ASSESSED NEED - Kawartha Pine Ridge District School Board

Standard 1 

Model for 

Special Education

Standard 1: Model for Special Education 

The Kawartha Pine Ridge District School Board educates all students to excel in 

learning, to succeed in life, and to enrich our communities. Special Education services 

of the Board are provided under the department of Teaching and Learning. The moral 

purpose of our work is our commitment to every student ensuring that we develop 

strategies to help each student learn, no matter their personal circumstances. Our 

model for special education is rooted in inclusion. The Board’s model of special 

education complies with all relevant legislation and regulations, specifically but not 

limited to the Canadian Charter of Rights and Freedoms, the Ontario Human Rights 

Code, and the Accessibility for Persons with Disabilities. 

Inclusion 

Students benefit from inclusion through the provision of a broad range of programs and 

services that support our primary goal of educating students in their home school 

community with their same age peers, whenever possible. 

Our philosophy of inclusion is also supported by the use of universal design for learning 

to support the creation of quality programs for all students using a differentiated 

instruction framework. In this framework, assessment for learning helps us teach and 

assess students according to their readiness, interests, and learning styles. The 

programs of students with special education needs who have Individual Education Plans 

(IEPs), including students who qualify for gifted programming, are embedded in this 

differentiated instruction framework. 

Individual Education Plans (IEPs) 

Individual Education Plans (IEPs) are designed to support the development of Special 

Education Programs to ensure students are provided with accommodations, 

modifications, and/or alternative programs based on their strengths and needs. The 

IEP is a working document that is developed in consultation with the student, parents, 

and staff to ensure student success when appropriate. Relevant assessment 

information determines that he/she has special education needs. Continual assessment 

and revision of the IEP and its goals and expectations reflect the changing needs and 

progress of the student. Achievement of IEP goals and expectations is reported on the 

provincial report card (for Ontario Curriculum goals) and the Report Card Addendum 

(for goals that are alternative to the Ontario Curriculum). 

Partnerships 

Partnerships with students, parents/guardians, teachers, school administrators, support 

staff and community members are critical to the success of every student, particularly 

students with special needs. 

1.1

SPECIAL EDUCATION DELIVERY MODEL (ELEMENTARY) 

D 

CENTRAL 

SPECIAL EDUCATION 

SERVICES SUPPORT 

C 

INTENSIVE PROGRAM 

Specialized Programs: 

Learning and Life Skills 

Congregated Gifted Program 

B 

RESOURCE SUPPORT 

Indirect Support º Team Teaching º Withdrawal 

º Increasing Intensity º 

A 

THE REGULAR CLASSROOM 

ELEMENTARY: 

Program provided through Differentiated Instruction and implementation of 

the Individual Education Plan (IEP) 

(See the IEP Toolkit for Administrators and Teachers) 

1.2

A. The REGULAR CLASSROOM continues to be the primary learning environment 

for all students including those with special education needs. It is within the 

regular classroom that most students with special education needs will work 

through the Ontario Curriculum and/or the Alternate Curriculum based on their 

needs. Classroom teachers will, through the delivery of differentiated instruction 

using the philosophy of universal design, provide quality programming for 

students with IEPs to maximize their learning potential. They will determine the 

appropriate programming for students using pre-, on-going-, and postassessment. 

B. For many students with Individual Education Plans, RESOURCE SUPPORT / 

TEAM TEACHING will provide opportunities to augment the regular classroom 

program through varying degrees of support for the student with special 

education needs and his/her classroom teacher. Teachers will work with the 

Special Education Resource Teacher (SERT) through consultation, co-planning, 

and co-teaching of differentiated instruction to ensure student success. The 

varying levels of resource support are designed to support all students with IEPs, 

including those with developmental disabilities and those who qualify for gifted 

programming. 

C. Some students with special needs will require an INTENSIVE PROGRAM which 

is provided in a congregated setting when it is determined that their needs cannot 

be met in the regular classroom. Kawartha Pine Ridge District School Board 

provides the following intensive programs: 

I) Learning and Life Skills Program 

• for students with developmental disabilities, who score at or below the 1st 

percentile with a consistent adaptive screening measure, whose needs 

cannot be met in the regular classroom 

• students may access this specialized program in community schools 

designed to meet their academic, functional academic, and life skills needs 

• students who qualify for this program need the approval of the Principal 

Assistant to the Superintendent of Teaching and Learning - Special 

Education, and the decision of placement must be presented at a Kawartha 

Pine Ridge District School Board System Level Identification Placement 

Review Committee (IPRC) meeting 

II) Congregated Gifted Program 

• for students who qualify for gifted programming (98 th percentile and above) 

whose needs cannot be met in the regular classroom 

• the majority of students who qualify for gifted programming will have their 

needs met in their home school through differentiated instruction 

• these programs are provided at the gifted program site in each of the three 

superintendancies (Peterborough, Northumberland, Clarington) 



Education and the decision of placement must be presented at a Kawartha 

Pine Ridge District School Board System Level IPRC meeting 

1.3

D. In addition to school staff, the Board has professionals and teachers to support 

schools and students through the CENTRAL SPECIAL EDUCATION SERVICES. 

Given the size of our Board, we have divided the schools into three main regions. 

Each region has a Community Education Centre which houses a number of our 

central special education personnel. Specially, at each site there are the following 

staff who offer support to schools. 

- Special Education Consultants 

- Psychological Specialists 

- Speech and Language Pathologists 

- Communication Disorder Assistants 

- School Board Counsellors 

- Student Retention Counsellors 

- Behaviour Support Assistants 

- Itinerant Teachers for the Deaf and Hard of Hearing 

- Vision Itinerant Teachers 

Role of the Principal 

Each Principal shall be responsible for: 

• facilitating parent-teacher communication 

• working to provide early intervention options for students 

• providing a contact for Special Education Services staff 

• ensuring a continuum of service is provided in the school 

• ensuring Ministry/Board policies/procedures are well communicated and are reflected 

in the daily practice in the school 

• maintaining the legal aspects of the Special Education program as outlined in the 

Education Act (e.g. IEPs, IPRCs, IPRC Reviews) 

• facilitating a process for reviewing students identified by teachers as “at risk” at 

regular in-school conferences 

• facilitating the school’s Special Education timetable 

• facilitating the scheduling of the school’s special education plan, which includes the 

role and practice of the Special Education Resource Teacher based on school and 

student need 

A. THE REGULAR CLASSROOM 

Students with IEPs will have their program implemented by the classroom teacher 

through differentiated instruction in the regular class with the support, either direct or 

indirect as needed, of the Special Education Resource Teacher. 

1.4

B. RESOURCE SUPPORT 

I) Indirect Support 

Programming is provided by the classroom teacher and is supported by the 

Special Education Resource Teacher on a consultative basis to assist with 

resources, assessment, and instructional strategies. 

II) Resource Assistance (Team Teaching) 

Provided jointly by classroom and Special Education Resource Teachers in 

classroom setting through: 

• co-planning and co-teaching of differentiated instruction 

• shared support for students with IEPs as needed 

• pre-teaching 

• alternate skills programming 

• team teaching that will help develop the expertise of both the classroom 

and the Special Education Resource Teacher to provide differentiated 

instruction 

• teachers will focus on students learning the essential understandings of the 

appropriate grade modified by quantity and complexity in order to avoid 

modifying the Ontario Curriculum by grade level when possible 

• if a student, based on assessment, is working far below grade level (2 

years or more), the Ontario Curriculum may be modified by grade level 

• if the student’s program is modified by grade level, it is important that the 

new grade level is modified by quantity and complexity also, so that the 

student is completing the essential understandings of that new grade level 

III) Withdrawal Assistance 

Provided by the Special Education Resource Teacher (SERT) in the 

resource room when it has been determined through multiple trials that the 

student has difficulty learning the essential skill in the classroom. 

Students may be withdrawn for a limited time. 

Steps for Withdrawal Instruction 

• use backward planning to determine the essential skill the student 

needs to develop 

• pre-assess the student to determine the skills/knowledge needed and 

starting points for instruction 

• teacher provides instruction in the regular classroom in whole group, 

small groups, or one on one 

• if instruction is still unsuccessful, SERT supports instruction in the 

classroom through small groups or one on one 

• if this is still unsuccessful, teacher and SERT plan for withdrawal of 

student 

• SERT instructs student using pre-assessment, on-going assessment, 

and post-assessment to inform program 

• SERT and teacher support generalization of learned skills into the 

classroom setting for each teaching session 

1.5

• once the student has met the goal set for the withdrawal instruction, the 

student returns to the regular classroom 

• when the student has the skills needed, the student goes back into the 

classroom to use the skills in context 

• SERT and teacher collaborate to report on student’s progress 

1.6

Staff Qualifications for Special Education Resource Teachers 

• Special Education – Part I (Ministry requirement) minimum 

• Additional qualifications in Special Education Part II preferred and required after 

3 years of teaching in the Special Education Recourse Teacher role. 

• Additional qualifications in Special Education Specialist preferred and required 

after 5 years of teaching in the Special Education Resource Teacher role. 

• ability to provide accommodations/modifications/alternative programming 

through differentiated instruction, co-planning, and co-teaching as required 

Expectations of Special Education Resource Teacher 

The role of the SERT (within the general required parameters) in each school will be 

determined by the principal and the School Improvement Team. 

• provide delivery of service through indirect support, resource assistance, 

or direct assistance 

• support classroom teachers to deepen their understanding of IEPs as they 

develop, write, and revise IEPs in accordance with Regulation 181 in 

collaboration with all involved classroom teachers. 

• build the capacity of school staff in understanding how to deliver program 

to all students in their classroom and to develop their ability to differentiate 

their program and learn strategies that will support students with various 

learning abilities through differentiated instruction 

• serve as a case coordinator for students with special needs within the 

school population 

• work in association with the In-School Team to support students 

• via indirect service, co-plans and co-teaches with classroom teachers to 

provide programming and service supports to students 

• via direct service, may withdraw students for specific programming needs 

for a limited time to achieve specific skills which the student(s) cannot 

learn in the classroom environment 

• assist with the development of self-advocacy skills for students through 

teacher and student support 

• communicate with parent(s)/guardian(s), other teachers, administrators, 

Special Education Service staff 

• facilitate professional development for staff/colleagues 

• support Special Education through assessment, referrals etc. 

• prepare for System Level IPRC meetings and complete Annual Reviews – 

School Level 

• individual support for specific students (In very specific situations, the 

SERT may need to provide direct support to student(s). This will need to 

be discussed with the SERT, classroom teacher, parents, and 

administration prior to implementation.) 

1.7

C. INTENSIVE PROGRAM 

I) Learning & Life Skills (LLS) 

Student Profile 

• students (whose needs cannot be met in the regular classroom) with an 

identification which includes a developmental disability (at or below the first 

percentile with a consistent adaptive scale score) 

• student has been placed in the program through a Kawartha Pine Ridge 

District School Board System Level IPRC meeting 

Program Features 

• focus is primarily on academic, life, and personal functioning skills in order 

to maximize independence based on individual needs 

• students are fully integrated into the life of the school, including assemblies, 

integrated class trips, leadership opportunities, etc. 

• integration into age-appropriate regular class for at least one period per day 

• integration may be facilitated by educational assistants, secondary school 

co-op students, community college placement students, peer helpers, etc. 

as determined by the Principal 

Strategies for Programming 

• integration as outlined by the IEP will involve the meeting of student goals 

and expectations 

Staff Qualifications 

Learning and Life Skills Teacher 

• Special Education – Part I (Ministry requirement) 

• Additional qualifications in Special Education Part II preferred and required 

after 3 years of teaching in the Special Education Learning and Life Skills 

teacher role. 

• Additional qualifications in Special Education Specialist preferred and 

required after 5 years of teaching in the Special Education Learning and Life 

Skills teacher role. 

Educational Assistant (EA) and Child and Youth Worker (CYW) 

• EA - two year college diploma 

• CYW - three year college diploma 

1.8

Expectations of Learning and Life Skills Teachers 

• provision of an academic, life skills program based on student needs using 

backward design and differentiated instruction 

• development and implementation of the IEP 

• plan with regular classroom teacher and special education teacher for 

student integration 

• on-going communication with parent(s)/guardian(s), administrators, support 

staff, teachers, community agencies, etc. 

• facilitate a suitable transition plan (as needed) to meet students’ individual 

needs 

• completion of Annual Review – School Level 

Expectations of Integrated Classroom Teachers 

• support integration with program changes as needed 

• plan with Learning and Life Skills teacher for student 

• develop, with the Special Education Resource Teacher as required, page 4 

of the IEP outlining accommodations/modifications/alternate programming 

• report on achievement of goals on the Provincial Report and/or Report Card 

Addendum 

II) Congregated Gifted Program 


• student (whose needs cannot be met in the regular classroom) with an 

identification which includes Intellectual: Gifted (at or above the 98th 

percentile) 

• student has been placed in the program at a Kawartha Pine Ridge District 

School Board System Level IPRC meeting 


• primarily on academic skills with a focus on further depth and breadth for 

students based on pre-assessment, on-going assessment, and postassessment 

in order to maximize independence based on individual needs 


leadership opportunities, etc. 




after 3 years of teaching in Special Education. 


required after 5 years of teaching in Special Education. 

1.9

Expectations of Congregated Gifted Program Teacher 

• provision of academic program with additional depth and breadth as 

determined by assessment based on student needs using backward design 

and differentiated instruction 


1.10

D. CENTRAL SPECIAL EDUCATION SERVICES SUPPORT 

• Will provide further assistance to schools and regions in order to help with the 

varied needs of schools and students. Support professionals include 

psychological specialists, speech and language pathologists, special education 

consultants, itinerant teachers, school board counsellors, behaviour support 

assistants etc. 

1.11

SPECIAL EDUCATION DELIVERY MODEL (SECONDARY) 

D 

CENTRAL 

SPECIAL EDUCATION 

SERVICES SUPPORT 

C 

INTENSIVE PROGRAM 

Specialized Program (LLS) 

B 

RESOURCE SUPPORT 

Indirect Support º Team Teaching º Withdrawal 

(Resource Room) 

º Increasing Intensity º 

A 

THE REGULAR CLASSROOM 

SECONDARY: 

LDCC ! Applied ! Academic ! Open ! College ! University ! Workplace 

1.12

A. The REGULAR CLASSROOM continues to be the primary learning environment 

for all students including those with special education needs. It is within the 

regular classroom that most students with special education needs will work 

through the Ontario Curriculum and/or the Alternate Curriculum based on their 

needs. Classroom teachers will, through the delivery of differentiated instruction, 

using the philosophy of universal design, provide quality programming for 

students with an IEP to maximize the student’s learning potential. They will 

determine the appropriate programming for students using pre-assessment, ongoing 

assessment, and post-assessment. 

B. For many students with Individual Education Plans, RESOURCE SUPPORT / 

TEAM TEACHING will provide opportunities to augment the regular classroom 

program through varying degrees of support for the student with special education 

needs and his/her classroom teacher. Teachers will work with Special Education 

Resource Teachers (SERTs) through consultation, co-planning, and co-teaching 

of differentiated instruction to ensure student success. The varying levels of 

resource support are designed to support all students with IEPs, including those 

with developmental disabilities and those who qualify for gifted programming. 

C. Some students with special needs will require an INTENSIVE PROGRAM which 

will be delivered in a congregated setting when it is determined that their needs 

cannot be met in the regular classroom. Kawartha Pine Ridge District School 

Board provides the following intensive program: 

Learning and Life Skills (LLS) 

• for students with developmental disabilities, who score at or below the 1 st 

percentile with a consistent adaptive screening measure, whose needs 

cannot be met in the regular classroom 

• students may access this specialized program in community schools 

designed to meet their academic, functional academic, and life skills needs 



Education and placement is determined at a Kawartha Pine Ridge District 

School Board System Level IPRC meeting 

. 

D. In addition to school staff, the Board has professionals and teachers to support 

schools and students through the CENTRAL SPECIAL EDUCATION SERVICES. 

Given the size of our Board, we have divided into three main regions. Each 

region has a Community Education Centre which houses a number of our central 

special education personnel. Specially, at each site there are the following staff 

who offer support to schools. 

- Special Education Consultants 

- Psychological Specialists 

- Speech and Language Pathologists 

- Communication Disorder Assistants 

1.13

- School Board Counsellors 

- Student Retention Counsellors 

- Behaviour Support Assistants 

- Itinerant Teachers for the Deaf and Hard of Hearing 

- Vision Itinerant Teacher 

1.14

Role of the Principal 

Each Principal shall be responsible for: 

• facilitating parent-teacher communication 

• working to provide early intervention options for students 

• providing a contact for Special Education Program Support Staff 

• ensuring a continuum of service is provided in the school 

• ensuring Ministry/Board policies/procedures are well communicated and are reflected 

in the daily practice in the school 

• maintaining the legal aspects of the Special Education program as outlined in the 

Education Act (e.g. IEPs, IPRCs, IPRC Reviews) 

• facilitating a process for reviewing students identified by teachers as ‘at risk’ at 

regular In-school conferences 

• facilitating the school’s Special Education timetable 

• facilitating the scheduling of the school’s special education plan, which includes the 

role and practice of the SERT based on school and student need 

A. THE REGULAR CLASSROOM 

Students with IEPs will have their program implemented by the classroom teacher 

through differentiated instruction in the regular class with the support, either direct or 

indirect as needed, of the Special Education Resource Teacher. 

B. RESOURCE SUPPORT 

I) Indirect Support 

Programming is provided by the classroom teacher and supported by the 

special education teacher on a consultative basis to assist with the resources 

and assessment and instructional strategies. 

II) Resource Assistance (Team Teaching) 

Provided jointly by classroom and special education teachers in classroom 

setting 

III) Withdrawal Assistance 

Provided by special education teacher in resource room as a last measure 

when it has been determined through multiple trials that the student cannot 

learn the essential skill in the classroom. 

Students may be withdrawn for a limited time. 

Steps for Withdrawal Instruction 

• use backward planning to determine the essential skill the student 

needs to develop 

• pre-assess the student to find the skills/knowledge needed and starting 

points for instruction 

1.15

• teacher provides instruction in the regular classroom in whole group, 

small groups or one on one 

• if this is still unsuccessful, teacher and SERT plan for withdrawal of 

student 

• SERT instructs student using pre-assessment, on-going assessment, 

and post-assessment to inform program 

• SERT and teacher support generalization of learned skills into the 

classroom setting for each teaching session 

• once student has met the goal set for the withdrawal instruction, the 

student returns to the regular classroom 

• when the student has the skills needed, they go back into the classroom 

to use the skills in context 

Program Placement: (All Levels) 


• students who require support for success in a regular program 

• students with an IEP 


• academic support based on available school resources to meet student 

needs 

• assistance to classroom teacher to provide suggestions for program 

accommodations 

• advocacy on request 

• resource teacher advocates for student 

• students offered opportunity to develop self-advocacy skills 

Strategies for Programming: (in conjunction with the IEP) 

Monitoring 

• provided by regular classroom teacher and Special Education 

Resource Teacher 

• supported by special education teacher through consultation on 

resources, strategies 

• offers minor accommodations to program (e.g., photocopying notes, 

re-phrasing information, use of auditory/visual modalities, etc.) 

• may include alternative time-tabling options, e.g., pair English and 

Learning Strategies and run full year. 

Withdrawal 

• provided by Special Education Resource Teacher in resource room 

• more intensive support and instruction, supporting classroom 

program 

• provides alternative assessment opportunities, etc. 

1.16

• offered in collaboration with regular classroom teacher and Special 

Education Resource Teacher 

• may utilize support staff, peer tutors, students in co-op placements, etc. 

Staff Qualifications for Special Education Resource Teacher 



after 3 years of teaching in the Special Education Resource teacher role. 


required after 5 years of teaching in the Special Education Resource 

Teacher role. 

• ability to provide program accommodations/modifications is required 

Expectations of Special Education Resource Teacher (SERT) 

• provide delivery of service in resource room 

• communicate with parent(s)/guardian(s), other teachers, administrators, 

Special Services staff 

• serve as a case coordinator for students with special needs within the 

school population 

• work in association with In-School Team to support students 

• via indirect service, co-plan and co-teach with classroom teachers to 

provide programming and service supports to students 

• via direct service, may withdraw students for specific programming needs 

for a limited time to achieve specific skills which the student(s) cannot learn 

in the classroom environment 

• prepare for System Level IPRC meetings 

• develop, write, revise IEPs in accordance with Regulation 181 in 

collaboration with regular classroom teachers 

• complete the Annual Review – School Level 

• assist with student assessment 

• facilitate professional development for staff/colleagues 

• assist with the school-based Student Support Team (SST). 

Expectations of Regular Classroom Teachers 

• provide classroom accommodations/modifications/alternative programming 

to meet student needs 

• provide documentation of classroom accommodations, modifications, 

alternate programming for students on IEPs 

C. INTENSIVE PROGRAM – SPECIALIZED PROGRAM: LEARNING & LIFE 

SKILLS (LLS) 


• students (whose needs cannot be met in the regular classroom) with an 

1.17

identification which includes a developmental disability (at or below the first 

percentile with a consistent adaptive scale score) 

• student has been presented at a Kawartha Pine Ridge District School Board 

System Level IPRC meeting 

• student may attend a secondary school from age 14 years until the calendar 

year of their 21 st birthday 


• non-credit granting courses focus primarily on academic, life, and personal 

functioning skills in order to maximize independence based on individual 

needs 


integrated class trips, leadership opportunities, etc. 

• integration into age appropriate regular class for at least one period per day 

• integration may be facilitated by educational assistants, secondary school 

co-op students, community college placement students, peer helpers, etc. 

• work placement opportunities 

• transition planning with parent(s)/guardian(s), students, community agencies 

in preparation for leaving school 

Strategies for Programming 

Integration as outlined by the IEP should include skill development based on 

assessed needs and social interaction that may include: 

• a regular secondary school home room 

• cafeteria and lunch hour activities 

• assemblies 

• classroom programs that will enhance student strengths through various 

learning opportunities 

• work placement opportunities may be assisted by senior students, acting 

as peer coaches, who require a leadership component for credit courses 


Learning and Life Skills Teacher 


• Additional qualifications in Special Education Part II preferred and 

required after 3 years of teaching in the Special Education Learning 

and Life Skills teacher role. 


required after 5 years of teaching in the Special Education Learning 

and Life Skills teacher role. 

Educational Assistants (EA) and Child and Youth Workers (CYW) 

• EA - two year college diploma 

• CYW - three year college diploma 

1.18

Expectations of Learning and Life Skills Teacher 

• provision of academic and life skills programs 

• program based on student needs 


• completion of Annual Review – School Level 

• on-going communication with parent(s)/guardian(s), administrators, 

support staff, teachers, community agencies, etc. 

• facilitate a suitable transition plan to meet students’ individual needs 

• preparation of System IPRC as required 

• plan with regular classroom teacher and Special Education Resource 

Teacher for student integration 

Expectations of Regular Classroom Teacher 

• support integration with program modifications/ accommodations/ 

alternative programming as much as possible 

• plan with Learning and Life Skills Teacher for student 

• develop, with the Special Education Resource Teacher, page 4 of 

the IEP outlining modifications and the Report Card Addendum. 

D. CENTRAL SPECIAL EDUCATION SERVICES SUPPORT 

• Will provide further assistance to schools and regions in order to help with 

the varied needs of schools and students. Support professionals include 

psychological specialists, speech and language pathologists, special 

education consultants, itinerant teachers, school board counsellors, 

behaviour support assistants etc. 

1.19

Standard 2 

Identification, Placement, and 

Review Committee (IPRC) 

Process

STANDARD 2 

IDENTIFICATION, PLACEMENT, AND REVIEW COMMITTEE PROCESS 

Regulation 181/98 of the Education Act requires all School Boards to set up an 

Identification, Placement, Review Committee (IPRC). An IPRC is composed of at least 

three people, one of whom must be a principal or supervisory officer of the board. 

Parents/guardians are invited and encouraged to be a part of this process. 

NOTE: Parents are also referred to Standard 18 - Parent Guide to Special Education 

What is the role of the IPRC? 

The IPRC will: 

• decide whether or not your child should be identified as exceptional 

• identify the areas of your child’s exceptionality, according to the categories and 

definitions of exceptionalities provided by the Ministry of Education ( refer to 

Standard 10 in this Special Education Plan for these definitions) 

• decide an appropriate placement for your child (see Standard 1 in this Special 

Education Plan for placements within Kawartha Pine Ridge District School Board) 

• review the identification and placement at least once in each school year. 

Who is identified as an exceptional pupil? 

Students are identified as exceptional based on the Ministry categories. In Kawartha 

Pine Ridge District School Board, this is done when a special education program 

(known in our Board as a specialized program) is being considered and/or the 

parents/guardians have requested the consideration for identification. Students who 

have special education needs will have an Individual Education Plan developed for them 

and do not require an IPRC meeting for this to occur. 

For the school year 2010-2011, the Board held 173 formal IPRC meetings with respect 

to identification and placement. There were 2350 IPRC meetings to review the 

identification and placement. There were no appeals filed. 

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 

• 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 

2.1

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. 

What is an Individual Education Plan (IEP)? 

An Individual Education Plan (IEP) is a written plan. It is a working document that 

describes the strengths and needs of your child as a learner. It describes the special 

education programs and services established to meet your child’s needs and how these 

will be delivered. It also describes the progress of your child. 

An IEP is based on a thorough assessment of the student’s strengths and needs. It 

identifies specific goals and expectations for the student and explains how the special 

education program will help the student achieve the goals and expectations set out in 

the plan. 

A student’s IEP is developed, implemented, and monitored in a collaborative manner. 

The IEP provides an opportunity of all those involved with the student to work together 

to provide a program that will foster student achievement and success. 

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

• specific accommodations, educational expectations, and/or alternative 

programming 

• 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 

• for students 14 years and older, a plan for transition to appropriate postsecondary 

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

• for students on the autism spectrum or other students with significant transition 

needs, a Transition Plan will be developed to address their assessed transition 

needs 

• for students on the autism spectrum or other students with significant transition 

skills needs and/or social skills needs, a program page for each of these areas 

In Kawartha Pine Ridge District School Board, IEPs are created for students when 

ongoing efforts in providing remediation and other strategies have not resulted in 

student success and the school’s ongoing assessment indicates that the student 

requires accommodation (changes to instruction, environment, or evaluation practices) 

and/or modifications (changes in number or complexity of grade level expectations or 

modified expectations above or below current grade level). 

Once it is determined that your child would benefit from having an IEP, it must be in 

2.2

place within 30 days of the start of the program. Typically this is the start of the school 

year or semester. The IEP will be reviewed with you on an ongoing basis, and you will 

receive a copy of your child’s IEP. 

Does my child need to be identified through the Identification, Placement and 

Review Committee (IPRC) process in order to have an IEP? 

No. Your child will have an IEP developed for him/her when there is enough 

assessment information to determine that it is needed in order for him/her to experience 

success. A student must, however, have an IEP in place in order to proceed to IPRC. 

Should my child be identified through the ( Identification, Placement and Review 

Committee) (IPRC) process? 

In Kawartha Pine Ridge District School Board, there are four reasons for students to be 

reviewed by the IPRC process: 

1. The student is being placed in a Learning and Life Skills Class 

2. The student qualifies for gifted programming and is being placed in a 

Congregated Gifted Class 

3. The student is being placed in a Provincial or Demonstration School 

4. The parent(s)/guardian(s) have requested the IPRC in writing to the principal 

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 that requires the identification. 

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

you with a copy of the Parent Guide to IPRC Process and a written statement of 

approximately when the IPRC will meet. 

May parents/guardians attend the IPRC meeting? 

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

• to be present and to participate in all Committee discussions about a child coming 

before the Committee 

• to be present when the Committee meets to make identification and placement 

decisions 

Who meets for the IPRC? 

2.3

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 meeting 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. 

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 Health Care Consent Act, 1996, 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; 

2.4

• 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; 

• 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 

• 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. 

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 IPRC’s description of your child’s strengths and needs 

- the IPRC’s placement decision 

- 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. 

2.5

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 any additional information determined at the IPRC meeting needs to be added 

to the IEP, the principal will facilitate this. 

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. 

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 a range of placements to meet the needs of exceptional students. 

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

However, there may be students 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 can parents do if they disagree with the IPRC decision? 

It is the goal of Kawartha Pine Ridge District School Board to ensure that the 

parents/guardians and the school agree with the identification and placement prior to the 

IPRC meeting. 

2.6

• 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 

- 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 719, 

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. 

• 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. 

2.7

• 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 

- 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: 

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 



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 


Phone & TTY: 

(519) 453-4400 

2.8

School for the Blind and Deaf-Blind 

W. Ross MacDonald School 

350 Brant Avenue 

Brantford, ON N3T 3J9 

Phone: (519) 759-0730 

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 

Special Education Advisory Committee (SEAC)- Kawartha Pine Ridge District 

School Board 

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 a variety of community 

agencies that provide services for children throughout Kawartha Pine Ridge District 

School Board. Please refer to Standard 19 in this Special Education Plan for details on 

the community agencies represented. 

Where can parents obtain additional information? 

Additional information can be obtained from: 

• your school principal 

• the Principal Assistant to the Superintendent - Special Education 

• the Superintendent of Teaching and Learning 

Kawartha Pine Ridge District School Board 

1994 Fisher Drive, P.O. Box 7190 

Peterborough, Ontario 

K9J 7A1 

1-877-741-4577 

2.9

Standard 3: 

Special Education 

Placements Provided by 

the Board

Standard 3: Special Education Placements Provided by the Board 

Kawartha Pine Ridge District School Board provides a range of placements for students 

with exceptional needs but balances this with the practice of inclusion. It is strongly 

believed that most students are successful in their home schools within their community 

and with their peers. 

Special Education Advisory Committee of the Kawartha Pine Ridge District School 

Board (SEAC) provides specific information, advice, and assistance to parents whose 

children may require additional support. This Committee makes recommendations to 

the Board concerning the establishment and development of special education 

programs and services. 



School Board. 

How does Special Education Advisory Committee (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 Kawartha Pine Ridge District School Board’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 the Board’s schools. 

• 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 within the Board’s schools. 

Is regular classroom placement the first option considered? 

Yes. As required by Ministry policy, and in keeping with the inclusion goals of 

Kawartha Pine Ridge District School Board, placement in the regular classroom is the 

first option considered for students. For any student presented to the Identification, 

Placement and Review Committee (IPRC), regular classroom placement is always 

considered as the first option before other special education programs. 

How are students integrated into regular classrooms? 

Inclusion in regular classrooms is an expectation for students in the Kawartha Pine 

Ridge District School Board. 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 (IEP) 

• establishment of intensive supports, if required 

• deliberate transition and exit planning in collaboration with all parties 

3.1

What are the types of placement provided? 

In both the Elementary and Secondary panels, the placements provided in Kawartha 

Pine Ridge District School Board for students who are presented to the IPRC are: 

T Regular Class with Indirect Support (includes congregated Gifted Program) 

T Regular Class with Resource Assistance 

T Regular Class with Withdrawal Assistance 

T Special Education Class with Partial Integration 

• Learning and Life Skills Class (LLS) 

3.2

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 

based on written 

request by 

parent/guardian 

• school based decision, 

with parent/guardian 

consultation 

• student is generally 

functioning at grade 

level with 


• 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 - 

Congregated 

Gifted 

Program 

• students who qualify are placed in 

the regular classroom setting and 

receive all programming in this 

setting provided by a qualified 

Special Education teacher 

• student requires accommodations/ 

modifications to the program 

• Intellectual - Gifted 



process 



in this 

placement 


request by 




consultation 

• identification through the 

IPRC as Intellectual - 

Gifted 

• maximum 

class sizes 

for regular 

classrooms 

are outlined 

in the 

collective 

agreements 

with 

teachers 

and are 

governed by 

provincial 

legislation 

3.3



Placement 

Criteria for 

Admission 

Admission 

Process 



Maximum 

Class Size 

Regular 

Class with 

Resource 

Assistance 


classroom setting 

• student receives regularly 

scheduled specialized instruction 

within the regular classroom from a 

qualified Special Education teacher 





placement 



process 



in this 

placement 


request by 




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 

placement 


request by 




consultation 

• able to work within the 

regular classroom with 

program 


modifications from a 

wider range of grade 

level expectations 

• requires additional 

teaching and specialized 

strategies 

• instructional 

groups shall 

not exceed 

15 students 

3.4



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 


• Intellectual - 

Developmental 

Disability at the first 

percentile with 

consistent adaptive 

scores 

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 

placement with 


request 

• co-ordination of 

enrolment for 

LLS classes is 

facilitated by 

Special 

Education 

Services 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 

• high needs 

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. 

3.5

Secondary Placements 



Placement 

Criteria for 

Admission 

Admission Process 



Maximum 

Class Size 

Regular 

Class with 

Indirect 

Support 


classroom setting and receives all 

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+ request 



consultation 

• student is generally 

functioning at grade 

level with 


• 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 






placement 


through the 

IPRC process 




with parent/ 

guardian/student 

18+ request 



/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 

3.6



Placement 

Regular 

Class with 

Withdrawal 

Assistance 

Special 

Education 

Class with 

Partial 

Integration 

- Learning 

and Life 

Skills Class 

(LLS) 



• 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 

• 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 




placement 

• Intellectual - 

Developmental 

Disability 

Criteria for 

Admission 


through the 

IPRC process 


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 

Admission Process 




with parent 

/guardian/student 

18+ request 




with parent/ 

guardian 

agreement 

• co-ordination of 

enrolment for 

LLS classes is 

facilitated by 

Special Services 

Central Office 

staff 





/student 18+ 

consultation 

• able to work within the 

regular classroom with 

program 


modifications from a 

wider range of grade 

level expectations 

• requires additional 

teaching and 

specialized strategies 

• 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 

• instructional 

groups shall 

not exceed 

15 students 

• 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. 

3.7

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 meeting. Often this decision is made at an Annual 

Review meeting. However, if a change in placement into a system level class (i.e., 

Gifted Class, LLS Class) is requested, a system level IPRC is formed and meets with 

parental involvement to establish this placement. 

What are the alternatives to the Board’s range of placements? 

The alternatives may include: 

• SAL (Supervised Alternative Learning) 

• Home Instruction (in accordance with the Board Policy) 

• Provincial Demonstration Schools (i.e., Sagonaska, Trillium, Sir James Whitney) 

• Campbell Children’s School (Clarington) 

• Care, Treatment, Custody and Corrections facilities, often referred to as Section 

23 programs (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/central special education services 

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” 

3.8

Standard 4: 

Individual Education Plans 

(IEPs)

Standard 4: 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 Special 

Services, Program Services, teachers, administrators, Psychological Services, Speech- 

Language Services, and Attendance and Counselling Services. In addition to the 

revised IEP template, Special Services 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 in-services 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 are offered regularly 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 were completed. In 2007, the Ministry 

completed another audit of IEPs at the board level and provided feedback to support 

4.1

programming and the IEP template. This feedback informed the further revision of the 

IEP Toolkit for teachers and administrators and the training and in-services provided for 

school staffs. 

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 and parent/student advocate 

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 from central office 

• Psychological Services staff 

• Speech-Language Services staff 

• Attendance and Counselling Services staff 

• Child and Youth Worker 

• Itinerant Teachers 

• 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 Superintendent - Special Education 

may be contacted through the Education Centre. 

4.2

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 

4.3

Verbal Ability ............................................ 34 

Vision ................................................. 35 

Visual-Motor Skills ....................................... 36 

Visual-Spatial Processing.................................. 37 

4.4

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. 

4.5

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) 

4.6

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 

4.7

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 

4.8

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 

4.9

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 

4.10

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 

4.11

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 


4.12

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 

4.13

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 

4.14

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. 

4.15

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 

4.16

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 

4.17

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 

4.18

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” 

4.19

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: 


4.20

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 

4.21

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 

4.22

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) 

4.23

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) 

4.24

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 

4.25

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 

4.26

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 

4.27

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) 

4.28

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 

4.29

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 

4.30

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 

4.31

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) 

4.32

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 

4.33

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 

4.34

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) 

4.35

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 

4.36

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 



4.37

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) 

4.38

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 

4.39

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) 

4.40

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 

4.41

Standard 5 


Staff

Special Education Services Staff 

2011 -2012 

Special Education Staff FTE Staff Qualifications 

1. Teachers of exceptional students 175.83 

1.1 Special Education Resource 

Teachers 

114.50 Part 1 Additional Qualifications, moving toward 

completion of Specialist qualifications 

1.2 Teachers for self-contained classes 61.33 Part 1 Additional Qualifications, moving toward 

completion of Specialist qualifications 

2. Other special education teachers 19.5 

2.1 Principal of Special Education 

Services 

2.2 Vice-Principal of Special Education 

Services 

1 Principal’s Qualifications, Special Education Specialist 

Qualifications, and extensive experience in Special 

Education 

1 Principal’s Qualifications, Special Education Specialist 

Qualifications, and extensive experience in Special 

Education 

2.3 Special Education Manager 1 Masters Degree, Certified teacher with additional Special 

Education Specialist Qualifications 

2.3 Consultants 7 Certified teacher with additional Special Education 

Specialist Qualifications 

2.1 Itinerant teachers 9.5 Specialist teacher of the Deaf and/or Blind 

4. Other professional resource staff 39.8 

4.1 Manager of Professional Services 1 Ph.D. in Psychology and registered with College of 

Psychologists or eligible for registration with College of 

Psychologists 

4.2 Psycho-educational Consultants 9.1 Masters or Ph.D. in Psychology and eligible for 

registration with College of Psychologists 

4.3 Speech-Language pathologists 9 Masters Degree in Speech-Language Pathology from an 

accredited university and licensed by the College of 

Audiologists and Speech-Language Pathologists of 

Ontario. 

4.4 Communicative Disorders 

Assistants 

4.5 Social Workers 

(School Board Counsellors) 

5. Paraprofessional resource staff 455 

5.1 Educational Assistants and Child 

and Youth Workers 

3 2 Year College Diploma and post-graduate diploma in 

Communicative Disorders 

17.7 BSW degree with experience 

433.5 College EA or CYW Diploma, some with additional 

qualifications in specialized areas (e.g., Developmental 

Services Worker, ECE) 

5.2 Student Retention Counsellors 11 CYW Diploma or equivalent 

5.3 Braillist (for blind students) 7 Educational Assistant Diploma and Level 2 Braillist 

5.4 Interveners (for deaf-blind students) 2.5 2 year Diploma: Intervener for Deaf/Blind Persons or 

equivalent Ministry of Education approved courses for 

Interveners 

5.5 Educational Interpreter 1 3 year diploma in Interpreter Training for Deaf Education 

and experience 

Total 690.13

Standard 6 

Specialized Equipment

Standard 6: Specialized Equipment 

INTRODUCTION 

The Ministry of Education provides funding to school boards to assist with the cost of 

equipment essential to support students with special education needs where the need 

for specific equipment is recommended by a qualified professional. This equipment is 

provided to students as part of their accommodations which are essential to accessing 

the Ontario curriculum and/or a board-determined alternative program and/or a course 

and/or attendance at school. This funding is provided through the Special Education 

Grants: Specialized Equipment Amount (S.E.A.). 

School boards access S.E.A. funding by filing documented claims according to specific 

requirements outlined in Special Education Funding Guidelines: Special Equipment 

Amount (S.E.A.) 2011-12. 

The Ministry of Education now requires a greater degree of accountability from schools 

and teachers of students to whom specialized equipment has been assigned. Ministry 

staff may request classroom visits for up to ten percent of students for whom S.E.A. 

claims have been filed. During the classroom visits it is expected that: 

• the equipment would be found with the student for whom the cost was claimed 

and/or with the student for whom the equipment was transferred under the board’s 

asset management plan; and 

• the equipment be found in good repair, and 

• the student and/or staff would be able to operate the equipment. 

All 2011-12 S.E.A. claims must be supported by an Individual Education Plan (IEP) for 

the student in the current school year, signed by the principal. The student’s IEP must 

demonstrate the use of equipment such that it: 

• connects to program and report card, 

• reflects a logical thread from assessment data to the student’s areas of strength and 

need, accommodation and/or program section, 

• the program section provides measurable learning expectations related to Ontario 

curriculum for modified subjects/courses, and/or includes alternative skill areas as 

appropriate 

• demonstrates the student is using the equipment, and, where appropriate, that the 

student is using the equipment for provincial testing. 

In order to better support schools and students, the Kawartha Pine Ridge District School 

Board Specialized Equipment Guidelines have been developed. The purpose of the 

Kawartha Pine Ridge District School Board Specialized Equipment Guidelines is to 

clearly outline the processes and procedures related to the acquisition, implementation, 

6.2

and management of specialized equipment assigned to students with special needs. 

Information is provided in the following areas: 

• process for submitting claims 

• the roles and responsibilities of individuals submitting claims 

• meeting the claim requirements, processing the orders 

• training, implementation, and use by students in schools 

• management of equipment 

• maintenance of equipment. 

The Kawartha Pine Ridge District School Board Specialized Equipment Guidelines have 

been developed in accordance with the requirements of the Special Education Funding 

Guidelines: Special Equipment Amount (S.E.A.) 2011-12. 

INITIATION OF A SPECIALIZED EQUIPMENT CLAIM 

Claims for specialized equipment for a student may only be made if a recommendation 

for such equipment has been made by an appropriately qualified professional. The 

recommendation must be part of a professional assessment and must include a 

functional recommendation regarding the specific types of equipment the student 

requires to address his or her strengths and needs. 

A student does not need to be formally identified through the Identification, Placement, 

Review Committee (IPRC) to be eligible for specialized equipment. Students must have 

an IEP when specialized equipment is required. 

In applying for a specialized equipment claim for a student, schools must demonstrate 

why the student’s needs cannot be met by equipment or technology currently available 

in the school. 

Claims for specialized equipment for individual students, where total costs are less than 

$100.00 will be the responsibility of individual school budgets. Where claims exceed 

$100.00, the entire cost will be funded through central budget. 

SPECIALIZED EQUIPMENT CLAIM PROCESS 

The Kawartha Pine Ridge District School Board uses recommendations from its 

internal, qualified, professional staff as the basis for making S.E.A. claims for 

specialized equipment for students. Recommendations for specialized equipment made 

by external professionals, appropriately qualified according to Ministry of Education 

guidelines, also will be accepted for consideration in filing claims. All recommendations 

must comply with the requirements as described in the Special Education Funding 

Guidelines: Special Equipment Amount (S.E.A.) 2011-12. 

6.3

The development and preparation of all claims for specialized equipment will now be the 

responsibility of each school, in consultation with the recommending professionals who 

have assessed the student and made the recommendation. A recommendation 

potentially qualifying for S.E.A. funding will be from an appropriately qualified 

professional. It will indicate that the equipment is to provide students with 

accommodations that are essential to access the Ontario curriculum and/or a board 

determined alternative program and/or course and/or to attend school, and will include 

functional recommendations regarding the specific types of equipment the student 

requires to address his or her strengths and needs. 

The Specialized Equipment Claim file will include: 

• a completed Special Equipment Amount (S.E.A.) - Assignment of Specialized 

Equipment Application Form 

• a recommendation from the Kawartha Pine Ridge District School Board qualified 

professional, which indicates that the equipment is to provide students with 

accommodations that are essential to access the Ontario curriculum and/or a boarddetermined 

alternative program and/or course and/or to attend school, and will 

include functional recommendations regarding the specific types of equipment the 

student requires to address his or her strengths and needs. 

• a signed and dated copy of the student’s current IEP which demonstrates needs 

consistent with the recommendation for equipment required to support the student’s 

access the Ontario curriculum and/or a board-determined alternative program and/or 

course and/or to attend school, that cannot be provided by the school. 

• a completed Specialized Equipment - Student Instructional Technology Pre-Claim 

Checklist, when claims are for computer-based instructional technologies. 

APPROVAL OF SPECIALIZED EQUIPMENT CLAIM 

Once a specialized equipment claim file has been developed and submitted to the 

Instructional Leadership Consultant - Special Education assigned to the school, it will be 

reviewed to ensure all components comply with Ministry guidelines for Specialized 

Equipment Amount funding. 

If approved, the Specialized Equipment Claim file will be sent to the Specialized 

Equipment Support Team for processing. The school will be notified by the Specialized 

Equipment Support Team that the student’s claim has been approved and that the claim 

will be processed. This information will be sent out in the format of a Service Request 

to the school’s contact teacher which is usually the Special Education Resource 

Teacher. 

The allocation of equipment identified in a professional’s recommendation will be done 

in a manner that will meet the needs of the student, as identified in the 

recommendation, in the most efficient means possible. In some cases equipment may 

be allocated through the ordering of new equipment. In others, existing equipment, that 

meets the identified needs, that is no longer being used by students for whom 

specialized equipment claims have previously been made, may be assigned. Head 

6.4

Secretaries and Special Education Resource Teachers will be notified via email when 

orders are to be shipped to the school. 

EQUIPMENT SUBSTITUTIONS IN SPECIALIZED EQUIPMENT ALLOCATIONS 

The Kawartha Pine Ridge District School Board reserves the right to make equipment 

and/or software substitutions when allocating specialized equipment based on the 

student’s computer abilities, strengths, needs, and Board equipment standards. 

OWNERSHIP OF SPECIALIZED EQUIPMENT ASSIGNED THROUGH S.E.A. 

FUNDING 

All specialized equipment purchased through S.E.A. grants from the Ministry of 

Education become a set of physical assets to be protected, managed, and maintained 

by the Kawartha Pine Ridge District School Board. While specialized equipment may 

be assigned to a specific student or students, it remains the property of the Kawartha 

Pine Ridge District School Board. 

Specialized equipment assigned to an individual student with special needs may be 

used by other students when not being used by the student to whom it was assigned. 

Use of specialized equipment by others cannot inhibit access to the equipment by the 

student to whom the equipment was assigned. 

Specialized equipment purchased through S.E.A. grants remains with the student to 

whom it was assigned if the student changes schools. If a student who has been 

assigned specialized equipment moves to another publicly funded Ontario school board, 

the equipment assigned will be transferred to the receiving board when requested by 

the receiving board. 

Specialized equipment must be returned to the Kawartha Pine Ridge District School 

Board Education Centre for transfer or re-assignment when a student moves out-ofprovince, 

graduates, or retires from the Kawartha Pine Ridge District School Board. 

STUDENT USE OF S.E.A. EQUIPMENT 

Specialized equipment purchased through S.E.A. grants provides students with 

accommodations deemed to be essential to access the Ontario curriculum or Board 

determined program by the qualified professional who made the recommendation on 

behalf of the student. As this equipment is seen as essential, the Ministry of Education 

expects the student to have direct access to the equipment at all times, to know how to 

use it, and to be making regular use of the equipment. While certain circumstances may 

require exception, the Ministry also expects that the equipment will be with the student 

in the classroom for all academic activities. S.E.A. equipment assigned to a specific 

6.5

student is intended for the primary use of that student. However, use of this equipment 

is not exclusive to the assigned student. Other students may make use of the 

equipment when appropriate. The use of S.E.A. equipment by other students shall not 

prevent access to the equipment by the student to whom it was assigned. 

STUDENT NON-USE OF S.E.A. EQUIPMENT 

In the event that a student refuses to use, or uses S.E.A. equipment so infrequently that 

it is deemed to be ineffective in supporting the needs for which it was assigned, the 

equipment may be withdrawn and reassigned to students waiting for specialized 

equipment. 

Prior to the withdrawal of S.E.A. equipment, every attempt should be made to 

encourage the student to make use of the equipment. Attempts will be made to 

determine the underlying reasons why the student is not using equipment, and where 

possible, put in place strategies to address them. Parental involvement and support in 

this process is most important. The school may also wish to contact Board level 

support personnel for additional strategies or further training. 

If a number of strategies have been tried to encourage improved student use of the 

equipment, and have been unsuccessful, the equipment should be withdrawn and 

returned to the Board office for reassignment. 

STUDENT NON-USE OF EQUIPMENT DUE TO SPACE CONCERNS OR 

SURPLUS/DUPLICATION OF EQUIPMENT 

In some settings, duplication of S.E.A. equipment such as printers and scanners may 

exist, and due to space concerns within the classroom, it is not desirable or practical to 

have all pieces of equipment set up for student use. In this type of situation, scanning 

and/or printing stations may be set up to be accessed by multiple students with 

specialized equipment. The school technician can assist with the set-up of 

printing/scanning equipment to be accessed by multiple students if this type of setup 

would be beneficial. 

Any S.E.A. equipment not required or not being used as a result of setting up 

printing/scanning stations to be accessed by multiple students with S.E.A. equipment 

must be returned to the Education Centre for re-allocation. Schools must contact the 

Specialized Equipment Technician at the Education Centre to set up a Kawartha Pine 

Ridge District School Board Request for Courier Service form to have the equipment 

transported. A Specialized Equipment Return form does not need to be signed by 

parent(s)/guardian(s) in this case, as alternate provisions are being made to facilitate 

printing and/or scanning. 

6.6

S.E.A. assigned equipment returned to the Education Centre due to being 

surplus/unnecessary will be re-assigned as necessary. Should the student move, 

change schools, or learning settings and again require a dedicated scanner and/or 

printer, one can be assigned. A Service Request should be placed with the Kawartha 

Pine Ridge District School Board Help Desk to arrange such reassignment. 

INAPPROPRIATE STUDENT USE OF S.E.A. EQUIPMENT 

Equipment assigned to a student through S.E.A. may be withdrawn at any time for 

reasons of inappropriate use. Inappropriate use may include, but is not limited to: 

installation of additional software of any kind, illegal downloading or exchange of picture, 

music, sound or video files, any attempt to bypass computer security, use of equipment 

to communicate hateful, hurtful, or malicious messages of any kind, placing equipment 

at risk through neglect or intent, or causing deliberate damage to the equipment. 

Withdrawal of S.E.A. equipment from a student for inappropriate use will be at the 

discretion of the Principal Assistant to the Superintendent Teaching & Learning - Special 

Education, in consultation with the appropriate Superintendent of Student Achievement. 

Parents will be notified in writing by the Principal Assistant to the Superintendent 

Teaching & Learning - Special Education and/or Superintendent of Student 

Achievement when equipment is to be withdrawn. Students who have had equipment 

withdrawn for inappropriate use will not be eligible for consideration for reassignment of 

equipment for a minimum of three years and, depending on the nature of the reason for 

withdrawal, may be excluded from further consideration for assignment of specialized 

equipment. 

STUDENT HOME USE OF S.E.A. EQUIPMENT 

Under certain circumstances, some S.E.A. equipment assigned to students with special 

needs may be taken home for school work purposes. Only equipment considered 

portable (laptop computers, portable word processor, etc.) will be considered for home 

use. Home use of desktop computers, and non-portable scanners and printers is not 

permitted due to their more fragile nature. Arrangements can be made to have software 

for home printers and/or scanners installed on S.E.A. equipment, by Kawartha Pine 

Ridge District School Board technicians, if the software is provided to the school for that 

purpose. 

Home use of portable S.E.A. equipment is only permitted when an Assumption of 

Responsibility for Borrowed Equipment/Specialized Equipment At Home Use Guidelines 

form has been signed by the parent(s)/guardian(s), student and the school principal. In 

signing this form, parents are agreeing to accept financial responsibility for any loss or 

damage to the equipment while outside the school building and are agreeing to 

supervise and monitor the use of the equipment and abide by the At Home Use 

guidelines. 

6.7

A new Assumption of Responsibility For Borrowed Equipment/Specialized Equipment At 

Home Use Guidelines form should be reviewed and signed each school year. Separate 

forms are required for summer home use of specialized equipment. 

The signed Assumption of Responsibility for Borrowed Equipment/Specialized 

Equipment At Home Use Guidelines form must be included in the student’s OSR and 

copies should be given to the parent(s)/guardian(s). The use of S.E.A. equipment at 

home by students is strictly for the completion of school work, or for the further 

development of skills necessary for its effective use. Equipment should only go home 

when there is school work to complete, or when specific development/ maintenance 

tasks are assigned by school staff. With the exception of use of equipment for summer 

school/summer learning purposes, S.E.A. equipment is not to remain or be kept in the 

student home. All S.E.A. equipment must be returned to school each day, without 

exception. S.E.A. equipment is not to be used for any other non-school related 

purposes and no additional software is to be loaded on Board-owned equipment. 

Schools should ensure that prior to going home, and on a regular basis thereafter, any 

S.E.A. computer equipment that has been connected to the Kawartha Pine Ridge 

District School Board network has had the Board’s anti-virus software signature 

updated. 

Evidence of use of equipment outside of the school, by the student to whom it was 

assigned, or any other individual, for any purposes other than direct support of the 

learning of the student, may result in withdrawal of home use privileges and could result 

in complete withdrawal of the equipment. 

SUMMER HOME USE OF S.E.A. EQUIPMENT 

All S.E.A. equipment is to remain securely stored at school for the summer vacation 

period. Exceptions can occur when a student has registered in a Kawartha Pine Ridge 

District School Board summer school program, where use of the equipment would be 

required for course completion, or when a Summer Learning Plan approved by the 

Principal Assistant to the Superintendent of Teaching & Learning - Special Education 

has been developed by the school. A Summer Learning Plan can be put in place for the 

purposes of academic support or for equipment and software skill development and 

maintenance. 

As is the case with any home use of S.E.A. equipment, Assumption of Responsibility 

For Borrowed Equipment/Specialized Equipment At Home Use Guidelines form must be 

signed by the principal, parent(s)/guardian(s), and student prior to the equipment 

leaving the school. A separate Assumption of Responsibility For Borrowed 

Equipment/Specialized Equipment At Home Use Guidelines form should be signed for 

summer use, even if a signed form has been in place for the school year. 

Where an approved Summer Learning Plan has been put in place, a copy of the 

Summer Learning Plan form signed by the principal, student, and the 

6.8

parent(s)/guardian(s) should be sent to the Instructional Leadership Consultant - 

Special Education: S.E.A. at the Education Centre. A copy of the Assumption of 

Responsibility For Borrowed Equipment/Specialized Equipment At Home Use 

Guidelines form and Summer Learning Plan form will be included in the student’s OSR, 

and copies given to parent(s)/guardian(s). 

Any S.E.A. equipment borrowed for summer by the student to whom it was assigned 

must be returned to the school in the last week of vacation prior to the start of school. 

Arrangements for a specific date and time of return to the school must be made and put 

in writing, prior to the equipment being released for home use. 

REPLACEMENT OF S.E.A. EQUIPMENT 

S.E.A. equipment will be replaced as necessary, but is not automatically replaced on a 

periodic basis. Changing needs and/or ability of the equipment to support the student 

will be the factors considered for equipment replacement. S.E.A. equipment will be 

replaced when: 

• it can no longer meet the need for which it was recommended 

• the frequency of repairs negatively impact its ability to support the needs of the 

student 

• the cost of repairs becomes prohibitive 

• the equipment is not compatible with newer hardware or software which may be 

recommended to support student needs. 

The Help Desk Service Request history will be consulted when looking at the nature and 

frequency of repairs for equipment. Kawartha Pine Ridge District School Board 

technicians and/or those from outside agencies contracted for technical support will be 

consulted in determining whether equipment will support upgrades or should be 

repaired or replaced. 

When equipment is to be replaced, in order to ensure that replacement equipment will 

best meet the needs of the student, an updated recommendation will be required from 

the original recommending professional. As in the case of new recommendations for 

S.E.A. equipment, replacement equipment that meets the identified need, may be 

allocated through purchase of new equipment, or through reassignment of existing 

equipment that has been returned to inventory. 

All equipment that is replaced, broken, or no longer being used should be returned to 

the Education Centre. The Special Education Resource Teacher should enter a Service 

Request indicating that SEA Equipment needs to be picked up. 

6.9

SOFTWARE UPGRADES 

Software purchased through S.E.A. funding will not automatically be updated when new 

versions become available. In some cases, updates are available from software 

developers as part of the initial purchase price, but generally all new versions require a 

new version or upgrade fee to be paid. Software upgrades that require purchase will 

require a recommendation by the original recommending professional. The 

recommendation must indicate why the upgraded software is required, and must also 

indicate the specific needs that cannot be met by the previous version of the software. 

The decision to purchase the upgrade will be at the discretion of the Principal Assistant 

to the Superintendent of Teaching & Learning - Special Education. 

Upgrades to any Ministry/OSAPAC licensed software may be installed as necessary by 

Kawartha Pine Ridge District School Board, Information and Communication 

Technology (ICT) Department technicians. A Service Request should be submitted to 

the Help Desk to have this task completed. 

SPECIALIZED EQUIPMENT SUPPORT CONTACTS 

Christine Orton 

Instructional Leadership Consultant - Special Education - S.E.A. Lead 

705-742-9773, 1-877-741-4577 ext. 2347 

christine_orton@kprdsb.ca 

Robb Alexander 

Special Education Technology Support - Project Lead 

705-742-9773, 1-877-741-4577 ext 2374 

robb_alexander@kprdsb.ca 

6.10

Standard 7: 

Transportation

Standard 7: Transportation 

The Manager of Transportation and the Principal Assistant to the Superintendent of 

Teaching and Learning - 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 

Instructional Leadership Consultant. 

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. 

7.1

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. 

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 where necessary 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 may be 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 Instructional Leadership Facilitator. 

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. 

7.2

Standard 8: 

Transition Planning

WHY PLAN FOR TRANSITIONS? 

Standard 8 - Transition Planning 

Some exceptional students have difficulty coping with new or unexpected events. 

Change, including transitions between activities and environments, is often difficult for 

students and can lead to increased anxiety and unusual or inappropriate behaviours. 

In school, transitions happen at various stages and levels for students. Some 

transitions occur on a regular basis between activities and settings within the routines of 

the school day. Other transitions, such as class excursions, occur less frequently. 

Significant transitions such as entry to school, between grades and divisions, from 

elementary to secondary school, and from secondary school to the post-secondary 

destination happen periodically, are more complex, and include significant changes to 

many aspects of a student’s routines. 

Planning for transitions provides the foundations for successful transition experiences 

that help a student learn to cope with change, develop skills, and adapt to a variety of 

settings. Transitions cannot be avoided, but helping a student to be prepared for and 

adjust to change and transition can help to reduce or avoid some of the anxiety and 

unusual or inappropriate behaviours that they may cause. 

Transition planning should begin well in advance of the expected change for the 

student. The planning can be complex and requires communication and coordination 

between those who will be involved in the transition process. Effective planning for 

significant transitions usually includes parents and staff from the school, school board, 

and community agencies who are and who will be involved with the student. 

Parents should be involved in the sharing of information, collaboration, planning, and 

process that may be required to ease or facilitate significant transitions for a student. 

Parents can help to identify changes to routines or settings that may be difficult for the 

student. They can also help to support successful transitions by assisting in 

determining an effective transition process for an individual student or building skills 

and/or routines to familiarize the student with different expectations in the new setting. 

The purpose of transition planning is to determine the considerations, goals, and actions 

that will be required to support the student in making a positive transition to the new 

setting and experiences. It also provides an opportunity for those within the new setting 

to become familiar with and prepare for the student. 

TRANSITIONS AND THE INDIVIDUAL EDUCATION PLAN 

For exceptional students who are 14 years of age or over and who are not identified 

solely as gifted, the student’s Individual Education Plan (IEP) must include a transition 

plan for the student’s transition from school to work, further education, and/or 

community living. 

Adapted from “Effective Educational Practices for Students with Autism Spectrum Disorders: A Resource 

Guide”. Ministry of Education, 2007. 

8.1

Standard 9: 

Roles and Responsibilities

Standard 9: Roles and Responsibilities 

ROLES AND RESPONSIBILITIES IN SPECIAL EDUCATION 

The Ministry of Education defines the 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 Kawartha Pine Ridge District School Board 

• 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. 

9.1

• 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. 

9.2

• 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 

• serves as a Case Coordinator for students with special needs within the school 

population 

• works in association with In-School Team to support students 

• via indirect service, co-plans and co-teaches with classroom teachers to provide 

programming and service supports to students 

• via direct service, may withdraw students for specific programming needs for a 

limited time to achieve specific skills which the student(s) cannot learn in the 

classroom environment 

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 collaboratively with the school principal and teachers to solve problems. 

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

9.3

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. 

9.4

Standard 10 

Categories and Definitions 

of Exceptionalities

Standard 10 - Categories and Definitions of Exceptionalities 

The following five categories have been identified in the Education Act definition of 

exceptional pupil: 

1. 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: 

• an inability to build or to maintain interpersonal relationship 

• excessive fears or anxieties 

• a tendency to compulsive reaction 

• an inability to learn that cannot be traced to intellectual, sensory, or other 

health factors, or any combination thereof 

2. 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 

b) include one or more of the following: 

• language delay 

• dysfluency 

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

organically or functionally based 

10.1

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 

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 

3. INTELLECTUAL 

Gifted 

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: 

• an ability to profit educationally within a regular class with the aid of 

considerable curriculum modification and supportive service 

10.2

• an inability to profit educationally within a regular class because of slow 

intellectual development 

• a potential for academic learning, independent social adjustment, and 

economic self-support 

Developmental Disability 

A severe learning disorder characterized by: 

• an inability to profit from a special education program for students with mild 

intellectual disabilities because of slow intellectual development 

• an ability to profit from a special education program that is designed to 

accommodate slow intellectual development 

• a limited potential for academic learning, independent social adjustment, 

and economic self-support 

4. 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. 

Blind and Low Vision 

A condition of partial or total impairment of sight or vision that even with correction 

affects educational performance adversely. 

5. 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 District School Board’s 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 Parents/Guardians. Appropriate school staff (e.g., Principal, Vice-Principal, 

Classroom Teacher, Early Literacy Teacher, Special Education Resource Teacher) and 

central Special Education staff (e.g., Psychological Services, Speech-Language 

10.3

Services, Attendance and Counselling Services, Special Education Consultants) are 

consulted, as appropriate, prior to and during the IPRC process. The identification and 

placement which best facilitates the students’ 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. 

10.4

Standard 11: 

Provincial and 

Demonstration Schools 

in Ontario

Standard 11: Provincial and Demonstration Schools in Ontario 

This section provides the public with information about the Provincial and Demonstration 

Schools that operate for students who are deaf, blind, or deaf-blind, or who have severe 

learning disabilities, which may include attention-deficit hyperactivity disorder (ADHD). 

Over the school year 2010-11, the Board supported 18 students in attending these 

programs. 

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 non-sheltered 

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 home visiting for parents and families of preschool deaf-blind children to 

assist in preparing these children for future education 

11.1

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-ofhearing 

preschool children by teachers trained in preschool and deaf education 

Provincial Demonstration Schools for the Severely Learning Disabled 

These 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 

11.2

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. 

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 

that some students require a residential school setting for a period of time. 

Provincial School Contacts 

Teachers may obtain additional information from the Resource Services departments of the 

Provincial Schools. 

Provincial Schools Branch, 

Ministry of Education 

Provincial Schools Branch 


Milton, Ontario 

L9T 2M5 

Tel.: (905) 878-2851 

Fax: (905) 878-5405 

11.3

Schools for the Deaf 

The Ernest C. Drury School 

for the Deaf 



L9T 2M5 

Tel.: (905) 878-2851 

Fax: (905) 878-1354 

The Sir James Whitney School 

for the Deaf 


Belleville, Ontario 

K8P lB2 

Tel.: (613) 967-2823 

Fax: [613) 96%2857 

The Robarts School for the Deaf 


London, Ontario 

N5Y 4V9 

Tel.: (519) 453-4400 

Fax: (519) 453-7943 


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. 

These schools are the following: 



London, Ontario 

N5Y 4V9 

Tel.: (519) 453-4408 

Fax: (519) 453-2160 



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 

11.4

Transportation for students to and from the Provincial or Demonstration Schools 

Students attending a Provincial or Demonstration School are generally transported by 

bus arranged through the Transportation Department once the student has been 

accepted at the Provincial or Demonstration School. Designated stops on the bus route 

are 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 District School 

Board and the Durham District School Board. 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. 

For More Information Please Contact: 

Secretary to the Principal Assistant to the Superintendent of Teaching and Learning - 


705-742-9773, 1-888-741-4577 ext 2174 

11.5

Standard 12: 

Early Identification 

Procedures and 

Intervention Strategies

Standard 12: 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 (KPRDSB) 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, support staff requests made, and program 

delivery determined. 

School Administrators have indicated that first-hand 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, High Needs 

Intake Transition Form) 

• 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 matching students to teachers, or changing 

classroom loadings, creating supervision schedules, making effective requests 

for support staff 

12.1

• 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 

changes to the physical and learning environments based on student needs, to 

take place 

• will work with the Special Education Resource Teacher and classroom teachers 

to identify and prioritize the students who require intervention support and will 

notify 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 as may be necessary 

• 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 Transition 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 system level 

programming supports and Special Education Services supports as appropriate 

regarding individual learning concerns 

• refer students with social/emotional/behavioural needs to Special Education 

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/Occupational 

Therapist/Physiotherapist, etc. assessments, as appropriate 

12.2

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 Transition Form”(see 

Appendix A) as a result of observation visit 

• submits “High Needs Intake Form” to the Instructional Leadership 

Consultant (ILC) for Special Education for their region 

• develops plan to successfully support student in the school 

setting, collaborating with school level and system level resources 

as appropriate 

Early Literacy 

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 

• 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 does not meet these end of 

year targets, he/she is considered for intervention support and an Individual Education 

Plan may be created. The Special Education Resource Teacher may also provide 

support to the classroom teacher in building capacity in literacy instruction. 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. 

12.3

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 with intellectual functioning at or below the 1 st 

percentile. The Principal contacts the Instructional Leadership Consultant (ILC) who 

coordinates a review of the student’s profile (which may include a psychological 

assessment and other relevant assessment data) by the Board’s Chief Psychologist. 

Once an LLS placement is approved by the Board’s Chief Psychologist and the 

Principal Assistant to the Superintendent of Teaching and Learning - Special Education, 

the student is placed into an LLS classroom. 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 Special Education 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 Education 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 

12.4

eferral, 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 Instructional Leadership Consultant (ILC) for Special 

Education for their region. The ILC, or one of their Behaviour Support Assistant(s) 

(BSA), is available to 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. 

Students with Autism Spectrum Disorder 

The Instructional Leadership Consultant (ILC), working with a Behaviour Support 

Assistant (BSA) both specializing in Applied Behaviour Analysis (ABA), and in 

coordination with the regional ILC, supports schools in providing appropriate 

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

access support for students with Autism by contacting their regional ILC. The regional 

ILC will work with the ILC specializing in ABA. Once this avenue of support has been 

explored, the regional ILC or ILC specialized in ABA will make the decision to contact 

the regional multi-disciplinary regional team, if appropriate. At any time in this process, 

the school staff can contact the regional Instructional Leadership Consultant (ILC) or the 

ILC specialized in ABA 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 dependent upon a 

review of appropriate assessment data by the Board’s Chief Psychologist. 

School Health Support Services 

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

Therapy, Physiotherapy 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. 

12.5

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 Identification Placement 

Review Committee (IPRC) Meeting 

A range of approaches is used to solve problems prior to proceeding to an IPRC 

meeting. It is not necessary to proceed to the 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 with parental 

consultation. 

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 Resource 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, etc). Minutes are recorded and retained for 

future reference. When accommodations and modifications are in place, an 

Individual Education Plan is used to track program changes and progress. 

Special Education Resource Teacher 

The Special Education Resource 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, 

alternative programming, 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, the 

Instructional Leadership Consultant for Special Education for the region (or their 

representative) and may include 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, alternative programming, 

and modifications to programming and may request further involvement and 

12.6

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, if deemed 

necessary to the student’s success. Minutes are recorded and retained for future 

reference. 

Special Education Services Consultation 

Prior to the identification of a student as "exceptional" through the Identification 

Placement Review Committee (IPRC) process, a consultation with the regional 

Instructional Leadership Consultant in coordination with system level resources 

(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 Committee (IPRC) 

meeting. Types of involvement may include: 

C discussion/providing input on observations 

C completion of survey information 

C offering perceptions of child at home 

C receiving/discussing assessment data 

12.7

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 Special Education Resource Teachers 

(as appropriate) 

- confers with Board resource staff 

Supports 

Maintained 

or 

No longer 

Required 

C. In-School Conference 

• classroom teacher takes referral to School 

Case Conference with work samples. 

D. Early Intervention 

Strategies 

*NOTE: 

Exceptional cases 

may be brought to 

IPRC following 

consultation with 


Services. 

E. On-Going School Case Conferences 

• classroom teacher given support from 

Special Education Resource Teacher for 

program. 

F. IPRC Screening 

• In-School Conference includes: 

- parent/guardian 

- classroom teacher 

- Special Education Resource Teacher 

- Principal/Vice-Principal 

- former classroom teacher (optional) 

- Instructional Leadership Consultant (if outside 

agencies present) 

- 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 IPRC 

12.8

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 or the Special Education Resource 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 13 - 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. 

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 

12.9

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: 

• literacy programming 

• Itinerant Service (Deaf, Blind, Gifted) 

• Special Education Resource Teacher consultation 

• Instructional Leadership Consultation (ILC) 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. 

12.10

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 

Transition Form. (copy OSR - forwards copy to Instructional Leadership 

Facilitator). 

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 the 

school Principal. 

12.11


High Needs Intake Transition Form 

This form is to be used: 1) for students entering KPR who need special consideration due to complex needs; 

2) as a tool to support any transition planning for students with complex needs. 

Student Male ‘ Female Age D.O.B. 

Home School 

Principal 

dd / mm / year 

Parent(s)/Guardian(s) 

Emergency Contact 

Phone 

Address City Postal Code 

Home Phone ( ) Work Phone ( ) 

Community Services Involved (i.e., name, agency, etc.) 

‘ Occupational Therapy ‘ Children’s Mental Health ‘ Community Living 

‘ Physio Therapy ‘ Healthy Babies/Children ‘ Children’s Aid Society 

‘ Speech-Language Therapy ‘ Preschool /Resource Teacher ‘ Child Care Program 

‘ Other 

Spec Ed Binder/July 2009/Section F/High Needs Intake Form 

12.12

Professional Assessment / Report(s) 

Vision 

Agency / Practitioner Date Outcome / Recommendations 

Hearing 


Other 


Other 


Parent/Guardian Perspective 

Strengths 

Needs 

Strategies 


12.13

Team Input for Student Success 

Communication 

(i.e., speech, language, alternative communication, oral language, articulation, hearing e.g. 

history of infections and loss) 

Strengths 

Needs 

Strategies 

Physical Growth and Development 

(i.e., gross and fine motor, mobility in school environments, sitting and positioning) 

Strengths 

Needs 

Strategies 

Medical 

(i.e., vision, hearing, medication, diagnosis, specific needs) 

Strengths 

Needs 

Strategies 


12.14

Self-Help Skills 

(i.e., feeding, toileting, dressing, grooming) 

Strengths 

Needs 

Strategies 

Social / Emotional / Behaviour 

(i.e., self-regulation, interpersonal skills, emotional awareness and expression) 

Strengths 

Needs 

Strategies 

Learning Skills & Thinking 

(i.e., letters, numeracy, colours, reading, developmental) 

Strengths 

Needs 

Strategies 


12.15

Transition Behaviour 

(i.e., observable behaviours - acting out/withdrawal, activity to activity, home to 

school, person to person, strategies used to assist with transitions) 

Strengths 

Needs 

Strategies 

Other Information 

(i.e., culture, literacy, background, etc.) 

Recommended Goals 

1. 

2. 

3. 

Plan for school visits 

Date: 

Purpose 

Participants 


12.16

Plan for case conference 

Date: 

Purpose 

Participants 

Equipment Needs ‘ Yes ‘ No 

(i.e., mobility, toileting, feeding, technology, hearing aids, seating, property modifications) 

What equipment is required / will accompany the child? 

‘ SEA 

‘ Non-SEA 

‘ Transporting of Equipment arranged through KPR Special Education Department 

Summer Program Plans (Agency Support) ‘ Yes ‘ No 

Transportation 

‘ Special Transportation Required Type: 

‘ Application Completed 

Follow-up Actions 

Information Collection Authorization: This information is collected pursuant 

to the Board’s education responsibilities as set out in the Education Act and 

its regulations. The information is collected for education purposes and is 

within guidelines set out in the Municipal Freedom of Information and 

Protection of Privacy Act, 1989. This information will become part of the 

Ontario Student Record and Special Education Services file and 

opportunities will be provided to update this information annually. Any 

questions with respect to this information should be directed to the Principal 

of the School to which you are applying / registered. 

Users: Supervisory Officers, Principals, Teachers and Special Education 

Services staff. 


Special Education Services Department 

1994 Fisher Drive, PO Box 7190 

Peterborough, ON 

K9J 7A1 

Phone (705) 742-9773 

Toll Free (877) 741-4577 

Transition Form Completed by: 

Date: 

School/Agency: 

Contact Phone Number: ( ) 


12.17

Standard 13: 

Educational and 

Other Assessments

Standard 13: Educational and other Assessments 

QUALIFICATIONS OF STAFF AND 

ASSESSMENTS BEING CONDUCTED 


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: 

• mental health 

• cognitive functioning 

• academic skills 

• processing deficits 

• 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 registered or eligible 

for registration with the 

Ontario College of Social 

Workers and Social Service 

Workers (School Board 

Counsellor) 

• SSW Diploma or equivalent 

(Student Retention 

Counsellor) 

• counselling 

• 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 

• intervention recommendations to 

family and student 

13.1


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 

• Special Education 

Additional Qualifications - 

minimum Part I 

An assortment of Educational 

Assessment Tools including among 

others: 

• Running Records 

• First Steps Continuum 

• 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 principal determines 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 begin 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). 

13.2

Sharing Information 

1. With Parents: 

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

school personnel. A copy of the psychological report prepared about the child is 

given to parents and, unless the parents refuse, to the school principal. 

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 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 31 years of age, whichever is later. 

Speech-Language Services 


Speech-Language Service wait time can vary from 4-6 months as there are a limited 

number of these assessments. 


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 18 years (see Appendix D). 

13.3

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 18+ 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 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 15 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. 

13.4


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 seven (7) years following the 

day the student becomes 18 years of age. 

13.5

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 

13.6

Appendix B 

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 

13.7 

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 

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 

13.8 

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 

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. 

REV. Dec. 2003


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): 

13.9


CONSENT FOR SPEECH-LANGUAGE PATHOLOGY 

Appendix D 

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

Student Surname (Capitalized), Given Names 

Birthdate 

/ / 

Gender 

M 9 F 9 

Student Lives With: Other 9 

Father 9 Mother 9 Both 9 

dd mm yy 

Current School 

Grade/Progra Teacher 

Date of Entry to Canada if 

m 

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 staff member (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 reports 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 / / 

13.10

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 

______________________________________ 

Date 

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 

13.11

Standard 14: 

Working Collaboratively 

with our 

Community Partners

Working Collaboratively with our Community Partners 

PART 1 

Kawartha Pine Ridge District School Board’s mission is to educate our students to excel 

in learning, to succeed in life, and to enrich our communities. The Board has a history 

of acknowledging that this task is not the school Board’s alone but one that needs 

support from our parents/guardians, communities at large, and the various external 

agencies and other Ministries’ services that support children and youth. 

The recent PPM 149 issued on September 25, 2009, from the Ministry of Education has 

directed school boards to review and to develop local protocols for partnerships with 

external agencies for the provision of services in Ontario schools by regulated health 

professionals, regulated social service professionals, and para-professionals. 

Kawartha Pine Ridge District School Board recognizes that there are external agencies 

providing valuable service to our students that would not be included under PPM 149. 

Therefore a decision has been made to look at the continuum of programs and services 

provided by external agencies and to ensure that all have a mechanism for making 

application for consideration to provide their programs and services within our schools. 

Ministry services such as the public health units, access centres, community police 

services and school support services for children with autism have provincial contracts 

with school boards and are therefore not included in the PPM and Kawartha Pine Ridge 

District School Board protocol. Further, external agencies that provide presentations to 

schools and/or individual classrooms on topics of interest are not included in this 

protocol. 

Service providers who wish to offer programs and services within our schools are 

invited and required to submit an Application for Consideration of an External Agency 

Collaboration. A central Board committee reviews each application and consideration is 

given to the programs and services that are supplemental to those being provided by 

school board staff and are consistent with the Board’s stated mission, vision, and 

values. 

The central Board committee meets on a regular basis to review applications and 

communicates committee decisions to each applicant. Upon approval, a Collaboration 

Agreement will be jointly entered into by the external agency or third party service 

provider and the Board. 

The services and programs approved are listed on the Kawartha Pine Ridge District 

School Board website under the school section and through the approved community 

partners icon. Principals will choose services for students from the approved list and 

will be responsible for the organization and management within the school. 

Regulated Health Services and Social Work Services: 

If a program or service being offered by an external agency is delivered by, or 

supervised by, a regulated health professional or social worker, the Application for 

Consideration of an External Agency Collaboration -Supplemental Student Services by 

Regulated Professionals/Paraprofessionals should be completed.

Non-Regulated Programs and Services: 

If a program or service being offered by an external agency or professional is not 

delivered by, or supervised by, a regulated professional, the Application for 

Consideration of an External Agency Collaboration- Supplemental Student Services by 

Non-Regulated Professionals/Paraprofessionals should be completed. 

Third Party Service Provider - Personal Support Workers: 

If a third party provider wishes to a) fund in-classroom student support using a Kawartha 

Pine Ridge District School Board employee, or b) provide a personal support worker for 

in-classroom student support via an employee external to the Board, the Application for 

Consideration of a Third Party Collaboration-Personal Support Worker should be 

completed. 

The PPM 149 is posted on the Ministry of Education website at 

www.edu.gov.on.ca. 

For more information, please contact: 

Diane Beatty 

Secretary to the Manager of Professional Services 


705-742-9773, 1-877-741-4577 Extension 2176 

PART 2 

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 District School Board 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, central special education services staff, and school administrators 

and school 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, speech and language pathologist, etc.) are reviewed for compliance with 

Board standards and expectations and are generally accepted. 

How is information shared for students leaving the Board to attend programs 

offered by other school boards or by care, treatment, custody 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 with parental consent. 

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.

Standard 15: 

Specialized 

Health Support Services

Specialized Health 

Support Service 

Standard 15: 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 

Position of person 

who determines 

eligibility to receive 

the service and the 

level of support 

CCAC administrator 

Criteria for 

determining when 

the service is no 

longer required 

doctor 

CCAC 

CCAC CCAC screening CCAC administrator CCAC 

assessment 

Procedures for resolving 

disputes about eligibility and 

level of support (if available) 

CCAC process 

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 

Catheterization 

clean 

intermittant 

Catheterization 

sterile 

intermittent 

Suctioning 

shallow eg. Oral or 

nasal suction 

surface 

Suctioning 

deep 

(eg. Throat and or 

chest suction or 

drainage 

Lifting and 

positioning 

CCAC - SLP 

CCAC - SLP 

Board Speech 

Services 

Board staff unless 

requires medically 

controlled 

procedure 

EA 

referral by school 

or other agency 

for speech 

disorders 

referral by school 

or other agency 

speech pathologist 

speech pathologist 

pathologist 

assessment 

pathologist 

assessment 

school referral speech pathologist pathologist 

assessment 

as outlined in 

Board Policy - 

Completion of 

Board Medication 

Form 

direction from a 

doctor 

principal 

principal 

directions from 

doctor on form 

direction from 

doctor 


assessment 

EA 


doctor 

principal 


doctor 


assessment 

EA 


doctor, therapist 

principal 



CCAC 

CCAC 

discussion with Principal 

Assistant to the 

Superintendent of Teaching 

& Learning - Special 

Education 

Principal/Superintendent of 

Student Achievement using 

Board Policy 

Case Conference with 

parents/service providers/ 

principal/consultation with 

Principal Assistant to the 



Education 

CCAC process 







Education 

CCAC process 







Education 

15.1

Specialized Health 

Support Service 

Assistance with 

mobility 

Agency or 

position of person 

who performs the 

service (e.g., 

CCAC, Board 

staff, parent, 

student) 

EA 

Eligibility criteria 

for students to 

receive the 

service 



Feeding EA direction from a 


Position of person 

who determines 

eligibility to receive 

the service and the 

level of support 

principal 

principal 

Criteria for 

determining when 

the service is no 

longer required 




doctor 

G Tube Feeding CCAC CCAC screening CCAC administrator CCAC 

assessment 

Toiletting EA direction from a 


Diabetes 

Parent, student, 

Board staff (EA) 

can assist 


doctor, parent 

principal 

principal 




doctor 

Procedures for resolving 

disputes about eligibility and 

level of support (if available) 







Education 







Education 

CCAC process 







Education 







Education 

15.2

Standard 16: 

Staff Development

Standard 16: 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, classroom teachers, support staff and administration 

to 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 school-based 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 focus groups, in-services, learning sessions, responses to 

questionnaires, 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 of Teaching and Learning - 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, 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 

• Portions of Principal’s Meeting devoted to Special Education 

• New Teacher/New to Special Education mentorship 

• Professional Learning for Educational Assistants 

• Regular targeted in-services for all Special Education Resource teachers 

• Regional elective drop-in sessions 

16.1

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 and Special Education Departments 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. 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 learning sessions 

• 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 

16.2

What courses, in-service training, and other types of professional development 

activities are offered by the Board? 

Special Education Services In-Service Plan 

2010 - 2011 

Note: Unless otherwise specified, “Teachers” includes classroom, subject, and Special 

Education teachers. 

Topic Timelines Presenters Audience 

SERT PLCs Throughout year Consultants Elementary SERTs 

Assistive Technology 

Software 

February 

SLP’s, consultants, 

trainers 

Elementary SERTs and 

selected teachers 

Effective LLS Teacher 

Practices, IEPs and 

Literacy 

March and May 


Consultants 

LLS Teachers 

Literacy and Numeracy 

Support 

Jan., Feb., March, April, 

May 

Consultants SERTs, Grade 3 and 6 

Teachers 

Cross Panel Transition 

Support 

January, April PD Team SERTs, teachers, 

Principals, Heads, 

Student Success 

teachers 

IEP Workshops September Special Education 

Consultants 

New Special Education 

Resource Teachers 

Non-Violent Crisis Recertification 

- yearly for 

all support staff and full 

certification for others 

Throughout the year 

September, October, 

November, January, 

February, April, May, 

June 


Consultants 


Consultants, Behaviour 

Support Assistants, 

Vice-Principal 

WIAT Training October Special Education 

Consultant, 


Staff 

Program Leadership 

Council - Special 

Education 

Software Training 

PD Day for Educational 

Assistants Differentiated 

Instruction, 

Adaptive/Assistive 

Technology, 

November, February, 

May 

Year Round after school 

cafes 

February 


Consultant 

Special Educator 

Consultants/ Trainers 

Consultants, Facilitators, 

Trainers, Speech and 

Language Paths, etc. 

Teachers & 

Administrators 

New SERTS 

Educational Assistants, 

Child and Youth Workers 

Elementary & Secondary 


Teachers 

Secondary - Heads of 


Educational Assistants / 

Child and Youth 

Workers/Teachers 

Educational Assistants 

and Child and Youth 

Workers 

16.3




Software 

February 


trainers 





Literacy 

March and May 


Consultants 

LLS Teachers 


Support 


May 


Teachers 


Support 

Writing and Oral Across 

the Curriculum 




teachers 

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 Behaviour Support 

Assistants 

March, April, May 

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 

Assistants 

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 

April 

April 

April/ May 


Services Staff 

Consultants, 


Staff 


Consultant 

Consultants, Elementary 

Teachers 

Principals, Vice- 

Principals 

Elementary Special 

Education Teachers 

Section 20 Teachers 

Elementary Teachers, 

Administrators 

May ASD Team Psychological Services 

Staff, School Board 

Counsellors, Speech- 

Language Pathologists, 

Child and Youth Workers 

May 

Consultant, Information 

& Communications 

Technology Staff 

Teachers, Administrators 

16.4




Software 

February 


trainers 





Literacy 

March and May 


Consultants 

LLS Teachers 


Support 


May 


Teachers 


Support 




teachers 

IEP Writer May - September Special Education 

Consultant 

Teachers, Special 

Education Teachers, 

School Administration 

16.5

Standard 17: 

Accessibility of 

School Buildings

Standard 17: 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 of 

Teaching and Learning - 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 Special Services 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 of Teaching and Learning - 

Special Education. 

2. School Principal contacts Principal Assistant to the 

Superintendent of Teaching and Learning - Special Education. 

with request to discuss needs. 

3. School Principal forwards required documentation Principal 

Assistant to the Superintendent of Teaching and Learning - 

Special Education.. 

4. Principal Assistant to the Superintendent of Teaching and 

Learning - Special Education meets with Facility Services to 

establish costing and an action plan. 


Learning - Special Education advises School Principal of plan. 


Learning - Special Education. reviews project until completion 

with Facility Services. 

Ch. 17 Pg. 1

ASG: ADAM SCOTT 

ENVIRONMENTAL CONSIDERATIONS FOR BARRIER FREE ACCESS TO BUILDINGS 

Key: Yes - Y Not Applicable - NA 

No - N See Note - S 

Adam Scott CVI 

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 Y 

Is the building wheelchair accessible? Y Y Y Y Y Y 

Is there a ramp? Y Y Y Y Y Y 

Is there an automatic outside door opener? Y Y Y N N N 

Is there an elevator/stair lift Y Y N N Y N 

WASHROOM CONSIDERATIONS 

Are there automatic washroom door openers? Y N N N N N 

Are there washrooms for the disabled for both genders? Y Y Y Y Y Y 

Are the washrooms properly identified? Y 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 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 Y Y Y Y 

Are sinks wheelchair accessible? Y Y Y Y Y Y 

Do the faucets have winged handles? Y Y Y Y Y Y 

Are there full length or tilted mirrors? Y Y Y N N Y 

Are there buzzers available for emergency situations and staff designated to respond? N N N N N N 

PERSONAL CARE AND HYGIENE 

Is there a private room/area equipped with a hydraulic change table? 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 Y NA 

If it is a fixed change table, does it provide independence to student? NA NA NA NA N NA 

Is a water source available nearby for hygiene purposes? Y Y Y Y Y Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? Y Y Y Y Y Y 

Ch. 17 Pg. 2



Adam Scott CVI 

Adam Scott Int. 

Chemong 

Edmison Heights 

Queen Elizabeth 

R.F. Downey 

LIFTS CONSIDERATIONS 

Is a mechanical lift available? N N N Y N 

If yes, please circle type: overhead (fixed) overhead (portable) floor lift (automatic) floor lift (manual) N N N Y NA 

Was it inspected by a qualified person within the past year? N N NA NA Y NA 

Are appropriate slings available for the students? N N NA NA Y NA 

Can privacy be assured for the user (lock or sign on door)? Y 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 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 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 Y 

SPECIFIC NEEDS 

Are there flashing fire alarm lights? Y Y Y N N N 

hall gym change room classrooms N 

Are there braille pads on elevators? N N NA NA N 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? Y Y N NA N N 

Are door handles lever style? N N N N Y/ N 

N 

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? N N N N Y N 

Are Assistive Devices available in auditorium/gym? N N N N N N 

Is international signing used? N N N N Y N 

Are fountains accessible? Y Y Y Y Y Y 

Are blackboards at an accessible height? Y Y Y Y 

Are public phones accessible? Y Y N NA Y Y 

Are fire alarm pulls accessible? Y Y Y N N N 

Yard Access Y Y N N Y Y 

Ch. 17 Pg. 3

ASG: BOWMANVILLE 




Bowmanville HS 

Bowmanville Sr. 

Bowmanville Central 

Harold Longworth 

John M. James 

Ontario Street 

Vincent Massey 

Charles Bowman 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? Y Y N Y Y Y Y Y 

Is the building wheelchair accessible? Y Y N Y Y Y Y Y 

Is there a ramp? N N Y Y NA N NA NA 

Is there an automatic outside door opener? Y Y N Y N N N Y 

Is there an elevator? Y Y N Y NA NA N Y 


Are there automatic washroom door openers? N N N N N N N Y 

Are there washrooms for the disabled for both genders? Y Y N Y Y N Y Y 

Are the washrooms properly identified? 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 NA Y NA Y 

Can privacy be assured for the user (lock or sign on the door)? Y Y NA Y Y Y Y Y 

Are grab bars placed appropriately for the individual or is a commode available? Y Y N Y Y N Y Y 

Are sinks wheelchair accessible? Y Y N Y Y N Y Y 

Do the faucets have winged handles? Y Y N Y Y N Y Y 

Are there full length or tilted mirrors? Y Y N Y Y N Y Y 

Are there buzzers available for emergency situations and staff designated to respond? N N N N N N N Y 


Is there a private room/area equipped with a hydraulic change table? N N 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 NA NA N N NA NA 

If it is a fixed change table, does it provide independence to student? Y NA NA NA N N NA NA 

Is a water source available nearby for hygiene purposes? N NA Y Y Y N Y Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? NA NA Y Y N N Y Y 

Ch. 17 Pg. 4



Bowmanville HS 

Bowmanville Sr. 

Bowmanville 

Harold Longworth 

John M James 

Ontario Street 

Vincent Massey 

Charles Bowman 


Is a mechanical lift available? N N N NA NA NA 

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 NA NA NA NA NA 

Are appropriate slings available for the students? NA NA N NA NA NA 

Can privacy be assured for the user (lock or sign on door)? Y NA NA NA NA NA 


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 Y Y Y Y Y Y 


Is there an internal area that promotes a safe, calm and quiet environment? N N Y Y Y Y Y N 


Are there flashing fire alarm lights? Y Y N Y Y Y N Y 

hall gym change room classrooms 

Are there braille pads on elevators? N N NA Y Y NA NA Y 

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 Y N N N NA Y 

Are door handles lever style? N N N Y Y N Y Y 

Are door access push bars low enough for wheelchairs? Y Y Y Y Y Y Y Y 

Are light switches at a level which can be reached from wheelchair height? N N Y Y Y N Y Y 

Are Assistive Devices available in auditorium/gym? N N N Y Y N N Y 

Is international signing used? Y Y Y Y Y N Y Y 

Are fountains accessible? Y Y Y Y Y Y Y Y 

Are blackboards at an accessible height? N Y Y Y Y Y Y Y 

Are public phones accessible? Y NA N N N N N 

Are fire alarm pulls accessible? Y Y N Y Y N N Y 

Yard Access 

Ch. 17 Pg. 5

ASG: CAMPBELLFORD 




Campbellford DHS 

Hastings 

Hillcrest 

Kent 

Percy 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? Y Y N Y N 

Is the building wheelchair accessible? Y Y Y Y Y 

Is there a ramp? Y Y Y Y N 

Is there an automatic outside door opener? Y N N N Y 

Is there an elevator? N N N N NA 


Are there automatic washroom door openers? N N N N N 

Are there washrooms for the disabled for both genders? Y Y Y N N 

Are the washrooms properly identified? Y Y Y Y NA 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? Y Y N N Y 

Can privacy be assured for the user (lock or sign on the door)? Y Y Y N Y 

Are grab bars placed appropriately for the individual or is a commode available? Y Y N N Y 

Are sinks wheelchair accessible? Y Y N N N 

Do the faucets have winged handles? Y N N N NA 

Are there full length or tilted 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? Y N N N N 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? NA Y N NA 

If it is a fixed change table, does it provide independence to student? NA N NA 

Is a water source available nearby for hygiene purposes? Y Y Y Y N 

Are towels, diapers, disposable gloves, etc. stored within easy reach? Y Y N Y NA 

Ch. 17 Pg. 6



Campbellford DHS 

Hasting 

Hillcrest 

Kent 

Percy 


Is a mechanical lift available? N N N N 


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 be used 

N 

NA 


Is the building equipped with an emergency communication system (useful for medical emergencies while in 

N N N Y 


Is there an internal area that promotes a safe, calm and quiet environment? Y Y Y Y Y 


Are there flashing fire alarm lights? N N N Y N 


Are there braille pads on elevators? N N N N NA 

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 N N N 

Are door handles lever style? Y N N N 

Are door access push bars low enough for wheelchairs? Y N N N Y 

Are light switches at a level which can be reached from wheelchair height? Y N N N N 

Are Assistive Devices available in auditorium/gym? N N N N N 

Is international signing used? N N N N N 

Are fountains accessible? Y N N N Y/N 

Are blackboards at an accessible height? ?? N N N Y/N 

Are public phones accessible? N N N N N 

Are fire alarm pulls accessible? Y N N N N 

Yard Access 

Ch. 17 Pg. 7


ASG: CDCI - EAST 



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 Y N N N N 

Is the building wheelchair accessible? Y Y Y Y Y Y Y 

Is there a ramp? Y Y Y Y Y Y Y 

Is there an automatic outside door opener? Y Y N N N N N 

Is there an elevator? Y Y N N N N Y 


Are there automatic washroom door openers? Y N N N N N N 

Are there washrooms for the disabled for both genders? Y Y N Y Y Y Y 

Are the washrooms properly identified? Y 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 Y 

Can privacy be assured for the user (lock or sign on the door)? Y Y Y Y Y Y Y 

Are grab bars placed appropriately for the individual or is a commode available? Y Y Y/N Y N Y Y 

Are sinks wheelchair accessible? Y Y N Y Y Y Y 

Do the faucets have winged handles? Y Y Y/ Y N Y 

N 

Are there full length or tilted mirrors? Y N N Y N N 

Are there buzzers available for emergency situations and staff designated to respond? N N N Y N N N 


Is there a private room/area equipped with a hydraulic change table? Y N N 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? N 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? Y Y NA Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? Y NA Y 

Ch. 17 Pg. 8



CDCI - East 

Baltimore 

C.R. Gummow 

Grafton 

Grant Sine 

Merwin Greer 

Roseneath 


Is a mechanical lift available? N Y 



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 Y 

N 


Is the building equipped with an emergency communication system (useful for medical emergencies while in Y Y N 


Is there an internal area that promotes a safe, calm and quiet environment? Y Y Y Y 


Are there flashing fire alarm lights? Y N N Y Y N Y 


Are there braille pads on elevators? N NA NA NA NA NA N 

Are there distinctive hand rails along hallways? N N N N N N N 

Are the rubberized vinyl stair treads on staircases for the blind? N N N N N NA Y 

Are door handles lever style? N Y N N N N Y 

Are door access push bars low enough for wheelchairs? Y Y Y Y Y Y Y 

Are light switches at a level which can be reached from wheelchair height? N Y N N N N N 

Are Assistive Devices available in auditorium/gym? N Y N N N N N 

Is international signing used? 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 Y Y Y N Y 

Are public phones accessible? Y NA NA NA NA N 

Are fire alarm pulls accessible? Y Y N Y N N N 

Yard Access Y/ 

N 

Ch. 17 Pg. 9

ASG: CDCI - WEST 




CDCI-West 

Burnham 

Camborne 

Dale Road Sr 

Plainville 

Terry Fox 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? N Y N N Y Y 

Is the building wheelchair accessible? N Y Y Y Y Y 

Is there a ramp? Y Y N Y N Y 

Is there an automatic outside door opener? N N N N N Y 

Is there an elevator? N N N NA Y Y 


Are there automatic washroom door openers? N N N N N N 

Are there washrooms for the disabled for both genders? N 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)? NA N Y Y Y 

Are grab bars placed appropriately for the individual or is a commode available? NA Y N Y Y Y 

Are sinks wheelchair accessible? NA Y Y Y N Y 

Do the faucets have winged handles? NA N N N Y Y 

Are there full length or tilted mirrors? NA N N N N N 

Are there buzzers available for emergency situations and staff designated to respond? NA N N N N N 


Is there a private room/area equipped with a hydraulic change table? N N N N N N 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? NA N N NA N Y 

If it is a fixed change table, does it provide independence to student? NA N N N N Y 

Is a water source available nearby for hygiene purposes? NA NA N N Y Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? NA NA N NA N Y 

Ch. 17 Pg. 10



CDCI-West 

Burnham 

Camborne 

Dale Road Sr 

Plainville 

Terry Fox 


Is a mechanical lift available? N 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 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot be used N N N N 


Is the building equipped with an emergency communication system (useful for medical emergencies while in Y Y N Y N Y 


Is there an internal area that promotes a safe, calm and quiet environment? N Y Y Y Y Y 


Are there flashing fire alarm lights? Y Y Y Y N N 


Are there braille pads on elevators? N NA N NA N NA 

Are there distinctive hand rails along hallways? N NA N N N N 

Are the rubberized vinyl stair treads on staircases for the blind? N Y N NA N NA 

Are door handles lever style? N N Y N Y Y 

Are door access push bars low enough for wheelchairs? N N Y Y N Y 

Are light switches at a level which can be reached from wheelchair height? N N N Y N Y 

Are Assistive Devices available in auditorium/gym? N N N N N Y 

Is international signing used? N N N N N Y 

Are fountains accessible? N Y N Y N Y 

Are blackboards at an accessible height? N N N Y N Y 

Are public phones accessible? N N N N NA 

Are fire alarm pulls accessible? Y Y N Y N Y 

Yard Access 

Y 

Ch. 17 Pg. 11

ASG: CLARINGTON CSS 




Clarington SS 

Dr. Ross Tilley 

Enniskillen 

Hampton JR 

MJ Hobbs 

Waverley 




Is there a ramp? N Y Y Y Y Y 

Is there an automatic outside door opener? Y Y N N Y Y 

Is there an elevator? Y Y NA NA N NA 


Are there automatic washroom door openers? N N N N Y N 

Are there washrooms for the disabled for both genders? Y Y Y Y Y Y 

Are the washrooms properly identified? Y Y N N Y Y 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? Y Y Y NA Y Y 



Are sinks wheelchair accessible? Y Y Y Y N Y 

Do the faucets have winged handles? Y Y Y Y N Y 

Are there full length or tilted mirrors? Y N Y Y N Y 

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? 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 Y N NA 

If it is a fixed change table, does it provide independence to student? NA NA Y N NA 

Is a water source available nearby for hygiene purposes? Y Y Y Y Y Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? Y Y 

Ch. 17 Pg. 12



Clarington SS 

Dr. Ross Tilley 

Enniskillen 

Hampton JR 

MJ Hobbs 

Waverley 


Is a mechanical lift available? NA NA N N 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 N 

Are appropriate slings available for the students? NA NA NA NA NA 

Can privacy be assured for the user (lock or sign on door)? NA NA NA NA Y 



Y N N N N 



Y Y N Y 




Are there flashing fire alarm lights? Y Y Y N Y NY 


Are there braille pads on elevators? Y Y NA NA NA NA 

Are there distinctive hand rails along hallways? N N N N N Y 

Are the rubberized vinyl stair treads on staircases for the blind? Y N NA NA N Y 

Are door handles lever style? Y Y N N N N 

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 Y N N N N 

Are Assistive Devices available in auditorium/gym? Y N N N N 

Is international signing used? Y Y N N N Y 


Are blackboards at an accessible height? Y Y Y Y Y Y 

Are public phones accessible? NA N N N N 

Are fire alarm pulls accessible? Y Y Y N N Y 

Yard Access 

Ch. 17 Pg. 13


ASG: CLARKE 



Clarke HS 

Kirby 

Newcastle 

Orono 

The Pines Sr. 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? N N Y N Y 


Is there a ramp? Y N NA N Y 

Is there an automatic outside door opener? N N Y N N 

Is there an elevator? N NA Y Y N 



Are there washrooms for the disabled for both genders? Y Y Y 

Are the washrooms properly identified? NA 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 N 

A 

Can privacy be assured for the user (lock or sign on the door)? NA 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? N Y Y Y Y 

Are there full length or tilted mirrors? N Y Y Y Y 

Are there buzzers available for emergency situations and staff designated to respond? N Y Y N N 


Is there a private room/area equipped with a hydraulic change table? N N Y 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? N NA NA NA N 

Is a water source available nearby for hygiene purposes? N NA Y Y Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? N N Y NA Y 

Ch. 17 Pg. 14



Clarke HS 

Kirby 

Newcastle 

Orono 

The Pines Sr. 




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 NA NA Y 


Is the building equipped with an emergency communication system (useful for medical emergencies while in Y Y Y Y 


Is there an internal area that promotes a safe, calm and quiet environment? Y N N N Y 


Are there flashing fire alarm lights? Y Y N Y Y 


Are there braille pads on elevators? N NA N NA NA 


Are the rubberized vinyl stair treads on staircases for the blind? N N Y N N 

Are door handles lever style? N N Y N N 

Are door access push bars low enough for wheelchairs? N N Y N Y 

Are light switches at a level which can be reached from wheelchair height? N N Y N N 

Are Assistive Devices available in auditorium/gym? N N Y N N 

Is international signing used? N N N N N 

Are fountains accessible? Y Y Y Y Y 

Are blackboards at an accessible height? N Y Y Y Y 

Are public phones accessible? N N NA N N 

Are fire alarm pulls accessible? Y N Y N Y 

Yard Access S S 

Ch. 17 Pg. 15

ASG: COURTICE 




Courtice SS 

Courtice North 

Dr. Emily Stowe 

Lydia Trull 

Dr. G.J. MacGillivray 

S.T. Worden 




Is there a ramp? Y Y Y Y NA NA 

Is there an automatic outside door opener? Y Y N Y Y N 

Is there an elevator? N Y Y Y Y Y 


Are there automatic washroom door openers? Y N N N N N 

Are there washrooms for the disabled for both genders? Y Y Y Y Y N/S 

Are the washrooms properly identified? N 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 Y Y Y 




Do the faucets have winged handles? Y Y N Y Y N 

Are there full length or tilted mirrors? Y N N Y Y N 

Are there buzzers available for emergency situations and staff designated to respond? N Y N Y N N 


Is there a private room/area equipped with a hydraulic change table? N Y Y Y Y N 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? N NA NA NA NA NA 

If it is a fixed change table, does it provide independence to student? N NA NA NA NA NA 

Is a water source available nearby for hygiene purposes? N N Y Y Y Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? N Y Y Y NA 

Ch. 17 Pg. 16



Courtice SS 

Courtice North 

Dr. Emily Stowe 

Lydia Trull 

Dr. G.J. MacGillivray 

S.T. Worden 


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) 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 NA NA 

Can privacy be assured for the user (lock or sign on door)? NA NA NA NA 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot be used 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 Y 




Are there flashing fire alarm lights? Y Y N Y Y N 

hall gym change room classrooms Y 

Are there braille pads on elevators? N Y N N Y NA 


Are the rubberized vinyl stair treads on staircases for the blind? N Y Y Y N N 

Are door handles lever style? N Y N Y Y N 

Are door access push bars low enough for wheelchairs? N Y Y Y Y N 

Are light switches at a level which can be reached from wheelchair height? N Y Y Y Y Y 

Are Assistive Devices available in auditorium/gym? N Y Y N 

Is international signing used? N Y N Y Y Y 


Are blackboards at an accessible height? N Y Y Y Y Y 

Are public phones accessible? Y Y NA NA N N 

Are fire alarm pulls accessible? Y Y Y Y Y N 

Yard Access Y Y/S 

Ch. 17 Pg. 17

ASG: CRESTWOOD 




Crestwood SS 

James Strath 

Kawartha Heights 

Millbrook/S. Cavan 

North Cavan 

South Monaghan 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? Y Y Y Y N N 


Is there a ramp? Y Y Y Y N Y 

Is there an automatic outside door opener? Y Y N Y N N 

Is there an elevator? Y Y N N N N 


Are there automatic washroom door openers? Y Y N N N N 

Are there washrooms for the disabled for both genders? Y Y Y Y N Y 

Are the washrooms properly identified? Y 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 Y N 


Are grab bars placed appropriately for the individual or is a commode available? Y Y Y Y N N 

Are sinks wheelchair accessible? Y Y Y Y Y N 

Do the faucets have winged handles? Y Y N Y N Y 

Are there full length or tiled mirrors? Y Y N N N N 

Are there buzzers available for emergency situations and staff designated to respond? N Y N N N N 


Is there a private room/area equipped with a hydraulic change table? Y N N N N N 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? NA Y N N Y N 

If it is a fixed change table, does it provide independence to student? NA N N N N N 

Is a water source available nearby for hygiene purposes? Y Y N Y N NA 

Are towels, diapers, disposable gloves, etc. stored within easy reach? Y Y N Y Y NA 

Ch. 17 Pg. 18



Crestwood SS 

James Strath 

Kawartha Heights 

Millbrook/S. 

North Cavan 

South Monaghan 


Is a mechanical lift available? Y Y N N N N 

If yes, please circle type: overhead (fixed) overhead (portable) floor lift (automatic) floor lift (manual) N Y N N N N 

Was it inspected by a qualified person within the past year? N Y N N N N 

Are appropriate slings available for the students? N N N N N N 

Can privacy be assured for the user (lock or sign on door)? N N N N N N 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot be used N Y N N N N 


Is the building equipped with an emergency communication system (useful for medical emergencies while in N Y N N N N 


Is there an internal area that promotes a safe, calm and quiet environment? Y N N N Y N 


Are there flashing fire alarm lights? Y N Y N N N 


Are there braille pads on elevators? Y Y NA NA NA NA 


Are the rubberized vinyl stair treads on staircases for the blind? N Y N N N N 

Are door handles lever style? Y Y N N N N 

Are door access push bars low enough for wheelchairs? Y Y Y Y N N 

Are light switches at a level which can be reached from wheelchair height? N Y N N N N 


Is international signing used? Y N N N N N 

Are fountains accessible? Y Y N Y Y N 

Are blackboards at an accessible height? N Y N N N N 

Are public phones accessible? Y Y N N N N 

Are fire alarm pulls accessible? Y Y Y N N N 

Yard Access N Y Y Y Y Y 

Ch. 17 Pg. 19

ASG: EAST NORTHUMBERLAND 




ENSS 

Brighton 

Colborne 

Murray Centennial 

Northumberland Hills 

Smithfield 

Spring Valley 

Stockdale 

Brighton P.S.(new) 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? Y N Y Y y N Y Y Y 

Is the building wheelchair accessible? Y N/Y Y Y y N/Y Y Y Y 

Is there a ramp? Y N Y Y n N Y Y N 

Is there an automatic outside door opener? Y N N Y y N N N Y 

Is there an elevator/Stair Lift? Y N Y N Y N N N Y 


Are there automatic washroom door openers? y N N N y N N N Y 

Are there washrooms for the disabled for both genders? y N Y y y N N Y 

Are the washrooms properly identified? NA 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 y y Y Y N Y 

Can privacy be assured for the user (lock or sign on the door)? y Y Y Y y Y Y Y Y 

Are grab bars placed appropriately for the individual or is a commode available? y Y Y y y NA N NA Y 

Are sinks wheelchair accessible? y Y Y y y Y N N Y 

Do the faucets have winged handles? y N Y y y N N N Y 

Are there full length or tiled mirrors? y N Y y y N N N Y 

Are there buzzers available for emergency situations and staff designated to respond? y N N N N N N 


Is there a private room/area equipped with a hydraulic change table? y Y Y N N N N 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? NA N NA NA NA NA NA 

If it is a fixed change table, does it provide independence to student? NA NA NA NA NA NA NA 

Is a water source available nearby for hygiene purposes? y NA Y y y NA NA NA Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? NA NA Y NA NA NA NA 

Ch. 17 Pg. 20



ENSS 

Brighton 

Colborne 

Murray Centennial 

Northumberland Hills 

Smithfield 

Spring Valley 

Stockdale 

Brighton (new) 






Can privacy be assured for the user (lock or sign on door)? NA NA NA NA 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot be used NA NA NA NA 


Is the building equipped with an emergency communication system (useful for medical emergencies while in Y Y N N Y N 




Are there flashing fire alarm lights? Y Y Y Y Y Y Y Y 


Are there braille pads on elevators? Y NA NA NA Y NA NA NA 

Are there distinctive hand rails along hallways? N NA N N N N NA N 

Are the rubberized vinyl stair treads on staircases for the blind? N N N NA N Y NA NA 

Are door handles lever style? N N N N Y N N N 

Are door access push bars low enough for wheelchairs? Y N Y Y Y N N Y 

Are light switches at a level which can be reached from wheelchair height? N N N Y Y N N N 

Are Assistive Devices available in auditorium/gym? N N N N 

Is international signing used? Y N N N Y N N N 

Are fountains accessible? Y Y Y Y Y Y Y 

Are blackboards at an accessible height? N N N Y Y Y N N 

Are public phones accessible? N N NA NA N NA 

Are fire alarm pulls accessible? Y N N Y Y N N N 

Yard Access N N 

Ch. 17 Pg. 21


ASG: KENNER 



Kenner CVI 

Kenner Int. 

Keith Wightman 

Otonabee Valley 

Roger Neilson 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? Y Y Y Y Y 


Is there a ramp? Y Y Y NA N 

Is there an automatic outside door opener? Y Y N Y Y 

Is there an elevator? Y Y N Y Y 



Are there washrooms for the disabled for both genders? Y Y Y Y Y 

Are the washrooms properly identified? 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 

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? Y Y N Y 


Is there a private room/area equipped with a hydraulic change table? Y Y N Y 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? N Y N 

If it is a fixed change table, does it provide independence to student? N N N 

Is a water source available nearby for hygiene purposes? Y Y Y Y Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? N N Y 

Ch. 17 Pg. 22



Kenner CVI 

Kenner Int. 

Keith Wightman 

Otonabee Valley 

Roger Neilson 


Is a mechanical lift available? N N Y 

If yes, please circle type: overhead (fixed) overhead (portable) floor lift (automatic) floor lift 

N NA N 

(manual) 

Was it inspected by a qualified person within the past year? N NA N 

Are appropriate slings available for the students? N NA Y 

Can privacy be assured for the user (lock or sign on door)? N NA N 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot be used Y 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 Y Y Y Y 


Are there flashing fire alarm lights? Y Y N N Y 

hall gym change room classrooms NA 

Are there braille pads on elevators? Y Y N N Y 


Are the rubberized vinyl stair treads on staircases for the blind? N N N Y N 

Are door handles lever style? N N N Y Y 

Are door access push bars low enough for wheelchairs? Y Y N Y Y 

Are light switches at a level which can be reached from wheelchair height? N N Y Y Y 


Is international signing used? N N Y N Y 

Are fountains accessible? Y Y Y Y Y 

Are blackboards at an accessible height? N N Y Y Y 

Are public phones accessible? N N Y Y 

Are fire alarm pulls accessible? Y Y N Y Y 

Yard Access Y Y Y 

Ch. 17 Pg. 23


ASG: LAKEFIELD 



Lakefield DHS 

Apsley 

Buckhorn 

Lakefield Int. 

Ridpath Jr. 

Warsaw 




Is there a ramp? Y N Y Y Y Y 

Is there an automatic outside door opener? Y Y N Y N N 

Is there an elevator? N N N N Y N 


Are there automatic washroom door openers? N Y N N N N 

Are there washrooms for the disabled for both genders? Y Y Y Y Y 

Are the washrooms properly identified? N Y N N N Y 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? Y Y Y Y N Y 




Do the faucets have winged handles? Y Y Y Y Y Y 

Are there full length or tilted mirrors? Y Y Y Y Y Y 

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? Y N N NA N Y 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? NA NA Y NA NA NA 

If it is a fixed change table, does it provide independence to student? NA NA Y NA NA NA 

Is a water source available nearby for hygiene purposes? Y Y Y NA NA Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? Y NA Y NA NA Y 

Ch. 17 Pg. 24



Lakefield DHS 

Apsley 

Buckhorn 

Lakefield Int. 

Ridpath Jr. 

Warsaw 


Is a mechanical lift available? NA N N NA N N 

If yes, please circle type: overhead (fixed) overhead (portable) floor lift (automatic) floor lift (manual) NA 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)? NA Y NA NA NA 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot be used Y N Y Y N NA 


Is the building equipped with an emergency communication system (useful for medical emergencies while in Y N N Y N Y 


Is there an internal area that promotes a safe, calm and quiet environment? Y N Y Y Y S 


Are there flashing fire alarm lights? N Y N N N N 

hall gym change room classrooms NA N NA 

Are there braille pads on elevators? N N NA N NA NA 


Are the rubberized vinyl stair treads on staircases for the blind? N N N N N NA 

Are door handles lever style? N N N N Y N 

Are door access push bars low enough for wheelchairs? Y Y Y Y N S 

Are light switches at a level which can be reached from wheelchair height? Y Y N Y N S 


Is international signing used? N Y Y N N NA 

Are fountains accessible? Y Y Y Y Y N 

Are blackboards at an accessible height? N Y N N Y S 

Are public phones accessible? N N Y N Y N 

Are fire alarm pulls accessible? Y Y N Y N N 

Yard Access Y S Y Y Y Y 

Ch. 17 Pg. 25


ASG: NORWOOD 



Norwood DHS 

Havelock-Belmont 

Norwood PS 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? Y N N 

Is the building wheelchair accessible? Y Y Y 

Is there a ramp? NA Y Y 

Is there an automatic outside door opener? Y N N 

Is there an elevator? Y N NA 


Are there automatic washroom door openers? Y N N 

Are there washrooms for the disabled for both genders? Y N Y 

Are the washrooms properly identified? Y 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 Y Y 

Are sinks wheelchair accessible? Y Y Y 

Do the faucets have winged handles? Y Y Y 

Are there full length or tilted mirrors? Y 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? NA N N 

If it is a fixed change table, does it provide independence to student? NA N N 

Is a water source available nearby for hygiene purposes? N Y N 

Are towels, diapers, disposable gloves, etc. stored within easy reach? N N Y 

Ch. 17 Pg. 26



Norwood DHS 

Havelock-Belmont 

Norwood PS 


Is a mechanical lift available? N N N 

If yes, please circle type: overhead (fixed) overhead (portable) floor lift (automatic) floor lift (manual) Y NA 

Was it inspected by a qualified person within the past year? NA N NA 

Are appropriate slings available for the students? NA N NA 

Can privacy be assured for the user (lock or sign on door)? NA N NA 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot be used Y 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? N Y N 


Are there flashing fire alarm lights? N N N 

hall gym change room classrooms N N N 

Are there braille pads on elevators? N N NA 

Are there distinctive hand rails along hallways? N N N 

Are the rubberized vinyl stair treads on staircases for the blind? N N NA 

Are door handles lever style? N N N 

Are door access push bars low enough for wheelchairs? N Y Y 

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? N Y S 

Are blackboards at an accessible height? N NA Y 

Are public phones accessible? N N Y 

Are fire alarm pulls accessible? N Y N 

Yard Access Y N Y 

Ch. 17 Pg. 27

ASG: PETERBOROUGH CVS 




Peterborough CVS 

Highland Heights 

Prince of Wales 

Queen Mary 

Westmount 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? N Y S S N 

Is the building wheelchair accessible? N Y N S Y 

Is there a ramp? N NA Y N N 

Is there an automatic outside door opener? N N N Y Y 

Is there an elevator? N N N N N 



Are there washrooms for the disabled for both genders? N Y N N Y 

Are the washrooms properly identified? Y 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)? N Y N N Y 

Are grab bars placed appropriately for the individual or is a commode available? N Y N N Y 

Are sinks wheelchair accessible? Y N N N Y 

Do the faucets have winged handles? N N N N Y 

Are there full length or tilted mirrors? N N N N Y 

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 Y 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? N N N S NA 

If it is a fixed change table, does it provide independence to student? N N N S NA 

Is a water source available nearby for hygiene purposes? N Y N Y Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? N Y N Y Y 

Ch. 17 Pg. 28



Peterborough CVS 

Highland Heights 

Prince of Wales 

Queen Mary 

Westmount 


Is a mechanical lift available? N N 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? N NA NA NA NA 

Are appropriate slings available for the students? N NA NA N NA 

Can privacy be assured for the user (lock or sign on door)? N NA N NA NA 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot be used N N NA NA N 


Is the building equipped with an emergency communication system (useful for medical emergencies while in N N S N N 


Is there an internal area that promotes a safe, calm and quiet environment? N Y S Y Y 


Are there flashing fire alarm lights? N Y N Y Y 

hall gym change room classrooms NA NA 

Are there braille pads on elevators? NA NA NA NA N 

Are there distinctive hand rails along hallways? NA N N N N 

Are the rubberized vinyl stair treads on staircases for the blind? N N N N N 

Are door handles lever style? N N N N N 

Are door access push bars low enough for wheelchairs? Y N S S N 

Are light switches at a level which can be reached from wheelchair height? Y N N N N 

Are Assistive Devices available in auditorium/gym? N N N N N 

Is international signing used? N Y NA NA N 

Are fountains accessible? Y Y N S Y 

Are blackboards at an accessible height? N Y N S Y 

Are public phones accessible? N Y N N Y 

Are fire alarm pulls accessible? Y Y N Y Y 

Yard Access NA Y S S Y 

Ch. 17 Pg. 29


ASG: PORT HOPE 



Port Hope HS 

Beatrice Strong 

Ganaraka Trail 

George Hamilton 

North Hope 

Dr. Hawkins 



Is the building wheelchair accessible? Y Y Y N Y Y 

Is there a ramp? Y Y N N N Y 

Is there an automatic outside door opener? Y Y Y N N Y 

Is there an elevator? Y Y Y N NA Y 


Are there automatic washroom door openers? Y N Y N N Y 

Are there washrooms for the disabled for both genders? Y Y Y N N/S Y 

Are the washrooms properly identified? Y Y Y N NA Y 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? Y Y Y N Y Y 

Can privacy be assured for the user (lock or sign on the door)? Y Y Y N N Y 

Are grab bars placed appropriately for the individual or is a commode available? Y Y Y N N Y 

Are sinks wheelchair accessible? Y Y Y N N Y 

Do the faucets have winged handles? Y Y Y N NA Y 

Are there full length or tilted mirrors? Y 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? 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 N N N NA 

If it is a fixed change table, does it provide independence to student? NA Y N NA NA 

Is a water source available nearby for hygiene purposes? Y Y Y N N Y 

Are towels, diapers, disposable gloves, etc. stored within easy reach? Y NA N Y 

Ch. 17 Pg. 30



Port Hope HS 

Beatrice Strong 

Ganaraka Trail 

George Hamilton 

North Hope 

Dr. Hawkins 


Is a mechanical lift available? N N N N N 


Was it inspected by a qualified person within the past year? NA N NA 

Are appropriate slings available for the students? NA N NA 

Can privacy be assured for the user (lock or sign on door)? NA N NA 



Y N NA 


Is the building equipped with an emergency communication system (useful for medical emergencies while in Y N N N 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? Y N Y N Y Y 


Are there braille pads on elevators? y N Y N NA y 


Are the rubberized vinyl stair treads on staircases for the blind? N Y N N N 

Are door handles lever style? N Y Y N N N 

Are door access push bars low enough for wheelchairs? N Y Y N N 

Are light switches at a level which can be reached from wheelchair height? N Y Y N N N 


Is international signing used? N Y Y N N N 

Are fountains accessible? N Y Y N Y N 

Are blackboards at an accessible height? N Y Y N Y N 

Are public phones accessible? Y NA N N Y 

Are fire alarm pulls accessible? Y N Y N N Y 

Yard Access 

Ch. 17 Pg. 31

ASG: THOMAS A. STEWART 




TASSS 

Armour Heights 

King George 

North Shore 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? Y Y N N 

Is the building wheelchair accessible? Y N N Y 

Is there a ramp? Y N N Y 

Is there an automatic outside door opener? Y N Y N 

Is there an elevator? N N N Y 


Are there automatic washroom door openers? Y N N N 

Are there washrooms for the disabled for both genders? Y Y N S 

Are the washrooms properly identified? Y N N Y 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? Y Y 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 Y N Y 

Are sinks wheelchair accessible? Y N Y Y 

Do the faucets have winged handles? Y N N Y 

Are there full length or tilted mirrors? N N S 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? Y N N N 

If it is a fixed change table, is it at a height that staff can avoid unnecessary strain? NA NA NA NA 

If it is a fixed change table, does it provide independence to student? NA NA NA NA 

Is a water source available nearby for hygiene purposes? Y NA NA NA 

Are towels, diapers, disposable gloves, etc. stored within easy reach? Y NA NA NA 

Ch. 17 Pg. 32



TASSS 

Armour Heights 

King George 

North Shore 


Is a mechanical lift available? Y N N N 

If yes, please circle type: overhead (fixed) overhead (portable) floor lift (automatic) floor lift (manual) NA NA NA 



Can privacy be assured for the user (lock or sign on door)? Y NA NA NA 


Are written emergency procedures in place for the evacuation of disabled persons (elevators cannot be used S N N N 


Is the building equipped with an emergency communication system (useful for medical emergencies while in N N N N 


Is there an internal area that promotes a safe, calm and quiet environment? Y Y N Y 


Are there flashing fire alarm lights? N N N N 

hall gym change room classrooms N N N N 

Are there braille pads on elevators? N NA NA Y 

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 Y 

Are door handles lever style? N N N Y 

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? Y S N Y 


Is international signing used? N N N N 

Are fountains accessible? N S S S 

Are blackboards at an accessible height? N N Y Y 

Are public phones accessible? N Y Y Y 

Are fire alarm pulls accessible? Y Y N Y 

Yard Access Y S N Y 

Ch. 17 Pg. 33


ASG: 

Centre for Individual Studies and Alternate Programs 



CIS - Peterborough 

CIS - Clarington 

CIS - 

Northumberland 


Is there accessible parking (larger parking spots, wheelchair symbols, close to doors, etc.)? N N 

Is the building wheelchair accessible? Y N 

Is there a ramp? N N 

Is there an automatic outside door opener? N N 

Is there an elevator? N N 


Are there automatic washroom door openers? N N 

Are there washrooms for the disabled for both genders? Y N 

Are the washrooms properly identified? 

Do the doors open in a direction to allow for a larger entrance and not be obstructive? Y N 

Can privacy be assured for the user (lock or sign on the door)? Y N 

Are grab bars placed appropriately for the individual or is a commode available? Y N 

Are sinks wheelchair accessible? Y N 

Do the faucets have winged handles? Y N 

Are there full length or tilted mirrors? Y N 

Are there buzzers available for emergency situations and staff designated to respond? 


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? 

If it is a fixed change table, does it provide independence to student? 

Is a water source available nearby for hygiene purposes? N N 

Are towels, diapers, disposable gloves, etc. stored within easy reach? 

Ch. 17 Pg. 34



CIS - Peterborough 

CIS - Clarington 

CIS - 

Northumberland 


Is a mechanical lift available? 

If yes, please circle type: overhead (fixed) overhead (portable) floor lift (automatic) floor lift 

(manual) 


Are appropriate slings available for the students? 

Can privacy be assured for the user (lock or sign on door)? 






Is there an internal area that promotes a safe, calm and quiet environment? N N 


Are there flashing fire alarm lights? N N 


Are there braille pads on elevators? NA NA 

Are there distinctive hand rails along hallways? N N 

Are the rubberized vinyl stair treads on staircases for the blind? NA N 

Are door handles lever style? N N 

Are door access push bars low enough for wheelchairs? 

Are light switches at a level which can be reached from wheelchair height? 

Are Assistive Devices available in auditorium/gym? 

Is international signing used? 

Are fountains accessible? N N 

Are blackboards at an accessible height? 

Are public phones accessible? 

Are fire alarm pulls accessible? N N 

Yard Access 

Ch. 17 Pg. 35

Parents’ Guide to 


2011-2012 


1994 Fisher Drive 

PO Box 7190 


K9J 7A1 

1-877-741-4577

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 parent’s guide is to provide you with information about special education services 

and the Identification, Placement and Review Committee (IPRC). The guide also sets 

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. 

Our Philosophy 

The Kawartha Pine Ridge District School Board delivers Special Education services and 

programs to educate all students to excel in learning, to succeed in life, and to enrich 

our communities. 

Moral Purpose 

Our commitment is to every student. This means ensuring that we develop strategies to 

help every student learn, no matter their personal circumstances. 

Department Vision 

We focus on instructional strategies that are cross-curricular, assessment-based, 

research informed and intentionally differentiated to improve student outcomes. We 

build collaborative support staff, teacher and administrator capacity around schoolbased 

continuous improvement processes. 

Inclusion 

Students benefit from inclusion through the provision of a broad range of programs and 

services that support our primary goal of educating students in their home school 

community with their same age peers, whenever possible.

What action is taken should a child require special help? 

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

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

continuing education must be available to all. 

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

these difficulties persist and the parent(s)/guardian(s), student and/or school have 

concerns about achievement, 

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 without developing an 

Individual Education Plan (IEP) 

If these changes do not help the student experience success, the principal, in 

conjunction with the parents, will seek programming assistance from the schoolbased 

resources including the classroom teacher(s) and Special Education 

Resource Teacher (SERT) 

Based on relevant assessment, this team may determine that an IEP should be 

developed and make suggestions for accommodations, curriculum modifications, 

or alternate programming based on the student's needs and may request the 

involvement of Special Education Services support staff, e.g., Special Education 

Consultants, Psychological Services, Attendance and Counselling, Speech and 

Language Services 

What is an Individual Education Plan (IEP)? 

An IEP is a legal document that is developed for each child where there is enough 

assessment information gathered over time to determine that he/she requires specific 

learning strategies, accommodations and/or modifications to the curriculum and special 

education services in order to be successful at school. 

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

 

 

 

 

 

Statements of the student’s strengths and needs 

Specific curriculum expectations, accommodations and/or alternative 

programming 

An outline of the special education program and services that will be provided 

For students 14 years of age and older (except those as identified as solely on 

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

school activities, such as work, further education and community living 

For students on the Autism Spectrum or other students with significant transition 

Skills and/or Social Skills needs, a program page for each of these areas will be 

created

The IEP must be completed within 30 school days after the start of the school year, 

typically early October and the principal must ensure that you receive a copy. For every 

student the classroom teacher will update and review the IEP as required. 

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 

This may include the IEP containing specific objectives and an outline of special 

education services that meet the needs of the student. 

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. 

What is an IPRC? 

An Identification, Placement and Review Committee (I.P.R.C.) is a legal committee of 

the Kawartha Pine Ridge District School Board. It is mandated under Regulation 181 of 

the Education Act. 

The committee will: 

 

 

 

 

Decide whether or not your child should be identified as exceptional 

Identify the areas of your child’s exceptionality according to the categories and 

definitions of exceptionalities provided by the Ministry of Education 

After considering the options available, the committee will also decide an 

appropriate placement for your child, based on individual strengths and needs 

Review the identification and placement at least once in each school year 

Does my child need to be identified through the Identification, Placement and 

Review Committee (IPRC) process in order to have an IEP? 

No. In Kawartha Pine Ridge District School Board an identification through an IPRC 

meeting is not required in order for a student to have an IEP developed or to receive 

Special Education Services. Your child will have an IEP developed for him/her when 

there is enough ongoing assessment information to determine that it is needed in order 

to experience success. A student must, however, have an IEP in place in order to 

proceed to the IPRC. 

Are there circumstances when my child should be identified through the IPRC 

process? 

Yes. There are four reasons for students to be identified in Kawartha Pine Ridge District 

School Board

The student has a developmental disability and is being placed in a Learning and 

Life Skills class 

The student qualifies for gifted programming and is being placed in a 

Congregated Gifted class 

The student is being placed in a Provincial or Demonstration School 

The parents/guardians have requested the IPRC meeting in writing to the 

principal 

How is an IPRC meeting requested? 

You, as a parent, have the right to request an IPRC meeting. The request must be 

written and sent to your child’s school principal. The Principal shall submit the request 

for an IPRC meeting and inform you in writing of the meeting date. 

The principal of your child’s school must request an IPRC meeting for your child upon 

receiving your written request 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. 

Before the IPRC meeting will be held, the Principal or Chair will provide you with written 

notice of when the IPRC meeting shall meet (location, date and time). If the date is not 

convenient, you may request an alternate date or time and the Principal or Chair will try 

and accommodate your request. Let the School Principal know as soon as possible if 

you cannot attend. If you do not want to attend, the Principal will forward to you a copy 

of the IPRC meeting minutes which includes the decision of identification and the 

recommendation of placement after considering the options available. 

May parents/guardians attend the IPRC meeting? 

Yes. 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 

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

made 

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) Parent/student advocate/support person 

f) An interpreter, if required 

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

are of an appropriate age and ability to contribute to the process or benefit from it. It is

ecommended that parents opting to bring an advocate/support person choose a 

member of a relevant association. 

Who may request that additional people may 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 parent(s)/guardian(s) receive about the IPRC meeting? 

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

you with written notification of the meeting and an invitation to attend as an important 

partner in considering your child’s identification and placement. This letter will notify 

you of the date, time, and place of the meeting. 

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 

What happens at an IPRC? 

The chairperson of the committee will introduce everyone, explain the purpose of the 

meeting, and encourage parents to participate fully in the discussions. 

The chairperson will ask that a summary of all information be presented to the 

committee. The members will: 

Consider an educational assessment of your child 

Consider, subject to the provisions of the Health Care Consent Act, 1996, 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 

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 

Parents will be invited to ask questions and to join in informal discussion. 

A placement decision will usually be made immediately. The chairperson will explain it 

carefully. 

Parents will be given a written record of the recommendations of the committee.

What will the IPRC consider in making its placement decision? 

The IPRC must consider your child’s strengths and needs. A regular classroom 

placement should be considered the first option. Before recommending a placement 

the IPRC must decide whether the placement will; 

Meet your child’s needs 

Be consistent with your preferences 

The IPRC will look at options and explain their choice of options. You are encouraged 

to participate fully and make your choice(s) known. The IPRC should describe the 

nature of the congregated class or mainstream option to you. Options may include 

provincial or demonstration schools run by the Ministry of Education and Training. 

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 

The categories and definitions of any exceptionalities identified, as they are 

defined by the Ministry of Education 

The IPRC’s description of your child’s strengths and needs 

The IPRC’s placement decision 

The IPRC’s recommendations regarding a special education program and 

special education services 

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 any additional information determined at the IPRC meeting needs to be added to 

the IEP, the principal will facilitate this 

Once a child has been declared exceptional through the IPRC process, can the 

placement be reviewed? 

Yes. 

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 

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 to offer 

a range of placements to meet the needs of exceptional pupils. In most 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 our 

school board, consideration may be given to opportunities in Ministry of Education and 

Training Provincial or Demonstration Schools. 

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

It is the goal of Kawartha Pine Ridge District School Board to ensure that the 

parent/guardian and the school agree with the identification and placement prior to the 

IPRC meeting. 

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 

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

end. It may: 

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

disagree with the IPRC and 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 

Board, providing the reasons for its recommendations 

Within 30 days of receiving the appeal board’s written statement, the Board will 

decide what action it will take with respect to the recommendations. You may 

accept the decision of the 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, 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) 



350 Dundas Street West 347 Ontario Street South 


Milton, ON L9T 3X9 

Phone: (613) 967-2830 Phone: (905) 878-8428 


1090 Highbury Avenue, London, ON N5Y 4V9 

Phone: (519) 453-4408 

Schools for the Deaf: 

Sir James Whitney School 

Ernest C. Drury School 

350 Dundas Street West 255 Ontario Street South 


Milton, ON L9T 2M5 

Phone & TTY: (613) 967-2823/(905) 878-7195 Phone: (905) 878-2851

Robarts School, (Deaf Program) 

1090 Highbury Avenue, P.O. Box 7360, Station E 


Phone & TTY: (519) 453-4400 


W. Ross MacDonald School 

350 Brant Avenue, Brantford, ON N3T 3J9 

Phone: (519) 759-0730 

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 

Special Education Advisory Committee of the Kawartha Pine Ridge District School 

Board (SEAC) 

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. 



School Board. 

Where can parents obtain additional information? 

Additional information can be obtained from: 

Your school Principal 

The System Principal of Special Education Services 

The Superintendent of Teaching and Learning 


1994 Fisher Drive, P.O. Box 719 


K9J 7A1 

1-877-741-4577 

NOTE: 

1. If you wish to receive this parent’s guide in Braille, large print, or audio 

format, please contact the board at the address or telephone shown on 

the first page of this guide. 

2. When used in this guide, the word “parent” includes guardian

Helpful Information 

Name 

Telephone 

Principal: 

_________________________________________ 

_____________________ 

Special Education Resource: 

__________________________________________ 

_____________________ 

Team Members: 

__________________________________________ 

__________________________________________ 

__________________________________________ 

_____________________ 

_____________________ 

_____________________ 

Dates to remember: 

___________________________________________ 

___________________________________________ 

___________________________________________ 

___________________________________________ 

___________________________________________

Standard 19: 

The Board’s Special 

Education Advisory 

Committee 

(SEAC)

Standard 19: The Board’s Special Education Advisory Committee 

SEAC 

Membership List 2011-2012 

Title Name Address Email Phone # 

Alternatives Community Program 

Services Inc. 

Christine Crough 

c/o Alternative Community Program Services Inc. 

267 Stewart St, Peterborough ON K9J 3M8 

alternatives_bb_cc@yahoo.ca (705)742-0806 Ext 29 

Autism Society of Ontario - 

Peterborough Chapter 

Judy Rich 

945 Alexander Dr, Mount Pleasant, 

RR2 Cavan ON LOA 1C0 

harburn11@gmail.com 

Judy (H)(705)799-6192 

Cell: 868-3722 

Community Living Peterborough Pat Whittaker c/o Community Living Peterborough 

223 Aylmer St Peterborough, ON K9J 3K3 

pwhittaker@communityliving 

peterborough.ca 

705-743-2411 

Down Syndrome Association of 

Peterborough, Education Manager 

Kathy Traynor 

(Vice-chairperson) 

2636 Lakefield Rd Peterborough, ON K9J 6X5 traynorfamily@hotmail.com (705) 740-9533 

First Nations Chochi Knott Union of Ontario Indians 

1024 Mississauga St. 

Curve Lake, ON K0L 1R0 

Alternate: Deanna Jacobs 

chochi.knott@anishinabek.ca Tel:(705) 657-9383 

Fax: (705) 657-2341 

deanna@curvelakefn.ca 

Five Counties Children’s Care 

Alex Cranfield 

(SEAC Vice-chairperson) 

1237 Batten Trail, Peterborough, ON K9K 1Z1 acranfield@fivecounties.on.ca (705) 748-2337 Ext. 204 

Learning Disabilities Association of 

Peterborough,Teaching & Learning 

Ontario Association of Families of 

Children with Communication 

Disorders 

Tourette Syndrome Foundation of 

Canada 

Keri Haukioja 849 Westwood Cres, Cobourg, ON K9H 5B3 kerihaukioja@cogeco.ca 905-377-0192 ext 220 

905-372-7196 

Wendy Johansen 10 Hockaday Court, Hampton, ON L0B 1J0 rwjohansen@sympatico.ca (905) 263-2154 

Danielle Turpin 1288 Bridle Dr, Peterborough ON, K9J 7J8 daveturpin@hotmail.com (705) 740-9110 

Angela Lloyd, Vice-chairperson of the Board 

(SEAC Chairperson) PH: (705) 939-6967 

Jennifer Leclerc, Superintendent, Teaching and Learning 

1994 Fisher Drive, Peterborough, On K9J 7A1 

PH: (705) 742-9773 or 1-877-741-4577 Ext. 2031 

(Administrative Assistant: Pam Jones, Ext. 2030) 

Shirley Patterson 

PH (705) 778-1202 

TRUSTEES 

ADMINISTRATIVE RESOURCE 

Stephen Fisher, Principal 

Edmison Heights P.S. 

1111 Royal Drive, Peterborough, ON K9J 6P9 

(705 745-0722 

Stephen_Fisher@kprdsb.ca 

Cyndi Dickson (SEAC Alternate Trustee Representative) 

PH (613) 475-4222 

Mark Fisher, Principal of Special Education 

1994 Fisher Drive Peterborough ON K9J 7A1 

PH: (705) 742-9773 or 1-877-741-4577 Ext. 2175 

mark_fisher@kprdsb.ca 

Secretary: Kim Thomas, Ext. 2174

Updated June, 2011 

Standard 19: The Board’s Special Education Advisory Committee (SEAC) 

What are the meeting times and locations? 

The Kawartha Pine Ridge District School Board 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 of the 

Education Act. 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 District 

School Board 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. 

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: 

2

• 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) 

• 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 is 

involved in every aspect of the review process. In Kawartha Pine Ridge District School 

Board, 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 are 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 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 

3

y the Ministry to fund Special Education services. 

• 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 provided by Kawartha Pine Ridge 

District School Board. 

4

Standard 20: 

Kawartha Pine Ridge District 

School Board’s Consultation 

Process

Standard 20 

Kawartha Pine Ridge District School Board’s Consultation Process 

The Kawartha Pine Ridge District School Board’s special education plan, in accordance 

with Regulation 454/97 made under the Education Act is reviewed by our Special 

Education Advisory Committee (SEAC) annually. 

Additionally, during the 2010- 2011 school year, a more extensive internal special 

education review was conducted. The objective of the review was to examine existing 

services, programs, and delivery approaches related to special education services with 

a focus on enhancing efficiency while ensuring equity in provision of those services. 

ARD Consulting Services Ltd. was retained by the Kawartha Pine Ridge District School 

Board to conduct the review. The purpose of the review was to examine the 

effectiveness of: 

• The central staff model and ratios in Special Education Services 

• System staffing ratio for Educational Assistants (EA), Child and Youth Workers 

(CYW), and Special Education Resource Teachers (SERT) 

• Guiding principles for combining SERT and Vice-Principal staffing assignments 

• Review and evaluate the significant proportion of students on Individual 

Education Plans (IEP) for the process of deeming a student eligible 

• Kawartha Pine Ridge District School Board’s website that supports transparency 

and clear understanding of services related to Special Education 

• Assistive technology provision 

The consulting team was asked to identify effective practices and areas of concerns and 

to make suggestions and recommendations about possible improvements for 

consideration by the Board. 

The review further involved looking at a variety of data sources with respect to special 

education and conducting a series interviews with focus groups comprised of a wide 

range of stakeholders. The review took place from January to March 2011. 

The special education data collected and considered included: 

• organization of the department and the special education staff by qualifications 

and numbers 

• number of students on Individual Education Plans (IEP) 

• number of formal Identification, Placement, and Review Committee meetings 

• number of exceptionalites, 

• number of students in congregated classes, or within the range of placements, by 

panels (secondary/elementary) and gender 

• achievement data - EQAO data sets for grades 3, 6, and 10 

• attendance by students with IEP 

• suspension of students with IEP 

• student success indicators - graduation rates, credit accumulation, credit 

recovery, in academic or applied courses 

20.1

• care, treatment, custody and corrections (section 23) data 

• Special Equipment Amount (S.E.A.) and Special Incident Portion (SIP) data 

• professional development on special education topics - the audience and access 

to these 

• professional resources that staff can use to assist teachers, principals, and 

parents 

• Special Education Advisory Committee (SEAC) minutes 

In addition to the analysis of the data, focus groups were interviewed to gain the 

perspective of special education in our system. The groups were set up with 10 to 12 

people in each one. The groups included senior administration, central departments 

such as transportation, facilities, and instructional technology, principal/vice-principal, 

central special education services staff, and SEAC. Regional focus group interviews 

were held in Peterborough, Northumberland, and Clarington involving classroom 

teachers, special education resource teachers, educational assistants, child and youth 

workers, and representatives from the labour unions. These focus groups were 

interviewed during the month of February. 

A report was completed in May and presented to those who participated in the process 

and reviewed by SEAC. 

Key recommendations from the report have now been used to focus the work in special 

education services for the 2011-2012 school year including the following areas of 

emphasis: 

• Refinement of the IEP process 

• Updates to the role of the Special Education Resource Teacher 

20.2

ASSESSED NEED - Kawartha Pine Ridge District School Board

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