Governance Policy 201 Programs and Student Services Programs and Student Services Division STUDENT SERVICES GOVERNANCE POLICY CONTENTS 1.0 PRINCIPLES 2.0 POLICY FRAMEWORK 3.0 AUTHORIZATION 1.0 PRINCIPLES 1.1. The South Shore Regional School Board (SSRSB) believes in the philosophy that every student, regardless of individual differences, has the right to an appropriate public education that aims to develop to the fullest extent possible, each individual’s abilities, talents, and skills. To this end, the SSRSB shall attend to the cognitive, emotional, social, and physical development of each student, believing that every person is a contributing member of the larger community. 1.2. The SSRSB believes and recognizes that students differ in their learning strengths and challenges, and endorses that all students have the right to have their individual learning needs met • in the company of their peers, and • in the most inclusive educational environment appropriate to the individual strengths and challenges of the student. 1.3. The SSRSB believes that the goal of inclusive schooling is to facilitate the membership, participation, and learning of all students in school programs and activities. The support services that are designed to meet students’ diverse educational needs should be coordinated within the neighborhood school and, to the extent possible, within grade level/subject area classroom (Special Education Policy, 2008). 2.0 POLICY FRAMEWORK 2.1. This policy complies with the Education Act and other related provincial acts and policies. 2.1.1. Youth Criminal Justice Act 2.1.2. Freedom of Information and Protection of Privacy Act 2.1.3. Nova Scotia Department of Education Handbook for Transportation of Students with Special Needs, 2011 2.1.4. Nova Scotia Ministerial Education Act Regulations 2.1.5. Nova Scotia Department of Education School Board and Ministerial Appeal Guide, 2009 2.1.6. Nova Scotia Department of Education Special Education Policy, 2008 2.1.7. Nova Scotia Department of Education Student Records Policy, 2006 2.1.8. Nova Scotia Department of Education Supporting Student Success: Resource Programming and Services, 2006 2.1.9. Nova Scotia Department of Education Teacher Assistant Guidelines, 2009 GOVERNANCE POLICY 201: STUDENT SERVICES Page 1 of 2 Approved: March 21, 2012 Governance Policy 201 Programs and Student Services Programs and Student Services Division 2.1.10. Nova Scotia Department of Education Supporting Student Success: Assistive Technology , 2006 2.1.11. Nova Scotia Department of Education Supporting Student Success: Gifted Education and Talent Development, 2010 2.1.12. Nova Scotia Department of Education Guidelines for English as a Second Language Programming and Services, 2003 2.1.13. Nova Scotia Department of Education Supporting Student Success: School Psychology Guidelines, 2009 2.1.14. Nova Scotia Department of Education Guidelines for Use of Designated Time-Out Rooms in Nova Scotia Schools, 2009 2.1.15. Nova Scotia Department of Education Supporting Student Success: Provincial School Code of Conduct and School Code of Conduct Guidelines, 2008 2.1.16. Nova Scotia Department of Education Public School Programs, 2004 2.1.17. Nova Scotia Department of Education Supporting Student Success: Speech-Language Pathology Guidelines, 2010 2.1.18. Supporting Student Success Fact Sheets 2.1.19. Nova Scotia Department of Education Supporting Student Success: The Program Planning Process: A Guide for Parents, 2009 2.1.20. Nova Scotia Department of Education Supporting Student Success: Transition Planning for Students with Special Needs: The Early Years through to Adult Life, 2005 2.1.21. Violence in the Workplace Procedure (SSRSB, Human Resources Department) 3.0 AUTHORIZATION The Superintendent is authorized to issue procedures in support of this policy. GOVERNANCE POLICY 201: STUDENT SERVICES Page 2 of 2 Approved: March 21, 2012 Administrative Procedures 201 Programs and Student Services Programs and Student Services Division STUDENT SERVICES ADMINISTRATIVE PROCEDURES CONTENTS 1.0 DEFINITIONS 2.0 AFFIRMATION OF RESPONSIBILITIES 3.0 PROGRAMMING AND SERVICE DELIVERY 4.0 SCHOOL BOARD APPEAL 5.0 ASSESSMENT 6.0 STUDENT RECORDS 7.0 WRITTEN REQUESTS AND RECOMMENDATIONS FROM OUTSIDE AGENCIES 8.0 HOME TUTOR SERVICES FOR MEDICAL REASONS 9.0 SPECIALIZED EQUIPMENT/ACCESSIBILITY REQUEST 10.0 TEACHER ASSISTANTS 11.0 TRANSPORTATION 12.0 RESPONSIBILITIES 1.0 DEFINITIONS Access to School Records – The SSRSB shall provide access to records in accordance with the provisions of the Education Act and Regulations, the Freedom of Information and Protection of Privacy Act (FOIPOP), and the Students Records Policy, 2006. Age of Majority Act – Every person attains the age of majority, and ceases to be a minor, on attaining the age of nineteen years. Assistive Technology – The use of both low level and high level technologies to support students and their learning. Community of Schools – Community of Schools is the framework for delivery of Special Education Services in the SSRSB based on geographical areas, student population, and feeder school systems. Referrals for services of Student Services staff (speech-language pathologist, severe learning disabilities specialist, school psychologist, AT Specialist, OT/PT, and Health Needs) are made to the Community of Schools and Student Services staff from each of the geographical areas to develop action plans based on priorities and need. Consultant – An individual who aids and supports principals and teachers in the program planning process as they work to meet the learning needs of students. Coordinator of Race Relations, Cross Cultural Understanding, and Human Rights (RCH) – An individual who oversees the implementation and monitoring of the SSRSB’s Race Relations, Cross Cultural Understanding, and Human Rights. ADMINISTRATIVE PROCEDURES 201: STUDENT SERVICES Page 1 of 26 Approved: March 21, 2012 Administrative Procedures 201 Programs and Student Services Programs and Student Services Division Coordinator of Student Services – An individual who supervises Student Services staff and oversees the supports to schools in planning and the implementation of programs and services for students with special needs. Core Program Planning Team – A school based team who meets regularly to support students and teachers. Director of Programs and Student Services – An individual who has responsibility for administering the funding and overseeing planning and the implementation of programs for special education programs and services as per Policy 1.6 Nova Scotia Department of Education’s Special Education Policy, 2008. Formal Assessment – An individual assessment performed by a qualified professional using formal assessment instruments such as standardized tests, as well as other sources of information. It is intended to produce diagnostic information about the student’s ability. Formal assessment instruments have standardized procedures for administration, scoring, and interpretation. They may be “norm-referenced”, meaning that they are normed on a representative sample of students and provide age- or grade-level scores, standard scores, or percentiles that allow the educator to compare a student with other students of the same age and grade. Individual Program Plan (IPP) – For those students who cannot meet the prescribed outcomes in the PSP, an IPP shall be developed. IPPs should include a student profile, information about the child’s strengths and challenges, transition plan, annual individualized outcomes, specific individualized outcomes, materials and strategies, areas of responsibility, review dates, and signatures. The principal or vice-principal, classroom teachers, other staff involved with the student, family, and students themselves, should have input into the development and implementation of the IPP. Individual Program Planning Team – A group formed to support an individual student in need. Informal Assessment – Classroom teachers provide informal assessment information (i.e.: observation, running records, checklists, portfolios, classroom and provincial assessments administered as part of the provincial PSP, research studies, and/or provincially administered assessments), which forms the basis of a comprehensive profile of students strengths and challenges. Instructional Adaptations – A record describing instructional modifications and/or adaptations that do not affect the integrity of the PSP. Learning Disabilities – A generic term that refers to a heterogeneous group of disorders due to identifiable or inferred central nervous system dysfunction. Such disorders may be manifested by delays in early development and/or difficulties in any of the following areas: attention, memory, reasoning, coordination, communication, reading, writing, spelling, calculation, social competence, and emotional maturation. (Learning Disabilities Association of Canada, reprinted with permission) ADMINISTRATIVE PROCEDURES 201: STUDENT SERVICES Page 2 of 26 Approved: March 21, 2012 Administrative Procedures 201 Programs and Student Services Programs and Student Services Division Liaison for Students with Health Care Needs – An individual who coordinates support for the health needs of a defined population of students in the SSRSB. Occupational Therapists – Health professionals who help people perform daily occupations within the realm of self-care, productivity, and leisure. The goal of school-based OT is to maximize a student’s occupational performance in school. Physical, developmental, sensory, learning, and/or perceptual challenges may affect occupational performance. Occupational therapists may recommend task adaptations, task modifications, and/or assistive devices to increase successful functioning in school. Physiotherapists – Health professionals primarily concerned with the prevention and alleviation of movement dysfunction. The goal of the school-based physiotherapist is to enhance the student’s individual capacity for functional movement, thereby maximizing independence. Physiotherapists may recommend alterations in physical positioning to promote optimal physical access, environmental modifications to promote maximal independence for students who have identified mobility concerns, and/or mobility aids or devices that assist in the prevention and alleviation of movement dysfunction. Program Plan – The program plan will include the adaptations, supports, and/or interventions required based on the strengths and challenges of the student that will assist the student to meet the prescribed curriculum or individualized curriculum outcomes. Monitoring of the program plan will be the responsibility of the PPT. Students will not be placed, retained, or accelerated without a program plan being developed and put into effect. Resource Teacher – A teacher who supports individual students or groups of students with special education programming based on the students’ strengths and challenges. Resource teachers offer a broad continuum of services, which may include responsibilities for co-teaching, learning centres, and/or supporting students with behavioral challenges. (See Supporting Student Success: Resource Programming and Services section on Resource Teachers Competencies.) School Psychologist – Trained individuals who work with school staff and family to support the social, emotional, behavioral, and learning needs of children within the school context. All psychologists must be registered with the Nova Scotia School Board of Examiners in Psychology to practice psychology in Nova Scotia. Severe Learning Disabilities (SLD) Specialist – Trained individuals who provide direct service to students who have been identified with a severe learning disability. Speech-Language Pathologist (SLP) – Trained individuals who provide direct/indirect speech- language services to students and collaborate with teachers and family in developing and/or implementing speech and language programming. Student Services Staff – Individuals who provide support to schools including coordinators, consultants, SLPs, school psychologists, SLD specialists, AT specialists, facilitators, and others. ADMINISTRATIVE PROCEDURES 201: STUDENT SERVICES Page 3 of 26 Approved: March 21, 2012 Administrative Procedures 201 Programs and Student Services Programs and Student Services Division Students with Special Needs – A student with exceptionalities identified by the SSRSB as requiring additional program planning in the learning process to meet the student’s individual strengths and challenges; or one who is enrolled in and receiving an education program provided by the SSRSB for which the program planning process has been followed. Teacher Assistant – An individual who works with teachers and other staff in the school setting to provide support to students with special needs who are identified through the program planning process as requiring support with medical and personal care and/or safety/behavior management (see Teacher Assistant Guidelines, Department of Education). Transition Plan – Part of the IPP process for special needs students and should begin when a student enters the school system. The Transition Plan is designed to assist students passing into a new environment. Transition planning must be documented on the IPP. Transition Planning Team – A group of individuals who assist the student during periods of transition. 2.0 AFFIRMATION OF RESPONSIBILITIES The SSRSB affirms that it has a responsibility to the extent possible to: • Educate all staff (support staff, administration, and teachers) and families about the SSRSB Student Services Policy. • Develop quality programs and services for individuals on the basis of their strengths and needs as determined by various aspects of the student’s development (social, emotional, cognitive, and physical). • Promote the active participation of families and students in the development and support of programming, in cooperation with school staff, in an effort to promote a community awareness, acceptance, and support of student strengths and challenges. • Provide programming materials, financial support, professional development, and human resource support within the existing budget to ensure the strengths and challenges of all students are met. • Encourage cooperation and partnerships with other service agencies. This policy has been established to fulfill the mandate given to school boards by the Department of Education. It is intended to guide Regional Student Services staff and schools within its jurisdiction in programming and service delivery for all students. It is consistent with Special Education Policy, 2008 and supporting guideline documents, and SSRSB policies. 2.1. Educational Funding 2.1.1. In addition to a program formula funding grant, the SSRSB will utilize the Department of Education’s Special Education Formula Funding Grant to assist with the costs of programs and services for student with special needs as per Policy 1.3 of the Special Education Policy, 2008. 2.1.2. The SSRSB recognizes the Special Education Policy, 2008 outline of students for whom special education funding shall be used as those students who are assessed as having any of the following exceptionalities and/or special needs: ADMINISTRATIVE PROCEDURES 201: STUDENT SERVICES Page 4 of 26 Approved: March 21, 2012 Administrative Procedures 201 Programs and Student Services Programs and Student Services Division • cognitive impairments • emotional and behavioral disorders • learning disabilities • physical disabilities and/or health impairments • speech impairments and/or communication disorders • sensory impairments – vision, hearing • multiple disabilities • giftedness 2.2. Home Tutor Services for Students with Medical Needs Under special circumstances, and when approved by the Director of Programs and Student Services, the SSRSB will provide home tutors for students under the care of a medical doctor. 2.3. Outside Agencies 2.3.1. The SSRSB will participate in locally developed transition and interagency committees composed of agency representatives who are in a position to provide assistance within the community. 2.3.2. The SSRSB will share information regarding a student with an outside agency only when the Interagency Consent Form to Obtain and Release Confidential Information is completed in accordance with the provisions of the Education Act and Regulations, the Freedom of Information and Protection of Privacy Act (FOIPOP), and the Student Records Policy, 2006. 2.4. Professional Development The SSRSB supports the professional development of staff focused on the acquisition of competencies required for meeting the needs of all students. 2.5. Program Planning 2.5.1. The SSRSB will establish a process for identification, assessment, program planning, and evaluation for students with special needs. 2.5.2. The SSRSB will ensure that individual program planning teams are established at the school level, and that they will develop, implement, and monitor programming for students with special needs. 2.5.3. The SSRSB will ensure that an individual program plan (IPP) will be developed and implemented for students for whom adaptations are not sufficient to address their strengths and challenges, and the provincial curriculum outcomes are not applicable and/or attainable as per Student Services Policy, Policy 2.6. 2.5.4. The SSRSB will provide qualified school-based and regional student services personnel. 2.6. Teacher Assistants 2.6.1. The SSRSB will provide teacher assistants in some settings to support identified students who have exceptionalities outlined in the Special Education Policy, 2008 and meet the requirements outlined in these Procedures. ADMINISTRATIVE PROCEDURES 201: STUDENT SERVICES Page 5 of 26 Approved: March 21, 2012 Administrative Procedures 201 Programs and Student Services Programs and Student Services Division 2.6.2. The SSRSB ensures that teacher assistant services follow the Nova Scotia Department of Education’s Teacher Assistant Guidelines. 2.7. Service Delivery Model 2.7.1. The SSRSB will ensure delivery of special education programs and services through its regional student services administrative structure. 2.7.2. The regional student services administrative structure will make informed decisions, and make recommendations regarding funding and the allocation of resources based on the exceptionalities of students within the SSRSB. 2.7.3. Allocation of resources at the school level will be the responsibility of the school’s Core Program Planning Team in accordance with this policy. 2.8. School Board Appeals The SSRSB will provide an appeal process to address an unresolved dispute between the school and family of a student with special needs, providing that the grounds for such meet the requirements, pursuant to the Education Act, 1996, Ministerial Education Act Regulations and the School Board and Ministerial Appeal Guide, 2009. 2.9. Specialized Equipment 2.9.1. Specialized equipment and materials, not normally provided for regular school programs, for individual students directly related to accessibility and educational needs, including assistive technology, will be provided on a case-by-case basis, within the existing budget. 2.9.2. The SSRSB will not provide funds for equipment or personal care items related to health and physical care needs. 2.10. Student Records The SSRSB will maintain student files and provide access to records in accordance with the provisions of the Education Act, 1996 and Regulations, Freedom of Information and Protection of Privacy Act (FOIPOP), Youth Criminal Justice Act, Students Records Policy, 2006, and Policy 2.9 of the Special Education Policy, 2008. 2.11. Transportation Any student identified through the program planning process as requiring special transportation due to their exceptionality outlined in section 370.1 b. (above) shall be conveyed from home to school at the SSRSB’s cost as per the Handbook for the Transportation of Students with Special Needs. 3.0 PROGRAMMING AND SERVICE DELIVERY 3.1. Background All students need the knowledge and skills to lead independent and purposeful lives. Students will attain these skills to varying degrees depending on the interaction among several factors, including the nature and degree of the student’s exceptional needs, the motivation of the student, and the cooperation and communication among school, families, and community support systems. ADMINISTRATIVE PROCEDURES 201: STUDENT SERVICES Page 6 of 26 Approved: March 21, 2012 Administrative Procedures 201 Programs and Student Services Programs and Student Services Division Programming may be developed for students with exceptionalities in the areas of: • English as a second language • Cognitive impairments • Emotional impairments • Learning disabilities • Physical disabilities and/or other health impairments • Speech impairments and/or communication disorders Support at the school level should be available, when necessary, to assist classroom teachers in meeting the needs of students. School-based teams may include classroom teachers, resource teachers, school counselors, school administrators, and teacher assistants. Peer helpers and volunteers may also play a role in supporting students and teachers. SSRSB personnel may also be involved to assist the teachers, families, and students in planning an appropriate educational program. Every effort must be made to involve families from the outset and throughout all aspects of student services, including identification, assessment, program planning, and evaluation. Parental/Guardian consent (notwithstanding the Age of Majority Act) is required for formal individual assessments of students or service delivery outside the regular classroom. Careful records should be kept of the decisions and resulting actions affecting the educational program of students receiving student services support and the results of interventions and adaptations. Maintenance of records within the appropriate student files are in accordance with the Nova Scotia Department of Education Special Education Policy, Policy 2.9, and the Nova Scotia Department of Education Student Records Policy, 2006. Programs and services provided by resource teachers are intended to assist students in achieving the learning outcomes of the PSP curriculum or, in the case of students with an IPP, their individualized outcomes. Collaboration is critical to ensuring the essential relationship between support and outcomes. This is facilitated through the participation of both resource teacher(s) and classroom teacher(s) in the program planning process as outlined in Policy 2.2 of the Special Education Policy, 2008. Throughout the development of programming, the principle of “only as special as necessary” should guide the decisions regarding the level of intervention and the recommended services for the student. This principle is outlined in detail in Appendix X of Supporting Student Success: Resource Programming and Services. 3.2. Program Planning Process The Program Planning Process is a team approach to planning appropriate education for students with special needs. There are eight stages in this process as found on page 28 of the Special Education Policy, 2008. It is through the program planning process that students with special needs are supported in the achievement of the outcomes of the Public School Program (PSP) and/or the student’s ADMINISTRATIVE PROCEDURES 201: STUDENT SERVICES Page 7 of 26 Approved: March 21, 2012 Administrative Procedures 201 Programs and Student Services Programs and Student Services Division individual program plan (IPP), which is developed when adaptations are no longer sufficient for meeting the strengths and challenges of an individual student. If student performance indicates that extra planning and changes to PSP outcomes are necessary, an IPP may be developed to include any or all of the following: • Deletion of curriculum outcomes • General curriculum outcomes at a significantly different outcome level • Addition of new outcomes (may include behavioral outcomes) The term “challenges” refers to the specific gaps and deficits of the student. The PPT defines the annual outcomes by pinpointing the priority areas and then develops specific strategies to meet the unique challenges of the student. The term “strengths” refers to the student’s specific areas of strength related to their individual challenges in meeting the outcomes and not to the student’s personal attributes. Strengths are used to develop the strategies the student uses to meet the outcomes. 3.3. Core Program Planning Team The role of the Core Program Planning Team (PPT) is to coordinate services, support the teachers, and support programming for individual students. The Core PPT is a school-based standing committee and shall consist of the following: • principal; • at least one classroom teacher; • program support teacher; and • guidance counselor, where available. Responsibilities Principal: • Set agenda for Core Program Planning Meeting. • Establish time and place for meeting and inform all team members. • Chair meetings. Core Team: • Receive referrals; prioritize and recommend for consideration. • Keep meeting notes (see Appendix “A”, Core Program Planning Notes form). • Recommend students for support services and organize these services; identify personnel who will serve as the IPP Team to develop the IPP or Instructional Adaptations (IA). • Review students for the purpose of developing transition plans and assign a person to be responsible for organizing the transition plan meeting. • Provide an appeal process for families who desire a programming option unavailable to their child, in accordance with the Nova Scotia Department of Education School Board and Ministerial Appeal Guide (see School Board Appeal in this document). • Make application to the Director of Programs and Student Services for teacher assistant(s). ADMINISTRATIVE PROCEDURES 201: STUDENT SERVICES Page 8 of 26 Approved: March 21, 2012