Minutes of the Special Education Advisory Committee Meeting (SEAC) Board Room, 570 West Hunt Club Road April 25, 2016, 7:00 p.m.

ATTENDANCE Chairperson:

Hélène Lapointe-Jérome, Chair, Ontario Association for Families of Children with Communication Disorders

Trustees:

Sandra Moore and Spencer Warren

Committee:

Cathy Miedema, ABC – Assoc. For Bright Children of Ontario Helen McRobbie, (Alternate) VIEWS Blind/Low Vision John Johnson, Brain Injury Association, Ottawa Valley Joanne Mayne (Alternate) Down Syndrome Association

Administration:

Mary Donaghy, Superintendent of Special Education & Student Services Lynne Coletti, Principal, Special Education & Student Services Colleen Beanish, Coordinator, Special Education & Student Services

Members Absent:

Chantal Demers, Down Syndrome Association Scott Campbell, VIEWS Blind/Low Vision Natasha Ell Saunders, (Alternate) Autism Ontario Kimberly Easy, FASD Fetal Alcohol Spectrum Disorder Group of Ottawa Mick Kitor, Autism Ontario Mira Yasiri (Alternate) ABC

Guests:

Dr. Lauren Figueredo, Research Officer, Leading & Learning Department

Recording Secretary: Betty Poaps, Executive Asst. ____________________________________________________________________________ 1.

CALL TO ORDER The meeting was called to order at 7:00 p.m.

2. PRAYER/REFLECTION: Supt. Mary Donaghy led the Committee in prayer. 3. ROLL CALL: Chair welcomed Dr. Lauren Figueredo, Research Officer. 4. APPROVAL OF AGENDA MOTION: Moved by Trustee Moore, seconded by Helen McRobbie THAT the Agenda, be approved. CARRIED

2 5. APPROVAL OF MINUTES MOTION: Moved by Joanne Mayne, seconded by Cathy Miedema THAT the Minutes be approved, as amended. CARRIED 6. PRESENTATION: Data by Exceptionality/Diagnosis (Dr. Lauren Figueredo, Research Officer, Leading and Learning Dept.) •

•

Dr. Figueredo presented OCSB Statistics on Students with Special Needs: • Diagnostic information (from eLite Database) • EQAO results (grades 3, 6, 9, OSSLT) • Suspensions/Expulsions (ONsis reports) • Slide OSSLT - Participating FTE (acronym First Time Eligible) • Slide OSSLT – Participating PE (acronym Previously Eligible) • Slide EQAO OSSLT (Communication – Autism) re % of students results withheld: over many years, has seldom seen this category in breakdown – not aware of particular circumstances relating to this in these results (confidentiality) • At this time can only provide comparisons of those students with special needs and those without; Learning Technology Department is working on generating a more detailed report that will provide more of a breakdown Statistics presentation attached to Minutes

Questions & Answers: Joanne: what is done with students who don’t take part in EQAO testing, i.e. given exemption due to exceptionality? • These students are represented on a different table under an exemption category – these are strictly students who do participate and achieve at or above provincial standard. Trustee Moore: how many students in special education go to locally developed and aren’t captured (EQAO)? Do we know how many students (in locally developed) we’ve lost because they aren’t captured? • EQAO testing is only for Academic and Applied course programs; students in locally developed aren’t captured as they don’t participate in EQAO testing • EQAO data that speaks to these students isn’t available; (Mary) in terms of tracking through EQAO, they are lost but locally developed courses are credit courses for high school diploma. Supt. Donaghy can bring (to SEAC) success rate for these courses (very high) at another date. Trustee Moore: is testing done in order of Reading, Writing, Math? (as per order of stats) • Varies by school over the two weeks; no specific structure to order

3 Helen McRobbie:: Suspensions K-Gr. 8 is a big span – is there a finer breakdown? • This is the type of breakdown Dr. Figueredo is hoping to be able to produce once Learning Technologies can generate a report, for example, by grade level Chair: do these numbers include the repeat suspensions by students – or is this number of students only, i.e. not repeat numbers of suspensions per student? Why are these students suspended and what is being done to help alleviate suspensions? ...ref. Safe and Inclusive Schools document (which, she believes, was meant to help reduce numbers of suspensions and expulsions). Is there a way to capture this information? ......... why are they being suspended - are we looking at behaviours, what supports are they getting,etc.? • These numbers represent numbers of students • Mary: overall, raw numbers have decreased over the years – has stabilized • Mary: Rate of repetitive suspensions/re-occurrence of suspensions by one student: this is usually captured in Suspension and Expulsion Data presented by Supt. Atkinson (Safe Schools); she will follow-up to see if this data can be broken down into sub-group of students with special education vs non spec ed students. Hopefully, by next year, more specific data will be available. • How we teach models of behaviour can be brought back to SEAC Chair: referenced document (from Toronto Board) distributed to SEAC a few months (through Helen McRobbie) – it showed reasons for student suspensions and what the different steps taken were for these students. Especially for students with special needs, an audit similar to this would be interesting. Chair feels this type of audit would be interesting and worth putting in motion. Trustee Moore: K-8 cohort is wide range. Is it possible to break down data to K-3, 4-6, 7-12, for example? This would make a difference in what we’re looking at. • Lauren will try to look at an analysis of information that way – if it would make sense, be valid and representative. Cathy Miedema: how close are we to getting stats (with new drop-down box on IEP)? • About 60% complete data Helen McRobbie: is there a predominant or lead exceptionality with multiple exceptionalities? When a student has multiple exceptionalities, is one noted as dominant with that student? • Learning Disability and ADHD are the two predominant diagnoses in the larger category • A dominant exceptionality is not noted; the Ministry doesn’t require that one is put over the other Helen McRobbie: would she be able to extract everyone with blind-low vision from the data? • This is available from the statistical data provided through the (software) diagnostic box; overall numbers for those reporting in this category The Chair thanked Dr. Figueredo for an excellent presentation and review.

7.

BUSINESS ARISING FROM THE MINUTES None.

4 8.

CHAIRPERSON’S REPORT (Hélène Lapointe-Jérome) •

•

• • •

•

• • •

Reported on Advocacy presentation, beginning of April – excellent presentation with many positive comments. Two themes seemed to prevail in parent comments: difficulties in dealing with principals and staff - communicating with them and secondly, social inclusion – friendships for students with special needs. She and Mary agreed it would become a department goal – to discuss with principals and have them act on. Louise McGooey will be invited to attend again next year. Attended Pathways Committee Meeting (helping students to choose a pathway after school, i.e. college, university etc.) From SEAC point of view, the committee has reviewed the Gr. 12 Exit Survey through which students can comment on how school has prepared them for transitions after grade 12. Information has been captured for students with special needs, including those going on to Community Living Post 21. Surveys will be completed during Education Week (read and write, for those needing those accommodations) Community Living Pathway will be added to myBlueprint for high school (7-12) Attended Celebrating Excellence on behalf of SEAC; thanks to department Attended Ombudsman presentation put on by parent association umbrella for the Public Board; they make recommendations only and these are usually followed, not always in complainant’s favour. They are not advocates – they are impartial – look at policies to see if being followed; they try to resolve issues at the lowest level, working cooperatively with boards Parent Reaching Out Grant: had previously asked SEAC for ideas to include in writing up application for grant. Louise McGooey will be presenter for Advocacy presentation again next year. Will include Sensory Processing Disorders presentation to parents. Grant application will include requesting monies for both of these. Director of Education, Denise Andre, and Chairperson of the Board, Elaine McMahon, have been invited to attend June SEAC Social and have accepted. Chair will present to Board on June 14th – thanks, on behalf of SEAC for continued support Evaluation of SEAC: members to review and let Chair know if interested in pursuing this exercise either in small group or whole Committee – for June meeting MOTION: Moved by Joanne Mayne, seconded by Trustee Warren THAT the Chairperson’s Report be received. CARRIED

9.

BOARD UPDATE: Superintendent Mary Donaghy a.

BIPSAW (Goal 4, Transitions and Pathways) o Review of initiatives: o HS – Focus Exploration Programs (not offered in every HS, e.g. construction) – student can attend that program for one semester and then return to home school o 9/10 Focus Awareness Program (for students who need a more experiential approach to learning); provides students with authentic work experiences.

5 o

o o o o o

b.

Reviewed Specialist High School Majors Program (almost 500 students currently participating – bundled co-op requirement and certificate training, e.g. health care) Ministry funded initiative, collaborative enquiry for grades 6-10 (help for students transitioning from these grade levels) Learning Technology for Literacy – supporting students with learning disabilities, reading and writing, executive functioning cognitive processing Pairing our department and LT - looking at data for EQAO (LB Pearson, Notre Dame, St. Joseph and St. Mark schools taking part) Intermediate learning connections with LT, grades 7/8, in particular – how do we leverage digital? How do we improve learning for students? NPDL – New Pedagogies for Deep Learning – an international project with which our board is involved

Other Board o Celebrating Excellence (as referred to by Chair) o Budget: High Needs Amount: EAs – starting with at least same number in system, permanent and casual o Have lost five central people in our department – itinerant special education teachers (may be a chance to recall one or more once final money numbers are known) o Colleen Beanish, Special Education Coordinator, is retiring end of June and being replaced by Pamela McCulloch o Catherine Gasper, currently one of the Department Educational Consultants, has been named a new VP for September o Looking for direction of focuses / times for presentations, i.e. Sensory Perception Disorders, Crisis Intervention (CPI), ABA Update, Handbook (will be noted on Agenda)

Helen McRobbie: ...with regard to grade 7 survey relating to transitions: students are being surveyed – is there any thought of parents being surveyed as well? • Mary – this particular project, just students and staff Chair: on behalf of SEAC, thanks to Colleen for all she has done and best wishes in her retirement MOTION: Moved by Cathy Miedema, seconded by Trustee Moore THAT the Board Update be received. CARRIED

10.

DEPARTMENT UPDATE: Lynne Coletti, Principal, and Colleen Beanish, Coordinator, Special Education and Student Services • Community Living Pathway – in process of being added to myBlueprint – Joanne LaSchiazza, Itinerant Resource Teacher, ASD, with our department is working on this with Secondary Student Success (hoping to have in place before end of year) • Review of EA Allocation Committee o 20 current casuals, now permanent o 85 new students that have registered to date, who meet criteria

6 Committee met 5 weeks earlier than usual (in answer to question by Chair - held earlier than usual at request of EAs, through their union, for a transfer process similar to that of teachers – they will know earlier if they are changing schools; this was the first time for earlier review, there is some flexibility and next year, Committee may not have to meet quite as early) o Numbers going to Exec next week and to school principals in early May Trustee Moore: are there really 20 more people, or 20 positions which could be more people? (Mary) we have 20.25 permanent positions, full-time equivalent, and are able to hire 27 more people and support 27 additional schools o

•

Spec Ed System Class Application Committees o All results have gone to schools, except for Assessment Program which go out Monday (May 2) o IPRCs for these classes are well underway, most complete by now o If spots are available, and students meet criteria, applications can still be brought forward up until Christmas, for some classes • OSSLT (gr. 10 Literacy Test) o Our students using assistive technology have the right to use it for the literacy test. Central staff are working to support these students by improving their ability to access this test in a way that is similar to what they would be normally be doing, i.e. google environment. EQAO staff have given permission (for us) to access the test so editing materials could be done, making them appropriate to use through Google Docs, shared to schools through Hapara; currently exploring being able to support elementary schools with EQAO testing. Cathy Miedema: is the goal next year for grades 3-6 (to have support as with secondary)? (Lynne) an invitation has been made to schools that this is a valid option which we will support – they can choose to opt in or out. The hope is there will be sufficient numbers to influence others to do it next year. • Participation is BIPsaw and SIPsaw framework planning o Movement is towards a simpler document – language being used now is challenge of practice - who are the students or groups of students who are not achieving success commensurate to their ability? What moves in the classroom might be used to result in greater successes? Data collection and monitoring are being employed to find supports that reflect the inclusive classroom. • Examination of department ability to offer Professional learning next year o Loss of five positions has some effect o Impact of changing staff – effects • Chief Social Worker, Mary Gallagher, did a presentation to CLL (principals) on Attendance, reflection on new policy and guidelines and, as well, best practices to be used in supporting students who have been absent a great deal. She also did a presentation to CLL on CAS protocols and shared a number of ideas with principals. In May, hope to share with SEAC Joint Protocol between education and CAS in supporting children in care. • SEL Presentation was also done to Board of Trustees by Mary Gallagher and Erin Trudel-Best Helen McRobbie: do changes to staff affect SEL Iniative? (Mary) There may be new staff, but they will be trained; still have same numbers supporting iniative

7 Chair: Mary shared information with her prior to this meeting and has contacted Director and Chair of Board about loss of the five itinerant teachers, sharing concerns of SEAC. MOTION: Moved by Trustee Warren, seconded by Trustee Moore THAT the Department Update be received. CARRIED 11.

NEW BUSINESS None

12.

ASSOCIATION REPORTS None

13. ENQUIRIES None 14. FUTURE AGENDA ITEMS 1. (May) Crisis Intervention (CPI) Presentation 2. (June) ABA Update 3. (Sept / Oct )SEAC Handbook review 15.

INFORMATION • Attachments noted (Learning Disabilities Scholarship Award info has been sent to Student Services in schools)

16.

NEXT MEETING DATES Wednesday. May 18, 2016 and Wednesday, June 15, 2016

17.

ADJOURNMENT MOTION: Moved by Cathy Miedema, seconded by Helen McRobbie THAT the meeting be adjourned at 8:50 p.m. CARRIED

OCSB Statistics on Students with Special Needs April 25, 2016

Three sources of information 1) Diagnostic information - eLite database 2) EQAO results (grades 3, 6, 9, OSSLT) 3) Suspensions/Expulsions (ONsis reports)

Diagnostic Information - eLite database Populated by resource teachers

Not yet a complete set of data, but large enough to be representative of the Board’s population of students with special needs (K - 12)

Diagnostic information used to calculate percentages for each of the Ministry’s 5 broad categories and 12 definitions of exceptionalities

Percentage indicates proportion of Board’s population of students with special needs (7,324) with that specific definition of exceptionality

Ministry’s 5 Categories of Exceptionality Category

% of students with special needs (K-12)

Behaviour

10

Intellectual

12

Communication

51

Physical

0.35

Multiple

27

TOTAL

100

Category 1: Behaviour Definition of Exceptionality

% of students with special needs (K-12)

Behaviour

10

BEHAVIOUR CATEGORY TOTAL

10

Category 2: Intellectual Definition of Exceptionality

% of students with special needs (K-12)

Intellectual - Giftedness

6

Intellectual - Mild Intellectual Disability

3

Intellectual - Developmental Disability

3

INTELLECTUAL CATEGORY TOTAL

12

Category 3: Communication Definition of Exceptionality

% of students with special needs (K-12)

Communication - Autism

10

Communication - Deaf and Hard-of-Hearing

1

Communication - Language Impairment

6

Communication - Speech Impairment

0.2

Communication - Learning Disability

34

COMMUNICATION CATEGORY TOTAL

51

Category 4: Physical Definition of Exceptionality

% of students with special needs (K12)

Physical - Physical Disability

0.05

Physical - Blind and Low Vision

0.3

PHYSICAL CATEGORY TOTAL

0.35

Category 5: Multiple Definition of Exceptionality

% of students with special needs (K12)

Multiple Exceptionalities due to 1 diagnosis

1

Multiple Exceptionalities due to 2 or more diagnoses

26

MULTIPLE CATEGORY TOTAL

27

Breakdown of 2 or more diagnoses Definition of Exceptionality

% of students with special needs (K-12)

2 diagnoses: LD and AD/HD

10

2 diagnoses: LD and other than AD/HD

3

2 diagnoses: AD/HD and other than LD

4

2 diagnoses: neither LD nor AD/HD

4.5

3 diagnoses or more

4.5

MULTIPLE CATEGORY TOTAL

26

EQAO Grade 3 Reading

Spec Needs (n = 468) No Spec Needs (n = 2023)

EQAO Grade 3 Writing

Spec Needs (n = 468) No Spec Needs (n = 2023)

EQAO Grade 3 Mathematics

Spec Needs (n = 468) No Spec Needs (n = 2023)

EQAO Grade 6 Reading

Spec Needs (n = 617) No Spec Needs (n = 1987)

EQAO Grade 6 Writing

Spec Needs (n = 617) No Spec Needs (n = 1987)

EQAO Grade 6 Mathematics

Spec Needs (n = 617) No Spec Needs (n = 1987)

EQAO Grade 9 Math - Applied

Spec Needs (n = 260) No Spec Needs (n = 517)

EQAO Grade 9 Math - Academic

Spec Needs (n = 190) No Spec Needs (n = 1735)

OSSLT - Participating FTE

Spec Needs (n = 343) No Spec Needs (n = 2055)

OSSLT - Participating PE

Spec Needs (n = 82) No Spec Needs (n = 206)

2015 EQAO Grade 6 Provide distribution of achievement on 2015 EQAO Grade 6 assessment (reading, writing, and mathematics) for students with a profile of:

Behaviour - Behaviour

Intellectual - Giftedness

Communication - Autism

Communication - Learning Disability

Multiple - Multiple Exceptionalities

2015 EQAO Grade 6 Students with a profile of: Behaviour - Behaviour

Reading

Writing

Mathematics

% students achieving at or above provincial standard

72

68

36

% students achieving below provincial standard

28

32

64

% students exempted

0

0

0

2015 EQAO Grade 6 Students with a profile of: Intellectual - Giftedness

Reading

Writing

Mathematics

100

100

100

% students achieving below provincial standard

0

0

0

% students exempted

0

0

0

% students achieving at or above provincial standard

2015 EQAO Grade 6 Students with a profile of: Communication - Autism

Reading

Writing

Mathematics

% students achieving at or above provincial standard

47

53

18

% students achieving below provincial standard

24

18

47

% students exempted

29

29

35

2015 EQAO Grade 6 Students with a profile of: Communication - Learning Disability

Reading

Writing

Mathematics

% students achieving at or above provincial standard

62

65

30

% students achieving below provincial standard

36

33

68

% students exempted

2

2

2

2015 EQAO Grade 6 Students with a profile of: Multiple - Multiple Exceptionalities

Reading

Writing

Mathematics

% students achieving at or above provincial standard

60

54

26

% students achieving below provincial standard

31

39

65

% students exempted

9

7

9

2015 EQAO OSSLT Provide distribution of achievement on 2015 EQAO OSSLT assessment for students with a profile of:

Behaviour - Behaviour

Intellectual - Giftedness

Communication - Autism

Communication - Learning Disability

Multiple - Multiple Exceptionalities

2015 EQAO OSSLT Students with a profile of: Behaviour - Behaviour

OSSLT

% students successful

63

% students unsuccessful

27

% students absent

3

% students deferred to next test

7

% students exempted (not working towards OSSD)

0

2015 EQAO OSSLT Students with a profile of: Intellectual - Giftedness

OSSLT

% students successful

100

% students unsuccessful

0

% students absent

0

% students deferred to next test

0

% students exempted (not working towards OSSD)

0

2015 EQAO OSSLT Students with a profile of: Communication - Autism OSSLT % students successful

64

% students unsuccessful

9

% students absent

0

% students deferred to next test

9

% students exempted (not working towards OSSD)

9

% students results withheld

9

2015 EQAO OSSLT Students with a profile of: Communication - Learning Disability

OSSLT

% students successful

54

% students unsuccessful

37

% students absent

2

% students deferred to next test

7

% students exempted (not working towards OSSD)

0

2015 EQAO OSSLT Students with a profile of: Multiple - Multiple Exceptionalities

OSSLT

% students successful

63

% students unsuccessful

23

% students absent

1

% students deferred to next test

12

% students exempted (not working towards OSSD)

1

Suspensions - Elementary (K-8)

(56%) (55%) (56%) (52%)

(53%)

(40%) (44%)

(45%) (48%)

Total # Suspensions:

2010-11 (382)

2011-12 (303)

2012-13 (221)

(44%)

(47%)

2013-14 (261)

2014-15 (230)

Suspensions - Secondary (9-12)

(67%) (62%) (65%)

(33%)

Total # Suspensions:

2010-11 (885)

(38%)

2011-12 (829)

(35%)

2012-13 (718)

(62%)

(61%)

(38%)

(39%)

2013-14 (531)

2014-15 (581)

Expulsions - Secondary (9-12)

(62%)

(58%) (50%) (40%) (60%)

Total # Expulsions:

2010-11 (5)

(66%) (42%)

2011-12 (12)

(34%)

2012-13 (6)

(50%)

2013-14 (10)

(38%)

2014-15 (13)