https://padlet.com/dellis_spa/4xrnfu5bftly Made with a dash of wit en-us 2017-05-16 00:49:34 UTC 2017-05-16 02:05:06 UTC hello@padlet.com dellis_spa https://padlet.com/dellis_spa/4xrnfu5bftly/wish/171977376 2017-05-16 00:51:44 UTC https://padlet.com/dellis_spa/4xrnfu5bftly/wish/171977376 dellis_spa https://padlet.com/dellis_spa/4xrnfu5bftly/wish/171977610
 In a regular class on an IEP, Safety Plan or Individual Behaviour Plan (IBP).
 Supports may include:
 o In-classroom assistance; EA support
 o In-school resource withdrawal.

 In a self-contained Transition program class Supports may include:
 1.Provide differentiated instruction and extensive social skill development and support thereby enabling the student to experience academic and social/emotional growth.
2. Incrementally integrate the student into the regular classroom stream.
3.  support by a Psychologist and Social Worker.

OTHER supports may include
- teachers on special assignment (TOSA's), 
-START Team,
- school support counsellors. 
-Behaviour support/assistance is available to elementary schools to support students in all grades with behaviour challenges in the regular classroom. 
-The TOSA for Behaviour/Mental Health may be contacted to support schools with students exhibiting behaviour challenges. They supply support to the school in enhancing school/teacher interventions, including assisting with the development of individual student behaviour plans and safety plans where needed. 
-professional development is offered for teachers working with students with behavioural exceptionalities so that they can be better trained and prepared (ex BMS,]]> 2017-05-16 00:53:44 UTC https://padlet.com/dellis_spa/4xrnfu5bftly/wish/171977610 dellis_spa https://padlet.com/dellis_spa/4xrnfu5bftly/wish/171977886  1.  Regular classrooms with support, accommodations and/or modifications. The curriculum, method of presentation, instructional strategies and/or classroom environments may be areas of accommodations and modifications.

2.  Self-contained special education classrooms in which educational programs and services are provided for part or all of the school day, in order to meet the identified needs of the student. (transition classes)

3. Programs in the student’s home school, or in another school or setting, in which educational programs and services are designed to meet the identified needs. (i.e. itinerate programs)

4. Services in other locations as determined by the student’s needs, when such services are not available in the home school. These services may include, but are not limited to, special programs in which educational services are provided in order to meet the needs of the student.]]> 2017-05-16 00:56:09 UTC https://padlet.com/dellis_spa/4xrnfu5bftly/wish/171977886 dellis_spa https://padlet.com/dellis_spa/4xrnfu5bftly/wish/171977930 Early Identification in kindergarten to determine each child’s strengths and learning needs, and to track the success of interventions tried to date.

- School Team determines whether the student requires further and/or ongoing support and intervention in each of the four areas of development (i.e., social/emotional, language development, mathematical skills and physical development).

- School based Program development teams meet to discuss behaviour concerns a student is presenting

- assessments (in-school psychologist, teacher observations) are conducted and an IPRC meeting is held

- A school-based IPRC makes initial identifications and placements or conducts the reviews of previously identified students ONLY when the placement will be in a regular class on an IEP.

- A System-Based IPRC makes initial identification and placements or conducts the reviews of previously identified students when the placement is anticipated to be in a self-contained class. It is imperative that the Learning Coordinator-Special Education is involved in the preliminary discussions with the school PDT before placement in a self-contained class is considered.

- Exceptionality: The IPRC determines whether a student is or is not exceptional, according to criteria established by the Ministry of Education. The Committee needs to look at the following:
-an educational assessment; 
-Interview the parent(s) unless waived or refused;
-Interview the student if allowed by the parents. The parent(s) has the right to be present during the interview;  
-Obtain and consider a health assessment and/or achievement assessment and/or a psychological assessment if required by the IPRC and with permission of the parent; and 
-Examine the description of the student’s strengths and needs. 

- The IPRC will determine whether placement will be in a regular class or in a self-contained class. When making a placement decision, the Committee needs to consider whether placement in a regular class, with appropriate Special Education services would meet the student’s needs and is what parents want, before considering the option of placement in a self-contained class. 

- An exceptional student will not be placed in a Special Education program without the written consent of a parent. However if a parent fails to respond to the notice of the IPRC’s decision within thirty days, the Board may direct the principal to implement the placement decision. Written notice of the implementation of the placement decision made by the Committee must be given to the parent. 
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