““Town Hall Meeting”Town Hall Meeting”Future DirectionsFuture Directions

Delivery ModelDelivery Model

Students with Special NeedsStudents with Special Needs

IssuesIssues

• Commitment to success for all within the context of inclusion

• Students normally attend community school

• Support services according to need

• Finite resources

• Increasing demand for services within a context of decreasing enrollment

• Striving to include all studentsStriving to include all students

• Organizing services so that students Organizing services so that students can attend their community schoolcan attend their community school

Our Current ApproachOur Current Approach

Framework Guiding the Framework Guiding the Organization of ServicesOrganization of Services

• The Education ActThe Education Act

• The Policy on Special Education The Policy on Special Education (MELS 2000)(MELS 2000)

• The QEP (Differentiation, Cycles, The QEP (Differentiation, Cycles, Teamwork)Teamwork)

Framework Guiding the Framework Guiding the Organization of Services Organization of Services ContinuedContinued

• The Framework on Complementary The Framework on Complementary Educational Services Educational Services (MELS 2002)(MELS 2002)

• The Policy on the Evaluation of LearningThe Policy on the Evaluation of Learning(MELS 2003)(MELS 2003)

• The Collective Agreements The Collective Agreements (2005-2010)(2005-2010)

A Continuum of NeedsA Continuum of Needs

At risk / Students with Social Maladjustments / Students with HandicapsLearning Difficulties

Vulnerable LD/MI/BD Codes (14-99)Prevention Intervention

BLUE: MELS Categories

BLACK: LBPSB Operational Categories

Classification of Special NeedsClassification of Special Needs(Ministry of Education, Leisure, & Sport)(Ministry of Education, Leisure, & Sport)

• Two broad categoriesTwo broad categories– Students in Difficulty Students in Difficulty

(Learning/Behavior/Mild Intellectual Delay)(Learning/Behavior/Mild Intellectual Delay)

– Students with Social Maladjustments/ Students with Social Maladjustments/ HandicapsHandicaps

• Identification procedures and funding Identification procedures and funding differ for both categoriesdiffer for both categories

LBPSB Statistics LBPSB Statistics (2007-08)(2007-08)

• Approximately 11% of student Approximately 11% of student population has identified special population has identified special needsneeds

• Total Population:Total Population: 25 66525 665– Students in difficulty (LD/BD/MI):Students in difficulty (LD/BD/MI):

19531953

– Students with Social Students with Social Maladjustments/Handicaps:Maladjustments/Handicaps: 777777

STUDENTSSTUDENTS““IN DIFFICULTY”IN DIFFICULTY”

TOTALTOTALPOPULATIONPOPULATION

PERCENTAGEPERCENTAGE

19531953 25 66525 665 7.617.61

STUDENTS “IN DIFFICULTY”STUDENTS “IN DIFFICULTY”2007-20082007-2008

STUDENTS “HANDICAPPED”2007-2008

STUDENTSSTUDENTS““HANDICAPPED”HANDICAPPED”

TOTALTOTALPOPULATIONPOPULATION

PERCENTAGEPERCENTAGE

777777 25 66525 665 3.033.03

Support at School LevelSupport at School Level

• SchoolSchool– Classroom TeachersClassroom Teachers– Resource TeachersResource Teachers– Integration AidesIntegration Aides– Sp. Needs TechniciansSp. Needs Technicians– Behavioral TechniciansBehavioral Technicians– Spiritual AnimatorsSpiritual Animators– Planning Room *Planning Room *– Guidance Counsellors*Guidance Counsellors*– In-School Alternate Programs*In-School Alternate Programs*– Work Study ProgramsWork Study Programs

* Secondary school only* Secondary school only

BoardBoard

– Student ServicesStudent Services

• Special Needs Consultants, Special Needs Consultants, Psychologists, Speech - Language Psychologists, Speech - Language Pathologists, Occupational Therapists, Pathologists, Occupational Therapists, FSSTT, Health Promotion TeamFSSTT, Health Promotion Team

• REACH ATTACHMENT Program**REACH ATTACHMENT Program**

School Board and School Board and External Agency SupportExternal Agency Support

* * Elementary school only* * Elementary school only

– Educational ServicesEducational Services

• Curriculum ConsultantsCurriculum Consultants• Early Literacy Intervention ProgramEarly Literacy Intervention Program• Summer Literacy CampSummer Literacy Camp• Summer SchoolSummer School

ExternalExternal– Health & Social Services AgenciesHealth & Social Services Agencies– Community GroupsCommunity Groups

School Board and School Board and External Agency SupportExternal Agency Support ContinuedContinued

OptionsOptions

• Maintain current modelMaintain current model

• Refine current modelRefine current model– Develop new approaches for specific clientele Develop new approaches for specific clientele

(e.g. behavior)(e.g. behavior)– Explore alternative programming for students Explore alternative programming for students

• Develop and implement a different modelDevelop and implement a different model

• Re-distribute existing Board budgetsRe-distribute existing Board budgets

Impact of Present Board Impact of Present Board Policy and PracticesPolicy and Practices

• An individualized approach to An individualized approach to successsuccess– Based on identified needs, not Based on identified needs, not

categorycategory

• A high quality of service is costly A high quality of service is costly (in time and $$)(in time and $$)

• A culture of appreciation for A culture of appreciation for diversitydiversity

Impact Impact ContinuedContinued

• Over-representation of students with Over-representation of students with Special Needs in Elementary Bilingual Special Needs in Elementary Bilingual programprogram

• Over-representation of students with Over-representation of students with Special Needs in certain secondary school Special Needs in certain secondary school programsprograms

• Need for on-going professional Need for on-going professional development to build capacitydevelopment to build capacity

Future Future Directions…..Directions…..