REGULAR BOARD MEETING PUBLIC SESSION

TUESDAY, SEPTEMBER 22, 2015

7:00 p.m. A

Board Room Sarnia Education Centre

200 Wellington Street, Sarnia, Ontario Page Reference

1. Call to Order 2. Approval of Agenda 3. Declaration of Conflict of Interest 4. Approval of the Minutes from the September 8, 2015 Regular Board Meeting 1 5. Business Arising from the Minutes 6. Motions Emanating from the Regular Board Private Session 7. Motion that the Actions of the Regular Board Private Session be the Action of the Board. 8. Presentations: 9. Delegations 10. Questions from the Public 11. Reports for Board Action a) Staff Appreciation Day Chair McKinlay/Director Costello 3 Report B-15-95 Recommendation “That the Board observe October 2, 2015 as Staff Appreciation Day in the public schools of Lambton Kent.” b) Policy and Regulations on Development and Review of Board Policies and Director Costello 4 Regulations Report B-15-96 Recommendation “That the Board approve the review of the policy and regulations on Development and Review of Board Policies and Regulations c) Policy and Regulations on Employees Holding Appointed or Elected Director Costello 7 Public Offices Report B-15-97 Recommendation “That the Board approve the revised policy and the review of the regulations on Employees Holding Appointed or Elected Public Offices.” d) Policy and Regulations on Hospitality Director Costello 10 Report B-15-98 Recommendation “That the Board approve the review of the policy and regulations on Hospitality.”

B e) LKDSB Accessibility Plan – 2014/2015 Director Costello 14 Report B-15-99 Recommendation “That the Board approve the 2014/2015 Annual Accessibility Report for the Lambton Kent District School Board.” 12. Reports for Board Information 13. Correspondence 14. New Business 15. Trustee Question Period 16. Notices of Motion 17. Future Agenda Items 18. Announcements a) A Special Board Meeting will be held on Tuesday, October 6, 2015 in the Cafeteria at Wallaceburg District Secondary School at 3:00 p.m. The LKDSB Capital Plan will be presented at the Meeting. b) The next Regular Board Meeting will be held on Tuesday, October 13, 2015 at the Chatham Education Centre at 7:00 p.m. 19. Adjournment

Lambton Kent District School Board Minutes Of The Regular Board Meeting of September 8, 2015 held at the Chatham Education Centre PRESENT: Trustees:

Chair Scott McKinlay, Vice-Chair Jane Bryce, Randy Campbell, Ruth Ann Dodman, Dave Douglas, Jack Fletcher, Elizabeth Hudie, Tom McGregor, Bob Murphy, Lareina Rising and Shannon Sasseville

Student Trustee Cole Anderson and Brittany McLaren

Staff: Director of Education Jim Costello, Superintendents of Education, Joy Badder, Dave Doey, Mike Gilfoyle, Gary Girardi, Taf Lounsbury and Phil Warner

Recording Secretary: Trish Johnston, Executive Assistant and Communications Officer

Call to Order: Chair McKinlay called the Meeting to order at 7:00 p.m. An In Memoriam was read for student Kailee Kavanaugh. A moment of silence was observed.

Regrets Superintendent of Business Brian McKay #2015-117 Approval of the Agenda Sept/8/2015

Moved by Randy Campbell, seconded by Elizabeth Hudie, “That the Agenda for the Regular Board Meeting Public Session of

September 8, 2015 be approved.” CARRIED.

Declaration of Conflict of Interest:

No declarations of conflict of interest were issued.

#2015-118 Approval of Minutes Aug/25/2015

Moved by Ruth Ann Dodman, seconded by Shannon Sasseville, “That the Board approve the Minutes of the Regular Board Meeting of

August 25, 2015.” CARRIED.

Business Arising From the Minutes

Director Costello referred to Mr. Paolone’s delegation to Board at the August 15 Board Meeting regarding transportation for his son. Director Costello followed up with Mr. Paolone and he has indicated that he has found a solution for his son.

#2015-119 Action of the Regular Board Private Session be the Action of the Board

Moved by Jane Bryce, seconded by Jack Fletcher, “That the Action of the Board in Private Session be the Action of the

Board.” CARRIED.

#2015-120 Schedule for Regular Board Meetings for the period December 2015 to December 2016 Report B-15-92

Director Costello outlined the sections in the Board’s Procedural By-laws that govern the scheduling of Board Meetings. He presented the proposed schedule for the period December 1, 2015 to November 31, 2016. Additional meetings would continue to be at the call of the Chair as needed. Typically Regular Board Meetings are not scheduled during the months of December and July and only one meeting is held during the month of March and August. Board business is usually lighter during these months. Special meetings of the Board will be called as required. Moved by Bob Murphy, seconded by Shannon Sasseville, “That the Board approve the Regular Board Meeting schedule for the period

December 2015 to December 2016.” CARRIED.

Supervised Alternative Superintendent Gilfoyle explained that the Supervised Alternative Learning

Learning Committee (SAL) Report Report B-15-93

program is designed to engage compulsory school aged students who are not attending school on a regular basis. Students are working towards an Ontario Secondary School Certificate (OSSC) or an Ontario Secondary School Diploma (OSSD). The SAL program continues to be a short term option for students as we endeavor to re-engage them in a regular school setting. The students continue to work on academic credits and community hours. SAL is available at all 13 secondary schools. Trustee Campbell outlined the SAL Committee membership and provided a summary of the meetings held through the year. 154 SAL students were reviewed. 42 students were renewed and approved by the Committee to remain on SAL for September 2015, Semester #1. Trustee Campbell noted that student participation in the program has greatly increased since he first became involved in the very worthwhile program.

Trustee Questions In response to Trustee Fletcher’s question about any concerns about teachers providing instruction on the new health and physical education curriculum in light of the fact that teachers were not exposed to Professional Development days Director Costello explained that the Ministry facilitated training in May. The LKDSB’s System Coordinator Student Achievement Elementary and a team of secondary educators attended the session. The information has been shared with other teachers. Superintendent Doey spoke at length on the topic at the recent meeting of the Administrative Leaders. He outlined how to handle exemptions request by parents if the curriculum is inconsistent with their beliefs. The principal is the first contact for the parent. The Board is required to uphold the Ontario Human Rights Code on equity. He explained that it is unlikely that teachers have started to teach the details of the curriculum this early in the school year. They usually wait until later in the year when they develop a relationship with their students. Trustee Sasseville shared comments received from parents about the first day of school experiences. She acknowledged that the majority of students were happy but there are a number of students and parents who were nervous and she wondered if there was an opportunity to look across the system and make this a better experience for the students, parents and teachers. Director Costello commented that the Senior Administration had discussed the topic many times. The smooth transition of students from grade to grade or school to school is very important to reduce student stress. The secondary schools provide very good orientation program for students. At the elementary level, Senior Administration plans to introduce best practices related to communication and transition and insist schools do something similar to be more consistent across the district. Trustee Rising advised that she attended the OPSBA First Nation Trustee meeting at the end of August. One of the key issues raised at the meeting was language and fluency of Native language teachers and the requirement of full fluency for teachers before being hired by school boards. Superintendent Doey stated that the LKDSB is very fortunate to have a number of teachers who are Ojibwe certified including occasional teachers. As well, five teacher attended Lenape language certification programs this summer. The LKDSB has a nice pool of teachers who would be quite capable of supporting the language program should the need arise.

Announcements The next Regular Board Meeting will be held on Tuesday, September 22, 2015, 7:00 p.m. at the Sarnia Education Centre.

Adjournment 7:28 p.m.

There being no further business, Chair McKinlay declared the meeting adjourned at 7:28 p.m.

Chair of the Board Director of Education and Secretary of the Board

REGULAR BOARD, PUBLIC SESSION

REPORT NO: B-15-95 Report to Board From: Scott McKinlay, Chair of the Board/Jim Costello, Director of Education Date: September 22, 2015 Subject: Staff Appreciation Day 2015 The Lambton Kent District School Board is very proud of its staff and is certainly aware of the important role they play in the development of children. Staff are very dedicated and caring individuals striving to improve student achievement for the betterment of society. At the 44th Session of the International Conference on Education, the United Nations agency declared October 5th as World Teachers’ Day. In the past, the Board has recognized teachers on October 5. However this year the decision was made to celebrate Staff Appreciation Day on October 2 to acknowledge the contributions of all employees. The Lambton Kent District School Board truly appreciates everything staff does to enhance learning opportunities for our students. RECOMMENDATION: “That the Lambton Kent District School Board observe Staff Appreciation Day on October 2, 2015.”

REPORT NO: B-15-96 REGULAR BOARD, PUBLIC SESSION Report To Board FROM: Jim Costello, Director of Education DATE: September 22, 2015 SUBJECT: Policy and Regulations – Development and Review of Board Policies and Regulations The policy and regulations on Development and Review of Board Policies and Regulations have been reviewed as part of the Board’s cyclical review. All Board policies and regulations must be reviewed prior to the fourth year of implementation, or sooner if necessary. Changes are not recommended. RECOMMENDATION: “That the Board approve the review of policy and regulations on Development and Review of Board Policies and Regulations.”

POLICY NO.: P-AD-100

POLICY

SUBJECT: Development and Review of Board Policies and Regulations

The words "It is the policy of the Lambton Kent District School Board" will initiate a statement, in clear and concise terms, of the Board's values and core beliefs on educational and related issues. Changes not recommended. Implementation Date: June 22, 1999 Reviewed: February 22, 2000, September 13, 2005, November 11, 2008 Revised: February 28, 2012 Reference: LKDSB Regulations

REGULATIONS NO.: R-AD-100 REGULATIONS

SUBJECT: Development and Review of Board Policies and Regulations 1. The Board, through the Director of Education, will create, review, amend or expunge policies

and regulations as required.

2. Policies must conform to the Education Act, Regulations and to all relevant statutes, regulations and policies of the various levels of government.

3. The Director of Education will present draft Policies and Regulations to trustees at Regular

Meetings of the Board. 4. Trustees will review the Policies and Regulations, and:

a) approve the documents; b) amend and approve the documents; c) refer the documents back to the administration, with direction or d) create an ad hoc committee to review and revise and report back to the Board.

5. Policies usually have accompanying Regulations, which are the rules that govern the policy. 6. All Policies and Regulations must be approved at a Regular or Special Board Meeting.

7. The Director of Education will be accountable for the implementation of all policies, in

accordance with the regulations.

8. All Board Policies and Regulations must be reviewed prior to the fourth year of implementation, or sooner if necessary.

Implementation Date: June 22, 1999 Reviewed: February 22, 2000 Revised: November 26, 2002 Reviewed: September 13, 2005, November 11, 2008 Revised: February 28, 2012 Reference: LKDSB Policy

REPORT NO: B-15-97 REGULAR BOARD, PUBLIC SESSION Report To Board FROM: Jim Costello, Director of Education DATE: September 22, 2015 SUBJECT: Board Policy and Regulations Employees Holding Appointed or

Elected Public Offices The Board policy and regulations on Employees Holding Appointed or Elected Public Offices have been reviewed as part of the Board’s cyclical review. The policy statement has been revised to reflect the Board’s philosophy in a concise manner. Changes are not recommended for the regulations. Recommendation “That the Board approve the revised policy and the review of the regulations on Employees Holding Appointed or Elected Public Offices.”

POLICY NO: P-AD-122-

POLICY

SUBJECT: Employees Holding Appointed or Elected Public Offices

DRAFT

The Lambton Kent District School Board supports the participation of its employees in public service including the seeking and holding of public offices.

It is the policy of the Board to accommodate the participation of its employees in public service in accordance with the

Regulations that correspond to this Policy. Implementation Date: April 25, 2000 Revised October 22, 2002 Reviewed: January 17, 2006, January 11, 2011 Reference: LKDSB Regulations

REGULATIONS NO.: R-AD-122 REGULATIONS

SUBJECT: Employees Holding Appointed or Elected Public Offices

1. In compliance with legislation under the Elections Act, an employee who is a candidate in a Federal or

Provincial election may be granted a leave of absence, without pay, at the discretion of the Director of Education. Said leave shall be for a period not exceeding six (6) weeks and not less than two (2) weeks immediately prior to the date of the election.

2. Employees elected to offices requiring extended absences, such as members of the legislature or

parliament, shall be granted leave without pay or benefits for the period of time that they hold office up to a maximum of five (5) years. Any extension of the leave beyond the initial five-year period will be at the discretion of the Board.

3. Employees elected or appointed to councils, boards, commissions and/or committees or other such

organizations may be granted, with the approval of the Director of Education, annual leaves of absence up to a maximum of ten days with remuneration, less the daily cost of an occasional employee, to fulfill their commitments.

Changes not recommended. Implementation Date: April 25, 2000 Revised: October 22, 2002 Revised: January 17, 2006 Reviewed: January 11, 2011 Reference: Policy

REPORT NO: B-15-98 REGULAR BOARD, PUBLIC SESSION Report To Board FROM: Jim Costello, Director of Education DATE: September 22, 2015 SUBJECT: Board Policy and Regulations Hospitality In December 2006, the Ministry of Education released new School Board Expenditure Guidelines that required school boards to establish new policies or revise existing policies to be consistent with the Ministry’s Guidelines. The guidelines address board expenditures in the following areas: 1) use of corporate credit cards, 2) travel, meals and hospitality, 3) advertising and 4) advocacy. The Board approved the policy and regulations on Hospitality in March 2007. The documents been reviewed as part of the Board’s cyclical review. Hospitality at Board expense may only be extended by the Director of Education or Superintendents under specific circumstances as outlined in the regulations. Changes are not recommended at this time. Recommendation “That the Board approve the review of the policy and regulations Hospitality.”

POLICY NO.: P-BU-521 POLICY

SUBJECT: HOSPITALITY It is the policy of the Lambton Kent District School Board to provide hospitality to individuals or education partners to expand educational opportunities for all students or to acknowledge their contributions to student achievement. Changes not recommended. Implementation Date: March 27, 2007 Reviewed: November 8, 2011 Reference: LKDSB Regulations, Administrative Procedures Ministry of Education School Board Expenditure Guidelines

REGULATIONS NO.: R-BU-521

REGULATIONS

SUBJECT: HOSPITALITY 1. Hospitality at Board expense may only be extended by the Director of Education or

Superintendents. 2. Exceptions to the above must have prior approval of the Director of Education. 3. Hospitality expenses should be necessary and reasonable and will include the provision of

food, beverages, accommodation, transportation or other amenities at Board expense. 4. Hospitality must be extended in an economical, consistent and appropriate way when it will

facilitate Board business or is considered desirable as a matter of courtesy. 5. Hospitality may be extended on behalf of the Board when: a) Engaging representatives of other school boards, the broader public sector, industry,

public interest groups, or unions in discussions on official matters: b) Providing individuals from provincial, national or international organizations and charitable

organizations with an understanding and appreciation of the workings of the Board; and c) Sponsoring or attending formal conferences related to the goals of the Board. d) Recognizing employees or other individuals for outstanding achievement (i.e. retirement,

service, meritorious awards, achievement of major goals etc.); 6. When hospitality is extended to vendors of the Board, prior approval must be obtained from the

Director of Education to ensure that the hospitality extended does not give, or is not perceived to give, preferential treatment to any vendor.

7. Individuals should not accept hospitality from vendors to the Board (current or prospective) that

exceed the bounds of normal social courtesy to avoid either real or perceived conflicts of interest.

8. Part of normal Board hospitality may include the moderate consumption of alcoholic beverages

with a meal or during a reception.

9. Reimbursement for reasonable costs of alcohol is permitted for hospitality events. a) The cost of alcoholic beverages cannot exceed the cost of the food. b) Alcoholic beverages should not include premium brands or vintage wines. c) Preference should be given to wine, beer and spirits produced in Ontario. d) All laws involving the serving of alcohol must be followed at any hospitality event. 10. Gifts of appreciation, valued at up to $50.00, may be extended to persons in exchange for pro

bono services. Gift values above $50.00 must be justified and approved by the Director. Neither gift cards nor cash can be given as hospitality gifts.

11. All hospitality expense claims must be submitted on the Board’s Expense Form, accompanied

by the original detailed receipts to the Director of Education for approval. The Chair of the Board will approve the Director of Education’s hospitality expenses.

Implementation Date: March 27, 2007 Revised: November 8, 2011 Reference: LKDSB Policy, Administrative Procedures

Ministry of Education School Board Expenditure Review Guidelines

REPORT NO: B-15-99 REGULAR BOARD, PUBLIC SESSION REPORT TO BOARD FROM: Jim Costello, Director of Education DATE: September 22, 2015 SUBJECT: 2014/2015 Annual Accessibility Report for the Lambton Kent

District School Board

The Accessibility for Ontarians with Disabilities Act (AODA) came into effect in 2005. The purpose of this act is two-fold. Firstly, it directs public sector institutions to develop, implement and enforce standards for accessibility related to Customer Service, Transportation, Information and Communication, Built Environments, and Employment. Secondly, it provides for the involvement of persons with disabilities and various community partners in the development of the proposed standards. The target date for reaching this goal is no later than January 1, 2025. Attached is the 2014/2015 Annual Accessibility Report for the Board. This report describes the measures that the Lambton Kent District School Board has taken in the past and measures that have been taken during the 2014/2015 school year to identify barriers and enhance accessibility for individuals who work, learn and participate in the School Board community and environment. RECOMMENDATION: “That the Board approve the 2014/2015 Annual Accessibility Report for the Lambton Kent District School Board.”

Lambton Kent District School Board Annual Accessibility Report

September 2014 – August 2015

Prepared by the

Lambton Kent District School Board Accessibility Committee

This publication is available on the Lambton Kent District School Board’s website www.lkdsb.net and is available in

Braille, Large Print, PDF, and Audio-tape upon request.

Table of Contents 1.0 Description of the Lambton Kent District School Board ....................................................... 20

2.0 Accessibility Planning Committee Members........................................................................ 22

3.0 Measures in Place .............................................................................................................. 22

4.0 Barrier-Identification Methodologies .................................................................................... 23

5.0 Barriers Identified ............................................................................................................... 23

6.0 Ongoing Initiatives .............................................................................................................. 24

6.1 Special Services.............................................................................................................. 24

6.2 Other ............................................................................................................................... 26

6.3 Information Technology ................................................................................................... 27

7.0 Barriers Identified for 2014-2015......................................................................................... 27

8.0 Professional Development for the 2014-2015 School Year ................................................. 29

9.0 Review and Monitoring Process.......................................................................................... 29

10.0 Communication of the Plan ............................................................................................... 29

Appendix A ............................................................................................................................... 31

Appendix B ............................................................................................................................... 32

Facilities Accessibility Upgrades ........................................................................................... 32

Appendix C ............................................................................................................................... 35

Special Education Acronyms ................................................................................................. 35

Aim This report describes the measures that the Lambton Kent District School Board has taken in the past and measures that have been taken during the 2014 - 2015 school year to identify barriers and enhance accessibility for individuals who work, learn and participate in the School Board community and environment.

1.0 Description of the Lambton Kent District School Board

The Lambton Kent District School Board provides educational services to more than 23,000 students in 64 elementary and secondary schools. Lambton and Kent County are made up of numerous small towns and communities situated in Southwestern Ontario, a geographic area surrounded by the Great Lakes.

We have municipal offices in the two main centers in our district: The Municipality of Chatham-Kent (www.chatham-kent.ca) and the City of Sarnia (www.sarnia.com)

Vision Statement

Our Students - Shaping Our World

Mission Statement

Fostering Success for Every Student Every Day

Belief Statement

√ Public education is an investment in the future of all peoples and all communities. √ All students can learn and are entitled to quality instruction. √ A safe and caring learning environment is strengthened by embracing diversity, and respecting self, others and the world around us. √ Student success is achieved through shared responsibility of students, staff, families, community and First Nation partners.

√ Accountability is attained through open dialogue, transparency and fiscal responsibility. √ We are committed to innovation and continuous improvement.

2.0 Accessibility Planning Committee Members

The

Accessibility Committee held meetings as required.

3.0 Measures in Place The Lambton Kent District School Board practices the principles of inclusion and barrier free accessibility within our school community.

Committee Member Department

Andy Scheibli Manager of Plant and Maintenance

Bruce Davidson Special Education Coordinator (Secondary)

Cheryl Webster Human Resources Officer

Deb Bramham Elementary Principal

Don Masse Coordinator of Sites and Design

Jim Keane Secondary Vice Principal

Mark Sherman Coordinator of Student Achievement - Secondary

Melody Borthwick Supervisor of Building Services

Pam Graham System Coordinator of Special Education

Penny Daniels Community Relations Officer

Shelley Martsch-Litt Special Education Coordinator (Elementary)

4.0 Barrier-Identification Methodologies

Methodology Description Status

Presentations to Senior Administration/Management Council.

Opportunity for input and feedback.

Annually

Information to stakeholders. Each school will be asked to refer to the Accessibility Plan.

In development.

Information to employee groups/administrators.

For information. Ongoing

Special Education Advisory Committee.

Review the annual Accessibility Plan for information and feedback.

Annually

Liaison with provincial associations, professional bodies, school boards, public sector agencies.

Sharing of information, sharing of successful practices.

Ongoing

5.0 Barriers Identified The Accessibility Committee identified various barriers which are grouped into the following: Architectural; Attitudinal; Built Environment; Informational; Learning; Physical; Policy/Practice; Technological; and Transportation. Some examples of facility related barriers are identified in the following chart. When required or when completing major renovations or constructing new facilities, the Board will attempt to remove the identified barriers.

Barrier Type Barrier Description Strategy for Removal/Prevention

Physical Appropriate parking areas and drop-off areas not provided.

Provide appropriate locations at all sites.

Physical Appropriate signage. Provide appropriate signage at all sites.

Physical Access from parking to main entrance not barrier-free.

Provide appropriate access at all sites.

Physical Main entrance not accessible.

Provide appropriate ramp and handrail with controls.

Physical Inadequate illumination on walk and entrance.

Upgrade existing lighting on all parking/entrances.

Physical Exterior doors heavy and difficult to open.

Provide power door openers where appropriate.

Barrier Type Barrier Description Strategy for Removal/Prevention

Physical Interior doors in corridors often heavy and difficult to access.

Provide hold-open devices in areas required, provide in all new spaces.

Physical/architectural Height of counters does not accommodate wheelchair.

Modify in key areas as required; design all new installations at appropriate height.

Physical/architectural Washrooms for special needs.

Provide in areas as required; design all new facilities with appropriate sized spaces.

Physical/architectural Hardware design not appropriate.

Change to lever where required, in all renovations install lever handles as required.

Physical/architectural Drinking fountains too high to access controls.

Replace where required, all new to be accessible.

Physical/architectural Shelves/millwork too high.

Adjust as required.

Physical/architectural Emergency Signal Devices (horn/strobes).

To be installed in all new facilities as per Building Code Standards.

6.0 Ongoing Initiatives

• Awareness Training • Commitment by Senior Administration • Use of Technology

6.1 Special Services The Lambton-Kent District School Board (LKDSB), through its Special Education Department, has addressed access for students with disabilities through modifications and accommodations of programs and services. The Special Education 2015 Report is available on the LKDSB website at: http://www.lkdsb.net/Speced/docs/SPECIAL%20ED%20REPORT.pdf. Attitudinal learning and policy/practice barriers for people with disabilities will be addressed on an ongoing basis through staff and student in-service, and by examining policies and procedures for impediments to accessibility. Initiatives to date have included: 1. Continued participation in the development of the Board’s Multi-Year Plan 2012 – 2017. 2. The use of the Philosophy of Special Education to make decisions for and about students with

special needs.

3. Enhanced access to Assistive Technology (AT)/Educational Technology and adaptive technology

(i.e. Special Education Amount (SEA) funding to gain access to FM systems, assistive and adaptive technology, improved access to trial equipment/software, installation, training and maintenance of SEA adaptive technology, development of SEA Manual, access to SEA System Learning Resource Teacher, implementation of more stringent SEA procedures, increased access to Assistive Technology and computers in special education classrooms.) Additional staff has been seconded to further assist with the implementation of technology in the classroom.

4. Professional development and improved programs and services which increase awareness and accessibility for students with special needs. The following areas were the focus of initiatives during the 2014 – 2015 school year:| Educational Assistant and Tutor Escort Professional Development Day:

• Anxiety in the Classroom by Lori Brush • Communication and Complex Situations by Jen Cordeiro • Assistive Technology: A Personal Perspective by D.J. Cunningham • Learning and Movement by Itinerant Physical Education Teachers

Regular Staff Training Initiatives, After-School, & Other Workshops with a Special

Education Focus: • Behaviour Management Systems Training • A Guide to Your Tool Belt: Part 1 • More Visuals and Less Verbals • Self-Regulation Strategies and Tips • Responding and Preventing Challenging Behaviour: Red Zone Strategies • Assistive Technology – iPads for Use in Special Education • iPads in Secondary Alternative Learning and Lifeskills Classes (ALLP) • Improving Communication Skills for Children & Youth with ASD • ADHD & Medication • Yoga in the Classroom: An Experiential Workshop

Regular Staff Training Initiatives, After-School, & Other Workshops with a Special

Education Focus (continued) • Eating Disorders • Non-Suicidal Self-Injury • Understanding Death in Children and Youth • Anxiety in the Classroom • Mood Disorders • Fetal Alcohol Spectrum Disorders • Mental Health First Aid • SafeTalk • ASIST Training • Negative Life Events, Trauma, and Post-Traumatic Stress Responses • Communication for Non-Verbal Students • Creating Powercards, Social Stories and Social Scripts • Life Skills • Violence Threat Risk Assessment – Level 1 • Violence Threat Risk Assessment – Level 2

• Webinar on Transition to Post-Secondary • MyBlueprint Training for Secondary ALLP Teachers • New to Resource Teacher Training Sessions • Zones of Regulation • Executive Functioning in the Classroom • Structured Learning • What is Autism? • Applied Behavioural Analysis Workshops

New Teacher Induction Program (NTIP):

• Students with Special Needs; Managing a Diverse Classroom; Functions of Behaviour Technology in the Classroom.

** See Appendix C for Acronyms **

5. The Lambton-Kent District Special Education Advisory Committee meets to look at gaps in

support for students with learning disabilities transitioning into post-secondary institutions. This group continues to expand networking opportunities with partner organizations in order to gather and share information.

6. Annual IEP Audits are done to ensure support to specific students. 7. Ongoing training on the use of IEPs to support effective, efficient development of IEPs and

facilitate the IPRC process.

In addition, the LKDSB participated in many multi-agency collaborative partnerships in order to support our students with special needs. The Board has many partnership agreements with outside agencies in place to assist students with special needs attending full-time kindergarten programs. A multi-disciplinary Central Behaviour Team meets regularly to review the needs of students in need of behavioural supports. The LKDSB is a member of the Provincial and Regional Committee for Autism Supports for Students. Translation software is available to all students via Premier Suites district-wide licensed software. English as Second Language (ESL) teachers are employed by the LKDSB. The Board operates a Mental Health Transitions classroom and was approved to offer a 4 R’s (Rewind, Refocus, Reach Out, and Reach Ahead) classroom from Sarnia-Lambton Rebound’s site. The Transitions classroom is a partnership of several organizations (i.e. Children’s Aid, Probation, both school boards etc.) with supports put into place to help the student’s access treatment and connect with the community so they can be successful. The 4 R’s classroom is a partnership between CAS, both school boards and Sarnia-Lambton Rebound which focuses on putting supports in place to ensure better outcomes for students involved in the child welfare system. The LKDSB has been heavily involved in the Special Needs Strategy, which is designed to increase accessibility to services for all students with special needs. Those involved from various organizations/agencies are developing a child-centered, family focused process that will take in the full range of services available in the community. The areas of focus are Coordinated Service Planning, and Integrated Rehabilitation Services.

6.2 Other

Barrier &

Barrier Type

Strategies for Removal/Prevention

Timing Responsibility Applies to

Status

1. Access of individuals from other cultures or those with unique learning needs.

Liaise with community partners to provide translators and interpreters when required.

Access translation software, assess language learning software.

School Administration

Public, Employees Parents and Guardians

On-going

If an employee encounters a barrier in the workplace, contact should be made with either their supervisor or the Human Resources Officer.

6.3 Information Technology

Barrier & Barrier Type

Strategies for Removal/Prevention

Responsibility Applies to

Status

1. Multiple barriers as identified by speech-language and psychology professionals.

Install and maintain SEA adaptive technology.

Information Technology Services.

Students Ongoing

2. Multiple barriers as identified by speech-language and psychology professionals.

Training for SEA adaptive technology.

Trainer for SEA. Students Staff

Ongoing

7.0 Barriers Identified for 2014-2015

Barrier & Barrier Type

Strategies for Removal/Prevention

Responsibility Applies to

Status

1. Access to Mental Health services (attitudinal/ policy practice.

Developing collaborative partnerships with third party service providers. Mental Health Lead will help develop community protocols. Meetings with Service Providers. Revision of Child Protection Protocol completed. Training with system staff as necessary. The Child and Youth Mental Health Strategy will need to be refined based on our Multi-Year Plan.

Student Support Services.

Students Staff Parents Community Partners.

On-going

2. Access to assistive/ educational technology for all students (informational/learning technological).

Student Support Services.

Students Staff

On-going, enhanced access in Special Education classrooms.

3. Access to assistive/ educational technology for all students (informational/learning technological).

Access to technology opens the world to a student. The iPad is a device that may be utilized for research, collaboration, organization, creativity, communication, and independence. It allows students to communicate with experts around the world, access information from a variety of sources and express their learning in unique ways.

Senior Administration and Information Technology Department

View link below for information on TELP Project. http://www.lkdsb.net/Welcome/telp.htm

Ongoing

8.0 Professional Development for the 2014-2015 School Year The Accessibility for Ontarians with Disabilities Act is intended to create an accessible Ontario by 2025. This legislation addresses issues that pose major barriers for people with disabilities. The Integrated Accessibility Standards Regulation, July 2011, requires that school boards develop policies, practices and procedures that ensure accessible service for people with disabilities. It requires that all employees receive general training on the requirements of the Accessibility Standards and the Ontario Human Rights Code as it relates to disabilities. To support the meeting of these expectations, to align practices across the district, and to facilitate ongoing training, the general LKDSB Accessibility online course was developed and all employees were required to log on to Our Training Room www.ourtrainingroom.com using internet explorer to complete the course. All new employees of the Board will be required to complete the online training. Additionally, school boards were required to provide training for all educators on accessibility awareness in program delivery and instruction. All employees who design deliver or teach educational programs and courses were required to undertake additional accessibility awareness training related to their responsibilities. This training will continue to take place for new employees. In November of 2014, the Building Services staff completed Accessibility Awareness Training for the Design of Public Spaces. This training was completed to ensure that the LKDSB is in compliance with the Integrated Accessibility Standards, Ontario Regulation 191/11 under the Accessibility for Ontarians with Disabilities Act. Topics covered included: the Human Rights Code, application of Human Rights Code and AODA Standards, accommodation requirements for employers, landlords and service providers, compliance and enforcement of accommodation according to the Human Rights Code and AODA, Ongoing professional development opportunities related to accessibility will be offered throughout the school year.

9.0 Review and Monitoring Process The Accessibility Committee meets as required during the year to review progress and evaluate the effectiveness of implementation of barrier-removal and prevention strategies and to make future plans to increase accessibility in the Lambton Kent District School Board.

10.0 Communication of the Plan

The Lambton Kent District School Board’s Annual Accessibility Plan will be available on our website at www.lkdsb.net and communicated through updates through newsletters, community meetings, staff updates, Senior Administration and Lambton Kent District School Board meetings. Questions, comments or input regarding the Accessibility Plan may be directed to:

Chair Accessibility Committee 200 Wellington Street Sarnia, ON N7T 7L2

Telephone: 1-800-754-7125 Ext. 31294 Fax: 519-354-1633

Email: Cheryl.Webster@lkdsb.net

Appendix A

Accessibility for Ontarians with Disabilities Act Annual Accessibility Report Feedback Form The Lambton Kent District School Board values your feedback regarding our Annual Accessibility Report. Please complete the form below and outline your comments, questions or concerns. Mail to: Chair

Accessibility Committee 200 Wellington Street,

Sarnia, ON N7T 7L2 Telephone: 1-800-754-7125 Ext. 31294 Fax to: 519-354-1633 E-Mail to: Cheryl.Webster@lkdsb.net

Contact Information Name: _______________________________________________________________ Address: _____________________________________________________________ Telephone Number: ____________________________________________________ E-Mail: _______________________________________________________________ Date: ________________________________________________________________ Comments: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Appendix B

Facilities Accessibility Upgrades

New school construction has, or will, adhere to the current Building Codes and includes barrier free access such as power door operators, elevators in schools of more than one floor and accessible washrooms.

Completion Date

Location Accessibility Upgrade

June, 2015 Naahii Ridge Public School

An automatic door operator and push buttons were installed at the main entrance.

August, 2015 Queen Elizabeth II Public School, Chatham

As part of the heating upgrade and sprinkler project a barrier free washroom facility was installed to comply with AODA (Accessibility for Ontarians with Disabilities Act) and OBC (Ontario Building Code) amendment for January 2015 and includes: • Larger area for wheelchair

turning radius • Space for an adult sized

change table • Automatic door operator is

required • Emergency call devices are

required The barrier free washroom will also be made available for use by the Ontario Early Years Centre which occupies rooms 4 & 6 at Queen Elizabeth II.

August, 2015 Brigden Public School Installed a barrier free washroom facility to comply with AODA (Accessibility for Ontarians with Disabilities Act) and OBC (Ontario Building Code) amendment for January 2015 and includes: • Larger area for wheelchair

turning radius • Space for an adult sized

change table • Automatic door operator are

required

Completion Date

Location Accessibility Upgrade

• Emergency call devices are required

The library at Brigden Public School is also public library branch for the County of Lambton Libraries. Since this is a shared use facility, we have designed the new barrier free washroom to be shared between the public library branch and the school population. Additional amenities have been provided such as doors with automatic operators from both the school and the library, automatic door locking hardware for security of the school and privacy of the washroom occupants and illuminated “Occupied” signage on both the library side and the school. Careful consideration was made by the LKDSB Building Services and the consulting architect to ensure security of the school as well as privacy of library customers and students using the facility.

October, 2014 Wallaceburg District Secondary School/Sydenham Pool

A new sloped walkway complete with handrails leading from the parking lot to the west entrance door of the Sydenham Pool was installed. This sloped walkway compliments an existing automatic door operator and wheel chair lift previously installed at the stairs and now creates an entrance which is fully compliant with the AODA as well as the Municipality of Chatham-Kent Facility Accessibility Design Standards (FADS).

August, 2015 Tecumseh Public School A new LULA (Limited Use / Limited Accessibility) lift is currently under construction which will allow

Completion Date

Location Accessibility Upgrade

physically challenged students, teachers and visitors access to the second floor of the school. This LULA lift is a small elevator specifically designed for accessibility and not for continual use by the general population. In addition to the LULA lift, a new barrier free washroom facility is being constructed on the second floor adjacent to the lift. This washroom will be fully compliant with the AODA and OBC and contain all the same amenities as previously noted.

August, 2015 Colonel Cameron Public School A sloped sidewalk was installed leading up to the main entrance doors to eliminate a 4” high step which prevented barrier free accessibility at the main entrance of the school.

November, 2014

Building Services In November of 2014, the Building Services staff completed Accessibility Awareness Training for the Design of Public Spaces. This training was completed to ensure that the LKDSB is in compliance with the Integrated Accessibility Standards, Ontario Regulation 191/11 under the Accessibility for Ontarians with Disabilities Act. Topics covered included: the Human Rights Code, application of Human Rights Code and AODA Standards, accommodation requirements for employers, landlords and service providers, compliance and enforcement of accommodation according to the Human Rights Code and AODA, In addition to these projects,

Completion Date

Location Accessibility Upgrade

Building Services is continually improving our facilities to aid visually impaired students, staff and the public to identify and avoid vertical surfaces and barriers in the paths of travel, changes in elevations of walking surfaces and steps and identifying barrier free paths of travel by painting with high visibility colour such as yellow.

Appendix C

Special Education Acronyms Acronyms Explanation ABA Applied Behaviour Analysis ABC Association for Bright Children ABLE Academics Based on Life Experiences (offered at AMSS, JMSS, and

WDSS) ABS Autism Behavioural Sciences ADD / ADHD

Attention Deficit Disorder / Attention Deficit Hyperactivity Disorder

ADP Assistive Devices Program AEP Alternative Education Program (Funding Term) AI Autism Intervener AMSS Alexander Mackenzie Secondary School ASD Autism Spectrum Disorder ASL American Sign Language ASO Autism Society Ontario ATT Assistive Technology Team BDHS Blenheim District High School BMS Behaviour Management Systems

Acronyms Explanation CAP Central Auditory Processing CAT Canadian Achievement Test CAS Children’s Aid Society CBT Central Behaviour Team CCAC Community Care Access Centre CD Conduct Disorder CDA Communication Disorder Assistant CEC Council for Exceptional Children CKCS Chatham-Kent Children’s Services CKSS Chatham-Kent Secondary School CNIB Canadian National Institute for the Blind CODE Council of Ontario Directors of Education CPI Crisis Prevention Institute (providers of Non-Violent Crisis Intervention

methods) CPRI Child & Parent Resource Institute CTAP Community Threat Assessment Protocol CYW Child and Youth Worker DD Developmental Disability DNS Dragon Naturally Speaking DOB Date of Birth DRA Diagnostic Reading Assessment DSM - IV Diagnostic Statistical Manual - 4th Edition DSW Developmental Service Worker EA Educational Assistant ECE Early Childhood Education EQAO Education Quality and Accountability Office ESL English as a Second Language FAS Fetal Alcohol Syndrome FI French Immersion FSL French as a Second Language FTE Full-time Equivalent GE Grade Equivalent HELP Hawaii Early Learning Profile HI Hearing Impaired IBI Intensive Behavioural Intervention IEP Individual Education Plan IPRC Identification, Placement and Review Committee JMSS John McGregor Secondary School LCCVI Lambton Central Collegiate-Vocational Institute LD Learning Disability LDAO Learning Disabilities Association of Ontario LKCS Lambton-Kent Composite School LKDSB Lambton Kent District School Board LNS Literacy and Numeracy Secretariate MACSE Minister’s Advisory Council on Special Education MCYS Ministry of Children and Youth Services

Acronyms Explanation MF Medically Fragile MID Mild Intellectual Disability MOE Ministry of Education NLSS North Lambton Secondary School NCIVS Northern Collegiate Institute and Vocational School O & M Orientation and Mobility OADD Ontario Association for Developmental Disabilities OADE Ontario Association for Developmental Education OAFCCD Ontario Association for Families of Children with Communication

Disorders OCD Obsessive Compulsive Disorder ODA Ontarians with Disabilities Act ODD Oppositional Defiant Disorder ODSP Ontario Disability Support Program OLSAT Otis-Lennon School Ability Test OPA Ontario Psychological Association OPSBA Ontario Public School Boards’ Association OPSOA Ontario Public Supervisory Officers’ Association OSR Ontario Student Record OSSC Ontario Secondary School Certificate OSSD Ontario Secondary School Diploma OSSLT Ontario Secondary School Literacy Test PAAC Parent Association Advisory Committee PASS Positive Alternative to School Suspension PBS Positive Behaviour Support PDD Pervasive Developmental Disorder PECS Picture Exchange System POWER Perception, Organization, Wellness, Empathy, Respect (Alternative

Program) RDHS Ridgetown District High School RT Resource Teacher SAL Supervised Alternative Learning SBTM School Based Team Meeting SCCYS St. Clair Child and Youth Services SCITS Sarnia Collegiate Institute and Technical School SCSS St. Clair Secondary School SEA Special Equipment Amount SEAC Special Education Advisory Committee SEPPA Special Education Per Pupil Amount (Funding Term) SIP Special Incidence Portion (Funding Term) SLP Speech-Language Pathologist SOD Statement of Decision SPIIR Safe Physical Intervention Incident Report SSP - ASD School Support Program - Autism Spectrum Disorder SSW Social Service Worker TDHS Tilbury District High School

Acronyms Explanation TE Tutor Escort TERT Tragic Event Response Team TLD Transition Learning Disabilities (Program) TVCC Thames Valley Children’s Centre VI Visually Impaired WDSS Wallaceburg District Secondary School WIAT Wechsler Individual Achievement Test WISC Wechsler Intelligence Scales for Children