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Strengthening Inclusion, Strengthening Schools Report of the Review of Inclusive Education Programs and Practices in New Brunswick Schools

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Strengthening Inclusion, Strengthening Schools Report of the Review of Inclusive Education Programs and Practices in New Brunswick Schools Strengthening Inclusion, Strengthening Schools Report of the Review of Inclusive Education Programs and Practices in New Brunswick Schools An Action Plan for Growth Strengthening Inclusion, Strengthening Schools Report of the Review of Inclusive Education Programs and Practices in New Brunswick Schools An Action Plan for Growth Submitted to the Minister of Education and Early Childhood Development by Gordon L. Porter, C.M., C.A.S., LL.D. and Angèla AuCoin, Ph.D. Province of New Brunswick PO 6000, Fredericton NB E3B 5H1 www.gnb.ca 2012.06 ISBN 978-1-55471-838-2 8571 Hon. Jody Carr Minister of Education and Early Childhood Development Province of New Brunswick Fredericton, NB We are pleased to submit this report, Strengthening Inclusion, Strengthening Schools. It has been an honour to work on this project with other educators, partners, parents and stakeholders in New Brunswick. This “Action Plan for Growth” is designed to enhance educational services and inclusive education in New Brunswick schools. We are confident that with cooperation, teamwork and collaboration, the commitment to quality education in an inclusive framework can be achieved. Respectfully submitted, Gordon L. Porter, C.M., C.A.S., LL.D. Angèla AuCoin, Ph.D. Chapter Index Chapter I: Report on the anglophone sector 1 Chapter II: Report on the francophone sector 55 Chapter III: Demographics, statistics and time-use information 93 Chapter IV: Recommendations: An Action Plan for Inclusion in New Brunswick Schools 141 Chapter V: Bibliography 169 Chapter VI: Appendices 179 Chapter I Report on the anglophone sector 1 Table of Contents Acknowledgements 5 Background 7 Part I: Update on MacKay Report 9 Part II: District consultations 12 1. Methodology . 12 2. General findings. .12 3. Conclusions. .15 Part III: School consultations 16 1. Methodology . 16 2. General findings. 16 3. Conclusions. 19 Part IV: Stakeholder and partners consultations 20 1. Methodology . 20 2. General findings. 20 3. Conclusions. 21 Part V: Consultation results 22 1. Introduction . 22 2. Significant themes . 22 2.1 Leadership. 22 2.2 Roles and responsibilities . 24 2.3 Instruction and learning . 31 2.4 Professional learning . 33 2.5 Structures for collaboration. 35 2.6 Equity. 39 2.7 Funding and accountability. 41 2.8 Personalized learning plans. 43 2.9 Positive Learning Environment. 46 2.10 High schools. 48 2.11 Alternative education . 50 2.12 Mediation / conflict resolution process . 53 3. Concluding comment . 53 3 Figures Figure 1: Ratio of students to resource and methods teachers, by school district 25 Figure 2: Ratio of students to guidance counsellors / teachers, by school district 26 Figure 3: Ratio of students to school intervention workers, by school district 27 Figure 4: Ratio of educational assistants to students, by school district 28 Figure 5: Student Services total budget: variance between budget allocation and expenditures 42 Figure 6: Percentage of students who have special education plans, by school district 44 Figure 7: Percentage of students who have individualized and modified special education plans, by school district 44 Figure 8: Percentage of students suspended, by time and school district 47 Figure 9: Percentage of students in alternative education program, by school district 51 4 Acknowledgements First, we wish to thank Education and Early Childhood Development Minister Jody Carr for the opportunity to be involved in this project. The commitment to inclusive education in New Brunswick schools has been in place since the passage of in 1986 of Bill 85, which amended the Schools Act and repealed the Auxiliary Classes Act. Successive provincial governments have maintained that vision, and the results for students and our communities have been positive. The provincial government’s commitment to develop and implement a renewed action plan was reflected in the minister’s charge to us at the commencement of the project. We also wish to thank the two deputy ministers of education and early childhood development, Roger Doucet and Wendy McLeod-MacKnight, and officials in the department for their co-operation and support. Thanks as well to the following department staff who provided information and insights on various matters: • Gina St. Laurent and Julie McIntyre, Francophone Student Services Branch; • Brian Kelly and Kimberley Korotkov, Anglophone Student Services Branch; • Inga Boehler and Sean Wiseman, Anglophone Professional Learning Services Branch; • Luc Paulin, Michel Pitre, Kevin Tutt and Guy Richard, Finance and Services Branch; and • Zoë Watson, assistant deputy minister (anglophone), and Marcel Lavoie, acting assistant deputy minister (francophone). A special thank-you to Rachelle Kieley, executive secretary in the minister’s office. Thank you to the following individuals who assisted with significant aspects of the project: • John Wetmore, former principal, Woodstock; • Jan Pelkey, former principal and district Student Services learning specialist, Fredericton; • Tanya Whitney, principal, Saint John; and • Shelley MacLean, Student Services consultant, Woodstock. Thank you to the following principals and vice-principals who took part in our school visits and provided their insights and suggestions to our action plan: • Angela Pleshka, elementary principal, Petitcodiac Regional School, School District 2; • Kevin Williams, vice-principal, Edith Cavell School, School District 2; • Celinda Van Horne, principal, Hampton High School, School District 6; • Carolyn Osborne Whalen, principal, Macdonald Consolidated School, School District 6; • Tina Estabrooks, principal, Centennial Elementary School, School District 8; • Lesley O’Leary, principal, Vincent Massey Elementary School, School District 10; • Heather Hogan, vice-principal, Southern Carleton Elementary School, School District 14; • Linda Justason, principal, Florenceville Middle School, School District 14; • Debra Walls, vice-principal, Parkwood Heights Elementary School, School District 15; • Vivian Kierstead, principal, Dr. Losier Middle School, School District 16; • Bonnie Worrall, principal, Geary Elementary School, School District 17; • Aleida Fox, guidance counsellor, Fredericton High School, School District 18; • Gary Gallant, principal, Devon Middle School, School District 18; and • John Hamilton, vice-principal, Bliss Carmen Middle School, School District 18. Chapter I: Report on the anglophone sector 5 The work of francophone team leader and colleague, Angèla AuCoin, and her able associate, Jacqueline Boudreau, was nothing short of impressive, and it was a privilege to have the opportunity to share perspectives and ideas on how to improve New Brunswick schools. Thank you to Robin Crain, a former teacher, guidance counsellor, principal and School District 14 learning specialist responsible for Student Services; she was an invaluable member of the team. Her commitment to students and seeking strategies to empower their teachers to serve them effectively was evident throughout the process. Finally, thank you to all the teachers, principals, superintendents, district staff, parents, students, education stakeholders and partners who shared their accomplishments, concerns, hopes and vision for the future of our schools. We trust you will find at least some of your ideas in this report. Gordon L. Porter, C.M., C.A.S., LL.D. 6 Strengthening Inclusion, Strengthening Schools Background In 2005, Wayne MacKay was commissioned by the minister of Education to conduct a review of inclusive education in New Brunswick schools. At the completion of this task, in 2006, MacKay presented his findings, along with 95 specific recommendations intended to improve inclusion for all students in the province’s schools. A great deal has been done since then to address many of those recommendations made in his report, formally known as Connecting Care and Challenge: Tapping Our Human Potential Inclusive Education. In December 2010, Education and Early Childhood Development Minister Jody Carr announced that part of his mandate included facilitating a review of inclusive education and of the actions that had been done to address the MacKay Report. The minister also announced that Gordon L. Porter had been engaged to undertake this work, with the assistance of Angèla AuCoin, stating that this team, “will lead a process to review and address the issues faced by our students, parents, teachers, and schools. The focus will be on strategies and actions that enhance our efforts in classrooms and schools, that will get us where we want to be ... The mandate for the review will include all programs and services that address the learning needs of our diverse student population – among them, disability, cultural diversity, gifted, First Nations students, students considered to be vulnerable, at-risk, and others. The review will gather information from schools and districts as well as stakeholders and partners in the educational process. This effort will permit all of us to engage in a process to update and refresh our knowledge of the current issues facing our students and teachers. And lead to the identification of the actions we can take to improve our success in providing an inclusive and appropriate education for all our students.” – Education and Early Childhood Development Minister Jody Carr, in a memo released on Dec. 17, 2010 Immediately following that announcement, Porter and AuCoin began to determine how to approach and conduct the review of inclusive education in anglophone and francophone schools throughout New Brunswick. The Dec.
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