LAMBTON KENT DISTRICT SCHOOL BOARD

 

SPECIAL EDUCATION ADVISORY COMMITTEE

 

Thursday,

Wallaceburg District Secondary School

             7:00 p.m.

January 27, 2005

Library

 

 

 

M I N U T E S

 

 

PRESENT:

Rose Gallaway, St. Clair Child and Youth Services

 

Norma Hills, Community Living Sarnia-Lambton

 

Marion Lennan, Lambton County Developmental Services

 

Duncan Longwell, Trustee (Chair)

 

Lisa Matthews, Learning Disabilities Association of Lambton County

 

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, Pathways Health Centre for Children

 

 

REGRETS:

Susie Jones, Trustee

 

Al Kuhn, Community Living Chatham-Kent

 

Laurie Mawlam, Community Living Wallaceburg

 

 

RESOURCE

Warren Kennedy, Superintendent of Education

STAFF:

Denise Emery, Chris Gordon, and Geri Haskell, Special Education Co-ordinators

 

John Dawson, Student Success Leader

 

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1.0

CALL TO ORDER AND APPROVAL OF AGENDA - 7:00 p.m.

 

 

2.0

ELECTION OF CHAIR AND VICE-CHAIR

 

The floor was opened for nominations for Chair.  Duncan Longwell was nominated and declared Chair by acclamation.

 

The floor was then opened for nominations for SEAC Vice-Chair.  Donna Scherer was nominated and declared Vice-Chair by acclamation.

 

 

3.0

APPROVAL OF MINUTES OF 2004 12 16

 

The Minutes of 2004 12 16 were approved as written.

 

 

4.0

BUSINESS ARISING FROM MINUTES

 

D. Scherer wondered if there was any feedback from the article she submitted that was included with the Minutes:  “The Importance of Special Education Advisory Committees to Boards of Education”.  D. Longwell stated that the article was reviewed by the Board and he felt it was an informative document on the history and purpose of SEAC.

 

 

5.0

PRESENTATION – STUDENT SUCCESS

 

 

W. Kennedy introduced John Dawson, Student Success Leader, giving a brief history of his administrative experience.  J. Dawson explained that the purpose of his position is to gather information and to develop programs for students who are struggling to reach their potential.  Current initiatives include:

·        compiling data from a variety of sources

·        centralized committees developing programs and activities that build on the likes and strengths of students

·        introduction of the “Pathways” program that focuses on the world of work

·        development of a Data Warehouse

 

J. Dawson informed SEAC that the Ministry of Education has provided funding for Student Success initiatives although Boards must develop ways of measuring the effectiveness of their programs.  J. Dawson distributed copies of a chart indicating the areas in which the Ministry will be collecting data in order to determine positive changes.  He also explained the meaning of the data contained within the chart.  Areas of data collection requested by the Ministry include:

·        Credit Accumulation

·        Pass Rates in Compulsory Credits (Grades 9 and 10)

·        Literacy Success Rates

·        Workplace Preparation Courses

·        College Preparation Courses

·        Locally Developed Compulsory Credit Courses

·        Co-op Related Courses

·        Annual School Leaver Rate

·        Grade 7 and 8 Students at Risk

 

J. Dawson demonstrated the locally developed computerized Data Warehouse which has been created by co-op students from the University of Waterloo (who also happen to be graduates of the Lambton Kent District School Board).  The Data Warehouse contains a multitude of student data along with a series of pre-defined reports, some of which will be helpful when transitioning students from Grade 8 to 9.  The Data Warehouse will be very helpful to teachers and Principals and will also determine weaknesses and strengths in programming.

 

In response to a question concerning teachers having enough time to digest data on their students, J. Dawson explained that professional learning communities have been established for the purpose of reviewing and understanding data in a small group situation.

 

M. Rochon stated that she was skeptical at first about the amount of data being collected on any one student, but now realizes the benefit this will have for all students.

 

Questions were also asked about the security level of the Data Warehouse and the percentage of exceptional students identified as being “at-risk”.

 

J. Dawson was thanked for his informative presentation.

 

 

6.0

SUMMARY OF OCTOBER REPORT EXCEPTIONAL PUPIL STATISTICS

 

 

A detailed summary of the “Students Receiving Special Education Programs and Services” section of the school 2004 October Reports to the Ministry of Education was reviewed.  The statistics revealed that 3503 exceptional pupils and 3736 non-exceptional pupils, for a total of 7239 pupils, are being supported by the Special Education Grant.

 

 

7.0

SPECIAL EDUCATION PLAN

 

 

7.1

Review of Section 2.11 – Special Education Staff

 

Section 2.11 of the Plan was reviewed.  Suggested revisions include:

·          Page 62, 1st Paragraph, 6th Sentence, Change:  Psychological Services Department to Psychology Department

·          Page 62, 1st Paragraph, 7th Sentence, Change:  “the Board employs two speech-language pathologists” to “the Board employs three speech-language pathologists”.

·          Page 62, Item 1.0, Change last sentence to read:  “The Special Education Co-ordinators organize the acquisition of equipment and resources, compile data and reports, and centrally co-ordinate special education supports for schools.”

·          Page 62, Item 2.1, 2nd Sentence, Change:  “ISA claims to “ISA 1 claims”.

·          Page 63, Item 2.2, 3rd Sentence, Change:  “Intensive Support Amount claims” to “ISA 1 claims”.

·          Page 63, Item 2.6, Divide into two descriptions:

      2.6       Itinerant Behaviour Resource Teacher

                  An Itinerant Behaviour Resource Teacher is a qualified teacher with additional qualifications in special education who provides consultative support to the School-based Team.  Through observation and direct interaction with students they help to develop behavioural and social skills programs to assist students in the regular classroom.

      2.7       Itinerant High Needs Resource Teacher

                  An Itinerant High Needs Resource Teacher is a qualified teacher with additional qualifications in special education who provides consultative support to the School-based Team.  Through observation and direct interaction with students they help to develop communication and behavioural programs to assist students in the regular classroom or the special education classroom.

·          Page 63, Item 2.7 will become Item “2.8”.

·          Page 64, Item 3.0, 1st Sentence, Change: “Psychological Services Department” to “Psychology Department”.

·          Page 64, Item 3.1, Change Title:  “Supervisor of Psychological Services Department” to “Supervisor of Psychology Department”.

·          Page 64, Item 4.0, 2nd Sentence, Add:  “Contracted” to the beginning of the sentence.

·          Page 64, Item 5.0, Last sentence will be revised once additional information regarding funding is released.

·          Appendix 2.11.1 has been revised.

 

 

7.2

Review of Section 2.12 – Staff Development

 

Section 2.12 of the Plan was reviewed.  G. Haskell suggested the following revisions:

·          Page 66, Under Ways in Which SEAC is Consulted about Staff Development, 2nd Paragraph, Change 1st bullet to read:  “workshops in the after-hours Staff Development for All Employees booklet cover such topics as autism, behaviour, giftedness, learning disabilities, assessment and evaluation, and assistive technologies”

·          Page 66, Under Ways in Which SEAC is Consulted about Staff Development, 2nd Paragraph, Remove:  5th bullet - “development of a Special Education staff…”

·          Page 66, Under Ways in Which SEAC is Consulted about Staff Development, 2nd Paragraph, Change 6th bullet to read:  “information sharing with principals and teachers in a variety of ways and venues (e.g., Area Principal Meetings, Area Resource Team Meetings, etc.)”

·          Page 67, Under Determining Priorities, Add a bullet:  “Ÿ Area Principals’ Meetings”

·          Page 67, Under In-service Training and Other Professional Development Activities, 2nd Sentence, Change:  “ISA process” to” ISA 1 process”.

·          Page 67, Under In-service Training and Other Professional Development Activities, 4th Sentence, Change:  “…orientation session prior to the beginning…” to “…orientation session at the beginning…”.

·          Page 68, Top of the Page, Change the sentence beside Appendix 2.12.2 to read:  “After- School and Other Workshops Offered with a Special Education Focus during 2002-03, 2003-04, and 2004-05 school years”.

·          Page 68, Top of Page, 3rd Paragraph, Change sentence to read:  “In addition, there have been half-day workshops for teachers and administrators on IEPs, Hearing and Vision Awareness, Guided Reading, Legal Issues, and Administrative Procedures.

·          Appendix 2.12.1 has been revised.

·          Appendix 2.12.2 has been revised.

·          Appendix 2.12.3 has been revised.

 

 

8.0

2004-2005 PROGRAM REVIEWS

 

 

8.1

Physical Disabilities Program Review Update

 

C. Gordon, on behalf of D. Seager, provided a progress report from the Physical Disabilities Program Review Committee.  The committee met on January 11 and has begun to develop their recommendations that will be presented to SEAC at a future meeting.  Their next meeting is scheduled for February 10.

 

 

 

 

8.2

Web-based IEP Review Update

 

C. Taylor informed SEAC that the SEAC Sub-committee to review the web-based IEP held their first meeting on January 18.  The committee reviewed a sample template to make ensure that it meets Ministry standards.  They fine-tuned some of the wording and generally discussed expectations of staff, etc.  The next meeting will be held after the pilot schools have had an opportunity to submit some samples of IEP’s created through the new web-based program.

 

 

9.0

CORRESPONDENCE - LETTER FROM ROSARIO MARCHESE, MPP, DATED DECEMBER 7, 2004

 

A copy of a letter from MPP Rosario Marchese concerning special education funding was reviewed.  W. Kennedy stated that a report on Special Education Funding from the Ontario Public School Boards Association (OPSBA) has recently been submitted to the Ministry of Education.  Recommendations from the report will be distributed at the next SEAC meeting.  OPSBA is recommending leaving special education funding the way it is for 2005-06 and that a committee be formed to explore options for 2006-07.

 

 

10.0

ASSOCIATION REPORTS AND OTHER BUSINESS

 

C. Taylor informed SEAC that a committee has been formed to explore the creation of a local library of electronic textbooks or “e-books” for use with students requiring adaptive technology.  Representatives from the Lambton Kent District School Board, Lambton College, St. Clair College, along with C. Taylor are on the committee.

 

N. Hills announced that Community Living Sarnia-Lambton recently purchased the former New Hope School building and plan to relocate their life skills programs once renovations are complete.

 

D. Scherer distributed pamphlets outlining Tutoring and Social Skills Programs offered through the Learning Disabilities Association of Chatham-Kent.

 

C. Gordon reminded SEAC Members of the Active Learning Workshop to be held on February 4, 2005, at Bridgeview School, Point Edward.

 

Copies of the “Winter/Spring 2005 Staff Development for All Employees” booklet were made available.  SEAC Members are welcome to attend any of the sessions (space permitting) but must register in advance.

 

 

11.0

QUESTIONS FROM THE PUBLIC - None.

 

 

12.0

FUTURE AGENDA ITEMS

 

·        2003-2004 EQAO Testing Results and Exemption Rates

·        Updates to 2002-2003 Internal Review

·        Special Education Plan - Review of Section 2.13, 2.14, and 2.15

·        OPSBA Special Education Funding Report

·        Program Review Updates

 

C. Taylor suggested that SEAC receive information at a future meeting on the following topics:

·        CCAC and Service Providers and Processes

·        Training of Educational Assistants

 

 

13.0

NEXT MEETING

 

 

 

Thursday, February 24, 2005

 

Wallaceburg District Secondary School - Library

 

7:00 p.m.

 

 

14.0

ADJOURNMENT - 8:45 p.m.

 

 

 

 

 

 

 

 

 

Joan Sparks,

 

Recording Secretary.