•  Work as a member of a multi-disciplinary team in support of other members of      the PDD/ASD team, bringing expertise in the area of ABA instructional methods
• Support the implementation of TDSB and Ministry of Education initiatives such as PPM 140, etc.
• Coordinate with Toronto Partnership for Autism Services (TPAS) and other IBI service providers in the transition of students receiving IBI services
• Work directly in the classroom to model appropriate ABA instructional methods      to teachers and support staff such as the proper use of communications systems (e.g., PECS), visual supports, and other specific interventions
• Act as a resource to principals, school staffs, school support teams, special      education staff, instructional leaders, teachers and parents
• Participate in and deliver professional development activities for TDSB staff
• Chair meetings on a monthly basis at the school with the Transition Planning      Team and keep minutes for reporting to parents, schools, OSR, Special Education - Support Staff files
• Develop specific data sheets, analyze and graph results of information collected     to write and document individualized behaviour support plans:
  • ABLLS,  FBA (Functional Behaviour Assessment), FAST, MAS, etc.
  • Data collection: ABC data, Ziggurat, frequency, scatterplot, duration,       permanent product recording, etc.
• Complex case management and crisis referrals

WHO WE ARE

We are itinerant and provide services to all Secondary and Elementary Schools. There are two Attendance Counsellors assigned per quadrant. We are mandated by the Education Act to serve students of compulsory school age who have exhibited pronounced attendance problems. Our work is fully integrated with other Student support services and we are key members of school's interdisciplinary teams.  We include SAL workers (supervised alternate learning) and Court Liaison Workers. 

WHAT WE DO

• home visits in order to reach out to families and students
• counselling sessions for both the students and their families
• assessment, consultation, advocacy services and recommendations
• drop out prevention (pivotal roles in the SALEP and Alternative Programs)
• close networking with the schools

HOW WE ASSIST STUDENTS

• By our ability to intervene in situations where school attendance is a pronounced problem without a formal parental or guardian consent for service (other services need written consent from a parent of guardian).
• By helping the students and their families address the underlying issues of poor attendance and seek a successful resolution. Depending upon what the assessment reveals, we may recommend the involvement of other services both within the school Board and community.

WHO WE ARE

We hold a degree in Child and Youth Care or Bachelor’s of Social Work or a Bachelor of Education and CYW diploma. We are school-based and centrally-based workers who operate  as members of interdisciplinary teams and can be comprised of the following staff and departments: Principals, Teachers,  Safe Schools, Guidance, Student Success, Community Support Workers and others.  Our position provides assistance in the acquisition, reinforcement and maintenance of academic, communication, social and personal management skills. On professional matters, supervision is provided by the Chief of Child & Youth Services. On operational matters for school-based CYCs  supervision is provided by the on site Administrator.

WHAT WE DO

• work in concert with Attendance Counsellors and Social Workers in providing a continuum of counselling services to any at-risk students in the school
• work as part of the school support team, which includes guidance and student success teachers and/or Safe Schools as necessary to develop pro-active strategies and programs aimed at enhancing student success, including acting as in-school resource for Safe Schools initiatives
• provide group or individual short term goal-oriented intervention/conflict resolution counselling
• develop and run proactive programs to assist and engage at risk students
• attend meetings and in-service seminars
• assist in the supervision of students during various activities as required

HOW WE ASSIST STUDENTS

• By supporting students who are experiencing a range of social, emotional or behavioural challenges.
• By working with students on a day to day basis to promote and facilitate positive behavioural changes.
• By understanding the individual needs of students and by developing or fostering programs aimed at improving daily functioning and in turn overall academic success and enhance the student’s self-esteem.
• By implementing a range of prevention, intervention and treatment strategies according to individual student needs.

WHO WE ARE

We are accredited with a diploma from a Community College in Child and Youth Work.  We are members of the multi-disciplinary team comprised of the Principal, and /or Vice-Principal, classroom teacher, the Special Education teacher, and other PSSP staff.  In high schools we are attached to the Focus On Success programs, and in all schools we are attached to behaviour programs, autism classrooms, diagnostic classrooms, Caring & Safe Schools programs, as well as additional programs throughout the TDSB.  We are supervised by our on-site administrators for operational matters and by the Chief of Child & Youth Services for professional matters. 

WHAT WE DO

• develop and provide an individual behaviour management program for students
• preventative work, regular interventions and crisis interventions
• group or individual counselling
• monitor and report on students’ needs, progress, problems
• provide assistance and information to the family
• assist in the supervision of students during lunch and the non-classroom activities

HOW WE ASSIST STUDENTS

• By supporting students who are experiencing a range of social, emotional or behavioural challenges. 
• By working with students on a day to day basis to promote and facilitate positive behavioural changes.
• By understanding the individual needs of students and by developing or fostering programs aimed at improving daily functioning and in turn overall academic success and enhance the student’s self-esteem.
• By implementing a range of prevention, intervention and treatment strategies according to individual student needs. 

• Work with the Gender-Based Violence committee in the development of a system-wide implementation plan for the Gender-Based Violence policy and related procedures;
• Developed Positive Space system program
• Develop and communicate to the system a Gender Based Violence Prevention strategy for students and staff
• Participate on various Board committees to represent issues related to Gender-Based Violence
• Liaise with Board departments including Legal Services, Human Rights Office, Professional Learning, Training and Leadership, Safe Schools, Professional Support Services, and School Programs on issues related to Gender-Based Violence
• Coordinate a system-wide approach that ensures compliance with legal and legislated requirements for the reporting and investigating of incidents of Gender-Based Violence
• Develop a data management system that collects, tracks and reports on incidents of Gender Based Violence
• Develop and present workshops to staff and students that raise awareness of the need for gender training to support behaviour and organization change
• Organize, plan and deliver participatory professional development opportunities for teaching and other staff on issues related to Gender-Based Violence
• Identify, develop or adapt materials in a variety of media for use throughout the system
• Provide oversight in the development of student leadership camps, conferences and retreats for students in the area of Gender-Based Violence
• Liaise with external agencies and communities to exchange information and remain updated on issues related to gender based violence

Court Liaison Workers content is coming soon....

WHO WE ARE

There is one Audiologist working at the TDSB who is a member of the school teams and is registered in CASLPO (College of Audiologists and Speech-Language Pathologists of Ontario). 

WHAT WE DO

The TDSB Audiologist provides services to deaf and hard of hearing students in the mainstream and in self contained programs throughout the Board. Referrals come through Special Education Hearing –Itinerant staff and directly from the staff in the self-contained deaf and hard of hearing programs.

HOW WE ASSIST STUDENTS

• By interpreting audiological test results obtained from clinical audiologists in reference to the educational implications.
• By fitting and monitoring FM systems including: assessment for candidacy, initial fitting, troubleshooting, consultation regarding individualized use of FM features, preparing ISA 1 equipment claims ordering and processing new FM equipment, and programming FM equipment. Liaising with clinical audiologists, hearing aid/FM manufacturers, and hearing aid dispensers.
• By assessing auditory skills, using a variety of formal and informal measures, including classroom observation. (The speech resource teacher and other teachers of the deaf an hard of hearing may share this task).
• By consulting with Itinerant teachers and teachers in the self contained deaf and hard   of hearing classes re: auditory skills programming, personal and classroom amplification and acoustic modifications.
• By liaising with clinical audiologists, hearing aid/FM manufacturers, and hearing aid dispensers.
• By doing in-services with staff and students on hearing related issues.
• By meeting and consulting with the hearing resource team (Low Incidence Consultant, Central Itinerant, Speech-Language Pathologist, Social Worker, Speech Resource Teacher) regarding students in deaf and hard of hearing programs.
• By consulting with other support staff (i.e. Speech and Language Pathologists, Psychologists and Social Workers).

WHO WE ARE

Multilingual Team Leaders are members of the central ESL/ELD resource team in the Program Department. Our responsibilities are boardwide - to conduct first language assessments/surveys in order to assist schools with appropriate programming and placement of students who are at risk.

Education and qualifications of the Multilingual Team Leaders include a PH.D, M.S.W., M.E.D. in psychology, ESL Diploma, and Ontario Teacher Certification. 

WHAT WE DO

• provide assessments of students whose first language is other than Standard Canadian English
• provide information on the student’s educational background
• co-ordinate support for ESL/ELD students 

HOW WE ASSIST STUDENTS

• By providing culturally and linguistically appropriate first-language assessments of students whose first language is other than Standard Canadian English, and who are still in the process of learning English
• By providing school staff with detailed and accurate information on the student’s educational background, oral language development and literacy skills in the first language, and conceptual development in mathematics, and make recommendations for appropriate placement and programming for students.
• By co-ordinating first language support for ESL/ELD students (e.g., after-school tutorial support in students’ first languages).

WHO WE ARE

We are members of the Ontario Colleges of Occupational Therapy and Physiotherapy.  Our services are provided throughout the TDSB. 

WHAT WE DO

• participate on school support teams
• provide liaison with community based agencies that provide essential care for the physical and developmentally handicapped students
• provide physical/functional assessments for the physical and developmentally handicapped students
• support teachers in preparing Individual Education Plans
• participate and provide expertise on TDSB Committees
• represent the TDSB in community wide committees and boards that provide services for physically and developmentally challenged students
• assist in the transition process and planning for students with special needs throughout the course of the students’ school life

HOW WE ASSIST STUDENTS

• By supporting programs within the special education department.
• By contributing specialized knowledge of physical and developmental disabilities, interpretation of medical health issues and their effect on learning, program curriculum modification, environmental modification and specialized staff support in order to assure our special needs students’ attendance, safety and academic achievement.
• By involving physical management and activities of daily living programming, oral motor function, meal-time management/eating, toileting and equipment needs in the students IEPs.By recommending and assessing for adapted and therapeutic equipment as required by students to enhance school function and participation.
• By working in partnership with students, families, school staff, employers in the community (Co-op Education) and other community agencies, to assist in the transition process and planning for students with special needs throughout the course of the students’ school life.

WHO WE ARE

We are members of the Ontario Colleges of Occupational Therapy and Physiotherapy.  Our services are provided throughout the TDSB. 

WHAT WE DO

• participate on school support teams
• provide liaison with community based agencies that provide essential care for the physical and developmentally handicapped students
• provide physical/functional assessments for the physical and developmentally handicapped students
• support teachers in preparing Individual Education Plans
• participate and provide expertise on TDSB Committees
• represent the TDSB in community wide committees and boards that provide services for Physically and Developmentally challenged students
• assist in the transition process and planning for students with special needs throughout the course of the students’ school life

HOW WE ASSIST STUDENTS

• By supporting Programs within the special Education Services.
• By contributing specialized knowledge of physical and developmental disabilities, interpretation of medical health issues and their effect on learning, program curriculum modification, environmental modification and specialized staff support in order to assure our special needs students’ attendance, safety and academic achievement.
• By involving physical management and activities of daily living programming, oral motor function, meal-time management/eating, toileting and equipment needs in the students IEPs.
• By recommending and assessing for adapted and therapeutic equipment as required by students to enhance school function and participation.
• By working in partnership with students, families, school staff, employers in the community (Co-op Education) and other community agencies, to assist in the transition process and planning for students with special needs throughout the course of the students’ school life.

WHO WE ARE

Our staff includes both Psychologists and Psychological Associates who are registered with the College of Psychologists of Ontario. In addition, staff with the necessary academic qualifications that are working toward registration with the College work under supervision as Psychoeducational Consultants. We all  have specialized training in psychology as it applies to educational settings.

WHAT WE DO

• we are assigned to specific elementary and secondary schools (about 5-7 schools per staff person) and are responsible for providing a range of services
• we provide psychological consultations, psychological assessments and brief counselling
• we function as consultants as members of the school's multi-disciplinary "Support Team. This team attempts to support students who are having difficulty in their classroom in a preventative way
• we use clinical skills to interpret the data and synthesize the results from the psychological assessments
• when a formal referral for a psychological assessment is made we work directly with the student to do an individual psychoeducational assessment, with informed consent from the parent, if more information about the student’s learning profile (i.e., strengths and needs) is necessary in order to help the school make programming decisions and encourage academic success

HOW WE ASSIST STUDENTS

• By working directly with students to do individual psychoeducational assessments, when a formal referral  has been made with informed consent from the parent, if more information about a student’s learning profile (i.e., strengths and needs) is necessary in order to help the school make programming decisions and encourage academic success.
• By providing information and ideas to parents/guardians, teachers and school principals to understand why a student is having difficulty and by making suggestions for changes to a student's program that would enable that student to work more effectively within the classroom. These changes to program can involve either instructional strategies and/or behavioural management techniques.
• By being active members of the Central IPRC—Central Identification, Placement, and Review Committee that identifies students requiring Special Education and considers placement options, as well as, providing monitoring for students who have been placed in Special Education.

WHO WE ARE

We are part of the multidisciplinary educational team of the Board. The academic qualifications for School Social Workers range from a Masters Degree (MSW) to a Doctorate in Social Work (Ph.D. or D.S.W.). We are certified members of the Ontario College of Social Workers and Social Service Workers (OCSWSSW).  

WHAT WE DO

• assessment and treatment planning
• psychosocial cognitive development assessments
• interpersonal relationship counselling
• individual and family counselling
• community development

HOW WE ASSIST STUDENTS

• By providing a range of services to assist students, their families, school personnel and administrators to maximize the students educational experience. 
• By working hand in hand with the vast array of community groups and programs in order to bring the school and community closer together to promote success for the students and their families. 
• By providing a range of services from individual, group and family counselling, prevention programs, classroom interventions, assessments and risk assessments for safe schools, crisis response and consultations, consultation on social emotional issues, consultation regarding the child abuse policy, staff professional development, tragic events response and referrals to outside agencies, to help children overcome obstacles to achieve their full potential.

WHO WE ARE

We are professionals with training at the Masters Degree level in prevention, assessment, identification, counselling, and intervention of human communication disorders, and are registered by the College of Audiologists and Speech-Language Pathologists of Ontario (CASLPO).

WHAT WE DO

Assessments and consultations services for children of all ages.  These services focus on working with children with significant oral language difficulties from junior kindergarten to grade 3, because this is the optimum developmental time to provide intervention. Programming suggestions are provided collaboratively with teachers and parents.

HOW WE ASSIST STUDENTS

• By assessing students’ speech, language and communication skills and by providing consultation with regular and special education teachers to develop classroom-based programming for students with significant oral language learning needs.
• By participating on School Support Teams to provide early programming support for specific children to facilitate appropriate referrals to Speech-Language Pathology Services.
• By providing speech therapy referrals to agencies, such as, the Community Care Access Centre, for students who have moderate-to-severe articulation, stuttering or voice problems.
• By providing information and consultation services for parents to assist them in enhancing their children's communication skills at home.
• By developing the Kindergarten Early Language Intervention Program (KELI), which is led by a speech-language pathologist and a special education kindergarten teacher. This program provides oral language intervention for senior kindergarten students who have delayed language development and attend one of the selected 10 host high needs schools across the school board.
• By consulting with school staff about children in specific academic programs, such as, programs for children with learning disabilities, developmental handicaps, physical handicaps, and children in the Deaf and Hard of Hearing Program and Primary Transition Program for students with Autism Spectrum Disorder (ASD).
• By supporting teachers’ requests by developing language and communication programming strategies for Individual Education Plans (IEPs) for students with special communication needs.
• By developing and providing a variety of in-services for teachers, support staff and/or parents on a wide range of topics, such as, communication development, strategies to enhance language and communication in the classroom and at home, and other topics as requested by the school staff.