Embed Size (px)
Citation preview
Peel District • School Board ~
AGENDA
Special Education Advisory Committee
Tuesday, December 18, 2018 7:00 p.m.
Brampton Room
PEEL DISTRICT SCHOOL BOARD
Special Education Advisory Committee Meeting
AGENDA Tueaday,O.Cember18,2018
OfEN fESIION
1. Cell to Order 1.1 Approval of Agenda 1.2 Election of Chair and VIce Chair
2. Declaration of Conflict of lnt.reet
3. Mlnutel
Brampton Room 7:00p.m.
3.1 Special Education Advisory Committee Meeting November 20, 2018
4. Chair•• Request for Written Qulltlona from Commltt• Members
5. Nollcea of Motion and Petitions
8. Delegation•
7. Mlnlltry and Board Polley Review
8. Program Review
e. Reports from Offtclala end Staff/Department Work Plan Review 9.1 Superintendent's Report- oral 9.2 Data Reporting 2018 9.3 Update on Supports and Resources: Fetal Alcohol SpectJUn Disorder (FASO) 9.4 Updated Membership List
10. Communlcatlona ·for Action or Receipt 10.1 Letter from Windsor-Essex Catholic District School Board to Minister of Education,
Usa M. Thompson 10.2 Letter from Brant Haklmand Norfolk Catholic Ol8trlct SChool to Minister of Education
Lisa M. Thompson 10.3 The Learning Disabilities Association of Halton 8111 Annual Solutions for Learning
Conference • Breakthrough to Excellence
11. ReaponM of Administration to Former Queatlone
12. Reports from RepN11nl8tlvea on CoWM:IIIIAsloclatlona
13. Question• eaked of and by Committee Members
14. Public Queatlon Period
15. AdJournment
1
November 20, 2018 3.1 Special Education Advisory Commlttee:lf
PEEL DISTRICT SCHOOL BOARD Minutes of a meeting of the Special Education Advisory Committee of the Peel District School Board, held in the Brampton Room, the H. J. A. Brown Education Centre, 5650 Hurontario Street, Mississauga, Ontario on Tuesday, November 20,2018 at 19:00 hours.
Members present:
Shelley Foster, VOICE for Hearing Impaired Children, Chair Nancy Bratkovic, Canadian Mental Health Association, Peel Branch Barbara Byers, Fragile X Research Foundation of Canada Barbara Cyr, Association for Bright Children, Peel Chapter Kathy McDonald, Trustee Wes McDonald, VIEWS for the Visually Impaired (19:05) Suzanne Nurse, Trustee Carol Ogilvie, Learning Disabilities Association of Peel Region Carol Oitment, Tourette Syndrome Association of Ontario Dorothy Peddie, FASworld Canada, Peel Chapter Fawzia Reza, Autism Ontario, Peel Chapter Ann Smith, Brampton-Caledon Community Living Mary Wright, Down Syndrome Association of Peel (19:10)
Members absent: (apologies received)
Jennifer Knight, Easter Seals Ontario Sue Lawton, Trustee, Vice-Chair
Also present:
Janet McDougald, Trustee
Administration:
Shawn Moynihan, Superintendent, Special Education Support Services (Executive Member) Peter Joshua, Director of Education
Lorelei Fernandes, Board Reporter
1. Approval of Agenda
~. moved by Barbara Cyr, that the agenda be approved.
. ............. carried
2. ConfUct of Interest
There were no declarations of conflict of interest.
2
November 20,2018 Special Education Advisory Committee:lf
3. Minutes of the Special Education Advisory Committee Meeting, October 18, 2018
Arising from the Minutes, a member referred to Item 8, Focus on Poverty: Consultation on Next Steps, and indicated that dealing with the issue of poverty without creating stigma was an important point raised by one of the groups during the feedback session.
SE-92, moved by Carol Oitment, that the Minutes of the Special Education Advisory Committee Meeting of October 16, 2018, be approved.
. ............. carried
4. Superintendent's Report
Superintendent of Special Education Support Services, Shawn Moynihan, thanked members who helped with the SEAC booth at the Parent Conference. He circulated and reviewed the report, which highlighted: Board approval for hiring of 50 Teaching Assistants; a possibility of inviting Ontario Human Rights Commission for a joint SEAC event with Dufferin-Peel Catholic DSB regarding accessibility for students with disabilities; appointment of Craig Cooper, as Coordinating Principal, Equity and Inclusion, Special Education Support Services (SESS); communication from the Ministry regarding the revised Special Incident Portion (SIP) and Special Equipment Amount (SEA) guideline, claims process, and reporting deadline.
In regard to the Ontario Special Needs Strategy (SNS), Superintendent Moynihan advised that, to date, no communication has been received from the Ministry. He invited Lorie Grant, Chief Speech and Language Pathologist, and Bob Cambria, Coordinator of Integrated Services, to provide a brief update report. Loria Grant recalled that the Ontario SNS was Introduced in the year 2000 to assist young people in preparing for adulthood, through a developmental surveillance process and, in the past, school boards engaged with service providers through Community Care Access Centres (CCAC) to deliver seamless service. She stated that there is no change in actual service delivery, but ErinoakKids Centre will assume funding for service provider contracts from January 2019, and Local Health Integrated Networks (LHIN) will provide nursing and diuretics. She advised that some information is available on the website of the Ministry of Children, Community and Social Services. Bob Cambria, commented that there are five specialized coordinators for service planning in the Region of Peel and that he represents Peel DSB on the SNS Steering Committee and Operations Committee. Responding to questions about management of the funds, it was clarified that, only ErinoakKids Centre had come forward to be the lead agency and, no additional funding is expected to compensate for growth in Peel.
Shawn Moynihan reported that no other SEAC has submitted a response to the Ministry's invitation for consultation across Toronto and Area Regional Office; however, two communication items on today's SEAC meeting agenda provide examples of how SEACs are expressing their concerns to the Minister. In response to earlier requests, the Superintendent's Report also Included the SESS November 2018 newsletter, presenters' notes from the OHRC Conference on Accessible Education for Students with Disabilities, 2017 accessibility compliance report, and guidelines on presentations to SEAC.
SE-93, moved by Dorothy Peddie, that the Superintendent's Report, be received.
. . .. . .... . .. .. carried
3
November 20, 2018 Special Education Advisory Committee:lf
5. Introduction to Cochlear Implants, BAHA and Classroom Management
Chair Foster introduced the presenters, Daniel Beaudoin, Audiologist, and Darota Simpson, Engagement Manager, at Cochlear. Daniel Beaudoin provided background information about himself and Darota Simpson regarding their work experience with hard of hearing children. Advising that the technology has been available for over 35 years, the presenters stated that Cochlear implants and Bone Anchored Hearing Aids (BAHA) empower people to live a full life and change the way people think about hearing loss. Daniel Beaudoin described the process for children with hearing aids to become candidates for cochlear implants, which is done through peripheral surgery and usually requires one month for recovery, after which there is programming by an audiologist to adjust volume. Samples of the implants were shown to members. Providing details about hearing range and detection threshold for testing, Daniel Beaudoin noted that children as young as one year of age can be referred for cochlear implants.
Questions of clarification from members were responded to, including: criteria to qualify for a cochlear implant; the Implant can last a lifetime; adjustments may be needed as the child grows; people who have used hearing aids in the past may need a couple of months to adjust to human voices; children who have cochlear implants at an early age enjoy and appreciate music. With regard to the question on Electrical Auditory Brainstem Response (EABR) tests used for babies, Daniel Beaudoin will provide a response to Chair Foster. Responding to a query, he explained the three types of processors used for BAHA, which is also recommended for people doing active sports, is compatible with wireless devices, and a waterproof model is also available.
SE-94, moved by Mary Wright, that the oral report reIntroduction to Cochlear Implants, BAHA and Classroom Management, be received.
. ............. carried
8. Update on Supports and Resources: Fetal Alcohol Spectrum Disorder (FASD)
Superintendent Moynihan Introduced Archie Kwan, Senior Psychologist, and Bob Cambria, Coordinator for Integrated Services, and thanked them for their state-of-the·art work to support students with FASD. Archie Kwan stated that this presentation is part of a three-part series which will be presented over future SEAC meetings, and that work on this project has been in progress for about two years. Archie Kwan advised that diagnosis of FASD is complex and resources need to be viewed through an FASD lens. He described the work done, which included reviewing processes and procedures, and developing an Implementation strategy to support students. Inviting input from SEAC members, he noted that adjustments will be made as work progresses. Archie Kwan reviewed a Fact Sheet from Canada FASD Research Network, which provided a description of FASD and the effects of prenatal alcohol exposure on individuals and society.
4
November 20,2018 Special Education Advisory Committee:lf
6. Update on Supports and Resources: Fetal Alcohol Spectrum Disorder (FASD) (Continued)
Using PowerPoint slides, Archie Kwan reviewed the collaborative supports which include: IPRC meetings and case conferences with parents and guardians; school-based support by way of presentations to the Tier 3 Review Committee and support from principal and superintendent of education; community engagement through Service Coordinator and Peel FASD Clinical team. He acknowledged the support of Meghan Echlin, Coordinating Principal for Special Programs, and noted that Bob Cambria, who is part of several related advisory committees that look at problem solving for children, also represents students at case conferences. Archie Kwan spoke about the extent of FASD diagnostics, increase In FASD population and services, and collaborative work to support students. He explained the core goals for FASD collaboration, which are: to build collaborative relationships with community partners; develop a framework and resources to conceptualize student profiles; develop a system of FASD support and implementation plan; identification of resources and supports within PDSB; create an FASD IPRC process. Archie Kwan recalled Bill191 which called for an amendment to the Education Act to promote awareness and understanding of FASD, but did not get passed, and was re-introduced as Bill 44 to facilitate collaboration with parents but also did not get passed at the second reading. He referred to the letter from Upper Grand DSB, Item 8 a) of these Minutes, in support of Bill 44 and commented that there is no need to wait for legislation to continue the work. A member expressed appreciation for the work being done and progress made to support students and families dealing with FASD.
Questions of clarification responded to by the administration included that, diagnosis of FASD begins around age 5 or 6, no supports are available in Peel for diagnosis after age six, and a referral may be made for a suspected FASD diagnosis. A member advised that private assessments for FASD are available and costs approximately $4,500. She spoke about birth mothers declining to provide information because of stigma. She advised that there is one FASD conference held per year, and the next one is scheduled for March 2019.
SE-95, moved by Dorothy Peddie, that the update report re Supports and Resources: FASD, be received.
.. ............ carried
7. New Release from the Ministry of Education about New Legislation re Access to Service Animals
Superintendent Moynihan referred to the report, noting that Peel DSB's Operating Procedure, SESS 19, addresses the use of service animals for students with disabilities and that the Ministry of Education plans to introduce legislation regarding student access to service animals.
SE-96, moved by Wes McDonald, that the report reNew Release from the Ministry of Education about New Legislation re Access to Service Animals, be received .
.. .. ~, .. , ...... carried
5
November 20, 2018 Special Education Advisory Committee:lf
8. Letter from Upper Grand District School Board's SEAC re Amending the Education Act
The letter from Upper Grand District School Board's SEAC to the Minister of Education was perused by members, who agreed that Peel's SEAC also send a letter to the Minister in support of Bill 44. Upon a suggestion from Superintendent Moynihan, it was agreed that a draft letter be brought back to the next SEAC meeting for approval before sending.
SE-97, moved by Kathy McDonald,
a) That, the Letter from Upper Grand District School Board's SEAC regarding Amending the Education Act, be received;
b) That, the Peel DSB's SEAC write a letter to the Minister of Education in support of Bill44 to promote awareness and understanding of FASD .
.. ............ carried
9. Letter from Peterborough VIctoria Northumberland and Clarington Catholic District School Board re Changes to Funding for Special Education
~. moved by Wes McDonald, that the Letter from Peterborough Victoria Northumberland and Clarington Catholic District School Board re Recent Changes to Funding for Special Education, be received.
. ............. carried
10. Question Period
Chair Foster acknowledged the presence of Board Chair McDougald and Vice-Chair Nurse. In view of their upcoming retirements, she thanked them for their continued support of special needs students and expressed appreciation for their work in education of all students.
Board Chair McDougald spoke of the importance of SEAC's work. She expressed pride as a long standing trustee of the Board for 30 years and as Chair of the Board for 21 years, and for the privilege to work with committed and dedicated people who make a difference in the lives of students and parents. Speaking about the power of parent advocacy, Chair McDougald commented that SEAC could be more active and she encouraged members to advocate to protect public education and support special needs children.
Chair Foster announced that Nancy Bratkovic will also be leaving SEAC and she thanked her for her wisdom and work on the Committee.
6
November 20,2018 Special Education Advisory Committee:lf
10. Question Period (Continued)
Barbara Byers stated that she has been a member of SEAC for 16 years. She introduced Nicole Buckett who will be recommended as the next SEAC representative. Barbara Byers noted that she will continue on SEAC as an alternate member. Chair Foster thanked Barbara Byers for her work as Chair of SEAC.
Carol Ogilvie distributed flyers containing information on programs offered by Learning Disabilities Association of Peel Region.
11. Public Question Period
Lennox Abraham inquired whether Peel Elementary Occasional Teachers (PEOT) Local is represented on SEAC and whether PEOT is entitled to a copy of the agenda and minutes. Superintendent Moynihan responded.
12. Adjournment
~.moved by Dorothy Peddie, that the meeting adjourn (21:10 hours) .
.............. carried
..... .... ..................................... .......... Chair . . . ......... ... ........................... ........... Secretary
1
PEEL DISTRICT SCHOOL BOARD 9.2 Special Education Advisory Committee December 18, 2018
Data Reporting 2018
Recommendation:
It is recommended that this report be received.
Prepared By:
Nora Green, Staff Development Co-ordinator Tracy Bardell, Spscisl Education Co-ordinator, Elementary
Submitted by:
Shawn Moynihan, Superintendent of Spscisl Education Support Services
8
10
October 2018 Data by Exceptionality n= 11,313
• Behavioural (1.5%)
• Autism (17%)
• Deaf (alternative program)
• Deaf/Hard of Hearing ("'0.1%)
• Language Impairment (18%)
• Learning Disability (38%)
• Speech Impairment
• Developmental Disability {6%)
• Giftedness (11%)
• Mild Intellectual Disability (5%)
• Multiple Exceptionalities (-1%)
• Blind and low Vision
• Physical Disability (-1%)
...... -
Categories of Exceptionalities for Identified Students
Behavioural
'Aut1sm
Deaf (alternative program)
'Deaf/Hard of Hearin
Language lmpa1rment
Learnin Disability
Speech Impairment
* R = Redacted
Developmental Disabilit
Giftedness
Mild Intellectual D1sability
Mult1ple Exceptionalities
Blind and Low Vision
Ph sical Disability --------- === Phys . Dis.-Deaf-Biind {alternative ro ram)
Exceptional Students Sub-Total
Non -ldentif1ed students
~v~ ith special needs
'and supported by the Specia I Education Grant
Grand-Total (Exceptional and NonIdentified Students)
351 324 309
706 779 843
0 0 0
66 60 63
3051 3044 3044
5366 5449 5627
R R 12
435 465 507
2533 2447 2385
817 799 770
81 79 86
27 35 39
149 138 124
0 0 0
13590 13628 13809
5073 3356 4570
18663 16984
294 267 204 212 200 189 161 185 167 170
928 972 1242 1325 1412 1460 1458 1577 1996 1914
0 0 0 0 0 0 0 0 0 0
71 74 69 64 71 75 80 88 101 90
2989 2874 2837 2822 2718 2519 2217 2201 2110 2033
5556 5565 5493 5515 5260 5044 4509 4633 4412 4247
13 18 15 12 15 13 R 10 R R
544 610 526 538 547 590 610 695 734 755
2355 2336 2298 2210 1912 1631 1343 1274 1276 1282 ....... N
734 718 648 629 624 630 589 606 604 602
87 94 93 93 93 93 88 92 101 100
34 34 24 25 19 19 21 24 22 18
132 112 114 105 90 83 86 78 89 95
0 0 0 0
13737 13674 13563 13550 12961 12346 11169 11463 11619 11313
4671 766'6 6657 9566 10465 10925 10606 11812 12318 12557
18379 18408 21340 20220 23116 23426 23271 23275 23937 23870
Behavioural
350
309
300
267
2.SO
212 200
200 189' 185 ...... 167 1.70 (..)
150
100
50
0 2007 2008 2009 2010 2011 2012 2013 20'14 NlS 201.6 2017 201S
Autism
2000 1914
1800
1577 1600
14U
1400
1242
1100 -~ ~72
1000
843
779 800
600
400
200
0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
Deaf/Hard of Hearing
120
100
80 71 71
63 -60
01
40
20
0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
language Impairment
3SOO
3044 3044 2989
3000 2874 2837 2822 2718
2519
2.500
2101 2110
2033
2000 ~
0>
1500
1000
500
0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
Learning Disability
6000
5449 5493 551,5
5044
5000 4633
4509 4412
4247
4000
~
......
3000
2000
1000
0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
Developmental Disability
800 755
700
590 600
S26
500 465
-400
c:o
300
200
100
0 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 201.8
Giftedness 2018 4000
3500
3000
2500
2000
1500
1000
500
0 1 2001 2oos 2oo9 2010 2011 2012 1 2o13 2014 2015
/ • Identified Gifted Contained • Identified Gifted ISELP • Non-Identified ISELP
These years reflect a combination of identified gifted in both contained and ISELP
2016 2017 2018
1\) 0
R Exceptional Students Reported
asiSELP 35
30 29
25 24 24
"' ... c: Qj
"t:l .a 20 V'l 16 17 -0 ... z 15 •• •• •• N E -::I z
10
5
0 1 2 3 4 5 6 7 8
. F R R R 16 24 27
• M R R R 17 24 29
Grade
• F • M
Non-Identified Students Reported as ISELP
300
253 250
~ ... 1841 190 ~ 200
"'0 ,.......... 176
::::! ... Vl
- 150 0 ~
Q) ..c •• • 11 •• • ,I 1\)
E 100 1\) ::J z
so 23
12 I 0 • 1 2 3 4 5 6 7 8
• F R R R R 184 146 142 168
• M R R 12 23 253 190 176 184
Grade
• F a M
Mild Intellectual Disability
800
700
600
500
~ 400
300
200
100
0 2007 2008 2009 2010 2011 2012 2013 2:014 201:5 2016 2017 2018
Multiple Exceptionalities
120
100
86
80
~ 60
40
20
0 2007 2008 2009 2010 2011 20U 2013 2014 2015 2016 2017 2018
c 0 ·-en
> ~ .9 ""C c fa
""C c ·-c:o
Ill m
II'J N
N N
25
00 ...
0 N
) . J
\; ''1,1 ! • I
. ~
. - ~
co .... 0 N
In .... 0 N
· ~ .... : ~
N .... 0 N
8 N
.... 8 N
0
138 140
124
120
100
80
60
40
20
0 2007 2008 2009 2010 2011
Physical Disability
90
2012 2013 2014 2015
89
2016 2017 2018
1\) en
18000
16000
14000
12000
10000
8000
6000
4000
2000
0 2013 2014
Elementary Numbers 2018 n=15956
2015 2016 2017
Non-identified Students • Identified Students
2018
1\) ....
9000
8000
7000
6000
5000
4000
3000
2000
1000
0 2013 2014
Secondary Numbers 2018 n=7914
2015 2016
Non~identified Students • Identified Students
2017 2018
N 0)
co """' 0 N
0::: w c z w
" > co > 1-...1
c:c z 0 1-CL w u X w
<IJ iii E <IJ
LL
•
29
vv
31
PEEL DISTRICT SCHOOL BOARD 9.3 Special Education Advleorx Committee December 18, 2018
Update on Supports and Resources: Fetal Alcohol Spectrum Disorder (FASD)
Recommendation:
It is recommended that this oral report be received.
Background:
FASD (Fetal Alcohol Spectrum Disorder) is an umbrella diagnostic term describing the range of effects that can occur In an Individual who was prenatally exposed to aloohol. These effects may include physical, cognitive, memory, behavioural and learning difficulties wHh lifelong implications.
FASD is a brain-based and therefore, invisible Injury. While Individuals may share common features, every individual is unique with their own strengths and challenges.
This report Is the second In series, describing the supports and resources developed In PDSB to support students with FASD.
Prepared by:
Archie Kwan, Senior Psychologist
Submitted by:
Shawn Moynihan, SUperintendent of Special Education Support Servlc8s
32
Presented by:
Dr. Archie Kwan, C.Psych.
Senior Psychologist
Special Education Support Services
tn -c 0
(.!)
~ 0 u
39
. . . . . . . . . . . . ..
[ r I
ll...r--t I ,.I
~
IT~ I
I
~
!~ ~ r I I II I I I I
I ~ I I I I ~ 1- • I• 112 II '
f-
I I-
f--1-
JJ 1-I~
-I
I ,I I I I I I
It J .. J .t
ll I I
hi .J I I II .. " .. <I .. ..
' .
43
PEEL DISTRICT SCHOOL BOARD 9.4 Special Education Advisory Committee December 18, 2018
Updated Membership List
Recommendation:
It is recommended that this update be received.
Submltbtd by:
Shawn Moynihan, Superintendent of Special Education Support Services
44
SPECIAL EDUCATION ADVISORY COMMITTEE
T,.,..: Sue Lawton John Marchant Kathy McDonald
Tel: 905-625-8084 Tel: 905-599-5646 Tel: 905-796-8163
e-mail: SUSBl!·lawtoafDulsb.com email: lohn.msrr:hantfDHisb,com HnS/1.· katlJy.mcdpnaldfoulsb.com
Executive Membera:
Shawn Moynihan JoyUnisc
Tel: 905-890-1010 ext. 2346 Tel: 905-890-1010 ext. 2479
e-mait sllawn.moynlhan fpes/sb.com e-mail: ioy.ualaciPHisb.com
6!!212111120 fg[ Bdgbt ~blldren. Peel ~hiRI!r F6Sworld Clyda- Peel Chagter Barbara Cyr Dorothy Peddle e-mail: bcyrOabcpeal.om e-mail: Oorothy,peddleO roqers,eom
Karen Kennedy -Alternate Fragllg X Ruea[Sih Fgyndllism of Cayda e-mail: k!sannedyOabcpael.om Nicole Buckett
AyJiam Oomrlg ~~~~ ~hiRJI[ email: Njcola.byckettO hotmail.com
Fauzia Reza Barbara Byers -Altemate e-mail: rmf!uzjaOamail.com e-mail: blbyerslon.albn.com
Nancy Leaton • Alternate Learning Dlaabllltlea Aaggglatlgn gf Peel Region e-mail: nle&[email protected] Zeshan Khan
llmmoton ~llld2D ~gmmYDII! U!IDIJ email: helloOzeshankhan.ca
Ann Smith carol Ogilvie - Alternate e-mail: annsmlth1 lsvmD81!co.ca e-mail: ogilviecarlalm.com
~oadlan Mental Hglth AlaocldgniPeel Branch VOICE fgr Hgrlng lmalrld ~hlldmn Michelle Lewis Shelley Foster email: LewisM lcmbapee!.ca, e-mail: volceshelleyO gmal!.com
Sinthusha Panchalingam- Altemate Tgyrette Slf!!SI~me Aasoclatlon of gngrlg email: pancbal!ngamSOcmhaQeal.ca Carol Oitment
Easter Sula Ontario e-mail: o!tmentOrpgers.com
Jennifer Knight David Kenny- Alternate e-mail: !klkpObotmail.com email: Kennydayldthotma!l.com
Down SlfndrSt!D! AsaflQidslD gf !al VIEWS fgr the VIIUBIIJimgii!J1! Mary Wright Was McDonald e-mail: d&nda!Orogt[!.COID e-mail: Wfiii!IOCIOn'M?f!Oomalpom
Anju Mistry • Altemate &llu~mlll~l malrs.com
45
PEELD.lRICTSCHOOLSOARD 10.1 Special Education Advisory CommlttM December 18, 2018
Letter from Windsor-Essex Catholic District School Board to Minister of Education
Recommendation:
It is recommended that this letter be received.
Submitted by:
Shawn Moynihan, Superintendent of Special Education Support Services
46
47
WINDSOR-ESSEX CATHOLIC DISTRICI' SCHOOL BOARD Student Achievement K-12
October 24. 2018
Honorable Lisa M. Thompson Minister of Education 22nc1 Floor. Mowat Block 900 Bay Street Toronto. ON M7 A 1 L2
Dear Minister Thompson:
NOV 2 t; 2018
1321 C.llfornlll Awnue Wlndlor, ON NIB 3YI
CHAIRPERSON: larbel'll Holllnd DIRECTOR OF EDUCAnON: Teny Lyons
Telephone: (111) 213-2481 FAX: (511)213-0120
On behalf of the Windsor-Essex Catholic District School Board Special Education Advisory Committee (SEAC) we are writing in support of the letter previously sent to former Minister of Education, Indira Naidoo-Harrts, by the Peterborough Victoria Northumberland and Clarington Catholic District School Board regarding the findings contained in the Auditor General of Ontario's Annual Report. 2017. Specifically, as referenced by PVNCCDSB:
The Auditor General found that benchmadcs In the funding fomJu/a and the dolar amount eN/gned to lhat factor n out-of-date. In 2002, fJtJ Independent task force reviewed the fomtula used by the Mini81Ty to detelmlne funding to achool boatcta and recommended lhat the Ministry annually tevlew and update the benchmadcl, aa well u conduct a mote c:omprehenlive review of the fotmula evety 5 }'8813. While the Mnlslry update~ the labour costs emuelly, the other benchmldcs have not been updated, and stllltetrecl census data whlt;h ~ more than 10 )'8813 okl. (p.429). When demograpltJcs such as income levels and Immigration pattems are not reflected In the benchmarlcs, this cteates a funding Inequity between the vadous lfiQ(oM of the ptOVInoe. The Auditor Genetal's recommendation to temedy this lnequfty Is as follows: ~o enslll8 that the funda ant allocated In a manner that suppoTts school boaltls In providing a high 4tsndllrd of education to all students, we I800ifJIDffnd the Min/stty of Education:
• Conduct a compl8henlive extema/ ntvlew of the funding fonnula, Including all Qnml components and benchmadcs, aa recommended by the Education Equity Funding Task Force fn2002;
• Rflgularly l8viflw the fomrula and update ell benchmedcs to ntfltt:f the ptOVInoe's clumg/rJg demoQfiiJhica and soclo«;onommc oondllions; and
• Use the mote cunent cen.sus daiS avalfable when dstetmlning a/localions forflllntl. • (p.441)
The percentage of students wHh special education needs receiving programs and services at the WECDSB has continued to rise and is now over 20%. wecoss•s inclusive model of Special Education service delivery expresses Its commitment to educate each child to the maximum extent In the classroom they attend. It involves bringing the support services to the child rather than moving the child to the services. This vision is aligned with the Ministry's Renewed Vision for Education in Ontario (Achieving Excellence). which outlines a strong commitment to achieving equity in access to leamlng for students with special education needs. Both the Ministry's vision and WECDSB's model put Into place the programs. supports and services that are essential to enable students with special education needs to achieve personal excellence.
-uamlng together In faith and seMt;e•
48
This model however causes budget pressures as the proportion of students with special needs continues to increase each year. The need for Special Education setVices continues to Increase, however. the introduction of the Differentiated Special Education Needs (DSENA) allocation has actually decreased the amount of funding received by the WECDSB. As a result, the Board annualy overspends its allocation In this area, which continued In 2017-18, where slightly higher grant revenues offset by increased pupils with special needs has resulted in a $4. 7M gap between the expenses and funding.
We are very appreciative of the additional funding, announced recently to Increase the Special Education Per Pupil Amount Allocation, however, grants have not kept pace with the Increase In need and cost. We respectfully request that the Ministry of Education follow the recommendations of the Auditor General to review the formulas used to determine Special Education Grants and update them to provide equitable funding to support our students with special education needs.
Thank you in advance for your consideration.
Sincerely,
A.,b:c&+~ Barbara Holland · Chairperson Windsor-Essex Catholic District School Board
cc: Terry Lyons, Director of Education WECDSB MPP Windsor and Essex County WECDSB Board Trustees WECDSB SEAC Members Provincial DSB SEAC Chairs
49
PEEL DISTRICT SCHOOL BOARD 10.2 Special Education Advisory Committee December 18, 2018
Letter from Brant Haldimand Norfolk Catholic District School Board to Minister of Education
Recommendation:
It is recommended that this letter be received.
Submitted by:
Shawn Moynihan, Superintendent of Special Education Support Servic9s
BRANT HALDIM!\ND NORrOLK
November21, 2018
Hon. Lisa M. Thompson Minister of Education 22nc1 Floor, Mowat Block 900 Bay Street Toronto, ON M7 A 1 L2
Dear Hon. lisa M. Thompson,
50
NOV 3 0 2018
Terna Westerpard--Hagar Co-Chair, Special Education Advisory
Committee Board Office: 322 Fairview Drive
PO Box 217 Brantford, ON N3T 5MB
The Spectal Education Advisory Committee to the Brant Haldimand Norfolk Catholic District School Board supports Grand Erie District School Board's Spacial Education Advisory Committees' request for support of Bill44. We request that the Ministry of Education amend the Education Act so that every Board shall promote awareness and understanding of permanent brain injury resulting for prenatal alcohol exposure, including best practices to support pupils who may have FASD.
Thank you and we look forward to your response.
Sincerely,
f 1 'lit l. '.- / . . u .jt{ . 1(- . ( 'J~J\.)
\ sa Westergaard·Hager Co-Chair Brant Haldimand Norfolk Catholic District School Board Special Education Advisory Committee
C: Chairs of Ontario Special Education Advisory Committees
BRAN'Ttw.DIMAND NORFOLK CATHOLIC DISTRJOf&CHOOL BOARD 322 Fa:rvlew Drive, P.O. Box 217, Brentford. ON N3T 5MB T 619.756.6369 E infoObhncdsb.ca
Excellence in Learning- Uving In Christ
Y.rWW.bhncdsb.ca
51
PEEL DISTRICT SCHOOL BOARD 10.3 Special Education Advi!O!J Committee December 18, 2018
The Learning Disabilities Association of Halton ath Annual Solutions for Learning Conference - Breakthrough to Excellence
Recommendation:
It is recommended that this conference Information be received.
Submitted by:
Shawn Moynihan, Superintendent of Special Education Support Services
Opening Keynote Presentation: Dr. Sue Ball & Janlne Franklin
"Understanding Learning Disabilities: How Processing Affects Mathematics' Learning"
Featured Breakout Sessions: • "Activated Learning: Using Executive Functioning to
Reinvigorate Self-Regulated Learning" • "Supporting Students with LOs Through Technology in the
Mathematics Classroom" • "Reading Rocks Halton & Use of Therapy Dogs in Niagara"
• .. Phonological Awareness & Incorporating Multisensory I nstructlon"
• uA Practical Approach to Universal Design tor Learning" • "Keeping Doors Open- Transitions, Pathways & Student
Success" • "Doing It 'TechOude' Style- Technology in the Classroom"
• "Understanding Learning Disabilities & Mental Health" • "Improving Numeracy Skills Through the Use of
lnfographics" • "Nocturne - Gamified Learning for Engagement,
Community and Improved Literacy"
A complete description of the sessions/schedule is available on our website: WWW.LDAHALTON.CA
Continental breakfast, lunch, and nutrition breaks included.
ldah ·Learning Disabilities Association of Halton
905-333-1977 [email protected]
www.Ldahalton.ca
