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The Public Schools Amendment Act

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Title: The Public Schools Amendment Act


1
The Public Schools Amendment Act
  • Appropriate Educational Programming
  • (formerly Bill 13)

2
Equality
  • The Charter was proclaimed in 1981.
  • Section 15 (equality rights) affects the delivery
    of educational services.
  • Every individual is equal before and under the
    law and has the right to the equal protection and
    equal benefit of the law without discrimination
    and, in particular, without discrimination based
    on race, national or ethnic origin, colour,
    religion, sex, age or mental or physical
    disability.

3
The Human Rights Code (Manitoba)
  • 1987 The Human Rights Code (Manitoba) authorized
    the Manitoba Human Rights Commission to
    mediate/investigate discrimination complaints
    based on
  • ancestry
  • age
  • ethnic background/origin
  • religion/creed/religious belief, religious
    association/activity
  • nationality or national origin
  • sex
  • gender-determined characteristics
  • sexual orientation
  • marital/family status
  • source of income
  • political belief, political association or
    activity
  • physical or mental disability

4
Duty to Accommodate Disability
  • The Canadian Charter of Rights and Freedoms, The
    Human Rights Code (Manitoba) and the resulting
    court cases have established a duty to
    accommodate disability.
  • Thus, in education there is a duty to accommodate
    the needs of students with disabilities to allow
    them to access educational services equally,
    unless to do so would cause undue hardship.
  • Undue hardship The measures to accommodate
    special needs will be reasonable and required
    unless they cause undue hardship due to cost,
    risk to safety, impact on others or other factors.

5
Principles of Reasonable Accommodation
  • Reasonable Accommodation The schools obligation
    to address special needs of students where these
    needs stem from the protected characteristics
    specified in The Human Rights Code (Manitoba),
    such as physical or mental disability, and affect
    the individuals ability to access
    educational/school services or facilities.
  • Under the Code, the measures to accommodate
    special needs will be reasonable and therefore
    required unless they give rise to undue hardship
    due to cost, risk of safety, impact on others, or
    other factors.

6
Philosophy of Inclusion
  • Manitoba Education, Citizenship and Youths
    Philosophy of Inclusion provides the starting
    point and foundation for development of the
    regulations.
  • The Philosophy of Inclusion goes beyond the idea
    of physical location and incorporates basic
    values and a belief system that promotes
    participation, belonging and interaction.

7
Appropriate Educational Programming
  • June 10, 2004 Bill 13, An Amendment to the
    Public Schools Act (Appropriate Educational
    Programming) received concurrence and Royal
    Assent in the Manitoba Legislature.
  • October 28, 2005 the Amendment to the Public
    Schools Act and supporting Regulations were
    proclaimed.

8
Public Schools Amendment Act (Appropriate
Educational Programming)
  • Amends Section 41(1.1) of the Public Schools Act
    as follows
  • The minister may make regulations respecting
    appropriate educational programming to be
    provided by school boards under clause (1)(a.1),
    including, but not limited to, establishing
  • programming standards respecting resources and
    other support services to be provided by school
    boards
  • a dispute resolution process to be followed if
    there is a disagreement about the appropriateness
    of the educational programming being provided to
    a pupil by the school board.

9
(No Transcript)
10
Legislative Terminology
  • Statutes/Legislation
  • The Public Schools Amendment Act (Appropriate
    Educational Programming) (formerly Bill 13)
  • Regulations
  • Appropriate Educational Programming Regulation
    155/2005
  • Provisions Regulation 156/2005
  • Ministers Letters/Directives
  • Letter sent out affirming that all students have
    the right to the same length of school day
  • Policies/Protocols
  • Guidelines for Early Transition to School for
    Children with Special Needs

11
Legislative Terminology (continued)
  • Standards
  • Appropriate Educational Programming Standards
    for Student Services
  • Guidelines
  • Manitoba Pupil File Guidelines, Revised November
    2004
  • Support Documents
  • Working Together A Guide to Positive Problem
    Solving for Schools, Families, and Communities
  • Appropriate Educational Programming in Manitoba
    A Formal Dispute Resolution Process

12
Appropriate Educational Programming
  • Appropriate educational programming is a
    collaborative school-family-community process
    where school communities create learning
    environments and provide resources and services
    that are responsive to the life-long learning,
    social and emotional needs of all students.

13
Part 1 Introductory Provisions
  • Definitions
  • 1 The following definitions apply in this
    regulation
  • ? Act means The Public Schools Act
  • ? adaptation means a change in the
    teaching process, materials, assignments or
    pupil products to assist a pupil to achieve
    the expected learning outcomes
  • ? curriculum means the curriculum
    prescribed or approved by the minister

14
Part 1 Introductory Provisions (continued)
  • deputy minister means the deputy minister of
  • the Department of Education, Citizenship and
  • Youth
  • differentiated instruction means a
  • method of instruction or assessment that
  • alters the presentation of the curriculum for
    the
  • purpose of responding to the learning
    diversity,
  • interests and strengths of pupils
  • expected learning outcomes means the
  • learning outcomes consistent with the
    curriculum

15
Part 1 Introductory Provisions (continued)
  • minister means the minister responsible
  • for the administration of the Act
  • parent includes a legal guardian
  • pupil file has the same meaning as in
  • section 42.2 of the Act

16
Part 2 Appropriate Education
  • General obligation
  • 2(1) The appropriate educational programming that
    a school board must provide is the curriculum
  • 2(2) A school board must ensure that, as far as
    reasonably practicable, appropriate
    educational programming is available to a pupil
    in a regular class of his or her peers at
  • (a) the school whose catchment area includes his
    or her residence or
  • (b) another school that provides the program, as
    designated by the board, that the pupil is to
    be enrolled in, if the school described in
    clause (a) does not provide that program.

17
Part 2 Appropriate Education (continued)
  • School-related activities
  • 3 A school board must ensure that school-related
    activities such as assemblies, sports days and
    field trips reasonably accommodate the needs of
    all students.

18
Discussion Topic 1
  • What are the key areas that need to be examined
    when planning a school-related activity for a
    student who requires a wheelchair?

19
Part 2 Appropriate Education (continued)
  • Assessment
  • 4(1) A principal must ensure a pupil is assessed
    as soon as reasonably practicable if he or
    she is having difficulty meeting the expected
    learning outcomes.
  • 4(2) A principal must ensure a pupil is referred
    for a specialized assessment if the pupil's
    teacher and resource teacher, guidance
    counsellor or other applicable in-school
    personnel are
  • (a) unable to assess why the pupil is having
    difficulty meeting those outcomes or
  • (b) of the opinion that differentiated
    instruction and adaptations are insufficient
    to assist the pupil in meeting those outcomes.

20
Part 2 Appropriate Education (continued)
  • 4(3) A principal must ensure that the pupil's
    parent is informed before the pupil is referred
    for a specialized assessment, and no
    interviewing or testing as part of the assessment
    may occur without the parent's consent.
  • 4(4) A specialized assessment must be
  • (a) coordinated by a person who has been
    designated by the school board or, if the board
    has not designated such a person, by the
    principal and
  • (b) conducted by one or more qualified
    practitioners, as designated by the person
    coordinating the assessment, who may, if
    relevant in the circumstances, take into
    account reports and other information obtained
  • (i) from the pupils pupil file, or
  • (ii) from or with the consent of the pupils
    parent.

21
Part 2 Appropriate Education (continued)
  • 4(5) A specialized assessment must identify the
    following, as applicable
  • (a) other methods of differentiated instruction
    and adaptations that can be used to assist the
    pupil in meeting the expected learning outcomes,
    if it is determined that such methods or
    adaptations will be sufficient to assist the
    pupil in meeting those outcomes
  • (b) if it is determined that differentiated
    instruction and adaptations will be insufficient
    to assist the pupil in meeting the expected
    learning outcomes, what the pupil requires to
    meet or approximate
  • i) the expected learning outcomes, or
  • ii) the learning outcomes the pupil can
    reasonably be expected to achieve.

22
Discussion Topic 2
  • How would you work with a parent who refuses to
    agree to a specialized assessment? How can you
    address the needs of the student?

23
Part 2 Appropriate Education (continued)
  • Individual Education Plans
  • 5(1) A principal must ensure that an individual
    education plan is prepared for a pupil who has
    requirements identified under clause 4(5)(b).
    The plan must identify
  • (a) how the pupils requirements for meeting or
    approximating the expected learning outcomes
    are to be addressed, where it is reasonable to
    expect the pupil to meet or approximate those
    outcomes or
  • (b) where it is not reasonable to expect the
    pupil to meet or approximate the expected
    learning outcomes,
  • (i) the learning outcomes the pupil can
    reasonably be expected to meet, and
  • (ii) how the pupils requirements for meeting
    those learning outcomes are to be addressed.

24
Part 2 Appropriate Education (continued)
  • 5(2) The principal must ensure that a pupil's
    individual education plan
  • (a) is prepared with the assistance of the
    pupil's teacher and other in-school personnel,
    as directed by the principal
  • (b) takes into account a pupil's behavioural or
    health care needs, if any
  • (c) is consistent with provincial protocols
    respecting a pupil's transition to and from
    school and
  • (d) is updated annually or sooner if required by
    a change in a pupil's behaviour or needs.

25
Part 2 Appropriate Education (continued)
  • 5(3) The principal must ensure that the pupil's
    parents, and the pupil if appropriate, are
    given
  • opportunity to
  • (a) participate in preparing and updating the
    pupil's plan and
  • (b) be accompanied and assisted by a person of
    their choosing when doing so.
  • 5(4) The content of a pupil's individual
    education plan may be inconsistent with the
    requirements of section 2. In that case, the
    requirements of section 2 do not apply to the
    pupil.

26
Part 2 Appropriate Education (continued)
  • Transition into school
  • 6(1) In this section, "eligible person" means a
    person who
  • (a) is eligible to be enrolled as a pupil but
    who has not yet begun attending school or will
    be transferring into a school.

27
Part 2 Appropriate Education (continued)
  • 6(2) When differentiated instruction methods and
    adaptations are likely to be insufficient to
    assist an eligible person in meeting the
    expected learning outcomes,
  • (a) the principal must ensure that the person is
    referred for a specialized assessment and
  • (b) if required, the principal must ensure that
    an individual education plan is prepared for
    the person and sections 4 and 5 apply, with
    necessary changes, to the assessment and plan
    to be done under this section.

28
Part 2 Appropriate Education (continued)
  • Educational programming not to be unduly delayed
  • 7(1) A school board must ensure that a pupil is
    not denied educational programming in the
    following circumstances
  • (a) for more than 14 days after the pupil seeks
    to be enrolled in a school within the division
    or district, regardless of whether or not that
    school has received the pupil's pupil file or
  • (b) pending
  • (i) the conduct of any assessment, or
  • (ii) the preparation of an individual
    education plan for the pupil.

29
Part 2 Appropriate Education (continued)
  • 7(2) A school boards obligation to provide
    educational programming under clause (1)(a)
    does not limit or restrict it from taking
    reasonable steps to address any significant
    risks to safety which a pupil may present to
    himself or herself, or to others.

30
Discussion Topic 3
  • What steps can you and your staff take to ensure
    parents and students are given the opportunity to
    participate in the development and review of an
    IEP?

31
Part 2 Appropriate Education (continued)
  • Other assessments and reports not limited
  • 8 An assessment, including a specialized
    assessment, of a pupil conducted under this Part
    does not limit or restrict a school board's
    obligation to ensure that
  • (a) any other required assessment of the pupil
    is carried out and
  • (b) the pupil's progress is evaluated and
    progress reports are provided to parents.

32
Part 3 Dispute Resolution
  • Appointment of review coordinator
  • 9 The minister must appoint a person as the
    review coordinator.

33
Part 3 Dispute Resolution (continued)
  • Complaint may be made to the review coordinator
  • 10(1) A parent of a pupil, or a pupil who is over
    the age of 18, may complain to the review
    coordinator about the appropriateness of the
    following, as identified in the pupils
    individual education plan
  • (a) how the pupils programming requirements for
    meeting or approximating the expected learning
    outcomes, or the outcomes the pupil can
    reasonably be expected to meet are addressed
  • (b) where a pupil is placed in relation to his
    or her receiving educational programming.

34
Part 3 Dispute Resolution (continued)
  • 10(2) A complaint must be in writing and must
    specify
  • (a) the complainant's name and address
  • (b) the name of the pupil, where the complaint
    is made by the pupil's parent and
  • (c) the reason or reasons why the complaint is
    made.

35
Education Administration Miscellaneous Provisions
Regulation, amendment
  • 1. The Education Administration Miscellaneous
    Provisions Regulation, Manitoba Regulation
    468/88R, is amended by this regulation.

36
Education Administration Miscellaneous Provisions
Regulation, amendment (continued)
  • 2. Subsection 29(3) is replaced with the
    following
  • 29(3) The principal must provide the pupil file
    of a pupil who has transferred to another school
    to that school within one week of the school
    requesting it.
  • 29(4) In subsection 3, pupil file has the same
    meaning as in section 42.2 of The Public Schools
    Act
  • The centered heading before section 40.3 is
    replaced with SUSPENSION AND EXPULSION

37
Education Administration Miscellaneous Provisions
Regulation, amendment (continued)
  • 4. The following is added after section 40.9
  • Statistics re suspensions
  • 40.9 Every principal must
  • (a) develop categories of the reasons for which
    a pupil may be suspended and
  • (b) ensure that
  • (i) each suspension is accordingly
    categorized, and
  • (ii) for each category, the total number of
    pupils suspended and the duration of
    suspensions are tabulated.

38
Education Administration Miscellaneous Provisions
Regulation, amendment (continued)
  • Where suspension exceeds five days
  • 40.10 A principal must ensure that educational
    programming is available to a pupil who has
    been suspended from school for more than five
    days.

39
Education Administration Miscellaneous Provisions
Regulation, amendment (continued)
  • Alternative programming
  • 40.11 Despite being expelled, a school board must
    ensure that educational programming is made
    available to a person under the age of 16 who
    is otherwise entitled to attend a school in the
    division or district, as provided in section 259
    of The Public Schools Act.

40
Education Administration Miscellaneous Provisions
Regulation, amendment (continued)
  • Special needs of pupil to be taken into account
  • 40.12 Every teacher, principal, superintendent
    and school board must ensure a pupils special
    needs, if any, are taken into account when
    deciding whether to suspend or expel or
    otherwise discipline the pupil.

41
Education Administration Miscellaneous Provisions
Regulation, amendment (continued)
  • Coming into force
  • 5. This regulation comes into force on the same
    day that The Public Schools Amendment Act
    (Appropriate Educational Programming), S.M. 2004,
    c.9, comes into force October 28, 2005.

42
Discussion Topic 4
  • What are the considerations an administrator
    should think about when disciplining a child with
    a known disability?
  • Provide suggestions for how the childs
    disability can be considered in addressing the
    behaviour issue.

43
Core Values and Beliefs of Our Model of Inclusion
  • All students can learn in different ways and at
    different rates.
  • All students have individual abilities and needs.
  • All students want to feel they belong and are
    valued.
  • All students have the right to benefit from their
    education.
  • All students come from diverse backgrounds and
    want their differences respected.
  • Students learn in different places and locations.
  • All students have the right to appropriate
    educational programming.

44
Core Values and Beliefs (continued)
  • The provincial curriculum is the starting point
    for programming.
  • Parents and students must be involved in the
    planning process.
  • Collaboration between home, school and community
    is imperative.
  • The Individual Education Plan is the basis for
    decision-making for students with special needs.
  • The number of individuals involved in a students
    planning will increase as the complexity of the
    needs increase.
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