Special Education Forum Minutes s1

Etobicoke Centre Special Education Forum Minutes Tuesday, April 9, 2013 – John G. Althouse Middle School

Nura Aman (TDSB Facilitator) Silvia Mayer (Parent, John G. Althouse) Linda Badgley (Student, John G. Althouse) Sugania Padayachee (Secretary, Broadacres) Terrence Bishunduyal (Student, Martingrove) Judy Palmer (Chair, Briarcrest) Mara Boedo (Educ. Asst., Nelson A. Boylen) Helen Petracco (Teacher, John G. Althouse) Julie Camilleri (Co-chair, John G. Althouse) Corinne Promislow (Principal, John G. Althouse) Theo Camilleri (Student, John G. Althouse) Natalie Quinton (Parent, Broadacres) Brian D’Andrade (Vice Principal, John G.) Terri Quinton (Parent, Humber Valley) Ruxandra Diaconescu (Parent, Rosethorn) S. Ruparelia (Parent, Seneca School) Betty Dias (Parent, Mill Valley) Lynn Santos (Parent, Broadacres) Bonnie Dineen (Educ. Asst., Oakwood CI) Phillip Sargent (SEAC Representative) Hayden Erickson (Student, John G. Althouse) Judith Sargent (Parent, Richview CI) Eric Gerson (Student, John G. Althouse) Claudia Singh (Teacher, John G. Althouse) Jamie Gerson (Parent, John G. Althouse) Fania Thompson (Parent, Silverthorn CI) Chris Glover (Trustee) Jean Treadwell (Parent, Humber Valley) Laurie Green (Parent, Etobicoke CI) Nancy Trendoff (Constituency Assistant) Nora Green (Parent, John G. Althouse) Trina Waddell (Treasurer, John G. Althouse) Patti Grimes (Parent, Humber Valley) Lisa Wickerson (Parent, John G. Althouse) Sarah Jama (Student, Martingrove) Susan Winter (Superintendent) Jill Kelsall (Teacher, John G. Althouse)

1. WELCOME AND INTRODUCTIONS – Chris Glover

Meeting called to order by Chris at 7:08 p.m. Chris welcomed everyone to the meeting. All in attendance introduced themselves.

2. INTRODUCTION TO JOHN G. ALTHOUSE – Corinne Promislow

John G. Althouse is a middle school with 535 students (20 classes) in grades 6, 7 and 8. It is a dual track school providing full instruction in regular programming and Special Education Gifted. Currently, approximately 45% of students are IPRC (Identification, Placement and Review Committee) Gifted. The school also offers support in Guidance, Special Education Resource, and English as a Second Language. John G. has an exceptional music program with all students playing either a band or string instrument as well as participating in vocal. John G. recently participated in the Toronto Argos Huddle Up Bullying Prevention Program. Students have also been learning about social media and increasing awareness about anti-bullying. Corinne is proud of the school’s diverse and amazing staff and students.

Chris gave some background on how the Special Education Forums began when he invited some staff and parents to come for a dialogue to work out problems and issues on special education. Superintendent Susan Winter attends most meetings as well as Sandra Tondat, Supervising Principal of Special Education. Unfortunately, Sandra’s recent knee injury has kept her from attending. The forum looks at ways we can improve special education programs in our schools. The way in which IEPs are delivered was changed because of input from this group. Representatives from both SEAC (Special Education Advisory Committee) and PIAC (Parent Involvement Advisory Committee) take issues to the committees and Chris takes them to the board to try to affect some change.

3. STUDENT SPEAKERS FROM GIFTED PROGRAM – Linda Badgley, Theo Camilleri, Hayden Erickson, Eric Gerson

Theo commented that one of the difficulties about being in the gifted program is that the students come from different areas of the city making it hard to socialize with friends away from school. Since gifted students tend to learn faster and pick up lessons easier, the school work they are given is much more challenging.

Eric has been in the gifted program at John G. for three years and it pushed him to work harder. He said his work ethic has improved a lot which will help prepare him for high school. He feels that being in a class with students that are on the same learning level, it is easier to work together and collaborate on projects. The mix and integration of gifted and regular students works well, especially in gym class. Students get along, even at recess, where they get a chance to spend time with kids from other classes. One problem is the label of “gifted”. He feels it gives people an impression that gifted students are all geniuses at everything when this isn’t the case. One student may excel in math yet not be strong in language. Each student is very different.

Linda has been in the gifted program since grade 4. The school in her area was closed so she came to John G. She likes that she has been in the same class with the same friends for five years in a row. Linda said the gifted program takes the regular stream one step further. For example, instead of simply writing a paper, students can also make a video. She thinks it’s great to be with kids that are on the same level. Everyone has such different opinions and it makes for great conversations. Students don’t have time to procrastinate so they learn how to prioritize which prepares them well for high school.

Hayden said that, prior to coming to John G., he was not really interested in a gifted program. He had a bad experience at his previous school so his mom suggested he try John G. Both homeroom teachers have been very helpful and taught him to see others’ points of view. He said that the work is much harder and more interesting and isn’t just about reading pages. He feels that the rotary teachers struggle with him because they don’t really understand him. The school is great for music, athletics and clubs like the EcoTeam and Robotics. He would like to see more clubs where the students can simply join without having to audition or try out. Hayden also pointed out that being gifted doesn’t necessarily mean you’re going to be well-behaved. He thanked Ms. Kelsall and the outstanding library as well as Ms. Singh and Mr. Rakuc for all their help.

Claudia, a grade 7 teacher, said that teaching gifted is very challenging at times. People generalize and think that all gifted students are star children with straight As. Those kids are a minority. Although she loves teaching in the program, there are some issues in terms of how we are set up and what we are able to do. In general, it benefits the students in the program a great deal. There is a real difference in the way she communicates with the kids in this program compared to other kids.

QUESTION: Explain what is meant by differentiated instruction? Claudia: How the kids present something or complete a project, like they were saying. We are still accountable for following the curriculum and we have to be careful that they don’t go “crazy creative”. You want to give them opportunities but also enhance their weaker points.

Jill: I want to emphasize that gifted is truly a special education placement. I have never seen a gifted class that didn’t have many students that didn’t have severe issues. Let them excel at what they’re good at and help them out with what they’re not so strong. 30% of our students here at John G. are gifted. It’s a highly demanding population but extremely rewarding. They have the potential to really go downhill if they don’t receive the proper placement. I speak from experience as a mom with a learning-disabled son who had tremendous problems. And now, he’s a philosophy major.

QUESTION: If there is a 25 student cap, how can it cost the same? Is there academic evidence between congregation (separate programs and schools for special ed students) and integration?

In a typical class, two or three students would require specialized help. When averaged, it works out. Conclusions regarding integration have not been determined at this point. Emotional needs tend to be better met in a congregated setting.

Corinne said that the children see an immediate connection with others in the gifted setting. There is a real community of gifted students and you’re not the weird guy in the corner. Everyone is accepted and embraced. The loneliness of a highly intelligent child is sad to watch.

Comment from parent: If you’re going to do inclusive education, regardless of gifts or disabilities, the board should be looking at data about this.

Chris asked the students: How do you feel about inclusion vs. congregation?

Linda: Gifted programs are great because you meet students like yourself.

Theo: In a regular class, I would probably finish work in half the amount of time that others would take. I spent most of my time reading because I was finished the work.

Hayden: Before gifted, socially I was doing fine, but not so great with the teachers. I’m doing better socially here at John G. but they all live far away from me so I can’t see them away from school. I feel comfortable here so it’s worth the tradeoff.

Linda: It’s worth taking a 45-minute bus ride to come here.

A parent commented that inclusion would definitely not have worked for her son because he just wasn’t being given work that was challenging enough.

Jill mentioned that, for her son, having friends was extremely important – even more important than challenging work.

Corinne: Many teachers are simply not trained to deal with each student’s different issues. Parent commented that the inclusion meetings have been tied to the K-12 meetings. What will inclusion look like in 2014? The special education department needs to come back and show us some data.

QUESTION: Are we identifying children too late in grade 4?

Jill: Up until grade 2, the testing was not reliable for screening which is why it’s done in grade 4.

Comment made that a pattern of learning behaviour is difficult to determine in early years.

QUESTION: Why is every child in Vaughan tested?

Comment made that the process that the school is currently using is failing a lot of children who have greater potential.

A parent who used to reside in the U.S. commented that the testing done in kindergarten in the U.S. seemed to work well. There is more standardized testing done earlier in the U.S.

QUESTION: What can the board do for children that may not be academically gifted but may have talents or skills in other areas or trades?

Chris suggested she speak with Susan regarding some available programs.

QUESTION: Why aren’t parents made aware of the gifted screening process?

A parent expressed disappointment with the fact that she was not consulted.

Susan responded that a child is assessed in grade 3 based on recommendations from the school. Teachers and principals work together to determine which children should be assessed. It is very hard to tell which children to assess, especially if there is a learning disability as well.

Comment was made that children are put on a “watch list” in grades 1 and 2 and then tested in grade 3.

ACTION: Get someone from Special Education to speak at the next meeting regarding the identification process.

4. PRESENTATION: HOW BUDGET CUTS AFFECT SPECIAL EDUCATION – Students: Sarah Jama and Terrence Bishundayal (See file attached) At the TDSB, there are 27,331 students with special needs enrolled out of 264,000 total students. While attending school in Alberta, Sarah was given a credit for Physical Education even though she wasn’t able to participate. She was seen as a liability to the school. She found the special education programs in Ontario much better. Sarah and Terrence spoke about how the proposed budget cuts to special education and to educational assistants are to fund full-day kindergarten. The cuts will directly affect special needs students. Comment from an early childhood educator (ECE): The purpose of an ECE is to be there and identify those needs and I am being trained to deal with children with special needs.

Sarah: Being in kindergarten all day is not necessary for a good education. But I need an EA now to help me go to the bathroom in high school.

QUESTION: Are records or statistics kept of success rates of special education students?

There are records for students K-12, but not afterwards. Someone recalled a presentation by Rob Brown that looked at data regarding acceptance of special education students into college or university.

Susan commented that despite the cuts to special education, there are many benefits to full-day kindergarten including learning how to read earlier.

Terrence: The transition to college or university is going to be very tough. How am I going to get the help I need?

Bonnie, a special education assistant, said that a lot of high-needs students greatly benefit from EAs. The fewer there are of us, the more difficult it is for them.

QUESTION: Are there special programs for students with special needs?

Susan: Yes, there are a variety of different programs available. Seneca School and Central Etobicoke High School are both in this area and offer wonderful programs to high-needs students. However, students with a physical disability that are able to perform academically are in regular high schools with accessibility.

QUESTION: With all the cuts to special education, what are some other options?

Chris addressed the budget issues. 90% of TDSB budget goes to staff. Special education funding is determined as a percentage of total enrollment. When enrollment declines, funding to special education also declines. The TDSB spends more money and provides a much wider variety of programs to special education.

Susan commented that she has heard many times that the Catholic board does not provide programs like the TDSB.

QUESTION: What do we do to motivate the government for funding?

Chris suggested attending the MPP’s pre-budget consultation. He also addressed the proposed cuts to itinerant music instruction (IMI). Chris invited the students to speak with other trustees.

Comment that parents should be included in discussions regarding budget cuts.

ACTION: Provide details regarding Donna Cansfield’s Pre-Budget Consultation and details regarding budget. Donna Cansfield Pre-Budget Consultation April 18, 2013 7:00 – 8:30 pm Montgomery’s Inn, 4709 Dundas St. W.

5. SEAC (Special Education Advisory Committee) UPDATE – Phillip Sargent

Systems Superintendent’s Report: Currently for a student of any age, an Individual Education Plan (IEP) is now regulation for all IEP students. Some considerations for students transitioning from high school to college or university: documents are in development including exemplars so teachers and parents will be able to look forward; (Graduate Record Examination) GRE practices in secondary school; and alternative report cards for Developmentally Delayed (DD) students.

2012 Parent Census (grades K-6): 89,500 forms were returned to the board representing an amazing 65% return rate. The census information is confidential but not anonymous. The board will be able to look at some of this data in relation to students with special needs. For more information on the census, see the board website at: http://www.tdsb.on.ca/_site/ViewItem.asp? siteid=310&menuid=4412&pageid=3757

SEAC/PIAC Working Groups: The two groups are starting to work together and minutes from meetings will be tracked by both. Parent Involvement Advisory Committee (PIAC) will start to keep a database of parental concerns to keep track and advise the board based on parents’ advice.

6. TRUSTEE UPDATE – Chris Glover

TDSB Dates of Interest: Monday, April 8: “Stop the Stigma” Mental Health Awareness Wednesday, April 10: Pink Day Anti-Bullying Initiative

Accessible Bussing for Field Trips Survey: Chris has developed a draft survey for principals to help determine the demand for accessible bussing for field trips. In September, the board will put out a request for proposal (RFP) for these services.

Martingrove Ramp: Working on improving accessibility at Martingrove by looking at the possibility of building a ramp at the Winterton entrance. We also received an email from a teacher who was not able to enter the school with a wide wheelchair.

Susan relayed a message from Sandra Tondat who sends her thanks to the Special Education Forum attendees for the get well card.

Meeting was adjourned at 9:12 pm.

Thank you to all the parents, students and staff members who came. Your time and commitment to improving Special Education in Etobicoke Centre is greatly appreciated.

A special thank you to Corinne and Brian for hosting the meeting and introducing us to the gifted program at John G. Althouse. Trustee Chris Glover