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6/10/2014 - Regular Board MeetingTHAMES VALLEY DISTRICT SCHOOL BOARD REGULAR BOARD MEETING,PUBLIC SESSION 2014 JUNE 10,7:00 P.M. BOARD ROOM,EDUCATION CENTRE LAWSON AWARDS 6:30 P.M.-ATRIUM AGENDA V-verbal M -material 1.CALL TO ORDER V 2.O CANADA V 3.SPECIAL MUSICAL PRESENTATION -Westminster Secondary School V Concert Band 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 a.FASD ELMO Priorities,Mandate and Request for Support M b.2014-2015 Budget (To be distributed)V 11.ADMINISTRATIVE PRESENTATIONS a.Virtual Tour V 12.MINUTES OF THE 2014 MAY 27 REGULAR BOARD AND 2014 JUNE 3 M SPECIAL MEETINGS a.Confirmation of Minutes b.Business Arising from Minutes 13.STUDENT TRUSTEES'UPDATE V 14.REPORTS FROM THE ADMINISTRATION a.Report of the South-West Middlesex Accommodation Review Committee M b.South West Middlesex Accommodation Review Committee-Minority Report M c.Alternate Thames Valley District School Board Uses for Lome Ave Public School M d.Thames Valley District School Board Special Education Plan 2014-2015 M e.Thames Valley District School Board Annual Accessibility Plan M f.Compliance Audit Committee M 15.REPORTS FROM COMMITTEES a.First Nations Advisory Committee,2014 May 20 M J b.Audit Committee,2014 May 20 M c.Budget Advisory Committee,2014 May 20 M d.Policy Working Committee,2014 May 27 M e.Chairs'Committee,2014 June 3 M f.Committee of the Whole - In Camera,2014 June 10 V 16.COMMUNICATIONS a.Ontario Public School Boards'Association (OPSBA)-Update V 17.NOTICE OF MOTION -none 18.MOTION -NOTICE OF WHICH HAS BEEN GIVEN 19.ADDITIONAL ITEMS 20.QUESTIONS/COMMENTS BY MEMBERS 21.ADJOURNMENT THAMES VALLEY DISTRICT SCHOOL BOARD REGULAR MEETING OF 2014 JUNE 10,7:05 P.M. BOARD ROOM,EDUCATION CENTRE The Board met in reguiar session on 2014 June 10 in the Board Room at the Education Centre,meeting in public session at 7:05 p.m.The following were in attendance: TRUSTEES ADMINISTRATION AND OTHERS R.Tisdale (Chair)D.Idibe L Elliott V.Nielsen J.Bennett P.Jaffe (-9:55)K.Dalton S.Powell R.Campbell B.McKinnon J.Pratt (-8:33)B.Sonler D.Clark S.Polhill C.Beat (-10:20)K.Wilkinson J.Coghlln M.Reid R.Culhane K.Bushell (-10:20) T.Grant J.Todd M.Deman (-8:33)B.Williams G.Hart C.Tully (-9:40)K.,Edgar K.Young W.Huff L.Griffith-Jones R.Hoffman (-9:10) D.MacPherson (-8:33)•K.Aitken (-10:20) M.Moynlhan 1.CALL TO ORDER Board Chair R.Tisdale called the meeting to order at 7:05 p.m. 2./3.O CANADA AND MUSICAL PRESENTATION The appreciation ofthe Board was extended to Westminster Secondary School Concert Band for their perfonnance and to Conductor D.Murawski for leading inthe singing ofO Canada and performing two musical selections. 4.APPROVAL OF AGENDA The agenda,as amended to add Item 14.g - Naming Committee Report, was approved on motionof M. Reid,seconded by J.Todd. 5.OFFICIAL RECORD B.Williams,Supervisor,Corporate Services,read the following official record into the minutes: "We regret to record the deaths of HaileyAsh, a 14-year-old student at Glendale High School on 2014 May28 and Gail DeSylva,an Educational Assistant at Jacl(Chambers PublicSchool on 2014I\/lay29." 6.RECOGNITIONS -none 7.CONFLICTS OF INTEREST -No conflicts of interest were declared. 8.CHAIR'S ANNOUNCEMENTS -none 9.DIRECTOR'S ANNOUNCEMENTS a.FNMI Cultural Competency Learning Circle Director L.Elliott requested that Supt.K.Wilkinson share the success of the FNWll Cultural Competency Learning Circle event held on 2014 June 5. Supt.Wilkinson highlighted the celebration that included FNMI student leaders who presented their school-based Initiative in a gallery walk.Guests were able to Interact with each student leadership team in an effort to increase cultural competency within TVDSB schools and the community. 2014 June 10...2 9.DIRECTOR'S ANNOUNCEMENTS -cont'd b.Paralympics Track and Field Meet Supt. D.MacPherscn thanked D. Day at Cleardale Public School who spear-headed an effort to kick-offa Paralympic event, along with the elementary track and field championships including support from Athletics Canada.Students participated in a range of events.The Board will look to increase activities for these students each year. c.Special Olympics -June 11 -TO Waterhouse Supt.R.Culhane invited everyone to attend TD Waterhouse Stadium on 2014 June 11 for the final day of the Special Olympics.The Special Olympics began on June 9 with a series of athletic events for students with developmental challenges. 10.PUBLIC INPUT a.FASD ELMO Priorities,{Mandate and Request for Support Public Input was received from Juanita St. Croix and C.Reid regarding support for Fetal Alcohol Spectrum Disorder-Elgin,London,Middlesex,Oxford. b.2014-2015 Budget Public Input was received regarding the 2014-2015 Budget.The Schedule of Presenters Included individuals and members from the community of North West Middlesex District High School.Trustees were provided with opportunities to ask presenters questions of clarification. The committee recessed at 8:33 p.m. on motion of J. Coghlin,seconded by D. Clark.It reconvened in public session at 8:43 p.m. Further information was requested prior to the finalization of the budget including a list of the full-time enrolment numbers for secondary schools for 2014-2015,and declining enrolment numbers. Discussion and clarification ensued on E-Learning in secondary schools. 11.ADMINISTRATIVE PRESENTATIONS a.Virtual Tour Manager K.Young and Supervisor R. Hoffman presented the Virtual Tour for the Thames Valley District School Board.The tour will take the public inside schools to see the programming and events taking place in Thames Valley. To take the Virtual Tbt/r visit tour.tvdsb.ca. 12.MINUTES OF THE 2012 BOARD MEETING a.CONFIRMATION OF MINUTES The minutes of the Regular Board Meeting of 2014 May 27 and the minutes of the Special Meeting 2014 June 3 were adopted on motion of M.Reid,seconded by T.Grant. b.BUSINESS ARISING FROM MINUTES -none 13.STUDENT TRUSTEE'S UPDATE Student Trustee C.Tully advised that the filial Student Advisory Council meeting was held with a focus on improving processes and student participation. Student Trustee Diana added that the promotion of student voice at TVDSB was evident.Students submitted their suggestions on student voice as a whole.The results will be fonfl/arded to Director Elliott once compiled. 2014 June 10...3 14.REPORTS FROM THE ADMINISTRATION a.Report of the South-West Middlesex Accommodation Review Committee Trustee Coghlin referred to the written report as attached {Item14.a)and provided to trustees in advance of the Board meeting. b.South West Middlesex Accommodation Review Committee -Minority Report Heather McVicar presented a Minority Report of the South West Middlesex Accommodation Review Committee and responded to questions of clarification. c.Alternate Thames Valley District School Board Uses for Lome Avenue Public School Associate Director K. Dalton referred to the written Board report as attached (Item 14.c)and provided to trustees in advance of the Board meeting. The following motion was moved by P.Jaffe,seconded by M. Reid and carried: That the remainder of the Lome Avenue Public School facility be declared surplus as of 2014 June 30. d.Thames Valley District School Board Special Education Plan 2014-2015 Supt. R.Culhane referred to the written Board report as attached (Item 14.d)and provided to trustees in advance of the Board meeting. The following recommendations were moved by J. Bennett,seconded by T. Grant and carried: That the Board approve the TVDSB Special Education Plan 2014-15. That the Board approve the 2014-2015 Special Education Budget as presented at the 2014 June 03 SEAC meeting thanking the Board for its continued special education support noting concerns that the Ministry funding formula does not match the total special education needs within the Board. e.Thames Valley District School Board Annual Accessibility Plan Supt. S. Powell referred to the written Board report as attached (Item 14.e)and providedto trustees in advance of the Board meeting. f.Compliance Audit Committee Director Elliott referred to the written Board report as attached (Item 14.f)and provided to trustees in advance of the Board meeting. The following recommendation was moved by J. Coghlin,seconded by T. Grant and carried: That the following individuals be appointed to the Compliance Audit Committee: Dieter Groneberg VioricaRusu Fraser MacDonald Indradeo Sukhdeo Marianne Park John Trudgen g.Naming Committee Report Supt. Powell referred to the written report as attached (Item 14.g)and provided to trustees. The following recommendation was moved byJ. Bennett,seconded by M.Reid and carried: That the French Immersion elementary school located in London at the current Sir George Ross Secondary School site be named:Louise Arbour French immersion Public SchooL 2014 June 10...4 15.REPORTS OF COMMITTEES a.Report of the First Nations Advisory Committee,2014 May 20 Trustee Huff referred to the written report of the First Nations Advisory Committee as attached (item A)and provided to Trustees in advance of the Board meeting. b.Report of the Audit Committee,2014 May 20 Trustee G. Hart referred to the written report of the Audit Committee as attached (Item B)and provided to Trustees in advance of the board meeting. 0.Report of the Budget Advisory Committee,2014 May 20 Trustee Coghiin referred to the written report of the Budget Advisory Committee as attached (Item C)and provided to Trustees in advance of the Board meeting. d.Report of the Policy Working Committee,2014 May 27 Trustee Bennett referred to the written report of the Policy Working Committee as attached (Item D)and provided to Trustees in advance of the Board meeting. e.Report of the Chairs'Committee,2014 June 3 Trustee Hart referred to the written report of the Chairs'Comniittee as attached (Item E)and provided to Trustees in advance of the Board meeting. f.Report of the Committee of the Whoie - in Camera,2014 June 10 Trustee Hart reported that the committee met in camera from 5:10 p.m.to 6:00 p.m.and from 10:20 p.m. to 10:42 p.m.The committee discussed confidential legal,negotiation,personal and property matters.There were no recommendations. 16.COMMUNICATIONS a.ONTARIO PUBLIC SCHOOL BOARDS'ASSOCIATION Trustee Grant advised that the candidates for the upcoming municipal election in October are available at www.opsba.org. 17.NOTICE OF MOTION -none 18.MOTION -NOTICE OF WHICH HAS BEEN GIVEN -none 19.ADDITIONAL ITEMS -none 20.QUESTIONS/COMMENTS BY MEMBERS -hone 21.ADJOURNMENT The meeting adjourned at 10:44 p.m. on motion of 8.Polhill,seconded by J.Coghiin. Confirmed: Chairperson 2014 June 10...5 SUMMARY OF APPROVED RECOMMENDATIONS OF 2014 JUNE 10 That the remainder of the Lome Avenue Public School facility be declared surplus as of 2014 June 30. That the Board approve the TVDSB Special Education Plan 2014-15. That the Board approve the 2014-2015 Special Education Budget as presented at the 2014 June 03 SEAC meeting thanking the Board for its continued special education support noting concerns that the Ministryfunding formula does not match the total special education needs within the Board. That the French Immersion elementary school located in London at the current Sir George Ross Secondary School site be named;Louise Arbour French Immersion Public School. That the following individuals be appointed to the Compliance Audit Committee: Dieter Groneberg Viorica Rusu Fraser MacDonald Indradeo Sukhdeo Marianne Park John Trudgen PISTRIcr SCHOOL SOARD REPORT TO:BOARD X Public In Camera COMMITTEE Public In Camera PRESENTED FOR INFORWIATION SUBMITTED BY:Laura Elliott Director of Education SIGNATURE: Date of Meeting: Item#:14.a 2014 June 10 SUBJECT:REPORT OF THE SOUTH-WEST MIDDLESEX ACCOMMODATION REVIEW COMMITTEE Purpose To receive the report of the South-West Middlesex Accommodation Review Committee. Content The attached report Is the result of the work by the South-West Middlesex Accommodation Review Committee addressing accommodation at Ekcoe Central and Mosa Central Public Schools,and Glencoe District High School.The background area of the report illustrates the various meetings that were held culminating Inthis document. Cost/Savings Timeline Appendices Following receipt of this report,Senior Administration will provide Its response to the Board within30 days.Public input to the Board of Trustees will be scheduled withina minimum of60 days following receipt of the Senior Administration's response after which time there will be decision of the Board. Relation to Commitments: • Putting students first.13 Activelyengaging our students,staff, families and communities. • Recognizingand encouraging leadership in allItsforms. • BeingInclusive,fair,and equitable. El Ensuringsafe, positive learning and working environments.• Inspiring new ideas and promoting innovation. M Taking responsibility for the students and resources entrusted to our care. We build each student's tomorrow,every day REPORT OF the South-West Middlesex Accommodation Review Committee Eiccoe Centrai and l^osaf Central Pubiic Schools and Giencoe District High School 20i4 l^ay 20 •:CHAIRPERSON:Jennifer Coghiin Recommendations In support of Committee's mandate to respond to the Senior Administration's recommendations,the South-West Middlesex Accommodation Review Committee (Ekcoe Central,Mosa Central Public Schools and Giencoe District High School)approved the following recommendations on 2014 May 20. 1.That the Senior Administration's Recommendation be rejected and that none of the three schools be closed. 2.That grade 7 and 8 students from both Ekcoe and Mosa Central Public Schools be moved to Giencoe District High School (GDHS)to make it a grade 7 to 12 school. 3.That,should the Board decide to close Mosa Central Public School,contrary to recommendation number 1 of this ARC Report,an addition and renovations be approved for Ekcoe Central to accommodate the projected 406 students In a consolidated JK to 6 school. 4.That a boundary review be conducted for Ekcoe Centra!Public School. 5.That the Board Initiate discussions with the Municipality of Southwest Middlesex to relocate the Giencoe Public Library to a location within GDHS. 6.That a review be conducted on the school start time for GDHS to support video conferencing courses. Rationale; The South-West Middlesex ARC,comprised of two elementary schools -Ekcoe Central PS and Mosa Central PS,and one secondary school -Giencoe District High School (GDHS), had a unique opportunity to explore the accommodation needs of all the students in the community from JK through Grade 12. Rationale for Recommendation 1 a)None of the public presentations received by neither the Committee nor any of the ARC members supported the Senior Administration's recommendation. b)The Committee believes all students in Newbury and Southwest Middlesex should have the opportunity to receive their elementary and secondary education within the three schools currently operating within Southwest Middlesex. c)None of the three schools has been deemed "Prohibitive to Repair". Report of the South-West Middlesex Accommodation Review El<coe Central and l^osa Centrai Public Sciioois and Giencoe District Higii Sciiool 2014 l^ay 20 Page 2 of 7 d)Tiie Senior Administration's Recommendation wouid require the construction of 170 new pupii spaces at an estimated capitai cost of $4.7 miiiion plus $2.6 miilion in interest charges bringing the totai cost to $7.3 miiiion,not including school renewal items for which there is currently no dollar value available. e)It is not fiscally responsible to spend $7.3 million dollars to create more student spaces when we already have the OTG to accommodate the existing student population. f)Mosa Central PS is at 83.33%utilization with 34 vacant pupil places;Ekcoe Central PS Is at 82.92%utilization with 62 vacant pupil places. g)All three schools in the ARC have a rural postal code designation and as such are eligible to receive 100%top-up funding for school operations,maintenance and school renewal. h)Present school operations show that each of the three schools is operating at a profit and the combined annual operational profit is $168,059 (Appendix C Oct 21,2013). 1)All three schools currently have dedicated computer labs and gymnasiums,which meet Board standards. j)All presentations from current and former students,parents and groups from Mosa Central Public School spol<e positively of the quality of education provided at the school,the abundance of extracurricular activities,and of its great value to the community. k)Speakers representing all three schools expressed their appreciation of the school culture and supportive learning environment,which are based upon strong collaborative relationships between the administration,staff,students,parents,and the community. 1)Teachers have also expressed their support for a small school environment (Advantages of Smaller Schools -Appendix D January 20,2014). m)Senior Administration has proposed consolidation of schools to maximize program opportunities for students,but TVDSB research fails to show any significant positive impact on student achievement in consolidated schools. n)It is felt that having secondary students concentrate on core courses develops critical thinking skills,problem solving and communication skills. o) In 2012-2013,GDHS had a 100%acceptance rate at Canadian universities and Canadian colleges (Appendix B December 16,2013). p) In 2012-2013,99%of all courses taken at GDHS were passed,including 97%of all Grade 9 courses (Appendix B December 16,2013). q)There appear to be minimal savings In staff positions should Ekcoe and Mosa Central be consolidated (Appendix A March 24,2014). r)Families currently living in the area with significant investments in farming operations and businesses want a local high school.Other families have relocated to tlie area,choosing to have their children educated in rural community schools and the presence of a local high school is essential. Rationale for Recommendation 2 a)The OTG capacity of Giencoe District High School (GDHS) is 543 and the 2014 enrolment projection is only 270. b) GDHS is the only secondary school in Newbury and Southwest Middlesex. Report of the South-West Middlesex Accommodation Review EI<coe Centrai and Mosa Centrai Public Schools and Glencoe District High School 2014 May 20 Page 3 of 7 c) Don Drummond,Chair,Commission on the Reform of Ontario's Public Services In his February,2013 report to the Ontario government stated:"Boards should also consider changing the grade configuration at some underused schoois to make better use of existing facilities"and "An increasingly widespread solution Is the consolidation of Grades 7 through 12 in one secondary school.The number of secondary schools in Ontario that also serve Grade 7 and 8 students in the same facility has grown in recent years,especially since the Ontario Academic Credit (Grade 13)was eliminated.Using excess secondary school space .to house Grades 7 and 8 students offers a practical use of existing resources." d)The Committee received presentations that described the success of secondary schools in rural communities in the Greater Essex District School Board,the Avon Maitland District School Board and the Lambton Kent District School Board that have moved grades 7 and 8 Into secondary schools and were advised of other school boards that have done the same. e)An ARC presenter,a retired principal,with the Stratford and St.Mary's schools, supported the Grade 7-12 model and commented on the dramatic drop in suspensions within the 7-12 model (Jan 20 2014 meeting minutes). f)The 2014 enrolment projections Indicate there are 103 students in grades 7 and 8 at Ekcoe and Mosa Central Public Schools. g)There are classrooms available at GDHS for the Grade 7 and 8 students without the need for significant expenditure of taxpayer capital. h) GDHS has a purpose-built music room with available capacity for the grade 7 and 8 students. 1)By moving the Grades 7 and 8 students to GDHS,space is created within the existing elementary buildings allowing for minor renovations to address TVDSB standards for the Library Resource Centres and the Mosa Learning Support Room. j)Research (Tulsa Public Schools -Research Supporting a 7-12 School Configuration, Clearinghouse on Early Ed.and Parenting,April 2011)has indicated a grade 7 entry point provides a better transition into high school. Rationale for Recommendation 3 a)2014 enrolment projections indicate there will be 406 students In grades JK to 6 if the grade 7 and 8 students are moved to GDHS. b)There is an OTG capacity of 369 at Ekcoe Central. Rationale for Recommendation 4 a)The eastern boundary of GDHS extends farther east than the Ekcoe boundary. b)Enrolments In adjacent community schools are near or greater than their OTG capacity. c)Planned subdivisions in Mt.Brydges and Strathroy suggest population growth in those areas creating accommodation pressures in the adjacent community schools. Rationale for Recommendation 5 a)Due to staffing allocations,the library in GDHS is open to students under staff supervision only a single period each school day. b)The municipal council of Southwest Middlesex has by resolution on June 13,2012 endorsed a report that recommends in part "that discussions be initiated with the Middlesex County Library Board,the TVDSB and the community of Southwest Middlesex to consider the relocation of the Glencoe Public Library currently housed in its own building In Glencoe to within the GDHS building to serve both students and the general public in a facility partnership." Report of the South-West Middlesex Accommodation Review Ekcoe Centrai and l^osa Central Public Schools and Glencoe District High School 2014 May 20 Page 4 of 7 c)The Middlesex County Library Board has by resolution in July 2012 stated "that the Middlesex County Library Board support in principle the relocation of the Glencoe Library to a location in the GDHS facility,following further investigation by the Municipality of Southwest Middlesex." d)The CEO of the Middlesex County Library advised the ARC that the Library Board and County Council "encourage the expansion of Comprehensive Library Services in designated locations throughout the County"and that Glencoe is one of those locations. e)The Quest Centre,an employment resource centre,already has a partnership with the Board and utilizes a portion of GDHS. Rationale for Recommendation 6 a)GDHS has a long history of utilizing video conferencing courses and e-learning courses to fulfil our students programming needs.It has enabled secondary students to develop time management skills and experience alternative teaching/learning methods.It was noted that these methods are now used in post-secondary and life long learning,and it is an advantage for students to be familiar with the process. Recommendations on the ARC process to be considered: a)All Information required to support the public ARC meetings be provided at least one week In advance to the voting ARC members. b)That appropriate Board personnel attend the public ARC meetings to answer any questions from the materials that are provided one week in advance. c)That all ARC meeting dates are published in all school newsletters and local newspapers to better facilitate public input. d)That if the School Information Profiles are continued to be used that Senior Administration ensure they are thoroughly and consistently prepared for all schools Involved. e)That the School Information Profiles include the amount of school renewal funding. f)That the appendices to the meetings include the meeting date Background The Thames Valley District School Board approved the following motion on 2013 January 22: That Administration be authorized to proceed with the following Accommodation Review Committee (ARC),South-West Middlesex ARC:Ekcoe Central,Mosa Central Public Schools and Glencoe District High School. Following an extensive examination of the projected future pupil enrolment,the facilities Involved, and the approved capital funds for the implementation of Full Day Kindergarten (FDK),Senior Administration believes that a review of Ekcoe Central and Mosa Central Public Schools is warranted to maximize program opportunities for elementary students at these schools.It is proposed that Mosa Central Public School would close and the students would be consolidated at Ekcoe Central Public School.An addition and renovations are proposed at Ekcoe Central Public School to accommodate the projected combined enrolments and to enhance program spaces to meet the Thames Valley District School Board's standards.Included in this proposed project would be the construction of purpose-built FDK classrooms utilizing the FDK capital funding the Board has received for these schools.As the JK-12 and 7-12 models do not enhance programming opportunities for secondary students and,in fact, may decrease programming space availability for all students at the site,Glencoe District High School has not been recommended as a participant in this ARC. Report of the South-West Middlesex Accommodation Review Ekcoe Central and IWosa Central Pubiic Schools and Glencoe District iHigh Schooi 2014 I^lay 20 Page 5 of 7 (Annuai Pupii Accommodation Report -2012 November 20) The 10 Committee members,representing three schooi communities,met on the foiiowing dates: 2013 i^ay 13 (Organizational Meeting) 2013 September 23 (1®^Pubiic Consultation Meeting) 2013 October 21 (2"''PublicConsultation Meeting) 2013 December 16 (3'"'^Pubiic Consultation Meeting) 2014 January 20 (4"^"PubiicConsultation Meeting) 2014 February 24 (5^^PubiicConsultation Meeting) 2014 March 24,April 7, April 15 (Draft Report Writing Meetings) 2014 May20 (Public Input Meeting to the ARC Draft Report and Finalize Report) The Committee compiled their draft recommendations on 2014 April 15.Public input to the Draft Report was received by Committee members on 2014 May 20. Representatives of the Thames Valley District School Board included Trustee Jennifer Coghlin,who presided over the meetings.Administrative support was provided by Barry Wagner,Executive Member;Marion Moynihan and Michelle Deman,Superintendents of Student Achievement;Kevin Bushell,Executive Officer,Facility Services and Capital Planning;Philippe Venesoen,Research Associate,Research &Assessment Services;Jane Marlborough,ARC Assistant;and Principals Pat Jones,Ekcoe Central Public School;Mike Moore/Meianie Stanley,Glencoe District High School;Peter Ferguson/Sally Goulart,Mosa Central Public School. During the course of its meetings,the Committee considered,discussed and investigated the benefits,issues,concerns and considerations of the Senior Administrative recommendation.Public Consultation was received from 24 Individuals and 7 organizations for a total of 31 presentations.Three letters of correspondence were received. The Committee received and/or examined: 1. Policy and Procedure - Pupil Accommodation and Facility Organization 2.Enrolment versus Capacity Report 3.Rationale for the ARC 4.ARC Public Consultation Form 5. A report endorsed by the Southwest Middlesex Council entitled Our Schools -Our Future:A Community Proposal for the Glencoe Family of Schools (2012) 6.Enrolment Projections for Ekcoe Central,Mosa Central and Glencoe District High School -from 2000,Status Quo and Proposed per Senior Administration's Recommendation 7.Boundary Map of Current and Proposed Attendance Areas for the schools involved in the ARC 8.School Information Profile (and Definitions)for each school involved in the ARC and follow-up materials/reports on Course Subscriptions,Credit Accumulation and Community Uses at GDHS,Geographic Circumstances Grant,School Operations, Renewal Costs,Transportation Policies and Accommodation Capacity 9.Thames Valley District School Board Safe Schools Report (2011/2012) Report of the South-West Middlesex Accommodation Review Ekcoe Central and,l^osa Central Pubiic Schoois and Giencoe District High Schooi 2014 May 20 Page 6 of 7 10.EQAO Schooi Report of 2011-2012 assessment resuits for the schoois involved in the ARC 11.Senior Administration's Recommendation 12.Presentation by Mlcheiie Deman,Superintendent of Student Achievement,on the Program Benefits of a Larger Elementary School 13.Presentation by Phiilppe Venesoen,Research and Assessment Services Associate,on Examining the Effects of Consolidated Schools 14.Information compiled on Advantages of Smaller Schools 15.Articles supporting a grade 7 to 12 school model. 16.Tour of the renovated Caradoc Public School Tours of each of the schools involved were arranged prior to the start of the meetings. Meetings were rotated among the three schools. Senior Administration's Recommendation An examination of projected future pupil enrolments and the facilities involved in this region suggests that a review of Ekcoe Central and Mosa Central Public Schools is warranted In order to maximize program opportunities in a more efficient accommodation model for the students at these elementary schools. The implementation of Full Day Kindergarten and the approved capital funds means that this is an appropriate time to review the accommodation of pupils to ensure that capital dollars are expended in the most efficient and effective manner. Senior Administration recommends that: 1.Mosa Central Public Schooi close and be declared surplus,as of 2015 June 30; 2.The attendance areas for Ekcoe Central and Mosa Central Public Schoois be consolidated,and the students be accommodated at Ekcoe Central Public School,as of 2015 September 1; 3.Ekcoe Central Public School receive an addition and renovations in order to accommodate projected enrolment and program enhancement to bring the facility up to meet Thames Valley District Schooi Board program standards for Its projected capacity,which would create an On-The-Ground Capacity of approximately 540,as of 2015 September 1; The date of implementation for these recommendations will be contingent upon Ministry of Education funding of the proposed capital project. Estimated Costing Breakdown for Senior Administration's Recommendations of the South- West Middlesex ARC: Total Cost of Recommendations Total Estimated Cost* Ekcoe Central PS -Addition and Renovations $4,700,000 *not including School Renewal items Report of the South-West Middlesex Accommodation Review EI<coe Central and Mosa Central Public Schools and Glencoe District High School 2014 May 20 Page 7 of 7 Committee Membership Trustee Chair -Jennifer Coghlln Executive Member -Barry Wagner ARC Assistant Jane Marlborough Principals Ekcoe Central Public School -Pat Jones Mosa Central Public School -Sally Goulart Glencoe District High School -Melanle Stanley School Council Representatives Mike McEachren,Ekcoe Central PS Heather McVicar,Mosa Central PS Janice Bueckert,Glencoe District HS Citizen Representatives: Mavis Bedford,Ekcoe Central PS Anna Passeri,Mosa Central PS Karen Aranha,Glencoe District HS Community Representatives: Paulina Robertson Lisa Thistle Municipal Leaders: Chris Degraw Doug Reycraft PISTRIcr SCHOOL BOARD Date of Meeting: Item#:14.C 2014 June 10 REPORT TO:BOARD X Public In Camera COMMITTEE Public In Camera PRESENTED FOR INFORMATION SUBMITTED BY:Karen Daiton,Associate Director Learning Support Services SIGNATURE: SUBJECT: ALTERNATIVE THAMES VALLEY DISTRICT SCHOOL'BOARD USES FOR LORNE AVE PUBLIC SCHOOL Purpose To present the results ofthe analysis completed bySenior Administration regardingpotential alternative plans forthe use ofthe LomeAve PublicSchool facility bythe Board. Content The Board of Trustees at its meeting of 2013 November 26 approved a motiondirectingthe Senior Administration to explore alternativeplans forthe Thames Valley District School Board (TVDSB)use of the Lome Ave PublicSchool facility should a satisfactory sale or lease ofthe surplus space witha preferred entity not be negotiated by 2014 April 30. Senior Administration has completed its review of potential Board use of space.Those findings are outlined below. 1.Administrative Uses Administrative functions of the Board are accommodated in offices at 1250 Dundas St.and 951 LeathorneSt. inthe cityof London.There Isnofurtherneed for administrative officesat thistime and any additional space wouldincrease the expenditures ofthe Boardand Governance budget line. As the budget is decreasing with declining enrolment,additional expenditures are not recommended. 2.Adult Education AdultEducation classes,inthe cityof London,are accommodated at the Wheable site. No additional space is required at this time. 3.Alternative Education Alternative Education classes are accommodated at six sites within the city of London.All six sites have agreements inplace and noadditional locations are required. In addition,an itinerant model of re-engagement is utilizedto enable teachers to travel to students. 4.Adult •English as a Second Language (ESL) Current registrationsinclude five classes ofadult ESLenrolmentat the LomeAvesite.These classes are daytime classes onlyand do notoperate inthe lateafternoon orevening.With the decline in secondary student registrations,space is available inother TVDSB secondary schools which are closer in proximity to the adult students'residences that could accommodate this population.Threesecondaryschools in the City of London operate ESL programs during the day cun^ently.Thereisspace In at leasttwoofthese schoolsthat could be expandedtoaccommodate the Lome Ave classes. We build each student's tomorrow,every day 5.Program Space A review of program needs concluded that sufficient program space is provided within schools and no further accommodation is required. Conclusion: Although this analysis identified that the Lome Ave site is not required,a lease-back arrangement could be considered if the building is sold for community use.At the time of surplus declaration,an expression of interest by the TVDSB to lease space for programming for a defined period of time could be Included in the document circulated.The agreement for TVDSB to lease back space would be dependent on the demand for space,the terms and conditions of the lease,and the declared use of the rest of the building.This is consistent with agreements at other sites. Cost/Savings Potential lease rates would be consistent with other leases that the Board has signed for similar programs. Timeline To Be Determined Appendices Relation to Commitments: •Putting students first.• Actively engaging our students,staff,families and communities. • Recognizing and encouraging leadership in all its forms.• Being inclusive,fair,and equitable. S Ensuringsafe, positive learning and working environments.• Inspiringnew ideas and promoting innovation. M Taking responsibility for the students and resources entrusted to our care. Date Of 2014 June 10 Meeting: Item#:14.d ^STiUCr SCHOOL fOARD REPORT TO:BOARD X Public In Camera COMMITTEE Public In Camera PRESENTED FOR APPROVAL SUBMITTED BY:Riley Culhane, Superintendent ofStudent SIGNATURE: Achievement SUBJECT:Thames Valley District School Board Special Education Plan 2014-15 RECOMMENDATION:That the Boardapprove the TVDSB Special Educatiort Plan 2014-15 Purpose Content Cost/Savings Timeline Appendices To update Trustees regarding the revisions tothe Special Education Plan andto prepare for submission to the Minister of Education A memorandum entitled "Instructions Regarding School Boards'/School Authorities'Plansforthe provision of Special Education Programs and Services,2010 (Dates April 19,2010)outlined the changes to the Special Education reporting process. Consistent with Regulation 464/97,school boardsmust continue to consult with their respective Special Education Advisory Committees. In addition,"Each schoolboardmustensure that updatedand comprehensive information regarding special education programs and services is made available tothe community atthe start of each school year.School boards are strongly encouraged to post the special education reports in a user- friendly format on their publicwebsites." The Special Education Advisory Sub-Committee for the Special Education Plan met several times to review the existing plan andto provide input andsuggestchanges for the Special Education Plan. At the meeting ofthe Special Education Advisory Committee,held on 2014 June 3.the following motion was passed: "That,after having reviewed and provided input into the 2014-2015 Special Education Plan,the Board approves the plan,as amended,for submission tothe Ministry of Education." For submission to the Minister of Education by 2014 July 31 Special EducationPlan - SummaryofChanges/Amendments 2014 2014-15 Special Education Plan Checklist Relation to Commitments: 0 Putting students first. •Recognizing and encouraging leadership In all its forms.•Being inclusive,fair,and equitable. •Actively engaging our students,staff, familiesand communities. We build each student's tomorrow,every day IEnsuring safe,positive learning and working environments.inspiring nevi/ideas and promoting innovation. ITaking responsibility for the students and resources entrusted to our care. Thames Valley District School Board SPECIAL EDUCATION PLAN Summary of Changes/Amendments 2014 General •Change "Special Education Report" to "Special Education Plan" •Change "Program Services"to "Learning Support Services" •Change "ACaring, Learning Community"to "We build each student's tomorrow, every day" •Update language to be inclusive and strength-based • A review of the Special Education resource guides will be a separate project completed by SEAC and Learning Support Services,Special Education staff Acronym Names (Abbreviations) • Divide list of acronyms into education and assessment items Quick Links •Create linkin"PDT (Program Development Team)"to PDT Parent Videos • Add "PDT Parent Videos"throughout Special Education Programs and Services •The Goals and Action Plan for Special Education 2014-2015 to be reviewed by Learning Support Services,Special Education staff at the department planning day in June and will be available for review by SEAC in September 2014 •Special Education Staffing updated to reflect permanent staff for September 2014-2015 (Appendix A) Early Identification and Intervention Strategies •Policies and procedures are currently being updated by Learning Support Services,Special Education staff Identification,Placement and Review Committee (IPRC)Process • Extending the five day return inthe IPRC process letter to 10 days to be reviewed by Learning Support Services,Special Education staff at the department planning day in June and will be available for reviewby SEAC in September 2014 The Individual Education Plan • Update the definition of lEP (Individual Education Plan)based on the Ministry of Education definition (Appendix B) Educational and Other Assessments • Provide full names and acronyms in the Educational and Other Assessments chart Page 1 of 2 Categories and Definitions of Exceptionalities •Update categories and definitions for the exceptionalities listed below to reflect Ministry of Education definitions and programs offered by the Board (Appendix C) o Behaviour o Communication:Autism o Communication:Language Impairment o Communication:Speech Impairment o Communication:Learning Disability o Intellectual:Giftedness o Intellectual:Mild Intellectual Disability o Intellectual:Developmental Disability Special Education Placements Provided by the Board •Update placements for the exceptionalities listed below to reflect programs being offered by the Board (Appendix D) o Behaviour o Speech and Language Impairment o Learning Disability o Mild Intellectual Disability o Developmental Disability Section 23 Programs •Remove Children's Aid Society Dundas Street Classroom Staff Development •Staff development planned for 2014-2015 to be discussed by Learning Support Services,Special Education staff at the department planning day in June and will be available for review by SEAC in September 2014 Specialized Equipment •Update to reflect current practice Accessibility of School Buildings •Update to reflect the Board's Annual Accessibility Plan Transportation for Students with Special Education Needs •Update to reflect current practices Special Education Advisory Committee (SEAC) •Include information about providing,and members participating in relevant professional development as part of Roles and Responsibilities (Appendix E) •Insert section on Governance to align with the Ministry of Education document (Appendix F) Coordination of Other Services and Other Ministries or Agencies •Update First Nations to align with First Nations Tuition Agreements and current services offered Page 2 of 2 Special Education Staffing Appendix A Special Education Plan 2014-2015 lEIementa'ijyl^lBQ fSecondarv^^^H kotalMHimi Teachers of exceptional students •Teachers for resource-withdrawal programs 192.13 54.60 246.73 •Teachers for self-contained classes 96.39 106.92 203.31 Developmental (#of classes)55.00 68.00 0.00 Gifted (#of classes)4.00 4.51 0.00 Autism Spectrum Disorder (#of classes)6.00 6.00 0.00 Deaf and Hard of Hearing (#of classes)3.00 1.00 0.00 Transition (#of classes)7.00 2.00 .0.00 Intensive Support (#of classes)2.00 0.00 0.00 Assistive Technology (#of classes)3.00 0.00 0.00 Self-contained Class Prep 15.39 25.41 0.00 Other special education teachers •Itinerant Teachers 22.5 2.00 24.5 •Mental Health TOSA 4.00 2.00 6.00 •Coordinators 9.00 3.00 12.00 •Full-day Kindergarten TOSA 6.00 6.00 •Developmental Education TOSA 2.00 2.00 •Learning Disability TOSA 2.00 2.00 Educational assistants in special education •Educational Assistants 605.75 189.00 794.75 Computer Technicians TSA's 2.00 .50 2.50 Other professional resource staff •Psychological Services 23.80 •Psychological Services -Coordinator 1.00 •Speech-language Services 40.1 •Audiologists 1.00 1.00 •Speech-language Coordinator 1.00 1.00 •Social Services 18.4 Paraprofessional resource staff (included in figures above) •Orientation and mobility personnel 1.50 1.50 •Transcribers (for blind students)7.00 1.50 8.50 •HiHHi StBHHif39b!u9^ ^special Education Staffing expenditures approved by SEAC as part of 2014-2015 budget process. **Board approval ofSpecial Education Staffing pending TVDSB Budget approval. CducQlieh fteac*OlfMaettaalnw!* Appendix B SpeciarEducation Plan Ministry of Education Definition of the Individual Education Plan (lEP) §s '^*£iUu.rff '—7^ •An Individual Education Plan flEP)is a written plan.It is a working document! .that d^cribes the strengths and heeds of an individual exceptional pupil,the special feducation program and services established to meet that studenPs heeds,and how! the program and services will be deliver'ed.It also describes the student's progress] •l^n lEP should be based on a thorough assessment of the student's strength^ interests,and needs.It should Identify specific goals and expectations for "the student,and should explain how the special education program will help the studenti Achieve the goals and expectations set out in the plan.The special education program! bnd services.the^P describes should be modifiedTis^necessary by the results oil 'continuous assessment and evaluatioTj •A student's lEP should be developed,imtDlemented,and monitored in a coHabora¥ve' manner.The educational growth of a student is best accomplished through the mutual efforts of,and close cbrrirriuhication among,the student,the student's parent the school,the community,and other professionals involved with the student.The' jlEP provides an opportunity for ali~those involved with the student to work togethen to provide a program that will foster student achievement and success. Page 1 1 Cdlucialioh Appendix C special Education'Plan: Categories and Definitions of Exceptionalities -Behaviour Ministry of Education Definition: A learning disorder characterized by specific behaviour problems over such a period of time,and to such a marked degree,and of such a nature,as to adversely affect educational performance, and that may be accompanied by one or more of the following: •an inability to build or to maintain interpersonal relationships; •excessive fears or anxieties; • a tendency to compulsive reaction;or •an inability to learn that cannot be traced to intellectual,sensory,or other health factors, or any combination thereof. Criteria for Identification: •The need for identification is based on longstanding difficulties. •Children who are candidates for formal Identification have severe behavioural and social- emotional difficulties.[These behavioural concerns have lasted for a significant duration of time and the previous.efforts of schoohbased and system-based personnel have met with limited success.— •lAs part of these supportive efforts,an investigation of the student's academic or learrling skill profile has occurred,with an examination of how various demands (e.g.,acadenhicj learning,environmental may impact the student's behaviourj •In many cases,children who^are candidates for formal identification have severd behavioural and social-emotiona)difficulties and they may have received a diagnosis by ^ member of the College of Psychologists or medical,practitioner regarding their profile ofi needsJ •p"he student's profile of needs is not better described under another exceptionality category. 'Speaoi i Categories and Definitions of Exceptionalities -Communication Autism Ministry of Education Definition: A severe learning disorder that is characterized by: •disturbances in: •rate of educational development; •ability to relate to the environnnent; •mobility; •perception,speech,and language;or •lack of the representational symbolic behaviour that precedes language. Criteria for Identification: Appendix C Special Education Plan •diagnosis of an Autism Spectrum Disorder has been provided by a member ofi the College of Psychologists or by a medical practltionerj Page i 1 Speciol Coucfiitioii itaidMs uma Scttieiiiatsd Appendix C 1 Special Education Plaii Categories and Definitions of Exceptionalities -Communication Language Impairment Ministry of Education Definition: A learning disorder characterized by an impairment in comprehension and/or use of verbal communication or the written or other symbol system of communication,which may be associated with neurological,psychological,physical,or sensory factors,and which may; •involve one or more of the form,content,and function of language in communication;and •include one or more ofthe follovying: o language delay jjr disorderi: o dysfluency; o voice and articulation development which may or may not be organically or functionally based. \ I Criteria for Identification; • A language impairment that,based on an assessment by a qualified Speech- Language Pathologist or a diagnosis of a language disorder by a member of the College of Psychologists which results in a need for accommodations and/or modifications to the classroom environment and/or program. Examples^but not limited toj •A student whose specific learning disabiiity Is related to lanquaqe and/on bonnniunication.! •K student who is functionally non-verbal and requires an augmentative/altemativS Communication system (such as an iPAD,or GoTalkNow)to be programmed witl^ i*outine classroom requests in order to demonstrate their knowledge of the tu rricu Ium .1 Page | 1 Spectol iEducolibri miBKtxtMrtBuW ScfltatnoM Appendix C Special Education Plan Categories and Definitions of Exceptionalities -Communication Speech Impairment Ministry of Education Definition: A disorder in language formulation that: •may be associated with neurological,psychological,physical,or sensory factors; •that involves perceptual motor aspects of transmitting oral messages;and •that may be characterized by impairment in articulation,rhythm,and stress. Criteria for Identification: Speech co' SpeechtangoagePa^'lair lileracFil An impairment or disorder in articulation,voice or fluency that significantly interferes with communication,social interaction and academic progress to the extent that,based on an assessment by a qualified Speech-Language Pathologist,an augmentative/alternative communication system may be required. Exampiesl but not limited to; • A student with a developmental apraxia of speech (motor planning)who is so unintelligible that picture communication symbols br other augmentative/alternative} systems are necessary to supplement oral communication. Student whose stuttering is so severe during oral presentations in the classroom or in other interaction^that written communication or 'other media styled becomes more effective. a student with a cleft palate whose speech is so unintelligible due to resonance difficulties than an augmentative/alternative communication sv^terR is programmed with routine classroom requests Page ]1 Special Cclucolion Ttmc*tMsMd nchocl Categories and Definitions of Exceptionalities -Communication Learning Disability Appendix C Special Education Plan Ministry of Education Definition: A learning disorder evident in botli academic and social situations that involves one or more of the processes necessary for the proper use of spoken language or the symbols of communication,and that is characterized by a condition that: • is not primarily the result of: o impairment of vision; o impairment of hearing; o physical disability; o developmental disability; o primary emotional disturbance;or o cultural difference. •results in a significant discrepancy between academic achievement and assessed intellectual ability,with deficits in one or more of the following: o receptive language (listening,reading); o expressive language (talking,spelling,writing); o language processing (thinking,conceptualizing,integrating); o mathematical computations. •may be associated with one or more conditions diagnosed as: o a perceptual handicap; o a brain injury; o minimal brain dysfunction; o dyslexia; o developmental aphasia. Criteria for Identification: •J^n individually administered measure of general intellectual ability (e.g.,Wechsler ScalesJ Stanford-Binet)has,been completed.Although the coghitlve results may vary from the LoW leverage to Very Sufjerior range of functioning,the overall estimate of intellectual abilitVi would fall at least within the broad Average range. • A significant discrepancy is evident between assessed intellectual ability and current standardized assessment of academic achievement.[This academic achievement is below a level appropriate for their intelligence and age.The academic achievement is manifested in at least one of the following academic areas:] p word recognition/decoding; Page | 1 reading fluency; reading comprehension; Caucotion ttaoe*UAcT otorttilioieol DBWl b written'langu^e;! o mathematics^ Appendix C |Within the assessment,there has been an attempt to identify the student's profile of processing skills and learning strengths and needs.In most cases,psychometric tests will identify processing deficits or areas of learning need connected to below average academid performance] (The student^s academic difficulties have persisted despite a history of documented Intervention or support that has targeted key areas of academic weakness. [The academic weaknesses are not solely due to physical,environmental (e.g.,a^lack o1 opportunity or Insufficient instruction or intervention))social-emotional,or cultural factors and are not better described under another exceptionality category. Related learning difficulties,however,may be apparent in social skills,emotional Saturation,and classroom behaviounP" Page | 2 S©eci«l CeucQlidh Heroes Dlieto 8<6oei Categories and Definitions of Exceptionalities -Intellectual GIftedness special Education Plan Ministry of Education Definition: An unusually advanced degree of general intellectual ability that requires differentiated learning experiences of a depth and breadth beyond those normally provided in the regular school program to satisfy the level of educational potential indicated.rpEWODlC TABlE^OF THE'EtEM|NTJ Criteria for Identification: CrWftFoCo MijIkssSs )Sn.Sb!To iThe Insight^"Cognitive Abilities assessment is'administered to Grade 4 students at all schools within the Thames Valley District School Board.Insight^"replaces the previous process that Included assessment using the Otis Lennon School Abilities Test (OLSAT)and the Wechsler Intelligence Scale for Children (WISC). Insight^"is a group-administered assessment which provides information about cognitiveJ thinking and reasoning sl<!lls that are strongly related to high academic achievement;.The cut-off score for exceptionality is determined statistically and reflects those students who demonstrate the highest level of intellectual ability and who will most likely benefit from the principles and practices oi" gifted education,pn Insjght™,a General Ability score at or above the 99-^oercentlle would indicate that a student is eligible for identification as Exceptional Student -Giftedj For individual students who are assessed outside the Grade 4 Insight™group-testing,the following criteria is adopted as a basis for identification as Exceptional Student -Gifted. Three sub-tests of the Woodcock-Johnson (WJ)Psycho-Educational Battery are administered: •passage comprehension; •academic knowledge;and •applied problems. On the WJ, if all three scores are at or above Standard Score of 90 (25^^^percentile)and one score is at Standard Score of 115 (84^^percentile)or above,then a referral is made to Psychological Services for Wechsler Intelligence Scale for Children (WISC). On the WISC,Ifthe Full Scale Score or General Abilities Index is at or above 130 (98^^percentile), then the student meets the criteria for identification as Exceptional Student -Gifted. Page | 1 Cducotron Itaae*Vttcy BtaMa HtnM Oaacl Categories and Definitions of Exceptionalities -Intellectual Mild Intellectual Disability Appendix C Special Education Plan Ministry of Education Definition: A learning disorder characterized by: •an ability to profit educationally within a regular class with the aid of considerable curriculunn modification and supportive service; •an inability to profit educationally within a regular class because of slow intellectual development; a potential for academic learning,independent social adjustment,and economic self-supp^. Criteria for Identification: • An individually administered measure of general intellectual ability (e.g.,Wechsler Scales,Stanford Binet)has been completed.Although the results may vary,the pverall estimate of intellectual ability would fall within the Borderline range bfi functioning. •[fhe student exhibits well below average academic achievement and reguires' extensive curriculum modifications and/or alternate specialized programming.! Page | 1 "1 90KIOl CducQlion lliBBes VWty OissiaMtnct OoHl Categories and Definitions of Exceptionalities -Intellectual Developmental Disability AppendjxC Special Education Plan Ministry of Education Definition: A severe learning disorder characterized by: •an inability to profit from a Special Education program for students with mild intellectual disabilities because of a slow intellectual development. •an ability to profit from a •Special Education program that is designed to accommodate slow intellectual development. • a limited potential for academic learning,independent social adjustment,and economic self-support. Criteria for Identification: An individually administered measure of general ihtellectual ability (e.g.,Wechslen Scales,Stanford Binet)has been completed.Although the results may varyj bverall estimate intellectual at)ilitv would fall within the Extremelv Low range oil EunctioningJ [The student exhibits well beld^^average academic achievennent and regufres Extensive curriculum modifications and/or alternate specialized Drogramming. An assessment of the student's adaptive functioning in the home,communitvJ and/or school setting has beein completed.The student exhibits significanti ladibtive skill deficits that limit .their conceptual,social or practical adciPtiV^ Page | 1 Appendix D Special Education Plan Special Education Placements Provided by the Board Behaviour Students with behavioural issues may receive support in the following settings: in a regular class on an Individual Education Plan (lEPll,Safety Pl^h or individTI^ §eha^ur Plan!. Supports may include: o in-classroom assistance; o in-school resource withdrawal; support from the IFeacher^bn Special Assignment (TOSAy lehaviour/Mental Health.[ b Participation in ohdrt term itinerant bGhaviour rcGourcc sosGionr rpSAs act as a resource to school-based staff.TOSAs are accessed through 3 ^referral process as determined bythe Program Development Team (PDT).TOSAs are able to assist the PDT in the planning process for the student,assist classroom' staff in the developmentof support plansand offer professional development.r~^ In a seif-cbntained classroom (Trar^tion Classrocim Proqraml Jhe program is designed to support the academic and social/emotional needs-of the students as identified by the piacement criteria.The Transition class wilt jsupport a maximum^of eight students enrolled in the program.The Transitibrj Program is not a treatment program^ phe-gpal of the Elementary Transition Classropm Program Js to incrementally ptegrate the student back into the regular classroom stream based oh a range ofj success criteria.The Secondary Transition Program is a resource^based itipdel |/vhere the student will be;fully integrated in regular classroom programs,fu supported by the Transition-Classroom staff. jCriteria for placement in a -Transition Classroom-Program: 1?a sijdeht who: b ,1s in grades 5 to 12; i^has been given a specific mental health diagnosis (by a qualified psychologist and/or psychiatfist and has been involved with a i'egional rnental health provider fdav treatment or residential treatmentl: Page I 1 Csucillidin 1fcifl*!t>eSicvDB*»lafideoi Booti Page 1 2 Appendix D b has been identified as exceptional by an Identification,Placement Review Conamittee (IPRC);r b has an Individual Education Plan CIEP^with a behavioural plan outlining prion interventions; b has demonstrated an inability to function in a regular classroom setting;! o requires extensive social skill development and 5upport;r b has the ability to work for credit (secondary program onlv)J i6euc6lio^ ^taonwiardsBiaGcfeix^oosi Appendix D Special Education Report Special Education Placements Provided by the Board Speech and Language Impairment Students identified with speech and language impairments (fluency,voice,articulation and/or language disorders) receive support in any school settinH: • in a regular class on an Individual Education Plan (lEP). Supports may include:____ o support fromSpeech-Language PatholoQi^; o referral to Community Care Access Centre for students with speech only ^ swallowInQ needs that meet the Ministry of Health guidelines. Speech-Language Pathologists provide the following services: o assistance with the development of the lEP; o assessments,'screenings'and observations; o resource withdrawal intervention '(which can be individual,in pairs or in group' format)!; Page I 1 o other intervention services include: mediator based support of educational assistants;] jn-class interventions;[ home programming to support carry-over of communication goals to student's hpme and other community settings; consultation and collaboration with classroom teachers;and o recommendations for assistive technology. / Speciol CducQlien itwra >«Bc7 Dtanostfoot ucKEi Appendix D_ Special Education Plan Special Education Placements Provided by the Board Learning Disability Students with a Learning Disability may receive support in the following settings: • in a regular class on an Individual Education Plan (lEP). Supports may include: o in-classroom assistance,differentiated instruction,on-going assessments; o in-school resource withdrawal;^ o Support froni th^Learning Disabilities Resource Team and/or Speech-Language Patliology Services use of Assistive Technology. [The Learning Disabilities (LD)Resource Team,using a multi-disciplinary approach,acts as a resource to the school-based Program Development Team (PDT).The team is accessed |:hrough the Learning Coordinator -Special Education,and is available for any student in peed who has been,diagnosed as having a Learning Disability.The Learning DisabilitVi team also providesuoccasional and/or ongoing school.^based in-serviceJ • in a self-contained lAssistive Technologv Class or"an Intensive Support Class. Placement in a self-contained class may be recommended at the late Primary/Junior (Grade 4/5/6)or Intermediate (Grade 7/8)level,through the system IPRC process. The purpose ofthe Assistive Teciinology Class (grade ^5 ^6) is to: o provide a one year placement to support students who are experiencing severe academic difficulties,primarily in the areas of reading,writing and language; o help students develop compensatory strategies for their learning problems through Rssi^tive Technology!; o foster self-esteem and independence; o provide intensive henrTedial instructioT?to compensate for severe reading,writing and language deficits; o provide strategies for students to return to a regular classroom. Criteria for placement in an Assistive Technology Class: • a student who:_____ o is identified as a student with a Mild IntollGCtuor Disobilitv or •studbnt with Learning Disability; o exhibits increasing gaps between expected levels of academic achievement and current functioning levels; o must have SEA (Special Equipment Amount)technology in place; o may exhibit low self-esteem,poor motivation,and/or emotional fragility which make it unlikely for the student to be successful in a regular classroom; o has received interventions (which have been documented)in a regular classroom placement which have not been successful; Couccitiofi >«acrttnufidsci Dsei Appendix D o has demonstrated strengths in learning sicills which can be used to compensate for learning difficulties; o does not exhibit behaviours that would negatively affect the learning of others in the program (ex.-aggressive or oppositional behaviour); o will respond to intensive levels of support. The purpose of the Intensive Support Class (grade 7-8)is to: o provide,for a period of 2 years,intensive support to students who are experiencing severe academic difficulties,primarily in the areas of reading,writing and language; o help students develop compensatory strategies for their learning problems; foster self-esteem and independence; o provide technological support to compensate for severe reading,writing and language deficits; o provide strategies for students to return to a regular classroom. Criteria for placement in an Intensive Support Class: • a student who: o is identified as a student with a Mild Intellectual Disability or a student with a Learning Disability; o exhibits increasing gaps between expected levels of academic achievement and current functioning levels; o may exhibit low self-esteem,poor motivation,and/or emotional fragility which make it unlikely for the student to be successful in a regular classroom; o has received interventions (which have been documented)in a regular classroom placement which have not been successful; o has demonstrated strengths in learning skills which can be used to compensate for learning difficulties; o does not exhibit behaviours that would negatively affect the learning of others in the program (ex.aggressive or oppositional behaviour); o will respond to intensive levels of support. • In a Demonstration School for Learning Disability,fclick here? Page | 2 Speciol CtfucQli^fi -lliMa.talcjr DhMa etlBd Appendix D Special Education Plan Special Education Placements Provided by the Board Mild Intellectual Disability Students identified with a Mild Inteliectuai Disability may receive support in the foliowing settings: • in a reguiar class on an Individual Education Pian (lEP). Supports may include: •in-ciassroom assistance; •in-schooi resource withdrawal; •consultation with the Learning Coordinator -Special Education. k ;)n:bn oolf contQihGd IntonGivo Support CloGdJ MacGmont in •solf contaIhGd cipao mav bo,rccommGndGd Qt'tho lato Primarv/Junior (Crado 5/6);on ^ntGrmGdiatQ fCrQdG 7/8y,lGvol,through the gystom IPRC prbccss.' Jho purpoGQ of this cloGS IG to;] •»/provldG.-for o period of 2 voars.[ntcnsivG gupport to:otudcntG who aro Gxporicncinq OGvepe DcadGmic diffjcuJtloG/,primarily in tho arGoo of reading,,writing and longuogj^a ST"help GtudGhts develop compGnGatorv'GtratGqica.for their learning problonTS^ V.foGter self esteem and Independence;!_^ •—-provide tQchnolooical support to compdnGatefor SGvero rcDdina.writing and landudge deficltGl I':provide GtrategieG for Gtudents to return to a regular claGGroonrW ^upport,for translBon^fannirig Ig .QvailabTc thrdugh the servicGG of a Leafnrrig Cobrdinator:Sp^ciot Educatfon.!" Critorla for placement In an lntGnoivG Support Ciass^ •—a student whoiP Page I 1 -iG-identified ao a Gtudent with a Mild Intellectual DiGabilitv or a Gtudcnt wlth .a Loarnift^ !•'cxhiblto IncreaGihg gaPG bctweori Gxpoctod IcvdlG Of acadGrrilc -achievcmGnt and currenfe Ifunctibnihg lovGlsr "_ mny exhibit low self bbtoem.pooKhriOtivbtion.and/or emotional fragility which rrialcG It untikeH^ for the studcnt to bo GucccGGful Iq a regular claGsroom; ^haG rQcoivGd intGrvGntiono fwhlch .havd boon docum'ontod)in a regular dadGroom plac-emef^ Which have not been GUccGOGfui;. hoG demonGtratod GtrGnqthG In laming skillG which'^n be bbcd to compenGate for learning jdlfflcultloG;! ^dooG not exhibit behavlourG that would negatively affect tho iGarnlno of othorG In the program (ex.aggreGGive or oppoGltjonal behaviour);! ^li.will respond to.InteriGive IgvgIg of GUPPort.! tltnoNaScr (XsM Appendix D Special Education Plan Special Education Placements Provided by the Board Developmental Disability Students must have a diagnosis of Developmental Disability (as outlined in the DSi^-V -j Diagnostic and Statistical Manual of Mental Disorders -5^*^Edition").Students identified in this area may receive support in the following settings:! • in a regular class on an Individual Education Plan (lEP). Supports may include: •in-classroom assistance; •In-school resource withdrawal; •'support from the "Developmental Education TDEVTeacher on Special Assignment Tean^ and/or Speech-Language Pathology ServicesJ [The DE team,using a multi-disciplinary approach,acts as a resource to the school-based Program Development Team (PDT).The team is accessed through the Learning Coordinator -j ^Special Education, and is available for any student in need who has:been diagnosed as having Developmental Disability.The DE team also provides occasional and/or ongoing school-based in-service> • in an self-contained Developmental Class. Placement in a self-contained class jnust be recommended through the svsterh IdentificationJ Placement and Review Committee flPRC)process., The purpose of this class is to: •Sddress the,needs of students diagnosed with Developmental Disability requiririq lOO^ Alternative program and the student is unable to function in a regular class;! •piodify the environment and provide methods of Instruction that are compatible witn the student's learning style thereby enabling the student to experience academicj social and communication growth.. »in a Developmentar Education Life Skills Program at the secondary levelj Placen-ierit in a"self-contained class must be recommended through the"system IPRIG process. IThe purpose of this program is to:{ •provide a bridge between school and community with a strong focus on work skills,life skills,leisure and recreational skills;! • a student's program may be a blend of alternative curriculum and work-place tr^iningj individualized to match strengths,interests and needs; Page | 1 members of the staff Include teachers who coordinate the program,educational assistants and other system support staff as reguired., SpeiciQl €©ucQlibh \BBcr Sctooi Bael Appendix D_ Criteria for placement in a Developmental Education Self-Contained Clasi: • a student who: •[las been diagnosed with Developmental Disability^ • requires a higher level of structured monitoring,individual attention and planning ^around their particular learning style and modification to the environment;[ Page | 2 has had ongoing interventions in a regular classroom placement which have not been successful;and IS not capable of accessing curriculum with ac(:omtViodations and/or modifications to! Expectations and the learning environment. TtM—vfc/HififcisdBPieia Appendix E Special Education Plan ' 5EAC Roles and Responsibilities The Thames Valley District School Board Special Education Advisory Committee has the following roles and responsibilities: • To make recommendations to the board regarding the establishment,development,and delivery of Special Education programs and services.SEAC activities which support this role include: participating in program reviews; receiving and responding to reports about Special Education programs and services; discussing program recommendations that are presented by staff and/or sub-committees; bringing forward issues for discussion and action by administration and/or the board;and sharing information about association activities and Issues. • To participate in the annual review of the Special Education Report.SEAC activities which support this role include: •participating in ad hoc committees involved in reviewing sections or parts of the Special Education Report; •reviewing changes to the report and providing feedback to the staff and board. • To participate In the annual budget process for Special Education.SEAC activities which support this role include: •receiving one or more presentations from administration about the budget process and key issues; •having the opportunity to ask questions,offer suggestions and provide feedback throughout the budget process;and •having the opportunity to make presentations to the budget committee or the Trustees about proposed expenditures or funding allocations. •Reviews and makes recommendations about Special Education within the Board Improvement Plan for Student Achievement (BIPSA)on an annual basis. • To communicate with parents/legal guardians and members of the public about Special Education programs and services and the activities of SEAC. SEAC activities which support this role include: •holding open meetings which members of the public can attend; •developing and distributing information about Special Education and SEAC; •distributing information and consulting with members of the associations represented by SEAC members; •participating in consultation between Individual SEAC members and their respective provincial associations; •providing Input into the Board website and publications which provide information about Special Education; Speciol iducciliefl -nasetWXjrPtseio SiliiMBawl Appendix E_ •organizing and hosting information sessions with members of other SEACs in the region; and •increase awareness of (Ministry of Education Special Education resources,including the Ministry of Education and SEAC websites. jTo provide and participate in relevaht in-service training sessions for all members durincj regular SEAC meetings or in ah alternative forum on an ongoing basis.Orientation and' graining sessions for SEAC members may focus on:| •sections of the Education Act relating'to special education;! regulations regarding special education; ministry policy statements,includinq.policv/prbqram memoranda;] ministry publications;, board policies regarding special education programs and services;j_ •jthe Board's Special Education Plan and the requirement to report on the provision of thein pedal education programs and services;! •jthe roles and responsibilities of the SEAC;and/od ' •the funding of special education. To interact with other Ministries.SEAC activities which support this role include: •responding to Ministry of Education consultations on Special Education policy and procedures; •responding to government consultations on programs and policies which may impact on students who require Special Education programs and services;and •consulting and collaborating with other Ministries,community partners and agencies regarding the development or changes in services and programs which may affect students who require Special Education. Page j 2 Sdcimi Coucdlibn nooa WtT MMSctmtaod Appendix F Special Education Plan SEAC Membership Protocol The Thames Valley District School Board Special Education Advisory Committee (SEAC) is appointed consistent with relevant legislation,including the Education Act and Ontario Regulation 464/97. 1.1 Membership The Thames Valley District School Board SEAC is comprised of: •three Trustees,as appointed by the Board; •one First Nations representative; •representatives from up to a maximum of twelve local associations where a "local association" Is defined as a local association or organization of parents/legal guardians that operates within the area of jurisdiction of the Board,and that is affiliated with an association or organization that is Incorporated and operates throughout Ontario to further the interests and well-being of one or more groups of exceptional students.The local,or affiliated association or organization must not be an association or organization of professional educators;and •up to six additional members who are representatives of partner agencies or organizations where a "parent agency or organization"is defined as: •agencies or organizations that provide services and programs for exceptional students; •community or school associations that represent parents/legal guardians of exceptional students that do not meet the definition of a local association,and are not professional educators. • all members of the SEAC are encouraged to have an alternative representative who may replace the representative and have full membership privileges in the absence of the usual representative.Alternative representatives are encouraged to attend all meetings. 1.2 Eligibility for the SEAC Nominees for membership of the SEAC must be: •over the age of 18 years; •Canadian citizens; • a resident within the area of jurisdiction of the Board; • a public school eiector. Nominees may not be employees of the school board. 1.3 Membership Term The SEAC members are appointed by the Trustees of the Thames Valley District School Board for a term that commences in the January following the election of the new Board of Trustees.The term of the SEAC members shall expire with the term of the Trustees.The municipal elections of the Trustees occur every four years in November.The future election dates are November 2014 and November 2018. The committee shall meet at least ten times during each school year;meetings are open to the public. Page | 1 Sseciol T»noWkrMdnasdwnl oevJ Appendix F 7-7/^- 1.4 Appointment Process Local Association SEAC Members In the year of a municipal election,local associations must write to the Supervisor,Corporate Services,by October 31 to request membership on the SEAC The letter should include the nomination and qualifications of the applicant.The Board may appoint only those persons who qualify.Each local association Is entitled to one member and one alternate.The representative of the local association nominated by the association Is normally the person appointed by the Board. Where there are more than twelve local associations in the area of jurisdiction of the Board,the Board shall select the twelve local associations that shall be represented.In determining which association representatives to be appointed the board shall seek to: •ensure representation of every exceptionality;and •appoint representatives who have provided evidence of knowledge or experience related to special education. Additional Members In the year of a municipal election,partner agencies or organizations must write to the Supervisor, Corporate Services,by October 31 to request membership on the SEAC The letter should include the nomination and qualifications of the applicant.The Board may appoint only those persons who qualify.Under Regulation 464/97,additional members may not be members of any other committee of the Board.The representative of the partner agency or organization nominated by the association is normally the person appointed by the Board. Where there are more than six partner agencies or organizations in the area of jurisdiction of the Board,the Board shall select the up to six partners or organizations that shall be represented.In determining which association representatives to be appointed the board shall seek to: •ensure representation of every exceptionality;and •appoint representatives who have provided evidence of knowledge or experience related to special education. 1.5 Vacancies A member vacates his or her seat if: •he or she is convicted of an Indictable offence; • is absent without notice for three consecutive regular meetings of the committee (and the alternate has not attended In his/her absence);or •ceases to hold the qualifications to be appointed to the committee. The Board will notify each member who is absent for two consecutive meetings,and was not replaced by an alternate,by writing a letter to the member and his/her association.If the member fails to attend the next regular meeting,without notifying the Chair or requesting a special resolution regarding their absence,they will be considered to have vacated his/her seat on the SEAC. Where a seat of a member of the committee is vacant,the alternate for the member acts in the member's place until such time as the position is filled. Page 1 2 Speicicil iEducQlioh T¥wiu rHi»M ww'Jniari Appendix F Every vacancy on the SEAC will be filled by a qualified applicant,nominated by the appropriate association and appointed by the Board for the unexpired portion of the term. No new local associations or partner agencies will be added to the SEAC between municipal elections. 1.6 Governance SEAC adheres to all Board Bv-Laws.(click here> ^majority of the members of a SEAC is a quorum",and "a vote of a maioritv of the membere present at a meeting Is necessary to bind the committee/( Every member or alternate at a meeting Is entitled to one vote.' At their first meeting/the committee members shall elect one member as chair and one as viee-j phalr.The chair or vIce-chaIr (In the absence of the chair)shall preside at meetings.If the chain and vice-chair are not present at a meeting,the members present may elect a chair for that meeting. jrhe chair may vote with the other members of the committee.Any motion on which ther6 \s an' eguality of votes Is lost.^ Support Documents: Roles and Responsibilities of the SEAC as described in the Special Education Report;fclick here) •Meeting Times/Location in the Special Education Report;(click here) •Member Handbook in the Special Education Report;(click here) • Election of the SEAC Chair and Vice Chair Procedures,page 5 of Member Handbook;(click here) • Election of Chair and Vice Chair,Thames Valley District School Board By-Laws - Revised March 25, SsedQl 'nooo ofennadM Bead 2014-15 Special Education Plan Checklist Please submittoyour regional office byJuly 31,2014 DistrictSchool Board/School Authority: r/4&fMb'5 saMoc Compliance with the Standards forSchoof Boards'Special Education Plans (2000) Report on the provision of Special Education Programs and Services 2013-14 Amendments to the 2014-15 Special Education Plan Special Education Programs aiid Services . Model for Special Education • Identification,Placement, and ReviewCommittee (IPRC) Process m Special Education Placements Provided by the Board Individual Education Plans (lEP)s m Special Education Staff m Specialized Equipment m • Transportation for Students with Special Education Needs w • Transition Planning E • Provincial Information. Roles and Responsibilities n Categories and Definitions of Exceptionalities Provincial and Demonstration Schools in Ontario E • Other Related Ihfonhatlon Required for Community The Board's Consultation Process m The Special Education Advisory Committee (SEAC)E SI Early Identification Procedures and Intervention Strategies E • Educational and Other Assessments 0 ca Coordination of Services with Other Ministries or Agencies E n Specialized Health Support Services in School Settings n Staff Development El m Accessibility (AODA)m Parent Guide to Special Education m • Where programs and services have not been provided as outiined in the 2013-14 Special Education Plan,please provide a description of the variance: -2- Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals,Regulated Social Service Professionals,and Paraprofessionals (PPM 149) posted on school board website. m Special education is included inour ongoing self-improvement with respect to the Board Improvement Plan for Student Achievement. Document;Format:Please indicate the URL of the document on your website (if applicable) Special Education Plan I?Board Website •Electronic file •Paper copy Parent Guide to Special Education S]Board Website •Electronic file ^vdbhvCa!proa 9^vibpa^e.~ Protocol for Partnerships with External Agencies for Provision of Services by Regulated Health Professionals,Regulated Social Service Professionals,and Paraprofessionals (PPM 149) [J Board Website •Electronic file www.•4 h.CiXy/p ccara mB. )Xz%L,i Name of the Director of Education LfrUK-A i^LWrr Signature of the Director of Education Date Date of Meeting: Item #:14.e 2014 June 10 schIk board REPORT TO:BOARD X Public In Camera COMMITTEE Public In Camera PRESENTED FOR INFORMATION SUBMITTED BY:Sheila Powell.Superintendent of Student Achievement SIGNATURE: SUBJECT:Thames Valley District School Board Annual Accessibility Plan Purpose To provide an overview of the implementation of the Annual Accessibility Plan (2013-2014)and to identify the key areas of focus in the 2014-2015 Annual Accessibility Plan. Content The Integrated Accessibility Standards Regulation (lASR)191/11 requires all School Boards to establish,implement,maintain and document an accessibility plan, which outlines the organization's strategy to prevent and remove barriers.The lASR mandates a number of specific requirements for School Boards related to supporting individuals with disabilities with required timelines for the implementation for each.The Thames Valley District School Board's Annual Accessibility Plan is posted annually,by August 31,on the home page of the Board's website. The Thames Valley District School Board's Accessibility Working Group provides Input into the development of the Annual Accessibility Plan and offers feedback related to the Implementation of the plan.Membership on the Accessibility Working Group is comprised of staff from Learning Support Services,Organizational Support Services,Facility Services and Director's Services,representatives from employee groups and community organizations as well as parents. Implementation of 2013-2014 Annual Accessibility Plan Area of Focus Implementation Removal of physical barriers based on specific identified student and staff need Improvements to accessibility features in 8 schools,including: •Installation of exterior Ramps •Installation of required Improvements to barrier-free washrooms •Installation of wheelchair platform lift* •Installation of auto-door openers *Connected to larger Facility renovation Capital projects resulting in Improved accessibility Improved accessibility features,resulting from the new school construction or significant capital enhancements in 8 additional schools. Accessibility training linked to Integrated Accessibility Standards for all board staff and volunteers Training video and print training materials provided for all school administrators and managers in their work with staff in 2013 December. All existing staff trained in 2014 January.New staff trained when hired. We build each student's tomorrow,every day Cost/Savings Timeline Appendices Volunteers provided training on an ongoing basis. Accessibility enhancements to Thames Valley District School Board website Addition of Accessibility Feedback and Request form within TVDSB Accessibility Link. Ongoing work with website accessibility to comply with Web Content Accessibility Guidelines (WCAG)through Information Technology Services. WCAG training for Information Technology staff who support website content development on the board's home page. Human Resources Notification to employees and public about availability of accommodations for applicants with disabilities through posting process. Support for employees with disabilities through promotional practices and career development. Development of Individual Employee Plans in the event of an emergency,as reguested by employee. Communication Notification of availability of communications (board and school-based communication)in accessible formats,as requested. Student Transportation Development of individual student plans for transportation for those who reguire specialized assistance,through the Southwestern Ontario Student Transportation Consortium. Annual Accessibiilty Pian:Areas of Focus for 2014-2015 Area of Focus implementation Facility Enhancements Ongoing removal of physical barriers based on identified student and staff needs,as reguests are received. Capital Projects Board and Ministry-funded capital projects in 2014-2015 will improve accessibility in six schools. Increased opportunity for Student Voice Student Voice Conference In 2014-2015 focusing specifically on supporting needs of students with accessibility. Student participation on Accessibility Working Group. Accessibility of Learning Resources Provide or procure accessible or conversion ready versions of learning materials,as reguested. Provide or procure accessible or conversion ready formats of print resources in libraries for individuals with a disability,upon reguest. Policy Review Review and revise TVDSB Accessibility for Ontarians with Disabilities policy and related procedures. 2014 August 31 -Annual Accessibility Plan (2014-2015)posted to the Thames Valley District School Board website. Relation to Commitments: El Putting students first. • Recognizing and encouraging leadership In all its forms. IActively engaging our students,staff,families and communities. IBeing inclusive,fair,and equitable. IEnsuringsafe, positive learning and v/orking environments.• Inspiring new ideas and promoting Innovation. ITaking responsibility for the students and resources entrusted to our care. We build each student's tomorrow,every day DISTRICT SmOOL BOARD Date of Meeting:2014 June 10 Item #:14.f REPORT TO:BOARD X Public In Camera COWIIWITTEE Public In Camera PRESENTED FOR APPROVAL SUBIWiTTED BY:L. Elliott,Director of Education SUBJECT:Compliarice Audit Committee That the following Individuals be appbinted to the 'Compllahce,AuditCommittee: RECOMMENDATION:FraserMacdpnald iVIarlanne Park Viorica Rusu . Indradeo Sukhdeo| John Trudgen Purpose Content Cost/Savings Timeline Appendices To establish a Compliance Audit Committee. As per Section 81 ofthe Municipal Elections Act,1996 Municipalities and school boards are required to establish Compliance AuditCommittees to hear and decide on applications regarding a candidate's campaign expenses.The Committee isto be composed on 3-7 people who are not members of the school board, an employee of the Board or a candidate In the election. Members are to serve a 4-year term beginning December 1,2014,on an as-needed basis. The Director of Education is to serve as Chair of this statutory committee. A publicnotice was placed in newspapers ofthe Thames Valley District seeking interested individuals to serve on the Committee.Applicants were considered and approved by the Chairs' committee 2014 June 3 as follows: Dieter Groneberg Fraser Macdonald Marianne Park Viorica Rusu Indradeo Sukhdeo John Trudgen Approvalis sought to appoint these individuals to the Compliance AuditCommittee. n/a n./a n/a Relation to Commitments: • Puttingstudents first.•Actively engaging ourstudents, staff,families and communities. • Recognizingand encouraging leadership in all Itsforms. • Beinginclusive, fair, and equitable. •Ensuring safe, positivelearning and workingenvironments. •Inspiring new ideas and promoting innovation. ^Taking responsibility for the students and resources entrusted to our care. We build each student's tomorrow,every day Date of.>!2014 June 10 Meetlns*' STDICT SCHOOL POAHO REPORT TO:BOARD COMMITTEE PRESENTED FOR APPROVAL X Public Public In Camera In Camera SUBMITTED BY:Sheila Powell,Superintendent of Student Achievement SIGNATURE: SUBJECT-NAMING OF THE FRENCH IMMERSION ELEMENTARY SCHOOI:(located^at theSir George"' ' Ross Secondary School slte)^-'•-^I : ,'^^^. RECOMMENDATION: That the French Immersion e|emontaiv,8chOfpl located ^n Lpndon at tho.current Sir George Ross Secondary Schobl.slte be named:Louise Arbour Fronchrlmmersldn 'PubliC'School.''. Purpose Content To recommendthe name forthe newFrench Immersion elementaryschoollocated in London at the current Sir George Ross Secondary School site. In accordance withthe Board's Policyand Procedures regarding NamingofSchools, a Committee was established to review submissions received fromthe publicand to recommend a name for the school. On 2014 May22, the Board approved the Committee membership forthe NamingCommitteevia electronic vote.Submissions of names were received from the publicby the Supervisor - Corporate Services by the 2014 April 11 deadline. Detailsconcerning the historicalbackground and/or significance of proposed names were provided for the Committee.Committee members were not provided with the names of the individuals who submitted suggestions. French immersion Elementary School in London Naming Committee Heather Donohue,Parent,Centennial Central Public School Earleen Moulton.Parent,Centennial Central Public School Sue Peetsma,Parent,Huron Heights French Immersion Public School Mark Meidinger,Parent,Huron Heights French Immersion Public School Christine Guptill,Parent,Lord Roberts French Immersion Public School Joyce Bennett,Trustee,London Matt Reid,Trustee,London Lynne Griffith-Jones,Superintendent of Student Achievement The Naming Committee met on 2014 May 26 to consider a total of 25 submissions received.As a result of its deliberations,the Committee recommended that the following name be considered for selection by the Board: Louise Arbour French Immersion Public School Significance of Proposed School Name: Louise Arbour is a French-Canadian,who was the UN High Commissioner for Human Rights, a former justice of the Supreme Court of Canada and the Court of Appeal for Ontario. Louise We build each student's tomorrow,every day Cost/Savings Timeline Appendices Arbour was made a Companion to the Order of Canada in2007 "forhercontributions to tlie Canadian justice system and for her dedication to the advancement of ;human rights throughout the world".She was made a Grand Officer of the National Order of Quebec in 2009.She was made a Commander of the National Order of the legion of Honour-in 2011.In2000 Louise Arbour received an Honorary Doctorate from the University of Western Ontario, London. 2014 June 11 -Communication with School Administration and School Community 2014 June 11 -Thames Valley District School Board Media Release Relation to Commitments: n Putting students first.E Activelyengaging our students,staff, families and comniunities. @ Recognizingand encouraging leadership in allits forms. • Beinginclusive,fair, and equitable. • Ensuringsafe, positive learning and working envlronnients.• Inspiring newJdeas and promoting innovation. • Takingresponsibility for the students and resources entrusted to our care. 15.a REPORT OF THE FIRST NATIONS ADVISORY COMMITTEE MEETING MEMBERS W. Huff(Chair) B.McKinnon,Trustee D.Grosbeck,Chippewas of the Thames S.Smith,Onelda Nation of the Thames L.Nicholas,Munsee-Delaware Nation C.Thomas,Munsee-Delaware Nation (+3:50) R.Jackson,Oneida Nation of the Thames Regrets: M.Reid,Trustee M.Burch,Chippewas of the Thames 2014 May 20 3:10-5:15 p.m. ADMINISTRATION AND OTHERS K,Wilkinson,Superintendent of Student Achievement K.Aitken,Corporate Services D.Chlsholm,Vice Principal,Saunders SS (+3:20) J.Copeland,Principal,Thames SS M.Ferdinand,Coordinator School Counselling and Social Work K.Furlong,Learning Supervisor J.Fitzsimmons,Principal,Lambeth PS P.McKenzie,Principal, H.B.Seal Secondary SS (+3:17) R.Oakley-Law,Principal,Delaware Central PS Guests: J.Hanbuch,A. Orr, Ray John Jr., S.Sanders,K.Jones, T.WhIteEye,S.McEwan,S.Hemming 1.CALL TO ORDER The meeting convened at 3:10 p.m. at the Community Centre,Munsee-Delaware Nation. 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 -None. 6.LEARNING SUPPORT SERVICES UPDATE a.First Nations,M^tls and Inuit Collaborative Inquiry Presentations Supt.K.Wilkinson Introduced representatives from Woodland Heights, Delaware Central,Wilfrid Jury, and LambethPublicSchools whoare currently engaged inan FNMI Collaborative Inquiry to increase community engagement,knowledge, understanding, and appreciation of FNMI histories and cultures. The goal isfocused on increasing FNMI student achievement and self-confidence. Each team worked collaboratively to analyse their school-based data, developed a plan and presented their results with the Committee. RayJohn Jr.participated inthe process and was asked to share the results from the Ministry of Education sharing session for Elders and Cultural Teachers involved inthe collaborative inquiry within school boards in Southern Ontario. He shared that each community needs to model to its children howto live and acknowledge howthe community as a whole can help.Culture,identity and language must begin at home to build a strong value system. Supt.Wilkinson referred to funding provided bythe Ministry of Education for FNMI Initiatives and programming.She added that the Board is-committed to offering students choice and opportunities to be successful. Attendanceand fonning relationships with parents will continue to be a priority. Supt.Wilkinson advised thatthe Ministry confirmed funding for the 2014-2015 school year for the following: • FNMI Collaborative Inquiry (Elementary); •Student Work Study Teacher (Elementary); •Martin Aboriginal Youth Entrepreneurship Program (Secondary); •FNMI SST Teacher (Student Success Support-H.B.Beal Secondary School) b.Update on Our Shared Experience Consultation Supt.Wilkinson advised that an update on the consultation and collaboration process resulting from the working groups at the March 18th,2014 meeting willbe brought forward in June. c.Report on Culturai Funds Learning Supervisor K.Furlong distributed and reviewed the Native Cultural Funds - Expenditures.(Appendix FNM11) 7.PRlNCiPALS'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. 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 Vice-Principal D.Chisholm 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 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. Chair Huff recognized students that stepped fonward in support of National Aboriginal Day of Action addressing issues by the Assembly of First Nations including Bill C 33,Bill C 10 and Missing and Murdered Women in Canada. 8.COMMUNITY UPDATE a.Chippewas of the Thames First Nation D.Grosbeck advised the community was pleased by the organized activities led by some of the young women from the community in support of NationalAboriginal Day ofAction. b.Munsee-Delaware Nation L.Nicholas advised Munsee-Delaware Nation is in the process of preparing for Tuition Agreement negotiations.C.Thomas was elected to Council.Students are preparing for their year-end trip to Canada's Wonderland.Munsee-Delaware Nation is extending an invitation to everyone to attend the 19*''Traditional Gathering onJune28&29. c.Onelda Nation of the Thames S. Smith requested that the Collaborative Inquiry presentations be shared with Oneida Nation of the Thames Chief and Council noting that upcoming elections will be held In June. A request for an update on Special Education at the next meeting was made by R.Jackson. 9.ADDITIONAL ITEMS -none 10.FUTURE MEETING DATES DATE LOCATION 2014 June 17 The Education Centre -Dundas Room 11.ADJOURNMENT-The meeting adjourned at 5:15 p.m. by motion. RECOMMENDATIONS:NONE WARREN HUFF Chairperson NATIVE CULTURAL FUNDS -EXPENDITURES September 2013 to March 2014 (FNM11) Elementary Schools Supplies and Services Number of Students {Sept/13} Amount/ Student Budget Allocations 2013/2014 Less Exps. Sept/13 to lVlarA4 Budget Available Lambeth $698.00 $698.00 Delaware $402.00 $402.00 Secondary Schools Supplies and Services Beal $1,720.00 $1,720.00 Saunders 60 $20.81 $4,437.00 $1,248.39 $3,188.61 Thames $1,313.00 $1,313.00 Alternative-Anishnaabe 16 $15 $680.00 $239.05 $440.95 Native Studies/Native Language Resources Language Resources 136 $2.70 $550.00 $367.71 $182;29 School Based PD Lambeth $200.00 $200.00 Delaware $200.00 $200.00 Beal $500.00 $500.00 Saunders $500.00 $500.00 Thames $300.00 $300.00 Anishnabe $200.00 $200.00 Committee PD $300.00 $300.00 paratos m (FNMI 2) Delaware Central PuBlk iScfiool 14 0sborne Street, P.O.Box 36, Delaware,Ontario NOL1E0 Telephone (519)652-5371 Delaware Central Public School FNAC Report:May,2014 Transitions: • Ourgrade 8 students have been attending transition lunches with Rhonda Doxtator. • The third and final session for new JK students will be held on May 14 in the FDK classroom. Learning Supports for FNMI: •Fourth R has resumed each Tuesday. Cultural Initiatives: • Weare starting the "NextSteps"component ofour Student Voice Conference.Students Indicated they wanted more whole-school activities,and partnered^leadershipopportunities. Our "Bounce Back"assembly kicked off Mental Healthweek and EducationWeek. Itsent the messageto all students that our kids had been doingsomegreat things(student-led clubs, sports,fundralsing etc.)and we mustcontinuethe momentum untilthe end ofJune! Ournext project will beto createa two-row wampum from pony beads,using "buddy"tlhie;FNL students will teach their non-native peers; and they inturn will teach their younger buddies. • Our FNMI Collaborative Inquiry was presented at the Learning Agenda meeting, and we were able to see the other three elementary school's projects. Woodland Heights,Wilfrid Jury,and Lambeth all had done fantastic work. There was plenty of food for thought. Calendar of Events: May14:"Readyfor School"Final session for new JK's May 21:Celtic Camp plans will be finalized.In June,23 grade 8students will be going Celtic Camp in Lions Head,onthe beautiful Bruce Peninsula.Students have been involved in school fundralsing (mostly popcorn sales)all year and have reduced the cost ofthe trip by $100 per student.Both First Nation communities (Munsee-Delaware and Onelda)have given significant amounts to support their students' participation.Our FNMI participation in this 4-day,3-night trip is very high.We would like to make this graduation trip a DelawareCentraltradition. Thames Valley District School Board website:www.tvdsb.on.ca H.B.Beal Secondary School 525 Dundas street Phone:519-452-2700 www.tvdsb.ca/beal.cfm London,Ontario Fax:519-452-2729 Email;beal@tvdsb.on.ca Acenlurybfeducatianandtraining N6B 1W5 Mr.Paul McKenzle,B.A., B.Ed., M.Ed.,Principal Mr.Mattliew Bradacs,B.A., B.Ed.,Vice-Principal Ms.Christine Sharpe,B.A;,^Ed.,M.Ed.,Vice-Principal Ms.Donna Vachon,B.A.,B.Ed.,M.BA,Vice-Principal Report to First Nations Advisory Councii May 2014 TRANSiTION IVIEETINGS AND TilVIELINES Student Meetings May 7, Robin Giles visited both Lambeth P.S.and Delaware P.S.to speak to the FNMI lunch and learn participants about what to expect a high school,and answered their questions.There were very enthusiastic groups and were happy to hear about all their academic and extracurricular options,in particular that certain programs like the 4^^^RPeer Mentoring program continues in high school. Student Leadership Opportunities Our student leaders (mainly comprised of the Four Feathers extracurricular club) have been involved in working with two of our feeder schools -C.C.Carrothers and Lome Avenue.The ultimate goal of this mentoring opportunity was for grade 8 students,while still in elementary school,to meet current Beal students in order to encourage a mentorship relationship next year in high school.The students participated in running team building and ice breaker events at the respective schools,and then accompanied the elementary classes to the high ropes course at Spencer Lodge.The Beal students were included to offer encouragement and support to help foster their resiliency and participation in the event. Transitions Conference On May 29*^,several Seal students will be involved in helping facilitate the 4^^R Transition Conference for RNMI grade 8 students. INiliATiVES TO SUPPORT STUDENTS IN THEIR LEARNING SSSSi FNMI Instructional Coach Funding for this role was confirmed last week,and planning for next year's initiatives has begun. SSSSI Collaborative Inquiry Resources Culturally competent resources have been ordered to supplement literacy initiatives offered in our building.These resources will target Grade 9 and 10 students in particular and will be available to all teachers in our building. CULTURAL INITIATIVES May 5-9 -Aboriginal Visual Arts Workshop Twelve students were in attendance for 5 mornings working with award winning Cree/Metis artist Jason Baerg. May 14-16 -In recognition of the National Day of Action (Resistance)the Oneide Language and Native Studies classes will start the Faceless Doll Project to bring awareness to the IVIissing and Murdered Aboriginal,students will be making paper Aboriginal dolls to represent our missing sisters.The dolls will form a line on the wall around the 3"^floor.This project comes from the Sisters in Spirit project which began with the National Aboriginal Womens of Canada (NWAC)in 2005. May 20 -FNMI student leaders with the help of student from the Native Studies class will be working on the Cultural Competency Initiative discussed at the April conference.Students have met twice to further discuss details of painting our First National flags/logos around the track with current provincial flags.Weather permitting,this project should be completed by May 23"^.The following week, May 26"^,there will be an unveiling ceremony where staffand students will be invited. FNMI TVDSB Basketball Tournament On Friday,May 9^^we held a basketball tournament at Beal and invited all schools and FNMI students across TVDSB to participate.We had four schools for our inaugural year:Beal,Saunders,Thames and Clarke Road.Feedback from the event was extremely positive as the students enjoyed a day of culture, athletics,and socializing together.The day began with a traditional opening circle and smudge,and guest speakers Charlene Camillo,Lindsay Doxtator,and Mike Cywink spoke to the students about how athletics have been a positive influence on their lives and helped them achieve their educational goals.We had many FNMI Beal students participate Ithis event who traditionally do not take part in cultural or extracurricular activities and Ithink will be more apt to do so in the future. Four Feathers Club The "Not Your Stereotype"campaign started the week of May 12^^and will continue for the rest of the month.Students are currently working on putting together information to include in the main showcase,including surveys from FNMI Beal students about their education and future plans. The Four Feathers Club is also putting together a team to participate inthe Relay for Life event thatis being held at Beal on May 30^^. Future Events May 22 -Turtle Concept assembly for Grade 7/8 students from Beal Family of Schools May 22 -Staff Cultural Competency Workshop and Dinner for Beal and Beal family of schools K-8 May 23 - Turtle Concept assembly for all Beal students May 23 -Lunch with Turtle Concept Group (Dignitaries from outside TVDSB, along with TVDSB Senior Admin and FNMI students) June 4 -Beal Dance Show -FNMI Dance Group from April workshop will be performing their dance June 5 -Cultural Competency Board Presentations - FNMI Dance Group and FNMI student leaders will be presenting their initiative (First Nation Flags) June 6 -FNMI Dance Group may be performing at Seal's Globe Show FNMI4 First Nations Advisory May Report Transitions Items; >Gr 6-Gr 7 numbers are confirmed for our registrations from Standing Stone our Learning Support Teacliers have met with the Support Teacher at the school to review student needs >Or 7-Gr 8 .Student Advocates have provided extra sessions for our Grade 8s for high school transition .bridging strategies for specific students have started Learning Initiatives Inquiry Our final Heritage event-We Walk Together occurred during the first week in May using the Oneida class as student leaders Cultural Connections We presented our inquiry to our staff at the staff meeting to further educate our staff about the Oneida Culture FNMI5 SAUNDERS SECONDARY SCHOOL 941 Viscount Road,London,Ontario N6K1H5 Telephone:(519)452-2770 •Fax:(519)452-2799 Website;www.tvdsb.ca/Saunders.cfm REPORT to FIRST NATIONS ADVISORY COUNCIL Saunders Secondary School May 20,2014 TRANSITION WIEETINGS AND TIME LINES •Gr.8 Transition Days A transition day for at-risk Gr.8 students was held on April 30"*.Both FNMI and non- FNMI students attended and worked collaboratively to identify concerns and supportive strategies fortheirtransitionto Secondary School. Senior student mentors worked with the students -and now the grade 8's will see familiar faces inthe halls when they arrive-as grade 9's.Lunch- made byour own students inthe Underground cafe -followed.And was a popular ending to the session.A second transition"day will occur for the same students on May 21 As noted previouslya transitionday for FNMI students from ourfeeder schools has been tentatively scheduled for June 5"^. •Gr.7 Transition Day 20 Grade 7 students fromAntler River Elementary School visited Saunders S. S. on Tuesday,May 6'^&Wednesday,May 7**^to take a tour ofthe school. •Turtle Concept Presentation All ofthe Saunders S. S.elementary feeder schools have been invitedto attend a special presentation at Saunders on Tuesday,May 20^^.The invitation has been extended to all Grade 7 &8 students.David Jones is a very dynamic speaker and will discuss the importanceofstayinginschooland positive strategies for overcoming obstacles that they may face. Thames Valley District School Board We build eachstudent's tomorrow,every day.Website:www.tvdsb.ca INITIATIVES TO SUPPORT STUDENTS IN THEIR LEARNING •FNMI/SST Collaborative Inquiry A report on our student specific supports for tlie OSSLT has been submitted to the Board.We are waiting for OSSLT results to determine the effectiveness of our personalised,Intense support initiative.Inaddition, approximately $3,000 of FNMi- focused literary resources has been ordered to help grade 9 &10 students improve their literacy skills. FNSST Meeting Ongoing communication between Saunders S.S.staff and the representatives from each First Nation is continuing throughout the second-half of the semester. Achievement Results visit April 29/14 Vice Princlpa!Dave Ghlsholm visited Antler River Elementary School in order to be available for families to meet to discuss their students'mid-term grades. CULTURAL INITIATIVES Cultural Competency Initiative Five students participated in the cultural competency workshop at the Hellenic Centeron Friday,April 4^.The purpose of this initiative isto raise FNMI Cultural Awareness of the Saunders Secondary School student body,as a whole. Specifically, to raise awareness about FNMI history,about the backgrounds ofour specific Nations,and about the traditions we have here at Saunders. The strategy being pursued by the students is to create (develop,write &film)a series of pre filmed video announcements to be aired on a regular basis at the school, to be linkedto the internet (toour Facebook page,website and twittersite) and to be shared with pur extended community. Paul Martin Accounting Mentoring Program On May 9/14,our Mehtees and Mentors attended the matinee performance of the "Wizard of Oz"at Saunders S.S. On May 28/14,Vice-Principal David Chisholm and Senior Manager of KPMG will meet the new MAEI coordinator for Ontario to discuss the implementation of the mentoring program at Saunders S. S. May 10/14 sawour Mentors and Mentees working together for a community Tree Planting activity sponsored by KPMG.The program is presenting a clear focus on Community,on being the best you can be and on developing supportive relationships. Paul Martin Accounting Mentoring Program:Tree Planting IMPORTANT DATES: May 20-23/14 June 5/14 June 20-26/14 - Turtle Concepts Presentation -David Jones FNMI Gr. 8 Transition Day Exams FNM16 Thames Secondary School 785 Trafalgar Street,London,Ontario N5Z1E6 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 May 20'V 2014 B.Davison Secondary School The new logo for B.Davison Secondary School has been completed which includes the school colours chosen through a student voice initiative. !^ Transition planning continues for all students,including current Thames and Ross students, who will be attending B.Davison Secondary School in September.In addition,individualized meetings are being held for students at the request of the elementary learning support teacher. On May 22"^^,grade 8 students will have the opportunity to participate in the Athletic Orientation at Thames. Students will engage in a variety of cooperative games run by current Thames students. Each student inattendance will receive a T-shirt with the new Davison logo. •Student Cultural Field Trip Students from the science department will be travelling to the Nmaachihna Village located at the Moraviantown First Nation. Ms. Rodgers will accompany the students. •Real FNMI Basketball Tournament First Nations students from Thames competed in the Beal FNMI Basketball tournament.Ms. Rogers was the coach. The Thames Tigers finished in second place. INITIATIVES TO SUPPORT STUDENTS IN THEIR LEARNING •Credit Rescue Days Studentsidentifiedas beingat-riskof failureinone or moreclasses will be withdrawnto get specific support in their area of need. A teacher has been hired to support Thames staff in an effort to meet the learning and organizational needs of our students. An average of 10 students/day have beentakingadvantageof the opportunityto getsupportin an effortto meet their learning expectations. • FNMI Student Success Team Meeting A team meeting was held to discuss tuition agreement students who are currently at risk. A representative fromChippewasof the ThamesFirstNationwas presentat the meeting. Recommendations were made to support the attainment of current course expectations. Course selections for Davison Secondary School were discussed. CULTURAL INITIATIVES •FNMI Engagement Lunches - ongoing FNMI students meet regularly withtheOneidaNationofthe Thames and bi-weekly with Chippewa ofthe Thames FirstNationto provide.access torole models andtheir on-Reserve Education Counsellors. •Cultural Workshop Students are working with Ms.Rogers on the June 5^presentation.Discussions include the formationof the longhouse,sharingcirclesanddifferentFNMIteachings. •Fourth R Cultural Camp AstudentfromThamestravelledtoParrySoundtoparticipateintheCulturalCampfromApril 25-27. IMPORTANT DATES •May 22"''Athletic Orientation • May 26-28 Ontario Native Education Counselling Association Conference • June 10-13 Algonquin Canoe Trip • June 19^Commencement •June 19^Closing Ceremony Thames REPORT OF THE AUDIT COMMITTEE MEMBERS PRESENT T.Grant G.Hart R.Tisdale (Chair) R.Kent R.Robertson 2014 May 20 3:00-4:34 p.m. ADMINISTRATION AND OTHERS C.Beal L.Elliott S.Macey J. Knight J.Pratt J.Nicolle J.Berkln M.Chimhanda K.Nuckowski N.Luo 15.b 1.APPROVAL OF AGENDA The agenda was approved as amended by motion. 2.CONFLICTS OF INTEREST -none declared. 3.IN-CAMERA The Committee moved In-camera at 3:05 p.m. to discuss personal Issues.It reconvened in public session at 3:50 p.m. 4.2013-14 INTERIM FINANCIAL REPORT -2014 MARCH 31 Manager Macey noted this was the second interim financial report provided for 2013-14 and advised that changes are largely due to enrolment adjustments and receipt of Education Program - Other (EPO)grants.She described appropriations of $5.6M and confirmed an:$8.5M use of accumulated surplus at 2014 March 31. An $8.4M change to the expense budget was noted with$34M,less $14M committed to capital,available for operating purposes.An enrolment reduction of 662 students resulted in a staffing decrease of 6.1 FTE teachers.Staffing related to Materials Handling was added subsequent to a recommendation from this Committee.Changes in the revenue summary were shown to be due largely to the receipt of EPO grants.In response to discussion surrounding declining enrolment and sustainability,Assoc.Director Pratt described a line-by-line budget review, with a focus on reductions and alignment with the Board's mission and vision,carried out by Senior Administration. 5 WORK PLANS /SCHEDULE 2014-15 Supt. Beal distributed a draft work plan for the 2014-15 Audit Committee meeting schedule. Committee members were asked to review the plan and email their suggestions to her and Chair Tisdale.She noted the plan attempts to reflect the Committee's responsibilities under Regulation 361/10.The work plans for the TVDSB Internal Audit Analyst and the Regional Internal Audit Team will be presented at the next meeting. 6.OTHER BUSINESS -none 7.DATE AND TIME OF NEXT MEETING The next meeting is scheduled for 2014 June 17,at 3:00 p.m. 8.ADJOURNMENT A motion to adjourn was approved at 4:34 p.m. RECOMMENDATION:none RUTH TISDALE Chairperson REPORT OF THE BUDGET ADVISORY COMMITTEE 15.C 2014 May 20 5:08 p.m.-8:00 p.m. MEMBERS PRESENT ADMINISTRATION AND OTHERS J. Coghlin (Chair) (-5:55) G. Hart L. Elliott (+5:15)B.Williams R.Tisdale (ex Officio) J. Todd J.Pratt R.Hoffman (+5:15) M.Reld D.Munroe J. Knight S.Macey J.Berkin Regrets:W. Huff C.Beal T.Knox Trustee Non-Members:T.Grant (-5:44)K.Wilkinson (+6:15) 1.APPOVAL OF AGENDA The agenda as amended was approved by motion 2.CONFLICTS OF INTEREST -none declared. 3.IN-CAMERA The committee moved in camera at 5:10 p.m. to discuss personal issues and reconvened in public session at 6:38 p.m. 4.34 CREDIT THRESHOLD Supt.0.Beal provided Information on the impact ofthe 34 creditthreshold.1M In fundingIs projectedto be lost due tothe Implementation ofthe 34 creditthreshold in2013-2014. Thisis based on a projected high credit ADE of 288. The impact is projected to be 1.2M In 2014-2015 based on a projected highcreditADEof 311.This amount has been built into the preliminary budget. Supt.K.Wilkinson joinedthe meetingto describe programming In place inalternativeeducation that is aimed at meeting the post 34-credit needs of students. 5.SCHOOL ALLOCATIONS Supt. Beal presented an overviewofthe analysis completed on school budget allocations.While school budget allocations have been constant since 2009-2010,the per ADEamount has Increased. The school carryforwardsoverthe last 5 years were reviewed and discussed. The importance ofschoolssharingplansforthe use ofcarry forwards with supervisory officers and school councils was highlighted. 6.SPECIAL EDUCATION FOLLOW-UP Manager Macey presented an updatedbudgetforspecial education noting there Isan Increased projected deficit.Changes to revenues and expenses were highlighted.Ofparticularnotewas an Increase of 10 casual EAs and a 0.3 FTE Casual Speech and Language Pathologist.Additional staffing was added In consideration offeedback received at SEAC.The model of accounting for special education was discussed.It was noted that notall TVDSB professlonals/para-professionalsare Included In the special education budget. 7.PUBLIC INPUT PROCESS Through discussion itwas determined public Input would be Invited through the website and a press release.Stakeholders will be Invited to provide a written submission ormayhavethe option of presenting tothe Board at the 2014 June 10 meeting.Thedeadlinefor submitting a requestto presentat the June 10 meeting was set for4 p.m.onJune 9.Written submissionsmaybe accepted at any time with no deadline. The press release and email push to stakeholders is to include the following key dates:June 3- presentation of the budget;June 10-public input;and June 17-budget debate and approval. The following motion moved and carried: That stakeholders be invited to provide public input into the 2014-2015 Budget by way of a written submission or a verbal presentation to trustees at the 2014 June 10 Board meeting. 8.OTHER BUSINESS a.Trustee Initiatives Associate Director Pratt summarized information received on trustee initiatives.It was determined that technology renewal for trustees will be covered within the existing trustee budget.The upgrade to the sound system in the Board room is estimated to be $30,000 and will be put fon/vard as an initiative. Technology renewal for schools was discussed.Director Elliott noted administration currently is working on an IT strategy that is expected to come forward to trustees in the fall.Through discussion it was determined that this piece of work ought to be completed first. A request for information regarding legal fees will be responded to through a report to the Board at a future time. The committee requested that Trustee and Administrative Initiatives come forward under Board initiatives. b.Budget Presentation The plan for the budget presentation on June 3 was discussed.There willnot be an in camera report that evening. 9.DATE AND TIME OF NEXT MEETING No meetings are scheduled. 10.ADJOURNMENT A motion to adjourn was moved and carried at 8:00 p.m. RECOMMENDATIONS:None. JENNIFER COGHLIN Chairperson REPORT OF THE POLICY WORKING COMMITTEE 15.d 2014 May 27 3:35 p.m.-4:26 p.m. MEMBERS ADMINISTRATION AND OTHERS T.Grant (Chair)M.Reld L.Elliott K.Aitken J.Bennett R.TIsdale (+3:40), B. McKlnnon (+3:50) Regrets:D.Clark 1. APPROVAL OF AGENDA-The agenda was approved on motion. 2.CONFLICTS OF INTEREST -None declared. 3.COMMITTEE REPORT OF 2014 APRIL 22 AND 2014 MAY 27 TRACKING SHEET -Provided for information. 4.POLICY/PROCEDURE -TO COMMITTEE FOLLOWING PUBLIC INPUT -none 5.DRAFT POLICIES/PROCEDURES -none 6.DRAFT POLICIES/PROCEDURES REQUIRING ADDITIONAL CONSIDERATION -none 7.POLICIES/PROCEDURES UNDER REVISION a.Equity and Inclusive Education Policy Review Tool Trustee Grant thanked Director Elliott for her leadership and commitment to equity and inclusive education.She led the discussion and provided an overview of the initiative undertaken to design a process and tool for the Equity and Inclusive Education review of Board policies and procedures. She noted that this Is an opportunity for community collaboration that affects students and their families. Director Elliott added that the initiative was Identified as a key activity within the 2012-2013 Equity and Inclusive Education Action Plan. The IntentIs to pilot both the process and tool for the upcoming school year to determine ease of use.Director Elliott acknowledged Trustee Grant as a valuable member to the Equity and Inclusive Education Committee. Discussion ensued regardingthe Terms ofReference;changes and revisionswere noted. The following motion was moved and carried: Thatthe amended draft Equity and Inclusive EducationPolicyReview Tool and process be piloted during the 2014-2015 schoolyear and that a reportbe brought backtothe committee In June 2015. 8.DRAFT/APPROVED POLICY/PROCEDURE REQUIRING FURTHER CONSIDERATION -none 9.OTHER BUSINESS -none 10.DATE AND TIME OF NEXT MEETING The next meetingwas scheduled for Tuesday,June 24,In the GovernorSimcoe Room. 11.ADJOURNMENT The meeting adjourned by motion at 4:26 p.m. RECOMMENDATIONS:None TRACY GRANT Chairperson REPORT OF THE 2014 JUNE 3 CHAIRS'COMMITTEE 15.e 2014 June 3 3:05 p.m.-4:48 p.m. MEMBERS ADMINISTRATION AND OTHERS J.Bennett G.Hart L.Elliott 8.Pullam T.Grant R.Tisdale (Chair)K.Young {+4:00 .-4:47) R.Hoffman (+400,-4:47)J. Maltby (+4:00,-4:29) 1.APPROVAL OF AGENDA The agenda was amended and approved by motion. 2.CONFLICTS OF INTEREST -none declared. 3.REVIEW AND APPROVAL OF 2014 JUNE 10 BOARD AGENDAS/REVIEW OF SCHEDULED BOARD PRESENTATIONS/REPORTS The in-cameraand public Board meeting agendas for 2014 June 10 were reviewed and amended. 4.CORRESPONDENCE -none. 5.STRATEGIC PLANNING See item 9.0. 6.IN CAMERA On motion,the committee moved in camera to discuss a personal issue at 3:26 pm and reconvened in public session at 3:42 pm 7.COMPLIANCE AUDIT COMMITTEE REPORT Director L. Elliott provided the Compliance Audit Committee Report.All six candidates were contacted and have confirmed continued interest and that they meet the criteria as stipulated by the MunicipalElections Act.The report goes fonward to the 2014 June 10 Board meeting. 8.TRANSPORTATION STANDING COMMITTEE The mandate ofthe committee was reviewed and names of trustees interested inparticipatingon the committee were submitted. The following motion was moved and carried: That Trustee Joyce Bennett,Trustee Tracy Grant and Trustee Bill McKinnon be appointed to the Transportation Standing Committee. 9.VIRTUAL TOUR DEMONSTRATION Manager K.Young,Supervisor R. Hoffman and J. Maltbyjoined the meeting to provide information related to and a demonstration of the Virtual Tour.It was noted that the website demonstrates the Thames Valley commitments via videos.The website will be reviewed and expanded over time as required. The committee had an opportunity to view several of the video clips. 10.OTHER BUSINESS -none 11.FUTURE MEETINGS The following Chairs'Committee meetings were scheduled Inthe Governor Simcoe Room: •Tuesday,Sept.02 1 pm •Tuesday,Sept.16 1 pm •Tuesday,October?1 pm •Tuesday,October 21 1 pm •Tuesday,November 04 3 pm •Tuesday,November 18 1 pm 12.DATE AND TIME OF NEXT MEETING The next meeting is scheduled for 2014 June 17,12 pm,Governor Simcoe Room. 13.ADJOURNMENT The meeting adjourned at 4:48 p.m. by motion. RECOMMENDATIONS: That Trustee Joyce Bennett,Trustee Tracy Grant and Trustee Bill McKinnon be appointed to the Transportation Standing Committee. R.TISDALE Chairperson