HomeMy WebLinkAbout17.1.a. Receipt of Committee of the Whole Report, 13 June 2023 [CtA Building Brighter Futures Together at the
Ottawa-Carleton District School Sward L
OTTAWA•CARLETON4
OISI FLICT SCHOOL tS hAD s
COMMITTEE OF THE WHOLE PUBLIC REPORT
Tuesday, June 13, 2023, 6:00 p.m.
Board Room
Administration Building
133 Greenbank Road
Ottawa, Ontario
Trustees Present: Alysha Aziz, Justine Bell, Donna Blackburn, Donna Dickson,
Lyra Evans, Nili Kaplan-Myrth, Jennifer Jennekens, Matthew
Lee, Cathryne Milburn, Suzanne Nash, Amanda Presley, Lynn
Scott, Tabarak AI-Delaimi (electronic communication), Antong
Hou (Student Trustee)
Staff Present: Michele Giroux (Director of Education), Brett Reynolds
(Associate Director of Education), Randy Gerrior (Associate
Director, Business Operations), Janice McCoy (Executive
Officer, Corporate Services)), James Proulx (Executive Officer,
Information Technology and Digital Transformation), Prince
Duah (Superintendent of Instruction), Mary Jane Farrish
(Superintendent of Instruction), Paula Hall (Superintendent of
People, Culture and Leadership), Reg Lavergne (Superintendent
of Instruction), Brent Smith (Superintendent of Program and
Learning — K-12)), Richard Sinclair (General Counsel,
Superintendent of Labour Relations, Risk Management and
Privacy)), Peter Symmonds (Superintendent of Learning Support
Services), Andrea Rahim (Strategic Business Analyst), Kate
Stoudt (Principal, Learning Support Services), Stacey Kay
(General Manager, Learning Support Services), Sandra Owens
(General Manager, Business & Learning Technologies), Diane
Pernari (General Manager, Communications & Information
Services), Nicole Guthrie (General Manager of Board Services),
Michael Guilbault (Content Creator, Digital Multimedia
Technician), Mellissa Applewaithe (Board/Committee
Coordinator)
Non-Voting Seema Lamba (ACE), Sue Cowin (SEAC), Jo-Joe Van Hooser
Representatives (IEC), Suzanne Lyon (PIC), Melodie Gondek (OSSTF), Rebecca
Present: Zuckerbrodt (EFTO), Pat Dixon (OCEOTA), Stephanie Kirkey
(OSSTF), Andrew Nordman (OCEOC), Thomas Holloway
(OCASC), Steve Spidell (OCSSAN)
1. Call to Order - Vice-Chair of the Board
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Chair Bell called the meeting to order at 6:15 p.m.
2. Acknowledgement of Territorial Lands
Chair Bell acknowledged that the meeting is taking place on unceded Algonquin
Homelands and thanked the Algonquin Nations for hosting the meeting on their
land.
3. Declarations of Interest
No declarations of interest were filed.
4. Approval of Agenda
Moved by Trustee Kaplan-Myrth,
THAT the agenda be approved.
Carried
5. Briefing from the Chair of the Board
Chair Lyra Evans reported the following:
• The Ottawa Community Immigrant Services Organization (OCISO) is
offering a ten week mental health promotion program from 11 July 2023 to
10 August 2023; and
• The Ottawa-Carleton District School Board (OCDSB) is partnering with the
National Arts Council (NAC) to offer a seven-week writing and
performance summer workshop for Indigenous and Black youth from
Grades 6 to 9.
6. Briefing from the Director
Director Giroux reported the following:
• More than 8,700 parents and caregivers, and 2,100 school-based staff
completed the 2023 OCDSB school climate survey for parents,
caregivers, and educators about engagement, environment, safety, and
well-being. The information collected will be used to identify areas of
strength and need in individual schools and inform broader efforts at the
District level; and
• The first Cappies Gala since 2019 was held on 11 June 2023 to celebrate
student success in art and drama. The Cappies program allows students
to participate in all aspects of stage production: acting and music,
technical production, communications and marketing, and producing
critical reviews.
7. Delegations
7.1 Andrea Chandler, re Meetings with the Ottawa Police Service
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Andrea Chandler, parent of two OCDSB students, expressed her
understanding that the Board of Trustees had previously debated and
resolved a motion regarding police in schools. She noted that individuals
should not utilize social media to express their views on decisions made
by elected Board members.
7.2 Robin Browne, re Meetings with the Ottawa Police Service
Robin Browne noted that the 613-819 Black Hub opposes Trustee
Blackburn's motion to engage in discussions with Ottawa Police Services
(OPS). Mr. Browne expressed his opinion that a 2022 OPS report on the
use of force stating that force was used against Black people 4.8 times
more than expected in 2020, and 4.3 times more than expected in 2021,
Mr. Browne expressed the view that there is no evidence to prove that re-
establishing the School Resource Officer (SRO) program will result in
improved relationships between students and police.
7.3 Wenser Estime, re Meetings with the Ottawa Police Service
Speaking in support of Trustee Blackburn's motion, Wenser Estime
expressed the opinion that schools should reflect the diversity of its
community and allow community members on school premises to better
serve and protect the health and safety of students and staff. He noted
that a recent OCDSB school climate survey reported that almost 25% of
parents reported that their child feels unsafe at school, 40% reported their
child has experienced bullying, and approximately 70% of staff reported
that bullying was brought to their attention.
7.4 Mae Mason, re Meetings with the Ottawa Police Service
Speaking on behalf of the Asilu Collective, Mae Mason expressed the
view that, in 2021, the Asilu Collective demonstrated that the removal of
the School Resource Officer (SRO) program operated by the Ottawa
Police Service (OPS) would support racialized students and other
marginalized groups who were suffering under the program. Mae Mason
asked whether a further review was completed to justify consideration of a
new motion with respect to police in schools and encouraged the Board to
review the 2021 OCDSB report regarding the removal of the SRO
program.
7.5 Lesley Ford, re National Indigenous Peoples Day
Speaking as a parent, community member and OCDSB teacher, Lesley
Ford drew attention to National Indigenous Peoples Day on 21 June 2023
which is also designated as an examination day for secondary school
students on the 2022-2023 secondary school year calendar. Ms. Ford
noted that students are not required to self-identify as Indigenous and
some schools communicated to staff and families that Indigenous students
may be absent on that day.
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In response to a query from Suzanne Lyon, Director Giroux advised that
the 2023-2024 school year calendar has been approved by the Ministry of
Education.
In response to a query from Seema Lamba, Ms. Ford noted that she was
unaware of directions provided to other schools with respect to activities
and student absences on National Indigenous Peoples Day. Director
Giroux advised that information about National Indigenous Peoples Day
has been provided in employee and parent newsletters.
8. Matters for Action:
8.1 Report 23-045, Special Education Plan 2022-2023 (P. Symmonds)
Your Committee had before it Report 23-045 seeking approval of the
Special Education Plan 2022-2023. Superintendent Symmonds and
System Principal Kate Stoudt provided an overview of the Plan, including
its purpose, key updates, consultation, and requirement to report to the
Ministry of Education on the District's special education programs and
responsibilities.
Trustee Scott noted an error in Part 3 of the Table of Contents: the list of
Special Education Advisory Committee (SEAC) members should be for
2022-2023 rather than 2019-2020.
Moved by Trustee Scott,
A. THAT the 2022-2023 Special Education Plan, attached as
Appendix A of Report 23-045, be approved; and
B. THAT the 2022-2023 Special Education Report, attached as
Appendix B of Report 23-045, be approved).
During discussion, and in response to queries, the following points were
noted:
• It was requested that the Special Education Plan for 2023-2024
include a requirement for funding for additional educational
assistants (EAs);
• Trustee Lyra Evans queried whether it would be desirable for the
District to eliminate all specialized classes in favour of fully
integrating students with special needs in regular classrooms with
support and monitoring. Staff acknowledge the need for more
inclusive programming and advised that the program review
process commencing in 2023-2024 will allow for an in-depth
investigation of special education programs through literature
reviews, focus groups, and pathway and outcome analyses to help
determine the most appropriate delivery model; and
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• SEAC reviewed various components of the Special Education Plan
over the 2022-2023 school year. Their recommendations for
improvement included the introduction of a flowchart, and
clarification and/or explanation of some terms or processes.
Moved by Trustee Scott,
A. THAT the 2022-2023 Special Education Plan, attached as
Appendix A of Report 23-045, be approved (Attached as
Appendix A); and
B. THAT the 2022-2023 Special Education Report, attached as
Appendix B of Report 23-045, be approved (Attached as
Appendix B).
Carried
8.2 Report 23-051, 2023-2027 Strategic Plan (A. Rahim)
Your Committee had before it Report 23-051, seeking approval of the
2023-2027 Strategic Plan. The strategic plan guides key work and
decision-making for the District, and the process of developing the plan
included an environmental scan, consultation, and collaborative
discussions among trustees and senior staff.
Moved by Trustee Aziz,
THAT the Strategic Plan 2023-2027, attached as Appendix A to Report
23-051, be approved.
During discussion, and in response to queries, the following points were
noted:
• The Board and senior staff will engage in professional development
(PD) in the fall of 2023 to build capacity to understand and interpret
data to measure progress;
• Staff will report to the public through regular in-depth progress
reports to the Board on a particular strategic priority (i.e., student
achievement) or pillar (i.e., learning or well—being or social
responsibility), as well as the Director's annual report to the
community;
• Trustee Scott indicated that there has been some confusion in the
community about whether the mission and values statements are
the "strategic plan". She suggested that the three pillars on page
two that outline what success looks like, work to be done, how to
measure progress, and the impact, be labelled as the the strategic
plan and be on the first page;
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• A variety of documents and webpages will be developed to
communicate the strategic plan to students, parents and
caregivers, staff, and the public;
• Trustee Lyra Evans expressed the opinion that the plan should
include specific, ambitious numerical targets against which to
measure progress;
• Staff advised that in-depth reports (i.e., mathematics and literacy
improvement plans, and the program review framework) will include
targets for students;
• It is anticipated that the Ministry of Education will provide specific
directives on annual reporting requirements as part of the
implementation of Bill 98 Better Schools and Student Outcomes Act
2023;
• Following approval of the strategic plan, the Indigenous, Equity and
Human Rights Roadmap 2020-2023 will be renewed to provide an
overview of equity priorities and work to be done; and
• The new Director of Education will be fully briefed on the
consultation process and collaboration that was undertaken by
trustees and staff in developing the strategic plan.
Moved by Trustee Aziz,
THAT the Strategic Plan 2023-2027, attached as Appendix A of
Report 23-051, be approved (Attached as Appendix C).
Carried
8.3 Report 23-049, Naming of the New Elementary School in Half Moon Bay
(S. Lehman)
Your Committee had before it Report 23-049, seeking approval of the
name of a new elementary school in Half Moon Bay. Superintendent
Lehman advised that the school naming committee consulted with
students, parents/guardians, staff, Half Moon Bay community members,
the Indigenous Education Council, and an Indigenous Elder.
Moved by Trustee Blackburn,
THAT the new Half Moon Bay elementary school located in Ottawa at
989 Kilbirnie in Barrhaven, be named Wazoson Public School,
effective September 2023.
Carried
8.4 Notice of Motion, Re: Discussions with Ottawa Police Services, Trustee
Blackburn
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Moved by Trustee Blackburn,
WHEREAS the health and safety of our students and staff is a top priority
without which student achievement and well-being cannot be realized; and
WHEREAS school safety can be enhanced by a partnership with the
police service which supports the safety and security of school
communities and proactively assists students who may benefit from
positive police involvement;
THEREFORE BE IT RESOLVED:
THAT the Director of Education engage in discussions with the Ottawa
Police Service to establish standards of practice that allow for police
support to schools respecting the safety and security of students and staff.
On a point of order, Trustee Presley requested that the motion be ruled
out of order for the following reasons:
• It is similar to a motion moved by Trustee Blackburn at the
Committee of the Whole meeting of 10 May 2022 which was
temporarily disposed of by way of indefinite postponement;
• Increasing police support to schools would cause harm to students
which is in contravention of the Board's strategic plan, governance
and safe schools policies, and the Board's By-laws and Standing
Rules with respect to student safety and well-being;
• It is not required as Part D of the Board-approved motion of 24
June 2021, regarding the removal of the School Resource Officer
(SRO) program, calls upon the District to join with other school
districts, the City of Ottawa, Ottawa Police Services (OPS) and
other groups "...to work collaboratively through a process that is
guided by a human rights based approach on improving services
and supports for youth in crisis"; and
• The community has not been consulted on this motion.
Director Giroux advised that work on implementation of Part D of the 24
June 2021 motion is ongoing.
Chair Bell ruled that the motion is out of order for the following reasons:
• It conflicts with the Board's By-Laws and Standing Rules;
• It has been previously postponed indefinitely;
• Part D of the motion regarding removal of the SRO program has
not yet been completed; and
• It would cause harm to the community.
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Trustee Blackburn challenged the ruling of the Chair and stated that it is
not her intent to cause harm to students and staff but rather to stop harm.
Trustee Bell called for a vote to uphold the ruling of the chair. It was noted
that the Chair does not vote as they are deemed to be in favour of the
motion.
Student Trustees Hou and AI-Delaimi requested a non-binding recorded
vote.
Following a non-binding recorded vote, the ruling of the chair was upheld
on the following vote:
For: Trustees Aziz, Bell, Lyra Evans, Kaplan-Myrth, Milburn, Presley (6)
Student Trustees AI-Delaimi, Hou (2)
Against: Trustees Blackburn, Dixon, Jennekens, Lee, Scott (5)
Abstain: Trustee Nash (1)
Trustee Blackburn requested a recorded vote.
Following a binding recorded vote, the ruling of the chair was upheld on
the following vote:
For: Trustees Aziz, Bell, Lyra Evans, Kaplan-Myrth, Milburn, Presley (6)
Against: Trustees Blackburn, Dixon, Jennekens, Lee, Scott (5)
Abstain: Trustee Nash
8.5 Notice of Motion, Re: Ottawa Carleton Educational Space Simulation,
Trustee Lyra Evans
Moved by Trustee Lyra Evans,
WHEREAS the Ottawa Carleton Educational Space Simulation has
provided more than 30 years of students with space enthusiasm and
science knowledge;
WHEREAS the current space took more than 10 years to build, and the
organization does not have the resources to rebuild the necessary built
environment;
WHEREAS the current space has operational health and safety issues
which need to be addressed;
WHEREAS the current space is slated for demolition to make room for an
expansion to a different Board program, despite the Board having
alternate space available in the same building;
THEREFORE BE IT RESOLVED-
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THAT the Ottawa-Carleton Educational Space Simulation not be moved or
the space demolished, allowing time for potential occupational health and
safety concerns to be addressed.
During discussion, and in response to queries, the following points were
noted:
• Trustee Lyra Evans noted that she is unaware of any similar space
simulations operating in the Ottawa area;
• Director Giroux advised that this is an operational matter that does
not require Board approval. She noted that there are many
occupational health and safety hazards to be addressed, including
combustible materials, wiring, smoke alarms, and asbestos, and
the space simulation is an activity that is subject to regulatory
obligations and liability concerns. She added that it is unclear who
owns the equipment and who has responsibility for liability
associated with the activities;
• The space has been used in the past by a student-run club at
Lisgar Collegiate Institute to run one five-day mission per year;
• Several trustees expressed concern for about the health and safety
issues that require attention, and the cost to address them; and
• If the space simulation is dismantled or demolished, it will be
repurposed to expand the space currently used by Indigenous
students;
Trustee Nash assumed the chair.
• Trustee Bell, noting that some of her constituents have used the
space simulation and pursued careers in aerospace engineering,
asked if there was any way to continue the activity and rebuild the
space in a safe way. Staff advised that there is no room to house
the space simulation at Lisgar Collegiate Institute, and if it were
moved to a different location, it would need to be supervised and
made available to all students;
Trustee Bell resumed the chair.
• Trustee Lyra Evans requested that a further assessment of the
health and safety issues be undertaken before the space is
demolished or moved. Staff advised that further assessment would
involve redirecting staff to do the work at the expense of other
projects. The Board does not normally deal with safety codes in
schools, and the District is obliged to meet its legal obligations with
respect to the health and safety of students and staff;
• On a point of order, Trustee Lee queried whether the motion was in
order given that the space is currently in violation of fire safety
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codes. Director Giroux advised that student safety is a District
priority and the Committee could take this procedural approach or
deal with the main motion. Trustee Lee withdrew his point of order;
and
• Trustee Lyra Evans reiterated that the space simulation is a
science program that carries a lower risk than sports such as
football and rugby. She noted that the motion does not ignore the
health and safety issues but rather calls a halt to the demolition or
removal of the space simulation until the health and safety
concerns have been addressed.
Moved by Trustee Lyra Evans,
THAT the Ottawa-Carleton Educational Space Simulation not be moved or
the space demolished, allowing time for potential occupational health and
safety concerns to be addressed.
Defeated
9. Report from Statutory and Other Committees
9.1 Parent Involvement Committee (PIC), 12 April 2023
Moved by Trustee Nash,
THAT the report from the Parent Involvement Committee (PIC), dated
12 April 2023, be received.
Carried
9.2 Indigenous Education Council (IEC), 13 April 2023
Moved by Trustee Scott,
THAT the report from the Indigenous Education Council (IEC), dated
13 April 2023, be received.
Carried
9.3 Special Education Advisory Committee (SEAC), 17 April 2023
Moved by Trustee Dickson,
THAT the report from the Special Education Advisory Committee
(SEAC), dated 17 April 2023, be received.
Carried
9.4 Advisory Committee on Equity (ACE), 27 April 2023
Moved by Trustee Kaplan-Myrth,
THAT the report from the Advisory Committee on Equity (ACE),
dated 27 April 2023, be received.
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Carried
9.5 Special Education Advisory Committee (SEAC), 3 May 2023
Moved by Trustee Kaplan-Myrth,
THAT the report from the Special Education Advisory Committee
(SEAC), dated 3 May 2023, be received.
Carried
9.6 Audit Committee, 17 May 2023
Moved by Trustee Millburn,
THAT the report from the Audit Committee, dated 17 May 2023, be
received.
Carried
10. Information Items:
10.1 Report from OPSBA (if required)
Trustee Scott advised that the Ontario Public School Boards' Association
(OPSBA) held its annual general meeting (AGM) and the President and
Vice-Presidents are continuing their multi-year terms. Susan Humphries
from Renfrew County District School Board (RCDSB) was acclaimed as
Eastern Regional Chair, and Karen McGregor from Limestone District
School Board (LDSB) was acclaimed as Eastern Regional Vice-Chair.
Trustee Scott also advised that she was elected as the Eastern Region
Representative.
10.2 OSTA Update (if required)
There was no OSTA update.
11. New Business - Information and Inquiries
In response to a request from Trustee Bell about the roles and responsibilities of
trustees regarding speaking about Board decisions, Director Giroux advised that
Board members are responsible for upholding the decisions of the Board. The
Chair is the official spokesperson for the Board. If individual trustees speak to the
media, they must be clear that they are not speaking on behalf of the Board.
Trustee Kaplan-Myrth suggested that staff and trustees consider working
together to write to the Ontario Public School Boards' Association (OPSBA) to
advocate that hate-based protests not be permitted on or near school property.
12. Adjournment
The meeting adjourned at 9.04 p.m.
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Justine Bell, Vice-Chair
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Special Education
Plan 2022-2023
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TABLE OF CONTENTS
Introduction
Ottawa-Carleton District School Board Mission Statement 1
Letter to the Ministry of Education 2
Board Motion Approving Plan 3
SEAC Motion Approving Plan 3
Part 1- The Board's • • Process
The Ottawa-Carleton District School Board's Consultation Process 4
Special • •n Programs and Services
The Board's Model for Special Education 8
Roles and Responsibilities 18
Early Identification Procedures and Intervention Strategies 22
The Identification, Placement, and Review Committee (IPRC) 30
Process and Appeals
Educational and Other Assessments 40
Specialized Health Support Services in School Settings 46
Categories and Definitions of Exceptionalities 62
Special Education Placements Provided by the Board 67
Individual Education Plans (IEPs) 97
Provincial and Demonstration Schools in Ontario 119
Special Education Staff 123
Staff Development 135
Equipment 140
Accessibility of School Buildings 146
Transportation 147
Part 3 - The Board's Special Education Advisory Committee
The Role of SEAC 148
SEAC Meetings 148
Composition of SEAC 149
SEAC Members 2022-2023 149
Part 4 - Coordination of Services with Other Ministries or Agencies
Programs and Services 155
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d o<e of[na G��yae of Ca NB o Social Reap
Educating For Suc ess —
inspiring learning, developing
well-being and building
social responsibility
N*4
cial Ed ti n 2
Place Holder- Letter to the Ministry of Education,
from Director of Education. To be signed and
inserted in June, upon submission to the Ministry
Special Education Plan 2023 Ottawa-Carleton District School Board 2
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BOARD AND SEAC MOTIONS
Moved by TBD,
THAT the 2022-2023 Special Education Plan attached as Appendix A to Report
No. XX-XXX be approved.
-Carried-
The following motion was
passed at the XX June 2023
Moved by Trustee TBD, seconded by Trustee TBD,
THAT the 2022-2023Special Education Plan as noted in Appendix A to Report
No. XX-XX be approved.
-Carried-
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Part Board's The 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 464197. 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 revisions to the plan were
made in alignment with Ministry of Education requirements. Ongoing suggestions and
feedback this year from SEAC consultations were:
to use more readable and accessible language;
to provide clear descriptions of 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 2022/2023.
Opportunities for Community Input and Consultation
The OCDSB is committed to effective and meaningful consultation with various
stakeholders within the Ottawa community to bring about an open and inclusive
decision-making process. Consultation is a process undertaken to seek information,
advice, and informed opinion for consideration prior to decision making. At its heart,
consultation is about interactive two-way communication and dialogue. The process is
an opportunity for the community to provide information about key issues and their
implications to foster better understanding. This allows those affected by the decision to
have meaningful and substantive opportunities to influence final decisions.
Throughout the year, opportunities for public input and feedback were provided through
the monthly SEAC meetings and meeting minutes, the district's website, and via direct
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connection with Learning Support Services team members. In addition, an invitation to
members of the community inviting feedback on the Special Education Plan 2022-2023
was posted on the District's website.
Special Education Program and Services Internal / External Reviews
OCDSB Learning Support Services Guide for Students with Special Education
Needs (The Guide)
The Guide is an online resource intended to be the foundation for all OCDSB staff that
work in classrooms and schools to understand their role in ensuring inclusion for all.
This resource was launched in September 2022 with training sessions for stakeholders
in October. The goal of the resource is:
to support staff to plan and deliver special education programs and services in
the OCDSB for all learners.
to ensure educators (teachers, Early Childhood Educators (ECE), Educational
Assistants (EA), and administrators) have the essential information, tools and
resources to provide personalized and precise support.
to guide professional learning as staff build capacity in meeting the needs of all
students (i.e. what is necessary for some is beneficial for many).
This year, staff have been developing the second phase of The Guide to support
parents/caregivers. This will be presented to SEAC in the fall of 2023 for review and
feedback after which it will be launched publically.
Exploratory Analysis of Special Education Processes and Pathways in the
OCDSB
The 2019 Valuing Voices - Identity Matters! Student Survey enabled the district to
disaggregate the data by specific identity groups to determine systemic barriers, such
as discrimination on human rights grounds, that may impact student success and
wellbeing. This report is the launch point for this exploratory analysis of student identity
in special education in the OCDSB. Although preliminary and exploratory in nature, the
analysis will represent an important step for establishing collection and analysis
techniques to better understand how elements of student identity may intersect or
influence special education processes and pathways in the OCDSB. It is expected that
a preliminary report will be available in the fall of 2023. The intention is this report will
guide future opportunities to gather data to help inform special education practices in
the OCDSB.
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An Evaluation of the Programs and Services at Crystal Bay Centre for Special
Education and Clifford Bowey Public School
In the spring of 2022, Learning Support Services initiated a review of the program and
services at Crystal Bay Centre for Special Education and Clifford Bowey Public School.
This review is part of the District's program review process which is intended to ensure
the special education program, services, supports, and resources continue to meet the
changing needs of students at Crystal Bay Centre for Special Education and Clifford
Bowey Public School.
The review is based on a collaborative evaluation approach whereby the program
evaluation team works closely with key stakeholders at all stages of the evaluation
process (e.g., parents/caregivers, specialized program teachers, educational assistants,
school administrators, professional staff, LSS staff and senior management). Areas of
exploration include student outcomes, programming, staffing, and facilities.
A fulsome report will be available in the fall of 2023. Data collected as part of this
review is intended to inform instructional practices and may serve as a reference for
future policy and decision-making.
General Learning Program (GLP) Inclusion Project
With application-based Priorities and Partnership Funding (PPF) a GLP process
evaluation started in January, 2023 to better understand how the GLP is influencing
students' academic and social outcomes. Very broadly, students in the GLP have a Mild
Intellectual Disability. In the current model, many students in the secondary GLP will
not earn an Ontario Secondary School Diploma (OSSD) and follow a largely alternative
curriculum. Recently, one of the sites with a GLP has undertaken a model that is
partially integrated. This has seen a subset of students enrolled in the program earning
secondary school credits. Learning from this model has been introduced and is the
initial stages of implementation at the two other sites.
As part of this evaluation, two teachers (one elementary and one secondary) were hired
to gather information, build student profiles, and help support the transitions for current
student in grade 8 in our GLP classes. Some of these learners will continue in the GLP
placement for grade 9 while others will be integrated into their community schools with
some additional teacher support. This evaluation is ongoing. At the end, the team will:
• better understand the profile of students in the program
• have a template for a student profile that includes an integration plan for the
student that can be used by school based teams
• provide a report that will help to guide next steps in program development for
learners with a Mild Intellectual Disability.
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Educational Assistant (EA) Allocation Audit
In spring 2022, the OCDSB collaborated with the Regional Internal Audit Team (RIAT)
to conduct an audit of the EA Allocation process that is conducted annually by the team
in Learning Support Services. Throughout the process, there were opportunities for
reflection and discussion. This process helped the team consider some adjustments to
the process for the 2022-2023 allocation. These included:
• discussions about who should be part of the process moving forward and the
timelines throughout the year for resubmission
• a change to the form that school submit that allowed for the information to be
more streamlined
• criteria being drafted (specifically for blind/low vision, deaf/hard of hearing, and
medical allocations) to help objectify the process
A draft of the report was provided in April 2023 for review by the team. A final report is
expected to be available by the fall of 2023 for consideration.
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DISTRICT SCHOOL BOARD
Part 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 Strategic Ic Plan 2019-2023 fdnreR, •° — �
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model are aligned with the �
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supports and programs.
The OCDSB has a strong commitment to human rights, equity and inclusion. While
many steps have been taken to identify and address the systemic and structural barriers
that prevent everyone from participating, excelling and feeling valued in the OCDSB
community, there remains much more to learn and do. To serve every student, the
OCDSB is intentional about acknowledging diverse ways of knowing, different styles of
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learning, and valuing, respecting and leveraging the strength of each student's
individual and intersecting identities. To serve every student, the OCDSB works
collaboratively with students, parents, educators and community partners to support
each student to discover or enhance the positive contributions they can make in their
school, their community, their country and the world. These goals our outlined in the
OCDSB Indigenous, Equity, and Human Rights Roadmap - Eliminating Barriers to
Success 2020-2023
Service Delivery Model
Our education system is based upon the principle of inclusion. All students deserve the
opportunity to have equal access to opportunities and resources that will allow them to
succeed as learners. Our ongoing commitment is to provide the structures and support
the individual student needs to foster their growth, while encouraging integration and full
participation, and building independence as defined for each student based on their
strengths and needs.
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 help every student meet their full potential,
while fostering the highest level of inclusion and independence possible for each
student. We collaborate with parents / caregivers and district staff to be inclusive of all
learners in regular classroom settings.
Tiered interventions are used to support students if difficulties arise. These supports are
intended to be considered with the support of a multidisciplinary team and the full
participation of the student and parent/
caregiver. The special needs of each student
may be met by accommodations,
modifications, and/or alternative expectations, For students
including, but not limited to, a variety of who require intense
suppteaching methods, and/or special equipment. ����goals,
evenrt to moachre
precise learning
n
goals,even more precise and
The OCDSB model for service delivery is personalized assessment and
rooted in Universal Design for Learning, instruction are planned,
team and/or
the
gg help of the in-school team and/or other
Culturally Relevant and Responsive Pedagogy, available resources.
Monitoring of progress continues.
and the tiered approach to intervention, as �� On the basis ofassessment results, differentiated
outlined in the Ministry of Education document; tion and interventions are planned for
studdentsents who are having learning challenges in a
Learning for All : A Guide to Effective particular area,or in general. Student progress in
response to these interventions is closely
Assessment and Instruction for All Students, K— monitored,and instruction is adjusted as needed.
��12 2013 An overview of the tiered approach �� Assessment and instruction are planned in relation to the
. pp �� curriculum forall students, applying principles of UDL and DI.
to intervention is summarized in this chart: A The teacher observes,monitors student progress,and notes
which students maybe experiencing difficulty.
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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, is able to provide programming support in an
inclusive environment that allows the student to meet required expectations with
success. The regular classroom is always an option that parents / caregivers 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 (IEP). IEPs act as a tool to customize supports,
strategies and interventions each student may need to access the curriculum. The
regular class is considered the most inclusive of placements.
In some cases, a specialized program class may be considered as an option to meet
the specific needs of the student. Specialized program class locations are based on a
geographically defined catchment area in designated schools. We value collaboration
and participation of parents / caregivers and the student themself to best understand the
strengths and needs of each learner.
For the 2022-2023 school year, the OCDSB has continued to offer both in-person and
virtual learning opportunities.The overview of related information can be found in
Policy/Program Memorandum No. 164. OCDSB special education learners in the
regular classroom were offered either in-person learning, or the option of attending the
Ottawa-Carleton Virtual (OCV) school. Individualized support was provided to special
needs students in their respective setting and based on their IEP. Specialized program
classes were only offered in person in the 2022-2023 school year.
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
Community/ Provincial Specialized Placements
Education and Community Partnership Program (ECPP)
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• Provincial or Demonstration Schools
• Hospital or Treatment Centres
Special Education Supports in the OCDSB (Listed in no particular order)
School-Based Supports
. Classroom Teacher . Learning Support Teacher (LST)
. Parent(s)/caregiver(s) • Learning Resource Teacher (LRT)
. Educational Assistant (EA) (elementary only)
. Principal/Vice-Principal
. Early Childhood Educator (ECE) . Multi Lingual Staff(ESL / ELD)
System-Based Supports
. Learning Support Consultant (LSC) . SELT (Social / Emotional Learning Teacher)
. Psychologist/Psychological Associate . Early Learning Team
. Social Worker . ITAT (Itinerant Teacher of Assistive
. Speech-Language Pathologist Technology)
. Occupational Therapist . Itinerant Emergency Educational Assistant
. Communicative Disorders Assistant . Itinerant Educational Assistant
. Autism Spectrum Disorder Team . System Principals
. BCBA (Board Certified Behaviour Analyst) . System Manager
. Itinerant Teacher of Blind/Low Vision and . Mental Health Lead
Itinerant Teacher of Deaf/Hard of Hearing . Supervisors of Speech-Language Pathology
. Itinerant Teacher for ASD/DD and Occupational Therapy, Psychology, and
. Itinerant Teacher for Learning Disabilities Social Work
Provincially-Based Supports
. Community Agencies . Hospitals
. Education and Community Partnership . Demonstration/ Provincial Schools
Program (ECPP)
The OCDSB special education policy shall be achieved through the delivery of a variety
of learning supports including, but not limited to:
• a 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;
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• 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.
Moving Forward in this Standard
LSS is striving to understand at a deeper level who the students are who are receiving
special education supports and services as well as how various pathway options may
impact outcomes for some learners. Working with the Research Evaluation Analytics
Division (READ), LSS is engaged in the work to examine the intersection of identities in
the OCDSB population of students with special education needs. Data collected through
the Valving Voices - Identity Matters!survey (2019-2020), as well as historical data from
Aspen (and the previous program,Trillium) is currently being examined to better
understand if specific identity groups are disproportionately represented in special
education processes (e.g., IEP, IPRC) and pathways (e.g., SPCs) .
Definition of Terms
Accommodation includes special teaching and assessment strategies, human
supports, and/or individualized equipment that help the student learn and demonstrate
learning. Accommodations whether described in the IEP or by an individual should be
provided. In an IEP, only strategies and supports that differ from what is normally
provided during classroom instruction should be included. 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
Alternative Learning Expectations are statements in the IEP describing expectations
developed to help students acquire knowledge and skills that are not represented in the
Ontario curriculum expectations. Because they are not part of a subject or course
outlined in the provincial curriculum documents, alternative learning expectations are
considered to constitute alternative programs or alternative courses (i.e., secondary
school courses). Examples of alternative programs/courses include speech remediation,
social skills, orientation/mobility training, and personal care programs. Alternative
programs/courses are provided in both the elementary and the secondary panels.
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Applied Behaviour Analysis (ABA) is an effective instructional approach that uses
methods based on scientific principles of learning and behaviour to build useful
repertoires of behaviour and reduce problematic ones. For example, ABA methods can
help a student to develop positive behaviours, learn new skills, and transfer a positive
behaviour or response from one situation to another.
Asynchronous learning is learning that is not delivered in real time. Asynchronous
learning may involve students watching pre-recorded video lessons, completing
assigned tasks, or contributing to online discussion boards.
Differentiated Instruction is a method of teaching that attempts to adapt instruction to
suit the differing strengths and needs, interests, learning styles, and readiness to learn
of individual students.
An exceptional pupil according to the Education Act is a pupil whose behaviour,
communication, intellectual, physical or multiple exceptionalities are such that they are
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
consisting of school board members and the parent / caregiver, and student (if 16 years
of age or older) that decides whether or not a child should be identified as exceptional,
identifies the areas of a student's exceptionality according to the categories and
definitions of exceptional ities provided by the ministry, decides an appropriate
placement for a student, and reviews the identification and placement at least once in
each school year.
An Individual Education Plan (IEP) is a written plan describing the special education
program and/or services required by a particular student. It identifies a variety of
accommodations required to support the student's learning, 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 special education
services needed to assist the student in achieving their 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)/caregiver(s) and any of the
following where appropriate: classroom teacher(s), Learning Resource Teacher (LRT),
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special education class teacher(s), Early Childhood Educator (ECE) and student if over
16 years of age.
Modifications are statements on the IEP that reflect the changes made to the grade-
level expectations for a subject or course in order to meet a student's learning needs.
Modifications may include the use of learning expectations at a different grade level
and/or an increase or decrease in the number and/or complexity of expectations relative
to the curriculum expectations for the regular grade level. At the secondary level, a
credit may or may not be granted for a course, depending on the extent to which the
expectations in the course have been modified.
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
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, Occupational Therapist, as well as, any of the system-based
teams e.g. 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.
Remote learning is learning that occurs when classes are taught at a distance and
when students and educators are not in a conventional classroom setting. Remote
learning takes place in times of extended interruption to in-person learning — for
example, as a result of a pandemic or natural disaster. Classes can be synchronous or
asynchronous and can be taught online through a Learning Management System (LMS)
or by using videoconferencing tools. In some cases, they may be delivered through
emails, print materials, broadcast media, or telephone calls.
Special Education Advisory Committee (SEAC) is a committee of a school board that
provides important advice on special education. A SEAC may make recommendations
to the board on any matter affecting the establishment, development, and delivery of
special education programs and services for exceptional students in a board. Each
school board in Ontario must establish a SEAC.
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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.
Special education services, as defined by the Ontario Education Act, refers to
facilities and resources, including support personnel and equipment, necessary for
developing and implementing a special education program.
Synchronous learning is learning that happens in real time. Synchronous learning
involves using text, video, or voice communication in a way that enables educators and
other members of the school- or board-based team to instruct and connect with
students in real time. Synchronous learning supports the well-being and academic
achievement of all students, including students with special education needs, by
providing educators and students with an interactive and engaging way to learn. It helps
teachers provide immediate feedback to students and enables students to interact with
one another.
Tiered Approach is a systemic, sequential instructional approach that uses specific
instructional interventions of increasing intensity to address students' needs. It can be
used to address either the academic or behavioural needs of students who are having
difficulty.
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.
Transition Plan is the school's written plan to assist the student in making a successful
transition. The transition plan is developed as part of the IEP. Under O.Reg.181/98,
the IEP must include a transition plan for each exceptional student who is 14 years of
age or older who is making the transition from secondary school to postsecondary
activities, unless the student was identified as exceptional solely on the basis of
giftedness. In addition to the requirements under O.Reg.181/98, ministry policy (Policy/
Program Memorandum No.156) requires that a transition plan be developed for all
students who have an IEP, whether or not they have been identified as exceptional by
an IPRC and including those identified as exceptional solely on the basis of giftedness.
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Universal Design for Learning (UDL) is a teaching approach that focuses on creating
a learning environment that is open and accessible to all students, regardless of age,
skills, or situation. Instruction based on principles of universal design is flexible and
supportive, can be adjusted to meet different student needs, and enables all students to
access the curriculum as fully as possible.
Acronyms Used in the Special Education Plan 2022-2023
ABA Applied Behaviour Analysis
ADHD Attention Deficit/Hyperactivity Disorder
ADP Adaptive Devices Program
AODA Accessibility for Ontarians with Disabilities Act, 2005
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
BMP Behaviour Management Plan
BST Behaviour Support Team
CAC Centrer for Augmentative Communication
CSP Coordinated Service Planning
DD Developmental Disability
DHH Deaf/Hard of Hearing
DSP Dual Support Program
EA Educational Assistant
ELD English Literacy Development
ECE Early Childhood Educator
ELIP Early Learning Intervention Program
ESL English as a Second Language
GLP General Learning Program
IBI Intensive Behaviour Intervention
IEA Itinerant Educational Assistant
IEP Individual Education Plan
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
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LSC Learning Support Consultant
LSS Learning Support Services
LST Learning Support Teacher
LRT Learning Resource Teacher
MID Mild Intellectual Disability
ML Multilingual Learners
OCDSB Ottawa-Carleton District School Board
OSR Ontario Student Record
OSSD Ontario Secondary School Diploma
OSTA Ottawa Student Transportation Authority
OT Occupational Therapist
PCLD Provincial Committee on Learning Disabilities
PSP Physical Support Program
PT Physical Therapist
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
• sets out, through the Education Act, regulations, and policy documents, including
policy/program memoranda, the legal obligations of school boards regarding the
provision of special education programs and services;
• prescribes the categories and definitions of exceptionality;
• requires school boards to provide appropriate special education programs and
services for their students with special education needs;
• establishes the funding for special education through the structure of the funding
model;
• requires school boards to report on their expenditures for special education;
• sets province-wide standards for curriculum and for reporting achievement;
• requires school boards to maintain special education plans, review them annually,
and submit amendments to the ministry;
• requires school boards to establish Special Education Advisory Committees;
• establishes the Ontario Special Education (English and French)Tribunals to hear
disputes between parents and school boards regarding the identification and
placement of exceptional pupils;
• establishes a Minister's Advisory Council on Special Education to advise the Minister
of Education on matters related to special education programs and services;
• establishes a Provincial Parent Association Advisory Committee on Special
Education Advisory Committees;
• 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 documents, including policy/program memoranda;
• monitors school compliance with the Education Act, regulations, and policy
documents, including policy/program memoranda;
• requires staff to comply with the Education Act, regulations, and policy documents,
including policy/program memoranda;
• provides appropriately qualified staff to deliver programs and services for the
students with special education needs in the board; reports on the expenditures for
special education;
• develops and maintains a special education plan that is amended from time to time
to meet the current strengths and needs of the students with special education
needs in the board;
• reviews the plan annually and submits amendments to the Minister of Education;
provides statistical reports to the ministry as required;
• prepares a parent guide to provide parents with information about special education
programs, services, and procedures;
• establishes one or more IPRCs to identify students with special education needs and
determine appropriate placements for them;
• establishes a Special Education Advisory Committee; provides professional
development to staff on special education.
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 within 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 parents, as requested.
The School Principal
carries out duties as outlined in the Education Act, regulations, and policy
documents, including policy/program memoranda and board policies;
• ensures that appropriately qualified staff are assigned to teach special education
classes;
• communicates ministry and board policies and procedures about special education
to staff, students, and parents;
• ensures that the identification and placement of exceptional pupils, through an IPRC,
is done according to the procedures outlined in the Education Act, regulations, and
board policies;
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• consults 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 IEP, including a
transition plan, according to provincial requirements; ensures that parents 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 and that, if necessary,
appropriate consents are obtained.
The Teacher
• carries out duties as outlined in the Education Act, regulations, and policy
documents, including policy/program memoranda;
• follows board policies and procedures regarding special education;
• works with the special education teacher to acquire and maintain up-to-date
knowledge of special education practices;
• works with special education staff and parents to develop the IEP for an exceptional
student;
• where appropriate, works with other school board staff to review and update the
student's IEP;
• provides the program for the exceptional student in the regular class, as outlined in
the IEP;
• communicates the student's progress to parents.
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 the regulations under the Education Act, to
teach special education;
• monitors the student's progress with references to the IEP and modifies the program
as necessary;
• assists in providing educational assessments for exceptional students.
The Early Childhood Educator in coordination with the Teacher
The early childhood educator, in coordination and cooperation with the classroom
teacher:
• plans for and provides education to children in Kindergarten;
• observes, monitors, and assesses the development of Kindergarten children;
• maintains a healthy physical, emotional, and social learning environment in the
classroom;
• communicates with families;
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performs duties assigned by the principal with respect to the Kindergarten program.
The Pare nt(s)/caregiver(s)
• is familiar with and informed about board policies and procedures in areas that affect
the child;
• participates in IPRCs, parent-teacher conferences, and other relevant school
activities;
• participates in the development of the IEP;
• is acquainted with the school staff working with the student;
• supports the student at home;
• works with the school principal and educators to solve problems;
• is responsible for the student's attendance at school.
The Student
• complies with the requirements as outlined in the Education Act, regulations, and
policy documents, including policy/program memoranda;
• complies with board policies and procedures;
• participates in IPRCs, parent-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 - Deb Lyon
System Principal of Learning Support Services - Kate Stoudt
General Manager of Learning Support Services - Stacey Kay
Program Manager Mental Health Services - Emily Balla
Clinical Program Managers:
Dr. Kristin Schaub- Program Manager Psychological Services
Melissa Chung- Program Manager Social Work Services
Maya Kishida- Program Manager Speech-Language Pathology and Occupational
Therapy Services
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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)/caregiver(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)/caregiver(s) are an integral
part of the process. It is the belief of the OCDSB that continuous assessment and
program 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)/caregiver(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. Pare nt(s)/caregiver(s)
are encouraged to share with the educators information regarding their child's areas of
strengths, areas of needs and any relevant medical or other information.
At Registration
When parents/caregivers register with the OCDSB, they will be asked to complete the
OCDSB Registration form. This provides parents/caregivers 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/caregivers about the student
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available at the time of registration. If entering from another school in Ontario or moving
from a school in our board, the Ontario Student Record (OSR) is requested using the
required Ministry of Education form.
As a component to the registration process for entry into kindergarten programs,
parents/caregivers are asked to complete a Parent/Caregiver Questionnaire. This
provides an opportunity for parents/caregivers to describe their child's strengths,
interests, and areas of focus for the Kindergarten team. The information that
parents/caregivers provide is useful in initiating a number of actions to facilitate the
entry of children with special needs into the school system.
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. Where appropriate, case conferences are may be routinely held with key
stakeholders
Student Registration Process - Kindergarten
The Kindergarten Educator Team (teacher, early childhood educator, and sometimes
members of the special education team at the school) are key in the education and
early identification process. The kindergarten educator team (including support staff
when appropriate) works collaboratively with the family prior to and following the
beginning of school. The educator team communicates regularly with the
parent(s)/caregiver(s) about students' progress and development in the early years.
Parents/caregivers 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., 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.). The plan of care will also inform school staff on required medications or
protocols to be followed.
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. Where a parent / caregiver 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. If a student is attending a
school in the Ottawa region, a site visit may occur (with written parental permission) to
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allow staff to observe the student in that setting and to discuss their strengths and
needs with staff.
Student Data / Assessment Tools
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 examples of data collected by educators in the primary years:
Year 1 (Junior Kindergarten) & Year 2 (Senior Kindergarten)
Assessment Tools Purpose / Description
Dynamic Indicators of Basic Early To screen for early intervention and to gauge
Literacy Skills (DIBELs) Reading developmental growth of literacy and
Screener, Phonological Awareness numeracy skills.
Skills Test (PAST), Early Literacy and
Numeracy Observation Tool (ELNOT)
(emphasis on numeracy)
Developmental Indicators for the To identify student strengths and needs in the
Assessment of Learning (DIAL-4) areas of motor, concept, language, self-help,
and social/emotional development.
The Kindergarten Communication of . To provide an overview of initial
Learning: Initial Observation observations of the student's learning;
To provide educators with data to inform
program planning.
I
The Kindergarten Communication of To provide reflections on the student's learning
Learning connected to the four program frames.
Ongoing pedagogical documentation . To provide evidence of learning that will be
will be collected to identify shared with parents/caregivers throughout
developmental levels in all areas of the year;
learning . To provide educators with data to inform
intentional and purposeful programming.
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Grade 1-3
Assessment Tools Purpose / Description
Achievement Data - Provincial Report To assess ongoing student progress and
Cards and ongoing classroom identify areas in need of remediation.
assessments based on the curriculum
Lexia Core 5 Reading intervention application with ongoing
diagnostics and progress monitoring
Dynamic Indicators of Basic Early To screen for early intervention and to gauge
Literacy Skills (DIBELs) Reading developmental growth of literacy skills.
Screener, Phonological Awareness
Skills Test (PAST)
EQAO (Grade 3 Only) To assess numeracy and literacy skills.
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.
In the early identification process, the teacher employs ongoing assessments
(screeners, observation checklists, inventories, portfolios, conferences, in-depth
anecdotal records, formal/informal assessments) and shares outcomes/next steps with
the parents/caregivers.
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 an individualized tiered approach to support the learning and
teaching of students.
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The following early interventions are available to all students demonstrating learning
difficulties, whether identified through an IPRC or not. These strategies are typically
discussed with parents/caregivers 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;
• Program differentiation and classroom accommodations are developed for
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 consult with the multi-disciplinary
team, then obtain parent/caregiver consent and submit a referral. The system level
teams that assist school team to support early identification and intervention include:
• Early Learning Team
• Autism/Developmental DisabilitiesTeam (ASD/DD Team) (also offer intake
meetings when new to the District);
• Itinerant Educational Assistants; Social Emotional Learning Teachers
System level teams include multi-disciplinary professionals including educators,
educational assistants, psychology staff, social workers, occupational therapists and
speech-language pathologists who support students through consultation with
parent/caregivers, 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.
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Ongoing Monitoring and Responsive Intervention
A wide range of assessments and interventions are used to determine programming
and placement decisions. 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 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.
Transition Planning
Students and families navigate several transitions throughout their education. It is
essential to plan for these transitions to minimize the challenges that can arise,
especially for 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:
• entry to school
• 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
Multilingual Learners (ESL/ELD)
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 Multilingual Learners (MLs)and the needs of these
students must be taken into account when assessing their learning. Ongoing discussion
and collaboration with pare nt(s)/caregiver(s) to better understand the student's
background, strengths and needs in their first language is also imperative.
When assessing MLs (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,
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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
MLs, 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, MLs 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
outline and resource to assist teachers in supporting MLs in the classroom. This
framework is used to assess and monitor language acquisition and literacy
development. The STEP resource must be used for both initial and ongoing assessment
purposes.
Moving Forward in this Standard
The kindergarten entry process needs to be a welcoming and accessible experience for
all OCDSB families. To this end, significant operational changes have been made to
the process including, but not limited to:
• an updated Kindergarten Parent/Caregiver questionnaire that will be in fillable
PDF and laserfiche formats and translated;
• recording and posting of all January kindergarten information sessions;
• an updated Guide to Kindergarten that is translated and available online;
• a translated video tour of a typical kindergarten classroom and a Welcome to
Kindergarten transition booklet to help familiarize parents/caregivers and
students with school routines and personal.
In addition, significant attention has been given to the entry to school for students with
Autism Spectrum Disorder (ASD) and Developmental Disabilities (DD). The ASD/DD
team has incorporated 3 tiers of intervention and consultation for school staff, enabling
schools to reach out at tier one with general questions about transition and resource
development. At tier two a transition referral is supported with an in school play session
with child, parent/guardian and school staff. The play session highlights the strengths of
the child, helps better identify the child's developmental level and provides necessary
information to the school team to help prepare for the transition to school. The play
session is followed by a discussion with all members of the team to identify next steps
and support the transition planning process. If after that information has been processed
and further developmental assessment information is warranted the referral supports
moving to tier 3 where the psychologist associated with the ASD/DD team can
administer the Developmental Profile 4 with parents and review assessment results with
the team to enhance the transition plan and programming for the child.
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Also, new funding through the Ontario Autism Program for an Entry to School Program
that began in March of 2022, has a new cohort of students entering the OCDSB in the
fall. A Memorandum of Agreement has been designed and the positive collaboration
developed between ACT Learning Centre (community provider) and the District
continues to focus on building successful transition programs for students (ages 3-6)
who will move into our schools from this program.
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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.
The Identification, Placement, and Review Committee (IPRC), is a formal committee that
meets and decides if a student should be identified as exceptional, and if so, the
placement that will best meet the student's needs. When a student is identified as
exceptional through an IPRC, an Individual Education Plan (IEP) is developed. The IEP is
used to document the individual program expectations. To support parent/ caregiver
understanding of the IPRC process, the OCDSB has developed a resource called the
Identification Placement and Review Committee Parent Guide.
The OCDSB currently uses the IEP Online (IOL) platform to support the creation,
development, and record maintenance related to the IPRC process.
What is an IPRC?
Ontario Education regulation 181198 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.
Pare nt(s)/caregiver(s) and pupils 16 years of age or older are encouraged:
• 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 do not make decisions about the delivery of programs. When a referral for a
specialized class placement is made, the principal must wait for the central 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 efforts to assist the student.
To establish the exceptionality and placement of 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);
information from parent(s)/caregiver(s), their advocates and the student;
a summary of attempted intervention strategies
If deemed exceptional, the exceptionality and definition will appear on the IPRC Statement
of Decision.
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.
Prior to an IPRC Meeting
It is recommended that the school team contact parents/caregivers for a preliminary
discussion prior to an IPRC meeting, to:
ensure they understand the process;
their rights related to the process;
review any results that have been gathered to inform the process;
explain any recommendations that will be made by the school team; and
answer any questions they may have prior to the IPRC meeting.
Administrators must be mindful and consider the required communication needs of the
family and ensure that appropriate translation or interpretation services are provided when
required.
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/caregivers to attend. This letter
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notifies parents/caregivers 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 Identification, Placement and Review Parent Guide will be
provided to the parent(s)/caregiver(s). A copy is available on the OCDSB website. It is
expected that principals will send out this guide to accompany the notification of the initial
IPRC meeting form.
What is considered in an IPRC placement decision?
Regulation 181198 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/caregiver preferences
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/caregiver 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 must submit a referral package which is then reviewed by a
central referral committee against annually reviewed criteria. The central review committee
will provide next steps if a specialized class placement (SPC) is deemed appropriate to
offer the student.
Requesting an IPRC Meeting
There are two ways to refer a student to an IPRC meeting:
A. Request for referral to an IPRC by the principal (in collaboration with school staff) If
the request is made by the principal, they must provide written notice to the student's
parent(s), or where appropriate student of the referral to an IPRC. Within 15 days of
the date on which the principal gave written notice of the referral to the parent, and/or
student (16 years of age or older), the principal must provide a written statement
setting out approximately when the IPRC is expected to meet to discuss the student. It
is also required that the OCDSB IPRC Parent Guide accompany this written
communication.
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B. Request for referral to an IPRC by the parent,
and/or student A parent, and/or student (16 years IPRC Timeline
of age or older) may ask a principal for a referral
to an IPRC. This request must be made in writing IPR-C Meeting Reej=hin
and, on receipt, the principal must refer the tfy`PaPwvUCare9
student to an IPRC. Within 15 days of receiving h-krowledg ent of r
the request for referral, the principal must provide r,,J &send IP
a written statement acknowledging the receipt of
the request and advise approximately when the IPRC Meeting Requested by
principal expects the IPRC will meet to discuss Principal& IPRC Guide sent
the student. A copy of OCDSB IPRC Parent Notification of meeting 10 days
Guide must be provided to the referring parent(s), prior to wing date
and/or student (16 years of age or older).
I PRC Meeting Held
Initial IPRC Meeting and Review IPRC Meeting
Within 15 da}s After IpRG
Initial IPRC Meeting Overview Lnmetiinig Parefty a tier
The date, time, and location of the meeting are Agree 4r
predetermined and established. At the initial meeting, I Mahe no rep nee
the chairperson (i.e. the school principal or designate)
welcomes and introduces the individuals present, P6mment implemented
their roles, and explains the purpose of the meeting. within30
Parents/caregivers, school personnel, and others in
attendance are invited to provide further information trryher
in an open discussion format. Based on all the
information available for consideration, the committee second IPR-G Meeting
will make a decision regarding the identification and requested
placement for the student.
Within 30 Days of initial IPRC
If the IPRC requires further information then the meeting
decision will be deferred to such a time that the
information becomes available. The school will then Dsagre•ewith dECi3,bn and fik-
endeavour to gather additional information and liaise app-Eal
with the school multi-disciplinary team. The IPRC will
reconvene at the earliest available date. Parents /
caregivers will be provided with details and a timeline of when they should expect to return
to the IPRC.
Following the IPRC, the committee will provide a written statement of their decision
including the identification and placement (if any) and specific recommendations for
programs to the parents/caregivers and the student of 16 years of age or older.
Parents/caregivers 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
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the student's identification and placement unless the annual review is waived or dispensed
by the parent/caregiver 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/caregivers. An annual IPRC reviews the following: the student's progress, current
statements of strengths and needs, exceptionality and placement. An IPRC review may
not occur more often than once every three month period (Rep. 181198, s.21 (2) the
Education Act). Pare nt(s)/caregiver(s) who are in agreement with the recommendation of
the school team may waive the requirement to hold an annual review IPRC meeting. Reg.
181198, s.21 (4b) states that, where there are no changes to the identification or
placement, a parent/caregiver 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.
Parent/Caregiver Request for a Review
A request by a parent/caregiver 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/caregiver
request for review, the principal will, within 15 calendar days, provide the parent/caregiver
with a written statement acknowledging the request, a copy of the OCDSB IPRC guide
and a written statement indicating an approximate meeting date/time.
IPRC Statement of Decision
Once the IPRC has reached its decision, the chair of the committee (principal) is required
to send or provide a written statement of the decision of the IPRC. The statement of
decision must indicate the following details:
a description of the student's strengths and needs assessed by the committee;
the categories and definitions of any exceptional ities identified by the committee,
based on those established by the Ministry of Education;
the IPRC's decision of placement;
the IPRC's recommendations, if any, on special education services/programs that
would be appropriate for the student; and
when the recommended placement includes a placement in a special education
class, and a referral to a central referral committee has been reviewed and a
placement has been recommended and offered, the reason for this decision must be
captured.
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If the IPRC determines that the student is exceptional, then the committee must determine
which category or definition of exceptionality as defined by the Ministry of Education
applies to the student. The possible categories are as follows:
Category Exceptionality
Behaviour Behaviour
Communication Autism
Deaf/Hard of Hearing
Learning Disability
Language Impairment
Intellectual Developmental Disability
Mild Intellectual Disability
Giftedness
Multiple Exceptional ities Combination of learning or other disorders,
impairments, physical disabilities
Physical Blind/Low Vision
Physical Disability
Once the student has been identified as exceptional, the IPRC must determine the
appropriate placement for the student. In making this determination, the IPRC must first
consider whether or not a placement in the regular class with appropriate special
education services would meet the student's needs and be consistent with parental
preference, prior to considering the placement in a special education class.
The list below is a definition of each possible placement that may be offered to a student
during an IPRC process:
Indirect Service (IS): A regular class with indirect support where the student is placed in
a regular class for the entire day, and the teacher receives specialized consultative
services;
Resource Assistance (RA): A regular class with resource assistance where 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;
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Withdrawal Assistance (WA): A regular class with withdrawal assistance where the
student is placed in a regular class and receives instruction outside the classroom, for less
than 50 percent of the school day, from a qualified special education teacher;
Partial Integration (PI): A special education class with partial integration where the
student is placed by the IPRC in a special education class in which the student-teacher
ratio conforms to Regulation 298, Section 31, for at least 50 percent of the school day, but
is integrated with a regular class for at least one instructional period daily; and
Fully-Self Contained (FSC): A full-time special education class where the student-
teacher ratio confirms to Regulation 298, Section 31, for the entire school day.
If a parent/caregiver does not agree with the decision, they should not sign the IPRC
statement of decision at the meeting. The parent/caregiver may:
• within thirty days of receipt of the initial IPRC decision, file a notice of appeal with the
secretary of the Board (who is usually the director of education);
• request a second meeting within fifteen days with the committee by providing written
notice to the chair of the IPRC. The chair of the IPRC will arrange for a meeting to be
held as soon as possible.
After the follow-up meeting, the IPRC chair will inform the school board and the parents if
any changes were made to the IPRC decision and, if so, provide a revised statement of
decision and written reasons for the changes. Parents/caregivers will be asked to consent
to the revised identification and/or placement decision.
If the parent/caregiver disagrees with the revised decision, they may:
within fifteen days of the receipt of the decision of the second meeting, file a notice of
appeal with the secretary of the board.
Superintendency Based (SB) IPRC Meeting
Since 2014, the SB IPRC has been available for placement into specialized program
classes for specific exceptional ities. 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/caregivers 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.).
For most referrals to specialized program classes:
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• A school-based case conference with relevant members of the multidisciplinary team
and parent(s)/caregiver(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)/caregiver(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)/caregiver(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)/caregiver(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)/caregiver(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)/caregiver(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 61-3
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
b) one member selected by parent(s)/caregiver(s)
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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/caregivers 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/caregiver, their representative, and the representatives from
the Ottawa-Carleton District School Board. The Chair of the Appeal Board will notify the
parent/caregiver of the meeting date and time, and invite them to attend. The Appeal
Board will meet with the parent/caregiver 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/caregiver/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)/caregiver(s)/ student (if 16 years of age or older) whether it accepts or rejects the
Appeal Board's decision. If the parent(s)/caregiver(s) disagree with the decision of the
Appeal Board, the parent(s)/caregiver(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 IPRC referrals, reviews, and appeals completed in the OCDSB over the
past four school years:
School Year Initial IPRC IPRC Reviews Special Education
Appeal Board
2022-2023 563 3976 0
2021-2022 496 4837 0
2020-2021 421 5139 0
2019-2020 595 5449 1
Movinq Forward in this Standard
The IPRC process is complex and can be confusing to families and where appropriate,
students. This year, The LSS Guide was launched for educators with quick access to
information regarding IPRCs, administrator learning sessions were held to provide an
overview of the IPRC process and how to ensure that families and students are included
and supported in this work, and an updated OCDSB IPRC Parent Guide was published in
an online format and translated. Moving into next year, the following supports and
initiatives will be provided to staff, families, and the community:
• A version of the LSS Guide will be launched for parents/caregivers with updated
information regarding special education programming
• professional development sessions for administrators and educators;
• continued improvements within IEP Online (IOL) platform to support efficiency and
functionality for school staff and families.
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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/PRCs 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 and information 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 / caregivers and the student (as appropriate) prior to the assessment. At this
time, signed consent is provided, followed by informed 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 qualified special education staff to identify student
strengths and needs;
• Program and Learning department supported screeners, diagnostics and
assessments (e.g. DIBELS, 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
• criterion referenced assessments to determine if students have acquired sufficient
skills to move toward graduation (at secondary);
• criterion referenced assessment to measure progress towards the attainment of
curriculum expectations and standards;
• reading, writing and numeracy assessment as prescribed by the Ministry of
Education.
Confidentiality and Rights to Privacy
Written and informed parental/caregiver consent must be obtained for
psychological, social work, behavioural and speech- language pathology
assessments for students under the age of 18;
Written and 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 / caregiver 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 / caregivers. 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/ caregiver and the student, teachers gain additional
information to help them to develop a student profile.
To determine appropriate programming and/or placement the following assessments
may be administered:
Educational Assessments
are used to determine appropriate programming for students;
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• 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
professional services staff or personnel;
• may be part of information that is used to inform the IPRC process;
• 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.);
• will be conducted only after obtaining informed parental consent;
• will be shared only with school staff who work directly with the student and are then
stored in the student's OSR;
• are only shared with outside agencies if the parent has consented which is
documented in a Release of Information Form;
• are administered by teachers with Special Education qualifications that align with
the relevant assessment tool.
Psychological Assessments
are based on current and historical information;
reflect evidence based practice for assessing culturally and linguistically diverse
students;
include standardized and dynamic psychological tests, observations, interviews
with a student, professional judgment, clinical skills, multi-disciplinary discussion
and consultation with parent(s)/caregiver(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 Histories
• 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 the school
environment;
• involve suggestions for culturally relevant and responsive intervention that look at
the student's strengths and needs 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.
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The legislative underpinning supporting this service delivery model includes the
Education Act, 1990, The Child, Youth, and Family Services Act 2017.
Speech/Language Assessments
• are based on current and historical information;
• reflect evidence-based practice for assessing culturally and linguistically diverse
students
• include the evaluation of communication, oral and written language skills (e.g.,
listening, understanding, speaking, reading and writing) as emphasized in the
Ontario curriculum and as required for participation in an inclusive and caring
classroom and community;
• include multidisciplinary discussion, consultation & case history interviews with
pare nts(s)/caregiver(s), observations, professional judgement, clinical skills,
administration of standardized/non-standardized/dynamic measures, and provision
of recommendations for programming across any of the three tiers of special
education support;
• may include one or more of the following areas:
receptive and expressive language skills;
o reading, writing, and related skills (e.g., phonological awareness);
social/pragmatic and executive-functioning/cognitive-communication skills;
functional communication and augmentative & alternative communication
skills;
o oral motor, speech sound production, fluency, voice and resonance, to access
services delivered through CHEO School Based Rehabilitation Services and/or
OCDSB Parent Articulation Training Program (PATP);
• are conducted by speech-language pathologists who are members of the College
of Audiologists and Speech-Language Pathologists of Ontario.
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.
Occupational Therapy Assessments
• are based on current and historical information;
• integrate relevant evidence, promote equity in practice, contribute to equitable
access to occupational participation, and seek out resources to help develop
culturally safer and inclusive approaches to assessment;
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• may include multidisciplinary discussion, consultation and collaboration with
school teams, case history interviews with parents(s)/caregiver(s),
observations in the school environment, occupational analysis, clinical
reasoning, administration of standardized/non-standardized measures, and
provision of recommendations for programming across any of the three tiers of
special education support;
• may explore the following areas:
analyze the effects of systemic and historical factors on students,
groups, and their occupational possibilities
support the factors that promote health, well-being, and occupations
identification of a student's emotional, behavioural, and sensory
regulation capacity and strengths
evaluation of a student's sensory processing differences and impact on
participation in the classroom and school environment
assist with obtaining resources and equipment to access the school
curriculum.
modification/enhancement of the classroom and school environment to
meet the student's learning needs
• are conducted by occupational therapists who are registered with the College
of Occupational Therapists of Ontario.
The legislative underpinning supporting Occupational Therapy services includes the
Regulated Health Professionals Act (RHPA), 1991,The Occupational Therapy Act,
1991, and the Competencies for Occupational Therapists in Canada. ACOTRO,
ACOTUP & CAOT(2021)
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 / caregiver 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.
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Assessment Results
Assessment results are provided to parent(s)/caregiver(s) through:
• meetings with parent(s)/caregiver(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)/caregiver(s) of a student who is under 18 years of age.
2022-23 OCDSB Waitlist for Learning Support Services
Waitlists are fluid and maintained at a school level using a multidisciplinary 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
educational assessments as of June, 2023 is as follows:
Total Number of Estimated Wait Time for
Type of Assessment Assessments Assessments to be
Pending Completed
Educational Assessment ** TBD TBD
Psycho-educational TBD TBD
Assessment **
Speech-Language TBD TBD
Pathology Assessment **
** The above figures will be available at the end of the school year, and will be updated for submission of this
document to the Ministry of Education
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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 CHEO, 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.
Position of Procedure for
Agency or person who
Eligibility criteria Criteria for resolving
position of determines
for students to determining when disputes about
Service person who receive the eligibility to the service is no eligibility and
performs the receive the
service service service and the longer required level of support(if
level of support available)
Rut
k_
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Agency or Position of person
Q position of determining Procedure for resolving
.2 person who Eligibility criteria for students to receive the eligibility of service Criteria for determining when the service is disputes about eligibility and
performs the service and the level of no longer required level of support(if available)
service support
CHEO and their Attendance at an elementary or secondary CHEO care Medical staff and CHEO determine that Case conference
contracted school coordinator services are no longer required Parent(s)/caregiver(s)can
agencies Student is under the care of a physician Attending physician Change in medical status appeal to CHEO
Student requires nursing care at school
School principal/al/personnel can identify student Contact person—care
3 p � p p Y
z to CHEO by calling care coordinator coordinator
Medical orders are required —will be obtained 613-737-7600 ext.1794
by care coordinator CHEO appeals process under
review
CHEO and their Attendance at an elementary or secondary CHEO care Achievement of nutritional goals Case conference
contracted school coordinator Student no longer requires/benefits from
nutritional Student is under the care of a physician nutrition services at school Parents)/caregiver(s)can
C agencies Student has an Ontario Health Card appeal to CHEO
r Student requires nutritional care at school Contact person—care
' School principal/personnel can identify/refer coordinator
z
student to CHEO by calling case manages 613-737-7600 ext.1794
CHEO appeals process under
review
_ CHEO and their Attendance at an elementary or secondary CHEO Achievement of PT goals Case conference
contracted school Student is not benefiting from therapy Parent(s)/caregiver(s)can
a
therapy agency No follow-up support appeal to CHEO
(CommuniCare) Student requires physiotherapy to attend school Student is uncooperative
Q School principal and personnel refer student to Parental request for termination of service Contact person—care
t CHEO using the Occupational Therapy and Further discharge criteria as per CHEO coordinator 613-737-7600
Physiotherapy referral form ext.1794
a Student has an Ontario Health Card CHEO appeals process under
review
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Agency or Position of Procedure for
Q position of person resolving disputes
.2 person who Eligibility criteria for students to receive the determining Criteria for determining when the service is no longer about eligibility and
y performs the service eligibility of required level of support(if
service service and the available)
level of support
Board Staff- Attendance at an elementary or secondary Board OT Student is active on the CHEO and their contracted Case Conference
Occupational school therapy agency(CommuniCare)waitlist
Therapist(OT) Urgent adaptive equipment and complex Parent/caregiver no longer consent to board OT support
sensory processing concerns that require timely Training on safe and appropriate use of SEA equipment
intervention to optimize safety and engagement has been provided to the school team; tools are being
at school used regularly and suggested support plan has been
School LST discusses student with LSC; LSC provided
fills out a referral form for board OT services Student has graduated from an OCDSB school
CHEO and their Attendance at an elementary or secondary CHEO Current Criteria for discharge from therapy include one or Case conference
0 contracted school more of the following (for School-based Rehabilitation Parent(s)/caregiver(s)
therapy agency Services) can appeal to CHEO
Q- (CommuniCare) Student requires occupational therapy to attend -student is unable to practice and/or irregular attendance
school (has fine/gross motor difficulties, mobility at therapy sessions
concerns, issues with accessibility and safety -student is unable to participate in the therapy Contact person—care
issues impacting ability to access school sessions/program coordinator 613-737-
c environment) -student and/or family no longer consent to professional 7600 ext.1794
School principal and personnel refer student to interventions
CHEO using the Occupational Therapy and -student has strategies/program in place and ongoing
Physiotherapy referral form practice required
0 Student has an Ontario Health Card -student meets the criteria for mild speech articulation CHEO appeals process
under review
disorder
-the student no longer meets the eligibility criteria for
CHEO and/or therapy services
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 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.
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Agency or position Position of person Procedure for resolving
Criteria for determining
of person who Eligibility criteria for students to determining eligibility of disputes about
Service performs the receive the service service and the level of when the service is no eligibility and level of
service support longer required support(if available)
Speech and Language Board staff- School referral to board SLP LST Consultation, screening Case conference
Assessment Speech-Language Intake information completed by SLP and/or assessment are
(Consultation, Pathologist(SLP) parents First Words completed
screening, informal and First Words Assessment is completed
formal assessments)
Board staff—SLP Tier 1, Tier 2, Tier 3 support based on SLP Suggested support plan Case conference
Speech and Language (language and educator and student needs has been provided
Tiered Intervention communication) Student-specific referrals for Tier 3
Board staff—SLP Student placement in one of the School Multi-Disciplinary Student transferred out of Case conference
following specialized program classes: Team the listed specialized Appeal IPRC placement
Language Learning Disability(primary Specialized program class program classes to
&junior) recommendation another placement
Developmental Disabilities Program committee
Speech and Language (senior kindergarten, primary,junior, SLP
Support in Specific intermediate),
Specialized Program Primary Special Needs
Classes (primary/junior)
Autism Spectrum Disorder(primary,
junior, intermediate)
Physical Support Program
Learning Disability Specialized
Intervention Program
Board staff-SLP Student has language skills in the Board SLP Workshop has been Case conference
Language(mild to context of mild to moderate language Referring SLP in provided to parents
moderate): impairment as determined by a community(First Words,
Parent Language speech and language assessment CHEO and their
Training Program contracting agency
(PLTP) (Communicare), CHEO
CTC, private practice)
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Agency or Position of person Procedure for resolving
position of Criteria for determining when
Service person who Eligibility criteria for students to determining eligibility of the service is no longer disputes about eligibility
performs the receive the service service and the level of required and level of support(if
support available)
service
Board staff-SLP Student has mild articulation difficulty and Board SLP Workshop has been provided to Case conference
is stimulable for targeted sounds Referring SLP in parents
Articulation (mild): community(First Words,
Parent Articulation CHEO School-based
Training Program Rehabilitation Services,
(PATP) CHEO CTC, private
practice)
CHEO and their Attendance at an elementary or CHEO care coordinator Discharged when presenting Case conference
contracted therapy secondary school Board staff—SLP pre- with a mild to moderate Parent(s)/caregiver(s)can
agency Student has an Ontario Health Card referral assessment articulation problem. CHEO may appeal to CHEO
Articulation Student meets eligibility and behavioural (Board SLP determines discharge to Parent Articulation
(moderate to severe), criteria for direct therapy eligibility for referral; Training Program (PAT-P) Contact person—care
motor speech, Student is in senior kindergarten or older CHEO therapist Parental request for termination coordinator 613-737-7600
fluency, voice, School board or other SLPs refer student determines eligibility for of service ext.1794
to CHEO using the School Speech service) No follow-up support
resonance Therapy referral form after initial Student is uncooperative CHEO
assessment Further discharge criteria as per appeals process under
Student has an Ontario Health Card CHEO review
Board staff— Request must be made in writing from Physician Direction from physician and Case conference
Administration of educational the parent and physician Parent(s)/caregiver(s) approval of parent(s)/
Prescribed assistant(EA), Physicians must specify the medication, Principal caregiver(s)
Medications teacher, principal, dosage, frequency, method, side effects,
office staff and the duration of administration (as per
MOE Policy/ Program Memo. No. 81)
Board staff—EA Dependent or assistance required for Physician Direction from physician and Case conference
(trained by catheterization Parent(s)/caregiver(s) approval of parent(s)/
Catheterization appropriate Principal caregiver(s)
agency) Independence achieved for self-
Student catheterization
Change in medical condition
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Position of person Procedure for
Agency or position of person Eligibility criteria for students determining eligibility of Criteria for determining when resolving disputes
Service who performs the service to receive the service service and the level of the service is no longer required about eligibility and
support level of support(if
available)
Shallow suctioning—Board Physician's direction HCCSSC care coordinator Direction from physician Case conference
Suctioning staff—EA Physiotherapy recommendation Medical staff Change in medical condition Appeal to HCCSSC
shallow Deep suctioning Home and
deep Community Care Support
Service Champlain (HCCSSC)
contracted agencies
Board staff- EA trained by Dependent for lifting and CHEO Independence achieved for Case conference
Lifting and OT/PT from CHEO School- positioning and transfers OT/PT transfers
Positioning based Rehabilitation Services Physician Changes in medical condition
CHEO and Board Principal Upon physician's or therapist's
OT/PT trainers direction
Board staff- EA Dependence training Principal Effective and comfortable use of Case conference
Assistance with Trained OT/PT or/assistance required for OT/PT new equipment or adjusted
Mobility Board staff- EA trained by mobility Board and CHEO equipment
OT/PT from CHEO School- Physician's
based Rehabilitation Services Assessment
Board staff- EA trained by OT or Dependent assistance required Physician Direction from physician and Case conference
SLP for feeding Principal approval of parent(s)/
Feeding HCCSSC contracted nursing Physician direction HCCSSC care coordinator caregiver(s)
agencies OT/SLP Change in feeding needs
Board staff- EA trained by Dependent and/or requiring Principal Direction from physician and Case conference
appropriate professional/agency assistance for toileting Physician direction and approval of parent(s)/caregiver(s)
Toileting parental approval
Board staff- EA Physician direction and parental Physician Physical direction and parental Case conference
approval Parent approval
Medical Dressing Principal
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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
Ontario Q
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School Based Rehabilitation Services Guidelines —Occupational Therapy
Conditions/Service Need Role of OT/Model of Service
In the form of clinical observations, interview of parent/caregiver/teacher or
Short Term needs standardized assessments may include:
Student with a specific functional problem requiring focused, short Fine motor skills, gross motor skills, motor coordination, visual perceptual skills,
term intervention in one of the following areas: sensory processing, activities of daily living, accessibility and mobility
Age/developmental school productivity issues Intervention and/or instructional strategies defined and taught to school staff
mobility issues and family/caregivers. Program and resources provided to school staff and
environmental adaptations/accessibility (equipment) family/caregivers
sensory processing issues Feedback to/from school staff/family/caregivers
Intervention is short term and specific in nature Ongoing re-evaluation as needed to revise goals and intervention strategies
Assessment in the form of clinical observations, interview of
parent/caregiver/teacher or standardized assessments may include:
Moderate term needs
Student with one or more of the following functional problems: Fine motor skills, gross motor skills, motor coordination, visual perceptual skills,
Age/developmental school productivity issues sensory processing, activities of daily living, accessibility and mobility
mobility issues Intervention and/or instructional strategies defined and taught to school staff
environmental adaptations/accessibility (equipment) and family/caregivers
sensory processing issues Program and resources provided to school staff and family/caregivers
Intervention will have a rehabilitation focus Feedback to/from school staff/family/caregivers
Ongoing re-evaluation as needed to revise goals and intervention strategies
Assessment in the form of clinical observations, interview of
Complex/Early Intervention parent/caregiver/teacher or standardized assessments may include:
Student with one or more of the following functional problems: Fine motor skills, gross motor skills, motor coordination, visual perceptual skills,
physical disability affecting ability to function independently in sensory processing, activities of daily living, accessibility and mobility
school (safety, mobility, productivity), degenerative condition, Intervention and/or instructional strategies defined and taught to school staff
chronic health condition, developmental disability and family/caregivers
Intervention will focus on the establishment of optimal function in Program and resources provided to school staff and family/caregivers
order to develop baseline for ongoing maintenance Feedback to/from school staff/family/caregivers
Ongoing re-evaluation as needed to revise goals and intervention strategies
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School Based Rehabilitation Services Guidelines —Occupational Therapy
Conditions/Service Need Role of OT/Model of Service
Assessment in the form of clinical observations, interview of
Complex/Long Term Needs parent/caregiver/teacher or standardized assessments may include:
Fine motor skills, gross motor skills, motor coordination, visual perceptual
Student with one or more of the following functional problems: skills, sensory processing, activities of daily living, accessibility and mobility
Physical disability affecting ability to function independently in school (safety, Intervention and/or instructional strategies defined and taught to school
mobility, productivity), degenerative condition, chronic health condition, staff and family/caregivers
developmental disability Program and resources provided to school staff and family/caregivers
Intervention will focus on prevention of deterioration and maximizing/maintenance of Feedback to/from school staff/family/caregivers
function If experiencing an episodic need for intense short term intervention student
Student experiencing developmental delay(global)or cognitive/physical disability may receive additional visits
may necessitate consultation throughout their school career For example:
Situation may need annual review and upgrading of programming 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
CHEO
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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
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School Based Rehabilitation Services Guidelines — Physical Therapy
Conditions/Service Need Role of PT/Model of Service
Services include:
Short Term Assess physical function and/or gross motor skills
Physical challenges in the school setting— including difficulties participating in gym Develop intervention strategies
class, safe mobility within the school/schoolyard, stairs Teach school staff, family/caregivers to review/feedback/upgrading of
Non-deteriorating condition with minimal complications predicted intervention/adaptation strategies as needed
Acute card iorespiratory issues Evaluate safe implementation of program in school setting
Rehabilitation/Chronic Services include:
Student with a disability which impacts on functional abilities of mobilization, Assessment of physical function, setting goals with students, school staff and
transfers, card iorespi ratory status, demonstrating potential for improvement family to maximize physical function in the school setting
PT intervention to maximize progression of skills and optimize functional status Intervention strategies developed and taught to school staff and
Improve/Maintain mobility and orthopedic, gross motor and respiratory status family/caregivers
Intervention may vary in response to changing needs and readiness Prescription of equipment
Example: Physical impairment limiting ambulation with potential to effect level of Collaboration with school staff in development of IEP plan/goals
independent mobility(e.g.: Borderline ambulatory vs. wheelchair mobility) Ongoing evaluation of safe implementation of program in school setting
Students may require additional visits post surgery/ Ongoing re-evaluation as needed to progress goals and intervention
post botox strategies
Services include:
Assessment of physical status/function, setting goals with students, school
Complex/Long term Needs staff and family to maintain physical function in the school setting
Student with a disability which impacts on functional abilities of mobilization, Intervention strategies developed and taught to school staff and
transfers and cardiorespiratory status family/caregivers
PT intervention to maintain/delay deterioration of mobility, orthopedic, gross motor Prescription of equipment
and respiratory status Collaboration with school staff in development of IEP plan/goals
Intervention may vary in response to changing needs and readiness 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
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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
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School Based Rehabilitation Services Speech-Language Pathology Service Guidelines
CHEO School Based Rehabilitation Services (SBRS) 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 Must have SLP referral and assessment Direct treatment and/or
Must have current SLP report(within last 12 months) consultative individually or in
Moderate— group
3-6 sound errors are noted OR phonological processes (including Consult as required
atypical errors) may be involved AND errors noticeably reduce Provide home program
intelligibility(e.g. lateralization of most or all fricatives with significant Education, consultation and
negative effect on intelligibility) training of client/parent/school
personnel
Severe—more than 6 sound errors, processes involved, intelligibility Clinic/workshop
is severely reduced
Direct treatment and/or
Complex/Medically Fragile DE children only consultative individually or in
group
DE children ONLY where model is different& SLP is addressing Consult as required
language development and/or swallowing risks Provide home program
Education, consultation and
training of client/parent/school
personnel
Clinic/workshop
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Conditions/Service Need Eligibility criteria Role of SLP/Model of
Service
Motor Speech Disorder Must have SLP referral and assessment Direct treatment and/or
Must have current SLP report(within last 12 months); consultative individually or in
Mild- Moderate -3-6 sound errors, processes may be involved, neurology report if available group
errors are inconsistent over repeated trials, intelligibility is noticeably Consult as required
reduced Provide home program
Severe—more than 6 sounds errors are noted, processes may be Education, consultation and
involved, errors are inconsistent over repeated trials, intelligibility is training of client/parent/school
personnel
severely reduced
Clinic/workshop
Profound - Efforts to speak/vocalize but limited sound system
Oral motor difficulties must impact intelligibility or contribute to
feeding and/or swallowing difficulties
Direct treatment and/or
Fluency disorder Must have SLP referral and assessment consultative individually or in
Dysfluent in first language Must have current SLP report(within last 12 months) group
Tension Client motivation —key with referral Consult as required
Secondary behaviours—avoiding words/avoidance of situations Provide home program
Effortful speech, struggle Education, consultation and
Demonstration of social +/or vocational limitation (s) as result of training of client/parent/school
fluency disorder personnel
Clinic/workshop
Voice / Resonance disorder ENT report required Direct treatment and/or
Vocal fold pathology identified by ENT resulting in poor voice quality Eligibility for ongoing services—expectation of clinical consultative individually or in
including: changes in first 3 months— if not, service not continued group
Rough and client referred for more appropriate intervention Consult as required
Hoarse Report from cleft palate team, if involved Provide home program
Whispery Education, consultation and
Mild/Moderate -vocal production impacts on daily communication training of client/parent/school
Severe -vocal production is markedly affected Majority of personnel
communication may require non-verbal techniques Clinic/workshop
Atypical hypo or hyper nasality
Nasal Air Emission
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Conditions/Service Need Eligibility criteria Role of SLP/Model of
Service
Multiple Needs Must have SLP referral and assessment Direct treatment and/or
Experiencing moderate to severe difficulties in more than on Must have current SLP report(within last 12 months) consultative individually or in
treatment area/category of speech remediation including: group
articulation, oral motor, fluency and voice difficulties Consult as required
Provide home program
Education, consultation and
training of client/parent/school
personnel
Clinic/workshop
Alternative and Augmentative Communication If AAC device is primary method of communication— Direct treatment and/or
Resource to school on short term basis within scope of practise and school board responsibility consultative individually or in
service mandate; transition to school board staff for ongoing If secondary device to augment speech production— group
services shared mandate of School board and SBRS 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 No service provided
criteria (may be due to improvements while waiting for
service; may have been inappropriately referred) SLP
will complete assess/discharge report
NOTE: The Referral for Same Need category has been eliminated. Please reassess the child and put them into the most appropriate category
above.
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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 Exceptional ities
Purpose of the Standard
To provide information on the categories and definitions of exceptionalities available to
the public, including parent(s)caregiver(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 by a committee of the board of which the pupil is a resident
pupil.
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
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special education placements offered in the OCDSB, please refer to these sections
within this document.
The chart of student exceptional ities 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.
Behavioural
Exceptionality Definition
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.
Communicational
Exceptionality Definition
Autism A severe learning disorder that is characterized by:
a) disturbances 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
Deaf and Hard- A severe learning disorder that is characterized by:
of-Hearing a)disturbances 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.
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Communicational (Continued)
Exceptionality Definition
Language A learning disorder characterized by an impairment in comprehension
Impairment and/or the 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; and
b) include one or more of: language delay; dysfluency; voice and
articulation development, which may or may not be organically
or functionally based.
Speech A disorder in language formulation that may be associated with
Impairment 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.
Learning One of a number of neurodevelopmental disorders that persistently
Disability 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;
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 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
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Communicational (Continued)
Exceptionality Definition
Learning with other exceptionalities;
Disability is not the result of a lack of acuity in hearing and/or vision that has not
(continued) 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.
Intellectual
Exceptionality Definition
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 A learning disorder characterized by:
Disability a) an ability to profit educationally within a regular class with the
aid of considerable curriculum modification and support
services;
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 A severe learning disorder characterized by:
Disability 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.
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Physical
Exceptionality Definition
I
Physical A condition of such severe physical limitation or deficiency as to
Disability require special assistance in learning situations to provide the
opportunity for educational achievement equivalent to that of students
without exceptionalities who are of the same age or development level.
Blind and Low A condition of partial or total impairment of sight or vision that even
Vision with correction affects educational performance adversely.
Multiple
Multiple A combination of learning or other disorders, impairments, or
Exception aIities physical disabilities that is of such a 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 restrictive to most
supportive. Regulation 181198, 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;
• participation in social activities;
• peer helper initiatives;
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• reading buddies;
• differentiated/modified curricular expectations and evaluation;
• accommodations (e.g., preferential seating, assistive technology);
For the 2022-2023 school year, the OCDSB has continued to offer both in-person and
virtual learning opportunities. The overview of related information can be found in
Policy/Program Memorandum No. 164. OCDSB special education learners in the
regular classroom were offered either in-person learning, or the option of attending
one of the Ottawa-Carleton Virtual (OCV) campuses. Individualized support was
provided to special needs students in their respective setting and based on their
Individual Education Plan. Specialized program classes were only offered in person in
the 2022-2023 school year.
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.
Referral Process for Specialized Program Classes
The pare nt(s)/caregiver(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
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collaborative process between the student's parents / caregivers and the home
school, effective practice includes a parent being well informed of the placement and
its 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.
• 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 pare nt(s)/caregiver(s) for a response within 48 hours, and
then advises the referral review committee of the parent's response. If applicable,
parent(s)/caregiver(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/caregiver 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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Cate-gory, 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)
(12 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)/caregiver(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 pare nt(s)/caregiver(s) to discuss alternative
placements if necessary. Placements may include the following:
• other special education placement options if appropriate
• Education and Community Partnership Program (ECPP)
• 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)
(36 elementary classes, 160 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
• 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)/caregiver(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.
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
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)/caregiver(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 pare nt(s)/caregiver(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; and
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
• speech-language pathologists provide additional programming support
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.
• 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)/caregiver(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 pare nt(s)/caregiver(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)/ caregiver(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 fromKindergarten
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, PSN, the DD , LDSIP and LLD
• provide training to support teachers and parent(s)/caregiver(s) in their work with
children who have speech and language disorders
• provide Parent Articulation Training Program (PATP) for parents to facilitate their
child's speech goals (targeting mild articulation difficulties)
• provide therapy (CHEO School Based Rehabilitation Services) as per mandate
Exceptionality: Learning Disability (LD)
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 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;
• 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 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;
and
• 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.
yr 6
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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.
Special Education Class for Learning Disabilities (Elementary LD-SIP;
Secondary LDP)
(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
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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 results
of continuous assessment and evaluation. The IEP is developed collaboratively by
school staff with parent(s)/caregiver(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 pare nt(s)/caregiver(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)
(11 elementary classes, 27 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 1)
• 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
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• An open-ended curriculum allows students to explore areas of interest and
incorporate creative talents into their learning
• 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)/caregiver(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 pare nt(s)/caregiver(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; and
c. a potential for academic learning, independent social adjustment, and economic
self-support
Special Education Class for Mild Intellectual Disability/General Learning
Program (GLP) (13 elementary classes, 112 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
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• An IEP containing specific expectations is designed for each student according to
the learning needs and abilities. This plan, developed collaboratively with
pare nt(s)/caregiver(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 pare nt(s)/caregiver(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) or
Developmental Disabilities (Storefront Program) — (1 secondary class)
Placements
• system-based Storefront Program for students with special education needs aged
18-21 years of age with MID or a developmental disability
• up to twelve students
Admissions Criteria
• students must be 18 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
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Special Education Class for Students with Mild Intellectual Disabilities (MID) or
Developmental Disabilities (Storefront Program) (continued)
Criteria for Change in Placement
• ends the year in which the student 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
one educational assistant is assigned to the class as a job coach
Learning Support Services personnel provide assessment and consultative
services to the special education teacher
Program
Upon completion of the program, it is hoped that students will be prepared for paid
work or a community placement with a minimum of supervision.
• The students work in the community five mornings per week, 2.5 hours daily, for
seven to eight weeks
• As part of the Storefront program, students will participate in a variety of 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)/caregiver(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) (9 elementary classes, 104 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 1)
• educational assistants
• 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
Available Resources
• one teacher with special education qualifications (Part 1)
• 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. Home and
Community Care Support Services Champlain (HCCSSC) 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
• 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
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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)/caregiver(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 pare nt(s)/caregiver(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 exceptional ities, these students' program
needs can be met in a variety of placements.
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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
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)
2 elementary classes; 40 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
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Special Education Class for students requiring a Dual Support Program (DSP)
(continued)
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
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)/caregiver(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)/caregiver(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
• 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)/caregiver(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 the 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 documents formal assessments and any equipment a student
requires to support their learning. 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 the learning expectations identified in their
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)/caregiver(s) and student.For
further information about IEPs the OCDSB has developed a Parent Guide resource for
understanding Individual Education Plans.
Implementation of the Ministry of Education Standards and IEP Development for
Identified Students
The proper implementation and monitoring of the IEP depends on appropriate sharing
of information among those involved in executing goals and expectations set out in the
IEP. The monitoring, implementation, and review of the IEP is overseen by the principal
and the implementation of the IEP is the responsibility of the classroom teacher(s) in
consultation with parents and students who are 16 years of age, or older.
As per Regulation 181198, all students in the OCDSB who are identified as exceptional
by an Identification, Placement and Review Committee (IPRC) have an IEP. An IEP
may also be developed for a student who has not been identified as exceptional but
who requires a special education program and/or services. In these cases, an IEP is
required when the student consistently requires accommodations or modifications for
instructional, or assessment purposes that are beyond the typical classroom support for
differentiated instruction, and there are multiple sources of evidence to inform the
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creation of the IEP. Students who have been assigned SEA equipment also require an
IEP.
Students identified as exceptional through an IPRC or those who have a previously
implemented IEP must have an IEP reviewed/revised or 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. It is expected that IEPs are
reviewed and revised regularly to reflect the current strengths/needs and goals for that
student.
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;
• be developed for a student who has not been formally identified as exceptional but
who is receiving a special education program and/or services on an ongoing basis;
• be developed within 30 instructional days of the student's first day in the program
or the start of the school year;
• be developed, implemented, and monitored in a collaborative manner with
parent(s)/caregiver(s), student, the school team, teachers, and Learning Support
Services personnel;
outline expectations, strategies, assessment methods, 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 at least 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 and modified expectations, 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
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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 and collaborate with parents / caregivers, the student (if appropriate),
school staff, and other professionals regarding:
• the purpose of the IEP,
• the goals outlined in the IEP,
• the plan to review the IEP, and
• the possible outcomes/pathways that may result from having an IEP;
This must include sending home the IEP Consultation Form
• gather information through observation of the student;
• conduct further assessments, if necessary
Setting the direction
• establish a collaborative approach that engages parents/caregivers and students
in the discussion;
• 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);
• 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);
if modifications are being considered, evidence is needed to determine the
level of modification, and the working grade level is to be clearly
documented;
• modifications must be carefully reviewed each term; specifically in
planning for a transition to Grade 9 destreamed curriculum;
• it is essential to engage in an informed discussion with the
parents/caregivers and student about the impacts of modifying the
curriculum, and the plan of support to close the gap between
modified and current grade level expectations
• plan for and document required human resources;
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• record information pertaining to individualized equipment (if required), evaluation
and reporting, and provincial assessments (if required);
• develop a transition plan (see Transition Plans Section below);
• record parent/ caregiver/ student consultations;
• ensure Principal has reviewed and signed the document as part of the approval
process
Implementing the IEP
• share the completed IEP with the student, parents / caregivers, school staff, and
other professionals (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 / caregivers (if appropriate)
Review and Update the IEP
• collaborate with parents/caregivers and students in the review process;
• 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 most current version of the IEP in the Documentation File in the
student's Ontario Student Record (OSR)
The IEP process is cyclical (at the beginning of each term/semester) and best practices
involve ongoing review, evaluation, and adjustment when needed.
Transition Plans
Transition plans are an essential part of the IEP and are developed to assist students in
successful transitions as needed (e.g. from activity to activity, class to class, school to
school, high school to post-secondary activities, etc.). This is done by:
• outlining goals,;
• listing actions required to meet those goals, ;
• identifying individuals responsible for the actions,
• specifying timelines to guide the plan
OCDSB schools engage in a range of transition planning tasks to support a variety of
student transitions. Key components to successful transition planning include:
consultation with:
student (as appropriate);
the parent / caregiver, ;
new classroom team/new school;
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• postsecondary institution (where appropriate),;
• relevant community agencies and/or partners;
• sharing all of the required information with the schools and/or staff involved;
• reviewing and/or revising at least once each reporting period to identify next
steps that are individualized and appropriate for the student
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
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.
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/ caregiver 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
with them. To ensure that the IEP stored in the OSR is up to date, the current copy of
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the IEP should replace the previously filed copy. Previous versions of IEPs are archived
in the District's IEP software program for historical reference.
Results of the Ministry of Education IEP Review
There were no Ministry of Education IEP reviews in the 2022-2023 school year.
Creation of the IEP online (IOL)
IEPs are created on an online platform (IOL). Learning Support Teachers, homeroom
teachers and principals have access to the students at their school. The following are
sample screenshots of the document that is produced for each student. IOL has an
Online Help feature, with screenshots that provide direction for all stages of IEP
development.
OCDSB IEP Template
IEP Cover Page
Name: 60B:
Grade: Student QEN:
REASON FOR DEVELOPING THE IEP
❑ Student identified as exceptional ❑ Student not tnmially identified but requires special education Programiservices,including
by IPRC madifiedialtemative learning expectations andlor accommodations
STUDENT PROFILE
Gender School Year:
Most Recent IPRC Date:
Statement of Decision: ❑ Exceptional ❑Nat Exceptional Don-Identified
Exceptionality 1:
Exceptionality 2:
Special Education Placement:
❑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
Reason for Placement:
Program:
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IEP Caner Page
Name: DOD
Grade: Student OEN:
Exceptionality Definitions
Exceptionality Ministry of Education Definition
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Assessments
Name: DOB:
Grade: Student OEN:
ASSESSMENT DATA
List relevant educational,medicallhealth(hearing,vision,physical,neurological),psychalogical,speechnanguage,occupational,
physiotherapy,and behavioural assessnnerts_
Information Source Date Summary of Results Comments
Areas of Strength I Areas of Need
Health Support Services.+Personal Support Required ❑ Yes(list below) ❑ No
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Courses and Accommodations
Name: DOB:
Grade: Student OEN:
SUBJECTS,COURSES,OR ALTERNATIVE PROGRAMS TO WHICH THE IEP APPLIES
ide&dy each as Modrfred(MOD),Accommodated only(A C),or AJternarive(AL 71
1_ ❑ MOD ❑ AC ❑ALT
Elementary Program Exemptions or Secondary School Compulsory Course Substitutiam
❑ Yes(provide ❑ No
Complete for secondary students only.
Student is currently working towards allainment of the:
❑ Ontario Secondary School Diploma ❑Ontario Secondary School Certificate ❑CoMficate of Accomplishment
ACCOMMODATIONS
(Accommodations are assumed to be the same for all subjects to which they are applicable,unless otherwise indicated)
Instructional Accommodations Environmental Accommodations Assessment Accommodations
Individualized Equipment ❑Yes(Wbelow) ❑ No SEA Status:
PROVINCIAL ASSESSMENTS{Accommodations and Exemptions)
Provincial assessments applicable to the strident in the current schaol year.
Accommodations: ❑Yes(Jilt below) ❑ No
Exemptionsi ❑Yes(provide exprarratory statementfrow relevant EQAO docmant) ❑ No
Deferred: ❑ Yes(provide explanatory statement from m6evaot EQAO document) ❑ No
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Special Education Program:
Name: DOB:
Grade: Student OEN:
To be completed for each subjectfcourse wflh modified expectations andlor each aftemative program with alternative expectations
Teacher: Subject+CourselAlternative Program:
Current Level of Achievement: Level of Achievement for Alternative Program:
Prerequisite course(if applicable)
Letter gradelMark
Curriculum grade level(last June)
Annual Program Goal(s): A goal statement describing what the student can reasonably be expected to accomplish by the end of the
school year in a particular subject,course,or altemative program_
Learning Expectations Teaching Strategies Assessment Methods
(Listed are the modified+altemative expectations (Listed are the teaching strategies that (Identified are the assessment methods to
outlining kncWedge andlor skills to be assessed by are particular to the student and spe-cific be used for each learning expectation.)
reporting period.) to the leaming expectations.}
Tenn 1
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Transition
Name: DOB:
Grade: Student OEN:
Transition Goals:Activity to Activity
StrategiesIActions Required I Additional Commentisi Persons)Responsible Timelines
The following plan has been developed based on the student's strengths and needs to provide the strategies.tools and resources
to support transitions
Transition Goals;Change in Grade Level
Strategies!Actions Required I Additional Commentisi Persons)Responsible Timelines
The following plan has been developed based on the student's strengths and needs to provide the strategies.tools and resources
to support transitions
Transition Goals: Setting to Setting
Strategies.;Actions Required I Additional Commentisi Persons)Responsible Timelines
The fallowing plan has been developed based on the student's strengths and needs to provide the strategies.tools and resources
to support transiti ons
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Human Resources&IEP Team
Name: DOH:
Grade: Student OEN:
HUMAN RESOURCES(teachinghion-teaching)
Service Provider Initiation Date Frequency Location(s)
EVALUATION
Reporting Dates:
Reporting Format
❑ Provincial Report Card(required unless students program comprises altemative expectations only)
❑ Altemative Report
IEP TEAM
IEP Developed by:
Staff Member Position Staff Member Position
Sources Consulted in the Development of the IEP
❑ Provincial RC ❑ Previous IEP ❑ ParenUGuardian ❑Assessrnent(s)
Date of Placement in Special Education Program(select the appropriate option)
❑ 1)First day of attendance in new spedaJ education program
❑ 2)First day of the new school year or semester in which the student is continuing in a placement
❑ 3)First day of the student's enrolment in a special education program that the student begins in mid-year or mid-semester as the result of
a change of placement
Completion Date of IEP Development Phase
Date of Placement iwithin 30 school days following the Date of Placement):
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Consultation Log& Signatures
Name: DOB:
Grade: Student OEN:
Log of pa rendSt Lid ell t consultation anti staff rev iew(update for current school year.
Date Activity outcome Staff Involved
(indicate parent1student consultation or staff review)
The principal is legally required to ensure that the IEP is property implemented and monitored.
This IEP has been developed according to the ministrys standards and appropriately addresses the student's strengths and needs.The
Teaming expectations Wil he reviewed and the student's achievement evaluated at least once every reporting period.
Signature of Principal Date
Involvement of ParentlGuardian and Student(if student is 16 or older)
I was consulted in the development of this IEP ❑ Parent(syGuardian(s) ❑ Student
I declined the opportunity to be consulted in the development of this IEP ❑ Parent(syGuardian(s) ❑ Student
I have received a copy of this IEP ❑ Parent(syGuardian(s) ❑ Student
Parent(s)fGuardian(s)IAdult Student Comments:
Signature of Parent(s)IGuardian(s)IShident(if 16 or alder) Date
Signature of Parent(s)IGuardian(s)IStudent(F 16 or older) Date
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IEP Consultation Form
Name: ppg-
Grade: Student OEN:
Please complete areas of this form that you feel will assist staff in developing the I EP for your child.Please return the form to the staff
member responsible for the IEP.Please note that input may be considered in the development of your child's IEP.
1.Medical:
Is there any medical condition or concern which you feel may impact your child's learning?(Please include any changes to your child's
medical condition.)
2.TestinWAssessment Results:
Are there any recent testingfassessntent results which would be helpful in programming foryour child?
3.Previously Successful Strategies:
Are there strategies which have worked particularly well for your child in the past?
d.Parental or Other Supports:
Are there supports that you have put in place(such as homework routines,assisbve technology,bubo",etc_)which would be helpful for
school staff to know about?
5.Priorities: what do you consider to be a priority for your chiid's learning this yeah
6.Other: Is there any other information you feel may impact on your child's learning(e_g_strengths andfor areas of need)?
Thank you far your contribution to your child's success at school.
Signature of Parent(syGuardian(s)tStudert(if 16 or older) Date
Signature of Parent(s)IGuardian(s)tS ucIent(if 16 or rider) Date
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IEP Summary Layout
CONFIDENTLAL (For teacher+school use only)
STUDENT PROFILE
Student: in OEN_
Gender DOB: Grade: Homeroom:
Principal:
Most Recent IPRC Date: Date Annual Review Waived by ParentlGuardian:
Exceptionality 1: Exceptionality 2:
Placement Decision Recommended Program
STUDENT STRENGTHS AND NEEDS
Areas of Strength Areas of Need
ACCOMMODATIONS
(Accommodations are assumed to IDe the sarne for all subjects x o�h ch they are applicable,unless otherwise indicated)
Instructional Accommodations I Environmental Accommodations Assessment Accommodations
PROVINCIAL ASSESSMENTS(Accommodations and Exemptions;)
Provincial assessments applicable to the student in the current school year
Accommodations:
Modified Subjects:
Comments:
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