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http://snac.lbpsb.qc.ca
Wh What i t is SNAC ? ? Wh What i t is our Man andate ? ? According to the Education Act, Sections 185-187: “Every school board shall establish an advisory committee on services for handicapped students and students with social maladjustments or learning disabilities”. (SNAC) The role of this committee is to: ○ Advise the school board on a policy for the organization of educational services for students with special needs ○ Advise on the allocation of financial resources to the services intended for these students ○ May advise on the implementation of an I.E.P.
2020 ? Wh Who s o sits o on SNAC f AC for 2019-2020 13 Parent members (selected from a general assembly of parents) Jennifer DiMarco Angela Berryman Sheila Moody Lisa Mancini Lauren Broad Evelyne Hornblower Kathy Robinson Kiley Phlip Susana Lazaro Marwa Khattab Nora Salvaggio Dyana Gampel 7 Non-parent members (Selected by their respective organization/association) PTU - Pearson Teachers Union Tracy Bieszez / Christina George PEP - Non Teaching Professionals Maureen Hunt PASA - Pearson Association of School Administrators Lindsay Weisbloom / Laurence Assouline IASS - Independent Association of Support Staff Robert Gilmartin WIAIH - West Island Association for the Intellectually Handicapped - our Community representative Franca Kesic Director General’s representative (non-voting) Stéphanie Stever Council of commissioner (non-voting) Danny Olivenstein
LIFE Program - Learning Independence Through Functional Education Please feel free to help yourself to a snack or drink. Our food has been purchased from the LIFE program. The LIFE program is a board- wide program for secondary students with developmental disabilities who are between 17-21 years of age. LIFE stands for Learning Independence through Functional Education . Housed at Lindsay Place High School, the program seeks to combine academic instruction with independent living skills. The program also has an entrepreneurial focus in that the students run a catering business, make greeting cards, laminate documents, and wash sports uniforms.
At Light a Dream, we believe that young adults living with intellectual disabilities and/or Autism are entitled to appropriate career training and vocational opportunities. Through Light a Dream, students are provided with a safe and secure work environment where they can gain confidence and learn at their own pace. In addition, while working with us, they are enhancing their self-esteem, social, interpersonal decision-making and leadership skills. The storefront located at 63B Donegani, Pointe-Claire, offers handmade quality candles made for you by special young adults. We have a wide variety of accessories and gifts that flows full circle back into our community. They now proudly offer candle making workshops and parties. Please feel free to stop by the table tonight to see a sample of their products and purchase anything if interested. They will be hosting a Holiday Wine and Cheese event on December 5 th , 2019 .
The IEP J The P Jour urney FOCUSE OCUSED ON ON STU STUDENT SUCCE SUCCESS SS Na Nathali lie A Ala lain Kirst sten Greb reb se Lecom ompte pte Celina na B Bérubé ubé Li Lise Moni nique que Thir hirlwell Jessi ssica Dav avies Stépha phani nie Stever er
• What is an IEP? • Who needs an IEP? • Types of Support • Transitioning to High School
A legal, confidential record of a planning process Developed in collaboration with the Resource Team – (administrator, teachers, OT, SLP, Psych., CIE), parents and student A FLEXIBLE working document that outlines objectives, supports and strategies that should be referred to regularly to support student learning and growth
Required when… a student is identified with a code there are modifications and/or adaptations in place Linked directly to the report card and QEP Communication (10 per year) Communication can be in the form of written, verbal or interview
Planned options for ALL students Designed to match students’ pace and style of learning Differentiating how the content is taught, processed, structured and/or produced Level of difficulty of the task remains the same
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Teachers will reach out to the parents Teachers will implement strategies and interventions
Strategies are NOT working -Need for brainstorming Strategies ARE working -Need for an IEP
Student is evaluated Strategies according to required go regular Student is beyond program working at Flexible grade level Pedagogy IEP is required – Outlines Purpose: individualized ACCESSIBILITY strategies
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•Student is unable follow Cycle level objectives within a competency •Student is not successful with adaptations •Parents are notified of difficulties •Student brought up at a Resource meeting •The IEP is revised •Parents informed (meeting encouraged)
•Modifications are individualized objectives •Objectives are evaluated using different criteria •Percentage marks are NOT included in the class average
Outcome: Read an information text on Reads and plants. Use the information to create a diagram of listens to the lifecycle of a plant. spoken, written, I EP Modified Objective: Will recognize 10 medias & texts words frequently found in the environment Example of classroom modification: Teacher or peer will read an information text on plants to student. Student will draw a picture of a plant and use a cut and paste word list to label the main parts of the plant: flower, l eaf, stem and root.
Outcome: Will be able to create a graph showing classmates’ favourite Canadian hockey teams in the NHL. I EP Modified Objectives: Will be able to count up to 15 with one to one correspondence. Examples of classroom strategies: Using manipulatives, the student collects one manipulative which represents a Canadian hockey team per classmate, the student counts with manipulatives to show how many classmates chose each team.
1+1 32+6 46+48 92+108 2+2 42+7 92+64 93+109 4+2 23+0 10+14 46+206 4+8 40+8 48+63 92+225
1+1 32+6 46+48 92+108 2+2 42+7 92+64 93+109 4+2 23+0 10+14 46+206 4+8 40+8 48+63 92+225
Read the Elementary School lesson goal Read each of the accompanying scenarios As a group discuss if the scenario is an example of an ADAPTATION, a MODIFICATION or FLEXIBLE PEDAGOGY
Read the High School lesson goal Read each of the accompanying scenarios As a group discuss if the scenario is an example of an ADAPTATION, a MODIFICATION or FLEXIBLE PEDAGOGY
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5. Prepare for new 3. Term II report card school year 4. June: Term III & Final report card 2. Term I report card 1. Fall IEP professional Day • Development of IEP draft begins • Meetings w ith parents may follow
Adaptations and nd Modifi ificatio ions in in hig high h scho chool
Modified program in regular class Life Skills Program / CASP / Challenges Work Oriented Training Pathway (WOTP) *Pre-work *Semi-Skilled training TEVA programs (18 – 21 years old) *LIFE *Co-Op
https://www.youtube.com/watch?v=MJoczdESU24
THANK YOU TH OU ! M MERCI I ! Na Nathali lie A Ala lain Kirst sten Greb reb se Lecom ompte pte Celina na B Bérubé ubé Li Lise Moni nique que Thir hirlwell Jessi ssica Dav avies Stépha phani nie Stever er
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