LAMBTON KENT DISTRICT SCHOOL BOARD

SPECIAL EDUCATION ADVISORY COMMITTEE

Thursday
Wallaceburg District Secondary School
19 00 hours

2001 09 20

Library

M I N U T E S

PRESENT:

Jennifer Adam, St. Clair Child and Youth Services

Norma Hills, Sarnia & District Association for Community Living

Marion Lennan, Lambton County Association for the Mentally Handicapped

Duncan Longwell, Trustee (Chair)

Sharon Nickerson, Member "at large" (Vice-Chair)

Ted Scott, Member "at large"

Wenda Vallee, Autism Society of Ontario

Veronica Vaughan, Wallaceburg & Sydenham District Association for Community

Living

Jane Wright, Chatham & District Association for Community Living

ABSENT:

Sandra Blondin, Our Children's Voice

Graham McIntyre, Trustee

Donna Scherer, Learning Disabilities Association of Chatham-Kent

RESOURCE

Warren Kennedy, Superintendent of Education

STAFF:

Deb Ellacott, Mike Gilfoyle, Cathy Koolen and Cathy Telfer, Special Education

Co-ordinators

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1.0

CALL TO ORDER – 19 08 hours.

D. Longwell welcomed Warren Kennedy to his first official meeting of SEAC as the Superintendent responsible for Special Education.

2.0

APPROVAL OF MINUTES OF 2001 06 14

The Minutes of 2001 06 14 were approved as written.

3.0

BUSINESS ARISING FROM MINUTES

3.1

IPRC Student Guide Update

M. Gilfoyle explained that the staff preparing the IPRC Student Guide would be meeting again on October 3, 2001. A draft copy of the Guide should be available for SEAC review at the next meeting.

3.2

SEAC Brochure Update

T. Scott continues to work on developing a SEAC Brochure. An update will be provided at the next meeting.

4.0

PRESENTATIONS

4.1

Steps to Success Process

C. Koolen outlined the referral process for special services, referencing the "Steps to Success" flowchart contained in the Special Education Plan:

Step 1 - If a student is experiencing difficulty:

The teacher gathers data to assist in decisions regarding the student’s programs. The teacher should speak with the parent, staff who have worked with the student, and examine past records (Ontario Student Record). Past records would provide information regarding attendance, prior assessments, involvement with support services, and any pertinent medical considerations.
In addition to the background information gathered the classroom teacher will record classroom observations relating to skill development, work habits, and general strengths and needs. Information regarding peer and adult relations and social skills may also be helpful.
As the classroom teacher gathers the data, appropriate accommodations (e.g. preferential seating, more time to complete work, reteaching, use of concrete material, additional work on phonemic awareness, etc.) to the child’s program will be made in consultation with the student’s parents/guardians. Once accommodations have been implemented, the student’s progress is monitored.

Step 2 - If the student continues to experience difficulty:

The teacher keeps the parent/guardian informed about steps being taken and strategies being used.
The classroom teacher consults with the resource teacher to review the data gathered to date and to explore additional strategies and accommodations.
Following these recommendations, the teacher continues to monitor and record student progress.

Step 3 - If the student continues to have difficulty:

The classroom teacher discusses the situation with the parent/guardian.
The teacher makes a referral to the next school team meeting. The purpose of the School Based Team meeting is to determine an appropriate course of action for students who may need support beyond the regular classroom. Members of the school team may include the school administrator, resource teacher, classroom teacher, and others as appropriate (e.g., Special Education Co-ordinator, Psychology Counsellor, etc.).
The classroom teacher discusses the accommodations with the parent/guardians.
Following the meeting the classroom teacher implements suggested accommodations. Some curriculum modifications might be appropriate (e.g. reduction in the number of expectations, slower pace, or alternative materials) to ensure that students are receiving instruction at the appropriate level.
As adjustments are made the classroom teacher monitors and records progress.

Step 4 - If the student is still experiencing difficulty:

The parent/guardian is contacted to inform them of the need to gather more information and of the Resource Teacher’s involvement in conducting an informal assessment.
A referral is made through the Resource Teacher for academic testing in order to have more thorough information in relation to the student’s level of achievement and skill development. The Resource Teacher may use a variety of assessments, which may include the Canada Quiet, Brigance and Canadian Achievement Test. Once this data has been gathered additional modifications may be suggested.
The classroom teacher discusses the accommodations/modifications with the parent/guardian.
Following the meeting the classroom teacher implements suggested accommodations/modifications.
As adjustments are made the classroom teacher monitors and records progress.

Step 5 - If the student continues to experience difficulty:

The student will again be discussed by the school team.
Parents/guardians are kept informed of the student’s progress and the strategies, accommodations and modifications that are being used, and the need to take further action.
Upon reviewing the steps taken to date and adjustments that have occurred the school team, in consultation with the parent/guardian, may consider some of the following options:
Regular Resource Support
Develop an Individual Education Plan
Further Data Collection (e.g. academic assessments, student observations, etc.)
Continue to monitor student progress
Consult with parent regarding an outside referral (e.g. community agency, medical assessment, etc.)
Consult with Special Education Co-ordinator
Referral to Speech and Language Services (Appendix 2.3 11)
Referral to Psychology Department (e.g. Psycho-Educational Assessment, Counselling)
Referral to IPRC

4.2

ISA and IEP Update

C. Telfer announced that Central Office staff attended Ministry of Education ISA training in Toronto during the last week of August, 2001. An in-service session was held locally for school administrators and special education personnel on September 14, 2001. A copy of the Ministry of Education ISA Guidelines - 2001-02 document was distributed to SEAC.

C. Telfer highlighted the changes to the ISA claims process for 2001-2002:

improved training (Ministry validators and Central Office staff attended the same training sessions)
2001-2002 will be a "comprehensive review" year in order to create a new baseline of ISA-eligible files (stable funding will remain in effect for 2001-2002)
ISA Profiles have been clarified, with major changes to the Learning Disabilities Profile
Some files have been grandparented
Four validation cycles to submit claims between November, 2001 and December, 2002
Once the baseline is formed, Boards need only submit new or changed claims in future years.

C. Telfer demonstrated the differences between ISA levels 2 and 3 for the Blind (8.2/8.3) Profile and the Physical/Health Disability (9.2/9.3) Profile.

S. Nickerson suggested that SEAC receive a presentation on the Learning Disabilities Profile (3.2/3.3) since significant changes have been made to this Profile.

5.0

ACTUAL SPECIAL EDUCATION STAFFING FIGURES, 2001-2002

Special Education staffing figures were reported for the 2001-2002 school year. W. Kennedy informed SEAC that in addition to the figures reported, there are also the equivalent of an additional 17 full-time teachers providing remediation services to secondary school students.

6.0

SPECIAL CLASS TRANSPORTATION

Transportation Manager, Kevin Fitzpatrick presented information on the challenges and complexity of the transportation services provided throughout the district. Through the use of graphs it was revealed that most students attending schools with special programs were arriving to school on time each morning, but there continued to be problems in the afternoon resulting in students having to leave school early in order to catch their bus home. The situation will continue to be monitored and route changes will be made if possible in order to alleviate problem areas, although funding is a continuing concern. Twenty-three per cent of the transportation budget ($1.6 million) is spent on transporting 302 special needs children annually.

K. Fitzpatrick can be reached by calling 1-877-330-4287, Ext. 407 or (519)627-6860, Ext. 407.

K. Fitzpatrick stated that there has been a clear direction from the Board and administration to provide transportation based on program needs, not vice versus, funding permitted.

W. Vallee suggested that once all bus routes have been finalized for this school year a communication should be distributed informing parents of special needs students of specific bus pick-up/drop-off times and bell times.

7.0

SPECIAL EDUCATION PLAN - SECTION 2.1.3, PHILOSOPHY OF SPECIAL EDUCATION

Deferred to next month.

8.0

PROGRAM REVIEW UPDATE

8.1

Autism/PDD

D. Ellacott announced that the Autism/PDD Program Review Committee will reconvene their meetings in the near future.

8.2

Speech and Language

C. Koolen explained that the Speech and Language Program was the first program reviewed upon amalgamation. It will now be the first program to be "re-reviewed". A Speech and Language Program Review Committee will be established this Fall.

9.0

CORRESPONDENCE

9.1

Copy of Thank you Letter from Sarnia and District Association for Community Living

A copy of a letter from the Sarnia and District Association for Community Living thanking Board staff for their involvement in their Summer Program for students with developmental disabilities was reviewed. The letter extended a special thank you to M. Gilfoyle, Special Education Co-ordinator.

9.2

Copy of Letter from Peel District School Board SEAC to Minister of Education

A copy of a letter sent from the Peel District School Board SEAC to the Minister of Education concerning the EQAO Grade 10 Literacy Test and accommodations for exceptional students was received.

9.3

Copy of Letter from Alexander Mackenzie Secondary School Council to Minister of Education

A copy of a letter sent from the Alexander Mackenzie Secondary School Council to the Minister of Education concerning the EQAO Grade 10 Literacy Test and accommodations for exceptional students was reviewed. It was suggested that a letter be sent to the School Council of A.M.S.S. thanking them for their efforts and requesting a copy of any response they may receive as a result of their letter to the Minister.

S. Nickerson expressed concern about the accommodations allowed during the Grade 10 Literacy Test.

10.0

FEATURE ASSOCIATION

10.1

Sarnia and District Association for Community Living

N. Hills provided a brief overview of the programs provided by the Sarnia and District Association for Community Living including:

Residential Accommodations
Vocational Programs
Life Skills Programs
Employment Support Services
Respite Services

Their programs and services are able to assist approximately 450 individuals.

N. Hills also distributed an information package.

10.2

Next Meeting Feature Association

V. Vaughan volunteered to provide information on the Wallaceburg and Sydenham District Association for Community Living at the October SEAC meeting.

11.0

ASSOCIATION REPORTS AND OTHER BUSINESS

D. Ellacott distributed copies of the finalized version of the Early and Ongoing Identification of Children's Learning Needs document. D. Ellacott also announced that Ronald McDonald visited Tecumseh School yesterday and presented a cheque for $25,000, a donation from Ronald McDonald Children's Charities for the Snoezelen Room.

J. Adam informed SEAC that the St. Clair Child and Youth Centre operated a successful day treatment program over the Summer for school-age children.

D. Longwell circulated information on a one-day conference sponsored by the Sarnia and District Children's Treatment Centre and Recreation Integration Sarnia-Lambton on Saturday, November 10, 2001

J. Wright provided an article that appeared in the July 12, 2001 issue of the National Post: "To Have Down Syndrome".

12.0

QUESTIONS FROM THE PUBLIC

A. Kuhn mentioned a program he had viewed on TV Ontario featuring Arrowsmith School in Toronto and teaching techniques that are used for Autistic and learning disabled students.

13.0

FUTURE AGENDA ITEMS

Professional Development
Booklet of Strategies, Accommodations, and Tips for all Exceptionalities
Reading Academy Software Demonstration
ISA Profile for Learning Disabilities
Transportation Update

14.0

NEXT MEETING

Thursday, October 25, 2001

Wallaceburg District Secondary School - Library

7:00 p.m.

15.0

ADJOURNMENT – 21 40 hours.

Joan Sparks,

Recording Secretary.