Special Education Information
Last Update January 19, 2006
Welcome to the Adam Scott C.V.I. Special Education Website. We are establishing this website to expand our communication with students, parents, and guardians about special needs issues.
Currently, our Special Education Department consists of three secondary teachers, two of which work full time for the department, (Peter McAuley & Deb Davies) & one teacher (Barb Ginn) who works in both the Science and Special Education departments. Each has Special Education qualifications and each bring other areas of interest, subject knowledge and curriculum expertise with them. Within the regular Secondary program there are presently one & one half Educational Assistant positions (Jane Burns is full time & Karen Hogan is half time). We serve close to two hundred individuals with special needs in the regular school program. Geoff Bemrose, Lynn Davidson, & Jackie Armour also work closely with our department, teaching the two GLE Learning Strategies courses offered this year. Tanya Couch is the new credit recovery teacher and Cindy Sargeant is the new SST (Student Success Teacher) and they will also be closely associated with us.
In addition, Adam Scott has four Secondary LLS (Learning and Life Skills) classes staffed by the following teachers, EAs (Educational Assistants) & CYWs (Child & Youth Workers)
Teachers EAs CYWs Brenda Hill Lou Anne Wade, April Bolton Nick Sheppard
Michele Ellis Beth Johnson, Bev Rushton Jack Bowler
Clayton Wade Renee Porten, Denise Denley Erica Patterson
Karen Stewart Barb Lee, Lisa Hobbins Rick Heffernan
Kathryn Campbell Kathy Wolny, Nancy Calder Kathy Hill
Deb Williams Alice Gleeson
These professionals meet the highly specific needs of 50 more students at our school. Look for the special LLS section on our website for more information.
For grade nine students, IEPs are developed based on previous elementary IEPs, OSR (Ontario Student Record) information, feedback from previous teachers, and transition meetings (if held). These are being sent home with the first written report card on November 17, 2005 for parent/guardian input, since Ministry Standards state that the parent/guardian and student (16 years of age or older) must be consulted in the development of the IEP. Look for the IEP, a memo explaining the consultation process, and a form to be completed and returned to our department.
For returning students in other grades, the IEP is based on discussions made during the Annual Review Meeting the previous spring. A consultation form needs to be signed by parents/guardians and students 16 years of age and older sometime during the school year. This is often done at the spring Annual Review Meeting unless changes are requested prior to this date.
For students transferring from other boards, an IEP is produced as quickly as possible once the OSR has been received by our school. Parents/guardians/senior students are provided with a copy, and must sign the consultation form at some point through the year.
It is important to recognize that the IEP is not written in stone, and if at any time, a parent/guardian or student feels changes need to be made to the current IEP, please contact our department.
Under Regulation 181/98 from the Ministry of Education, the IEP of any student (grade 8 and up) must include a plan for the student’s transition to appropriate post-secondary activities. The Kawartha Pine Ridge District School Board recommends that the following areas be considered to identify specific goals for the student: 1. Employment, 2. Independent Living, 3. Self-Advocacy, 4. Post-secondary Education/Vocational Training, 5. Community Participation, 7. Insurance, Financial, and Other Supports.
As a department, we’ve decided to focus on all of the above areas except #2 for most identified Adam Scott secondary students. Transition planning continues in grade 9, when students visit the Special Education Department to meet its members, learn about the services available, and how to access them. In this first year, we focus on Self-Advocacy, and encourage students to increase their awareness of themselves as learners. Individual IEPs are reviewed, including a discussion on strengths and needs, and ways in which students can take advantage of listed accommodations and strategies. Students also look at potential employment options, by exploring a Career Cruising Computer Program. Further exposure to potential future employment occurs when they complete their grade 10 Careers Course through the Guidance Department.
Grade 10 students are encouraged to consider the Co-Operative Education program, to determine whether or not their course selections are in line with their career plans, and to complete their 40 hours of Community Service. Self-Advocacy is addressed during the Ontario Literacy Test when we encourage students to access all of the accommodations made available to them to support them in writing this test.
Grade 11 and 12 students focus on exploring their Post-secondary Education options by attending college, university, and apprenticeship information sessions. Financial Support is investigated during OSAP assemblies, and by examining scholarship possibilities.
Every year, students can update a work-readiness profile, so that when they leave Adam Scott they have a printed record of the skills they have attained to ready themselves for employment after high school.