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SIMCOE COUNTY DISTRICT SCHOOL BOARD
SPECIAL EDUCATION ADVISORY COMMITTEE – MONDAY, FEBRUARY 13, 2017 EDUCATION CENTRE - GEORGIAN ROOM 7:00 - 9:00 p.m.
A G E N D A
A. Welcome and Introductions (1) Welcome (a) Introductions (b) SCDSB Special Education Advisory Committee Statement of Beliefs (2) Approval of Agenda (3) Approval of Minutes (a) Regular Committee Meeting – January 16, 2017 (e) B. Presentations (30m) (1) (a) Well-Being and Creating Mentally Healthy Schools (e) – Dawn Franks C. Items for Decision - Nil D. Items for Information (1) Follow-up from Previous Meetings - Nil (2) Staff Reports (20m) (a) Special Education Budget and the Role of SEAC (e) – Chris Samis (20m) (b) Special Education Annual Action Plan 2016-2017 (e) – Stephen
McClelland/Curt Davidson (10m) (c) Special Education Congregated Class Changes (e) – Chris Samis (5m) (d) Bayview Transition Program Open House (e) – Stephen McClelland (3) Committee Reports - Nil (4) SEAC Member Updates (a) Association/Agency Updates - All Opportunity to share updates and priorities related to special education
from the respective associations/agencies. (5) Board Member Updates (a) Updates from Board Meetings Opportunity to share updates and priorities related to special education
from the SCDSB Board of Trustees. E. Correspondence X 2 F. Other Matters G. Notices of Motion for Next Meeting H. Adjournment
The next regularly scheduled meeting of the Special Education Advisory Committee will be March 6, 2017.
SEAC meetings are video-recorded and made available for public viewing.
Legend: (v) - verbal; (h) - handout; (e) - electronic
REPORT NO. SEAC A-3-a FEBRUARY 13, 2017
TO: The Chairperson and Members of the Special Education Advisory Committee FROM: Chairperson of SEAC Superintendent of Education
SUBJECT: MINUTES OF THE SPECIAL EDUCATION ADVISORY COMMITTEE MEETING HELD JANUARY 16, 2017 _ The regular meeting of the Special Education Advisory Committee was held on Monday, January 16, 2017 at the Education Centre.
A. Roll Call PRESENT: SEAC Members Donna Armstrong (Trustee), Kevin Berry (Chairperson), Mark
Bryan, Donna Da Silva (Trustee), Sara Jamieson, Rose-Ann Marchitto, Sally Seabrook, Dan Stroh, Sandy Thurston, Tanya van Voorst (Vice-Chairperson).
SEAC Alternates James Hall (Acting Member). Staff Kathy Chapman, Curt Davidson, Stephen McClelland, Danielle
Mink, Chris Samis, Shannon Thompson. REGRETS: SEAC Members Kelly Barber, Peter Beacock (Trustee), Sheryl Eastop, Jill Foley. Recording Secretary Tina Bazuk. Chris Samis, Superintendent of Education, called the meeting to order at 7:00 p.m.
(1) Welcome
(a) Introductions Superintendent Samis welcomed committee members, staff and shared regrets for the evening.
(b) Election of Chairperson
Superintendent Samis outlined the election process and appointed Stephen McClelland and Curt Davidson, Principals of Special Education, to act as tellers in the event that a vote was required. Superintendent Samis called for nominations for the position of Chairperson of the Special Education Advisory Committee.
Moved by Rose-Ann Marchitto Seconded by James Hall
REPORT NO. SEAC-A-3-a FEBRUARY 13, 2017 - 2
That Kevin Berry, SEAC Member, be nominated for election as Chairperson of the Special Education Advisory Committee. Kevin Berry indicated that he would stand. Superintendent Samis called for further nominations for the position of Chairperson of the Special Education Advisory Committee. There being no further nominations, Kevin Berry was acclaimed as Chairperson of the Special Education Advisory Committee. CARRIED Kevin Berry assumed the Chair at this time.
(c) Election of Vice-Chairperson
Chairperson Berry called for nominations for the position of Vice-chairperson of the Special Education Advisory Committee. Moved by Kevin Berry Seconded by Rose-Ann Marchitto That Tanya van Voorst, SEAC Member, be nominated for election as Vice-chairperson of the Special Education Advisory Committee. Tanya van Voorst indicated that she would stand. Chairperson Berry called for further nominations for the position of Vice-chairperson of the Special Education Advisory Committee. There being no further nominations, Tanya van Voorst was acclaimed as Vice-chairperson of the Special Education Advisory Committee. CARRIED Tanya van Voorst assumed the Vice-chair at this time.
(d) SCDSB Special Education Statement of Beliefs (A-1-b)
Tanya van Voorst, Vice-Chair, read the Statement of Beliefs.
(2) Approval of Agenda
Moved by Sandy Thurston Seconded by Dan Stroh That the agenda be approved as written. CARRIED Mark Bryan entered the meeting at this time.
REPORT NO. SEAC A-3-a FEBRUARY 13, 2017 - 3
(3) Approval of Minutes
(a) Minutes of the Regular SEAC Meeting held December 12, 2016 (A-3-a) James Hall, Acting Member, suggested removing the summary of changes to item D-2-b APM A8540 Gifted Screening and Identification Process and adding a
sentence stating “The changes are reflected in the report with new information shown in red and deletions with a strikethrough.”
Moved by James Hall Seconded by Rose-Ann Marchitto That the minutes be approved as revised.
CARRIED
B. Presentations
(1) (a) Section 23 - FASD (B-1-a)
Superintendent Samis advised that the Fetal Alcohol Spectrum Disorder (FASD) classroom was awarded the 2016 Award of Excellence through the Child Youth and Family Services Coalition of Simcoe County for outstanding project/initiative through partnership. Kathy Chapman, Central Consultant for Special Education, and Sally Seabrook, Mackenzie Health, provided an update on the FASD Classroom. Together with Mackenzie Health and the Simcoe County Family Connections (formerly Children’s Aid Society (CAS)), the SCDSB has created a structured learning environment to support students enrolled in the FASD Section 23 classroom, also known as the Kids in Transition (KIT) Class. Central Consultant Chapman and Sally Seabrook shared videos of students, parents and partners who spoke to the positive impact the KIT class is having on the students both at school and home. Problematic behaviour has decreased and attendance has increased. Professional development is ongoing. Superintendents Samis, Central Consultant Chapman and Sally Seabrook responded to questions from SEAC at this time.
(b) SRA Reading and Math (B-1-b)
Central Consultant Chapman, provided an overview of the SRA direct instruction model. SRA Reading is a structured skill based program designed to help students who struggle with reading in Grade 3 and above. There are alternate programs offered to primary students.
REPORT NO. SEAC-A-3-a FEBRUARY 13, 2017 - 4
A number of teachers have been trained to use the program and professional development remains available to those interested. The SCDSB has purchased a number of materials that the schools are able to borrow, however the schools are responsible to purchase the workbooks. Central Consultant Chapman shared data tracked related to student progress with the SRA placement test at the end of the school year. Superintendent Samis, Principal McClelland and Central Consultant Chapman responded to questions from SEAC at this time.
C. Items for Decision - Nil D. Items for Information
(1) Follow-up from Previous Meeting - Nil
(2) Staff Reports
(a) Special Education Data Report (D-2-a)
Superintendent Samis provided an overview of the Special Education Data Report 2016-2017.
Currently 9976 (19%) of the students in the SCDSB are accessing special education programs and services, the majority being in regular classrooms. Male students continue to be identified, both formally through an IPRC and/or through an IEP only, far more often than females across both panels and all exceptionalities. The majority of students accessing special educational programming and services are doing so through an IEP only, rather than through the formal IPRC process. Students identified with a Learning Disability continue to be the largest portion of students formally identified (34%), although there has been a significant increase in the number and percentage of students identified with Autism (ASD) throughout the past number of years.
Based on academic achievement and exceptionality identification trends, SCDSB’s 2016-2017 Special Education Action Plan outlines system supports and targeted strategies such as intentional planning as well as sustained professional development to engage and support all learners.
Superintendent Samis responded to questions from SEAC at this time.
(b) Transition to the Ontario Autism Program: After School Skills Development Programs – Approval (D-2-b)
Superintendent Samis advised that on January 10, 2017 the Ministry approved additional funding for the SCDSB to host a series of After School Skills Development Programs to support students with Autism Spectrum Disorder (ASD). The focus of the after school programs includes physical, communication, social and emotional competencies to strengthen skills needed to succeed at school and
REPORT NO. SEAC A-3-a FEBRUARY 13, 2017 - 5
beyond. The programs are intended for students aged 5 to 12 with sessions running for 10 – 12 weeks in various areas of the county. Superintendent Samis responded to questions from SEAC at this time.
(3) Committee Reports - Nil
(4) SEAC Member Updates (a) Association/Agency Updates – All (D-4-a) - Nil
(5) Board Member Updates
(a) Updates from Board Meetings – (D-5-a)
1. Trustee Armstrong advised that the results of the stakeholder participation for the Strategic Plan were presented to the Board of Trustees during a Special Board Meeting on November 23, 2016.
2. The Director of Education retired at the end of December 2016 and the Associate Director will be retiring at the end of January 2017. Should have an update by the next SEAC meeting.
3. The Board will be incredibly busy over the next few months preparing the
budget for 2017-2018. E. Correspondence - Nil F. Other Matters
1. Superintendent Samis provided SEAC members with the opportunity to attend the Feedback Session for the Provincial Framework for Alternative Programs and Courses K-12 in February. Chairperson Berry volunteered to attend on behalf of SEAC.
G. Notices of Motion for Next Meeting - Nil
H. Adjournment
Moved by Donna Da Silva Seconded by James Hall That the meeting be adjourned at 8:55 p.m. CARRIED The next meeting date is February 13, 2017.
Well-Being and Creating
Mentally Healthy Schools
Dawn Franks
Manager of Social Work Services
February 13, 2017
REPORT NO. SEAC B-1-a
FEBRUARY 13, 2017 _
What is Well-Being?
A state of well-being in which every individual
realizes his or her own potential, can cope with
the normal stresses of life, can work
productively and fruitfully, and is able to make a
contribution to her or his community
World Health Organization
What is Well-Being?
Cognitive: The development of abilities and skills such as critical thinking, problem solving,
creativity, and the ability to be flexible and innovative.
Emotional: Learning about experiencing emotions, and understanding how to recognize,
manage, and cope with them.
Social: The development of self-awareness,
including the sense of belonging, collaboration,
relationships with others, and communication
skills.
Physical: The development of the body,
Impacted by physical activity, sleep patterns,
healthy eating, and healthy life choices.
Ontario students are flourishing, with a
strong sense of belonging at school, a
positive sense of self, fluency in skills
for managing academic and
social/emotional challenges, and
surrounded by caring adults and
communities equipped to identify and
intervene early with students struggling
with mental health problems.
Mental Well-being at School
Vision for Student Mental Health
and Well-Being in Ontario
Positive mental health is foundational to
student academic achievement(Carney, 2015)
Well Being Learning Achievement
Mental Health & Well-Being Exists on a
Continuum
VideoThe Effects of Stress on Brain Development
Stress and Brain Development
You Make a Difference
• Teachers have a role to play in nurturing the social and emotional growth of students
• When asked how they coped successfully, students said “someone believed in me”
• Teachers, next to parents, were named as the most influential person who can help them succeed
• Teachers have a powerful impact on shaping each student’s life
• Teachers are role-models for students as they develop their sense of worth and ability
Mentally Healthy Classrooms
Why is Mental Well-being at School Important?
Mental Well-being at School
Ask the Expert:
Dr. Bruce Ferguson
NEUROPLASTICITY
The brain is constantly shaping itself which provides an extraordinary capacity for learning. In the presence of a rich environment, brains continually grow new and faster connections. The ability of the brain to change physically in response to learning is called plasticity. This principle of neuroplasticity supports the concept that resiliency can be developed in safe and nurturing environments.
Mentally Healthy Classrooms
Our Daily Work within the Provincial Context
• Ontario is in the midst of significant change to the mental health and addictions system
• The Ministry of Education is part of this change because schools are an excellent place to promote well-being
• The work you do every day to support learning and growth amongst students is an essential part of the strategy
Open Minds, Healthy Minds
Achieving Excellence
Well-Being Strategy
Everyday Mental Health in the Classroom
Educator Resource Development Pilot Project
(SMH ASSIT, ETFO)
Co-develop a user-friendly, evidence –informed resource, alongside practicing JK-8 educators, that is designed to help
classroom staff to enhance student mental health and well-being as part of the daily life of schools.
Mentally Healthy Classrooms
PREVENTION FOR SOME
INTERVENTION FOR A FEW
Staff and Student Well-Being are Equally
Important
Mindfulness is paying attention
to your life, in the here and now,
with kindness and curiosity.
Amy Saltzman, M.D.
Benefits of Mindfulness for Educators Personally
• Improves focus and awareness
• Increases ‘presence’
• Promotes emotional balance
• Supports stress management & stress reduction
• Supports healthy relationships at work & at home
• Supports overall well-being
From Mindful Teaching and Teaching Mindfulness, A Guide for Anyone Who Teaches Anything by Deborah Schoeberlein
www.mindfulnesseveryday.org 17
Benefits of Mindfulness for Educators Professionally
• Increases ability to see student behaviour more compassionately and less as a challenge to self.
• Increases responsiveness to students’ needs.
• Enhances classroom climate.
• Reduces burnout.
• Increases job satisfaction.
From Mindful Teaching and Teaching
Mindfulness, A Guide for Anyone
Who Teaches Anything
by Deborah Schoeberleinwww.mindfulnesseveryday.org 18
Benefits of Mindfulness for Students
• Supports readiness to learn.• Promotes academic performance.• Strengthens attention and concentration.• Reduces anxiety before testing.• Promotes self reflection and self calming.• Improves classroom participation by supporting
impulse control.• Provides tools to reduce stress.• Enhances social and emotional learning.• Fosters pro-social behaviours and healthy
relationships.• Supports holistic well-being.
From Mindful Teaching and Teaching Mindfulness, A Guide for Anyone Who Teaches Anything by Deborah Schoeberlein
19
www.mindfulnesseveryday.org
Encouragement & Praise All students have the desire to solve problems and to belong .
We need to continue to find ways encourage students to
engage in this process.
How do we do this?
• Be specific about what you are praising the student for doing.
• Don’t focus only on the level of achievement.
• Highlight a student’s effort or behaviour, etc. in working towards a goal.
• This motivates a student to keep trying instead of focusing on the level
of achievement only
Resilience
1. Has an explicit focus on social-
emotional as well as academic
learning, to nurture the whole child
2. Highlights student strengths and uses
a growth mindset
3. Fosters a whole school approach that
includes mental health promotion for
all students, within welcoming and
inclusive environments
School Wellness Team
Links to School Learning Plan
Links to the Physical Environment
Links to Interactions
REPORT NO. SEAC D-2-a FEBRUARY 13, 2017
TO: Simcoe County District School Board’s
Special Education Advisory Committee FROM: Superintendent of Education Chris Samis SUBJECT: SPECIAL EDUCATION BUDGET AND THE ROLE OF SEAC 1. Background
“Building a ramp to allow a student in a wheelchair to get outside at recess is accessibility. Making sure they have someone to play with when they get outside is
inclusion”.
The Simcoe County District School Board (SCDSB) is committed to providing outstanding educational opportunities and outcomes for students with special education needs (SENs) within the fiscal limitations of the approved SCDSB budget. The SCDSBs Special Education Annual Action Plan 2016-2017 identifies 4 main areas of focus to support students with SENs including:
Fostering independence;
Individual Education Plans (IEPs) as an instructional tool to ensure success;
Community partnerships; and,
Ensuring successful transitions (i.e. entry into, through, and exiting from).
During the 2016-2017 school year, 9976 students (approximately 19%) in the SCDSB received special education programs and services, the vast majority (88%) in regular classrooms for most or all of the day. Of note, while the total number of students in the SCDSB continues to remain stable (slight increase at elementary/slight decrease in secondary), the number and needs of students, especially those being provided support via an IEP only (i.e. without a formal identification), continues to increase.
2. Current Status
Consistent with Ontario Regulation 464/97, SEAC members play a vital role in the annual budget consultation process in order to ensure funds are used most effectively in order to support the well-being and achievement of students with SENs. In order to maximize the value of input, it is important that SEAC members have a general understanding of the funding process, structure and overall amounts, within the available funding in order to most effectively and efficiently meet the needs of the students. All funding for SCDSB schools comes directly from Ontario’s Ministry of Education in the form of grants. Through the budget consultation process, SEAC is able to provide input into setting intentional and strategic directions with respect to targeted programs/ interventions, supports and services to address the board’s local learning needs. In general, younger students are funded at a higher rate recognizing the importance, value and need for early interventions and supports for students with SENs.
REPORT NO. SEAC D-2-a FEBRUARY 13, 2017 - 2
With respect to supporting students with SENs, there are three (3) main types of grants including the:
Pupil Foundation Grant (PFG);
Special Education Grant (SEG); and,
Supplementary Grants (SG).
The Pupil Foundation Grant (PFG) supports elements of education common to all students, such as providing funding for regular classroom teachers etc. The PFG also provides funding for professionals/para-professionals who provide support for students with SENs, such as educational assistants (EAs), psychologists, speech pathologists/ assistants, child and youth workers (CYW), and social workers.
The Special Education Grant (SEG) is comprised of six (6) allocations. Boards may use the SEG only for special education purposes, and must save any unspent funding to use for special education in a future school year (i.e. Deferred Revenue). There is some degree of flexibility on how the funds may be used, as long as they are used to support students with SENs. It should be noted that the cost for transportation for students requiring individualized transportation does not come from the special education budget. The six (6) Special Education Grant allocations include:
Special Education per Pupil Amount (SEPPA) - provides foundational funding toward the incremental costs associated with special education supports and services. SEPPA is calculated using the board’s total enrolment and a per-pupil amount. There are different per-pupil amounts for kindergarten to Grade 3 students, Grade 4 to 8 students, and Grade 9 to 12 students. The per-pupil amounts in earlier grades are higher to reflect the needs and value of early intervention.
Differentiated Special Education Needs Amount (DSENA). Based on consultations, the Ministry of Education introduced a new DSENA model in 2014 with the goal of recognizing the variation between boards in their share of students with SENs, the nature of the needs, and boards’ ability to meet them. The DSENA is designed to create board-specific profiles to better reflect variability of SENs and address factors that impact a board’s ability to meet those needs. This new model is being phased-in over four (4) years to replace the previous per-pupil formula.
The new model is based on three (3) components, including:
Special Education Prediction Statistical Prediction Model (SESPM) - a logistical statistical prediction model that utilizes local demographic data at the postal code level to predict board-by-board SEN profiles.
Measures of Variability (MOV) - a calculation that considers several indicators for a board, including special education data of programs and/or services, student participation and success rates on EQAO provincial assessments, other academic achievement measures as well as the geographic profile to develop board-specific profiles of need.
High Needs Base Amount for Collaboration and Integration (HNBA) - a fixed amount for each board to establish and/or access high needs services while exploring collaborative and integrated approaches to supporting students with SENs.
Special Equipment Amount (SEA) - each board receives a base amount plus a per-pupil amount ($36.10), which together may be used to purchase computers (including iPads/Chromebooks, etc.) and software, as well as other equipment for students with SENs. Boards are also able to submit claims to recover costs, less a deductible ($800), for other equipment recommended by a qualified professional
REPORT NO. SEAC D-2-a FEBRUARY 13, 2017 - 3
(i.e. occupational therapist, speech and language therapist, psychologist, etc.) to support a student to better access to the curriculum.
The other three (3) allocations of the SEG are the Special Incidence Portion (SIP) for students who require more than two full-time staff to address their health and safety needs, the Facilities Amount (FA) to support boards to provide instruction in a care, treatment, custody or correctional facility (Section 23), as well as the Behaviour Expertise Amount (BEA) to support board-level expertise in applied behaviour analysis (ABA).
3. Next Steps/Future Considerations
The SCDSB’s special education budget is meant to provide incremental funding for students with special education needs and supplement the funding already provided via GSN funding for all students. During the last few years, SCDSB’s Special Education budget has felt a number of significant financial pressures, including an overall trend of declining enrolment as well as a change in the Differentiated Special Education Needs Amount (DSENA) allocation process, resulting in an overall reduction in available funding. The vast majority of special education funding is directly related to the total number of students registered in the board, regardless of need. An accurate projection of student enrolment is critical in developing a budget that meets the needs of students with SENs. The SCDSB’s Special Education budget is responsible for all the costs related to the delivery of special education services, including approximately 98% directly allocated to staffing costs (i.e. special education resource teachers (SERTs) and educational assistants (EAs)). SEAC members will be provided with an opportunity to learn about and have input into the overall budget development process, including special education, through a presentation at the March 6, 2017 SEAC meeting by the Budget Services Department as well as a Joint SEAC/Business and Facilities Standing Committee Budget meeting on April 19, 2017. In the spring, the Ministry of Education releases the Technical Paper that outlines funding guidelines and allocations, with the SCDSB Trustees required to pass a balanced budget by June 30, 2017. SEAC’s plays a critical consultative role in identifying and developing intentional and strategic opportunities/goals/strategies throughout the budgeting process in order to meet the needs of students with SENs, especially in today’s climate of fiscal restraint. In preparation for the Joint SEAC/Business and Facilities Standing Committee Budget meeting, SEAC members are asked to consult with their respective associations/ organizations as to system priorities in order to provide input during the budget process.
4. Report Status
This report is provided for information. Respectfully submitted by: Chris Samis Superintendent of Education
February 13, 2017
REPORT NO. SEAC D-2-b FEBRUARY 13, 2017
TO: The Chairperson and Members of the Special Education Advisory Committee FROM: Superintendent of Education SUBJECT: SPECIAL EDUCATION ANNUAL ACTION PLAN 2016-2017
1. Background
“Building a ramp to allow a student in a wheelchair to go outside for recess is
accessibility. Making sure they have someone to play with when they get outside is inclusion”.
The Simcoe County District School Board (SCDSB) is committed to maximizing educational opportunities and outcomes for students with special education needs (SENs), in an environment that enables all students to reach their goals and achieve success. Consistent with the goals of the Simcoe Path, ensuring equity, achievement and well-being for students with SENs continues to be an intentional focus of the SCDSB. As outlined in APPENDIX A, The Special Education Annual Action Plan 2016-2017, the focus of this year’s work reflects four (4) key areas including:
Fostering Independence;
Individual Education Plans (IEP) as an instructional tool to ensure success;
Community partnerships; and,
Ensuring successful transitions (i.e. entry into, through, and exiting from). 2. Current Status
Special Education’s Annual Action Plan 2016-2017 builds upon the successes of previous years to support improved outcomes in equity, achievement and well-being for students with SENs, and is consistent with the:
Ministry of Education’s (EDU) Achieving Excellence: A Renewed Vision for Education In Ontario;
SCDSBs Mission and Vision Statements; and,
SCDSBs Board Learning Plan for Student Achievement and Well-Being.
Achieving success for students with SENs includes:
Setting high expectations based on the values of inclusion, equity and dignity;
Intentional planning and goal setting based on relevant data;
Commitment to the use of evidenced-based explicit instructional strategies to support student achievement and well-being;
Implementation of a response-to-intervention model of early identification, intervention and support;
Strategic allocation of resources based on the principles of effectiveness and efficiency;
System-wide capacity building focusing on creating and implementing effective IEPs; and,
Creating and sustaining strong partnerships with families and community partners.
REPORT NO. SEAC D-2-b FEBRUARY 13, 2017 - 2
3. Conclusion The Special Education Annual Action Plan 2016-2017 (APPENDIX A) reflects system-
wide initiatives focusing on improving supports, services and outcomes for SCDSB students with SENs and their families through a culture of equity, academic achievement and well-being.
4. Report Status
This report is provided for information. Respectfully submitted by: Chris Samis Superintendent of Education February 13, 2017
REPORT NO. SEAC D-2-b APPENDIX A FEBRUARY 13, 2017
Special Education
Annual Action Plan
2016 - 2017
The vision/re-visioning goals of Special Education Annual Action
Plan 2016-2017 includes four (4) areas:
Fostering Independence;
Individual Education Plans (IEP) as an instructional tool to ensure success;
Community partnerships; and,
Ensuring successful transitions.
Knowledge: The SCDSBs Special Education Department uses a
variety of data to monitor, evaluate and inform system direction (i.e. identification rates/trends, EQAO participation rates/results, credit accumulation, graduation etc.) towards the goal of supporting all students with special education needs achieve greater success.
Relationships: The SCDSB is committed to fostering caring, safe, and successful learning environments to support the success
and well-being of all students, through both proactive and responsive strategies within a tiered model of support. Students with special education needs may show precursors to signs of learning difficulties prior to entering schools (i.e. language delays, gross motor skills, etc.) and developing meaningful, early and ongoing relationships with families and/or community partner agencies creates effective connections, reducing the effects of transition while providing greater opportunity for success.
Actions: The Special Education Annual Action Plan 2016-2017 outlines specific system-wide actions
to increase the academic achievement and well-being of students with special education needs through an intentional allocation of resources as well as a response-to-intervention tiered-model of support to ensure equitable opportunities and outcomes. Based on the overarching premise of “essential for some and good for all”, the Special Education Annual Action Plan 2016-2017 focuses on a commitment to evidenced-based and explicit instructional strategies used in regular and special education classrooms with an intentional focus on literacy and numeracy, including early identification and intervention.
The Simcoe County District School Board (SCDSB) supports The Simcoe Path as well as the Board Learning Plan. Programs, values and beliefs are illustrated through the use of the Medicine Wheel in order to meet the diverse educational needs of our students throughout the SCDSB. Ensuring equity is one of the four goals for the Ministry of Education in the Province of Ontario, and the Medicine Wheel symbolizes the interconnection of the full program.
Actions
Vision/ Re-vision
Relationships
Knowledge
REPORT NO. SEAC D-2-b APPENDIX A - 2 FEBRUARY 13, 2017
Vision Relationships Knowledge Actions Results for Re-visioning
Fostering Independence
Special Education School Teams (i.e. Principal, Special Education Resource Teachers (SERTs), Regular Classroom Teachers (RCTs), Educational Assistants (EAs), Child and Youth Workers (CYWs) etc.
Central special education staff (Consultants/Itinerant Resource Teachers (IRTs) etc.)
Employee Federations/Associations (OPSEU, ETFO, OSSTF, AESP)
SEAC
Community Partners
Families
Students
9976 students receive special education supports and services (Individual Education Plan (IEP)/Identification, Placement and Review Committee (IPRC)).
19% of SCDSB students have IEPs vs. 17% provincially.
Identification Rates - 40% formally identified through IPRC vs. 60% through IEPs only.
Exceptionality identification rates (35% learning disability/24% autism etc.).
67% of students receiving special education supports and services are males. Males identified more often than females in all exceptionalities including gifted.
EQAO Results (students with SENs): Primary (2015 - 2016)
Reading – 48%
Writing – 56%
Math – 33% Junior (2015 - 2016)
Reading – 50%
Writing – 44%
Math – 15%
Grade 9 Math (2015 - 2016)
Academic (MPM 1D) – 70%
Applied (MFM 1P) – 33% Ontario Secondary School Literacy Test
(OSSLT)
44%
Site-based training - reframing role of the educational assistants (EAs) through professional development to include teaching students with special education needs (SENS) greater independence.
Employability Skills Program for students with SENs (i.e. secondary Learning Centres) - will increase opportunities and outcomes for student’s employability skills (defined in student’s IEPs) through the development of an employability portfolio and increased experiential/work/cooperative education placements.
The SCDSB will partner with the Geneva Centre for Autism to offer on line ASD Training (Intervenor Status Qualifications) for staff (EAs, Teacher, Administrators, CYWs etc.) supporting students with ASD.
A more intentional focus on how students that are issued SEA technology are accessing the tools in order to grow in independence, through the support of SEA CST
School Based Applied Behaviour Analysis (ABA) Professional Development - focus on defining, characterizing and maximizing support to students identified formally with ASD (i.e. DSM V) via data analysis, intervention plans, Ziggurat, comprehensive autism planning system (CAPS), functional behaviour analysis (FBA), Theory of Mind, transition planning while applying the principles of ABA in the classroom.
Mathematics and Special Education (Co-Teaching Model) - two teachers supporting students in a regular classroom environment (one RCT and one SERT) to leverage research driven strategies to redefine the roles of the SERT and RCT in supporting students with SENs in the area of mathematics.
Increased capacity of
school staff (i.e. SERTs /
RCTs / EAs, CYWs) will
result in schools being
better able to plan
meaningful instruction
and design more
effective learning
environments to meet the
diverse learning needs of
students with SENs,
while addressing specific
skills and challenges.
Through greater
personalization and
precision (used in the
development of IEPs),
staff will be able to create
a safer and more
effective learning
environment where
students are
appropriately challenged
and able to maximize
achievement and well-
being.
REPORT NO. SEAC D-2-b APPENDIX A - 3 FEBRUARY 13, 2017
Structured Learning Environments - site-based professional development to support instructional practices that maximize student learning opportunities by minimizing distractions through well-defined, intentional, predictive and pro-active lessons/learning environment for students with SENs (i.e. visual cues/ supports, Picture Exchange Communication System (PECS), integrated sensory strategies etc.).
Through the Renewed Math Strategy (RMS), the special education department will provide support to the 11 identified SEF schools (PCODE) related to instructional strategies / IEPs specific to students with learning disabilities.
IEP Development as an Instructional Tool to Ensure Success
Special Education School Teams (i.e. Principal, Special Education Resource Teachers (SERTs), Regular Classroom Teachers (RCTs), Educational Assistants (EAs), Child and Youth Workers (CYWs) etc.
Central special education staff (Consultants/Itinerant Resource Teachers (IRTs) etc.)
SEAC
Families
Students
100% of school SERTs will be trained on
the use of IEP OnLine via centralized
professional development.
100% school administrators (principals /
vice principals) will be trained on the use of
IEP OnLine to support its use, including its
ability to monitor IEP completion, data
collection etc.
100% of elementary regular classroom
teachers will be trained (via the school
administration) on the use of IEP OnLine in
order to support students with IEPs in
regular class placements.
Delivery of in servicing to all school SERTS and administrators on the new IEP solution (IEP Online – PCG)
Site based supports with development and review of all student IEP development and delivery.
Training for Administrators regarding the review of completed IEPs
Delivery of IEP support to parents “How to understand my child’s IEP?” completed in conjunction with SEAC (Pro Grant )
Increased capacity of school Special Education team to create and deliver meaningful IEPs
Effective review of the IEPs being done at each reporting period
Audit of IEPs by the central Special Education Staff being completed demonstrating realistic IEP goals being established and acted upon
Streamlining the purpose for IEP development
Collection of regular data from IEP Online at the central and school level connected to Board and school learning plans
Community Partnerships
Principals
Teachers (SERTs/RCTs)
Community Partnerships
Families
SEAC
Referrals to relevant community agencies (i.e. New Path, Kinark, CMHA, etc.).
Child, Youth and Family Services Coalition of Simcoe County.
Special Needs Strategy (SNS) - the implementation of the new SNS will provide system alignment and greater collaboration with community partners to provide integrated rehabilitation for children and
Stronger integration with community agencies will improve how families of students with SENs access the services, at
REPORT NO. SEAC D-2-b APPENDIX A - 4 FEBRUARY 13, 2017
Early Intervention Resource Teachers (EI/RTs)
Developmental Services Ontario (DSO)
Special Needs Strategy (SNS) – Integrated Rehabilitation (IR) Services Proposal (CSP).
Shared Electronic Records (Children’s Treatment Network (CTN))
Community Student Success Clinics (i.e. Orillia)
youth requiring speech and language, occupational and physical therapy.
Student Success Clinic (Orillia) - through professional development (Orillia area) schools will be provided with greater access to integrated medical/social service support for children and youth.
Application and approval of Pro-Grant that will partner parents, SEAC and the board with respect to informing the parents of the changes to the IEP due to change of service provider etc.
school and in the community as close to home as possible. As well, this will identify students requiring support earlier, coordinate service planning and delivery as well as make supports and services more seamless as they transition into, through and from school.
Ensuring Successful Transitions
School Transition Team Members (i.e. Principal/SERTs/RCTs etc.)
Community Agencies
Family
Social Workers
Pre-School/Elementary School/ Secondary School/Post-Secondary Schools
Special Education Board Support Staff
Transitional Integrated Program Plan (TIPPs) document
Transition plans on all IEPs.
Closer connection and student success teams (secondary school) – Grade 8 to 9.
Transition included on every case meeting (i.e. projected goals/well defined action items etc.)
Annual IEP Audit
Providing continued site based training on PPM 156 as well as providing ongoing supports to the school staff regarding the transitioning of student to and from school locations (Release time for purpose of observation)
Create new program model at the Algonquin Ridge ASD site to facilitate the transitions of students out of IBI program to the school setting full time.
Intentional and individualized planning for transitions (Little t and Big T transitions) is essential for all students, especially those with SENs. Developing effective transition plans (PPM 156) on all students’ IEPs will provide the foundation for successful transitional experiences to support the building of student resiliency. By clearly articulating student transition needs within IEPs (i.e. developing an individual student profile) will support student achievement and well-being.
REPORT NO. SEAC D-2-b APPENDIX A - 5 FEBRUARY 13, 2017
REPORT NO. SEAC D-2-c FEBRUARY 13, 2017
TO: The Chairperson and Members of the Special Education Advisory Committee FROM: Superintendent of Education SUBJECT: SPECIAL EDUCATION CONGREGATED CLASS CHANGES 1. Background
The Simcoe County District School Board’s (SCDSB) Multi-Year Plan: The Simcoe Path, states that providing engaging and appropriate programming for all students is essential in providing relevant, purposeful learning while supporting high achievement and well-being. Consistent with the commitment to student achievement and well-being, providing learning environments that are safe, welcoming and encouraging helps build community, inclusivity as well as a sense of interconnectedness and interdependence, critical to the educational experience and outcome of all students. Developing effective and individualized plans that reflect student’s strengths and needs provides the foundation for successful transition experiences that support the building of student resiliency. The SCDSB offers a wide variety of special education programs and services to support students with special education needs (SENs) throughout the county for all exceptionalities. A home school regular class placement is the first consideration and/or option for all students, regardless of exceptionality. However, a very small percentage of students with SENs require additional support, focused intervention and/or specialized instruction to best suit their own personal learning needs and to achieve success. As part of that range of special education services and supports, the SCDSB currently offers congregated class placements for students that require that level of support. Congregated programs are located throughout all areas of the SCDSB in order to provide effective specialized instruction, while supporting convenience and cost efficiency, for students to learn and succeed. Congregated programs are intentionally designed to provide positive opportunities and outcomes for students to experience success and to reach their full potential. Transportation is provided to students formally identified as exceptional through the schools’ Identification Placement and Review Committees (IPRCs) in the congregated programs and reside outside the school’s designated walk-zone.
2. Current Status
Currently there are 3 secondary congregated Autism Spectrum Disorder (ASD) programs to support students identified with Autism, including Eastview Secondary School, Barrie North Collegiate and Innisdale Secondary School and 8 elementary ASD programs. Congregated ASD programs provide intensive programming and support for students with complex needs in the areas of communication, self-regulation, social skills, self-advocacy, community awareness, and academics. The class maximum is 6, as compared to 10 in secondary Life Skills or elementary Developmental Skills (DS) programs, and therefore provide additional supports as needed for students. As well, currently the SCDSB seconds teachers and educational assistants in ASD programs for a minimum of 2 years, which increases staff continuity and maximizes opportunities for professional learning and success. The SCDSB has 9 elementary Developmental Skills (DS) programs to support students identified with a Developmental Disability and requiring intensive programming and support in the areas of foundational literacy, numeracy, self-advocacy, social skills, vocational training, and community awareness. DS programs are currently located at Andrew Hunter Elementary School, Huron Park Public School, Orchard Park Public School, Portage View
REPORT NO. SEAC D-2-c FEBRUARY 13, 2017 - 2
Public School, Mapleview Heights Elementary School, Ferndale Woods Elementary School, Cookstown Central Public School, WH Day Elementary School, and Connaught Public School.
3. Next Steps
On occasion, it becomes necessary to relocate or add specific special education programs in order to best meet the needs of the system and support all students. In September 2017, the board will be adding a secondary ASD program at Bear Creek Secondary School (Barrie) as well as a DS program at Ernest Cumberland Elementary School (Alliston) in order to maximize effectiveness, opportunity, and cost-efficiency. Bear Creek Secondary School ASD Program: There are currently 8 congregated elementary ASD programs and only 3 secondary programs, resulting in a reduced availability of placement options for students requiring intensive support, services and programming in order to ensure success. As the number of students with ASD continues to increase in the SCDSB, the demand for limited spaces, especially in the Barrie area, continues to be a pressing need for the SCDSB. Ernest Cumberland Elementary School DS Program: Although the SCDSB already has 9 DS programs, none are located in the south-west portion of the county, resulting in significant travel for students in the Alliston area who require support. Currently students in the Alliston area requiring a DS class placement are transported to either Cookstown and/or Bradford in order to access appropriate support and services, resulting in lengthy transportation, which can be difficult for those most vulnerable. Consideration for where to locate the additional programs has included:
The numbers of students currently in the respective programs;
The projected incoming number of students currently enrolled in the programs;
The home school location(s) of the students currently in the programs;
Distance travelled for students currently registered in the programs;
Ensuring the schools have the staffing to accommodate the new programs;
Ensuring the schools have the appropriate facility requirements to accommodate the new programs (i.e. appropriate available specialized classroom space to accommodate programming and student needs);
The consolidation of resources;
Cost efficiencies related to staffing and transportation;
Ensuring there is a balance of programs located throughout the SCDSB to accommodate all areas; and,
The long-term (5 years) enrollment projections at the new schools to support the programs.
4. Report Status
This report is provided for information.
Respectfully submitted by: Chris Samis Superintendent of Education February 13, 2017
REPORT NO. SEAC D-2-d FEBRUARY 13, 2017
TO: Simcoe County District School Board’s
Special Education Advisory Committee FROM: Superintendent of Education SUBJECT: BAYVIEW TRANSITION PROGRAM OPEN HOUSE 1. Background
“Building a ramp to allow a student in a wheelchair to get outside at recess is accessibility. Making sure they have someone to play with
when they get outside is inclusion”.
The Simcoe County District School Board (SCDSB) is committed to providing outstanding educational opportunities and outcomes for students with special education needs (SENs) including creating and sustaining innovative programs that support transition from secondary school to life after secondary school – including the world of work.
2. Current Status
As part of the Board’s approved Special Education Plan, the SCDSB operates the Bayview Transition Program for secondary school students with SENs ages 18-21 to support their transition from secondary school. The program is associated with Innisdale Secondary School in Barrie, although operates off-site at 231 Bayview Ave. Barrie, and is specifically designed to teach employability-skills through non-credit bearing community-based placements with support. The Program is staffed by trained special education teachers as well as Applied Behaviour Analysis (ABA) Support Workers and uses the principles of ABA to support learning and success. The Program operates on a regular school day schedule (i.e. start and end), although it’s location, design and unique program structure allows for more flexible timelines (i.e. community placements, timing, staff allocation, etc.) and programming. Students registered in the program are provided with individualized transportation to and from home as well as access to a SCDSB designated vehicle while there to access community placements etc.
3. Next Steps/Future Considerations The Bayview Transition Programs is hosting an Open House on Thursday March 9 from 3:00 – 4:00 p.m. for SCDSB staff (teachers, administrators, etc.) and from 4:00 – 6:00 p.m. for potential students and their families. Community agencies are welcome to attend the Open House. This information has been shared with all SCDSB secondary school administrators and department chairs – who have been asked to forward the information to potential students and their families.
4. Report Status
This report is provided for information. Respectfully submitted by: Chris Samis Superintendent of Education February 13, 2017