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Special Education At
Steve MacLean Public School
An overview of our policies, roles and responsibilities as
collaborative members of the school Special Education Team
The following link is a picture book called
The Animal School Written by: George H. Reavis
Click Here For Picture Book
A few questions to ponder and discuss after listening to the
picture book:
What does the inclusive classroom look like, feel like and sound like?
How do you as an educator seek out opportunities to ensure your classroom is
inclusive?
“If a child can’t learn the way we teach, maybe we should teach the
way they learn.” -Ignacio ‘Nacho’ Estrada
Traditional Instruction
Differentiated Instruction
Covering the curriculum is my first priority and directs my
teaching
I base my teaching on students’ learning needs as well as the
curriculum
I emphasize mastery of content and skills
I emphasize critical and creative thinking and the application of
learning
I primarily use whole-class instruction (Part to Whole)
I use several instructional formats: whole class, small groups, partners, individual
(Whole to Part)
All students complete the same activity at the same time
As appropriate, I give students opportunities to have input into
what activities they want to work on
Place Special Education Plans (SEP) in the Provincial context (Reg. 306)
Highlighting key pieces of the OCDSB SEP, particularly the early identification procedures and intervention strategies
Steve MacLean perspective: How does the tiered model translate at our
school
The policies and procedures that guide us through the Special
Education delivery model at Steve MacLean Public School
Provincial Perspective Regulation 306Regulation 306: Special
Education Programs and Services of the Education Act
requires: Every school board in the province must prepare, approve and submit a
report outlining all the special education programs and services,
every two (2) years
Each school board is required to review, maintain and amend the SEP as
needed to ensure the needs of exceptional students are being met
There are 16 standards which school boards must include in their report.
Provincial Perspective Regulation 306
The purpose of the SEP is two fold:
1. To inform the Ministry and the public about the programs and services available to exceptional students.
2. Ensure standards for special education are consistent across the province.
Board PerspectiveGeneral Model for Special
EducationEssential Components:
A continuum or range of placement options
Multi-disciplinary professional supports
Integration opportunities within the community school
Timely assessments
Current, outcome-based IEPs (SMART Goals)
Equitable access to specialized programs
Tiered ApproachEarly Identification and
Intervention
Board Perspective
Tier 1
Tier 2
Tier 3
Regular classroom On-going assessment
and monitoring by classroom teacher
Differentiated instruction
Regular classroom w/ support
On-going assessment and monitoring by In-School Team
More intensive instruction/interventions
Specialized support/placement Extensive assessment and
monitoring by Multi-D team Specialized support and
individualized interventions
Board PerspectiveTiered Approach
Early Identification and Intervention
Role of the Classroom Teacher Tier 1 and Tier 2
Gather information regarding students
OSR, former teachers Parent questionnaires and interviews Students’ learning style and interests
Formal and informal assessments
Compile information in a Classroom Profile Select instructional strategies and plan program based on students’ strengths and
needs (differentiated instruction) Review students’ response to instruction
Identify students that are at-risk (consult with in-school support team-referral form and
student profile)
Board PerspectiveTiered Approach
Early Identification and Intervention
Role of the In-School Support Team Tier 2 and Tier 3
Meet on a regular and consistent basis
Review student profile and referral forms submitted by teachers
Brainstorm strategies and offer recommendations (small group instruction, educational assessment, IEP
etc.)
Monitor progress and reassess at-risk students
Refer/Consult with Multi-Disciplinary
Board PerspectiveTiered Approach
Early Identification and Intervention
Role of the Multi-Disciplinary Team Tier 3-The Multi-D team is made up of support service professionals such as learning
support consultants, social worker, psychologist, speech and language pathologist or physio/occupational therapist.
Consult with in-school support team
Conduct extensive assessments
Hold case conferences with parents, LST to provide assessment feedback and make program and
placement recommendations (referral to itinerant teachers, community resources (section 23) or IPRC)
Board PerspectiveTiered Approach
Program and Placement Options
Regular Classroom Placements
With indirect support (Teacher receives consultative services)
With specialized support(Itinerant teacher or EA)
With resource assistance
With monitoring or support from the LST.
With withdrawal assistance
Board PerspectiveTiered Approach
Program and Placement Options
Specialized Programs* Requires a signed application submitted to a central recommendation committee
Asperger’s Autism
Behaviour support Deaf/Hard of Hearing
Developmental disabilities Dual support
General learning Gifted Specialized
Language Learning disability Learning disability
Physical support Primary Special Needs
Board PerspectiveTiered Approach
Program and Placement Options
Provincially-Based Supports and Placements Section 23
Champlain Community Care Access Centre
(CCAC)
Hospitals (CHEO) or treatment centers
Demonstration/Provincial Schools
Steve MacLean PerspectiveSpecial Education Staff
Peter Gregory – 1.0 Learning Support Teacher (LST)
Lead Spec Ed Administrator/ContactSpec Ed Contact for Junior and Intermediate
Tara Carver - 1.0 Learning Support Teacher (LST)
Lead Autism Administrator/ContactSpec Ed Contact for Primary
Sylvia Sicluck-1.0 Special Education Teacher (LRT)
Spec Ed Contact for 5 classes
Christine Crowder-.50 Special Education Teacher (LRT)
Spec Ed Contact for 2 classes
5.0 – Educational Assistants
1.0 Supporting SK and JK Classes1.0 supporting 3 Autism Students and Cochlear Implant Student
2.0 Supporting Primary/Junior Classes1.0 Supporting Junior/Intermediate Classes
Steve MacLean PerspectiveMulti-Disciplinary Team
Learning Support Consultant – Claire Darby MillarConsults as needed
Psychologist – Dr. Neeti SachdevaVisits ½ day weekly
Speech and Language Pathologist – Serena RebelloVisits ½ day weekly
Social Worker – Robert Matt ManionVisits ½ day alternating weeks
Occupational Therapist (CCAC) – Lucinda GoddardVisits full day weekly
Itinerant Teacher of Deaf and Hearing Impaired – Marilyn Minaker
Visits 2 full days each week
ASD Team – Lori FraserConsults as needed
Referrals must be submitted through the in-school support team.
Steve MacLean PerspectiveSpecial Education Programs
There are no specialized programs at Steve Maclean. All exceptional students
are integrated into the regular classroom.
Regular classroom placements include:
With specialized support (itinerant teacher/EA)
With resource assistance
With monitoring or support from the LST.
Steve MacLean PerspectiveExceptional Students
There are 98/941 students on IEPs
6 students are identified with ASD 3 students are developmentally
disabled 4 students have a cochlear implant 5 students are mild intellectually
disabled 6 students have a language learning
disability 8 students have a learning disability
66 students on IEPs that are not IPRC’d
Our overall responsibility is to provide on-going assessment and monitoring to meet the needs of
exceptional students in our school
HOWEVER…….
How are we going to meet the needs
of all our exceptional
learners?
Tiered Approach
Steve MacLean Perspective
Tier 1
Tier 2
Tier 3
Regular Classroom Teacher• on-going assessment and monitoring• differentiated instruction• refer at risk students to in-school support team
In-School Support Team• review referrals•on-going assessment and monitoring • provide more intensive instruction, interventions and support
Multi-Disciplinary Team•extensive assessment and monitoring• case conferences, referrals and recommendations•specialized support and individualized interventions or placements
Steve MacLean PerspectiveOvercoming Challenges
Including Exceptional Students in the Regular Classroom
1 planning period per cycle with special education contact
Discussing at risk students Planning lessons/units
Collaborative assessment of strengths and needs of students
Special education support within the classroom for collaborative teaching opportunities and small
group instruction
Data collection, on-going assessment Special Education contact teacher can assist
collecting data, supporting groups during assessment
Standardized referral form easier to complete – less time consuming
Where Do We Go From Here?Professional Development Opportunities
Special Education Staff (teachers/EAs)
Transition workshops for students with ASD Collaborative teaching strategies
Classroom Teachers
Writing IEPs Assistive Technology
Lunch and Learn ASD students in the classroom
Developing Class profiles
Resources:
Reavis, George. Animal School: A fable retrieved May 24 ,2009 from http://www.janebluestein.com/handouts/animal.html
Ontario Ministry of Education (2000). Standards for School Boards’ Special Education Plans http://www.edu.gov.on.ca/eng/general/elemsec/speced/iepstand/iepstand.pdf
Ottawa Carleton District School Board Special Education Planhttp://www.ocdsb.ca/Documents/OCDSB_Publications/Spec-Ed-Plan09.pdf