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Home » Service Areas » Education » Documenting School Supports

Documenting School Supports

Once the strengths and needs of a student are determined, through formal and informal assessment, strategies can be developed to support the individual’s needs. Documenting the modifications, accommodations and support strategies is important for ensuring understanding and facilitating successful placements, transitions, emotional regulation and academic success.

  • Individual Education Plan (IEP)
  • Identification, Placement and Review Committee (IPRC)
  • Transition Plan
  • Safety Plan (coming soon)
  • Behaviour Plan (coming soon)

Individual Education Plan (IEP)

Every board is required to have an IEP guide that outlines the content and process for developing IEPs. Please check with your board for specific information contained in this guide. The IEP is a living, breathing document that changes as the student develops and changes. It is meant to be tweaked throughout the course of the year.  It is a road map for the student’s program while at the school. IEPs can be developed for exceptional and non exceptional students.


Robert More explains one example of a custom IEP for a student with FASD
www.giveusmorespecialneeds.blogspot.ca/2017/12/good-iep-explanation.html

 


Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide (2017), Part E (The Individual Education Plan).
www.edu.gov.on.ca/eng/document/policy/os/onschools_2017e.pdf

 

 


Identification, Placement and Review Committee (IPRC)

Regulation 181/98 of the Education Act requires that all school boards set up Identification, Placement and Review Committees (IPRC). An IPRC is composed of at least three persons, one of whom must be a principal or supervisory officer of the board.  The IPRC will:

  • decide on whether or not the student should be identified as exceptional;
  • identify the areas of the student’s exceptionality, according to the categories and definitions of exceptionalities provided by the Ministry of Education;
  • decide on an appropriate placement for the student; and
  • review the identification and placement at least once in each school year.

For more information about the IPRC process visit www.edu.gov.on.ca/eng/general/elemsec/speced/hilites.html


Transition Plan

FASD is a lifelong condition that creates a series of changing support needs across the lifespan. Success at one stage does not guarantee success in the next. A positive experience in one environment may not occur in another.  Parents and caregivers of people with FASD often express frustration when supports are removed due to “success” in a particular setting. Support requirements may change as a person with FASD ages, but the need for supports remains constant.

People with FASD tend to have problems with transitions. For young children, moving from one activity to another, one physical environment to another, and/or the care of one person to the care of another can cause the secondary behaviours associated with FASD.  Adolescents in a school setting where the timetable requires multiple changes in a day may react in ways contrary to the rules of the school.  Adults may not have the skills to navigate the changing requirements of education, judicial, social and medical systems. People with FASD can be very successful if they have “Executive Assistants” to help them understand the set of expectations in a new environment.

Formal Transition Plans are necessary when students change from:

  • Preschool to school,
  • grade to grade,
  • panel to panel (primary/junior to intermediate/to senior),
  • from one classroom to another,
  • integration to specialized setting and vice versa,
  • school to post-secondary life.

Informal Transition Plans are necessary:

  • when someone new will be in the classroom (lunchroom supervisors, supply teachers, guest speakers, visitors),
  • prior to recess, lunch and other unsupervised leisure time,
  • for field trips,
  • for behavioural “exit plans”.

If you were to have a student with FASD come to you, what would you appreciate knowing about that person and their previous situation?  An informative “Transition Plan” is the key.

An effective Transition Plan contains information that makes for a support-driven and “comforting” change into the new expectations.

Sample Education Transition Plan

Student: Angela Perkins

Current Placement Meadowview Middle School
48 Pleasant Drive,
Elmtown, ON
L7P 4R7
(123) 456-2468

  • Contact(s)
    • Barbara Logan, Principal (b.logan@ABDSB.edu.on.ca)
    • Dr. David Willan, Psychologist
      (123) 456-0987
    • Helen Reynolds, Speech Language Pathologist
      (123) 454-7890
    • Dianne Grant, Occupational Therapist
      (123) 778-4537
    • Michael Thompson, FASD consultant
      (123) 456-1111
    • Evelyn and John Perkins (Grandparents)
      (123) 456-2222
    • Harold Ritz, Teacher
      (123) 456-2468
    • Elizabeth Winter,  (SERT)
      (123) 456-2468
  • Angela has been at the school from September 4, 2017 to present.
  • Angela is in a regular grade 8 classroom with EA and SERT support, moving into grade 9 in September 2018.
  • Angela lives with her paternal grandparents.
  • Angela is diagnosed with FASD, ADHD, Anxiety Disorder
  • Angela is identified as an exceptional pupil according to the Education Act (Communications Learning Disability, and Behaviour).
  • Angela’s school program is prescribed in an Individual Education Plan (IEP).
Goals (In current placement)

-See attached progress report card

–With assistance and appropriate accommodations Angela will:

  • attend full days in the school setting,
  • complete school work as prescribed in the curriculum,
  • engage in behaviours socially appropriate to her functional age.

-See attached progress report card and IEP.

Person(s) responsible for goal attainment
  • Evelyn and John Perkins (Grandparents)
  • Harold Ritz, Teacher
  • Elizabeth Winter, (SERT)
  • Angela Perkins
New Placement Elmtown Secondary School,
159 Greenleaf Road,
Elmtown, ON
L7P 4R5
(123) 456-1357

  • Philip Greening, Principal
  • Mary Ann Maples, Head of Guidance
  • Martha Oakes, Head of Resource
  • Transition meeting date: March 9, 2018, 10:00 a.m.
Recommended Supports in new school
  • Transition meeting in March to discuss Angela’s secondary school program
  • Several pre-visits to the new school to familiarize Angela with school and support personal, starting in April.
  • Resource Teacher support for numeracy, literacy and organization.
  • Continued support from the psychologist, Dr. David Willan (once a semester) and Resource Teacher
  • The grandparents are a wealth of knowledge about FASD and should be key contributors toward successful strategies and accommodations.
  • Michael Thompson (FASD consultant) is to be invited to all meetings regarding Angel’s school program (Information Disclosure Forms attached).
Long Range Goals

(To be determined at the Transition Meeting)

  • Academic:  Angela is to be exempt from the Grade 9 EQAO math assessment; this is to be prescribed in her IEP.
  • Employment:  Angela will need bimonthly guidance counselling throughout her entire secondary school experience to determine secondary experiential education as well as post-secondary placement options (education and/or employment), and appropriate instruction level to prepare.
  • Barriers: Cognitive challenges (functioning in the MID range of intellectual ability see psychoeducational assessment dated: 02/06/2015), interpersonal skills, impulsivity, other behaviour characteristics related to FASD.
  • Community Support: Local FASD support group for grandparents, consideration for ODSP or other disability compensation.

 

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