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