York Region District

School Board

SEAC Successful

Practices

Susan Logue Superintendent of Student Services

Lynn Ziraldo LDAYR Executive Director

SEAC Vice-Chair

Mandate

A special education advisory committee or

board may make recommendations to the

board in respect of any matter affecting the

establishment, development and delivery of

special education programs and services for

exceptional pupils of the board.

SEAC Focus

1. Philosophy and goals 2. Organizational structure 3. Program delivery systems 4. Services and facilities 5. Policies and procedures 6. Funding 7. Annual review of the plan 8. Professional development 9. Goals and objectives 10. Interaction with board committees

Examples of Meeting Expectations

or Norms

Establish Expectations for Members

Arrive on time

Turn off all technology

Listen and be courteous

Establish Procedures for the Meeting

Establish break times

Discourage side conversations

Establish time frame and process for discussions

During Presentations or Discussions

Use a facilitator

Agree to reserve judgment

Identify relevant issues and state concerns

Discourage repetition or rehashing of positions

The primary roles of a SEAC Rep. are:

• To be well informed about the work of SEAC, the expectations set out for SEAC by legislation and the school board’s Special Education Plan

• To act as a systematic advocate;

• To ensure that all exceptional students within the board are served appropriately;

• To ensure that the school board fulfills its legal obligations relating to the delivery of special education programs and services and to reporting to the MET;

The primary roles of a SEAC Rep. are:

• To represent effectively the organization by

whom he/ she was nominated to the SEAC

and the exceptional children served by that

association;

• To participate in other school board activities

including the delivery of professional

development training and systemic advocacy

activities.

A SEAC Rep. is NOT there to:

• Focus on the personal situation of his/ her exceptional child;

• Focus on any one individual child or situation;

• Blame the school board for everything

• Defend the school board against legitimate concerns raised about service delivery.

A SEAC Rep needs to know…

• All relevant parts of the legislation,

including regulations and key policies,

relating to the delivery and funding of

special education programs and

services to all exceptional students;

A SEAC Rep needs to know…

• The definition of relevant terms, such as exceptional pupil, special education programme, special education service, IEP, the categories and definitions of all exceptionalities, not just the one that he or she is representing the range of placement options available to exceptional students, not just those available to his or her school board;

• All relevant information relation to his or her school board’s Special Education Plan;

A SEAC Rep needs to know…

• An overview of the school board budget and the details of the board’s special education budget;

• All relevant processes for fulfilling the SEAC’s advocacy mandate;

• All desirable skills for achieving the SEAC’s mandate;

• Rules of Parliamentary process.

Skills

1. Communication 2. Listening 3. Presentation 4. Assertiveness 5. Team building 6. Decision making

7. Problem solving 8. Negotiation 9. Time management 10. Research 11. Note taking 12. Organization

Communication is the Key

It’s not what you say

It’s how you say it

Communication Tips

What’s my attitude?

Don’t use extremes

Ask to clarify

Plan and be clear

Choose your words!

Stick to the facts

Are you listening?

Evaluate - M

Implement Plan - E

Plan Action - L

Select Best Choice - B

List Choices and/or Options - O

Identify Real Issue - R

State Problem - P

Mnemonic Device

Problem statement

Real Issue

Options

Best Choice

List Steps

Execute Plan

Measure your success

Problem Solving Model

Conflict Resolution Do’s and Don’ts

Do:

Look for solutions

Focus on the problem

Take a non-adversarial approach

Use dialogue

Focus on the student’s interests

Think that “everyone can win”

Focus on change

Don’t:

× Look for someone to blame

× Focus on the person

× Take an adversarial approach

× Engage in a debate

× Focus on a predetermined outcome

× Think that “some has to lose”

× Focus on control

Reflect

What’s working well in Special Education?

What continuing challenges are being

experienced?

SEAC Idea Card

This Idea Card is designed to promote the sharing of good ideas

My Idea relates to the issue/topic of:

….

Here is my insight, suggestions or recommendation:

….

SEAC Rep Action Plan

At the next SEAC meeting, I shall…(introduce a motion about, ask a question about, report on…)

At a future SEAC meeting, I shall…

To Improve my performance as a SEAC rep, I shall… (participate in more training, go to a conference, network with other SEAC reps, read and follow up on the SEAC Circular more carefully…)

Stop – Start - Continue

Stop Start Continue

What is presently being done that

should be stopped because it is not

helpful or useful?

What should be started because it is needed and would

be useful or helpful?

What should be continued because it is helpful, useful

or worthwhile?

Communications Sub-Committee

• Chair Trustee

• Vice Chair

• Superintendent of Student Services

• Principals of Student Services

• Principal Rep

• Association Rep

• Community Rep

Sample of SEAC Sub-Committee

Action Plan

Action

Responsibility

Timelin

e

5. Special Education Programs & Services • provide opportunities for discussion of Special Ed

Programs and Services • (as per Special Ed Plan) at meeting

6. SEAC Representation on Work Groups • continue representation of SEAC on:

• Parent, Family, Community Engagement Advisory Committee

• Student Success • Caring and Safe Environments • Equity and Inclusivity Committee • Resiliency Committee • Mental Health Working Group • LD Steering Committee

• ensure communication among Board committees and sub committee members

Superintendent, Principals of Student Services, SEAC/Sub-

Committee

Sub-Committee

Melanie Tsironokos

Flora MacDonald Lynn Ziraldo

Anchel Krishna Lynn Ziraldo Lynn Ziraldo Lynn Ziraldo

Ongoing

Ongoing

Sample ANNUAL CALENDAR OF SEAC BUSINESS for 2014-15

On-Going Activities Provide opportunities for SEAC members to provide presentations and updates about

their association/organization Consider ways to enhance parent engagement and collaboration in special education

in every program/initiative Evaluate SEAC effectiveness and identify ways to improve meetings

Month Annual Activities 2014-2015 Activities

SEPTEMBER Confirm Special Education Report Checklist submitted to Regional Office Sept. 1

Review ODA Accessibility Plans (due Sept. 30)

Develop or review SEAC annual agenda/goals

Request information on: BIPSA special education

goals and performance indicators for 14-15

Special Education PD Day plans for 14-15

OCTOBER Request update on last EQAO results

SEAC Rep Self Reflection – Sample

of Questions

Please circle the number which you feel best describes how you are doing as a SEAC representative. A value of 1 means low and a value of 5 means high.

Example: How well am I doing as a SEAC REP?

1 2 3 4 5

Do I respond to the needs of all exceptional pupils within the board?

1 2 3 4 5

Do I respect the right to privacy of individual exceptional pupils by avoiding discussion of individual cases?

1 2 3 4 5

Do I maintain a working knowledge of the special

education programs and services provided by the

board?

1 2 3 4 5

Have I visited programs provided by the board? 1 2 3 4 5

Have I attended other Board meetings? 1 2 3 4 5

Systemic Advocacy

To examine existing policies and practices in

order that changes can be made to those

that are detrimental to vulnerable people or

which put barriers in the way of their

autonomy and independence.

Role of the Chair

• To Educate

• To Facilitate

• May vote on any item

• There are limits to the debate

of the chair

Role of the Chairperson

• Do homework

• Encourage participation

• Quell outbursts and curb long-windedness

• Must read body language comments

• Protect speakers against attack

• Clarify points and lead group to predetermined objective

• Act as facilitator, motivator, leader

Role of the Chairperson

• Use skills to:

Listen

Speak

Delegate

Set goals

Direct

Control

• Characteristics:

Be patient

Be understanding

Meeting Dynamics

Chairperson controls the meeting by:

– Making rules clear to everyone

– Following through – not allowing one member to monopolize

– Being blunt to offenders – but after the meeting is over

– Avoiding antagonizing the whole group by allowing offender to monopolize

– Not becoming emotionally involved

– Involving everyone

– Allowing members to express their

opinion first

Sample – Special Education

Advisory Committee Annual Report

In York Region the Special Education Advisory Committee (SEAC) plays a vital role in

ensuring that exceptional pupils receive appropriate educational services and may

make recommendations to the Board in respect of any matter affecting the

establishment, development and delivery of special education programs and services

for exceptional pupils of the Board.

Date SEAC Motions Action Items Board Response

Sample Agenda

1. Approval of Agenda 2. Approval of Minutes 3. Moment of Reflection 4. Special Announcements 5. Business Arising (10 minutes) 6. Presentation - Intensive Behaviour Intervention for

Preschool Children with Autism 7. Report from the Board 8. Special Education Plan/Report 9. Communications Sub-Committee Update 10. Challenges/ Successful Practices from Associations 11. Future Topics for the next meeting 12. Adjournment

Association Report

• Name of Association

• Representative:

• Date of Meeting:

• Upcoming Meetings or Conferences:

• New Initiatives:

• Other Information:

SEAC Presentation Request Form Presentation Date: Presenter Name:

Title: Topic Requested:

Global Questions to be Addressed:

Specific Questions to be Addressed:

Requested by: Date Requested:

Person Contacting Speaker: Person Thanking Speaker:

Please feel free to contact Lynn Ziraldo if required.

Phone: Email:

Parliamentary Procedures

at a Glance

Type of Motion

Must be 2nd?

Debate-able?

Amend-ed?

Tabled? Simple Maj. Or two-thirds vote?

Considered? Closure Motions?

Adjourn Yes No No No Simple Majority No No

Amendment Yes Yes Yes (1) Simple Mjority (1) (1)

Amendment

to

Amendment

Yes Yes Yes (1) Simple Majority (1) (1)

Appeal

from the

Chair

Yes No No No Simple Majority No No

Commit

(Refer) Yes No Yes No Simple Majority No No

Information,

Point of No No No No Does Not Apply Does Not Apply No

Parliamentary Procedures

at a Glance

Type of Motion

Must be 2nd?

Debate-able?

Amend-ed?

Tabled? Simple Maj. Or two-thirds vote?

Considered? Closure Motions?

Lay on the

Table Yes No No _ Simple Majority Yes No

Motion Yes Yes Yes Yes Simple Majority Yes Yes

Order, Point

of No No No No Does Not Apply (2) No

Postpone to

Specified

Time

Yes Yes Yes No Simple Majority

(3) Yes No

Privilege,

Point of No No No No Does Not Apply Does Not Apply No

Question, the

Previous Yes No No No Simple Majority No No

Reconsider Yes Yes No Yes Two-Thirds Yes

Suspend

Rules Yes No No No Unanimous

Consent No No

Special Education Plan –

Request for Revision

Submitted By: Association/Agency:

Section of the Plan:

Page(s):

Description of the Issue:

Recommendations:

Rationale:

Special Education Plan

Regulation 306 Table of Contents

• Section A: Introduction

• Section B: Ministry and Board Directives

• Section C: Service Delivery Models by Exceptionality

• Section D: Support Staff and Services

• Section E: Intervention Strategies and Procedures

• Section F: Transitions

• Section G: Professional Development

• Section H: Special Education Advisory Committee (SEAC)

• Section I: Health Support Services

• Section J: Appendices

http://www.yrdsb.ca/Programs/SpecEd/Pages/SpecEdPlan.aspx

SEAC Handbook

• Section 1 - SEAC

• Section 2 - Overview

• Section 3 - Self-Assessment

• Section 4 - Operational Procedures

• Section 5 - Special Education Plan

• Section 6 - Regulations

• Section 7 - Special Education Funding

http://www.yrdsb.ca/Programs/SpecEd/Documents/SEACHandbook/SEACHandbook.pdf

Overview: 2014-2015 Special Education Grant (SEG)

Funding in Context of GSN and Other Funding

+ School Foundation Grant + Debt Service Support + Pupil Foundation Grant + 12 Special Purpose Grants (includes SEG & Transportation Grant)

Educationa Programs Other (EPO) & Other

Investments

Other Funding: Isolate Boards (School

Authorities) and S.68 Hospital Boards

Provincial and/or Demonstration Schools

Tuition Agreements

Spec

ial E

du

cati

on

Gra

nt

(SEG

) 1

of

12

Sp

ecia

l Pu

rpo

se G

ran

ts

SIP (Special Incidence Portion) - Claims

BEA (Behaviour Expertise Amount) – Base and Enrollment

SEA (Special Equipment Amount) – Per Pupil Amount and Claims

HNA (High Needs Amount) – 75% old HNA PPAs; Larger Special Education Statistical Prediction Model and Measures of Variability; a new HNA for

Collaboration and Integration of $450,000

FA (Facilities Amount or S.23) – Educational Programs in Care and/or Treatment, Custody and/or Correction Facilities – Program approvals

331,532* students reported by DSBs & isolate boards

(School Authorities)

*2012-2013 statistics

Approx. 5,000 CTCC students (not included in the 331,523

(not students of a board or SA)

Recommendations from SEAC for Expenditure

of New Dollars

2015-2016

Funds to Support Description of Suggestion Allocation Increase for SERT/special education teacher staffing with some funds to: Support the early language and at risk needs of students entering Kindergarten Maintain the same level of special education teacher staffing (SERTs), considering new schools and extend support for summer learning

Allocate additional funds to support: • Early intervention for ‘at risk’

students in Kindergarten to address special needs in the new

• Full Day Kindergarten program

and continuation of evidenced base practices from the Board’s Council of Ontario Director’s of education (CODE)project (K-grade 2) in the early years

• Continue Building Blocks for

Kindergarten summer program to build phonological awareness/literacy skills

• Continue Speech and Language

Pathologist support to Kindergarten Program

• Behaviour Expertise Amount in

Grant (stable) • ABA Training Amount in EPO

Grant • 3 new Secondary Special

Education Teachers to support Community Classes

• 4 new Elementary Special Education Teachers

Recommendations from SEAC for Expenditure

of New Dollars

2015-2016

Funds to Support Description of Suggestion Allocation Increase funds for:

support staff

additional EAs

• Student Services staff to address early learning needs, increased needs for mental health (students with dual diagnosis), crisis prevention and provision of assessments (e.g. Speech-Language Pathologists, Psychological Services, school Social Workers

• Continue Positive Climates for

Learning and Working Lead • To address full day kindergarten,

growing Autism Spectrum Disorder (ASD) and high/complex needs

• Contract funds available for psychological assessments

• 18 additional EAs in Sept.

Recommendations from SEAC for Expenditure

of New Dollars

2015-2016

Funds to Support Description of Suggestion Allocation Continue to support funding for Barrier Free learning

• Increase continued support students’ individual learning needs with assistive technology as part of Universal Design (e.g. laptops, Smartboards, sound field systems)

• Bridge funding for assistive

technology during waiting period

• Provide teacher training and accountability on the application of assistive technology – continue to support parent training for use of Special Equipment Amount

• Continue to provide materials in

alternative format to print (e.g. e-books, books on CD, large print, Braille, closed caption)

Increased through SEA process (teacher training/professional learning)

Recommendations from SEAC for Expenditure

of New Dollars

2015-2016

Funds to Support Description of Suggestion Allocation Provide stable funds for Professional Learning through: • Release time or supply coverage

• Sharing of successful practices

• Administrator training on Special Education

• Develop additional modules

specific to Special Education

Regional Supports • Ensure classroom teachers, EAs

and support staff understand and effectively implement and can use the behaviour/safety management and crisis prevention strategies as outlined in Caring and Safe Schools in Ontario 2010

• administrators new to the role or

YRDSB receive PD relative to Special Education, it is also offered to experienced Administrators who would like to participate

• continue developing modules as a

resource that facilitates school staff to learn and talk together to build capacity

Same budget allocated in previous years L4 All EPO Lead Board grant for PPM 156 Transition

Recommendations from SEAC for Expenditure

of New Dollars

2015-2016

Funds to Support Description of Suggestion Allocation Continue to provide funding for: • Contracting of integrated services

team work with Children’s Mental Health and other partners

Community/Regional/School Links Community partnership to support education in areas such as: • Continue partnering with existing

services/agencies within the school environment to respond to students’ mental health issues and complex needs (e.g. CTN, COMPASS, Acquired Brain Injury program, ABA partner programs), Volunteer and other educational interventions such as LDAYR’s ABC/123 program that supports literacy development

• Increase support transitions in to

school, from division to division, school to community/work/post-secondary

Current Budget supported by Mental Health EPO final year

Recommendations from SEAC for Expenditure

of New Dollars

2015-2016

Funds to Support Description of Suggestion Allocation Continue to provide support for: Research and development of evidence-based practices

Continue to partner to bring the evidence-based practices to the classroom using the research and data collected and analysed to support continuation of Ministry funded projects: • SSC review, parent engagement,

IEP focus groups with parents and staff

• community collaboration with mental health partners – Student Support Leadership

• transitional supports and Connections – Autism Spectrum Disorders (ASD) and PPM 156

• Continue with LD Steering Committee

Continue with current Budget allocation EPO Autism Funds (Ministry Funding)

SEAC Successful Practices 2015

Leadership SEAC Structure • Dedicated chair and vice chair • Ability to bridge SEAC members, community

and board staff (2) • Ability to foster a common vision • Knowledge and background is astounding • Good command and governance of issues –

command respect • Ability to stay ahead of the game and not be

afraid to go in new directions • Open lines of communication between

leader and members • Superintendent of Student Services positive

partnership with SEAC • Strong working relationship between co-

chairs and student services • Student services leadership team, very open

and supportive • Support of the Board Trustees

• SEAC representative participation on connected committees

• Broad range of community agency representatives at the table

• SEAC members’ willingness to learn, dedicated members and willingness to learn from each other (4)

• Sense of accountability • Meetings allowed time for participants to

share some of their interests (2) • Variety of presentations • Surveys to capture interests • SEAC builds and strengthens partnerships • Take a team approach • Staff and Board reports monthly • Evaluation process • Orientation manual/process

SEAC Successful Practices 2015

Leadership SEAC Structure • Principal of Elementary & Secondary

representation • Annual Celebration Event • Provide recognition and awards • Acknowledgement of skills, experience for all

committee members to grow • Presentations on Board & Ministry initiatives • Reflection and evaluation of practices to

ensure quality of services to all students • Embrace change rather than react to it and

understanding that change is necessary • Culture of self-examination & improvement • Look everywhere for effective practices • Create learning experience for all committee

members to grow • Listen • Supportive decisions • Low turnover from community organizations

– good

SEAC Successful Practices 2015

Leadership SEAC Structure • Focus on SEAC’s mandate

o Provide advice to board regarding student services

o Budget input/process o Special Education Plan

• Clear action plan that SEAC developed and monitored

• Set up norms of operations and used them (2)

• Communication with subcommittee • Pre-meetings to iron out issues • Annual report to trustees • Share success and challenges • Assist student services in developing

resource material i.e. IEP, IPRC Communication, SEA

• Communication folder shared at every SEAC meeting and reviewed

• SEAC submits items for Board’s Ed. Quarterly

• Collaboration and making decisions as a blended approach with committee input

• Trusting relationships & respect for agencies • Strong working relationship between co-

chair and student services • Involving members in subcommittees,

policy and procedure (2) • Team building (3) • Shared solutions / share information • Committed members • Shared desire to bring forth important

issues that affect how we support/educate our students

• Communication • Awareness of parents as partners • SEAC provides an opportunity to for

community and educational professional to determine/address barriers that may exist for our students

SEAC Successful Practices 2015

Leadership SEAC Structure

• Our work together is focused on students of all abilities – students come first

• Awareness of parents and giving their input equal weight.

• Feedback from participants is encourages and respected

• Build and maintain trust through actions and evidence

Guiding Principles to Build

Credibility

• Showing respect for people.

• Demonstrating honest and ethical behaviour.

• Recognizing that I don’t know it all, others have much to offer.

• Setting a good example

• Showing a warm and caring attitude.

• Collaborating with others.

• Being Loyal to people.

• Celebrating the successes.

Organizational Websites

Minister’s Advisory Council on Special Education

(MACSE) @ http://www.edu.gov.on.ca/eng/general/abcs/acse/acse_eng.html

Provincial Parent Association Advisory

Committee (PAAC) on SEAC @ http://www.paac-seac.ca/

Email: info@paac-seac.ca

The Power of One

I am only one

But I am still one

I cannot do everything

But still I can do something

And because I cannot do everything

I will not refuse to do

The something that I can do