Legalities and Funding in Educaiton

Education and Community Partnership Program (ECPP)
-Formally known as the Facilities Amount (FA)
-provides funding for school boards to provide education programs for school-aged children in alternate care facilities (i.e. hospitals, mental health centres, psychiatric institutions, detention or corrections facilities, community group homes and social service agencies)

Funding

Funding Grant (FG)
-Basic level of funding for a school based
-We found it surprising that the totals didn't really seem to increase very much from 2018-2023 even though needs have increased

Special Education Funding Grant (SEG)
-Extra funding for students with special education program needs including equipment and services
-Found it interesting this total was larger than the Funding Grant total
-Also found it interesting totals didn't seem to increase much from 2018-2023

Differentiated Special Education Needs Amount (DSENA)
-formally know as the High Needs Amount (HNA)
-assists with any given boards student needs and the ability to address the needs of students with special education needs
-can be combined with Specialized Equipment Amount to help acquire equipment for students within the particular board

Special Equipment Amount (SEA)
-Provides funding to assist boards with the cost of equipment that is essential for supporting students with special education needs
-equipment recommended by professional to help access curriculum
-equipment needed must be outlined in IEP

Special Education Per Pupal Amount (SEPPA)
-every school board is provided with foundational funding towards the cost of special education programs and/or services for the students who require special needs services
-allocated based on total enrolment

Special Incidence Portion

provides funding for school boards for support staff
ensure the health and safety of students who have extraordinarily high needs related to their disabilities and/or exceptionalities
ensures the health and safety of others at the school

Policy and Procedure Memorandums (PPM)

PPM 8
-Identification of and Program Planning for Students with Learning Disabilities

-Issued = August 26, 2014
--provides definition of a learning disability

-provides details for recognizing and identifying learning disabilities, screening, assessments, program planning, implementation and resources

PPM 79 C
-Alternative Educational Programs and Services for Deaf, Blind, and Deaf-Blind Exceptional Pupils

Issued = October 4, 1991

--recognizes the need for flexibility in funding for a range of alternative placement for deaf, blind, and deaf-blind pupils

-outlines the criteria for the approval of funding for alternative programs, while also focusing on support services, funding, monitoring and program audits

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

PPM 156

-Supporting Transitions for Students with Special Education Needs

Issued = February 1, 2013
--provides requirements for transition plans for students with special education needs from kindergarten to Grade 12

--intended to result in continuity of programs and services for students with special needs and will support improved student achievement and well-being

SEAC for Our Boards
*Lakehead Public Schools and Limestone District School Board

History -Lakehead PS Board

-Established under Regulation 464/97 s. 2(1) since 1990
Meet on Wednesdays once per month from September – June at 6pm (currently still virtually)
-Meeting agendas and minutes are published as they become available
Everyone is welcome to attend SEAC meetings

-History- LDSB
--Mandated by Ontario Regulation 464/97 since 1990
-Board meetings are open to the public to observe
-A meeting of a committee of the Board, including a Committee of the Whole Board, may be closed to the public when certain matters, as outlined in legislation, are discussed
-meeting were normally held on the second Wednesday of each month commencing at 6 p.m. at the Limestone District School Board Education Centre

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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