Toronto school district special educationplan

Special Education Plan
2015
Updated July 31, 2015
Serving Our Students, Schools, and Their Communities
This document has been reviewed for equity.
Special Education and Section Programs
5050 Yonge Street, Toronto, Ontario, M2N 5N8
1

TDSB Special Education Plan – Introduction ………………………………………………… 7
TDSB Vision and Model for Special Education………………………………………………. 8
Vision for Special Education…………………………………………………………………………………………… 8
Moving Towards Greater Inclusion…………………………………………………………………………………… 8
Anticipated Benefits for ALL Students………………………………………………………………………………... 9
Model for Special Education…………………………………………………………………………………………… 9
Accessibility………………………………………………………………………………………… 11
TDSB Accessibility Committee and Working Group ……………………………………………………………..… 11
Accessibility for Ontarians with Disabilities Act, 2005 (AODA)……………………………………………………. 11
Accessibility Capital Spending Committee………………………………………………………………………….. 12
TDSB Barrier Free Committee………………………………………………………………………………………… 12
Special Education Accessibility Grant………………………………………………………………………………... 13
Assessment ………………………………………………………………………………………… 14
Individual Assessments – Purpose and Goals………………………………………………………………………. 14
Standards for the Provision of Individual Assessments…………………………………………………………….. 15
Sharing Assessment Information……………………………………………………………………………………… 15
Types of Assessments…………………………………………………………………………………………………. 16
Educational Assessment…………………………………………………………………………………………….. 16
Diagnostic Assessment ………………………...…………………………………………………………………… 16
PPM155 – Diagnostic Assessment in Support of Student Learning…………………………………………. 16
Occupational Therapy and Physiotherapy Assessments………………………………………………………… 18
Psychological Assessments………………………………………………………………………………………… 20
Social Work Assessments…………………………………………………………………………………………… 21
Speech and Language Assessments………………………………………………………………………………. 22
Consultation………………………………………………………………………………………… 23
Consultation with SEAC………………………………………………………………………………………………… 23
Summary of SEAC Consultation Input……………………………………………………………………………….. 23
SEAC Input on Policies and Procedures…………………………………………………………………………….. 25
Broader SEAC Consultation…………………………………………………………………………………………… 26
Parent/Community Input……………………………………………………………………………………………...... 26
Continuum of TDSB Supports, Programs and Services……………………………………. 27
Special Education Program Supports and Related Services……………………………………………………… 27
Accessing Special Education Programs and Services………………………………………………………….…… 27
Identifying and Meeting the Needs of Pupils Who May Be “Exceptional”……………..…………………………… 28
Identification, Placement, and Review Committee (IPRC)…………………………………………………………. 29
IPRC Placement Options………………………………………………………………………………………………. 29
Community-Based Resource Model (CBRM)……………………………………………………………………….. 30
Methods and Resource Support (MART)………………………………………………………………………….. 31
Resource Program…………………………………………………………………………………………………… 31
Home School Program (HSP)………………………………………………………………………………………. 31
Secondary School Special Education Support………………………………………………………………………. 32
Secondary Resource Program (RSE)……………………………………………………………………………… 32
Secondary Learning Strategies (GLE) Courses for Students on an IEP………………………………………. 32
Focus On Success (FOS) Program………………………………………………………………………………… 32
Early and On-Going Identification and Intervention……..…………………………………… 33
Implementation………………………………………………………………………………………………………….. 33
Special Education Plan – Table of Contents
3

Process and Procedures………………………………………………………………………………………………. 33
Early Planning for Students with Special Needs…………………………………………………………………….. 34
Entry Plan for Students with Special Needs (Chart)………………………………………………………………… 35
Early Years Intervention Programs……………………………………………………………... 37
Diagnostic Kindergarten……………………………………………………………………………………………...... 38
Kindergarten Intervention Program (KIP)…………………………………………………………………………….. 39
Kindergarten Early Language Intervention (KELI) Program……………………………………………………….. 40
Exceptionalities – Identification Criteria and Intensive Support Programming………… 41
Ministry of Education Definitions………………………………………………………………………………………. 41
Ministry of Education Categories of Exceptionality………………………………………………………………..... 41
TDSB Congregated.. Intensive Support Programs (ISP)………………………………………………………….. 42
Behaviour Exceptionality………………………………………………………………………………………………. 43
Communication Exceptionalities
Autism…………………………………………………………………………………………………………………. 45
Learning Disability……………………………………………………………………………………………………. 47
Language Impairment……………………………………………………………………………………………….. 49
Speech Impairment………………………………………………………………………………………………...... 50
Deaf and Hard-of-Hearing…………………………………………………………………………………………… 51
Intellectual Exceptionalities
Developmental Disability…………………………………………………………………………………………….. 53
Giftedness…………………………………………………………………………………………………………...... 55
Mild Intellectual Disability……………………………………………………………………………………………. 58
Multiple Exceptionalities……………………………………………………………………………………………...... 61
Physical Exceptionalities
Blind/Low Vision……………………………………………………………………………………………………… 62
Physical Exceptionality………………………………………………………………………………………………. 64
Identification, Placement and Review Committee (IPRC) Process – Reg. 181/98……… 66
In-School Support Team (IST) and School Support Team (SST)………………………….. 70
Individual Education Plan (IEP)………………………………………………………………….. 74
Transition Planning……………………………………………………………………………………………………... 78
Ministry of Education – Special Education Roles and Responsibilities…………………. 80
Ministry of Education – Provincial and Demonstration Schools………………………….. 83
Partnerships – Coordination of Services with Other Ministries and Agencies…………. 85
PPM No 149…………………………………………………………………………………………………………….. 85
TDSB Early Intervention Initiatives……………………………………………………………………………………. 85
Kindergarten Early Language Intervention (KELI)………………………………………………………………...... 85
Toronto Partner Autism Services (TPAS)……………………………………………………………………………. 86
Connections: Supporting Seamless Transitions for Students with ASD………………………………………….. 86
Transitions from Toronto Pre-School Speech and Language Services (TPSLS)……………………………...... 86
External Partnerships (Chart)…………………………………………………………………………………………. 88
Professional Learning…………………………………………………………………………….. 90
Safety – Management of Risk-of-Injury Behaviours…………………………………………. 93
4

Special Education Advisory Committee (SEAC)……………………………………………... 94
Role of SEAC……………………………………………………………………………………………………………. 94
Meeting Dates and Times……………………………………………………………………………………………… 94
Membership and Member Selection………………………………………………………………………………….. 95
Communication with SEAC……………………………………………………………………………………………. 96
Representatives and Contact Information (Charts)…………………………………………………………………. 97
Special Education Program Recommendation Committee (SEPRC)…………………….. 100
Special Education Regional Support Services…………………………………………………………. 103
Requesting Regional Support Services………………………………………………………………………………. 103
Blind/Low Vision Itinerant Support………………………………………………………………………………........ 103
Deaf/Hard of Hearing Itinerant Support………………………………………………………………………………. 103
Low-Incidence Referrals……………………………………………………………………………………………….. 103
Regional Autism Spectrum Disorder (ASD) Team………………………………………………………………….. 104
TDSB/Surrey Place Centre Partnership (School Support Program)…………………………………………… 104
Behaviour Regional Services (BRS) Team………………………………………………………………………...... 105
Special Education – Section 23 Programs…………………………………………………….. 107
Section 23 Program Resources……………………………………………………………………………………….. 108
Special Education – Staff Allocation Process………………………………………………… 109
Background……………………………………………………………………………………………………………… 109
Opening a New Intensive Support Program (ISP) in a School……………………………………………………. 109
Moving an Intensive Support Program from one School to Another……………………………………………… 109
Closing an Intensive Support Program………………………………………………………………………………. 109
Special Education Staff Allocation for 2015-2016…………………………………………………………………... 110
Allocation of Special Education Support Staff ……………...………………………………………………………. 111
Placement of Staff in Special Education Programs………………………………………………………………… 112
Staff Allocation for 2015-2016 (Chart)………………………………………………………………………………... 113
Special Equipment Amount (SEA)………………………………………………………………. 115
Special Incidence Portion (SIP)………………………………………………………………….. 116
Specialized Health Support Services……………………………………………………..…… 117
PPM No 81 Provision of Health Support Services in School Settings……………………………………………. 117
Catheterization and Suctioning……………………………………………………………………………………...... 118
Model of Provision of Specialized Health Support Services (Charts)…………………………………………...... 119
Staff Organization and Responsibilities – Special Education and Section 23………….. 122
Department Administrative Structure…………………………………………………………………………………. 122
Roles and Responsibilities…………………………………………………………………………………………….. 123
Executive Superintendent and Coordinating Superintendents…………………………………………………. 123
Principals……………………………………………………………………………………………………………… 125
Vice Principals………………………………………………………………………………………………………… 127
Coordinators…………………………………………………………………………………………………………... 129
Consultants……………………………………………………………………………………………………………. 134
Special Education Itinerant Teachers……………………………………………………………………………… 137
School-Based Special Education Teaching Staff 139
Paraprofessional Support Staff…………………………………………………………………………………....... 142
Staff Organization and Responsibilities – Student Support Services and Care.………. 143
5

Department Administrative Structure…………………………………………………………………………………. 143
Roles and Responsibilities…………………………………………………………………………………………….. 144
Executive Superintendent…………………………………………………………………………………………… 144
Senior Manager of Professional Support Services……………………………………………………………...... 145
Child and Youth Services Staff…………………………………………………………………………………....... 145
Occupational Therapy and Physiotherapy Services Staff……………………………………………………….. 146
Psychological Services Staff……………………………………………………………………………………....... 148
Social Work and Attendance Services Staff………………………………………………………………………. 149
Speech-Language Pathology Services Staff……………………………………………………………………… 151
Transportation……………………………………………………………………………………… 152
Method of Transportation Service…………………………………………………………………………………….. 152
Requirements and Responsibilities………………………………………………………………………………....... 153
Cancellation of Service Due to Inclement Weather………………………………………………………………… 156
September Start Up……………………………………………………………………………………………………. 156
Transportation Safety………………………………………………………………………………………………...... 156
Appeal Process…………………………………………………………………………………………………………. 157
Transportation Company Contact Information………………………………………………………………………. 157
Appendices………………………………………………………………………………………….. 159
Appendix A: Guide to Special Education for Parents/Guardians…………………………. 161
Appendix B: Individual Education Plan……………………………………………………….. 169
Appendix C: Forms
(1) Informed Consent for the Release of Confidential Information…………….............................................. 175
(2) Occupational Therapy & Physiotherapy Service Screening Checklist and Referral Form………………. 179
(3) ASD Team Services Referral Form……………………………………………………………………………. 183
(4) Individual Learning Profile – Elementary……………………………………………………………………… 185
(5) Individual Learning Profile – Secondary………………………………………………………………………. 191
(6) Behaviour Regional Services Consent Form…………………………………………………………………. 197
(7) Developmental History Form…………………………………………………………………………………… 199
(8) Professional Support Services Referral Form………………………………………………………………... 203
Appendix D: TDSB Early and Ongoing Identification Procedure (EOID)………………… 205
Appendix E: Glossary of Terms (TDSB).............................................................................. 209
Appendix F: Special Education Acronyms......................................................................... 213
Appendix G: Resources........................................................................................................ 217
Appendix H: Special Education Related Websites............................................................. 219
Appendix I: PPM 155 – TDSB Approved List of Diagnostic Assessment Tools………... 223
Appendix J: External Partnerships
(1) PR 578 External Partnerships - Supplemental Student Services………………………………………........ 225
(2) PPM 149: Protocol for Partnerships with External Agencies for Provision of Services by Regulated
Health Professionals, Regulated Social Services Professionals and Paraprofessionals……………………… 233
6

TDSB Special Education Plan – Introduction
Each school board is required to maintain a Special Education Plan, to review it annually, to amend it
from time to time to meet the current needs of its exceptional pupils and to submit any amendment(s) to
the Ministry for review each year. (Regulation 306 – amended)
The mission of the Toronto District School Board (TDSB) extends to our students with special education
needs.
In developing the TDSB Special Education Plan we adhere to the TDSB Mission and Values Statements.
Our Special Education Plan encompasses a vision which is student-focused and which recognizes the
unique characteristics and linguistic, cultural, and racial diversity of Toronto schools and communities.
Along with funding from the Ministry of Education, the Board’s commitment to the development,
implementation, and consistent provision of effective special education programs and services. Special
Education resources and services are directed to the schools in order to provide challenging, enriching
learning opportunities for students with a wide range of abilities, including students with additional social-
emotional, physical, developmental, or learning needs. Special Education is also included in the TDSB
Board Improvement Plan for Student Achievement and the Director’s four-year action plan, the Years
of Action 2013-2017.
TDSB Mission
Is to enable all students to reach high levels of achievement
and to acquire the knowledge, skills, and values they need
to become responsible members of a democratic society.
We value:
• Each and every student
• A strong public education system
• A partnership of students, schools, family, and community
• The uniqueness and diversity of our students and our community
• The commitment and skills of our staff
• Equity, innovation, accountability, and accessibility
• Learning environments that are safe, nurturing, positive, and respectful
Every effort has been made to ensure that the TDSB Special Education Plan complies with all legislation
governing its content, including: the Canadian Charter of Rights and Freedoms, the Ontario Human
Rights Code, the Education Act and Regulations made under the Act and any other relevant legislation.
7

TDSB Vision and Model for Special Education
Vision for Special Education
Fairness, equity and inclusion are essential principles of the TDSB school system and these principles
are integrated into Special Education policies, program operations and practices. Fairness and equity
refers to equitable access to programs, services and appropriate resources as much as possible in home
schools. Inclusion is an attitude and practice that is shaped by every student’s need and right to belong
within one’s home school community. Inclusionary Education is the belief that all students in a
community, including those students with special learning needs, should receive their education to the
fullest extent possible in the local community. This aligns not only with the Convention on the Rights of
Persons with Disabilities (2006), but also with Ontario Regulation 181/98 S17 (1) which guides IPRC
decision-making around regular class placement for exceptional students. Inclusion is not simply the
physical placement of a student within a mainstream classroom, but is a multi-pronged approach that
includes integrated support, differentiated and responsive instruction, dynamic attention and intervention
to classroom climate as well as the active removal of attitudinal barriers.
The Vision of the Toronto District School Board’s Special Education Plan is that students identified with
exceptionalities be welcomed, included, and supported within well-resourced neighbourhood schools.
We are committed to ensuring that students with special education needs will be provided with the most
supportive and inclusive environment possible for learning.
This Vision includes a commitment on the part of the TDSB to make, where possible, facilities fully
accessible to students, families, staff, and communities. Some students with unique strengths and needs
(behaviour, communication, intellectual, and physical) may require more specialized or intensive programs
and supports. Our goal is to have these intensive programs and supports available at sites that are
equitably distributed throughout the District.
Finally, collaboration and problem solving among school personnel, parents/guardians and students are
viewed as integral to the development of effective interventions. A further commitment is made to better
serve our students by continuing to search out effective practices, as evidenced in research and practice,
in partnership with the Special Education Advisory Committee and other departments of the Board.
Moving Towards Greater Inclusion
A regular review of the TDSB Special Education Plan provides opportunities to evaluate current practices
and apply new understanding about supporting students with special education needs. We know that
students with exceptionalities have the same basic needs as their peers. They need to:
• Participate and be included as fully as possible, in all activities, curricular and co-curricular, of our
school communities
• Be valued as individuals for their unique contributions to school life
• Have no boundaries placed on, or prejudgments made about, their capacity for learning
• Enjoy a safe and secure learning environment
• Enjoy a sense of belonging to a school community that accepts ownership and responsibility for their
learning
• Be unencumbered by stereotypical, outdated and limiting perspectives on abilities and
disabilities
Recent research around special education pedagogy has supported adopting inclusive education models
in both school structures and service delivery. TDSB Organizational Development/Research &
Information Services carried out a review of research called “A Case for Inclusive Education” (Parekh,
2013). Its conclusions note that the evidence from international studies is mixed but generally positive,
and suggests that adopting a more inclusive model can maintain or improve academic outcomes for
students with special education needs, with no negative impacts on more typically developing students.
8

Anticipated Benefits for ALL Students
Research findings report positive benefits from inclusion for all students in the classroom:
• A more welcoming, positive school environment
• Higher academic expectations
• Increased collaboration and participation
• Access to a wider range of school resources
• Shared learning opportunities
• Increased social network and greater opportunities for friendships
• Increased safety through reduced isolation
• Readiness for inclusion beyond school
It is important to note, however, that international research does not conclude that inclusion works best
for every student, all the time. Learning strategies and approaches to instruction are critical pieces in
facilitating greater inclusion in special education. Approaches to inclusive education are shaped by
student need, as opposed to a student’s identification of exceptionality, since students sharing a single
exceptionality identification may have vastly different needs. Consequently, an inclusionary model also
recognizes the fact that some students have complex needs that from time to time may require more
intensive support. While placement in a regular class, with appropriate special education services is
always the first consideration for support, the goal is to determine the most appropriate learning
environment to maximize the individual student’s potential. Placement in a special class or school may
still be considered when an IPRC determines that a child’s complex needs can be met with a greater
degree of safety or success in a specialized learning environment, with a small pupil teacher ratio and
opportunity for increased individualized attention.
Model for Special Education
Special Education decision-making will continue to be guided by the following principles:
• All students, their families, and the staff who support them have the right to be treated with respect
• All students have the right to a program developed in response to their strengths and needs
• All students have the right to a range of placements, programs, and services to meet their
individual requirement, in their neighbourhood or Family of Schools, wherever possible
• All students and the staff who support them have the right to a safe, accepting, welcoming, secure,
and encouraging environment
• A partnership of students, school, family, and support services is essential to the success of all
students
At the same time, we will be examining ways in which TDSB can apply those inclusionary practices found
to be of the greatest benefit in creating the most supportive learning environment for our learners. Noted
Canadian educator George Dei (2006) stated that inclusion is not bringing people into what already
exists; it is making a new space, a better space for everyone. This kind of transformation is a tremendous
challenge given the size of the TDSB and current economic conditions. This endeavour will take time and
the efforts of all stakeholders.
9

An inclusionary model presupposes the following:
• It is built on a foundation of excellence – Continuously striving for the exemplary delivery of
programs and services, within the framework of a student-focused vision, which recognizes the
unique characteristics of our learners and the linguistic, cultural and racial diversity of our schools
and communities.
• It meets individual needs – All students are diverse learners, each with individual strengths, needs
and learning styles. Student needs are addressed by pedagogical strategies and interventions
designed to focus on individual learning characteristics, progress, and success.
• It identifies and eliminates barriers – The school, its community and parents/guardians continue
to work collaboratively toward a vision of all children being part of the school culture. This requires
processes and resources designed to develop everyone’s commitment, involvement, and informed
support.
• It promotes a sense of belonging – The school and community celebrate, value and share
ownership in the education of the community’s students, both at the elementary and secondary
levels.
• It involves the broad community – Resources of the school, Family of Schools, Special Education,
and the community are made available to support the child.
• It builds on and enhances previous and existing initiatives – student learning is supported
through curriculum, research-based teaching strategies, differentiated instruction, as well as
accessible and supportive learning environments that promote opportunities for students.
• It is demonstrated throughout the system – All school staff share responsibility and accountability
for the continuous, careful monitoring, as well as the assessment and evaluation of the academic,
social, and emotional development of each and every child.
Over the next five years, we will continue to explore ways of transitioning towards greater inclusion in
special education program and service delivery. Any changes to our special education delivery model will
be implemented thoughtfully, based on extensive research, an understanding of best practices, and with
a consistent focus on student achievement and well-being. We continue to value active and meaningful
collaboration with all stakeholders. There will be extensive and ongoing consultation on these changes
with students, parents, staff, trustees and community members, including the Special Education Advisory
Committee (SEAC), Toronto School Administrators Association (TSAA) and other community and staff
stakeholders.
We believe that moving to greater inclusion will provide all students with the most enabling learning
environment for both academic and social success. Going forward, we remain committed to ensuring that
the learning needs of all students, including those identified with special education needs, are met in the
most equitable, supportive and inclusionary environment possible.
10

Accessibility
The Toronto District School Board (TDSB) is committed to maintaining a learning and working
environment which actively promotes and supports human rights and accessibility for persons with
disabilities. We are committed to actively removing barriers so that all members of our community can
fully participate in TDSB activities.
TDSB Accessibility Committee and Working Group
In 2003–2004, the TDSB Accessibility Working Group, an inter-departmental and multi-stakeholder group,
with representation from external agencies that advocate on behalf of persons with disabilities (including
Easter Seals and Community Living Toronto) was established. In 2004, the Work Group developed a
voluntary online information survey, in association with the Research and Information Services Department
of the Board, to assist in identifying disabilities and barriers to those with disabilities. This initial survey was
completed by school administrators and central/site administrative staff. The survey questions concerned
the types of disabilities of staff and students, as well as barriers that are encountered by students and staff,
and invited suggestions that would further assist the Board in overcoming these barriers.
The data revealed that there was a broad range of disabilities for which the TDSB must provide services,
beyond the issues of accessibility for wheelchair users. The associated high costs and severely limited
funding has created challenges for moving forward in upgrading facilities for barrier-free accessibility.
Services to support students with many of the identified disabilities are being delivered by Special
Education and Support Services programs.
Accessibility for Ontarians with Disabilities Act, 2005 (AODA)
The goal of the AODA is to have an accessible Ontario by 2025. Accessibility is to be achieved through
implementation of accessibility standards in the following areas:
• Customer Service
• Built Environment
• Employment
• Information and Communications
The TDSB Standards for Customer Service were developed and approved, with compliance by January
2010. More recently, Policy PO83 – Accessibility for Persons with Disabilities established the framework
for the Board's compliance with the Accessibility for Ontarians with Disabilities Act, 2005 (AODA). It can
be found at the following link:
http://www.tdsb.on.ca/AboutUs/Policies,ProceduresForms/Detail.aspx?docId=1854
The TDSB Accessibility Committee and Working Group continue to work together to prioritize initiatives
for AODA compliance and to inform all stakeholders. This group has created an online portal that
provides all information pertaining to the AODA at the TDSB (i.e., Multi-Year Accessibility Plan,
resources, policies and procedures). This page is accessible via a shortened, direct link
www.tdsb.on.ca/Accessibility and a permanent icon, the international symbol for disability – a wheelchair,
on the footer of every single webpage on the public website.
For staff-specific resources, an accessibility webpage has been created on TDSBweb. This provides links
to training guides, resources, policies and procedures.
11

Accessibility Capital Spending Committee
A new subcommittee of the TDSB Accessibility Working Group, the “Accessibility Capital Spending
Committee” has been created, with the following mandate:
To act as stewards for the Board, with limited funds, to improve accessibility for school, community,
services in the TDSB.
In addressing this mandate, the Committee has developed a strategy:
• Prioritize the needs within the system by developing envelopes of need, such as:
 for changes/upgrades to designated sites as required
 for issues identified by the Barrier Free Committee
 for emerging projects requiring attention, and possibly
 for unforeseen items arising (these costs could also be included in the other three envelopes as
contingency)
• Determine how much will be allocated to each envelope of need
• Begin repairs/upgrades in designated schools
TDSB Barrier Free Committee
The work of the TDSB Barrier Free Committee, comprised of Special Education and Facilities Services
staff, is ongoing addressing the need for equitable access for students with physical disabilities and
working toward AODA compliance. It established a process for prioritizing the needs of the system, using
the following set of objectives for the provision of cost-effective, barrier-free access for students with a
physical disability:
• Provide designated sites, throughout TDSB, where resources and related staff development
opportunities may be concentrated
• Facilitate, at the designated sites, partnering with services and/or agencies such as School Health
Support Services as a means of maximizing support for students
• Provide specialized equipment, not funded by SEA, to schools identified as designated sites
• Instill in students and staff the expectations that students with a physical disability will be supported
and integrated into the regular curricular and co-curricular program, whenever appropriate, at
designated sites. This support would be provided through staff development programs
• Designate special secondary schools be barrier free
• Make funds available for barrier-free access to eventually bring designated sites as close to “A+”
classification as possible
It also established a Barrier Free Classification Rating that was used by staff from Facilities Services to
determine estimated ratings for schools. The following were considered in selecting designated sites:
• Existing accessible buildings
• Potential for accessibility, given the limited funds for barrier-free renovations
• Equity of access throughout TDSB to accommodate elementary and secondary students
• Preference for single K–8 settings over separate primary/junior and middle school settings
The resulting elementary and secondary designated sites are located throughout TDSB. The Special
Education Advisory Committee endorsed the recommended schools as designated sites for barrier-free
access for students with a physical disability. All barrier-free requests from designated sites continue to
be submitted to the committee for consideration. Consideration of the barrier-free requirements for all
special education congregated programs is a factor when planning intensive support program locations.
12

Special Education Accessibility Grant
Ninety-two projects were undertaken by Facilities Services to improve accessibility to TDSB schools. These
included barrier-free renovations, installation of barrier-free washrooms, power-operated doors, ramps,
lifts/barrier-free elevators, provision of safe refuge areas, Snoezelen Room, upgrading a playground and
wheelchair drop-off areas. This grant has been fully expended and new barrier-free projects identified as
priorities must be funded through the Renewal Grant, which supports facility condition projects across the
board. Projects waiting for completion or newly identified projects will be reviewed for funding through the
Accessibility Capital Spending Committee as of September 2015.
13

Assessment
Individual Assessments – Purpose and Goals
The primary purpose of student assessment and evaluation is to improve learning. Assessment has the
greatest potential to improve student learning when it is an integral part of all classroom activities and
when it is used to identify students’ strengths and weaknesses to outline the next steps for learning. It
should never be an end unto itself, but, rather, the means to improve teaching and learning.
Some students, in spite of accommodations and modifications to their program, experience difficulty
meeting the academic and/or behavioural expectations of the school environment. Their needs as
learners can best be understood and addressed through a detailed, standardized individual assessment.
Individual assessments are offered by a range of qualified professionals—psychologists, psychological
associates, social workers, speech-language pathologists, occupational therapists, and physiotherapists
(all members of regulated professional colleges).
An assessment provides an accurate baseline for tracking future development and academic progress,
can provide necessary information for formal identification at an IPRC, if that becomes necessary.
Individual assessments typically include classroom observation and can focus on a student’s academic
skills (using standardized assessment instruments such as the WIAT-III or the KTEA-3), cognitive levels
(using instruments such as the WISC-IV, the WISC-V, the KABC-II, the SB-V, or the WJ-III), social-
adaptive skills (using clinical observation and/or standardized instruments such as the BASC-3 or ABAS-
II or 3), sensory motor skills (using instruments such as the Beery VMI), and/or communication skills
(using clinical observation and standardized instruments such as the CELF-4 or PLS-4), according to the
concerns indicated. Assessment findings provide information relevant to the requirements of IPRCs and
for classroom programming, IEPs, and the Provincial Report Card.
Community diversity makes it essential that students and their families be sensitively involved in any
assessment process. Close collaboration between assessment professionals and persons familiar with
particular languages and cultures is integral to achieving this goal.
The TDSB provides equitable practices in individual assessment by ensuring that assessments meet
professional standards of reliability, validity, fairness, and consistency, and are aligned with the Ontario
Curriculum expectations.
It is recommended that Board-based professionals provide assessment services because of their
understanding of and ability to work within the school environment and through School Support Teams.
Parents/Guardians may supply a report from an outside, qualified professional for consideration by the
Board.
Tests cited above
ABAS-II Adaptive Behaviour Assessment System, 2
nd
Edition
ABAS-3 Adaptive Behaviour Assessment System, 3
rd
Edition
BASC-3 Behaviour Assessment System for Children, 2
nd
Edition
Beery VMI Beery-Buktenica Visual Motor Integration Test
CELF-4 Clinical Evaluation of Language Fundamentals, 4
th
Edition
KABC-II Kaufman Assessment Battery for Children, 2
nd
Edition
KTEA-3 Kaufman Test of Educational Achievement, 2
nd
Edition
PLS-4 Preschool Language Scale, 4
th
Edition
SB-V Stanford-Binet Intelligence Scale, 5
th
Edition
WIAT-III Wechsler Individual Achievement Test, 2
nd
Edition
WISC-IV Wechsler Intelligence Scale for Children, 4
th
Edition
WISC-V Wechsler Intelligence Scale for Children, 5
th
Edition
WJ-III Woodcock-Johnson Test of Cognitive Abilities, 3
rd
Edition
14

Standards for the Provision of Individual Assessments
The School Support Team (SST) discusses a student’s needs and if appropriate, makes a
recommendation for an individual assessment. This kind of recommendation requires the agreement of
parents/guardians or qualifying student (of age and has the cognitive capacity to understand). The SST
also considers requests for assessments from parents/guardians, qualifying students (as outlined above)
or outside agencies.
With the exception of special education teachers, all other professionals require informed consent from
the parents/guardians or qualifying student, in order to initiate an individual assessment. A Professional
Support Services Referral Form must be signed by the appropriate authorizing party (parents/guardians
or qualifying student). This written permission must be obtained for the referral to be initiated and can be
completed either at or following the SST. It gives permission for the professional to contact the
parents/guardians or qualifying student, to seek informed consent, before any assessment begins. This is
required to ensure shared understanding of the reasons for the assessment, the nature of the
assessment, the risks and benefits of the assessment, and possible outcomes of the assessment. Issues
of where and how the record will be stored and the limits to confidentiality are also outlined. The informed
consent process can be found in Appendix C (1).
Throughout the assessment process, parents/guardians or qualifying student are involved and at the
conclusion, they are offered verbal and written feedback about the assessment findings. A cultural or
communication facilitator will be offered where necessary. Written reports are provided to the
parents/guardians or qualifying student, at or close to the time of any verbal feedback.
Sharing Assessment Information
The Personal Health Information Protection Act (PHIPA) requires that Professional Support Services
staff (Psychology, Social Work, Speech-Language Pathology, and Occupational and Physiotherapy)
receive explicit written or verbal consent from parents/guardians or student, who is of age and has the
cognitive capacity to understand, to share information that they collect with school staff (e.g.,
educational assistants, teachers, principals). This permission is discussed during the informed consent
process. [See Appendix C (1)]
The sharing of assessment findings or information with persons outside of the school board will only
occur with the expressed written permission of the parents/guardians, or qualifying student, except as
required by law. Further information about the privacy rights of parents/guardians is detailed in a PHIPA
Privacy Statement, which is posted on the Board’s public website under Professional Support Services at:
http://www.tdsb.on.ca/AboutUs/ProfessionalSupportServices/PrivacyStatement.aspx
Finally, the TDSB Records Management policy (PR. 677 BUS) states that Support Services professional
files are retained for a minimum of ten years after graduation age (which in most cases is either 18 or 21).
This requirement is in accordance with professional guidelines.
Students who are referred for an assessment are often seen within the school year in which the request is
made. Referrals not seen by the conclusion of the school year will be prioritized on a wait list for
assessment in the following school year. A variety of factors, such as length of time on the wait list, nature
of the referral question, age of the student and urgency for assessment results, will be used to prioritize
referrals on the wait list. The average wait time for a psychological assessment once a referral has been
initiated is typically less than one year and for a speech-language pathology assessment, approximately
two to six months.
15

Types of Assessment
Educational Assessments
Academic and functional assessments are administered by school personnel to determine the progress a
student is making in the school program.
Diagnostic Assessment
Diagnostic assessment provides information that is “…used by teachers and students to determine what
students already know and can do with respect to the knowledge and skills identified in the overall and
specific expectations”. (Growing Success, p. 31) This kind of assessment is used to inform the
development, implementation and review of Individual Education Plans.
“Diagnostic assessment” is defined as:
“…assessment that is used to identify a student’s needs and abilities and the student’s readiness
to acquire the knowledge and skills outlined in the curriculum expectations. Diagnostic
assessment usually takes place at the start of a school year, term, semester, or teaching unit. It is
a key tool used by teachers in planning instruction and setting appropriate learning goals”.
(Growing Success, p.146)
PPM No. 155: Diagnostic Assessment in Support of Student Learning
The Ministry of Education released Policy Program Memorandum No. 155: Diagnostic Assessment in
Support of Student Learning to outline how diagnostic assessment tools may be used effectively to inform
teaching and learning practices in the classroom, in support of student achievement. PPM 155 stipulates
that teachers, principals, and school board staff share a collective responsibility and accountability for
student achievement and that successful implementation depends on the “professional judgment” of
educators.
Growing Success defines professional judgment as follows:
“Judgment that is informed by professional knowledge of curriculum expectations, context,
evidence of learning, methods of instruction and assessment, and the criteria and standards that
indicate success in student learning. In professional practice, judgment involves a purposeful and
systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection
and self-correction.” (p. 152)
PPM 155 does not apply to the following types of assessment:
1. Special education assessments: These include educational and/or professional assessments
conducted to include students with special education needs, to determine the special education
programs and/or services required by these students, and/or to support decisions related to such
programs or services. (Growing Success Policy Chapter 7 pages 69-74)
2. Large-scale assessments such as:
• EQAO – Grade 3, 6, 9 and OSSLT
• Program for International Student Assessment (PISA)
• Trends in International Mathematics and Science Study (TIMSS)
• Progress in International Reading Literacy Study (PIRL)
• Pan-Canadian Assessment Program (PCAP)
• Other Ministry-mandated assessments
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PPM155 – Collective Responsibilities of Boards, Principals and Teachers
Boards:
• Collect through the use of quality diagnostic assessment tools, valid and reliable data and
information on student achievement
• Establish and provide a list of approved diagnostic assessment tools that are consistent with their
board plans for improving student learning and achievement
• Will consider the criteria for selection of diagnostic assessment tools
• Continue to periodically review and update, where necessary, the approved list of diagnostic
assessment tools
• Collaborate to develop a common understanding of the planning process and the need for student
data and information that can inform actions taken to improve student learning
Principals:
• Ensure a consistent and continuous school-wide focus on student learning
• Provide leadership when working in collaboration with teachers to gather information about students’
learning in support of school and board improvement plans for student achievement
Teachers:
• Will use their professional judgment, as defined in Growing Success, when selecting and using
diagnostic assessment tools
• Must utilize diagnostic assessment during the school year, selecting tools from the board’s approved
list
• In selecting and using diagnostic assessment tools from the board’s list, shall determine the
following:
 The diagnostic assessment tools that are applicable
 Which student(s) will be assessed (individual student, small group, or whole class)
 The frequency of use of the diagnostic assessment tools
 The appropriate timing of the use of the diagnostic assessment tools
See Appendix I for a chart of TDSB Approved Diagnostic Assessment Tools in support of student
learning. As required, these tools are consistent with TDSB board plans for improving student learning
and achievement.
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Occupational Therapy and Physiotherapy Assessments
Occupational Therapy and Physiotherapy (OT/PT) Services primarily support students in Low Incidence
(Developmental Disability and Physical Disability) programs and in Diagnostic Kindergarten Programs,
through the Kindergarten, Education, Early Intervention and Prevention (KEEP) Program. Additionally,
OT/PT Services provide Intake, Environmental Safety and Special Equipment Amount (SEA)
assessments and reports for students in community schools, as appropriate. All other referrals are made
to Community Care Access Centres (CCAC).
Occupational Therapy and Physiotherapy assessments are provided for students according to prioritized
needs and as determined by the School Support Team. These assessments are conducted under the
Regulated Health Professions Act (1993) by occupational therapists and physiotherapists registered in
the College of Occupational Therapists of Ontario and College of Physiotherapists of Ontario,
respectively.
OT/PT assessments may include, but are not limited to:
• A review of the student’s school records with consent
• Classroom observations
• An interview with parents/guardians to obtain developmental and relevant family and medical history
• An interview with school personnel, the student, and support service colleagues
• Contact with hospitals, rehabilitation centres, and community agencies
• Provision of specific gross/fine motor function, mobility (school/community), sensory
motor/behaviour, and visual motor skills
• Assessment of activities of daily living skills (e.g., feeding, dressing, personal care)
• Assessment for equipment needs (Assistive Devices Program/ADP and Special Equipment
Amounts/ SEA)
Referrals for OT/PT Assessments
OT/PT Services are accessed through the School Support Team using a referral process. [See Referral
forms in Appendix C (2)] Informed consent of the parents/guardians or student 18 years or older is
required for students to receive OT/PT services. The informed consent process ensures that
parents/guardians are made aware of the types of service that may be provided to the student.
Average waiting times for OT/PT assessments vary. For students from integrated/intensive support
programs (e.g. Physical Disability, Developmental Disability) with issues that need to be dealt with
immediately, the wait times vary from immediate to four to six weeks. For students in regular education
and other special education programs, the wait time for a referral is from two to three months. Staffing
levels, service delivery changes, and growing numbers of students with complex multiple needs and
diverse cultural-linguistic backgrounds may affect waiting times.
Management of Assessment Results
The results of the occupational and physiotherapy assessment are communicated with parents/guardians
through an interview, and a written report is made available upon request. Reports include recommendations
for physical management (e.g., mobility, seating and positioning for function), activities of daily living skills and
sensory integration.
Records from an OT/PT assessment are kept in confidential files, which are maintained in accordance with
the regulations and provisions of the Professional Colleges and the Regulated Health Professions Act. The
results may be discussed with relevant teachers and professional support staff for educational planning and
programming purposes. Locations of copies of the report are discussed with parents/guardians. The consent
of parents/guardians is required for referral to community services for which the student may be eligible (e.g.,
Community Care Access Centre: School Health Support Services). Permission of parents/guardians must be
obtained for a student’s physical management and registration report to be released to an outside agency.
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Standardized Test Measures
COPM Canadian Occupational Performance Measure
DVPT-2 Developmental Visual-Perceptual Test
ETCH Evaluation Tool of Children's Handwriting
Gross Motor Function Measure
Handwriting Without Tears – Print Tool
HELP Hawaii Early Learning Profile
Miller-FUN
Motivational Assessment Scale
MVPT Motor Free Visual Perceptual Test
Peabody Developmental Motor Scales
School Companion Profile
School Function Assessment
Sensory Behaviour Analysis
Sensory Processing Measure
Sensory Profile
VMI Beery Buktenica Visual Motor Integration Test
Numerous non-standardized test measures not stated in this document
19

Psychological Assessments
The purpose of a psychological assessment is to better understand the learning and/or socio-emotional
strengths and needs of the student, in order to help in the delivery of the most appropriate programming
while the student is at the Toronto District School Board.
Psychological assessments are provided by the staff of Psychological Services. They are either members
of the College of Psychologists of Ontario, or they work under the direct supervision of a member of the
College of Psychologists. Psychological Services staff is governed by the Psychology Act, the Regulated
Health Professions Act, the Health Care Consent Act, the Personal Health Information Protection Act, and
the Education Act when working in a school board.
A psychological assessment may include the following:
• A review of the student's school records
• Interviews with the parents/guardians to obtain developmental, family, and medical history
• Interviews with school personnel and the student
• Classroom observation
• An assessment (standardized and informal measures) of the student’s cognitive abilities to
assess learning strengths and needs
• An assessment (standardized and informal measures) of the student’s social-emotional
functioning to assess strengths and needs
• An assessment (standardized and informal measures) of the student’s academic skills to assess
academic strengths and needs
Referrals for Psychological Assessments
Referrals for psychological assessments of students are initiated by the School Support Team. The
school team, which includes the staff member from Psychological Services, determines the priority in
which students will be seen. The length of wait for a psychological assessment can vary, depending on
the number of requests generated by the team and the prioritization of the referral, relative to other
referral requests from the school. Once the referral is made, the psychological assessment begins only
with the informed consent of the parents/guardians of a student under the age of 18, or of a student who
is18 years or older and has the appropriate level of cognitive ability to understand.
The results and recommendations of a psychological assessment are discussed with the
parents/guardians or qualifying student (as outlined above) and with staff of the TDSB who are directly
involved with the student. A cultural or communication facilitator will be offered and arranged, if
necessary. A copy of any written report is provided to the parents/guardians or qualifying student at or
close to the time of any verbal feedback. A copy is also given to the school, to be placed in the student’s
OSR.
The original written report, assessment measures, notes, and other information obtained during the
assessment are maintained in the confidential files of Psychological Services in accordance with the
Psychology Act and the Regulated Health Professions Act. Psychological Services will not release any
information to persons or facilities outside of the TDSB without written consent, except as may be
required by law.
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Social Work Assessments
School Social Work assessments identify social, emotional, and behavioural factors that can impact a
child’s ability to make the most productive use of the learning environment.
Social Work assessment is carried out by School Social Workers. They possess a Master of Social Work
degree, with a minimum of three years post-graduate experience working with children and youth, under
the supervision of an M.S.W. Clinical Supervisor. All Ontario Social Workers are regulated by the Ontario
College of Social Workers and Social Service Workers and subscribe to a set of professional ethics and
standards of practice.
A Social Work assessment may include:
• Interviews with the student
• An interview with the parents/guardians, to obtain relevant family and social history
• Interviews with Support Services colleagues and school personnel
• A review of school records
• With consent, contacts with community agencies
• Classroom observations
Referrals for Social Work Assessments
A referral to Social Work can be initiated through a School Support Team meeting or at any other time on
a needs basis, through referrals from principals, staff, parents, or self-referral by students themselves.
Waiting times are not an issue since service is initiated as soon as possible on request. A referral form is
completed, and informed consent is obtained of the parents/guardians or of students older than 16.
Recommendations and reports are discussed with the student (where appropriate) and
parents/guardians. With permission, relevant information is shared with school personnel and, where
applicable, professional staff from community agencies.
Standards of Practice of the Ontario College of Social Workers and Social Service Workers regulating
Social Work records are adhered to, and Registered Social Workers ensure that records are current,
accurate, contain relevant information about students, and are managed in a manner that protects the
student's privacy. Social Work records are stored in confidential Social Work files in secure locations at
the regional Education Offices.
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Speech and Language Assessments
Speech and language services focus on younger students, from Kindergarten through the primary
grades, with language delays and disorders that may affect literacy, academic, and social development.
Speech and language assessments are conducted by speech-language pathologists, registered in
Ontario under the Regulated Health Professions Act (1993).
A Speech-Language Pathology assessment may include the following:
• A review of the student's school records
• Interviews with the parents/guardians to obtain developmental, family, and medical history
• Interviews with school personnel and the student
• Classroom observation
• An assessment (standardized and informal measures) of the student’s receptive and expressive
language skills to assess learning strengths and needs
• An assessment (standardized and informal measures) of the student’s articulation, fluency and
voice skills to assess strengths and needs
• An assessment (standardized and informal measures) of the student’s reading and writing skills
to assess strengths and needs in these areas
Referrals for Speech and Language Assessments
Speech and language assessments are provided for students according to prioritized needs, determined
by the School Support Team and using a referral process. Informed consent of the parents/guardians or
student aged 18 years or older, is required for students to receive the services of a speech-language
pathologist. The informed-consent process ensures parents/guardians are made aware of the types of
service that may be provided to the student.
Average waiting times vary from a few months for students receiving special education intensive support
in Low Incidence Programs (Physical Disability, Developmental Disability) to 6–12 months for students in
regular education and other special education programs. Staffing levels, service delivery changes, and
growing numbers of students with complex communication needs and diverse cultural-linguistic
backgrounds may affect times.
Speech and language reports are stored in confidential speech-language pathology files in the Education
Offices, according to the Records Regulation of the College of Audiologists and Speech-Language
Pathologists of Ontario (CASLPO). The results of the speech and language assessment are
communicated with parents/guardians through an interview, and a written report is made available upon
request. Locations of copies of the report are discussed. A copy is kept in the OSR.
The results of the speech and language assessment may be discussed with relevant teachers and
professional support staff for educational planning and programming purposes. The consent of
parents/guardians is required for referral to community services for which the student may be eligible
(e.g., Community Care Access Centre/School Health Support Services).The permission of
parents/guardians must be obtained for a student’s speech and language report to be released to an
outside agency.
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Consultation
Consultation with SEAC
The TDSB values its working relationship with its Special Education Advisory Committee (SEAC) and
meets with SEAC regularly to share information and consult on matters relating to Special Education
programs and services. Department updates and presentations on special education programs and
services are given at the ten scheduled, public SEAC meetings. SEAC representatives have the
opportunity to provide input during board consultation presentations, to request information on topics of
their choice and to identify priorities for future board consideration. In some cases, full SEAC membership
is involved in additional special meetings for targeted feedback on specific topics, such as this year’s
special SEAC meeting for input on the TDSB Strategy for Inclusion.
SEAC members are invited to take an active role in meeting with and collecting input from parents, by
hosting SEAC displays at parent meetings held at school-based meetings or system-wide parent
events hosted by other departments of the board. During the past school year, these have included:
• Individual School Council planned parent nights
• Trustee Area meetings
• System-wide Mental Health Parent Symposium
• Two Model Schools for Inner Cities Parent Academy Conferences
This year, SEAC developed a communication tracking template, used to record data about parent
concerns raised with individual SEAC members during the school year. This kind of data collection will
enable SEAC to determine the nature and prevalence of parent concerns that arise, to assist in identifying
systemic issues that need to be addressed.
On March 28, 2015 SEAC collaborated with the Parent Involvement Advisory Committee to host a Parent
Conference on Special Education. The conference was aimed at expanding parent knowledge about
special education, to learn about parent concerns and to facilitate networking among parents, support
agencies and special education staff. Over 35 special education and professional support services staff
provided workshops and hosted Q&A sessions at this Saturday event.
Information received by SEAC members as the result of these initiatives is shared directly with the special
education leadership and at the monthly SEAC meetings.
Summary of SEAC Consultation Input
During the 2014-2015 school year SEAC meetings, the following recommendations were made at SEAC
meetings:
1. Re: Special Education Budget
SEAC recommended:
• Continued advocacy with the Ministry of Education for a more appropriate Special Education funding
model to meet needs, based on real numbers/identified needs rather than a statistical model
• Early dissemination to SEAC of detailed budget information, for effective consultation and lobbying
purposes
• The collection and comparison of data measuring the impacts on students in order to communicate
clearly how services are impacted due to cutbacks.
• Consideration of effectiveness vs. efficiency, sameness vs. fairness when addressing special
education issues in decision-making
• Analysis of the precise nature and composition of declining enrolment and related impacts on special
education funding
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2. Speech and Language Services – Emerging Challenges
SEAC expressed concerns about the duplication of provincial Speech Language services, the long wait
lists, lack of service coordination and parental challenges in accessing the services across the district.
SEAC supported the board’s efforts and lobbied the Province for improvement by writing to three
Ministries, recommending actions to align services to make them more accessible, efficient and effective.
3. Gifted Exceptionality Programs
SEAC recommended:
• Improved access to the TDSB Gifted Programs, including a review of screening methodology for
Gifted identification and increased clarity around timelines for offers of placement
• Improved communication to all constituents of general knowledge about the existence of Gifted
Programs, understanding the criteria for Gifted identification
• Greater transparency around access to Gifted programs at specific geographic locations.
• Clarification regarding how offers of placement are made
• More effective showcasing of all exceptionality programs to provide information on assessment,
accessing programs and how to navigate the Board
• Encourage public input into review of programs and suggestions for improvement
• Provision of more information about programs for different exceptionalities at monthly SEAC
meetings
• Improvement in communication at the school level for improved outreach, through flyers or
newsletter articles
4. Secondary Accommodations and Transition Planning
SEAC recommended:
• More focus on self-advocacy skills for students in Secondary GLE
• A consistent process for improved and early communication with all subject teachers about the
needs of students on IEP’s and the kinds of accommodations/modifications required
• Stronger system messaging to secondary schools around having processes in place for meeting the
requirements of IEPs
• Improved communication among all parties around the needs of exceptional students in Cooperative
Education programs and in Special High Skills Major programs
• Improved parent communication to aid understanding of how the management of program
modifications in secondary differs from elementary settings and impacts on secondary pathways
• Greater use of assistive technology, particularly with newcomers to Canada
• Better communication to families about initiatives leading to apprenticeships
• Increased collaboration with the “School Effectiveness” initiative to identify and assess improvement in
meeting special education needs
• A systematic approach for supporting students with weaknesses in executive function, as well as a
way of measuring and reporting on improvement in the related skills
5. Transportation
SEAC recommended:
• Better communication with parents about the bussing application and appeal process
• Additional consideration of a student’s special education needs during the transportation decision-
making process.
• The establishment of a transportation call centre, for responding to parent questions and
transportation issues, especially during the first 4 weeks of school when services are starting up
• Bus driver training in how to interact more positively with students with special needs
24

• That safety be given additional consideration than the distance requirement when determining
eligibility for transportation, especially for students with vision or hearing impairment
• Inclusion of bussing RFPs for accessible 72 passenger buses (with lifts and tie downs to facilitate
greater inclusion and less segregation) for students with special needs
• That the consortium website provide clarity around definitions (i.e. for a “severe medical condition”)
and identify acceptable documentation, to assist parents in determining transportation eligibility
6. Inclusion Strategy for Special Education Programs and Services
SEAC sought information about how student needs by exceptionality are tracked, the process being used
for reducing the number of intensive support programs (ISP) and decision-making around closure of ISPs.
Among the many suggestions offered during the special consultation, SEAC members recommended:
• Support for the investigation of technology use beyond HSP and ISP, to look at overall purchases of
technology across the system in different categories – i.e. by school, by Special Education, by
parents groups, school councils, etc., in order to assess equitable access
• An academic focus on Reading, the common denominator for achievement
• Parent education about inclusion – providing a clear rationale and system expectations
• Careful consideration of and planning for safety issues in the inclusion strategy
• Consideration of “Outcomes” in addition to “Impacts” in the strategy
• Inclusion of research findings around the “sense of belonging” and related success in school, during
the analysis of Impacts in the Inclusion Strategy
• Data capture of numbers of families who leave, identifying why families leave and why they stay
7. Special Education Plan
Review of the Special Education Plan took place in accordance with the Ministry’s Standards for
School Boards’ Special Education Plans (2000) and Regulation 464/97 of the Education Act. A steering
committee of SEAC members reviewed all additions and amendments with an eye towards clear and
accurate communication and to ensure the Plan is complete and up to date. Ideas generated during the
review of the document are also collected for more thorough discussion and investigation at future
SEAC meetings. The 2015 SEAC Subcommittee advised the TDSB Special Education Department to:
• Provide greater clarity around the nature and composition of “intensive support programs” and
communicate this more accurately in the Plan
• Focus efforts on increased use of new technologies available to support students with special
education needs
• Provide more clarity about the continuum of program supports, qualification for supports and
alternatives available to parents
• Provide more guidance in the section on IEP (regarding when an IEP is needed and clarifying parent
participation in its development and setting standards for goal-setting)
• Provide information about Individual Learning Profiles (ILP) and how they are used
SEAC Input on Policies and Procedures
SEAC members are also invited to participate in formal Working Groups established to review TDSB
Policies and Procedures. SEAC representation was invited on the following TDSB working groups,
involved in the development or review of TDSB Policies and Procedures:
• School Climate Survey – Grades 7-12
• Concussion Policy Procedures
• Acceptable Use Policy and Procedures
• A new “Whistle Blower” Policy
• Public Consultation on TDSB Governance Structure
• Assistive Technology
25

Broader SEAC Consultation
This past year, SEAC was consulted for a four-Ministry Special Needs Strategy looking into the
integration and co-ordination of health services (Rehabilitation, OT/PT and S&L Services) for children with
complex needs. SEAC’s input was collected and shared with the appropriate TDSB Professional Support
Services staff.
SEAC shared concerns regarding:
• Duplication of processes and the need for better co-ordination of services among different Ontario
ministries
• The need for a ‘case manager’ resource person for families, to coordinate communication, process
requirements and service access
• Lack of clarity in communication with families about the available services, how to access them and
the required process timelines
• The need for provision of information to school administrators, who are often information
gatekeepers, about services and processes to access them
• The need for caution when applying medical diagnoses and terminology in service application, since
these differ for different exceptionality populations
• The need for improved report recommendations appropriate for. teacher application, since they are
not therapists. For inclusion in the IEP, outcomes must be observable, measureable and achievable
• The need for an Ontario Alternative Curriculum for students who are developmentally delayed,
including components for speech & language
• Provision of SLP support for language development
• Clear pathways, resource information and adequate access to the supports needed for addressing
complex needs
• The need for a widely available list of service providers for different audiences, some kind of
repository or directory of services and resources for parents to access
• The need for some form of triage – to determine the timing and duration of services and develop a
planned pathway and timeline
SEAC was also invited to provide targeted feedback to support discussion at the June meeting of the
Minister’s Advisory Council on Special Education on issues related to the provision of special education
programs and services.
Parent/Community Input
Orientation sessions for parents/guardians are held in the fall and spring annually to familiarize
parents/guardians with the IPRC and IEP processes. Sessions continue to be well attended and
provide an excellent opportunity to develop an understanding of how TDSB programs and services,
process and procedures are perceived, understood and accessed by our families. Following the
meetings, the concerns of parents/guardians are addressed. These orientation sessions originated at
the request of SEAC members and will continue into the 2015-2016 school year. Special Education
Ward meetings were also hosted by Trustees and involved regional special education department staff,
providing an additional forum for parent concerns to be heard.
When looking at changes to how programs and services are provided across the system, multiple public
consultation meetings are organized. For example, in 2015 as the result of accommodation pressures at
secondary Gifted program sites, a review of attendance boundaries for all Gifted programs was carried
out to ensure equity of access to Gifted Programs across the system and to address accommodation
pressures at some sites. A number of evening public consultation meetings were organized in different
regions of the board and letters of invitations issued directly to parents. The information received from
these consultation sessions will be considered in future decision-making.
26

Continuum of TDSB Supports, Programs and Services
In striving to meet a wide variety of academic needs and promote learning environments that are safe,
nurturing, positive and respectful, the TDSB implements a full continuum of special education programs
and services and a needs-based delivery model, responsive to individual student’s educational
functioning levels. Interventions are tiered, offering differing degrees and kinds of assistance to help
students be more successful, preferably in the neighbourhood school. Depending on individual student
need and equitable access to board resources, supports may be offered in a regular class setting or in
any of a variety of increasingly intensive and/or specialized settings, for those whose learning needs
cannot be successfully met otherwise. Less often, placement in a congregated special education class is
recommended. The goal is to determine the most appropriate learning environment and needed supports
to maximize the individual student’s potential.
First line interventions are begun by the classroom teacher with consultative assistance available to every
school. Full understanding of a student’s learning profile is necessary to determine the appropriate
programs and services required to address learning needs. When a student begins to show signs of
persistent learning difficulties a full and clear picture of a student’s strengths and needs is obtained,
through a review of in-school support strategies, academic testing, available professional assessments
and consultation with parents/guardians. Information is regularly gathered and reviewed through such
processes as Individual Education Plan (IEP) development and a variety of school support team
meetings. With parental permission, information from any professional assessments and/or community-
based resource people is also collected. Teachers use this information to plan the best way to help
students learn.
Special Education Program Supports and Related Services
Special Education Services within the TDSB rely on the expertise of teachers, supported by:
• Educational Assistants, Child and Youth Workers, Child and Youth Counsellors, Special-Needs
Assistants, Noon-Hour Assistants, Lunchroom Supervisors
• Blind/Low Vision Itinerant Staff
• Deaf/Hard of Hearing Itinerant Staff
• Behaviour Regional Services (BRS) Teams (Itinerant Teachers and CYWs)
• Autism Spectrum Disorder (ASD) Teams
• Assistive Technology Teachers
• Special Education Consultants and Coordinators
• Occupational Therapists and Physiotherapists
• Psychology Staff
• Social Work and Attendance Staff
• Speech-Language Pathologists
• Safe and Caring Schools Staff
• Guidance Teachers
• SEAC and Community Agencies
All of these supports and services play important roles in meeting the wide range of special education
learning needs in the TDSB. The following pages outline the ways in which teachers access support for
students, and the kinds of resources and services available in the TDSB continuum of support.
Accessing Special Education Programs and Services
TDSB has established processes to assist classroom teachers in meeting the special education needs of
their students. Teachers can access Blind/Low Vision or Deaf/Hard of Hearing supports as soon as
concerns are raised. For other kinds of concerns, teachers begin by consulting school-based special
27

education staff on the In-School Support Team (IST), to develop an action plan of interventions to try. If
concerns continue following an appropriate period of time with these strategies, or for more pervasive and
complex challenges, teachers can consult their School Support Team (SST). Membership on the SST
includes Professional Support Services staff such as Psychologists, Social Workers, Occupational
Therapists, Physiotherapists, and Speech/Language Pathologists. These resource people are able to
provide specialized consultation, action-planning and skill development to meet a wide variety of student
needs in the local school. [For more about these services, see the sections on Assessment and Staff
Organization and Responsibilities – Student Support Services and Care.]
Through the SST, they can also request specialized support from Regional Support Teams specializing
in Autism (ASD Team) and Behaviour (Behaviour Regional Services – BRS). These can be requested to
assist staff in developing and implementing student support, by way of professional skill development and
targeted interventions. With the permission of parents/guardians, teams can also provide individual
students and their families with more direct interventions. [For more detailed information, see the sections
of the Plan on In-School Support Team (IST) and School Support Team (SST) and Special
Education – Regional Support Services.]
The IST or SST may recommend the development of an Individual Education Plan (IEP) for a student.
An IEP is a written plan describing the accommodations or special education services needed to assist
the student in achieving his or her learning expectations. It also outlines learning expectations that are
modified from or alternative to the expectations given in the Ministry of Education curriculum policy
document for the appropriate grade and subject or course. Parents/Guardians are consulted in the
development of an IEP. [For more on this topic, see the section Individual Education Plan (IEP).]
School administrators, special education staff and classroom teachers regularly connect with Family of
Schools (FOS) Special Education Consultants for guidance in helping students, through classroom
instructional strategies and targeted professional learning. Staff as well as students in exceptionality-
based intensive support programs and their families, are supported by Special Education Coordinators
responsible for the following exceptionality-based clusters:
• Behaviour Coordinators oversee exceptionality-based programming for Behaviour
• Communication Coordinators oversee programming for exceptionalities of Autism and Learning
Disability (including Speech and Language Impairment)
• Intellectual Coordinators oversee programming for Mild Intellectual Disability and Giftedness
• Low Incidence Coordinators oversee programming for Developmental Disability and Physical
Disability
• Central Coordinators oversee programming for Deaf/Hard of Hearing students, Blind/Low Vision,
Autism Spectrum Disorders (ASD) Team and Behaviour Regional Services (BRS) Team
[For more detailed information about these different roles, see the section on Staff Organization and
Responsibilities – Special Education and Section 23.]
Identifying and Meeting the Needs of Pupils Who May Be “Exceptional”
When, in spite of the involvement of TDSB resource staff and the implementation of recommended strategies
for an adequate period of time, a student continues to struggle academically and there remain puzzling
questions around a student’s persistent learning difficulties, a referral for professional assessments may be
considered. Assessments are used to better understand the nature of a student’s persistent academic
difficulties and ensure that effective programming and required supports are in place. These can be requested
through the School Support Team. For any kind of professional assessment to take place, the informed
consent of parents/guardians is required. [For more about the different kinds of assessment see the section
on Assessment.]
A request can be made by the school (or by written request of parents/guardians) that a student’s learning
profile be presented to an Identification, Placement and Review Committee for possible identification as an
“exceptional pupil”. A recommendation to consider a student for an IPRC requires careful analysis of
instructional interventions that have or have not helped the student be more successful, as well as the
collection of more detailed and formal assessments of the student’s strengths and needs. An information
28

package is prepared by school staff for the IPRC and a copy is provided to parents/guardians prior to the
IPRC meeting. [For more detailed information about the IPRC process, see the section: Identification,
Placement and Review Committee (IPRC) Process.]
Identification, Placement and Review Committees (IPRC)
The general purpose of an IPRC is to identify the specific nature of the student’s learning strengths and
needs and, for a student who is found to be exceptional, to make a decision regarding “placement”.
Placement refers to the kinds of special education program and services the student needs for greater
success in school.
On the basis of discussions held at the meeting, the IPRC will:
• Decide whether or not the 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, taking into account parental preference and
• Review the identification and placement at least once in each school year
http://www.edu.gov.on.ca/eng/general/elemsec/speced/hilites.html
The request for an IPRC does not mean that a student requires placement in a congregated special
education program. Inclusive programming provides opportunities for academic improvement,
socialization, and the development of self-esteem. For many students with exceptionalities, programming
in a regular class is an important first step toward successful participation in the school community.
IPRC Placement Options
The IPRC has a range of placement options available for supporting a student who is found to be
exceptional. Before considering the option of placement in a special education intensive support program,
the committee must first consider whether more inclusive programming, such as placement in a regular
class with appropriate special education programs and services, would meet the student's needs and be
consistent with the parent's preferences. [Regulation 181/98 – Identification and Placement of Exceptional Students (Part
IV, S17)]
Research recognizes, however, that some students may benefit from a more intensive level of support
than that available in a regular class placement. The early years, for example, are a crucial time for the
development of learning skills. There is a body of evidence that suggests that if young children receive
effective early intervention (which may include intensive special education programming) to support their
learning needs, a number of them may not require continued special education programs and services as
they progress through the school system. The goal of special education “placement” is to determine the
most appropriate learning environment to maximize the individual student’s potential.
In making its placement decision, the IPRC may consider “Regular Class Placement” or “Special
Education Placement”.
“Regular Class”
This is the IPRC placement decision for those students with special education needs for whom
more than 50% of instructional time is delivered by a regular class teacher in a regular classroom.
For elementary students, this special education placement is provided at the home school as part
of the Community Based Resource Model (CBRM). For secondary students, it is provided through
the Resource Program and/or Learning Strategies (GLE) courses.
Regular Class placement includes the following support options:
• Regular Class with Indirect Support The student is placed in a regular class for the entire
school day and receives direct instruction from a regular classroom teacher, who receives
specialized consultative services.
29

• Regular Class with Resource Assistance The student is placed in a regular class and
receives direct, specialized instruction, individually or in a small group from a special education
teacher within the regular classroom.
• Regular Class with Withdrawal Assistance The student is placed in a regular class and
receives instruction outside the regular classroom for less than 50% of the school day from a
special education teacher.
“Special Education Class”
This is the IPRC placement decision for those students with special education needs for whom 50% or
more of instructional time is delivered by a special education teacher in a special education classroom
where the pupil-teacher ratio conforms to Regulation 298 (R.R.O.1990, Section 31). For this level of
support, elementary students may be placed in the Home School Program. The program location for
more intensive, full time support may be located in other than the home school.
There are two Special Education Class placement options:
• Special Education Class with Partial Integration The student is placed in a special
education class and is integrated with a regular class for at least one instructional period daily.
• Special Education Class Full Time The student is placed in a special education Intensive
Support Program (ISP) for the entire school day.
In some cases parents/guardians may be able to access other options to meet a student’s needs. For
difficult-to-serve students, the IPRC may suggest referring the student to a provincial committee for
consideration of eligibility for admission to one of the Provincial Schools. These include Provincial
Schools for blind, deaf or deafblind students and Provincial Demonstration Schools for students with
severe learning disabilities. Applications to Provincial Schools and Provincial Demonstration Schools are
coordinated in conjunction with the school board. [For more information see the section Ministry of
Education – Provincial and Demonstration Schools.]
In some very complex cases, parents/guardians and Board staff may wish to investigate other
options to meet a student’s needs. For example, there may be a need to apply for admission to a
facility that provides the necessary care or treatment appropriate to the student’s condition. Direct
applications to care and treatment facilities can be made by the parents/guardians. School board
staff may be able to assist in gathering the required documentation. [For more about these options,
refer to Special Education – Section 23 Programs.]
Community-Based Resource Model (CBRM)
The Community-Based Resource Model (CBRM) is a special education support delivery structure and
process supporting the board’s philosophy of inclusion. CBRM aligns with the vision of the TDSB Special
Education Plan, which is to support the needs of the majority of exceptional students within well-
resourced neighbourhood schools, by providing access to a range of special education supports (and
IPRC “placements”) in neighbourhood elementary and middle schools.
The CBRM at each school encompasses the expertise of the “Methods and Resource Teacher”
(MART), the “Resource Program” and the “Home School Program” (HSP). It is staffed with special
education teachers who can provide indirect, in-class, and withdrawal Resource program support
(depending on the school model), as well as more intense small-group teaching for assigned periods of
the day. Schools design their CBRM based on the specific strengths and needs of their student
community. The HSP Teacher and the MART are key components of the CBRM team, involved in the
support and delivery of the model. School special education staff receives regular professional
development. School staff has access to consultation and resources provided by the CBRM team to
support programming for students.
Priority must be given to students who have been formally identified through the Identification, Placement
and Review Committee (IPRC) process and recommended for special education class placement at their
home school. Identified students whose recommended placement is special education class, are
30

supported in the Home School Program for 50% of their school day. Students who are not formally
identified may be supported in the CBRM through a recommendation of the In-School Support Team (for
Resource) and the School Support Team (for Home School Program).
Student IEPs are reviewed and updated each reporting period. Students who have been formally identified
through the IPRC process must have an annual IPRC review to evaluate their current placement and
support. Non-identified students are monitored through regular re-evaluation of their IEP in concert with
their Provincial Report Card. Re-evaluation of non-identified HSP students happens at a School Support
Team meeting every year and parents/guardians are invited to attend.
Methods and Resource Support (MART)
School-based methods and resource support is facilitated by a Special Education teacher, called
the Methods and Resource Teacher (MART). This teacher receives additional professional learning
opportunities to enhance Special Education expertise and consultative resources for the school.
Resource Program
The Resource Program is one of the components of the CBRM. Students in the Resource Program receive
support for less than 50 % of the school day. There are three settings associated with the Resource Program:
Indirect Support, Resource Assistance and Withdrawal Assistance. Exceptional students are placed in the
program through an IPRC. Sometimes non-identified students are placed in the program on the
recommendation of the In-school Support Team or School Support Team.
The profile for formally identified students who are placed in the Resource program by the decision of
an IPRC includes:
• Identified with a Communications, Mild Intellectual Disability or Behaviour Exceptionality
• Modified expectations in literacy and/or numeracy (minimally 1 year below grade level) or
demonstrated need for significant, ongoing accommodations in order to access the grade level
curriculum or alternative expectations that address social, emotional or behavioural concerns
• For students in Resource Assistance and Withdrawal Assistance settings, demonstrated need for
instruction/support in a smaller group setting for part of the school day
The profile for non-identified students who are considered for placement in the Resource program by
recommendation of the In-school Support Team or School Support Team is the same as that noted for
exceptional students.
Home School Program (HSP)
The Home School Program is one of the components of the CBRM. It is a special education class in which a
student is placed for 50% of the school day. Exceptional students are placed in the program through an IPRC.
Sometimes non-identified students are supported in the program on the recommendation of the School
Support Team.
The profile for formally identified students who are placed in HSP by decision of an IPRC includes:
• Identified with a Communications, Mild Intellectual Disability or Behaviour Exceptionality
• Modified expectations in at least numeracy and literacy (minimally two grade levels behind) or
alternative expectations that address social, emotional and behavioural concerns
• Demonstrated need for instruction/support in a smaller group
• Demonstrated need for accommodation/support in other subjects
• Support required beyond the Resource level
The profile for non-identified students who are considered for placement in HSP by recommendation of
the School Support Team is the same as that noted for exceptional students.
31

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