TDSB Deaf and Hard of Hearing Programs

Program Area Review Team (PART)

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)

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

Program Area Review Team

Purpose Tonight

PART membership recommendations: 3 models of program delivery will be proposed

Feedback: Which models are best options for our students?

Motivators for the PART Transitions for Deaf and Hard of Hearing

students in Intensive Support Programs (ISP)

Transportation issues for students in ISP’s

Pathways for Deaf and Hard of Hearing students

Support services for Deaf and Hard of Hearing students

Transition Issues In April 2008: TDSB’s 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

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

Pathways Pathways to promote student

success Equity of Access Community of learners

Building peer groups Professional development

Program Options Flexible and creative

Integration

Proposed Models

Three models Status Quo MODEL A MODEL B

PreschoolProgram

16 EA Signing17 SLF 10 EA

EATotals:

Oral

Signing

Oral / Sign support

Deaf Plus

Legend:

STATUS QUO - Deaf/Hard of Hearing– Feb. 2009

Briarcrest

Deaf Plus

Forest Hill

Bridlewood

Davisville/MTSD Grades K-8

4 SLFDanforth CTI

ItinerantProgram

Grades K - 2

Grades 3-4

Grades 5-8 PreschoolGrades 5 to 8

Grades K-4

Northern SS

Wexford PS

Drewry

Dublin Hgts.

Rippleton JK/SK (Itin)

Pelmo PK JK/SK (Itin)

Pre school

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

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

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

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

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

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

Proposed - MODEL A

Deaf MIDWEST PS-8 EAST PS-8

Oral

Signing

Oral / Sign support

Deaf Plus

Legend:

ItinerantProgram

PreschoolProgram

Secondary

Central K-8

Rippleton JK/SK (Itin)

Pelmo Park- JK/SK (Itin)

Pre school

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

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)

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

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

MODEL A - CONS Finding space for several classes

Will not solve all transportation issues

Leaving established schools and friendships with staff

Physical move

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

Proposed - MODEL B

Deaf MID

Single site PS-8

Oral

Signing

Oral / Sign support

Deaf Plus

Legend:

ItinerantProgram

PreschoolProgram

Secondary

SecondaryPelmo Park- JK/SK (Itin)

Rippleton JK/SK (Itin)

Pre school

Secondary

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.

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)

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

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

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

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

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

Itinerant numbers

162, 23%

200, 28%

274, 39%

41, 6%

31, 4%

Direct instruction

Program Support

Follow up

Assessments

Parent Guidance

Itinerant numbers by quadrant

196, 28%

164, 23%

144, 21%

198, 28%

NortheastNorthwestSoutheastSouthwest

Thank you !