Adaptions or Modifications.pdf (47.1 kB)
Updated Feb. 2020
At CHeS Special Education, we aspire to foster a strong and trusting relationship with each of our families. We believe that the team approach is best, where the parents/guardians can feel supported in their child’s learning by not only a qualified teacher, but also a Special Education Coordinator. Each learning program is developed by the team with the individual needs of the child in mind, as expressed by the family, and through the recommendations of the professionals involved. We acknowledge that every child deserves to learn and grow at their own pace and each has a right to an education that encourages them to develop to their full potential. We recognize that people are unique and learn by different methods and styles, so a multi-sensory approach is considered for our students.
The following policies support our intent and endeavour to accomplish our vision and goals, step by step:
01 - Admission to Special Education
02 - New Student Screening
03 - New Student Files
04 - Integrated Services & Case Management
05 - Confidentiality Policy (SE)
06 - Hiring SE Teachers & Coordinators
07 - Hiring SE Support Workers/Services (CEA, EA, OT, SLP, etc...)
08 - Family Members Working Directly with Special Education Students
09 - Service Reporting Requirement
10 - Ministry of Education Funding
11 - Family Participation
12 - Defining Departmental Roles and Responsibilities
13 - Development of IEP’s and SLP’s
13.i - IEP Development Adapted
13.i.a - Procedure for Math IEP (Adapted)
13.i.b - Procedure for Language Arts IEP (Adapted)
13.ii - Mainstream to Modified Students
13.iii - IEP Development Modified
14 - Number of Hours Permitted for a Student to be Engaged in an Educational Program
15 - Equipment Loan
16 - Adjudication: Provincial Examinations
17 - Graduation Transitions
18 - Evergreen Certificate
Admission to the CHeS Special Education Program
The CHeS Special Education Coordinator(s) determines admission into our Special Education (S/E) program based upon the child’s assessed needs, the school’s ability to meet those needs, and compatibility factors. The needs of students and the family’s “fit” with our program are reviewed annually. At any point before Sept. 30 (full funding) or Feb. 15 (½ funding), the school may refuse admission based on their inability to meet needs or incompatibility. We will try to give as much prior warning as possible if we cannot newly enroll or re-enroll a student. Adult SE students may only be admitted if their IEP’s academic goals are still in progress and they have cooperated well with our program’s requirements in the past.
New Student Screening
It is CHeS’ policy that all new Special Education students must go through an admission screening process with the Special Education Coordinators.
New Student Files
Any new student files that have any current Special Education documentation must be brought to the attention of the S.E. Coordinator.
Integrated Services & Case Management
CHeS strives to provide an effective service to children, youth and their families. CHeS recognizes that the co-ordination of a variety of services from various agencies may be required.
CHeS uses a team approach to develop and monitor a plan. The team is composed of representatives from all agencies who are providing services to the individual. The School based team will manage the services and needed resources with ongoing parental/student communication and input. This approach provides for a sustained continuity and support for an individual with complex needs.
It is CHeS policy that documents from a student’s file should be disclosed to members of the integrated case management team on a ‘need to know’ basis that is consistent with freedom of information and protection of privacy legislation.
Confidentiality Policy (SE)
It is required that all matters regarding students, families, or CHeS internal affairs, be held in the strictest of confidence. Failure to do so when brought to the attention of the Administration team will result in disciplinary action and possible termination of contract.
Hiring SE Teachers & Coordinators
Due to the distinctive of the school it is mandatory that all staff have an active relationship with Jesus Christ and agree with the CHeS statement of faith, here.
All CHeS Special Education teachers must hold a valid BC teachers’ certification with experience or additional training in Special Education. LOPs may be hired if necessary. See more hiring details on our Staff page.
All CHeS Special Education Coordinators must have extensive training and experience in Special Education They must be highly organized and able to connect to the SE families in a personal way. They must also visit each family 1-2 times in the school year to help assess needs, problem solve, and accurately discern compatibility with our SE program. See here for the SE Coordinator job description. Coordinators must also have a CRC accomplished by the Ministry of Justice and on file with the school.
Hiring SE Support Workers/Services (CEA, EA, OT, SLP, etc...)
All student support staff are chosen by the SE team with family involvement. Before hiring all support workers will fill out/sign a *Service Agreement download here. Addendum here. This also includes having an up-to-date CRC on-file with our office. See CHeS CRC policy. Once the CRC is completed the support worker must update their CRC information every 5 years. For payment of services the support worker must submit reports to the SE coordinator or teacher as outlined in their Service Agreement. This will be documented within the SE tab (2nd drop down) and before payment CHeS accounting will check for cooperation with reporting requirements. See policy 17 below.
*introduced in 2019 fall - won’t be fully implemented until the 2020-21 school year
Family members working directly with Special Education students
Immediate Family members (sisters, brothers, parents, grandparents etc...) will not be paid by CHeS to work with any CHeS student as support workers, unless there has been prior approval by the School Administrator, Principal, and S.E. Coordinators. If a family member is approved (note: parents cannot be - see Ministry policy here), then all required paperwork (Service Agreement) must be completed and submitted in a timely manner. This ensures that the Special Education funds given to our eligible students by the BC Ministry of Education will be used in accordance with the M.O.E. guidelines to provide the necessary resources and services. CHeS is responsible to the M.O.E. for the appropriate use of all Special Education funds according to their accounting guidelines and must ensure that funds used for all S.E. students’ academic programs are in compliance with these guidelines.
Service Reporting Requirement
Each service provider, funded by CHeS, must agree to send updates and reports either monthly, quarterly or semi-annually, depending on the service provided. The service agreement[nbsp]will indicate report frequency. It is the Special Education teacher’s responsibility for any reports regarding academic services (Tutors, CEA, EA, SEA,) to be placed in the student planner notes so everyone involved has access to the information. The SE Coordinator assigned to the student will collect all non-academic reports and post them in the IEP tab or IEP notes. Payment of services is contingent on cooperation with this reporting process therefore the date the reports are received must be noted in the IEP tab, 2nddrop down: Summary of Community Resources and Services. If needed a document for this purpose is available here. CHES Monthly Report Template
Ministry of Education Special Education Funding
The CHeS Special Education Department is responsible for the distribution of the monies that the Ministry of Education has provided for the development and implementation of the educational programs, which includes categories K,P,Q, & R as well as Learning Assistance. These categorized students will have special consideration for needed services, including learning support and professional intervention/assessment. Their third-party funds will not be capped at $600, and may be used to help fund these additional services. Although we value and expect input from the multidisciplinary team the final decision of funding allocation is at the discretion of CHeS, SE coordinators, and if needed the admin team. The discussion amongst the multidisciplinary team will be focused on students’ need only. School procedure dictates that additional administration approval is needed for larger purchases or expenditures.
Family Participation in Special Education
Special Education at CHeS is based on a multidisciplinary approach. To best provide to the varying needs and/or the many exceptionalities of our students, it is imperative that the parents commit to being an active and essential part of the team. Teacher, support staff and parents/guardians are expected to work together in the delivery of the IEP and all of its components in a safe and accessible environment.
Defining Departmental Roles and Responsibilities.
The Special Education Department is responsible for overseeing the programs of all Ministry of Education (MOE) category designated students, whether funded or non-funded, who are working at grade level in a regular program, with adaptations.
All Special Ed. grant-funded students and non-funded MOE designated students (Q, R, K, P), who are working within a regular program with adaptations, will be assigned a regular teacher to oversee their academics. This will promote a more consistent outcome of the MOE Provincial Learning Standards requirements (BC New Curriculum). The assigned regular teacher will be responsible for all of the duties associated within a regular program/course, including SLP development, ongoing formative assessment, and semester report cards (summative assessment). A Special Education Coordinator will be responsible to develop and oversee the initial student’s IEP program and to collaborate with the teacher to ensure success in the subject areas which require adaptations.
It is the Special Education Coordinator’s responsibility for all of the initial duties associated with an individualized program (IEP). This includes the development and writing of the IEP’s goals and objectives, as well as implementation of the recommendations of the third-party professionals, and the management of any support staff. The teachers (with SE coordinator guidance) will then be responsible for the tracking and written changes to the IEP goals for the remainder of the school year. One team meeting should be initiated between January and April where IEP goals and strategies are reviewed and updated. Note: The IEP must be approved by both the parent and the CHeS Principal before considered complete.
Development of Individualized Education Plan (IEP) & Student Learning Plan (SLP)
(13.i) IEP Development Adapted
Individualized Education Plan (IEP) Development Delayed Learner
All students who are delayed more than 1 years in any subject or grade should have a consultation with the SE department to determine if an IEP is needed. The goal is to facilitate the student to meet the requirements for that subject or grade within the year.
(13.i.a) Procedure for Math IEP Adapted:
(13.i.b) Procedure for Language Arts IEP Adapted:
(13.ii) Mainstream to Modified Students
All students will be considered mainstream learners, including those with noted adaptations until the IEP committee receives adequate and substantial documentation to support a modified program.
Adaptations: These are strategies that are specially designed to accommodate a student’s need so he/she can achieve grade level learning expectations. A student working on learning goals of any grade or course level may be supported through use of adaptations. (e.g. Calculators, decreased workload, study guides….)
Modifications: instructional and assessment-related decisions made to accommodate a student’s educational needs that consist of individualized learning goals and outcomes which are different than Ministry Learning Standards. Modifications should be considered for those students whose special needs are such that they are unable to access the curriculum. Using the strategy of modifications for students not identified as special needs should be a rare practice.
When a Special Education teacher is assigned to a student, and it becomes evident that the student is struggling in one or more areas, adaptations can and should be put in place. Please see above definition of adaptation. The adaptation checklist must be filled in at the end of the IEP document; also adaptions need to be added to the Planner. These adaptations must be tracked, and their success or failure of the adaptation is to be documented by the teacher.
If all adaptions are deemed unsuccessful, then the teacher must contact the Special Education Coordinators. At this stage the Special Education Coordinator will review all documentation and ensure all adaptation strategies have been attempted and a decision made to move the student to a modified program with the parent’s permission.
(13.iii) IEP Development Modified
If adaptation is not sufficient, then the school may arrange for an assessment completed by an educational psychologist/psychiatrist, a speech/language pathologist, or other specialist, to determine the exact nature of the difficulty. On the basis of this assessment, an Individual Education Plan (IEP) will be created by the Special Needs Coordinator, in collaboration with the teacher, and parents, and, if necessary other support workers. If the assessment determines that the student qualifies for special needs funding; it will be used to deliver the modified program of study to the student. A Special Needs Budget* will be created each year to allocate funds for the running of the program according to the Individual Education Plans for the special needs of the student. Costs for the program which exceed those provided by the Ministry must be provided by the parents.
*It should be noted that Special Education funding may support the student in such a fashion that higher level adaptations are available, and thus the student may be able to accomplish grade level expectations which wasn’t possible prior to receiving the funding assistance.
Number of Hours Permitted for a Student to be Engaged in an Educational Program
It is CHeS’ policy that the instructional hours implemented by Educational Support workers (tutors, EAs, BIs, etc.) for a student must not exceed 6 hrs. in a 24-hour period. If a student requires more than the 6 hours of instruction time in a 24-hour period, then the additional instructional time must be approved by administration team based on the specific needs noted in the IEP. This will be done on a case by case basis with consideration for age appropriateness.
CHeS Special Education coordinator determines the need for equipment loans. The equipment that is loaned remains the property of CHeS and must be returned in good condition or purchased by the family if they wish to keep the equipment. If a family is leaving the school, then all equipment loaned must be returned or purchased by June 15 of the school year enrolled. If the equipment is not returned, then the cost of the equipment will be billed to the family. Depreciation is 1/3 per year or if older than 3 years, a small buy-out may be arranged.
Adjudication*: Provincial Graduation Assessments (GNA, GLA)
Adjudication is a process to determine the ability to modify the administration of Provincial Assessments. See Ministry guidelines here. Modifications to the content of the examination papers are not allowed.
Adjudication is provided to special education students who are able to achieve the intended learning standards in the majority of their HS courses. Adjudication is required when the student is unable to write the assessments as they are usually administered due to either predictable (a pre-existing condition or situation) or unpredictable circumstance (an unforeseen situation or condition). *Students that need adjudication have documented adaptations within their learning plan and IEP that carry over into their GNA and GLA writing needs.
Graduation Transitions for Special Needs Students
A carefully developed and coordinated transition plan will be developed for each HS SE student. This plan will specify the supports and services necessary to enable the student to be successful at school and in the community. IEP transition planning should begin at least one year before transitioning to another school, and two to three years before leaving school. Planning will be specific to individual student needs and should address the specifics in meeting those needs. Plans will include the actions needed, the initiator for each action, and approximate date for completion. Ministry Special Ed. Manual (34).
Any child on a modified program that has attended school for 12 years or more and has minimally met IEP goals and objectives will receive an Evergreen Certificate.
New: Service Agreement* - download here. Addendum here.
*Form needed for all services we set up for SE families.
New: Centre Service Contract** - download here.
**Form/contract needed when SE students are working within a Centre.
Staff seeking special needs support for an individual student, or students requiring special needs support must have an Individualized Education Plan (IEP). The IEP will be either an Adapted Plan which documents limited changes to the learning plan format, pacing, and resources or a Modified plan with extensive changes that include goals that alter or do not meet the standards to best accommodate the student’s learning needs. Documented and recorded information will be included in their student learning plan and IEP.
IEPs are prepared by the CHeS Special Education Coordinator and approved by the Principal prior to seeking additional special needs services and resources. The program coordinator will be a staff member with special needs training & experience who is working under the general supervision of the school principal and chief administrator. CHeS will try to assist all children that have learning needs, but realizes there are limitations to what our program can provide. If we lack qualified staff to address a student's specific needs then we may not be able to accomodate the student. Parents of students with special needs may need to look for help beyond the school’s resources. CHe-S will try to play a supportive role in the best interests of the students and their families.
Specific programs and student support are provided to students on the basis of professionally identified needs, program limitations, their teachers’ professional judgement and special education administration team considerations and final discretion.
Special Needs –the needs of special children who require specific additional learning or developmental support based on the individual students identified needs. Teachers identify children who are struggling with or are not meeting age/grade appropriate standards due to a learning challenge or disability. This often includes but is not limited to specific communication, behavior, or physical functioning disorders. The child with special needs often has learning difficulties, behavioral disabilities, physical disabilities, and/or other identified needs that make it difficult for them to learn or access education successfully. These students usually require adaptations or modifications to their student learning plan. Adaptations or modification are individually designed to help students experience success in their cognitive, physical, sociological and behavioural development processes within their learning environment. Gifted children may also fall into the special needs category if they have special needs that require adaptations to more fully support an accelerated program.
Adaptations – refer to instructional/assessment adjustments that assist learning without requiring change to the standards. An adaptation is a change that helps a student overcome or work around a disability or learning difficulty. Allowing a student who has trouble writing to give his answers orally is an example of an adaptation. Adaptations often involve allowing a student to address standards below or above age/grade appropriate skills level.
Modifications – refer to instructional or assessment changes that will better assist learning and always involve modification to the MOE prescribed learning standards to include learning goals that effectively support the student's learning needs within their level of ability so that they may experience success. Modifications are considered specifically for those students whose special needs require modification to the MOE standards. This includes students with limited awareness of their surroundings, students with extensive cognitive learning disabilities, compromised physical health, and/or students with medically diagnosed cognitive learning disabilities, physical disabilities and/or behavioral challenges which prevent a student from meeting the MOE standards.
Example: An adaptation might state that a 10 year old student is working towards meeting grade 3 standards for English. A modification might state that the same 10 year old student has a learning goal to learn how to say the names of his family members. When a student not yet in the graduation program is meeting standards below grade levels, that student is considered as working in an adapted IEP program, unless the parents/student, teacher, and special education team collaboratively deem it in the best interest of the student to create a modified plan. This means that a student is always considered to be working towards meeting the MOE standards unless unable to do so. When a student learning plan is adapted at the grade 10-12 level to meet standards at the K-9 grade level that student is considered as working in a modified IEP program. Parents/students must be informed that an IEP with modification within the graduation program will form part of the student’s permanent record. This student can obtain an Evergreen graduation certificate. To receive Dogwood diploma the student must meet all graduation requirements. The MOE prefers that students remain on an adapted plan as long as possible and that modifications are only considered for severe cases or when adaptations cannot effectively meet the needs of the student. Students requiring modifications may be recommended for further assessment and diagnosis in consultation with parents if this has not previously been recommended.
When is an IEP with an Adapted Plan applicable? An IEP Adapted Plan* should be established for the student by the Special Needs Coordinator and approved by the Principal;
When must an Individualized Education Plan (IEP) Modified be established? An IEP Modified* must be established for all students with substantial and/or identified special needs. The IEP is prepared by the special education team in collaboration with teachers, parents, students and tutors and other specialists involved with the student. IEP plans must be approved by the principal. Students identified with "substantial” special needs;
*Note: CHeS provides a unique program allowing all students the freedom to adapt their learning to meet the needs of the individual; therefore most CHeS students utilize ongoing adaptations throughout the learning process across the grades. When however more adaptations than normal arise and the need for remedial help is evident, teachers will use their professional judgement to recommend their student to the CHeS special education team for additional program support. The process for validating that assistance must be documented by the Special Education Coordinator (team) and approved by the Principal.
Who develops the IEP?
IEP - modified - The principal of the school is responsible for the implementation of educational programs (School Act Regulation 5(7)(a). The designated special education coordinator is appointed under general direction and supervision of the principal to co-ordinate develop, document and implement the special education program and individual students IEP. As required, other school personnel and/or staff from regional or community agencies may be involved in the development and implementation. An IEP tab must be inserted into the student planner for documentation purposes.
IEP Adapted - Most adapted plans can be maintained, documented, and cooperatively implemented by the mentoring teacher with support from the special education team members but must be approved by the special education program coordinator working under supervision of the principal. School personnel or staff from regional or community agencies may be involved under supervision of the program coordinator. Where minor adaptations to resources, instruction, and assessments are taking place, a teacher may document specific details of these changes within the course plan for each individual student after clearly identifying the need and consulting with the school special education team. All students needing more individualized instruction, adaptations or services should always be referred to the attention of the school special education team so that a documented plan may be established.
Note #1: Once an IEP is developed by the SE Coordinator, the academic teacher, assigned to the student is responsible for updating the IEP. Non-funded students must be updated once in the year while funded students must be updated twice. Teachers will contact the Coordinator for assistance as necessary.
Note #2: Parents must always be given the opportunity to be consulted in the planning process, and should have access to the adapted or modified IEP. Where possible, the student should also participate in the process. Both the adapted and modified plan must document instances where special education program component opportunities have been provided but the parent or the student has refused to utilize the recommended program or support.
CHeS special education Protocol for establishing an IEP:
Special Note for budgeting:
REPORTS FROM SERVICE PROVIDERS
Service Agreement* needed first: see here. Addendum here.
All Service Providers, who are paid by the school, initially need to submit goals they are implementing, and send monthly or quarterly reports on the student’s progress. All reports need to be sent to the teacher and Coordinator. Please maintain good communication regarding this item. If needed, for CEA/tutoring a document for this purpose is available here. CHES Monthly Report Template
Criminal Record Checks:
All Service Providers, must have a CRC on file with the school. It is important that the CRC be received by the school before commencing work with the student. (The Service Provider will not receive payment if a CRC is not listed with the school.) Go here for CRC instructions.
Evergreen Graduation Certificates Policy
A student with special needs (on a modified IEP) who is enrolled with CHeS and desires to achieve a school completion certificate, must meet the learning standards contained in the IEP and/or successfully complete the educational plan prepared for that student. The student who completes the program as stated in their IEP will be recommended to the Ministry to receive a School Completion Certificate (Evergreen Certificate). For additional information contact your teacher or school administration team 1-877-777-1547 or by email at email@example.com
Adult Dogwood Certificate Policy
Refer to school graduation policy and ministry of education graduation requirements posted on our school website here. For additional help or information contact your teacher, principal or administrator
Regular Dogwood Certificate Policy
Refer to school graduation policy and ministry of education graduation requirements posted on school website https://www.estreams.ca/general-school-policies.html. For additional information please contact your teacher or the school principal.