Standard 3 :: Grand Erie District School Board

Index

Introduction

Standard 1
The Board's Consultation Process

Standard 2
The Board's General Model
for Special Education

Standard 3
Roles and Responsibilities

Standard 4
Early Identification Procedures and Intervention Strategies

Standard 5
The IPRC Process and Appeals

Standard 6
Education and Other Assessments

Standard 7
Specialized Health Support Services in School Settings

Standard 8
Categories and Definitions of Exceptionalities

Standard 9
Special Education Placements Provided by the Board

Standard 10
Individual Education Plans (IEP)

Standard 11
Provincial and Demonstration Schools in Ontario

Standard 12
Specialized Services Staff

Standard 13
Staff Development

Standard 14
Equipment

Standard 15
Accessibility of School Buildings

Standard 16
Transportation

Standard 17
Special Education Advisory Committee (SEAC)

Standard 18
Co-ordination of Services with Other Ministries or Agencies

Standard 19
Submission and Availability
of the Plan

Forms & Resources

Grand Erie Special Education Plan 2023-24

Standard 3

Roles and Responsibilities

The purpose of the standard is to provide the public with information on roles and responsibilities in the area of Special Education.

The Ministry of Education defines roles and responsibilities in elementary and secondary education in several key areas:

It is important that all involved in Special Education understand their roles and responsibilities, which are outlined below:

The student:

complies with the requirements as outlined in the Education Act, regulations, and policy/program memoranda.
complies with board policies and procedures.
participates in the IPRC, the parent/guardian-teacher conferences, and other activities, as appropriate.

The Parent/Caregiver:

becomes familiar with and informed about board policies and procedures in areas that affect their child.
participates in IPRC’s, parent/cargiver-teacher conferences, and other relevant school activities.
participates in the development of the IEP.
becomes acquainted with the school staff working with the student.
supports the student at home.
works with the principal and teachers to solve problems.
is responsible for the student’s attendance at school.

The Teacher:

carries out duties as outlined in the Education Act, regulations, and policy/program memoranda.
follows board policies and procedures regarding Special Education.
maintains up-to-date knowledge of Special Education practices.
works with Special Education staff and the parent/caregiver to develop the IEP for an exceptional pupil.
provides the program for the exceptional pupil in the regular class, as outlined in the IEP.
communicates the student’s progress to the parent/caregiver.
in consultation with the parent/caregiver, works with other school board staff to review and update the student’s IEP

The Special Education Teacher

In addition to the responsibilities listed above under “The Teacher”:

holds qualifications, in accordance with Regulation 298, to teach Special Education.
monitors the student’s progress with reference to the IEP and modifies the program as necessary, in collaboration with the classroom teacher.
assists in providing educational assessments for exceptional pupils.

The School Principal

carries out duties as outlined in the Education Act, regulations, and policy/ program memoranda, and through board policies.
communicates Ministry of Education and school board expectations to staff.
ensures that appropriately qualified staff are assigned to teach Special Education classes.
communicates board policies and procedures about Special Education to staff, students, and parent/caregivers.
ensures that the identification and placement of exceptional pupils, through an IPRC, is done according to the procedures outlined in the Education Act, regulations, and board policies.
consults with the parent/caregiver and with school board staff to determine the most appropriate program for exceptional pupils.
ensures the development, implementation, and review of a student’s IEP, including a transition plan, according to provincial requirements.
ensures that the parent/caregiver is consulted in the development of their child’s IEP and that they are provided with a copy of the IEP.
ensures the delivery of the program as set out in the IEP.
ensures that appropriate assessments are requested, if necessary, and that parent/caregiver consent is obtained.

The Special Education Advisory Committee:

makes recommendations to the board with respect to any matter affecting the establishment, development, and delivery of Special Education Programs and Services for exceptional pupils of the board.
participates in the board’s annual review of its Special Education Plan. participates in the board’s annual budget process as it relates to Special Education.
reviews the financial statements of the board as they relate to Special Education. provides information to parents/caregivers, as requested.

Grand Erie District School Board

establishes school board policy and practices that comply with the Education Act, regulations, and policy/program memoranda.
monitors school compliance with the Education Act, regulations, and policy/program memoranda.
requires staff to comply with the Education Act, regulations, and policy/program memoranda.
provides appropriately qualified staff to provide programs and services for the exceptional pupils of the board.
obtains the appropriate funding and reports on the expenditures for Special Education.
develops and maintains a Special Education Plan that is amended from time to time to meet the current needs of the exceptional pupils of the board.
reviews the Plan annually in accordance with Regulation 306.
Every two years prepares and approves a report on the special education programs and special education services provided by the board and submits it to the Ministry of Education.
provides statistical reports to the Ministry as required and as requested.
prepares a parent/caregiver guide to provide information about Special Education programs, services, and procedures.
establishes one or more IPRC’s to identify exceptional pupils and determine appropriate placements for them.
establishes a Special Education Advisory Committee (SEAC).
provides professional development to Special Education staff.

The Ministry of Education

establishes school board policy and practices that comply with the Education Act, regulations, and policy/program memoranda.
defines, through the Education Act, regulations, and policy/program memoranda, the legal obligations of school boards regarding the provision of Special Education Programs and Services and prescribes the categories and definitions of exceptionality.
ensures that school boards provide Special Education Programs and Services for their exceptional pupils.
establishes the funding for Special Education through the structure of the funding model. The model consists of the Foundation Grant, the Special Education Grant, and other special purpose grants.
requires school boards to report on their expenditures for Special Education.
sets province-wide standards for curriculum and reporting of achievement.
requires school boards to maintain Special Education Plans, review them annually, and submit amendments to the Ministry.
requires school boards to establish Special Education Advisory Committees (SEAC).
establishes Special Education Tribunals to hear disputes between parent/caregivers and school boards regarding the identification and placement of exceptional pupils.
establishes a Provincial Advisory Council on Special Education to advise the Minister of Education on matters related to Special Education Programs and Services.
operates Provincial and Demonstration Schools for students who are deaf, blind, or deaf- blind, or who have severe learning disabilities.

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