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2/10/2015 - Regular Board Meeting
THAMES VALLEY DISTRICT SCHOOL BOARD REGULAR MEETING 2015 FEBRUARY 10, 7:05 P.M. BOARD ROOM, EDUCATION CENTRE The Board met in regular.session on 2015 February 10 at 7:05 p.m. The following were in attendance: TRUSTEES ADMINISTRATION AND OTHERS R. Tisdale (Chair) E. Muellejans L. Elliott K. ,Wilkinson J. Bennett G. Osih K. Dalton B. Williams R. Campbell S. Polhill J. Pratt K. Young C. Goodall M. Reid R. Culhane K. Aitken G. Hart P. Schuyler M. Deman P. Jaffe J. Skinner K. Edgar Guests: B. McKinnon (+7:30) J. Todd L. Griffith -Jones L. De Vos (-8:40) A. Morell D. Macpherson E. Mutch (-8:40) P. McKenzie J. Rake (-7:40) M. Moynihan J. Marlborough (-7:40) V. Nielsen S: Powell B. Sonier 1. CALL TO ORDER Board Chair R. Tisdale called the meeting to order at 7:05 p.m. 2. /3. O CANADA AND SPECIAL MUSICAL PRESENTATION The appreciation of the Board was extended to Parkside Collegiate Institute Stage Band for their performance and to Conductor Angela Southern for leading in the singing of O Canada and performing three musical selections 4. APPROVAL OF AGENDA The agenda was approved on motion of S: Polhill, seconded by R. Campbell. 5. OFFICIAL RECORD B. Williams, Supervisor, Corporate Services, read the following official record into the minutes: "We regret to record the death of Marita Devries on December 27, 2014." 6. RECOGNITIONS — UNITED WAY PRESENTATION Jason Rake and Jane Marlborough revealed that Thames Valley United Way successfully raised a total of $366,890 for the 2014 United Way campaign. The 2014 committee and site coordinators in the audience were introduced. J. Rake announced that H.B. Beal Secondary School was the top contributing school for United Way in 2014. Director L. Elliott highlighted the theme Change Starts Here and thanked United Way for their support of TVDSB families — beneficiaries of the hard work and dedication of many TVDSB employees and contributors. She noted that the many fundraising events bring people together with the ultimate goal of improved quality of life. She added that together, TVDSB can accomplish more as a community than as individuals. She extended her appreciation to J. Rake and J. Marlborough for their hard work as co-chairs, as well as to the United Way agencies. United Way CEO A. Lockie and London Police Chief B. Duncan thanked Director Elliott and Associate Director K. Dalton for their contribution and extended sincere appreciation to TVDSB students and staff on behalf of the three United Way agencies; Oxford, Elgin, London and Middlesex. 7. CONFLICTS OF INTEREST — none declared. 8. CHAIR'S ANNOUNCEMENTS - none 9. DIRECTOR'S ANNOUNCEMENTS Director L. Elliott called upon Supt. K. Edgar to report on the Be a Champ Day held at Budweiser Gardens on February 5, 2015. The event brought students in Grades 5 through 8 together, along with teachers and administrators for a day of education, entertainment, inspiration and fun. Appreciation was extended to TD Bank, the lead sponsor of the event. 10. PUBLIC INPUT —Moving Forward from the Phase 5 ARCs D. West, on behalf of Save A.J. Baker, provided input on moving forward following the Phase 5 ARC. 11. ADMINISTRATIVE PRESENTATIONS a. SpeakUp Initiatives Supt. D. Macpherson reported on the SpeakUp projects. The initiative helps students engage both academically and socially to have a voice in their own learning, as well as connecting real- life experiences to achieve their goals. A total of 40 grants, out of 43, were approved. 12. MINUTES OF THE 2015 JANUARY 27 REGULAR BOARD MEETING a. Confirmation of Minutes The minutes of the 2015 January 27 Regular Board, meeting was adopted on motion of J. Bennett, seconded by R. Campbell. b. Business Arising from the Minutes Associate Director Dalton referred to Item 11.c —2013-2014 Gifts/Donations to Schools. She noted that Saunders Secondary School was not included in the list presented at the last meeting; the $6,075.00 in donations received by Saunders was inadvertently rolled up in to the total amount listed for Parkside Collegiate Institute. A revised list of gifts/donations to schools was provided in the minutes. 13. STUDENT TRUSTEES' UPDATE Student Trustee G. Osih reported a good turnout is expected at the Student Advisory Council meeting scheduled for 2015 February 13. Student Trustee E. Muellejans advised that student representatives from secondary schools in Thames Valley, with the exception of six, will be in attendance at the upcoming Student Advisory Council meeting. He reflected the goal is to have 100% attendance at future meetings. 14. REPORTS FROM THE ADMINISTRATION a. Environmental Education and Management Committee Annual Report Supt. V. Nielsen provided trustees with an update regarding the activities of the Environmental Education Management Committee (Item 14.a). She was joined by Learning Supervisor L. De Vos and Learning Coordinator E. Mutch. Trustees were invited to attend the Environmental STEAM initiative scheduled for April 25, 2015 at Saunders Secondary School. 15. REPORTS OF COMMITTEES a. Report of the First Nations Advisory Committee, 2015 January 20 Trustee P. Schuyler referred'to the written report of the First Nations Advisory Committee (Item 15.a) and provided to Trustees in advance of the meeting. b. Report of the Audit Committee, 2015 January 20 Trustee M. Reid referred to. the written report of the Audit Committee (Item 15.b) and provided to Trustees in advance of the meeting. c. Report of the Policy Working Committee, 2015 January 27 Trustee M. Reid referred to the written report of the Policy Working Committee (Item 15.c) and provided to Trustees in advance of the meeting. The following recommendations were moved by M. Reid, seconded by P. Jaffe and CARRIED: That the Harassment policy as amended be approved. That the Student Concussion Protocol policy as amended be approved. d. Report of the Chair's Committee, 2015 February 3 Trustee B. McKinnon referred to the written report of the Chair's Committee (Item 15.d) and provided to Trustees in advance of the meeting. The following recommendation was moved by B. McKinnon, seconded by J. Bennett and CARRIED: That the following trustees be appointed to the Principal/Vice-Principal Interview Committees: Secondary Principal: Trustees Joyce Bennett, Bill McKinnon Secondary Vice -Principal: Trustees James Todd, Arlene Morell Elementary Principal: Trustees Joyce Bennett, Arlene Morell Elementary Vice -Principal: Trustees Bill McKinnon, Rob Campbell e. Report of the Committee of the Whole —In Camera, 2015 February 10 . Trustee B. McKinnon advised that the Committee of the Whole met in -camera from 5:08 p.m. to 5:40 p.m. where confidential legal, personal and negotiation matters were discussed. There were no recommendations. 16. COMMUNICATIONS a. Ontario Public School Boards' Association (OPSBA) Update Trustee G. Hart advised that he attended the 2015 Public Education Symposium with Chair Tisdale and a number of other trustees. He reported there were many conversations regarding the role of trustees. The Board was encouraged to arrange for student trustees to attend a future OPSBA meeting. 17. NOTICE OF MOTION — none 18. MOTION — NOTICE OF WHICH HAS BEEN GIVEN — none 19. ADDITIONAL ITEMS — none 20. QUESTIONS/COMMENTS BY MEMBERS Supt. S. Powell reviewed Board motions of 2014 April 22 regarding grandfathering at Caradoc North and Mary Wright Public Schools. Chair Tisdale added that she would respond to the many emails received by trustees regarding the issue. An update on the status of Bishop Townshend Public School at the next meeting was requested. 21. ADJOURNMENT The meeting adjourned at 9:00 p.m. on motion of J. Todd seconded by J. Bennett. Confirmed: xc� Chairperson SUMMARY OF APPROVED RECOMMENDATIONS OF 2015 FEBRUARY 10 - That the Harassment policy as amended be approved. - That the. Student Concussion Protocol policy as amended be approved. - That the following trustees be appointed to the Principal/Vice-Principal Interview Committees: Secondary Principal: Trustees Joyce Bennett, Bill McKinnon Secondary Vice -Principal: Trustees James Todd, Arlene Morell Elementary Principal: Trustees Joyce Bennett, Arlene Morell Elementary Vice -Principal: Trustees Bill McKinnon, Rob Campbell b. F z aa�a REPORT TO: BOARD COMMITTEE PRESENTED FOR INFORMATION x I Public ❑ In Camera ❑ Public 7 In Camera SUBMITTED BY: Valerie Nielsen, Superintendent of Student SIGNATURE: Achievement Date of 2015 February10 Meeting: Item #: 14.a I'SUBJECT: Environmental Education and°Management'Committee Annual Report : .. ... -� Purpose Content To provide the trustees with an update regarding the activities of the Environmental Education Management Committee. 1. Overview and Membership of the Environmental Education and Management Committee (EEMC) As it is a policy of the board to be an active leader and corporate model for environmental stability, the board has 'committed to 'provide leadership by creating and supporting an administrative Environmental Education and Management Committee. The EEMC committee meets regularly throughout the year to review legislative requirements; review current practices; identify future innovative programs; coordinate Ministry directives; and make recommendations to senior administration and the trustees. 2014 — 2015 EEMC membership includes: Alison Godfrey - CUPE A Bradley Millward — ETFO Collette Schouw — TVPIC Parent Member Erin Mutch — Learning Coordinator Evelyn Daley - OSSTF Graham Hart —Trustee Jennifer Eckert - CUPE 7575 John Neville - Manager - Facility Services Katherine MacDonald — PSSP — Envir. Educator 2. Ontario EcoSchools Keith Baia — OPC Secondary Linda De Vos - Learning Supervisor Sharon Weames — Community Member Sharon Gowdey — TVPIC Co -Chair Shawn Muscutt - Safety Specialist, Human Resources Stephen McCombe — OPC Elementary Richard Hoffman - Public Affairs Coordinator Valerie Nielsen- Superintendent of Student Achievement Ontario EcoSchools is an environmental education program for Grades K=12 to help students develop both ecological literacy and environmental practices to become environmentally responsible citizens. Ontario EcoSchools also helps improve school building operations to reduce environmental impacts in the areas of energy conservation and waste minimization. Erin Mutch, Learning Coordinator, represents Thames Valley and southwestern Ontario on the Ontario EcoSchools Steering Committee. Within Thames Valley, she assists schools with curriculum linking, application and implementation for recognition & certification. In addition, she offers two EcoSchools support workshops. Ontario EcoSchools is a certification system where schools are recognized for commitment to environmental sustainability. Schools, must acquire points in six categories: leadership, stewardship, waste minimization, conservation of energy, curriculum connections and school ground greening. Promoting the symbolic nature of being an EcoSchool in school discussions regarding waste management practices can lend focus to enhancement of school culture. EcoSchools certification activities are empowering to students and allow schools to show evidence of student voice and student leadership. In the Spring of 2014, NDSB had 22 certified EcoSchools (6 Bronze, 7 Silver, 9 Gold). In order to celebrate a school's EcoSchool achievement with their broader school community, an electronic sticker procured from Ontario EcoSchools has been placed on each school's website. Additionally, we currently have 18 schools that are not actively seeking official certification, yet are modeling a culture of conservation and commitment to sustainability. For those schools, a board -level recognition 'sticker' with associated celebration of the school's success is offered for the school to display on their website. The Ontario EcoSchools program has also assisted the promotion of Ministry and TVDSB targets in relation to waste minimization, energy conservation, and school ground greening, as detailed in the next three sections of this report. 3. Waste Management Waste Management Guidelines exist in order to streamline the process of recycling, garbage disposal, composting, and hazardous waste removal: In the spring of 2014, the Thames Valley District School Board's (TVDSB) Waste Management Guidelines were revised and compiled into a two page document and an associated poster following improvements to the recycling capabilities. In the fall of 2014, the new waste management practices were shared throughout TVDSB. The capabilities for our waste management procedures had improved drastically over the years, and it was important to inform the system of the new possibilities. In order to effectively implement this dissemination of information, a project implementation plan has been constructed. Successful change in practices will require the EEMLC (Environmental Education & Management Learning Coordinator) to communicate the guidelines to staff and students, answer clarifying questions, coordinate efforts and celebrate successes. Supporting documents that have been created include Waste Management Guidelines, Posters, and a -video. During Waste Reduction Week (October 20-24), all Thames Valley schools were encouraged to promote litter -less lunches, reduce waste, recycle batteries, and participate in at least one EcoSchool activity. 4. Energy Conservation Our Environmental Educators offer a grade 5 Conservation of Energy Program. In addition, teachers have made use of both the elementary and secondary energy conservation lessons provided by Ontario EcoSchools to complement the energy conservation programs already in place. Some of these programs included participation in Earth Hour, on-line energy audits, and London Hydro Energy Conservation lesson plans for grade 6 aligned with the Ontario Science & Technology curriculum for this grade level. 5. School Ground Greening/Outdoor Learning Environments To enrich student learning experiences by extending the learning environment outdoors, for both the Early Years Program and the School Ground Greening Initiatives, Facility Services & Learning Support Services have developed.a new supportive framework that will guide the planning process. The design of the outdoor environment should allow students to explore and investigate in a real life context yet be aligned with the required safety standards, facility considerations, and maintenance considerations. Currently 40+ schools are engaged in greening projects for the 2014-2015 school year ranging from $3,000-100,000. The Learning Coordinator acts as the liaison between school and board departments, and maintains strong relationships with our involved community organizations: ReForest London, TD Friends of the Environment, Upper Thames Conservation Authority. 6. Materials Management a) Clean, Safe Schools — The goal of the initiative is to clean, purge and organize all waste and hazardous materials in every elementary and secondary school over 3 years to meet standards of practice as directed by the Ministry of Labour, the Ministry of the Environment, Fire Marshalls and local municipalities. Specifically, the focus is' reduction of waste; disposal of hazardous waste; and the improvement of staff and student safety, by establishing a culture of personal responsibility in our schools. In the first year of the initiative trustees provided $800 000 in financial support, and in year two of three, an additional $680 000 to promote Clean, Safe Schools. In 2013-2014, (47) Elementary Schools participated, and in 2014-2015 an additional (47) are participating. The three year plan will have included all schools by 2015-2016. Following the clean-up, elementary schools are given a budget for purchasing items.for storage and to maintain the Clean, Safe Schools focus. Over the past two years, the Ministry has also provided $ 439 565.00 to address injury prevention in technological education facilities and science labs. Combined with the significant TVDSB funding, secondary subject/discipline specific Task Force members meet to pilot guidelines, determine specific local needs, and identify timelines for completion of the project phases. Since implementation began in the spring of 2013, the following areas have task forces in place: • Science - Chemistry, Biology & Physics; • Technological Education - Construction, Transportation, Auto Body, Hospitality & Food, Health Care, Technological Design/Exploring Technology, Manufacturing, Hair & Aesthetics. • Family Studies - Food & Fashion; • Arts — Visual, Music, Drama & Dance — in progress • Phvs Ed/Health — in progress Online Inventories have been established at Secondary Schools for each of our identified areas. These online systems help teachers conduct regular maintenance and track the servicing of their equipment. Regular classroom storage and preparation area safety checks are also being conducted and monitored online. Ongoing staff training is required for staff. There are two components to this. 1. Refresher course for teachers — every 3 years 2. Orientation for new hires and new to area — discipline specific and completed at the beginning of each semester; preferable Sept and Feb each year. b) Hazardous Waste Removal - Schools submit hazardous material requests and purge lists. Pick-up times and Secondary school locations are scheduled through our hazardous waste subcontractor, Provincial Environment. Secondary Task Force members of the specific department create purge lists and submit the hazmat pickup requests. 7. Environmental Education Centres Demand for our Environmental Education Centre programs continues to be very high with all three locations being booked by early September, with wait lists. In 2013-2014, 77% of TVDSB schools visited our centres, for an average of 21,117 students (K-12) per year. Similar yet unique curriculum - linked programs designed to increase student and teacher knowledge and understanding of the environment in an interactive, natural, hands-on authentic way are provided by each centre. In partnership with our local conservation authorities, the Erin Mutch, Learning Coordinator sits on the steering committees for programming and linking curriculum for the Carolinian Forest Festival and the Children's Water Festival as 1500 of our students participate in each of these festivals. The five Environmental Educators support, co -plan and co -facilitate the annual Marshquest, Forest Festival, Water Festival and Maple Syrup programs. 8. Additional Environmental Education Programs and Initiatives: Embedding Environmental Education into the Curriculum - According the Ministry document Acting Today, Shaping Tomorrow: A Policy Framework for Environmental Education in Ontario Schools (2009) it is the board's responsibility to provide leadership, model and teach environmental education, as well as to increase student knowledge and skill development to foster environmental stewardship. For 40 teachers, a half day beginner workshop to introduce inquiry in Environmental Education with the Natural Curiosity Book and the EEE parts of the Ontario curriculum. Take Me Outside Day - The Children's Outdoor Charter and Curriculum Connections was shared with all schools, and October 29th all schools were invited to participate and document their outdoor learning as part of their EcoSchools application. Secondary School Student Environmental Symposium - On October 31, 2014,, the annual symposium to foster student engagement in environmental issues was attended by 20 Secondary teachers and 120 Secondary students. This year's theme was Pursue Your Passion featuring a keynote speaker, and 45 local environmental experts offering hands-on and inquiry -based workshops. Information and display booths were offered by staff from our TVDSB Outdoor Education Centres as well as various community organizations and experts. From student and teacher feedback, this event organized by our Environmental Learning Coordinator, was an outstanding success for fostering engagement in environmental stewardship and issues. Great Backyard Bird Count - February 13th students will be invited to participate in the Great Backyard Bird Count, an engaging and authentic global Citizen Science program. Training for 25 teachers has been coordinated by our Learning Coordinator and will feature the expertise of an ornithologist from Bird Studies Canada. Tree Bee — On June 5th, Grade.6 students (Biodiversity) and/or 4-6 Eco Clubs will participate in a tree identification competition linked to the grade 6 Biodiversity unit. Resources are prepared by Forests Ontario. The City of London and Upper Thames Conservation Authority will work with students to plant trees in the afternoon once the competition is complete. STEAM Conference - Cross -curricular integration of Science, Technology, Environmental Ed, Arts & Math Learning Conference on April 25, 2015 at Saunders Secondary School for TVDSB staff. Teacher Toolkit - In collaboration with the City of London, authentic inquiry based activities have been developed for use in conjunction with our Environmental Centre programs. The toolkit includes city data, maps and resources. Earth Week - Earth Day is the largest, most celebrated environmental event worldwide, failing on April 22nd. It is estimated that 1 billion people in over 170 countries participate in spearheading events the result in positive change for our planet. Started in 1970 in the United States, Earth Day continues to be a powerful catalyst for change. Beginning in February, in advance of Earth Day, the Environmental Education portfolio asks classes to participate in our Earth Week Contest which invites students to think about sustainability and gives them an opportunity, as a class, to make a plan of action to improve over the following months. The contest closes at the beginning of April and is judged by our Learning Coordinator and Environmental Educators. A pre -planned environmental education field trip has been organized for the winner of each division. 9. Other Outdoor Education Funding — For the past three school years, the Ministry of Education has provided significant financial support to school boards to support outdoor education experiential. learning activities. From Natural Curiosity, "Ideally, field trip experiences should occur in combination with frequent outdoor experiences within the local school community." The funding may be used for: fees related to participation in outdoor education programs provided by school boards or third party organizations, such as not-for-profit or community groups; to enlist the expertise and/or facilities/resources of community agencies in outdoor learning activities; transportation costs; and, teacher release time. For the 2014-2015 school year, Thames Valley received $642 657.00 to fund Outdoor Education. To date, 14 292 students have benefited by being able to participate in outdoor experiential learning field trips for little to no cost. Cost/Savings N/A Timeline September 2014 - Current Appendices N/A Relation to Commitments: Z Putting students first. 0 Actively engaging our students, staff, families and communities. 0 Recognizing and encouraging leadership in all its forms. 0 Being inclusive, fair, and equitable. 0 Ensuring safe, positive learning and working environments. ❑ Inspiring new ideas and promoting innovation. 0 Taking responsibility for the students and resources entrusted to our care. REPORT OF THE FIRST NATIONS ADVISORY COMMITTEE MEETING MEMBERS P. Schuyler (Chair) J. Bennett, Trustee B. McKinnon, Trustee B. Summers, Oneida Nation of the Thames C. Thomas, Munsee-Delaware Nation D. Grosbeck, Chippewas of the Thames Regrets: L. Nicholas, Munsee-Delaware Nation Absent: M. Burch, Chippewas of the Thames Visiting Trustee: Student Trustee E. Muellejans 2015 January 20 3:06 p.m. — 4:52 p.m. ADMINISTRATION AND OTHERS V. Nielsen, Superintendent of Student Achievement B. Sonier, Superintendent of Student Achievement (-3:45) P. Skinner, FNMI Learning Supervisor J. Hill, FNMI Learning Coordinator S. McGahey -Albert, FNMI Education Advisor K. Aitken, Corporate Services P. Thompson, Principal, Saunders SS D. Chisholm, Vice Principal, Saunders SS R. Hart, Principal, B. Davison SS (-4:00) L. Williams, Principal, Lambeth PS R. Oakley -Law, , Delaware Central PS P. McKenzie, Vice -Principal, H.B. Beal Secondary SS M. Deeb, Principal,, College Avenue Secondary School (-3:45) M. Macdonald, Principal SDCI J. Wood, .Research & Assessment Visitor: R. Doxtator (+3:29) 1. CALL TO ORDER The meeting convened at 3:06 p.m. in the Katherine Harley Room at the Education Centre. Supt. V. Nielsen welcomed everyone to the meeting including all new members and asked everyone to introduce themselves. 2. APPROVAL OF AGENDA —The agenda was approved as printed. 3. CONFLICTS OF INTEREST — none declared 4. ELECTION OF COMMITTEE CHAIR Supt. Nielsen presided over the election of Chair for the 2015-2018 term. Trustee .B. McKinnon nominated Trustee P. Schuyler to stand as Chairperson. Trustee P. Schuyler accepted and was acclaimed Chairperson. 5. REPORT OF MEETING — 2014 NOVEMBER 18 — provided for information 6. BUSINESS ARISING FROM MINUTES 6.0 A. C. ASKEW Native Bursary B. Summers requested further information on the bursary. It was agreed that K. Aitken will follow-up with R. Princis for more details for members to take back to their communities. 7.e Tim Horton Onondaga Farms Leadership Camp FNMI Learning Coordinator J. Hill advised that three students briefly attended the camp and were unable to stay throughout the duration. 7. REACHING OUT TO FNMI LEADERS ACROSS ONTARIO Student Trustee E. Muellejans joined the meeting as the Operations Officer for the Ontario Student Trustee Association requesting input and feedback on issues First Nations students are facing. Supt. Nielsen referred Trustee Muellejans to the First Nations Student Advisory Council. 8. LEARNING SUPPORT SERVICES UPDATE a. FNMI Connections — Scope and Sequence of Expectations Supt. Nielsen referred to the First Nations, Metis, and Inuit Connections - Scope and Sequence of Expectations Resource Guide released by the Ministry of Education for teachers. J. Hill will facilitate an after school session for teachers on February 12. The document is available at: httr)://www.edu.aov.on.ca/ena/curriculum/elementary/elementarvFNM1.r)df b. Cultural Funds Update P. Skinner distributed the Native Cultural Funds — Expenditures for March 2014 to January 2015 (Appendix FNMI 1). c. FNMI Urban Celebration/Community Celebration FNMI Learning Coordinator J. Hill advised that the FNMI celebration on January 8 was cancelled due to inclement weather. .The food was donated to N'Amerind Frienship Centre and At^lohsa Native Family Healing Services Inc. The next celebration is planned for the spring and will be held at one of the First Nations communities. It was agreed that the three communities will discuss a potential location for the event and advise J. Hill accordingly. d. Upcoming Conference at Western University FNMI Education Advisor S. McGahey -Albert advised that Western University is offering It Matters to Us! Transforming the Legacy of Residential Schools - a conference for educators, administrative and support staff, students and parents. The conference will be held on March 10th with Susan Aglukark and March 11th with keynote speaker Wab Kinew. An invitation .has been extended to two staff members each from 20 schools (both elementary and secondary), as well as two members from each First Nations community to be sponsored by the Board. First Nations' community members wanting to attend are asked to contact S. McGahey -Albert by February 7. 9. RESEARCH & ASSESSMENT J. Wood of Research & Assessment joined the meeting to present Tuition Paying First Nation Students Defining and Measuring Success. (Appendix FMNI 2) 10. CORRESPONDENCE Chair Schuyler referred to the GBC News Article — First Nations Students in Ontario and Alberta Failing in Literacy, Math dated November 17, 2014. (Appendix FNMI 3) 11. PRINCIPALS' UPDATE a. B. Davison Secondary School The written report of B. Davison Secondary School as attached (Appendix FNMI 4) was provided to the Committee in advance of the meeting. b. Delaware Central Public School The written report as attached (Appendix FMNI 5) was provided to the Committee in advance of the meeting regarding FNMI students at Delaware Central Public School. c. H.B. Beal Secondary School Principal P. McKenzie referred to the written report as attached (Appendix FNMI 6) and provided to the Committee in advance of the meeting regarding FNMI students at H.B. Beal Secondary School. P. McKenzie added that it has been an honour and privilege to serve on the committee as he moves to his new role as Superintendent of Student Achievement. 11. PRINCIPALS' UPDATE — cont'd/ d. Lambeth Public School Principal L. Williams referred to the written report as attached (Appendix FNMI 7) and provided to the Committee in advance of the meeting regarding FNMI students at Lambeth Public School. e. - Saunders Secondary School Principal P. Thompson referred to the written report as attached (Appendix FNMI 8) and provided to the Committee in advance of the meeting regarding FNMI students at Saunders Secondary School. f. Strathroy District Collegiate Institute (SDCI) Principal M. Macdonald referred to the written report as attached (Appendix FNMI 9) and provided to the Committee in advance of the meeting regarding FNMI students at Strathroy District Collegiate Institute.. 12. COMMUNITY UPDATE a. 'Chippewas of the Thames First Nation D. Grosbeck advised that 23 students will receive the attendance initiative this term. Mental health and well-being, attendance issues and reengagement continues to be a barrier for students. b. Munsee-Delaware Nation C. Thomas advised that students continue to work with Sarah's Room with the use of tablets. It was noted that female students have more attendance issues than males. c. . Oneida Nation of the Thames B. Summers advised the Education Department will be focusing on the upcoming Tuition Agreement review, transitions and the lack of Special Education services and Educational Assistant support for students. The Education Department is looking at offering a summer school course as there is open learning space available for use. B. Summer noted that the Education Department will continue to, look for professional development opportunities for their teachers. There also is a lack of concerted crisis response and the Education Department is looking at ways to offer it to those who will benefit. 13. ADDITIONAL ITEMS Committee members were invited to attend at the Education Centre on January 21 between 9:30 a.m. and 11:00 a.m. to see Kevin Locke, Hoop Dancer. Funding has been provided to bus students to the event. 14. FUTURE MEETING DATES DATE LOCATION 2015 February 17 Chippewas of the Thames First Nation 2015 March 24 B. Davison Secondary School 2015 April 21 Strathroy District Collegiate Institute 2015 May 19 Oneida Nation of the Thames 2015 June 16 Munsee-Delaware Nation 15. ADJOURNMENT — The meeting adjourned at 4:52 p.m. by motion. RECOMMENDATIONS: none PHIL SCHUYLER Chairperson Appendix FNMI 1 Native Cultural Funds- Expenditures March 2014 to January 2015 Elementary Number of Budget Expenses Sept Total Expenses Budget Available Schools Supplies students Allocations 14/Jan /15 MarI4/ to Jan /15 and Services (March/14 2014/2015 to Jan/15} Lambeth 56 $698.00 $698.00 Delaware 73 $402.00 $402.00 Secondary Schools Supplies and Services Beal 66 $1720.00 $65.84 $237.47 $1482.53 Saunders 1200 1$4437.00 $40.00 $1882.52 $2554.48 B. Davison 15 1$1313.00 $27.58 $1216.23. $96.77 SDCI 5 Alternative- 20 $680.00 $744.22 ($64.22) Anishnaabe Native Studies/Native Language Resources Language 136 $550.00 $130.60 $419.40 Resources Staff Development I Lambeth I $200.00 I 1$200.00 Delaware I 1$200.00 I 1.$200.00 .Beat 1 $500.00 I I $500.00 Saunders I I $500.00 I 1$500.00 B.Davison I $300,00 I 1$300.00 SDCI . I I ! I Anishnaabe I $200 I I $200 Native Advisory I $300 I I $300 Total I I $12000 $133.42 I $4211.04 I $7788,96 RAM Tuition Paying First Nation Students Defining'and Measuring Success i, Presented to the First Nation Advisory. Committee January 20, 2015 Overview, • Enrollment numbers • Available system level data • Considerations — privacy and use • System data -- number of records • Summary of results • Discussion — moving forward Appendix FNMI 2 20/09/2015 1 V 20/01/2015 Considerations — Privacy and Use 0 Publicforum • Suppression rules (10 or fewer students; EQAO and MOE) • Meaningfulness (small numbers) Leading versus trailing indicators -- inform and understand versus review and reflect Flow might we share relevant information among Committee members without compromising confidentiality? Identify other types of information that you feel will be meaningful to share and discuss among Committee members. 2 Id i - Board Level Indicators we can report annually Elementary — Enrolment — Inventory of Mathematics Skills for Grade 8 Students • Secondary — Enrolment — Grade 9 EQAO (Applied Mathematics) QSSLT — Credit accumulation — Graduation rate Defining and Measuring Success • What do you think "success" looks, sounds and feels. like for students? . • identify measures currently being used to help us understand success of students (i.e. community, school and board). • Brainstorm additional measures we might explore to better understand and support student success. 2010112015 3 J Identified Leading Indicators to Monitor Progress 20/0112015 4 page I Of 3 Appendix FNMI 3 and Alberta First Nations students *n Ontario failing in literacy, math Ottawa and First Nations leaders remain stalled on how to move forward By Susana Mas, CBC News Posted: Nov 1'7, 2014 4:43 PM ET Last Updated: Nov 17, 2014 7:56 PM ET The majority of First Nations students on reserves in Ontario and Alberta are failing at reading, writing and math, according to 2013-14 standardized test results recently published by the Department of Aboriginal Affairs. Students In Atlantic Canada and Manitoba are also struggling. The results of First Nations students who participated in provincial standardized testing were quietly made public in a 13 0 -page departmental performance report published earlier this month. * Internal document urees eovernment to raise env on aborierival education * Shawn Atleo defends his actions over the aboriainal education bill In Ontario, 21 per cent of boys and 32 per cent of girls met the standard for reading and, waiting. In Alberta, the literacy -score was 28 per cent among boys and 36 per cent among girls. Students fared worse at math than they did at reading and writing, In Ontario, 18 per cent of boys and ihw 20 per cent of girls met the standard for numeracy. The results were simi in Alberta where the math score was 21 per cent among boys and 19 per cent among girls. Students who Moak part in the standardized testing attended schools that have chosen to take part in the First Nation Student Success Program. Under the program, schools receive federal handing for proj'oets they propose and M" return must administer standardized tests identical to those used by the provinces., It is unclear how many schools take part in the program, or how many students took the tests in 2013 - 14. The office for Aboriginal Affairs Minister Bernard Valcourt said that information could not be disclosed for "privacy" reasons. "Our government is committed to working with First Nations partners towards our shared goal of ensuring First Nations students have access to a'high quality"e'ducation," Valcoures office said in an email to CBC News on Monday. Since 2006, Canada has invested over $10 billion. to support elementary and secondary school education for approximately 117,500 First, Nation students living on reserve and about $720 million for 429 education facilities projects," the email said. httg.11www.cbe.Calnewslpoliticslffi-st-nations-students-in-ontario-and-alberta-&iHng-in-lit,,. 18/1112014 I v • Page 2 of 3 4$,5% high school graduation rale First Nations students on reserves in Atlantic Canada and in Manitoba are also struggling with reading, writing and math, according to the report by Aboriginal Affairs. The literacy score in Atlantic Canada was 65 per cent for boys and 70 per cent for girls. In Manitoba, 53 per cent of boys and 65 per cent of girls met the standard for reading and writing, ` 'The gap between boys and girls was most obvious in the numeracy scores in Atlantic, Canada where 16 per cent of boys and 54 per cent of girls met the minimum standard. The math score was highest in Manitoba, where 59 per cent of boys and 50 per cent girls met the standard for numeracy. 'The depart hent continued to wont with willing partners to advance First Nation education reform.'- Aboriginal. affairs 2913-14 departmental performance report The report published by Aboriginal Affairs also said the high school graduation rage for First Nations students on reserve was 48.5 per cent for 2011-12. The rate was higher than in previous years, the report noted, owing to "improvements to student data collection and calculation methodology." 1 j "Strengthening and reforming education" remained apriority. i "The department.conutinued to work with willing partners to advance First Nation education reform," the report said. The latest education figures come as $1.9 billion in federal fanding hangs in the balance as Ottawa and First Nations leaders remain at an impasse on how to move forward with i mXoving First Nations education. The government said it had an agreement with the national chief for the Assembly of First Nations, but after Shawn Atleo resigned amid criticism from other chiefs that he. had grown too close to the government, the AFN made it clear there was no agreement on an education bill. Valcourt has said .Bill C-33- will remain on hold until it receives the support of the Assembly of First Nations but the AFN has asked the government to withdraw it altogether as "a show of good faith." Morley Coogoo, AFN regional chief for Nora Scotia and Newfoundland, told CBC News that no matter what happens to the cuirent bill, the government needs to make good on its promise to increase the two per cent spending cap on First Nations education. "There has been a huge gap in funding," he said. $iIl C-33, the goverxnuent's prized aboriginal education bill, came with a pledge to increase funding by 4.5 per cent each year after the bill came into effect. http;l/www.cbc.calnewslpoliticafrst-nations-studetits in-ontnio-and-alberta-failing.i a -lit... 18/11/2014 .0 page 3 of 3 'Shocking' and 'deep*l'---Y--,.troublingl�%-..' le Bay, s the NDP W Charlie Angus, who represents the northern.Optafib :riding of Timmins -James 84 results were "shocking." "'These results expose the complete failure of the Conseri4tive government to help these children. No Mawr which way you slice the data, results like this should not be acceptable-in.Canada. "As a form& school board trustee, I can tell you that if ady school district in Cahada was hiling this badly there would be outrage, heads would roll," Angus said in a written statement. Liberal aboriginal affairs critic Carolyn Bennett told CBC News the scores are "deeply troubling and the result of "chronic" and "sipfficaut underfonding:ft by the, govemment. The report notes that although the "long-term goal is to approach provincial equivalence, the short - and medium-term goals are to demonstrate, incremeAW improvements in achievement as & result of new program investments." ,,Data may not be coniparable, to provincial rates at this time due to Merent tabulation methodologies by province.." the report said. There are no results for Saskatchewan and Quebec, because the provinces "do not have standardized assessments." The data from B.C. was not provided to the department, the report said. http:lAvww.cbc.calnewslpoliticsliirst-nations-stu&-nts-in-ontaiio-and-albeM-fdtijig-in-lit.., 18/11/2014 4 V B. Davison Secondary School 785 Trafalgar Street, London, Ontario N5Z 1 E6 Telephone: (519) 452-2880 Fax: (519) 452-2899 Web site: www.tvdsb.on.ca/davison -- --'f Richard Hart, B.A., B.Ed., M.Sc.Ed., Principal — Ruth Inglis, B.P.H.E., B.Ed., M.Ed., Vice -Principal Carrie Rogers, First Nations Counsellor Report to First Nations AdvisoryCouncil Date: Thursday, January 15, 2015 Transition Meetings and Timelines: The vast majority .of all students at B. Davison have received two consultation interviews with our Student Success Teacher in support of their transition to Davison. This has been an.ongoing process that should be completed in the very near future. Through this process, we have learned a lot about each student at Davison, including strengths, weaknesses and areas of interest. In addition, each student is now able to identify anywhere from one to three individuals that they would consider to be their Caring Adult, someone they would go to if they had questions or concerns about their academic well-being or personal safety. Initiatives to Support Students in their Learning: During the dates of January 12-16, we are providing additional academic support in the form of one-on-one instruction and support as part of our credit rescue blitz. This type of additional support has yielded tremendous results in past semesters, and it is a practice that we have brought forward to Davison from both of the former schools. Students are selected on the basis of referral recommendation from classroom teachers Cultural Initiatives: • Moving forward we have completed the 8- week 4th R Program. • Smudging is supported with all interested students and the FNMI Counsellor. • Crafts in the form of Dreamcatchers are being worked on during lunch hour with any and all interested students and our Art Teacher. • We are looking for a resource/speaker to come to Davison to speak with students regarding Healthy Choices and Healthy Lifestyles. Our new Public Health Nurse Julie Goverde is also involved. • FNC to attend upcoming March Workshop at UWO regarding: FNMI Workshops. • Carrie Rogers is also working with other FNMI TVDSB Supports to discuss Attendance Supports with FNMI and how we can support students and their families. Importance Dates: • LST Breakfast and our annual Skills Quest will be held on Wednesday; Jan14/15 staring at 9:15 a.m. We are expecting 75 students as potential Davison students. LSTs, teachers, and a few Principals/ Vice Principals have expressed interest in attending this event. • Skills Quest will continue on Thursday Jan. 15/15 along with a grade 8 parent night from 7:00-8:30 p.m. During the January 30th PA day our. staff will be involved in discussion and training around the topic of supporting students that are working toward credit bearing course to earn an OSSD, OSSC or Certificates of Achievement. Sincerely' i Principal Thames Valley District School Board Laura Elliott, Director of Education and Secretary re.C,en, ; . , ra'. P t School �- - - �; i i" - . . . I TrOO.Opp;� Delaware, Ont6do -A61,40 Ij op, �q 11.b F un: Day.' ay. St4pting-S, onesiudents Will -be v"i��it-'Ing,;bel'aware-..on'-J"a�n,uarl.y,.."I f "d bf k the -p.Ij out of the purpOsO tif- g(o e jk 'p �'n-ow. 0�'V-J f fh' �wl 'q u d" p e c ..0 Li m -,..,w p e u a""i'd."' t �0, th.^6.-s.P( ,t in, --d p ge»ri by j.a nuary 2, 0'OeWH oUf . ' I -,D. ' I. W.. . Ir- and: L -- `i tJh'b'hj,fu15. � 1 - from!" - 0 , come n,to Lambeth:fo.r de's'.'s'e'Lr',*.t. glAr4tJ 01: r Ael,), ., j�wterggrt A -,,,.Pgis.trationuj -anua A& Pb6ruar*y.,6. Leathmg, Su pports,fOr"FI NMl fthonci)6Rf6,to'ehd,,- :R sel,' mu co.ok 0 FNA,d FP -M ceiveo!training"fT . pM" d'l ncoyL.';.Heafth 0- fts e FNlyil Collaborative.ny;.ing gin Fir Na Nation �tudents:inh hands,e.. p c dug ,fig : A ffted,',',a"nd",T n'to, d'e:rse'ssion s` turalth'itfatives!*. M, Un, Abd�id"dei., rdc..uge.,t�is.,year�Th, '.'h e,.anew t.rk eyep, teacher Wrgr6.V,n�)vh . ,Gild py 'h 4" t gs-,.q_q ri unio. ivi iny q .e' c n ,fh p rh�-ry,,ancl:, r.,,d S. n": d' ,gs, b.est;.rnost�:n%ea,ningfiul�:wayfia do this. . Calertidar . 4;t t .d.' J ry.-I5 JF Davy: pen n FMO� d PAR, it -6-E. oarii'44 'T 1466et,.Valle, H.B. Beal Secondary School 525 Dundas Street Phone: 519-452-2700 www.tvdsb.ca/beal.cfm r London, Ontario Fax: 519-452-2729 Email: beal a(�tvdsb.on.ca N613 1W6 Mr. Paul McKenzie, B.A., B.Ed., M.Ed., Principal Mr. Matthew Bradacs, B.A., B.Ed., M.Ed., Vice -Principal Ms. Christine Sharpe, B.A., B.Ed., M.Ed., Vice -Principal Ms. Donna Vachon, B.A., B.Ed., M.B.A., Vice -Principal Report to First -Nations Advisory Council January 2015 TRANSITION MEETINGS AND TIMELINES Grade 8 parent night is scheduled for Tuesday, Jan. 13th. Future transition planning is underway. On Wednesday, December 10th students from Delaware and Lambeth public schools were invited to Beal to experience the Dance show and visit the school. Afterwards a pizza lunch was hosted by our senior student FNMI mentors. Pizza lunch with senior student mentors INITIATIVES TO SUPPORT STUDENTS IN THEIR LEARNING Several credit rescue blitz days are scheduled in January to provide extensive academic support for FNMI students prior to the exam period. The FNMI SST has communicated with staff and students to see how our FNMI students can best be supported during this stressful and busy time. Student Success is working with the Literacy Committee to plan extensive literacy support for FNMI students before the OSSLT in.March. The 4S1 team is wrapping up their project for semester 1 and forward planning for semester 2 has begun. Reporting is underway for the entire project, with a specific focus on the engagement and success of FNMI students in these courses. A Parent-Teacher night was planned for our Chippewa students on Wednesday, November 19th but was cancelled due to weather. CULTURAL INITIATIVES A Staff visit to the Chippewa, Oneida, and Munsee communities was planned for the November 21St PD day. Many staff members participated in the day which included cultural activities, discussions with community members, and some historical teachings. Feedback from staff Was overall very positive and staff is interested in extending their learning from their experiences. The 4th R mentoring program wrapped up on Wednesday, December 10th. Participation and attendance in the voluntary program was the best it has been in several years. Planning for semester two mentors is underway. Our annual FNMI Holiday lunch was held on December 17th. Nearly 40 students attended, along with several staff members and our education representatives from both Chippewa and Oneida. A Community Celebration was planned by TVDSB at Beal for January 7th in which many of our students .were planning to participate. Unfortunately the event was cancelled due to weather; a future date for a similar event TBA. The TVDSB FNMI Student Advisory Council began in November. Beal has three students participating this year: Alexis Nanibush, Perry Jacobs, and Frankie Antone. The FNMI basketball team practice has begun practicing, led by coach Graham Harden. As per iscussions with Charlene Camillo from Saunders, they will host the tournament this year, and we will assist (moving forward we will take turns hosting). Planning for this year's tournament is underway. ON-GOING INITIATVES Lunch'n'Learn ran on Mondays during Semester 1 and will continue into Semester 2. FUTURE DATES Planning is currently underway with Turtle Concepts to provide workshops in the spring for our FNMI students. Report to First Nations Advisory Council- January, 2015 Transition Meetings and Timelines: ➢ Grade 6 to 7 transition- Open House- January 15, 2015 ➢ Standing Stone and Lambeth Actvity Day- December 12, 2015 ➢ Grade 8 Transition to High School- Visit to Beal SS — November 19, 2015 ➢ Meeting with Mable Doxtator and Rhonda Doxtator to discuss initiatives for the year ( gr. 7/8 and gr 6 transition) October, 2014 Initiatives to Support Students in their Learninq ➢ FNMI Collaborative Inquiry- Focus on Student Learning Skills Cultural Initiatives ➢ FNMI presentation- Hoop Dancer, Mr. Kevin Locke- January 21, 2015 REPORT to FIRST NATIONS ADVISORY COUNCIL Saunders Secondary School Jan. 20, 2015 TRANSITION MEETINGS AND TIME LINES • Gr.8 Family Night Our Gr. 8 Family Night was held on January 13th and was a great success. We had a large turnout and all departments participated in the event. Our First Nations Cultural Center was open for the Gr. 8 Family Night. The families that visited had the opportunity to learn about the aspects of FNMI student life at .Saunders — our students were proud to share all that we offer! • Try A Tech On January. 29th & 30th,. Grade 8 students from our feeder schools have been invited to Saunders to explore our newest technological program offerings. Students. have a choice to participate in a Hairstyling & `Aesthetics, Health Care, Green Industries or Hospitality class. INITIATIVES TO SUPPORT -STUDENTS IN THEIR LEARNING • FNSST Our First Nations: Student Success Team met on Jan 14th, 2015 to review the progress of the FNMI students. The purpose of this, meeting was to identify potential candidates for our First Nation -Cooperative Education program for next year. CULTURAL INITIATIVES • Paul Martin Accounting Mentoring Program On December 10th, an elder visited with the mentors and the students and worked with them on a Beading Activity. Also, the students and mentors enjoyed the Laser Tag group activity, which occurred on January 14, 2015. This was the fourth activity completed this year. • Cultural Competency Project Several FNMI student voice initiatives occurred throughout December and January with the purpose of: 1) Identifying issues that FNMI students would like to address (i.e. specific stereotypes) with the rest of the school -2) Identifying aspects of Saunders S. S. that they wanted to celebrate (create new display boards for the Gr. 8 Family Night) • Missing & Murdered Indigenous Women Awareness Students from the League of Nations created a display during the last week of school in December to raise student awareness about the large number of Missing & Murdered Indigenous Women. IMPORTANT DATES: Jan. 20 & 21 - Gr. 9 EQAO Math Assessment Jan. 23 — 29 - Semester One Final Exams Jan. 29 — 30 - Gr. 8 Feeder Schools — "Try A Tech" Jan. 30th - P.A. Day Feb. 1St - OCAS Application Deadline Feb. 2"d -Start of Semester Two Feb. 16th - Family .Day 2015,14h ,. Mary 120 Tta.:nsftjon:M,,,, ,.and T es .,eltinp imelin y: ce,=..er 110 -wel' hMt d::O.radO:;8%'.s.,.t,,U",d.e*nts�'a..nd::tea..'h-e, f, -r,a- cj... rs� � o, n oelota, von a,nd-,�sxhoo.tt Uts"o ....f6eder'schoolls d, We h W Anfler,River Oro m, htthej- g? d.e'...B ,cla- d 3,: i4f.fme.mbers in .9 r. ra ,class 0 .$t -so on v.seV0t0j`-,.fn4Jv tbadt; 140a.1 pro�', '' A' prec ive s-,- ppep s W h o al -�,.,att. "dle • .During'. the n .fr ,A 2 weel:ksof la!n.,uary., represe,6utives' fromAh �SQ. ,C -9-U! an,,c'e artMOI astudentsucc 's: f 'ersvis r'feederscho,GlS to gr ff r ngs ,a d ve ti, hlPr. ced: �res,. o- n. 91 ft a u " ;NM . -a January 'fit' b01-0: of 0"'UT guidance: hce coph Ile (s, our P .11Liaison tochetand our principalvisited Antler: RiV'er.. On Jan uaryi'15t -we N$ted. our Grade 8 P. r'. itV, Night'... 0.enth, After soh o some ze e, v1parents touredF the wilding visiting tve-Vat s� .p r:tm, ftaj areas;.. M; Iso", had:an RN; MI :t-d.r-,o,p.!:-ilnra.o.mwh*ellro,a:,tealcl.'h-,e,�t,ah.d.astud ht'::i:l'e',a�oer,we:re,,,.,ay..a;,!,i la; le tvui -C * With U. -an d �.stud6nts:: about ."t"vmt ts/pro ii— "' g, tcl,!M$ oSaP port.,Stude nts41thOJr �_earning cu.. r n ru Wearat, ..fly xnatngmn qda� -,O.,Xt t t sessions tfii t , rfa'l s $10, s,. 14 :,r no ,and n t t-ris -we aPproach;the� science-Jor-stud'entsme, h, �141'0tlfled to 1A -,a-:�s v, end of first: `semester: that: en erreate'd-11- 6- G nc -o A st 'dohtillf ti-66j1do'-fitr6 i nfo rma office m o- tidn's p �t, S L 6 . c.l.. ndorv,.--and career p portu ittes, to I t'Na Plf, r students. bep q or ,;V ::FNM P19 ,ftnnif hais,il students. W "'I start Wor W!" hstu:do ts :assemneg, r2 starts. J ko, It -ol'.. "."t cu., Ofallhu"fal-WOP �f th' 8 ccos u ly members m-.. sf .1 i, Op g,`obe.t b -o .p in ,Student 6unc't :that is rj ated th rough wide FNMA -A vIsor o Cy w j nArom-CAM H These -students ave: beeptraveling , t01,London i to: . atter d monthly p • :On NovembeIr24students and staff.:, SDOlattendeth d th FNMI 4 0...- t4_ M10P. Uva, I ng, "A ef, :C' F ers,". "The: :5tudi''t "t, found it be a:we:ry eers, air a und .,,nce a ik - o. aun wi'ng,,;our experie and' we. would] el lhank.-S, .tdemfora -r-ppre,sentativ I e I s,t t0 jo]:h'r hem.,., th -ryed for J nuac -- -was NM J - St 'The.,F" 'I I' wdrept Voice -,con�fe.�ren�ce..w,.e,"had:p,(an a :ry,09 postpanedlbecausedf aschool bus cancellation., We e w:o:rkling to, ate.: e, t Th'' iotbg, a'' 0s: the. re, 9 confirm 051`�, b", cho Wl' include: ablebdi,-f`activitiesa'r.e.gropsesslons,, and smaller r.. p. - n' .d discu l " 11 be, off ing work s hops,for estudents;, d ..4look forW,aIrd to having ts. lementa:ry.'students Mebt;" djwOk IngAnd'- ing,: ith the, w �e 'I ''hgr has, 1 been selected.by,,,I, h,,.e 1: d,'_':"--,- lrittituteA.O_:;� RNMIllal' t w 0 U, r, �:, -_spir.el ison � ea ctO -segue :a,a teacb-Of'mentor. 5he'is looking forward tolh ppprt,in,i t :t o d in.nd] ,.,.e U. 't' ,loca"IlvArid share w h re: ith�:,o.th:e...r�t,6.ac�hers'%'i,n'te�reste genbus. -..,ca. Jon: :acro, Cahada 'In: Feb.ruaryaLreprese,n representative ofthe Armed. Forces wiIf visit:S,D.,CI; t pr fN 41 st ts" ,to:: MMOIR $91m," fb e jOb-OPP rtonitk -.4'M (A 00 • Wkthe 6W.sta neezvof T V ppprt Sg ryi e s,,wch-ets from ul'._*,,,e�r it . te OV v -51 ermlJOT.. W t r olve n � Ing f-Wi1j. t -t -d'! t, `M- T t), em" theP" I ISM6 'IS,.. L q*,cyzlp" f osi, lent mpar le, wt tDates an.. • Jan"Uary. 2149, Seme,.,stbr lexams -.$0M. :stet 2`:b:egiAt Fe ruarY`05, mt JfN Stu e:ntUoic L ul, anqg aff, ns are tdSDCI,G: :27,, 2015/ , R' e, February 16 egittr REPORT OF THE AUDIT COMMITTEE 2015 January 20, 3:00 - 4:38 p.m. MEMBERS PRESENT ADMINISTRATION AND OTHERS A. Morell R. Kent L. Elliott . P. Hearse M. Reid J. Pratt J. Nicolle R. Tisdale C. Beal J. Berkin J. Knight N. Luo -(-3:18 pm) S. Macey K. Nuckowski (-3:.18 pm) Regrets: R. Robertson 1. APPROVAL OF AGENDA The agenda was'approved by motion. 2 INTRODUCTION OF MEMBERS Introduction with new Committee members took place. 3 ELECTION OF THE CHAIR Superintendent Beal presided over the election of the Chair. Trustee Tisdale was nominated and acclaimed to the position. 4 NEW MEMBER DECLARATION - CONFLICT OF INTEREST Declarations of Conflict of Interest were obtained. 5 CONFLICTS OF INTEREST - None declared. 6 REPORT OF 2014 NOVEMBER 11- For information only. 7 IN -CAMERA The Committee moved in -camera at 3:09 p.m. It reconvened in public session at 3:28 p.m. 8 EVALUATION OF EXTERNAL AUDITORS PERFORMANCE Supt. Beal presented the Ministry template Audit Committee — Evaluation of External Auditors Performance, noting the Committee has responsibility for recommendation of the external auditors to the Board. Members were asked to return the completed evaluation form by January 30th. 'It was agreed that input would be sought from the previous Committee members, and Administration would participate in the evaluation. 9. REGIONAL INTERNAL AUDIT COORDINATOR Supt. Beal spoke to the newly created Regional Internal Audit Coordinator position, which reports to the Council of Ontario Directors of Education (CODE) and is held by D. Duszczyszyn. She reviewed the main responsibilities and reporting relationship with host boards, and identified an expectation that the position will facilitate the establishment of leading practices amongst boards. 10. AUDIT COMMITTEE TRAINING Supt. Beal distributed a recently received CODE memo providing further details on the Audit Committee Training to be held 2015 February 12 and 20. She noted the training will include sessions on internal audit and the role of audit committees. 11. 2014-15 INTERIM FINANCIAL REPORT — 2014 NOVEMBER 30 Supt. Beal provided the framework for the attached 2014-2015 Interim Financial Report. She advised that quarterly financial reports will be shared with the Committee, with the attached report representing 2014 November 30 actual results. The report reflects the revised estimates filed November 15 with the Ministry of Education and reflects actual October enrolment. Manager Macey highlighted details of the 2014-2015 Interim Financial Report for the Three Months Ending 2014 November 30. A decrease in enrolment decreased Education Program -Other (EPO) grants, and 2013-14 deferred revenues brought forward were identified asfactors leading to in -year changes. She reviewed the accumulated surplus and staffing summaries and provided highlights of changes in enrolment. , When comparing 2014-15 enrolment to 2013-14, members were reminded of the change to the Ministry JK/SK accounting practice. Manager Macy reviewed detailed expense and revenue summaries for November 2014 in comparison to the previous year's summaries. She advised there were no specific lines of concern, and responded to Trustees questions of clarification. A listing of EPO grants was provided. 12. OTHER BUSINESS a. RIAT Manager Nicolle informed the Committee that both vacancies in her department have been filled. She told members that she expects to present the results of the Special Education audit next month. b. Members were asked to provide suggestions for future agenda items to Chair Tisdale or Supt. Beal. The Committee moved in -camera at 4:16 p.m. It reconvened in public session 4:37 p.m.. 13. DATE AND TIME OF NEXT MEETING The next meeting is scheduled for 2015 February 17, at 3:00 p.m. 14. ADJOURNMENT A motion to adjourn was approved at 4:38 p.m.. RECOMMENDATIONS: none RUTH TISDALE Chairperson a�;gtz 0 sre & L etBAR® REPORT TO: BOARD COMMITTEE Public F—] In Camera 0 Public F—] In Camera Date of 2015 January 20 Meeting: Item #: PRESENTED FOR INFORMATION SOURCE: Sandra Macey Manager, Financial Services SUBMITTED BY: Christine Beal, Superintendent of SIGNATURE: 'Organizational Support Services (Business) '0 .mFi nancilfjS'dBJECT!-,`,,..-',2.4' 20'51nterRor`2014November Purpose To present the first 2014-2015 Interim Financial Report based on the financial results for the three months ended 2014 November 30. Content Ministry memorandum 2009:SB38 Interim Financial Reporting recommended that administration provide the Audit Committee with a financial report a minimum 3 times per year. At its 2012 January 30 meeting the Audit Committee approved the following three dates for interim reporting: November 30 March 31 July 31 The attached reports represent the first interim report for the 2014-2015 fiscal period. They have been developed based on the format outlined in SB38 as well as the modifications suggested by the Audit Committee. The reports reflect the revised budgets and actual expenses for 2014-2015 as of 2014 November 30, including the impact of the Revised Estimates filed with the Ministry of Education on . 2014 December 15. Cost/Savings Timeline Appendices -2014-2015 Interim Financial Report for the Three Months Ending 2014 November 30 -2014-2015 Interim Financial Report — Revenue Summary for the Three Months Ending 2014 November 30 -2014-2015 Interim Financial Report — Expense Summary for the Three Months Ending 2014 November 30 -2014-2015 Interim Financial Report — List of EPO Grants as of 2014 November 30 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. ❑ Ensuring safe, positive learning and working environments. ❑ Inspiring new ideas and promoting innovation. Z Taking responsibility for the students and resources entrusted to our care. We build each student's tomorrow, every day Thames Valley District School Board Approved Budget (527) (527) 2014-2015 Interim Financial Report Revised Estimates - (270) in YearCl�lange� azo o for the Three Months Ending 2014 November 30 14,054 Approved Use of Specific Appropriations Summary of Financial Results -Safe Schools (140) (140) 7,223 rv�ted Rev 18,353 N� ,y er] ud i i. Revenue (1_8,353) Changes in Revenue Budget Grants for Student Needs 783,671 780,990 (2,681) -0.3% Other 61,221 64,111 2,890 4.7% Total Revenue 844,892 845,101 209 0.0% Expenses (617) 2013-14 Deferred Revenues brought into Revenues and ' Instruction 646,736 647,471 735 0.1% Other Operating 199,098 198,842 (256) -0.1% Total Expenses 845,834 846,313 479 0.1% Funded by Accumulated Surplus 942 1,212 270 Net Surplus/ ( Deficit) - - - Structural Surplus/(Deficit) Approved Budget (527) (527) (5.00) Revised Estimates - (270) in YearCl�lange� azo o (527) (797) 14,054 Approved Use of Specific Appropriations 2,228 -Safe Schools (140) (140) 7,223 -FDK Sheds and Fences (275) (275) 18,353 Prior Year Carry Forwards - - 41,858 Use of Accumulated Surplus (942).r r (1_8,353) Changes in Revenue Budget 2,092.60 2,089.10 - Change in Grants for Student Needs revenue is attributable to: -0.2% Revised Estimates (2,681) - Change in Other revenue is attributable to the following: -0.2% Decrease due to Revised Estimates (excluding revenues 868.60 869.60 related to EPO Grants) (617) 2013-14 Deferred Revenues brought into Revenues and ' 7,709.70 7,699.20 additional EPO grants 2,567 Additional miscellaneous revenues projected 940 Total Change in Revenue Budget 209 Change in Expense Budget - Change in Expenses is attributable to: Projected expenses relating to Revised Estimates (excluding (2,334) Expenses Relating to EPO Grants) Projected expenses relating to 2013-14 Deferred Revenues and additional EPO grants 1,873 Expenses relating to additional miscellaneous revenues 940 Total Change in Expense Budget 479 Risks,&Recommendations °:<<=: ;° , Accumulated Surplus Summary - (5.00) w.f.= in YearCl�lange� azo o Unappropriated Surplus 14,054 Multi -Purpose 2,228 Operating Carry Forwards 7,223 Committed to Capital Projects ( Future Amortization) 18,353 Available for Operating Purposes 41,858 Less: Amount Committed to Capital Deficit (1_8,353) Less: Amount Committed to 2014-15 Revised Budget(112} 2,092.60 2,089.10 Summary of Staffing - (5.00) w.f.= in YearCl�lange� azo o IR _�V-819a rGl':'l.'. ...2Y''a,.ve;;_:.Y'.=_i..a�. : i'.S.. a.`=..,ti:;`>....�✓r s.S',eC�:i: 'sYT:°>. .'.. i'`i�: !-: "1.�•. Classroom -3.5 5,253 25.8% 8•0 Teachers 4,748.50 4,740.50 (8.00) -0.2% Non -Teachers 2,092.60 2,089.10 (3.50) -0.2% Total -Classroom 6,841.10 6,829.60 (11.50) -0.2% Non -Classroom 868.60 869.60 1.00 0.1% Total 7,709.70 7,699.20 (10.50) -0.1% Ct tinges'u--s amity Appkave i;Budgetvs'}te ised;8ttstge#: `j; °. ...15.00 s 10.00 Non -Classroom 5.00 100 0.00 - (5.00) w.f.= Non -'- IR _�V-819a �yy,M i Teachers (10.00) Teachers -3.5 5,253 25.8% 8•0 Total Total Board (15.00) JK -3 Classroom -10.5 25,589 (227) -11s Highlights of Changes in Staffing: - Classroom -Teachers - 8.0 Elementary teacher decrease due to enrolment changes - 3.3 Teacher increase funded through Restricted Grants - 3.3 Teacher decrease -other programs - Non -Teachers - 0.5 Net Decrease -2.0 School Support Counsellors replaced by 1.5 Social Workers - 2.0 Decrease -Con Ed Secretarial Staff -1.0 Decrease -Con Ed Analyst to Business Services Non -Classroom -1.0 Increase -Con Ed Analyst to Business Services - Confidential Enrolment Summary - Current Year - Total enrolment is 212 ADE less than projected at Estimates. Total Secondary E w 'Y-- �j d IR _�V-819a �yy,M i y Zy s xs tea" •: 51, R �Y 6 Elementary 5,253 25.8% (193) Total Enrolment (250) (212) JK -3 25,816 25,589 (227) -0.9% 4-8 25,236 25,259 23 0.1% Pupils of the Board 51,052 50,848 (204) -0.4% Other Pupils 86 97 11 12.8% Total Elementary 51,138 50,945 (193) -0.4% Secondary <21 Grades 9-12 21,816 21,813 (3) 0.0% High Credit 311 288 (23) -7.4% Pupils of the Board 22,127 22,101 - (26) -0.1% Other Pupils 237 244 7 3.0% Total Secondary 22,364 22,345 (19) -0.1% Total Enrolment 73,502 73,290 (212) -0.3% C#iarligeseiri l,Fq Ment::Appraueci'Gadgetir;'Revised'Buiiget:::':; 1 50 i Highlights of Changes in Enrolment: - Total enrolment is 212 ADE less than projected at Estimates. Total Secondary s0 () ) (100) �I^ttafl z�i eved Change affip2°,4a- (150) •i (200) Total Elementary 5,253 25.8% (193) Total Enrolment (250) (212) Highlights of Changes in Enrolment: - Total enrolment is 212 ADE less than projected at Estimates. - The Revised Budget figures are based on actual counts at 31 October with projections for 31 March. Enrolment Summary - 2013-2014 Actuals Compared to 2014-2015 �I^ttafl z�i eved Change affip2°,4a- ADE rr Elementary JK -3 20,336 25,589 5,253 25.8% 4-8 25,217 25,259 42 0.2% Pupils of the Board 45,553 50,848 5,295 11.6% Other Pupils 96 97 1 1.0% Total Elementary 45,649 50,945 5,296 11.6% Secondary <21 Grades 9-12 22,569 21,813 (756) -3.3% High Credit 289 288 (1) 0.0% Pupils of the Board 22,858 22,101 (757) -3.3% Other Pupils 241 244 3 1.2% Total Secondary 23,099 22,345 (754) -3.3% Total Enrolment 6 8,748 73,290 5 4, 42 6.6% Note: JK/SK Enrolment in 2013-2014 counted as .5 vs 1.0 in 2014-2015 Thames Valley District School Board 2014-2015 Interim Financial Report - Revenue Summary for the Three Months Ending 2014 November 30 Grants for Student Needs 04 P 7 School Foundation Language Remote and Rural 10 Ni Learning Opportunity Cost Adjustment and Teacher Qualification and Experience ECE Q&E Allocation Transportation Admionan School Operations PLO Declining Enrolment Adjustment Safe Schools '; 152M�U_TWVM` nefitFnancnbfN,MF Labour Related Enhancements t�abaur Enhance 'MAllocation ,"--U!'I"p" TL_ Strike Savings Total Operating Grants V Capital and Debt Servicing Revenue Recognized for Land Net GSN Revenues Non GSN Revenue .......... Tuition Fees Transfers from Deferred Capital Contributions DCC shames Vail_ y«Education 7VE Non GSN Revenue . ..... ... 50 Total Revenue c=b-a d = cla e f g = fle 2014-15 2014-15 Change (000's) (000's) (000's) I Material (000s) (000's) 0 Approved Revised Increase Increase Variance Revised Nov 30 Budget Budget (Decrease) (Decrease) Note Budget Actuals K�_ R11sklAis- ... e'ss'me'ht- I j = iih k=f-i 1=g -j 2013-2014 (000's) (000-s) August 31 Nov 30 Actuals Actuals % (000's) Nov to Nov Year to Year Increase Revised Budget vs. (Decrease) Prior Year YTD V . ......... at 3,637 3,787 59,547 50,390 (157) (0.3%) 50.390 13,036 25.9% 48,566 12,470 25.7% 566 0.2% _T '64,111 2,890 4.70/6 13,476 14,053 577 4.3% 14.053 3,635 25.9% 13,678 3,473 25.4% 162 0.5% .0% 44- 0, 16,405 16,399 (6) (0.0%) 16,399 4,242 25.9% 16,117 4,134 25.6% 108 .0.3% �7 rJ 29.27 59,888 58,528 (1.360) (2.3%) 58,528 -15,141- 25.9% 54,774 13,784 25.2% 1,357 0.7% �_da,425, 3,398 3,362 (36) (1.1%) 3,362 870 25.9% 0.0% 870 25.9% , 22 f3 8) ME 18 34,703 34,388 (315) (0.9%) 34,388 8,896 25.9% 35,081 8,755 -7�7 25.0% 141 0.9% E-1 7�T T7f 73,834 73,494 (340) (0.5°/6) 73,494 19,012 25.9% 70,602 18,117 25.7% 895 0.2% T'Q 4 - 014: '0. 014-, "-`2 XQA :,6260 2 883 1,453 570 64.6% 1,453 376 25.9% 2,154 603 28.0% (227) (2.1%) 7 2,101 2,098 (3) (0.1%) 2,098 543 25.9% 2,037 523 25.7% 20 0.2% 2� 0.0% 0.0% 1,190 0.0% 0.0% r p, 0 0% QAlo 0.0% - - 0.0% - - .0.0% - 0.0% 775,914 773,233 (2,681) (0.39/6) 773,233 197,967 25.6% 715,468 181,036 26.39A 16,931 0.3% On Forecast 9,078 9.078 0.0% 9.078 4,645 51.2% 11,626 2,423 20.8% 2,222 30.4% 1,321 391 0.0% - - 0.0% 1,796 - 0.0% - 0.0% 783,671 780,990 (2,681) (0.31/6) 780,990 202,221 25.9% 727,603 183,068 25.2% 19,153 0.7% Ahead of Forecast A at 3,637 3,787 150 4.1% 23,838 0.0% 27,489 26,894 (595) 24,959 26.1% % 61,221 '64,111 2,890 4.70/6 7 z I 844,892 845,101 209 3,787 1,605 42.4% 911239 at 3,770 1,499 39.8% 7, 7; 2 S& 23,838 0.0% 95,643 24,959 26.1% 823,246 1 208,027 1 25.30A (17,604) 1,649 2.6% Behind Forecast On Forecast Thames Valley District School Board 2014-2016 Interim. Financial Report - Expense Summary for the Three Months Ending 2014 November.30 OPERATING EXPENSES Classroom Teachers T T c=b-a d = c/a 2014-2015 Change (000's) (000's) (000's) % Material Approved Revised Increase Increase Variance Budget Budget (Decrease) (Decrease) Note 436,206 (0.4%) 26.0% 113,227 434,961 (997) (0.2%) r 13;.�i31 13 335 x'404zi� T 21,72Z 58,928 58,882 (46) (0.1%) 44.2% 29.5% (5) (0.1%) 2,289 2,373 84 3.7% 94?- 1;134= 1,041 .255 15,726 15,701 6,666 (0.2%) On Forecast 18,637 4,891 26.2% .9. 3Z 1,043 1,041 (2) (0.29/6) 25.4% _924, 18.591 18,637 46 0.2% 0. WT 142 MA. 'I 9,704 9,355 (349) i 40 84, % 646,736 647,471 983 0.2% g = Ve 2014-2015 (000's) (000's) Revised Nov 30 Budget Actuals 434,961 (0.4%) 26.0% 113,227 26.4% 1,449 (1.00%) 58,882 16,148 27.4% T 21,72Z 27 8. _Q:4,3016 _07 2,373 1,050 44.2% 29.5% (5) (0.1%) 15,701 3,892 24.8% 23.90/. 94?- 1;134= 1,041 .255 24.5% M 6,666 (0.2%) On Forecast 18,637 4,891 26.2% .9. 3Z Tr ;�4 9,355 2,373 25.4% _924, i0o/ 647,471 170,965 26.4% Rfms-etm4 i = ith k=f-i I=g-j 2013-2014 (000-s) (000-5) August 31 Nov 30 Actuals Actuals 421,684 (0.4%) 1,783 111,444 26.4% 1,449 (1.00%) 2;074' 51,844 14,699 28.4% 17;031 _07 162 3,715 1,096 29.5% (5) (0.1%) OA% 15,619 3,730 23.90/. 94?- 1;134= 7777��97 1,056 260 24.6% 6,666 (0.2%) On Forecast 18,057 5,013 27.8% 8 687 2229 Z5 T°!o 10,256 2.858' 27.9% 621,679 165,299 26.6% (000's) Year to Year Nov to Increase Revised Budget vs Nov (Decrease) Prior Year YTD 35,909 34,268 (1,641) (4.6%) -312 ' ', !F;�' Pa A - 0.0% 34 75,702 (0.4%) 1,783 1,200 1,449 (1.00%) 2;074' 110A (46) 14.70/9 695 _07 162 0.9% 28.5% (25) (5) (0.1%) OA% (1.0%) Savings Forecast (122) (1.6%) 06 U, 5. �2.5%) 500 555 6,666 (0.2%) On Forecast 35,909 34,268 (1,641) (4.6%) -312 ' ', !F;�' Pa A - 0.0% 34 75,702 T 76,902 '150 21"; A 1,200 1.6% 0.0% A.AA 2,997 3,026 119 4.1% 3,026 695 23.0% 2,528 72.0 28.5% (25) (5.5%) 438 OA% (1.0%) Savings Forecast 14.0% -27-/6 .89 . ..... . : U, 5. ....... - 500 555 55 11.0% 555 0.0% 198 0.0% 0.0% 73, 24 :K820, 04� ; � -io, , 142 Savings Forecast 35,909 34,268 (1,641) (4.6%) -312 ' ', !F;�' Pa A - 0.0% 34 75,702 T 76,902 1,200 1.6% 0.0% A.AA 9,227 9,227 (1.8%) 0.0% _7 7 r 2 111,419 111,857 438 OA% (1.0%) Savings Forecast 14.0% 2 38 "2r N 0 -00 26,976 26,976 0.0% 2467e 27,67 % r3 34,268 10,805 31.5% 0.0% 34;5801 ll 0;893 3.1. j , i 76,902 17,107 22.2% �A 9,227 4,530 49.1% 111,857 21,637 19.3% Y 34,511 10,324 29.9% '265 4� 4* 0.0% 34 766_'10.34& _29. /a 72,158 17,308 24.0% 2 342"'JQ-09% 9,407 4,703 50.0% 108,659 22,011 20.3% 481 Y� 4- 1.6% 0.0% 0.0% A.AA 0.0% 27i67f (1.8%) (201) (0.9%) .0'0% (374) (1.0%) Savings Forecast 14.0% 2 38 "2r 0: 26,976 0.0% 24,569 0.0% 0.0% 27i67f A. A 0.0'% 0.0% 14.0% 2 38 "2r On Forecast Thames Valley District School Board 2014-2015 Interim Financial Report as at 2014 November 30 Total Education Program - Other ( EPO ) Grants 51156,387 Revised Education Program - Other ( EPO ) Grants Budget 1. Aboriginal -Indigenous Arts 9,750 2. Autism Supports & Training 112,288 3. Board Leardership - Succession Planning Leaders 45,000 4. Building Capacity for Math 7-12 105,526 5. Collaborative Inquiry for Learning - Mathematics 164,977 6. Community Use of Schools 278,800 7. Con -Ed Enrolment Reporting 50,117 8, Differentiated Instruction Professional Learning Strategy 52,763 9. Early Primary Collaborative Inquiry 5,000 10. Early Years Leadership Strategy 415,955 11. Elders and Cultural Teachers 16,750 12. E -Learning 105,000 13. FNMI Awareness/Understanding 5,200 14. FNMI Collaborative Inquiry 23,000 15. FNMI Community Celebration 4,700' 16. FNMI Cultural Competency 21,400 17. FNMI Grade 8 Transition 7,006 18. FNMI Newsletter 1,600. 19. FNMI Speaker Series 18,000 20. FNMI Student Advisory Council 2,800 21. FNMI Student Collaborative Inquiry 5,000 22. FNMI Student Self Identification 5,600 23. FNMI Urban Celebration 6,700 24. FNMI-Mental Health and Well Being 1,200 25. Healthy Schools - Parapan Activity 26,600 26. Healthy Schools - Physical Activity 7,259 27. Improving. FNMI - OSSLT 9,403 28. Just for the Health of It 13,014 29. Leadership - PPA/EI 50,000 30. Learning for All' 23,690 31. Library Investment Initiative 256,460 32. Literacy - Capacity building 52,763 33. Low Performing Schools 929 34. Managing Information for Student Achievement 60,133 35. Mental Health and Addictions - Section 23 16,647 36. Mental Health Leader 34,947 37. Ontario Focused Intervention Partnership 717,800 38. Outdoor Education 738,011 39. Parenting & Family Literacy Centres 318,638 40. Parents Reaching Out - S&S 59,770 41. Principal Leadership Team Mentoring 22,755 42. Re=Engagement FNMI 23,279 43. Re -Engagement Initiative(12 & 12+) 47,667 44. Renewal of French. Second Language 192,649 45. Safe, Inclusive and Accepting Schools 168,279 46. School Cafeteria Student Voice 24,257 47. Specialist High Skills Major - EPO Funding 145,936 48. Student Success & Cross Panel Teams 72,373 49. Student Success School Support Initiative 210,081 50. Student Success School Support Initiative - FNMI 34,842 51. Student Work Strategy 120,764 52. Student Work Strategy - FNMI 121,336 53: Support Network Facilitation and Resurces 50,104 54. System Implementation and Monitoring 28,096 55. Teacher Learning Leadership Program - Parkview P.S. 33,612 56. Teacher Learning Leadership Program - Wheable S.S. 10,161 Total Education Program - Other ( EPO ) Grants 51156,387 REPORT OF THE POLICY WORKING COMMITTEE MEMBERS M. Reid (Chair) P. Jaffe R. Tisdale' S. Polhill C. Goodall J. Skinner Visiting Trustees: J. Bennett, A. Morell, B. McKinnon 2015 January.27 3:30 p.m. -4:46 p.m. ADMINISTRATION AND 'OTHERS L. Elliott K. Aitken J. Pratt (+3:52) (415) S. Macey (+3:45) (400) P. Heath (+4:00) (415) D. Macpherson (+4:15) (445) 1. APPROVAL OF AGENDA —The agenda was approved on motion. 2. CONFLICTS OF INTEREST — none declared 3. EQUITY AND INCLUSIVE EDUCATION TRUSTEE REPRESENTATIVE It was recommended and agreed that M. Reid be appointed as the Trustee representative on the Equity and Inclusive Education Committee. 4. COMMITTEE REPORT OF 2014 NOVEMBER 25 AND THE 2015 JANAURY 27 TRACKING SHEET — provided for information. 5. POLICY/PROCEDURE — TO COMMITTEE FOLLOWING PUBLIC INPUT a. Student Admission — International/Out-of-Province/First Nations/Student Exchange Policy and Procedure Manager S..Macey joined the meeting to update the committee regarding the, Student Admission — International/Out-of-Province/First Nations/Student Exchange policy and procedure which was posted to the Board's website. No input was received during that time. The following motion was moved and carried: That the Student.Admission — International/Out-of-Province/First Nations/Student Exchange policy be approved. The recommendation will be forwarded to the 2015 January '27 Board meeting. The procedure will be provided for information. b. Harassment Policy and Procedure Associate Director J. Pratt introduced Employee Relations -Officer P. Heath: who joined the meeting to update the committee regarding the Harassment policy and procedure which was posted to the Board's website for 60 days. Public input was received from one individual, specifically, the Board's legal counsel. Amendments were made to section 1.1.3 c as per his suggestions. In response to, a question, it was noted that the policy and procedure references trustees. It was suggested that an annual report be brought to the Board regarding incidents. Further minor revisions and amendments were noted. The following motion was moved and carried: That the Harassment policy as amended be approved. The recommendation will be forwarded to the 2015 February 10 Board meeting. The following motion was moved and carried: That the Harassment procedure as amended be approved and forwarded to the 2015 February 10 Board meeting for information. c. Student Concussion Protocol Policy and Procedure Supt.. D. Macpherson joined the meeting to update the committee regarding the Student Concussion Protocol policy and procedure which was posted to the Board's website for 60 days. During that period, three responses were received. Supt. Macpherson highlighted the input from each respondent and referred to changes implemented as a'result. Questions of clarification and minor revisions were noted. The following motion was moved and carried: That the Student Concussion Protocol policy as amended be approved. The recommendation will be forwarded to the 2015 February 10 Board meeting. The following motion was moved and carried: That the Student Concussion procedure as amended be. approved and forwarded to the 2015 February 10 Board meeting for information. 6. DRAFT POLICIES/PROCEDURES - none 7. DRAFT POLICIES/PROCEDURES REQUIRING ADDITIONAL CONSIDERATION - none 8. POLICIES/PROCEDURES UNDER REVISION - none 9. DRAFT/APPROVED POLICY/PROCEDURE REQUIRING FURTHER CONSIDERATION — none 10. OTHER BUSINESS -none 11. DATE AND TIME OP NEXT MEETING The next meeting is scheduled for Tuesday, February 24, in the Governor Simcoe Room. 12. ADJOURNMENT The meeting adjourned at 4:46 p.m. by motion. RECOMMENDATION: 1. That the Harassment policy as amended be approved. 2. That the Student Concussion Protocol policy as amended be approved. MATT REID Chairperson Thames Valley District School Board Title Department Reference(s) HARASSMENT ORGANIZATIONAL SUPPORT SERVICES (HUMAN RESOURCES) - Ontario Human Rights Code - Ontario Occupational Health and Safety Act - Procedure - Harassment POLICY Policy No. 3004 Effective Date 2001 Feb. 27 It is the policy of the Board that every person within the Thames Valley educational community has a right to work and study in a safe, inclusive and accepting environment, free of harassment and supportive of productivity, personal goals, dignity and self-esteem. The Thames Valley District School Board endeavours to create a climate of understanding and mutual respect and in accordance with the Ontario Human Rights Code, to recognize the dignity and worth of every individual, and in accordance with the ,Ontario Occupational Health and Safety Act, establish measures to deal effectively with incidents and complaints of workplace harassment. The working and learning environment will be free of discrimination or harassment on grounds which include, but are not limited to the following: race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, religion, sex, gender identity, gender expression, sexual orientation, age, record of offences, marital status, same-sex partnership status, family status, or disability (as those terms are defined in the Ontario Human Rights Code). The Thames Valley District School Board will not condone any form of harassment. The Board has established a complaint procedure and will protect from reprisal those individuals participating in the process including complainants, witnesses, advisors, representatives, investigators, and decision makers. Thames Valley District School Board', Title HARASSMENT Procedure No. 3004a Department ORGANIZATIONAL SUPPORT SERVICES (HUMAN RESOURCES) References Ontario Human Rights Code Effective Date 2001 Feb. 27 The Child and Family Services Act Ontario Occupational Health and Safety Act Equity and Inclusive Education Policy Health and Safety Policy Domestic Violence in the Workplace Procedure Reporting Child Neglect and Abuse — Board Procedure Safe Schools Policy Suspensions Policy Regulations made under the Teaching Profession Act Trespass to Property Act . Violence in the Workplace Procedure PROCEDURE FOR RESOLVING HARASSMENT INVOLVING EMPLOYEES OF THE THAMES VALLEY DISTRICT SCHOOL BOARD TABLE OF CONTENTS PAGE Tableof Contents..:................................................................................................................2 HarassmentProcedure.............................................................................................................3 Fundamental Guiding Principles ......................................... .............................. ..................3 ReportingHarassment...............................................................................................................4 Definition of Harassment ........................ Complaint Resolution Procedures 1.b, Harassment of Employees......................:......................................................................6 1.1 Allegations of Harassment: Employee(s)/Supervisor by Employee(s)/Supervisor..6 1.2 Allegations of Harassment: Employee(s) by Other(s).......................................... 11 2.0 Harassment of Students.............................................................................................. 12 2.1 Allegations of Harassment: Student(s) by Employee(s)........................................ 12 3.0 Harassment of Others 3.1 Allegations of Harassment: Other(s) by Employee(s).......................................... 14 Appendices Appendix A Definitions from the Ontario Human Rights Code ................ 16 Appendix B Implementation Plan for Harassment Policy/Procedures.................................. 17 Harassment. Procedure Fundamental Guiding Principles a. All students and staff of the Thames Valley District School Board. have a right to an educational or work environment that is free of harassment. b. All complaints of harassment must -be taken seriously and dealt with according to the policy. C. Staff have a responsibility to ensure that harassment and discrimination does not occur. Employees who witness harassment or discrimination or who become aware that an individual is being harassed or discriminated against have a responsibility to report the incident immediately to their supervisor or school administrator or to Organizational Support Services (Human Resources) without fear of reprisal. d. Supervisors and school administrators are responsible for helping to create and maintain a harassment and discrimination -free environment. Supervisors are part of the internal responsibility system of the organization and have an additional responsibility to take immediate action if they. become aware that an individual is being harassed or discriminated against. All supervisory staff are expected to set an example and adhere to this policy in their own behaviour. e. Each employee and student who uses the policy to lodge a complaint may exercise that right without threat or fear of reprisal. Students may feel very vulnerable when lodging a complaint and as such may require additional consideration and protection by those responsible for handling a complaint. Any person who retaliates or threatens to retaliate against a person who makes a complaint in good faith will be subject to disciplinary action.. f. A spirit of fairness to both parties must guide the -actions taken. Both parties have a right to a fair and impartial investigation. The respondent (alleged harasser) has - a right to know the allegations and who made them. Individuals making charges or allegations of harassment in bad faith will be subject to disciplinary action. g. Confidentiality will be maintained to the extent possible. h. The primary intention of the complaint procedure is to stop harassment as soon as possible after an incident occurs: The complaint procedure must be flexible and the range of corrective action effective. Notwithstanding the right of a complainant to take the complaint to the Ontario Human Rights Commission at any time, it is the intent of the Board to resolve allegations of harassment as expeditiously as possible. j. There is an expectation that written complaints will be made as soon as possible but not later than six (6) months after the offending incident(s) unless a delay was justified because of extenuating circumstances and would not result in substantial prejudice to anyone. k. The Thames Valley District School Board will comply with legislative requirements relative to posting and review of the policy. Reporting Harassment The Thames Valley District School Board will report on an annual basis to the Joint Health and Safety Committees. Definition of Harassment Harassment means engaging in a course of vexatious comment or conduct that is known or ought reasonably to be known to be unwelcome in the categories set forth in the Board Policy. Harassment Harassment includes but is not limited to: a. behaviour that is unwelcome and/or one-sided, on a single or a repeated basis which humiliates, threatens, insults or degrades. It may take the form of .derogatory comments conveyed through any means or media, condescension, or patronizing behaviour that undermines self-confidence. It also may include unwelcome invitations, requests, threats and assault; b. unwanted attention of a persistent or abrasive nature by a person or, persons'who knows or ought to know that such attention is unwanted; C. inappropriate behaviour which could reasonably be expected to cause physical, .emotional or psychological distress. There may be circumstances where a single incident would not be considered to be harassment but a series of such incidents would constitute harassment; d. inappropriate behaviour which has the purpose or effect of creating an intimidating or hostile learning or working environment. Hostile environment harassment consists of unwelcome conduct when such conduct has the effect of unreasonably interfering with an individual's work or academic performance or such conduct has the effect of creating an intimidating, hostile, offensive or uncomfortable working or learning environment; or e. unwanted and/or persistent attention or contact in the work environment directed at an employee where the individuals concerned are/were partners/spouses, or had an intimate or dating relationship. Sexual Harassment Sexual harassment includes written or verbal remarks, slurs, references, jokes or conduct or display of offensive or derogatory material, conveyed through any means or' media, any of which is of a sexual nature or about a person's sexual orientation, gender identity or gender expression, which is known or ought reasonably to be known to be unwelcome in that it may cause insecurity, discomfort, offense or humiliation to another person or group made by any employee, agent of the Board, trustee, volunteer, student, visitor or any person coming onto Board property; A sexual advance or solicitation by a person who is in a position to grant or deny a benefit to another, when the person making the advance knows or ought to know that such behaviour is unwelcome; A threat or an action by a person in a position to grant or deny a benefit against another who rejects their sexual advance; Sexual advances, requests for sexual favours or other verbal or physical conduct of a sexual nature when such conduct has the purpose or the effect of interfering with a person's work performance or creating an intimidating, hostile or offensive work environment; Denial of any promotion, benefit or opportunity based on sex, sexual orientation, or same-sex partnership status; Denial of normal co-operation on gender, gender identity, gender expression or sexual orientation grounds. Sexual harassment does not necessarily include an occasional compliment, or relationships between consenting adults providing said relationship does not involve an adult who, as a student, is also in a student -staff relationship with the other adult. Racial Harassment Racial harassment includes written or verbal remarks, slurs, references, jokes or stories based on a person's racial or ethnic background, conveyed through any means or media, related to colour, place of birth or origin, citizenship, ancestry, customs, dress, creed or religion which are known or ought reasonably to be known to be unwelcome, made by any employee, agent of the Board,'trustee, volunteer, student, visitor or any person coming onto Board property; The display of racist, derogatory or racially offensive pictures or material, which is known or ought to be known to be unwelcome; Denial of any promotion, benefit or opportunity based on racial or ethnic grounds; Denial of normal co-operation on ethnic or racial grounds. Harassment of Persons with Disabilities Harassment of persons with disabilities includes written or verbal remarks, slurs, references, jokes or the display of offensive or derogatory material about a person's disability, conveyed through any means or media, which are known or ought reasonably to be known to be unwelcome, made by any employee, agent of the Board, trustee, volunteer, student, visitor or any person coming onto Board property; Denial of any promotion, benefit or opportunity based on disability; Denial .of reasonable co-operation on the ground of disability. Personal Harassment Personal harassment includes intentional taunts, insults or offensive comments or actions which could reasonably be expected to demean or humiliate an individual made by any employee, agent of the Board, trustee, volunteer, student, visitor or any person coming onto Board property; Improper use of authority or position, with its implicit power, to undermine, sabotage or otherwise interfere with the career of an employee or academic success of a student; Denial of any promotion, benefit or opportunity based on age, record of offenses -as per the Ontario Human Rights Code provisions, marital status or family status; Patterns of comment or conduct of an excessive nature that are known or ought reasonably to be known to be unwelcome, unwanted, offensive, intimidating, hostile or inappropriate. Such behaviours include physical intimidation and/or threats of violence; use of profanity (swearing) or vulgarity or derogatory name calling conveyed through any means or media including inappropriate use of computer images, video recordings, emails, electronic text and websites; Bullying tactics such as ridiculing, taunting, threatening, belittling, excluding or humiliating another person, are also forms of harassment and are unacceptable. Personal harassment does not include the appropriate exercise of supervisory, evaluation or operational responsibilities. Complaint Resolution Procedures 1.0 Harassment of Employees 1.1 Allegations of Harassment: Employee(s)/Supervisor by Employee(s)/Supervisor An employee who feels that they have been harassed should do the following: a. If comfortable, tell the alleged harasser that their behaviour is unwelcome and tell the person to stop. The police shall be contacted in. the case of a threatening situation where there is concern for the safety of any individual. b. An employee who feels uncomfortable about addressing the issue of harassment with the alleged harasser directly should tell their immediate supervisor about the matter. NOTE: If the alleged harasser is the principal or vice-principal, the complaint is to be made directly to the Superintendent of Student Achievement. c. Create a record of the incident(s) in as much detail as possible. The document called the Complaint Form for Harassment Involving Employees (available in Electronic Forms under Organizational Support Services (Human Resources)) may provide assistance. Record the name and employment position of the alleged. harasser, frequency of conduct (has it happened before) date(s), time(s), location(s), possible witnesses, what happened, your reaction, whether you told anyone .about the situation and if so who and when, and any knowledge you have of the same or similar situation happening to others, in ,as much detail as possible. It is not necessary to have a record of events to make an informal complaint, but it can help an individual remember details that occurred. d. If the harassment does not end immediately, or was of such a nature that it caused the individual severe or ongoing discomfort the employee must advise their supervisor who will take the appropriate.action to resolve the matter. The employee may also consider notifying the following people: • a union or association representative; • a superintendent; or • a manager or superintendent of Organizational Support Services (Human Resources). 1.1.1 Informal Resolution Process The key characteristic of an informal resolution process is that it does not involve a formal investigation procedure. The objective of the informal resolution process is to deal quickly and. effectively with complaints of harassment. If the harassment persists, or if the individual is uncomfortable speaking to the harasser, the individual should report the incident to their supervisor. The supervisor may help by providing information and confidential advice. The supervisor should advise the complainant of available options for resolution that may include: • strategizing with the complainant about ways to communicate in person with the harasser; • writing a letter to the harasser; • addressing the behaviour as appropriate through the disciplinary process; • helping the complainant to seek counselling elsewhere (through the Employee Assistance Program or a community support group); • initiating a Formal Complaint. 1.1.2 Formal Complaint Procedure A complainant may choose a formal complaint process initially, or after informal resolution procedures have proven unsuccessful. The participants involved in the Formal Complaint Procedure include the complainant*, the respondent*, an investigator and the Associate Director, Organizational Support Services or designate. The Associate Director is' responsible for ensuring that the matter is investigated and this may entail the appointment of an internal or external investigator. * Although the singular form of complainant and respondent is used, it is recognized that there may be more than one complainant or respondent in each case. 1.1:3 Written Complaint a. The complainant completes the Complaint Form for Harassment Involving Employees (available in Electronic Forms under Organizational Support Services (Human Resources)) in as much detail as possible and sends it to the Associate Director, Organizational Support Services. b. Immediately after the complaint is filed, the Associate Director appoints an investigator** and sends confirmation of receipt of the complaint to the complainant. c. Immediately thereafter, the investigator will ensure that all necessary documentation and details regarding the complaint are prepared and received, and conduct a preliminary assessment to determine that a harassment investigation should proceed. If the complaint is to proceed to investigation,'the investigator will send a copy of the complaint to the respondent(s) through the office of the Associate Director, Organizational Support Services, with a copy to the complainant. Alternatively, the investigator may decide to prepare and share a summary of the complaint or any supplementary allegations when the investigator deems it appropriate. As well, the investigator may share the parts of the complaint that are relevant to a particular respondent where there are multiple respondents named. d. The investigator initiates an investigation into the complaint, using the general standards of fairness and proper procedures for conducting an investigation. e. Both the respondent and the complainant and any witnesses will be interviewed separately and may have a supporter present when interviewed. A supporter may be an association or union representative, a supervisor or another individual but shall not otherwise be a potential witness or a party to ,the complaint itself. f. In the instance where the .investigator deems that the matter does not meet the criteria required to pursue a harassment investigation, the Associate Director, Organizational Support Services will notify the complainant and provide appropriate direction or advice. **An investigator may be an individual from Organizational Support Services (Human Resources), another Board or agency, or a staff member with administrative responsibilities, such as a Principal or Superintendent of Student Achievement. The investigator should have'a thorough understanding of harassment issues, relevant legislation, and be able to conduct a proper investigation as a neutral party. An investigator is deemed to be a neutral party where the Associate Director, Organizational Support Services is satisfied that there is no conflict of interest between the investigator and parties to the complaint. 1.1.4 Conciliation a. During the investigation process, the investigator may attempt to conciliate a resolution between the parties. Conciliation can be an effective and efficient method of complaint resolution which maintains the dignity of the parties involved and is in accordance with the spirit of the Ontario Human Rights Code. b: Should conciliation resolve the matter, the investigator will prepare a report for the Associate Director, Organizational Support Services which outlines the details of the resolution. The Report will be signed by the. Parties and the investigator. Any discipline resulting from the Report will be noted and placed in the respondent's personnel file for the period outlined in the relevant employee group agreement. 1. 1.5 Report of Investigator a. If conciliation is unsuccessful, the investigator will prepare a report of findings of fact which .is submitted to the Associate Director, Organizational Support Services. b. The Associate Director, Organizational Support Services may arrange for .conciliation once again if it appears warranted. c. Should conciliation resolve the matter, the -Associate Director, Organizational Support Services will prepare a report which outlines the details of the resolution. The Report will be signed by the Parties and the Associate Director. Any discipline, resulting from the Report will be noted and, will be placed in the respondent's personnel file for a time outlined in the relevant employee group agreement. d. If conciliation is not attempted or is not successful, the investigator will prepare a summary of the findings. A copy will be sent to the complainant and the respondent who may file their written comments with the Associate Director, Organizational Support Services within 10 business days. 1.1.6 -Decision of Associate Director, Organizational Support Services a. If conciliation is not possible or does not resolve the matter, the Associate Director will prepare a written decision outlining the findings, disciplinary actions, if any, and other actions as necessary. Disciplinary actions may include, but are not limited to: • requiring the harasser to apologize in writing and/or person; • requiring the harasser to.seek counselling -through the Employee Assistance Program or other service provider; • requiring the harasser to attend training programs, e.g., anger management; • requiring the harasser to give a written commitment to the complainant to cease any and all offensive behaviour; • written reprimand; • suspending the harasser from work with or without pay; • transferring the harasser; • terminating the employment of the harasser. b. The report of the facts and the written decision of the Associate Director shall be kept in a confidential harassment file. In the case where an employee is found to have harassed an individual, a letter outlining any disciplinary action taken shall be placed in the respondent's employee file. c. This process does not take away from the complainant any legal rights available including those under the Ontario Human Rights Code or the Ontario Occupational Health and Safety Act. 1.2 Allegations of Harassment: Employee(s)' by Other(s) a. If a Board employee feels that they have been harassed in the course of employment or as a result of the performance of their employment responsibilities, the employee should report the incident(s) to a superintendent, principal, or manager. Such report should include the name(s) of the individual(s), frequency of conduct, date(s), time(s), location(s), possible witnesses, your reaction, if you told anyone about the situation and if so who and when, in as much detail as possible. The employee has the right to seek guidance from their association, federation or union. b. The immediate supervisor will be apprised of the situation, will obtain details of the incident and consult with the Associate Director, Organizational Support Services or designate. If it is found that harassment has occurred, the supervisor, in consultation with the Associate Director or designate, shall take whatever action is appropriate to stop the harassment. Options may include, but are not limited to: • telling the person that their comment(s) and/or behaviour is/are inappropriate and in contravention of Board policy (and potentially the Ontario Human Rights Code and the Ontario Occupational Health and Safety Act), and that the harassment must stop; • ensuring. that the complainant has another staff member present when required to interact with the individual in the future (as in the case of harassment perpetrated by a parent or guardian); requesting that a vendor or other service provider send a different representative to conduct business on Board property; or • contacting the police in the case of a threatening situation where there is concern for the safety of an employee or others. 2.0 Harassment of Students 2.1 Allegations of Harassment: Student(s) by Employee(s) It is' the responsibility of administration to investigate all student complaints of harassment by staff. Students should be aware that the term "employees" includes but is not limited to teachers, guidance counsellors, coaching staff, principals and vice -principals, custodians and secretaries. Harassment may involve an abuse of power where the student is coerced into granting favours to the employee. Coercion may be evidenced by actions such as threat of a loss, e.g. receiving a low mark or failing a program. Coercion may also be in the form of a promise of a reward, special favour or receiving an unearned passing grade or higher mark. Harassment may also take the form of persistent and ongoing inappropriate comments, gestures or touching. Any allegation of harassment shall be taken seriously and listened to attentively in a manner that does not humiliate or degrade the student making the allegation. A student who believes that they have been harassed by an employee is to take the following steps: a. Unless the student has concerns related to retribution or other issues, the student may choose to make known their unease or disapproval to the person in an effort to stop the harassing behaviour. This may be done directly by the student, through a second party, or by writing a note or letter to the employee. Such communication may resolve the problem if an alleged harasser does not realize that their behaviour is offensive. If the harassment does not end, it is necessary to take further action as noted below. b. Write down what happened including the employee's name and employment position, frequency of the conduct (has it happened before?) date(s), time(s), location(s), possible witnesses, your reaction, if you told anyone about the situation and if so who and when and any knowledge you have of the same or similar situation happening to others in as much detail as possible. c. The student should report the harassment directly to the principal or vice- principal. Otherwise the student is to tell someone that they trust at home and/or at the school (parent/guardian, the school harassment advisor, a classroom teacher, guidance counsellor, or any other adult in the school) about the harassment as soon as possible. A student may wish to take along a friend for support when 'reporting the incident(s). NOTE: If the alleged harasser is the principal or vice-principal, the complaint is to be made directly to the Superintendent of Student Achievement. 2.1.1 Investigation a. Any person working in the school is required to take action to stop harassment by relaying such reports of allegations or incidents, to the principal or vice-principal for investigation unless the observation or report of harassment indicates circumstances in which a child (under the age of sixteen) could be found to be "in need of protection" under section 72 of The Child and Family Services Act. In these, circumstances, the Board's Reporting Child Neglect and Abuse procedure shall be followed initially rather than this Harassment procedure. If the student is under the age 'of sixteen the principal/vice-principal or, if appropriate, the Superintendent of Student Achievement, will notify the student's parent/guardian of the allegations. b. The principal or vice-principal will notify the Superintendent of Student Achievement of the allegation once the potential seriousness of the situation is determined. The superintendent will consult with Organizational Support Services (Human Resources) to determine an appropriate investigator for the matter. In selecting an investigator, consideration will be given to the .experience and training the individual has in investigation procedures, the capacity of the individual to understand the nature of the -complaint, and the ability of the individual to act in a neutral manner in keeping with the principles of procedural fairness. c. The student will be asked to tell the person conducting the investigation what happened in as much detail as possible. It is appropriate that a parent, friend, a peer supporter, a teacher or someone else accompany the student. Witnesses will be interviewed independently. The alleged harasser will have an opportunity to respond to the allegation, if the alleged harasser so chooses. d. The alleged harasser has the right to be accompanied by a representative of their association/federation/union during interviews related to the complaint. e. The investigation, which includes gathering facts concerning the complaint through interviews and preparing a report, shall be conducted in accordance with due process procedures. Confidentiality will be maintained as far as is possible. f. The result of the investigator's fact finding will be reported to the Associate Director, Organizational Support Services or designate and determine whether the matter shall be addressed through the appropriate discipline procedure. 2.1.2 Outcome of Investigation a. A report of the findings will normally be made available to the complainant and alleged harasser within 30 instructional days of the receipt of the complaint. b. If the investigation proves that an employee has harassed a student, the Associate Director, Organizational Support Services or designate, in consultation with the Superintendent of Student Achievement and principal, shall determine the appropriate means of dealing with the behaviour. Possible outcomes depending on the circumstances include but are not limited to: • requiring the harasser to apologize in writing and/or person; • requiring the harasser to seek counselling through the Employee Assistance Program or other service- provider; • suspending the harasser from work with or without pay; • terminating the employment of the harasser. c. The report of any disciplinary action shall be placed in the employee's personal file for the period outlined in the relevant employee group agreement. d. If the student or the parent(s) or guardian(s) is/are dissatisfied with the outcome they may make a complaint to the Ontario Human Rights Commission or the Ontario College of Teachers. 3.0 Harassment of Others 3.1 Allegations of Harassment: Other(s) by Employee(s) a. If a person who is not an employee or student of the Board feels that they have been harassed by an employee of the Board while that person was acting in the capacity of an employee of the Board, the person should report the incident(s) to the appropriate superintendent,'principal or manager. Such report should include the name(s) of the individual(s), frequency of conduct, date(s), time(s), location(s), possible witnesses, the complainant's reaction, if the complainant told anyone about the situation and if so who and when, in as much detail as possible. b. The superintendent, principal or manager will obtain details of the incident and consult with their immediate supervisor. If it is found that harassment has occurred, the superintendent, principal or manager shall, in .consultation with the Associate Director, Organizational Support Services, take whatever action is appropriate to stop the harassment. Options may include, but are not limited to: • attempting conciliation as. a resolution between the parties; • telling the person that their comment(s) and/or behaviour is/are inappropriate and in contravention of Board policy (and potentially the Ontario Human Rights Code), and that the harassment must stop; • requiring the harasser to apologize in writing and/or in person; • requiring the harasser to seek counselling through the Employee Assistance .Program or other service provider; • suspending the harasser from work with or without pay; • terminating the employment of the harasser. The police will be contacted in the case of a threatening situation where there is concern for the safety of any individual. APPENDIX A DEFINITIONS FROM THE ONTARIO HUMAN RIGHTS CODE "age" means an age that is eighteen years or more, except in subsection 5 (1) (Employment) where "age" means an age that is eighteen years or more; "disability" means, a. any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness and without limiting -the generality of the foregoing, including diabetes, mellitus, epilepsy, any degree of paralysis, amputation, lack of physical coordination, blindness, or visual impediment, deafness or hearing impediment, muteness or speech impediment, or physical reliance on a guide dog or on a wheelchair or other remedial appliance or device, b. a condition of mental impairment or a developmental disability, c. a learning disability or a dysfunction in one or more of the processes involved in understanding or using symbols or spoken language, d. a mental disorder, or e. an injury or disability for which benefits were claimed or received under the insurance plan established under the Workplace Safety and Insurance Act, 1997; "family status" means the status of being in a parent and child relationship; "marital status" means the status of being married, single, widowed, divorced or separated and includes the status of living with a person in a conjugal relationship outside marriage; "record of offences" means a conviction for, a. an offence in respect of which a pardon has been granted under the Criminal Records Act (Canada) and has not been revoked, or b. an offence in respect of any provincial enactment; . 16.(1) Canadian Citizenship — A right under Part 1 to non-discrimination because of citizenship. is not infringed where Canadian citizenship is a requirement,.qualification or consideration imposed or authorized by law. 17.(1) Disability — A right of a. person under this Act is not infringed for the reason only that the person is incapable of performing or fulfilling the essential duties or requirements attending the exercise of the right because of disability. 19.(2) Duties of teachers — This Act does not apply to affect the application of the Education Act with respect to the duties of teachers. 20.(1) Restriction of facilities by sex — The right under section 1 to equal treatment with respect to services -and facilities without discrimination because of sex is not infringed where the use of the services or.facilities is restricted to persons of the same sex on the ground of public decency. APPENDIX B IMPLEMENTATION PLAN FOR HARASSMENT POLICY/PROCEDURES The primary purpose of any Harassment policy is to prevent harassment and stop harassment as soon as possible after an event occurs. A proactive approach to education and awareness is required to meet these goals. All Superintendents, Principals and Managers are responsible for providing staff training or information about harassment on a regular and ongoing basis. The degree or extent to which training is required is dependent upon the particular needs of the school or work site. In all cases, the following actions should be taken: • upon hiring, all new employees will receive appropriate information regarding the Harassment policy and procedures outlining -the rights and responsibilities of staff; • the Harassment policy and procedures should be prominently displayed within the school or work site including the Health and Safety bulletin boards. Thames Valley District School Board POLICY I� Title STUDENT CONCUSSION Policy No. PROTOCOL Department LEARNING SUPPORT SERVICES Reference(s) ` Ministry of Education PPM No. 158 Effective Date OPHEA — Ontario Physical and Health Education Association Safety Guidelines. 2013-14 OPHEA concussion protocol http://safety.ophea.net www.ontario.ca/concussions Ontario Government web portal www.ontario.ca/concussions :1 [fill'! It is the policy of the Board to promote awareness of safety in schools and recognize that the health and safety of students are essential preconditions of effective learning. All partners -in education,. including school boards, administrators, educators, school staff, students, parents, school volunteers and community organizations have important roles to play in promoting student health and safety and in fostering and maintaining healthy and safe environments in which all students can learn (Ministry of Education PPM No. 158, Page 1). It is very important to students' long-term health and academic success that individuals in schools have information on appropriate strategies to minimize risk of concussion, steps to follow if they suspect that a student may have a concussion, and effective management procedures to guide students' return to learning and physical activity after a diagnosed concussion (Ministry of Education PPM No. 158, Page 2). This policy is developed using standards established by the Ontario Physical and Health Education Association (OPHEA) Safety Guidelines. 1.0 The Board's system strategy shall include: • the Board policy; • processes to develop awareness of the seriousness of concussions by sharing information on their seriousness, concussion. prevention, identification and management; • processes for preventing and minimizing the risk of sustaining concussions; • a process for the identification and assessment of a suspected concussion and the steps to follow when a suspected concussion is identified; • management and communication procedures that support the safe return to learning and physical activity for any student diagnosed with a- concussion; • ongoing training and monitoring for school administration, staff, and volunteers. 2.0 The Board commits to ensuring that: 2.1 Information on concussion awareness, prevention, identification, and management is accessible to all board employees, school administrators and staff, students, parents, school volunteers and community-based organizations (Ministry of Education PPM No. 958, Page 3). 2.2 Every school follows a concussion management plan that is consistent with the Board policy. 2.3 Regular and ongoing training for all school administration, staff and volunteers is provided and monitored. Thames Valley District School Board Title STUDENT CONCUSSION PROTOCOL Department LEARNING SUPPORT SERVICES 11PROCEDURE11 Procedure No. 4004a Ministry of Education PPM No. 158 Effective Date: 2015 Feb 10 Reference(s) OPHEA — Ontario Physical and Health Education Association Safety Guidelines, 2013-14 OPHEA concussion protocol http:Hsafetv.ophea. net www.ontario.ca/concussions Ontario Government web portal www.ontario.ca/concussions Overview Research demonstrates that brain injuries, such as concussions, can have a significant impact on all aspects of student participation in school — cognitive, physical, emotional, and social. The implementation of a policy and supporting procedures on concussion in each school board, advances the work of creating healthier schools in Ontario, as well as reinforces the knowledge, skills, and attitudes regarding injury prevention that are developed through the various subjects and disciplines in the Ontario curriculum (Ministry of Education Policy/Program Memorandum No. 158, Page 1). The parent/guardian has the primary responsibility to inform school authorities about their child's medical/health conditions and to transmit relevant information. The school's concussion management team will work collaboratively to provide a -differentiated plan that is responsive to individual student needs. This procedure includes the following elements: • a definition of concussion as referenced in policy and procedures; • guidelines to develop awareness of the seriousness of concussions, by sharing information on their seriousness and on concussion prevention, identification and management; • strategies for preventing and minimizing risk of sustaining concussions; • a process for the identification and assessment of a suspected concussion and the steps to follow upon a suspected concussion being identified; • management and communication procedures that support the safe return to learning and physical activity for any student diagnosed with a concussion; • ongoing training and monitoring strategies for school administration, staff, and volunteers. Administered By LEARNING SUPPORT SERVICES Amendment Date(s). Page 1 of 18 Definition Concussion is the term for a clinical diagnosis that is made by a medical doctor or a nurse practitioner. The definition of concussion used in this policy is the one provided by the Ministry of Education, PPM No. 158. A concussion: • is a brain injury that causes changes in the way in which the brain functions and that can lead to symptoms that can be physical (e.g., headache, dizziness), cognitive (e.g., difficulty in concentrating or remembering), emotional/behavioural (e.g., depression, irritability), and/or related to sleep (e.g., drowsiness, difficulty in falling asleep); • may be caused either by a direct blow to the head, face, or neck or by a blow to the body that transmits a force to the head that causes the brain to move rapidly within the skull; • can occur even if there has'been no loss of consciousness (in fact, most concussions occur without a loss of consciousness); • cannot normally be seen by means of medical imaging tests, such as X- rays, standard computed tomography (CT) scans, or magnetic resonance imaging (MRI) scans. 2.0 Concussion Guidelines 2.1 Awareness Schools will share information on the seriousness of concussions, and on concussion prevention, identification, and management, using a variety of methods (e.g. school newsletters, staff meetings, web sites, electronic communication, print materials, and curricular connections). Such communication shall begin early in the school year. Target audiences shall include students, parents, board employees, administrators, educators, school staff, volunteer coaches, doctors and nurse practitioners, and community- based organizations (including Licensed child care providers operating in board schools). 2.2 Prevention/Minimizing Risk of Concussion Concussion is not an "athletics only" injury. Any time that a student is involved in activity, whether the student is at school or in the community, there is a chance of sustaining a concussion. As with all aspects of student safety, schools shall take a preventative approach, using education as an important tool to prevent and minimize risk of injury. Schools will include a range -of strategies for minimizing the risk of sustaining concussions (and other head injuries) in schools and at off-site school events, promoting a culture of "safety -mindedness" for all. An overview for prevention and minimizing risk of concussion is provided in Appendix C-5 Sample Concussion Prevention Strategies in OPHEA - Ontario Physical Education Association Safety Guidelines @ www.httollsafetv.oDhea.net. For activity/sport specific information, schools should refer to the Activity/Sport pages in OPHEA - Ontario Physical Education Association Safety Guidelines @ www. httpllsafety. ophea. net. 2.3 Identification Only a doctor or a nurse practitioner can diagnose a concussion. The role of school personnel is to identifv a suspected concussion. When a concussion is suspected, the individual (teacher/coach) responsible for,the student must respond in the following manner: 2.3.1 Initial Response: Identification If a student receives a blow to the head, face or -neck, or a blow to the body that transmits a force to the head that causes the brain to move rapidly within the skull, and as a result may have suffered a concussion, the individual (e.g., teacher/coach) responsible for that student must take immediate action. The. individual may not defer to another adult or designate for follow up action, but must respond as follows: 2.3.2 Unconscious Student (or where there was any loss of consciousness) • Stop the activity. immediately - assume there is a concussion; • Call 911. Do not move the student; • Assume there is a possible neck injury and, only if trained, immobilize the student before emergency medical services arrive; • Do not remove athletic equipment (e.g. helmet) unless there is difficulty breathing; • Stay with the student until emergency medical services arrive; • Contact the student's parent / guardian or emergency contact (with student's prior permission, if student is over 18 years of age), to inform them of the incident and that emergency medical services have been contacted; • Monitor and document any changes (i.e. physical, cognitive, emotional / behavioural) in the student; • Refer to the board's injury report form for documentation procedures. If the student regains consciousness, encourage the student to remain calm . and to lie still. Do not administer medication (unless the student requires medication for other conditions — e.g. insulin for a student with diabetes). 2.3.3 Conscious Student • Stop the activity immediately; • When the student can be safely moved, remove the student from the current activity or game; • Conduct an initial concussion assessment of the student (i.e. using "Form C-2- Tool to Identify a Suspected Concussion"). If sign(s) are observed and/or symptom(s) are reported and/or the student fails the Quick Memory Function Assessment (see Form C-2): Teacher Response: • A concussion should be suspected — do not allow the student to return to play in the activity, game or practice that day even if the student states that he/she is feeling better; • Contact the student's parent/guardian or emergency contact (with student's prior permission, if student is over 18 years of age) to inform them: • Of the incident; • That they need to come and pick up the student; and, • That the student needs to be examined by a medical doctor or nurse practitioner as soon as possible that day. • Monitor and document any changes (i.e., physical, cognitive, emotional/ .behavioural in the student. If any signs or symptoms worsen, call 911; • Refer to your board's injury report for documentation procedures; • Do not administer medication (unless the student requires medication for other conditions — e.g., insulin for a student with diabetes); • Stay with the student until the student's parent/guardian (or emergency contact) arrives; • The student must not leave the premises without parent/guardian or emerge ncy'contact supervision. Information to be Provided to Parent/Guardian: • Parent/Guardian must be provided with a copy of `Form C-2 — Tool to Identify a Suspected Concussion" signed by the teacher; • Informed that the student needs, to be examined by a medical doctor or nurse practitioner as soon as possible that day; and, • Informedthat they need'to communicate to the school principal the results of the medical examination (i.e., the student does not have a diagnosed concussion or the student has a diagnosed concussion) prior to the student returning to school (see the reporting form "Form C-3 — Documentation of Medical Examination"). • If no concussion is diagnose.d,,the student may resume regular learning and physical activities. • If a concussion is diagnosed, the student follows a medically supervised, individualized and gradual Return to Learn / Return to Physical Activity Plan. If signs are NOT observed, symptoms are NOT reported AND the student passes the Quick Memory Function Assessment (see Form C-2): Teacher response: • A concussion is not suspected - the student may return to physical activity. NOTE: Continued monitoring of the student is important as signs and symptoms of a concussion may appear hours or days later. The student's parent/guardian (or emergency contact) must be contacted and informed of the incident. Information to be Provided to Parent/Guardian: • Parent/Guardian must be provided with a copy of "Form C-2 — Tool to Identify a Suspected Concussion" signed by the teacher; and, • Informed that: • Signs and symptoms may not appear immediately and may take hours or days to emerge; • The student should be monitored for 24 -48 hours following the incident; and, • If any signs or symptoms emerge, the student needs to be examined by a medical doctor or nurse practitioner as soon as possible that day. 2.3.4 Responsibilities of the School Principal: Once a student has been identified as having a suspected concussion, the school principal must: • Inform all school staff (e.g., classroom teachers, E -learning and other itinerant staff, physical education teachers, intramural supervisors, coaches) and volunteers who work with the student of the suspected concussion; and, • indicate that the student shall not participate in any learning or physical activities until the parent/guardian communicates the results of the medical examination (i.e., the student does not have a diagnosed concussion or the student has a diagnosed concussion) to the school principal (e.g., by completing "Form C-3 - Documentation of Medical Examination" or by returning a note signed and dated by the parent/guardian). 2.3.5 Documentation of Medical Examination: Prior to a student with a suspected concussion returning to school, the parent/guardian must communicate the results of the medical examination (i.e., student does not have a diagnosed concussion or the student has a diagnosed concussion) to the school principal (see the reporting form "Form C-3 - Documentation of Medical Examination"). • If no concussion is diagnosed: the student may resume regular learning and physical activities; • If a concussion is diagnosed: the student follows a medically supervised, individualized and gradual Return to Learn/Return to Physical Activity Plan (see section below: Management Procedures for a Diagnosed Concussion). 2.3.6 Responsibilities of the School Principal: Once the parent/guardian has informed the school principal of the results of the medical examination, the school principal must: • Inform all school staff (e.g., classroom teachers, physical education teachers, intramural supervisors, coaches) and volunteers who work with the student of the diagnosis; and, • File written documentation (e.g., "Form C-3 - Documentation of Medical Examination", parent's note) of the results of the medical examination in the student's OSR. (The foregoing has been adapted from the OPHEA Ontario Physical Education Guidelines - Concussion Package Appendix C-1) 2.4 Management Schools need to provide support to any student who has been diagnosed with a. concussion, whether on, board or school site, or at home or in the community. For a student with 'a -diagnosed concussion, schools must develop an individualized and gradual "return to learn and/or return to physical activity" plan. There is no pre-set formula or timeline for individual student plans; as with any school response to a student medical/physical need, Return to Learn/Return to Physical Activity Plans need to be differentiated to reflect the individual nature of student injury/recovery process. 2.4.1 CollaborativeTeam The principal will be responsible for a collaborative team, comprised of a school administrator, staff lead, parent/guardian for students under 18, student, relevant staff and medical contacts. It is recommended that the school LST be a member of the collaborative team. The school principal or principal designate will supervise and monitor the collaborative team. Depending on the nature of the injury and individual student's recovery processes, the activity of school teams will differ and the development of the student Return to Learn/Return to Physical Activity Plan will be differentiated. 2.4.2 The Student Return to Learn/Return to Physical Activity Plan When a student is diagnosed as having a concussion, the collaborative team shall work together to help the student to follow a medically supervised, individualized and gradual Return to Learn/Return to Physical Activity Plan. The collaborative team must ensure that steps 1-4 of the Return to Learn/Return to Physical Activity Plan are completed, following which written documentation from a medical doctor or nurse practitioner ("Form C-4 - Documentation for a Diagnosed Concussion — Return to Learn/Return to Physical Activity Plan") that indicates the student is symptom free and able to return to full participation in physical activity must be provided by the student's parent/guardian to the school principal and kept on file in the student's OSR. Step 1 — Return to Learn/Return to .Physical Activity: The student does 'not attend school during Step 1. The most important treatment for concussion is rest (i.e., cognitive and physical). • Cognitive rest includes limiting activities that require concentration and attention (e.g., reading, texting, television, computer, video/electronic games); • Physical rest includes restricting recreational/leisure and competitive physical activities. Step 1 continues for a minimum of 24 hours and until: • The student's symptoms begin to improve; OR, • The student is symptom free, as determined by the parents/guardians and the concussed student. Parent/Guardian: Before the student can return to school, the parent/guardian must communicate to the school principal (see "Form C-4 - Documentation for a Diagnosed Concussion — Return to Learn/Return to Physical Activity Plan") either that: • The student's symptoms are improving (and the student will proceed to Step 2a — Return to Learn); OR, • The student is symptom free (and the student will proceed directly to Step 2b — Return to Learn and Step 2 — Return to Physical Activity). Return to Learn — Designated School Staff Lead: Once the student has completed Step 1 (as communicated to the school principal by the parent/guardian) and is therefore able to return to school (and begins either Step 2a — Return to Learn or Step 2b — Return to Learn, as appropriate), the school Principal or designated staff member of the collaborative team needs to serve as the main point of contact for the student, the parents/guardians, other school staff and volunteers who work with the student, and the medical doctor or nurse practitioner. The designated school staff lead will monitor the student's progress through the Return to Learn/Return to Physical Activity Plan. This may include identification of the student's symptoms and how the student responds to various activities in order to develop and/or modify appropriate strategies and approaches that meet the changing needs of the student. Step 2a — Return to Learn A student with symptoms that are improving, but who is not yet symptom free, may return to school and begin Step 2a — Return to Learn. During this step, the student requires individualized classroom strategies. and/or approaches to return to learning activities - these will need to be adjusted as recovery occurs (see Table 2 - Return to Learn Strategies). At this step, the student's cognitive activity should be increased slowly (both at school and at home), since the concussion may still affect his/her academic performance. Cognitive activities can cause a student's concussion symptoms to reappear or worsen. It is important for the designated school staff lead, in consultation with other members of the collaborative team, to identify the student's symptoms. and how the student responds to various learning activities in order to develop appropriate strategies and/or approaches that meet the needs of the student. School staff and volunteers who work with the student need to -be aware of the possible difficulties (i.e., cognitive, emotional / behavioural) a student may encounter when returning to learning activities following a concussion. These difficulties may be subtle and temporary, but may significantly impact a student's performance. TABLE 2: Return to Learn Strategies/, roaches' f-�iyM V 4� w V) aMMww Fg Symp#oms 3 x= Headache and Fatigue Difficulty concentrating, paying attention or multitasking • ensure instructions are clear (e.g., simplify directions, have the student repeat directions back to the teacher) • allow the student to have frequent breaks, or return to school gradually (e.g., 1-2 hours, half - days, late starts) • keep distractions to a minimum (e.g., move the student away from bright lights or noisy areas) • limit materials on the student's desk or in their work area to avoid distractions • provide alternative assessment opportunities (e.g., give tests orally, allow the student to dictate responses to tests or assignments, provide access to technology) Difficulty Difficulty retaining new . provide a daily organizer and prioritize tasks remembering or. information, remembering . provide visual aids/cues and/or advance organizers processing speed instructions, accessing (e.g., visual cueing, non-verbal signs) learned information divide larger assignments/assessments into smaller tasks • provide the student with a copy of class notes • provide access to technology • repeat instructions • provide alternative methods for the student to demonstrate mastery Difficulty paying Limited/short-term attention/ focus on schoolwork concentrating Difficulty maintaining a regular academic workload or keeping pace with work demands • coordinate assignments and projects among all teachers • use a planner/organizer to manage and record daily/weekly homework and assignments • reduce and/or prioritize homework, assignments and projects • extend deadlines or break down tasks • facilitate the use of a peer note taker • provide alternate assignments and/or tests • check frequently for comprehension • consider limiting tests to one per day and student may need extra time or a quiet environment 1 Adapted from Davis GA. Purcell LK. The evaluation and management of acute concussion differs in young children. Br J Sports Med. Published Online First 23 April 2013 doi:1 0. 1 136/bjsports-2012-092132 Sym Anxiety Decreased attention/concentration Overexertion to avoid falling behind Irritable or Inappropriate or impulsive Frustrated behaviour during class Light/Noise Difficulties working in Sensitivity classroom environment (e.g., lights, noise, etc.) Depression/ Withdrawal from Withdrawal participation in school activities or friends :'; Rotentialw:Strategres{ andforapproa�.hes ' ; s • inform the student of any changes in the daily timetable/schedule • adjust the student's timetable/schedule as needed to avoid fatigue (e.g., 1-2 hours/periods, half -days, full -days) • build in more frequent breaks during the school day • provide the student with preparation time to respond to questions • encourage teachers to use consistent strategies and approaches • acknowledge and empathize with the student's frustration, anger or emotional outburst if and as they occur • reinforce positive behaviour • provide structure and consistency on a daily basis • prepare the student for change and transitions • set reasonable expectations • anticipate and remove the student from a problem situation (without characterizing it as punishment) • arrange strategic seating (e.g., move the student away from window or talkative peers, proximity to the teacher or peer support, quiet setting) • where possible provide access to special lighting (e.g., task lighting, darker room) • minimize background noise • provide alternative settings (e.g., alternative work space, study carrel) • avoid noisy crowded environments such as assemblies and hallways during high traffic times • allow the student to eat lunch in a quiet area with a few friends • where possible provide ear plugs/headphones, sunglasses • build time into class/school day for socialization with peers • partner student with a "buddy" for assignments or activities Note: "Compared to older students, elementary school children are more likely to complain of physical problems or misbehave in response to cognitive overload, fatigue, and other concussion symptoms." 2 Parent/Guardian: Must communicate to the school principal (see "Form C-4 - Documentation for a Diagnosed Concussion — Return to Learn/Return to Physical Activity Plan") that the student is symptom free before the student can proceed to Step 2b — Return to Learn and Step 2 — Return to Physical Activity. Step 2b — Return to Learn (occurs concurrently with Step 2 — Return to Physical Activity) A student who: • Has progressed through Step 2a — Return to Learn and is now symptom free may proceed to Step 2b — Return to Learn; or, • Becomes symptom free soon after the concussion may begin at Step 2b — Return to Learn (and may return to school if previously at Step 1). At this step, the student begins regular learning activities without any individualized classroom strategies and/or approaches. • This step occurs concurrently with Step 2 — Return to Physical Activity. Note: Since concussion symptoms can reoccur during cognitive and physical activities, students at Step 2b — Return to Learn or any of the following return to physical activity steps must continue to be closely monitored by the designated school staff lead and collaborative team for the return of any concussion symptoms and/or a deterioration of work habits and performance. If, at any time, concussion signs and/or symptoms return and/or deterioration of work habits or performance occur, the student must be examined by a medical doctor or nurse practitioner. The parent/guardian must communicate the results and the appropriate step to resume the Return to Learn/Return to. Physical Activity Plan to the school principal (see "Form C-4 - Documentation for a Diagnosed Concussion — Return to Learn/Return to Physical Activity Plan") before the student can return to school. Step 2 — Return to Physical Activity Activity: Individual light aerobic physical activity only (e.g., walking, swimming or stationary cycling keeping intensity below 70% of maximum permitted heart rate). Restrictions: No resistance or weight training. No competition (including practices, scrimmages). No participation with equipment or with other students. No drills. No body contact. 9 Concussion in the Classroom. (n.d.). Upstate University Hospital Concussion Management Program. Retrieved from httr)://www.ur)state.edu/t)mr/healthcare/r)roarams/concussion/r)df/classroom.r)df Objective: To increase heart rate. Parent/Guardian: Must report back to the school principal (see "Form C-4 - Documentation for a Diagnosed Concussion — Return to Learn/Return to Physical Activity Plan") that the student continues to be symptom free in order for the student to proceed to Step 3. Step 3 — Return to Phvsical Activity, Activity: Individual sport -specific physical activity only (e.g., running drills in soccer, skating, drills in hockey, shooting drills in basketball). Restrictions: No resistance/weight training. No competition (including practices, scrimmages). No body contact, no head impact activities (e.g., heading a ball in soccer) or other jarring motions (e.g., high speed stops, hitting a baseball with a bat). Objective: To add movement. Step 4 — Return to Phvsical Activity Activity: Activities where there is no body contact (e.g., dance, badminton). Progressive resistance training may be started. Non -contact practice and progression to more complex training drills (e.g., passing drills in football and ice hockey). Restrictions: No activities that involve body contact, head impact (e.g., heading the ball in soccer) or other jarring- motions (e.g., high speed stops, hitting a baseball with a bat). Objective: To increase exercise, coordination and cognitive load. Teacher: Communicates with parents/guardians that the student has successfully completed Steps 3 and 4 (see "Form C-4 - Documentation for a Diagnosed Concussion — Return to Learn/Return to Physical Activity Plan"). Parent/Guardian: Must provide the school principal with written documentation from a medical doctor or nurse practitioner (completed "Form C-4 - Documentation for a Diagnosed Concussion — Return to Learn/Return to Physical Activity Plan") that indicates the student is symptom free and able to return to full participation in physical activity in order for the student to proceed to Step 5 — Return to Physical Activity. School Principal: Written documentation ( "Form C-4 - Documentation for a Diagnosed Concussion — Return to Learn/Return to Physical Activity Plan") is then filed in the student's OSR. Step 5 — Return to Physical Activity Activity: Full participation in regular physical education/intramural/interschool activities in non -contact sports. Full training/practices for contact sports. Restrictions.: No competition (e.g., games, meets, events) that involve body contact. Objective: -To restore confidence and assess functional skills by teacher/coach. Step 6 — Return to Physical Activity (Contact Sports only) Activity: Full participation in contact sports. Restrictions: None. (The foregoing has been adapted from the OPEHA Ontario Physical Education Guidelines - Concussion Package Appendix C-1) 2.5 Training The Thames Valley District School Board supports the regular and ongoing training on concussion awareness, prevention, identification and management to relevant school board employees and school volunteer coaches through the following strategies: 2.5.1 All School Staff and Volunteer Coaches Annual completion of on-line training in "Awareness, Prevention, Identification and - Management of Concussion and Suspected Concussion." 2.5.2 Principals, Vice -Principals and Staff Lead Annual review of policy and procedure. 2.5.3 New Administrators Include concussion policy and procedures information in new administrators' orientation. - 2.5.4. Students and Parents The Board will provide opportunities for students and parents to participate in concussion awareness presentations. Ontario Physical Education Safety Guidelines Elementary/Secondary Appendbc C-5- Sample Concussion Prevention Strategies January 30, 2015 Appendix C-5 Sample Concussion Prevention Strategies PPM 158 (Policy/Program Memorandum #158: School Board Policies on Concussion) recognizes the importance of prevention and states that every board policy should include strategies for preventing and minimizing the risk of sustaining concussions (and other head injuries) in schools and at off-site school events. The prevention strategies have been organized into two main sections according to when they should be implemented: • those strategies that should be used prior to physical activity (at the beginning of the school year) and/or prior to the sport season (e.g., interschool teams, intramural/house league activities); 9 those strategies that should be used during a unit of physical activity, and/or sport season or intramural activities. 1. Prior to the sport season/beginning of the school year a) Teachers/coaches/supervisors should: • be knowledgeable of school board's concussion policy and procedures for prevention, identification, and management (return to learn and return to physical activity); • be knowledgeable about safe practices in the sport/activity e.g., the rules and regulations and the specific sport/activity pages in the Ontario Physical Education Safety Guidelines; • be familiar with the risks of a concussion or other potential injuries associated with the activity/sport and how to minimize those risks; • be up to date and enforce school board/Athletic Association/Referee rule changes associated with minimizing the risks of concussion. • be up to date with current body contact skills and techniques (e.g., safe tackling in tackle football), when coaching/supervising contact activities; • be knowledgeable (when applicable) with the requirements for wearing helmets. (To date there is no evidence that helmets protect against concussions.) For more, information on helmets please see the Generic Section. Ontario Physical Education Safety Guidelines Aooendix C-5- Sample Concussion Prevention Strategies Elementary/Secondary January 30. 2015 • determine that protective equipment is approved by a recognized equipment standards association (e.g., CSA, NOCSAE), is well maintained, and is visually inspected prior to activity; and • determine (where applicable) that protective equipment is inspected within approved timelines, by a certified re -conditioner as required by manufacturer (e.g., football helmet) b) Boards, Athletic Associations and Referee Associations should: • Consider rule changes to the activity, to reduce the head injury incidence or severity, where a clear-cut mechanism is implicated in a particular sport. • Consider rule enforcement to minimize the risk of head injuries. It is important for students/athletes and their parents/guardians to be provided information about the prevention of concussions. This concussion information must be as activity/sport specific as possible. If students/athletes are permitted to bring their own protective equipment (e.g., helmets), student/athletes and parents/guardians must be informed of the importance of determining that the equipment is properly fitted and in good working order and suitable for personal use. c) Parents/guardians to be informed of the: • risks and possible mitigations of the activity/sport; • dangers of participating with a concussion; • signs and symptoms of a concussion; • board's identification, diagnosis and management procedures; and • importance of encouraging the ethical values of fair play and respect for opponents. d) Student/athletes to be informed about: • concussions; o definition & causes o seriousness of concussions OA Ontario Physical Education Safety Guidelines Elementary/Secondary Appendix C-5= Sample Concussion Prevention Strategies January 30, 2015 o signs and symptoms, and o the board's Identification and management procedure • the risks of a concussion associated with the activity/sport and how to minimize those risks; • the importance of respecting the rules of the game and practising Fair Play (e.g., to follow the rules and ethics of play, to practice good sportsmanship at all times and to respect their opponents and officials); • the dangers of participating in an activity while experiencing the signs and symptoms of a concussion and potential long-term consequences. • the importance of: o immediately informing the teacher/coach of any signs or symptoms of a concussion, and removing themselves from the activity; o encouraging a teammate with signs or symptoms to remove themselves from the activity and to inform the teacher/coach; and o informing the teacher/coach when a classmate/teammate has signs or symptoms of a concussion. • the use of helmet when they are required for a sport/activity: o helmets do not prevent concussions. They are designed to protect against skull fractures, major brain injuries (including bleeding into or around the brain), brain contusions and lacerations; o helmets are to be properly fitted and worn correctly (e.g., only one finger should fit between the strap and the chin when strap is done up). Sample strategies/tools to educate students/athletes about concussion prevention information: • hold a preseason/activity group/team meeting on concussion education; • develop and distribute an information checklist for students/athletes about prevention strategies; • post concussion information to inform/reinforce symptoms and signs and what to do if a concussion is suspected; • post information posters on prevention of concussions (e.g., encouraging students to report concussion symptoms) in high traffic student areas (e.g., change room/locker area/classroom/gymnasium); 3 Ontario Physical Education Safety Guidelines Appendix C -S- Sample Concussion Prevention Strategies Elementary/Secondary January 30. 2015 • implement concussion classroom learning modules aligned with the curriculum expectations; • distribute concussion fact sheets (prevention, signs and symptoms) for each student/athlete on school teams; • Distribute and collect completed student concussion contract or pledge (signed by student/athlete and parents/guardians). 2. During the physical activity unit/sport season/intramural activity a) teachers/coaches /supervisors should: • teach skills and techniques in the proper progression; • provide activity/sport-specific concussion information when possible; • teach and enforce the rules and regulations of the sport/activity-during practices and games/competition (particularly those that limit or eliminate body contact, or equipment on body contact); • reinforce the principles of head -injury prevention (e.g., keeping the head up and avoiding collision); • teach students/athletes involved in body contact activities: o sport -specific rules and regulations of body contact e.g., no hits to the head. o body contact skills and techniques and require the successful demonstration of these skills in practice prior to competition. • discourage others from pressuring injured students/athletes to play/participate; • demonstrate and role model the ethical values of fair play and respect for opponents; • encourage students/athletes to follow the rules of play, and to practice fair play; • use game/match officials in higher -risk interschool sports that are knowledgeable; certified and/or experienced in officiating the sport; and • inform students about the importance of protective equipment fitting correctly (e.g., helmets, padding, guards). b) During the physical activity unit/sport season/intramural activity students/athletes should: 4 Ontario Physical Education Safety Guidelines Elementary/Secondary Appendix C-5- Sample Concussion Prevention Strategies January 30, 2015 • attend safety clinics/information sessions on concussions for the activity/sport; • be familiar with the seriousness of concussion and the signs and symptoms of concussion; • demonstrate safe contact skills during controlled practice sessions prior to competition; • demonstrate respect for the mutual safety of fellow athletes e.g., \no hits to the head, follow the rules and regulations of the activity; • wear properly fitted protective equipment; • report any sign or symptom of a concussion immediately to teacher/coach from a hit, fall or collision; • encourage team mates/fellow students to report sign(s) or symptom(s) of a concussion and to refrain from pressuring injured students/athletes to play. RESOURCES • Ontario portal: www.Ontario.ca/concussions Students/athletes who are absent for safety lessons (e.g. information, skills, techniques) must be provided with the information and training prior to the next activity sessions. 5 Ontario Physical Education Safety Guidelines Form C-2 Tool to Identify a Suspected Concussion' TVDSB - Elementary/Secondary January 30, 2015 - po �s, a 1/��.yfick, referenc ,s:ta, be,cam lea d by:teacti slcoaciies%irittamiaral .0 ' .evisors F to help ':iden-t}1 >-," _ .dted ...i ..•z - p t.,•. , , i '✓., A .R oncusswri=and ;com" umcate .this::mformat�on Identification of Suspected Concussion Following a blow to the head, face or neck, or a blow to the body that transmits a force to the head, a concussion must be suspected in the presence of any one or more of the signs or symptoms outlined in the chart below and/or the failure of the Quick Memory Function Assessment. 1. Check appropriate box An incident occurred involving (student name) on (date) at (time). He/she was observed for signs and symptoms of a concussion. ❑ No signs or symptoms described below were noted at the time. Note: Continued monitoring of the student is important as signs and symptoms of a concussion may appear hours or days later (refer to #4 below). ❑ The following signs. were observed or symptoms reported: AM x a r, v Sys and;5 m tams;<of,Sus ectad Caneuss3vr:: .3; �. �.. :.T. 4r 'Kim A .$ \ - .a'. {'r" mf:•:, .., ••t> t h+. Piss�t_ie Signs, tJtiserved £� s ti Possille Symptoms.>Re orted z 'A r s..>e 9'.'.u'... _.., , y. -'u.' •'.�:� J ,.k `< G .•. c >.,:< , ,r, v"TM >, 4,�_n., t' m i �^ S .e �' " l .0 F3 ;,: ..' o- ..• .,. "... �-: .. .' ». .. � moan's' ea w � � -. =�� �"a""�;� :. ,„' � `",�Y'°s r •^"• ` '' .f `e s � i ,�srgn �s som�thrr�gthaf rs observed by Another arson � _� A syr»ptom�rs=someh�tt�ti.tie=stualerrt,will�" , "° ;`�F'x;'.'..> ',',,'«x a � tr.'. a . ,,�' y"' - .� r,�•<a' r,` s.d�..:,^„-,; . ,, tue •, <','+�:” ^r t p (e-.,., pQierrtfc�irdian,„taker`:coach su er_visor eeI n report. Physical Physical ❑ vomiting ❑ headache ❑ slurred speech ❑ pressure in head ❑ slowed reaction time ❑ neck pain ❑ poor coordination or balance ❑ feeling off/not right ❑ blank stare/glassy-eyed/dazed or vacant look ❑ ringing in the ears ❑ decreased playing ability ❑ seeing double or blurry/loss of vision v loss of consciousness or lack of responsiveness ❑ seeing stars, flashing lights ❑ lying motionless on the ground or slow to get up ❑ pain at physical site of injury ❑ amnesia ❑ nausea/stomachache/pain ❑ seizure or convulsion ❑ balance problems or dizziness ❑ grabbing or clutching of head ❑ fatigue or feeling tired Cognitive ❑ sensitivity to light or noise ❑ difficulty concentrating Cognitive ❑ easily distracted ❑ difficulty concentrating or remembering ❑ general confusion ❑ slowed down, fatigue or low energy ❑ cannot remember things that happened before and ❑ dazed or in a fog after the injury (see Quick Memory Function Emotional/Behavioural Assessment on page 2) Z3 does not know time, date, place, class, type of activity E3 irritable, sad, more emotional than usual in which he/she was participating ❑ nervous, anxious, depressed ❑ slowed reaction time (e.g., answering questions or Other following directions) ❑ Emotional/Behavioural ❑ strange or inappropriate emotions (e.g., laughing, crying, getting angry easily) Other .. �<. ;4 �, ""^ ,t ' ,.. ?� :,a,3',;'.v..:b•`�-. e.'3' �i 'e:'.a..a^rr:r:s: :r.�• 7..�.'y`3�,Y v''�.s"��`�.;: �'�:g. r',.�'';xa; •,. .rt• �.,r:, x �v� .oma.°: ::�"t. :a,;. R',. i'; ;, `';' "tet'_ §`�`:, , v��.. '€e'.., a':�a °:'ia �1' ?.'.e :t°,r ..v' .:,. x",�:gs:�:^r F �•,irv. ?:.:?'?:, ",:P,: .1 •> :c•',� .�.F`:'a i?'aAr'P..::i:,, n"'".r�i`�' �... :ir,t,e ';F ':*'ti••`- ddgg ',?: � X97-, 21 © Ophea 2013 Ophea Ontario Physical Education Safety Guidelines TVDSB - Elementary/Secondary January 30, 2015 2. Perform Quick Memory Function Assessment Ask the student the following questions, recording the responses below. Failure to answer any one of these questions correctly may indicate a concussion: Question What room are we in right now? What activity/sport/ game are we playing now? What field are we playing on today? What part of the day is it? What is the name of your teacher/coach? What school do you go to? Select the Correct Aee Appropriate Response Yes No Yes No Yes No Yes No Yes No Yes No The use of the quick memory function assessment needs to be considered within an age appropriate context. 3. Action to be Taken If there are any signs observed or symptoms reported, or if the student fails to answer any of the above questions correctly: • a concussion should be suspected; l • the student must be immediately removed from play and must not be allowed to return to play that day even if the student states that he/she is feeling better; and • the student must not leave the premises without parent/guardian (or emergency contact) supervision. In all cases of a suspected concussion, the student must be examined by a medical doctor or nurse practitioner for diagnosis and must follow "Appendix C-1 - Concussion Management Procedures: Return to Learn and Return to Phvsical Activity". 4. Continued Monitoring by Parent/Guardian • Students should be monitored for 24 - 48 hours following the incident as signs and symptoms can appear immediately after the injury or may take hours or days to emerge. • If any signs or symptoms emerge, the student needs to be examined by a medical doctor or nurse practitioner as soon as possible that day. 5. Teacher/Coach/Intramural Supervisor name:(Print) Teacher/Coach/Intramural Supervisor signature: Date: 22 © Ophea 2013 Ophea Adapted from McCroy et. a(, Consensus Statement on Concussion in Sport. Br J Sports Med 47 (5), 2013 Ontario Physical Education Safety Guidelines NDSB - Elementary/Secondary January 30, 2015 Form C-3 Documentation of Medical Examination Thisforrri=t Y `rovde al 4 d s ' nt sus 'ce ' ed of a in one i `F d `o l to -e ct av -A t iris ori.: or'tYinore' nformatian: se : P P. 3g Apprendix C. �: �;-Concutss h Management- Procedurest-:R�eturnwto'.Lea .nand Return.ta hvstcal ` a ' "�., <::x}s i<� n.*n sa '� •', ,,H 3 a r"' Vis•.' ,:.,a "i ,5 (student name) sustained a suspected concussion on (date). As a result, this student must be seen by a medical doctor or nurse practitioner. Prior to returning to school, the parent/guardian must inform the school principal of the results of the medical examination by completing the following: Results of Medical Examination ❑ My child has been examined and no concussion has been diagnosed and therefore may resume full participation in learning and physical activity with no restrictions. ❑ My child has been examined and a concussion has been diagnosed and therefore must begin a medically supervised, individualized and gradual Return to Learn/Return to Physical Activity Plan. Doctor Name: Date of Examination: Parent/Guardian signature: Comments: PLACE ORIGINAL IN STUDENT'S OSR Date: Che 23 ©Ophea 2013 Ontario Physical Education Safety Guidelines TVDSB - Elementary/Secondary January 30, 2015 Form C-4 Documentation for a Diagnosed Concussion - Return to Learn/Return to Physical Activity Plan i! This ormF�s tube used by parents/guardians to cornmuncat+'theiirch�td's progress�i 1s;be used w: th'`:.FAppendix C-1. - o�ncussid,6 ankeeknif :Rr-ocediur•es ~Return ti '-1, Pti' s7cal:Actvt ,f. ; ... �': 4.. -�. �a".m, .. ., :: �.�..'',%..�;.i r .,,..,,,,,� r,,r'??"r, ..n. ) ! ��':`,,,x';i'wwo-�...0d.''s<. ., �`�,.Ferc ^. �•='i" m.'+v'� y?ask:: i�"f:4i ., w . �. 5 Step 1 - Return to Learn/Return to Phvsical Activitv • Completed at home. • Cognitive Rest - includes limiting activities that require concentration and attention (e.g., reading, texting, television, computer, video/electronic games). • Physical Rest - includes restricting recreational/leisure and competitive physical activities. ❑ My child has completed Step 1 of the Return to Learn/Return to Physical Activity Plan (cognitive and physical rest at home) and his/her symptoms -have shown improvement. My child will proceed to Step 2a - Return to Learn. ❑ My child has completed Step 1 of the Return to Learn/Return to Physical Activity Plan (cognitive and physical rest at home) and is symptom free. My child will proceed directly to Step 2b - Return to Learn and Step 2 - Return to Physical Activity. Parent/Guardian signature: Date: Comments: !� phea 24 0Ophea 2013 Ontario Physical Education' Safety Guidelines NDSB - Elementary/Secondary January 30, 2015 Step 2a - Return to Learn to the "Return°'ci►f • Student returns to school. • Requires individualized classroom strategies and/or approaches which gradually increase cognitive activity. • Physical rest- includes restricting recreational/ leisure and competitive physical activities. ❑ My child has been receiving individualized classroom strategies and/or approaches and is symptom free. My child will proceed to Step 2b - Return to Learn and Step 2 - Return to Physical Activity. Parent/Guardian signature: Comments: Step 2b - Return to Learn • Student returns to regular learning�activities at school. Step 2 - Return to Phvsical Activitv (Refer to Appendix C-1 1 Date: • Student can participate in individual light aerobic physical activity only. • Student continues with regular learning activities. ❑ My child is symptom free after participating in light aerobic physical activity. My child will proceed to Step 3 - Return to Physical Activity. ❑ Appendix C-4 will be returned to the teacher to record progress through Steps 3 and 4. Parent/Guardian signature: Date: Comments: Ophea 25 0Ophea 2013 Ontario Physical Education Safety Guidelines TVDSB - Elementary/Secondary January 30, 2015 Step 3 - Return to Phvsical Activitv (Refer to Appendix C-1) • Student may begin individual sport -specific, physical activity only. Step 4 - Return to Phvsical Activitv (Refer to Appendix C-1) • Student may begin activities where there is no body contact (e.g., dance, badminton); light resistance/weight training; non -contact practice; and non -contact sport -specific drills. ❑ Student has successfully completed Steps 3 and 4 and is symptom free. ❑ Form C-4 will be returned to parent/guardian to obtain medical doctor/nurse practitioner diagnosis and signature. Teacher/Coach/Intramural Supervisor signature: Date: Parent/Guardian signature: Date: Medical Examination ❑ I, (medical doctor/nurse practitioner name) have examined (student name) and confirm he/she continues to be symptom free and is able to return to regular physical education class/ intramural activities/interschool activities in non -contact sports and full training/ practices for contact sports. Medical Doctor/Nurse Practitioner Signature: Date: Comments: 26 © Ophea 2013 A Ontario Physical Education Safety Guidelines TVDSB - Elementary/Secondary January 30, 2015 Step 5 - Return to Phvsical Activitv (Refer to Appendix C-1) • Student. may resume regular physical education/intramural activities/interschool activities in non -contact sports and full training/practices for contact sports. Parent Authorization ❑- I confirm that my child continues to be symptom free and is able to return to regular physical education class/ intramural activities/interschool activities in non -contact sports and full training/ practices for contact sports with no restrictions Parent/Guardian Signature: Date: Comments: Step 6 - Return to Phvsical Activitv (Refer to Appendix C-1) • Student may resume full participation in contact sports with no restrictions. Parent Authorization ❑ 1 confirm that my child continues to be symptom free and is able to return to full contact sports with no restrictions Parent/Guardian Signature: Date: Comments: Return of Svmptoms ❑ My child has experienced a return of concussion signs and/or symptoms and has been examined by a medical doctor/nurse practitioner, who has advised a return to: • Step of the Return to Learn/Return to Physical Activity Plan Parent/Guardian signature: Comments: Date: PLACE ORIGINAL IN STUDENT'S OSR used with permission © Ophea 2013 REPORT OF THE CHAIR'S COMMITTEE MEMBERS J. Bennett B. McKinnon R. Tisdale (Chair) Regrets: M. Reid 1. APPROVAL OF AGENDA The agenda was approved by motion. 2. CONFLICTS OF INTEREST - none declared 2015 February 3 3:12 p.m. —4:15 p.m. ADMINISTRATION AND OTHERS L. Elliott B. Williams 3. REVIEW AND APPROVAL OF 2015 FEBRUARY 10 BOARD AGENDAS The in camera and public agendas for the 2015 February 10 Board meeting were reviewed and updated.. 4. CORRESPONDENCE - none 5. SPRING PRINCIPAL/VICE PRINCIPAL INTERVIEWS The following recommendation was moved and CARRIED: That the following trustees be appointed to the Principal/Vice-Principal Interview Committees: Secondary Principal: Trustees Joyce Bennett, Bill McKinnon Secondary Vice -Principal: Trustees James Todd, Arlene Morell Elementary Principal: Trustees Joyce Bennett, Arlene Morell Elementary Vice -Principal: Trustees Bill McKinnon, Rob Campbell 6. BROADER PUBLIC SECTOR, ACCOUNTABILITY ACT Director Elliott provided for information and feedback proposed changes to current practices in consideration of the Broader Public Sector Accountability Act (BPSAA). A memo from Director Elliott will be sent out to trustees, senior administration, managers, principals, and vice -principals to communicate the changes. 7. REQUEST FOR PUBLIC INPUT Ari application submitted for public input was reviewed. It was determined that the group be invited to present at the 2015 February 10 meeting. The topic is Moving Forward from the Phase V ABCs. 8. TRUSTEES' CALENDAR Discussion centered on the .importance of having information regarding TVDSB events and activities well in advance to support Trustee attendance. Director Elliott offered to speak to Senior Administration to ensure messaging is communicated to staff in this regard. Upcoming events and activities will be added to the Chair's Committee agenda as a standing item. 9. OTHER BUSINESS a. LONDON SECONDARY VOCATIONAL AND TECHNOLOGY PROGRAM ARC A status report was requested on the -2013 June 11 recommendation's carried by the Board of Trustees regarding the transition of Thames and Ross schools into the new school, now known as B. Davison. 10. DATE AND TIME OF NEXT MEETING The meeting schedule for Chair's is as follows: February 17, 12:00 p.m. March 3, 3:00 p.m. March 24,12:00 p.m. L April 7, 3:00 p.m. April 22, 3:00 p.m. May 5, 3:00 p.m. May 19,12:00 p.m. June 2, 3:00 p.m. June 16,1,2:00 p.m. 11. ADJOURNMENT The meeting adjourned at 4:15 p.m. by motion. RECOMMENDATIONS: 1. That the following trustees be appointed to the Principal/Vice-Principal Interview Committees: Secondary Principal: Trustees Joyce Bennett, Bill McKinnon Secondary Vice -Principal: Trustees James Todd, Arlene Morell Elementary Principal: Trustees Joyce Bennett; Arlene Morell Elementary Vice -Principal: Trustees Bill McKinnon, Rob Campbell RUTH TISDALE Chairperson