From 2019-2020 - Section D: Support Staff and Services

Interdisciplin​ary Teams (IDTs)

As part of YRDSB’s continued commitment to student achievement and well-being, Student Services streamlined its service delivery model and enhanced its support to schools.

New enhancements include:

• ​8 Student Services Interdisciplinary Teams (IDTs) have been created
  • ​2 IDTs per CEC
• All Student Services IDTs support Kindergarten to Grade 12
• IDTs support students with complex needs and are not diagnosis specific
• Access to IDTs in complex situations has been streamlined

The IDT are comprised of:

• Applied Behaviour Analysis (ABA) Facilitator
• Administrators, Chiefs, Coordinators & Managers (ACCM)
  • ​Blind/Low Vision & Deafblind
  • Complex Needs
  • Deaf/Hard of Hearing
  • Physical and Occupational Therapy
  • Psychological
  • Social Work
  • Speech-Language Pathology
• ​Communicative Disorders Assistant
• Compass Worker
• Special Education Consultant
• Student Services Coordinator
• Intervention Support Worker (ISW)
• Mental Health Nurse
• Psychological Staff – Coordinator
• Psychology Staff – Complex Needs
• Psychological Staff
• Physical and Occupational Therapist (PT/OT)
• Speech-Language Pathologists (SLP)
• Special Education Resource Teacher (SERT)
• Social Worker
• Work Experience Coordinator​

Student Services Organization Chart

The Role of Autism Services

Autism Services is comprised of members of the Student Services’ department who work collaboratively with members of the Interdisciplinary Team (IDT) to support school teams serving students with Autism Spectrum Disorder (ASD).

All school teams have access to these supports, through the In-School Team process, to address issues of programming for students with Autism Spectrum Disorders, in the following areas:

• Social Communication
• Sensory Motor
• Behaviour/Self-Regulation
• Cognition
• Attention
• Self-help
• Academics
• Safety

When the complexity of the student’s needs impact upon participation in the classroom and access to the curriculum.

Autism S​ervices has six main areas of responsibility:

• Consultation;
• Coordinated interdisciplinary assessment;
• Program delivery;
• Professional learning;
• Liaison with parents and community partners; and
• Transition support.

Consultation and Liaison

• Consult and liaise with school administrators, classroom teachers, special education resource teachers, special education teachers, designated early childhood educators, educational assistants, parents and community agencies regarding program strategies, resources, modifications and/or accommodations for students;
• Consult with school administrators regarding special physical needs related to ASD, (e.g., equipment, structural changes and environmental adaptations);
• Participate in In-School Team meetings;
• Facilitate the transition of students with Autism Spectrum Disorders into the school system;
• Collaborate in the development, implementation and evaluation of the Individual Education Plan, including the development of the Safety Plan when necessary;
• Facilitate families connecting with community services (e.g., Centre for Behaviour Health Sciences, Children’s Treatment Network, Kerry’s Place, York Support Services Network, etc.); and​
• Collaborate in partnership with school, home and outside agencies servicing students with Autism Spectrum Disorders to ensure support to schools is coordinated.

​Coordinated Interdisciplinary Assessment

• Observe student needs in the areas of communication skills, social skills, fine and gross motor skills, academic skills, behavioural programming, sensory needs, self-help skills and environmental adaptations; and
• Conduct assessments (informal and formal, as needed) to identify student strengths and needs in order to assist with program development.

Professional Learning

• Professional learning at the system level is provided in accordance with the Professional Learning Plan for Autism Spectrum Disorders, developed annually by the Coordinator of Autism Services; and
• Student Services staff members assist with and/or provide professional learning in the area of Autism Spectrum Disorders in response to the needs of Board personnel.

​Liaison with Parent and Community Partners

• ​Provide resources for families to access community services (e.g., Centre for Behaviour Health Sciences, Children's Treatment Network, Kerry’s Place, York Support Services Network); and
• Collaborate with school and outside agencies servicing students with Autism Spectrum Disorders (e.g., Children’s Treatment Network, Kerry’s Place, Kinark School Support Program, Central East Autism Program);

Transition Support

• Provide support for developing and implementing individualized and integrated transition plans for students with Autism Spectrum Disorders that incorporate strategies to support micro and macro transitions;
• Collaborate with school teams, families and outside agencies to support micro and macro transitions for students with Autism Spectrum Disorders; and
• Support the transition and communication between community services and the School Board.

Access to Service​

• ​Referrals are made through the In-School Team using the Referral for Professional Student Support Services and Consent to Access the OSR forms.

The Role of the Principal of Care and Treatment Programs

The Principal of Care and Treatment Programs is responsible for providing system level leadership and coordination for care and treatment programs and related services. The Principal is responsible to the Superintendent of Student Services and works in cooperation with the Principals of Student Services and the Superintendents of Schools.

The Principal of Care and Treatment Programs provides leadership and support in the following areas:

• Provides support to the Superintendent of Student Services, Principals of Student Services, Student Services Coordinators and designated Principals in matters pertaining to care, treatment and correctional facilities
• Facilitates the development, annual negotiation and implementation of the contract agreements between the York Region District School Board and care, treatment and correctional facilities located within York Region
• Develops Ministry of Education funding applications and completes Ministry reporting requirements
• Facilitates Ministry of Education Monitoring Visits
• Monitors program budgets and supports collaborative budget planning processes with agency day treatment service providers
• Liaises with appropriate staff from the Ministry of Education and Administrative Liaison personnel from other boards to address common issues and advocate for services for students
• Liaises with community agencies, support groups and networks region wide to enhance supports to students attending care and treatment centres
• Supports activities of the York Region Central Intake for Day Treatment Services Committee
• Supports the enrolment and transition re-entry of Section 23 clients, and facilitates and supports York Region teachers working in these programs both individually and through the development of a Section 23 teacher network which provides professional development activity
• Facilitates transportation of students to care and treatment centres
• Facilitates and supports the staffing of summer programs
• Supports the Care and Treatment Program Support Teacher in delivery of responsibilities

The Care and Treatment Program Support Teacher is responsible for providing direct support to care and treatment programs. The Program Support Teacher is responsible to the Principal of Care and Treatment and works collaboratively with the Student Services Core Team. The Care and Treatment Program Support Teacher:

• Provides support to the Principal of Care and Treatment, and acts as a resource person to designated Principals and Student Services Coordinators in matters pertaining to care, treatment and correctional facilities
• Supports the York Region central intake process for day treatment programs and attends meetings to support the enrolment and transition re-entry of Section 23 clients
• Provides direct support to York Region teachers working in these programs both individually and through the development of a Section 20 teacher network which provides professional development activities
• Works collaboratively with members of Student Services to support system initiatives/priorities and other professionals who are involved in the provision of mental health and/or special education services within York Region District School Board
• Liaises with appropriate staff from the Ministry of Education, and with numerous agencies, support groups and networks region wide
• Provides direct support to care and treatment program teachers in the planning, delivery and reporting of student programs to include: development of IEPs and reporting mechanisms, use of technology, use of alternate learning models (e.g. eLearning) and Ministry testing
• Provides professional development for care and treatment program teachers and educational assistants to meet their unique learning needs to include: on-site learning opportunities and delivery of the Annual York Region Day Treatment Conference
• Supports agency planning that involves care and treatment program staff and student-specific programming
• Facilitates re-entry planning for students transitioning from care and treatment centres to the York Region District School Board to include the community class referral process and transition follow up

Access to Service

Any questions regarding Care and Treatment Programs can be directed to the Principal of Care and Treatment Programs at the Centre for Leadership and Learning, Newmarket.​

The Children’s Treatment Network (CTN) Model

Children’s Treatment Network is a partnership of agencies and organizations committed to providing comprehensive care and coordinated services to children and youth with multiple special needs who live in York Region or Simcoe County. York Region District School Board is one of over 50 health care, education, recreation, social services and community organization partners that comprise the Children’s Treatment Network. The Children’s Treatment Network is funded by the Ministry of Children and Youth Services and works in close collaboration with agencies and organizations funded by the Ministries of Education and Health and Long Term Care.

Professionals from Network partner organizations work together with a family to develop a coordinated Single Plan of Care that adapts to a child’s changing needs. Tools like a shared electronic record and common assessments allow professionals on your child’s team to share clinical information, coordinate services and monitor your child’s progress through all the stages of their development.

CTN Services

The Network provides the following services to clients of CTN:​

• Coordinated care plans and services for each child (Single Plan of Care)
• Occupational therapy
• Physiotherapy
• Feeding and swallowing
• Inclusive recreation
• Social work
• Psychology
• Orthotics
• Audiology
• Seating and mobility
• Augmentative and alternative communication
• Additional medical and child development services

YRDSB Hosted Services/Program Delivery

As a result of the partnership with the Children’s Treatment Network, additional YRDSB staff have been added to the Student Services staffing complement to provide the following services:

• Enhanced Rehabilitation Services (home and community based occupational therapy and physiotherapy)
• Augmentative and Alternative Communication Consultation Services
• Service Coordination (speech-language pathology and occupational therapy)
• Developmental Assessment and Consultation Services (psychology)

Consultation and Liaison

• Consult and provide resources to the family with regards to its vision and goals for the child;
• Consult, liaise and provide resources to school staff, Student Services staff (where appropriate) and community agencies regarding the child’s needs;
• Participate in Single Plan of Care meetings (SPOC);
• Maintain electronic record and share assessment information with school staff to assist in the development, implementation and evaluation of the Individual Education Plan for the client; and
• Facilitate family connecting with community services if appropriate.

Assessment

Conduct assessments appropriate for the identified services (e.g., augmentative communication etc.) to identify client strengths and needs to address child/family visions within the Single Plan of Care (SPOC).

Program Delivery

• To provide direct services to children and families within the mandate of CTN Services;
• To provides professional services within the scope of practice and in compliance with the expectations of relevant professional colleges;
• To provide services with a commitment to inter-professional care (i.e. coordinating assessment and intervention plans with team members).

Professional Development

Members of YRDSB/CTN staff share their knowledge of rehabilitation and augmentative services, and developmental assessments with colleagues at department meetings and through inter-professional dialogue.

Access to Service

Referrals to CTN can be made with parent/guardian consent by Student Services staff, the school Principal or directly by the child’s parent/guardian. It is advisable that school staff confer with the school caseload Speech-Language Pathologist, Physiotherapist/ Occupational Therapist and/or Psychology Services staff prior to making a referral to CTN.​

The Role of the Complex Needs Services Staff

Within Student Services, Complex Needs Services work in conjunction with CEC Interdisciplinary Teams (IDT) to provide coordinated and intensive intervention, crisis management and prevention supports for students in Kindergarten through Grade 12, with complex developmental, behavioural and/or mental health needs. Through ongoing consultation and assessment, Complex Needs Services staff supports the development of comprehensive individualized and specialized programming at school, to promote student skills acquisition, positive behaviours, health, emotional well-being, social inclusion, and quality of life. Complex Needs Services staff collaboratively and systematically build staff capacity in the use of best and evidence-based effective practices to support students, by offering staff professional development and training opportunities at various system levels.

Complex Needs Services staff is comprised of ABA Facilitators and Psychology Staff as an adjunct service to the Interdisciplinary Team. CNS staff consult and collaborate with members of area IDT staff.

Both ABA Facilitators and Psychology Staff work closely with the Chief Psychologist and Coordinator of Psychological Complex Needs Services located at the Centre for Leadership and Learning in Newmarket. Within the CECs, ABA Facilitators work more closely with the Student Services Coordinators, and Complex Needs Psychology Staff work closely with the Coordinators of Psychological Services.

Complex Needs Services represents regional services within YRDSB, which can be accessed following preliminary provision of consultation-based resources, supports and services by school-based professional support staff and/or IDT (i.e., Physio- /Occupational Therapy, Psychology, Social Work, Speech-Language Pathology) through the In-School Team Meeting process. Complex Needs Services works closely with community partners and external health care providers to ensure coordinated and integrated service delivery in schools for those with complex needs.

Access to Service

Referrals to Complex Needs Services can be made through members of the IDT.

Guiding Questions for Referring to Complex Needs Services

Does the student:

• have one or more disabling condition(s) (developmental, behavioural, mental health) that severely impacts on his/her ability to participate in daily activities at home, in school and in the community;
• have significant behavioural and safety concerns;
• require a high level of one-to-one support to complete daily routines, and
• require outside agency/professional involvement, and require a high degree of case coordination because of the type and intensity of services needed;
• pose multiple system challenges (school, family, community, Board)?

If most of these criteria are satisfied, then the student is likely to be appropriate for a referral to Complex Needs Services.

Referral Process

The referral process for Complex Needs Services:

1. School administrator has an In-School Team Meeting with professional support staff present from the IDT (i.e., PT/OT, Psychology, Social Work, SLP).
2. A decision is made by the In-School Team to:
   • ​continue to involve school-based professional support staff
   • refer to the IDT
3. The IDT team, along with the Student Services Coordinator, may decide that involvement by Complex Needs Services is needed.
4. An intake is conducted by the CNS team with members of the IDT team. If the intake results in an active CNS file, an action plan for involvement is generated with goals, based on the referral concerns.
5. Complex Needs Services staff implements the generated plan to achieve the identified goals.
6. Once the situation has stabilized, the goals are met and the referral concerns are addressed, the case becomes Inactive. Complex Needs Services staff contacts the referral source and arranges to have the case transitioned back to the IDT and school-based professional support services.​

The Role of The Coordinator of Student Services

The Coordinator of Student Services is responsible for providing system level leadership and coordination of special education programs and services, working in cooperation with the Special Education Leadership Team, Special Education Consultants, Curriculum Leadership team, Student Services staff, including the Technology Resource Teachers. The Coordinator of Student Services is responsible to the Principal of Student Services.

Major Responsibilities

Under the direction of the Principal of Student Services, the Coordinator of Student Services will be responsible for:

• Coordinating the in-service, training and professional development for teachers and educational assistants and resource development activity defined by the Special Education Plan;
• Managing and coordinating the activities and programs required for the development and implementation of system special education projects;
• Collaborating with the Superintendent of Student Services, the Principal of Student Services, the Student Services Coordinators, Special Education Consultants and the Principal of Care and Treatment Programs to determine the best method for informing the system of changes in special education;
• Support regional resource teachers and Student Services support staff;
• Attending Ministry in-service with regard to the special education funding model and determining the procedure to be used for collecting and collating SEA/SIP submissions;
• Managing and coordinating the activities required to support special education funding for personalized equipment; and
• Working with system, CEC and school-level staff to respond to the programming needs identified through assessment data, EQAO data, report card data and School Improvement Plans for exceptional students.
• Liaison with YRDSB departments (i.e., Curriculum and Instructional Services, ITS and LD&D), community partners, vendors and external agencies, as appropriate.

Access to Service

The Coordinator of Student Services may be contacted at the Centre for Leadership and Learning, Newmarket.​

The Role of The Physiotherapist or Occupational Therapist (PT/OT)

The staff of Physical Therapy and Occupational Therapy Support Services include physiotherapists, occupational therapists and PT/OT Assistant. The Physical and Occupational Therapy Service supports students, parent/caregivers, schools and the system to ensure student success. The goal is to enable students to participate fully in their school program and all school environments. Each therapist is responsible for an assigned group of elementary and secondary schools.

PT/OT staff develop and support individual student programs in the following areas:

• Physical abilities and safety needs;
• Lifting and transfers;
• Position and mobility skills;
• Self-help skills including toileting, dressing, feeding;
• Environmental adaptations;
• Computer and technology access;
• Accommodations for sensory, physical and motor needs;
• Curriculum modification for sensory, physical and motor needs; and
• Fine, gross and sensory motor skills when these skills are impacting a student's ability to access the curriculum and participate in their school environment.

Consultation and Liaison

• Provide consultation and collaboration to support universal design for learning (UDL) strategies specific to the above areas of expertise to support all learners across the board;
• Provide evidence-based student specific recommendations and strategies specific to the above areas of expertise;
• Provide student specific consultation and collaboration to facilitate inclusive and equitable access to classroom environments including community access specific to the above areas of expertise;
• Provide consultation to support the development of Individual Education Plans, Safety Plans and Health Care Plan(s);
• Provide individualized safety assessment for students requiring physical accommodations or modifications to ensure safe exit during evacuation including training in the safe use of evacuation chairs;
• Clarify relevant medical information, and assessment data from outside services;
• Provide information relevant to the student’s medical and/or physical condition;
• In collaboration with school personnel, recommend specialized equipment to enable individual students to access the curriculum and the school environments;
• Collaborate with teachers and administration to assess students’ needs and abilities with respect to applications for SEA funding;
• Recommend renovations to school buildings and exterior environments, including playgrounds to facilitate safe, inclusive and equitable access for students;
• Provide professional development and board wide resources to support knowledge translation and capacity building specific to the above areas of expertise;
• Provide student specific training to educational team members responsible for lifting and handling of students and physical needs;
• Engage in inter-professional collaboration with rehabilitation partners with the Children’s Treatment Network (CTN) and Local Health Integration Network (LHIN) to support participation in school programs; and
• Refer, as appropriate, to other services and agencies.  

Assessment and Intervention

• Provide observation and assessment of students for the purpose of identifying strengths and needs. This assessment includes consultation with the student, parents/caregivers and the school team. Assessment may include the use of standardized assessment tools as well as dynamic performance assessment of the student within the context of the classroom and school environments;
• Provide evidence-based intervention to ensure student success within the context of the classroom, educational programming and school environments;
• Share assessment and intervention data with home and school as well as community partners to ensure coordination, communication and collaboration;
• Trial, recommend and procure essential equipment via SEA claim process to ensure equitable and inclusive access to the curriculum and school environments;
• Support students who are transitioning into kindergarten with identified needs. This includes meeting with the student, parents and caregivers, early intervention services and school team as well as ensuring provision of essential equipment and training for school staff to ensure safety and student success upon entry to school;
• Support students who are transitioning between schools and classroom placements; and
• Support students who are returning to school after a significant medical event ensuring provision of essential equipment and training for school staff to ensure safety and student success upon return to school.

Student specific consultation, assessment and intervention will be conducted within the guidelines of the Health Care Consent Act (HCCA) and will include informed consent as per college guidelines. Sharing of personal health information and assessment data will be managed under PHIPA and as per college guidelines.

Access to Service

Referrals are made through the In-School Team by sending the following documentation to PT/OT Services at the Centre for Leadership and Learning, Newmarket:

• Referral for Professional Student Support Services form, signed by parents;
• In-School Team Summary; and
• A current Growth Plan or IEP.

The Role of the Principal of Student Services

The Principal of Student Services is responsible for coordinating special education services and liaising with the Ministry of Education with respect to the operation of special education programs and services. Ministry directives with respect to special education are then transformed into procedure or information that is disseminated to the system. The Principal of Student Services is responsible to the Superintendent of Student Services.

Consultation and Liaison

• Present information to Superintendents and Principals with respect to implementation of Ministry and Board policies and regulations related to special education;
• Collaborate with the Superintendent of Student Services, the Student Services Coordinators, Special Education Consultants and the Principal of Care and Treatment Programs to determine the best method for informing the system of special education changes;
• Coordinate professional development relevant to special education needs for consistent regional and CEC implementation;
• Oversee the special education budget in cooperation with Business Services for the Education Centre Aurora and The Centre for Leadership and Learning, Newmarket;
• Supervise and evaluate Student Services Resource Teachers and Student Services staff;
• Supervise, mentor and assign duties to the Vice-Principal of Student Services, if applicable;
• Collaborate with the SEAC to inform members of changes to special education programs and services and ensure that the SEAC is represented on Board committees involving special education concerns;
• Attend Ministry in-service for new initiatives and coordinate system implementation;
• Attend Ministry in-service with regard to the special education funding model and determine the procedure to be used for collecting and collating SEA/SIP submissions;
• Provide the Board with special education statistics required for the Board or Ministry;
• Oversee the review and renewal of special education documents;
• Liaise with Curriculum and Instructional Services staff 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; and
• Communicate to the system any new initiatives or current practices related to special education.

Access to Service

May be contacted through the Centre for Leadership and Learning, Newmarket.

The Role of Psychological Services

The staff of Psychological Services includes Psychologists, Psychological Associates and Psycho-Educational Consultants. Staff members provide evidence-based practices and resources, supports and services in order to meet the needs of students and families and Board staff. The majority of staff members support schools associated with a Board Community Education Centre (CEC) (i.e. North, Central, East or West).

The Psychological Services team assigned to each CEC is supervised by a Coordinator of Psychological Services who reports to the Chief Psychologist. The Complex Needs (CNS) Psychology Staff and Coordinator of Psychological Complex Needs Services work closely with the Chief Psychologist located at the Centre for Leadership and Learning in Newmarket. CNS Staff are an adjust service to the Interdisciplinary Team. They consult and collaborate with members of area IDT staff.

Psychological Services staff members deliver services to schools utilizing a model which is both consultative and proactive. There is an emphasis on early parent/guardian involvement and consultation with school staff to understand students’ strengths, needs and interests, prior to a referral for comprehensive support. This consultation occurs via the In-School Team prior to a referral for assessment or intervention.

Consultation services can support a continuum of strategies aimed at prevention, intervention, triage and/or crisis response, and are designed to address concerns related to student learning, behaviour and social/emotional well-being. Aside from consultation, additional services provided by Psychological Services staff members may include assessment, behavioural programming, short-term group or individual counseling and professional development as outlined below:

Consultation

• Psychological consultation can involve discussions with parents/guardians, students and staff regarding the social, emotional, behavioural, intellectual and physical development of students, as well as students’ learning strengths, needs and interests. It can also involve the review and interpretation of additional information and professional reports relating to the student, school observations, and development and modeling of strategies or interventions. Psychological consultation can be informal (with only verbal feedback) or formal (resulting in a written report).
• The benefits of psychological consultation for students and staff include support in the development of individualized classroom programming and remedial strategies, social and emotional interventions within the school, IEPs, IAPs, Safety Plans, SEA/SIP claims and transition plans. Psychological consultation can also lead to recommendations for: more specific consultation/assessment by other Board staff; more intensive interventions by other Board teams (i.e. Interdisciplinary Team, Complex Needs Team) and therapeutic interventions with community agencies, hospitals and other professionals.​

Assessment

• Individual psychological assessment of referred students involves use of a variety of standardized and/or informal instruments and techniques designed to provide insight into the student’s learning strengths and needs, social and emotional development, behavioural presentation and/or mental health status.
• The goals of assessment activities are to provide staff and parents/guardians with programming, counseling or other recommendations that will assist the student in reaching his/her potential.

Behavioural Programming

• Where a student has been referred for behavioural difficulties, Psychological Services staff can assist by working with teaching staff, parents/guardians and the student to design data collection methods and behavioural interventions to effect change. These interventions may include Behaviour Support Plans and/or Safety Plans.
• Behavioural programming may involve demonstrating, modeling and coaching the strategies that are indicated to be most helpful to the student, as well as periodic review and evaluation of the behaviour interventions that have been developed and implemented.

Counselling

• Where indicated, and when circumstances warrant, Psychological Services staff provide short-term individual or group counselling to assist students with problems of everyday life (i.e. peer relations problems, bereavement, school adjustment problems, etc.)
• When it is determined that treatment or therapy is required for a student, Psychological Services staff will assist in making referrals to appropriate programs and/or community agencies, and will work collaboratively with the student and his or her family members as well as community-based professionals to support the student and school staff.

Professional Development

Psychological Services staff develop and offer training opportunities for teaching staff and/or parents on a wide variety of topics related to child development, school performance, behaviour, mental health and exceptional needs.

Access to Service

• Psychological Services staff is best accessed through regularly scheduled In- School Team meetings with input from all staff working with the student. Through discussions at an In-School Team meeting, the most suitable service(s) will be determined and appropriate referral forms will be completed to obtain student and/or parent/guardian consent.
• In general, the psychological services offered by Board staff are most effective when delivered in conjunction with supports and services provided by regular classroom teachers as well as other staff (i.e. Student Services), as appropriate.

The Role of The Regional Hearing Resource Teacher

Regional Hearing Services staff support students with hearing loss. Hearing Services staff have three main areas of responsibility:

• Consultation and liaison;
• Assessment; and
• Program delivery

Specific functions within these areas of responsibility are detailed as follows:

Consultation and Liaison

• Participate as members of In-School Team meetings;
• Consult with school administrators regarding special needs related to deaf and hard of hearing students i.e. equipment, structural changes, kindergarten options;
• Consult with classroom teachers/departments regarding accommodations and/or modification strategies related to the needs of deaf and hard of hearing students;
• Coordinate the collaborative development, implementation and evaluation of the Individual Education Plan for students identified as deaf or hard of hearing, involving all classroom and special education staff assigned;
• Coordinate the purchase, maintenance and repair of personalized FM and Sound Field amplification systems;
• Liaise with classroom teachers, Student Services, Special Education Resource Teachers, special education teachers, Principals, parents and other support services on a regular basis regarding the progress of students who are deaf or hard of hearing;
• Liaise with medical practitioners and outside agencies to support appropriate auditory management of students who are deaf or hard of hearing;
• Coordinate the collaborative development, implementation and evaluation of the program for the preschool child identified as deaf or hard of hearing; and
• Provide in-service opportunities for students, classroom teachers, Special Education Resource Teachers, special education teachers, other Student Services and outside agencies related to the needs of students with hearing loss.

Assessment

• Observe student needs in areas such as environmental adaptations, self-help skills and adaptive equipment;
• Assist in the interpretation of medical information and assessment data from outside services;
• Assess functional hearing and its relationship to school program in terms of how the student uses hearing aids, residual hearing and how the student communicates;
• Consult with members of the educational team, parents or caregivers, student, and appropriate medical community resources;
• Conduct observational assessments to monitor student progress;
• Conduct informal or formal testing as required;
• Collaborate with teachers and administration to assess students’ needs with respect to personalized equipment for SEA funding; and
• Support the preschool screening process in response to requests from other support staff personnel, Student Services Coordinators or outside agencies.

Program Delivery

• Assist in the development and implementation of the Individual Education Plan through a team approach;
• Provide classroom support, adaptive materials and program accommodations as set out in the IEP;
• Provide Resource or Withdrawal Assistance or Indirect Support to those students identified as deaf and hard of hearing through the Identification, Placement and Review Committee process;
• Provide direct instruction for students with hearing loss who have modified or alternative expectations set out in their IEP and who meet the SEA claim criteria for funding by the Ministry;
• Provide language, speech and audition support to preschool deaf children through home or daycare visiting; and
• Assist in ensuring students have equal access to all aspects of school i.e. closed captioning, Access Notetaking, Sign Language Interpreters with available resources.

Access to Service

• A referral may be made through the In-School Team to Regional Hearing Resource Services at the Student Services office at the Centre for Leadership and Learning, Newmarket or to the Community Education Centre for that school; and
• Parents, Audiologists, medical personnel and agencies may make referrals through the Principal of the student’s school or directly to Regional Hearing Resource Services.​

The Role of The Regional Teacher of the Visually Impaired

Regional Teachers of the Visually Impaired provide service to students whose visual impairment adversely affects their educational performance. Teachers of the Visually Impaired have three main areas of responsibility:

• Consultation and liaison;
  Assessment; and
• Program delivery.

Specific functions within these areas of responsibility are detailed as follows:

Consultation and Liaison

• Participate as members of In-School Team meetings;
• Assist in the interpretation of medical information and assessment data from outside services;
• Share functional vision, learning media, adaptive technology and orientation and mobility assessment data with members of the educational team, parents or caregivers, student and appropriate medical and community agencies;
• Support as required, the members of the educational team, the parents or caregivers and the student in the implementation of recommended instructional, environmental and assessment accommodations and strategies;
• Assist in the development and support the implementation of the Individual Education Plan;
• Recommend modifications to school buildings as required to meet individual needs in consultation with school personnel, Student Services Coordinators, and the Plant department;
• Provide special equipment as required to meet individual needs in consultation with school personnel;
• Support school personnel in accessing adaptive technology; and
• Refer, as appropriate, to other services and agencies, i.e. Low Vision Clinics.

Assessment

• Observe and assess student needs in areas such as access to printed and curricular materials, environmental adaptations, assessment accommodations, self-help skills, social skills, functional mobility, sensory efficiency, career education, recreational and leisure skills and low/hi-tech adaptive devices;
• Assess student use of functional vision and sensory efficiency, access to literacy and instructional media and use of adaptive technology as it relates to accessing the curriculum;
• Assessment of indoor and outdoor travel skills by certified Orientation and Mobility Instructors and integration of these skills into the school program;
• Consult with members of the educational team, parents/guardians, student and appropriate medical community resources;
• Conduct observational assessments to monitor student progress and maintenance of specific compensatory/adaptive skills unique to students who are blind or have low vision;
• Assist in the administration of informal or formal academic testing in collaboration with Special Education Resource Teachers as required;
• Work with teachers and administration to assess students’ needs with respect to personalized equipment for SEA funding; and
• Support the preschool screening process in response to requests from other support staff personnel, Student Services Coordinators or outside agencies.

Program Delivery

• Assist in the development and implementation of the Individual Education Plan through a team approach;
• Provide classroom support, adaptive or alternative materials and program accommodations as set out in the IEP;
• Provide direct instruction to students who are visually impaired on a resource and/or withdrawal basis. The amount of support is based upon The Severity of Needs rating scale (Nelson, 1991 revised by Stewart, 2007);
• Provide direct instruction to students who are blind and have low vision including those with additional disabilities and who have modified or alternative expectations set out in their IEP; and
• Support orientation and mobility skills in consultation with a certified Orientation and Mobility Instructor. The Orientation and Mobility Instructor will provide direct instruction in travel skills.

Access to Service

• A referral may be made through the In-School Team to the Administrator of Vision Services at the Student Services office at the Education Centre, Newmarket; and
• Parents, doctors and agencies may make referrals through the Principal of the student’s school or directly to the Administrator of Vision Services.

The Role of The School Social Worker

The York Region District School Board school social workers provide service to all schools in the region. They function as follows:

Assessment

School social workers meet with students, administrators (as well as other school staff) and connect with family members or community partners to gather information regarding the student’s strengths, goals for their well-being, and possible factors which are contributing to the student’s personal, social or academic needs. The School Social Worker will work collaboratively to determine a plan of action to support the to struggle academically and socially and determine a plan of action to support the student’s well- being and success.

Attendance

Each school social worker is assigned specific schools and is responsible for assessing and intervening in cases of significant non-attendance;

As well, the school social worker provides support to students who experience mental health or social emotional issues that impact on their personal well-being or academic success.

Counselling

School Social Workers provide assessment and counselling to students in circumstances which impact their personal well-being and success at school. Issues that might be addressed include mental health concerns, family, peer and/or school related conflict, and resource navigation/coordination.

Consultation

School Social Work staff are available to speak with school staff or parents/guardians to discuss student and/or school based needs related to student mental health and well- being, or attendance. School Social Workers will provide consultation support to determine appropriateness of cases for referral to School Social Work and/or community partner resources for ongoing intervention and support. School Social Workers will assist with resource navigation support or crisis mental health and well-being related problem solving with schools.

Home Visits

School social workers will visit homes when necessary to meet with families or at times when students are not in attendance at school.

Agency Liaison

School social workers are knowledgeable about school board and community resources and are able to assist with and share information regarding the referral and intake processes for these

resources with families and school staff.

Access to Service

• ​School social workers interact with students, parents/guardians, community partner agencies and Board personnel;
• Each referral should begin with a consultation with the School Social Worker to ensure appropriateness of the service; and

The process for obtaining service is fully delineated in Procedure NP312.0.

The Role of The Special Education Consultant

The Special Education Consultants work collaboratively with members of the Student Services Leadership Team, Student Services staff and Curriculum Consultants in their work to support effective programming for students with special education needs.

The Special Education Consultants provide service to schools in their assigned Education Centre as well as regional leadership for a particular area in special education. They are based in the four Community Education Centres and are assigned regionally. They are responsible to the Student Services Coordinator or Principal of Student Services. Special Education Consultants provide support in the following areas:

• Professional development;
• Consultation and liaison; and
• Resource development.

Professional Development

• Develop and provide opportunities that support and respond to Ministry, Board, Area, School initiatives through:
• Work collaboratively with all departments within the board: including, but not limited to; Curriculum Instructional Services, Student Services Team, Inclusive Schools and Community Services, and Leadership Development
• Providing on-going professional learning through a range of learning and training opportunities
• Providing professional learning in response to legislative requirements
• Assist with and support staff induction

Consultation and Liaison

• Provide consultative services and respond to board, area, school and educator requests to collaborate in the development and implementation of:
  • ​Comprehensive programming to support individual students and/or classrooms
  • Effective instructional and assessment practices
  • SEA, SIP, Safety Plans, Transition planning, Specialized Health Support Services (e.g. Essential Routine Health Services Plan)
  • Professional learning opportunities that support and respond to Ministry, Board, Area, and School initiative
• Collaborate and consult with Student Services Coordinators, Interdisciplinary teams, Student Services Teams, and Curriculum Instructional Services,
• Collaborate and consult with all departments within the board: including, but not limited to; Curriculum Instructional Services, Inclusive Schools and Community Services, and Leadership Development
• Liaise with community agency partners
• Support the intentional and purposeful use of technology in supporting student learning​

​Resource Development

• On-going development and revision of system documents and resources
• Research information related to supporting inclusive practices and programming
• for students with special needs and share with all departments within the board: including, but not limited to; Student Services Teams and Curriculum Instructional Services

​​Access to Service

• Special Education Consultants may be contacted at the Community Education Centre(s) or CLL.

The Role of the Special Education Resource Teacher​

The role of the Special Education Resource Teacher (SERT) encompasses three main areas of responsibility in special education service delivery. These include program development and delivery, consultation and liaison and assessment. Embedded in the role is the importance of the SERT in providing leadership, coaching and mentoring by working alongside classroom teachers in program design, instruction and assessment practices, including the intentional use of assistive technology which informs program design and instruction.

Collaboratively, the Principal and the Special Education Resource Teacher determine the proportion of time allocated to each of these responsibilities. The needs of the students will dictate this allocation. In accordance with Regulation 298, the SERT must hold qualifications to teach special education. At least one SERT in each school should hold Part 2 qualifications in Special Education and will be qualified/experienced in administering student academic assessments.

Specific functions within the three main areas of responsibility are detailed as follows:

Program Development and Delivery

In English track schools, a full range of placement options are available (i.e. Indirect Service, regular classroom with Resource Assistance, regular classroom with Withdrawal Assistance, special education classroom with Partial Integration, Fully Self- Contained).

In French Immersion programs, if a student is experiencing learning difficulties and data suggest a special education program may be required, Indirect Service and regular classroom with Resource/Withdrawal Assistance placements are available and provided in the French Immersion school setting. Considerations should be given to the special education needs of the student if modifications are needed.

In consultation with administration, the Special Education Resource Teacher (SERT) will:

• Use assessment data to develop, implement, monitor, assess and evaluate the components of the Individual Education Plan (IEP) in consultation with classroom teachers, parents and students as follows:

Indirect S​ervice

• Assist classroom teachers to provide accommodations as outlined in the IEP;
• Monitor student progress;
• Provide support to students through a variety of programs/intervention strategies (i.e. reading booster groups, peer tutoring, small group intensive focused teaching, etc.);
• Encourage student self-advocacy; and
• Collaboratively develop an IEP for an individual student in accordance the provincial IEP standard: Special Education in Ontario, Kindergarten to Grade 12: Policy and Resource Guide, 2017.

Regular Classroom with Resource and/or Withdrawal Assistance

• Develop and implement the IEP through a team approach;
• Provide instruction, classroom support and facilitate the provision of accommodations and/or modifications as set out in the IEP;
• Assist classroom teachers to provide accommodations and/or modifications as outlined in the IEP; and
• Provide instruction to address accommodations and/or modified expectations as set out in the student’s IEP, either in the classroom setting, a withdrawal setting, through subject specific support or a Learning Strategies course.

​Special Education with Partial Integration – Student Support Centre (English Track Schools only)

• Provide instruction to address modified expectations as set out in the student’s IEP in language, mathematics and other subjects as appropriate; and
• Collaborate with classroom teacher(s), special education staff and/or English Language Learner (ELL) teachers, and regional support staff to meet the goals and expectations set out in the IEP.

Consultation and L​iaison

• Actively participate as part of the school Literacy Leadership Team to collaboratively meet the needs of all learners;
• Collaborate with classroom teachers either informally or as members of the In- School Team regarding assessment and instructional practices to assist students to meet grade level learning expectations and/or expectations as outlined in the IEP;
• Collaborate with classroom teachers/divisions regarding supportive strategies/approaches to facilitate the use of accommodations, including assistive technologies;
• Facilitate the development of claims for personalized equipment;
• Consult with parents, students, teachers and relevant support staff regarding individual needs of students;
• Consult and liaise with Student Services personnel as appropriate;
• Participate in both the In-School Team and the IPRC process as directed by the Principal;
• Liaise and provide support to ensure smooth transitions for exceptional students between special education placements, from elementary school to secondary school, schools and facilities outside of the Board and to and from care and treatment facilities;
• Consult with parents, students and teachers regarding individual needs of students; at the secondary level this includes assisting students with course selection/substitution and timetabling; as well as accessing Cooperative Education and Alternate Education programs;
• Liaise with preschool Early Intervention Services staff for transition of students entering JK/SK programs (English track schools only);
• Ensure the development of the transition plan for students with an IEP;
• Collaborate with classroom teachers in the development, implementation and monitoring of student Growth Plans; and
• Acts as a case coordinator to maintain ongoing communication with the student's parents, teachers, support staff, Student Services staff and other related agency or hospital personnel as appropriate.

Assess​ment

• ​Monitor and track progress of students through observation, diagnostic/formative/ summative and standardized assessment, communication with classroom teachers, parents and students, Ministry report cards, and/or the In-School Team process;
• Conduct educational assessments including consultation, observation and student testing for students referred through the In-School Team;
• Provide direction to staff regarding procedures outlined in the Expert Panel Report on Special Education, and Ontario Curriculum documents regarding special education and other relevant Board and Ministry Resource Guides or documents;
• Assist in the interpretation and preparation of data for funding purposes (i.e. SEA, SIP);
• Ensure assessment accommodations are recorded in the IEP, particularly when these accommodations are also required for participation in Provincial Assessments (i.e. EQAO assessments);
• Support staff and parents in interpreting assessment reports and implementing recommendations; and
• Assist staff with the implementation of accommodations and assessment practices for system and provincial assessments, such as Grade 3 Gifted Screening, EQAO, PM Benchmarks, DRA, etc.

Access to Service

A Special Education Resource Teacher may be contacted through the appropriate school office.​​

The Role of Speech-Language Pathology Services

The speech-language pathology team consists of Speech-Language Pathologists (S-LPs) and Communicative Disorders Assistants (CDAs) who provide services to all schools in the region, including elementary and secondary populations. The team is based in the four Community Education Centres. Each Speech-Language Pathologist is responsible for an assigned group of elementary and secondary schools. The Speech-Language Pathology department is coordinated by the Chief of Speech-Language Pathology Services who reports directly to the Superintendent of Student Services.

The goal is to assist students with communication needs to be successful in their school program. Priority is given to the early years (Kindergarten-Primary division) as part of a preventative approach. Speech-Language Pathology Services support verbal and non-verbal communication, specifically: speaking, listening, gestures, body language, reading and/or writing. This is accomplished through:

• Prevention and intervention;
• Consultation and liaison; and
• Assessment and programming.

Spec​ific functions within the area of responsibility are detailed as follows:

Prevention and Intervention

• Support literacy and language development by partnering with educators in Building Blocks for Kindergarten (BBFK) and Full Day Kindergarten (FDK) programs using a play based preventative approach;
• Provide small group intervention for literacy, language and communication using a play based approach.

Consultation and Liaison

• Consult with regular class teachers, Special Education Resource Teachers, educational assistants, Student Services staff, parents and students regarding speech and language programs, strategies, resources, modifications and/or accommodations;
• Participate as members of In-School Team meetings to act as a resource to problem-solve around specific student needs;
• Act as an ongoing support to Community Classes regarding program support and communication goals;
• Collaborate with Communicative Disorders Assistants (CDAs) where appropriate;
• Support the development of the Individual Education Plan;
• Consult with school personnel around the collection and interpretation of documentation required for an SEA claim submission;
• Support schools in planning for the entry of students with special needs before school entry, and consult with relevant pre-school agencies (such as the York Region Preschool Speech and Language Program and Early Intervention Services) when they are involved;
• Provide workshops for parents in the area of articulation to support service for students with mild articulation needs;
• Provide workshops to meet identified needs of York Region District School Board staff, students and parents;
• Liaise with and refer to community services and agencies such as the Local Health Integrated Networks (LHINs); York Region Preschool Speech and Language Program (YRPSLP); Bloorview Kids Rehab and the Children’s Treatment Network of Simcoe-York (CTN);
• Interpret documents, information and assessment reports from outside agencies related to communication; and
• Support relevant system inquiry based learning.

Assessment and Programming

• Provide observation, informal and formal assessment of students with communication difficulties involving speaking, listening, reading and/or writing;
• Interpret and discuss assessment results, recommendations and program accommodations and/or modifications with appropriate staff, students and parents;
• Assess student needs and support corresponding SEA claims;
• Assess and program for augmentative and alternative communication needs.

Access to Service

​Language Assessment/Consultation Requests

Language assessments and consultations provide information about receptive and expressive language, social language, literacy and communication, including augmentative and alternative communication.

• A request for consultation/assessment may be made through the school principal and/or designate;
• A Referral for Professional Student Support Services form must be signed by the parent/guardian and student if over the age of 16; an In-School Team member is responsible for contacting the parents regarding the referral;
• A referral via the In-School Team process typically occurs prior to a formal language assessment and is most often accompanied by a current student profile and an academic assessment; and
• The Speech-Language Pathologist will contact the parents by telephone and or in person to obtain informed verbal consent.

Speech Assessment Re​quests

Speech assessments provide information about articulation, voice or fluency.

• A request for consultation/assessment may be made through the school principal and/or designate;
• It is not necessary to complete an academic assessment, In-School Team or a student profile are not necessary for speech referrals;
• A signed Referral for Professional Student Support Services form is required by the parent/guardian and students over the age of 16; and
• The Speech-Language Pathologist will contact the parents to obtain informed verbal consent.

The Role of the Student Services Coordinator

The Student Services Coordinators are responsible for communicating with the Superintendents of Schools and Principals with respect to special education programs and services. Student Services Coordinators are responsible to the Superintendent of Education - Student Services, collaborate with the Superintendent of Schools and work in cooperation with the Principal of Student Services and the Special Education Consultant.

Consultation and Liaison

• Support Superintendents and Principals in ensuring the use of practices that increase achievement for students with special needs;
• Collaborate with Principals to encourage inclusive practices in schools;
• Support school administrators in implementing special education policies;
• Assist school administrators with interpretation of funding requirements;
• Work in conjunction with Human Resources to interview and deploy educational assistants;
• Support administrators with the implementation of In-School Teams and inclusive practices;
• Problem solve with administrators, SERTS and Special Education Consultants regarding student needs;
• Establish effective working relationships with parents, community partners and support agencies;
• Coordinate the transfer of students requiring more intensive support programs outside the home school;
• Prepare reports as required for Ministry of Education information and for grant validation;
• Liaise with community organizations and agencies;
• Participate in IPRCs for student placement in Partially Integrated Community Classes;
• Support students in the transition process;
• Coordinate the services of CEC Interdisciplinary Teams;
• Supervise, liaise and consult with CEC Special Education Consultants and members of the CEC Interdisciplinary Team; and
• Liaise with Student Services staff.

Professional Development

Provide, assist with and support professional development for school administrators in response to system needs and policy implementation requirements.

Access to Service

School administrators may contact the Student Services Coordinators at the Community Education Centres.​​

The Role of The Technology Resource Teacher

The Technology Resource Teacher (TRT) is responsible for supporting implementation of personalized equipment for students with special needs. Service is provided to students, teachers and/or educational assistants to ensure effective use of the personalized equipment.

Professional ​Development

Provide support and professional development for teachers, consultants and other Student Services support staff in the successful implementation of assistive technology for students through regional, area and family-of-school workshops and site-based training for staff and/or students.

Consu​ltation and Liaison

• Provide direct student or group instruction in the use of Assistive Technology (AT), hardware and software, in both elementary and secondary panels as requested by school staff and administrators;
• Support teachers in the adaptation of their program in accordance with the Technology and the Learner and Education for All documents;
• Support the implementation and maintenance of the Special Education SharePoint;
• Work as part of a team with the Special Education Consultants and Principals of Student Services to support the successful implementation of AT throughout the Board;
• Meet with the Digital Literacy Resource Teacher Team, Curriculum and Instructional Services, and the Information Technology staff on a regular basis;
• Support schools with SEA equipment and software by providing follow-up training and problem solving when needed;
• Track SEA equipment;
• Research information on new innovations in the area of AT and share with Student Services staff on a regular basis; and
• Work with teachers and Student Services staff to determine students’ needs with respect to personalized equipment and software including ‘trials’ on both.

Access to Service

The Technology Resource Teachers may be contacted at the Centre for Leadership and Learning, Newmarket.

The Role of the Work Experience Program Coordinator

The Work Experience Program team assists school staff with the coordination of Work Experience Program placements for secondary school Community Class students in non-credit earning programs.

The Community Classes include: programs for students with Developmental Disabilities, Intensive Programs for students with Mild Intellectual Disabilities, programs for students with Autism and/or programs for students with Multiple Exceptionalities, and the Pathways to Employment and Applied Knowledge (PEAK) Programs.

Work Experience Program Coordinators also work with teachers and families to help facilitate post-secondary transition planning and ensure families understand Developmental Services Ontario (DSO).

Work Experience Program Coordinators have the following areas of responsibility as they relate to the Work Experience Program and/or Transition Planning components of the Community Class program:

• coordination
• liaison
• assessment
• consultation
• transition planning

Coordin​ation

• Consult with students, families, teachers and other YRDSB staff as applicable regarding work experience opportunities and community services and resources;
• Interview, review and assess the individual student’s strengths, abilities, interests and job choices;
• Recruit community/business partners in order to provide work experience opportunities for students aged 15 and over;
• Promote and educate community partners regarding work experience opportunities;
• Provide programming strategies, resources, in-service workshops and training to teachers and educational assistants;
• Coordinate and present at parent information evenings;
• Provide public education by promoting the abilities of students with disabilities;
• Monitor, review and evaluate work experience placements;
• Advocate on behalf of students and/or families and promote student self-advocacy;
• Coordinate with the teacher transition planning for Community Class students, in non-credit earning programs, from secondary school to adult life options; and
• Coordinate employer recognition activities.

Liais​on

• Liaise with families and representatives from community agencies;
• Liaise with the coordinator of Community Based Learning regarding legal and ethical issues, and the administration of the Workers Education Agreement forms;
• Liaise between schools and community-based business and industry partners; and
• Provide representation on committees to enhance and develop supports for people with disabilities.

Assess​ment

• Develop assessment tools and resources to support curriculum related to work experience; and
• Develop and provide formal and informal skills assessments at the work site to determine students’ strengths and training needs.

Access to Service

Teachers may contact the Work Experience Program Coordinators at the Centre for Leadership and Learning, Newmarket.