District • Peel School Board ~ AGENDA
Special Education Advisory Committee
Tuesday, March 19, 2019 7:00p.m.
Brampton Room
PEEL DISTRICT SCHOOL BOARD Special Education Advisory Committee Meeting
AGENDA Brampton Room Tuesday, March 19, 2019 7:00p.m.
OPEN SESSION
1. Call to Order 1.1 Approval of Agenda
2. Declaration of Conflict of Interest 3. Minutes 3.1 Special Education Advisory Committee Meeting, February 19, 2019 4. Chair's Request for Written Questions from Committee Members 6. Notices of Motion and Petitions 6. Delegations 7. Ministry and Board Polley Review
8. Program Review
9. Reports from Officials and Staff/Department Work Plan Review 9.1 Superintendenfs Report- ASD update - oral 9.2 Elementary Special Olympics Presentation 9.3 Secondary Special Olympics Ontario Presentation 9.4 Accessibility Plan Status Report- 2018
10. Communications- for Action or Receipt 10.1 Ministry of Education Update: Special Education Funding In 2018-2019
11. Response of Administration to Former Questions 11 .1 Response to Questions from Learning Disabilities Association of Peel Region (LDAPR) Representative
12. Reports from Representatives on Councils/Associations
13. Questions asked of and by Committee Members
14. Public Question Period
16. Adjournment
1 February 19, 2019 3.1 Special Education Advisory Committee:lf
PEEL DISTRICT SCHOOL BOARD
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 19, 2019 at 19:05 hours.
Members present:
Shelley Foster, VOICE for Deaf and Hard of Hearing Children, Chair Sue Lawton, Trustee, Vice-Chair Nicole Buckett, Fragile X Research Foundation of Canada Barbara Cyr, Association for Bright Children, Peel Chapter Zeshan Khan, Learning Disabilities Association of Peel Region Jennifer Knight, Easter Seals Ontario Michelle Lewis, Canadian Mental Health Association, Peel Branch Kathy McDonald, Trustee Wes McDonald, VIEWS for the Visually Impaired Carol Oitment, Tourette Syndrome Association of Ontario Dorothy Peddie, FASworld Canada, Peel Chapter Fauzia Reza, Autism Ontario, Peel Chapter Ann Smith, Brampton-Caledon Community Living Mary Wright, Peel Caring Network for Challenged Kids
Member absent: {apologies received marked*)
John Marchant, Trustee•
Also present:
Nancy Leaton, Autism Ontario, Peel Chapter {Alternate) Carol Ogilvie, Learning Disabilities Association of Peel Region (Alternate) Laura Smith, Educational Resource Facilitators of Peel
Administration:
Shawn Moynihan, Superintendent, Special Education Support Services (Executive Member) Joy Uniac, Superintendent, Social/Emotional Learning and Early Years (Executive Back-up Member) Peter Joshua, Director of Education
Lorelei Fernandes, Board Reporter 2 February 19, 2019 Special Education Advisory Committee:lf
1. Approval of Agenda
SE-17, moved by Sue Lawton, that the agenda be approved.
...... carried
2. Conflict of Interest
There were no declarations of conflict of interest.
3. Minutes of the Special Education Advisory Committee Meeting, January 15, 2019
SE-18, moved by Ann Smith, that the Minutes of the Special Education Advisory Committee Meeting of January 15, 2019, be approved.
...... carried
4. Superintendent's Report
Superintendent of Special Education Support Services, Shawn Moynihan, thanked SEAC members for participating in the positive discussion held earlier today and noted that the items discussed can be revisited in March 2019. He introduced Lisa Brasil, Special Education Coordinator for the secondary panel. Superintendent Moynihan stated that two accessibility related reports, namely, feedback on accessibility issues with the student census, and the report on accessibility, will be brought to the SEAC meeting in March 2019 as well as to a Physical Planning and Building Committee Meeting.
Shawn Moynihan invited Katina Paleologos, Coordinating Principal, Special Education Support Services, responsible for Autism Spectrum Disorder (ASD) programs, to provide an update report. Katina Paleologos reported that the Ministry has not yet announced funding changes and that schools continue to work closely with families and selected service providers to support students. She described the work being done, which includes: collaborating with Applied Behaviour Analysis (ABA) transition facilitators; determining individual goals and skills needed at home and in the community; ensuring consistency and effectiveness; establishing strategies around generalization of goals; classroom consultation and general learning for classroom teachers to build capacity and support parents; developing Family Service Plans.
SE-19, moved by Carol Oitment, that the Superintendent's Report (oral), be received .
...... carried 3 February 19, 2019 Special Education Advisory Committee:If
5. Learning Disabilities Association of Peel Region (LDAPR) ·Overview
Executive Director of learning Disabilities Association of Peel Region, Maria Reolin, circulated the lDAPR 2017 ·2018 Community Impact Report. Noting that there are Learning Disabilities chapters all over Ontario, she reviewed their goal, which is to advance the full participation of children, youth and adults with Learning Disabilities (lD). Using PowerPoint slides, Maria Reolin explained what a reading disability may look like, and stated that 1 in 10 Canadian children have a learning disability. Reviewing the evolution of the learning disability definition, Maria Reolin explained the concept of specific learning disabilities (SlD), which may occur in combination with other disabling conditions. She advised that developmental disability, hearing or vision impairments, socio-economic factors, cultural differences, and lack of language proficiency are not causes of LD. She described the possible causes of LD, such as heredity, issues arising during pregnancy or at birth, or accidents after birth. Maria Reolin listed some secondary implications of having an lD as, low self-esteem, impact on family functions and relationships, and children not reaching their full potential. She stated that generally an lD is diagnosed when the child starts school, and some signs include, slow reading and writing rates , poor memory, difficulty following directions, inability to complete assignments on time, and frequent spelling errors. With the help of slides, she reviewed LDAPR's programming and services, which include individualized programs such as, academic support, Reading Rocks, Orton-Gillingham remediation, and psycho-educational assessments.
Responding to questions of clarification from members, Maria Reolin advised that, due to difficulty in navigating the social service system, students are often referred to LDAPR by the school principal or teacher, and intellectual disability goes beyond the scope of learning disability. She clarified that Brampton residents are able to avail of psycho-educational assessments conducted by partnered psychologists, and families are eligible through LDAPR, based on household income. Members were invited to peruse the lDAPR website for more information.
SE-20, moved by Kathy McDonald, that the report relearning Disabilities Association of Peel Region - Overview, be received.
...... carried
6. Poverty Indicators Connected to Special Education Plan
Paul Favaro, Chief of Research and Evaluation, Research and Accountability, stated that the Socioeconomic Vulnerability Index (SVI) replaces the Social Risk Index (SRI). Information collected is being shared across the Peel system to assist with planning and the budget process. Describing the methodology, Paul Favaro advised that data sources include, Environ Analytics, Canada Census, EQAO and OSSlT assessments, graduation rates, and Peel DSB's School Information System (SIS). Over 40 variables were also considered and correlated with student success and student learning. Using a slide presentation, Paul Favaro reviewed the interrelationship between SRI and SVI and noted that the SVI variables were reduced to five, to remove overlap of measurements. He listed the variables as, "'1edian household income, living in poverty, without high school diploma, with university degree, and homeownership, and he explained why they measure socioeconomic vulnerability in a reliable way. Three additional descriptive factors taken into account were unemployment, racialized groups, and new immigrants. 4 February 19, 2019 Special Education Advisory Committee:lf
6. Poverty Indicators Connected to Special Education Plan (Continued)
Speaking on the measures of socioeconomic vulnerability, Paul Favaro advised that average vulnerability is defined at postal code level, of students attending a particular school and not students in the community around a school. Charts were reviewed on SVI by neighbourhood, percent of most vulnerable students, percent of students successful by SVI percentile and percent of most vulnerable Peel DSB students by neighbourhood. He highlighted that student success and achievement is directly proportionate to social capital. The average SVI score was broken down into six clusters, from low to very high, and it was noted that almost every school in Peel has some percentage of poverty. Reviewing a chart on elementary and secondary school results by SVI cluster, Paul Favaro encouraged members to note the differences in data across two measures, Average SVI and Percent Most Vulnerable, and the five variables. He advised that the next step is to consider data from the student census which will be available in Fall 2019 or early 2020.
In reply to a question it was noted that the findings will be used to support the Poverty Action Plan, identification of gifted students, allocation of resources, access to programming, decision-making at a local level, and provide opportunity to review data trends at school and central levels. Responses to further questions of clarification included that: school staff are aware of and respond to individual needs of students and families; tracking of student achievement was done based on SRI; data on multi-family homes is captured by income tax data filed; data for special education students can be obtained from the student census; accommodations were made for students with intellectual disability to participate in the student census including a consent procedure. A flyer on Poverty Indicators in Peel was circulated. Members participated in small group discussions on the average SVI score and poverty profiles of schools. Feedback on suggestions for an action plan and next steps was collected. A member suggested that in view of the Board's commitment to equity and inclusion, SEAC can submit a request for a budget case for hiring staff to address the situation of 15% of students who are most vulnerable.
SE-21, moved by Mary Wright, that the report re Poverty Indicators Connected to Special Education Plan, be received.
...... carried
7. Communications: Letter from Durham District School Board SEAC Chair to Minister of Education, Lisa M. Thompson
SE-22, moved by Sue Lawton, that the communications item re Letter from Durham District School Board SEAC Chair to Minister of Education, Lisa M. Thompson, be received .
...... carried 5 February 19, 2019 Special Education Advisory Committee:lf
8. Response of Administration to Fonner Questions re Process for Appointment to Identification, Placement and Review Committee (IPRC)
Referring to the report provided in the package, Superintendent Moynihan reviewed the proposed steps to work with Leadership Development and School Support Services, to revise the process for appointment to the IPRC. Barbara Cyr inquired as to how the members of the IPRC are chosen, and the qualifications and training required . She indicated that committee members did not have special education qualifications and may not be knowledgeable about the exceptionalities. Shawn Moynihan replied that the training, experience, and qualifications are reviewed during the application process, and that there are various ways in which members can obtain special education information, such as through graduate work. He expressed interest in receiving input from the member. Chair Foster commented that IPRC members should be familiar with special education.
SE-23, moved by Barbara Cyr, that the Response of Administration to Former Questions reProcess for Appointment to Identification, Placement and Review Committee, be received.
...... carried
9. Reports from Representatives on Councils/Associations
Barbara Cyr reported that the Parent Involvement Committee is hosting an event on Saturday, March 30, 2019, for School Council Members, and SEAC has been invited to have a display table among other exhibitors. Suggesting that it is a good idea to display resources at this event, Barbara Cyr asked for a volunteer to oversee the table from 8.30 a.m. to 12.40 p.m. Interested members may contact her by email.
10. Question Period
Zeshan Khan inquired about professional development activities related to special education, in relation to PPM151 . He also asked for an update report on possible reductions in funding and program cutbacks. Superintendent Moynihan offered to bring back a response to the next SEAC meeting.
11. Public Question Period
There were no questions.
12. Adjournment
SE-24, moved by Ann Smith, that the meeting adjourn (2~ ·20 hours).
carried
...... Chair ...... Secretary 6
7
PEEL DISTRICT SCHOOL BOARD 9.2 Special Education Advisory Committee March 19, 2019
Elementary Special Olympics Presentation
Recommendation:
It is recommended that this information be received.
Teaching staff from Hazel McCallion Senior Public School will be presenting a brief overview, through a powerpoint presentation and video, of the Special Olympics event held yearly at their school.
Joe Grdisa, Coordinator, Health and Physical Education (HPE) and Extracurricular Athletics will be presenting the following overview.
There have been elementary extracurricular events for students with special needs that have occurred in the past and many more are developing for the future. My goal is to coordinate efforts amongst hosts in order to ensure that all our students are being offered the opportunity to participate in activities and events.
Some long standing events have the same schools participating from all over the board. There is no room for new schools to attend as preference is given to schools who have attended in the past. There is limited space.
With a more coordinated and organized approach we can ensure we have events available to all students. Efforts can be made to have events spread equitably throughout the board geographically. Logistically, this will help more schools attend.
At this time we have the following elementary events:
Grades 6~8- Hazel McCallion Senior Public School (1 0 years+) Grades 6~8- McCrimmon Middle School (Year 1, still discussing possibility)
Grades 4~5- Carberry Public School (Year 2, great first year) Grades 4-5- Britannia Public School (Year 2, great first year)
Grades 4-12- Applewood School (Fitness Friends with feeder schools)
My goal is to coordinate, collaborate, and facilitate support for each event and others to come. Each event is working independently, looking to access funds to support their events. (i.e. Trustees, SEAC, Superintendents, Community) Working together, we can maximize efforts and funds to support more students. 8
Thank you to Special Olympics Ontario (SOO), with whom, we have signed an agreement which will allow SOO to support our events moving forward.
As Coordinator- HPE & Extracurricular Athletics, my mission is to develop physical and health literacy for all our students, staff, and communities. This Is a challenging goal as we live in an epidemic of inactivity. We need to build a culture of movement throughout the day for all or students and staff. Whether extracurricular events, DPA, HPE, or energizers throughout the day, being active is essential for our physical, mental, social, and emotional well-being.
In support of these events, please consider equitable support of any event that directly impacts the well-being of our students.
Prepared and Presented by:
Angelika Ford, Nicole Ferreira, Susie Ponte and Claudia Goncalves Hazel McCallion Senior Public School teaching staff
Prepared and Presented by:
Joe Grdisa, Coordinator HPE & Extracurricular Athletics Curriculum and Instruction Support Services
Submitted by:
Shawn Moynihan, Superintendent of Special Education Support Services
9
PEEL DISTRICT SCHOOL BOARD 9.3 Special Education Advisory Committee March 19, 2019
Secondary Special Olympics Ontario Presentation
Recommendation:
It is recommended that this information be received.
Special Olympics Ontario (SOO) provides ability appropriate sports programming for special education students in secondary schools. These programs provide meaningful competition opportunities as well as an opportunity for students to engage in rigorous physical activity that is ability appropriate.
Special Olympics Ontario intends to support ongoing Peel District School Board programs, as well as develop new sport and recreation programs in order to provide special education students more opportunities to be active.
This presentation will provide a brief overview of SOO's Sport Festival program, which introduces young athletes to a variety of new sports. Sport Festivals are great opportunity for athletes to try a new sport and practice fundamental movement skills.
This presentation will also outline our secondary School Championships program. This program provides a competition pathway for athletes to progress onto Provincial and National level Games. SOO intends to work closely with the Peel District School Board to use existing Peel District School Board run events as qualifiers to Games. SOO is also willing to run qualifiers in sports not currently offered by Region of Peel Secondary School Athletic Association (ROPSSAA).
The new Memorandum of Understanding between SOC and ROPSSA will be discussed.
Prepared and Presented by:
Paul Freier, Principal, Brampton Centennial Secondary School Chris Mehak, Program Developer- School and Youth Programs, Special Olympics Ontario
Submitted by:
Shawn Moynihan, Superintendent of Special Education Support Services 10
11
PEEL DISTRICT SCHOOL BOARD 9.4 Special Education Advisory Committee March 19,2019
Accessibility Plan Status Report- 2018
Recommendation:
It is recommended that this Information be received.
Prepared by:
Lyn Wilson, Manager, Abilities, Wei/ness and Attendance Cindy Francis, Assistant Director, Human Resources David Dadd, Project Coordination Manager, Facilities & Environmental SS
Submitted by:
Shawn Moynihan, Superintendent of Special Education Support Services 12 13
PEEL DISTRICT SCHOOL BOARD Phyalcal Planning and Bulldlna Committee Meetins March 5. 2019 Accessibility Plan Status Report • 2018
Recommendation
It il recommended that the Board approve the Accessibility Plan Status Report .. 2018, on the Multi--Year Acceulblllty Plan: Peel District School Board. January 2015- December 2018. Background
In 2005 the Accessibility for Ontarians with Disabilities Act (AODA) was enacted. The AODA applies to both private and public sector organizations and calla for the enactment of enforceable standards for accessibility in the areas of customer servtc.. infonnatlon and communication, employment, transportation and the design of public spaces (built environment). ACC8811bility atandarda for information and communication, employment, transportation and the deaign of public spacea have been enacted under the Integrated Accessibility Standards Regulation (IASR).
The IASR requires that the Board develop multi-year accenlblllty plana that provide strategies for the Identification, removal and prevention of barriers that may Interfere with achieving accesalblllty as required under the AODA. The multi-year acceaalbillty plan must be reviewed and updated at teaat once every five years with annualstatua reports on the progreaa of the Implementation of acceulbility strategies. The attached Accessibility Plan Status Report- 2018, has been developed for the purpose of fulfilling thla obligation. Furthermore. the multi· year acceaaibilfty plan and the annual status report must be pasted on the Board's website.
The aCC8881billty status report provides an update on the Board•s AODA and other acceaalblllty related accomplishments as Mil aa a review of strategies for achieving additional AODA and accessibility related goals and objectives for the following year.
The Board•a Internal AcC888Iblllty Advisory Committee (IAAC), together with Special Education Support Services and Facilities and Environmental Support Services, make recommendations on matters related to accessibility for persons with disabilities and on the Board'a multi-year accelllblllty plan and it8 status reports. Together we ant pleaaed to submit the Accesalblllty Plan Status Report- 2018.
Prepared by: Lyn Wllaon, Manager, Abilities, Wei/ness and Attendance Cindy Francis, ARistant Director, Human Resources David Dadd, Project Coordination Manager, Facllltiea &Environmental SS
Submitted by: John Herlzema, Controller of Facilities and Environmental Support Services Jamie Robertson, Superintendent of Human Resources Support Services 14 15
Peel District School Board
Accessibility Plan Status Report· 2018
February 2011 16 17
Contenta
Peel District School Board AccesslbiHty Plan Status Report - 2018 ...... 2 1. Introduction ...... 2 2. Overview of the Acceaslbillty Standards under the Accessibility for Ontariana with Accessibility for Ontarians with Disabilities Ad, 2005 (AODA) ...... 3 3. Accessibility Plan Sta.tua Report - 2018 ...... 4 4. lntemal A~lllbllity Advisory' Cotnmittee ••..•...•..••.••..•••....••...... •••••..••..••.....•••.•.•.••••..••.•••.•. 4 5. ~ibHity Accompliahn1entl •••.••....•.•.....•.•••••...... ••...... •....•...... •....•.•.••••••..••.•• 4 6. Moving Forward: AODA and Acceaslbllty Related Actions ...... 8 7. Peel Dlatrtct School Board Facilities: AccesalbHity Improvements to the Built Environment .•••..•...... •..•.....•••..•...... •..•..•...... •.•...... •...... •...... •....•••..•..•..•. 9 Summary •••.••.••••••..•...•••..•.....•.••...•••.•.....•..•••....•.••••.••••••...... •..•••.•.•••.••••...... ••••••••.•.•.....••.•••.•••••.. 11 References ...... •.....•..••.•••.....•.••...... •..•...... •...... ••.•..•...... •.•...... •...... 11
1 18 19
Peel District School Board Acceaalblllty Plan Status Report- 2018
1. Introduction ,.., Dlstrlql Schgol8otnt Ag;t&sllPI.Iy potlw Sttllmtnl
It Is the policy ofthe Peel Dl8trlcl School BoattJ (the Boanl) to provide en environment In ell of Its facii/IJea that bulda Independence, dignity and respect for our students, panmtslguatdans. the public and our staff. The Boatel Ia committed to the continual Improvement ofaccessibility and the on-going RJmOVal of barriers In order to provide greater equity for alln accordance wllh the AocesslbHity for Onterlana with Disabilities Act (AODA). Our conduct wiN demonstrate our belief In the sttength dlverslly brings to our communities.
Connection to tht Pte! piatrict School Board'• Overall Syattm Goals
The Board's Accessibility Polley Is one of the many policies comprising the building blocks of the Board's Plan for Student Success. The Plan for S1udent Suceeaa focuses our collective effortl to further student success, and aligns with the Ministry of Education's goals, as well as the board's Mission, VIsion and Values. This plan Is the strategic plan for the Board and Incorporates four major goals. These goals, each accompanied by a descriptor and proJects, Interconnect to achieve our mission to Inspire succe11, confidence and hope In each student. The goals represent the most Important areas of focus for our Board and were developed baaed on broad consultation and with consensus from all of our atakeholde~. Through these goals we will continue to Inspire and create learning environments where all atudents can achieve their full potential.
Plan fpc stuctent Success Gpa/B;
• High expectations for achievement • Equity and Inclusion • Parent, community and staff engagement • Safe, positive, healthy climate/well being
Each goal has an lmpac:t on acceaslblllty within the Board and any Initiative taken to improve a goal will be considered through an accessibility lens with the Intention of achieving a fully acceaaible Board. The Board's values of equity and Inclusion are directly tied to accessibility.
2 20
2. Overview of the Acc-lblllty Standards under the Acc-lblllty for Ontarian• with Dlaabllltl• Act, 2005 (AODA)
Aqqwlbllfv lor Ontattaos wilh QiyblliiJes Act 2005
The Acceaalblllty for Ontarians with DIMbllltlel Act (AODA) appflee to public, broider public and prlvlte leCtor organizationa and calla for the developmant of enforcelble acceulblltty atandarda In the naa of: cuetomer aervlce; the built envlrvnment; employment; information and communlcatian and transportation. Among other raqulremMta, the Soard must develop multiple year accelllbillty plana at leut every five yeara along with annual atua reports for the plana.
AcqtWlbUity stand8fds under tiJt AODA a. Acceg!b!litv StW'Jdarda far Custonw Serylce This Standard addresses the manner In which goads and services .. d•ivered to the public and other third parties. b. !ntaaralad Acc8Uibllltv standard Rtpylltion The Integrated Acce881bllity standard Regulation (IASR) establiahea ltandardl far accesaibillty in the areaa of Information and communication, employment, tranaportatlon and the d•tan of public epacee (built environment). A high level description of the standards il provided below.
!. Accl•aiblllty Standards for lntormatlon and Commynlcatlon This standard eatabllahee requlremente for providing accessible Information and communication to peraona with dlaabi!Jtlea Including accessibility atand.-da for web8ltel and webafte content.
H. Accufibillty Stlndlrds for Emplovm10t This Standard addreaea the hiring and retaining of paid employees and Involves, but Ia not limited to, providing accessible job poatlnga and ruaonable acconwnodatlon for lnc:tlvk:luala selected far interviews and for employe• with disabiutlel. iii. Acceg!bllltv Standards far Jranapadatlon This standard applies to school Boards and providers of public tran.portation aervlcee, including but not limited to public transit and taxi and llmoualne servtcnln Ontario. iv. pealgn of pybllc SpaCII fByilt Eoylrqnmentl The Standard provides 8CC8111ble dnlgn requirements primarily focuutng on exterior area auch as acceaefble parking, pedestrian routel, exterior rampa, play epacea and Includes a few public Interior areas eueh u aervlce counters and waiting ...... The atandard appllee to new conatruction and araaa undergoing renovatiOns.
3 21
Guk//nq prtoc/Diu oiAODA and Acctsslbllf(y Sland•ats
The following guiding principlee are the foundation of the AODA and the accessibility atandarda enacted under it. OrganlzationaiUCh • the Board muat make reaaonable efforts to enaure that ita policies. procec:turw and practices n conelltent with theae prtndplea. The principlea include demonstrating reepect for the dignity and Independence of persona with dlaabllltiea; providing goode and servtcee to peraana with dlaabllltiee In a manner that Ia integrated with othet'l unlela another method Ia required due to the person's dlaablllty and equality of opportunity.
3. Acc-lblllty Plan Status Report - 2018
The Peel District School Board Ia committed to acceaeibillty. Inclusion and equity for persona with diaabilitiel and to fulfilling ita obligations under the ACC8881bllity for Ontartana with Disabilities Act (AODA). Thla ACC881Ibillty Plan Status Report - 2018 provides an update on the Board's Acc:e11lblllty Plan.
This status report outlines acceaalblllty lnltiatlvea that have been undertaken for the purpose of addreuing accaeslbility i11uea that affect persona with disabilities who work, use or attend echool Board facilltie8 and services.
4. Internal Acc-lblllty Advisory Committee
The lntemal Acceaalblllty Advisory Committee ls led by the Abilities. Wellness and Attendance department with representatives from Board departments to create, monitor and improve the objectives of the Board Acceaalbility PIWI aa well aa accelllblllty standards stipulated In the AODA. When public stakeholder consultation il raqulred, feedback Ia gathered through existing groups or data that may exist through already established committee~: S.E.A.C., Equity and Inclusion Advlaory Committee. Operational Support Services, Planning and Accommodation Support Servlcel. SpeCial Education Support SIMce and Facllittee and Environmental Support Services. 5. Acc-lblllty Accomplishments
The Board has continued to make acceealblllty Improvements and to wortc to fulfill ita obligations under the AODA. Acceaalbillty Initiatives focused on addressing the requirements of the Integrated Acceaalblllty Standard Regulation (IASR) under the AODA. Furthermore, efforts are continuously made to build awarenen of the wide range of acceaaibility 188U81 and of AODA obligations.
4 22
Integrated Acc-lblllty Standard Regulation (IASR) Actions and Accomplishments Requlrwnent o.llverllblea ..... Ensure IASR Acceaaibility Pollclea and Audit exiltlng pollclel. Ongoing Operational Procedures are In place and procedures and practlcee Implemented. against AODA requirements. Modify existing documents and create new documents where necesaary.
Accessible School Ubrary Materials (print Create awareneaa among library Ongoing baaed). Schoollibrarin have been and ataff of AODA requirements and continue to provide accessible formats upon supporting resources. request where reasonably possible. Numerous resources for Develop guidelines. ac:ceaalble library materials are available. create required guideline. Accesalble Websltea and Web Content. Board and School Website& On-going meet IASR requirements for acceaalblllty website acce88iblllty. upgradeato meet2021 obligations.
Address the accessibility needs ofJob The Board continues to build On-going candidates and employees who have awareness of acceaalblllty diaablllttea throughout the employment life accommodations for job cycle. candidates and employees with various disabilities.
Dealgn of Public Spaces Standards (OOPS) Build awareness among On-going requires enhanced acceaalblllty standards for applicable staff. aw&Ninell exterior spaces and interior serviCe areas. information provided to atatr AODA Training. Training created to appeal to the Training on- various leamlng styles. Going
AODA Accessibility Awareness Training to Training Module completed. On-Going Educators. Notice to existing atatl and new hires of training obligations
Creating Awareness on Accessible Formats Manual and Tips Sheet created. On-Going and Communication Supports. Guideline created.
5 23
AODA (non lAIR Specific) and Acc.alblllty Related Actions and Accomplishments
AODA 8ncl Other Acc=-albllltJ Rll8tlld .ActloM Deliverable btua
Relationship building with broader public sector Attend regul•r lnfonnllion On-going organizations regarding accenlblllty and AODA sharing meetings compliance. Build awareneaa among academic admlnlatl atora of lnformltion aeeaiont On-going new AODA policies, operational procedures and provided. resources. The Board established the lncluaton Council to Incorporate acceaelblllty On-going provide a fon.m for staff Involved In dlvel'llty laaues good practlcet and other to share Ideas and to ensure the wide range of diversity related good diversity and Inclusion 111uea are considered and practlceeln Board coordinated In applicable Initiatives. initiatives In a coordinated manner. Member partner of canadian Institute for Diversity Divereity and lncluaion Resources and Inclusion (ClOt). raaourcea available to available to at8tf staff Update staff Accessibility Resources site. Expanded on-line On-going resources Revised service animal operational procedures for Operating procedure Qn-golng students and members of the public. available- SESS 19 & SESS20 Service animal information package developed for Letter templates for staff and the public. 1chools to provide to their school communltlea when a aervlce animal will be prnent In the school Information brochures for the school community Hired third party to create detailed service animal Four part evaluation Completed evaluations. develDDed Evacuation chair training to applicable staff. HandHn training On-going• provided needed. Continue to construct and renovate Bon facilities lmprovementlln the On-going to meet or exceed AODA and Ontario Building Code acceaalblllty of Board (OBC) acceaalbUity standards. facilltlel for ltudenta and other persona with dlaabllltiee
8 24
- Addreu Accesalblfity Related Feedback. Addret~ inquiries and On-going recommended changes where DOUible Formed Play Spaces Subcommittee to work Acceaelblllty play spaces Completed towarde the development of a Play Spacee guide for guide to aaalat schools In schools. the development of lnclullve oiav · . Training on How to Create Acceaalble Documents. Staff training tNCrkahope On-going and R•ourcea on Accessibility Re80Un:ea aite
RefreSher traJnlng on the use of evacuation chail'l . On-going refreeher I Available and for students and etaff with mobility disabilities. training offered On-going Documenting procea181 for developing Individual Operating procedure HRS Completed accommodation and retum·to~work plana. 48 ~ developed and available to all staff in regards to workplace accommodations.
: Operating procedure HRS 45-speaks to : confidentiality of staff medical recorda
Eneurlng New and Redeveloped public spaces are Completed and accessible. on-going Acceaslblllty Compliance Reports. To be filed by December Completed 31, 2015. and December 31 2017
7 25
8. Moving Forward: AODA and Acc-lblllty Related Action• The guiding principles of the AODA and acceealblllty In general. have been embraced within the Board. During the coming years the Board will continue to focus on AODA compliance and on Improving the accesaibillty of ita older facllltiel. The Board will atao continue to Improve acceeliblllty awarene11 among atatf through experiential workshops, Information Mlllona and on-gotng AODA training.
AODA and Acceulbll._ Relat8d Actlone Dellven~ble ...... Build awareness among supervisors and Information le88ionl On-going managers of AOOA obligations, policlel, operational procedures, guides and resources. On.golng staff and volunteer training to mMt Existing Accellibilfty training On-going the training requirements of the Acceaaiblllty module modified. Training Standards for Customer Service and of the IASR. Update and promote Accessibility Resources Improved organization and el88 On-going Intranet site. Reorganize growing resourcn. of uae of the etta Continue to Construct and Renovete to meet Improvements in the acc:euiblllty On-going or exceed AODA and OBC accesalblllty of Board facilities for atudenta standards. end other persona with dllabllitiea Continue to address accessibiHly related Reapond to feedback, inveatlgate On-going feedback. lasuea and mike changell renovations where pollible
8 26
7. Peel District School Board Facilities: Accaalblllty Improvements to the Built Environment
The Board continues to improve the accesaibllity of ill older buildings and spacea for persona with diaabilltieland to construct new praml188 that Incorporate accelllble design and featuret.
Q.Onstructlon; New SCboptL Addllonl. BlnoyatigniWJd Renewal Ptpl!d!
For more than fifteen years the Board has applied acceaaibllity delign featurea to SChool conltndlon, including New Schoolt. Additions, Renovation~ and Renewal projects. More reeently the new Deaign of Public Spacea Standards made under the Acoenlbillty for Ontarians with 018abllltie8 Ad (AODA) • baing applied to applicable exterior areaa and customer aervice areas such as atce88ible parking epaces, ramps and service countera. Furthermore. acceaelblllty design criteria applied by the Board to new school facUitie8 both meet and exceed requirements stipulated In the 2012 Ontario Building Code (OBC) and as amended by O.Reg 388113 In etrect January 1. 2015. For example, Board expectatlone related to elevator requirements .. higher than raqulred by the OBC as well as the provision of one roll-in shower stall in orthopaedic waahrooma at each school (which Ia al1o not required by the OBC but a valuable enhancement to meet the needs of our atudente). In addition, each conetructlon or renewal project Ia looked through the lena of acceulbillty for opportunities to improve the built environment and compliance with the present 08C and standards.
Acces8ibllity lmproyemeng pose 2015-2018
1. New Scbpgla The following New Schools were conetructed between 2015 - 2018 and were designed and constructed In compliance with the current Ontario Building Code which now incorporates the building requirement& of the Acceaaiblllty for Ontarians with Disabilities Act.
Alloa PS • 2015 Jean Augustine SS - 2016 Aylesbury PS • 2015 McClure PS - 2016 Castle Oeka PS • 2015 Tribune PS-2018 Churchville PS • 2015 Whlleys Comers PS • 2017 Roaa Drive PS-2015 Dolson PS - 2018 Springbrook PS - 2015 Tony Pontes PS - 2018 Countryside VIllage PS • 2016
2. Addllona. RanpyatiqDI and Renowal prgJICII The following additlona and renovat1ona were constructed betWeen 2015-2018 and the areas Impacted w.re deligned and constructad In compliance with the current Ontario Building Code which now incorporates the requirements of the Accesalbillty for Ontarians with Disabilities Act. The scope of accesstbJilty modifications at each school varied, Including such Improvements aa Barrier Free and Orthopedic Washrooms, Braille Slgnage, ALE Rooms. Elevatora. Automatic Door Operatcn, Door Hold Open systems. Ramps and Stage Lifts. 9 27
Applewood Heights SS -Addition/Reno 2017 Kenollle PS -Addition 2015 Belfountaln PS- Reno 2015 McKinnon PS -Addition 2015 Brampton Centennial SS- Reno 2017 Munden Park-Addition 2015 Burnt Elm PS -Addition 2015 R J Lee PS -Addition/Reno 2015 Champlain Trail PS -Addition 2015 Ruth Thompson MS -Addition 2018 Cllllcaon SS - AddltloniReno 2018 Sandalwood SS- Reno 2018 Harold Brathwaite SS-Reno 2015 Shaw PS-Addition 2015 Herb Campbell PS-Addition/Reno 2018 stanley Milll-Addition 2015 Hillside PS -Addition/Reno 2018 Streetsvllle SS- Addition/Reno 2018 Huntington Ridge PS -Addition 2015 The Woodlands- Reno 2018 Huttonvllle PS -Addition/Reno 2017
3. Additional AO[)A lmproyemantsand Renewal EaCh year the Board undertakee a number of AODA Improvement projects to Improve the acceaaiblllty of our facilities and meet the needa of our etaff and students. Below Ia a aummary of schools and those general improvements from 2015 - 2018.
Aceeaalble Parking & Ext. Ramping Braille Slgnage 18 Elementary Schools 43 Elementary Schools 14 Secondary SChools 13 Secondary Schools
ALE & Life Skill& Rooms Door Hold Open Magnet Systems 24 Elementary Schools 9 Elementary Schools 9 Secondary Schools 5 Secondary Schools
Automatic Door Operatora (ADO) Elevator 58 Elementary Schools 3 Elementary Schools 14 Secondary Schools 4 Secondary Schools 1 Field Centre Orthopedic Washroom Barrier Free or Universal Waahroom 8 Elementary Schools 20 Elementary Schools 5 Secondary Schools 8 Secondary Schools 1 Field Centre Personal Lifts (I.e.: stage) 2 Elementary Schools 4 secondary Schools
The Inclusion of the numerous Improvements listed In the projects above. haa 1'81Uited In Improvements to the acceaalblllty at several of our achoola. Reference the attached Appendix A, for a summary of the current Acceaalblllty Ratings of our facilities.
10 28
Summary
In accordance with the AODA. the Peel Dlatrict School Board il ple8Hd to provide this Annual Status Report. This report demonttratw the Boards etrana commitment to fulfilling Ill obligations under the AODA and In acce881blllty and Inclusion for all peraona Including per10ns with disabilities. Thla report will be made avallabte to the public on the Board's webllte anc:t Ia available in alternative formatl upon request.
Referenc•
Acceuibillty for Ontarians with DiMbHitiel Act. 2005, http:/Jwww.•lawa.gov.on.calhtmllatatuteelengliahlelawa_atatutea_05a11_e.htm
Ac:cesalbillty for Ontarians with Diaabtlltles Ac:t. 2005, Acc:e~~lblllty Standards for Customer Service http:/lwww.e-lawa.gov.on.calhtmllreg8/engllah/elawa_r8Qs_070429_a.htm
AcceaalbiUty for Ontarian~ with Dilabtlltiea Ad, 2005. Integrated Ac:c:eaaibillty standardl http:/lwww. •lawe.gov.on.c:alhtmlllourc:e/Rigllengliahl2011/elawa_arc_ntg~_r11181_e.htm
Ontario Building Code, 2012.0 Reg. and Barrier Free Requirementlaa amended by O.Reg. 388113 in effect January 1, 2015
Region of Peel Planning Documenta. http://www.region.peel.on.calplanninglpdcld.Wquickf8c:ta.htm
11 29 Appendix A
Acc-lblllty Rating of Schools as of December 2018
All schools built attar 1898 adhere to the acceeeibillty guidelines of the C--.tlan Standna Aaaociation (CSA). and • rated "A". Sd'looll built after 2015 comply with the 8CC881Mbillty requirement& as set out by the current edition of the Ontario Building Code (OBC 2012, aa amended by 0. Reg. 3881131n effect January 1,2015).
Acceallblllty improvements have been and continue to be done In many achoola, Including thole built prior to 1998. 1'hele IChoola have been rated baaed on current school conditions. All updated areas have been built to comply with the Ontario Building Code at the time of renovation. The ·aaae Features and Improvements• aection of the table below provides same examples of the acceaalblllty features provided at each school board location.
Peel District School Board FacUities - Inventory of Accessibility Facllltlea -
Elementa~, Schools
2018 School lofFioora B•e Features & lmDrovementa Ratlna Elevator Agn• Taylor PI (1117) 2 Orth · Wuhrvom 8 No Elevator Ala.n A. M•rtln Sr. P8 (1111) 2 Banter Free Wahroom. ADO• at Main & c SecondarY Entranc:ea Elevator Ala.n Drive Middle School (2001) 2 Barrier Free Wllhroom & Orthopaedic Washroom A ADOI at Main I Secandarv Entrance~ Uft to Gym level Allolt PI CIM*IIIII •1a111r LeU PI) (1M2) 1 Barrier Free Walhroom 8 ElevMor Barrier Free Waahraom & Orthopaedic Wah room Allolt PI CRI...... nO (2011) 2 ALE Room, Door Hold-Open Devicel, Bllille A Sian-. ADO. at Main &Secondary Entrance• Barrier Free Wuhrvom, Aloma CNaeent PI (1811) 1 ALe Room 8 Elevltor, Alton P8 (2013) 2 Barrier FIM Waahroom A Elevltor, 1 (& 21111 floor Barrier FIM Waahroom & Orthopaedic Walhroom Arnott ChMton P8 (1180) 8 mech.) ALE Room, Braille Slgnaga, AOOI at Main & - Entrw'lcee Elevator Artlllln Drive PI Berrier Free Wahroom & Orthopaedic Waehroom C20N) 2 ALE Room. ADO. at Main & Secondaly A Entrances 1 (&2nd floor Orthopaedic Wahrvom Alhgrove PI (haedlng tor am om.. PI) mech.) ADO at Main Enlrance 8
1 30 Appendix A
Elevalor, Barrier Free & 011hopMdlc WMhroom wamoom A AytMbury P8 (2011) 2 ALE Room, Door Hald-Open devices. lllttllle Slgnege, ADOI II MPt & - Entrance~ Ulto ..Oymlewl Bllmonll Drive Sr. P8 (1184) 1 Blrrier Free w.twoorn & Orthopeeclc WMhraam 8 ALE Room lbl'-Slaneae Elevator, S18ge 11ft. &Irondale P8 (1118) 2 A a.mer Free 'NMihiDDII'I, & WMhroom Elevaeot, Bedy·Fiemlng Sr. P8 (1111) Barner Free w.hruom & Ofthopeedlc WMhroam 8 2 ALE Room, Bnlllle 8fQnege ADO lit tMin Entrance Belfouftt.ln PI (1814) 1 Barrier Free Walhroom, ADO lit Meln Entrence 8 Elevator, Banter frH W.twoom & Orthopedic w.tuoom. Btryl Ford PS (2012) 2 ALE Room, Aoo.llt Mlln & SeoonUry A Entrance~ BlrchMnk P8 (1170) 1 Barrier Free Walhroom B Elevator Brandon Gat. PS (1174) 2 Banter Free Walhrvom, ADOa .t Main & B Secondary Entre11ces Elevator Brian W Fleming P8 (1118) 2 Banter Free w.hroam &Olthopeedlc Wathroom 8 ALE Roam ADO lit Meln Ennnce Elevator, Brlarwood P8 (1173) 2 Banier Free WahiOOm & Orthopeedlc Wahroom B Bfaille Slanaae Elevator Brtadale PI (2004) 2 Barrt• Free W&lhroom & OrthopMdlc Waahroom A ALE Room Braille _, Elevator Brletol Road Middle School (2002) 2 Barrier Free Waetlraom & OrthopMdlc W8lhroom A ALE Room iwllhd....n Elevator Britannia P8 (2000) 2 Barrier F~a Wahroom &011hopaedlc w.tlroom A ALE Room Bl'lllle Elevator, Stage Lift 2 (balement & 111 Banter Free Wuhroom & Orthopaedic Wathroom Brookmede P8 (1173) floor) ALE Room, 81111118 Slgnage, ADO .. Main a Enlrance No Elevator Burnhamlhorpe PI (1H8) 2 Accualble Wllhroorna. ADO II Main Entrance c Elevator. Stage Lift aamter Free Wuhraam & Orthopndlc W81hroom Burnt Elm PI (2002) 2 ALE Room, BniUJe Slgnage, ADOallt Main & A .... Entraraa Elevator, Stage Lift Banier Free Wahroom &Orthopaedic Wahroom Calder.tone Middle School (2001) 2 ALE Room, a..Jie SigMge, ADO .. Mlln A Enlr8nce Elevator a.mer FAll Wuhroom & Orthopaedic Wllhroom c•don Central P8 (1184) 2 Door Hald-Open Devlca, AOOIIt Main & 8 Entrance~ Sinter Free Wahroom Caledon Eaat PI (1172) 1 ADO at Main Enlrancl a Elevator 2 (& 3"' floor Camilla RNd Sr. P8 (1171) Banter Free Wahroom & Orthopaedic Watnom 8 mech.) ALE Roam BniiUe Slanaae
2 31 Appendix A
Elevalor a.mer Frw w.tlraom &Orthopeedlc Washroom Carbeny P8 (2001) 2 A ALE-- Roam, ADOIIt ,_n &Secclndllry a.nterFree • ALE Room, ADO It Miln Clsll•re Avertu PI (1171) 1 E ..... a Elevalior, Banler Frae W.twoom & Orthopledlc Wllhraom Clltle Oalc8 P8 (2011) 2 A ~~:.~DMII._!rde &MIDr, a_. Ult Caltttbrldp PI {2000) 2 Banter Free Wahruom & Orthopeedlc Walhroom A ALE Room A(V) .,....., --
Cutlemore PI (2008) 2 - FI'M w.twaom & OrthopuclcWIIhroom A ALE Room~ Hold-Open Dntca, Braille ..EJ.-_ 1 lit Main & r Entrancea Centennial Sr. P8 (1111) 2 Banter F• w.hraom, ALE Room, ADOiet a Main& - - · ,SMgeUft, Clllmplaln Tr1H P8 (1110) 2 a.rrler Free Wahruom &Olthopeedlc Wah room a ALERoonl Elevlltor, stiji Uft, Cl1err,tree PI (1110) 2 Berrier Frae W..tvoom & OrthopaedlcW.hroom a ADO et Mu Ennnc!1 • Stage UK a.mer Fnte Wllhroom &Or1hopaedlc Wuhroom Cheyne Middle School (2001) 2 ALE Room, Braille Slgnege, ADO. at Meln & A A ~ - ·"'- a....or. Banier Fra Wah room & Olthopaeclc Wathroom Chrll ...dfleld P8 (2011) 2 ALE Room, Door Hold-Open devlcn, Bnllle A - ~ .... &- - EleVator Churchill Meadows PI (2002) 2 a.nter·F ... W..twoam & __.._ ..,_ Wahroom A ~levator, Banter Frw WW400m &Orthopaedic Welhroom Churchville PI (2011) 2 ALE Room, Daor Hold-Open Oevlcea, Braille A _,, ADo. at Mlin &JitOOnd• .- w__,cea Etenlor, Clalrevllle P8 (2014) 2 Berrier Free w.tlroom & Orthapaedlc Wuhroom A ALE Room, Braille - Clark Boulevard PI (1111) 1 a.ntr Frae .cl Orlhopedlc W.hroom a Noaev.tor Clarbon PI (1112) 2 c 1 Benler F... Weahloam 8enier FfM w.u.oom &OlthopaedlcWahroom Clfton P8 (1111) 1 ADO& at Main & .. Enlrlncea a Elevator Conestoga PI (11U) 2 8wrler Free Wllhraam &Orthopaedic Wllhroom A ALE Roam, ADO at Main Enllanc:e Elevator Coobvllle Creek P8 (2001) 2 111n1er FNtW.ahroam ALE Room ,,._ A
Copeland PI (2001) 2 Blrrler Fnte Wllhroom & Orthopaedic Wllhroom A I ALE Roam .N){J a Main Elevator Corll• P8 (1118) 2 Berrier FrM Wllht'oom, Braille Slgnage, ADO at a
U.lnE ~
3 32 Appendix A
e.v.tDr Ccnllr P8 (1-) 2 Blrrler Fru Wahroam & orlaopudlc w.tln)Om 8 ALE Room EllvatDr BMier Free w.hroom & Olthop..clc Wlltnuom Coun~Jplde Vln.ae PI (2011) 2 ALE Room, Door Hold-Open Deval, Brlllle A Slanaae. ADOs at Mllln & Seoond.rv Enanc. 1 (& 2NI ftoor Elevator, St.ge Lift & Computlr Lab Lift Credit v.n., PI (1111) mech.) OlthopHclc Wahroam A Credit VIew PS (closed) C1965) 1 D Darael Avenue lr. PI C1171) 1 Berrier Free Wuhroam, ADO at MMt Entrance 8 EllvMor a.m. Free W.hroom & Orthopaeclc Wllhruom DIVId Leeder Mlcld .. School (2002) 2 ALE Room, ADOs at Main & Second_.y A Entrances Elevetor, Stage Lift .,., .... Vllqe P8 (2002) 2 Blnler F,.. Walhroom & Orthopaedic Waahroom A AlE Room No Elevator Dixie P8 (1111) 2 Banter Free Washroom, ALE Room. ADO at Main c Entrance 2 (baaernent & 1• Elevator, Stage Uft Dolpbln Sr. P8 (1170) a floor) ~WIIIhroom, ALE Room Elevator 8anier & Free W•hloom Orthopledlc Waahroam A Dolton P8 (2011) 2 ALE Room, Door Hold-Open Devicll, Braille Slanaae ADOs et Main & Secondarv Entrancat 1 (addn. crawl DoNtt Drive PI (1117) aoace balement) Orthopaedic Waahroam, 8 Elevlltor Dunrenkln Drive PI (1•) 2 Barrier F,.e W81hroom & Oftlopltdlc Wahnxm~ 8 Braille Slan~~ae Elevator Elgie Plllna PI (2001) 2 Banter Free Washroom. ALE Room, BraiUe A Slanaae. ADOI at Mein & - 'I Enhncel Elevator Barrier Free Washroom & ~WIIIhroom Ell'ftiCIIffa lr. P8 (1170) 2 er.lle Sfgnage, ADOs at Main & Secondlry B Enlrancn l!latboume Drive PI C1111) 1 Olthopudic Wahroom 8 Elevator. Stage Lift ldenbrook Hill PS (2002) 2 Barrier Free WMhroom & Orthopaedic Walhroom A ALE Room (withdrawal) Elevator ldenro~e PI (1112) 2 IMler Free Washroom & Orthopaedic W••hroom 8 ALE Room Elevator, Edenwoocl Middle School (1182) 2 Acceaelble Wuhrooml, BraiUe Slgnage, AOOa et c Main & Secondary Entranca Elevator Barrier Free Washroom & Olthopudic Wllhroom Eldoraclo PI (2013) 2 ALE Room, Door HoJd.Open Devlola, Bnlle A Signllge, ADOa It Mlln & Secondary Entrancea No Elevator EUengele P8 (1111) 2 a.nter Frw WMhroom ~n Klnde'P*ft Clala) c ADOa at Main & s Ennncea
4 33 Appendix A
2 (bllement & 1• Elevleor l!llwood Melncm.l P8 (1H1) Blnter Free Wahroom & Oll'lopMdlc Wlll\room floor) ALE Roam • Elm Drive PS (new school) TBD (hordlna a1 Alharove PS at Thomcrest DrJ TBO No Elevator ElmciWt PS (closed) 2 Barrier Free Washroom c ALE Room Elevator, SIIQelJft Erin C.ntre Middle School (aos) 2 ~ - ~ A llrrterFIM 1&-~ w
a.rter Frw W81hraom & ~Welhroom Erin Mill• Middle School (1178) 2 Brii.._Sipge, Door hold open devlcet. ADO 81 8 M..., 1 (& 2"d ftoor &ker Leu PI (1113) mectt.l Stage Uft, O~c WMhroam B Elevator Bwrier F,_ W8lhroom & ~Walhroom PllrfiWII PI (2013) 2 A ~ ~~~118 Slgnage, ADo. at Main & Elevlllor, Stage Uft F1lrvlew P8 (1111) 2 BlmlrFNe WMhroomt Bnllle- 8 F1lrwlnd Sr. PI (1111) 2 !IRilr Free Vlalhloom, ALE Room, ADO at Main • Elevator Fllllngbrook Middle School (11M) 2 Blrrtar Frn W.lhroom & OtthopMdlc Wllhroom ALE Room • 1 (& 2"' floor Barrier Fn~e w.hraom, ALE Room, ADOI at F11llngdate PS (1172) mich.l Main & - EnRiat • Elevllor, a.ge Lift Fernfofeat PI (2000) 2 ~lcWuhroom, Btalle Slgrllg8, ADO at A Elevator Fletcl'le,.• Creek Sr. PI (1 112) 2 ~r Free Wahroom, ALE Roam. ADO at Main A Elewlor Floradaltt PI (1111) 2 Barrier Free a..... - • Follcatone PI 11170) 1 ADO• at Main & EntrMael, BF WIR I F.-t Avenue PI (1111) 1 Benter Free Wuhroom c Forest Glen PI (1117) 1 ~~=-IGN'Jroom (In~ dig) c 1 (&PI floor StltgeUI G1rthwood Perle PI (1111) ~w:'=·Al.f:.Roam, B mech.) s ADOs " n _ a_..Enlrancel 1 (& balement linter FNI WMhroom, Br8llle Slgn.ge Glendale PI (1113) floor mech.l • Uft 10 Ubrlry Glenhaven lr. PI (1117) 1 ~apeedlcWashroom, ALE Room,~ • Elev*r Goldcrat PI (1173) 2 Blrrler Fn~e W81t.raam & Orthopaeclc Wahroom 8 ALE Room. ADO II Mlln E Gordon Graydon Sr. PI (1178) 2 Blrrf• ffiiLWIIIhroom & - ~· - ~ • ~·!'ii•Uft Great L•kH PI (2001) 2 N:JO at u.Jn E;<--- A No Etevator 2 (& 3ld ftoor GNtn Ol•de Sr. P8(1171) Door Hold-Open Devlcet, ADO It 8eoondary mech.) D
5 34 Appendix A
Elevllor GrMnbrlllr Middle 8chool (1174t 2 Benter Frw Walhfoom & o.thopaedlc Walhroom 8 ADOe at Main & Secondary Enlranoel Elevator, Banter Frw WaehRMNn & Orthopaeclc Wuhroom GrenollleP8(1871) 2 ALE Room, Brltlle Signage, ADO at Main Entrance • 1 (& 2ftll floor Banter FIH w.hrvom, AOOt at M81n & HanovarP8 8 mech.) 8econdlry Entrance~ HIIOid Elevllar F. Loughln P8 (1173) 2 Barrier Free Watvoom, ADO at Mlln Ennnce a Hawtllorn P8 (1117) 1 Banter Free Walhroom (In l 6 35 Appendix A Ellv8tar, IMler F... w.traom & Jllnel,Potter P8 (2001) 2 Welhroom ALE Room, Brlile 81gn11Q8, ADO .. A Mlln EntNnDII Elevab':-. Lift a.nt1r FNI w.hroom & OlthopMdlc w.twaom Jan.t L McDougald P8 (2012) 2 A ~Room~.,.."a Hoi6-0p~ OMcM.,!lnllll EltMtar Jttfei'IOft ,. (1171) 2 Benter FrM w.t1100m a Olthopaedlc w....., ALE Room • 2 (balement & 111 No Elavllor; No Stli' Uft Kenollle PI (1111) ttoan Benllr FrN Wllhloam c KlndNt P8 (2001) 2 I Blmlr F... Wllhroom a OlthopaHic w.hroom A ADOa•MIIn& . No Elevator King• Mntlng PS (clotStd) 2 Barrier Free Washroom c Elevleor, Klnpwoad Drive PI (1177) 2 Benter F... W::\ ALE Room, Door Hold- 0Mn DeviCII ;lmwae • E14Mtar Llncuter PI (1111) 2 a.nwflee ,- - Walhi'QOm 8 El....tor, St8ge Lift Ianier F... w.hroom & OrthopMdc WMhroom Llrbpur PI (2002) 2 A Door ~n Device~, AOOt It Main & s aev.tor, 8t.ge Uft Barrier FrM Wuhruom & Olthopndlc Wul'lroom Creek PI (2001) 2 A Levi ~e Room, ADOa at Main & Secondary Elev8tor larrilr F... Walhroom & OrthopMdlc W•hroom A Lllgar Mlcklle School (1811) 2 ALE Room, AOO. at Mlln & Secondlry E Elevlllor ' Blrrttr Free Waehroom & Orthopaedic W•hroom Lorenvllle PI (2013) 2 ALE Room, Door Hold-Optn DtviCII, lrellle A Slanaae. ADO• at Mlln & S100ndarv Lome Parle PS (1171) 1 a.mer Free W81hroom • Elevllor a.rilr Free Waetuoorn & OfthopHdic Welhroom Lougheed Middle School (2001) 2 ALE Room, ADO. at Main & Seconclafy A Ennncet Banter FIM Wlllhroom, A001 at Main & MacvHie PS (1814) 1 StcondiiYE • 1 (& 2nd floor ALE Room (aenaory) D Madoc Drive P8 (1872) mech.l 1 (& 2nd ftoor Maple Wood PS (1178) mech.) AcC1111ble Wahooma, ADO at tMin Entrlnce c 2 (& 3111 floor No E!Mitor (2 ...,... 2"' toor areea) Marvin HeJgl* P8 (11M) !-ritr FIM_WIIhroom, ADOs at Mlin & c mech.) .., Maaey ..,... P8 (1878) 2 Blrrter Free Welhraorn & Orthopaedic W11hroorn ADO at Maine-- • Eltvator McBride Avenue PI (1871) 2 Barrier Free Wulworn, AOO. at Main & Secondlrv EnfrllnCel • 7 36 Appendix A Elevalor Barrier Ff88 Wahroorn & OIUqladlc Washroom McClure PI (2011) 2 ALE Room, Door Hold-Open Devlcea, Braille A -~ ~ ADoa II~~& . Entrwlces ElevatDr, Stege Llll a.nter Frw W8lhroom & Orthopaedic Waahroom McCrimmon Middle School(~) 2 ALE Roam, ADOt tl Main & Secondary A 3 (bllement & 2 No EJMIIDr: No Lift McHugh PI (1124) a.nter FMe Wllttroom, ALE Room, ADO It c ftoora) ...... 8anW Free w.twoom & onhoPMCfic Wllhroorn McKinnon PI (JMJ) 2 A ~ Room, _!nile Sig111g1, ADO. It ...... & Elevator Barrier Frw Vlalhfaom & Orthopaedic W81hroom Meadownle VIA•I• P8 (2001) 2 ALE Room, Bnlllle Sgnage, ADOI at Main & A - .·-. . Elevator, 8&lgl Lift 2 Barrier Frw Wllhroom & Orthopaedic Waahroom . Middlebury PI (1813) ALE Room (MIIIOI"t), AOOa at Mam & Secondary 8 Entrancea 1 (2nd floor Orthopaedic Wlltiroam, ALE Room Mlllerte Grove P8 (1884) mech.} a 2 (balement & 1" No Elevator, No Lift Mineola PI (1111) floor) Barrier Free w.tuoom, ADO at Main Entrance c No EIMlir. Acclai»>e Sllge . Momlng Star Middle School (1111) 2 Door Hold-Open Dlvlcll, ADOIIt Main & D - ..:. Elevator, Stage Uft Morton Way PI (1181) 2 BMtttFree ... Wasbrvom a Elevllor ·~ Banter FrM Wllhroom & Orthopaedic W81hroom Mount Pleuant VIllage PI (2011) 2 ALE Room. ADOa .. Main & Secondary A E ,StageLII Mount Royal PI (2001) 2 Blrrler Free Wuhroom & Orthopeecllc Wuhroom A ALE Room Braille 81an101 eev.tor, Stage Uft Banter Free Wahroom & Orthopaedic W•hroom Mountain Alb PI (2003) 2 ALE Room, ADOs Ill Main & Secondary A Entrance I Elevator Munden Park PI (1•) 2 Barrier Free Wahroom, ALE Roam, Bretlle c ' .- Elevator, 8tllge ~ Nabanl Way PI (161) 2 a.rter Free Waltofoom & Orthopaedic Wuhroam B ALE Room &MdCi' a.rler Free w.tuoom & OrthopMdlc Washroom Ntleon Mandell PI (2014) 2 A ~ Room, Door Held-Open Devlcee, Bralle AOOIIl Main & · Entrance~ .... UI Northwood P8 (1184) 1 Berrier Free Waltofoom & Orthopaedic Washroom B ALE Rc1am. ADO at ... Entrance Olkrld• PI (11111 1 Blrrler FrM WllhrDom a Elevator (2007) Barrier Free Welhroom & Orthopaedic Washroom Oscu Peteraon PI 2 ALE Room, Door Hofd.Open Devlcel, AOO. at A Main & - ~ Entmnca 8 37 Appendix A Elevator 2 A O.NJ Wood8 PI (-1) Barrier Free W81hro0m &~lcW.hroom Owenwood PI (11M) 1 Acceulble Wllhrooml, ADO It tMin Entrance c Elenlor Barrier frM Wllhroom & Otthopaclc washroom PllgnveP8(2011) 2 ALE Room, AOOI81 Mlln & Sec:ond.ry A a.... fi'M Wllhroom & Orll0jl8idlc WMhroom Parkway P8 (1114) 1 ALE Room, Door Hold-Open Devlcet, ADOI at 8 Main & s.canc~n E 1 (2 1111 floor Plowman's P•rk P8 (1.1) mech.l Olthopeedic w.twoom 8 Ellvldor, Plum TIM P8rk P8 (1-) 2 Banter Free--Lift WahiVOII'I & - .... Waehroom 8 No Lift QUMn Ellabeth Sr. PI (1112) 1 Ianier Free W.twom &Orthopeedic Wllhroom Brlllle Stcnae. ADO at Main Ennnce • Elevttor, Stage Ltft Blln1• Free Wahroom & Orthopaedic Waahroom A Queen Street PI (1001) 2 BraiSie SIQMp, AOOIInltllled at Main & S.oondaiY EnlrMoea 3 (belement & 2 No Elevator; Stllr Uft In Main Corridor, Queenelon Drive PI (1111) flooniJ Orthopaedic Wllhroom, Braille ._._ c Elewltor Barrier FM WUhroom & ~lcWalhroom Rly Laweon P8 (2012) 2 ALE Room, Door Hold-Open Oevlca, Braille A Slanaae. AOOeat Main & s Entrllncu Ray Underhill PI (1111) 1 Banier FM W.hroom & Ofthopeedlc Wuhroom 8 Elevator Rid Willow P8 (2001) 2 Barrier FI'M Wllhroom & Orthopaedic Washroom A ALE Room Bide -· ElevMor Ridgeview PI (1114) 2 Banter FtM W..hroom, Door Hold-Open DIYicel Braltle Slaneae ADO at M8in Ennnce Elevator • Barrier Free Waehroom & Ofthopaedlc Washroom Ridgewood PI (1111) 2 ALE Room, ADO. at Main & Secondary a Enlrancn No Elevator 8errfer Free Wahroom & o..thopaedlc W•hroom RIYef'lkle P8 (1H3) 2 ALE Room, ADO. at Main & Secondlfy c EftlriiiCII Elevator Robert H. Lagerqullt lr. PI (1114) 2 Banter Free Weahroorn & Orthopaedic Washroom a Braille Slanaae ADOs at Main Entrance Elevator Robert J, LH PI (1MI) 2 BeiTler Free WuhiOOm & Orthopaedic Walhroom A ALE Room, Bt'IIIHe Signlae Elemor, Stage Uft Merta Bond•r PI (2001) 2 Barrier Free Wahroom & Orthopaedic Wahraom A ALE Room Elevator Barrier Free Washroom & Orthopaedic W•hroom Rou Drive P8 (1014) 2 ALE Room, Door Hold-Open O.vlcu, Braille A Sian... A001 at Main & SecondarY Entr8ncel Elevator, Stege Uft Rowntrle PS (1001) 2 Barrier Frn Washroom & Ol1hop8edlc W..... roorn A ALE Room, Braille Slgnege 9 38 Appendix A Elevldor, ...Lift Royal Orchard Middle School (2001) 2 Bamer Free Welhroom & Orflollledlc w.hrvam A ALERaom ee.tar, ..... Uft ...._..D. Barber PI (1112) 2 'BimltfiM w.toiDOm a- Wllhroom • Elevlb', Stllge Lift Ruth~ Mlclclle School (Ba) 2 BlnilrfMI Watlhroom & ~Wahroom A ALE Room St8ge Uft 1 (& 2ft' floor Blrrler F• Wllhroom a O~WMhroom lawlnlll Valier PI (1113) mech.) ALE Room, a-.. SlgMge, ADOIIt Mlfn a 8 - Entrencea e.v.a Settler'a GI'Mft PI (1171) 2 a.nter F.-WMhtaom (In IQnderprtln ciMa) ADOa at,..... & ...... : Ennncel • EleviiiDr B8rrier Free WMhroom a OlthcJCIMdlc w.hroom Shaw P8 (2007) 2 ALE Room, AD0t at Mllln & 8econdlty A EntrMcel Eleveeor Shelter Bay PI (1171) 2 a.rilr Free Wahroom, ALE Room a 2 No Elevta: No Lift; lherklan Park PI (1178) Bln1er Free W8lhloom c Elevllor, --Lift SherWood Milia PI (2001) 2 Bwrllr Free w.twoom a Orthop8edlc Welhroom A ALE Room Brlllfle - Orthopaedic Vlalhroom 8Uver Creek PI (1171) 1 ADOaetMalna ,, Entrancll 8 NoEiever lllverthom PI (1818) 2 a.nter Free Wllhroom (In l 10 39 Appendix A No Elevator Springfield PI (1111) 2 Banler Free Wat.room c ADO at Mlin Entrance Elevator 2 A •nllr Milia PI (2001) 0 lcw.hroom Elevlltar. --Uft 8unnr vt.w Middle School (aM) 2 a.rter Free w.hroom & 011hopaedic Wuhroom A ALE Room NoEievltor Tec...... ,.P8(1.. ) 2 IMIIr Free Wahroom On Klnd.prten clln) c ADO. It Mlln & - ~· Entrllaa 1 (2nd floor Banter F• w.hroom & OrthopMdlcWMhroom ALE Room, Bralle Slgn8ge, ADO at Main 8 Teny Fox P8 (110) mech.) E1evator Tlloma811tr'Mt lllddlllchool (1•) 2 Blnter Free Walhroom & Orthopaedic Washroom A ALE Room ADO Ill Main Enlnlnce Noeev.lor D Thorn Lodge P8 (1170) 2 ADOs It Main & - Enlrancn Elevator , 818ge Lift Barrier Free W81hraom & Orthopaedic Washroom Thorndale PI (.r) 2 ALE Room, ADOs It Main & Secondary A Enhncea EIIMIIDr Tllornwoocl PI (1174) 2 Barrier Free Wastwoom, Braille Signage, ADO at I Main Ennnce Tomkin Road Middle School- NoEie¥a1or 2 ALE Room, Door Hold-Open Oevicel, ADOs at c North Bulldlntl (1118) Main & - Entnlncea Tombn Road Middle School ~h 1 Orthopadlc Washroom, ADOe at Main & 8 lktlldlna f1170) Secondary EntranCII Elevlllor Blrrier Free WaahnxHn & OrthopeedJc Waatuvom Tony Pontes P8 (1011) 2 ALE Room, Door Hald·Open Devlcel, BraUie A ... · ADOa at Main & Seccindalv.Entrancee Elevator, Slllge Uft TrMIIne P8 C2002) 2 ~Free Washroom & Orthopaedic WMhroom A 8t Mllln & 8eclondarv Entrancea Banter Free Wuhraom & Olthopaedlc WMhraom T•IIWIIY PI (1111) 1 ALE Room, ADOa at Main & Secondary a Enlnlncea Elevalor Barrier FJM Wuhroom & Orthopaedic Washroom TrlbuM Drive PI (2011) 2 ALE Room, Bralle Slgnage, AOOa al Mlln & A Entlwlcel Elevator YIIIIJ8 Sr. PI, The (1174) 2 Benter Fnte Walhroom a Stege Uft VIlla Helght8 P8 (1117) 1 Barrier Free W..hroom I Elevator Barrier Free W•hroom & Orthopaedic W81hroom W1lnut Grove (2014) 3 ALE Room, Doar Hofd.()pen Oevicel, ADOs at A Mllln & - Ennncea a.rilrFree w.tnom. ADOa at Main & Wletlcra PI (1111) 1 - Entranc:ea 8 Elevator, 8lage Lift w.terven. Comera PI (1111) 2 Barrier F• W..hroom & Orthopaedic Wuhroom A Braille Slgnage 11 40 Appendix A Elevator Barrier Free Waltvoam & Ofthopaedlc Washroom Wballr'a Come• PI (2017) 2 ALE Room, Door Hold-Open .,..._, BniiHe A Stgnage, ADOt at Main & Secondery Ennncee E....,_. Whitehorn PI (a.l) 2 Blrrier FN8 Washroom & Weahroom A No Etevar, Uft to Lower Corridor Level Whlteollks PI (1811) 2 a.nter frH Walhroom c No Elevator Berrier FN8 waahroom, Door Hold-Open WIIIMI G. Dnt. Sr. PS (1870) 2 Devlcel, Braille Slgnage, ADO. at Main & c Secondary Ennncu Wlllla1118 Parkwly Sr. PI t1117) 2 a.rter Free w.hroom, ALE Room, Braille a ·-- AD011t Main & SecondafY Entrances 1 (2M floor Stage Way Lift Willow PS (1111) mech.) Orthopaedic WMhroom a Elevator Worthington PI (2003) 2 Barrier Free Washroom & Olthopaedlc Wa~hroom A ALE Room Braille Slanaae Secondary Schools 2018 School loffloon •-Futu... a lmDrov.nenta IWina Applewood School DC stephen Barrier Free Wuhroom & Orthopaedic Washroom 0 1 ALE Room (MniOry), Door Hold-Open Devices, A ...... 88 (2001) ADOa at Main & ..... Entrancea Elevator, Stage Uft (1187) Barrier Frw W..hroom & Orthopaedic W81hroom Applewood Heigh.. ss 3 ALE Room, Door Hold-Open Oevicee, ADOs at 8 Main & Secondlry Entrances Elevator Bramalea 18 (1184) 2 Accesaible Waehroome, Brame Signage, ADO. at c Main & Secondary Entrance~ Elevator, SCige Lift, Ramp In Library Brampton C.ntennlal88 (1111) Bam• F1111 Wahroom & Orthopaedic 'Nalhroom 3 ALE Room, LJfe Sldlll Clalaroom, ADOI at Main c & SecondarY Entrance. Elevator, SCage Uft Clltlebrooke 88 (2012) Bam• Frw Wllhroom & Orthopaedic Waahroom 3 ALE Room, ADO. at Main & Secondary A Entrlncel Etevator Clwtll,. Perk 88 (1872) Barrier Frae Wahroom, Door Hold-Open 3 Devlcn, Brallfe Slgnage, ADO. at Main & a Secondary_ Entrancll Elevator, Accelllble Stage Central PHI S8 t1181) Orthopaedic W•hroom, Door Hakl.()pen 2 Devices, Braille Stgnage, ADOI at Main & 8 Sac:onderY Entrancee Elevator, ACCIIIIble stage Chlnguacouay 88 (1872) 2 Barrier FrM Washroom, Door Hold-Open 8 Oevk:ea, ADOI at Main & Secondary Entrancea 12 41 Appendix A • aiji Lift •. riiiCCIU) linter F,.. Wahraom & Ofthop..clc Wtlhroam Cllrbon 88 (1170) 2 (3"1 floor mech.) lrllle Slgnllge. ADOI8t .,_ & 8eaandlry I - ' Elevllor,StlgeUI Blnler ,,.. Wahnan & Olthopeedic w.hroom DIYid 8uzuld 88 (2011) I 3 ALE Roam, Door Hold-Open Devlcel, B,..._ A - ADOt.lt....,..&A e Blnler Free Wahraom & O.lhopwdloWIIhroom Erlndlle88(1•) 3 Door hold ClPtR ct.vlcel, ..... 8IQnage. ADOI.t a Mlln ~ S.CO.Idlry Entrlncll, Remp ~It Mlln ._,StlgeUI Blrrler F,.. w.twoom & OrthopMdlc WMhroom Fletch•,.• ..ldow 88 (2004) 3 ALE Room, Door Hold-Open O.W., Bide I A Slgnege, ADO. It Main & S.CXMICIII'I EntrMal - 10 Rlllr &1111 Ellvnll, ... Lift._~ Blrrler F,.. V-181ht'Dom &011hopiedlc Wllhroom Gllnfonet 88 (1170) 2 Door hold open~. Bnile Slgnege, ADOt et c ...... _._ - Elemor, llnler & Gltnfo,... Iouth 88 (1111) 2 Frw w.twaom Of1hopledlcw.hroom (Former Gordon G,.Son Memorlll 88) ALE Room, Uft..Sidll Clluroom, Braille Stgnage a ADOIItMaift-· Et.valor, Stage Lift .. &Inter Frw Wllhroom & Ol1hopledlc Wllhroom Herold M. Brathwan. 88 (2003) 2 ALE Room, Llfe-8ldlll Claaroom, B...ule Slgnage, A ADO...... & - EntrancM ,ACCIIIIble .... Blnllr F,_ Wahfoom. Billie Slgnege Hurt Lake 18 (1•) 2 8 I ADOI81 MM1 & Stcond.y Entrwat, Curb cull ! &RMD I Ellv8tDr Humbervlew 81 (1171) 2 a ..... c a.v.eor, 8tlge Ul a.m. FIW Washroom & Orthopeedlc Wllhroom Jun Aut~ustlne 88 (2011) A 3 ALE Room, Door Hold-Open Device~, 8rdle AOOI81 ...& -- aev.tor, Stlge Lit John,,..,, 88 (11H) • 2 (3"1 floor mech.) a.m.,,.. Wllhroom, Brdle 81g.,., AOOt I etMIInl ._... ~Lift 8lnllr ,,.. Wllhraam & Ortftol*dlc W81hraom Judith N,_n 88 (VOC) (1171) 2 ALE Room, L.Jre.8ldl'- Cleltroom, Door Hold- I (fofmet Nofth Peel 18) Open Devlcll, Billie Slgnlige, ADO 81 Mlln .entr.nce Elevator Blrrler FM Wahroom, Door Hold-Open Lincoln M. Alexander 88 (1MI) I 8 3 Devlcll, Brllle SigMge, A0011t Mllln & -~&ln.:. Eaev.tor Lome Park 88 (1111) 2 llnler Frae Wlllwoom, Door Hold-Open Dlvfcll a ADO llM*I Enlrlnae Elev*,SIIgeUft 11rr1er ,,.. &Orthopeedlc w•room Loulae Arbour 88 (2010) w.oom 3 ALE Room, 8rlllle Slgnege, ADOtllt Matn & A 8tcondlly EnlrlnCII 42 Appendix A Elevator, ACCIIIIble .Stlge a.rilr Free w.ttraam, Door Hold.Qpen Devicel Mlyllld 88 (1170) 3 8 Ehllle ~. ADOa at Mlln & Secondary Etlb•a• ...... Aoclulble .._ a.nter Free w.hroom & Orthoplldlc Welhroom (1M1) 2 Mudow¥81e 88 Door Holcf.Open 0tMcn. ar.lle Slgnage, ADO .. 8 ... . ,SIIgeUI Bantlr FIW Wllhraam & Orthopaedic Welhroom ...... 88 (2001) 3 A ~ Roam,Jfllle 8lgnage Aoo.al Meln & Ele¥IIDr I North P•rk •• (1171) 2 B8rrllr F• Watuaom, Braille Slgnege, AOO. at Mltn&- Enntue • Perlcholme School DC G Flelch.,.e 8Mter F• w.hraom & Orthopaeclc Waahraom 1 ALE Room:~ Oevlcet,.,.. A Mndow •• (2004) at · ,a- •· Peel Alt. School North old e.nt1r Free Wuhraom, Door Hoed-Open Devlcel e 1 8 Perldlolme f1111) ADOI• Mlln & .. Entrllncu I Ptet Aftlmdve lchOol Iouth (1111) 1 w.haaom, ADO at Main Entrance a Elewllor, Accelllble Slip_ Benter F,_ Wattraam & Orthop.edlc W•hroom Port Credit 88 (11M) 3 Door Haki-Open Devloel, 8niDe Slgnlge, AOO. 8 lltMIIIn& .. ... Elevlllor, .... Lift Rick HenHn 88 (1111) 3 Benter F,_ Wuhraam, ALE Room, Brde A ADOI at Mllln & 8e En-- Elevator, Stage Lift FrM W11hroom & Orthopaedic Wahroom HelgiD 88 (2007) a.mer S.ndalwood 3 ALE Room, Door Hold-Open Oevlcel, ar.lle A - . ADO...... & - ~ Entrance~ ,at.geUft Blnter Free w.tlraam & Orthopaedic Wllhroom Stephen Lewll 88 (2001) 3 ALE Room, Door Hold-Open Devlcll, Brllle A i • - ADOiatMIIn&- ·- I ' Stage Ull Streetevllle 88 (1111) 2 ilrniT Free W.hroom & Orthopaeclc Welhroom a ALE Room. ADO 8t ,_n Ennnce Eltvelor, Stage Uft noma L Kennedy 88 (1113) 2 a.m. Free Wah room & Orthopledlc Wllhroom 8 ALE_Soo.m. ADO at M.ln & · .._ Tumer Fenton 88 North (1174) 2 Benter Free w.Naomt Door Hold-Open a Devloll ...... No E...,_ Lumlng Bnlllle Tumer Fenton 88 South (1172) Mlmlllve Environment, 2 Stgnege, AuiDmatlc Door Openera inllllllld at D Mini - Elevltor. 2 (basement & 1• BMJer Free Wat.raom & OrhpeedicWIIhroam W.t Credit 88 (1811) ftoar) LJ.8ICII Clluroom, BMI .. 81gnage, ADO at a I -- i Mltn ElevMor, .... Uft I a.m. Free w.tuaom, Door Hold-Open Devtoa Woodlllnda School, The (1172) 2 Brlllle Slgnage, AOOI at Mlin & Secondary a Elltrlf'Cit 43 Appendix A Other Board Facilities 2018 Location •at Floors liMe,....,,. &lmDI'OVementa Retina Adult Education Centre Notth, co Bramalel II, Incl... 1 Barrier FrM Wahroom, ADO at Mllln En1,._ 8 Welcome the Worldl Adult Education Centre Noltlt, 2 Elevator, Acc111111t w.hroam~, AOO.It Main c f7700 Hurontarlo 8t. sun.*' & Secondary Enma~ Adult Education Centre loull, Accealble w.twaama, ADOa at Main & Elm Drtve W,lncl. We 2 C100 Secondary Entrw~aa c Welcome tile World) Britannia Fann . D Britannia lcltool Houle 1 D Dunton Haua. The Galdner· . D GW FlnlaWon Field study Cenlre 2 D 4 (baaement & 3 Elevator Banter Free Wllhruom, ADO• at Main B H.J.A. Brown l!duC8tlon Ctnn floors) & Secondary Entr.ncll Barrier Free W..hroom, ADO .. Berrier Free Jack Smythe Field study Centre 1 Entrance B Mllllllnance lervlcM- North f24 Holtbv Avenue) 1 D Mllntenance Service.-Iouth 2 D (Cent. Pkwv' 1 Barrier Free Walhrooma Mlleluauga Field Otllct ADOI at Mllln & - Entr8IICII 8 Elevator North Field Office 3 Accenlble Welhrvclms c Accessibility Ratlna Legend Students in wheelchairs can access all cfa88rooma and all program facilities (shops. llba), washrooms, drinking fountains, and service counter. Fltmenta typically tnclude Barrier Free parking, ramps, automatic A door operators, a stand-alone Barrier Free and/or Orthopaedic Waehroom, braille stgnage, lifts, and elevators where applicable. Typically schools built after 1998 meet this standard. All areas of IChoola built after 2015 comply with the current Ontario Building Code lOBCl. and ac:ceaalbllltv reaulatlona. Students in wheelchalra can ICC8II moat classrooms and program facilities, with limited Impact on B timetabllng. Washrooms ate acceuible, and the school Is fitted with a standalone Barrier Free and/or OrthoDHdlc Washroom. Oeslanated Barrier-Free Darklna. ramoaand automatic door ooeratora. Students In wheelchairs can access Ill school building and a washroom. School has some features of c acceutblllty Including designated Barrier-Free parking, hoWever school may have lnacceaalble areM or levels cauaina timetable or oroaram constraints. Facility hal features of accesalblllty but 18 very limited In ~ due to phyalcal constraints In the dealgn D of the building, andlor accea between ftoora. TBD To be determined Acronym Leaend ADO Automatic Door Operator ALE Altematlve Leamlng Environment CIA Canadian Standards Alsociatlon oac Ontario Building Code 15 44 45 PEELD~TRICTSCHOOLBOARD 10.1 Special Education Advisory Committee March 19, 2019 Ministry of Education Update: Special Education Funding in 2018·2019 Recommendation: It is recommended that this memorandum be received. Submitted by: Shawn Moynihan, Superintendent of Special Education Support SeNices 46 47 Mtnlltry of liduNtlon Mn~Sttre de l~duoatlon ~ Special Education I Direction de 1'6ducaUon de l'enfance an Succ:ess for AI Branch cifficult6 at de Ia ,.uaalta pour tous 19" floor 1~ ••• 4dlllce Mowat 900 Bay Street 900, rue Bay t?ontario Toronto ON M7A 1l2 Toronto ON M7A 1L2 2019: SB01 MEMORANDUM TO: Directors of Education Superintendents of Special Education FROM: Claudine Munroe Director Special Education I Success for All Branch DATE: February 20, 2019 SUBJECT: Update: Special Education Funding in 2018-19 This updated memorandum provides a summary of Special Education Grant funding changes for the 2018-19 school year, including details regarding the Differentiated Special Education Needs Amount (DSENA) allocation. The following is a list of the key changes to special education funding that are summarized in this memorandum: • DSENA: New Investment and Allocation Details • Special Education Per-Pupil Amount (SEPPA): New Investment and Allocation Details (Summer 2018) • Special Incidence Portion (SIP): An increase to the Maximum Amount Per Eligible Claim (Revised Summer 2018) • Behaviour Expertise Amount (BEA): Transition of Applied Behaviour Analysis (ABA) Training funding from Education Programs-Other funding into the BEA • Care, Treatment, Custody and Correctional (CTCC} Amount: Name change and update to guidelines Update: Special Education Funding in 2018-19 Page 1 of 17 Memorandum 2019:8801 February 20, 2019 48 DIFFERENTIATED SPECIAL EDUCATION NEEDS AMOUNT (DSENA) ALLOCATION New for 2018-19 The 2018-19 DSENA allocation includes a new $50.8 million 1 Multi-Disciplinary Supports Amount, which supports increased special education programs and services. The new Multi-Disciplinary Supports Amount will support all students with special education needs, including some subsets of this population such as students with Autism Spectrum Disorder, and other needs such as mental health needs. The 2018-19 DSENA Allocation will be made up of four components: • Special Education Statistical Prediction Model (SESPM): This component is projected to be $773.4 million; • Measures of Variability (MOV): This component is projected to be $273.0 million; and • Base Amount for Collaboration and Integration: This component is projected to be $32.8 million, which represents approximately $456,017 per board. • Multi-Disciplinary Supports Amount: this component is projected to be $50.8 million o Multi-Disciplinary Team component (approximately $28.4 million) and o Other Staffing Resources component (approximately $22.5 million) Further details regarding these DSENA allocation components can be found below. In addition, a copy of the projected DSENA MOV, SESPM and Other Staffing Resources Table Amounts for each school board, as found in the DSENA Table of the Grants For Student Needs- Legislative Grants for the 2018-2019 School Board Fiscal Year, can also be found below. Special Education Statistical Prediction Model fSESPMJ The logistic regression Special Education Statistical Prediction Model developed by Dr. J. Douglas Willms has been updated for the 2018-19 school year. It draws from 2015-16 Ontario Ministry of Education anonymized student data (most recent available), merged with University of New Brunswick- Canadian Research Institute for Social Policy Census indicators from the 2006 Canadian Census data, to estimate the number of students predicted to receive special education programs and services in each of Ontario's district school boards. The ministry determined that some GSN funding allocations, especially those that use data at lower levels of geography, could not be reliably updated with the 2011 National Household Survey data. This includes the SESPM. Ministry staff are presently examining 2016 census data to determine its reliability for updating funding components of the GSN that use Census data, such as the SESPM. 1 The Multi-Disciplinary Supports Amount Investment totals $52 million, which includes funding for school authorities and the benefits trusts costs of this investment. Of this $52 million investment, $50.8 million Is provided to Ontario's 72 District School Boards through the Multi-Disciplinary Supports Amount. Update: Special Education Funding in 2018-19 Page 2 of 17 Memorandum 2019:SB01 February 20, 2019 49 The board-specific prediction value for each school board reflects the relationship between the actual percent of students reported to be receiving special education programs and/or services in the school board and the average level of socioeconomic status of all students enrolled in the school board. The following demographic factors were used: • Occupational structure, • Median income, • Parent level of education, • Percent families below Statistic Canada's low-income cut-off occupational structure, • Percent unemployed, • Percent Aboriginal families, • Percent recent immigrants, • Percent moved in previous year, and • Metropolitan influence zone. The likelihood that a student will receive special education programs and/or services is estimated with a logistic regression model, which models the probability of a student being designated as reported to be receiving special education programs and/or services (e.g., Y1 =1 if reported; Y1 =0 if not reported) as a function of a set of n covariates or predictors. The analysis entailed the estimation of 14 separate logistic regression models - one for each of the 12 definitions within the ministry's categories of exceptionalities2, one for students 'non-identified with an Individual Education Plan (IEP),' and one for students 'non-identified without an IEP.' For each school board, the prediction formulae for these 14 models were used to predict the total number of students in each category, given the demographic characteristics of all the students served by the school board, and then summed to achieve an estimate of the predicted number of students who could be expected to receive special education programs and/or services. 2 There are five categories and twelve definitions of exceptlonalltles as follows: BEHAVIOUR- Behaviour; INTELLECTUAL- Giftedness, Mild Intellectual Disability, Developmental Disability; COMMUNICATION- Autism, Deaf and Hard-of-Hearing, Language Impairment, Speech Impairment, Learning Disability; PHYSICAL- Physical Disability, Blind and Low Vision; and MULTIPLE- Multiple Exceptlonalities Update: Special Education Funding In 2018-19 Page 3 of 17 Memorandum 2019:5801 February 20, 2019 50 The functional form of the model is: 1, given a studenr s 1 Probability Y1 = set of background characteristics where Y1 denotes whether or not a student was reported as receiving special education programs and/or services; and x1 .. .. Xn are the student's grade, gender and 2006 Census derived demographic characteristics. The regression coefficients, {3o, {31, ...... f3n are estimated from the anonymized data for all Ontario students in 2015-16. With these estimates, the model estimates the probability that a student with a particular set of background characteristics would receive special education programs and/or services. Therefore, in a school board with 10,000 students, where each student's age, grade, and census-derived demographic characteristics are known, the prediction model can be used to estimate the probability that each student would receive special education programs and/or services. The sum of these probabilities for the 10,000 students provides an estimate of the total number of students that are likely to receive special education programs and/or services in that board. The board-by-board predicted value is then multiplied by the board's average daily enrolment (ADE) to determine each board's proportion of this allocation. Measures of Variability fMOVJ The Measures of Variability use six categories of data to reflect differences in each school board's population of students with special education needs and in the school board's ability to respond to these needs. Overall, the provincial MOV amount will be distributed among all school boards based on six categories of data where each category has an assigned percentage of the total MOV amount. Each category has one or more factors, and each factor has an assigned percentage of the category total. The percent of MOV funding available for each category/subcategory (see Table 1 below) multiplied by the provincial MOV amount, determines the provincial funding for that factor. Update: Special Education Funding in 2018-19 Page 4 of 17 Memorandum 2019:8801 February 20, 2019 51 Table 1: Provincial Funding for Each Factor of MOV Category Factor(s) %ofMOV %ofMOV Funding Funding for for Sub· Category Category 1 Students 2015-16 data as reported by boards 30.2% reported as {one factor) receiving special education programs and/or services 2 Participation 2016-17 data for: 30.2% and Sub-Category 2A: Grade 3 students 10.4% achievement in (including gifted) with special education EQAO needs who were exempt, below, or assessments reached Level1 (six factors) by students with special Sub-Category 2B: Grade 6 students 10.4% education (including gifted) with special education needs needs who were exempt, below, or reached Level1 (six factors) Sub-Category 2C: Grade 3 and Grade 9.4% 6 students with special education needs (including gifted) with three or more accommodations (two factors) 3 Credit 2015-16 data for: 16.1% accumulation Sub-Category 3A: Students with 12.3% and special education needs earned 5 or participation in less credits in Grade 9 or earned 13 or locally less credits in Grade 10 (two factors) developed and alternative non- Sub-Category 3B: Grade 9 and Grade 1.3% credit courses 10 Students with special education (K-Courses) by needs enrolled in Locally Developed students with Courses (two factors) special Sub-Category 3C: Grade 9 and Grade 1.5% education 10 Students with Special Education needs Needs enrolled in K-Courses (two factors) Update: Special Education Funding in 2018-19 Page 5 of 17 Memorandum 2019:5801 February 20, 2019 52 Table 1: Provincial Funding for Each Factor of MOV Category Factor(s) %ofMOV %ofMOV Funding Funding for for Sub· Category Category 4 Remote and 2018-19 Projected allocations for: 12.8% Rural Sub-Category 4A: Board Enrolment 6.4% Adjustment This component recognizes that smaller school boards often have higher per-pupil costs for goods and services. (one factor) Sub-Category 4B: Distance/Urban 1.4% Factor/French-Language Equivalence This component takes into account the additional costs of goods and services related to remoteness and the absence of nearby urban centres. and recognizes that French-language school boards operating in minority language context face higher costs in obtaining goods and services (one factor) Sub-Category 4C: School Dispersion 5.0% This component recognizes the higher costs of providing goods and services to students in widely dispersed schools (one factor) 5 Indigenous Indigenous Education Grant's Per-Pupil 7.6% Education Amount Allocation (one factor) Grant Adjustment 6 French- Recognition of school boards operating 4.1% language in an official language minority context School Board and their size. Adjustment Sub-Category 6A: Base amount of 2.0% $456,016.80 per board (one factor). Sub-Category 6B: Board Enrolment, 2.1% (one factor). Update: Special Education Funding in 2018-19 Page 6 of 17 Memorandum 2019:SB01 February 20, 2019 53 The six MOV categories and its twenty~seven factors are described below. MOV Categorlll 1 to 3: The first three categories of MOV use data to develop a school board profile of special education needs. These categories compare each school board to the provincial average on each of the factors, to determine its special education needs profile. This is done by attributing each school board with a weight derived from their data point in relation to the provincial average. The MOV weights for categories 1 to 3 are calculated as follows: Weight Data ranges (DSB vs. Provincial Average) 0.8 <-30% 0.9 ~30% to< -10% 1 -10% to< +10% (of Provincial Average) 1.1 +1 0% to < +30% 1.2 C!:+30% The calculation for these three categories is as follows: a) The board's data for each factor determines its weight, using the ranges described above. Specific ranges for each data point can be found below. b) The board's weight for the factor multiplied by the board's ADE determines the board's factor number. The board's factor number is divided by the total of all 72 boards' factor numbers combined for that factor. This ratio is then multiplied by the amount of funding available for that factor to determine the board's funding for that factor. The following tables summarize the proportion of the MOV total that is allocated to each category and its factors, as well as, the ranges for each category or factor. Category 1: Prevalence of students reported as receiving special education programs and services by school boards. Prevalence for this category is the total number of students reported as receiving special education programs and services divided by total enrolment. (one factor) Prevalence of students reported as receiving special education programs and services: 30.2% of MOV Weight Range 0.8 < 12.09% 0.9 12.09% to< 15.55% 1.0 15.55% to< 19% 1.1 19% to< 22.46% 1.2 C!:22.46% Update: Special Education Funding in 2018-19 Page 7 of 17 Memorandum 2019:5801 February 20, 2019 54 Category 2: Participation and achievement in EQAO assessments by students with special education needs who were eligible to take that EQAO assessment (Elementary enrolment counts only). Sub-Category 2A: Prevalence of participation and achievement in Grade 3 EQAO assessments by students with special education needs, including gifted, who were exempt, below, or reached Level1 or less (six factors). 2A- EQAO Achievement- Grade 3; 10.4% of MOV Males Females Males Females Males Females Reading Reading Writing Writing Math Math Weight (20% of (16% of (20% of (16% of (15% of (15% of 2A) 2A) 2A) 2A) 2A) 2A) 0.8 < 13.2% < 12.03% < 8.42% < 6.53% < 16.09% < 19.22% 0.9 13.2% to 12.03% to 8.42% to 6.53% to 16.09% to 19.22% to < 16.97% < 15.47% < 10.82% < 8.39% < 20.68% < 24.71% 1 16.97% to 15.47% to 10.82% to 8.39% to 20.68% to 24.71% to < 20.75% < 18.9% < 13.23% < 10.26% < 25.28% < 30.2% 1.1 20.75% to 18.9% to 13.23% to 10.26% to 25.28% to 30.2% to < 24.52% < 22.34% < 15.63% < 12.12% < 29.88% < 35.69% 1.2 ~ 24.52% ~22 . 34% ~ 15.63% ~ 12.12% ~ 29.88% ~ 35.69% Sub-Category 28: Prevalence of participation and achievement In Grade 6 EQAO assessments by students with special education needs, including gifted, who were exempt, below, or reached Level1 or less (six factors). 2B- EQAO Achievement- Grade 6; 10.4% of MOV Males Females Males Females Males Females Reading Reading Writing Writing Math Math Weight (20% of (15%of (20% of (15% of (16% of (16% of 2B) 2B) 28) 2B) 2B) 2B) 0.8 < 7.1% <5.6% < 7.11% < 5.54% < 30.27% < 33.74% 0.9 7.1% to 5.6% to 7.11% to 5.54% to 30.27% to 33.74% to < 9.13% <7.2% < 9.15% < 7.13% < 38.92% < 43.38% 1 9.13% to 7.2%to 9.15% to 7.13% to 38.92% to 43.38% to < 11.16% <8.8% < 11 .18% < 8.71% < 47.57% < 53.02% 1.1 11 .16% to 8.8% to 11.18% to 8.71% to 47.57% to 53.02% to < 13.19% < 10.4% < 13.21% < 10.29% < 56.22% < 62.66% 1.2 ~ 13.19% ~ 10.4% ~ 13.21% ~ 10.29% ~ 56.22% ~62 . 66% Update: Special Education Funding In 2018-19 Page 8 of 17 Memorandum 2019:SB01 February 20, 2019 55 Sub-Category 2C: Prevalence of students with special education needs, including gifted, who required 3 or more accommodations (e.g., extra time, coloured paper, SEA equipment use, etc.) for EQAO Grade 3 and Grade 6 assessments (two factors). 2C- EQAO accommodations; 9.4% of MOV Grade 3 Grade 8 Weight (SO% of 2C) (SO% of2C) 0.8 < 48.95% < 38.54% 0.9 48.95% to < 62.93% 38.54% to< 49.55% 1 62.93% to < 76.92% 49.55% to < 60.56% 1.1 76.92% to< 90.9% 60.56% to < 71 .57% 1.2 ~90.9% ~ 71 .57% Category 3: Credit accumulation and participation in locally developed and alternative non-credit courses (K-Courses) by students with special education needs (Secondary enrolment counts only). Sub-Category 3A: Prevalence of Grade 9 and 10 credit accumulation for students with special education needs. Prevalence for Grade 9 is that of those who earned 5 or less credits; and prevalence for Grade 10 is that of those who earned 13 or less credits (two factors). 3A- Credit accumulation; 12.3% of MOV Earned S or less credits Earned 13 or less Weight In Grade 9 credits In Grade 10 (40% of3A) (80% of3A) 0.8 <9.24% < 14.79% 0.9 9.24% to < 11 .89% 14.79% to< 19.01% 1 11 .89% to < 14.53% 19.01% to< 23.24% 1.1 14.53% to< 17.17% 23.24% to< 27.47% 1.2 C!: 17.17% ~ 27.47% Update: Special Education Funding in 2018~19 Page 9 of 17 Memorandum 2019:SB01 February 20, 2019 56 Sub-Category 38: Prevalence of Grade 9 and Grade 10 students with special education needs enrolled in locally developed courses (two factors). 38- Enrolled In LD Courses; 1.3% of MOV Enrolled In LD Courses Enrolled In LD Courses Weight Grade 9 Grade 10 (40% of3B) (80% of3B) 0.8 < 16.15% < 16.66% 0.9 16.15% to< 20.77% 16.66% to< 21.42% 1 20.77% to < 25.38% 21.42% to < 26.18% 1.1 25.38% to < 30% 26.18% to< 30.94% 1.2 ~ 30% C!: 30.94% Sub-Category 3C: Prevalence of Grade 9 and Grade 10 students with special education needs enrolled in alternative non-credit courses (K~ courses) (two factors). 3C- Enrolled In alternative non-credit courses (K Courses); 1.6% of MOV Enrolled In K-Courses Enrolled In K-Courses Weight Grade 9 Grade 10 (40% of3C) (80% of3C) 0.8 <4.89% <4.29% 0.9 4.89% to < 6.29% 4.29% to< 5.52% 1 6.29% to< 7.69% 5.52% to < 6.75% 1.1 7.69% to< 9.09% 6.75% to< 7.97% 1.2 C!:9.09% C!:7.97% Update: Special Education Funding In 2018-19 Page 10 of 17 Memorandum 2019:SB01 February 20, 2019 57 MOV Categories 4 to 8 Categories 4 to 6 address each school board's ability to respond to its population of students with special education needs. This is done by taking into account other external factors that affect the school board's ability to meet these needs. These three categories are: Remote and Rural Adjustment, Indigenous Education Grant Adjustment and French language School Board Adjustment. Category 4: Remote and Rural Adjustment The MOV's Remote and Rural Adjustment will provide school boards with funding based on 3 sub-categories/factors that align with the Remote and Rural allocation of the Geographic Circumstances Grant of the GSN - they are: • Sub-Category 4A: Board enrolment, which recognizes that school boards with fewer pupils often have higher per-pupil costs for goods and services (one factor); • Sub-Category 48: Distance/Urban Factor/French-Language Equivalence, which takes into account the additional costs of goods and services related to remoteness and the absence of nearby urban centres. This component also recognizes that, much like remote school boards, French-Language school boards operating in minority language context face higher costs in obtaining goods and services (one factor); and • Sub-Category 4C: School Dispersion, which recognizes the higher costs of providing goods and services to students in schools that are widely dispersed over the school board's geographic area (one factor). Category 6: Indigenous Education Grant Adjustment Each school board will receive a percentage of their Indigenous Education Grant's Per Pupil Amount Allocation. This allocation estimates the percentage of Indigenous population in a school board, while guaranteeing a minimum funding amount to each school board (please refer to 2018-19 Technical Paper for more details regarding the Indigenous Education Grant's Per-Pupil Amount Allocation). This complements the ministry's effort to better reflect each school board's ability to respond to its population of students with special education needs. This is done by taking Into account other external factors that affect the school board's ability to meet these needs (one factor). Category 8: French-Language School Board Adjustment This category recognizes that boards operating in a minority language context have unique challenges supporting students with special education needs; while also recognizing board size. There are two factors in this category. • Sub-Category 6A: Base amount of $456,016.80 per board in a minority language context (one factor). • Sub-Category 6B: Board enrolment, (one factor). Update: Special Education Funding in 2018-19 Page 11 of 17 Memorandum 2019:SB01 February 20, 2019 58 Base Amount for Collaboration and Integration The Base Amount for Collaboration and Integration provides every board a minimum level of base funding of $456,016.80. Its purpose is to enable boards to explore collaborative and integrated approaches to serving students with special education needs. Multi·Dise/pllaarv SuPPorts Amount The new Multi-Disciplinary Supports Amount will allow school boards to hire specialists, including registered social workers, psychologists, behavioural specialists and speech language pathologists. This amount will support all students with special education needs, including subsets of this population such as students with Autism Spectrum Disorder, and other needs such as mental health needs. There are two components in this amount: a. Multi-Disciplinary Team Component Funding will be provided for a Multi-Disciplinary Team for all boards (funding will be provided for up to four additional FTEs per school board), to build board capacity, support special education assessments and help teachers, educational assistants, and other staff better understand and respond to the unique needs of their students. The Multi-Disciplinary Team members should reflect local need, and could include any combination of a psychologist, behavioural specialist, speech-language pathologist, registered social worker, or a person in a position that requires similar qualifications. Boards will generate funding for the Multi-Disciplinary Team component based on the number of new multi-disciplinary team members hired. Each new multi disciplinary team member hired, up to a maximum of four, will generate $98,575.63 for the school board. If the cost of these new multi-disciplinary team members is less than the amount of funding generated, this unspent funding will be made available for other special education expenditures (broader special education envelope). Any eligible spending in excess of the funding for new multi-disciplinary team members will be included in the special education spending that will be measured against the broader special education envelope. b. Other Staffing Resources Component Funding will be provided to all school boards for other staffing to support students with special education needs. School boards have flexibility to use this funding for special education staffing that will address their local needs. This component will be allocated to school boards as per the DSENA Table of the Grants For Student Needs - Legislative Grants for the 2018-2019 School Board Fiscal Year, which is also included at the end of this memorandum. Update: Special Education Funding in 2018-19 Page 12 of 17 Memorandum 2019:8801 February 20, 2019 59 SPECIAL EDUCATION PER-PUPIL AMOUNT (SEPPA) ALLOCATION (Revised Summer 2018) For 2018-19, the ministry is investing a projected $28 million in the Special Education Per Pupil Amount Allocation. Funding will be provided to all school boards to assist with the costs of providing additional support to students with special education needs, including subsets of this population such as students with Autism Spectrum Disorder, and other needs such as mental health needs. Funding will be allocated to school boards by increasing all three Special Education Per-Pupil Amount Allocation benchmarks to the following: • $1 ,007.08 per JK to Grade 3 student, • $773.57 per Grade 4 to 8 student, and • $510.73 per Grade 9 to 12 student. All72 school boards will see an increase in their Special Education Per-Pupil Amount Allocation funding for 2018-19 as a result of this new investment. SPECIAL INCIDENCE PORTION (SIP) ALLOCATION (Revised Summer 2018) The ministry is investing a projected $2 million in the Special Incidence Portion for the 2018-19 school year through an increase in the maximum SIP amount per eligible claim. This investment is intended to support students with extraordinarily high needs to be successful in school, and it will support the staffing costs associated with addressing the health and safety needs of these students and others in their school. The maximum SIP amount per eligible claim will increase by 1.5 per cent over 2017-18 to $27,405. BEHAVIOUR EXPERTISE AMOUNT (BEA) ALLOCATION In 2018-19, the Behaviour Expertise Amount (BEA) Allocation will have a new component: the Applied Behaviour Analysis (ABA) Training Amount ($3 million). This funding was previously provided to school boards through the Autism Supports and Training Allocation in Education Programs- Other funding. Beginning in 2018-19 the BEA Allocation will have two components: • ABA Expertise Professionals Amount ($12.2 million); and • ABA Training Amount ($3 million) ABA Expertise Professionals Amount The use of ABA instructional approaches can support students with Autism Spectrum Disorder and other students with special education needs. The ABA Expertise Professionals Amount provides funding for school boards to hire board-level ABA expertise professionals. The ABA Expertise Professionals Amount will support principals, teachers, educators and other school staff by providing and coordinating ABA coaching, training and resources; facilitating school boards' collaboration with community service providers, parents and schools; and support the transitions, collaboration and information sharing between community-based autism service providers, school staff and families. Update: Special Education Funding in 2018-19 Page 13 of 17 Memorandum 2019:5801 February 20, 2019 60 ABA Training Amount The ABA Training Amount will provide funding for training opportunities to build school board capacity in ABA. Since 2007, funding provided by the ministry has supported the successful implementation of Policy/Program Memorandum (PPM) 140, which provides direction to school boards to support their use of ABA as an effective instructional approach to support students with Autism Spectrum Disorder. School boards are required to use the ABA Training Amount for the purpose of ABA training. The ministry expects school boards to: • Strengthen capacity to deliver ABA instructional methods to students with Autism Spectrum Disorder and other students with special education needs; • Strengthen capacity of ABA expertise professionals in coaching on ABA-based teaching strategies, coordinating ABA training and resources and facilitating collaboration between community partners and schools; and, • Facilitate information sharing opportunities and contribute to professional learning communities at the board, region and provincial levels. The ministry expects school boards to use the ABA Training Amount for: • Professional development; • Procurement or development of resources/programs; and • Release time/supply costs for staff on training (Educational Assistants/Educators/school teams) School boards should align their ABA training and other relevant activities with a list of training requirements communicated by the ministry to school boards in the memorandum from April 30, 2014 titled APPlied Behaviour Analvsis (ABA) Training Reguiraments to support students with Autism Soectrum Disorder. The formal or informal training opportunities and/or mentoring on ABA should be practical and oriented at developing classroom educators' skills to apply and individualize ABA and should cover the following content: • Behaviour; • Functions of behaviour; • Assessments and data collection to inform ABA instructional methods; • Development, implementation and monitoring of effective Individual Education Plans and Transition Plans that incorporate ABA methods in a variety of educational settings; and • Principles of ABA, with a focus on ABA instructional methods to support students with Autism Spectrum Disorder and other students who may benefit from it. ABA Training Amount funding can only be used by boards for the purpose of ABA training. Any unspent ABA Training Amount funding must be reported in a deferred revenue account to be used for ABA training in future years. Update: Special Education Funding in 2018·19 Page 14 of 17 Memorandum 2019:SB01 February 20, 2019 61 CARE, TREATMENT, CUSTODY AND CORRECTIONAL AMOUNT Beginning in 2018·19 this allocation, which was previously named the Facilities Amount, has been renamed the Care, Treatment, Custody and Correctional (CTCC) Amount. The CTCC Amount is provided to support approved education programs provided by boards in Care, Treatment, Custody, and Correctional Facilities. This funding amount was renamed to more accurately reflect the intention of the funds, and to make the naming consistent with ministry program documentation as well as district school board language. CTCC Guidelines 2018-19 The Guidelines for the Care, Treatment, Custody and Correctional (CTCC) programs are reviewed and updated on an annual basis. Guidelines for 2018·19 have been released on the Ministry of Education's Financial Analysis and Accountability Branch website at the following link: Guidelines for Approval and Provision of Care. Treatment. Custodv and Correctional fCTCC) Programs 2018-19. The 2018-19 Guidelines set out program requirements and ministry expectations, roles and responsibilities as well as criteria for approval and funding and overall program delivery. This funding supports school boards' provision of education programs to school aged children and youth in care, treatment centres, and in custody and correctional facilities. Eligible facilities include hospitals, children's mental health centres, psychiatric institutions, detention and correctional facilities, community group homes, and social services agencies. A school board provides these education programs under a written agreement (Memorandum of Understanding) between the school board and the facility. The funding, which must be approved by the ministry, is used for recognized costs that include teachers, educational assistants, liaison administrative positions and classroom supplies. Funding is reduced when the projected amount approved and paid to a school board is greater than the actual final expenditure incurred. Additional funding is provided to school boards to help offset the accommodation costs of classrooms in care and/or treatment, and custody settings that operate in school board space. This funding is included in the School Operations Allocation. Sincerely, Original signed by Claudine Munroe Director Special Education I Success for All Branch cc. Special Education Advisory Committees Update: Special Education Funding In 2018-19 Page 15 of 17 Memorandum 2019:SB01 February 20, 2019 62 2018-19 DIFFERENTIATED SPECIAL EDUCATION NEEDS AMOUNT Item Column 1 Column2 Column3 Colurnn4 Name of board Projected measures Projected special education Other staffing of variability statistical prediction model resources, in dollars amount in dollars amount in dollars l. Algoma District School Board 3 151 176 4.266 824 159 207 2. Algonquin and Lakeshore Catholic District School 2,283,980 4,857,411 153,270 Board 3. Avon Maitland District School Board 1 807 387 6 950 979 187974 4. Bluewater District School Board 2 179095 7 463 652 206955 5. Brant Haldimand Norfolk Catholic District School 1,853,101 4,262,110 131,246 Board 6. Bruce-Grey Catholic District School Board 1 174 680 2060488 69434 7. Catholic District School Board of Eastern Ontario 2 366 513 5 690995 172 932 8. Conseil des ecoles publiques de !'Est de !'Ontario 3 648 217 5 860673 204082 9. Conseil scolaire catholique MonA venir 3 968 498 5 721 925 207978 10. Conseil scolaire catholique Providence 3 427 387 3 559 610 149 956 11. Conseil scolaire de district catholique de I' Est 3,006,344 4,175,070 154,129 ontarien 12. Conseil scolaire de district catholique des Aurores 1,143,031 321 ,705 31,436 boreales 13. Conseil scolaire de district catho1ique des Grandes 3,080,593 2,678,592 123,605 Rivieres 14. Conseil scolaire de district catholique du Centre-Est 4,830,765 8,441,990 284,863 de !'Ontario 15. Conseil scolaire de district catholique du Nouvel- 3,402,075 2,678,692 130,507 Ontario 16. Conseil scolaire de district catholig_ue Franco-Nord 1 589490 I 280 861 61 604 17. Conseil scolaire de district du Nord-Est de !'Ontario 1 865 376 958 680 60 611 18. Conseil scolaire oublic du Grand Nord de !'Ontario 1 854 210 1006 344 61 394 19. Conseil scolaire Viamonde 3 731990 4 046 432 166 942 20. District School Board ofNiaaara 4 318 968 15 253 618 420 071 21. District School Board Ontario North East 2 744 678 3 172 831 127 003 22. Dufferin-Peel Catholic District School Board 8 052 564 28 685 298 788476 23. Durham Catholic District School Board 2 110 108 7 749 179 211602 24. Durham District School Board 7 590 810 26 440 750 730 393 25. Grand Erie District School Board 3 298 953 11 278 136 312 857 26. Greater Essex Countv District School Board 4 029 409 14 185 453 390931 27. Halton Catholic District School Board 3 234 842 12 070 668 328 490 28. Halton District School Board 6 SOB 789 22180 630 615 739 29. Hamilton-Wentworth Catholic District School 3,099,987 11,733,666 318,363 Board 30. Hamilton-Wentworth District School Board 5 925 058 20 178 511 560241 31. Hastinaa and Prince Edward District School Board 2 494 736 6 781 225 199083 32. Huron Perth Catholic District School Board 1144 066 1 985 445 67166 33. Huron-Superior Catholic District School Board 1 967 894 1988 068 84904 34. Kawartha Pine Ridae District School Board 3 765 275 13 304 095 366347 35. Keewatin-Patricia District School Board 3 263 844 2 574 255 125 299 36. Kenora Catholic District School Board 751 562 582 611 28 634 37. Lakehead District School Board 2 737 757 3 688 137 137914 38. Larnbton Kent District School Board 2 578 023 9496469 259145 39. Limestone District School Board 2 679 532 8 170 458 232 865 40. London District Catholic School Board 2 174 888 8 006005 218 505 41. Near North District School Board 2 466433 4 616089 152007 42. Niaaara Catholic District School Board 2 171 710 8 586299 230 891 43. Nipissina-Pany Sound Catholic District School 829,388 1,1!19,431 42,684 Board 44. Northeastern Catholic District School Board 990 012 1 010 559 42937 45. Northwest Catholic District School Board 903 938 543 911 31074 46. Ottawa Catholic District School Board 4 497 324 15 714 033 433 781 47. Ottawa-Carleton District School Board 8 077 151 26 961 451 752006 48. Peel District School Board 16 705 478 53 291 210 1 502 284 Update: Special Education Funding in 2018-19 Page 16 of 17 Memorandum 2019:SB01 February 20, 2019 63 Item Column I Column2 Column3 Column4 Name of board Projected measures Projected special education Other staffing of variability statistical prediction model resources, in dollars amount in dollars amount. in dollars 49. Peterborough Victoria Northumberland and 1,884,841 6,159,547 172,650 Clarington Catholic District School Board so. Rainbow District School Board 3 355 599 5 520 170 190 494 51. Rainy River District School Board 1 096 939 1 163 359 48 511 52. Renfrew Countv Catholic District School Board I 373 105 2 171 194 76069 53. Renfrew County_ District School Board 2 082 784 4 255 095 136025 54. Simcoe Countv District School Board 7 062 206 21 383 365 610 505 55. Simcoe Muskoka Catholic District School Board 3 181 125 8 877 786 258 811 56. St. Clair Catholic District School Board 1 789 542 3 694 560 117 701 57. Sudbury Catholic District School Board I 795 859 2 523 985 92 713 58. Suoerior North Catholic District School Board 387 120 267 126 14042 59. SuJ)erior-Greenstone District School Board 656 788 630630 27631 60. Thames Valley District School Board 8 834 899 31477 791 865 200 61. Thunder Bay Catholic District School Board 2 240 199 3 153 753 115 766 62. Toronto Catholic District School Board 9 164 835 35 152 967 951 158 63. Toronto District School Board 25 832 728 90443 894 2 495 555 64. Trillium Lakelands District School Board 2 325 200 7 695 507 215 067 65. Uooer Canada District School Board 4 104 970 11 945 352 344 476 66. Unper Grand District School Board 3 720 531 13215739 363 490 67. Waterloo Catholic District School Board 2 359 590 8 626327 235 782 68. Waterloo R~ion District School Board 7 487 413 23 850 067 672 572 69. Wellinaton Catholic District School Board 1 542 235 2 925 720 95 892 70. Windsor-Essex Catholic District School Board 2 227 074 7 891650 217 170 71. York Catholic District School Board 4911154 18 753 808 507903 72. York Region District School Board 12 108 241 43 953 519 1 203 211 Update: Special Education Funding in 2018-19 Page 17 of17 Memorandum 2019:SB01 February 20, 2019 64 65 PEEL DISTRICT SCHOOL BOARD 11.1 Special Education Advisory Committee March 19, 2019 Response to Questions from Learning Disabilities Association of Peel Region (LDAPR) Representative Recommendation: It is recommended that this information be received. Background: At the February 19, 2019 SEAC meeting a member asked a series of questions related to Ministry of Education memos and how the board has responded to those memos. Regarding PPM 151, updated on January 7, 2019, how will special education be addressed in Board professional development? This PPM pertains to the professional development requirements for the three mandatory PA days. One PA day must be devoted to developing and implementing strategies to improve student achievement in mathematics, with a focus on fundamental math concepts and skills. Another day must address the topics for each teacher federation as determined during the 2014 and 20171abour negotiations between the provincial government and representatives from the federations and school board associations. Another day PA day must be devoted to teachers' professional learning related to any one or more of the following provincial education priorities: • indigenous education; • foundational math; • science, technology, engineering and mathematics fundamentals (STEM); • financial literacy; • special education; • equity, inclusion and human rights; • job preparedness; • mental health and well-being; and • health and safety 66 However, on March 11, 2019, we learned that there would be an amendment to the PPM. The Ministry of Education stated at that time: "In 2019-20, the ministry will request that school boards focus the special education topic on the list of Professional Activity Day permitted topics on supporting students with ASD. Policy/Program Memorandum 151 will be amended to include this direction." At this time, staff in SESS are collaborating with colleagues in other departments to ensure that special education will be a component of all three PA days. For example, coordinators are planning together with CISS colleagues to ensure that the PA day devoted to math will address effective practice to support the achievement of students with special education needs. Given the December 14, 2018 and February 20, 2019 memos from the Ministry of Education, are there any updates you can share regarding intended program cuts or reductions within the Peel Board? The December 14, 2018 communication was a collection of memos, none of which addressed special education programs specifically. The memos addressed the following programs: • Experiential Learning • Re-engagement 12 and 12+ • Renewed Math Strategy • Well-Being: Safe, Accepting and Healthy Schools and Mental Health---Theme Bundle • Positive Preventative Measures Pilot • Indigenous Focused Collaborative Inquiry • Pilots on Ensuring Equitable Access to Post-secondary Education • Teacher Learning and Leadership Program • Physical Activity for Secondary Schools Grants • Support for Physical Activity: Daily Physical Activity Funding for Elementary Schools • Student Success Leaders Supporting Racialized Students • Innovation in Learning Fund • Tutors in the Classroom • Regional Partnerships for Adult Education • Gap Closing in Literacy Grades 7-12 The February 20, 2019 memo is included in this meeting's agenda at 10.1 67 Can you comment on how funding for the multi-disciplinary team has been used in 2018-2019 and the plans for this funding in 2019-2020? There was a lack of clarity regarding whether funding would be reduced for 2018- 2019 and/or eliminated for 2019-2020. As a result, for 2018-2019, the funding was used to hire a psychologist (Behavioural Consultant), and part-time staff who support students who qualify for SIP claims and students who demonstrate high needs In other areas. The February 20, 2019 memo confirmed that this funding will continue for 2019-2020. Therefore, for next year the funding will be used to support psychology, social work, and speech and language positions working with our Intensive Support Classes. We will also be exploring ways that this funding can support the work of the ASD and Special Programs teams. Submitted by: Shawn Moynihan, Superintendent of Special Education Support Services