SIMCOE COUNTY DISTRICT SCHOOL BOARD SPECIAL …€¦ · SEAC Alternate s Marina Johnson. Staff Genevieve Buss, Curt Davidson , Connie Gray, Stephen McClelland, Roxy Reimer, Chris

SIMCOE COUNTY DISTRICT SCHOOL BOARD SPECIAL EDUCATION ADVISORY COMMITTEE – MONDAY, APRIL 8, 2019

EDUCATION CENTRE – GEORGIAN ROOM 7 – 9 p.m.

A G E N D A

A. Welcome and Introductions (1) Welcome (a) Land Acknowledgement of Traditional Territory (b) Introductions (c) SCDSB Special Education Advisory Committee Statement of Beliefs (2) (a) Approval of Agenda (3) Approval of Minutes (a) Regular Committee Meeting – March 4, 2019 (e) (4) (a) Declaration of Conflicts of Interest B. Presentations (20m) (1) (a) LD Math Supports and Intervention Plan (e) – Jennifer French C. Items for Decision (5m) (1) (a) Proposed 2019-2020 SEAC Meeting Dates (e) – Curt Davidson D. Items for Information (1) Follow-up from Previous Meetings (5m) (a) 2019-2020 Special Education Budget Consultation Follow-up (e) – Chris Samis (10m) (b) SEAC Consultation: APM A1227 - Individualized Transportation for Students

with Disability Related and/or Special Education Needs (e) – Curt Davidson (5m) (c) SEAC Consultation: Special Education Plan 2019-2020 (e) – Stephen

McClelland (2) Staff Reports (15m) (a) Projected County Class Changes/Relocations for 2019-2020 (e) – Stephen

McClelland (15m) (b) Ontario Autism Program Update (v) – Chris Samis (3) Committee Reports – Nil (4) SEAC Member Updates (a) Association/Agency Updates – All (5) Board Member Updates (a) Updates from Board Meetings (6) Golden Buzzer 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 May 13, 2019. SEAC meetings are video-recorded and made available for public viewing. Legend: (v) - verbal; (h) - handout; (e) - electronic

REPORT NO. SEAC A-3-a APRIL 8, 2019

TO: The Chairperson and Members of the Special Education Advisory Committee FROM: Chairperson of SEAC Superintendent of Program and Special Education SUBJECT: MINUTES OF THE SPECIAL EDUCATION ADVISORY COMMITTEE

MEETING HELD MARCH 4, 2019 The regular meeting of the Special Education Advisory Committee was held on Monday, March 4, 2019 at the Education Centre. Roll Call PRESENT: SEAC Members Kevin Berry (Chairperson), Mark Bryan, Andria Howe, Tamara Lavender, Rose-Ann Marchitto, Robin Moore, David O’Brien (Trustee), Brandy Rafeek (Vice-chairperson), Mary Riggin Springstead, Sally Seabrook, Yana Skybin, Rob Smith, Lisa-Marie Wilson (Trustee). SEAC Alternates Marina Johnson. Staff Genevieve Buss, Curt Davidson, Connie Gray, Stephen McClelland,

Roxy Reimer, Chris Samis, Corry Van Nispen. Recording Secretary Tina Bazuk. REGRETS: SEAC Members Donna Armstrong (Trustee), Dr. Susan Surry. Chairperson Berry called the meeting to order at 7 p.m.

A. Welcome and Introductions

(1) Welcome

(a) Land Acknowledgement of Traditional Territory

(b) Introductions Chairperson Berry welcomed committee members, staff and guests and shared regrets for the evening.

(c) SCDSB Special Education Statement of Beliefs (A-1-c) Brandy Rafeek, Vice-chairperson, read the Statement of Beliefs.

REPORT NO. SEAC A-3-a APRIL 8, 2019 - 2

(2) Approval of Agenda

Moved by Brandy Rafeek Seconded by Rose-Ann Marchitto That the agenda be approved as printed.

CARRIED

(3) Approval of Minutes

(a) Minutes of the Regular SEAC Meeting held February 11, 2019 (A-3-a) Mary Riggin Springstead, SEAC member, requested that the second sentence in item D-4-a, SEAC Member Updates, be amended as follows:

• Enhancements to the diagnostic hub will take effect as of April 1, 2019.

Moved by Mark Bryan Seconded by Robin Moore That the minutes be approved as amended.

CARRIED

(4) Declaration of Conflicts of Interest - Nil

B. Presentations (1) (a) Special Education Budget Development 2019-2020 (B-1-a)

Chris Samis, Superintendent of Program and Special Education, introduced Corry Van Nispen, Controller, who presented the 2019-2020 Special Education budget development process, funding sources, projections and next steps. Controller Van Nispen reported that the Ministry of Education’s Technical Paper is expected to be released by the end of March, which will enable staff to prepare the proposed 2019-2020 budget. The special education revised budget for 2018-2019 was $86 million with a projected increase in funding for 2019-2020 of $1.7 million, if the funding model remains the same. The Local Priorities Funding provided by the Ministry of Education for special education was a two-year commitment for the 2017-2018 and 2018-2019 school years. This additional funding was to hire staff within specific employee groups. At this point, the prediction is that this funding is not expected to be extended. The joint SEAC/Business and Facilities Standing Committee meeting will take place on Wednesday, April 17, 2019 at 7 p.m. in the Roy Edwards room. At the February 11, 2019 SEAC meeting, SEAC members were asked to consult their respective associations/agencies as to system priorities in order to provide input at the March 4, 2019 meeting. Due to time restrictions, Chairperson Berry requested that SEAC members forward their ideas for system priorities via email


as opposed to completing the planned think-pair-share activity. Priorities will be shared at the April 8, 2019 meeting.

Superintendent Samis and Controller Van Nispen responded to questions from SEAC members at this time.

(b) Bayview Transition Site (B-1-b)

Stephen McClelland, Principal of Special Education, invited Connie Gray, Family of Schools Consultant for Special Education, Roxy Reimer and Genevieve Buss, Special Education Resource Teachers, to the table to share information regarding the Bayview Transition site. The program is designed to prepare senior aged students to transition from secondary school to the community with the goal of teaching students how to apply skills needed to engage in their post-secondary world. The Transition Learning Centre uses the principles of Applied Behaviour Analysis to help all students develop age appropriate, pro-active strategies for behaviours specific to the student. There are three areas of focus at the Transition Learning Centre which include: Work placements: staff prepare students with the skills needed in the work environment (i.e. interview skills, Workplace Hazardous Materials Information System (WHMIS) training, etc.). Leisure activities: students are provided the opportunity to enjoy recreational activities out in the community such as working out, bowling, trampoline, etc. Social skills and self-regulation programming: students are taught the foundational living skills of dressing appropriately, cleaning, grocery shopping, making some meals, navigating public transportation, making eye contact, etc. In all components, students receive a strong level of support that is intentionally faded away when possible, to support students as they become more independent. Superintendent Samis, Principal McClelland, Connie Gray, Roxy Reimer and Genevieve Buss responded to questions from SEAC members at this time.

C. Items for Decision

(1) (a) SEAC Start Times April to June 2019 (C-1-a)

Superintendent Samis advised that the January 14, 2019 SEAC minutes, which included the revised Terms of Reference, were approved at the February 27, 2019 Regular Meeting of the Board. Revisions to the SEAC Terms of Reference included that start times for monthly meetings would be determined by a majority vote in the spring of each year when SEAC members approve meeting dates for the following school year. With the newly appointed SEAC, it was decided that start times for the remainder of this school year would be determined at the March SEAC meeting. SEAC members


decided to continue with the 7 p.m. start time for the remainder of the 2018-2019 school year.

MOTION Moved by Brandy Rafeek Seconded by Rose-Ann Marchitto That SEAC approve continuing with a start time of 7 p.m. for the remainder of the 2018-2019 school year. CARRIED

(b) Letter to the Ministry (C-1-b)

Superintendent Samis provided an overview of the recently announced changes to the Ontario Autism Program which come into effect on April 1, 2019. The goal of the changes is to reduce waitlists by re-distributing existing funds to more children, based on age and family income level, up to a yearly maximum. At this time, the board is unaware of an implementation plan or additional funding from the Ministry to accommodate the potential increase in enrolment mid-year. At the system level, the SCDSB is working on a plan to ensure we can continue to provide students with the appropriate supports to help them reach their full potential. Although existing elementary Autism Spectrum Disorder (ASD) classes are at capacity, schools have been directed to welcome any new students, currently involved in Intensive Behavioural Intervention (IBI) therapy, into the regular classroom and work with their Family of Schools Consultants for Special Education to initiate the registration process as requested. The Board of Trustees have inquired if SEAC members would be supportive of the trustees writing a letter to the Minister of Education in response to the changes to the Ontario Autism Program.

MOTION Moved by Tamara Lavender Seconded by Brandy Rafeek That the Simcoe County District School Board (SCDSB) Special Education Advisory Committee (SEAC) are supportive of the Board of Trustees writing a letter to the Minister of Education and Minister of Children, Community and Social Services, to address concerns related to the changes to the Ontario Autism Program. CARRIED

SEAC members have also agreed to write a letter to the Minister of Education to address a variety of concerns related to the following:

• changes to the Ontario Autism Program (no additional funding, no implementation plan, impact on schools, happening too quickly, etc.);

• Local Priorities Funding; • Special Incidence Portion (SIP) funding; • SEAC training; and, • Parent Reaching Out (PRO) Grants.


Due to timing, Chairperson Berry and Vice-chairperson Rafeek will start by drafting a letter to the Ministers related to the changes to the Ontario Autism Program and forward electronically to SEAC members for input.

MOTION Moved by Yana Skybin Seconded by Rose-Ann Marchitto That the Simcoe County District School Board (SCDSB) Special Education Advisory Committee (SEAC) recommend that a letter be written by the SCDSB SEAC Chairperson and Vice-chairperson to the Minister of Education and Minister of Children, Community and Social Services, addressing concerns related to the changes to the Ontario Autism Program. CARRIED

D. Items for Information

(1) Follow-up from Previous Meeting (a) SEAC Consultation for APM A8525 - Use of Calming Rooms as a Proactive

Self-Regulation Strategy (D-1-a) _ At the February 11, 2019 SEAC meeting, SEAC members were provided the opportunity to share feedback with regards to revisions to Administrative Procedures Memorandum (APM) A8525 - Use of Calming Rooms as a Proactive Self-Regulation Strategy. During the discussions, SEAC members inquired about the use of camera’s in Calming Rooms and requested staff investigate protocol for other boards. Superintendent Samis confirmed that cameras in Calming Rooms are not used in other boards in the Barrie Region. The SCDSB has procedures in place to ensure the appropriate use of Calming Rooms; therefore, cameras will not be installed at this time. Superintendent Samis indicated that a wide variety of protective measures are currently in place to ensure students are safe while at school, including those outlined in APM A8525. Superintendent Samis responded to questions from SEAC members at this time.

MOTION Moved by Kevin Berry Seconded by Brandy Rafeek That SEAC defer staff reports D-2-a and D-2-b to the April 8, 2019 SEAC meeting. CARRIED

(2) Staff Reports - Deferred

(3) Committee Reports - Nil


(4) SEAC Member Updates

(a) Association/Agency Updates – All (D-4-a)

1. Mark Bryan noted that March 21, 2019 is World Down Syndrome Day. The Simcoe County Down Syndrome Association Branch will be hosting a dinner and dance on March 22, 2019 to celebrate.

(5) Board Member Updates

(a) Updates from Board Meetings – (D-5-a) - Nil

MOTION Moved by Rose-Ann Marchitto Seconded by Mark Bryan That the SEAC meeting continues past 9 p.m. CARRIED

(6) Golden Buzzer 1. Principal McClelland shared a golden buzzer moment for March 2019.

E. Correspondence

1. A letter from the Provincial Parent Associations Advisory Committee on SEAC to the

Minister of Education requesting an update on key education issues and have provided their recommendations for said issues.

F. Other Matters - Nil

G. Notices of Motion for Next Meeting - Nil

H. Adjournment

Moved by Brandy Rafeek Seconded by Rob Smith That the meeting be adjourned at 9:05 p.m. CARRIED The next meeting date is April 8, 2019.

LD Math Supports and Intervention Plan

REPORT NO. SEAC B-1-aAPRIL 8, 2019

Special Education has teamed up with the Program/Math department to address the needs of our Learning Disability (LD) and “At Risk” population.

Leads:• Jennifer French

Family of Schools Consultant for Special Education

• Jamie CableK-12 Math Facilitator

Purpose/Goals

• To assist teachers and build capacity within our system when it comes to educating our Learning Disability (LD) population, specifically targeted to Mathematics.

• To address and identify the needs (in the area of Cognitive Processes using the Cognitive Process Assessment and Intervention Tool (CPAIT) – developed by Dr. Colvin) of those students who DO NOT have a formal assessment/diagnosis of LD (for whatever reason) but are “at risk” and underachieving in their learning. Schools may hypothesize that a formal assessment would indicate some type of LD.

• To make the strategies section of the CPAIT Document (Appendix) available as an online resource to regular classroom teachers and special education resource teachers and to update these strategies with very specific ideas and links to resources and websites for teachers to access immediately.

• To target and assist schools with Math achievement that is below the provincial standard (EQAO) BUT who have NOT been chosen as a Renewed Math Strategy School. This enables us to reach out and touch more students with extra supports throughout the board.

Rationale for School Participation

Data was examined through Power BI for all SCDSB Schools

We looked at numerous things including:• School’s EQAO results in Math• School’s total number of

Individual Education Plans (IEPs) (including % to population)

• School’s number of NON-IDENTIFIED IEPs (including % to population)

Schools we are Including in the First Phase of Implementation

SUPPORTED SCHOOLS % OF NON-IDENTIFIED IEPS

Pine River 14%Chris Hadfield 14%Lake Simcoe 21%Angus Morrison 21%Killarney Beach 25%

Process/Timeline

Choose Focus Group – 15 Students

By November 14, 2018

• Schools will identify ONE student per grade (4, 5, 6) who have an IEP but do not have a formal diagnosis, identification or assessment.

Administration of CPAIT

By November 30, 2018

• The CPAIT (not including Appendix of strategies) will be administered by the special education resource teacher (and Special Education Consultant) with focus group (using current regular classroom teacher and/or past regular classroom teacher as resources) to determine cognitive areas of need.

Collecting Baseline Data and CPAIT Updating Strategies and Interventions

By December 21, 2018

• Special education resource teachers and special education consultant/math facilitator will administer PRIME Math Assessment with selected focus group students to identify learning needs in mathematics.

• special education consultant/math facilitator will identify and provide more specific programming interventions and assistive technology considerations (will be found simultaneously on newly created LD webpage and math website).

InterventionJanuary 7 - March 8, 2019

• Regular classroom teacher/special education consultant/math facilitator/special education resource teacher will select and implement targeted interventions and supports (from updated CPAIT Appendix) based on CPAIT Assessment and PRIME data.

Formative Assessment/Check In

March 18 - March 29, 2019

• Administer PRIME as formative assessment to evaluate impact of chosen interventions and supports.

Intervention (Part 2)

April 1 - May 31, 2019

• Regular classroom teacher/special education consultant/math facilitator will continue and/or update targeted interventions and supports based on CPAIT and updated PRIME data and implement the interventions.

Summative Assessment

June 3 - June 14, 2019

• Administer final PRIME as summative assessment to evaluate impact of chosen interventions and supports.

Next Steps

If successful, roll out to five more schools for the 2019-2020 school year.

REPORT NO. SEAC C-1-a APRIL 8, 2019

SPECIAL EDUCATION ADVISORY COMMITTEE Proposed 2019-2020 Meeting Dates

Second Monday of Month

Monday, September 9, 2019 Monday, October 7, 2019 (2nd Monday is Thanksgiving) Monday, November 11, 2019 Monday, December 9, 2019 Monday, January 13, 2020 Monday, February 10, 2020 Monday, March 9, 2020 Monday, April 6, 2020 (2nd Monday is Easter) Monday, May 11, 2020 – Roy Edwards Room Monday, June 1, 2020 (2nd Monday is Retirement Dinner)

Time: XX p.m. - XX p.m. Location: Education Centre, Georgian Room * The Business and Facilities Standing Committee and SEAC Budget meeting will take place on – Wednesday, April 15, 2020 in the Roy Edwards Room - Tentative

REPORT NO. SEAC D-1-a APRIL 8, 2019

TO: Simcoe County District School Board’s

Special Education Advisory Committee FROM: Superintendent of Program and Special Education SUBJECT: 2019-2020 SPECIAL EDUCATION BUDGET CONSULATION FOLLOW-UP 1. Background

The Simcoe County District School Board (SCDSB) is committed to maximizing educational opportunities and outcomes for students with special education needs (SENs) within the fiscal limitations of the approved SCDSB budget. The SCDSBs revised 2018-2019 Special Education Budget expenditures is $84,245,800 not including any additional supplemental grants and/or local priorities funds (LPF). The SCDSBs Strategic Priorities (2017-2022) outlines the board’s overall priorities including:

i. Excellence in Teaching and Learning; ii. Equity, Diversity and Inclusion; iii. Well-Being; and, iv. Community.

Consistent with the Priorities listed above, the SCDSB’s Special Education Plan, as well as the SCDSB’s Operational Plan (2018-2019) outlines the directions (i.e. specific targets, goals, strategies, etc.) to maximize opportunities and outcomes for students with SENs including:

i. Student Achievement and Well-Being; ii. Fostering independence; iii. Individual Education Plans (IEPs) as an instructional tool to ensure success; iv. Community partnerships; and, v. Ensuring successful transitions (i.e. entry into, through, and exiting from).

During the 2018-2019 school year, 10,071 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.

2. Current Status

SEAC plays an important 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. As per O. Regulation 464/97 section 12 (2), “the board shall ensure its special education advisory committee (SEAC) is provided with the opportunity to participate in the annual budget process under section 231 of the Act, as that process relates to special education”. At the March 4, 2019 SEAC meeting, SEAC members were asked to consult their respective associations/organizations as to system priorities in order to provide input during the budget process. It should be noted that more than 90 percent of the SCDSB’s special education budget is directed towards staffing.

REPORT NO. SEAC D-1-a APRIL 8, 2019 - 2

Priorities identified by SEAC members include: • build partnerships and outsource to community-based services as opposed to hiring

staff with the expertise; • reduce number of special education resource teachers (SERTs) and increase the

number of educational assistants (EAs) at the secondary level; • reduce number of SERTs and incorporate the role in the vice-principal role and

increase number of EAs at the elementary level; • open additional programs similar to the Bayview Transition Site; • provide more co-operative education placements for students in county classes; • provide access to individualized program including specific instructional interventions

of increasing intensity to address targeted learning needs (PPM 8); • provide access to a range of placements, including special education classes, based

on their individual needs and parent wishes; and, • more qualified SERTs to meet the needs of students including providing direct

instruction for students who require specific instruction intervention. The Joint SEAC/Business and Facilities Standing Committee Budget meeting originally scheduled for April 17, 2019, has been cancelled due to the expected delay in the SCDSB receiving the Technical Paper which outlines funding guidelines and allocations. After consulting with SEAC’s Chair and Vice-chair, in lieu of the joint meeting (e.g. adding another meeting etc.), Business Services will attend the May 13, 2019 regular SEAC meeting to present the budget.

3. Next Steps/Future Considerations

The development of the board’s special education budget includes consultation with a wide variety of stakeholders, including senior administration, schools, school administrators, respective external agencies, as well as SEAC. The board is required (through legislation) to approve a balanced budget by June 30 of each year; therefore, the SCDSB’s special education department has already begun the 2019-2020 budget planning process in order to meet mandated timelines.

4. Report Status

This report is provided for information. Respectfully submitted by: Chris Samis Superintendent of Program and Special Education April 8, 2019

REPORT NO. SEAC D-1-b APRIL 8, 2019

TO: The Chairperson and Members of the Special Education Advisory Committee FROM: Superintendent of Program and Special Education SUBJECT: SEAC CONSULTATION FOR APM A1227 - INDIVIDUALIZED

TRANSPORTATION FOR STUDENTS WITH DISABILITY RELATED AND/OR SPECIAL EDUCATION NEEDS ______________________

1. Background

The Simcoe County District School Board (SCDSB) is committed to providing outstanding educational opportunities and outcomes for students with special education needs, in an environment that enables all students to reach their goals and achieve success. Consistent with the goals of the SCDSB’s Strategic Priorities (2017-2022), ensuring excellence in teaching and learning, equity, diversity and inclusion, community and well-being continues to be the priority of the board.

The Special Education Advisory Committee (SEAC) plays a vital role in ensuring that exceptional students receive appropriate educational services and programs by carrying out its mandate to:

• make recommendations to the Board in respect to any matter affecting the establishment, development and delivery of special education programs and services for exceptional pupils of the board.

As per SCDSB Administrative Procedures Memorandum (APM) A3005 - Administrative Procedures Memorandum Development and Review, existing APMs are expected to be reviewed as part of a regular cycle with deletions included in black via strikethrough and additions in red for ease of review.

2. Current Status Originally created in 2015, APM A1227 - Individualized Transportation for Students with Disability Related and/or Special Education Needs has been updated as part of the SCDSB regular review process (APPENDIX A). In accordance with the Ontario Human Rights Code, the SCDSB supports the use of individualized transportation as an accommodation of a student’s disability in order to ensure school attendance. Access to individualized transportation is determined independently of a student’s learning needs. Transportation to and from a student’s residence in the SCDSB is provided by the Simcoe County Student Transportation Consortium (SCSTC) as defined in Policy 2410, Transportation of Students. It is important to recognize that the majority of students with special education needs will not have a disability related need(s) requiring individualized transportation to and from school as an accommodation of their disability. All decisions related to the provision of individualized transportation must take into consideration the importance of inclusion and the development of greater independence. The following information is provided for context with regards to the transportation of students with special education needs. As of September 2018, the SCDSB provides home to school transportation for approximately 23,000 total students, 974 of which are via

http://www.scdsb.on.ca/Board/Policies%20Documents/Policy-2410_Transportation-of-Students.pdf

REPORT NO. SEAC D-1-b APRIL 8, 2019 - 2

individualized transportation. It should be noted that as overall student enrolment has remained stable in recent years, the number of requests and approvals for individualized transportation has continued to increase, including the number of students requiring ride alone status.

SCDSB Individualized Transportation Type of Vehicle # of students Mini-van 659 Busette 222 Wheelchair 93 Total 974

Equipment Supported on Individualized Transportation includes:

• Booster Seats • Braces • Cane(s) • Car Seats • Postural Supports/Harnesses • Support Staff (Nurse/Personal Support Worker/Educational Assistant) • Oxygen Support System • Seat Belt Cover Lock • Seat Belt • Service Animal • Walker • Wheelchair

All equipment used to support students on school vehicles is consistent with SCDSB policies and procedures and/or legislation/regulations (i.e. Ontario Highway Traffic Act/ Regulation 614 Security of Loads, etc.).

3. Next Steps The SCDSB will continue to seek input from various stakeholders, including SEAC, in order to ensure this APM continues to meet the needs of all those impacted, especially students and their families.

4. Report Status

This report is provided for information. Respectfully submitted by: Chris Samis Superintendent of Program and Special Education April 8, 2019

https://www.ontario.ca/laws/statute/90h08

https://www.ontario.ca/laws/regulation/900614

REPORT NO. SEAC D-1-b APPENDIX A – Pages 1 to 9

APM A1227 - Individualized Transportation for Students with Disability Related and/or Special Education Needs

Administrative Procedures Memorandum A1227 Page 1 of 9

Date of Issue April 2016April 2019

Original Date of Issue April 21, 2015

Subject INDIVIDUALIZED TRANSPORTATION FOR STUDENTS WITH DISABILITY RELATED AND/OR SPECIAL EDUCATION NEEDS

References Education Act Policy 2317 - School Attendance Areas Policy 2410 - Transportation of Students APM A1225 - Transportation of Students - Courtesy Riders on Commuter Buses; and Program Transportation APM A7000 - School Attendance Areas APM A8535 - Use of Service Dogs Animals by Students Accessibility for Ontarians with Disabilities Act (AODA) Ontario Human Rights Code Ontario Regulation 181/98 - Identification and Placement of Exceptional Pupils

Contact Facility Services - School Services 1. Purpose

1.1 All students have a right to attend school in an inclusive and supportive environment that fosters independence.

1.2 The Simcoe County District School Board (SCDSB) and Simcoe County Student

Transportation Consortium (SCSTC) recognize that some students will require accommodation to travel to and from school.

1.3 The purpose of this Administration Procedures Memorandum (APM) is to provide

guidelines for the administration of transportation services for SCDSB students for whom individualized transportation is required as an accommodation for school attendance, in accordance with the Ontario Human Rights Code.

1.4 Whether or not a student requires individualized transportation as an

accommodation for his/hertheir disability for school attendance will be determined independently of any assessment of his/hertheir learning needs. The majority of students with special education needs will not have disability related need(s) requiring individualized transportation to and from school as an accommodation of their disability.

1.5 In making decisions regarding the provision of individualized transportation, the

SCDSB shall take into consideration the importance of inclusion and the development of greater independence.

1.6 Pursuant to the Education Act and the SCDSB policies and procedures, students

being provided with transportation are responsible to the principal of the school for their conduct in accordance with all applicable board policies and procedures.

http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90e02_e.htm

https://www.scdsb.on.ca/about/policies_and_procedures/policies

https://www.scdsb.on.ca/about/policies_and_procedures/policies

https://www.scdsb.on.ca/about/policies_and_procedures/procedures




http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_05a11_e.htm


http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90h19_e.htm

http://www.e-laws.gov.on.ca/html/regs/english/elaws_regs_980181_e.htm


http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90h19_e.htm

http://www.e-laws.gov.on.ca/html/statutes/english/elaws_statutes_90e02_e.htm


2. Definitions In this Administrative Procedure Memorandum. 2.1 Attendance Area means the area within a school’s attendance boundary

(including any attached holding area(s). 2.32.2 Home school means the school located within a student’s primary residence

attendance area.

2.22.3 Supplementary Rrider is student who has been approved to ride a school purpose vehicle which they would not otherwise be eligible to ride.

2.4 A courtesy rider is an out-of-attendance area student who has been approved to

ride a commuter or program bus. 2.4 I.P.R.C. means an Identification and Placement Review Committee. 2.5 Simcoe County Student Transportation Consortium (SCSTC) is defined in Policy

2410 Transportation of Students, section 3.4.

2.62.5 Special Education County or District Class means a congregated special education program placement pursuant to Ontario Regulation 181/98 Identification and Placement of Exceptional Pupils, in which a student is placed for at least 50% of the school day by an Identification Placement and Review Committee (IPRC).

2.72.6 For the purposes of this APM, Individualized Transportation is transportation

other than regular student transportation, in a vehicle and/or travelling along a route which has been modified to accommodate a student’s disability and/or special education needs.

2.82.7 For the purposes of this APM, the definition of disability is based on the

Accessibility for Ontarians with Disabilities Act, 2005 (AODA). AODA describes disability as any degree of physical, developmental and/or mental impairment, such that it requires individualized transportation to and from school as an accommodation.

2.92.8 Primary residence is a student’s legal and/or permanent residence. This address

determines the student’s designated school attendance areahome school. A student may only have one primary residenceaddress. In the case of joint- custody, it is the decision of the parent(s)/guardian(s) to determine the primary residence, and to provide that information to the school upon request.

3. Inclusive Transportation

3.1 All students, including those with special education needs, who attend their home

school and reside within the walking zone as defined by Policy 2410, shall walk to and from school unless approved for individualized transportation.





3.2 All students, including those with special education needs, who attend their home school and reside beyond the walking zone as defined by Policy 2410, shall receive commuter transportation on a regular school bus, unless approved for individualized transportation.

4. Individualized Transportation

4.1 The SCDSB may approve individualized transportation for students when:

4.1.1 Tthe student is placed (via IPRC decision) in a Special Education County or District Class beyond their walking zone;

4.1.2 Tthe student is placed (via IPRC decision) in a Provincial Demonstration School;

4.1.3 Tthe student attends a care, treatment and/or correctional facility, transportation is required by regulation to be provided, and provision of transportation is outlined in an agreement with the care, treatment and/or correctional facility agency; or,

4.1.4 Tthe family has provided a completed Request for Individualized Transportation (FORM A1227 - 1) from a medical doctor or psychologist based on an assessment of the student’s disability related needs. This form needs to specifically outline why those needs require individualized transportation in accordance with this APM as an accommodation, and the principal of special education has determined that the student requires individualized transportation as an accommodation, taking into consideration the following: 4.1.4.1 Tthe student has a disability(ies) that significantly impairs

his/hertheir ability to walk safely to and from school and/or ride on a regular school bus due to safety concerns, including concerns for other students’ safety (i.e. severe anxiety causing injury to self or others);

4.1.4.2 Tthe student has a need for specialized equipment and/or a specialized vehicle to travel to and from school;

4.1.4.3 Tthe student has a physical disability(ies) that significantly impairs his/hertheir mobility getting to and from school by walking and/or riding on a regular school bus (i.e. wheelchair/low vision);

4.1.4.4 Tthe student has a disability(ies) that significantly impairs his/hertheir ability to walk and/or ride on a regular school bus independently (i.e. severe intellectual disability);

4.1.4.5 Tthe student’s medical health needs significantly impair his/hertheir ability to walk within his/hertheir walking zone and/or ride on a regular school bus (i.e. oxygen); or,

4.1.4.6 Tthe student’s disability related needs cannot be accommodated with a support person on a regular school bus.

4.2 In determining a student’s eligibility for individualized transportation, the principal

of special education may request additional information from a student’s medical doctor or psychologist where the information provided does not sufficiently describe the student’s disability related needs and why those needs require individualized transportation as an accommodation.


4.3 Students eligible for individualized transportation under Section 4.1.4 shall be reviewed annually.

4.4 The principal of special education may waive the requirement for an annual review

of a student’s eligibility for individualized transportation if it is established that the student’s disability related need(s) is of a persistent and/or permanent nature.

4.5 The Individual Education Plan (IEP) of a student who has been found eligible for

individualized transportation will reflect the approval and will includealign with the learning goals from the student’s IEP reflecting the fostering of for independence and/or integration, where appropriate.

5. Support Persons for a Student with Special Education Needs

5.1 Support persons for students with special education needs, including but not limited to board employed education assistants and/or other approved medical professionals, may be approved to accompany and support students travelling on a school vehicle, provided that: 5.1.1 Tthe principal of special education has given prior written authorization;

and, 5.1.2 Tthe approval of additional support on a school vehicle would need to be

aligned with goals from is included in the student’s IEP and/or Safety Plan – Notification of Worker Risk with goals to intentions of increaseing independence, where appropriate.

6. Request for Individualized Transportation

6.1 A request for individualized transportation will be made through a student’s

school principal. 6.2 The school principal will submit the following forms:

6.2.1 Aa completed SCSTC Individualized Transportation Request Form (SCSTC TF002) available online and attached as APPENDIX A, to the principal of special education and to the school’s transportation officer; and,

6.2.2 Aa completed Request for Individualized Transportation Form (FORM A1227 - 1) to the principal of special education.

6.3 All requests will be assessed in accordance with the criteria described in Section

4.1.4 of this APM.

6.4 The principal of special education may approve any request for individualized transportation which will result in no increase in cost to the board or change in the school day for any/all students on the bus. 6.4.1 Uupon approval, the principal of special education will advise the SCSTC

of the decision; and, 6.4.2 Tthe SCSTC shall arrange the route details and communicate this

information to the parent(s)/guardian(s)/student(s) of the student via the school principal.


6.5 Requests for individualized transportation that change/affect the length of the school day for any/all students on the bus, and/or result in an increase in cost to the board, must be approved by the principal of special education and the superintendent responsible for transportation. 6.5.1 Uupon approval, the superintendent responsible for transportation shall

advise the SCSTC of the decision; 6.5.2 Tthe SCSTC shall arrange the route details and communicate this

information to the parent(s)/guardian(s)/student(s) of the student via the school principal; or,

6.5.3 Iif not approved, the principal of special education shall communicate the decision to the parent(s)/guardian(s)/student(s) via the student’s school principal, along with a rationale for the decision.

7. Request for Specific Type(s) of Individualized Transportation

7.1 Upon consideration of the criteria outlined in Section 4.1.4, and in consultation with the superintendent responsible for transportation, the principal of special education will determine the most appropriate vehicle for the student’s travel to and from school.

8. Supplementary Riders on Specialized Vehicles

8.1 Given the inherent nature of individualized transportation, the priority of students

with disability related needs, and the fact that routes are often adjusted and require multiple school destinations, requests for Supplementary Rider status on an individualized transportation vehicle will only be approved in rare instances. Refer to APM A1225 - Transportation of Students – Courtesy Riders on Commuter Buses; Program Transportation for details.

9. Outside Agency Transportation

9.1 Individualized transportation may, at the discretion of the principal of special

education and subject to approval by SCSTC, be provided for students attending an outside agency, provided that the outside agency will be responsible for the cost.

10. Service DogsAnimals for Students

10.1 The use of trained a certified service dogsanimal is an approved accommodation

strategy for some students with disabilities. (i.e. The SCDSB and SCSTC recognize that a student may require the use of a trained certified service dog animal to be transported with them on a school purpose vehicle as part of their daily school activities). Schools considering the use of a service doganimal should refer to APM A8535 - Use of Service DogsAnimals by Students, for further information related to the procedures, communication, and/or approvals.

11. Operating Considerations

11.1 In extenuating circumstances, students using individualized transportation may

be required to walk a reasonable distance in order to reach the bus stop if the approved bus stop area is under construction and/or other such conditions that


the bus cannot gain access to the stop. A reasonable distance will be determined by the principal of special education, in consultation with SCSTC and superintendent responsible for transportation.

11.2 Students in elementary/secondary designated specialized programs (e.g. gifted congregated clustered, French Immersion, etc.) programs (GCCP) may be assigned to centralized community bus stops where existing Program buses already existas determined by the SCSTC. 11.2.1 Iit is the responsibility of students and their parent(s)/guardian(s) to

transport the student to and from the centralized community bus stops andat designated times for pick-up and drop-off.

11.2.2 Mmaximum travel times for home to school, and/or walking distances to and from these bus stops, as outlined in SCDSB Policy 2410 - Transportation of Students, will not apply to these buses and routes.

12. Individualized Student Transportation Plans (ISTPs)

12.1 The Accessibility for Ontarians with Disabilities Act (AODA) states that Individualized Student Transportation Plans (ISTPs) must be developed by the school principal (or designate) in consultation with parent(s)/guardian(s) of students with disabilities.

12.2 The ISTP is a separate document from a student’s IEP which is also prepared by the board, as required by the Ministry of Education.

12.3 ISTPs must identify the roles and responsibilities of the student, parent(s)/

guardian(s), school staff, bus driver and the SCSTC and be reviewed/updated annually by schools.

12.4 ISTPs are to be completed and communicated to all parties with identified roles

and responsibilities within the ISTP prior to transportation commencing.

13. Dispute Resolution/Appeal Process

13.1 All disputes regarding transportation routes and stops shall be resolved by the SCSTC.

13.2 All disputes involving eligibility for transportation will be directed to the superintendent responsible for transportation and superintendent responsible for special education.

First Issued April 2015 Revised April 2016, April 2019

Issued under the authority of the Director of Education


Administrative Procedures Memorandum A1227 Page 7 of 9 APPENDIX A

Administrative Procedures Memorandum A1227 Page 8 of 9 FORM A1227 - 1a

Request for Individualized Transportation Form

**To be completed by a Health Care Professional (Medical Doctor or Psychologist)

Individualized Transportation is intended for students of the Simcoe County District School Board (SCDSB) as an accommodation for their disability(ies) in order to attend school. All students have a right to attend school in an inclusive and supportive environment, although the SCDSB recognizes that some students will require accommodation to travel to and from school. In making decisions regarding the provision of individualized transportation, the SCDSB shall take into consideration the importance of inclusion and the development of greater independence.

Student Name: ____________________________________________________________________ Name of Health Care Professional: ____________________________________________________ Telephone Number: ________________________________________________________________ Address: _________________________________________________________________________ Certification Process Please answer all questions and select whether you agree or disagree with the statement. 1. The student has a disability that significantly impairs his/hertheir ability to

walk safely to and from school and/or ride on a regular school bus due to safety concerns, including concerns for other students’ safety (i.e. severe anxiety causing risk of injury to self or others).

Yes ( ) No ( )

Please provide details related to the above statement:__________________________________ _____________________________________________________________________________ _____________________________________________________________________________

2. The student’s disability(ies) requires specialized equipment and/or a specialized vehicle to travel to and from school?

Yes ( ) No ( )

Please provide details of the specialized equipment and/or vehicle required to safely transport the student to and from school: ____________________________________________________ __________________________________________________________________________________________________________________________________________________________

3. The student’s physical disability(ies) significantly impairs his/hertheir mobility getting to and from school by walking and/or riding on a regular school bus (i.e. wheelchair, low vision, etc.).

Yes ( ) No ( )

Please provide details related to the above statement:__________________________________ __________________________________________________________________________________________________________________________________________________________

Administrative Procedures Memorandum A1227 Page 9 of 9 FORM A1227 - 1b

4. The student’s disability(ies) significantly impair his/hertheir ability to walk and/or ride on a regular school bus independently.

Yes ( ) No ( )


5. The student’s medical health needs significantly impair his/hertheir ability to walk to and from school within his/hertheir walking zone and/or ride on a regular school bus (i.e. oxygen).

Yes ( ) No ( )


6. The student’s disability(ies) could be accommodated with a support person on a regular school bus.

Yes ( ) No ( )


I have reviewed eligibility criteria above and certify that the above information to be true.

Yes ( ) No ( )

Health Care Professional’s Signature: _____________________________ Date: ____________________________ Thank you for your assistance.

REPORT NO. SEAC D-1-c APRIL 8, 2019

TO: Simcoe County District School Board’s

Special Education Advisory Committee FROM: Superintendent of Program and Special Education SUBJECT: SEAC CONSULTATION: SPECIAL EDUCATION PLAN 2019-2020 1. Background

The Simcoe County District School Board (SCDSB) is committed to providing outstanding educational opportunities and outcomes in a learning environment that enables all students to reach their goals and achieve success. Consistent with the goals of the SCDSB Strategic Priorities (2017-2022), ensuring equity, achievement and well-being for all students continues to be an intentional focus of the SCDSB.

2. Current Status

The Ministry of Education expects all school boards to create and maintain a Special Education Plan (Plan), the standards of which are set out in Regulation 306, Special Education Programs and Services, as well as Standards for School Boards’ Special Education Plan (2000). Regulation 464/97, Special Education Advisory Committees, sets out the requirements that school boards consult with their respective Special Education Advisory Committee (SEAC) in preparing for amendments to the Special Education Plan. As part of the consultation process, the Plan was shared with SEAC members electronically on February 28, 2019. SEAC members will also be invited to participate in the annual review on Monday, April 8, 2019, prior to the SEAC meeting. These opportunities will allow members to discuss suggestions/revisions with their respective associations prior to it being brought to the May SEAC meeting, the SCDSB Board of Trustees (June 2019) and ultimately submitted to the Ministry of Education (July 2019). To support improved outcomes for students with special education needs, the Special Education Plan 2019-2020, outlines system-wide strategies and services. Throughout the 2018-2019 school year, each respective SEAC agenda has been intentionally structured to allow SEAC members to gain understanding, insight and provide input into the many aspects of the Special Education Plan including, the delivery model of services, location of programs, roles and responsibilities, identification and intervention procedures, transition planning, assessment practices, accessibility, transportation and budget.

3. Next Steps/Future Considerations

As part of the consultation process, SEAC members were invited to review the Plan with their respective organizations/associations and asked to respond with feedback to Tina Bazuk ([email protected]) prior to April 5, 2019 in order for changes to be discussed at the April 8, 2019 meeting and incorporated for final review at the May 13, 2019 SEAC meeting.

4. Report Status

This report is provided for information. Respectfully submitted by: Chris Samis Superintendent of Education April 8, 2019



http://www.edu.gov.on.ca/eng/general/elemsec/speced/iepstand/iepstand.html


mailto:[email protected]

REPORT NO. SEAC D-2-a APRIL 8, 2019

TO: The Chairperson and Members of the

Special Education Advisory Committee FROM: Superintendent of Program and Special Education SUBJECT: PROJECTED COUNTY CLASS CHANGES/RELOCATIONS FOR 2019-2020

1. Background

The Simcoe County District School Board (SCDSB) is committed to maximizing educational opportunities and outcomes for students with special education needs (SENs). 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.

2. Current Status As part of the SCDSB’s overall planning process, the board tracks a variety of data related to special education, including rates of identification, changes in demographics/location, enrolment growth, space availability, etc. to meet the short, medium and long-term needs of the system, and to ensure instructional delivery models meet the needs of students and their families. The SCDSB offers a continuum of special education programs and services to support students with SENs throughout the board. A home school regular class placement is the first consideration and/or option for all students, regardless of exceptionality. That said, 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. Currently less than 2 percent (approx. 1000) of the students in the SCDSB receive 50 percent or more of their education within a special education class placement, the vast majority of those within their own home school. As outlined in the board’s Special Education Plan, the SCDSB current offers a variety of special education class placements as part of that range of services and supports. These include:

i. Social Skills - elementary (11) ii. Gifted - elementary (7) iii. Developmental Skills - elementary (12) iv. Autism Spectrum Disorder (ASD) – Complex Care - elementary (9) and secondary (5) v. Life Skills - secondary (19) vi. Congregated Gifted Clustered Program (GCCP) - secondary (6) vii. Bayview Transition Centre - secondary (1) viii. Secondary Integrated Support Program (ISP) - secondary (2) ix. Section 23 - elementary (4) and secondary (3)

Congregated programs are located throughout all areas of the SCDSB in order to provide effective specialized instruction for students that require that level of support to learn and succeed. 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. Parent choice and voice is a critical part of the process of determining placement, and while some parents want their children in a regular class/home school placement, others want their children in a


congregated program placement, and through the IPRC process the SCDSB is committed to offering both. As per the Special Education Plan, the SCDSB’s special education department reviews all special education programs (at least annually) and recommends changes to location, composition, and/or program designation as needed. As part of the annual program review, where reasonably possible, SCDSB provides SEAC with a report that includes:

i. reasons and rationale for the recommended changes; ii. feedback from consultation with families directly involved; iii. how many students may be impacted by changes; iv. proposed transition plan; v. range of options; and, vi. impact on resources (i.e. facility renovations required etc.).

New Classes – Secondary Life Skills – additional class (1) Starting in September 2019, there will be a second Life Skills class added to Georgian Bay District Secondary School (GBDSS). There is an increased need for Life Skills placements in the Midland/Penetang areas, resulting in students currently being transported significant distances (e.g. Orillia etc.) to and from school each day. The construction of the new secondary school (GBDSS) includes two Life Skills classes which will allow more students to be accommodated within their home school. Students considered for transition to the new class will be supported through this process (e.g. school visits, family consultation, etc.). Integrated Support Program (ISP) – additional program (1) The new ISP at Twin Lakes Secondary School (Orillia) will be modelled after existing programs at Eastview (Barrie) and Banting Memorial (Alliston) to support secondary-aged students using the instructional principles of Applied Behavioural Analysis (ABA) through a flexible resource model of service. Students within the program have a variety of formal/informal identifications, while being timetabled into regular classes (e.g. variety of levels) combined with direct instruction/support throughout the school day, with the ultimate goal of reaching graduation (e.g. Ontario Secondary School Diploma (OSSD)/Ontario Secondary School Certificate (OSSC)). Students being considered for the program are currently in Grade 8 in the Orillia area and will transition to the new program as part of their planned transition from Grade 8 to 9. New Classes – Elementary ASD – Complex Care – additional programs (2) The SCDSB currently has nine (9) elementary ASD – Complex Care programs specifically designed to focus on communication (e.g. expressive and receptive), social skills development and self-regulation. With changes to the Ontario Autism Program, the SCDSB is experiencing a significant need for increased programs to meet student and family needs and requests. New programs will be located at Oakley Park Public School (Barrie) and Huronia Centennial Elementary School (Elmvale). Both programs will support students from Kindergarten to Grade 8, starting in September 2019.


Section 23 Program – relocation (1) and discontinuation (1) Section 23 programs are operated by partner agencies and are intended to provide care, treatment and/or correction to child and youth. The SCDSB enjoys successful partnerships with various community agencies in coordinating and offering these programs, funded through a combination of ministries including Education, Children Community and Social Service, as well as Health and Long-Term Care. At the request of the coordinating agency, the existing Section 23 program at Oakley Park Public School (Barrie) will relocate to Johnston Street Public School (Barrie). It should be noted that children and youth registered in Section 23 programs are not considered students of the SCDSB and therefore transition planning etc. is the responsibility of the coordinating agency. As well, the existing Section 23 program at Cundles Heights Public School (Barrie) that focuses on providing direct therapy supports to children with ASD (operated by Kinark and Mackenzie Health) will discontinue at the end of June 2019. Children currently involved in this program will transition either to another therapy provider and/or to school. Transition for these students will be coordinated by the agencies and individual families via the Connections for Students program, consistent with all students moving from direct therapy to education. Social Skills – relocation (1) Social skills programs provide intensive and specialized instruction and programming to elementary-aged students to develop positive social skills. Students traditionally remain in social skills programs for one to two years with the expectations that they learn the skills necessary to achieve success and then return to a regular home school placement, when ready. In September 2019, the existing social skills class at Pine River Elementary School (Angus) will relocate to Baxter Central Public School (Baxter). Care has been taken to consider future enrolment growth at both Pine River and Baxter Central, facility needs/renovations, as well as consultation with families/students involved in this transition.

3. Next Steps

As referenced earlier in this report, the SCDSB collects and utilizes a wide range of data related to the provision of special education programs and services. This includes mapping and projecting (by exceptionality, age, grade and home school location, future enrolment growth, etc.) demographic trends to meet the short, medium and long-term planning needs of the system, and to ensure programs and services meet the needs of students and their families in an efficient and effective manner. That includes:

i. school location of existing placement, services and programs; ii. geographic and demographic distribution of student learning needs and special

education identifications; iii. instructional delivery models and student outcomes and achievement; iv. proximity of community services; v. costs (staffing, transportation, facility needs); and, vi. the SCDSB’s long-term accommodation plan.

While the board aims to minimize the need for location/type of program changes (e.g. staffing, student/family transition, facility renovation costs, etc.), the board also recognizes that in addition to long-term planning (e.g. enrolment growth, trends in exceptionalities, etc.), changes to legislation and/or programs existing outside education can impact planning and/or needs within the board. One example of this is the changes to the Ontario Autism Program which is expected to significantly impact the location, number and need for specific classes (e.g. elementary ASD – Complex Care classes, Section 23, etc.) throughout the SCDSB.


In the end, the SCDSB welcomes all students and strives to provide effective programming options throughout the entire board. Related to this, SCDSB staff continue to work with various departments throughout the board (e.g. Enrolment, Facilities, Human Resources, Business Services, Program, etc.) to plan for projected future growth (e.g. Bradford etc.), especially when designing new schools in order to meet the long-term needs of the system.

4. Next Steps

This report is provided for information.

Respectfully submitted by: Chris Samis Superintendent of Education April 8, 2019