Special Education Program (SEP) Annual Report

First Nations Special Education Program

Annual Report for Schools

INSTRUCTIONS

1. Due on February 22, 2008.

1. One report per school receiving Special Education Program Funds is to be completed for First Nations Schools and Provincial Schools receiving Special Education Program funds.

1. Send report to the First Nations Education Steering Committee (FNESC)

Fax (604) 925-6097

GLOSSARY

Eligible Students: Students eligible for funding under the Special Education Program (SEP) are those whose special education needs cannot be met within the resources intended for the general student population and who are on the Nominal Roll or eligible to be on the Nominal Roll based on the First Nation Education Program Guidelines. Broadly speaking, special education needs of students fall within a continuum of mild to moderate, moderate to severe and severe to profound. Special education needs that are at the lower end of this continuum are expected to be addressed within the resources intended for the general student population. Only special education needs that are more costly to address (generally ranging from moderate to profound) are eligible for funding under the SEP. Students receiving programs and services under the Special Education Program (SEP)* are to be identified as High Cost Special Education Students on the Nominal Roll.

Formal Assessment: An assessment of a student’s special education needs conducted by specialized professionals.

Informal Assessment: An assessment of a student’s special education needs conducted by a teacher in the student’s school.

Contact the Special Education Program Guidelines, your Regional Managing Organization or your INAC Regional office for more information.

Note: Part E of the form is under review. Changes will be communicated as required.

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First Nation Special Education Program Annual Report for Schools

Identification Information

Part A: Student Identification

Part B: School Staff

16. Indicate the types of SPECIAL EDUCATION PROFESSIONAL DEVELOPMENT activities that were made available to teaching staff working with High Cost Special Education Needs Students this past year:

□ In School Training□ Workshops

□ Conferences□ University/College Courses

□ Coaching/Mentoring□ Other, please specify: ______

Part C: Special Education Policy

17. Does the school have a formal written Special Education Policy? □ Yes□ No

18. Does the policy include an appeal process?□ Yes□ No

19. When was the policy last reviewed and updated?______, 20__

Month/Day, Year

20. Does your Special Education policy address the provision of services to □ Yes□ No

High Cost Special Education Needs students from other jurisdictions? □ Not applicable

21. Indicate the ways in which parents and caregivers are involved in the program:

 They are informed about the Special Education Policy and services available to their children in the schools and community agencies

 They are provided written documentation about the Special Education Policy and services available to their children

 They are given the opportunity to be INVOLVED in the development, implementation and evaluation of their children’s IEP

 They are provided with a copy of their assessment reports

 They are required to AUTHORIZE IN WRITING any assessments, planning and transmission of assessment reports to other agencies

 They are given the opportunity to be involved in pre- and post-assessment consultation with professionals

 They are asked to PROVIDE THEIR FEEDBACK to the school administration about their level of satisfaction about the progress of IEPs

Part D: Other Agencies

22. Indicate the types of agencies and programs inside and outside the community with which the school collaborates to provide support and services to High Cost Special Education Needs students and their families:

□ Child and Family Services□ Social Services

□ Health Services□ Income Assistance

□ Day Care / Headstart□ Provincial Education Ministries

□ Provincial School Boards or School Divisions□ Inter-agency Organizations

□ Traditional/Spiritual Advisors□ Other, please specify: ______

Part E: Needs Not Met

Note: This section is to be completed by First Nations Schools for planning purposes only. INAC will use the information to build a business case for increased program funding. Provincial Schools funded by INAC for Special Education are not requried to complete this section.

23. Was the school able to provide appropriate services for all students □ Yes□ No

identified as having High Cost Special Education Needs?

If you answered “NO” to Question #23, please respond to the remaining questions below. The attached worksheets can be used to determine the answers to the questions, however, they should not be submitted to INAC or to the Regional Managing Organization.

27. Of the students identified in questions 24 and 25, HOW MANY:

28. Of the students identified in questions 24 and 25, HOW MANY REQUIRE THE FOLLOWING SERVICES:

29. Of the students identified in questions 24 and 25, specify the approximate amount of additional funding needed for the following, if applicable:

30. Indicate any other reasons for lack of service:

______

31. Describe the resources and strategies used to address needs not met by Special Education Program funds:

______

The information provided is accurate to the best of my knowledge:

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