4/24/2001 - Regular Board MeetingTHAMES VALLEY DISTRICT SCHOOL BOARD
REGULAR BOARD MEETING,PUBUC SESSION
2001 APRIL 24;7:00 P.M.
BOARD ROOM,EDUCATION CENTRE
AGENDA
1.CALL TO ORDER
2.0 CANADA
3.SPECIAL MUSICAL PRESENTATION -Oliver Stephens Grade 8 Choir
4.APPROVAL OF AGENDA
5.OFFICIAL RECORD
6.RECOGNITIONS
Middlesex Effective Speaking Contest Winners Presentation
Chlldnet International Award
Jesse's Journey Presentation
7.CONFLICTS OF INTEREST
8.CONFIRMATION OF MINUTES
Regular Board Meeting,2001 March 27 separate
9.REPORTS FROM THE ADMINISTRATION
Director's Announcements verbal
Departmental Updates pages 2-15
Financial Projection:2000-2001 Second Quarter Results pages 16 -17
10.REPORTS OF COMMITTEES
Special Education Advisory Committee,2001 April 03 pages 18 - 23
Committee of the Whole,2001 April 10 pages 24 - 65
Chairs'Committee,2001 April 17 pages 66 - 68
Committee of the Whole,2001 April 24 verbal
11.MOTIONS •NOTICE OF WHICH HAS BEEN GIVEN -none
12.ADDITIONAL BUSINESS
"To Live, To Love, To Learn,To Leave a Legacy"
•John Laughlin,Director of Education
13.COMMUNICATIONS
Ontario Public School Boards'Association -Update pages
14.NOTICE OF MOTIONS
15.GOOD NEWS ITEMS -"Did you know..."
16.ADJOURNMENT
THAMES VALLEY DISTRICT SCHOOL BOARD
REGULAR MEETING,2001 APRIL 24
The Board met in regular session on the above date in the Board Room at the
Education Centre, meeting In Committee of the Whole, in camera,at 5:00 p.m. on
motionofPeters and Hart,followed bya publicsession at 7:25p.m. The following were
in attendance:
TRUSTEES
D.Stewart
J.Bennett
S.Deller
J.Hunter
ADMINISTRATION AND
OTHERS
J. Laughlin
P. Askey
P.Gryseels
B.Bryce
B.Greene
C. Murphy (-7:40)
M.Sereda (-8:30)
D.Anstead
S.Peters
T.Roberts
L.Stevenson
G.Jazey (+8:35)
J.Thorpe (-9:05)
P.IWennill (-7:45)
L.Robertson (-8:35)
R. Murray (-8:50)
L.Peck (+8:20)
G.Hart
P.Battler
P.Jaffe
P.Doelman
J.McKenzie
S.Galati
D.Bradford
S.Christie
W.Scott
Regrets:P.Schuyler,A.Cartier
O CANADA -OLIVER STEPHENS GRADE 8 CHOIR
The appreciation of the Board was extended to the Oliver Stephens Grade 8 Choir,
Woodstock,the Murphy Family ofSchools Singers, and conductor DougShippey for
leading in the singing of O Canada and performing two special musical numbers.
APPROVAL OF THE AGENDA
The agenda was approved on motion of G. Hart and J.Hunter.
OFFICIAL RECORD
We regret to record the death offour students,Jeffrica Gray, a 7-year-old student at
Dunwlch-Dutton PublicSchool,Dutton,on 2001,March24,Michael Bird,a 14-year-old
student at Homedale Public School,St.Thomas,on 2001,March 30,Heather.
Anderson, a 6-year-oldstudent at ElmdalePublicSchool, St. Thomas, on 2001,April
17,and Ben Lass;a 7 year-old student at Knollwood Park Public School,London, on
2001,April20.
2001 April 24...118
RECOGNITIONS-none
63.CONFLICTS OF INTEREST -No conflicts of interest were declared.
CONFIRMATION OF MINUTES
54.The minutes ofthe Regular Board meeting of 2001 March 27 were adopted
on motion of P.Jaffe and T.Roberts.
REPORTS FROM THE ADMINISTRATION
55.A Director's Announcements
None
55-B.Departmental Updates
The Administration presented departmental updates on the following issues:
Business Sen/ices
- 2001-2002 budget preparations for public input underway;
-Custodial Services Focus Group work completed;
-Supt.Greene meeting with the Budget Advisory Committee;
-Supt.Greene met with Ministryre: financial matters/funding issues;
-2000-2001 budget reductions identified address the 1999-2000fiscal year.
shortfall;
-Development of 2001-2002 budget is currently underway;
-Budget Working Team determining departmental expenditure budgets;
-Budget Coordinator meeting with Executive Council re :budget timetable.
-Preparation for the BAS Users Conference undenvay;
-School Renewal program update provided;
-Repair of playground equipment to commence 2001 April 01;
-Maintenance projects being re-prloritlzing due to budget reductions;
-Support Services update provided;
-Update provided of Tenders and Request for Proposals awarded.
_y
2001 April 24...119
Directors Services
-The Director and Executive Superintendent met with Darryi Skidmore,
CEO, London Public Libraryto discuss a joint venture;
- During the month the Director attended/presented at various events
including:Principals'Course at Althouse College,Leadership Awareness
Course,Chippewa P.S. literacy project, OPC Leadership Conference,
and Council of Directors of Education.
-Public Affairs updates re:Award of Distinction,Education Week .School
Profiles,Intranet Task Force, LINKS,TVEF, Principal Day, CAP,etc.;
•Staff Development Initiatives highlighted.
Human Resource Services
- School Councildraft policies/procedures outforpublicinputto be inplace
by 2001 September 01;
-800 benefit packages being sent to current retirees this month;
•Meetings with ETFO and OSSTF reps re:health,dental,life insurance
plans;
- New graduates being added to ES and SS Occasional Teachers lists;
- 25 elementary French teacher have been pool hired for 2001-2002;
-Rrst Aidtraining courses continuing.
Operations Services
- Holding schools/zones referred to School Councils forinput;
-All school converted to Trillium by 2001 April30;
-Pooled and Rrst Year Administrators'sessions planned for May/June;
- Ministry-sponsored Safe Schools Symposium being held 2001 April 24;
- Continuing Education 2001-2002 budget preparation being completed;-
- A year-end celebration for our new teachers being planned.
Program Services
-Summer Institutes offerings scheduled for 2001 August 20 • 24;
-System-wide PD day being held Friday,2001 October 26;
-Grade 7 and 8 History and Geography Units near completion;
-Rrst Nations Video Project underway;
-Grade 7/8 History/Geography Workshops were presented;
-Three Grade 10 Civics profile units were developed;
2001 April 24...120
-100 elementary teachers attended Arts Symposium on March 31;Three
- ArtsAfter-School workshops were offered in Feb. Mar.and Apr;
- Woodstock ArtGallery showcasing students Artfrom Mar. 24 - May5;
-Orchestra London Education programs In schools continuing;
- An Evening with Stephen Lewiswell attended by teachers,staff,
administrators and retired staff;
- First system-wide Special Olympicsfor DC Students being held;
- Horizon, new LibraryAutomation system being implemented;
-Rrst draft of Information/Communication Technology Plan underway;
- Librarianand Computer Contact Inservice being provided.
56-A.Financial Projection:2001-2001 Second Quarter Results
The Administration provided a preliminary projection of the Board's 2000-
2001 operating results based on the financial statements for the month
ended 2001 February 28.
The analysis focuses on the most significantfactors Impactingthe Board's
revenues and expenditures for the current budget year.
Revenue Analysis:
The majority of the Board's funding Is derived from the student focused
funding modelwithenrolment being the drivingforce behind this model. No
majorfluctuations are anticipated ingrant revenue allocations at thistime as
actualenrolmentsdo notvary significantly from the original projectionsused
to develop the budget.
Expenditure Analysis:
Administration identiHed anumberof"pressure points"facingthe Boardinthe
'current budget year which have become the primaryfocus ofthe re\^ew and
analysis.
Transportation
Transportationcosts are projectedto be overbudget by$0.5 million as
a resultofincreased services for program harmonizationthroughoutthe
jurisdiction and fuelescalator costs related to existingcontracts.
2001 April 24...121
Utilities
Natural gas prices have Increased by as much as 50% over the
previous budget year resulting in a projected shortfall of$3.0 million in
the Board's budget for utilities. On 2001 April 10, the Ministry
announced that additional grant funding would be provided to school
boards to offset the higher cost of natural gas.This Board's share ofthe
additional funding amounts to $1.4 million leaving a projected shortfall
of $1.6 millionon this budget line.
Permanent Salaries
Overall savings of nearly $1.8 million are projected for the Board's
permanent salary accounts.Some of these savings were anticipated by
Administration and were to be used to offset the cost of benefits for
various employee groups or programs involving non-permanent salary
costs.Some of these savings are also as a result of delays experienced
In filling vacant positions.
Non-Permanent Salaries
Budget shortfalls of approximately$1.0 million are being projected in
each of the secondary occasional teacher and elementary noon hour
supervisionbudgetlines. Theshortfallinthe secondary panel isa result
of the increase in teacher workload,reduced on-calls available for
coverage and an increase in the use of sick leave.In the case of the
elementary panel, the Ministry does not providefundingfornoon hour
supervision and Administration Is anticipatingthat permanent salary
savings may be used to offsetthe cost ofthis program in2000-2001.
Benefits
A significant increase inthe cost ofhealth and dental plans combined
with higher than anticipated plan enrolments have resulted In a
projected shortfall of nearly $5.3 million in this budget line.The
Increased costs affectmanyofthe Board's employee groups.
Other Budget Pressures '
Continuing Education Program - $0.5 million
Snow Removal Costs -$0.4 million
Playground Equipment Repairs -$0.3 million
REPORTS OF COMMriTEES
2001 April 24...122
57-A.Special Education Advisory Committee
Members
P. Gillis, Vice Chairperson
L.Vince
B.Hutwitz
W.Gowers
M.Tucker
B. Hopkins
W.Graham
L.Stevenson +2:00
L.Brown
A.Morse
E.Hager
P.SattIer+2:00
L.D'Ariano
J. Worthington
2001 April03
12:00 noon -3:30 p.m.
Administration and Others
P.Askey
B.Merifield
L.Pressey
K.Dalton
C.Ekins
L Phillips
W.Scott
Regrets:J.Bennett,0.Havt^thorne
Absent:J. Williamson, G.McGahey
Reports:
1.CONFLICTS OF INTEREST
No conflicts of Interest were declared.
2.APPROVAL OF AGENDA
The agenda was confirmed.
3.VICE CHAIRPERSON'S REMARKS
Patti Gillis,SEACViceChairpersonwelcomedand introduced alternates Cathy
Ekins, Learning Disabilities Association and Lorri Phillips, TVDSB District
School Council. Alison Morse,Easter Seal Society,advised that Rhonda
•Tc-ichrob has been appointed as her altemate.^
4.REPORT OF THE SEAC MEETING -2001 March 06
Following a discussion regarding the wording ofitem 11 ofthe 2001 March 06
report, the first sentence ofthe second paragraph was amended to read:...an
Individual Education Plan...; and, the following statement added to the first
paragraph, "Changestothe lEP Enginetoensurecompliancewith the Ministry
of Education Standards Document;Individual Education Plan,will be
implemented beginning 2001 March 19.Cornputer software providing a
template ofthe Student Plan of Action was distributed to school staff during
training sessions that have been occurringduring2001 Februaryand March.
2001 April 24...123
5. Patti Gillis,Integration Action Group, provided an oven/iew of a Ministry of
Education workshopheldat Stoneridge Inn,on 2001 April 02 regarding the
Individual Education Plan (lEP).Asummaryofthe presentation,together with
samples of the lEP gap analysis and funding clarification will be mailed to all
Members as well as a copy of the Ministry's document.IndividualEducation
Plan Standards for DevelopmentalProgram Planningand Implementation.
Patty Gillis reported that at the workshop,Ministry representative Peter Gouch
confirmedthatthe budgetlinesare consistent withthe Ministry's expectationfor
schools. In response toquestions regardingIntensiveSupport Allocation (ISA)
funding for 2001-2002 he advised that no decisions have been reached.Bob
Merifield,Learning Supervisor,advised that a number of variables exist when
planning ISA strategies (e.g.ensuringpersonnelare inplace toget legitimate
filesto support submission). An ISA process has not been planned for this
Spring.
6.INDIVIDUAL EDUCATION PLAN
Karen Dalton,Principal,LaurierS.S.presented from a practical standpointways
inwhichher school staff planto use the Student Plan ofAction(SPA)that will
replacethe Informal Individual EducationPlan (lEP).TheSPAatthe secondary
levelwill providea less cumbersome process for identifying students whoneed
extra help as well as providing a vehicle for clearly and concisely
communicating to parents/guardians program modifications, instructional
strategies and directives contained ina year-end summary.The SPA ensures
a linkexists fromlast to this years teachers and that services continue to follow
the student throughout secondary school.Samples of a completed Student
Plan of Action were distributed.
.
Lisa D'Ariano,Learning Disabilities Association,expressed concern that
endorsing the Student Plan of Action may be interpreted as a replacement for
the 'formal"Individual Education Plan.
A lengthy discussion occurred.
Bob Merifield,LearningSupervisor, advised that changes to the identification
criteria have not occurred.The identification "criteria bar"has not been raised
but rather clarified and reflects what is presently in place throughout the
District.Itis ariticipated thatthe Ministry of Education will be releasing new
definitionsand progiramstandards by exceptionality bythe end ofthis summer
which mayhave a significant impactforallboards across the province.
Bob Merifield reported that a program review is being proposed which will
include reviews ofthe Identification Placement and Review Process (IPRC),
and the IndividualEducation Plan (lEP),as well as a recommendation forthe
reorganization of the Program Services department.Further details are to be
provided at the next meeting of SEAC..
2001 April 24...124
Alison Morse,Easter Seal Society,requested clarification regardingthe planof
actionfor notifying parents/guardians ofprogram modifications foranystudent
not formallyidentified. Concern was expressed with de-identiflcatlon of older
students and its Impact/implications for students entenng post secondary
,education and/orthe world ofwork. Itwas reaffirmed that discussions regarding
the Student Plan of Action continue at the 2001 May01 meeting.
Becky Hunvitz, Association for Bright Children (ABC),suggested that the
Ministry's decision to eliminate informal lEPs may also impact the number of
students on an Individual Education Plan resulting in a loss of programs and
services.It was noted that completing the required documentation of the
Individual EducationPlan in compliance with Ministry's directions takes teachers
considerable time and reduces instructional (teaching) time. Itwas suggested
that SEAC consider recommending that the Board write to the Minister of
Education puttingthem on the alert regarding this matter and the potential
impactonservice. Thismatteristo be included onthe 2001May01agenda.
7.EXECUTIVE SUPERINTENDENT'S ANNOUNCEMENT
Peter Askey announced that John Thorpe,Superintendent of Education,has
beappointedtothe positionofExecutive Superintendent ofProgramServices,,
effective2001July 01.John will be replacing Peter Askeywhois retiring at the
end ofthe academic year. ItIsanticipated that John Thorpe will be attending
subsequent meetings.
Itwas also announced with regret that Bob Merlfield,LearningSupervisor,will
be retiring effective 2001 June 30. Peter reportedthatthe Learning Supervisor
ofProgramServices position will be filled whenthe competitions forthe position
of Superintendeti^of Education have been completed.
8.2001 APRIL 17 AGENDA
Itwas reported that an evening session ofSEAC has been scheduled for2001
April 17 from 4:00 p.m. • 8:00 p.m. The workshop format will Include an
information forum with special education consultants addressing the eleven
recommendations generated from last year's Special Education Plan review.
Becky Hurwitz,ABC,suggested that the Committee conduct a review of the
formatfor exceptionalitiescontained inthe (draft)Special Education Plan In
relation to ciiteria for Identification,placement and services with a view to
reorganizing itscontent (e.g.range ofplacements,primary verses secondary .
as itrelates to the deployment ofstaff fornext year). The Administration will-
takethe matter under advisement.Itwas suggestedthatthistypeof review
may cause the Committeeto get bogged down in wordsmithing.Itwas also
suggested that ifthis reviewIs supported bythe Members that each Individual
consider their specific area of interest and how it should be revised and come
back to the next meeting witha plan of action.
2001 April 24...125
V
Alison Morse,EasterSeal Society,requested feedback oftheearly impact on
the special education resultingfromthe Partnership forExcellence initiative.
9.TVDSB SCHOOL COUNCIL PRESENTATION
Brenda Hopkins,TVDSB School Council,explained the composition of School
Councils as regulatedunderthe Education Act.The mainpurpose ofSchool
Councils is through the active participation of parents to improve pupil
achievement and to enhance the accountability of the education system to
parents.
Brendareported that a detailed information session on the new Regulations
was provided for all TVDSB School Council Chairs,Principals,Trustees and
Superintendents on 2001 March 07 at the Education Centre.Presentations
were made bya representative fromthe local Ministry office,a School Council
Chair and the Executive Superintendent of Human Resource Services.
10.HOME AND SCHOOL PRESENTATION
Wayne Gowers,Alliance of Home,and School Councils,advised that his
Association is organized in specific elementary and secondaryschools and
differs from community groupsinthat Itsstructureisgeared torelateto all levels
of government administration.The role of Home and School at ail levels is to
work together,connecting the home and school and community in matters
relating totheeducationandwelfareof children andyouth. Copiesofa handout
entitled"Whatis Home and School?The Best forEach Studenf,was distributed.
Adiscussion was held regarding themost effective way ofcommunicating SEAC
information to all School Councils and Home and School Associations.It was
suggested thattheSEAC Communications Committee meetwith BrendaHopkins
and Wayne Gower todiscuss various strategies for providing School Councils
and Home and School Associations with information pertaining to special
education.
Peter Askey advised that with the Ministry's legislation of School Councils,
SEAC nowhas twogroups at the table whoencourage the activethe active
participation ofparents inthe enhancement educational opportunities for all
students.
11.ASSOCIATION PRESENTATION FOR MAY ,
Alison Morse,EasterSeal Society,agreed to provide a presentation of her
Associationat the 2001 May01 meeting.,
2001 April 24...126
12.SPECIAL EDUCATION,PLAN COMMITTEE REPORT
Patti Gillis,Integration Action Group,presented the changes/recommendations
to the Draft Special Education Plan submitted bythe Special Education Plan
Committee.Suggested revisions included amendments to the Special
Education handbook - A Parent's Guide, a gap analysis,highlighted in the
bodyofthe reportto identify whatis different from last year, and addition ofa
glossaryofselected terms. Memberswererequestedtopresentthedraftplan
to theirAssociationforinputand to contact Bob Merifield withany suggested
amendments before the 2001 May 01 meeting
During a reviewofthe draftplan,Bob Merifield,LearningSupervisor,suggested
that the definitions and criteria not be amended until the Ministry's new
standards are released within the next few months.During a discussion
regardingcriteriafor formal identification.Superintendent Peter Askeyadvised
that the giftedness criteria will be changed inthe description ofthe criteriafor
intellectualidentification.Informationregarding suggested identificationcriteria
is to be attached to next month's agenda.
The Committee continued to sit past 3:00 p.m. on motionof B. Hurwitzand L.
D'Arlano.
13.BUDGET UPDATE
Superintendent Askey provided an 2001-2002 Budget update.It was
anticipated that the Ministry would be releasing the budget figures by 2001
March,however,that timeline has now been delayed to midto late 2001 April.
Peter advised that the Administration will be reviewing all budget lines based
on the fundingformula announcement and presenting Its recommendations to
SEAC. It was suggested that the recommendation to approve the Special
Education Plan for 2001-2002 be delayed until the budget information is
released.It was noted that the timelines for the Ministryto receive and approve
the 2001-2002 budget Is 2001 June 12 and that the Minister is on record as
committed to stabilized funding for special education and literacy in primary
grades.
14.OPENING CEREMONY -ASHLEY OAKS P.S.
A copy of a letter was received from Ray Dorans,Principal,Ashley Oaks P.S.,
London, to George Mencke,Chairman,McDonald's Place,expressing
appreciatIonforthc,genyrousgrantof$25,000insupportofaSnoezelenRoom.
This,environment using mirrors, lights .textures produces positive sensory
stimulation approprUt^for special education students with profound rvv
exceptionalities.It was suggested that a videotape ofthe Snoezelen room be
prepared for viewing at a subsequent meeting.Bob Merifield advised that the
opening ceremony is to be held Thursday,2001 April05 at 10:30 a.m.
V.'..
2001 AprH 24...127
15.CORRESPONDENCE TO MINISTER OF EDUCATION
Acopy ofa letterwas received fromDavidStewart, Chairperson ofthe Board
and Trustee Joyce Bennett to Janet Ecker, Minister of Education,
acknowledging the significance value of the additional $1 million inadditional
funding for Barrier Free Access improvements across the District thisyear.
16.RELOCATION OF HEARING IMPAIRED PROGRAM
Jill Worthington,VOICE,requested information regarding the relocationofthe
elementary Hearing Impaired Program presently at Lome Ave PublicSchool.
Bob Merifield reported that a number of hearing impaired students also have
physical exceptionalities and that Fairmont Public Schoolisbeingconsidered
as the appropriatebarrier-free accessible siteforthe relocationofthe program.
A meeting was held withthe staff last week and the Board's commitment to the
programwas confirmed. The staff assigned tothe hearing programis working
with the Administration to ensure a seamless transition.A list of issues that
need to be addressed is being prepared by Program Services.
17.The Committee met in Forum.
18.ADJOURNMENT
The meeting adjourned at 3:30 p.m. on motion of L.D'Ariano and W.Graham.
P. GILLIS,
Vice Chairperson
2001 April 24...128
57-B.REPORT OF THE COMMITTEE OF THE WHOLE,Public Session
2001 April 10
7:00 p.m. - 9:20 p.m.
Members
D.Stewart,Chairperson
S.Deller
J.Hunter
L.Stevenson
P.Schuyler
A.Cartier
G.Hart
P.Jaffe
P.Sattler
P.Doelman
Administration and Others
B. Bryce
P. Askey
P.Gryseels
B.Greene
0.Murphy
M.Sereda
G.Jazey
J.Thorpe
P.Mennill
L Robertson
L.Peck
G.Treble
J.McKenzie
G.Owens
S.Qalati
D.Bradford
S.Christie
W.Scott
Regrets:Trustees J.Bennett,D.Anstead,S.Peters
1.APPROVAL OF AGENDA
The agenda was amended and approved on motion of L.Stevenson and
carried.
2.CONFLICTS OF INTEREST -No conflicts of interest were declared.
3.REVIEW OF CURRENT HOLDING ZONES AND DETERMINATION OF
HOLDING SCHOOLS FOR ADDITIONAL HOLDING ZONES
Peter Gryseels,Executive Superintendent,Program Services and Gil Owens,
Planning Officer,presented a comprehensive report establishing new'Holding
Schools"for designated "HoldingZones". The report reconfirmedthe criteria for
establishing "Holding Zones"; and reviewed issues associated with existing
• "Holding Schoois"and "Holding Zones".
The Board on 1998 September 22 approved the "School Accommodation and
Facility Organization Policy"and received the "School Accommodation and
Facility Organizational Procedures"which established the framework and
criteriafordealing with a numberofaccommodation issues including thecriteria
for the designation of Holding Zones and "Holding Schools".
The policy section state?,that instructional facilities will be planned and
organized with consideration of the following factors:"
2001 April 24...129
- to support learning;
- to achieve operating efficiencies;
- to respond to current accommodation needs and unique community
characteristics;and
- to anticipate the future.
The associated procedures were developed toprovidethe frameworkforschool
organizational plans,boundary adjustments,school closure studies,the
establishment of "Holding Schools",and new educational facilities within the
context of fiscal accountability and support for student learning.
Section 2.5 (Elementary)and Section 3.5 (Secondary)of the Procedure
provides the framework forthe establishment of'Holding Zones'and '"Holding
Schools'"within developing communities.This Procedure indicates that within
areas of new development,priorto the potential establishment of a new facility,
students may be accommodated within "Holding Schools".
Criteria for Establishing New "Holding Schools":
The following criteria is Intended to be employed as a guideline in the estab
lishment a Holding School for a Holding Zone:
-students from a holding zone shall be accommodated in as few "Holding
Schools"as possible,
-"Holding Schools" shall be as close to 'the developing community as
possible,
-where feasible,students shall be placed so that further relocations will not
be necessary during their accommodation in a holding school,
- "Holding Schools"should not exceed their effective capacity;however,
.portable accommodation may be required to provide additional space on
holding school sites.
Implementation of "Holding Schools":
As part of Section 2.5 and 3.5 of the "School Accommodation and Facility
Organization Procedures",a clause was developed to be Included whenever
necessary Inthe 'General Provisions ofa Subdivision Agreement" fora plan of
subdivision. This clause requires the developer to advise all purchasers of
residential lots and blocks by including inthe purchase agreement a statement
that the area has been designated a "Holding Zone", that the neighbouring
school facilities are at capacity,that there are no immediate plans to construct
a facility,and that students would be accommodated at a "HoldingSchool."
This specific condition has been added to appropriate subdivision agreements
since 1976 within the City of London.
20Q1 April 24...130
Tile following elements are part of tlie Implementation plan with respect to a
"Holding School"designated fora "Holding Zone"within the Board:
-students are transported to the "Holding School"within the Board
Transportation Policy and Procedures;
-students are expected to attend the designated "Holding School" fromthe
"HoldingZone"area;and
-students willbe accommodated withinthe "Holding School(s)"until such
time as community facilities are available
The need fora new educational facility ina developing area is reviewed within
the context of the multi-year accommodation forecast in compliance withthe
policies of the Ministry of Education and Training.The Initial consideration to
construct a new school will not occur for a developing community untilthe area
reaches a population of between 350 and 450 students;however, unique
circumstances may result in an area being considered prior to the identified
student population.In considering the need for a new facility,the report would
consider such factors as:
-the effect on the "Holding School"of the withdrawal of students from the
"Holding School";
- the current inventory of space withinthe District;
- long-term population projections;
-financial considerations;and
- additional factors considered appropriate
Current Holding Zones:
The Board has established 20 "Holding Zones"throughout the District.
Background data with respect to a description summary and the current status
of "Holding Zones and "Holding Schools"together with maps were provided.
There are a number of "Holding Zones"forwhich "Holding Schools"have yet to
be identified.The designation of a "Holding School"requires Board approval
and is brought forward generally at the time of the submission of a plan of
subdivision.Based on thistiming,"HoldingSchool"designations will be needed
for the North Talbot,Sunningdale,and Stoney Creek "HoldingZones".Once
the schools have been determined,the Administration will be in a position to
advise the developers and home builders of the school accommodation.
Historically it has been the expectation ofthe Boardthat students residingwithin
"Holding Zones"v/ould attend the designated "Holding School'and not the
nearest school as noted In the section dealing with the implementation of
"Holding Schools"
^2001 April 24...131
V.
Current Issues with existing "Holding Zones"
Summerside Holding Zone
Issue
The additionofthe Hearing Impairedprogram to Fairmont PublicSchool, which
will require the use of four vacant classrooms,has resulted in the need to
reconsider the use of Fairmont PublicSchool for a portion ofthe Summerside
Holding Zone.
Description
The Summerside Holding Zone Is located east of Highbury Avenue, south of
Commissioners Road, west of Jackson Side Road, and north of Bradley
Avenue. This development is approximately 242 hectares or 600 acres.The
development,whencompleted,Isanticipatedtoresultin5,300 units from single
family tohighdensityapartments and an overallpopulationofbetween 11,000
and 12,000.The original boundaries forthe 4 "Holding Schools'were approved
In September of 1995.The 4 schools identified at that time were Fairmont,
Tweedsmuir,Westminster Central,and Princess Elizabeth Public Schools.
At the present time,students are attending Tweedsmuir Public School and
FairmontPublic School. Based on the most recent data, approximately78
students are being transported to these facilities,with54 attending Fairmont
PublicSchool and 24attending Tweedsmuir PublicSchool. The recent decision
to relocate the hearing Impaired program from Lome Avenue Public School to
Fairmont Public School will use four of the current vacant classrooms.
Alternative
It will be possible to limit the Impactofthe "Holding Zone"on FairmontPublic
School by designating the area south of Darnley Avenue to Princess Elizabeth
Public School.At the present time,there are no homes nor students in this
area'to be changed so there will be no need to relocate any students.It is
recommended that the area south of Darnley Blvd.which was identified for
FairmontPublicSchool nowbe designated to Princess Elizabeth PublicSchool.
Thisaction will notdisruptthe currentstudent population attending Fairmont
Public School,andthere will be nochange tothesecondaryschooldesignation
of Clarke Road Secondary School.
Recommendation 1 -That the area south of Darnley Blvd.Inthe Summerside
HoldingZone be designated to Princess Elizabeth PublicSchool fromFairmont
Public School.'•
2001 April 24...132
Uplands Holding Zone
Issue
Theissueofthe Uplands Holding Zoneisbeingraisedsincethereare currently
homesbeingconstructedwhich are within the Uplands Holding Zoneandback
onto the Jack Chambers Public School property. Atthe present time,these
students will not attend Jack Chambers Public School.
Further,Jack Chambers PublicSchool isat capacity withfour portables onsite.
It shouid be noted that all residents within this Holding Zone are within the
Board"stransportation policy forattending Jack Chambers PublicSchoolifthis
was their home school (i.e., no transportation). When the Uplands
Development is completed,students will still be transported to Centennial
Central Public School
Description
The Uplands Community PlanningArea comprises approximately180 hectares
(445 acres) of which 108 hectares (267 acres) has been approved for
residentialdevelopmentwhichisanticipatedtoresultin65 hectares (161 acres)
oflowdensityresidentiallandand 43 hectares (106 acres)multi-family medium
residentialland. The target populationforthe entire area when "built-out"is
anticipatedto be approximately4,800. There has been a school site reserved
in the northwest part of the Community Plan. This site will serve this
development and any futuredevelopment northofSunningdale Road.
The Uplands Areawasdesignateda Holding ZonetoCentennial Central Public
School and MedwaySecondary school in May,1998,bythe Thames Valley
DistrictSchool Board. The area isapproximately330 hectares (815 acres)and,
based on construction estimates at this time,the development will generate
approximately 1,700 to 2,000 residential units with a bullt-out population of
between 4,500 and 5,400 people. Based on the current yieldfactors from this
type of development, this will ultimately generate between 500 and 750
students.The development ofthe first phase has now begun withthe firstunits
to be occupied by September 2001. It will be a number of years before the
UplandsAreawouldreach the 350 to450 range forthe consideration ofa new
facility.The current trends indicated that it will be inthe range of5 to 8 years.
This Holding Zone'is an area that may present a number of concerns with
potential purchasers.The "Holding Zones"includes all the lands northofthe
existingresidentialdevelopment.Jack Chambers PublicSchool borders the
first phase of the developrnant and will comprise approximately 164 single
familyunits which is anticipated to generate approximately 70 to 75 students.
2001 April 24...133
The current (2000 October 31)population for Jack Chambers PublicSchool is
479.50 Full Time Equivalent (PTE)and the school has a Ministry ofEducation
capacity of 399.50. Itis, therefore, operating at 129%of capacity with four
portables on site.The current Jack Chambers Public School attendance area
is still experiencing some new residential development and the five-year
projection forthe school indicates that the population will remain inthe 475 PTE
to 445 PTE range.
Alternatives
Jack Chambers Public School will not be able to accommodate the overall
student population from thisdevelopmentarea, as was indicatedInthe long-
term projected study (1998 May).As a result,the entire Uplands Community
PlanningAreawas designated a Holding Zone.Now,withthefirst phase ofthe
UplandsDevelopment underway and withits dose proximity to Jack Chambers
Public School,the questionas tothisarea's specificdesignationas a Holding
Zone has been raised. There are two potential alternatives that may be
considered:
Uplands 1
Thisfirst phase ofdevelopment will remaina Holding Zone and students will be
transportedtoCentennialCentralPublicSchobI and MedwaySecondary School -
as currently approved by the Board in May,1998,and In line with the current
implementationpractices for "Holding Schools". Theonly access forthe buses
to pick up the students for Centennial Central Public School will be along
Hastings Drive.This will meanthatstudents from thisarea will be transported
past the front of Jack Chambers Public School to Centennial Central Public
School. It will ultimatelybe necessary to add portables to Centennial Central
Public School as the Uplands Development proceeds.
Uplands 2 .
Thesecond alternative reconfigures the Uplands Holding Zonetoexcludethis
first phase of the development and to include itIn the Jack Chambers Public
Schooland A.B.LucasSecondary Schoolareas because of its proximity to
Jack Chambers PublicSchool. The remainingUplands Holding Zone will still
be designated to Centennial Central Public Schooland Medway Secondary
School. This will temporarily eliminate the need for transportation and will
permit students Immediate access to Jack Chambers Public School to attend
that school.
•'-
"•**i'
The Boardhas consideredschoolsfor additions when a schoolisoperatingat
a capacity greater then 135%. Currently,Jack Chambers Public School is
operating at 120%of capacity. If there is a desire to permit Jack Chambers
Public School to grow to a capacity of 135%,then the identified area could be
added to the attendance area.
2001 April 24...134
The onlyreason one would consider such a move wouldbe because there is
no natural boundary for this Holding Zone such as a major highway, railway
track or river.There will be,however,a need to add approximately 2-3
portables to Jack Chambers PublicSchoolto accommodate thispopulationover
the period of development.The downside ofthis alternative is that portables will
have to be provided and students who reside In the original Jack Chambers
Public School area will now have to spend a larger portion of their time in
portables.
Recommendation 2 - That the first phase of the Uplands Development be
included in the Jack Chambers Public School attendance area and A. B.Lucas
Secondary School attendance area.
Richmond Hill Holding Zone:
Issue
The Richmond Hill Holding Zone is being raised as an issue because of the
added development inthe Sunningdale Holding Zone which will be an extension
of the Richmond Hill area,and the fact that the Ryerson Public School facility
currently designated forthe Richmond Hill area will not be able to accommodate
the entire population projected from the two areas.
Description
The Richmond Hill area was designated as a Holding Zone in 1990 February.
However,development did not begin untilthe beginning of 1997 with students
designated to Ryerson Public School In the spring of 1998.Since that time,
students have been transported to Ryerson Public School.Atthe present time,
there are approximately 28 to 30 students being transported.
The lands to the west and north of the Richmond Hill HoldingZone were the
subject of a recent community plan study known as the Sunningdale
CommunityArea. This Is a large area of approximately 420 hectares (1038
acres);however,a large portion of the area will remain "open space".
A further factor impacting this area is the recent renovations completed at
Masonville PublicSchool located Immediately to'the south of Fanshawe Park
Road and the Richmond Hill Holding Zone.As a result of this recent work,
residents in the Richmond HillHolding Zone have asked to attend Masonville
Public School which currently has approximately 44 pupil spaces.
The Richmond Hill southern isoundary.ts separated by Fanshawe Park Road
and Is adjacent to Masonville Public School. In the long-term, Masonville
Public Scliool will not be able to accommodate the student population from the
total area of development.Aschool site has been reserved inthe central part
of this planning area which could service the entire community in the future.
Depending on the speed of the development of the Sunningdale Community,
an additionalschool facility will be needed Inthe next 5 to 8 years.
2001 April 24...135
Alternative
As a result ofthe renovations to l\i1asonviiie PublicSchool, the potential exists
to accommodate approximately 30 additional students at the school without
portables.These places could be made available to students from the
Richmond Hill and Sunningdale areas on an annual lottery basis with students
providing their own transportation.
If students are given permission to attend MasonvillePublic School from the
Richmond Hill Holding Zone ratherthen Ryerson PublicSchool,they woulddo
so withouttransportation.The Board only provides transportation tothe Holding
School.
Recommendation 3 - That students residing withinthe Richmond Hill Holding
Zone and the Sunningdale Holding Zone be permitted to attend Masonville
Public School without transportation on an annual lottery basis,provided no
portables are required to be added to Masonville Public School.
Potential "Holding Schools"
Based on elementary and secondary section of the "School Accommodation
and Facility Organization Procedures"which identifies criteria to be considered
for establishing "Holding Schools", an analysis of the school facilities which
would meet the criteria was completed.
The first step inthis analysis was to develop alable ofall schools Inthe District
withtheir 2000 October 31 enrolment, and the capacities for each school as
recently identified inthe Ministry of Education and Training "School Facilities
Inventory Database". Thisdata summarybyschoolis included inthe report.
Overall,the Board isoperating at 96.74%ofcapacity inthe elementary panel
and at 87.11 %capacity inthe secondary panel.
The second step In the analysis was to Identify schools within the City of
London with75 ormore pupil places available,based on their 2000 October full-
timeequivalentenrolment (FTE)and the Ministry ofEducationcapacityfigures.
A listing of the 21 schools with75 or more pupilplaces has been Identified.
Based onthisdata, the following analysis of "Holding Schools"forthe Identified
"Holding Zones"was completed.
Sunningdale Holding Zone
Issue
The first phase of the Sunningdale Community Planning area Is now in the
approval stage and development Is'anticipated during thisyear.Therefore,it
is necessary to designate a HoldingSchool for this area.
2001 April 24...136
Description:
The Sunningdale Community Planning Area,as wasnotedinthe Richmond Hill
section ofthisreport,is approximately430 hectares insize and the first plan of
subdivision has been submitted forthis area.The residential lands are projected
to resultin approximately 1,600 to 2,000 unitswhenthe developmentis fully
"built-out".This translates intoa potential population of between 4,000 and
5,000.Thistypeofdevelopmentwillultlmatelygenerate anelementarystudent
population between 450 and 550.
As indicated Inthe Richmond Hill section of this report, this Holding Zone is
adjacenttothe Richmond Hill Holding Zone with these students designatedto
Ryerson Public School.This first phase will comprise approximately 238single
family units,one (1)block for low density residential cluster development,and
four (4)multi-family blocks.Based on current yield factors, this area wiil
generate approximately 110 to130 students.
Alternative
There are currently5vacant classrooms at RyersonPublicSchool. The growth
from the Richmond Hill Holding Zone has been slowand itis anticipated that
this will continue.It is, therefore, possible to includethis area ofSunningdale
to Ryerson PublicSchool inorder to use this available space.
The secondary school will remain as A. B. Lucas Secondary School. Itis
anticipatedthatthe residentstudent populationinthe Holding Zone will warrant
consideration of a new elementary school in likelyfive to eight years.
Recommendation 4 - That Ryerson Public School be designated the Holding
School for the Sunningdale Holding Zone, and that A. B. Lucas Secondary
School be designated the secondary school facility.
The next phases ofthe Sunningdale Community to the northofthe Richmond
Hill Holding Zone will be includedas part ofthe Ryerson PublicSchool Holding
School.Currently,thesecondary students from theRichmond Hill Holding Zone
attend A.B.Lucas Secondary School. Itis recommended that the area ofthe
Sunningdale Community Planning Area also be included as part of the A. B.
Lucas Secondary School attendance area.
Stoney Creek Holding Zone:
Issue
The approval ofthe first phases ofthe Stoney Creek CommunityPlanning Area
and the beginning of construction requires the determination of a Holding
School for the elementary and secondary students.
2001 April 24...137
Description
The Stoney Creek HoldingZone is also located inthe north end of the Cityof
London and is north and east of the existing Grenfell Subdivision.At the
present time,the Grenfell area attends Northdale Public School and Northridge
PublicSchool,depending on their location withinthe community.
The Stoney Creek area is comprised of 137 hectares (338 acres)of
developable land. Based on the development concepts and early plans of
subdivision at "build-out", the area is projected to generate 2,000 new
residential units with a target population of approximately 5,700.This
development when completed Is likely to generate between 600 and 800
students,depending on the final residential densities.A school site has been
designated in the central part of the development.
The'first phases of this development are approved andconstruction is currently
under way. It was noted that this first area of development is an extension of
the existing Grenfell Development.
The first phase of the development will result In approximately 250 new
residentialunitswhich will translate intoapproximately 110 to 120 elementary
students.In considering potential "Holding Schools",it is clear that no one
school will be able to accommodate this entire development;therefore, itwill be
necessary to consider additional "Holding Schools"at a future time.
Alternative:
For this first phase,the following alternatives have been considered for
accommodating the students.In both of these alternatives,the elementary
students will require transportation to their school:
Stoney Creek 1
The area identifiedinthe Stoney Creek HoldingZone will be designated to
Sir John A.Macdonald PublicSchool for elementary accommodation and
A. B.Lucas Secondary School for secondary accommodation.This will
result in a bus ride of approximately 15 minutes to Sir John A.Macdonald
Public School from the Stoney Creek Holding Zone while secondary
students will be withinwalking distance to A. B.Lucas Secondary School.
There are approximately 115 pupil places available at Sir John A.
Macdonald Public School
2001 April 24...138
StoneyCreek2
The current phase of the development will be designated to Northridge
Public School for elementary accommodation and A. B.Lucas Secondary
School for secondary accommodation.Presently,Northridge Public School
is 33.00 students below capacity.
Atthe present time, the area of Kilally (west of Highbury Ave) is designated
to NorthridgePublicSchool. The growthfromthis development is attending
Northridge Public School and is anticipated to fill the school.The addition
ofthe HoldingZone to this school will require an addition ofapproximately
five to six portables over time.
Inthe long term, a new elementary school facility will be required central to
this development.The southwest portionofthe Stoney Creek Development
(Grenfell)has been completed for a number of years.This area has been
designated to both Northdale Public School and Northridge PublicSchool
since the late 1960"s.Atthe present time, there are approximately 250
students from the Grenfell area attending these two facilities.
In the long term when a new facility is identified for the Stoney Creek
Community,itwill be possible to return the Grenfell area to this new facility.
This will provide the opportunity to close Northdale Public School. The
remaining students from Northdale Public School,south of Fanshawe Park
Road, would attend Northridge Public School. This will provide two
excellent Junior Kindergarten to Grade 8 facilities,each central to the overall
development;one north and one south of Fanshawe Park Road.It will also
eliminate the need for students to change schools during their elementary
schooling. Inaddition,all students will be within the current Board walking
.zone which will reduce transportation costs.
Atthis time,this appears to be the best long-term accommodation solution
for the community.No action is being recommended at this time.The
Stoney Creek Phase One development is being recommended to Sir J. A.
Macdonald PublicSchool for elementary accommodation and A. B. Lucas
Secondary School.for secondary pupils.
Recommendation 5 •That Sir John A.Macdonald Public School be the
designated Holding School for the first phase of the Stoney Creek
Community Planning area,and that A. B. Lucas Secondary School be
designated the seconduiy school facility.
2001 April 24...139
North Talbot Holding Zone:
Issue
The Talbot North area is inthe process of receivingfirst phase approval and in
order to advise perspective purchasers of the school arrangements,it is
necessary to designate a Hoiding School.
Description
The NorthTalbot Community Planning Area is located south of Soulhdale Road,
east of Colonel Talbot Road,north of Pack Road,and west of Bostwick Road,
and comprises approximately 240 hectares or 593 acres.
The development is projected to generate approximately 3,700 residential units
and a resulting population of 8,300 when fully "built-out".This area could
generate between 800 and 1,000 students,depending on the final residential
densities and residential nature.
While construction has yet to begin in this area,the first plan of subdivision is
in the process of being registered and itis possible that construction will begin
within the near future.
The application currently before City Council would provide for 837 residential
units and three mixed residential/commercial blocks.It is anticipated that this
first phase of the development will extend over a number of years.
The neighbouring schools of Westmount and A.E. DuffieldPublic Schools are
at capacity and experiencing growth from withintheir boundaries.They will not
accommodate the additional growth from this area.It is anticipated that a
number of "Holding Schools"will be required to accommodate this area of
growthoverthe timeframe ofthis development until a community facility can be
provided.
Alternative
In reviewing the listof potential "Holding Schools",it appears that Westminster
Central Public School with an estimated six classrooms available will meet this
immediate need.This area falls within the Saunders Secondary School
attendance area and Itis recommended that the area continue to be a part of
Saunders Secondary School area for secondary accommodation.
2001 April 24...140
In order to facilitate the implementation of the Holding School, it is
recommended that Westminster Central PublicSchool no longer be Identified
as the Holding School forthe Summerslde Development and that Westminster
Central Public School had been identified forthis first phase ofthe Talbot North
Development.
It is further recommended that the Summerslde Holding Zone currently
identified for Westminster Central Public School be added to the Princess
ElizabethPublicSchool HoldingSchool areas.There are no homes inthis part
ofthe Summerslde Holding Zone at this time as construction has yet to proceed
to this area of the development;therefore,there are no students impacted by
this recommendation.
Recommendation 6 •That Westminster Central Public School be designated
the Holding School for the first phase ofthe NorthTalbot Community Planning
Area, and that Saunders Secondary School be designated the secondary
facility.
The Administration responded to questions forclarification.
During the discussions concerns were expressed regarding the term "annual
lottery"as it relates to the preserit practice of determining student placement at
school holding zones.It was suggested that the accommodation of students
should be the responsibility ofthe principal who can base the criteria on a more
personal level.
The report was endorsed,in principle, and referred back to the Administration
for presentation to the communities to provide an opportunity for public Input.-
The followingmotion was moved by P.Jaffe and carried:
That the six recommendations regarding proposed school holding zones be
referred baci^to the appropriate school councils for input and that a report be
brought to the May 10 Committee of the Whole for further consideration.
4.MONTHLY FINANCIAL REPORTING
Financial Statement -2001 February 28
Approved Budget 2000 June 27 $545 916 206
Add:Ministry of Education Additional Grants
2001 April 24...141
Ministry Funding Adjustment - Revised -6 901 109
Estimates
Grade 10 Textbooks 1 215 088
Add:Revenues from Special Grant Initiatives
Summer Career Program Human 1 488
Resources Development Canada
EQAO - in service 5 597
Canada Tmst Environment 4918
Breakfast for Learning
904
CISCO Networking 16 369
Add:Miscellaneous Revenue Items
Transfer from Reserves -Contractual 3 300 000
Obligations
1999/2000 School Budget Carryforward 2 805 918
Food Services Rebate 371 008
Registrations -Workshops and Seminars 11 927
General Interest Courses -Continuing 3 400
Education
Arts in Action 10 998
Sale of Vehicles 119437
Values,Influences,Peers 2000 1 147
Other Revenue Items 10 796
-5 686 021
29 276
6 634 631
Revised Expenditure Budget - 2001 February 28 $546 894 092
Revised Revenue Budget • 2001 February 28 $546 894 092
Tiie Administration advised that the Financial Projections based on the second
quarter results are to be presented to the Board in two or three weeks.'
The followingmotion was moved by Trustee Stevenson and carried:
Thatthebudgetassumptions and development process timetable be approved.
5.REPORT OF THE NATIVE ADVISORY COMMITTEE,2001 MARCH 20
The Report of the NativeAdvisoryCommittee which met on 2001 March 20
was presented.
2001 April 24...142
Members:
K.Albert II
S.Deller(+3:15)
W.Hill
J.Hunter
P.Schuyler
T.Smith II
Trustee Visitors:
L.Stevenson
A.Cartier
2001 March 20
3:00 p.m.-4:45 p.m.
Administration and Others:
B. Taylor (-4:40)
G.George
D.Gordon
C.Graves
L.Doxtator
J.Upsdell
D.Charles
V. Hopkins
T.Sillaby-Ramsey
D.Susi
E.Good
R.MacDonald
K.Moore
a)CONFLICTS OF INTEREST - No conflicts of interest.
b) WELCOMEANDINTRODUCTIONS
Phil Schuyler,Chairperson welcomed everyone to the meeting.All
present introduced themselves.
c)CONFIRMATION OF VOTING MEMBERS:
Trustees:P. Schuyler, J. Hunter, S.Deiier
0.K.T.Representatives:L. Doxtatcr, D.Charles
Chippewas of the Thames:K.Albert, T. Smith
Munsee-Delaware Nation:W.Hill
d)REPORT OF MEETING - 2001 FEBRUARY 13
The minutes of the February 13,2001,meeting were reviewed. Terry
Smith,ChippewasoftheThames, notedthat he preferredthe newformat
ofthe minutes because the person who broughtan idea tothe discussion
was mentioned.
Trustee Linda Stevenson asked If the questions raised at the 2001
February 13 meeting regarding Native students at risk would be
addressed at this meeting. Chairperson Schuyler indicated that most
were comments,and some may be covered.
The minutes were accepted.
e) PROFESSIONAL DEVELOPMENT
ISSUES SEEN BY FIRST NATIONS COUNSELLORS
Valerie Hopkins,FirstNations Counsellor,Thames SS,presented the
following report entitled "Issues Native Counsellors Confront in the
Schools".
2001 April 24...143
Student issues
Punctuality
Ensuring students attend classes promptiyon a regular basis
Difficulties arise during morning smudge
Attendance
Ensuring students attend classes
Monitoring attendance
Truancy/Absenteeism
Social/Emotional
Counsel students who are incrisis or having a difficult time at
school
Consequences fromNativeCounsellors (NC)are oftendifferent
from school consequences
We have a more proactive involvement with the students
Advocate for the students
Seek restitution and responsibility with natural/logical
consequences rather than straight consequences
Balancing time between students who are following all
expectations and students who are struggling with
inappropriate behaviours
Student allowances cause barriers between on/off reserve
Attemptto meet the needs ofailNativestudents regardless of
on or off reserve.
Other
Bus access when not supposed to be attending school
Mobility from one reserve to another,student moves from one
band list,sometimes they are on two
We need to track students regularly in order to have updated
listfor emergency contacts
2001 April 24...144
Counsellor Issues
Native Counsellors wish to:
meet with Warren Huffand Pat Cornelius to receive an update
on which Grade 8 students are coming to our schools to
prepare how we are going to best meet their needs
work in liaison with other departments ie Guidance,
Attendance,Cabinet,Native Studies when native students
needs are addressed to be informed of and assist with special
needs,advocacy,etc
- meet regularly with all Board employees,Pat Cornelius,
Graham George,Tracey Sillaby-Ramsay,James Antone,Val
Hopkins to address student needs
meet withallincoming secondary students during the firstweek
in September to explain Home Room, why it is there and
understand role of the Native counsellor
have regular meetings within a team structure.Attendees to
be Native Counsellors,Principals,Vice-Principals,Graham
George and Suzanne Books
Other Issues
SAS and OSR access
Share information about students being off rollor suspended and alert
the Native counsellors before it happens and give them opportunities to
advocate for students alone before meetings to strategize and plan
resolutions
If student requests Native Counsellors'support,that the Native
Counsellor be involved regardless of schedules
Develop a trust withthe teachers as a counsellor.They are responsible
and accountable,have credibility with the teachers,offices are not a
"goof off room.
Native Counsellors io have decision-making authority inthe area ofCAS .
notification,home visits v '
-be involved in a Nativs Parent Association . .„^
-have all Native Counsellors on mailing list
-have Protocol for case notes and locked cabinets
-Cultural Funds:easy and simple access
"A
2001 April 24...145
Vaierie IHopkins gave an example of a natural/ logical consequence of
one student's use of profane language in class.He apologized to the
class instead of being suspended,and has not repeated this unwanted
behaviour.
Jan Hunter,Trustee,noted that the natural/logical consequences should
apply to all students,not just First Nations students.She also asked if
smudging In Home Room would help eliminate some of the lateness.
Trace/Sillaby-Ramsey, Native Counsellor,Beal Secondary School,
indicated that First Nations students at Beal SS can smudge until 8:25
a.m., and they are being tracked so they are nottaking advantage of this
opportunity.
Valerie Hopkins. Native Counsellor,Thames 88,explained that at
Thames a list goes to the office of those students who smudged each
morning, and that they are given late slips to be admitted to class.
Doug Gordon, Learning Supervisor,Program Sen/Ices,pointed out how
emotionally draining constantly working at conflict resolution can be. He
hoped that the Native Counsellors were themselves receiving help with
a tough workload.
Chairperson Schuyler asked if there was a plan In place for the Native
Counsellors to alleviate stress.Valerie Hopkins, Native Counsellor,
Thames 88,Indicated that the three Native Counsellors are planning to
meet monthly to work on stress reduction.
Graham George,Program Services,asked about the Pow Wow that is
currently being organized.Valerie Hopkins explained that a joint Pow
Wow,being hosted by students from Beal,Thames and Saunders SS,
will be held on Wednesday,May 30,from 10 a.m. to 2 p.m. Letters were
being faxed on 2001 March 20 to all schools with First Nations students
to make them aware of this upcoming event.
SUMMER INSTITUTE PROGRAM
Doug Gordon, Learning Supen/isor,Program Services,explained that
this year the 2001 Summer Institute will be held the third or fourth week
of August.Mary Elijah will be speaking about issues relevant to
elementary and secondary teachers.
2001 April 24...146
REPORT ON FIRST NATIONS GRADUATES
Charmaine Graves, LearningSupervisor, Program Services, indicated
that she had just attended a meeting withProgram staff discussed the
topicof First Nations Graduates.
It was suggested that some of the following ideas may assist First
Nations students incontinuing their education to graduation:
(i)Start the school day later so students can come in iater.
However,they discovered that most students attend the first
two classes,and then don't return after the lunch break.
(ii)Perhaps having three classes in a row,followed by a lunch
brea)^and then time for socialization,for those students who
need this, would be more beneficial.
(iii)Introduction ofa Parent Handbook.All ofthe information tobe
included in this handbook is available elsewhere.However,it
wouldbe gathered in one central locationfor ease of reference.
It was suggested that word of mouth might be easier to
circulate information.
(iv)MoreFirstNationspeople are requiredinthe schoolsystem as
well as more First Nations teachers teaching subjects other
than culture and language.Students need role models.
(v)Homework Clubat Oneida.Jiidy Upsdell,Principal,Beal SS,
would liketo have a meeting to discover how best to help the
students in this club.
Terry Smith advised that the Chippewas of the Thames community
encouraged their students to remain inschool until graduation through
incentives such as student allowance increase,books paid for,and a lap
top computer at graduation. This proved to be an expensive program,
and is under review.
Doug Gordon, LearningSupervisor, Program Services, remarked that
attendance is always an issue especially when the weather is good.The
Counsellors are the firstlineof defence against truancy and must help the
students see beyond today to help them stay in school for a full day,
week and semester.
Dee Charles,O. K.T., noted that there must be more parent involvement.
Trustee Stevensoti iVotecl that education must become a direction of the /
family unitso that the rewards become a way of living.She asked what <
is being done to make sure that everyone knows the'rewards ofstaying
in school.
2001 April 24...147
Trustee Hunter commented that this must start in the home.Ross
MacDonaid,Principaiof Westminister Central PS,added that thisapplies
to allfamilies.Allfamilies, not just First Nations families,need help to get
the best for their children.
Terry Smith,Chippewas ofthe Thames,Indicated that itis very hard to
get support from parents,so that iswhyitis important to concentrate on
the students.
Trustee Stevenson asked ifinformationis being given to students early
enough to let them know about the benefits of continuing their education.
She suggested that community resource centres be established in
schools so parents could be invited to become more comfortable and
make sure they are recelving-the same information as their students.
Valerie Hopkins, Native Counsellor,Thames SS,indicated that the home
and school linkis important.
Wayne Hill,Munsee-Delaware,supported a resource centre,but
expressed that transportation would be a problem. How will parents get
from their homes to the resource centre at the school?He also added
that band members can tell by the family structure which students will
graduate and which students will get sidelined bytheir peers.
Dee Charles,0.K. T., also indicated that trying to get parents more
comfortable and involvedin school,as well as providing transportation to
the proposed resource centres,would be beneficial to all students.
Trustee Stevenson suggested all-day workshops to familiarize parents
with the school.'
Wayne Hill,Munsee-Delaware,indicated that the Principal,Westminister
Central P.S.,maintains an open door policy, but that most Rrst Nations
parents do not come Into see him.There are many barriers that First
Nations parents and students must overcome.Rrst Nations teachers
and counsellors are important In the process.Additional Rrst Nations
teachers and counsellors are needed to help current Rrst Nations
students and to act as positive role models.
Tracey Slllaby-Ramsey,Native Counsellor,Beal SS.indicated that at
Beal,four assemblies for Native students are held per year, and Native
students from other schools are invited.
Itwas suggested that inviting Native parents to the assemblies and to the
Pow Wowwould buildbridges of understanding.
2001 April 24...148
INTERACTION WITH PARENTS
Valene Hopkins indicated that a bridge between home and school is
important,and agreed that transportation is a problem.She has picked
up a parent at their home and brought them to school, and she and Beth
Taylor,Vice-Principal,Thames SS,have drivenouttothe reserve to meet
with parents.
She indicated that all students want an education but they need help
overcoming the day-to-day problems that cause them to leave school.
g) PRINCIPALAND NATIVE COMMUNITIES PROCESS
Charmaine Graves,Learning Supervisor,Program Services,referred to
the draft "Communications Suggestions to Support Rrst Nations
Students".Terry Smith,Chippewas of the Thames,suggested that
students get little support from home because their parents do not
understand the new curriculum. Ken Albert,Chippewas of the Thames,
agreed that the gap in curriculum is a concern.
Ms.Graves explained that this is a new curriculumforall parents,notjust
First Nations parents.Many parents have hired a tutor fortheir children.
Also,volunteers across the Valleyare present inthe primary grades but
at the secondary level they are non-existent.She asked for comments
on the draft document.
Beth Taylor reiterated 'thatthese problems are notjust specific to First
Nations parents.Principals are a good linkfor communications between
schools and parents and can provide an advocate to parents on a day-to-
day basis.
'Trustee Stevenr.on suggested that students need to be taught to be self-
advocates because Counsellors will not always be around. Self-
advocacy should be added to the draft document to support Rrst Nations
Students.
2001 April 24...149
Doug Gordon suggested First Nations students having difficulties be
[inked with elders to get a sense of direction, or a sense of self from
members of the community.Perhaps students could spend a day in a
workshop sitting with elders for a more culturally-based learning
experience.An elder could come to the school on a monthly basis to
share knowledge of ceremonies,traditions etc, and assist with any
communication problems.
Judy Upsdeli,Principal,Beal SS,wondered ifreally distressed Native
Students could turn to a Native Healer for support and some one-on-one
time.Trustee Deller wondered what tools could be provided to First
Nations students to create a culturally and personally-relevant
environment to create self-advocacy.
Chairperson Schuyler suggested a Take a Parent to School" day to
create more parent involvement.Judy Upsdeli stated that this has been
tried at Beal and some parents did come to share the school experience
for a day with their children.Ross Macdonald indicated that they have
successfully hosted "Special People'days with parents in attendance.
Chairperson Schuyler advised that he recently was invited to his
granddaughter's school to share his knowledge on the First Nation's
hunter/gatherer history.The students asked many questions and
appeared to enjoy his information. His granddaughter also benefited
from sharing some of her cultural heritage.
Judy Upsdeli suggested getting pre-permission at the beginning of the
school year to communicate directly with parents.
Doug Gordon stated that the school system must be aware of treating
Rrst Nations students that live on the reserve the same as those who live
offthe reserve.Awareness is also needed that changing addresses for
students Is a large problem.He stated that N'Amerind set up a program
at Beal SS,but itdid not last very long because the problem was bigger
than had been anticipated.
Trustee Stevenson suggested a peer mentoring program be established,
because at the secondary school,peers are more Important in student's
views than parents.Tracey Sillaby-Ramsey indicated that Beal is
implementing a peer mentoring program;howeverthey are experiencing
difficulties.
Charmaine Graves advised that she would discuss allofthe suggestions
brought forward today with Peter Askey,Executive Superintendent of
Program Services,and bring a revised document to the next meeting.
2001 April 24...150
h) OPSOA LEADERSHIP AWARD
Charmaine Graves explained that because Superintendent Askey is
President of the Ontario Public Supervisory Officials'Association this
year, the President's Leadership Award will be given to a Rrst Nations
student from Thames Valley.
There are two awards of $500.00 available to a graduating Rrst Nations
student.Thestudent award criteriaand nomination form were presented.
All ofthe awards are posted on the Board's Intranet. Anyone needing
help to findthem should contact staff inthe Guidance Offices.She wilj
requestthatSupt.Askeyfaxthe award criteria toallsecondary schools.
Itwas reportedthat FirstNations students are also eligible forthe annual
A.0.Askew Native Bursary. Graham George,Program Services,
indicated that the nominations for the Askew awards occur the first week
in May.
In response tothe question, 'Howcan schools be encouraged to submit
names for this award?",Tracey Sillaby-Ramsey suggested that the
morning announcements inform allofthe teachers ofthis award, and a
copy couldbe sent to each FirstNations Student.Graham Indicated that
he had tded this approach Inthe past.
Charmaine Graves reminded everyone that the Native Advisory Fund
ends on March 31.Documentation as to how the funds were used must
be submitted to her.
i)CHOICE OFSCHOOLS POLICY
Ross MacDonald stated that the Choice of Schools policy must be better
understood In the First Nations community.He indicated that parents
must be made aware that due to space restrictions and staffing Issues,
parents cannot just come to any school and register a student.Parents
must register their children in their home school, and then request a
different school,ifthis is their preference.
He Indicated that this would save a lot of misunderstanding and bad
feelings between the communities and the school.Trustee Deller asked
If there is a time frame to request a differentschool. Ross MacDonald
indicated requests must be received by March 01 to accommodate
staffing issues.
He indicated t;iat the home school is determined by the agreement
between the Board ?.nd the First Nations Band.It was noted that the
Oneida and Chippewas ofthe Thames Bands have a different agreement
from the Munsee-Delaware Band.
2001 April 24...151
Wayne Hill indicated that First Nations parents are aware oftheir home
school but when they feel a problem Is not being addressed at one
school,will choose to move their student to a different school in hopes
that the problem will be addressed.He believes that this is not a
communications Issue but rather a compliance problem.
Judy Upsdell indicated that this also is not a problem restricted just to
First Nations families.The con-ect name is "Attendance Area Policy"and
if used,families willnot believe that they may choose where their children
attend school. It is the decision of the Administrators regarding the
availability of school space,and a request may or may not be approved.
i)NATIVE ADVISORY NEWSLETTER
Charmaine Graves suggested that the minutes of the Native Advisory
Committee meetings be circulated rather than an original newsletter
because she is not receiving enough information to create a separate
newsletter.
Trustee Hunter indicated that nothing could be misinterpreted if the
minutes were circulated.She suggested an edited version ofthe minutes
and added that the last minutes were particulariy comprehensive.
Dee Charies,0.K.T.,wondered about circulating one-page highlights of
the minutes.Charmaine suggested that one-page highlights could also
go to the secondary schools to be posted to the bulletin boards for
information for First Nations students.
Terry Smith indicated that he had not seen a newsletter and wondered if
a student might like to gather Information for itfrom the schools.Judy
Upsdell indicated thata Native Newsletter isprepared and sent out with
every report card,but it is a different type of newsletter.Charmaine
Graves wondered if the Beal SS newsletters could be distributed to Linda
Doxtator, O.K.T.,and Terry Smith,Chippewas of the Thames,to post in
their respective community centres,for parents and students to
coordinate.
k)PRINCIPALS'UPDATE
Thames SS
2001 April 24...152
• 2001 March 21 Spring Native Ceremony
-Valerie Hopkins,l^atlve Counsellor Is working on a Native Circle (mini
Student Council)so the students can advocate for one another and
Rrst Nations programming
-Administrative staffisworkingon a small ceremony to be presented in
April
-organization of the Pow Wow
- Valerie Hopkins is producing a video project to chronicle a day inthe
life of a Rrst Nations student
- graduation ceremony in2001 June -there will be 4 Native graduates
who will be coming in Native dress and there will be a presentation In
Cjibwa
- the valedictorian is Kah'^ti:yo John
- a breakfast program started at Thames SS - a high percentage of the
student populationtravels to school by bus and, therefore, do not eat
breakfast
-good support from the community for the breakfast program received
-Hm Hortons and The Great Canadian Bagel Company have made
donations.Bagels,muffins and juice are served
• 668 students have enjoyed breakfast since the program has begun
(second week of February).Students have indicated they are doing
and feeling better in school because of the breakfast program
2001 April 24...153
Beal SS
-progress reports are going out 2001 Friday, March 23
-parent-teacher interviews will be held 2001 March 29
-mid-term exams are coming up
- a fashion show for the senior students will be held onThursday March
29
-Tracey Sillaby-Ramsey is working on the Spring Ceremony Assembly
to be held 2001 March 21
-First Nations students from Thames SS,Saunders 88,Owiiji,
-McEachren PS,and Westminister Central PS have been invited
there will be many presentations,prayers,a drumming group,a skit
and a mini-feast to follow
- the Pow Wow is coming up 2001 May30
Trustee Stevenson suggested that the Spring Ceremony should be video
taped but Tracey Sillaby-Ramsey indicated that it would not be
appropriate to video tape some of the ceremony because of the spiritual
content.
Westminister Central PS:
- a dance-a-thon was held 2001 Friday March 9 and raised $3,000 for
the school library
-students are rehearsing for the second school musical of the year.
The Wizard of Oz" to be performed May 9 and 10
-gymnastics club has started with approximately 40 students who will
present at the Gymnastics Festival at the end of April
- Oral Communications Festival for Grade 4 to 8 students to take place
April 12
- the junior/intermediate class went on a fieldtrip to Circle R for maple
syrup tapping with a class from Saunders SS
-Grade 3/4 held a Medieval Festival including period costumes,mock
battles and a feast
- United Empire Loyalists (Keith Crouches)shared a time inhistory with
the grade 7 and 8 students
ROUNDTABLE DISCUSSION
Chairperson Schuyler thanked everyone for their patience because the
meeting continued past the assigned time. Terry Smith,Chippewas of
the Thames,suggested that the meetings should be scheduled for two
hours in the future,because one and a half hours doesn't seem to be
enough time.
Trustee Stevenson returned to her original enquiry regarding children at
risk.She asked Charmaine Graves to provide a report.
2001 April 24...154
m)ADJOURNMENT
Chairperson Schuyler accepteda motion to adjourn from Wayne Hill,it
was approved and the meetingwas adjourned at 4:45 p.m.
Next Committee Meeting Date:
Tuesday.2001 April 10
3:00 p.m. - 4:30 p.m., Room 11
6.REPORTS OF THE BUDGET ADVISORY COMMITTEE,2001 MARCH 27
The Report ofthe Budget Advisory Committee,whichmeton 2001 March
27 was presented.
2001 March 27
3:25 p.m.-4:00 p.m.
Members
S.Peters,Chairperson
J.Bennett (3:45)
P.Sattler (3:25)
Administration and Others
B.Greene
J.McKenzle
J. Tilley
S.Christie
K.Meeson
S.Gaiati
D.Bradford
Trustee Visitors:
S.Deller
L.Stevenson
6
WELCOME
•Executive Superinten'Jent Brian Greene sen/ed as Chair pending the selection
ofthe Committee Chairperson and welcomed the attendees.
a)CONFLICTS OF INTEREST -none declared.
b)SELECTION OF CHAIRPERSON
Sharon Peters was nominated Chair of the committee and assumed the
role.
2001 AprH 24...155
c)2001/02 BUDGET
Exec.Supt.Greene reported that the GLG's are unlikelyto be received
before mid-April but budget preparation will continue according to
schedule.Government is committed to a tax reduction and balanced
budget;all ministries have been directed to re examine their budget
allocations; may be more restrictions on how funds may be allocated.
There may be additional funds available for the current budget year as a
result of a government budget surplus inthe fiscal year ending March 31,
2001.
System budget projections will continue and will be adjusted up or down
once the Ministry figures are reieased.The June 12 due date for
preparation of the budget is stillin place.
i) Budget Assumptions
Finance Manager Jim McKenzie introduced Supervisors Karen
Meeson and Joanne Tilley noting their responsibilities inthe budget
preparation.Karen wili develop the expenditure side and has
assumed the role of budget co-ordinator.She described the budget
assumptions based on genera!assumptions,salaries,benefits,
supplies/services/furniture and equipment,school renewal/capital
projects,utilitiesand transportation.
(See recommendation 8)
It was requested that a list of possible reductions considered by
Executive Council be brought to the Board for discussion.She noted
that $4.8M will be regained from this year's budget and $1M will be
deducted offthe top of the 2001-2002 budget as part of the deficit
management plan for 1999-2000.
ii)Timetable and Meeting Schedules
Exec.Supt.Greene described plans for the timetable of the budget
development.
Hi)Budget Process 2001/02
Business Services staff willarrange to hold four regional meetings to
discuss the Board's budget process with School Councils and the
District /Ullance of Home and School representatives.
2001 April 24...156
d)PUBLIC INPUT
i)Process for Written Submissions
Written submissions to the Budget Advisory Committee wili be
forwarded to the Executive Secretary's office the week of May 14.
Submissions will be distributed to trustees at the May 22 Board
meeting.
e) SCHOOL COUNCIL
Anotice to School Councils regarding the budget would be published in
local newspapers and on the Board's web site the week of April 2.
f) SEAC
Business Sen/ices will make a budget presentation to SEAC at the May
meeting based on information available at that time.
g)COMMUNICATION PLAN-deferred to next meeting
h) OTHER ISSUES -none
i) FUTURE MEETINGS
The next meeting is scheduled for Tuesday,2001 April03, at 6:00 p.m.
j) ADJOURNMENT- 4:00 p.m.
REPORTS OF THE BUDGET ADVISORY COMMITTEE,2001 APRIL 03
The Report of the Budget Advisory Commtttee,which met on 2001 April 03
was presented.
2001 APRIL 03
6:35 p.m.-7:10 p.m.
Members Administration and Others
S.Peters,Chairperson B.Greene K.Meeson
P.Sattler J.McKenzie S.Christie
a)APPROVAL OF AGENDA -The agenda was approved as printed
/-\
2001 April 24...157
b) CONFLICTS OF INTEREST -none declared
c)REPORT OF THE BUDGETADVISORYCOMMITTEE- 2001 March
27
The report was approved.
d)PUBLICINPUT PROCESS
It was agreed that School Councils,the District Alliance of Home and
Schools and the public will be invited to provide input regarding
development of tine 2001-2002 budget.Both written and verbal
presentations will be considered at the May22 Board meeting.
Written comments are to be directed to the Executive Secretary's office
and received by Friday, May 11.Verbal presentations on behalf of
stakeholder groups are to be scheduled through the Executive
Secretary's office.Remarks are to focus on the funding model and be a
maximum of 10 minutes in length.
Itwas suggested that the Board consider receiving public inputearlier in
the calendar year, priorto developing the preliminary budget.
e) COMMUNICATIONS PLAN
Duringthe week of April 2, the Public Affairsand Community Relations
department will prepare a notice inviting publicinputformedia publication
and posting to the Board's web site. The department will draft a
communication plan for the Committee's consideration.
The Budget Advisory Committee will hold four regional meetings with
School Councils and Home and School representatives regarding the
Budget process.
f)ADJOURNMENT -The meeting adjourned at 7:10 p.m.
2001 April 24...158
7.REPORT OF THE POLICY WORKING COMMITTEE,2001 APRIL 03
The Report ofthe PolicyWorkingCommittee,whichmet on 2001 April 03
was presented.
2001April 03
3:00 p.m.-4:35 p.m.
Members Administration and Others
S. Peters (Chair)Regrets: J. Thorpe L.Purser
L.Stevenson D.Anstead S. Christie B.Beatty
A.Cartier T.Roberts B.Bryce
a) APPROVAL OF AGENDA-The agenda was approved as written
b) CONFLICTS OF INTEREST - No conflicts of interest were declared.
c) COMMITTEE REPORT OF MARCH 6,2001 -received for reference
as required
d) DRAFTPOLICY/PROCEDURE INTRODUCTION
i.Asbestos -Draft Procedure
Safety Specialist Linda Purser and Executive Superintendent Bill
Bryce attended the meeting to provide an overview of the draft
procedure on Asbestos.
The procedure ensures compliance with the Regulations for
Asbestos on Construction Projects and in Buildings and Repair
Operations.Building owners are required to document the location
of asbestos materials within buildings and ensure that workers are
informed of the location where It has been used as a building
material. Principals are to be aware of the location of asbestos in
their schools and to orient staff inthis regard.
The procedure also outlines a method for monitoring the condition of
asbestos materials and a process for initiating repairs/removals on,
or in, the vicinity as well as disposal of asbestos materials.
It was developeH by the Safety Department in consultation with
Facility Servicos and the Networking and Operations area of IT.
Amotion to receive u id procedure and post iton the Board's web site
for public input was moved by Trustee Stevenson and carried.
(See recommendation 3)
2001 April 24...159
ii.Harassment Procedure
Supt Bill Bryce described amendments to the draft procedures
suggested by the Board at the February 27 meeting regarding a
teacher's obligation to report and notifying a member when an
adverse report has been filed.The wording has been drafted in
accordance withadvice from lega!counsel.
Animplementation plan will be developed for employees based on
principals and manager participation in a train-the trainer model.
The policy and procedures are posted to the Board's web site.The
committee approved the drafting of a brochure highlighting the key
message and that appropriate information be distributed to new
employees along with the annual in-service of staff.
Concern was expressed that the procedure does not expressly direct
that an adult be present when minors (under the age of 16)are
questioned,or that an adult will speak on a child's behalf to ensure
that their rights are met. The procedure indicates (Page 12)that "a
friend,peer supporter,a teacher or someone else may accompany
the student".Itwas agreed that the sentence will be superceded
withthe phrase "Itis appropriate that a parent,a friend..."
A copy of the amended pages of the procedure was attached for
trustees'information.Trustees are asked to bring their previous
copy of the draft procedure for reference.
iii)School Council Regulation 612
Executive Superintendents Bill Bryce and Brian Greene provided
draft policies and procedures required for compliance with
Regulation 612 -School Councils:
-School Councils -Parent Members (policy)
-School Councils -Conflict Resolution Process for Internal School
Council Disputes (policy and procedures)
-Student Dress Codes (Policy and procedures)
-Allocation of Funding (policy)
-Expense Reimbursement -School Council Members and Officers
(policy)
A train the trainer model is being developed to assist in avoiding
conflict situations.
gnQ1 April 24...160
Student Dress Code poiicy -Aschool code does not necessarily
mean a school uniform must bs worn but Identifies appropriate
dress.Student input will be sought from at least grade 7 through
secondary.If a vote is to be used to determine a dress code,the
policy indicates that a majority of parents is defined as 75%of the
parents eligible tovote.
The procedure for Access to School Sites gives the principal the
authority to require visitors to report their presence to the school
office upon entering the school.
The motion to approve the draft policies and receive the procedures
for information and to post on the Board's web site for public input
was moved by Trustee Stevenson and carried.
(See recommendation 4)
e)DRAFT WORKING POLICIES
i.Conflict ofInterest-deferredto May 1 meeting
f)OTHER BUSINESS
i.Response tothe Inquiry re Web Site Use
Bob Beatty,Manager of Information Technology Services,joined
the meeting to apprize committee members of statistics on use of
the Board's website noting snapshotsofwebuse are taken
periodically to maintain an awareness of web site use by both staff
and the public.
From the period Feb 28 to March 26,the Board's web site had
57,027 visits,630,506 requests,approximately 2000 usersper
school day and 1,100 perweek-end day.Most hits were within
the secondary pages,search engines,andthe employment
opportunities page.
The Policies and Procedures Directory had953 visits during this
time period,4547 requests,from 18-56 users per school day,and
10-25 usersper week-end day.The ISA4 Education Programs,
respiratory protectlcn cr.d^cafe schools sections received the
majorityofvisits.
It was suggested that in-service"be available to assist the public in
accessing the Board'swebsite.
2001 April 24...161
ii.Ontario Student Trustees'Association Letter
The Chair will speak with the Board's Student Representative
Peter Doelman regarding suggested areas to be Included in a
Board policy on student representation.The letter was submitted
to all boards in his role as Vice-Presldent of the Ontario Student
Trustees'Association.
Peter will be invited to attend the next Policy Working Committee to
discuss the suggested policy amendments.
8.REPORT OF THE INFORMATION COMMITTEE OF THE WHOLE
The Report of the Information Committee of the Whole, which met on
2001 April03 was presented.
2001 April03
7:25 p.m.-9:35 p.m.
Members
J. Hunter,Chairperson
D.Stewart
S.Peters
L.Stevenson
A.Cartier
P.Sattler
P.Jaffa
P.Schuyler
P.Doelman
G.Hart
Administration and Others
J.Laughlin
P. Askey
P.Gryseels
B.Bryce
B.Greene
L.Peck
C.Murphy
M.Sereda
G.Jazey
J.Thorpe
P.Mennill
L Robertson
J.McKenzie
K.Meeson
G.Bereznick
K.Button
B.Martin
8.Book
S.Galati
D.Bradford
8.Christie
W.Scott
Regrets:J.Bennett,T.Roberts,D.Anstead,S.Deller
a) CONFLICTS OF INTEREST - No conflicts of interest were declared
b)BUDGET ASSUMPTIONS AND TIMELINES
Trustee Sharon Peters advised that the public will be invited to provide
input regarding the development of the 2001 -2002 Budget.Both
written and verbal presentafibhs willbe considered at the 2001 May 22
Board meeting.Written presentations are to be submitted to the
Office of the Executive Secretary by Friday, 2001 May 11.
The Public Affairs and Community Relations department will prepare
newspaper advertisements and post a notice on the Board's web site
invitingpublic input to the Budget.
2001 April 24...162
Brian Greene,Executive Superintendent ofBusiness Services,presented
a report of the expenditure budget assumptions and the development
process/timetable forthe 2001-2002 Budget.
EXPENDITURE BUDGET ASSUIVIPTIONS
General
Each expenditure category will operate within the Ministryfunding
model. Exceptions will be reviewed and approved by Executive
Council and forwarded to the Board at budget time with an
appropriate rationale;
Funding for additional or new programs/services must come from
within existing budget lines;
Reduce total allocation by $1,000,000 for the 1999-2000 deficit
management plan;
Update 2000-2001 financial projections and reduce allocation bythe
amount of any projected deficit.
Salaries
Elementary and secondary teacher staffing is based upon Ministry
class size regulations and enrolment projections;
Current average salaries and staffing projections will be used to
calculate the elementary and secondary teaching salary budgets;
Elementary and secondary teacher compensation will be determined
once provincial funding is known and provision is made for the
recovery of prior year compensation shortfalls;
All other salary budgets are based on 2001-2002 budget staffing
sheets and collective agreements.
Benefits
Confirm enrolment in various benefit plans by employee group;
Confirm current benefit costs and projected benefit rate increases for
2001-2002
Supplies,Services,Furniture and Equipment
Calculation of school allocations for
a)supplies,sen/ices,furnitureand equipment
b)staff development and c)casual salaries based on allocation
models used in 2000-2C01
School Renewal/Capital Projects
Based on revenues available from the Ministry's funding formula;
Detailed list of projects approved by the Board.
2001 April 24...163
Utilities
Based on estimated energy consumption and projected utility rates;
Natural gas will be based on current rate structure;
No provision will be made forthe deregulationofOntario Hydro.
Transportation
Based on existing Board policy,service levels and negotiated
contract rates
BUDGET 2001-2002
DEVELOPMENT PROCESSmMETABLE
Meeting
Date
Meeting Participants Meeting Objectives/Information
Discussed
2001 Mar.27 Budget Advisory committee - Review budget development
process/solicit input
2001 May 01 Special Education Advisory
Committee
- Review Special Education Grants
and solicitinput
2001 May 22 Board Meeting - Public input to budget process
2001 May 29 Board Meeting (Special)-Budget presentation by
administration
2001 June 05 Board Meeting (Information
Committee of the Whole)
-Budget deliberations
2001 June 12 Board Meeting
(Committee ofthe Whole)
-Budget approval
-Report out to Board
2001 June 15 Rnance Department -Budget Estimates Submission to
the Ministry
The report was received on motionof L.Stevenson and carried.
2001 April 24...164
C)ATTAINMENT OFOUR VISION 2000 -2001
John Laughlln,Director of Education Introduced the second (2001)
Annual Report ofThe Attainment of Our Vision 1999-2003 Initiative.
The Vision- -"ACaring Learning Community"defines the Board and its
commitment to students.The Attainment of Our Vision Initiative is a
framework which guides the process of putting the Mission and Belief
statements Into action and supports the system's primary responsibility
of educational excellence and service to students.
A comprehensive second report on the Attainment of Our Vision
responding to the key questions:Where have we been?Where are we
now?and Where are we going?,was presented by the Administration.
The second status report followed the format ofthe first annual report but
with some key differences.Outlines ofthe action plans were provided for
the areas of Leadership,Learning and School Improvement,the three
areas of emphasis that remain constant and measure the progress and
success of this five-year,system-wide initiative.
-Leadership Initiative
The Attainment of Our Vision In-service has changed and evolved from
learning about,to using the Foundation principles, it Is focussed on
school improvement with more staff InputInthe planning stages and has
resulted in providing a dynamic,continuous process rather than being a
one-time event.
Research has started on the Vision in partnership with the Ontario
Institute for Studies In Education - University of Toronto (OlSE-UT).
Focus groups met In 2000 December and a survey on school factors was
conducted In the Spring. Interviews by OlSE-UT researchers Dr. Lynn
Hanney and Carol Telfer are scheduled during 2001 April.The results
will be reported to the system In2001 Spring/Fall and to each elementary
school in 2001 June.
The Staff Development Recognition Program Is based on the
Foundations Framework (aligned with the Standards of Practice)and
recognizes voluntary participation of all employees in staff development
activities.Samples of the certificates presented to participants were
provided for Information „
2001 April 24...165
The Mentoring and Succession Planning continuesto evolvealong with
the Internship Programs for Potential Supervisory Officers,New
Administrator Induction programs, an encouragement program for
aspiring leaders,New Teacher Mentoring program, and a two- level
Leadership Development program for all staff.
Learning Initiative
The Learning Initiative focuses on building teacher capacity and
Incorporating higher-order thinking skills for students while providing
maximum access to programs and resources.
Some ofthe pressures and supports realizedthroughthis initiative were
highlighted. They include the full implementation of the New Ontario
Curriculum,embedding technology withclassroom programs, and the
addition of Partnerships for Excellence and the Quest for Higher
Achievement. The accomplishments of the Learning initiatives are
quantified by changing teacher practices In planning assessment,
monitoiing classroom instruction,establishing consistency in standards,
focussing on literacy and developingthe System Planfore-Learning.
School Improvement Initiative
During the past two years, the focus has been on improving student
learning via the school improvement plan.The results are data driven
usingreportcards,EQAO results and standardized testing. Ahighfocus
is being'placed on Principal development using effective schools
research.It is expected that these initiatives will improve teaching
practices and continue to create a team effort with school administrators
and their Supervisory Officer.
A review of the Education Quality and Accountability Office (EQAO)
results ofthe Grade 3,6 and 10 tests compared tothe Provincial average
clearly indicates that a commitment to higher student achievement is
necessary.Steps to strengthen student achievement are being
incorporatedintothe SchoolActionPlans and strategies will applyto all
divisions and departments with a greater emphasis on higher order
thinking skills.
Strategies include the development of a Principal's checklist outlining
practical suggestions to monitor and improve literacy achievement in
individual schools,improving the totalschool results through a focus on
changingteaching practices withtiigher order thinking skill,and program
modifications for individual students and entire classes.
School Council/Association Partnerships are being strengthened and
enhanced through the new School CouncilRegulation and Attainment of
Our Vision In-service sessions.
2001 April 24...166
Development of an e-mail distribution list,completion of a Draft School
Council Handbook,as well as providing support through District-wide
conferences (e.g.Growinga Caring LearningCommunity,2000 October)
will help to ensure that parents and the community are full participants in
the education of Thames Valley students.
Catherine Retcher,Elmdale P.S.,School Council Chair, provided an
overview ofthe communications and interaction occurring with parents
and the community at Elmdale as a result of the School Improvement
initiative.
Alengthy question and answer period followed.
Chairperson Hunter extended appreciation to the Administration, staff,
and community representatives for their presentations.Trustee Jaffe
commended the Director for his leadership and vision in moving the
Board's commitment of an effective school system for all students
foHivard.
The report was received on motion of L.Stevenson and carried.
REPORT OF THE tNFORMATION COMMITTEE 2001 April 03
OF THE WHOLE -In-Camera
5:10 p.m.-6:40 p.m
9:40 p.m. -10:22 p.m.
Members Present Administration and Others
J. Hunter,Chairperson J.Laughlin
D.Stewart P.Askey (9:40-9:50)
P.Jaffe P.Gtyseels (9:40-9:50)
S.Peters B.Bryce (9:40-10:22)
P.Satller B.Greene (6:10,9:40-9:50))
L.Stevenson J.Thorpe(9:40-9:50)
P.Schuyler (-9:40)C.Murphy (9:40-9:50)
A.Cartier -P.Mennlll (9:40-9:50)
G.Hart (5:50)L.Robertson (9:40-9:50)
G.Jazey (9:40-9:50)
L.Peck (9:40-10:22)
. •'Si Christie
Regrets:J.Bennett,T.Roberts,0.Anstead
Absent:S.Deller
2001 April 24...167
The Committee met In camera from 5;10 p.m. to 6:40 p.m. and from9:40 p.m. to
10:22 p.m.
No conflicts of interest were declared.
Confidential personnel,property.legal and negotiation matters were discussed.
The followingmotion was moved by G. Hart and carried:
That the motion approved at the in-camera session related to a negotiation
matter be approved.
The meeting adjourned at 10:22 p.m. on motion of P.Jaffe.
J.HUNTER,
Chairperson
9.REPORT OF THE COMMITTEEOF THE WHOLE - In Camera 2001 April 10
The Report of the Committee of the Whole - In Camera,which met on 2001
April 10 was presented.
Members Present Administration and Others
D.Stewart, Chair L.Stevenson J.Laughlin
P.Schuyler P.Sattler B. Bryce
J.Hunter A.Cartier B.Greene
G.Hart S.Deller L.Peck
T.Roberts (5:27) P.Jaffe (5:25)S. Christie
S.Galati (5:28)
Regrets:J.Bennett,D.Anstead,S.Peters D.Bradford (5:15)
The Committee met In camera from 5:10 p.m. to 6:20 p.m..and discussed
confidential personnel and legal matters.
CONFLICTS OF INTEREST - No conflicts of interest were declared.
The followingmotion was moved by J.Hunter and carried:
1.That,in accordance with the Independent Procedure -Promotional Practices:
Selection Procedures and Aopointment of Principals and Vice-Principals,the
following "pool" of candidates be approved for appointment to the position,
Principal:Elementary Schools:-• "'
2001 April 24...168
Celia Handsaeme J.P.Robarts PS
Steve Harvey Lome Avenue PS
Diane Herter Edward Street PS
Susan Hodgins White Oaks PS
Cathy Johnston Prince Charles PS
Don Matthews Madeline Hardy PS
Brenda McCormlck W.Sherwood Fox PS
Leslee Nicol-Wallace Ashley Oaks PS
Adam Privitera Wilton Grove PS
ADJOURNMENT
The meeting adjourned at 6:20 p.m. on motion of L.Stevenson.
D.STEWART
Chairperson
10.REVISED BOARD REPORT FORMAT
Board Bylaw7, "Rules ofOrder",indicates that inall cases not provided forby
the Board's Rules of Order, the rules and practice of Robert's Rules of Order
shall govern so far as applicable.
The excerpt from Robert's Rules of Order clarifies the process for dealing with
the disposal of reports,i.e.,adoption or reception.It was noted that Robert's
Rules makes no provisionfora motionto receive a report.
>A sample ofthe Board report forms which have to revised to be consistent with
Robert's Rules of Order was presented.
Concerns -were expressed with the lack of a formal and/or active.
response/recognition appearing inthe Board's official recordwhen significant
comprehensive reports and presentations are presented ifa formal motionto
receive is not put on the floor. It was supported that an endorsement and/or
action by Trustees is necessary and must be in recorded appropriately inthe
minutes ofthe Board. Itwas suggested that the Chairs' Committee have the
responsibilityof determining the appropriate action required for each agenda
item.
A lengthy discussion occurred.
2001 April 24...169
The following motionwas moved by Trustee Jaffe and carried:
That the Thames Valley District School Board's interpretation of Robert's Rules
of Order and our local practice be the following:
• If information is received but not necessarily endorsed,there will be no
motion;
- If information is endorsed but no action taken,there will be a motion to
"accepf;
• If information is endorsed and action is to be taken,there will be a motion to
"adopt".
RECOMMENDATIONS OF THE 2001 APRIL 10 COMMITTEE OF THE WHOLE:
1. That the six recommendations regarding proposed school holding zones be
referred back to the appropriate school councils for input and that a report be
brought to the May 10 Committee of the Whole for further consideration.
2.That the budget assumptions and development process timetable be approved.
3. That the draft procedure on Asbestos be received and posted on the Board's
web site for public input.
4. That the draftSchool Councilpolicies be approved and the draft procedures be
received for information, and posted on the Board's web site for public input.
5.That the motion approved at the in-camera session related to a negotiation
matter be approved.
2001 April 24...170
6.That,in accordance with the Independent Procedure -Promotional Practices:
Selection Procedures and Appointment of Principals and Vice-Principals,the
following "pool" of candidates be approved for appointment to the position,
Principal:Elementary Schools:
CANDIDATE PRESENT ASSIGNMENT
Cella Handsaeme J.P.Robarts PS
Steve Han/ey Lome Avenue PS
Diane Herter Edward Street PS
Susan Hodgins White Oaks PS
Cathy Johnston Prince Charles PS
Don Matthews Madeline Hardy PS
Brenda McCormick W.Shen^ood Fox PS
Leslee Nicol-Wallace Ashley Oaks PS
Adam Privitera Wilton Grove PS
7.That the Thames ValleyDistrict School Board's interpretation of Robert's Rules
of Order and our local practice be the following:
- Ifinformation is received but not necessarily endorsed,there will be no motion;
'If information is endorsed but no action taken,there will be a motion to
"accept";
-If information is endorsed and action is to be taken,there will be a motion to
"adopt".
ADJOURNMENT
The meeting adjourned at 9:20 p.m., on motion of L Stevenson.
D.STEWART,
Chairperson
Recommendation 1 was adopted on motion of Peters and Roberts.
Recommendation 2 was adopted on motion of Roberts and Stevenson.
Recommendation 3 was adopted on motion of Stevenson and Hart.
Recommendation 4 was adopted on motion of Anstead and Roberts.
•a •^
Recommendation 5 was adopted on motion of Stevenson and Hart.
Recommendation 6 was adopted on motionof Anstead and Bennett.
f '2001 April 24...171
A motion by Peters and Jaffe to refer recommendation 7 to the Chairs'Committee to
find an appropriate venue for further discussion,was defeated.
Amotion by Hart and Stevenson to adopt recommendation 7, in principle,.subject to
an opinion being received from a parliamentary expert,was carried.
MOTIONS -NOTICE OF WHICH HAS BEEN GIVEN
58.None
ADDITIONAL BUSINESS
59 The following presentation was provided by John Laughlin,Director of
Educatio,as part of the Attainment of Our Vision initiative entitled, To Live,
To Love,To Learn, To Leave a"Legacy.
"Trustee Jaffe recently asked ifIwould present the address I gave to the
Y2 Leadership conference earlier this month. It comes from a personal
perspective of what I believe is true leadership and some of what I've
learned to be the essence of leadership.It takes the practitioner through
an evolving four-step process to develop the skills necessary to achieve
both personal and professional success.It's a process Icall TO LIVE,TO
LOVE,TO LEARN,TO LEAVE A LEGACr,and it's a process that comes
from within.
TO LIVE
It goes withoutsaying that we liveinexhilarating yet terrifyingtimes. Crises
are ubiquitous.Change in education seems unending.We are experiencing
less economic flexibility,more technological complexity,more multi-cultural
diversity,and heightened moral uncertainty.
We find that solutions are a temporary event limitedto the defined context of
the present issue and are subject to the ever-present threat of change.
It's also an age of paradox as seemingly absurd or self-contradictory states
ofaffairs are becoming more and more evident throughout education.We're
livingina world of rapid transformation which is pulling us in many directions
at the same time. If we're to live with a sense of security,we need to be
aware of these paradoxes^The first is the Paradox of Parental
Responsibility.
2001 April 24...172
Itgoes without sayingthat parents arevaluablestakeholders insupporting
our efforts on issues that affect their children's development.However, in
many instances,societyhas givenup responsibility fortheverythingsthey
want our schools to stress.Whilewe adopt zero tolerance policies, violent
video games and movies remain top sellers.Similarly,our students are
required to take literacy tests whilemany spend extensive hours watching
television rather than enjoying reading.
Parents question authoritymore; hence their children question authority.
Often children are cared for by secondary care givers which extends their
base of influence as their value systems are developing.
Oursystem could not operate effectivelywithout parents as partners inthe
learning process and we not only respect,but appreciate,the differing
'views they bring to this partnership.We learned very quickly that as
parents and educators,we don't know our kids better,we know them
differentlyso it's criticalthat we see parents as our natural allies and invite
them to be the valuable partners they are in the learning process.
Paradox of Expectations
In today's education system,more diversity and Integration is accompanied
by more emphasis on common standards and specialization.We've
certainly seen this withthe elementary and secondary literacy tests.Calls
for students to have more flexible work skills and for schools to respond to
multi-culturaldiversity are confronting our teachers.
They must deal with the philosophy of multiple intelligences,different
learning styles,the integration of special needs students into regular
classes,developing cross-curricular skills such as problem-solving and
criticalthinking as well as creating links between separate subject areas.
At the same time we are compelled to give standardized tests to our
students and deal with school-to-school comparisons which emphasize
restricted definitions of Intelligence,narrowness in learning styles,rigid
practices of sorting and tracking,all which reaffirm subject specialities.
We are required to be both open and closed,narrow and broad,variegated
and standardized,integrated and specialized.
2001 April 24...173
Paradox of Change
Thethirdparadox thataffectsourteaching livesisthat ofchange.During
the amalgamation, we saw how a strong orientation to our new Board's
future created a greater nostalgia for the past.The division of our tax
dollar to four distinct boards-public and separate English,and public and
separate French forced us to reflect on our abilityto establish a system
that is not overtly based on Judeo-Christian values but is reflected in our
philosophy,mission and belief statements.
As well, we hear more and more of the strengths of charter and private
schools as we deal withthe challenges of multi-cultural diversity. On one
hand, our government promotes such diversityyet investigates a province-
wide voucher system and charter schools.
We liveina confusing world where complexity and uncertainty are leading
many to long for the golden ages of traditional subjects,basic skills and
singular values.
Neil Noddings reminds us that Inhighschool whatwe once taught to a few,
we now teach to ail-a change that is hard for some to understand and
accept,yet we recognize that the giftof the last century was a universally-
accepted,publically-funded education system.We know our nation and
our government can adequately fund education as never before,but they
must choose to.
As leaders in education, we must first learn to live and adapt to this
changing world and to do so with a sense of optimism. Ralph Waldo
Emerson said,"Ifone life has breathed easier because you have lived,the
world will be a better place."
But how can we ensure that as Thames Valley leaders,we're not getting
caught up in trying to be everything to everyone?I believe we must
commit to ongoing personal and professional development,and
maintaining a balanced lifestyle. It's imperative that we not let ourselves
become complacent about our own growth while we deal with the
challenges that our positions bring. -
I suggest that all of us commit to maintaining our awareness of Issues and
trends in education on a professional development basis as well as
pursuing areas of specia)interest.It's Importantthat we are able to set our
professional responsibilities aside at the end of the day and focus on
activities that bring us relaxation and personal satisfaction.I believe that
those who can't findtimeforrecreation,will ultimatelyfindtimeforillness.
2001 April 24...174
Aswe learnto liveinthis rapidly-changing world,muchofthe stress we
experiencecan be controlled byour commitment toa balanced lifestyle.
We are also better leaders when we role model it.Socrates said,"Let
him that would move the world,first move himself."
I realize that this is easier said than done but I believe that it is possible
when we're committedto it.Some years ago, when I accepted a position
In York Region,our family movedcloser tothe Board Office so 1couldgo
home fordinner, but Ifound it wasn't always possible for me to be there.
One evening, Iarrived home around 11:00 and found a card sittingat my
place at the table. On that card read "Dad",and my heart sunk.My
daughter,Jennifer had quietlyremindedmeofmycommitmentto be with
them for dinner and Ihad been letting them down. I believe that everyone
needs a Jennifer.
My children were also very involved insports, especially basketball, and
we enjoyedwatchingthem playand supportingthem.However,mywork
schedule often made this difficult.I committed to them that 1 while I
couldn't attend every game, I wouldn't miss one that they thought was
important.Sometimes this meant catching the train or an airplane to get
there but it was worth it and one of my greatest satisfactions is that I didn't
miss one of these games.
I learned early on that five years down the road, no one would remember
that Imissed a particular meeting, butfive years downthe road, myfamily
would remember that I broke a commitment to them,that there was an
empty seatin the stands or the auditorium that had been reserved for me ^
to support myfamilyinwhat was Importantto them. 1didn't consider ita
sacrifice but a deposit in my family's emotional bank account.I also
realized the Importance ofworking to live—not livingto work.
Ithinkthe greatest advice we can offer our system Is to be all that we can
be; to take the bull by the horns to shape,Influence and model the
attributes we profess.Indoing so,our schools will not be a preparation for
life, they will be life. It also sets the stage for the next step on the
continuum-love.
TO LOVE
Whether we serve Thames Valley students as a trustee or administrator,r v
we are here because of our love of children and this love has resulted in
creating a system that is recos-nized as the best in the province. Our
Attainment of Our Vision initiative is another reflection of our dedication to
providing a caring learning environment for our students.
2001 April 24...175
Butineducation, love is not limited to ourfeelingsfor childrennor is ita
common leadership buzz word. Infact, it seems very unbusinesslike,out
of place among the tough realities ofthe education sector.However, itis
at the heart of supportive leadership.To a loving leader,life as a trustee
or an administrator is more than just a job and it shows.
As we work with staff, we see the sense of caring and empathy that
develops inour working relationships.We've all feltthe love ofa sensitive
staffmember,shared the griefwhen one has losta memberoftheir family,
and missed their contributionsto the system when these special people
have left the Board.
Veryoften we're unaware of the impact that others have had on us until
situations arise that call upon the positive working relationships we've
developed.We've also been struck by the absence of love in unfeeling
comments or actions.
Beinga loving leader means caring about our actions; caring about what
is taking place around us; and choosing to risk a part of ourselves.It
means thoughtfullyconsidering our colleagues'feelings in the decision-
making process,ourabilityto manage relationships and to empathize with
the feelings of others. In the words of 0. A.Battista,Ihe greatest
weakness ofmost humans istheirhesitancyto tellothers howmuchthey
love and appreciate them when they have the opportunity."
It also means having the ability to find common ground with all our
stakeholders,particularlyintimes whenwe disagree.Afterall,the leader's
task is to get work done through others.Love is what sustains and
encourages us to work together to address our challenges and it is what
sets us apart as a caring learning community.
TO LEARN
Superior performance depends on superior learning and it's based on
practiceand risk-taking.It'ssimplynolongerpossibleforaspiringleaders
to figure italloutat the top." The old model,"thetop thinksand the local
acts," must now giveway to integrating thinking and acting at aillevels.
While the challenge is great,so is the payoff and our students are the
ultimate benefactors.
Ibelieve that leadership in a'leafhing'organlzation starts with the principle of
creative tension.It comes from seeing where we want to be-our "Vision,"
and being truthful about where vve are-our current reality.
When we learn how to work with creative tension,we learn how to use the
energy it generates to move our reality toward our vision.
2001 April 24...176
As effective leaders,we'll recognize leadership as a reciprocallearning
process thatenables all ourstakeholderstoshare inour mission.It
means learningamong adults ina community that shares goals and
visions.It involves these five assumptions:
1.Leadership is not a trait;leadership and leader are not the same;
2. Leadership is about learning that leads to constructive change;
3. Everyone has the potential and rightto workas a leader;
4.Leading is a shared endeavour;
5. Leadershiprequiresthe redistribution ofpowerand authority.
It's important that we commit to being lifelong learners for our own well-
being. As someone once said, "Ina worldof change,the learners will
inheritthe earth whilethe learned will find themselves beautifully prepared
fora worldthat no longer exists." Ifwe're to be all that we can be, we must
continue to prepare ourselves for the worldof tomorrow, a worldwe will
have influenced as a result of our contribution to the education of young
people.
TO LEAVE A LEGACY
It goes without saying that regardless of our performance,we will leave a
legacy. Ourgoal should be to ensure that it's a positiveone. How will we
be remembered?What aspect of our service to young people will stand
out above all else-the number of years as a trustee?The committees
we've served on?Our balanced budget?I believe that we'll be
remembered for the values that we've instilled in those we've served and
how well we've role-modeled them.
Ourcapacityto shape values and educate through vivid personal example
ultimately directs the course of our system.The way people think about
our students and staff,the waythey behave,and their impressions ofright
and wrong are all influenced by watching us, as leaders,live out our
values.It Is easy to determine if our system's beliefs have been
haphazardly acquired,or purpose-fully instilled,protected and promoted,
based on how we've embraced.oi'r ro'.e as value shapers.
.U.
'.2001 April 24...177
Accordingly,our Foundations Frameworkhas carefullydepicted the values
that wefeel depict us as a caring learning community. One ofthe greatest
strengths of the Framework is the fact that the system participated in its
development.We share a commitment to the principles of integrity,
student learning,continuous improvement,teamwork,communication,
problem-solving/decision-making, coaching and mastery of job-specific
skills. Nowthe challenge is to model these important attiibutes so there
isn't a dichotomy between what we espouse and what we practice.
When we live our values,we Inspire tremendous commitment and loyalty
in others resulting In them expanding their influence and their ability to
affect change.
I believe that when our system evaluates whether or not we've been
faithfulto the values we profess,they look at the followingcriteria:
1 .How we spend our time
The best way to learn what a person values is to watch the way they
spend their time. I'd encourage each of us to make a list of the top five
values that influence our roles.Then look at our calendars and analyze
the way we allocate our time.What does our schedule say to others •
about what we value?
2.0ur reactions to critical incidents?
Whether it's a disagreement between colleagues or a commendation of .
staff, how we handle the event sends a message.Are we able to
maintain our focus on the issue rather than on personalities?Do we
recognize and respond to the extra effort our staff expend on a daily
basis or do we consider it "part of the job".
3.What do we reward and punish?
Do our rewards specifically reinforce the values that we profess as an
organization?Do our incentives promote competition or co-operation?
When a staff member takes an intelligent risk to benefit our students,do
we reward or punish their effort? Howdo we respond to constructive
feedback?Do we role model forgiveness?
4.The questions we ask.
Do the questions we ask demonstrate our concern for our staff and
students?The questions v/e ask and answer reveal a lot about whatwe v-'
value.
20Q1 April 24...178
S.The things we measure.
Arewe as rigorous about measuring staffsatisfaction as we are about
measuring their performance?If we believe that partofleadershipis
servingstaffand community,do wegivethem a chance to evaluate the
quality of the service we provide?
Irecognizethat these are toughquestions andwe maynotbe comfortable
with some of the answers.They are, however, an indication of how our
walktalks.Everything we do, and we choose notto do,says something
about what we value,and it forms the foundation of the legacy we create.
CONCLUSION
Today, more than ever, a good education is criticalto the economic and
social well-being of our young people. Education happens when hope
exceeds expectations. Teaching Is what makes a difference.Parents
know this and they value and support our schools.They recognize,too,
that each of us can make a difference in the quality and impact of our
students'education.
Margaret Mead once commented,"We must never doubt that a small
group ofthoughtful,committed people can change the world;indeed, itis
the only thing that ever has."We have the unique opportunity to help
develop a future society, and to Instill values that will help ensure our
students become contributing members of that society.I believe it's
successisbasedon living,'loving,learning,and looking beyond what is,
in order to leave a legacy of support to our students.
Iwant to close my remarks this evening with the poem,"Dream a Little"
and follow itwith a video called "Sense of Purpose".I believe that both
sum up our legacy as we 'ive,love and learn together.They are also my
hopes for each of you inthe years to come.
DREAM A LITTLE
Dream a little,work a little,
Live a little,love a lot
You can enjoy the time you've got.
You must have dreams to have direction,
Sometv.t-erfi that you can go.
And you must-work at your profession
so your.Isgacy willgrow.
A
2001 April 24...179
V y'
You must give your lifeits fullest
Just so you will know
That sharing love with those who care
can feed your very soul.
Without dreams our short season
can seem a useless race.
For without dreams for love to feed on
Life becomes an empty waste."
The Director's presentation was spread upon the minutes on motion of P.Jaffe and
T.Roberts.
COMMUNICATION
60-A.The following resolution was adopted on motion ofP.JaffeandJ.Hunter.
And resolvedthatthe Thames Valley District SchoolBoardnominate Vice-
Chairperson Joyce Bennett for the 2001 Dr.Harry Paikin Award of Merit
offered bythe Ontario Public SchoolBoards'Association.
60-B.Ontario Public School Boards'Association
Trustee Diana Anstead reported thatthere will be an Ontario Public School
Boards' Association BoardofDirectorsmeetingthis week and that agenda
items will include Extra-Curricular Activities,Effective Schools and the
Governance Model.
TrusteeAnstead advised thatthisyearthe OPSBA Annual General Meeting
will be held in Wngston,Ontario during 2001 June.Trustees wishing to
attendthe Annual Meeting wereasked to contactSue Pulham,Trustees'
Office as soon as possible.
61.NOTICE OF MOTIONS -none
62 GOOD NEWS ITEMS
Trustee Terry Roberts thanked the Senior Administration for providing an
opportunity for the Trustees and their gueststo attend the Grand Theatre
production of"Hello Dolly".-The performances showcased the acting talents
of many students from the Thames Valley District School Board.
2nni April 24...180
Trustee Jan Hunter advised that various activities are being conducted
across the District by our students continue to demonstrate that we are a
Caring Learning Community.Some of the activities include ,a Violence
Prevention Production held at Medway Secondary School;Jesse's Journey
fundraising events,Effective Speaking Contests,and a Community
Resource School Project at Ross Secondary School.
Trustee Joyce Bennett advised that a parent of students in our system was
involved in a serious workplace accident.The school staff where the
students attend signed up to support the family through various meaningful
ways;This support was another concrete example of the high level of
empathy and caring occurring in our schools and community.
It was reported that Sir George Etienne Cartier P.S.Choir comprised of
students and senior citizens are presenting a musical night on Wednesday,
2001 May 02 at7:00 p.m.Tickets are $2.00 each and may be purchased at
the school.
Trustee Stewart Deller advised that he recently attended a Volunteer Summit
and the keynote speaker was Honourable Hilary Weston.
Trustee Graham Hart reported that last fall a student on an Individual
Education Plan during a period of incarceration received good community
support from his School Council towards helping him with life challenges.
ADJOURNMENT
The meeting adjourned at 10:35 p.m.on motio
CONFIRMED:
attlerandS.'eters
-7
Chairperson
^\
..o s i '2-'