ASSESSED NEED - Kawartha Pine Ridge District School Board

SPECIAL 

EDUCATION 

PLAN 

2005 

(with revisions current to 2009)

Table of Content 

# Name Sections 

1. The Board’s Consultation Process................................ 1.1 

2. Board’s General Model for Special Education ....................... 2.1 

3. Roles and Responsibilities ...................................... 3.1 

4. Early Identification Procedures and Intervention Strategies ............. 4.1 

5. The Identification, Placement, and Review Committee (IPRC) Process 

and Appeals ................................................. 5.1 

6. Educational and Other Assessments .............................. 6.1 

7. Specialized Health Support Services .............................. 7.1 

8. Categories and definitions of Exceptionalities ....................... 8.1 

9. Special Education Placements Provided by the Board ................ 9.1 

10. IEPs ...................................................... 10.1 

11. Provincial and Demonstration Schools In Ontario ................... 11.1 

12. Special Education Staff ....................................... 12.1 

13. Staff Development ........................................... 13.1 

14. Equipment ................................................. 14.1 

15. Accessibility of School Buildings ................................ 15.1 

16. Transportation .............................................. 16.1 

17. The Board’s Special Education Advisory Committee ................. 17.1 

18. Coordination of Services with Other Ministries or Agencies ............ 18.1 

19. Submission and Availability of School Board Plans .................. 19.1

Standard 1: 

The Board’s Consultation 

Process

Standard 1: The Board’s Consultation Process 

How does the Board ensure that its SEAC is involved in the annual review of the 

Board’s Special Education Plan? 

In accordance with Regulation 464/97, the Board supports an active Special Education 

Advisory Committee (SEAC) and ensures that its SEAC is involved with the annual 

review of its special education plan. 

The following procedure is used in order to review Kawartha Pine Ridge District School 

Board’s Special Education Plan annually: 

• Administration/staff will review the plan and prepare revisions/recommendations 

for presentation to SEAC by: 

• reviewing the elements of the plan with school, resource staff, key 

stakeholders 

• discussing the plan with administration to determine effectiveness of plan, 

budget, staffing implications 

• conducting reviews as appropriate and/or required 

• discussions with the Chair of SEAC 

• SEAC will review the revisions within the context of the full plan and may direct 

one or more of the following: 

• confer with Administration and make recommendations 

• strike a sub committee to develop revisions/recommendations with 

Administration 

• approve revisions and may recommend the Plan to the Board 

• Administration, with support from SEAC, will present the plan to the Board for 

approval. 

• The Board shall submit the Special Education Plan to the Ministry of Education in 

accordance with the Ministry of Education direction. 

Identify any majority or minority reports concerning the Board’s approved plan 

that have been received from members of the Board’s SEAC and include the 

Board’s response to these reports. 

SEAC works from a consensus model and reports to the Board on a monthly basis. 

These are majority reports that make recommendations, include motions and/or 

recommend that the report be received for information. If motions are put forth, the 

process and results are communicated back to SEAC by Trustee members in a Board 

Report on each SEAC agenda. 

At this time, there are no minority reports concerning the Board’s approved plan. 

I:\SS\SpecialEducationPlan2005\Standard1.saf 1.1 

June 2005

How are members of the community informed of the timelines and methods for 

providing input into the Board’s Special Education Plan? 

The Kawartha Pine Ridge District School Board maintains an ongoing communications 

process with parents and community members at both the school and system levels. In 

addition to the ongoing opportunities provided for input (e.g., school level case 

conferences, School Council Conference, SEAC meetings), the community is invited to 

provide input, prior to March 15 th each review year, to the Special Education Plan in a 

variety of ways: 

• e-mail connection in the Plan on the Board’s website to the Principal Assistant to 

the Superintendent, Special Education 

• written invitation to the parent(s)/guardian(s) of all identified students, school 

councils, and principals to provide feedback sent out in January (Appendix A) 

• on-going communication with SEAC representatives 

What feedback was received as a result of consultation with members of the 

community? 

Community feedback was received from a variety of stakeholder groups, including 

SEAC, parents and principals. Key points included in the feedback are: 

• the importance of early assessments and early identification of student needs 

• the importance of and need for Speech-Language Services intervention at the 

JK-SK level 

• the importance of clear, concise, and readily available communication with 

parents who may have questions about Special Education 

• request for specialized classes (e.g., to service students with PDD, Mild 

Intellectual Disabilities) 

• suggestion for the government to integrate funding from a variety of government 

Ministries in order to best service students with special needs 

Internal/External Reviews 

Kawartha Pine Ridge District School Board believes in the importance of on-going 

reviews of existing programs and practices in order to best meet the needs of students, 

schools, and communities. Currently a board wide quality service initiative is underway. 

Over the course of the current Areas of Emphasis (2004 - 2007) Special Services will be 

engaging in a review of the following as part of this initiative: 

• Psychological Services 

• Speech and Language Services 

• Learning and Life Skills Secondary Programs 

• Evidence Based Practices for Resource Teachers 

Further information will be added to the Special Education Plan as these reviews are 

completed. 


June 2005

Dear Parent(s)/Guardian(s) 

Appendix A 

The Ministry of Education requires all boards of education to annually review the Board’s 

Special Education Plan. The Kawartha Pine Ridge District School Board’s Special 

Education Plan includes information organized around the following Ministry mandated 

standards: 

Trustees: 

Diane Lloyd 

(Chairperson) 

Steven Cooke 

(Vice-chairperson) 

Cathy Abraham 

Brian Cowie 

Cyndi Dickson 

Gordon Gilchrist 

Rose Kitney 

Angela Lloyd 

Brad Mills 

Verna Shackleton 

Roy Wilfong 

• the Board’s Consultation Plan 

• Roles and Responsibilities 

• The Identification, Placement and 

Review Committee (IPRC) process 

and appeals 

• Educational and Other Assessments 

• Specialized Health Support Services 

in School Settings 

• Special Education Placements 

provided by the Board 

• Individual Education Plans (IEPs) 

• Provincial and Demonstration 

Schools in Ontario 

• Equipment 

• Transportation 

• Special Education Advisory 

Committee (SEAC) 

• Submission/Availability of Board 

Plans 

• The General Model for Special 

Education 

• Early Identification/Intervention 

• Categories of Exceptionalities 

• Special Education Staff 

• Accessibility of School Buildings 

• Co-ordination of Services with other 

Ministries/Agencies 

The Special Education Plan is available on the Board’s website: www.kpr.edu.on.ca 

where you can access the plan and provide input. 

School principals can access the Plan through the Learning Resource Centre at the 

request of anyone wishing to access a hard copy for review. 

Anyone wishing to provide input to the overall Plan, or any one of the above standards, 

may do so, prior to March 15th of each year by: 

• reviewing the standard or standards they wish to comment on above, and providing 

details in the box below or on a separate piece of paper: 

Feedback/suggestions: 

Eryn Lidster 

(Student Trustee) 

• writing a letter to the Principal Assistant to the Superintendent, Special Education 

• writing an e-mail (link to the Principal Assistant to the Superintendent, Special 

Education on the Board’s website - www.kpr.edu.on.ca ) 

• contacting a SEAC representative (names and phone numbers included on back) 

Information will be used in the annual review of the plan for future program directions. 

For further information, please feel free to contact Debbie Kasman, Principal Assistant to 

the Superintendent, Special Education, 1-877-741-4755 (705-742-9773 in 

Peterborough), extension 2175. 

Thank you 

Debbie Kasman 

Principal Assistant to the Superintendent, Special Education 


June 2005

Standard 2: 

Board’s General Model for 

Special Education

Standard 2: The Board’s General Model for Special Education 

This plan has been designed to comply with 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. This plan has also been designed to 

reflect the Mission, Vision and Values, including the Character Education Attributes 

which together provide the foundation of all programming and services in the Kawartha 

Pine Ridge District School Board. 

KPR’s Mission 

We educate our students to excel in learning, to succeed in life and to enrich our 

communities. 

KPR’s Vision 

We are a dynamic and responsive educational community that inspires joy in learning, 

excellence in teaching, and the development of character. We respect the diversity and 

uniqueness of all learners, employees, and community members. We create pathways 

for success in life. 

KPR’s Values 

• The best interests and well-being of our students guide our decisions and 

actions. 

• We provide a balanced education that includes success in student learning, and 

in personal, social and citizenship development. 

• Our programs support the unique abilities, aptitudes, interests and needs of our 

students in their career destinations and life choices. 

• We value equity, diversity, inclusiveness and the dignity and humanity of each 

individual in our policies, practices, programs and interactions. 

• We create a climate of high expectations to promote excellence. 

• Our students and employees demonstrate the positive character attributes 

developed through community consultation. 

• We foster parental involvement and community engagement to build partnerships 

that support student learning. 

• We nurture creativity, innovation and ingenuity in our quest for continuous 

improvement. 

• We value the contributions of each of our employees to the attainment of our 

mission. 

• We are accountable to the public we serve. 

KPR’s Character Attributes 

• Respect • Responsibility • Honesty • Integrity • Empathy 

• Fairness • Initiative • Perseverance • Courage • Optimism 

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June 2005

Statement of Beliefs for the Delivery of Special Education 

Kawartha Pine Ridge District School Board will endeavor to deliver Special Education 

Services to allow students to benefit from a range of services in keeping with the 

Board’s Program Principles. This belief guides the Board’s approach to the education 

of students who have special needs. The education programs for these students must 

be sensitive to the individuals’ strengths and learning needs as guided by the following 

principles. 

Kawartha Pine Ridge District School Board is committed to: 

Providing a range of educational programs from Grade 1 to leaving Secondary School 

for students with special needs recognizing that formally identified students shall receive 

priority, i.e., 

• programming will be organized around student needs in the most enabling 

environment possible, with integration being the preferred practice; 

• providing a range of programs that allows students with special needs a variety 

of programs, with the understanding that equity of access may be achieved in a 

variety of ways; and 

• providing a systematic evaluation of program effectiveness. 

Ensuring that the goals and expectations of students with special needs are supported, 

i.e., 

• an individual education plan designed to support a student’s strengths and needs 

which provides for the evaluation of goals and expectations. 

Partnerships among students, parents, educators, school administrators, support staff 

and community members which impact on the success of each student with special 

needs, i.e., 

• active, supportive commitment from all partners to promote awareness, 

understanding and acceptance of each student’s strengths and needs and 

acknowledgment that partnership is a shared responsibility; 

• active, supportive commitment to support alternative education program 

partnerships with community partners, Pathways for Success initiatives and other 

staffing partners in the Board, for programs that target students with special 

needs and students at risk of early school leaving. 

Utilizing qualified Special Education staff and providing on-going professional 

development opportunities for all staff to support the continuous growth and 

implementation of exemplary practices in special education. 

Ensuring that Board initiatives and connections to Ministry policies are reflected in the 

program requirements of students with special needs. 


June 2005

The Special Education Model 

Regular Classroom Setting 

The regular classroom setting remains the critical component of support services for 

students with special education needs. It is within the regular classroom setting that 

most students with special education needs will learn social skills, academic skills and 

life skills both for today’s and future needs. Program accommodations and 

modifications within the regular classroom are the first and foremost opportunity for the 

student with exceptional needs. The regular classroom setting is considered to be the 

fundamental building block on which further Special Education Services are layered. 

Resource Assistance 

Some students with special education needs will benefit from a degree of resource 

assistance support. Resource assistance support varies in its degree of intensity, and 

provides opportunities to augment the regular classroom through varying degrees of 

support to the student with special education needs and his/her classroom/subject 

teacher. 

• Regular Class with Indirect Support - The student is serviced in a regular 

class with the special education teacher providing consultative services to 

the classroom/subject teacher. 

Placement Student Profile Program Features Staff Qualifications 

Regular Class with 

Indirect Support 

(Includes Congregated 

Gifted Program) 

• identified as 

exceptional through 

the IPRC process/or 

requires an IEP for 

accommodations/ 

modifications to 

access the Ontario 

Curriculum 

• requires minor 


modifications 

• accommodations 

/modifications 

provided by 

classroom/subject 

teacher 

• classroom/subject 

teacher supported 

by special education 

teacher 

• Special Education 

Part 1 preferred for 


teacher and required 

for Regular Class 

with Indirect Support 

(Congregated Gifted 

Class) 


June 2005

• Regular Class with Resource Assistance - The student is serviced in a 

regular class and receives specialized instruction within the regular 

classroom from a qualified special education teacher. 



Resource Assistance 



the IPRC process or 





Curriculum 

• requires 


modifications 

• requires support to 

be successful in a 

regular program 

• special education 

teacher works with 

student individually 

or in a small group 

setting within the 

regular classroom 

setting 


teacher provides 

programming 

support to classroom 

/subject teacher 



classroom teacher 


Part 1 as minimum 

for Special 

Education Teacher 

• Goal of Special 

Education Part 2 

after three years in 

Special Education 

and Specialist after 

five years 

• Regular Class with Withdrawal Assistance - The student is serviced in a 

regular class and also receives instruction outside of the classroom for 

less than 50% of the school day, from a qualified special education 

teacher. 



Withdrawal Assistance 








Curriculum 

• requires 


classroom program 

• requires additional 

support to be 

successful in a 

regular program 



student in a small 

group setting in a 

special education 

resource room 



programming 






teacher 



for Special 







five years 


June 2005

Special Education Class 

Some students with special education needs require a higher level of support, with 

increased modifications or alternative programming as provided by a qualified special 

education teacher. The regular classroom continues to play an important role in 

completing the student’s program. 

• Special Education Class with Partial Integration - The student is placed in 

a special education class for at least 51% of the school day, but is also 

integrated into the regular class setting. KPR offers Learning and Life 

Skills classes within this framework. 



Class with Partial 

Integration 








Curriculum 

• requires extensive 

modifications or 

alternative programs 



student in a small 

group setting in a 

special education 

classroom 



programming 



• integration for all 

students is an 

expectation 




teacher 



for Special 







five years 

Special Education Model Concepts and Features 

• Every school receives pro-rated staffing allocations based on enrolment to 

provide a continuum of services in each school. 

• Additional staffing is assigned to support student achievement. 

• This model allows ‘neighbouring’ schools to collaboratively combine and deploy 

resources to meet student needs. 

• The model provides an allocation to be centrally applied through the Principal 

Assistant to the Superintendent Special Education / Superintendents of Student 

Achievement to assist with system needs for exceptional students. 

• The model is responsive to student needs and geographic challenges to various 

areas of the Board. 


June 2005

Itinerant Teachers 

Kawartha Pine Ridge DSB utilizes the services of Itinerant Teachers for some special 

needs students. The Itinerant Teachers provide a range of service to students and 

teachers, ranging from direct service to students to working with classroom teachers on 

capacity building. Itinerant Teacher positions include: 

• Itinerant Teacher: Blind/Low Vision; 

• Itinerant Teacher: Deaf/Hard of Hearing. 


June 2005

Standard 3: 

Roles and Responsibilities

Standard 3: Roles and Responsibilities 

Roles and Responsibilities in Special Education 

The Ministry of Education has begun to define roles and responsibilities in elementary 

and secondary education in several key areas: 

• legislative and policy framework 

• funding 

• school system management 

• programs and curriculum 

It is important that all involved in special education understand their roles and 

responsibilities, which are outlined below. 

The Ministry of Education: 

• defines, through the Education Act, regulations and policy/program memoranda, 

the legal obligations of school boards regarding the provision of special education 

programs and services, and prescribes the categories and definitions of 

exceptionality; 

• ensures that school boards provide appropriate special education programs and 

services for their exceptional pupils; 

• establishes the funding for special education through the structure of the funding 

model. The model consists of the Foundation Grant, the Special Education 

Grant, and other special purpose grants; 

• requires school boards to report on their expenditures for special education; 

• sets province-wide standards for curriculum and reporting of achievement; 

• requires school boards to maintain special education plans, review them 

annually, and submit amendments to the Ministry; 

• requires school boards to establish Special Education Advisory Committees 

(SEACs); 

• establishes Special Education Tribunals to hear disputes between parents and 

school boards regarding the identification and placement of exceptional pupils; 

• establishes a provincial Advisory Council on Special Education to advise the 

Minister of Education on matters related to special education programs and 

services; 

• operates Provincial and Demonstration Schools for students who are deaf, blind, 

or deaf-blind, or who have severe learning disabilities. 

The district school board or school authority: 

• establishes school board policy and practices that comply with the Education Act, 

regulations and policy/program memoranda; 

• monitors school compliance with the Education Act, regulations and 

policy/program memoranda; 


June 2005

• requires staff to comply with the Education Act, regulations and policy/program 

memoranda; 

• provides appropriately qualified staff to provide programs and services for the 

exceptional pupils of the board; 

• obtains the appropriate funding and reports on the expenditures for special 

education; 

• develops and maintains a special education plan that is amended from time to 

time to meet the current needs of the exceptional pupils of the board; 

• reviews the plan annually and submits amendments to the Minister of Education; 

• provides statistical reports to the Ministry as required and as requested; 

• prepares a parent guide to provide parents with information about special 

education programs, services and procedures; 

• establishes one or more IPRCs to identify exceptional pupils and determine 

appropriate placements for them; 

• establishes a Special Education Advisory Committee; 

• provides professional development to staff on special education. 

The Special Education Advisory Committee: 

• makes recommendations to the board with respect to any matter affecting the 

establishment, development and delivery of special education programs and 

services for exceptional pupils of the board; 

• participates in the board’s annual review of its special education plan; 

• participates in the board’s annual budget process as it relates to special 

education; 

• reviews the financial statements of the board as they relate to special education; 

• provides information to parents, as requested. 

The school principal: 

• carries out duties as outlined in the Education Act, regulations and 

policy/program memoranda, and through board policies; 

• communicates Ministry of Education and school board expectations to staff; 

• ensures that appropriately qualified staff are assigned to teach special education 

classes; 

• communicates board policies and procedures about special education to staff, 

students and parents; 

• ensures that the identification and placement of exceptional pupils, through an 

IPRC, is done according to the procedures outlined in the Education Act, 

regulations, and board policies; 

• consults with parents and with school board staff to determine the most 

appropriate program for exceptional pupils; 

• ensures the development, implementation, and review of a student's Individual 

Education Plan {IEP}, including a transition plan, according to provincial 

requirements; 

• ensures that parents are consulted in the development of their child's IEP and 

that they are provided with a copy of the IEP; 

• ensures the delivery of the program as set out in the IEP; 


June 2005

• ensures that appropriate assessments are requested if necessary and that 

parental consent is obtained. 

The teacher: 

• carries out duties as outlined in the Education Act, regulations, and 


• follows board policies and procedures regarding special education; 

• maintains up-to-date knowledge of special education practices; 

• where appropriate, works with special education staff and parents to develop the 

IEP for an exceptional pupil; 

• provides the program for the exceptional pupil in the regular class, as outlined in 

the IEP; 

• communicates the student's progress to parents; 

• works with other school board staff to review and update the student's IEP. 

The special education teacher, in addition to the responsibilities listed above under "the 

teacher": 

• holds qualifications, in accordance with Regulation 298, to teach special 

education; 

• monitors the student's progress with reference to the IEP and modifies the 

program as necessary; 

• assists in providing educational assessments for exceptional pupils. 

The parent/guardian: 

• becomes familiar with and informed about board policies and procedures in 

areas that affect the child; 

• participates in IPRCs, parent-teacher conferences, and other relevant school 

activities; 

• participates in the development of the IEP; 

• becomes acquainted with the school staff working with the student; 

• supports the student at home; 

• works with the school principal and teachers to solve problems; 

• is responsible for the student's attendance at school. 

The student: 

• complies with the requirements as outlined in the Education Act, regulations, and 


• complies with board policies and procedures; 

• participates in IPRCs, parent-teacher conferences, and other activities, as 

appropriate. 


June 2005

Standard 4: 

Early Identification 

Procedures and 

Intervention Strategies

Standard 4: Early Identification Procedures 

and Intervention Strategies 

As stated in Policy/Program Memorandum No. 11, “Early Identification of Children’s 

Learning Needs”, boards must have in place procedures to identify each child’s level of 

development, learning abilities, and needs, and they must ensure that educational 

programs are designed to accommodate these needs and to facilitate each child’s 

growth and development. The board’s special education plan must explain these 

procedures for school staff and for parents and other members of the public. 

The Kawartha Pine Ridge District School Board endeavours to deliver Special 

Education Services to allow students to benefit from a range of services in keeping with 

the Board’s Program Principles. We believe all students can learn, and that early 

intervention is critical in supporting student success. The belief guides the Board’s 

approach to the education of students who have special needs. The education 

programs for these students must be sensitive to the individuals’ strengths and learning 

needs. 

The Kawartha Pine Ridge District School Board is committed to providing a wide range 

of programs to assist students. These programs include early identification of learning 

needs, appropriate teaching strategies, materials to support programs, ongoing 

assessment, in-service to appropriate personnel, and communication with parents and 

students. 

The Principal’s Role in Early Identification 

As students with high physical, medical and cognitive needs enter our schools, it is 

important that school administration be well prepared to respond to those needs with 

advanced planning. The school administrator is the primary decision maker when 

classroom assignments are required, EA requests made, and program delivery 

determined. 

School Administrators have indicated that firsthand knowledge and understanding of 

students with high needs has been invaluable to them in successfully planning for the 

entry of these high needs students. Initial contact with parents/guardians/caregivers will 

establish long term and valuable rapport. 

The Principal: 

• will arrange to conduct the first observational visit or facilitate a staff member to 

conduct the observation to gather critical data (see Appendix A); 

• will gather information necessary to aid placement decisions if student is 

transferring from other school (either inside or outside KPRDSB); 

• is the key decision maker when making decisions on matching students to 

teachers, or changing classroom loadings, creating supervision schedules, 

making effective requests for EA’s; 

• may delay entry for admissions during the school year so that information can be 

gathered, allowing the most effective placement decisions and time to make 

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June 2005

changes to the physical environment based on student needs, to take place; 

• will work with the Early Literacy Teacher and classroom teachers to identify and 

prioritize the students in Senior Kindergarten and Grade 1 who require 

intervention support from the Early Literacy Teacher, including notifying parent(s) 

/guardian(s) of these students about the intervention support, monitoring the 

intervention support, and oversee the creation and implementation of the 

Individual Education Plan for students; and 

• will use data gathered through co-ordination with agencies such as The Ontario 

Early Years Centre, Public Health Units, and regional children support agencies. 

The Teacher’s Role in Early Identification 

• review all High Needs Intake forms and parent questionnaires 

• follow up with previous intervention provided by other services 

• in-service parents at a kindergarten information session about early literacy 

research and the role of the parent 

• collect baseline data on students 

• monitor and record change over time in students’ learning 

• report to parents 

• request parents have an updated vision/hearing assessment completed for 

student, as appropriate 

• program according to each student’s needs 

• be aware of all available resources for early intervention 

• use a variety of strategies to assist in the development of literacy 

• participate in ongoing professional development 

• consult with the Special Education Resource Teacher and/or Early Literacy 

Teacher as appropriate regarding individual learning concerns 

• refer students with social/emotional/behavioural needs to Special Services and 

Attendance and Counselling Services for support as appropriate 

• administer the Speech Screening Tool, Language Checklist, or Augmentative 

and Alternative Checklist, as appropriate, for students with speech and/or 

language needs 

• create an Individual Education Plan as appropriate 

The Parent’s Role in Early Identification 

• attend a kindergarten information session 

• complete parent questionnaires and provide information to school personnel 

about the child’s individual needs 

• communicate regularly with school personnel and alert staff to any changes in 

the child’s development that may impact on learning 

• participate in case conferences, if required 

• provide informed consent, as appropriate 

• participate in the development of an Individual Education Plan, if required 

• arrange for updated vision/hearing/medical/OT/PT etc. assessments, as 

appropriate 


June 2005

Policies and Procedures on Screening, Assessment, Referral, Identification, and 

Program Planning for Students Who May Be in Need of Special Education 

Programs and Services 

Kawartha Pine Ridge District School Board offers a range of services to support the 

needs of all young learners. 

Prior to High Needs Student Entering School 

Role 

Parent/ 

Guardian 

Action 

• identifies their child with an exceptional need to the school 

Principal • arranges for observation visit of student 

• oversees completion of “High Needs Intake” form (see Appendix 

A) as a result of observation visit 

• submits “High Needs Intake” form to Principal Assistant to the 

Superintendent, Special Education 

• develops plan to successfully support student in the school setting 

Early Literacy Intervention 

Kawartha Pine Ridge DSB recognizes the importance of developing literacy skills early 

for all students. The K-Primary Literacy Assessment is comprised of 8 assessments 

conducted several times each year for students in JK/SK and the Primary Division. 

These assessments include: 

• concepts of print; 

• alphabet recognition and recall; 

• phonemic awareness; 

• letter sound recognition and recall; 

• spelling; 

• a writing sample; 

• frequent word recognition; and 

• running records. 

These assessments are administered, as appropriate, in consideration of the 

developmental level of each student. There are end of year performance expectations 

for JK - Grade 3 for each of the above skills. If the student doesn’t meet these end of 

year targets, he/she is considered for Early Literacy intervention support and an 

Individual Education Plan is created. In addition to providing direct intervention service, 

the Early Literacy Teacher provides on-going support through capacity building in 

improving the instructional literacy practices of the classroom teacher. The Special 

Education Resource Teacher may also provide support to the classroom teacher in 

building capacity. If the student continues to experience difficulties, a case conference 

may be held with appropriate staff and the parent(s)/guardian(s) to determine the next 

steps. The next steps may range from implementing an Individual Education Plan if one 

has not yet been put in place, to a referral for a psychological or speech-language 

assessment. 


June 2005

Life Skills 

A range of service is available dependent on the individual needs of the student 

requiring life skills programming. Students who require life skills training are provided 

with this either in regular classrooms or in specialized Learning and Life Skills (LLS) 

classes. Many students with developmental disabilities stay in regular classes up to 

grades 5 - 8 before entering LLS programs, but most parents choose to have their child 

placed in the LLS program during grades 3 - 4. In general, in order to meet the 

admission requirements of the LLS program, students need to meet criteria for a 

diagnosis of developmental delay and should have intellectual functioning at or below 

the 1 st percentile. Students are placed in a LLS program when it is deemed appropriate 

by parents and school staff. The placement is made official through the Identification 

Placement and Review Committee process. 

Speech-Language Screening Procedures 

The local pre-school speech and language screening package is included as part of a 

series of support packages parent(s)/guardian(s) of JK students receive once the 

student has been registered at the school. Parent(s)/guardian(s) may use this 

screening package to determine the developmental level of their child. If parent(s)/ 

guardian(s) have concerns as a result of the screening package, they may contact the 

local pre-school speech and language program directly. 

For students in grades 1-12 (K-12 in the Clarington Region) if a teacher or principal has 

concerns about a student’s learning in the areas of speech and/or language, school 

staff may consider referring the student to Speech-Language Services. In order to begin 

the process, school staff complete the appropriate checklist: Speech Screening Tool, 

Language Checklist, or the Augmentative and Alternative Communication (AAC) 

Checklist. Original copies of Language Checklists and Speech Screening Tools are 

kept in the student’s Ontario Student Record. The Speech-Language Pathologist and 

the Resource Teacher/Principal review the Language Checklists at a scheduled 

Checklist Review Meeting to determine the nature of the service to be provided. If 

further assessment is required for an individual student, the Speech-Language 

Pathologist provides the school with a ‘Consent for Speech-Pathology’ form. The school 

completes this form and obtains informed parental consent. The completed referral 

form is submitted to Special Services for processing. 

Attendance and Counselling Services 

Communication through consultation is basic to the support provided by Attendance and 

Counselling Services. Requests from school staff are funnelled through the designated 

school contact with the assigned school board counsellor. Through this process, next 

steps such as phone contact, home visit, case conference, or community referral, may 

be recommended. Information gleaned from this contact informs the next step of 

service from Attendance and Counselling Services. Parent(s)/guardian(s) are included 

in the process as appropriate. 

Behaviour Support Services 

Students with behavioural needs have a range of support available to them. As always, 

support provided within the classroom setting is the first option considered. On those 

occasions when a student requires more intensive intervention, the principal can 

request the services of the Behaviour Support Officer (BSO). The BSO is available to 


June 2005

observe the student, attend case conferences, and to assist in the development of 

appropriate program interventions/ strategies for the student. These interventions may 

be outlined in an Individual Education Plan (IEP) or as a Safety Plan which is reflected 

in the IEP. 

Autism Spectrum Disorder Team 

The Autism Spectrum Disorder (ASD) Team supports schools in providing appropriate 

programming for ASD students dependent on their individual needs. Schools can 

access support for students with Autism through the regional Special Services, 

Psychological Services, and Speech-Language Services staff, located at the regional 

Community Education Centre. Once this avenue of support has been explored, the 

regional staff at the Community Education Centre will make the decision to contact the 

ASD Team, if appropriate. At any time in this process, the school staff can contact the 

Instructional Leadership Consultant: Autism Spectrum for assistance in programming for 

specific students with Autism and assistance in accessing the appropriate Board 

services. The support that is provided will come from the appropriate discipline or mix 

of disciplines as determined by the individual needs of the student. Students with 

Autism are usually placed in regular classrooms. If a student with ASD also has a 

developmental disability, he/she may qualify for placement in a Learning and Life Skills 

(LLS) program. 

School Health Support Services 

School staff utilize the referral process to access local health services for Occupational 

Therapy, Physical Therapy and/or the support of a Speech-Language Pathologist for 

students according to the mandates of PPM 81 and Interministerial Guidelines on the 

Provision of Speech and Language Services. 

For children who attend full time, the Board and School Health Support Services 

(Community Care Access Centres) assume the responsibility for children with Speech 

and Language needs in accordance with Interministerial Guidelines on the Provision of 

Speech and Language Services. All students requiring Occupational and/or Physical 

Therapy are referred to School Health Support Services. Check local access centres for 

specific referral procedures. Children in JK/SK may continue to access community 

based pre-school therapy services through community services 0-6 programs. 

What are the procedures for providing parents/guardians with notice that their 

child is having difficulty? 

Ongoing communication with parents is one of the roles and responsibilities of teachers. 

Consultation with parents is to begin as soon as academic or behavioural difficulties 

arise. If there are further concerns after initial consultation, parents will usually be 

invited to attend an In-School Conference. 

Informal Approaches to Solving Problems Prior to IPRC 

A range of approaches is used to solve problems prior to proceeding to IPRC. It is not 

necessary to proceed to an IPRC in order to have an Individual Education Plan (IEP) 

and appropriate services put in place to meet the needs of the student. The 

establishment of an IEP, and appropriate services, is done so with parental 

consultation. 


June 2005

In-School Conference 

Teachers who observe social, emotional or academic concerns or performance 

changes in a student, will request that an In-School Conference be held. This informal 

conference usually includes the principal, classroom teacher, the Special Education 

teacher, the parent(s)/guardian(s) and other individuals who are supporting a particular 

child. School staff and parent(s)/guardian(s) share their concerns, observations and 

pertinent information about the student. Together they establish a list of strengths and 

concerns and make plans to track and continually assess the student's performance, as 

well as develop strategies to assist the student in the areas of concern (e.g., the School 

Board Counsellor may be involved for self-esteem issues, the student may be referred 

for the Early Literacy Intervention Program). Minutes are recorded and retained for 

future reference. When modifications are significant, an Individual Education Plan is 

used to track program changes and progress. 

Special Education Teacher 

The Special Education teacher(s) assigned to each school is available to consult with 

classroom teachers about resources and strategies which may be used to assist the "at 

risk" learner. They will work with the classroom teacher and may make suggestions for 

programming, accommodations, modifications, and intervention strategies which will 

support the classroom teacher in providing appropriate program. 

Case Conference 

The Case Conference is offered on a more formal basis and usually follows the In- 

School Conference. It involves all parties who have contact with the student, the school 

administrator, parent(s)/guardian(s), their support person, and may include the 

resources of the Special Education Advisory Committee (SEAC) and/or community 

agency support staff. This conference examines the interventions and strategies that 

have been implemented for the student and reviews progress to date. Those involved 

may make further recommendations for accommodations and modifications to 

programming and may request further involvement and assessment by other agencies. 

The services of the Attendance and Counselling Services, Psychological Services or 

Speech-Language Services for assessment and recommendations may also be 

requested. If concerns about the needs of students continue, the members of the Case 

Conference may request that the student be considered for identification as an 

exceptional learner through the IPRC process. Minutes are recorded and retained for 

future reference. 

Special Education Consultation 

Prior to the identification of a student as "exceptional" through the IPRC process, a 

consultation with the Central Board Special Services Team (e.g. Psychological 

Services, Attendance and Counselling Services, Speech-Language Services) takes 

place, as appropriate. During this consultation, the student may be observed, assessed 

and/or interviewed in an effort to collect data which may or may not support the 

recommendation to take this student forward to a formal Identification, Placement and 

Review Committee (IPRC) meeting. Parent(s)/guardian(s), as well as teachers are 

involved in this process and are presented with the consultation findings and 

recommendations in advance of the System Identification, Placement, Review 


June 2005

Committee (IPRC). Types of involvement may include: 

C discussion/providing input on observations; 

C completion of survey information; 

C offering perceptions of child at home; and/or 

C receiving/discussing assessment data. 


June 2005

STEPS TO EARLY & ON-GOING INTERVENTION 

PROCESS 

DESCRIPTOR 

A. Student At-Risk 

B. Classroom Intervention 

• Appropriate timeframe to allow change 

and evaluation of progress will be 

dependent on needs and age of student. 

• classroom teacher tries interventions in classroom 

setting and advises/alerts Principal of concerns and 

advises/consults with parents of concerns and program 

plan 

• classroom teacher: 

- reviews OSR and health record 

- confers with other classroom teachers 

- confers with Early Literacy teacher (as appropriate) 

- confers with Special Education teachers (as 

appropriate) 

- confers with Board resource staff 

C. In-School Conference 

Supports 

Maintained 

or 

No longer 

Required 

• classroom teacher takes referral to School 

Case Conference with work samples. 

D. Early Intervention 

Strategies 

*NOTE: 

Exceptional cases 

may be brought to a 

SEIPRC following 

consultation with 

Special Services. 

E. On-Going School Case Conferences 

• classroom teacher given support from 

Special Education teacher for program. 

F. SEIPRC Screening 

• In-School Conference includes: 

- parent/guardian 

- classroom teacher 

- Special Education teacher 

- Principal/Vice-Principal 

- former classroom teacher (optional) 

- Early Literacy teacher (optional) 

- outside agencies (as appropriate) 

NOTE: Outstanding/critical issues arising from the In- 

School Conference shall be communicated to the 

parent – preferably in writing. 

• parent/guardian and other school/staff contacts 

advised of programming interventions, student needs 

and modifications 

• review with parents/guardians how they can share in 

partnership to assist from home 

• In-School Conference Minutes provide interventions to 

date, description of program being recommended, and 

school’s support to student 

then 

G. Referral to System I.P.R.C. 


June 2005

What are the procedures used within the board for referring a student for an 

assessment should learning problems be identified that might result in the 

student’s being referred eventually to an IPRC? 

• Concerns are discussed at an In-School Conference, with appropriate school/ board 

staff and parent(s)/guardian(s) attending. 

• Intervention strategies and appropriate programs are implemented. 

• In-school assessments (e.g., K-Primary Assessment Screener, the ABAS) may be 

completed by the classroom teacher, the Special Education Teacher, or the Early 

Literacy teacher. 

• At an In-School Conference or Case Conference, with parent(s)/guardian(s), 

appropriate school/board staff and possibly Community Agency staff attending, the 

decision may be made to refer the student for further assessment. This may include 

assessments by Psychological Services Staff, Speech-Language Staff, or 

Attendance and Counselling Services Staff. 

• The appropriate request for services form is completed. The assessments are 

conducted with parent(s)/guardian(s) informed consent. (Standard 6 - Educational 

and Other Assessments outlines the referral procedures in further detail.) 

• After assessments are completed and the results shared with parent(s)/guardian(s) 

and appropriate school staff, a request by the parent(s)/guardian(s) or Principal may 

be made to proceed to IPRC, if appropriate. 

What are the procedures for notifying parents that their child is being considered 

for IPRC? 

The discussion regarding moving a student to an IPRC happens at the school level. 

The topic will be discussed formally during a School Case Conference, to which parents 

will be invited. School recommendations, including proceeding to an IPRC, will be 

recorded on the School Case Conference minutes form. Parents will receive a copy of 

the minutes form. The school staff will indicate, in writing, that parents have been 

consulted and are in agreement with the recommendation to proceed to IPRC. Parents 

are consulted in the development of an Individual Education Plan (IEP) regardless of 

the IPRC status. 

What are the procedures for notifying parents that their child is being considered 

for a special education program and related services if the child is not referred to 

an IPRC? 

Parents will be invited to attend the School Case Conference at which school 

recommendations will be formally discussed and recorded. Parents will also be 

consulted in the development of an Individual Education Plan (IEP) that will meet the 

needs of the individual student. 


June 2005

What are the types of assessment tools/ strategies used to gather appropriate 

information on students in order to assist in the development of appropriate 

educational programs? 

A wide range of assessment tools and strategies are used to help gather data to assist 

in the development of appropriate educational programs. These range from informal 

classroom observation by teachers and support staff to more formal standardized 

assessments. They may include: 

• in-school assessment by teachers 

• running record 

• the K-Primary Assessment Screener (by KPR) 

• Adaptive Behaviour Analysis Scale (ABAS) 

• consultation with school staff, parent(s)/guardian(s), other professionals 

• classroom observation 

• review of student’s work 

• portfolio collection 

• functional behavioural analysis 

• interview with student 

• speech-language assessments 

• First Steps Continuum 

• Weschler Individual Achievement Test (WIAT) 

• psychological assessments 

• phonological awareness screener 

What are the types of early intervention strategies to support students prior to an 

IPRC? 

An IPRC is not necessary for the student to receive appropriate programming. When a 

need is determined through all of the ongoing assessment, the Individual Education 

Plan (IEP) is put in place. Intervention programs currently operating in the Kawartha 

Pine Ridge District School Board to support students prior to an IPRC include: 

• Early Literacy Program 

• Itinerant Service (Deaf, Blind, Gifted) 

• Special Education Resource Teacher consultation 

• Behaviour Support Officer consultation 

Please note that these procedures are a part of a continuous assessment and 

program planning process which should be initiated when a child is first enrolled 

in school or no later than the beginning of a program of studies immediately 

following Kindergarten and should continue through a child’s school life. 


June 2005

Appendix A 

PROCESS FOR REVIEWING 

HIGH NEEDS STUDENTS FOR ENTRY 

1. School administration receives call or information at registration from 

parent(s)/guardian(s) caregiver about high needs student. 

2. Principal collects data from previous school, if appropriate. 

3. Administration plans for the observation visit, if appropriate. 

4. Principal and/or school staff member visit and complete High Needs Intake form. 

(copy OSR - forwards copy to Principal Assistant to the Superintendent, Special 

Education for central files). 

5. School staff plans for student's entry - re: needs, etc. This may require a case 

conference with key partners to develop a plan for success for the student. 

6. Transportation/equipment, if necessary, organized through Transportation by 

school principal. 


June 2005

HIGH NEEDS INTAKE FORM 

Student: Location: Date: 

Age: Birthdate: Caregiver: Observation by: 

Parent/Guardian: Home Phone #: 

Emergency Contact: Emergency Phone #: 

Medical Diagnosis: 

Home School: Principal: 

Observation 

Concerns 

Speech and Language Skills: 

Oral Language 

Articulation 

Alternative Language (bliss board, sign, etc.) 

Hearing (history of infections and loss) 

Motor Skills: 

Mobility (classroom, halls, washrooms, yard) 

Sitting/Positioning 

Fine Motor 

Gross Motor 


June 2005

Observation Concerns 

Self-Help Skills: 

Toiletting Needs 

Feeding/Eating Needs 

Ability to Express Needs 

Following Directions 

Dressing 

Grooming 

Transition Behaviours: 

Observable Behaviours (e.g., acting out, 

withdrawal) transitioning from activity to activity, 

home to school, person to person, etc. 

Strategies used to assist with transitions 

Social and Emotional Development 

Observable Behaviours 

Interpersonal Skills 

Emotional Expression 

Medical Issues: 

Vision 

Hearing 

Medication 

Any Medical Diagnosis (e.g. arthritis, cancer, 

asthma) 

Specific Needs 


June 2005

Observation Concerns 

Services/Other Agencies: 

What other services are in place? 

What other agencies are involved? 

Reports (Location, Date, School has a copy?) 

Equipment: 

C Does the child require ... 

- special seating/standing equipment 

- computer equipment 

- communication equipment 

- toiletting equipment 

- mobility equipment 

- feeding equipment 

• Does the child have equipment assigned 

through the ISA process? 

- is the ISA equipment shared with 

another student? 

C What equipment will come to school with the 

student? 

C Other/Plant concerns (ramps, carpet, 

wheelchair washrooms, etc.) 

* Please discuss transportation details with 

Principal of Special Services and Alternative 

Education. 

Transportation: 

Details of Student/Equipment transportation: 

C taxi, school bus, parent arranged, Wheel 

Trans, walking 

C seatbelts, car seat, lap belt 

Transportation of Equipment (wheelchairs, etc.) 

C pickup/drop off location 

* Please discuss transportation details with 

Principal of Special Services and Alternative 

Education. 


June 2005

Standard 5: 

The Identification, 

Placement, and Review 

(IPRC) Process 

and Appeals

Standard 5: The Identification, Placement, and Review Committee 

(IPRC) Process and Appeals 

What is the Board’s IPRC process? 

The Board follows IPRC procedures under the guidelines of Regulation 181/98. 

What are the steps taken prior to a student being considered for an IPRC? 

SYSTEM LEVEL IPRC REFERRAL PROCESS 

= Primary Pathway 

Parent Written 

Request: 

Principal 

discusses and 

refers parent to: 

or 

A. 

B. 

Student with Academic, Speech-Language 

and/or Behavioural Needs 

Classroom Intervention 

Interim 

Placements: 

Student 

identified in 

another Board. 

C. 

In-School Conference 

or 

or 

D. 

Early Literacy Intervention 

or 

E. 

or 

On-going In-School Conference 

or 

F. 

G. 

Consultation with 

Special Education Teacher 

Referral to Special Education Department 

Very High Needs: 

Student enters with 

high needs, e.g., 

deaf, 

Developmental 

Disability. 

Speech-Language 

Services 

Psychological 

Services 

Attendance and 

Counselling Services 

H. 

Psychological Staff Reviews 

Consults, Assesses 

I. 

Psych staff supports 

J. 

IPRC Referral 

Psych staff does not 

support 

School: Completes 

Application Form. 

Principal/Parent: May decide to proceed & 

school completes IPRC application form. 

IPRC 

I:\SS\SpecialEducationPlan2005\Std5_IPRCProcessandAppeals.saf 5.1 

June 2005

How is a system level IPRC process initiated? 

A system level IPRC, at which the identification and placement of the student is 

determined, may be initiated in two ways. 

1) The principal of a school, with written notice to the Parent(s)/Guardian(s), refers a 

student to IPRC. The Parent(s)/ Guardian(s) would be informed and consulted 

throughout this process, beginning at the initial steps at the classroom level and 

culminating in the referral to the IPRC. 

OR 

2) The principal receives a written request for IPRC from a Parent(s)/ Guardian(s). The 

principal must respond within 15 days of receiving the request. In the response will be 

acknowledgment of the request, an approximate time frame for the IPRC meeting, and 

a copy of the Board’s Parent Guide. 

What happens during preparation of the IPRC? 

With Parent/ Guardian consent, the school submits an IPRC application package to 

Special Services. This package is reviewed by the chairperson of the IPRC. Information 

contained within the application package may include but is not limited to: 

• an IPRC application form; 

• relevant assessment reports and information; 

• an Individual Education Plan; 

• work samples; and 

• most recent report card. 

After reviewing the application package, if the chairperson deems it is appropriate to 

proceed with an IPRC, Parent(s)/Guardian(s) and the school are notified by the 

Principal of Special Services and Special Programs in writing of the time, date, and 

location of the IPRC meeting at least ten days prior to the meeting date. A copy of the 

Parent Guide is included with the IPRC letter to the Parent(s)/ Guardian(s). 

If the chairperson deems it is not appropriate to proceed with an IPRC at this time, 

consultation occurs with the school outlining the reasons why the IPRC can not proceed 

at this time. In turn, school staff would then consult with the Parent(s)/ Guardian(s). 

When are system level IPRC meetings held? 

System level IPRC meetings are held each Tuesday. They rotate through the 

geographic regions of the Kawartha Pine Ridge DSB (Peterborough, Clarington, and 

Northumberland). Each geographic region has system level meetings every 3 weeks. 

Who attends the system level IPRC meeting? 

The committee for the IPRC is comprised of three individuals: 

• Special Education Consultant (chairs the meeting); 

• Principal of the school the student attends; and 

• Teacher (usually the special education teacher or the classroom teacher). 

In addition to the committee members, Parent(s)/Guardian(s) and the student are 

welcome to attend. An advocate may attend the meeting at the request of the 

Parent(s)/Guardian(s). 

Others who may attend the meeting include resource staff, Special Education staff (e.g., 

Speech-Language Pathologist), and professionals from outside agencies. 


June 2005

What happens at the system level IPRC meeting? 

Under the direction of the IPRC Chair, introductions are made and those attending the 

IPRC are invited to make presentations relevant to the IPRC decisions. The IPRC will 

review all available information about the student. 

After the information has been presented, considered, and discussed, the committee 

(comprised of the Special Education Consultant, the Principal, and the Teacher) votes 

in order to make the decision about the identification and placement. 

The IPRC formulates a written Statement of Decision which states whether the student 

has been determined to be exceptional. If the student has been determined to be 

exceptional, the IPRC identifies the category and definitions of any exceptionalities 

identified, a description of the student’s assessed strengths and assessed needs, and 

the placement determined to best serve the student. 

After the IPRC has concluded, a copy of the Statement of Decision is sent to the 

Parent(s)/Guardian(s), the student if aged 16+, and the school staff for inclusion in the 

student’s Ontario Student Record. 

It is the practice of the Kawartha Pine Ridge District School Board that Individual 

Education Plans be in place for a student prior to moving to a system level IPRC. 

However, if an IEP has not yet been put in place, one will be developed within 30 school 

days after the student has been determined to be exceptional. 

What happens if Parent(s)/Guardian(s) disagree with the IPRC decisions? 

If the Parent(s)/Guardian(s) wishes further discussion about the IPRC decision, then a 

request for a second IPRC meeting can be made within fifteen days of the initial 

meeting. This process is followed as outlined in Regulation 181/98. 

If the Parent(s)/Guardian(s) does not agree with the IPRC decision, a notice of appeal 

can be filed with the Secretary of the Board within thirty days of receipt of the IPRC 

decision. This process is followed as outlined in Regulation 181/98. 

What is an IPRC Review? 

An IPRC Review, sometimes referred to as an ‘Annual Review’ or ‘School level IPRC’, 

is a meeting that takes place at least once each school year, regarding a student who 

has been formally identified as an exceptional student by an IPRC. A request for an 

IPRC Review cannot be made more often than once in every three-month period. 

Parent(s)/Guardian(s) and students 16+ will receive written notice about the upcoming 

IPRC Review and will be able to select one of the following options for the format of the 

IPRC Review. 


June 2005

1) Formal IPRC Review 

• 3 person committee, one of whom must be the Principal, the other 2 shall 

be staff connected to the student’s program 

• staff and parents review the student’s assessed strengths and assessed 

needs, and placement for next year 

• staff complete and sign the Annual Review Minutes form, and forward 

copies of the Minutes form to Parent(s)/Guardian(s) and Special 

Education Department 

A Formal IPRC Review must occur under the following circumstances: 

• when the student is in a transition year and moving schools (e.g., grade 6 to 

grade 7, grade 8 to grade 9) 

• when a student is transitioning to a system level special education class. 

• when a change in the identification is being recommended 

• if written notification of the Parent(s)/Guardian(s) preference for the format of the 

IPRC Review is not received. 

2) Case Conference 

• an informal meeting with the Parent(s)/Guardian(s) and teaching staff 

• staff and parents review the student’s assessed strengths and assessed 


• staff complete and sign the Annual Review Minutes form, and forward 

copies of the Minutes form to Parent(s)/Guardian(s) and Special 


3) Up Date 

• occurs when Parent(s)/Guardian(s) elect in writing to dispense with the 

Formal IPRC review and elect not to attend the Case Conference 

• teaching staff review the student’s assessed strengths and assessed 


• complete and sign the minute sheet indicating this as an up-date, and 

forward copies of the minutes sheet to Parent(s)/Guardian(s) and Special 


Parent Guide to Special Education 

This guide provides parents with information on the procedures involved in identifying a 

student as exceptional and determining the student’s placement, as well as information 

on appealing the decision of the IPRC if the parents do not agree with the decision. A 

copy of this guide is sent to parents in the mail, along with the letter inviting them to 

attend the system level IPRC meeting. A copy of this guide is appended to this 

Standard (Appendix A). 


June 2005

Appendix A 

A PARENT'S GUIDE TO SPECIAL EDUCATION IDENTIFICATION, 

PLACEMENT AND REVIEW COMMITTEE (IPRC) 

Is Your Child Exceptional and In Need of Assistance? 

The Education Act requires that school boards provide, or purchase from another board, special education 

programs and services for their exceptional pupils. The purpose of this parents’ guide is to provide you 

with information about the Identification, Placement, and Review Committee (IPRC), and to set out for you 

the procedures involved in identifying a pupil as “exceptional”, deciding the pupil’s placement, or appealing 

such decisions if you do not agree with the IPRC. 

If, after reading this guide, you require more information, please see the board’s list of contacts at the end 

of the document. 

This brochure is also available in braille, on 

audiotape and in large print. 

WHEN a child needs special help what action is taken? 

‚ Parents and teachers must discuss the situation and share all reports related to 

the pupil's progress and program. 

‚ Frequently, the regular classroom teacher can provide the necessary changes in 

program and strategies to achieve the required result. 

‚ If these changes do not bring the desired results, the principal, in conjunction 

with the parents, will seek programming assistance from the school-based 

resources. 

‚ This team may make suggestions for program modification based on the 

student's needs and may request the involvement of Special Education support 

staff, e.g. Psychological Services, Attendance and Counselling Services, Speech 

and Language Services. Parent consent for these services is required. 

‚ If regular program and school-based alternatives have been tried without 

success, the child may be referred to an Identification, Placement and Review 

Committee. 

‚ Parental involvement is encouraged at all stages. 

‚ NOTE: It is not necessary in the initial stages for a pupil to be identified as 

exceptional for the implementation of program modification. 

WHY is the Special Education Identification, Placement, and Review process 

necessary? 

Curriculum or school programs should provide an opportunity for each child to achieve 

the best potential of which he or she is capable. Basic skills needed for a student's 

continuing education must be available to all. 


June 2005

When issues or difficulties arise, the school takes action to assist the student. Should 

they persist and the parent(s)/guardian(s), student and/or school have concerns about 

achievement, the Special Education staff begins procedures to assess the student's 

skills and abilities. 

This may result in a need for a Special Education Identification, Placement, and Review 

Committee meeting. 

HOW is an IPRC meeting requested? 

The principal of your child’s school: 

• must request an IPRC meeting for your child, upon receiving your written 

request; 

• may, with written notice to you, refer your child to an IPRC when the principal 

and the child’s teacher or teachers believe that your child may benefit from a 

special education program. 

Within 15 days of receiving your request, or giving you notice, the principal must provide 

you with a copy of this guide and a written statement of approximately when the IPRC 

will meet. 

MAY parents attend the IPRC meeting? 

Regulation 181/98 entitles parents/guardians and pupils 16 years of age or older: 

‚ to be present at and participate in all Committee discussions about a child 

coming before the Committee; and 

‚ to be present when the Committee's identification and placement decision is 

made. 

WHAT is the purpose of the Special Education Identification, Placement and 

Review Committee (IPRC)? 

The Committee determines: 

a) whether or not a student is exceptional; 

b) the placement that should be provided, in accordance with the terms and 

conditions of Ministry Regulation 181/98; and 

c) the area(s) of your child’s exceptionality according to the five specified categories 

of exceptionalities: 

‚ Communication Exceptionality: autism, learning disability, language impairment, 

speech impairment, hard of hearing/deaf 

‚ Intellectual Exceptionality: giftedness, mild intellectual disability, developmental 

disability 

‚ Behaviour Exceptionality: social, emotional, and behavioural concerns 

‚ Physical Exceptionality: blind and low vision, physical disability 

‚ Multiple Exceptionality: combination of any of the above 


June 2005

WHO is identified as an exceptional pupil? 

The Education Act defines an exceptional pupil as “a pupil whose behavioural, 

communicational, intellectual, physical or multiple exceptionalities are such that he or 

she is considered to need placement in a special education program ...” Students are 

identified according to the categories and definitions of exceptionalities provided by the 

Ministry of Education. 

WHO meets for the IPRC? 

a) parent(s)/guardian(s), student (16 years or older) 

b) administrative officials* 

c) school principal* 

d) school staff 

e) support services person 

f) parent/student support person 

g) an interpreter, if required 

*Committee Members 

Please note: Students under 16 years of age may be invited to an IPRC if they are of 

an appropriate age and ability to contribute to the process. It is recommended that 

parents opting to bring a support person choose a member of a relevant association. 

WHO may request that they attend? 

Either you or the principal of your child’s school may make a request for the attendance 

of others at the IPRC meeting. 

WHAT information will parents/guardians receive about the IPRC meeting? 

At least 10 days in advance of the meeting, the chair of the IPRC will provide you with 

written notification of the meeting and an invitation to attend as an important partner in 

considering your child’s placement. This letter will notify you of the date, time and place 

of the meeting, and it will ask you to indicate whether you will attend. 

Before the IPRC meeting occurs, you will receive a written copy of any information 

about your child that the chair of the IPRC has received. This may include the results of 

assessments or a summary of information. 

WHAT if parents/guardians are unable to make the scheduled meeting? 

If you are unable to make the scheduled meeting, you may: 

• contact the school principal to arrange an alternative date or time; or 

• let the school principal know you will not be attending. As soon as possible after 

the meeting, the principal will forward to you, for your consideration and 

signature, the IPRC’s written statement of decision noting the decision of 

identification and placement and any recommendations regarding special 

education programs and services. 


June 2005

WHAT happens at an IPRC meeting? 

• The chair introduces everyone and explains the purpose of the meeting. 

• The IPRC will review all available information about your child. The members 

will: 

- consider an educational assessment of your child; 

- consider, subject to the provisions of the Privacy Act, 2004, a health or 

psychological assessment of your child conducted by a qualified 

practitioner, if they feel that such an assessment is required to make a 

correct identification or placement decision; 

- interview your child, with your consent if your child is less than 16 years of 

age, if they feel it would be useful to do so; and 

- consider any information that you submit about your child or that your child 

submits if he or she is 16 years of age or older. 

• The committee may discuss any proposal that has been made about a special 

education program or special education services for the child. Committee 

members will discuss any such proposal at your request or at the request of your 

child, if the child is 16 years of age or older. 

• You are encouraged to ask questions and join in the discussion. 

• Following the discussion, after all the information has been presented and 

considered, the committee will make its decision. 

WHAT will the IPRC consider in making its placement decision? 

Before the IPRC can consider placing your child in a special education class, it must 

consider whether placement in a regular class with appropriate special education 

services will: 

• meet your child’s needs; and 

• be consistent with your preferences. 

If, after considering all of the information presented to it, the IPRC is satisfied that 

placement in a regular class will meet your child’s needs and that such a decision is 

consistent with your preferences, the committee will decide in favour of placement in a 

regular class with appropriate special education services. 

If the committee decides that your child should be placed in a special education class, it 

must state the reasons for that decision in its written statement of decision. 


June 2005

WHAT will the IPRC’s written statement of decision include? 

The IPRC’s written statement of decision will state: 

• whether the IPRC has identified your child as exceptional; 

• where the IPRC has identified you child as exceptional, 

- the categories and definitions of any exceptionalities identified, as they are 

defined by the Ministry of Education; 

- the IRPC’s description of your child’s strengths and needs; 

- the IPRC’s placement decision; and 

- the IPRC’s recommendations regarding a special education program and 

special education services; 

• where the IPRC has decided that your child should be placed in a special 

education class, the reasons for that decision. 

WHAT happens after the IPRC has made its decision? 

• If you agree with the IPRC decision, you will be asked to indicate, by signing 

your name, that you agree with the identification and placement decisions made 

by the IPRC. 

• If the IPRC has identified your child as an exceptional pupil and if you agree with 

the IPRC identification and placement decisions, the board will promptly notify 

the principal of the school at which the special education program is to be 

provided of the need to develop an Individual Education Plan (IEP) for your child. 

WHAT is a special education program? 

A special education program is defined in the Education Act as an educational program 

that: 

• is based on and modified by the results of continuous assessment and 

evaluation; and 

• includes a plan (called an Individual Education Plan or IEP) containing specific 

objectives and an outline of special education services that meet the needs of the 

exceptional pupil. 

WHAT are special education services? 

Special education services are defined in the Education Act as the facilities and 

resources, including support personnel and equipment, necessary for developing and 

implementing a special education program. 

ONCE a child has been placed in a special education program, can the placement 

be reviewed? 

• A review IPRC meeting will be held within the school year, unless the principal of 

the school at which the special education program is being provided receives 

written notice from you, the parent/guardian, dispensing with the annual review. 

• You may request a review IPRC meeting any time after your child has been in a 

special education program for 3 months. 


June 2005

WHAT does a review IPRC consider and decide? 

• With your written permission, the IPRC conducting the review will consider the 

progress your child has made in relation to the IEP. It will consider the same 

type of information that was originally considered by the IPRC, as well as any 

new information 

• The IPRC will review the placement and identification decisions and decide 

whether they should be continued or whether a different decision should now be 

made. 

WHAT are the available Special Education placements? 

The Kawartha Pine Ridge District School Board provides a continuum of service that 

offers as full a range of placements as possible to meet the needs of exceptional pupils. 

In many cases, an exceptional pupil can be placed in the regular classroom. However, 

there may be pupils who require more intensive support. Your school principal can 

guide you in understanding the placements available to your child. 

In addition to placements in the Kawartha Pine Ridge District School Board, 

consideration may be given to opportunities in Ministry of Education and Training 

Provincial or Demonstration Schools. 

WHAT is an IEP? 

An IEP (Individual Education Plan) is written for every child identified as being 

exceptional. 

The IEP must be developed for your child, in consultation with you. It must include: 

‚ specific educational expectations; 

‚ an outline of the special education program and services that will be received; 

‚ a statement about the methods by which your child's progress will be reviewed; 

and 

‚ for students 14 years and older (except those identified as exceptional solely on 

the basis of giftedness), a plan for transition to appropriate post-secondary 

school activities; such as work, further education or community living. 

The IEP must be completed within 30 days after your child has been placed in the 

program, and the principal must ensure that you receive a copy. 


June 2005

WHAT can parents do if they disagree with the IPRC decision? 

‚ If you do not agree with either the identification or the placement decision made 

by the IPRC, you may: 

- within 15 days of receipt of the decision, request that the IPRC hold a 

second meeting to discuss your concerns; or 

- within 30 days of receipt of the decision, file a notice of appeal with the 

Secretary of the Board, Kawartha Pine Ridge District School Board, 1994 

Fisher Drive, P.O. Box 7190, Peterborough, ON K9J 7A1 

‚ If you do not agree with the decision after the second meeting, you may file a 

notice of appeal within 15 days of your receipt of the decision; 

‚ If you do not consent to the IPRC decision, but you do not appeal it, the board 

will instruct the principal to implement the IPRC decision. 

HOW do I appeal an IPRC decision? 

If you disagree with the IPRC’s identification of your child as exceptional or with the 

placement decision of the IPRC, you may, within 30 days of receipt of the original 

decision or within 15 days of receipt of the decision from the second meeting described 

above, give written notification of your intention to appeal the decision to the Secretary 

of the Board, Kawartha Pine Ridge District School Board, 1994 Fisher Drive, P.O. Box 

7190, Peterborough, ON K9J 7A1. 

The notice of appeal must: 

‚ indicate the decision with which you disagree; and 

‚ include a statement that sets out your reasons for disagreeing. 

WHAT happens in the appeal process? 

The appeal process involves the following steps: 

‚ The board will establish a special education appeal board to hear your appeal. 

The appeal board will be composed of three persons who have no prior 

knowledge of the matter under appeal, one of whom is to be selected by you, the 

parent/guardian. 

‚ The chair of the appeal board will arrange a meeting to take place at a 

convenient time and place, but no later than 30 days after he/she has been 

selected (unless parents/guardians and board provide written consent to a later 

date). 

‚ The appeal board will receive the material reviewed by the IPRC and may 

interview any persons who may be able to contribute information about the 

matter under appeal. 

‚ You, the parent/guardian, and your child, if he or she is 16 years old or over, are 

entitled to be present at, and to participate in, all discussions. 


June 2005

‚ The appeal board must make its recommendations within 3 days of the meeting’s 

ending. It may: 

- agree with the IPRC and recommend that the decision be implemented; or 

- disagree with the IPRC an make a recommendation to the board about 

your child’s identification or placement or both. 

‚ The appeal board will report its recommendations in writing, to you and to the 

school board, providing the reasons for its recommendations. 

‚ Within 30 days of receiving the appeal board’s written statement, the school 

board will decide what action it will take with respect to the recommendations 

(boards are not required to follow the appeal board recommendation). 

‚ You may accept the decision of the school board or you may appeal to a Special 

Education Tribunal. You may request a hearing by writing to the secretary of the 

Special Education Tribunal. Information about making an application to the 

tribunal will be included with the appeal board’s decision. 

WHAT are the Ministry's Provincial and Demonstration Schools? 

The Ministry operates provincial and demonstration schools throughout Ontario for 

students who are deaf, blind, deaf-blind, and severely learning disabled students, as 

well as those with Attention Deficit Hyperactivity Disorder (ADHD). Residential 

programs are offered at the schools Monday to Friday for students who live too far from 

school to travel daily. 

Demonstration Schools: 

(for students with severe learning 

disabilities and learning disabilities in 

association with ADHD) 

Sagonaska School 

350 Dundas Street West 

Belleville, ON K8P 1B2 

Phone: (613) 967-2830 

Trillium School 

347 Ontario Street South 

Milton, ON L9T 3X9 

Phone: (905) 878-8428 

Amethyst School 

(LD & ADHD programs) 

1090 Highbury Avenue 

London, ON N5Y 4V9 

Phone: (519) 453-4408 

Schools for the Deaf: 

Sir James Whitney School 


Belleville, ON K8P 1B2 

Phone & TTY: (613) 967-2823 

Ernest C. Drury School 


Milton, ON L9T 2M5 

Phone: (905) 878-2851 

TTY: (905) 878-7195 

Robarts School 

(Deaf Program) 


P.O. Box 7360, Station E 

London, ON N5Y 4V9 

Phone & TTY: (519) 453-4400 

School for the Blind and Deaf-Blind 

W. Ross MacDonald School 

350 Brant Avenue 

Brantford, ON N3T 3J9 

Phone: (519) 759-0730 


June 2005

Francophone School for the Deaf and 

for those with Learning Disabilities: 

Centre Jules-Léger 

281 rue Lanark 

Ottawa, ON K1Z 6R8 

Phone: (613) 761-9300 

TTY: (613) 761-9302 and 761-9304 

Additional Information 

SEAC 

Special Education Advisory Committee 

SEAC provides specific information, advice, and assistance to parents whose children 

may require additional support. It makes recommendations to the Board concerning the 

establishment and development of special education programs and services. 

The Committee is comprised of member representatives from: 

‚ Autism Society of Ontario – Peterborough Chapter 

‚ Children’s Mental Health representative: 

‚ Kinark Child and Family Services 

‚ Community Living Peterborough 

‚ Down Syndrome Association of Peterborough 

‚ Alternatives Community Program Services 

‚ First Nations 

‚ Five Counties Children’s Centre 

‚ Learning Disabilities Association of Peterborough, Clarington and 

Northumberland 

‚ Ontario Association for Families of Children with Communication Disorders 

WHERE can parents obtain additional information? 

Additional information can be obtained from: 

‚ your school principal; or 

‚ the Principal Assistant to the Superintendent, Special Education; or 

‚ the Superintendent of Teaching and Learning 

Kawartha Pine Ridge District School Board 

1994 Fisher Drive, P.O. Box 7190 

Peterborough, ON K9J 7A1 1-877-741-4577 


June 2005

Standard 6: 

Educational and 

Other Assessments

Standard 6: Educational and other Assessments 

QUALIFICATIONS OF STAFF AND 

ASSESSMENTS BEING CONDUCTED 

Special Services 

Staff 

Psychological 

Specialists 

Speech-Language 

Pathologists 

Qualifications 

• Ph. D. or Masters degree in 

Psychology 

• registered or eligible for 

registration with College of 

Psychologists 

• Masters degree in Speech 

& Language Pathology 

• licensed by the College of 

Speech/Language 

Pathologists and 

Audiologists of Ontario 

Types of Assessments: Intelligence, 

Academic Achievement, Neurological 

Processing, Social/emotional 

functioning testing: 

• cognitive functioning 

• academic skills 

• perceptual functioning 

• social - emotional functioning 

• behaviour 

• adaptive functioning 

• neuropsychological functioning 

• language processing 

• formal measures to screen and 

assess (for example): 

• language comprehension (listening, 

vocabulary, grammar, following 

directions) 

• language expression (speaking, 

voice, fluency, articulation) 

• written language (reading, writing) 

• pragmatic language (social 

interaction and language 

applications) 

• phonological awareness 

augmentative communication 

Attendance & 

Counselling Services 

• BSW (School Board 

Counsellor) 

• SSW Diploma or equivalent 

(Student Retention 

Counsellor) 

• review of records and behaviour logs 

• consultation with school staff 

• clinical interview with student 

• consultation with other professionals 

within and outside the Board 

• observation of the student in class 

and elsewhere 

• review of the student’s work 

• informal tools (e.g., drawings, notes) 

• informal measures to assess (e.g., 

psycho/social functioning, family 

functioning, social history, crisis) 

• “person in situation” evaluation 

I:\SS\SpecialEducationPlan2005\Std6_EducationandOtherAssessments.saf 6.1 

June 2005


Staff 

Educational / 

Academic Testing 

Qualifications 

Types of Assessments: Intelligence, 

Academic Achievement, Neurological 

Processing, Social/emotional 

functioning testing: 

Classroom & Special 

Education 

Teachers/Early 

Literacy Teachers 

• Bachelor of Education 

Degree or Equivalent 

• Registered with the Ontario 

College of Teachers 


Additional Qualifications - 

minimum Part I 

An assortment of Educational 

Assessment Tools including among 

others: 

• Running Records 

• First Steps Continuum 

• Otis-Lennon Standard Academic Est. 

• Comparisons to the Ontario 

Curriculum & Exemplars 

• WIAT II 

• Key-Math 

• PM Benchmarks 

• Reaching Higher - Literacy 

Continuum 

• Phonological Awareness Profile 

• Rosner 

• K-Primary Assessment (KPR) 

Average Wait Time, Consent, Communication, and Privacy 

Psychological Services 

Average Wait Time for Assessment 

The average wait for Psychological Services assessment is approximately 4 months. 

Schools are allotted a fixed number of assessment referrals for each academic year. 

School staff determine priorities in their school within this fixed allocation. 

Informed Consent 

In order for Psychological Services staff to be involved with students, written, informed 

consent is obtained from the parent(s)/guardian(s), or student (where the student is 18 

years of age or over). The informed consent procedure begins when the school staff 

sends home a parent consent form, “Consent for Psychological Assessment” (Appendix 

A) for signature. Accompanying this form is the brochure “Information for Parents about 

Psychological Services” (Appendix B), which provides information required for informed 

consent. Once consent is obtained Psychological Services staff begins the assessment 

procedures. This informed consent procedure is in keeping with the requirements of the 

Psychology Act (1991), The Regulated Health Professions Act (1991), the Standards of 

Professional Conduct of the College of Psychologists (1995), the Canadian Code of 

Ethics for Psychologists (1991) and the Municipal Freedom of Information and 

Protection of Privacy Act (1990). 


June 2005

Sharing Information 

1. With Parents: 

The results of the assessment are discussed with the parents and they are 

provided with a copy of the psychological report prepared about their child. 

2. With Physicians, Agencies, etc.: 

Parents complete a consent form, “Consent to Release Information” (Appendix 

C), authorizing the release of information to third parties. No information is 

released, orally or in written form, without this authorization. If third parties 

request information from Psychological Services, a Consent to Release 

Information signed by the parent is required. 

Communication of Diagnosis 

The scope of practice of psychology as defined within the Psychology Act (1991) 

includes "the diagnosis of neuropsychological disorders and dysfunctions and psychotic, 

neurotic and personality disorders and dysfunctions". The Regulated Health 

Professions Act permits members of the College of Psychologists of Ontario to perform 

the "controlled act" of "communicating a diagnosis". The Regulations under the 

Psychology Act as well as the Standards and Guidelines of the College, place additional 

conditions on who may provide these services. 

Privacy of Information 

Reports from Psychological Services are provided to Parent(s)/ Guardian(s), the school 

principal (for sharing with appropriate school staff and for filing in the documentation 

folder of the Ontario Student Record), and to others only with the expressed written 

consent of the Parent(s)/ Guardian(s). A copy of the reports are also filed in the central 

files housed in a secure location at the Board Office. A copy of the psychological report 

is also filed in the confidential and secure Psychological Services file, along with any 

psychological assessment data and case notes. These latter files are accessible only 

by Psychological Services staff, and must be kept for 10 years following the date of the 

last contact with the student, or until the student is 28 years of age, whichever is later. 

Speech-Language Services 


Speech-Language Service wait time can vary from 4-6 months. 


As a regulated health profession, Speech-Language Pathologists follow the expectation 

of the College of Speech-Language Pathologists and Audiologists of Ontario (CASLPO). 

The general practice of Speech-Language Pathologists employed by Kawartha Pine 

Ridge District School Board is to become involved with students after receiving the 

Consent for Speech-Language Pathology signed by a parent/guardian or student who is 

over the age of 16 years (see Appendix D). 


June 2005

This procedure is consistent with the Code of Ethics of the College of Speech-Language 

Pathologists and Audiologists of Ontario (CASLPO), (1996); the Consent to Treatment 

Act; the Regulated Health Professions Act, 1991 (July 1996); the Personal Health 

Information Act (2004); and in the Municipal Freedom of Information and Protection of 

Privacy Act (1989). 


Speech-Language Pathologists may share assessment information with school staff, 

parent(s)/guardian(s), and/or students in a variety of ways: 

C face-to-face meetings 

C telephone conversations 

C written reports 

The Parent(s)/Guardian(s) or student 16+ completes a consent form authorizing the 

release of information to third parties, if such action is required. The form also enables 

information to be sent to the school board from outside agencies to assist the Speech- 

Language Pathologist working with the student. 


Reports from Speech-Language Services are provided to Parent(s)/Guardian(s) or 

student 16+, the school principal (for sharing with appropriate school staff and for filing 

in the documentation folder of the Ontario Student Record), and to others only with the 

expressed written consent of the Parent(s)/Guardian(s). A copy of the reports are also 

filed in the central files housed in a secure location at the Board Office. A copy of the 

speech-language report is also filed in the confidential and secure Speech-Language 

Services file, along with any speech-language assessment data and case notes. These 

latter files are accessible only by Speech-Language Services staff, and must be kept for 

10 years following the date of the last contact with the student, or until the student is 28 

years of age, whichever is later. 

Attendance and Counselling Services 


At anytime, school staff can consult with Attendance and Counselling Services. These 

queries are typically funnelled through a key contact school staff person. Counselling 

Services are prioritized by need. Critical Incidents are immediate, Crisis Support is 

same day or next day, Urgent is within a week, and other requests as possible. 


In most cases, informed, written consent is obtained from Parent(s)/Guardian(s) prior to 

meeting individually with a student. The informed consent is obtained when the 

Parent(s)/Guardian(s) or students 18+ signs the Attendance and Counselling Services 

Referral and Consent for Access to Student Records form (Appendix E). This informed 

consent procedure is consistent with The Education Act. During Critical Incidents, some 

crisis support situations and for attendance referrals, informed consent is not required. 


June 2005


Attendance and Counselling Services staff may share student needs/service 

requirements and recommendations with school staff and Parent(s)/Guardian(s) in a 

variety of ways: 

- face to face meetings 

- phone conversations 

- written reports 

- case conferences 

- e-mail 

- school-based team meetings 

The Parent(s)/Guardian(s) signs a release information form authorizing the release of 

information to third parties, if such action is required. 


A service summary is written for each student referred to Attendance and Counselling 

Services. This report is filed in the confidential and secure Attendance and Counselling 

files at the Board Office. These files are accessible only by Attendance and Counselling 

Services staff and are shared on a ‘need to know’ basis with signed 

Parent(s)/Guardian(s) consent. The files must be kept for ten (10) years following the 

last date of contact with the student. 


June 2005

KAWARTHA PINE RIDGE DISTRICT SCHOOL BOARD 

CONSENT FOR PSYCHOLOGICAL ASSESSMENT 

Appendix A 

For: 

Full Name of Pupil – Please Print 

Date of Birth: 

Year Month Day 

School: 

As discussed with you on 

the following reasons: 

, we recommend that your child be referred to Psychological Services for 

Principal or Authorized Person 

Date 

About this consent form: 

# The purpose of a psychological assessment is to learn more about your child. This information will help us to develop a program to meet 

your child’s needs. 

# By signing this consent form you are giving permission for the Kawartha Pine Ridge District School Board to do a psychological assessment 

of your child. 

# Please be sure to read the brochure, ‘Information for Parents about Psychological Services’, before you sign this consent form. The consent 

that you provide on this form is based upon the information contained in the brochure. 

The Psychology Department of the Kawartha Pine Ridge District School Board makes the following commitment to you and your 

child: 

# You can meet with the person who will do the assessment or talk to him or her by phone. 

# The information we collect will be for educational purposes. Psychological assessments are part of the Board’s responsibilities under the 

Education Act (the Ontario law that covers education). 

# We will discuss the results of the assessment and our recommendations with you and with School Board staff who will work with your child. 

# Usually, a written report is sent to the school to be stored in your child's Ontario Student Record (OSR) folder. 

# All of the information we collect is confidential. However, sometimes the law requires us to release information. For example, when (1) a 

child has been or may be harmed, (2) someone is in danger, (as explained in the brochure) or (3) records are requested for a court case. 

# Except for the above, we will not release any information about your child to any person outside the Kawartha Pine Ridge District School 

Board unless you give permission in writing. 

Please answer the following questions before signing: 

1. Have you read and understood the brochure entitled ‘Information for Parents about Psychological Services’? Yes No 

2. The results of the assessment will be discussed with you. However, some people want to talk to the person doing the assessment before 

their child is seen. Which of the following would you prefer? (check one box) 

Thanks, but I don’t need to be contacted until after the assessment. 

I want to be contacted by the person who will do the assessment. 

Your permission: 

I give permission for a psychological assessment of the pupil named above, including a review of his/her Ontario Student Record folder. My 

consent is voluntary and I understand that I may withdraw it at any time. 

Please sign below and return the white copy of the form to the school. Please keep the yellow copy of the form for your records. 

Signature of Parent/Guardian (if pupil is under 18) 

Date 

(This permission is valid for one year from the date signed. If you change your mind, you may cancel your consent by contacting the 

school principal or the Psychological Services staff member doing the assessment.) REV. Dec. 2003 


June 2005

Information 

for Parents 

about 


When a student is having 

difficulty in school, a referral to 

Psychological Services can be 

very helpful. A psychological 

assessment provides information 

to help teachers and other staff 

develop a program to meet your 

child’s needs. 

This brochure gives you 

information about a 

psychological assessment. It also 

answers the questions parents 

ask most often. Please read this 

brochure before signing the 

Consent Form. It is important 

that you understand as much as 

possible about the assessment 

before you give your permission. 

ducate Today 

for Success Tomorrow 

E 

Why has my child been referred for a 

psychological assessment? 

By now, you have talked with school staff 

about your child’s progress at school. In 

fact, you may have asked for this 

assessment to be done or the school staff 

have asked for a psychological assessment 

to find out more about your child. They 

want to know more about the challenges 

faced by your child and what is causing 

them. They also want to get advice to help 

them plan an effective education program 

for your child. Just like you, the school 

staff wants your child to have a positive 

learning experience at school. 

Who will be carrying out the assessment? 

The assessment will be done by staff from 

the Psychology Department of the 

Kawartha Pine Ridge District School Board. 

They will work with your child, with you, and 

with the school staff to identify the nature 

of your child’s difficulties. They will also 

recommend possible ways to help your child 

be more successful. 

The Psychology Department staff are all 

highly trained professionals. Each one has 

a Master’s degree or a Doctoral degree in 

psychology. All psychological assessments 

are completed by or are supervised by a 

registered member of the College of 

Psychologists of Ontario. 

Why do you need my permission? 

Ontario law requires that a responsible 

person must give ‘informed consent’ for any 

kind of psychological service before it 

begins. ‘Informed consent’ means that you 

understand (a) the nature of the 

assessment, (b) the expected benefit of 

the assessment, (c) the risks of the 

assessment, (d) the side effects (if any) of 

the assessment, (e) any alternative courses 

of action, and (f) the likely consequences of 

not having the assessment. We have 

provided this brochure to give you the 

information you need. Please read it 

carefully. If there is anything you don’t 

understand or if you have any other 

questions, be sure to ask us BEFORE you 

sign the consent form. 

How old must someone be to give their 

consent? 

For students under the age of 18, the 

Education Act requires that parents or 

guardians give written consent to 

personality or intellectual testing. 

However, we do take time to explain the 

assessment to the student and to answer 

their questions before we begin. 

Students who are in their more senior 

years may also be asked to sign the 

consent form if the student is capable of 

giving informed consent. If there is any 

doubt as to the student’s capacity to 

consent, parents or guardians will be asked 

to provide their consent as well. 

Can I change my mind after I give 

permission? 

Yes, you can withdraw your consent at any 

time. If you change your mind, just 

contact the school principal or the 

psychological specialist doing the 

assessment. 

What is involved in a psychological 

assessment? 

1. When you give your consent, we will 

begin to collect a lot of information – 

from you, from your child’s teachers 

and from your son or daughter. We 


June 2005 

Appendix B 

may do this through: interviews, by 

looking at your child’s school records, 

by observing in the classroom, and by 

asking you, your child and the 

teacher to complete questionnaires. 

2. In nearly every case, we also meet 

with your child individually to 

complete a number of psychological 

tests. These tests are used to 

assess things about children such as: 

C academic skills 

C intelligence 

C attention and memory 

C learning strengths and 

weaknesses 

C language skills 

C perception (how the child sees 

and understands things) 

C how the child solves problems 

C emotional and behavioural issues 

Your child may not be given all of 

these tests. The ones used will 

depend on your child’s needs. 

3. If your child has worked with other 

Board support staff (such as the 

Speech and Language Pathologist or 

School Board Counsellor), we may get 

a report from them. 

4. If necessary, we will ask your 

permission to contact other people 

who have worked with your child such 

as your family doctor, the Children’s 

Aid Society, and other professionals. 

We may ask to see any psychological 

assessments that have been 

conducted in the past. 

5. We will review and interpret the 

information we collect. Then we will 

meet with you and with school staff 

to discuss the results and our 

recommendations to help your child. 

6. We will prepare a report that

describes the assessment and the 

results. The report will be kept in 

the Psychological Services records 

for at least ten years after the 

student leaves school. You may also 

have a copy of the report. 

What are the benefits of a 

psychological assessment? 

Our staff have specialized training to 

identify many kinds of problems related 

to learning, emotions and behaviour. A 

psychological assessment can identify 

specific problems such as – learning 

disabilities, developmental delays, 

intelligence limitations, anxiety, 

depression and/or serious behaviour 

problems. Once we know what the 

problems are, we are able to make 

recommendations to help your child cope 

with school. We can also make 

suggestions to help you deal with other 

behaviour problems. Any child who is 

having difficulties in school can benefit 

from this assessment. 

Are there any risks to a psychological 

assessment? 

1. Most children find the assessment 

tasks somewhat challenging at times, 

but they also find them interesting. 

A small number of children, 

however, find the activity very 

distressing. Our staff are well 

trained in helping children with this 

type of upset and will stop the 

testing until your child is able to 

continue. 

2. A psychological assessment may lead 

to a number of changes for you and 

your child. For example, the 

assessment might show that your 

child has problems that you did not 

expect. Knowing this information will 

help your child in the long run. But 

it can be very upsetting at first – both 

for you and for your child. 

3. If we diagnose a problem with your 

child such as difficulty with attention, 

a learning disability, depression or low 

intellectual ability, he or she may need 

a special education program. It may 

require a change in timetable. Often it 

means that the child will have to work 

with a different teacher. Sometimes, 

though not often, it can mean a change 

of school. In some cases, the assessment 

may find that your child does not 

meet the criteria outlined by the 

Ministry of Education to receive 

Special Education programming. Then 

it will be necessary to find other 

resources to help your child. 

4. If the assessment finds that emotional 

and behaviour problems are playing a 

key role in your child’s difficulty at 

school, you may be advised to get 

counselling or therapy. The School 

Board may not provide the kind of help 

you need. You will need to spend time, 

and may need to spend money, to obtain 

it from other community agencies. 

Are there any other ways to get help for 

my child? 

Parents often wonder if there is another 

way to get help without having a 

psychological assessment. You can choose 

to ask for a teacher assessment only. 

Teachers are trained to assess children’s 

academic skills and to help them with their 

courses. However, our psychology staff 

have specialized skills and may be able to 

determine what is causing your child’s 

problems. 

If you would rather have the assessment 

done by someone who does not work for 

the School Board, you can choose a private 

practitioner. However, you will have to pay 

any costs involved. If you have a private 

assessment done, please have the results 

sent to the School Board so that we can 

use the information to design a program 

for your child. 

What about privacy? 

Our record of your child’s psychological 

assessment is confidential. Psychology 

staff may have access to the psychology 

file for consultation and audit purposes. 

We cannot give the information to anyone 

else unless we have your permission. 

However, there are some situations in 

which we are required by law to report 

information. In particular: 

1. If we learn that a child has been or 

may be harmed, or any other ground 

for reporting that a child is in need of 

protection as defined in the Child and 

Family Services Act. 

2. If a court orders the records to be 

presented as part of a legal case. 

3. If we learn, during the assessment, 

that someone’s life is in serious danger 

(for example, that a child intends to 

commit suicide or seriously plans to 

harm someone else). In this case we 

must take steps to prevent anyone 

from being hurt. 

These exceptions are rare but you need to 

know about them. In these cases we 

cannot guarantee complete confidentiality. 

Usually, a copy of the assessment report is 

sent to your child’s school and it is kept in 

their Ontario Student Record (OSR). This 

means that members of the school staff 

who will be working with your son or 


June 2005 

daughter can read the report. Once the 

report is in the OSR, it can be removed 

only by the Principal. You can ask the 

Principal, in writing, to consider removing 

the report at any time. 

Another copy of the report is kept in the 

Special Services file at the Board’s main 

office in Peterborough. This allows other 

specialists, such as Speech Pathologists 

and School Board Counsellors, to see the 

report if they are working with your 

child. You can ask us not to place a copy 

in this file, if you wish. 

Can I have a copy of the report of this 

assessment? 

Of course! All you have to do is ask us 

for one. When the report is finished, we 

will review it with you and send you a 

copy. 

What if I have more questions? 

We hope that the information in this 

brochure is clear and easy to understand. 

However, you can call the Psychology 

Department if you have questions. 

Your child’s assessment will be completed 

by ___________________________. 

You can reach them at______________, 

extension _____. They will be glad to 

return your call and give you the 

information you need. 

We look forward to working with you and 

your child. 

*The Personal Health Information Protection Act, 2004 

(PHIPA) sets out rules for the collection, use and 

disclosure of personal health information collected by 

health information custodians (which includes 

psychological services staff). A Copy of our brochure 

which describes our policies and procedures with regard 

to personal health information can be obtained by 

contacting the Secretary for Psychological Services at 

1-877-577-7048 or (705)742-9773, extension 2176. 

REV. May, 2007


CONSENT TO RELEASE INFORMATION 

Appendix C 

Regarding: 

Address: 

DOB: 

Street City Postal Code 

School Attended: 

I/We hereby authorize the release of pertinent information 

TO: 

(Name) 

(Address) 

NOTE: Signature initials are required. 

RE: 

Educational 

Psychological 

Behavioural 

Social Work 

Medical 

Psychiatric 

Speech & Language 

Occupational Therapy 

Physiotherapy 

Other (Specify) 

FROM: 

(Name) 

(Address) 

Witness Signature of Parent/Guardian/Adult Student 

Date (valid for 12 months): 


June 2005


Appendix D 

CONSENT FOR SPEECH-LANGUAGE PATHOLOGY 

O.E.N. - - Speech-Language Pathologist Signature and Consultation Date: 

Student Surname (Capitalized), Given Names 

Gender 

M 9 F 9 

Birthdate 

/ / 

dd mm yy 

Student Lives With: Other 9 

Father 9 Mother 9 Both 9 

Current School Grade/Program Teacher Date of Entry to Canada if applicable 

/ / 

dd mm yy 

Student's Address (street, town/city) Postal Code Home Phone Number 

( ) 

Father's/Guardian's Full Name 

Business Phone Number 

( ) 

Mother's/Guardian's Full Name 

Business Phone Number 

( ) 

SERVICES CURRENTLY/PREVIOUSLY INVOLVED: 9 Early Literacy 9 Resource Teacher 9 Composite Teacher 9 Guidance 9ESL/D 

9 Psychology 9 Speech-Language 9 Hearing/Vision 9 Behaviour Services 9 Child & Youth Worker 9 Occupational Therapy 

9 School Board Counsellor 9 Student Retention Counsellor 9 Public Health 

9 Other Board/Agency Personnel (specify) 

Has this student been identified as exceptional by an IPRC? 9 No 9 Yes (Identification) 

Has this student had his/her hearing tested? 9 No 9 Yes (Date) Results: 

REASON FOR REQUEST: 

(Signature of School Contact) (Signature of Principal) (Date) 

STATEMENT OF INFORMED CONSENT 

This request is being made to obtain information to assist the school in meeting this student’s needs as outlined above. Before this 

assistance is provided I understand that: 

C the clinician’s file will be destroyed after the student’s 31 st birthday; 

C the Speech-Language Pathologist or Communicative Disorders Assistant providing the service will have access to the student’s 

Ontario Student Record (OSR), and will consult with School Board personnel as needed; 

C this form and any subsequent reports will be placed in the documentation folder of the student’s OSR and may be filed electronically 

on KPRDSB file servers; 

C access to the clinician’s files may be denied if such access will put the student at risk (PHIPA 2004); 

C the nature of the service and any risks or benefits have been explained to me by school staff; and 

C this consent will remain valid for 12 months, is voluntary and may be withdrawn at any time. 

Date: 

Signature of Custodial Parent/Legal Guardian/Student 16+ years: 

In addition to being KPRDSB employees and being governed by KPRDSB policy, Speech-Language Pathologists are registered health professionals and 

are governed by the Registered Health Professions Act. Personal information contained on this form or collected on behalf of the Board of Education 

regarding assessment and assistance to the student indicated above is collected under the authority of the Education Act and in compliance with Sections 

14, 31 and 32 of the Municipal Freedom of Information and Protection of Privacy Act, 1989, the Registered Health Professions Act, the Consent to 

Treatment Act and the Personal Health Information Act (PHIPA) 2004. 

INSTRUCTIONS: 

- original signed copy to Secretary, Special Services, Education Centre 

- middle copy in OSR 

- bottom copy to PARENT/GUARDIAN or STUDENT 16+ years 

SPECIAL SERVICES USE ONLY: 

Received / / 

dd mm yy 


June 2005

KAWARTHA PINE RIDGE DISTRICT SCHOOL BOARD Appendix E 

Attendance and Counselling Services Referral and 

Consent for Access to Student Records 

Consultation Stage 

Before completing a referral form, all potential referrals must be discussed with the School Board Counsellor. Consultation between school personnel and 

the School Board Counsellor will result in a plan of action which may include a referral to Attendance and Counselling Services. Consultation date: 

__________________ School Board Counsellor: _____________________________________ 

(Name) 

Referral Stage 

1. A referral of school-related concerns should be made when appropriate 

2. This referral must be discussed with parent(s) of students who are under 18 years of age. Parents/guardians and students must sign the referral and 

consent for service form. 

3. Please attach copies of relevant documentation. 

Student Information 

Student I.D. Number: D.O.B.: y/m/d / / Male 9 

Female 9 

Last Name: 

Home Phone Number: 

Home Address: Street 

City/Town: 

First Name: 

Lives with: 

Custody Status: 

Postal Code: 

Parent’s/Guardian: Home #: Business #: 

Parent’s/Guardian: Home #: Business #: 

School: Grade: Teacher: 

Referred By: 

Identification: 

School and Support Staff Involved 

(list):________________________________________________________________________________________________________ 

Community Services Involved (list): 

____________________________________________________________________________________________________________ 

I hereby consent to support from Attendance and Counselling Services for _________________________________. In addition, I consent that Attendance and Counselling Services 

personnel access this student’s records (Ontario Student Record and other files) and discuss his/her progress with the principal, teachers and other appropriate staff. 

_________________________________________ 

Signature of Custodial Parent/Legal Guardian/Adult Student 

_________________________________________ 

Date 

______________________________________ 

______________________________________ 

Signature of Custodial Parent/Legal Guardian 

Please Note: 

1. Parent/Adult Student consent for Attendance and Counselling Services is required for all referrals. 

2. As a result of this referral, a report will be on file at the Education Centre and a service summary will be placed in the documentation section of the 

student’s Ontario Student Record (OSR). 

Principal’s Signature: ____________________________________________ Date of Referral: Year 20____ Month ____ Day ____ 

School Board Counsellor: ________________________________________ Phone: _____________________________________________________ 

This information is being collected and will be used and retained in keeping with Freedom of Information and Protection of Privacy 

legislation. Any questions regarding this procedure or legislation should be directed to the Freedom of Information and Privacy 

Co-ordinator or the Attendance and Counselling Services Supervisor. 

1. Original - OSR 2. School Board Counsellor 3. Education Centre - ACS 4. Parent/Guardian 

Date 


June 2005

Standard 7: 

Specialized 

Health Support Services

Specialized Health 

Support Service 

Standard 7: Specialized Health Support Services 

Agency or 

position of person 

who performs the 

service (e.g., 

CCAC, Board 

staff, parent, 

student) 

Eligibility criteria 

for students to 

receive the 

service 

Nursing CCAC referral from 

doctor 

CCAC policy 

Occupational 

therapy 

EA - Specialist 

Health 

CCAC 

doctor’s orders 

Position of person 

who determines 

eligibility to receive 

the service and the 

level of support 

Superintendent of 

Student 

Achievement 

CCAC administrator 

Superintendent of 

Student 

Achievement 

CCAC administrator 

Criteria for 

determining when 

the service is no 

longer required 

doctor 

CCAC 

doctor 

CCAC 

CCAC CCAC screening CCAC administrator CCAC 

assessment 

Procedures for resolving 

disputes about eligibility and 

level of support (if available) 

CCAC process 

discussion with Principal of 

Special Services and Special 

Programs 

CCAC process 

Physiotherapy CCAC CCAC screening CCAC administrator CCAC 

CCAC process 

assessment 

Nutrition CCAC CCAC policy CCAC administrator CCAC CCAC process 

Speech and 

language therapy 

Speech correction 

and remediation 

Administering of 

prescribed 

medications 

CCAC - SLP 

Board Speech 

and Language 

Services 

CCAC - SLP 

Board Speech 

Services 

Board staff unless 

requires medically 

controlled 

procedure 

referral by school 

or other agency 

for speech 

disorders 

school referral for 

language 

difficulties 

referral by school 

or other agency 

speech pathologist 



pathologist 

assessment 

pathologist 

assessment 

pathologist 

assessment 

school referral speech pathologist pathologist 

assessment 

as outlined in 

Board Policy - 

Completion of 

Board Medication 

Form 

Catheterization EA direction from a 

doctor 

Suctioning EA direction from a 

doctor 

Lifting and 

positioning 

Assistance with 

mobility 

EA 

EA 

direction from a 

doctor, therapist 

direction from a 


Feeding EA direction from a 


principal 

principal 

principal 

principal 

principal 

principal 

directions from 

doctor on form 

direction from 

doctor 


doctor 






doctor 

CCAC 



Programs 

CCAC 



Programs 

Principal/Superintendent of 

Student Achievement using 

Board Policy 

Case Conference with 

parents/service providers/ 

principal/consultation with 

Principal of Special Services 

and Special Programs 





















I:\SS\SpecialEducationPlan2005\Std7_SpecHealthSupportService.saf 7.1 

June 2005

Specialized Health 

Support Service 

Agency or 

position of person 

who performs the 

service (e.g., 

CCAC, Board 

staff, parent, 

student) 

Eligibility criteria 

for students to 

receive the 

service 

Toiletting EA direction from a 


Other 

Position of person 

who determines 

eligibility to receive 

the service and the 

level of support 

principal 

Criteria for 

determining when 

the service is no 

longer required 



Procedures for resolving 

disputes about eligibility and 

level of support (if available) 






I:\SS\SpecialEducationPlan2005\Std7_SpecHealthSupportService.saf 7.2 

June 2005

Standard 8: 

Categories and Definitions 

of Exceptionalities

Standard 8: Categories and Definitions of Exceptionalities 

The following are the Ministry of Education’s categories and definitions of 

exceptionalities. 

Behaviour 

A learning disorder characterized by specific behaviour problems over such a period of 

time, and to such a marked degree, and of such a nature, as to adversely affect 

educational performance, and that may be accompanied by one or more of the 

following: 

a) an inability to build or to maintain interpersonal relationships; 

b) excessive fears or anxieties; 

c) a tendency to compulsive reaction; 

d) an inability to learn that cannot be traced to intellectual, sensory, or other health 

factors, or any combination thereof. 

Communication 

Autism 

A severe learning disorder that is characterized by: 

a) disturbances in: 

• rate of educational development; 

• ability to relate to the environment; 

• mobility; 

• perception, speech, and language; 

b) lack of the representational symbolic behaviour that precedes language. 

Deaf and Hard-of-Hearing 

An impairment characterized by deficits in language and speech development because 

of a diminished or non-existent auditory response to sound. 

Language Impairment 

A learning disorder characterized by an impairment in comprehension and/or the use of 

verbal communication or the written or other symbol system of communication, which 

may be associated with neurological, psychological, physical, or sensory factors, and 

which may: 

a) involve one or more of the form, content, and function of language in 

communication; and 

I:\SS\SpecialEducationPlan2005\Std8Categories_DefofExceptionalities\saf 8.1 

June 2005

) include one or more of the following: 

• language delay; 

• dysfluency; 

• voice and articulation development, which may or may not be organically 

or functionally based. 

Speech Impairment 

A disorder in language formulation that may be associated with neurological, 

psychological, physical, or sensory factors; that involves perceptual motor aspects of 

transmitting oral messages; and that may be characterized by impairment in articulation, 

rhythm, and stress. 

Learning Disability 

A learning disorder evident in both academic and social situations that involves one or 

more of the processes necessary for the proper use of spoken language or the symbols 

of communication, and that is characterized by a condition that: 

a) is not primarily the result of: 

• impairment of vision; 

• impairment of hearing; 

• physical disability; 

• developmental disability; 

• primary emotional disturbance; 

• cultural difference; and 

b) results in a significant discrepancy between academic achievement and 

assessed intellectual ability, with deficits in one or more of the following: 

• receptive language (listening, reading); 

• language processing (thinking, conceptualizing, integrating); 

• expressive language (talking, spelling, writing); 

• mathematical computations; 

c) may be associated with one or more conditions diagnosed as: 

• a perceptual handicap; 

• a brain injury; 

• minimal brain dysfunction; 

• dyslexia; 

• developmental aphasia. 


June 2005

Intellectual 

Giftedness 

An unusually advanced degree of general intellectual ability that requires differentiated 

learning experiences of a depth and breadth beyond those normally provided in the 

regular school program to satisfy the level of educational potential indicated. 

Mild Intellectual Disability 

A learning disorder characterized by: 

a) an ability to profit educationally within a regular class with the aid of considerable 

curriculum modification and supportive service; 

b) an inability to profit educationally within a regular class because of slow 

intellectual development; 

c) a potential for academic learning, independent social adjustment, and economic 

self-support. 

Developmental Disability 

A severe learning disorder characterized by: 

a) an inability to profit from a special education program for students with mild 

intellectual disabilities because of slow intellectual development; 

b) an ability to profit from a special education program that is designed to 

accommodate slow intellectual development; 

c) a limited potential for academic learning, independent social adjustment, and 

economic self-support. 

Physical 

Physical Disability 

A condition of such severe physical limitation or deficiency as to require special 

assistance in learning situations to provide the opportunity for educational achievement 

equivalent to that of pupils without exceptionalities who are of the same age or 

developmental level. 


June 2005

Blind and Low Vision 

A condition of partial or total impairment of sight or vision that even with correction 

affects educational performance adversely. 

Multiple 

Multiple Exceptionalities 

A combination of learning or other disorders, impairments, or physical disabilities, that is 

of such nature as to require, for educational achievement, the services of one or more 

teachers holding qualifications in special education and the provision of support services 

appropriate for such disorders, impairments, or disabilities. 

How does the Kawartha Pine Ridge DSB Identification, Placement, and Review 

Committee (IPRC) apply these definitions in making decisions on identification 

and placement? 

IPRC members review documentation, including assessment reports, and discuss 

options with Parent(s)/Guardian(s). Appropriate school staff (e.g., Principal, Vice- 

Principal, Classroom Teacher, Early Literacy Teacher, Special Education Teacher) and 

Special Services staff (e.g., Psychological Services, Speech-Language Services, 

Attendance and Counselling Services, Behaviour Support Officers) are consulted, as 

appropriate, prior to and during the IPRC. The identification and placement which best 

facilitates the student’s successful learning is determined by the Committee. 

Conversely, a decision may be taken that these definitions do not apply and the student 

is not identified as an exceptional student. 


June 2005

Standard 9: 


Placements Provided by 

the Board

Standard 9: Special Education Placements Provided by the Board 

How does SEAC provide advice on range of placements offered? 

SEAC maintains an advisory role as they make recommendations on any matter 

affecting the establishment and development of special education programs/ services. 

Any change to KPR’s Special Education Model is designed in consultation with 

members of SEAC and is presented to SEAC for formal input and feedback. 

• SEAC receives regular input from Board staff regarding the range of placements 

and services available in KPR. 

• SEAC members receive feedback from parents on the range of placements 

available as part of their role as support to parent and community members. 

• SEAC receives regular input from Board staff regarding the budget process, then 

makes budget recommendations in consideration of the range of placements 

offered in KPR. 

Is regular classroom placement the first option considered by IPRC? 

As required by Ministry policy, and in keeping with the inclusion goals of Kawartha Pine 

Ridge DSB, placement in the regular classroom is the first option considered by the 

IPRC. 

How are students integrated into regular classrooms? 

Integration into regular classrooms is an expectation for students in the Kawartha Pine 

Ridge DSB. To facilitate this the following may occur: 

• entry plans are created for high needs students in collaboration with all partners, 

including Parent(s)/Guardian(s), school staff, community agencies, and Board 

staff 

• development, implementation, and review of an Individual Education Plan 

• establishment of intensive supports, if required 

• proceed to an Identification Placement Review Committee (IPRC) meeting 

• deliberate transition and exit planning in collaboration with all parties 

What are the types of placement provided? 

In both the Elementary and Secondary panels, the placements provided in Kawartha 

Pine Ridge DSB are: 

T Regular Class with Indirect Support (includes congregated Gifted Program) 

T Regular Class with Resource Assistance 

T 

T 

Regular Class with Withdrawal Assistance 

Special Education Class with Partial Integration 

• Learning and Life Skills Class (LLS) 

I:\SS\SpecialEduccationPlan\Std9_SpEdPlacementsProvbytheBrd.saf 9.1 

June 2005

Elementary Placements 

Placement Description Exceptionalities 

Appropriate for this 

Placement 

Criteria for 

Admission 

Admission 

Process 

Criteria for Determining 

Level of Support 

Maximum 

Class Size 

Regular 

Class with 

Indirect 

Support 

• student is placed in the regular 

classroom setting and receives all 

programming in this setting 

provided by the classroom teacher 

• support to the classroom teacher in 

planning appropriate programming 

is provided by the qualified Special 

Education teacher 

• student requires minor 

accommodations/ modifications to 

the program 

• all exceptionalities 

are eligible for this 

placement 

• identification 

through the IPRC 

process 

• IPRC meeting 

places student 

in this 

placement with 

parent/guardian 

agreement 

• school based decision, 

with parent/guardian 

consultation 

• student is generally 

functioning at grade 

level with 

accommodations 

• maximum 

class sizes 

for regular 

classrooms 

are outlined 

in the 

collective 

agreements 

with 

teachers 

and are 

governed by 

provincial 

legislation 

Regular 

Class with 

Indirect 

Support 

(Congregat 

ed Gifted 

Program) 



programming in this setting 

provided by a qualified Special 

Education teacher 

• student requires 

accommodations/modifications to 

the program 

• Intellectual-Gifted 



process 



in this 



agreement 



consultation 

• identification through the 

IPRC as Intellectual- 

Gifted 

• maximum 

class sizes 

for regular 

classrooms 

are outlined 

in the 

collective 

agreement 

with 

teachers 

and are 

governed by 

provincial 

legislation 


June 2005



Placement 

Criteria for 

Admission 

Admission 

Process 



Maximum 

Class Size 

Regular 

Class with 

Resource 

Assistance 


classroom setting 

• student receives regularly 

scheduled specialized instruction 

individually or in a small group, 

within the regular classroom from a 

qualified Special Education teacher 

• student requires accommodations/ 

modifications to the program 



placement 



process 



in this 



agreement 



consultation 

• student is able to work 

within the regular 

classroom with program 

accommodations and 

modifications 

• maximum 

class sizes 

for regular 

classrooms 

are outlined 

in the 

collective 

agreements 

with 

teachers 

and are 

governed by 

provincial 

legislation 

Regular 

Class with 

Withdrawal 

Assistance 



• student is withdrawn from the 

classroom for less than 50% of the 

school day, to receive instruction 

from a qualified Special Education 

teacher in a small group setting 

• student requires modifications to 

classroom programs in a structured, 

small group setting 



placement 



process 



in this 



agreement 



consultation 

• able to work within the 

regular classroom with 

program 


modifications from a 

wider range of grade 

level expectations 


teaching and specialized 

strategies 

• instructional 

groups shall 

not exceed 

15 students 


June 2005



Placement 

Special 

Education 

Class with 

Partial 

Integration 

- Learning 

and Life 

Skills Class 

(LLS) 

• student is placed in a Learning and 

Life Skills class, with focus on life 

skills training in order to maximize 

independence 

• integration into age appropriate 

classes is the expectation 

• students usually enter the Learning 

and Life Skills class in the Junior/ 

Intermediate divisions 

• program is provided by a qualified 

Special Education teacher 

• Intellectual - 

Developmental 

Disability 

Criteria for 

Admission 



process 

• Intellectual ability 

assessed at or 

below the 1%ile 

on WISC and in 2 

or more areas of 

Adaptive 

Functioning as 

per DSM-IV 

Admission 

Process 



in this 



agreement 

• co-ordination of 

enrolment for 

LLS classes is 

facilitated by 


Central Office 

staff 



• Case Conference will 

determine if a Special 

Education class is more 

appropriate for the 

student than a regular 

Classroom placement 

with withdrawal or other 

supports 



consultation 

Maximum 

Class Size 

• 10 students 

• medically 

fragile class 

not to 

exceed 8 

students 

Note: 

Students who are Deaf/Hard of Hearing or Blind/Low Vision are included within the range of placement options offered for all exceptionalities. Specialized 

support staff (e.g., Itinerant Teacher of the Deaf), provides support for the students within their placement settings. 


June 2005

Secondary Placements 



Placement 

Criteria for 

Admission 

Admission Process 



Maximum 

Class Size 

Regular 

Class with 

Indirect 

Support 



programming in this setting by the 

classroom teacher 

• support to the classroom teacher 

in planning appropriate 

programming is provided by the 

qualified Special Education 

teacher 

• student requires minor 

accommodations/modifications to 

the program 



placement 


through the 

IPRC process 


places student in 

this placement 

with parent/ 

guardian/student 

18+ agreement 



consultation 

• student is generally 

functioning at grade 

level with 

accommodations 

• maximum 

class sizes 

for regular 

classrooms 

are outlined 

in the 

collective 

agreements 

with 

teachers 

and are 

governed by 

provincial 

legislation 

Regular 

Class with 

Resource 

Assistance 



• student receives specialized 

instruction individually or in a 

small group, as required, within the 

regular classroom from a qualified 


• student requires accommodations/ 

modifications to the program 



placement 


through the 

IPRC process 




with parent/ 

guardian/student 

18+ agreement 



/student 18+ 

consultation 

• student is able to work 

within the regular 

classroom with 

program 


modifications 

• maximum 

class sizes 

for regular 

classrooms 

are outlined 

in the 

collective 

agreements 

with 

teachers 

and are 

governed by 

provincial 

legislation 


June 2005



Placement 

Criteria for 

Admission 

Admission Process 



Maximum 

Class Size 

Regular 

Class with 

Withdrawal 

Assistance 



• student is withdrawn from the 

classroom for less than 50% of the 

school day, to receive instruction 

from a qualified Special Education 

teacher in a small group setting 

• student requires modifications to 

classroom programs in a 

structured, small group setting 



placement 


through the 

IPRC process 




with parent 

/guardian/student 

18+ agreement 



/student 18+ 

consultation 

• able to work within the 

regular classroom with 

program 


modifications from a 

wider range of grade 

level expectations 


teaching and 

specialized strategies 

• instructional 

groups shall 

not exceed 

15 students 

Special 

Education 

Class with 

Partial 

Integration 

- Learning 

and Life 

Skills Class 

(LLS) 

• student is placed in a Learning and 

Life Skills class, with focus on life 

skills training in order to maximize 

independence 

• work placement opportunities 

• integration into school life and 

social activities is the expectation 

• student may attend secondary 

school from age 14 to the calendar 

year of their 21 st birthday 

• program is provided by a qualified 


• Intellectual - 

Developmental 

Disability 


through the 

IPRC process 

• Intellectual 

ability 

assessed at or 

below the 

1%ile on 

WISC and in 2 

or more areas 

of Adaptive 

Functioning as 

per DSM-IV 




with parent/ 

guardian 

agreement 

• co-ordination of 

enrolment for 

LLS classes is 

facilitated by 


Central Office 

staff 

• Case Conference will 

determine if a Special 

Education class is 

more appropriate for 

the student than a 

regular Classroom 


withdrawal or other 

supports 



consultation 

• 10 students 

• medically 

fragile class 

not to 

exceed 8 

students 

Note: 

Students who are Deaf/Hard of Hearing or Blind/Low Vision are included within the range of placement options offered for all exceptionalities. Specialized 

support staff (e.g., Itinerant Teacher of the Deaf), provides support for the students within their placement settings. 


June 2005

What are the criteria for changing a student’s placement? 

The school team, in consultation with parent/ guardian/ student 18+, determine that the 

present placement is not meeting the needs of the student or that the student no longer 

requires the placement or current level of support. In most cases, school staff may 

change the student’s placement with parent/ guardian/ student 18+ consent without 

proceeding to a system level IPRC. Often this decision is made at an Annual Review. 

However, if a change in placement into a system level class (i.e., Gifted Class, PDD 

Class, LLS Class) is requested, a system level IPRC is formed to establish this 

placement. 

What are the alternatives to the Board’s range of placements? 

The alternatives may include: 

• SALEP (Supervised Alternative Learning for Excused Pupils) 

• Home Instruction (in accordance with the Board Policy) 

• Provincial Demonstration Schools (i.e., Sagonaska, Trillium, Sir James Whitney) 

• Campbell Children’s School (Clarington) 

• Section 23 Treatment/Care/Corrections facilities (admissions by the agency) 

How are these options communicated to parents? 

Communication of placement options beyond those provided by the Board are shared 

with parents through several means: 

• school principals/special education school staff/Special Education staff may 

inform parents of options 

• staff from institutions which are being considered may attend a case conference 

with school staff and parent(s)/guardian(s) 

• the parent brochure, “A Parent’s Guide to Special Education” 


June 2005

Standard 10: 

Individual Education Plans 

(IEPs)

Standard 10: Individual Education Plans (IEPs) 

What is the process for establishing an IEP? 

• school’s ongoing assessment indicates the student requires accommodation 

(changes to instruction, environment or evaluation practices from what is 

available to most students; curriculum is unchanged) and/or modifications 

(changes in number or complexity of grade level curriculum expectations, or 

modified expectations above or below current grade level) 

• school has provided remediation and other strategies widely available without the 

student’s success 

• conference to discuss student’s strengths, needs, programming with parent/ 

guardian, and community agencies (as appropriate) 

• a draft IEP is developed for consultation with parents/guardians 

• ongoing consultation for any significant changes 

• assessment on the report card for program outlined in IEP 

• NOTE: students may have an IEP developed without being formally identified as 

exceptional by an Identification, Placement and Review Committee. 

How is the Board implementing the Ministry of Education Standards for IEPs? 

In 2000, the Ministry of Education released standards for Individual Education Plans 

(IEPs) in the policy document: Individual Education Plans: Standards for Development, 

Program Planning, and Implementation. A gap analysis comparing the existing IEP 

template with the Ministry standards was completed. Based on the results of the gap 

analysis, a new IEP template was created. In 2002, the Kawartha Pine Ridge DSB took 

part in the Ministry review of IEPs. Based on the result of this review, a committee was 

struck to review the existing IEP template in order to incorporate Ministry feedback into 

the IEP process. Input into this revision of the IEP template was received from the 

Special Education Department, Program Department, teachers, administrators, 

Psychological Services, Speech-Language Services, and Attendance and Counselling 

Services. In addition to the revised IEP template, the Special Education Department 

created a resource support document A Guide to Assessed Needs (see Appendix A) to 

assist teachers in the development of IEPs based on a student’s assessed needs. 

When the new template was completed (see attached template), system wide inservices 

were held for administrators and Special Education teachers. The focus of 

these in-services was on the use of the new IEP template and compliance with Ministry 

IEP standards. Classroom teachers received in service from the Special Education staff 

from each school to help familiarize them with the use of the new IEP template and its 

compliance with the Ministry standards. In addition to the system wide in-services, 

regional drop in sessions on the IEP Writer v 5.0 were offered for any interested staff. 

In 2004 an internal review of IEPs was conducted. A committee comprised of teachers, 

consultants, and administrators was trained by Ministry staff in order to replicate the 

Ministry IEP review. Results of this internal review indicated areas in which the IEPs 

were compliant with Ministry standards, and areas for further focus. In September 

2004, the Ministry support document: The Individual Education Plan (IEP) - A Resource 

Guide was released, providing further clarification regarding the Ministry’s IEP 

standards. Based on the results of the internal review and the release of the Ministry 

support document, revisions to the IEP template are in the works, with an anticipated 

implementation date of the revised IEP template of September 2005. It is anticipated 

I:\SS\SpedEducPlan2005\Std10_IEPs\saf 10.1 

June 2005

that the internal review process conducted by the Special Education Department will be 

replicated in 2005 - 2006. The results of that review will continue to inform practice in 

the writing of IEPs and delivery of programs outlined in IEPs. 

What is the process for dispute resolution where parents and board staff disagree 

on significant aspects of the IEP? 

Although programming is ultimately the responsibility of the Principal, there may be 

occasions in which there is a dispute regarding the IEP. In this instance, Parent(s)/ 

Guardian(s)/students 16+ may request a meeting at the school. This meeting may 

include the following participants: 

• principal/vice principal 

• classroom/subject teacher(s) 

• Special Education teacher(s) 

• parent/guardian/student 

At this meeting, an overview of the student’s IEP, including the student’s assessed 

strengths, assessed needs, teaching strategies, accommodations and/or modifications 

being suggested are reviewed. 

If the issues are not resolved as a result of this meeting, then school staff or Parent(s)/ 

Guardian(s)/student 16+ may request a Case Conference meeting. In addition to the 

participants listed previously, the following may participate in the Case Conference: 

• Special Education staff 

• Psychological Services staff 

• Speech-Language Services staff 

• Attendance and Counselling Services staff 

• Child and Youth Worker 

• Itinerant Teachers 

• Behaviour Support Officers 

• Superintendents of Student Achievement 

Should the issues not be resolved as a result of the Case Conference and further 

facilitation be required, the Principal Assistant to the Superintendent, Special Education 

may be contacted through the Education Centre. 

What were the Board’s results of the Ministry’s IEP review of the previous year? 

What is the process to implement changes to the IEP as required, based on the 

Ministry review? 

There was no Ministry IEP review in Kawartha Pine Ridge DSB in the previous year. 

When there is a Ministry IEP review, once the feedback from the Ministry has been 

distributed to board personnel, the Principal Assistant to the Superintendent, Special 

Education will oversee a gap analysis of the required changes to the IEP template. 

• If necessary, changes will be made to the IEP template. 

• Once the process for change has been developed, it will be presented to the 

Teaching and Learning Leadership Team for discussion and approval. 

• The Principal Assistant to the Superintendent, Special Education will arrange for 

appropriate in service for school staff. 

• Within each school, Special Education teachers will serve as a resource for all 

staff. 


June 2005

A GUIDE TO ASSESSED NEEDS 

Appendix A 

Table of Contents 

Introduction ............................................. 1 

Anger Management Skills .................................. 2 

Articulation Skills ........................................ 3 

Attention Skills .......................................... 4 

Auditory Skills ........................................... 5 

Central Auditory Processing................................ 6 

Expressive Language Skills - Speaking ....................... 7 

Expressive Language Skills - Writing ......................... 8 

Fine Motor Skills ......................................... 9 

Gross Motor Skills ....................................... 10 

Hearing................................................ 11 

Intellectual Ability - High ................................... 12 

Intellectual Ability - Low ................................... 13 

Memory................................................ 14 

Metacognitive Skills ...................................... 15 

Mobility ................................................ 16 

Motivation .............................................. 17 

Non-Verbal Reasoning .................................... 18 

Number and Mathematical Skills ............................ 19 

Organizational Skills ...................................... 20 

Personal Care ........................................... 21 

Personal Safety ......................................... 22 

Phonological Processing .................................. 23 

Processing Speed ....................................... 24 

Receptive Language Skills - Listening ........................ 25 

Receptive Language Skills - Reading ......................... 26 

Self-Advocacy Skills ...................................... 27 

Self-Esteem ............................................ 28 

Self-Regulatory Skills ..................................... 29 

Sequencing ............................................. 30 

Social/Emotional ......................................... 31 

Social Skills ............................................ 32 

Time Management Skills .................................. 33 


June 2005

Verbal Ability ............................................ 34 

Vision ................................................. 35 

Visual-Motor Skills ....................................... 36 

Visual-Spatial Processing.................................. 37 


June 2005

INTRODUCTION 

This document is written to support the Assessed Needs section of the 

Kawartha Pine Ridge District School Board’s IEP Writer. 

A Guide To Assessed Needs will assist teachers in understanding 

terminology that is common to professional assessment reports. Needs 

terminology is explained, indicators are provided, and suggestions for 

strategies to address the Needs are included in this document. 

It is important to note that this document is meant to be a starting point for 

teachers when considering the assessed Needs of a student. A Guide to 

Assessed Needs is not intended to be an inclusive listing of needs, 

definitions, indicators, and strategies. 

The Assessed Needs are determined by assessments completed by 

various trained professionals employed by the school board, community 

agencies and/or private practitioners designed to increase the student’s 

success in his/her program. 

It is important to remember that consultation with parents/guardians and 

relevant stakeholders will increase the likelihood of student success. 

I:\SS\SpedEducPlan2005\Std10_IEPs\saf 1 

June 2005

ASSESSED NEED: Anger Management Skills 

A student with weak anger management skills has trouble coping with anger, 

perceived stress, and frustration in an appropriate way. He/she may resort to 

verbal/physical violence, intimidation of others, or passive-aggressive responses. 

Indicators: 

Students with anger management skill needs may exhibit some of the following 

characteristics: 

Outward Expression 

• physical violence (hitting, kicking, biting, slamming objects or people, head 

butting, etc.) 

• verbal abuse (ridicules, insults, name-calling, blaming, yelling, shouting, 

sarcasm, swearing, etc.) 

• temper tantrums 

Inward Expression 

• pacing 

• ‘sit and stew’ 

• sullen 

• won’t speak (silent treatment) 

• won’t follow directions 

• headaches, stomach aches, crying 

Instructional Strategies: 

< direct teaching of how to recognize and appropriately express angry feelings 

< establish system with the office for accessing assistance readily 

< role playing 

Environmental Strategies: 

< safe ‘time out’ location (in and out of classroom setting) 

< preferential seating 

Assessment Strategies: 

< alternate work location 

< additional time 

Other: - contact support staff (e.g., Child and Youth Worker, Board Counsellor) 


June 2005

ASSESSED NEED: Articulation Skills 

A student with articulation skills needs may have sound production in both 

spontaneous conversational speech and in the repetition of single words be so 

affected by sound substitutions, omissions, and distortions that the listener is unable 

to understand the content of the student’s communication attempt. 

Indicators: 

Students with articulation skills needs may: 

• be unable to say the correct sounds in familiar and unfamiliar vocabulary 

• say words which are slurred, imprecise, or unintelligible 


< use of any recommendations by speech-language specialists 

< opportunities in reading and speaking to practise the articulation need 

< encourage self-listening skills and contrast semantics of errors to encourage 

more accurate articulations (e.g., Did you mean won or run?) 

< student and teacher on same physical level (student can see the accurate 

model of oral production) 


< reduce noise in classroom (e.g., tennis balls on chair feet) 


< teacher listens for content, ignoring articulation errors 

< adaptive communication devices 

Other: 

< consult OSR for applicable reports and recommendations 

< contact the school’s Speech and Language Pathologist 


June 2005

ASSESSED NEED: Attention Skills 

A student with attention needs has difficulty sustaining concentration and focusing 

on an activity while ignoring distractions. He/she can concentrate on tasks that are 

exciting or interesting to him/her, but may have particular difficulty concentrating on 

uninteresting activities. 

Indicators: 

Students with attention needs may: 

• be easily distracted 

• be disorganized 

• have difficulty starting and/or finishing tasks 

• not be able to sit still 

• wander around the classroom 

• appear to be daydreaming 

• have difficulty taking turns 

• talk off topic 

• often have writing problems 


< chunking or shortening assignments 

< have student repeat instructions 

< give only one or two instructions at a time 

< organizational skills need to be taught at every grade level 

< reinforcement programs can be very helpful 

< vary presentation format and test materials 

< writing or speech to text software 



< externally visible and clear rules and instructions 

< home-school communication books 

< keep student’s space free of unnecessary materials 

< opportunities for physical exercise 

< use of headsets and cassettes 


< oral tests 

< multiple choice tests 

< fill in the blanks 

< short answer questions 


June 2005

ASSESSED NEED: Auditory Skills 

A student with auditory skill needs has difficulty processing oral instructions, 

discriminating between sounds, and recognizing and responding to sound changes 

in words that signify meaning changes (e.g., plural, past tense). 

Indicators: 

Students with auditory skills needs may: 

• be hesitant 

• appear as though they aren’t listening 

• appear distractable 

• be easily frustrated 

• appear apathetic 

• answer questions with a mismatched response 

• answer based on part of a direction or question 


< repeat/rephrase instruction 

< simplify instructions 

< break instructions into smaller steps 

< opportunity to practise sound analysis skills 

< use visual cues 

< encourage clarifying questions 


< reduce distractions 

< post visual cues 


< clear directions 

< repeated instructions 


June 2005

ASSESSED NEED: Central Auditory Processing 

Definition: A student with Central Auditory Processing needs has difficulty with 

attending to relevant, oral information, in the presence of background or competing 

noise. Although the student’s hearing acuity is within the normal range, her/his 

ability to make judgements about auditory information is delayed resulting in delayed 

comprehension and expression of language in both oral and written modes of 

communication. 

Indicators: 

Students with central auditory processing needs may: 

• demonstrate incomplete comprehension 

• demonstrate inaccurate recall of instructions 

• appear easily distracted, particularly by environmental noises 

• be hesitant to follow instructions, with little request for clarification of 

information 

• say “what?” or “I forget” frequently 

• demonstrate a lack of organization to tasks (e.g., sequencing, spatial 

organization) 


< repeat, paraphrase and confirm instruction 

< use visual cues (e.g., eye contact, written checklists, organizers) 

< provide specific questions to guide following instructions 

< refer to Speech-Language Pathology recommendations for enhancing 

receptive/expressive language development 


< refer to Audiology recommendations for acoustic treatment of the environment 

to minimize competing noise (e.g., hush ups, FM system if recommended) 

< reduce visual distractions in working environment (i.e., only materials needed 

to do task are in front of student) 


< rehearsal items for tests 

< increased time 

< provide visual support 


June 2005

ASSESSED NEED: Expressive Language Skills - Speaking 

A student with expressive language (speaking) needs has demonstrated 

competency in his/her understanding of a concept or curriculum item but is unable to 

speak about it clearly, succinctly, or in an organized manner. 

Indicators: 

Students with expressive language (speaking) needs may: 

• struggle to get information out orally 

• be easily frustrated when speaking 

• provide ‘round about’ descriptions and answers 

• appear to have trouble with word retrieval 


< use of recommendations by Speech-Language Pathologist 

< reduce time pressure 

< opportunity for verbal rehearsal 

< provide oral frameworks 

< offer prompts that help sequence/clarify 


< visual cues/verbal maps 



< reduced content/expectations 

< reduced reliance on verbal expression 


June 2005

ASSESSED NEED: Expressive Language Skills - Writing 

A student with expressive language (writing) needs has demonstrated competency 

in understanding of a concept or curriculum item, but is unable to write about it 

clearly, succinctly or in an organized manner. This may be characterized by very 

brief story writing, poorly organized plot, weak or inconsistent detail portrayal, and 

simplified or absent grammatical structure. 

Indicators: 

Students with expressive language (writing) needs may: 

• produce little written work 

• be easily frustrated when writing 

• exhibit avoidance behaviour 

• produce poor quality written work 


< explicit teaching of writing skills 

< graphic organizers 

< assistive technology 


< provide notes 

< increase options for oral presentation or testing 


< alternate work location 


< scribe 

< accept point form information 



June 2005

ASSESSED NEED: Fine Motor Skills 

A student with fine motor skill needs has difficulty producing accurate, precise 

movements of the hands to write/print, construct, paint, draw, cut with scissors, 

complete craft work, etc. 

Indicators: 

Students with fine motor skills needs may: 

• appear not interested, hesitant, reluctant 

• have shaky hands when attempting tasks 

• put too light/too heavy pressure on pencil 

• make poor use of space 

• have poorly defined items in artwork 


< peer helper 

< copied notes 

< opportunity for practice 

< organizers/guide 

< reduce quantity 

< break task into small chunks 

< recommendations from Occupational Therapist 

< assistive technologies 



< alternate work surface 


< scribe 

< assistive devices 

< oral responses/testing 

< alternate work surface 


June 2005

ASSESSED NEED: Gross Motor Skills 

A student who has gross motor skills needs will have difficulty producing accurate 

and coordinated large muscle movements. 

Indicators: 

Students with gross motor needs may: 

• appear clumsy 

• be hesitant in physical activities 

• avoid physical activities or sports 

• lay ‘floppy’ on the floor, without tone or strength 


< use of recommendations by Occupational and Physical Therapists 

< opportunities for student to experience success 

< adaptive learning devices 

< peer helper 

< frequent breaks to avoid fatigue 

< break tasks into smaller units and length 


< instructional materials placed in close proximity to the student 


< allow for limitations in effected gross motor areas during assessment 

< adaptive learning devices 


June 2005

ASSESSED NEED: Hearing 

The hearing impaired student has difficulty detecting speech even at soft 

conversational levels. 

Indicators: 

Students with hearing needs may: 

• be inattentive to oral instructions 

• provide inaccurate answers 

• have delayed social skills 

• demonstrate a lack of participation 

• have poor or immature speech that may include omissions and/or substitutions 

• make frequent requests for clarifications 

• use an inappropriate volume of voice 


< visual aids 

< closed captioning 

< facilitate speech reading 

< preteach new vocabulary and concepts 

< buddy system 

< home/school communication book 

< simplify language 


< provide written instructions 

< consult Itinerant Teacher for Deaf/Hard of Hearing 


< acoustic treatments 

< lighting 

< F.M. system 


< reduce background noise 


< simplify language 

< clarify language and instructions 


< model and demonstration 

< visual cues 


< provide written instructions. 


June 2005

ASSESSED NEED: Intellectual Ability - High 

Intellectual ability refers to an individual’s intelligence or reasoning capacity. 

Indicators: 

Students with high intellectual ability needs may: 

• understand advanced theories and concepts 

• possess a wealth of information on a variety of topics 

• needs to understand the “how” and “why” of things 

• possess strong abilities to fantasize, manipulate ideas 

• possess a keen sense of humour 

• demonstrate internal motivation to explore and learn 

• strive towards excellence and are not easily satisfied with one’s own products 

• may be developing a moral and ethical sophistication 

• may have difficulty with social skills and interaction with peers 


< challenge students effectively by using tools such as Bloom’s Taxomony 

< provide opportunity for self-directed research into real problems 

< encourage a critical awareness of values 

< provide opportunity for leadership development 

< vary teaching models to accommodate individual needs (i.e., employ contracts, 

study guides, independent projects, mini-courses) 

< provide extra time for higher level thinking, affective and creative skills 

< co-planning 

< provide opportunities for independent study units 



< establish alternative evaluation techniques 

< emphasize tasks involving analysis, synthesis, divergent thinking and 

evaluation 


June 2005

ASSESSED NEED: Intellectual Ability - Low 

Intellectual ability refers to an individual’s intelligence or reasoning capacity. 

Indicators: 

Students with intellectual ability needs may: 

• not meet curriculum expectations 

• respond like a child younger than chronological age 

• lack appropriate social development 

• show deficits in adaptive functioning 

• have difficulty connecting new information or skills to earlier knowledge 


< use of visuals 

< allow increased time for processing 

< reduce quantity 

< manipulatives/concrete materials 

< peer support 

< task analysis 




< visual reminders 


< extra time for tests 

< ensure the student understands the questions 

< where appropriate, mark for content not for style 

< oral testing 

< demonstrations 

< simple clear directions 


June 2005

ASSESSED NEED: Memory 

A student with memory needs has difficulty remembering things. 

Indicators: 

Students with memory needs may: 

• show deficits in any of a wide variety of memory systems or processes (e.g., 

may not be able to remember verbal or visual information) 

• can’t remember number facts 


< give a few instructions at a time and regularly repeat instructions 

< paraphrase materials 

< allow extra time to copy 

< allow use of a calculator for math 

< allow more time to remember or provide recognitions tasks (e.g., Is it true 

that...?) 

< attach daily schedules/timetables to notebook covers 

< provide much repetition and drill 

< use of home-school communication books 

< encourage the use of lists, advance organizers, personal planners 

< provide notes 


< visual cues 


< open-ended questions with more than one correct answer 

< extra time to complete a test 


June 2005

ASSESSED NEED: Metacognitive Skills 

A student with metacognitive skills needs has difficulty planning, monitoring, selfquestioning, 

and self-directing his or her learning. Thus, the student may also have 

difficulty in explaining his or her learning strengths and needs and advocating with 

others as a means of compensating for the current situation and the prevailing 

attitudes of others. These students are passive learners who don’t think about how 

to learn. 

Indicators: 

Students with metacognitive needs may: 

• respond in habitual ways or patterns 

• be unable to explain or account for their actions, feelings, or thinking 

• have difficulty connecting new information or skills to earlier knowledge 

• not know when or how to request or approach others for assistance 

• be unaware of alternatives or divergent strategies for learning 

• not be able to plan short, medium, and long-term objectives 


< ‘thinking journals’ - what I already know about, what I don’t know now, how did 

I learn it 

< teach, model, role play and expect students to use specific thinking skills (e.g., 

Edward De Bono’s Cort 1, Kelso’s Choices), within the curriculum and in a 

variety of social/behaviour situations 

< teach students how to set goals (beginning with short-range), how to identify 

ways to get there, how to establish time frames, and how to describe indicators 

of success 

< include “higher-order thinking skills” (e.g., through Bloom’s Taxonomy) in 

instructional units and assessments 

< model “thinking out-loud” (i.e., provide the language/vocabulary of thinking) 

< have students deduce and talk about the thinking of their peers 

< value process goals (how tasks are accomplished) in addition to 

content and product goals 

< incorporate ‘multiple intelligences’ 

< have students talk about and share each other’s learning styles 


< provide visual reminders of problem-solving steps and decision-making 

strategies 


< provide checklists and “indicators of success” 


June 2005

ASSESSED NEED: Mobility 

A student with mobility needs is unable to, or has difficulty with, accessing the 

classroom and school due to a limitation in physical or perceptual ability. 

Indicators: 

Students with mobility needs may: 

• use a wheelchair, crutches, braces, or cane 

• have challenges with balance or vision 


< use of recommendations by Occupational Therapists, Physiotherapists and 

Vision Specialists 

< use of assistive devices 

< peer helper 


< reduce physical restrictions in classroom (e.g., aisle width) 

< static classroom arrangement 



< use of assistive devices 

< practice tests and sample projects used as a warmup 

Other: 



June 2005

ASSESSED NEED: Motivation 

A student with motivation needs lacks the desire to complete a task. 

Indicators: 

Students with motivation needs may: 

• demonstrate a lack of task completion 

• have slow task completion 

• avoid tasks (e.g., disruptive behaviour, day dreaming) 


< ensure child is capable of task 

< make task interesting 

< provide choice 

< provide modifications/accommodations 

< use material interesting to student 

< use praise and indicators of acceptance whenever possible 

< focus on productivity first, then accuracy 

< reduce amount of work and repetitive exercises 

< home-school communication book 

< use reward programs 

< use a variety of instructional approaches (e.g., appeal to a variety of multiple 

intelligences) 




< proximity seating 


< experiment with assessments that require different types of output (e.g., oral, 

written, projects, art) to see which is most effective 

< concentrate on amount learned rather than amount of work completed 


June 2005

ASSESSED NEED: Non-Verbal Reasoning 

A student with non-verbal reasoning needs has difficulty reasoning without the use 

of verbal skills. He/she may have problems processing non-verbal, non-linguistic 

information (i.e., puzzles, geometry). 

Indicators: 

Students with non-verbal reasoning needs may: 

• have motor difficulties (lack of speed, co-ordination, visual-spatial 

weaknesses) 

• have good verbal skills 

• be weak in concept formation and problem solving 

• have a well developed vocabulary, but may have underdeveloped semantics 

and pragmatics 

• have difficulty relating to peers (reading the non-verbal content of social 

interaction) 

• not ‘get’ irony, humour, or metaphors 

• have difficulty with organization 


< chunk tasks 

< allow for additional time 

< encourage student to use verbal mediation to assist with work 

< encourage multi-sensory integration (i.e., read it, see it, hear it, touch it, write 

it, do it) 

< teach in a sequential, step by step, fashion 

< verbalize what is required 

< provides notes 


< access to a word processor or speech to text software 

< experiment with different textures of paper and with different writing 

instruments 



< staggered timelines on assignments 

< oral exams or access to a word processor 

< minimize motoric responses, have the student number, underline or circle 

responses 


June 2005

ASSESSED NEED: Number and Mathematical Skills 

A student with number and mathematical skills needs has difficulty with number 

sense/numeration and mathematical skills. 

Indicators: 

A student with number and mathematical skills needs may: 

• have difficulty with spatial organization - may be unable to align numbers in 

columns, may reverse numbers, etc. 

• misread mathematical signs 

• have difficulty forming numbers correctly 

• be unable to recall basic math facts 

• not understand the meanings of key mathematical terms such as regroup or 

rational number 

• find mathematical reasoning difficult 

• have difficulty with multi-step problems 


< manipulatives 

< concrete materials 

< calculator 

< cueing strategies (bolding, underlining, colour-coding) 

< number line 

< mnemonics to serve as a reminder of the sequence of steps in mathematical 

operations 

< reduce quantity of material 

< hands-on activities for daily living (e.g., time, money, work placement, sorting) 

< graph paper 

< visual cues such as colour coded or boldfaced signs and arrows as reminders 

of direction 





< desk top reminders (e.g., number line) 


< allow adequate response time 

< provide clarification of instructions and questions 

< partial marks for answers 

< manipulatives 

< age appropriate materials 

< calculator 

< graph paper 

< mathematical references (e.g., multiplication tables) 


June 2005

ASSESSED NEED: Organizational Skills 

A student with organizational skill needs has difficulty coming to class prepared, 

managing his/her space, materials, and time in an effective manner. 

Indicators: 

Students with organizational skills needs may : 

• not be able to find work materials 

• have a desk and personal space area that is messy 

• produce written work that is difficult to follow 

• have difficulty following timelines 

• have difficulty chunking information and assignments 

• not come to class prepared 

• have notebooks/notes that are unorganized 


< colour coded notebooks 

< attach daily schedules to notebooks 

< written outlines of assignments 

< graphic organizers 

< agenda checks 

< use of checklists 

< copies of written notes for student to highlight 


< individual work space 

< preferential locker location 

< proximity seating to teacher 





< highlight key words/phrases 


< point form review outlines 

< provide testing materials (e.g., pencil, ruler, calculator) 


June 2005

ASSESSED NEED: Personal Care 

A student with personal care needs requires assistance in order to access the 

curriculum. 

Indicators: 

Students with personal care needs may: 

• require physical management 

• require physical/occupational therapy intervention 

• require adaptive equipment 

• require additional supervision 

• require assistance with personal hygiene 

• require assistance with dressing, toiletting, eating, mobility 


< provide tasks that can be easily accomplished 


< encourage peer interaction 

< allow additional time for task completion 

< use augmentative communication device 

< use recommendations from Occupational Therapists and Physical Therapists 


< provide ample space for movement 

< store supplies on lower shelf 

< accessibility to facility and washrooms 

< change table 


< assistive equipment 

< scribe 

< alternative assessment formats 


June 2005

ASSESSED NEED: Personal Safety 

A student with personal safety needs requires ongoing support and/or monitoring 

due to concerns about personal safety. 

Indicators: 

A student with personal safety needs may: 

• have a tendency to run when left unsupervised 

• be prone to choking 

• lose balance easily and may fall 

• have difficulty on stairs 

• have difficulty using the washroom facilities 


< maintain eye contact 

< provide positive reinforcement 

< observe for signs of choking 

< peer support 

< self monitoring 

< visual cueing 

< social stories 

< modelling 


< handrails 

< specialized equipment (e.g., stander) 

< half door 

< protective helmet as recommended by a qualified practioner 

< wider aisles 



< provide visual cueing 

< chunk assessment task 

< provide alternative setting 

< allow for alternative demonstration 


June 2005

ASSESSED NEED: Phonological Processing 

A student with phonological processing needs may have difficulty in the use of 

speech-sound information in processing both written and oral language. 

Indicators: 

Students with phonological processing needs may: 

• have poor awareness of individual sounds that make up spoken language 

• have weak memory for verbal material 

• have word finding problems or be slower at processing verbal information 

• these students may have particular difficulty decoding words and using 

phonics or they may read very slowly 


< phonemic awareness activities such as segmenting and blending 

< present information in as many modalities as possible 

< match reading material to student’s reading level 

< computer software for reading and writing 

< provide musical/rhythmic approach to sounds/letter rules 




< provide visual cues 


< oral exams 

< extra time for tests 

< reduce the reading and writing components of assessments 


June 2005

ASSESSED NEED: Processing Speed 

A student with processing speed needs has difficulty performing simple cognitive or 

perceptual tasks quickly. 

Indicators: 

Students with processing speed needs may: 

• have poor recall of information 

• demonstrate poor comprehension 

• take a longer response time 

• have difficulty solving problems 

• have difficulty with handwriting 

• have difficulty copying information 


< allow longer response time 

< chunk information 

< break tasks into manageable units 

< provide photocopied notes 

< provide advanced organizers 





< allow extra time for exams or reduce the length of assignments 

< if writing is slow or difficult allow for oral exams or reduced output formats 

(e.g., multiple choice, fill in the blank) 


June 2005

ASSESSED NEED: Receptive Language Skills - Listening 

A student with receptive language skills (listening) needs has difficulty developing 

comprehension from spoken information. 

Indicators: 

Students with receptive language skills (listening) needs may: 

• demonstrate incomplete or no comprehension while listening 

• have inaccurate recall 

• avoid tasks/asking questions/speaking 

• be inattentive after the first few sentences 


< review and confirm verbal instructions 

< reduce and simplify verbal tasks (e.g., one/two step tasks) 

< make verbal information immediate, real, and relevant 

< emphasize key elements through the punctuation/phrasing as you speak (e.g., 

develop focused listening awareness by the stress in your voice) 

< ‘face to face’ talking when teaching new ideas 

< reinforcement of concepts through visual/tactile materials 

< use adaptive technologies 

< practice listening skills (games, songs, etc.) 


< reduce distracting noise from visual and sound sources (e.g., tennis balls on 

chairs, curtains on windows) 



< reduce the emphasis upon listening in assessment tasks through visual guides 

and maps (e.g., adaptive software) 

< provide practice tests and example projects as warmups 


June 2005

ASSESSED NEED: Receptive Language Skills - Reading 

A student with receptive language skills (reading) needs, lacks skills in developing 

comprehension from the letter, word, sentence or material read. 

Indicators: 

Students with receptive language skills (reading) needs may: 

• be slow reading 

• have inaccurate recall 

• use fingers to guide reading 

• sound out words 

• guess without accuracy 

• be reluctant to read 


< explicit teaching of sight vocabulary 

< phonemic awareness instruction 

< repetitive reading to build comprehension 

< shared reading, guided reading 

< explicit teaching of phonics 

< use of assistive technologies (e.g., Alpha Smart, Kurzweil Reader, Read 

Please) 


< reduce distractions from visual and sound sources 


< review and confirm all written instructions 

< reduce the emphasis upon reading in assessment tasks 


June 2005

ASSESSED NEED: Self-Advocacy Skills 

A student with self-advocacy skills needs has difficulty expressing needs clearly and 

directly. 

Indicators: 

Students with self advocacy skills needs may: 

• not articulate their academic and/or personal needs 

• appear withdrawn and isn’t engaged in their learning 

• seldom approach teachers/peers for assistance 

• be easily frustrated 


< direct teaching of self-advocacy skills 

< modelling of self-advocacy skills 

< ‘chunking’ of work/assignments 

< role plays 

< contracts 

< reinforce any advocacy attempts 

< positive learning environment 

< provide opportunities for conference time with teacher 



< visual cues/reminders 

< ‘safe’ environment 


< alternate location 

< teacher initiated contact for assistance if needed 

< allow for clarification 


June 2005

ASSESSED NEED: Self-Esteem 

A student with self-esteem needs exhibits a negative concept of his/her abilities, 

contributions, and interactions with others. 

Indicators: 

Students with self-esteem needs may: 

• be withdrawn 

• seem unwilling to make an attempt 

• be quiet and reserved 

• have difficulty with peer relationships 

• present as a ‘victim’ 

• engage in ‘acting out’ behaviour 

• be hesitant, critical, blaming 

• seem easily frustrated 


< provide opportunities for student success 

< chunk work into manageable segments 

< set small, attainable, short term goals 

< role play 

< social skills training 

< group work with positive peers 

< positive learning environment 




< alternative location 

< reduced quantity 

< flexible timelines 

< allow for clarification 

Other: 

< contact support staff (e.g., School Board Counsellor, Child and Youth Worker, 

Guidance Counsellor) 


June 2005

ASSESSED NEED: Self-Regulatory Skills 

A student with self-regulatory skills needs has the inability to initiate or demonstrate 

behaviour that is appropriate and effective within a social context. 

Indicators: 

A student with self-regulatory needs may: 

• engage in ritualistic and/or compulsive behaviours 

• engage in inappropriate physical contact 

• engage in inappropriate behaviours related to bodily functions 

• become overexcited resulting in self-stimulating behaviours 

• has difficulty accepting changes to routine 

• talk out 

• have unusual fears or anxieties 

• exhibit self-injurious or aggressive behaviours 


< reinforce appropriate behaviour 

< remove sensory stimuli 

< advance preparation for changes to environment, instructions, etc. 

< reduce task demands 

< demonstrate/model appropriate behaviours 

< social stories/scripts 

< implement behaviour management system 

< modelling 

< role play 


< reduce environmental stimuli 

< proximity seating 

< provide “Fidgit” toys 

< visual schedules/clocks/timers 

< posted routines 

< post classroom rules 


< advance preparation 

< minimal distractions 

< break into small tasks 

< provide oral testing 

< allow for performance demonstrations 


June 2005

ASSESSED NEED: Sequencing 

A student with sequencing needs has difficulty arranging discrete bits of information 

into a logical order. This is particularly true if the information to be arranged needs 

to be retrieved from memory. 

Indicators: 

Students with sequencing needs may: 

• have difficulty retelling a story in a logical order 

• have poor prediction skills 

• have poor memory skills 


< break long stories into shorter sections 

< incorporate prediction exercises into curriculum 

< provide visual examples of correct sequences (e.g., math algorithms) 

< repeat and rehearse instructions and other information that needs to be in a 

proper sequence provide visual cues (i.e., visual schedule) 

< planners, handouts, homework books 

< organization and writing software 


< visual prompts 


< grade written answers for content, not the sequencing of ideas 

< oral or multiple choice testing 


June 2005

ASSESSED NEED: Social/Emotional 

A student with social/emotional needs exhibits difficulties with interactions and/ or 

expression of feelings. 

Indicators: 

Students with social/emotional needs may: 

• demonstrate unusual changes in behaviour or mood 

• have difficulties with expected classroom routines and school rules 

• have difficulties with making and keeping friends 

• misinterpret social cues and others’ actions 

• be victimized by others 

• show lower academic achievement than their abilities would predict 


< remain sensitive to student’s social/emotional needs 

< modify/accommodate expectations as appropriate 

< incorporate instruction of social skills with regular curricular activities 

< prepare student for transitions 

< encourage positive student/teacher/parent communication 

< create opportunities for success 


< limit distractions 

< preferential seating/work space 


< employ a wide variety of assessment strategies to allow student to succeed 

Other: 


< consult with support staff (e.g., School Board Counsellor, Child and Youth 

Worker, Guidance Counsellor) 


June 2005

ASSESSED NEED: Social Skills 

A student with a social skills needs exhibits difficulties with social interactions. 

Indicators: 

Students with social skills needs may: 

• exhibit difficulties interacting in comparison to same age peers 

• show notable and/or frequent awkwardness when relating to peers and/or 

adults 

• misinterpret social cues and others’ actions 

• be victimized by others 

• show lower academic achievement than their abilities would predict 


• teach specific social skills to class using themes, exercises and multi-modal 

methods 

• encourage and reward practice of skills 

• incorporate instruction of social skills with regular curricular activities 

• prepare students for transitions 

• encourage positive student/teacher/parent communication 

• set, model and visually reinforce classroom rules of respect and responsibility 


• provide a variety of student pairings/groupings to support relationship 

development 


• employ a wide variety of assessment strategies to allow student to succeed 

• note individual baseline performance and record and reward practice and 

improvements 


June 2005

ASSESSED NEED: Time Management Skills 

A student with time management skills needs has difficulty utilizing time effectively 

in relation to class work and assignments. 

Indicators: 

Students with time management skills needs may: 

• produce incomplete work on a regular basis 

• waste time in class 

• spend significant time on unimportant facets of a work assignment 

• have a disorganized work space, forget work, have the wrong book 


< ‘chunking’ of assignments 

< teacher monitoring 

< self-monitoring techniques (e.g., checklist) 


< contracts 

< use of organizers 

< paraphrased instructions/repeated instructions 

< supply copies of notes 

< colour coding 



< preferential locker location 


< visual cues/reminders 


< ‘chunking’ of test questions 




June 2005

ASSESSED NEED: Verbal Ability 

A student with verbal ability needs has difficulty understanding oral and written 

language and expressing themself through the use of language. 

Indicators: 

Students with verbal ability needs may: 

• have difficulty understanding the meaning of language 

• have difficulty expressing themselves through the use of language 

• look like they have difficulty hearing 

• have difficulty understanding the verbal components of social communication 


< have student repeat directions 

< paraphrase material using simpler language 

< relate information to student’s experiential base 

< familiarize student with new vocabulary before the lesson 

< use hands-on and demonstration learning techniques 

< present information using a variety of visual and other non-verbal formats 

< use home-school communication book 


< visual cues/prompts 


< check to ensure the student understands directions 

< teach test taking skills (e.g., do the easiest items first) 



< use assessment methods with low verbal output demands (e.g., multiple 

choice, fill in the blank) 


June 2005

ASSESSED NEED: Vision 

The visually impaired student’s vision is reduced, even with the best possible lens 

correction, to the point where he/she has difficulty with common age appropriate 

tasks. He/she may be blind or partially sighted. 

Indicators: 

Students with vision needs may: 

• hold materials for viewing unusually close or far away or tilt head to an odd 

angle 

• have excessively poor printing/handwriting 

• have difficulty with eye-hand tasks 

• experience fatigue after prolonged ‘near work’ 

• have difficulty copying notes from board 

• be easily frustrated, lack confidence 

• make requests to move closer to board, chart, etc. 


< direct instruction of social behaviours, mannerisms, and language that are 

vision based 

< address student by name 

< oral review and auditory cuing 

< large print 

< access to assistive software 


< display student’s work at beginning or end of row (at eye level and/or allow for 

tactile exploration) 


< static room arrangement 

< avoid glare from bright lights, etc. 


< quiet location 

< extra time 

< adaptive equipment and techniques 

Other: Consult the Itinerant Teacher of the Blind 


June 2005

ASSESSED NEED: Visual-Motor Skills 

A student with visual-motor skills needs has difficulty co-ordinating the eyes and 

hands to produce/guide physical movements such as the production of written work. 

Indicators: 

Students with visual motor skill needs may: 

• have an inability to copy 

• have slow response time on motor tasks 

• have difficulty recognizing body in space 

• have motor clumsiness 

• have a poor pencil grip 

• have poor cutting, tracing, and colouring skills 

• have poor hand-eye co-ordination 

• have difficulty in physical education 


< avoid large amounts of written work 

< allow printing or cursive writing 

< have realistic expectations for neatness 

< accept oral answers where possible 

< provide photocopied notes 

< use word processing or speech to text software 


< 



< test formats that reduce writing (e.g., fill in the blank, multiple choice) 


June 2005

ASSESSED NEED: Visual-Spatial Processing 

A student with visual-spatial processing needs has difficulty organizing visual 

information into meaningful patterns. 

Indicators: 

Students with visual-spatial processing needs may: 

• have difficulty with part-to-whole relationships 

• make letter and word reversals 

• have messy, disorganized written work 


< highlight information to be learned 

< use words to explain visual tasks and materials 

< reduce copying from the board, provide notes 

< encourage student to use verbal mediation to assist with work 

< encourage multi-sensory integration (i.e., read it, see it, hear it, touch it, write 

it, do it) 

< teach in a sequential, step by step, fashion 



< keep work space (and assignments) free from extraneous distractors 


< oral tests 

< tests with a reduced written requirement (e.g., fill in the blank, multiple choice) 


< staggered timelines on assignments 


June 2005

Individual Education Plan 

IEP 

January 19, 2009 

Page 1 of 9 

Student # 

Name 

School 

Gender 

DOB 

Student OEN Principal 

Grade School Year 

Last IPRC/Annual Review Date 

Exceptionality through IPRC at 

KPR 

Special Equipment 

Amount (SEA Equipment) 

IPRC Placement 

Class Type 

Reason for Developing an IEP 

Staff Member 

IEP Development Team 

Position 

Health Support Services 

Individualized Equipment 

Sources Consulted 

in the Development of the IEP 

Type 

Date Of 

Assessment 

Summary of Results 

Assessments Relevant To The IEP 

Assessed Strengths 

Assessed Needs 

10.5


IEP 


Page 2 of 9 

Student # 

Subject / Courses or Alternative Program 

AC (Accommodated) - changes in teaching, classroom / school environment, assessment methods 

MOD (Modified Curriculum) - changes in grade level expectations or changes in number and/or complexity of expectations 

ALT (Alternative Program) - areas of learning other than the Ontario Curriculum 

edcb gfedcb 

cb 

Human Resources (Teaching / Non Teaching Support Staff) 

Type 

Start Date 

Intensity 

Minutes 

Frequency Location Duration 

Elementary Program Exemptions / Secondary Compulsory Course Substitutions 

Exemption Substitution Reasons 

Permitted Accommodations 

(As Part Of Regular Classroom Practice) 

Provincial Assessments 

Exemptions 

Secondary School Goal 

Student is currently working toward the attainment of a: 

Successful completion of the Ontario Secondary School Literacy Test or the Ontario School Literacy Course is a requirement of the Ontario Secondary 

School Diploma. 

10.6


IEP 


Page 3 of 9 

Student # 

Exceptionality : -Communication : Language Impairment 

Accommodations 

Purpose 

Adapt the program for the student - Reflect what is different from what is normally provided for other students in the class - Do not alter 

the provincial learning expectations - are assumed to be common to all subjects, courses, skill areas unless otherwise indicated 

Instructional 


Environmental 


Assessment 


IEP Completion And Reporting 

Date of IEP completion 

Reporting Dates 

IPRC Placement Start Date (If Applicable) 

IEP Contact 

Reporting Format 

gfedcb 

gfedc 

gfedc 

Provincial Report Card 

Kindergarten Report Card 

Report Card Addendum 

The principal has the legal requirement to implement and monitor the IEP. 

The plan has been developed according to the Ministry standards and addresses the student's strengths and needs. The learning expectations will be 

reviewed and student progress monitored at least once every reporting period. 

This IEP also includes (check if applicable) 

gfedcb Annual program goals and learning expectations for modified subjects / gfedcb A transition plan (student in grade 8+) 

courses or alternative program. 

Principal's Signature ____________________________________________ 

Date ___________________________ 

10.7


IEP 


Page 4 of 9 

Student # 

Note: The following information represents the starting point for the development of this IEP. The information serves as a baseline and will not change for 

the duration of this IEP. 

Baseline Level Of Achievement: 

Ontario Curriculum Subject 

Baseline Level Of Achievement for Modified Program: 

Prerequisite course 

(Secondary) 

Letter Grade / Mark 

Curriculum Level 

Grade/Mark Based On 

gfedcb 

Modified Curriculum 

Annual Program Goal: A goal statement describes what a student can reasonably be expected to accomplish by the end of the school year in a modified 

subject, course or alternative program. 

Learning Expectations 

Teaching Strategies 

Assessment 

Methods 

10.8


IEP 


Page 5 of 9 

Student # 

Note: The following information represents the starting point for the development of this IEP. The information serves as a baseline and will not change for 

the duration of this IEP. 

Baseline Level Of Achievement: 

Ontario Curriculum Subject 

Baseline Level Of Achievement for Modified Program: 

Prerequisite course 

(Secondary) 

Letter Grade / Mark 

Curriculum Level 

Grade/Mark Based On 

gfedcb 

Modified Curriculum 





Assessment 

Methods 

10.9


IEP 


Page 6 of 9 

Student # 

Transition Plan 

The Transition Plan is to be created beginning in grade 8, for any student with an IEP. 

The Transition Plan required by Regulation 181/98 relates to the student's transition to postsecondary activities, such as work, further education, and community living. 

Student's name 

Student OEN 

Specific Goal(s) for Transition to Postsecondary Activities 

Actions Required Person(s) Responsible for Actions Timelines 

10.10


IEP 


Page 7 of 9 

Student # 

Parent/Student Consultation and Staff Review and IEP Updating 

Student Name DOB Grade School School Year 

Involvement of Parent/Guardian and Student (if student is 16 or older). 

I was consulted in the development of the IEP. 

I declined the opportunity to be consulted in the development of the IEP. 

I have received a copy of the IEP. 

I give permission for the IEP to be shared with school board teaching staff 

involved in the transition planning. 

gfedc Parent/Guardian gfedc Student 




Parent/Guardian and Student Comments: 

___________________________________________ 

Parent/Guardian Signature 

___________________________ 

Date Of Assessment 

___________________________________________ 

Student Signature (if 16 or older) 

___________________________ 


Record of Parent / Student / Staff Consultations and IEP Updating 

Note: Consultation regarding significant changes to the IEP must occur prior to their implementation. Such changes include the level of learning 

expectations, frequency and/or intensity of support, degree of accommodations and the addition/deletion of assessed needs. 


Activity 

(Indicate parent/student consultation 

or staff review) 

Outcome 

10.11

Student # 

Critical Thinking Skills: Alternative Curriculum 


IEP 


Page 8 of 9 

Note: The following information represents the starting point for the development of this IEP. The information serves as a baseline and will not change 

for the duration of this IEP. 

Baseline Level Of Achievement for Alternative Program: 





Assessment 

Methods 

10.12


Student # --- con't IEP 


Page 9 of 9 

Other Anecdotal Notes 

10.5

Standard 11: 

Provincial and 

Demonstration Schools 

in Ontario

Standard 11: Provincial and Demonstration Schools in Ontario 

Provincial and Demonstration Schools 

This section provides the public with information about the Provincial and Demonstration 

schools that are operated for students who are deaf, blind, or deaf-blind, or who have 

severe learning disabilities, which may include attention-deficit hyperactivity disorder 

(ADHD). 

Provincial Schools and Provincial Demonstration Schools 

• are operated by the Ministry of Education 

• provide education for students who are deaf or blind, or who have severe 

learning disabilities; 

• provide an alternative education option; 

• serve as regional resource centres for students who are deaf, blind, or deaf-blind; 

• provide preschool home visiting services for students who are deaf or deaf-blind; 

• develop and provide learning materials and media for students who are deaf, 

blind, or deaf-blind; 

• provide school board teachers with resource services; 

• play a valuable role in teacher training. 

W. Ross Macdonald School: School for the Blind and Deaf-Blind 

W. Ross Macdonald School is located in Brantford and provides education for students 

who are blind, visually impaired, or deaf-blind. The school provides: 

• a provincial resource centre for the visually impaired and deaf-blind; 

• support to local school boards through consultation and the provision of special 

learning materials, such as Braille materials, audiotapes, and large-print textbooks; 

• professional services and guidance to ministries of education on an 

interprovincial co-operative basis. 

Programs are tailored to the needs of the individual student and: 

• are designed to help these students learn to live independently in a nonsheltered 

environment; 

• are delivered by specially trained teachers; 

• follow the Ontario curriculum developed for all students in the province; 

• offer a full range of courses at the secondary level; 

• offer courses in special subject areas such as music, broad-based technology, 

family studies, physical education, and mobility training; 

• are individualized, to offer a comprehensive "life skills" program; 

• provide through home visiting for parents and families of preschool deaf-blind 

children to assist in preparing these children for future education. 

I:\SS\SpecialEducaationPlan2005\Std11_Prov_DemonstrationsSchoolsinON\saf11.1 

June 2005

Provincial Schools for the Deaf 

The following Provincial Schools offer services for deaf and hard-of-hearing students: 

• Sir James Whitney School for the Deaf in Belleville (serving eastern Ontario) 

• Ernest C. Drury School for the Deaf in Milton (serving central and northern 

Ontario) 

• Robarts School for the Deaf in London (serving western Ontario) 

• Centre Jules-Léger in Ottawa (serving francophone students and families 

throughout Ontario) 

Admittance to a Provincial School is determined by the Provincial Schools Admission 

Committee in accordance with the requirements set out in Regulation 296. 

These schools provide elementary and secondary school programs for deaf students 

from preschool level to high school graduation. The curriculum follows the Ontario 

curriculum and parallels courses and programs provided in school boards. Each student 

has his or her special needs met as set out in his or her Individual Education Plan (IEP). 

Schools for the deaf: 

• provide rich and supportive bilingual/bicultural educational environments which 

facilitate students' language acquisition, learning, and social development 

through American Sign Language (ASL) and English; 

• operate primarily as day schools; 

• provide residential facilities five days per week for those students who do not live 

within reasonable commuting distance from the school. 

Transportation to Provincial Schools for students is provided by school boards. 

Each school has a Resource Services Department which provides: 

• consultation and educational advice to parents of deaf and hard-of-hearing children 

and school board personnel; 

• information brochures; 

• a wide variety of workshops for parents, school boards, and other agencies; 

• an extensive home-visiting program delivered to parents of deaf and hard-of-hearing 

preschool children by teachers trained in preschool and deaf education. 

Each provincial Demonstration School has an enrolment of forty students. The 

language of instruction at the Amethyst, Sagonaska, and Trillium schools is English; at 

Centre Jules-Léger, instruction is in French. 

Application for admission to a provincial Demonstration School is made on behalf of 

students by the school board, with parental consent. The Provincial Committee on 

Learning Disabilities (PCLD) determines whether a student is eligible for admission. 

Although the primary responsibility to provide appropriate educational programs for 

students with learning disabilities remains with school boards, the ministry recognizes 


June 2005

that some students require a residential school setting for a period of time. 

The Demonstration Schools were established to: 

• provide special residential education programs for students between the ages of 5 

and 21 years; 

• enhance the development of each student's academic and social skills; 

• develop the abilities of the students enrolled to a level that will enable them to return 

to programs operated by a local school board within two years. 

In addition to providing residential schooling for students with severe learning 

disabilities, the provincial Demonstration Schools have special programs for students 

with severe learning disabilities in association with attention-deficit/hyperactivity disorder 

(ADD/ADHD). These are highly intensive, one-year programs. 

The Trillium School also operates Learning for Emotional and Academic Development 

(LEAD), a special program for students with severe learning disabilities who require an 

additional level of social/emotional support. 

Further information about the academic, residential, LEAD, and LD/ADHD, programs is 

available from the Demonstration Schools through the Special Needs Opportunity 

Window (SNOW) website at http://snow.utoronto.ca. 

An in-service teacher education program is provided at each Demonstration School. 

This program is designed to share methodologies and materials with teachers of 

Ontario school boards. Information about the programs offered should be obtained from 

the schools themselves. 

Provincial School Contacts 

Teachers may obtain additional information from the Resource Services departments of the 

Provincial Schools and the groups listed below. 

Provincial Schools Branch, 

Ministry of Education 

Provincial Schools Branch 


Milton, Ontario 

L9T 2M5 

Tel.: (905) 878-2851 

Fax: (905) 878-5405 

Schools for the Deaf 

The Ernest C. Drury School 

for the Deaf 



L9T 2M5 

Tel.: (905) 878-2851 

Fax: (905) 878-1354 

The Robarts School for the Deaf 


London, Ontario 

N5Y 4V9 

Tel.: (519) 453-4400 

Fax: (519) 453-7943 

The Sir James Whitney School 

for the Deaf 


Belleville, Ontario 

K8P lB2 

Tel.: (613) 967-2823 

Fax: [613) 96%2857 


June 2005

School for the Blind and Deaf-Blind 

W. Ross Macdonald School 

350 Brant Avenue 

Brantford, Ontario 

N3T 3J9 

Tel.: (519) 759-0730 

Fax: (519) 759-4741 

School for the Deaf, Blind, and 

Deaf-Blind 



Ottawa, Ontario 

Tel.: (613) 761-9300 

Fax: (613) 761-9301 

Provincial Demonstration Schools 

The Ministry of Education provides the services 

of four provincial Demonstration Schools for 

Ontario children with severe learning disabilities. 



Ottawa, Ontario 

K1Z 6R8 

Tel.: (613) 761-9300 

Fax: (613) 761-9301 

TTY: (613) 761-9302 and 761-9304 



Belleville, Ontario 

K8P 1B2 

Tel.: (613) 967-2830 

Fax: (613) 967-2482 




L9T 3X9 

Tel.: (905) 878-8428 

Fax: (905) 878-7540 

These schools are the following: 

Amethyst School 


London, Ontario 

N5Y 4V9 

Tel.: (519) 453-4408 

Fax: (519) 453-2160 

What are the current statistics, by program, on the number of students who are 

qualified to be resident students in the board who are currently attending 

Provincial or Demonstration Schools? 

The following statistics reflect the 2004 - 2005 school year: 

Schools for Students with Severe Learning Disabilities 


< 8 students 


< 1 student 

Schools for the Deaf 

Sir James Whitney School 

< 4 students 

The Ernest C. Drury School 

< 1 student 


June 2005

Schools for the Blind and Deaf-Blind 

W. Ross Macdonald School 

< 2 students 

How is transportation provided for students to and from the Provincial or 

Demonstration Schools? 

Students attending a Provincial or Demonstration School are generally transported 

through bussing, arranged through the Transportation Department once the student has 

been accepted at the Provincial or Demonstration School. There are designated stops 

on the bussing route, accessed by each family on Friday and Sunday. This mode of 

transportation is shared with the Durham District School Board. When necessary an 

assistant is provided, and this cost is shared between the Kawartha Pine Ridge DSB 

and the Durham DSB. At times, it is most appropriate to transport a student daily. When 

possible, existing transportation and routes are used in this situation. If necessary, a 

daily taxi service or small van service is arranged for daily transportation. Students that 

travel daily are generally picked up at their house, taken to the school, and returned to 

their house at the end of the school day. 


June 2005

Standard 12: 

Special Education Staff

Standard 12: Special Education Staff 

Elementary Panel - Note: Numbers have been rounded and pro-rated across Elementary-Secondary for 

purposes of this standard and reflect general distribution of staff. The Board’s budget figures provide accuracy to 

two decimal places. 

Special Education Staff FTEs Staff Qualifications 

1. Teachers of exceptional students 151.00 KPR Board specifies a minimum of Part 1 Special 

Education, Additional qualifications Courses 

1.1 Teachers for resource-withdrawal 

programs 

101.00 Part 1 Additional Qualifications, moving toward 

completion of Specialist qualifications 

1.2 Teachers for self-contained classes 50.00 Part 1 Additional Qualifications, moving toward 

completion of Specialist qualifications 

2. Other special education teachers 

2.1 Itinerant teachers 7.25 Specialist Teacher of the Deaf and/or Blind 

2.2 Teacher diagnosticians 

2.3 Co-ordinators (Principals) 0.50 Principal’s Qualifications and extensive experience in 


2.4 Consultants 4.00 Certified teacher with completion of appropriate 

Additional Qualifications Specialist 

3. Educational assistants in special 

education 

3.1 Educational Assistants 285.50 College EA Diploma, some with additional qualifications 

in specialized areas (e.g., Developmental Services 

Worker, ECE) 

4. Other professional resource staff 

4.1 Psychologists 1.00 Ph.D. in Psychology; registered with College of 

Psychologists or eligible for registration with College of 

Psychologists 

4.2 Psychometrists (Psychological 

Specialists) 

4.3 Psychiatrists 

6.00 Masters Ph.D. in Psychology; (eligible for registration 

with College of Psychologists) 

4.4 Speech-Language pathologists 6.50 Masters Degree in Speech-Language Pathology from an 

accredited university and licensed by the College of 

Audiologists and Speech-Language Pathologists of 

Ontario. 

4.5 Audiologists 

4.6 Occupational therapists 

4.7 Physiotherapists 

4.8 Social Workers 

(School Board Counsellor) 

(Student Retention Counsellor) 

9.00 School Board Counsellor - BSW degree with experience 

Student Retention Counsellor - SSW diploma or 

equivalent with related school experience 

4.9 Subtotal 621.75 

5. Paraprofessional resource staff 

5.1 Orientation and mobility personnel 

5.2 Oral interpreters (for deaf students) 

5.3 Sign interpreters (for deaf students) 

5.4 Transcribers (for blind students) 

5.5 Interveners (for deaf-blind students) 2.00 2 year Diploma: Intervener for Deaf/Blind Persons or 

equivalent Ministry of Education approved courses for 

Interveners 

5.6 Auditory-verbal therapists 

I:\SS\SpecialEducationPlan2005\Std12_SpecialEducationStaff.saf 12.1 

June 2005


Secondary Panel - Note: Numbers have been rounded and pro-rated across Elementary-Secondary for 

purposes of this standard and reflect general distribution of staff. The Board’s budget figures provide accuracy to 

two decimal places. 

Special Education Staff FTEs Staff Qualifications 

1. Teachers of exceptional students 39.00 KPR Board specifies a minimum of Part 1 

1.1 Teachers for resource-withdrawal 

programs 

37.00 Special Education Additional Qualifications, moving 

toward completion of Specialist qualifications 

1.2 Teachers for self-contained classes 2.00 Special Education Additional Qualifications, moving 

toward completion of Specialist qualifications 

2. Other special education teachers 

2.1 Itinerant teachers 2.25 

2.2 Teacher diagnosticians 

2.3 Co-ordinators (Principals) 0.50 Principal’s Qualifications and extensive experience in 


2.4 Consultants 3.25 Certified teacher with completion of appropriate 

Additional Qualification Specialist 

3. Educational assistants in special 

education 

3.1 Educational Assistants 80.00 College EA Diploma, some with additional qualifications 

in specialized areas (e.g., Developmental Services 

Worker, ECE) 

4. Other professional resource staff 

4.1 Psychologists 1.00 Ph.D. in Psychology; registered with College of 

Psychologists or eligible for registration with College of 

Psychologists 

4.2 Psychological Specialists 4.50 Masters or Ph.D. in Psychology; (eligible for registration 

with College of Psychologists) 

4.3 Psychiatrists 

4.4 Speech-Language pathologists 0.70 Masters Degree in Speech-Language Pathology from an 

accredited university and licensed by the College of 

Audiologists and Speech-Language Pathologists of 

Ontario. 

4.5 Audiologists 

4.6 Occupational therapists 

4.7 Physiotherapists 

4.8 Social Workers 

(School Board Counsellor) 

(Student Retention Counsellor) 

7.00 School Board Counsellor - BSW degree with experience 

Student Retention Counsellor - SSW diploma or 

equivalent with related school experience 


5. Paraprofessional resource staff 

5.1 Orientation and mobility personnel 

5.2 Oral interpreters (for deaf students) 

5.3 Sign interpreters (for deaf students) 

5.4 Transcribers (for blind students) 

5.5 Interveners (for deaf-blind students) 1.00 2 year Diploma: Intervener for Deaf/Blind Persons or 

equivalent Ministry of Education approved courses for 

Interveners 

5.6 Auditory-verbal therapists 


I:\SS\SpecialEducationPlan2005\Std12_SpecialEducationStaff.saf 12.2 

June 2005

Standard 13: 

Staff Development

Standard 13: Staff Development 

What is the overall goal of the Special Education Staff Development Plan? 

The overall goal of the Special Education Staff Development Plan is to build the 

capacity of Special Education staff and classroom teachers and provide them with the 

information, materials, and skills necessary to implement and support programming for 

students with special needs. Kawartha Pine Ridge DSB is committed to providing a 

supportive and dynamic work environment through the provision of Staff Development 

programs. The Board recognizes that dividends accrue to the System when staff are 

involved in courses, training and other growth opportunities which enable them to 

improve their effectiveness or to develop new and upgraded skills. The Board continues 

to place a strong emphasis on student achievement based in relation to the Ontario 

Curriculum, EQAO assessments, and alternative programs and goals as appropriate to 

individual students. 

In what ways does staff provide input for the plan? 

Staff input plays a critical role in the direction of staff development. This feedback is 

obtained through in-services and workshops, responses to questionnaires about 

specialized equipment, and through responses to Ministry of Education and Training 

initiatives. In many cases, regulations or mandates from the Ministry of Education and 

Training drive our professional development. 

In which ways is the Board’s SEAC consulted about staff development? 

An overall annual plan for Professional Development to Special Education Teachers, 

Administration and support staff is presented to the Special Education Advisory 

Committee (SEAC) each fall for consultation. As well, the Principal Assistant to the 

Superintendent Special Education provides regular updates about staff development 

opportunities at SEAC meetings. 

What are the methods of determining priorities in the area of staff development? 

Priorities in the area of staff development are determined by: 

• Ministry initiatives 

• Board initiatives 

• ongoing survey results 

• regional Superintendency initiatives 

• school-based determination of needs 

• system analysis of target areas through the IEP Review, IPRC discussions, 

student assessments and parent concerns 

In which ways are staff trained with regard to legislation and Ministry policy on 

Special Education, with particular attention to training for new teachers? 

Staff are trained in the following ways: 

• New Teacher in-service in August/ September 

• annual Principal’s Meeting devoted to Special Education 

• New Teacher/New to Special Education mentorship 

• Program Council Meetings for Heads of Special Education (3 times per year) 

• PD day for Educational Assistants 

• annual targeted in-services for all Special Education Resource teachers 

• regional elective drop-in sessions 

I:\SS\SpecialEducationPlan2005\Std13_StaffDevelopment.saf 13.1 

June 2005

What are the details of the Board’s budget allocation dedicated to the staff 

development plan in the area of Special Education? 

The Board allocates a budget to address staff development centrally. This budget is 

then distributed on a departmental level. Partnerships are initiated between the 

Program Department and Special Education Department to ensure that Special 

Education, including but not limited to providing accommodations and modifications, is 

incorporated into all professional development sessions. The Ministry of Education and 

Training also provides funding, from time to time, designated for professional 

development for implementation of new initiatives. In addition, the Kawartha Pine Ridge 

DSB has targeted PD for addressing Autism, Specialized Equipment, Student 

Assessment, and the Ministry’s Reading and Math initiatives, as well as student 

success strategies for at risk students. 

Are there any cost-sharing arrangements with other ministries or agencies for 

staff development? 

Every opportunity is taken to engage local agencies and organizations in staff 

development. Whenever possible, in-services are jointly planned or registration costs 

negotiated. Locally, Five Counties Children’s Centre provides workshops for 

professionals and the community in partnership with Special Services. Currently the 

Ministry of Child and Youth Services is working with the Board to provide 3.6 FTE 

Autism Spectrum Disorder consultants whose mandate is to build staff capacity in 

working with and supporting students with Autism. Further staff development is 

supported through partnerships with The Elementary Teachers Federation of Ontario 

and the Ontario Secondary School Teachers Federation who supported the Mentorship 

program for new teachers including teachers new to Special Education. 

In what ways are school board staff made aware of the Board’s Special Education 

Plan and of professional development opportunities? 

Dissemination of the above information occurs via: 

• memos from the Director of Education or Superintendent of Teaching and 

Learning 

• staff in-service 

• posters/ flyers 

• First Class email conferences 

• announcements at meetings (e.g., Principal’s meetings, Superintendency 

meetings, Associated School Group meetings, staff meetings) 

• e-mail notification 

• KPR board website 


June 2005

What courses, in-service training, and other types of professional development 

activities are offered by the Board? 

Note: Unless otherwise specified, “Teachers” includes classroom, subject, and Special 

Education teachers. 

Topic Timelines Presenters Audience 

IEP Workshops September Special Education 

Consultant 

Differentiated Instruction 

September, January, 

February, April 


Consultant and Teachers 

Teachers & 

Administrators (115) 

Elementary Teachers 

and Administrators 

Welcome New Teachers September Consultants New Teachers (8) 

Teaching Reading 

Across the Curriculum 

Non-Violent Crisis 

Information 

Locally Developed 

Courses 

Planning for Exceptional 

Students in the Core 

French Class 

September, October Consultants Grade 6 - 12 & Special 

Education Teachers 

(159) 

September, January, 

February, April 

Student Behaviour 

Support Officers, Vice- 

Principal 

Educational Assistants, 

Child and Youth Workers 

October Consultants Secondary Teachers 

(32) 

October Consultant Core French Teachers, 

Grades 4 - 8 

WIAT Training October Special Education 

Consultant, 


Staff 

Anti-Bullying October Behaviour Support 

Officer 

Early Years Initiatives November Consultants, 

Administrators 

Functional Behaviour 

Assessment 

Kindergarten Teachers 

In-services 

Kindergarten - Primary 

Literacy Assessment 

Instructional Strategies 

for the OSSLC 

Developmental 

Disabilities EA/ CYW 

Institute Series 

November, December, 

February 


February, April, May 

Behaviour Support 

Officer 

Consultants, 


Elementary & Secondary 


Teachers (36) 


Elementary Teachers & 

Administration (214) 


/ Educational Assistants 

Kindergarten Teachers 

(136) 

November Consultant Elementary French 

Teachers (29) 

November Consultants OSSLC Teachers (23) 

November, April, May Teachers Educational Assistants, 



June 2005


Program Leadership 

Council - Special 

Education 

Ministry Licenses 

software to support 


Students 

Autism EA/ CYW 

Institute Series 

November, February, 

May 


January 

December, February, 

April 


Consultant 

Consultant and 

Technical Application 

Support Specialist 

ASD Kinark Consultants 

Early Reading Strategies December Consultants, 

Administrator 

Secondary - Heads of 


(17) 

Elementary School Staff 

Educational Assistants, 


New Lead Literacy 

Teachers (71) 

Boys and Literacy December Consultants Grades 7 - 12 and 


Teachers (70) 

Early Math Strategies December Consultants, Teachers, 


Inclusive Schools 

Training 

Early Development 

Instrument Training 

Annual Reviews 

In-service 

December, April 

Consultant & Community 

Living Ontario 

New Lead Math 

Teachers, Special 

Education Teachers(27) 

Vice Principals, 

Consultants, Teachers 

(16) 

January Consultants, OEYC staff Kindergarten Teachers, 

Principals (117) 

January, February 


Consultant 

Specialized Equipment January, February Special Educator 

Consultant 

CYW Professional 

Development Meetings - 

Clarington Region 

January, February, April, 

May 


Support Officer 

Mentor/ Protege Training January, April Consultants, Student 

Achievement Officers, 

ETFO 

New Special Education 

Teachers & 

Administration (24) 

Educational Assistants / 



- Clarington Region 

Mentors and Proteges 

Aggression in Girls February Behaviour Support Child and Youth Workers 

Officer - Peterborough 

P.D. Day - Gifted 

Programming, Functional 

Math, Differentiated 

Instruction 

February Consultants, Teachers Elementary Teachers 

PD Day for Educational 

Assistants Differentiated 

Instruction, 

Adaptive/Assistive 

Technology, Autism, 

Non-Violent Crisis 

Intervention 

February 

Behaviour Support 

Officers, Teachers 

Educational Assistants 


June 2005


Writing and Oral Across 

the Curriculum 

February, April Consultants Grade 6 - 12 Teachers 

(200) 

Annual Reviews March Special Education 

Consultant 

Functional Behaviour 

Assessment 

Learning and Life Skills 

Professional 

Development Sessions 

March 

March, April, May 


Support Officer 

Information 

Technologies Staff, 


Consultant, Trent 

University Staff 

Vice-Principals 

Teachers 

Teachers of Learning 

and Life Skills classes 

Attachment Disorders April Behaviour Support Child and Youth Workers 

Officers 

Autism Spectrum Mini 

Course 

April, May ASD Kinark Consultants Teachers, Administrators 

Principal Meeting - 

Special Education focus 

Reading Assessment/ 

Strategies 

Strategies for Working 

With ADHD or ODD 

Students 

Junior Literacy/ 

Numeracy Expert Panel 

Report 

ASD Professional 

Development 

Individual Education 

Plans 

April Special Services Staff Principals, Vice- 

Principals 

April 

April 

April/ May 

Consultants, 


Staff 


Consultant 

Consultants, Elementary 

Teachers 

Elementary Special 

Education Teachers 

Section 20 Teachers 

Elementary Teachers, 


May ASD Team Psychological Services 

Staff, School Board 

Counsellors, Speech- 

Language Pathologists, 


May 

Consultant, Information 

& Communications 

Technology Staff 

IEP Writer May - September Special Education 

Consultant 

Teachers, Administrators 

Teachers, Special 

Education Teachers, 

School Administration 


June 2005

Standard 14: 

Equipment

Standard 14: Equipment 

How does the Board determine if a student requires individualized equipment, 

such as assistive technology? 

The following criteria are applied to determine whether a student requires individualized 

equipment: 

• A written recommendation meeting Ministry of Education ISA1 requirements is 

made by a qualified, regulated professional. 

• Discussion with school staff confirm the need and ensures no existing or similar 

equipment is available. 

• The equipment recommended may be shared, if appropriate. 

• There is no other equipment in our system that can be used. 

• The equipment meets ISA 1 criteria. 

• The equipment does not present safety risks for this or other students. 

• Staff training needs are identified. 

• Student needs are prioritized as follows: 

• health and safety 

• mobility 

• communication 

• learning aids 

• Costs can be met. 

How does the Board allocate its budget for equipment? 

During the yearly budget process, a sum is allocated from the Special Education 

Operating Budget to work within the ISA 1 framework to obtain individualized equipment 

for students. The 2004 - 2005 amount is $120,000. This amount is set based on the 

yearly ISA 1 process and the criteria set to determine equipment needs in the system. 

What is the criteria used for purchasing individualized equipment? 

Recommendations from practitioners include possible suppliers. Additional 

recommendations include specifications for specific equipment. The Board’s 

purchasing department provides assistance and support in establishing suppliers, 

negotiating prices, etc. Computer equipment (hardware and software) meet Board 

equipment standards. This information is shared with community practitioners. 

I:\SS\SpecialServicesPlan2005\Std14_Equipment\saf 14.1 

June 2005

Process to Obtain Individualized Equipment 

Procedure 

Date 

1.The School Principal and/or Principal Assistant to the Superintendent, 

Special Education receives a written recommendation for specialized 

equipment from a qualified, regulated professional. The recommendation 

must meet requirements outlined in the Ministry ISA1 Special Education 

Funding Guidelines. School documents the use of equipment in the 

student’s IEP and forwards a copy of the IEP to Special Services, as 

required for ISA1 grant application. 

2. Principal Assistant to the Superintendent, Special Education reviews 

request and investigates the availability of equipment within the 

system. 

3. Note: Students with Central Auditory Processing Disabilities, for whom 

a Personal FM System is recommended, must first undergo a 

successful 6 month trial period prior to purchase of equipment. 

4. Principal Assistant to the Superintendent, Special Education prepares 

the ISA Grant Request for Purchases of $800.00 value or more. 

Purchases of equipment are reviewed and provided based upon 

prioritizing (priority to health, safety, mobility and communication first) 

of funds. 

5. Once all the equipment has been received, contact the Help Desk with 

the Service Request Number to have the appropriate support staff set 

up the equipment. This will already have been assigned #1 priority. 

6. File the Personalized Equipment Tracking Information Sheet in the 

student OSR. 

7. The Help Desk will direct your call to the appropriate support staff. 

8. When equipment has been set up, contact Special Services if further 

assistance is required for programming/use of equipment. 

9. If the student is changing schools, moving to a new Board in Ontario, 

or is arriving from another school or Board in Ontario and has 

individualized equipment, an ISA Change of Status Form must be 

completed and submitted to the Specialized Equipment Technician at 

the Board Office. Special Services will log the information and assume 

responsibility for moving the equipment. At no time would it be 

appropriate for the parent to move the equipment to a new location or 

take it out of school. 

10. If equipment is problematic and working incorrectly, contact the Help 

Desk to create a service request. Indicate the problem is with 

specialized equipment for a student with special needs. 

I:\SS\SpecialServicesPlan2005\Std14_Equipment\saf 14.2 

June 2005

What is Specialized Equipment? 

Specialized Equipment is assistive technology 

required by students to access the Ontario 

Curriculum. It is funded for amounts over $800 by the 

Ministry of Education. The Board is responsible for 

equipment costs between $100 and $800. Equipment 

purchases that are $100 or less are the responsibility 

of the school. 

How does a school acquire specialized equipment 

for students? 

1. A qualified practitioner (eg. occupational therapist, 

physiotherapist) must recommend the equipment as 

a result of an assessment that indicates that the 

equipment is required for the student to access the 

Ontario Curriculum or Board determined program. 

2. The school builds the use of the recommended 

equipment into the student’s Individual Education 

Plan. 

3. The practitioner’s recommendation and a copy of 

the student’s IEP are forwarded by the school to the 

Special Education Department for processing. 

4. If approved, the Board purchases the equipment, 

inventories and labels all equipment with an 

identifying tag and tracking number, makes copies of 

software and stores originals, then creates a specific 

Service Request with the ICT Department Help Desk 

to be referenced for equipment setup. 

5. The equipment is shipped to the school via courier. 

A Courier Service Request form is attached to each 

box being delivered. The form indicates: 

• the number of boxes in the order 

• the equipment included in the order 

• the name of the student for whom the 

equipment has been assigned; and, 

• the Service Request Number to be used 

when contacting the Help Desk for equipment 

setup. 

An electronic copy of this form is also sent to the 

Principal, Head Secretary and S.E.R.T. 

The courier will require the school to sign a form 

indicating receipt of the equipment. 

A Specialized Student Equipment Form detailing the 

equipment assigned to the student will be sent to the 

Principal and is to be filed in the OSR. 

6. The school Principal is responsible for: 

G filing inventory forms in the OSR; 

G confirming all pieces listed on the 

inventory have been delivered; 

G contacting the Help Desk to activate the 

specific Service Request for equipment 

setup; 

G ensuring the equipment is properly 

installed; and 

G arranging for any staff inservices required 

through the Teaching and Learning 

Department. 

Ministry of Education staff may request on-site 

visits for specialized equipment. During on-site 

visits it is expected that: 

• the equipment would be found with the 

student for whom the cost was claimed 

• the equipment would be found in good 

repair, and 

• the student and/or staff would be able to 

operate the equipment. 

Once the equipment referral has been sent to the 

Education Centre, how long will it be before the 

equipment arrives at the school? 

If approved, the Board will place orders as requests 

are received. Unless there are delays with suppliers, 

schools can expect delivery in approximately 6 - 8 

weeks. 

For items required for attendance at school, such as 

wheelchairs, lifts, change tables and walkers, the 

Principal will make the Special Education Dept. aware 

of the urgent nature and arrangements will be made to 

ensure the equipment, or a temporary substitute, will 

be at the school as soon as possible. 

Does all equipment that is recommended get 

ordered? 

While we attempt to meet all requests, we prioritize 

requests within the budget set for the year. It is 

possible that some requests may not be met, or may 

not be met exactly as recommended. The Ministry of 

Education requires that we ensure each 

recommended piece of equipment is required for the 

student to access the Ontario Curriculum or board 

determined program and that there is not another 

more economical substitution available. An example 

is when a computer is ordered to address motor 

difficulties to assist with written work. In this case, a 

portable word processor may be substituted. 

The Special Education Dept. tries to ensure that the 

person making the recommendation is contacted prior 

to any substitution being made. 

In some cases the report submitted to the Board 

indicates that the equipment may be beneficial to the 

student. In this case, the claim is rejected as it has 

not been documented that the equipment is required 

for student success. 

How often can specialized equipment be 

ordered for a student? 

Specialized Equipment orders are standing orders 

that may be augmented when deemed necessary. A 

qualified practitioner must make a written 

recommendation if additional equipment is to be 

purchased to augment a student order. Equipment will 

be replaced when functionality limits access to the 

curriculum. 

The student is leaving our school, but can we 

use the equipment for other students? May we 

keep it? 

When equipment is ordered it is either ordered for a 

specific student or as shared equipment. This is 

determined by the professional making the 

recommendation. 

• Shared equipment remains at the school 

with the youngest student of the claim 

-2- 

-3- 

-4-

When a student who was part of a shared equipment 

order moves, the equipment can be purchased again 

for use in the new school. A Specialized Equipment 

- Student Change Notice form must be completed in 

full by the Principal, or designate and submitted to 

the Special Ed. Dept. to initiate the new order. 

• specialized equipment may follow the 

student to any publicly funded K-12 

school in Ontario when requested 

If a student leaves to attend school in another board, 

the student’s equipment is to be returned to the 

Special Education Dept. where it is stored until 

requested by the new board. Equipment is not to be 

sent with the student. 

What should be done when a student with 

specialized equipment enters or leaves the 

school? 

A Specialized Equipment - Student Change Notice 

form must be completed in full by the Principal or 

designate, and submitted to the Special Ed. Dept. to 

ensure Board records are accurate and up-to-date. 

If a student with specialized equipment leaves the 

school to attend another school in KPR, the 

student’s equipment is to be packaged by the school 

and the Special Education Dept. is to be notified as 

to the number of boxes and their content. The 

Special Education Dept. will arrange for courier 

delivery and notification to the new school. 

What should be done when specialized 

equipment needs to be repaired? 

The school Principal or designate, should contact the 

ICT Department Help Desk to create a Service 

Request. The Service Request should clearly state; 

• this is specialized equipment, for a 

student with special needs 

• the type of equipment, manufacturer, serial 

number and model number 

• the description of the problem being 

experienced with the equipment. 

Can students use specialized equipment at home? 

Specialized equipment may be taken home nightly by 

students for completion of school work. An 

Assumption of Responsibility for Borrowed 

Equipment form must be signed by the Principal 

and parent/guardian prior to equipment leaving 

the school. 

Who do I contact for information about equipment 

for a student? 

Contact names for specialized equipment information 

and support are listed in the section below. The school 

Principal or designate is the contact for information for 

students in the school. The Principal will communicate 

with the Special Ed. Dept. on behalf of the student. 

Specialized Equipment Support Contacts: 

Classroom Utilization and Implementation 

Jim Wade, 

Instructional Leadership Consultant: 

Specialized Equipment/Instructional 

Technologies 

705-742-9773 ext. 2307 

1-877-741-4577 ext. 2307 

jim_wade@kprdsb.ca 

Specialized Equipment Change of Status/Inquiries 

Raymonde Downey 

Specialized Equipment Technician 

705-742-9773 ext. 2366 

1-877-741-4577 ext. 2366 

raymonde_downey@kprdsb.ca 

Software/Equipment Training 

Robb Alexander, 

Technical Applications Support Specialist 

705-742-9773 ext. 2374 

1-877-741-4577 ext. 2374 

robb_alexander@kprdsb.ca 

Wanda Knowlton, 

Technical Applications Support Specialist 

705-742-9773 ext. 2373 

1-877-741-4577 ext. 2373 

wanda_knowlton@kprdsb.ca 

Specialized equipment is considered Priority 1 for 

technical support. 

-5- 

-6- 

GUIDE 

TO 

SPECIALIZED EQUIPMENT 

Special Education Department 

Debbie Kasman, 

Principal of Special Education 

Educating for Success! 

2008

Standard 15: 

Accessibility of 

School Buildings

Standard 15: Accessibility of School Buildings 

Summary of the Board’s Multi-Year Capital Expenditure Plan for Improving 

Accessibility 

The Board’s plan revolves around an analysis of the accessibility of each of its schools. 

Priority is given each year to addressing those projects which will provide accessibility to 

those buildings requiring it, to allow students to attend school. 

A copy of the Board’s Accessibility Plan may be obtained by visiting the Board website: 

www.kpr.edu.on.ca. 

Accommodations to School Facilities 

Accommodations to school buildings are required from time to time in order to 

accommodate students with special needs. This may include ramps, wheelchair 

accessible washrooms, handrails, grab bars in washrooms, change tables, etc. For 

changes to school facilities, contact the Principal Assistant to the Superintendent, 

Special Education. A discussion of student needs and often consultation with an 

occupational therapist for assessment of specifics will be the starting point for 

accommodations. Given the limited budget for accommodations, critical changes to 

facilities will be given first priority. 

The following checklist outlines the process established between the Special Education 

Department and Facilities Services to ensure an efficient and timely response to 

requests for changes to facilities. 

Procedure 

Date 

1. The school is made aware of special needs to modify school 

facility to accommodate special needs students. 

Note: These recommendations are often made by an 

Occupational Therapist. 

It is critical that any design plans be included with the 

request information forwarded to the Principal Assistant 

to the Superintendent, Special Education. 

2. School Principal contacts Principal Assistant to the 

Superintendent, Special Education with request to discuss 

needs. 

3. School Principal forwards required documentation to Principal 

Assistant to the Superintendent, Special Education. 

4. Principal Assistant to the Superintendent, Special Education 

meets with Facility Services to establish costing and an action 

plan. 


advises School Principal on Action Plan. 


reviews project until completion with Facility Services. 

I:\SS\StandardsofPractices2005\Std15_AccessibilityofSchoolBuildings 15.1 

June 2005

ASG: ADAM SCOTT 

ENVIRONMENTAL CONSIDERATIONS FOR BARRIER FREE ACCESS TO BUILDINGS 

Key: Yes - Y Not Applicable - NA 

No - N See Note - S 

Adam Scott Int. 

Chemong 

Edmison Heights 

Queen Elizabeth 

R.F. Downey 

STRUCTURAL CONSIDERATIONS 

Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? Y Y Y Y Y 

Is the building wheelchair accessible? Y Y Y Y Y 

Is there a ramp? Y Y Y Y Y 

Is there an automatic outside door opener? Y Y N N N 

Is there an elevator? N N N Y N 

WASHROOM CONSIDERATIONS 

Are there automatic washroom door openers? N N N N N 

Are there washrooms for the disabled for both genders? Y Y Y Y Y 

Are the washrooms properly identified? Y Y Y N Y 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? Y Y Y Y Y 

Can privacy be assured for the user (lock or sign on the door)? Y Y Y Y Y 

Are grab bars placed appropriately for the individual or is a commode available? Y Y Y Y Y 

Are sinks wheelchair accessible? Y Y Y Y Y 

Do the faucets have winged handles? Y Y Y Y Y 

Are there full length or tilted mirrors? Y Y N N Y 

Are there buzzers available for emergency situations and staff designated to respond? N N N N N 

PERSONAL CARE AND HYGIENE 

Is there a private room/area equipped with a hydraulic change table? Y N N N Y 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? NA NA NA Y NA 

If it is a fixed change table, does it provide independence to student? NA NA NA N NA 

Is a water source available nearby for hygiene purposes? Y Y Y Y Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? Y Y Y Y Y 


June 2005



Adam Scott Int. 

Chemong 

Edmison Heights 

Queen Elizabeth 

R.F. Downey 

LIFTS CONSIDERATIONS 

Is a mechanical lift available? N N Y N 

If yes, please circle type: overhead (fixed) overhead (portable) floor lift (automatic) floor lift (manual) N N Y NA 

Was it inspected by a qualified person within the past year? N NA NA Y NA 

Are appropriate slings available for the students? N NA NA Y NA 

Can privacy be assured for the user (lock or sign on door)? Y NA NA Y NA 

EMERGENCY PROCEDURE CONSIDERATIONS 

Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot be used N N N Y Y 

unless operated by the fire department)? 

Is the building equipped with an emergency communication system (useful for medical emergencies while in Y N N N N 

school yard or on field trips) i.e., cellular phone, pager, walkie talkie? 

Is there an internal area that promotes a safe, calm and quiet environment? Y Y Y Y Y 

SPECIFIC NEEDS 

Are there flashing fire alarm lights? N N N N N 

hall gym change room classrooms N 

Are there braille pads on elevators? N NA NA N N 

Are there distinctive hand rails along hallways? N N N N N 

Are the rubberized vinyl stair treads on staircases for the blind? N N NA N N 

Are door handles lever style? N N N Y/N N 

Are door access push bars low enough for wheelchairs? Y Y Y Y 

Are light switches at a level which can be reached from wheelchair height? N N N Y N 

Are Assistive Devices available in auditorium/gym? N N N N N 

Is international signing used? N N N Y N 

Are fountains accessible? Y Y Y Y Y 

Are blackboards at an accessible height? Y Y Y Y 

Are public phones accessible? Y N NA Y Y 

Are fire alarm pulls accessible? N N N N N 

Yard Access Y N N Y Y 


June 2005


ASG: BOWMANVILLE 



Bowmanville Sr. 

Bowmanville 

Dr. Ross Tilley 

Harold Longworth 

Lord Elgin 

Clarington CIS 

John M. James 

Ontario Street 

Vincent Massey 

Waverley 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? N N Y Y Y Y Y Y N 

Is the building wheelchair accessible? N N Y Y Y Y Y Y Y 

Is there a ramp? N Y Y Y NA NA N NA Y 

Is there an automatic outside door opener? N N Y Y Y N N N Y 

Is there an elevator? N N Y Y Y NA NA N NA 


Are there automatic washroom door openers? N N N N N N N N N 

Are there washrooms for the disabled for both genders? N N Y Y Y Y N Y Y 

Are the washrooms properly identified? Y Y Y Y Y Y N Y Y 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? Y Y Y Y Y NA Y NA Y 

Can privacy be assured for the user (lock or sign on the door)? Y NA Y Y Y Y Y Y Y 

Are grab bars placed appropriately for the individual or is a commode available? NA N NA Y Y Y N Y Y 

Are sinks wheelchair accessible? NA N Y Y Y Y N Y Y 

Do the faucets have winged handles? N N Y Y Y Y N Y Y 

Are there full length or tilted mirrors? N N N Y Y Y N Y Y 

Are there buzzers available for emergency situations and staff designated to respond? N N N N N N N N N 


Is there a private room/area equipped with a hydraulic change table? N N Y Y Y N N N Y 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? NA NA NA NA NA N N NA NA 

If it is a fixed change table, does it provide independence to student? NA NA NA NA NA N N NA NA 

Is a water source available nearby for hygiene purposes? NA Y Y Y Y N N Y Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? NA Y Y Y Y N N Y Y 


June 2005



Bowmanville Sr. 

Bowmanville 

Ross Tilley 

Harold Longworth 

Lord Elgin 

Clarington CIS 

Ontario Street 

Vincent Massey 

Waverley 

John M James 


Is a mechanical lift available? N N NA NA NA NA N 

If yes, please circle type: ovrhead (fixed) overhead (portable) floor lift (automatic) floor lift (manual) 

Was it inspected by a qualified person within the past year? NA NA NA NA NA NA N 

Are appropriate slings available for the students? NA N NA NA NA NA NA 

Can privacy be assured for the user (lock or sign on door)? NA NA NA NA NA NA Y 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot be used N N Y N N N N 


Is the building equipped with an emergency communication system (useful for medical emergencies while in Y Y Y Y Y Y Y Y 


Is there an internal area that promotes a safe, calm and quiet environment? Y Y Y Y Y Y Y Y Y 


Are there flashing fire alarm lights? N N Y Y N Y N N Y 

hall gym change room classrooms 

Are there braille pads on elevators? NA NA Y NA NA NA NA Y 

Are there distinctive hand rails along hallways? N N N N N N N Y N 

Are the rubberized vinyl stair treads on staircases for the blind? Y Y N N NA N NA Y N 

Are door handles lever style? N N Y Y N N Y N Y 

Are door access push bars low enough for wheelchairs? NA Y Y Y Y Y Y Y Y 

Are light switches at a level which can be reached from wheelchair height? Y Y Y Y N N Y N Y 

Are Assistive Devices available in auditorium/gym? N Y Y N N N N Y 

Is international signing used? Y Y Y Y Y N Y Y Y 

Are fountains accessible? N Y Y Y Y Y Y Y Y 

Are blackboards at an accessible height? Y Y Y Y Y Y Y Y Y 

Are public phones accessible? NA N NA N N N N N N 

Are fire alarm pulls accessible? N N Y N N N N Y 

Yard Access 


June 2005

ASG: CAMPBELLFORD 




Campbellford CIS 

Hastings 

Hillcrest 

Kent 

Percy 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? Y N Y N 

Is the building wheelchair accessible? Y Y Y N 

Is there a ramp? Y Y Y N 

Is there an automatic outside door opener? N N N Y 

Is there an elevator? N N N NA 


Are there automatic washroom door openers? N N N N 

Are there washrooms for the disabled for both genders? Y Y N N 

Are the washrooms properly identified? Y Y Y NA 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? Y N N Y 

Can privacy be assured for the user (lock or sign on the door)? Y Y N Y 

Are grab bars placed appropriately for the individual or is a commode available? Y N N Y 

Are sinks wheelchair accessible? Y N N N 

Do the faucets have winged handles? N N N NA 

Are there full length or tilted mirrors? N N N N 

Are there buzzers available for emergency situations and staff designated to respond? N N N N 


Is there a private room/area equipped with a hydraulic change table? N N N N 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? Y N ?? NA 

If it is a fixed change table, does it provide independence to student? N NA 

Is a water source available nearby for hygiene purposes? Y Y Y N 

Are towels, diapers, disposable gloves, etc. stored within easy reach? Y N Y NA 


June 2005



Campbellford CIS 

Hastings 

Hillcrest 

Kent 

Percy 


Is a mechanical lift available? N N N N 

If yes, please circle type: overhead (fixed) overhead (portable) floor lift (automatic) floor lift 

(manual) 

Was it inspected by a qualified person within the past year? 

NA 

Are appropriate slings available for the students? N NA 

Can privacy be assured for the user (lock or sign on door)? Y NA 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot N 

NA 

be used unless operated by the fire department)? 

Is the building equipped with an emergency communication system (useful for medical emergencies N N N Y 

while in school yard or on field trips) i.e., cellular phone, pager, walkie talkie? 

Is there an internal area that promotes a safe, calm and quiet environment? Y Y Y 


Are there flashing fire alarm lights? N N Y N 


Are there braille pads on elevators? N N N NA 

Are there distinctive hand rails along hallways? N N N N 

Are the rubberized vinyl stair treads on staircases for the blind? N N N N 

Are door handles lever style? N N N 

Are door access push bars low enough for wheelchairs? N N N Y 

Are light switches at a level which can be reached from wheelchair height? N N N N 

Are Assistive Devices available in auditorium/gym? N N N N 

Is international signing used? N N N N 

Are fountains accessible? N N N Y/N 

Are blackboards at an accessible height? N N N Y/N 

Are public phones accessible? N N N N 

Are fire alarm pulls accessible? N N N N 

Yard Access 



June 2005

ASG: CDCI - EAST 



Baltimore 

C.R. Gummow 

Grafton 

Grant Sine 

Merwin Greer 

Roseneath 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? Y Y N N N N 

Is the building wheelchair accessible? Y Y Y Y Y Y 

Is there a ramp? Y Y N Y Y Y 

Is there an automatic outside door opener? Y N N N N N 

Is there an elevator? Y N N N N Y 


Are there automatic washroom door openers? N N N N N N 

Are there washrooms for the disabled for both genders? Y N N Y Y Y 

Are the washrooms properly identified? Y Y Y N Y/N N 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? Y Y Y Y Y Y 

Can privacy be assured for the user (lock or sign on the door)? Y Y Y Y Y Y 

Are grab bars placed appropriately for the individual or is a commode available? Y Y/N NA N Y Y 

Are sinks wheelchair accessible? Y N Y Y Y Y 

Do the faucets have winged handles? Y Y/N N N Y 

Are there full length or tilted mirrors? N N N N N 

Are there buzzers available for emergency situations and staff designated to respond? N N NA N N N 


Is there a private room/area equipped with a hydraulic change table? N N 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? NA N 

If it is a fixed change table, does it provide independence to student? NA N 

Is a water source available nearby for hygiene purposes? NA Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? NA Y 


June 2005



Baltimore 

C.R. Gummow 

Grafton 

Grant Sine 

Merwin Greer 

Roseneath 


Is a mechanical lift available? 

Y 

If yes, please circle type: overhead (fixed) overhead (portable) floor lift (automatic) floor lift (manual) 

Was it inspected by a qualified person within the past year? ?? 

Are appropriate slings available for the students? 

N 

Can privacy be assured for the user (lock or sign on door)? 

Y 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot be used 


Is the building equipped with an emergency communication system (useful for medical emergencies while in 


Is there an internal area that promotes a safe, calm and quiet environment? 


Y 

N 

N 

Y 

Are there flashing fire alarm lights? N N Y Y N Y 


Are there braille pads on elevators? NA NA NA NA NA N 

Are there distinctive hand rails along hallways? N N N N N N 

Are the rubberized vinyl stair treads on staircases for the blind? N N N N NA Y 

Are door handles lever style? Y N N N N Y 

Are door access push bars low enough for wheelchairs? Y Y Y Y Y Y 

Are light switches at a level which can be reached from wheelchair height? Y N N N N N 

Are Assistive Devices available in auditorium/gym? Y N N N N N 

Is international signing used? N N N N N N 

Are fountains accessible? Y Y Y Y Y Y 

Are blackboards at an accessible height? Y Y Y Y N Y 

Are public phones accessible? NA NA NA NA N 

Are fire alarm pulls accessible? Y N Y N N N 

Yard Access 

Y/N 


June 2005


ASG: CDCI - WEST 



Cobourg CIS 

Burnham 

Camborne 

Dale Road Sr. 

Plainville 

Terry Fox 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? Y N N Y Y 


Is there a ramp? Y N Y N Y 

Is there an automatic outside door opener? N N N N Y 

Is there an elevator? N N NA Y Y 



Are there washrooms for the disabled for both genders? N N Y Y Y 

Are the washrooms properly identified? N Y N Y Y 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? N Y Y Y 

Can privacy be assured for the user (lock or sign on the door)? N Y Y Y 

Are grab bars placed appropriately for the individual or is a commode available? Y N Y Y Y 

Are sinks wheelchair accessible? Y Y Y N Y 

Do the faucets have winged handles? N N N Y Y 

Are there full length or tilted mirrors? N N N N N 

Are there buzzers available for emergency situations and staff designated to respond? N N N N N 


Is there a private room/area equipped with a hydraulic change table? N N N N N 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? N N NA N Y 

If it is a fixed change table, does it provide independence to student? N N N N Y 

Is a water source available nearby for hygiene purposes? NA N N Y Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? NA N NA N Y 


June 2005



Cobourg CIS 

Burnham 

Camborne 

Dale Rd. Sr. 

Plainville 

Terry Fox 


Is a mechanical lift available? N NA Y 


Was it inspected by a qualified person within the past year? N NA Y 

Are appropriate slings available for the students? N N N 

Can privacy be assured for the user (lock or sign on door)? N NA N 



N N N 



Y N Y N Y 


Is there an internal area that promotes a safe, calm and quiet environment? Y Y Y 


Are there flashing fire alarm lights? N Y N N N 


Are there braille pads on elevators? NA N NA N NA 

Are there distinctive hand rails along hallways? NA N N N N 

Are the rubberized vinyl stair treads on staircases for the blind? Y N NA N NA 

Are door handles lever style? N Y N Y Y 

Are door access push bars low enough for wheelchairs? N Y Y N Y 

Are light switches at a level which can be reached from wheelchair height? N N Y N Y 

Are Assistive Devices available in auditorium/gym? N N N N Y 

Is international signing used? N N N N Y 

Are fountains accessible? Y N Y N Y 

Are blackboards at an accessible height? N N Y N Y 

Are public phones accessible? N N N NA 

Are fire alarm pulls accessible? Y/N N N N Y 

Yard Access 

Y 


June 2005


ASG: CLARKE 



Kirby 

Newcastle 

Newtonville 

Orono 

The Pines Sr. 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? N Y Y N Y 

Is the building wheelchair accessible? Y Y Y N Y 

Is there a ramp? N NA NA Y 

Is there an automatic outside door opener? N Y N N N 

Is there an elevator? NA Y NA NA/S N 



Are there washrooms for the disabled for both genders? N Y N N Y 

Are the washrooms properly identified? NA Y Y NA N 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? N Y NA Y NA 

Can privacy be assured for the user (lock or sign on the door)? NA Y N Y Y 

Are grab bars placed appropriately for the individual or is a commode available? N Y N N Y 

Are sinks wheelchair accessible? N Y N N Y 

Do the faucets have winged handles? NA Y N NA Y 

Are there full length or tilted mirrors? N Y N N Y 

Are there buzzers available for emergency situations and staff designated to respond? N Y N N N 


Is there a private room/area equipped with a hydraulic change table? N Y N N N 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? N N N N N 

If it is a fixed change table, does it provide independence to student? NA NA NA NA N 

Is a water source available nearby for hygiene purposes? NA Y Y N Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? N Y Y NA Y 


June 2005



Kirby 

Newcastle 

Newtonville 

Orono 

The Pines Sr. 


Is a mechanical lift available? N N N 


Was it inspected by a qualified person within the past year? NA NA NA 

Are appropriate slings available for the students? NA NA NA 

Can privacy be assured for the user (lock or sign on door)? NA NA NA 






Is there an internal area that promotes a safe, calm and quiet environment? 

NA NA Y 

Y Y Y 

Y 


Are there flashing fire alarm lights? Y N Y Y N 


Are there braille pads on elevators? NA N NA NA NA 


Are the rubberized vinyl stair treads on staircases for the blind? N Y N N N 

Are door handles lever style? N Y N N N 

Are door access push bars low enough for wheelchairs? N Y Y N Y 

Are light switches at a level which can be reached from wheelchair height? N Y N N N 

Are Assistive Devices available in auditorium/gym? N Y N N 

Is international signing used? N N N N 

Are fountains accessible? Y Y Y Y 

Are blackboards at an accessible height? Y Y Y Y 

Are public phones accessible? N NA N N 

Are fire alarm pulls accessible? N Y N N 

Yard Access S S 


June 2005

ASG: COURTICE 




Courtice North 

Dr. Emily Stowe 

Enniskillen 

Hampton Jr. 

Lydia Trull 

M.J. Hobbs Sr. 

Dr. G.J. MacGillivray 

S.T. Worden 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? Y Y Y Y Y Y Y Y 

Is the building wheelchair accessible? Y Y Y Y Y Y Y Y 

Is there a ramp? Y Y Y Y Y Y NA NA 

Is there an automatic outside door opener? Y N N N Y Y Y N 

Is there an elevator? Y Y NA NA Y N Y Y 


Are there automatic washroom door openers? N N N N N Y N N 

Are there washrooms for the disabled for both genders? Y Y Y Y Y Y Y N/S 

Are the washrooms properly identified? Y Y N N Y Y Y Y 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? Y Y NA NA Y Y Y Y 

Can privacy be assured for the user (lock or sign on the door)? Y Y Y Y Y Y Y Y 

Are grab bars placed appropriately for the individual or is a commode available? Y Y N Y Y Y Y Y 

Are sinks wheelchair accessible? Y Y Y Y N/Y N Y Y 

Do the faucets have winged handles? Y N N Y Y N Y N 

Are there full length or tilted mirrors? N N N Y Y N Y N 

Are there buzzers available for emergency situations and staff designated to respond? Y N N N Y N N N 


Is there a private room/area equipped with a hydraulic change table? Y Y N N Y N N 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? NA NA NA Y NA N NA NA 

If it is a fixed change table, does it provide independence to student? NA NA NA Y NA N NA NA 

Is a water source available nearby for hygiene purposes? N Y Y Y Y Y Y Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? Y Y Y Y Y Y NA 


June 2005



Courtice North 

Dr. Emily Stowe 

Enniskillen 

Hampton Jr. 

Lydia Trull 

M.J. Hobbs Sr. 

Dr. G.J. MacGillivray 

S.T. Worden 


Is a mechanical lift available? N N NA N N N N 

If yes, please circle type: overhead (fixed) overhead (portable) floor lift (automatic) floor lift (manual) NA 

Was it inspected by a qualified person within the past year? NA NA NA NA NA NA NA 

Are appropriate slings available for the students? NA NA NA NA NA NA NA 

Can privacy be assured for the user (lock or sign on door)? NA NA NA NA NA NA NA 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot be used N N N N N N NA 


Is the building equipped with an emergency communication system (useful for medical emergencies while in Y Y Y Y Y N Y Y 


Is there an internal area that promotes a safe, calm and quiet environment? Y Y Y Y Y Y Y 


Are there flashing fire alarm lights? Y N Y N Y Y Y N 

hall gym change room classrooms Y 

Are there braille pads on elevators? Y N NA NA N NA Y NA 

Are there distinctive hand rails along hallways? N N N N N N N N 

Are the rubberized vinyl stair treads on staircases for the blind? Y Y NA NA Y N N N 

Are door handles lever style? Y N N N Y N Y N 

Are door access push bars low enough for wheelchairs? Y Y Y Y Y Y Y N 

Are light switches at a level which can be reached from wheelchair height? Y Y N N Y N Y Y 

Are Assistive Devices available in auditorium/gym? N N Y N Y N 

Is international signing used? Y N N N Y N Y Y 

Are fountains accessible? Y Y Y Y Y Y Y Y 

Are blackboards at an accessible height? Y Y Y Y Y Y Y Y 

Are public phones accessible? Y NA N N NA N N N 

Are fire alarm pulls accessible? Y Y Y N Y N Y N 

Yard Access Y Y/S 


June 2005


ASG: CRESTWOOD 



James Strath 

Kawartha Heights 

Millbrook/S. Cavan 

North Cavan 

Monaghan 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? Y Y N N N 


Is there a ramp? Y Y Y N Y 

Is there an automatic outside door opener? Y N N N N 

Is there an elevator? Y N N N N 


Are there automatic washroom door openers? Y N N N N 

Are there washrooms for the disabled for both genders? Y Y Y N Y 

Are the washrooms properly identified? Y N N N N 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? Y Y Y Y N 

Can privacy be assured for the user (lock or sign on the door)? Y Y Y Y Y 

Are grab bars placed appropriately for the individual or is a commode available? Y N N N 

Are sinks wheelchair accessible? Y Y Y Y N 

Do the faucets have winged handles? Y N Y N Y 

Are there full length or tiled mirrors? Y N N N N 

Are there buzzers available for emergency situations and staff designated to respond? Y N N N N 


Is there a private room/area equipped with a hydraulic change table? N N N N N 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? Y N N Y N 

If it is a fixed change table, does it provide independence to student? N N N N N 

Is a water source available nearby for hygiene purposes? Y N Y N NA 

Are towels, diapers, disposable gloves, etc. stored within easy reach? Y N Y Y NA 


June 2005



James Strath 

Kawartha Heights 

Millbrook/S. Cavan 

North Cavan 

Monaghan 


Is a mechanical lift available? Y N N N N 

If yes, please circle type: overhead (fixed) overhead (portable) floor lift (automatic) floor lift (manual) Y N N N N 

Was it inspected by a qualified person within the past year? Y N N N N 

Are appropriate slings available for the students? N N N N N 

Can privacy be assured for the user (lock or sign on door)? N N N N N 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot be used Y N N N N 


Is the building equipped with an emergency communication system (useful for medical emergencies while in Y N N N N 


Is there an internal area that promotes a safe, calm and quiet environment? N N N N N 


Are there flashing fire alarm lights? N N N N N 


Are there braille pads on elevators? Y NA NA NA NA 


Are the rubberized vinyl stair treads on staircases for the blind? Y N N N N 

Are door handles lever style? Y N N N N 

Are door access push bars low enough for wheelchairs? Y Y Y N N 

Are light switches at a level which can be reached from wheelchair height? Y N N N N 


Is international signing used? N N N N N 

Are fountains accessible? Y N N Y N 

Are blackboards at an accessible height? Y N N N N 

Are public phones accessible? Y N N N N 

Are fire alarm pulls accessible? Y N N N N 

Yard Access Y Y Y Y Y 


June 2005

ASG: EAST NORTHUMBERLAND 




Brighton CIS 

Brighton 

Castleton 

Colborne 

Cramahe South 

Murray Centennial 

Smithfield 

Spring Valley 

Stockdale 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? N Y Y N Y N Y Y 

Is the building wheelchair accessible? N/Y N Y Y Y N/Y Y Y 

Is there a ramp? N N Y N Y N Y Y 

Is there an automatic outside door opener? N N N N Y N N N 

Is there an elevator? N N N N N N N N 


Are there automatic washroom door openers? N N N N N N N N 

Are there washrooms for the disabled for both genders? N N Y N N N N 

Are the washrooms properly identified? N Y Y Y Y Y Y Y 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? Y Y Y N N Y Y N 

Can privacy be assured for the user (lock or sign on the door)? Y Y Y N Y Y Y Y 

Are grab bars placed appropriately for the individual or is a commode available? Y N Y Y NA NA N NA 

Are sinks wheelchair accessible? Y N Y Y N Y N N 

Do the faucets have winged handles? N N Y N N N N N 

Are there full length or tiled mirrors? N Y Y N N N N N 

Are there buzzers available for emergency situations and staff designated to respond? N N N N N N N N 


Is there a private room/area equipped with a hydraulic change table? Y N Y N N N N N 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? N N NA N NA NA NA NA 

If it is a fixed change table, does it provide independence to student? NA N NA N NA NA NA NA 

Is a water source available nearby for hygiene purposes? NA N Y N NA NA NA NA 

Are towels, diapers, disposable gloves, etc. stored within easy reach? NA N Y N NA NA NA NA 


June 2005



Brighton CIS 

Brighton 

Castleton 

Colborne 

Cramahe South 

Murray Centennial 

Smithfield 

Spring Valley 

Stockdale 




Was it inspected by a qualified person within the past year? NA NA NA NA 

Are appropriate slings available for the students? N NA NA NA 

Can privacy be assured for the user (lock or sign on door)? NA NA NA NA 



N N NA NA NA 



Y N N N N Y N 


Is there an internal area that promotes a safe, calm and quiet environment? Y N Y Y Y 


Are there flashing fire alarm lights? Y Y Y N Y Y Y Y 


Are there braille pads on elevators? NA N NA N NA NA NA NA 

Are there distinctive hand rails along hallways? NA N N N N N NA N 

Are the rubberized vinyl stair treads on staircases for the blind? N N N N NA Y NA NA 

Are door handles lever style? N N N Y N N N N 

Are door access push bars low enough for wheelchairs? N Y Y Y Y N N Y 

Are light switches at a level which can be reached from wheelchair height? N N N N Y N N N 


Is international signing used? N N N N N N N N 

Are fountains accessible? Y Y ?? Y Y Y Y Y 

Are blackboards at an accessible height? N Y N N Y Y N N 

Are public phones accessible? N N N NA NA N NA 

Are fire alarm pulls accessible? N N N N Y N N N 

Yard Access N N 


June 2005


ASG: KENNER 



Keith Wightman 

Otonabee Valley 

Roger Neilson 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? Y Y 

Is the building wheelchair accessible? Y Y 

Is there a ramp? Y NA 

Is there an automatic outside door opener? N Y 

Is there an elevator? N Y 


Are there automatic washroom door openers? N N 

Are there washrooms for the disabled for both genders? Y Y 

Are the washrooms properly identified? N Y 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? Y Y 

Can privacy be assured for the user (lock or sign on the door)? Y Y 

Are grab bars placed appropriately for the individual or is a commode available? Y Y 

Are sinks wheelchair accessible? Y Y 

Do the faucets have winged handles? Y Y 

Are there full length or tilted mirrors? N N 

Are there buzzers available for emergency situations and staff designated to respond? N Y 


Is there a private room/area equipped with a hydraulic change table? N Y 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? Y N 

If it is a fixed change table, does it provide independence to student? N N 

Is a water source available nearby for hygiene purposes? Y Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? N Y 


June 2005



Keith Wightman 

Otonabee Valley 

Roger Neilson 


Is a mechanical lift available? N Y 


NA N 

(manual) 

Was it inspected by a qualified person within the past year? NA N 

Are appropriate slings available for the students? NA Y 

Can privacy be assured for the user (lock or sign on door)? NA N 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot be used N Y 


Is the building equipped with an emergency communication system (useful for medical emergencies while in N N 


Is there an internal area that promotes a safe, calm and quiet environment? Y Y 


Are there flashing fire alarm lights? N N 

hall gym change room classrooms NA 

Are there braille pads on elevators? N N 

Are there distinctive hand rails along hallways? N N 

Are the rubberized vinyl stair treads on staircases for the blind? N Y 

Are door handles lever style? N Y 

Are door access push bars low enough for wheelchairs? N Y 

Are light switches at a level which can be reached from wheelchair height? Y Y 

Are Assistive Devices available in auditorium/gym? N N 

Is international signing used? Y N 

Are fountains accessible? Y Y 

Are blackboards at an accessible height? Y Y 

Are public phones accessible? Y Y 

Are fire alarm pulls accessible? N Y 

Yard Access Y Y 


June 2005


ASG: LAKEFIELD 



Apsley 

Buckhorn 

Lakefield Int. 

Ridpath Jr. 

Warsaw 

Young’s Point 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? S Y Y S Y N 

Is the building wheelchair accessible? Y Y Y S Y S 

Is there a ramp? Y Y Y S Y S 

Is there an automatic outside door opener? N N Y N N N 

Is there an elevator? N N N N N N 



Are there washrooms for the disabled for both genders? N N N Y N 

Are the washrooms properly identified? N N N N Y N 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? N N Y N Y N 

Can privacy be assured for the user (lock or sign on the door)? Y N Y NA Y N 

Are grab bars placed appropriately for the individual or is a commode available? Y N Y NA Y N 

Are sinks wheelchair accessible? N N Y N Y N 

Do the faucets have winged handles? N N Y N Y N 

Are there full length or tilted mirrors? N N Y N Y N 

Are there buzzers available for emergency situations and staff designated to respond? N N N N N N 


Is there a private room/area equipped with a hydraulic change table? N N NA N Y N 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? NA Y NA NA NA NA 

If it is a fixed change table, does it provide independence to student? NA Y NA NA NA NA 

Is a water source available nearby for hygiene purposes? NA Y NA NA Y NA 

Are towels, diapers, disposable gloves, etc. stored within easy reach? NA Y NA NA Y NA 


June 2005



Apsley 

Buckhorn 

Lakefield Int. 

Ridpath Jr. 

Warsaw 

Young’s Point 


Is a mechanical lift available? N N NA N N N 

If yes, please circle type: overhead (fixed) overhead (portable) floor lift (automatic) floor lift (manual) N NA NA 

Was it inspected by a qualified person within the past year? NA NA NA NA NA 

Are appropriate slings available for the students? NA NA NA NA NA 

Can privacy be assured for the user (lock or sign on door)? Y NA NA NA NA 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot be used N Y Y N NA NA 


Is the building equipped with an emergency communication system (useful for medical emergencies while in N N Y N Y NA 


Is there an internal area that promotes a safe, calm and quiet environment? Y Y Y Y S N 


Are there flashing fire alarm lights? N N N N N N 

hall gym change room classrooms N NA 

Are there braille pads on elevators? N NA N NA NA NA 

Are there distinctive hand rails along hallways? N N N N N N 

Are the rubberized vinyl stair treads on staircases for the blind? N N N N NA NA 

Are door handles lever style? N N N Y N N 

Are door access push bars low enough for wheelchairs? N Y Y N S Y 

Are light switches at a level which can be reached from wheelchair height? N N Y N S N 

Are Assistive Devices available in auditorium/gym? N N N N N NA 

Is international signing used? N Y N N NA N 

Are fountains accessible? N Y Y Y N Y 

Are blackboards at an accessible height? N N N Y S Y 

Are public phones accessible? N Y N Y N NA 

Are fire alarm pulls accessible? N N Y N N N 

Yard Access S Y Y Y Y S 


June 2005


ASG: NORWOOD 



Havelock-Belmont 

Norwood District 

Norwood Int. 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? N N N 

Is the building wheelchair accessible? NA Y N 

Is there a ramp? Y Y N 

Is there an automatic outside door opener? N N Y 

Is there an elevator? N NA N 


Are there automatic washroom door openers? N N N 

Are there washrooms for the disabled for both genders? N S N 

Are the washrooms properly identified? N Y N 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? N Y N 

Can privacy be assured for the user (lock or sign on the door)? N Y N 

Are grab bars placed appropriately for the individual or is a commode available? Y Y N 

Are sinks wheelchair accessible? Y Y N 

Do the faucets have winged handles? Y Y N 

Are there full length or tilted mirrors? N N N 

Are there buzzers available for emergency situations and staff designated to respond? N N N 


Is there a private room/area equipped with a hydraulic change table? N N N 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? N N NA 

If it is a fixed change table, does it provide independence to student? N N NA 

Is a water source available nearby for hygiene purposes? Y N N 

Are towels, diapers, disposable gloves, etc. stored within easy reach? N Y N 


June 2005



Havelock-Belmont 

Norwood District 

Norwood Int. 



If yes, please circle type: overhead (fixed) overhead (portable) floor lift (automatic) floor lift (manual) NA NA 

Was it inspected by a qualified person within the past year? N NA NA 

Are appropriate slings available for the students? N NA NA 

Can privacy be assured for the user (lock or sign on door)? N NA NA 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot be used N N Y 


Is the building equipped with an emergency communication system (useful for medical emergencies while in N N N 


Is there an internal area that promotes a safe, calm and quiet environment? Y N N 


Are there flashing fire alarm lights? N N 

hall gym change room classrooms N N N 

Are there braille pads on elevators? N NA N 

Are there distinctive hand rails along hallways? N N N 

Are the rubberized vinyl stair treads on staircases for the blind? N NA N 

Are door handles lever style? N N N 

Are door access push bars low enough for wheelchairs? Y Y N 

Are light switches at a level which can be reached from wheelchair height? Y Y Y 

Are Assistive Devices available in auditorium/gym? N N N 

Is international signing used? N N N 

Are fountains accessible? Y S N 

Are blackboards at an accessible height? NA Y N 

Are public phones accessible? N Y N 

Are fire alarm pulls accessible? Y N N 

Yard Access N Y Y 


June 2005

ASG: PETERBOROUGH 




Highland Heights 

Prince of Wales 

Queen Mary 

Westmount 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? Y S S N 

Is the building wheelchair accessible? Y N S Y 

Is there a ramp? NA Y N N 

Is there an automatic outside door opener? N N N N 

Is there an elevator? N N N N 


Are there automatic washroom door openers? N N N N 

Are there washrooms for the disabled for both genders? Y N N Y 

Are the washrooms properly identified? N NA NA Y 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? N N N Y 

Can privacy be assured for the user (lock or sign on the door)? Y N N Y 

Are grab bars placed appropriately for the individual or is a commode available? Y N N Y 

Are sinks wheelchair accessible? N N N Y 

Do the faucets have winged handles? N N N Y 

Are there full length or tilted mirrors? N N N Y 

Are there buzzers available for emergency situations and staff designated to respond? N N N N 


Is there a private room/area equipped with a hydraulic change table? N N N Y 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? N N S NA 

If it is a fixed change table, does it provide independence to student? N N S NA 

Is a water source available nearby for hygiene purposes? Y N Y Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? Y N Y Y 


June 2005



Highland Heights 

Prince of Wales 

Queen Mary 

Westmount 



If yes, please circle type: overhead (fixed) overhead (portable) floor lift (automatic) floor lift (manual) NA NA 

Was it inspected by a qualified person within the past year? NA NA NA NA 

Are appropriate slings available for the students? NA NA N NA 

Can privacy be assured for the user (lock or sign on door)? NA N NA NA 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot be used N NA NA N 


Is the building equipped with an emergency communication system (useful for medical emergencies while in N S N N 


Is there an internal area that promotes a safe, calm and quiet environment? Y S Y Y 


Are there flashing fire alarm lights? N N N N 

hall gym change room classrooms NA NA 

Are there braille pads on elevators? NA NA NA N 

Are there distinctive hand rails along hallways? N N N N 

Are the rubberized vinyl stair treads on staircases for the blind? N N N N 

Are door handles lever style? N N N N 

Are door access push bars low enough for wheelchairs? N S S N 

Are light switches at a level which can be reached from wheelchair height? N N N N 


Is international signing used? Y NA NA N 

Are fountains accessible? Y N S Y 

Are blackboards at an accessible height? Y N S Y 

Are public phones accessible? Y N N Y 

Are fire alarm pulls accessible? N N N Y 

Yard Access Y S S Y 


June 2005


ASG: PORT HOPE 



Port Hope CIS 

Beatrice Strong 

Port Hope Central 

Dr. L.B. Powers 

George Hamilton 

Howard Jordan 

North Hope 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? Y N N Y Y Y 

Is the building wheelchair accessible? Y N Y N Y Y 

Is there a ramp? Y N Y N Y N 

Is there an automatic outside door opener? Y N N N N N 

Is there an elevator? Y N N N N NA 



Are there washrooms for the disabled for both genders? Y N N N Y N/S 

Are the washrooms properly identified? Y Y N N N NA 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? Y N N N Y 

Can privacy be assured for the user (lock or sign on the door)? Y N N N Y N 

Are grab bars placed appropriately for the individual or is a commode available? Y N Y N N N 

Are sinks wheelchair accessible? Y N N N N N 

Do the faucets have winged handles? Y N N N N NA 

Are there full length or tilted mirrors? N N N N N N 

Are there buzzers available for emergency situations and staff designated to respond? Y N N N N N 


Is there a private room/area equipped with a hydraulic change table? Y/N N N N Y N 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? N N Y N NA N 

If it is a fixed change table, does it provide independence to student? Y N Y N NA NA 

Is a water source available nearby for hygiene purposes? Y N Y N Y N 

Are towels, diapers, disposable gloves, etc. stored within easy reach? NA N Y N NA NA 


June 2005



Port Hope CIS 

Beatrice Strong 

Port Hope Central 

Dr. L.B. Powers 

George Hamilton 

Howard Jordan 

North Hope 


Is a mechanical lift available? N N N N N N 


Was it inspected by a qualified person within the past year? NA N N N NA NA 

Are appropriate slings available for the students? NA N N N NA NA 

Can privacy be assured for the user (lock or sign on door)? NA N N N NA NA 



Y N N N N NA 



N N Y N N N 


Is there an internal area that promotes a safe, calm and quiet environment? Y N N Y Y 


Are there flashing fire alarm lights? N Y Y N N Y 


Are there braille pads on elevators? N N N N NA NA 


Are the rubberized vinyl stair treads on staircases for the blind? Y N N NA N 

Are door handles lever style? Y N N N N N 

Are door access push bars low enough for wheelchairs? Y N N ?? Y N 

Are light switches at a level which can be reached from wheelchair height? Y N N N Y N 


Is international signing used? Y N N N N N 

Are fountains accessible? Y N N N N Y 

Are blackboards at an accessible height? Y N N N Y Y 

Are public phones accessible? NA N N N NA N 

Are fire alarm pulls accessible? N N N N Y N 

Yard Access 


June 2005


ASG: THOMAS A. STEWART 



Armour Heights 

King George 

North Shore 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? N N N 

Is the building wheelchair accessible? N N Y 

Is there a ramp? N N Y 

Is there an automatic outside door opener? N N N 

Is there an elevator? N N Y 


Are there automatic washroom door openers? N N N 

Are there washrooms for the disabled for both genders? Y N S 

Are the washrooms properly identified? N N Y 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? Y N Y 

Can privacy be assured for the user (lock or sign on the door)? Y N Y 

Are grab bars placed appropriately for the individual or is a commode available? Y N Y 

Are sinks wheelchair accessible? N Y Y 

Do the faucets have winged handles? N N Y 

Are there full length or tilted mirrors? N S N 

Are there buzzers available for emergency situations and staff designated to respond? N N N 


Is there a private room/area equipped with a hydraulic change table? N N N 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? NA NA NA 

If it is a fixed change table, does it provide independence to student? NA NA NA 

Is a water source available nearby for hygiene purposes? NA NA NA 

Are towels, diapers, disposable gloves, etc. stored within easy reach? NA NA NA 


June 2005



Armour Heights 

King George 

North Shore 



If yes, please circle type: overhead (fixed) overhead (portable) floor lift (automatic) floor lift (manual) NA NA NA 

Was it inspected by a qualified person within the past year? NA NA NA 

Are appropriate slings available for the students? NA NA NA 

Can privacy be assured for the user (lock or sign on door)? NA NA NA 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot be used N N N 


Is the building equipped with an emergency communication system (useful for medical emergencies while in N N N 


Is there an internal area that promotes a safe, calm and quiet environment? Y N Y 


Are there flashing fire alarm lights? N N N 

hall gym change room classrooms N N N 

Are there braille pads on elevators? NA NA Y 

Are there distinctive hand rails along hallways? N N N 

Are the rubberized vinyl stair treads on staircases for the blind? N N Y 

Are door handles lever style? N N Y 

Are door access push bars low enough for wheelchairs? Y Y Y 

Are light switches at a level which can be reached from wheelchair height? S N Y 

Are Assistive Devices available in auditorium/gym? N N N 

Is international signing used? N N N 

Are fountains accessible? S S S 

Are blackboards at an accessible height? N Y Y 

Are public phones accessible? Y Y Y 

Are fire alarm pulls accessible? Y N Y 

Yard Access S N Y 


June 2005


ASG: 

SECONDARY - NORTH 



Adam Scott 

Crestwood 

Kenner 

Lakefield 

Norwood 

Peterborough 

TASSS 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? Y Y Y Y Y N Y 

Is the building wheelchair accessible? Y Y Y Y Y N Y 

Is there a ramp? Y Y Y Y NA N Y 

Is there an automatic outside door opener? Y N Y Y Y N N 

Is there an elevator? N N Y N N N N 


Are there automatic washroom door openers? Y Y N N Y N Y 

Are there washrooms for the disabled for both genders? Y Y Y Y Y N Y 

Are the washrooms properly identified? Y Y Y N Y Y Y 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? Y Y Y Y Y Y 

Can privacy be assured for the user (lock or sign on the door)? Y Y Y Y Y N Y 

Are grab bars placed appropriately for the individual or is a commode available? Y Y Y Y Y N Y 

Are sinks wheelchair accessible? Y Y Y Y Y Y Y 

Do the faucets have winged handles? Y Y Y Y Y N Y 

Are there full length or tilted mirrors? Y Y Y Y Y N N 

Are there buzzers available for emergency situations and staff designated to respond? N N Y N N N N 


Is there a private room/area equipped with a hydraulic change table? Y Y N Y N N Y 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? NA NA N NA NA N NA 

If it is a fixed change table, does it provide independence to student? NA NA N NA NA N NA 

Is a water source available nearby for hygiene purposes? Y Y N Y N N Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? Y Y N Y N N Y 


June 2005



Adam Scott 

Crestwood 

Kenner 

Lakefield 

Norwood 

Peterborough 

TASSS 


Is a mechanical lift available? N Y N NA N N Y 

If yes, please circle type: overhead (fixed) overhead (portable) floor lift (automatic) floor lift N N N NA Y N ? 

(manual) 

Was it inspected by a qualified person within the past year? N N N NA NA N NA 

Are appropriate slings available for the students? N N N NA NA N NA 

Can privacy be assured for the user (lock or sign on door)? Y N N NA NA N Y 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot N N Y Y Y N S 


Is the building equipped with an emergency communication system (useful for medical emergencies Y N N Y N N N 


Is there an internal area that promotes a safe, calm and quiet environment? Y N N Y N N N 


Are there flashing fire alarm lights? N N N N N N N 

hall gym change room classrooms NA N N 

Are there braille pads on elevators? N N/A Y N N NA N 

Are there distinctive hand rails along hallways? N N N N N NA N 

Are the rubberized vinyl stair treads on staircases for the blind? N N N N N N N 

Are door handles lever style? N N N N N N N 

Are door access push bars low enough for wheelchairs? Y N/A Y Y N Y Y 

Are light switches at a level which can be reached from wheelchair height? N N N Y Y Y Y 

Are Assistive Devices available in auditorium/gym? N N N N N N N 

Is international signing used? N Y N N N N N 

Are fountains accessible? Y N N Y N Y N 

Are blackboards at an accessible height? N N N N N N 

Are public phones accessible? Y Y N N N N N 

Are fire alarm pulls accessible? N N Y Y N Y Y 

Yard Access Y N Y Y Y NA Y 


June 2005


ASG: 

SECONDARY - SOUTH 



Bowmanville 

Campbellford 

Clarke 

CDCI - East 

CDCI - West 

Courtice 

ENSS 

Port Hope 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? Y Y N Y N Y Y Y 

Is the building wheelchair accessible? Y Y Y N Y Y Y 

Is there a ramp? Y Y Y Y Y Y Y 

Is there an automatic outside door opener? N Y N Y N Y N Y 

Is there an elevator? Y N N Y N N N N 


Are there automatic washroom door openers? N N N Y N Y N Y 

Are there washrooms for the disabled for both genders? Y Y N Y N N N Y 

Are the washrooms properly identified? Y Y NA Y N NA Y 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? Y Y Y Y Y Y Y 

Can privacy be assured for the user (lock or sign on the door)? Y Y NA Y NA N NA Y 

Are grab bars placed appropriately for the individual or is a commode available? Y Y NA Y NA Y NA Y 

Are sinks wheelchair accessible? Y Y N Y NA N N Y 

Do the faucets have winged handles? Y Y N Y NA N NA Y 

Are there full length or tilted mirrors? Y Y N Y NA N N Y 

Are there buzzers available for emergency situations and staff designated to respond? N Y N N NA N N N 


Is there a private room/area equipped with a hydraulic change table? N Y N Y N N N Y 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? Y NA N N NA N NA NA 

If it is a fixed change table, does it provide independence to student? Y NA N NA N NA NA 

Is a water source available nearby for hygiene purposes? N Y N Y NA N N Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? NA Y N Y NA N NA Y 


June 2005



Bowmanville 

Campbellford 

Clarke 

CDCI - East 

CDCI-W 

Courtice 

ENSS 

Port Hope 


Is a mechanical lift available? N N N N Y N N 


(manual) 

Was it inspected by a qualified person within the past year? NA NA 

Are appropriate slings available for the students? NA NA 

Can privacy be assured for the user (lock or sign on door)? Y NA 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot Y N Y N N NA ?? 


Is the building equipped with an emergency communication system (useful for medical emergencies Y Y Y Y Y Y Y 


Is there an internal area that promotes a safe, calm and quiet environment? Y Y N Y Y 


Are there flashing fire alarm lights? N N N Y N Y Y Y 


Are there braille pads on elevators? N N N N N N NA N 

Are there distinctive hand rails along hallways? N N N N N N N N 

Are the rubberized vinyl stair treads on staircases for the blind? N N N N N N N N 

Are door handles lever style? N Y N N N N N N 

Are door access push bars low enough for wheelchairs? Y Y N N N N Y N 

Are light switches at a level which can be reached from wheelchair height? N Y N N N N N N 

Are Assistive Devices available in auditorium/gym? N N N N N N N N 

Is international signing used? Y N N N N N Y N 

Are fountains accessible? Y Y ?? N N Y Y N 

Are blackboards at an accessible height? N ?? N N N N N N 

Are public phones accessible? Y N N Y N Y N Y 

Are fire alarm pulls accessible? N Y ?? Y N Y N Y 

Yard Access 


June 2005

Standard 16: 

Transportation

Standard 16: Transportation 

The Manager of Transportation and the Principal Assistant to the Superintendent, 

Special Education work closely together in order to provide equitable access to 

transportation for students with special needs. The following guidelines facilitate the 

decisions made for these students. All extenuating circumstances are carefully reviewed 

by both managers. 

Transportation for Students in Special Education Programs 

Students who attend Special Education programs within their home school community 

will either walk to school or use transportation provided if they are beyond the 

established walking distances. 

When students are placed in Special Education programs by the Board (with parent 

consent) which are outside their home school attendance area and outside of walking 

distances established by the Board, transportation is provided for these students. 

Transportation for the Physically Disabled - Home School Attendance Area 

Students with physical disabilities which place them in wheelchairs, walkers or who 

have mobility needs are provided with transportation to meet their needs when 

conditions in the home school attendance area are not conducive to independent or 

assisted travel (e.g., impassable/no sidewalks, winter weather making sidewalks 

impassable). Arrangements are made through the school principal. 

Transportation for Students with Medical Needs 

Students with medical conditions may be provided with transportation following a review 

of their needs, supporting documentation and discussion between school staff and the 

Manager of Transportation. 

Students in Care, Treatment, and Correctional Facilities 

If the Parent/Guardian receives permission to access a program outside of the home 

school attendance area, then responsibility for transportation rests with the Parent/ 

Guardian. Permission to utilize existing transportation routes must be requested, in 

writing, on the prescribed form and is subject to available space and compliance with 

transportation policy. 

Students in Provincial and Demonstration Schools 

The Kawartha Pine Ridge DSB provides transportation for day and residential students 

attending Provincial and Demonstration schools. Students who live within a 30 km 

radius of the Provincial school in Belleville, and who are designated by the school as 

day students are provided with daily transportation. Students who live beyond that 

radius and/or students who may elect to be residential students, are transported on a 

weekly basis to and from the Provincial and Demonstration schools. 

Summer School Bussing 

The transportation department maintains a very streamlined, skeletal transportation 

route to service those students attending summer school programs. For students 

requiring specialized transportation, arrangements are made through consultation with 

the student’s principal and the Manager of Transportation. 

I:\SS\SpedEducPlan2005\Std16_Transportation.saf 16.1 

June 2005

Transportation of Individual Students 

The special needs of each student are assessed on an individual basis. First considered 

for transportation on the standard school bus, special provisions such as a bus monitor 

will be considered to assist the student in maintaining this level of independence and 

inclusion. In some cases a smaller specialized bus may be required to ensure student 

safety, and to allow for the transporting of wheelchairs. Should individuals require closer 

supervision, a bus monitor may be considered to assist in this setting as well. In some 

cases, individual student transportation may need to be considered. This is provided in 

the form of a taxi. This decision is based upon the physical, safety and behavioural 

needs of the student through consultation between the school principal and the 

Manager of Transportation. The Principal Assistant to the Superintendent, Special 

Education is available to support this consultation. 

Board Tendering for Transportation of Special Students 

To date the Board does not have separate, specialized criteria when considering the 

tendering of transportation for exceptional students. As per general population 

transporters, all Kawartha Pine Ridge transporters and bus drivers must hold a “B-Z 

License” which includes a criminal check. Bus operators provide evidence of criminal 

offence screening. Professional development is available upon request. As well, 

operators are provided information as appropriate for individual emergency plans for 

students. The board includes equity, diversity and inclusion principles in its general 

tendering processes. 

I:\SS\SpedEducPlan2005\Std16_Transportation.saf 16.2 

June 2005

Standard 17: 

The Board’s Special 

Education Advisory 

Committee 

(SEAC)

Standard 17: The Board’s Special Education Advisory Committee 

Who are the current members of the Special Education Advisory Committee? 

Association Representative Alternate 

Autism Society of Ontario - 

Peterborough Chapter 

Community Living Peterborough 

Alternatives Community 

Program Services 

Down Syndrome Association of 

Peterborough 

First Nation 

Five Counties Children’s Centre 

Kinark Child and Family 

Services 

Learning Disabilities Association 

of Peterborough, Clarington and 

Nortumberland 

Ontario Association for Families 

of Children with Communication 

Disorders 

Judy Rich 

945 Alexander Dr 

Mount Pleasant R R #2 

Cavan, ON L0A 1C0 

(705)799-6192 

Pat Whittaker 

223 Aylmer Street 

Peterborough, ON 

K9J 3K3 

(705) 743-2412 ext. 518 

Christine Crough 

267 Stewart Street 

Peterborough, ON 

K9J 3M8 

(705) 742-0806 ext. 229 

Kathy Traynor 

2636 Lakefield Rd 

Peterborough, ON K9J 6X5 

(705)740-9533 

Catherine Davis 

Student Services Coordinator 

Alderville First Nation 

#8512 Highway #45 

Alderville First Nation, ON 

KOK 2XO 

(905) 352-3583 

Alex Cranfield 

c/o Five Counties Children’s 

Centre 

872 Dutton Rd. 

Peterborough, ON K9H 7G1 

(705) 748-2337, ext. 204 

Marguerite McCarron 

380 Armour Rd. 

Peterborough, On K9H 7L7 

(705) 742-3803 

Margo Carkner 

159 King St. Unit 107 

Peterborough, ON K9J 2R8 

(705) 748-9455 

Wendy Johansen 

10 Hockaday Court 

Hampton, ON L0B 1J0 

(905) 263-2154 

Joanne Durocher 

John Mattson 

I:\SS\SpecEducPlan2005|Std17_SEAC.saf 17.1 

June 2005

Angela Lloyd 

(SEAC Chairperson) 

(705) 939-6967 

Kája Havelka 

Superintendent of Teaching and 

Learning 

(705) 742-9773, ext. 2031 

1-877-741-4577, ext. 2031 

Cyndi Dickson 

(613) 475-4222 

Trustees 

Administrative Support 

Debbie Kasman 

Principal Assistant to the 

Superintendent, Special 

Education 

(705) 742-9773, ext. 2175 

1-877-741-4577, ext. 2175 

Alternate: Verna Shackleton 

(705) 778-1389 

Mark Fisher 

Principal 

Plainville P.S. 

(905) 342-5567 

What are the meeting times and locations? 

The Kawartha Pine Ridge DSB SEAC meets on a regular basis for a minimum of ten 

sessions per school year. Meetings are typically held on the first Tuesday of each 

month, beginning at 6:30 p.m., at the Education Centre at 1994 Fisher Drive in 

Peterborough. Members and the public may attend these meetings via video 

conferencing, available at the Clarington and Northumberland Community Education 

Centres. Occasionally meetings are held in conjunction with a learning activity such as 

local specialist presentations. 

What are the procedures for selecting members? 

The selection of SEAC members and alternates is governed by Regulation 464. Written 

nominations for representatives and alternates are forwarded to the Superintendent of 

Teaching and Learning, clearly indicating compliance with candidate qualifications, 

association(s) represented, and representative and/or alternate candidate names 

including address and telephone numbers. Submissions are reviewed and 

recommendations submitted to the Kawartha Pine Ridge DSB based on collective 

exceptionality represented, geographic coverage, and resource supports. Associations 

are notified of their successful candidates by the Board. 

How do Parent(s)/Guardian(s) and other members of the public make their views 

known to the SEAC? 

Parent(s)/Guardian(s) and members of the public can make their views known to SEAC 

by contacting individual members and/or associations, communicating through their 

school councils, e-mailing the Board Office, through the Board’s website, by letter, and 

by fax. Contact information is provided to each school for distribution to all parents each 

fall. Agendas are published and available in schools and meetings are available by 

video-conference, allowing direct access to SEAC at its monthly public meeting. 


June 2005

How did SEAC fulfill its roles and responsibilities during the school year and 

what documentation was provided to SEAC to enable it to fulfill these 

responsibilities? 

As noted in Regulation 464 and the Ministry document Standards for School Boards’ 

Special Education Plans, the roles and responsibilities of SEAC are as follows: 

• make recommendations to the Board with respect to any matter affecting the 

establishment, development, and delivery of Special Education programs and 

services for exceptional students within the board 

• participate in the Board’s annual review of its Special Education Plan 

• participate in the development of the Board’s annual budget for Special 

Education 

• review the financial statements of the Board as they relate to Special Education 

Policies & Procedures 

• SEAC members receive from the Board, upon request, copies of Board policies 

and procedures as they pertain to Special Education. All policies pertaining to 

Special Education go to the SEAC for input and recommendations prior to being 

passed by the Board. 

• SEAC members receive Board in-service training in relation to Board policies and 

procedures pertaining to Special Education. 

• SEAC members should review all pertinent policies (e.g., policies on 

transportation and attendance). SEAC makes recommendations to committees 

bringing forth pertinent policies. When policies relevant to Special Education are 

being developed by committee, SEAC is invited to be on the committee. 

• SEAC members can liaise with other committees by: 

• volunteering for committee membership; 

• giving presentations/ briefs; 

• keeping informed about Board activities (e.g., requesting copies of 

committee reports or inviting a committee member to give a report to the 

SEAC); and 

• receiving presentations of relevant materials at SEAC meetings. 

Annual Review of the Special Education Plan 

The Special Education Plan must be reviewed by the Board every year. The SEAC 

should be involved in every aspect of the review process. In Kawartha Pine Ridge DSB, 

a sub-committee of members from the SEAC reviews the Special Education Plan 

annually. The plan is then reviewed by the SEAC prior to it going to the Board. 

Funding 

• SEAC members should be provided with information regarding the funding of 

Special Education programs and services as it applies to the Board. The SEAC 

makes a presentation to the Board’s Budget Committee annually regarding 

funding for Special Education programs and services. 

• SEAC members should have knowledge of the basic principles of funding and 

how the Board implements the funding. SEAC is updated monthly during the 

budget process. In-service is provided with respect to the various funding 

methods used by the Ministry to fund Special Education services. 


June 2005

• SEAC participates in the development of the Board’s annual budget for Special 

Education, and may make a presentation to the Budget Committee. SEAC also 

participates in the development of service delivery models which impact on or are 

the results of the funding model. 

• SEAC reviews the financial statements of the Board as they relate to Special 

Education. All Special Education funding is shared with SEAC and reviewed 

throughout the school year with respect to services rendered. 

• SEAC members have standing invitations to all professional development 

sessions with respect to special education. 

• SEAC members often make presentations to professional learning sessions, 

including Additional Qualification courses sponsored in partnership between KPR 

and OISE/UT. 


June 2005

Standard 18: 

Coordination of Services 

with Other Ministries 

or Agencies

Standard 18: Coordination of Services with Other Ministries 

or Agencies 

What advanced special education planning is done for students with special 

needs who are arriving from other programs? 

It is the goal of the Kawartha Pine Ridge DSB that students make the transition of 

entering and exiting our schools as positively and smoothly as possible. In order to 

ensure a successful transition, realistic goals must be set that are appropriate to the 

strengths, needs and interests of the student, and steps must be taken to prepare them 

for this move. 

Together with members of outside agencies, such as Five Counties Children’s Centre, 

Sick Children’s Hospital, local Day Care Centres, Pediatricians, or other School Boards, 

students who are considered to be “High Needs” are identified for special consideration 

upon entry to school. A Release of Information form is signed by Parent(s)/ Guardian(s) 

in order that relevant material be incorporated into the transition plan, and information 

can be shared among concerned parties. Case Conferences are conducted with 

involved agencies, Board staff, and school administrators and staff, in order that 

planning for the child’s entry into school address the physical, medical, emotional, and 

cognitive needs of the individual. 

In addition to the Case Conference, Principals will proceed with the Process for 

Reviewing High Needs Students for Entry (see Standard 4: Early Identification 

Procedures and Intervention Strategies for further details), including arranging for 

completion of the ‘High Needs Intake’ form, as appropriate. This information gathering 

will ensure that a student entry plan is created resulting in a smooth transition for the 

student. 

Assessments completed by Regulated Health Professionals (e.g., physicians, 

psychologists)are reviewed for compliance with Board standards and expectations, and 

are generally accepted as they are. 

How is information shared for students leaving the Board to attend programs 

offered by other school boards or by care, treatment, and correctional facilities? 

Copies of reports and test data, where appropriate, are sent to those requesting the 

information upon receipt of properly signed and executed forms authorizing the release 

of such information to a third party. Information is also shared among parties during 

Case Conferences. 

Who is responsible for ensuring the successful admission or transfer of students 

from one program to another? 

The school Principal, working with the school staff and in consultation with the Principal 

Assistant to the Superintendent, Special Education, is responsible for the successful 

admission or transfer of students from one program to another. 

I:\SS\SpecEducPlan2005\Std18_CoopServwithOtherMinistires_Agencies.saf 18.1 

June 2005

Standard 19: 

Submission and Availability 

of School Board Plans

Standard 19: Submission and Availability of School Board Plans 

How can members of the public access the Kawartha Pine Ridge District School 

Board Special Education Plan? 

The Special Education Plan can be accessed through the Board’s website at 

www.kpr.edu.on.ca. Hard copies of the Special Education Plan may be obtained 

through the Learning Resource Centre at the Education Centre, or by contacting school 

principals. 

I:\SS\SpedEducPlan2005\Std19_Submission_AvailofSchlBrdPlans.saf 19.1 

June 2005

ASSESSED NEED - Kawartha Pine Ridge District School Board

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