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““Town Hall Meeting”Town Hall Meeting”Future DirectionsFuture Directions
Delivery ModelDelivery Model
Students with Special NeedsStudents with Special Needs
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IssuesIssues
• Commitment to success for all within the context of inclusion
• Students normally attend community school
• Support services according to need
• Finite resources
• Increasing demand for services within a context of decreasing enrollment
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• Striving to include all studentsStriving to include all students
• Organizing services so that students Organizing services so that students can attend their community schoolcan attend their community school
Our Current ApproachOur Current Approach
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Framework Guiding the Framework Guiding the Organization of ServicesOrganization of Services
• The Education ActThe Education Act
• The Policy on Special Education The Policy on Special Education (MELS 2000)(MELS 2000)
• The QEP (Differentiation, Cycles, The QEP (Differentiation, Cycles, Teamwork)Teamwork)
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Framework Guiding the Framework Guiding the Organization of Services Organization of Services ContinuedContinued
• The Framework on Complementary The Framework on Complementary Educational Services Educational Services (MELS 2002)(MELS 2002)
• The Policy on the Evaluation of LearningThe Policy on the Evaluation of Learning(MELS 2003)(MELS 2003)
• The Collective Agreements The Collective Agreements (2005-2010)(2005-2010)
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A Continuum of NeedsA Continuum of Needs
At risk / Students with Social Maladjustments / Students with HandicapsLearning Difficulties
Vulnerable LD/MI/BD Codes (14-99)Prevention Intervention
BLUE: MELS Categories
BLACK: LBPSB Operational Categories
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Classification of Special NeedsClassification of Special Needs(Ministry of Education, Leisure, & Sport)(Ministry of Education, Leisure, & Sport)
• Two broad categoriesTwo broad categories– Students in Difficulty Students in Difficulty
(Learning/Behavior/Mild Intellectual Delay)(Learning/Behavior/Mild Intellectual Delay)
– Students with Social Maladjustments/ Students with Social Maladjustments/ HandicapsHandicaps
• Identification procedures and funding Identification procedures and funding differ for both categoriesdiffer for both categories
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LBPSB Statistics LBPSB Statistics (2007-08)(2007-08)
• Approximately 11% of student Approximately 11% of student population has identified special population has identified special needsneeds
• Total Population:Total Population: 25 66525 665– Students in difficulty (LD/BD/MI):Students in difficulty (LD/BD/MI):
19531953
– Students with Social Students with Social Maladjustments/Handicaps:Maladjustments/Handicaps: 777777
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STUDENTSSTUDENTS““IN DIFFICULTY”IN DIFFICULTY”
TOTALTOTALPOPULATIONPOPULATION
PERCENTAGEPERCENTAGE
19531953 25 66525 665 7.617.61
STUDENTS “IN DIFFICULTY”STUDENTS “IN DIFFICULTY”2007-20082007-2008
STUDENTS “HANDICAPPED”2007-2008
STUDENTSSTUDENTS““HANDICAPPED”HANDICAPPED”
TOTALTOTALPOPULATIONPOPULATION
PERCENTAGEPERCENTAGE
777777 25 66525 665 3.033.03
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Support at School LevelSupport at School Level
• SchoolSchool– Classroom TeachersClassroom Teachers– Resource TeachersResource Teachers– Integration AidesIntegration Aides– Sp. Needs TechniciansSp. Needs Technicians– Behavioral TechniciansBehavioral Technicians– Spiritual AnimatorsSpiritual Animators– Planning Room *Planning Room *– Guidance Counsellors*Guidance Counsellors*– In-School Alternate Programs*In-School Alternate Programs*– Work Study ProgramsWork Study Programs
* Secondary school only* Secondary school only
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BoardBoard
– Student ServicesStudent Services
• Special Needs Consultants, Special Needs Consultants, Psychologists, Speech - Language Psychologists, Speech - Language Pathologists, Occupational Therapists, Pathologists, Occupational Therapists, FSSTT, Health Promotion TeamFSSTT, Health Promotion Team
• REACH ATTACHMENT Program**REACH ATTACHMENT Program**
School Board and School Board and External Agency SupportExternal Agency Support
* * Elementary school only* * Elementary school only
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– Educational ServicesEducational Services
• Curriculum ConsultantsCurriculum Consultants• Early Literacy Intervention ProgramEarly Literacy Intervention Program• Summer Literacy CampSummer Literacy Camp• Summer SchoolSummer School
ExternalExternal– Health & Social Services AgenciesHealth & Social Services Agencies– Community GroupsCommunity Groups
School Board and School Board and External Agency SupportExternal Agency Support ContinuedContinued
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OptionsOptions
• Maintain current modelMaintain current model
• Refine current modelRefine current model– Develop new approaches for specific clientele Develop new approaches for specific clientele
(e.g. behavior)(e.g. behavior)– Explore alternative programming for students Explore alternative programming for students
• Develop and implement a different modelDevelop and implement a different model
• Re-distribute existing Board budgetsRe-distribute existing Board budgets
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Impact of Present Board Impact of Present Board Policy and PracticesPolicy and Practices
• An individualized approach to An individualized approach to successsuccess– Based on identified needs, not Based on identified needs, not
categorycategory
• A high quality of service is costly A high quality of service is costly (in time and $$)(in time and $$)
• A culture of appreciation for A culture of appreciation for diversitydiversity
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Impact Impact ContinuedContinued
• Over-representation of students with Over-representation of students with Special Needs in Elementary Bilingual Special Needs in Elementary Bilingual programprogram
• Over-representation of students with Over-representation of students with Special Needs in certain secondary school Special Needs in certain secondary school programsprograms
• Need for on-going professional Need for on-going professional development to build capacitydevelopment to build capacity
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Future Future Directions…..Directions…..