Special Education Advisory Committee Tuesday, January 19, 2016 … - January 19... · 2016-01-15 · 4. Special Presentation - Fragile X Foundation of Ontario (Continued) Further

In· tri t • pee &hoof Board ~

AGENDA

Special Education Advisory Committee

Tuesday, January 19, 2016 7:00p.m.

Brampton Room

PEEL DISTRICT SCHOOL BOARD

Special Education Advisory Committee Meeting

AGENDA

Tuesday,January19,2016

OPEN SESSION

1. Call to Order 1. 1 Approval of Agenda

2. Declaration of Conflict of Interest

3. Minutes

Brampton Room

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

1 0. 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 3.1 Special Education Advisory Cornrnittee:nf

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)

2

December 15, 2015 Special Education Advisory Committee:nf

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.

3


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)

4


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.

5


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)

6


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 1 0 OSSL T 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

7


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. Letter to OPSBA President from SEAC Chair, Ottawa Carleton DSB re Fetal Alcohol Spectrum Disorder

2. Community Living Ontario re Together We're Better Contest 3. Community Living Ontario re 71t1 Annual Commence Conference 4. 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.

8


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 9.2 Special Education Advisory Committee 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 201s-2016

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 201s-2016

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 Provincial demonstration schools in Ontario o Special education staff o Staff development o Equipment o Accessibility of School Buildings o Transportation o SEAC o 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


TA Allocation Process

Recommendation:


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


TA Professional Development

Recommendation:


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:

Prepared by: Submitted by:

An overview of the Modules Information about additional workshops Collaborative inquiry networks Training for specific student needs Job-embedded learning opportunities

Gillian Kajganich, Coordinator of Staff Development Ted Byers, Superintendent of Special Education Support Services Wendy Dowling, Superintendent of Education -Early Years

22

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