Special Education

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Staff:

Special Education Resource Teachers

Lisa Verge - SERT, grades 10 and 11
Jo Ann Dagley - SERT, grades 9 and 12

Educational Assistants

Mieke Stacey graduated from Humber College from the Developmental Service Worker Program. She has been working with people with disabilities for 14 years. Mrs. Stacey has been employed by CDSBEO for 7 years. She lives in Carleton Place with her husband and 2 daughters.

Donna Lynn Roesler is a graduate of the Developmental Service Worker program and works as an Educational Assistant at Notre Dame Catholic High School. She has worked in the field of Developmental Services for the past eighteen years and has been an employee with the CDSBEO for nine years. Her role as an E.A. in the high school setting allows her to work primarily with students working in applied level classes who
need additional support to succeed. In addition, she assists students with special needs to work in more life skill related programming and also provides personal care support when required.

Tanya Munroe graduated from Algonquin College earning her Social Service Worker diploma. She has been employed with CDSBEO since 2003. She lives in Almonte with her husband and two children.

Patti Cameron graduated from St.Lawrence College from the Educational Assistant program in 1999. She has been employed by CDSBEO for 8 years. She lives in Perth with her husband, Paul and kids Tricia and Nicholas..

1. What is an I.E.P.?

An I.E.P. is…

· developed for any student identified as an exceptional student by an Identification, Placement and Review Committee (IPRC)
· developed for a student who is not identified, but who requires a special education program and/or services, and requires modified or accommodated expectations
· a written plan and working document
· describes the strengths and needs of an individual exceptional pupil
· outlines the program and services to meet that pupil’s needs, and how they will be delivered
· describes the student’s progress
· based on a thorough assessment of the student’s strengths, interests and needs
· identifies specific goals and expectations
· explains how the special education program will help the student achieve the goals and expectations
· modified as necessary by the results of the continuous assessment and evaluation
· should be developed, implemented and monitored in a collaborative manner with the student, the student’s parents, the school staff, the community, and other professionals involved with the student

An I.E.P. IS NOT…

· a description of everything that will be taught to the student
· a list of all the teaching strategies used in regular classroom instruction
· a document that records all learning expectations, including those that are not modified from the regular grade level curriculum expectations
· an educational program or set of expectations for all students
· a means to monitor the effectiveness of teachers
· a daily lesson plan

2. What is the difference between modified and accommodated?

Modification refers to changes made in the grade level expectations for a subject
or course. These changes may involve developing expectations that reflect
knowledge and skills required for a different grade level and/or increasing or
decreasing the number and/or complexity of the regular grade level
expectations.

It is important to monitor, and to reflect clearly in the IEP, the extent to which
Expectations have been modified. The principal will determine whether
Achievement of the modified expectations constitutes successful completion
of the course, and will decide whether the student is eligible to receive a credit.

When a student is expected to achieve most of the curriculum expectations for
the course, the modified expectations should identify how they differ from the course
expectations.

For example:

“The student will demonstrate achievement of all of the science expectations relating to the topics Chemical Reactions and Weather Systems as given in the curriculum document, with the following Changes: (then list the specific changes).”

When modifications are so extensive that achievement of the learning expectations is not likely to result in a credit, the expectations should specify the precise requirements or tasks on which the students performance will be evaluated and which will be used to generate the course mark to be recorded on the Provincial Report Card.

IN COURSES WITH MODIFIED EXPECTATIONS…grades or marks for the achievement of modified expectations should be determined on the basis of the achievement levels described in the appropriate curriculum policy documents. It is important that the student demonstrate learning independently, with the provision of appropriate assessment accommodations only. Information on student progress will be recorded on the Provincial Report Card.

If the expectations are modified to such an extent that the principal deems that a credit will not be granted, the following statement will be included in the “Comments” section along with comments about the student’s demonstrated learning strengths (strengths, needs, and next steps):

“This percentage grade is based on achievement of the expectations specified in the IEP, which differ significantly from the curriculum expectations for the course"

Accommodations

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