DPCDSB Special Education Plan 2020-2021
Dufferin-Peel is committed to its mission of Catholic education where each one, created in the image and likeness of God, is called to realize the Ontario Catholic School Graduate Expectations to the fullest extent possible as we all journey from the early years to vocation. We invite all in our community to serve in the love of Christ.
The Ministry of Education document
Achieving Excellence: A Renewed Vision for Education in Ontario builds on the education system’s three current priorities: increasing student achievement, closing gaps in student achievement and increasing public confidence in publicly funded education. It identifies four renewed goals as follows:
1. Achieving Excellence
2. Ensuring Equity
3. Promoting Well-Being
4. Enhancing Public Confidence
Guided by the principles in Education for All and Learning for All K-12, we recognize that each student is unique and, supporting one student at a time, programs and services are personalized and precise. Guided by professional development and collaborative inquiry through a cycle of continuous assessment for learning and growth academically, socially and emotionally, all students with diverse learning needs including special education needs are supported, as appropriate.
Moving forward, the board will re-imagine the system directions guided by the priorities of board system strategic directions including:
2. Catholic Learning Environment
3. Catholic Community Engagement
4. Parish-Home-School Relationships
5. Stewardship of Our Physical Environment
7. Sacredness of Our Environment
Aligned to these system plans, the Catholic Board Improvement Learning Cycle articulates Dufferin-Peel's commitment in support of the Ministry of Education goals to improved student well-being and achievement for all learners Kindergarten to vocation through the board's core principles of Catholic Learning Environment (including Literacy, Numeracy, Catholic Community, Pathways and Transitions) , Catholic Community Engagement, Parish/Home/School, Stewardship of our Environment, Technology, and Sacredness of Our Environment.
The needs of all students are addressed and articulated in this inclusive system planning process.
School boards are required to continue to provide a report to the community regarding the special education programs and services available to meet the needs of students in the board. In preparing or amending the report, school boards are to continue to consult with their respective Special Education Advisory Committee (SEAC).