Ministry of Education .gov.on.ca

Ministry of Education

Guidelines for Approval and Provision of Care and/or Treatment, Custody and Correctional (CTCC) Programs 2018-19

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Une publication ?quivalente est disponible en fran?ais sous le titre suivant : Lignes directrices concernant les programmes d'?ducation destin?s aux enfants et aux jeunes dans les ?tablissements de soins, de traitement, de services de garde et de services correctionnels approuv?s par le gouvernement, 2018-2019

This publication is available on the Ministry of Education's website.

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Table of Contents A. Terminology and Notes.........................................................................................................................5 B. Vision for Education Programs ............................................................................................................5 C. Purpose ...................................................................................................................................................6 D. Purpose of Education Programs..........................................................................................................6 E. The Essential Elements of Education Programs...............................................................................7

1. Assessment, Evaluation and Reporting on Educational Achievement ........................................7 2. Instruction and Intervention ................................................................................................................9 3. Transition Planning ..............................................................................................................................9 F. Roles and Responsibilities .................................................................................................................11 1. Teacher................................................................................................................................................11 2. Supervisory Officer.............................................................................................................................11 G. Memorandum of Understanding ........................................................................................................13 H. Personal Information of Children and Youth. ..................................................................................17 I. Confidentiality: ......................................................................................................................................16 J. Information Management and Reporting to the Ministry of Education.........................................17 K. Approval and Funding .......................................................................................................................18 1. Funding ...............................................................................................................................................18 2. Funding of Teachers..........................................................................................................................19 3. Funding of Teaching Assistants.......................................................................................................19 4. Funding of Liaison/Administrators ...................................................................................................19 5. Calculating Enrolment ........................................................................................................................20 6. Education Program Details ................................................................................................................20 7. Determining Pupil Teacher Ratio (PTR)..........................................................................................21 8. Base School Operations Amount.....................................................................................................21

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L. Transportation ......................................................................................................................................21 M. Changes After an Education Program has been Approved: .........................................................21 N. Regional Office Contact Information........................................................................................................23

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A. Vision for Education Programs

Ontario is committed to the success and well-being of every child and youth.

In 2011, the Ministry of Education began a process of reviewing and transforming Education Programs. This review and transformation is responding to changes both in public education and in the provision of CTCC Services. School boards have an increased capacity to accommodate the diverse needs of learners in the classroom, permitting some children and youth with various needs to now be accommodated in a school. An example of change in the provision of CTCC Services is the movement toward youth serving time in the community instead of in custody.

The review of Education Programs has identified that a focus on achievement, wellbeing, equity, accountability and collaboration will support the transformation of Education Programs.

The vision for Education Programs also continues to be refined alongside the release of the Ministry of Education's Achieving Excellence: A Renewed Vision for Education in Ontario. The renewed goals of Achieving Excellence, Ensuring Equity, Promoting Well-being and Enhancing Public Confidence are relevant for Education Programs. In particular, the goal of Ensuring Equity, with its focus on providing the best possible learning opportunities and supports for children and youth who may be at risk of not succeeding, is essential for children and youth in Education Programs.

The transformation of Education Programs seeks to achieve the following vision:

As an integrated part of Ontario's education system, Education Programs provide critical support to meet the needs of children and youth who cannot attend school due to their primary need for care, treatment and/or rehabilitation services and facilitate transitions to future educational success.

In order to achieve the Ministry's vision, three priority areas have been identified for CTCC: ? Modernize governance, funding, accountability and increase school board responsibility

for these children and youth ? Improve learning, achievement and well-being ? Improve collaboration across all systems to provide seamless programs and services for

children and youth

The Ministry will continue to test new programs, remove existing or potential barriers to effective program and service delivery, and provide more tailored and personalized learning environments to better meet the education needs of children and youth receiving services from CTCC Facilities and improve educational outcomes.

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Additionally, these Guidelines will be reviewed and updated on an annual basis, providing the Ministry with a valuable tool for continuing to support the transformation of Education Programs in the coming years.

B. Purpose

These Guidelines are designed to provide direction to school boards regarding the provision of Education Programs in order to obtain Ministry approval and Ministry funding.

C. Purpose of Education Programs

As much as possible, children and youth should attend school. Where a child or youth has special education needs, these needs should be accommodated, if possible, through programs and services offered through the school board/school. For more information, please refer to Special Education in Ontario Kindergarten to Grade 12, Policy and Resource Guide, 2017. Education Programs are only for children and youth who cannot attend schools because of their primary needs for care, treatment and/or rehabilitation services provided by CTCC Services.

Children and youth in Education Programs are among the most vulnerable and at risk of not completing elementary and/or secondary education. Although the children and youth have primary needs other than education, the Ministry recognizes that maintaining continuity of education during periods of care, treatment and/or rehabilitation complements and supports treatment objectives and supports improved life outcomes for these children and youth.

Research also indicates that the education children and youth receive not only impacts learning outcomes, but positively impacts behavior, self-management of mental health issues, peer and familial relationships, and long-term prognosis for sustainable transitions to adulthood and personal autonomy. Educational outcomes for children and youth are best influenced by the skills and experience of both the CTCC Services and Education Program staff working together. (Supporting the Education of Young People Living in Residential Group Care in Ontario, Dr. K. Gharabaghi, 2011 ).

Education Programs must be designed to recognize the primacy of the care, treatment and/or rehabilitation needs. Accordingly, Education Programs are based on a collaborative model for sharing responsibilities between the school board and the CTCC Services. The school board provides the educational programming and the CTCC Facility provides the care, treatment and/or rehabilitation services. In EET Education Programs, CTCC staff employed directly by school boards, carry out this responsibility.

Educators who work in Education Programs cannot provide appropriate programming without consideration of the care, treatment and/or rehabilitation needs of the children

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and youth in the Education Program. Education Program staff must therefore work jointly with CTCC Services staff. As such, joint planning and multi-disciplinary teams should be used to ensure consistent and continuous support for children and youth in Education Programs to assist them in achieving their education and care, treatment and/or rehabilitation outcomes.

In particular, joint planning and multi-disciplinary teams should be used to develop education plans for each child or youth in an Education Program. In both preparing and applying these education plans, the Education Program often becomes interwoven with the social and/or medical services provided by the CTCC Services or school board staff in an EET Program. This collaborative approach enhances both education outcomes and care, treatment and/or rehabilitation outcomes.

D. The Essential Elements of Education Programs

With the appropriate modifications, many of the policies and resources for publicly funded schools are relevant to Education Programs.

Due to the unique needs of children and youth in Education Programs, the Ministry has identified three essential elements for these programs. The three essential elements are:

1. Instruction and Intervention

2. Assessment, Evaluation and Reporting on Educational Achievement

3. Transition Planning

These elements provide the conditions to improve achievement; reduce gaps in achievement; and to increase public confidence in the publicly funded education system. These elements also provide the framework for the Ministry of Education to monitor Education Programs.

1. Instruction and Intervention

a. Children and youth should receive instruction based on individual strengths, interests and needs, academic achievement and well-being. Academic achievement should be considered in the context of prior academic achievement as well as ongoing assessment for the Education Program.

b. Appropriate learning resources should be available to children and youth in Education Programs, including technology-enabled learning, where appropriate.

c. The Education Program is based on the Ontario Curriculum and/or school board determined alternative programs and/or courses. Instruction is differentiated based on the strengths, interests and needs of each child or youth.

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d. The use of accommodations, modifications and/or alternative programming is reflected in the education plan.

e. The strategies for instruction recognize the benefits of the multi-disciplinary approach.

f. The education staff has access to and uses:

i. current curriculum and related policy documents, resource guides, and professional learning materials to support their planning and delivery of the Education Program;

ii. professional learning activities provided by the school board; and iii. appropriate training led by CCTC Facility staff or, in the case of EET Education

Programs, CTCC staff hired by the school board, to support the unique needs of the children and youth in the Education Program.

g. In order to develop, deliver and support the effectiveness of Education Programs, Education Program staff should have relevant knowledge, classroom teaching experience and an understanding of the unique needs of children and youth in Education Programs. All efforts should be made to employ teachers with at least Part One of the Special Education Specialist Qualification to work with children and youth in an Education Program.

h. Principals and superintendents responsible for Education Programs work with and provide support and guidance to school board staff assigned to the Education Program on a regular basis.

2. Assessment, Evaluation and Reporting on Educational Achievement

a. It is expected that assessment, evaluation and reporting of educational achievement for children and youth in Education Programs will be as consistent as possible with and informed by the Ministry of Education policies and procedures Growing Success, Assessment, Evaluation and Reporting in Ontario Schools, First Edition covering Grades 1-12, 2010 and Growing Success, The Kindergarten Addendum, 2016 (collectively "Growing Success").

b. Teachers use practices and procedures outlined in the fundamental principles in "Growing Success" so that assessment, evaluation, and reporting are valid and reliable and lead to the improvement of education outcomes for all children and youth in Education Programs.

c. Learning for All: A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 (2013) describes a set of beliefs, based on research, that should guide all program planning for children and youth enrolled in an Education Program. When planning education programs, teachers should pay particular attention to the beliefs, which are as follows:

i. All children and youth can succeed. ii. Each child or youth has his or her own unique patterns of learning.

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