LDCSB SEAC Public Consultation

January 21, 2010Summary Report to SEAC: March 11, 2010

January 2009 was the first year that the new single venue format was used

Approx. 45 were in attendance(Including SEAC members)

January 21, 2010: Success for all Students Being –whole and holy

Belonging- in community Becoming –Catholic Graduates

Approx 58 members of our community were in attendance (Including SEAC members)

January 21, 2010

This year we had 4 Themes under our School Board Improvement Plan:

1)Program (Literacy, Numeracy and Student Pathways)

2) Communication (Catholic Community Culture and Caring)

3) Transitions (Student Pathways) 4) Relationships ( Catholic Community

Culture and Caring)

Themes

4 themes/ Categories identifiedCommunication with Parents

“More info about community programs:“Communication and planning very important to

maintain gains child has made in grade 8. (Once they enter grade 9

Enhanced Service Delivery“Transition to high school should begin before the

new year – grade 7 or beginning of grade 8”“Shadow a grade 9 student during grade 8”

Transitions

Administrative Capacity for Locally Developed Courses◦ “what happens if the numbers are to low to

support a locally developed course.”

Interactions with Parent/Students◦ “At first meeting with high school could there be

more interaction with student”

Transitions

Communication with Home◦ “Common questions – information”◦ “new families come to our Board – information”◦ “web-site user-friendly for special education”

Communication with Community Organizations◦ “wanting link-community partners/agency/

resources”◦ “clear process to maximize potential”

Communication

IEP Implementation Fidelity◦ “the plans without a plan”◦ “Not specific, no means to measure”◦ “Detailed IEP but strategies/goals not being

implemented/worked on”

Enhanced Service◦ “parent provided written input into the IEP (after the fact)

but IEP wasn’t updated to reflect the parent input.”Consistently Differentiate Instruction based on

student IEP “Child struggling with special needs may not have best match

with curriculum fitting their specific needs.”

Programs: IEP

Inconsistent Educational Skill Sets◦ “one teacher did an excellent job on the IEP but

homeroom teacher did not.”◦ “discrepancies in skills between teacher and their

abilities to write effective IEP’s”

Programs: IEP

Curriculum /Classroom◦ “spreading resources to all kids in classroom with

special needs”◦ “expanding on extracurricular opportunities...such

as gymnastics.” Socialization/ Peer Mentoring

◦ “self confidence build up”◦ “students celebrating success”

Communication◦ “better communication to get to know individual

students strengths”

Relationships

Overall a good evening, with good participation and a modest increase in attendance

Communication with Parents/Home/Community Enhanced Service Delivery/Curriculum

Classroom delivery Administrative Capacity for Locally Developed

Courses Interactions with Parent/Students IEP Implementation Fidelity/ Educational Skill

Sets Socialization/Peer Mentoring

Summary:

The concerns, ideas and solutions generated will be the basis for action. Work is already underway on Transitions to develop greater consistency in the process.

Similarly Communication is being enhanced through construction of a new easy to navigate website including information about the Special Education Advisory Committee (SEAC).

Your voice is important to our cycle of continuous improvement.

 

Summary Continued: