Specialized Classes & Unique Settings Student Profiles & Placement Process

specialized classes & unique settings

Student Profiles & Placement Process

September, 2016

Document Background and Rationale

The Calgary Board of Education (CBE) believes that learning experiences must be as unique as every student and that in an inclusive educational system an array of programming is available to ensure that each student is taught in the way that they learn best. Personalization of learning for all students requires that we ensure the CBE has educational programs and settings that attend to each student’s unique needs, abilities, interests and learning goals. Personalizing learning for most students occurs within their community school where universal, targeted and specialized instructional strategies, resources, supports and services ensure student success. For some students the personalization of learning is best met in a specialized classes or unique setting which allows for specific strategies, resources, technologies, and personnel to attend to the individual learning needs of these students. Most of the CBE’s specialized classes are situated within community school settings. The principal, as the instructional leader, is responsible for ensuring appropriate staffing; resource allocation, instructional strategies and supports are in place for all learners in their school, including students in specialized classes.

The goal of this document is to provide school-based administrators and members of Area Learning Teams with placement process information including: student profile information, placement timelines and required documentation for students to be considered for placement into specialized classes and unique settings.

The focus of this document is not on a student’s disabilities, but rather on the specialized classes and unique settings offered in the CBE and how learning is experienced by students in these classes. A detailed list of current resources has been compiled for each class and setting. We encourage all CBE staff to explore these resources as they provide significant and valuable information that supports the development of effective instructional experiences for students. This document is the first step in the development of a Standard of Practice for the CBE’s specialized classes and unique settings. We welcome feedback and/or questions as we further develop resources to support these important and valued programs within our school division.

As you read through this document you will see that in most cases, placement of students into specialized classes and/or unique settings is determined through a Placement Meeting. Placement Meetings involve the sharing of pertinent student information with members of the Placement Committee. Student information at the placement meeting should be shared by the school staff or ALT member who has the best knowledge and understanding of the student’s unique learning profile. Members of the Placement Committee, reviewing candidate information, will differ depending on the specialized class/unique setting, but may include:

1 . ALT members (as determined by Area Directors)

. Specialist(s)

. Strategist(s)

. Psychologist or Psychiatrist

. School Administrator or designate

. Partner representative (i.e. Woods, YWCA, Hull Child & Family Services, etc.)

For Unique Setting placements requested during the school year, Learning Services Specialists, in conjunction with unique setting staff, and ALT members make placement decisions based on the availability of space, complexity of the potential candidate and unique setting environment, and appropriateness of the referral.

For Specialized Class placements requested during the school year, ALT members, in conjunction with Principals of specialized classes, make placement decisions based on the availability of space, complexity of the potential candidate and specialized class environment, and appropriateness of the referral.

Placement Letter offers (posted under “staff insite” at “forms & documents”) require parental signatures.

When determining who has the parental authority to sign the placement letters accepting/denying the placement, consider the following:

. Who does the student live with?

. If the student lives with one or the other, does the school have on file court orders outlining sole or joint custody of parental authority to make education decisions for the student?

. If there are concerns, review with Legal Affairs (403-817-7988) for interpretation and recommendations regarding court orders.

. More information can be found on the “staff insite” under Legal Affairs

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Table of Contents specialized classes & unique settings ...... 0

Developmental Disabilities ...... 5 Communication Sensory and Social Interaction ...... 5 Teaching of Attitude, Social Skills and Communication Class ...... 8 Placement Process for CSSI and TASC ...... 11 Social Knowledge, Independent Living and Language Class ...... 12 Attitude, Community Competence, Elements of Academic Curriculum, Social Skills Class ...... 15 Placement Process for SKILL and ACCESS ...... 18 Christine Meikle School ...... 19 Emily Follensbee School ...... 21 Placement Process for Emily Follensbee and Christine Meikle School ...... 23 Adapted Learning Class ...... 24 Placement Process for Adapted Learning Class ...... 27 Placement Process for PLP Divisions II and III ...... 30 Placement Process for PLP Division IV ...... 31 Autism Spectrum Disorder Cluster Class ...... 32 Placement Process for ASD Cluster ...... 35

DEAF AND HARD OF HEARING ...... 36 Oral/Auditory Program | Elementary ...... 36 Deaf/Hard of Hearing – Bilingual | Elementary ...... 36 Deaf/Hard of Hearing – Bilingual | Secondary ...... 36 Placement Process for Deaf and Hard of Hearing ...... 39

EARLY DEVELOPMENT CENTRE ...... 40

ENGLISH LANGUAGE LEARNERS ...... 42 Literacy, English and Academic Development Class...... 42

GIFTED AND TALENTED EDUCATION ...... 44 Placement Process for Gifted and Talented Education ...... 47

LEARNING DISABILITIES ...... 48 Learning and Literacy (L&L) ...... 48 Placement Process for Learning and Literacy Class ...... 50 Dr. Oakley School ...... 51 Placement Process for Dr. Oakley School ...... 53

MENTAL HEALTH | WELLNESS ...... 54 Transitions ...... 56 Placement Process for The Class ...... 59 Alberta Health Services Classes that Include School Components Staffed by CBE ...... 60 Young Adult Program (YAP) ...... 61 AADAC Action Program ...... 62 Learning Admin | blh Updated: 5 December 2016 Page 3 of 87

SOCIAL EMOTIONAL ...... 63 Bridges ...... 63 Placement Process for Bridges ...... 65 Children Village School ...... 66 Nexus ...... 68 William Roper Hull School (WRHS) ...... 70 William Taylor Learning Centre (WTLC) ...... 72 High School Integration Class) ...... 72 Placement process for Children’s Village School, Nexus, William Roper Hull School, William Taylor Learning Centre, and HIP ...... 74 George Wood Learning Centre ...... 75 Hera ...... 76 Placement Process for HERA ...... 76

VISION ...... 78 Short-Term Classes at Vision Resource Centre ...... 78 Placement Process for Short Term Class at Vision Resource Centre ...... 79 Appendix A: Which schools have specialized classes? ...... 80 Appendix B: Which schools have unique settings? ...... 83

Learning Admin | blh Updated: 5 December 2016 Page 4 of 87

Developmental Disabilities

Communication Sensory and Social Interaction

What is the Communication Sensory, Social Interaction Class?

Communication, Sensory and Social Interaction (CSSI) classes offer unique learning environments which provide intensive supports and services to students in grades 1 – 12 who have been diagnosed with Autism Spectrum Disorders (ASD) and who have moderate to severe cognitive (intellectual) developmental disabilities. The purpose of CSSI is to develop students’ abilities to be as independent as possible in their home, school, and community environments. CSSI teachers recognize students’ unique sensory and learning needs. They work with their students on functional academic and living skills, including communication, and appropriate social interactions. A modified curriculum is used. Teachers base their instruction on the individual needs of each student, with a specific focus on sensory regulation. Instructional techniques may include individual and small group instruction and the use of assistive technology and augmentative communication systems. Inclusion in activities and events within the school community is provided where appropriate. CSSI classes typically have six students. Program staff includes one full time teacher and two full time education assistants, depending upon the complexity of the needs of the individual students.

What is the profile of students in the CSSI classes? Students who are eligible for placement in CSSI have highly specialized and complex learning needs based on the following criteria:

. Diagnosed with an Autism spectrum disorder

. Standardized assessments indicate severe to profound language delays (i.e. scores < 1st percentile) o Limited FUNCTIONAL language . Less than 10 functional requests (verbal/sign/picture exchange) for items or activities present in the environment o Limited receptive language . Limited ability to follow receptive instructions in routine situations (equal to or greater than 3 instructions with prompting) . Identifies less than 50 common objects . Identifies less than 10 body parts

. Standardized assessments indicate students’ adaptive skills are severely delayed o Requires supervision and support with toileting routines o Requires supervision and support when eating o Requires supervision and support with dressing (putting on coat, boots, etc.)

5 . Students often show significant sensory processing differences as identified by a sensory profile developed by an Occupational Therapist

. Students frequently demonstrate challenging behaviours o Aggression toward others (hitting, biting) o Self-injurious behaviour (hitting, biting self) o Destructive behaviour (throwing, breaking) o Disruptive behaviour (crying, screaming) o Unsafe behaviour (running, limited awareness of surroundings and personal safety)

. Students are in the early stages of developing learner behaviour (i.e. sitting for group time, attending to stimuli)

What documentation is required for placement consideration?

Copies of the most current assessment information, including:

. Updated IPP, including:

o Current level of achievement and functioning o Strategies and accommodations in place o Class modifications o Supports and services in place (in school, home, the community)

. Medical diagnosis or multi-disciplinary team assessment reports (if available)

. Psycho-educational assessment results

o Indicating a moderate to severe cognitive delay o Reflecting a moderate to severe delay in adaptive functioning

. Speech-language assessment results

o Indicating a severe delay in expressive and receptive language abilities

. Occupational therapy assessment results

o Describing the student’s sensory profile

. Behaviour Support Plan (if available)

. Placement Consideration Summary Sheet is completed.

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What resources are recommended for CSSI classes?

Physical Environment

. Distinct learning spaces (i.e. independent work stations, group instruction areas)

. Retreat space (i.e. quiet, comfortable space with bean bag chairs or other comforting seating)

. Sensory space

. Secure storage spaces (i.e. cupboards or storage lockers that can be locked)

. Kitchen space (if possible)

. Barrier-free washroom with a change table (if possible)

. Access to spaces where gross motor skills can be developed (indoor & outdoor, if possible)

. Reduce sensory stimulus wherever possible (i.e. low lighting, volume, clutter)

Learning Materials

. Manipulatives (i.e. blocks, lacing cards, sorting materials)

. Developmentally appropriate AND age appropriate materials (i.e. picture cards, puzzles, vocational)

. Extensive selection of reinforcers

. Safety materials (i.e. child proof door handles, locks for cupboards, door alarms, rubber gloves)

. Sensory equipment (i.e. therapy balls, beanbag chairs, headphones, theraband, body socks, music player, lap weights, beads, scarves, lighting

Recommended technology may include:

. I-Pads equipped with Apps for communication, reinforcement/rewards, social stories, etc.

. Computers

. Wall mounted SMART board with backlit projector

. AlphaSmart Neos

. Video camera

. Nintendo Wii

. iPod Nano with docking station

. Headphones

. Digital camera

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Teaching of Attitude, Social Skills and Communication Class

What is the Teaching of Attitude, Social Skills and Communication Class?

Teaching of Attitude, Social Skills, and Communication (TASC) classes are designed to provide intensive supports and services for students in Grades 1-12 who have moderate to severe cognitive (intellectual) and developmental disabilities. TASC programming teaches students functional living skills. There is focus on communication, appropriate social interactions, and the students’ unique sensory needs. The program works to assist students to be as independent as possible in their home, school, and community environments. This is done by helping the student to develop their skills for communication, functional academics, play and leisure, work, and functional living, as well as their health and safety awareness. Individual student needs are identified through the use of an assessment tool that helps to determine learning priorities. A modified curriculum is then implemented based on the individual needs of each student. Students in the TASC class are included in whole school activities (assemblies) as well as age-appropriate learning such as music, art, library, and gym when appropriate. A TASC class is a small group setting within a community school. It typically has up to 6 students and is staffed with one teacher and two full time educational assistants as well as a lunch room assistant.

What is the profile of students in the TASC classes?

Students who are eligible for placement in TASC are identified with:

. Severe cognitive and developmental disabilities often associated with a medical diagnosis. These students are eligible to be coded 41 as described by Alberta Education:

o FSIQ of 30 (plus or minus 5) or less. . Functional assessments by a qualified professional can be considered in cases where the disabilities of the child preclude standardized assessment. o Severe delays in all areas of functioning (<1st percentile) including: . Fine and gross motor skills . Speech/language development

. Severe to profound delays in adaptive functioning as measured by an adaptive behavioural scale.

o Require support and/or supervision with toileting routines o Require support and/or supervision when eating o Require support and/or supervision with all areas of self-care

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What documentation is required for placement consideration?

Copies of the most current assessment information, including:

. Updated IPP, including:

o Current level of achievement and functioning o Strategies and accommodations in place o Class modifications o Supports and services in place (in school, home, the community)

. Medical diagnosis or multi-disciplinary team assessment reports (if available)

. Psycho-educational assessment results

o Indicating a moderate to severe cognitive delay o Reflecting a moderate to severe delay in adaptive functioning

. Speech-language assessment results indicating a severe delay in expressive and receptive language abilities

. Occupational therapy assessment results describing the student’s sensory profile

. Physical therapy assessment results

. Behaviour Support Plan (if available)

. Placement Consideration Summary Sheet is completed.

What resources are recommended for TASC classes?

Physical Environment

. Learning spaces (comfortable spaces and furniture which allow opportunities for students to work independently, in small groups, and as part of a larger group)

. Calming space (comfortable space and furniture for students to self-regulate and relax within)

. Secure space (for the safe storage of personal information, various items, and food, where appropriate)

. Reduced sensory stimulus (i.e. low lighting, volume).

. Sensory spaces and opportunities for calming and proactive planning

. Kitchen space (if possible)

. Sink and microwave if kitchen space not possible

. Barrier free washroom

. Access to spaces where gross motor skills can be developed (indoor and outdoor)

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Learning Materials

. Developmentally and age appropriate learning materials/manipulatives

. Developmentally and age appropriate materials which support coping strategies and skills

. Visuals (i.e. schedules, rule cards, task analysis)

. Safety materials as required (i.e. child proof door handles, locks for cupboards, door alarms, rubber gloves, etc.)

. Reinforcers as required

. Sensory equipment (therapy balls, beanbag chairs, headphones, theraband, body socks, music player, lap weights, beads, scarves, lighting)

. Inclusive technology to support student learning and independence to include a variety of hardware and software

Recommended technology may include:

. Smart-boards

. Laptops/notebooks

. Portable media devices such as i-touch, i-pod, digital voice recorders, video recording devices.

. Speech to text software

. Reinforcement software (games, activities, etc.)

. Digital textbooks

. Online resources

. Sound FM Field System

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Placement Process for CSSI and TASC

Timelines Placement Process for CSSI and TASC

 Schools work through the SLT process to identify and implement different strategies for supporting student success across all domains (i.e. academic, social, social/emotional, coping, etc.). September - June  Schools with concerns about students who may require additional supports (Ongoing) contact their ALT.  ALT members respond to school requests for support via Area specific processes.  ALT members work with schools through the SLT process to ensure ongoing appropriate programming and transition planning are implemented for students already in specialized classes and/or unique settings.  Complex Needs Specialists work with school to do IPP reviews for students January already in these specialized classes.  Complex Needs Strategists and Specialists work with schools to determine (Available spaces which students in specialized classes or unique settings may graduate or tabulated) transition to new placements in the fall.  Complex Needs Strategists and/or Specialists, in consultation with school Principals, determine the number of placement openings that are predicted in specialized classes or unique settings.  Schools work with Strategist/Specialist to identify potential candidates and prepare required documentation. February (Consideration  In the case that students are determined NOT to be appropriate candidates, of potential candidates Strategists/Specialists will provide feedback (i.e. suggestions for programming and supports) to SLTs.  Strategists/Specialists identify students transitioning into the CBE from other school systems or Community Agencies who may be potential candidates, and gather required documentation.

March - April 15  Complex Needs Specialists schedule cross-Area placement meetings and send out invitations. (Pre-decision activities)  Strategists collect placement packages from schools and prepare Placement Consideration Summary Sheets for all potential candidates and forward them to the System Complex Needs Specialists.

 Cross-Area placement meetings are held, and placement decisions are made. April - May  Placement decisions are communicated by Specialists to SLTs and/or parents. (Decision Point)  Schools send Placement Letters to parents of CBE students, and document placement outcome in students' IPPs.  Specialists prepare Placement Letters relating to students transitioning from Community Agencies or other school jurisdictions.

Current CBE Students:

 Schools begin transition planning. Transition activities, including parent May - June communication, tours, open houses, intake meetings, etc. are undertaken. Sending and receiving school personnel are responsible for planning and (Post-decision coordinating these activities with the support of Specialists as needed. activities)  Schools document transition plans for current CBE students in students' IPPs. Students new to CBE:

 Specialists work with schools to begin transition planning. Transition activities, including parent communication, tours, open houses, intake meetings, etc. are undertaken.

Learning Admin | blh Updated: 5 December 2016 Page 11 of 87

Social Knowledge, Independent Living and Language Class

What is the Social Knowledge, Independent Living and Language Class?

Social Knowledge, Independent Living and Language (SKILL) classes offer intensive supports and services to students in Grades 1-6 who have been diagnosed with moderate cognitive (intellectual) developmental disabilities. The goal of the SKILL class is to teach students to be able to function as independently as possible in their home and community. SKILL teachers recognize their students’ unique sensory and learning needs. They work with them on functional living skills, including communication, appropriate social interactions, and being as independent as possible in their home, school, and community environments. A modified curriculum is implemented based on the individual needs of each student. Instructional accommodations may include the use of assistive technology, augmentative communication systems, and individual and small group instruction. Opportunities for inclusion with the rest of the school community are provided wherever appropriate. There are typically up to 8 students in each class. The staff includes one teacher and one or two education assistants, depending on the needs of the students.

What is the profile of students in the SKILL classes?

Students who are eligible for placement in SKILL are elementary aged students who:

. Have identified moderate cognitive disabilities which are often associated with a medical diagnosis. These students are eligible to be coded 52 (as a primary or secondary code) as described by Alberta Education:

o FSIQ in the range of 30 to 50 (plus or minus five) as measured on an individual intelligence test o Moderate to severe delays in adaptive functioning, as measured by an adaptive behaviour scale o For preschool children coming into Grade 1, if a cognitive assessment is not available then there must be evidence that students are not meeting age-appropriate developmental milestones despite intensive community programming supports and other standardized assessments must indicate functioning in the moderate to severe range in the following areas: . Expressive and receptive language skills . Fine and gross motor skills . Adaptive skills

. Have significant documented evidence that the student is not achieving to his or her learning potential despite intensive support from the community school, Area Learning Team and community service providers.

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What documentation is required for placement consideration?

Copies of the most current assessment information, including:

. Updated IPP, including:

o Current level of achievement and functioning o Strategies and accommodations in place o Class modifications o Supports and services in place (in school, home, the community)

. Medical diagnosis or multi-disciplinary team assessment reports (if available)

. Psycho-educational assessment results

o Indicating a moderate to severe cognitive delay o Reflecting a moderate to severe delay in adaptive functioning

. Speech-language assessment results indicating a severe delay in expressive and receptive language abilities

. Occupational therapy assessment results

. Physical therapy assessment results

. Behaviour Support Plan (if available)

. Placement Consideration Summary Sheet is completed.

What resources are recommended for SKILL classes?

Physical Environment

. Learning spaces (comfortable spaces and furniture which allow opportunities for students to work independently, in small groups, and as part of a larger group)

. Calming space (comfortable space and furniture for students to self-regulate and relax within)

. Secure space (for the safe storage of personal information, various items, and food, where appropriate)

. Reduced sensory stimulus (i.e. low lighting, volume).

. Sensory spaces and opportunities for calming and proactive planning

. Kitchen space (if possible)

. Sink and microwave if kitchen space not possible

. Barrier free washroom

. Access to spaces where gross motor skills can be developed (indoor and outdoor)

Learning Admin | blh Updated: 5 December 2016 Page 13 of 87

Learning Materials

. Developmentally and age appropriate learning materials/manipulatives

. Developmentally and age appropriate materials which support coping strategies and skills

. Visuals (i.e. schedules, rule cards, task analysis)

. Safety materials as required (i.e. child proof door handles, locks for cupboards, door alarms, rubber gloves, etc.)

. Reinforcers as required

. Sensory equipment (therapy balls, beanbag chairs, headphones, theraband, body socks, music player, lap weights, beads, scarves, lighting)

. Inclusive technology to support student learning and independence to include a variety of hardware and software

Recommended technology may include:

. Smart-boards

. Laptops/notebooks

. Portable media devices such as i-touch, i-pod, digital voice recorders, video recording devices.

. Speech to text software

. Reinforcement software (games, activities, etc.)

. Digital textbooks

. Online resources

. Sound FM Field System

Learning Admin | blh Updated: 5 December 2016 Page 14 of 87

Attitude, Community Competence, Elements of Academic Curriculum, Social Skills Class

What Is Attitude, Community Competence, Elements of Academic Curriculum, Social Skills Class?

Attitude, Community Competence, Elements (of Academic Curriculum), Social Skills (ACCESS) classes offer intensive supports and services to students in grades 7-12 who are diagnosed with moderate cognitive (intellectual) or developmental disabilities. The goal of the ACCESS program is to prepare students for transition to adult life in the community. ACCESS teachers recognize students’ unique sensory and learning needs. They work with their students on functional academic and living skills. These include communication, community awareness and appropriate social interaction, pre- vocational (work) skills, and assisting students to be as independent as possible in their home, school, and community environment. A modified curriculum is implemented based on the individual needs of each student. Instruction may be individual or in small groups and includes the use of assistive technology and augmentative communication systems. Inclusion within community school classes and activities occurs as appropriate. Typically, there are 10 students in each class along with two to three program staff. Program staff includes one teacher and one or two education assistants, depending upon the complexity of the needs of the individual students.

What is the profile of students in the ACCESS classes?

Students who are eligible for placement in ACCESS are junior and senior high school aged students who:

. Are identified with moderate cognitive disabilities which are often associated with a medical diagnosis. These students are eligible to be coded 52 (as a primary or secondary code) as described by Alberta Education:

o FSIQ in the range of 30 to 50 (plus or minus five) as measured on an individual intelligence test o Moderate to severe delays in adaptive functioning, as measured by an adaptive behaviour scale

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What documentation is required for placement consideration?

Copies of the most current assessment information, including:

. Updated IPP, including:

o Current level of achievement and functioning o Strategies and accommodations in place o Class modifications o Supports and services in place (in school, home, the community)

. Medical diagnosis or multi-disciplinary team assessment reports (if available)

. Psycho-educational assessment results

o Indicating a moderate to severe cognitive delay o Reflecting a moderate to severe delay in adaptive functioning

. Speech-language assessment results

o Indicating a severe delay in expressive and receptive language abilities

. Occupational therapy assessment results

. Physical therapy assessment results

. Behaviour Support Plan (if available)

. Placement Consideration Summary Sheet is completed.

What resources are recommended for ACCESS classes?

Physical Environment

. Learning spaces (comfortable spaces and furniture which allow opportunities for students to work independently, in small groups, and as part of a larger group)

. Calming space (comfortable space and furniture for students to self-regulate and relax within)

. Secure space (for the safe storage of personal information, various items, and food, where appropriate)

. Reduced sensory stimulus (i.e. low lighting, volume).

. Sensory spaces and opportunities for calming and proactive planning

. Kitchen space (if possible)

. Sink and microwave if kitchen space not possible

. Barrier free washroom

. Access to spaces where gross motor skills can be developed (indoor and outdoor)

Learning Admin | blh Updated: 5 December 2016 Page 16 of 87

Learning Materials

. Developmentally and age appropriate learning materials/manipulatives

. Developmentally and age appropriate materials which support coping strategies and skills

. Visuals (i.e. schedules, rule cards, task analysis)

. Safety materials as required (i.e. child proof door handles, locks for cupboards, door alarms, rubber gloves, etc.)

. Reinforcers as required

. Sensory equipment (therapy balls, beanbag chairs, headphones, theraband, body socks, music player, lap weights, beads, scarves, lighting)

. Inclusive technology to support student learning and independence to include a variety of hardware and software

Recommended technology may include:

. Smart-boards

. Laptops/notebooks

. Portable media devices such as i-touch, i-pod, digital voice recorders, video recording devices.

. Speech to text software

. Reinforcement software (games, activities, etc.)

. Digital textbooks

. Online resources

. Sound FM Field System

Learning Admin | blh Updated: 5 December 2016 Page 17 of 87

Placement Process for SKILL and ACCESS

Timelines Placement Process for SKILL and ACCESS

 Schools work through the SLT process to identify and implement different strategies for supporting student success across all domains (i.e. academic, social, September - June social/emotional, coping, etc.).  Schools with concerns about students who may require additional supports contact (Ongoing) their ALT.  ALT members respond to school requests for support via Area specific processes.  ALT members work with schools through the SLT process to ensure ongoing appropriate programming and transition planning are implemented for students already in specialized classes and/or unique settings.  Complex Needs Strategists and Specialists work with school to do IPP reviews for January students already in these specialized classes and unique settings. (Available spaces  Complex Needs Strategists and Specialists work with schools to determine which students in specialized classes or unique settings may graduate or transition to new tabulated) placements in the fall.  Complex Needs Strategists and/or Specialists, in consultation with school Principals, determine the number of placement openings that are predicted in specialized classes or unique settings. February  Schools work with ALT members to identify potential candidates and prepare required documentation. (Consideration of  In the case that students are determined NOT to be appropriate candidates, ALT members will provide feedback (i.e. suggestions for programming and supports) to potential SLTs. candidates  ALT members and/or Specialists identify students transitioning into the CBE from other school systems or Community Agencies who may be potential candidates, and gather required documentation.

March - April 15  ALT members collect placement packages from schools and prepare Placement Consideration Summary Sheets for all potential candidates and forward them to the (Pre-decision System Complex Needs Specialists.  Complex Needs Specialists schedule cross-Area placement meetings and send out activities) invitations.

 Cross-Area placement meetings are held, and placement decisions are made. April - May  Placement decisions are communicated by ALT members and/or Specialists to SLTs and/or parents. (Decision Point)  Schools send Placement Letters are sent to parents of CBE students, and document placement outcome in students' IPPs.

 ALT members and/or Specialists send Placement Letters to parents of students transitioning from Community Agencies or other school jurisdictions.

Current CBE Students:

 Schools begin transition planning. Transition activities including parent May - June communication, tours, open houses, intake meetings, etc. are undertaken. Sending (Post-decision and receiving school personnel are responsible for planning and coordinating these activities with the support of ALT members as needed. activities)  Schools document transition plans for current CBE students in students' IPPs. Students new to CBE:

 ALT members and/or Specialists work with schools to begin transition planning. Transition activities including parent communication, tours, open houses, intake meetings, etc. are undertaken. Learning Admin | blh Updated: 5 December 2016 Page 18 of 87

Christine Meikle School

What is Christine Meikle School?

Christine Meikle School is a unique setting offering programming for secondary school-age students (Grades 7-12) who have been diagnosed with moderate to severe cognitive (intellectual) developmental disabilities. Students at Christine Meikle School have complex learning, medical, and emotional needs. Students require medical procedures administered by a Licensed Practical Nurse or they have a high frequency of demonstrating behaviours that are harmful to themselves or to others. The goal of programming is to develop the functional daily living skills that students will need to transition to adult life in the community. The curriculum includes communication skills, sensory motor skills, functional academics, pre-vocational and vocational (work) skills, travel training, fine arts and adaptive physical education. A modified curriculum is implemented based on the individual needs of each student. Instructional techniques may include individual and small group instruction and the use of assistive technology and augmentative communication systems. There is a low student to staff ratio within the school.

What is the profile of students in Christine Meikle?

Students who qualify for placement at Christine Meikle School are secondary-age students who have a combination of the following:

. Have identified moderate to severe cognitive disability. These students may be eligible to be coded 41 or 44 (or a combination) as described by Alberta Education.

o FSIQ at or below 40 (plus or minus 5) as measured on an individual intelligence test o Multiple disabilities o Require medical procedures administered by an LPN o Have severe to profound delays in BOTH expressive and receptive language o Have severe to profound delays in fine and gross motor skills o Require extensive personal care (toileting, feeding, etc.)

. Display severe maladaptive behaviour that cannot be supported in a community school environment.

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What documentation is required for placement consideration?

Copies of the most current information including:

. Updated IPP, including:

o Current level of achievement and functioning o Strategies and accommodations in place o Program modifications o Supports and services in place (in school, home, the community)

. Medical diagnosis or multi-disciplinary team assessment reports (if available)

. Psycho-educational assessment results (if available)

o Indicating moderate to severe cognitive delay o Reflecting a moderate to severe delay in cognitive functioning

. Speech-language assessment results indicating a severe delay in expressive and receptive language abilities

. Occupational therapy assessment results describing the student’s sensory profile

. Physical therapy assessment results

. Behaviour support plan (if available)

. Placement consideration summary sheet is completed.

Learning Admin | blh Updated: 5 December 2016 Page 20 of 87

Emily Follensbee School

What is Emily Follensbee School?

Emily Follensbee School is a unique setting offering programming for students aged 2 ½ to 15 years who have been diagnosed with moderate to severe cognitive (intellectual) developmental disabilities. Students at Emily Follensbee School have complex learning, medical, and emotional needs. The goal of programming is to develop student’s communication skills, self-help skills, knowledge of their environment, basic concepts and community awareness. Curriculum focuses upon communication skills, the use of technology, sensory integration, motor skill development, music therapy, recreation therapy, and community involvement. This modified curriculum is implemented based on the individual needs of each student. Instructional techniques may include individual and small group instruction and the use of assistive technology and augmentative communication systems. There is a low student to staff ratio within the school.

What is the profile of students in Emily Follensbee?

Students who qualify for placement at Emily Follensbee School have a combination of the following:

. Have complex needs in the severe to profound range with moderate to severe cognitive disability. These students may be eligible to be coded 41, 43 or 44 (or combination with 41 as primary code) as described by Alberta Education Special Education criteria.

o FSIQ at or below 40 (plus or minus 5) as measured on an individual intelligence test. Functional assessments by a qualified professional will also be considered in cases where the disabilities of the student/ECS child preclude standard assessments. o Require constant assistance and/or supervision in all areas of functioning including daily living skills and may require assistive technology. o Multiple disabilities. o Require specialized medical procedures and/or medication administration during the day that requires constant monitoring and cannot be met in a community school. o Have severe to profound delays in BOTH expressive and receptive language. o Have severe to profound delays in fine and gross motor skills. o Require extensive personal care (toileting, feeding, etc.).

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What documentation is required for placement consideration?

Copies of the most current information including:

. Updated IPP, including:

o Current level of achievement and functioning o Strategies and accommodations in place o Program modifications o Supports and services in place (in school, home, the community)

. Medical diagnosis or multi-disciplinary team assessment reports and letters (if available)

. Psycho-educational assessment results (if available)

o Indicating moderate to severe cognitive delay o Reflecting a moderate to severe delay in cognitive functioning

. Speech-language assessment results indicating a severe delay in expressive and receptive language abilities

. Occupational therapy assessment results describing the student’s sensory profile

. Physical therapy assessment results

. Behaviour support plan (if available)

. Placement consideration summary sheet is completed.

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Placement Process for Emily Follensbee and Christine Meikle School

Timelines Placement Process Emily Follensbee School and Christine Meikle School

 Schools work through the SLT process to identify and implement different strategies for supporting student success across all domains (i.e. academic, social, social/emotional, coping, etc.). September - June  Schools with concerns about students who may require additional supports (Ongoing) contact their ALT.  ALT members respond to school requests for support via Area specific processes.  ALT members work with schools through the SLT process to ensure ongoing appropriate programming and transition planning are implemented for students already in specialized classes and/or unique settings.  Complex Needs Specialists work with school to do IPP reviews for students January already in these specialized classes.  Complex Needs Strategists and Specialists work with schools to determine which (Available spaces students in specialized classes or unique settings may graduate or transition to tabulated) new placements in the fall.  Complex Needs Strategists and/or Specialists, in consultation with school Principals, determine the number of placement openings that are predicted in specialized classes or unique settings.  Schools work with Strategists/Specialist to identify potential candidates and February prepare required documentation.  In the case that students are determined NOT to be appropriate candidates, (Consideration of Strategists/Specialists will provide feedback (i.e. suggestions for programming potential candidates and supports) to SLTs.  Strategists/ Specialists identify students transitioning into the CBE from other school systems or Community Agencies who may be potential candidates, and gather required documentation. March - April 15  Specialists schedule cross-Area placement meetings and send out invitations.  Strategists collect placement packages from schools and prepare Placement (Pre-decision Consideration Summary Sheets for all potential candidates and forward them to activities) the System Complex Needs Specialists.

 Cross-Area placement meetings are held, and placement decisions are made. April - May  Placement decisions are communicated by Specialists to SLTs and/or parents. (Decision Point)  Schools send Placement Letters to parents of CBE students, and document placement outcome in students' IPPs.  Specialists prepare Placement Letters to parents of students transitioning from Community Agencies or other school jurisdictions.

Current CBE Students:

 Schools begin transition planning. Transition activities including parent May - June communication, tours, open houses, intake meetings, etc. are undertaken. Sending and receiving school personnel are responsible for planning and (Post-decision coordinating these activities with the support of Specialist as needed. activities)  Schools document transition plans for current CBE students in students' IPPs. Students new to CBE:  Specialists work with schools to begin transition planning. Transition activities including parent communication, tours, open houses, intake meetings, etc. are undertaken.

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Adapted Learning Class

What is the Adapted Learning Class?

The Adapted Learning Program (ALP) is for students in grades 7-12 who have moderate cognitive (intellectual) disabilities. The goal is to enable each student to function as independently as possible in home, school, and community settings. ALP teachers work with their students to develop communication, social, functional living, literacy, and numeracy skills. Pre-vocational and vocational opportunities (work experience) are also supported. A modified curriculum is implemented based on the individual needs of each student. Instruction includes individual and small group activities and the use of assistive technologies. ALP provides opportunities to be included in the community school through complementary courses (options), clubs, sports, and special events. ALP classes typically have a up to 12 students with one full time teacher, one full time and one part time educational assistant, and a lunch room supervisor. Vecova is a society providing services to individuals with disabilities. They are contracted to support students in ALP classes at the high school level with Supported Work Study as part of the vocational programming.

What is the profile of students in ALP classes?

Students who are eligible for placement in ALP are junior and senior high school aged students who:

. Are identified with mild to moderate cognitive disabilities which are often associated with a medical diagnosis. These students are eligible to be coded 51 or 52 (as a primary or secondary code) as described by Alberta Education:

o FSIQ in the range of 45 to 65 (plus or minus five) as measured on an individual intelligence test o Mild to Moderate delays in adaptive functioning, as measured by an adaptive behaviour scale

. Need for regular opportunities for:

o Participation in complementary subjects, clubs, sports, and special events o Supported pre-vocational and/or vocational opportunities

***Students who have been programmed for primarily in their community school are given priority during ALP placement considerations. ***

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What documentation is required for placement consideration?

Copies of the most current assessment information, including:

. Updated IPP, including:

o Current level of achievement and functioning o Strategies and accommodations in place o Class modifications o Supports and services in place (in school, home, the community)

. Medical diagnosis or multi-disciplinary team assessment reports (if available)

. Psycho-educational assessment results

o Indicating a mild to moderate cognitive delay o Reflecting a moderate delay in adaptive functioning

. Speech-language assessment results

o Indicating a severe delay in expressive and receptive language abilities

. Occupational therapy assessment results

. Physical therapy assessment results

. Behaviour Support Plan (if available)

. Placement Consideration Summary Sheet is completed.

What resources are recommended for ALP classes?

Physical Environment

. Learning spaces (comfortable spaces and furniture which allow opportunities for students to work independently, in small groups, and as part of a larger group)

. Calming space (comfortable space and furniture for students to self-regulate and relax within)

. Secure space (for the safe storage of personal information, various items, and food, where appropriate)

. Reduced sensory stimulus (i.e. low lighting, volume).

. Sensory spaces and opportunities for calming and proactive planning

. Kitchen space (if possible)

. Sink and microwave if kitchen space not possible

. Barrier free washroom

. Access to spaces where gross motor skills can be developed (indoor and outdoor)

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Learning Materials

. Developmentally and age appropriate learning materials/manipulatives

. Developmentally and age appropriate materials which support coping strategies and skills

. Visuals (i.e. schedules, rule cards, task analysis)

. Safety materials as required (i.e. child proof door handles, locks for cupboards, door alarms, rubber gloves, etc.)

. Reinforcers as required

. Sensory equipment (therapy balls, beanbag chairs, headphones, theraband, body socks, music player, lap weights, beads, scarves, lighting)

. Inclusive technology to support student learning and independence to include a variety of hardware and software

Recommended technology may include:

. Smart-boards

. Laptops/notebooks

. Portable media devices such as i-touch, i-pod, digital voice recorders, video recording devices.

. Speech to text software

. Reinforcement software (games, activities, etc.)

. Digital textbooks

. Online resources

. Sound FM Field System

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Placement Process for Adapted Learning Class

Timelines Placement Process for Adapted Learning Class

September - June • Schools work through the SLT process to identify and implement different strategies for supporting student success across all domains (i.e. academic, (Ongoing) social, social/emotional, coping, etc.). • Schools with concerns about students diagnosed with mild to moderate cognitive delays who may require additional supports contact their ALT. • ALT members respond to school requests for support via Area specific processes. • ALT members work with schools through the SLT process to ensure ongoing appropriate programming and transition planning are implemented for students already in specialized classes and/or unique settings.

January • Complex Needs Strategists work with schools to do IPP reviews for students currently in ALP. (Available spaces • Complex Needs Strategists and Specialists work with schools to determine which students in specialized classes and unique settings may graduate or tabulated) transition to new placements in the fall. • Complex Needs Strategists and Specialists, in consultation with school Principals, determine the number of placement openings that are predicted.

February • Schools work with ALT members to identify potential candidates and prepare required documentation. (Consideration of • In the case that students are determined NOT to be appropriate candidates, ALT members will provide feedback (i.e. suggestions for programming and potential candidates) supports) to SLTs. • ALT members identify students transitioning into the CBE from other school

jurisdictions or Community Agencies who may be potential candidates, and gather required documentation.

March - April 15 • ALT members collect placement packages from schools and prepare Placement Consideration Summary Sheets for all potential candidates and (Pre-decision forward them to the System Complex Needs Specialists. • Complex Needs Specialists schedule cross-Area placement meetings and activities) send out invitations.

April - May • Cross-Area placement meetings are held, and placement decisions are made. • Placement decisions are communicated by ALT members to SLTs and/or (Decision Point) parents. • Schools send Placement Letters to parents of CBE students, and document placement outcome in students' IPPs. • ALT members send Placement Letters to parents of students transitioning into CBE. May - June Current CBE Students: (Post-decision  Schools begin transition planning. Transition activities including parent communication, tours, open houses, intake meetings, etc. are undertaken. activities) Sending and receiving school personnel are responsible for planning and coordinating these activities with the support of ALT members as needed.  Schools document transition plans for current CBE students in students' IPPs. Students new to CBE:

 ALT members work with schools to begin transition planning. Transition activities including parent communication, tours, open houses, intake meetings, etc. are undertaken.

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What is the Paced Learning Class?

Paced Learning Program (PLP) classes are for students in grades 4 – 12 who have been identified with mild or moderate cognitive (intellectual) developmental disabilities. PLP teachers provide instruction and learning opportunities that help students function as independently as possible at home, in the community, and in the workplace. Curriculum modifications and instructional accommodations are implemented based on each student’s strengths and needs. At the elementary level, the modified curriculum includes an emphasis on basic literacy, numeracy, daily living, communication, and problem solving skills. At the secondary level programming includes a focus on functional life and work skills such as time-management, self-advocacy, citizenship, community involvement and recreation. PLP programming also provides pre-vocational and vocational (work) opportunities. As well, it provides students with opportunities for inclusion in complementary courses (options), clubs, sports, and special events within the community school. PLP classes are staffed with one full time teacher and one or more education assistants, depending upon the grade levels of the students and the complexity of their needs. Elementary classes also have a lunchroom supervisor. Typical class sizes are 12 students at the elementary level, 14 students at the junior high level and 18 at the high school level.

What is the profile of students in PLP?

Students who are eligible for placement in PLP are students who:

. Are identified with mild cognitive disabilities and are coded 51 (as a primary or secondary code) as described by Alberta Education:

o FSIQ in the range of 50 to 70 (plus or minus five) as measured on an individual intelligence test o Academic achievement is in the extremely low range as measured by a standardized achievement scale o Moderate to severe delays in adaptive functioning, as measured by an adaptive behaviour scale

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What documentation is required for placement consideration?

Copies of the most current assessment information, including:

. Updated IPP, including:

o Current level of achievement and functioning o Strategies and accommodations in place o Class modifications o Supports and services in place (in school, home, the community)

. Medical diagnosis or multi-disciplinary team assessment reports (if available)

. Psycho-educational assessment results

o Indicating a mild cognitive delay o Reflecting a moderate delay in adaptive functioning

. Speech-language assessment results (if available)

. Occupational therapy assessment results (if available)

. Behaviour Support Plan (if available)

. Placement Consideration Summary Sheet is completed.

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Placement Process for PLP Divisions II and III

Timelines Placement Process for PLP Divisions II and III

Schools work with ALT members to identify potential candidates and February • prepare required documentation. (Consideration of potential • In the case that students are determined NOT to be appropriate candidates, ALT members will provide feedback (i.e. suggestions for candidates) programming and supports) to SLTs. • ALT members identify students transitioning into the CBE from other school jurisdictions or Community Agencies who may be potential candidates, and gather required documentation.

March - April 15 • ALT members collect placement packages from schools and prepare (Pre-decision activities) Placement Consideration Summary Sheets for all potential candidates.

• Placement meetings are held, and placement decisions are made. April - May • Placement decisions are communicated by ALT members to SLTs and/or parents. (Decision point) • Schools send Placement Letters to parents of CBE students, and document placement outcome in students' IPPs. • ALT members send Placement Letters to parents of students transitioning into CBE.

Current CBE Students:

 ALT members work with schools to begin transition planning. Transition activities including parent communication, tours, open houses, intake meetings, etc. are undertaken.

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Placement Process for PLP Division IV

**Please note timeline differences**

Timelines Placement Process for PLP Division IV

• Schools work through the SLT process to identify and implement different strategies for supporting student success across all domains (i.e. academic, social, social/emotional, coping, etc.). September - June • Schools with concerns about students diagnosed with a mild cognitive disability who may require additional supports contact their ALT. (Ongoing) • ALT members respond to school requests for support via Area specific processes. • ALT members work with schools through the SLT process to ensure ongoing appropriate programming and transition planning are implemented for students already in specialized classes and/or unique settings

November - December • ALT members work with schools to do IPP reviews for students currently in PLP, identifying high school programming needs for (Available spaces students transitioning (i.e. enrolment in K&E courses, complementary courses, etc.). tabulated) • ALT members work with schools to determine which students may graduate or transition to new placements in the fall. • Schools work with ALT members to identify potential candidates and prepare required documentation. Early January • In the case that students are determined NOT to be appropriate candidates, ALT members will provide feedback (i.e. suggestions for (Pre-decision activities) programming and supports) to SLTs. • ALT members collect placement packages from schools and prepare Placement Consideration Summary Sheets for all potential candidates.

• Placement meetings are held and placement decisions are made. January • Placement decisions are communicated by ALT members to SLTs. • Schools send Placement Letters to parents of CBE students, and (Decision point) document placement outcomes in students' IPPs. • ***Cross Area meetings may be arranged as necessary to consider placement options for PLP IV-appropriate students who can't be accommodated in their own Area due to complexity and/or lack of space.

• ALT members work with schools to ensure Division III and IV PLP Late January teachers have the opportunity to meet to discuss learning profiles and needs of transitioning students, including programming options to be (Post-decision activities) explored in high school (i.e. enrolment in K&E courses and complementary courses).

• Schools begin transition planning. Transition activities including parent February - May communication, tours, open houses, intake meetings, etc. are undertaken. Sending and receiving school personnel are responsible (Post-decision activities) for planning and coordinating these activities with the support of ALT members as needed. • Schools document transition plans in students' IPPs.

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Autism Spectrum Disorder Cluster Class

What is the Autism Spectrum Disorder Cluster Class?

Autism Spectrum Disorder (ASD) Clusters offer inclusive learning environments for students in grades 1 – 9. Students are high functioning individuals with diagnosed Autism Spectrum Disorders. They are each enrolled in age appropriate regular classrooms. The purpose of the ASD Cluster is to address academic, social, communication, behaviour, emotional regulation, organizational, and self-management learning needs. The goal is to teach students the skills they need to be able to function as independently as possible. Program staff includes one teacher and one education assistant working alongside regular classroom teachers. Lunch time support is provided as required. The Program Teacher teams with students’ classroom teachers. Together they plan and implement curriculum modifications and instructional accommodations individualized and personalized for each student. The Education Assistant works directly with the students. Students may also be taught directly by the Program Teacher individually or in small groups as required.

Support from other system or community based personnel is also available. This might include occupational therapists, physiotherapists, speech therapists, or other professionals. Each Cluster typically supports up to 8 students depending on student and class complexity.

What is the profile of students in the ASD Cluster classes?

. Elementary age students in Areas I – V who have a diagnosis on the Autism spectrum (code 44)

. Are able to function in an inclusive learning environment

. Are able to achieve at grade level in most academic areas with minimal support

. May need academic adaptations in the areas of writing and organization

. May have difficulties with anxiety and/or sensory regulation

. Need explicit social skill instruction

. Have mild delays in adaptive functioning

. There is significant documented evidence that the student is not achieving to their potential despite intensive supports (as identified in the IPP and/or Support Plan) in place in their school, home, and community.

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What documentation is required for placement consideration?

Copies of the most current assessment information available, including: . Updated IPP, including: o Current level of achievement and functioning o Strategies and accommodations in place o Class modifications o Supports and services in place (in school, home, the community) . Medical diagnosis or multi-disciplinary team assessment reports (if applicable) . Psycho-educational assessment results o Indicating cognitive functioning in the average to above average range o Reflecting a mild delay in adaptive functioning . Speech-language assessment results o Indicating mild to moderate delays in social language abilities . Occupational therapy assessment results (if available) o Describing the student’s sensory profile . Behaviour Support Plan . Placement Consideration Summary Sheet is completed.

What resources are recommended for these classes?

Recommended Teaching Resources

. The Incredible 5 Point Scale (Dunn Buron & Curtis, 2003)

. Social Behaviour Mapping: Connecting Behavior, Emotions and Consequences Across the Day (Garcia Winner, 2007)

. The New Social Story Book (Gray, 2010)

. Exploring Feelings: Cognitive Behaviour Therapy to Manage Anxiety (Atwood, 2004)

. Capturing the Motivation of Children with Autism or Other Developmental Delays (Partington, 2008)

. Teaching Language to Children with Autism or Other Developmental Disabilities (Sundberg & Partington, 1998)

. Tasks Galore (Eckenrode, Fennell, & Hearsey, 2003)

Physical Environment

. Distinct learning spaces (i.e. independent work stations, group instruction areas)

. Retreat space (i.e. quiet, comfortable space with bean bag chairs or other comforting seating)

. Sensory space

. Secure storage spaces (i.e. cupboards or storage lockers that can be locked)

. Reduce sensory stimulus wherever possible (i.e. low lighting, volume, clutter)

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Learning Materials

. Manipulatives

. Developmentally appropriate AND age appropriate materials

. Extensive selection of reinforcers

. Sensory equipment (i.e. therapy balls, beanbag chairs, headphones, theraband, body socks, music player, lap weights, beads, scarves, lighting)

. Inclusive technology

Recommended technology may include:

. i-Pads equipped with Apps for communication, reinforcement/rewards, social stories, etc.

. Computers

. Wall mounted SMART board with backlit projector

. Alpha-Smart Neos

. Video camera

. Nintendo Wii

. iPod Nano with docking station

. Headphones

. Digital camera

. Self-regulation software (ex. Heart Math)

. Read and Write Gold

. Dragon Naturally Speaking

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Placement Process for ASD Cluster

Timelines Placement Process for ASD Cluster

• Schools work through the SLT process to identify and implement different strategies for supporting student success across all domains (i.e. academic, social, September - June social/emotional, coping, etc.). • Schools with concerns about students diagnosed with an ASD who may require (Ongoing) additional supports contact their ALT. • ALT members respond to school requests for support via Area specific processes.

• ALT members work with schools through the SLT process to ensure ongoing appropriate programming and transition planning are implemented for students already in specialized classes and/or unique settings

January • Complex Needs Strategists work with schools to do IPP reviews for students in the ASD Cluster. (Available spaces • Complex Needs Strategists and Specialists work with schools to determine which students in specialized classes or unique settings may transition to new tabulated) placements in the fall. • Complex Needs Strategists and Specialists, in consultation with each ASD Cluster school Principal, determine the number of placements openings that are predicted.

February • Schools work with ALT members to identify potential candidates and to prepare (Consideration of required documentation. • In the case that students are determined NOT to be appropriate candidates, ALT potential members will provide feedback (i.e. suggestions for programming and supports) to SLTs. candidates) • ALT members identify students transitioning into the CBE from other school jurisdictions or Community Agencies who may be potential candidates, and gather required documentation.

March - April 15 • ALT members collect placement packages from schools and prepare Placement Consideration Summary Sheets, for all potential candidates and forward them to (Pre-decision the System Complex Needs Specialists. • Complex Needs Specialists schedule cross-Area placement meetings and send out activities) invitations.

April - May • Cross-Area placement meetings are held, and placement decisions are made. • Placement decisions are communicated by ALT members to SLTs and/or parents. (Decision Point) • Schools send Placement Letters to parents of CBE students, and document placement outcomes in students' IPPs. • ALT members send Placement Letters to parents of students transitioning into CBE.

Current CBE Students:

May- June  School begins transition planning. Transition activities including parent communication, tours, open houses, intake meetings, etc. are undertaken. (Post-decision Sending and receiving school personnel are responsible for planning and coordinating these activities with the support of ALT members as needed. activities) Students new to CBE:

 ALT members work with schools to begin transition planning. Transition activities including parent communication, tours, open houses, intake meetings, etc. are undertaken.

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DEAF AND HARD OF HEARING Oral/Auditory Program | Elementary

Oral/Auditory classes are for Deaf or Hard of Hearing students from Grades 1 to 6. Students in this program typically have hearing aids or cochlear implants and use personal FM systems. Parents have expressed preference for English language instruction using auditory methods of input (listening to English) and oral expression (speaking). This program emphasizes the use of speech, residual hearing, and/or speech reading and the use of written English. The primary program goal is developing oral communication and reading and writing skills. Inclusion opportunities in other classrooms, curriculum modifications, instructional accommodations, and learning technologies are personalized based on the needs of each student. In each classroom there is a teacher of the Deaf/Hard of Hearing and at least one support staff member. Typical class sizes are from 6 to 10 students. The ratio of students to staff varies depending on grade level and complexity of student needs. Outside agency service providers may also be utilized where necessary and appropriate.

Deaf/Hard of Hearing – Bilingual | Elementary

Bilingual classes at the elementary level are for Deaf or Hard of Hearing students from Grades 1 to 6. Students in this program typically have hearing aids or cochlear implants and use personal FM systems. Parents have expressed preference for instruction in American Sign Language (ASL). The program goal is to optimize students’ communication abilities and achievement using ASL and reading and writing English. Spoken English and listening may also be incorporated. The classroom and school environments are influenced by Deaf culture. Students may also participate with peers in other classrooms or educational opportunities and activities in the school, leading to bicultural learning experiences. Curriculum modifications, instructional accommodations, and learning technologies are personalized based on the needs of each student. Each classroom has a teacher of the Deaf/Hard of Hearing who teaches in ASL and/or English and at least one support staff member. Each class is supported by one or more Education Assistants and/or Educational Interpreters. Typical class sizes range from 6 to 10 students. The student to staff ratio varies depending on grade levels and complexity of student needs. CBE may also use outside agency service providers where necessary and appropriate.

Deaf/Hard of Hearing – Bilingual | Secondary

Secondary Bilingual American Sign Language (ASL)/English classes are for Deaf and Hard of Hearing students from grades 7 to 12. Students in this program typically have hearing aids or cochlear implants and have the option to use personal FM systems. A combination of congregation, co-enrolment, and integrated environments is available. The languages of instruction are American Sign Language and/or written/spoken English based on student needs. The primary program goal is to optimize students’ academic achievement, communication abilities, and personal development. The classroom and school environments are influenced by a variety of cultures including Deaf culture. Students may participate in congregated classes with Deaf and Hard of Hearing peers and in other classrooms or educational opportunities and activities in the school, leading to bi-cultural (or multi-cultural) learning experiences. Curriculum modifications, instructional accommodations, and learning technologies are personalized based on the needs of each student. Students are supported by a variety of professionals, including teachers of the Deaf/Hard of Hearing, Education Assistants, and/or Educational Interpreters. Typical congregated class sizes range from 6 to 10 students. The student to staff ratio varies depending on grade

Learning Admin | blh Updated: 5 December 2016 Page 36 of 87 levels and the complexity of student needs. CBE may also use outside agency service providers where necessary and appropriate.

What is the Deaf and Hard of Hearing Class (DHH)?

The DHH Class is for students in K-12 with a diagnosis of hearing loss. Students are typically congregated and/or integrated with the same age peers, and specialized supports are provided as necessary, based on the individual student’s needs. The goal of the program is to teach students language and literacy skills that will enable them to independently succeed within the school community. The emphasis of language of instruction is either American Sign Language and English, or Auditory/Oral. The DHH program is supported by a multidisciplinary team that includes: a CBE audiologist, DHH strategists, a DHH specialist, REACH, Alberta Health Services Speech Language Pathologists, as well as a school based team of trained teachers of the DHH and support staff (i.e. sign language interpreters, intervenor for Deafblind, education assistants).

What is the profile of students in the DHH Class?

Students who are eligible for placement in the DHH Class are students who:

. Are identified with a profound hearing loss. The following students are eligible to be coded 45 as described by Alberta Education:

o Have a hearing loss of 71 decibels (dB) or more unaided in the better ear over the normal speech range which interferes with the use of oral language as the primary form of communication; or o Have a cochlear implant preceded by a 71 dB hearing loss unaided in the better ear; and o Requires extensive modifications and specialized educational supports o Have a diagnosis by a clinical or educational audiologist.

. Are identified with a mild to moderate hearing loss. These students are eligible to be coded 55 (as a primary or secondary code) as described by Alberta Education

o Have a hearing condition that affects speech and language development and interferes with the ability to learn. o Have a mild (26 to 40 dB) to moderate (41 to 70 dB) hearing loss will have an average hearing loss of 26 to 70 dB unaided in the better ear over the normal range of speech. The normal range of speech is between 500 Hz and 4000 Hz.

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. New approvals require an audiogram within the past 3 years. If a student has a severe to profound sensor-neural hearing loss that has not changed significantly since the initial approval by Alberta Education, documentation from a qualified specialist in the field of deafness outlining the severity of the hearing loss and modifications to the learning environment may be sufficient to support eligibility.

What documentation is required for placement consideration?

. A current audiogram and audiology report to indicate the degree of hearing loss and its etiology

. Indication from both the student and their parents/guardians of the student’s preferred communication mode (i.e. aural/oral or American Sign Language)

. Speech Language Pathologist’s report

. Psychology-education assessment, if any

. IPP report/report card

What facility is required for placement consideration?

Students require a learning environment that promotes communication and access to information. An environment that is conducive to learning takes into account the acoustics, light source, room configuration and student placement. Sample indicators of effective programming:

. soft, dense, acoustically friendly materials such as curtains, carpeting, baffles and soft-sided dividers that absorb background noise are evident. . The teacher, whiteboard, and computer are free from glare and clearly seen by the student. . ambient noise, such as fans, fluorescent lighting, shuffling paper or hallway noise, is identified and reduced or eliminated. . the student is seated according to the recommendations of the educational audiologist, strategists, or teacher of the DHH.

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Placement Process for Deaf and Hard of Hearing

Timeline Placement Process for Deaf and Hard of Hearing

• Schools work through the ALT process to identify and implement September - June different strategies for supporting student success across all domains (i.e. academic, social, social/emotional, coping, etc.). (Ongoing) • Schools and / or ALT members are to contact the DHH specialist re: students that are diagnosed with a hearing loss who may require additional supports.

January • DHH specialist works with DHH Classes to do IPP reviews for students currently in these classes, determining which students may graduate (Available spaces or transition to new placements in the fall. • in consultation with the school Principals of DHH Classes, determines tabulated) the number of placement openings that are available for the upcoming year. • The DHH Strategists, classroom teachers, and / or ALT members work with schools to identify potential candidates and prepare required documentation. February (Consideration of • In the case that students are determined NOT to be appropriate candidates, the DHH Specialist, DHH strategists and / or ALT potential candidates members will provide feedback (i.e. suggestions for programming and supports) to SLTs. • The DHH Specialist will identify students transitioning into the CBE from other school jurisdictions or Community Agencies who may be potential candidates, and gather required documentation.

March • Parental visits are scheduled to view future classroom placements for (pre-decision activities) their children

• Placement meetings are held March • Placement decisions are made and communicated by the DHH Specialist to the school Principals, ALT members and/or parents. (Decision Point) • Placement outcomes are document in students’ IPP’s by IPP coordinators • The DHH Specialist sends placement letters to parents

Current CBE Students and Students new to CBE:

March - June  Schools begin transition planning. Transition activities include parent communication, tours, open houses, intake meetings, etc. Sending and (Post-decision activities) receiving school personnel are responsible for planning and coordinating these activities  Support from the DHH Specialist and/or DHH System team may be accessed as required.

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EARLY DEVELOPMENT CENTRE

What is the Early Development Centre (EDC)?

The Early Development Centres (EDC) supports pre-school children (2 ½ to 5 ½ years old on September 1st of the school year) who have identified moderate to severe delays/disabilities. These may be delays in speech and language, social, emotional, or behavioral development, and/or physical development. The program offers multi-disciplinary supports and services. It includes specialized early childhood education teachers, speech and language pathologists, occupational therapists, and physical therapists. The goal is to enhance whole child development and readiness for school learning. Pre- Kindergarten programming is provided for pre-school aged children. Alberta Education’s Kindergarten Program Statement is the starting point of learning for all students in their kindergarten year. Learning in the EDC is play based. Within the program each child will receive specific services targeting their identified needs and strengths. Teachers personalize instruction and attend to each child’s learning so they can all participate, progress, and achieve. Class sizes typically fall between 10 and 12 children. Exact class sizes depend on the complexity of the children’s needs. Each class is supported by a certified teacher and two support staff (typically an education assistant and a speech-and-language assistant). Parent/guardians are partners in this work and are a valuable member of their child’s multi-disciplinary learning team. Families are also able to access Family Oriented Programming through the EDC. This service connects programming for the child at school and at home.

What is the profile of pre-school children in EDC?

. Identified with moderate to severe disabilities as outlined by Alberta Education’s guidelines

. If identified with a severe delay or disability they are 2 years 6 months of age as of September 1st

. If identified with a mild/moderate delay or disability they are 3 years 6 months of age as of September 1st

. For children already attending kindergarten:

o They have already been identified with a severe delay or disability o Documentation is available to support the strategies and interventions that have been implemented o A case conference is held relating to how this class would benefit the child’s needs and the suitability of the class based on the child’s profile, age and years of previous PUF accessed.

What documentation is required for placement consideration?

. For children who are seeking to access Program Unit Funding (PUF), they will require documentation to support coding for severe delay or disability as outlined in the Special Education Coding criteria from Alberta Education.

. Children must first be pre-approved by Alberta Education for PUF if they are under the age of 3 years 6 months on September 1st before they are able to attend

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. For children who will be accessing mild/moderate funding, they will require current documentation to support their coding for a mild/moderate delay or disability as outlined in the Special Education Coding Criteria from Alberta Education

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ENGLISH LANGUAGE LEARNERS Literacy, English and Academic Development Class

Literacy, English & Academic Development (LEAD) classes provide intensive supports and services at elementary, junior high and high school, for certain students and families who are starting school with little or no English. They also have limited literacy and numeracy skills in their first language. LEAD participants are newcomer immigrant and refugee students who had limited schooling in their home country due to circumstances such as war, civil unrest, government instability and the like. There are often additional complexities related to trauma, grief, and loss. The goal of programming in the LEAD class is to provide short-term, sheltered, trauma-sensitive, language, academic, and cultural instruction to enable successful transition to community classes. Instructional programming focuses on intensive oral English language development, basic literacy and numeracy, and cultural/social adjustment. LEAD classes are not mandatory. They are offered as a choice. Teachers begin with the regular curriculum (Alberta Programs of Study). They personalize so that all students can participate, progress, and achieve. Parent/guardians are partners in the work. They are considered to be valuable members of their child’s multi-disciplinary learning team. LEAD classes typically have 15 students and are staffed by one teacher and one education assistant.

What is the Literacy, English, and Academic Development Class?

The LEAD class provides intensive supports and services for students and families who have been identified as English Language Learners with backgrounds of Limited Formal Schooling. The ultimate programming goal of the LEAD class is to provide sheltered, trauma-sensitive, short-term language, academic and cultural instruction to enable students to transition into community classes. Instructional programming focuses on intensive oral English language development, basic literacy, numeracy, and cultural and social adjustment. Students remain in LEAD classes for a maximum of twenty months after which they are assessed for their readiness to transition to ESL programming in their community school. Students are expected to progress through three to five grade levels in that time-frame. LEAD classes are offered as a class of choice to students of this profile, and may begin at any time during the school year.

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What is the general profile of students in this type of class?

. Newcomer immigrant and refugee English Language Learners who have had little or no opportunity to attend school in their home country due to war, civil unrest, government instability, lack of educational infrastructure, persecuted status or family situations

. Students recognized as having additional complexities related to trauma, grief and loss as a result of their migration and resettlement experiences.

. Frequently government-sponsored or privately sponsored refugees who have experienced prolonged periods of displacement.

. Little or no English

. Limited literacy in first language

. Numeracy skills significantly below grade level

. A history of interrupted education

. No indication of other presenting learning issues at the time of registration

What documentation is required for placement consideration?

LEAD students are usually identified during the intake and registration process at Kingsland Centre. A prioritization rubric is used to determine eligibility for the LEAD class considering previous schooling, English language proficiency and first language literacy. Initial information gathered through a family interview and an overview of landing papers indicates:

. An immigration code on landing papers indicative of refugee or protected status

. Arrival from an at risk country

. Receiving resettlement support through Citizenship and Immigration at Margaret Chisholm Centre

. Extended periods of family separation

. A family constellation and guardianship arrangement suggesting that parents are missing or dead

. A January 1st birthdate suggesting lost documentation

. Family reporting that schooling was missed or intermittent

. Family reporting that schooling was of low standard

. Assessment information indicates:

o English proficiency at or below ESL Level 1 benchmarks in listening, speaking, reading and writing o Math screener demonstrating skills significantly below grade level o First language writing sample demonstrating skills significantly below expected grade level o Phonemic awareness measures at frustration level

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GIFTED AND TALENTED EDUCATION

Gifted and Talented Education (GATE) – GATE is for students in Grades 4-12 who have been identified as intellectually gifted. The goal of GATE is to support academic and personal development. GATE aims to encourage self-understanding and the achievement of individual potential. GATE programming allows gifted learners to work collaboratively in classes made up with like-minded peers for their academic studies. Students may progress at a faster pace through the regular curriculum (Alberta Education Programs of Study). They are provided with frequent opportunities to apply higher level thinking skills and diverse problem solving strategies to real world topics. There are opportunities to explore areas of particular interest through independent research. GATE students in junior high and high school have the same choices of complementary courses (options) as other students of the school. They are typically active in school wide activities and extracurricular programs. At the high school level GATE programming may also include courses selected from the International Baccalaureate (IB) and Advanced Placement (AP) programs. Class sizes are typically between 16 and 27 depending upon the grade level and the complexity of the needs of the individual students.

What is the Gifted and Talented Education class?

The GATE class offers a congregated environment of intellectually gifted peers and personalized learning experiences that develop their unique social, emotional and intellectual capacities. Students will progress at a faster pace through the class of studies focusing on in-depth and challenging learning experiences. Central to the class is the development of critical and creative thinking skills as well as social and emotional competence. The GATE class is located in various community schools throughout Calgary. It is staffed by a certified teacher with the class size ranging anywhere from 16 to 24.

What is the profile of students in GATE?

Students who benefit from GATE are identified as being moderately to profoundly gifted with complex learning needs. Typically, they have a composite of the following characteristics:

Cognitive Traits

. Very Superior intellectual ability

. Observant

. Curious

. Intense interests

. Strong memory

. Long attention span, especially in areas of interest

. Strong reasoning skills

. Well-developed powers of abstraction, conceptualization, and synthesis

. Sees relationships in ideas, objects, or facts, quickly and easily

. Fluent and flexible thinking

. Elaborate and original thinking

. Strong problem solving skills

. Learns quickly and with less practice and repetition

. Unusual and/or vivid imagination

Social and Emotional Traits

. Interested in philosophical and social issues

. Highly sensitive, emotionally and even physically

. Concerned about fairness and injustice

. Is intense and can be perfectionistic

. Energetic

. Well-developed sense of humor

. Usually intrinsically motivated

. Relates well to parents, teachers and other adults

. Forms strong attachments

Language Traits

. Extensive vocabulary

. May read early

. Reads rapidly and widely

. Asks "what if, how and why” questions

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Additional Traits

. Asynchronous development, where intellect, emotions, and physical development are uneven

. Enjoys learning new things

. Enjoys intellectual activity

. Displays intellectual playfulness

. Prefers books and magazines meant for older children

. Skeptical, critical, and evaluative

What documentation is required for placement consideration?

Copies of the following are required:

. Psycho-educational assessment results o Indicating cognitive abilities within the Very Superior range

. GATE School Form (for those who attend CBE schools only)

. GATE Parent Form

. Student Reflection

. Recent report card

. IPP (when available)

. Achievement test results

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Placement Process for Gifted and Talented Education

Timelines Placement Process for Gifted and Talented Education

• Schools work through the SLT process to identify and implement different strategies for supporting student success across all domains (i.e. academic, social, social/emotional, coping, etc.) September - June • Schools contact ALT team regarding students who are identified as gifted and may require additional supports. (Ongoing) • ALT members respond to school requests for support via Area specific processes.

• The system specialist supporting gifted learners, together with GATE October - November school personnel, host GATE Information evenings for parents of potential GATE candidates. • Specialist supporting Gifted Learners works with schools to determine January – mid - February which students may graduate or transition to new placements in the fall. (Available spaces • GATE applications are submitted to the designated GATE school based on the address and grade level of the student. tabulated) • Late applications are accepted, but are considered after the initial process is completed and number of open spaces is determined.

Late February • Placement Committee reviews all applications and makes placement (Consideration of potential decisions. candidates) • Placement Committee communicates placement decisions to SLTs.

March 30 • Schools send letters to all applicants regarding placement decisions. • Schools send Placement Letters to parents of CBE students. (Decisions communicated) • Specialist sends Placement Letters to parents of students new to CBE.

April • Placement consideration and outcome are documented in students' IPPs. (Decision point) • Student documents are forwarded to the designated school for September.

April - June • Schools begin transition planning. Transition activities including parent communication, tours, open houses, intake meetings, etc. are (Post-decision activities) undertaken. Sending and receiving school personnel are responsible for planning and coordinating these activities.

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LEARNING DISABILITIES

Learning and Literacy (L&L)

Learning and Literacy (L&L) is for students in Grades 4 – 9 who have identified Learning Disabilities. These lead to significant academic challenges, especially in literacy. The goal of L&L is to assist students to gain skills, knowledge, and competencies to reach their academic, social, and emotional potential. L&L is fully blended with regular classroom instruction using a co-teaching model. This allows for specialized programming within an inclusive classroom. L&L provides various technologies and students are taught to use them effectively. This supports students both in school and throughout life. Teachers accommodate based on individual needs, incorporating the key components of programming for students with Learning Disabilities including instruction, self-advocacy and transition planning. Teachers begin with regular curriculum (Alberta Programs of Study) and personalize so that all students participate, progress, and achieve. Staff includes regular classroom teachers and L&L designated teachers for all core subjects. This allows for flexible groups and targeted instruction during core subject instructional time. Two teachers are included in the school staffing for every 15 L&L students. Depending on timetabling and the number of L&L students at each site, learning technology and strategies options and/or additional small, flexible instructional groups may be provided.

What is the Learning and Literacy Class (L& L)?

The L&L class is for students identified with learning disabilities in Division II and III. The goal of L&L class is to assist each student in gaining skills, knowledge, and competencies to reach their academic, social, and emotional potential. The service delivery model within the L&L class is a fully blended classroom model with an emphasis on developing literacy skills (reading and writing) within classroom instruction. The model of service delivery allows for team teaching using Universal Design for Learning as the basis of curriculum planning and delivery. Inclusive learning technologies, curriculum design, accommodations, and all key components for students with learning disabilities are implemented based on the individual needs of each student. Key components include:

o Collaboration between team teachers o Individualized Class Planning o Diagnostic and ongoing assessment to guide instructional design for each student o Accommodations o Parental Involvement o Intensive, extensive, explicit instruction o Self-advocacy development o Transition planning

What is the profile of students in L&L?

. Identified learning disability according to Alberta Education criteria (LDAC definition).

. Learning needs are primary (if there are other needs such as emotional or behavioural disabilities or mental health concerns, these are not presenting as the primary need). Learning Admin | blh Updated: 5 December 2016 Page 48 of 87

. There is no single “cut score” for Full Scale Intelligence Quotient (FSIQ) but for the diagnosis to have been made there must be evidence of average thinking and reasoning skills. There may be extreme variability within the cognitive profile (not always), sometimes meaning that the FSIQ is not reported or is not a meaningful reflection of overall intellect.

. Highly complex learning disabilities – often these students have complex learning profiles e.g. significant language based learning disabilities (weaker Verbal Comprehension scores) or low average or borderline overall abilities along with extreme academic weaknesses.

. Academic achievement is very significantly delayed in relation to grade level and expected achievement levels of approximately 2 – 3 grade levels.

What documentation is required for placement consideration?

Copies of the most current information, including:

. Psycho-educational assessment report

. Updated/Evaluated IPP which includes current level of achievement in reading, writing, and math levels

. Placement Consideration Summary Sheet completed as per the area specific processes regarding this

. Most recent reading assessment

. Two writing samples – one unassisted writing sample without technology support and one with

. Any other documents used to support student in current school location (e.g. speech/OT/PT, Support plan)

. Verbal agreement of parental consent to bring child forward for placement consideration.

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Placement Process for Learning and Literacy Class

Timelines Placement Process for Learning and Literacy Class

• Schools work through the SLT process to identify and implement different strategies for supporting student success across all domains (i.e. academic, social, social/emotional, coping, etc.) or schools are asked to request consultation, programming, assessment and/or other supports as needed during the school year through the ALT request process. September - June • Ongoing placement considerations for L&L classes following Area specific processes regarding placement. (Ongoing) • Schools with concerns about students with learning disabilities who may require additional supports contact their ALT. • ALT members respond to school requests for support via Area specific processes. • ALT members work with schools through the SLT process to ensure ongoing appropriate programming and transition planning are implemented for students already in specialized classes and/or unique settings • Schools create the IPP and maintain ongoing data and information January about the student’s current level of academic achievement. • ALT members work with schools following Area specific processes to (Available spaces determine which students are appropriate to transition to new placements in the fall. tabulated) • ALT members, in consultation with L&L school Principals, determine the number of placement openings that are predicted.

February • Schools work with ALT members to identify potential candidates and prepare required documentation. (Consideration of potential • In the case that students are determined NOT to be appropriate candidates, ALT members will provide feedback (i.e. suggestions for candidates) programming and supports) to SLTs.

March - April 15 (Pre- • ALT members collect placement packages from schools and prepare decision activities) Placement Consideration Summary for all potential candidates.

• Following Area based specific, placement consideration meeting is April - May held and placement decisions are made. • Placement decisions are communicated by ALT members to SLTs. (Decision point) • Schools send Placement Letters to parents of CBE students, and document placement outcome in students' IPPs.

• Transition Planning for existing Gr. 6 and 9 L&L students – personnel designated by the administration initiate contact with feeder schools to facilitate transition May –June • Transition planning for new L&L students - Schools begins transition planning. Transition activities including parent communication, tours, (Post-decision activities) visits, open houses, intake meetings, etc. are undertaken. Sending and receiving school personnel are responsible for planning and coordinating these activities with the support of ALT members as needed.

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Dr. Oakley School

What is Dr. Oakley School?

Dr. Oakley School is a unique setting middle school for students in Grades 3 -9 who have identified Learning Disabilities, resulting in significant academic challenges, especially in reading. Dr. Oakley provides intensive, specialized reading and literacy instruction for a relatively short time (typically two years). Reading and writing skills are taught, with a goal of successful reintegration into community school programming. There is a focus on balanced literacy, including direct instruction and guided reading.

Curriculum modifications and instructional accommodations are implemented based on the individual needs of each student. Students have access to technology (hardware and software). The emphasis is on Language Arts and Mathematics. Literacy is also taught through topics in Social Studies and Science.

Staffing generally allows for small, flexible instructional groups throughout the school day. Two teachers work with each team of about 20 students. The teams are further supported by Literacy Support Specialists, a Literacy/Librarian/Technology Specialist, a Physical Education Teacher, and one or more Educational Assistants. Collaborative Support Team Teachers also assist current and former Dr. Oakley students who have transitioned to community schools. This results in low staff to student ratios throughout most periods in the day.

What is the profile of students at Dr. Oakley School?

. Identified learning disability according to Alberta Education coding criteria “Learning Disabilities refer to a number of disorders which may affect the acquisition, organization, retention, understanding or use of verbal or nonverbal information. These disorders affect learning in individuals who otherwise demonstrate at least average abilities essential for thinking and/or reasoning. As such, learning disabilities are distinct from global intellectual deficiency”.

. Learning needs are primary.

. Average to above average language skills as reflected by Verbal Comprehension scores from the WISC-IV and/or other evidence of a good oral language base expresses student suitability of a short term intervention class with a focus on meta-cognitive strategies.

. 2 years or more below grade level in reading.

. Reading is the primary focus of intervention along with writing. Students whose LD is primarily in the Math area are NOT eligible for placement.

. Students may occasionally be considered if writing is the primary concern, but usually only when there is also room for improvement in reading as well.

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What documentation is required for placement consideration?

Copies of the most current information, including:

. Psycho-educational assessment report

. Dr. Oakley Placement Consideration Application found in forms or contact your ALT

. IPP

. Most recent report card

. Any other documents used to support student in current school location (e.g. Speech/OT/PT/ Support Plan)

. Verbal agreement of parental consent to bring child forward for placement consideration

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Placement Process for Dr. Oakley School

Timelines Placement Process for Dr. Oakley School

• Schools work through the SLT process to identify and implement different strategies for supporting student success across all domains (i.e. academic, social, social/emotional, etc.). • Schools with concerns about students with learning disabilities who September - June may require additional supports contact their Area Learning Team (ALT). (Ongoing) • ALT members respond to school requests for support via Area specific processes. • ALT members work with schools through the School Learning Team (SLT) process to ensure ongoing appropriate programming and transition planning are implemented for students already in specialized classes and/or unique settings February • Dr. Oakley staff completes IPP reviews, to determine which students (Available spaces are ready to transition to new placements in the fall. • Dr. Oakley School Principal identifies the number of placement tabulated) openings for the following school year.

February • School personnel prepare student placement consideration summaries for consideration for Dr. Oakley. (Pre-decision activities) • Schools forward on their Dr. Oakley student placement consideration summaries to their Area office

• Placement meetings are held and placement decisions are made March - April Placement decisions are communicated via email from the Dr. Oakley Placement Team. (Decision point) • Schools document placement outcome in students' IPPs. • Schools send placement letters to parents to initiate placement process • Schools begin transition planning in preparation of modified calendar April – June (Post-decision earlier start date for Dr. Oakley. Transition activities including parent communication, tours, open houses, intake meetings, etc. are activities) undertaken. Sending and receiving school personnel are responsible for planning and coordinating these activities with the support of ALT members as needed.

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MENTAL HEALTH | WELLNESS

What is The Class?

The Class is for students in grades 4-12 who have diagnosed severe internalizing mental health disorders that severely impair their ability to function in a regular school program. Students often have severe depression, anxiety, or similar disorders. They may be withdrawn or socially isolated. All students are receiving treatment outside of school or have recently completed treatment and their service provider remains involved. The goals are to develop wellness and to progress toward partial or full integration into their school’s regular community program and/or the workplace. A Class teacher supports the personalization of academics while helping students to learn to manage their emotions. Program staff assist students to be ready to join other classes in the school. Those transitions are then supported, allowing for success. The learning team includes the student, family, existing medical/therapeutic team, program staff, and other school staff (especially the student’s other teachers). Class sizes typically range from 8 to 14 students depending upon grades and complexity of needs. Typically, each Class has a teacher and a behaviour support worker. A CBE psychologist and a Family Education Practitioner (FEP) also work with each Class. The FEP is provided under contract with Hull Services (a specialized service provider).

What is the profile of students in The Class: Elementary, Jr. High and High School?

Students who are eligible for placement in The Class: Elementary, Jr. High and High School require intensive supports, based on the following criteria:

. Student is in Division II, III or IV

. There is significant documented evidence that the student is not achieving to his/her potential despite intensive supports in place in their school, home, and community

. Student is identified with a mental health diagnosis, and meets the criteria for a severe social emotional disability (code 42) or a severe medical disability (code 44)

. Internalizing mental health needs are the primary presenting issue at school

. Student is currently involved in therapeutic treatment outside of The Class which includes a mental health professional acting as the case manager and ongoing involvement in individual, group and/or family therapy

. Student is able to usually attend school, engage in personalized academic programming, and attend some academic classes within the school setting independently or with support (may require a short period of transition to do so)

. Student and parent(s)/guardian(s) are supportive of the placement and willing to participate in the supports available through The Class

What documentation is required for placement consideration?

. Documentation of a current mental health diagnosis (DSM IV-TR/V) Learning Admin | blh Updated: 5 December 2016 Page 54 of 87

. Current, evaluated IPP which has been signed by the parent/guardian

. Current Support Plan and/or Functional Behaviour Checklist which has been signed by the school team and parent/guardian

. Current Attendance Records

. Most recent Psycho-educational Assessment

. Parent/guardian authorization for obtain/ release of information to / from Alberta Health Services (AHS), Woods and Hull Child and Family Services

. Placement Consideration Summary Sheet is completed.

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Transitions

What is the Transitions Class?

Transitions is offered in collaboration with Woods Homes (Woods) and Alberta Health Services (AHS). It is for students in grades 1-12 who are not able to attend or to benefit from other programs due to significant internalizing mental health disorders which severely impair functioning. Transitions students need significant support to ‘bridge’ into a school setting. The goal is to identify and address barriers to mental wellness, school engagement and success. AHS and Woods staff play important roles in providing therapeutic support and connecting students and families to mental health programs and community supports. Mental health curriculum, numeracy, and literacy, are starting points for personalizing learning, practicing re-engagement and school readiness skills. Academic programming is personalized based on individual student needs and readiness. Program staff use a strength based, trauma-informed framework to guide programming, starting from where the student and family begin. Connection to, and integration with, other students in the school is planned based on the individual needs of each student. Calgary Board of Education staff includes one full-time teacher and one full-time behaviour support worker. There are typically 6 to 10 students in a Transitions class depending on the grade levels and complexity of the students.

It is a service that will work to support parents and the student to ‘bridge’ to the next school setting. It may offer:

. personalized therapeutic programming and support to the student and family

. assistance in accessing and utilizing medical and community support services

. preparation and practice with school readiness behaviours

. support moving the student from the home environment to the classroom environment

. support, dependent on need, to transition to the next appropriate setting

. Students may be just leaving or waiting to enter a mental health in-patient or day treatment program. Mental health curriculum, numeracy and literacy will be used as the platform for personalizing learning, building coping skills, practicing re-engagement and building school readiness skills.

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Transitions: Elementary is in one school in the CBE and has a CBE teacher, a CBE behaviour support worker, an Alberta Health Services therapist, and a Wood’s Homes Family Support Counsellor, with the option to collaborate with other service providers and agencies as required.

Capacity will fluctuate dependent on intensity of service required (typically a maximum of 8 students).

Transitions: Junior/Senior High is located in one school in the CBE and has a CBE teacher, a CBE behaviour support worker, an Alberta Health Services therapist, and a Wood’s Homes Family Support Counsellor, with the option to collaborate with other service providers and agencies as required.

Capacity will fluctuate dependent on intensity of service required (typically a maximum of 10 students).

What is the profile of students in the Transitions: Elementary or Junior/Senior Class?

Students who are eligible for placement in the Transitions: Elementary or Jr/Sr High Programs require intensive supports, based on one or more of the following criteria:

. Student is in Division I,II,III or IV

. Significant documented evidence that the student is not achieving to his/her potential despite intensive supports in place in their school, home, and community and is already accessing a specialized CBE program such as The Class

. Displays significant symptoms of mental illness but due to many reasons (transciency, parental mental illness, homelessness, etc.) is not connected with Mental Health Practitioners and may not yet be diagnosed

. Housebound or severe attendance issues: unable due to diagnosed mental illness to consistently attend The Class or a regular classroom setting

. May be waiting for a mental health in-patient or day treatment program and unable to attend The Class or a regular classroom setting due to his/her diagnosed mental illness

. May be leaving a mental health in-patient or day treatment program but still not ready to attend The Class or a regular classroom setting

. Student and parent(s)/guardian(s) are supportive of the placement and willing to participate in the supports available through the Transitions Team to re-engage at school

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What documentation is required for placement consideration?

. current mental health diagnosis documentation (DSM IV-TR/V) (if available)

. Current, evaluated IPP which has been signed by the parent/guardian (if available)

. Current Support Plan and/or a current Functional Behaviour Checklist which has been signed by the school team and parent/guardian (if available)

. relevant Student Learning Team (SLT) notes

. Current Attendance Records and Psycho-educational Assessments (if available)

. Parent/guardian authorization for release of information to / from Alberta Health Services (AHS), Woods and Hull Child and Family Services

. Placement Consideration Summary Sheet is completed.

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Placement Process for The Class

Timelines Placement Process for The Class

• Schools work through the SLT process to identify and implement different strategies for supporting student success across all domains (i.e. academic, social, social/emotional, coping, etc.) • Schools with concerns about students diagnosed with severe internalizing September–June mental health disabilities that may require additional supports contact their ALT. (Ongoing) • ALT members respond to school requests for support via Area specific processes. • ALT members work with schools through the SLT process to ensure ongoing appropriate programming and transition planning are implemented for students already in specialized classes and/or unique settings • Behaviour/Mental Health Specialist works with SLTs to do IPP reviews of January students currently in Mental Health Classes. • Behaviour/Mental Health Specialist works with schools to determine which (Available spaces students in MH classes may graduate or transition to new placements in the fall. tabulated) • Behaviour/Mental Health Specialist, in consultation with school Principals, determines the number of placement openings that are predicted. February - March • Schools work with Behaviour/Mental Health Strategists to identify potential (Consideration of candidates and prepare required documentation. • In the case that students are determined NOT to be appropriate candidates, potential Behaviour/Mental Health Strategists will provide feedback (i.e. suggestions for candidates) programming and supports) to SLTs.

Early April • Behaviour/Mental Health Strategists collect Student profile packages from schools and prepare Placement Consideration Summary Sheets for all (Pre-decision potential candidates and forward them to the Behaviour/Mental Health Specialist. activities) • Behaviour/Mental Health Specialist schedules cross-Area placement meetings and sends out invitations. • Cross-Area placement meetings are held, and placement decisions are made when placement committee members have reached consensus. When the placement committee cannot reach consensus, another method will be found to determine whether a candidate is appropriate. Lacking a consensus among participants, it will be the responsibility of a pre-determined March – April committee (i.e. School Principal, Psychologist, Behaviour/Mental Health Specialist) to make the decision. This process may include further discussion (Decision Point) after collecting more information about the student and/or observing the student. • Placement decisions are communicated by Behaviour/Mental Health Strategists to SLTs. • Schools send Placement Letters to parents, and document placement outcome in students' IPPs.

April - June • Schools begin transition planning. Transition activities including parent (Post-decision communication, tours, open houses, intake meetings, etc. are undertaken. Sending and receiving school personnel are responsible for planning and activities) coordinating these activities with the support of ALT members as needed.

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Alberta Health Services Classes that Include School Components Staffed by CBE

**Please note that the referral process for the following classes is determined by Alberta Health Services (AHS). For more information schools and/or families can contact Access Mental Health (403-943-1500) **

What is Dr. Gordon Townsend School? Dr. Gordon Townsend School is located at the Alberta Children’s Hospital (ACH). The school provides multidisciplinary services to students who have been diagnosed as medically fragile, are brain injured, or who require acute rehabilitation following surgery or traumatic illness. The school also serves students presenting with social, emotional, and/or behavioural challenges and who require diagnosis, assessment, and possibly initial treatment. The goal of the education component is to provide an individualized academic class for each student while enrolled at the school. The emphasis of instruction is on Language Arts and Mathematics. Curriculum modifications and instructional accommodations, and integration activities with students from other classes within the school are implemented based on the individual needs of each student. Instructional accommodations may include the use of assistive technology, augmentative communication methods, compensatory strategy instruction, cognitive retraining, alternative instructional methods and individual or small group literacy instruction. The ratio of students to staff ranges between 6:1 and 8:1. Class staff includes two teachers in the Rehabilitation and Education Class and three teachers in the Mental Health Class. Teachers work collaboratively with a multidisciplinary team that may include psychiatry, psychology, physiotherapy, occupational therapy, speech/language therapy, social work, nursing, and recreation therapy, based on the student’s needs. Services are accessed via referral by the ACH Medical Clinic.

What is the Adolescent Day Treatment Class (ADTP)? ADTP is a short-term therapeutic treatment class located at Holy Cross Hospital. Its purpose is to support junior and senior high school students who have significant internalizing mental health issues. The goal of instruction is to teach coping skills to support each student’s social and emotional needs. In addition to the academic component of the class, students receive individual and group counseling, family support, and on-site support from a psychiatrist. Curriculum modifications and instructional accommodations are implemented based on the individual needs of each student. The ratio of students to staff ranges between 10:2 and 12:2. Class staff includes one teacher, and one behaviour support worker. Class staff works in consultation with a case manager (therapist), family therapist, recreational therapist, occupational therapist, mental health nurse, and psychiatrist. The class is offered in partnership with and accessed through AHS. Referrals to this service can be initiated by contacting Access Mental Health 403- 943-1500.

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Young Adult Program (YAP)

What is the Young Adult Class (YAP)?

The Young Adult Program (YAP) is a short-term program for adolescent students (typically 13-18 years old) who have been hospitalized because of severe mental health issues. YAP is offered in partnership between Alberta Health Services (AHS) and the Calgary Board of Education (CBE). Placement in YAP is through Emergency Services (AHS). YAP is intended to keep students connected to academic study, and to school, during their hospitalization. At YAP, each student’s mental health needs are identified by the hospital team. These needs are then considered priorities. They are typically addressed in an Individualized Program Plan (IPP). Teachers support academic study and work with the student’s regular curriculum (Alberta Programs of Study). They personalize for the needs of the individual. YAP provides case managed multi-disciplinary assessment and treatment. The team may include Psychiatry, Psychology, Family Therapy, Occupational and Recreational Therapy, Psychiatric Nursing, and CBE staff. In the classroom, a certificated Teacher and a Behaviour Support Worker work with 10 to 12 students. When the student is ready to be discharged the team provides transition to the next appropriate setting. The student’s school receives information about ongoing needs. A Strength and Success Plan may be developed for this purpose.

This class is accessed by hospital emergency department physicians when an adolescent presents with acute psychiatric symptoms in a hospital emergency department.

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AADAC Action Program

AADAC – Action Program is a short-term voluntary substance abuse treatment program for youth. The focus of this Alberta Health Services program is individual and group counselling, with youth passing through the program stages of exploration, personal power and transitions. The full length of the program is typically 12 weeks. While in treatment, all youth attend the site-based school on a part-time basis. Given the treatment focus of the program, youth do not engage in full curriculum. Admission to this school program is through AADAC not through a direct CBE registration

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SOCIAL EMOTIONAL

Bridges

What is the Bridges class?

The Bridges class is for elementary, junior high and high school students identified with severe externalizing emotional/behavioural diagnoses. The goal of the Bridges Class is to assist each student to achieve academic success and behavioural competence through personalized programming, parental involvement, and supported transitions to regular classrooms.

The emphasis of instruction is on establishing safety, building relationships, teaching self-regulation strategies, problem solving strategies, social skills development and academic engagement. Curriculum modifications and instructional accommodations are implemented based on the individual needs of each student. Students in the Bridges Class are part of the school community and participate in larger class settings as they develop and practice new skills.

Each class is typically staffed with a teacher and support worker. A CBE psychologist is assigned to support the Bridges Class programming. The ratio of students to staff typically ranges from 4:1 to 6:1, depending on grade level and complexity.

What is the profile of students in Bridges?

. Students are in Division I, II, III

. There is significant documented evidence that the student is not achieving to his/her potential despite intensive supports (as identified in the IPP and Behaviour Support Plan) in place in their school, home, and community

. The student is identified as meeting the criteria for a severe social emotional disability (code 42) or a severe medical disability (code 44).

. Externalizing behavioral needs are the primary presenting issue at school.

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What documentation is required for placement considerations?

. Current psychological/medical assessment which indicates a social/emotional diagnosis (DSM IV- TR)

. Current, evaluated IPP signed by parent/guardian

. Current Behaviour Support Plan signed by parent/guardian

. Verbal consent of parents/guardians that they are supportive of the placement and willing to participate in the supports available through the class

. Placement Consideration Consent letter signed by parent/guardian

. Placement Consideration Summary Sheet is completed.

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Placement Process for Bridges

Timelines Placement Process for Bridges

• Schools work through the SLT process to personalize learning through identifying and implementing different strategies for supporting student success across all domains (i.e. academic, social, social/emotional, coping, etc.). September - June • Schools concerned about students with behavioural diagnoses who may require additional support contact their ALT. (Ongoing) • ALT Members respond to school requests for support via Area specific processes. • ALT members work with schools through the SLT process to ensure ongoing appropriate programming and transition planning are implemented for students already in specialized classes and/or unique settings • Area behaviour/mental health strategist works with schools to do IPP January reviews for students currently in Bridges, determining which students (Available spaces may transition to new placements in the fall. tabulated) • Strategist, in consultation with each Bridges school principal, determine the number of placement openings that are predicted. • Schools work with Strategists to identify potential candidates and prepare required documentation. • In the case that students are determined NOT to be appropriate February (Consideration candidates, Strategists will provide feedback (i.e. suggestions for of potential candidates) programming and supports) to SLTs. • Behaviour/Mental Health Strategists identify students transitioning into CBE from other school systems or Community Agencies who may be potential candidates, and gather required documentation.

March - April 15 • Strategist collects Student Profile packages from schools and prepares (Pre-decision activities) Placement Consideration Summary Sheets for all potential candidates.

• Placement meetings are held and placement decisions are made. • Placement decisions communicated by Strategist to schools and/or April - May parents. • Schools send Placement Letters to parents of CBE students, and (Decision point) document placement outcomes in students' IPPs. • Strategists send Placement Letters to parents of students transitioning into CBE.

• Schools begin transition planning. Transition activities including parent May - June communication, tours, open houses, intake meetings, etc. are undertaken. Sending and receiving school personnel are responsible (Post-decision activities) for planning and coordinating these activities with the support of ALST members as needed.

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Children Village School

What is Children’s Village School?

Children’s Village School (CVS) is a unique setting for elementary school age students (Pre-school to Grade 6) who have severe emotional and behavioural issues. These issues are apparent in school and other environments such as home and community. Complex issues create barriers to learning and success in the student’s designated school or other CBE programs.

The program uses a strength based, trauma-informed frame work. Goals include building upon existing strengths and promoting the development of new skills, and abilities to create long-term positive change. Teachers start with the regular academic curriculum (the Alberta Programs of Study) which they personalize by making appropriate modifications and instructional accommodations based on individual student need. Students are engaged in academic work and develop social and interpersonal relationship skills. Parents are considered valuable partners and members of their child’s team. Programming is most effective when students and their parents/guardians are fully engaged.

Each class is staffed with a CBE teacher and two Wood’s Homes school support counsellors (specialized contracted service providers). The class size is typically 6-8 students. Additional services include on-site therapy for students, family support, and psychiatric consultations. Some students may also be eligible for speech therapy, physiotherapy and occupational therapy services.

What is the profile of students in Children’s Village School?

. Elementary aged students who are identified as meeting the criteria for a severe social emotional disability (code 42) or a severe medical disability (code 44).

. Behavioural needs are severe, longstanding and primary

. Students have likely already accessed Area based classes such as Bridges. The supports offered in these classes have been proven to be unsuccessful for these students.

. Student and parents/guardians are willing to participate in the therapeutic and family supports offered as part of the class.

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What documentation is required for placement consideration?

. Current psychological/medical assessment indicating appropriate diagnostic information (DSM IV- TR)

. Current IPP which has been evaluated and signed by parent(s)/guardian(s)

. Current Behaviour Support Plan which has been signed by parent(s)/guardian(s)

. CBE consent forms signed by parent/guardian allowing for the “releasing” and “obtaining” of information to/from Woods Home staff, Hull Homes staff, Alberta Health Services.

. Placement Consideration Summary Sheet is completed.

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Nexus

What is Nexus?

Nexus is a class for high school aged students (15 years or older) who have severe behavioural or emotional challenges. The goal of Nexus is to provide a structured learning environment for students who have experienced limited success in regular high school environments. The program is located in a setting outside of a traditional school, to better meet students’ unique needs. Nexus looks to build missed connections between students, school and communities. These connections form the foundations for social, emotional and academic growth. Students set specific goals based on their individual needs. To meet their goals, students go through the phases of the program that they require. These may include engagement with the program and staff, assessment of current needs, life skills development, and counseling. Curriculum selection and modification, as well as instructional accommodations, are planned and implemented based on the needs of each student. The personalization of goals and programming supports student success which is measured both academically and socially. Staff typically includes one full time Teacher and one full time Behaviour Support Worker for every 8 students. Usually up to 12 students are enrolled in a Nexus class. A Psychologist supports the program with assessment, consultation, or counseling as needed.

What is the profile of students in Nexus?

. High school students aged 15 years as of September 1 (for semester 1) or February 1 (for semester 2) of the current academic year.

. Identified as meeting the criteria for a severe social emotional disability (code 42) or a severe medical disability (code 44)

. Behavioral needs are extreme and are primary. These students are not typically successful in classes which operate out of mainstream schools.

. History of intentional supports as identified in the IPP and Support Plan.

. Student has likely accessed other CBE classes which focused on supporting the student in dealing with his/her behaviour issues (i.e.: Bridges, William Roper Hull, William Taylor Learning Centre)

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What documentation is required for placement consideration?

. Current psychological/medical assessment with diagnostic information (DSM IV-TR)

. Current IPP which is signed and evaluated by parent(s)/guardian(s)

. Current Support Plan which is signed by parent(s)/guardian(s)

. Verbal permission from parent/guardian for the student to be considered for placement

. Placement Consideration Summary Sheet is completed.

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William Roper Hull School (WRHS)

What is William Roper Hull School?

William Roper Hull School (WRHS) is a unique setting school operated by the Calgary Board of Education and Hull Services. It serves students in Grades 1 – 12. WRHS is a trauma-sensitive environment that offers intense supports and services for students who are exhibiting severe mental health and behavioural difficulties at school, in the community, and at home. The difficulties create significant barriers to learning beyond those which can be supported through less intense behavioural programming. The goal is to teach strategies that lead to readiness for learning. The program uses a strength based, trauma-informed framework. It promotes the development of new strengths and skills to create long-term positive changes. Curriculum modifications and instructional accommodations are based on the individual needs of each student. WRHS also provides support for students transitioning back to community schools or to other specialized classes. Each class at WRHS is staffed by a teacher and two mental health/behaviour counsellors. The multi-disciplinary learning team works closely with parents or guardians and community agencies to meet the unique needs of each student. There are typically 8 to 12 students in each class depending on grade level and complexity of student needs.

What is the profile of students in William Roper Hull?

. Students in grades 1 – 12 meet the criteria for a severe social / emotional disability (code 42) or a severe medical disability (code 44)

. Students are often dually diagnosed and have significantly complex profiles

. Behavioural needs are severe, longstanding and primary; these students are not typically successful in classes which operate within mainstream schools

. History of intentional supports as identified in the IPP and Support Plan

. Students will likely have accessed other CBE classes which are designed to assist with adapting the problematic behavior

. Student and parents are supportive of the placement and willing to participate in the therapeutic and family supports offered as part of the class.

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What documentation is required for placement considerations?

. Current psychological/medical assessment with diagnostic information (DSM IV)

. Current IPP which is signed and evaluated by parent(s)/guardian(s)

. Current Support Plan which is signed by parent(s)/guardian(s)

. CBE consent forms which indicate that the parent/guardian agrees to the “obtaining” and “releasing” of information to/from Hull staff

. Placement Consideration Summary Sheet is completed.

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William Taylor Learning Centre (WTLC)

What is William Taylor Learning Centre?

William Taylor Learning Centre (WTLC) is a unique setting school operated by the Calgary Board of Education and Wood’s Homes. It serves students in Grades 7 – 12. WTLC provides educational and therapeutic opportunities for students who are exhibiting severe and longstanding emotional/behavioural difficulties in their schools, communities and homes. Their behaviour difficulties create significant barriers to learning. The goals at WTLC are to help students achieve optimal academic success and to modify their behaviour. Curriculum modifications and instructional accommodations are implemented based on the individual needs of each student. The program offers intense supports and services for students and their families. There is intentional focus on existing strengths. The programming available at WTLC is most effective when students and their parent(s)/guardian(s) participate. Staff members help students and families to promote the development of new strengths, skills and attributes. The work is focused on creating long-term positive change across multiple environments. Classes are staffed with one teacher and at least one school support counsellor. Additional services include on-site clinical support for students, family support, and psychiatric consultations. There are typically 6-8 students in each class depending on grade level and complexity of student needs.

What is the profile of students in William Taylor Learning Centre?

. Junior high age students identified as meeting the criteria for a severe social emotional disability (code 42) or a severe medical disability (code 44)

. Behavioral needs are, severe, longstanding and primary; these students are not typically successful in classes which are operated within mainstream schools

. History of intentional supports as identified in the IPP and Support Plan

. Students will likely have accessed other CBE classes which are designed to assist with adapting problematic behavior

. Student and parent(s)/guardian(s) are supportive of the placement and willing to participate in the therapeutic and family supports offered as part of the class.

What documentation is required for placement consideration?

. Current psychological/medical assessment with diagnostic information (DSM IV)

. Current IPP signed by parent(s)/guardian(s)

. Current Support Plan signed by parent(s)/guardian(s)

. CBE consent forms with parental/guardian signatures indicating their agreement to the “obtaining” and “releasing” of information to/from Woods Homes staff

. Placement Consideration Summary Sheet is completed.

High School Integration Class)

What is the High School Integration Class (HIP)? Learning Admin | blh Updated: 5 December 2016 Page 72 of 87

HIP is a high school class (housed out of Crescent Heights High School) designed to support students who have behavioral challenges which interfere with their success. HIP is available to students who live in Areas I – V.

One of the primary components of HIP is “supported integration” into the typical classrooms within the host school with the end goal being successful high school graduation. Integration is determined on an individual strength-based system and is designed to both respect and challenge each student’s abilities. The student to staff ratio is 8:3. Class staff assists students with integration into the mainstream classes and the HIP teacher ensures that teachers who receive the HIP students into their classes are fully aware of their individual needs. With thoughtful transition planning these students can gradually move into a full time regular high school placement when/if they are ready. The students in the class receive personal support, academic support, personalized programming and customized scheduling. Instructional accommodations and curriculum modifications/adaptations are provided as needed.

What is the profile of students in HIP?

. Students are in grades 10-12

. Students meet the criteria for a severe social/emotional disability (code 42) or a severe medical disability (code 44)

. Although the primary presenting issue is externalizing behavioural. Students exhibit behaviour which would not be considered extremely disruptive or oppositional. Students may also be highly anxious or avoidant; and will require close relationships with adults whom they feel will support them throughout the day if/when necessary.

. History of intentional supports as identified in the IPP and Support Plan

. Student and parent/guardian are supportive of the placement and open to the supports available through the class

. Verbal agreement from parent/guardian to have the student considered for placement

What documentation is required for placement consideration?

. Current psychological/medical assessment with diagnostic information (DSM IV)

. Current IPP which is signed and evaluated by parent(s)/guardian(s)

. Current Support Plan which is signed by parent(s)/guardian(s)

. Verbal agreement from parent/guardian to have the student considered for placement

. Placement Consideration Summary Sheet is completed.

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Placement process for Children’s Village School, Nexus, William Roper Hull School, William Taylor Learning Centre, and HIP Placement process for Children’s Village School, Nexus, William Roper Hull School, William Taylor Timelines Learning Centre, and HIP

• Schools work through the SLT process to identify and implement different strategies for supporting student success across all domains (academic, social, social/emotional, etc.). • Schools with concerns about students with behavioural challenges who may require additional September - June supports contact their ALT. (Ongoing) • ALT members respond to school requests for support via Area specific processes. • ALT members work with schools through the SLT process to ensure ongoing appropriate programming and transition planning are implemented for students already in specialized classes and/or unique settings

January • Behaviour/Mental Health Specialist works with unique settings to do IPP reviews for students currently in these unique settings, determining which students may graduate or transition to new (Available spaces placements in the fall. • Behaviour/Mental Health Specialist, in consultation with Principals of unique settings, determines tabulated) the number of placement openings that are predicted in specialized classes or unique settings

• Schools work with ALT to identify potential candidates and prepare required documentation. February • In the case that students are determined NOT to be appropriate candidates, ALT members will provide feedback (i.e. suggestions for programming and supports) to SLTs. (Consideration of • Behaviour/Mental Health Strategists identify students transitioning into the CBE from other school potential candidates) jurisdictions or Community Agencies who may be potential candidates, and gather required documentation.

• ALT members collect placement packages from schools and prepare Placement Consideration March - April 15 Summary Sheets for all potential candidates and forward them to the Behaviour/Mental Health (Pre-decision Specialist. For NEXUS, referrals are forwarded to System Assistant Principal. • Behaviour/Mental Health Specialist schedules placement meetings and sends out invitations. activities) • NEXUS intakes will be on-going throughout the school year. Therefore there will not be specific dates set for Placement Meetings. • Placement meetings are held, and placement decisions are made. • Placement decisions are communicated by ALT members to SLTs and/or parents. In the case that the student is not offered a spot in the unique setting, the placement committee will April - May provide feedback (i.e. suggestions for programming and supports) to SLTs. (Decision Point) • Schools send Placement Letters to parents of CBE students, and document placement outcome in students' IPPs. • ALT members and/or Specialist send Placement Letters to parents of students transitioning from other school systems or Community Agencies.

Current CBE Students:

• Schools begin transition planning. Transition activities including parent communication, tours, open May - June houses, intake meetings, etc. are undertaken. Sending and receiving school personnel are responsible for planning and coordinating these activities with the support of ALT members as (Post-decision needed. • Schools document transition plans for current CBE students in students' IPPs. activities) Students new to CBE:

• ALT members and/or Specialist work with schools to begin transition planning. Transition activities including parent communication, tours, open houses, intake meetings, etc. are undertaken.

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George Wood Learning Centre

What is George Wood Learning Centre (GWLC)?

GWLC is a Calgary Board of Education school class for students who are in intensive residential treatment through Wood's Homes. The goal of GWLC is to help students achieve maximum academic and behavioral success. Curriculum adaptations/modifications and instructional accommodations are based on the individual needs of each student. The ratio of students to staff is 8:2. Class staff includes one teacher and one school support counselor. The Wood's Homes residential setting provides additional clinical services such as a full-time therapist. Families are also able to access additional services offered through Wood's Homes. Access to GWLC is through Child and Family Services.

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Hera

What is Hera?

Hera is a partnership between the Calgary Board of Education and the Boys and Girls Club of Calgary. It provides school and community based support to at-risk girls ages 13-17 who are vulnerable to sexual exploitation. Students attend Hera voluntarily. There may be substance abuse with associated risks. The goal of Hera is to help each young woman to move forward in a positive direction. Staff members teach skills, knowledge, and competencies so each student can remove herself from risk. Hera provides supported transition to community school and/or work experience settings. All aspects of the program are grounded in trauma informed practice. Instruction focuses on core academics and experiential learning. Customized services from the Boys and Girls Club may include in-home family support, therapy, mentoring, Youthwork and/or Community Resource Connections. These may be offered outside of school hours. The class is staffed with a teacher and a behaviour support worker. A psychologist also supports the team in addressing the students’ current academic and emotional needs. Typically, the ratio of students to staff is approximately 10:2, depending upon the complexity of the needs of the students.

What is the profile of students in Hera?

. Female students who are a minimum of 14 years of age whose primary struggle is “at risk” behaviors such as street behaviour, prostitution or at risk for prostitution, substance abuse, physical abuse etc….

. The student must be open and willing to accept the placement and acknowledge that they are exhibiting “at-risk” behaviors

. Parent/guardian must be open and willing to accept the supports provided by the Hera team

. There is no expectation that referred students have an identified Alberta Education code

What documentation is required for placement consideration?

. Current evaluated IPP (if student is coded) signed by parent/guardian

. Completed Hera application form available on boys and girls club of Calgary website

. Current psychological/medical assessments (if available)

. Support Plan, signed

. Signed CBE consents indicating that parent/guardian will allow for the “obtaining” and “releasing” of information to/from Hera staff, Child and Family Services, Alberta Health Services, City of Calgary Probation, Calgary Catholic School District, Woods staff, Boys and Girls Club of Calgary staff.

. Placement Consideration Summary Sheet is completed.

Placement Process for HERA

Timelines Placement Process for HERA

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• Schools work though the SLT process to personalize learning through September-June identifying and implementing different strategies for supporting student success across all domains (Ongoing) • Schools concerned about students who are at risk for sexual exploitation contact ALT for additional Supports • Schools work with ALT to identify candidates and prepared required Continuous placement documentation • Referral form available at throughout the year http://www.boysandgirlsclubsofcalgary.ca/programs/education- employment/hera • Completed forms returned to Specialist, Behaviour and Mental Health • Referrals are triaged at a partnership operational committee meeting, including CBE Specialist, Behaviour/Mental Health for Calgary Board of Education, Alberta Health Services, CFSA, Catholic School District, Triage Process and City of Calgary. • Specialist, Behaviour/Mental Health contacts the strategist with decision • HERA contacts the family/student directly • All students not accepted will have follow up recommendations Post Triage Decision provided. Specialist will share these recommendations with strategists. Activities • ALT member assists in transition planning/implementation upon completion of the program

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VISION

Short-Term Classes at Vision Resource Centre

What are Short-Term Classes offered at the Vision Resource Centre?

The Vision Resource Centre, located at Kingsland Centre, is one of the three Vision Resource Centres in the province that support students with vision loss. Short-term classes running in length from 1 day to 5 days offered through the Vision Resource Centre include various components of the Expanded Core Curriculum as outlined in Alberta Education’s Essential Components of Educational programming for Students who are Blind or Visually Impaired.

These short-term classes are offered to students throughout Alberta and provide support in the development of disability-specific skills in the following areas:

. Compensatory or functional academic skills

. Orientation and mobility

. Social interaction skills

. Self-determination

. Independent living skills

. Recreation and leisure skills

. Career and education

. Assistive technology

. Sensory efficiency skills

Each short-term class has a detailed curriculum designed to provide the students with disability-specific skills that support their core instructional class and inclusion in their community school class. Referral to a short-term class is made through a teacher of the visually impaired.

What is the profile of students in the short-term vision classes?

Students referred to a short-term class at the Vision Resource Centre typically, but not exclusively, have highly specialized and complex learning needs based on the following criteria:

. Identified as meeting the criteria for a visual disability (code 56) or a blindness code (code 46)

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What documentation is required for placement consideration?

. Class referral form

Placement Process for Short Term Class at Vision Resource Centre

Timelines Placement Process for Short Term Class at Vision Resource Centre

• Short-term class information is shared by the teacher of the visually impaired with School Learning Team, parents/guardians and students September-June • Teacher of the visually impaired distributes appropriate forms to school staff and parents/guardians (Ongoing) • Teacher of the visually impaired ensures forms are completed correctly and submits forms to System Specialist – Vision • Confirmation of class acceptance is shared by the teacher of the visually impaired with parents, students and school staff

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Appendix A: Which schools have specialized classes?

# of Area School PROGRAM Classes III Clarence Sansom Adapted Learning Program (ALP) 1 III Lester B. Pearson High Adapted Learning Program (ALP) 1 V Lord Beaverbrook High Adapted Learning Program (ALP) 2 V Midsun Adapted Learning Program (ALP) 1 I Robert Thirsk Adapted Learning Program (ALP) 1 I Thomas B. Riley Adapted Learning Program (ALP) 1 II William Aberhart High Adapted Learning Program (ALP) 1 III Clarence Sansom Attitude, Community Competence, Elements (of Academic Curriculum), Social Skills (ACCESS) 1 I H.D. Cartwright Attitude, Community Competence, Elements (of Academic Curriculum), Social Skills (ACCESS) 1 V Henry Wise Wood High Attitude, Community Competence, Elements (of Academic Curriculum), Social Skills (ACCESS) 2 II Langevin Attitude, Community Competence, Elements (of Academic Curriculum), Social Skills (ACCESS) 1 III Lester B. Pearson High Attitude, Community Competence, Elements (of Academic Curriculum), Social Skills (ACCESS) 1 V Midsun Attitude, Community Competence, Elements (of Academic Curriculum), Social Skills (ACCESS) 1 IV Mount Royal Attitude, Community Competence, Elements (of Academic Curriculum), Social Skills (ACCESS) 1 II William Aberhart High Attitude, Community Competence, Elements (of Academic Curriculum), Social Skills (ACCESS) 1 V Copperfield Autism Spectrum Disorder (ASD) cluster 1 V Dr. Marthan Cohen Autism Spectrum Disorder (ASD) cluster 2 V Henry Wise Wood Autism Spectrum Disorder (ASD) cluster 1 II Nose Creek Autism Spectrum Disorder (ASD) cluster 1 III Radisson Park Autism Spectrum Disorder (ASD) cluster 1 IV Sunalta Autism Spectrum Disorder (ASD) cluster 1 II Capitol Hill Bridges I 1 III Erin Woods Bridges I 2 V Prince of Wales Bridges I 1 III Rundle Bridges I 2 IV Sunalta Bridges I 1 V Braeside Bridges II 1 I Hawkwood Bridges II 1 II North Haven Bridges II 1 IV Richmond Bridges II 1 II Colonel Macleod Bridges III 1 III Ian Bazalgette Bridges III 2 V Nickle Bridges III 2 IV Sherwood Bridges III 1 III Terry Fox Bridges III 1 IV Cbe-Learn Bridges IV 1 II Crescent Heights High Bridges IV (HIP) 1 IV Bishop Pinkham Communication, Sensory and Social Interaction (CSSI) 1 I Brentwood Communication, Sensory and Social Interaction (CSSI) 2 IV Central Memorial High Communication, Sensory and Social Interaction (CSSI) 1 V Chinook Park Communication, Sensory and Social Interaction (CSSI) 2 V Douglasdale Communication, Sensory and Social Interaction (CSSI) 2 II Evanston Communication, Sensory and Social Interaction (CSSI) 1 III Keeler Communication, Sensory and Social Interaction (CSSI) 1 I Marion Carson Communication, Sensory and Social Interaction (CSSI) 1 II Mayland Heights Communication, Sensory and Social Interaction (CSSI) 1 III Monterey Park Communication, Sensory and Social Interaction (CSSI) 2 III Pineridge Communication, Sensory and Social Interaction (CSSI) 2 II Sir John Franklin Communication, Sensory and Social Interaction (CSSI) 1 III Ted Harrison Communication, Sensory and Social Interaction (CSSI) 1 I University Communication, Sensory and Social Interaction (CSSI) 2 V Woodman Communication, Sensory and Social Interaction (CSSI) 1 II Stanley Jones Deaf and Hard of Hearing (Aural) 6 II Queen Elizabeth High Deaf and Hard of Hearing (III/IV) 4 II Queen Elizabeth Deaf and Hard of Hearing (Total Communication) 1 II Coventry Hills Early Development Centre 2

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# of Area School PROGRAM Classes III Douglas Harkness Early Development Centre 2 III Falconridge Early Development Centre 2 V Haultain Memorial Early Development Centre 4 III James Short Memorial Early Development Centre 4 V New Brighton Early Development Centre 2 II North Haven Early Development Centre 4 III Patrick Airlie Early Development Centre 2 I Terrace Road Early Development Centre 4 V Woodbine Early Development Centre 2 II Children's Village Early Development Centre (Full Day) 2 V Louis Riel Gifted and Talented Education (GATE II) 8 V Louis Riel Gifted and Talented Education (GATE III) 3 II Queen Elizabeth High Gifted and Talented Education (GATE III) 10 II Queen Elizabeth High Gifted and Talented Education (GATE IV) 5 V Henry Wise Wood High Gifted and Talented Education (GATE) 10 II Hillhurst Gifted and Talented Education (GATE) 6 IV Alternative High HERA 1 II Banff Trail Learning & Literacy (L&L II) 1 I Captain John Palliser Learning & Literacy (L&L II) 1 IV Earl Grey Learning & Literacy (L&L II) 1 V Ethel M. Johnson Learning & Literacy (L&L II) 2 II Huntington Hills Learning & Literacy (L&L II) 2 III Annie Gale Learning & Literacy (L&L) 2 I Arbour Lake Learning & Literacy (L&L) 2 III Crossing Park Learning & Literacy (L&L) 3 II Georges P. Vanier Learning & Literacy (L&L) 2 I H.D. Cartwright Learning & Literacy (L&L) 2 V Harold Panabaker Learning & Literacy (L&L) 2 V McKenzie Highland Learning & Literacy (L&L) 1 V Nickle Learning & Literacy (L&L) 2 II Sir John A. Macdonald Learning & Literacy (L&L) 2 III Sir Wilfrid Laurier Learning & Literacy (L&L) 1 IV Vincent Massey Learning & Literacy (L&L) 2 III Cappy Smart Literacy, English & Academic Development (LEAD) 2 III Clarence Sansom Literacy, English & Academic Development (LEAD) 2 III Ernest Morrow Literacy, English & Academic Development (LEAD) 1 III Forest Lawn High Literacy, English & Academic Development (LEAD) 4 V Henry Wise Wood High Literacy, English & Academic Development (LEAD) 2 II James Fowler High Literacy, English & Academic Development (LEAD) 3 III Keeler Literacy, English & Academic Development (LEAD) 3 III Penbrooke Meadows Literacy, English & Academic Development (LEAD) 4 II Sir John Franklin Literacy, English & Academic Development (LEAD) 4 III Terry Fox Literacy, English & Academic Development (LEAD) 3 IV Vincent Massey Literacy, English & Academic Development (LEAD) 1 V Andrew Sibbald Mental Health 1 III Bob Edwards Mental Health 1 II Briar Hill Mental Health 1 V John Ware Mental Health 1 V Mountain Park Mental Health 1 I F.E. Osborne Mental Health - AIM 2 V Centenial High Mental Health - Class 1 III Forest Lawn High Mental Health - Class 2 V Lord Beaverbrook High Mental Health - Class 1 I Sir Winston Churchill Mental Health - Class 1 IV Western Canada Mental Health - Class 1 Ii Queen Elizabeth High Mental Health - Transitions 1 IV Riverbend MH 1

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# of Area School PROGRAM Classes IV AE Cross Paced Learning Program (PLP) 2 III Annie Gale Paced Learning Program (PLP) 1 I Bowness Paced Learning Program (PLP) 1 II Cambrian Heights Paced Learning Program (PLP) 1 V Centenial High Paced Learning Program (PLP) 2 III Dr. Gladys M. Egbert Paced Learning Program (PLP) 2 III Dr. Gordon Higgins Paced Learning Program (PLP) 2 IV Ernest Manning High Paced Learning Program (PLP) 2 III Ernest Morrow Paced Learning Program (PLP) 3 V Ethel M. Johnson Paced Learning Program (PLP) 2 I F E Osborne Paced Learning Program (PLP) 1 III Forest Lawn High Paced Learning Program (PLP) 2 V Henry Wise Wood High Paced Learning Program (PLP) 1 III Jack James High Paced Learning Program (PLP) 1 II James Fowler High Paced Learning Program (PLP) 2 III Nelson Mandela High Paced Learning Program (PLP) 1 II North Haven Paced Learning Program (PLP) 1 II Nose Creek Paced Learning Program (PLP) 2 III O.S. Geiger Paced Learning Program (PLP) 1 I Ranchlands Paced Learning Program (PLP) 1 I Robert Thirsk Paced Learning Program (PLP) 1 III Roland Michener Paced Learning Program (PLP) 1 IV Rosscarrock Paced Learning Program (PLP) 1 V Samuel W. Shaw Paced Learning Program (PLP) 2 II Sir John A. Macdonald Paced Learning Program (PLP) 1 I Terrace Road Paced Learning Program (PLP) 1 I Thomas B. Riley Paced Learning Program (PLP) 1 V Wilma Hansen Paced Learning Program (PLP) 1 II James Fowler High Returning Grade 12's 1 V Juno Beach Returning Grade 12's 1 V Auburn Bay Social Knowledge, Independent Living and Language (SKILL I/II) 1 II Buchanan Social Knowledge, Independent Living and Language (SKILL I/II) 2 II Buffalo Rubbing Stone Social Knowledge, Independent Living and Language (SKILL I/II) 1 III Cappy Smart Social Knowledge, Independent Living and Language (SKILL I/II) 2 III Cecil Swanson Social Knowledge, Independent Living and Language (SKILL I/II) 2 V Douglasdale Social Knowledge, Independent Living and Language (SKILL I/II) 1 V Ethel M. Johnson Social Knowledge, Independent Living and Language (SKILL I/II) 2 III G. W. Skene Social Knowledge, Independent Living and Language (SKILL I/II) 1 II Simons Valley Social Knowledge, Independent Living and Language (SKILL I/II) 1 V TBD Social Knowledge, Independent Living and Language (SKILL I/II) 1 I West Dalhousie Social Knowledge, Independent Living and Language (SKILL I/II) 1 III West Dover Social Knowledge, Independent Living and Language (SKILL I/II) 1 IV Wildwood Social Knowledge, Independent Living and Language (SKILL I/II) 2 II Buffalo Rubbing Stone Teaching of Attitude, Social Skills and Communication (TASC) 1 II Capitol Hill Teaching of Attitude, Social Skills and Communication (TASC) 1 IV Central Memorial High Teaching of Attitude, Social Skills and Communication (TASC) 3 III Hugh A. Bennett Teaching of Attitude, Social Skills and Communication (TASC) 1 IV Jennie Elliott Teaching of Attitude, Social Skills and Communication (TASC) 1 IV Mount Royal Teaching of Attitude, Social Skills and Communication (TASC) 1 V New Brighton Teaching of Attitude, Social Skills and Communication (TASC) 1 II Sir John A. Macdonald Teaching of Attitude, Social Skills and Communication (TASC) 1 V Somerset Teaching of Attitude, Social Skills and Communication (TASC) 1 I/II TBD Teaching of Attitude, Social Skills and Communication (TASC) 1 III West Dover Teaching of Attitude, Social Skills and Communication (TASC) 1 III Crossing Park Vision Cluster - not a class (will receive program teacher support and Braille support)

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Appendix B: Which schools have unique settings?

Unique Settings for Students with Developmental Disabilities Unique Setting Location Grades/Divisions Areas Served Emily Follensbee School Emily Follensbee School Divisions I & II I – V

Emily Follensbee School Emily Follensbee School Division III III, IV, V

Christine Meikle School Christine Meikle School Division III I, II, III

Christine Meikle School Christine Meikle School Division IV I – V

Unique Settings for Students with Learning Disabilities Unique Setting Location Grades/Divisions Areas Served Dr. Oakley School Dr. Oakley School Grades 3 – 9 I – V

Unique Settings for Students with Social/Emotional Disabilities Unique Setting Location Grades/Divisions Areas Served

The Children’s Village School The Children’s Village School Divisions I, II I – V Nexus Bowness Outreach Division IV I – V Nexus Downtown Outreach Division IV I – V William Roper Hull School William Roper Hull School Divisions I – IV I – V William Taylor Learning Centre William Taylor Learning Centre Grades 7 - 10 I – V High School Integration Class Crescent Heights Division IV I – V

Unique Settings for Students with Sensory Disabilities Unique Setting Location Grades/Divisions Areas Served Deaf and Hard of Hearing Stanley Jones Grades K – 6 I – V

Deaf and Hard of Hearing Queen Elizabeth Grades K – 6 I – V

Deaf and Hard of Hearing Queen Elizabeth High Grades 7 – 12 I – V

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Appendix C

Placement Process for

Emily Follensbee Christine Meikle  Children’s Village CSSI Dr. Oakley GATE Hera Hull Woods TASC

Students being considered Students in unique settings GATE for placement requiring transition

SLT process and ALT Students being considered for Unique setting SLT review placement involvement

SLT process (ALT involvement if ALT Review Meeting Students Students moving Students necessary) transitioning to specialized to determine staying in to Program appropriateness Unique community Specialist setting Placement meeting Specialist will school go contacts ALT for Specialist invite appropriate personnel directly to student to be Placement meeting supports school – no brought forward Specialist will invite transition ALT to placement appropriate personnel meeting

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Placement Process

Cross Area Specialized Programs

Access  RADAR ALP Autism Cluster  HERA HIP Mental Health  Nexus  Headstart SKILL

Students in specialized programs requiring transition

SLT process and ALT involvement New Students being considered for placement

Recommend Continue Recommend change

SLT process and ALT All Areas to review openings Another specialized involvement and movement of existing Community school program setting students

Review and determine ALT Review meeting appropriateness

Placement meeting Principal role: - consultant to placement team (specialist/strategists/ - not the decision maker psychologist) Learning Admin | blh Updated: 5 December 2016 Page 85 of 87 - responsible for class not placements

Placement Process

Area Based Specialized Programs Consideration for Placement

PLP Bridges L&L

NEW CURRENT

SLT Program Review Meeting process SLT process and ALT involvement (involve ALT)

ALT Review and determine appropriateness ALT Review for transition planning

Community School Placement meeting Transition plan

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