Job Descriptions

Department: Student Services

Position Summary

Responsible for providing access through text interpretation for deaf/hard of hearing students to ensure they receive the oral communication between students, teachers, support staff, parents and others involved in educational programs and the school community in compliance with Board policies and procedures.

Major Responsibilities:

To provide real time print transcription of spoken language by providing a representation of the content and intent of what is spoken in the classroom to the deaf or hard of hearing student.
To edit and review transcribed notes for student use.
To provide the above note taking services in a variety of settings, first and foremost, facilitating the integration of deaf/hard of hearing pupils with their peers in regular classes.
To research topics and prepare in advance for curriculum content and terminology in regular classrooms and other educational settings.
To liaise between the Teacher of the Deaf and regular Teachers regarding any issues arising in regular classes which may impact on student progress (i.e. student skill development; behaviour, peer interactions, etc.).
To attend meetings as requested.
To attend professional development sessions/training as required.
To perform other duties as assigned.

Line of Responsibility:

Responsible to the Principal of Student Services and the school Principal.

Education, Experience and Qualifications:

Secondary School Graduation Diploma with a minimum of 2 years post-secondary education is required. Excellent language and grammar skills are required. Strong dicta-typing skills are required. Experience in communicating with deaf or hard of hearing individuals is an asset. Effective verbal and written communication and interpersonal skills are required. A good working knowledge of computers and other Board approved software is required.

Department: Student Services

Position Summary

Responsible for providing training and coordination at the school and school board level in order to build capacity in the system and to enhance collaborative cooperation between service providers and schools. The ABA Facilitator will work closely with regional multi-disciplinary teams and provide consultation to CEC Intervention Teams to support deeper implementation of PPM 140 at the team and school level in order to improve outcomes for students with Autism Spectrum Disorder (ASD) and other complex needs.

Major Responsibilities:

1. To carry out duties as assigned by the Superintendent of Student Services and the Principals of Student Services.

2. To support principals, teachers and multi-disciplinary teams engaged in transition planning:

Provide and coordinate ABA training and resources in collaboration with regional team staff.
Support the application of behavioural treatment goals and programs into ABA practices which can be implemented in an inclusive/integrated school setting.
Provide school-based behavioural consultation and/or assessment regarding behavioural strategies and interventions for individual students with ASD, particularly those who are new to the Board and;
Participate in school and/or parent meetings when requested.

3. To liaise with the Principal on Special Assignment:

Assist with the development of internal protocols for service delivery as required by PPM 140.

4. To liaise with community partners to support children and youth transitioning from the Autism Intervention Program (AIP):

Coordinate with ABA providers to ensure appropriate supports and resources are in place to support behavioural programming for students with ASD while they are at school.

5. To provide system level professional development:

Coordinate in-service opportunities at the elementary and secondary levels for classroom teachers, special education teachers, Educational Assistants, Student Services staff, support staff and outside agency staff related to the behavioural needs of students with ASD.
Provide ongoing professional development for classroom teachers, special education teachers and Student Services staff to extend their awareness and use of ABA strategies and the effective use of related resources to support students with ASD.

6. To keep current with relevant research, initiatives and evidence-based practices as they relate to ASD and behaviour.

Key Competencies:

Successful applicants will demonstrate evidence of:
Experience working with children and youth who have special education needs, in particular, those who have autism spectrum disorders
Familiarity with special education issues, particularly those relevant for children and youth with autism spectrum disorders
Knowledge of the elementary and secondary education system in Ontario
Experience providing and/or facilitating adult learning and training
Excellent organizational and coordinating skills
Excellent communication skills
Experience working in collaborative teams and
Strong interpersonal skills
Assets for successful applicants would include:
- an understanding of the ways in which the Board, community agencies and organizations can work collaboratively to support students who have autism spectrum disorders
- effective presentation skills
- a commitment to lifelong learning and
- the ability to align professional activities with system and Ministry priorities

Line of Responsibility:

Responsible to the Principals of Student Services.

Education, Experience and Qualifications:

Candidates must be working towards or have completed a Master’s degree in psychology or related discipline, have training in the principles of Applied Behavioural Analysis (ABA) and have field experience overseen by a clinical psychologist with a minimum of two years supervised practical experience in:

observation and individualized data collection methods
analyzing and summarizing data
completing Functional Behaviour Assessments
developing Behaviour Support Plans
writing behaviour management and skills teaching programs
implementing behavioural/cognitive-behavioural strategies and programs and;
developing and supporting implementation of individualized reinforcement, self-monitoring and self-regulation programs

Department: Student Services

Position Summary

The Assistant Coordinator, Mental Health supports the Mental Health Lead in meeting the board’s commitments under the Mental Health and Addictions Strategy, the Board Improvement Plan for Student Achievement and Well-Being and The Directors Annual Plan. The Assistant Coordinator, Mental Health will support system stakeholders, school administrators and staff, students, parents and community partners to fulfill the strategies’ goals. In addition, duties in this position will include:

Major Responsibilities:

To maintain an active knowledge of the Mental Health and Well-Being needs of students in the Board and work collaboratively with the Mental Health Lead to plan and implement services to meet these needs in accordance with the Board’s Mental Health and Addiction Strategy.
To work collaboratively with other professionals who are involved in the provision of Mental Health and Well-Being or general educational services to students within the Board (e.g. Social Work, Psychology, Student Success Teachers, etc.).
To work collaboratively with other Student Services and other YRDSB departments to support system policy, initiatives and priorities (e.g. DAP, Well-Being Strategy , Mental Health Strategy)
To liaise and collaborate with all Board stakeholders and outside agencies/community services to coordinate the implementation of the student mental health and well-being strategy.
To oversee, in alignment with Policy #663, implementation of partnership agreements and protocols related to mental health and well-being for schools in conjunction with the MHL, the Chiefs of SW/Psych and
To manage and track incoming partnership agreement requests, through the partnerships database and ensure all agreements and protocols are up to date.
To contribute to the development and review of Board policies and procedures specific to Mental Health and Well-Being as assigned by the Superintendent of Student Services, the Principals of Student Services and the Mental Health Lead, as well as support the interpretation of these policies/procedures to staff members.
To assist with the development, coordination and delivery of various professional learning activities for teachers, support staff, parents and other Board personnel including Social Work and Attendance Services staff, and Psychological Services.
To carry out other duties as assigned by the Superintendent of Student Services, the Principals of Student Services, and Mental Health Lead.

Line of Responsibility:

Reports to the Mental Health Lead.

Education, Experience and Qualifications:

A Master’s degree in Social Work, or Psychology is required or equivalent, as approved by the Board.
A registered member of the Ontario College of Social Workers and Social Service Workers or the College of Psychologists of Ontario in good standing is required.
A minimum of three years of experience in social work or psychology.
Specialized knowledge of children’s mental health, anti-oppressive practice, evidence based and informed practices in school based mental health service delivery, and The Education Act is required.
Must possess a valid Ontario Driver’s License and have access to own transportation.

Department: Student Services

Position Summary

The Assistant Coordinator supports the work of Physical Therapy and Occupational Therapy Support Services to provide service to YRDSB schools, staff and the YRDSB community. In addition to providing Physical Therapy and Occupational Therapy Services to schools, duties in this position will include:

Major Responsibilities:

Maintain an active knowledge of the Physical Therapy and Occupational Therapy Services needs of students in the Board and work collaboratively with the Coordinator, Physical Therapy and Occupational Therapy Services to plan and implement department services to meet these needs in accordance with the Board’s Special Education Plan.
Provide services to schools as described in the position description for Physical Therapy and Occupational Therapy Support Services.
Assist with the allocation school assignments and duties to Physical Therapy and Occupational Therapy Services staff members.
Assist in the interviewing/hiring of new Physical Therapy and Occupational Therapy Services staff members.
Support existing staff members and mentor new Physical Therapy and Occupational Therapy Services staff members with issues related providing services within the Board context (i.e. assessment protocols, report preparation, alignment of recommendations with IEP’s, preparation of SEA claims).
Work collaboratively with other professionals who are involved in the provision of special education services to students within the Board.
Work collaboratively with other Student Services and Curriculum and Instructional Services to support system initiatives/priorities (i.e. EA training, kindergarten initiatives, literacy initiatives, SEA/Technology committee).
Maintain Physical Therapy and Occupational Therapy Services equipment lending system, including entry of new equipment and monitoring loan practices.
Assist with preparation of Purchase Orders for new equipment and consumable test supplies.
Contribute to the development and review of Board policies and procedures specific to Physical Therapy and Occupational Therapy Services as assigned by the Superintendent of Student Services, the Principals of Student Services and the Coordinator of Physical Therapy and Occupational Therapy Services, as well as support the interpretation of these policies/procedures to Physical Therapy and Occupational Therapy Services staff members.
Assist with the coordination and delivery of various professional development activities for teachers, support staff, parents and other Board personnel including Physical Therapy and Occupational Therapy Services staff members.
Assist with the development of internal protocols for service delivery as required by the regulatory colleges for Physical and Occupational Therapists of Ontario (i.e. procedures for informed consent).
Carry out other duties as assigned by the Superintendent of Student Services, the Principals of Student Services and the Coordinator of Physical Therapy and Occupational Therapy Services.

Line of Responsibility:

Reports to the Chief of Physical Therapy and Occupational Therapy Services.

Education, Experience and Qualifications:

Holds a Master’s degree in Speech and Language Pathology and has at least five years of applied experience. Certificate of Registration issued by the Canadian Association of Physical and Occupational Therapists of Ontario.

Department: Student Services

Position Summary

The Assistant Coordinator supports the work of Social Work and Attendance Services to provide service to YRDSB schools, staff and the YRDSB community. In addition to providing Social Work and Attendance Services to schools, duties in this position will include:

Major Responsibilities:

To maintain an active knowledge of the Social Work and Attendance Services needs of students in the Board and work collaboratively with the Chief of Social Work and Attendance Services to plan and implement department services to meet these needs in accordance with the Board’s Special Education Plan.
To provide services to schools as described in the position descriptions for Social Work and Attendance Services.
To assist with the allocation of school assignments and duties to Social Work and Attendance Services staff members.
To assist in the interviewing/hiring of new Attendance and Social Work Services staff members.
To assist with supervision of Social Work and Attendance Services staff.
To provide consultation to existing staff members and mentor new Social Work and Attendance Services staff members with issue related to providing services within the Board context (i.e. supervision on problem solving case issues, navigating crisis services and/or response for student well-being, coordination of inter-disciplinary/agency response to support student mental health needs and/or crisis, attendance reporting processes etc.).
To work collaboratively with other professionals who are involved in the provision of special education or general educational services to students within the Board (e.g. Psychology, Student Success Teachers, etc.).
To work collaboratively with other Student Services and other YRDSB departments to support system policy, initiatives and priorities (e.g. Alternative Education, Supervised Alternative Learning, Mental Health Strategy, Tragic Events Response Team and Threat Assessment leadership).
To contribute to the development and review of Board policies and procedures specific to Social Work and Attendance Services as assigned by the Superintendent of Student Services, the Principals of Student Services and the Chief of Social Work and Attendance Services, as well as support the interpretation of these policies/procedures to Social Work and Attendance Services staff members.
To assist with the development, coordination and delivery of various professional learning activities for teachers, support staff, parents and other Board personnel including Social Work and Attendance Services staff.
To assist with the development of internal processes/requirements for service delivery as required by the Ontario College of Social Workers and Social Service Workers.
To carry out other duties as assigned by the Superintendent of Student Services, the Principals of Student Services, and the Chief of Social Work and Attendance Services.

Line of Responsibility:

Reports to the Chief of Social Work and Attendance Services.

Education, Experience and Qualifications:

A Master’s degree in Social Work is required or equivalent, as approved by the Board.
A registered member of the Ontario College of Social Workers and Social Service Workers in good standing is required.
A minimum of three years of experience in social work with counselling, case management and case coordination is required.
Specialized knowledge of children’s mental health, anti-oppressive practice, evidence based and informed practices in school based mental health service delivery, and The Education Act is required.

Must possess a valid Ontario Driver’s License and have access to own transportation.

Department: Student Services

Position Summary

The Assistant Coordinator supports the work of Speech and Language Pathology Services to provide service to YRDSB schools, staff and the YRDSB community. In addition to providing Speech and Language Pathology Services to schools, duties in this position will include:

Maintain an active knowledge of the Speech and Language Pathology Services needs of students in the Board and work collaboratively with the Coordinator, Speech and Language Pathology Services to plan and implement department services to meet these needs in accordance with the Board’s Special Education Plan.
Provide services to schools as described in the position description for Speech and Language Pathology Services.
Assist with the allocation school assignments and duties to Speech and Language Pathology Services staff members.
Assist in the interviewing/hiring of new Speech and Language Pathology Services staff members.
Support existing staff members and mentor new Speech and Language Pathology Services staff members with issues related providing services within the Board context (i.e. assessment protocols, report preparation, alignment of recommendations with IEP’s, preparation of SEA claims).
Work collaboratively with other professionals who are involved in the provision of special education services to students within the Board.
Work collaboratively with other Student Services and Curriculum and Instructional Services to support system initiatives/priorities (i.e. EA training, kindergarten initiatives, literacy initiatives, SEA/Technology committee).
Maintain Speech and Language Pathology Services equipment lending system, including entry of new equipment and monitoring loan practices.
Assist with preparation of Purchase Orders for new equipment and consumable test supplies.
Contribute to the development and review of Board policies and procedures specific to Speech and Language Pathology Services as assigned by the Superintendent of Student Services, the Principals of Student Services and the Coordinator of Speech and Language Pathology Services, as well as support the interpretation of these policies/procedures to Speech and Language Pathology Services staff members.
Assist with the coordination and delivery of various professional development activities for teachers, support staff, parents and other Board personnel including Speech and Language Pathology Services staff members.
Assist with the development of internal protocols for service delivery as required by the regulatory colleges for Speech and Language Pathologists of Ontario (i.e. procedures for informed consent).
Carry out other duties as assigned by the Superintendent of Student Services, the Principals of Student Services and the Coordinator of Speech and Language Pathology Services.

Line of Responsibility:

Reports to the Chief of Speech and Language Pathology Services.

Education, Experience and Qualifications:

Holds a Master’s degree in Speech and Language Pathology and has at least five years of applied experience. Certificate of Registration issued by the Canadian Association of Speech and Language Pathologists of Ontario.

Department: Student Services

Position Summary

Responsible for assisting students under the direction of the classroom teacher and/or Specialist Teacher of the Deaf and/or SERT and/or other professional resource staff by providing access to the curriculum and other support through sign language in compliance with Board policies and procedures.

Major Responsibilities:

To translate spoken language to sign language and sign language to spoken language between hearing, deaf/hard of hearing and those students for which sign language support is required in order to access the curriculum.
To serve as a support person to the teacher in the development and implementation of students’ Individual Education Plans (I.E.P.).
To deliver interventions or strategies as set out in the I.E.P. as established by teachers, in consultation with other resource staff.
To assist in the preparation of materials for programs.
To assist with the supervision of students and assist students during classroom activities, recess, lunch, excursions, bus and taxi arrival and departures and work placements.
To assist students with personal and medical care in accordance with current Board Policy (662.0) and procedure which may include administration of medication, feeding, dressing, toileting, catheterization, hygiene, lifting and positioning and assistance with mobility.
To assist the teacher in dealing with behavioural needs of the students as outlined in Addressing Unsafe Student Behaviour in Safe and Supportive Ways (Special Education).
To assist with on-going assessment of student programs and writing daily anecdotal reports and records.
To attend meetings as requested.
To support students in community work experience placements and facilitate natural supports at the work site.
To work as an active member of the school team to ensure safety, success and facilitated communication.
To attend professional development sessions/training as required.
To perform other duties as assigned.

Line of Responsibility:

Responsible to the Principal of Student Services and school principal.

Education, Experience and Qualifications:

Secondary School Graduation Diploma is required. A skill proficiency level in American Sign Language that is equal to Level 200 or equivalent proficiency is required. Minimum one year related experience is required. Training in de-escalation strategies (possibly CPI certification), lifting and positioning techniques are requirements of this position. A good working knowledge of Microsoft Office Suite and Board approved/implemented software is required. Proficient verbal and written communication and interpersonal skills are required.

Department: Student Services

Position Summary

Responsible for providing access to the curriculum and educational environment, through audition and oral communication, to students who are deaf/hard of hearing in compliance with Board policies and procedures.

Major Responsibilities:

To provide support in a variety of settings, facilitating the integration of students who are deaf/hard of hearing with their peers in regular classes as well as support in the partially integrated setting.
To serve as a support person to the teacher of the deaf in the development, review of progress and implementation of students’ Individual Education Plans (I.E.P.).
To deliver interventions or strategies as set out in the I.E.P. as established by teachers, in consultation with other resource staff. To assist in the preparation of materials for programs.
To assist with the supervision of students and assist students during classroom activities, recess, lunch, excursions, bus and taxi arrival and departures and work placements.
To assist students with personal and medical care in accordance with current Board Policy (#: 662.0) and procedure which may include administration of medication, feeding, dressing, toileting, clean catheterization, hygiene, lifting and positioning and assistance with mobility.
To assist the teacher in dealing with behavioural needs of the students as outlined in Addressing Unsafe Student Behaviour in Safe and Supportive Ways (Special Education).
To liaise between the teacher of the deaf and regular teachers regarding any issues arising in regular classes which may impact on student progress (i.e. student skill development; behaviour, peer interactions, etc.)
To assist in writing daily anecdotal reports, record and help with on-going reporting of student’s programs, and act as a resource person for parent/teacher interviews.
To work as an active member of the school team to ensure safety, success and facilitated communication.
To provide assistance for focused learning and notetaking services for students who are deaf/hard of hearing as necessary.
To attend meetings as requested.
To attend professional development sessions/training as required.
To perform other duties as assigned.

Line of Responsibility:

Responsible to the Principal of Student Services and school principal.

Education, Experience and Qualifications:

Secondary School Graduation Diploma with two years of post-secondary education in a related discipline is required. Minimum one year experience is required. Effective verbal and written communication and interpersonal skills are required. A general working knowledge of computers and Board approved software is required.

Department: Student Services

Position Summary

Responsible for the support of students with special needs and their teachers in the implementation of personalized equipment (SEA).

Major Responsibilities:

Provide direct student or group instruction in the use of Assistive Technology (AT), hardware and software, in both elementary and secondary panels.
Provide support and professional development (PD) for teachers, educational assistants, administrators, consultants and other Student Services staff in the successful implementation of AT for students, AT software and hardware.
Support teachers in the adaptation of their program in accordance with the Technology and the Learner and Education for All/Learning for All K-12 documents.
Work as part of a team with other ATCs and the Principal and Coordinator of Student Services to support the successful implementation of AT throughout the board.
Meet with the Digital Literacy Consultant team, Curriculum and Instructional Services and the Information Technology staff on a regular basis.
Responsible for follow-up training and problem solving around SEA equipment and software.
Research information on new innovations in the area of AT and share with Student Services staff on a regular basis.
Work with teachers and the Student Services staff to determine student needs with respect to personalized equipment and software including ‘trials’ on both.

Line of Responsibility:

Responsible to the Principals of Student Services.

Education, Experience and Qualifications:

Candidates must hold a University Degree, an Ontario Teacher’s Certificate, qualification in Special Education with at least five years teaching experience in a variety of special education settings. Understanding and application of assistive technology software and hardware to support individual students’ learning needs are critical.

Department: Student Services

Position Summary

Responsible for providing Braille support to Regional Teachers of the Visually Impaired and School Braillists through the transcription of print materials into braille in compliance with Board policies and procedures.

Major Responsibilities:

To edit scanned material and convert into braille, large print, electronic and auditory formats according to copyright protocols.
To set up appropriate braille formatting of material and proofread braille material on the computer before embossing it into braille and also proofread braille output.
To transcribe textbooks, novels and classroom curriculum materials into braille (Literary Braille, Nemeth Braille Code and Scientific Notation).
To convert classroom teacher-generated materials/handouts/worksheets to novels into braille, large print, electronic and auditory formats.
To convert graphics (diagrams, charts, etc.) into tactile graphics with braille, according to Graphic Standards.
To provide guidance and training for School Braillists.
To communicate and coordinate digital information with Media Services and Itinerant Teacher of the Visually Impaired to ensure materials are logged appropriately in the Vision Braille Library and in the “e-docs” library.
To maintain an organized and updated database of digital information books/materials recently brailled and Special Equipment Amount (S.E.A) equipment
To assist with obtaining quotes from vendors for assistive technology.
To maintain confidentiality of personal information that is transcribed into braille for parent or student use.
To attend professional development/training sessions as required.
To attend meetings as required.
To work as an active member of the department team.
To perform other duties as assigned.

Line of Responsibility:

Responsible to the Principal of Student Services or designate.

Education, Experience and Qualifications:

Secondary School Graduation Diploma with a three year post-secondary certificate in Literary Braille Transcription is required. Minimum two years related experience with at least one year using Nemeth Braille Code is required. Knowledge of the Computer Braille Code and other codes specific to languages as well as the corresponding braille formats for production of braille in that specific category; competency with Windows-based technology and scanning; experience with adaptive software such as Kurzweil 1000/3000, Duxbury, Megadots, Dancing Dots, and knowledge and preparation of tactile graphics using specialized braille embossers and software are required. Proficient verbal and written communication and interpersonal skills are required.

Department: Student Services

Position Summary

Responsible for system wide leadership of Physical Therapy (PT) and Occupational Therapy (OT) Services, a wide variety of consultative, assessment and intervention services to schools, as well as administrative activities and supervision responsibilities.

Major Responsibilities:

Under the supervision of the Superintendent of Student Services, the Chief will:

Supervise, direct and evaluate the work of Physiotherapists and Occupational Therapists.
Develop and maintain PT/OT services as outlined in the Special Education Plan.
Provide leadership, support and supervision to support staff of varied backgrounds and training e.g. CTN Single Plan of Care Coordinators.
Provide leadership in the development and implementation of CTN contracts for services.
Oversee the CTN budget allocated to the YRDSB.
Oversee the budget assigned to the PT/OT Team.
Hire and provide orientation and mentoring of new PT/OT staff.
Implement regularly scheduled staff meetings and provide leadership to staff to promote a common understanding of service delivery and system priorities.
Meet on a regular on-going basis with the Superintendent of Student Services to maintain an ongoing understanding of the needs and operations specific to the various services.
Work collaboratively with other professionals who are involved in the provision of special education services to students within the Board (e.g., Student Services Leadership Team).
Work collaboratively with other special education services to support system initiatives/priorities (e.g., EA training; kindergarten initiatives, literacy initiatives, SIP/SEA claims).
Contribute to the development and review of Board policies and procedures specific to PT/OT Services, as assigned by the Superintendent of Student Services, and interpret these policies/procedures to Student Services support staff.
Develop and/or coordinate various professional development activities for teachers, support staff, parents and other Board personnel.
Liaise with outside agencies such as the CCAC and the YRDSB regarding provision of service.
Assist in the coordination and management of a confidential system for collecting, sorting and distributing information specific to Physical and Occupational Therapists, as required by the RHPA and the Colleges of Physical and Occupational Therapists of Ontario.
Carry out other duties as assigned by the Superintendent of Student Services.

Key Competencies of the Successful Applicant:

Successful applicants for the position will demonstrate evidence of:

Curriculum and information technology expertise in accordance with Ministry and Board programs and policies;
an understanding of how the departments support literacy development;
collaboration and teamwork;
successful leadership experiences;
managing multiple tasks in an effective manner;
effective presentation skills;
a wide range of professional experiences;
assessment and evaluation literacy;
a thorough understanding of Ministry funding requirements;
excellent oral and written communication skills; and
an ability to align professional activities with system priorities.

Scope of Operations:

Has authority to assign duties to and supervise the work of team members. Interacts with teachers, special education and Student Services staff, principals and superintendents.

Line of Responsibility:

Reports to the Superintendent of Student Services.

Education, Experience and Qualifications:

Hold a Master’s Degree and is a member in good standing in either the Ontario College of Occupational Therapists or the Ontario College of Physiotherapists with at least five years of experience in school settings. Preference will be given to the candidate who demonstrates a variety of successful leadership experiences.

Department: Student Services

Position Summary

The Chief Psychologist is responsible for reviewing, developing, implementing and supervising procedures for Psychological Services and the development and implementation of Board policies and procedures and to interpret these policies and procedures for Psychological Services staff. In addition, the Chief Psychologist has responsibility for facilitating the professional development of Psychological Services personnel and for assisting in the professional development of teachers and other Board staff. The Chief Psychologist is responsible for the day-to-day functioning of the Psychological Services department including:

ensuring that the services delivered and practices used by Psychological Services staff are consistent with the Board’s mandate and priorities;
developing procedures which assure that all referrals made to Psychological Services are served;
developing criteria which ensure a uniform level of service to students requiring support from Psychological Services staff; and
developing working relationships with internal professional staff, Student Services staff and outside agencies to extend the support available to York Region students, parents and staff.

Major Responsibilities:

Supervise, direct and evaluate the work of Psychological Services staff as it applies to students, parents and school personnel.
To serve as a resource to school administrators, managers and Supervisory Officers in matters relating to Psychological Services and student safety and well being.
To provide consultation and to the Board’s supervisory and administrative staff related to student learning and well-being, as requested.
To facilitate communication between the department and Board personnel from other departments and services as well as external agencies.
Administer funds allocated to the department.
To recommend the allocations and appointments of Psychological Services staff to the Superintendent of Student Services.
To provide routine reports on the operation and needs of Psychological Services to the Superintendent of Student Services.
To keep abreast of and communicate to Psychological Services staff, information that will assist them in improving the performance of their duties.
Coordinate and manage the collection and distribution of confidential information specific to psychological services in a manner that is consistent with the requirements of the Regulated Health Professions Act, the College of Psychologists of Ontario and other applicable legislation.
To provide consultation and assessment to individual students, as needed and perform the duties of a Board Psychologist as outlined in the position description.

Line of Responsibility:

Responsible to the Superintendent of Student Services.

Education, Experience and Qualifications:

The Chief Psychologist must be registered as a doctoral level Psychologist with the College of Psychologists of Ontario with school psychology as a declared area of practice. The Chief Psychologist has a minimum of 10 years of experience with at least 5 years in a school system working in both elementary and secondary schools. The ability to perform supervisory and administrative duties is essential.

Department: Student Services

Position Summary

As well as carrying out the responsibility of a school social worker, the supervisor shall be responsible for:

developing procedures which assure that all referrals from principals are serviced;
developing criteria which ensure a uniform level of service in similar situations; and
developing working relationships with internal professional staff and outside agencies.

Major Responsibilities:

To supervise, direct and evaluate the work of the school social workers as it applies to students, parents and school personnel.
To facilitate communication with other internal support services and external agencies.
To recommend the allocations and appointments of social workers.
To provide routine reports on the operation and needs of the attendance counseling service.
To keep abreast of and communicate to school social workers, information that will assist them in improving the performance of their duties.
To carry out other duties as may be assigned by the Superintendent of Student Services.

Scope of Operation:

The Chief of Social Work and Attendance Services has the authority to act in accordance with Provincial Acts and Regulations. As a staff person, the Coordinator interacts with all levels in the York Region District School Board.

Line of Responsibility:

The Chief of Social Work and Attendance Services is responsible to the Superintendent of Student Services. Social workers report directly to the Chief of Social Work and Attendance Services.

Education, Experience and Qualifications:

The successful candidate holds a Bachelor or Master Degree in Social Work with two-three years supervisory experience. Experience should indicate knowledge of special education with strengths in organizational and interpersonal skills. Knowledge of both elementary and secondary levels is advantageous.

Department: Student Services

Position Summary

Responsible for system-wide leadership of speech-language pathology and audiology services including the consultative, assessment and intervention services provided to schools, supervision responsibilities, and the administrative activities related to them.

Major Responsibilities:

Under the supervision of the Coordinating Superintendent of Student Services and Well-Being, the Chief of Speech-Language Pathology and Audiology Services will:

Supervise, direct and evaluate the work of Speech-Language Services staff as it applies to students, parents/guardians, board staff, and community partners.
Supervise, direct and evaluate the work of the Educational Audiologist as it applies to students, parents/guardians, board staff, and community partners.
Ensure that services delivered and the practices used by staff are consistent with the board’s mandate.
Keep abreast of directives from the Ministry of Education and implement department practices that are reflective of them.
Allocate duties and school assignments to team members.
Manage the budget allocated to the department.
Interview/hire and mentor new Speech-Language and Audiology Services staff.
Provide leadership to staff to promote an understanding of the service delivery model for speech, language and audiology services.
Meet with the Coordinating Superintendent of Student Services and Well-Being with respect to the needs and operations specific to speech-language and audiology services.
Work collaboratively with professional staff, who are involved in the provision of special and/or general education services to students within the Board (e.g., Student Services Leadership Team, IDT, EA training, kindergarten/early years, ELL, literacy initiatives, DHH department, SEA claims, etc.).
Develop and review Board policies and procedures specific to Speech-Language and Audiology Services, as assigned by the Coordinating Superintendent of Student Services and Well-Being, and interpret these policies/procedures to Speech-Language and Audiology staff.
Develop/coordinate professional development activities for teachers, Board staff, parents/guardians and community.
Develop and maintain relationships and partnerships with community stakeholders related to the provision of speech-language pathology and audiology services.
Coordinate and manage services including a confidential system for collecting, sorting and distributing information specific to Speech-Language Pathology and Audiology Services, as required by the RHPA and the College of Audiologists and Speech Language Pathologists of Ontario.
Carry out other duties as assigned by the Coordinating Superintendent of Student Services and Well-Being.

Scope of Operation:

Has authority to assign duties to and supervise the work of team members. Interacts with teachers, special education and Student Services staff, principals and superintendents.

Line of Responsibility:

Reports to the Coordinating Superintendent of Student Services and Well-Being. Speech-Language Pathologists, Communicative Disorders Assistants, and the Audiologist report to the Chief of Speech-Language Pathology and Audiology Services.

Education, Experience and Qualifications:

Holds a Master’s Degree in Speech-Language Pathology and has at least five years of experience working in a school board system. Experience with supervisory and administrative duties is essential. Strong knowledge of evidence based and informed practices related to speech, language, literacy, hearing and communication services for school-aged children. Registered and in good standing with the College of Audiologists and Speech-Language Pathologists of Ontario (CASLPO).

Department: Student Services

Position Summary

Works collaboratively with CEC Psychology Services staff and Interdisciplinary Teams within Student Services to support and coordinate services for students with complex developmental, behavioural and/or mental health needs.

The main focus for Complex Needs Services Psychology Staff is providing psychological consultation and programming support, as well as building the capacity of other school and Board staff in the areas of developmental disorders, behaviour, mental health and complex needs. This is accomplished through consultation, case discussions, professional development and training opportunities.

Major Responsibilities:

Consultation to, and coordination with, relevant staff to support school staff with students who have complex needs.
Direct intervention with students who are experiencing significant behavioural and mental health challenges using evidence-based and best practices.
Assessment, including functional behaviour assessment, psycho-educational and clinical assessment, as well as screening for mental health disorders.
Liaison and coordination with agencies and professionals external to the Board.
Support and training of Board staff in the areas of behavioural assessment and programming, mental health, and exceptional needs.

Key Competencies of the Successful Applicant:

Strong assessment, consultation and direct intervention skills, especially in the areas of Autism Spectrum Disorders, Applied Behaviour Analysis (ABA), and mental health
Demonstrated leadership to support capacity building of other professional staff
Possess ability to:
- work effectively on an interdisciplinary team;
- establish internal partnerships through ongoing dialogue and networking with colleagues across various work or professional groups; and
- build community partnerships by working with families and coordinating with agencies and professionals external to the Board.

Line of Responsibility:

Reporting to the Coordinator of Complex Needs Services.

Education, Experience and Qualifications:

Registration with the College of Psychologists of Ontario, or documentation of eligibility for registration is required
Specialization in Clinical Psychology and/or School Psychology
Membership in one or more psychological associations
Training and experience in ABA and functional behaviour assessment, psychological consultation and assessment, and design and implementation of individualized interventions, with children and youth who have various developmental, behavioural and mental health disorders
Experience working with children and adolescents with Autism and other developmental disorders, and their families, preferably in a school setting
Familiarity with best and evidence-based practices in the areas of behaviour and mental health, that can be applied with fidelity to a school-based setting
A background in individual and group strategies/counseling/interventions with children, adolescents and parents
Current certification in Crisis Prevention Intervention (CPI) or a similar type of behaviour management system
Experience working collaboratively as part of a team
Skills and experience in delivering professional development to a variety of groups
Very good organizational, interpersonal and communication skills (oral and written)
Training or experience in a number of the following: social and emotional interventions, transition planning, impulse-control programs, anxiety/anger management strategies, safety plans, crisis management, restorative practices/conferences, mediation, group/systemic interventions, trauma counseling, team building)
Previous research/program evaluation experience is preferred

Department: Student Services

Position Summary

Responsible for a wide variety of consultative, assessment and intervention services to schools, as well as administrative activities.

Major Responsibilities:

Under the supervision of the Principals of Student Services, the Coordinator of Autism Services will:

Oversee the budget assigned to the Professional Development allocation for the Behaviour Expertise Amount (BEA).
Assist in the mentoring of new support services staff.
Meet on a regular on-going basis with the Principal of Student Services to maintain an ongoing understanding of the needs and operations specific to the various services.
Work collaboratively with other professionals who are involved in the provision of special education services to students within the Board (e.g. Student Services Leadership Team).
Work collaboratively with other special education services to support system initiatives/priorities (e.g., EA training, kindergarten initiatives, literacy initiatives, SIP/SEA claims).
Work collaboratively with members of Curriculum and Instructional Services o support system initiatives/priorities (e.g., NTIP teachers).
Contribute to the development and review of Board policies and procedures specific to Autism, as assigned by the Principal of Student Services, and to interpret these policies/procedures to support Student Services staff.
Develop and/or coordinate professional development activities for teachers, support staff, parents and other Board personnel.
Liaise with outside agencies such as Kinark Child and Family Services and the YRDSB regarding provision of service.
Carry out other duties as assigned by the Principal of Student Services.

Key Competencies of the Successful Applicant:

Successful applicants for the Coordinator of Autism Services position will demonstrate evidence of:

Curriculum and information technology expertise in accordance with Ministry and Board programs and policies;
an understanding of how the departments support literacy development;
collaboration and teamwork;
successful leadership experiences;
managing multiple tasks in an effective manner;
effective presentation skills;
a wide range of professional experiences;
assessment and evaluation literacy;
a thorough understanding of Ministry funding requirements;
excellent oral and written communication skills; and
an ability to align professional activities with system priorities.

Scope of Operations:

Interacts with teachers, special education and student support services staff, principals and superintendents.

Line of Responsibility:

Reports to the Principals of Student Services.

Education, Experience and Qualifications:

Candidates must hold a University degree and have at least five years of applied experience, specific to the field of Autism. Preference will be given to the candidate who demonstrates a variety of successful leadership experiences.

Department: Student Services

Position Summary

The Coordinator of Blind/Low Vision Services will be responsible for providing system level leadership for the implementation of Blind/Low Vision Services with a focus on equitable and inclusive instruction of literacy, numeracy, Expanded Core Curriculum, instructional intelligence, assessment/evaluation, and assistive technology.

Major Responsibilities:

1. Analyzing and reviewing system and departmental level data to maximize funding allocations for students who are blind, low vision

ensure students new to the board have required assessment information and support to ensure funding

2. Liaison with the Principal of Student Services and Student Services Coordinators re: student funding, achievement data and instructional interventions, and site placements

support recommendations for appropriate student identification and placements
assist in the coordination of IPRCs

3. Support Coordination of caseloads and case-load management based on student needs

interpret and analyze Ophthalmological and Optometry clinical assessments to determine eligibility for Blind/Low Vision Services
support collaborative decisions that ensure each itinerant teacher is assigned students for whom they have the skills/qualifications to support; including Orientation & Mobility
provide instructional leadership for teachers on specialized assessments in blind, low vision; on all areas of the Expanded Core Curriculum and Departmental processes and procedures (i.e.: Severity of Needs, scheduling, referrals, transitions etc.).
coordinate the provision of service for new students requiring support
coordinate the collaborative development, implementation and evaluation of the transitional program for students who are blind, low vision & Deafblind entering school, high school, and post-secondary.
ensure Functional Vision Assessments and Learning Media Assessments are completed and appropriate professionals are consulted for each student (Ophthalmologist, Clinical Low Vision Optometrist, Orientation and Mobility specialist)

4. Provide services to schools as described in the position description for Vision Resource Teacher, including supporting student caseload.

5. Liaise with Provincial Schools, University preparation programs and community organizations regarding students, partnerships and programs that will enhance the level of support available to York Region staff and students

liaise with W. Ross McDonald provincial school regarding students, and resources
liaise with regulated health professionals and outside agencies to support appropriate sharing of Functional Vision, Learning Media, and orientation and Mobility assessment data for students who are blind, low vision & Deafblind
assist school administrators with the “Eye… See, Eye . . . Learn” JK Vision Awareness program

6. Coordinate the SEA claim process, including purchasing, transferring, maintenance and repair of SEA Equipment

ensuring itinerant teachers are aware of new assistive technologies
supporting itinerant teachers in the use of SEA Equipment
support the Central Braillist and Braille Centre resources and processes
- ensure SEA equipment is maintained in good working order
- ensure the tracking of SEA Equipment and loaner equipment
- ensure Braille, large print, auditory, digital and curricular support materials are produced and inventoried.

7. Coordinating system level support staff & services provided by itinerant teachers

coordinate in-service opportunities for classroom teachers, special education teachers, other Regional Support Services, and outside agencies related to the needs of students with who are blind, low vision & Deafblind.

Line of Responsibility:

Responsible to the Regional Principal of Student Services.

Education, Experience and Qualifications:

member in good standing with the Ontario College of Teachers;
three or more years’ experience in a Regional Special Education Blind/Low Vision Services position is required;
hold Specialist qualifications in teaching students who are Visually Impaired or a Master’s Degree in the field of Blindness and Visual Impairment is required;
curriculum expertise in accordance with Ministry and Board programs and policies;
a comprehensive understanding of successful practices in literacy, numeracy, and Expanded Core instruction;
knowledge, skills and attitudes in accessibility, equity and inclusivity practices;
parent/family and student engagement;
an understanding of the ways in which the board, community agencies and organizations can work collaboratively to support students who are blind or visually impaired;
Braille low vision assessment and instructional literacy;
collaboration and teamwork;
successful leadership experiences at a regional level;
managing multiple tasks in an effective manner;
effective presentation skills;
a wide range of professional experiences;
a commitment to lifelong learning;
excellent oral and written communication skills; and
the ability to align professional activities with system priorities.

Department: Student Services

Position Summary

The Coordinator of Complex Needs Services provides leadership to a team of Complex Needs Services staff and is responsible for administrative activities related to the team’s activities. The Coordinator also provides clinical supervision to members of the team who are not registered with the College of Psychologists of Ontario and is responsible for the provision of clinical consultation to other members of the team. In addition, the Coordinator carries out the activities similar to other Psychologists within the department, as outlined in the position description for a Psychologist within Psychological Services.

Major Responsibilities:

To allocate duties and school assignments to all team members.
To supervise team members who are not registered with the College of Psychologists of Ontario and be available to provide consultation to all team members as needed.
To be available to the Board’s supervisory and administrative staff to provide consultation and support related to student learning and well-being, as requested.
To provide services to schools and work with other Board personnel as described in the position description for Psychologists and Psychological Associates.

Scope of Operations:

A Coordinator of Complex Needs Services has authority to assign duties to and supervise the work of team members. The Coordinator also interacts with students, parents, outside agencies, teachers, special education and Student Services staff, Principals, and Superintendents.

Line of Responsibility:

Reports to the Chief Psychologist.

Education, Experience and Qualifications:

Coordinators of Complex Needs Services hold a doctoral or a Master’s Degree in psychology and a certificate of registration issued by the College of Psychologists of Ontario. Coordinators have at least three years of applied experience post registration with the College.

Department: Student Services

Position Summary

The Coordinator of Deaf and Hard of Hearing is responsible for providing system level leadership for the implementation of programs for students who are Deaf or Hard of Hearing in the instruction of literacy, Expanded Core Curriculum, instructional intelligence, assessment/evaluation and assistive technology, especially hearing assistive technology.

Major Responsibilities:

1. Collaborating with the Principal of Student Services to analyze and review system and department level data to maximize funding allocations for students who are Deaf or Hard of Hearing to:

ensure students new to the board have required assessment information and support to ensure funding; and
ensure preschool students are provided with itinerant services from a Regional Hearing Resource teacher.

2. Support the coordination of caseloads and case management based on student need

coordinate the provision of service for new students requiring support;
assist in the mentoring of new itinerant staff;
coordinate the collaborative development, implementation and evaluation of the program for the preschool child; and
ensure assessments are completed and appropriate professionals are consulted for each student (Audiology).

3. Provide services to schools as described in the position description for Hearing Resource Teacher, including supporting student caseload.

4. Liaison with the Principal of Student Services and Student Services Coordinators re: student funding, achievement data and instructional interventions, and site placements.

5. Support recommendations for appropriate student identification and placements and assist in the coordination of IPRCs

6. Liaise with Provincial Schools, University preparation programs and associations regarding students, partnerships and programs that will enhance the level of support available to York Region staff and students

liaise with E.C. Drury Provincial School regarding students, new systems methodologies and resources; and
liaise with regulated health professionals and outside agencies to support appropriate sharing of assessment data for students who are Deaf or Hard of Hearing.

7. Coordinate the SEA Claim process in collaboration with the Educational Audiologist

responsible for coordinating department orders for SEA Claims;
ensuring itinerant teachers are aware of new technologies;
supporting itinerant teachers in the use of SEA hearing assistive technology;
supporting the regional interpreters and note-takers;
ensure SEA equipment is maintained in good working order; and
track SEA equipment and loaned equipment.

8. Coordinating system level support staff & services provided by itinerant teachers

coordinate in-service opportunities for classroom teachers, special education teachers, other Student Services staff, and outside agencies related to the needs of students who are Deaf or Hard of Hearing; and
provide ongoing professional development for department members to extend their awareness and use of instructional strategies to support the Expanded Core Curriculum and the effective use of available resources.

9. Work collaboratively with other Student Services staff to support system initiatives and priorities.

10. Carry out other duties as assigned by the Principal of Student Services.

Line of Responsibility:

Responsible to the Regional Principal of Student Services.

Education, Experience and Qualifications:

Candidates must hold a University Degree;
Be a member in good standing with the Ontario College of Teachers;
Hold Specialist Qualifications in Teaching Students who are Deaf or Hard of Hearing or Post-Baccalaureate Diploma and/or Master’s Degree in the field of Deaf Education, and
At least three years of experience in a Regional Special Education Deaf/Hard of Hearing Services position.
Curriculum expertise in accordance with Ministry and Board programs and policies;
A comprehensive understanding of successful practices in Deaf education, literacy and numeracy and Expanded Core Curriculum instruction;
An understanding of the ways in which the board, community agencies and organizations can work collaboratively to support students who are Deaf and Hard of Hearing;
Expertise with audiological assessments and instructional literacy;
Knowledge, skills and attitudes in accessibility, equity and inclusivity practices;
Parent/family and student engagement;
Competency in Auditory Verbal Intervention strategies;
Collaboration and teamwork;
Successful leadership experiences at a regional level;
Managing multiple tasks in an effective manner;
Effective presentation skills;
A wide range of professional experiences;
A commitment to lifelong learning;
Excellent oral and written communication skills; and
The ability to align professional activities with system priorities.

Department: Student Services

Position Summary

The YRDSB Educational Audiologist is responsible for providing educational audiology services to students who are deaf or hard of hearing or have an auditory processing disorder. The audiologist works as a member of an inter-disciplinary team, collaborating with in-school team members, classroom teachers, relevant support staff, specialist teachers of the deaf, hearing assistive technology technicians and speech-language pathologists. Using an educational model of service delivery, the audiologist supports needs across all grade levels (K to 12) in schools throughout the region. Travel between schools is required. To enable the acquisition of Ministry funded equipment, the audiologist will advise on, assist with, prepare and validate SEA claims for FM systems and acoustic environmental supports.

Major Responsibilities:

Interpret results of hearing and APD assessments and evaluations for families and staff and make recommendations for accommodations, interventions and/or modifications.
Measure classroom noise, evaluate acoustics and make recommendations for improving the classroom listening environment.
Work collaboratively with Regional Hearing Resource Team members, as well as school personnel, to provide an analysis of the learning environment, including assessment of classroom noise; and to suggest modifications for consideration, as well as to implement recommended strategies that will maximize the listening environment and ensure acoustic accessibility.
Provide troubleshooting for personal amplification as required (hearing aids, cochlear implant processors, BAHA).
Use knowledge of daily living assistive technology (radio, television, telephone, messaging, alerting, and convenience) for students with hearing and listening challenges.
Apply understanding of auditory skill development and the relationship of hearing and hearing loss to communication, physical, psychosocial, cognitive, academic and vocational development when collaborating with in-school team members to maximize the educational success of students with hearing impairment or auditory processing disorder.
Oversee systems related to the coordination, tracking and maintenance of FM amplification technology designed to support students with hearing loss and/or auditory processing disorder.
Provide support in the assessment of deaf and hard of hearing students to assist with classroom programming and the setting of auditory goals.
Manage the selection, fitting, validating and troubleshooting of personal FM systems and school amplification systems including preparing, processing and overseeing processes for the tracking of SEA claims.
Liaise with community audiologists regarding assessment results, recommendations, treatment and management of hearing related concerns.
Provide professional development opportunities to hearing resource staff, school personnel, students and parents, where applicable and when relevant, in concert with the specialist teacher of the deaf, the speech-language pathologist, and/or other pertinent professionals, to facilitate a better understanding of the impact of auditory impairments on language, learning, literacy and social development.
Other duties as assigned by the Chief of Speech-Language Pathology and Audiology Services.

Line of Responsibility:

Reports to the Chief of Speech-Language Pathology and Audiology Services.

Education, Experience and Qualifications:

Master’s degree in Audiology
Full registration with the College of Audiologists and Speech-Language Pathologists of Ontario (CASLPO) (Mentorship period complete)
Experience with school aged children preferred
Access to own vehicle with travel across the region essential

Department: Student Services

Position Summary

This is an itinerant position responsible for the maintenance and service of Hearing Assistive Technology systems and equipment used by students.

Major Responsibilities:

Maintain up-to-date inventory list of all FM equipment and accessories with serial numbers, warranties and SEA funding date.
To respond and track all service calls regarding current equipment.
To troubleshoot breakdowns of FM equipment and if necessary send out the system for repair and arrange for a spare FM for the student in a timely fashion.
To assist classroom teachers and students in the use, importance and effects of FM equipment.
To provide guidance to the classroom teacher and EAs on the different uses of FM in conjunction with other classroom/school technology such as computer and television, when necessary.
To provide assistance and training for students as necessary.
In conjunction with the Educational Audiologist, summer service of FM equipment and systems.
To keep up to date with current FM technologies and trends.
To assist the schools in the relocation of Sound Field FM systems and equipment.
To attend meetings as requested.
To attend professional development sessions/training as required.
To perform other duties as assigned.

Line of Responsibility:

Responsible to the Principal of Student Services.

Education, Experience and Qualifications:

Secondary School Graduation Diploma with a minimum of 2 years post-secondary education is required. Microsoft Office and experience working with database programming is required. Knowledge of Assistive Devices for the Deaf/Hard of Hearing. Effective verbal and written communication and interpersonal skills are required. A good working knowledge of computers and other Board approved software is required.

Department: Student Services

Position Summary

A teacher who provides assessment, consultation, liaison, and direct instruction services for deaf and hard of hearing students in a number of schools throughout the region.

Major Responsibilities:

To provide indirect service, resource and/or withdrawal assistance to those students identified as deaf and hard of hearing through the Identification, Placement and Review Committee process.
To consult with regular classroom teachers/departments regarding
modification/accommodation strategies related to the needs of students with hearing loss.
To participate in the In-School Team process and the IPRC process as directed by the Principal.
To consult with school administrators regarding special needs related to students with hearing loss, i.e. equipment, structural changes, fire alarms, closed captioning, etc.
To coordinate the collaborative development, implementation and evaluation of the special education program for students identified as deaf and hard of hearing, involving all regular and special education staff assigned.
To coordinate the purchase, maintenance and repair of personalized FM amplification systems.
To liaise with classroom teachers, special education teachers, Principals, parents and other support services on a regular basis regarding the progress of students who are deaf and hard of hearing.
To liaise with medical practitioners and outside agencies to support appropriate auditory management of students with hearing loss.
To provide in-service opportunities for classroom teachers, SERTs, special education teachers and other support services.
To work with teachers and administration to assess students’ needs with respect to personalized equipment for SEA funding.
To carry out other duties as may be assigned by the Student Services Coordinator and/or the Superintendent of Student Services.
To provide assessment specific to students with hearing loss.

Scope of Operations:

Works cooperatively with teachers, special education teachers, Principals, Student Services staff, parents, outside agencies and educational programs. Has the authority to advise Principals and teachers regarding programs and services as described in Special Education Plan.

Line of Responsibility:

Responsible to the Principal of Student Services.

Education, Experience and Qualifications:

Ontario Teacher’s Certificate. Specialist Certificate or equivalent, in education of the deaf and hard of hearing.

Department: Student Services

Position Summary

Responsible for providing support to students with deafblindness which allows students to take part in, and benefit from educational programs. The Intervenor provides access to and facilitates communication between students with deafblindness, other students, parents and staff using the student’s preferred mode of communication. Under the direction of a Regional Vision Resource Teacher, and in cooperation with the classroom teacher, the Intervenor reinforces the educational program by reinforcing concepts, adapting, and modifying instructional materials (visual and/or tactile) to meet the specialized needs of students with deafblindness in compliance with Board policies and procedures.

Major Responsibilities:

To receive and interpret information for students with deafblindness, in order to facilitate their participation in the visual/oral world around them.
To use a total communication approach to facilitate communication between the students with deafblindness, other students and staff, in order to support the required education and communication levels (this may involve signing, tactile signing, voice, Braille, object/visual/tactile cues, etc.).
To receive and relay information on behalf of students with deafblindness using a total communication approach.
To reinforce skills and concept development through concrete, meaningful and functional activities and interactions with others and the environment.
To provide reinforcement of the use of residual vision and/or hearing, while addressing sensory integration issues and changes in level of functioning, under the direction of the Regional Vision Resource Teacher.
To serve as a support person to the teacher in the development and implementation of the students’ Individual Education Plans (I.E.P).
To deliver interventions or strategies as set out in the I.E.P as established by teachers, in consultation with other resource staff. Page 2 Intervenor for Students with Deafblindness
To assist in the promotion of interaction between students with deafblindness and his/her environment, fostering social growth, positive self image, and meaningful contribution to society.
To assist in the preparation and adaptation of materials and monitoring of programs.
To supervise and assist individual and groups of students during classroom activities, recess, lunch, field trips, excursions, bus and/or taxi arrival and departures, work placements and other situations as required.
To assist students with personal and medical care in accordance with current Board Policy and Procedure #662.0 which may include administration of medication, feeding, dressing, toileting, hygiene, lifting and positioning, and assistance with mobility.
To assist the teacher and/or resource staff in dealing with behavioural needs of the students as outlined in Addressing Unsafe Behaviour in Safe and Supportive Ways (Special Education).
To assist with ongoing assessment of student programs and writing daily anecdotal reports and records, as required.
To attend meetings as requested.
To attend professional development sessions/training as required.
To perform other duties as assigned.

Line of Responsibility:

Responsible to the school Principal and the Principal of Student Services, through the Regional Vision Resource Teachers.

Education, Experience and Qualifications:

Secondary School Graduation Diploma with a two year diploma in Intervenor for Deafblind Persons or Deaf and Blind Support Specialist Program is required. Training in a Total Communication Approach is required. Minimum one year related experience is required. Training in de-escalation strategies (including CPI certification, where required), lifting and positioning techniques are requirements of this position. Page 3 Intervenor for Students with Deafblindness Effective verbal and written communication and interpersonal skills are required. A general working knowledge of computers and Board approved/implemented software is required.

Department: Student Services

Position Summary

Responsible for working as a member of a specialized integrated intervention team to support students with a range of behaviour concerns which might include: social emotional, autism, mental health and/or behaviour; assisting school staff with the development of individual education plans and program responses to support students in classroom settings; demonstrating and facilitating strategies; working with a caseload of students and working on the team to support the students; providing leadership for professional development opportunities; and working with community agencies in an integrated continuum of service to support students and their families. This position will work under the direction of the Student Services Coordinator in consultation with the Coordinating Psychologist in compliance with Board policies and procedures.

Major Responsibilities:

To assist school staff in the assessment and management of individual cases through observation, case conferences and data collection.
To assist school staff in the development, implementation and monitoring of student support strategies and programs, including IEPs and Safety Plans, to ensure a safe and caring school environment.
To work collaboratively within an interdisciplinary team, demonstrating and facilitating strategies that will enhance student learning.
To model for and coach staff with a capacity building approach, working with both community agency and school staff in a variety of areas (i.e. mediation and circle solutions, Applied Behaviour Analysis, CPI).
To assist in the identification of need for on-going education or in-service training and facilitate and/or deliver program development and professional learning in a variety of areas (i.e. Restorative Approaches, Threat Assessment, Applied Behaviour Analysis, CPI).
To assist with the research and preparation of materials for programs.
To provide direct support such as behaviour management and/or counselling to enable students to function in a school setting, either individually or within groups.
To participate in case management sessions and collaborate with system support staff and attend meetings as required.
To participate in the identification of barriers which may be impacting on effective supports to students and families, and supporting the team toward solutions which mitigate the barriers.
To engage with community agencies in an integrated continuum of service to support students and their families.
To attend professional development/training sessions as required.
To perform other duties as assigned.

Line of Responsibility:

Responsible to the Student Services Coordinator and/or Principals of Student Services.

Education, Experience and Qualifications:

Secondary School Graduation Diploma with a recognized degree/diploma (3 years) in a related field is required (e.g. Social Service Worker, Psychology, Child and Youth Worker, Child Care Worker). Minimum two years’ experience is required. Experience with a range of social-emotional, mental health and/or behaviours concerns is required. Excellent verbal and written communication and interpersonal skills and the ability to work collaboratively as a member of a multidisciplinary team are required. Training in de-escalation strategies (possibly CPI certification), lifting and positioning techniques are requirements of this position. A general working knowledge of computers and Board approved/implemented software is required.

Department: Student Services

Position Summary

Responsible, as a member of an Interdisciplinary Team, for providing program strategies and professional development to teachers and other school staff of students with a range of concerns which might include social emotional, mental health, behaviour, in order to assist in building capacity within schools. This role also involves supporting teachers with the development of Individual Education Plans and program responses to support students in classroom settings; demonstrating and facilitating strategies that will enhance student learning; managing a caseload of students and working with the team to support the students; providing leadership for professional development opportunities; and working with community agencies in an integrated continuum of service to support students and their families.

Major Responsibilities:

Work as a member of an Interdisciplinary Team to support:

Assisting school staff in the assessment and management of individual cases;
Assisting school staff in the development, implementation and monitoring of student support strategies and programs, including IEPs and Safety Plans, to ensure a safe and caring school environment;
Working collaboratively within an interdisciplinary team, demonstrating and facilitating strategies that will enhance student learning;
Modelling for and coaching of staff with a capacity building approach, working with both community agency and school staff;
Assisting in the identification of need for on-going education or in-service training and facilitating program development and professional learning in a variety of areas (e.g. Restorative Approaches, Threat Assessment, Applied Behaviour Analysis, CPI);
Participating in case management sessions and collaborating with system support staff;
Participate in the identification of barriers which may be impacting on effective supports to students and families and supporting the team toward solutions which mitigate the barriers; and
Working with community agencies in an integrated continuum of service to support students and their families.

Line of Responsibility:

Responsible to Student Services Coordinator and/or Principal of Student Services.

Education, Experience and Qualifications:

Candidates must hold a University Degree; be a member in good standing with the Ontario College of Teachers; hold Qualifications in Special Education; with at least five years teaching experience in a variety of special education settings; and have:

Experience teaching students who have demonstrated a range of social-emotional, mental health and/or behavioural concerns is required;
Knowledge and experience in comprehensive programmatic responses to students with a range of concerns;
Excellent interpersonal skills and the ability to work collaboratively as a member of an interdisciplinary team;
Sound knowledge and experience in consultation models and practices;
Understanding of capacity building strategies and effective coaching skills;
Current CPI Training is an asset;
Experience teaching in a specialized class or treatment setting (i.e. Autism class, Behaviour class, etc.) is an asset;
Proven ability in working with multi-disciplinary integrated teams is an asset;
Experience with Restorative Approaches is an asset; and
Experience with Threat Assessment is an asset

Department: Student Services

Position Summary

Primary responsibilities include managing, coordinating, supervising and training staff in the provision of specialized and individualized programming and crisis response resources, supports and services, in order to build system capacity in knowledge about, and implementation of best and evidence-based practices with, students and staff with developmental, behavioural, mental health and/or complex needs. Additional responsibilities include a broader system focus on prevention, intervention and especially high needs management in promoting safe, caring and supportive schools, through developing programs, facilitating internal and external partnerships (community providers, hospitals and universities), and participating in research and program evaluation (with individual students, groups of students, whole classes or schools, or system-wide).

Major Responsibilities:

1. Carry out management, coordination, supervision, training, program development, partnership facilitation, and research/program evaluation activities under the supervision of the Superintendent of Student Services.

2. Manage the Complex Needs Services staff that includes Applied Behaviour Analysis (ABA) Facilitators and Psychology Staff that support Interdisciplinary Teams with students who have developmental, behavioural, mental health and/or complex needs.

3. Coordinate specialized and individualized programming and crisis response resources, supports and services regionally, by:

Supporting Interdisciplinary Teams and Complex Needs Psychology Staff in providing case management, consultation, assessment, intervention, and training, in relation to referred students with developmental, behavioural and/or mental health needs;
Collaborating with Student Services Leaders and the Care and Treatment Coordinator at the board office, and with Student Services and Psychological Services Coordinators at the area offices, to ensure consistency in supports and services for students with high, multiple or complex needs; and
Liaising with supervisors or managers in community-based or health care settings, to ensure that there is a continuum of care in meeting student and family needs.

4. Provide supervision and/or guidance in the areas of behaviour, mental health, developmental disorders, and complex needs to:

ABA Facilitators and Psychology Staff in Complex Needs Services working with Interdisciplinary Teams staff;
Professional support services staff on the Interdisciplinary Teams (i.e., Speech-Language Pathology, Occupational Therapy);
Special Education Resource Teachers and Intervention Support Workers, in collaboration with the Principal of Student Service; and
College or university students on practicum placement or internship with Student Services.

5. Work in conjunction with the YRDSB Leadership Development and/or Learning Design Team to plan, coordinate and provide training to Board and school administrators, teachers, school support staff and regional or area teams, on topics related to crisis management, safety, behaviour, mental health, development, and complex needs to:

Plan and coordinate Interdisciplinary Team/Complex Needs Services professional development series sessions for school teams supporting students with behavioural, mental health, developmental, and/or complex needs;
Support development of corresponding on-line training and resources; and
Provide training sessions to various staff groups and community providers or members, on topics related to crisis management, safety, behaviour (including ABA, Positive Behaviour Supports), mental health, developmental disorders (including Autism), and complex needs.

6. Support development and implementation of:

Community class programs for students with Special Education needs, particularly in the areas of Autism and/or Intellectual/Developmental Disability;
Evidence-based prevention and intervention programs; and
Specialized and individualized behavioural and cognitive-behavioural interventions for students with high, multiple or complex needs.

7. Facilitate partnerships by participating in various Student Services and Board committees and initiatives, as well as committees and initiatives in the community, related to crisis management, police, behaviour, mental health, developmental disorders (including Autism) and complex needs:

Support referrals to the York Region Autism Spectrum Disorders (ASD) Mobile Service, and attend York Region ASD Day Treatment and Mobile Service Steering Committee Meetings on a bi-annual basis;
Attend Local Case Resolution Meetings through Children’s Case Coordination at York Support Services Network, as needed to offer highly skilled professional consultation on behalf of the Board;
Build collaborative working relationships with supervisors/managers of services offering crisis management, clinical services and treatment in community-based and hospital settings; and
Develop partnerships with professionals in community, hospital and university settings who are engaged in research on best and evidence-based practices which can be applied to a school setting.

8. Promote the use of best and evidence-based school-based practices with students and staff who present with developmental, behavioural and/or mental health needs, by:

Working with Board and professional support staff to systematically evaluate resources, supports and services for individual students, groups of students, and whole classes or schools;
Engaging with community providers, hospitals and universities to support research on efficient and effective school-based resources, supports and services for students in the areas of development, behaviour, mental health, and complex needs; and
Collaborating with YRDSB Managers Council and/or Human Resource Services in the Board on proposals/projects related to employee wellness, mental health and safety.

Key Competencies of the Successful Applicant:

The professional assuming the position should demonstrate evidence of:

Current knowledge of relevant clinical and school-based research, initiatives and evidence-based practices in the areas of developmental disorders, behaviour and mental health
Extensive clinical and school-based experience working with children and youth who have developmental, behavioural and mental health needs
Training and experience in supporting parents and families
Familiarity with special education, regulated health profession and legal issues, relevant for children and youth
Knowledge of the elementary and secondary education system, as well as the child and youth health, community service and youth justice systems, in Ontario
Well-developed coordination and organizational skills
Experience in team building and working collaboratively on teams
Considerable proficiency in providing and facilitating adult learning and training
Strong communication and interpersonal skills.

Assets for the professional assuming the position would include:

An understanding of the ways in which the board, community agencies and organizations can work collaboratively to support students and families
Previous experience and/or training in trauma/tragic events counseling, mediation, suicide intervention, risk/threat assessment, and/or team management
Accumulated continuing education hours or credits in the areas of developmental disorders, behaviour, mental health and/or complex needs, which would be accepted by various professional licensing bodies or associations
The ability to align professional activities with board and Ministry of Education priorities.

Line of Responsibility:

Reporting to the Superintendent of Student Services.

Education, Experience and Qualifications:

The professional assuming this position must have a Ph.D. in Psychology from an accredited university, be currently licensed as a Psychologist with the College of Psychologists of Ontario, and have over 10 years experience working with children, adolescents and families.

Additional qualifications would include:

Specialization in Clinical Psychology and School Psychology
Permanent membership in several psychological associations
Training and experience in ABA and functional behaviour assessment, psychological consultation and assessment, and design and implementation of individualized interventions, with children and youth who have various developmental, behavioural and mental health disorders
Current certification in Crisis Prevention Intervention (CPI) and/or Behaviour Management Systems
Experience working with individuals with Autism and other developmental disorders
Familiarity with best and evidence-based practices in the areas of behaviour and mental health, that can be applied with fidelity to a school-based setting
A background in individual and group strategies/counseling/interventions with children, adolescents and parents
Training or experience in facilitation/mediation/conflict resolution and crisis response or management strategies
Skills, experience and comfort in delivering staff training, using a knowledge enhancement, skills training, mediator or train-the-trainer model
A commitment to data collection and analysis, through research participation and/or program evaluation.

Department: Student Services

Position Summary

The Mental Health Lead plays a vital role in meeting the board’s commitments under the Mental Health and Addictions Strategy, the Board Improvement Plan for Student Achievement and Well-Being and The Directors Annual Plan. The Mental Health Lead will work with all levels of system stakeholders, including system portfolio leaders, school administrators and staff, students, parents and community partners to fulfill the strategies’ goals.

Major Responsibilities:

1. Use clinical expertise to work within the School Mental Health ASSIST framework to inform and steer the implementation of a district wide Child and Youth Mental Health and Addictions Strategy in alignment with the Board Improvement Plan for Student Achievement and Well-Being and the Director’s Annual Plan

2. Chair the Mental Health and Well-Being Advisory Committee and chair or support its subcommittees, and other board or community committees related to child and youth mental health to help increase coordination.

3. Liaise, participate in and implement all Ministry of Education expectations for Mental Health Leaders related to School Mental Health ASSIST including;

attending Ministry and regional level meetings,
submission of reports as required throughout the year on project activities and findings,
contribute to knowledge exchange with Mental Health Leaders from other districts on Ontario, and
receive Ministry information and requests and share with board stakeholders.

4. Provide system direction in Mental Health and Wellness promotion, education, initiatives, resources, policies and procedures, including;

5. Demonstrate leadership in the development and delivery of capacity building focused on addressing student mental health and addictions needs in coordination with system stakeholders (e.g. Equity, Inclusive Schools and Community Services, Indigenous, Curriculum, Caring and Safe Schools, Wellness Coordinator),

6. Provide support and guidance to school staff and parents regarding the implementation of social/emotional or well-being programming which impact on students’ success and well-being, and

7. Formulate strong working relationships with all Student Services staff.

8. Develop and maintain relationships with children’s mental health agencies, community organizations, social agencies and professional bodies to ensure:

Community integration with the Child and Youth Mental Health and Addictions Strategy,
Representation of the York Region District School Board on community-based partnerships, initiatives, forums and collaboratives related to students’ mental health and well-being, and
Effective partnership/protocol development and service delivery in alignment with board policy and procedure, and Ministry funding initiatives.

9. Provide staff supervision, orientation/training, and staff performance appraisal.

10. Plan, manage, and monitor budgetary expenses with regard to Mental Health.

11. Other duties as assigned by the Superintendent of Student Services.

Line of Responsibility:

Responsible to the Superintendent of Student Services.

Education, Experience and Qualifications:

Senior Mental Health Professional with a minimum of 7-10 years of mental health service delivery experience working with children and youth across the tiers of mental health intervention (promotion, prevention, intervention, crisis and system navigation).
Minimum of Masters level training in Psychology, Psychiatry or Social Work, or equivalent, as approved by the Board, is required.
A Regulated Health Professional and registered member in good standing of a related professional regulatory body in Ontario.
Experience working within a school board setting preferred.
Extensive demonstrated knowledge and experience in strategy development, vision setting and implementation, system coordination, and implementation science.
A continuous learner who demonstrates working knowledge of research best practices and ability to effectively gather and utilize data in alignment with research ethical standards.
Demonstrated ability to lead and work effectively within an interdisciplinary team environment.
Experience designing and facilitating professional learning and/or psychoeducation for the purpose of building capacity with mental health professionals, educators, adults, youth, families and caregivers.
Working knowledge of the Ontario education system, child and youth community mental health sector, and all related acts of legislation pertaining to children and youth, education, mental health, and privacy.
Strong leadership, vision setting and strategic thinker.
Demonstrates collegiality and teamwork through interpersonal and communication skills.

Department: Student Services

Position Summary

Physical Therapy/Occupational Therapy Assistant would be responsible for the following: maintaining the Physical Therapy/Occupational Therapy (PTOT) loan equipment and department resources in good working order; assisting therapists to provide effective supports to school teams for students to participate in school programming.

Major Responsibilities:

To handle PTOT equipment loan inventory and maintain an asset management database.
To inspect the safety of PTOT equipment prior to loan/use, make simple repairs, and arrange for repairs, as needed.
To monitor selected SEA equipment re-assignments (e.g. standers, change tables) and support Physical and Occupational Therapy Services staff members with ongoing lending and return of equipment for SEA trial purposes.
To organize, maintain and clean PTOT equipment and storage areas.
To schedule and attend equipment inspection of PTOT loan equipment (JULY).
To assist school administrators with problem-solving when school-based equipment that lifts students is tagged for repair.
At the request of therapists in Physical and Occupational Therapy Services, assist with identifying equipment best suited to student’s needs.
In collaboration with Purchasing Services, obtain appropriate equipment and supplies for Physical Therapy/Occupational Therapy Services.
To prepare materials/resources to outline Physical Therapy/Occupational Therapy recommendations for school teams e.g., photographs, videos, visuals of to demonstrate appropriate positioning.
To provide follow up school visits to train school staff in routine physical management techniques as requested and supervised by a therapist in Physical and Occupational Therapy Services.
To provide instruction of school staff regarding safe use of loaned equipment e.g., all-terrain wheelchair.
To visit York Region based community locations to determine physical barriers and evaluate accessibility prior to student or class use of the site and support schools to plan outings to accommodate students with mobility devices.
To perform therapy related administrative duties (e.g. photocopying, material organizing, filing) to track and maintain consumable therapy supplies (e.g. test protocols) and professional resources e.g., SharePoint, library.
To assist with the determination of accessibility needs and use of equipment in alternative settings for school programming (school trips, arts camp, etc).
To demonstrate accountability for professional practice standards and in accordance with established Board policies and procedures.
To perform other duties as assigned by the Chief of Physical and Occupational Therapy Services.

Line of Responsibility:

Responsible to the Chief of Physical and Occupational Therapy Services.

Education, Experience and Qualifications:

Graduate of a recognized Occupational Therapy Assistant or Physiotherapy Assistant program, Physical Therapy/Occupational Therapy Assistant program or other equivalent program.
Minimum one year related experience.
Is in good physical condition to be able to handle moving large equipment, e.g. standers, change tables.
A good working knowledge of computers and Board approved/implemented software is required.
Proficient verbal and written communication and interpersonal skills are required.
Must possess a valid Ontario Driver’s License and have access to own transportation.

Department: Student Services

Position Summary

In compliance with Board policies and procedures, Student Services PT/OT staff are responsible for serving students with significant physical, motor or developmental disabilities. Our goal is to enable these students to be successful in their school setting. PT/OT staff develop and support individual student programs in the following areas:

physical abilities and needs;
lifting and positioning;
functional mobility skills;
self-help skills;
environmental adaptations;
written communication skills/computer access;
curriculum modifications as related to physical needs i.e. physical education programs; and
fine and gross motor skills (in primary grades).

Major Responsibilities:

To participate in the pre-entry screening process for children with exceptional abilities in response to requests from Student Services Coordinators, outside agencies or parents.
To collaborate with school staff regarding students in the classroom and individually assess students’ strengths and needs related to educational programs.
To share physical and occupational therapy assessment data with members of the educational team, including parents or caregivers and students, and appropriate medical and community agencies.
To collaborate with the educational team to develop recommendations and strategies appropriate for each student in his/her classroom and school environment.
To provide ongoing involvement with students to ensure the continued appropriateness of initial strategies, and to modify or expand strategies as needed.
To support the development of the Individual Education Plan.
To clarify relevant medical information, and assessment data from outside services.
To provide information relevant to the student’s medical and/or physical condition.
To recommend special equipment as required to meet individual needs in consultation with school personnel.
To recommend modifications to school buildings and playgrounds to enable student participation and to meet individual needs.
To refer, as appropriate, to other services and agencies.
To carry out other duties as may be assigned by the Principals of Student Services, Student Services Coordinators and/or the Superintendent of Student Services.

Scope of Operations:

To work collaboratively with teachers, SERTs, special education teachers, Principals, Student Services staff and parents.

Line of Responsibility:

Responsible to the Chief of Physical and Occupational Therapy Services.

Education, Experience and Qualifications:

Graduate of an accredited university physiotherapy or occupational therapy program with a minimum of a Bachelor’s degree or equivalent.
Eligible for registration with the Canadian Physiotherapy Association or The Canadian Association of Occupational Therapists.
Physiotherapists must be members of the College of Physiotherapists of Ontario.
Occupational Therapists must be members of the College of Occupational Therapists of Ontario.
Minimum of two years pediatric experience. Strong interpersonal and organizational skills are required.
Effective written and oral communication skills, interpersonal, analytical, organizational, time management and presentation skills are required.
Ability to deal effectively with a variety of individuals and groups both within and outside the Board is required.

Preference will be given to candidates with a minimum of two years pediatric experience. Strong interpersonal and organizational skills are required.

Department: Student Services

Position Summary

Responsible for liaising between the York Region District School Board and care, treatment and correctional facilities located within York Region.

Major Responsibilities:

To facilitate contract negotiations between the York Region District School Board and care, treatment and correctional facilities located within York Region.
To offer administrative support to the Principals of Student Services in matters pertaining to care, treatment and correctional facilities.
To support the York Region central intake process for day treatment programs.
To attend meetings to support the enrolment and transition re-entry of Section 23 clients.
To facilitate the support York Region teachers working in these programs both individually and through the development of a Section 20 teacher network which provides professional development activities.
To act as a resource person to designated principals and Student Services Coordinators in matters pertaining to care, treatment and correctional facilities.
To liaise with appropriate staff from the Ministry of Education.
To work collaboratively with liaison personnel from other boards to address common issues and advocate for services for students.
To liaise with the numerous agencies, support groups and networks region wide.
To perform other duties as may be required by the Principals of Student Services or the Superintendent of Student Services.

Scope of Operations:

Has the authority to advise Principals and teachers regarding programs and services as outlined in The General Legislative Grant.

Line of Responsibility:

Responsible to the Coordinating Superintendent of Student Services and Well-Being and works in cooperation with the Principals of Student Services and the Superintendents of Schools.

Education, Experience and Qualifications:

The successful applicant holds an O.T.C., and a degree from an acceptable university, a Specialist Certificate in Special Education or equivalent and is a principal. Preference will be given to candidates who have experience in care, treatment and correctional facilities, knowledge of both elementary and secondary levels, experience with behavioural strategies and qualifications in special education. Experience should indicate strengths in organizational and interpersonal skills.

Department: Student Services

Position Summary

Responsible for providing system level leadership.

Major Responsibilities:

Present information to Superintendents and Principals with respect to the implementation of Ministry and Board policies and regulations related to special education;
Collaborate with the Superintendent of Student Services, the Student Services Coordinators, and the Principal of Care and Treatment Programs to determine the best method for informing the system of special education changes;
Collaborate with the Coordinator of Student Services, Coordinator of Autism Services, Coordinator of Deaf and Hard of Hearing Services, and Coordinator of Blind and Low Vision Services regarding student funding, achievement data, instructional interventions and site placements;
Coordinate professional development relevant to special education needs for consistent regional and CEC implementation;
Represent Student Services in regional staffing processes;
Oversee the special education budget in cooperation with Business Services;
Supervise, evaluate, and assign caseloads to Student Services Resource Teachers and Student Services staff;
Collaborate with SEAC to inform the members of changes to special education programs and services and to ensure that SEAC is represented on Board committees involving special education concerns;
Attend and participate in Ministry in-service and teleconferences, coordinating system implementation of new initiatives;
Provide the Board with special education statistics required for the Board or Ministry;
Oversee the review and renewal of special education documents;
Liaise with staff from Curriculum and Instructional Services, Leadership Development, Inclusive School and Community Services, Assessment Services and Research Services with respect to system priorities and programs for the exceptional student;
Assist in the preparation of the Board’s annual review of its Special Education Report as set out in Ministry Regulation 306;
To problem solve with Student Services Coordinators regarding student needs;
To establish effective working relationships with community partners and support agencies;
To prepare reports as required for Ministry of Education information and for grant validation;
To facilitate student placements associated with Deaf and Hard of Hearing Services and Blind and Low Vision Services; and
To perform other duties as may be assigned by the Superintendent of Student Services.

Key Competencies:

Successful applicants will demonstrate evidence of:

curriculum expertise in accordance with Ministry and Board programs and policies;
a comprehensive understanding of successful practices in literacy and numeracy instruction;
an understanding of the ways in which the Board, community agencies and organizations can work collaboratively to support students with exceptional learning needs;
successful leadership experiences at a regional level;
managing multiple tasks in an effective manner;
effective presentation skills;
a wide range of professional experiences;
a commitment to lifelong learning;
excellent oral and written communication skills; and
the ability to align professional activities with system priorities.

Line of Responsibility:

Responsible to the Superintendent of Student Services and works in collaboration with the Student Services Coordinators.

Education, Experience and Qualifications:

Candidates must hold a degree from an acceptable university; be a member in good standing with the Ontario College of Teachers; hold Principal Qualifications; and hold a Specialist Certificate in Special Education or equivalent and is a principal. Preference will be given to candidates with at least three years of experience as a Student Services Coordinator. Experience should indicate special education experience and strengths in organizational and interpersonal skills.

Department: Student Services

Position Summary

Responsible for liaising between the York Region District School Board and care, treatment and correctional facilities located within York Region.

Major Responsibilities:

To offer support to the Principal of Care and Treatment in matters pertaining to care, treatment and correctional facilities.
To support the York Region central intake process for day treatment programs.
To attend meetings to support the enrolment and transition re-entry of Section 20 clients.
To support York Region teachers working in these programs both individually and through the development of a Section 20 teacher network which provides professional development activities.
To act as a resource person to designated principals and Student Services Coordinators in matters pertaining to care, treatment and correctional facilities.
To liaise with appropriate staff from the Ministry of Education.
To work collaboratively with other professionals who are involved in the provision of mental health and/or special education services to students within York Region District School Board.
To liaise with the numerous agencies, support groups and networks region wide.
To work collaboratively with other members of Student Services to support system initiatives/priorities (i.e., mental health initiatives, interdisciplinary team, community agency supports, Early Years initiatives, literacy and math initiatives, modern learning initiatives).
To perform other duties as may be required by the Principal of Care and Treatment or the Superintendent of Student Services.

Scope of Operations:

Has the authority to advise Principals and teachers regarding programs and services as outlined in The General Legislative Grant.

Line of Responsibility:

Responsible to the Principal of Care and Treatment.

Education, Experience and Qualifications:

The successful applicant holds an O.T.C., a degree from an acceptable university and qualifications in Special Education. Previous experience in care, treatment and correctional facilities, knowledge of both elementary and secondary levels, experience with behavioural strategies are an asset and qualifications in special education are required. Experience should indicate strengths in organizational, interpersonal and technology skills.

Department: Student Services

Position Summary

In compliance with Board policies and procedures, responsible for a wide variety of consultative, assessment and intervention services to schools. Staff members consult with school and Board personnel, parents, outside agencies and professionals external to the Board. As well, they are available to provide professional development activities, or contribute to the development of professional development materials and resources for Board personnel and to present to parent and community groups. Psycho-educational Consultants work under the administrative supervision of a Coordinator of Psychological Services and clinical supervision of a staff member who is a member of the College of Psychologists of Ontario.

Major Responsibilities:

To engage in consultation with school personnel, parents and/or other relevant professionals on either a formal, or informal basis to support student learning and wellbeing. Such consultation may include assistance to: define areas of concern, gather relevant information, provide programming suggestions and facilitate program implementation and follow up.
To serve as a resource to the In-School Team to provide information related to student achievement and well-being.
To conduct formal and/or informal assessments of cognitive, behavioural, social and emotional functioning to determine a student’s strengths and needs. This may include assessment of intelligence, achievement, behaviour, social and emotional functioning and personality using a wide variety of instruments and techniques.
To provide intervention services including, but not limited to: consultation, brief individual and/or group counselling, behavioural programming to individual students or to classrooms.
To serve as a resource to Board staff to interpret psychological and other professional reports and to implement recommendations, as appropriate, to support student learning and well-being.
To respond to traumatic and emergency situations in schools and related to student learning and well-being.
To offer or participate in professional development activities for school personnel in areas such as child development, learning, behaviour and mental health. This may be accomplished through group or individual contact.
To consult with parents regarding child development, learning, behaviour and mental health. This may include discussion with individual parents or parent groups.
To be responsible for personal professional development and to contribute to the professional development of colleagues within Psychological Services.
To perform supervisory, administrative or other tasks as assigned by a Coordinator of Psychological Services, Chief Psychologist and/or the Superintendent of Student Services.

Scope of Operations:

Interacts with students, parents, outside agencies and Board personnel such as teachers, Principals and special education and Student Services staff.

Line of Responsibility:

Reports to a Coordinator of Psychological Services and to the Chief Psychologist.

Education, Experience and Qualifications:

A Master’s degree or equivalent and is eligible for registration with the College of Psychologists of Ontario is required.

Ability to deal effectively with a variety of individuals and groups both within and outside the Board is required.

Department: Student Services

Position Summary

In compliance with Board policies and procedures, responsible for a wide variety of consultative, assessment and intervention services to schools. Psychological Associates consult with school and Board personnel, parents, outside agencies and professionals external to the Board. In addition, Psychological Associates are available to provide professional development activities or contribute to the development of professional development materials and resources for Board personnel and to present to parent and community groups. Psychological Associates work under the administrative supervision of a Coordinator of Psychological Services. A Psychological Associate may participate in the training of practicum students or interns in psychology and may, at times, assist with supervision of other staff, as appropriate.

Major Responsibilities:

To engage in consultation with school personnel, parents and/or other relevant professionals on either a formal, or informal basis to support student learning and wellbeing. Such consultation may include assistance to: define areas of concern, gather relevant information, provide programming suggestions and facilitate program implementation and follow up.
To serve as a resource to the In-School Team to provide information related to student achievement and well-being.
To conduct formal and/or informal assessments of cognitive, behavioural, social and emotional functioning to determine a student’s strengths and needs. This may include assessment of intelligence, achievement, behaviour, social and emotional functioning and personality using a wide variety of instruments and techniques.
To provide intervention services including, but not limited to: consultation, brief individual and/or group counselling, behavioural programming to individual students or to classrooms.
To serve as a resource to Board staff to interpret psychological and other professional reports and to implement recommendations, as appropriate, to support student learning and well-being.
To respond to traumatic and emergency situations in schools and related to student learning and well-being.
To offer or participate in professional development activities for school personnel in areas such as child development, learning, behaviour and mental health. This may be accomplished through group or individual contact.
To consult with parents regarding child development, learning, behaviour and mental health. This may include discussion with individual parents or parent groups.
To be responsible for personal professional development and to contribute to the professional development of colleagues within Psychological Services.
To perform supervisory, administrative or other tasks as assigned by a Coordinator of Psychological Services, Chief Psychologist and/or the Superintendent of Student Services.

Line of Responsibility:

Reports to a Coordinator of Psychological Services and to the Chief Psychologist.

Education, Experience and Qualifications:

Psychological Associates hold a Master’s degree or equivalent and a certificate of registration issued by the College of Psychologists of Ontario. Effective written and oral communication skills, interpersonal, analytical, organization, time management and presentation skills are required. Ability to deal effectively with a variety of individuals and groups both within and outside the Board is required.

Department: Student Services

Position Summary

In compliance with Board policies and procedures, responsible for a wide variety of consultative, assessment and intervention services to schools and consults with school and Board personnel, parents, outside agencies and professionals external to the Board. Psychologists are available to provide professional development activities, or contribute to the development of professional development materials and resources for Board personnel and to present to parent and community groups. Psychologists work under the administrative supervision of a Coordinator of Psychological Services. A Psychologist may participate in the training of practicum students or interns in psychology and may, at times, assist with supervision of other staff, as appropriate.

Major Responsibilities:

To engage in consultation with school personnel, parents and/or other relevant professionals on either a formal, or informal basis to support student learning and wellbeing.
To consult on areas which may include assistance to: define areas of concern, gather relevant information, provide programming suggestions and facilitate program implementation and follow up.
To serve as a resource to the In-School Team to provide information related to student achievement and well-being.
To conduct formal and/or informal assessments of cognitive, behavioural, social and emotional functioning to determine a student’s strengths and needs. This may include assessment of intelligence, achievement, behaviour, social and emotional functioning and personality using a wide variety of instruments and techniques.
To provide intervention services including, but not limited to: consultation, brief individual and/or group counselling, behavioural programming to individual students or to classrooms.
To serve as a resource to Board staff to interpret psychological and other professional reports and to implement recommendations, as appropriate, to support student learning and well-being.
To respond to traumatic and emergency situations in schools and related to student learning and well-being.
To offer or participate in professional development activities for school personnel in areas such as child development, learning, behaviour and mental health. This may be accomplished through group or individual contact.
To consult with parents regarding child development, learning, behaviour and mental health. This may include discussion with individual parents or parent groups.
To be responsible for personal professional development, and to contribute to the professional development of colleagues within Psychological Services.
To perform supervisory, administrative or other tasks as assigned by a Coordinator of Psychological Services, Chief Psychologist and/or the Superintendent of Student Services.

Line of Responsibility:

Reports to a Coordinator of Psychological Services and to the Chief Psychologist.

Education, Experience and Qualifications:

Ph.D. or equivalent degree and a certificate of registration issued by the College of Psychologists of Ontario. Effective verbal and written communication, interpersonal, analytical and computer skills are required. Ability to deal effectively with a variety of individuals and groups both within and outside the Board is required.

Department: Student Services

Position Summary

Responsible for the transcription of curriculum materials or adaptation of materials for students with visual impairments under the guidance of the Teacher of the Visually Impaired and in cooperation with the classroom teacher in compliance with Board policies and procedures.

Major Responsibilities:

To edit scanned material and convert into braille, large print, and auditory formats.
To set up appropriate braille formatting of material and proof-read braille output.
To transcribe classroom curriculum materials into Braille, large print and auditory formats for students.
To convert classroom teacher-generated materials/handouts/worksheets, into Braille.
To transcribe commercially prepared and/or students’ braille materials into print for teachers.
To assist students with personal and medical care in accordance with current Board Policy and Procedure #662.0 which may include administration of medication, feeding, dressing, toileting, hygiene, lifting and positioning and assistance with mobility.
To reinforce braille reading and writing skills taught to students by the Teacher of the Visually Impaired.
To assist in the preparation of learning materials necessary for students using Braille, large print, digital and/or auditory formats.
To reinforce orientation and mobility skills as outlined by the Teacher of the Visually Impaired.
To participate and attend meetings, including the development and review of progress on the student’s Individual Education Plan (I.E.P.) and deliver interventions or strategies as set out in the I.E.P. as established by the Teacher of the Visually Impaired.
To work as an active member of the school team to ensure the safety and success of all students.
To liaise between the Teacher of the Visually Impaired and classroom teachers regarding any issues arising in regular classes which may impact on student progress (i.e. student skill development, behaviour, peer interactions, etc.).
To assist in writing daily anecdotal reports, record and help with on-going reporting of student’s programs, and act as a resource person for parent/teacher interviews.
To maintain confidentiality of personal information that is transcribed into braille for parent or student use.
To assist with the general supervision of students and assist students during classroom activities, recess, lunch, excursions, bus, taxi arrivals and departures, work placements and other situations as required.
To attend professional development/training sessions as required.
To perform other duties as assigned.

Line of Responsibility:

Responsible to the school Principal and the Principal of Student Services.

Education, Experience and Qualifications:

Secondary School Graduation Diploma with a two-year post-secondary certificate in Literary Braille Transcription is required. Minimum one year related experience is required.

Department: Student Services

Position Summary

In compliance with Board policies and procedures, responsible for ensuring and improving the attendance of students by carrying out the duties of the social worker in accordance with The Education Act and other provincial acts and regulations.

Major Responsibilities:

To provide student assessment and counselling, staff and student consultation, home visitations and agency liaison services for schools and students and their families in order to improve student attendance.
To recommend action plans, negotiate program changes with school administrators and seek alternative programming to meet specific student needs.
To submit reports to the Supervised Alternative Learning for Excused Pupils
Committee (SALEP) concerning the advisability of alternative programming for students whose parent/guardian has made application under the regulation.
To enforce compulsory school attendance through the application of legal action
in accordance with The Education Act, where required.
To contribute to the professional development of Board personnel and parent groups upon request and to engage in continuous personal professional development activities.
To carry out other duties as may be assigned by the Chief of Social Work and Attendance Services and/or the Superintendent of Student Services.

Line of Responsibility:

School social workers are responsible to the Chief of Social Work and Attendance Services.

Education, Experience and Qualifications:

A Bachelor or Master degree in Social Work is required.

School social workers should possess specialized knowledge of The Education Act.

Two to three years experience in social work or counselling related activities.

Ability to deal effectively with a variety of individuals and groups both within and outside the Board is required.

Department: Student Services

Position Summary

Responsible for consulting with Superintendents, Student Services Coordinators, Principals and teachers in the region with respect to the provision of special education programs.

Major Responsibilities:

To work in a collegial relationship with the Student Services Coordinators to promote more inclusive schools.
To provide in-service for administrators, teachers and staff around inclusive practices.
To support all staff in the design and implementation of programs for exceptional students in a school, Community Education Centre or by region.
To work collaboratively with Curriculum Consultants and curriculum support staff to plan and deliver in-service which supports inclusive practices.
To work with the Principal and Coordinator of Student Services to develop and revise documents and resources for system needs.
To inform the Student Services Coordinators of new developments in the field of special education.
To provide consultative support to the Student Services Coordinators related to effective special education practices.
To provide in-service for the system on specific topics in special education in response to system needs and legislative requirements.
To promote the intentional and purposeful use of technology in supporting student learning.
To perform other duties as may be assigned by the Student Services Coordinator or the Principals of Student Services.

Scope of Operations:

Responsible for the provision of consultative service to all schools in the Community Education Centre or region.

Line of Responsibility:

Responsible to the Student Services Coordinators and works in cooperation with the Principals of Student Services.

Education, Experience and Qualifications:

The successful applicant holds an O.T.C., a degree from an accredited university, and a Specialist Certificate in Special Education. Preference will be given to candidates who have a minimum of at least seven years experience, the majority being in special education. Experience should indicate strengths in organizational and interpersonal skills.

Department: Student Services

Position Summary

In compliance with Board policies and procedures, Speech–Language Pathology staff have two main areas of responsibility for any student with a communication difficulty involving speaking, listening, reading and/or writing.

These areas are:

consultation and liaison
assessment

Major Responsibilities:

To consult with regular and special education teachers, Student Services staff, educational assistants, administrative staff and parents regarding speech and language programs, resources, accommodations and modifications for any student with a communication difficulty involving speaking, listening, reading, and/or writing.
To act as a resource to the In-School Team to support the preventative approach through consultation.
To provide workshops to meet identified needs of York Region District School Board staff.
To liaise with and refer to community services and agencies such as Local Health Integration Network (LHIN) and hospitals.
To assist in the interpretation of medical information and assessment reports from outside agencies as they relate to Speech-Language Pathology.
To support the development of the Individual Education Plan.
To provide formal and informal assessment and observation of students with communication difficulties involving speaking, listening, reading and/or writing.
To interpret and discuss assessment results, recommendations and program
modifications with appropriate staff and parents.
To assist preschool children with special needs to make the transition from preschool programs to school programs
To work with teachers and administration to assess students’ needs with respect to SEA funding.
To carry out other duties as may be assigned by the Coordinator Speech-Language Pathology Services, Principals of Student Services, Student Services Coordinators and/or the Superintendent of Student Services.

Scope of Operations:

Works collaboratively with SERTs, classroom and special education teachers, Principals, Student Services staff, parents and community service providers.

Line of Responsibility:

Reports to the Chief of Speech-Language Pathology Services.

Education, Experience and Qualifications:

A Master’s Degree in Speech-Language Pathology and registration with the College of Audiologists and Speech Language Pathologists of Ontario (CASLPO). Effective verbal and written communication, interpersonal, analytical and computer skills are required. Ability to deal effectively with a variety of individuals and groups both within and outside the Board is required.

Department: Student Services

Position Summary

Responsible for communicating with the Superintendents of Schools and Principals in a community with respect to the operation of special education programs and services.

Major Responsibilities:

To work in a collegial relationship with the special education consultants to promote more inclusive schools.
To provide support and guidance in the implementation of Regulation 181 around the identification and placement of exceptional students.
To participate in the hiring and allocation of educational assistants
To supervise and evaluate special education support staff as required.
To support administrators with the implementation of student support teams and inclusive practices.
To problem solve with administrators and student support teams regarding student needs
To establish effective working relationships with community partners and support agencies.
To coordinate the transition of students requiring more intensive support programs outside the home school to and/or from Care and Treatment and School Authorities.
To prepare reports as required for Ministry of Education information and for grant validation.
To assist principals in implementing special education policies.
To liaise with community organizations and agencies.
To facilitate student placement in Community Classes.
To perform other duties as may be assigned by the Superintendent of Schools.

Scope of Operations:

Has the authority to carry out the duties as outlined in Special Education Plan 2014 under the terms of Board Policies and Procedures.

Line of Responsibility:

Responsible to the Coordinating Superintendent of Student Services and Well-Being and works in cooperation with the Principals of Student Services and Superintendents of Schools.

Education, Experience and Qualifications:

The successful applicant holds an O.T.C., a degree from an acceptable university, a Specialist Certificate in Special Education or equivalent and is a principal. Preference will be given to candidates who have special education experience at both the elementary and secondary levels. Experience should indicate strengths in organizational and interpersonal skills.

Department: Student Services

Position Summary

Responsible for developing and implementing the special education portion of the programs for students who are visually impaired and providing consultative support to parents, teachers, educational assistants, Principals and other resource personnel regarding these students.

Major Responsibilities:

To function as a member of the Regional Vision Resource Team.
To design and implement programs for students who are visually impaired.
To teach students who are visually impaired compensatory and adaptive skills specific to their individual needs, including Braille, adaptive technology, use of low vision devices, sensory efficiency, and social skills; and support orientation and mobility skills under the direction of an orientation and mobility instructor.
To consult with classroom teachers regarding program accommodations and modifications for students who are visually impaired.
To provide assessment and consultative support to the education team.
To collaborate with Special Education Consultants, Student Services Coordinators, and the Principals of Student Services in response to program and professional development needs.
To act as a resource person to parents, teachers, educational assistants, Superintendents, and other support personnel in matters pertaining to students who are visually impaired.
To remain current in special education and the field of visual impairment through professional reading and by attending courses, seminars and conferences.
To work with teachers and administration to assess students’ needs with respect to personalized equipment for SEA funding.
To perform other duties as may be assigned by the Principals of Student Services, Administrator of Vision Services; Student Services Coordinator and/or the Superintendent of Student Services.

Scope of Operations:

Works cooperatively with teachers, SERTs, special education teachers, Principals, Student Services staff and parents. Has the authority to advise Principals and teachers regarding programs and services as described in Special Education Plan.

Line of Responsibility:

Responsible to the Principal of Student Services.

Education, Experience and Qualifications:

Applicants hold an O.T.C., a university degree and a Specialist Certificate for the Blind or equivalent or be actively working towards obtaining a Specialist Certificate. Preference will be given to candidates who have experience and/or qualifications in special education and orientation and mobility. Experience should indicate strengths in organizational and interpersonal skills.

Department: Student Services

Position Summary

In compliance with Board policies and procedures, the Work Experience Transition Coordinator is responsible for assisting school staff with the coordination of Work Experience placements for intermediate/senior students identified with developmental disabilities, mild intellectual disabilities, autism and/or multiple exceptionalities. Work Experience Transition Coordinators have the following areas of responsibility:

Coordination/consultation;
Liaison; and
Assessment.

Major Responsibilities:

To consult with the student, family, teacher and educational assistant regarding Work Experience opportunities, community services and resources.
To interview and assess the individual student’s strengths, abilities, interests, motivation and job choices.
To recruit community business partners in order to provide Work Experience opportunities for students over the age of 14.
To promote and educate community partners regarding Work Experience opportunities.
To provide programming strategies, resources, in-service workshops and training to teachers and educational assistants and coordinate and present at parent information evenings.
To provide public education of abilities awareness by promoting the abilities of students with disabilities.
To monitor and evaluate Work Experience placements.
To advocate on behalf of students and/or families and promote student self- advocacy.
To coordinate case conferences with the teacher to plan for the transition of senior students from secondary school to adult life options.
To coordinate employer recognition activities.
To liaise with families and representatives from community agencies.
To liaise between schools and local employers.
To liaise with the coordinator of Community Based Learning regarding legal and ethical issues and the administration of Workers Education Agreement hours.
Develop assessment tools and resources to support curriculum related to Work Experience.
To provide formal and informal skills assessments at the work site to ascertain students’ strengths and training needs.
To carry out other duties as may be assigned by the Principals of Student Services, the Student Services Coordinator and/or the Superintendent of Student Services.

Line of Responsibility:

Responsible to the Principals of Student Services.

Education, Experience and Qualifications:

A university degree related to human service delivery.
Minimum 3-5 years experience working with and on behalf of individuals with disabilities.
Experience in and knowledge of social services. Strong advocacy and public relations skills.
Effective verbal and written communication, interpersonal, analytical and computer skills are required.

Ability to deal effectively with a variety of individuals and groups both within and outside the Board is required

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