Northeastern Catholic District School Board

Put your request in writing to your child's principal. On your written request, the principal must refer your child to an IPRC (O. Reg. 181/98, s. 14(1)(b)). Within 15 days, the principal must acknowledge the request in writing, give you the board's parents' guide, and tell you approximately when the IPRC will meet (s. 14(6)). The board's Special Education Plan says the principal must tell you the date of the IPRC in writing at least 10 days before it meets, and that you are entitled to receive all the information given to IPRC members. You can bring a representative to support you or speak for you, and you can ask the principal for an interpreter if you need one.

The IPRC decides whether your child is exceptional, which category of exceptionality applies, your child's strengths and needs, and the placement. Before it considers a special education class, it must consider whether a regular class with appropriate special education services would meet your child's needs and fit your preferences (O. Reg. 181/98, s. 17). The board's plan says most students it identifies as exceptional are placed in a regular class with special education support. The board reviews each student's identification and placement once a year, in the fall. You can also ask for a review once a placement has been in effect for three months, but not more than once every three months (O. Reg. 181/98, s. 21).

The board's plan lists five placements: regular class with indirect support, regular class with resource assistance, regular class with withdrawal assistance (instruction outside the class for less than half of the school day), special education class with partial integration, and special education class full-time. For students identified under Autism, the plan's service chart shows two options: the regular class with program modifications and/or accommodations, and the regular class with resource teacher support. The plan also lists two special classes, in its row for students with multiple exceptionalities: a half-time class at St. Joseph School in South Porcupine (up to six students) and a class at Sacred Heart Catholic School in Kirkland Lake (up to eight students). The board's parent guide notes that special education classes are not available in every school or area of the board.

The board's plan says it employs its own Autism & Behaviour Support Workers. They work with teachers, educational assistants, the principal, the resource teacher and the child and youth worker to write behaviour support plans and track progress, and they can act as a link between the school, the family and community agencies. An Autism & Behaviour Consultant does functional behaviour assessments, and clinical consultation for families and staff is provided under the supervision of a qualified BCBA. The plan also says all of the board's child and youth workers have completed a 40-hour RBT course, as part of training to support students through ABA strategies.

PPM 140 requires school boards to offer students with autism special education programs and services, including programs using ABA methods where appropriate. The board's plan says its Autism & Behaviour Consultant offers staff training related to PPM 140, that the board has recruited an ABA expert in line with PPM 140 and ministry funding, and that it uses the school support program and training offered through Sonderly.

The board's plan says that when a child with special education needs registers, the principal starts arranging an intake meeting with you, the nursery school or daycare, and any outside agencies involved. If intensive support is needed, this lets an educational assistant and any special equipment be arranged before the school year starts. The plan says the Entry to School program is highly recommended for every student starting school with an autism diagnosis, and that principals will talk with parents about it at registration. If your child is in an intensive early intervention program for autism, the plan says it is up to you to tell the school at registration. With your written consent, the agencies involved can share their assessments with the school.

If an IPRC places your child in a special education program, the principal must make sure the IEP is completed within 30 school days after the placement starts, and send you a copy (O. Reg. 181/98, s. 6). The principal must consult you while it is being written. Under the board's plan, if you are not satisfied with any part of the IEP, the superintendent or a designate will ask to meet with you and the school. If that does not settle it, the plan says the principal has the final decision on what the IEP contains.

The board's plan says it has made substantial changes to its IEP process, including removing many IEPs for students not identified by an IPRC and using universal accommodations instead. It describes universal accommodations as those built directly into the learning environment. The board's IEP guide for parents says an IEP can be developed for a child who has not been identified by an IPRC but needs a special education program or services. If you want a formal decision on whether your child is exceptional, you can ask the principal in writing to refer your child to an IPRC (O. Reg. 181/98, s. 14).

The board's plan says a transition plan is meant to be included for every student with an IEP, to meet PPM 156, and that the board is now in full compliance with PPM 156. The board's IEP guide for parents says a transition plan sets out daily, short-term and long-term actions to support your child. It can cover entry to school, moving between activities, classes, grades and schools, elementary to secondary school, and secondary school to the next education, career or community pathway.

The board's plan says educational assistants are assigned to elementary and secondary schools based on need. They give intensive support to exceptional students formally identified through the IPRC process and/or students who would benefit from support with physical, medical, and safety or supervision needs. The plan refers to an EA allocation process and to students who meet the board's benchmark for EA support. If you feel your child's needs are not being met, the board's parent guide encourages you to ask for a meeting with the school through the resource teacher, classroom teacher or principal.

The board buys psychological assessments from local psychologists, and it asks for your consent before psychological testing. Priority is based on need, including how much a student is struggling academically or socially, special class placement, a change in placement, and post-secondary transition. The plan says average wait times are usually less than one year. After an assessment, the school holds a case conference where you can review the report and ask questions of the professional who did it.

If you disagree with the identification or placement, you can ask for a second meeting with the IPRC within 15 days of receiving the decision. You can also file a written notice of appeal within 30 days of receiving the decision, or within 15 days of receiving the notice that follows a second meeting (O. Reg. 181/98, ss. 19 and 26). The board says to send it to the Director of Education, 383 Birch Street North, Timmins, ON P4N 6E8. Your notice must say which decision you disagree with and why. A three-person Special Education Appeal Board hears the appeal, and you select one member. It must meet within 30 days after its chair is selected, unless you and the board agree in writing to a later date. The board then has 30 days to decide what to do and does not have to follow the appeal board's recommendations. You can then appeal to the Special Education Tribunal.

Start with your child's teacher, then the principal. Each school has a special education resource teacher who can be your main point of contact. If your child's needs are still not being met, the board's parent guide says you can contact the superintendent of education responsible for special education through the board office at 705-268-7443. The board's Student and Family Support Office also takes special education questions, including IEPs, identification and placement, and transition planning, at 705-531-7225 or supportoffice@ncdsb.on.ca. It will acknowledge an inquiry within 2 business days and aims to answer within 5 business days.

Yes. The board says all SEAC meetings are open to the public and are held at the Timmins board office, 383 Birch Street North. Meeting dates, agendas and minutes are posted on the board's Special Education page, and the posted meetings are on Wednesdays at 11:45 a.m. SEAC makes recommendations to the board on special education programs and services, takes part in the annual review of the Special Education Plan, and helps develop the special education budget. Its members include trustees and local agencies, among them Hands Autism Services. The plan says you can share your views with SEAC by contacting members through the list given to each school, or through your school council. For past agendas or minutes, the board asks you to email info@ncdsb.on.ca.