Year: 1994 - 95 AGM December 1, 1994 - SSAAM

Year: 1994 - 95 AGM December 1, 1994
Past President:
President:
1st. Vice President:
2nd Vice President:
Treasurer:
Secretary:
Professional Development:
Advocacy & Public Policy:
Public Relations:
Jean Chaput
Wayne Kroetsch
Sandy McCaig
Patti Elvers
Larry Torske
Anne Schmidt
Gary Einarson
Bonnie Thiessen
Patty Elvers
Regional Reps
Metro:
Parkland:
Westman:
South Central:
South East:
Interlake:
Northern:
D.S.F.M.
P.I.B.
Elaine Sourisseau
Barb Coulter
Fran Dagg
Diane McKenzie
Pat Burgess
Doug Anderson
Joan Wall
Louis Druve
Joanna Blais

_
SSAAM EXECUTIVE MEETING
March 25, 1994
Portage la Prairie School Division Offices
IN ATTENDANCE: Sandi McCaig, Wayne Kroetsch, Patti Elvers, Mickey
Kuprowski, Fran Dagg, Barbara Coulter, Bill Warren, Larry Torske,

3.4 Brief to -the Minister of Education - Jean
Draft copy of the brief was presented ; discussed and
revised. Article on assessment & standards (attached)
3.5 Panel of Education Legislative Reform - no report
4.0 Correspondence
4.1 Letter from Minister of Education
4.2 Letter from Minister of Health
4.3 Letter from MAST
4.4 Letter from Dauphin-Ochre, re: Child Health Strategy
Patti/Bill Move that the President of SSAAM write a
letter of behalf of SSAAM acknowledging the committees
and support their work. CARRIED
4.5 Letter from Daughin-Ochre, re: Clinician permanent
certification
Gary/Patti Move that Jean write a letter to the
Teacher Certification Branch and University of Manitoba,
Faculty of Education regarding the change in the course
Education and the Law requesting some flexibility to
accommodate rural clinicians and questioning the increase
in hours. CARRIED.
4.6 Letter from MASS
5.0 Committee Reports
5.1 Treasurer's Report - Larry (see attached)
Larry/Gary
CARRIED
Move to accept the treasurer's report.
Re: CEC request about Congress Feb./97; SSAAM might be willing
to collaborate & sponsor a speaker.
Larry/Patti
effect.
Move that SSAAM write a letter to CEC to this
CARRIED
5.2 Professional Development - Gary (see attached)
SSAAM conference and AGM planned for December 1-2/94.
Patti/Sandi Move that Gary be given a float of $500.00
to offset expenses. CARRIED
Reminder to send a copy of the program to Teacher
Certification for Administrator's credits.

5.3 Public Relations - Patti
Newsletter at the end of May.
5.4 Public Policy - no report
6. 0 Regional Reports
6.1 Metro - Sandi (see attached)
6.2 Parkland/Westman - Barbara (see attached)
6.3 South Central - Diana (see attached)
6.4 South East - Pat (see attached)
6.5 Interlake - Doug
6.6. CCDB - no report
7.0 New Business
7.1 "Yes I Can" - request for funding - has been addressed
7.2 Westman/Parkland request for $50 support
7.3 Metro SSAAM PD on May 6/94
7.4 ASAP Conference
Binder has gone to all schools.
7.5 NAAW - Sandi
May 30-June 5 has been designated NAAW.
7.6 MTS brochure: re medical procedures
The document was brought to the meeting so that all
coordinators would be aware of its existence.
7.7 Budget Implications
7.8 Dr. Judith Newman; Dean, Faculty of Education, U of M
Subcommittee prepare for meeting; focus on pre-service
training.
7.9 Stu Whitley, ADM, Attorney General's Office
Invite to June 3 meeting.
7.10 Video: "To Do the Same Thing"; produced by St. Boniface
and available for loan.
7.11 Comber Process: Report on the teleconference
7.12 Gifted Education - the handbook will not be released.

7.13 MTS; definition of Special Needs and policy of Special
Education will be debated at the AGM in May
Regional Reps are asked to discuss this at their next
regional SSAAM meeting. (See attached.
7.14 METRO SSAAM
7.15 04 Programs - Wayne asked what other divisions were doing
in this regard
7.16 Honorary Life and Certificate of Recognition
Regions to submit names by the deadline indicated.
8.0 Adj ournment
NEXT MEETING:
June 3/94, 9:30 am
Portage la Prairie School Division Offices

^--J-^-A.J^- INTERLAKE REGION s^i^j.
REPORT TO SSAAM
MARCH 25, 1994
1. Interlake Special Education Conference was held on March 10/11.
The theme was Creative Problem Solving for School Resource Teams with
mini-sessions on 24 hour planning, Group Think, Consensus Making, and
Agassiz's BEST Program.
2. Regional Support Centre is to continue under the sponsorship of two divisions rather
than four.
3. Community Mental Health has explained their restructuring plans for the Interlake
Region. We were pleased to hear that the number of Adolescent Mental Health
Workers will be doubled by next year.
4. Foster placement increases in the Interlake have prompted the establishment of a more
extensive intake/transition to school process.
Doug Anderson
Evergreen School Division

Providing Supports for Emotionally/Behaviorally Socially Disordered
Students: An Inter-Agency Approach
It
Background to issue:
••--,
a) Students living with natural parents
i) increase in numbers
ii) earlier onset of problems
b) Students living in foster homes
i) increase in numbers
( ii) severity of problems
iii) diversity of agencies
2, Concerns:
a) lack of initial assessment and on-going therapeutic
services to serve the complete age range of students
b) lack of initial information and on-going communication
c) lack of on-going support for families and schooJLs
d) impact of foster placements on school & community , and related
services
e) lack of regional placement options outside school
setting.
-

STUDENT SUPPORT SERVICES
P.O. Box 2110
Steinbach, Manitoba
Canada ROA 2AO
Phone: (204) 326-9829
Co-ordinator - Pat Burgess
GUIDELINES FOR REGISTRATION OF STUDENTS PLACED IN FOSTER HOMES
BY SOCIAL AGENCIES
The Hanover School Division philosophy of education promotes quality educational programming in the most
enabling learning environment for all its regular and exceptional students.
The following guidelines and school registration procedures relating to children placed in foster homes by
Child and Family Services Agencies are designed to facilitate the transition process to the new school, and
to ensure that appropriate educational programming and required services and supports are put in place to
best meet the needs of the student.
The registration process will also ensure that school personnel have the necessary information, time and
resources to plan and implement these special programs and services.
A collaborative approach with school and agency participation will best ensure that the special needs of the
student are met in a safe, secure and growth-promoting learning environment.
REGULAR CLASSROOM STUDENT PLACEMENT
NO EXCEPTIONAL NEEDS
If the student being registered:
a) does not require any special program modifications, and
b) documentation from his/her former school does not indicate the need for special assistance,
materials, supports or services,
registration may be made at the school level by the agency worker or the foster parent.
IF THE PRINCIPAL DOES NOT HAVE SUFFICIENT INFORMATION TO DETERMINE THAT THERE ARE NO SPECIAL NEEDS, THE
STUDENT'S ENTRANCE TO SCHOOL MAY BE DELAYED UNTIL SUCH INFORMATION IS PROVIDED.
SPECIAL NEEDS STUDENT PLACEMENT
PROGRAM MODIFICATIONS AND SUPPORTS REQUIRED
If the student being registered requires program modifications, special assistance or additional material
and staffing supports, the following procedures need to be followed.
It is necessary for the Child and Family Services' Worker to;
1. Communicate with the Co-ordinator of Student Support Services before student registration.
2. Provide all necessary documentation to assist the school division in:
a) providing appropriate placement and educational programming, and
b) obtaining the required low incidence funding for required supports^ materials and
staffing.
3. Collaborate (social worker and foster parents) with the school team and other professionals to
ensure a smooth transition and to plan appropriate global educational programming for student.
it. Provide ongoing support and ensure the provision of necessary medical and/or therapeutic
interventions needed by the student.
IMPORTANT
Prior to the student's entry in school, sufficient
time will be required (usually two to four weeks)
to receive required documentation and to prepare
programming, materials, staffing and training.
HANOVER SCHOOL DIVISION NO. 15

Minutes of South Central Coordinators' Meeting
at Garden Valley School Division
on February 4/94
Office
Present: Paul Gillespie, Wayne Kroetsch, Twyla Kastrukoff,
Anne Schmidt, Vivian McGregor, Ervin Harms,
Louis Beaudin, Allan Kotowsky, Julien Fradette
Regrets:
Donna Miller, Diane MacKenzie
1.0 Tim Thorne - Special Education Consultant (945-7912)
1.1 his clientele: students with P.D.D., autism, significant
communication disorders
1.2 wants to work through the coordinators in the Division
1.3 for our guideline, describes his input using a continuum:
global (team involvement, workshop) > specific (work with
individual student)
1.4 autism 101 course information:
a) contact person: Joey eneiz 787-7252
b) offered at Health Sciences H3
c) course schedule:
April 18 a.m. - Intro to Autism Symptoms
April 25 a.m. - Techniques for Behaviour Management
May 3 a.m. - Communications
May 9 a.m. - Social Skills
May 16 a.m. - Synthesis of Previous Lectures
- comes to the Division only on needs basis, as determined
by the coordinator and team
\ Chaz Perrault - Special Education Consultant/Learning Disabilities
(945-7912)
2.1 How he an assist us:
a) resource teacher development - according to what the resource
teachers perceive as their needs
b) regional P.O. sessions
c) consulting with student support team e.g. on a student who
would have been referred to D.S.C.
d) resource to Division for professional growth development, e.g.
for resource teachers who may have had limited training, doing
cognitive coaching with the resource teachers
e) working with several Divisions who may identify common needs
f) phone and fax consultation for coaching resource teachers or
educational team on a particular case

3.0 Julien Fradette
3.1 Handout: Parkland and Westman Conference on May 5 & 6/94 at
Brandon University
3.2 ADAP review - reviews will be done with each coordinator
Julien will make appointments with us.
3.3 Interagency meeting
a) Bert Cenerini, Al Gazan and Julien will meet with Dean Lutz,
Denis Schellenberg and Sheldon Hiltz to do some preliminary
discussion and information exchanging on L2/L3 funding
At the coordinators ' meeting they can discuss what services they provide,
what is their mandate, and how they can assist in the L2/L3 funding
process.
3.4 South Central Special Education Conference -April 15, 1994
The Division is to collect the conference fee of $25 per person and forward
only one cheque to Julien payable to South Central Professional Development
by March 18, 1994.
3.5 Julien's phone directory:
cellular 856-6063
Winnipeg (residence) 256-4142
Portage (residence) 239-5875
4.0 Material sharing
4.1 Two books recommended by Chaz:
a) Curriculum-Based Assessment in Special Education
Howe11 & Moorhead, (Artel Publishing)
b) Resource Teacher
Wiederholt, Hammill, Brown, (Pro-Ed Publishers)
4.2 Others:
a) Stay in School: Jobs for the Year 2000
Stephen Lowell (J. Weston Walch Publishing)
b) Peer-Helping: Training Guide
Brigman & Earley (J. Weston Walch Publishing)
c) Managing the Middle School Classroom - Teacher's Guide
(J. Weston Walch Publishing)
d) How Difficult Can This Be?
(The F.A.T. City Workshop Video)
Visual Education Centre
41 Horner Avenue, Unit 3
Etobicoke, Ontario
M8Z 4X4
5.0 Next meeting: Friday, March 11/94 at 9:30 a.m. -,
in the Tiger Hills School Division Office, Glenboro /W

SOUTH CENTRAL COORDINATORS' MEETING
MINUTES
TIGER HILLS SCHOOL DIVISION OFFICE
MARCH 11, 1994
Present:
Regrets:
Paul Gillespie, Wayne Kroetsch, Twyla Kastrukoff, Anne
Schmidt, Ervin Harms, Vivian McGregor, Louis Beaudin,
Julien Fradette, Allan Kotowsky, Diana Mackenzie
Donna Miller
1.0 Discussions regarding Multiagency services for
students with emotional and behavioral disorders.
1.1 Present for discussion:
Dennis Schellenberg, Child & Family Service ,Portage
Sheldon Hiltz, Community Mental Health
Bob Spender, Child Care & Development Branch
1.2 Purpose of discussion:
1.2.1 to .review services for students with E.B.D.
1.2.2 to dialogue about ways of providing required
services besides additional staff of funding
increases
1.2.3 to develop a partnership with a school and home
focus
1.2.4 to determine how the multiagency resources can
provide appropriate, valuable, and helpful
services to the students.
1.3 The main question is: How do we provide support for our
emotionally-abused children?
1.4 Points of discussions
- does pursuit of individual therapy always ensure
efficacy
- can collaboration among student support agencies
work better, particularly when considering
ecological factors.
- Child and Adolescent workers can collaborate
with school staff to plan student intervention
strategies.
- Divisions should organize a multiagency
consultative process for difficult cases.

1.5 Where do we proceed from here with multiagency
discussions.
- we need to look at "confidentiality issue" as it
is a possible barrier to successful collaboration.
A representative from the Justice Department is
necessary in the next discussions.
- we need to discuss specific cases as examples
how a multiagency committee would deal with such a
referral. "we can identify the barriers and
collaborate to solve each barrier, one step at a
time."
- Multiagency discussions will resume on the
coordinators' Fall 94 agenda.
2.0 April 15th Workshop
- Plans are completed
- April 14, 1:00 - 4:00 p.m. at Victoria School,
Portage, a session with Dr. Jean Hewitt for
coordinators and psychologists.
3.0 Special Ed Funding
For next meeting, bring accurate information on number
of students, numbers in L2 and L3; paraprofessional
hours according to L2, L3, ESL, Native Ed, etc.
4.0 MAST Motion on separating clinicians from Teacher
Contracts.
5.0 Materials
Ervin's response will be faxed to each coordinator;
coordinator to forward information to Board delegate.
Video:
Books:
Raising Children in Troubled Times, Psycan, (Paul
G. has a copy that they use with parent groups)
1. Report on the Community Consultation on Fetal
Alcohol Effects and FAS
Winnipeg June 3 & 4 , 1993
Addictions Foundation of Manitoba
1031 Portage Avenue
Winnipeg, Manitoba
R3G OR8 Phone #944-6233

6.0 Next Meeting
Mending Broken Spirits
Lloyd Flaro
Learning Strategies Group Inc.
Box 44038
15505 - 118 Avenue
Edmonton, Alberta T5V 1N6
Educating all Students in the Mainstream of
Regular Education
by Stainbeck & Forest
Paul H. Brooks Publishing Co.
Box 10624
Baltimore, Maryland 21285-0624
Thursday May 19th, 1994
9:30 A.M.
Mountain School Division Office
Notre Dame, Mb.

-
Thursday, March 3, 1994
PRESENT:
REGRETS:
Olia Jesson, Chair; Gary Einarson, Recorder (until
noon); Bonnie Thiessen, Recorder (afternoon); Bill
Warren; Jim Coughlan; Mark Peterson; Joan Lonsberry;
iBarB "Coulter?; Jim Kepron; Ed Tichon; Lynda Mann; Judy
Dandridge;" Patti Elvers; Marie Sedor; Bev Delmage; Jean
Valcourt
Larry Budzinski; Fran Dagg; Elsie Hill; Marge Yeo
1. EIEP Grant Sharing Session
Administrators shared ideas on how they employ the EIEP
grant in their divisions. A summary of this session has
been composed to send to Doreen Yamashita for her
information and use.
2,'
Boundaries Review
Recommended that provincial SSAAM attend a Boundaries Review
session on behalf of Student Services Administrators. Bill
Warren and Barb Coulter were asked to take input from the
group to the next provincial meeting.
Children's Health
Regarding the Child Health Strategy Committee meeting held
February 28, 1994 in Brandon, a number of coordinators
attended this meeting. Observations relative to the meeting
included:
Physical health of children in our region is OK. Of
more concern is the emotional and mental health,
particularly related to quality of parenting.
The meeting was well attended and many groups
represented (Public Health, Speech, Education,
Corrections, Police, Doctors, etc.)
Manitoba has one of the highest rates of teenage
pregnancy.
When adults take little or no responsibility for their
children we see an increasing number of children
functioning essentially as street children.
Subsequent discussion:

There is a vital need for effective parenting
education.
Adolescent girls are increasingly turning to smoking
and choosing to become pregnant.
A burden is placed on the school system to deal with
all of these problems.
The issue of valuing people is at the basis of many
problems. Kids who get into trouble or who pursue
self-destructive behavior don't feel valued.
Peer group influence on adolescents only becomes
overwhelmingly powerful when adults opt out. When
adult involvement is positive and valuing, adult
influence is more powerful.
4. 94/95 Budgets being finalized
days off - some divisions taking fewer days off
Turtle Mountain taking no days
5. Minutes approved.
Bev/Marie
Carried
6. Treasurer's Report
All members/paid up.
To request $100 P.D. money from Provincial SSAAM.
7. President
Congratulations to Bonnie Thiessen re: Award for Journalism,
(article attached)
...12

- 2 -
8. Regional Coordinator's Report
a) Level II - One has been turned down in our region
Level III - Need year end summary of how monies have
been spent
Mark will check with Child & Family Services to let them
know that L2 funding is not necessarily transferable.
Mark will also discuss the L3 money allocation with P.F.S.B.
and development of a form to be completed with program
summary and expenditures for the year.
b) May '94 Workshop
Registration - first come first served basis
no cost to participating divisions (15)
(charge for administration workshop)
$25.00 for registrants outside participating divisions
Key Note will be at McDiarmid Drive Alliance Church,
(have been asked to watch language in this building)
Mark will get info out re: parking and charge for
administrators workshop)
c) ADAP
Formal letters re: feedback will be sent to Superintendents
and copied to Coordinators.
Mark willing to meet with divisions re: ADAP
Updates now only required in November.
Mark will send a letter re: this date.
d) Student Support Centre Group
(Jr. & Sr. High)
Group will be producing a handbook for use by coordinators.
Regional coordinator may be asked to assist in editing.
We may publish it by next fall.

- 3 -
e) Federal/Provincial Cooperation (Projects)
West Region Child & Family Services (DOTC & CFS)
matching L2 grants for creative programming.
Turtle River
Dauphin-Ochre
Ed Tichon to send project in for inclusion in minutes.
Mark will also gather other info to share with
Coordinators.
University - Faculty of Ed - Jim Kepron
moving into Early/Middle/Senior Years in Teacher
Education
want to see closer tie to classroom practise. Support
from the Dean.
Our group may want to become involved
coordinate with EIEP committees in division
multi-age grouping
making•sure skills are taught
President to write to Dean with our interest and support and
willingness to be involved.
Patti/Bill
Carried
10. Provincial SSAAM
a) Bill reviewed minutes from our parent body. Minutes
were previously mailed.
b) *conference dates: December 1 & 2 - Brandon
Gary Phillips - School Culture/Effects on Behavior
c) Newsletter - next one out in May
11. Education Justice for Special Needs Young Persons
(Henteliff)
will be distributed to Trustees attending MAST
12. Appropriate Programming for All Kids
? - Joint Committee
SSAAM, CCDB, Student Support Branch, Curriculum Branch

METRO S.S.A.A.M. REPORT
MARCH 25,1994
1. Letter was sent in February to the Minister of Education re: interdepartmental protocol
for students with medical needs. To date there has been no response.
2. Placement forms for students entering the school system from pre-school programs
were discussed. The group decided that in order to have a uniform form, they would
use River East's form which had been adapted from Wpg. # 1's.
3. Ben Lewis - Family Services attended the last meeting to discuss the lack of adult
service supports. At present day service arrangements for individuals is $200,000 over
expenditure. Six to seven individuals have not been placed into a program, but have
the support of a "stable and able" family. For September 1994 first commitment will be
to individuals who don't live with families or who present with significant family
circumstances.
4. Deaf and Hard of Hearing is focusing upon identifying services provided within each
school division and identifying gaps and priorities in service. A letter will then be
forwarded to the Minister of Education outlining this information.
5. Professional Development - May 6,1994, Garden City Inn
One day forum facilitated by Gordon Potter, Assistant Superintendent,
Woodstock, New Brunswick
The goal is to develop a "white paper" containing positions on maintaining the
vision and perspectives as to where energies should be placed in
acknowledgment of current restraint.
Attendance - 4 invitations to each division, maximum attendance set at 60.
- invitations will also be sent to Metro CFS areas, advocacy
agencies, CCDB, and the University of Manitoba.
Total cost of the forum will be $2500.00. Each Metro school division will be . \
asked to contribute $250.00 to host the day.
6. Summer Institute on Inclusive Education - will present a series of Public Forums [/) ^ 0 j^C H
focusing on positive examples of inclusion involving various school divisions. \. Medical Upda
and the College of Physicians and Surgeons. They are continuing to look at levels of
care, transfer of function, and training issues. They are also looking at developing
school entry protocols for developing Health Care Plans as well as developing binders
focusing on various medical needs.

- 4 -
13. Reminders from Patti
CEC Workshop - March 23
Bob Spender "What to do When You r Kid Tells You to ?
CEC scholarship for 1st year student looking at Special
Education. Patti Elvers has application forms.
14. Upgrading Requirements for Speech & Hearing Pathologists.
(attached)
15. a) Comer Process via Live Interactive Satellite Video
Conference.
b) Student Success Skills
(both Distributed)
16. Concern raised re: MAST resolution to remove Clinicians from
teachers contract
Need to monitor .this and discuss with Trustees.
NEXT MEETING:
May 27th, 1994
Neepawa
Meeting adjourned at 2:53 p.m.

04/05/94 13:02 204 727 2217 BDN SCHOOL DIV. E1002/005
THE MANITOBA TEACHERS' SOCIETY
PROFESSIONAL SERVICES STEERING COMMITTEE. 1993-94
1. The eighth meeting of the 1993-94 Professional Services Steering Committee was held in the Board Room,
McMaster House, on Monday, March 7, 1994. commencing at 9:OQam.
Present
Ron Banister. Chairperson
Kelly Barkman
Jag Malik
Bob Minaker
Ken Pearce
Jan Speelman
Neville Trevenen
Staff
Shirley Abberton, Coordinator
Linda Asper
Judy Bradley
Gerry Dureault
Mariette Ferr6
Vivian Banks, Secretary
Agenda
The agenda, as amended, was approved by consensus. The budget will be dealt with towards the end of the
meeting.
3,
Minutes of Last Meeting
The minutes of the February 4th meeting were approved unanimously with the following amendment:
Item 18 A) should have been seconded by Jag Malik.
4.
Chairperson's Report
• •
J-
'.
A) AGM Referral re Criteria for Definition of 'Need*
Ron provided background information regarding this resolution.
Barkman - Pearce: That PSSC recommend to Provincial Executive that the following reworded
resolution be presented to the 1994 AGM:
That policy GS V.P. be amended by the addition of a new 3) and 4) to read:
3) That the needs of a student be considered 'special' when there exists a condition or state which
is:
• related to one or more of the following; inability or impaired ability to develop, leam, grow or
function: intellectually, academically, behaviourally, socially, emotionally, motorically or physically
• ongoing
• pervasive
4) That the classroom teachers are the appropriate persons to identify -that students have special
educational needs which require a level of teaching expertise beyond that in which teachers are
Jrained as part of their pre-service training as a "general practitioner", and/or which requires the
expertise of a professional other than an educator.
S) Table Officers' Response to Staff Officers' Report
gamed
Ron indicated that Table Officers are meeting on March 9th and will report at the next Provincial
Executive meeting.
PSSC Minutes - March 7/94

TO:
FROM:
RE:
All S.S.A.A.M. Members
Fran Dagg
Call For Nominations
1. Honorary Life Membership in S.S.A.A.M.
The conditions for Honorary Life Membership in S.S.A.A.M. are:
1. The nominee must have had major involvement in S.S.A.A.M. at
the provincial executive level.
2. The nominee must have provided distinguished service to
special education.
3. Except in unusual circumstances, the nominee must have
retired from education.
All nominations made by S.S.A.A.M. members will be presented to
the S.S.A.A.M. Executive Committee for consideration and
approval. The approved nomination shall be recommended by the
Executive to the membership at the AGM during the Conference this
Fall.
2. S.S.A.A.M. Certificate
. .
of Recognition
a. _^
This award may be presented to a maximum of three recipients per
year, each of whom has made a major contribution toward the
education of special needs students over a significant period of
time. The recipient need not be a S.S.A.A.M. member.
All nominations made by S.S.A.A.M. members will be presented to
the S.S.A.A.M. Executive Committee for consideration and
approval. Candidates approved by the Executive Committee will
receive recognition at an annual conference.
If you wish to submit nominations for either of these awards, please
complete the appropriate attached form and return.
TO:
Fran Dagg
Administrator of Special Education
Brandon School Division 140
1031-6th Street
Brandon, MB
R7A 4K5
DEADLINE: September 15, 1994
04/05/94 13:03 Ql 204 727 2217 BDN SCHOOL DIV. 01004/005

ESTABLISHMENT OF A CHILDREN AND YOUTH SECRETARIAT
BACKGROUND:
The current system of children-related servrces is extensive, but often fragmented and
uncoordinated. This frequently leaves gaps in the service network and results in
jurisdictional disputes. The emphasis by each department on categorical need, results
in problems in the best use of financial resources. The number of high need children
and youth receiving services from more than one department is substantial.
Frequently, the child is forced to fit the system, rather than the system meeting the
total needs of the child.
A number of the provinces are experimenting with different models of integration.
British Columbia has a Youth Secretariat, and Saskatchewan, through their Action
Plan for Children, have the "Integrated School-Linked Services" policy. In Manitoba,
we have been working with both formal and informal mechanisms towards increased
coordination or integration. What has been lacking until now, however, is the
necessary overall leadership, and a single authority and delivery unit that can provide
the leadership and direction for necessary fundamental change.
SECRETARIAT:
Objectives:
The main objective is to initiate a coordinated and integrated system of services for
children, youth and their families. This system currently includes prevention,
treatment, rehabilitation, safety and care services provided through Education and
Training, Family Services, Health and Justice.
Specifically, the objectives include reducing fragmentation, overlap and duplication by
identifying priority areas for an integrated/coordinated approach and proceeding with
implementation; focusing on the total needs of the child when developing programs;
identifying departmental resources for redirection to priority cases and needs, and,
providing an improved, cost-efficient response to the needs of children and youth
served by more than one department.
The four departments will continue to fulfil their assigned ongoing responsibilities, e.g.
schools will continue to do the teaching, the Justice system will continue to deal with
legal infractions, community health and hospitals will continue to provide health
services, and Family Services will continue to provide family support and protection
services.

- 2-
Organization:
The Secretariat will pull together and integrate resources of four departments and
reach out to community agencies. The Secretariat reports to the Human Services
Committee of Cabinet through the Minister of Family Services. The Secretariat is
headed by Reg Toews, Assistant Deputy Minister and will have four/five ongoing staff
seconded from the four departments. Additional project staff will be seconded on a
temporary basis as needed.
The Deputy Ministers of the four departments form a Steering Committee to provide
direction, and to be accountable and responsible for the full participation and
cooperation of their departments in the development of integrated services.
Process:
There will be an organization phase and an implementation phase to the project. The
organization phase will include the following:
(i)
Identify client population and prepare profile;
(ii) Describe prevention, treatment, rehabilitation, safetyand care services provided
to children and youth by the four departments;
(iii) Cost out and categorize these services;
(iv) Describe the present organizational structures;
(v)
Identify the present areas of cooperation and shared projects;
(vi) Identify factors of success and identify potential models for
integrating/coordinating children and youth services;
(vii) Develop targets and plans for specific intersectoral intervention including
reorganization of existing structures, streamlining administration and paper work,
and developing integrated service units.
While some implementation can begin during the organization phase, implementation
will begin in full as soon as the organization phase is completed.
All the funds to finance the Secretariat, and any changes and new initiatives will come
from redirection of funds within the four departments.
November 1994

BRIEF
to the
BOUNDARIES REVIEW COMMISSION
Introduction
The Student Services Administrators' Association of Manitoba stresses the importance of
considering the following principles pertaining to services for all children in Manitoba.
As an organization SSAAM is committed to supporting a community which advocates and
promotes good educational practices for all students. Students have a right to programs and
services commensurate with their needs in an atmosphere of coordination and collaboration.
Services to all Children
Reorganization of school boundaries should have as a major objective the fostering of best
practices in education.
Education in Manitoba has been at the forefront of developing inclusionary practices to ensure
a proper place for all children with special needs, both in the school system and in the
community. It is hoped that in the coming years the practice of inclusion will continue and
provide the opportunity to build on what has been accomplished in the past.
A. COORDINATION OF SERVICES
Meeting the needs of all children in the school system is a complex and rewarding
challenge. As the needs of children are examined, it is imperative that greater
coordination of services be undertaken at all levels, including community services,
health, education and justice. Any reorganization of boundaries should consider the
impact of such a process on the services mentioned above. Boundaries reorganization
may represent a positive opportunity for an alignment of services across the province.
Such a realignment of services will have a positive benefit on services provided to all
families including families having children with special needs.
B. COMMUNITY NEEDS
It is not the intention of SSAAM to make recommendations as to the appropriate size of
any school division. Our intent is to ensure that adequate services and programs
appropriate to meet the needs of all children remain in place. It would be deemed

impractical and possibly unethical to develop a system whereby community response
would become impossible.
School Divisions should respond to specific community needs and their cultural diversity.
C. EQUITABLE CLINICAL SERVICES
Once again it is hoped that reorganization would give the province with the opportunity
to provide equitable clinical services across the province. The complexity of the needs
of children and adolescents and their families are such that services provided by
educational psychologists, social workers, speech and language pathologists and other
professionals in the human resources field must continue to be available to ALL schools
and school divisions. Realignment of boundaries should ensure to more adequately meet
the growing complexity of needs in our communities. We WOULD hope to impress
upon the committee the importance of maintaining the current minimum level of clinical
services.
D. PROFESSIONAL DEVELOPMENT FOR TEACHERS
Professional development activities provided to teachers represent an essential element
in the creation of positive learning environments and in the teachers' ability to provide
programs within those environments. In the process of realigning boundaries it is hoped
that individuals who provide professional development and curriculum support to all
school divisions will continue to be an essential part of the service provided by the
province and not be seen as a political opportunity to eliminate or decrease the support
required by an changing society and by ever-evolving technology.
CONCLUSION
The exceptional needs of some children in our Manitoba schools are not far removed
from the needs of all children in our schools. We wish to stress, nonetheless, that in
times of economic restraint there is a tendency withdraw supports that address the needs
of those who require support both within the school and the community. This shortsighted
view fails to take into accound the long-term costs to society if appropriate
supports are not provided. We feel that the commission has an important role to play
in ensuring that services and resources are provided to all children and to look at
proactive approaches that encourage coordination and collaboration in all areas of human
resources.

SSAAM EXECUTIVE MEETING
June 3, 1994
Portage la Prairie S. D. Offices
IN ATTENDANCE: Jean Chaput, Sandi McCaig, Patti Elvers,Fran Dagg,
Bill Warren, Joanna Blais, Wayne Kroetsch, Diana McKenzie, Anne
Schmidt, Pat Burgess, Vivian McGregor, Larry Torske, Doug A.
REGRETS: Gary Einarson
MINUTES
NEXT MEETING
October 7, 1994
Portage la Prairie S.D. Offices
1. Bill/Patti
Move to adopt the agenda as amended.
2. Fran/Wayne Move to accept the minutes of Mar. 25/94 as
amended.
3. Business Arising
3.1 Interdepartmental Committee - Jean
Jean attended a meeting; recommendations have gone from
the IDC to the Ministers. The acknowledged the letter
from SSAAM. Metro presenting their brief to the board on
Tuesday, after that the document is a public document.
3.2 Boundaries Review Commission Presentation
Jean Chaput, Pat Burgess and Anne Schmidt presented out
brief. Reception was positive, lots of good questions.
For September meeting: Regional Reps to bring copies of
collective agreements with paras; as well as decryptions
of roles and functions for all divisions in their region.
3.3 Brief to the Minister
Our current brief may not be applicable in light of the recent
reorganization. Jean to rewrite and send to out copies for
comment and feedback.
3.4 MTS Policy on Special Education
As yet we don't know what happened at AGM. Jean will contact
MTS and invite a representative to the September meeting.

Questions: union stance, PD at central office, local PD,
policy of Special Education, policy of certification
June 1995 Meeting
at
Vivian's Cottage
4.0 Correspondence
4.1 Letter to Judith Newman
4.2 Letter to Brian Hanson
4.3 Letter to Phyliss Froese, CEC
4.4 Letter to Dr. Brian Posti, Child Health Strategy
4.5 Letter from Child Health Committee
4.6 Letter from U of Man Re: Certification
4.7 Letter from Man Ed Re: Certification
4.8 Letter from William Norrie
5.0 Committee Reports
5.1 Treasurer - Larry (see attached)
Larry/Doug Move the acceptance of the financial
report. CARRIED
5.2 Professional Development - no report
5.3 Public Relations - Vivian & Patti
Newsletter out shortly.
CEC Canada Awards - Manitoba did well
5.4 Advocacy & Public Policy - no report
6.0 Regional Reports
6.1 Metro - Sandi for Mickey (see attached)
6.2 Parklands/Westman - Bill (see attached)
6.3 South Central - Diana McKenzie
Met recently. Had a meeting with the Senior Speech &
Language Pathologist and the regional Speech & Language
Pathologists. They presented as information a guideline
for caseload size and types of cases they designated as
"ruled in" or "ruled out".
The balance of the meeting deal with the reorganization
of CCDB as described for us by Julien.
6.4 South East - Pat Burgess (see attached)

^
6.5 Northern - no report
6.6 Interlake - Doug (see attached)
6.7 School Program Branch - Joanna Blais
Talked about the reorganization of the department.
Presented a review of the provincial ADAPs. (see
attached)
7.0 New Business
School-Based Action plans may soon be a requirement of
all schools. Enclosed in the Regional Rep package is a
copy for distribution to their divisions.
Joanna will probably not be the rep from the department
in the future.
7.1 Brian Law - Interdepartmental Committee
Brain came to talk to us about Early Years Protocol
(transitioning between pre-school and school). Winnipeg
#1 has submitted a report regarding the medically complex
and has developed a protocol for the medically fragile
(find enclosed).
We are invited to make submission/s to the committee
either as a group or as individuals.
Metro SSAAM has a Placement Process document available
for the asking.
7.2 Restructuring Man Ed. (see 6.7)
7.3 Nominations for Honorary Life & certificate of
Recognition
Patti/Vivian Move that Bob Bell be presented with an
Honorary Life Membership. CARRIED
7.4 Presentation - Dr, Judith Newman, Dean of Education, U of
Manitoba
Dr. Newman talked about her thoughts and wishes for the
Faculty of Ed and teacher training. Some ideas she had
were:
- teacher training be a 2 year program after the
initial 3 year first degree
teachers specialize in early, middle or senior years
training

- faculty must be "real" partners with schools
- program may be in blocks of time with one of the
blocks working with students with special needs
- a range of programs at the masters level
- create a culture for on-going learning for teachers
- looking at the post baccalaureate program for inservice
teacher training
7.5 Resolutions - Wayne
A reminder that all resolutions should be sent to Wayne
by September 3 0.
7.6 Constitutional Review
Diana McKenzie & Anne Schmidt to form committee with
Wayne to review constitution.
7.7 Kevin Siefert, Department head for Ed Psych U of Man
Will meet with members of the executive in September to
discuss special education re: pre-service training
7.8 Nominations for Provincial SSAAM Executive - Fran
Fran will prepare a slate of nominees for next meeting.
7.9 Honorariums
Patti/Fran Move that we pay $50.00 to Vivian's
secretary for the work she did for SSAAM.
Sandi/Wayne Move to table motion to next meeting.
CARRIED
8.0 NEXT MEETING: October 7, 1994
9:30 a.m., Portage la Prairie
9.0 Adj ournment

JUN-03-1994 09:39 FROM T.S.S.D. 12
TO 12395998 P. 02
5AAMI
Mickey Kuprowski, Chair
Metro SSAAM !
STUDENT SERVICES ADMINISTRATORS'
ASSOCIATION OF MANITOBA
do Trsnscona-Springfidd Scbbol Division No. 12
760 Kildare Avenue East, Winnipeg, MB R2C 3Z4
Tdephoae: 958-656} Fax: 224*2783
METRO S.S.A.A.M. REPORT
; JUNES, 1994
1. Metro Special Education Coordinators are developing a common Ejarly
Years Placement form to be used by pre-school agencies to assist j
trahsitipning into the school system. The final copy will be reviewed at
our June meeting. !
2. Dr! Zana Lutfiyya attended our last meeting to discuss the summer 1
institute conducted by Marsha Forest and Jack Pierpoint - |
Weeks 1 & 3 - focus on social role valorization ;
Week 2 - 5 - day workshop at International Inn ;
; 6 credit hours toward Post Baccalaureate Certificate is availefole
: for people who participate in 3 week course. \.
Bob Spencler and Neil Butchard shared information on die provii
Violence Prevention Team which also includes Olga Wyslinowski
Dennis Lucasi As a member of the team, Olga's focus is on prevention
while Bob & Neil's responses are more oriented toward responses to
violence. 1
FocUs includes supporting school divisions, identifying
professional development needs, helping to share
information, and identifying strategies that are effective.
Direct support for or provision of professional
development is unlikely, but providing support for what
divisions want to do is a focus.
TOTflL P.02

JUN-03-1994 09=36 FROM T.S.S.D. 12 TO 12395998 P. 02
4. Medical AUdit Update
Letter has been received from MARN indicating which procedures ican
be; transferred to educational personnel, and which require direct
nursing support Credentialling of staff issues are in progress. This
topic will be focus of our June meeting.
5. Bert iCeaerini shared a brief overview of the Restructuring of Manifpba
Education & Training. Not tnaay specifics appear to be available, The
structure is; interesting and confusing.
Sorry I couldn't be with you today. Have a great summer!! i
Mickey Kuprowski
Director of Special Education
TOTAL P.02

RECOMMENDED rnTTDELINES FOR SPEECH AND LANGUAGE GA3EL0&B&. '^u /
Rscommended caseload size for one faH-tnne rural Speech/Langoage Pathologist should
fae between 60 to 80 students.
I. Caseload size depends on:
a) types of disorders
b) severity of disorders
c) amount of tzare! between schools
d) sunport staff ia schools (Le. Resource Teachers, Paraprofessionals,
Volunteers)
e frgi^fr/ICTflrePTiffcnlngist'syp.nr'; nf e*?r>.f>^f
the esistmg
B- Caseload Selections
STUDENTS WITH ASI1CUIATIOK DISORDERS
Rule In
Rule Out
Those students wnose sntire
phonologic systsms ars disorae;
Those stcdeats whose speeci is
characterized by many
substitnilonsT distortions,, and
omission, waick render it largely
~:tminteffigible'"to~uie average'
listener.
Those students whose articaiatory
competency is affected by motor
problems such, as dysprasia or
dysartiuia.
Those students whose actual speech
is not judged as Tzmnteffigifale, bur
for whom a relatively mild
disability is handicapping socially,
emotionkly,, or academically.
Those students whose sound
sabsticinoiis are deveiopmentally
appropriaie.
Those students identified by dentists,
parents, and physicians as having
tongue thrust. These students are
a. concomitsnt
condition 2nd need for an
exceptional education program hi
speech and language,
oV
r> ,

X
-94 14:00 FAI 204 243 2432 MOUNTAIN S.D.=2S E]004
B. STUDENTS WITH VOICE DISORDERS
Rule In
Rule Out
Those students whose pfrvsician. has
provided a written
recommendation for voice therapy.
Those students whose deviant voice
qua!iiyTias~Bee£f persistent "and
noted, by adults and peers as
atypical for age and sex.
Those students whose degree of
disorder is moderate to severe.
Those students who are unwilling or
unable to reduce vocal abuse after
a period of trial therapy.
Those students whose parents and
' teachers~are unwilling'or unable" to
modify the student's
cuitore/environment in order to
eliminate vocal abuse, and in
whom voics quality is unchanged
after a period of trial therapy.
STUDENTS WITH FLUENCY DISORDERS
Rule In
Rule Out
Those students whose oral language
is characterized by repetitions of
speech sounds, words, or phrases.
Those students for whom
communication is an effort and
who demonstrate struggle,
avoidance, and otner maladaptive
coping behaviors.
Those students who are aware of
their nonfluencv.
Those students whose nonfluent
behaviors axe not observed across
environments.
Those students whose noafluency is
transitory, and mild and could be
viewed as part of the nonfiuency
that occurs frequently when
children begin school.
Those students who, after a period of
trial therapy, do not choose to
continue the therapy process; this
decision should be made jointly by
the student arid his parents.

,/94 14:00 FA.I 204 24S 2432 MOUNTAIN S.D.=2S 121005
B. STUDENTS WITH LANGUAGE DISORDERS
Rule la
Rule Our
Students who demonstrate
significant delay or disorder in
comprehension.
Smdents who demonstrate a
mismatch between, language
develotmenf and:OTgmtive -~ -
development: specifically,
language performance that is less
than would be expected when
compared to cognitive
performance.
Although a significant delay or
disorder may not be present in any
one aspect of language or speech
pathology, the combinations of
delay across syntax, morphology,
semantics, pragmatics, or
phonology may combine to equal
a significant delay or disorder.
Evidence of a significant delay or
disorder of language is
documented by the use of several
formal or informaL.assessinent...
procedures, which are
substantiated by observation and
interview information and
academic performance; the use of
language samples collected in
natural, spontaneous situations,
compared to the student's use of
language in academic contexts
when, necessary, is strongly
encouraged to further document
the need for intervention.
Students who demonstrate-a match
between achieved cognitive!
development and achieved language
development even though this
achievement is less than would be
expected, for a student of his or her
"cnronological'age; — -—
Students who have not achieved
symbolic function.
Students whose speech and language
problems are the result of the lack
of desire to connnunicate within the
school environment, rather than the
inability to communicate.
Students whose speech and language
problems are not evident in all
environments.
Students who are fluent in a
language other than English, and in
whose speech and language
problems are the result of second
language learning. _..
Students whose speech and language
problems reflect different
environmental, cultural, or dialectic
influences.
Students whose speech, and language
problems are a result of
inconsistent cuinculom.
methodology, and instructional
approaches.

B- STUDENTS WITH LANGUAGE DISORDERS (continued)
Rule la
Rule Out
Initial or ongoing training in the use
of augmented communication
systems may be provided in the
context of direc: therapy to
smdents demonstrating significant
delays in. language acquisition, a
signincani discrepancy between
cognitive and linguistic
performances, and the need for a
nonoral communication system;
practice with the system, to achieve
commncicalive competency with
need to be provided within the
student's regular or exceptional
education nroaram.
Students whose sueech and language
•* ^ 3?
problems are the result of
environmental expectations, which
are superior to developmental
expectations, and developmental
norms.
Caseload Size Maintenance
Possible Criteria for Discharge:
1. Minimal progress over a reasonable amount of time (i.e. Voice after 6 mos.;
Articulation after 1 year; Language after 2 years).
2. Caseload ptioritization as a result of changing needs and increasing numbers.
3. Goals have been achieved,
4. School and/or home have not requested services for one school year.
5. School and/or home have requested that services be discontinued.

STUDENT SUPPORT SERVICES
P.O. Box 2110
Steinbach, Manitoba
Canada ROA 2AO
Phone: (204) 326-9829
Co-ordinator - Pat Burgess
South-East Co-ordinators/Inter-Agency Meeting
Present:
Regrets:
Alfred Phaneuf
Louis Druwe
Ron Slezack
Irene Muggins
Laureen Ragot
Dan Berg
Martin Orvis
Claire Marion
Mike Timgren
Bob Spender
Sandy Kibbins
Co-ordinator, Red River
Co-ordinator, Seine River
Co-ordinator, Boundary
Co-ordinator, Morris-McDonald
Child & Adolescent Mental Health Worker
Supervisor, Child and Family Services, East
Community Mental Health
Dept. Justice
Dept. of Ed. & Training
Dept. of Ed. & Training
Public Health Nurse, Dept. of Health, Steinbach
1. Pat provided a review of the background issues.
2. Alfred provided an up-date on the work of the group dealing with Mental
Health/Treatment. This group has identified three initiatives to be undertaken next
year:
a) the development of a Directory of Services;
b) a needs assessment;
c) monthly meetings at which an inter-agency newsletter and shared P.D.
initiatives will be developed.
3. Louis provided an update on the work of the group dealing with issues around
foster children.
Hanover and Seine River have developed a proposal for a Community/School
Worker. This position to be cost-shared by Hanover, Seine River, Child & Family
Services East, and Child & Family Services Central. The proposal has been
approved by the school divisions, and has been submitted to Child & Family
Services.
The protocol for registration of foster children in schools has been distributed to
schools. It was suggested that Louis and Pat ensure that Child and Family
Services are made formally aware of the protocol.
Pat Burgess
HANOVER SCHOOL DIVISION NO. 15

DRAFT GUIDELINES
REGISTRATION PROCESS FOR STUDENTS PLACED IN FOSTER HOMES
BY SOCIAL AGENCIES
The
School Division philosophy of education promotes
quality educational programming in the most enabling learning
environment for all of its regular and exceptional students.
The following guidelines and school registration procedures
relating to children placed in foster homes by Child and Family
Service Agencies are designed to facilitate the transition
process to the new school, and to ensure that appropriate
educational programming and required services and supports are
put in place to best meet the needs of the student.
The registration process will also ensure that school personnel
have the necessary information, time and resources to plan and
implement these special programs and services.
^
A collaborative approach with school and agency participation
will best ensure that the special needs of the student are met in
a safe, secure and growth-promoting learning environment.
REGULAR CLASSROOM STUDENT PLACEMENT
NO EXCEPTIONAL NEEDS
If the student being registered:
a) does not require any special program modifications, and
b) documentation from his/her former school does not indicate
the need for special assistance, materials, supports or
services,
registration may be made at the school level by the agency
worker or the foster parent.
SPECIAL NEEDS STUDENT PLACEMENT
PROGRAM MODIFICATIONS AND SUPPORTS REQUIRED
If the student being registered requires program modifications,
special assistance or additional material and staffing supports ,
the following procedures need to be followed.

- 2 -
It is necessary for the Child and Family Services' Worker to:
1. Communicate with the Director of Student Services before
student registration.
2. Provide all necessary documentation to assist the school
division in:
a) providing appropriate placement and educational
programming, and
b) obtaining the required low incidence funding for
required supports, materials and staffing.
3. Collaborate (social worker and foster parents) with the
school team and other professionals to ensure a smooth
transition and to plan appropriate global educational
programming for the student.
4. Provide ongoing support and ensure the provision of
necessary medical and/or therapeutic interventions needed by
the student.
1*8

SAAMI
:Q m B
Newsletter
December, 1994
Patti Elvers, Editor

IPmRiM WlnlAT WH
SSAAM'S Accomplishments
During 1993-94
- Co-sponsored 'Ain't Misbehavin" Institute with MCEC in October
- Held an AGM with resolutions presented
- Presented Certificates of Recognition to:
* Gloria Castillo
* Ed Doloff
* Joan Ferris
- Amended the Constitution
- Published and distributed two newsletters
- Hosted the following guest speakers at meetings:
* Dennis Lucas - Manitoba Ed. Consultant for G/C, Gifted, and Gender Equity
* Dr. Judith Newman - Dean, Faculty of Education, University of Manitoba
* Brian Law - Director, Children's Special Services
"My friend Edward is bilingual. He
can talk to boys and girls."
- Completed a professional development survey of the membership
-Made plans for the annual seminar and general meeting for 1994 to be held in Brandon,
December 1st and 2nd with speaker Garry Phillips
- Prepared and presented a brief to the Boundaries Review Commission (April 19)
- Prepared a brief to the Minister
- Discussed and corresponded regarding the following topics of concern:
* Restructuring of Manitoba Education and Training - Program Development and Support
Services Division
* Certification of Clinicians
* Child Health Strategy Committee
* Medically Fragile students
* National Access Awareness Week
* Special Ed Training of Education Students
* Registration of Students Placed in Foster Homes by Social Agencies
* Supports for Emotionally/Behaviorally/Socially Disordered Students
* FAE and FAS
* ADAP, EIEP, ELENS
* Student Support Centre Project
* Education Justice for Special Needs Young Persons
* MTS - definition regarding special needs

Executive Meeting Dates for 1995
Portage la Prairie School Division Office
Board Room
All meetings begin at 9:30 a.m.
Monday, January 30th
Friday, April 7th
Friday, June 9th
Friday, October 6th
"New" Members of SSAAM
One of our new members of SSAAM, Candace Borger. who is now Administrator of Educational
Support Services in St. James - Assiniboia School Division recently was awarded Honorable Mention as
a Visionary Administrator.
The following article gives some background regarding her work as principal of Crestview Elementary
School:
Students at Crestview School in Winnipeg,
Manitoba, are putting together presentations
with HyperStudio, composing with The
Writing Center, graphing and creating
spreadsheets with ClarisWorks, and going
online with AT&T and National Geographic
Kids Network. At-risk students are now
benefiting from an individualized computer
teaming system; the Macintosh lab and
automated library are available to everbody
and the school;s fron office relies on
technology to facilitate a variety of
administrative duties.
Principal Candace borger has done a lot
to make all this happen. Her commitment to
integrating technology into Crestview's
curriculum has included an aggressive and
on-going pursuit of grants. Borger's
approach to staff development has also been
an energetic and innovative one.
By creating the position of Program
Implementation Assistant in Technology, and
fay instituting a flexible time schedule,
a buddy system, and before- and afterschool
training sessions, Borger has
empowered both staff and students with
technology-related skills. Now, also
through her initiative, staff and district-level
coordinators are continuing their education
with T&L's Professional Develpment
Institute.
Borger has been a driving force in
educating parents, too. An active volunteer
program and schoo-sponsored
"Technology Evenings" have been forums
for them to gain hands-on experience with
computers. Borger has also used the
technology as a means to reach beyond
the classroom, establishing "real world:
connections for her students through
online networks with businesses and other,
such as authors, who share their expertise
and give feedback to students on their
writing. Crestview teacher Lorraine
Prokopchuk makes it clear how borger has
touched the school and community when
she says, "...we all share in The Vision."

Dear Mrs. Baydack,
Your son is awesome! (to be honest I didnt
even know he bad Down syndrome until I saw
him up dose.) I think it was good that you
came today. You straightened out a lot of
people, and taught us things that we couldnt
learn from just anybody. I bet you're feeling
sort of scared that when you son goes to school
some kids will pick on him. Maybe some will,
but not all. Young children always seem to
tease people that are different, but everybody
gets teased at some point Some kids dont
understand Ryan's position, but a lot of kids
wont judge him by that either. Once kids get
into Middle School, usually they look past that
stuff. I can honestly tell you that the kids that
tease mentally challenged people are only
doing it because they dont understand H or
they want to look "cool" by putting someone
else down, so dent worry! You should be
really proud of yourself! You didnt give up
on your son and thanks to you and the people
that raise him (you and your husband) you're
going to turn Ryan into the best person he can
be. I think you're a really great mother.
Sincerely,
Sue Thompson
Grade?, Room31
Shamrock School
Dear Mrs. Baydack,
I was touched by your presentation so much that I went home and cried. I would like to know
how Ryan does in school and how people react to him. I would like to see him again. He is
very cute and reminds me of my little cousin.
The boys in my class were really impressed by the presentation, but afterwards some of them
were really insulting and uncaring. I feel very strongly about all handicapped children and
adults. After seeing Ryan I fed as though he is part of my own family.
I have never really known or thought about Down Syndrome until during and after your
presentation. I have never really thought about what it would be like and I cant really
imagine having Down Syndrome. I have taken advantage of how normal my life is. Ryan's
life will be normal for him, right?
Is this going to be passed down to maybe your ten year old daughter's child? How is she
reacting to this change of life? Are her friends being kind to her about the situation?
Are you and your husband worried about being embarrassed by Ryan's behavior when he is
older, or do you think you will just leave ft alone and not care about H?
Ryan and I do have one thing in common. We're both September sixteenth babies. We only
have about ten years between us.
Thank you for coming and please thank Ryan one more time for me. I appreciate you for
coming in and talking to my dass so strongly. I know I'm speaking for my whole dass when I
say ft was an excellent presentation.
Sincerely,
Jennifer Nelson,
Grade 7, Room 30
Shamrock School
Together We Have Learned
We came to each other not knowing what to expect
You to learn, me to teach.
There was no way to know how things would turn out.
I didnt know what to do with you -
You knew exactly what to do with me!
You came to me with your own Mle personality -
You gave me new meaning to the term "determined."
When in doubt, I hesitated - you plunged forward.
I wanted to teach you to hit and catch a ball -
You took pride in holding the bat correctly.
I taught you the rules to certain games -
You taught me certain rules to Rfe.
I worked with you on jumping, skipping, running and
throwing
As you worked showing me how capable you are.
How could I ever have doubted!
I was skeptical of you abilities and if it hadn't been
for you,
I would never have learned how capable and important
you are.
You say you can swing yourself now -
I say I can honestly appreciate your efforts.
You say you can now jump my plastic hurdles -
I can now jump two of life's biggest hurdles - ignorance
and prejudice.
I was in such a hurry to help you do things -
You made me wait until you were sure you could trust
me.
I tried to crowd so much into one week -
You taught me patience, and a little at a time works
best for you.
I was feeing down - you hugged me.
You shared your treasures with me: bugs, chickens,
snacks, lunches.
When I made things complicated,
You showed me the beauty of simplicity.
When I thought winning was so important -
You showed me just finishing was enough.
You shared your accomplishments with me: finishing
the race with a smile, hanging from the bars without
help, going down the slide alone, swinging yourself.
When I took so many things in MQ for granted -
You showed me how to appreciate the small, simple
things in our daily world.
As you leave me now to go into society
My heart is heavy - yours is excited.
But I know in my heart you're better equipped to handle
Sfe-
And I have the peace of knowing I too Witt do better -
Because together we have learned.
Sue Porterfield
Physical Education Teacher
1990-1992

Dear Mrs. Baydack,
Your son is awesome! (to be honest I didn't
even know he had Down syndrome until I saw
him up dose.) I think it was good that you
came today. You straightened out a lot of
people, and taught us things that we couldn't
learn from just anybody. I bet you're feeling
sort of scared that when you son goes to school
some kids will pick on him. Maybe some will,
but not all. Young children always seem to
tease people that are different, but everybody
gets teased at some point Some kids don't
understand Ryan's position, but a lot of kids
won't judge him by that either. Once kids get
into Middle School, usually they look past that
stuff. I can honestly tell you that the kids that
tease mentally challenged people are only
doing it because they don't understand it or
they want to look "cool" by putting someone
else down, so don't worry! You should be
really proud of yourself! You didn't give up
on your son and thanks to you and the people
that raise him (you and your husband) you're
going to turn Ryan into the best person he can
be. I think you're a really great mother.
Sincerely,
Sue Thompson
Grade?, Room 31
Shamrock School
Dear Mrs. Baydack,
I was touched by your presentation so much that I went home and cried I would like to know
how Ryan does in school and how people react to him. I would like to see him again. He is
very cute and reminds me of my little cousin.
The boys in my class were really impressed by the presentation, but afterwards some of them
were really insulting and uncaring. I feel very strongly about all handicapped children and
adults. After seeing Ryan I feel as though he is part of my own family.
I have never really known or thought about Down Syndrome until during and after your
presentation. I have never really thought about what it would be like and I can't really
imagine having Down Syndrome. I have taken advantage of how normal my life is. Ryan's
life will be normal for him, rijjrt?
Is this goingto be passed down to maybe your ten year old daughter's child? How is she
reacting to this change of life? Are her friends being kind to her about the situation?
Are you and your husband worried about being embarrassed by Ryan's behavior when he is
older, or do you think you will just leave it alone and not care about it?
Ryan and I do have one thing in common. We're both September sixteenth babies. We only
have about ten years between us.
Thank you for coming and please thank Ryan one more time for me. I appreciate you for
coming in and talking to my class so strongly. I know I'm speaking for my whole class when I
say it was an excellent presentation.
Sincerely,
Jennifer Nelson,
Grade 7, Room 30
Shamrock School
Together We Have Learned
We came to each other not knowing what to expect
You to learn, me to teach.
There was no way to know how things would turn out.
I didn't know what to do with you -
You knew exactly what to do with me!
You came to me with your own little personality -
You gave me new meaning to the term "determined."
When in doubt, I hesitated - you plunged forward.
I wanted to teach you to hit and catch a ball -
You took pride in holding the bat correctly.
I taught you the rules to certain games -
You taught me certain rules to life.
I worked with you on jumping, skipping, running and
throwing
As you worked showing me how capable you are.
How could I ever have doubted!
I was skeptical of you abilities and if it hadn't been
for you,
I would never have learned how capable and important
you are.
You say you can swing yourself now -
I say I can honestly appreciate your efforts.
You say you can now jump my plastic hurdles -
I can now jump two of life's biggest hurdles - ignorance
and prejudice.
I was in such a hurry to help you do things -
You made me wait until you were sure you could trust
me.
I tried to crowd so much into one week -
You taught me patience, and a little at a time works
best for you.
I was feeling down - you hugged me.
You shared your treasures with me: bugs, chickens,
snacks, lunches.
When I made things complicated,
You showed me the beauty of simplicity.
When I thought winning was so important -
You showed me just finishing was enough.
You shared your accomplishments with me: finishing
the race with a smile, hanging from the bars without
help, going down the slide alone, swinging yourself.
When I took so many things in life for granted -
You showed me how to appreciate the small, simple
things in our daily world.
As you leave me now to go into society
My heart is heavy - yours is excited.
But I know in my heart you're better equipped to handle
life-
And I have the peace of knowing I too will do better -
Because together we have learned.
Sue Porterfield
Physical Education Teacher
1990-1992

Other members new to our organization include:
Chaz Perreault
Doug Milak
Morris - MacDonald School Division #19 Turtle River School Division #32
Lesley Weisshaar
Diana Posthumus
Seine River School Division #14 R/ver Easf School Division #9
Doug Reynolds
Interlake School Division #21
If I've missed anyone, please let me know. Also, please give me information regarding the wonderful
work that you're all doing!
Congratulations to Lynda Mann, SSAAM member from Swan Valley, who won $200.00 from the Westman
C.E.C. 50/50 draw!
IN RECOGNITION OF DEDICATED SERVICE
The following presentations were made at the Annual S.S.A.A.M. Banquet:
Certificate of Recognition
Ed Tichon
presented by Bev Delmage
Honorary Life Memberships
Bob Bell
presented by Larry Budzinski
Del Kitch
presented by Larry Budzinski
Hugo Stephen
presented by Bonnie Thiessen
and accepted by Joanna Blais
in Hugo's absence

Executive Meeting Dates for 1995
Portage la Prairie School Division Office
Board Room
All meetings begin at 9:30 a.m.
Monday, January 30th
Friday, April 7th
Friday, June 9th
Friday, October 6th
"New" Members of SSAAM
One of our new members of SSAAM, Candace Borger, who is now Administrator of Educational
Support Services in St. James - Assiniboia School Division recently was awarded Honorable Mention as
a Visionary Administrator.
The following article gives some background regarding her work as principal of Crestview Elementary
School:
Students at Crestview School in Winnipeg,
Manitoba, are putting together presentations
with HyperStudio, composing with The
Writing Center, graphing and creating
spreadsheets with ClarisWorks, and going
online with AT&T and National Geographic
Kids Network. At-risk students are now
benefiting from an individualized computer
learning system; the Macintosh lab and
automated library are available to everbody
and the school;s fron office relies on
technology to facilitate a variety of
administrative duties.
Principal Candace borger has done a lot
to make all this happen. Her commitment to
integrating technology into Crestview's
curriculum has included an aggressive and
on-going pursuit of grants. Borger's
approach to staff development has also been
an energetic and innovative one.
By creating the position of Program
Implementation Assistant in Technology, and
by instituting a flexible time schedule,
a buddy system, and before- and afterschool
training sessions, Borger has
empowered both staff and students with
technology-related skills. Now, also
through her initiative, staff and district-level
coordinators are continuing their education
with T&Us Professional Develpment
Institute.
Borger has been a driving force in
educating parents, too. An active volunteer
program and schoo-sponsored
"Technology Evenings" have been forums
for them to gain hands-on experience with
computers. Borger has also used the
technology as a means to reach beyond
the classroom, establishing "real world:
connections for her students through
online networks with businesses and other,
such as authors, who share their expertise
and give feedback to students on their
writing. Crestview teacher Lorraine
Prokopchuk makes it clear how borger has
touched the school and community when
she says, "...we all share in The Vision."

Gary Philips' 'One - Liners* cont.
- Two emotions that will take eight years off your life - anger an4 toneWness.
Art you pulling weeds or planting flowers?
- You can be right or you can be nappy.
- Use symbolic antf outrageous acts of leadership.
fln4 your own ZEN - route to mastery and excellence.
Snr
"That playground is for our exceptional stude*3s."
Let's Be Friends: How to Communicate with Persons who have Disabilities
Information courtesy of United Cerebral Palsy Associations
1. Treat your friends who have disabilities just like you would any
other friend.
2. When you talk for more than a few minutes with a friend who
uses a wheelchair, sit down in front of the person so you are at
eye level. That way your friend wont have to lean his or her head
way back in order to see you.
3. If your friend has trouble seeing, remember to say your name
when you talk to them the way you would if you called them on the
phone: 'Hi, Mary. It's Sandy.' When a bunch of you are talking in
a group, it's a good idea to say each person's name when you talk
to him or her. This way your friend can tell who's saving what.
4. If you want to talk to a friend who has trouble hearing and your
friend isnt looking at you, tap your friend on the shoulder and
wave your hand. Look directly at your friend and speak clearly
and slowly. Keep your hands away from your mouth when you are
speaking. If your friend uses sign language, ask him or her to
teach you how to sign some words.
5. Listen carefully when you're talking with a person who has a
hard time speaking. Be patient and wait for your friend to finish.
Never pretend to understand if you cant. Instead, repeat what
you did understand and watt for your friend to say more. After a
while, you will be able to understand easily what your friend is
saying.
6. Leaning or hanging on someone's wheelchair is a lot like
leaning or hanging on them and it might bother him or her.
7. Before you help people who have a disability, ask if they want
or need help. If they say "yes*, ask how you can help and then do
what they tell you.
8. When you meet a person with a disability, it is OK to shake
hands. People who have trouble using their hands or who wear
an artificial hand or arm can usually shake hands. Shaking hands
with the left hand is OK too.
9. Relax. Don't be embarrassed If you say something like "See
you later" or "Did you hear about this?" or 'Let's take a walk" when
you know that your friend cant really see, or hear, or walk. If s OK
- they know what you mean.

Article submitted by Jean Chaput. Director of Student Services, St. Boniface School Division
Was It Worth It?
by Lorraine Baydack
As I walked down the long corridor of Shamrock School with my two and a half year old son Ryan in tow, I wondered what I had gotten
myself into. After making a poster board display about him for the Manitoba Down Syndrome Society April parent evening, I had
decided to show it off to the staff at the school where I work. One thing led to another and soon I was lined up to do a presentation on
Down Syndrome to the grade seven students. These young people would have an opportunity to volunteer at St. Amant Center soon
and my presentation might help to get them interested.
Now... it is one thing to teach curricula to students, but quite another to put your family and emotions on the line in front of these same
young people.
I took a deep breath and in we went. For the first few minutes we did finger plays and songs for the kids. Of course, when we sang
the I Love You Song from the TV show Barney and Friends we had them. After that Ryan went home with a friend of ours, and I got to
stumble through the next half hour on my own.
I had made a lecture guide and I tried to stick to it. What is Down Syndrome? What are the symptoms? Integration and Inclusion.
Making Friends. How others feel toward a person with Down Syndrome. Finafly, I played a tape of a song called Courage. It is a
wonderful song about inclusion sung by a junior high girl and addressed to junior high kids.
The first presentation must have gone okay, because the next day I was invited to meet with another 60 kids.
Was it worth it? You be the judge. Below are the responses of just a few of the students. There were another 70 or so expressing
similar sentiments. These kids make me very proud of the younger generation!
Would I do it again? You bet I would. Should you???
Dear Mrs. Baydack,
I think that you have a very special and
wonderful boy. Evenifhe did not have Down
Syndrome it would not make him any more
special. You must be a very caring and loving
mother to go through all you go through
expressing to people how much you love your
diild The fact that Ryan has Down Syndrome
does not make me think any different of him. In
the future I hope that Ryan is very successful at
whatever he chooses to do. Thank you.
Sincerely,
Curtis Cameron
Grade 7, Room 34
Shamrock School
Dear Mrs. Baydeck,
I really enjoyed the presentation, ft was really
interesting. To tell you the truth, I didn't really
know what Down Syndrome was until you came
in and told us. ft was really neat when you told us
how they know at birth if your child has Down
Syndrome. I think Ryan is a cute little boy. With
all the help that Ryan is getting now he will
probably be fairly smart I'm sure that Ryan will
have a wonderful life if everybody gives him a
chance like you said
From Krista Brian
Grade 7, Room 34
Shamrock School
Dear Mrs. Baydack,
Yesterday when you gave your presentation
it reminded me of before I came to
Shamrock School three years ago. I used to
attend another elementary school and every
year I was always in the same class as a boy
name Michael. But the thing was he had
Down Syndrome. Everyone in the class just
loved him. He was fun to play with, to talk
to, and he was even better at math than we
were. He always tried his best to do his
school work. Sometimes he couldn't
understand but we were always thereto help
him
I really don't think that Ryan should have a
problem when he is older because I know
that more people, mostly young teens are
becoming more aware of people and how
they are different I find that most of the
time it's the adults who feel uncomfortable
being with a handicapped person, not young
people. I really enjoyed your presentation
and meeting your son Ryan. I would really
enjoy seeing Ryan again and I hope he has a
fan-filled time learning and making new
friends. I know he made about sixty
yesterday morning.
Your friend,
Sara McCulloch
Grade 7, Room 30
Shamrock School
Dear Mrs. Baydack,
I think that the reason that you came here
today was because of the fact you gave
birth to a Down Syndrome child It does
not mean that he is a "retard" because he
isn't fa my eyes he is a boy you could
only dream of having. And the fact that
you were able to come here and talk
about it so freely and openly -1 think that
these features will make a perfect mother
for a Down Syndrome Child like Ryan.
When you came here and presented to us
I learned a lot about Down Syndrome and
the fact that there are a lot of people in
this world who do care. I think this is
very important because when Ryan gets
older and starts progressing he will need
people to stand by him in good times and
in bad
When you came here and started talking
about how people will treat Ryan when he
gets older and is in our grade, this brought
tears to your eyes. It shouldn t because
people in our grade should respect that
Ryan is different If when Ryan is in our
grade and people tease him, they are the
real retards!
Michael Marion,
Grade 7, Room 31
Shamrock School
More letters on next page

- 95% of the message Is emotion - we either control the emotion or we don't control the message.
- Tell me what meaning your mind makes out of what you've read or seen.
- Teach from the Inside out (metacognltion) - heart teaching as well as head teaching.
- Honor Imaginative (right brain) minds as well as memory minds.
- Your school Is like a flshbowl - If the fish get sick don't blame the fish - maybe the water needs changing - treat
the whole flshbowl, not the fish that Is sick.
- Change a kid's behaviour by changing his/her Internal Image - If you feel stupid you act stupid.
- Rearrange classrooms so there Is less teaching and more learning - the less-is-more approach.
- Any teacher that can be replaced by a computer should be.
- Most people will choose the certainty of misery rather than the uncertainty of pleasure.
- If I realty want to change I need to be In contact with people that are ttke I want to be - positive addictions
- Ho healing will ever occur for people who are In the BLAME - FRAME - the frame has to change.
- Before you try to make anything better take an Intense look at what would make It worse.
- Anatyze and celebrate your successes or you're doomed to repeat failure.
- Redirect energy to do with not to kids - ask them for help - more respectful.
- Treat students not as they are but as If they are the way you want them to be.
- Get kids to teach you what Its like for them - validate their life experiences.
- Rituals create addictions - positive or negative.
- Transformation Involves someone becoming the "lead dog" and setting It up.
- It's easier to predict and prevent than react and repair - have a predict and prevent plan for every week.
If experience Is the best teacher, what did I learn today as a teacher (or administrator)?
Actions are driven by the missing emotions In our lives - to transform we need to fill the "hole In the sour.
Teachers need to be "getters of gifts" (honour the gifts In students) and dreammakers (If they don't get It from you,
they may not get It).
True leadership - good for me, good for you.
Don't try to transform a person alone • work with a support group.
Find people doing something right and compliment them - the when/then approach.
Kids will treat each other the way the adults (In the system) treat each other.
Use loving confrontations - "I don't know what your Intent was, but It made me feel...."
School reform begins with people, not with programs.
Don't evaluate anybody unless you're looking for Improvement.
People who feel special act special.
more 'one liners" on next page

UPCOMING PROFESSIONAL DtmOPM€NT OPPORTUNITIES:
January 20th, 1995 9:00 a.m. to 3:30 p.m.
Garden City Inn, Winnipeg
Wellness at the Workplace: Making a Difference
- Martin Brady
January 25th, 1995 7:00 p.m. to 9:30 p.m.
Brandon University
Effective & Inclusive Schools: How Do They Look?
- Dr. Fred Renihan
January 27th (evening) & 28th, 1995
International Inn, Winnipeg
Promoting Successful Transition from School to Work to Adult Life
- Dr. Richard Freeze
February 15th to 17th, 1995
Clearwater, Florida
CASE Institute 1995 ADD/ADHD
for Principals & Special Education Administrator & Teachers
February 24th, 1995 9:00 a.m. to 3:30 p.m.
St. Norbert Collegiate, Winnipeg
Classroom Rituals forAT-Risk Learners
- Dr. Gary Phillips
March 2nd & 3rd, 1995
International Inn, Winnipeg
Reaching Out for Inclusion
- MCEC Annual Conference
April 27th-29th, 1995
Scarborough, Ontario
Canadian Reading Recovery Conference
May 4th & 5th, 1995
Centennial Auditorium and Brandon University Education Building
Partners In Change '95
"Beyond Chalk and Talk"
A professional development opportunity addressed to educators and parents
Keynote speaker Faye Brownlie, M. Ed.
Richmond , B.C.
Regular & Special Education Teacher, Resource Teacher, Staff Developer, Author
Please cat me if you require further information - Patti- 204-867-2754

ANNUAL GENERAL MEETING of SSAAM
December 1. 1994
Brandon, Manitoba
PRESENT: 35 members
CHAIR: Wayne Kroetsch for Jean Chaput
MINUTES:
1.0 Gary Einarson/Elaine Sourisseau
Move to adopt the agenda. CARRIED
2.0 Pat Burgess/Marie Sedor
Move to accept the minutes of the AGM, October 21, 1993
CARRIED
3.0 Reports
3.1 President - Jean Chaput (see attached)
Jean Chaput/John VanWallegham Move to accept report
as distributed. CARRIED
3.2 Vice-President - Wayne Kroetsch (see attached)
3.3 Treasurer - Larry Torske (see attached)
Larry Torske/Doug Anderson Move to accept report as
distributed. CARRIED
3.4 Public Relations - Patti Elvers (see attached)
Patti Elvers/ Monique Pillion Move to accept report
as distributed. CARRIED
3.5 Professional Development - Gary Einarson (see attached)
Gary Einarson/Mickey Kuprowsky Move to accept report
as distributed. CARRIED
3.6 Public Policy & Advocacy - no report
4.0 Constitutional Review - Wayne
Article III - Section 3 - Honorary Life Membership
A change of wording in 1.(c)
Wayne/Chaz Move to accept the recommended change. CTEKIID

Section 5 - Duties of Executive Committee and General
Executive Officers
Delete 9.(c)
Wayne Kroetsch/Barbara Coulter Move to accept the deletion
of 9.(c). CARRIED
Article IX - Amendments to the Constitution
Correction of a spelling error.
Wayne Kroetsch/Helen Pearson Move to accept the correction of
the spelling error. CARRIED
5.0 Resolutions - Wayne
Resolutions #1 Pat Burgess/Wayne Kroetsch Move to
accept the resolution as amended. CARRIED
Resolution #2 Wayne Kroetsch/Doug Anderson
Move to accept the resolution as amended. CARRIED
Resolution #3 Wayne Kroetsch/Twyla Kastrukoff
Move to accept the resolution as amended. CARRIED
Resolution #4 Wayne Kroetsch/Diana McKenzie
Move to withdraw the resolution. CARRIED
Action Plan: Note that Resolution #5 at the 1993 AGM was
almost identical.
Resolution #5 Wayne Kroetsch/Diana McKenzie
Move to accept the resolution as amended. CARRIED
*NOTE: Public Policy & Advocacy should look to collating all
resolutions.
6.0 Awards - Fran
6.1 Honorary Life Membership Nominations
Fran Dagg/Patti Elvers Move that Vivian McGregor be
awarded the Honorary Life Membership. CARRIED
6.2 Certificate of Recognition - no nominations

7.0 New Business
7.1 Gift for Anne Schmidt - Diana McKenzie
SSAAM executive made the decision to recognize Anne
Schmidt's work in the making of the SSAAM banners and
presented her with a gift and a gift certificate at
Quilter's Corner to buy more quilting supplies.
8 . 0 Nominations - Fran
President - Wayne Kroetsch
Past President - Jean Chaput
1st Vice President - Sandi McCaig
2nd Vice President
Secretary
-
-
Patti Elvers
Anne Schmidt
Treasurer - Larry Torske
Public Relations -
Professional Development -
Patti Elvers
Gary Einarson
Public Policy & Advocacy - Bonnie Thiessen
9.0 Remarks from President Elect - Wayne
Wayne made a few remarks reminding us to celebrate to gains
and growth and the keep growing. He thanked Fran for her work
as President.
10.0 Adjournment
NEXT MEETING
AGM 1995

tf»
tfl
SSAAM EXECUTIVE MEETING
June 9, 1995
la Prairie School Division Offices
ATTENDANCE: Wayne, Jean, Elaine, Patti, Joanne, Diana, Joan,
Barbara, Pat, Anne, Sandi, Larry, Doug
REGRETS: Bonnie, Louis, Fran, Gary
GUEST: Albert Gazan
NEXT MEETING
October 6, 1995
9:30 a.m.
Portage la Prairie School Division Offices
MINUTES :
1.0 Patti/Barbara Move to accept agenda as amended.
2.0 Elaine/ Jean
3.0
4 . 0
CARRIED
Move to adopt minutes of April 7 meeting.
CARRIED
Business Arising Out of Minutes
3.1 U of Man/SSAAM Meetings
Sandi & Wayne attended; surveys are coming in and still
being accepted. To date 100+ are in. Loren Bogoski
(Teacher Certification) was present. Teacher
Certification is under review. Accepted the concept that
all teachers need coursework in special education.
3 . 2 Special Education Review SSAAM Sub Committee Terms of
Reference
Wayne, Jean, Bonnie and Anne met to develop a Terms of
Reference. Jean took these to Metro SSAAM and develop
the attached terms of reference and action plan.
Manitoba Education is to begin their review in fall.
3.3 MTS calling Card - Wayne
A $200 deposit is required as we have no phone number
that the calls can be charged against. Have decided not
to pursue the matter.
Correspondence
4.1 letter from Carolyn Loeppky re: M" designation
4.2 letter from Jean Friesen (NDP) /re^.'our .Briefy-^ants to
meet with us
Sup5»?5?l » ScHOOL D/V Q
1995
AM.
••-...... D
P.M.

4.4 Letter from Kelsey School Division; re: financial support
for northern rep travel costs
4.5 letter from Clayton Manness
4.6 Letter from Bonnie Thiessen
4.7 letter to Albert Gazan
4.8 letter to Linda Mclntosh, Minister of Education
Meeting with minister has been arranged for July 20/95.
All table officers who can are invited to be part of the
meeting. (Jean, Joan, Pat, Wayne, Anne, Elaine. Diana)
MEETING WITH
THE MINISTER OF EDUCATION, LINDA McINTOSH
July 20, 1995
11:00 a.m.
at
Manitoba Legislature
5.0 Committee Reports
5.1 Treasurer - Larry (see attached)
5.2 Professional Development - Gary (no report)
5.3 Public Relations - Patti
Patti distributed copies of the current newsletter and
requested future contributions.
5.4 Advocacy & Public Policy - Bonnie
Bonnie has submitted a letter resigning from the position
and SSAAM as her new position will not allow her to be a
member of SSAAM.
6.0 Regional Reports
6.1 Metro - Elaine (see attached)
6.2 Parkland - Fran (no report)
6.3 Westman - Barbara (see attached)
6.4 South Central - Diana (see attached)
6.5 South East - Pat (see attached)
6.6 Northern - Joan
Will be meeting as a group next Monday. Travel &
communication is difficult up north.
6.7 Interlake - Doug (see attached)
6.8 DSF - Louis (no report)
6.9 Prog. Implementation Branch - Joanne
Lots or meetings and department is busy working
documents that were referred to in the Blueprint.
on
7.0 New Business
7.1 Resolutions
Call for resolutions to AGM to be sent to Sandi McCaig.
7.2 Review of Constitution

7.3 Albert Gazan
Albert talked about the Provincial Interdepartmental
Protocol Agreement and provided the executive with copies
of: 1) Overview of Alternatives to Suspension &
Expulsions Conference; 2) Information Package on
Interdepartmental Protocol Agreement for
children/adolescents with severe to profound
emotional/behavioral disorders; and 3) Profile of
Children/Adolescents with Severe to Profound
Emotional/Behavioral Disorders.
7.4 Sharing
7.4.1 Wayne - shared a copy of their division's
information brochure for parents on the speech and
language service available.
***
8.0 Other
8.1 Honorary Life Membership - call for nominations
8.2 Certificate of Recognition - call for nominations
8.3 Nominations - Jean will compile a list of nominations
8.4 Letter from South Central SSAAM to request a $50
contribution.
Larry/Patti Move to honour the request. CARRIED
8.5 Boundary Review - question; did SSAAm want to respond to
Bill Norrie's request for feedback?
9.0 ADJOURNMENT
NEXT MEETING
October 6, 1995

Special Education Review Committee
Provincial SSAAM
May, 1995
Preamble
SSAAM has determined that a response should be developed in
anticipation of the Provincial Special Education Review. The review would
focus on the development of a definition of Special Needs students and the
elaboration of a position pertaining to the range of services and funding
required to meet the needs.
Terms of Reference
The committee will consist of members of Provincial and Metro SSAAM
and will:
**
1. Develop a brief outlining the evolution of special education in Manitoba.
2. Provide a framework for equitable financing in special education.
3. Examine the coordination of interagency services and recommend a
,-, model to facilitate the transfer of funds to most adequately meet the
needs of all children.
4. Draft recommended policies and statements as they pertain to special
education - definition, placement, programming,
consultation/collaboration and parent involvement.
5. Provide a recommendation for developing a more realistic divisional
planning process within the context of school action plans as
recommended by New Directions.
6. Review the supports required to provide appropriate and minimum
levels of support through resource teachers, counsellors, clinicians,
medical personnel and all other significant caregivers.
7. Recommend that preservicgjeacher training provide elaboration of
approaches to ensure that teachers are able to offer differentiated
instruction.
8. Formulate a statement as to fundamental rights of parents and children
with special needs.

e0 RVTF^
m XnWtr ON OF Mi
Newsletter
June, 1995
"I jusl can't decide what I want to do with my life."
Patti Elvers, Editor

MESSAGE FROM THE EDITOR
-As another school year comes to an end we reflect on the happenings and achievements of
the past year. This past year has been an interesting one, to say the least, particularly for
those of us involved in "special" education. As the 1995-96 year unfolds, hopefully our "New
Directions" will become more clear to all of us.
I want to thank those of you who have contributed articles toward both copies of our SSAAM
Newsletter and hope that it has provided you with some information that was helpful and/or
cheering.
To those of you who are leaving the SSAAM organization for one reason or another, I wish
you all the best! I also extend a hearty welcome to "newcomers" in the group.
Have a relaxing, safe and happy summer everyone!
"The ultimate measure of a raxzn
Is not wJbepe lie sfcmds
In moments of comfcfl c&nd convenience,
but vvfiepe Jbe stands ctf limes of
dtczflencye and controversy. *
Martin Luther King, Jr.

LETTER TO THE EDITOR
Dear Editor
The conviction and sentencing of Robert
Latimer for the murder of his daughter,
Tracy, has attracted considerable attention
and sparked much debate. Response has
ranged from demonstrations of moral and
financial support to condemnation of Mr.
Latimer's actions and our justice system.
White we may each have our own views on
the issue of •mercy* killing, ft appears as if
we may have missed the underlying issue
entirely.
We have missed the cry for help that Mr.
Latimer's actions symbolize by attempting to
assign the blame to him or the judicial
system. A similar cry went unanswered
several years ago when a terminally HI man
in Flin Fton, Manitoba kHted his
handicapped son and himself. theory
came again just this week when a woman in
Hamilton, Ontario killed herself and her
disabled son. It is time we take notice! It is
time we heed their cry!
We have closed many institutions and have
welcomed people with disabilities into our
communities. They have become part of
our community and we have grown in our
understanding and appreciation. They are
our neighbours, co-workers, and friends,
and no one denies them this, their rightful
place. We applaud technological advances
that enhance the quality of life for
individuals with disabilities, and the miracles
of modem medicine that are increasingly
abte to protect and prolong even the most
fragile existence. Children with serious
lifelong disabilities are surviving well into
adulthood, and fewer are placed in
institutions. This speaks well of our society,
and I would be the last to take issue with
our progress. I wonder, though, if we aren't
just a bit too smug?
Over the years, my work has brought me
into close contact with children with
serious disabilities, and face to face with
the reality that their parents live with
each day. White we congratulate
ourselves on our inclusive communities,
the parents of children with serious
disabilities often pay the price. Home
programs to address physical, medical,
developmental, educational, and daily
living needs are recommended by
therapists, child development
specialists, and medical practitioners.
Some respite care is usually available
and all children can attend public
school, but, for the most part, the
parents do the hard work! If the child's
condition does not improve or
deteriorates, parents usually feel
responsible. For many of these parents
it is a job that does not end. For some a
Irving arrangement other than the family
home will not be available for their adult
son or daughter until a crisis develops
and the parents are no longer able to
provide care.
These parents, almost without
exception, willingly accept this rote.
They know that they provide their
children with a better quality of life than
any institution possibly could. They love
their children, and they put that love into
action every day. They do no complain,
and we fal to realize the price they pay!
What of their quafity of life? What is It
like for them personally? As a coupte?
As parents to their other children? It
takes a heavy toJ, and occasionally one
of them wifl cry for help. WiDwehear
their cry? Wifl we hear in time?
Sometimes, as we have seen, their cries
have tragic consequences!
When win we see past the events to the
underlying issues? When will we put a stop
to this inexcusable down-loading? When
wiH the money saved from downsizing
institutions be transferred to our
communities? Existing community supports
and resources are clearly insufficient to
meet the needs of our most severely
disabled children living at home. The need
is even more urgent as costs increase,
dollars shrink, and budgets are reduced.
These families need and deserve more than
our good intentions and lofty ideals.
We, as a society, must stop scapegoating
these parents. They did not choose to have
a child with disabilities. Their dreams for
their child were as magnificent as yours and
mine. It is enough that they are willing to
carry on and to find new hopes for their
child. We must now be willing to take our
share of responsibility. If we truly want
people with disabilities to be part of our
communities we must be willing to provide
adequate supports. "Welcome Home' must
be more than a catchy slogan! it is time to
heed the cry!
Sincerely,
Bonnte E. Theissen
Wden, MB
VIDEO: About Us: Adults with Learning
Disabilities. Four adults with learning
disabilities speak about the difficulties,
challenges, and achievements they have
experienced. 33 minutes.
Available for $25.00 from:
L.D.A.C., 323 Chapel Street, Suite 200
Ottawa, ON K1N7Z2
(613) 238-5721 Fax 235-5391
Jean Chsput has recommended this as a wef-dcvw video.

Faye Brownlie was keynote speaker at the recent Partners in Change. Beyond Chalk & Talk workshop
in Brandon, May 4th and 5th.
She lists the following as the 5 key points that make the biggest difference in education and learning
(based on 50 years of research):
1. Classroom Management
- active participation of ajl.
2. Metacoqnitive Processes
- thinking about your thinking.
3. Cognitive Processes
- based on what students already know and what needs to be buitt in.
4. Home Environment / Parental Support
- to ensure completion of homework, etc.
5. Student / Teacher Social Interactions
- positive student response to teachers and to each other.
Schools need your help to
By Stephen A. Nelson
"he Brandon Sun
The education system is
working well, and always has
oeen, but that doesn't mean
there isn't room for improvement.
That's the underlying
message from Faye Brownlie,
author and consultant who is in
Brandon this week to talk to
parents and teachers. She says
the question is not "What's
wrong with the school system?"
but "What's right, and what can
we do to make it 'righter'?"
"I think we've got a system
right now that works quite
well," says Brownlie. "But it's
not necessarily meeting the demands
of today."
A former teacher herself,
Brownlie says the schools have
done well in teaching the skills
that were needed yesterday.
Now, she says, we need to work
teach your children well
to develop skills needed to meet
the demands of tomorrow.
So Brownlie has little sympathy
for those who say schools
need to "get back to basics".
"I personally don't feel that
we ever left the basics," she
says. "I think we've always
been doing reading, 'riting and
'rithmetic."
The fact that the 3 Rs are
now been done differently is a
good thing, she insists. The kids
of tomorrow need to know
more, not less. And1 continuing
to do things the same way can
only lead to trouble.
"We wouldn't take our cars
in to be fixed by mechanics who
hadn't done things differently in
20 years. And I don't want my
kids to go to people who think
that everything they did 20
years ago was going to be tried
and true forever."
Brownlie says it's important
to realize that schools now face
challenges they didn't have to
face 10 or 20 years ago, and noone
really knows what
challenges they'll face 10 years
from now.
A changing society with a
diversity of students and a diversity
of needs means students,
parents and teachers still
have to figure out what skills
students are going to need in
future.
One thing Brownlie is sure
of, is that students will need
"skills that keep them as contributing
members of society,
but also as healthy and happy
individuals within a society."
The key, she says, is to have
everybody working together —
at home and at school — so that
kids not only can read and
write, but have the desire to
read and write. She says educators
think they know a lot and
it's really a matter of being able
to put it into practice.
BROWNLIE: Changes
"We're doing a pretty gocx
job," she says. "We can do be
ter."
Originally from Virden
Brownlie now lives in Van
couver and is the author of se\l
was in Brandon for Partners i
Change '95, a conference fo
educators and parents sponsoi
ed by the school divisions i
western Manitoba.

LEAVING SSAAM
STUOEKT
SERVICES
ADMMSTRATORS-
ASSOCIATION of MAWT06A
SAAMI
Donna Miller has been the Special Education Coordinator for White Horse Plain School
Division #20 for several years. She has served as the South Central Regional
representative on the Provincial SSAAM Executive. During this past year, Donna decided to
try a new venture. She is presently the principal of St. Francis Xavier Community School.
This is a kindergarten to grade six school. Donna has principal duties for 75% of the time
and is teaching for 25%. Congratulations to Donna in her new educational endeavours.
SSAAM and the South Central Region will miss your contributions at our meetings. Laurie
Tougas has been appointed the new Coordinator. Welcome, Laurie!
Bonnie Thiessen has been a very active SSAAM member for over ten years. She has .
now been appointed Superintendent of Fort la Bosse School Division and consequently will
not be involved in SSAAM. As a leader in the organization, Bonnie has held many elected
positions including: Chair of Metro SSAAM; Secretary-Treasurer of Westman SSAAM; and
provincially, Vice-President, President, Past-President and Chair of PD, Advocacy and Public
Policy. Bonnie's professional career over the years has ranged from classroom, resource,
and special education teacher to consultant and director of Special Education in River East
School Division to Assistant Superintendent in charge of Special Education in Fort la Bosse.
We will miss Bonnie's leadership in SSAAM and hope that our paths will cross hers as one of
our Alumni. Best wishes, Bonnie!
Jim Coughlan will be retiring from his position as Coordinator of Student Services in Turtle
Mountain School Division. He has held that position and been a member of SSAAM for the
past six years. His prior career included 12 years in Killamey School as Occupational
Entrance Teacher and Resource Teacher. During the first 16 years of Jim's career, he was
principal/teacher at Ebor, Minto, and Elkhorn Schools. Jim hopes to find the "Dream" life
after retiring - that is, one with no responsibilities or pressures! We will miss Jim's quiet,
smiling face at our Westman/Parkland SSAAM meetings! Good luck, Jim, and
CONGRATULATIONS!
"Future
is f be
iime wh&n
hopes blossom."
... Jfefen ICeZler

Retirement
This is the time of year when we recognize the administrators, teachers, secretaries, educational
assistants, bus drivers, custodians and other staff in our systems who have decided to retire. It is also a
time when may of us who may be "eligible' within the next five to ten years may begin to think about our
own retirement.
The following article is taken from the Presentation Resource Manual from last summer's National
Wellness conference held in Wisconsin.
WELLNESS IN RETIREMENT
by Guild A. Fetridge
While there are a number of influencing factors contributing to retirement wellness, it seems that what retired
people do with their time is one of the most important ingredients. How to fill up an extra eight to ten hours, each
day, every day, for the rest of their lives, with quality activity is of paramount importance.
For most people, work occupies a central place in their lives for many years. They often spend more than
eight hours a day at work, and at work related activities such as overtime, work brought home, business travel,
extra meetings, important projects, and even work related social functions. There is usually a steady flow of
achievement and satisfaction from all this activity, as well as the occasional frustrations and dissatisfiers. People
are often unaware of this flow, what I call mental nourishment, in their daily work life perhaps because of
conditioning over the years, until the supply stops.
Retirement, for many people, doesn't usually provide a flow of accomplishments and satisfactions. There
isn't a regular level of activity that gives people those 'sparks' of achievement. The small emotional gratifications
of a regular day are gone. Also, the regular pressures people had when working, such as maintaining schedules,
following plans, meeting deadlines and objectives, commitments, and managing the many other forces that
determine their velocity during the day are shut off. Even the anticipation of a Friday or a long weekend is
absent. Retirement can bring an openendedness of time lacking the normal cycles people were used to.
In retirement, unless people push themselves, they don't go. they have little momentum, they begin to
understand that the everyday pressures while working were an energizing force. Many people have to adjust and
earn to function without them. The stimulators which are absent need to be replaced. A major source of their
vitality has been severed and something needs to be done before a decline into lassitude and apathy begins.
Add to this a reduction in physical activity and you can have a potentially hazardous situation. Lack of regular
exercise is one of the most significant body agers.
We know as a fact that individuals who remain intellectually challenged and keep physically active live longer.
:or many people, retirement prompts a reduction in both areas, doctors find convincing evidence for a link
>etween idleness and deteriorating health.
Without proper planning, retirement can be troubling and worrisome. Often, people in retirement do
everything in six months that they had been planning for the past 30 years. Those who have had no other
nterests, or who don't realistically plan for their extended leisure time, are understandably at a loss following
etirement.
An important question is, how is it possible to live a meaningful and fulfilled life if work is no longer the center
of it? After a few months in retirement, the thrill of sleeping late wears off. success motivated people spend
most of their adult lives sharpening their abilities, increasing productiveness, and gaining momentum in their
>rofessions. So, in retirement, there is a silent despair for some people, of becoming irrelevant, of thinking in
erms of how much time is left rather than how much time has passed, to some, it is the shock of aging.
(con't.)

WELLNESS IN RETIREMENT (con!)
In their late 50's and 60's people confront the fact, as never before, that there are time limits to their lives.
This is often prevents them from seriously looking at a new career or a major project in terms of whether it can
reasonably be completed at this point in life, or even whether they want to spend their remaining years working
on them. Some people begin to perceive themselves as much older than their chronological age. they see
people their own age die with some regularity, and other afflicted with progressive disabilities. The result is that
some begin to personalize death, to see it as something that can happen to them, because it's happening to
friends. So, their behaviour begins to change and they begin to act like old people, that can be the beginning of
the end.
Yet, others during retirement are able to make vital and objective choices. A new career and other long term
targets have their own rewards and the rocking chair no allure. These retirees find no particular dividing line
between their pre and postretiremen! years. Many just find another passion.
People need to pursue something that keeps them physically, intellectually and emotionally vibrant, for
some, work or a related activity is a tonic, an elixir. Ideally, by middle age, people should have an idea how they
will live and work in the last decades of their lives. Unfortunately, other than finances, many people either dont
plan for retirement, or are so resistant to the idea that they wait until it confronts them.
People should experiment with different activities just as some people do when seeking a job out of school.
You can connect with people whose skills or talents you admire by making contacts at career seminars, or
joining professional organizations. Volunteering for a few weeks or months in diverse areas is inexpensive and
risk free, and permits you to try out various interests before singling out a particular one. There is a
smorgasbord of choices; there is something for everyone who is willing to seriously begin the process of
investigating the unlimited opportunities available to insure a satisfying and rewarding retirement future.
The important thing is for people to decide, while they are still in their careers, what goals they wish to reach
at the end. Not just career goals, but those they wish to achieve when their first career is over.
Gufld A. Fetridge is a national consultant, speaker, and workshop leader specializing in programs for retirement
wetness.
(914)592-4477 ; (914)524-9412.
Something to think about ...... a handout from Pat Heuchert (EAP counsellor, MTS)
tVtfLAX. IV UMBFK
UP. I WOUL9 9t SlUJeK THAN I HAVt 9eeH THIS T*IP. I WOULD TAKlftWf* THIM9S SeiUOVStY. I WOULD
TAKf MOHf CHAHCeS. I WOU19 TAKf MOKf TOPS. I WOUIO CUHt MOXf MOVH7AINS AH9 SWIM M0*e
IWtU I WOULD fAT MOXC ICf CKCAM Att9 leSS 8SAHI lWOVl9PfXHAPSHAVeMO*{ACWAl
TXOVKeS, tVTIVHAVf FEWf* IMA9IMAW OHtS.
W HAVt WTMNe ilSt. WST M0mNU Olte Aimm AWT#m IMSmt OF U¥llte SO MAW reAKS AtfSAQ
of MM Mr. nf iff* out or most pewits WHO neves ooesAHrwneite WITHOUT A
A HOT WATWK SOTTtf, A KAIHCOAT AM9 A PAMCHUTe. &IHA9TO 90ITA9AIH I WOULD TKAYfl
mm i mm
if i HAD *ir tire TO uve oven, / wouio STAKT MRCFOT eA*ue* in we SPVHO AW STAY THAT WAY
IA7WK IH THi FAIL I WOVL9 90 TO MOXi 9ANCCS. I WOUL9 WOt MOOT MfS*W0-XW*9£ / WOUIO
PKKMOttMISieS.
Nadine Stair
Louisville, Kentucky

SSAAM EXECUTIVE MEETING
June 9, 1995
Portage la Prairie School Division Offices
IN ATTENDANCE: Wayne, Jean, Elaine, Patti, Joanne, Diana, Joan,
Barbara, Pat, Anne, Sandi, Larry, Doug
REGRETS: Bonnie, Louis, Fran, Gary
GUEST: Albert Gazan
NEXT MEETING
October 6, 1995
9:30 a.m.
Portage la Prairie School Division Offices
MINUTES:
1.0 Patti/Barbara Move to accept agenda as amended. CARRIED
2.0 Elaine/Jean Move to adopt minutes of April 7 meeting.
CARRIED
3.0 Business Arising Out of Minutes
3.1 U of Man/SSAAM Meetings
Sandi & Wayne attended; surveys are coming in and still
being accepted. To date 100+ are in. Loren Bogoski
(Teacher Certification) was present. Teacher
Certification is under review. Accepted the concept that
all teachers need coursework in special education.
3.2 Special Education Review SSAAM Sub Committee Terms of
Reference
Wayne, Jean, Bonnie and Anne met to develop a Terms of
Reference. Jean took these to Metro SSAAM and develop
the attached terms of reference and action plan.
Manitoba Education is to begin their review in fall.
3.3 MTS Calling Card - Wayne
A $200 deposit is required as we have no phone number
that the calls can be charged against. Have decided not
to pursue the matter.
4.0 Correspondence
4.1 letter from Carolyn Loeppky re: "M" designation
4.2 letter from Jean Friesen (NDP) ;re: our Brief, wants to
meet with us

4.4 Letter from Kelsey School Division; re: financial support
for northern rep travel costs
4.5 letter from Clayton Manness
4.6 Letter from Bonnie Thiessen
4.7 letter to Albert Gazan
4.8 letter to Linda Mclntosh, Minister of Education
Meeting with minister has been arranged for July 20/95.
All table officers who can are invited to be part of the
meeting. (Jean, Joan, Pat, Wayne, Anne, Elaine. Diana)
MEETING WITH
THE MINISTER OF EDUCATION, LINDA McINTOSH
July 20, 1995
11:00 a.m.
at
Manitoba Legislature
5.0 Committee Reports
5.1 Treasurer - Larry (see attached)
5.2 Professional Development - Gary (no report)
5.3 Public Relations - Patti
Patti distributed copies of the current newsletter and
requested future contributions.
5.4 Advocacy & Public Policy - Bonnie
Bonnie has submitted a letter resigning from the position
and SSAAM as her new position will not allow her to be a
member of SSAAM.
6.0 Regional Reports
6.1 Metro - Elaine (see attached)
6.2 Parkland - Fran (no report)
6.3 Westman - Barbara (see attached)
6.4 South Central - Diana (see attached)
6.5 South East - Pat (see attached)
6.6 Northern - Joan
Will be meeting as a group next Monday. Travel &
communication is difficult up north.
6.7 Interlake - Doug (see attached)
6.8 DSP - Louis (no report)
6.9 Prog. Implementation Branch - Joanne
Lots or meetings and department is busy working on
documents that were referred to in the Blueprint.
7.0 New Business
7.1 Resolutions
Call for resolutions to AGM to be sent to Sandi McCaig.
7.2 Review of Constitution

7.3 Albert Gazan
Albert talked about the Provincial Interdepartmental
Protocol Agreement and provided the executive with copies
of: l) Overview of Alternatives to Suspension &
Expulsions Conference; 2) Information Package on
Interdepartmental Protocol Agreement for
children/adolescents with severe to profound
emotional/behavioral disorders; and 3) Profile of
Children/Adolescents with Severe to Profound
Emotional/Behavioral Disorders.
7.4 Sharing
7.4.1 Wayne - shared a copy of their division's
information brochure for parents on the speech and
language service available.
8.0 Other
8.1 Honorary Life Membership - call for nominations
8.2 Certificate of Recognition - call for nominations
8.3 Nominations - Jean will compile a list of nominations
8.4 Letter from South Central SSAAM to request a $50
contribution.
Larry/Patti Move to honour the request. CARRIED
8.5 Boundary Review - question; did SSAAm want to respond to
Bill Norrie's request for feedback?
9.0 ADJOURNMENT
NEXT MEETING
October 6, 1995

Special Education Review Committee
Provincial SSAAM
May, 1995
Preamble
SSAAM has determined that a response should be developed in
anticipation of the Provincial Special Education Review. The review would
focus on the development of a definition of Special Needs students and the
elaboration of a position pertaining to the range of services and funding
required to meet the needs.
Terms of Reference
The committee will consist of members of Provincial and Metro SSAAM
and will:
1. Develop a brief outlining the evolution of special education in Manitoba.
2. Provide a framework for equitable financing in special education.
3. Examine the coordination of interagency services and recommend a
model to facilitate the transfer of funds to most adequately meet the
needs of all children.
4. Draft recommended policies and statements as they pertain to special
education - definition, placement, programming,
consultation/collaboration and parent involvement.
5. Provide a recommendation for developing a more realistic divisional
planning process within the context of school action plans as
recommended by New Directions.
6. Review the supports required to provide appropriate and minimum
levels of support through resource teachers, counsellors, clinicians,
medical personnel and all other significant caregivers.
7. Recommend that preserviceteacher training provide elaboration of
approaches to ensure that teachers are able to offer differentiated
instruction.
8. Formulate a statement as to fundamental rights of parents and children
with special needs.

Special Education Review Committee
Provincial SSAAM
May, 1995
Preamble
SSAAM has determined that a response should be developed in
anticipation of the Provincial Special Education Review. The review would
focus on the development of a definition of Special Needs students and the
elaboration of a position pertaining to the range of services and funding
required to meet the needs.
Terms of Reference
The committee will consist of members of Provincial and Metro SSAAM
and will:
1. Develop a brief outlining the evolution of special Prov
education in Manitoba.
2. Provide a framework for equitable financing in special Prov
education.
3. Examine the coordination of interagency services and Prov
recommend a model to facilitate the transfer of funds
to most adequately meet the needs of all children.
4. Draft recommended policies and statements as they Metro
pertain to special education - definition, placement,
programming, consultation/collaboration and parent
involvement.
5. Provide a recommendation for developing a more Prov/Metro
realistic divisional planning process within the context
of school action plans as recommended by New
Directions.
6. Review the supports required to provide appropriate Prov
and minimum levels of support through resource
teachers, counsellors, clinicians, medical personnel
and all other significant caregivers.

7. Recommend that preservice teacher training provide Prov
elaboration of approaches to ensure that teachers are
able to offer differentiated instruction.
8. Formulate a statement as to fundamental rights of Prov
parents and children with special needs.
ACTION PLAN
RECOMMENDATION
Terms of reference
Phase 1 Provincial SSAAM 2-3-6
Metro SSAAM 4
Phase 2 Provincial SSAAM 1-7-8
(completed/on-going)
Phase 3 Provincial/Metro SSAAM 5

STUDENT
SERVICES
ADMMSTRATORS'
ASSOCIATION of MANITOBA
5AAMI
STUDENT SERVICES ADMINISTRATORS'
ASSOCIATION OF MANITOBA
TREASURER'S REPORT
March 23,1995 - May 23, 1995
RECEIPTS:
Membership Fees
$25.00
EXPENSES:
Apr.5, 1995
Apr.5, 1995
Apr.5, 1995
Apr.7, 1995
Apr.7, 1995
Apr.7, 1995
Apr.17,1995
May 5, 1995
Total
Expenses
BALANCE ON HAND:
Savings Account
Term Deposit
Rhineland School Division -
SSAAM mai1 ing
Souris Valley School Division -
conference cal1
Westman Park lands - SSAAM support
for PD expense
Portage la Prairie School
Division - honorarium for
meeting room and coffee
Joan Wall - SSAAM share of
travel cost for north rep
Franco's Restaurant -
executive meeting lunch
Inter lake Coordinators - SSAAM
support for PD expense
Portage Business Furnishings -
file cabi net
$96.14
$47.88
$100.00
$100.00
$300.00
$105.00
$50.00
$312.36
$1111.38
$2215.44
$5000.00
Larry Torske
Treasurer

METRO SSAAM REPORT
June 9,1995
1. Richard Asselin attended the April meeting to provide information re: Service
Delivery to Children with Severe Medical Conditions. He described framework
and the need for consistency in intake, assessment, and services. The process
will continue to be refined with the beginning sections of the Health Care
Manual available to Divisions in the fall.
2. Albert Gazan, Department of Education and Training, also attended the April
meeting to discuss funding process for Students with Severe and Profound
Emotional Behavioural Disorders as well as Interdepartmental Protocol
Agreement. Albert stressed the need for a multi disciplinary treatment plan to
be included as part of LIII E.B.D. application. There will be inservicing
available to school divisions (Metro area) and other agencies that will be
participating in Interdepartmental agreement beginning in the fall of '95.
3. Special Education Review (Metro Sub Committee)
Has met once - dealt with Terms of Reference and focussed on #2, #4, and #6.
Will be working on #4 and will be providing information for the provincial
body.
4. The Child & Youth Secretariat is being contacted once again to request SSAAM
representation on the Medical Sub Committee that is creating the service
delivery model and developing the Health Care Manual.
5. Michelle Bora workshop was well received by those who attended. Winnipeg
#1 is planning to do some follow up connections in the fall.
Respectfully submitted
/th
Elaine Sourisseau, Chair
Metro S.S.A.A.M.

SOUTH CENTRAL
REGIONAL REPORT
June 9th, 1995
1. On April 28th, at Carman Collegiate, Pat MacDonald addressed
a group of approximately 100 principals, resource teachers,
classroom teachers, superintendents, co-ordinators & parents
on the "M" Designation.
The final document, "Towards Inclusion" and the document
"Foundations of Excellence" will be released at the end of
June or early fall. Further regional meetings will be held
to explain the new information. The 95-96 year will be a
transition year for implementing the new course
designations.
2. At our June 1st meeting, Richard Asselin and Muriel
Underwood from Childrens' Special Services addressed the
group regarding Medically Fragile/Technology Dependent
Students.
- $200,000 has been transferred from Health to Family
Services for training for category B students (Level
II - Winnipeg #1 Health Care Manual). Candace
Plouffe will be used as the Department of Education
contact for the 60-80 students entering school this
fall.
Training is "child specific" - if trained for one
student the teacher assistant must be retrained
for a new child.
- Enhanced Low Incidence III Funding for community
health care (nursing, instructional aid etc). This
is accessed through the regular Level III Funding
application, A new page will be added for
"technology dependent students".
- there will be a "Unified Referral and Intake System"
(URIS_ for identifying students, their level of care
and the case manager.
by fail we will have a manual (binder) of procedures
for getting access.
- changing modol irv daycares- rather tHarv providing a.
special needs worker (which causes segregation and
dependence) a child developmental worker will train
the people in the daycare in handling the child.

- goal for Year 3 is to have Speech Language services
for all preschoolers and OT/PT services for all
school aged kids.
The Postl Report,
obtained from the
945-2266.
"The Health of Manitoba's Children may be
Children and Youth Secretariat at
The South Central Regional
being planned for January
forthcoming.
Special Education Conference is
96. Further information will be
A gathering is planned for Donna Millar on June 21st from
4:00 - 6:00 p.m. at the Medicine Rock Cafe in St. Francois
Xavier. Everyone Welcome!

STUDENT SUPPORT SERVICES
P.O. Box 2110
Corner of Penner St. & Barkman Ave.
Steinbach, Manitoba
ROA 2AO
Co-ordinator - Pat Burgess
Phone: 204-326-9829
Fax: 204-326-2353
South-East Inter-Agency Meeting
1:15 p.m., Tuesday, May 23rd, 1995
Windsor Park Inn, Winnipeg.
Minutes
Present:
Richard Asselin, Children's Special Services/Children and Youth
Secretariat
Don Gibson, Mental Health
Dan Bergson, Community Services
Dan Berg, Child & Family Services
Peter Latimer, Child & Family Services
Milton Cotyk, Dept. of Justice
Chaz Perreault, Morris McDonald
Ron Slezak, Boundary
Leslie Weisshaar, Seine River
Alfred Phaneuf, DSFM
Pat Burgess, Hanover
Mike Timgren, Program Implementation, Dept. Ed.
Janie McTavish, Program Implementation, Dept. Ed.
Regrets:
Sandy Kibbins, Public Health
Ron Perron, Red River
1. Presentation re. Children with Health Care Needs in School - Richard Asselin,
Children and Youth Secretariat (see enclosures).
2. Sub-Committee Reports
Medically Fragile Students - a survey was completed by schools in the region. It
appears that 2 out of the 4 students who are receiving Level III procedures are
receiving them from an educational assistant rather than a Health Care
Professional. These two situations should be regarded as priority for referral to
URIS.
EBD Students/Mental Health - Don provided an up-date on the two new Child and
Adolescent positions, (see attachment)
HANOVER SCHOOL DIVISION NO. 15

Education Reform - No news as yet, but information is expected to be forthcoming
in the near future. Mike will keep us informed.
3 Inter-Agency Newsletter - Issue #2, dealing with Child & Family Services, was
distributed to the committee. Please distribute to colleagues. (An unstapled copy
is attached for your convenience.)
4. Inter-Agency Sharing of Caseloads - Milton Cotyk expressed willingness to share
caseload with other professionals. Copies were distributed. Milton also expressed
interest in working co-operatively with other departments. This was received very
positively by committee members. Milton also offered to make contact with a
similar contact initiative in Brandon.
Next Meeting: to be announced.
Pat Burgess

Report for SSAAM Executive
June 9, 1995
We have agreed to have Richard Asselin attend our next meeting. He will talk on
URIS, Top up service and coordination of applications
Categories A: Medically fragile/Technologically Dependent
B: P.T./O.T.
EBD - Interagencies support need to be indicated on Level II and level III applications.
Workshop in Parkland on Interagency Protocol Agreement is being scheduled.
Some projects planned are:
+ 5-8 Unit Building - Brandon Rolling River, Math
•4 Staff Project - Curriculum Planning
•4 Facilitation Skills for Administrators
Focus on developing expertise on sharing within regions
Concern expressed with funding for students between 19 and 21 years of age.
Lavina Gillespie gave a presentation of TIPI model. A committee is being set up to
develop initiaives in Westman/Parklands region.
Kevin Biggar gave us an overview of his services.
Next years conference - Gimli - November 30 - December 1. Peter Norman will be
speaker.
Successful "Partners In Change" conference held. Over 600 participants
Segregated or cluster programs are they becoming necessary? Seems to be a move
towards direct servicing.
Consideration of issues raised by rural psychologists - could Provincial SSAAM address
these issues?
Swan River held a successful F.A.E./F.A.S. conference
BC:pas
May 3/95
as clinicians
Coupsehng via modern tedmnl^ .-•.^r nin1 !nn1| "***** ion and
Fran/Bev Carried

Evergreen School Division No. 22
Box 1200 • Gimli, Manitoba • ROC 1BO • Telephone (204) 642-5186 • FAX (204) 642-7273
Doug Anderson Lloyd Roche DR. ROSALENE SALESKI Charlie Grieve Eugene Andryo
Student Services Coord. Coord, of Technology SUPERINTENDENT & CEO Secretary-Treasurer Dir. Maint. & Transp.
INTERLAKE REGION
REPORT TO SSAAM
JUNE 9, 1995
1. FELDCfflJSEN WORKSHOP - T.I.D.E.
John Feldchusen presented two divisional workshops and one
regional on Talent Identification and Development in
Education.
2. LEARNING DISABILITIES ASSOCIATION OF MANITOBA
LDAM is planning to establish an Interlake chapter.
3. INTERACTIVE TELEVISION
The Evergreen/Lakeshore ITV cluster is looking at offering
AP courses via ITV.
4. COPERNICAN TIMETABLE
One Lakeshore high school is looking at reorganizing
according to the Copernican Timetable which has gained some
popularity in BC.
Doug Anderson
Interlake Region
"Excellence in Education Today - Building Tomorrow'