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Year: 2002 - 03 AGM November 29, 2002<br />
Past President:<br />
President:<br />
1st. Vice President:<br />
2nd Vice President:<br />
Treasurer:<br />
Secretary:<br />
Pat Burgess<br />
Paul Gillespie<br />
Monique Pillion<br />
Twyla Kastrukoff<br />
Bill Wan-en<br />
Lesley Weisshaar<br />
Professional Development: Helen Pearson<br />
Advocacy & Public Policy: Sandy McCaig/Teri Bembridge<br />
Public Relations:<br />
Historian:<br />
Regional Reps<br />
Metro:<br />
Parkland/Westman:<br />
South Central:<br />
South East/Interlake:<br />
Northern:<br />
Olia Jesson<br />
Arlene Cherepak<br />
Robert McDill<br />
Tanya Edgar<br />
Wilma Ritzer<br />
Glenda McKim/Annette Holowka<br />
Linda Anderson<br />
Manitoba Education & Youth: Joanna Blais<br />
Healthy Child Manitoba: Wendy Church
Honorary Life Membership<br />
1987 BobScarth<br />
Joe Gieni<br />
Lucille Blanchette<br />
Edna Siemens<br />
Elmer Bartel<br />
1988 BillKormylo<br />
Jean-Yves Rochon<br />
Al Stevens<br />
Martin Sveistrup<br />
1992 Helen Loeppky<br />
1993 DelKitch<br />
Hugo Stephan<br />
1994 Bonnie Thiessen<br />
1995 Bob Bell<br />
Vivian McGregor<br />
Joan Dary<br />
Jean Chaput<br />
1997 Larry Torske<br />
Anne Schmidt<br />
1998 Mickey Kuprowski<br />
Doug Reynolds<br />
1999 Fran Dagg<br />
2000 Bert Cenerini<br />
2001 Arlene Cherepak<br />
2001 Wayne Kroetsch<br />
2002 Julien Fradette<br />
Victor Thordarson<br />
John VanWalleghem<br />
<strong>2003</strong> Karen Botting<br />
Larry Budzinski<br />
Patti Dobroski
Certificate of Recognition<br />
1989 Fred Cole<br />
Jack Latter<br />
Linda Kohut<br />
Victor Kuzyk<br />
1993 Gloria Costello<br />
Ed Dolloff<br />
Joan Ferris<br />
1995 EdTichon<br />
Fred Cole<br />
1997 PatFeir<br />
Roger Dubois<br />
Marie Sedor<br />
1999 Irene Huggins<br />
Jack Jonasson<br />
Joan Lonsbeny<br />
Ken McCluskey<br />
Diana Mackenzie<br />
Bev Dalmage<br />
2000 Irvin Harms<br />
2002 Bill McBride<br />
Mark Peterson<br />
<strong>2003</strong> Phil Baker<br />
Michelle Frechette<br />
Sharon Spak
NAME/ADDRESS<br />
Monique Pillion<br />
Louis Riel School Div.<br />
50 Monteray Road<br />
R2J 1X1<br />
Pat Burgess<br />
Hanover School Div.<br />
Box 2120, Steinbach<br />
ROA 2AO<br />
Paul Gillespie<br />
Portage la Prairie S.D.<br />
32-5th Street N. W,<br />
Portage la Prairie<br />
R1N 1J2<br />
Bill Warren<br />
Southwest Horizon S.D.<br />
Box 370, Melita<br />
ROM 1LO<br />
Helen Pearson<br />
Pine Creek School Div.<br />
Box 420, Gladstone<br />
ROJ OTO<br />
Olia Jesson<br />
Box 700<br />
Beautiful Plains S.D.<br />
Neepawa<br />
ROJ 1HO<br />
Sandy McCaig<br />
Winnipeg School Div.<br />
1075 Wellington Ave.<br />
R3G OJ7<br />
Arlene Cherepak<br />
576 Fairmont Road<br />
R3R1B1<br />
Tanya Edgar<br />
Mountain View S.D.<br />
Box 400, Winnipegosis<br />
ROL 2GO<br />
Twyla Kastrukoff<br />
Prairie Spirit School Div.<br />
Box 77, Pilot Mound<br />
ROG1PO<br />
Lesley Weisshaar<br />
Seine River School Div.<br />
475-A Senez Street<br />
Lorette<br />
ROA OYO<br />
Student Services Administrator's Association of Manitoba<br />
Revised January 20, <strong>2003</strong><br />
PROVINCIAL<br />
REP<br />
Vice President<br />
Past President<br />
President<br />
Treasurer<br />
Professional<br />
Development<br />
Public<br />
Relations/Social<br />
Advocacy &<br />
Public Policy<br />
Historian<br />
Parkland/<br />
Westman<br />
Second<br />
Vice President<br />
Secretary<br />
Michelle Frechette<br />
DSFM #49<br />
P.O. Box 204<br />
Lorette<br />
ROA OYO<br />
Larry Budzinski<br />
Mountain View S.D.<br />
505 Main Street S.<br />
Dauphin<br />
R7N 1L3<br />
Joanna Blais<br />
Program & Student Services<br />
Branch<br />
Rm W130-1970 Ness Ave.<br />
R3J OY9<br />
Wendy Church<br />
Healthy Child Manitoba<br />
219-114 Garry Street<br />
R3C 4V6<br />
Linda Anderson<br />
Kelsey School Div.<br />
Box 4700<br />
The Pas<br />
R9A 1R4<br />
Bob McDill<br />
Winnipeg School Div.<br />
700 Elgin Avenue<br />
Winnipeg<br />
Wilma Ritzer<br />
45 Main St. S.<br />
Carman<br />
ROG OJO<br />
Teri Bembridge<br />
Frontier School Div<br />
1402 Notre Dame Ave.<br />
Winnipeg<br />
Glenda McKim<br />
Interlake School Div.<br />
192-2ndAve. W.<br />
Stonewall<br />
ROC 2ZO<br />
Annette Holowka<br />
Lakeshore School Div.<br />
Box 100<br />
Eriksdale<br />
ROC OWO<br />
-rrcuvTNClATT<br />
REP<br />
DSFM<br />
Parklands/<br />
Westman<br />
Manitoba<br />
Education and<br />
Youth<br />
Healthy Child<br />
Manitoba<br />
North<br />
Metro Winnipeg<br />
South Central<br />
Advocacy &<br />
Public Policy<br />
Southeast/<br />
Interlake<br />
Southeast/<br />
Interlake
SAAM<br />
REGIONS<br />
LJ Division Scolaire<br />
Franco-Manitobaine<br />
LJ Interlake<br />
LJ Metro Winnipeg<br />
LJ Northern<br />
D South Central<br />
D South East<br />
LJ Westman/Parkland<br />
STUDENT SERVICES ADMINISTRATORS'<br />
ASSOCIATION OF MANITOBA<br />
Agenda:<br />
1. Approval of Minutes of May 26, <strong>2003</strong><br />
2. Approval of Agenda<br />
<strong>SSAAM</strong> Provincial Committee Meeting<br />
Portage la Prairie School Division<br />
535 - 3rd Street N.W.<br />
Monday, September 29, <strong>2003</strong><br />
9:30 a.m.<br />
3. Business Arising<br />
3.1 Update on website and new role - Larry B. (12:00)<br />
4. Correspondence<br />
5. Officer and Committee Reports<br />
5.1 President - Paul Gillespie<br />
5.2 Past President - Pat Burgess<br />
5.3 First Vice President - Monique Pillion<br />
5.4 Second Vice President - Twyla Kastrukoff<br />
5.5 Treasurer - Bill Warren<br />
5.6 Professional Development - Helen Pearson<br />
5.7 Public Relations/Social - Olia Jesson<br />
5.8 Advocacy & Public Policy - Sandy McCaig/Teri Bembridge<br />
5.9 Secretary - Lesley Weisshaar<br />
5.10 Historian - Arlene Cherepak<br />
6. Reports (written would be appreciated)<br />
6.1 Metro - Robert McDill<br />
6.2 Parkland/Westman - Tanya Edgar<br />
6.3 South Central - Wilma Ritzer<br />
6.4 South East/Interlake - Glenda McKim/Annette Holowka<br />
6.5 Division scolaire franco-manitobaine -<br />
6.6 Northern - Linda Anderson<br />
6.7 Manitoba Education and Youth - Joanna Blais<br />
6.8 Healthy Child Manitoba - Wendy Church<br />
7. New Business:<br />
7.1 Membership survey - final report<br />
7.2 Presentation from MPT - Matt Land (9:45 a.m.)<br />
7.3 Presentation from MFEAT - Eldon Strachan (10:45 a.m.)<br />
7.4 Slate of Officers for 2004 election at AGM in Brandon<br />
7.5 Guidelines for the Continuation of Programming for Students Involved with Youth<br />
Correction Services<br />
7.6 Feedback re: orientation for new <strong>SSAAM</strong> members
Minutes of the Provincial S.S.A.A.M. Meeting<br />
Portage la Prairie S.D. (Victoria School)<br />
Monday, September 29, <strong>2003</strong><br />
Present: Paul Gillespie, Helen Pearson, Teri Bembridge, Bill Warren,<br />
Twyla Kastrukoff, Joanne Blais, Robert McDill, Monique Pillion,<br />
Larry Budzinski, Tanya Edgar, Pat Burgess, Lesley Weisshaar.<br />
Wilma Ritzer, Susan Swaak<br />
Absent: Sandi McCaig, Olia Jesson, Arlene Cherepak, Annette Holowka,<br />
Glenda McKim, Marge Daman, Wendy Church, Dean Grove<br />
Chair: Paul Gillespie<br />
Recording Secretary: Lesley Weisshaar<br />
1. Approval of Minutes<br />
Twyla Kastrukoff/Helen Pearson<br />
Motion: THAT the minutes of the May 26, <strong>2003</strong> meeting be approved as<br />
circulated.<br />
CARRIED<br />
2. Approval of Agenda:<br />
3. Business Arising:<br />
Pat Burgess/Wilma Ritzer<br />
Motion: THAT the agenda be approved.<br />
• Larry Budzinski updated the executive on the <strong>SSAAM</strong> homepage<br />
http://lb.pein.org/ssaam/ssaam.htm<br />
• Larry also described his role as an ME&Y consultant (attached).<br />
4. Correspondence:<br />
CARRIED<br />
4.1 ME&Y re: ABA: School Aged Advisory Committee Adair Morrison has agreed to<br />
be the <strong>SSAAM</strong> representative.<br />
4.2 ME&Y re: Student Services/Inclusive Education Consultation Committee Susan<br />
Swaak has agreed to be the <strong>SSAAM</strong> representative (first meeting October 20th).
4.3 ME&Y request to invite MPIC to speak: Matt Lind and Al Hildebrand presented<br />
information re: funding of students who have been injured in motor vehicle<br />
accidents. For information contact website: www.mpi.mb.ca<br />
5. Officer and Committee Reports:<br />
5.1 President's Report - (attached)<br />
5.2 Past President - (attached)<br />
5.3 First Vice President - (no report) (distributed information re: National Guidance<br />
and Counselling Conference May 26, - 28, 2004.<br />
5.4 2nd "Vice President -(no report)<br />
5.5 Treasurer - (attached)<br />
5.6 Professional Development - (attached)<br />
(Executive members are invited to dine with presenter Tim Lucas on<br />
Wednesday December 3rd at 6:00 p.m. R.S.V.P. to Helen)<br />
5.7 Public Relations - (no report)<br />
5.8 Advocacy & Public Policy - Sandi McCaig, Terri Bembridge and Elaine<br />
Sourisseau will meet with Dale Kendall (ACL) re: National Inclusion week.<br />
5.9 Secretary - (no report)<br />
5.10 Historian - (no report)<br />
6. Reports:<br />
6.1 Metro - Teri Bembridge (attached)<br />
Guidelines for Cognitive Assessments by CGC<br />
Distributed information re: Winnipeg #1 PD and ASCD<br />
6.2 Westman - Susan Swaak, Brandon is the new rep.<br />
6.3 South Central - Wilma Ritzer (attached)<br />
6.4 South East/Interlake - (no report)<br />
6.5 DSFM - Marge Daman (attached)<br />
6.6 Northern - Dean Grove from Flin Flon is the rep. - (no report)<br />
6.7 ME&Y - Joanna Blais (attached)<br />
Draft of dispute resolution to be reviewed by <strong>SSAAM</strong> executive<br />
November 21, <strong>2003</strong>.<br />
6.8 Healthy Child Manitoba - (no report)
7. New Business:<br />
7.1 Membership survey - (attached)<br />
7.2 MPIC Presentation (see 4.3)<br />
7.3 MFEAT Presentation: (attached)<br />
Eldon Strachan and Heather Milne provided information on ABA.<br />
7.4 Slate of Officers for 2004 (election at AGM Brandon)<br />
Pat Burgess requested that current executive members email her by<br />
Friday October 3rd if they are not returning to their positions.<br />
7.5 Guidelines for Transition of Students Involved with Youth Correction Services.<br />
Paul serves on this committee.<br />
Next meeting:<br />
November 21, <strong>2003</strong><br />
9:30 a.m.<br />
Portage La Prairie<br />
** Regional are requested to submit AGM resolutions to Monique Pillion by<br />
November 14, <strong>2003</strong>.
Canadian Counselling Association Conference<br />
Association canadienne de counseling conference<br />
^<br />
Friendly Manitoba<br />
L'amical Manitoba<br />
May 26 - 28<br />
du 26 au 28 mai<br />
www.ccaccwinnipeg04.ca
Canadian Counselling Association Conference<br />
Winnipeg 2004<br />
Illuminating Practice: Spirituality, Story & Song<br />
May 26 - 28, 2004<br />
Fort Garry Place & Hotel Fort Garry<br />
222 Broadway Avenue, Winnipeg, Manitoba<br />
For Hotel Accommodations Call 1-800-665-8088<br />
Featured Speakers:*<br />
• Susan Aglukark, A Canadian vocalist whose music expresses the traditions of her culture.<br />
• Hon. Judge Murray Sinclair, Manitoba's first Aboriginal Justice and Canada's second, co-commissioner of the<br />
Aboriginal Justice Inquiry.<br />
• Senator Maria Chaput, First ever Franco Manitoban woman in the Canadian Senate.<br />
• Hon. Glen Murray, Mayor of Winnipeg since 1998.<br />
• Miriam Greenspan, A pioneer in the area of women's psychology whose recent book "Healing Through the Dark<br />
Emotions" focuses on the integration of psychology, spirituality and ecology.<br />
• David Zinger, Author of the book "Value-able", speaker, humor in counselling presenter, lecturer.<br />
• Norma Drosdowech, Author, spiritual leader, counsellor.<br />
• Note: program subject to change.<br />
Call for Papers:<br />
Proposals to be received by December 1,<strong>2003</strong><br />
E-mail: schulzwe@ms.umanitoba.ca or ibmeyrowitz@shaw.ca<br />
Website: www.ccaccwinnipeg04.ca<br />
E-mail: ccaccwpg@mts.net<br />
Conference Chair:<br />
Marge Winters<br />
wintersm@ms.umanitoba.ca<br />
204-474-7111<br />
City of Winnipeg:<br />
Located in the heart of the continent, at a juncture of the famous Red and Assiniboine Rivers. Join festivities at the Forks,<br />
Thunderbird House, Goldeyes baseball and others. CCA 2004 promises to be an exciting, fun filled learning experience.<br />
Conference de ('Association canadienne de counselling<br />
Winnipeg 2004<br />
Une pratique qui illumine : spiritualite, contes et chansons<br />
du 26 - 28 mai 2004<br />
Place Fort Garry et ('hotel Fort Garry<br />
222, avenue Broadway, Winnipeg, Manitoba<br />
Hebergement a I'hotel: composer le 1-800-665-8088<br />
Conferenciers* :<br />
• Susan Aglukark, Chanteuse canadienne qui exprime les traditions de sa culture par I'entremise de sa musique.<br />
• L'Honorable juge, Murray Sinclair, Le premier juge autochtone manitobain et le deuxieme co-commissaire de<br />
I'Enquete judiciaire autochtone.<br />
• Madame la senatrice, Maria Chaput, Premiere franco-manitobaine au Senat canadien.<br />
• L'Honorable Glen Murray, Maire de la ville de Winnipeg depuis 1998.<br />
• Miriam Greenspan, Une pionniere dans le domaine de la psychologie des femmes dont le livre recent "Healing<br />
Through the Dark Emotions" concentre sur I'integration de la psychologie, du spirituality et de I'ecologie.<br />
• David Zinger, Auteur du livre Value-able, conferencier, humoriste en couselling, charge de cours.<br />
• Norma Drosdowech, Auteur, chef spirituelle, conseillere.<br />
• Programme provisoire<br />
Appel des communications :<br />
Faire parvenir toute proposition au plus tard le 1er decembre <strong>2003</strong><br />
Courriel: schulzwe@ms.umanitoba.ca ou ibmeyrowitz@shaw.ca<br />
Site Web : www.ccaccwinnipeg04.ca<br />
Courriel: ccaccwpg@mts.net<br />
President de la conference :<br />
Marge Winters<br />
wintersm@ms.umanitoba.ca<br />
204-474-7111<br />
La ville de Winnipeg :<br />
Situee au cceur du continent, au confluent des rivieres Rouge et Assiniboine. Soyez des notres a la Fourche, a Thunderbird<br />
House, au baseball des Goldeyes et autres. La CACC 2004 s'annonce excitante et remplie d'experiences enrichissantes.
A. Respondent Characteristics<br />
12%<br />
Poge - 3<br />
HIGHLIGHTS OF FINDINGS<br />
One objective of the survey was to obtain information about <strong>SSAAM</strong><br />
member characteristics. The information provided on the questionnaires<br />
is presented in the following discussion.<br />
1. Membership Status, Gender, and Age<br />
Eighty-eight percent2 of respondents (n=50) described themselves as<br />
"active members" of the association. (<strong>SSAAM</strong>'s definition of active<br />
membership is described as "administering and coordinating student<br />
services and programs at a divisional level," as well as "providing<br />
consultation and support for special education, resource and general<br />
education teachers.")<br />
Graph 1<br />
Age of Respondents<br />
16%<br />
Over three-quarters of the<br />
respondents (77%) were female.<br />
Furthermore, 72% of <strong>SSAAM</strong><br />
members were 46 to 55 years of age<br />
(Graph 1).<br />
2. Educational Attainment<br />
72%<br />
Members appeared to be evenly<br />
36 to 45 Years a 45 to 55 Years distributed between holding<br />
56 Years and Older<br />
undergraduate and graduate degrees.<br />
When asked their highest level of<br />
formal education, approximately half of respondents (47%) indicated<br />
having a degree at the Master's level. In comparison, 42% declared an<br />
undergraduate degree as their highest level of formal education.<br />
Approximately, three-quarters of respondents (73%) reported holding<br />
Special Education Coordinator Certification.<br />
All numbers referred to in the text can be found in the detailed tables in the Appendix.<br />
Student Services Administrators' Association of Manitoba<br />
Highlights Report<br />
proactive
3. Current PositionfTitie<br />
Page-4<br />
Members were asked to identify their current position/title from a list<br />
provided. Fifty-two percent of <strong>SSAAM</strong> members (n=29) described<br />
themselves as Student Services Administrators/Coordinators.<br />
Approximately a quarter of the respondents (23%) reported their current<br />
position as being Assistant Superintendents.<br />
4. Years in Student Service Administration<br />
In addition to identifying their current position, respondents were asked<br />
how many years they had worked in a position related to student services<br />
administration. Approximately 40% of members (n=21) responding had<br />
worked in a related position for<br />
five years or fewer (Graph 2). Of Graph 2<br />
the 21 <strong>SSAAM</strong> members working Number of Years in Position Related<br />
in related positions for five years to student Services Administration<br />
or fewer, 17 were female. 37o/o<br />
Furthermore, of these 21 33%members,<br />
14 were 46 to 55 years<br />
of age.<br />
30%-<br />
It was also noted that one-third of ° 5 Years or Fewer ° 6 to ] ° Yea rs<br />
members (n=19) had worked in °U Years or More<br />
positions related to the administration of student services for 11 years or<br />
more. Of these 19 respondents, eight were male. In addition, 13 of the 19<br />
respondents were 46 to 55 years of age.<br />
5. Region of Current Employment<br />
<strong>SSAAM</strong> members are employed throughout Manitoba. Twenty-eight<br />
percent (n=16) reported working in the City of Winnipeg, while 25%<br />
(n=14) worked in Westman/Parkland region and 18% (n=10) worked in<br />
South Central region.<br />
Student Services Administrators' Association of Manitoba<br />
Highlights Report
D I V I S I O N ' S C O L A I R E<br />
FRANCO-MANITOBAINE<br />
Division scolaire franco-manitobaine n° 49<br />
Case postale 204, 1263, chemin Dawson<br />
Lorette (Manitoba) ROA OYO<br />
Tel.: (204) 878-9399 Telec. : (204) 878-9413<br />
Sans frais : 1 800 699-3736 www.dsfm.mb.ca<br />
SERVICESAUXELEVES ET PROGRAMMATION<br />
Request for an update of our activities at the DSFM<br />
1. Threat Assessment Training for our divisional and school teams with Kevin Cameron- 2<br />
day seminar was given to our staff- one day in the spring and one day this fall (<br />
September 24th). Great turn out.<br />
Nous avons eu 2 journees de formation avec nos equipes Services aux eleves<br />
divisionnaires et ecoles sur L'evaluation en cas de menace avec Kevin Cameron. Ce fut<br />
excellent comme formation et preparation pour formuler notre protocole et nos<br />
procedures divisionnaires.<br />
2. Nous avons offert 6 journees de formation accreditees pour les orthopedagogues dans le<br />
domaine d'intervention en lecture et ecriture au debut d'aout. Nous avons eu 13<br />
participants a nos sessions.<br />
We offered 6 day training for new resource teachers in Identification, Evaluation and<br />
Intervention in Reading. We had 13 participants that gave their time during the month of<br />
August to participate.<br />
3. Our divisional workshop day for Student Services was held again this year. School<br />
Teams met to plan for the year and review roles and responsibilities, work on special<br />
projects, review Crisis Plans and Emergency Plans. A total of 23 schools and 81<br />
participants were present.<br />
Nous avons eu notre journee divisionnaire Services aux Eleves le 15 septembre . Cette<br />
journee fut dedie a faire notre planification annuelle, revoir les roles et taches des<br />
equipes, travailler les projets speciaux, revoir les plans en temps de crise et les plans<br />
d'urgences. Un total de 23 ecoles avec 81 participants etaient presents pour la journee.<br />
4. Quatres orthophonistes de la division vont participes cette annee a une formation avec<br />
Leslie Goertzen pour mettre en place « Speech and Language Outcomes Mesures » en<br />
fran9ais dans notre division.<br />
Four of our Speech and Language Consultants will work with Leslie Goertzen to become<br />
familiar with the Provincial Outcomes Mesures Project ( in French). We are very pleased<br />
to finally be able to come on board.
5. Le programme Premiers Pas " First Steps Program" au sud-est de la province s'etendra<br />
cette annee pour aussi offrir des sessions d'information aux parents des enfants dans le<br />
programme. Nous regardons a etendre le programme dans toute la division.<br />
Our First Steps Program offered in the south east region of the division will be offering<br />
sessions for parents this year who are participating in the project. We would also like to<br />
look at the possibility of offering the program division wide.<br />
Marge Daman<br />
Coordonnatrice des Services aux Eleves
Meeting held on Friday, Sept. 5, <strong>2003</strong><br />
Prairie Rose School Division Office<br />
Carman<br />
Provincial <strong>SSAAM</strong><br />
South Central Report<br />
September 29,<strong>2003</strong><br />
Discussion:<br />
• Clinician and Resource Teacher Evaluation<br />
• Healthy Schools update (RHA received funding)<br />
• URIS changes<br />
• RHA training<br />
• Student Services Pilot<br />
• Special Education Review: Legislation re: Appropriate Educational<br />
Programming/Inclusion<br />
• MB ASCD Memberships/partnerships with regions<br />
• Provincial <strong>SSAAM</strong> Conference<br />
• Class size and Composition Grant<br />
Early Numerically Project:<br />
• Regional Project<br />
• Helen Kelleher will facilitate the Workshop<br />
« Similar to the Victoria, BC model<br />
• Build a leadership team for the division (10 members)<br />
• Workshop dates: Oct. 1 (K, Gr. 1) Assessment; Nov. 25/Follow-up on the<br />
Assessment/Develop Intervention Plans; April 27/Share learnings<br />
Updates:<br />
• Psychology Outcomes Project<br />
• SLP Outcomes Project<br />
• Regional Healthy Child Coalition<br />
• Children's Therapy Initiative<br />
Intersectoral Committee:<br />
• Meeting to be held on Sept. 18<br />
• Committee to target regional needs<br />
SCPD:<br />
• SC YAG booklet distributed<br />
• SC Workshop Oct. 15<br />
Faye Browntee<br />
• Michele Borba Workshop: Prairie Spirit SD<br />
Presentation:<br />
• Partners Promoting Healthy Youth<br />
• Project Coordinators will meet with schools to determine needs<br />
« Will focus on violence with special reference to violence against women<br />
Respectfully submitted by: Wilma Ritzer
MEY UPDATE<br />
September <strong>2003</strong><br />
1. New Staff-New staff are in place, a listing has been sent to all SSA's in the<br />
province. We have had one additional staff change and that is Jim<br />
Hoddinot, who has been working on the SERI has accepted a position<br />
with River East Transcona S.D. as a consultant.<br />
2. SERI, August 30, <strong>2003</strong> marked the last day of SERI. The ongoing work of<br />
implementing the recommendations of the Special Education Review will<br />
be assumed across the School Programs Division, with lead in the<br />
Program and Student Services Branch. An Advisory Committee on<br />
Student Services/Inclusive Education will replace the SERI Advisory<br />
Committee. Membership will be by invitation to partnership groups.<br />
3. Categorical Grant Support-Submissions for the <strong>2003</strong>-04 school year<br />
Additions and Deletions are due October 4th for Special Needs Funding<br />
4. URIS- The URIS RHA Pilot for URIS Service to S.D. and Licensed Child<br />
Day Cares is underway with pilots occurring in:<br />
• Winnipeg (Rivereast Transcona S.D.,Louis Riel S.D. and St. James<br />
S.D.)<br />
• Brandon<br />
• North Eastman<br />
• Parkland<br />
• Norman<br />
• Interlake<br />
A Provincial Coordinator for the Pilot has been hired - Sandra Dalke<br />
5. MEY REGIONAL CONSULTATIONS FOR THE<br />
CHILDREN WITH SPECIAL NEEDS IN SCHOOL - A GUIDE FOR<br />
PARENTS AND FAMILIES<br />
• <strong>SSAAM</strong> has partnered on the development of the support document<br />
(Sandy Mccaig and Tanya Edgar)<br />
• meetings have been held with representatives of MTS, MAST, MASS,<br />
MAPC, and the Parent Coalition<br />
• request was made to provincial <strong>SSAAM</strong> for regional <strong>SSAAM</strong> to host<br />
consultation evenings for parents last may<br />
• to date, swan valley S.D., Brandon S.D., southeast <strong>SSAAM</strong> (2<br />
sessions), and garden valley S.D. has offered to host sessions<br />
• consultations are to be completed by the end of October<br />
6. Student Services Plan<br />
• Report due by November 30, <strong>2003</strong><br />
• Assessment and Evaluation is preparing a summary report of last<br />
years submissions
7. Student Services Grant<br />
• 2 day planning meeting scheduled for October<br />
• Interim report being prepared from feedback provided by the pilot<br />
schools<br />
8. Bill 17 Appropriate Educational Programming<br />
As you are aware in May of <strong>2003</strong>, Bill 17 - The Public Schools<br />
Amendment Act (Appropriate Educational Programming) was given first<br />
reading but the spring election interrupted its passage. This delayed our<br />
progress toward putting in legislation the entitlement we believe all<br />
students with special needs have, but it did not stop our work toward this<br />
goal.<br />
During the coming months we hope to re-introduce this important piece of<br />
legislation and upon it's successful passage we will consult with families,<br />
educators and communities to develop regulations respecting appropriate<br />
educational programming.
Provincial <strong>SSAAM</strong><br />
Professional Development Report<br />
September 29, <strong>2003</strong><br />
December conference & AGM<br />
Pamphlets have been sent to Student Services Coordinators, as well as<br />
MEY<br />
Tim Lucas will arrive early on Wednesday and would like to have supper<br />
with <strong>SSAAM</strong> members. If there is anyone who would like to join us for<br />
supper, I will be making reservations at the Victoria Inn for 6:00.<br />
Larry Bremner - yes his name is misspelled on the pamphlet.. .my bad<br />
handwriting. Are there suggestion for structuring the facilitate<br />
discussion?<br />
MEY Spring Conference<br />
On September 18/03,1 attended a planning meeting for the spring MEY<br />
conference, (formerly the Clinicians Workshop/ SERI Workshop)<br />
Audience: Clinicians, Student Services Administrators<br />
Draft Title: Legislation in Education: Policy to Practice<br />
Date of conference: May 7/04<br />
Location: Caboto Centre<br />
Stu Whitley - morning presenter to provide background to and content of<br />
Bill 17 (Broad picture - of society/ethics, need for law, implications)<br />
Panel Discussion - panel made up of Justice, Family Services & Housing,<br />
Education and <strong>SSAAM</strong> to share thoughts on impact of Bill 17 and their<br />
service. We need suggestions for panel members.<br />
Planning for 2004 Conference<br />
Conference Evaluation forms will include a section on future conference<br />
topics; as well <strong>SSAAM</strong>'s future PATH may provide a focus for next years<br />
conference.
sruoewr<br />
SERVICE<br />
ISSOOiTKM UMAmTMA<br />
SAAMI<br />
REGIONS<br />
LJ Division Scoluire<br />
Franco- \lanitobaine<br />
EH Interlake<br />
LJ Metro Winnipeg<br />
Northern<br />
LJ South Central<br />
South East<br />
Westman/Parkland<br />
STUDENT SERVICES ADMINISTRATORS'<br />
ASSOCIATION OF MANITOBA<br />
\genda:<br />
1. Approval of Minutes of March 24th , <strong>2003</strong><br />
2. Approval of Agenda<br />
3. Business Arising<br />
<strong>SSAAM</strong> Provincial Committee Meeting<br />
Portage la Prairie School Division<br />
535 - 3rd Street N.W.<br />
Monday, May 26, <strong>2003</strong><br />
9:30 a.m.<br />
4 Correspondence<br />
4. 1 Michelle Frechette - DSFM<br />
4.2 Adair Morrison ad hoc rep to ABA Committee<br />
4.3 Joanna Blais - MEY re: orientation session <strong>2003</strong> -2004<br />
5. Officer and Committee Reports<br />
5 1 President — Paul Gillespie<br />
5 2 Past President - Pat Burgess<br />
5.3 First Vice President - Monique Pillion<br />
5.4 Second Vice President - Twyla Kastrukoff<br />
5.5 Treasurer — Bill Warren<br />
56 Professional Development - Helen Pearson<br />
5.7 Public Relations/Social -Olia Jesson<br />
5.8 Advocacy & Public Policy - Sandy McCaig/Teri Bembridge<br />
5.9 Secretary - Lesley Weisshaar<br />
5.10 Historian - Arlene Cherepak<br />
6. Reports (written and forwarded to Lesley Weisshaar would be appreciated)<br />
6. 1 Metro - Robert McDill<br />
6.2 Parkland/Westman - Tanya Edgar/Larry Budzinski<br />
6 3 South Central Wilma Ritzer<br />
6.4 South East/lnterlake - Eesley Weisshaar<br />
6.5 Division scolaire franco-manitobaine - vacant<br />
6.6 Northern - Linda Anderson<br />
6.7 Manitoba Education and Youth - Joanna Rials<br />
6.8 Healthy Child Manitoba - Wendy Church<br />
1 . New Business:<br />
7.1<br />
7.2<br />
7.3<br />
7.4<br />
7.5<br />
7.6<br />
bpdate on Pro Active - surveying the membership, etc. (Paul)<br />
<strong>SSAAM</strong> representative on the ABA Committee - update (ad hoc committee)<br />
<strong>SSAAM</strong> AGM -December 4-5. <strong>2003</strong> - Planning update - (Helen)<br />
Public Awareness - website update (Larry)<br />
Joint orientation session with MEY for new Student Services Adminstrators (Paul)<br />
Report on feedback session for new Autism support document (Paul)
7.7 Report on input session for proposed document supporting effective processes for<br />
handling conflicts between schools and parents (Paul/Pat)<br />
7.8 Report on Minister of Education's Committee on Safe Schools (Paul)<br />
7.9 Report on MEY initiative with Justice involving children being released from custody<br />
and/or on probation (Paul)<br />
7.10 Regional Consultation for the Support Document for Parents (Joanna)<br />
7.1 1 Replacement plan for personnel retiring from MEY - additional considerations (Leslie)
Provincial <strong>SSAAM</strong><br />
Professional Development Report<br />
May 26, <strong>2003</strong><br />
<strong>SSAAM</strong> Conference and AGM December 4th & 5th, <strong>2003</strong><br />
Wednesday, December 3rd, Hospitality Room 8:00 pm — midnight<br />
Thursday, December 4th<br />
Conference<br />
I contacted TW Branun & Associates to provide profiles on speakers whose<br />
area of expertise is "Skills Administrators need to make sustainable changes".<br />
The PD Sub-committee met on April 11th and reviewed the profiles. The top<br />
three choices were Michael Fullan, Mike McKay & Tim Lucas. Michael<br />
Fullan was not available, and after discussing the topic in further detail with<br />
Kate Hill, Speakers Bureau Coordinator, it was decided Tim Lucas would be<br />
the best match.<br />
Tim Lucas is Peter Senge 's co-author of the educational field book titled "Schools That<br />
Learn: A Fifth Discipline Fieldbook", awarded 2001 Book of the Year by the National Staff<br />
Development Council. A former Principal, and School Superintendent, he is currently<br />
Director of Curriculum & Instruction and Co-chair of The Crisis Response Team in<br />
Glenrock, New Jersey (a community 13 miles from New York City, dramatically impacted by<br />
the events of 9-11). He designed activities and offered training for the counselors and school<br />
support staff from the "Schools that Fled" in NYC, located in the neighborhoods of the World<br />
Trade Center and coordinated the development of a ten district Crisis Flight Team made up<br />
of school support staff and guidance counselors to support students, staff and parents during<br />
traumatic and school-based crisis.<br />
Recent Presentations and Projects include: "Schools That Are Learning Organizations,"<br />
"Systems Tools for Supporting and Evaluating Performance ", "Building a Learning<br />
Organization with Mapping and Modeling," "Building a Sustainable Learning Community, "<br />
"Creating Rivers of Change: Sustainable Transformation in Schools'" and "Making<br />
Sustainable changes in the Deeper Structures of Schools. "<br />
Tim has been booked for December 4th, <strong>2003</strong>, 9:00 to 3:30, Victoria Inn,<br />
Brandon. I will be emailing & talking to Tim this month to provide him with<br />
more specific details on our topic.<br />
Wine & Cheese Reception 7:00 -10:00<br />
Hospitality Room 10:00 pm to midnight<br />
Friday, December 5th<br />
8:30 am -11:00 <strong>SSAAM</strong> Survey: Who are we? Where are we going? - Facilitated<br />
by Larry Bremner, Proactive Information Services<br />
11:00-12:00 AGM<br />
Conference poster will be circulated by mid June. Pamphlet to follow by the<br />
beginning of September.<br />
-rf
South Central Region Report to Provincial <strong>SSAAM</strong><br />
May 26, <strong>2003</strong><br />
The South Central Student Services group met on April 25th.<br />
Topics discussed at this meeting included:<br />
Pre-school Wellness Fairs<br />
-Concerns around how to reach at risk families<br />
-RHA involvement<br />
intersectoral Committee<br />
- Next steps needed to move ahead with the establishment of a South Central Committee<br />
to address the needs of our region<br />
Child and Mental Health<br />
- Discussed concerns around service delivery and referral process<br />
School Psychology<br />
-Discussed issues around assessment tools<br />
-Need for psych assessments to support funding<br />
M and I Designations<br />
PATH Process<br />
-Shared models<br />
-Discussed how the process can be used to assist in strategic planning in schools<br />
-Model supports other use than student transitions<br />
Professional Development Opportunities<br />
-Confirmed Faye Brownlie for October 15, <strong>2003</strong><br />
-Curriculum Committee is exploring bringing in Heather Kelleher for regional PD in Early<br />
Numerically<br />
Paediatric Therapy Initiative<br />
-Received funding for our pilot project to explore the needs in our region
SAAMi<br />
STUDENT SERVICES ADMINISTRATORS' ASSOCIATION OF MANITOBA<br />
REPORT FROM MEY'S STAKEHOLDER'S CONSULTATION MEETING<br />
"Transition for Children in Custody or on Probation"<br />
May 21" -1:00 - 3:00 PM<br />
Manitoba Youth Centre, Winnipeg<br />
Stakeholder Groups: Manitoba Youth Centre (Adrien DeRuyck), Manitoba Education and Youth (Allan Hawkins), Student<br />
Services Administrators' Association of Manitoba<br />
Also Invited: Kathy Harness (COSL), Aggassiz Youth Centre (Bernie Latoski), Jane Graham<br />
a Allan Hawkins facilitated the meeting provided the focus - the development of a support document for<br />
students transitioning from custody in the youth corrections system to the public school systems<br />
a Document intended to parallel those previously developed for pre-school aged children transitioning into<br />
school and for children hi the care of welfare agencies<br />
a Discussion about the basic principles on which the document would be based - importance of correctional<br />
system and school systems working as a team to support the student's return; importance of school<br />
systems and correctional system maintaining contact while the youth is incarcerated<br />
a Roles and responsibilities for all parties would be identified as in previous documents<br />
a Document originally to focus only on students in custody, but consideration will be given to inclusion of<br />
process for youth on probation<br />
a Probation services will be invited to join the stakeholder's group<br />
o Next meeting will be held hi June when a first draft will be presented to focus the discussion of the larger<br />
group
ISAAM1 STUDENT SERVICES ADMINISTRATORS' ASSOCIATION OF MANITOBA<br />
REPORT FROM MINISTER OF EDUCATION'S<br />
"Safe Schools' Committee"<br />
iOWaf&i -1:00 - 3:00 PM<br />
Fort Garry Hotel, Winnipeg<br />
Stakeholder Groups: Manitoba Association of School Trustees, Manitoba Association of School Superintendents, Parent Advisory<br />
Council Student Services Administrators' Association of Manitoba<br />
Representatives from the Ontario Government and the Alberta Government were invited to share their Safe Schools Initiatives with<br />
the stakeholders groups<br />
a Ontario's initiative seemed to be very much a top-down response to providing safe schools<br />
a Clear delineation of offences for which students could be suspended or expelled —expulsion applies to and<br />
is upheld by all school divisions in the province<br />
a Rights and responsibilities of students defined<br />
a Response focused on principle that students who were expelled did not have consistent opportunities for<br />
meaningful intervention - Safe Schools Project - to set policy and standards for safe learning and teaching<br />
environment; support the implementation of safe schools and; monitor implementation of safe schools<br />
a Led to revisions to the Ontario Education Act; development of Code of Conduct and outlined<br />
mandatory suspensions and expulsions as well as appeals process<br />
a Identified mitigating circumstances ie limited capacity to understand consequences of behaviour<br />
a Established preventative measures through curriculum on social skills and decision making as well as<br />
Choices Into Action (guidance document)<br />
a Provided training for Senior Administrators, Board members, Coordinators, Teachers and all related<br />
personnel<br />
a Also developed Strict Discipline Programming as a mechanism for preparing fully expelled students<br />
for re-integration hi Ontario Schools — highly structured intervention that focuses on both academic<br />
and non-academic curricula to enhance school achievement and address behavioural problems that led<br />
to explusion - involves teachers, social workers and youth workers - readiness for re-entry must be<br />
assessed<br />
a Alberta's response had a top-down element but seemed to be more bottom-up<br />
a Appeared to be less of a focus on legislation<br />
a Focus of the initiative more on encouraging and supporting Boards to develop clear and consistent<br />
discipline policies - attempt centered around George Sugai's model throughout the province<br />
a Lots of work being done on Bullying programs with strategies for schools<br />
a Clear message that expulsion did not eliminate the school system's responsibility for the student<br />
a Minister of Education appears to be in mode of gathering information to support the development of his<br />
own safe schools initiative and policies<br />
a Next meeting was scheduled for approximately 3 weeks but has been put on hold until after the election<br />
•-—
STUDENT SERVICES ADMINISTRATORS' ASSOCIATION OF MANITOBA<br />
REPORT FROM MEY'S CONSULTATION MEETING<br />
"Improving Processes For Schools To Handle Conflict<br />
Between Parents And The School"<br />
May 8th - 10:00 AM - 3:00 PM<br />
1970 Ness Avenue, Winnipeg<br />
Representative Groups: First Nations' Resource Centre, Educational Administrators' Service, Manitoba Association of Parent<br />
Councils, Manitoba Association of School Superintendents, Manitoba Association of School Trustees, Manitoba Teachers' Society,<br />
Special Education Review Initiative, Student Services Administrators' Association of Manitoba<br />
Also Attending: Joanna Blais, Tim Thome, Carol Ann Browning<br />
a Joanna Blais and Tim Thome facilitated the meeting and began by thanking those in attendance for<br />
volunteering their time to provide input into the establishment of a support document that could be used to<br />
improve processes for schools to handle conflicts between parents and the school<br />
a Joanna put the importance of the input session into perspective and Tim followed up with a power point<br />
presentation on general theories and approaches to dealing with conflicts or disputes<br />
a There was a clarification that the support document produced will identify six approaches to dispute<br />
resolution ranging from problem-solving to litigation but will concentrate on the first three: problem<br />
solving, negotiation and conciliation that focus on informal dispute resolution<br />
a Participants were divided into three working groups that mixed the various stakeholder groups attending<br />
a Working groups were given a variety of tasks that included:<br />
1. Identifying what we believed to be the key components of dispute resolution<br />
2.- Consideration, based on personal experience with disputes, of what aspects of the dispute resolution<br />
process made you feel that you were being treated fairly and respectfully<br />
3. Exploring other dispute resolution documents to identify key components<br />
4. Selecting key components they we felt should be included in the support document being produced by<br />
Manitoba Education and Youth.<br />
a Next Steps:<br />
a First draft hopefully by the end of June <strong>2003</strong><br />
a MEY staff to deal with revisions over the summer months<br />
G Group to be invited to reconvene for consultation on a first draft in the Fall<br />
a Possible distribution of the support document by Christmas Break
i<br />
PROVINCIAL <strong>SSAAM</strong> COMMITTEE<br />
PRESIDENT'S REPORT<br />
The period from January March 24th- May 26th , <strong>2003</strong> provided lots of opportunities for<br />
awareness and input<br />
a Correspondence has been more limited (except for e-mails!):<br />
• Letter from Michelle Frechette advising of her immediate resignation as a<br />
regional representative for DSFM<br />
• Letter to Adair Morrison thanking her for accepting our invitation to serve as<br />
the ad hoc representative for the Provincial Executive on the ABA Committee<br />
• E-mail from Joanna Blais regarding joint PD session for new Student Services<br />
Administrators for the <strong>2003</strong>-2004 school year<br />
• Responded to Larry Budzinski e-mail request regarding bricks and mortar for<br />
the revived <strong>SSAAM</strong> Website<br />
• E-mail from Helen Pearson regarding speaker for AGM <strong>2003</strong><br />
a I have begun to appreciate the wisdom in the old adage "be careful what you ask<br />
for.. .you might just get it". In pursuing our goal to have <strong>SSAAM</strong> become more<br />
involved in provincial issues, I have attended the following input sessions<br />
representing Provincial <strong>SSAAM</strong>:<br />
• Minister of Education's Committee on Safe Schools - April 10th<br />
• MEY's feedback session on the new Autism support document - May 5th<br />
• MEY's input session on the proposed document supporting effective<br />
processes for handling conflicts between schools and parents — May 8th<br />
• Department Superintendent, Manitoba Youth Centre re: initial planning<br />
meeting to discuss increased sharing of information for young offenders who<br />
are returning from provincial detention centres to public school systems -<br />
May 21st<br />
a I had numerous telephone and e-mails contacts with Larry Bremner from ProActive<br />
to finalize and launch the members survey<br />
a Met with the Professional Development sub-committee to discuss planning for the<br />
<strong>2003</strong> AGM-April 21st<br />
a Attended the South East - Interlake Regional Meeting - May 2nd
STUDENT SERVICES ADMINISTRATORS' ASSOCIATION OF MANITOBA<br />
REPORT FROM MEY'S STAKEHOLDER'S CONSULTATION MEETING<br />
SUPPORTING INCLUSIVE SCHOOLS:<br />
A Handbook For Developing and Implementing Programming<br />
for Students with Autism Spectrum Disorders<br />
May 5th-7:00-8:30 PM<br />
1970 Ness Avenue, Winnipeg<br />
Stakeholder Groups: Autism Society, Manitoba Families for Effective Autism Treatment, Parents, Health Sciences Centre,<br />
Student Services Administrators' Association of Manitoba<br />
Also Attending: Writing Team Members — Tim Thorne, Mark Robertson, Betty Ann Turner, Joey Kneish,<br />
a Tim Thorne facilitated the meeting and began by thanking those in attendance for volunteering their time<br />
to provide feedback on the draft of the Autism support document that they had to been sent in advance to<br />
review.<br />
a The target group for the support document was identified as classroom teachers<br />
a Questions from the group included clarification on the intent of the document ie. written as a "self-help"<br />
manual vs. as providing an awareness of collected information (best practices) for working with children<br />
with autism<br />
a Concerns were raised that there be some clarification around what is feasible and possible to expect of<br />
classroom teachers given the number of students they deal with in regular classes and the number of other<br />
special needs children that might be included in their classroom - need acknowledgement of what is<br />
practical and functional<br />
a Concerns were raised regarding how teachers would know which strategies to choose and when to use<br />
them<br />
a Concern was raised that this support document might create a false sense of security amongst teachers in<br />
believing that it provided all the support needed to program effectively for students with autism - felt that<br />
there was clarification needed regarding the importance of not trying to work in isolation of other<br />
resources<br />
a Feeling expressed that there needed to be more emphasis on assessment beyond on-going observation -<br />
teachers and other support team members needed to be taught what they were looking for and what a<br />
particular observation indicates — need to use those observations to make decisions regarding where to go<br />
next<br />
a Request that the book stress the importance of consistency of programming, expectations, personnel, etc.<br />
in working with children with autism spectrum disorder<br />
a Suggestion that the book needed to establish a consensus of what the important focus areas are - still a<br />
need for advocacy<br />
a Request made that supports in dealing with sexuality should be added for parents of adolescents with<br />
autism spectrum disorder<br />
a General consensus that support document would be well-received by classroom teachers and this it was an<br />
important step in providing resources to teachers and parents<br />
a Point made that there are few resources outside the perimeter for parents or teachers of children with<br />
autism - need to find creative ways through technology of getting information out — Joey mentioned upcoming<br />
tele-health session on autism being offered through local health centres as an example of the<br />
recognition of and response to that need<br />
a Next draft probably ready for review in 7-8 weeks.
STUDENT SERVICES ADMINISTRATORS' ASSOCIATION OF MANITOBA<br />
REPORT FROM MEY'S CONSULTATION MEETING<br />
"Improving Processes For Schools To Handle Conflict<br />
Between Parents And The School"<br />
May 8th - 10:00 AM - 3:00 PM<br />
1970 Ness Avenue, Winnipeg<br />
Representative Groups: First Nations' Resource Centre, Educational Administrators' Service, Manitoba Association of Parent<br />
Councils, Manitoba Association of School Superintendents, Manitoba Association of School Trustees, Manitoba Teachers' Society,<br />
Special Education Review Initiative, Student Services Administrators' Association of Manitoba<br />
Also Attending: Joanna Blais, Tim Thome, Carol Ann Browning<br />
a Joanna Blais and Tim Thome facilitated the meeting and began by thanking those in attendance for<br />
volunteering their time to provide input into the establishment of a support document that could be used to<br />
improve processes for schools to handle conflicts between parents and the school<br />
a Joanna put the importance of the input session into perspective and Tim followed up with a power point<br />
presentation on general theories and approaches to dealing with conflicts or disputes<br />
a There was a clarification that the support document produced will identify six approaches to dispute<br />
resolution ranging from problem-solving to litigation but will concentrate on the first three: problem<br />
solving, negotiation and conciliation that focus on informal dispute resolution<br />
a Participants were divided into three working groups that mixed the various stakeholder groups attending<br />
a Working groups were given a variety of tasks that included:<br />
1. Identifying what we believed to be the key components of dispute resolution<br />
2. Consideration, based on personal experience with disputes, of what aspects of the dispute resolution<br />
process made you feel that you were being treated fairly and respectfully<br />
3. Exploring other dispute resolution documents to identify key components<br />
4. Selecting key components they we felt should be included in the support document being produced by<br />
Manitoba Education and Youth.<br />
a Next Steps:<br />
a First draft hopefully by the end of June <strong>2003</strong><br />
a MEY staff to deal with revisions over the summer months<br />
a Group to be invited to reconvene for consultation on a first draft in the Fall<br />
a Possible distribution of the support document by Christmas Break
SAAM<br />
STUDENT SERVICES ADMINISTRATORS' ASSOCIATION OF MANITOBA<br />
REPORT FROM MINISTER OF EDUCATION'S<br />
"Safe Schools' Committee"<br />
Htyfaftfr -1:00 - 3:00 PM<br />
Fort Garry Hotel, Winnipeg<br />
Stakeholder Groups: Manitoba Association of School Trustees, Manitoba Association of School Superintendents, Parent Advisory<br />
Council Student Services Administrators' Association of Manitoba<br />
Representatives from the Ontario Government and the Alberta Government were invited to share their Safe Schools Initiatives with<br />
the stakeholders groups<br />
a Ontario's initiative seemed to be very much a top-down response to providing safe schools<br />
a Clear delineation of offences for which students could be suspended or expelled -expulsion applies to and<br />
is upheld by all school divisions in the province<br />
a Rights and responsibilities of students defined<br />
a Response focused on principle that students who were expelled did not have consistent opportunities for<br />
meaningful intervention - Safe Schools Project - to set policy and standards for safe learning and teaching<br />
environment; support the implementation of safe schools and; monitor implementation of safe schools<br />
a Led to revisions to the Ontario Education Act; development of Code of Conduct and outlined<br />
mandatory suspensions and expulsions as well as appeals process<br />
a Identified mitigating circumstances ie limited capacity to understand consequences of behaviour<br />
a Established preventative measures through curriculum on social skills and decision making as well as<br />
Choices Into Action (guidance document)<br />
a Provided training for Senior Administrators, Board members, Coordinators, Teachers and all related<br />
personnel<br />
a Also developed Strict Discipline Programming as a mechanism for preparing fully expelled students<br />
for re-integration in Ontario Schools — highly structured intervention that focuses on both academic<br />
and non-academic curricula to enhance school achievement and address behavioural problems that led<br />
to explusion - involves teachers, social workers and youth workers - readiness for re-entry must be<br />
assessed<br />
a Alberta's response had a top-down element but seemed to be more bottom-up<br />
a Appeared to be less of a focus on legislation<br />
a Focus of the initiative more on encouraging and supporting Boards to develop clear and consistent<br />
discipline policies - attempt centered around George Sugai's model throughout the province<br />
a Lots of work being done on Bullying programs with strategies for schools<br />
a Clear message that expulsion did not eliminate the school system's responsibility for the student<br />
a Minister of Education appears to be in mode of gathering information to support the development of his<br />
own safe schools initiative and policies<br />
a Next meeting was scheduled for approximately 3 weeks but has been put on hold until after the election
SAAMI<br />
STUDENT SERVICES ADMINISTRATORS' ASSOCIATION OF MANITOBA<br />
REPORT FROM MEY'S STAKEHOLDER'S CONSULTATION MEETING<br />
"Transition for Children in Custody or on Probation"<br />
May 21st -1:00-3:00 PM<br />
Manitoba Youth Centre, Winnipeg<br />
Stakeholder Groups: Manitoba Youth Centre (Adrien DeRuyck), Manitoba Education and Youth (Allan Hawkins), Student<br />
Services Administrators' Association of Manitoba<br />
Also Invited: Kathy Harness (COSL), Aggassiz Youth Centre (Bernie Latoski), Jane Graham<br />
a Allan Hawkins facilitated the meeting provided the focus — the development of a support document for<br />
students transitioning from custody in the youth corrections system to the public school systems<br />
a Document intended to parallel those previously developed for pre-school aged children transitioning into<br />
school and for children in the care of welfare agencies<br />
a Discussion about the basic principles on which the document would be based - importance of correctional<br />
system and school systems working as a team to support the student's return; importance of school<br />
systems and correctional system maintaining contact while the youth is incarcerated<br />
a Roles and responsibilities for all parties would be identified as in previous documents<br />
a Document originally to focus only on students in custody, but consideration will be given to inclusion of<br />
process for youth on probation<br />
a Probation services will be invited to join the stakeholder's group<br />
a Next meeting will be held hi June when a first draft will be presented to focus the discussion of the larger<br />
group
Report for Provincial <strong>SSAAM</strong><br />
May <strong>2003</strong><br />
Manitoba Education and Youth<br />
Submitted by Joanna Blais<br />
School and Division Planning-Letter sent to school divisions as of May 15,<br />
<strong>2003</strong>. This outlines the reporting requirements for School, Division and<br />
Student Services Plans. The ADAP will no longer be required but rather an<br />
integrated or separate Student Services Plan (form available). Divisions are<br />
encouraged to maintain a compilation of policies and directives in their<br />
Student Services Binder that would be available for parents. Divisions are<br />
also encouraged to continue to engage in a planning process with families.<br />
The submission to the department is a report on the plan, not a plan in its<br />
entirety.<br />
Categorical Grant Support-Submissions for the <strong>2003</strong>-04 school year are<br />
due May 30th for ECDI, AAA and ELI, June 30 for EBI and on the assigned<br />
dates for Special needs.<br />
Student Services Grant-Ongoing pilot for <strong>2003</strong>-2004. Data collection has<br />
been completed for year 1 and a working committee is developing the<br />
financial accountability piece in consultation with Secretary Treasurers.<br />
Document Development-The School Support Unit will be, or are, consulting<br />
on the following documents that are in development:<br />
• Working Together: A guide to dispute resolution for Schools, Families<br />
and Communities<br />
• Building School Partnership: A handbook, for Parents, Families, Councils<br />
and the School Community<br />
• Aboriginal Parents, Families and School Involvement: Making it Work<br />
• Children with Special Needs: a guide for Schools, Families and<br />
Communities<br />
• Incorporating Aboriginal Perspectives in Curriculum<br />
• Supporting Inclusive Schools: A handbook for developing and<br />
implementing programming for students with Autism Spectrum Disorder<br />
• Para educator Framework<br />
• School Planning
Legislation- Legislation for "most appropriate educational programming" has<br />
been tabled. The announcement of an election means that this will be<br />
reintroduced in the next sitting. Regional sessions will be planned for the fall<br />
to ensure that there is consultation before regulations to accompany the<br />
legislation are developed.<br />
Other<br />
In the fall regional sessions will occur to support the release of documents<br />
developed by Family Services and Housing around the reporting of child<br />
abuse. These sessions will be inter-sectoral including, educators, nurses,<br />
childcare workers and social workers.<br />
Be sure to check our on line information, documents such as A time To<br />
Know, which outlines graduation requirements can be found in a print<br />
friendly format.<br />
Staffing:<br />
MEY has received approval to proceed with filling a number of positions. We<br />
hope to have a full complement of staff in both Program and Student<br />
Services and Program Development in the fall.<br />
Bob and Neil are retiring effective this summer. Yvette Yestrau our<br />
consultant for French Resource and Special Education is returning to Louis<br />
Riel School Division. We hope to have the following positions filled by<br />
September.<br />
Psychology<br />
Social Work<br />
School/Division Planning<br />
Guidance and Counseling<br />
French Resource/Special Education<br />
Special Education: Multi-handicapped<br />
Special Education: Policy Development, Intersectoral Planning
-<br />
Special Education Review Initiative (SERI) Update<br />
April, <strong>2003</strong><br />
We continue to make progress on the implementation of the Special Education Review<br />
recommendations and the SERI action plan that was developed with broad consensus in<br />
the educational community. The department remains committed to the action plan for the<br />
areas of policy, accountability and funding and to implementing it in a spirit of inclusion.<br />
You will have noticed over the past year that other branches and units in Manitoba<br />
Education and Youth share initiatives that were identified as priorities for SERI. We<br />
continue to work closely with staff from the School Support Unit, the Research and<br />
Planning Branch and Schools Finance Branch.<br />
We continue to work with our educational partners who are helping achieve the agenda.<br />
The input and support received from our partners is very much appreciated. The Review<br />
is a priority for all of us as we work together to ensure that all children receive an<br />
appropriate education.<br />
1. Status of the Special Education Review Initiative<br />
While SERI was originally conceived as a three year initiative, we think that there is<br />
some benefit to extending the end date. We intend to have the SERI team continue until<br />
August 31, <strong>2003</strong>. At that time we can determine whether a future extension is desirable<br />
or useful.<br />
2. Student Services Grant Pilot Project<br />
Seven volunteer school divisions began working on the pilot last spring. They will help<br />
Manitoba Education and Youth learn whether a more flexible funding structure supports<br />
school and division planning more effectively while still distributing funds in an equitable<br />
way. The pilot will be in its second year during the <strong>2003</strong>-04 school year. The decision to<br />
extend the pilot to a second year was to assist us in completing a full school planning<br />
cycle. The results will be analyzed and recommendations will be made at the time of the<br />
2004/05 funding announcement as to whether the pilot should be extended, be extended<br />
and expanded, or be concluded.<br />
The divisions/districts involved have recently completed a process for data collection.<br />
The data will assist the divisions in developing their Student Services plans for <strong>2003</strong>-<br />
2004. For more information on the Student Services Grant Pilot Project, please see<br />
Update #2 that was sent to Divisions.<br />
3. Planning in Education Pilot Project<br />
In partnership with the Research and Planning Branch and the School Support Unit, we<br />
are integrally involved with the Division Planning Pilot Project which includes the seven<br />
divisions from the Student Services Grant Pilot and five more divisions. Those 12<br />
divisions are working toward:<br />
• outcomes-based planning;<br />
• involvement of their major stakeholders; and<br />
• integration of student services within overall division planning.
This pilot will help the department to advance division planning and reporting. The<br />
working committee is currently updating the reporting templates and procedures for<br />
<strong>2003</strong>-04.<br />
4. The Framework of Paraeducator Competencies<br />
The development of the educational assistant training process has involved:<br />
• Consultations with major stakeholders to discuss the process of developing<br />
the framework and identifying key issues<br />
• Meetings with representative paraeducators and supervisors of<br />
paraeducators, to describe and analyze the paraeducator job.<br />
• On-going discussion of a common title.<br />
Based on this information, the SERI staff are developing<br />
• Key responsibilities<br />
• Skills, Knowledge and Attitudes<br />
• Core Competencies<br />
Once the framework is completed, divisions/districts will receive a document which will<br />
include a model for educational assistant development. The model will be useful for<br />
educational assistants, schools and trainers to determine knowledge, skill and attitude<br />
gaps and plan for their development.<br />
5. Student Outcome Rubrics<br />
This Western and Northern Canadian Protocol partnership project involves<br />
Saskatchewan Education, Saskatchewan Tribal Councils, Indian and Northern Affairs<br />
Canada, three Manitoba School Divisions and staff from PSSB. This project focuses on<br />
the development of accountability processes for Individual Education Plans. More<br />
specifically, the divisions involved are developing personalized rubrics that will be used<br />
to determine progress on individualized learning outcomes.<br />
6. Interdepartmental and Intersectoral Initiatives<br />
The Department has integrated the work of SERI within broader initiatives, especially the<br />
Kindergarten to Senior 4 Agenda. As a result, SERI staff will continue to work with every<br />
branch of School Programs Division and Division du Bureau de I'education francaise.<br />
SERI works in partnership with Healthy Child Manitoba, the Provincial Coordination of<br />
Services Committee, and the Western and Northern Canada Protocol Directors of<br />
Special Education and has representation on the following inter-departmental<br />
committees:<br />
• Specialized Services for Children and Youth;<br />
• The Multi-Jurisdictional Implementation Team (Development of the Manitoba<br />
Strategy to Address High Risk/Vulnerable Children and Youth with a Focus<br />
on Sexually Exploited Youth); and<br />
• The Manitoba Children's Agenda
7. Professional development Initiatives.<br />
SERI works closely with the School Support Unit in providing workshops on a variety of<br />
issues related to students with diverse needs. Together, we continue to update and<br />
develop new sections for the "Handbook for Student Services."
General Considerations<br />
When to Assess<br />
Guidelines for Cognitive Evaluation<br />
June, <strong>2003</strong><br />
In our work in the context of the school system, a complete evaluation of a child should<br />
begin with a comprehensive academic assessment by the school's support team and<br />
classroom teacher and attempts to address the child's needs by a variety of approaches<br />
including but not limited to differentiating the instructional strategies. The Clinician can<br />
consult regarding these activities but only when such efforts leave unanswered questions<br />
should the process proceed to a formal psychological evaluation.<br />
Why to Assess<br />
It is the School Psychologist's job to describe, as completely as possible, the child's<br />
circumstances in relation to educational functioning. The holistic ecological approach we<br />
support includes an assessment of intellectual, adaptive, social-emotional and behavioural<br />
functioning, as well as personality, mental health, family and community relations. This<br />
can be achieved with the Psychologist providing either comprehensive data or more<br />
limited input as part of a Team Evaluation. However accomplished, the goal of these<br />
evaluations is to provide information useful in programming effectively to improve the<br />
child's opportunity for success in school and in life. It is not to generate a set of numbers<br />
in isolation in order to garner grant funds. It is the role of others in the system to<br />
determine if the child meets criteria for categorical funding or inclusion in a specific<br />
program, be it Divisional (e.g., placement in a segregated Special Education Centre) or<br />
Provincial (e.g., acceptance into the Inter-Divisional Program for Students with Autism).<br />
How to Report<br />
The same reporting guidelines apply to school reports, Manitoba Education and Youth<br />
Level 2 and Level 3 funding applications, as well as applications to Vocational<br />
Rehabilitation and Supported Community Living. In all CGC Psychology reports,<br />
single I.Q. scores, single number percentiles or age equivalents are not provided. If<br />
formal testing was completed, the ranges of the three summary scores (Full Scale,<br />
Verbal and Performance) and the appropriate descriptive terms provide the necessary<br />
information for the responsible parties to make educational support or placement<br />
decisions. Provision of ranges also protects against the reification of the specific I.Q.<br />
numbers in favour of the clinical judgment expressed. In every case, the Psychologist's<br />
opinion needs to be based on a thorough review of the historical evidence available, as<br />
well as an understanding of the child's current circumstances. The evidence supporting<br />
the Psychologist's opinion needs to be referenced in the report.
Guidelines for Cognitive Evaluation<br />
June, <strong>2003</strong><br />
Content of Psychological Assessment Reports<br />
It is expected that all psychological evaluation reports contain the following information:<br />
I. Reason for Referral<br />
What are the specific questions being asked by the school which have not been answered<br />
through academic evaluation differentiated instruction and individual, group or classroom<br />
intervention by the school's support team and classroom teacher?<br />
II. Method of Assessment<br />
What are the specific tests and procedures the Psychologist has selected to provide a<br />
comprehensive overview of the child's circumstances and the most relevant information<br />
to address the school's questions about the child?<br />
III. Background Information<br />
This section should include information in, at least, the following areas:<br />
• Developmental & medical history (including hearing and vision)<br />
• Current family situation & relevant family history<br />
• School history & current academic functioning<br />
• Further details related to referral question(s)<br />
IV. Clinical Observations and Test Behaviour<br />
Observation of the child in the natural environments (e.g., classroom, playground,<br />
interacting with a parent) is important to a thorough understanding of the child's<br />
functioning and may provide clues regarding specific triggers or precipitants to the child's<br />
difficulties. Observations made during formal testing can provide important information<br />
about the child's attentional skills, activity level, social abilities, performance anxiety,<br />
preferred learning style, coping skills, creative thinking, and problem-solving ability.<br />
These observations must have more than descriptive value. They must be of<br />
interpretive relevance and need to contribute to the Summary and Clinical<br />
Impressions section.<br />
V. Assessment Results<br />
Cognitive, behavioural, personality, social, emotional, family, and adaptive functioning<br />
are described here. Specific results of standardized tests should be reported as per<br />
discipline guidelines. However, the primary focus should be on describing the child,<br />
not the test. Consistencies and discrepancies among the various findings should be noted.<br />
A statement regarding the validity of the results obtained also must be made.
Guidelines for Cognitive Evaluation<br />
June, <strong>2003</strong><br />
VI. Summary and Clinical Impressions<br />
The goal of this section is to provide a holistic understanding of the child. A<br />
successful Psychology Report will leave the reader with the feeling that they know the<br />
child much better than before reading the report. It is within this larger framework that the<br />
Psychologist should address the specific referral questions posed by the school. Patterns<br />
and themes derived from the assessment information obtained should be used to confirm<br />
or develop further hypotheses. Diagnostic statements supported by the findings are<br />
appropriate here. If the Psychologist was unable to answer the referral question(s) or other<br />
relevant issues, this needs to be stated and explained and a plan for further evaluation<br />
outlined. Implications of any diagnostic statements made for the child's future<br />
functioning belong in this section (e.g., Borderline intellectual ability).<br />
VII. Recommendations<br />
Recommendations specify what needs to happen in order that circumstances change to the<br />
benefit of the child. Consequently, the report should link the assessment findings to<br />
recommendations that are as specific and detailed as possible. These include, but are not<br />
limited to; required educational supports, suggestions for teaching strategies, need for<br />
referral to or follow-up by another discipline or agency, home management strategies,<br />
further assessment, etc. In order to ensure appropriate follow-up of the recommendations<br />
by school and clinical staff, it is important to specify whom of the support team personnel<br />
will be responsible for implementing each recommendation and in what timeframe; e.g.,<br />
recommended that school resource teacher talk to parents prior to the next meeting about<br />
referral to Speech Pathologist for further evaluation; with parental consent, school<br />
psychologist will write letter within two weeks to the Paediatrician requesting medical<br />
follow-up re- symptoms of ADHD.<br />
Re-Assessments<br />
Any estimate of cognitive functioning needs to be based on data judged to be appropriate<br />
by the Psychologist authoring the report. A psychological evaluation is not a benign<br />
experience for a child or family. It makes a statement about the level and nature of the<br />
perceived difficulty the child is experiencing that can, itself, have significant effects.<br />
Repeated evaluations carry even more pejorative connotations. Therefore, with respect to<br />
re-evaluations, if, in the view of the Psychologist, sufficient evidence exists from<br />
previous evaluations AND is consistent with current functioning, re-administration of<br />
formal measures is NOT required in order to confirm a previous diagnosis. Obviously, in<br />
the absence of appropriate confirmatory data, or in the presence of conflicting data, or if<br />
there has been a significant change in the status of the child (e.g., neurological trauma),<br />
the repetition of formal testing is warranted and required.
Guidelines for Cognitive Evaluation<br />
June, <strong>2003</strong><br />
Verbal-Performance TQ Score Discrepancies<br />
Particularly in the case of significant Verbal-Performance skill discrepancies, judgment<br />
becomes paramount since the Full Scale IQ likely does not reflect the child's reality in the<br />
school system. Generally speaking, a discrepancy in favour of the student's Performance<br />
skills (e.g., VIQ = 46 to 58; PIQ = 78 to 84; FSIQ = 69 to 73) supports the diagnosis of a<br />
significant cognitive disability within the context of the school system, as verbal ability is<br />
highly correlated with academic success.<br />
A significant V-P discrepancy favouring the student's Verbal skills (e.g., VIQ = 78 to 84;<br />
PIQ = 46 to 58; FSIQ = 69 to 73) suggests a greater possibility of academic success with<br />
appropriate program accommodations. Nevertheless, a careful examination of the impact<br />
of this child's difficulties on his or her academic functioning may support a diagnosis of<br />
significant cognitive disability if supported by an appropriate evaluation of adaptive<br />
functioning. Other remediable difficulties in such areas as vision, visual-motor<br />
integration, fine motor skills etc. need to be examined as part of the adaptive evaluation.<br />
"Significant Cognitive Disability" and "TVT" Course Designation<br />
The term "significant cognitive disability" is one that is not derived from the<br />
psychological or psychiatric nosology. It has created a great deal of confusion among both<br />
school and clinical staff. This term originated out of the Manitoba Education, Training<br />
and Youth guidelines for "M" (i.e., modified) course designation and applied to senior<br />
years students only (see 1995 document entitled Towards Inclusion: A Handbook for<br />
Modified Course Designation, Senior 1-4). In this document, the M course designation<br />
is intended to be used "only with those students with special needs who have<br />
significant cognitive disabilities that necessitate modifications in curriculum goals<br />
and objectives or outcomes of 50 per cent or more to accommodate their special<br />
learning requirements" (p. 2). In follow-up workshops to inservice school staff and<br />
clinicians on the new M designation document (specific dates unknown), significant<br />
cognitive disability was defined as follows:<br />
"Current practice defines significant cognitive disability in terms of limitations in both<br />
intellectual skills and adaptive functioning.<br />
• The student will have significantly sub average general intellectual functioning and;<br />
• Limitations in adaptive functioning - how an individual copes with common life<br />
demands and how well he/she meets the standards of personal independence expected<br />
of someone in his/her age group, sociocultural background and community setting."<br />
The M course designation was not intended for:<br />
• Students without significant cognitive disabilities who may be considered as having<br />
special needs (e.g., physically disabled, emotionally/behaviourally disordered,<br />
learning disabled, visually impaired or hearing impaired);
Guidelines for Cognitive Evaluation<br />
June, <strong>2003</strong><br />
Students with cognitive disabilities who are able to meet the goals and objectives or<br />
outcomes of the regular curriculum; and<br />
Students whose cognitive disabilities are so significant that they need individualized<br />
programming to meet their unique learning requirements.<br />
No specific IQ score was given as a cut-off criterion indicating significant cognitive<br />
disability in the provincial document.<br />
The Psychology Department of Child Guidance Clinic interpreted the provincial<br />
guidelines for "M" designation to be consistent with the DSM-IV standard for<br />
"significantly sub average intellectual functioning," i.e., IQ range = 65 to 75 or lower<br />
(Inter-Office Memorandum, January, 1999). In this context, the term was intended to<br />
describe children who meet the criteria for a diagnosis of Mental Retardation. Thus, the<br />
practices required by the American Association on Mental deficiency (Grossman, 1983)<br />
apply. The diagnosis of Mental Retardation can only be made by a qualified medical or<br />
mental health professional and MUST include an assessment of both intellectual potential<br />
and adaptive functioning. "Significantly low performance on a measure of general<br />
intellectual ability, such as the WISC-III, is a necessary part of any diagnosis of Mental<br />
Retardation, but it is not sufficient in itself to establish the diagnosis. The most<br />
accurate diagnosis will emerge from the use of multiple sources of information and<br />
include information on how the child functions at home, in school and in the community"<br />
(Wechsler, 1991 emphasis added).<br />
However, the provincial guidelines also state that the decision to provide a student with<br />
curriculum modifications should be made on a case-by-case basis and should involve<br />
collaboration among the in-school team (i.e., teachers, principal, guidance counsellor),<br />
the support team (i.e., psychologist, reading clinician, speech-language pathologist, OT,<br />
etc.), and the parent/guardian. It is expected that this team will consider all of the factors<br />
related to a student's profile and how these factors are impacting the student's academic<br />
functioning in making their decision. Thus, a school team may determine that a<br />
student with an IQ score higher than the formal cut-off for Mental Retardation with<br />
significant deficits or impairments in adaptive functioning, and whose academic<br />
functioning is severely hindered, is eligible for a modified course designation (taken<br />
from letter to Rudy Ambtman from John Carlyle, Deputy Minister of Education, April 20,<br />
1999).<br />
As critical members of the collaborative decision-making team, Psychologists are<br />
responsible for presenting an accurate picture of the child's intellectual abilities, along<br />
with other relevant data (i.e., school, home and community adaptive functioning). Under<br />
no circumstances should a child receive a diagnosis or label (e.g., Mentally Retarded,<br />
Significant Cognitive Disability) or should an I.Q. range be attributed to a child unless the<br />
data support such an attribution.
ASSOCIATION a HAHTMA<br />
SAAMI<br />
REGIONS<br />
LJ Division Scolaire<br />
Franco-Manitobaine<br />
Interlake<br />
LI Metro Winnipeg<br />
Northern<br />
South Central<br />
D South East<br />
Westman/Parkland<br />
STUDENT SERVICES ADMINISTRATORS'<br />
ASSOCIATION OF MANITOBA<br />
Agenda:<br />
1. Approval of Minutes of January 20, <strong>2003</strong><br />
2. Approval of Agenda<br />
3. Business Arising<br />
4. Correspondence<br />
<strong>SSAAM</strong> Provincial Committee Meeting<br />
Portage la Prairie School Division<br />
535 - 3rd Street N.W.<br />
Monday, March 24, <strong>2003</strong><br />
9:30 a.m.<br />
5. Officer and Committee Reports<br />
5.1 President - Paul Gillespie<br />
5.2 Past President - Pat Burgess<br />
5.3 First Vice President - Monique Pillion<br />
5.4 Second Vice President - Twyla Kastrukoff<br />
5.5 Treasurer - Bill Warren<br />
5.6 Professional Development - Helen Pearson<br />
5.7 Public Relations/Social - Olia Jesson<br />
5.8 Advocacy & Public Policy - Sandy McCaig/Teri Bembridge<br />
5.9 Secretary - Lesley Weisshaar<br />
5.10 Historian - Arlene Cherepak<br />
6. Reports (written and forwarded to Lesley Weisshaar would be appreciated)<br />
6.1 Metro - Robert McDill<br />
6.2 Parkland/Westman - Tanya Edgar/Larry Budzinski<br />
6.3 South Central - Wilma Ritzer<br />
6.4 South East/Interlake - Lesley Weisshaar<br />
6.5 Division scolaire franco-manitobaine - Michelle Frechette<br />
6.6 Northern - Linda Anderson<br />
6.7 Manitoba Education and Youth - Joanna Blais<br />
6.8 Healthy Child Manitoba - Wendy Church<br />
7. New Business:<br />
7.1 Update on Pro Active - surveying the membership, etc. (Paul)<br />
7.2 Meeting with the Minister of Education - discussion of March 20th meeting (Paul and ad<br />
hoc committee members)<br />
7.3 <strong>SSAAM</strong> representative on the ABA Committee - update (ad hoc committee)<br />
7.4 <strong>SSAAM</strong> AGM -December 4-5, <strong>2003</strong> - Planning update - (Helen)<br />
7.5 Public Awareness - website update (Larry)<br />
7.6 Use of surplus Provincial <strong>SSAAM</strong> funds - update - (Larry)<br />
7.7 New MEY templates (Paul)
Minutes of Provincial S.S.A.A.M. Meeting<br />
Monday March 24, <strong>2003</strong><br />
Present: Paul Gillespie, Monique Pillion, Bill Warren, Arlene Cherpak,<br />
Sandy McCaig, Twyla Kastrukoff, Larry Budzinski, Joanna Blais,<br />
Bob McDill, Wilma Ritzer, Teri Bembridge, Glenda McKim,<br />
Annette Holowka, Lesley Weisshaar<br />
Absent: Pat Burgess, Helen Pearson, Tanya Edgar, Linda Anderson,<br />
Wendy Church, Olia Jesson<br />
Chair: Paul Gillespie<br />
Recording Secretary: Lesley Weisshaar<br />
1. Approval/Minutes:<br />
Twyla Kastrukoff/Monique Pillion<br />
MOTION that the Minutes of January 20th meeting be approved as circulated.<br />
CARRIED<br />
2. Approval of Agenda:<br />
Bob McDill/Larry Budzinski<br />
MOTION that the Agenda be approved with the following additions:<br />
4.1 John Van Walleghem<br />
4.2 Deb Thompson<br />
3. Business Arising:<br />
None<br />
4. Correspondence:<br />
4.1 John Van Walleghem - SERI Committee will continue until end of June.<br />
Requested Pat Burgess to continue until end of June. Agreed<br />
4.2 Deb Thompson - re: CEC request to have joint meeting with minister.<br />
Appreciated our consideration of the request.<br />
CARRIED
5. Officer & Committee Reports:<br />
5.1 President's Report (attached)<br />
5.2 Past President - no report<br />
5.3 First Vice President - no report<br />
5.4 Second Vice President Report (attached)<br />
5.5 Treasurer's Report - (attached)<br />
5.6 P.O. Report - (attached)<br />
Discussion:<br />
• Think about Thursday evening format (banquet or reception).<br />
• Format of conference re: integration of survey data and plan with<br />
P.O. on change process.<br />
5.7 P.R. Report-none<br />
5.8 Advocacy & Public Policy Report:<br />
• Sandy - is a <strong>SSAAM</strong> Rep on "Project Charter".<br />
• Replaced Pat Burgess at SERI Meeting with Minister Lemieux on<br />
March 20, <strong>2003</strong>.<br />
• Is a Rep on the Manitoba Safe Schools Committee. Materials from<br />
the Kids Safe Schools Conference distributed.<br />
• Distributed presentation from MASS re: new "Youth Criminal Justice<br />
Act" effective April 1st to replace the "Young Offender Act."<br />
• Advocacy issues - no <strong>SSAAM</strong> Rep on Ministers Safe Schools<br />
Committee.<br />
- need to clarify <strong>SSAAM</strong>'s relationship to youth branch.<br />
- need to fill Denis Lucas' position.<br />
• Action: Paul will write a letter on behalf of <strong>SSAAM</strong>.<br />
5.9 Secretary's Report - none<br />
5.10 Historian's Report - none<br />
6. Regional Reports:<br />
6.1 Metro - (report attached)<br />
6.2 Westman Parkland - (report attached)<br />
6.3 South Central - (report attached)<br />
6.4 South East Interlake - (report attached)<br />
6.5 D.S.F.M.-no report<br />
6.6 Northern - no report<br />
6.7 MEY - (report attached)<br />
• Additions: <strong>SSAAM</strong> Reps will be asked to review upcoming documents:<br />
- Parent document<br />
- Autism<br />
- Handbook for Parents of Aboriginal Students<br />
- Handbook for Classroom Teachers to Integrate Aboriginal<br />
Perspectives<br />
- Support Document for Dispute Resolution<br />
• Good News: Russian delegation very impressed.
• Feedback requested: ABA<br />
Children in Care<br />
MPIC - Joanna will get legal opinion<br />
• Action: staffing gaps - give feedback to Joanna.<br />
• Joanna will invite "Youth" to a future meeting to explain who/what they are,<br />
services provided etc.<br />
6.8 HCM - no report<br />
7. New Business:<br />
7.1 Meeting with Proactive re: membership survey (Ad Hoc Cttee: Paul, Terri,<br />
Helen, Olia).<br />
• Survey areas: demographics, roles, training, issues, expectations,<br />
suggestions or <strong>SSAAM</strong>.<br />
• Discussion of distribution of survey.<br />
Action: Paul asked for input re: survey questions<br />
Sandy McCaig/Michelle Frechette<br />
MOTION that <strong>SSAAM</strong> decouple membership fees from the <strong>SSAAM</strong> conference<br />
registration and establish a process whereby those who participate as voting members<br />
at regional meetings are paid-up members of Provincial <strong>SSAAM</strong>.<br />
CARRIED<br />
Action: Regional Reps to take this matter to regional meetings and ascertain how<br />
many local participants are paid-up members of Provincial <strong>SSAAM</strong>.<br />
7.2 Meeting with Minister: (March 20: Paul, Monique, Terri, Twyla)<br />
• Discussion re: need to pass legislation and implications (regulations).<br />
• Presented 4 resolutions from AGM:<br />
- Role of S.S. Administrators<br />
- Funding (transportability) of Aboriginal students moving<br />
on/off reserve<br />
- Shortage of clinicians<br />
- Certification of Resource, CP. Ed., Counsellors<br />
• Requested to be considered for Minister's Advisory Cttee. On Safe Schools<br />
(Minister will reply to Paul by April 10th).<br />
7.3 ABA Cttee. Report (attached)<br />
• Terri passed out Terms of Reference.<br />
• Terri recommends that <strong>SSAAM</strong> become a member of this committee. She<br />
will attend the next meeting on March 26th.<br />
• Bob McDill will ask for a Rep from METRO <strong>SSAAM</strong>.
Action: Ad Hoc "Programs in Schools Committee" formed to strategize a<br />
response to alternative therapies (Sandy, Larry, Glenda, Lesley, Joanna,<br />
Monique).<br />
7.4 Website: template will be coming.<br />
7.5 Use of surplus Provincial <strong>SSAAM</strong> Funds: (Report attached).<br />
Larry Budzinski/Monique Pillion<br />
MOTION that <strong>SSAAM</strong> expend the surplus in the following ways:<br />
1. to fund the Proactive Survey<br />
2. Other projects (to be determined)<br />
7.6 MEY Templates:<br />
• Discussion - new templates again.<br />
• Difficult to report (or isolate) when outcomes embedded in school and/or<br />
division plans.<br />
7.7 Approach to New Members: Deferred to the next meeting.<br />
Next Meeting: May 26, <strong>2003</strong> - Portage La Prairie
SLAmant Centre<br />
Centre St-Amant<br />
St. Amant Centre<br />
Committee Terms of Reference<br />
Committee Name: Advisory Committee - ABA Program1<br />
Purpose:<br />
The purpose of the Advisory Committee is to provide advice and support to St. Amant Centre and Manitoba<br />
Families For Effective Autism Treatment (MFEAT) concerning the development, implementation and evaluation<br />
of an Applied Behaviour Analysis (ABA) program for Manitoba pre-school children with autism. The Committee<br />
provides advice to help, ensure that the program is conducted and evaluated as intended and is integrated with<br />
other services and supports presently available to children with autism and their families.<br />
Principal Functions:<br />
* To include major stakeholders in the development of the program to ensure program integrity and optimal<br />
coordination with other related services and agencies.<br />
* To assist in introducing and explaining the program to agencies and affiliates represented by or associated with<br />
Advisory Committee members.<br />
* To advise the program partners - St. Amant Centre and MFEAT - on all major program matters such as:<br />
* The development, assessment and ongoing revision of policies and procedures during the<br />
formative period of the program. This includes consideration of fundamental issues such as<br />
eligibility, program objectives, program scope, program timelines, funding requirements, essential<br />
partnerships, exit criteria, transition to school, evaluation purpose and methods, etc.<br />
* Recruitment and training of program personnel.<br />
* Structure of the program budget.<br />
* Monitoring of the program's evaluation outcomes to ensure meaningful outcome measurement<br />
and appropriate interpretation of outcome information.<br />
* Communication and liaison needed with other agencies or the public about the program<br />
* Changes needed in the size of the program in order to meet identified needs of eligible children<br />
* To assist in determining how the program compares to other ABA programs in Canada and the United States<br />
V To advise concerning best methods for transit!oning to school, including possible methods for extending ABA<br />
therapy into children's school years when families wish this upon termination of their children's participation<br />
in the preschool program<br />
Responsible to: The Committee advises but is not responsible to the partnering agencies (St. Amant Centre and<br />
MFEAT) for the ABA program. Committee members are responsible to the agency or association that they<br />
represent.<br />
Membership:<br />
The committee is formed by invitation of the partner agencies. Existing committee members may recommend<br />
additional members relevant to the program. The term of membership is indefinite.<br />
Leanne Boyd, Healthy Child Manitoba<br />
Jane Bow, Autism Program, Health Sciences Centre<br />
Dale Brownlee, Manitoba Health _ ....-,-,<br />
Eleanor Chornoboy, Children's Special Services<br />
Darlene Dyck, St. Amant Centre, ABA Program Executive Committee<br />
1 Operated In A Partnership With MFEAT<br />
02/27/03
SOUTH-EAST INTERLAKE COORDINATORS' REPORT TO THE STUDENT<br />
SERVICES ASSOCIATION OF MANITOBA, March 24, <strong>2003</strong><br />
1. The SEICA group had Mary Hall, Safe Schools Manitoba, with a presentation on<br />
Sept. 13 which outlined the mandate of Safe Schools in the province. At this time,<br />
Mary informed the group about a Youth Conference on Nov. 22/23rd for students<br />
in Grades 7 to 11.<br />
2. On November 1st, the following topics were under discussion: " Opportunities for<br />
Independence", URIS with regard to bus transportation, the Lost Prizes<br />
conference to be held in Hecla in July, <strong>2003</strong>, possible PD topics for provincial<br />
<strong>SSAAM</strong> and for a SEICA Student Service Conference, a new template for ADAP,<br />
Outcomes based planning and reporting, "Easy Discipline", and a balanced<br />
literacy survey that is being considered by Hanover School Division. We were<br />
informed of a WEVAS update being held at the Seine River School Division on<br />
November 18th and suggestions were put forth as to possible topics of discussion<br />
for Chuck Beaudry, Transportation Supervisor, Manitoba Education.<br />
3. On December 13th, Chuck Beaudry gave a presentation to the SEICA coordinators<br />
on "Transportation of Special Needs Students"<br />
4. SEICA Coordinators have been provided with brochures and information with<br />
regard to the Lost Prizes conference and a decision has been made to sponser 5<br />
students to this conference from the region.<br />
5. Professional Development collaboration opportunities thus far in the SEICA<br />
region are as follows:<br />
• March 4th - Dr. Lorraine Fox, Larter's Golf Course<br />
• August 29th - Marium Treherne, Seine River School Division<br />
• September 26t - Kevin Cameron, Interlake School Division
Student Services Coordinator Responsibilities - Then & Now<br />
(To illustrate the growing responsibilities of Student Services<br />
Coordinators in the Southeast/lnterlake Region.)<br />
Purpose: To examine the changing responsibilities of Student<br />
Services Coordinators (previously known as Special Education<br />
Coordinators) in the past decade. Conclusions to be drawn are left to<br />
the reader at this point.<br />
1. 10 Years Ago the responsibilities of Most/All Coordinators<br />
included:<br />
a Clinicians (if hired by school division)<br />
a Divisional Committees<br />
a Guidance Counsellor Programs<br />
a Occuational/Physiotherapy (if within certain radius of Winnipeg)<br />
a Professional Development Initiatives<br />
a Resource Programs<br />
a Students with Special Learning Needs (Level 1,2,3)<br />
-Funding Applications<br />
-lEPs<br />
a Teacher Assistants<br />
Manitoba Education Programs:<br />
a Annual Division Action Plans<br />
a Early Identification & Educational Programming<br />
a English Language Enrichment for Native Students<br />
a English Second Language Programs<br />
a Gifted Education<br />
a Student At Risk Grants/Programs<br />
a Vision & Hearing Screening<br />
2. Now the responsibilities of Most/All Coordinators include:<br />
a Attending Board Meetings<br />
a Clinicians<br />
a Divisional Committees<br />
a Guidance Counsellor Programs<br />
a Hiring of Student Services Personnel<br />
a Interagency Committees/Initiatives
a Legal Consultations<br />
a Occuational/Physiotherapy<br />
a Policy Development<br />
p Preschool Programs/Parent Child Centres<br />
a Preschool Wellness Fairs<br />
a Professional Development Initiatives<br />
a Representation on Various Provincial Organizations<br />
a Resource Programs<br />
a Students with Special Learning Needs (Level 1,2,3)<br />
-Funding Applications<br />
-lEPs<br />
a Suicide Prevention Protocols<br />
a Teacher Assistants<br />
Manitoba Education & Youth Programs:<br />
a Aboriginal Academic Achievement Program<br />
a Alternative Learning Centres<br />
a Alternative Programs for Students with Challenging Behaviors<br />
a Early Behaviour Initiative<br />
a Early Child Development Initiative<br />
a Early Childhood Instrument<br />
a Early Identification & Educational Programming<br />
a Early Literacy Programs (eg. Reading Recovery)<br />
a English Second Language Programs<br />
a Guidelines for Early Childhood Transition To School For<br />
Children With Special Needs<br />
a Guidelines for Registration of Students in Care of Child Welfare<br />
Agencies<br />
a Healthy Child Manitoba Initiatives<br />
a Interdepartmental Protocol Agreement for Children/Adolescents<br />
with Servere to Profound Emotional/Behavioural Disorders<br />
a Manitoba Transition Planning Process Support Guidelines for<br />
Students with Special Needs Reaching Age 16<br />
a MEY Liaison/Program Updates<br />
a Modified/Individualized Credits<br />
a Student At Risk Grants/Programs<br />
a Student Records Management<br />
a Student Services Divisional Plans<br />
a Unified Referral&Intake System (URIS)<br />
a Vision & Hearing Screening
3. Now the responsibilities of Some Coordinators also include:<br />
a Adult Education<br />
a Adult Learning Centres<br />
a Attendance (as Divisional Attendance Officers)<br />
a Breakfast Programs<br />
a Child Abuse Committees<br />
a Continuing Education<br />
a Crisis Response Planning<br />
a Dispute Resolution<br />
a Divisional Professional Development Committees<br />
a Divisional Transition Programs<br />
a Early Numeracy Programs<br />
a Emergency Preparedness Planning<br />
a Facility Planning<br />
a FIPPA (as Divisional Access & Privacy Coordinators<br />
a Grant Applications<br />
a Healthy School Initiatives<br />
a Labour Management<br />
a Library Services<br />
a Manitoba School Improvement Program<br />
a PHIA (as Divisional Privacy Officers)<br />
a Preschool Programs/Parent Child Centres<br />
a Rural & Northern Youth Intervention Strategy (AFM Youth<br />
Counsellor)<br />
a School Social Workers<br />
a Student Services Personnel Evaluations<br />
a Student Transportation Plans<br />
a Talent Development Programs<br />
a Teacher Recruitment Fairs<br />
a Teacher Resource Centres<br />
a Threat Assessment Protocols<br />
a Water Safety Programs<br />
Summarized in March/<strong>2003</strong> by the Southeast/Interlake Student Services Coordinators
Minutes of the Provincial S.S.A.A.M. General Meeting<br />
Victoria Inn, Brandon, Manitoba<br />
Friday December 5, <strong>2003</strong><br />
Present: 46 Members<br />
Chair: Paul Gillespie<br />
Recording Secretary: Lesley Weisshaar<br />
1. Approval of Agenda:<br />
Twyla Kastrukoff/Candace Borger<br />
Motion: THAT the agenda be adopted.<br />
CARRIED<br />
2. Minutes of the 2002 AGM<br />
Marge Daman/Gary Einarson<br />
Motion: That the minutes of the 2002 AGM be adopted as circulated.<br />
CARRIED<br />
3. Reports: (attached)<br />
3.1 President - Paul Gillespie<br />
3.2 Past President - Pat Burgess<br />
3.3 1st Vice President - Monique Pillion<br />
3.4 2nd Vice President - Twyla Kastrukoff<br />
3.5 Treasurer - Bill Warren<br />
3.6 Professional Development - Helen Pearson<br />
3.7 Public Relations/Social - Olia Jesson<br />
3.8 Advocacy & Public Policy - Sandi McCaig & Teri Bembridge<br />
3.9 Historian - Arlene Cherepak<br />
4. President's Remarks: Paul Gillespie<br />
Paul thanked the P.D. Committee for their hard work and remarked that during this<br />
past year, the focus of the executive has been "all about us" (<strong>SSAAM</strong>). He also<br />
thanked the executive for their cooperation and dedication and thanked MEC&Y for<br />
partnering with <strong>SSAAM</strong> in the orientation sessions for new Student Services<br />
Administrators. As President, Paul visited many of the regional associations and was<br />
humbled by their creativity.
5. Resolutions:<br />
5.1 The following resolutions were presented:<br />
Resolution #1<br />
Motion: Candace Borger/Jean Hallas<br />
THAT whereas the Special Education Review recommended that "base Level I"<br />
support be increased to support the high level of needs within this population; and<br />
whereas Manitoba Education Citizenship and Youth (M.E.C.Y.) has identified that the<br />
following areas require specific attention and funding:<br />
• Gifted and talented<br />
• Emotionally and behaviourally disordered students<br />
• Clinical Services<br />
• School Counsellors<br />
• Students at Risk<br />
• E.B.I. Grant; and<br />
whereas M.E.C.Y. has stated that the Level I grant will be incorporated into the<br />
Student Services Grant; and<br />
whereas the <strong>2003</strong> increase to Level I funding is not adequately meeting the needs and<br />
expenditures in the above-mentioned areas,<br />
Be it resolved that M.E.C.Y. increase financial support to the school divisions to<br />
address these areas of concern.<br />
CARRIED<br />
Resolution #2<br />
Motion: Sandi McCaig/Elizabeth Kozak<br />
THAT whereas all school divisions are currently experiencing difficulty in recruiting<br />
qualified clinical staff, and<br />
whereas this apparent shortage of clinical staff does not appear to be a temporary<br />
condition but rather, due to projected retirement rates in the clinical areas, an everincreasing<br />
issue, and<br />
whereas this issue is a concern with the number of clinical disciplines such as Speech<br />
and Language Pathology and Clinical Reading, it is particularly acute in School<br />
Psychology, with the closing of the only training program in the province and standards<br />
for certification difficult to obtain by the typical student,
Be it resolved that <strong>SSAAM</strong> request that Manitoba Education take a leadership role in<br />
reviewing certification requirement practices, and funding formulas to assure an<br />
adequate future supply of certified clinical school staff.<br />
Resolution #3<br />
Motion: Helen Pearson/George Penner<br />
CARRIED<br />
THAT whereas there is increasing concern for the at risk population who are not being<br />
served by the curriculum and who are unable to graduate under the current structure,<br />
and<br />
whereas Special Ed Review recommended that M.E.C.Y. develop a process to<br />
engage educators in the field in how to address the issue of struggling learners who do<br />
not qualify for the "M" designation, and<br />
whereas programming appropriately for struggling learners is one of our greatest<br />
challenges as educators,<br />
Be it resolved that, Manitoba Education institute an intersectorial committee to ensure<br />
that the academic needs of this population can be met.<br />
CARRIED<br />
Resolution #4<br />
Motion: Candace Borger/Elaine Sourrisseau<br />
THAT whereas the Special Education Review highlighted the need for a review of the<br />
grant structure, and<br />
whereas the present level of low incidence funding does not cover necessary<br />
educational supports as well as before school and lunch supervision supports for Level<br />
II and III students, and<br />
whereas the present funding arrangements discriminate against students between the<br />
ages of 18 and 21.<br />
Be it resolved that S.S.A.A.M. requests M.E.C.Y. increase funding for Level II and III<br />
Categorical grants.<br />
CARRIED
Resolution #5<br />
Motion: Sandi McCaig/Teri Bembridge<br />
THAT whereas school divisions are encountering 18 to 21 year old students who are<br />
still at risk due to a lack of service despite a Transition Protocol Agreement and a<br />
Coordination of Services Committee, and<br />
whereas specialized programming beyond the scope or expertise of the school<br />
division is often required to ensure safety needs and appropriate/desirable<br />
programming for these young adults, and<br />
whereas the present Transition Protocol supports the concept of Person-Centered<br />
Planning,<br />
Be it resolved that in order to achieve consistency with the Charter of Rights and<br />
Freedoms, Manitoba Education, Citizenship and Youth, in collaboration with other<br />
government agencies, ensure that the outcomes for 18 to 21 year old students, as<br />
specified in the Transition Protocol, are met.<br />
CARRIED<br />
Resolution #6<br />
Motion: Teri Bembridge/Candace Borger<br />
THAT whereas the Minister of Education, Citizenship and Youth has indicated his<br />
intention to re-introduce the changes to the Public Schools Act to enable appropriate<br />
educational programming for all students, and<br />
whereas the Manitoba Special Education Review recommended that Manitobans have<br />
the right to an inclusive education with appropriate educational programming, and<br />
whereas other provinces in Canada have articulated the educational rights and<br />
responsibilities related to students with special needs, and<br />
whereas these rights are consistent with the Charter of Rights and Freedom;<br />
Be it resolved that, the Government of Manitoba adopt appropriate educational<br />
programming legislation and develop Guidelines to support its implementation.<br />
CARRIED
Resolution #7<br />
Motion: George Penner/Doug Anderson<br />
THAT whereas the number of certified resource teachers appears to be declining<br />
across the province, and<br />
whereas there continues to be an increasing number of students with diverse learning<br />
needs who require extra support during the school day, and<br />
whereas certified resource teachers have specialized training that enables them to<br />
effectively provide leadership within the school buildings to meet the needs of this<br />
diverse learning population, and<br />
whereas the Special Education Review clearly supported the need for certified<br />
professionals to support special needs students,<br />
Be it resolved that Manitoba Education, Citizenship, and Youth require that Resource<br />
Teachers/Special Education Teachers be certified<br />
CARRIED<br />
Resolution #8<br />
Motion: Twyla Kastrukoff/Geroge Penner<br />
THAT whereas currently there are no M.E.C.Y. certification requirements for teachers<br />
to assume the role of a guidance counsellor within a school, and<br />
whereas there is an increasing number of students requiring specialized<br />
social/emotional support and counseling within the schools, and<br />
whereas certified guidance counselors would have the specialized training that<br />
enables them to provide this support,<br />
Be it resolved that Manitoba Education, Citizenship and Youth establish the<br />
requirements for guidance counsellor certification, and,<br />
Be it further resolved that Manitoba, Education, Citizenship and Youth require that<br />
guidance counselors be certified<br />
CARRIED
Resolution #9<br />
Motion: Cheryl Dyer-Vizier/Candace Borger<br />
THAT whereas there is presently no provision in the funding formula for guidance<br />
counsellor service at the Kindergarten to grade 4 levels, and<br />
whereas there is an absence of guidance counsellor service at the Kindergarten to<br />
grade 4 levels, and<br />
whereas there is an increasing number of students at the Kindergarten to grade 4<br />
levels requiring social/emotional support, and<br />
whereas there is an increasing number of students at the Kindergarten to grade 4<br />
levels requiring social/emotional support, and<br />
whereas research shows that early intervention is critical for developing healthy<br />
social/emotional relationships.<br />
Be it resolved that S.S.A.A.M. request Manitoba Education, Citizenship and Youth<br />
make provision within the funding formula to provide financial support to school<br />
divisions to hire guidance counselors to work at the Kindergarten to grade 4 levels.<br />
CARRIED<br />
Resolution #10<br />
Motion: Debbie Parrott/Bill Warren<br />
THAT whereas school divisions are encountering students with severe to profound<br />
apraxia which is a neurologically based speech disorder which significantly affects<br />
these student's social and academic progress in school, and<br />
whereas these students require specific/consistent interventions that cannot be met<br />
through Level I support,<br />
Be it resolved that S.S.A.A.M. requests M.E.C.Y. add severe to profound apraxia as a<br />
Level II category for funding<br />
CARRIED
Resolution #11<br />
Motion: Paul Gillespie/Marilyn Challis-Cozzuol<br />
THAT whereas flexible base supports allow school divisions to redirect funds to other<br />
areas, and<br />
whereas the Student Services grants are also intended to provide increased flexibility<br />
for School Divisions,<br />
Be it resolved that effective accountability mechanisms be developed to ensure that<br />
targeted areas are adequately funded.<br />
DEFEATED<br />
Resolution #12<br />
Motion: Helen Pearson/Elaine Sourriseau<br />
THAT whereas students with emotional behavioural issues remain one of the most<br />
difficult challenges for school divisions, and<br />
whereas Manitoba Education Citizenship and Youth has published a document<br />
regarding best practices in the area of behaviouir,<br />
Be it resolved that M.E.C.Y. develop a provincial infrastructure to train school teams<br />
and offer continued support for positive behaviour intervention in Manitoba schools.<br />
CARRIED<br />
Resolution #13<br />
Motion: Twyla Kastrukoff/Gary Einarson<br />
THAT whereas the Student Services Grant Pilot Project approaching the end of its<br />
final year, and<br />
whereas the validated practices identified through the pilot should be published, and<br />
Be it resolved that Manitoba Education extend the pilot project schedule and revise the<br />
implementation process to ensure that any changes to the funding process make in<br />
the future will be based on effective practice and positive outcomes for students.<br />
CARRIED
Resolution #14<br />
Motion: Adair Morrison/Tammy Mitchell<br />
THAT whereas effective accountability mechanisms are necessary to ensure that<br />
targeted areas are adequately funded, and<br />
whereas increased flexibility in base supports allow school divisions to redirect funds<br />
to other areas,<br />
Be it resolved that S.S.A.A.M. requests M.E.C.Y. ensure that continued accountability<br />
mechanisms exits.<br />
CARRIED<br />
Resolution #15<br />
Motion: Elizabeth Kozak/Gisele Gregoire<br />
THAT S.S.A.A.M. work with Manitoba Education Citizenship and Youth to promote the<br />
implementation of a coordinated intersectoral service delivery among the key<br />
ministerial departments in the Healthy Child Committee of Cabinet: M.E.C.Y., Health,<br />
Justice, Family Services and Housing, Intergovernment Affairs, Status of Women,<br />
Health Living and Culture, Tourism and Recreation; further, this methodology be an<br />
integral part of addressing the needs of students and their families.<br />
CARRIED<br />
6. Elections of Officers<br />
George Penner/Kathy Baskerville<br />
Motion: THAT the following slate/Officers be approved for <strong>2003</strong>-2004<br />
President Monique Pillion<br />
1st Vice President Twyla Kastrukoff<br />
2nd Vice President Adair Morrison<br />
Professional Development Tanya Edgar<br />
Advocacy/Public Policy Sandy McCaig<br />
Public Relations/Social<br />
Treasurer Wilma Ritzer<br />
Secretary Bob McDill<br />
Non Elected Positions<br />
Past President Paul Gillespie<br />
Historian (appointed) Arlene Cherepak<br />
CARRIED
7. President Elect Remarks: Monique Pillion<br />
Thanks to Paul and the executive members. Many of whom are leaving. Special<br />
thanks to Helen and the P.O. team. Everyone has been welcoming, open and<br />
supportive. Monique hopes to lead by "doing with" and hopes to focus on "mentoring"<br />
new members.<br />
8. Adjournment<br />
The meeting was adjourned at 12:30 by Bill Warren/Bob McDill.
SSMCB<br />
SAAMI<br />
REGIONS<br />
LJ Division Scolaire<br />
Franco-Manitobaine<br />
LJ Interlake<br />
LJ Metro Winnipeg<br />
D Northern<br />
D Central<br />
D<br />
D Westman/Parkland<br />
STUDENT SERVICES ADMINISTRATORS'<br />
ASSOCIATION OF MANITOBA<br />
•<br />
Provincial <strong>SSAAM</strong> Annual General Meeting<br />
Victoria Inn — Brandon, Manitoba<br />
Friday, December 5,<strong>2003</strong><br />
. ' ' ' ' :,<br />
Chair: Paul Gillespie<br />
• •<br />
Recording Secretary: Lesley Weisshaar<br />
Agenda:<br />
1. Approval of Agenda<br />
. • •<br />
. . ••• - .<br />
• '•• ' ••-'' ;••<br />
'<br />
2. Approval of Minutes of the 2002 Annual General Meeting<br />
' • • ' • • ' • • ' ' • ' : = • . • " :< --.<br />
3. Provincial Executive Reports - • . . .-<br />
4. Regional Reports<br />
5. Resolutions: Monique Pillion<br />
6. Elections<br />
7. President-Elect Remarks<br />
8. New Business<br />
9. Adjournment<br />
- '
SNOBtr<br />
SERVICES<br />
iAAM<br />
REGIONS<br />
EH Division Scolaire<br />
Franco-Manitobaine<br />
LJ Interlake<br />
LJ Metro Winnipeg<br />
LJ Northern<br />
D SoHf/i Central<br />
D<br />
D Westman/Parkland<br />
STUDENT SERVICES ADMINISTRATORS<br />
ASSOCIATION OF MANITOBA<br />
PRESIDENT'S REPORT<br />
December <strong>2003</strong><br />
a With the support of the Provincial Committee we undertook to survey the <strong>SSAAM</strong><br />
membership in order to do some long range planning around the direction our organization<br />
needs to take over the next several years. The survey was completed by Pro Active and the<br />
data is now available for our use.<br />
a With the support of the Provincial Committee we began the process of developing a website<br />
for <strong>SSAAM</strong> that is consistent with our needs as an organization. The project that has been<br />
coordinated by Larry Budzinski is an effort to increase awareness of our organization; to<br />
provide easier access to information about <strong>SSAAM</strong> to our membership and others interested<br />
in our organization; and can hopefully be used to let people know of the many opportunities<br />
across the province for professional development that are organized by <strong>SSAAM</strong> and its<br />
regional chapters<br />
a With the support of the Provincial Committee and in partnership with Manitoba Education,<br />
Citizenship and Youth we provided our first orientation session for persons who are new or<br />
earlier into their careers as Student Services Administrators. The session was well received<br />
and Ricki Valcourt and Sharon Spak delivered excellent presentations regarding the roles of<br />
Student Services Administrators in urban and rural settings<br />
a I had the privilege of representing Provincial <strong>SSAAM</strong> on multidisciplinary committees for:<br />
a) the development of guidelines for dispute resolution for families, schools and communities -<br />
the resulting document "Working Together: A Guide To Dispute Resolution for Schools,<br />
Families and Communities" will be released later in this school year<br />
b) the development of a support document for Autism - the resulting document is being prepared<br />
for release<br />
c) the development of guidelines for the continuation of programming for students involved with<br />
Youth Correction Services — guidelines are nearing the final draft and hopefully will be<br />
available later in the current school year<br />
d) the Minister of Education's Committee on Safe Schools - we were able to view presentations<br />
from Ontario and Alberta regarding the approaches they were taking to ensure the concept of<br />
safe schools. I believe the Minister was using this venue to consider the opinions of the<br />
various stakeholders before proceeding with an action plan for Manitoba. Unfortunately, the<br />
Spring election interrupted the process and with the recent Cabinet shuffle, there has been no<br />
indication whether or not the new Minister of Education will continue this process<br />
a Early in my role as President of Provincial <strong>SSAAM</strong> I had the opportunity to meet with the<br />
Minister of Education of the day, The Honorable Ron Lemieux, to bring forward the<br />
resolutions from the 2002 AGM for discussion. Our delegation was able to discuss with the<br />
Minister, the highest priorities that <strong>SSAAM</strong> had identified as well as having the opportunity<br />
of hearing the Minister's priorities. I believe that <strong>SSAAM</strong> is an organization whose opinion<br />
has been respected and sought by the last few Ministers of Education and I feel that if we<br />
continue to respect the relationship we have developed with Manitoba Education and the<br />
Minister of Education, we will continue to have the opportunity to be effective advocates for<br />
students with special needs in this province.<br />
Q One of my goals this year as President of Provincial <strong>SSAAM</strong> was to visit each of the <strong>SSAAM</strong><br />
regional organizations. Although I was unable to visit the Northern region, I was able to<br />
attend regional meetings in Metro Winnipeg, South Central, Southeast-Interlake and
Westman-Parklands. I was very appreciative of the reception I received in each of those<br />
locations and was tremendously impressed by the number of projects being led in the various<br />
regions by Students Services Administrators and by the abundance of creativity our members<br />
demonstrated in dealing with the issues and challenges in the various regions.<br />
Q I would like to thank the membership for giving me the honor of serving as your President this<br />
past year. It was a tremendous opportunity to fully appreciate our organization and the many<br />
talented people in it who work so hard on behalf of the students of our province.<br />
Paul Gillespie.
Student Services Administrators' Association of Manitoba<br />
Annual General Meeting<br />
December <strong>2003</strong><br />
Professional Development Report:<br />
As Professional Development chairperson, I would like to thank the Professional<br />
Development committee for their time and support in planning this year's conference.<br />
Thank you Twyla Kastrukoff, Bill Warren, Paul Gillespie & Olia lesson. The committee<br />
met three times to organize and to finalize details for the Annual Conference on<br />
December 4th & 5th, <strong>2003</strong> at the Victoria Inn, Brandon.<br />
The following was confirmed:<br />
Thursday, December 4l<br />
Feature Speaker - Tim Lucas<br />
"Tools for Managing Change Initiative"<br />
Evening - Wine & cheese Reception<br />
Friday, December 5th<br />
<strong>SSAAM</strong>'s Future Path - Larry Bremner<br />
AGM<br />
A new initiative this year was to partner with MECY in organizing the 2004 Student .:<br />
Services Conference. I have attended three meetings and preliminary workshop :•<br />
information has been distributed. The workshop will be held on May 7, 2004, at the<br />
Centro Caboto Centre, 1055 Wilkes Avenue, Winnipeg. The topic is "Issues in<br />
Education, Policy to Practice" with Stuart Whitley, QC, as<br />
the featured speaker.<br />
Looking ahead to the 2004 Annual Conference, the dates of December 2nd & 3rd have<br />
been booked at the Victoria Inn, Brandon. The conference theme will link into the future<br />
focus of <strong>SSAAM</strong>.<br />
Respectfully submitted,<br />
Helen Pearson
Provincial <strong>SSAAM</strong> Report<br />
Division scolaire franco-manitobaine<br />
Brandon <strong>2003</strong>-2004<br />
Report submitted by Marge Daman and Sylvie Huard-Huberdeau - Student Services<br />
Coordinators<br />
Activities and priorities for the year<br />
A. Division : Priorities<br />
1. Promotion and development of Literacy skills at all levels<br />
2. Emphasis on cultural and linguistic vitality of our students and communities<br />
3. Integration of technology for communication and information purposes<br />
4. Establishment of pre-school centres in all our communities<br />
B. Student Services Priorities:<br />
1. Support, training and maintenance of literacy programs and initiatives<br />
2. Support, training and maintenance of behavioural programs<br />
3. Support for inclusion of all students with IEP, and Behavioral Plans, and Health Plans<br />
4. Support of Resource Centres in secondary schools for At Risk Students<br />
C.Conferences, Workshops and Professional Development:<br />
Student Services School Teams- Divisional and School planning for the yearAE- September 16th and May<br />
7th<br />
Resource Teachers and Guidance Counsellors: Review of roles and tasks- Committee to put together and<br />
Administrative Guide for Student Services- October 31st, January 9th and March 22nd<br />
New Resource Teachers : 6 accredited sessions for Reading Intervention,( August <strong>2003</strong>) 2 accredited<br />
sessions with SSPD-October 10th and February 6th<br />
Teachers and teacher aides : CPR and First Aid (In French)- November 28th<br />
Social workers, psychologists, guidance counsellors: committee to look at policy and procedure for Threat<br />
Assessment- October 23rd?<br />
Speech and Language Consultants: training at 1970 Ness for use of Speech and Language Outcomes<br />
Mesures (in French)»<br />
Provincial Conference off Association of French Language Speaking Resource Teachers- AOLFM-<br />
December 11th and 12th at Villa Maria in St. Norbert -Presenters : Michelle Tardiff of Alberta- presents<br />
the Alberta documents for "Programming for at Risk Students" and "Programming for Talented and Gifted<br />
Students" Joanne Dumaine -Intervention in Reading, Carole Michalik et Maryvonne Alarie- Workshop for<br />
the Integration of immigrant Students, Johanna Handford et Dianna Fabas-Pirie- Workshop on<br />
Mathematics, Gilles Labossiere, Workshop on Drop Out students, Huguette Gerardy-Intervention in<br />
Reading at the Primary Level.
Rapport pour 1'Association provinciale des coordonnateurs en Education speciale<br />
Brandon <strong>2003</strong>-2004<br />
Region de la Division scolaire franco-manitobaine<br />
Rapport soumis par Marge Daman et Sylvie Huard-Huberdeau - Coordonnatrices des<br />
Services aux eleves<br />
Activites et priorites de I'annee<br />
A. Priorites divisionnaire:<br />
1. La promotion et 1'amelioration de la litteracie a tous les niveaux<br />
2. Emphase sur 1'aspect culturelle et linguistique de nos ecoles et communautes<br />
3. L'integration de la technologic pour ameliorer la communication et 1'information<br />
4. L'etablissement des centres de la Petite enfance dans tous nos communautes<br />
B. Priorites des Services aux eleves :<br />
1. Le soutien dans le domaine de litteracie<br />
2. Les programmes et appuis dans le domaine du comportement<br />
3. L'inclusion des eleves ayant des PEP/PMC et plans de sante<br />
4. La mise sur pied de centre ressources au secondaire pour les eleves a risque<br />
C. Formations et conferences:<br />
Equipe d'ecoles Services aux eleves- journees de planification divisionnaire de I'annee<br />
SAE- le 15 septembre et le 7 mai<br />
Orthopedagogues et orienteurs : Roles et taches- revue et mise sur pied de comite pour<br />
mettre en place un Guide divisionnaire SAE, le 31 octobre, le 9 Janvier, et le 22 mars<br />
Orthopedagogues : 6 sessions de formation pour PILE- accreditees- mois d'aout <strong>2003</strong><br />
Auxiliaires et enseignants : formation RCP et Premiers soins- le 28 novembre<br />
Travailleurs social, conseillers, et psychologues : formation des equipes ecoles et<br />
formation d'un comite pour mettre en place une politique et procedure pour 1'Evaluation<br />
de menace.- le 23 spetembre<br />
Orthophonistes divisionnaires : formation sur les resultats d'apprentissage langagiers<br />
avec le Ministere a 1970 avenue Ness « Speech and Language Outcomes Mesures »automne<br />
<strong>2003</strong><br />
Conference provinciale AOLFM- a la Villa Maria St- Norbert- Invites : Michelle Tardiff<br />
de 1'Alberta- Trousse pour les eleves ayant des besoins speciaux et eleves doues, Joanne<br />
Dumaine - Intervention en lecture, Carole Michalik et Maryvonne Alarie- atelier sur<br />
1'accueil des nouveaux arrives, Johanna Handford et Dianna Fabas-Pirie- ateliers sur les<br />
mathematiques, Gilles Labossiere, atelier sur le decrochage, Huguette Gerardy-<br />
L'intervention en lecture au primaire. le 11 et 12 decembre- <strong>2003</strong>
Regional Initiatives for <strong>2003</strong>/04<br />
Provincial <strong>SSAAM</strong><br />
Annual General Meeting<br />
Brandon, Manitoba<br />
December 5, <strong>2003</strong><br />
SOUTH CENTRAL REPORT<br />
South Central Student Services Administrators partnered on the following initiatives:<br />
Children's Therapy Initiative - Demonstration Project<br />
• A regional steering committee made up of various stakeholders including Student<br />
Services Administrators was formed to review children's therapy services presently<br />
offered in the region. Through funding received from Family Services and Housing,<br />
Health and Education, Training Citizenship and Youth a regional coordinator was<br />
hired to collect data from the Regional Health Authority - Central Region. The<br />
purpose of the data collection is to identify similarities, differences, gaps and barriers<br />
to pediatric therapy services in the region and to make recommendations for a<br />
service delivery model.<br />
South Central Intersectoral Committee<br />
• Student Services Administrators in South Central Region took the lead in establishing<br />
a regional intersectoral committee whose mandate is to address issues in areas such<br />
as mental health services, program supports and information sharing between :<br />
agencies.<br />
Regional Numeracy Project<br />
« A regional partnership made up of all school divisions in South Central Region<br />
committed funding to develop divisional leadership teams whose mandate is to<br />
address early numeracy in the areas of assessment and programming.<br />
Professional Development<br />
The South Central Region Student Services Administrators group provided the following PD<br />
opportunities in <strong>2003</strong>:<br />
February <strong>2003</strong><br />
"Solving School Problems: Strategies for Principals, Teachers and Counsellors".<br />
Presenter: Nancy McConkey<br />
October <strong>2003</strong><br />
"Collaborative Teamwork for Effective Inclusion".<br />
Presenter: Faye Brownlie<br />
Report respectfully submitted by: Wilma Ritzer
Southeast Interlake Report (Nov. 02 - Nov. 03)<br />
For Provincial S.S.A.A.M.<br />
Date: November <strong>2003</strong><br />
Submitted by: Jane Massey — S.E.I. Rep<br />
Members: Chair: L. Weishaar (<strong>2003</strong>) - Doug Anderson (2004)<br />
Pat Burgess/Hanover Doug Anderson/Evergreen<br />
Lesley Weishaar/Seine River Annette Holowka/Lakeshore<br />
Glenda McKim/Interlake Pauline Lafond-Bouchard/Red River Valley<br />
Marge Daman/DSFM Se O'Hagan/Leslie Eblie/Sunrise SD<br />
Jane Massey/Sylvia Bastable/LSSD Janice Fogg/Linda McLean/MECY<br />
Lisom Tam-Eveleigh/Pinawa<br />
Regional Meetings: Dec. 13,2002 Jan. 24,<strong>2003</strong><br />
Feb. 27, <strong>2003</strong> Mar. 17, <strong>2003</strong><br />
May 2, <strong>2003</strong> June <strong>2003</strong><br />
Oct. <strong>2003</strong> Nov. 14, <strong>2003</strong><br />
All meetings were held at Larters Golf & Country Club except for 1 visit to Dawson Trail<br />
School in Seine River to view EBD/Literacy Initiative.<br />
Guests: Tracey Moore - URIS<br />
Allan Hawkins - Psychology Outcomes<br />
Paul Gillespie - S.S.A.A.M.<br />
Chuck Beaudry - M.E. Y. - Transportation of students with<br />
special needs<br />
Brian Stewart — League for Persons with Disabilities<br />
Maggie MacDonnell - Lakeshore - Cross-grade<br />
Numeracy groups<br />
Mary Hall - Safe Schools<br />
Regionally Sponsored P.P.: Lorraine Fox - Mainstreaming Behaviour Kids<br />
Terry Scott - Positive Behavioural Support Systems<br />
Lost Prizes - Hecla, Mb.<br />
Kevin Cameron — Threat Assessment<br />
Social Responsibility<br />
Duncan Mclnley - ADHD/Tourettes<br />
Action: - Letter to Minister of Education re: Children in Care in<br />
S.E.I. Region<br />
- Developed Student Services Responsibilities - Then & Now<br />
Surveyed Student Services & Supports across S.E.I. Region
Topics of Discussion:<br />
Student Services Grant<br />
ADAP/School Plans<br />
Class size & composition - Implications for special needs students<br />
Dispute Resolution Process<br />
Threat Assessment<br />
Healthy Child<br />
lEP's/AEP's<br />
PHIA/FIPPA<br />
Social Responsibility<br />
"Celebrations"
WESTMAN REPORT FOR PROVINCIAL <strong>SSAAM</strong> AGM 03 04<br />
Many initiatives have been started since Sept. 03. Here are a brief description of the<br />
major ones that are having some impact in Brandon School Division and areas or will<br />
have in the future.<br />
Effective Behaviour Support<br />
Brandon's year kicked off with this very informative two day training for four<br />
schools on school-wide behaviour plans which were identified as goals in each schools'<br />
growth plan for this year. One school invited every staff member while the other three<br />
had a school team take back the information to the rest of the staff. The presenters were<br />
Tom Hierck and Charlie Coleman from B.C. As a follow up the administrators from the<br />
above schools have met to determine how they are going to collect data to show their<br />
implementation plans have made a difference.<br />
Autism Capacity Building<br />
On October 20-23 Brandon had a one day session for principals, resource<br />
teachers, clinicians and parents with Leslie Burgess, a B.C. provincial consultant on<br />
Autism Spectrum Disorders. She provided a brief overview of Autism Spectrum<br />
Disorders, best practice positive programming strategies and behaviour management<br />
strategies. On the remaining days training in using sensory, communication^ and :<br />
behaviour checklists to complete a student profile and plan for four high needs students in<br />
the division was carried out with the school, divisional and community teams. These four<br />
days have improved working partnerships with the teams around these four students.<br />
The following week Westman Speech Therapists hosted the PECS two day workshop in<br />
Brandon for resource teachers, administrators, teacher assistants, clinicians and parents.<br />
This workshop meshed well with the previous one to enhance capacity building for<br />
students with autism spectrum disorders.<br />
Parent Support Document<br />
Brandon School Division hosted an evening for parents facilitated by Larry<br />
Budzinski from MEY to provide feedback on the parent handbook for children with<br />
special needs. The parents engaged in some animated discussions in their groups and<br />
provided some very useful feedback.<br />
Uris Pilot Project<br />
Brandon School Division has had a slow start in this project but will be ready to<br />
implement changes with the BRHA in the new year. Many of the coordinators from the<br />
Westman-Parkland region met with the department to field questions for each of their
school divisions. We are all at varying places but looking forward to positive changes in<br />
the future.<br />
EDI<br />
Many of our divisions have shared the results with parents/community<br />
organizations/principals. There is the issue of confidentiality for the smaller communities.<br />
Brandon SD has analyzed results revealing that girls did better than boys in all areas but<br />
one, non aboriginals did better than aboriginals in all areas and children having a<br />
preschool/daycare experience did better in all domains.<br />
Apraxia<br />
At our October 3, 03 meeting with Parkland a discussion ensued around the<br />
number of apraxic students in our divisions and the lack of funding to provide adequate<br />
programming for them. A resolution was brought forward to the Provincial <strong>SSAAM</strong><br />
AGM meeting.<br />
Submitted by Susan Swaak<br />
Administrator of Student Services for<br />
Brandon School Division
Manitoba Education, Citizenship and Youth<br />
UPDATE<br />
<strong>2003</strong><br />
1. Bill 13, An Amendment to the Public School Act (Appropriate Educational<br />
Programming) has been introduced and had First Reading on November<br />
25th by the Honourable Minister Peter Bjornson. Second reading, which is<br />
the next step before the committee stage, will occur during this session of<br />
the Legislature. Organizations can make presentation to the committee by<br />
contacting the Clerk of the Legislative Assembly to be placed on a list of<br />
presenters. There will be consultations regarding the content of<br />
Regulations in early 2004.<br />
2. MECY had the first meeting of the Student Service/Inclusive Education<br />
Advisory Committee in October. This committee will continue the advisory<br />
role that the SERI Advisory committee provided. Representatives include<br />
MTS, MASS, MAST, MART, <strong>SSAAM</strong> and the Parent Coalition. The<br />
committee will meet 3-4 times a year.<br />
3. Student Services Planning: Student Services Plan is due November 30th.<br />
The letter to the field provided 2 options, a separate SS Plan or on<br />
integrated into the Division Planning Report<br />
3. MECY REGIONAL CONSULTATIONS FOR THE<br />
CHILDREN WITH SPECIAL NEEDS IN SCHOOL - A GUIDE FOR<br />
PARENTS AND FAMILIES<br />
• <strong>SSAAM</strong> has partnered on the development of the support document<br />
(Sandy Mccaig and Tanya Edgar)<br />
• meetings have been held with representatives of MTS, MAST, MASS,<br />
MAPC, and the Parent Coalition<br />
• Thank you to all the school divisions that participated and hosted a<br />
parent consultation session.<br />
7. Student Services Grant<br />
• 2 day planning meeting held in October<br />
• The next step in the pilot will be developing a funding formula.<br />
• Pilot divisions have made good progress in the implementation of<br />
programming changes. An interim report should be available soon.
Parkland/Westman Regional Report<br />
November, <strong>2003</strong><br />
URIS- Continues to be an issue. A number of divisions are involved hi pilots with their<br />
Regional Health Authorities, hopefully this will alleviate the problems the region is<br />
experiencing with the URIS implementation.<br />
Amalgamation implications- Amalgamation has provided the opportunity to create<br />
curriculum coordinator position in the rural area. Westman/Parkland <strong>SSAAM</strong> are<br />
including the curriculum coordinators in the regional meetings. Common interest and<br />
issues are discussed first on the agenda and then the group separates to address area<br />
specific agenda items. The group is looking into formerly organizing itself.<br />
The region hosted parent meetings with parents who have agreed to review the<br />
"Transition into School Handbook for Parents" the department has developed in<br />
partnership with <strong>SSAAM</strong>.
SAAMI<br />
REGIONS<br />
LJ Division Scolaire<br />
Franco-Manitobaine<br />
LJ Interlake<br />
LJ Metro Winnipeg<br />
LJ Northern<br />
D South Central<br />
D South East<br />
Westman/Parkland<br />
-<br />
STUDENT SERVICES ADMINISTRATORS'<br />
ASSOCIATION OF MANITOBA<br />
<strong>SSAAM</strong> Provincial Committee Meeting<br />
Portage la Prairie School Division<br />
535 - 3rd Street N.W.<br />
Monday, January 20, <strong>2003</strong><br />
9:30 a.m.<br />
Agenda:<br />
1 . Approval of Minutes of November 29, 2002<br />
2. Approval of Agenda<br />
3. Business Arising —<br />
4.<br />
5.<br />
6.<br />
Correspondence<br />
4. 1 South East and Interlake Regions<br />
4.2 Carl Stephens - Chair - ABA Advisory Committee<br />
4.3 Arnold Reimer- MASS<br />
4.4 Deb Thompson - Public Policy Chair, Manitoba CEC<br />
'<br />
Officer and Committee Reports<br />
5.1 President - Paul Gillespie<br />
5.2 Past President - Pat Burgess<br />
5.3 First Vice President - Monique Pillion<br />
5.4 Second Vice President - Twyla Kastrukoff<br />
5.5 Treasurer - Bill Warren<br />
5.6 Professional Development - Helen Pearson<br />
5.7 Public Relations/Social — Olia lesson<br />
5.8 Advocacy & Public Policy - Sandy McCaig/Teri Bembridge<br />
5.9 Secretary - Lesley Weisshaar<br />
5.10 Historian - Arlene Cherepak<br />
Reports (written would be appreciated)<br />
6.1 Metro - Robert McDill<br />
6.2 Parkland/Westman - Tanya Edgar/Larry Budzinski<br />
6.3 South Central - Wilma Ritzer<br />
6.4 South East/Interlake — iesisy^<br />
6.5 Division scolaire franco-manitobaine - Michelle Frechette<br />
6.6 Northern - Linda Anderson<br />
6.7 Manitoba Education and Youth - Joanna Blais<br />
6.8 Healthy Child Manitoba - Wendy Church
7. New Business:<br />
7. 1 Taking stock of who we are and what we're about — surveying the membership,<br />
formation of ad hoc committee, etc. (Paul)<br />
7.2 Meeting with the Minister of Education - discussion of resolutions, date,<br />
<strong>SSAAM</strong> reps attending, etc. (Paul)<br />
7.3 CEC request for joint meeting with the Minister of Education (Paul)<br />
-7;4" S S AAM representative on the ABA Committee (Paul)-vitb-MASS<br />
(-upctate)-(Paul) —<br />
<strong>SSAAM</strong>-A6M— eeeemb€E4-S^ee3 - Flaming (IMea).<br />
7.7 Guest presenters (Paul)<br />
7.8 Provincial Committee/Executive members - terms of office, etc. (Paul)<br />
7.9 <strong>SSAAM</strong> Committees - who, how, how long, etc. (Paul)<br />
7.10 Public Awareness - getting the message out (Paul)<br />
7:44-Provineial Committee phone tree (Paul)-<br />
7.12 Resolution follow-up (Larry)<br />
7.13 EDI — concerns with process (Larry)<br />
7.14 Amalgamation Updates: changes to <strong>SSAAM</strong> positions (Larry)
Minutes of the Provincial S.S.A.A.M. Meeting<br />
Portage la Prairie S.D.<br />
535-3rd St. N.W.<br />
Monday, January 20, <strong>2003</strong><br />
Present: Paul Gillespie, Helen Pearson, Teri Bembridge, Bill Warren,<br />
Twyla Kastrukoff, Linda Anderson, Olia Jesson, Wendy Church,<br />
Arlene Cherepak, Joanne Blais, Robert McDill, Monique Pillion,<br />
Larry Budzinski, Tanya Edgar, Pat Burgess, Lesley Weisshaar<br />
Chair:<br />
Recording Secretary: Lesley Weisshaar<br />
1. Approval of Minutes<br />
• Larry Budzinski/Arlene Cherepak<br />
Motion: THAT the minutes of the October 21, 2002 meeting be approved.<br />
CARRIED<br />
2. Approval of Agenda:<br />
• Arlene Cherepak/Twyla Kastrukoff<br />
Motion: THAT the agenda be approved with the following additions:<br />
- 4.5 Correspondence Arnold Reimer<br />
- 4.6 Correspondence Patti Dobroski<br />
- 7.15 New Business Larry Budzinski (PD)<br />
- 7.16 New Business Bill Warren (letterhead)<br />
3. Business Arising:<br />
7:15 Larry Budzinski - at the next meeting, the committee will share potential ideas<br />
for spending some of the balance.<br />
4. Correspondence:<br />
4.1 SEICA request for $200. to support P.O. was deferred until the next meeting<br />
when the committee will have clarified guidelines for regional requests.<br />
4.2 Carl Stephens request for <strong>SSAAM</strong> representative on ABA steering committee.<br />
- Teri, Monique and Sandi will meet with Carl to clarify concerns and report at<br />
the next meeting.<br />
4.3 Arnold Reimer (MASS) letter re: shared P.O. with MASS.<br />
- May explore for the following year.
4.4 Deb Thompson (CEC) re: quest for shared meeting with Minister - deferred to<br />
7.2.<br />
4.5 Arnold Reimer (MASS) - circulate Jerry Storie's memo re: Deaf Education.<br />
4.6 Patti Dobroski - Thank you card circulated.<br />
Email: pattido@telus.net<br />
Phone:250-658-5153<br />
5.0 Officer and Committee Reports:<br />
5.1 President - Paul Gillespie:<br />
- phone calls, correspondence<br />
- visits: Metro <strong>SSAAM</strong> December 13, 2002<br />
Westman/Parkland March 14, <strong>2003</strong><br />
5.2 Past-President - Pat Burgess:<br />
- Meeting with MDA (Special Materials) next week.<br />
5.3 First Vice-President - Monique Pillion:<br />
- No report.<br />
5.4 Second Vice-President - Twyla Kastrukoff:<br />
- ECDI Cttee report (attached to South Central)<br />
5.5 Treasurer - Bill Warren:<br />
- Treasurer's report (attached).<br />
- Conference report (attached).<br />
5.6 Professional Development - Helen Pearson:<br />
- P.D. report (attached).<br />
- Discussion re: focus and format for future P.D., possible future partnership<br />
with MASS and/or ME&Y.<br />
- Fall conference topic: Facilitation, Who are we? Where do we want to go?<br />
What do we do? etc.<br />
- P.D. Cttee - Helen.Twyla, Olia<br />
- Helen will join ME&Y Conference Planning committee.<br />
5.7 Public Relations/Social - Olia Jesson:<br />
- Will publish/newsletter a year.<br />
5.8 Advocacy/Public Policy - Teri Bembridge & Sandi McCraig:<br />
- No report.<br />
5.9 Secretary - Lesley Weisshaar:<br />
- Distributed a phone tree and contact list to check and update, if necessary.<br />
- Both will be distributed with the minutes.
5.10 Historian-Arlene Cherepak:<br />
- A file has been made for each year and Arlene will update if regularly.<br />
6. Reports:<br />
6.1 Metro - Bob McDill:<br />
- (attached)<br />
6.2 Parkland/Westman - Larry Budzinski, Tanya Edgar:<br />
- (attached) South Central has included data re: allocation of resource<br />
teachers.<br />
6.3 South Central - Twyla Kastrukoff<br />
- (attached)<br />
6.4 Southeast/lnterlake -<br />
- Lesley Weisshaar gave an update.<br />
- Glenda McKim and Annette Holowka are reps.<br />
6.5 DSFM - Michelle Frechette:<br />
- No report.<br />
6.6 North - Linda Anderson:<br />
- No report.<br />
6.7 Manitoba Education & Youth - Joanne Blais:<br />
6.8 Healthy Child Manitoba - Wendy Church:<br />
- Distributed copies of HCM reports distributed on November 20th.<br />
- P.O. will combine Provincial Forum for Coalitions and ECDI session (March 6,<br />
13, 14, 17 - locations undecided as of yet).<br />
- Distributed "Educare" document (contact Wendy wchurch@gov.mb.ca or<br />
(204) 975-8796) for more copies.<br />
7. New Business:<br />
7.1 Survey of Membership: Ad hoc Cttee of Paul, Teri, Helen, Pat and Olia will<br />
meet to develop a survey and plan for circulation.<br />
7.2 Meeting with Minister and 7.3 Correspondence (CEC):<br />
- Paul will inform Deb Thompson that <strong>SSAAM</strong> would prefer to meet separately.<br />
- Paul will select dates and advise re: Minister's response.<br />
- Participants: Paul, Monique, Twyla and Teri/Sandi.<br />
7.3 Correspondence<br />
7.4 Correspondence
7.5 P.O. Report<br />
7.6 Potential quest speakers:<br />
- Email suggestions to Paul.<br />
7.7 Provincial Executive Committee - Terms of Office:<br />
- Discussion re: terms of office, recruitment of new members, support for new<br />
Student Services Administrators.<br />
- Will include some questions in survey.<br />
- Will use results of survey to prepare potential changes to the Constitution at<br />
AGM.<br />
7.8 Committee Membership:<br />
- Paul and Pat will meet to discuss/clarify <strong>SSAAM</strong> Membership on external<br />
committees.<br />
7.9 Public Awareness:<br />
- Need to develop and maintain website.<br />
Bill Warren/Monique Pillion<br />
Motion: THAT Larry Budzinski be granted up to $1000. to hire someone to<br />
establish and maintain a <strong>SSAAM</strong> website.<br />
CARRIED<br />
7.10 Secretary's Report:<br />
- Larry will bring a draft to the next meeting.<br />
7.11 Resolution follow-up:<br />
- Committee meeting with Minister will priorize resolutions and bring them to the<br />
next meeting for discussion.<br />
7.12 EDI Report<br />
7:13 Amalgamation effects (changes to <strong>SSAAM</strong> positions):<br />
- Must closely monitor.<br />
7:14 P.D. Report:<br />
- Hopefully will get some information from survey.<br />
7:15 Letterhead:<br />
- Bill will purchase.<br />
Next meeting dates:<br />
March 24, <strong>2003</strong> i<br />
May 26, <strong>2003</strong> r 9:30 a.m. Portage la Prairie<br />
September 29, <strong>2003</strong>
South Central Region Report to Provincial <strong>SSAAM</strong><br />
January 20th, 2O03<br />
Since the last Provincial meeting on October 21st, the South Central group has met twice.<br />
Issues at these meetings included:<br />
• Student Services Grant Funding Model - Pilot Update<br />
• South Central Coalition for Healthy Child Manitoba<br />
• Community Mental Health Services in Central Region<br />
• Inter-sectoral Committee<br />
• ESL Programming<br />
• Children's Therapy Initiative Call for Proposals<br />
• Resource Teacher allocation ratios<br />
• Family Services' Summer Gap Program<br />
• Paraeducators' Framework<br />
• South Central Leadership Committee<br />
• Early Development Instrument<br />
• Updates from Manitoba Education - by Allan Hawkins<br />
Those who are responsible for curriculum in their divisions have also been meeting regularly<br />
throughout the school year, separate from the <strong>SSAAM</strong> meetings.<br />
Upcoming Professional Development:<br />
• February 7th, at the Pentecostal Church in Carman - Nancy McConkey presenting on<br />
"Solving School Problems: Strategies for Principals, Teachers and Counsellors"<br />
Early Childhood Development Initiative<br />
Advisory Committee Report<br />
The second meeting of the year was held on November 27Ul. Agenda items:<br />
a Early Development Instrument Update - 21 school divisions in Manitoba will be<br />
implementing the EDI in 2002 - <strong>2003</strong>, with province wide implementation targeted for<br />
Spring 2005<br />
Q National Longitudinal Survey of Children and Youth (NLSCY) Update - information from<br />
Human Resources Development Canada's Applied Research Branch website was presented<br />
related to NLSCY data; the PowerPoint information ("Growing Up in Canada") on the<br />
website can be accessed at the following address:<br />
www.hrdc-drhc.gc.ca/sp-ps/arb-dgra/nlscy-elnej/publications e.shtml<br />
a National Child Day Information - a government of Canada funding announcement was<br />
made regarding Early Childhood development (Visit website referenced below for details)<br />
www.canada.gc.ca/whats/whatsnew e.html; two Government of Canada reports were<br />
released (Early Childhood Development Activities and Expenditures: Government of Canada<br />
Report 2001 - 2002 and The Well-Being of Canada's Young Children: Government of Canada<br />
Report 2002. These reports can be accessed by telephone at 1-800-622-6232 or online at<br />
canada.gc.ca); two Provincial ECD reports were released (Investing in Early Childhood<br />
Development: 2002 Progress Report to Manitobans and Supplement to Investing in Early<br />
Childhood Development: 2002 Progress Report to Manitobans. These reports can be accessed<br />
online at www.gov.mb.ca/hcm/ecd report.html<br />
Q A Feedback Form was drafted for distribution to ECDI project contacts to gather<br />
information regarding professional development needs.<br />
a Next meeting is scheduled for April<br />
Respectfully submitted by:<br />
Twyla Kastrukoff
Provincial <strong>SSAAM</strong> Report<br />
Westman Parklands<br />
Jan 20/03<br />
1. Adolescent Treatment Centre Presentation at 1:00 Doug Cruikshanks , Debbie<br />
Carnegie<br />
Overview of service. Portage, USA Border, Swan area. Itinerent Psychiatry 2<br />
positions outpatients to Assiniboine RHA ,140 admissions, 3 weeks stay, multi<br />
disciplined approach. Transition times are critical.<br />
Some concerns were raised to Doug regarding Centre recommendations,<br />
communications, expectations of services in divisions, lack of programs and<br />
mental health workers, etc. More Mental Health Supports could help focus more<br />
family therapy services. Caseloads of 35 : 1 are suggested.<br />
What is the process for transistions? In most cases an exit meeting will be held<br />
when consent has been received from parent or student.<br />
Collect wait time, readmission, caseloads, complaints. Suggestions that we write<br />
the RHA's specifically with concerns<br />
2. WEVAS - Dorothy: What is the status of the training? Sherri-Lyn reported that<br />
dates are booked at EM MARCH Thl3.Frl4.M17.Tul 8.Wedl9th. Registration<br />
3. EDI: Parent letter and survey has changed. It was difficult to get the data in on<br />
time. Logistical problems with surveys. Fort la Bosse hasn't sent data. Lynda will<br />
forward. Cost could be a problem Cindy Walsh. Keep good records of costs to<br />
present for next year. Currently $11.00 student, letter came describing how to<br />
^ collect. Claims for expenses for training haven't been received.<br />
4. Sylvia Flint at 10:30 Anaphylaxis Policy<br />
Sylvia attended and discussed the need for policy. Canadian School Board<br />
handout.<br />
5. Student Services/Curriculum Coordinator survey - Bill results available. Salaries<br />
etc. Bill will send around the results. Dorothy will be arranging a meeting with<br />
MTS re financial obligations, salaries, etc.
Provincial <strong>SSAAM</strong><br />
Professional Development Report<br />
January 20,<strong>2003</strong><br />
Professional Development Issues:<br />
1. Partnering with MASS<br />
Arnold Reimer indicated MASS is interested in partnering with <strong>SSAAM</strong><br />
METY in jointly planning and hosting fall conferences. Costs and profits<br />
could be shared 50/50 each year or on alternate years 100% of costs and<br />
profits.<br />
2. <strong>SSAAM</strong> Fall conferences <strong>2003</strong><br />
Projected Dates:<br />
MASS<br />
November 17-19,<strong>2003</strong><br />
November 17-19,2004<br />
November 16-18,2005<br />
<strong>SSAAM</strong><br />
December 4&5,<strong>2003</strong><br />
December 1-3,2004<br />
November 30 - December 2,2005<br />
Dates - MASS has booked fall conference for November 19, 20,21, <strong>2003</strong>.<br />
<strong>SSAAM</strong> had booked fall for November 20 & 21,<strong>2003</strong>. I have confirmed<br />
with the Victoria Inn, Brandon that we can change our date to<br />
December 4 & 5,<strong>2003</strong>.<br />
3. Focus and format for Fall <strong>2003</strong> Conference<br />
The topic of Safe Schools with Mary Hall colkborating/facilitating to develop<br />
the conference had been confirmed for the November dates. Is this still the<br />
direction we want for the conference?<br />
4. Members for the PD committee
DATE: August 10, 2001<br />
MEMO<br />
TO: Southwestern Manitoba Superintendents<br />
FROM: Jerry Storie, Superintendent<br />
RE: Deaf Education<br />
C.: Arnold Reimer, MASS<br />
At our last meeting I indicated that I had become a Board member of the Central Speech and Hearing<br />
Clinic. This Clinic offers auditory-verbal training to Manitoba children with profound hearing loss.<br />
The Central Speech and Hearing Clinic emphasizes the use of technology, hearing aids and cochlear<br />
implants, to support the development of "normal speech" in profoundly deaf children. They are not<br />
opposed to the use of sign language but feel strongly that every effort should be made to teach children to<br />
speak if that is at all possible. The logic is that individuals who can create intelligible speech can enjoy<br />
the benefits of mainstream society. Learning sign language, which has been the Department of<br />
Education's focus for many years, should only be taught as a last resort. They estimate that 90% of<br />
profoundly deaf children can learn to speak intelligibly<br />
There is a massive and growing body of evidence that indicates that the outcomes for children using the<br />
auditory-verbal approach are significantly better than for other approaches. This research has been<br />
collecting since the first successful cochlear implant in 1981.<br />
Attached you will find the brief and some background information that we presented to the government in<br />
our attempt to solicit more funds for the Clinic so that we could provide a broader level of service to<br />
Manitoba children.<br />
It is noteworthy that despite the success of auditory-verbal training and the success of students who learn<br />
intelligible speech, to my knowledge, there are no AV therapists or instructional assistants trained in<br />
using AV techniques operating within our school system.<br />
I would encourage you to share this information with your Coordinators of Student Services and anyone<br />
else involved with the education of hearing impaired children.<br />
This is the kind of information I believe is important to parents and to children who are affected by a<br />
severe loss of hearing. A number of school boards in Canada, including the Ottawa-Carlton Board of<br />
Education, have adopted auditory-verbal training in support of their hearing impaired children.