agenda - peel district school board - april 21, 2020.pdfkatina paleologos highlighted that asd is...

AGENDA

Special Education Advisory Committee

Tuesday, April 21, 2020

7:00 p.m.

Please note that all public sessions of Regular Board meetings are live-streamed and recordings are posted on the Peel District School Board website.

Due to the government's state of emergency declaration and to help contain the spread of novel coronavirus, for everyone's safety, all public meetings of the Peel board will be held virtually until further notice. Members of the public can continue to participate in public meetings by watching the live-stream, and may make delegation presentations and/or ask public questions electronically.

For additional details, including the live-stream link, visit

www.peelschools.org/trustees.

PEEL DISTRICT SCHOOL BOARD

Special Education Advisory Committee Meeting

AGENDA Brampton Room Monday, April 21, 2020 7:00 p.m.

OPEN SESSION

1. Call to Order1.1 Approval of Agenda

2. Declaration of Conflict of Interest

3. Minutes3.1 Special Education Advisory Committee Meeting, February 18, 2020

4. Chair's Request for Written Questions from Committee Members

5. Notices of Motion and Petitions

6. Delegations

7. New Business

8. Program Review

8.1 Special Education Classes to Support Students with Behavioural Challenges

9. Reports from Officials and Staff/Department Work Plan Review9.1 Superintendent’s Report – oral9.2 Recommendations and Considerations from the Special Education Advisory

Committee (SEAC)9.3 Revision of Special Education Support Services (SESS) Identification, Placement

and Review Committee (IPRC) Operating Procedure (OP) SESS 3 9.4 Accessibility Plan Status Report – 2019

10. Communications - for Action or Receipt10.1 Letter from A. Omstead, Chair, Special Education Advisory Committee (SEAC),

Greater Essex County District School Board to Minister of Education, Stephen Lecce

10.2 Letter from K. Ansley, Vice Chair, Special Education Advisory Committee (SEAC), Avon Maitland District School Board to Minister of Education, Stephen Lecce

10.3 Letter from K. Allen, Chair, Special Education Advisory Committee (SEAC), Hastings and Prince Edward District School Board to Minister of Education, Stephan Lecce

11. Ministry and Board Review

12. Response of Administration to Former Questions

12.1 Response to question from Trustees K McDonald and J Marchant regarding thevariance in number of programs between elementary and secondary in Peel and placements in secondary schools

2

12. 2 Response to question from Carol Ogilvie on the number of non-identified students who are later identified

12.3 Response to question from Trustee J Marchant with regard to SIF and personal health information, privacy, informed consent by parent/guardian, consent limited to a specific period of time, and that the pages have specific warnings to staff

12.4 Response to question from Trustee J Marchant about the possibility of reports by type of exceptionality or type of program- oral

12.5 Response to question from Trustee K McDonald regarding privacy of personal health information

13. Reports from Representatives on Councils/Associations 14. Questions asked of and by Committee Members 15. Public Question Period 16. Adjournment

II

I

I

II . II •• '

II-_I

,-I I

11 ·--II

I • II ~

_I

II •

II L - ·-

II_

II~ .. J - -1

!'J

·---r'-1 ~ -----

I"' ,, t_.= ..

- ~-

-1'.

~ -__t. =--- ~ 6.,;.- I~ 1 •• ~I ,_. r .... :.:

•· ---.. .. -- rl= ---· I

------

. . ·,

..

T

•

• ".IL r

·. .

.-

"J

.,

• ...

. --r ..

' ' .

·~

.. ~ I I ·I "I .. ~

_J -~· t .. . . ~ ._-.

--' .-. . ..-·.

• - \ --1 • - J .. I . ,. .._ I

II- - . .. t ;- •

~ - -.:J

PEEL DISTRICT SCHOOL BOARD Minutes of a meeting of the Special Education Advisory Committee of the Peel District School Board, held in the Brampton Room, the H. J. A. Brown Education Centre, 5650 Hurontario Street, Mississauga, Ontario on Tuesday, February 18, 2020 at 19:00 hours.

Members present:

Shelley Foster, VOICE for Deaf and Hard of Hearing Children, Chair* Sue Lawton, Trustee, Vice-Chair Barbara Cyr, Association for Bright Children, Peel Chapter Jennifer Knight, Easter Seals Ontario John Marchant, Trustee Kathy McDonald, Trustee Wes McDonald, VIEWS for the Visually Impaired Carol Ogilvie, Learning Disabilities Association of Peel Region Carol Oitment, Tourette Canada Nancy Leaton, Autism Ontario, Peel Chapter Mary Wright, Down Syndrome Association of Peel

Members absent: (apologies received marked*)

Nicole Buckett, Fragile X Research Foundation of Canada* Michelle Lewis, Canadian Mental Health Association, Peel Branch* Dorothy Peddie, FASworld Canada, Peel Chapter Ann Smith, Brampton-Caledon Community Living

Also present:

Carol Alexander – Peel Elementary Occasional Teachers Hilary Campbell, Educational Resource Facilitators of Peel Will Davies, Trustee Lindsay Freedman, Peel Elementary Teachers Local Nadia Goode, Peel Elementary Teachers Local Sadia Shoaib, Easter Seals Ontario (Alternate Member)

Administration:

Shawn Moynihan, Superintendent of Special Education Support Services (Executive Member) Peter Joshua, Director of Education

Lorelei Fernandes, Board Reporter

1. Approval of Agenda

Item 9.4, Special Presentation by Learning Disabilities Association of Peel Region, wasadded to the agenda.

3.1 1

1. Approval of Agenda (Continued)

SE-25, moved by Carol Ogilvy, that the agenda, as amended, be approved.

.............. carried 2/3rds’ majority

2. Conflict of Interest

There were no declarations of conflict of interest.

3. Minutes of the Special Education Advisory Committee Meeting, January 21, 2020 Referring to the minutes, Carol Oitment noted that she represents Tourette Canada, and Carol Ogilvy stated that during Question Period she had asked about SEAC’s recommendation regarding Action and Motion Logs. The minutes will be amended. SE-26, moved by Carol Ogilvy, that the Minutes of the Special Education Advisory Committee Meeting of January 21, 2020, as amended, be approved.

.............. carried 2/3rds’ majority

4. Notices of Motion There were no notices of motion.

5. Special Education Classes to Support Students with Autism Spectrum Disorder

Superintendent of Special Education Support Services, Shawn Moynihan stated that, for the rest of the year the Program Review section on the agenda will be used to provide updated information on special education classes. He invited Katina Paleologos, Coordinating Principal of Special Programs, to present information on support for students with Autism Spectrum Disorder (ASD). Katina Paleologos spoke about the importance of understanding students with autism. She described the diagnostic criteria for ASD involving impaired social communication and restricted, repetitive, and stereo typical behaviours. She stated that there are a total of 2,837 ASD students, of which 787 are in 80 ASD programs and 2050 students in mainstream placements. She provided information regarding ASD in Peel DSB, regarding: staffing supports in special programs and placement options for students with ASD; elementary and secondary communication; itinerant service placement, caseload and responsibilities of itinerant teachers; programs available and program locations across Peel. Katina Paleologos highlighted that ASD is the fastest growing exceptionality within Peel DSB, the majority of students with autism are in mainstream placements, and that there is an under representation of ASD students in Board data. She reviewed the special programs staffing chart, which includes 17 itinerant teachers, and the list of additional staff consisting of teaching assistants, ABA facilitators, speech-language pathologists, transition facilitators, occupational therapists, and a psychology consultant.

2

5. Special Education Classes to Support Students with Autism Spectrum Disorder (Continued) Placement options available for students who go through the IPRC process in both elementary and secondary panels were explained. Circulating a handout, Katina Paleologos reviewed the percentage of students supported by the Autism team, noting that 13% of students were in ASD elementary classes, 17% in ASD secondary classes, 42% in itinerant service, and 28% were non-identified. The chart indicating percentage for all students with autism in Peel showed students with developmental disability at 16%, autism 59%, general learning disability 1%, non-identified 23%, and communication and enhanced learning classes at less than 1%. Responses to questions of clarification from members included that: the Student Information System does not provide a way for tracking students with multiple exceptionalities; selection of program locations is based on transportation and space available; some parents may choose not to identify their children but still retain an IEP; for students with ASD who are not identified by a parent, the school waits till a diagnosis is made and follow up on next steps with the parent; average class size for ASD students is tracked over the years. A trustee inquired about the variance in number of programs between elementary and secondary in the north and south and asked whether some elementary students in Brampton are moved to Mississauga programs at secondary level. Superintendent of Special Education Support Services, Shawn Moynihan, offered to bring back a response to the trustee. In response to a query on the number of non-identified students who are later identified, it was agreed to bring back information over a 3-year period, to the March 2020 SEAC meeting. SE-27, moved by Sue Lawton, that the report re Special Education Classes to Support Students with Autism Spectrum Disorder, be received. .............. carried

6. Superintendent’s Report Superintendent of Special Education Support Services, Shawn Moynihan, invited members to email him suggestions and agenda topics for the next couple of months. He advised that Associate Director of Instructional and Equity Support Services, Poleen Grewal, was working on the action and motion log, however she is absent today and the plan is to bring it to the next meeting. Superintendent Moynihan reported that due to ongoing sanctions with regard to annual reviews and IPRCs, a contingency planning group has been established and a report was sent to school principals regarding changes and impacts related to IPRCs resulting from job sanctions. He stated that some of the work that involves IPRCs has been sanctioned, resulting in IPRCs being postponed, however, urgent IPRC matters will be addressed immediately by central staff if the need arises. Shawn Moynihan advised that: annual reviews will continue at Applewood and Parkholme Schools, but will not continue for students in Grades 8 – 9; profile reviews will continue for Kindergarten to Grade 7 students; beginning March 2, 2020, profile reviews will continue for Grade 8 students. Principals have been directed to coordinate with Shawn Moynihan in case of urgent need of an IPRC meeting.

3

6. Superintendent’s Report (Continued) Superintendent Moynihan will email detailed information to SEAC members to be used as a reference. He responded to members’ questions of clarification with regard to transition meetings, regional IPRCs, annual reviews for secondary students, and students going into contained classes. SE-28, moved by Kathy McDonald, that the Superintendent’s Report (oral), be received. …........... carried

7. Student Independence Form Craig Cooper, Coordinating Principal, Advancing Equity and Inclusion, provided background information on the previously used Student Needs Assessment Form (SNAF) and the current Student Information Form (SIF) which uses an asset-based approach. The SIF was introduced following an equity and inclusion study on teaching assistants staffing practices in special education. Referring to the above mentioned forms, and the Independence Rubric Form Descriptor Tool, Craig Cooper pointed out the differences in the two forms. He reviewed the timeline for the study work done between 2016 and 2019 which involved an equity and inclusion study, action plan, establishment of a steering committee with SEAC representation, SNAF review, and collaboration with special programs’ coordinators. Highlighting the transition to SIF between June and December 2019, he advised that the draft Independence Rubric was shared with the Steering Committee, the Rubric was created in the Student Information System, and information sessions were offered to itinerants. Craig Cooper stated that in the first half of 2020 there will be an on-going collection of feedback and data from the Peel system, and a review and revision will take place in Fall 2020. The administration responded to questions of clarification with regard to access to personal health information contained in the SIF, privacy, informed consent by parent/guardian, consent limited to a specific period of time, specific warnings to staff accessing personal information, tracking of staff who access health records. Craig Cooper advised that some health information is required on the Plan of Care, which is reviewed annually. Shawn Moynihan offered to look into the privacy aspect to ensure that appropriate consent and privacy rules are applied. Further questions of clarification were responded to regarding regular review of the SIF, parent involvement, reports by type of program, allocation of teaching assistants, opportunities for students with physical disabilities to move forward, indication of wheelchair and communication devices, review of terminology such as ‘non-participatory’. A member raised a concern that students with physical disabilities are not represented in the SIF. Craig Cooper offered to have a discussion with the member to receive her input regarding the form. SE-29, moved by Jennifer Knight, that the report re Student Independence Form, be received. .............. carried

4

8. Consultation re Revision of Special Education Support Services (SESS) Identification, Placement and Review Committee (IPRC) Operating Procedure SESS 3 Kelly Kawabe, Principal of Terry Fox Public School, referred to the Operating Procedure for Identification, Placement and Review Committee, SESS 3, which is currently being revised. She acknowledged the leadership of Superintendent Moynihan in applying consistency of practice and philosophy to make the document more inclusive. She spoke of the need for parent engagement in IPRCs. Kelly Kawabe referred to the Parent’s Guide to IPRC brochure provided in the agenda package, and circulated a handout with questions for members to engage in small group discussions and provide feedback in terms of: important elements to be captured regarding parent engagement; key elements to be included in the Parent IPRC Brochure; role of community advocates attending IPRC; advice to parents participating in IPRCs over telephone or video conferencing. Following the group discussions, Superintendent Moynihan advised that a draft report will be brought to the SEAC meeting in March 2020. SE-30, moved by Mary Wright, that the report re Consultation re Revision of Special Education Support Services (SESS) Identification, Placement and Review Committee (IPRC) Operating Procedure SESS 3, be received. .............. carried

…………………………………….

Trustee McDonald retired from the meeting (21:00 hours).

…………………………………….

9. Special Presentation – Learning Disabilities Association of Peel Region (LDAPR)

Circulating a handout of PowerPoint slides, Maria Reolin, Executive Director of Learning Disabilities Association of Peel Region, stated that all of the 13 Learning Disability Association chapters in Ontario share the same vision and mandate but function independently. She advised that LDAPR, which is not government-funded, relies on sponsors such as the United Way, and offers individual and group programs providing academic support, behaviour and social skills, reading supports, psycho-educational assessments, summer camps, etc. Maria Reolin stated that 10% of school population has a diagnosed or undiagnosed learning disability (LD) and 35% of students with LDs drop out of school. She reviewed the definition of learning disability and a chart showing the composition of students with LD. She advised that hearing and vision impairments, intellectual disabilities, socio-economic factors, cultural differences, lack of proficiency in language instruction, lack of motivation and gaps in school attendance are not factors in learning disabilities. Maria Reolin provided information on types of LDs, common signs of LDs, reading achievement, elements of reading hierarchy, essential literacy components, facts of LDs, and strategies for students with LD. She advised that psycho-educational assessments used to diagnose LD are expensive, however, LDAPR does not require a person to have a diagnosis done, a letter of recommendation from a teacher or a doctor will suffice.

5

9. Special Presentation – Learning Disabilities Association of Peel Region (LDAPR) (Continued) Maria Reolin advised that a learning disability cannot be cured and children need to be taught strategies to cope with their disability. She described three types of help provided: specific skill instruction; development of self-advocacy skills; appropriate accommodations. She shared tips for parents and for working with children, and spoke of the importance of motivating children. LDAPR leaflets and the Community Impact Report for 2018-2019 were circulated and Maria Reolin noted that more information is available on the LDAPR website. SE-31, moved by Barb Cyr, that the Special Presentation re Learning Disabilities Association of Peel Region (LDAPR), be received. …........... carried

10. Solutions for Learning Conference: Enhancing Minds

Superintendent Moynihan stated that the Solutions for Learning Conference: Enhancing Minds, on March 11, 2020, is organized by Learning Disabilities Association of Halton-Hamilton. SE-32, moved by Carol Ogilvie, that the report re Solutions for Learning Conference: Enhancing Minds, be received. …........... carried

11. Ministry News Release: Applications Open for the Minister’s Advisory Council on Special Education (MACSE) Superintendent Moynihan noted that the deadline for MACSE applications is March 6, 2020. SE-33, moved by Wes McDonald, that the report re Ministry News Release: Applications Open for the Minister’s Advisory Council on Special Education, be received. …........... carried

12. Letter from Kelsie Vink, Manager Services and Supports, Kerry’s Place Autism Services re Recent Changes to Funded Consultation Services SE-34, moved by Nancy Leaton, that the Letter from Kelsie Vink, Manager Services and Supports, Kerry’s Place Autism Services re Recent Changes to Funded Consultation Services, be received. …........... carried

6

13. Question Period

There were no questions.

14. Public Question Period

There were no public questions.

15. Adjournment

SE-35, moved by Mary Wright, that the meeting adjourn (21:25 hours).

.............. carried

.....................................................… Chair ….....................................….......... Secretary

7

THE PEEL DISTRICT SCHOOL BOARD

Regular Meeting of the Board March 24, 2020 RECOMMENDATIONS OF THE SPECIAL EDUCATION ADVISORY COMMITTEE At a meeting of the Special Education Advisory Committee, held February 18, 2020, there were no recommendations to the Board. FOR INFORMATION ONLY 1. Reports / Information Received

The Committee received the following reports/information: Special Education Classes to Support Students with Autism Spectrum Disorder; Superintendent’s Report (oral); Student Independence Form; Consultation re Revision of Special Education Support Services (SESS) Identification, Placement and Review Committee (IPRC) Operating Procedure SESS 3; Special Presentation - Learning Disabilities Association of Ontario; Solutions for Learning Conference: Enhancing Minds; Ministry News Release: Applications Open for the Minister’s Advisory Council on Special Education; Letter from Kelsie Vink, Manager Services and Supports; Kerry’s Place Autism Services re Recent Changes to Funded Consultation Services.

Prepared by: Lorelei Fernandes Board Reporter Submitted by: Shawn Moynihan Superintendent of Special Education Support Services

8

·--~---- ....... -~ _I ~ - _· j • ~ .. I

~-- -------- r----_ ........

' ' I - - --1 :-:.. ----;11 = .- • II

• • I

..... . - -. --...... ~ .. I ....... - -- .JIIIL_ L • j ~ - .. ,-~--=-. ·.1- .ii---l I Ill . -I • • -. ' ' ~ , , •• ~ - - 1.. = , "_j_~ ~ I I L--. - , r .__ • -~ 11_1..--~ • - L . .__ . ..-

- -- .__ -.. -- l_ --~ . • -. ~ • I I . . . I .-. ~~·-·"' .. -1 r_ _.._1

111.- I --.

II

li II

II,_ II • • II

II

II - II

II --I 1--

--: ... _

L --1

4

T I -- 4-

.... -. - ....

I .-

I

I •

_ L I

. . .

-I •

:-' -, ~1-1 -..J -Ill ~ _- .~ •

l. ~_I-.--- 1 ~-.... ---

.•

__.

II I I

I

-.. I. •

__ ,._-

• - I 111

-

. -.

.. _--.J

• I

- . ,.. -- ... - ------,r-- I

-:..,-J ·- c ~~----.J I - - L-.. - - - ~· I -

. ..... ., -. .

II II

-·

:_J

-- _j - ---- i . _II -_. .._I - ·--1 I I

-1

-· .. :1 ...

II_ I __,..... • --"' -.- I l - " . - -

~~~-;:1 : • --- ~· !__- .• I "'• .,- ~- ~--~ ,...J -=-- - I ,. .. .. --·--.~I I___.,L_. -~ c- - -- - I .-_ ~-.... "- • ~ rr _-l ~ - I A> II 11-- I _ ". I -. I j l • _ j. -:- I • .: lj~~ ~ =..._.,..... ,..- ~ •• - - I ..._ .__ .. ~ _. .., ~ ~-- I J.. - - -

11

..--.._ - -I ..: - - . ~ 1: j - ! _: I_ = r-• _= .. = ~ ., I • -:----- • • ....... • -I - - • • 4 I - I • 01 I I., • • 0 - I ~-J., _ .. ; j :._- r iir ~, •" :

__1:--. I • = - J. T I L rr--.. -- 1 I- ·-~-~-- .. ·-- .... , ,_. .~ j'"_ -~ .II j- :t== .11: I - .-· :: _ ;. ... • • u I I __j

L- !!- --- =·~~ _j_ f.) ~~ --;- :::1 _; ~ ,....~:- - i: -.. ~ j~ ... ~ - ~ :~-. I~ -I I ~~i.. ·~ -· I~~· ~}: --- •• - .... - - I -- ---- ..... ~--

- - ------ -- _r =1=* - :___- ~ ;-~ 'i a;- :: ~:: ~ .. ~ -~ ~ -,f: =-=-_1:: ~~----=~-!1·.~~~ .. -··~·~:i~~~j~~--~40~;;~t(~.F- ~·~I ~.-.~_ ,~ • I_ .-_.,"::- "'I ..;_• I: I .. ~ :_ ~r; = = _.... fr ·~ _r.-1- - .- - • .... ~ . • re- - • 1 ... r. r.... - .._ . ""''I" •. • •• _...1.. _ - ~

~-· • ~ _--::_ I L I--I I . •- - • ~ II ~ I I --- - - .-"l • .L·j I = I • I •• li ·-.. tl ll =---1 - _. __: .A.: ~ __:_:_ ~ ... - --.

II

1-1

9

PEEL DISTRICT SCHOOL BOARD 8.1 Special Education Advisory Committee April 21, 2020 Special Education Classes to Support Students with Behavioural Challenges Recommendation: It is recommended that this report be received. Prepared by: Ted Byers, Superintendent of Social/Emotional Learning (Acting) Michelle Anderson, Special Programs, Coordinating Principal, Special Equipment (SEA)Social/Emotional Learning Amelia Hsu, Behaviour Coordinator (Acting) Submitted by:

Shawn Moynihan, Superintendent of Special Education Support Services

10

BEHAVIOURPROGRAMS

MICHELLE ANDERSON

CO-ORDINATING PRINCIPAL OF SOCIAL EMOTIONAL LEARNING

11

Behaviour Exceptionality - The Education ActBehavioural Exceptionality: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.

12

Poverty Report shows a correlation between income and being identified with a Behaviour Exceptionality

Identified Students• 52 identified students are served in Interval Classes (Primary & Junior)• 21 students are served in Intensive Support Classes• 75 students are served in the regular classroom with supports

○ 51 students are served in regular classroom in secondary○ 24 students are served in regular classroom in elementary

Behaviour Exceptionality in PDSB

13

267

204 212 200189

161185

167 170146

10-Year Trend

14

• Decreasing number of students identified with a Behaviour Exceptionality

• Decrease does not mean fewer students in need of Behaviour Supports• Most students with behaviour needs DO NOT receive a Behaviour

exceptionality• Behaviour Services support students who do not have a Behaviour

exceptionality but require support for social-emotional and behaviour needs

• 241 students have been referred to the Intensive Support Team (IS Team) for service this year (17 students were transitions from Grade 8 to Grade 9)

Behaviour Identification and Services

15

Behaviour Support Services Staff (Board Office)

Coordinating PrincipalMichelle Anderson

Behaviour CoordinatorAmelia Hsu

IS Team 7 Teachers, 14 Teaching

Assistants

4 Behaviour Consultants

16

Behaviour Support Services

17

Elementary In-School Behaviour Supports● Behaviour Teaching Assistants

● ISSP Teachers

● Contact Teachers (Grades 6-8)

● Behaviour Special Education Resource Teacher (B-SERT)

● Administration

● Professional Student Services Personnel (PSSP: Psychology, Social

Work, and Speech-Language Pathology)

19

Intensive Support Team

Interval Class Intensive Support Class

● ISRC referral● Support elementary

students and transitions to high school

● Service goals are identified

● PSSP case manager

● Primary, Junior● 8 students● 1 Teacher, 2 BTAs● Psychoeducational and Social

Work support● Focus on socio-emotional skills

including:○ Self-regulation and coping ○ Interpersonal and social

relationship

● Primary, Junior, & Intermediate

● 8 students● 1 Teacher, 2 BTAs● Psychoeducational, Social

Work, and SLP support

20

Interval Class Intensive Support Class

North South North South

Arnott CharltonKingswood Drive

HomesteadNorthwood

Hickory Wood (Closing)

McBride AvenueMcKinnon

Miller’s GroveRay Underhill

Cashmere (Closing)

GoldcrestCentennial Senior

Sunny View Middle (2020-2021)

Meadowvale Village

The Woodlands Sr.Osprey Woods (2020-2021)

Program Locations

21

Secondary In-School Behaviour Supports● Contact Program● Guidance Counsellor ● Special Education Department Head ● School Behaviour Teaching Assistant ● Special Education Resource Teacher

23

Questions?

24

PEEL DISTRICT SCHOOL BOARD 9.2 Special Education Advisory Committee April 21, 2020 Recommendations and Considerations from the Special Education Advisory Committee (SEAC) Recommendation: It is recommended that these recommendations be received. Prepared by: Kelly Kawabe, Principal, Terry Fox Public School

Submitted by:


26

Recommendations and Considerations from the Special Education Advisory Committee (SEAC)

Parent Brochure

• Make guide more accessible

• Brochure should clearly identify types of programs

• Brochure should clearly identify what IPRC stands for

• Information for resources is out of date (ie. A. B.C. contact information)

• The first thing parents see makes them assume that the student would be offered a contained

class placement. The brochure should clearly identify types of programs

• Cheaper option available or link? Parents have been told that the brochures are too expensive

to hand out.

• The current brochure has an overload of information

• Keep the new brochure simple and welcoming

• Have the new brochure stress the importance of the parent role

• Ensure that the parent’s role and responsibilities are highlighted

• Clarification around who can attend the IPRC (current understanding may be that only persons

approved by the principal may attend)

• Providing personal supports for parents such as involving other family members or an advocate

• Outline community supports parents can access

• Send out a camera ready article for schools to make parents aware of the IPRC brochure

• Provide parents with a survey (online or paper) when receiving the IPRC parent guide for

feedback

Short Video Information

• Clarification between ISRC, In-School IPRC and Regional IPRC – what are the differences? What

placement options are available at each?

• Clarification regarding possible outcomes for ISRC, In-School IPRC and Regional IPRC

• Placement review – who can request that? Timelines?

• Information regarding a change in placement

• Clarification about accommodations and modifications for an unidentified IEP (are they

required)

• What is the difference between a representative and an advocate

• Overview of SEAC’s role in the IPRC process

• Clarification around who can attend the IPRC (current understanding may be that only persons

approved by the principal may attend)

Invitation Letter

• Include the name and the role of who would be attending

• Provide profile with the invitation letter not only at the meeting

• Make sure both parents get the invitation

• Don’t just invite, encourage parents to attend

27

Assessment Criteria

• Information and clarification requested regarding wait time and priorities for assessments • Private assessments may be treated differently or discounted • Process and rational requested for including or questioning reports

Procedural Suggestions

Before

• 10 day notice – ensure that this always happens • Flexibility in scheduling for parents • Interview students when practical to do so • Consider information from sources external to Peel District School Board • It is recommended that the Principal reviews the brochure with the parent to prepare the

parent for the IPRC by:

o Explaining the IPRC process o Outlining the opportunities for supports available to the parent including translators, an

advocate, a SEAC Representative or any additional resources the parent can access for

the IPRC

During

• Script for IPRC – include introductions at the table for both In-School and Regional IPRC • What do people’s titles mean? • Have a presentation tool for parents • Ensure time is provided for parent participation in the IPRC • Could a teacher make the presentation? (they often know the student the best) • Determine if additional medical information is necessary to meet transportation needs • There is a feeling that parent preference and student needs are not considered in placement.

How can we make this more transparent?

• Question of participation via telephone or video conference: o Parents could feel disconnected but might be a good option if parents agree o “Whatever works for parents” o It might ensure inclusion and flexibility for involving parents more

After

• After IPRC – would like to see principal contacting parent to see if they have received the decision letter, did they understand the decision and if the parent would like to give feedback

• Are minutes taken at each IPRC? Can parents request and receive a copy of these minutes? • The current consent letter has only consent to placement or do not consent to placement. There

is nothing about identification.

• Parents would appreciate details as to why placement decisions were reached – either through conversation or documentation

• Sometimes decisions feel predetermined – Is there a way to educate around this? • Is it possible to provide times that are more accessible to parents (evenings) • Have the principal meet with parents following IPRC decisions for discussion

28

lo

. .

.....

"'"'II

.__

~ I • • J ....

. II

-I

II

.. L

r . I

P"j ~ .- - . •

'·-~ ~

~~ -. -1!:

..

-I

--...

•

1-

I '

..--.

i

\

...

'•

. p

• l

(

•

•

& 1

-· u I• ., . '"' -r

...

-.

· ..

-·~ --.

•

.l

1-

-

I j

{ .. ---. ·---- I ... ,,_--

. ... I

,. .

r

il •

.,. ' -=-

... l . . - .....

-=.-.) •• -, -

II

11 11

=-· ~~ II .. II

'< -· ~ ~ r -- -...-:- ~ "II

.;·_ _· .. I

~I . 1(.1 .,. I - - -- .1 "'I II ..... ...;. . -.J I • J ... _ • -

-] .,., II lo.

29

PEEL DISTRICT SCHOOL BOARD 9.3 Special Education Advisory Committee April 21, 2020 Revision of Special Education Support Services (SESS) Identification, Placement and Review Committee (IPRC) Operating Procedure (OP) SESS 3 Recommendation: It is recommended that this report be received. Prepared by: Kelly Kawabe, Principal, Terry Fox Public School

Submitted by:


30

SESS 3

Operating Procedure for Identification, Placement and Review

IPRC

31

Rationale

❖ Last revision completed in 2001❖ Build capacity ❖ Align practices❖ Using a lens of inclusion (first placement to be considered is always the

home school)

32

Process

Summer writing team - representation from various groups

Secondary team - review

Review of operating procedures from other boards

Special Education in Ontario: K-12

33

Underlying principles

In accordance with Education Act

Ontario Regulation 181/98

For students with special education needs, the Peel District School Board is committed to:

● Providing programs and support services wherever possible in homeschools;

● Providing a range of placements;

● Providing a focus on inclusive practices in our schools as an integral part of the school

34

DefinitionsIPRC

Special Education Program

Exceptional Pupil

Purpose:

The purpose of the IPRC is to discuss strengths and needs, decide if a student should be identified as exceptional, and if so, the placement that will best meet the student’s needs.

35

TYPES OF IPRC

In-School IPRC:

● Held at the homeschool

Regional IPRC

● If identification is more complex and/or a mainstream class placement will not meet the student’s needs

36

Elementary Placement Options

Homeschool Class with Indirect Support

Homeschool Class with Resource Assistance

Homeschool Class with Withdrawal Assistance

A Special Education Class with Partial Integration

A Special Education Class Full Time

37

IPRC Procedures

Responsibilities of the IPRC

Prior to the IPRC

A Delayed IPRC meeting

Attendance at an IPRC meeting

Preparations for an IPRC meeting

The IPRC meeting

The IPRC decision

Following an IPRC meeting

The IPRC review

The Role of Annual Review

38

Procedures

Before

● Ensure parents understand their rights

● Request additional information from parents

● Review the results of educational or other assessments

● Outline the agenda● Share the information and

recommendations● Discuss possible decisions● Answer any questions

During

● IPRC Chair - sets tone, explains the purpose, facilitates introductions, provides SIS student profile, ensures all feel valued

● School Presentation● Parent information - script

is provided for this

After

● Information is shared regarding identification and placement

● Respond to questions and provide information

● Explain the Annual Review process

● Discuss IEP and transportation if required

● A letter of decision is sent to parents and to the school for the OSR

39

Appendices

Appendix A - IPRC Members and Presenting Teams

Appendix B - Roles of the IPRC Members

Appendix C - School-Based IPRC Script

Next Steps

Supporting Documents - including updating the Parent Guide

40

PEEL DISTRICT SCHOOL BOARD IDENTIFICATION PLACEMENT AND REVIEW COMMITTEE (IPRC) SPECIAL EDUCATION SUPPORT SERVICES 3 UNDERLYING PRINCIPLES For students with special education needs, the Peel District School Board is committed to:

• Providing programs and support services wherever possible in homeschools; • Providing a range of placements; • Providing a focus on inclusive practices in our schools as an integral part of school

culture In accordance with Ontario Regulation 181/98, placement in a homeschool classroom with special education support is the first placement to be considered. The Peel District School Board continues the commitment to support students who are not formally identified through the IPRC process. DEFINITIONS An IPRC is a formal committee, mandated by the Ministry of Education, 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. An IPRC is composed of at least three persons, one of whom must be a Principal or Supervisory Officer of the Board. (A School Board Trustee may not be a member of an IPRC). A special education program for an exceptional pupil is: an educational program that is based on, and modified by, the results of continuous assessment and evaluation and that includes a plan that may contain special objectives and an outline of educational services that meets the needs of the exceptional pupil. (Special Education in Ontario, A3) Special education programming may range from support within the homeschool classroom to a contained classroom placement. Under the Education Act, an exceptional pupil is defined as: “A pupil whose behavioural, communicational, intellectual, physical or multiple exceptionalities are such that he/she is considered to need placement in a special education program by a committee.” i.e., by an IPRC. PURPOSE The purpose of the IPRC is to discuss strengths and needs, decide if a student should be identified as exceptional, and if so, the placement that will best meet the student’s needs.

TYPES OF IDENTIFICATION PLACEMENT AND REVIEW COMMITTEES IN THE PEEL DISTRICT SCHOOL BOARD The following are among the IPRCs that will be approved annually by the Peel District School Board:

• In-School IPRC for every school within the Board (for initial identification of most exceptionalities and annual review). The members of this committee include: the Principal (or Vice Principal or Superintendent), ISSP teacher/Special Education

41

Department Head, and one other person (whenever possible Head of Guidance or SERT). Three members of the approved committee represents a quorum.

• Regional Special Education Program (RSEP) IPRCs These IPRCs are for schools seeking regional placement and for initial identification of a student that is seeking regional placement. The members of this committee are dependent upon the IPRC type. A list of IPRCS and members can be found in Appendix A.

The responsibilities and composition of each committee are fully outlined in Appendix B. Three members (one of whom must be a Principal, Vice-Principal or Superintendent) of the approved committee represents a quorum. TYPES OF IPRC MEETINGS: IN-SCHOOL AND REGIONAL SPECIAL EDUCATION PROGRAM (RSEP) In accordance with Regulation 181/98, placement in a homeschool classroom with special education support is the first placement to be considered. In-School IPRC When receiving an IPRC request from the parent or making an IPRC request at the school, the first step is to assess whether the student’s needs may be met within a mainstream class placement with appropriate special education services within the homeschool. If data indicate that a mainstream class placement with appropriate special education services within the student’s homeschool will meet the student’s needs, an In-School IPRC will be held at the homeschool. An In-School IPRC will be held at the student’s homeschool and the student may be identified with any of the following exceptionalities: Communicational Autism Language Impairment Speech Impairment Learning Disability Intellectual Giftedness Mild Intellectual Disability Developmental Disability For an In-School IPRC, the support of a coordinator or itinerant teacher will be provided where required. Regional IPRC Alternatively, if the data indicate that an identification is very complex and/or a mainstream class placement with appropriate special education services within the student’s homeschool will not meet the student’s needs, then proceed with the referral for a Regional IPRC. These IPRCs will be held at the Field Office location, or the Secondary School that houses the program. IPRCs for the identification of following exceptionalities will be Regional IPRCs:

42

Behavioral Behavioural Exceptionalities Communicational Deaf and Hard of Hearing Physical Physical Blind and Low Vision Multiple Multiple Exceptionalities If the student’s profile is appropriate for consideration of an identification under the category of Multiple Exceptionalities, the IPRC will take place at the Central Board Office, regardless of placement being sought (i.e., homeschool class or Regional Special Education Program class). Peel District School Board outlines Multiple Exceptionalities within the Special Education Plan. http://www.peelschools.org/parents/specialed/sep/Documents/Multiple.pdf The following chart outlines the range of options the IPRC may consider in making its placement decision. The placement options are organized under Ministry Class Types. Schools seeking placement can utilize this table to identify possible placement options for students and the location of the IPRC (In-School or at a Regional Special Education Program IPRC).

Table 1: Elementary Placement Options and IPRC Types


The student is placed in a homeschool class for the entire day, and the teacher receives specialized consultative services. Possible Placements: In-School Support Program, Itinerant Service: ASD, Special Needs (Physical, Developmental Disability), Deaf and

Hard of Hearing, Blind and Low Vision, ISELP

In-School IPRC For initial identification and home-school placement with indirect support: Communicational: Autism, Language Impairment, Speech Impairment, Learning Disability Intellectual: Giftedness, Mild Intellectual Disability, Developmental Disability

Regional Special Educational Program (RSEP) IPRC For initial identification and home-school placement with indirect support. The IPRC will be held at a regional location or school site depending on the exceptionality. Behavioral Communicational: Deaf and Hard of Hearing Physical: Physical, Blind and Low Vision Multiple Exceptionalities


The student is placed in the homeschool class for most of the day and receives specialized instruction, individually or in a small group, within the homeschool classroom from a qualified special education teacher.

Possible Placements: In-School Support Program, ISELP, Itinerant: Blind and Low Vision, Deaf and Hard of Hearing

43

http://www.peelschools.org/parents/specialed/sep/Documents/Multiple.pdfhttp://www.peelschools.org/parents/specialed/sep/Documents/Multiple.pdf

In-School IPRC For initial identification and home-school placement with resource assistance Communicational: Autism, Language Impairment, Speech Impairment, Learning Disability Intellectual: Giftedness, Mild Intellectual Disability, Developmental Disability

Regional Special Educational Program (RSEP) IPRC For initial identification and home-school placement with resource assistance. The IPRC will be held at a regional location or school site depending on the exceptionality. Behavioral Communicational: Deaf and Hard of Hearing Physical: Physical, Blind and Low Vision Multiple Exceptionalities


The student is placed in the homeschool class and receives instruction outside of the classroom for less than 50 percent of the school day from a qualified special education teacher.

Possible Placements: In-School Support Program, ISELP, Itinerant Service: Blind and Low Vision, Deaf and Hard of Hearing

In-School IPRC For initial identification and home-school placement with withdrawal assistance Communicational: Autism, Language Impairment, Speech Impairment, Learning Disability Intellectual: Giftedness, Mild Intellectual Disability, Developmental Disability

Regional Special Educational Program (RSEP) IPRC For initial identification and home-school placement with withdrawal assistance. The IPRC will be held at a regional location or school site depending on the exceptionality. Communicational: Deaf and Hard of Hearing Physical: Physical, Blind and Low Vision


The student is placed by the IPRC in a special education class where the student-teacher ratio conforms to the standards in O. Reg. 298, section 31, for at least 50 percent of the school day, but is integrated with a homeschool class for at least one instructional period daily. Possible Placements: Behaviour classes (P/J INT, P/J/I ISC), Autism classes ASD (P/J/I ASD, ASD-R), GLD classes (Mild Intellectual Disability), Deaf and Hard of Hearing, P/J/I COM, KTLC

No In-School IPRC Available Regional Special Educational Program (RSEP) IPRC The IPRC will be held at a regional location or school site depending on the exceptionality. This committee may do the initial identification if not previously done. Behavioural Communicational: Autism, Learning Disability, Deaf and Hard of Hearing (initial or seeking HOH class placement) Intellectual: Mild Intellectual Disability, Developmental Disability Multiple Exceptionalities


The student is placed by the IPRC in a special education class where the student-teacher ratio conforms to the standards in O. Reg. 298, section 31, for the entire school day. Possible Placements: ASD classes (Primary Transition Program, P/J ASD, J/I ASD, J/I ASD Resource, IASD), DD/Special Needs classes (P/J/I DD-ASD, P/J/I Special Needs), Enhanced Learning classes (P/J/I ELC, ELP), GLD classes (P/J/I GLD) DD special needs, DD (Developmental Disability) Provincial Schools.

No In-School IPRC Available Regional Special Educational Program (RSEP) IPRC The IPRC will be held at a regional location or school site depending on the exceptionality. Behavioural Communicational: Autism, Deaf and Hard of Hearing Intellectual: Giftedness, Mild Intellectual Disability, Developmental Disability Physical Multiple Exceptionalities

Note: At the Peel District School Board, integration will be pursued whenever possible. Table 2: Secondary Placement Options and IPRC Types

44


The student is placed in a homeschool class for the entire day, and the teacher receives specialized consultative services. Possible Placements: Itinerant Service: (Blind and Low Vision, Deaf and Hard of Hearing, ASD, Special Needs), Learning Support Level

2, Secondary DD-Resource

In-School IPRC For initial identification and home-school placement with indirect support Communicational: Autism, Language Impairment, Speech Impairment, Learning Disability Intellectual: Giftedness, Mild Intellectual Disability, Developmental Disability

Regional Special Educational Program (RSEP) IPRC For initial identification and home-school placement with indirect support. The IPRC will be held at a regional location or school site depending on the exceptionality.

Behavioral Communicational: Deaf and Hard of Hearing Physical: Physical, Blind and Low Vision Multiple Exceptionalities


The student is placed in the homeschool class for most of the day and receives specialized instruction, individually or in a small group, within the homeschool classroom from a qualified special education teacher.

Possible Placements: Itinerant Service: Blind and Low Vision, Deaf and Hard of Hearing, Learning Support Level 2, Secondary Developmental Disabilities Resource Program

In-School IPRC For initial identification and home-school placement with resource assistance

Communicational: Autism, Language Impairment, Speech Impairment, Learning Disability Intellectual: Giftedness, Mild Intellectual Disability, Developmental Disability

Regional Special Educational Program (RSEP) IPRC For initial identification and home-school placement with resource assistance. The IPRC will be held at a regional location or school site depending on the exceptionality.



The student is placed in the homeschool class and receives instruction outside of the classroom for less than 50 percent of the school day from a qualified special education teacher.

Possible Placements: Itinerant Service: Blind and Low Vision, Hard of Hearing, Learning Support Level 1, Learning Support Level 2, Regional Enhanced Learning Program Regional Secondary Communication Program (Grade 11 & 12), Secondary Developmental Disabilities Resource Program

In-School IPRC For initial identification and home-school placement with withdrawal assistance

Communicational: Autism, Language Impairment, Speech Impairment, Learning Disability Intellectual: Giftedness, Mild Intellectual Disability, Developmental Disability

Regional Special Educational Program (RSEP) IPRC For initial identification and home-school placement with withdrawal assistance. The IPRC will be held at a regional location or school site depending on the exceptionality.



The student is placed by the IPRC in a special education class where the student-teacher ratio conforms to the standards in O. Reg. 298, section 31, for at least 50 percent of the school day, but is integrated with a homeschool class for at least one instructional period daily. Possible Placements: Secondary ASD Program, Secondary ASD Resource Program, Regional Enhanced Learning Program, Regional Secondary Communication Program (Grade 9 & 10) Vocational program Level 2, DD (Developmental Disability), DD-R

No In-School IPRC Available Regional Special Educational Program (RSEP) IPRC The IPRC will be held at a regional location or school site depending on the exceptionality. This committee may do the initial identification if not previously done.

Communicational: Autism, Learning Disability, Language Impairment Intellectual: Developmental Disability, Giftedness, Mild Intellectual Disability Multiple Exceptionalities

45


The student is placed by the IPRC in a special education class where the student-teacher ratio conforms to the standards in O. Reg. 298, section 31, for the entire school day. Possible Placements: District Developmental Disabilities Class, Secondary ASD Class, Vocational Level 1 Program, Vocational Level 2 Program, DD (DD-ASD, DD-SM, DD-D)

No In-School IPRC Available Regional Special Educational Program (RSEP) IPRC The IPRC will be held at a regional location or school site depending on the exceptionality. This committee may do the initial identification if not previously done. Communicational: Autism, Learning Disability, Language Impairment Intellectual: Mild Intellectual Disability, Developmental Disability Multiple Exceptionalities

Note: At the Peel District School Board, integration will be pursued whenever possible. Once a child has been enrolled in school, both the parents and the student’s school have the right to request that the Principal refer the student to an IPRC. According to the regulation, the Principal of the student’s school:

• must refer the student to an IPRC upon receiving written notification from a parent or a pupil that is 16 years of age or older; or

• may, with written notice to the parent, refer the student to an IPRC.

If a parent makes a written request for an IPRC, the Principal must follow the Peel District School Board procedure in arranging for the IPRC meeting. All requests must be honoured. The Principal will consider the most appropriate placement with respect to the student (In-School or Regional Special Education Program). Within fifteen calendar days of receiving a written request from the parent, or giving the parent notice of a school referral to IPRC, the Principal must provide to the parent:

• an acknowledgement of the parent’s request (if the IPRC is being convened at parental request);

• a reference to A Parent’s Guide to Identification Placement and Review Committees and • a written statement indicating when the IPRC will meet.

RESPONSIBILITIES OF THE IPRC It is the responsibility of each IPRC, through its Chair, to:

• invite the parent and student (if the student is 16 years of age or older) to attend the IPRC meeting;

• ensure, ten days prior to the scheduled date of an IPRC that the parent(s)/guardian(s) of the student is informed in writing of the meeting and invited to attend, unless this time frame is waived by mutual consent;

• ensure that the parent(s)/guardian(s) of the student receive a copy of the Peel District School Board publication A Parent’s Guide to Identification Placement and Review Committees in their first language (when known) upon each referral of the student to the IPRC. A hard copy of this will be included with the letter of invitation. Upon request,

46

http://www.peelschools.org/parents/specialed/iprc/Documents/IPRCbrochure_english.pdfhttp://www.peelschools.org/parents/specialed/iprc/Documents/IPRCbrochure_english.pdfhttp://www.peelschools.org/parents/specialed/iprc/Documents/IPRCbrochure_english.pdf

communication about the decision of the IPRC may be provided in accessible formats; and

• invite any other persons to the IPRC meeting as appropriate.

PRIOR TO THE IPRC Some time prior to an IPRC meeting, the Principal and/or a designated school staff member will communicate with the parents/guardians to ensure that they understand the IPRC’s process and purpose. The Principal and/or a designated school staff member of the presenting school will book and use interpreters if required. Information on accessing Multilingual Community Interpreter Services can be found at https://intranet.peelschools.org/comm/wwtwc/mcis/Pages/default.aspx. The purpose of this discussion is to:

• ensure that parents understand their rights concerning the IPRC, as explained in the parents’ guide;

• request any additional information from parents that may be relevant to the IPRC decision;

• review the results of educational and other assessments that were conducted with the student;

• outline the agenda for the IPRC meeting; • share the information and recommendations that will be made by the school staff; • discuss the possible decisions the IPRC might make; and • answer any questions.

A DELAYED IPRC MEETING No student is to be denied any Special Education Program pending an IPRC meeting or decision. If there is a delay in holding the IPRC meeting or in determining identification and placement, a special education program and/or special education services appropriate to the student’s apparent strengths and needs must be provided for the student in the interim.

ATTENDANCE AT AN IPRC MEETING In addition to the members of the IPRC, others who may attend the meeting include:

• the Principal of the student’s school (if not already a member of the IPRC); • resource personnel such as the student’s teacher(s), special education staff, Peel

District School Board support staff, or other professionals who may be needed to provide further information or clarification;

• a representative of the parents and/or of a student who is 16 years of age or older (i.e., a person who can provide support for or speak on behalf of the parents and/or student, including a lawyer from the Office of the Children’s Lawyer);

• an interpreter (including a sign-language interpreter), if required; and • other individuals whose presence is requested by either the parents or the Principal of

the student’s school (subject to the agreement of the IPRC Chair). • Parents and Peel District School Board staff may pre-arrange to attend the meeting

virtually through the use of technology. o Telephone call

47

https://intranet.peelschools.org/comm/wwtwc/mcis/Pages/default.aspx

▪ Wherever possible, parents and staff are encouraged to phone together (e.g., telephoning from the homeschool to the Regional IPRC)

▪ The IPRC Chair will require all participants to identify themselves so that all participants can be recorded in the IPRC minutes

o Video conference ▪ Wherever possible, parents and staff are encouraged to participate in the

videoconference together (e.g., participating from the homeschool to the Regional IPRC)

▪ The IPRC Chair will require all participants to identify themselves so that all participants can be recorded in the IPRC minutes

• In the case of emergency the presenting principal or delegate may present through the use of technology. In cases such as this, the IPRC Chair will notify parents as soon as possible, preferably prior to the meeting.

If the student’s parents are expected to attend the IPRC meeting and do not arrive by the time the meeting is scheduled to begin, then the Chair will attempt to contact the parent and ask if the parent would like the IPRC meeting to be deferred. If the Chair is unable to reach the parent, then the IPRC meeting will continue as scheduled. If the parents did not attend the Regional IPRC meeting, the statement of decision and a consent form will be mailed (using registered mail) to the student’s home to be signed and then returned to the school principal. If the parents do not sign the consent form after 30 school days from receipt of the letter and do not appeal the decision within 30 school days after receipt of the decision, the school board will implement the IPRC decision, with written notice (using registered mail) to the parents. Participation of Legal Counsel If the IPRC Chair is informed that a lawyer will be attending the meeting as a representative of the parent, then the Chair will contact the Superintendent of Education and the Superintendent of Special Education Support Services. The IPRC meeting will not occur until the Board’s legal counsel is able to attend. If, without prior notice, a lawyer attends an IPRC as a representative of the parent, the IPRC Chair will defer the meeting until the Board’s legal counsel is able to attend the IPRC. Recording the IPRC Meeting If anyone wishes to arrange for some form of record to be made of the meeting, this request should be discussed at the earliest opportunity with the IPRC Chair and the other people attending the meeting. If a parent or advocate requests to audiotape/videotape the meeting, the IPRC Chair should inquire as to the purpose for this request. If the request is a Human Rights related accommodation, then the IPRC Chair will seek direction from the Board’s Human Rights Commissioner. If this is a required accommodation, the IPRC meeting may proceed with the accommodation. If this is not a required accommodation, then the IPRC Chair will consult with the Superintendent of Special Education Support Services regarding whether the IPRC meeting will continue or be deferred.

48

Regardless of whether a formal record is made, the IPRC Chair and members, and the parents and the student may make notes during the meeting.

PREPARATION FOR AN IPRC MEETING In the Peel District School Board, as part of the preparation for the IPRC, all information is compiled and understood through the ISRC (In-School Review Committee) or Profile Review (Regional Special Education Program IPRC). Once an IPRC has been requested, the committee will:

• when available, obtain a copy of all educational assessments of the student if it is believed that such information is required to make an accurate identification or placement decision;

• if appropriate and available, obtain, subject to the provisions of the Health Care Consent Act, 1996, health and/or psychological assessments, a health assessment by a medical practitioner and/or an assessment by another professional such as a speech and language pathologist or a psychoeducational consultant, subject to the written permission of the parent;

• consider interviewing the student, if the committee members feel it would be useful to do so (parental permission is necessary before interviewing a child under 16 years of age);

• consider any information about the student submitted by the parents, guardians or by the student who is 16 years of age or older; and

• consider any other information that may be relevant to the IPRC decision.

THE IPRC MEETING The IPRC Chair will set an informal and welcoming tone in the meeting by:

• introducing all those attending the meeting and explain the reasons for their presence; • explaining the purpose and format of the meeting (meeting length and overview of what

to expect); • providing parent/legal guardian(s) with updated copy of SIS student profile; and • endeavoring to ensure that all participants feel that their contributions are valued.

The school presentation: • the Principal or designate presents the student’s profile beginning with strengths and

interests, educational history, assessment data, current educational programming and achievement, areas of needs, and effective classroom strategies; and

• the school’s psychoeducational consultant and/or speech/language pathologist may share additional assessment information.

The parent/legal guardian(s): • are invited to share information about their child, prompted for more information if

necessary, and encouraged to ask questions

For further information, please refer to Appendix C - IPRC Effective Practices Script.

THE IPRC DECISION: The Committee will ask the student presentation team (including parent/guardian or student 16 years of age or older) to step out while they deliberate all presented information. As required by

49

regulation (181/98), the IPRC committee must consider placement in a mainstream class with appropriate special education services prior to considering placement in a regional special education program. The presentation team will be invited back in when the committee is ready to share a decision.

• the parent/legal guardian(s) or student 16 years of age or older, are informed of the decision regarding identification (i.e., initial identification(s) or confirmation of existing identification(s));

• the decision will also include the offer of a placement; • the special education staff and/or IPRC Chair explains the placement:

o Responds to questions and provides specific information about the placement o Indicates the start date o Explains the Annual Review process o Outlines the Individual Education Plan (IEP) creation or continuation - The IEP

will be completed with parent/legal guardian(s) input within 30 days of the start of a new placement if not already in place

o Discusses transportation contingent upon student address meeting the distance requirements

• a letter of the decision of the IPRC signed by the IPRC Chair is sent to the parent and is included in the OSR

The committee need not make its determination at the IPRC meeting and may defer final decision (e.g., pending the receipt of further information). However, parents/guardians (and students 16 years of age or over) are entitled to be present at the next meeting when the IPRC decision and new information is shared. Should a second meeting be required, the IPRC members should remain the same as the previous meeting. FOLLOWING AN IPRC MEETING The Principal or designate of the homeschool will:

• ensure that a letter of the decision of the IPRC signed by the IPRC Chair is sent to the parent and is included in the OSR

• obtain the written consent of the parent for placement, change of placement, or demission of an exceptional pupil in a special education program;

• notify the receiving school if the student is moving to a Regional Special Education Program (RSEP);

• determine if additional medical information is necessary to access transportation to the recommended special education placement;

• develop an IEP within thirty days of placement in a special education program, including a transition plan for each student;

• ensure that an Annual Review is held once within each school year; • ensure that minutes are kept (and documented in SIS) of each IPRC meeting; • refer a pupil to a second meeting of the IPRC if the decision is deferred or if new

information is presented

Note: It is the responsibility of the principal or designate to meet with a parent who requests a follow up meeting upon receipt of the decision letter.

50

THE IPRC REVIEW

An IPRC review is for the purposes of evaluating the appropriateness of the placement. The committee will consider the same information that was considered at the initial IPRC and examine the progress that the student has made in relation to the IEP in order.

At any time after a placement has been in effect for 3 months, a request for an IPRC review may be made by:

• the School Principal with written notice to the parent; or • the parent in a written request to the Principal

After the IPRC review the committee may: • confirm its original decision, • change the original decision about the student identification and placement or both and • provide a statement of decision

Please refer to Special Education in Ontario: Kindergarten to Grade 12, 2017 , Section D17 A request for an IPRC review cannot be made more often than once every 3 months. If the parents disagree with the revised decision, they may:

• within 30 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);

• within 15 days of the receipt of the decision of the second meeting, file a notice of appeal with the secretary of the board (who is usually the director of education).

THE ROLE OF ANNUAL REVIEW The Annual Review process typically takes place at the school that the student attends. The purpose of the Annual Review is to:

• review student progress and goals that are set out in the IEP (e.g. strengths, needs, adaptive behaviour, strategies, functioning levels, transitions etc.)

• provide parents the opportunity to review their child(ren)’s achievement • confirm identification • confirm the recommended placement for the following school year

The Annual Review process can take two forms: Rapid Entry and Annual Review IPRC meeting. Rapid Entry: This is for students who are remaining in the same placement and location for the following school year. A formal IPRC Meeting does not take place. Annual Review IPRC Meeting: For students who are changing placements and/or location, an Annual Review IPRC Meeting must take place and follow IPRC Meeting protocols. REFERENCES A Parent’s Guide to Identification Placement and Review Committees Board Policy 14 Special Education Support Services 4 Education Act, Regulation 181/98

51

http://www.edu.gov.on.ca/eng/document/policy/os/onschools_2017e.pdfhttp://www.peelschools.org/parents/specialed/iprc/Documents/IPRCbrochure_english.pdf

Peel District School Board Special Education Programs and Services Peel District School Board Special Education Plan Special Education in Ontario: Kindergarten to Grade 12, 2017 Special Education Support Services 7 Student Information System: Special Education Module Handbook

82 02 83 01 Revised 87 05 03 Revised 97 03 31 Revised 01 04 04 Revised 19 12 17 Revised

52

http://www.peelschools.org/parents/specialed/Pages/default.aspxhttp://www.peelschools.org/PARENTS/SPECIALED/SEP/Pages/default.aspxhttp://www.edu.gov.on.ca/eng/document/policy/os/onschools_2017e.pdf

Appendix A - IPRC Members and Presenting Teams

IPRC Type IPRC Members Presenting School Staff

Elementary In-School IPRC

• School Principal (or Vice Principal) • ISSP Teacher • One other person (whenever

possible SERT)

• Classroom teacher, ISSP teacher or other appropriate staff

• School psychologist or SLP may share additional assessment information

Elementary Regional Special Education Program (RSEP) IPRC

• Program Chair (Principal or Vice Principal)

• SERT, Coordinator or Itinerant Teacher

• One other person whenever possible

Note: In the case of Multiple Exceptionalities, the committee is composed of two Special Program Coordinators and the Program Chair

• Principal or Vice-Principal

• Head of Special Education or Special Education teacher

• Classroom teacher, ISSP teacher, itinerant teacher or other appropriate staff


Secondary In-School IPRC

• School Principal or Vice Principal • Head of Special Education • Head of Guidance

• Guidance Counsellor or other appropriate staff member


Secondary Regional Special Education Program (RSEP) IPRC

• Program Chair (Program site Principal or Vice Principal

• Head of Special Education • Head of Guidance

• Principal or Vice-Principal

• Head of Special Education or Special Education teacher


53

Appendix B - Roles of the IPRC Members

ROLES OF THE IPRC MEMBERS PRINCIPAL:

• Chairs the IPRC • Welcomes attendees to the IPRC • Introduces the committee members • Shares purpose and format of meeting • Facilitates presentation • Invites input from PSSP staff as appropriate • Invites input from parent/legal guardian(s) or student 16 years of age or older • Deems or confirms exceptionality • Offers placement/recommendations • Invites and responds to questions • Thanks parent/legal guardian(s) or student 16 years of age or older for attending

ISSP/SERT/ Special Education Department Head

• Ensures interpreter (e.g. sign language, oral, specific language) is available for IPRC if necessary

• Ensure invitation and updated SIS profile are sent to parent/legal guardian(s) 10 days prior to IPRC

• May provide student presentation at Principal’s request • Provides information regarding placement • Provides information regarding development (or continuation) of IEP • Responds to questions as appropriate • Sends decision and consent letters to parent/legal guardian(s) following the IPRC • Enters parent/legal guardian(s) response in SIS when received

SERT/ Special Education Department Head/ Special Programs Coordinator

• Explains Decision Letter and Letter of Consent • Explains initiation (or continuation) of IEP • Explains Annual Review process • Responds to questions as appropriate

PSSP (non-IPRC member, may be present at principal request)

• Shares relevant assessment information • Responds to questions as appropriate • Providing information and clarification relevant to their position • Interpret information

54

Appendix C

School-Based IPRC Script

A SCRIPT TO CONSIDER FOR EFFECTIVE IPRC MEETINGS

Chair-Introduction

Welcome to the IPRC - Identification, Placement and Review Committee. My name is .....Principal of ..... I will be the Chairperson for today’s meeting. We will go around the table and introduce ourselves and identify our role.

Chair – Should a lawyer be present

Thank you very much for coming today. Following Peel Board protocol, we will defer this IPRC until such time as legal representation from the Board can attend. A letter of invitation will be sent at least 10 business days prior to the meeting. .

Chair – Should an advocate attend

Thank you very much for coming today. Please excuse me briefly so I can consult with my Superintendent …

55

Chair – IPRC Review

We are here today to discuss your child’s strengths and needs so that we can best support and program for him/her. First, Mr. /Ms____ (ISSP/Classroom teacher) will give a short synopsis of your child’s school history, strengths and needs. (If psychologist is present) Next, we will hear from the psycho-educational consultant who will review their findings. (If psychologist is not present) Next, we will hear a brief summary of the results of the psycho-educational assessment. Finally, we will invite you (the parent/ legal guardian(s)/guardians) to share any information about your child that will help us understand his/her needs and support us in programming for success.

Chair -Presentation

“(Teacher), could you please highlight details of (student’s) school history, strengths and needs?” “(Psycho-educational Consultant), could you please share a summary of the psycho-educational assessment?” OR “(ISSP) Could you please share a summary of the psycho-educational assessment? ”Mr. and Mrs... would you like to share any additional information with the committee?” “Does anyone have any further information, questions or concerns?”

56

Chair - Decision Identification (possible outcome for IPRC requested by parent)

Based on the information shared here today, your child meets the criteria to designate him/her as: (consult with appropriate staff ahead of time to determine appropriate exceptionally, particularly if confirming prior identifications/placements) Exceptional Communication: Learning Disability Exceptional Communication: Language Impairment Exceptional Intellectual: Mild Intellectual Disability He/she will be placed in In-School Support Program here at (state your school). OR: Based on the information shared here today, your child does not meet the criteria to be identified as an exceptional learner in the Peel District School Board. He/she will continue to be supported at this school by....

ISSP (no script as program delivery can vary from school to school) Brief outline of the ISSP program at the school and the supports that will continue or will be initiated for the student.

Committee Member

In a week or so you will receive a letter through the mail (or it will come home with your child). In the envelope you will find a letter outlining the decisions made here today and a consent form. If you are in agreement with the decisions, you will need to sign the consent form and return it to the school.

57

Committee Member

An IEP will then be developed collaboratively between the classroom teacher and you, (his/her parent/ legal guardian(s)/guardians) within the next 30 school days (if not already in place). This will describe a plan to help make your child more successful at school. It is a working document and will be sent home with the report card. A copy will be placed in your child’s OSR – The Ontario Student Record. At the end of the year, we have what is called an Annual Review. At that time, we review the gains your child has made and we make decisions for the following year regarding placement. Topics to be covered:

o Responds to questions and provides specific information about the placement

o Indicates the start date o Explains the Annual Review process o Outlines the Individual Education Plan (IEP) creation or

continuation - The IEP will be completed with parent/legal guardian(s) input within 30 days of the start of a new placement if not already in place

o Discusses transportation contingent upon student address meeting the distance requirements

Chair Ask parent/legal guardian(s) if they have any questions.

Chair Recognise the parent/legal guardian(s) commitment to working with the school to promote success for their child and thank them for attending the IPRC.

58

PEEL DISTRICT SCHOOL BOARD 9.4 Special Education Advisory Committee April 21, 2020 Accessibility Plan Status Report - 2019 Recommendation: It is recommended that this report be received. Background: Prepared by: Meghan Echlin, Special Program, Special Needs, Coordinating Principal Dave Dadd, Project Coordination Manager

Submitted by:


60

Student Accessibilityin PDSB

SEAC PresentationApril 21, 2020

David Dadd & Meghan Echlin

61

What is the process to support Student/School Accessibility?

The board has prioritized accessibility from the curb to the classroom.Upgrades are considered on a progressive approach to support immediate access universally across all schools. We work collaboratively with school teams to determine student and site specific needs to support accessibility.

62

Student Need & AODA

Compliance Upgrades

StudentParentAdministratorFacilities Dept.

David DaddCoordination Project Manager

Meghan EchlinCoordinating Principal Special Programs -Special Needs

Review Request● Is the need

immediate?

● Is it a new registration?

● Is it an upgrade that is planned by Facilities & Maintenance for AODA compliance?

Visit Site

63

Site Visits

These include a visit to the school to determine what modifications can be considered.

Factors can include: ● age of the building (i.e. no renovations within the first 5 years of a

new build), ● planning and accommodation (i.e.certain spaces cannot be

modified),● board priorities (i.e. meet the legislated AODA compliance

requirements, specifically elevators in all Secondary Schools).

David reports site visit information to Coordinating Principal and consults with his controller.

64

Types of Requests

1) Curb Cuts2) Ramps3) Automatic Door Openers4) Door Hold Open Devices5) Accessible Washroom Facilities: Universal & Orthopedic Washroom, Bathroom Bars6) Elevators7) Braille Signage, Stair Stripping8) Stage Lifts9) Incline Platform Lift10) ALE Rooms: Purpose Built/Modified to support safety standards11) Barrier free work stations

65

Automatic Door Openers/Door Magnets66

Curb cuts and Ramps67

Orthopedic Washroom/InclusiveWashroom68

Braille69

Alternative Learning Environment Calming/De-escalation

70

Elevators71

Stage Lifts/Incline Platform Lift72

Determining PrioritiesWe are constantly revising, reviewing, re-prioritizing requests. This is an ongoing process. By the end of February each year, we try to have a fully developed list. This can be delayed by the board staffing process which determines where new programs will be located. This is important to ensure that our programs have appropriate access to the necessary facilities. Our total annual budget is $1 000 000.The priorities are vetted through:● The Controller of Facilities and Environmental Services, John Hartzema

and ● the Superintendent of Special Education, Dr. Shawn Moynihan.

They present the priorities to the Director’s office for final approval.

73

Curb Cuts/Ramps/Automatic Door Openers/Accessible DoorsJames Bolton PS,Dorset Drive PS, RD Barber PS, Mount Royal PS, Eastbourne Public School

Braille Signage Stair Stripping - Involves consultation with Orientation and Mobility Specialist and Vision Team

Chinguacousy SS, Sunny View MS, Green Glade Snr PS, Vista Heights PS, Levi Creek PS, Roberta Bondar PS, Nelson Mandela PS

Alternative Learning Environments -upgrading and new buildsLougheed PS, Royal Orchard, Homestead MS, Goldcrest PS, Harold Brathwaite SS, Rick Hanson SS, Heart Lake SS

Orthopedic Washrooms/Universal Washrooms- upgrades, extensions, modifications, new buildsCentral Peel SS, Conestoga PS, Thomas Street MS, Dolphin Snr PS, Earnscliffe Snr PS, Ridgeview P.S., Madoc P.S., Tecumseh P.S.,Thornlodge

Door Hold Open DevicesDolphin Snr PS, Brian Fleming PS, Bramalea SS

2020/2021 Plans74

AODA Compliance and Levels

Accessibility Rating Of Schools as of December 2019

All schools built after 1998 adhere to the accessibility guidelines of the Canadian Standards Association (CSA), and are rated “A”. Schools Built after 2015 comply with the accessibility requirements as set out by the current edition of the Ontario Building Code (OBC 2012, as amended by O. Reg. 368/13 in effect January 1, 2015).

Accessibility improvements have been and continue to be done in many schools, including those built prior to 1998. These schools have been rated based on current school conditions. All updated areas have been built to comply with the Ontario Building Code at the time of renovation.

(Please see chart attached in today’s SEAC agenda)

75

Questions?

76

11 ~

·I --II

II·= I II_, II-

II

II

• 11

1

l· t 11-

J_

I I U::;- .-

~- ~ r

~

~

~ -~ -1

II~ I I I •. ll

-- --.. I -I ----- :r'i --

...;; ....

'

··•··

•

-- ..... -

..

-

- ~ I

- r I

~

I•

·-,.

-

• -

.. ._-. -I ~

---~ - - II

l

- ..__.-

-- ----

. -

/ . , -4

_I

.. ..J

-1

~-·

..

--

::', ~=

--1 -• ,

-- .-

J

: . ._ ,.. -...J...-

•_. 'I • • .- -

_-,.

. I

1·.1 ... - ~. . ---• · . ._ • •• - ~ d-

. .1

r

---

_..,

77

PEEL DISTRICT SCHOOL BOARD 10.1 Special Education Advisory Committee April 21, 2020 Letter from A. Omstead, Chair, Special Education Advisory Committee (SEAC), Greater Essex County District School Board to Minister of Education, Stephen Lecce Recommendation: It is recommended that this Letter be received.

Submitted by:


78

PEEL DISTRICT SCHOOL BOARD 10.3 Special Education Advisory Committee April 21, 2020 Letter from K. Allen, Chair, Special Education Advisory Committee (SEAC), Hastings and Prince Edward District School Board to Minister of Education, Stephen Lecce Recommendation: It is recommended that this Letter be received.

Submitted by:


81

L ,. L.. ~ : • =r ·-: • I "p .,.

I- _I

..J

-:-, r; .. II· i II -, _-. . -II

II

I

!~ ~--:1 II. _

II

~ II

I I

. . II

L

I

-

I

. -

-

..

~

• I

4 _j

r

11-..-•• II I

II

II-~.

~ L

L

-L •-. I

• ::--..-- ..JI..-

~ . • -• ..:-\r._,

T ::--- .. -.-

• r . .,;

I-_ - j .i. r • :.-.. =-; :.. I·. W -.

I

•.-I ~ .. • .. ...... =I -.. - r·

~ ,.:___} r

-.-

---------

•

.... _

.. .._

=4 r-r

--r

• -

L..

. .

•

-.

i"

. I ~

r; ---r -. _j ----~·

L

• I

..J t