HomeMy WebLinkAbout14a Education Report 1, 20 Dec 19994—,71Y-
OTTAWA- CARLETON DISTRICT SCHOOL BOARD
REPORT NO. 1, EDUCATION COMMITTEE
TO: Board of Education DATE: 20 December 1999
A meeting of the Education Committee was held this evening in the Board Room, 133 Greenbank
Road, Nepean, commencing at 7:30 p.m. with Trustee Patty Anne Hill in the Chair, and the following in
attendance:
MEMBERS: Trustees Albert Chambers; Lynn Graham; Patty Anne Hill; Jim Libbey; Lynn
Scott (by phone).
Also present: Trustee Norm MacDonald
STAFF: Ross Donaldson, Superintendent of Schools; Dan Mason, Superintendent of
Program, Quality Assurance & Staff Development; Barbara Stollery,
Superintendent of Schools; Marjorie Clegg, Program Evaluation Officer; Marg
Dempsey, Principal, Staff Development; Bob Dagenais, Principal Glebe
Collegiate Institute; Nancy Douglas, Principal, Connaught Public School; Bob
Powell, Principal, Program; Sue Taylor, Curriculum Support Teacher, Quality
Assurance Division.
NON - VOTING
REPRESENTATIVES: Myrna Laurenceson, SEAC; Tony Pearson, OSSTF; Betty Tait, OCASC.
Approval of Agenda
On a motion by Trustee Norm MacDonald, the agenda was approved as presented.
2. Public Question Period
There were no questions from the public.
Receipt of Special Education Advisory Committee Report. 1 December 1999
On a motion by Trustee Chambers, the Committee received Report No. 10 from the Special
Education Advisory Committee, dated 1 December 1999.
There were no recommendations in the SEAC report.
On a motion by Trustee Chambers, your Committee therefore recommends:
THAT REPORT NO. 10 FROM THE SPECIAL EDUCATION ADVISORY COM fITEE,
DATED 1 DECEMBER 1999, BE RECEIVED.
4. Expansion of Middle French Immersion Program
Your Committee had before it for consideration staff report No. 99 -280 seeking approval for the
distribution of the French as a Second Language Programs Fact Sheet, the letter with regard to the Middle
French Immersion Option 2000 -2001 and the survey on the Middle French Immersion Program
Superintendent Mason provided an overview of the report, noting that the Middle French
Immersion (WI) Program is currently offered at five schools: D. Roy Kennedy P.S., Featherston P.S.,
Knoxdale P.S., Overbrook P.S., and Stonecrest P.S. He also noted that the Board is considering expanding
the MFI Program to include Kars P. S., Katimivak P. S., Queenswood P. S., and Hopewell P. S. The
Education Committee -1- 20 December 1999
parent/guardian letter portion of the report includes a list of feeder schools for both the current schools
offering the MFI program and for prospective MFI Program school sites.
Superintendent Mason emphasized that the parent survey, with a return date of 19 January 2000, is
a statement of interest and not a registration form. He also noted that a critical mass of 25 is required to
ensure a viable program.
Trustee Norm MacDonald moved the recommendation in the staff report.
During discussion, trustees requested the following revisions to the items contained in the report:
• The dates on the fact sheet, the parent/guardian letter and the declaration of interest form must
be updated to reflect the Year 2000.
• The first line of the second column of the fact sheet should read "from Grades 1 to 8
inclusive ".
• The last line of the fact sheet (Folio 11) should read "are available through...."
• Enlarge the font size of the disclaimer at the bottom of the declaration of interest form.
A brief discussion ensued with regard to Board timelines. Superintendent Mason noted that the
relatively short turnaround for the parent/guardian survey is unavoidable given the upcoming budget
deliberations. Funds could be allocated in the proposed budget to establish the new sites; if the sites were
not established for any reason, the funds would be released for other uses. He also noted that at the
November meeting, staff estimated a cost of approximately $35,000 to establish each new MFI site.
Trustees expressed concern that parents will not have adequate time to consider the MFI Program
information and respond by the 19 January 2000 deadline. Trustees also expressed concern that decisions
on school closures in Quadrant C at the 21 December Board meeting may impact on feeder school options
offered to parents in the parent/guardian letter.
In response to a suggestion by Betty Tait, OCASC, that the Board offer information sessions
during the time which parents have the survey in hand, Superintendent Mason noted that the survey will be
accompanied by a notation encouraging parents to contact staff with questions or concerns.
Trustee Norm MacDonald noted the importance of having the fact sheet, and parent/guardian
survey available to parents on the OCDSB website.
Trustee Scott moved in amendment THAT the motion contain a list of the contents of the
"attached package" and That the motion be amended to read ".....approved for distribution immediately
following the Christmas break."
Trustee Norm MacDonald accepted these as friendly amendments.
Trustee Scott moved in amendment THAT the following words be added to the end of the motion:
".... subject to such revisions as may be necessitated following the Board's decision on school closures in
Quadrant C."
Trustee Scott noted the importance of building flexibility into the motion to allow for the possible
ramifications of a Board decision to close Overbrook P.S.
Some trustees expressed their confidence in staffs ability to ensure the clarity of the document
dependent upon decisions reached at the next Board meeting. They also noted that there is strong support
for a WI Program at Hopewell P.S. and that this school is located in a different quadrant from Overbrook
P.S.; therefore, the fate of each school is independent from the other.
Education Committee -2- 20 December 1999
In wrap up, Trustee Scott expressed confidence in staffs ability to amend the documents to reflect
possible Board decisions and reiterated her concern that trustees be fully cognizant of the implications of
their decisions around the MFI Program in light of possible school closures. She also noted that her
proposed amendment does not alter the inclusion of Hopewell P. S. in the parent/guardian survey.
The amendment failed.
Trustee Chambers moved in amendment THAT the return date on the parent/guardian survey be
changed to Friday, 21 January 2000.
Trustee Norm MacDonald accepted this as a friendly amendment.
Robert Powell, Principal of Program, noted that the additional two days provided to parents should
not negatively impact on the survey collation schedule of the curriculum resource teachers.
The motion was carried.
On a motion by Trustee Norm MacDonald, your Committee therefore recommends:
That the information package comprised of the French as a Second Language Programs fact sheet,
the letter re: the Middle French Immersion option 2000 -2001 and the survey on the Middle French
Immersion Program, be approved for distribution immediately following the Christmas break.
Note: The recommendation was approved by the Board at its 21 December meeting.
3. Student Evaluation Policy
(W Your Committee had before it for consideration staff report No. 99 -238 seeking approval of Policy
P.083.CUR: Student Achievement and Evaluation. Procedure PR. 582.CUR: Staff Advisory Committee on
Student Evaluation, Procedure PR.583.CUR: Student Evaluation - Elementary Students, Procedure
PR.584.CUR: Student Evaluation - Secondary Students, and Procedure PR.585.CUR: The Use of
Commercial Standardized Tests were also included in the report for information purposes.
Superintendent Mason provided an overview of the report, noting that the policy and procedures
contained in the report are the result of a great deal of consultation with school councils, OCASC, student
councils, SEAC, teachers, principals, superintendents and external assessment specialists. He emphasized
that while the policy will provide consistency across the system, it will also leave schools with some
leeway to make individual decisions.
Superintendent Mason noted that the policy allows for greater flexibility with regard to the
distribution of marks, requires three reporting cycles, and identifies five forms of accommodation for
special students.
Trustee Chambers requested that a date of publication be added to 3.0 of the policy with regard to
the Principles for Fair Student Assessment Practices for Education in Canada.
Trustee Chambers expressed concern that the policy does not contain a clear accountability
framework to aid the Board in evaluating the effectiveness of the policy. Staff responded that the issue of
accountability is part of the mandate of the Staff Advisory Committee on Student Evaluation, but that 3.7
of the policy can be revised to better reflect trustees' concerns around the issue.
Tony Pearson, OSSTF, expressed concem with regard to the possible negative cumulative effect
(W on classroom teachers' workloads, if the policy is implemented as presented. Staff noted that as a result of
consultation, a number of changes were made to the original policy. They also noted that the document
reflects the processes that most teachers have been informally implementing for some time.
Education Committee -3- 20 December 1999
Trustee Norm MacDonald expressed concern with regard to the inappropriateness of including a
reference to the ranking of schools in 3.7 of the policy. Superintendent Mason noted the importance of
making a strong statement with regard to the Board's position of not ranking schools and he also noted that
the content of 3.7 is consistent with the Board policy with regard to EQAO assessments.
Trustee Scott requested that the alphabetical listing of items in 4.0 of Procedure PR. 583.CUR:
Student Evaluation - Elementary Students be corrected in the final version of the procedure.
Some trustees noted the importance of including a clear policy statement outlining the Board's
responsibility in communicating with parents with regard to student evaluation and achievement.
Trustee Scott moved the recommendation in the staff report, with the following addition:
THAT 4.1 (c) "communicate with parents to provide information about student performance in
relation to specific program outcomes /objectives and standards;" and 4.1 (b) "place, promote and
certify to fulfill the legal function of schools in the area of student placement and promotion;" of
Procedure PR. 583.CUR: Student Evaluation - Elementary Students, be added to 3.2 of Policy
P.083. CUR: Student Achievement and Evaluation.
Superintendent Mason agreed that these changes could be made to the policy.
On a motion by Trustee Graham, Policy P.083. CUR: Student Achievement and Evaluation was
referred back to staff for further review, to come to a future Education Committee meeting.
4. Parent Guide to French as a Second Language Programs
Your Committee had before it for consideration staff report No. 99 -278, seeking approval of a
series of revised pamphlets with regard to French as a Second Language programs in the OCDSB.
Some trustees expressed concern with regard to distributing the pamphlets in light of upcoming
possible school closures. Other trustees expressed concern that, as a group, they have not reached
consensus as to their expectations for these pamphlets.
Superintendent Mason noted that considerable time and effort have been spent in the creation and
revision of the fact sheets. He suggested that, in the interest of saving time at the meeting and having the
fact sheets distributed to parents as soon as possible, trustees e-mail their concerns to staff.
In response to a trustee's query, Betty Tait, OCASC noted that while OCASC would be pleased to
look at the fact sheets a second time, they provided input to staff at an earlier stage and that many of their
suggested changes have been included in this latest version.
** Trustee Graham assumed the Chair. **
Trustee Hill noted that there appear to be very few critical additional changes required and that
staff is capable of incorporating the few minor changes that trustees might still deem necessary before the
fact sheets are distributed.
Trustee Hill moved the recommendation in the staff report.
** Trustee Hill resumed the Chair. **
The motion was carried.
On a motion by Trustee Scott, your Committee therefore recommends:
Education Committee 4- 20 December 1999
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A. That the Parent Guide to French as a Second Language Programs pamphlets be approved.
B. That the distribution plan for the Parent Guide to French as a Second Language Programs
be approved.
C. That staff be requested to develop an announcement as outlined in 7 (iii) of staff report
No. 99 -278 and make it available to schools and families as required.
Note: The recommendation was approved by the Board at the 21 December meeting.
Superintendent Mason encouraged trustees and non - voting representatives to forward their
suggestions for further revisions to staff.
5. Changes to Program and Organizational Structures at Secondary Schools
Your Committee had before it for consideration staff report No. 99 -283 seeking approval for
program changes at Rideau High School and organizational changes at Brookfield High School and at
Glebe Collegiate Institute.
Superintendent Mason provided a brief overview of the report, noting that Rideau H.S. is seeking
to add a French Immersion program and Brookfield H.S. and Glebe Collegiate Institute are proposing that a
semestered system be implemented. The three schools were deemed by the Director's Council to have
made a successful case for the changes proposed. He noted that the start-up costs for the programs,
including textbooks, would be funded out of each school's existing budget.
In response to trustees' queries, staff reported that school principals decide on the distribution of
class sizes. They also noted that the implementation of these program and organizational changes should
not result in any staffing increases.
Trustee Chambers expressed concern that decisions made now with regard to introducing
programs and revising catchment areas will only have to be re- evaluated and possibly changed again as a
result of the school review process.
Staff noted that there is strong support for a French Immersion program at Rideau High School
and that if the program is implemented, the first year of the program will serve approximately twenty -two
students. This is a relatively small number of students to disrupt and direct to another program the
following year, if necessary.
A discussion ensued with regard to the late arrival of the Glebe Collegiate Institute application.
Superintendent Stollery reported that this is the second time that the high school has undergone this
application process and that the school council and school staff were able to extract relevant parts of the
previous application in completing their recent application.
In response to trustees' queries, Superintendent Stollery reported that there is a difference in the
attitudes of Grade 9 students and OAC students to the concept of semestering at Glebe. Bob Dagenais,
Principal, Glebe Collegiate Institute, based his decision to apply upon the feedback he received from the
school council, parents and students.
Some trustees expressed concern that, should semestering be implemented at Glebe, the first year
of students under the new model will experience a lack of course options in that they will be unable to
reach ahead in their programs. Other trustees expressed concern that special education students may not be
served as well in a semestered program.
In response to a trustee's query with regard to reducing the Lisgar Collegiate Institute boundary for
gifted students, staff reported that there has been no contemplation of this at the staff level.
Education Committee -5- 20 December 1999
** Trustee Graham assumed the Chair. **
In response to Trustee Hill's query with regard to Laurentian High School's application for a
French Immersion Program, Superintendent Stollery reported that the school staff approached senior staff
in May or June 1999 expressing their interest; however, the process did not get started in the school for a
variety of reasons internal to the school. She explained that there is a need to broaden the survey to obtain
feedback from parents and students who live outside of the designated Laurentian H.S. area. She also
reported that she has reviewed the application process with the school principal and has offered to work
with the school in bringing forward an application at a later time.
** Trustee Hill resumed the Chair. **
Trustee Lynn Scott moved the recommendation in the staff report.
Trustee Scott expressed pleasure that schools are showing initiative in revising their programs to
better suit their students' needs and expressed pleasure that the Board is taking steps towards ensuring a
balance of programs across the system.
Trustee Graham moved in amendment THAT the recommendation to add a French Immersion
Program to Rideau High School beginning in Grade 9 in 2000 -2001, be referred to the secondary school
review process to be conducted in 2000.
The amendment was defeated.
Trustee Scott requested that a separate vote be held on Part A. and B. of the recommendation.
Trustees who spoke in support of the motion noted that if Glebe Collegiate Institute is semestered,
the Board will have reduced students' choices to a single site if they do not wish to attend a semestered
school.
Trustees who opposed the recommendation noted that there will only be a few students disrupted
by the program and organizational changes and that this process has been delayed long enough already.
Part A. of the recommendation was defeated on a tie.
Part B. of the recommendation was carried.
On a motion by Trustee Scott, your Committee therefore recommends:
THAT BROOKFIELD HIGH SCHOOL AND GLEBE COLLEGIATE INSTITUTE BE
SEMESTERED BEGINNING IN 2000 -2001.
Board Member Motion, Trustee Chambers
Notice of motion having been given, Trustee Chambers moved as follows:
WHEREAS Regulation 298 Operation of Schools - General provides that
"Section 31
The maximum enrolment in a special education class shall depend upon the extent of the
exceptionalities of the pupils in the class and the special education services that are available to the
teacher, but in no case shall the enrolment in a self - contained class exceed,
(e) in an elementary school class for pupils who are gifted, twenty-five pupils"
Whereas this requirement limits the flexibility of the OCDSB in balancing the class sizes of its
programs for elementary gifted students as it does for other elementary classes;
Education Committee -6- 20 December 1999
THEREFORE BE IT RESOLVED
A. That the OCDSB write to the Minister of Education requesting that Section 31(e) of
Regulation 298 and such other Regulations or sections of The Education Act be amended
to permit school boards to vary the size of self- contained classes for elementary gifted
students within the parameters of requirements for average elementary class sizes as set
out in Section 170.1 of The Education Act;
B. That the OCDSB seek support from OPSOA and other school boards for this change; and
C. That the OCDSB proceed with staffing for its elementary self - contained gifted classes for
the 2000/2001 school year as if the Regulation had been changed
Speaking to the motion, Trustee Chambers noted that the regulation does not allow the OCDSB
flexibility in determining the size of congregated classrooms for the gifted.
Superintendent Mason reported that he requested a legal opinion from Janice McCoy, OCDSB
Legal Advisor and he proceeded to read from her written response. Ms. McCoy reported that the
requirements as set out in Regulation 298, Section 31 are legally binding on the Board. Part C of the
motion, if it were approved, would direct staff to proceed with staffing the gifted classes in anticipation of a
change to the regulation, rather than based upon current wording. In the event that the regulation is not
revised prior to the beginning of the 2000 -2001 school year, the Board would be in contravention of this
part of the regulation.
Trustee Graham requested that Janice McCoy's legal opinion be included in the Friday backup.
Trustee Graham requested from staff a list of congregated gifted classes in the system and the
number of students in each class.
Some trustees expressed their concern with regard to removing the cap on classroom size for
gifted students, and noted that gifted students are included under the special education classification in
order to protect their specialized needs.
Myrna Laurenceson, SEAC expressed concern that if the Ministry amends one aspect of the
regulation, this may result in a trickle down effect with respect to other exceptionalities.
Trustee Scott moved THAT the motion be referred to the Special Education Advisory Committee
for input.
The motion to refer was defeated on a tie vote.
Trustees agreed to vote separately on Part C. of the motion.
Parts A. and B. of the motion were defeated.
Part C. was deemed redundant without Part A. and B.
Trustee Chambers advised that he may bring the motion forward again at a later date.
7. Report on Visit to Edmonton Public Schools
Your Committee had before it for information staff report No. 99 -276 providing trustees with an
update on the visit to Edmonton, Alberta made by a team of OCDSB principals to examine several features
of the Edmonton school system, including schools of choice and site -based decision - making.
Education Committee -7- 20 December 1999
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Superintendent Mason provided a brief overview of the report and expressed his appreciation to
the staff members that accompanied him on his trip to investigate the Edmonton school system. He
expressed his high regard for the enthusiasm of Edmonton's central staff and his admiration of their highly
deserved public support.
Superintendent Mason highlighted a few key issues in the areas of staffing, variety of programs,
staff development, finance, administration and facilities.
In response to trustees' queries, the following additional points were raised:
• The role of principal in the Edmonton system is significantly different from that of Ontario
school principals. In the Edmonton system, principals are much more management- oriented,
sometimes hiring staff to manage their school budgets, as well as focusing more extensively
on fund- raising efforts than their Ontario counterparts.
• Professional development opportunities and staff evaluation processes do not appear to be
priorities in the Edmonton system.
• Ethnic inequities exist in the Edmonton system, but not necessarily due to inequities of budget
allocation. These imbalances may be due to a variety of other factors, including local
demographics.
• The Edmonton school system relies on a certain amount of revenue generated by fundraising,
including casino nights, as well as corporate donations.
Trustee Chambers noted that the Director is intending to bring a proposal to the Board with regard
to planning an internal conference with principals and trustees to explore the changing role of principals in
the OCDSB system.
In response to Trustee Chambers' query, Superintendent Mason reported that the Time Allocation
Model report will be presented to the Director's Council on 22 December 1999 and will be distributed to
principals and school councils after the Christmas break. It is expected that the Time Allocation Model
will be presented to the Education Committee at its 17 January 2000 meeting.
8. New Business
In response to a trustee's query with regard to the Ministry's deadline for the purchase of French
language texts, Superintendent Mason reported that the OCDSB had received $1.1 million for new texts to
support the new Grade 9 curriculum, at a rate of $200 per student. The Ministry recognized that the total
allocation to the Board was not intended to cover all the costs. The English texts were purchased from the
published lists by 25 June 1999. Those schools having French Immersion Programs set funds aside for the
purchase of French texts in mathematics, sciences and geography, which were available by October and
purchased at that time. He noted that, with respect to the French language texts, the Ministry- approved lists
were circulated on 9 December 1999 with a deadline to purchase before Christmas. Staff determined that
these texts were unsuitable for the French Immersion Program and principals decided to use the remaining
funds to support the other French Immersion Programs of mathematics, sciences and geography. The
French language curriculum will be supported by current resources, which will meet the expectations in
this area. As of 20 December, only $1800 of the total grant has not been used.
In response to trustees' queries, Superintendent Mason explained that the French language texts
were considered inappropriate for the Grade 9 curriculum as the texts were aimed at Grade 11 immersion
and francophone students. He also expressed the viewpoint that the Ministry- imposed timelines are
problematic in that the Ministry expects funds to be spent by a given time, but publishers are unable to
meet these deadlines.
Unanimous consent was given to consider the following motion by Trustee Chambers
Education Committee -8- 20 December 1999
Trustee Chambers moved:
THAT A LETTER BE FORWARDED TO THE MINISTRY OF EDUCATION WITH REGARD
TO THE PROCESS FOR THE ACQUISITION OF FRENCH LANGUAGE TEXTS, AND THE
M PORTANCE OF THIS ISSUE TO THE OCDSB.
The motion was carried.
The meeting adjourned at 10:50 p.m.
Patty Anne Hill, Chair
Education Committee
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Education Committee -9- 20 December 1999
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REPORT NO. 10
SPECIAL EDUCATION ADVISORY COMMITTEE
To: The Board Date: 1 December 1999
A meeting of the Special Education Advisory Committee was held in the Sir Robert Borden High
School Library, 131 Greenbank Road, Nepean, commencing at 7:45 p.m. with Myrna Laurenceson in the
Chair and the following in attendance:
Trustee Members: Jim Libbey and Sheryl MacDonald
Association Representatives: Peter Quinn (alternate), Association for Bright Children; Casey van der
Grient and Susanne Striegler (alternate), Autism Society of Ontario; Jane Naugler, Integration Action
Group; Shirley Todd - Deschamps (alternate), Learning Disabilities Association of Ottawa; Nancy Myers,
Ontario Association for Families with Children with Communication Disorders; Lamar Mason and Margot
Humphreys (alternate), Ottawa - Carleton Assembly of School Councils; Myrna Laurenceson, Ottawa -
Carleton Association for Persons with Developmental Disabilities; Colleen Hendrick, VIEWS for the
Visually Impaired; Kris McGarva, VOICE for Hearing Impaired Children.
Community Representatives: Evan Cooper, Bronwyn Funiciello, Debi Kirwan.
Staff: James Grieve, Director of Education; Katharine Saunders, Superintendent of Schools; Laura
McAlister, Principal, Special Education; Janice Sargent, Management, Policy & Planning Advisor; Eleanor
Thomas, Research Associate; Cheryl Thoms, Supervisor, Speech & Language Services; Dan Wiseman,
Chief of Social Work.
Non -Voting Representatives: Marilyn Engelbert, Council for Exceptional Children; Jacquie Hawken,
Ottawa - Carleton Elementary Teachers' Federation; Lynn Moran and Elizabeth Jurshevshi, Ontario
Secondary School Teachers' Federation; Terry Greatrix, Professional Student Services Personnel.
Also present: Steve Ardanaz and Diana Ardanaz, Sign Language Interpreters.
1. Call to Order
Myrna Laurenceson called the meeting to order at 7:45 p.m.
2. Aaroval of Agenda
The Chair noted that Trustee Scott was unable to make her presentation this evening. Trustee
Scott indicated that she would be pleased to report on her attendance at the Phi Delta Kappa International
Conference at either the 16 December special meeting or the 6 January meeting.
On a motion by Lamar Mason, the agenda was approved as amended.
3. Public Question Period
There were no questions from the public.
Special Education Advisory Committee -1- 1 December 1999
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4. Departmental Update
Laura McAlister reported that staff is actively involved with the implementation of secondary
school reform, placing an emphasis on support to secondary schools via workshops and dealing with
schools on a one to one basis.
Cheryl Thoms reported that Speech and Language Services staff is conducting assessments. She
noted that staff was fortunate in having Trustee Scott recently visit a kindergarten Headstart program.
Dan Wiseman reported that Social Services staff is currently focusing on issues around managing
behaviorally exceptional students and that itinerant educational assistants are now helping to manage
problems earlier, in home schools, in an effort to allow the student to remain in the regular classroom
setting. He also noted that staff is planning major initiatives with police around the issue of safe schools.
In response to a query from a member, Mr. Wiseman reported that a drug dog protocol has been
developed among the four district school boards, as part of each board's drug prevention strategies.
5. Chair's Report
The Chair welcomed Katharine Saunders, Superintendent of Schools to the meeting, as well as
Evan Cooper and Bronwyn Funiciello, recently appointed by the Board as Community Representatives.
The Chair also welcomed Lamar Mason as the OCASC representative and Margot Humphreys as
the OCASC alternate.
The Chair reported that she and Casey van der Grient attended the 24 November Chair's
Committee meeting to hear details of the Budget Forecast 2003 which presents a three -year budget forecast
for the OCDSB. The staff report outlining the implementation of the OCDSB Special Education Delivery
Model was also presented. She noted that the Budget Forecast format was presented in a very skilful
manner and that there were some positive aspects in the Special Education Delivery Model.
The Chair also reported that she attended the third Children at Risk Breakfast forum that day and
that it was a very interesting and worthwhile experience.
6. Review of Report No. 9, Special Education Advisory Committee, 3 November 1999
On a motion by Colleen Hendrick, the report was confirmed as presented.
There was no business arising from the 3 November 1999 minutes.
The Chair reported that while the motion with regard to the Community Representatives was dealt
with by the trustees at the 22 November Board meeting, the other motions have been deferred until the 13
December 1999 Board meeting.
7. Definitions of "advisory" - SEAC members' version & trustees' version
Your Committee had before it for information, staff report No. 99 -263 providing a variety of
dictionary definitions of "advisory" as a starting point for discussion of SEAC's role in the OCDSB,
specifically in terms of committee input to the budget process.
Janice Sargent introduced the report, noting that the dictionary definitions provide a consensus on
the generally accepted definition of "advisory" and she noted the importance of committees' providing a
clear and concise rationale along with their advice to the board. She also recognized the responsibility of
the Board in acknowledging the committee's input and ensuring that the committee feels that its collective
voice has been heard.
Special Education Advisory Committee -2- 1 December 1999
Trustee Libbey noted that if the Education Committee or the Board debate SEAC's advice or
recommendations, SEAC is given the opportunity to access the rationale for decision - making via the
recorded minutes of either meeting.
Several SEAC members noted the importance of receiving feedback from the Board in a timely
manner. Members also noted that in the current decision - making process, SEAC's ability to do its job is
undermined by being brought into the debate too late in the process. They expressed concern that often
their advice is directed to staff rather than trustees, and that their input is not valued or taken into account
by staff in their planning and decision - making. SEAC members reiterated the need for the Board to
reconceptualize its role and processes in working with committees, and noted that to ignore this important
issue would be to the detriment of special education students.
Director Grieve suggested that one of the most effective ways for SEAC to move through the
Board process is by sending concisely written, clear recommendations to Board via the Education
Committee.
Staff noted the importance of recognizing that sometimes staff, trustees and committees use terns
and titles that have different defmitions and connotations for each group. For example, SEAC refers to the
Board as including both trustees and staff, while staff use the term "Board" to refer to trustees only.
Trustees emphasized the importance of being proactive and that the Board would benefit from
receiving information, as well as advice, from SEAC. It was noted that the trustees would appreciate
receiving a brief description, perhaps in the form of a pamphlet, with regard to the role and mandate of each
association.
Discussion ensued with regard to SEAC providing background information to the Board and it
was agreed that staff would provide a template of questions to elicit information from each organization
with regard to its respective mandates and activities. The Chair noted that this exercise would be beneficial
to SEAC as a whole if it were to gain a better understanding of its member associations. SEAC member
groups could then better appreciate their commonalties and prioritize their goals.
It was also agreed by SEAC members, and supported by Director Grieve, that SEAC would
present at a regular February Board meeting, as a delegation, an overview of its associations and their foci.
Jacquie Hawken suggested that the presentation be videotaped for later use by trustees, staff and teachers.
The Chair requested that each SEAC representative submit in writing, to the January SEAC
meeting, a summary of their association's analysis of the budget forecast and the new special education
model. The group agreed that this compilation of reactions to the budget and special education model
would be very useful in preparing a presentation to the Board during budget deliberations in February.
8. SEAC Guiding Principles re: the Budget Process
The Chair noted that Folio 9 of the agenda package is an excerpt from SEAC's input to last year's
review of the 1999 Comprehensive Plan. She also noted that copies of the guiding principles, as
distributed at the last meeting, were available.
The Chair expressed her concern that the guiding principles reflect SEAC's priorities, especially in
light of the upcoming budget process.
A brief discussion ensued and it was agreed that the following concepts be reflected in the final
version of the Guiding Principles:
• Replace the word 'merely' with 'solely' in a).
Insert the concept of parental choice with regard to a range of programs and access to those
programs, as a) i.
Special Education Advisory Committee -3- 1 December 1999
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• Incorporate item 5., report No. 99 -263, "To be in a position to offer advice or to provide
advice upon request, a committee needs to have received in advance appropriate, clear,
relevant information." into Folio 8, item c).
A SEAC member noted that the issue of transparency should apply to Board decision - making and
ensuring that parents are provided with rationales for decisions made. Members also expressed concern
with regard to how decisions are made and noted the importance of receiving the rationale for those
decisions. They noted that the purpose of the guiding principles is to provide trustees with a framework
when making special education- related decisions.
It was suggested by a SEAC member that SEAC's mission statement should be included with the
updated guiding principles when circulated to SEAC members.
Debi Kirwan moved as follows:
THAT SEAC accept the guiding principles as amended and the mission statement as written, with
one revision: the addition of "informed" preceding "parental choice ", so that the mission statement
states:
To advocate for the best education for students with exceptionalities in accordance with informed
parental choice and the best interests of the child in order to enable students to reach their full
potential through a range of quality services.
The motion was carried
Update on Special Education/Student Services Review - Ouestionnaire
Your Committee had before it for information staff report No. 99 -257 providing information to
SEAC about the status of the Special Education/Student Services Review and seeking input on
questionnaires that are being developed to survey Special Education Resource Teachers (SERTs) and
Special Education Learning Centre (SELC) Teachers in elementary schools.
Laura McAlister noted that the questionnaires are designed to gather quantitative data from
SERTS and SELC teachers, and that a second survey will be circulated later in the 1999 -2000 school year
to question teachers about educational activities and student achievement, as well as soliciting their ideas
about special education program delivery. She also noted that every attempt is being made to add as little
extra work to the teachers' schedules during this busy time.
During discussion, SEAC members noted that:
• Item No.'s 7 and 8 of the questionnaire should elicit information with regard to autism
spectrum disorders as well as numbers of gifted students in the system.
• The phrase "this year" should be inserted in item No. 13 following "school" for the purpose of
clarification.
• It would be beneficial to include a section for additional comments.
In response to SEAC members' queries, staff reported that the survey was pre - tested with a team
of central teachers, who have had experience as SERTs, and they felt that the survey was feasible. They
also noted that gifted children have not been included as a focus, based upon the advice of the Advisory
Committee for Special Education and Student Services Review. Staff further noted that the second survey
will include a greater opportunity for teachers to offer more qualitative data, including the incorporation of
open -ended questions.
Laura McAlister reported that the survey will be sent to approximately 120 elementary schools.
She noted that Eleanor Thomas has been very involved in the development of this survey and will be
working to get feedback from the teachers.
Special Education Advisory Committee 4- 1 December 1999
31.
Nancy Myers noted that the anecdotal information so far, (the numbers of students, ages and
grades which some SELC classes are dealing with), seems to indicate that services are already stretched too
far. Ms. Myers cited specific examples of situations she was aware of where SELC support varied from
25% in one school to 45% in another and a 40 minute SELC class, which was made up of children in
Grades 1 to 8, covered Math and Language Arts simultaneously. It is also her understanding that the only
subjects which are being taught in SELCs are Math and Language Arts.
Ms. Myers requested that staff ask all of the elementary schools to provide a faxed copy of all
SELC schedules, broken down into blocks of time. She noted that an analysis of the schedules would
provide very useful information as to what support is being provided to special education students. She also
noted the importance of having this information prior to budget discussions to allow time for analysis.
Staff responded that while the SELC timetables could provide a'snapshof of the program
delivery, it could not provide an accurate picture, in that:
• During this busy time only a portion of the schedules would be provided;
• The allocations of special education SELC /SERT may change next year;
• The SELC timetable does not reflect all of the time that is allotted to each child given that
SERTs, EAs and other teachers are also delivering support;
• The SELC model does not equate to the ISA and many ISA II and III students are in
specialized placements.
SEAC members commented that because of the change in ISA definitions, the children's needs
were not necessarily easily correlated to ISA.
SEAC members reported that many parents are not cognizant of the actual number of hours of
support that their children are receiving and how to assess whether their children are receiving enough
program support to meet their needs.
In response to SEAC members' queries as to whether the survey will provide information with
regard to the total level of support, staff indicated that it may be possible to determine the global level of
support by assessing ISAs, by exceptionalities and factoring in other special education supports where
possible and appropriate. Staff agreed to provide this information at the January SEAC meeting.
10. Appointment of SEAC Representative & Alternate to OCDSB Budgetary Process
The Chair requested volunteers to attend and bring forward SEAC's concerns at the scheduled
OCDSB budget meetings in February/March.
Casey van der Grient was appointed the SEAC representative. Discussion ensued with regard to
the appointment of an alternate. It was agreed that the Chair would approach Jane Berman with regard to
her willingness to act as the SEAC alternate and that Nancy Myers would also consider accepting the
position.
11. Letter from the Minister of Education re: the Comprehensive Plan
The letter from Minister Ecker acknowledging receipt of the SEAC Chair's letter expressing
concern with regard to the OCDSB's Comprehensive Plan was presented to the Committee for information.
12. Letter from the Durham District School Board to the Minister of Education
The Chair noted that she is pleased to see SEACs across the province working for a common
purpose. She also noted that she recently received a copy of a letter from the Halton District School Board
Special Education Advisory Committee -5- 1 December 1999
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to the Minister of Education in support of OPSOA's position paper, as well as a copy of a letter from the
Upper Canada District School Board to the Minister with regard to the special education funding model.
Copies of the letters will be included in January's agenda package.
13. Letter from OCAPDD to OCDSB Director of Education
** Lamar Mason assumed the Chair. **
Myrna Laurenceson reported that on 16 November, in her capacity as Chair of the OCAPDD
Education Committee, she attended a Clifford Bowey School Council meeting consisting of board office
staff members, trustees, teachers, EAs, school administrative staff and parents. She reported that her letter
to the Director of Education highlights two significant issues that emerged at the meeting: the quality of the
special education program at the school and the safety of students, due to the staffing situation.
SEAC members expressed their concern that Crystal Bay and Clifford Bowey schools are
increasingly being treated as 'regular' schools and that the needs of the exceptional students are being
ignored. They also expressed concern that staff who call in sick are not automatically replaced by
occasional teachers.
Director Grieve reported that the principal of each school has sole responsibility for the school
budget for the allocation and replacement of absent teachers. He noted that at a recent meeting with
teachers, the issue of student safety was not flagged by the teachers as a serious concern. The Director
also noted that Clifford Bowey and Crystal Bay are staffed in a different manner from other schools, using
completely different student - teacher ratios.
Superintendent Saunders noted that resources are allocated very differently at both Clifford Bowey
and Crystal Bay. In response to a recent report from the schools that some students are being
disadvantaged in terms of program delivery, staff is working to address any inequities.
Myrna Laurenceson expressed concern that, given the upcoming inevitable budget cuts, these
schools will become warehouses or babysitting services for exceptional students, rather than centres of
learning and growth. She also noted that given the developmentally disabled population's greater
susceptibility to illness, it is logical that teachers and EAs will experience a greater use of sick leave. She
expressed concern that, because of the greater cost in replacing teachers and EAs of exceptional students
more frequently than regular classroom teachers, the perception has been created that the special education
program is shortchanging other programs and students.
Jacquie Hawken noted that although only eight days of sick leave per annum are funded, the
teacher collective agreement includes 20 days of sick leave.
Debi Kirwan noted that, according to parents' reports, Clifford Bowey was, in the past, 100%
staffed even when regular staff called in sick and that currently, this is not the case. She also noted that in
the past, Clifford Bowey student enrolment numbers were established in June, not in September as is the
current practice at Clifford Bowey and at other schools. She requested a report from staff as to who is
ultimately responsible for making and implementing these procedures.
A SEAC member suggested that each school council bring forward impact statements.
** Myrna Laurenceson resumed the Chair. **
14. Letter to the Ministry of Education re: OCDSB SEAC's Support of OPSOA's Position Paper
The Chair noted that a copy of the letter was faxed to all Ontario SEACs and that as noted earlier
under item No. 12, it is a pleasure to see evidence of Ontario SEACs working together to voice their
Special Education Advisory Committee -6- 1 December 1999
concerns with regard to the special education model and their support of the recommendations contained in
OPSOA's recently released position paper.
15. New Business
Director Grieve reported that the Board is in the process of examining the Religious Holy Days
calendar and has recognized that 5 January 2000 is one of three Sikh holy days. SEAC members agreed
that the 5 January meeting would be re- scheduled to Thursday, 6 January.
16. Date of Next Meeting - Thursday. 16 December 1999
Copies of the budget forecast and the Implementation of the Special Education Delivery Model
report were distributed to members.
The Chair announced that a special meeting is scheduled on 16 December 1999 at 7:30 p.m. to
discuss the budget forecast and special education model. In the interests of ensuring a quorum, she
requested that SEAC members contact Kim Young, Committee Coordinator if they are unable to attend the
meeting.
17. Video Presentation of Children at Risk Breakfast Forums
The Chair offered to show the videos after the meeting adjourned, to anyone interested in staying
to view them. Dan Wiseman also offered to lend the videos to SEAC members should they wish to borrow
them for viewing at a later time.
The meeting adjourned at 10:45 p.m.
Myrna Laurenceson, Chair,
Special Education Advisory Committee
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