INCLUSION
Issue Update March 2005
Inclusion
Objectives & Actions
4.1
Assigned
Start Date
Completed
To
Date
To create a more efficient and effective service delivery model for students with exceptionalities.
4.1.1. Develop a template for a student and school needs
profile.
John Astephen
May, 2004
March,
2005
4.1.2 Develop a template defining the supports and
resources that will address the student and school
needs profile.
John Astephen
September,
2004
In Progress
4.1.3 Develop a protocol for the referral team that will
make recommendations regarding support for
students with exceptionalities.
4.1.4 Develop a data management component that will
facilitate the assessment and delivery of supports for
students with exceptionalities.
John Astephen
September,
2004
In Progress
John
March 2005
In Progress
4.1.5 Develop a protocol to support facility and
transportation accommodations for all
exceptionalities.
John
March 2005
In Progress
Comments
Draft templates were piloted in
the spring of 2004 in Riverview,
Malcolm Munroe and Sydney
River
Elementary
schools.
Human Resources & Student
Services staff met to develop final
draft of template to be used for
2005-2006 staffing.
Draft template ready. Will meet
with committee of principals in
March 2005, for input. To be used
in 2005-2006 staffing.
H.R. and Student Services staff
are reviewing and revising a draft
protocol
Hard copy templates will be used
to gather data in spring 2005.
Data will then be entered as data
management
component
is
completed. Target is to have
electronic version of templates
ready for 2006-2007 staffing.
Facility
and
transportation
accommodations are part of
templates described in 1.1 and 1.2
above. Templates yet to be shared
with transportation and operations
staff. Draft protocol to be
developed in collaboration with
transportation and operations
staff.
4.2
To identify educational professionals required to deliver current and projected programs and services.
4.2.1 Review how our professional services are currently
delivered to students with exceptionalities in our
Board
John
September
2004
4.3.1 Create a team around each area of exceptionality to
support schools and parents.
4.3.2 Maximize the use of information technology to
enhance access to professional development.
John Astephen
David Brennick
John Astephen
David Brennick
Rick Simm
Sept. 2004
Met with Speech Language
Pathologists and Educational
Psychologists,
surveyed
professional services and reported
same to Education Committee.
4.2.2 Identify the gaps in professional services to children
John
September
September In recent years, as a result of
with exceptionalities in our Board in relationship to
David B
2004
2004
targeted funding from the DOE
the Special Education Implementation Report.
(Core Professional Services and
Learning for Life), we have added
two
Speech
Language
Pathologists and saw reduction of
6 FTE’s in Resource/Learning
Centre teachers. Gaps remain in
the
following
areas:
Resource/L.C. teachers 18.7
FTE’s, SLP’s – 1.2 FTE’s, School
Psychologists - .5 FTE’s, Student
Services Administration – 1.35
FTE’s.
4.2.3 Investigate a variety of ways to deliver professional
John Astephen
September
In Progress Two
Speech
Language
services to students with exceptionalities.
David Brennick
2004
Pathologists piloted a program of
non-traditional speech support for
students with special needs from
September to December 2004.
Revised the pilot in January 2005.
4.3 To provide appropriate professional development for staff and parents in relationship to programming for students with exceptionalities
Sept. 2004
February
2005
Preliminary discussions only.
In progress
Co-teaching team working with
DOE to develop co-teaching
video to support PD for schools
within our Board and throughout
the province. Our Lead Team is
working on a module on writing
effective IPP’s that will be
available on disc as well as on our
website to assist schools with site
based PD.
4.3.3 Support staff and parents who require and request
additional support around specific exceptionalities.
4.4
John Astephen
David Brennick
September
2004
In Progress
Professional staff provide support
in
Picture
Exchange
Communications Systems and
TEEACH method of providing
structured work systems for
teachers, T.A.’s and parents
working with students with ASD
and other exceptionalities.
Continue to communicate and
collaborate with EIIS, All Kids
and local day cares to identify
new primary students with special
needs transitioning to school.
Continue to communicate and
collaborate with Child and
Adolescent Services Community
Services in identifying and
providing support for students
with special needs.
The
Provincial
Transition
Planning Committee identified a
need for a comprehensive
directory of resources which will
support transition planning within
the jurisdictions of the eight
provincial school boards. At a
meeting held on March 23, 2005,
the committee recommended that
the idea of the compilation of a
resource inventory to support
transition planning be submitted
to Provincial CAYAC (Child &
Youth Action Committee) for
consideration.
See Above
Create and implement procedures and protocols to enhance interagency collaboration.
4.4.1 Identify the needs that exist for children and youth in
terms of interagency collaboration
David Brennick
John Astephen
September
2004
In Progress
4.4.2 Identify the agencies in the community that could
provide support for students with exceptionalities.
David Brennick
John Astephen
March 2005
In Progress
4.4.3
David Brennick
Jim MacNeil
March 2005
In Progress
Create and maintain and up-to-date database listing
all local agencies and appropriate websites.
4.5
To review programming options (LD, Steps to Success, Challenge for Excellence) for students with exceptionalities.
4.5.1 Identify programs and the geographical area the
programs serve in the Cape Breton-Victoria Regional
School Board.
John
David
September
2004
4.5.2 Develop a database to describe programs and the
population served.
John Astephen
David Brennick
Jim MacNeil
John Astephen
David Brennick
March 2005
4.5.3 Develop a protocol where necessary adjustments of
programming options can be made.
4.6
March 2005
In Progress
Identified a need in the Glace
Bay/New Waterford area for a
program to support students in
junior high with extensive
behavioral difficulties and started
a Steps to Success Program at
B.E.C. Additional programs are
required in greater Sydney area
and on the Northside.
Preliminary discussions only.
In progress
This is being addressed through
the review and revision of
Student Services policies.
Liz Mahoney was placed at
25%FTE in Sept. 03 and in Sept.
04, this assignment increased to
80% FTE.
Team
trained
and
now
functioning.
Team members
carry out initial assessment and
bring back a recommendation.
Protocol completed in January
2004 – protocol communicated to
stakeholders and now functioning
well.
To support students with exceptionalities in accessing the school curriculum.
4.6.1 Identify a staff person to implement and coordinate
activities to ensure the appropriate use of assistive
technology.
Rick Simm
Liz Mahoney
Sept. 2003
Sept. 2004
4.6.2 Train a regional team in the use of assistive
technology.
Rick Simm
Liz Mahoney
Sept. 2003
Dec. 2003
4.6.3 Develop a protocol through which students of the
Cape Breton-Victoria Regional School Board acquire
assistive technology.
Rick Simm
Liz Mahoney
Dec. 2003
Jan. 2004