1. What are the changes?

There are two changes starting September 1, 2007. Two new eligibility categories and codes will be created for reporting students to Alberta Education:

• students with at least average or higher ability who have a significant academic delay, and who are also diagnosed with a learning disability (LD), will be identified within the district under a new category of Learning Disability; and
• students with a non-verbal learning disability (NLD) will be identified within the district under a new category of Non-verbal Learning Disability.

The restriction on district centre based funding for Literacy and Strategies will be removed. This means that regardless of which school students with Literacy or Strategies coding attend, the school will receive a level 5 allocation.

2. How is this different from what the district is doing now?

Currently, the district reports all students coded in the district categories of Strategies, Literacy and Academic Assistance to Alberta Education under the category of Learning Disability. However, some of these students should not be reported, as they do not meet the provincial criteria for Learning Disability.

Currently, only elementary and junior high schools with district centre programs for Literacy and Strategies and senior high schools are eligible to receive a level 5 allocation.

3. Why does Edmonton Public Schools need to make these changes in how the district reports to Alberta Education?

Alberta Education has told the district to report only those students who meet the provincial criteria for special education codes. This requirement is a result of Alberta Education's Programming Standards Review, which took place in the spring of 2005. According to Alberta Education, only students who have at least average ability and academic delays, as well as a diagnosed learning disability, should be reported under the category of Learning Disability. Average ability is generally considered to be within the range of 90 to 109 Full Scale IQ.

4. What was the reason for removing the restriction on district centre based funding for Literacy and Strategies?

This decision was made to help align our current practice with district values, beliefs and policy. Specifically, this decision supports the concept of parental and student choice. It guarantees the neighbourhood school as the point of entry for all students, it supports teaching and learning in all school settings, and it supports decentralized decision making.

5. What will happen to students currently coded Literacy or Strategies?

Students currently coded Literacy or Strategies will have their eligibility grandfathered. This means that regardless of which school students with Literacy or Strategies coding attend, the school will receive a level 5 allocation.

This will be the case until they no longer require the program or they leave the district. No student will lose his or her eligibility as a result of the changes to criteria. Students who have been grandfathered, leave the district and return after one year may have their coding restored, if he or she meets the criteria for academic achievement.

6. Does the change in criteria for learning disabilities align with the programming review currently in progress?

The current change in criteria is required to align with Alberta Education reporting requirements. The programming review is the district's long-term approach to research based improvements for programming and may result in additional changes.

7. Will the district keep Literacy & Strategies district centres for programming purposes?

Literacy and Strategies district centres will be maintained for programming purposes. There is no intention to close Literacy and Strategies district centres for the 2007-2008 school year.

8. How will I know which is the best placement for my child? Should he attend the community school or the district centre?

Each student is an individual and has unique strengths, needs, interests and goals. You are the expert on your child, but school and district staff can give you information to help you make the best possible decision for your child.

• You and your child's teacher will be offered an opportunity to meet with the specialized staff who conducted assessments for your child. These specialists provide information about your child's assessment results and educational recommendations. They will also answer your questions.
• Discuss options with your child's teacher, school principal or both. School staff may have questions for you about your goals for your child. They can provide you with information about programming or supports available to your child in the inclusive community school classroom. They can also give you general information about district centre programs.
• A parent brochure detailing each district centre program is available to you at your child's school or on the district website http://www.epsb.ca/parents/splEd.shtml.
• You are welcome to make arrangements to meet with the teacher or principal at the district centre program. This will give you a chance to review the programming and supports provided in that setting.

You are welcome to make arrangements to meet with the teacher or principal at the district centre program. This will give you a chance to review the programming and supports provided in that setting.

With this information, consider all the programming options and supports available. Make your choice based on your child's long-term goals, programming requirements and other important needs.

9. Should I expect the same programming in my community school that is offered in the district centre?

The range and level of interventions provided are different in inclusive and district centre settings. Inclusive class sizes are generally larger and programming reflects this difference.

Staff training and experience are also different in the two settings. Although programming in either setting is designed to meet the learning needs of your child, the level and intensity of interventions do differ. For example, in the inclusive setting, your child's teacher may be able to work with small groups of students in guided reading groups two or three times a week. In a district centre setting, this small-group instruction is often possible on a daily basis, with the support of a teacher and teaching assistant.

It is important to be an involved member of your child's learning team. Your input in the development of your child's Individualized Program Plan (IPP) helps to guide programming development and delivery regardless of setting.

10. How do I know that the allocation will be used to help program for my child with special education needs in the community school?

Allocations are not attached to any individual student. All allocated resources are pooled at the school. The principal, in consultation with staff, decides how to distribute these funds to address the learning needs of all students in the school.

11. What placement options are appropriate for students coded under the category of Learning Disability?

Students coded under the category of Learning Disability may be placed in either inclusive settings or district centre programs (Literacy or Strategies). Before arranging for placement, the principal will carefully consider your child's learning profile and programming needs, as well as your placement preferences.

12. Is there an advantage to moving from one program to another?

Depending on their profiles and learning needs, there may be an advantage for some students to move from one program to another. Such a move is given careful consideration, as any change comes with some degree of risk or difficulty. When a move is considered, ask the principal for information about possible differences in program goals, programming and curricular expectations. In any move, careful transition planning is important to student success.

13. Is my child only eligible for transportation if they attend a district centre program?

Transportation is only provided to students who attend their designated school. This could be either a district centre program or a receiving school for students who do not have a school in their neighbourhood.

If you choose to enrol your child in a school that is not their designated school, transportation will not be provided.

14. Is my child eligible for transportation if they receive programming in an inclusive setting?

If your child has been directed to attend the school, then he or she may be eligible for transportation. However, if you choose to enrol your child in a school that is not his or her designated school, transportation will not be provided.

15. My child has been in a district centre program for three years and received transportation. I want to move her to an inclusive setting. Will she continue to be eligible for transportation?

If your child has been directed to attend the school, then he or she may be eligible for transportation. However, if you choose to enrol your child in a school that is not his or her designated school, transportation will not be provided.

© Copyright 2010, Edmonton Public Schools
Terms of Use
District-wide Privacy Statement
Contact Web Administrator