TDSB Deaf and Hard of Hearing Programs

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TDSB Deaf and Hard of Hearing Programs

• Program Area Review Team (PART)

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History of the Process

• Resource Team and staff meetings identified
  issues of concern
• Coordinator presented an overview of Deaf and
  Hard of Hearing Programs to TDSB Central
  Feasibility panel in 2006, highlighting issues of
  concern
• Motion approved by SEAC in October 2008 and then
  approved by the TDSB in November 2008 for a
  Program Area Review Team (PART)

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Program Area Review Team

• This is a community consultation process that
  will assist the TDSB in developing the most
  detailed, accurate picture possible of student
  program and enrolment needs for the present and
  into the future
• The PART membership will examine this picture
  and make recommendations on how we can better
  serve our students needs

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Purpose Tonight

• PART membership recommendations 3 models of
  program delivery will be proposed
• Feedback Which models are best options for our
  students?

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Motivators for the PART

• Transitions for Deaf and Hard of Hearing students
  in Intensive Support Programs (ISP)
• Transportation issues for students in ISPs
• Pathways for Deaf and Hard of Hearing students
• Support services for Deaf and Hard of Hearing
  students

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Transition Issues

• In April 2008 TDSBs goal is to move towards a
  K-8 delivery model for elementary schools
• Elementary Deaf and Hard of Hearing students can
  change schools up to 4 - 5 times by secondary
  school
• Transitions can occur at grades 1, 3, 5, and 8
• Deaf and Hard of Hearing secondary students can
  attend three different sites

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Transportation Issues

• Handouts
• Of the 100 TDSB students who travel the greatest
  distance by bus, 20 constitute Deaf and Hard of
  Hearing students
• 60 of DHOH students travel over 10 km each way
  to their programs
• Scattermap No one solution to the problem

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Pathways

• Pathways to promote student success
• Equity of Access
• Community of learners
• Building peer groups
• Professional development
• Program Options
• Flexible and creative
• Integration

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Proposed Models

• Three models
• Status Quo
• MODEL A
• MODEL B

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STATUS QUO - Deaf/Hard of Hearing Feb.
2009
Deaf Plus
Grades 5-8
Preschool Grades 5 to 8
Bridlewood
Grades K-4
Drewry
Dublin Hgts.
Grades 3-4
Wexford PS
Itinerant Program
Pelmo PK JK/SK (Itin)
Rippleton JK/SK (Itin)
Briarcrest
Grades K - 2
Northern SS
Davisville/MTSD Grades K-8
Forest Hill
4 SLF
Danforth CTI
Preschool Program
Legend
Oral
Oral / Sign support
EA Totals
16 EA Signing
10 EA
17 SLF
Signing
Deaf Plus
Pre school
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Status Quo - PROS

• Minimal or no changes needed to program locations
• Continuity of class space and locations
• Itinerant Hearing Dept. and Resource staff remain
  centralized

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Status Quo - PROS

• Davisville PS /MTSD, Drewry SS are retrofitted
  for DHOH and have equipment that will benefit
  DHOH
• Some programs are centrally located and close to
  a TTC stop
• Current schools administrators, staff and
  students have experience with DHOH students and
  their issues and accommodations

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Status Quo - CONS

• Some schools are not accessible sites
• e.g. for students with mobility issues
• Some students will have to travel long distances
  on the bus
• Some students will have several transitions to
  programs due to the number of sites

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Status Quo - CONS

• No flexibility for changes in student or staff
  numbers
• Some students and teachers are isolated and have
  little peer support
• One location for all elementary students who use
  sign language

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MODEL A and B

• Consolidation of Programs / Services
• Consolidation of locations for Deaf and Hard of
  Hearing elementary self-contained programs
• Choice
• Three sites East/West/Central or
• One central site
• Consolidation of the two secondary programs
• Consideration of elementary site for sign
  language users
• Choice
• Either Central, or
• One site

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MODEL A and B

• Continued access to specialized programming
  (Drewry SS Rippleton/Pelmo Park)
• Continue to maintain a central Itinerant office
  and decentralized Itinerant support services on
  site at schools throughout all quadrants
• Consideration of a one or two site service
  delivery model for some of the families in the
  Parent Guidance Program

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Proposed - MODEL A
Deaf MID
EAST PS-8
WEST PS-8
Pelmo Park- JK/SK (Itin)
Rippleton JK/SK (Itin)
Secondary
Itinerant Program
Central K-8
Legend
Oral
Oral / Sign support
Preschool Program
Signing
Deaf Plus
Pre school
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MODEL A - PROS

• Enhanced capacity to share resource staff (i.e.
  Educational Assistants, Sign Language
  Facilitators, Speech Language Pathologist,
  Audiologist, Social Worker)
• Enhanced capacity for flexible, diagnostic and
  creative programming
• Ability to retrofit classes and schools

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MODEL A - PROS

• Flexibility Able to better handle short term
  changes in number of students and staff
• Less transportation issues (i.e. time and
  behaviors)
• Effective and efficient use of space
• Equity of access (fully accessible site)

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MODEL A - PROS

• Continued access to specialized programming
  (Drewry SS/ Rippleton and Pelmo Park)
• Fewer transitions for Hard of Hearing students in
  self-contained classrooms
• Increased opportunities for ongoing peer support
• Possible increase in integration into regular
  programs

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MODEL A - PROS

• Teachers would be part of a larger team
• Parents have a larger support group
• Students would have larger peer group
• More access to materials/resources

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MODEL A - CONS

• Finding space for several classes
• Will not solve all transportation issues
• Leaving established schools and friendships with
  staff
• Physical move

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MODEL A - CONS

• Central site needs to be an accessible site
• e.g. for students with mobility issues
• Students may have to travel further since it has
  the only programs for elementary signing students
• Finding a location for Coordinator for DHOH,
  Audiologist, Technician, (Speech Resource
  teacher), Central Itinerant and Itinerant Dept.
  including Parent Guidance Program

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Proposed - MODEL B
Deaf MID
Pelmo Park- JK/SK (Itin)
Rippleton JK/SK (Itin)
Secondary
Itinerant Program
Single site PS-8
Secondary
Secondary
Preschool Program
Legend
Oral
Oral / Sign support
Signing
Deaf Plus
Pre school
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MODEL B - PROS

• Enhanced capacity to share resource staff (i.e.
  Educational Assistants, Sign Language
  Facilitators, Speech Language Pathologist,
  Audiologist, Social Worker)
• Fewer transitions for Hard of Hearing students in
  self-contained classrooms
• Community of Learners (students, teachers,
  support staff) stronger sense of community.

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MODEL B - PROS

• Ability to retrofit classes and school
• Flexibility Able to better handle short term
  changes in number of students and staff
• Effective and efficient use of space
• Equity of access (fully accessible site)

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MODEL B - PROS

• Teachers would be part of a larger team
  (networking, professional development)
• Parents have a larger support group
• Socialization - students would have larger peer
  group
• More access to materials/resources

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MODEL B - PROS

• Continued access to specialized programming
  (Drewry SS/ Rippleton and Pelmo Park)
• Increased opportunities for ongoing peer support
• Integration into regular programs is vital in
  this model

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MODEL B - CONS

• Finding space for several classes
• Must-haves
• Location should be north and central, near major
  highways, accessible, and large enough to
  accommodate approximately 19 classes.
• Local student population to provide opportunities
  for integration. Administration committed to
  integration.
• Need for space for support staff such as social
  worker, speech teacher, speech pathologist,
  audiologist.
• Will not solve all transportation issues

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MODEL B - CONS

• Integration would be difficult given large
  numbers of students.
• Finding a location for Central Itinerant and
  Itinerant Dept. including Parent Guidance Program
  Coordinator for DHOH, Audiologist, Technician,
  Speech Resource teacher.
• Physical move

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ITINERANT DEPT.

• Centralized co-ordination of the Itinerant and
  Parent Guidance Program enhances delivery of
  professional development and sharing of resource
  materials
• Supports and facilitates efficient management of
  intake referrals and FM amplification equipment,
  providing benefits to students in terms of best
  practices and speedy timelines

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Itinerant numbers
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Itinerant numbers by quadrant
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• Thank you !