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Legalities and Funding in Educaiton, Funding Grant (FG) -Basic level of…

- - - - PPM 59
        -Psychological Testing and Assessment of Pupils
        Issued = October 11, 1982
        --identifies principles that school boards need to consider with psychological testing and assessments of students including confidentiality, consent, privacy, etc.)
        
        PPM 11
        -Early Identification of Children’s Learning Needs
        Issued: Revised 1982
        --procedures to identify level of development, learning abilities and needs, and to ensure that educational programs are designed to accommodate these needs and to facilitate growth and development
        -assessment should be continuous and ongoing
        
        PPM 81
        -Provision of Health Support Services in School Settings
        Issued = July 19, 1984
        --identifies the responsibility for direct provision of services that will be shared among the Ministries of Education, Health, and Community and Social Services
        -provides school board responsibilities for administration of medication, services such as lifting and positioning, assistance with mobility, feeding and toileting, and general maintenance exercises, as well as necessary speech programming
        
        PPM 85
        -Consolidated and replaced by the Guidelines for Approval and Provision of an Education and Community Partnership Program (ECPP) 2020-2021
        Issued = 2020
        --provides critical support to meet the needs of children and youth who cannot attend school due to primary need for care, treatment and/or rehabilitation services
        --facilitates transitions to future educational success
        -provides essential components of education program
        1-instruction and intervention
        2-assessment, evaluation and reporting on educational achievement
        3-transition planning
        
        PPM 140
        -Incorporating Methods of Applied Behaviour Analysis (ABA) into Programs for Students with Autism Spectrum Disorders (ASD)
        Issued = May 17, 2007
        -intended to strengthen collaborative working relationships between parents, schools, and the community
        -establishes a policy framework to support ABA methods into board practices
        -School boards are required to:
        1-offer students with autism special education programs and services, including, where appropriate, special education programs using ABA methods
        2- plan for the transition between various activities and settings involving students with autism
        
        PPM 1
        -Ontario Schools for the Blind and Deaf as Resource Centres
        -Issued = April 2, 1986
        -enhance the schools’ capability to provide appropriate services to hearing impaired, visually impaired, and deaf-blind pupils
        -services include audiological, psychological and assessment, educational consultative, and professional development
        -services available to all boards and agencies without charge in English or French
- - - - Roles & Responsibilities (Both Boards)
        -make recommendations to the Board in any matter affecting the establishment and development of special education programs and services in respect of exceptional students of LDSB
        -committee provides an avenue for community involvement and receives advice and input from the community
        -Make sure they have the best education they can have
        -Chair, vice chair, school board representatives (trustees, people who work in administrative side, and people who work in special education
        -Express what each other is doing, collaboration, and sharing information
        -Get all the information together and then present the information
        Includes parents, guardians, and members of the community
        -Overall pictures, not necessarily specific children :
        Members can be resources for families and support families
        -SEAC advised the board and fulfilled its roles and responsibilities during the school year including:
        -Annual review of Special Education Plans
        -Professional Development
        -Advocacy
        -Budget
        -SEAC orientation
        -Absenteeism
        -Communication
        -Provincial/Board Involvement
        -Input to Budget Process
        
        School Board Obligations (Both Boards)
        -Established a SEAC
        Provide opportunities for SEAC to be heard by the board before they make decisions about recommendations put forward by SEAC
        -Make available the personnel and facilities for proper meeting function (currently online)
        -Provide SEAC members and alternates with information within a reasonable time
        
        Legislation (Both Boards)
        -Follows regulations set out by the government including but not limited to:
        -Representatives of First Nations students
        A new SEAC is formed every 4 years
        -Community Representatives are able to give more detailed information on their specific field and the legislation that is a part of that due to their inclusion on the SEAC
        
        Funding (Both Boards)
        -Participates in the annual review of the special education plan
        Takes part in the annual budget process
        -Reviews financial statements that relate to special education