9/9/2014 - Regular Board MeetingTHAMES VALLEY DISTRICT SCHOOL BOARD
REGULAR BOARD MEETING, PUBLIC SESSION
2014 SEPTEMBER 9,7:00 P.M.
BOARD ROOM, EDUCATION CENTRE
AGENDA
V -verbal
M — material
1.
CALL TO ORDER
V
2.
O CANADA
V
3.
SPECIAL MUSICAL PRESENTATION - none
4.
APPROVAL OF AGENDA
V
5.
OFFICIAL RECORD
M
6.
RECOGNITIONS - none
7.
CONFLICTS OF INTEREST
V
8.
CHAIR'S ANNOUNCEMENTS
V
9.
DIRECTOR'S ANNOUNCEMENTS
V
10.
PUBLIC INPUT - none
11.
ADMINISTRATIVE PRESENTATIONS
`
a. Welcome to the New School Year
V
12.
MINUTES OF THE 2014 JUNE 24 REGULAR BOARD MEETING
M
a. Confirmation of Minutes
b. Business Arising from Minutes
13.
STUDENT TRUSTEES' UPDATE
V
14.
'REPORTS FROM THE ADMINISTRATION
a. Culture for Learning
M
b. North-West Oxford elementary ARC Transportation Information Request
M
15.
REPORTS FROM COMMITTEES
a. First Nations Advisory Committee, 2014 June 17
M
b. Special Education Advisory Committee, 2014 June 23
M
I-0
c. Chair's Committee, 2014 September 2
M
d. Committee of the,Whole — In Camera, 2014 September 9
V
16. COMMUNICATIONS
a. Ontario Public School Boards' Association (OPSBA) - Update V J
17. NOTICE OF MOTION - none
18. MOTION — NOTICE OF WHICH HAS BEEN GIVEN
19. ADDITIONAL ITEMS
20. QUESTIONS/COMMENTS BY MEMBERS
21. ADJOURNMENT
Fj
THAMES VALLEY DISTRICT SCHOOL BOARD
REGULAR MEETING OF
2014 SEPTEMBER 9,7:03 P.M.
BOARD ROOM, EDUCATION CENTRE
The Board met in regular session on 2014 September 9 in the Board Room at the Education Centre,
meeting in public session at 7:03 p.m. The following were in attendance:
1. CALL TO ORDER
Board Chair R. Tisdale called the meeting to order at 7:03 p.m.
2. /3.0 CANADA AND MUSICAL PRESENTATION
The meeting was opened with the playing of O Canada.
4. APPROVAL OF AGENDA
The agenda was approved on motion of T. Grant, seconded by R. Jaffe.
5. OFFICIAL RECORD
B. Williams, Supervisor, Corporate Services, read the following official record into the minutes:
"We regret to records the deaths of Javar Goldbourne, a Grade 10 student at Montcalm Secondary
School on 2014 June 30, Laura Hensen, a Guidance Secretary at Montcalm Secondary School on
2014 August 6, Rey Ben Alsemgeest, a 9 -year-old student at St. George's Public School on 2014
August 31 and Peter H. Bueckert, a 15 -year-old student in the ASPIRE program at East Elgin
Secondary School."
6. RECOGNITIONS - none
7. CONFLICTS OF INTEREST — No conflicts of interest were declared.
8. CHAIR'S ANNOUNCEMENTS
Chair R. Tisdale congratulated and welcomed the 2014-2015 Student Trustees.
Supt. S. Powell introduced Student Trustee Muellejans, a Grade 12 student at Strathroy District
Collegiate Institute and Student Trustee G. Osih, a Grade 12 student at Central Secondary School.
9. DIRECTOR'S ANNOUNCEMENTS
Director L. Elliott welcomed everyone to the start of the new school year including Supt. S. Hughes
who is in the acting role of Superintendent of Student Achievement until the end of December.
Director Elliott invited Exec. Officer K. Bushell to provide an update regarding a request for review of
the Central London Elementary Accommodation Review Committee (ARC). Concerned citizens and
community members petitioned the Ministry of Education regarding the Board's process. Senior
Administration responded to the concerns on 2014 June 27 and on 2014 August 14. The Ministry of
°� Education reviewed the information and declined the Request for Review.
TRUSTEES
ADMINISTRATION AND OTHERS
R. Tisdale (Chair)
P. Jaffe
L. Elliott
M. Moynihan
J. Bennett
B. McKinnon
K. Dalton
V. Nielsen
R. Campbell
E. Muellejans
J. Pratt
S. Powell
J. Coghlin
G. Osih
C. Beal
B. Sonier.
T. Grant
S. Polhill
R. Culhane
K. Wilkinson
G. Hart (-8:30)
M. Reid
M. Deman
K. Bushell
J. Todd
K. Edgar
B. Williams
Regrets: D. Clark
S. Hughes
K. Young
Absent: W. Huff
L. Griffith -Jones
K. Aitken
D. MacPherson
1. CALL TO ORDER
Board Chair R. Tisdale called the meeting to order at 7:03 p.m.
2. /3.0 CANADA AND MUSICAL PRESENTATION
The meeting was opened with the playing of O Canada.
4. APPROVAL OF AGENDA
The agenda was approved on motion of T. Grant, seconded by R. Jaffe.
5. OFFICIAL RECORD
B. Williams, Supervisor, Corporate Services, read the following official record into the minutes:
"We regret to records the deaths of Javar Goldbourne, a Grade 10 student at Montcalm Secondary
School on 2014 June 30, Laura Hensen, a Guidance Secretary at Montcalm Secondary School on
2014 August 6, Rey Ben Alsemgeest, a 9 -year-old student at St. George's Public School on 2014
August 31 and Peter H. Bueckert, a 15 -year-old student in the ASPIRE program at East Elgin
Secondary School."
6. RECOGNITIONS - none
7. CONFLICTS OF INTEREST — No conflicts of interest were declared.
8. CHAIR'S ANNOUNCEMENTS
Chair R. Tisdale congratulated and welcomed the 2014-2015 Student Trustees.
Supt. S. Powell introduced Student Trustee Muellejans, a Grade 12 student at Strathroy District
Collegiate Institute and Student Trustee G. Osih, a Grade 12 student at Central Secondary School.
9. DIRECTOR'S ANNOUNCEMENTS
Director L. Elliott welcomed everyone to the start of the new school year including Supt. S. Hughes
who is in the acting role of Superintendent of Student Achievement until the end of December.
Director Elliott invited Exec. Officer K. Bushell to provide an update regarding a request for review of
the Central London Elementary Accommodation Review Committee (ARC). Concerned citizens and
community members petitioned the Ministry of Education regarding the Board's process. Senior
Administration responded to the concerns on 2014 June 27 and on 2014 August 14. The Ministry of
°� Education reviewed the information and declined the Request for Review.
9. DIRECTOR'S ANNOUNCEMENTS — cont'd
Director Elliott referred to the Virtual Tour launched in the spring 'celebrating achievements of
students and staff. The teachers and technology video was highlighted.
10. PUBLIC INPUT —none
11. ADMINISTRATIVE PRESENTATIONS
a. Welcome to the New School Year
Director Elliott and Associate Directors K. Dalton and J. Pratt provided a detailed overview of the
priorities and initiatives for 2014-2015 by PowerPoint presentation - Welcome to the New School
Year.
12. MINUTES OF THE 2012 BOARD MEETING
a. CONFIRMATION OF MINUTES
The minutes of the 2014 September 9 Regular Board Meeting were adopted on motion of M.
Reid, seconded by S. Polhill.
b. BUSINESS ARISING FROM MINUTES
Trustee T. Grant referred to the Southwest Middlesex Accommodation Review Committee and
requested that information be provided regarding the Grade 7 to 12 model. She noted that many
Boards across the province have developed this model..
The following motion was moved by T. Grant, seconded by J. Bennett and carried:
That Senior Administration prepare a report on the adoption of the 7-12 model in other
boards, including any research or comparative data related to optimal transition times
for students, and student achievement, success and retention.
13. STUDENT TRUSTEE'S UPDATE
Student Trustees E. Muellejans and G. Osih expressed their gratitude for the warm welcome noting
they are looking forward to representing students for the 2014-2015 school year.
14. REPORTS FROM THE ADMINISTRATION
a. Culture for Learning
Supt. K. Edgar presented the report (Item 14.a) on Culture for Learning that highlights the work
completed during the 2013-2014 school year aligning the Safe Schools, Mental Health and
Wellness and Equity and Inclusive Education portfolios.
b. North-West Oxford Elementary ARC Transportation Information Request
Supt. C. Beal presented a report regarding the North-West Oxford Elementary ARC
Transportation Information (Item 14.b) as a response to the request made at the 2014 May 27
Board meeting.
15. REPORTS OF COMMITTEES
a. Report of the First Nations Advisory Committee, 2014 June 17
Trustee B. McKinnon referred to the written report of the 2014 June 17 First Nations Advisory
Committee -meeting as attached (Item A) and provided to Trustees in advance of the Board
meeting.
b. Report of the Special Education Advisory Committee, 2014 June 23
Trustee T. Grant referred to the written report of the 2014 June 23 Special Education Advisory
Committee meeting as attached (Item B) and provided to Trustees in advance of the Board
meeting.
15. REPORTS OF COMMITTEES — cont'd
c. Report of the Chair's Committee, 2014 September 2
Trustee J. Bennett referred to the written report of the 2014 September 2 Chair's Committee
meeting as attached (Item C) and provided to Trustees in advance of the Board meeting.
The following motion was moved by J. Bennett, seconded by J. Coghlin and carried:
That membership to the Ontario Public School Boards' Association be approved and
that the membership fee of 141,567.53 be paid.
d. Report of the Committee of the Whole, 2014 September 9
Trustee T. Grant reported that the committee met in -camera from 5:00 p.m. to 5:55 p.m. A
Conflict of Interest was declared by Trustee Todd relating to item 8.c of the in camera agenda
citing a personal conflict. The committee discussed confidential property, negotiations and
personal matters.
The following motion was moved by T. Grant, seconded by P. Jaffe and carried:
That the motions approved at he in -camera session of 2014 September 9 related to
property, negotiations and personal matters be approved.
16. COMMUNICATIONS
a. ONTARIO PUBLIC SCHOOL BOARDS' ASSOCIATION (OPSBA)
Chair Tisdale advised trustees that Friday, September 19 is the OPSBA Board of Director's
meeting.
17. NOTICE OF MOTION - none .
18. MOTION — NOTICE OF WHICH HAS BEEN GIVEN - none
19. ADDITIONAL ITEMS — none
20. QUESTIONS/COMMENTS BY MEMBERS
The following motion was moved by M. Reid, seconded by T. Grant and carried:
That Senior Administration bring forward a report regarding staffing scenarios for the
various potential outcomes for the North-West Oxford Elementary and South-West
Middlesex Accommodation Review Committees.
Trustee Reid noted that staffing scenarios would be beneficial for the decision making process.
Trustee Grant noted that September 9 is International Fetal Alcohol Spectrum Disorder Awareness
Day and that the Board for their leadership in addressing the issue in Thames Valley.
21. ADJOURNMENT
The meeting adjourned at 9:40 p.m. on motion of J. Todd, seconded by P. Jaffe.
Confirmed:
J
Chairperson
SUMMARY OF APPROVED RECOMMENDATIONS OF 2014 SEPTEMBER 9
That Senior Administration prepare a report on the adoption of the 7-12 model in other boards, including
any research or comparative data related to optimal transition times for students, and student
achievement, success and retention.
That membership to the Ontario Public School Boards' Association be approved and that the membership
fee of 141,567.53 be paid.
That the motions approved at the in -camera session of 2014 September 9 related to property,
negotiations and personal matters be approved.
That Senior Administration bring forward a report regarding staffing scenarios for the various potential
outcomes for the North-West Oxford Elementary and South-West Middlesex Accommodation Review
Committees.
<< Date of
2014 September 09
a.: Meeting:
! ' V
LEY Item #: 14.a
DISTRICT SCHOOL BOARD
REPORT TO: BOARDx❑ Public ❑ In Camera
COMMITTEE ❑ Public F In Camera
PRESENTED FOR INFORMATION
SUBMITTED BY: Karen Edgar SIGNATURE:
Superintendent of Student Achievement
1 T4
SUBJECT; ;Culture for Learnrn9 " "'
Purpose To provide an update on the work completed during the 2013-2014 school year aligning the Safe Schools,
Mental Health and Wellness and Equity and Inclusive Education portfolios under the umbrella of Culture for
Learning.
Content Beginning in 2013 September, three portfolios, previously the distributed among three supervisory officers,
were brought together. It was a natural alignment as much of the work is parallel or complementary. The
2013-2014 school year, the various members of the three committees (both staff and our community
0 partners), worked together to determine where the natural connections were and to establish a framework
for moving forward within the portfolio. The presentation outlines the work completed during the school year
and outlines the framework for the 2014-2015 school year.
Timeline 2013 August — Alignment of Safe Schools, Mental Health and Wellness and Equity and Inclusive Education
portfolios under one supervisory officer
2013 September — Meetings with staff working in each of the three portfolios
2013 — 2014 school year — Consultation meetings held with community partners and staff members; work
within the leadership table using data collected from the community partners to refine the direction
2014 April — Consultation with Senior Administration and Learning Supervisors / Managers
2014 — June — Sharing with Culture for Learning Committee members
Appendices Culture for Learning Presentation Slides
Relation to Commitments:
0 Putting students first.
0 Recognizing and encouraging leadership in all its forms.
0 Actively engaging our students, staff, families and communities.
0 Being inclusive, fair, and equitable.
0 Ensuring safe, positive learning and working environments. 0 Inspiring new ideas and promoting innovation.
(" 1 0 Taking responsibility for the students and resources entrusted to our care.
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REPORT TO: BOARD
COMMITTEE
PRESENTED FOR INFORMATION
X❑ Public ❑ In Camera
❑ Public ❑ In Camera
Date of 2014 September 9
Meeting:
Item #: 14.b
SUBMITTED BY: Jeff Pratt, Associate Director and Treasurer SIGNATURE:
Organizational Support Services
Christine Beal, Superintendent of Organizational Support Services (Business)
N:1 1orth West Oxford' Eleme
t
SUBJECT
n a ARC'Trans ortation Information Request
::
rY .. p . .
Purpose To provide information requested by a Trustee at the May 27, 2014 board meeting regarding
transportation considerations related to the North-West Oxford ARC.
Content During 2013-14, there were five buses (three 30 -passenger buses and two 72 -passenger buses) used
to transport AJ Baker PS students.
In the event that AJ Baker PS were'to be closed and the students redirected to Thamesford PS and
Zorra Highland Park PS, four of the five AJ Baker PS buses would continue to provide transportation - \
for the students to the two remaining schools. One of the existing 72=passenger buses would no
longer be required, due to reconfiguring the existing Thamesford PS routes to accommodate some
current AJ Baker PS students.
Overall, average ride times for AJ Baker PS students would increase by four minutes — from 38
minutes to 42 minutes. Average ride times for Thamesford PS and Zorra Highland Park PS students
would not be affected. Maximum individual student ride times would not significantly change from the
current 56 minutes:
• The maximum ride time for students attending Thamesford PS would be 44 minutes.
• The maximum ride time for students attending Zorra Highland Park PS would be 59 minutes.
Cost/Savings Estimated at $10,000 by Southwestern Ontario Student Transportation Services ("STS") -- based on
2013-14 rates.
Timeline
Appendices Report from STS on impact on transportation services for the North-West Oxford ARC
Relation to Commitments:
0 -Putting students first.
❑ Recognizing and encouraging leadership in all its forms.
❑ Actively engaging our students, staff, families and communities.
❑ Being inclusive, fair, and equitable.
0 Ensuring safe, positive learning and working environments. ❑ Inspiring new ideas and promoting innovation.
2 Taking responsibility for the students and resources entrusted to our care.
TVDSB North-West Oxford ARC
Southwestern Ontario Student Transportation Services Comments
July 2014
For the purposes of this report student data and costing is reflective of the 2013-2014 school
year.
CURRENT SYSTEM
Transportation Costs
The current transportation system servicing AJ Baker PS consists of 3 mid-size (30 passenger)
and 2 full-size (72 passenger) school buses. The annual transportation cost of this system is
approximately $180,000.
Ride Times
The following table illustrates the current transportation system servicing AJ Baker PS.
Bus #
Vehicle Size
Length
(mins)
1
30 passenger
35
2
72 passenger
36
3
30 passenger
56
4
72 passenger
45
5
30 passenger
51
Based on these vehicles the current average ride time for AJ Baker students is approximately 38
mins.
PROPOSED SYSTEM
Below is a summary of the impact on AJ Baker students in the scenario where AJ Baker PS is
proposed to close and students are re -designated to either Thamesford PS or Zorra Highland.
Transportation Costs
Of the existing AJ Baker vehicles, 2 mid-size vehicles would be utilized to transport students to
Thamesford PS while 1 mid-size and 1 full-size would be scheduled to Zorra Highland PS.
Therefore the proposed transportation system would consist of 3 mid-size vehicles and 1 full-
size vehicle. Based on rates for the 2013-2014 school year this system would cost
approximately $170,000 annually.
Ride Times
Zorra Highland Park PS:. STS was unable to accommodate.AJ Baker students on the current
Zorra Highland Park bus routes due geography and the negative impact this would have on
student ride times. Therefore 2 dedicated vehicles were added to transport these students.
Thamesford PS: STS was able to reconfigure some of the bus routes servicing Thamesford PS
and could therefore accommodate a portion of AJ Baker students on existing Thamesford PS
vehicles. Therefore only 2 dedicated vehicles were added to accommodate these students.
The following table illustrates the proposed new routes to both Thamesford PS and Zorra
Highland Park PS for current AJ Baker students:
Bus
Vehicle Size
School
Length
#
(mins)
1
30 passenger
Thamesford PS
43
2
30 passenger
Thamesford PS
44
3
30 passenger
Zorra Highland Park PS
59
4
72 passenger
Zorra Highland Park PS
46
Based on this proposed system the average ride time would be approximately 42 mins.
ANALYSIS
Financial Impact
The proposed system would require 4 vehicles (1 vehicle less than the current system) to
operate at a cost of $170,000 annually. There would be an annual savings of approximately
$10,000 based on 2013-2014 student data and transportation costs.
Although the new system requires 1 less vehicle to operate, the savings is not the full cost of an
entire vehicle. The proposed routes are longer and there are a greater amount of kms to be
paid to the bus companies therefore increasing the daily rates of the new vehicles.
Ride Times
The current ride times are within the STS policy guidelines of 70 mins. Currently the longest one
way trip for a student to AJ Baker is 56 mins.
Student ride times under the proposed system are also within policy guidelines. Under the
proposed system the longest one way trip for a current AJ Baker student to Thamesford is 44
mins and to Zorra Highland Park PS is 59 mins. Overall the average ride time for AJ Baker
students will increase 4 minutes from 38 mins to 42 mins.
REPORT OF THE FIRST NATIONS ADVISORY COMMITTEE MEETING
2014 June 17
3:05 — 4:26 p.m.
MEMBERS ADMINISTRATION AND OTHERS
W. Huff (Chair)
K, Wilkinson, Superintendent of Student Achievement
M. Reid, Trustee
V. Nielsen, Superintendent of Student Achievement
B. McKinnon, Trustee
K. Aitken, Corporate Services
D. Grosbeck, Chippewas of the Thames
P. Thompson, Principal, Saunders SS
S. Smith, Oneida Nation of the Thames
D. Chisholm, Vice Principal, Saunders SS
L. Nicholas, Munsee-Delaware Nation
J. Copeland, Principal, Thames SS
C. Thomas, Munsee-Delaware Nation
M. Ferdinand, Coordinator School Counselling and Social
R. Jackson, Oneida Nation of the Thames
Work
K. Furlong, Learning Supervisor
Absent:
J. Fitzsimmons, Principal, Lambeth PS
M. Burch, Chippewas of the Thames
P. McKenzie, Principal, H.B. Beal Secondary SS
R. Oakley -Law, Principal, Delaware Central PS
Guests:
J. Hill, H.B, Beal Secondary School
R. Hart, Principal, B. Davison Secondary School
M. MacDonald, Principal, SDCI
1. CALL TO ORDER
The meeting convened at 3:05 p.m. in the Dundas Room at the Education Centre.
2. APPROVAL OF AGENDA — The agenda was approved as printed.
3. CONFLICTS OF INTEREST — None declared.
4. REPORT OF MEETING — 2014 APRIL 15 — Provided for information.
5. BUSINESS ARISING FROM MINUTES
a. Special Education Update
Supt. K. Wilkinson provided an update regarding Intensive Support classes at Mary Wright and
Cleardale Public Schools. It was noted that the Grade 8.students will be accommodated at New
Sarum Public School. Transition plans are underway and parents have been contacted.
6. LEARNING SUPPORT SERVICES UPDATE
a. Update on Our Shared Experience Consultation
Learning Supervisor K. Furlong advised that collaboration with community partners including
N'Amerind, Southwest Ontario Aboriginal Health Access Centre, 4th R, Western University and
Fanshawe College is complete. Next steps include an action plan that is currently underway.
b. Cultural Competency Learning Circle
Learning Supervisor Furlong provided a detailed summary (Appendix FNMI 1) of the Cultural
Competency Learning Circle celebration held on 2014 June 5.
Individuals who attended the celebration included Education Centre staff, teachers, Trustees,
First Nations community members and the Ministry of Education.
c. Plans for 2014-2015
Supt. Wilkinson introduced and welcomed the following individuals:
• Superintendent of Student Achievement Valerie Nielsen;
• Principal Murray MacDonald — Strathroy District Collegiate Institute;
• Principal Richard Hart — B. Davison Secondary School; and
• Learning Coordinator Jessica Hill (FNMI and Equity and Inclusive Education portfolio).
Congratulations were also extended to Principal J. Fitzsimmons on her upcoming retirement.
Ministry funding for the 2014-2015 initiatives have been approved.
M. Ferdinand, Coordinator School Counselling and Social Work described the success of the
FNMI re-engagement project. 10 students graduated and 15 earned single or multiple credits.
The Ministry of Education will provide funding for this initiative next year as a result of its success.
An Attendance Counsellor has been dedicated to focus on FNMI engagement for the 2014-2015
school year and the Board will look at researching best practice models. Volunteers are needed
to form a small group to begin in September collaborating on student engagement. Individuals
are asked to email, Kelly Aitken at k.aitken .tvdsb.on.ca if interested.
7. PRINCIPALS' UPDATE
a. Delaware Central Public School
Principal R. Oakley -Law referred to the written report as attached (Appendix FNMI 2) and
provided to the Committee in advance of the meeting regarding FNMI students at Delaware
Central Public School.
b. H.B. Beal Secondary School
Principal P. McKenzie referred to the written report as attached (Appendix FNMI 3) and provided
to the Committee in advance of the meeting regarding FNMI students at H.B. Beal Secondary
School. A slideshow was presented to the Committee.
c. Lambeth Public School
Principal J. Fitzsimmons referred to the written report as attached (Appendix FNMI 4) and
provided to the Committee in advance of the meeting regarding FNMI students at Lambeth Public
School.
d. Saunders Secondary School
Principal P. Thompson referred to the written report as attached (Appendix FNMI 5) and provided
to the Committee in advance of the meeting regarding FNMI students at Saunders Secondary
School. Vice -Principal D. Chisholm shared a Cultural Competency presentation.
e. Thames Secondary School
Principal J. Copeland referred to the written report as attached (Appendix FNMI. 6) and provided
to the Committee in advance of the meeting regarding FNMI students at Thames Secondary
School. He welcomed R. Hart the incoming principal of the new B. Davison Secondary School.
8. COMMUNITY UPDATE
a. Chippewas of the Thames First Nation
D. Grosbeck advised that a carnival held on National Aboriginal Day was well attended. She
invited members to attend the Chippewas of the Thames First Nation Pow Wow on August 16 &
17.
b. Munsee-Delaware Nation
C. Thomas invited members to attend the Munsee-Delaware Nation Traditional Gathering on
June 28 & 29.
She expanded on the summer Cultural Camp, trip to Canada's Wonderland and dinner for Grade
8 graduating students with Chief and Council.
c. Oneida Nation of the Thames
S. Smith advised that the Oneida Nation of the Thames elections will be held on June 21.
She thanked R. Jackson for her contribution to the Committee as a Life -Long Learning
Administrator has been hired.
4�
0 9. ADDITIONAL ITEMS
a. FNMI Secondary Counsellor
A request for additional resources for FNMI Secondary Counsellors was noted.
Chair Huff highlighted the following upcoming events:
• Community Pow Wows;
• National Aboriginal Indigenous Games; and
• Annual Oneida Fair (September)
A safe and happy summer was extended to all committee members.
10. FUTURE MEETING DATES
DATE I LOCATION
2014 September 16 The Education Centre — Katherine Harley Room
11. ADJOURNMENT — The meeting adjourned at 4:26 p.m. by motion.
RECOMMENDATIONS: NONE
WARREN HUFF
Chairperson
Appendix FNMI 1
Information on Cultural Competency Learning Circle
A celebratory event took place in the Thames Room on June 5t' featuring the work of First
Nations, Metis and Inuit students who have been participating in a Cultural Competency
Learning Circle initiative that began on April 4, 2014. This initiative was facilitated in
partnership with is the Thames Valley District School Board's Learning Support Services, our
First Nations, Metis and Inuit Student Advisory Council and the Fourth R.
First Nations, Metis and Inuit student leaders from 9 secondary schools facilitated activities
within their school communities to increase cultural competency amongst their peers and
amongst the staff. The schools involved in the project were:
H. B. Beal
Clarke Road
Glencoe
Montcahn
Saunders
Sir Frederick Banting
Sir Wilfrid Laurier
Thames
Westminster
The Cultural Competency Learning Circle is distinctive to the Thames Valley District School
Board (TVDSB). This is the first year of the program and the TVDSB intends on building upon
this year's successes to continue the journey of increasing cultural competency within our
schools and communities.
The journey began with a workshop on cultural competency facilitated by the Ontario Federation
of Indigenous Friendship Centres (OFIFC). Administration, a staff champion and a student
leadership group attended the workshops. The OFIFC told us that we are the only Board in the
province that is doing this work with students. The focus of this workshop was to help us
understand the past so that we can understand the present and look at how to move towards the
future. A second workshop facilitated by Turtle Concepts was provided for the students. This
workshop focussed on the present, and the importance of education in creating a bright fuiure.
With the support of their staff champion and school administration, students presented their
cultural competency activities through a gallery walk that was open to the public. This allowed
guests to interact with each school's student leadership team while they personally presented
their school based initiative. An Indigenous Arts Initiative also occurred at H.B. Beal. Student
art works from the Gifts for Our Ancestors visual art project were displayed and a dance taught _
by Dayton Hill, a First Nations Beal alumnus, who is currently at the National School of Ballet =
in Toronto, was performed every hour. =.
Schools, Board staff, Trustees,'and representatives from Indigenous Organizations as well as
Community Members, Fanshawe College, Western University, and the Ontario Ministry of
Education were invited to attend this celebration.
1
Refreshments were provided, compliments of the hospitality departments of Saunders and Clarke
Road Secondary Schools.
77 guests signed in. Counting the school groups, who had an opportunity to see each other's
work, 1.26 people went through the gallery walk.
Many of the community guests commented on how impressed they were with the student
presentations. Four people from the Ministry of Education office attended. They stated that they
were very impressed with the quality of the student work, the pride and excitement they
witnessed from the students, and the support the students had from their staff champion and
administration.
Each school team completed reflection sheets and provided documentation on the types of
activities they completed as well as the number of participants that attended each activity. This
information is being analyzed by Research and Assessment. The results will be shared with the
schools and will inform our work next year -so that we can continue to build on this exciting
initiative.
2
Delax+a►e Central : Public � School
A4',Osb&hd.'Str6dt.,
.:P.0 - 130069
Delaware; Ontario NOLO'1 EO:
phbn*e(510)`659=5371.
Delaware C
ont.raj Public-5-cho6l
PNAC-Aeport: June, 2014'.
TrtihSitIc0s!*:
• Standing Stone stludents�Wh
i 9 ohave registered at' Delaware.: Centralfor 2014/15 iS will -be visiting
Delaware. on June .17 am. We Will be arranging ahe classes t6that-students Will be with their
peers and'next,, t*
year..s,. eachef for:the morning -
'U
Learning -Supports
Rhonda D'oxtato'rhas artangodfo,ra,"health'y'b.abies"workshop with Trudy Anto-he: from Oneida Health.
Centre . e%.o.n , June ll. The:l nVitatid h wa s a No extended` dbon:. F N M.1 studei htt.,Jlq grades 7 8.
Also bri-June ,11, the* CommUhity Health Rep, Deborah Hill, fro rh*,. O'noid a -Health Centre wilt visit the FNIVII
st(dtnts"t0 ol.a brief ehyglene;: presentation. Deb wilLbo bringing: pa.c kage5vith-:personal care.
items: Sharripoo-,ideodorant. .-Ioothibrush, facial scrub -..etc. for participants.
cult.ural.lnfi:`ativ6s:
Delaware Central will be using the teachings! of:th'e Two Row'Wampum to signify Delaware Centra'I's-,
Path:of "Uhityllit identity;" en fty:," lri.totmedia.te stud e.n%'w*l 11: be m'a'king,.a beaded wampum and; teacb.ing
younger students how:to,make one.
Calendar of Events:.
June 21.: OnOlda:guestt (..as above
June V: -Standi.hg:Stq'n,e students come:.
J u
June M.Grad ation'te.remony.
TKAMes. Vail -Dbtdct:Schddl Boakd -
Py., website: www.fvsb:onxa.
t
-20
.22- 12
century of *educatio!n and raining
H.B. Beal Secondary School
525 Dundas Street Phone: 519-452-2700 www.tvd9b.ca/beal.cfm
London, Ontario Fax: 519-452-2729 Email: beal(&tvdsb.on.ca
N613 1W5
Mr. PaUl McKenzie, B.A., B.Ed., M.Ed., Principal
Mr. Matthew Bradacs, B.A., B.Ed., Vice -Principal
Ms. Christine Sharpe, B.A.,r B.Ed., M.Ed., Vice -Principal
Ms. Donna Vachon, B.A., B.Ed., M.B.A., Vice -Principal
Report to First Nations Advisory Council
June 2014
Transitions Conference
On May 29th, several Beal students were involved in helping facilitate the 4th R
Transition Conference for FNMI grade 8 students.
FNMI Grade Nine Mentor Program,
On Wednesday May 14th, Eric Madawl, Cultural Teacher presented for the
students at Beal.
Tuesday May 27th, Beal hosted a tour and classroom visits for the morning.
Wednesday June 4 students participated in a full day field trip to the Indigenous
Education Centre in Moraviantown.
Apprediation to Sandra Miller and Tracey Sillaby for the tremendous program
opportunity for our students and our transitions initiatives.
INITIATIVES TO SUPPORT STUDENTS IN THEIR LEARNING
SSSSI FNMI Initiative
On May 6 the SSSSI FNMI coach and Superintendent Karen Wilkinson attended
the provincial team meeting in Toronto to discuss the inaugural year of this
initiative. During the meeting coaches shared progress reports on students and
compared successful strategies for engaging FNMI students across various
subject areas. Data for the Beal students involved in the project during Semester
1 is as follows: of the 12 students tracked in ENG2P, 9 achieved their credit, and
of the 9 Students tracked in MFM2P, 8 achieved their credit; Semester 2 data is
pending upon completion of the school year. At this meeting it was also
confirmed, that funding for this initiative will continue for the 2014-15 school year,
with the goal of broadening the scope of the project and reporting methods,
although specific details have not yet been confirmed.
Student Success: Year-end Blitz
The Student Success team is working closely with identified students who are in
jeopardy of not achieving their credit for Semester 2 courses. There will be late
buses running the last week of classes to provide students with the opportunity to
stay after school to work with teachers on completing work, and accessing extra
academic support where required. Similar supports will also run during exam
time.
THAWS VALLEY DISTRICT SCHOOL BOARD
LAURA ELLIOTT, DIRECTOR OF EDUCATION AND SECRETARY
M
Student Success Resources --"
As part of the 4SI Collaborative Inquiry project Beal received funding from
TVDSB to purchase culturally appropriate materials, with a focus on literacy
support. Through this opportunity we were.able to order a variety of fiction and
non-fiction materials written by FNMI authors to supplement several courses
within our building. In addition, on May 13th. Connie Bray and Robin Giles visited
Good Minds Publishing company where they will be working with an FNMI
resource expert to review future resources for TVDSB.
CULTURAL INITIATIVES
Cultural Competency Project
During the month of May a group of FNMI students at Beal, supported by Jessica
Hill, Robin Giles, Jeff Heene and Tracey Iddeson, were busy working on their
Cultural Competency project. The mandate of this project was for each school to
create a project that would increase First Nations culture into their larger school
community.. Our students chose to add the flags of our three Reserve
communities (Chippewa, Oneida, and Munsee) to the existing mural of provincial
flags that surrounds the football field. The students who attended the Cultural
Competency conference became team leaders for this project and were
responsible for introducing the idea to Mr. McKenzie, and -then recruiting other
students to help with the implementation of this project. After many rain delays,
the students met several times along with several teachers and Mike Cywink
from the 4th R to paint the mural. On Tuesday, June 3rd we held an unveiling
ceremony where students explained the significance of each flag to their fellow
classmates and then a celebration was held that included traditional singing and
drumming, a round -dance, and strawberry drink. The event was enjoyed by
several hundred students and staff and was definitely a highlight of this school
year for many. Many thanks to Jessica, Robin and the team, but centrally and
mostly our students — who were outstanding!!
Electric Intertribal Dancers.
Earlier in the year it was reported that a group of FNMI students were involved in
a dance project choreographed by Beal alumni Dayton Hill. The students
continued to meet weekly on their own time to practice and perfect the dance. On
June 4t" the dance was debuted to Beal students during the Performing Arts -
show where their performance was met with enthusiastic support and great
excitement. Following the three performances on June 4t", the students then
performed the dance five times at the TVDSB Board of Education office on June �-
5t" as part of Beal's Cultural Competency exhibit, and then three more times on.
June 6 during Beal's annual multicultural Globe Show. The incredible
community building between the students involved in this project was inspiring
and they have asked for the opportunity to create another dance to share with
their peers and classmates next year.
THAMES VALLEY DISTRICT SCHOOL BOARD
LAURA ELLIOTT, DIRECTOR OF EDUCATION AND SECRETARY
01
Lacrosse Showcase with Saunders and Beal
On Monday, June 2nd students from Saunders and Beal were involved in a one
day Lacrosse event at T.D. Waterhouse Stadium. Teachers Coaches from the
two schools collaborated with Western University to provide skills sessions for
the students, followed by a game at the stadium. It was a great event one that
we hope to continue going forward. Local media was on hand to showcase the
event! Special thanks to our colleagues at Saunders on a great day.
Turtle Concepts Presentations
As previously reported, Turtle Concepts presented to our full student body on
May 23rd, followed by a luncheon for our FNMI students, staff leaders and guest
from Senior Administration and our communities. On the 22nd , Beal hosted an
assembly for our feeder school students and staff, as well as an after school
workshop and pizza dinner for staff. Feedback from both the student assembly
and from the staff workshop was incredibly positive, with a strong message to
bring Turtle Concepts back next year to do some follow up work with our schools.
Lunch and Learn
An ongoing and popular feature of our school year, lunch and learn has been
highly effective this year. At a recent lunch session, Oneida Community Nurses
provided a presentation for our students on healthy relationships.
THAMES VALLEY DISTRICT SCHOOL BOARD
LAURA ELLIOTT.) DIRECTOR OF EDUCATION AND SECRETARY
A
First Nations Advisory June Report
Transitions Items:
Our grade 8 Oneida students went to Saunders on June 4th for their final
transition day. They rode the high school bus to and from school and sat in
classes.
On June 13th our incoming Grade 6 students from Standing Stone had their final
transition day. They then participated in an activity day run by the grade 7
teachers for all of our grade 6 students.
Cultural Connections
Cultural Event
As part of our recognition of Solidarity Day we will be having a cultural activity
day for all our intermediates on June 20th.
Learning Initiatives
Collaborative Inquiry
The team met to finalize plans for our last two initiatives and consolidate
directions for the 2014-2015 school year. We are hoping to make connections
with the three other schools involved in the project to do some events together.
0
SAUNDERS SECONDARY SCHOOL
941 Viscount Road, London, Ontario N6K 1 H5
Telephone: (519) 452-2770 - Fax: (519) 452-2799
Website: www.tvdsb.ca/Saunders.cfm
REPORT to FIRST NATIONS ADVISORY COUNCIL
Saunders Secondary School I.
June 17, 2014
TRANSITION MEETINGS AND TIME LINES
• Gr. 8 Transition Days
On May 29th; students and staff from Saunders participated in transition day activities
at the Hellenic Center. They had the opportunity, to meet incoming Gr. 9 students.
1 � J
All of the incoming Gr.'9 students from our three FNMI communities participated in a
transition day at Saunders on June 3Id. The students met some of the staff and
senior students and took a tour of the school.
INITIATIVES TO SUPPORT STUDENTS IN THEIR LEARNING
• FNMI/SST Collaborative Inquiry
The FNMI-focused literacy resources for Gr. 9 & 10 English courses that were
ordered as a component of the Collaborative Inquiry project have been received.
The school and board results for the OSSLT will not be released until September.
However, individual student results will be made available to them and their families
before the end of the school year.
• Credit Rescue
Students at -risk of failing courses were referred to our Student Success Teacher and
worked on outstanding assignments in the Sabres' Den. The official dates for credit
rescue were May 16, 20-23.
ii
I
Thames Valley District School Board We build each student's tomorrow, every day. Website: www.tvdsb.ca '�
CULTURAL INITIATIVES .
• Cultural Competency Initiative
On June 5th, the FNMI student leaders presented their Cultural Competency project
at the TVDSB education office. The two Public Service Announcements (PSAs) that
were created as part of the project were well-received by those who attended. Also,
the videos have been uploaded to the Saunders Secondary School Facebook page
and website. In addition, the videos will be aired on the morning announcements at
Saunders Secondary School on June 17th & 18t"
• Paul Martin Accounting Mentoring Program
On May 28th, David Chisholm, Patricia Thompson, Charlene Camillo and Senior
Manager of KPMG met the new MAEI coordinator for Ontario to review the
implementation of the mentoring program at Saunders S. S.
The last group activity for the mentoring program will occur during the week of June
16t". We will discuss ideas for future group activities and obtain feedback about the
program from the participants.
The selection process for three more student candidates for next year's program has
begun.
• 1St Annual H.B. Beal vs. Saunders Exhibition Lacrosse Match
On Monday, June 2"a, students from Saunders and H. B. Beal participated in a
Lacrosse match at TD Waterhouse Stadium. The match was a great success and
generated a great deal of media interest.
M'
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PORTANT DP
Thames Secondary School
785 Trafalgar Street, London, Ontario N5Z 1 E6
Telephone: (519) 452-2880 Fax: (519) 452-2899
Web site: www.tvdsb.on.ca/thames
Jim Copeland, B.Sc., B.Ed., M.Ed., Principal
Ruth Inglis, B.P.H.E., B.Ed., M.Ed., Vice -Principal
Report to the First Nations Advisory Council
June 17th, 2014
• Thames Secondary School captured the Provincial AAAA Special Olympics basketball
championship held in York region. There was FNMI representation on the Thames team.
INITIATIVES TO SUPPORT STUDENTS IN THEIR LEARNING
• Credit Rescue Days
Thames Secondary School does not have formal examinations. A Credit Rescue week has been
implemented to mirror examination week held in other schools. This helps to serve the needs
of our school population. Students have the opportunity to complete unfinished assignments
during scheduled time from June 20 to June 24. The majority of student work should be
submitted for evaluation prior to June 20th.
• Transition Planning
All students will have a comprehensive transition form completed. There will be a review of
the transition process at specific intervals during the 2014/15 school year. This effort will be
led by the Davison student success team.
CULTURAL INITIATIVES
• FNMI Engagement Lunches - ongoing
FNMI students meet regularly with the Oneida Nation of the Thames and bi-weekly with
Chippewa of the Thames First Nation to provide access to role models and their on -Reserve
Education Counsellors.
• Cultural Workshop
Students are working with Ms. Rogers on the creation of the Davison Longhouse. It is hoped
that painting and construction will be completed in September.
IMPORTANT DATES
• June 10-13 Algonquin Canoe Trip
• June 18th Final Assembly/Thames Closing
• June 19th Commencement
• June 20-26 Credit Rescue Week
• June 27th Professional Activity Day
REPORT OF THE SPECIAL EDUCATION ADVISORY COMMITTEE
MEMBERS
Easter Seals Society, A. Morse (Chair)
Autism Ontario, B. Curry
Children's Aid Society of London and Middlesex, M. Cvetkovich
Chippewas of the Thames, C. Dendias
FASD E.L.M.O., W. Conforzi
Thames Valley Children's Centre, J. Gritzan
Thames Valley Council of Home and School, A. Morell
Trustee J. Bennett
Trustee R. Campbell
Trustee T. Grant
Voice for Hearing Impaired Children, M. Barbeau
Vanier Children's Services, Bonnie Montminy
Regrets:
Association for Bright Children, Dennis Ensing
Community Living Education Committee, S. Wilson
Learning Disabilities Association of Ontario (LDAO), T. Fawdry
R. Lee, Elementary Principal
Epilepsy Support Centre, B. Harvey
2014 June 23
6:30 p.m. — 9:15 p.m.
ADMINISTRATION AND OTHERS
R. Culhane, Superintendent of Special Education
D. Willaert, Learning Supervisor
M. Chevalier, Elementary Principal
D. Clark .
Guests:
Learning Coordinator S. Nugent
Brenda Ryan
1. CALL TO ORDER
Chair A. Morse called the meeting to order at 6:30 p.m. in the London Room at the Education Centre.
2. CONFIRMATION OF AGENDA
The agenda was approved on motion and carried. It was noted that the next meeting date for SEAC
is 2014 September 9.
3. CONFLICTS OF INTEREST — none
4. MINUTES OF THE MEETINGS FROM 2014 JUNE 3
A motion to approve the minutes was moved and carried.
5. CORRESPONDENCE
a. Halton District School Board, 2014 June 4
A letter from the Halton District School Board regarding school health support services was
shared and discussed. Chair A. Morse offered to draft a letter for review at the 2014
September 9 meeting.
b. Halton District School Board, 2014 June 9
A letter from the Halton District School Board was shared and discussed regarding
mandatory special education training for Ontario College of Teachers graduates. SEAC
supported writing a letter to the Ontario College of Teachers, the Ministry of Training,
Colleges, and Universities and the Western Faculty of Education. A. Morse will draft letter.
T. Grant, M. Barbeau, and B. Curry offered to review the letter.
6. PPM 156
Learning Supervisor D. Willaert and Learning Coordinator S. Nugent provided an update on PPM
156. The presentation may be found on the Board website:
httr)://www.tvdsb.ca/files/filesystem/PPM%20156%2OJ une%2023. r)df
It was suggested that SEAC could provide input and feedback regarding the sample transition plans
for each exceptionality. D. Willaert offered to bring sample transition plans to SEAC in the fall. It
was noted that SEAC supports the efforts of the Board regarding transition plans.
7. PARENT PDT VIDEO EVALUATION
Evaluation of the Parent PDT videos was discussed. It was suggested that an evaluation of the
videos by LSTs be completed. The subcommittee working on this initiative will reconvene to discuss
next steps.
It was further suggested that the Parent PDT videos be included into the virtual tour. Supt. R.
Culhane offered to invite Manager K. Young to attend an upcoming SEAC meeting to discuss this
further.
8. SPECIAL EDUCATION DEPARTMENT GOALS FOR 2014-2015
The 2014-2015 goals for the Special Education Department were shared. There will be a report back
to SEAC in February and May 2015 regarding the progress in reaching department goals.
9. SEAC REFLECTION ACTIVITY
.Supt. Culhane facilitated a 'stop, start, continue' activity to gather feedback regarding the structure of
meetings for the next year. The results are attached (SEAC-1).
10. SEAC MEMBERSHIP PROCESS FOR THE UPCOMING TERM
Corporate Services provided the committee written information for feedback regarding the process for
inviting and selecting. SEAC members for the 2014-2018 Term.
The deadline for applications was discussed. It was noted that the deadline in the SEAC Handbook
was established for 2014 October 31. Supt. Culhane was asked to follow up with Corporate Services
regarding the deadline and to ask that a copy of the draft letter inviting nominations be sent to the
SEAC membership for feedback.
Communication regarding the application process was considered. There was a request that
community agencies listed under "resources to parents" in the Identification, Placement and Review
Process (IPRP) Resource Guide be sent the invitation for nomination to the committee (See SEAC-2)
in addition to the current membership.
It was suggested that Supervisor B. Williams be invited to the September 2014 meeting to discuss
and gather feedback concerning the communication plan and to answer questions concerning
member selection (should there be more than 12 organizations applying) and eligibility as it relates to
citizenry and age.
A motion to extend the meeting to 9:15 p.m. was moved and carried.
11. NEW BUSINESS —none
12. FORUM: ASSOCIATION UPDATES
There were no updates.
13. FUTURE MEETING DATES
Tuesday, September 9, 2014
11:45 am - 3:00 pm
Monday, October 6
6:30 pm — 9:00 pm
Tuesday, November 4
11:45 am - 3:00 pm
Tuesday, January 6
11:45 am - 3:00 pm
Tuesday, February 3
11:45 am - 3:00 pm
Tuesday, March 3
11:45 am -'3:00 pm
Monday, April 13
6:30 pm — 9:00 pm
Tuesday, May 5
11:45 am - 3:00 pm
Tuesday, June 2
11:45 am - 3:00 pm
Monday, June 15
6:30 pm — 9:00 pm
14. FUTURE AGENDA ITEMS
• IEP Report Summary (Annually)
• Alternative Education Update (Fall 2014)
• Mental Health Initiatives
• AODA Update
• Exceptionality Data
• Informal Suspension and. Modified Day Data
• Waitlists for Assessments
15. ADJOURNMENT
The meeting adjourned at 9:15 p.m. by motion.
RECOMMENDATIONS: None
ALISON MORSE
CHAIRPERSON
!o
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Annual plan for meetings
•
Give feedback on
with overall objectives that
presentations
are visualized in the agenda
•
Small group discussions, as
•
Ensure -'presentations include
part of providing
easy to read handouts
feedback/input
•
Repeating questions to make
•
Tracking future agenda items
sure everyone hears
•
Providing food/food choices
•
Utilizing expertise of
•
Staff/program presentations
principals on various topics —
(1-2 per meeting
e.g., Input on practice?
.
Frequent budget updates
•
Conversation: Re: Day vs
.
Invitations to various events
Night meetings when new
(field trips — e.g., Abilities
SEAC is in place
Centre)
•
Built-in break time
Providing opportunities for
•
Advocacy enhance role at
SEAC members to provide
TVDSB and beyond
input prior to finalization of
•
More involvement in program
new initiatives
consideration — e.g., review
.
Subcommittee meetings to be
occasionally
after regular meetings
•
Earlier assessments — Track,
a
Timely meetings
monitor/roll up from FDK
.
Ministry reports — EQAO,
TOSAS
Suspension, etc.
•
Quarterly analysis of
.
Budget info
exceptionality report
.
Setting goals, evaluating
•
Set sub -committee meetings
presentations (more input)
with SEAC meetings where
.
Enhance SEAC input and
possible
feedback
•
Role of'SEAC in training —
links/ resource to
agencies/community
•
Work with parent
groups/TVPIC
•
Students by exceptionality
•
Accommodations wait list for
program
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Annual plan for meetings
•
Give feedback on
with overall objectives that
presentations
are visualized in the agenda
.
Small group discussions, as
•
Ensure presentations include
part of providing
easy to read handouts
feedback/input
•
Repeating questions to make
•
Tracking future agenda items
sure everyone hears
•
Providing food/food choices
•
Utilizing expertise of
•
Staff/program presentations
principals on various topics —
(1-2 per meeting
e.g., Input on practice?
•
Frequent budget updates
•
Conversation: Re: Day vs
.
Invitations to various events
Night meetings when new
(field trips — e.g., Abilities
SEAC is in place
Centre)
•
Built-in break time
•
Providing opportunities for
•
Advocacy enhance role at
SEAC members to provide
TVDSB and beyond -
input prior to finalization of
•
More involvement in program
new initiatives
consideration — e.g., review
.
Subcommittee meetings to be
occasionally
after regular meetings
•
Earlier assessments — Track,
.
Timely meetings
monitor/roll up from FDK
.
Ministry reports — EQAO,
TOSAS
Suspension, etc.
•
Quarterly analysis of
•
Budget info
exceptionality report
•
Setting goals, evaluating
•
Set sub -committee meetings
presentations (more input)
with SEAC meetings where
.
Enhance SEAC input and
possible
feedback
•
Role of SEAC in training —
links/ resource to
agencies/community
•
Work with parent
groups/TVPIC
•
Students by exceptionality
•
Accommodations wait list for
program
SEAC: STOP, START, CONTINUE CHART
;xzSTOP . o.... _ START;,;.
• Unrelated presentations • Annual plan for meetings with
overall objectives that are
visualized in the agenda
• Ensure presentations include easy
to read handouts
• Repeating questions to make sure
everyone hears
• Utilizing expertise of principals on
various topics — e.g., Input on
practice?
• Conversation: Re: Day vs Night
meetings when new SEAC is in
place
• Built-in break time
• Advocacy enhance role at TVDSB
and beyond
• More involvement in program
consideration — e.g., review
occasionally
• Earlier assessments — Track,
monitor/roll up from FDK TOSAS
• Quarterly analysis of exceptionality
report
• Set sub -committee meetings with
SEAC meetings where possible
C TINVE
• Give feedback on presentations
• Small group discussions, as part of
providing feedback/input
• Tracking future agenda items
• Providing food/food choices
• Staff/program presentations (1-2
per meeting
• Frequent budget updates
• Invitations to various events (field
trips — e.g., Abilities Centre)
• Providing opportunities for SEAC
members to provide input prior to
finalization of new initiatives
• Subcommittee meetings to be after
regular meetings
• Timely meetings
• Ministry reports — EQAO,
Suspension, etc.
• Budget info
• Setting goals, evaluating
presentations (more input)
• Enhance SEAC input and feedback
• Role of SEAC in training — links/
resource to agencies/community
• Work with parent groups/TVPIC
• Students by exceptionality
• Accommodations wait list for
program
1�
E 3 -u atio'n-
Thames Valley District school Board
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;2-2000'11-
I Support'Teactierx
SPECIAL EDUCA'T'ION'
PROGRAM SERVICES
The Thames Valley District School Board believes
that most children with exceptional needs
can and should have their needs met, using a
variety of strategies, techniques and resource
support, in regular classes in their home schools.
The application of appropriate programs,
services, and placements (which may include
regular class, resource assistance, self-contained
class, or attendance at a provincial school) are
determined through the Program Development
Team (PDT) and/or the Identification, Placement,
and Review Committee (IPRC) processes, in
consultation with parent(s)/legal guardian(s).
Our primary goal is to meet pupils' needs in their
own classrooms and their home school. Parents'
involvement is always very important in making
decisions concerning their children's special
education program. We work together to help
your child succeed.
Specialized support for pupils identified as
exceptional includes some of the following:
• Your child's learning needs are thoroughly
assessed on an individual basis.
• An Individual Educational Plan is developed
which emphasizes your child's strengths and
addresses areas of need.
• The plan is continuously reviewed and
revised by the school Program Development
Team to ensure your child's continued
progress.
• Classroom teachers may consult with other
professionals to enhance the learning
environment.
• Classroom teachers may consult with
specially trained teachers to assist your child.
• Specially trained staff may at times work with
your child.
• Special materials and equipment and/or small
group instruction may be provided.
• A variety of evaluation strategies may be
implemented.
• A range of placement options may be made
available.
Notes
If you wish to receive this resource guide in
braille, large print, or audio -cassette format,
please contact the board at the address or
telephone number shown on the front page of
this guide. This guide may be available in other
languages. Please contact your child's school.
When used in this guide, the word "parent"
includes guardian.
The Education Act requires that school boards
provide, or purchase from another board, special
education programs and services for their
exceptional pupils. The purpose of this guide
is to provide you with information about the
Identification, Placement, and Review Committee
(IPRC), and to describe for you the procedures
involved in identifying a pupil as'exceptional ,
deciding the pupil's placement, or appealing
such decisions.
If, after reading this guide, you require more
information, please contact your child's Learning
Support Teacher (LST).
Q. What is an IPRC (Identification,
Placement and Review Committee)?
A. An IPRC is composed of at least 3 people. One
member must be either a supervisory officer
or designate or a school principal who acts as
chairperson. Two or more members could include
another principal, a vice-principal, a learning
support teacher (LST), a classroom teacher or a
Learning Coordinator -Special Education.
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Q. May parents attend the IPRC meeting?
A. Yes. Regulation 181/98 entitles parents and
pupils 16 years of age or older:
• to be present at and participate in all
committee discussions about your child and
• to be present when the committee's
identification and placement decision is
made.
Parents are invited and encouraged to attend in
advance of the meeting.
Q. Who may request an IPRC?
A. Either you or the principal of your child's
school may make a request for the attendance of
others at the IPRC meeting, including:
• other resource people such as your child's
teacher, special education staff, board
support staff, or the representative of an
agency, who may provide further information
or clarifications;
• your representative -that is, any person
who may support you or speak on your
behalf, or an interpreter, if one is required.
(Please request the services of an interpreter
through the principal of your child's school if
necessary.)
Q. What is the role of the IPRC?
A.The IPRC will:
• decide whether or not your child should be
identified as exceptional
• identify the areas of your child's
exceptionality, according to the categories
and definitions of exceptionalities provided
by the Ministry of Education
• decide an appropriate placement for your
child and
• review the identification and placement at
least once in each school year.
*Note - parents should ask the school principal
for information concerning placement options.
Q. Who is identified as an exceptional pupil?
A. The Education Act defines an exceptional pupil
as "a pupil whose behavioural, communicational,
intellectual, physical or multiple exceptionalities
are such that he or she is considered to need
placement in a special education program"
Students are identified according to the
categories and definitions of exceptionalities
provided by the Ministry of Education.
Q. What is a special education program?
A. A special education program is defined in the
Education Act as an educational program that:
• is based on and modified by the results of
continuous assessment and evaluation and
• includes a plan (called an Individual
Education Plan) containing specific objectives
based on your child's strengths and needs
and an outline of special education services
that address the strengths and needs of the
exceptional child.
Q. What are special education services?..
A. Special Education services are defined in the
Education Act as the facilities and resources,
including support personnel and equipment,
necessary for developing and implementing a
special education program.
Q. What Special Education programs and
services are offered by the Board?
A. A range of programs and services (in the
Special Education Plan and available to be
seen on the website at www.tvdsb.ca/Special
Education)are offered to pupils depending
upon their identified exceptionality, strengths
and needs. The IPRC will always consider as
the first option a regular class placement with
appropriate special education support services
which are designed to address the pupil's needs.
Q. What is an Individual Education Plan
(IEP)?
A. If your child is identified as exceptional
through the IPRC process, then an IEP must be
developed for your child. You will be invited to be
involved and consult with this process. The IEP
must include:
• specific educational learning goals
expectations
• an outline of the special education programs
and services that will be received
• a statement about the methods by which
your child's progress will be reviewed and
• for students 14 years and older (except
those identified as exceptional solely on the
basis of giftedness), a plan for transition to
appropriate postsecondary school activities,
such as work, further education, and
community living.
The IEP must be completed within 30 school days
of your child being placed in the program, and
the principal must ensure that you receive a copy
of it.
Please refer to the IEP Resource Guide for more
information on the IEP. (available from the school)
Q. How is an IPRC meeting requested?
A. The principal of your child's school:
• must request an IPRC meeting for your child,
upon receiving your written request
• may, with written notice to you, refer your
child to an IPRC when the principal and the
child's teacher or teachers believe that your
child may benefit from a special education
program.
Within 15 days of receiving your request, or
giving you notice, the principal must provide you
with a copy of this resource guide and a written
statement of approximately when the IPRC will
meet. This will be followed with notice from the
school about a meeting date and time.
Q. What information will parents receive
about the IPRC meeting?
A. At least 10 days in advance of the meeting, the
chair of the IPRC will provide you with written
notification of the meeting and an invitation to
attend as an important partner in considering
your child's placement. This letter will notify you
of the date, time, and place of the meeting, and it
will ask you to indicate whether you will attend.
Before the IPRC meeting occurs, you will receive a
written copy of any information about your child
that the chair of the IPRC has received. This may
include the results of assessments or a summary
of information.
Q. What if parents are unable to make the
scheduled meeting?
A. If you are unable to make the scheduled
meeting, you may contact the school principal
to arrange an alternative date or time, or let the
school principal know you will not be attending.
As soon as possible after the meeting,
the principal will forward to you; for your
consideration and signature, the IPRC's written
Statement of Decision noting the decision
of identification and placement and any
recommendations regarding special education
programs and services.
Q. What happens at an IPRC meeting?
A.The Chair introduces everyone and explains
the purpose of the meeting.
• the IPRC will review all available information
, results and referrals about your child. The
members will:
• consider an educational assessment of your
child
• consider, subject to the provisions of the
Health Care Consent Act, 1996, a health
or psychological assessment of your child
conducted by a qualified practitioner, if they
feel that such an assessment is required to
make a correct identification or placement
decision
• interview your child, with your consent if your
child is less than 16 years of age, if they feel it
would be useful to do so and
• consider any information that you submit
about your child or that your child submits if
he or she is 16 years of age or older.
• the committee may discuss any proposal that
has been made about a special education
program or special education services for
the child. Committee members will discuss
any such proposal at your request or at the
request of your child, if the child is 16 years of
age or older.
• you are encouraged to be involved, ask
questions, and be part of the discussion.
• following the discussion, after all the
information has been presented and
considered, the committee will make its
decision.
Q. What criteria will the IPRC consider in
making its placement decision?
A. The IPRC considers whether placement in a
regular class with appropriate special education
services will:
• meet your child's needs and
• be consistent with your preferences.
If, after considering all of the information
presented to it, the IPRC is satisfied that
placement in a regular class will meet your child's
needs and that such a decision is consistent
with your preferences, the committee will
decide in favour of placement in a regular class
with appropriate special education services. If
the committee decides that your child should
be placed in a special education class, it must
state the reasons for that decision in its written
Statement of Decision.
Q. What will the IPRCs written Statement of
Decision include?
A. The IPRC's written Statement of Decision
will state:
• if the IPRC has identified your child as
exceptional
• if your child is exceptional and in which
category of exceptionality
• the categories and definitions of any
exceptionalities identified, as they are defined
by the Ministry of Education
• the IPRC's description of your child's strengths
and needs
• the IPRC's placement decision and
• the IPRC's recommendations regarding
a special education program and special
education services
• if the IPRC has decided that your child should
be placed in a special education class, the
reasons for that decision.
Q. What happens after the /PRC has made
its decision?
A. If you agree with the IPRC decision, you will
be asked to indicate, by signing your name, that
you agree with the identification and placement
decisions made by the IPRC.
If the IPRC has identified your child as an
exceptional pupil and if you agree with the IPRC
identification and placement decisions, the
board will promptly notify the principal of the
school at which the special education program
is to be provided of the need to develop an
Individual Education Plan (IEP) for your child. If
you disagree with the decision of the IPRC, see
Page 5.
Q. What can parents do if they disagree with
the IPRC decision?
A. If you do not agree with either the
identification or the placement decision made by
the IPRC, you may:
• within 15 days of receipt of the Statement of
Decision, request that the IPRC hold a second
meeting to discuss your concerns; or
• within 30 days of receipt of the Statement
of Decision, file a notice of appeal with the
Secretary, Thames Valley District School
Board, 1250 Dundas Street, London, Ontario
N6A 51-1.
• If you do not agree with the decision after
the second meeting, you may file a notice of
appeal within 15 days of your receipt of the
Statement of Decision.
NOTE:
If you do not consent to the IPRC decision but
you do not appeal it, the board will instruct the
principal to implement the IPRC decision.
Q. Once a child has been placed in a special
education program, can the placement be
reviewed?
A. An annual IPRC review meeting will be held
unless the principal of the school at which the
special education program is being provided
receives written notice from you, the parent,
waiving the annual review.
-You may request an IPRC review meeting at
any time after your child has been in a special
education program for 3 months, or 3 months
after the last IPRC review meeting.
Q. What does a review IPRC consider and
decide?
A. The IPRC conducting the review will consider
the progress your child has made in relation
to the IEP. It will consider the same type of
information that was originally considered by the
IPRC, as well as any new information.
• The IPRC will review the placement and
identification decisions and decide whether
they should be continued or whether a
different decision should now be made based
on the student's needs.
Q. Mow do I appeal an IPRC decision?
A. If you disagree with the IPRC's identification of
your child as exceptional or with the placement
decision of the IPRC, you may, within 30 days
of receipt of the original Statement of Decision
or within 15 days of receipt of the Statement of
Decision from the second meeting described
above, give written notification of your intention
to appeal the Statement of Decision to:
Secretary, Thames Valley District School Board,
1250 Dundas Street, London, Ontario N6A 51-1.
The notice of appeal must:
• indicate the Statement of Decision with
which you disagree; and
• include a written explanation that sets out
your reasons for disagreeing.
Q. What happens in the appeal process?
A. The appeal process involves the following
steps:
The board will establish a special education
appeal board to hear your appeal. The appeal
board will be composed of three persons who
have no prior knowledge of the matter under
appeal, one of whom is to be selected by you,
the parent.
The chair of the appeal board will arrange a
meeting to take place at a convenient time
and place, but no later than 30 days after
he or she has been selected (unless parents
and board provide written consent to a later
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u
date).
• The appeal board will receive the material
reviewed by the IPRC and may interview
any persons who may be able to contribute
information about the matter under appeal.
• You, the parent, and your child, if he or she is
16 years old or over, are entitled to be present
at, and to participate in, all discussions.
• The appeal board must make its
recommendation within 3 days of the
meeting's ending. It may:
• agree with the IPRC and recommend that the
decision be implemented; or .
• disagree with the IPRC and make a
recommendation to the board about your
child's identification or placement or both.
The appeal board will report its
recommendations in writing, to you and to
the school board, providing the reasons for its
recommendations.
Within 30 days of receiving the appeal
board's written statement, the school board
will decide what action it will take with
respect to the recommendations (boards
are not required to follow the appeal board's
recommendations).
You may accept the decision of the school
board or you may appeal to a Special
Education Tribunal. You may request a
hearing by writing to the secretary of the
Special Education Tribunal. Information about
making an application to the tribunal will be
included with the appeal board's decision.
DEFINITIONS
Accommodation
An accommodation is a change in the way a
program or course is delivered to a student
so that he/she can gain better access to the
program. Accommodations may include
changing the length of time needed to complete
an assignment/test, using assistive technology,
altering the instructions to match a student's
style of learning, or photocopying notes. Most
students receiving accommodations are working
on grade level expectations of The Ontario
Curriculum.
Modification
A modification refers to a change in the
curriculum because the grade level curriculum
is inappropriate to the level of the student's
abilities. For example, a student whose language
program (reading, writing) is significantly lower
than that expected for the grade level will have
modifications made to his/her program.
Alternative expectations
Alternative expectations are expectations that
are not derived from a provincial curriculum
policy document or that are modified so
extensively that The Ontario Curriculum
expectations no longer form the basis of the
student's educational program. Learning
expectations in the areas of life skills, behaviour
management, or orientation and mobility
training for the visually impaired are examples of
alternative expectations.
For further information, consult the Ministry of
Education's website at www.edu.gov.on.ca.
Q. What organizations are available to
assist parents?
A. Many parent organizations are available to
provide information and support to parents of
exceptional children.
Some examples are listed:
• Autism Ontario - London & District
• Bluewater Family Support Services
• Child and Parent Resource Institute (CPRI)
• Chippewas of the Thames
• Community Living Organization
• Easter Seal Society
• Epilepsy Support Centre
• Integration Action For Inclusion
London and Area (IAI)
• London & Middlesex Association for Bright
Children
• Munsee-Delaware Nation
• Oneida First Nation (O.K.T.)
• Ontario Association for Families of
Children with Communication Disorders
• Parent Mentor Program (through TVCC)
• Parent -to -Parent for Down Syndrome
• Southwestern Regional Autism Program
• Thames Valley Children's Centre (TVCC)
• The Learning Disabilities Association
of London & Area
• Vanier Children's Services
• VIEWS for Visually Impaired, London Chapter
• VOICE for Hearing Impaired Children
There are many other local organizations which
may be of help. Please consult the telephone
directory or internet for up-to-date contact
information.
Ministry of Education information is available
online at www. edu.gov.on.ca.
Acronyms Related to Special Education
ABA -Applied Behavioural Analysis
ADD - Attention Deficit Disorder
ADHD - Attention Deficit Hyperactive Disorder
ASD - Autism Spectrum Disorder
BMS - Behaviour Management Systems
CCAC -Community Care Access Centre
CPRI - Child Parent Resource Institute
DC - Developmentally Challenged
D/HH - Deaf and Hard of Hearing
EA - Educational Assistant
IEP - Individual Education Plan
IPRC - Identification, Placement and Review
Committee
ISC - Intensive Support Class
LC - Learning Coordinator
LD - Learning Disability
LST - Learning SupportTeacher
MID - Mild Intellectual Disorder
OT - Occupational Therapist
PDD - Pervasive Developmental Disorder
PDT - Program DevelopmentTeam
PT - Physiotherapist
S/LP - Speech/Language Pathologist
SEA - Special Equipment Amount
SEAC - Special Education Advisory Committee
SEPPA - Special Education Per Pupil Amount
TVCC Thames Valley Children's Centre
TVDSB -Thames Valley District School Board
Q. What are the Ministry's Provincial and
Demonstration Schools?
A.Through the IPRC Process, students may be
eligible to access Provincial and Demonstration
schools. The Ministry operates Provincial and
Demonstration Schools throughout Ontario for
deaf, blind, deaf -blind, and severely learning -
disabled students, as well as those with attention
deficit hyperactivity disorder (ADHD). Residential
programs are offered at the schools Monday to
Friday.
Demonstration Schools for English-speaking
students with severe learning disabilities,
French -language school for the deaf and
including learning disabilities associated with
Demonstration School for French-speaking
ADHD,
students with severe learning disabilities,
including learning disabilities associated with
Amethyst School
ADHD.
1090 Highbury Avenue
London, ON N5Y 4V9
Centre Jules -Leger
(519) 453-4408
281 rue Lanark
Ottawa, ON K1 Z 6118
Sagonaska School
(613) 761-9300
350 Dundas Street West
Belleville, ON KBP 1 B2
(613) 967-2830
Q. Where can parents obtain additional
information?
Trillium School
347 Ontario Street South
A. Additional information concerning procedures
Milton, ON L9T 3X9
for early identification, educational assessments,
(905) 878-8428
school health support programs, the range
of special education programs and services is
Schools for the deaf
available in Thames Valley District School Board's
Special Education Plan. A copy of this plan is
Ernest C. Drury School
available for review by contacting your school
255 Ontario Street South
principal or on the Thames Valley District School
Milton, ON L9T 2M5
Board web site at www.tvdsb.ca under Special
(905) 878-2851
Education.
Robarts School
Thames Valley District School Board
1090 Highbury Avenue
1250 Dundas Street
P.O. Box 7360, Station "E"
P.O. Box 5888
London, ON N5Y 4V9
London, ON N6A 51_1
(519) 453-4400
(519) 452-2000
Sir James Whitney School
350 Dundas Street West
Program Services (519) 452-2000
Belleville, ON K8P 1 B2
(613)967-2823
School for the blind and deaf -blind
W. Ross Macdonald School
The participation and involvement of members
350 Brant Avenue
of the Special Education Advisory Committee
Brantford, ON N3T 3J9
(SEAC) has been appreciated in the development
(519) 759-0730
of the IPRC Resource Guide.
Thames Valley District School Board
1250 Dundas Street, P.O. Box 5888
London, Ontario N6A 51_1
www.tvdsb.ca
REPORT OF THE CHAIR'S COMMITTEE
MEMBERS
2014 September 2
1:00 p.m. — 3:58 p.m.
ADMINISTRATION AND OTHERS
J. Bennett G. Hart L. Elliott B. Williams
T. Grant R. Tisdale (Chair) K. Bushell (+1:30,-2:35)
1. APPROVAL OF AGENDA
The agenda as amended was approved by motion.
2. CONFLICTS OF INTEREST — none declared.
3. REVIEW AND APPROVAL OF THE 2014 SEPTEMBER 9 BOARD AGENDAS
The in -camera and public Board meeting agendas for 2014 September 9 were reviewed and
discussed.
The Board meeting schedule for September and October was reviewed. In consideration of the
two ARC decisions scheduled for 2014 October 14, public input for the South-West Middlesex
ARC was rescheduled and will be held at a Special Meeting of the Board on 2014 September 30.
Public input for the South Central London Elementary ARC also will be held the same evening.
The revised schedule noting the revised start times for meetings will be communicated to
Trustees by S. Pullam
4. CORRESPONDENCE — none.
5. STRATEGIC PLANNING
Director L. Elliott reported the written operational plan for 2014-2015 is in progress. The intent is
to have it published in October.
6. BOARD REPRESENTATION ON THE LONDON PUBLIC LIBRARY
Director Elliott reported on a meeting held 18 June 2014 with London Public Library CEO
Susanne Hubbard Krimmer and Board Chair Gloria Leckie.
S. Hubbard Krimmer shared that the Public Libraries Act was amended in 2002 to remove the
requirement of school board representation on the public board library. Following a review of
their governance structure, the London Public Library Board recommended in January 2011 that
the bylaws respecting the composition of the London Public Library Board be amended such that
school board representation be eliminated to allow for broader sector representation and greater
diversity. Given that TVDSB and the Library work collaboratively in many areas and that the
proposed change meets the needs of the library, it was determined that the library would no
longer seek representation from TVDSB on their Board.
It was noted that the school board and the library have an excellent working relationship and that
there are many points at which our work and our respective staff intersect.
The Chair's Committee reflected on the importance of communication from TVDSB to the library.
7. DIRECTOR'S UPDATE
Director Elliott provided an update regarding the School Innovation Forum planned for the
evening of 2014 November 13 at Beal. The forum is focused on innovation in secondary
programming. Trustees, superintendents, parents, students, community members, teachers, and
administrators are invited. Tony Wagner will be the keynote speaker. The secondary school
team will meet the following day. Information on projected secondary enrolment and
accommodation over the next number of years will support discussions.
Director Elliott also provided information on the new initiative, Reframing our Responses. The
initiative is in response to the high number of suspensions among students on IEPs and modified
days. Part of the initiative entails a half day in-service for all school administration in order to
share leading practices in terms of working with challenging students. Director Elliott described
the preliminary data currently being gathered that will help support discussions.,
8. ELECTRONIC VOTING GUIDELINES
Draft guidelines for supporting electronic voting were reviewed. Suggested revisions will be
brought back to the next meeting. Once approved by Chair's, the guidelines will come forward to
the Board for approval. The guidelines are specific to calling a vote of the Board by e-mail.
PUBLIC INPUT SCHEDULE
Public input for the North-West Oxford Elementary ARC is scheduled for 2014 September 23. In
consideration of the number of applicants, public input will be scheduled for 5:30 p.m. The
regular Board meeting will follow.
Public input for the South West Middlesex and the South Central London Elementary ARCs will
be received on 2014 September 30.
10. TRUSTEE INFORMATION SESSION —CAPITAL PLANNING
An information session regarding capital planning will be held for trustees on 2014 October 07, 5
P.M. to 9 P.M.
11. TRANSPORTATION ISSUES
Information regarding transportation will be included in the administration presentation planned
for the 2014 September 9 public board meeting. This will provide Trustees an opportunity to ask
questions and relay concerns that may have been brought forward to Trustees by the public.
12. ONTARIO PUBLIC SCHOOL BOARD ASSOCIATION MEMBERSHIP FEES
The fee structure for OPSBA was discussed. The letter and invoice from OPSBA regarding
membership is attached (CC -1).
The following motion was moved and carried:
That membership to the Ontario Public School Boards' Association be approved
and that the membership fee of 141,567.53 be paid.
13. IN CAMERA
On motion the committee moved in camera to discuss property issues at 1:30 p.m. The
committee reconvened in public session at 1:55 p.m.
14. OTHER BUSINESS
a. Trustee Mentors
The following motion was moved and carried:
That Bill McKinnon act in the role of mentor for Eric Meullejans and that Sheri
Polhill act in the role of mentor for Goodness Osih.
b. Director's Evaluation
Discussion focused on the process for completing the Director's evaluation. The
evaluation is to be completed by 2014 December 1.
The Chair's Committee will develop the criteria and process for the Director's evaluation.
All Trustees are invited to join the Chair's Committee and participate in the development
of the criteria and process.
Meetings are scheduled for September 16, 4:30 p.m. to 6 p.m. and September 25, 5 p.m.
to 6:30 p.m. Meetings will be held in Governor Simcoe.
c. New Candidate's Information Session
Registered candidates have been invited to attend the public board meeting 2014
September 09. A brief welcome will be held at 6:45 p.m. in the'Atrium. Following the
Board meeting, a Q&A will be held in the Board room.
d. Superintendent Interviews
Chair Tisdale and Vice Chair Hart are scheduled to participate in the Superintendent
interviews on September 30 and October 1. Trustees Grant and Bennett are available if
required.
15. DATE AND TIME OF NEXT MEETINGS
The following Chair's Committee meetings were scheduled in the Governor Simcoe Room:
• Tuesday, Sept. 16 1 pm
• Tuesday, October 7 1 pm
• Tuesday, October 21 1 pm
• Tuesday, November 04 3 pm
• Tuesday, November 18 1 pm
16. ADJOURNMENT
The meeting adjourned at 3:58 p.m. by motion.
RECOMMENDATIONS:
1. That membership to the. Ontario Public School Boards' Association be approved and
that the membership fee of 141,567.53 be paid.
R. TISDALE
Chairperson
ONTARIO PUBLIC
SCHOOL BoARDs'
AssoClAnON
Leading Education's Advocates
July 30, 2014
Ontario Public School Boards' Association
439 University Avenue, 10 Floor
Toronto, ON MBG 1 Y8
Tel: (416),340-2540
Fax: (416) 340-7571
Webmaster@opsba.org
www.opsba.org
CC -1
Michael Barreft
President
Gail Anderson
Executive Director
TO: Ruth Tisdale, Chair and Laura Elliott, Director of Education
THAMES VALLEY DISTRICT SCHOOL BOARD
The success of the Ontario Public School Boards' Association (OPSBA) is strengthened by the
commitment of our members to the value of publicly funded education. We appreciate this,
opportunity to share with you some highlights of our work this past year as an Association that
support you in your role and the many benefits OPSBA membership offers our member boards.
OPSBA sees its primary role as supporting our school boards, the only democratically elected
body with a specific responsibility for the education and well-being of our children and youth.
In all of our work we provide a collective voice for public education. We know that we represent
the many divergent and unique interests of our. members and, in so doing, we have demonstrated
our ability to collectively influence education policy and advocate for investment in education in
Ontario. As a representative organization, governed by our members, we take our lead from you
and strive to support you in fulfilling your mandates to your students, parents, staff and
community.
The 2013-2014 school year brought. significant progress on a number of OPSBA's priorities,.
deepening our influence in Ontario's education sector. This was also a year of historic change for
OPSBA's leadership in collective bargaining,
Bill 122, proclaimed as the School Boards Collective BargainingAc4 2014 in April, has had a
profound impact on OPSBA's role as an association representing Ontario's 31 public school
boards and school authorities' interests. After a difficult set of talks in the preceding year,
OPSBA has led the way in advocating for a legislated structure that solidifies the role of school
boards as the employer at the bargaining table, ensuring'a practical, experienced voice during
complex labour relations processes.
Throughout the year, OPSBA staff have consulted broadly with member boards to develop and
approve a set of principles that provide a vital foundation for thecollective bargaining process.
These principles are based on the experience of trustees and board staff, and on the valuable
lessons learned in the last round of provincial discussions.
CC -1
OPSBA is proud of the planning that has been accomplished, and confident that the principles
will offer a strong underpinning for the association's representative role as the bargaining agent
on behalf of and in consultation with our member boards.
As we embark on a new chapter in OPSBA's history, we stand on a record of leadership and
respect for school board autonomy. We stand equally on a record of advocacy for key changes
that contribute to student achievement and well-being. Our sustained advocacy for programs and
initiatives that benefit children, youth and their families identifies us as an educational leader.
The OPSBA-initiated Coalition for Children and Youth Mental Health held a stellar third
Summit in April 2014, hosting nearly 700 delegates from a range of professions and
communities. The connections. established through the Summit strengthen the role of the.
Coalition as an influential force in advising the government on the continued implementation of
the province's Comprehensive Mental Health and Addictions Strategy. Planning for the fourth
Summit for Children and Youth Mental Health in April 2016 is already underway.
OPSBA's 2013 paper A Vision for Learning and .Teaching in a Digital Age was used as one of
the key resource documents during the Ministry's consultation process in relation to a new vision
for education. in Ontario. OPSBA's paper has been promoted widely and presented at
conferences, Ministry working committees and with our education partners over the 2013-14
school year.
OPSBA has been proactive throughout the year in addressing the education funding issues
identified by member boards in successive dialogues with the Minister of Education and
Ministry staff. In 2013-14, OPSBA submitted briefs during the Ministry's School Board
Efficiencies and Modernization Consultation, Ontario's pre -budget consultations and in the
process leading to development of the 2014-15 Grants for Student Needs. The outcome brought a
number of direct responses to issues raised by OPSBA. While recognizing the economic
challenges facing the government, OPSBA advocated for commitment to funding for
transportation, special education, the school board administration and governance grant, full-day _
kindergarten and support for boards' capital funding issues. In addition to calling for the
establishment -of working groups to examine special education, student transportation and capital
infrastructure needs, OPSBA renewed its recommendation for ongoing review of the funding
model as a whole.
OPSBA provides practical guidance and support on key ,issues in the education sector.
Initiatives include trustee professional'development modules, communications and media
services, financial and legislative analyses, representation on issues related to implementation of
full day kindergarten, advocacy on health and safety, AQUA policy templates -and educator _
training resources. OPSBA provides leadership in First Nation, Metis and Inuit education and
strongly supports the work of our First Nation Trustees Council, a unique body in the province.
These are just some of the initiatives that draw on the collective use of talent from across all of
our member boards and provide services to boards that save expense and duplication for our -
individual members.
The Association is represented on a number of government working tables and has positive, and
mutually respectful, everyday working relationships with the Minister of Education and her
political staff, the Premier's Office and senior staff at the Ministry of Education. These
relationships allow us to represent the voice of our public school boards on the diverse range of
issues that affect our students and communities and that have an impact on school operations.
We are mindful, as well, of the full political spectrum in our province and engage in continuing
dialogue with politicians and staff from all parties. Our strong partnerships with the many
education -based organizations in Ontario, and beyond, are a strategic part of providing a
productive depth of service.
OPSBA offers programs and services that are highly cost effective and fees this year remain at
2013-2014 levels, The financial benefits of membership far exceed not only the membership fee
itself, but the outcomes that could be achieved by individual boards seeking action alone:
Cost Benefit Highlights for:
THAMES VALLEY DISTRICT SCHOOL BOARD
Cost Benefit
OPSBA Membership Fees: $125,281 Savings in Copyright Fees: $ 350,921
Savings in Energy Costs: $ 454,600
Savings in these two services alone in the current year cover membership fees many times over.
When this is combined with the indirect benefits created by OPSBA coordination and advocacy
identified above, the value of membership speaks for itself.
We are an issues -driven, problem -solving organization dedicated to serving our members and we
represent an influential force in the shaping of education policy and school board governance.
We invite you to review this information about the valuable services OPSBA offers your board
and welcome your membership and participation in OPSBA this coming year.
Best Regards,
e.
Michael Barrett
President
Graf Anderson
Executive Director
3
CC -1
2014-2015 Membership Fee
September 01, 2014 to August 319 2015
* Final Billing
Please make cheque payable to:
Ontario Public School Boards' Association
Terms of Payment: Due upon receipt
Copy 1 - Customer Copy 2 - Accounting
$125,281,00
CC -1