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Kempenfelt Bay School Special Educational Needs Policy
Philosophy
Kempenfelt Bay School is committed to ensuring that all students have the knowledge, skills and confidence they need to succeed, and that they are
provided with the learning opportunities and supports required. Accurate assessment and evaluation are critically important to our teachers who are
committed to including all students in regular classrooms, including those with identified and exceptional learning needs. Kempenfelt Bay School faculty
understand that teachers need to be skillful in determining the learning needs and styles of all students in their care in order to differentiate the delivery of the programme.
As outlined in our admissions policy:
Kempenfelt Bay School seeks capable and active students who wish to become positive and involved members of our school
community. KBS bases its acceptance on merit, learning style and needs; to ensure a positive learning experience, parent support and their commitment to and involvement in the student's education, and without regard to race, religion, gender, ethnicity, nationality, sexual orientation or financial status. We remain firm in our commitment to the diversity of our student body and small class sizes that enable us to deliver effective differentiated instruction.
Kempenfelt Bay School accommodates students with identified learning needs. Tailoring our curriculum and teaching to meet the individual needs of our
students is extremely important. To this end, we have formed an Individual Education Plan (IEP) committee who work with teachers to develop an education
plan for students who require specific accommodations or modifications to their programme.
The 2009-2010 IEP committee:
- Susan Davidson - Associate Head of School
- Diane FitzGerald - MYP Coordinator, Grade 7 Language and Math, Specialist ECE
- Carrie Lane - Grade 6 teacher, ADQ Special Education Specialist
IEP committee meetings may include other members, as appropriate:
- Classroom teacher
- Resource teacher
- Parents
- Student
- Speech, physio, occupational therapists
- Educational psychologists
Students who require changes to their programme, are identified either through a psycho-educational assessment from an educational psychologist, an assessment from an occupational or physio therapist, or through observation of a specific need by the faculty.
Accommodations may be allowed in Grades JK to eight for any student where the IEP committee determines it to be appropriate. Accommodations do not alter the provincial learning expectations for the grade level.
Students requiring modifications to their grade level curriculum, or who will require the use of assistive technology, must provide a psycho-educational assessment completed by a registered clinical psychologist. There must be a clear identification of a Learning Disability or other form of exceptionality, and supporting documentation must be provided.
When a student is identified as exceptional, our IEP committee will review the findings of the assessment with the student and his or her family and will determine the appropriate level of program support. The IEP committee and subject teacher will oversee the development and administration of the student's individual education plan. The Associate Head of School will coordinate the management of the plan with the student's teachers.
Kempenfelt Bay School believes that all students should be allowed to demonstrate their ability under assessment conditions that are as fair as possible. Where standard assessment conditions and practices could put a student with special educational needs at a disadvantage by preventing him or her from demonstrating their true level of attainment, special arrangements may be authorized. This policy applies to students affected by temporary, long-term or permanent disability or illness, including those with learning difficulties. These special arrangements must be outlined in the student's individual education plan.
For all KBS students:
- Extra time allocations are determined on an individual basis
- Extra time can be given whenever appropriate in the regular classroom by the subject teacher
- Where additional support is needed, extra time may be provided with theresource teacher. This must be arranged in advance through the Associate Head of School.
- When needed, additional time may be provided before or after school.
- Place, time and supervision will be arranged on an individual basis.
- Use of a calculator, spell check, a dictionary or cue cards is permissible during an assessment when a specific recommendation for this accommodation is outlined in the IEP.
- A reader or scribe is provided for summative assessments when a specific recommendation for this accommodation is included in the IEP and psycho educational assessment.
- Memory supports are permissible for summative assessments, only when outlined in a student's IEP.
- Students with attention deficit disorders may write their test in a quiet environment (e.g., library or Associate Head of School's office) only if such an accommodation has been outlined in the student IEP.
IB MYP students:
- IB MYP students - A memory support may include information designed to trigger a student's prior knowledge (e.g. use of key words or dates, simple formulae). It is not meant to provide complete information ( e.g., full definitions, diagrams that a student will have to reproduce, essay style answers)
- MYP students will make up memory aids with the assistance of their, or when done independently, will submit their memory aids the day before the test for review by the teacher. If an MYP student has not provided the teacher with the memory aid before the summative assessment begins, the use of the memory aid will then be up to the discretion of the teacher administering the evaluation.
The IEP review process is as follows:
- Teacher will read all documentation on file at KBS including OSR's and KBS files.
- Teacher will meet with parents to identify concerns and gather any pertinent information.
- Teacher will meet with IEP committee with a written list of concerns and potential accommodations or modifications. After reviewing all evidence of assessment, the IEP committee will determine if a psycho educational assessment should be recommended to the parents. The Associate Head of School will report to the parents. It is the responsibility of the parents to contact doctors, make appointments, and assume responsibility for all costs incurred in regards to assessment.
- IEP committee and teacher will formalize the IEP document and involve the necessary personnel.
- Teacher will report back to the student's parent, providing a copy of the IEP. A copy of the IEP is to be placed in the student's OSR and KBS file.
- If the services of our resource teacher are required, arrangements must be made through the Associate Head of School.
- Students whose IEP outlines assistive technology: purchase of computer and software are the responsibility of the student's family. All students with this accommodation are responsible for acquiring their own computer, scanner, and software. Kempenfelt Bay School will provide the student with a scanned version of the Grade level text and workbooks.
Note: When a student with a previous IEP or identified special educational need has made an application for admission, the Head of School will liaise with the Associate Head of School and the IEP committee as part of the admission process. This will ensure that
Kempenfelt Bay School has the necessary resources to meet the student's needs and ensure a positive transition and learning experience for them.
Transitions
When a student with an IEP leaves Kempenfelt Bay School because of a move or graduation from Grade 8, a Transition Plan will be put into place. This too, will involve communication with the parent, student and faculty. It will be the responsibility of the Associate Head of School to contact guidance counselors of all high schools involved. Classroom teachers and the Associate Head of School will attend all high school transition meetings with parents and students. Where the Associate Head of School cannot attend, the MYP Coordinator will sit in her place.
Last Reviewed November 15, 2009
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