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http://snac.lbpsb.qc.ca

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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.

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Wh Who s

sits o
n SNAC f

AC for 2019-2020 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 -

ur Community representative

Franca Kesic Director General’s representative (non-voting) Stéphanie Stever Council of commissioner (non-voting) Danny Olivenstein

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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.

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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 5th, 2019

.

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What is an IEP?
Who needs an IEP?
Types of Support
Transitioning to High School

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 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

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 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

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 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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?

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Teachers will reach out to the parents Teachers will implement strategies and interventions

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Strategies are NOT working

Need for brainstorming

Strategies ARE working

Need for an IEP

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Student is evaluated according to regular program Purpose: ACCESSIBILITY Student is working at grade level Strategies required go beyond Flexible Pedagogy IEP is required – Outlines individualized strategies

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Instructional & Environmental

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?

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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)

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Modifications are individualized objectives
Objectives are evaluated using different criteria
Percentage marks are NOT included in the class average

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Outcome: Read an information text on

plants. Use the information to create a diagram of

the lifecycle of a plant.

I EP Modified Objective: Will recognize 10

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, leaf, stem and root.

Reads and listens to spoken, written, medias & texts

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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.

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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

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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

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 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

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 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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?

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Development of IEP draft begins
Meetings w ith parents may follow
1. Fall IEP professional Day
2. Term I report card

4. June: Term III & Final report card

3. Term II report card
5. Prepare for new

school year

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Adaptations and nd Modifi ificatio ions in in hig high h scho chool

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 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

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https://www.youtube.com/watch?v=MJoczdESU24

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