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Roots of Ontario Legislation and Policy

• Bill 82 (1980), An Amendment to the Education Act:– Universal access: right of all children, condition notwithstanding, to

be enrolled in school;– Early and ongoing assessment;– Provision of special education programs and services;– IPRCs, including parental involvement;– School Board Special Education Advisory Committees; and

Special Education Education Plans.

• Full implementation: September 1, 1985– Regulations developed to ensure phased-in implementation;– Policy and Legislation were process driven, similar to U.S.

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Ministry of Education Strategic DirectionsGoals: • High levels of student achievement:

– literacy and numeracy initiatives – 75% target by 2008– student success/learning to age 18 strategy – 85% graduation rate by 2010

• Reduced gaps in student achievement• Increased public confidence and support for public education

Activities:• Identifying and supporting effective teaching, learning and assessment

practices • Identifying and supporting effective gap-reducing practices • Engaging students, families and communities in building a supportive

learning environment• Increasing system effectiveness, efficiency, transparency and

responsiveness

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Early Intervention• The majority of children begin their education career in a

regular classroom in their neighbourhood school.

• When concerns about a student’s educational progress are noted by the teacher and/or parent, a referral is usually made to an in-school team.

• The in-school team will suggest different teaching methods, intervention strategies, and monitor the effectiveness of the interventions.

• If these early interventions are not successful, the principal may refer the student to a school board’s Identification, Placement and Review Committee (IPRC).

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Identification, Placement and Review Committee (IPRC)

• A student is referred to an IPRC to determine if specific and ongoing special education programs and services are required.

• Parents may also request that an IPRC be convened to determine if their child should be identified as needing special education.

• Students receiving special education are those whose educational needs cannot be met through regular instructional and assessment practices because of their behavioural, communication, intellectual, physical or multiple exceptionalities.

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IPRC Cont’d• In making its decision, the IPRC considers an educational

assessment of the student and may consider health and/or psychological assessments as well.

• An IPRC decides whether a student will be identified as an “exceptional pupil” and, if so identified, determines the classroom placement for the student.

• An IPRC must conduct an annual review of these decisions, unless the parent waives this requirement of the school board.

• Parents/guardians and students 16 years of age or older have a role in the IPRC process.

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Categories and Definitions of Exceptionality• Where the IPRC has identified a student as exceptional, the decision will

include the categories and definitions of any exceptionalities using the categories and definitions established by the Ministry of Education.

5 Categories and 12 Definitions of Exceptionalities

BEHAVIOUR INTELLECTUAL MULTIPLE EXCEPTIONALITIES Behaviour Giftedness Multiple Exceptionalities

Mild Intellectual DisabilityCOMMUNICATION Developmental Disability Autism Deaf and Hard-of-Hearing PHYSICAL Language Impairment Physical Disability Speech Impairment Blind and Low Vision Learning Disability

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5.2%

0.4%1.6%

5.3%

13.4%12.7%

42.9%

0.4%

6.1%

1.3%3.7%

7.0%

0

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20000

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Students Formally Identified by IPRC• In the 2004/05 school year, 190,272 students were identified as

exceptional by school board IPRCs

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Additional Students• In 2004/05, school boards

reported that an additional 99,733 students not formally identified as exceptional were receiving special education programs and services. 61,275 of these students were reported to have an IEP.

Total Students Served• In total, 290,005 students

were reported by school boards to be receiving special education programs and services in 2004/05.

T o t a l N u m b e r o f S t u d e n t s R e c e i v i n g S p e c i a l E d u c a t i o n P r o g r a m s a n d S e r v i c e s

2 6 7 ,2 5 9 2 6 9 ,5 8 42 7 6 ,5 5 2

2 6 9 ,2 5 12 7 5 ,5 6 6

2 9 0 ,0 0 5

1 5 0 ,0 0 0

1 7 0 ,0 0 0

1 9 0 ,0 0 0

2 1 0 ,0 0 0

2 3 0 ,0 0 0

2 5 0 ,0 0 0

2 7 0 ,0 0 0

2 9 0 ,0 0 0

3 1 0 ,0 0 0

1 9 9 9 -0 0

2 0 0 0 -0 1

2 0 0 1 -0 2

2 0 0 2 -0 3

2 0 0 3 -0 4

2 0 0 4 -0 5

Nu

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Classroom Placement • Regulation 181/98 requires that an

IPRC shall, before considering the option of placement in a special education class, consider whether placement in a regular class, with appropriate special education services:– would meet the student’s needs;

and– is consistent with parental

preference.

• Parents who disagree with an IPRC identification and/or placement decision may appeal to a School Board Appeal Board and, thereafter, to the Ontario Special Education Tribunal.

Options for Placement

Regular Classroom with Indirect Support

Regular Classroom with Resource Assistance

Regular Classroom with Withdrawal Assistance

Special Education Class with Partial Integration

Special Education Class Full Time

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Individual Education Plan (IEP)

• Since exceptional students have learning needs that differ from the general student population, school boards are required to develop an Individual Education Plan (IEP) for each identified student.

• School boards also have the discretion to develop an IEP for students who have not been formally identified as exceptional.

• An IEP outlines the special education programs and services to be provided to the student.

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Special Education Programs and Services

• Special education programs primarily consist of instruction and assessments that are different from those provided to the general student population. These may take the form of accommodations (e.g. specific teaching strategies, preferential seating, and assistive technology) and/or an educational program that is modified from the Ontario curriculum.

• Special education services typically refer to the provision of services such as assistance with personal care and may involve additional personnel supports such as teachers’ assistants.

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Policy for Individual Education Plans

• Mandated in IEP Standards policy document (September 2000)

• Provided consistent standards for boards when developing, implementing and monitoring IEPs

• Boards asked to submit IEPs representing: both panels, all exceptionalities, and variety of placements in May 2001, January 2002, and January 2003

• All 72 district school boards participated in one of the three IEP Reviews

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IEP Review Findings

Continued work is required in the following:• Direct connection to the Ontario curriculum and to the

report card • Direct connection between assessment information,

strengths and needs, and the program and/or services to be provided

• Parent/student consultation• Reviewing and updating each reporting period• Development by classroom teachers responsible for direct

instruction

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IEP Review Findings Cont’d

Continued work is required in the following:• Specificity with regard to the knowledge and

skills to be assessed each term• Clear application of terms “modified”,

“alternative” and “accommodated only” to describe subjects, courses or skill areas

• Language that is easily understood by parents and students

• Templates with the capacity to record all of the information required

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AN INDIVIDUAL EDUCATION PLAN…

• Is a working document

• Is about curriculum planning, given the student’s areas of need

• Is a written plan for assessment with a clear connection to the report card

• Involves parent and student consultation

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Reason for an IEP• Every student identified as exceptional by an

IPRC must have an IEP• Not mandatory for non-identified students, but

recommended for:– Students who are to be assessed using modified

expectations for reporting on the provincial report card and/or alternative expectations on an alternative report form

– Students who regularly require accommodations for instructional, environmental, or assessment situations

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Accommodations• Refer to the teaching strategies, supports and/or

services that are required in order for the student to access the curriculum and demonstrate learning

• Accommodations do not alter the provincial learning expectations for the grade level

• Subjects that are accommodated only do not require annual program goals or learning expectations

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Types of Accommodations

• Instructional Accommodations refer to changes in teaching strategies that allow the student to access the curriculum

• Environmental Accommodations refer to changes that are required to the classroom and/or school environment

• Assessment Accommodations refer to changes that are required in order for the student to demonstrate learning

IEPs should reflect teaching strategies and accommodations that are different from those used with other students in the class

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Evaluation and Reporting to ParentsSubjects/Courses with Accommodations Only

• Provincial curriculum learning expectations are not altered

• Student progress must be recorded on the Provincial Report Card

• Do not check the IEP box and the statement referring to learning expectations in the IEP should not be used

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Modifications• Refer to the changes made to the grade level

expectations for a subject or course to meet the needs of the student

• They include:– Expectations from a different grade level– Significant changes (increase or decrease) to

the number and/or complexity of the learning expectations

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Evaluation and Reporting to ParentsSubjects/Courses with Modifications

• Student progress is based on the independent demonstration of learning, given the provision of appropriate assessment accommodations

• Student progress must be recorded on the Provincial Report Card

• IEP box must be checked and include the appropriate statement “The grade/mark is based on achievement of the expectations in the IEP, which vary from the Grade __ expectations.”

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Alternative Learning Expectations• Refer to learning related to skill development in

areas not represented in the Ontario curriculum policy documents

• Expectations should represent a specific program designed and delivered to the student

• Possible skill areas include:– Orientation and mobility– Personal care – Anger management– Social skills

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Evaluation and Reporting to ParentsSubjects/Courses with Alternative Expectations

• Student progress is based on the independent demonstration of learning, given the provision of appropriate assessment accommodations

• Student progress should be reported through anecdotal comments on an alternative report

• For alternative courses, no mark should be provided unless it is beneficial to the student

• Alternative report to accompany the Provincial Report Card

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Useful Links• Ontario Ministry of Education, Special Education

http://www.edu.gov.on.ca/eng/general/elemsec/speced/ speced.html

• Special Education Advisory Committee Information Programhttp://seac-learning.ca

• Special Education Companion to the Ontario Curriculum Unit Plannerhttp://www.ocup.org