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AGENDA
Special Education Advisory Committee
Tuesday, January 19, 2016
7:00p.m.
Brampton Room
PEEL DISTRICT SCHOOL BOARD
Special Education Advisory Committee Meeting
AGENDA
Brampton Room
Tuesday,January19,2016
OPEN SESSION
1.
Call to Order
1. 1
Approval of Agenda
2.
Declaration of Conflict of Interest
3.
Minutes
3.1
Special Education Advisory Committee Meeting, December 15, 2015
4.
Chair's Request for Written Questions from Committee Members
5.
Notices of Motion and Petitions
6.
Delegations
7.
Ministry and Board Policy Review
8.
Program Review
9.
Reports from Officials and Staff/Department Work Plan Review
9.1
Superintendent's Report - oral
9.2
Special Education Plan Development - Action Plan
9.3
TA Allocation Process
9.4
TA Professional Development
10.
Communications • for Action or Receipt
11.
Response of Administration to Former Questions
12.
Reports from Representatives on Councils/Associations
13.
Questions asked of and by Committee Members
14.
Public Question Period
15.
Adjournment
1
December 15, 2015
Special Education Advisory Cornrnittee:nf
3.1
PEEL DISTRICT SCHOOL BOARD
Minutes of a meeting of the Special Education Advisory Committee of the Peel District School
Board, held in the Brarnpton Room, the H. J. A. Brown Education Centre, 5650 Hurontario Street,
Mississauga, Ontario on Tuesday, December 15, 2015 at 19:00 hours.
Members present:
Nancy Bratkovic, Canadian Mental Health Association, Peel Branch
Barbara Byers, Fragile X Research Foundation of Canada
Barbara Cyr, Association for Bright Children, Peel Chapter
Shelley Foster, VOICE for Hearing Impaired Children
David Green, Trustee
Jennifer Knight, Easter Seals Ontario
Sue Lawton, Trustee
Nancy Leaton, Autism Ontario, Peel Chapter
Wes McDonald, VIEWS for the Visually Impaired (19:10)
Carol Ogilvie, Learning Disabilities Association of Peel Region
Carol Oitrnent, Tourette Syndrome Association of Ontario
Dorothy Peddie, FASworld Canada, Peel Chapter (19:05)
Harkirat Singh, Trustee
Ann Smith, Brarnpton-Caledon Community Living
Abeer Zuberi, Peel Caring Network for Challenged Kids (19: 15)
Also present:
Karen Del Ben, Educational Resource Facilitators of Peel
Janet McDougald, Chair, Peel District School Board
Administration:
Ted Byers, Superintendent of Special Education Support Services (Executive Member)
Scott Moreash, Associate Director of Instructional Support Services
Nicole Fernandes, Board Reporter
1.
Approval of Agenda
Superintendent of Special Education Support Services, Ted Byers, assumed the Chair and
called the meeting to order. He welcomed newly elected trustee members, David Green,
Sue Lawton and Harkirat Singh, and he thanked them for volunteering to sit on the
Committee.
The following items were added to the agenda:
Item 1.3
Item 9.4 a)
Special Presentation - Fragile X Research Foundation of Canada
Superintendent's Report (oral)
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December 15, 2015
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1.
Approval of Agenda (Continued)
SE-01, moved by Ann Smith, that the agenda, as amended, be approved .
... ........... carried
2/3rds' majority
2.
Election of Chair and Vice-Chair
Superintendent Byers noted that this is the first SEAC meeting since the Organizational
and Second Meetings of the Board. He briefly reviewed the Board by-laws relating to the
election of Chair and Vice-Chair, and he reported that Renee Lucas, Senior Internal
Auditor, will act as scrutineer in the event of a vote by secret ballot. Ted Byers called for
nominations for the position of Chair of the Special Education Advisory Committee.
Barbara Cyr nominated Barbara Byers.
There were no further nominations. After observing the standard one minute silence,
Barbara Byers was acclaimed Chair of the Special Education Advisory Committee for
2015-2016.
Chair Byers assumed the Chair and she called for nominations for the position of
Vice-Chair of the Special Education Advisory Committee.
Carol Ogilvie nominated Shelley Foster
David G'reen nominated Sue Lawton
There were no further nominations. After having observed the standard one minute
silence, Committee members voted to elect the Vice-Chair of SEAC. Following the
counting of the ballot, Chair Byers declared Shelley Foster elected as Vice-Chair of the
Special Education Advisory Committee for 2015 - 2016.
3.
Conflict of Interest
There were no declarations of conflict of interest.
4.
Special Presentation - Fragile X Foundation of Ontario
Chair Byers introduced Carlo Paribello, Family Physician and Chair of the Fragile X
Foundation of Ontario. Providing an overview of his presentation, Carlo Paribello reported
that Fragile X syndrome is caused by a single gene defect in the FMRI gene located on the
X chromosome. He stated that developmental problems include learning disability,
behaviour management challenges, and mild to severe cognitive impairment.
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December 15, 2015
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4.
Special Presentation - Fragile X Foundation of Ontario (Continued)
Further information was provided by Carlo Paribello on the cause and diagnosis of Fragile
X syndrome. He explained that treatment is mainly about intervention, and he highlighted
the symptoms of Fragile X, which include, hypersensitivity, motor planning, sequencing,
cognitive and attention difficulties, anxiety, challenges with physical transitions, and
communication difficulties. Describing the strengths and idiosyncrasies of children with
Fragile X, he noted that these include their exceUent visual memory, simultaneous and
incidental learning ability, and ability to retrieve facts more effectively through contextual
cues. Carlo Paribello advised that many of the behaviours exhibited by children with
Fragile X syndrome are a direct manifestation of a nervous system that does not function
effectively, and that their strengths should be utilized by identifying the functions of
undesirable behaviour and providing alternative learning. Highlighting physical
characteristics, and educational, medical and other interventions required, he provided a
detailed description of the molecular and cellular aspects of Fragile X syndrome, and he
noted that research is helping to develop new medication or use existing medication to
positive effect.
Carlo Paribello spoke about the Fragile X Research Foundation of Canada, a charitable
organization run by volunteers, which raises money to fund research aimed at finding a
cure for Fragile X syndrome. The Foundation raises public awareness of this medical
condition, interacts directly with researchers, and funds research at the Hospital for Sick
Children and the University of Toronto.
SE-02, moved by Nancy Leaton, that the Special Presentation- Fragile X Foundation of
Ontario, be received.
. ... .. ........ carried
5.
Minutes of the Special Education Advisory Committee Meeting, November 17, 2015
SE-03, moved by Shelley Foster, that the Minutes of the Special Education Advisory
Committee Meeting of November 17, 2015, be approved.
. .... .. .. ..... carried
6.
Special Education Plan Development Consultation
Superintendent Ted Byers, noted that, during the October and November Committee
meetings, members reviewed the table of contents of the Board's Special Education Plan
to identify priorities and topics for further discussion and consultation at SEAC meetings.
Special Education Coordinator, Gillian Kajganich, reviewed the list of priorities, as well as
the areas that members identified as gaps in the Special Education Plan.
(Continued overleaf)
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6.
Special Education Plan Development Consultation (Continued)
Superintendent Byers referred to the draft Annual Calendar for SEAC included in the
report, and he stated that, for today's meeting, projects included in the Special Education
Plan will be discussed. He reported that the topics of Teaching Assistant (TA) allocation
and TA professional development will be discussed at the January 2016 meeting.
Referring to the report on TA allocation that' was brought to the October meeting, he stated
that additional information will be brought to the January meeting and members will have
the opportunity to ask further questions. He reviewed items for discussion in February and
March and he stated that the calendar can be adjusted based on members' suggestions or
further priorities. A member asked for regular update reports on accessibility training, and
she reported that the Learning Disabilities Association of Peel Region will be making a
special presentation in March. Another member suggested that updated information on
specific projects can also be brought on a regular basis.
SE-04, moved by Dorothy Peddie, that the report re Special Education Plan Development
Consultation, be received.
. ............. carried
7.
Special Education Plan - Discussion on Other Ontario School Board Plans
Superintendent Byers recalled the activity at the November 2015 meeting, when the
special education plans for four Ontario school boards, Halton, Ottawa Catholic, York
Region, Toronto DSBs, were reviewed and feedback provided. He noted that the report
lists the feedback, and he confirmed that the administration will consider the members'
request regarding locating all information on the Plan in one document.
Tracy Bardell and Sharon Cook, Special Education Coordinators, reviewed the feedback,
noting the similarities in the special education plans of the four boards. Members were
invited to sit on the working group that will review the current structure of the Plan and
propose a revised structure. Ann Smith indicated here interest to be included in the group,
and other members can email Sharon Cook if they are interested.
SE-05, moved by Barbara Cyr, that the report re Special Education Plan - Discussion on
Other Ontario School Board Plans, be received.
. ............. carried
8.
Special Education Plan Projects: 2014-2015 and 2015-2016
ted Byers referred to the list of projects contained in the report and he asked members if
they had questions or needed clarification on any project.
Members' comments included: continuation of 2014-2015 projects with no new projects
planned for 2015-2016; how do projects relate to Ministry projects and what are the
outcomes; explain each project in detail and how SEAC can help in implementation or
monitoring; provide update, progress and evaluation reports on projects.
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8.
Special Education Plan Projects: 2014-2015 and 2015-2016 (Continued)
On a member's question about capacity building, Tracy Bardell provided information on
sunrise seminars, mentor seminars, and presentations on IPRC and ISRC, and she
confirmed that professional development is an ongoing project as there are frequent staff
and administrator changes in schools. Superintendent Byers thanked members for their
feedback, noting that it will help to rei mage the Special Education Plan.
SE-06, moved by Ann Smith, that the report re Special Education Plan Projects:
2014-2015 and 2015-2016·, be received.
. ............. carried
9.
October Report Data
Reviewing the report, Gillian Kajganich advised that OnSIS obtains data from school
boards in October, which is verified only in February and, as a result, data contained in the
above-referred report is not verified. She noted that the number of identified special
needs' students is declining slightly, which is in line with the decrease in enrolment.
However, the number of non-identified students is growing.
Charts outlining October 2015 data by exceptionality, and trend of identified students by
exceptionality from 2007 to 2015 were reviewed. Information was provided regarding: an
IPRC is provided to facilitate a special class placement or program placement; students
with speech impairments generally do not need a special placement as the exceptionality
can be managed in a normal classroom setting; ISELP data is collected at the school level
and collated for this report. In response to a member's question, it was clarified that the
data in this report aligns with exceptionalities set by the Ministry and, therefore, students
with Tourette's syndrome are not shown separately, as well as are not identified for a
behaviourial exceptionality at the secondary level. Another member suggested that the
chart on October data by exceptionality also include percentages.
SE-07, moved by Ann Smith, that the information re October Report Data, be received .
.............. carried
10.
Superintendent's Report
Superintendent Ted Byers thanked Superintendent of Education, Pertia Minott, for taking
his place at the last meeting. Referring to the question asked at that meeting, he
confirmed that emails directed to the SEAC email address are routed to the SEAC Chair,
who can forward the email if needed.
(Continued overleaf)
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December 15, 2015
Special Education Advisory Committee:nf
10.
Superintendent's Report (Continued)
Referring to the EQAO presentation at the previous SEAC meeting, Superintendent Byers
indicated that there were a number of questions raised by members regarding the
performance of Peel's special education students at the Grade 10 OSSLT being lower than
that for the province. He noted that, over the past five years, results for Peel and the
province's special education students in EQAO tests have been relatively unchanged, with
Peel's results being consistently below provincial results. However, the overall results for
Peel have been consistently higher than provincial results. Superintendent Byers advised
that the reasons for the variance is being investigated, and data will be examined,
including: circumstances under which students are deferred from writing the exam; 3%
Peel students deferred compared to 10-11% provincially; data for identified and nonidentified students and accommodations provided to students. In response to members'
questions, Ted Byers explained that the outcome of the analysis will be brought back to the
Committee as soon as it is available, and he confirmed that one of his goals is to positively
impact achievement of special education students.
Referring to the letter from community representatives on SEAC regarding the 2015-2016
Special Education Report (Item 12.4 of these Minutes), Superintendent Byers explained
that the letter expresses some sincerely held beliefs on how SEAC can support the Board.
He also acknowledged the emails circulated with regard to the letter and the messages
conveyed in the emails. He stated that he reaffirms his commitment to authentic
collaboration with SEAC, particularly on the Special Education Plan. He noted that Items 6
to 8 of these Minutes focus on consultation with SEAC on the Board's Special Education
Plan development. He expressed the hope that members feel that their voices are being
heard with regard to establishing priorities and the format of the Special Education Plan, as
well as on the plans and actions of the Special Education department. He spoke about his
belief in open dialogue, consultation, and accessing the expertise and commitment of
SEAC members in supporting special education students.
A trustee member explained that the three new trustees on SEAC have chosen to become
members of the Committee, and wish to build relationships and work to support each other
on the Committee. Extending his support of Superintendent Byers' statements, he stated
that he looks forward to a collaborative, respectful and transparent partnership with
members, and to making sure that SEAC's voice is communicated to the Board of
Trustees.
SE-08, moved by Dorothy Peddie, that the Superintendent's Report (oral), be received .
.............. carried
11.
Updated Special Education Advisory Committee Member List
A correction to the list was noted.
SE-09, moved by Carol Ogilvie, that the Updated Special Education Advisory Committee
Member List, be received.
.. ............ carried
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12.
Letter to OPSBA President from SEAC Chair, Ottawa Carleton DSB re Fetal Alcohol
Spectrum Disorder
Community Living Ontario re Together We're Better Contest
Community Living Ontario re 7th Annual Commence Conference
Letter from Community Representatives re 2015-2016 Special Education Report of
the Peel DSB
Community Living Ontario representative, Ann Smith, spoke about the association's 71t1
Annual Commence Conference which focuses on being part of and belonging to the
community, as well as discussions to explore strategies for employment of youth with a
learning disability. She recommended that a staff member of the Special Education
department attend the conference.
SE-1 0, moved by Carol Oitment, that the following communication items, be received:
1.
2.
3.
4.
Letter to OPSBA President from SEAC Chair, Ottawa Carleton DSB re Fetal
Alcohol Spectrum Disorder
Community Living Ontario re Together We're Better Contest
Community Living Ontario re 71t1 Annual Commence Conference
Letter from Community Representatives re 2015-2016 Special Education Report of
the Peel DSB
.............. carried
13.
Reports from Representatives on Councils/Associations
Barbara Cyr reported that SEAC has been asked to conduct a workshop at the N umeracy
Conference, scheduled on April 2, 2016, at Rick Hansen Secondary School. She invited
members to indicate their interest by tomorrow. She stated that she is also trying to obtain
a table at the Conference to display brochures. Gillian Kajganich indicated that the Special
Education department has requested three tables, and one could be used by SEAC.
Barbara Cyr advised that she is a member of the Parent Involvement Committee (PIC),
and that she is coming to the end of her third two-year term. She invited any member from
SEAC to attend a PIC meeting to consider whether they want to sit on the Committee.
14.
Question Period
Carol Ogilvie apologized for the cancellation of the Learning Disabilities Association of Peel
Region's Parent/Adult Workshop. She reported that not enough people had registered for
the workshop.
Carol Ogilvie asked about plans by the Board to look after refugee students and families,
with regard to costs, funding, etc. Associate Director of Instructional Support Services,
Scott Moreash, circulated a report that was received by the Board at its meeting on
December 8, 2015, which outlines plans developed to welcome refugees into Peel schools
and is a first look at understanding the issues relating to the refugee situation.
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14.
Question Period (Continued)
Associate Director Moreash reviewed the report in detail, noting that it outlines some of the
significant challenges that are involved in helping the refugees. He indicated that
temporary housing, potentially for up to two months, will be provided in some
neighbourhoods. Stating that children who attend schools will be welcomed and integrated
into Peel culture, he advised that many of them will be suffering from the loss of family,
trauma, and speech, language and learning issues. He explained that children may not
have attended school regularly or at all, or have little to no English speaking ability. In
order to deal with the challenges, Scott Moreash reported that the Board has struck the
Inspire Hope Action Team, who will inventory existing supports and services, and identify
needs and areas that require provincial funding. Work has begun on: curriculum
resources and supports for schools specifically to assist ELD services; tip sheets for
principals and school staff; secondment of staff with experience in ESL; clothing and
bedding collection by We Welcome The World Centres; collaboration with child care
partners; developing a formal partnership with the Canadian Centre for Victims of Terror;
working on free or low cost technology; health and dental screening; providing sessions for
parents in Arabic regarding the educational system and other issues; making Arabicspeaking MSEP workers available at the welcome centres. Associate Director Moreash
advised that the Ministry has asked boards to track some of the expenses being incurred,
and the Board has offered Ashgrove and Lakeview Park school facilities to the Region of
Peel. Trustee Green suggested that SEAC members and their agencies speak to their
local MPs about the need for funding to support refugees. Dorothy Peddie expressed
concern regarding service delivery, .and she queried how the Board will be able to
effectively provide a high level of services, and staff will equip themselves to provide
support.
15.
Public Question Period
There were no public questions.
16.
Adjournment
SE-11, moved by Carole Ogilvie, that the meeting adjourn (21 :30 hours).
carried
.................................................. .. ... . Chair .. . ....................................... . .......... Secretary
9
PEEL DISTRICT SCHOOL BOARD
Special Education Advisory Committee
9.2
January 19, 2016
Special Education Plan Development - Action Plan
Recommendation:
It is recommended that this report be received.
Background:
The attached report pages include:
• Special Education Plan requirements from the Ministry of Education (two pages)
• Summary of feedback from SEAC members about the Special Education Plans
from Other Boards (two pages)
• Sample Special Education Plan structure, based on the York Region District
School Board (four pages)
The YRDSB plan is proposed as a template structure for the Peel District School Board
Special Education Plan. SEAC members are invited to provide input as to whether this
template addresses the Ministry requirements and reflects the previous feedback by
SEAC on the Special Education plans from other boards.
Prepared by:
Submitted by:
Tracy Bardell, Coordinator of Special Education - Elementary
Sharon Cook, Coordinator of Special Education - Secondary
Ted Byers, Superintendent of Special Education Support Services
10
11
Special Education Plans from Other Boards
201s2016
The Peel District School Board Special Education Plan can be found at the following link:
http://www.peelschools.ora/parents/specialed/sep/Pages/default.aspx
The following are the Special Education Plans from four school boards for you to review and provide
us with feedback using this handout.
·<
;·
Halton District
http://www.hdsb.ca/Downloads/Speciai%20Education%20Pian.pdf
•like the Statement of Belief
•Much more information given regarding assessments
•Wonderful front page
•The TOC is easy to read
•like the Gloaasry of terms at the beginning
';.
Ottawa Catholic
https://drive.google.com/file/d/OByiRsieEVQtKUOSNcnpsRmxXTjO}view?pli=l
• like the parents guide to Spec Ed
•Statement of Philosophy: Inclusion -Jean Vanier
• Nice to see the org chart
•like the TOC
1
York Region
http://www.yrdsb.ca/Programs/SpecEd/Documents/SpecEdPian/SD-specialeducationplan.pdf
• Service delivery by exceptionality
• Easy to navigate- all in one document
• Transitions included
•Broken up in logical chunks
•It maybe huge but the TOC tells you what's in it
•It tells the parents where to go
•Easy to understand/read
•Set up by exceptionalities -beautifully done
•Anything a parent would want to know, easy to find- inclusion of legislation validates topic
•Brochures included
• No use of words like stakeholders or collaborative - all acronyms are defined
•Simple for parents- straight forward language e.g. pgll- Re IEP's
•Tabbed out all PPM's government puts out
•Character matters embedded
•Graphics e.g. placement options (graphics are exceptional)
•Use of action words e.g. pg32
•Very easy to read
•like that they included students (pictures) in the documents including the brochures
•like how the service delivery model is laid out
fi·
Toronto District
http://www.tdsb.on.ca/Portals/O/EarlyYears/docs/SpeciaiEducationPian.pdf
•All in one document
•Guide for special education for parents- Appendix A
•Broken into logical chunks
•Hyperlink TOC
•TOC is easy to read
• Like the revision of SEACrep details and roles
•Like the staff org. section
12
Special Education Plans from Other Boards
201s2016
General Feedback
•
•
•
•
Need Easy to print document e.g. pdf, but also use tech. online to allow reader to jump to
location from roc
We need the full PDSB document - not just amendments
At least 2 of the other documents have much more SEAC involvements (Toronto. Ottawa)
They all don't print out the changes which is fine because it's really not required like we have
done
13
Standards for School Boards' Special Education Plan
Ministry of Education (2000)
One of the purposes of a school board's special education plan is to inform the Ministry of
Education and the public about special education programs and services that are provided
by the board in accordance with legislation and ministry policy on special education.
In developing and modifying their plan, boards must take into consideration feedback from
members of the community........ This public consultation, which takes place with the
assistance of the board's Special Education Advisory Committee (SEAC), must be
maintained on a continuous basis throughout the year.
The board's special education plan must describe the consultation process and must
include the following materials:
• a statement of how, in accordance with Regulation 464/97 made under the Education
Act, the board ensures that the SEAC is involved in the annual review of the board's
special education plan
• a description of any majority or minority reports concerning the board's approved plan
that have been received from members of the board's SEAC • the board's response
to these reports
• a statement of how members of the community, particularly parents of children who
are receiving special education programs and services, are informed of the timelines
and methods for providing input into the board's special education plan
• a summary of feedback received as a result of consultation with members of the
community
A description of programs and services provided to exceptional students, is submitted
annually as amendments to the original Plan. Every school board must maintain the Special
Education Plan which is made available to the Ministry for review and publicly accessible, as
per the requirements and components set out in Regulation 306 and the Standards for
School Boards' Special Education Plans (2000)
•
It includes components such as the purpose and requirements for:
o Introduction and Board Philosophy
o Roles and responsibilities
o Early Identification procedures and intervention strategies
o IPRC process and appeals
o Educational and other assessments
o Specialized health support services in the school settings
o Categories and definitions of exceptionalities
o Special Education placements provided by the board
o IEPs
14
o
o
o
o
o
o
o
o
Provincial demonstration schools in Ontario
Special education staff
Staff development
Equipment
Accessibility of School Buildings
Transportation
SEAC
Coordination of Services with other Ministries or agencies
Possible Appendices Include
Roles and Responsibilities in Special Education
Sample Parents' Guide to Special Education
Specialized Health Support Services
Categories and Definitions of Exceptionalities
Provincial Schools and Demonstration Schools
Special Education Staff
15
Review of York Region District School Board Special Education Plan
http://www.yrdsb.ca/Proqrams/SpecEd/Documents/SpecEdPian
The following is an overview of the complete York Region District School Board Special
Education Plan and an outline of the main topics covered within each section of the report.
Introduction
Ministry and Board Directives
•
•
•
•
•
•
•
•
Special Education Legislative Foundations: A Legal Framework
Key Features
York Region Initiatives- character attributes etc.
York Region Special Education Programs
Placement Options- (charts and diagrams) description, criteria, care and treatment
alternative placements, home instruction etc.
Ontario Provincial and Demonstration Schools Provincial & Demonstration School
Placement • when appropriate, exceptional students attend provincial demonstration
schools operated by the Ministry of Education and Training; The Ernest C. Drury
Scho<?l, Trillium School, W. Ross Macdonald School
Roles and Responsibilities in Special Education -shared responsibility model,
principal, teacher, student etc.
Expectations for the Implementation of The Special Education
Plan- superintendents, staffing, T.A., facilities, programming, IEP, Assessment IPRC
Service Delivery Models by Exceptionality
As per the ministry
• Behaviour
• Communication
• Intellectual
• Physical
• Multiple
Each category by:
Exceptionality definition
Service Delivery Model - placement, alternative placement, and program
16
Support Staff and Services
• Role and responsibilities of the staff/Departments
• Access to services - Referral process, consultation and liaison, home visit,
counselling etc.
• Assessments
• Professional Development
• Includes a chart with staffing numbers and required qualifications
Intervention Strategies and Procedures -this includes lots of visuals, tiered approach to
support, chain of command, consent forms, referral forms, parent guides
Intervention Strategies
• Referral Process
• In-School Team Record
• Integrated Continuum of Support
• A Communication Guide for Parents and Students
Educational and Other Assessments
• Collection, Storage and Distribution of Assessment Information
• Access to the OSR
• Consent to Exchange Personal Student Information
• Academic Assessment
The IPRC Process
The Individual Education Plan (IEP)
Transitions
Covers all transitions from entry to school, between classes to post-secondary, day
treatments etc.
Registration forms, Tracking forms
Community partner resources
Parent guides
Re-entry plans
Transition resources for parents
Links to community agencies
K-12 pathways
Professional Development
Focuses on Board and Ministry resources for parents
17
SEAC Special Education Advisory Committee
• Mandate
• Procedures for Selecting Members
• Role of the Special Education Advisory Committee
• Responsibilities of the SEAC Members
District School Board SEAC Members - list and contact info
Health Support Services
• Resources and Services Related to Health Support, Preschool Speech and
Language Services
• Related Policy and Procedures (Diabetes, Seizure etc.)
• Related Policy and Procedures - Partnerships with External Agencies
Mental Health and Addiction Strategy
• Ontario Mental Health and Addiction Strategy
• YRDSB Mental Health and Addiction
• School Mental Health
• Role of the Mental Health Lead
• Community Partners with Schools
• Mental Health and Addiction Nurses (MHAN)
• Mental Health and Addiction Resources
• YRDSB Mental Health Strategy
Appendices
• Glossary of Terms
• Dictionary of Acronyms
• Provincial and Demonstration Schools
• Home Instruction and Home Schooling
• Educational and Other Assessment Charts
• Student Growth Plan
• Request for Psychological Assessment
• Identification of Gifted Students
• Children's Treatment Network Information
• Resources by Exceptionality
• Job Descriptions
• Parent Guide to Special Education Funding for Assistive
Technology and Equipment for Students with Special Needs
• Annual Accessibility Plan
18
•
•
•
•
Autism Spectrum Disorder Review
School Social Workers: A Guide for Parents and Guardians
What Our Students Said
PEAK Brochure
19
9.3
PEEL DISTRICT SCHOOL BOARD
Special Education Advisory Committee
January 19, 2016
TA Allocation Process
Recommendation:
It is recommended that this report be received.
Background:
Teaching Assistants play an important role in the Peel District School Board. As the
board's "Partners in Learning" guide explains, "Teaching assistants are assigned to
support students with such significant needs that they require additional support in
order to participate and achieve within their educational setting." These needs may
include personal care needs, physical/medical/health needs, social/emotional needs,
behavioural needs, or communication needs.
A detailed presentation at the SEAC meeting will describe the following components of
the Teaching Assistant Allocation process:
Purpose and roles
SNAF process for special needs
Memo, flowchart
Guided walkthrough of sample SNAF
Board summary data
SEAC members are invited to provide feedback on the Teaching Assistant allocation
process, recommendations, and requests for further information on aspects of the
process.
Prepared by:
Submitted by:
Therese Fitzpatrick, Coordinating Principal of Special Programs - ASD
Gillian Kajganich, Coordinator of Staff Development
Ted Byers, Superintendent of Special Education Support SeNices
Wendy Dowling, Superintendent of Education - Early Years
20
21
9.4
PEEL DISTRICT SCHOOL BOARD
Special Education Advisory Committee
January 19, 2016
TA Professional Development
Recommendation:
It is recommended that this report be received.
Background:
Workshops and courses related to supporting students with special needs are offered
throughout the year by Peel staff and community agency service providers (e.g. CCAC)
to both provide initial pre-service training to new staff and also ongoing training and
learning opportunities for current staff. These learning sessions are arranged into
Modules, some of which are taken once, and others of which are taken on a recurring
basis by staff in order to remain current with effective practice.
In addition to the learning Modules, other job-embedded specific training is offered for
staff to support their work with individual students. Examples of this includes training by
the Intensive Support team, ABA facilitation, IEP implementation, safety training, PBIP
implementation, among others.
The attached page identifies the learning Modules. A presentation at the SEAC
meeting will provide detailed information about:
An overview of the Modules
Information about additional workshops
Collaborative inquiry networks
Training for specific student needs
Job-embedded learning opportunities
Prepared by:
Submitted by:
Gillian Kajganich, Coordinator of Staff Development
Ted Byers, Superintendent of Special Education Support Services
Wendy Dowling, Superintendent of Education -Early Years
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ENHANCING PROFESSIONALISM
Module 1: The Difference We Make
This module will identify the new and diverse roles and work settings of the Teaching Assistant. It presents strategies that
successfully enhance teamwork, working conditions and communication in the workplace. It looks at the "Child In Need of
Protection" policy and protocol to follow. This module will leave you with an awareness of how to protect yourse~ and where
to find information on Board Policies, procedures and guidelines specifically for Teaching Assistants.
Module II: Successful Practices
This informative module is designed to familiarize the Teaching Assistant with observation skills, record keeping and
modified/individualized programming with an emphasis on teamwork within the Peel Board structure.
Module Ill: Dealing with Student Behaviour
This module is designed to provide the Teaching Assistant with an opportunity to become more knowledgeable about the
principles of effective behaviour management and their application. Ethical practices and behaviour will also be discussed.
Module IV: Overview of Special Needs
Special Education Support Services will provide an overview of the range of educational needs and services related to
students with significant disabilities. An overview of specialized equipment and assistive devices will be presented by the
Special Needs Itinerant Teachers.
Module V: Back Care and Lifting
This workshop is offered with the assistance of Community Rehab and invited distributors of mechanical lifts and other
assistive devices. Community Rehab staff will provide instruction and training in safe lifting and transfer techniques for both
students and the Teaching Assistant. Participants will have a "hands on" opportunity to practice a variety of techniques,
including the use of mechanical lifts.
Module VI: Health and Safety
This module, developed by the Environmental Health and Safety Office of the Peel District School Board, looks at the
Occupational Health and Safety Act and considers employee and employer obligations under the act including work refusals,
accident/incident reporting and communicable diseases.
Module VII: De-Escalation and Personal Safety Training
Includes:
1. Verbal De-escalation
• Recognizing precipitating factors that may cause students to become anxious or to act out
• Verbal Escalation Continuum and appropriate interventions
• Crisis Development Behaviour Model and recommended staff attitude/approaches
• Personal Space, Non-verbal Communication, Supportive Stance
2. Personal Safety and Debriefing
• Non-verbal techniques to avoid injury (demonstration and practice)
• COPING model for debriefing
• Written Test
Upon successful completion of the 6-hour training and written test, staff will be certified by the Crisis Prevention lnstttute for a
period of 2 years.
NOTE: Module VI must be attended every three years
Module VII must be attended every 2 years