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Learning Support Services October 5, 2013 START WITH WHY It’s not what you do, it’s why you do it that matters. Simon Sinek Objectives for 2015 SIPSA FDK Governance Special Education Policy P.096.SES Policy Statement 3.1 The District believes every student is able to learn and to benefit from learning, and upholds the right of each student with special needs to an instructional program appropriate to that student's needs which enables him or her to achieve to the best of his or her ability. The term “students with special needs” includes all students who are receiving special education programs and services, whether or not they have been identified as exceptional. Guiding Principles The following guiding principles shall govern the education of students with special needs: (a) promoting early identification and intervention; (b) ensuring a focus on the whole child; (c) providing a range of services for the student, subject to available resources; (d) ensuring every reasonable attempt is made to support participation by the student in school activities; (e) emphasizing the value and importance of communication and consultation with the parents/guardians of children with special needs; (f) recognizing the necessity for the provision of support for staff to develop the necessary skills and teaching strategies to work with students with special needs; and (g) ensuring the accommodation of a student with special needs to the point of undue hardship for the District. SPECIFIC DIRECTIVES Programs and Support Services for Students with Special Needs The District shall ensure that the Ministry of Education Curriculum Guidelines are the basis for Special Education Programs. The special needs of each student can be accommodated by using a variety of teaching methods, support personnel, resources, equipment, and special materials. The Tiered Approach of Intervention Tier 3 Tier 2 Tier 1 For students who require additional support to achieve learning goals, even more precise and intensive instruction and assessment are planned, often with the help of the in-school team and/or other available resources. Monitoring of progress continues. On the basis of assessment results, interventions are planned for students who are experiencing difficulty in a particular area or in general. Student progress in response to these interventions is closely monitored, and instruction is adjusted as needed Instruction and assessment for all students, planned in relation to the curriculum. The teacher observes, monitors student progress, and notes which students may be experiencing difficulty. Specialized Program and Services OCDSB Status: Legislation allows for boards to provide a range of special education programs/services and gives flexibility in operational/implementation details. Currently, there are: • over 8000 students identified as exceptional pupils; • over 13,000 students receiving special education programs/services and who have individual education plans; • approximately 3000 students assigned to specialized program classes • 12 different types of specialized program classes • • • • • • • • • • • • Asperger’s Program (ASP) Autism Program (AUT) Behaviour Intervention Program (BIP) Deaf/Hard-of-Hearing Program (D/HH) Developmental Disabilities Program (DD) Dual Support Program (DSP) General Learning Program (GLP) Gifted Specialized Program (Elem/Sec) Language Learning Disability Program (LLD) Learning Disability Program (LD) Physical Support Program (PSP) Primary Special Needs (PSN) • 61 elementary and 18 secondary schools housing specialized program classes; • 450 to 500 new applications for specialized program classes received annually from 151 schools; • more complex student profiles of applicants which require consideration to more than one specialized program; • varied specialized program class sizes and staff supports based on the type of exceptionality, with some exceptionality groups having to adhere to hard caps; • varied numbers of specialized program classes in each exceptionality group; and • varied grades within each exceptionality group, of which specialized program classes for students with autism and developmental disability range from kindergarten to grade 12. Moving Forward Geographical Model • To move towards enhanced specialized program class stability, staff was directed in December 2012 to transition in principle to a specialized class location model using geographically defined catchment areas and designated home schools. The intent of the Special Education Ad Hoc Committee’s recommendation was to “regularize” the service delivery model and to “optimize” the school experience for students with special needs by promoting their attendance at their community school thereby ensuring their proximity to the centre of their community life. • In September 2013, the Dual Support Program was the first of 13 specialized programs to be phased in using the Geographic Model. • The process for assigning students to specialized program classes is being reviewed this year with a look to implementation in 2015 for any recommended changes. http://www.ocdsb.ca/programs/se/ Pages/default.aspx [email protected]