2/24/2004 - Regular Board Meetingr"
THAMES VALLEY DISTRICT SCHOOL BOARD
REGULAR BOARD MEETING,PUBLIC SESSION
2004 FEBRUARY 24,7:00 P.M.
BOARD ROOM,EDUCATION CENTRE
V-verbal
M -material
-1.CALL TO ORDER V
2.O CANADA
3.SPECIAL MUSICAL PRESENTATION
-Centennial Central P.S.,Arva V
4.APPROVAL OF AGENDA M
5.OFFICIAL RECORD M
6.RECOGNITIONS
a.Brooke Ramsay,Strathroy District Collegiate Institute V
7.CONFLICTS OF INTEREST V
8.DIRECTOR'S ANNOUNCEMENTS V
9.CONFIRMATION OF MINUTES
a.Special Board IVleeting,2004 February 03 M
10.REPORTS FROM THE ADMINISTRATION
a.Joint School Board Study to Examine Student Transportation M
b.Preliminary Teacher Staffing
(i)2004-05 Projected Student Enrolment M
(ii)2004-05 Teacher Staffing M
(iii)Secondary School Ciass Size M
c.Partnership Survey M
d.2004-2005 School Year Calendars M
11.REPORTS OF COMMITTEES
a.Committee of the Whole.2004 February 10 M
b.Chairs'Committee,2004 February 17 M
c.Committee of the Whole,In Camera,2004 February 24 V
12.MOTIONS -NOTICE OF WHICH HAS BEEN GIVEN
a.Trustee Cartier M
b.Trustee Jaffe M
13.ADDITIONAL BUSINESS
14.COMMUNICATIONS
a.Ontario Public School Boards'Association V
b.Student Trustee Update V
c.Denise lanni,Chair,London/Middlesex District Council,M
The Easter Seal Society
d.Dalton McGuinty,Premier of Ontario M
e.G.Pollett,Medical Officer of Health,Middlesex-London Health M
Unit
f. E.Roy,Chairperson,Durham District School Board M
g.S.Heffren,Deputy Clerk,County of Elgin M
15.NOTICE OF MOTION
Trustee Stevenson M
16.GOOD NEWS ITEMS -"Did you know..."
17.ADJOURNMENT
THAMES VALLEY DISTRICT SCHOOL BOARD
REGULAR MEETING,PUBLIC SESSION
2004 FEBRUARY 24
The Boardmet inregular session on2004 February24 inthe BoardRoomatthe EducationCentre,meeting
inCommittee ofthe Whole, in camera at 5:00 p.m. on motionofJ. Bennett,seconded by M.ReidI,followed
by a public session at 7:05 p.m.The following were in attendance:
TRUSTEES
D.Anstead
J.Bennett
A.Cartier
S.Doxtator
G. Hart (-10:30 p.m. +10:34 p.m)
ADMINISTRATION AND OTHERS
B.Bryce
P.Gryseels
B.Greene
C.Murphy
J.Thorpe
K.Havelka
Regrets:P.Sattler,J.Hunter
P.Jaffe
D.Mugford
S.Peters
M.Reid
M.Reidl (-10:49 p.m.)
L.Hutchlnson
G.Jazey
M.Sereda
K.Bushel!
8.Christie
S.Dawson
T.Roberts (pro emptore Chair)
L.Stevenson
C.Dennett
K.Meeson
J.Neville
J.Roth
W.Scott
1.CALL TO ORDER.
2./3.O'CANADA AND SPECIAL MUSICAL PRESENTATION
The CentennialCentralP.S.,Choir,Arva,with conductors Rebecca Stewartand accompanist Jayne
Dawson led in the singing of "O 'Canada"and performed three musical numbers.
4.APPROVAL OF AGENDA
"ISA Cycle5 Funding"was added to the agenda as 13.a.The agendas as amended byapproved
on motion of L.Stevenson,seconded by P.Jaffe.
5.OFFICIAL RECORD
S. Christie,Supervisor-Corporate Services,read the following notice into the minutes:
We regret to record the death of:
Ashley Delong a 15 year-old student at IngersollDistrictCollegiate Institute, Ingersoll,on
2004 January 09;
John Arthur a custodian at Westminster Ponds/Pond Mills Environmental Education
Centre,London, on 2004 January 26;and,
Jim McNaughtonan Educational Assistant atAberdeen P.S., London,on2004 February
09.
2004 February 24...2
6.RECOGNITIONS
a.BROOKE RAMSAY,STRATHROY DISTRICT COLLEGIATE INSTITUTE
RonNewnes,Principal,StrathroyDistrict CollegiateInstitute,Strathroy,extended congratulations
on behalf of Thames Valley to Brooke Ramsay, a 14-year oldstudent at Strathroy DCI.Brooke
represented Canada at the World Dance Championships held inGermany competing with 25
countries.She wona goldand bronze medal inDance as well as place standing forAcrobatic
Duet.
Brooke along with herdance partner,Sarah Johns,won first overall in theopen categoryatthe
National Dance competition qualifying them forthe World Dance Competition.Brooke'sfuture
aspirations include performing andteachingdance in her own studio after completing a university
degree in Fine Arts.
7.CONFLICTS OF INTEREST - No conflicts of interest were declared.
8.DIRECTOR'S ANNOUNCEMENTS
B.Bryce,Director of Education,extended congratulationsto B.Greene, ExecutiveSuperintendent,
BusinessServices,onhis election as Chairperson ofthe Ontario School Board Insurance Exchange
(OSBIE)Board of Directors foraone-yearterm. The Director acknowledged Mr.Greene's significant
contribution to Thames Valley and beyond which has been recognized by his peers with this
appointment.
Mr.Bryce suggestedthatatthe conclusion ofthe meeting Trustees view the display in the Atrium that
showcases the exceptional woodworking skills of Westminister S.S.and Ross S.S.students.
Headvised that on 2004 February 23, he attended an outstanding evening of "Variety Is"held at
Alumni Hail with 1,100 Thames Valley students from 18 secondaryschools participating in musical,
vocal and dance performances.Hecommendedthestudents from Ingersoll District Collegiate and
Norwich P.S. who participated forthe firsttimeat Variety Is,
9.CONFIRMATION OF MINUTES
a. The minutesofthe Board Meeting,2004 February03,were adopted on motionofL.Stevenson
and M.Reldl.
10.REPORTS FROM THE ADMINISTRATION
a.JOINT SCHOOL BOARD STUDY TO EXAMINE STUDENT TRANSPORTATION
Director Bryce provided opening remarksrelatedtotheJointSchool Board Studyto Examine Student
Transportation.Executive Supt.Greene introduced Fred Gallowayf Galloway Associates Inc.,Steve
Irvineof Deloitte&Touche, and Barrie Woodley,Manager,Transportation Services.Itwas notedthat
presentlya full range of transportation services forthe Public and Catholic French Languageschool
boards is provided.
The Administration providedan update on the meetings heldbythe Joint Board Committee between
the Thames Valley DistrictSchool Board (TVDSB)and the London DistrictCatholic School Board
(LDCSB)to review the consultants' reports. A committee comprised of the Chairs,Directors of
Education and the Senior Business Officials of the two boards was established to discuss mutual
student transportation services.
2004 February 24...3
10.REPORTS FROM THE ADMINISTRATION,cont'd
a. JOINTSCHOOL BOARD STUDY TO EXAMINE STUDENT TRANSPORTATION,cont'd
Trustees were advised thatthe boards received additional funding for transportation in the iVIinistry's
funding announcement of 2002 December.As part of the announcement,specific funds were
identified for establishing and administering a transportation consortia.In addition,a portion ofthe
money was provided as follows;
- Toenable boards to establish and run transportation partnerships to provide cooperative
delivery of transportation services;
- To support co-operation between school boards and make the best use of resources and
feature the use of upto date transportation management technologies;
The funding received by the boards for establishing and administering a transportation
consortia is:
TVDSB $253,310 72.7%
LDCSB $95.105 27.3%
$348,415
The Board,at itsmeeting heldon 2003 Febnjary 25, approved the appointmentofconsultants
Deloitte &Toucheand F.J.Galloway Associates Inc.toconductjointtransportationstudies under
the parameters set out below.The London District Catholic School Board approvedthe same
motionfor the appointment of consultants on 2003 February 24.
DELOITTE &TOUCHE
Scope:
To review,at a high level,the current transportationtechnologies ofthe respective boards
and determine from an Information technologyperspectivewhat, if anything,would benefit
bothschool boards If done jointly.Issues to be considered are the transportationsoftware
packages.
TVDSB -Edulog
LDCSB -Bus Stops
Otherissuesto consider are related software packagesthatoperate with the transportation
software,including the student administration systems and the planning software.
Deloitte &Touche are auditors for both boards.
As part of the annual audit,information technologyand systems utilizing a team of IT
specialists are reviewed;
- The major software systems and operating platforms of both boards are familiar.
F.J.GALLOWAY ASSOCIATES INC.
Scope:
- To review the current transportation services and departments within both boards.
- To assess what other boards are undertaking with respect to Integrated/consortium
transportation services ina combined rural and urban setting.
F.J. Galloway Associates Inc.were consultants on thejointStrathroy Secondary School
project that brought together both organizations to establish program and design issues
leading to tendering and construction.
F.J.Galloway Associates Inc.arefamlllarwith the culture and governance issues ofboth
Boards.
The costs are allocatedtothe twoboards in direct proportion tothe amount of Ministry
fundingthat has been received bythe boards. This study wouldallowthe twoboards to
be in a position to react to any further funding announcements with respect to
transportation services.It may be necessary to pursue further courses of action and
studies related to the transportation consortium and cooperative planning.
2004 February 24...4
10.REPORTS FROM THE ADMINISTRATION,cont'd
a.JOINT SCHOOL BOARD STUDY TO EXAMINE STUDENT TRANSPORTATION,cont'd
F.J.GALLOWAY ASSOCIATES INC.TRANSPORTATION SERVICE REVIEW,cont'd
Mr.Galloway provided an overhead presentation highlighting the following Transportation
Services and Governance findings.
OVERVIEW
Student transportation services Is a major operational responsibility and cost component for
school boards in Ontario.It involves significant funding resources and administrative
responsibilities to move tens of thousands of students on a daily basis to and from schools,
events and board sponsored activities and functions.These services also involve special
requirements related to transporting developmentally and physically challenged students to
special education programs.
Over the last several decades,Public and Catholic school boards servicing similar
geographic areas have developed various relationships In terms of joint transportation
strategies.These strategies have evolved in order to affect cost savings and increase
efficiencies to various degrees in the delivery of transportation services.More recently,the
provincial government has identified an increasing emphasis on collective/joint board
initiatives around transportation services.Dr.Rozanski's report of 2002 December Identified
some specific Ideas and initiatives in regards to student transportation services for boards
in Ontario.
The London District Catholic School Board and the Thames Valley District School Board in
the interest of examining efficiency initiatives in the delivery of transportation have come
together to consider alternatives for the delivery of these services.The project examines the
financial,governance,operational and strategy perspectives of transportation and focuses
on technology/computer operations and resources that support transportation planning and
co-ordination in the two boards.
Mr. Galloway explained that this technical review was conducted without specific
recommendations.Presently,over 1,600 transportation runs are underway with 108, or
9.5%,of the total runs shared,a percentage of 15 to 17%equating to a dollar value of
$38.5M.between the two boards.Direct services constitute 97.9%of the cost.Both boards
use a different transportation support technology and have other technology integration
uniqueness (to be considered under a separate report). Currently, the London District
.Catholic School Board uses BUSTOPS and the Thames Valley Board uses EDULOG.
Thames Valley has a centralized student enrollment management software program while
the London DistrictCatholic School Board does not have a similar system.
In order to gain an understanding about the decision-making process and its results in other
districts,telephone interviews were conducted with transportation representatives from
Halton,York,Lambton-Kent,Simcoe-Muskoka and Peel school districts.The results of the
interviews produced.a list of key decision-making considerations for the London area school
boards.
The following points are conclusions that emerged from the research:
Cost savings cited by the consortia/integrated approaches were substantial but were
primarily a resultofa reduced number of buses/routes due toimplementingboth multiple
and extended runs inthe individual boards and shared transportation services.The level
of comparable savings available to the two boards would likelybe less due to the level
of implementation of these strategies achieved to date.
Four of the five consortia have moved to integrated operations with three of them either
in, or considering,not-for-profit corporate models.
2004 February 24...5
10.REPORTS FROMTHE ADMINISTRATION,cont'd
a. JOINTSCHOOL BOARD STUDY TO EXAMINE STUDENT TRANSPORTATION,cont'd
-Technology Integration between the two boards will need solutions related to
transportation services.
Approximately 9.5% of the student transportationservices are a joint initiative/shared
arrangement between the two boards currently.
The boards have different strategies interms ofhowthey engage transportationservice
contractors and a movetowardsa single model would likely be needed under anyjoint
initiative.
Some administrative savings maybe possible limited tothe following:
One technology platform operating efficiencies multiply and extended runs In Individual
boards and shared services strategies.The levelof comparable savings availabletothe
twoboards would likely be less due to the level of implementation of these strategies
achieved todate.Some reduced administrativesupply costs will occur. Itwas notedthat
Ministry expectations of the use of a transportation consortium have increased to the
point of being a potential requirement.
PRINCIPLES
The following principles have been identified as importantin creating a foundation for a
possible student transportation joint initiative based on the research deemed to be best
practices and key successes emerging from other transportationservices Investigated:
Each boardhas a righttoestablishitsownStudentTransportation Policies,regardingthe
establishment ofalldistance parameters,definitions ofsafety zones, etc.
Maximizing transportation service efficiencies Is the basis for service planning and
operations within the contextofthe individual board transportation policies.
Each board will contribute 50% of the administrative,planning and technology costs
associated withthe Student Transportation Services.
Each boardisaccountabletotheir individual stakeholders forthetransportationservices
provided.
Direct service transportation costs are to be funded by each board based on:
Dedicated buses,vans, taxis, etc.charged back to the appropriate board based on
100%of the delivery cost;
Shared routes, vans, taxis and related services to be charged based on the
percentage proportion each board's student constitute of the total number of
students on the route;
At a minimum,twice each school year,the boards would review the student
transportation numbers as a basis to readjust the costs contributed by each board.
- Ajointtransportation service operates on behalf of both boards and is not aligned with
an individual board (e.g. one board contractingthe service with the other board).
2004 February 24...6
10.REPORTS FROM THE ADMINISTRATION,cont'd
a.JOINT SCHOOL BOARD STUDY TO EXAMINE STUDENT TRANSPORTATION,cont'd
ALTERNATIVE TRANSPORTATION SERVICE DELIVERY MODELS
The following fiveTransportation Service DeliveryModel alternatives could be considered:
(a) INDEPENDENTOPERATIONS (current model)
Thismodelprovidesthateach board undertake itsownplanningandservice coordination
independently,using its own technology as deemed appropriate.Route sharing,etc.
concurs based on mutually agreed to on-going opportunities and joint agreements.
Transportation services policies are independently developed and implemented.The
cost structure would reflect the current profiles.Potential savings could exist if increased
shared services,beyond the approximate 11 %range of today,were feasible.
Pros
Each board Isfully independent Inits policies,decisions and Investment levels.Services
can be tailored to the individual operating environment and priorities of each board,such
as shared route benefits, could be realized based on mutual agreements.
Cons
Potentiallya more limited perspective related to possible cost savings.Possible public
perception of multiple buses runninginthe same areas resultingina publicly-perceived,
high-cost strategy.
(b) THIRD PARTY SERVICE PROVIDER
The third party service provide approach has been undertaken in the Halton area,
whereby a thirdparty Transportation Planning Service Is retained to organize and deliver
the service.This results ina transportation officer remaining in each of the boards.Itis
a common technology platformthat the contractor needs toIntegrate withthe two boards.
Each board has the ability to develop and implement itsown policy parameters,sign a
separate agreement with the bus operators (same rates),sustain a Transportation
Services Unit and absorb its own administrative costs.
Pros
Potential savings exist in terms of retaining a third party to do the planning and co
ordination. The boards retain their own policy and operational independence.The
independent planning contractor focuses on maximizing route efficiencies within the
individual board policy parameters.
Cons
It requires a common agreement withthe direct transportation services providers.
(c)JOINT VENTURE
The model focuses onintegratingthetwo Transportation Service Units intoone operation
unit and requires a common technology.The new unitcould be located within one of the
boards or at a separate site.The key considerations are:one integrated staff team for
planning and coordinationof transportation services;common contractor agreements
and common technology platform requirements; and the capability of supporting
individual board policy parameters.
2004 February 24...7
10.REPORTS FROM THE ADMINISTRATION,cont'd
a. JOINT SCHOOL BOARD STUDYTO EXAMINE STUDENTTRANSPORTATION,cont'd
ALTERNATIVE TRANSPORTATION SERVICE DELIVERY MODELS,cont'd
(c)JOINT VENTURE,cont'd
Pros
Administrative savings after tlie start-up phase potentially could be achieved In the
maximum rangeof$50000to $100 000.Start-up and capital investment requirements
for technology,incorporation andother related expenses vj\\\be required.Independent
board policy parameters can be supported.It focuses on maximizing capacity and
reducing the number of routes required across the geographic service areas and does
nothaveadministrative cost requirements thatareneeded In aseparate corporate entity,
such as an audit,etc.
Cons
There would be common contracts with the service providers,though they could be
signedbythe Individual boards.Natural gravitation towards harmonized policies though
Independent board perspectives can be sustained.Policy changes Issues, etc.,within
each board would need to go through another step In the Implementation process.
Potentialchallenges In separating boardallegiances, especially If the service Islocated
Inside one of the two board's administrative centres must be addressed.
(d)INCORPORATED NON-PROFIT TRANSPORTATION SERVICE
This model Involves setting up transportation services as a non-profit,arms-length
corporation with a Board of Directors appointed equally by both of the participating
boards. The corporation is formedto plan and deliver the service which will requirea
common technology platform,the capability toimplement different policy parameters in
each board and the need to undertake the report accountabilityrequirements ofa non
profit corporation in Ontario.
Pros
Thisoption createsabetterenvironment forovercoming board allegiance challengesand
focuses on maximizing route performance and cost reductions.The capability of
Implementing different board policy parameters and administrative costs savings after
start-up costs has potential.
Cons
Some increased administrative costs related to corporate audit and reporting
requirements are requiredas well as a commitmentto an integratedand Independent
service delivery model. Some capital investment to achieve a common technology
platform to support transportation services may be necessary.
(e)BROADER INTEGRATED SERVICES NON-PROFIT CORPORATION
This model establishes a broader-based,non-profit consortium arrangement and
encompasses a broaderservice beyondtransportation services (e.g.technology,human
resources).Inorder for this alternative to be implemented, the two boards must agree
and be motivated towards the development ofa broader common technology platform
that expands the transportation initiative beyond this single focus and must have the
boards'agreement and motivation to work In a broader service context.
Pros
This operating environment provides for potential administrative cost savings with a
broader range of services.Potential exists for enhanced technology resources with
boards in terms of system support,training,etc.especially In areas of the province where
recruiting and training technical staff is problematic.Individual board policy parameters
and strategic directions continue to be sustained.
2004 February 24...8
10.REPORTS FROM THE ADMINISTRATION,cont'd
a.JOINT SCHOOL BOARD STUDY TO EXAMINE STUDENT TRANSPORTATION,cont'd
ALTERNATIVE TRANSPORTATION SERVICE DELIVERY MODELS,cont'd
(e)BROADER INTEGRATED SERVICES NON-PROFIT CORPORATION,cont'd
Cons
This option may diffuse the transportation services focus and has the potential for
governance and operational disagreements.More Integration within the current board
operations may be required.A more complex strategy may occur when considering the
staffing alignments inthe two boards that may noteasily fitintoa new structural arrangement
as the managerial staff of the two boards have multiple sets of responsibilities.Some could
be inthe non-profit services and some outside the scope.
KEY CRITERIA
The four i<ey criteria identified for assessing the overall initiatives Includethe ability of each
board to:
Independently have the transportation services to support program requirements and
initiatives;
establish its own policies regarding distances,pick-ups,etc.;
work together to establish common "bell times"to ensure maximum benefit of an
integrated Transportation Service is achieved;
clearly identify the benefit of its operations.
Interms ofthe firsttwocriteria,the principlesoutlinedabove, as well as the experiences from
all five of the other joint venture Initiatives indicate program customization and policy
independence are clearlyachievable.These criteria have been set out in the principles
directly and are also incorporated within the conceptof"ifthe board requiresa bus itpaysfor
that bus". Inthe case of a bus that has a mixed student load, the boards pay bythe seat
ensuring each board pays for the level of service it requires without the other board
subsidizing the cost.
The "bell time"consideration will require the boards to standardize on certain levels~the
opening and closing ofschool days on geographic and other bases.Considerable work has
been undertaken in this area already with the consensus that this is achievable in order to
facilitate an overalljoint Transportation Services initiative.
In terms of each board benefitting,the following was identified:
- Once the consortium Is fully operational, 1-3%savings could result (i.e., between
$300 000 and $M per year, distributed between the two boards;
Both boards would be connecting with the general thrust and expectation of provincial
Transportation Services funding policies;
Increased specialization couldbe achieved interms oftechnologysupports,quality of
mapping and data,etc.to benefit both boards;
Future administrativesavings should be realized related to one technologyplatformand
services integration.
Itis also possible that unitcosts couldbe reduced based on largertender packages which
could have some limited economies of scales for contractors.Also,the Thames Valley
District School Board would anticipate lower unit costs based on the London District Catholic
School Board rates.
2004 February 24...9
f \
10.REPORTS FROM THE ADMINISTRATION,cont'd
a. JOINT SCHOOL BOARDSTUDYTO EXAMINE STUDENTTRANSPORTATION, cont'd
NEXT STEPS
Should the boards decide to proceed with the establishment of a joint transportation
consortium,the next steps could include the following:
establish a joint working group;
involve the Public and CatholicFrench Language School Boards in the working group;
reviewa recommendation tomovetoone common transportation mappingand software
technology;
proceed to appoint a consultant to issue a joint Request For Proposal forone common
transportation mapping and software system;
continue to Investigate and develop a governance model;
report back to the Board by 2004 June.
DELOITTE&TOUCHE JOINT TRANSPORTATION SYSTEM TECHNOLOGY REVIEW
Mr.Irvine,Deloitte &Touche,summarized the results of the second part of the
Transportation Technologies Reviewthat examined the financial,management,operational
and strategy perspectives of transportation services delivery between the two boards.It was
noted that in performing this review,discussions were held with the two boards,other boards
and Galloway Associates,and that software vendors were not contacted.
OVERVIEW
The objectiveofthe technologyportionofthe projectwas to reviewat a highlevelthe current
transportation technologies of the respective boards and address the question: "From an
Information Technology perspective, what, ifanything, would benefit both boards ifdone
jointly?"
SUMMARY OF FINDINGS
In answering the above question,the following items were considered;
Functionality of the existing systems -what do both boards do now?
Currently,LDCSB and the TVDSB use BusStops and EDULOG respectively, as their
transportation systems.The systems are used to perform key transportation and planning
functions. The use ofthe systems are verysimilarbetween boards except that TVDSB has
more automated links into their EDULOG software using other planning and web query
modules and Is currently working to have on-line Information available with respect to bus
routes and stops forthe public.The TVDSB also uses a separate planningmodulesupplied
by EDULOG for planning purposes.
Are the systems meeting the needs of the individual boards?
Both boards are satisfied with the software that is currently used and the respective
capabilities of the systems.Users at both boards indicated that mapping and student data
input were the most Inefficientpart of the process.
What are the implications of switching systems for one or both of the boards?
Based on the options presented in the Phase 1 Discussion Paper prepared by Galloway
Associates,the boards have five alternative transportation service delivery models.For all
of these models,there are two alternatives for the boards to consider from a technology
standpoint.
2004 February 24...10
10.REPORTS FROM THE ADMINISTRATION,cont'd
a.JOINT SCHOOL BOARD STUDY TO EXAMINE STUDENT TRANSPORTATION,cont'd
DELOITTE&TOUCHE JOINT TRANSPORTATION SYSTEM TECHNOLOGY REVIEW,cont'd
SUMMARY OF FINDINGS,cont'd
a.Separate;The boards continue to maintain their separate applications of BusStops
and EDULGG.
b.The boards select to use one shared application that would be:
(I)BusStops;
(il)EDULOG:or
(ill)Alternative Ministry-approved transportation software.
The technology alternatives for each of the transportation models were summarized as
follows:
Transportation Delivery Model Technology Alternative
Independent Transportation service -
current mode of operation
Separate
Third Party Service Provider Separate or Shared
Joint Venture Shared
Incorporated Non-Profit Transportation
service
Shared
Broader Integrated Services Non-Proflt
corporation
Shared
If separate software continues to be used, there will still be opportunities to improve
processes and co-operation between the boards
The majority ofalternative delivery models requirea shared technology Infrastructure.The
boards currently use the twomost common applications utilized byother boards inOntario
-EDULGG and BusStops. The large majority of boards interviewedduringthis project use
EDULGG.Althoughthe Ministry allowsforthe use of twoother software platforms,itis the
opinion of Deioitte &Touche that it does not make sense to switch to one of these
alternatives.If a shared technology solution Is chosen,the most efficient and effective
decision for the boards may be to select between EDULGG and BusStops although
consideration should be given to the other options available In assessing other Ministry
approved solutions.
In making this decision,the boards need to consider:
whatsystem otherboards are usingas thismay allow formoreeffectivevendorsupport
and maintenance of the system for the needs of Ontario school boards;
the ease of transfer of data among the software used including student information
systems;
the additional costs ofchanging infrastructure and updatingconnections ofuse byboth
boards;
the need for training and levels required;
efficiency gains inthe use of one software and abilityto coordinate funs;
levels of service and support by each vendor;
funds that are available to support the change Inapplicationfromthe Ministry;
- ongoing cost of maintenance of the software versus the functionality of the software;
- additional costs,Ifany, that the existing vendors may charge to implement the software
for use by both boards.
2004 February 24...11
10.REPORTS FROM THE ADMINISTRATION,cont'd
a.JOINT SCHOOL BOARD STUDY TO EXAMINE STUDENT TRANSPORTATION,cont'd
DELOITTE&TOUCHE JOINT TRANSPORTATION SYSTEM TECHNOLOGY REVIEW,cont'd
SUMMARYOF FINDINGS,cont'd
Both boards were concerned with the ability to maintain separate transportation policies,such as
walking distance.Both EDULOG and BusStops have the ability to maintain different policies for
each board.
The benefits of a shared approach include:
the useofone map (savings would be produced from not having to maintain two maps with
the same information);
the ability to cleanse student data- the ability to perform data cleansing on a larger amount
of data and build the program to support this cleansing functionality.Currently,data
cleansing is a time consuming process when the data is loaded 3 to 4 times each year by
each board(and must be cleansed each timeitis loaded);
planning and optimizing routes will beeasieras thedata will be in oneplaceand automated
tools can be used.This function will be important in identifying the cost savings in
transportation that will be available using an increased level of integrated/shared bussing;
and
contract management -Having the data in one place may make it easier to negotiate
contracts with service providers.
Identification of existing areas of co-operation and integration
During the review,thefollowing observations were made regarding co-operation ontransportation
initiatives:
There are currently 108 shared regular bus routes and coordination for special routes;
- The map currentlybeingused bythe LDCSB was purchased from the TVDSB three tofour
years ago. The maps have been updated individually within each board's softwaresincethat
time;and,
from a software technology viewpoint there are no major areasofcooperation or integration
at this time.
Identification of"easy"areas forincreased cooperationbetween the boards
There area number ofareas where the possibility of "easy"areas of co-operation between the
boards could be expanded even if a shared structure isnotput in place.These include:
-Mapping-sharing one map to avoid the duplication of drawing both between the City of
London andthe boards.Both boards may want to consider working with other public entities
in sharingmaps onan ongoing basis especially outsidethe city of London;
Development of a cleansing program to assist in importing student data into the
transportation system (this should be focused not only on the data imported into the
transportationsystems, butalsocleaningthedata from the respectivestudent administration
systems).During our review,it was noted that both boardshaveissues with cleansing data
on a regular basis.Each board should devote resources to addressing this problem no
matter the outcome of the Transportation review; and
- When planning and optimizing routes,consideration shouldbe given to mapping all student
data inone ofthe Board'ssystemstouse theautomatedtoolstoassist in identifying further
opportunities for bus sharing.Currently thisis beingperformedthroughthe manual review
of "ridership"counts and Identifying "unused capacity:or "available time".The use ofthe
planning tools within the software applications may or may not identify additional
opportunities.
2004 February 24...12
10.REPORTS FROM THE ADMINISTRATION,cont'd
a.JOINT SCHOOL BOARD STUDY TO EXAMINE STUDENT TRANSPORTATION,cont'd
GOING FORWARD
An Implementation Task Force would be established to consider and implement any changes
that arise in the transportation delivery models being contemplated by the boards.
The Implementation Task Force will need to address a number of areas with respect to
software as part of the process:
consider the type of Transportation Delivery Model being implemented to determine the
overall strategy for infrastructure and whether itwill be independent or shared;
establish an appropriate project team and management framework;
establish a Project Charter (identifying strategy and decisions as well as benefits to
realized as part of the project):
project plan and risk assessment be developed including a timeline;
consider the use of a common transportation system;
review existing transportation software and alternative options considering costs,
benefits,infrastructure requirements and functionality considering whether to:
share an existing Board's system and hardware (considering the Impact on
current contracts with software providers);
or purchase new software and systems;
determine how the selection of software affects other modules and software interfaces
in use by the boards,including planning software and web inquiries;
determine availability of Ministryfunding to support the changes being considered;
select appropriate option based on project objectives after assessing requirements,costs
and benefits;
develop appropriate interfaces between the existing student databases and an efficient
data cleansing program;
determine how mapping will be performed considering the use of shared maps with other
entities and technology tools available;and
establish and implement mitigation strategies including business process changes.
CONCLUSION
In conclusion,the decision on the technology Infrastructure to employ will depend in part on
the Transportation Delivery Model selected.Ifa shared Transportation Delivery Model Is
selected,the most efficient use of board resources will require a shared platform.The
Implementation Task Force,that would be formed to Implement an agreed delivery model,
will need to assess these areas and follow the process outlined in "Going Forward".
Mr.Greene noted that as part of the 2002-03 financial report,the balance of transportation
funding of$221 674 was transferred to Reserve Funds.This funding is available forfuture costs
related to a transportation consortium and co-operative planning.
2004 February 24...13
10.REPORTS FROMTHE ADMINISTRATION,cont'd
a.JOINT SCHOOL BOARD STUDY TO EXAMINE STUDENT TRANSPORTATION,confd
RECOMMENDATION:]
1.Thatthe Board endorse the establishment ofa jointtransportation consortium that includes
TVDSB,LDCSB and the Public and Catholic French Language School Boardsfor the
purpose of maximizing cost savings and efficiencies.
The recommendation was adopted on motion of J.Bennett and M.Reldl.
b.2004-05 PROJECTED ENROLMENT, PRELIMINARY TEACHER STAFFING
A update waspresentedregarding projected studentenrolment forthe 2004-05 school year,and
to receive approval for preliminary teacher staffing levels which will be used for the 2004-05
budget process.
It was notedthat,in early February,Executive Council received the projected enrolment for the
upcoming school year. The projectedenrolmentforthe 2004-05school year is as follows:
ELEMENTARY:JK-8 50.323.00
Special Education:844.50
51.167.50
SECONDARY:Regular:24,713.40
Special Education:430.00
25,143.40
A reconciliation of the current school year's projected enrolment along with the 7-year
projections were provided.There isa decline of 1280 elementary students and 815 secondary
students for a total of 2095 students from the 2003-04 budget.
As enrolment declines,the Board is able to offset some of the effect of the decline in revenue
by reducing teaching and school administrative staff. However,there are other considerations
beyond the number of employees.
Preliminary elementary,secondary and system-level teacher staffing reportswere reviewed.
Based on enrolment projections and the Ministry regulations for class size,the number of
elementary teachers will decline by30.4 and the number ofsecondaryteachers by 23.8.
Although enrolment Is declining by approximately 3%nextyear, the numberof teaching staff
assigned to schools Is declining only 1%.
The projectedincrease inspecial educationstudents and the additional grant revenue received
for special education have created an Increase Inthe number of special education teachers.
Included inthe funding formula Isa calculation forthenumberof Principals and Vice-Principals.
Bycontinuingto maintain the same number of schools,even withdeclining enrolment,the Board
must allocate funds from other lines to cover the cost of additional administration.
Staffingfor Learning Supervisors and LearningCo-Ordinators is based on the fundingformula
plus Special Education.Section 20 school (Madeline Hardy,W.D.Sutton)costs are recoverable
from the Ministry of Education. Continuing Education is operated so that costs are recovered
from revenues.
This report was brought to the Board at this time In order that staffing at the school level can
commence.Finalstaffing numbers will be subject to final budget approval bythe Board.
2004 February 24...14
10.REPORTS FROM THE ADMINISTRATION,cont'd
b.2004-05 PROJECTED ENROLMENT,PRELIMINARY TEACHER STAFFING,cont'd
In determining thenumberofsecondaryschoolteachingstaff,an average class sizeof 22:1 has
been used.The Board,under legislation,has the abilityto change the secondary class size
average from 21:1 to 22:1. This process is used by most boards in Ontario In determining
secondary school staffing levels.
RECOMMENDATIONS:
1.That,subject to budget approval, the Board adjust the secondary class size average of
21:1 established in the Education Act such that it not exceed 22:1 for the 2004-05 school
year.
2.That the Board approve for inclusion in the 2004-05 Draft Budget and for in-school
staffing purposes the number of staff as outlined In the report of 2004 Febaiary 24
(lO.b.).
Recommendation 1 was adopted on motion of L.Stevenson and G. Hart.
Recommendation 2 was adopted on motion of J.Bennett and P.Jaffe.
Director Bryce advised that the Assistant Deputy Ministry has been asked to respond to the
issue of class size averages and that CODE has also been diligently addressing this issue.
It was suggested that the item "Secondary Class Size Average"be added to the agenda for
the MPP/Trustee/Administration meeting scheduled for 2004 February 27.
0.SCHOOL USE/PARTNERSHIP SURVEY
Director Bryce presented the School Use/Partnership Survey requested by the Chairs'
Committee in response to the following motion passed by the Board on 2003 October 28;
That a survey of schools be undertaken to determine:
1.the extent that Thames Valley schools are used by various ministries and other
community partners involved with children and youth.
2.what has facilitated the partnerships and
3.what are the perceived barriers to potential partnerships
and that a report be brought back to the Board by the end of 2004 February.
He advised that the survey was the result of an extensive review of current Board
partnerships and sponsorships undertaken bythe Program Services and Business Services
departments.A detailed report was provided outlining Program Services partnerships/
sponsorships that exist under the following six headings:
- Applied Studies and the Arts
-Health and Physical Education
- Math,Science and Technology and Environmental Education
-Social Sciences
-Special Education and School/Community Services
-Student Pathways for Success.
2004 February 24...15
r •
^10.REPORTS FROMTHE ADMINISTRATION,cont'd
c.SCHOOL USE/PARTNERSHIP SURVEY,cont'd
A review of the list of partners indicates approximately 120 organizations worlcing withthe
Board. Inadditionto the Ministry of Education, other ministriesinvolvedare the Ministry of
Training,Colleges and Universities,Ministry of Community, Familyand Children's
Services,Ministry ofNatural Resources and Human Resources Development Canada.Other
partners include the cities of London,St.Thomas and Woodstock as well as District-wide
municipal, provincialand RCMP police forces,and fire departments and Health units from
across the District. Local hospitals,the Children's AidSociety, and Western Fair along with
other district school boards,the Universityof Western Ontario and Fanshawe College play
significant partnership roles with Thames Valley.Finally,there are a number of corporate,
non-profit and Foundation partners that support the Board's educational endeavours.
It Is virtually impossible to assess the value of human time and some in-kind contributions
Into these partnerships.In those areas where an amount can be determined,it appears that
the Board invests approximately $285 000 and receives, inreturn, slightlyover $2 000 000
from it's partners.Clearly,Thames Valley students receive significant benefit fromthe time,
knowledge, and expertise of staff and the money invested in these endeavours.
Program Services partnerships have been facilitated by dedication,commitment,expertise
and the entrepreneurial spiritofstaff. Inaddition,space inBoard facilities has been a great
asset.
Perceived and real barriers to additional partnerships include available staff time and a
shortage of the funds required to enter into some agreements.In some cases,a lack of
space may also be an impediment.
Business Services provided a report that focused mainly on agreements with child care
providers either inthe form of Before-and-AfterSchool Programs or Day Care Programs.
Sixty-seven schools are used for Before-and-AfterSchool Programs and 16 sites are used
forDayCare Programs.There are 19 agreements orjoint use agreements involving Thames
Valley and other agencies. Mostof these are site specificsuch as with The Oxford County
LibraryBoard at Plattsville P. S., or with Fanshawe College and the Oxford Manufacturers
SkillsDevelopment at College Avenue S. S. whilethe Joint Use Agreement withthe Cityof
London involves 26 elementary and 14 secondary schools.
DirectorBryce applauded stafffortheirdedication, commitmentand entrepreneurial spiritin
making these partnerships a success.He noted that as the projections indicate,declining
enrolment will mean fewer people centrallyto do these types of partnerships.The magnitude
of the areas of involvement by the Board may require that future programs have to be
prioritized.It is apparent that it cannot continue to do all that is does currently as numbers
decline.
The following motion was moved by P.Jaffe and seconded by L.Stevenson:
That the Board,through the Chairs'Committee,establish an ad hoc committee to build
on the administrative report on "School Use/Partnerships"In order to develop an action
plan to prioritize and enhance partnerships and to find creative solutions to address
barriers to these partnerships.
Following a discussion.Trustee Jaffe withdrew the motion.
The following motion was moved by L.Stevenson,seconded by A.Cartler and carried:
That the Report of the School Use/Partnership Survey be referred to the Chairs'
Committee for further consideration.
2004 February 24...16
10.REPORTS FROM THE ADMINISTRATION -cont'd
d.2004-2005 SCHOOL YEAR CALENDARS
D.Blair,Superintendent of Education,presented a report on the proposed 2004-05 School
Year Calendars.He noted that it complies with Ministry regulations and initiates the request
to the Minister for approval.
Mr.Blair advised that the proposed calendars for Elementary,Secondary,and Sir George Ross
S.S.,were developed in consideration of the following priorities and in consultation with
Operations'Council:
a.Adherence to Ministry of Education guidelines for 2004-05 schools year (i.e.,194
school days,including no more than four professional activity days between Labour
Day and 2005 June 30);
b. An opportunity for one system-based professional activity day to address Program
Services curriculum initiatives early in the school year;and
c. Maximizing transportation efficiencies.
It was reported that consultation opportunities have been offered to all stakeholder groups.In
viewofthe proximityofthe 2005 March Break to Good Fridayand Easter Monday, twoversions
of the Calendars were posted for public Input and a significant number of responses were
received.While the majority'was infavourof Version 2 which proposed that March Break
commence on Friday,2005 March 18,and end on Easter Monday.2005 March 28, Version 1
has been recommended as the coterminous and surrounding boards are using the dates
outlined by the Ministryof Education and as set out in Regulation 304 of the Education Act
Consultation has occurred with the London District Catholic School Board and French First
Language boards to maximize transportation efficiencies. The greatest savings are effected
by a common calendar with the Board and with the coterminous board.
The deadline for submission of the regular calendars to the District Officeof the Ministry of
Education Is 2004 May 01,and modified calendars by2004 March 01.
RECOMMENDATION:
That the Board approve for referral to the Minister of Education the 2004-2005
Elementary School Year Calendar,Secondary School Year Calendar and the Modified
School Year Calendar for Sir George Ross Secondary School.
The recommendation was adopted on motion of L.Stevenson and J.Bennett.
2004 February 24...17
11.REPORTS OF COMMITTEES
a.REPORT OF THE COMMITTEE OF THE WHOLE
2004 February 10
7:05 p.m.-7:45 p.m.
MEMBERS ADMINISTRATION AND OTHERS
J.Hunter,
Chair
P.Sattler
J.Bennett
G.Hart
D.Anstead
A.Cartier
M.Reidl
S.Peters
M.Reid
L.Stevenson
B.Bryce
B.Greene
P.Gryseels
J.Thorpe
D.Blair
K.Dalton
L.Hutchlnson
G.Jazey
M.Sereda
K.Wilkinson
S.Christie
C.Dennett
Regrets:P.Jaffe,D. Mugford, T.Roberts,S.Doxtator
1.APPROVAL OF AGENDA
Discussion around "Email re Notice of Motion"was added as Item 4. and the agenda
renumbered.The item"ABLucas Area Accommodation Study Committee"was added as
Item 10.The amendments were approved on motionof M.Reidl.The agenda as amended
was approved on motion of L.Stevenson.
2.CONFLICTS OF INTEREST - No conflicts of interest were declared.
3.DIRECTOR'S ANNOUNCEMENTS-none
4.E-MAIL RE NOTICE OF MOTION
Trustee Stevenson questioned an email from the Chair in which she clarified that a matter
Is not open for discussion untilitis put on the floor as a motionfor consideration.The issue
of student trustee voting will be brought to the February 24 Board as a notice ofmotionand
to the March 23 Board meeting for discussion.
5.REPORT OF THE POLICY WORKING COMMITTEE
2004 January 06
4:07 p.m. - 5:50 p.m.
MEMBERS
J.Bennett,Chair
D.Mugford
ADMINISTRATION AND OTHERS
T.Roberts B.Bryce
S.Christie
C.Murphy
K.Dalton
Regrets:D.Anstead,A.Cartier
Trustee Visitor:M.Reid
1.APPROVAL OF AGENDA
The agenda was approved on motion of J.Bennett.
2.CONFLICTS OF INTEREST-none declared
2004 February 24...18
11.REPORTS OF COMMITTEES,cont'd
a .REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
5.REPORT OF THE POLICY WORKING COMMITTEE.January 6,2004,cont'd
3.ELECTION OF 2004 COMMITTEE CHAIR
Director Bill Bryce presided over the election of the 2004 Committee Chair. He cited
Board Bylaw4.0 - Election of the Board Chair and Vice-Chair noting the provision for
absent committee members to be nominated.Trustee Bennett was elected Chair for the
2004 year and presided over the remainder of the meeting.
4.COMMITTEE REPORT OF 2003 OCTOBER 7 AND TRACKING SHEET
- provided for informationand reference as required
5.INTRODUCTION OF DRAFT POLICY/PROCEDURE -none
6.CONSIDERATION OF POLICY/PROCEDURE FOLLOWING PUBLIC INPUT -none
7.DRAFT POLICY/PROCEDURE REQUIRING FURTHER CONSIDERATION -none
8.SUGGESTED POLICY/PROCEDURE REVISIONS
a.Student Trustee Policy
Student Trustee M. Reid and Supt.K.Dalton joined the meeting to describe
proposed changes to the Student Trustee policy.
Supt.Dalton advised that the appointment of a rural and urban student to the
position of student trustee would ease the workload and would provide both the rural
and urban student perspective of the Thames Valley region.
M. Reid described the concept of appointing a London and rural representative to
provide an opportunity for them to speak to their experiences as Board issues arise
noting this concept has been requested by students across the District.He
recommended that $4 000 be allocated fromthe Trustee PDfund in order to provide
a budget of $4 000 for each student.If not supported by the Committee,he
requested that the PD fund cover the student election in order that the $5 000
provided bythe Ministry of Education could be used to establish a budget of$2 500
per student each budget year.
Trustee Reid described the process employed by other boards with respect to their
student trustee appointments and funding,and described alternate forms of
representation,e.g.east/west regions.
It was further suggested that the current minimum age of 16 be amended to accept
nominees who are entering or enrolled in Year 3 or 4 as a full-time student and who
may not be 16 at the time of the election.
After considerable discussion,the following motion was moved by T.Roberts and
carried;
That amendments to the Student Trustee policy be posted on the Board's website
for 30 days for public input.
2004 February 24...19
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
5. REPORTOFTHE POLICY WORKING COMMITTEE.January 6,2004,cont'd
b. Independent Procedure -Application and Selection Procedures for Learning Co
ordinatorsand Teachers on Special AssignmentExec.Supt. C.Murphy joinedthe
meeting to described proposed amendments to the Independent Procedure -
Applicationand Selection Procedures for Learning Co-ordlnators and Teachers on
Special Assignment.
8.SUGGESTED POLICY/PROCEDURE REVISIONS
b. Independent Procedure -Application and SelectionProcedures for Learning
Co-ordlnators
She noted that the procedure Is being revised to align with the Application and
Selection Procedure for Learning Supervisors and to clarify the selection process
and term of assignment.It has been presented to Program Counciland Operations
Council for review and to Learning Co-ordlnators and TOSA's for information.She
also described the recommended revisions.
The following motion was moved by D. Mugfordand carried:
That amendments tothe Independent Procedure -Applicationand Selection
Procedures for Learning Co-ordlnators and Teachers on Special
Assignmentbe posted on the Board'swebsitefor30 days for public input.
9.POLICY REVIEW
The HumanResource Services policies were reviewed for clarity,accuracyand format.
Nocontent changes wererecommended forthe following policies.They will be rewritten
in the new policy format and posted to the Board's website under
"Policies/Procedures/Independent Procedures.
Supervision of Employees;
School Councils;
Home &School and Other Parent and Student Associations;
SchoolCouncils-Conflict Resolution Process for Internal School Council Disputes;
Progressive Discipline of Employees (Director Bryce will refer the accompanying
procedure to the Executive Superintendent of Human Resources to review
responsibilityfor administering the procedure.)
School Councils -Parent Members;
Wage Loss Replacement Plan;
Religious Observances -Accommodation of Staff.
Harassment -The section "Administered by"will be amended to read "Director of
Education or designate"and posted to the web site.
Community Partnerships -The policy will be reviewed in conjunction with the draft
policy on Partnerships and Sponsorships at the February 3 meeting.
10.OTHER BUSINESS-none
11.ADJOURNMENT- The meeting adjourned at 5:50 p.m. on motion of T.Roberts.
RECOMMENDATIONS:None
J,BENNETT,
Chairperson
2004 February 24...20
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
5.REPORT OF THE POLICY WORKING COMMITTEE,January 6.2004,cont'd
Trustee J.Bennett introduced the report.It was clarified that the draft revisions to the Student
Trustee policy has been posted to the Board's website for 30 days for public input as is the
Board's practice.The issue of additional funds to accommodate student trustee expenses will
be discussed when the document is brought to the Board for consideration.
6.REPORT OF THE POLICY WORKING COMMITTEE 2004 February 03
3:15 p.m.-4:47 p.m.
MEMBERS ADMINISTRATION AND OTHERS
J.Bennett (Chair)B. Bryce C. Murphy R.Princis
D.Anstead S.Christie S.Dawson
A.Cartier J.Thorpe B.Woodley
Regrets:D.Mugford,T.Roberts
1.APPROVAL OF AGENDA
Item 7 a.was deferred to the next meeting.The agenda as amended was approved on
motion of A.Cartier.
2.CONFLICTS OF INTEREST-none declared
3. COMMITTEE REPORT OF 2004 JANUARY 6 and TRACKING SHEET -provided for
information
4.INTRODUCTION OF DRAFT POLICY/PROCEDURE -none
5.CONSIDERATION OF POLICY/PROCEDURE FOLLOWING PUBLIC INPUT
a. Application and Selection Procedures and Appointments of Learning Co-ordinators
and Teachers on Special Assignment
Exec.Supt.Cathy Murphy joined the meeting and advised that no public input was
.received on the independent procedure related to Application and Selection
Procedures and Appointments of Learning Co-ordinators and Teachers on Special
Assignment.
The following motion was moved by D.Anstead and carried:
That the independent procedure:Application and Selection Procedures and
Appointments of Learning Co-ordinators and Teachers on Special
Assignment be referred to the February 27 Board meeting for information.
b.Partnerships and Sponsorships Policy
Rena Princis,Community and Corporate Liaison Officer,joined the meeting to
advise that no publicinput was received on the draft Partnerships and Sponsorships
policy.
2004 February 24...21
11.REPORTS OF COMMITTEES -cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE -cont'd
6.REPORT OF THE POLICY WORKING COMMITTEE,2004 February 03- cont'd
The following motion was moved by D.Anstead and carried:
That the draft policy "Partnerships and Sponsorships"be forwarded to the
February 24, 2004,Board meeting for approval and the supporting
procedure for trustees'Information.
c. Student Awards,Scholarships,Bursaries and Loans Policy
Ms.Princis notedthatno public input was received onthedraft policy andprocedure
related toStudent Awards,Scholarships,Bursariesand Loans.The following motion
was moved by A.Cartier and carried:
That the draft policy related toStudent Awards,Scholarships,Bursaries and
Loans be forwarded to the 2004 February 24 Board meeting for approval
and the supporting procedure for information.
6.DRAFT POLICY/PROCEDURE REQUIRING FURTHER CONSIDERATION -none
7.SUGGESTED POLICY/PROCEDURE REVISIONS
a. FieldTrip Procedures - deferred to next meeting
b.Transportation Policy and Procedure
ManagerSharon Dawson and Supervisor Barrie Woodley joined the meeting to
describe amendments to the Transportation policy and procedure. Ms Dawson
advised that the documents were modified to align them with Board format and
incorporate currentpracticesandclearerlanguage In administering thedocuments.
She advised thatthe Exec.Supt.of Program led a process to review specialized
secondaryschool programs.In particularTechnical EducationandArtscourses, and
recommended OSS program packages eligible fortransportation.Input was also
received from twoSuperintendents of Educationand Operations Council.
After discussion ofthe various revisions,the following motion was moved by A.
Cartier and carried:
That the draft revisions to the Transportation policy and procedure be
posted on the Board'swebsitefor30 days for public Input.
The proposed changes will be highlighted when posted.
8.POLICY REVIEW
a.Response re Community Partnerships
Exec.Supt. John Thorpejoinedthe meeting to respond tocommittee queries related
to review of the policyon Community Partnerships.He advised that It was written
as a public statement oftheBoard's willingness and interestinenhancing community
partnerships.
He noted that this policy Is broad in its intent and does not conflict with the draft
Partnerships and Sponsorships policy.Itwas agreed that the policy will remain
unchanged.
2004 February 24...22
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
6.REPORT OF THE POLICY WORKING COMMITTEE.2004 February 03,cont'd
8.POLICY REVIEW,cont'd
b.Progressive Discipline of Employees
Supt. Thorpe providedcomment on the Progressive Discipline of Employees policy
under review.
He clarified that Human Resource Services does not handle individual cases of
discipline involving employees but holds responsibilityforadministration ofthe policy
and procedure with support fromother Board departments.The procedure outlines
who is responsible for what discipline and provides advice to those conducting the
discipline.
It was agreed that the policyand procedure will not be amended.
c.Emergency Procedures
The second paragraph of the Emergency Procedures policy was amended to read
"The Board authorizes the Director of Education or designate to close some or all
schools and work sites in response to an emergency."The amended policy will be
posted to the Board's website.
d.Expulsion of Students
Cosmetic changes were approved and will be posted to the Board's website.
e.Suspension of Students
Cosmetic changes were approved and will be posted to the Board's website.
9.OTHER BUSINESS -none
10.ADJOURNMENT -The meeting adjourned at 4:47 p.m.on motion of D.Anstead.
RECOMMENDATIONS:
1.That the draft policy "Partnerships and Sponsorships"be forwarded to the 2004 February
24,Board meeting for approval and the supporting procedure for trustees'infonnation.
2.That the draft policy related to Student Awards,Scholarships,Bursaries and Loans be
forwarded to the 2004 February 24 Board meeting for approval and the supporting
procedure for information.
Next Committee Meeting Date:2004 March 02
J.BENNETT,
Chairperson
Trustee Bennett introduced the report and moved the recommendations which carried.
2004 February 24...23
11.REPORTS OF COMMITTEES,cont'd
a. REPORT OF THE COMMITTEE OF THEWHOLE,cont'd
7.REPORT OF THE INFORMATION COMMITTEE OF THE WHOLE 2004 January 06
7:03 p.m. - 9:40 p.m.
MEMBERS ADMINISTRATION AND OTHERS
P.Settler,Chair
J.Bennett
S.Doxtator
G. Hart (-9:14)
J.Hunter
P.Jaffa
D.Mugford
S.Peters
M. Reid (-9:24)
T.Roberts
L.Stevenson (-9:22)
B.Bryce
B.Greene
P.Gryseels
C.Murphy
J.Thorpe
D.Blair
K.Dalton
K.Havelka
L.Hutchinson
M.Sereda
W.Tucker
K.Wilkinson
K.Bushell
S.Christie
S.Dawson
C.Dennett
M.Hubert
C.Linsdell
J.Neville
J.Roth
Regrets:D.Anstead,A.Cartier,M.Reldl
1.APPROVAL OF AGENDA -Theagenda was approvedon motion ofT.Roberts.
2.CONFLICTS OF INTEREST - No conflicts of Interest were declared.
3.DIRECTOR'S ANNOUNCEMENTS -none
4.PUBLIC PRESENTATIONS
a.Richard Manuel,Canadian Parents for French:Thames Valley Chapter
RichardManuel,DirectorofCommunications,Canadian Parents forFrench:Thames
Valley Chapter,presented onthe following Issues regarding the French Language
program in the District:capping the number of French Immersion students,
transportation costs,and students'rights to receive Instruction inFrench If numbers
warrant.
Mr.Manuel suggested that an Immediate accommodation review with key
stakeholder participation be conducted and recommended the establishment of an
advisory committee for FSL to address the rapid growth in enrolment and to develop
a strategic plan. Trustee L.Stevenson requested clarification ofthe function ofthe
proposed advisory committee.Mr. Manual advised that the Committee would
include community members who have an Interest In French Immersion.
Executive Superintendent P.Gryseels advised thata report will be brought tothe
Board In March regarding transportation,capping enrolment,and the right of
students to attend a French language programand accommodating enrolmentas
provided under the Education Act.He noted that a system review is being
conducted and a report will be prepared regarding the options available to
accommodate French programs when English programs are declining.He
confirmed the viability of the French program In the District.
Headvisedthat public input meetingswill be held which will Influence the final report
to the Board. Adecision regarding an advisory committee will be determined inthe
fall.Heemphasized that an administrative decision will not be made prior to public
input being received and the report brought to the Board,as Is the Board's custom.
2004 February 24...24
11,REPORTS OF COM MITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
7.REPORT OF THE INFORMATION COMMITTEE OFTHE WHOLE,January 6,2004,cont'd
4.-PUBLIC PRESENTATIONS,cont'd
a.Richard Manuel,Canadian Parents for French:Thames Valley Chapter,cont'd
Executive Superintendent C. Murphy indicated that Section 23 of the Charter of
Rights clarifies that Anglophone parents do not have the right to insist that their
children be educated in French.She further noted that French Immersion Programs
are specifically excluded by the definition set out in Section 1{1)of the Education Act
of a "French-language instructional unit."
Following a brief question-and-answer period,Chair Sattler thanked Mr.Manuel for
his presentation and encouraged trustees to contact the appropriate administrator
with any further questions regarding the French Immersion program.
b.Sheila Johnson,Fanshawe Pioneer Village
Don Pearson,Chair of the London and Middlesex Heritage Museum,introduced
Sheila Johnson,Executive Director of the Fanshawe Pioneer Village.Ms.Johnson
circulated photographs depicting the current state of buildings at the site and
described the master plan and business plan of the Village for 2004-2014 prepared
for the Village by F. J.Galloway Associates Inc.The report,included a Situational
Assessment,a Proposed Development Strategy and a five-year Business Plan..
Ms.Johnson advised that the overall Plan initiative sets a strong and clear direction,
and is built on developing a living heritage venue that can satisfy significant
educational,heritage and attraction needs and opportunities within the community.
The proposed development strategy involves the layout of the Village and use of
building artifacts,as well as an integrated interpretive plan. A detailed development
strategy and interpretive plan have been prepared.
Implementation of the interpretive strategy results in a plan that utilizes the vast
majority of buildings that are currently in the Village with a minimum of relocations
and adjustments.It will allow for a longitudinal interpretation of the generational
changes over a century In a connected,logical and sequential format.
Ms.Johnson stated that the Village, which receives financial support form the
Municipal, Provincial and Federal governments as well as through community fund
raising,delivers core programs for Grade 3 and Grade 7,Christmas programs and
general programs forJK up to Grade 4, a weather program for Grade 5and specialty
programs for younger grades.She noted that the Village is interested in partnering
with the Board's co-operative education program to assist with repairs,trades,
historic research,costume development and building restoration.
Followinga brief discussion,a complete copy of the plan and letters of support were
given to the Director.A letter of support from the Thames Valley District School
Board was requested.
5.TVDSBWORKINTERNSHIPPROJECT.STUDENTPATHWAYS FORSUCCESSAND
TECHNOLOGICAL EDUCATION RENEWAL INITIATIVES
a.TVDSB Work Internship Project
C. Murphy,Executive Superintendent of Program Services,introduced the
presentations which discussed the implementation of the TVDSB Work Internship
Project - a school-based program introduced prior to,and now being integrated into,
the Ministry's "At-Risk" Initiative.
2004 February 24...25
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
7. REPORT OFTHE INFORMATION COMMITTEE OFTHEWHOLE,January 6.2004,cont'd
5.TVDSBWORKINTERNSHIPPROJECT.STUDENTPATHWAYSFORSUCCESSAND
TECHNOLOGICAL EDUCATION RENEWAL INITIATIVES,cont'd
a. TVDSB Work Internship Project,cont'd
L.Crossley-Hauch advised that the program was designed to address the needs of
students experiencing difficulty with new curriculum, or who plan to move directly
from grade 12 to the workplace.Students have been identified in each school who
principals feel can benefit from the program.Parent information sessions have also
been held.
Representatives from two of the eight pilot schools presented their programs.Bob
Miskiman,Vice Principal and Brenda Cowan,Head of Special Education from West
Elgin S.S presented the W.E.S.T.(Wildcat Employment Skills Training)Program.
The WEST program has four levels which include both classroom instruction and
outside work experience.Students work closely with a Job Coach who provides
support for the student and acts as a liaison with employers and WEST staff.The
school has developed key contacts with employers in the community which will
ensure ongoing availability of work experience opportunities.
. Don Macpherson,Principal,and Steve Geddes,Teacher from Ingersoll District C.I.,
were introduced and presented the S.T.W.(School To Work)program.Similar to
the WEST program,the S.T.W.program provides opportunities for high needs
students and helps enhance their ability to adapt to changes in the workplace and
manage transitions in their lives .The program focuses on agricultural,horticultural
and construction careers and also has many partners In the community who offer
work experience opportunities for the students.
b.Student Pathways for Success
Marie Chambers,Learning Supervisor,provided details of Student Pathways for
Success Initiative intended to address theneedsof"Students At Risk".Thefollowing
reports were presented;Final Report of the At-Risk Working Group,The Report of
The Expert Panel on Students At Risk in Ontario,Report of the Program Pathways
for Students At Risk Work Group, and The Ontario Secondary School Literary
Course.
i. Final Report of the At-Risk Working Group - a Successful Pathway for All
Students
Background
In responding to reports and concerns about at-risk students,Minister of
Education Elizabeth Witmer requested an action report on at-rlsk students in
November of 2002.This report was to contain specific recommendations to
mitigate the risks for students identified as "At-risk." It was decided to appoint
an external chair and work group to prepare these recommendations.Barry
O'Connor,Director of Education for the Limestone DSB,was appointed to chair
the "At-Risk Working Group."The final report of the working group entitled "A
Successful Pathway for All Students"was submitted to the Minister in January,
2003.In responding to this report,and the Education Equity Task Force Report,
the Ministry of Education has taken a number of steps to support students at risk
in the areas of literacy,numeracy,and transitions from elementary to secondary
school and then transitions to the workplace.
2004 February 24...26
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
7. REPORTOFTHE INFORMATION COMMITTEE OFTHEWHOLE,Januarys,2004,cont'd
5.TVDSBWORKINTERNSHIPPROJECT.STUDENTPATHWAYSFORSUCCESSAND
TECHNOLOGICAL EDUCATION RENEWAL INITIATIVES,cont'd
b.Student Pathways for Success,cont'd
i. Final Report of the At-Risk Working Group - a Successful Pathway for All
Students
Guiding Principles
The At-Risk'Working Group Identified 11 principles that guided the formulation of its
recommendations:
Support for at-risk students a priorityfor all educational partners;
-Programs that promote high standards of achievement for all students with support
and opportunities for all students;
Equitable access for all students,and ongoing funding support;
Communities challenged and encouraged to support at-risk students;
Leadership at all levels to support initiatives that support at-risk students;
Accountability framework to ensure appropriate allocation of resources;
- Whole school responsibility for the acquisitionof literacyand numeracy K -12;
Funding for at-risk students over and above funding for special education;
Funding flexibility to address unique characteristics of French and English language
systems;
Effective communication with all education partners;
Effectiveteacher trainingfundamentalto successful implementationof strategies for
at-risk students.
Definition of Students Considered "At Risk"
Elementary students performing at Level 1,or below grade expectations
Secondary students who would have previously studied at the modified or basic level
in the previous curriculum
-Secondary students performing significantly below provincial standard , earning
marks In the 50's and low 60's,and who do not have the foundations to be
successful in the new curriculum
Students who are disengaged,with very poor attendance.
Ministry Initiatives
In March,2003, the government announced the Graduate In Ontario by Achieving
Literacy Standards (GOALS)strategy,which isto provideongoing additional funding to
improve outcomes for students in Grades 7-12 whomay be at riskofnotachievingtheir
educational goals.Related MinistryInitiatives include:
- ongoingfundingto hirea leader to coordinate strategies and supports for students
at risk (Students At-Rlsk Board Leader) who will have the responsibility of
establishing a district-wide advisory committee,developing a system-wide action
plan, and providingdetailed progress reports to the Ministry of Education;
the creation oftwo Expert Panels (one French and one English) to provide direction
to school boards on literacyand numeracy,Grades 7-12,Including supporting
students In passing the Literacy Test (OSSLT);
the formation of The Program Pathways for Students At Risk Group to focus on the
development of pathways for students at risk as they progress through school
including transition programs,remediation programs,and effective tracking and
monitoring of students at risk;
the development of the Grade 12 Literacy Course (OSSLC) which provides an
alternative for students who have not passed the Literacy Test (OSSLT);
2004 February 24...27
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
7. REPORT OF THE INFORMATION COMMITTEE OFTHEWHOLE,January 6.2004,cont'd
5.TVDSB WORK INTERNSHIP PROJECT,STUDENT PATHWAYS FOR SUCCESS AND
TECHNOLOGICAL EDUCATION RENEWAL INITIATIVES,cont'd
b.Student Pathways for Success,cont'd
i. Final Report of the At-Risk Working Group - a Successful Pathway for All
Students
funding of a Pathways to EmployabilityPilot Project to develop planning tools
and templates for school-work transition programs;
expansion offunding for remediation outside of regular school day, previously
7 -10,to include students In Grades 11 and 12;
-allowance for220-hour,single-credit, locally-developed courses inEnglish,math
and science to count as two credits for funding purposes;
the gathering of successful practices In use for supporting students at risk in
Grades 7 -12 by the Council of Ontario Directors of Education (CODE);
- the development of sample timetables to illustrate the flexibility available in
developing school programs to support students at risk (Pathways for Success:
Sample Timetables for Supporting Students At Risk,2003).
ii.Report of the Expert Panel on Students at Risk inOntario - Think Literacy Success
Background
This Expert Panel,chaired by Marilyn Gouthro (Director of Education for the
Lakehead DSB),was formed by the Ministry of Education as a direct result of the
FinalReport of the At-risk WorkingGroup, A Successful Pathway for All Students.
Its task was to provide direction to Ontario school boards on English literacy for
students at risk in Grades 7-12.A companion document,Think Literacy:Cross-
Curricular Approaches,Grades 7-12 was also produced for Instructional purposes.
Guiding Principles
The Expert Panel identified nine principles that guided the formulation of its
recommendations for literacy planning:
Literacy is a key to lifelong learning;
-All students have the right to acquire the literacy skills they need for lifelong
learning,and it is the duty of schools to make this happen;
-Literacy instruction must be embedded across the curriculum.All teachers of
all subjects,from K-12 are teachers of literacy;
Effective literacy instruction starts with the needs of the learner;
Quality literacy instruction enhances the learning of students at risk;
All teachers must be equipped with the knowledge and skills to model and teach
effective literacy skills in their subject area;
Families and communities must be encouraged and supported in taking action
to promote student literacy;
Decisions about next steps in literacy for the individual,the school,and the
board must be based on a wide range of timely,relevant and accurate data;
Effective literacy learning may occur in or require a variety of innovative and
flexible structures within the school and in the community.
2004 February 24...28
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
7.REPORT OF THE INFORMATION COMMITTEE OF THE WHOLE,January 6,2004,cont'd
5.TVDSB WORK INTERNSHIP PROJECT.STUDENT PATHWAYS FOR SUCCESS AND
•TECHNOLOGICAL EDUCATION RENEWAL INITIATIVES,cont'd
b.Student Pathways for Success,cont'd
iL Report of the Expert Panel on Students at Risk in Ontario - Thinl<Literacy
Success,cont'd
Definition of "Literacy"
..the skill and knowledge in reading,writing,speaking,listening,representing and
viewing that empowers learners to make meaningful connections between what they
know and what they need to know . ..the ability to understand,think,apply and
communicate effectively to achieve personal and career goals."(p.10)
Lessons from Research
According to research,students who lack literacy strategies and skills need:
Excellent teaching and strong positive relationships with teachers;
Explicit literacy instruction in all subjects,using subject-specific content;
Targeted instruction,which may include strategies for fluency and higher-level
comprehension;
Respect and sensitivity toward their individual differences and gender;
Opportunities to consolidate and advance their learning by making connections
to the students'world;
Support to make the transition from elementary to secondary school;
Activities that involve higher-level thinking,reasoning and communication;
Opportunities to reflect on thinking and learning,and to be more active and
strategic learners;
-Teachers who understand the Influence of cultural and technological shifts;
Innovative and flexible school environments geared to student needs.
Recommendations to Promote Innovation and Accountability for Literacy
The recommendations of the Expert Panel focus on the themes of Developing
Expertise,Using Information,Supporting Students at Risk,Promoting Effective
Practices and Innovations for all school boards are:
Have a board-wide literacy committee including representatives from across
subjects and across the elementary and secondary panels,and the voice of
parents and community partners;
Have school-based literacy teams with membership as described above;
Provide literacy training and resources for all educational stakeholders;
Provide ongoing professional development In adolescent literacy and
assessment for teachers of Grades 7 -12;
Annuallyidentifyand track students in Grades 7-12 who are at risk Inliteracy
and monitor success of literacy interventions;
Ensure timely access to the OSSLC for all students who need it;
Support training for student tutors and access to tutors in the classroom;
Identify alternative timetables that support students at risk;
Recommend resources that can support adolescent learning in literacy;
-Investigate remedial or gap-closing instruction strategies during and after the
school day;
Encourage large-scale research and pilot projects to improve literacy skills;
Develop a broad base of teachers with literacy expertise;
Create cross-curricular literacy strategies and cross-curricular literacy teams.
2004 February 24...29
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
7.REPORT OF THE INFORMATION COMMITTEE OF THE WHOLE,Januarys,2004,cont'd
5.TVDSB WORK INTERNSHIP PROJECT.STUDENT PATHWAYS FOR SUCCESS AND
TECHNOLOGICAL EDUCATION RENEWAL INITIATIVES,cont'd
b.Student Pathways for Success,cont'd
HI.Report of the Program Pathways for Students at Risk Work Group - Building
Pathways to Success
Background
This Work Group,chaired by David Armstrong (Director of Education for
Bluewater DSB),was formed by the Ministryof Education as a direct result of the
Final Report of the At-risk Working Group,A Successful Pathway for All
Students.Its task was to provide direction to Ontario school boards on the
development of program pathways to enable students considered at risk to
achieve success and meet their education and career goals.
Guiding Principles
The Work Group identified 12 principles that guided the formulation of its
recommendations for the development of appropriate program pathways for at-
risk students:
Education programs should promote a high standard of achievement,and
provide all students with the learning opportunities and supports they need,
and that is relevant to societ/s needs and expectations;
Ontario schools should provide pathways for success for all students at risk;
-Actively removing systemic barriers to success and challenging prevailing
attitudes must be key priorities;
All program pathways will provide students ongoing opportunities to change
and revise goals,directions,and destinations;
Building pathways for success is a whole school,whole board responsibility;
The development of successful program pathways for students at risk is built
upon a foundation of comprehensive,coordinated career/guidance programs;
Effective program pathways will include a broad range of experiential
learning;
In order to be successful,program pathways will engage parents;
Community partners must be encouraged and challenged to work with
educators to build and support program pathways;
Leadership at all levels is the key to successful implementation of program
pathways;
Ensuring effective ongoing communication among all partners Is critical to
building/supporting relevant,viable,and up-to-date program pathways;
Effective teacher training strategies are fundamental to success.
Characteristics of Effective School-Work Transition Program Pathways School
Steering Committees should consider the following:
Have a focussed and clearly articulated profile of the students at risk;
Consider local labour market information/data when making decisions;
Search out and utilize authentic resources;
Collaborate with a wide range of community partners;
Utilize an appropriate combination of courses and supports within OSS
(Ontario SecondarySchools)(e.g.,substitutions,multiple-credit technological
education credits,5-year programs,learning strategies courses,OSSC,etc.);
Buildin flexibility (e.g., multiple entry and exit points);
2004 February 24...30
11.REPORTS OF COMIVIITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
/.REPORT OFTHE INFORMATION COMMITTEE OFTHE WHOLE,January 6,2004,cont'd
5.TVDSB WORK INTERNSHIP PROJECT,STUDENT PATHWAYS FOR SUCCESS AND
TECHNOLOGICAL EDUCATION RENEWAL INITIATIVES,cont'd
b.Student Pathways for Success,cont'd
111.Report of the Program Pathways for Students at RiskWorkGroup-Building
Pathways to Success,cont'd
Includea comprehensive and graduated experiential learning component
beginning in Grade 7 (e.g,jobshadowing,job twinning,workexperience);
Craft a segmented and differentiated communication and marketing
strategy;
Develop a thoughtful and comprehensive implementation strategy that
includes an aggressive professional development component;
-.Assign teachers who are passionate about success for students at risk and
the value of workplace destinations;
Gather and analyze data to review progress and set new goals.
Redefining Student Success
In addressing the needs of students at risk,we need to redefine what we mean when
we talkabout a student's success.The idea that formal post-secondary education
isthe most desirable outcome does notreflectthe realityofmanystudents*interests,
abilities,and choices, and itIsunreasonable to measure student success solely in
terms of this outcome.
Students who obtain their diploma or certificate and/or who find meaningful
employment must equally be considered a success.Redefining student success
entailsafundamental change inperception among educators,parents,students and
employers. The emphasis must be onwhateach student is capable ofdoing well.
The programpathways chosen bystudents at risk,and the careers open to them,
must be recognized as being of equal value to those of other students.
The term "program pathway"refers not just to the combination of courses and
supportsthat make up a student's educational program butalso to the underlying
purpose that motivates students in their choice of courses.The term "school-work
transition program pathways" refers to an appropriate and integrated collectionof
courses and supports that will prepare students for employment immediately on
leaving secondary school and offer both in-school and work-based experiences.
According to Alan King's Double Cohort Study,about25%of all Ontario secondary
students leaveschoolbefore graduating,and24%enterthe workplace directly after
graduation.
iv.The Ontario Secondary School Literacy Course
Course Description and Course Code-OntarioSecondary School Literacy Course,
Grade 12(OLC40)
This course is designed to help students acquire and demonstrate the
cross-curricuiar literacy skills that are evaluated bythe OntarioSecondary School
Literacy Test (OSSLT).Students whocomplete the course successfully will meet
the provincial literacy requirementforgraduation. Students will read a varietyof
informational,narrative,and graphic texts and will produce a varietyof forms of
writing,including summaries,information paragraphs,opinion pieces,and news
reports.Students will also maintainand manage a portfolio containing a record of
their reading experiences and samples of their writing.
2004 February 24...31
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
7.REP0RT OF THE INFORMATIONCOMMITTEE OF THE WHOLE,January 6,2004,cont'd
5.TVDSB WORK INTERNSHIP PROJECT,STUDENT PATHWAYS FOR SUCCESS AND
TECHNOLOGICAL EDUCATION RENEWAL INITIATIVES,cont'd
b.Student Pathways for Success,cont'd
iv.The Ontario Secondary School Literacy Course
Eligibility
Students who have been eligible to write the OSSLT at least twice and who have
been unsuccessful at least once are eligible to take the course.Students who have
been successful on the test may take the course at the discretion of the principal.
Strands
- Building Reading Skills
-Building Writing Skills
-Understanding and Assessing Growth In Literacy (includes a Literacy Portfolio
and Learning Journal)
Assessment and Evaluation
The course utilizes an integrated approach to reading and writing.Therefore,
students who have been successful in one component of the OSSLT must
successfully complete the course Inits entirety to satisfy the diploma requirement for
literacy.Accommodations specified in a student's Individual Education Plan (lEP)
must be available to students throughout the course.However,modifications of the
expectations are not permitted.
While the literacy course utilizes similar assessment principles to those outlined In
the "Assessment,Evaluation and Reporting"section of Program Planning and
Assessment:The Ontario Curriculum,Grades 9 to 12,2000,the levels and their
percentage grade range differ from those In the achievement charts for other
courses.Students must "moderately"or "adequately"demonstrate the teaming In
each of the categories,which equates to the attainment of a level 2 in other courses.
Evaluation during the term consists of 70 per cent of the student's grade.Students
must complete a minimum number of Independent demonstrations of performance
in reading and writing during the term.
Reading Writing
2 Narrative Texts 1 Summary
4 Graphic Texts 1 Information Paragraph
5 Informational Texts 2 Opinion Pieces
11 Total Reading Tasks
for Term
2 News Reports
6 Total Writing Tasks for Term
Final evaluation counts for 30 per cent of the student's grade.The 30 per cent is not
designed to replicate the OSSLT,but rather consists of performance tasks done
under normal class conditions with sufficient time to allow students to do quality
work.
2004 February 24...32
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
7.REPORT OF THE INFORMATIONCOMMITTEE OF THE WHOLE,January 6,2004,cont'd
5.TVDSB WORK INTERNSHIP PROJECT,STUDENT PATHWAYS FOR SUCCESS AND
TECHNOLOGICAL EDUCATION RENEWAL INITIATIVES,cont'd
b.Student Pathways for Success,cont'd
iv.The Ontario Secondary School Literacy Course
For reading,students will read a teacher-selected text and then, in writing or
through a conference,will answer questions about the text (directly stated ideas,
indirectly stated ideas,and making connections through personal experiences).
For writing,the student will write a summary paragraph and an information
paragraph.Students will also be required to do reflection and self-assessment
of their progress in reading and writing,based on a review of the contents of their
portfolio.
Status of the OSSLC
Students who successfully complete this course will have met the provincial
literacy requirement for graduation and will earn one credit towards the 30
required for graduation.The OSSLC may be counted as the Grade 12
compulsory English credit for diploma purposes.It may also be counted in two
alternate ways:as a Group 1 compulsory credit and as one of the 12 required
optional credits for the diploma.
The Ontario Student Transcript will not discriminate the method by which a
student has achieved the provincial expectations for literacy.
The OSSLC (Ontario Secondary School Literacy Course)is comparable to the
OSSLT (Ontario Secondary School Literacy Test)In content and assessment.
Both are based on the cross-currlcular expectations in reading and writing up to
the end of Grade 9.
c.Technological Education Renewal Initiative (TERI)
John Kish,Learning Coordinator,explained the Technological Education Renewal
Initiative (TERI). This $90 million four year Initiative will refurbish and update the
equipment required to offer courses in Technology and Computer Studies,support
school boards in developing partnerships with employers,and provide teachers with
focused training.The first year of funding will be utilized to repair/update equipment
and to maintain health and safety standards.Funds received in the following three
years will be allocated to enhancing/expanding existing programs as well as
developing new initiatives.Examples of eligible expenditures are;construction tools,
CADD (computer aided design and drafting)workstations,automotive hoists,food
preparation equipment,hand and power tools,ladders,scaffolding and appropriate
personal protective equipment.An Advisory Council,mandated by the Ministry,will
meet at the end of January.
Presenters responded to questions posed by trustees.Chair Sattler thanked the
presenters.Director Bryce commended the teachers for their work with,and Interest
in, with the students In the program.
6.MONTHLY REPORT OF THE CHAIR
Chairperson Hunter provided a summary of activities and functions that she anticipates
attending over the coming month.
2004 February 24...33
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
7.REPORT OF THE INFORMATION COMMITTEE OF THE WHOLE,January 6.2004,cont'd
7.DEPARTMENT UPDATES
Business Services
Construction has begun on three capital projects: NorthMeadows PublicSchool, East
Williams Memorial Public School and Oxford Park Pubic School. A fourth project,
Oxford Technical Training Centre -HVAC Lab will be tendered In 2004, January.
The external auditors are scheduled to present financial statements and the annual
audit report fortheAugust 31,2003 year-end tothe Trustees at the January 27"^Board
meeting.
2004-05 projected secondary enrolment and municipal tax informationpertainingto
Revised Estimates have been submitted to the Ministry.Revised Estimates are to be
filed2004 Januarys.
Manager S. Dawson described a new program, "Thinkof Us on the Bus", which has
been designed to Increase student transportation safety. It has been established in
partnership with the Ministry ofTransportationand involves providing materials,and
participation ofparents and students.It will be taught bypersonnel;whoconductthe
Buster training at various schools. Buster will be ineach elementaryschool yearly.
She noted that bus evacuation training will also be increased.
Manager J.Neville described the RAPS program at RossS.S. wherestudents gain
experience by participating ina custodialprogram.
Support Services
In a joint venture with the Ministry of Transportation,Transportation Services Is
developing a bus safety program called "Think of Us on the Bus".The Providers of
"Buster"and "Bus Evacuation"training will administer the program.
- Asurvey will be conducted at the request ofthe Ministry of Educationto assist in the
developmentofthe newtransportation funding model.
The Distribution Centreis conducting a review ofprocesses and efficiencies.Changes
to the Warehouse Information System (WIS)documentation and internal workflow
processes have been initiated.A review of all stock items was conducted in
conjunctionwiththe physical inventoryin December.
11.REPORTS OF COMMITTEES,cont'd
7. REPORTOF THE INFORMATION COMMITTEE OFTHE WHOLE,January 6,2004,cont'd
7.DEPARTMENT UPDATES,cont'd
Facility Services Operations
-The FireSafety Planis undergoing a final review.Local fire officials are conductingrandom
checks of schools to ensure that fireplans/drillsare up to date.
-Recruitment strategies are being reviewed to address the challenges of finding part time
custodial staff to fill one to four hour positions specifically in remote areas.
-Compressed work week for summer break,contracted custodial services and extended
scheduled lunch breaks for Charge Custodians are under discussion with CUPE.
2004 February 24...34
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
7.REP0RT OF THE INFORMATION COMMITTEE OF THEWHOLE,January 6,2004,cont'd
7.DEPARTMENT UPDATES,cont'd
Director's Services
-Director of Education Bryce met with staff,student and parent representatives at Brick
Street P.S.,Sir Isaac Brock P.S.,Innerkip P.S.and Adelaide W.G.MacDonald P.S.
during December.Mr.Bryce attended the following events/meetings:Inaugural Meeting
of the London District Catholic School Board,Ryerson Public School Strings Concert at
Mount Hope Centre for Long Term Care,Inaugural Meeting of the Middlesex County
Council, ETFO Occasional Teacher Silent Auction for Children's Safety Village, Ministry
of Education Trustee Training Seminar,Education Centre Christmas Lunch,Byron
Somerset Public School Concert,the Home and School Annual Christmas Potluck
Dinner,and the Council of Ontario Directors of Education.
-The Director brought the Board perspective to the Public CEO Mental Health Media
Conference
-The Director attended the London Chamber of Commerce lunch along with Executive
Superintendent Brian Greene.The Director,Executive Superintendent Cathy Murphy and
Jane McCullough met with Dr.Graham Pollett and representatives of the Middlesex
Health Unit.
-The Director met with Bill Brock from the Children's Safety Village and Johanne
Lapansee-Crlmmlns,Education Officer London District Office of the Ministry of
Education.
-The Director hosted a meeting of Ministry of Education staff and Directors of Education
from Southwestern Ontario.
-Staff Development Initiatives Include:the New Teacher Winter Conference in January,
training of three new facilitators to deliver the 4 Roles of leadership course,True Colors
course,Leadership:Building Professional Learning Communities course and the
Distance Learning Professional Development training session for instructors.
-Participants in the mentoring program,New Teacher Mentoring (126),Administrative
Mentoring (36),Supervisory Officer lnternship(9)will complete mid-year reflections
during January.
-Public Affairs and Community Relations initiatives Included:updates to the Thames
Valleyweb site to reflect to Board's new Vision Initiative,December's LINKS,The Report
to the Community,and the search for an external Investment Portfolio Management Firm
for The Thames Valley Education Foundation
Program Services
-The Mathematics Portfolio has continued to support Early Years and Primary teachers
with the implementation of the Early Math Strategy Ministry Initiative by providing on
going professional development for teachers.
- A DVDA/ideo resource called "Power Thinking 4"developed by Dr.Charles Ling,a
researcher from the University of Western Ontario,will be provided for each school.A
professional development session for Junior division math teachers will be provided In
2004,March.
2004 February 24...35
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
7.REPORT OF THE INFORMATIONCOMMITTEE OF THE WHOLE,January 6,2004,cont'd
7.DEPARTMENT UPDATES,Program Services cont'd
- Cheryl McQueen (Math Learning Coordinator), Marie Chambers (Pathways to Success
Learning Supervisor),David Pawson (Grade 7/8 Teacher)and Joyce Tonner
(Math/Science/Environment Learning Supervisor)attended the Provincial Roil-out
Conference for the Grade 7, 8 and 9 Applied Mathematics Targeted Implementation
Planning Supports (T.l.P.S.) in December.The Math portfolio offered two orientation
sessions to Grade 7 & 8 teachers.Further in-service is anticipated to support ongoing
professional development.
- Elementary Science teachers were invited to attend full day workshops on the use of the
I.N.S.l.T.E.model.
- Jeff Major (Science Learning Coordinator)presented two sessions on 'The Big Ideas In
Science"at the Science Teachers'Association of Ontario.
- An Elementary Science Task Force comprised of 15 teachers Isdeveloping regional science
workshops for elementary teachers and working on curricula.
-Safety issues were addressed at a professional development day for new secondary
Science department heads as well as a Safety Workshop conducted by the Science
Teachers Association of Ontario.
- Mike Newnham (Learning Co-ordinator,Secondary Science)is working with a committee
of professors at the University of Western Ontarioto develop the annual ScientificJourney
Symposium;
- A Concept Attainment Team is developing a number of concept attainment tasks for Grade
9 science courses to be shared with all secondary schools In 2004,January.
-Secondary students are invitedto design projects focused on biotechnology for entry inthe
Aventis Biotech Challenge
-Westminster Ponds,Vansittart Woods and Jaffa environmental centres continue to offer
outreach programs and outdoor experiences that support the Ontario curriculum.
-The Math,Science &Technology and Environment portfolio provides teachers with support
through monthlynewsletters (The M-Flles,Elements of Science),electronic conferences,
and the Program Services website as well as connecting with over 25 business,
environment and education partners to provide a wide range of opportunities for Thames
Valley students.
-The Languages and Social Sciences portfolios provided every lead literacy teacher with3
days ofin-servicethis fall.Asecond phase of training begins in mid January. The Ministry's
"A Guide to Effective Instruction in Reading -Kindergarten to Grade Three"will be the focus
for the January to March training.
-The Teacher's Partner program will be pilotedbythe Early Years Task Force forthe January
report card. Trainingfor teachers will begin Inearly spring.
- The Developmental Reading Assessment (DRA)4 - 8was administeredinNovemberand
the results are arriving in Research and Assessment.
2004 February 24...36
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
7. REPORT OF THE INFORMATION COMMITTEE OF THEWHOLE,January 6.2004,cont'd
7. DEPARTMENT UPDATES,Program Services cont'd
- The next phase of the Ministry's reviewof the history,geography and social studies
curriculum revievi/s will begin inearly January.
Operations Services
-Superintendents of Education continue to provide professional development at
Community of Schools meetings focusing on improving Instructional intelligence.
Feedback fromschools indicates that many newteaching strategies are being adopted.
-Preparation for Elementary staffing in 2004-05 has begun.Second semester vacancies
inthe secondary panel have been identifiedand posted.
-The 5 current accommodation studies are continuing.The committees will review the
memorandum from the Minister of Education with respect to the moratorium on school
closures.
- NewAdministratorsreceived trainingon school improvement in November. A second
session focusing on goal setting will be offered inJanuary.
- The Safe Schools sub-committeemet to address issues ofsexual diversity.Anaction
plan will be developed 2004.
-193 anti-bullying presentations were made to 12,000 students In grades JK-3 from
September to December 2003.
-145 volunteers, trainedas mentors inthe "Stand by Me"program,are currentlyplaced
In elementary schools.
- Research and Assessment provided services, support, project development and
consultation in numerous areas Including:EQAO Grade 9 Math assessment results,
Partnership for Excellence,Grade 4 OLSAT testing,school-based reading and math
assessments and program evaluations.
- The Board has entered into a partnership with the Canadian Lyceum of Crete as an
extension ofsummer school offerings through Continuing Education.A report will be
brought back to the Boardafter one year's participation withthe Lyceumof Greece.
Human Resource Services
- The District School Council met on2003 December 11 todiscuss succession planning,
a District School Council newsletterand feedback from recent workshops.
- Human Resource Services is working with Principals and Operations Services to fill
staffing needs for semester two.
- Documentation of new Occasional Teachers to be added to the supply list Is being
completed.
Representatives from the departments responded to questions posed by the Trustees.
2004 February 24...37
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
7. REPORT OFTHE INFORMATION COMMITTEE OFTHEWHOLE,January 6,2004,cont'd
8.TRUSTEE ORIENTATION DEPARTMENT REVIEW
Following a briefdiscussion, the trustee orientationitemrelated to department overviews
was deferred to a subsequent date.
9.ADJOURNMENT
The meeting adjourned at 9:40 p.m. on motion of J.Hunter.
P.SATTLER,
Chairperson
Trustee Sattler described highlights ofthe meeting notingqueries bythe Canadian Parents for
French have been discussed with Executive Superintendent P. Gryseels.
8. REPORTOFTHE INFORMATION COMMITTEE OFTHE WHOLE 2004 February03
9:10 p.m.-11:10 p.m.
MEMBERS
P.Sattler,Chair
J.Bennett
A.Cartler
S.Doxtator
G.Hart
J.Hunter
P.Jaffe
S.Peters
M.Reid
M.ReidI
L.Stevenson
Regrets :T.Roberts,D.Mugford,D.Anstead
ADMINISTRATION AND OTHERS
B.Bryce
B.Greene
P.Gryseels
C. Murphy
J.Thorpe
D.Blair
J.Empringham
L.Hutchinson
M.Sereda
W.Tucker
K.Wilkinson
K.Bushell
S.Christie
C.Dennett
C.Linsdell
W.Scott
1.APPROVAL OF AGENDA
The agenda was amended to reverse the order ofitems4. a. and b. The agenda,as amended,
was approved on motion of L.Stevenson.
2.CONFLICTS OF INTEREST -No conflicts of interest were declared.
3.DIRECTOR'S ANNOUNCEMENTS-none
4.PRESENTATION -PROGRAM SERVICES
C. Murphy, Executive Superintendent,Program Services,introduced the following initiatives
related to Information Technology and EarlyYears Literacy.
a. SENIOR KINDERGARTEN DEVELOPMENTAL READING ASSESSMENT (DRA)TARGET
Following a request from Director Bryce,Program Services staff pursued approval to
establish a developmental reading assessment target for senior kindergarten students.
Support was given for the program and an allocation of $500,000 was included in the 2003-
04 budget to support Early Years Literacy, including the Senior Kindergarten Developmental
Reading Assessment Target program.
C.Graves,Learning Supervisor,and S.Jackson,Learning Co-ordinator,Language,
described the goals that focus on supporting Early Years teachers in meeting the Board's
Developmental Reading (DRA)targets.The ongoing professional development to build
teacher capacity and the resources to support that training,provided through the funding,
were highlighted.
2004 February 24...38
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
8.REPORT OF THE INFORMATION COMMITTEE OF THE WHOLE,February 3.2004,
cont'd
4.PRESENTATION-PROGRAM SERVICES
a.SENIOR KINDERGARTENDEVELOPMENTALREADING ASSESSMENT (DRA)
TARGET,cont'd
It was noted that the target has been set at 80% of senior kindergarten students
attaining Level 2 or higher on the DRAtool. The purpose of the target is to help
ensure that students have the "ready to read" skills needed to begin Grade 1.At
Level 2,students should be able to demonstrate that they can followa story pattern,
match text to spoken work, track text,use pictures to help decode and differentiate
letters fromwords. BeyondLevel2,students should be able to read age-appropriate
materials on their own.
The DRA results also indicate and help to Identifythe number of students moving
into Grade 1 that are not ready to read and require additional assistance by the
teacher.It was noted that the range of development in a Grade 1 classroom could
be very wide and the benefits of the DRAto balance the literacy programs locally and
across the province may be achieved by elevating the classroom literacy focus.
Samples of resource materials that were distributed to schools during the first year
of implementation were displayed.
Trustees viewed portions of a professional development session for teachers on
Phonological Awareness -Foundation of Language,the Power of Read Aloud and
Shared Reading;Guided and Independent Reading,Modeled and Interactive Writing
and an Overview of the Early Years Program.Homework assignments and
conclusions were shared amongst the teachers participating.
Opportunities have been provided for Early Years teachers to meet in a family-of-
schools setting to share ideas and resources.A one-day Assessment Conference
is scheduled for 2004 April 1-2.Resources to support assessment strategies are to
be provided. Ms.Graves advised that this is phase one of a multi-phased project
She explained that Phase 2 of the project is to provide teacher training and
resources related to guided reading,it also Includes a Home and School Connection
that will focus on strategies and resources to support literacy learning in the home.
Early Years teachers,Natalie Wales,W.Shenwood Fox P.S.,and Kim BaxIndale,
Ryerson P.S., provided examples of their daily classroom experiences as JK
students discover an awareness of language and begin to experience rudimentary
skills of reading and writing.
Trustee Sattler extended her appreciation for the informative presentation.
Supt. Murphy advised that in2003 March and April,presentations to the Information
Committee of the Whole are planned regarding Literacy in the Primary Division and
Literacy initiativesspecific to boys.These presentations are designed to build on the
Early Years Literacy.
Trustee Bennett commented on the positive teacher reaction and wonderful student
reaction.It was noted that one parent of an SK child indicated that her son has moved
from having little interest in reading and writingto making grocery lists and now sees
himself as a writer and reader as a result of the program.Parents are pleased and
surprised at their children's level of mastery.It was suggested that strategies are
required toincrease awareness and to intensify supportfor children whomaynothave
strong supports at home.
2004 February 24...39
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
8.REPORT OF THE INFORMATIONCOMMITTEE OF THE WHOLE,2004 February 03.cont'd
4.PRESENTATION -PROGRAM SERVICES,cont'd
a.SENIOR KINDERGARTEN DEVELOPMENTAL READING ASSESSMENT (DRA)
TARGET,cont'd
In summary,Director Bryce commented that the Early Years Literacy Initiative Is an
example of what happens when Learning Co-ordinators dialogue with JK/SK teachers
about what is necessary to build teacher capacitytoward developing and nurturing early
childhood readingand writing skills.Heapplauded Ms.Wales and Ms.Baxindale forthe
enthusiasm they bring to teaching on a dailybasis inthe classroom.Appreciation was
extended to everyone involved inthe program for its success to ensure that the youngest
students have the literacyskills they need to begin Grade 1.
b.INTEGRATION OF INFORMATION TECHNOLOGY INTO THE CURRICULUM
L.Hutchlnson,Superintendent of Education, and C.Linsdell,Manager,information
TechnologyServices (ITS),described the Integration of Information Technology into the
Curriculum program.
The 2003-2004 budget allocated $875 000 to support the integration of Information
Technology Intothe curriculum. Specifically,funds have been used to:
Increase effectiveness of repairs to schools;
providetrainingfor teachers to integrate technology Intothe curriculum;
address recommendations made in the consultant's report;
refurbish and acquire hardware and software for schools.
Atthe 2003 June 03 meeting of the Infonnation Committee of the Whole, the results ofan
Information Technology Directions study conducted byChartwell Inc.was presented.The
study involvedInputfrom a large number of stakeholders across the Thames Valley.The
report entitled,"Information Technology-Future Directions"was presented to Supervisory
Officers' Council on 2003 May12 and endorsed on 2003 May26. A high level overview of
the 2003 May final report of ITDirections highlighted the vision, principles,govemance,
organization,leadership,keystrategiesand recommendationsand outlined aproposedroad
map for change.
The recommendations that flowed out of the report included:
establishing a New Department structure;
aligning staff within the new structure;
resolving the Instructional O/S
addressing outstanding issues
establishing an IT Council;
adopting a project management orientation; and,
increasing and stabilizing funding.
Ms.Linsdell provided an overhead presentation detailing the new structure of the IT
Department established underthe four major operation units:Infrastructure and Operations
(behind the wall operations);Client Services (staff and student useof technology);System
Development and Support (employee/student portal/application enhancements)and
Planning and Performance (2-year change agent).
In response to the question,"What havewe done so far?",the presentation addressed
issues related to the service model,allocation of Increased funding,accomplishments to
date, next steps,major initiatives for2004 and future direction as it relates to stabilized
funding.Aquestion-and-answer session followed.
2004 February 24...40
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
8. REPORTOFTHE INFORMATION COMMITTEE OFTHEWHOLE,2004 February03.cont'd
4.PRESENTATION -PROGRAM SERVICES,cont'd
b. INTEGRATIONOF INFORMATION TECHNOLOGYINTOTHECURRICULUM,cont'd
Withregard to student portals inschools, Supt. Hutchinsonadvised that a pilot projectat
the elementary level is undenway and is to be presented to IT Council. A steering
committee is presently looking at the need for a parent portal and the issue of
parental/guardian access to their student's file is under debate.
The expertise of the Board's ITtechnical staff indealing with the magnitude of the recent
computer virus throughout the system and the speed at whichthey addressed the situation
was recognized.Supt. Hutchinson suggested that Information related to the types of
technical support that ITSprovides be discussed at a subsequent meeting.
It was questioned as to where Ministry stands on issues related to technological
infrastructure.Director Bryce advised that,in his discussions with the Minister of Education
recently,no mention was made of technological infrastructure but rather of Virtual
Learning.The Ontario Knowledge Network for Learning has indicated that information
technology needs an infusionof$2 billion a year in order to keep the province current on
computer technology.A Ministry response to this Issue is pending.The role of volunteer
computer support teachers in schools was also discussed.
5.INCREASING INSTRUCTIONAL INTELLIGENCE
P.Gryseels,Executive Superintendent,Operations Services,provided opening remarks
regarding the Increasing Instructional Intelligence initiative,a long-term plan for improving
student learning through enhanced teacher practice!This initiative is an integral partofthe
Operations Services department goal and the commitment of school Principals to school
improvement. He advised that trustees approved an allocationof $180,000 inthe budget for
implementation during the 2003-04 school.year.
Over the past three years, leadership development has focussed on Improving Principal and
Vice-Principal skills regarding the change process,knowledge about school Improvement,
effective schools,and future changes ineducation. In addition.Principals, under the guidance
oftheirSuperintendent of Education,have reviewed current research and books dealing with
these topics and have significantly increased the knowledge level at the school level.
The next step In the plan isto impact classroom practice.This year.Presenter Barrle Bennett
is addressing all Principals and Vice-Principals on three occasions to deal with Increasing
Instructional Intelligence at the classroom level.
Since 2003 August,a number of in-service sessions have been held.On 2003 October 8 and
9, Program Services staff had the opportunity towork with Barrie Bennettto beginto identify
the key components of Instructional Intelligencearidthe roleofstaffinsupportingand fostering
the implementation.On 2003 October 10, all system school administrators participated in an
in-service that focussed on leadership and the role of administrators in leading a successful
implementation.
In the week following that in-service,42 schools were selected to form the first cohort Involved
in the implementation.Selection was done In consultation with school leaders.On 2003
November 6 and 7, the cohort school teams (averaging four members per team but ranging
from three to nine) met to participate in the introduction to Instructional Intelligence. The In-
service was highly interactive and motivating.Each staff member was given a homework
assignment to try particular strategies in their classroom before the next session and were
asked to be prepared to share their experiences at subsequent meetings.Practice occurred
through November,December and early January inpreparation. The cohort teams were split
up into thirds for the next in-service by regions and panel.
2004 February 24,..41
r ~11.REPORTS OF COMMITTEES,cont'd
^a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
8. REPORTOFTHE INFORMATION COMMITTEE OFTHEWHOLE,2004 February03, cont'd
5.INCREASING INSTRUCTIONAL INTELLIGENCE,cont'd
On2004 January 14,a!I secondary cohort teams metat Medway High School to observe Barrie
Bennet model instructionalpractice intwo classes inthe morning,followed bydebriefingand
discussion of instructional practice inthe afternoon. On 2004 January 15,all CentralCEC
elementary cohort teams met at Byron Somerset P.S., for a similarly planned in-service. On
2004 January 16,allCEC East and CEC South elementary cohort teams met at NewSarum
P.S.
Feedback on the sessions was positive noting teachers are clearly working hard to enhance
their classroom practice to support student learning. The next sessions,identical in
organization toJanuary, are plannedfor2004 March 02, 03, and 04. There isan expectation
that school teams in the firstcohort will continueand extend theirpractice in a second year,
followed bydetailed assessment ofimprovementsinstudent learning.
The selection ofschoolsforthe second cohortwill occurinthe earlyspringof2004 with many
schools wanting to be involved as a result of trustees demonstrating their commitment tothe
program over the next 4-5 years and included funds in the 2003-04 budget. Staff also
recognize that having someone as renowned as Barrie Bennett leading the initiative is a
significantopportunityforthem to enhance strategies to Improve student learning.
Superintendents of EducationJ. Empringhamand D.Blair provided information related tothe
2004 January instructional practice in-service sessions modelled by Barrie Bennett. The
teachers'responses clearly indicate enthusiasm and a commitment to enhance their classroom
practices.
s
Amotionto sit to past 11:00 p.m. to 11:15 p.m was approved on motionof J. Hunter.
Supt. Gryseels advised that the dates, times and location forthe next Increasing Instnjctional
Intelligence in-service session will be provided to Trustees Indue course.Information will also
be available on the Board's website:www.tvdsb.on.ca
6.MONTHLY REPORT OF THE CHAIR
Chairperson Hunter reported that she attended/participated in the following meetings and
events during the month of January,2004:
-accompanied by Supt.Sereda visited Dundas Centre,Richmond Centre.Annandale
School and Non/vich District High School;
TVDSB Foundation, Children's Safety Village:Media "Kick Off'/Fundraising, Supervisor
Officers' Internship Program, OxfordTechnical Training Centre Grand Opening, Central
ElginS.S.Student Union,Co-terminus Board Transportation meeting.Chairperson Hunter
presented the Pre-Budget Consultation Paper to the new provincial government and at the
OPSBA Symposium in Toronto.
7.DEPARTMENT UPDATES
Director's Services
- Director Bryce visited Wilfrid Jury P.S., London and met with staff,student and parent
representatives.Bill also visitedand served lunch provided byArthur Voaden Enterprises
at the Straffordville P.S.,United Way Campaign celebration.
Director Bryce attended the following meetings/events:Improving Instructional Intelligence
Workshop,Council on Early Child Development,Supervisory Officers'Qualification
Program -Toronto, Children's Safety Village of London and Area Media Conference,Bill
>Gerth,Director of Education,Waterloo District School Board, Supervisory Officers'
Internship Program,Bill Brock,Children's Safety Village of London and Area,London
District Catholic School Board:Joint Transportation System Technology Review, Annual
CEO Conference and Annual OPSBA Symposium re: "A New Day for Public Education -
Our Legacy of Significance".
2004 February 24...42
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF VhE WHOLE,cont'd
8.REPORT OF THE INFORMATION COMMITTEE OF THE WHOLE,2004 February 03.cont'd
7.Department Updates,cont'd
Staff Development updates included:New Teacher Winter Conference,True Colors:
Building Staff Capacity Through Teamwork,Leadership:Building Professional Learning
Communities,Leadership:The TVDSB Picture,Professional Reading Groups,Staff
Development Standards,Principals'and Managers'Meeting,Recognition Program and
Distance Learning Professional Development.
- Vision Updates included:In service for schools and School Councils,Our Vision Advisory
Committee,Refinement Implementation and Research.
Public Affairs and Community Relations update included:NEW PL elementary school
visits,"Who We Are"promotion brochure.Education Week plans,Thames Valley
Education Foundation.
Program Services
New Teacher In-Service sessions held 2004 January 17 focussed on Special Education.
The Itinerant Gifted Team provided a display,A symposium for intermediate gifted students
in the Itinerant Program is to be held 2004 March 9 at Sir George Ross S.S.,London using
a wellness theme with workshops re: Brain Gym,Student Leadership,Tai-Chi,and Stomp
Elementary Subject Association for Teachers of Developmentally Challenged students is
planning a Resource and Publishers'Display for 2004 April
Psychological Services and Learning Disabilities Association of London and Middlesex,
"Parenting the ADHD Child"sessions ended 2003 December.Approximately 30 parents
attended eight weekly sessions and discussed ADHD students characteristics and
behavioural/medical interventions,parent/school cooperation in developing intervention
strategies for students with Attention Deficit Hyperactivlty Disorder.
-The Multiple Keys to Literacy Program has increased with more than 1700 students
receiving the program during this current school year.
The Board's Steps for Success behaviour program consists of classroom programs and
six itinerant behaviour resource teams with the majority ofstudents attending ona half time
basis.Each program runsforfive month intervals,serving approximately 176 students per
year using creative learning opportunities to help students learn the skills and strategies
necessary for success at school (e.g.*'Kidspiration",pet therapy,bowling,swimming,mind-
mapping,Cognitive Enrichment Advantage (CEA).
The service delivery model for the itinerant behaviour teams is being refined to clearly
define the referral process and service offerings.A draft is currently being shared with
other departments.As we!!as supporting individual students in schools,all of the
behaviour teams provide small group,class-wide and whole school support for social skill
and behavioural interventions to enhance the school climate and promote positive social
interactions.The behaviour teams work collaboratively with school staff,parents,teachers,
and several community partners (e.g.Fanshawe College,Madame Vanler Children's
Services,Merrymount,Peer Power).
The Intensive Support Classes are two-year programs for elementary students with
learning disabilities or mild intellectual disabilities that are experiencing significant
difficulties in the regular school setting.The program's key components are the
development,intervention,remediation of academic skills,learning skills and strategies
development,technological assisted learning,appropriate regular classes integration,
social skills development/refinement,and the preparation of students for transition Into
secondary programs,including appropriate course selection and self-advocacy skills.
2004 February 24...43
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
8.REPORT OF THE INFORMATION COMMITTEE OF THE WHOLE,2004 February 03.cont'd
7.Department Updates,cont'd
Two Itinerant Intensive Support Teachers assist students during their transition back to
their home schoois and provided this direct service to 35 students tin 2003 September,as
well as serving as resource teachers on a regular basis.Teachers in the IS classes are
being provided with P.D.focussing on improving student learning,understanding the
learning disabled student,instructional strategies,technology applications,literacy and
numeracy,assessment practices,behaviour management,transition issues,and
opportunities for teachers to network.
A new series of initiatives in partnership with the Child Abuse Council of London and
Middlesex was launched in 2003 October to highlight Child Abuse Prevention Month.
Clarke Road S.S.and Glen Cairn P.S.are piloting the Caring Community Purple School
Campaign intended to educate students and parents about the different aspects of child
abuse and prevention.Dr.David Warren and members of the Child Abuse Council
provided information on Shaken Baby Syndrome and Clarke Road S.S.students
participated infollowup activities designing posters and writing essays on this topic. Glen
Cairn P.S.held assemblies and introduced new resources focusing on "Hands Are For
Helping Not Hitting".
Rogers Cable is sponsoring a poster contest on this theme and willvisit the school on
2004 March 02.Representatives from the three district Children's Aid Societies together
with P.Martin.Human Resource Sen/ices,and S.Book,Attendance and Social Work
Services,will be discussing Best Practices and Communication in Reporting Child
Abuse and Neglect at the Principals' meeting to be held 2004 February.
Investing in Children:The Roots of Empathy program has been expanded to four
additional schools this year. School Support Counsellors attended training sessions
coordinated in partnership with Investing in Children and Merrymount Children's
Services.Kids Count Leadership Camp was a success with 285 students from 32
schools across the District in attendance during 2003 September and October.Grade
6 and 7 students attended workshops at Stevenson Camp that focussed on co
operative learning,problem-solving skills,and team-building.
Operations Services
During the last month, co-hort teams from the Improving Instructional Intelligence
initiative have attended P.D.sessions at three sites facilitated by Barrie Bennett.At each
session,approximately 12 school teams attended and the lessons were telecasted and
videotaped to be available for loan through Media Services.The response has been
excellent!At Community of Schools,professional development will focus on the 2004
February 11 PrincipalA/ice-Principal P.D.day with Mr.Bennett addressing teaching
strategies.
Projected enrolment and staffing levels will be discussed at the 2004 February 10
Executive Council meeting for forwarding to the Board for approval.The following
staffing processes will include:
Elementary Staffing process for 2004-05 Is under way with staff allocations to
Principals by mid 2003 April and the transfer process to begin around 2004 May
01;
Secondary Staffing 2004-05 school year timelines have been reviewed and
reciprocal transfers information to the system updated.Information and timelines
re:staffing process for 2004-05 is being updated for distribution to schools.
The five area accommodation study committees are continuing with their
deliberations.
2004 February 24...44
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
8.REPORT OF THE INFORMATION COMMITTEE OF THE WHOLE,2004 February 03,cont'd
7.Department Updates -Operations Services,cont'd
-Positive feedback was received from School Growth Plans,Part 2 held on 2004 January
22.
-Safe Schools initiatives were highlighted as follows:
Upcoming Anti-Bulling Enrichment Project events are continuing for next term with
Homedale P.S.Grade 7/8 students play, "You're It" on tour,and UWO Men's
Basketball team and TVDSB anti-bullying program;
L. Broten,Premier's Parliamentary Assistant and L. Moyer,Ontario Women's
Directorate,indicated replicating best practices/innovative approaches across Ontario;
School Based Service Project for $27,500 was approved by the Ministry to assist
children residing in shelters;
Plans are underway fortwo violence prevention programs focussing on girl aggression,
bullying,respect,homophobia and tolerance.
-Research and Assessment updates included:Preparation of release of 2003 October
OSSLT results.Year 2 Day 1 TVNELP parent/child sessions evaluation,S.S.violence
prevention initiatives reports,analysis of Partnership for Excellence Year 1 and 2 summary
data,EQAO Grade 6 and 6 results analysis,DRA Primary Division data distribution and
analysis,Grade 4 OLSAT testing individual student report distribution,development workon
enrolment/class size data processes,development of student achievement databases,
school-based system -level surveys,program evaluations,school-based reading and
mathematics assessment.Alternatives to Suspension feedback,Action Research
Workshop,Analysis of gender differences in EQAO achievement and attitudlnal data.
-2004-05 Draft School Year Calendars to be posted next week on website for public input.
-The JK/SK and French Immersion registration process Is underway.Information updated
on the web site and advertisements to local newspapers Is planned for 2004 February.
Human Resource Services
- A process for confirming with staff the continuation of benefit coverage for dependents over
age 21 is being reviewed.
- Disability Management isfacilitating return towork programs offering physiotherapy services.
-Elementary and secondary long-term occasional teachers*figures were presented.
-The School Council Handbook is being updated with Information related to the Board's "Who
We Are"brochure and a comprehensive listing of all Thames Valley schools.
The District School Council's regular meeting was held 2004 recent initiatives
include:its new logo highlighted in the Board's newsletter,"LINKS,and plans for
the April workshop.
Support staff updates included LINCChildmlnders bargaining commencing on 2004
February 12,and pool hiring for temporary positions of custodian,secretaries and
Educational Assistants.
^2004 February 24...45
'11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
8.REPORT OF THE INFORMATIONCOMMITTEE OF THE WHOLE,2004 February 03. cont'd
7.Department Updates -Operations Services,cont'd
-Teacher Recruitment presentations are scheduled for Niagara and Windsor Universities
and Althouse College.Elementary French pool hiringInterviews are being arranged.
-Occasional Teachers'verification is underway toward Implementation ofan automated
system;
-fVARRIS plans undenvay to move the secondary panel to electronic timesheet in 2004
April.
Business Services
- A summary of Facility Services Projects and Maintenance Included:Capital Projects at
North Meadows P.S.,East Williams Memorial P.S.,Oxford Park P.S.,Clara Brenton
P.S..
-School Renewal Programs included:Science Lab Renewal,Pre-quallficatlon of
Consultants,Facility Services Consultants,Financial Accountability Reports.
-Energy Management initiatives Included:removal/disposal of all PCB inventory
completed at Leathome and Norwich Depots.Nonvich site was decommissioned leaving
Leathorne Depot as the only active PCB storage site within TVDSB.
-Support Services updates included:Printing and Mail Services and Supply Management.
^-- The Board's Payroll Services has been chosen as 2003 Employer ofthe Year by the
Ontario Teachers'Pension Plan recognizing its excellence In pension reporting.
The Administration responded to questions for clarification.
8.ADJOURNMENT
The meeting adjourned at 11:10 p.m.on motion of J.Hunter.
P.SATTLER,
Chairperson
Trustee Sattler described highlights of the February 3 meeting.In response to a question
regarding the number of schools Involved In the DRA targets,Director Bryce advised that all
schools with JK/SK participate in the program.Supt.L.Hutchlnson noted that an assessment
has been conducted in the Primary Division for three years.Targets were set at Level 2 for the
Kindergarten program.Grades 1-3 will receive an assessment package in the fall and spring
to assist with the research.
The program will be extended to the Junior Division this year with data being submitted in the
spring and fail. He noted that reports coming from the schools are exceptional.
9.TOWN OF INGERSOLL AREA ELEMENTARY SCHOOL ACCOMMODATION STUDY
COMMITTEE (PRINCESS ANNE P.S.,VICTORY MEMORIAL P.S.,AND WESTFIELD
PUBLIC SCHOOLS
\The Administration provided an update on the activityof the town of Ingersoll Area Elementary
School Accommodation study Committee and requested an extension of the deadline for
reporting to the Board.
2004 February 24...46
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
8. REPORT OFTHE INFORMATION COMMITTEE OFTHEWHOLE,2004 February 03,cont'd
9.TOWNOFINGERSOLLAREAELEMENTARYSCHOOLACCOMMODATIONSTUDY
C0MMITTEE(PRINCESSANNEP.S..V1CT0RYMEM0RIALP.S.,ANDWESTFIELD
PUBLIC SCHOOLS,cont'd
The Committee has met on 2003 June 23,September 22,December 01and 2004 January
19.The minutes of these meetings are available on the TVDSB website at www.tvdsb.on.ca
under the heading of "Area Accommodation Studies".
It has been determined by the Town of IngersollArea Elementary School Accommodation
Study Committee that the committee would likean extension untilthe 2004 May 11 Board
meeting in order to continue the work required to prepare a final report. This report would
be then be tabled or put forward for a decision or an administrative response at the 2004
May 25 Board meeting.
RECOMMENDATION:
That the Board grant an extension ofthe finalreport of the Town of IngersollArea
Accommodation Study Committee until 2004 May 11.
Trustee G. Hart introduced the report.Trustee J.Bennett asked if all of the current
accommodation study-committees will be requesting a reporting extension.Executive
Superintendent P.Gryseels indicated that three of the committees plan to report in
accordance with the established timelines.
Trustee Hart moved the recommendation which carried.Trustee S.Peters sought
clarificationregarding the process to receive publicinputon the secondary accommodation
studies.Supt.Gryseels advised that itis expected that the Glencoe and Norwichreports will
recommend that neither school be closed.Ifthe Board receives the reports and refers them
tothe Administrationfor other alternatives,additional publicinputmay be sought.Atthe end
of the process and ifthe committees' recommendations are accepted,the matter will be
closed. However,ifthe Board requests further input,itmay request it..Thiswouldonlybe
inthe event a decision other than that of the Committee is preferred by the Board. Itwas
noted that the message to the communities must be clear and consistent.
Supt.Gryseels reiterated that the only reason for public Input would be to alter the
recommendation ofthe study committees orto investigate other Issues.He suggested that
trustees ask the Administration for comment on all of the accommodation studies prior to
making a decision.He clarified that the Jack Chambers issue was an administrative
boundary review, not an accommodation study as has been confused by some.As such,
community input was sought as part of the review process,unlike accommodation study
committees where representatives of the community serve on the committees.
10.LUCAS AREA ACCOMMODATION STUDY COMMITTEE REQUEST FOR EXTENSION
The Administration presented a request from the Lucas Area Accommodation Study
Committee that the Board approve an extension of the timeframe to 2004 June 22.
At Its most recent meeting held on 2004 January 12, a motion was passed requesting an
extension as indicated inthe motion.The Committee feltthat Itwas worthwhile postponing
the development of itsfinal recommendations until the Ministry of Education prepares and
releases recommendations to address schools being considered for closure.The
Committee had reviewed the Minister's recent letter to the Board Chair requesting a
moratorium on school closures,the Deputy Minister of Education's memorandum to
Directors of Education and the Ministry Press Release on the topic.
-V'"
2004 February 24...47
11.REPORTS OF COMMITTEES,cont'd
a.REPORT OF THE COMMITTEE OF THE WHOLE,cont'd
8.REPORT OF THE INFORMATION COMMITTEE OF THE WHOLE,2004 Febaiary 03,cont'd
10.LUCAS AREAACCOMMODATION STUDY COMMITTEE REQUEST FOR EXTENSION,
cont'd
RECOMMENDATION;
That the Board approve a request for extension of the A B Lucas Area Accommodation
Study to the 2004 June 22 meeting of the Board.
The recommendation was moved on motion of P.Sattler and carried.
11.ADJOURNMENT -The meeting adjourned at 7:45 p.m.on motion of S.Peters.
J.HUNTER,
Chairperson
RECOMMENDATIONS FROM THE FEBRUARY 10 COMMITTEE OF THE WHOLE MEETING
That the draft policy "Partnerships and Sponsorships"be fon/varded to the 2004 February 24,
Board meeting for approval and the supporting procedure for trustees'information.
That the draft policy related to Student Awards,Scholarships,Bursaries and Loans be fonwarded
tothe 2004 February 24 Board meeting for approval and the supporting procedure forinformation.
Thatthe Board grant an extension of thefinal report of theTown of ingersoll Area Accommodation
Study Committee until 2004 May 11.
That the Board approve a request for extension ofthe Lucas Area Accommodation Study tothe
2004 June 22 meeting of the Board.
The recommendations were adopted on motion of M.ReidI and A.Cartier.
b. REPORT OF THECHAIRS'COMMITTEE 2004 Febaiary 17
12:05 p.m. -3:23 p.m.
MEMBERS ADMINISTRATION AND OTHERS .
J.Hunter (Chair) P.Sattler (12:25)B. Bryce
J.Bennett S.Christie
T.Roberts via teleconference
1.AGENDA REVIEW
The agendas for the in-camera and public Board meetings of February 24 were discussed.
2004 February 24...48
11.REPORTS OF COMMITTEES,cont'd
b.REPORT OF THE CHAIRS'COMMITTEE,cont'd
2 .PROCESS FOR PRESENTATION OF REPORTS
The Committee discussed the criteria used to determine If reports should come forward to
the Board for approval or for Information.The Director clarified that If an Issue Involves
additional staff or resources,the report comes for approval.If an Item has been pre-
approved,the practice is to bring the Issue as an administrative report to trustees.A report
brought for information may result In a motion being put forward by trustees to provide
additional direction to the Administration.
The forum to accommodate a recent request for community Input was discussed related to
the impending administrative report on sexual diversity. It was agreed that an opportunity to
receive input will be held on March 11 at 7:00 p.m.at the Education Centre In London after
the report has been presented at the March 9 Committee of the Whole meeting.Any
amendments to the report may be recommended at the March 23 Board meeting when the
Committee of the Whole report is considered.It was suggested that a comprehensive
communications plan be put in place around the issue.
The following motion was moved by J.Bennett and carried:
That the report of the working group on Sexual Diversity be posted to the Board's website
on March 5,2004.
3.FRENCH IMMERSION COMMUNITY MEETING
The role of trustees at the upcoming community meetings on French Immersion was
discussed.It was agreed that the Administration will lead the meetings.The Chair of each
meeting will introduce Trustees in attendance.Trustees will be asked to advise the
appropriate Chair that they plan to attend.
4.RFP -VENDING MACHINES
Executive Superintendent B.Greene joined the meeting to review the administrative
committee and process for considering RFPs related to the upcoming contract for beverages
and snack foods.He described the current contract with Pepsi and Chartwells noting the
scope of schools involved and the types of beverages and snacks offered.
The role and recommended membership on the administrative working committee was
discussed.Mr.Greene clarified that the committee would be responsible for developing the
RFP,preparing an analysis of bids and a recommendation of the successful bidder.The
question of seeking Board approval before moving forward with the RFP process was raised.
Following a lengthy discussion,it was agreed that the RFP process will proceed to the Board
for corisideration.
The three health units and the student trustee will be asked to identify representatives for the
committee Inaddition to the administrative representatives.The Chair will put out a call for
a trustee representative.
5.CORRESPONDENCE
A letter from the Minister of Education from Steve Peters,MPP-Elgin,re rural school closures
Is available In the Trustee Conference Room for trustees'Information.
The following correspondence was added to the "Communication"section of the February
24 Board agenda:
1.Premier of Ontario re violence through the media and entertainment industry;
2004 February 24...49
11.REPORTS OF COMWIITTEES.confd
b.REPORT OF THE CHAIRS'COMMITTEE,cont'd
6.Correspondence,cont'd
2.Middlesex-London Health Unit re health promotion activities with school communities;
3. Minister of Education from Durham DSB re proposal of trustees requiring criminal
background checks;
4. County of Elginto Ministerof Education re reviewof size and composition ofTVDSB.
6.REQUESTS FOR PUBLIC PRESENTATIONS
Four public requests to present to the Board were considered.The three presenters
speaking to the report on sexual diversity will be asked to present at a special input session
scheduled for Thursday,March 11,at 7:00 p.m.at the Education Centre.A presentation
regarding adverse weather was approved for the March 2 Information Committee of the
Whole meeting.
It was noted that French Immersion input is scheduled for April 5, 7, 14 and 15 at sites
throughout the District. Full details are available on the Board's website at www.tvdsb.on.ca.
7.AGENDA ITEMS FOR MPP MEETING,FEBRUARY 27
It was agreed that issues raised at the pre-budget consultation to the Standing Committee
will be included on'the agenda for the February 27 MPP meeting.Trustees will also be asked
to submit agenda items through the Chair.
8.PROPOSED DATES/FORMAT/AGENDA FOR MEETING/ROUNDTABLE DISCUSSION
WITH DISTRICT COUNTY COUNCILS
It was agreed that a draft agenda will be forwarded to the District County Councils for input
and any additional Items requested.Itis expected that the meeting will be held inApril at the
Education Centre.
9.PRIVATE SCHOOL REQUEST
In response to a parent's request,the Director reported that the Assistant Deputy Minister of
the Ministry of Education has stated that the Board does not have the power to allocate board
funds to a private learning institution to support student tuition.
10.PLANNING OF OPSBA-ENDORSED WORKSHOP FOR TRUSTEES
Planning ofa special session for tnjstees related to Board governance was discussed.Leroy
Sloane,a renowned facilitator who presented at the OPSBA conference,was recommended.
It was suggested that the session be held inApril and expenses be funded from the Trustees'
PD account for new trustees.The Chair will contact trustees to determine the most
convenient dates.
11.OTHER BUSINESS
The Director advised that he has been contacted about discontinuing offering PLP courses
in lightof the anticipated direction of the Ministryof Education.He confirmed that any future
PD offerings will not include PLP courses pending a decision by the MOE.
12.NEXT MEETING -The next meeting was scheduled for March 9 from 12:00-3:00 p.m.
13.ADJOURNMENT -The meeting adjourned at 3:23 p.m.
RECOMMENDATION:
1.That the Report ofthe workinggroup on Sexual Diversity be posted to the Board's website
on 2004 March 05.
J.HUNTER
Chairperson
2004 February 24...50
11.REPORTS OF COMMITTEES,cont'd
b.REPORT OF THE CHAIRS' COMMITTEE,cont'd
The following motion was moved byJ.Bennett and P. Jaffe:
Thatthe date forpostingthe Reportofthe working grouponSexual Diversity tothe Board's
website on 2004 March 05 be changed to 2004 February 27 to ensure sufficient time for
public input into the process.
Trustee Hart was absent during the voting.
Following a discussion regarding conflicting dates,It was agreed thatthe Reportonthe working
groupon Sexual Diversity be presented at the Committee ofthe Whole meeting of2004 March
08 and deferred to 2003 April 13.A special meeting of the Board is to be held on 2004 March
30 to provide ample opportunityfor public input on the report. A timetable for consideration of
the Sexual Diversity Report Is to be prepared.
Item 10,Planning of OPSBA-Endorsed Workshop for Trustees,was referred back tothe Chair's
Committee for clarification on the content of the sessions.
c.REPORT OF THE COMMITTEE OF THE WHOLE - IN CAMERA
MEMBERS PRESENT
T.Roberts (Chair)
D.Anstead
J.Bennett
A.Cartler
G.Hart
Regrets:S.Doxtator,
P.Sattler
J.Hunter
P.Jaffe
D. Mugford
S.Peters
M.Reldl
L.Stevenson
2004 February 24
5:05 p.m.-6:05 p.m.
ADMINISTRATION AND OTHERS
B.Bryce
P.Gryseels
B.Greene
C.Murphy
J.Thorpe
D.Blair
K.Dalton
K.Havelka S.Christie
L.Hutchinson C.Dennett
M.Sereda S.Dawson
W.Tucker C.Linsdell
K.Wilkinson C.MacKenzie
The Committee met in camera from 5:05 p.m. to 6:05 p.m.
1.APPROVALOF AGENDA - The agenda was approved on motion of M.Reldl.
2.CONFLICTS OF INTEREST -No conflicts of Interest were declared.
3.Confidential legal matters were discussed.
4.RISE AND REPORT
A motion to rise and report was moved byJ. Bennett at 6:05 p.m. and carried.
RECOMMENDATION:
1.That the Thames Valley District School Board enter into contract negotiations with Bell
Canada for the purchase of equipment and services to provide wide area network
connectivity at 201 locations,consistent with Bell's response to the Board's request for
proposal. The contract will be for a five-year period commencing on 2005 May 18, and
ending 2010.May 18.
T.ROBERTS,
Chairperson
2004 February 24...51
11.REPORTS OF COMMITTEES -cont'd
c.REPORT OF THE COMMITTEE OF THE WHOLE - IN CAMERA,cont'd
The recommendation was approved on motion of J.Bennett and D.Anstead.
12.MOTIONS -NOTICE OF WHICH HAS BEEN GIVEN
a. A.Cartier moved the following motion,seconded by J.Bennett:
That the Board,in 2004,sponsor a public "Meet,Hear and Entertain the People Gathering',
in a school auditorium in each of Elgin,Middlesex,and Oxford Counties and the City of
London during April, May,September and October,on a Monday,Wednesday or Thursday
evening from 7:00 p.m.-9:15 p.m.commencing with Middlesex County in April and ending
with the City of London in October.
The motion was approved on a Poll Vote as follows:
YEAS: J.Bennett,A.Cartier,T.Roberts,D.Mugford,S.Doxtator,P.Jaffe,
NAYS:L.Stevenson,M.ReidI,S.Peters,D.Anstead
ABSTAIN:G.Hart
b.The following motion was moved P.Jaffe,seconded by L.Stevenson and carried:
Whereas the Thames Valley District School Board deals with accommodation issues on an
ongoing basis due to declining enrolment as well as funding and program pressures,
Where as the Thames Valley District School Board usually involves stakeholders on
accommodation challenges during specific studies.
Be it resolved that the Thames Valley District School Board prepare a discussion paper on
current accommodation issues and future directions for subsequent discussion with all its
stakeholders,such as schools,municipalities and MPPs,in this process as a complimentary
effort to current and future accommodation studies.
The discussion paper should review the existing accommodation challenges throughout the
Thames Valley District School Board and the decisions and choices that the Board and Its
communities will face over the next decade,as well as innovative strategies being developed
in other jurisdictions.
The process should commence after the Minister of Education announces new funding
commitments for school accommodation as a follow-up to the recent moratorium on school
closure.The timing of the report is left to the Director in accordance with administrative
workloads.
Trustee Cartier was absent during the voting. It was suggested that the report be deferred until
after the French Immersion report has been prepared.
2004 February 24...52
13.ADDITIONAL BUSINESS
The following motion was moved by L.Stevenson,seconded by P.Jaffe:
That the Board investigate the release of Intensive Support Allocation(ISA)Cycle 5 funding from
the Ministryof Education as soon as possible in preparation for 2004-05 budget deliberation.
Trustee ReidI was absent during the voting.The motion carried.
14.COMMUNICATIONS
a. ONTARIO PUBLIC SCHOOL BOARDS'ASSOCIATION (OPSBA)
Trustee Hart reported that an OPSBA Board of Directors' meeting is scheduled for 2004 February
28 at the Sheraton Centre Hotel,Toronto.He advised that a Labour Relations Symposium is.
scheduled for 2004 March 25 to 27 and encouraged Trustees interested in attending to sign up
early.
b.STUDENT TRUSTEE UPDATE.
Student Trustee Matthew Reid thanked Executive Superintendent Greene for the opportunity to
experience a Co-op Education placement In the Business Services Department.Trustee Reid
advised that he will be one of four student representatives to attend the first Student President's
meeting with Minister of Education Gerard Kennedy on 2004 February 28 in Toronto.
He advised that a follow-up meeting is planned for 2004 February 25 in Toronto to present the
Report of the Summit on Education Governance hosted by the Learning Partnership on 2004
January 8 and 9.The report contains recommendations to the Ministryof Education.Trustees will
be given an opportunity to submit their Input.Trustee Stevenson Is planning to attend.
c.EASTER SEALS SOCIETY
A letter was received from Denise lanni,Chair,Easter Seal Society,London/Middlesex District
Council, advising that Jackie Dorssers has been nominated as the Society's alternate
representative on the Board's Special Education Advisory Committee.The following motion was
adopted on motion of L.Stevenson and M. ReidI:
And resolved that Jackie Dorssers be appointed the alternate representative for the Easter
Seal Society on the Board's Special Educatlon Advisory Committee for the term 2003-2006.
d.PREMIER OF ONTARIO
Aletter has been receivedfromDalton McGulnty,Premier ofOntario,acknowledgingreceipt ofthe
Board's resolution regarding violence through the media and entertainment industry and advising
that a copy was forwarded to G.Kennedy,Minister of Education.
e.MIDDLESEX-LONDON HEALTH UNIT
A letter has been received from Dr. G. Pollett,Middlesex-London Health Unit along with three
reports being considered by the Health Unit entitled:"Healthy Active School Award","Walk to
School Day"and "Healthy Eating Champions Award".
f.DURHAM DISTRICT SCHOOL BOARD
A copy of a letter has been received from E. Roy,Chairperson,Durham District School Board to
G.Kennedy,Minister of Education,seeking the Ministry's support for its motion passed on 2004
January 19 related to criminal reference checks for school board trustees.
g.COUNTY OF ELGIN
Acopy ofa letter has been received fromS. Heffren, DeputyClerk, County of Elginto G. Kennedy,
Ministerof Education, regarding the County's resolution requesting that the Ministryreview the size
and composition of the Thames Valley District School Board.
\
I
2004 February 24...53
15.NOTICE OF MOTION
The following Notice of Motion was presented by L.Stevenson for consideration at the 2004 March 23
Board meeting:
a.Motion to give Student Trustee a Non-Binding Advisory Vote
Whereas the Thames Valley District School Board recognizes that students'and student success
Is the foundation of education;
Whereas the Thames Valley District School Board believes strongly in the value of clearly knowing
the views of the students'in the School Board;
Whereas the students'and community as a whole want to be able to clearly and efficiently know
where the Student Trustee stands on issues to hold both the Student Trustee and School Board
accountable;
May It be resolved that the Thames Valley District School Board agree to give the Student Trustee
a non-binding advisory vote during public meetings where they will be clearly recorded In the
minutes of the meeting.
b.Motion for Chair to write Minister of Education in support of giving Student Trustees'a
binding vote
Whereas the Thames Valley District School Board recognizes the value the Student Trustees'bring
to the school board by voicing the concerns and views of all Students;
Whereas the Students ofthe Thames ValleyDistrictSchool Board wish to have the strongest voice
represented at the school board table;
Whereas the Student Trustee is elected by the student councils of the School Board and therefore
represents the students'interests;
May it be resolved that the Thames Valley District School Board agree to have the Chair of the
School Board write all local MPP's and the Minister of Education expressing the school boards
support of giving the Student Trustee a full vote during Public Meetings.
16.GOOD NEWS ITEMS
Trustee Hart advised that last week Dairy Days were held in Oxford County and many Woodstock
elementary school students visited various sites to view the milking process.Mr.l-iart noted that this
event supports education and provides an excellentopportunltyforinteractlon with community partners.
Trustee Anstead suggested that Trustees take the opportunityto visit Lord Nelson P.S.,London,to view
the outstanding mural painted by a parent that has a theme dedicated to the values of the school.
Trustee Doxtator reported that together with a First Nations Counsellor,she traveled to Camp Borden
to visit the Canadian Armed Forces site.She plans to share the information with First Nations
communities.
Trustee Stevenson thanked Trustee Doxtator for taking her on a tour of the Chlppewas of The Thames
facilities.
17.ADJOURNMENT -The meeting adjourned at 10:58 p.m.on motion of S.Peters and S.Doxtator.
CONFIRMED:
Chairperson
2004 February 24...54
\
SUMMARY OF APPROVED RECOMMENDATIONS OF 2004 FEBRUARY 24
That the Board endorse the establishment of a joint transportation consortium that includes TVDSB,
LDCSB and the Public and Catholic French Language School Boards for the purpose of maximizing
cost savings and efficiencies.
That,subject to budget approval,the Board adjust the secondary class size average of 21:1
established in the Education Act such that itnot exceed 22:1 for the 2004-05 school year.
That the Board approve for inclusion in the 2004-05 Draft Budget and for in-school staffing purposes
the number of staff as outlined In the report of 2004 February 24 (lO.b.)..
That the Report of the School Use/Partnership Survey be referred to the Chairs*Committee for further
consideration.
That the Board approve for referral to the Minister of Education the 2004-2005 Elementary School
Year Calendar,Secondary School Year Calendar and the Modified School Year Calendar for Sir
George Ross Secondary School.
That the draft policy "Partnerships and Sponsorships"be forw/arded to the 2004 February 24, Board
meeting for approval and the supporting procedure for trustees'information.
That the draft policy related to Student Awards,Scholarships,Bursaries and Loans be fon/varded to
the 2004 February 24 Board meeting for approval and the supporting procedure for information.
That the Board grant an extension of the final report of the Town of Ingersoll Area Accommodation
Study Committee until 2004 May 11.
That the Board approve a request for extension of the Lucas Area Accommodation Study to the 2004
June 22 meeting of the Board
That the date for posting the Report of the working group on Sexual Diversity to the Board's website
on 2004 March 05 be changed to 2004 February 27 to ensure sufficient time for public input into the
process.
That the Thames Valley District School Board enter into contract negotiations with Bell Canada for the
purchase of equipment and services to provide wide area network connectivity at 201 locations,
consistent with Bell's response to the Board's request for proposal.The contract will be for a five-year
period commencing on 2005 May 18,and ending 2010.May 18.
Whereas the Thames ValleyDistrictSchool Board deals with accommodation issues on an ongoing
basis due to declining enrolment as well as funding and program pressures,
Whereas the Thames Valley District School Board usually involves stakeholders on accommodation
challenges during specific studies,
Be it resolved that the Thames Valley District School Board prepare a discussion paper on current
accommodation issues and future directions for subsequent discussion with all its stakeholders,such
as schools,municipalities and MPPs,in this process as a complimentary effort to current and future
accommodation studies.
The discussion paper should review the existing accommodation challenges throughout the Thames
Valley District School Board and the decisions and choices that the Board and its communities will
face over the next decade,as well as innovative strategies being developed In other jurisdictions.
The process should commence after the Ministerof Education announces new funding commitments
for school accommodation as a follow-up to the recent moratorium on school closure.The timing of
the report is left to the Director in accordance with administrative workloads.
/
2004 February 24...55
That the Board investigate the release of Intensive Support Allocation (ISA)Cycle 5 funding from the
Ministry of Education as soon as possible in preparation for 2004-05 budget deliberation.
And resolved that Jackie Dorssers be appointed the alternate representative for the Easter Seal
Society on the Board's Special Education Advisory Committee for the term 2003-2006.
That the Board,in 2004,sponsor a public "Meet,Hear and Entertain the People Gathering',Ina school
auditorium in each of Elgin,Middlesex,and Oxford Counties and the Cityof London during April,May,
September and October,on a Monday,Wednesday or Thursday evening from 7:00 p.m. -9:15 p.m.
commencing vi/lth Middlesex County in April and ending with the Cityof London in October.
2004 February 24...56
Thames Valley District School Board POLICY
Title PARTNERSHIPS AND Policy No.
SPONSORSHIPS
Department Director's Services
Reference(s).Partnerships and Sponsorships Procedure Effective Date 2004 Feb.24
Acceptance of Gifts and Equipment Policy &
Procedure
It is the policy of the Thames Valley District School Board to permit,promote and encourage
mutually beneficial educational partnerships and sponsorships between schools orthe Board and
the larger community with due sensitivity and regard for the legitimate needs of all parties
involved.
The Board recognizes the importance of partnerships and sponsorships having a positive and
direct impact on student learning and ensuring the integrity of the Board's educational programs.
Administered By DIRECTOR'S SERVICES Board Resolution No.6.1
Amendment Date(s)Amendment Resolution No.
Page 56 of 57
2004 February 24...57
Thames Valley District School Board POLICY
Title Student Awards,Scholarships,Policy No.
Bursaries and Loans
Department Director's Services
Reference(s)Student Awards,Scholarships,Bursaries and Effective Date 2004 Feb.24
Loans Procedure
It Is the policy of the Thames Valley District School Board to encourage the establishment of
awards,scholarships,bursaries and loan funds from the community to recognize student
achievement,good citizenship qualities and to support student financial needs.
The Thames Valley District School Board recognizes the Thames Valley Education Foundation
as the vehicle to administer all new student awards,scholarships,bursaries,and loans.
The administration of student awards,scholarships,bursaries and loan funds shall be in
accordance with the legislation governing tnjsts,Thames Valley District School Board and
Thames Valley Education Foundation policies and procedures,and terms established by the
donors.
Administered By DIRECTOR'S SERVICES Board Resolution No.6.2
Amendment Date(s)Amendment Resolution No.
Page 57 of 57