Ministry of Education Update 2009/10 POPFASD District Partners Meeting November 18, 2009

1. Ministry of Education Update 2009/10 POPFASD District Partners Meeting November 18, 2009 Vancouver Airport Marriott Hotel, Richmond

2. Changes to Categories Intensive Behaviour Interventions/Serious Mental Illness wording changes Changes to documentation requirements as follows: There must be documentation to support that the student has been appropriately assessed and identified by the school district as meeting the criteria of the special education category. • Functional behavioural assessment, for example, the Behaviour Disorders Instructional Support Planning Tool, and/or • Other assessments by medical professionals or teams of professionals, and/or • Norm referenced assessment, i.e., Behaviour Assessment System for Children (BASC), Connors Rating Scale, Auchenbach Child Behaviour Checklist, etc. Change to required evidence of planned interagency/service review: now annually.

3. Changes to Categories Physical Disability/Chronic Health Impairment wording changes An added paragraph that says: “In some cases, students diagnosed through the Complex Developmental Behavioural Conditions (CDBC) Network as children and youth with complex needs may be included in this category. Regionally, the CDBC Network has been established to assess children and youth with complex needs, including children and youth who may have fetal alcohol spectrum disorder (FASD). A clinical diagnostic assessment by the CDBC Network or by qualified specialists (psychiatrist, registered psychologist with specialized training, or medical professional specializing in developmental disorder) is required. The assessment must include and integrate information from multiple sources and various professions from different disciplines that indicates the student with FASD or the complex developmental behavioural conditions is exhibiting an array of complex needs, with two or more domains being impacted (social-emotional functioning, communication, physical functioning, self-determination/independence, and academic/intellectual functioning). If reported in this category, such students might be receiving extensive intervention and support.

4. Supporting Students – A Needs Based Approach Assessment L (learner) I (Instructional) I (Individual) Report + E (Environment) + S (Support) = E (Education) I (Instruction P (Planning) P (Plan) C (Curriculum) T (Tool)

5. Tools to Work Effectively Supporting Students • Instructional Planning and Support Tools • Behaviour Intervention/Mental Illness Instructional Support Planning Process: http://www.bced.gov.bc.ca/specialed/docs/behaviour_intervention.pdf • Autism Spectrum Disorder Instructional Support Planning Process: http://www.bced.gov.bc.ca/specialed/asd_instr_supp_plan_tool.pdf • Physical Disabilities/Chronic Health Impairments Instruction Support Planning Process: http://www.bced.gov.bc.ca/specialed/docs/physical_disabilties_chronic_health.pdf • Learning Disabilities Instructional Support Planning Process: http://www.bced.gov.bc.ca/specialed/docs/ld_instructional_support_tool.pdf

6. Tools to Work Effectively Supporting Students • IEP Resource Guide • LD Resource Guide • A Guide to Adaptations and Modifications: http://www.bced.gov.bc.ca/specialed/docs/adaptations_and_modifications_guide.pdf • Meaningful Consultation Document: http://www.bc-case.org/downloads/WVSD_brochure.pdf

7. Tools to Work Effectively Supporting Students The School Completion Certificate Program The SCCP has been developed to recognize the accomplishments of students, including students with special needs, who have succeeded in meeting the goals of their educational program other than graduation. “It is an extremely important decision to honour student learning outside the typical Dogwood diploma path.”

8. Partnerships to Support Working Effectively in Supporting Students

9. Partnerships to Support Working Effectively in Supporting Students SET-BC • ARC BC Project http://www.setbc.org/setinfo/ARCBC/default.asp

10. Partnerships to Support Working Effectively in Supporting Students SET-BC UDL Project http://www.setbc.org/setinfo/BCUDL/ BC Universal Design for Learning ProjectLearning Object Repositorywww.setbc.org/bcudl

11. Partnerships to Support Working Effectively in Supporting Students Partnering with BC CASE • District Special Education Review Tool • Training modules about Special Education (9 modules developed) http://www.bc-case.org/learning.shtml • Functional Skills Curriculum Review http://www.bc-case.org/downloads/Functional_Curriculum_Review_finalone.pdf

12. Partnerships to Support Working Effectively in Supporting Students Revision of inter-ministerial protocols for support services • 14 protocols originally approved in 1989 • Specific cross-sector working groups working on each protocol • 12 inter-ministerial protocols in final stages • Cross-Ministry Transition Planning Protocol for Youth with Special Needs now completed and posted http://www.mcf.gov.bc.ca/spec_needs/pdf/transition_planning_protocol.pdf

13. Partnerships to Support Working Effectively in Supporting Students Children in Care: Representative for Children and Youth Report - Kids, Crime and Care Recommendation # 5 sees every school having a staff person to oversee education planning, monitoring and attainments of children in care by September 2009. • Superintendents of Achievement have a new role • Second annual report on educational outcomes on MCFD’s website

14. Most importantly, to you… Thank you!!!!!

15. Contact Information Bill Standeven Tel: 250-356-7767 Email: Bill.Standeven@gov.bc.ca