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Special Education - Programs, Admission & Delivery Policies

HCOS Response to Intervention (RTI) Model

HCOS uses a Response to Intervention (RTI) framework, utilizing formative assessment to regularly collect data to make instructional decisions in a multi-tier model. While valuing prevention and early intervention, teachers use ongoing assessment to inform teaching practice and allocate instructional resources to provide appropriate, evidence-based interventions.

Central elements of all RTI models include early screening of all students to identify those at risk for academic difficulties, implementing research-based interventions matched to student need and increasing intensity of intervention when needed. RTI also involves continuous monitoring and recording of student progress during interventions to guide decisions for both the student (e.g. further assessment, individualized planning) and the teacher (e.g. using small group or one- to-one learning contexts, topics for professional development).

Although RTI originates from special education, it is intended for use with all students in general education. For further details, consider Tiered Approaches to the Education of Students with Learning Disabilities.

Tier 1: Universal Programming

Most students, roughly 80-85 percent, are in Tier 1 with mainstream teachers and mainstream expectations and achievement.

Tier 1 may include Learning Services (LS) Monitoring students, those who are minimally meeting expectations but whose needs are being managed by teachers with minimal Learning Services Consultant (LSC) involvement.

Depending on the teacher's training and experience, they may ask their LSC for suggestions. If the teacher asks and there seems to be reason for concern, then the student will be considered to be on LS Monitoring status.

Tier 2: Targeted Interventions

Tier 2 students comprise approximately 5-15 percent of the student population. They are typically in one of two categories.

LS Student

LS students are struggling to minimally meet or are not meeting expectations. They have been referred to LS using the LS Referral Form and their teachers are receiving regular LS consultation through the LSC on how to help these students and families.

These are non-designated students who have adaptations in place in the Student Learning Plan (SLP) Adaptions Box. For students requiring significant support, an Individual Education Plan (IEP) may be considered along with diagnostic assessment; these students are expected to have regular or adapted courses.

If needed, students may receive a small subsidy for therapy or investigative assessment (e.g. Speech and Language Pathologist (SLP) assessment for speech impediment, psycho-educational testing for programming direction, etc.).

High Incidence Students

High Incidence students have been designated according to Ministry of Education guidelines, whether K: Mild Intellectual Disabilities, P: Gifted, Q: Learning Disabilities, or R: Students Requiring Behaviour Support or Students with Mental Illness. While these designations do not receive additional funding support from the Ministry, these students may need significant support.

These students typically remain with their teacher but are transferred from the LSC to the LS Regional Administrator (RA) in order to receive graduated support. Some students may have selected modified courses and thus, IEPs in place for those modified courses. They may also receive a subsidy through the LS Department to meet their needs.

Tier 3: Low Incidence Special Education (SE) Students

Special Educations (SE) students with an A-H (funded) category designation are placed on an SE teacher’s caseload. They receive a substantial needs-based student budget to meet the proposed IEP goals.

The SE Admission process is described under programs below.

Programs, Admissions, and Delivery

K-9 Learning Services Student Support Services

Our Learning Services (LS) team works to equip teachers to serve the needs of their Tier 1 and Tier 2 students.

Admission

To provide equitable access to all students, teachers should confirm student learning needs with an LS Consultant (LSC), and, if further intervention is needed, recommend the LS Referral process to the family. The parent and/or teacher then submits the LS Referral Form to the LS team, who upon review, continues to assess the need through screening assessments (numeracy and literacy achievement, and cognitive skills).

Delivery

Teachers who have an LS student on their caseload are encouraged to attend monthly one-to-one sessions with their LSC. Consultations offer practical support for individualized LS/SE related strategies, adaptations, modifications, resources, screening and/or programming assessments, appointments/therapies, and IEP creation. LS consultants draw from experience, research and professional development, and from the various LS/SE resources available through our Learning Commons (library).

For further information about their process, see the “LS-SE ID Process” workflow.

LS & SE Resources

  • Susan Barton Reading System for Dyslexics
  • Quest Atlantis with EA support for grades 5 to 9
  • Hands-on learning games, DVDs, children’s books, parent resources, etc.
  • SE related technology and equipment on loan
  • 3rd party outsourcing of Fast ForWord, Interactive Metronome, Neurodevelopment, and other therapies based on brain plasticity theory

K-12 Designated Special Education Support

Special Education (SE) teachers work with Tier 3 students, directing programs to meet the educational needs of students in collaboration the student's IEP team, which includes parents/guardians, education assistants, and community-based professionals working with the students.professionals.

Admission

  1. HCOS conducts three program intakes annually: September, February, and May/June (i.e., pre-approval for the following school year).
  2. To indicate interest, the parent fills out the HCOS application for Distributed Learning Enrolment at the HCOS website.(NOTE: Only Enrolled students receive assistance from our HCOS SE program; “Registered" students do not).
  3. The SE Regional Administrator (RA) calls parent to discuss DLDistributed Learning (DL) and SESpecial Education (SE) program requirements, SE funded categories, and documentation necessary for HCOS to apply for supplemental fundingfunding.
  4. If both the parent and the SE Regional AdministratorRA agree that HCOS is a good fit for the family, and a teacher is available in the region, then the SE student is “Conditionallyconditionally Accepted”accepted.
  5. OnceAfter the HCOS SE Office has received all supporting documentation is received from the parent and the SE adminadministration is able to approve an SE category,category designation, then the student is accepted into the SE program (i.e., is considered “SE Approved”)program.
  6. The SE teacher contacts the family to set up the first home visit and begin IEPIndividual Education Plan (IEP) collaboration and programming. There will be a minimum of four home visits throughout the year,school depending upon proximity between SE teacher and family.year.

Delivery

The IEP is key to understanding individualized programming and delivery of support services to each SE designated student. Generally, the SE teacher directs through weekly communication with the parent, a minimum of four home visits a year to assess IEP goals and gather/observe samples and progress, weekly communication with education assistants, at least one progress report a year from 3rd party professionals, and if the student is old enough, direct communication with the student. Many of our SE teachers also connect with their students and SE families locally through HCOS Learning Group options, online through Quest Atlantis, etc.

Learning Services (LS) Grad Adapted Program

Adapted Dogwood Track
This adapted Dogwood diploma track grew out of the need that many Tier 2 and Tier 3 students were not coping well with the transition from having only one teacher, to the high school expectation of numerous teachers, as well as increased workload expectations. It is also serves to match their LS needs with high school teachers who have an affinity towards helping LS students through adaptations, making high school education accessible.

Admission
LS Grad, both adapted and the modified versions below, are available based on need for both designated and non-designated students. Admission is through an internal referral system from an IND/SE/Online teacher, LS K-9 consultants, the mainstream Grad Advisors or the SE Grad Administrator, or from the SE/IND Regional Administrators after their introductory HCOS admissions screening call.

Delivery
Our LS Grad team is made up of subject groupings: LS Humanities (Bible, English, and Social Studies), LS Math, and LS Science. The LS Grad Administrator and Grad Advisors monitor credits collaboratively. The LS Grad Administrator is the Case Manager for each student in this track.

School Completion Certificate Program Track

The School Completion Certificate Program (SCCP) track is for LS students who are not Low Incidence SE designated (A-H funded) but are not planning to graduate and may need IEP modifications in select courses in grades 10-12. Students are typically designated High Incidence (K-R unfunded).

Admission
Same as Adapted Dogwood Program above

Delivery
The LS Grad Administrator/SE Grad Administrator and the mainstream Grad Advisors direct program collaboratively. Case Managers are assigned on a student-by-student basis, depending upon who has the most contact with the student/family. In most cases, the K-9 SE teacher remains the case manager through grades 10-12. Program may consist of a mix of individualized, LS, and/or online mainstream grad courses depending upon student capability and learning style.

SE Grad Program

When an SE designated (A-H funded) student reaches grade 10, the SE Grad Administrator is added to the student’s IEP team; the SE teacher continues to be the Case Manager, as they know the student/family the best; and the IEP now serves a dual purpose in that it becomes the School Completion Certificate Program (SCCP) for the fully modified SE students.

The role of the SE Grad Administrator is to oversee the student’s transition into adulthood, and give suggestions towards independence through work experience and/or connecting with community supports. Much of the collaboration around community transition happens through the goals created in the following IEP courses:

  • Grade 10: IEP Planning 10 and/or IEP Life Skills 10
  • Grade 11: IEP Career Explorations 11 and/or IEP Life Skills 11
  • Grade 12: IEP Grad Transitions 12 and/or IEP Life Skills 12
  • The SE Grad Advisor may also collaborate with the mainstream Grad Advisors when a Dogwood diploma is the goal.
  • NOTE: These courses are required to ensure students are intentional about their transition into adult life.
Extended Enrolment Exceptions

NOTE: It is HCOS’s intention that adult community transition be completed at the end of a student’s aging out year.

If a student needs to extend high school enrolment beyond their age out year, the following protocol applies:

  1. SE teacher and parent talk about the exceptional need to extend the student’s high school enrolment beyond their current aging out year
  2. SE teacher and the parent each email their request and rationale to SE Director before the May category pre-application deadline
  3. IEP team ensures that the IEP is as they want it to be for the next year (or two), because it will no longer be fluid after the student finishes their age out year
  4. SE Director brings requests and rationales to the SE Admin team for accountability and feedback
  5. Student goes through our internal category review process to ensure the student is SE fundable for coming school year
  6. SE Director reads through request and IEP program, focusing on the transitions, to see if it is a reasonable plan.
    • Has the student completed enough of the intended goals to be independent without an additional year?
    • Are community supports ready and in place for transition to go smoothly and not undo years of progress?
    • Does the non-grad student need more time to complete their Dogwood or Adult Dogwood program?
  7. If reasonable, then SE Director approves Extended Enrolment on a year-to-year basis with the preference being only one additional year, with a second year being really exceptional.
 High School Leaving Options
  1. Dogwood – for high functioning LS/SE students
    • Requirements as laid out by the province
  2. Adult Dogwood – for capable LS/SE students
    • Requirements as laid out by the Adult Non-Grad Policy for Independent schools
    • Extended Enrolment is granted by the SE Director, if completing an Adult Dogwood is part of their IEP program and they need more time to finish
  3. School Completion Certificate – a common option for Low Incidence (A-H funded) SE students, as laid out in the student’s IEP and Adult Non-Grad Policy for Independent schools
    • Extended Enrolment, to finish one’s SCCP/IEP, is only granted by the SE Director under extenuating circumstances.
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