Special Education Information
Last Update Dec.10, 2009
Welcome to the Adam Scott C.V.I. Special Education Website. We are establishing this website to expand our communication with students, parents, and guardians about special needs issues.
Currently, our Special Education Department consists of three secondary teachers, Peter McAuley, who is the Resource Chair, Barb Ginn, who works part time for both the Science dept. and the Special Education dept. and Brenda Hill, who works part time for the Special Education dept. and the SHSM program (Specialist High School Major). Each has Special Education qualifications and each brings other areas of interest, subject knowledge and curriculum expertise with them. Within the regular Secondary program there is presently one Educational Assistant position and one CYW position (Child / Youth Worker) who is shared with the Co-op dept. and Student Success teacher. We serve over two hundred individuals with IEP’s in the regular school program. Two GLE Learning Strategies courses are offered this year, one in each Semester.
In addition, Adam Scott has four Secondary LLS (Learning and Life Skills) classes staffed by the following teachers:
Michele Ellis
Clayton Wade
Dennis Moloney
Karen Stewart
Kathryn Campbell
Julie Paige
Harmen Minnema
These Teachers meet the highly specific needs of up to 40 LLS students at our school. Adam Scott LLS students are involved in unique sections of their own Phys-Ed, Tech, and Computer classes in addition to their individualized academic & life skills classes. Look for the special LLS section coming soon on our website for more information.
IEP Information
According to the Ministry of Education, IEPs (Individualized Education Plans) must be developed for identified students within 30 working days of the commencement of the school year. At Adam Scott C.V.I., members of the Special Education Department complete the IEPs, which are then sent out to all the students’ teachers and to the students and their parents for consultation and input. A special ‘consult’ form to record input from parents on the IEP itself should be returned to the Special Education dept. since Ministry Standards state that the parent/guardian and student (16 years of age or older) must be consulted in the development of the IEP. Look for the IEP, a memo explaining the consultation process, and a form to be completed and returned to our department.
For grade nine students, IEPs are developed based on previous elementary IEPs, OSR (Ontario Student Record) information, feedback from previous teachers, and transition meetings.
For returning students in other grades, the IEP is based on discussions made during the Annual Review Meeting the previous spring. A consultation form needs to be signed by parents/guardians and students 16 years of age and older sometime during the school year. This is often done at the spring Annual Review Meeting unless changes are requested prior to this date.
For students transferring from other boards, an IEP is produced as quickly as possible once the OSR has been received by our school. Parents/guardians/senior students are provided with a copy, and must sign the consultation form at some point through the year.
It is important to recognize that the IEP is not written in stone, and if at any time, a parent/guardian or student feels changes need to be made to the current IEP, please contact our department.
IEP Transition Plan
Under Regulation 181/98 from the Ministry of Education, the IEP of any student (grade 8 and up) must include a plan for the student’s transition to appropriate post-secondary activities. The Kawartha Pine Ridge District School Board recommends that the following areas be considered to identify specific goals for the student: 1. Employment, 2. Independent Living, 3. Self-Advocacy, 4. Post-secondary Education/Vocational Training, 5. Community Participation, 7. Insurance, Financial, and Other Supports.
As a department, we’ve decided to focus on all of the above areas except #2 for most identified Adam Scott secondary students. Transition planning continues in grade 9, when students visit the Special Education Department to meet its members, learn about the services available, and how to access them. In this first year, we focus on Self-Advocacy, and encourage students to increase their awareness of themselves as learners. Individual IEPs are reviewed, including a discussion on strengths and needs, and ways in which students can take advantage of listed accommodations and strategies. Further exposure to potential future employment occurs when they complete their grade 10 Careers Course through the Guidance Department.
Grade 10 students are encouraged to consider the Co-Operative Education program, to determine whether or not their course selections are in line with their career plans, and to complete their 40 hours of Community Service. Self-Advocacy is addressed during the Ontario Literacy Test when we encourage students to access all of the accommodations made available to them to support them in writing this test.
Grade 11 and 12 students focus on exploring their Post-secondary Education options by attending college, university, and apprenticeship information sessions. Financial Support is investigated during OSAP assemblies, and by examining scholarship possibilities.
Potential grads can expect to receive a ‘Grad package’ containing:
- A congratulatory letter regarding their potential graduation pending the successful
completion of their courses.
- pertinent information such as copies of their most recent IEP, any relevant psychological reports, OT reports, speech & language reports or educational assessments that they may wish to share with various post secondary institutions of interest.
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