Minutes of the Special Education Advisory Committee Meeting (SEAC) Board Room, 570 West Hunt Club Road May 18, 2016, 7:00 p.m.

ATTENDANCE Chairperson:

Hélène Lapointe-Jérome, Chair, Ontario Association for Families of Children with Communication Disorders

Trustees:

Sandra Moore Mark Mullan (teleconference)

Committee:

Chantal Demers, Down Syndrome Association Helen McRobbie, VIEWS Blind/Low Vision Natasha Ell Saunders, (Alternate) Autism Ontario John Johnson, Brain Injury Association, Ottawa Valley Mira Yasiri (Alternate) ABC

Administration:

Steve McCabe, Superintendent, Leading and Learning Lynne Coletti, Principal, Special Education & Student Services Colleen Beanish, Coordinator, Special Education & Student Services

Members Absent:

Trustee Spencer Warren Mary Donaghy, Superintendent, Special Education Cathy Miedema, ABC – Assoc. For Bright Children of Ontario Scott Campbell, (Alternate) VIEWS Blind/Low Vision Kimberly Easy, FASD Fetal Alcohol Spectrum Disorder Group of Ottawa Joanne Mayne (Alternate) Down Syndrome Association Mick Kitor, Autism Ontario

Guests:

Board of Trustees Chairperson, Elaine McMahon Michael O’Riordan, Behaviour Consultant, Special Education Traci Clarke, Learning Disabilities Assoc. (SEAC Member consideration)

Recording: Betty Poaps, Executive Assistant, Special Education ___________________________________________________________________________ 1.

CALL TO ORDER The meeting was called to order at 7:12 p.m.

2. PRAYER/REFLECTION: Supt. Steve McCabe 3. ROLL CALL: Chair welcomed Supt. Steve McCabe, attending in Supt. Donaghy’s absence 4. APPROVAL OF AGENDA MOTION: Moved by Trustee Moore, seconded by Chantal Demers THAT the Agenda, be approved. CARRIED

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5. APPROVAL OF MINUTES MOTION: Moved by Trustee Moore, seconded by Helen McRobbie THAT the Minutes be approved. CARRIED 6. PRESENTATION: CPI Intervention (Michael O’Riordan, Behaviour Consultant, Special Education Department) • • • • • • • •

History of CPI and its evolution Implementation of CPI across geography and facilities Two-day training program; pre and post tests are given Four stages to development of a crisis (Crisis Development/Behaviour Levels): o (1) anxiety (2) defensive (3) acting out and (4) tension reduction ....and four steps to staff response (Staff Attitudes/Approaches): o (1) supportive (2) directive (3) non-violent physical crisis intervention and (4) therapeutic rapport Integrated experience: student behaviour impacts staff behaviour and vice versa Philosophy based on care, welfare, safety and security Members participated in a quick exercise to illustrate a level 1 learning skill based on concept of personal space and offered observations

Q&A: Natasha: Children with autism typically don’t understand social cues - have a fear of loud person, raised voices, another student being shouted at; staff need to be aware • We need to be careful of how individual students react, what his/her base point is. Helen McRobbie: What is the process for recording antecedent behaviour and consequences? • Always request data on what is setting off and maintaining the behaviour, leading to certain interventions. Records his own data on assessment and observation.. Helen: What happens before the Behaviour Consultant gets involved? What is the expectation of the classroom teacher to record this data? • Explained the Intervention Checklist that is followed, involving three steps through which data is recorded on behaviour, steps taken/interventions made, before Behaviour Consultant is called in. Colleen: Do you (Helen) mean is there a standard form to be used for collection of data? Helen: Is there a standard pertaining to when / how data should be recorded? It’s a shame if data is not recorded regularly so history of antecedent behaviours and consequences are accessible to others when a behaviour happens. • Colleen: Data should always be recorded (i.e. through Intervention Checklist) but there is no specific way in which teachers must record data as it depends on individual situations - what type of information will be recorded differs. There is no requirement that everyone uses the same type of data collection device.

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Helen: It seems some of the antecedent behaviour/consequence forms are pulled out a little too late and some of the behaviours have already reached significant levels. • Things are getting better over the years; more efficient data is being taken and referred to. Trustee Moore: Have dealt through these levels, as a parent. How do staff de-stress (through the therapeutic rapport).. unwind, not take it back with them..... ? • Part of the CPI training involves rational detachment. A myriad of factors impact behaviour – most students don’t intentionally act out to cause stress to others, i.e. environmental factors that trigger behaviours. Three forms of stress reduction are reviewed during training: how to de-stress on the job, how to de-stress outside of the job, and how to de-stress while in a crisis. Another consideration of CPI, is the development of a Crisis Response Team in each school. Since Teachers College has moved to 2-year program, CPI training has been, or will be implemented, as part of program. Trustee Moore: Does CPI teach new skills as the child progresses? Does it help move their behaviours along as they age (so student doesn’t have to rely on being physically aggressive, for example)? • The curriculum of CPI teaches a process to determine what skills are lagging in a particular individual and how we can teach up to replace the aggression, physical anxiety or verbal threats. It takes a broader assessment and CPI teaches the process to figure out all of this. It doesn’t always fit for all crises; each has its own individual makeup. • Colleen: A great thing about CPI is all the work that is done in learning how to prevent a crisis. What can we do, as staff, to prevent us getting to the level of crisis? Once Behaviour Consultants are involved, they are developing a plan; they are working collaboratively with other staff, e.g. psychologist, on how to get these skills in place. Natasha: How does one trigger getting a Behaviour Consultant involved? Does something have to have happened? Is it the classroom teacher? • Colleen: There is a referral process - the classroom teacher is expected to put some things in place in his/her classroom first; they then go the next level of accessing other staff, most commonly the resource teacher and the school administrator, to try to work out a plan, and then if the student is struggling, a referral will be made to the Behaviour Consultant. A form from the school and a Parental Consent Form is required. An exception to this process would be if a student with a significant behavioural history transfers from another Board to ours, the teacher is not expected to start at stage one. Natasha: How many students are receiving these types of services at any one time in the Board? (i.e. Behavioural referral) What is the wait list like? •

Approximately 350 on an annual basis are utilizing Behaviour Consultants through referral. There is a very short wait list, often as quickly as one week (could be 6-8 months if not deemed urgent).

Natasha: What is a typical scenario? • Will request current data, come in at least two or three times at different times of the day to capture the child’s schedule or, if behaviour seems to be occurring in one class only,

4 will visit that one class two or three times. This may take a number of weeks. Most typically, will request a planning session with the EA, administration and the parent to present recommendations and a plan. Follow-up meetings are held approximately every six weeks. In a perfect scenario, the plan will work the first time with one follow-up meeting. Other more needy or extreme cases might have to be followed for a number of years. Trustee Moore: Are there age clusters of referrals, e.g. transition years? Is there a greater gender balance over the years? • Generally speaking, that’s probably true but would have to look at specific data. Any transition can mean more stress, e.g. JK, transition to junior grades and to 7/8 – all challenging times and behaviours. There is a balancing out, in general, due to autism; still more boys than girls. Chair: Are sensory issues considered (when trying to develop CPI model for student)? • Certainly taken into consideration; however, safety trumps all other concerns. Care must be taken in how we consider sensory sensitivities and managing anxieties around them. Chair: Occupational Therapists do a lot of work with sensory processing disorders. Is their thinking part of this process? • Advice is carefully considered and staff try to work collaboratively (with OT). The Chair thanked Michael O’Riordan for an interesting and informative presentation. 7.

BUSINESS ARISING FROM THE MINUTES None.

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CHAIRPERSON’S REPORT (Hélène Lapointe-Jérome) Met with Director, Denise Andre, and Chair of Board, Elaine McMahon, and Supt. Donaghy to discuss concerns re elimination of five itinerant resource teachers; used backup of EQAO stats with regard to students of special needs, facts to support number of requests for support etc. The Chair felt she had put forward a strong case, with good argument backup based on numbers. o Director reported that recent information from Finance Department indicated further cuts of 4.8 million to overall budget would be needed due to cuts in grant monies being offered – disconcerting news to hear; we had hoped to get a couple of these teachers back o Further discussion involved the possibility of further cuts in the department regarding the DE Summer Program; 17-day program is offered at a cost of approximately $450,000. Discussion if viable in coming years. o Previously asked Supt. Donaghy if parents could help fund part of this program (DE Summer) or through other organizations, e.g. Children At Risk, Trillium Foundation. How would this be done with regard to liability insurance? Under umbrella of school board, can’t approach parents for funding.

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Trustee McMahon: Commented that the Chair had done an impressive job in putting forward a good case and discussion in representing SEAC’s concerns. She spoke to the challenges faced by the Board in balancing the budget.

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Natasha: will put Chair in touch with Executive Director, Children at Risk (for information) Trustee Mullan: has approached his MPP, John Fraser, and suggests SEAC members do the same regarding the four Ministries involved to see if funding can be done differently, as school board doesn’t receive adequate funding to continue

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Trustee Moore: Actual funding from the Ministry is under 10% for this program. Minimal amount and because it is partially funded by Ministry, can’t approach parents for funding. o Helene has asked Mary Donaghy if further cuts are anticipated. Not to her knowledge, but Finance continues to adjust budget.

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Natasha: are there plans to support students (with funding) 5 and over on the IBI list? Colleen: There isn’t a lot of detail yet; department staff meet regularly with autism support at CHEO and met shortly after that announcement; all parties were still trying to understand announcement at that time. Connections Protocol (Joint Ministry protocol to help transition students on the spectrum from an autism intervention program back to the school) will continue. Department expecting influx in September because of this change; Board has not received additional funding in this regard.

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Chair attended PIC Meeting – update on PIC and PRO Grants, how they are being spent; examples given of ways in which parent engagement was being encouraged o If members have any ideas for speakers, sent to Chair as soon as possible (re PRO Grant)

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Reminder re June meeting – Denise Andre and Elaine McMahon invited to attend June meeting and social following. MOTION: Moved by Chantal Demers, seconded by Trustee Moore THAT the Chairperson’s Report be received. CARRIED

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BOARD UPDATE: Superintendent Steve McCabe • Supt. Donaghy away due to Ministry meeting committment • Provided an overview of Leading and Learning Department, which he oversees • Through slide presentation, introduced proposed Board Spiritual Theme for 2016/2017, Sent to be the Good News. MOTION: Moved by John Johnson, seconded by Chantal Demers THAT the Board Update be received. CARRIED

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DEPARTMENT UPDATE: Lynne Coletti, Principal, and Colleen Beanish, Coordinator, Special Education and Student Services

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Update on department staff changes: Pamela McCulloch new Coordinator, Alison Hicks and Sheila Cousineau, Special Education Consultants (both have been on ASD team). Department able to recall two teachers due to these moves. ABA Specialist, Becky Carter, presented to CLL (Principals, Coordinators, etc.) – positively received and very well attended; principals are very interested and vested in better understanding what is happening in their schools around ABA Preparing for Summer Institutes, professional development; including a day in August to welcome teachers new to resource roles Typically in August, we offer CPI, one-day re-certification and two-day certification Also in August, Dr. Elizabeth Paquette, presents a day on Mental Health and Wellbeing Welcoming Day, June 13th (two half days, east and west) – host parents of new registrations (mainly JK, but not all) – students with significant special education needs; make information available about supports available in schools and board SIPSAW Planning – Student Success Department takes the lead, but presented with a lot of inter-departmental cooperation and input. Four focus groups where the achievement gap isn’t closing as quickly as for other students: students with IEP, Children in Care, students who are English Language Learners and FNMI community (First Nations, Metis, Inuit). The hope is that schools will keep these groups in mind when developing their school innovation plans for achievement and wellness. MOTION: Moved by Natasha Ell-Saunders, seconded by John Johnson THAT the Department Update be received. CARRIED

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NEW BUSINESS None

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ASSOCIATION REPORTS None

13. ENQUIRIES None 14. FUTURE AGENDA ITEMS 1. (June) ABA Update 2. (Sept / Oct )SEAC Handbook review 15.

INFORMATION • Attachments noted

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NEXT MEETING DATES Wednesday, June 15, 2016

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ADJOURNMENT MOTION: Moved by Chantal Demers, seconded by Trustee Moore THAT the meeting be adjourned at 8:50 p.m. CARRIED