York Region District
School Board
SEAC Successful
Practices
Susan Logue Superintendent of Student Services
Lynn Ziraldo LDAYR Executive Director
SEAC Vice-Chair
Mandate
A special education advisory committee or
board may make recommendations to the
board in respect of any matter affecting the
establishment, development and delivery of
special education programs and services for
exceptional pupils of the board.
SEAC Focus
1. Philosophy and goals 2. Organizational structure 3. Program delivery systems 4. Services and facilities 5. Policies and procedures 6. Funding 7. Annual review of the plan 8. Professional development 9. Goals and objectives 10. Interaction with board committees
Examples of Meeting Expectations
or Norms
Establish Expectations for Members
Arrive on time
Turn off all technology
Listen and be courteous
Establish Procedures for the Meeting
Establish break times
Discourage side conversations
Establish time frame and process for discussions
During Presentations or Discussions
Use a facilitator
Agree to reserve judgment
Identify relevant issues and state concerns
Discourage repetition or rehashing of positions
The primary roles of a SEAC Rep. are:
• To be well informed about the work of SEAC, the expectations set out for SEAC by legislation and the school board’s Special Education Plan
• To act as a systematic advocate;
• To ensure that all exceptional students within the board are served appropriately;
• To ensure that the school board fulfills its legal obligations relating to the delivery of special education programs and services and to reporting to the MET;
The primary roles of a SEAC Rep. are:
• To represent effectively the organization by
whom he/ she was nominated to the SEAC
and the exceptional children served by that
association;
• To participate in other school board activities
including the delivery of professional
development training and systemic advocacy
activities.
A SEAC Rep. is NOT there to:
• Focus on the personal situation of his/ her exceptional child;
• Focus on any one individual child or situation;
• Blame the school board for everything
• Defend the school board against legitimate concerns raised about service delivery.
A SEAC Rep needs to know…
• All relevant parts of the legislation,
including regulations and key policies,
relating to the delivery and funding of
special education programs and
services to all exceptional students;
A SEAC Rep needs to know…
• The definition of relevant terms, such as exceptional pupil, special education programme, special education service, IEP, the categories and definitions of all exceptionalities, not just the one that he or she is representing the range of placement options available to exceptional students, not just those available to his or her school board;
• All relevant information relation to his or her school board’s Special Education Plan;
A SEAC Rep needs to know…
• An overview of the school board budget and the details of the board’s special education budget;
• All relevant processes for fulfilling the SEAC’s advocacy mandate;
• All desirable skills for achieving the SEAC’s mandate;
• Rules of Parliamentary process.
Skills
1. Communication 2. Listening 3. Presentation 4. Assertiveness 5. Team building 6. Decision making
7. Problem solving 8. Negotiation 9. Time management 10. Research 11. Note taking 12. Organization
Communication is the Key
It’s not what you say
It’s how you say it
Communication Tips
What’s my attitude?
Don’t use extremes
Ask to clarify
Plan and be clear
Choose your words!
Stick to the facts
Are you listening?
Evaluate - M
Implement Plan - E
Plan Action - L
Select Best Choice - B
List Choices and/or Options - O
Identify Real Issue - R
State Problem - P
Mnemonic Device
Problem statement
Real Issue
Options
Best Choice
List Steps
Execute Plan
Measure your success
Problem Solving Model
Conflict Resolution Do’s and Don’ts
Do:
Look for solutions
Focus on the problem
Take a non-adversarial approach
Use dialogue
Focus on the student’s interests
Think that “everyone can win”
Focus on change
Don’t:
× Look for someone to blame
× Focus on the person
× Take an adversarial approach
× Engage in a debate
× Focus on a predetermined outcome
× Think that “some has to lose”
× Focus on control
Reflect
What’s working well in Special Education?
What continuing challenges are being
experienced?
SEAC Idea Card
This Idea Card is designed to promote the sharing of good ideas
My Idea relates to the issue/topic of:
….
Here is my insight, suggestions or recommendation:
….
SEAC Rep Action Plan
At the next SEAC meeting, I shall…(introduce a motion about, ask a question about, report on…)
At a future SEAC meeting, I shall…
To Improve my performance as a SEAC rep, I shall… (participate in more training, go to a conference, network with other SEAC reps, read and follow up on the SEAC Circular more carefully…)
Stop – Start - Continue
Stop Start Continue
What is presently being done that
should be stopped because it is not
helpful or useful?
What should be started because it is needed and would
be useful or helpful?
What should be continued because it is helpful, useful
or worthwhile?
Communications Sub-Committee
• Chair Trustee
• Vice Chair
• Superintendent of Student Services
• Principals of Student Services
• Principal Rep
• Association Rep
• Community Rep
Sample of SEAC Sub-Committee
Action Plan
Action
Responsibility
Timelin
e
5. Special Education Programs & Services • provide opportunities for discussion of Special Ed
Programs and Services • (as per Special Ed Plan) at meeting
6. SEAC Representation on Work Groups • continue representation of SEAC on:
• Parent, Family, Community Engagement Advisory Committee
• Student Success • Caring and Safe Environments • Equity and Inclusivity Committee • Resiliency Committee • Mental Health Working Group • LD Steering Committee
• ensure communication among Board committees and sub committee members
Superintendent, Principals of Student Services, SEAC/Sub-
Committee
Sub-Committee
Melanie Tsironokos
Flora MacDonald Lynn Ziraldo
Anchel Krishna Lynn Ziraldo Lynn Ziraldo Lynn Ziraldo
Ongoing
Ongoing
Sample ANNUAL CALENDAR OF SEAC BUSINESS for 2014-15
On-Going Activities Provide opportunities for SEAC members to provide presentations and updates about
their association/organization Consider ways to enhance parent engagement and collaboration in special education
in every program/initiative Evaluate SEAC effectiveness and identify ways to improve meetings
Month Annual Activities 2014-2015 Activities
SEPTEMBER Confirm Special Education Report Checklist submitted to Regional Office Sept. 1
Review ODA Accessibility Plans (due Sept. 30)
Develop or review SEAC annual agenda/goals
Request information on: BIPSA special education
goals and performance indicators for 14-15
Special Education PD Day plans for 14-15
OCTOBER Request update on last EQAO results
SEAC Rep Self Reflection – Sample
of Questions
Please circle the number which you feel best describes how you are doing as a SEAC representative. A value of 1 means low and a value of 5 means high.
Example: How well am I doing as a SEAC REP?
1 2 3 4 5
Do I respond to the needs of all exceptional pupils within the board?
1 2 3 4 5
Do I respect the right to privacy of individual exceptional pupils by avoiding discussion of individual cases?
1 2 3 4 5
Do I maintain a working knowledge of the special
education programs and services provided by the
board?
1 2 3 4 5
Have I visited programs provided by the board? 1 2 3 4 5
Have I attended other Board meetings? 1 2 3 4 5
Systemic Advocacy
To examine existing policies and practices in
order that changes can be made to those
that are detrimental to vulnerable people or
which put barriers in the way of their
autonomy and independence.
Role of the Chair
• To Educate
• To Facilitate
• May vote on any item
• There are limits to the debate
of the chair
Role of the Chairperson
• Do homework
• Encourage participation
• Quell outbursts and curb long-windedness
• Must read body language comments
• Protect speakers against attack
• Clarify points and lead group to predetermined objective
• Act as facilitator, motivator, leader
Role of the Chairperson
• Use skills to:
Listen
Speak
Delegate
Set goals
Direct
Control
• Characteristics:
Be patient
Be understanding
Meeting Dynamics
Chairperson controls the meeting by:
– Making rules clear to everyone
– Following through – not allowing one member to monopolize
– Being blunt to offenders – but after the meeting is over
– Avoiding antagonizing the whole group by allowing offender to monopolize
– Not becoming emotionally involved
– Involving everyone
– Allowing members to express their
opinion first
Sample – Special Education
Advisory Committee Annual Report
In York Region the Special Education Advisory Committee (SEAC) plays a vital role in
ensuring that exceptional pupils receive appropriate educational services and may
make recommendations to the Board in respect of any matter affecting the
establishment, development and delivery of special education programs and services
for exceptional pupils of the Board.
Date SEAC Motions Action Items Board Response
Sample Agenda
1. Approval of Agenda 2. Approval of Minutes 3. Moment of Reflection 4. Special Announcements 5. Business Arising (10 minutes) 6. Presentation - Intensive Behaviour Intervention for
Preschool Children with Autism 7. Report from the Board 8. Special Education Plan/Report 9. Communications Sub-Committee Update 10. Challenges/ Successful Practices from Associations 11. Future Topics for the next meeting 12. Adjournment
Association Report
• Name of Association
• Representative:
• Date of Meeting:
• Upcoming Meetings or Conferences:
• New Initiatives:
• Other Information:
SEAC Presentation Request Form Presentation Date: Presenter Name:
Title: Topic Requested:
Global Questions to be Addressed:
Specific Questions to be Addressed:
Requested by: Date Requested:
Person Contacting Speaker: Person Thanking Speaker:
Please feel free to contact Lynn Ziraldo if required.
Phone: Email:
Parliamentary Procedures
at a Glance
Type of Motion
Must be 2nd?
Debate-able?
Amend-ed?
Tabled? Simple Maj. Or two-thirds vote?
Considered? Closure Motions?
Adjourn Yes No No No Simple Majority No No
Amendment Yes Yes Yes (1) Simple Mjority (1) (1)
Amendment
to
Amendment
Yes Yes Yes (1) Simple Majority (1) (1)
Appeal
from the
Chair
Yes No No No Simple Majority No No
Commit
(Refer) Yes No Yes No Simple Majority No No
Information,
Point of No No No No Does Not Apply Does Not Apply No
Parliamentary Procedures
at a Glance
Type of Motion
Must be 2nd?
Debate-able?
Amend-ed?
Tabled? Simple Maj. Or two-thirds vote?
Considered? Closure Motions?
Lay on the
Table Yes No No _ Simple Majority Yes No
Motion Yes Yes Yes Yes Simple Majority Yes Yes
Order, Point
of No No No No Does Not Apply (2) No
Postpone to
Specified
Time
Yes Yes Yes No Simple Majority
(3) Yes No
Privilege,
Point of No No No No Does Not Apply Does Not Apply No
Question, the
Previous Yes No No No Simple Majority No No
Reconsider Yes Yes No Yes Two-Thirds Yes
Suspend
Rules Yes No No No Unanimous
Consent No No
Special Education Plan –
Request for Revision
Submitted By: Association/Agency:
Section of the Plan:
Page(s):
Description of the Issue:
Recommendations:
Rationale:
Special Education Plan
Regulation 306 Table of Contents
• Section A: Introduction
• Section B: Ministry and Board Directives
• Section C: Service Delivery Models by Exceptionality
• Section D: Support Staff and Services
• Section E: Intervention Strategies and Procedures
• Section F: Transitions
• Section G: Professional Development
• Section H: Special Education Advisory Committee (SEAC)
• Section I: Health Support Services
• Section J: Appendices
http://www.yrdsb.ca/Programs/SpecEd/Pages/SpecEdPlan.aspx
SEAC Handbook
• Section 1 - SEAC
• Section 2 - Overview
• Section 3 - Self-Assessment
• Section 4 - Operational Procedures
• Section 5 - Special Education Plan
• Section 6 - Regulations
• Section 7 - Special Education Funding
http://www.yrdsb.ca/Programs/SpecEd/Documents/SEACHandbook/SEACHandbook.pdf
Overview: 2014-2015 Special Education Grant (SEG)
Funding in Context of GSN and Other Funding
+ School Foundation Grant + Debt Service Support + Pupil Foundation Grant + 12 Special Purpose Grants (includes SEG & Transportation Grant)
Educationa Programs Other (EPO) & Other
Investments
Other Funding: Isolate Boards (School
Authorities) and S.68 Hospital Boards
Provincial and/or Demonstration Schools
Tuition Agreements
Spec
ial E
du
cati
on
Gra
nt
(SEG
) 1
of
12
Sp
ecia
l Pu
rpo
se G
ran
ts
SIP (Special Incidence Portion) - Claims
BEA (Behaviour Expertise Amount) – Base and Enrollment
SEA (Special Equipment Amount) – Per Pupil Amount and Claims
HNA (High Needs Amount) – 75% old HNA PPAs; Larger Special Education Statistical Prediction Model and Measures of Variability; a new HNA for
Collaboration and Integration of $450,000
FA (Facilities Amount or S.23) – Educational Programs in Care and/or Treatment, Custody and/or Correction Facilities – Program approvals
331,532* students reported by DSBs & isolate boards
(School Authorities)
*2012-2013 statistics
Approx. 5,000 CTCC students (not included in the 331,523
(not students of a board or SA)
Recommendations from SEAC for Expenditure
of New Dollars
2015-2016
Funds to Support Description of Suggestion Allocation Increase for SERT/special education teacher staffing with some funds to: Support the early language and at risk needs of students entering Kindergarten Maintain the same level of special education teacher staffing (SERTs), considering new schools and extend support for summer learning
Allocate additional funds to support: • Early intervention for ‘at risk’
students in Kindergarten to address special needs in the new
• Full Day Kindergarten program
and continuation of evidenced base practices from the Board’s Council of Ontario Director’s of education (CODE)project (K-grade 2) in the early years
• Continue Building Blocks for
Kindergarten summer program to build phonological awareness/literacy skills
• Continue Speech and Language
Pathologist support to Kindergarten Program
• Behaviour Expertise Amount in
Grant (stable) • ABA Training Amount in EPO
Grant • 3 new Secondary Special
Education Teachers to support Community Classes
• 4 new Elementary Special Education Teachers
Recommendations from SEAC for Expenditure
of New Dollars
2015-2016
Funds to Support Description of Suggestion Allocation Increase funds for:
support staff
additional EAs
• Student Services staff to address early learning needs, increased needs for mental health (students with dual diagnosis), crisis prevention and provision of assessments (e.g. Speech-Language Pathologists, Psychological Services, school Social Workers
• Continue Positive Climates for
Learning and Working Lead • To address full day kindergarten,
growing Autism Spectrum Disorder (ASD) and high/complex needs
• Contract funds available for psychological assessments
• 18 additional EAs in Sept.
Recommendations from SEAC for Expenditure
of New Dollars
2015-2016
Funds to Support Description of Suggestion Allocation Continue to support funding for Barrier Free learning
• Increase continued support students’ individual learning needs with assistive technology as part of Universal Design (e.g. laptops, Smartboards, sound field systems)
• Bridge funding for assistive
technology during waiting period
• Provide teacher training and accountability on the application of assistive technology – continue to support parent training for use of Special Equipment Amount
• Continue to provide materials in
alternative format to print (e.g. e-books, books on CD, large print, Braille, closed caption)
Increased through SEA process (teacher training/professional learning)
Recommendations from SEAC for Expenditure
of New Dollars
2015-2016
Funds to Support Description of Suggestion Allocation Provide stable funds for Professional Learning through: • Release time or supply coverage
• Sharing of successful practices
• Administrator training on Special Education
• Develop additional modules
specific to Special Education
Regional Supports • Ensure classroom teachers, EAs
and support staff understand and effectively implement and can use the behaviour/safety management and crisis prevention strategies as outlined in Caring and Safe Schools in Ontario 2010
• administrators new to the role or
YRDSB receive PD relative to Special Education, it is also offered to experienced Administrators who would like to participate
• continue developing modules as a
resource that facilitates school staff to learn and talk together to build capacity
Same budget allocated in previous years L4 All EPO Lead Board grant for PPM 156 Transition
Recommendations from SEAC for Expenditure
of New Dollars
2015-2016
Funds to Support Description of Suggestion Allocation Continue to provide funding for: • Contracting of integrated services
team work with Children’s Mental Health and other partners
Community/Regional/School Links Community partnership to support education in areas such as: • Continue partnering with existing
services/agencies within the school environment to respond to students’ mental health issues and complex needs (e.g. CTN, COMPASS, Acquired Brain Injury program, ABA partner programs), Volunteer and other educational interventions such as LDAYR’s ABC/123 program that supports literacy development
• Increase support transitions in to
school, from division to division, school to community/work/post-secondary
Current Budget supported by Mental Health EPO final year
Recommendations from SEAC for Expenditure
of New Dollars
2015-2016
Funds to Support Description of Suggestion Allocation Continue to provide support for: Research and development of evidence-based practices
Continue to partner to bring the evidence-based practices to the classroom using the research and data collected and analysed to support continuation of Ministry funded projects: • SSC review, parent engagement,
IEP focus groups with parents and staff
• community collaboration with mental health partners – Student Support Leadership
• transitional supports and Connections – Autism Spectrum Disorders (ASD) and PPM 156
• Continue with LD Steering Committee
Continue with current Budget allocation EPO Autism Funds (Ministry Funding)
SEAC Successful Practices 2015
Leadership SEAC Structure • Dedicated chair and vice chair • Ability to bridge SEAC members, community
and board staff (2) • Ability to foster a common vision • Knowledge and background is astounding • Good command and governance of issues –
command respect • Ability to stay ahead of the game and not be
afraid to go in new directions • Open lines of communication between
leader and members • Superintendent of Student Services positive
partnership with SEAC • Strong working relationship between co-
chairs and student services • Student services leadership team, very open
and supportive • Support of the Board Trustees
• SEAC representative participation on connected committees
• Broad range of community agency representatives at the table
• SEAC members’ willingness to learn, dedicated members and willingness to learn from each other (4)
• Sense of accountability • Meetings allowed time for participants to
share some of their interests (2) • Variety of presentations • Surveys to capture interests • SEAC builds and strengthens partnerships • Take a team approach • Staff and Board reports monthly • Evaluation process • Orientation manual/process
SEAC Successful Practices 2015
Leadership SEAC Structure • Principal of Elementary & Secondary
representation • Annual Celebration Event • Provide recognition and awards • Acknowledgement of skills, experience for all
committee members to grow • Presentations on Board & Ministry initiatives • Reflection and evaluation of practices to
ensure quality of services to all students • Embrace change rather than react to it and
understanding that change is necessary • Culture of self-examination & improvement • Look everywhere for effective practices • Create learning experience for all committee
members to grow • Listen • Supportive decisions • Low turnover from community organizations
– good
SEAC Successful Practices 2015
Leadership SEAC Structure • Focus on SEAC’s mandate
o Provide advice to board regarding student services
o Budget input/process o Special Education Plan
• Clear action plan that SEAC developed and monitored
• Set up norms of operations and used them (2)
• Communication with subcommittee • Pre-meetings to iron out issues • Annual report to trustees • Share success and challenges • Assist student services in developing
resource material i.e. IEP, IPRC Communication, SEA
• Communication folder shared at every SEAC meeting and reviewed
• SEAC submits items for Board’s Ed. Quarterly
• Collaboration and making decisions as a blended approach with committee input
• Trusting relationships & respect for agencies • Strong working relationship between co-
chair and student services • Involving members in subcommittees,
policy and procedure (2) • Team building (3) • Shared solutions / share information • Committed members • Shared desire to bring forth important
issues that affect how we support/educate our students
• Communication • Awareness of parents as partners • SEAC provides an opportunity to for
community and educational professional to determine/address barriers that may exist for our students
SEAC Successful Practices 2015
Leadership SEAC Structure
• Our work together is focused on students of all abilities – students come first
• Awareness of parents and giving their input equal weight.
• Feedback from participants is encourages and respected
• Build and maintain trust through actions and evidence
Guiding Principles to Build
Credibility
• Showing respect for people.
• Demonstrating honest and ethical behaviour.
• Recognizing that I don’t know it all, others have much to offer.
• Setting a good example
• Showing a warm and caring attitude.
• Collaborating with others.
• Being Loyal to people.
• Celebrating the successes.
Organizational Websites
Minister’s Advisory Council on Special Education
(MACSE) @ http://www.edu.gov.on.ca/eng/general/abcs/acse/acse_eng.html
Provincial Parent Association Advisory
Committee (PAAC) on SEAC @ http://www.paac-seac.ca/
Email: [email protected]
The Power of One
I am only one
But I am still one
I cannot do everything
But still I can do something
And because I cannot do everything
I will not refuse to do
The something that I can do