1. BC CASE April 2011

2. Ministry Update Special needs funding Updates to Manual Demographic trends Evergreen Certificate High Incidence File Review Effective Practices Report – Students with Learning Disabilities Early Learning and FDK Special needs funding Updates to Manual Demographic trends Evergreen Certificate High Incidence File Review Effective Practices Report – Students with Learning Disabilities Early Learning and FDK

3. Special Education Funding Unique student funding for special needs Level 1 – $32,000 to $36,600 Level 2 – $16,000 to $18,300 Level 3 – $8,000 to $9,200 Total unique student funding to boards in 2010/11 for 24,260 unique students (23,905 funded FTEs) Increase of approximately $11 million

4. Updates to Manual No changes to categories or guidelines Language changed in several places to reflect current approach to letter grades and percentages for students with special needs Definition of speech-language pathology now matches the Health Professions Act, Health Section (94/2010) Appendices have been revised/brought into currency

5. Demographic trends – 1 y ear Dependent/Deafblinddown0.2 % Mod to Profound Intellectualdown6.2 % Phys Dis/Chronic Health Impup5.0 % Visual Impairmentdown2.9 % Deaf/Hard of Hearingdown4.4 % Autism Spectrum Disorderup7.4 % Inten Beh Inter /Ser Mental Illnessdown1.4 % Learning Disabilityup1.9% Mild Intellectual Disabilitydown4.3% Mod Beh Support/Mental Illnessdown5.4% Gifteddown8.3% Overall Provincial Enrolment(Sept 30)down0.7%

6. Demographic Trends – Prov. Inc. Rates– 2010/11 Dependent/Deafblind 0.12% Mod to Profound Intellectual 0.35% Phys Dis/Chronic Health Imp 1.22% Visual Impairment 0.06% Deaf/Hard of Hearing 0.21% Autism Spectrum Disorder 0.95% Inten Beh Inter /Ser Mental Illness 1.28% Learning Disability 3.15% Mild Intellectual Disability 0.39% Mod Beh Support/Mental Illness 1.08% Gifted 1.27% All categories10.07%

7. Ministry Update – Evergreen Certificate In 2009/10, 1,065 BC School Completion (Evergreen) Certificates were issued to students who had successfully met the goals of their educational program other than graduation.

8. What’s Coming Adjudication Use of technology important for independence Should begin early and be supported by IEP goals and strategies Success should be monitored and assessed. Decision not to use technology should be made only after significant effort and support Made by educators in consultation with other support team members. Information will be posted in the in the Handbook of Procedures for 2011-12, on the adjudications website and on the Just-in-CASE wiki. Adjudication Use of technology important for independence Should begin early and be supported by IEP goals and strategies Success should be monitored and assessed. Decision not to use technology should be made only after significant effort and support Made by educators in consultation with other support team members. Information will be posted in the in the Handbook of Procedures for 2011-12, on the adjudications website and on the Just-in-CASE wiki.

9. Ministry Update – What’s Coming Modules on using software for exams Revised ESL standards Modernized safe schools web pages Guidelines for transitions from youth justice programs back into schools Modules on using software for exams Revised ESL standards Modernized safe schools web pages Guidelines for transitions from youth justice programs back into schools

10. Concerns we hear Referring to “adapted” or “modified” students Our response... these terms are strategies, not students Adaptations are a form of accommodation, and modifications are applied to learning outcomes, not to students CASE can be leaders in terminology use Assertions that students with special needs indentified in high incidence categories are “unfunded” Our response... Boards asked for a simpler funding formula with more autonomy – hence mixed funding model These students ARE a priority Levels of support should be based on student needs, not categories Referring to “adapted” or “modified” students Our response... these terms are strategies, not students Adaptations are a form of accommodation, and modifications are applied to learning outcomes, not to students CASE can be leaders in terminology use Assertions that students with special needs indentified in high incidence categories are “unfunded” Our response... Boards asked for a simpler funding formula with more autonomy – hence mixed funding model These students ARE a priority Levels of support should be based on student needs, not categories

11. Personalized Learning Imagine an education system……. Recognizes and responds to the uniqueness of every single learner Flexibility in where, when, and how learning takes place Parents are effectively engaged in their child’s learning Teachers are facilitators of learning Supported by technology

12. Personalized Learning What the Ministry will be focusing on in the coming year re: personalized learning and special needs: What does personalized learning mean in terms of fostering effective instructional practices for students with special needs? What does this mean in terms of curriculum, large scale and classroom assessments, performance standards and reporting? What the Ministry will be focusing on in the coming year re: personalized learning and special needs: What does personalized learning mean in terms of fostering effective instructional practices for students with special needs? What does this mean in terms of curriculum, large scale and classroom assessments, performance standards and reporting?

13. Personalized learning Regarding students with special needs, things to consider...  What parts of their educational program need to be personalized to their learning needs?  In personalizing for all, what would the benefits be for students with special needs?  In personalizing for all, what challenges do you see, and how can they be best managed?  How should a personalized learning plan relate to an IEP?

14. Other questions for us? www.bced.gov.bc.ca/specialed/