Special Education Advisory Committee
October 15, 2008
A meeting of the Special Education Advisory Committee was held in the Board Room at the Limestone Education Centre, 220 Portsmouth Avenue, Kingston, on Wednesday, October 15, 2008, at 7:00 p.m.
Elaine Crawford, Co-Chair
Donna Abbink, Community-to-Work Facilitator
Marg Akey, Supervising Principal
Kristin Check, School-to-Community Coordinator
Scot Gillam, Principal, Educational Services
Darlene Kirkpatrick, Recording Secretary
Rob Pearson, Vice-Principal, Educational Services
Pat Warren-Chaplin, Superintendent of Education
Kathy Bennett, Community Living Kingston
Nadine Carson, Epilepsy Kingston
Pat Dudley, Alternate Member of Learning Disabilities Assocation of Kignston
John Freeman, Member-at-Large (Queen's University)
Pat LaLonde, Autism Society
Paula Murray, Trustee
Nicholas Kaduck, Parents for Children’s Mental Health
Winton Roberts, Community Living-North Frontenac
Brad Shoniker, Member-at-Large
Charlene Whalen, Family & Children's Services, Lennox and Addington
Jane Etherington, Literacy Instructor
The meeting was chaired by Kathy Bennett, who welcomed those present to the meeting.
Approval of the Agenda
MOVED BY John Freeman, seconded by Pat LaLonde, that the agenda, as distributed, be approved.–Carried
Approval of Minutes
MOVED BY Pat LaLonde, seconded by Nadine Carson, that the minutes of the September 24, 2008 meeting, as distributed, be approved.–Carried
Overview of School-to-Community Program
Kristin Check distributed copies of the School-to-Community Services in Limestone District School Board brochure. She provided an overview of the School-to-Community program, noting that the School-to-Community is committed to the principle of inclusive education:
• learning in a regular class setting in a community school with age appropriate peers
• developing and implementing programs in partnership with home, school, and community
• providing appropriate placement, support and services to maximize success and independence
Ms. Check reviewed the Transition to School for Students with Special Education Needs chart.
Ms. Check reviewed information regarding the criteria for support from the School-to-Community Program, noting that the community school determines that a student presents with the following information and then consults with the School-to-Community Coordinator after receiving support through School-to-Community Services:
• Cognitive Assessment documenting a full scale IQ score at or below the first percentile, IPRC – Area of Exceptionality Development Disability
• Adaptive Functioning Assessment documenting domains significantly below chronological peers (Communication, Socialization, Daily Living, Motor Skills)
• Speech and Language Assessment documenting severe expressive and receptive communication needs
• Achievement Assessment (i.e. Brigance) documenting achievement significantly below chronological peers
• Classroom Observation/Evidence (i.e portfolio/work samples) documenting a need for a highly modified program.
Ms. Check advised that in developing and delivering programming, Educational Services staff always consider that students have:
• A wide range of personal goals;
• A wide range of learning strengths, needs and abilities
• The need for an individualized program designed with their intellectual impairment, current academic and adaptive functioning skills in mind.
Ms. Check reviewed the following information:
Elementary SCS Model
• on-site and itinerant schools
• strive for each student to be registered in community school as first option
• students integrated into regular classes for varying amounts of time (individualized, based on needs)
• activities are adapted and supports are provided as needed and available (outlined in IEP)
• SCS itinerant or on-site teacher helps to develop, coordinate and implement program in conjunction with classroom teacher, and SST
• Educational Assistant may assist with the implementation of the program in a shared support environment
Secondary SCS Model
• All but one secondary school has at least one on-site SCS teacher
• Students participate in their community school, based on their individual needs
• Students program may consist of:
• Ministry courses with modified curriculum
• K courses (non-credit)
• Functional Academics
• Supported work
• Personal life management
• Courses emphasizing community awareness skills, pre-vocational skills
• Meaningful transition to the community is a primary focus of the final years.
School-to-Community Report Card
• Modeled after provincial report card
• Elementary and secondary versions
• Effort based
• Clear and concise anecdotal comments linked to IEP
• May include alternative program areas (Communication, Social Skills, Behaviour, Daily Living Skills, Motor Skills)
LDSB SCS Team
Kristin Check, Coordinator
Donna Abbink, Transition Planning Coordinator
Cathy Hudson, Student Support Counselor
Jennifer St. Onge, Speech Language Pathologist
School-to-Community Team Supports
• Referral process
• IEP/Programming consultation
• Development of plans
• Problem solving
Ms. Check reviewed the following information:
Facilitating the use of effective strategies to assist in the following areas:
• Communication skills
• Independence/daily living skills
• Transitions and attentional difficulties
• Social skills
• Reducing challenging behaviours
• Functional academic skills
• Motor Skills
• Sensory needs
Ms. Check stated that the goal is to integrate program areas to promote independence.
Efficient and effective system wide information sharing
• Providing professional development
• SCS Curriculum Council
• Ongoing effort to maintain awareness of current research and best practices
• Team involvement with community agencies and organizations
• Maintaining a School-to-Community Conference on the First Class e-mail system
Wide Variety of Supports
• Classroom Teachers
• School Administrators
• School-to-Community Teachers (on-site, itinerant)
• Student Support Teachers, Learning Program Support
• Educational Assistants
• District School-to-Community Team
• Principal of Special Education
In response to a question, Ms. Check stated that students can stay at school until the age of 21 years. She said that the after a student graduates from Grade 12, but decides to stay at high school until the age of 21, the student continues to work on the goals in his/her IEP. The student may have cooperative education opportunities, or workplace opportunities in the building. Ms. Check indicated that there is a Transitions Program at KCVI for students aged 18 to 21 years. She said that there are some things happening at the post secondary level. She indicated that each student has a personal plan outlining where they would like to be in the future.
Ms. Bennett commented that the new report card is a very valuable advancement the Board provides for students.
Ms. Bennett thanked Ms. Check for providing the above-noted information.
Mr. Gillam introduced Donna Abbink, Community-to-Work Facilitator.
Ms. Abbink provided an overview of Transition Planning, noting that she, as Transition Planning Coordinator, provides vital services to all students with developmental disabilities living in Frontenac, Lennox & Addington Counties who are attending School-to-Community Services Programs in the LDSB. She said that some of the services are extended to Algonquin and Lakeshore Catholic District Board in the above-noted counties.
Ms. Abbink provided a summary of the services offered, as follows:
School-to-Community Services Students Entering Secondary School from Elementary School
Meetings, when appropriate, are set up with parents and elementary staff to explain the process for the student moving onto secondary school. Tours and meeting with the school staff of the appropriate secondary school(s) are set up for parents.
School-to-Community Services Students Transitioning from Secondary School to Adult Life in the Community
• A multi-year comprehensive transition planning process is coordinated that builds a holistic vision of the future after the student moves from secondary school to the community as an adult.
• This transition process starts at age 14 and continues to age 21. The transition planning meetings involve the student, his/her family, school staff, plus community agencies and representatives.
• This plan explores those areas in a student’s life that will be important for adult life in the community. For example, employment opportunities, post secondary education, living situation, recreation, transportation, income and long-term life planning.
• An Individual Transition Plan is developed, tailored and revised at least one a year for each student.
• A lead Development Services Agency is chosen to continue this transition/life planning post school.
“Life Beyond School” Parent/Student Information Sessions
“Bridge”: Working with Ministry of Community & Social Services representatives, Developmental Services Agencies plus other community agencies and programs.
Transition Planning Resource: resource to elementary and secondary school staff, parents and community agencies, upon request, for students with special needs (other than School-to-Community) that require a more comprehensive transition plan to life as a young adult.
Ms. Abbink reported that the Transition Planning Coordinator position is a financial partnership with Limestone District School Board, Frontenac and Lennox and Addington Development Service Agencies, Algonquin and Lakeshore Catholic District School Board, plus a Ministry of Community and Social Services grant.
Ms. Abbink reviewed the Stages for Transition Planning, as follows:
Elementary to Secondary School, Transition Planning begins at ages 13-14
• Transition Planning Coordinator Role
• Updates Transition List of students who would be eligible to move onto secondary (September)
• Transitions Planning Coordinator and School-to-Community Coordinator discuss possible secondary school site for the student (September)
• Contacts elementary school to arrange meeting with parents/guardians and school staff to discuss student’s transition to secondary school (September)
• Meet with parents at the elementary school (Fall)
• Set up tour of secondary school(s) for parents and family members (Fall & Winter)
• Contact secondary school, School-to-Community Services, Resource Teachers for meeting and tour
• Accompany parents and family members to secondary visit
• Follow up with elementary, secondary School-to-Community Services staff and parents/guardians
• School-to-Community Resource Teacher Role
• Contact parents/guardians to start discussion regarding transition to secondary school
• Set up transition to secondary school meeting at elementary school with appropriate school staff, parents/guardians and agency representatives
• Plan with Transition Coordinator tour of appropriate secondary school
• Attend the transition planning meeting at elementary school
• When a decision is reached with parents after tour(s) of secondary school site(s), student personal visits to classroom are set up before September of next school year with School-to-Community School secondary staff
• Filling out Student Profile and provide School-to-Community School Services secondary staff with information and programming for student
Ms. Abbink stated that going from secondary school into adulthood is a totally different world in adult services. We are helping to prepare the student for that bigger change. She said that for our School-to-Community students we now look at what they do during the day, and what they would like to do after their post secondary education. Ms. Abbink reported that St. Lawrence College and Loyalist College now offer an opportunity for School-to-Community students who want to have a college experience. She said that a two year program is being developed for September 2009. Ms. Abbink stated that each family has their own dynamics of what is important to them. She said that once the student and his/her family provide information, a plan is developed if funding
is provided, and an alternate plan is developed if no funding is provided. Ms. Abbink stated that she works closely with the Developmental Services Agencies.
Ms. Abbink stated that there is a Transitions template that is used in the Counties of Frontenac, Lennox and Addington, Prince Edward and Hastings so that there is a similar approach.
Ms. Abbink provided an overview of the School-to-Community Transitions Program at KCVI.. She said that an IEP is developed for each student based on his/her educational strengths and needs. The IEP also contains a description of the plan to transition to post-secondary education, apprenticeship programs, the workplace, and community living.
Ms. Abbink noted that the key goals of the Transition Program are to support students as they develop:
• employment skills
• life skills
• personal transportation skills
• social skills
• leisure skills
• personal fitness and healthy lifestyle skills
• maturity and independence skills
• continuing education and/or training goals
Ms. Bennett spoke of her daughter’s experience in the Transition Program at KCVI, noting that it has been a wonderful experience for her. She also thanked Ms. Abbink for providing information about the program.
Mr. Gillam introduced Jane Etherington, Literacy Instructor of the Essential Skills Program.
Ms. Etherington stated that the Essential Skills Programs picks up for those students in the 19-25 years of age category. She said that the program is funded by the Ministry of Training, Colleges and Universities.
Ms. Etherington reported that the program runs for a shorter school year, ending two weeks earlier than the regular school year. She said that most of her referrals come from Ms. Abbink, and the referrals come from other agencies.
Ms. Etherington stated that this year she has nine students, noting that two of the students are attending the program on a part-time basis. She said that a full-time students attends the program four out of five days each week. She said that her part-time students attend part-time for a number of different reasons, but mostly because they have jobs. She displayed pictures of some of the students in their working environments.
Ms. Etherington stated that the program is a two-year program, although she has offered a third year to those students who have a full-time job or are attending on a part-time basis.
Ms. Etherington reported that the specific goals are: employment, independence and education training.
Ms. Etherington reviewed the procedures for the client application process, noting the following aspects:
• Pre-screening: information regarding the program is available for interested clients to review. This details the intake process and speaks to the parameters of the program;
• Program Visit(s): interested clients are invited to visit the program and meet the instructor and students. Ideally, up to three visits should take place from February to June, prior to September enrolment;
• Meeting and discussion with program instructor, and other relevant people that are currently involved with the client (e.g. community support worker, teacher, parent/guardian)
• Client Assessment: The instructor undertakes an individual client assessment;
• Client Programming: Upon acceptance into the program, the instructor will develop a training program/schedule for the client.
Ms. Etherington reviewed the parameters and criteria for the program, noting that in order to have a successful experience for all clients in the program, it is important that the following intake criteria be met:
• appropriate adult deportment;
• must have skills to act as a team player;
• between the ages of 19-21 years;
• ability to independently participate in community and workplace activities;
• minimum LBS Levels 1-2 (Primary/Junior Levels);
• capacity to attend program on a full-time basis, i.e. no less than 80% of program time (considerations are given to work/volunteer commitments or other activities in the community);
• must be committed to personal development within the context of the program.
Ms. Etherington circulated a newspaper article regarding the play “Romeo and Juliet” in which students from the program in the Limestone Players Troupe were involved.
Ms. Etherington provided information about the life skills she teaches.
In response to a question, Ms. Etherington stated that no one has ever been refused the program unless they did not fit in with other students. However, she tries to accommodate students in this situation. She said that there is no cost to the program, and there is a transportation allowance. She also said that parents are expected to contribute toward field trip costs.
Mr. Gillam thanked Ms. Etherington for attending this evening’s meeting to provide an overview of the Essential Skills Program, and he presented her with a gift.
Ms. Etherington thanked the Committee for inviting her to the meeting, and for the gift.
Educational Services Update
Mr. Gillam provided and Educational Services Update, as follows:
• Itinerant Special Education Teacher (Safe Schools programming for students on suspensions, etc.) – interviews completed, announcement soon
• Secondary Autism Teacher – interviews next week (LCVI)
• Clinical Consultant Position – interviews later this month
• 1.5 Additional Attendance Counselors in system
• 3.0 Student Support Counsellors to fill
• Elementary and secondary staffing completed (for now)
• Autism Curriculum Council – initial meeting held October 15, 2008
• Secondary Teachers
• Geneva Symposium
• Pathways Training – January-May – Loughborough PS, Holy Name, NAEC, LCVI and Westdale Park PS
• Topics – Motivation and Reinforcement, Functions of Behaviour, Shaping & Chaining, Prompting & Fading, and Anxiety
• Train the Trainers – JoAnne Payne, Lynn Rousseau, Krishna Burra – Level 1
• Traumatic Events Systems Training – November 13 and14 – Administration and Community Partners
• Safety Audit Development – Teachers, Educational Assistants of District Behaviour Programs, Alternative Programs and Adult Education Programs – October 27, 2008
• LDSB Community Threat Assessment Protocol Advisory Committee – Kingston Police, OPP, CFB Kingston, Lennox and Addington Family and Children’s Services, Hotel Dieu/KGH, Youth Justice and Probation, Kingston Fire and Rescue, etc. – November 12, 2008
• Special Guests – Niagara Region Police
• Kevin Cameron will be attending
• Phase 1 completed – roll out of new template
• Phase 2 discussions underway – improve our ability to identify, write and measure specific tasks for student learning
• Hazel MacDonald – IEP training for Occasional Teachers
• OPA – Promising Practice
• Webinars – next one on October 27, 2008
• SST/LPS Course – begins October 22, 2008
• Geneva Symposium
• Cochlear Implant Workshop – Sick Kids – October 24, 2008
• Sound Skills Training for Kindergarten teachers – Monday-Wednesday
Ms. Akey arrived at the meeting.
Behaviour Management Systems
• Replace CPI
• Re-certification took place last week at Limestone Education Centre
• School Trainings – completed or upcoming – Loughborough, Westdale Park, Collins Bay, Rideau Heights, First Avenue Public Schools, NAEC
• Training available for administrators
• LD Support Program – information will provided to schools next week
Kathy Bennett thanked Mr. Gillam for his update.
EQAO Results (Primary-Junior 2008)
Superintendent Warren-Chaplin stated that Senior Staff are encouraged by the Board’s EQAO results, noting that they are especially pleased with the performance of our students with special needs.
Superintendent Warren-Chaplin reviewed the EQAO Results for the 2008 Primary (Grades 1-3) and Junior (Grades 4-6) Assessments in Reading Writing and Mathematics. She reviewed the Percentage of All Students at or Above the Provincial Standard (Levels 3 and 4), 2007-2008; Grade 3 Results Over Time; LDSB Grade 6 Results Over Time; Grade 3 Gender: Board vs. Province; Grade 6 Gender: Board vs. Province.
Superintendent Warren-Chaplin reported that our results showed that we were slightly below the provincial standard in Reading at the Grade 3 level, and a bit below in Writing and Mathematics. She said that at the Grade 6 level, our results indicate that we are a bit behind the province in Reading, Writing and Mathematics.
Superintendent Warren-Chaplin stated that the percentage of Grade 6 students achieving the provincial standard in all subjects has increased, and a higher percentage of these students have met the standard in Reading and Writing since they wrote the Grade 3 provincial assessment in 2005.
Superintendent Warren-Chaplin advised that of the students eligible to write the assessment, the proportion of Grade 6 students who met or exceeded the provincial standard increased by one percentage point to 63% in Reading, increased by nine percentage points to 62% in Writing, and increased by three percentage points to 54% in Mathematics. In Grade 3, the percentage of all eligible students who achieved the provincial standard was 57% in Reading, 59% in Writing, and 63% in Mathematics.
Superintendent Warren-Chaplin advised that in 2008, of the participating Grade 3 students (excluding students who were absent or exempt), 61% scored at or above the provincial standard of level 3 in Reading, 63% in Writing and 67% in Mathematics. Of the participating Grade 6 students, 67% scored at or above the provincial standard in Reading, 66% in Writing, and 58% in Mathematics.
Superintendent Warren-Chaplin reviewed the following information:
Students with Special Needs At or Above the Provincial Standard (Excluding Gifted)
• 2007-2008 Provincial Grade 3
• Reading – 25%
• Writing – 37%
• Mathematics – 35%
• 2007-2008 LDSB Grade 3
• Reading – 25%
• Writing – 44%
• Mathematics – 38%
• 2007-2008 Provincial Grade 6
• Reading – 27%
• Writing – 28%
• Mathematics – 23%
• 2007-2008 LDSB Grade 6
• Reading – 30%
• Writing – 35%
• Mathematics – 23%
Superintendent Warren-Chaplin reviewed the Areas to Celebrate and Extend for 2007-2008 for LDSB, as follows:
• Reduced gender gaps in achievement in Grade 6 Reading and Writing
• The achievements of our exceptional students are to be celebrated
• Grade 3
• Continue efforts with focused attention on Reading and Writing through Board-wide strategies, e.g. Elementary Literacy Coach, Networking of Communities of Schools
• Grade 6
• Continue efforts with focused attention on Reading, Writing and Mathematics through Board-wide strategies, e.g. Pilot Projects in Families of Schools for Breakthrough Math, Networking Communities of Schools
Superintendent Warren-Chaplin reviewed the key dates. She reviewed the next steps, as follows:
• Elementary teachers in division teams in schools analyzed school EQAO results on the September 19th PA Day in order to expand their capacity building activities.
• Elementary administrators and teachers identified strategies to promote increased achievement and incorporate these into their school improvement plans.
• The Elementary Program Team will continue to support Board-wide strategies in Reading and Mathematics and build on the success in Grade 6 Writing through implementation of High Yield Strategies.
• The Elementary Literacy Coach will work closely with the Elementary Program Team and School Effectiveness Lead Principal to examine school specific strengths and areas requiring additional support in order to tailor support to match individual site needs.
Ontario Secondary School Literacy Test (OSSLT) Results
Superintendent Warren-Chaplin reviewed the highlights of the 2008 Ontario Secondary School Literacy Test (OSSLT). She reviewed the demographic information, noting that we have a higher percentage of special needs students and a higher percentage of students enrolled in the Applied and Locally Developed Programs.
Superintendent Warren-Chaplin reviewed the Results Over Time: 2003-2008 and the OSSLT Results for First-Time Eligible Students, March 2008.
EQAO Grade 9 Math Assessment Results
Superintendent Warren-Chaplin reviewed the Demographic Information, as follows:
• Number: 493
• Female: 45%
• Male: 55%
• First semester: 50%
• Second semester: 48%
• Full Year: 2%
• ESL: 1%
• Special needs: 37%
• Number: 966
• Female: 53%
• Male: 47%
• First semester: 45%
• Second semester: 54%
• Full Year: 2%
• ESL: 2%
• Special needs: 9%
Superintendent Warren-Chaplin reviewed the Results Over Time: 2003-2008 FTE, showing the Board results over time for the percentage of fully participating successful students, along with the Provincial results.
Superintendent Warren-Chaplin reviewed the Percentage of All Students at or Above the Provincial Standard (Levels 3 and 4) Over Time, for the Applied Program, showing the results for the Board and Province. She also reviewed the Applied Results Over Time for the percentage of all students in the Applied Mathematics Program at All Levels for the Board.
Superintendent Warren-Chaplin reviewed the Applied Results over Time for the percentage of students in the Applied Mathematics at all levels in the Board. She also reviewed the results for students with special needs (excluding gifted) for the Grade 9 Applied Mathematics Program, 2007-2008.
Superintendent Warren-Chaplin reviewed the results in Academic Mathematics, 2003-2008 for both the Board and Province. She also reviewed the Academic Results Over Time showing the percentage of all students in Academic Mathematics Program at all Levels for the Board.
Superintendent Warren-Chaplin reviewed the Grade 9 Academic Mathematics Program, 2007-2008 results for students with special needs (excluding gifted), and the Grade 9 Results Over Time.
Superintendent Warren-Chaplin reviewed the following areas that should be acknowledged:
• Improved achievement in Grade 9 Mathematics;
• Reduced gender gaps in Grade 9 Applied Mathematics; and
• The achievements of our exceptional students are to be celebrated.
Superintendent Warren-Chaplin reviewed the EQAO Mathematics Assessment Results, indicating that Grade 9 Mathematics results have improved in each of the past three years in both Applied and Academic Mathematics. This year a much higher percentage of girls in Applied Mathematics reached the standard as we continue to reduce the gender gap in performance. She advised that the Board will focus on sustaining the gains made, and continue to work collaboratively with our teachers and administrators to further increase achievement, particularly in Applied Mathematics.
Superintendent Warren-Chaplin reviewed the next steps, as follows:
• Secondary Math Action Teams & Language Literacy Teams will analyze the results for each school – (achievement & anecdotal) to inform instructional strategies;
• Mathematical Literacy Coach will support teachers in Mathematics instruction and assessment in Grades 7-9 in select schools;
• Continue with Breakthrough Math in Family of Schools groupings;
• Creation of Language Literacy Instruction Focus Team (LLIFT) for select family of schools to support the implementation of high yield strategies;
• Targeted Language Literacy coaching at the secondary level; and
• Continue with Summer Literacy Camps and Language Literacy Tutors.
Superintendent Warren-Chaplin advised of Key Dates, as follows:
• September 17 – Provincial, Board and school results released publicly by EQAO
• September 22-26 – Schools receive Individual Student Reports (ISRs); Additional reports released to schools to support school improvement planning
• October/November – Principals will share EQAO results with School Councils
Ms. Bennett thanked Superintendent Warren-Chaplin for providing highlights of the EQAO Primary and Junior Assessments, and for providing information about the OSSLT Results and the EQAO Mathematics Results.
Mr. Freeman withdrew from the meeting.
There was no correspondence.
Learning Disabilities Association of Kingston
Pat Dudley advised that LDAK will be running a two week workshop for parents who want to help their elementary child who is struggling with reading. She said that the first session will be held on Wednesday, October 29, 2008 for parents of Kindergarten to Grade 1 students and the second session will be held Wednesday, November 5, 2008 for parents of Grade 2 and older students. The speaker is Paul Dier. The sessions will be held at McArthur Hall, Queen’s University, from 7 p.m. until 9 p.m. and the fee is $5 per person or $8 per couple per session.
Pat Dudley advised that a workshop, “Yakity-Yak, Don’t Talk Back!”, will be held on Saturday, October 25, 2008, at St. Lawrence College, from 9 a.m. until 12 noon. The keynote speaker is Dr. Kevin Nugent, Child and Adolescent Psychiatrist, who will present an approach to understanding and dealing with children who are severely oppositional and defiant.
Pat LaLonde advised that October is Autism Awareness Month. She advised that a family support meeting is being held on October 21, 2008 at 6:30 p.m. at Kingston Mental Health.
Pat LaLonde advised that a family has organized a Halloween fundraiser in support of Special Olympics Canada, Kingston. The event will take place n Saturday, October 25, 2008, at Myles Acres, 1560 Abbey Dawn Road, Kingston, from 10 a.m. until 4 p.m. for families. Activities and attractions include: silent auction, clowns, vendor craft stalls, face painting, pony rides and more. An adults only Halloween dance will be held from 8 p.m. until 1 a.m. Tickets are $15 each or $25 per couple.
Jane Etherington advised that the Limestone Community Education site is having an Open House on November 6 from 10 a.m. until 2 p.m., noting that some of the programs offered will be highlighted. She said that the students in the Essential Skills Program will be sharing what they do. She advised that the ESL students will be holding a multi-cultural fair on that day.
Marg Akey advised that she had attended an OPA meeting in Toronto, and that she will share information about the information presented at that meeting at a future SEAC meeting.
Kathy Bennett thanked the above-noted people for their updates. She also thanked this evening’s guest speakers for giving such informative presentations.
Next Meeting Date
The next meeting of the Special Education Advisory Committee is scheduled for Wednesday, November 19, 2008, at 7:00 p.m. at the Limestone Education Centre. Mr. Midwood will speak to Student Success.
The location of the December 10, 2008 SEAC meeting is to be determined. It was noted that Director Hunter would like to attend the December meeting.
MOVED BY Pat LaLonde, seconded by Pat Dudley, that the meeting adjourn at 9:00 p.m.–Carried