LAMBTON KENT DISTRICT SCHOOL BOARD

 

SPECIAL EDUCATION ADVISORY COMMITTEE

 

Thursday,

Wallaceburg District Secondary School

             7:00 p.m.

October 28, 2004

Library

 

 

 

M I N U T E S

 

 

PRESENT:

Norma Hills, Community Living Sarnia-Lambton

 

Susie Jones, Trustee

 

Al Kuhn, Community Living Chatham-Kent

 

Duncan Longwell, Trustee (Chair)

 

Lisa Matthews, Learning Disabilities Association of Lambton County

 

Laurie Mawlam, Community Living Wallaceburg

 

Maggie Rochon, Easter Seal Society of Ontario, Sarnia-Lambton Branch

 

Donna Scherer, Learning Disabilities Association of Chatham-Kent (Vice-Chair)

 

Charlene Taylor, Member "at large"

 

Jonathan Quaglia, Member "at large"

 

Wenda Vallee, Autism Society of Ontario

 

Janet Vanderwerf, Member "at large"

 

Mary Weerdenburg (for Jenny Greensmith), Pathways Health Centre for Children

 

 

REGRETS:

Rose Gallaway, St. Clair Child and Youth Services

 

Marion Lennan, Lambton County Developmental Services

 

 

RESOURCE

Warren Kennedy, Superintendent of Education

STAFF:

Denise Emery, Chris Gordon, Geri Haskell and Debbie Seager, Special Education

  Co-ordinators

Christine Davenport, Supervisor of the Psychology Department

 

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1.0

CALL TO ORDER, APPROVAL OF AGENDA, AND INTRODUCTION OF NEW MEMBERS

 

The meeting was called to order at 7:00 p.m.  Chair, D. Longwell introduced new SEAC Members Lisa Matthews, Maggie Rochon, and Janet Vanderwerf. 

 

 

2.0

APPROVAL OF MINUTES OF 2004 09 23

 

 

The Minutes of 2004 09 23 were approved as written.

 

M. Rochon asked if the recommendations from the Visually Impaired Program Review Committee will be sent to the Board for approval.  W. Kennedy informed SEAC that the recommendations were presented to the Board in the monthly information Board Report from the SEAC Chair.

 

 

3.0

BUSINESS ARISING FROM MINUTES

 

 

3.1

Options Program

 

C. Gordon provided details of the Options Program located at St. Clair College and funded jointly by the Lambton Kent District School Board and the St. Clair Catholic District School Board.  The program is for students with an intellectual disability between the ages of 18 and 21.  The program is currently in its second year of a three-

year pilot.  Students spend two full days each week in a co-op placement and 3 days in the college setting.  The curriculum focuses on life and job skills development.   The admission process was outlined which consists of the submission of a referral form which gathers information from teachers and parents.  The admissions committee then meets and reviews all applicants prior to admission.  Currently there are fifteen students in the program which is staffed with a full-time teacher and a full-time educational assistant.

 

A. Kuhn requested clarification on the graduation age for students with intellectual disabilities.  Students graduate at the end of the semester in which they turn 21 years of age.

 

W. Vallee suggested that the program was very similar to the secondary ABLE program.   She expressed concern about the promotion of the program to students and then a feeling of disappointment if the student is not admitted.

 

 

3.2

Report from the Regional Special Education Council Meeting

 

W. Kennedy reported on information he received at a recent Regional Special Education Council (RSEC) meeting, which consists of superintendents responsible for special education from Southwestern Ontario Boards and staff from the Ministry of Education.   It appears that the Minister of Education is considering releasing the additional funding that was announced during the Summer to those Boards who had surpluses.  RSEC has requested a meeting with the Minister of Education and plan to take a pro-active approach to the funding issues.  Also, the Ontario Public School Board Association has been asked to re-convene their adhoc committee re:  special education funding issues.  W. Kennedy has volunteered to continue on this committee.

 

 

4.0

PRESENTATION – DEMYSTIFYING LEARNING DISABILITIES

 

 

Christine Davenport, Supervisor of the Psychology Department provided an informative presentation on learning disabilities highlighting:

·        uses of the LD term

·        diagnosis details

·        LDAO definition of LD

·        Ministry of Education definition of LD

·        IPRC details (an identification is not a diagnosis)

·        current practices in identifying students (the LDAO criteria is followed)

·        current guidelines for identification

 

C. Davenport distributed copies of her presentation slides and SEAC was given the opportunity to ask questions or provide comments.

 

 

5.0

UPDATES TO 2002-2003 INTERNAL REVIEW OF SPECIAL EDUCATION PROGRAMS AND SERVICES

 

 

W. Kennedy referred to a copy of the 2002-2003 Internal Review of Special Education Programs and Services that was distributed with the SEAC Agenda package, explaining that he would like SEAC to receive and discuss one or two sections of the document at future meetings.  This would allow for future planning relative to programs and services for all exceptionalities.  Revised versions of the following sections were distributed:

·        Section 3c – Programs and Services for Blind and Low Vision

·        Section 3d – Programs and Services for Deaf and Hard of Hearing

 

Revisions included updated statistics and recommendations from recent program reviews.

 

Input from SEAC was welcomed.

 

A. Kuhn plans on sharing the document with his School Council.

 

J. Quaglia expressed a concern related to the lack of information in the document about IEP’s.  He also suggested that changes be made to the IEP development process and encouraged early parental involvement.  IEP’s need to be in place beginning in September, not later in the school year.  G. Haskell explained that recommendations that resulted from the Role of the Resource Teacher Review may alleviate his concerns.  W. Kennedy suggested that IEP presentation materials could be prepared for principals for use at School Council meetings, etc.

 

W. Kennedy informed SEAC that the sections dealing with Programs and Services for Students with Autism (3a) and Programs and Services for Enrichment and Giftedness (3f) will be reviewed at the next meeting.  Additional information on IEP’s will also be discussed under the Special Education Plan portion of next month’s Agenda.

 

 

6.0

2004-2005 PROGRAM REVIEWS

 

 

6.1

Physical Disabilities Program Review Update

 

D. Seager announced that the Physical Disabilities Program Review is ongoing with the next meeting scheduled for November 19, 2004 which will be a full-day meeting to review survey results and to develop recommendations.

 

 

6.2

Review of the Role of the Resource Teacher Update

 

G. Haskell distributed draft copies of the Elementary and Secondary Resource Teacher Checklist which will be useful for school administrators.   SEAC members were asked to contact G. Haskell with feedback.

 

 

7.0

SPECIAL EDUCATION PLAN

 

 

7.1

Review of Section 2.7 – Categories of Exceptionalities and Definitions

 

Section 2.7 of the Plan was reviewed.  No changes were suggested.

 

 

7.2

Review of Section 2.8 – Special Education Placements Provided by the Board

 

Section 2.8 of the Plan was reviewed.  G. Haskell suggested the following revisions:

 

·          Page 41, Class Sizes, Remove:  last bullet:  Communication…

·          Page 45, Item 1.1, Change:  Psychological Services Department to Psychology Department in the 1st sentence.

·          Page 45, Item 1.1, 2nd Paragraph, Change:  Itinerant Social Skills Teachers to Itinerant Behaviour Teachers in the 2nd sentence, and Social Skills Teachers to Itinerant Behaviour Teachers in the 4th sentence.

·          Page 45, Item 1.2, Change:  Psychological Services Department to Psychology Department on the last line.

·          Page 47, Item 2.2 - Deaf and Hard-of-Hearing, Add:  (Reviewed - 2004)

Page 50, Item 3.1.2 - Replace with:  The Secondary Enrichment model for the Lambton Kent District School Board involves five levels of programming:  Classroom Enrichment, Enrichment Opportunities, Extending Activities, Personal Program, and Independent Study.

  • Classroom Enrichment is provided by the classroom teacher and supported by the Itinerant Resource Teacher (Secondary Gifted).  The type of enrichment offered by the teacher will depend on the needs of the individual student.
  • Enrichment Opportunities are designed to allow like-minded individuals from across the Board to meet and learn together.  These opportunities are provided

in a variety of ways.  Some are organized by student enrichment committees at each of the schools, others by the Itinerant Resource Teacher (Secondary Gifted) and still others, by out-of-Board groups such as:  The Western Ontario Committee for the Gifted, Queen’s University mini-enrichment program, Encounters with Canada, Shad Valley, Peel Summer Academy, Ontario Science Centre School, etc.

  • Extending Activities allow Grade 9 and 10 students who demonstrate a significant academic need to work towards extra credit.   Each Extending Activity is approximately thirty hours in duration and is based on the expectations as outlined by the Ministry of Education.  Once four extending activities are completed, an additional credit (GLE1OG, or GLE2OG) may be granted.
  • Personal Programs, available to Grade 9 and 10 Gifted students, are similar to Extending Activities, however are longer in duration and are not necessarily attached to one specific subject area.  Personal programs are often independent in nature, however are supported by a number of teacher and community mentors.  Either a half or full credit may be granted depending on the complexity and duration of the project.
  • Independent Study is available to Grade 11 and 12 Gifted students.  Students who choose independent study are often encouraged to seek out the mentorship of university professors as well as specialists in the community, while under the supervision of a teacher-advisor.

·          Page 51, Item 3.2.1, Add:  (E-ABLE) to the end of the last sentence.

·          Page 51, Item 3.3.1, Add a second paragraph to read:  Students between the ages of 18 and 21 with an intellectual disability, and currently enrolled with the Lambton Kent District School Board are eligible to attend the Options Program at St. Clair College, Chatham.  The program is currently in its second year of a 3-year pilot and is a joint program funded by the Lambton Kent District School Board and the St. Clair Catholic District School Board.  The program comprises of 2 full days in a co-op placement and 3 days in the college setting each week.  The in-college component focuses on life skills curriculum.

·          Page 52, Item 4.1.1, 1st Paragraph, Change:  the word handicaps to disabilities in the 2nd sentence.

·          Page 52, Item 4.2 - Blind and Low Vision, Add:  (Reviewed - 2004)

·          Appendices - Add:  Physical Disabilities Review Committee Survey.

·          Appendix 2.8.7 - Special Education Program Reviews Timeline will be revised.

 

G. Haskell also explained that the feedback received from the Ministry of Education following the submission of our 2003 Special Education Plan suggested that “clear admission information as it relates to each exceptionality” be incorporated into this section.  As a result, a thorough review of the section will be conducted by the Special Education Department with further revisions forthcoming to SEAC.  Also, on Page 48, Item 2.3.1, a sentence will be added outlining services provided for students requiring augmentative speech and language assistance.

 

 

8.0

CORRESPONDENCE

 

SEAC reviewed copies of the following correspondence:

·          Letter to the Minister of Education dated September 29, 2004, from the Windsor-Essex Catholic District School Board SEAC

·          Letter to the Minister of Education dated September 20, 2004, from the Thunder Bay Catholic District School Board

·          Letter to the Minister of Education dated October 1, 2004, from the Durham District School Board SEAC

 

 

9.0

ASSOCIATION REPORTS AND OTHER BUSINESS

 

L. Mawlam is selling Travel Club raffle tickets in support of Community Living Wallaceburg.

 

D. Scherer distributed copies of an “Annual Calendar of SEAC Business” developed by the Provincial Parent Association Advisory Committee on SEAC (PAAC on SEAC).   W. Kennedy suggested that a review of the calendar could be conducted at the next meeting.

 

D. Longwell commented on the recent Elementary Professional Development Day (October 22, 2004) with the focus on special education.  He thanked D. Emery and the Special Education Team for their efforts.

 

 

10.0

QUESTIONS FROM THE PUBLIC - None.

 

 

11.0

FUTURE AGENDA ITEMS

 

·        Exceptional Pupil Statistics (School October Reports)

·        Updates to 2002-2003 Internal Review (Sections 3a and 3f)

·        Special Education Plan – Review of Section 2.9

·        PAAC on SEAC Annual Calendar of SEAC Business

 

 

12.0

NEXT MEETING

 

 

 

Thursday, November 25, 2004

 

Wallaceburg District Secondary School - Library

 

7:00 p.m.

 

 

13.0

ADJOURNMENT - 9:30 p.m.

 

 

 

 

 

Joan Sparks,

 

Recording Secretary.