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1/26/2016 - Regular Board MeetingTHAMES VALLEY DISTRICT SCHOOL BOARD REGULAR MEETING OF 2016 JANUARY 26, 7:00 P.M. BOARD ROOM, EDUCATION CENTRE The Board met in regular session on 2016 January 26- in the Board Room at the Education Centre, meeting in public session at 7:00 p.m. The following were in attendance: TRUSTEES B. McKinnon (Chair) J. Bennett R. Campbell C. Goodall (-9:10) G. Hart P. Jaffe A. Morell Regrets: S. Suvajac H. Goddeeris S. Polhill M. Reid (Vice Chair) P. Schuyler J. Skinner R. Tisdale J. Todd ADMINISTRATION AND OTHERS L. Elliott P. McKenzie V. Nielsen M. Moynihan J. Pratt S. Powell C. Beal B. Sonier S. Builder K. Wilkinson R. Culhane K. Bushell M. Deman R. Hoffman (-9:00) D. Macpherson B. Williams L. Abell (-9:00) Guests: S. Bruyns (-7:34) D. Goodwin (-7:45) N. Luo (-8:20) J. Rake (-7:45) 1. CALL TO ORDER Board Chair B. McKinnon called the meeting to order at 7:00 p.m. 213.0 CANADA AND MUSICAL PRESENTATION The appreciation of the Board was extended to Hillcrest Public School Senior Concert Band for their performance and to Conductor Jodie Olver for leading in the playing of O Canada and two musical selections. 4. APPROVAL OF AGENDA The agenda was approved on motion of Trustee A. Morell, seconded by Trustee R. Campbell. 5. OFFICIAL RECORD B. Williams, Supervisor, Corporate Services, read the following official record into the minutes: "We regret to record the deaths of Jacob Stevens, an 11 year old student at Sparta Public School on December 24, 2015; and Asia Grant, a 14 year old student at H.B. Beal Secondary School on December 26, 2015." 6. RECOGNITIONS - none 7. CONFLICTS OF INTEREST — No conflicts of interest were declared. 8. CHAIR'S ANNOUNCEMENTS Chair B. McKinnon reminded Trustees to submit updated profile information for the website to S. Pullam. Chair McKinnon extended an invitation to trustees to attend the Rethink Secondary Learning session scheduled for 2016 March 7; 6:30 p.m. — 8:30 p.m. He noted information about the Rethink Secondary Learning initiative will be presented at the 2016 February 2 Program and School Services Advisory Committee meeting. 9. DIRECTOR'S ANNOUNCEMENTS Director L. Elliott called upon Associate Director V. Nielsen to provide an update about the Guided Entry to New Teaching and Learning Experiences (GENTLE) Centre for welcoming Syrian newcomers. The Centre is located at White Oaks Public School and the program has been very well received. 2016 January 26 ... 2 Supt. of Student Achievement, R. Culhane and Learning Supervisor S. Bruyns recognized the collaborative effort of all Thames Valley departments, community partners, retired Secondary Educators and the White Oaks Public School staff for the development of the GENTLE Centre initiative and for the support provided to the Syrian newcomer families. Specific components of the GENTLE program were shared. It was noted London is second only to Toronto in terms of the numbers of newcomers from Syria coming to the community; approximately 200 students have registered since the beginning of January. 10. PUBLIC INPUT —none 11. MINUTES OF THE 2015 DECEMBER 8 INAUGURAL MEETING, 2015 DECEMBER 15 REGULAR BOARD MEETING AND 2016 JANUARY 12 SPECIAL BOARD MEETING.. a. CONFIRMATION OF MINUTES The minutes of the 2015 December 8 Inaugura Meeting and the 2016 January 12 Special Board Reid, seconded by Trustee Morell and CARRIED. b. BUSINESS ARISING FROM MINUTES - none 12. STUDENT TRUSTEE'S UPDATE - none 13. REPORTS FROM THE ADMINISTRATION I Meeting, 2015 December 15 Regular Board meeting were adopted on motion of Trustee M. a. 2015 Annual Report Director Elliott introduced the 2015 Annual Report noting it is a requirement, through the Education Act, to submit a report for approval to the Ministry of Education. Joining the meeting were R. Hoffman, Acting Manager of Public Affairs; J. Rake, Supervisor Graphic Services; S. Tucker and D. Goodwin. R. Hoffman presented the digital 2015 Annual Report (tvd sb. ca/re port) highlighting initiatives and achievements across Thames Valley. Features of the report were shared, including interactive maps, charts, hyperlinks, original photos and stories. Trustees expressed their appreciation for the use of a digital format to reach a wider audiences and the use of the TVDSB commitments as an organizing structure. b. Multi -Year Operational Plan, 2015-2017 Director Elliott presented the Multi -Year Operational Plan, 2015-2017. A fold out visual of the plan was distributed to Trustees at the meeting. P. McKenzie, Supt. of Student Achievement provided an overview of Strategic Priority #9, Culture for Learning and Innovation. M. Moynihan, Supt. of Student Achievement provided an overview of Strategic Priority #2, Information and Communications Technology. V. Nielsen, Associate Director provided an overview of Strategic Priority #3, Rethink Secondary Learning. R. Culhane, Supt. of Student Achievement provided an overview of Strategic Priority #4, Numeracy K-12. Director Elliott advised that updates will be provided at the Board's Advisory Committee meetings starting on 2016 February 2 with Rethink Secondary Learning. Director Elliott further reported on the 2016 March 7 Trustee session regarding the Rethink Secondary initiative, the parent engagement session on numeracy to take place at the TVPIC Symposium 2016 February 6, and the System Leaders meeting 2016 February 11 to engage administrators in discussion around the implementation of the four priorities. Questions of clarification asked by trustees were responded to by Administration. It was noted the priorities will be revisited each year. 2016 January 26 ... 3 c. 34 Credit Threshold Update Superintendent K. Wilkinson was joined by N. Luo, Research and Assessment Associate to present the 34 Credit Threshold Update (Item 13.c). It was noted a detailed presentation was made at the 2016 January 12, Planning and Priorities Advisory Committee meeting. Supt. Wilkinson advised the recommendations are before the Board in advance of budget discussions given the need to prepare information now for students registering for classes for the 2016-2017 school year. The Administration responded to questions of clarification around enrolment trends, budget implications and prioritizing scheduling for students requiring specific credits to graduate. Trustee Hart spoke in support of the two recommendations and extended a thank you to guidance counsellors and secondary schools for the efforts of supporting students. The following recommendations were moved by Trustee Morell, seconded by Trustee R. Tisdale and CARRIED: That any student who is new to the Board who has met, or may exceed, the 34 credit threshold and has obtained their OSSD, may be required to access additional courses for credit, if available, through their local TVDSB School of Adult, Alternative and Continuing Education site. That the Board continues to support the TVDSB students who have met, or may exceed, the 34 -credit threshold during the 2016-2017 school year so they may complete their secondary school credits in a regular secondary school. 14. REPORTS OF COMMITTEES a. Final Report of the Trustee Communication and Use of Social Media Ad Hoc Committee Trustee J. Skinner referred to the written report of the Trustee Communication and Use of Social Media Ad Hoc Committee (Item 14.a) provided to trustees in advance of the meeting. Trustee Skinner described the guidelines noting the document is intended to be a resource to trustees to assist and guide in appropriate communication through social media and engagement with the media. In response to a question regarding the monitoring of trustees in this regard, it was suggested the guidelines become part of the trustee Code of Conduct in the Bylaws. The following recommendation was moved by Trustee Reid, seconded by Trustee Morell: That the Thames Valley District School Board Guidelines for Trustee Communications be approved and referred to the Chair's Committee for inclusion in the Board Bylaws. A suggestion was made to review the guidelines in one year. .Discussion considered whether the Chair's Committee or the Ad Hoc Committee would assume the responsibility for the review. The following recommendation was moved by Trustee Jaffe, seconded by Trustee Todd and CARRIED: That the Trustee Communication and Use of Social Media Ad Hoc Committee review the implementation of guidelines and report back to the Board in one year. b. Planning and Priorities Advisory Committee Report, 2016 January 12 Trustee Hart referred to the written report of the Planning and Priorities Advisory Committee, 2016 January 12 (Item 14.b) provided to Trustees in advance of the meeting. Trustee Hart advised Trustee Skinner was elected to the position of Vice Chair of the Advisory Committee. 2016 January 26 ... 4 Trustee Hart advised the deadline for trustees to submit budget initiatives was extended to 2016 February 9. A revision to the report was requested on page 2, item 5.a to read School of Adult, Alternative and Continuing Education. In response to a question, it was confirmed that Advisory Committee meeting materials are posted to the public website. c. Chair's Committee Report, 2016 January 19 Trustee M. Reid referred to the written report of the Chair's Committee, 2016. January19 (Item 14.c.) provided to Trustees in advance of the meeting. There were no recommendations. Trustee Tisdale provided an update regarding the 2016 January 25, City of London Liaison meeting with the London District Catholic School Board (LDCSB) and Thames Valley District School Board (TVDSB). Plans for an Annual Joint Meeting between the City of London and both school boards will be shared when available. The 2016 February 3 meeting was cancelled. d. Committee of the Whole — In Camera, 2016 January 26 Trustee Reid reported the Committee of the Whole met in -camera from 9:15 p.m. to 9:47 p.m. where confidential personal and negotiation matters were discussed. No conflicts of interest were declared The following recommendation was moved by Trustee Reid, seconded by Trustee Tisdale and CARRIED: That the motions approved at the in -camera session of 2016 January 26 related to negotiations and personal matters be approved. e. Policy Working Committee, Interim Report, 2016 January 26 Trustee Reid provided a verbal interim report of the Policy Working Committee, 2016 January 26 meeting. A formal report will be presented at the 2016 February 23 Board meeting. Trustee Reid presented for information the revised French as a Second Language (FSL) Core French -Elementary Independent Procedure #9040 and the French as a Second Language (FSL) Immersion and Extended Elementary Independent Procedure # 9044. In response to a question, it was noted the Ministry of Education has moved away from using the term bilingualism in curriculum documents. The term linguistic duality is now used. 15. TRUSTEE UPDATES FROM EXTERNAL COMMITTEES a. ONTARIO PUBLIC SCHOOL BOARDS' ASSOCIATION Trustee Hart reported the Public Education Symposium (PES) will take place in Toronto from January 28 to 30, 2016 noting a number of trustees are attending this important training and networking opportunity. 16. COMMUNICATIONS a. Learning Disabilities Association of London Region Letter The following recommendation was moved by Trustee Bennett, seconded by Trustee Campbell and CARRIED: That Marilyn Matheson be appointed to the Special Education Advisory Committee as representative of the Learning Disabilities Association London Region. b. Ministry of Education Letter Trustee Tisdale provided comments and shared concerns regarding the response letter from the Ministry of Education pertaining to the capital priority funding for a new elementary school in Southeast London. 2016 January 26 ... 5 17. NOTICE OF MOTION - none 18. MOTION — NOTICE OF WHICH HAS BEEN GIVEN - none 19. ADDITIONAL ITEMS - none 20. QUESTIONS/COMMENTS BY MEMBERS The TYPIC parent engagement symposium is being held at Montcalm Secondary School on Saturday February 6, 2016. Breakout sessions are being held to learn more about literacy nights, math nights, school improvement planning and mental health. At 9:00 p.m. a motion to recess and move in -camera was moved by Trustee Reid, seconded by Trustee Todd and CARRIED. The Board reconvened in public session at 9:47 p.m. Information was shared regarding the Science, Technology, Engineering, Arts, Math (STEAM) summer camp expo at Wortley Road Public School scheduled for 2016 April 9 and the MAKER movement scheduled on 2016 September 24. 21. ADJOURNMENT The meeting adjourned at 9:50 p.m. on motion of Trustee Todd, seconded by Trustee Tisdale. Confirmed: 1ZKA1�`� , Chairperson 2016 January 26 ... 6 SUMMARY OF APPROVED RECOMMENDATIONS OF 2016 JANUARY 26 That any student who is new to the Board who has met, or may exceed, the 34 credit threshold and has obtained their OSSD, may be required to access additional courses for credit, if available, through their local TVDSB School of Adult, Alternative and Continuing Education site. That the Board continues to support the TVDSB students who have met, or may exceed, the 34 -credit threshold during the 2016-2017 school year so they may complete their secondary school credits in a regular secondary school. That the Thames Valley District School Board Guidelines for Trustee Communications be approved and referred to the Chair's Committee for inclusion in the Board Bylaws. That the Trustee Communication and Use of Social Media Ad Hoc Committee review the guidelines and report back to the Board in one year. That the motions approved at the in -camera session of 2016 January 26 related to negotiations and personal matters be approved. That Marilyn Matheson be appointed to the Special Education Advisory Committee as representative of the Learning Disabilities Association London Region for the 2014-2018 term. Date of 2016 January 26 t Meeting: � Item #: 13.c a DISTRICT SCHOOL BOARD ❑ Administrative ❑ Program and School Services ❑ Planning and Priorities Council Advisory Committee Advisory Committee © Board ❑ Policy Working Committee © PUBLIC ❑ IN -CAMERA TITLE OF ' • ' 34 -Credit Threshold Update PRESENTED BY: Karen Wilkinson, Superintendent of Student Achievement Nathan Luo, Research and Assessment Associate 0 Approval ❑ Information ❑ Advice Recommendation(s): 1. That any student who is new to the Board who has met, or may exceed, the 34 -credit threshold and has obtained their CISSD, may be required to access additional courses for credit, if available, through their local TVDSB School of Adult, Alternative and Continuing Education site. 2. That the Board continue to support the TVDSB students who have met, or may exceed, the 34 -credit threshold during the 2016-2017 school year so they may complete their secondary school credits in a regular secondary school. Purpose: To provide an update on the impact of the 34 -Credit Threshold in Thames Valley along with recommendations for approval for the 2016-2017 school year. Content: At the 2016 January 12 meeting of the Planning and Priorities Advisory Committee, a report was presented that included: an overview of the 34 -Credit Policy and its key components; an update on the TVDSB context; and a summary of the budget implications for 2015-2016 and 2016-2017. Highlights of the report included information about who the High Credit students were, where they came from, the schools they attended for the high credits in 2014-2015, and a preliminary look at the 2015-2016 school year High Credit ADE based on October 2015 enrolment data. In 2013-2014, the ADE generated by High Credit students was 288.97. In 2014-2015, the ADE generated by High Credit students was 236.93. This represents a reduction of 18% in High Credit ADE. ICostlSavings: To be determined through the 2016-2017 budget process. Timeline: Immediate I (Communications: To Secondary Principals for 2016-2017 student registration and staffing processes. �ppendices: N/A Form Revised: January 2016 Relation to Commitments: ❑x Putting students first. 0 Actively engaging our students, staff, families and communities. ❑ Recognizing and encouraging leadership in all its forms. 0 Being inclusive, fair, and equitable. ❑ 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. We build each student's tomorrow, every day DISTRICT SCHOOL BOARD Date of 2016 January 26 Meeting: Item #: 14.a ❑ Administrative p Program and School Services p Planning and Priorities Council Advisory Committee Advisory Committee 0 Board ❑ Policy Working Committee 0 PUBLIC ❑ IN -CAMERA TITLE OF REPORT: Final Report of the Trustee Communication and Use of Social Media Ad Hoc Committee PRESENTED = Jake Skinner, Trustee 0 Approval ❑ Information ❑ Advice Recommendation(s): 1. That the Thames Valley District School Board Guidelines for Trustee Communications be approved and referred to the Chair's Committee for inclusion in the Board Bylaws. 2. That the Trustee Communication and Use of Social Media Ad Hoc Committee be disbanded. Purpose: To report on the activities and recommendations of the Trustee Communication and Use of Social Media Ad Hoc Committee. Content: At the 2015 October 13 Board meeting, trustees approved the establishment an Ad Hoc Committee to review trustee communication and the use of social media. At the 2015 October 27 Board meeting Trustees R. Campbell, C. Goodall, B. McKinnon, A. Morell, S. Polhill, M. Reid, and J. Skinner were appointed to the Trustee Communication and Use of Social Media Ad Hoc Committee with a report due to the Board by 2016 February 23. The committee drafted a set of guidelines to provide direction to Trustees on written and verbal communications; communication tools and resources including social media; and appropriate communication protocols. The committee recommends that the Thames Valley District School Board Guidelines for Trustee Communications be approved and referred to the Chair's Committee for inclusion in the Board Bylaws. Having completed its mandate, it is recommended the Trustee Communication and Use of Social Media Ad Hoc committee be disbanded. Cost/Savings: I n/a Timeline: I Effective immediately Communications: n/a Attachment: I Thames Valley District School Board Guidelines for Trustee Communications Form Revised: January 2016 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. © Taking responsibility for the students and resources entrusted to our care. We build each student's tomorrow, every day Thames Valley District School Board Guidelines for Trustee Communications 1.0 Purpose The Thames Valley District School Board recognizes that communications are an integral part of the role of its elected Trustees. Effective communications enhance the ability of Trustees to represent their constituency, encourage public participation, build understanding and consensus in the community, to relay information, and to promote student achievement and well-being. The intent of this guideline is to promote innovative, consistent, and appropriate communications between Trustees and their constituents. This guideline addresses written communication, verbal communication, communication tools and resources, appropriate communication protocol, and inappropriate communications. 2.0 Trustee Communication - Written Trustee written communications may take place in a variety of forms including, but not limited to, trustee newsletters, mailed letters, email, and social media. 2.1 Trustee Newsletters A Trustee Newsletter can be an effective tool for sharing information with constituents regarding the role ,of Trustees, Board policies, decisions made by the Board, Ministry of Education initiatives, Board events, recognition of student achievement, and resources that are beneficial to student well-being. Newsletters shall promote the vision and mission of the Thames Valley District School Board and should never reflect negatively on the Board, its staff, schools, or other Trustees. The communication must be presented as reflecting only the personal opinion of the individual Trustee and not an official Board document. The content of newsletters'are to be subject to editorial review by the Chair's committee prior to distribution and any expense associated with the newsletter is the responsibility of the Trustee and ineligible for reimbursement. Once approved for distribution, a copy of the newsletter shall be provided as information to the rest of the Trustees, the Director of Education, the Communications Department, relevant superintendents, and relevant principals. 2.2 Letters From time -to -time a letter may be deemed an appropriate form of communication with constituents. Trustees may use Board letterhead to send congratulations, to provide special recognition of student achievement, or to thank a community member for a significant contribution that directly benefits student achievement and well-being. Any correspondence produced by a Trustee on Board -issued letterhead must be approved by the Chair of the Board prior to distribution. 2.3 Email Email is the preferred form of communication with constituents, staff, and trustees. Expected procedures to be followed by a Trustee receiving a communication via email or by some other electronic means are: • When an email is addressed to all Trustees, the Chair of the Board shall address the matter, and a courtesy copy (cc) of the response shall be provided to the other Trustees. • When an email has been addressed to a member of staff, and copied to one or more Trustees, staff shall respond to the email and provide a courtesy copy (cc) of the response to each Trustee copied in the correspondence. • Trustees should not respond to email correspondence on which they have been copied (cc'd), and should only respond to email correspondence sent directly to their attention. It is up to the trustee to touch base with the trustee secretary to ensure the email is directed to them. • If an email comes to a Trustee from a constituent not from their area then it is to be forwarded to the Trustee(s) representing that area. • Recognizing that email is not a secure vehicle of communication, Trustees shall never use email to communicate sensitive or confidential information. • If a different form of contact other than email was used to communicate with a Trustee then it is appropriate for the Trustee to correspond with that means of communication while also relaying information via email to fellow Trustees and the appropriate Board Administrators. 2.4 Social Media Social media refers to online technology tools that enable people and organizations to communicate, collaborate, and share information and resources over the internet. Examples include, but are not limited to, Facebook, Twitter, YouTube, Snap Chat, Periscope, Instagram, blogs, and websites. • Board authorization is not required for a Trustee to open a personal or professional social media account. • Trustees should use social media with the same level of professionalism and responsibility as they would when officially representing the Board. • Online postings should remain positive - do not engage in negative or critical conversations online. • Retweets, likes, and favourites could be perceived as endorsements - always check before sharing. • Search hashtags (#) before using them to ensure they are appropriate and positive. • Photos are a great way to highlight what is happening at the Board but identifiable photos should only be used if those students in the photograph, or parents of those students, have given informed written consent. • Accounts should be updated and monitored regularly and offensive material must be removed within 24 hours of notice. • Be mindful of the TVDSB policy on equity and inclusive education and the Ontario Human Rights Code when posting content and all Board policies and other regulations. • Gathering information for social media use should not be disruptive in any public meeting or event. • In accordance with the Municipal Freedom of Information and Protection of Privacy Act, Trustees shall not divulge personal information related to the Board's students or staff. 3.0 Trustee Communication - Verbal Trustee verbal communications may take place in a variety of forms including, but not limited to, individual communications and public speaking, video messaging, and media relations. 3.1 Individual Communications and Public Speaking Trustees will communicate in one-on-one conversations with individual constituents, through interviews with the media, and to public gatherings at school and community events. These communications can be an effective way to promote the Thames Valley District School Board mission and vision to others and to promote student achievement and well-being. Requests for.official communications should come through the Chair. • When speaking, Trustees should communicate as clearly, and as accurately as possible. • As a general rule, the Chair of the Board, will speak for the Board unless delegated by the Chair to a fellow Trustee.. • Consistent with Board Bylaws, individual trustees shall uphold decisions of the Board even if they personally disagree, and must be able to explain the rationale for the decision. • When conveying a personal statement the Trustee must identify it as a personal opinion and not the opinion of the Board. • Trustees shall not communicate as individuals about student or staff discipline or matters of negotiation unless designated by the Chair to do so. • In accordance with the Municipal Freedom of Information and the protection of Privacy Act, Trustees shall not divulge personal information related to the Board's students or staff. • Any public statement should aim to promote student achievement and well- being in the Board. Public statements should avoid criticism of the intentions or actions of other Trustees, staff, parents, or students. Public statements should be consistent with the Board's mission and vision. 3.2 Video Messages A Trustee video message can be an effective tool for sharing information with constituents regarding the role of Trustees, Board policies, decisions made by the Board, Ministry of Education initiatives, Board events, recognition of student achievement, and resources that are beneficial to student well-being. The video message shall promote the vision and mission of the Thames Valley District School Board and should never reflect negatively on the Board, its staff, schools, the Ministry of Education, or other Trustees. The communication must be presented as reflecting only the personal opinion of the individual Trustee. The content of a video message is subject to editorial review by the Chair's committee prior to distribution. The expense is the responsibility of the Trustee making the video message and is ineligible for reimbursement. Once approved, a copy of the video message shall be provided as information to Trustees, the Director of Education, the Communications Department, superintendents, and principals, as appropriate. 3.3 Media Relations Trustees may be contacted by media officials. The following should be kept in mind when responding to media requests: • Only the Chair of the Board or their designate will act as the official spokesperson for the Board although this does not bar Trustees from speaking to the media. • When speaking or corresponding with the media, individual Trustees shall not present an opinion as the position of the Board, unless they have been authorized to speak on the subject by the Chair of the Board. • When speaking or corresponding with the media, individual Trustees shall uphold the decision of the Board and the implementation of any Board resolution once it has been passed. • When speaking with the media, individual Trustees should clearly identify as personal opinions any statement or positions that are not necessarily those of the Board. • At a minimum, a Trustee contacted by the media should inform the Chair, the Trustee Secretary, and Director's Secretary, of an interview, if the Trustee will be commenting on system -wide issues. 4.0 Communication Tools and Resources Recognizing that communication is an essential component of a Trustee's role and responsibilities Board -issued letterhead and business cards will be made available to each Trustee to assist them in this regard. 4.1 Board -Issued Letterhead Upon request, each Trustee will be provided with Board -issued letterhead. 4.2 Board -Issued Business Cards A supply of business cards will be issued to each Trustee. Board -issued business cards are to be used for the purpose of identifying the individual Trustee as a member of the Board, and as such, any contact information identified on the business card shall be consistent with the Trustee's Board contact information and should not correspond with a Trustee's business contact information. 5.0 Appropriate Communication Protocol Trustees are often contacted by parents with concerns about their child's education. Trustees must always encourage parents to follow the appropriate communication protocol. Refer to the Public Concerns Policy and Resolving Public Concerns Procedure. 6.0 Inappropriate Communications Inappropriate communications or social media posts will be subject to review by the Chair's Committee. Trustees may be subject to feedback, warning, or discipline, as recommended by the Chair's Committee to the Board under the current Trustee Code of Conduct procedures found in the Bylaws. REPORT OF THE PLANNING AND PRIORITIES ADVISORY COMMITTEE 2016 January 12 8:00 p.m. —10:14 p.m. Members: Trustee J. Bennett, Trustee R. Campbell, Student Trustee H. Goddeeris, Trustee C. Goodall, Trustee G. Hart, Trustee P. Jaffe, Trustee A. Morell, Trustee S. Polhill, Trustee M. Reid, Trustee P. Schuyler, Trustee J. Skinner, Student Trustee S. Suvajac Regrets: Trustees B. McKinnon, R. Tisdale, and J. Todd Administration: C. Beal (Superintendent), L. Elliott (Director), N. Luo (Research and Assessment, -9:51), S. Macey (Manager), D. Macpherson (Superintendent, -9:51), P. McKenzie (Superintendent, -9:51), M. Moynihan (Superintendent, -8:15), K. Wilkinson (Superintendent), B. Williams (Supervisor) 1. APPROVAL OF AGENDA — The agenda was approved on motion. 2. CONFLICTS OF INTEREST — none declared 3. ELECTION OF VICE CHAIR The following motion was moved and carried: That Trustee J. Skinner be appointed the Vice -Chair of the Planning and Priorities Advisory Committee for the term ending 2016 November 30. 4. REVISED 2015-2016 SCHOOL YEAR CALENDAR M. Moynihan reported on the revised current year school calendar noting the addition of a seventh PA day as per the settlements recently negotiated with the four teachers' federations. The rationale for the proposed date, April 15, 2016 was described. The topics for staff professional development on the additional PA date were outlined. M. Moynihan advised the Ministry of Education and Thames Valley District School Board (TVDSB) stakeholders were to be informed of the amendment to the calendar tomorrow. Discussion considered the alignment of PA days with religious holidays. It was noted the draft school calendar for 2016/17 has taken that into consideration. The school year calendar for 2016/17 comes to the Board for approval at their 2016 February 23 meeting. 5. BUDGET DISCUSSION a. 34 -Credit Threshold Update K. Wilkinson provided an update on the impact of the 34 -Credit Threshold in Thames Valley along with recommendations for consideration for the 2016/17 school year. Statistical information on the 2014/15 high credit student population included: course enrolment; the variance between the projected and actual average daily enrolment (ADE) noting the reduction in numbers; the number of years high credit students have attended a NDSB school and where students originated from if attending a TVDSB for less than five years; and enrolment of high credit students by school. Projections for 2015/16 similarly were described. Discussion considered the array of circumstances resulting in a student taking credits beyond the 34 - credit threshold. Budget implications for Thames Valley continuing to support students beyond the 34 -credit threshold imposed by Ministry policy were discussed. In response to a question concerning the practices of other Boards in this regard, L. Elliott offered to vet the question through PCODE. Discussion considered strategies in place to reduce the number of high credit students over time. Career planning tools, such as My Blueprint; improved access to data by principals; and the provision of courses through Adult, Alternative, and Continuing Education were identified as key strategies. Similar to the previous year, the following two recommendations will come forward to the Board at their 2016 January 26 meeting: That any student who is new to the Board who has met, or may exceed, the 34 -credit threshold and has obtained their OSSD, may be required to access additional courses for credit, if available, through their local TVDSB School of Adult, Alternative, and Continuing Education Site. That the Board continue to support the TVDSB students who have met, or may exceed, the 34 -credit threshold during the 2016-2017 school year so they may complete their secondary school credits in a regular high school. It was recognized this is a budget issue, but a decision is required more immediately due to course registration timelines for 2016/17. There was a request the report provide an estimate of the anticipated reduction of funding related to high credit ADE. b. Bealart Program K. Wilkinson provided an overview of the bealart program including information regarding entrance into the program, courses, the profile of the learner, and costs associated with exceeding the 34 - credit threshold and transportation. Questions of clarification were responded to and discussed. Discussion centred on the transportation of students to specialized programming in secondary noting some of the historical inconsistencies in current practice across the system. The value of the bealart program to the Board, community, and students was expressed. Bealart as a model of innovation and of "how to do things differently" in secondary was highlighted. Funding implications related to the 34 -credit threshold were considered. There was a question as to whether entry into the program could be earlier as a way to minimize the number of post 34 -credits taken after the fourth year of school. c. Trustee Initiatives C. Beal reported no trustee initiatives had been submitted. In response to a question, the funding envelope intended to cover trustee initiatives was described. Discussion centered on outstanding initiatives from the previous year confirming none would be going forward to the 2016/17 budget year. Potential trustee initiatives were discussed and included a pilot project for late start times in secondary, ensuring equitable access to technology, and exploring emerging technologies. Through discussion it was determined the potential for a late start time pilot project will move forward through the rethink secondary initiative. A report providing an update on how technology funds are deployed to the schools will be brought back to the committee; there was a request that information include data on the number of homes without computers. Trustees wishing to put forward a request for exploring emerging technologies were asked to complete the budget initiative form and submit it to C. Beal. There was a request that a report on French Immersion funding be brought back to the committee 6. OTHER BUSINESS - none 7. DATE AND TIME OF NEXT MEETING The next meeting was scheduled for Tuesday, February 9, 2015 at 6:00 p.m. in the London Room. 8. ADJOURNMENT On motion, the committee adjourned at 10:14 p.m. RECOMMENDATIONS: None G. HART Chairperson 14.c REPORT OF THE CHAIR'S COMMITTEE MEMBERS 2016 January 19 12:03 p.m. — 2:23 p.m. ADMINISTRATION AND OTHERS G. Hart A. Morell J. Pratt B. Williams M. Reid R. Tisdale K. Bushell (+12:35, -1:07) D. Goodwin (+1:35, - 2:07) Regrets: B. McKinnon J. Rake (+1:35, - 2:07) S. Tucker (+1:35, - 2:07) 1. APPROVAL OF AGENDA The agenda as amended was approved by motion. 2. CONFLICTS OF INTEREST - none declared 3. REVIEW AND APPROVAL OF THE 2016 JANUARY 26 BOARD AGENDAS The agendas for the 2016 January 26 in -camera and public Board meetings were reviewed and discussed. 4. FUTURE BOARD ADVISORY AGENDA ITEMS The schedule of agenda items for the Planning and Priorities Advisory; and Program and School Services Advisory Committees were reviewed and discussed. In terms of process, it was confirmed recommendations from administration, while discussed at an Advisory Committee, are to go to Board for approval from administration and not from the Advisory Committee. There was a request that materials presented to committee be posted to the website under committee reports. 5. CORRESPONDENCE A letter received from the Ministry of Education regarding a report of the Toronto District School Board Governance Advisory Panel was reviewed. 6. UPCOMING EVENTS/INITIATIVES System events and initiatives are scheduled as follows: • OPSBA Public Education Symposium (PES) - January 28-30, 2016 • TVPIC Symposium — February 6, 2016 • Annandale P.S. Official Opening - February 19, 2016 • Westfield P.S. Official Opening — February 19, 2016 • South Ridge P.S. Rededication - February 19, 2016 • 25 Year Employee Recognition Reception —April 4, 2016 • Student Trustee Debate and Elections — April 28, 2016 • Variety Is — April 28, 2016 7. RESPONSE FROM MINISTRY REGARDING CAPITAL PRIORITIES FUNDING REQUEST FOR SOUTHEAST LONDON ELEMENTARY SCHOOL Exec. Officer K. Bushell joined the meeting to discuss the letter of response from the Ministry of Education concerning the funding request for a southeast London elementary school. It was determined the letter be included on the Board agenda, under Communication. Given the response, K. Bushell described a potential process for moving forward with a business case that would follow an accommodation review. 8. TVDSB-CITY OF LONDON LIAISON COMMITTEE MEETING The previously scheduled NDSB -City of London liaison committee meeting for 2016 February 3 has been postponed. A meeting between the Mayor for the City of London; and Board Chairs and Directors for Thames Valley and the co -terminus Board is scheduled for 2016 January 25 to discuss a potential new format for future meetings. 9. MPP MEETINGS Discussion centered on the format and scheduling of meetings with MPPs. It was determined meetings would be scheduled during the week of March 14 (March Break). Trustees are invited to propose agenda items through members of the Chair's Committee. 10. PUBLIC INPUT BYLAWS The Bylaws for public input were reviewed in consideration of better defining the term 'group'. Proposed amendments will be brought forward to the Board for approval at the 2016 February 23 meeting. 11. PUBLIC INPUT REQUEST A request received for public input was reviewed. It was determined the request move forward to administration for follow up. 12. EQUIPMENT FOR TRUSTEE CONFERENCE ROOM Quotes for a new printer for the Trustee conference room were reviewed and a printer was selected. 13. DIRECTOR'S ANNUAL REPORT Public Affairs and Community Relations staff D. Goodwin, Supervisor J. Rake, and S. Tucker joined the meeting to present the online Director's Annual Report. D. Goodwin reviewed the Ministry requirements for submitting the annual report. The rationale for moving to an online version of the report was described. A demonstration of the report was provided. The advantages and challenges of a digital -only report was discussed; the value of having a tangible item to hand out was expressed. The report officially will be launched at the 2016 January 26 Board meeting. 14. OTHER BUSINESS a. Middlesex County Meeting Discussion considered future meetings with municipalities. It was recognized that a process is now established through the accommodation review procedure to meet with municipalities. There was a suggestion that future meetings be scheduled annually each spring to discuss issues other than those related to student accommodation. It further was suggested to include the co -terminus Board in those meetings. Trustee Morell offered to follow up with Chair McKinnon regarding follow up with Middlesex County. 15. 16. DATE AND TIME OF NEXT MEETING The schedule of future Chair's Committee Meetings is as follows: January 26, 12 p.m. February 16, 12 p.m. March 22, 12 p.m. April 19, 12 p.m. May 17, 12 p.m. June 21, 12 p.m. February 23, 12 p.m. March 29, 12 'p.m. April 26, 12 p.m. May 24, 12 p.m. August 30, 3 p.m. ADJOURNMENT The meeting adjourned at 2:23 p.m. by motion. RECOMMENDATIONS: None MATT REID Acting Chairperson Thames Valley District School Board Title FRENCH AS A SECOND LANGUAGE (FSL) CORE FRENCH — ELEMENTARY Department LEARNING SUPPORT SERVICES Reference(s) - The Ontario Curriculum: French as a Second Language: Core, Grades 4 - 8. Extended, Grades 4-8, Immersion, Grades 1-8 2013. - Ministry of Education: Growing Success, Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, Covering Grades 1-12, 2010 - A Framework for French as a Second Language in Ontario Schools. Kindergarten to Grade 12 (2013) - Learning for All - A Guide for Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 - Including Students with Special Education Needs in French as a Second Language Programs (2015) 1.0 Overview INDEPENDENT PROCEDURE Procedure No. 9040 Effective Date 2002 June 12 Vision and Goals for French as a Second Language — Core, Extended, and Immersion, Grades 1 to 12 "Students will communicate and interact with growing confidence in French, one of Canada's official languages, while developing knowledge, skills and perspectives they need to participate fully as citizens in Canada and in the world." The Ontario Curriculum - French As a Second Language: Core French - Grades 4 -8, Extended, Grades 4-8; Immersion, Grades 1-8 In accordance with the Ministry of Education Ontario Curriculum. French As A Second Language: Core Grades 4-8; Extended, Grades 4-8; Immersion, Grades 1-8, it is the goal of the Board to provide second language programs to ensure that all students develop basic communication skills in French, and an appreciation for a second language and its culture (Core French Program). Administered By LEARNING SUPPORT SERVICES Date of Last Amendment 2011 April 26, 2016 January 26 Page 1 of 4 14.e It is the vision of the Ministry of Education that, "knowledge of an additional language strengthens first -language skills. The ability to speak two or more languages generally enhances cognitive development, as well as, reasoning and creative -thinking skills. It also enhances the student's confidence as a learner, facilitates the learning of additional languages, and contributes to academic achievement. As their strengths develop, French language learners become more flexible and adaptable in new and unforeseen situations. For example, second -language learners tend to be more divergent thinkers, with improved memory and attention span." (pg. 7) "The vision for FSL: Students in English-language school boards have the confidence and ability to use French effectively in their daily lives. The Framework outlines.3 goals: Increase student confidence, proficiency, and achievement in FSL; Increase the percentage of students studying FSL until graduation; Increase student, educator, parent, and community engagement in FSL." Framework for French as a Second Language in Ontario Schools, Kindergarten to Grade 12 2.0 Core French Instruction 2.1 All students will begin the Core French program in Grade 4 (as per Ministry curriculum) in order to accumulate the required 600 hours by the end of Grade 8. An accumulation of 120 hours a year requires a minimum of 38 minutes per day of dedicated French from Grades 4 - 8. Ideally, French instruction should not be simultaneously taught with other subject areas (for example Grade 3 Language and Grade 4 French). This equates to a minimum of 380 minutes in a 10 day cycle. Core French instruction is recorded on the September Statistical Report, and on Appendix F: "Student Record of Accumulated Instruction in French As A Second Language in Elementary School" in the OSR. Documentation is the responsibility of the Principal. 2.2 Schools operating on a balanced day may choose to have 50 minute blocks for 8 days out of 10 day cycle but should avoid timetabling two consecutive days without French. Given that 38 minutes per day is the minimum requirement, principals should ensure that: • the accumulated hours are not less than 120 hours per year; • the program is delivered in teaching blocks not less than 30 minutes. 2.3 The two areas of emphasis of the Core French program are the Listening and Speaking strands. 3.0 Reporting on Core French 3.1 The emphasis at the beginning of the Grade 4 program is Listening and Speaking. On the Progress Report Card and Term 1 Report Card, teachers of Grade 4 will only report on Listening and Speaking and use the following statement in the comment box: "Progress in French is based on the student's achievement in Listening and Speaking only" Teachers of Grade 4 will report on all four strands for Term 2 Report Cards. Teachers of Grades 5 — 8 will comment on all four strands for the Progress Report and both Term 1 and Term 2 Report Cards. Page 2 of 4 3.2 Teachers must check the Individual Education Plan (IEP) box on the report card when the Core French expectations for the student vary from those of the regular program for the grade. Teachers are not required to report if a strand is not part of the student's instructional program as per the IEP. The following statement needs to be included on the Elementary Provincial Report Card in the section "Strengths/Next Steps for Improvement": "This (letter grade/percentage mark) is based on achievement of expectations in the IEP that vary from the Grade X expectations (and/or) are an (increase/decrease) in the (number and/or complexity) of the curriculum expectations." Growing Success 2010 pg. 61. 4.0 Meeting Student Needs "The foundational belief that all students can learn applies to students across all subject and program areas." (p.3) Furthermore, in the document, "it is emphasized that decisions about program participation, including participation in FSL programs, should be made on a case-by-case basis, taking into account the strengths, needs, and interests of the individual student." (p. 3) Students with special education needs benefit from Learning French as a second language. Specific strategies and supports have been shown to be effective in meeting the needs of students with special education. Educational policies reflect increasing support for including all students in FSL programs. (p. 11) Even some students with learning difficulties that relate specifically to language learning can, with the provision of support, experience both academic and social benefits from participation in FSL programs. (p.11) Including Students with Special Education Needs in French as a Second Language Programs (2015) 4.1 French as a Second Language: Core, Grades 4 — 8; Extended, 4-8, Immersion, Grades 1-8 offers a series of recommendations for modifying the French program for students with special needs. Teachers should consult Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools First Edition, Covering Grades 1 to 12 (2010), and Learning for All K-12 (Draft June 2013) ministry documents for strategies to address the needs of all students. Principals must ensure that teachers of French are aware of students on Individual Education Plans so that appropriate programming modifications and/or accommodations will be made. 4.2 In the very rare circumstance that a student could be considered for an exemption for the Core French program, the principal, in consultation with the school superintendent, must submit full documentation to the Associate Director, Learning Support Services for decision. The `Request For Exemption From French as a Second Language (FSL)' form will be posted in Electronic Forms on the Employee Portal. Decisions will be in consultation with the Superintendent of Student Achievement (Special Education) and communicated in writing to the principal following the full review of the submitted documentation. Please note: This form is to be submitted annually for review and approval. Page 3 of 4 4.3 French As A Second Language: Core, Grades 4-8; Extended, Grades 4-8; Immersion, Grades 1-8 allows students to be exempted from FSL if they are taking Native as a Second Language. 5.0 Teacher Qualifications Teachers of Core French require French as a Second Language (FSL) certification. Qualifications in FSL must indicate French as a Second Language or Frangais langue seconde. Frangais is not a French as a Second Language qualification. Qualifications in FSL are indicated by any one of the following entries on the Certificate of Qualification and Registration (Ontario Regulation 176/10): QUALIFICATIONS IN THE INTERMEDIATE AND SENIOR DIVISIONS/ QUALIFICATIONS POUR LES CYCLES INTERMEDIAIRE ET SUPERIEUR • French as a Second Language • Frangais langue seconde QUALIFICATIONS/QUALIFICATIONS • Teaching in a French Immersion Setting • FSL - Immersion THREE-PART SPECIALIST QUALIFICATIONS/QUALIFICATIONS DE SPECIALISTE EN TROIS PARTIES • French as a Second Language • Frangais langue seconde HONOUR SPECIALIST QUALIFICATIONS/QUALIFICATIONS DE SPECIALISTE EN ETUDES SUPERIEURES • French as a Second Language • Frangais langue seconde Page 4 of 4 Thames Valley District School Board Title FRENCH AS A SECOND Procedure No LANGUAGE: IMMERSION AND EXTENDED ELEMENTARY Department LEARNING SUPPORT SERVICES Resources — The Ontario Curriculum: French as a Effective Date Second Language: Core, Grades 4 — 8. Extended, Grades 4-8, Immersion, Grades 1-8 2013. — Ministry of Education: Growing Success, Assessment, Evaluation, and Reporting in Ontario Schools, First Edition, Covering Grades 1-12, 2010 — A Framework for French as a Second Language in Ontario Schools. Kindergarten to Grade 12 (2013) — Learning for All — A Guide for Effective Assessment and Instruction for All Students, Kindergarten to Grade 12 — Including Students with Special Education Needs in French as a Second Language Programs (2015) 1.0 Overview INDEPENDENT PROCEDURE 9044 2003 Feb. 25 Vision and Goals for French as a Second Language - Core, Extended, and Immersion, Grades 1 to 12: "Students will communicate and interact with growing confidence in French, one of Canada's official languages, while developing knowledge, skills, and perspectives they need to participate fully as citizens in Canada and in the world." The Ontario Curriculum: French as a Second Language: Core, Grades 4-8; Extended, Grades 4 — 8; Immersion,, Grades 1 — 8, 2013 (pg. 6) "The Government of Canada considers linguistic duality not only as a basis of Canadian identity, but also an essential tool for ensuring Canadians' openness to the world. Through second -language education, the Government offers young Canadians a boost toward wider professional horizons and a key to the international stage" A Framework for French as a Second Language in Ontario Schools. Kindergarten to Grade 12 (2013) (pg.8) Administered By Date of Last Amendment LEARNING SUPPORT SERVICES 2007 May 22, 2016 January 26 Page 1 of 3 "The foundational belief that all students can learn applies to students across all subject and program areas." (p.3) Furthermore, in the document, "it is emphasized that decisions about program participation, including participation in FSL programs, should be made on a case-by-case basis, taking into account the strengths, needs, and interests of the individual student. • Students with special education needs benefit from Learning French as a second language. • Specific strategies and supports have been shown to be effective in meeting the needs of students with special education. • Educational policies reflect increasing support for including all students in FSL programs." Including Students with Special Education Needs in French as a Second Language Programs (2015) 2.0 French Immersion Instruction 80% of instruction will be conducted in French and 20% of instruction will be conducted in English (English Language Arts). All subject areas will be taught 100% in French except English Language Arts. 3.0 French Immersion Registration 3.1 All students living within the school' s catchment area are eligible to register for either SK or Grade 1. For all other grades, only students transferring from a program where at least 50% of the instruction has been in French (evidence must be provided) will be granted non -entry point registration status. 3.2 Enrolment eligibility forstudents outside the school" s catchment area will be in accordance with the TVDSB Attendance Areas for Students Policy. 3.3 For a new entry level (SK, Grade 1) French Immersion class to be offered, a minimum number of 20 students shall be registered by April 1. 3.4 Where registration is below 20 students by April 1, the Principal will consult the Superintendent of Student Achievement and Associate Director, Learning Support Services, as well as, the School Council. Options will be investigated and a course of action will be developed by the Board. 4.0 Consolidation of Existing French Immersion Classes Due to a Decline in Enrolment 4.1 Where a class enrolment falls below eighteen (or fifteen in the case where the closest Immersion program accommodation is sixteen kilometres or more) and a combined class cannot be formed, the Principal will consult the Superintendent of Student Achievement and Associate Director, Learning Support Services, as well as, the School Council by April 1. Page 2 of 3 5.0 Exiting French Immersion 5.1 When a parent chooses to withdraw a student from either French Immersion or Extended French Immersion, the Principal shall outline procedure 3.1 for entry at non-standard points and inform the parent in writing, with a copy to be placed in the student's Ontario Student Record (O.S.R.). 6.0 Extended French 6.1 The entry point for Extended French shall be September of Grade Seven. 6.2 80% of classroom instruction must be conducted in French with a maximum of 20% of classroom instruction conducted in English(English Language Arts). All subject areas will be taught 100% in French except English Language Arts. 6.3 The Board will continue to designate schools to host the Extended Program, based on minimum enrolment requirements as of April 1 7.0 Transportation Transportation will be provided for students enrolled in French Immersion and Extended French programs in accordance with the TVDSB and Southwestern Ontario Student Transportation Service (STS) Transportation Policies. 8.0 Teacher Qualifications Teachers of French Immersion/Extended French require French as a Second Language certification. Qualifications in FSL are indicated by any one of the following entries on the Certificate of Qualification: Reg. 184/97 • French as a Second Language, Part 1; French as a Second Language, Part 2; or French as a Second Language, Specialist • Junior and Intermediate Divisions French • Intermediate and Senior Divisions French • Intermediate and Senior Divisions French, and a second subject • Intermediate Division French • Senior Division French • Honour Specialist French • Interim HSA Type A French • Frangais langue seconde, partie 1; or Francais langue seconde, partie 2; or Frangais langue seconde, specialiste • Cycles moyen et intermediaire French • Cycles intermediare et superieur French, deuxieme sujet • Cycle intermediaire French • Cycle superieur French • Specialiste en etudes superieures French Note: Qualifications in French as a Second Language must indicate "French" or "Frangais langue seconde" Francais is not a FSL qualification. Page 3 of 3 16.a i Idalr e Learning Disabilities' y, Association of London. Region: January 6, 2016 Bonnie: Williams. Supervisor., Corporate Services Thames Valley District School Board Email: 'bonnie.williams c0..tvdsb.on.ca Re: Aoolicationto the'Sbecial Education .Advisory' Committee Dear Ms. Williams: P leas& be advised tht the representative from the; Lea Disabilities Association of London ,Region (LDAaLR) onthe :Special Education Advisory .Committee, Wendy Sanderson=Culley,. is no longer,with the.,organization,:': We nominate Marilyn Matheson as _ournew.SEAC representative to.replace Ms. Sanderson-Culley..Marilyn is the. new: Executive: Director of'LDA-LR; and as such. it, responsible for the, organization's vision of attaining a society in which people with learning, disabilities. are enabled to reach their potential,"..Hugh of her role. is. providing educational programs, services; and advocacy to help those with .a learning, disability and/or ADHD be successful, which is.in line with the role of SEAL., :Marilyn is a Canadian citizen over the- age-of heage of 18, and lives within Thames Valley.:.: Our:alternate candidate, Bonnie Wludyka,who is currently attending the SEAC meetings on our behalf, will rerriain as our alternate. Thank you in advance:for your consideration.. Sincerely, Trishu,l Jotangia Chair., Board of: Directors 303 Richmond Street, Unit' 205, London, ON N613 21-18 1 Tel: (519) 438.6213 1 Fax: (519) 438-0368 1 www.ldalondon,ca Charitable.Registratlon x107605818 RR 0001 ' The right to learn, the power to; achieve LDA -LR ockhovkdges the generous financial support a,:the United Way af London & Middlesex and the. City of London, a �� � � Lyndon 16.b Ministry of Education Minlstbre de PEducetiort Office of the ADM Bureau du sous-miriistrQ adjoint Financial policy and Business Division Division des politlques financibres'et-des 900 Bay Street op6rations ' 20th Floor, Mowat Block 900, rue Ba ' Toronto ON M7A 1L2 200 dtage, difice Mowat ntario Toronto ON WA 1!2 DEC 18 2015 OF THE 1 Mr. Bill McKinnon Chairperson Thames Valley District School Board Office of the Chairperson 1250 Dundas Street, P.O. Box 5858 London ON N6A 5L1 Dear Mr. McKinnon, Thank you for your letter regarding the Thames Valley District School Board's (TVDSB) capital priority funding request for a new elementary school in Southeast London. I appreciate- the opportunity to respond. Through the 2015 Capital Priorities program, the ministry received 220 project requests, totaling approximately $2.7 billion. These high priority projects address accommodation pressures, the condition of buildings, -surplus space, constitution language requirements and the implementation of tull�day kindergarten. Ministry staff undertook a detailed review of each* business case to understand the needs of each school board across the province. With the amount of funding available to the ministry, which was about one sixth of the amount of funding requested, difficult decisions needed to be made. As always, funding decisions were -based on the most urgent and pressing needs over the next three years across, the province. While the ministry is supportive of,a new elementary school in Southeast London, the board must first, address existing capacity in the area before receiving funding. At this time, the ministry will not reconsider funding for a new elementary school in Southeast London. The TVDSB will have the opportunity to submit a business case for a new elementary school in Southeast London in the next round'of the Capital Priorities program', should it Y remain as one of the board's priorities. The board will also.have an opportunity this winter to submit projects that consolidate excess space from two or more schools into one new facility through the School Consolidation Capital program. Page 1 of 2 Thank you again for taking the time to write. 1 hope this' information is helpful. Sincerely, , SO Gabriel F. Sekaly Assistant Deputy Minister Financial Policy and Business Division 5 } 1 Page 2 of 2