special education advisory committee monday, march 27 ... - march 27, 2017.pdf · teaching...

Peel District • School Board ~

AGENDA

Special Education Advisory Committee

Monday, March 27, 2017 7:00p.m.

Brampton Room

PEEL DISTRICT SCHOOL BOARD

Special Education Advisory Committee Meeting

AGENDA

Monday, March 27, 2017

OPEN SESSION

1. Call to Order 1.1 Approval of Agenda

2. Declaration of Conflict of Interest

3. Minutes

Brampton Room

7:00p.m.

3.1 Special Education Advisory Committee Meeting February 21, 2017

4. Chair's Request for Written Questions from Committee Members

5. Notices of Motion and Petitions

6. Delegations

7. Ministry and Board Policy Review

8. Program Review 8.1 Advancing Equity and Inclusion in the Peel District School Board: A Study of

Teaching Assistant Staffing Practices in Special Education

9. Reports from Officials and Staff/Department Work Plan Review 9.1 Superintendent's Report - oral 9.2 Update and Addendum to the "Parkholme School: Supporting Students with

Developmental Disabilities at the Secondary Level in Inclusive and Enabling Environments" report

9.3 Special Education Plan Development- Section C: Intellectual - Developmental Disability

9.4 Budget Consultation

10. Communications - for Action or Receipt 10.1 Letter from Kelly Smigielski, SEAC Chair and Michelle Griepsma, Chair of the

Board, PVNC Catholic DSB to Honourable Mitzie Hunter Re: Special Education Funding Formula

11. Response of Administration to Former Questions

12. Reports from Representatives on Councils/Associations

13. Questions asked of and by Committee Members

14. Public Question Period

15. Adjournment

February 21, 2017 Special Education Advisory Committee: If

1 3.1


Minutes of a meeting of the Special Education Advisory Committee of the Peel District School Board, held in the Brampton Room, the H. J. A. Brown Education Centre, 5650 Hurontario Street, Mississauga, Ontario on Tuesday, February 21, 2017 at 19:00 hours.

Members present:

Shelley Foster, VOICE for Hearing Impaired Children, Chair Barbara Byers, Fragile X Research Foundation of Canada Nancy Bratkovic, Canadian Mental Health Association, Peel Branch David Green, Trustee Karen Kennedy, Association for Bright Children, Peel Chapter Jennifer Knight, Easter Seals Ontario Sue Lawton, Trustee, Vice-Chair Nancy Leaton, Autism Ontario, Peel Chapter Suzanne Nurse, Trustee Carol Ogilvie, Learning Disabilities Association of Peel Region Carol Oitment, Tourette Syndrome Association of Ontario Dorothy Peddie, FASworld Canada, Peel Chapter Ann Smith, Brampton-Caledon Community Living Mary Wright, Peel Caring Network for Challenged Kids

Members absent:

Wes McDonald, VIEWS for the Visually Impaired

Also present:

Michelle Anderson, Peel Principals and Vice-Principals Association Karen Del Ben, Educational Resource Facilitators of Peel Karen Hobbins, Peel Association of Secondary School Principals Rod Marijan, Peel Elementary Occasional Teachers Kathy McDonald, Trustee Daniele Roch, Peel Elementary Teachers' Local

Administration:

Ted Byers, Superintendent of Special Education Support Services (Executive Member)

Lorelei Fernandes, Board Reporter

1. Approval of Agenda

SE-16, moved by Nancy Leaton, that the agenda, be approved.

. ............. carried

February 21, 2017 2 Special Education Advisory Committee: If

2. Conflict of Interest

There were no declarations of conflict of interest.

3. Minutes of the Special Education Advisory Committee Meeting, January 17,2017

SE-17, moved by Carol Oitment, that the Minutes of the Special Education Advisory Committee Meeting of January 17, 2017, be approved.

. ............. carried

4. Advancing Equity and Inclusion in the Peel District School Board: A Study of Teaching Assistant Staffing Practices in Special Education

Superintendent of Special Education Support Services, Ted Byers, recalled that Lindy Zaretsky, of Reaching Education Solutions Inc., was commissioned to undertake a study into current staffing practices for Special Needs Teaching Assistants (TAs). Noting that the document includes an executive summary, an action plan, and a report on the study, he advised that the focus of the research was based on three key quality standards of sufficiency, efficiency, and effectiveness, and that fifty elementary schools and ten secondary schools had participated in the research. Superintendent Byers listed the five themes of the study as: system communication; allocation categories and criteria; pedagogy and curriculum and instruction for Kindergarten-Grade 12; Full Day Kindergarten (FDK); and collaborative learning teams and respectful workplaces. He drew attention to key findings in the report, emerging from the five themes, and the proposed recommendations.

Sharing a brief history of the timeline for the study, Superintendent Byers advised that following a review of the report by the Director's Office, superintendents of education, and a team of special education staff last Fall, an action plan has been developed. Reviewing a chart which outlined tasks to be carried out in three phases, he listed the tasks in the first phase, which included: developing practices and protocol aligned with the Board's guiding principles for equitable and inclusive education; curriculum and resources for students; job embedded classroom supports; use of current bank of augmentative applications such as laptops and technology; professional development for TAs and collaborative learning teams; training for principals and vice-principals on efficient scheduling. He stated that phase two of the plan is focused on program and establishing writing teams to develop instructional designs linked to students interests, coaching in FDK setting, school audits, and adjusting criteria to move from diagnosis to indicators of special needs. Ted Byers added that phase three of the action plan will involve reviewing the role of Behaviour Teaching Assistants (BTAs), re-examine structures and processes, deployment of staff, and possible barriers to providing support. He indicated his intention to form a Steering Committee to prepare a report highlighting the work planned. This Committee will be representative of the different groups impacted by the study.

February 21, 2017 3 Special Education Advisory Committee: If

4. Advancing Equity and Inclusion In the Peel District School Board: A Study of Teaching Assistant Staffing Practices in Special Education (Continued)

In response to a member who indicated the need for more time to review the study in detail and consult with her association, Ted Byers invited Committee members to communicate with their respective associations and provide feedback. He offered to bring back this report to the next two SEAC meetings to gather input from associations. Ted Byers highlighted a statement in the report which indicates that, addressing the challenges of effectiveness and efficiency may impact the perception that there are not enough TAs for special needs in the board. Further comments and questions of clarification responded to included: a three-year timeframe for the work planned in phases; inconsistent use of technologies; increasing collaboration between teachers and TAs; shifting away from individual student case load towards whole school assignments will require professional development and cross training. Members speaking expressed appreciation for the report.

SE-18, moved by Ann Smith, that the report re Advancing Equity and Inclusion in the Peel District School Board: A Study of Teaching Assistant Staffing Practices in Special Education, be received.

. ............. carried

5. Superintendent's Report

Superintendent Byers thanked Maureen Mackay, Coordinator for Student Well Being, and staff, for establishing a Mental Health Advisory Committee, which has representation from various employee groups and members of the Mental Health Steering Committee. He advised that partner agencies will be invited to join this Committee and expressed interest in inclusion of one or two SEAC members. Ted Byers stated that the Committee has mapped out system priorities and five priority teams have been created; however, a forum to include student and parent voices will need to be developed, and work will begin in spring. An email will be sent inviting SEAC members to participate in this Committee.

Recalling a report that was brought to the Regular Meeting of the Board on January 24, 2017, regarding Parkholme School and supporting students with Developmental Disabilities (DD) at the secondary level, Ted Byers provided background information on the plan to increase satellite classes for the DD program in mainstream schools in Brampton and decoupling of staff. He proposed that the report be brought back to SEAC in March 2017 for discussions on the Parkholme School plan. A member expressed appreciation for the DD·R program and suggested that the information and resources be made available to all parents.

Ted Byers provided an update report on the suicide prevention and intervention program and commended the significant work done by Maureen Mackay and staff towards professional development, awareness, and support of mental health issues.

SE-19, moved by Dorothy Peddie, that the Superintendent's Report (oral), be received .

.............. carried

February 21, 2017 4 Special Education Advisory Committee:lf

6. Special Education Plan Development - Section C: Service Delivery Models by Exceptionality -Intellectual: Mild Intellectual Disability

Using PowerPoint slides, Special Programs Coordinator, Nora Green, and Special Education Coordinators, Tracy Bardell, and Sharon Cook, reviewed the report and presented information on service delivery for students identified with Mild Intellectual Disability (MID) at elementary and secondary levels. It was noted that the Ministry has determined a maximum of 1 0 students per class for primary and junior classes and 14 students for intermediate level. Sharon Cook stated that options for secondary students who have MID include, accommodation in the home school, general learning strategies, or vocational programming. The administration responded to members' questions of clarification regarding: whether the regular class provides more academic instruction as opposed to a General Learning Disability (GLD) class where life skills are taught; whether the curriculum is taught in LD classes; observation sessions are held as a team to facilitate full discussion on the student; writing skills support and use of writing tools and technology; assessment strategies match instructional strategies.

SE-20, moved by Mary Wright, that the report re Special Education Plan Development -Section C: Service Delivery Models by Exceptionality -Intellectual: Mild Intellectual Disability, be received.

. ............. carried

7. Special Education Plan - Update

Superintendent Byers recollected that work on the Special Education Plan began last year and a web page was developed, for which a link was provided. Using a PowerPoint presentation, Nora Green and Tracy Bardell navigated through the updated web page and demonstrated the format for displaying the content. They explained how the information has been organized based on feedback received from SEAC members and they advised that interactive diagrams and links to specific exceptionalities will be added as the work progresses. Members were invited to email staff with questions and feedback. Suggestions included, adding a button to return to the top of the page and an addendum listing the locations with special education classes. Members speaking showed appreciation for the work done.

SE-21, moved by Dorothy Peddie, that the update report re Special Education Plan, be received.

.. ............ carried

8. Letter from Barbara McCool, SEAC Chair, Nipissing-Parry Sound Catholic District School Board to Honourable Mitzie Hunter re Special Education Funding Formula

SE-22, moved by Carol Oitment, that the Letter from Barbara McCool, SEAC Chair, Nipissing-Parry Sound Catholic District School Board to Honourable Mitzie Hunter re Special Education Funding Formula, be received.

.. ............ carried

February 21, 2017 5 Special Education Advisory Committee:lf

9. Question Period

Carol Ogilvie asked about an update report on accessibility standards. Trustee Lawton will follow up with Cindy Francis, Manager of Abilities, Wellness and Attendance.

Jennifer Knight inquired about alternate curriculum and whether the information will be shared with SEAC members. Superintendent Byers will follow up and bring back information.

Dorothy Peddie advised that she will be attending the International Fetal Alcohol Syndrome Disorder Conference at the University of British Columbia, on February 28, 2017. She will bring back resources.

Carol Ogilvie advised that the 161h Annual Parent Conference will be held on Saturday, April 1, 2017 at Mississauga Secondary School and she inquired whether SEAC will have a display table. It was noted that Barbara Cyr usually coordinates collection of resources for the display table.

Chair Foster advised that a fund raising skating event was organized at a local arena on the past weekend, to raise funds for Voice for Hearing Impaired Children. She thanked Trustee Green for chairing the last SEAC meeting and encouraged SEAC members to approach Peel's special education staff to ask questions.

10. Public Question Period

There were no public questions.

11. Adjournment

SE-23, moved by Mary Wright, that the meeting adjourn (20:40 hours).

carried

........................................................ Chair ..................................................... Secretary

7

Peel District School Board 8.1 Special Education Advisory Committee March 27, 2017

Advancing Equity and Inclusion in the Peel District School Board: A Study of Teaching Assistants Staffing Practices in Special Education

Recommendation:

It is recommended that this report be received

Background:

At the February 2017 SEAC meeting, the report "Advancing Equity and Inclusion in the Peel District School Board: A Study of Teaching Assistant Staffing Practices in Special Education", prepared by external researcher Dr. Lindy Zaretsky, was tabled for receipt, in addition to the draft Action Plan for implementation.

Following some initial discussion of the report's findings and recommendations and the Action Plan, the decision was made to schedule time on the March SEAC agenda (and potentially further SEAC agendas as needed) for further questions.

Submitted by: Ted Byers, Superintendent of Special Education Support Services

9


Update and Addendum to the "Parkholme School: Supporting Students with Developmental Disabilities at the Secondary Level in Inclusive and Enabling Environments Report"

Recommendation:

It is recommended that this report be received.

Background:

The following report and recommendations were approved at the Regular Meeting of the Board on January 24, 2017.

1. It is recommended that the following portion of Resolution No. 15-67, pertaining to Parkholme School: Supporting Students with Developmental Disabilities at the Secondary Level in Inclusive and Enabling Environments, be rescinded:

"Part 6.3. That, in 2017-2018, three classes move from Parkholme School to Brampton Centennial Secondary School." (See Appendix)

2. In September 2017, three classes move from Parkholme School to Jean Augustine Secondary School.

3. In September 2018, one of the three satellite classes currently at Brampton Centennial be relocated to Jean Augustine Secondary School.

Prepared by:

Ted Byers, Superintendent of Special Education Support Services Ana Lia Pauchulo, Coordinating Principal Special Programs

Submitted by:

Ted Byers, Superintendent of Special Education Support Services

10

Background

The following recommendations were among those approved by the Board on February 24, 2015, as part of the report "Parkholme School: Supporting Students with Developmental Disabilities at the Secondary Level in Inclusive and Enabling Environments".

1. In 2015-2016, three classes move from Parkholme School to Harold Brathwaite Secondary school.

2. In 2016-2017, two classes move from Parkholme School to Harold Brathwaite Secondary school, two classes move from Mayfield Secondary School to Sandalwood Secondary School and two classes move from Parkholme School to Brampton Centennial Secondary School.

3. No sooner than 2017-2018, all satellite and resource classes associated with Parkholme and Applewood Schools will begin a phased approach to convert to district programs.

While we refer to this report as the "Parkholme Plan", the decoupling and professional development initiatives apply equally to the satellite classes of Applewood School in Mississauga.

Implementation Update

The relocation of classes has begun to occur in phases. To date:

• The two satellite classes previously located at Mayfield Secondary School were relocated to Sandalwood Heights Secondary School, as of September 2016. Together with the existing satellite class, this created a hub of three classes in total at Sandalwood Heights.

• Three classes were relocated from Parkholme School to Harold Brathwaite Secondary School in September 2015. Two additional classes from Parkholme School were relocated to Harold Brathwaite Secondary School in September 2016. Together with the existing Resource class, this created a hub of six classes at Harold Brathwaite.

• Two classes from Parkholme School were relocated to Brampton Centennial Secondary School in September 2016. Together with the existing satellite class, this created a hub of three classes.

• Renovations were completed at both Harold Brathwaite Secondary School and Sandalwood Heights Secondary School in order to support these classes, including renovated classroom spaces and washrooms.

11

New Site Consideration: Jean Augustine Secondary School

The February 2015 Parkholme Plan recommended that a further three Parkholme School classes be relocated to Brampton Centennial Secondary School for September 2017, creating a hub with a total of six classes. However, enrolment pressures at Brampton Centennial, which have emerged with the relocation of a French Immersion program to that school, in addition to increased growth in the school's boundary area, suggests that the school would not have capacity to accommodate the additional three classes.

Therefore, it is recommended that the three Parkholme classes be relocated to Jean Augustine Secondary School in September 2017, rather than to Brampton Centennial Secondary School.

Decoupling phases realignment

Secondary schools with one or two satellite classes have been clustered into groups, based on geographical proximity, for staffing purposes. Therefore, it is sensible that these clusters of schools decouple their staff from the main site (Parkholme or Applewood Schools) at the same time. The following revised schedule for decoupling reflects the clustered groups of schools.

Parkholme School Class Locations and Decoupling Phases

School Classes

PHASE 1 Harold Brathwaite SS 5* September 2017 Sandalwood Heights SS 3

PHASE 2 Brampton Centennial SS 2 September 2018 Jean Augustine SS 4

PHASE 3 Bramalea SS 1 September 2019 Chinguacousy SS 1

Heart Lake SS 1 Central Peel SS 1

* Harold Brathwaite also has 1 Resource Class, currently already part of the Harold Brathwaite staffing (i.e. already decoupled)

12

Applewood School Class Locations and Decoupling Phases

School Classes

PHASE 1 Applewood Heights SS 1 September 2017 Port Credit SS 1

Woodlands SS 1

PHASE 2 John Fraser SS 1 September 2018 Rick Hansen SS 1

Meadowvale SS 1

Transition Programs

Currently, Parkholme and Applewood students attend a Transition Program upon turning 19 years of age. This is a two-year program with a focus on supporting students in their transition to either a work placement or community living, depending on their need.

Applewood School transition programs take place at the main site. Parkholme School transition programs have up to 5 transition classes at the main site, 3 at Central Peel Secondary School, and 1 at North Park Secondary School.

As satellite classes are decoupled, the following considerations must be made as students in those classes reach the appropriate age to transfer to a transition program:

• The number of students of the age to attend a Transition program may be very small at a former satellite site, therefore making it difficult to develop a program there.

• Transition programs include Co-Op and other work experience components, and an assessment of the staffing at the current satellite sites would need to be undertaken to determine if it is sufficient to meet the program needs of the Transition students.

Therefore it is recommended that a separate review of the Transition Program take place in the near future. Until this review is completed, Transition Programs at Central Peel Secondary School and North Park Secondary School, including staff, remain part of Parkholme School. A transfer to the transition programs at Parkholme and Applewood will continue to be the pathway for 19-year old students in any decoupled class.

13 Appendix


Regular Meeting of the Board January 24, 2017

Rescission of Part of Resolution No. 15-67 re Parkholme School: Supporting Students with Developmental Disabilities at the Secondary Level in Inclusive and Enabling Environments

Recommendation:

It is recommended that the following portion of Resolution No. 15-67, pertaining to Parkholme School: Supporting Students with Developmental Disabilities at the Secondary Level in Inclusive and Enabling Environments, be rescinded:

"Part 6.3. That, in 2017-2018, three classes move from Parkholme School to Brampton Centennial Secondary School."

(Note: A simple majority vote is required.)

Background:

At the February 24, 2015 Regular Meeting of the Board (In Committee), the Board approved administrative recommendations pertaining to opportunities to relieve accommodation pressures experienced at Parkholme School, and to align with the Board's practice of inclusion for students with developmental disabilities.

The Plan recommended that a further three Parkholme classes be relocated to Brampton Centennial Secondary School for September 2017, creating a hub with a total of six classes. However, enrolment pressures at Brampton Centennial Secondary School, which have emerged with the relocation of a French Immersion program to that school, in addition to increased growth in the school's boundary area suggests that the school would not have the capacity to accommodate the additional classes.

Prepared and Submitted by:

Ted Byers Superintendent of Special Education Support Services

15


Special Education Plan Development:

Section C: Service Delivery Models by Exceptionality

Recommendation:


Backgrou~d:

Section C of the Special Education Plan identifies the service delivery model for special education services and programs by exceptionality. When students are referred to the Identification, Placement and Review Committee (I PAC), they can be identified with an exceptionality in one of five areas:

• Behaviour • Communication • Intellectual • Physical • Multiple

Following such an identification, students may be offered placement in a particular program, or may receive support in mainstream settings.

This report is part of a series of reports to SEAC on the criteria that would be considered by an I PAC in identifying a student with an exceptionality, and the nature of the services and supports that would flow from the identification, in both contained class and mainstream settings.

This report focuses on one specific identification within the Intellectual categoryDevelopmental Disability. The attached pages provide definitions and service delivery models for this identification.


ELEMENTARY INTELLECTUAL: DEVELOPMENTAL DISABILITY

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19


Budget Consultation

Recommendation:


Background:

The Peel District School Board is seeking input from staff, parents, students and community members to help determine budget priorities for the 2017-18 school year. To support this public budget consultation, we will collect input using an online survey posted at www.peelschools.org/BUDGET- deadline for submissions is March 31, 2017.

Included with this report is the board's consultation awareness plan that outlines how we will share the survey internally with staff and students, and externally with parents and community members. Also included is a Facebook and website posting.


21

BUDGET CONSULTATION Peel District • School Board ......_,

CAMPAIGN AWARENESS PLAN

March/ April 2017

! Budget Consultation Content outlines budget process, Post link to Budget lntemaf and Site/survey I spotlight on home including what portion of the budget Consultation page external posted by : page of the Intranet is subject to input (not salary and shared on audiences- March 6, 2017 ! and peelschools.org benefits). Facebook and staff, parents,

Twitter students, Deadline to Content outlines ways staff. parents, community respond to students and community members Pin Facebook post, members survey is can provide input: send multiple March 31,

• Online survey- opens March 6, tweets 2017 2017, deadline March 31, 2017

• Delegations at a Board Meetings Use Delegations -• School Council Consultation # PDSBbudget20 17

1 April 1 2, April

Guide - reviewed at March in all tweets 25, May9, School Council meetings or input 2017 collected electronically and submitted by Chair on behalf of

School Council council. Input provided through

meetings-online survey.

March 2017

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peefschoofs.org audiences

Link from Spotlight section of home page to Budget Consultation page

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22

Peel District • School Board ......._,

Let's Talk: Provide input on the Peel District School Board's 2017-18 budget priorities

The Peel District School Board has a long history of fiscal responsibility, focused on a mission to inspire success, confidence and hope in each student. Through the effective use of resources to enhance student achievement, the board is able support the needs of all learners in an efficient and sustainable manner.

To guide the Peel board in the development of its 2017-18 school year budget, trustees are seeking input from staff, parents, students and community members. We'd like to hear from you about what you see as budget priorities for the upcoming school year.

To provide input, individuals may: • delegate the board at Regular Meetings of the Board on April12, April 25 or May 9, 2017

• provide input through your School Council. Please contact your School Council chair to find out when budget consultation will be discussed at an upcoming meeting or if input will be collected electronically.

• complete a brief, online survey at www.peelschools.org/BUDGET by March 31, 2017

Before you provide input, you may choose to refer to resources available on the Peel board website at www.peelschools.org/BUDGET

23

Peel District School Board 10.1

Special Education Advisory Committee March 27, 2017

Letter to Honourable Mitzie Hunter from Kelly Smigielski, SEAC Chair and Michelle Griepsma, Chair of the Board, PVNC Catholic DSB

Recommendation:

It is recommended that this letter be received.


l

PETER L ROACH

CATHOLIC EDUCATION

CENTRE

MAR U 3 2017

February 27, 2017

Honourable Mitzie Hunter Minister of Education 22nd Floor, Mowat Block 900 Bay Street Toronto, ON M7A 1L2

Dear Minister Hunter:

On behalf of the Peterborough Victoria Northumberland and Clarington Catholic District School Board (PVNC) and its Special Education Advisory Committee (SEAC) we are writing in support of recent letters which you have received from other SEAC committees in the province, regarding overall reduction in the Special Education Funding formula, in particular, reductions to the Special Education High Needs Amount (HNA). These reductions to funding over time have negatively impacted our students with special education needs.

With the introduction of the new funding model in 2014, which replaced the HNAwith the Differentiated Special Needs Amount (DSENA), there has been a significant redistribution of funding between boards in the province, and a resulting serious decline in the funding supporting special needs students in PVNC. Incorporating this funding reduction over the past three years has strained the services available for our students at a time when not only our enrolment is increasing, but the incidences of student needs are increasing as well. Faced with implementing the final year of funding reduction for 2017-18, our options and choices will mean loss of teaching and support staff. ·

In order to maximize our diminished human resources, we provide our teachers with professional learning in differentiated instruction rather than hire more Special Education Resource Teachers (SERTS). We provide our teaching and support staff with professional learning in self-regulation and applied behavioural analysis (ABA) rather than hiring more specialized education assistants, such as Autism Spectrum Disorder Workers (ASDWs). Rather than hire more Educational Assistants (EAs), we have demanding criteria under which EAs are allocated to schools, based on medical and safety needs predominantly. Reductions in central staff, such as psychometrists, speech-language pathologists, social workers and special educational consultants will compromise the much needed support to classroom teachers and school administrators which ensures that student achievement and well-being standards for our special needs students are maintained or enhanced.

1

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26

While we have been diligent in applying for Special Incidence Portion (SIP) funding wherever possible, this funding does not cover the cost of intensive supports for our students. Therefore we, as do many districts in the province, are obliged to used General Student Needs (GSN) grants to supplement the enveloped Special Education funding in an amount which exceeds the per pupil allotment which high needs students would generate in GSN funding.

Further, our geographic circumstances add a level of complexity and cost to servicing our special need students. Not only are the costs to transport special needs students across significant distances in specialized transportation a challenge for us, but we also pay significant mileage costs to our central staff to service the students and support our school staff in their professional capacities.

Lastly, a reduction in funding exposes our board to greater risk of liability under the Ontario Human Rights Legislation, vis a vis our duty to accommodate, but with fewer and fewer resources. All of our OHRC cases have been related to special education. The reality of the increasing prevalence of Human Rights complaints in general, and the accompanying costs incurred by districts to defend against these allegations, is another reason why district budgets cannot be reduced.

We respectfully request that the Ministry review the high needs (DSENA) portion of the Special Education funding calculation in light of the challenges which we have been facing, and thereby waive the requirement to implement the final year of the reductions to our funding allocation.

Thank you in advance for your consideration of our concerns.

Sincerely,

r

~14J4l· Kelly Smigielski Chair of the PVNC SEAC Committee

Cc: Han. Jeff Leal, MPP, Peterborough Granville Anderson, MPP, Durham Lou Rinaldi, MPP, Northumberland- Quinte West Laurie Scott, MPP, Haliburton- Kawartha Lakes- Brock Bruce Rodrigues, Deputy Minister of Education

Michelle Griepsma Chair of the Board

Martyn Beckett, Assistant Deputy Minister, Learning and Curriculum Division Ontario District School Board SEACs

2

special education advisory committee monday, march 27 ... - march 27, 2017.pdf · teaching...

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