Community Matters Toronto
Neighbours Helping Neighbours
Neighbours Helping Neighbours
What happens if my child needs help in the classroom
If you have questions or concerns talk to your child's teacher. Many times the teacher will develop their teaching approach in consultation with you and other teachers and talk with parents.
There is a lot of flexibility in the early years. The teacher and the MART teacher often work closely to bring in that school's collective knowledge on how best to help the child.
If your child is behind in one skill area, suggestions may be made to the family about how to help. It may be suggested that your child participate in reading and writing clubs, math clubs, after school programs and tutoring.
An Indivdual Education Plan (IEP) describes the program that the school can implement on behalf of the child.
It is meant for students who are two years behind grade level. Children who are on IEPs move to the next grade to stay with children their own age. In June, their report card states they are being transferred to the next grade.
When your child goes to the next grade the IEP has to be reviewed within the first 30 days of the new school year. The teacher may decide that your child has progressed to the point that they can participate fully in the regular school program. if this is the case, the parent will be invited to meet with the Shool Support Team (SST) to review your child's progress. If your child is working at grade level, the IEP will be discontinued.
Your child’s strengths, needs, health, assessments, goals, and regular updates are some of the information included in the IEP. A transition plan may also be included if your child is planning to attend another school the following term or moving on to secondary school.
The principal will ensure that all necessary information is included in the IEP. You should sign the IEP even if you disagree with it.
If you disagree with the IEP you may write comments beside your signature or in a separate letter. Address the letter to the principal and cc it to the teacher and the other individuals involved in the decision making.
What are the important IEP points to remember
You are not alone. There are support people willing to help and guide you.
You are in control of the situation.
You know your child the best and therefore know what’s best for your child.
Try to make all decisions with your child’s input. His/her feelings are important.
Try to work with the teacher and principal, not against them. What is best for your child is the goal for all involved.
You may place your child in another school providing there is space.
How is my child's information recorded?
The Ontario Student Record (OSR) is the formal school board file containing information about your child's education and health and safety issues. This includes:
Education:
Health:
Your child's participation in an IEP is noted on their report card
What happens to my child's information if they transfer to a new school?
The OSR is sent with the child to their new school. If it is a t the beginning of a new school year your child's IEP will be reassessed as noted above.
An IPRC is an Identification, Placement & Review Committee. A minimum of three people sit on the committee. One of the members must be the principal of your child’s school or a supervisory officer of the Board. The other participants may include your child’s teacher, the school’s social worker, psychologist, resource teacher, special needs teacher, & yourself. An interpreter may be present if requested.
You may take a support person/friend with you as a witness or to speak on your behalf. If you wish, your child may also attend the IPRC.
What function does an IPRC have?
The IPRC will decide if your child is “exceptional”. On-going behaviour problems that affect success in school may mean that your child needs special help.
For example, does your child act out in class by running around, not listening to the teacher, throwing things, or hitting others? Your child may have behavioural issues. Does your child have a hard time learning his/her school work? S/he may need extra help with the resource teacher who is able to spend more one on one time with your child. Your child might have a learning disability. If that’s the case, a more appropriate way to teach your child needs to be chosen.
It is up to the committee to decide what “exceptionality” your child may have. The committee will decide an appropriate placement for your child and review your child’s progress annually.
Who is identified as an exceptional student?
The Education Act defines an exceptional student as “a pupil whose behavioural, communicational, intellectual, physical or multiple exceptionalities are such that he or she is considered to need placement in a special education program…”
If you feel your child would benefit with special help, you may write a letter to the principal requesting a meeting for this purpose. If the principal or your child’s teacher feels that s/he needs special help, the principal may write you a letter requesting a meeting for this purpose. Within 15 days of giving/receiving a request, you will receive the Parent’s Guide to Special Education. Approximately 10 days before the IPRC, you will be notified.
What happens at an IPRC meeting?
Everyone is introduced and the reason why the IPRC was requested will be explained. All information regarding your child will be discussed. A psychological assessment may be requested.
If you do not want the Board of Ed psychologist to assess your child you may get an outside, private assessment. The private assessment will not go into your child’s Ontario School Report (OSR) whereas the school’s assessment will go into the OSR.
Your child may be requested to attend with your permission.
Always ask questions and be an active participant in the discussion.
If a decision is made at the meeting and you agree, you may sign the agreement so steps are taken immediately to benefit your child.
What is a Special Education Program?
A special education program is based on and changed according to your child’s needs. It includes a plan called an Individual Education Plan (IEP) containing specific goals and the means to achieve the desired results to meet your child’s needs.
Check out our Tutoring Hints
As a parent you can play a key role in your child's education:
Be proactive. You can work with the teacher:
It is in the best interest of your child that you understand what is expected of your child, what is happening in the classroom and how you can best work with the school on your child's behalf.
How are children prepared for school entry?
Parents are asked to complete a developmental history form when registering at the school. The school uses this information in your child's best interests for example morning or afternoon classes, good mix of male and female students. many schools have a welcome to kindegarten event in the spring prior to registration.
If a child needs extra help at day care many will have developed an individual program plan (IPP) which in many ways resembles the individual education plan (IEP) used in schools.
How is the school organized for children who may need more assistance?
There are several steps which you can take if your child needs more assistance at school.
First you can request a meeting with your child's teacher and the MART (Resource teacher). You can come to the school and discuss any issues or concerns you may have.
Second if your concerns continue you can be addressed by a School Support Team. Resources available to the School Support Team include a Speech and Language specialist, Psychologist, Social Worker, the MART teacher and your child's teacher. The School Support Team can be brought together by your child's teacher or you can request the Team. The Team will suggest different strategies, extra help, different books, and community resources. As the parent you must give permission for any action taken by the School Support Team. You will be given a form to sign to indicate you have agreed to the Teams suggestions. You can always bring someone with you for help and support at Team meeting.
The work of the School Support Team may suggest any of the following assistance for your child.
Level 1: The student and teacher work together As a parent you can have any questions answered by the teacher or the Resource Teacher
Level 2: Special school resources such as an educational assistant is available for your child
Level 3: Your child can enter a Home School Program with the help of a special educational assistant. In this program at Rose there are 2 Junior classes for grades 4,5,6 with a maximum of 15 children and one Primary class for grades 1,2,3.
Level 4: For additional support there is a school psychologist who visits six different schools in the area. Your child receives intensive individual support before going back into the classroom.
ESL support is available for your child: If your child arrives at Rose Avenue and does not speak and English they will attend and ESL class for a half day, progressing to several shorter ESL classes until they feel comfortable in their class
When does a child need a tutor?
How is the school organized for children who need more assistance?
How are children prepared for school entry?
What happens if my child needs help in the classroom
What are the important IEP points to remember
How is my child's information recorded?
What happens to my child's information if they transfer to a new school?
What function does an IPRC have?
Who is identified as an exceptional student?