HomeMy WebLinkAbout3.1 Appendix A to Board Report 22 June 2020DRAFTSpecial Education Plan
2019-2020
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of Innovation, Caring and Social Responsibility
Appendix A to Board Report 22 June 2020
DRAFTTABLE OF CONTENTS
Introduction
Ottawa-Carleton District School Board Mission
Statement ………………………….. 1
Letter to the Ministry of Education ………………………….. pending
Board Motion Approving Plan ………………………….. pending
SEAC Motion Approving Plan ………………………….. pending
Part 1- The Board’s Consultation Process
The Ottawa-Carleton District School Board’s
Consultation Process ………………………….. 2
Part 2 - Special Education Programs and Services
The Board’s Model for Special Education …………………………..5
Roles and Responsibilities …………………………..14
Early Identification Procedures and Intervention
Strategies …………………………..18
The Identification, Placement, and Review
Committee (IPRC) Process and Appeals ………………………….. 24
Educational and Other Assessments …………………………..31
Specialized Health Support Services in School
Settings …………………………..36
Categories and Definitions of Exceptionalities …………………………..53
Special Education Placements Provided by the
Board …………………………..59
Individual Education Plans (IEPs) …………………………..90
Provincial and Demonstration Schools in Ontario …………………………..111
Special Education Staff …………………………..116
Staff Development …………………………..127
Equipment …………………………..132
Accessibility of School Buildings …………………………..136
Transportation …………………………..137
Part 3 - The Board’s Special Education Advisory Committee
The Role of SEAC …………………………..139
SEAC Meetings …………………………..139
Composition of SEAC …………………………..140
SEAC Members 2019-2020 …………………………..140
Part 4 - Coordination of Services with Other Ministries or Agencies
Programs and Services ………………………….. 143
DRAFTMISSION STATEMENT
Educating for success –
inspiring learning and
building citizenship
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Part 1- The Board’s Consultation Process
Purpose of the Standard
To provide details of the board’s consultation process to the Ministry and the public.
The Ottawa-Carleton District School Board reviews and updates the Special Education
Plan on an annual basis. It is our belief that consultation with a variety of stakeholders is
necessary to receive the required input to improve programs and services for students
as well as to update the plan as required.
The OCDSB’s Special Education Advisory Committee (SEAC) formally reviews the
Special Education Plan annually, and also throughout the year as the need arises in
accordance with Regulation 464/97. SEAC members are able to share information and
input from their respective associations/agencies and provide feedback. This document
continues to be a work in progress as we strive to continue to improve the functionality
and usability of the plan. A review schedule of each component of the special education
plan was developed for the year via SEAC monthly agendas and input from SEAC was
received. All of the feedback provided was reviewed and included in the plan, when they
were aligned with Ministry of Education requirements. Ongoing suggestions and
feedback this year from SEAC consultations were to continue to include more parent /
guardian friendly language and a clarity of language or descriptions as it relates to
aspects of our special education programs and services.
Minority and Majority Reports
There were no majority or minority reports concerning the Board’s approved special
education plan in 2019/2020.
Opportunities for Community Input
Opportunities for public input and feedback were provided through SEAC monthly
meetings and meeting minutes, the Board’s website, and via direct connection with
Learning Support Services team members. In addition, an invitation to members of the
community inviting feedback on the Special Education Plan 2019-2020 was posted on
the District’s website.
Special Education Program and Services Internal / External Reviews
Methodology for Internal Reviews
In January, 2014, the Learning Support Services department presented Report No. 14-
001, Performance Measures for the Ottawa-Carleton District School Board, Learning
Support Services. Building on the draft, Program Logic Models (PLMs), developed in
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consultation with Dr. Tim Aubry, at the University of Ottawa, the report highlights several
performance measures for Learning Support Services department and for each OCDSB
specialized program. These performance measures have been used to shape the most
recent program reviews for two of our specialized program classes (LD SIP, and Gifted).
Further work has begun on the implementation and monitoring of a revised model for
supporting students with Learning Disabilities. Exploration of the programs and services
for students with Giftedness is ongoing. A key component of the program review
process is the engagement of stakeholders including SEAC, parents / guardians, parent
/ community organizations, students, central staff, teachers, educational assistants,
principals, managers, senior staff, and trustees in the process. The inclusion of
stakeholders has taken on a variety of formats and is dependent upon the review.
OCDSB Quality Programming Indicators
We continue to work on the development of the OCDSB Quality Programming
Indicators (QPI). The purpose of the new resource is to provide a comprehensive
overview of quality programming to meet the specialized learning needs of students
within both regular and specialized program classes in K to 12 settings. Indicators of
quality programming focus on the following topics: Student and Class Profiles, Individual
Education Plans, Transition Plans, Academic and Alternative Programs, Instructional
Strategies, Technology, Tools, and Specialized Equipment, Instructional Environment,
Social-Emotional Learning, Integration, and Assessment. This resource has been
shared with administrators district-wide. Due to labour disruptions, we will be planning
for opportunities for training and professional development sessions on the tool in the
2020-2021 school year.
Learning Support Services Operational Review
In October, 2018, LSS was directed to undertake an operational review with a focus on
the following aspects:
● the process for identification, needs assessment (including the use of tiered
interventions as a support for all students, and as identification and placement
evidence), and placement for all exceptionalities
In order to objectively and efficiently accomplish the review, the District has contracted
external consultants. LSS staff and SEAC worked collaboratively to establish a scope
of work to inform the Request for Service process. In January 2020 the contract was
awarded to the successful proponent, Optimus SBR. Working with the team from
Optimus SBR, the project plan including methodology and timelines was developed.
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A series of 11 focus groups with stakeholders and a parent survey were scheduled for
March and April 2020. Due to the impact of labour sanctions and the school closure
due to COVID 19, it was decided to pause all planned review activities until such time
that all stakeholder groups could be effectively engaged.
Revised timelines will be communicated when the review resumes. LSS and the team
at Optimus SBR continue the preparatory work associated with each activity planned for
the Current State Assessment (e.g., parent survey) and to develop consultation
methods that accommodate physical distancing.
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Part 2- Special Education Programs and Services
The Board’s Model For Special Education
Purpose of the Standard
To provide the Ministry and the public with information on the Board’s philosophy and
service-delivery model for the provision of special education programs and services.
The Ottawa-Carleton District School Board is committed to the principle that learning is
a developmental process and children proceed through the stages of development at
varying rates. The OCDSB is also committed to early identification and intervention to
address learning needs. It is through this early identification and intervention process
that learners remain confident about their abilities and are engaged in their learning
journey.
The OCDSB Special Education Plan has been designed to comply with the Canadian
Charter of Rights and Freedoms, the Ontario Human Rights Code, the Education Act,
Accessibility for Ontarians with Disabilities Act, and regulations made under the Act and
any other relevant legislation. The OCDSB’s approach to special education and its
special education delivery model are aligned with the Board’s Mission Statement and
Strategic Plan. Our Mission, Educating for Success: Inspiring Learning and Building
Citizenship forms the foundation of our work. Many components of our current Strategic
Plan connect and support the delivery of our supports and programs.
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Service Delivery Model
The Service Delivery Model of the Ottawa-Carleton District School Board is based on a
continuum of programs and services with placement options ranging from regular class
with special education resource support to specialized program class placements and
special education schools. Our goal is to strive to help every student meet their full
potential, while fostering the highest level of independence possible for each student.
We work with parents and district staff to determine the placement that best meets the
student’s needs, whether that is in a regular classroom, or for some students, in a
specialized program class. Specialized program class locations are based on a
geographically defined catchment area and designated schools. We value collaboration
and consultation with parents / guardians to best understand the strengths and needs of
each learner.
The OCDSB places a strong emphasis on the inclusion of our students with special
needs. Our ongoing commitment is to provide the structures and support each student
needs to foster their growth and development in programs, which foster integration and
independence as defined for each student based on their strengths and needs.
The majority of students with special education needs are placed in a regular
classroom. For most students, a classroom teacher, with the support of the school’s
learning support teacher (LST) or learning resource teacher (LRT) (only in elementary
schools), and/or central district staff, are able to provide programming support that
allows the student to meet required expectations with success. The regular classroom is
always an option that parents / guardians may consider, regardless of the student’s
needs. A regular classroom allows the student to be surrounded by peers, while
receiving personalized programming that is outlined in the student’s Individual
Education Plan. The regular class is considered the most inclusive of placements.
The special needs of each student may be met by accommodations, modifications,
and/or alternative expectations, including, but not limited to, a variety of teaching
methods, and/or special equipment. The OCDSB model for service delivery is rooted in
the tiered approach to intervention, as outlined in the Ministry of Education
document; Learning for All : A Guide to Effective Assessment and Instruction for All
Students, K-12 (2013). An overview of the tiered approach to intervention is
summarized in the following chart:
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Special Education Programs
Special education placements and programs are outlined in detail in Standard 9 (refer to
subsection Special Education Placements Provided by the OCDSB for detailed
descriptions of Ministry Placements and OCDSB Programs).
Ministry of Education Placements offered by the Ottawa-Carleton District School
Board
● Regular Class with Indirect Support
● Regular Class with Resource Assistance
● Regular Class with Withdrawal Assistance
● Special Education Class with Partial Integration
● Special Education Class Full-time
Special Education Programs offered by the Ottawa-Carleton District School Board
● Regular Class with Specialized Support
● Regular Class with LST and/or LRT Monitoring
● Regular Class with LST and/or LRT Support
● Specialized Program Class
● Special Education School
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Provincial Specialized Placements
● Care and Treatment Programs (CTCC)
● Provincial or Demonstration Schools
● Hospital or Treatment Centres
Special Education Supports in the OCDSB
(All supports listed below are in no particular order)
School-Based Supports System-Based Supports Provincially-Based Supports
● Classroom Teacher
● Parent(s)/guardian(s)
● Educational Assistant (EA)
● Early Childhood Educator
(ECE)
● Learning Support Teacher
(LST)
● Learning Resource Teacher
(LRT) (elementary only)
● Principal/Vice-Principal
● Learning Support Consultant
(LSC)
● Psychologist/Psychological
Associate
● Social Worker
● Speech-Language
Pathologist
● Autism Spectrum Disorder
Team
● BCBA (Board Certified
Behaviour Analyst)
● Behavior Support Team
● Itinerant Teacher of
Blind/Low Vision and Itinerant
Teacher of Deaf/Hard of
Hearing
● SELT (Social / Emotional
Learning Teacher)
● Early Learning Team
● ITAT (Itinerant Teacher of
Assistive Technology)
● Itinerant Emergency
Educational Assistant
● Itinerant Educational
Assistant
● System Principals
● System Managers
● Supervisors of Speech-
Language Pathology,
Psychology, and Social Work
● Community Agencies
● Care and Treatment (CTCC)
● Local Health Integration
Network (LHIN)
● Hospitals
● Demonstration/ Provincial
Schools
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The OCDSB special education policy shall be achieved through the delivery of a variety
of learning supports including, but not limited to:
● range of appropriate, timely assessments accompanied by timely tiered
interventions and professional strategies;
● a continuum of placement options;
● equitable application of the specialized program class location model using
geographically defined catchment areas and designated schools to ensure fair
access to specialized programs;
● appropriate student/teacher ratio as governed by the Education Act;
● Individual Education Plans (IEPs) subject to regular review and outcome based
evaluation;
● a clearly communicated Identification, Placement and Review Committee (IPRC)
process, with consistent procedure;
● integration opportunities within the student’s school;
● multi-disciplinary professional supports for students with special education needs;
● timely access as required to appropriate equipment and materials: and
● timely access to information for parents about programs and services.
Definition of Terms
Applied Behaviour Analysis (ABA) is the science of behaviour that systematically
applies strategies, to improve socially significant behaviours. Interventions are utilized to
shape and change behaviour as well as teach new skills.
Accommodation includes special teaching and assessment strategies, human
supports, and/or individualized equipment that help the student learn and demonstrate
learning. Accommodations described in the IEP should include only those strategies
and supports that differ from what is normally provided during classroom instruction.
Accommodations that the student requires in connection with instruction, assessment
and functioning in the physical environment should be listed separately as follows:
● Instructional accommodations - adjustments in teaching strategies required to
enable the student to learn and to progress through the curriculum
● Environmental accommodations - changes or supports in the physical environment
of the classroom and/or the school
● Assessment accommodations - adjustments in assessment activities and methods
required to enable the student to demonstrate learning
Assistive technology is any technology that allows one to increase, maintain, or
improve the functional capabilities of an individual with special learning needs.
Differentiated Instruction includes using flexible groupings to meet student needs,
providing accommodated instruction/assessments activities where required and
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challenging students at an appropriate level (in light of their readiness, interests, and
learning profiles).
Curriculum tells teachers what to teach, while differentiated instruction tells teachers
how to teach it to a range of learners by employing a variety of teaching approaches.
The teacher can differentiate one or a number of the following elements in any
classroom learning situation:
● the content (what the student is going to learn)
● the process (the activities)
● the product (the accomplishment following a learning period)
An exceptional pupil according to the Education Act is a pupil whose behaviour,
communication, intellectual, physical or multiple exceptionalities are such that he/she is
considered to need placement in a special education program by an Identification,
Placement and Review Committee of the Board established in the Education Act
(Regulation 181). Refer to OCDSB Special Education Programs and Services for
detailed descriptions.
An Identification, Placement and Review Committee (IPRC) is a committee of the
Board with a mandate to identify students with special education needs and determine
the most appropriate special education program based on the student’s needs.
An Individual Education Plan (IEP) is a written plan describing the special education
program and/or services required by a particular student. It identifies learning
expectations that are modified from or alternative to the expectations given in the
curriculum policy document for the appropriate grade and subject or course, and/or
accommodations and special education services needed to assist the student in
achieving his or her learning expectations.
In-School Team may consist of the principal or designate, Learning Support Teacher
(LST), Educational Assistant (EA), Head of Special Education/Special,
Education/Student Services, classroom teacher, parent(s)/guardian(s) and any of the
following where appropriate: classroom teacher(s), Learning Resource Teacher (LRT),
special education class teacher(s), Early Childhood Educator (ECE) and student if over
16.
Modification is the process of changing the number, complexity and/or grade-level
expectations for a subject or course in order to meet a student’s learning needs.
Multi-Disciplinary Team consists of members of the in-school team and various
personnel who are assigned to support the school in areas of special education
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assessments and programming. These may include the Learning Support Consultant
(LSC), psychologist or psychological associate, social worker, speech-language
pathologist, Itinerant Teachers for the Blind/Low Vision, Itinerant Teachers for the
Deaf/Hard of Hearing, as well as, any of the system-based teams e.g. Behaviour
Support Team (BST), Student Success Teachers (SST), Autism Spectrum Disorder
Team (ASDT).
A program is a prescribed set of learning activities that has a basis in the Ontario
Education Act, the regulations, the Ministry of Education guidelines or Ministry
memoranda which would generally identify the scope and sequence of the learning
activities, the target group, and the requirements for certification.
Provincial/Demonstration Schools are Ministry operated schools for students who are
deaf, blind, deaf-blind or for students with severe learning disabilities. Residential
programs are available for those students for whom distance precludes daily travel.
A special education program, as defined by the Ontario Education Act, is one based
on and modified by the results of continuous assessment and evaluation and that
includes a plan containing specific objectives and an outline of educational services that
meets the needs of the exceptional pupil.
Tiered Intervention is a process of assessing, supporting, monitoring, and re-
evaluating a student’s progress by providing “just right” supports that allow the student
to achieve academic success. The tiered approach to ongoing prevention and
intervention embodies principles of universal design for learning and differentiated
instruction, offers a systematic method for the early identification of students who are
experiencing particular difficulties, and, through ongoing monitoring of their progress,
provides the precise level of support those students need.
Universal Design for Learning provides teachers with broad principles for planning
instruction and designing learning environments for a diverse group of students. It often
overlaps with differentiated instruction which allows teachers to address specific skills
and difficulties. Both include providing a range of instructional strategies, resources,
learning tasks, and assessment tools in order to meet the different strengths, needs,
levels of readiness, and learning styles or preferences of the students in the class.
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Acronyms Used in the Special Education Plan 2020
ABA Applied Behaviour Analysis
ADHD Attention Deficit/Hyperactivity Disorder
ADP Adaptive Devices Program
AODA Accessibility for Ontarians with Disabilities Act
ASDP Autism Spectrum Disorder Program
ASDSCSP Autism Spectrum Disorder Secondary Credit Support Program
ASDT Autism Spectrum Disorder Team
BCBA Board Certified Behaviour Analyst
BIP Behaviour Intervention Program
BST Behaviour Support Team
CAC Centre for Augmentative Communication
CSP Coordinated Service Planning
DD Developmental Disability
DHH Deaf/Hard of Hearing
DSP Dual Support Program
EA Educational Assistant
ECE Early Childhood Educator
ELIP Early Learning Intervention Program
GLP General Learning Program
IBI Intensive Behaviour Program
IEA Itinerant Educational Assistant
IEP Individual Education Plan
ILLD Intermediate Language Learning Disabilities
IPRC Identification, Placement and Review Committee
ITAT Itinerant Teacher of Assistive Technology
ITB/LV Itinerant Teacher for the Blind/Low Vision
ITD/HH Itinerant Teacher for the Deaf/Hard of Hearing
LD Learning Disability
LDP Learning Disability Program
LD SIP Learning Disability Specialized Intervention Program
LLD Language Learning Disability
LSC Learning Support Consultant
LSS Learning Support Services
LST Learning Support Teacher
LRT Learning Resource Teacher
MID Mild Intellectual Disability
OCDSB Ottawa-Carleton District School Board
OSR Ontario Student Record
OSSD Ontario Secondary School Diploma
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OSTA Ottawa Student Transportation Authority
OT Occupational Therapist
PCLD Provincial Committee on Learning Disabilities
PSP Physical Support Program
PT Physical Therapist
QPI Quality Programming Indicators
SAL Supervised Alternative Learning
SEA Special Equipment Amount
SEAC Special Education Advisory Committee
SIP Special Incidence Portion
SLP Speech-language Pathologist
SST Student Success Teacher
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Roles and Responsibilities
Purpose of the Standard
To provide the public with information on roles and responsibilities in the area of special
education.
The Ministry of Education has defined roles and responsibilities in elementary and
secondary education in several key areas:
● Legislative and policy framework
● Funding
● School system management
● Programs and curriculum
It is important that all those involved in special education understand their roles and
responsibilities, which are outlined below:
The Ministry of Education
● defines, through the Education Act, regulations, and policy/program memoranda, the
legal obligations of school boards regarding the provision of special education
programs and services, and prescribes the categories and definitions of
exceptionality
● ensures that school boards provide appropriate special education programs and
services for their exceptional pupils
● establishes the funding for special education through the structure of the funding
model which consists of the Grant for student needs, including funding for
classrooms and the Special Education Grant. The Special Education Grant is made
up of six allocations:– Special Education Per Pupil Amount, Differentiated Special
Education Needs Amount, Special Equipment Amount, Special Incidence Portion,
Facilities Amount, and Behaviour Expertise Amount
● requires school boards report on their expenditures for special education
● sets province-wide standards for curriculum and reporting of achievement
● requires school boards maintain special education plans, review them annually, and
submit amendments to the Ministry
● requires school boards establish Special Education Advisory Committees (SEAC);
establishes Special Education Tribunals to hear disputes between
parent(s)/guardian(s) and school boards regarding the identification and placement
of exceptional pupils
● establishes a Provincial Advisory Council on Special Education to advise the
Minister of Education on matters related to special education programs and services
● operates provincial and demonstration schools for students who are deaf, blind, or
deaf-blind, or who have severe learning disabilities
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The District School Board
● establishes school board policy and practices that comply with the Education Act,
regulations, and policy/program memoranda
● monitors school compliance with the Education Act, regulations, and policy/program
memoranda
● requires staff comply with the Education Act, regulations, and policy/program
memoranda
● provides appropriately qualified staff to provide programs and services for students
with special education needs in the board
● obtains the appropriate funding and reports on the expenditures of provincial funds
for special education
● develops and maintains a Special Education Plan
● reviews the Special Education Plan annually, submits the checklist to the Minister of
Education, and posts the Special Education Plan to the OCDSB website
● provides statistical reports to the Ministry as required and as requested
● prepares and publishes a parent guide to provide parent(s)/guardian(s) with
information about special education programs, services, and procedures
● establishes IPRC meetings to identify students with special education needs and
determine appropriate placements for them
● establishes a Special Education Advisory Committee and considers its
recommendations
● provides professional development to staff on special education
● establishes an annual budget, including a special education budget
The Special Education Advisory Committee (SEAC)
● makes recommendations to the board with respect to any matter affecting the
establishment, development, and delivery of special education programs and
services for students with special education needs in the board
● participates in the board’s annual review of its Special Education Plan
● participates in the board’s annual budget process as it relates to special education
● reviews the financial statements of the board as they relate to special education
● provides information to parent(s)/guardian(s), as requested
● create and maintain a guide of SEAC members and contact information
The School Principal
● carries out duties as outlined in the Education Act, regulations, and policy/program
memoranda, and through board policies
● communicates Ministry of Education and school board expectations to staff
● ensures that appropriately qualified staff are assigned to teach special education
classes
● communicates board policies and procedures about special education to staff,
students, and parent(s)/guardian(s)
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● ensures that the identification and placement of students with special education
needs, through an IPRC meeting, is done according to the procedures outlined in
the Education Act, regulations, and board policies
● consults with parent(s)/guardian(s) and with school board staff to determine the most
appropriate program for students with special education needs
● ensures the development, implementation, and review of a student’s Individual
Education Plan (IEP), including a transition plan, according to provincial
requirements
● ensures that parent(s)/guardian(s) are consulted in the development of their child’s
IEP and that they are provided with a copy of the IEP
● ensures the delivery of the program as set out in the IEP
● ensures that appropriate assessments are requested if necessary and that
parental/guardian consent is obtained
● provides the parent guide, and other relevant documents to parent(s)/guardian(s)
The Teacher
● engages in early identification to inform instructional practices
● carries out duties as outlined in the Education Act, regulations, and policy/ program
memoranda
● follows board policies and procedures regarding special education
● maintains up-to-date knowledge of special education practices
● where appropriate, works with special education staff and parent(s)/guardian(s) to
develop the IEP for a student with special education needs
● provides the program for students with special education needs in the regular class,
as outlined in the IEP
● communicates the student’s progress to parent(s)/guardian(s)
● works with other school board staff, parents, and students, where appropriate, to
review and update the student’s IEP.
The Special Education Teacher
In addition to the responsibilities listed above under “The Teacher”, the following
additional roles / responsibilities are included:
● holds qualifications, in accordance with Regulation 298, to teach special education
● monitors the student’s progress with reference to the IEP and modifies the program
as necessary
● assists in providing educational assessments for students
The Early Childhood Educator in coordination with the Teacher
● assists in implementing and planning education to Kindergarten children;
● assesses the development of Kindergarten children through observation and
monitoring;
● upholds a classroom environment that is healthy physically, and social learning
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● relays information to families;
● undertaking of duties assigned by the principal in regards to the Kindergarten program.
The Parent(s)/Guardian(s)
● become familiar with and informed about Board policies and procedures in areas
that affect the child
● participate in IPRC meetings, parent-teacher conferences, and other relevant school
activities
● participate in the development of the IEP
● becomes acquainted with the school staff working with the student
● support the student at home
● work with the school principal and teachers to solve problems
● are responsible for the student’s attendance at school
The Student
● complies with the requirements for pupils as outlined in the Education Act,
regulations, and policy/program memoranda
● complies with Board policies and procedures
● participates in IPRC meetings, parent(s)/guardian(s)-teacher conferences, and other
activities, as appropriate
Special Education Staff Roles and Responsibilities in the OCDSB
Superintendent of Learning Support Services - Peter Symmonds
System Principal of Learning Support Services - Amy Hannah
System Principal of Learning Support Services - Christine Kessler
Manager of Mental Health and Critical Services- Dr. Petra Dushner
Manager of Learning Support Services - Stacey Kay
Clinical Supervisors:
Psychology - Dr. Kristin Schaub
Social Work - Kathryn Langevin
Speech - Language Pathology - Maya Rattray
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Early Identification Procedures and Intervention Strategies
Purpose of the Standard
To provide details of the Board's early identification procedures and intervention
strategies to the Ministry and to the public.
The OCDSB believes that early identification and intervention to address special needs
is essential to student success. The District uses a range of effective practices to
accomplish this beginning from the time a student is registered to attend school in the
OCDSB.
These procedures are a part of a continuous assessment and program planning
process, which should be initiated when a child is first enrolled in school or no later than
the beginning of a program of study immediately following kindergarten, and should
continue throughout the child's school life. Districts are therefore expected to provide a
range of programs to assist students in meeting the curriculum expectations. These
programs should include early identification of learning needs, appropriate teaching
strategies, ongoing assessment, and communication with parent(s)/guardian(s) and
students. (Policy & Program Memorandum No.11.)
The OCDSB makes every effort to review the needs of all students as early as possible.
Early and ongoing intervention is recognized as contributing to the well-being of all
children and their ability to reach their potential. Parent(s)/guardian(s) are an integral
part of the process. It is the belief of the OCDSB that continuous assessment and
planning should exist for students throughout the education process. Learning abilities
and needs are identified as early as possible. Programming is designed to support the
student's needs and to help the student achieve to their fullest potential.
Parent(s)/guardian(s) are encouraged to be involved in the education of their children
from the beginning of the education process. They have a wealth of knowledge and
valuable information that can assist in the education of their child. At kindergarten intake
meetings, parent(s)/guardian(s) have the opportunity to share with the teacher
information regarding their child’s areas of strengths, areas of needs and any relevant
medical or other information.
Student Registration Process - Kindergarten
As a component to the registration process for entry into kindergarten programs,
parents / guardians are asked to complete a Kindergarten Intake form. This provides an
opportunity for parents / guardians to describe their child’s special learning needs. The
information that parents / guardians provide is useful in initiating a number of actions to
facilitate the entry of children with special needs into the school system.
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The Kindergarten Educator Team (teacher, early childhood educator, and sometimes an
educational assistant) are key in the education and early identification process. The
kindergarten educator team works collaboratively with the family prior to the
Kindergarten intake process and following the beginning of school. The educator team
communicates regularly with the parent(s)/guardian(s) about students’ progress and
development in the early years. The teacher employs ongoing assessments
(observation checklists, inventories, portfolios, conferences, in-depth anecdotal records,
formal/informal assessments) and shares these with the parents / guardians as
appropriate.
Parents / guardians who provide information indicating their child has or may have
special needs prior to school entry, may be asked to provide signed parental consent for
board personnel to make contact with preschool service providers to arrange an
observation of their child. Where appropriate case conferences are routinely held with
key stakeholders, including parents, to share information about the student related to
the necessary services once the child is attending school (e.g. occupational therapy,
physiotherapy, speech-language pathology, nursing support, special accommodations,
etc.).
Student Registration Process Grade 1 - 12
Students who register to attend OCDSB schools and have been receiving an
educational program elsewhere are reviewed at the time of registration for the need for
additional support related to specific needs. The OCDSB Registration form provides
parents / guardians with an opportunity to indicate whether or not their child has a
particular cognitive, behavioural, physical, medical or developmental needs, and
whether they have been receiving special supports and services in their current
educational setting.
It is typical practice in the OCDSB to request as much information from the parents /
guardians about the student available at the time of registration. Where a parent /
guardian does not have copies of materials from the student record in their possession
(e.g. report cards, assessment results), written permission to contact the student’s
current educational provider is obtained and these documents are requested. The
Ontario Student Record (OSR) is requested using the required Ministry of Education
form. Where it is apparent that a student has had extensive intervention and will
continue to need support, an immediate referral to the school multi-disciplinary team
may occur. As a component of this process, school staff will contact multi-disciplinary or
Learning Support Services personnel to assist in reviewing the student’s most recent
educational program and setting. If a student is attending a school in the Ottawa region,
a site visit may occur (with written parental permission) to allow staff to observe the
student in that setting and to discuss their strengths and needs with staff.
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If a student has been identified as exceptional in another school district, the school team
with parental participation will determine whether further assessment may be required
and whether to initiate an Individual Education Plan (IEP). If it is deemed appropriate, a
recommendation to an Identification, Placement, and Review Committee (IPRC) may
take place.
English Language Learners
In the OCDSB, we welcome students and families from all over the world. In an effort to
best serve each learner, there are many considerations to support students entering a
new linguistic and cultural environment. All educators have a shared responsibility for
the language development for all English language learners (ELL)s and the needs of
these students must be taken into account when assessing their learning.
When assessing ELLs (students who are learning English as a second language or as
an additional language), educators must carefully consider a student’s language
acquisition needs and possible special education needs. It is essential that prior to
making determinations that the necessary information be gained through a systematic,
focused process to determine the root of each student’s difficulties to determine the
most effective method to address their need. Educators with expertise in supporting
ELLs, such as English as a second language (ESL) teachers and English literacy
development (ELD) teachers, should be a part of all in-school discussions.
In the first few years in the OCDSB, ELLs may receive support within their regular
classroom setting. Each student will acquire language at a different rate and for some
this may take considerably longer than others to become fluent in English. In the
province of Ontario, the STEP: Steps to English Proficiency framework is used as a
framework and resource to assist teachers in supporting ELLs in the classroom. This
framework is used to assess and monitor language acquisition and literacy
development. The STEP resource can be used for both initial and ongoing assessment
purposes.
Tiered Approach for Early Identification and Intervention
(Assessment/Consultation/Intervention)
The tiered approach is an extremely effective approach to assessment and intervention
which sequentially increases the intensity of instructional interventions (Learning for All
– A Guide to Effective Assessment and Instruction for All Students, Kindergarten to
Grade 12, 2013). It is a model that promotes and facilitates the early identification of
students’ learning abilities and needs.
Ongoing Monitoring and Responsive Intervention
All of the various types of assessments and interventions contribute to programming
and placement decisions, if appropriate. Ongoing monitoring and assessment are
necessary to confirm the appropriateness of these programs and supports. As new
information is gathered the educator notes progress or lack of it and considers any
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required adjustments in planning that would be beneficial to the student. In the case
where students continue to have persistent difficulties, the educator may consider
intervention in conjunction with the in school team. The educator works in collaboration
with the in-school team to review the effectiveness of strategies and possible next steps
and review other professional supports if required.
Student Data / Information Collection
Classroom educators collect a variety of assessment data for all students in the primary
years. This data provides information on students along a developmental continuum.
the following represents a sample of data collected by educators in the primary years:
Grade Assessment Purpose / Description
Year 1 (JK)
Year 2 (SK)
Early Literacy /
Numeracy Observation
Tool (ELNOT)
To screen for early intervention and
to gauge developmental growth of
literacy and numeracy skills.
Year 1 (JK)
Year 2 (SK)
Developmental Indicators
for the Assessment of
Learning (DIAL-4)
To identify student strengths and
needs in the areas of motor,
concept, language, self-help, and
social/emotional development.
Year 1 (JK)
Year 2 (SK)
November
The Kindergarten
Communication of
Learning: Initial
Observation
● To provide an overview of initial
observations of the student’s
learning;
● To provide educators with data to
inform program planning.
Year 1 (JK)
Year 2 (SK)
February and June
The Kindergarten
Communication of
Learning
To provide reflections on the
student’s learning connected to the
four program frames.
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Grade Assessment Purpose / Description
Year 1 (JK)
Year 2 (SK)
Ongoing pedagogical
documentation will be
collected to identify
developmental levels in
all areas of learning
● To provide evidence of learning
that will be shared with parents /
guardians throughout the year;
● To provide educators with data to
inform intentional and purposeful
programming.
Grade 1 - 3 Achievement Data -
Provincial Report Cards
and ongoing classroom
assessments based on
the curriculum
To assess ongoing student progress
and identify areas in need of
remediation.
Grade 1-3 PM Benchmarks or
GB+(fall and spring)
To determine student reading
engagement, fluency, and
comprehension.
Grade 3 EQAO To assess numeracy and literacy
skills.
Intervention Strategies, Programs, and Supports
Intervention strategies are put in place to support students through a tiered approach, in
which evidence-based assessment and instruction are systematically provided and
respond to an individual’s strengths and needs. The nature, intensity, and duration of
interventions is determined on the basis of the evidence gathered through frequent and
systematic monitoring of the student’s progress.
The principles of Universal Design for Learning (UDL) and differentiated instruction (DI)
will be used along with a tiered approach of greater personalization and precision to
support the learning and teaching of students.
The following early interventions are available to all students demonstrating learning
difficulties, whether identified formerly through an IPRC or not. These strategies are
typically discussed with parents / guardians and appropriate school or system level staff
prior to implementing them in the classroom.
● Primary teachers use a variety of strategies to teach phonemic development,
phonological awareness, word recognition, decoding and comprehension;
● Special education teachers (LST / LRT) may work directly with students who
need more intensive learning support;
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students as required;
● System level Learning Support Services staff are available to provide
information, resources, and programming support for schools that have students
with significant special needs. Referrals for system level supports originate from
the school or LSS department;
● Development of behaviour intervention plans, student Safety Plans, Behaviour
Management Plans (BMP);
● Multi-disciplinary team service via appropriate referrals;
● Professional services staff consultations with teachers or individual students to
provide specific strategies to support the learning environment (with written
parental consent);
The OCDSB has other system level teams to support a variety of exceptional learners.
To access the following teams, schools are required to obtain parent/guardian consent
and to submit a referral. The system level teams that assist school team to support early
identification and intervention include:
● Early Learning Team
● ASD / DD Team (also offer intake meetings when new to the District);
● Itinerant Educational Assistants
System level teams include multi-disciplinary professionals including educators,
educational assistants, psychology staff, social workers and speech-language
pathologists who support students through consultation with parent/guardians, the
school and the multi-disciplinary teams.
As detailed in Part 4 - Coordination of Services with Other Ministries or Agencies, the
OCDSB works collaboratively with several community partners (e.g., First Words,
CHEO) to maximize opportunities for early identification of special needs and to apply
effective intervention strategies.
Transition Planning
Students and families navigate several transitions throughout their education. It is
common for transitions to pose challenges for all students, but it can be particularly
difficult for some students with special education needs and for their families.
Collaborative and coordinated planning in advance of transitions is imperative to
ensure that all of the required supports are in place to ensure success.
As of September, 2014, PPM No. 156 “Supporting Transitions for Students with Special
Education Needs”, requires all students who have an IEP, whether or not they have
been identified as exceptional by an IPRC, to have an up-to-date transition plan at every
stage of their journey through school. The key school transitions are as follows:
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● a change from one school to another
● the move from elementary to secondary school
● the transition from secondary to postsecondary activities
● a move to a school following a prolonged absence for medical reasons or after
receiving care, treatment, or rehabilitation by another institution
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The Identification, Placement and Review Committee (IPRC)
Process and Appeals
Purpose of the Standard
To provide details of the Board’s IPRC process to the Ministry and the public.
Special Education programs and services are provided for students who have
demonstrated a need for assistance that differs from regular classroom instruction. The
Individual Education Plan is used to document individual program expectations. Parents/
guardians or the principal may request to have documentation formalized through the
Identification, Placement, and Review Committee (IPRC) process. To support parent/
guardian understanding of the IPRC process, the OCDSB has developed a resource
called the Identification Placement and Review Committee Parent Guide.
What is an IPRC?
Ontario Education regulation 181/98 requires that all school boards establish Identification,
Placement, and Review Committees (IPRCs). The IPRC has a legal responsibility to make
decisions about the identification of pupils as exceptional and placement of pupils into
special education programs and services.
Ontario Education regulation 181/98 entitles parent(s)/guardian(s) and pupils 16 years of
age or older:
● To be present at, participate in, all committee discussions pertaining to the pupil;
● To have a representative present at an IPRC if so desired;
● To be present when the committee’s identification and placement decision is made;
● To initiate a request for an IPRC.
An IPRC is composed of at least three people, one of whom must be the school principal
or designate. The other members of the committee can be any other staff including
principals, professional services staff, or teachers (LST, LRT, specialized program class,
or classroom).
The purpose of the IPRC is:
● to identify the areas of strength and areas of need of the student;
● to determine whether the student is, or is not, exceptional;
● to identify a specific exceptionality, or exceptionalities, if applicable;
● to recommend an appropriate placement in a program designed to meet the
identified needs of the student;
● to serve as an annual review for students who have been identified by an IPRC;
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IPRCs may also make recommendations to programs and services. It is important to note
that although IPRCs may discuss programs and services, IPRCs do not make decisions
about the delivery of programs and services. When a referral for a specialized class
placement is made, the principal must wait for the referral committee recommendation
before holding an IPRC meeting to place the student in that class (see IPRC Statement of
Decision form at the end of this section).
At an IPRC, the identification of exceptionality is the result of an extensive and varied
compilation of data on the student’s academic, physical and/or social/emotional
development over an extended period of time. This data collection process involves not
only the gathering of information on a student’s background, learning profile, and level of
achievement, but also involves information about all efforts to assist the student.
The IPRC considers both formal and informal assessment results completed at the school
level (e.g. educational assessments) and from outside professionals (e.g. medical doctors,
psychologists, psychological associates or psychiatrists), plus information from
parent(s)/guardian(s), their advocates and the student as well as the summary of
attempted intervention strategies, in establishing the exceptionality and placement of the
student. An IPRC meeting may result in placement in a special education program along
the continuum of regular program to more specialized class placements within the
community school and, in some instances, another setting outside the community school.
If deemed exceptional, the exceptionality and definition will appear on the IPRC Statement
of Decision.
Prior to an IPRC Meeting
At least 10 calendar days in advance of an IPRC meeting, the principal will provide written
notification of the meeting and an invitation to the parents/guardians to attend. This letter
notifies parents/guardians of the date, time, location of the meeting, and it will prompt them
to indicate if they will be in attendance.
For initial IPRCs the OCDSB Learning Support Services Identification, Placement and
Review Parent Guide will be provided to the parent(s)/guardian(s). Copies are available at
each school and on the OCDSB website. Principals send out this guide with the
notification of the initial IPRC Meeting Form.
What is considered in an IPRC placement decision?
Regulation 181/98 requires that before the IPRC can consider placing a student in a
special education class, it must consider whether placement in a regular class with
appropriate special education services will:
● meet the student’s needs;
● are consistent with parent / guardian preferences
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If, after considering all of the information presented including relevant assessment
information, the IPRC is satisfied that a placement in a regular classroom will meet the
student’s needs and that such a decision is consistent with parent/guardian preferences,
the IPRC will decide in favour of a regular class placement with appropriate special
education services. The committee may also determine that the student’s needs would
best be met through placement in a specialized program classroom. Prior to considering a
specialized program class placement, schools will have submitted a referral package
which is then reviewed by a central referral committee against annually reviewed criteria.
The central review committee will then provide feedback for consideration at the IPRC.
Initial IPRC Meeting and Review IPRC Meeting
Initial IPRC Meeting Overview
The date, time, and location of the meeting are predetermined and established. At the
initial meeting, the chairperson (i.e. the school principal or designate) welcomes and
introduces those individuals present and explains the purpose of the meeting. The IPRC
members are clearly identified. Parents/guardians, school personnel, and others in
attendance are invited to provide further information in an open discussion format, when
required. Based on all the information available for consideration, the IPRC will make a
decision regarding the identification and placement for the student.
The committee may identify a student as exceptional and recommend placement in the
most appropriate setting. If the IPRC requires further information then the decision will be
deferred to such a time that the information becomes available. The school will then
endeavour to gather additional information and liaise with the school multi-disciplinary
team. The IPRC will reconvene at the earliest available date. Parents / guardians will be
provided with details and a timeline of when they should expect to return to the IPRC.
Following the initial IPRC, the committee will provide a written statement of their decision
including the identification and placement (if any) and specific recommendations for
programs and services to the parents/guardians and the student of 16 years of age or
older. Parents/guardians will be asked to sign the statement of decision and return it to the
school. For students who are identified as exceptional, there must be an annual review of
the student’s identification and placement unless the annual review is waived or dispensed
by the parent/guardian or student of 16 years of age or older.
Annual Review IPRC Meeting/Process
All students that have an IPRC are reviewed annually by the school team and
parents/guardians. An IPRC review may not occur more often than once every three
month period (Reg. 181/98, s.21 (2) the Education Act). Parent(s)/guardian(s) who are in
agreement with the recommendation of the school team may waive the requirement to
hold an annual review IPRC meeting. Reg. 181/98, s.21 (4b) states that, where there are
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no changes to the identification or placement, a parent/guardian may choose to waive or
dispense of the requirement to hold an IPRC by signing and returning to the school a
waiver letter which states that they agree with the school’s recommendations. An annual
IPRC reviews the following: the student’s progress, current statements of strengths and
needs, exceptionality and placement.
Parent / Guardian Request for a Review
A request by a parent / guardian for a review may be made at any time after the initial
placement has been in effect for three months, but may not be more than once in every
three-month period. A request for review, outside of the normal annual review process,
must be provided in writing to the school principal. Upon receipt of a parent / guardian
request for review, the principal will, within 15 calendar days, provide the parent / guardian
with a written statement acknowledging the request, a copy of the OCDSB IPRC guide
and a written statement indicating an approximate meeting date / time. The principal may
request a review at any time, on written notice to a parent / guardian.
IPRC Statement of Decision
The IPRC Statement of Decision includes the following information:
● whether the IPRC has identified the student as exceptional;
● the categories and definitions of any exceptionalities identified, as defined by the
Ministry of Education;
● the description of the student’s areas of strength and areas of need;
● the placement;
● the recommendations regarding a special education program and special education
services;
● the reasons to place the student in a special education class
If a parent / guardian does not agree with the decision, they should not sign the IPRC
Statement of Decision at the meeting. The parent / guardian may, by providing written
notice to the chair of the IPRC, request a second meeting with the committee. That
request must be given to the Chair of the Committee within 15 calendar days of the parent
/ guardian’s receipt of the IPRC decision.
Superintendency Based (SB) IPRC Meeting
Since 2014 the SB IPRC has been available for placement into specialized program
classes for specific exceptionalities. The SB IPRC committee is composed of a principal
chair, an OCDSB psychologist/psychological associate and another member of LSS staff
(e.g., Learning Support Consultant (LSC), speech-language pathologist etc.).
Parents/guardians are invited to the SB IPRC and are valued participants in the process.
The SB IPRC is available for any specialized program class exceptionality when the
circumstances of the referral warrant this level of central involvement (e.g., complex
student profile, exceptional situations etc.).
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For most referrals to specialized program classes:
● A school-based case conference with relevant members of the multidisciplinary team
and parent(s)/guardian(s) will be completed and reflected in the referral form;
● In most cases, referral review will provide school teams with specific site offers for
consideration by parent(s)/guardian(s). A school based IPRC would then be
completed;
● In the case that an offer was not made for the specialized program class as requested,
a school based case conference with central LSS support would be offered to the
parent(s)/guardian(s). The goal of the case conference would be to establish shared
solutions personalized for the student and incorporating all stakeholders.
The IPRC Appeal Process
Should the parent(s)/guardian(s) disagree with the identification and/or the placement
statements from the Committee, one of the System Principals of Learning Support
Services and/or the superintendent of instruction for the school should be invited to a
follow-up meeting with the parent(s)/guardian(s) and the Committee members. Every
attempt will be made to resolve the concerns at this level.
Should this follow-up discussion not resolve matters, the parent(s)/guardian(s) have the
right to appeal the recommendations of the IPRC. The appeal can only be based on
disagreement with the identification and/or the placement of the student. A statement
setting out reasons for the disagreement must be included. The request for an appeal
must be made in writing within 15 calendar days of the follow-up meeting or within 30
calendar days of receipt of the statement from the IPRC. (In regards to all matters
pertaining to appeals, days shall mean calendar days. Where time is limited and the expiry
date falls on a school holiday, the time limit shall be extended to the next day following that
is not a school holiday. During summer holidays, which are defined as periods of time that
school is not in session, requests for appeals will be deferred to the day following the
summer holiday, as per Regulation 304.
This request will be directed to: Director of Education/Secretary of the Board
Ottawa-Carleton District School Board
133 Greenbank Road, Nepean, Ontario K2H 6L3
FAX: (613) 820-6968
Appeal Board Membership
The Appeal Board shall be composed of three members who must not be members or
employees of the Board or Ministry, and who must not have had any prior involvement
with the matter under appeal. Two members are to be appointed within 15 calendar days
of receipt of the notice of appeal by the Secretary of the Board. These members will
include:
a) one member selected by the OCDSB
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b) one member selected by parent(s)/guardian(s),
The Chair is selected and appointed jointly by the above members a maximum of 15
calendar days later. The Chair of the Appeal Board makes arrangements for the meeting
to be held within 30 calendar days after the Chair is selected (unless parents/guardians
give written consent for the meeting to be held more than 30 calendar days after the Chair
is selected. Please note: if agreement cannot be reached, the Chair shall be selected by
the District Manager at the Ministry of Education.
Role of the Appeal Board
The role of the Appeal Board is to consider all opinions, views, and information concerning
the appeal from the parent / guardian, their representative, and the representatives from
the Ottawa-Carleton District School Board. The Chair of the Appeal Board will notify the
parent/guardian of the meeting date and time, and invite them to attend. The Appeal Board
will meet with the parent / guardian no later than 30 calendar days following the selection
of the Chair of the Appeal Board.
The Appeal Board must make its recommendations within 3 days of the meeting’s
completion. A written report of its recommendations must be provided to the
parent/guardian/student (if 16 years of age or older), and the OCDSB. The Chair of the
Appeal Board will present recommendations to the Board of Trustees within 30 calendar
days. All documents submitted to the Appeal Board will remain confidential to the
members of the Appeal Board. Parents have the right to request mediation, as indicated in
the Education Act and the Board policy on this issue.
Within 30 calendar days of the Appeal Board’s decision, the OCDSB notifies the
parent(s)/guardian(s)/ student (if 16 years of age or older) whether it accepts or rejects the
Appeal Board’s decision. If the parent(s)/guardian(s) disagree with the decision of the
Appeal Board, the parent(s)/guardian(s) may further appeal to an Ontario Special
Education Tribunal under Section 57 of the Education Act. Information about making an
application to the tribunal will be included with the Appeal Board’s decision.
Appeals, Tribunals, Mediations
It should be noted that appeals may be submitted following an IPRC process and requests
for reconvening an IPRC meeting. Over the past three years, if an appeal has been
submitted to the Secretary of the Board, it has never reached the point of review at a
Special Education Appeal Board (SEAB).
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An overview of all appeals, tribunals, and mediations completed in the OCDSB over the
past three school years:
School Year Special Education
Appeal Board
Ontario Special
Education Tribunal Mediation Processes
2019-2020 TBD TBD TBD
2018-2019 0 0 0
2017-2018 0 0 0
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Educational and Other Assessments
Purpose of the Standard
To provide details of the board’s assessment policies and procedures to the ministry and to
make parents aware of the types of assessment tools used by the school board, the ways in
which assessments are obtained by IPRCs and the ways in which assessments are used.
The OCDSB uses a range of assessment strategies in order to develop appropriate
programs and interventions for students. The goal of any assessment is ultimately to
best serve the needs of a student by providing staff with insights into a student’s
strengths, needs, and learning profile. The variety of assessment strategies may range
from routine classroom practice to formalized assessments, which may be conducted by
professionals with specialized knowledge and training.
Should an assessment involving personnel other than the classroom teacher or special
education teacher (LRT / LST) be considered, the process will be discussed with
parents / guardians and the student (as appropriate) prior to the assessment. At this
time, informed consent can be provided, followed by signed consent which is required
prior to the beginning of the assessment.
Identification vs. Diagnosis
An identification is defined by the Education Act and states that a student has special
needs and is an exceptional pupil (under one or more of the Ministry of Education
categories). A diagnosis is defined by the Ontario Regulated Health Professions Act,
which means “identifying a disease or disorder as the cause of the symptoms of an
individual in circumstances in which it is reasonably foreseeable that the individual will
rely on the diagnosis.”
In the OCDSB, there a variety of assessments, they are as follows:
School-Level Assessments
● teacher-developed assessments, including observation and consultation;
● educational assessments by appropriate special education staff to identify student
strengths and needs;
● Curriculum Services supported assessments (PM Benchmarks, GB+, etc.).
District-Level Assessments
● assessments to facilitate consistency of grading across the system;
● norm-referenced achievement and abilities testing to assist in identifying students
with special program or placement needs;
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● professional assessment (psychological, social work, speech and language,
behaviour) to identify students’ strengths and needs for appropriate program and
placement.
Provincial Assessments
● assessments to determine if students have acquired sufficient skills to move
toward graduation (at secondary);
● assessment to measure progress towards the attainment of curriculum
expectations and standards;
● reading, writing and numeracy assessment as prescribed by the Ministry of
Education.
National and International Assessments
● to provide context for achievement results of OCDSB students in relation to
populations outside the limits of the District.
Testing Schedule: 2019 – 2020
EQAO Assessments
Grade Test/Assessment Next Admin.
3 & 6 Reading, Writing, Mathematics May 29 to June 1, 2020*
9 Math January 13 to January 24, 2020 &
June 2 to June 15, 2020*
10 Literacy March 31, 2020*
*None of these provincial assessments took place as planned due to school closures for the
COVID-19 Pandemic*
National and International Assessments with a 3 – 5 Year Administration Cycle
Grade Source Test/Assessment Next Admin.
10 PISA Programme for International Student
Assessment 2021
4, 8 TIMSS Trends in Mathematics and Science Study
(sample of students in each grade) Fall 2020
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Confidentiality and Rights to Privacy
● Written and informed parental/guardian consent must be obtained for
psychological, social work, behavioural and speech- language pathology
assessments for students under the age of 18;
● Informed consent is obtained for educational assessments for students under 18
years of age;
● Information can only be shared with outside agencies and other professionals with
written parental consent or with written consent from the student if they are 18
years of age or older;
● Third party confidential reports are the responsibility of the professional to whom
they are released;
● Third party confidential reports are filed in the OSR, or with Learning Support
Services, according to parental / guardian consent;
● Learning Support Services staff will obtain parental consent to communicate third
party report information to the schools.
Classroom Teacher
In order to best serve the strengths and needs of a student, effective assessment and
instruction planning are required. Teachers gather a variety of information about their
students through observations, conversations, and discussions with the student and
their parents / guardians. Teachers also reference a collection of student work samples
and other informal classroom oral and written assessments. Through regular and
ongoing dialogues with the parent / guardian and the student, teachers gain additional
information to help them to best know their students.
To determine appropriate programming and/or placement the following assessments
may be administered:
Educational Assessments
● are used to determine appropriate programming for students;
● may include norm-referenced achievement testing to assess acquisition of basic
academic skills;
● may be required for a student to be referred for an individual assessment by
Learning Support Services personnel;
● are required for a student to be considered for an IPRC meeting;
● include reports containing background information, current learning strengths and
needs, a summary of recommendations (e.g. in-class program accommodation
and/or modification, resource support, etc.).
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Psychological Assessments
● are based on current and historical information;
● include standardized psychological tests, observations, interviews with a student,
professional judgment, clinical skills, multi-disciplinary discussion and consultation
with parent(s)/guardian(s) to gain insight into a student’s overall functioning
including behaviour, personality, intellectual profile, learning style and
achievement;
● are conducted by psychologists and psychological associates who are registered
members of the College of Psychologists of Ontario or psychoeducational
consultants who are supervised by psychologists.
The legislative underpinning supporting this service delivery model includes the
Regulated Health Professionals Act (RHPA), 1991, the Psychology Act, 1991 and the
Health Care Consent Act, 1996
Social Work Assessments
● are based on current and historical information;
● focus on the social emotional development of the student;
● include the student’s functioning within the context of their family and environment;
● involve a psycho-social analysis and the creation of a plan of intervention that
looks at the student in the context of family, school and community;
● are conducted by social workers who are members of the Ontario College of Social
Workers and Social Service Workers.
The legislative underpinning supporting this service delivery model includes the
Education Act, 1990, The Child, Youth, and Family Services Act 2017.
Speech/Language Assessments
● address the development of oral and written language skills as emphasized in the
Ontario curriculum;
● may be needed to augment an educational assessment;
● may include one or more of the following areas: receptive and expressive language
skills, metalinguistic skills (e.g., phonemic awareness), social communication,
cognitive-communication, and reading and writing;
● screening for speech sound production, fluency as well as voice and resonance
disorders may be conducted to evaluate the appropriateness for a referral to
access additional services through CHEO School-based RehabilitationServices;
● are conducted by speech-language pathologists who are members of the College
of Audiologists and Speech-Language Pathologists of Ontario.
As the Ontario curriculum emphasizes both oral and written language skills (e.g.,
listening, understanding, speaking, reading and writing) some students may require a
speech-language pathology assessment.
The Ottawa-Carleton District School Board Special Education Plan 2019-2020 35
DRAFT
The legislative underpinning supporting Speech-Language Pathology services includes
the Regulated Health Professionals Act (RHPA), 1991 and the Audiology and Speech-
Language Pathology Act, 1991. The Inter Ministerial Guidelines for the Provision of
Speech and Language Services, 1988 is also followed in determining type and level of
service provided.
Assessments conducted outside of the OCDSB
Since school districts set their own criteria (based on the Ministry of Education
categories of exceptionalities), the OCDSB does not automatically recognize previous
identifications and placements held by students. Professional services staff review
assessments, with parent / guardian consent, in order to make a determination at a
school level of potential recommendations for identification and placement, where
appropriate. The assessments must be conducted by a qualified professional (according
to the standards set by each profession in Ontario). Medical information pertinent to
accommodation of the student is directed to the school principal.
Assessment Results
Assessment results are provided to parent(s)/guardian(s) through:
● meetings with parent(s)/guardian(s) and appropriate school and/or board
personnel as required;
● written reports.
Assessment information is collected under the authority of the Education Act, and will
only be used to plan and evaluate a student's program. The information is confidential
and access will be limited to those employees who have an administrative need, the
student, and parent(s)/guardian(s) of a student who is under 18 years of age.
Wait List for Learning Support Services
● Wait lists are maintained at a school level using a multi-disciplinary team approach
to prioritize students based on need. A range of supports and services are
available to address student needs while waiting for formal assessment.
● Central data for students waiting for speech-language pathology, psychology or
social work assessments is not available at this time due to the impacts of labour
disruptions and school closures.
● Implementation of a technology solution for the central tracking of this data is in
progress; however, implementation has been delayed due to the aforementioned
challenges.
The Ottawa-Carleton District School Board Special Education Plan 2019-2020 36
DRAFT
Specialized Health Support Services in School Settings
Purpose of the Standard
To provide details of the board's specialized health support services to the ministry and
to the public.
Partnering with the Champlain Local Health Network (LHIN), and CHEO School-based
Rehabilitation Services, below is a summary of the specialized health support services
provided.
For further detailed information, please reference the list of programs and health
information on the CHEO website, and the Champlain Local Integration Health Network
(LHIN) website.
Specialized
Health Support
Service
Agency or
position of
person who
performs the
service
Eligibility
criteria for
students to
receive the
service
Position of
person who
determines
eligibility to
receive the
service and
the level of
support
Criteria for
determining
when the
service is no
longer
required
Procedure for
resolving
disputes about
eligibility and
level of
support (if
available)
The Ottawa-Carleton District School Board Special Education Plan 2019-2020 37
DRAFT
Specialized
Health Support
Service
Agency or position
of person who
performs the
service
Eligibility criteria for students to
receive the service
Position of person
who determines
eligibility to receive
the service and the
level of support
Criteria for determining when
the service is no longer
required
Procedure for
resolving disputes
about eligibility and
level of support (if
available)
Nursing Champlain Local
Health Integration
Network (LHIN)
contracted agencies
Attendance at an elementary or
secondary school
Student is under the care of a
physician
Student requires nursing care at
school
School principal/ personnel can
identify student to LHIN by calling
care coordinator
Medical orders are required — will be
obtained by care coordinator
LHIN care
coordinator
Attending physician
Medical staff and LHIN determine
that services are no longer
required
Change in medical status
Case conference
Parent(s)/ guardian(s)
can appeal to LHIN
Contact person —care
coordinator
LHIN appeals process
under review
Nutrition
LHIN contracted
nutritional agencies
Attendance at an elementary or
secondary school
Student is under the care of a
physician
Student has an Ontario Health Card
Student requires nutritional care at
school
School principal/ personnel can
identify/refer student to LHIN by
calling case manages
LHIN care
coordinator
Achievement of nutritional goals
Student no longer requires/
benefits from nutrition services at
school
Case conference
Parent(s)/guardian(s)
can appeal to LHIN
Contact person — care
coordinator
LHIN appeals process
under review
Physiotherapy
(PT)
CHEO School-based
Rehabilitation
Services contracted
therapy agencies
Attendance at an elementary or
secondary school
Has an Ontario Health Card
Student requires physiotherapy to
attend school
School principal and personnel refer
student to CHEO using the referral
form
CHEO Achievement of PT goals
Student is not benefiting from
therapy
No follow-up support
Student is uncooperative
Parental request for termination of
service
Further discharge criteria as per
CHEO
Case conference
Parent(s)/guardian(s)
can appeal to CHEO
Contact person —care
coordinator 613-745-
8124 ext.4608
CHEO appeals process
under review
The Ottawa-Carleton District School Board Special Education Plan 2019-2020 38
DRAFT
Specialized
Health Support
Service
Agency or position
of person who
performs the
service
Eligibility criteria for students to
receive the service
Position of person
who determines
eligibility to receive
the service and the
level of support
Criteria for determining when
the service is no longer
required
Procedure for
resolving disputes
about eligibility and
level of support (if
available)
Occupational
Therapy (OT)
CHEO School-based
Rehabilitation
Services contracted
therapy agencies
Attendance at an elementary or
secondary school
Student has an Ontario Health card
Student requires occupational therapy
to attend school (has fine/gross motor
difficulties, mobility concerns, issues
with accessibility and safety issues
impacting ability to access school
environment)
School principal and personnel refer
student to CHEO School Health
Professional Services using
the Application Form
CHEO Current Criteria for discharge from
therapy include one or more of the
following (for School-based
Rehabilitation Services)
- student is unable to practice
and/or irregular attendance at
therapy sessions
-student is unable to participate in
the therapy sessions/program
- student and/or family no longer
consent to professional
interventions
-student has strategies/program in
place and ongoing practice
required
-student meets the criteria for mild
speech articulation disorder
-the student no longer meets the
eligibility criteria for CHEO and/or
therapy services (e.g. Invalid
Ontario Health Card Number)
NOTE: Students are not required
to master the areas of difficulty
identified by the therapist before
being considered for discharge.
School and home will continue to
support the goals and strategies
developed by the
Case conference
Parent(s)/guardian(s)
can appeal to CHEO
Contact person — care
coordinator 613-745-
8124 ext.4608
CHEO appeals process
under review
The Ottawa-Carleton District School Board Special Education Plan 2019-2020 39
DRAFT
Specialized
Health Support
Service
Agency or position
of person who
performs the
service
Eligibility criteria for students to receive
the service
Position of person
who determines
eligibility to receive
the service and the
level of support
Criteria for determining
when the service is no
longer required
Procedure for
resolving disputes
about eligibility and
level of support (if
available)
Occupational
Therapy (OT)
(Continued)
therapist, as a mastery of
skill requires practice on a
regular basis
Re-admission may occur
only if/when a new
need/concern is identified.
Speech and
Language
Assessment
(Consultation,
screening,
informal and
formal
assessments)
Board staff -
Speech- Language
Pathologist (SLP)
First Words
School referral to board SLP
Intake information completed by parents
LST
SLP
First Words
Consultation, screening
and/or assessment are
completed
Assessment is completed
Case conference
Speech and
Language
Tiered
Intervention
Board staff – SLP
(language and
communication)
Tier 1 support at the request of school staff
Student-specific referrals
SLP Suggested support plan has
been provided
Case conference
Speech and
Language Sup
port in Specific
Specialized
Program
Classes
Board staff — SLP Student placement in one of the following
system classes:
Language Learning Disability (primary &
junior)
Developmental Disabilities Program (senior
kindergarten, primary & junior),
Primary Special Needs (primary/junior)
Autism Spectrum Disorder (primary, junior,
intermediate)
School Multi-
Disciplinary Team
System class
recommendation
committee
SLP
Student transferred out of the
listed system classes to
another placement
Case conference
Appeal IPRC placement
The Ottawa-Carleton District School Board Special Education Plan 2019-2020 40
DRAFT
Specialized
Health Support
Service
Agency or position
of person who
performs the
service
Eligibility criteria for students to receive
the service
Position of person
who determines
eligibility to receive
the service and the
level of support
Criteria for determining
when the service is no
longer required
Procedure for
resolving disputes
about eligibility and
level of support (if
available)
Articulation
(mild):
Parent
Articulation
Training
Program (PAT-
P)
Board staff- SLP Student has mild articulation difficulty and
is stimulable for targeted sounds
Board SLP
Referring SLP in
community (First
Words, CHEO
School-based
Rehabilitation
Services, CHEO
CTC, private practice)
Workshop has been provided
to parents
Case conference
Articulation
(moderate to
severe),
motor speech,
fluency, voice,
resonance
CHEO School-based
Rehabilitation
Services
Attendance at an elementary or secondary
school
Student has an Ontario Health Card
Student meets eligibility and behavioural
criteria for direct therapy
Student is in senior kindergarten or older
School board or other SLPs refer student
to CHEO using the School Health
Professional Services Form after initial
assessment
CHEO care
coordinator
Board staff — SLP
pre-referral
assessment (Board
SLP determines
eligibility for referral;
CHEO therapist
determines eligibility
for service)
Discharged when presenting
with a mild to moderate
articulation problem. CHEO
may discharge to Parent
Articulation Training Program
(PAT-P)
Parental request for
termination of service
No follow-up support
Student is uncooperative
Further discharge criteria as
per CHEO
Case conference
Parent(s)/guardian(s)
can appeal to CHEO
Contact person — care
coordinator 613-745-
8124 ext.4608
CHEO
appeals process under
review
Administering
of Prescribed
Medications
Board staff —
educational
assistant (EA),
teacher, principal,
office staff
Request must be made in writing from the
parent and physician
Physician must specify the medication,
dosage, frequency, method, side effects,
and the duration of administration (as per
MOE Policy/ Program Memo. No. 81)
Physician
Parent(s)/ guardian(s)
Principal
Direction from physician and
approval of parent(s)/
guardian(s)
Case conference
The Ottawa-Carleton District School Board Special Education Plan 2019-2020 41
DRAFT
Specialized
Health Support
Service
Agency or position
of person who
performs the
service
Eligibility criteria for students to receive
the service
Position of person
who determines
eligibility to receive
the service and the
level of support
Criteria for determining
when the service is no
longer required
Procedure for
resolving disputes
about eligibility and
level of support (if
available)
Catheterization Board staff — EA
(trained by
appropriate agency)
Student
Dependent or assistance required for
catheterization
Physician
Parent(s)/ guardian(s)
Principal
Direction from physician and
approval of parent(s)/
guardian(s)
Independence achieved for
self-catheterization
Change in medical condition
Case conference
Suctioning
shallow
deep
Shallow suctioning
— Board staff — EA
Deep suctioning
LHIN contracted
agencies
Physician’s direction
Physiotherapy recommendation
LHIN care
coordinator
Medical staff
Direction from physician
Change in medical condition
Case conference
Appeal to LHIN
Lifting and
Positioning
Board staff - EA
trained by OT/PT
from CHEO School-
based Rehabilitation
Services CHEO and
Board
OT/PT trainers
Dependent for lifting and positioning and
transfers
CHEO
OT/PT
Physician
Principal
Independence achieved for
transfers
Changes in medical condition
Upon physician’s or
therapist’s direction
Case conference
Assistance
with Mobility
Board staff - EA
Trained OT/PT
Board staff- EA
trained by OT/PT
from CHEO School-
based Rehabilitation
Services
Dependence training or/assistance
required for mobility
Physician’s
Assessment
Principal
OT/PT
Board and CHEO
Effective and comfortable use
of new equipment or adjusted
equipment
Case conference
The Ottawa-Carleton District School Board Special Education Plan 2019-2020 42
DRAFT
Specialized
Health Support
Service
Agency or position
of person who
performs the
service
Eligibility criteria for students to receive
the service
Position of person
who determines
eligibility to receive
the service and the
level of support
Criteria for determining
when the service is no
longer required
Procedure for
resolving disputes
about eligibility and
level of support (if
available)
Feeding Board staff- EA
trained by OT or
SLP
LHIN contracted
nursing agencies
Dependent assistance required for feeding
Physician direction
Physician
Principal
LHIN care
coordinator
OT/SLP
Direction from physician and
approval of parent(s)/
guardian(s)
Change in feeding needs
Case conference
Toileting Board staff - EA
trained by
appropriate
professional/ agency
Dependent and/or requiring assistance for
toileting
Principal
Physician direction
and parental approval
Direction from physician and
approval of parent(s)/
guardian(s)
Case conference
Medical
Dressing
Board staff - EA Physician direction and parental approval Physician
Parent
Principal
Physical direction and
parental approval
Case conference
The Ottawa-Carleton District School Board Special Education Plan 2019-2020 43
DRAFT
Program Criteria: Nutrition (Registered Dietitian (RD) Services
• School support – appropriate physical environment/space is provided, participation of
volunteers or parents/caregivers is facilitated by school, teacher/EA willing to work with RD
to include strategies in school setting
• Adequate attention and behaviours for consultation
• Consistent follow up demonstrated in program
Discharge criteria include one or more of the following:
• Student needs can be met by outpatient clinic/services
• Student issues are strictly behavioural and no school board behavioural intervention is in
place
• Student condition stable with weight being monitored by family physician/clinic
• Lack of student/family/school motivation or participation with program/recommendations
• Student has achieved treatment goals
• Student has strategies/program in place to be able to meet goals
• No practice/irregular attendance of student at sessions
• Degree of progress does not warrant ongoing intervention
• Student and/or family/caregiver do not feel need for treatment
• Student no longer demonstrates need for service
*General Role of RD
Promote and/or Maintain Healthy growth related to nutritional recommended intake, changes
with age, need for supplementation with feeds
The Ottawa-Carleton District School Board Special Education Plan 2019-2020 44
DRAFT
School Health Support Services Service Guidelines –Occupational Therapy
Conditions/Service Need Role of OT/Model of Service
Short Term needs
Student with a specific functional problem requiring focused, short
term intervention in one of the following areas:
Age/developmental school productivity issues
mobility issues
environmental adaptations/accessibility (equipment)
sensory processing issues
Intervention is short term and specific in nature
In the form of clinical observations, interview of parent/caregiver/teacher or
standardized assessments may include:
Fine motor skills, gross motor skills, motor coordination, visual perceptual skills,
sensory processing, activities of daily living, accessibility and mobility
Intervention and/or instructional strategies defined and taught to school staff
and family/caregivers. Program and resources provided to school staff and
family/caregivers
Feedback to/from school staff/family/caregivers
Ongoing re-evaluation as needed to revise goals and intervention strategies
Moderate term needs
Student with one or more of the following functional problems:
Age/developmental school productivity issues
mobility issues
environmental adaptations/accessibility (equipment)
sensory processing issues
Intervention will have a rehabilitation focus
Assessment in the form of clinical observations, interview of
parent/caregiver/teacher or standardized assessments may include:
Fine motor skills, gross motor skills, motor coordination, visual perceptual skills,
sensory processing, activities of daily living, accessibility and mobility
Intervention and/or instructional strategies defined and taught to school staff
and family/caregivers
Program and resources provided to school staff and family/caregivers
Feedback to/from school staff/family/caregivers
Ongoing re-evaluation as needed to revise goals and intervention strategies
Complex/Early Intervention
Student with one or more of the following functional problems:
physical disability affecting ability to function independently in
school (safety, mobility, productivity), degenerative condition,
chronic health condition, developmental disability
Intervention will focus on the establishment of optimal function in
order to develop baseline for ongoing maintenance
Assessment in the form of clinical observations, interview of
parent/caregiver/teacher or standardized assessments may include:
Fine motor skills, gross motor skills, motor coordination, visual perceptual skills,
sensory processing, activities of daily living, accessibility and mobility
Intervention and/or instructional strategies defined and taught to school staff
and family/caregivers
Program and resources provided to school staff and family/caregivers
Feedback to/from school staff/family/caregivers
Ongoing re-evaluation as needed to revise goals and intervention strategies
The Ottawa-Carleton District School Board Special Education Plan 2019-2020 45
DRAFT
School Health Support Services Service Guidelines –Occupational Therapy
Conditions/Service Need Role of OT/Model of Service
Complex/Long Term Needs
Student with one or more of the following functional problems:
Physical disability affecting ability to function independently in school (safety,
mobility, productivity), degenerative condition, chronic health condition,
developmental disability
Intervention will focus on prevention of deterioration and maximizing/maintenance of
function
Student experiencing developmental delay (global) or cognitive/physical disability
may necessitate consultation throughout their school career
Situation may need annual review and upgrading of programming
Assessment in the form of clinical observations, interview of
parent/caregiver/teacher or standardized assessments may include:
Fine motor skills, gross motor skills, motor coordination, visual perceptual
skills, sensory processing, activities of daily living, accessibility and mobility
Intervention and/or instructional strategies defined and taught to school
staff and family/caregivers
Program and resources provided to school staff and family/caregivers
Feedback to/from school staff/family/caregivers
If experiencing an episodic need for intense short term intervention student
may receive additional visits
For example:
Facilitation with transition within school system
Facilitation with transition to adult services
Intermittent difficulties associated with growth/equipment changes
Change in caregiver (school setting)
Supportive care needs
Sudden change in functional status
Ongoing re-evaluation as needed to revise goals and intervention
strategies
The Ottawa-Carleton District School Board Special Education Plan 2019-2020 46
DRAFT
Program Criteria: Occupational Therapy
• School support – appropriate physical environment/space is provided, participation of
volunteers or parent/caregivers is facilitated by school, teacher/EA willing to work with
therapist to include strategies in school setting
• Motivation and consent of student/caregiver to participate
• Adequate attention and behaviours for assessment/treatment sessions
• Consistent follow up demonstrated in supplemental program/homework/exercises provided
by OT
• Students are not eligible for service if they have ONLY behaviour difficulties, visual
perceptual problems, or learning disabilities
Discharge Criteria- include one or more of the following:
• Student has achieved treatment goals
• Student has strategies /program in place to be able to meet goals
• Lack of follow up in school or home program
• No practice/irregular attendance of student at sessions
• Degree of progress does not warrant ongoing intervention
• Student and/or family do not feel need for treatment
• Student no longer demonstrates need for service
Service Model:
Intervention may be direct, consultative, one to one or via workshop or educational
presentation to caregivers/school staff
The Ottawa-Carleton District School Board Special Education Plan 2019-2020 47
DRAFT
School Health Support Services Service Guidelines – Physical Therapy
Conditions/Service Need Role of PT/Model of Service
Short Term
Physical challenges in the school setting – including difficulties participating in gym
class, safe mobility within the school/schoolyard, stairs
Non-deteriorating condition with minimal complications predicted
Acute cardiorespiratory issues
Services include:
Assess physical function and/or gross motor skills
Develop intervention strategies
Teach school staff, family/caregivers to review/feedback/upgrading of
intervention/adaptation strategies as needed
Evaluate safe implementation of program in school setting
Rehabilitation/Chronic
Student with a disability which impacts on functional abilities of mobilization,
transfers, cardiorespiratory status, demonstrating potential for improvement
PT intervention to maximize progression of skills and optimize functional status
Improve/Maintain mobility and orthopedic, gross motor and respiratory status
Intervention may vary in response to changing needs and readiness
Example: Physical impairment limiting ambulation with potential to effect level of
independent mobility (e.g.: Borderline ambulatory vs. wheelchair mobility)
Students may require additional visits post surgery/
post botox
Services include:
Assessment of physical function, setting goals with students, school staff and
family to maximize physical function in the school setting
Intervention strategies developed and taught to school staff and
family/caregivers
Prescription of equipment
Collaboration with school staff in development of IEP plan/goals
Ongoing evaluation of safe implementation of program in school setting
Ongoing re-evaluation as needed to progress goals and intervention
strategies
Complex/Long term Needs
Student with a disability which impacts on functional abilities of mobilization,
transfers and cardiorespiratory status
PT intervention to maintain/delay deterioration of mobility, orthopedic, gross motor
and respiratory status
Intervention may vary in response to changing needs and readiness
Services include:
Assessment of physical status/function, setting goals with students, school
staff and family to maintain physical function in the school setting
Intervention strategies developed and taught to school staff and
family/caregivers
Prescription of equipment
Collaboration with school staff in development of IEP plan/goals
Ongoing evaluation of safe implementation of program in school setting
Ongoing re-evaluation as needed to revise goals and intervention strategies
* All guidelines include assessment, conferencing, and consultation
The Ottawa-Carleton District School Board Special Education Plan 2019-2020 48
DRAFT
Program Criteria: Physical Therapy
• School support – appropriate physical environment/space is provided for gross
motor activities, participation of volunteers or parents is facilitated by school,
teacher/EA willing to work with therapist to include strategies in school setting
• Parent/caregiver involvement in physio program
• Motivation and consent of student to participate
• Adequate attention and behaviours for assessment/treatment sessions
• Consistent follow up demonstrated in supplemental program/homework/exercises
provided by PT
• Service model is abilities based – based on goals of child, school and family –
goals are task oriented
• An identified gross motor difficulty impacting on school participation and safety in
the school setting
Discharge Criteria include one or more of the following:
• Student has achieved treatment goals
• Student has strategies /program in place to be able to meet goals
• Lack of follow up in school or home program
• No practice/irregular attendance of student at sessions
• Degree of progress does not warrant ongoing intervention
• Student and/or family/caregivers do not feel need for treatment
• Student no longer demonstrates need for service
Services:
Intervention may be consultative, one to one or via workshop or educational
presentation to family/caregivers/school staff
The Ottawa-Carleton District School Board Special Education Plan 2019-2020 49
DRAFT
School Health Support Services Speech Language Pathology Service Guidelines
Community Care Access Centre provides speech therapy for children and youth with a health based need for speech services. School boards are
responsible for providing these services to children/youth who have a language disorder. This is inclusive of private and home schools. School
boards are also responsible for the treatment of mild articulation disorders. (Mild articulation = no processes involved OR 1-2 sound errors regardless
of age OR errors fall within the child’s development range OR sound patterns associated with that of first language (ESL) OR W for R or Frontal Lisp,
or lateral lisp on s, z only, tongue thrust).
Students who are identified with physical, neurological, and/or cognitive difficulties may have an impeded rate of progress. It is anticipated that
therapeutic strategies will require more time. Student MUST meet eligibility criteria of continued measurable progress and consistent support from
home and school must be evident.
Conditions/Service Need Eligibility criteria Role of SLP/Model of
Service
Moderate to severe articulation/phonological disorder
Moderate –
3-6 sound errors are noted OR phonological processes (including
atypical errors) may be involved AND errors noticeably reduce
intelligibility (e.g. lateralization of most or all fricatives with significant
negative effect on intelligibility)
Severe –more than 6 sound errors, processes involved, intelligibility is
severely reduced
Must have SLP referral and assessment
Must have current SLP report (within last 12 months)
Direct treatment and/or
consultative individually or in
group
Consult as required
Provide home program
Education, consultation and
training of client/parent/school
personnel
Clinic/workshop
Complex/Medically Fragile DE children only
DE children ONLY where model is different & SLP is addressing
language development and/or swallowing risks
Direct treatment and/or
consultative individually or in
group
Consult as required
Provide home program
Education, consultation and
training of client/parent/school
personnel
Clinic/workshop
The Ottawa-Carleton District School Board Special Education Plan 2019-2020 50
DRAFT
Conditions/Service Need Eligibility criteria Role of SLP/Model of
Service
Motor Speech Disorder
Mild- Moderate -3-6 sound errors, processes may be involved, errors
are inconsistent over repeated trials, intelligibility is noticeably reduced
Severe – more than 6 sounds errors are noted, processes may be
involved, errors are inconsistent over repeated trials, intelligibility is
severely reduced
Profound - Efforts to speak/vocalize but limited sound system
Oral motor difficulties must impact intelligibility or contribute to feeding
and/or swallowing difficulties
Must have SLP referral and assessment
Must have current SLP report (within last 12 months);
neurology report if available
Direct treatment and/or
consultative individually or in
group
Consult as required
Provide home program
Education, consultation and
training of client/parent/school
personnel
Clinic/workshop
Fluency disorder
Dysfluent in first language
Tension
Secondary behaviours – avoiding words/avoidance of situations
Effortful speech, struggle
Demonstration of social +/or vocational limitation (s) as result of
fluency disorder
Must have SLP referral and assessment
Must have current SLP report (within last 12 months)
Client motivation – key with referral
Direct treatment and/or
consultative individually or in
group
Consult as required
Provide home program
Education, consultation and
training of client/parent/school
personnel
Clinic/workshop
Voice / Resonance disorder
Vocal fold pathology identified by ENT resulting in poor voice quality
including:
Rough
Hoarse
Whispery
Mild/Moderate - vocal production impacts on daily communication
Severe - vocal production is markedly affected Majority of
communication may require non-verbal techniques
Atypical hypo or hyper nasality
Nasal Air Emission
ENT report required
Eligibility for ongoing services – expectation of clinical
changes in first 3 months – if not, service not continued
and client referred for more appropriate intervention
Report from cleft palate team, if involved
Direct treatment and/or
consultative individually or in
group
Consult as required
Provide home program
Education, consultation and
training of client/parent/school
personnel
Clinic/workshop
The Ottawa-Carleton District School Board Special Education Plan 2019-2020 51
DRAFT
Conditions/Service Need Eligibility criteria Role of SLP/Model of
Service
Multiple Needs
Experiencing moderate to severe difficulties in more than on treatment
area/category of speech remediation including: articulation, oral motor,
fluency and voice difficulties
Must have SLP referral and assessment
Must have current SLP report (within last 12 months) Direct treatment and/or
consultative individually or in
group
Consult as required
Provide home program
Education, consultation and
training of client/parent/school
personnel
Clinic/workshop
Alternative and Augmentative Communication
Resource to school on short term basis within scope of practise and
service mandate; transition to school board staff for ongoing services
If AAC device is primary method of communication –
school board responsibility
If secondary device to augment speech production –
shared mandate of School board and SBRS
Direct treatment and/or
consultative individually or in
group
Consult as required
Provide home program
Education, consultation and
training of client/parent/school
personnel
Clinic/workshop
Assessment and Discharge Following assessment client does not meet eligibility
criteria (may be due to improvements while waiting for
service; may have been inappropriately referred) SLP
will complete assess/discharge report
No service provided
NOTE: The Referral for Same Need category has been eliminated. Please reassess the child and put them into the most appropriate category
above.
The Ottawa-Carleton District School Board Special Education Plan 2019-2020 52
DRAFT
Program Criteria: Speech Language Pathology Service
• The student must display – appropriate motivation, attention, language, behaviour
and cognitive ability to participate in an individual speech therapy session of a
minimum of 30 minutes in length
• The SLP assessment report accompanying the referral to include child’s status of
those components
• The student must display – language skills that are equal to or greater than
demonstrated speech skills
• Students who require significant language stimulation will be discharged back to
the care of the school board speech language pathologist
• SLP report including an assessment on language skills (within past year) where
there are identified concerns, from referring agency SLP/school board SLP/private
SLP
Exception: a child with diagnosed developmental delays, a report within the last
two years will be accepted if accompanied with a statement by the referring SLP
regarding the validity of the report
• Referral must be initiated by an SLP; if no identified concerns then a statement on
language skills (within past year) is required from SLP
• Stimulability for speech sounds
• School support – appropriate physical environment/space is provided; participation
of volunteers or family/caregivers is facilitated by school; teacher/EA willing to work
with therapist to include strategies in class work
• Family/caregiver to attend minimum of one session
• Motivation and consent of student to participate
• Adequate attention and behaviours for assessment/treatment sessions
• Consistent follow up demonstrated in supplemental program/homework provided
by SLP
Discharge Criteria include one or more of the following:
• Student has achieved treatment goals
• Student has strategies /program in place to be able to meet goals
• Lack of follow up in school or home program
• No practice/irregular attendance of client at sessions
• Student meets criteria for mild articulation
• Degree of progress does not warrant ongoing intervention
• Student and/or family/caregiver do not feel need for treatment
• Student no longer demonstrates need for service
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Categories and Definitions of Exceptionalities
Purpose of the Standard
To provide information on the categories and definitions of exceptionalities available to
the public, including parent(s)/guardian(s) and community associations.
Some students have special needs that may require additional support beyond what is
provided through regular instructional and assessment practices. Students who have
behavioural, communication, intellectual, physical or multiple exceptionalities, may
require special education programs and /or services to benefit fully from their school
experience. These may take the form of accommodations such as specific teaching
strategies, preferential seating, and assistive technology and/or modifications (i.e.,
changes) in grade level expectations in a particular course or subject. Such students
may be formally identified by an Identification, Placement and Review Committee
(IPRC) as “exceptional pupils”.
According to the Ministry of Education:
An exceptional pupil is one whose behavioural, communicational, intellectual,
physical, or multiple exceptionalities are such that he or she requires placement in a
special education program.
A special education program is defined as an educational program that is based on
and modified by the results of continuous assessment and evaluation and that includes
a plan containing specific objectives and an outline of educational services that meets
the needs of the exceptional pupil.
Special education services are defined as facilities and resources, including support
personnel and equipment necessary for developing and implementing a special
education program.
All decisions about exceptionality and student placements are made through the
Identification, Placement, and Review Committee (IPRC) process. The Ministry of
Education sets out categories and definitions of exceptionalities that must be used by
school boards when determining a student is “exceptional”. If a student is deemed to be
exceptional, the IPRC will decide the appropriate “placement” for the student, using
criteria developed by the OCDSB as well as taking into account parental preference.
The goal of the IPRC is to determine the most appropriate learning environment to
maximize the student’s potential. For more information about the IPRC Process or
special education placements offered in the OCDSB, please refer to these sections
within this document.
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The chart of student exceptionalities below is set out by the Ministry of Education and is
in alignment with the Education Act. It is organized by exceptionality category, specific
exceptionality identification, and specific exceptionality definition. An identification of
exceptionality is not the same as a diagnosis provided by a psychologist or medical
professional.
Category Exceptionality Definition
Behavioural
Behaviour
A learning disorder characterized by specific
behaviour problems over such a period of time,
and to such a marked degree, and of such a
nature, as to adversely affect educational
performance; and that may be accompanied by
one or more of the following:
an inability to build or to maintain interpersonal
relationships;
a) excessive fears or anxieties;
b) a tendency to compulsive reaction;
d) an inability to learn that cannot be traced to
intellectual, sensory, or other health factors,
or any combination thereof.
Communicational Autism
A severe learning disorder that is characterized
by disturbances in:
● rate of educational development;
● ability to relate to the environment;
● mobility;
● perception, speech, and language;
b) lack of the representational symbolic
behavior that precedes language.
Deaf and Hard-
of-Hearing
An impairment characterized by deficits in
language and speech development because of
diminished or non-existent auditory response to
sound.
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Category Exceptionality Definition
Communicational
(Continued)
Language
Impairment
A learning disorder characterized by an
impairment in comprehension and/or use of
verbal communication or the written or other
symbol system of communication, which may
be associated with neurological,
psychological, physical, or sensory factors,
and which may:
a) involve one or more of the form, content,
and function of language in communication
b) include one or more of the following:
• language delay
• dysfluency
● voice and articulation development, which
may or may not be organically or
functionally based.
Speech
Impairment
A disorder in language formulation that may be
associated with neurological, psychological,
physical, sensory factors; that involves
perceptual motor aspects of transmitting oral
messages; and that may be characterized by
impairment in articulation, rhythm, and stress.
Learning
Disability
One of a number neurodevelopmental disorders
that persistently and significantly has an impact
on the ability to learn and use academic and
other skills and that:
Affects the ability to perceive or process verbal
or non-verbal information in an effective and
accurate manner in students who have assessed
intellectual abilities that are at least in the
average range;
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Category Exceptionality Definition
Communicational
(Continued)
Learning
Disability
(Continued)
a. results in:
● academic underachievement that is
inconsistent with the intellectual abilities of the
student (which are at least in the average
range) and/or
b. academic achievement that can be
maintained by the student only with extremely
high levels of effort and/or with additional
support
● results in difficulties in the development and
use of skills in one or more of the following
areas: reading, writing, mathematics, and
work habits and learning skills;
● may typically be associated with difficulties in
one or more cognitive processes, such as
phonological processing; memory and
attention; processing speed; perceptual-motor
processing; visual-spatial processing;
executive functions (e.g., self-regulation of
behaviour and emotions, planning, organizing
of thoughts and activities, prioritizing, decision
making);
● may be associated with difficulties in social
interaction (e.g., difficulty in understanding
social norms or the point of view of others);
with various other conditions or disorders,
diagnosed or undiagnosed; or with other
exceptionalities;
● is not the result of a lack of acuity in hearing
and/or vision that has not been corrected;
intellectual disabilities; socio-economic
factors; cultural differences; lack of
proficiency in the language of instruction; lack
of motivation or effort; gaps in school
attendance or inadequate opportunity to
benefit from instruction.
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Category Exceptionality Definition
Intellectual
Giftedness
An unusually advanced degree of general
intellectual ability that requires differentiated
learning experiences of a depth and breadth
beyond those normally provided in the regular
school program to satisfy the level of
educational potential indicated.
Mild Intellectual
Disability
A learning disorder characterized by:
a. an ability to profit educationally within a
regular class with the aid of considerable
curriculum modification and supportive
service;
b. an inability to profit educationally within a
regular class because of slow intellectual
development;
c. a potential for academic learning,
independent social adjustment, and
economic self-support.
Developmental
Disability
A severe learning disorder characterized by:
a. an inability to profit from a special education
program for students 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.
Physical
Physical
Disability
A condition of such severe physical limitation or
deficiency as to require special assistance in
learning situations to provide the opportunity for
educational achievement equivalent to that of
pupils without exceptionalities who are of the
same age or developmental level.
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Category Exceptionality Definition
Physical
(continued)
Blind and Low
Vision
A condition of partial or total impairment of
sight or vision that, even with correction, affects
educational performance adversely.
Multiple
Multiple
Exceptionalities
A combination of learning or other disorders,
impairments, or physical disabilities, that is of
such nature as to require, for educational
achievement, the services of one or more
teachers holding qualifications in special
education and the provision of support services
appropriate for such disorders, impairments, or
disabilities.
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Special Education Placements Provided by The OCDSB
Purpose of the Standard
To provide the Ministry and the public with details of the range of placements provided
by the Board, and to inform the public that placement of a student in a regular class is
the first option considered by an IPRC.
Learning For All, Kindergarten to Grade 12
“Learning for All, K-12” describes the educational approaches that are based on one
of the most important findings of educational research since 2000 – namely, that all
students learn best when instruction, resources, and the learning environment are well
suited to their particular strengths, interests, needs and stage of readiness.” (2013,
p.8)
The OCDSB offers a variety of placement options from least intrusive to most
supportive. Regulation 181/98, Section 17 made under the Education Act states:
(1) When making a placement decision....(the Identification Placement and Review
Committee) shall, before considering the option of placement in a special
education class, consider whether placement in a regular class, with appropriate
special education services,
(a) would meet the pupil’s needs; and
(b) is consistent with parental preferences.
(2) if, after considering all of the information obtained by it or submitted to it under
Section 15 that it considers relevant, the committee is satisfied that placement in a
regular class would meet the pupil’s needs and is consistent with parental
preferences, the committee shall decide in favour of placement in a regular class.
A regular class placement is considered the first option for a placement when it is
able to meet the student’s needs and is consistent with parental preferences. When a
student is placed in a specialized program class placement, integration continues to
be maximized to the greatest degree possible, based on the individual needs of
students. Students can be integrated into the regular classroom in a variety of ways.
These ways include, but are not limited to, the following:
● participation in activities and subjects in areas of strength;
● participation in any subjects such as physical education, art, music, and drama;
● participation in school based activities;
● peer helper initiatives;
● reading buddies;
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● differentiated/modified curricular expectations and evaluation;
● accommodations (e.g., preferential seating, assistive technology);
Student Program Placement Options (Ministry of Education)
Regular class with indirect support
The student is placed in a regular class for the entire day, and the teacher receives
specialized consultative services.
Regular class with resource assistance
The student is placed in a regular class for most or all of the day and receives
specialized instruction, individually or in a small group, within the regular classroom
from a qualified special education teacher.
Regular class with withdrawal assistance
The student is placed in the regular class and receives instruction outside of the
classroom for less than 50 per cent of the school day, from a qualified special
education teacher.
Special education class with partial integration
The student is placed by the IPRC in a special education class where the student–
teacher ratio conforms to Regulation 298, section 31, for at least 50 per cent of the
school day, but is integrated with a regular class for at least one instructional period
daily.
Special education class full time
A student is placed by the IPRC in a special education class, where the student–
teacher ratio conforms to Regulation 298, section 31, for the entire school day.
OCDSB Regular Classroom Special Education Programs (K - 12)
Regular classroom with monitoring from the LRT/LST
This regular classroom program is provided by the classroom teacher. The
exceptional students’ program is monitored and the teacher receives consultative
services from the Learning Resource Teacher (LRT) or the Learning Support Teacher
(LST).
Regular classroom with support from the LRT/LST
This regular classroom program is provided by the classroom teacher. This program is
designed for exceptional students who require assistance from the LST or LRT in a
regular classroom or a ‘withdrawal’ setting.
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Regular classroom with specialized support
This regular classroom program is provided by the classroom teacher. This program is
designed for exceptional students who require direct or indirect support from:
● Itinerant Teacher of the Blind/Low Vision (ITB/LV)
● Itinerant Teacher of the Deaf/Hard of Hearing (ITD/HH)
● Educational Assistant (for physical/medical/safety needs, BLV, and D/HH)
Specialized Program Classes
The OCDSB has a range of special education programs and services focusing on
providing the necessary support via the Tiered Intervention Approach, Differentiated
Instruction, and Universal Design for learning. Most specialized program classes have
a lower pupil-teacher ratio than regular classes. Students may be integrated into the
regular class in order to prepare for the opportunity of returning to a regular
classroom. These specialized program classes may also include support from
Learning Support Services (LSS) personnel.
Referral Process for Specialized Program Classes
The parent(s)/guardian(s) of the student must be consulted and included in the
preparation of a referral to a specialized program class. As the referral process is a
collaborative process between the student’s parents / guardians and the home school,
effective practice includes a parent being well informed of the placement and it’s
criteria prior to supporting the completion of a referral to a specialized program class.
Schools submit referrals and all required documentation to a central referral
committee.
Autism Spectrum Disorder Secondary Credit Program (ASDSCP)
Autism Spectrum Disorder Program (ASDP)
Behaviour Intervention Program (BIP)
Blind/Low Vision (B/LV)
Deaf/Hard-of-Hearing Program (D/HH)
Developmental Disabilities Program (DDP)
Dual Support Program (DSP)
General Learning Program (GLP) / Storefront
Gifted Specialized Program (Elem/Sec) *
Language Learning Disability Program (LLD)
Learning Disability Program (LD)
Physical Support Program (PSP)
Primary Special Needs (PSN)
*Note: At the secondary level, gifted students wishing to attend congregated
specialized gifted courses may apply directly to the designated secondary school that
offers gifted as determined by their place of residence.
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● A referral review committee consisting of learning support consultants
(LSC),multi-disciplinary LSS personnel, and principals as appropriate reviews
each referral and determines if the referral meets criteria for the specialized
program class.
● If the referral review committee recommends a placement, the school will review
this recommendation as a part of the IPRC process.
● If the IPRC deems this as an appropriate recommendation and it is confirmed
that a space is available to offer a student this recommended placement, then
the principal of the sending school is contacted regarding an offer.
● The principal contacts parent(s)/guardian(s) for a response within 48 hours, and
then advises the referral review committee of the parent’s response. If applicable,
parent(s)/guardian(s) then contact the receiving school as soon as possible.
● The principal of the sending school conducts an IPRC. If there are extenuating
circumstances due to year-end timelines, the IPRC may be convened at the
receiving school in early September. The parent/guardian will have completed a
registration and requested specialized transportation forms as needed for the
student.
● All specialized class placements are age / grade appropriate only.
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Category: Behaviour
Exceptionality: Behaviour
Ministry Definition
A learning disorder characterized by specific behaviour problems over such a period
of time, and to such a marked degree, and of such a nature, as to adversely affect
educational performance; and that may be accompanied by one or more of the
following:
a) an inability to build or to maintain interpersonal relationships;
b) excessive fears or anxieties;
c) a tendency to compulsive reaction;
d) an inability to learn that cannot be traced to intellectual, sensory, or other health
factors, or any combination thereof;
Special Education Class for Behaviour (Behaviour Intervention Program)
(10 elementary classes, 56 secondary sections)
Placements
● behaviour Intervention Programs (BIP) at the following levels: primary, junior,
intermediate, and senior
● up to eight students per class
Admissions Criteria
● typically exhibits many or all of the following behaviours: verbal aggression, physical
aggression, a profound inability to build or maintain interpersonal relationships,
excessive anger, severe non-compliance, extreme lack of impulse control, extreme
low self-esteem, extreme defiant behavior, extreme difficulty coping in the community
school, an inability to learn that cannot be traced to intellectual, sensory, or other
health factors
● accommodations for learning are essential in order to access the curriculum
Criteria for Change in Placement
● the behavioural functioning is no longer the most significant determining influence on
the student's academic success or social adjustment in school
● has social and/or academic needs that can be met more successfully within a
different specialized program class
● has been integrated and demonstrated the ability to succeed in a regular class or
with/without support from LRT and/or LST
● no longer benefiting or requiring a specialized placement
● evidence of ongoing successful integration
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Special Education Class for Behaviour (Behaviour Intervention Program) (continued)
Available Resources
● one teacher with special education qualifications (Parts I and II)
● educational assistant
● Learning Support Services personnel provide assessment and consultative services
to the special education teacher
Program
● Focus of the program is to provide a structured learning environment and an
opportunity to develop appropriate social skills;
● Program allows for integration into regular classrooms and/or school activities;
● An IEP containing specific expectations with a focus on behaviour is designed for
each student according to learning needs and abilities;
● This plan is based on, and modified by, the results of continuous assessment
and evaluation and is shared with parent(s)/guardian(s) on an ongoing basis;
Evaluation Methods
● Assessment and evaluation are ongoing throughout the year
● Student progress is formally reported as per the reporting structure of the
OCDSB on report cards and IEPs
● The progress of a student who has been identified as an exceptional pupil and
has a placement is formally reviewed on an annual basis through the IPRC
process
Alternative Placements
The school team will meet with the parent(s)/guardian(s) to discuss alternative
placements if necessary. Placements may include the following:
● other special education placement options if appropriate
● Care and Treatment Programs (CTCC)
● regular classroom with monitoring from the LST and/or LRT
● regular classroom with support from the LST and/or the LRT
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Category: Communication
Exceptionality: Autism
Ministry Definition
A severe learning disorder that is characterized by:
a) disturbance in:
● rate of educational development
● ability to relate to the environment
● mobility
● perception, speech, and language
b) lack of the representational symbolic behaviour that precedes language.
Special Education Classes for Autism (ASDP) and Autism Credit Support
Program (ASDCSP)
(34 elementary classes, 120 secondary sections) and (32 secondary sections)
Placements
● specialized classes at the following levels: kindergarten, primary, junior, intermediate,
and senior
● 6 students per class*
Admissions Criteria
● a diagnosis of Autism Spectrum Disorder in the pervasive developmental disorder
(PDD) category as specified by DSM-V
● documented evidence of impaired communication, social skills, and an uneven
learning profile
Criteria for Change in Placement
● has social and/or academic needs which can be met more successfully within
another placement
● no longer benefiting from specialized placement
● evidence of ongoing successful integration
Available Resources
● one teacher with special education qualifications (Parts I and II)
● educational assistants
● psychological consultation
● Learning Support Services personnel provide assessment and consultative services
to the special education teacher
* Note: There are 10 students in each of the Autism Credit Support Program
(ASDCSP) classes. The allocation of educational assistant is determined by student
needs in each of the ASDCSP.
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Program
● Emphasis is on functional literacy and numeracy skills, communication, social,
life skills, and age-appropriate behaviour
● Goals are specific, measurable, attainable, relevant, and timely (SMART) and
chosen from the following domains: behaviour, communication, life skills (self-
help, vocational, and work experience), academics, gross and fine motor skills,
community living, and integration
● Programming is based on the expectations outlined in the IEP which is
coordinated by the classroom teacher in consultation with the assigned speech-
language pathologist and psychologist
Evaluation Methods
● Assessment and evaluation are ongoing throughout the year
● Student progress is formally reported as per the reporting structure of the
OCDSB on report cards and IEPs
● The progress of a student who has been identified as an exceptional pupil and
has a placement is formally reviewed on an annual basis through the IPRC
process
● It is expected that students will integrate into the mainstream to the greatest
degree possible
Alternative Placements
The school team will meet with the parent(s)/guardian(s) to discuss alternative
placements if necessary. Placements may include the following:
● other special education placement options if appropriate
● Care and Treatment program (CTCC)
● regular classroom with monitoring from the LST/LRT
● regular classroom with support from the LST/LRT
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Exceptionality: Deaf and Hard of Hearing
Ministry Definition
An impairment characterized by deficits in language and speech development
because of a diminished or non-existent auditory response to sound. Audiological
assessment data is required to support identification.
Special Education Class for Deaf (D/HH)
(1 elementary class and 8 secondary sections)
Placements
● regular class with specialized support from Itinerant Teacher Deaf/Hard of Hearing
(ITD/HH)
● other specialized program with consultation or direct service from ITD/HH
● specialized program with a Specialist Teacher of the Deaf/Hard of Hearing
● up to 10 students per class
Admissions Criteria
● documented hearing loss
● use of hearing aids/cochlear implant
● method of communication is through hearing and speech
● meets criteria for other specialized program in addition to deaf/hard of hearing
exceptionality
● method of communication is through sign language (American Sign Language)
Criteria for Change in Placement
● change in hearing loss or performance
● needs are not being met in regular class
● student requires more than 5 hours, per week, support from ITD/HH
● change in method of communication
● identification of additional exceptionality
● evidence of ongoing successful integration
● change in hearing loss or performance, i.e., acquisition of a cochlear implant and
requires auditory-verbal/ Oral therapy
● student requires/ requests placement in Provincial School setting
● identification of additional exceptionality
● no longer benefiting from specialized placement
Available Resources
● FM system and other equipment, as needed including maintenance
● teacher with qualifications in Deaf Education
● educational assistant allocated based on students’ needs
● Learning Support Services personnel provide assessment and consultative services
to the special education teacher
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Program
● ITD/HH support is based on the Auditory-Verbal Method unless requested
otherwise, and is available from K to 12. Program includes development of speech,
language, auditory skills and support of the Ontario Curriculum;
● Specialized Classes for the D/HH use sign language (ASL) and English to deliver
the Ontario Curriculum, with modifications as required. There is one class at the
elementary level for JK to grade 8 students and one at the secondary level for
students in grade 9 to 12. The program includes the development of receptive and
expressive language skills. For most students, integration into regular classrooms
and school activities is considered to be an essential part of this program
● An IEP is developed for each student with specific learning expectations. This plan,
which is developed collaboratively with parent(s)/guardian(s), is based on, and
modified by, the results of continuous assessment
Evaluation Methods
● Assessment and evaluation are ongoing throughout the year and may include
informal checklists, standardized testing, teacher observation, and language
checklists. OCDSB report cards and IEPs formally record the student’s progress
● The progress of a student who has been identified as an exceptional pupil and has
a placement is formally reviewed on an annual basis through the IPRC process
Alternative Placements
The school team will meet with the parent(s)/guardian(s) to discuss alternative
placements if necessary. Placements may include provincial schools for the deaf,
school for the blind and deaf–blind, and Francophone schools for the deaf, blind, and
deaf–blind.
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Exceptionality: Language Impairment
Ministry Definition
A learning disorder characterized by impairment in comprehension and/or use of
verbal communication or the written or other symbol system of communication, which
may be associated with neurological, psychological, physical, or sensory factors, and
which may:
a) involve one or more of the form, content, and function of language in
communication
b) include one or more of the following:
● language delay
● dysfluency
● voice and articulation development, which may or may not be organically or
functionally based
Special Education Class for Language Learning Disabilities (LLD)
(11 elementary classes)
Placements
● specialized classes at the following levels:
● primary and junior
● up to 10 students per primary class
● up to 12 students per junior class
Admissions Criteria
● exhibits severe language learning difficulties on a speech/language assessment
● average to above- average intellectual ability as measured on a psychological
assessment
● language learning disability or mixed receptive-expressive language disorder as
appropriate to age and grade level
Criteria for Change in Placement
● mildly delayed language functioning overall (one or more areas of language may still
indicate moderate delays) on a speech/language assessment completed within the
last 12 months
● academic performance is within one grade level of the student’s integrated class
placement
● has academic and/or social needs that could be met more successfully within a
different special-class setting
● has the ability to succeed in a regular class with LST/LRT support
● no longer benefiting from specialized placement
● evidence of ongoing successful integration
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Special Education Class for Language Learning Disabilities (LLD) (continued)
Available Resources
● one teacher with special education qualifications (Parts I and II)
● Learning Support Services personnel provide assessment and consultative services
to the special education teacher
Program
● The focus of the Language Learning Disability Program is to provide the
appropriate learning environment that will facilitate the development of the
student’s expressive and receptive language and phonology skills to enable
academic achievement.
● Students who exit the LLD Specialized Program Class in Grade 6 are supported
through the Intermediate LLD (ILLD) model, which offers a range of services
(e.g., direct in-class coaching, co-planning of curricular activities, targeted
professional development) to teachers to support their students with LLD in
grades 7 and 8 within the students’ intermediate placement (e.g., regular
program, Learning Disability Specialized Program Class or General Learning
Program). The ILLD model offers support to the teachers with the goal of
increasing the students’ independence with strategy application and learning
over time.
● Programs are equipped with special education and language development
materials.
● An IEP containing specific expectations is designed for each student according to
individual learning needs and abilities. This plan, which is shared with
parent(s)/guardian(s), is based on, and modified by, the results of continuous
assessment and evaluation
● It allows for integration into regular classrooms and/or school activities
Evaluation Methods
● Assessment and evaluation are ongoing throughout the year
● Student progress is formally reported as per the reporting structure of the
OCDSB on report cards and IEP and Learning Support Services reports
● The progress of a student who has been identified as an exceptional pupil and
has a placement is formally reviewed on an annual basis through the IPRC
process
Alternative Placements
The school team will meet with the parent(s)/guardian(s) to discuss alternative
placements if necessary. Placements may include the following:
● other special education placement options if appropriate
● regular classroom with monitoring from the LST/LRT
● regular classroom with support from the LST/LRT
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Exceptionality: Speech Impairment
Ministry Definition
A disorder in language formulation that may be associated with neurological, psychological,
physical, or sensory factors that involves perceptual motor aspects of transmitting oral
messages and that may be characterized by impairment in articulation, rhythm, and stress.
Placements
● regular classroom with monitoring from the LST/LRT
Admissions Criteria
● mild to moderate articulation problems
● moderate to severe articulation problems
● cleft palate
● voice disorder
● fluency disorder
● phonology disorder
Criteria for Change in Placement
● frequency and intensity are individualized depending upon needs as determined by
the school speech-language pathologist (5 years of age to grade 8)
● after grade 8, an assessment, consultation or home/school suggestions upon request
● consultation
● screening
● formal/informal testing
● CHEO School Based Rehabilitation Services discharge their cases when they reach
the mild to moderate level. They may refer to the PATP or community agencies as
appropriate
Available Resources
● classroom teacher
● speech-language pathologist
● CHEO School-based Rehabilitation Services
● parent(s)/ guardian(s), and volunteers
● Parent Articulation Training Program (PATP)
● Learning Support Services personnel provide assessment and consultative services
to the special education teacher
Service Delivery Model
Speech-language pathologists:
● provide assessment, intervention and consultation to students from Senior
Kindergarten through Grade 12, who may present with a wide range of speech
and language disorders and exceptionalities
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● provide a wide range and level of support to students in designated special
education programs, including ASD Program, PSN Program, and the DD
Programs
● provide training to support teachers and parent(s)/guardian(s) in their work with
children who have speech and language disorders
● provide therapy (CHEO School Based Rehabilitation Services) as per mandate
Exceptionality: Learning Disability (LDSIP and LDP)
Ministry Definition
One of a number of neurodevelopmental disorders that persistently and significantly
has an impact on the ability to learn and use academic and other skills that:
● affects the ability to perceive or process verbal or non-verbal information in an
effective and accurate manner in students who have assessed intellectual
abilities that are at least in the average range;
● results in
a. academic underachievement that is inconsistent with the intellectual
abilities of the student (which are at least in the average range) and/or
b. academic achievement that can be maintained by the student only with
extremely high levels of effort and/or with additional support;
● results in difficulties in the development and use of skills in one or more of the
following areas: reading, writing, mathematics and work habits and learning
skills;
● may typically be associated with difficulties in one or more cognitive processes,
such as phonological processing; memory and attention; processing speed;
perceptual-motor processing; visual-spatial processing; executive functions
(e.g., self-regulation of behavior and emotions, planning, organizing of thoughts
and activities, prioritizing, decision making);
● may be associated with difficulties in social interaction (e.g., difficulty in
understanding social norms or the point of view of others); with various other
conditions or disorders, diagnosed or undiagnosed; or with other
exceptionalities;
● is not the result of a lack of acuity in hearing and/or vision that has not been
corrected; intellectual disabilities; socio-economic factors; cultural differences;
lack of proficiency in the language of instruction; lack of motivation or effort;
gaps in school attendance or inadequate opportunity to benefit from instruction.
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Special Education Class for Learning Disabilities (LD)
(14 elementary classes, 71 secondary sections)
Placements
● specialized classes at the following levels: junior, intermediate, and senior
● up to eight students per class
Admissions Criteria
● evidence of significant learning difficulties with impairment in reading, and/or writing,
and/or mathematics which has not responded to targeted interventions
● evidence of cognitive strength
● average (greater than the 25th percentile) intellectual ability as measured on a
psychological assessment
● requires intensive instructional support
● has severe to profound difficulty in learning and in processing information
Secondary: requires accommodations and/or modifications in academic areas that rely
on reading, and/or writing, and/or written expression and/or mathematics
and is able to work towards credit bearing, grade level curriculum
expectations when using individualized accommodations
Criteria for Change in Placement
● current assessments indicate student no longer meets learning disabilities program
admission criteria
● has academic (as demonstrated by current assessment) and/or social needs that
could be met more successfully within a different special class setting, or a provincial
school or CTCC placement
● has an ability to succeed in a regular class with LST/ LRT support
● no longer benefiting from specialized placement
● evidence of ongoing successful integration
● graduated from High School and/or achieved OSSD
Available Resources
● one teacher with special education qualifications (Parts I and II)
● LSS personnel provide assessment and consultative services to the special
education teacher
Program
● The focus of the program is to develop academic, communication, social,
organizational and self-advocacy skills
● Intensive instructional support is provided for language and mathematics in the
junior and intermediate programs
● Credit courses are offered through the secondary program
● An IEP containing specific expectations is designed for each student according
to learning strengths and needs. This plan is based on, and modified by, the
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results of continuous assessment and evaluation. The IEP is developed
collaboratively by school staff with parent(s)/guardian(s)
● Integration into regular/larger classrooms and school activities is considered to
be an essential part of this program
Evaluation Methods
● Assessment and evaluation are ongoing throughout the year
● Student progress is formally reported as per the reporting structure of the
OCDSB on report cards and IEP
● The progress of a formally identified exceptional student is reviewed on an
annual basis through the IPRC process
Alternative Placements
The school team will meet with the parent(s)/guardian(s) to discuss alternative
placements if necessary. Placements may include the following:
● other special education placement options if appropriate
● provincial demonstration schools (English and French) for students with severe
learning disabilities
● regular classroom with monitoring from the LST/LRT
● regular classroom with support from the LST/LRT
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Exceptionality: Giftedness
Ministry Definition
An unusually advanced degree of general intellectual ability that requires differentiated
learning experiences of a depth and breadth beyond those normally provided in the
regular school program to satisfy the level of educational potential indicated.
Special Education Class for Gifted Students (Gifted)
(15 elementary classes, 110 secondary sections)
Placements
● specialized classes at the following levels: primary, junior, intermediate and senior
● up to 20 students per class grades 1-3
● up to 25 students per class in grades 4-8
● up to 28 students per class in grades 9-12
Admissions Criteria
● very superior intellectual ability as measured on a psychological assessment
Criteria for Change in Placement
● has academic and/or social needs that could be met more successfully within a
different classroom setting
● no longer benefiting or requiring a specialized placement
● evidence of ongoing successful integration
Available Resources
● one teacher with special education qualifications (Part I)
● Learning Support Services personnel provide assessment and consultative
services to the special education teacher
Program
● All students work towards the grade expectations outlined in the Ontario
curriculum. The aim of the gifted program is to provide enrichment rather than
acceleration
● Students have the ability to work through the curriculum at a faster rate, thus
allowing more time to study the topics in greater depth
● The development of thinking skills is encouraged
● The program is designed to encourage problem solving, working cooperatively,
and self and peer evaluation based on criteria determined by the teacher and
students
● Application of learning is emphasized after students have demonstrated mastery
of basic skills
● An open-ended curriculum allows students to explore areas of interest and
incorporate creative talents into their learning
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● An IEP containing specific expectations is designed for each student according
to learning needs and abilities. This plan is based on, and modified by, the
results of continuous assessment and evaluation. The IEP is developed
collaboratively by school staff with parent(s)/guardian(s)
Evaluation Methods
● Assessment and evaluation are ongoing throughout the year
● Student progress is formally reported as per the reporting structure of the
OCDSB on report cards and IEP
● The progress of a student formally identified as exceptional is reviewed on an
annual basis through the IPRC process
Alternative Placements
The school team will meet with the parent(s)/guardian(s) to discuss alternative
placements if necessary. Placements may include the following:
● other special education placement options if appropriate
● regular classroom with monitoring from the LST/LRT
● regular classroom with support from the LST/LRT
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Exceptionality: Mild Intellectual Disability
Ministry Definition
A learning disorder characterized by:
a. an ability to profit educationally within a regular class with the aid of
considerable curriculum modification and supportive service
b. an inability to profit educationally within a regular class because of slow
intellectual development
c. a potential for academic learning, independent social adjustment, and
economic self-support
Special Education Class for Mild Intellectual Disability/General Learning
Program (GLP) (12 elementary classes, 104 secondary sections)
Placements
● specialized classes at the following levels: junior, intermediate and senior
● up to 16 students per class
Admissions Criteria
● scores significantly below the average range, but above the developmentally
disabled range on a standardized individual psychological test of intellectual ability
● significant delays in academic progress
● evidence of delays in social/emotional development
● in the age-equivalent range of grade 4 to secondary
Criteria for Change in Placement
● does not require the same degree of alternative programming
● has academic and/or social needs that could be met more successfully within a
different special class setting
● has the ability to succeed in a regular class with LST/LRT support and with
appropriate accommodations and modifications
● no longer benefiting from specialized placement
● evidence of ongoing successful integration
Available Resources
● one teacher with special education qualifications (Part I with Part II preferred)
● one educational assistant per class
● Learning Support Services personnel provide assessment and consultative
services to the special education teacher
Program
● The focus of the program is to develop academic and life skills
● An IEP containing specific expectations is designed for each student according
to the learning needs and abilities. This plan, developed collaboratively with
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parent(s)/guardian(s), is based on and modified by results of continuous
assessment and evaluation
● The program allows for integration into regular classrooms and/or school
activities
● Curriculum is modified to meet the individual needs of students
Evaluation Methods
● Assessment and evaluation are ongoing throughout the year
● Student progress is formally reported as per the reporting structure of the
OCDSB on report cards and IEP
● The progress of a formally identified student is reviewed on an annual basis
through the IPRC process
● It is expected that students will integrate into the mainstream to the greatest
degree possible
Alternative Placements
The school team will meet with the parent(s)/guardian(s) to discuss alternative
placements if necessary. Placements may include the following:
● other special education placement options if appropriate
● regular classroom with monitoring from the LST/LRT
● regular classroom with support from the LST/LRT
Special Education Class for Students with Mild Intellectual Disabilities (MID)
(Storefront Program) – (1 secondary class)
Placements
● system-based Storefront Program for students with special education needs aged
19–21 years of age with MID
● up to twelve students
Admissions Criteria
● students must be 19 years of age
● students must currently be attending a program for students with mild intellectual
disability or developmental disability
● students must have supporting documentation which will include: written
recommendation of the sending school/program, completed transition skills checklist,
and written evaluations regarding previous successful work experience
● students must participate in a structured interview
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Special Education Class for Students with Mild Intellectual Disabilities (MID)
(Storefront Program) (continued)
Criteria for Change in Placement
● reaches the age of 21
● has social and/or academic needs which can be met more successfully within
another placement
● no longer benefiting from specialized placement
● evidence of on-going successful integration
Available Resources
● one teacher with special education qualifications
● educational assistant and job coach are assigned to the class
● Learning Support Services personnel provide assessment and consultative services
to the special education teacher
Program
Upon completion of the program, it is hoped that the students will be prepared to take
their place in the workforce with a minimum of supervision.
● The students work in the community five mornings per week, 2.5 hours daily, for
seven to eight weeks
● Over the course of two years at Storefront, students will participate in 10 work-
experience placements
● The life skills component of the program is delivered in the afternoons
● An IEP containing specific expectations is designed for each student according
to learning needs and abilities. This plan is based on, and modified by, the
results of continuous assessment and evaluation
Evaluation Methods
● Assessment and evaluation are ongoing throughout the year
● OCDSB report cards and IEPs formally record the student’s progress
● The progress of a formally identified student is reviewed on an annual basis
through the IPRC process
Alternative Placements
The school team will meet with the parent(s)/guardian(s) to discuss alternative
placements if necessary. Placements may include the following:
● other special education placement options if appropriate
● regular classroom with monitoring from the LST
● regular classroom with support from the LST
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Exceptionality: Developmental Disability
Ministry Definition
A severe learning disorder characterized by:
a. an inability to profit from a special education program for students 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
Special Education Class for Students with Developmental Disabilities (Semi-
Integrated) (DDP) (10 elementary classes, 96 secondary sections)
Placements
● semi-integrated specialized classes at the following levels: primary, junior
intermediate, and senior
● up to 10 students per class
Admissions Criteria
● moderate to severe delays in intellectual ability as measured on a psychological
assessment
● serious delays in academic progress
● moderate to severe delays in adaptive functioning
● be able to profit educationally, socially, and emotionally from a semi-integrated class
in a regular school, with opportunities for appropriate supported integration
● be able to take care of basic personal needs, with a minimum of additional support
Criteria for Change in Placement
● has social and/or academic needs which can be met more successfully within
another placement
● no longer benefiting from specialized placement
● evidence of on-going successful integration
Available Resources
● one teacher with special education qualifications (Part I)
● educational assistant
● half-time job coach is assigned to each class at the secondary level
● Learning Support Services personnel provides assessment and consultative services
to the special education teacher
Program
● Programming in a specialized classroom offers opportunities to integrate with
age-appropriate peers
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● The focus of the program is to develop basic life skills along with a functional
academic skills component
● The curriculum is modified, and/or alternative curriculum expectations are
provided, to meet the individual needs of students
● An IEP containing specific expectations is designed collaboratively for each
student according to learning needs and abilities. The IEP is based on, and
modified by, the results of continuous assessment and evaluation
● Student progress is formally reported as per the reporting structure of the
OCDSB on progress reports, report cards and/or IEPs
● The IEP includes a transition plan and should include work experience
opportunities wherever possible
Special Education Class for students with Developmental Disabilities
(Specialized Schools) (25 elementary classes total between the two schools)
Placements
● specialized schools with classes at the following levels: kindergarten, primary, junior,
intermediate and senior
● up to eight students per class
Admissions Criteria
● moderate to severe delays in intellectual ability as measured on a psychological
assessment
● serious delays in academic progress
● moderate to severe delays in adaptive functioning
Criteria for Change in Placement
● has social and/or academic needs which can be met more successfully within
another placement
● no longer benefiting from specialized placement
● evidence of ongoing successful integration
●
Available Resources
● one teacher with special education qualifications (Part I)
● educational assistants
● Learning Support Services personnel provide assessment and consultative services
to the special education teacher
Program
Clifford Bowey Public School and Crystal Bay Centre for Special Education offer
specialized school settings for pupils with developmental disabilities.
● Focus of the program is to develop life skills which include communication skills,
self-help skills, and an introduction to basic academic skills
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● CHEO School Based Rehabilitation Services provide support for therapy-based
programming in the areas of occupational therapy and physiotherapy. LHIN
School Health Professional Services provide nursing support.
● An IEP containing specific expectations is designed collaboratively for each
student according to learning needs and abilities. The IEP is based on, and
modified by, the results of continuous assessment and evaluation
● Student progress is formally reported as per the reporting structure of the
OCDSB on report cards and/or IEP
● It includes a transition plan and should include work experience opportunities,
as appropriate
Category: Physical
Exceptionality: Physical Disability
Ministry Definition
A condition of such severe physical limitation or deficiency as to require special
assistance in learning situations to provide the opportunity for educational
achievement equivalent to that of pupils without exceptionalities who are of the same
age or developmental level.
Special Education Class for Physical Disabilities/Physical Support Program
(PSP)
(2 elementary classes, 24 secondary sections)
Placements
● specialized classes at the following levels: primary, junior, intermediate, and senior
● up to 12 students per class
Admissions Criteria
● medical diagnosis of a physical disability with significant programming adaptation
requirements
Criteria for Change in Placement
● the student’s physical condition no longer requires therapeutic interventions offered in
the program
● the student’s needs will be better met in an alternate placement
● no longer benefiting from specialized placement
● evidence of ongoing successful integration
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Special Education Class for Physical Disabilities/Physical Support Program
(continued)
Available Resources
● one teacher with special education qualifications (Parts I and II)
● Educational assistants allocated based on students’ needs
● Learning Support Services personnel provide assessment and consultative services
to the special education teacher
Program
● At the elementary and secondary level, the physical support programs address
the academic and physical needs of students at the appropriate level
● An IEP containing specific expectations is designed for each student reflecting
learning needs and abilities
● CHEO School Based Rehabilitation Services provides support for therapy-based
programming in the areas of occupational therapy, physiotherapy, nursing and
speech disorders (if eligible)
● There is ongoing liaison with CHEO Development and Rehabilitation (Children’s
Treatment Centre services) for those students who enter from this service.
Evaluation Methods
● Assessment and evaluation are ongoing throughout the year. OCDSB Report
Cards, Alternative Report Cards (if applicable) and IEPs formally record the
student’s progress
● The progress of a formally identified student is reviewed on an annual basis
through the IPRC process
Alternative Placements
The school team will meet with the parent(s)/guardian(s) to discuss alternative
placements if necessary. Placements may include the following:
● Other special education placement options if appropriate
● CHEO School (Early Intervention Program – JK/SK levels – option if
appropriate)
● Regular classroom with support from the LST/LRT
● Regular classroom with monitoring from the LST/LRT
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Exceptionality: Blind and Low Vision
Ministry Definition
A condition of partial or total impairment of sight or vision that, even with correction,
affects educational performance adversely.
Placements
● regular classroom with specialized support
Admissions Criteria
● 20/70 or worse in best eye with best correction as determined by an
ophthalmological/optometry report
Range of Support
● blind students generally receive up to 50 per cent itinerant support depending on
needs (e.g., braille, tactile and adaptive program)
● blind students usually require more intensive support
● low vision support is individualized (from itinerant 1–2 times a week to monitoring
visits 2–4 times a year)
Available Resources
● teacher with specialized qualification in Blind/Low Vision. May also have certification
to teach orientation and mobility
● orientation and mobility instructor
● classroom teacher
● Educational assistants allocated based on student’s needs
● Learning Support Services personnel provide assessment and consultative services
to the special education teacher
● specialized equipment as needed
Program/Service Delivery Model
ITB/LVs provide:
● A school-based functional vision assessment to determine frequency of service
and educational strategies
● Direct instruction in Braille and other tactile learning strategies
● Adaptation of curriculum materials (Braille, e-text, auditory, large print)
● Orientation and mobility instruction (safe travel techniques)
● Training in specialized equipment including computer hardware and software,
optical aids, and other specialized equipment used in the classroom
● Provide consultation and support to schools concerning needs related to vision
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Evaluation Methods
● Student’s visual efficiency, tactile learning, orientation and mobility, and
alternate skills are assessed regularly by the itinerant teacher, including
functional vision assessments, observation and checklists
● Assessment and evaluation are ongoing throughout the year
● Student progress is formally reported as per the reporting structure of the
OCDSB report cards and IEP, as well as anecdotal reports where appropriate
● The progress of a formally identified student is reviewed on an annual basis
through the IPRC process
Alternative Placements
The school team will meet with the parent(s)/guardian(s) to discuss alternative
placements if necessary. Placements may include the following:
● Other special education placement options if appropriate
● Provincial school for the blind and deaf–blind, and the Francophone school for
the deaf, blind, deaf–blind and for those with learning disabilities
● Regular classroom with monitoring from the LST/LRT
● Regular classroom with support from the LST/LRT
Category: Multiple
Exceptionality: Multiple
Ministry Definition
A combination of learning or other disorders, impairments, or physical disabilities, that
is of such nature as to require, for educational achievement, the services of one or
more teachers holding qualifications in special education and the provision of support
services appropriate for such disorders, impairments, or disabilities.
Range of Placements
Depending on the student’s strengths and needs, placements can range from a
regular class to a special education class. While there are no special education
classes devoted to students with multiple exceptionalities, these students’ program
needs can be met in a variety of placements.
Exceptionality: Mild Intellectual Disability and Behaviour
Ministry Definition of Mild Intellectual Disability
A learning disorder characterized by:
a. an ability to profit educationally within a regular class with the aid of
considerable curriculum modification and supportive service
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b. an inability to profit educationally within a regular class because of slow
intellectual development
c. a potential for academic learning, independent social adjustment, and
economic self-support
Ministry Definition of Behaviour
A learning disorder characterized by specific behaviour problems over such a period
of time, and to such a marked degree, and of such a nature, as to adversely affect
educational performance; and that may be accompanied by one or more of the
following:
a. an inability to build or to maintain interpersonal relationships
b. excessive fears or anxieties
c. a tendency to compulsive reaction
d. an inability to learn that cannot be traced to intellectual, sensory, or other
health factors, or any combination thereof
Special Education Class for students requiring a Dual Support Program (DSP)
(3 elementary classes; 32 secondary sections)
Placements
● specialized classes at the following levels: junior, intermediate, senior
● up to ten students per class
Admissions Criteria
● significantly below-average intellectual potential as measured on a psychological
assessment
● serious delays in the acquisition of fundamental academic skills exacerbated by
behaviour problems
● impaired adaptive functioning (e.g., coping with life demands, personal
independence)
● history requiring frequent discipline due to disruption, non-compliance,
physical/verbal aggression, impulsivity, etc.
● history of socially unacceptable behavior
Criteria for Change in Placement
● does not require the same degree of alternative programming
● has academic and/or social needs that could be met more successfully within a
different special class setting
● has the ability to succeed in a regular class with LST/LRT support/ monitoring
● no longer benefiting from specialized placement
● evidence of ongoing successful integration
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Special Education Class for students requiring a Dual Support Program (DSP)
(continued)
Available Resources
● one teacher with special education qualifications (Parts I and II)
● educational assistants
● Learning Support Services personnel provide assessment and consultative services
to the special education teacher
Program
● The focus of the program is to provide a structured learning environment with
the opportunity to develop appropriate life and social skills
● The program allows for integration into regular classrooms and/or school
activities
● An IEP containing specific expectations with a focus on behaviour is designed
for each student, according to learning needs and abilities. This plan is based
on, and modified by, the results of continuous assessment and evaluation
including consultation with parent(s)/guardian(s) on an ongoing basis
Evaluation Methods
● Student assessment and evaluation are ongoing throughout the year
● Student progress is formally reported as per the reporting structure of the
OCDSB on report cards and IEP
● The progress of a formally identified student is reviewed on an annual basis
through the IPRC process
Alternative Placements
The school team will meet with the parent(s)/guardian(s) to discuss alternative
placements if necessary. Placements may include the following:
● other special education placement options if appropriate
● regular classroom with monitoring from the LST/LRT
● regular classroom with support from the LST/LRT
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Program: Primary Special Needs (PSN)
Special Education Class for students with Primary Special Needs (PSN)
(10 elementary classes)
Placements
● specialized classes at primary level
● up to 10 students per class
Admissions Criteria
● need for one or more years in an intensive support program
● scores significantly below the average range, but above the developmentally disabled
range on a standardized individual psychological test of intellectual ability
● in the age-equiv. range of grade 1 to 3
● significant developmental delays in two or more of the following areas: intellectual,
academic and social/emotional development, language, physical (fine and gross
motor)
Criteria for Change in Placement
● has turned or will turn 9 years old during the calendar year
● does not require the same degree of specialized programming
● has the ability to succeed in a regular class with LST/LRT support and appropriate
modifications and accommodations
● on-going assessment determines that a different placement could better meet the
student’s needs
● no longer benefiting from specialized placement
● evidence of ongoing successful integration
Available Resources
● one teacher with special education qualifications (Part I, Part II preferred)
● educational assistant
● Learning Support Services personnel provide assessment and consultative services
to the special education teacher
Program
● The primary special needs program provides opportunities for each student to
progress in all relevant areas of development
● The focus of the program is to develop academic, communication and
social/emotional skills
● An IEP containing specific expectations is designed for each student according
to learning needs and abilities. This plan is based on, and modified by, the
results of continuous formal and informal assessment
● For most students, integration into regular classrooms and school activities is
considered to be an essential part of this program
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Evaluation Methods
● Assessment and evaluation are ongoing throughout the year
● Student progress is formally reported as per the reporting structure of the
OCDSB on report cards and IEP
● The progress of a formally identified student is reviewed on an annual basis
through the IPRC process
Alternative Placements
The school team will meet with the parent(s)/guardian(s) to discuss alternative
placements if necessary. Placements may include the following:
● other special education placement options if appropriate
● regular classroom with monitoring from the LST/LRT
● regular classroom with support from the LST/LRT
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Individual Education Plans (IEP)
Purpose of the Standard
To inform the Ministry and the public about the ways in which the Board is complying
with Ministry requirements for implementing IEP.
An IEP is a written plan describing the special education program and/or services
required by a particular student on an ongoing basis. The IEP outlines the student’s
areas of strengths and needs as well as the program a student requires for instruction
and assessment. The IEP is a working document that contains a transition plan and
any record of required accommodations, modifications, or alternative programs needed
to help a student achieve their learning expectations identified in the IEP.
The IEP reflects the school board’s and the principal’s commitment to provide, within
the resources available to the school board, the special education program and services
needed to meet the identified strengths and needs of the student. The IEP helps
teachers monitor the student’s progress and provides a framework for communicating
the information about the student’s progress to parent(s)/guardian(s) and student.
Implementation of the Ministry of Education Standards
As per Regulation 181/98, all students in the OCDSB who are identified as exceptional
by an Identification, Placement and Review Committee (IPRC) have an IEP. The proper
implementation and monitoring of the IEP depend on appropriate sharing of information
among those involved in executing goals and expectations set out in the IEP. The
monitoring and review of the IEP is overseen by the principal and the implementation of
the IEP is the responsibility of the classroom teachers, parents, and students who are
16 years of age or older. An IEP may be developed for a student who has not been
formally identified as exceptional but who requires a special education program and/or
services. In these cases, an IEP is required when the student regularly requires
accommodations for instructional or assessment purposes or requires the use of SEA
equipment but is not identified.
IEP Development for Identified Students
Students identified as exceptional through an IPRC must have an IEP developed within
30 instructional days after the beginning of the new placement or a new school year. In
many cases students will already have an IEP in place.
Purpose of an IEP
The IEP will:
● be developed for each student who is identified as exceptional through the
Identification Placement and Review Committee (IPRC) process;
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● may be developed for any student who is receiving special education programs
and services but who may not have been formally identified as exceptional;
● be developed within 30 instructional days of the student's first day in the program;
● be developed, implemented, and monitored in a collaborative manner with
(parent(s)/guardian(s), student, the school team, teachers, and Learning Support
Services personnel;
● outline expectations, strategies, and resources to facilitate learning based on the
individual student's needs, strengths, interests, and history;
● include a transition plan for: all students who have an IEP as per Policy/Program
Memorandum 156, students 14 years of age or older as per Regulation 181/98;
and students with autism as per Policy/Program Memorandum 140;
● be reviewed and/or revised once each reporting period.
Overview of the IEP Process
A team approach should underlie the IEP process and the process should focus on how
the student is expected to progress through the Ontario curriculum, with
accommodations, modified expectations, and / or alternative programs (not described in
the Ontario curriculum).
The IEP Process can be broken down into five phases:
1. Gathering information
2. Setting the direction
3. Developing the IEP as it relates to the student’s special education program and
services
4. Implementing the IEP
5. Reviewing and updating the IEP
Within each phase, several steps are taken to inform the development of an IEP. Here
is an overview of some of the possible actions that may be taken within each phase:
Gathering information
● review student’s Ontario Student Record (OSR) (including the IPRC’s statement
of decision and / or previous IEPs);
● consult with parents / guardians, the student (if appropriate), school staff, and
other professionals;
● gather information through observation of the student;
● conduct further assessments, if necessary
Setting the direction
● establish a collaborative approach;
● establish roles and responsibilities;
● begin the work on the IEP by identifying the student’s strengths and needs, as
identified in the IPRC’s statement of decision, where applicable
Developing the IEP
● incorporate program suggestions from the IPRC (if applicable);
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● incorporate applied behaviour analysis (ABA) methods into the IEP for students
with autism spectrum disorder (ASD), where appropriate;
● determine for every subject or course, the program option that will best suit the
student’s needs (i.e., whether the student requires accommodations only or
accommodations and modifications and whether alternative programs are
required and document them;
● plan for and document required human resources;
● record information pertaining to individualized equipment (if required), evaluation
and reporting, and provincial assessments (if required);
● develop a transition plan;
● record parent / guardian / student consultations;
● ensure signature is provided by school principal
Implementing the IEP
● share the completed IEP with the student, parents / guardians, school staff, and
other professional (if appropriate);
● put the IEP into practice (classroom / subject teachers’ / support personnel) and
continuously assess the student’s progress;
● adjust the IEP if necessary (ensure to record any changes);
● evaluate the student’s learning and report the results of the evaluation to the
parents / guardians (if appropriate)
Review and Update the IEP
● update the learning expectations at the beginning of each reporting period;
● review the IEP regularly, including the transition plan, and record the revisions;
● store the IEP in the documentation file in the student’s Ontario Student Record
(OSR)
It is important to note that the phases described above appear to be linear, but it is
important to note that the IEP process is cyclical. Best practices involve ongoing
review, evaluation, and adjustment when required.
Transition Plans
Transition plans are included in the IEP and are developed to assist students in
successful transitions (e.g. from activity to activity, class to class, from high school to
post-secondary activities, etc.) by outlining goals, actions required to meet those goals,
identifying individuals responsible for the actions, and specifying timelines to guide the
plan.
The creation of transition plans is legislated and can be found in the following
regulatory and policy documents:
Ontario Regulation 181/98 requires that for exceptional students who are age 14 or
older and who are not identified solely as gifted, the student’s IEP must include a
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transition plan for the student’s transition from school to work, for further education,
and/or community living.
Policy / Program Memorandum (PPM) No. 140, “Incorporating Methods of Applied
Behaviour Analysis (ABA) states that school board staff must plan for the transition
between various activities and settings involving students with autism spectrum
disorders.
Policy / Program Memorandum (PPM) No.156 outlines for school boards and schools
new requirements for transition plans for students with special education needs from
Kindergarten to Grade 12, September 2014.
In practice, schools within the OCDSB engage in a range of transition planning tasks to
support students as they transition from one placement to another. A key component to
successful transition planning is ensuring that all of the required information is shared
seamlessly with the schools and staff involved. The transition plan is developed as a
component of the IEP. All transition plans must be developed in consultation with the
parent / guardian, student (as appropriate), the postsecondary institution (where
appropriate), and relevant community agencies and/or partners, as necessary. Every
transition plan will identify specific transition goals, the actions required to achieve the
goals, roles and responsibilities, and timelines for the implementation and/or completion
of each identified action. Each transition plan will be reviewed and/or revised at least
once each reporting period to identify tasks completed to date and to include new ones
that are individualized and appropriate for the student.
Dispute Resolution Process
If differences of opinion around the content of an IEP should arise, these concerns will
be mediated at the school level. It is the goal that through a collaborative process that
successful programming for students be achieved. Therefore, every effort is made to
resolve differences through a shared approach between parent / guardian and school
staff. In the event of unresolved concerns, parents will work with the Superintendent of
Instruction for the school. Also, the OCDSB has a Complaint Resolution policy and
procedure in place. It can be accessed via the following link:
OCDSB Complaint Resolution Procedure.
The Ministry of Education also has a resource for dispute resolution entitled Shared
Solutions: A Guide to Preventing and Resolving Conflicts Regarding Programs and
Services for Students with Special Education Needs.
Storage of IEPs
A student’s IEP must be included in the student’s Ontario Student Record (OSR). This
requirement ensures that the student’s relevant assessment data and information about
their strengths and needs and learning expectations are available to teachers working
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with them. To ensure that the IEP stored in the OSR is up to date, the working copy of
the IEP should replace the filed copy at the end of each school year or semester, or
when the student transfers to another school.
Results of the Ministry of Education IEP Review
There were no Ministry of Education IEP reviews in the 2019-2020 school year.
OCDSB IEP Template 2019-2020
Page 1
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Ministry of Education Exceptionalities
Category Exceptionality
Behavioural Behavioural
Communicational Autism
Deaf and Hard of Hearing
Language Impairment
Speech Impairment
Learning Disability
Intellectual Giftedness
Mild Intellectual Disability
Developmental Disability
Physical Physical Disability
Blind and Low Vision
Multiple Multiple Exceptionalities
OCDSB Specialized Programs
Autism Spectrum Disorder Secondary
Credit Support Program
Autism Spectrum Disorder Program
Behaviour Intervention Program
Deaf/Hard of Hearing Program
(Congregated)
Developmental Disabilities Program
Dual Support Program
General Learning Program
General Learning Program/Storefront
Gifted Specialized Program
Language Learning Disabilities Program
Learning Disability Program (Sec.)
Learning Disabilities Specialized
Intervention Program (Elem.)
Physical Support Program
Primary Special Needs
Placement Options
FSC - Fully self-contained
IS – Indirect Service
PI - Partially Integrated
RA - Resource Assistance
WA - Withdrawal Assistance
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The following sections are samples of possible information that are a part of the IEP
Online (IOL) platform. The information is evidence-based and subject to change.
Strengths
Artistic Expression
Auditory
Braille Skills
Communication Skills
Creative Problem Solving
Daily Living Skills
Decoding
Expressive Language
Fine Motor Skills
General Knowledge
Gross Motor Skills
Intellectual Aptitude
Interpersonal Skills
Keyboarding
Kinesthetic
Memory Skills
Mobility Skills
Multimodal Learning Style
Musical/Rhythmic Ability
Numeration
Orientation Skills
Organizational Skills
Perseverance/ Motivation to Learn
Positive Attitude
Problem Solving Skills
Reading Comprehension
Receptive Language
Receptive/Expressive Language
Self-Advocacy Skills
Self-Regulation Skills
Sign Language Skills
Tactile
Task Persistence
Time Management Skills
Visual
Visual Perceptions Skills
Word Attack Skills
Written Expression
Needs
Attention skills
Auditory perceptual skills
Auditory skills
Braille skills
Communication skills
Creative thinking skills
Critical thinking skills
Decoding Skills
Expressive Language
Fine motor skills
Gross motor skills
Impulse control skills
Information processing skills
Leadership skills
Memory skills
Mobility skills
Non-verbal communication skills
Orientation Skills
Personal Care Skills
Personal Safety Skills
Problem Solving Skills
Reading Comprehension
Receptive Language Receptive/expressive
Language
Residual Hearing and Auditory Skills Self-
advocacy Skills
Self-regulation Skills
Sign Language Skills
Social Skills Spatial Skills
Speech/articulation Skills
Tactile Perceptual Skills
Task Persistence Skills
Time Management Skills
Visual efficiency
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Numeration
Organizational skills
Orientation and mobility skills
Visual motor integration
Visual Perception Skills
Visual Perceptual
Assessment Sources
Audiological assessment
Behavioural assessment
Developmental assessment
Educational assessment
Functional visual assessment
Group ability test e.g., Canadian Cognitive
Abilities Test
Medical assessment
Occupational therapy assessment
Orientation skills
Personal care skills
Personal safety skills
Pediatric assessment
Physiotherapy assessment
Psychiatric assessment
Psychological assessment
Psycho-Educational assessment
Social work assessment
Speech/language assessment
Vision Technology assessment
Wechsler-Fundamentals assessment
Orientation and Mobility assessment
Assessment Summary
Report describes significant behavioural problems
Report indicates adaptive equipment essential to access the curriculum
Report indicates areas of need in …
Report indicates assistive technology essential to access the curriculum
Report indicates blind/low vision
Report indicates mild adaptive functioning delays
Report indicates mild articulation difficulty
Report indicates mild developmental delays
Report indicates mild hearing loss
Report indicates mild intellectual disability
Report indicates mild/moderate/severe adaptive functioning delays
Report indicates mild/moderate/severe articulation difficulty
Report indicates mild/moderate/severe developmental delays
Report indicates mild/moderate/severe/profound hearing loss
Report indicates moderate adaptive functioning delays
Report indicates moderate articulation difficulty
Report indicates moderate developmental delays
Report indicates moderate hearing loss
Report indicates profound hearing loss
Report Indicates sensory equipment essential to access the curriculum
Report indicates severe adaptive functioning delays
Report indicates severe articulation difficulty
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Report indicates severe developmental delays
Report indicates severe hearing loss.
Report provides diagnosis of …
Report provides diagnosis of Asperger's Syndrome
Assessment Summary
Report provides diagnosis of Attention Deficit/Hyperactivity Disorder
Report provides diagnosis of Autism
Report provides diagnosis of Developmental Disability
Report provides diagnosis of Learning Disability
Report provides diagnosis of Oppositional Defiant Disorder
Test results indicate very superior intellectual functioning
Education Quality and Accountability Office (EQAO)
Annually, in preparation for the provincial assessments, EQAO provides school districts
with key information related to accommodations and exemptions. For current
information, please visit: http://www.eqao.com
Accommodations
Below are accommodations:
Instructional
● Anxiety/stress reducers
● Ability grouping
● Assistive technology
● Audio texts
● Augmentative and alternative
communications systems
● Buddy/peer tutoring
● Carry and match system
● Close-ended activities
● Colour cues
● Computer options
● Concrete/hands-on materials
● Contracts
● Creative thinking tasks
● Critical thinking tasks
● Differentiated tasks
● Dramatizing information
● Duplicated notes
● Gesture cues
● Graphic organizers
● High structure
● Increased challenge through higher level
thinking skills
● Large-size font
● Leveled breaks
● Manipulatives
● Memory aids
● Mind maps
● More frequent breaks
● Multi-sensory presentations
● Non-verbal signals
● Prompts to return student’s attention to
task
● Note-taking assistance
● Organization coaching
● Partnering
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● Extra time for processing
● Fading prompts
● First/Then
● Forward/backward chaining
● Functional tasks
● Positive reinforcement
● Pre-cueing
● Preferred activities/items/topics
● Product differentiation
● Prompting (verbal, visual)
Instructional (Continued)
● Prompting/modeling/redirection/fading
● Provide choice
● Reduced/simplified language
● Reduced/uncluttered format
● Reduction in the number of tasks used
to practice a concept or skill
● Rehearsal strategies
● Reinforcement incentives
● Repetition of information
● Rewording/rephrasing of information
● Sensory diet
● Sensory objects/manipulative/toys
● Shaping
● Shaping/chaining
● Small sequential steps
● Social Narratives
● Social skills coaching
● Spatially cued formats
● Tactile tracing strategies
● Time-management aids
● Tracking sheets
● Verbal cues
● Visual cueing
● Visual supports/schedules
● Word-retrieval prompts
Environmental
● Acoustic treatment of workspace
● Alternative work space
● Area of individual leisure and social
leisure
● Assistive devices or adaptive equipment
● Consistent classroom rules and routines
● Minimizing of background noise
● Hush ups
● Minimal visual distractions
● Office/work system
● Predictable environment
● Preparation for transitions
● Proximity to instructor
● Quiet setting
● Reduction of audio/visual stimuli
● Sensory equipment
● Sensory room
● Special lighting
● Strategic seating
● Structured learning environment
● Study carrel
● Use of headphones
● Visual supports
Assessment
● Alternate products
● Alternative settings
● Assessment embedded in regular
programming
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● Alternative work location
● Alternative work space
● Alternative time to write tests
● Assessing over multiple sessions
● Assessment paired with reinforcement
● Assistive devices or adaptive equipment
● Assistive technology software
● Audio version
Assessment (continued)
● Augmentative and alternative
communications systems
● Braille
● Breaks
● Check for understanding of instructions
● Checklists
● Chunk time of assessment
● Cloze
● Colour contrasted materials
● Colour cues
● Computer options
● Conferencing
● Covered overlays
● Daily logs
● Dark lined paper
● Demonstration of task
● Enlarged worksheets
● Extended time limits
● Extra time for processing
● Frequent breaks
● Highlight key information on test
● Intermittent reinforcement during
assessment
● Interpreter
● Large print
● Large-size font
● Learning goals checklist (individualized)
● Lighting
● Manipulatives
● Matching
● Memory aids
● Multiple choice
● Oral responses
● Performance-based tasks
● Product differentiation
● Prompts for time management
● Reduce quantity of test items
● Reduced/uncluttered format
● Reduction in the number of tasks used to
assess a concept or skill
● Rubric (individualized)
● Scribing
● Self-assessment checklist
● Signing EA Sound cues to help retrieval
● Success criteria checklist (individualized)
● Tactile assessments
● Uncluttered format
● Verbatim scribing
● Visual supports
● Work samples
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Human Resources
Spec Ed Teacher
ITD/HH
ITB/LV
Teacher
Learning Resource Teacher
Learning Support Teacher
Student Success Teacher
Educational Assistant(s)
Social Worker
Speech/Language Pathologist
Physiotherapist
Psychologist
Psychological Associate
Psychoeducational Consultant
Occupational Therapist
Board Certified Behaviour Analyst
Human Resources Service Type
Direct Instruction
Instructional Support
Consultation
Reading Instruction
Resource Support
Personal Care
Behaviour Support
Technical Support
Transition Type (Including ASD Transition Type)
Activity to Activity
Change in Grade Level
Class to Class
Elementary to Secondary School
Entry to School
Home to School/School to Home
Lunch to Class/Class to Lunch
Outside Agency to a School
Program to Program
School Entry to Class/Class to School Exit
Secondary School to Apprenticeship
School to School
Secondary School to Community Living
Secondary School to Day Program
Secondary School to Supported
Employment
Secondary School to World of Work
Secondary to Post Secondary Educational
Institution
Setting to Setting
Subject to Subject
Transition Plan Actions (Including ASD Transitions)
• Agenda
• Agenda/Calendar
• Agenda/Shared Calendars
• Develop a coordinated plan
• Develop parent/student knowledge of
post-school options
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• Allow Early/Late Class Dismissal to
Travel Halls When Less Congested
• Alternative Settings
• Develop resume
• Develop workplace communication
skills and behaviour skills
Transition Plan Actions (Including ASD Transitions) (Continued)
● Apply learning styles information to
current courses
● Apprenticeship Program
● Attend a college or university
information session
● Attend information session for high
school
● Body/Sensory Breaks
● Calendars
● Checklists
● Choice Boards
● Communication Books(s)
● Complete college applications
● Complete option sheet in
consultation with teachers and high
school Special Education Dept.
● Complete university applications
● Designate Resource Space for
Equipment/Materials
● Environment Adaptations
● Establish community links re:
housing and supported employment
● Establish link with student in
college/university in relevant
program
● Examine opportunities within the
community (e.g. workshops,
courses)
● Expand work experience
● Expand volunteer opportunities
● First-then board
● FM System - transfer and training
● Home base/safe place
● Home/school communication books
● Gather information from the
secondary chool Special Education
Dept. re: special education services
● Initiate college visits/tours
● Initiate job shadowing
● Initiate part-time work
● Initiate post-secondary research
● Initiate post-secondary visits/tours
● Initiate summer work
● Initiate supported employment
● Initiate university visits/tours
● Investigate Ontario Youth
● Investigate continuing and adult
education
● Learn to use OC Transportation
● Independently
● Learn to use Transportation
Independently
● Model/Practice Desired Behaviour
● Non-verbal cues
● Organizational Aids
● Orientation and mobility
supports/training
● Participate in IPRC review
● Participate in a career fair
● Participate in a high school tour/visit
● Participate in a work placement visit
● Participate in co-op experience
● Participate in development of IEP
● Participate in mentor program at college
or university
● Participate in school-work program
● Participate in work experience
● Peer Assistance
● Plan Course Selection
● Positive Reinforcement
● Power Card
● Preferred Activity
● Quiet/Calming Area
● Relaxation Strategies
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● Gather specific information about
colleges/universities and special
needs departments
● In-school meeting(s)
● Review career selection activities
(CHOICES, etc.)
● Review learning styles inventory
● Review occupation information
Transition Plan Actions (Including ASD Transitions) (Continued)
● Role Play
● Shared School Information (All About
Me Booklet)Social Narratives
● Review course options
● Social Scripts
● Social Skills Coaching
● Specific Plan for Meeting
● Communication Needs
● Stories for Social Understanding
● Student Meets Receiving Teacher(s)
● Student Orientation (tour, map, locker
practice)
● Timer
● Transfer Equipment
● Undertake an internet search on - (field
of interest)
● Verbal Prompts
● Visit to New School/Class
● Visual Supports (timer, calendar, visual
schedule)
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Provincial and Demonstration Schools in Ontario
Purpose of the Standard
To provide the public with information about the Provincial and Demonstration Schools
that are operated for students who are Deaf, blind, or Deafblind, or who have severe
learning disabilities, which may include attention-deficit hyperactivity disorder (ADHD)
Provincial/Demonstration Schools
Provincial Schools and Provincial Demonstration Schools are operated by the Ministry
of Education and are accessed through an application process that is initiated
collaboratively between parents and the student’s school. Provincial and Demonstration
Schools provide alternative education placement and educational supports for students
who are Deaf, blind, Deafblind or who have severe learning disabilities. Admittance to a
Provincial School is determined by the Provincial Schools Admission Committee in
accordance with the requirements set out in Regulation 296.
Provincial Schools provide residential and day programs. Transportation to Provincial
Schools for students is provided by school boards.
All students attending either a Provincial or Demonstration school require an
Identification Placement and Review Committee (IPRC) meeting conducted at the
student’s home school in the OCDSB. Programs at provincial schools are tailored to
the needs of the individual students and:
● are delivered by specially-trained teachers;
● follow the Ontario curriculum and alternative expectations as outlined in the
Individual Education Plans (IEP);
● offer a full range of programs at both elementary and secondary level
In addition, these schools:
● serve as regional resource centres for students who are Deaf, Blind, or Deafblind;
● provide outreach and home visits to preschool for students who are Deaf or
Deafblind;
● develop and provide learning materials and media for students who are Deaf or hard
of hearing, blind or have low vision, or are Deafblind;
● provide school board staff with resource service; and,
● play a valuable role in teacher training
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Current Statistics (2019/2020)
Type of School School Name
Program
Number of
students
Transportation
(with escort)
Provincial W. Ross MacDonald Blind 0 Plane
Provincial Ernest C. Drury Deaf 0 Plane
Provincial Sir James Whitney Deaf 2 Highway coach
Provincial Robarts School Deaf 0 Plane
Demonstration Trillium Deaf 0 Plane
Demonstration Sagonaska Learning
Disabled
0 Highway coach
Provincial Schools for the Deaf
The following Provincial Schools offer services for Deaf and hard-of-hearing students:
Sir James Whitney School for the Deaf in Belleville (serving eastern Ontario), Ernest C.
Drury School for the Deaf in Milton (serving central and northern Ontario) , Robarts
School for the Deaf in London (serving western Ontario) , Centre Jules-Léger in Ottawa
(serving francophone students and families throughout Ontario). These schools provide
alternative placement for Deaf students from kindergarten through secondary. Programs
provide opportunities to acquire and develop language, literacy, numeracy, and inquiry
skills in American Sign Language (ASL) and English or French.
Schools for the Deaf
● provide rich and supportive bilingual/bicultural educational environments which
facilitate students’ language acquisition, learning, and social development through
American Sign Language (ASL), English or French;
● operate primarily as day schools;
● provide residential facilities five days per week for those students who do not live
within reasonable commuting distance from the school
The following are provided by resource services department at these schools:
● consultation and educational advice to the parent(s) of Deaf and hard-of-hearing
children and school board personnel
● information brochures
● a wide variety of workshops for parent(s), school boards, and other agencies
● an extensive home-visiting program delivered to parent(s) of Deaf and hard-of-
hearing pre-school children by teachers trained in pre-school and deaf education
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Ernest C. Drury School for the Deaf
255 Ontario Street South
Milton, ON L9T 2M5
Tel: (905) 878-2851
TTY: (905) 878-7195
Fax: (905) 878-1354
https://pdsbnet.ca/en/schools/ernest-c-drury/
Robarts School for the Deaf
1515 Cheapside Street,
London, ON N5V 3N9
Tel. and TTY: (519) 453-4400
Fax: (519) 453-7943
https://pdsbnet.ca/en/schools/robarts/
Sir James Whitney School for the Deaf
350 Dundas Street West
Belleville, ON K8P 1B2
Tel. and TTY: (613) 967-2823
Fax: (613) 967-2857
https://pdsbnet.ca/en/schools/sir-james-whitney/
Provincial School for the Blind and Deafblind
W. Ross Macdonald School is located in Brantford and provides education for blind, low
vision, or deafblind students.
The school provides:
● a provincial resource centre for the blind, low vision and deafblind children;
● support to local school boards through consultation and the provision of special
learning materials, such as braille materials, e text, audiotapes, and large-print
textbooks;
● professional services and guidance to ministries of education on an inter-provincial,
cooperative basis;
Programs at this school:
● are tailored to the needs of the individual student and are designed to help these
students learn to live independently in a non-sheltered environment;
● are delivered by specially trained teachers;
● follow the Ontario curriculum developed for all students in the province;
● offer a full range of courses at the secondary level;
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● offer courses in the Expanded Core Curriculum which includes Compensatory Skills,
Braille Literacy, Orientation and Mobility, Daily Living Skills, Independent Living Skills,
Social Skills, Self Advocacy, Assistive Technology and Orientation and Mobility;
● offer accessible extra curricular activities;
● provide assistance in preparing pre-school deafblind children for future education
W. Ross Macdonald School
350 Brant Avenue
Brantford, ON N3T 3J9
Tel: (519) 759-0730
Fax: (519) 759-4741
https://pdsbnet.ca/en/schools/w-ross-macdonald/
Provincial Demonstration Schools
The Provincial Demonstration schools provide a specialized residential program for
students with severe learning disabilities. The length of stay at a Provincial
Demonstration School is typically one year in a highly specialized and resourced special
program. It should be noted that the primary responsibility to provide appropriate
educational programs for students with learning disabilities remains with school boards.
Since Provincial Demonstration Schools are to act as a resource to school boards
rather than to function as a separate education system, every effort is made to help the
student return to the school in their local community as soon as possible. Transition
planning with the community school board is key to this process.
Each provincial demonstration school has an enrollment of no more than forty students.
The language of instruction at the Amethyst, Sagonaska, and Trillium schools is
English; at Centre Jules-Léger, instruction is in French.
Provincial Schools Branch
Ministry of Education
255 Ontario Street South
Milton, ON L9T 2M5
Tel: (905) 878-2851
Fax: (905) 878-5405
https://pdsbnet.ca/en/
Amethyst School
1090 Highbury Avenue
London, ON N5Y 4V9
Tel: (519) 453-4408
Fax: (519) 453-2160
https://pdsbnet.ca/en/schools/amethyst/
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Sagonaska School
350 Dundas Street West
Belleville, ON K8P 1B2
Tel: (613) 967-2830 ext. 320
Fax: (613) 967-2482
https://pdsbnet.ca/en/schools/sagonaska/
Trillium School
347 Ontario Street South
Milton, ON L9T 3X9
Tel: (905) 878-8428
Fax: (905) 878-7540
https://pdsbnet.ca/en/schools/trillium/
Francophone School for the Deaf, Blind, DeafBlind and for those with Learning
Disabilities
Centre Jules-Leger
281, rue Lanark
Ottawa, ON K1Z 6R8
Tel: (613) 761-9300
TTY: (613) 761-9302, (613) 761-9304
Fax: (613) 761-9301
https://centrejulesleger.ca/
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Special Education Staff
Purpose of the Standard
To provide specific details on board staff to the Ministry and to the public.
Special Education Staff
2019-2020 Staff Qualifications
Elementary
Panel
FTE
Secondary
Panel
FTE
1.0 Teachers of Exceptional Students
1.1 Learning Support Teacher /
Learning Resource Teacher
Special Education Part 3
(Specialist)
235.5 33.33
1.2 Teachers of Specialized
Classes
Minimum of Special
Education Part 1
143 98.67
2.0 Other Special Education Teachers
2.1 Itinerant Teachers of Blind /
Low Vision
Minimum of Special
Education Part 1, AQ -
Teaching Students who are
Blind
9.8 0
2.1 Itinerant Teachers of the
Deaf and Hard of Hearing
Minimum of Special
Education Part 1, AQ - Deaf
Education
12.3 0
2.1 Itinerant Teachers of Social
/Emotional Learning
Special Education Part 3
(Specialist)
3.0 0
2.1 Itinerant Teachers of
Assistive Technology
Special Education Part 3
(Specialist)
4.0 2.0
2.4 Learning Support
Consultants
Special Education Part 3
(Specialist)
13.0 3.0
Itinerant Teacher for Autism
and Developmental Delay
Special Education Part 3 1.0 0
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Special Education Staff
2019-2020 Staff Qualifications Total FTE
3.0 Educational Assistants in Special Education
3.1 Educational Assistants Developmental Service
Worker (DSW), Child and
Youth Worker(CYW) diploma
or an equivalent program
794.00
4.0 Other Professional Resource Staff
4.1 Psychologists and
Psychological Associates,
Psychoeducational Consultants
Ph.D. or Masters,
Psychologists and
Psychological Associates are
registered with the College of
Psychologists of Ontario.
The Psychoeducational
Consultants are supervised
by a registered member of
the College
29.9
4.2 Speech-Language
Pathologists
Masters in Speech-
Language Pathology,
registration with CASLPO
29.0
4.3 Social Workers Master of Social Work and
registered with The Ontario
College of Social Workers
and Social Service Workers
29.7
Communicative Disorders
Assistants
Communicative Disorders
Assistant Graduate
Certificate
2.0
4.9 Subtotal 90.6
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Special Education Staff
2019-2020 Staff Qualifications Total FTE
5.0 Paraprofessional Resource Staff
5.1 Orientation and mobility
personnel
Orientation and Mobility
Specialist
1.0
5.4 Transcribers (for blind
students) Braillist
Certified Braille Transcriber
or equivalent knowledge
0.5
Applied Behaviour Analysis
(ABA) Coordinator
ABA certificate courses 1.0
Board Certified Behavior
Analyst (BCBA)
Successful completion of the
BCBA exam through the
Behavior Analyst
Certification Board
3.0
5.7 Subtotal 5.5
A. District Level Support
The following individuals / teams / personnel are available to support all staff in schools:
● Superintendent of Learning Support Services
● System Principals of Learning Support Services
● Managers of Learning Support Services / Mental Health and Critical Services
● Multi-Disciplinary staff
● Assistive Technology Team
● Learning Support Consultants
● Itinerant Teachers (Deaf / Hard-of-Hearing and Blind / Low Vision)
● Itinerant Educational Assistants
● Professional Student Services Personnel (Social Workers, Psychologists,
Speech-Language Pathologists)
District Level Staff Roles / Descriptions
All members of the Learning Support Services department work in collaboration with
teaching personnel and parent(s)/guardian(s) to provide special education supports and
services to meet the needs of students and schools. Under the direction of the
superintendent and the leadership team, LSS is comprised of:
● Administrative and support personnel
● Braillist
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● Educational assistants
● Itinerant teachers of Assistive Technology
● Itinerant teachers of Autism
● Itinerant teachers of the Blind/ Low Vision
● Itinerant teachers of the Deaf/ Hard-of-Hearing
● Learning Support Consultants
● Psychology staff
● Social Workers
● Speech-Language Pathologists
Braillist
● produces Braille transcriptions, electronic Braille transcriptions, e-text, large print
materials, and tactile diagrams according to specific requirements as requested
by the ITB/LV staff for students;
● maintains the program’s blind/low vision inventory of teaching materials and
equipment, reference books, computers, and technological equipment;
● is responsible for conservation, storage and inventory of Braille texts in print and
electronically;
Itinerant Teachers of Assistive Technology
● support students who have technology based claims through the Special
Equipment Amount (SEA) Funding;
● provide consultative services to classroom teachers on assistive technology
equipment and software;
● provide staff and student training on assistive technology equipment and
software;
● support the implementation and training of Ministry Licensed software for
assistive technology system-wide;
Itinerant Teacher Autism
● increases capacity of regular classroom teachers to meet the needs of students
with Autism; provides professional development and in class support;
● provides instructional and educational support services to students diagnosed
with Autism, including support in the development of ABA strategies;
● consults with teachers and other LSS team members (e.g. ASD team, SLP, )
● provides professional development to all school staff including principals, EA’s,
ECE, teachers etc.;
● reviews and provide resources including research and assistive technology;
● works collaboratively with the Autism Spectrum Disorder team and the multi-
disciplinary teams at individual schools;
● Supports IEP development, programming and transition plan development;
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Applied Behaviour Analysis (ABA) Coordinator
● develops resources to support ABA strategies for all schools;
● provides professional development and guidelines on how to embed ABA
strategies into the classroom;
● supports the dedicated space pilot; liaises with therapy professionals in the
community who provide IBI and ABA support (e.g. CHEO, Portia, etc.);
● supports all Autism initiatives such as; Autism awareness month, parent
/guarding conferences and events;
● works collaboratively with the Autism Spectrum Disorder team and the multi-
disciplinary teams at individual schools;
● Supports pilot projects and evidence-based social skills development initiatives;
Board Certified Behaviour Analyst (BCBA)
● works to support school staff in understanding how to support students with
Autism and challenging behaviour;
● may recommend and/or develop behaviour programs;
● may conduct Functional Behaviour Assessments;
● provides professional development to school staff ;
● models and co-teaches the use of ABA strategies;
● reviews and provides research related to emerging supports available for
students with behavioural needs;
● works collaboratively with the Autism Spectrum Disorder team and the multi-
disciplinary teams at individual schools;
● supports and mentors staff enrolled in the Registered Behaviour Therapy (RBT)
course and oversees the implementation of these strategies into their regular
school duties;
Itinerant Teachers of Blind/Low Vision
● direct instruction in Braille and other tactile learning strategies;
● develop accommodations/modifications and acquisition of curriculum materials
(Braille, tapes, large print, etc.);
● provide orientation and mobility instruction (i.e., safe travel techniques);
● provide training in specialized equipment including computer hardware and
software, optical aids, and other equipment used in the classroom;
● provide consultation and support to schools related to vision;
● provide consultative services and interpretations of vision reports to teaching
staff;
● facilitates the transition of students from pre-school/outside agencies to
elementary school and from elementary school to secondary schools;
● supports the development of IEPs, programming, and transition plans;
● monitors student needs and provides feedback to school related to supports
required as student needs fluctuate;
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Itinerant Teachers of the Deaf/Hard of Hearing
● provide assessment, direct instruction, and academic support services to
students with hearing losses ranging from mild to profound (K to 12);
● provide consultative services to classroom teachers and school staff, and
ongoing guidance to parent(s) of students who are deaf/hard of hearing;
● apply an Auditory-Verbal/ Oral approach to maximize the student’s auditory
potential, speech and language development, and participation alongside his/her
hearing peers;
● provide training and ongoing management of specialized equipment used in the
classroom;
Learning Support Consultants (K to 12)
● develop and deliver special education professional development for staff;
● assist school teams with all aspects of the special education program and service
delivery;
● promote current teaching methodologies and instructional practices which reflect
the Ontario curriculum and Ministry of Education documents and direction;
● identify and support best practices in all specialized program classes and provide
program support;
● committee member on centralized program referral committees to specialized
program classes;
● Supports IEP development, programming and transition planning
District Level Central Teams
The Assistive Technology Team
● provide support and training district-wide to schools on assistive technology
purchased through Special Equipment Amount (SEA) funds;
● coordinates the ordering of SEA equipment;
● coordinates and facilitates training/professional development sessions on SEA
equipment and software for students and staff;
● assists in the completion of special equipment applications;
The Autism Spectrum Disorder Team/ Developmental Disability Support Team
● provide direct and consultative program support to schools;
● facilitates transitions for students who are both within and new to the OCDSB;
● provides ongoing support to students with a diagnosis of Autism Spectrum
Disorder (ASD) and a developmental disability (DD);
● assists in the development and implementation of IEPs, behavioural programs,
communication strategies and assessment practices;
● supports new Ministry initiatives and pilots related to the field of Autism;
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● responds to multi-disciplinary team requests for support as needed;
● provides professional development to the District and the community;
● supports PPM 140 and ABA practices in schools;
● provides resources to schools to support environmental accommodations and
recommendations for sensory rooms / spaces;
● provides support to two specialized schools for students with developmental
disabilities, Crystal Bay Centre for Special Education and Clifford Bowey Public
School and all specialized classes for ASD and DD district-wide;
● provides program support for teachers and administration while working with
parent(s)/guardian(s) and community agencies to facilitate new admissions;
● supports an intake process which provides transition support to schools and
parents upon entering into the OCDSB;
The Behaviour Support Team / Social-Emotional Learning Teachers
● provide support to the Behavior Intervention Program (BIP), students,
parent(s)/guardian(s), staff, and administration;
● provide consultation and classroom observations specific to students who
present challenging behaviours;
● SELTs (Social-Emotional Learning Teacher) provide consultation and classroom
observations specific to students demonstrating stress behaviour or challenging
behaviour in Kindergarten to grade 8;
The Early Learning Team
● provide class wide and student specific support for Kindergarten educator teams
● the multidisciplinary team includes speech-language pathologists, psychology
staff, social workers, educators and educational assistants
● consultation is available to address a range of concerns for Kindergarten
students including, language, self-regulation, behavior, development, social skills
and well-being
● all LSS Kindergarten supports are accessed through a common referral process
The Gifted Support Team
● provide support to schools for programming and planning for students who have
been identified with giftedness;
● provide consultation and recommendations pertaining to giftedness identification
procedures;
● creates awareness around supports and connects staff with a wide variety of
supports available to support students with giftedness;
Itinerant Educational Assistants (IEA)
● provide consultative and direct services to students experiencing behavioural
challenges, including the development of behavior support plans;
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● provide consultation to school staff on behaviourally related issues;
● assist in the development of student plans (safety plans, safe plans, and
Behaviour Management Plans);
● provides professional development in promoting positive behavior;
Psychology Professional Staff
● provides ongoing consultation to schools on student related issues;
● engages in early screening and intervention on learning, student development,
and mental health;
● provides both direct or indirect support or intervention to students;
● provides psychological assessments for students K - 12;
● plays an integral role as a school multi-disciplinary team member and is the key
point person to respond to threat making, high risk behaviour, and tragic events
within the school;
● collaborates with community partners and facilitates access to external
resources, when appropriate;
● participates in central referral committees for specialized classes;
● engages in staff training in such areas as suicide prevention, mental health
promotion, and behaviour management
Social Work Professional Staff
● consults with each assigned school to establish priorities with respect to
students, staff and families;
● provides direct intervention with students, families and school staff directed at
resolving or managing a range of social, mental health and/or behavioural issues
affecting all students;
● Liaises with and refers to community agencies and acts as a system navigator
for families when appropriate;
● provides crisis intervention typically focusing on assessment and follow up in
regard to risk issues including suicide, violence and threat making behaviour
● participates in central referral committees for specialized classes;
● provides support to school staff and students in the aftermath of tragic events
● investigates truancy as mandated in the Ontario Education Act and Regulations
and assists with student and parent re-engagement in school;
● provides counseling support of students in the SAL program where required;
● provides support to families facing financial hardship;
● may provide interventions at all levels of the Tiered-Approach to Intervention
district-wide;
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Speech-Language Pathology
In consultation with the LST and the principal of the school, speech-language
pathologists provide an array of service to students from kindergarten through grade 12.
● scope of practice includes identification, prevention, assessment, consultation
and programming/intervention of communication disorders in the areas including
language, speech, communication, reading and writing, and augmentative and
alternative communication;
● speech-language pathologists facilitate internal and external referrals as
appropriate, provide professional development to educational staff and parents,
and provide services at all tier levels;
● weighted services are provided to some OCDSB specialized program classes
including: language learning disability, and specialized and integrated programs
for students with developmental disabilities and Autism;
● OCDSB speech-language pathologists provide integral support to teams such as
Early Learning and ASD / DD Teams;
Tragic Events Response Team
When a tragedy occurs, the school community may play a critical role in responding to
the needs of students and staff. The psychology and social work staff at the OCDSB
provide support services following a tragic event in the school community on an as-
needed basis. Along with school staff, the psychology and social work staff support
students, educational staff and parents / guardians in the aftermath of crisis by providing
a safe haven, disseminating information, identifying individuals at risk, providing mental
health services, linking individuals with community services, and supporting long-term
recovery.
Urgent Care Team
A related service offered by the psychology and social work staff at the OCDSB is the
Urgent Care Team. The Urgent Care Team comprises psychology staff and social
workers who provide consultation to our professional services staff around individual
students who may be experiencing extreme stress (e.g., suicidal ideation, extraordinary
distress and/or psychotic symptoms). The Urgent Care Team also provides a liaison to
the CHEO Emergency Department, who provide assessment and follow-up services.
B. School Level Support
The following supports are available within schools:
● School Principals (and Vice-Principals where applicable);
● Classroom Teachers
● Learning Support Teachers and Learning Resource Teachers (elementary only)
● Specialized Program Classroom Teachers / Staff
● Educational Assistants
● Early Childhood Educators (Elementary panel only)
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School Level Staff Roles and Descriptions
School Principal
● ensures the development, implementation, and review of a student’s Individual
Education Plan (IEP) including a transition plan, according to provincial
requirements is developed and followed;
● chairs Identification Placement and Review Committee (IPRC) meetings;
● supervises all school staff;
● consults with parent(s)/guardian(s) and with school board staff to determine the
most appropriate program for students with special education needs;
● ensures that parent(s)/guardian(s) are consulted in the development of their
child’s IEP and that they are provided with a copy of the IEP;
● ensures the delivery of the program as set out in the IEP;
● ensures that appropriate assessments are requested if necessary and that
parental/guardian consent is obtained;
● provides the parent guide, and other relevant documents to
parent(s)/guardian(s);
Classroom Teacher
The role of the classroom teacher is to support the learning of all students including
those who may need accommodations/modifications to their program. Although not all
classroom teachers have special education qualifications, they play a vital role in
assessing student learning and ensuring the delivery of services to all special education
students. Within the regular classroom, the teacher works with all students to meet their
individual needs.
Learning Support Teacher (LST) / Learning Resource Teacher (LRT)
● play a major role in the delivery of special education in schools and deal with the
overall administrative and educational needs of students requiring special
education programs /services within the school;
● undertake a variety of roles including consulting with and assisting classroom
and other special education teachers with early identification, curriculum
differentiation and modification, assessment, intervention strategies, the
development and coordination of IEPs and in-class or withdrawal support for
exceptional learners;
● liaise with members of the multi-disciplinary team;
● provide the highest level of support offered in a school-based program;
● work with a variety of exceptional students who require intensive support in core
academic areas;
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Specialized Program Classroom Teacher
● provide learning opportunities tailored to each student's specific exceptionality,
taking into consideration their strengths and needs, and additional information as
outlined in the student’s IEP;
● Support students to progress at their appropriate level and reach their potential
within the parameters of the Quality Program Indicators for the specialized
program class placement;
Educational Assistant
Educational Assistants (EA) are supervised by the school principal in consultation with
the classroom teacher. The role may vary from assignment to assignment but usually
includes:
● assisting in crisis prevention and intervention;
● supporting the planning, organizing, and implementing of the
behavior/social/instructional program in cooperation with the classroom teacher;
● assisting students in various ways, with safety, behaviour and/or medical needs;
● specialized skills and qualifications are required for specific assignments (e.g.
Braille, American Sign Language, catheterization) with respect to the EAs
assigned to schools;
School EA allocations are reviewed and approved by the school Superintendent of
Instruction annually.
Early Childhood Educator (ECE)
works collaboratively with the classroom teachers in implementing and planning
education to Year 1 and 2 children;
● assesses the development of Kindergarten children through observation and
monitoring;
● upholds a classroom environment that promotes each child’s physical, cognitive,
language, emotional, social, and creative development and well-being;
● relays information to families;
● undertakes duties assigned by the principal in regards to the Kindergarten
program.
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Staff Development
Purpose of the Standard
To provide details of the Board’s professional development plans for special education
staff to the Ministry and to the public.
The OCDSB Learning Support Services Staff Development Plan
The overall goal of the LSS Staff Development Plan is to build the capacity of special
education staff, classroom teachers, support staff, and administrators to provide them
with access to information, materials, and skills necessary to implement and support
programming for exceptional students. The OCDSB continues to focus on student
achievement rooted in the Ontario Curriculum, EQAO assessments, and alternative
programs and goals specific to the individual learner. These focus areas are also linked
to the goals in the following District frameworks:
● The OCDSB Strategic Plan
● The Exit Outcomes
The LSS Staff Development Plan incorporates feedback from school-based special
education staff, (learning support teacher (LST), learning resource teacher (LRT)
(elementary only), specialized program classroom staff, and through an ongoing
evaluation of system needs. In addition, the following are other ways staff provide input
for staff development planning:
● written and verbal feedback;
● requests from school administrators and special education teachers for
school-based in-service around specific school needs (including teaching staff);
● feedback from Learning Support Services (LSS) staff;
● requests from senior administration around in-service requests;
● requirements as prescribed in legislation and District policies and procedures;
In addition, we are required to follow specific regulations and mandates from the
Ministry of Education. Priorities in the area of staff development are determined by
Ministry of Education initiatives and Board initiatives. The following factors are
considered:
● direction from the Director’s Executive Council (DEC);
● changes in Board policy and procedures;
● system-level professional development focus;
● perceived needs as determined by LSS staff;
● requests from schools;
● requests from staff;
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Professional Development Input from SEAC
● all recommendations for staff development are open for consideration;
● staff consider input received at each SEAC meeting;
Staff Development Budget
The LSS Department has spent the following on professional development. These
figures are approximate. These figures do not reflect additional costs such as: travel,
food, supplies etc.
Release and Professional Development Amount
spent
Blind/Low Vision Workshop - Staff Training $3 979.80
CEC Conference $700.00
Deaf/Hard of Hearing Workshop - Staff Training $10 834.90
EMPOWER Reading Program - Staff Training $167 772.94
National Association for Gifted Children Conference $2 716.81
Non-Violent Crisis Intervention (CPI) Recertification - Staff Training $350.00
Online Functional Behaviour Course - Staff Training $350.00
Registered Behaviour Technician Training - Staff Training $500.00
Self Regulation in Schools Seminar - Staff Training $145.77
Traumatic Events System Model - Staff Training $1 107.20
Violence and Threat Risk Assessment - Staff Training $5 327.94
Total $193 785.36
*Due to labour disruptions and school closures due to the COVID-19 Pandemic, many
professional development sessions planned were unable to take place during the 2019-
2020 school year.
Principals and Vice-Principal Intern Program / Training Opportunities
● mandatory intern program for newly appointed principals and vice-principals;
● ongoing professional learning at District Operations Meetings;
● workshops organized for principals and vice-principals, e.g., Assistive Technology,
IPRC Training, Autism Spectrum Transition Planning, ABA, Learning For All and
IEP development, etc.
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New Teacher Induction Program
The Ministry of Education initiative ensures beginning teachers are matched with a
teacher mentor as they join the teaching profession. Through the various components of
the New Teacher Induction Program (NTIP), new teachers are supported as they build
knowledge, skills and self-confidence. New teachers are paired with an experienced
teacher mentor who provides support by building relationships to create a collaborative,
collegial environment in which new teachers feel supported both emotionally and
professionally. They also participate in an extensive and differentiated professional
development program designed to address the specific needs of these new
professionals in the areas of classroom management, assessment and evaluation,
teaching students with special education needs, and literacy and numeracy.
Special Education Workshops for Staff
The Learning Support Services Department is committed to ongoing professional
development for all staff. Learning Support Teachers from all schools were presented
with professional development from central staff during their LST Network meeting.
During the 2019-2020 school year professional development opportunities were limited
due to occasional teacher and occasional staff shortages and labour disruptions. This
year, the following workshops were offered to OCDSB staff:
● ABA in Action – Prompting, Reinforcement and Errorless Learning
● ABA School Team Training
● Anxiety, Stress and Autism – Considerations for Supporting your Students
● Art of Play
● ASD Mentorship
● ASD Music Pilot
● ASD New Teacher Training
● ASD Pilot Program - Ozobots Training
● ASD Specialized Program, Elementary and Secondary Sessions
● ASD Resources Room Model – Best Practices and Conversation
● ASD Working with Challenging Behaviours and Teaching Independence
● ASIST (Applied Suicide Intervention Skills Training)
● Behavior from a Communication Perspective, Part 2
● Behaviour Intervention Program Professional Development for BIP Staff
● Behaviour Management Systems Training (BMS)
● Best Practices in Supporting Students with ASD
● Brain Based Learning and Behavioural Challenges
● Cannabis in Schools
● CHEO Autism Observation
● Communication Strategies for the Early Learner
● Early Learning Strategies
● EA Autism Trainings
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● Empower – Comprehension and Vocabulary, Gr. 2-5
● Empower – Decoding and Spelling, Gr. 2 – 5
● Empower – Decoding and Spelling, Gr. 6-8
● Empower – Training Review Gr. 2-5
● Empower - High School
● Exploring Autism - The Early Years
● Geneva Centre E-Learning Modules
● General Learning Program - Program Planning
● Gifted Programming
● Guiding Cooperation through Reinforcement
● Inclusion – Making it work for Students who are Deaf/Hard of Hearing
● Intermediate DDP - Developing Communication and Language
● ILLD - Executive Functioning
● ILLD - Grade 6 Transitions
● Inquiry Play Based Learning for Students with ASD
● LLD Assistive Technology Workshop
● LST Network Sessions
● Math LD Inquiry
● Mental Health Law for Children and Adolescents
● Post-Secondary Transitions for Students with Autism Spectrum Disorder
● Registered Behaviour Technician Training
● SafeTALK – (Suicide Alertness for Everyone), (Tell, Ask, Listen, Keepsafe)
● SLIP - Speech Language Intervention Program
● Social Learning In Class
● Social Thinking and Intro to e-learning for ILLD
● Social Thinking for LD-SIP Sites
● Structured Teaching for Elementary Teachers
● Structured Teaching for Teachers
● Supporting Structured Teaching
● The Autistic Brain
● Three Strategies for Independence
● Tools for Social Understanding
● Training for New LSTs
● Transitions for Students with ASD
● Traumatic Event Systems Model (TES)
● Violence Threat Risk Assessment II (VTRA)
● WIAT Training
● Working with Students with Visual Impairment
Cost Sharing Arrangements
Some staff development is provided on a cost-sharing or partnership basis with other
ministries or agencies. The following are examples of such cost-sharing arrangements:
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● Ministry of Child and Youth Services – Child and Youth Workers;
● M.F. McHugh Education Centre (Care and Treatment Program);
● Algonquin College – early health screening for vision, hearing, height etc.;
● Ottawa Catholic School District (OCSB);
Communication of Professional Development
In-service workshops are communicated to staff via the OCDSB electronic messaging
system and posted on our electronic registration system, ePLC. In some instances,
invitations for training and workshops are sent to specific schools to reach a target
audience.
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Equipment
Purpose of the Standard
To inform the Ministry, Board staff members and other professionals, and parent(s)
about the provision of individualized equipment for some students with special needs.
General Overview
Special Equipment Amount (SEA) may originate from two sources:
● Per Pupil Amount
● Claims-Based
Per Pupil Amount (Computers) component supports the purchase of all computers,
software, computing related devices and required supporting furniture identified for use
by students with special education needs, as well as all training and technician costs for
all SEA equipment, in accordance with this guideline.
Claims-Based funding (Non-computers) is accessed through a claims-based process
and supports the purchase of other non-computer based equipment, to be utilized by
students with special education needs, including sensory, hearing, vision, personal care
and physical assist equipment. Boards are responsible for the first $800 in costs for
Claims-Based funding per student per year (May 1st - April 30th).
Examples of Specialized Equipment for Use at School
The OCDSB strives to ensure that specialized equipment is provided for students who
require it. Specialized equipment for use at school include:
● Sensory equipment
● Hearing support equipment
● Vision support equipment
● Personal care support equipment
● Physical assists support equipment
● Computer and software related equipment
A full overview of the SEA Guidelines for 2019-2020 is outlined on the Ministry of
Education website.
The OCDSB procedure Student Specialized Equipment Purchased with Ministry Special
Education Amount (SEA) Funding is outlined on the OCDSB website.
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Funding Information and Allocation for Specialized Equipment
SEA provides funding to school boards to assist with the costs of equipment essential
to support students with education needs where the need for specific equipment is
recommended by a qualified professional. This equipment is to provide students with
accommodations that are directly required and essential to access the Ontario
curriculum and/or a board-determined alternative
program and/or course and/or to attend school. All
equipment purchased through SEA funding is the
property of OCDSB, who reserves the right to make the
final decision in purchasing, and allocating equipment
for students. The OCDSB consistently researches and
purchases the most relevant equipment (i.e.
technology) to assist students. The OCDSB reserves
the right to reassign SEA purchased equipment.
Determination of Need
The determination of need is based upon a
recommendation by a qualified professional, as listed in
the SEA guidelines, with input by school staff. The
recommendation is based on equipment deemed
essential to the student in order to access the
curriculum as outlined in the IEP.
Required Documentation
Each SEA claim must include:
1. an assessment report from an appropriately
qualified professional including a description of the
condition the particular equipment is intended for,
and a functional recommendation regarding the
specific types of equipment essential for the student
to access the curriculum;
2. a copy of the quotes(s) and/or product identification
of the equipment to be purchased (non-computer);
3. a current copy of the student’s IEP signed by
principal;
4. an action plan from the school indicating the
integration of the equipment into the student's
program;
5. consent form to release report(s) from the qualified professional;
6. a copy of the student's report card (PPA only);
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Eligible Specialized Equipment for Claims Based Funding
All equipment costs must be specialized equipment for individual or groups of students
for use at school. Examples of such equipment are:
● Speech analyzers
● FM microphone systems for DHH students)
● Print enlargers (for low vision)
● Sound Amplification systems
● Computer hardware/software
● Individually modified desks or work tables
● Braille writers
● Symbol or letter voice translators
● Insulated booths and study carrels
● Communication aids (e.g., Boardmaker, speech synthesizers)
● Positioning devices
Portability
Equipment purchased by a school board with SEA funding is portable and may move
with the student from school to school or from board to board within Ontario. When a
student transitions between schools in the OCDSB, as a component of the transition
planning, student equipment is considered and moved when appropriate and required at
the new school. If a student leaves the province, the equipment stays with the Board to
be reallocated as needed.
Ministry Review
The Ministry of Education may conduct classroom, school and board visits of selected
claims and reviews all required documentation in support of those selected SEA claims.
The review ensures that the equipment is operational, in good repair and in regular use
by the student. The Ministry also expects that the students and staff are able to operate
the equipment properly and effectively
Itinerant Teachers of Assistive Technology (ITAT)
The Itinerant Teachers of Assistive Technology work with students and staff to support
the integration of assistive devices. This support includes device/tool training as well as
best implementation and pedagogical practices.
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Ottawa-Carleton District School Board Special Education SEA Claim
In the 2019-2020 SEA year (May 1, 2019 – April 30, 2020) the OCDSB processed the
following number of applications:
Claim Types Number of
students
Dollar Amount Spent
Computer (PPA)
Computers and support components (PPA) TBD TBD
Training N/A TBD
Technician N/A 143 992.00
Total
Non Computer (Claims)
Number of students Below $800 248 175 139.33
Number of students Above $800 89 415 458.92
Total TBD
** Please note that these totals are approximate to date, as of May 19, 2020.
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Accessibility of School Buildings
Purpose of the Standard
To provide the Ministry of Education with further details of the Board’s multi-year plan,
which was previously submitted to the Ministry, for improving accessibility for students
with physical and sensory disabilities, and to provide the public with this information.
The annual accessibility plan that is required under the Accessibility for Ontarians with
Disabilities Act (AODA is normally submitted to the Board of Trustees in June of each
year for publication in September. You can locate the review
at http://www.ontario.ca/government/accessibility
The public can obtain and access the Ottawa-Carleton District School
Board Accessibility Plan on the OCDSB Board website. A hard copy is available by
contacting Communications and Information Services at 596-8211, ext. 8310.
Based on the 2006 OCDSB Accessibility Audit, cost estimates were developed for each
facility to meet AODA’s 100% “barrier-free” expectations. The individual site estimates
ranged between $101,000 and $2.2M.
In order to fulfill the accessibility needs required by the AODA by 2025, an annual
revenue stream of $4.2M, totaling in excess of $80M between 2006 and 2025 is
required.
Annual expenditures on accessibility for the past fourteen years are as follows:
2006/2007 $ 483 000.00
2007/2008 $ 948 902.00
2008/2009 $ 1 077 588.00
2009/2010 $ 703 488.00
2010/2011 $ 1 576 416.00
2011/2012 $ 764 984.00
2012/2013 $ 728 577.00
2013/2014 $ 542 998.00
2014/2015 $ 1 155 182.00
2015/2016 $ 1 091 119.00
2016/2017 $ 1 011 038.00
2017/2018 $ 974 023.00
2018/2019 $ 1 600 000.00
2019/2020 $ 1 200 000.00 (approximate to date)
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Transportation
Purpose of the Standard
To provide details of the Board’s transportation policies to the Ministry and to the public.
Transportation providers must, in all respects, meet the requirements of federal and
provincial legislation, regulations and standards governing student transportation using
vans, school buses and public transit. They must also comply with relevant Ministry of
Education requirements and Board policies and procedures governing student safety
and transportation. The Ottawa Student Transportation Authority (OSTA) is responsible
for the provision and administration of all Ottawa-Carleton District School Board
(OCDSB) transportation services.
Information about OSTA may be found on their website at Ottawa Student
Transportation Authority website.
The Board encourages the integration of students with special needs with other
students in regular programs as much as possible. In the event integration is not
possible, the Board agrees to provide specialized transportation for students with
special education needs for whom the Board has received an acceptable medical
certificate and/or the Learning Support Services Department has determined that
regular transportation is not the best option for a student given the nature of the
student’s disability or safety concerns.
Under the Accessibility for Ontarians with Disabilities Act (AODA), individual school
transportation plans are required for students with disabilities to ensure that accessible
and appropriate transportation services are provided to them. To request specialized
transportation, a Student Request for Accessible Transportation and Personalized
Accessibility Plan form must be completed in consultation with the parent(s)/guardian(s)
of students with disabilities. Requests for students with disabilities must be approved by
the Board’s Learning Support Services Department. Medical requests should be
directed to the school principal for approval by the school’s Superintendent of
Instruction. In addition, transportation operators must comply with all AODA
requirements.
To ensure the safety of special needs students, drivers shall deliver each student into
the care of a responsible adult. Should any student require assistance getting on, or off
the bus, such assistance must be provided by the parent(s)/guardian(s) or school
personnel. In the event that a responsible adult is not available, the driver shall report
this to OSTA.
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Older students in grades 9-12 are exempted from this requirement providing the
parent/guardian has given written permission to OSTA, and the school concurs the
student does not require supervision when on their own.
For some students with special needs it may be most appropriate for transportation to
be provided separately from other students. School teams carefully consider these
circumstances and document a request for solo transportation on the Student Request
for Accessible Transportation and Personalized Accessibility Plan form. These requests
require approval from the Superintendent of Instructions or the Manager of Learning
Support Services.
Students in specialized program classes in schools outside their home communities, as
supported by Board policy, may be provided transportation without reference to distance
units. Students residing within 800m from their designated school may be assessed for
their ability to walk to school, with support, on an annual basis. The Board provides
transportation for special needs students enrolled in the Summer Learning Program or
Care and Treatment (CTCC) programs, also known as Section 23 programs.
Students attending provincial or demonstration schools are transported by the Board.
Provincial and demonstration schools are operated for students who are deaf, blind, or
deaf-blind, or who have severe learning disabilities, which may include attention-deficit
hyperactivity disorder (ADHD).
Drivers must complete a Vulnerable Sector Check and participate in sensitivity training
and other specialized training when dealing with students with special needs. The
OCDSB actively supports and participates in any region-wide school vehicle safety
committee or initiatives with a view to improving the uniformity of school bus safety
procedures and to assisting school bus drivers to improve their management of
students.
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Part 3: The Board’s Special Education Advisory Committee
(SEAC)
Purpose of the Standard
To provide details of the operation of the board’s SEAC to the Ministry and to give
members of the public information to which they are entitled.
The Role and Responsibilities of SEAC
● to advise the Board with respect to the establishment, development, and delivery
of programs and services to students receiving special education programs and
services;
● to participate in the Board’s annual review process of the Special Education Plan;
● to participate in the OCDSB annual budget process as it relates to special
education by appointing a SEAC member to the Budget Committee;
● to encourage the public to bring special education issues to the attention of SEAC
by requesting to delegate at SEAC monthly meetings;
● to pass motions which are presented as advice to the Board;
● to appoint a non-voting representative to the Committee of the Whole to ensure
that the interests of students with special education needs are considered in
Board deliberations;
● to review procedures and make recommendations;
● to organize and prepare meeting agendas prior to monthly SEAC meetings with a
focus on current issues and requests for information;
● to respond to reviews of special education programs and services;
● to guide parent(s)/guardian(s) in policies and procedures relating to students with
special needs and inform them of their rights and responsibilities, as requested;
● to encourage the public to bring special education issues to the attention of SEAC
by requesting to delegate at monthly meetings (where appropriate);
● to create and maintain a guide of SEAC members and contact information;
SEAC Meetings
● occur on the second Wednesday of each month (except July and August) at 7:00
p.m., at the Ottawa-Carleton District School Board, 133 Greenbank Road, Ottawa
(Nepean), Ontario;
● all members of the public are welcome and encouraged to attend;
● members of the public are encouraged to make their views known to SEAC by
contacting representatives directly or by appearing as a delegation
● a delegation will be allocated time as follows:
○ up to four minutes where the request was made in advance of the meeting;
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○ up to two minutes if the request was made after the publication of the agenda
and prior to the start of the meeting;
Composition of SEAC
● consists of a chair, vice-chair, three trustees, representatives of local
associations, and three community members committed to furthering the interests
of students with special education needs;
For more information on the role of SEAC and the nomination process, see Special
Education Advisory Committee Policy P. O19.GOV. This can be located on our website
at www.ocdsb.ca. A hard copy is available upon request. Please contact
Communications and Information Services at 613-596-8211, ext. 8310.
SPECIAL EDUCATION ADVISORY COMMITTEE (OCDSB) MEMBERS 2019-2020
OCDSB TRUSTEE MEMBERS
Christine Boothby, Trustee, Zone 2 christine.boothby@ocdsb.ca 613-809-4929
Rob Campbell, Trustee, Zone 5 rob.campbell@ocdsb.ca 613-808-8190
Chris Ellis, Trustee, Zone 6 chris.ellis@ocdsb.ca 613-868-0076
MEMBER ASSOCIATION REPRESENTATIVES
Association for Bright Children of Ontario (ABC)
Cathy Miedema (Member) cathymiedema@gmail.com
Autism Ontario, Ottawa Chapter
Katie Ralph (Member) kralp059@uottawa.ca
Katherine Kacew (Alternate) kat.kacew@gmail.com
Down Syndrome Association
Mark Wylie (Member) mwylie@sympatico.ca
Learning Disabilities Association of Ottawa-Carleton (LDAO)
Dr. Maggie Mamen (Member) mmamen@rogers.com
Michael Bates (Alternate) michaelbates1@sympatico.ca
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Ontario Association for Families of Children with Communication Disorders
Ottawa-Carleton Chapter (OAFCCD)
Ian Morris (Member) ian.morris6655@gmail.com
Sean Popal (Alternate) sean.popal@gmail.com
Ottawa-Carleton Assembly of School Councils (OCASC)
Safina Dewshi (Member) safina.dewshi@gmail.com
Michelle Berry (Alternate)) michelle.berry@hotmail.ca
VOICE for deaf and hard of hearing children
Jim Harris (Member) danaandjim@sympatico.ca
Terry Warner (Alternate) terry.warner@sympatico.ca
VIEWS for the Visually Impaired
Lisa Paterick (Member) shafifamily1@hotmail.com
Johnna MacCormick (Alternate Member) tedandjohnna@me.com
Easter Seals Ontario
Nicole Ullmark (Member) nicole.ullmark@gmail.com
COMMUNITY REPRESENTATIVES
Susan Cowin sue.cowin@gmail.com
Sonia Campbell-Nadon Snadon28@hotmail.com
Rob Kirwan theoletinman2@gmail.com
ASSOCIATION REPRESENTATIVES (NON-VOTING)
Ottawa-Carleton Elementary Teachers' Federation (OCETF)
Susan Gardner (Member) susan.gardner@ocdsb.ca
Jennifer Titley (Alternate) Jennifer.Titley@ocetfo.org
Professional Student Services Personnel
Nancy McLaren Kennedy (Member) nancy.mclaren.kennedy@ocdsb.ca
Connie Allen (Alternate) connie.allen@ocdsb.ca
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Ontario Secondary School Teachers’ Federation (OSSTF)
Jean Trant (Member), SSP jean.trant@ocdsb.ca
Catherine Houlden (Member), Teachers catherine.houlden@ocdsb.ca
Kelly Granum (Alternate), Occasional Teachers
kelly.granum@ocdsb.ca
Ottawa-Carleton Elementary Operations Committee (OCEOC)
Nancy Dlouhy (Member) nancy.dlouhy@ocdsb.ca
Ottawa-Carleton Secondary School Administrators' Network (OCSSAN)
Kimberly Elmer (Member) kimberly.elmer@ocdsb.ca
Student Senate
Daniel Bersyniow dbers1@ocdsb.ca
Staff Normally in Attendance at SEAC Meetings:
Peter Symmonds
Superintendent, Learning Support
Services
613-596-8254 peter.symmonds@ocdsb.ca
Amy Hannah
System Principal, Learning Support
Services
613-596-8713 amy.hannah@ocdsb.ca
Christine Kessler
System Principal, Learning Support
Services
613-596-8713 christine.kessler@ocdsb.ca
Stacey Kay
Manager of Learning Support Services
613-596-8136
stacey.kay@ocdsb.ca
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DRAFTPart 4- Coordination of Services With Other Ministries
or Agencies
Purpose of the Standard
To provide the Ministry and the public with details of the board’s strategies to ensure a
smooth transition for students with special needs who are entering or leaving a school.
The OCDSB liaises and plans carefully for student transitions. When a student with
special education needs enters a school or transfers to an OCDSB school from another
board of education, the school principal will:
● facilitate the collection of pertinent documentation;
● ensure the successful admission or transfer of students from one program to
another, in accordance with available resources.
Work collaboratively with the parent(s)/guardian(s) and, as appropriate, community
partners on a transition plan based on the individual needs of the student.
It is the practice of the OCDSB to accept assessments accompanying students from
other jurisdictions and apply them to the Ottawa-Carleton District School Board criteria
when a student is being considered for a special education program or service. In order
to use these documents and share them with the required individuals, a written consent
is required from the parent/guardian. The assessments shared must be current and
conducted by a qualified professional (according to the standards set by each
profession). If additional assessments are needed to make an informed decision, in
relation to the student’s special education needs, they may be conducted by Board
personnel.
Advanced special education planning is done for students with special needs who are
arriving from or leaving for other programs. Here are some links to the different
transition resources that we have created to support students, families, and schools:
Special Needs Students in Transition: A Practical Guide for Schools and Parents
The current OCDSB student information database, Trillium, tracks all student
information including special education programs and placements. The school location
of OCDSB students in other facilities (i.e., Provincial and demonstration schools) is also
recorded in Trillium.
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Programs and
Services
Description
Preschool nursery
program
● Liaison is made with preschool, nursery, and clinical programs
in order to facilitate the student’s entry into the school
environment
● consultation with parent(s)/guardian(s) is an integral part of the
process;
● completion of the kindergarten intake procedures in
consultation with parent(s)/guardian(s).
Preschool
programs for
students who are
Deaf
● Liaison is made with preschool, nursery, and clinical programs,
usually coordinated by Pinecrest-Queensway Community
Health Centre in partnership with CHEO’s audiology and the
AVT program, in order to facilitate the student’s entry into the
school environment;
● consultation with parent(s)/guardian(s) is an integral part of the
process;
● completion of the kindergarten intake procedures in
consultation with parent(s)/guardian(s);
● for primary students who communicate using American Sign
Language (ASL), the school principal may submit an
application for the Specialized Deaf/Hard of Hearing program
class, if appropriate.
Preschool speech
and language
program
Preschool Speech/Language Initiative (First Words)
● Coordinated by Pinecrest-Queensway Community Health
Centre in partnership with CHEO (including Children Treatment
Centre services) and the City of Ottawa and funded by the
Ontario Ministry of Children, Community and Social Services;
● province-wide initiative designed to ensure that every
preschool child has access to speech and language services
focuses on prevention, early identification, and intervention
strategies to promote speech and language development in
children until the September they are eligible for Year 2 (senior
kindergarten). Medically fragile children who can attend school,
can be serviced until they are eligible for grade 1;
● First Words and the OCDSB collaborated on a transition policy
that results in a smooth and timely transfer, and informs
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Programs and
Services
Description
Preschool speech
and language
program
(continued)
parent(s)/ guardian(s) of next steps in the transition from
preschool speech and language services to school based
speech and language services. First Words and the OCDSB
meet formally 1-2 times per year as part of the Transition to
School sub-committee;
● The transition policy enables speech-language pathologists to
discuss the continuing speech and language needs of students
for educational planning.
Family Reception
Centre (FRC)
● Schools may refer students to the Family Reception Centre
(FRC) for assistance to determine a student’s current stage of
English-language acquisition;
● the FRC assists in developing a learner profile and providing
program recommendations for English as a Second Language
(ESL) and English Literacy Development (ELD) students;
● Learning Support Services ESL/ELD liaison consults with the
FRC on an as-needed basis regarding ESL/ELD students with
special education needs.
Ministry of Health Champlain Local Health Integration Network (LHIN)
● Provides professional health services such as nursing and
nutrition to students attending school who require such
services (see Standard 7 — Specialized Health Support
Services in School Settings);
● in collaboration with parent(s)/guardian(s) and consultation with
the OCDSB professional staff, schools apply for these services,
through the principal, using a School Services Application Form
provided by LHIN.
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Programs and
Services
Description
CHEO
CHEO School
● short-term early invention educational and therapy program for
kindergarten students with complex physical needs;
● CHEO school staff and the therapy team assist with
transitioning students to community schools when students
have reached and maximized their potential at CHEO School;
● liaison teachers work with schools staff to transition children
and youth with physical disabilities to schools.
Development and Rehabilitation
● Delivers and coordinates family-centered rehabilitative care
which focuses on optimizing independence of children and
youth up (to 18 years of age) with physical and/or
developmental disabilities;
● provide assessment, treatment, consultation, and education
from a variety of specialists including orthopedic surgeons,
developmental pediatricians, psychiatrist, and rehabilitation
therapists (physiotherapy, occupational therapy, speech-
language pathology, psychology, social work);
● share relevant information with OCDSB staff.
School-based Rehabilitation Services
Provides professional health services such as occupational
therapy, physiotherapy,and/or speech therapy to students
attending school who require such services (see Standard 7 —
Specialized Health Support Services in School Settings)
● in collaboration with parent(s)/guardian(s) and consultation with
the OCDSB professional staff, schools apply for these services,
through the principal, using a School Services Application Form
provided by CHEO
Coordinated Service Planning
● Supports children and youth with multiple and/or complex
special needs who require services from multiple agencies
(e.g., medical, educational, developmental, social services)
● CSP is a process to support families that are struggling to
navigate and coordinate multiple services to ensure the best
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Programs and
Services
Description
CHEO
(continued)
plan of care for their child/youth
● referrals can be initiated by the family, school team, medical
team or other community agency with parent/guardian consent
Ministry of
Children,
Community and
Social Services
Care and Treatment Day Treatment Programs
These programs provide treatment services and education for
students whose needs are such that they are unable to attend
their community school.
Programs available through Coordinated Referral to Care and
Treatment Program classes are:
● Children’s Hospital of Eastern Ontario — Kindergarten Unit
● Children’s Hospital of Eastern Ontario — Steps to Success
(Grade 1 to 8)
● Crossroads Children’s Centre
● Roberts/Smart Centre
● The Ottawa Royal Hospital
● Ottawa Children’s Aid Society (CAS)
● Children’s Hospital of Eastern Ontario, Psychiatry (CHEO)
● Back-On-Track
When students are returning from any of these treatment
programs, a discharge meeting is scheduled with the school team
to provide an overview of all data / information gathered to best
support a successful transition for the student back to their home
school. For some of the programs, there are staff dedicated to
support the transition.
The Coordinated Referral Committee is the centralized
access point for all school referrals
● Committee members include representatives from all treatment
programs in the Ottawa-Carleton region and a special
education contact from each local board of education;
● admission to the program is determined by the clinical partners
based on information provided and based on its own
assessment;
● the clinical partners are responsible for contacting schools and
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Programs and
Services
Description
Ministry of
Children,
Community and
Social Services
(continued)
parent(s)/guardian(s) and deciding the date of admission and
demission;
● transition to schools or residential moves is the responsibility of
the sending community school to attend treatment plan meetings
and pass information to the receiving community school;
the principal or designate is the key contact while the student
attends day treatment programs, the next phase of treatment is
reintegration into the community school or other program
discussed during a treatment plan meeting once the student is
re-registered and attending an OCDSB school, an IPRC may be
convened by the school principal, if appropriate.
Post 21 Programs for Students with Developmental Disabilities
● school personnel will encourage families to apply to
Developmental Services Ontario (DSO) when the student is 16
years of age. Their mandate is to help families access programs
and services for adults with developmental disabilities and/or
autism
● after completion of the DSO application process, a case
manager is assigned to work with the student,
parent(s)/guardian(s), and school personnel to collect
information in order to match the needs of the student with
appropriate adult community programs and/or supports.
The Ottawa-Carleton District School Board Special Education Plan 2019-2020 149
DRAFTContent Provided by Learning Support Services
Published by Communications
May 2020