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HomeMy WebLinkAbout08 Report 13-022 Role of the Specialized Program CommitteeCrA OTPNI SEAC Committee (Info) Committee of the Whole (Info) Report No. 13 -022 Public Educa Doing it WELL. 27 February 2013 19 March 2013 Role of the Specialized Program Committee Key Contact: Jill Bennett, Superintendent, Learning Support Services, (613) 596 -8254 To provide information on the role of the Central Committee, also known as the Specialized Program Committee. CONTEXT: 2. At the 20 November 2012 Committee of the Whole meeting staff presented report 12 -197 which outlined the work plan for recommendations, 1, 2 and 6 -10 of the Special Education Policy Ad Hoc Committee recommendations. 3. In recommendation #7, the Special Education Policy Ad Hoc Committee recommends that the Board asks staff for a report on the role of its Central Committee, also known as its Specialized Program Committee, and that a full discussion of the role of the Central Committee, compliance with the Education Act and parental involvement in IPRC decisions, be held at Education Committee or other standing committee. KEY CONSIDERATIONS: Legislative 4. The legislative requirements related to special education programs and services are limited to 3 sections of the Education Act. They are as follows: Regulation181 describes the Identification, Placement, Review Committee (IPRC) and process. The description of process is specific to the convening of the IPRC meeting. This regulation does require boards to prepare an IPRC Parent Guide for the use of parents and pupils. Regulation 298. 31 references specialized program classes. The details specify maximum class sizes for some specialized program classes. These classes include autism, developmental disabilities, learning disabilities, speech /language disorders, hard of hearing, physical limitations, mild intellectual disabilities and gifted. Report 13 -022 Role of Central Specialized Program Committee Page 1 Regulation 306 describes the requirement for the annual maintenance and review of a Special Education Report, formerly known as the Special Education Plan. One of the purposes of the report is to inform the Ministry of Education and the public about special education programs and services in the school district. The standard entitled "Special Education Placements Provided by the Board" requires school boards to describe the range of placements provided by the District, and to inform the public that placement of students in a regular class is the first option considered by an IPRC. Taken together, the legislation allows for boards to provide a range of special education programs and services and gives flexibility in operational /implementation details. The IPRC has the responsibility of meeting for the purposes of determining the exceptionality of a pupil and special education placement. As required by legislation, the IPRC committee is comprised of staff. When making a placement decision the IPRC must consider meeting pupil needs and parental preference. OCDSB Status 5. Specialized program classes are considered to be the highest tier of intervention in the Ottawa - Carleton District School Board. The OCDSB has: • over 8000 students identified as exceptional pupils; • over 13,000 students receiving special education programs /services and having individual education plans; • approximately 3000 students assigned to specialized program classes and an additional 900 students at the secondary level taking gifted designated courses; • approximately 1500 students changing classes due to school configurations or additional information obtained from assessment reports; • 12 different types of specialized program classes; Asperger's Program (ASP) Autism Program (AUT) Behaviour Intervention Program (BIP) Deaf /Hard -of- Hearing Program (D /HH) Developmental Disabilities Program (DD) Dual Support Program (DSP) General Learning Program (GLP) Gifted Specialized Program (Elem /Sec) Language Learning Disability Program (LLD) Learning Disability Program (LD) Physical Support Program (PSP) Primary Special Needs (PSN) • 61 elementary and 18 secondary schools housing specialized program classes; • annually, 450 to 500 new applications for specialized program classes from 151 schools; Report 13 -022 Role of Central Specialized Program Committee Page 2 • an increased number of complex student profile applications to review that require consideration to more than one specialized program; • varied specialized program class sizes and staff supports depending on the type of exceptionality, with some exceptionality groups having to adhere to class hard caps; • varied numbers of specialized program classes in each exceptionality group • varied grades within each exceptionality group, of which specialized program classes for students with autism and developmental disability range from kindergarten to grade 12; and • specialized program committees for each of the 12 types of specialized program classes. The breadth and diversity of specialized programs extends across the District in number, type, and exceptionality from kindergarten to grade 12. Managing 141 elementary classes and over 500 secondary sections with students who have the highest need profiles requires a process that is managed by central staff. A centralized process allows for access to the professional expertise in education, psychology, speech and language pathology, and social work and a multi- disciplinary approach to case review and placement decision — making, It also ensures an understanding of the breadth of programs /classes available throughout the district when recommendations are being made. Parental Role 6. Parents have an invaluable perspective on their child, especially his /her development, and learning. Communication between staff and parents is essential in service delivery at all tiers of the special education intervention model. More specifically, parents: • provide up -to -date information about their child as it relates to the child's learning and well- being; • provide important information that will assist in the development and implementation of their child's educational program (e.g., the talents and skills their child demonstrates in the home and community); • provide consent for • individual assessments, • the exchange or release of assessment information from a privately paid professional, • applications for more intensive service; • applications to be submitted to the specialized program committee, and • (any possible sharing of confidential student information with non -board staff; • may wish to visit a specialized program prior to accepting /or declining an the offer to a specialized class location; • participate in IPRC meetings; • reinforce and extend the educational efforts of the teachers and support staff by providing opportunities for their child to practice and maintain skills in the home, and • provide feedback on the child's transfer of skills from school to the home and community settings. Report 13 -022 Role of Central Specialized Program Committee Page 3 In addition, legislation requires principals to ensure that parents are consulted in the development of their child's Individual Education Plan. Parents: • may agree or disagree with changes to their child's program; • may request an IPRC meeting and are invited to attend; • sign the IPRC determination record indicating their agreement to the IPRC decision or may not agree and may choose to proceed to a second IPRC, to appeal or to mediation. Open communication and cooperation between home and school may ensure that the two have similar expectations with respect to the student's special education program and service. Parents and staff play important roles in the planning and implementation of a student's special education program. Recognizing everyone's contributions and setting realistic expectations for student achievement will lead to the best possible education for the student. Application Process 7. In pursuing the option for specialized programs, the following process occurs: (Appendix A) • applications to specialized program are initiated at the designated school which requires consultation with the parent(s) /guardian(s) and signed consent; • student information which often includes confidential assessment data and psychological and /or medical diagnosis is gathered by staff; • applications are submitted, by the first week of April, to one of the 12 specialized program committees with each comprised of at least four central professional special education staff; • the 12 specialized program committees review applications noting alignment with student profile and specialized program criteria; • communication of an offer is made to the principal of the student's designated school, who then communicates an offer to the parent; parents sign the IPRC determination record if agreeing to the IPRC decision; • parent(s) /guardian(s) have 48 hours to communicate their response to the school; • when parents have accepted an offer, the principal of the designated school conducts an IPRC; An application process is necessary for students who have the greatest level of need within the District to have fair and equitable access of the highest level of special education programs /services. In addition to the annual application process timelines, and in the best interest of meeting students' needs, continuous receipt and review of new applications can occur over the course of any school year and an IPRC can be convened at the designated school as required. Report 13 -022 Role of Central Specialized Program Committee Page 4 Role of the Specialized Program Committees 8. The responsibility of reviewing large numbers of complex student profiles which are described in detailed clinical terms requires the expertise of a multi- disciplinary team. Experts in education, psychology, social work or speech language pathology are required to review and align diagnostic pupil information with the program requirements of the specialized classes. Often the committees are required to review complex clinical information which is essential in prioritizing student need. The role of each of the 12 committees is to facilitate a process for fair and equitable access for the highest need students in the OCDSB. The role of each of the 12 specialized program committees is: • to draw on the expertise of professional staff to review applications consisting of educational and clinical evidence provided by the child's school -based multidisciplinary team; • to determine the relative degree of need of the various applicants from across the District; • to align student need with the categories of exceptionality and the demographics of specialized program classes; • to determine the location for an offer, with the first consideration to the nearest site to the applicant's residential address; • to coordinate additional services of Learning Support Services and community partners; • to manage student information that includes lists of pupils assigned to specialized program classes, vacancies, wait lists, and transportation arrangements. FINANCIAL CONSIDERATIONS: 9. There are no financial implications anticipated as a result of the discussion. COMMUNICATION /CONSULTATION ISSUES: 10 There are several levels of communication in the delivery of special education programs and services. The OCDSB annually meets the legislated requirement in the publication and posting of information to the Ministry and the public in the form of the Special Education Report and the IPRC Parent Guide. Consultation at SEAC has annually occurred with the discussion of specific special education standards. Communication is essential at the school level where staff work with students and parents. The participation of Learning Support staff with school staff in parent case conferences and assessment feedback sessions is a regular practice in all schools. STRATEGIC LINKS: 11. In the OCDSB it is our mission to educate for success. We are dedicated to fostering well- being, engagement, leadership and learning ( OCDSB Strategic Plan - 2011 -2015) at all levels of the organization. Our students will be more Report 13 -022 Role of Central Specialized Program Committee Page 5 engaged in learning if we create the conditions necessary to promote a healthy and creative learning organization. 12. The ultimate goal of the Specialized Program Committee is to bring greater stability and consistency to the placement of students with special education needs into our special education programs. Ultimately, improved stability for our exceptional students will positively contribute to many of the boards objectives, including the graduation rate goal and student achievement results. 13. However, this initiative speaks most directly to the objective of equitable access to high quality programs and pathways for all students. Success in this area may also contribute to improvements in our students' well- being. GUIDING QUESTIONS: 14. The following questions are provided to support the discussion of this item by the Committee: • Does this structure ensure equitable access to high quality programs? • What are the expected outcomes of this initiative? • How does this work connect with the Board's strategic objectives? • How will this work benefit students? Jill Bennett Superintendent, Learning Support Services (ext. 8254) Jennifer Adams Director of Education and Secretary of the Board Report 13 -022 Role of Central Specialized Program Committee Page 6 Report 13 -022 — Role of the Specialized Program Committee Application Process Teacher or parent(s) /guardian(s) identify concern(s) with student success and /or with programming /intervention Appendix A Case conference at the school with parent to consider higher level of intervention Multi disciplinary meeting of school staff and Learning Support Services staff with consideration given to an application to a specialized program Communication with parent regarding the opportunity for a specialized program application Staff completes and compiles the application to specialized program, including student documentation and signed consent from the parent Request to parent for application to be reviewed by another specialized program committee Offer to specialized program Specialized Program Committee reviews application Application approved, offer to specialized program Parent accepts or declines offer Application approved, waitlist for specialized program class Vacancy and then offer to specialized program School Proceeds to IPRC Application does not meet criteria for a specialized program class Continued program /services at the school level with support from Learning Support Services