AGENDA
THE REGULAR MEETING OF THE BOARD OF TRUSTEES OF THE PORTAGE LA
PRAIRIE SCHOOL DIVISION TO BE HELD FEBRUARY 25, 2016 AT 6:30 P.M.
REVISED
CALL TO ORDER:
ROLL CALL:
Murray McLenehan (Chair)
Hélène Hoggarth
Penny Verwey
Luis Luna
Rod Brownlee
Hazen Barrett
Mike Mauws
Rochelle Rands
REGRETS:
David Citulsky
Preston Meier
Yvette Cuthbert
Shauna-Lei Leslie
Yvonne Dion
COMMITTEE OF THE WHOLE
02:07:16 Motion:
That the board resolve into committee of the whole, in camera.
Moved
Seconded
Carried
02:08:16 Motion:
That the board rise and report/without reporting.
Moved
Seconded
Carried
COFFEE BREAK
A.
AGENDA:
02:09:16 Motion:
That the agenda for the meeting of February 25, 2016 be approved.
Moved
Seconded
Carried
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B.
PREVIOUS MINUTES:
02:10:16 Motion:
That the minutes of the regular meeting of February 11, 2016 be approved.
Moved
Seconded
Carried
02:11:16 Motion:
That the minutes of the Business and Finance Committee meeting of February 11, 2016 be
approved.
Moved
Seconded
Carried
02:12:16 Motion:
That the minutes of the Curriculum, Program and Instruction Committee meeting of February
11, 2016 be approved.
Moved
C.
Seconded
Carried
MOTIONS:
02:13:16 Motion:
That the following teacher(s) be employed on Limited Term Contract(s) as follows:
Pedden, Timothy
Verwey, Tiffany
Moved
100%
100%
Seconded
February 1, 2016 to June 30, 2016
January 28, 2016 to March 11, 2016
Carried
02:14:16 Motion:
That the proposal regarding salary for the Director of Student Services, presented at the
February 11, 2016 Business and Finance Committee Meeting, be approved, effective January
1, 2016.
Moved
Seconded
Carried
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02:15:16 Motion:
That Policy IFD be amended to read as follows:
File IFD
PROGRAMS FOR STUDENTS WITH SPECIAL NEEDS
Student Services Department - Philosophy
Every student in the Portage la Prairie School Division has a fundamental right to equality of
opportunity to develop his/her full potential, academically, socially and in the acquisition of basic skills
for a happy and productive life. The Division supports Manitoba Education’s commitment to fostering
inclusion for all people.
Inclusion is a way of thinking and acting that allows every individual to feel accepted,
valued
and safe. An inclusive community consciously evolves to meet the changing
needs of its members.
Through recognition and support, an inclusive community provides meaningful involvement and equal
access to the benefits of citizenship.
In Manitoba, we embrace inclusion as a means of enhancing the well-being of every
member of the community. By working together, we strengthen our capacity to provide the
foundation for a richer future for all of us.
Reasonable accommodation for students, based on identified needs, will be met in a regular classroom
setting with age appropriate peers. As much as possible and within available resources, students with
special needs should experience school like their peers without exceptional needs.
An integral part of the Portage la Prairie School Division’s philosophy is that it is inappropriate to
deviate in any major way from the regular program for any student without prior and continuing
consultation with the parents or guardians of the student. A student’s placement in an alternate class
setting, either partially or on a full-time basis, shall require written consent of the parent or guardian.
In the event that supports to the regular classroom setting are required, they shall be applied using the
attached model (IFD-E). The delivery of support services shall be based upon the individual needs of
each student with the goal being to utilize the service closest to Level I that meets these needs. A
regular review of the delivery system shall include consideration to moving the student toward Level I of
the delivery model.
Alternate Programming
Manitoba Education has stated that the educational needs of most students in Manitoba can be met in
the regular classroom using “Foundation” courses that can be “modified”, “adapted”, or “individualized”
by the Teachers. A small number of students, even with individualized, modified or adapted programs,
may require alternative placements in classrooms with low pupil-teacher ratios for all or part of their
school day. In addition, some students for whom English is not a first language, may also require
English as an additional Language (EAL) experiences specifically designed to assist them in making
the transition into the English program.
“Adaptations” are available to all students who require a wider range of teaching strategies in order to
be successful in completing the provincial subject area curriculum outcomes. Although the approach
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used with the students or the length of time allowed for the learning to take place may be altered, the
minimal outcomes for each curriculum remain the same.
“Modified” courses are intended for students with significant cognitive disabilities and refers to altering
the number, essence, and content of the curricular learning outcomes that students are expected to
meet. An Individual Education Plan (IEP) is required for students with “modified” course credits.
“Individualized” courses are intended for students with significant cognitive disabilities. The educational
outcomes are developmentally and age appropriate and highly individualized to take into account the
learning requirements of the student. And Individual Education Plan (IEP) is required for each student
with “individualized” course credits.
“EAL” courses specifically designed to assist students for whom English is not a first language in
making the transition into the English program must be identified as such for credit purposes. An
Individual Education Plan (IEP) is required for each student enrolled in an “EAL” course.
Special Class Placement
Students who are experiencing difficulty with the provincial subject area curriculum outcomes will be
referred to the school support team which should include the parent(s), the Classroom Teacher, the
Resource Teacher, the School Guidance Counselor and/or other professionals closely involved with the
student’s education program. Discussions may focus on appropriate adaptations or modifications that
may be required.
Students who continue to function below the expectations of the school support team, even after
adaptations and modifications have been implemented, may require other education alternatives.
These alternatives may include, but are not limited to:
1. Retention in the present grade with Resource Teacher assistance with an adapted or modified
program.
2. Retention in the present grade with Resource Teacher assistance or Educational Assistant support
in specified areas.
3. Promotion to the next grade with an adapted or modified program and/or Resource Teacher
assistance.
4. Transfer to an alternative school that offers a different classroom program or a different resource
program.
5. Placement in a Special Education program.
In cases where it appears that a Special Class Placement is appropriate and acceptable to the parent,
the following steps shall be taken:
1. The Principal will arrange a meeting with the parents, the school Support Team and others closely
involved with the student to explore the options available for supporting this student, including the
possibility of placement in a Special Needs program. This discussion will assist the parent in
understanding that:
a) Special Class placement involves removal from regular classes for a significant part of each
school day;
b) Special Class enrollments are limited, and placement may not be possible at that time;
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c) as parents, they have the right to decline placement in a Special Class.
2. If the school support team and the parent are in agreement that placement in a Special Education
Class appears to be the best option, the “Referral for Special Class Placement” form should be
completed as required. Completed forms should be forwarded as follows:
a) Applications for Jr. High Learning Assistance programs should be completed by school teams
and forwarded to the Director of Student Services for final approval.
b) Applications for the Early Years and Jr. High Behavioral programs should be forwarded to the
Director of Student Services who will arrange a meeting of the appropriate divisional placement
committee.
c) Applications for the Pre-Employment Program, Community Transition Program, Community
Outreach Program, and the Senior Life Skills Program should be completed by the school team
and forwarded to the Director of Student Services for final approval.
3. After the decision for Special Class Placement has been made, the Director of Student Services will
advise the Principal of the applying school of the committee’s decision and request that the
following actions be taken:
a) The Principal of the applying school will advise the parents and staff of the decision. If the
decision indicates that a placement at this time is recommended, the parents will be asked to
indicate, in writing, their intention to have their child included in the program.
b) If the parents accept the placement, the Principal of the applying school will arrange for the
transfer of all relevant documentation from the sending school and will also arrange for
transportation, if required.
c) If the decision indicates that a placement at this time is not recommended, the Principal of the
applying school will arrange a meeting with the parents and the school support team involved to
plan an alternate course of action for addressing the child’s educational needs.
Moved
D.
Seconded
Carried
SUPERINTENDENT'S DEPARTMENT REPORT:
MM
1.
2.
3.
4.
Yes I Can Awards
Strong Beginnings
MSBA Student Citizenship Award
LVS Winter Courtyard Project
RR
1. Year at a Glance
2. Special Olympics
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HB
1. Budget Update: Preliminary Budget Release - February 16, 2016
Public Meeting - February 23, 2016
2. Parent/Teacher: February 19, 2016 – Update on Attendance
E.
OTHER BUSINESS
1.
F.
INFORMATION ITEMS:
E-mailed copies:
1. Newsletters
 Yellowquill School – February 22, 2016
2. Manitoba School Boards Association:
 E-News – February 17, 2016
 Memo: Re: Leaders’ Debate
 Women Symposium 2016 (with 2016 Draft Program)
 Memo: Re: Wired Glass Advisement
 Garden Valley Teacher Bulletin
 Prairie Rose Teacher Bulletin
 Sunrise Teacher Bulletin
 Collective Bargaining Meeting Update
 CPI Update January 2016
G.
UPCOMING MEETINGS:
March 10
March 17 – 19
March 24
April 14
April 28
May 12
May 26
June 9
June 23
June 24
June 24
June 25
June 25
Board Meeting
MSBA - AGM
Board Meeting
Board Meeting
Board Meeting
Board Meeting
Board Meeting
Board Meeting
Board Meeting
Grad Awards/Bursaries – PCU Centre
Formal Grad Ceremony – PCU Centre
Prom and Grand March – PCU Centre
Safe Grad – PCU Centre
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H.
DELEGATIONS/PRESENTATIONS
1. Jill Fast (Aboriginal Academic Achievement Facilitator): Update
I.
NEWS MEDIA QUESTIONS:
C.F.R.Y.
Daily Graphic
J.
Aaron Wilgosh
Matt Hermiz
COMMITTEE OF THE WHOLE:
02:16:16 Motion:
That the board resolve into committee of the whole, in camera.
Moved
Seconded
Carried
02:17:16 Motion:
That the board rise and report/without reporting.
Moved
Seconded
Carried
02:18:16 Motion:
That the 10:00 P.M. rule be suspended.
Moved
K.
Seconded
Carried
ADJOURNMENT:
The meeting was adjourned by the chairman at
p.m.
*****
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