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HomeMy WebLinkAbout07 Report 00-061 Memorandum of Agreement for the Education of Pupils with Developmental DisabilitiesFl . 0 M,-j OTTAWA-CARLETON DISTRICT SCHOOL BOARD 10 April 2000 Report No. 00 -061 to the Board Re: Memorandum of Agreement for the Education of Pupils with Developmental Disabilities ORIGINATORS: Director's Council of Superintendents Laura McAlister, Principal of Special Education Jim Cowan, Special Education Support Teacher PURPOSE To provide members of the Board with proposed changes to the Memorandum of Agreement for the Education of Pupils with Developmental Disabilities. BACKGROUND 2. The Coordinating Committee for the Education of Pupils with Developmental Disabilities requested at its meeting of 9 December 1999 that the memorandum be reviewed. 3. Staff of the OCCSB met with Jim Cowan, Special Education Support Teacher for Developmental Disabilities and Laura McAlister, Principal of Special Education to review the memorandum. 4. Janice McCoy, Legal Advisor to the OCDSB, has reviewed the memorandum. STATUS Proposed changes were discussed orally only with the Coordinating Committee for the Education of Pupils with Developmental Disabilities at its meeting of 10 February 2000. These changes include: • the deletion of references to a purchase of service agreement which is no longer applicable under the new provincial funding model • change to the description of the student supported by a dependently handicapped program • an inclusion of the need for staff development • deletion of redundant information as it pertains to those issues which the committee already undertakes to review, i.e. provision of transportation enrolment information (implied as part of the October agenda) • enhancement of the information contained within the Comprehensive Plan of a Board (see No. 6 Staffing) • amendment of the terms of agreement to reflect current timelines • Appendix A - deletion of 'The pupil should be able to communicate with a minimum of additional support.' • Appendix C - changes to current program locations made i 6. The Board, as part of its approved budget, has included $276,000 for the Summer Program for July 2001 and $140,000 for the Summer Program of July 2002. The Ottawa - Carleton Catholic School Board approved the Memorandum of Agreement at its Board Meeting of 4 April 2000. RECOMMENDATION That the revised Memorandum of Agreement be approved by the Ottawa - Carleton District School Board. James P. Grieve /_0__ - Director of Educati /Secretary of the Board I � Laura McAlister, Principal, Special Education OTTAWA- CAUETON DISTRICT SCHOOL BOARD MEMORANDUM OF AGREEMENT THE OTTAWA - CARLETON DISTRICT SCHOOL BOARD AND THE OTTAWA - CARLETON CATHOLIC DISTRICT SCHOOL BOARD Fq - APPENDIX AA having jurisdiction within the Regional Municipality of Ottawa - Carleton, in the Province of Ontario, in accordance with the Education Act R.S.O. 1990, Chapter E.2, and the Regional Municipality of Ottawa - Carleton Act, R.S.O. 1990, Chapter R.14, (hereinafter referred to jointly as "the boards ") do jointly covenant and agree as follows: WHEREAS the Education Act, R.S.O. 1990, Chapter E.2, Section 170, paragraph 7, requires that a board provide directly or enter into an agreement with another board to provide special education programs and special education services for its exceptional pupils, and, WHEREAS in the interests of continuing to provide full access to a wide range of educational services for pupils with developmental disabilities in Ottawa - Carleton, the boards concur that the planning, (W provision and evaluation of programs for pupils with developmental disabilities should continue to be undertaken in a coordinated approach with due respect for each board's autonomy and legal responsibilities; and WHEREAS the boards firmly believe in placing every pupil in the most enabling environment no matter the exceptionality in accordance with the provisions of the Education Act and the regulations and with the aim and intent of providing a continuum of services to enhance every pupil's learning opportunities. In most cases, the pupil's program will include a variety of integrating activities tailored to needs which will be included in the Individual Education Plan; and WHEREAS it is the function and legal responsibility of an Identification Placement and Review Committee (an IPRC) to identify the placement and program most suited to the specific needs of each pupil identified as exceptional and requiring a placement in a school or class for pupils with developmental disabilities. THE BOARDS THEREFORE AGREE JOINTLY THAT EDUCATIONAL PROGRAMS FOR OTTAWA - CARLETON SCHOOL -AGE PUPILS WITH DEVELOPMENTAL DISABILITIES WILL BE PROVIDED ON A CO- OPERATIVE BASIS IN THE REGION, SO THAT EACH_PUPIL WITH DEVELOPMENTAL DISABILITIES WILL BE GIVEN THE MOST APPROPRIATE PLACEMENT TO MEET INDIVIDUAL EDUCATIONAL, SOCIAL AND EMOTIONAL NEEDS, REGARDLESS OF WHICH BOARD OPERATES THE PROGRAM(S), BUT WITH DUE REGARD FOR RELIGIOUS RIGHTS, PROVIDED AS FOLLOWS: RANGE OF PROGRAM PLACEMENTS The boards recognize the following range of program placements for pupils with developmental disabilities: 2. 3. Gb SEMI - INTEGRATED SITE CLASS CLASSES FOR PUPILS WITH DEVELOPMENTAL DISABILITIES WITHIN A REGULAR SCHOOL SETTING - for pupils who are identified for placement in programs for pupils with developmental disabilities within regular schools - with minimum support capabilities in accordance with the established Admission Criteria (Appendix A). CLASSES FOR PUPILS WITH DEVELOPMENTAL DISABILITIES WITHIN A SPECIALIZED SCHOOL - for pupils whose educational, social and emotional needs can best be met in specialized school settings. DEPENDENTLY HANDICAPPED PROGRAM CLASSES FOR PUPILS WITH DEVELOPMENTAL DISABILITIES WITHIN A REGULAR SCHOOL SETTING - for pupils with multiple developmental, sensory and physical disabilities. In addition, there may be evidence of medical issues. RESPONSIBILITIES OF EACH BOARD Each board Hill, in general, be responsible for: - establishing classes for its own resident pupils and for receiving into such classes pupils from the other board, on the recommendation of an Identification, Placement and Review Committee (IPRC) referred to in greater detail in Appendix B hereto; - providing staff development to staff within the board. PROVISION OF SPECIALIZED PROGRAMS Facilities and programs for pupils assigned to classes in specialized settings will be provided as follows: a) The Ottawa- Carleton District School Board b) The Ottawa- Carleton Catholic District School Board - Clifford Bowey School - Crystal Bay Centre for Special Education - Semi- Integrated Sites* - Programs for Dependently Handicapped pupils - Semi- Integrated Sites* - Assessment Kindergarten c) i) That the attendance area for Crystal Bay Centre for Special Education be the area West of Bronson Avenue North of the Dunbar Bridge, and the area West of the Rideau River South of the Dunbar Bridge; ii) That the attendance area for Clifford Bowey School be the area East of Bronson Avenue North of the Dunbar Bridge, and the area East of the Rideau River South of the Dunbar Bridge; iii) That the attendance area for the semi - integrated sites which will be identified by the respective boards from time to time shall generally be the school in closest proximity to the pupil's residence. * See Appendix C for current list of Semi- Integrated Sites q1 4. ADMISSION OF PUPILS TO PROGRAMS The boards agree that for purpose of placing pupils with developmental disabilities in the most appropriate programs suited to their needs, Identification, Placement, and Review Committees (IPRCs), with respect to pupils with developmental disabilities, established under Ontario Regulation 181, shall operate as described in Appendix B. MOE definition of a developmental disability is as follows: A severe learning disorder characterized by: a) an inability to profit from a special education program for pupils with mild intellectual disabilities because of slow intellectual development; b) an ability to profit from a special education program that is designed to accommodate slow intellectual development; C) a limited potential for academic learning, independent social adjustment, and economic self- support. The boards agree that the IPRCs will be guided by admission criteria as appropriate as set forth in Appendix A hereto. It is expressly agreed that education will be provided to pupils in accordance with constitutional religious rights and prerogatives. 5. SUMMER SCHOOL The boards may operate an appropriate summer program to which the pupils covered by this agreement will have access subject to annual Board budget decisions. 6. STAFFING In staffing specialized schools or semi - integrated units for pupils with developmental disabilities, the boards agree to staffing formulae as outlined in the respective Comprehensive Plans. OTTAWA - CARLETON COORDINATING COMMITTEE FOR PUPILS WITH DEVELOPMENTAL DISABILITIES a) The boards agree to establish a coordinating committee on educational programs, hereinafter known as the Coordinating Committee, for pupils with developmental disabilities, to be known as: "OTTAWA - CARLETON COORDINATING COMMITTEE FOR THE EDUCATION OF PUPILS WITH DEVELOPMENTAL DISABILITIES ". b) The Committee shall consist of: i) two trustees appointed by each board; ii) up to three parent representatives of resident pupils with developmental disabilities from each board, appointed by that board; iii) a representative designated by the Board of Directors of the Ottawa- Carleton Association for Persons with Developmental Disabilities. C) In the event that none of the two trustees appointed by a board is able to attend a scheduled meeting of the Coordinating Committee, the Chair of that board shall have the authority to appoint one trustee as an alternate with full membership privileges for that particular meeting. d) The members shall hold office until the expiry of the term for which the members of the appointing board were elected. Vacancies arising from any cause shall be filled by the appointing board. e) At its first meeting each year, the members of the Coordinating Committee shall elect one of themselves to be Chair of the Coordinating Committee which meeting shall be held no later than the end of February in the year following the election of board members. A long -range schedule of meetings will be approved for each year. Normally the Chair will rotate between the boards. f) The Coordinating Committee shall meet three times per year, normally on the second Thursday of the month: i) October - to review educational programs and services available to pupils with developmental disabilities in the region; ii) December - to review and make recommendation to the Boards with respect to this memorandum of agreement; to review enrolment patterns and future trends for programs and program locations for pupils with developmental disabilities; and, to formulate recommendations to the boards on all matters related to policies, programs and services for pupils with developmental disabilities, including but not limited to: - types and location of programs and services; - admissions criteria; - staffing model(s); - funding and fee mechanisms. iii) April - to review and update issues which may have arisen over the course of the school year. Notwithstanding the above, the chair of the Coordinating Committee may convene a special meeting of the Coordinating Committee at any time where issues and concerns necessitate such a meeting. g) The Coordinating Committee may, without reference to the boards, establish such sub - committees as it deems appropriate, which may include persons who are not members of the Coordinating Committee, and call for reports from staff through the appropriate processes of each board, on any matter pertaining to the education of pupils with developmental disabilities. h) Reports of the Coordinating Committee will be forwarded to the boards at the same time, for processing through the appropriate mechanism of each board. Boards will attempt to review recommendations from the Coordinating Committee in approximately the same time frame. i) Each Board will provide staff support to the Coordinating Committee by assigning to its meetings appropriate supervisory staff. Secretarial support will be provided to the Committee by the board of the person elected as Chair of the Coordinating Committee, which board shall also make available regular meeting facilities. D A quorum of the Coordinating Committee shall be a majority of its members, provided always that at least one trustee member appointed by each board is present. k) Kerr and King Procedures for Meetings and Organizations (Carswell 1996) will be used. 1) Notice of meetings and agendas will be circulated to all members and to the secretary of each board in the week preceding the meeting (with minimum notice to be 48 hours). Q 1�. LOCAL BOARD AUTONOMY It is understood and agreed that nothing in this agreement derogates from the responsibility and authority of each board to administer the programs offered in its schools, specifically: - the establishment of classes for its own pupils in consultation with the other board and the admission into such classes of resident pupils of the other board as stipulated in this agreement; - internal operating procedures and practices; - maintenance of facilities and provision of equipment and supplies; - transportation policies; - staffing requirements, including salaries. Notwithstanding the foregoing, the boards agree to give each other a minimum of three months notice in the event of any proposed significant changes to programs and /or services. TERM OF AGREEMENT AND PROVISION FOR AMENDMENTS a) This agreement shall be in force from 1 September 2000 until 31 August 2001. During the school year 2000 -2001, the parties agree to undertake a review of the agreement and the programs and services provided thereunder, to determine if the agreement should be extended and /or modified. b) The agreement may be amended during its term by the unanimous consent of the parties. IN WITNESS WHEREOF THE PARTIES HAVE CAUSED THIS AGREEMENT TO BE SIGNED AND EXECUTED IN THEIR RESPECTIVE NAMES BY THEIR PROPER OFFICERS IN THAT BEHALF, THIS DAY OF , 2000: THE OTTAWA - CARLETON DISTRICT SCHOOLBOARD Chair of the Board Director of Education THE OTTAWA - CARLETON CATHOLIC DISTRICT SCHOOL BOARD Chair of the Board Director of Education qY APPENDIX A SUGGESTED GUIDELINES FOR PLACEMENT IN SEMI - INTEGRATED SITES The following guidelines are intended to assist parents and staff in considering the placement of a pupil with developmental disabilities in a semi - integrated site class: 1. The pupil should be able to profit educationally, socially, and emotionally from a semi - integrated class in a regular school, with opportunities for appropriately supported integration. 2. The pupil should be able to take care of basic personal needs, with a minimum of additional support. 3. The requirement for an additional educational assistant and /or additional staff, must be a factor to consider. 4. Minimum age for entry into the Primary classes will be 5 years, 8 months as of September 1st of the school year in question. 5. Minimum age for entry into Kindergarten classes will be 3 years, 8 months as of September 1st of the school year in question. 76, APPENDIX B PUPILS WITH DEVELOPMENTAL DISABILITIES IPRC PROCEDURES INTRODUCTION: 1. Each board is responsible to identify through an Identification, Placement and Review Committee (herein referred to as an IPRC) made up of at least one supervisory officer or principal, for special education purposes, its resident pupils who may be exceptional pupils and who may require placement in a school or class for pupils with developmental disabilities. 2. The provision of adequate accommodation for the instruction of, or the delivery of special education programs and services to, pupils with developmental disabilities in the Ottawa - Carleton region has been designed in such a way that not all programs or services will be offered by both boards. Cross - boundary will therefore be a frequent occurrence under the cooperative model. As a result of the cooperative model, each board will, within its schools and classes.for pupils with developmental disabilities, develop expertise in its own specialized programs for pupils with developmental disabilities. It becomes important that this expertise be available to both boards at the IPRC meetings to determine the most appropriate placement for pupils with developmental disabilities in a school or program for pupils with developmental disabilities whether established and maintained by the board of which the pupil is a resident pupil or not. These two factors, local board autonomy and responsibility on the one hand and the two -board participation on the other hand, have been taken into account in the following IPRC procedures. PROCEDURES: General Guidelines All resident pupils of a board who present as exceptional pupils and present as requiring a placement in a school or class for pupils with developmental disabilities available under this agreement shall be processed through an IPRC provided for under this agreement. Membership Each Board shall appoint an IPRC made up of at least one supervisory officer or principal. The chair of each IPRC shall be the supervisory officer or principal from the board offering the proposed placement. Initial IPRCs 1. All determinations involving cooperative placements between the two boards must be made with representation from both boards. 2. The IPRC of each board will have access to all potential placements in the two jurisdictions. In determining the identification and placement, the board of which the pupil is a resident pupil, or the board in which the pupil has been placed pending the IPRC is responsible for the following: (a) . Notifying the parents of the time and place of the IPRC and inviting them to attend. (b) Ensuring that other staff members are in attendance, as necessary: sending school principal, pertinent agencies, psychologists, therapists, etc. (c) Assembling all pertinent documentation in advance of the IPRC, which may include: i) educational assessment; ii) psychological assessment; iii) health assessment; iv) other documents as required; (d) Notifying, in accordance with the regulations, parents, board, school or other agencies as appropriate of the results of the IPRC; (e) Advising parents of their rights to request interviews to discuss IPRC determinations and, if requested, setting up such interviews; (f) Advising parents of their rights to appeal and, if requested, setting up such appeals. Reviews 1. Annual Reviews, as required by the regulations, are the responsibility of the board which provides the instruction for the pupil with developmental disabilities. 2. In the review of the identification and placement by the IPRC, the board which provides the instruction is responsible for providing the same services as are set out in the section entitled Initial IPRCs. paragraph 3, subparagraphs (a) to (f). 3. An invitation to attend a review will be extended to the supervisory officer or designate of the board of which the pupil is a resident pupil. 4. Any review which is likely to propose a change in the identification (not placement) of the pupil must be conducted by an IPRC only if the supervisory officer or designate of the board of which tht- pupil is a resident pupil is in attendance. q1. SCHOOL BOARD Ottawa - Carleton District School Board SEMI - INTEGRATED SITES AS OF 3 FEBRUARY 2000 PROGRAM Developmentally Disabled Ottawa - Carleton Catholic School Dependently Handicapped Board Developmentally Disabled APPENDIX C SCHOOL Carleton Heights P.S. Charles Hulse P.S. Connaught P.S. D.A. Moodie I.S. Dunning - Foubert E.S. Manordale P.S. MapleRidge E.S. Roberta Bondar P.S. Bell H.S. Cairine Wilson S.S. Earl of March S.S. Glebe Collegiate Institute Hillcrest H.S. J.S. Woodsworth S.S. Ridgemont H.S. Bayshore Catholic (2) Good Shepherd Catholic Our Lady of Peace Catholic Pineview Catholic St. Bernard Catholic St. Francis Catholic St. Luke Catholic Thomas D'arcy McGee Catholic L.B. Pearson H.S. Mother Theresa H.S. St. Mark H.S. St. Matthew H.S. St. Paul H.S. St. Pius X H.S. St. Anthony St. Monica St. Pius X H.S. L.B. Pearson H.S. 0