Special Education Programs & Services Parent Guide ocsb.ca/special-ed/

Elaine McMahon Chairperson Denise Andre Director of Education

SPECIAL EDUCATION PROGRAMS & SERVICES Statement of Philosophy

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he Ottawa Catholic School Board’s approach to the provision of Special Education Programs and Services is based upon the principle of meeting students’ needs within the most enabling environment. It is recognized that children grow and develop as unique individuals. As members of a Christian community and in accordance with Ministry of Education and Training direction, the Board actively promotes the goal of inclusion. Inclusion means that students with special needs fully participate in the life of the school community. Our goal is, wherever possible, to educate individuals in regular classrooms with age-appropriate peers in their community schools. However, for those children whose complexity of needs exceeds these resources, a specialized placement may be necessary to accommodate learning needs. Therefore, a full range of services will be made available to students. In providing for our students, we believe that individual gifts and strengths must be identified and used as the starting point for developing programs which will nurture growth and learning. Our goal is to enable learners to reach their full potential. This will enable them to take their place as independently as possible within society. The purpose of this guide is to provide information and to set out procedures involved in identifying a student as “exceptional,” deciding the student’s placement, or appealing such decisions if the parent does not agree with the IPRC. Parents in the Ottawa Catholic School Board are encouraged to participate in all steps of this process.

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SPECIAL EDUCATION PROGRAMS & SERVICES SPECIAL EDUCATION PROGRAMS & SERVICES What is an IPRC?

What is a Special Education Program?

Regulation 181/98 requires that all school boards set up an Identification, Placement and Review Committee (IPRC). An IPRC is composed of at least three persons, one of whom must be a principal or supervisory officer of the Board. In the Ottawa Catholic School Board, the Committee includes a principal, two other teachers and/or Special Education and Student Services staff.

In the Education Act, a special education program:

What is the role of the IPRC? The IPRC will: • decide whether or not a student should be identified as exceptional; • identify the areas of the student’s exceptionality, according to the categories and definitions of exceptionalities provided by the Ministry of Education; • decide an appropriate placement for the student: regular class with indirect support, regular class with resource assistance, regular class with withdrawal assistance, special education class with partial integration, or full time special education class and • review the identification and placement decision at least once per school year.

• is based on, and modified by, the results of continuous assessment and evaluation. It includes a plan (Individual Education Plan or IEP) containing specific objectives and an outline of special education services that meet the needs of the exceptional student.

What are Special Education Services? Special Education Services are defined in the Education Act as the facilities and resources, including support personnel and equipment, necessary for developing and implementing a Special Education Program.

What is an IEP? The IEP must be developed in consultation with the parent. It must include: • the student’s strengths and needs; • specific accommodations and/or educational expectations; • an outline of the special education program and services that will be received; • a transition plan.

Who is identified as an exceptional student?

The IEP must be completed within 30 days after the student has been placed in the program. Parents must be given a copy by the principal.

The Education Act defines an exceptional student as “a pupil whose behavioural, communicational, intellectual, physical or multiple exceptionalities are such that he or she is considered to need placement in a special education program...” Students are identified according to the categories and definitions of exceptionalities provided by the Ministry of Education.

An IEP, based on formal assessments, can be prepared for students who are not formally identified as exceptional.

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The principal is responsible and accountable for the implementation of the IEP. The IEP is a working document that can be adjusted at any time.

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SPECIAL EDUCATION PROGRAMS & SERVICES SPECIAL EDUCATION PROGRAMS & SERVICES Decisions are best made when school and parents/guardians work in collaboration, with the best interests of the child at the centre of all discussions. Parents are encouraged to talk to teachers to indicate the level of involvement they would like in development of the IEP and to provide up-to-date information about their child as it relates to the child’s learning, i.e., assessment reports, medical information, etc.

How is an IPRC meeting requested? The principal of the school: • must request an IPRC meeting upon written notification by the parent; • may, with written notice to the parent, refer student to an IPRC when the principal and teacher believe that he or she may benefit from a special education program. Within 15 days of receiving written notification, the principal must provide the parent with a Parent Guide to Special Education Programs and Services as well as a written statement of approximately when the IPR Committee will meet.

May parents attend the IPRC meeting? Regulation 181/98 entitles parents and students 16 years of age or older: • to be present at, and participate in, all Committee discussions about the student; • to be present when the IPR Committee’s decision is made.

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Who else may attend an IPRC meeting? • principal of the school • other resource people i.e., student’s teacher(s), Special Education staff, Board support staff, or the representative of any agency, who may provide additional information or clarification • an interpreter, if one is required. Requests for an interpreter are made through the school principal. • parents or the school principal may request the attendance of others at the IPRC meeting.

What information will parents receive about the IPRC meeting? At least 10 days in advance of the meeting, the Chair of the IPRC will provide the parent with written notification and an invitation to attend the meeting. This will include date, time and place of the meeting and ask whether the parent wishes to attend. A Parent Guide will also be provided.

What if parents are unable to make the scheduled meeting? If the parent is unable to attend this scheduled meeting, the principal will try to reschedule, if that is possible. In the event a meeting cannot be rescheduled, the principal will forward the IPRC’s written statement of decision to the parent, for consideration and signature, as soon as possible after the meeting has taken place.

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SPECIAL EDUCATION PROGRAMS & SERVICES SPECIAL EDUCATION PROGRAMS & SERVICES What happens at an IPRC meeting? The Chair introduces everyone and explains the purpose of the meeting. The IPRC will review all available information concerning the student and will: • consider the educational assessment; • consider health or psychological assessments conducted by qualified practitioners; • interview the student, with parental consent if the student is less than 16 years of age, if the Committee feels it would be useful to do so; • encourage parents to submit any additional information concerning their child to help with the IPR Committee determination The Committee may discuss any proposal that has been made about a special education program or special education service for the child. The Committee will discuss any such proposal at the parent’s request or at the request of a child 16 years of age or older. The parent is encouraged to ask questions and join the discussion. Following the discussion, after all the information has been presented and considered, the Committee will make its decision.

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What will the IPRC consider in making its placement decision? Before the IPRC can consider placing a student in a special education class, it must consider whether placement in a regular class with appropriate special education services will: • meet the student’s needs; • be consistent with the parent’s wishes. If, after considering all of the information presented, the IPRC is satisfied that placement in a regular class will meet the student’s needs and that such a decision is consistent with the parent’s wishes, the Committee will decide in favour of placement in a regular class with appropriate special education teacher support. If the Committee decides that the student should be placed in a special education class, reasons for that decision must be presented in its written statement of decision.

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SPECIAL EDUCATION PROGRAMS & SERVICES SPECIAL EDUCATION PROGRAMS & SERVICES What will the IPRC’S written statement of decision include? The IPRC’s written statement of decision will state: • the IPRC’s description of the student’s strengths and needs; • whether the IPRC has identified the student as exceptional; • where the IPRC has identified the student as exceptional; • the categories and definitions of any exceptionalities identified, as they are defined by the Ministry of Education and Training • the IPRC’s placement decision and commencement date; • where the IPRC has decided that the student should be placed in a special education class, the reasons for that decision.

What happens after the IPRC has made its decision? If the parent agrees with the IPRC decision, he/she will be asked to indicate by signing his/ her name thereby agreeing with the identification and placement decisions made by the IPRC. The statement of decision may be signed at the IPRC meeting or taken home and returned. If the IPRC has identified that student as an exceptional student and the parent is in agreement with the IPRC identification and placement decision, the Board will promptly notify the principal of the school at which the special education program is to be provided of the need to develop an Individual Education Plan (IEP) for the student.

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Once a child has been placed in a Special Education Program can the placement be reviewed? A review IPRC meeting will be held within the school year unless the principal of the school at which the special education program is being provided receives written notice from the parent dispensing with the annual review. The parent may request a review IPRC meeting any time after the student has been in a special education program for three months.

What does a review IPRC consider and decide? The review IPRC considers the same type of information as the original IPR Committee. With the written permission of the parent, the IPRC conducting the review will consider the progress that the student has made in relation to the IEP. The IPRC will review the placement and identification decisions and decide whether they should be continued or whether a different decision should now be made.

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SPECIAL EDUCATION PROGRAMS & SERVICES SPECIAL EDUCATION PROGRAMS & SERVICES What can parents do if they disagree with the IPRC decision?

How do parents appeal an IPRC decision?

If parents are not in agreement with either the identification or placement decision made by the IPRC, they may:

If parents disagree with the IPRC’s identification as exceptional or with the placement decision, they may, within 30 days of receipt of the original decision or within 15 days of receipt of the decision from the second meeting referred to above, give written notification of their intention to appeal the decision to the attention of the Board Secretary, Catholic Education Centre, 570 West Hunt Club Road, Nepean, Ontario K2G 3R4.

• within 15 days of receipt of the decision, request that the IPRC hold a second meeting to discuss their concerns. • within 30 days of receipt of the decision, file a notice of appeal with the Board’s secretary. If parents do not agree with the decision after the second meeting, they may file a notice of appeal within 15 days of receipt of the decision. If the parents do not consent to the IPRC decision and do not appeal it, the Board will instruct the principal to implement the IPRC decision.

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The notice of appeal must: • indicate the decision with which the parents disagree; and • include a statement that sets out the reasons for disagreement.

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SPECIAL EDUCATION PROGRAMS & SERVICES SPECIAL EDUCATION PROGRAMS & SERVICES What happens in the appeal process?

6. The Appeal Board will report its recommendations in writing, to the parent and to the school board, providing the reasons for its recommendations.

The appeal process involves the following steps:

7. Within 30 days of receiving the Appeal Board’s written statement, the school board will decide what action it will take with respect to the recommendations (boards are not required to follow the Appeal Board recommendation).

1. The Board will establish a Special Education Appeal Board to hear the appeal. The Appeal Board will be composed of three persons (one of whom is selected by the parent) who have no prior knowledge of the matter under appeal. 2. The Chair of the Appeal Board will arrange a meeting to take place at a convenient time and place, but no later than 30 days after he or she has been selected (unless parents and the Board both provide written consent to a later date). 3. The Appeal Board will receive the material reviewed by the IPRC and may interview any persons who may be able to contribute information about the matter under appeal. 4. The parent and the student, if he or she is 16 years old or over, are entitled to be present at the meeting and to participate in all discussions. 5. The Appeal Board must make its recommendation within three days of the meeting taking place. It may: • agree with the IPRC and recommend that the decision be implemented; or

8. The parent may accept the decision of the school board, or may appeal to a Special Education Tribunal. The parent may request a hearing by writing to the Secretary of the Special Education Tribunal. Information about making an application to the tribunal will be included with the Appeal Board’s decision.

What Special Education programs and services are provided by the Board? The Ottawa Catholic School Board offers a wide range of programs and services which include: • Regular class placement with special education resource teacher support • Special education system class placement • Special schools i.e., Sagonaska Demonstration School

• disagree with the IPRC and make a recommendation to the Board about the student’s identification, placement or both.

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SPECIAL EDUCATION PROGRAMS & SERVICES SPECIAL EDUCATION PROGRAMS & SERVICES What organizations are available to assist parents?

What are the Ministry’s provincial and demonstration schools?

Each board has a mandated Special Education Advisory Committee (SEAC) comprised of nominated parent volunteers from local organizations and community members who have an interest in special education, board personnel and trustees. The role of SEAC is: • to consider and make recommendations to the Board concerning any matter affecting the establishment, development and delivery of special education programs and services; • to provide advice, information and assistance to those parents who require additional support.

The Ministry operates provincial and demonstration schools throughout Ontario for deaf, blind, deaf-blind, and severely learning-disabled students, as well as those with Attention Deficit Hyperactivity Disorder (ADHD). Residential programs are offered at the schools Monday to Friday, for students who live too far from school to travel daily.

The following groups may be represented on the Ottawa Catholic School Board Special Education Advisory Committee: Association for Bright Children.......................... 613-860-1398 Autism Society (Ottawa Chapter)......................613-230-6305 Down Syndrome................................................ 613-737-0658 Easter Seals Society..........................................613-226-3051 Epilepsy Ottawa-Carleton..................................613-594-9255 FASD – Fetal Alcohol Spectrum Disorder Group of Ottawa.............................................613-446-4144 Brain Injury Association (Ottawa Valley)............613-233-8303 Integration Action Group Ottawa....................... 613-724-6225 Learning Disabilities Association of Ottawa......613-567-5864 Ontario Association for Families of Children with Communication Disorders......................613-830-8921 Ottawa-Carleton Association for Persons with Developmental Disabilities..................... 613-569-8993 VIEWS for the Visually Impaired........................613-825-9467 VOICE for Hearing Impaired Children............... 613-823-6490 As well as: • Community Representatives • Three School Board Trustees • School Board Resource Personnel



SEAC meets monthly from September to June.

If you wish to contact a member of SEAC, inquire about monthly meetings or for more information, email [email protected], or visit us on ocsb.ca.

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Demonstration schools for English-speaking students with severe learning disabilities, including learning disabilities associated with ADHD Amethyst School 1090 Highbury Avenue London, Ontario N5Y 4V9 Tel: 519-453-4400 Sagonaska School 350 Dundas Street West Belleville, Ontario K8P 1B2 Tel: 613-967-2830

French-language school for the deaf and demonstration school for French-speaking students with severe learning disabilities, including learning disabilities associated with ADHD Centre Jules-Léger 281 rue Lanark Ottawa, Ontario K1Z 6R8 Tel: 613-761-9300 TTY: 613-761-9302 and 613-761-9304

Trillium School 347 Ontario Street South Milton, Ontario L9T 3X9 Tel: 905-878-8428

School for the Blind and Deaf-Blind W. Ross Macdonald School 350 Brant Avenue Brantford, Ontario N3T 3J9 Tel: 519-759-0730

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SPECIAL EDUCATION PROGRAMS & SERVICES SPECIAL EDUCATION PROGRAMS & SERVICES Frequently Asked Questions

3. Do I need to leave my neighbourhood school for programming?

1. How do I request an IPRC?

Whenever possible your child will receive services and programming in the neighbourhood school with their age-appropriate peers. However, for those children whose complexity of needs exceeds these resources, a specialized placement may be necessary.

You may request an IPRC meeting, in writing, from your school principal. The principal may also initiate the IPRC process and will comply by sending a written response within 15 days of the receipt of the parent request. 2. Do I need an IPRC to have an IEP developed for my child? An IPRC is not required for development or implementation of an IEP. Strengths and needs are generated from formal assessments when creating an IEP. An IPRC is not required when both the parent/ guardian and Board agree that the student with special education needs will receive programming in the regular classroom. The appropriate programs and services are documented in the student’s Individual Education Plan (IEP). The IEP ensures students receive programs and services to meet their needs. This does not in any way override the IPRC process as set out in Regulation 181/98. Parents/guardians retain the right to initiate the IPRC process.

4. Where can I find more information? More information is available from: • your school principal • ocsb.ca/special-ed • the Ottawa Catholic School Board Special Education and Student Services Department (Tel.: 613-224-2222) • Special Education Advisory Committee (SEAC): email [email protected] Notes: 1. If you wish to receive this parent guide in Braille, large print, or audio-cassette format, please contact the Ottawa Catholic School Board at the address or telephone number shown on the following page. 2. When used in this guide, the word “parent” includes guardian. 3. This information about IPRCs can also be accessed electronically at ocsb.ca/special-ed.

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SPECIAL EDUCATION PROGRAMS & SERVICES SPECIAL EDUCATION PROGRAMS & SERVICES The Education Act requires that school boards provide, or purchase from another board, special education programs and services for their exceptional students. The purpose of this parent guide is to provide you with information about the Identification, Placement, and Review Committee (IPRC), and to set out the procedures involved in identifying a student as “exceptional,” deciding the student’s placement, or appealing such decisions if you do not agree with the IPRC. If, after reading this guide, you require more information, please contact the Ottawa Catholic School Board Special Education and Student Services Department at the address and numbers listed below.

Special Education & Student Services 570 West Hunt Club Road Nepean, Ontario K2G 3R4 Tel.: 613-224-2222 Fax: 613-225-9153 ocsb.ca The Special Education Report

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Board of Trustees Elaine McMahon, Chairperson Zone 6 (Knoxdale-Merivale/College) Joanne M. MacEwan, Vice-Chairperson Zone 5 (Beacon Hill-Cyrville/Innes) John Curry Zone 1 (West Carleton-March/Stittsville-Kanata West/ Rideau-Goulbourn/Osgoode) Sandra Moore Zone 2 (Kanata North-Kanata South) Brian Coburn Zone 3 (Orléans/Cumberland) Spencer Warren, PMP Zone 4 (Barrhaven/Gloucester-South Nepean) Jeremy Wittet Zone 7 (Kitchissippi/Bay) Mark D. Mullan Zone 8 (Alta Vista/Gloucester-Southgate) Kathy Ablett, R.N. Zone 9 (River/Capital) Thérèse Maloney Cousineau Zone 10 (Rideau-Vanier/Rideau-Rockcliffe/Somerset)

Special Education & Student Services 570 West Hunt Club Road Nepean, Ontario K2G 3R4 Tel.: 613-224-2222 Fax: 613-225-9153 ocsb.ca The Special Education Report February 2017