11/28/2017 - Regular Board Meeting
THAMES VALLEY DISTRICT SCHOOL BOARD
REGULAR MEETING
2017 NOVEMBER 28, 7:00 P.M.
BOARD ROOM, EDUCATION CENTRE
The Board met in regular session on 2017 November 27 in the Board Room at the Education Centre,
meeting in public session at 7:02 p.m. The following were in attendance:
TRUSTEES
ADMINISTRATION AND OTHERS
M. Reid (Chair)
J. Bennett
R. Campbell
C. Goodall
G. Hart (-7:54)
P. Jaffe
B. McKinnon
A. Morell
S. Polhill (-9:19)
N. Lavdas
M. Reid
P. Schuyler
J. Skinner
S. Kim
T. Kennedy
R. Tisdale
J. Todd
L. Elliott
V. Nielsen
J. Pratt
C. Beal
S. Builder
A. Canham
R. Culhane
K. Edgar
R. Kuiper
D. Macpherson
J. McKenzie
P. McKenzie
M. Moynihan
S. Powell
P. Sydor
B. Williams
R. Hoffman (-9:52)
B. Keast (-9:52)
S. Armstrong (-7:54)
E. Mutch (-7:54)
D. Kettle (-9:19)
B. Moore (-9:19)
L. Munro (-9:19)
Guests:
D. Arppe (-7:54)
M. McGavin (-7:54)
J. Zhao (-7:54)
1. CALL TO ORDER
Board Chair M. Reid called the meeting to order at 7:02 and acknowledged the traditional territory on
which the Board meeting is held.
2/3. O CANADA
The appreciation of the Board was extended to Ingersoll District Collegiate Institute for their
performance and to Conductor M. Northcott for leading in the singing of O Canada and two musical
selections.
4. APPROVAL OF AGENDA
The agenda, as amended, was approved on motion of Trustee A. Morell seconded by Trustee J.
Todd.
5. OFFICIAL RECORD
B. Williams, Supervisor, Corporate Services, read the following official record into the minutes:
We regret to record the death of Karandip (Karan) Singh Multani, a student at Tweedsmuir P.S. on
2017 October 19, Andrew “Andy” Van Bynen, custodian at North Meadows Public School on 2017
November 4, and Jane Miller, a teacher at Clara Brenton P.S. on 2017 November 15.
6. RECOGNITIONS – None
7. CONFLICTS OF INTEREST - None
8. CHAIR’S ANNOUNCEMENTS - None
2017 November 28…2
9. DIRECTOR’S ANNOUNCEMENTS
Director L. Elliott recognized the “incredible efforts” of several TVDSB secondary schools for raising a
total of $486,695 in Relay for Life events in support of the Canadian Cancer Society. Director Elliott
thanked students and staff for their fundraising at A. B. Lucas Secondary School, London Central
Secondary School, London South Collegiate Institute, Ingersoll District Collegiate Institute, Glencoe
District High School, East Elgin Secondary School and Lord Dorchester Secondary School.
10. CHAIR’S VALEDICTORY ADDRESS
Chair Reid presented his Valedictory Address.
“It has been my greatest honour to serve this year as the Chair of the Thames Valley District School
Board. I want to begin by thanking the Trustees who put their faith in me and our administration that
have supported our boards mission of building each students tomorrow, every day.
It is hard to believe it was almost a year ago when we came together for our inaugural. During that
night I spoke about the importance of creating a culture for learning and how our board was a leader
throughout the country in creating a learning environment where all students could feel safe and
cared for. Whether it was the seamless transition of 476 Syrian newcomers to our board in only a 2
month period of time, or our ongoing commitment to truth and reconciliation with our First Nations
partners, or continuing to make strategic investments in special education; our board of trustees have
continued to show the value of all students and the fundamental belief that our diversity makes our
board and students’ stronger.
It was our commitment to diversity that made our board consider what further steps can be done and
how we can ensure our students and staff see themselves reflected, not just in our policies but in our
words and actions. That is why on May 17, 2017- for the first time over half of our secondary schools
raised the pride and trans flag on the International Day Against Homophobia, Transphobia and
Biphobia. It is also why our board became the first school board in Canada to elect a First Nations
Student Trustee. Our School Board believes that all students are welcome an d understands that it is
only when all students feel like they belong that they will be ready and excited to learn and reach their
full potential.
When looking back at this year, it has not always been easy. School accommodation concerns
continue to be a budget pressure on our board and caused us to have some very long and difficult
discussions over the future of schools in our school board. We all know as trustees, we don’t want to
get elected to close schools, but it is these difficult decisions that will continue in the future that will
help ensure that we can meet the needs of our 21st century learners and to provide them with the
education that we are all striving to achieve.
This is why our school board has undertaken a process to review our Mission, Vision and Strategic
Goals. I want to thank Trustee Todd who is a tireless champion of strategic planning and to all
Trustees for partaking in these important discussions that will continue on into 2018. I would also like
to thank Trustee Morell for serving as the Vice Chair this year. She has been a tireless champion for
our students and has been able to represent all of us at several ministry meetings and conference
calls. So thank you for your time, dedication and guidance this year.
We, as Trustees, have one of the greatest honors that the community can bestow upon us. We are
the Guardians of Public Education. We know Public Education helps ensure that all students,
regardless of their socio-economic position in life are able to reach their full potent ial. We know that
the only thing that will limit our students in life is their ability to dream. And we will never stop
advocating for our students, because they will help ensure our country and world prosper in the
future. But it is not just up to our 13 elected Trustees and 3 student trustees to be the guardians of
public education – we need everyone who is impacted by our schools to make politicians of all stripes
know how important education is to us. Because in these difficult economic times, when gove rnments
can all too easily make decisions that affect the 2 million students in Ontario, we cannot watch from
the sidelines, but rather we must use this call to arms to advocate louder and be tireless in or pursuit.
2017 November 28…3
Together, we will continue to change hearts and minds and embrace our diversity in all its forms.
Thank you.”
The following motion was moved by Trustee Bennett, seconded by Trustee Jaffe and CARRIED.
THAT the Chair’s valedictory address be spread across the minutes of the 2017
November 28 Board meeting.
11. PUBLIC INPUT – None
12. MINUTES OF THE 2017 OCTOBER 24 REGUL AR AND NOVEMBER 16 SPECIAL BOARD
MEETING
a. Confirmation of Minutes
The minutes of the Regular Board Meeting of 2017 October 24 and 2017 November 16 Special
Board Meeting were adopted on motion of Trustee A. Morell, seconded by Trustee J. Todd and
CARRIED.
b. Business Arising from the Minutes
In reference to the minutes of 2017 October 24, agenda item #15.k – Chair’s Committee Interim
Report regarding the letter received from Peel District School Board.
The following motion was moved by Trustee R. Campbell, seconded by Trustee Bennett and
DEFEATED:
Whereas, there has always been a discrepancy between T hames Valley District School
Board report card results in mathematics and EQAO mathematics scores, and
Whereas, the Ministry of Education has started that it is time to ‘examine provincial
measurement and assessment policy, including EQAO testing;’
Therefore, be it proposed that the Thames Valley District School Board request the
Ministry of Education suspend EQAO testing for the 2017-2018 school year, and request
the support of Ontario Public School Boards’ Association and all other public school
boards in Ontario for this motion’.
Trustee Morell spoke against the motion indicating the Ministry is currently conducting a province
wide review of assessments and is asking for consultation and input.
13. STUDENT TRUSTEES’ UPDATE
Student Trustees Kennedy, Lavdas, and Kim reported on the activities of the Student Trustees
including their attendance at the Indigenous Conference and the Student Leadership Conference.
Trustee Kim reported all student trustees volunteered to sit on Ministry Committees at the Student
Leadership Conference.
The next Student Advisory Council meeting is scheduled for 2017 November 30. Planning for the
upcoming conference will take place during this meeting.
14. PRESENTATIONS FROM ADMINSITRATION – None
15. REPORTS FROM ADMINISTRATION
a. Environmental Education Annual Report
Superintendent R. Culhane provided Trustees with an update on the activities of the
Environmental Education Management Committee.
Learning Supervisor S. Armstrong and Environmental Education Learning Coordinator E. Mutch
presented the Environmental Education Annual report outlining the many of the initiatives in
2017 November 28…4
TVDSB including the School Ground Greening/Outdoor Learning Environments initiatives, the
Waste Minimization and Student Learning initiatives, and the WILD Program.
Grade 12 students M. McGavin and J. Zhao and shared the positive experiences and impact
WILD had on their learning. Environmental Educator D. Arppe shared his experience as an
Educator and noted the importance of the WILD program for student engagement and learning.
Administration responded to questions. Appreciation was extended to M. McGavin and J. Zhao for
sharing their experience with the Board.
b. Annual Planning Report
Superintendent J. McKenzie presented the 2017 Annual Planning Report which provided an
overview of pupil accommodation and capital planning issues across the school district.
Accomplishments over the past year included $48.7 million in school renewal construction at
TVDSB schools, and the opening of two new elementary schools in North London. Superintendent
J. McKenzie noted that about 1,300 more students than predicted had enrolled in TDVSB schools
in September, due to available housing in the London area and an influx of newcomers to the
region.
Administration responded to Trustees questions.
The following recommendation was moved by Trustee Morell, seconded by Trustee Skinner and
CARRIED:
THAT the following schools be approved for potential facility collaborations:
Aberdeen Public School
Ealing Public School
Knollwood Park Public School
McGregor Public School
Nicholas Wilson Public School
Trafalgar Public School
Arthur Voaden Secondary School
Clarke Road Secondary School
Glencoe District High School
Ingersoll District Collegiate Institute
Montcalm Secondary School
North Middlesex District High School
West Elgin Secondary School
The following recommendation was moved by Trustee Polhill, seconded by Trustee Campbell and
CARRIED:
THAT the following proposed capital construction projects be approved for
potential co-build opportunities and facility collaboration:
Belmont – new elementary school
London Southeast – new elementary school
London Southwest – new elementary school
St. Thomas Southeast – new elementary school
Springbank Public School – addition & renovation
The following recommendation was moved by Trustee Jaffe, seconded by Trustee Skinner and
was deferred to 2018 April 24, on motion of Trustee Morell, seconded by Trustee Bennett:
THAT the Kilworth Holding Zone be created for subdivision plans 39T -MC1301, 39T-
MC0902 as outlined on Figure 5.1.1 of the 2017 Annual Planning Report, designated to
Delaware PS as a Holding School, effective immediately.
2017 November 28…5
Trustees spoke against the motion regarding the implementation of a holding zone noting their
concerns regarding the lack of a consultation process and the preference for an Attendance Area
Review.
In response to a question, Superintendent J. McKenzie advised an attendance area review is
challenging given there are no students currently residing in the proposed holding zones.
The following motion was moved by Trustee Morell, seconded by Trustee Bennett and CARRIED:
THAT Administration provide an Initial Attendance Area Review Report for the
Komoka/Kilworth area by 2018 April 24.
The following recommendation was moved by Trustee Jaffe, seconded by Trustee Skinner and
DEFEATED:
THAT the Southeast London Holding Zone be created for subdivision plans 29T -06507,
29T-13502, 39T-15505, 39CD-17501 and 39T-17502 and surrounding areas as outlined
on Figure 5.1.2 of the 2017 Annual Planning Report, designated to Nicholas Wilson PS
as a Holding School, effective immediately.
Trustees spoke against the recommendation raising their concerns that the proposed holding zone
would result in students in the Southeast London community attending five different schools.
16. REPORTS FROM BOARD COMMITTEES
a. First Nations Advisory Committee Report, 2017 October 17
Trustee P. Schuyler referred to the written report of the First Nations Advisory Committee (Item
16.a) provided to Trustees in advance of the meeting. There were no recommendations.
b. Chair’s Committee Report, 2017 October 24
Trustee A. Morell referred to the written report of the Chair’s Committee (Item 1 6.b) provided to
Trustees in advance of the meeting.
c. Policy Working Committee Report, 2017 October 24
Trustee A. Morell referred to the written report of the Policy Working Committee (Item 16.c)
provided to the Trustees in advance of the meeting.
The following recommendation was moved by Trustee Morell, seconded by Trustee Bennett and
CARRIED:
THAT the revised Attendance/Safe Arrival of Elementary Students Policy be
approved.
d. Program and School Services Advisory Committee Report, 2017 November 7
Trustee Bennett referred to the written report of the Program and School Services Advisory
Committee (Item 16.d) provided to the Trustees in advance of the meeting. There were no
recommendations.
e. Special Education Advisory Committee, 2017 November 13
Trustee R. Tisdale referred to the written report of the Special Education Advisory Committee
(16.e) provided to the Trustees in advance of the meeting. There were no recommendations.
f. Audit Committee Report, 2017 November 14
Trustee Tisdale referred to the written report of the Audit Committee (Item #16.f) provided to
Trustees in advance of the meeting.
The following recommendation was moved by Trustee Tisdale, seconded by Trustee Morell and
CARRIED:
2017 November 28…6
THAT the internal appropriation of accumulated surplus available for compliance
of $5,416,214 and ($151,786) for Thames Valley Education Foundation as outlined
in Chart 1 (Audit-1) be approved.
The following recommendation was moved by Trustee Tisdale, seconded by Trustee Todd and
CARRIED:
THAT the 2016-2017 Audited Financial Statements (Audit-2) be approved.
Trustee Tisdale noted the multi-purpose internally appropriated fund may transfer back into the
unappropriated accumulated surplus fund as it is no longer required to be a stand-alone line item.
g. Planning and Priorities Advisory Committee Report, 2017 November 14
Trustee J. Todd referred to the written report of the Planning and Priorities Advisory Committee
(Item 16.g) provided to the Trustees in advance of the meeting. There were no recommendations.
h. Final Report of the Bylaw Ad Hoc Committee
Trustee R. Tisdale referred to the Final Report of the Bylaw Ad Hoc Committee (16.h) provided to
the Trustees in advance of the meeting.
The following recommendations were moved by Trustee Tisdale, seconded by Trustee Schuyler
and CARRIED:
THAT the Board Bylaws, as amended, be approved
THAT the Bylaw Ad Hoc Committee be disbanded.
i. Chair’s Committee, 2017 November 21
Trustee Morell referred to the written report of the Chair’s Committee (Item 16.i) provided to
Trustees in advance of the meeting. At the request of Trustees item #7 was amended in the
minutes. There were no recommendations.
j. Interim Chair’s Committee Report, 2017 November 28
Trustee Morell reported the Chair’s Committee met today, from 12:23 p.m. – 1:18 p.m.
The following recommendations were moved by Trustee Morell, seconded by Trustee McKinnon
and CARRIED:
That a Strategic Planning Ad Hoc Committee be struck to coordinate public input
for the strategic plan; and provide advice for consultation on the strategic plan
process and the strategic plan outcomes with a report to the Board by 2018 April
24 with the following membership:
Trustees M. Reid, J. Todd, P. Schuyler, A. Morell, J. Bennett, R. Tisdale, and S.
Polhill; Director L. Elliott; Superintendents S. Powell and D. Macpherson;
Educational Assistant M. McClymont, Thames Valley Parent Involvement
Committee representatives C. Rahman, and J. Jacob; Thames Valley Council of
Home and School Associations representative S. Davis, Communications Manager
T. Testa, and Research and Assessment Manager C. Stager.
It further was noted an additional recommendation will be brought forward to appoint additional
members to the Strategic Planning Ad Hoc Committee.
k. Committee of the Whole, In-Camera Report, 2017 November 28
Trustee Morell reported the Committee of the Whole met in-camera from 5:05 p.m. to 6:18 p.m.
and from 10:03 p.m. to 10:36 p.m. The committee discussed legal, negotiation, and personal
matters.
2017 November 28…7
The following recommendation was moved by Trustee Morell, seconded by Trustee Jaffe and
CARRIED:
THAT the motions approved at the in-camera session of 2017 November 28 related
to legal, negotiations, and personal matters be approved.
17. TRUSTEE UPDATES FROM EXTERNAL COMMITTEES
a. Ontario Public School Boards’ Association (OPSBA) Update
Trustee Tisdale advised that the Ontario Public School Boards’ Association meeting is scheduled
for December 2-3, 2017.
b. Thames Valley Education Foundation (TVEF)
Trustee J. Todd shared TVEF is a registered charitable organization affiliated with the Thames
Valley District School Board. It is an independent entity governed by its own Board of Directors.
TVEF’s mission is to provide enhanced learning opportunities for TVDSB students by fostering
support from all sectors of society.
Trustee J. Todd highlighted two initiatives: the Learning Enhancement Fund and the Caring Fund.
Trustee Tisdale highlighted the upcoming TVEF open house on Friday, December 8. Proceeds
from this event go directly to the Caring Fund. In addition, interested TVDSB employees now
have the option to use payroll deductions to direct funds to the Caring Fund.
18. COMMUNICATIONS - none
19. NOTICE OF MOTION – none
20. MOTION – NOTICE OF WHICH HAS BEEN GIVEN – none
21. ADDITIONAL ITEMS – none
22. QUESTIONS/COMMENTS BY MEMBERS
B. McKinnon reported there will be a new school zone policy in Woodstock whereby a 40 km/h speed
limit and no parking/stopping restrictions between 8 and 4 p.m. will be in effect in the school zones
starting in 2018.
M. Reid shared the City of London recently approved subsidized bus passes for youth aged 13-17.
On motion the committee recessed at 9:52 p.m. It reconvened in-camera at 10:03 p.m. and in public
session at 10:36 p.m.
23. ADJOURNMENT
The meeting adjourned at 10:38 p.m. on motion of Trustee R. Campbell, seconded by Trustee J.
Skinner and CARRIED.
Confirmed:
Chairperson
2017 November 28…8
SUMMARY OF APPROVED RECOMMENDATIONS OF 2017 NOVEMBER 28
THAT the Chair’s valedictory address be spread across the minutes of the 2017 November
28 Board meeting.
THAT the following schools be approved for potential facility collaborations:
Aberdeen Public School
Ealing Public School
Knollwood Park Public School
McGregor Public School
Nicholas Wilson Public School
Trafalgar Public School
Arthur Voaden Secondary School
Clarke Road Secondary School
Glencoe District High School
Ingersoll District Collegiate Institute
Montcalm Secondary School
North Middlesex District High School
West Elgin Secondary School
THAT the following proposed capital construction projects be approved for potential co -
build opportunities and facility collaboration:
Belmont – new elementary school
London Southeast – new elementary school
London Southwest – new elementary school
St. Thomas Southeast – new elementary school
Springbank Public School – addition & renovation
THAT Administration provide an Initial Attendance Area Review Report for the
Komoka/Kilworth area by 2018 April 24.
THAT the revised Attendance/Safe Arrival of Elementary Students Policy be approved.
THAT the internal appropriation of accumulated surplus available for compliance of
$5,416,214 and ($151,786) for Thames Valley Education Foundation as outlined in Chart 1
(Audit-1) be approved.
THAT the 2016-2017 Audited Financial Statements (Audit-2) be approved.
That a Strategic Planning Ad Hoc Committee be struck to coordinate public input for the
strategic plan; and provide advice for consultation on the strategic plan process and the
strategic plan outcomes with a report to the Board by 2018 April 24 with the following
membership:
Trustees M. Reid, J. Todd, P. Schuyler, A. Morell, J. Bennett, R. Tisdale, and S. Polhill;
Director L. Elliott; Superintendents S. Powell and D. Macpherson; Educational Assistant M.
McClymont, Thames Valley Parent Involvement Committee representatives C. Rahman,
and J. Jacob; Thames Valley Council of Home and School Associations representative S.
Davis, Communications Manager T. Testa, and Research and Assessment Manager C.
Stager.
We build each student’s tomorrow, every day
Date of Meeting:2017 November 28
Item #:
REPORT TO:
☐ Administrative Council ☐ Program and School Services Advisory Committee
☐ Policy Working Committee ☐ Planning and Priorities Advisory Committee
☒ Board ☐ Other:
☒ PUBLIC ☐ IN-CAMERA
TITLE OF REPORT: Environmental Education and Management Committee Annual Report
PRESENTED BY:
Riley Culhane, Superintendent of Student Achievement
Scott Armstrong, Learning Supervisor
Erin Mutch, Learning Coordinator
PRESENTED FOR: ☐ Approval ☒ Information ☐ Advice
Recommendation(s):
Purpose: To provide the Board of Trustees with an update regarding the activities of the Environmental
Education Management Committee.
Content: 1. Overview and Membership of the Environmental Education and Management
Committee (EEMC)
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.
2017-2018 EEMC membership includes:
Amber Matheson, Secretarial support
Craig Smith – ETFO
Erin Mutch – Learning Coordinator
Graham Hart – Trustee
Jennifer Eckert – CUPE 7575
Jeff Beynon – OPC Secondary
Tim Dixon – Interim Manager Facility Services
Katherine MacDonald – PPSP – Environmental Educator
Randy Cousins – CUPE A
Richard Auckland – OPC Elementary
Richard Hoffman – Public Affairs Coordinator
Riley Culhane – Superintendent of Student Achievement
Scott Armstrong – Learning Supervisor
Shawn Muscutt – Safety Specialist, Human Resources
Steve Timewell – Materials Management Project Coordinator
2. Curriculum Connections
Embedding Environmental Education into the Curriculum
According to 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
We build each student’s tomorrow, every day
student knowledge and skill development to foster environmental stewardship. “By the end
of Grade 12, students will acquire knowledge, skills, and perspectives that foster
understanding of their fundamental connections to each other, to the world around them,
and to all living things” (Acting Today, Shaping Tomorrow, p. 11)
In designing learning opportunities for Environmental Education, we are endeavouring to
consider the key themes from Achieving Excellence as described in the Ministry of
Education’s Discussion Paper (2016) for Community Connected Experiential Learning. We
are including commitments to provide students from Kindergarten to Grade 12 with “a wide
array of opportunities both inside and outside school that are compelling and contribute to
their success”; to foster student engagement and achievement by “creating more relevant,
applied and innovative learning experiences that spark students’ curiosity and inspire them
to follow their passions” (p. 4).
a. Environmental Education Centres
Demand for our Environmental Education Centre programs continues to be popular for all
three locations. Program requests for September to June of this year represent 85% of
TVDSB schools accessing our centres. This year we have redesigned many of our progr ams
to offer full-day programming to provide students with more of an immersive learning
experience. Each centre provides unique, curriculum-linked programs designed to increase
student and teacher connections to their local environment in an interactive, natural,
hands-on, and authentic way.
We continue to use our electronic request system to ensure equity of opportunity as well as
to improve accessibility for our popular programs.
Innovative & Responsive Programming:
Our centres are visited by classroom teachers for our regular programs as well as a variety
of specialized opportunities where we develop programming for unique needs such as
SWAC, our FNMI portfolio, and our visiting International students. We also utiliz e our
centres during the summer months for Summer Learning Conference for teachers and also
for trips by our Summer Numeracy, English Language Learners Summer School, and FNMI
summer school which we have staffed with Ministry Outdoor Education Funding.
Last spring, we offered teachers the opportunity to apply for five consecutive days of
‘Nature School’ where their class would visit one of our Environmental Education centres
and integrate their curriculum using the natural environment as the context for learning.
The five teachers collaborated with our Learning Coordinator and Environmental Educator
for one day of planning. We have offered this opportunity to the following classes: Grade 6
at Sir Arthur Currie PS, Grade 3 at McGregor PS, Grade 5 at Roch Carrier FI PS, Grade 4 at
South Dorchester PS, and Grade 4 at Southwold PS.
During the planning stages, as well as upon completion of the first three integrated weeks,
teachers have identified the impact on their practice in terms of how they look at curric ulum
integration, how they offer students the opportunity to think critically, and collaborate on
authentic opportunities to contribute to their community, and the various ways in which
technology can be used for students to document their learning.
Strong Partnerships & Professional Learning:
Our Learning Coordinator and all three centres host teacher -candidates from Althouse
College, and various other local universities for their Alternative Field Experience, or through
virtual mentorship. Our centres also host secondary co-op student placements for half days
We build each student’s tomorrow, every day
for a full semester.
We continue to maintain strong community partnerships with our adjacent landowners and
conservation authorities who assist in trail maintenance and small construction project s,
along with some of our Secondary Green Industries courses. Toyota has completed an
adjacent trail to our Vansittart Woods Environmental Education Centre and offered students
habitat restoration projects on their property.
b. Wilderness-based Interdisciplinary Leadership Development (W.I.L.D.)
Development of our new wilderness-based interdisciplinary leadership development course
(W.I.L.D.) for secondary students was an opportunity to align the work of the Environmental
Education Portfolio with data gathered from the Rethink Secondary Learning report.
Students across TVDSB were invited to apply and a representation of our student
community was intentionally sought when selecting 18 applicants. Students learned through
a blend of in-class learning beyond their regular school schedule; online learn ing where they
could both work individually, as well as connect to build community and collaborate on
planning tasks in Google Classroom; and outdoor learning where the students applied the
course theories of leadership and planning in an authentic and experiential manner on a
nine day canoe trip in Quetico Provincial Park.
We worked with community partners (Growing Chefs and London Canoe Club) to prepare
students and provide critical thinking and authentic planning opportunities, as well as with a
professional Environmental Education outfitter (Voyageur Wilderness Programme) who
provided the services of an additional wilderness guide for our trip. Students had
opportunities to plan all aspects of the trip, lead their group for a day, deliver their own
lesson, and learn from one another in their diverse group. This opportunity was funded with
a Ministry of Education grant for Community Connected Experiential Learning, and with
Outdoor Education Funding.
c. Ontario EcoSchools
Ontario EcoSchools is an environmental education program for grades K -12 that nurtures
environmental leaders, reduces the ecological impact of schools, and builds environmentally
responsible school communities. The EcoSchools program also helps to promote, recognize,
and encourage student and educator leadership and aligns with the promotion of Ministry
and TVDSB targets in relation to waste minimization, energy conservation, school ground
greening, and environmental stewardship.
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 and certification.
EcoSchools certification activities are empowering to students, and allow schools to show
evidence of student voice and student leadership. Schools are recognized for their
commitment to environmental sustainability by acquiring certification points in six
categories: curriculum connections; leadership; stewardship; waste minimization;
conservation of energy; 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. In the Spring of 2017, TVDSB had 43 schools certify,
our highest number thus far.
d. Outdoor Education Funding
We build each student’s tomorrow, every day
The purpose of this targeted funding from the Ministry is to support experiential outdoor
learning activities. This year we have $635,042 allocated from the Ministry of Education for
Outdoor Education. “Learning in the outdoors not only offers a unique context for learning
but also provides experiential learning outside the classroom to foster a connection to local
places and to develop a greater understanding of ecosystems. Natural and human -built
environments can be used as sites for discovery, problem-solving, and active learning, as
well as for first-hand experiences that put students in touch with nature” (Ministry of
Education, Environmental Education (K-8) Scope & Sequence 2017, page 5).
Funding may be used for: fees related to participation in outdoor education programs; to
enlist the expertise and/or facilities/resources of community agencies in outdoor learning
activities; transportation costs; and teacher release time. During the 2016-2017 school year,
45,871 student learning experiences occurred where students benefited from being able to
participate in field trips at no cost. To date this year, we have reviewed over 700
applications for funding.
The Ministry funding allows us to support and promote the engagement and well-being of
all students through the myriad opportunities for building relationships with community
partners. Our community, including our Conservation Authorities and the London Children’s
Museum, allow us to build capacity in our educators as well by embedding professional
learning into the student experiences.
e. Supporting Outdoor Learning at School
The following portfolios have come together to identify strategies that educators are using
to promote student well-being through the use of their time in the outdoors:
Environmental Education, Mental Health, Research & Assessment, Early Years and Special
Education.
Our intent was to develop resources that captures student voice, reflects diverse
perspectives, and celebrates the work already implemented by educators in our schools.
This resource will be shared with educators throughout Thames Valley to inspire and
enhance programming for outdoor learning for our students.
As a Learning Support Services team, we linked what was captured from educators and
students back to the four frames of the Kindergarten document. Our preliminary findings
were presented at the International Children and Nature Network Conference in April of
2017 in Vancouver, British Columbia. (Poster attached)
In the fall of 2017 we invited 10 Kindergarten Specialty educators to present to a group of
their colleagues for a day of professional learning. We will repeat this well-received
professional learning opportunity again in the spring.
As a cross-portfolio team, we have also created a web resource of outdoor learning
opportunities by and for our TVDSB educators:
https://sites.google.com/gotvdsb.ca/whatever-the-weather/
f. Summer Learning Conference 2017
During the summer of 2017 a Teaching and Learning with Monarch Butterfly workshop was
offered in partnership with Toronto Region Conservation Authority and an administrator
from York Region DSB. We also offered a new workshop: Growing Opportunities for
Learning in conjunction with Growing Chefs where educators linked their curriculum to
opportunities for learning in food gardens as well as portable gardening opportunities for
We build each student’s tomorrow, every day
small or temporary spaces.
3. Environmental Stewardship and Community Connected Learning:
The Community Connected and Experiential Learning Policy Framework suggests the
enhanced role of such opportunities offers all students a broader range of choices of
learning environments connected to a variety of communities; emphasizes student -
directed/co-constructed learning opportunities; places increased emphasis on an inquiry
approach; differentiates experiences to meet students’ particular learning needs and
strengths; and recognizes and supports planned and incidental learning through
student-directed experiences in the local, national, or global community. (Winter, 2016)
a. Secondary School Student Environmental Symposium & Elementary
EcoConference
On October 19, 2017 the annual symposium to foster student engagement in environmental
issues was attended by 110 secondary students and their teachers. The symposium took
place on the shores of Lake Erie and offered an interdisciplinary perspective on the
challenges and successes regarding the health of the Great Lakes. Kettle Creek Conservation
Authority provided speakers from the Ministry of Environment and Climate Change,
Ministry of Agriculture and Rural Affairs and a series of hands-on workshops for students to
consider their role as active citizens and the effects of actions on the land which in turn
affects the health of the lakes (https://youtu.be/vlJ1sLYiOSo)
Our registered EcoSchools elementary representatives will be offered an opportunity to
come together to communicate their successful environmentally-based active citizenship
campaigns and collaborate on future initiatives in their schools.
b. Supportive Funding from Community Partners
The Middlesex, Elgin and London chapters of the Healthy Kids Community Challenge have
collectively funded water bottle filling stations, school gardens and outdoor learning spaces
for our schools in these areas. The current theme addresses a reduction in screen time, and
partners are considering how engaging outdoor spaces in our school yards can meet this
objective. The City of London’s Neighbourhood Decision Making provided school
communities a collaborative problem-solving opportunity where students could submit
proposals to request funding for community development and improvement projects in
their neighbourhoods.
c. Children’s Water Festival & Carolinian Forest Festival
In partnership with our local conservation authorities, Erin Mutch, Learning Coordinator sits
on the steering committees for programming and linking curriculum for the Carolinian
Forest Festival (2,000 students) and the Children’s Water Festival (2,750 students).
Our French Day at the Children’s Water Festival continues to be popular and is supported by
TVDSB FSL Learning Coordinator Deb Smith, and FSL TOSA Jen Moodie. The Children’s Water
Festival will take place at Pittock Conservation Area in May of 2018.
The five Environmental Educators support, co-plan and co-facilitate the annual Marshquest,
Forest Festival, Water Festival and Maple Syrup programs. The festivals provide our
secondary students with a leadership opportunity as they act as environmental edu cators
We build each student’s tomorrow, every day
for the day with their own station.
d. Local Action on Climate Change
The Council of Ontario Directors of Education has offered funding for Climate Change
Education. We have elected to leverage other related opportunities to provide a
comprehensive approach to three schools in proximity to the Thames River.
This summer, Upper Thames River Conservation Authority was successful in receiving Great
Lakes Guardian funding for the installation of Green Infrastructure projects in our schools. In
our region, the largest impact from climate change will be increased storm water. We have,
therefore, elected to install rain gardens between Louise Arbour FI PS and Northbrae PS,
and in the yard at Jeanne Sauve FI PS to filter and slow the flow of run off before t he water
reaches the river. Prior to the installation of these projects in the spring, schools will also
have participated in a whole-school collaborative, creative, environmental awareness
campaign centred on the theme of watershed protection and stormwat er management.
Over subsequent days, all students painted their own wooden fish, which was then affixed
to their school fence as a community art installation. We will use CODE funding to relate
Climate Change to building global citizens and providing students with authentic active
citizenship opportunities at the local level.
Additional CODE. funding will support a newly developed climate change program at Jaffa
Environmental Education Centre.
4. School Ground Greening/Outdoor Learning Environments
The implementation of outdoor learning spaces has been an opportunity for creative
collaboration amongst our educators, parent councils and community organizations. Over
the past 3 years, over 100 schools have brought their visions of outdoor learning spaces to
fruition.
By intentionally designing our outdoor spaces for learning, we offer students an opportunity
to directly engage with nature as well as to develop their observation skills by providing
opportunities to look closely, to wonder, and then to examine and investigate.
School communities with support from TD Friends of the Environment, Reforest London,
School Councils, and local organizations have chosen to implement some of the following
types of outdoor learning spaces:
Outdoor classrooms as a place to begin an investigation, or for oral
presentations;
Planter boxes or gardens for scientific inquiry, and to foster a personal
connection to healthy food;
Natural climbing structures for gross motor development;
Improved biodiversity to create a welcoming habitat for birds or pollinators;
Artistic spaces for dramatic, musical and creative productions;
A calming space for students, young and old.
The planning, fundraising, construction and maintenance require a commitment of time and
energy by the lead staff and their supportive school community. An additional 20 schools
will be ready for construction in the coming year.
The Environmental Education and Management 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
We build each student’s tomorrow, every day
Thames Conservation Authority, City of London and the Healthy Kids Community Challenge
partnerships. This year, two system-level grants were available for outdoor learning
environments: The Ministry of Education offered funding for active outdoor learning for
Canada’s 150 birthday celebration, and the Healthy Kids Community Challenge offered
funding for boosting fruit and vegetable intake through school and community gardens.
Grant writing was successful and we are fortunate to receive funds from both of these
opportunities which will help schools who have difficulty fundraising for such projects.
The 2016-17 school years marked our first Indigenous inspired playground at CC Carothers
PS where intentional design of each element of the playground was undertaken to
represent the various First Nations communities in the student population. Collaboration
between our Environmental Education Learning Coordinator, the teaching and
administrative staff, our First Nation, Metis and Inuit Education Advisor, Facility Services and
the community, resulted in a very unique outdoor learning space, the first of its kind in
Canada. (http://www.cbc.ca/player/play/969100355744/). A poster presentation was also
prepared for the Children and Nature Network Conference in Vancouver which outlined
ways to incorporate Indigenous perspectives into outdoor learning experiences. (Poster
attached)
5. Waste Minimization and Student Learning
Promotion of waste minimization offers an opportunity to promote environmental
responsibility and create conditions to cultivate caring citizens. Waste Management
Guidelines exist in order to streamline the process of recycling, garbage disposal,
composting, and hazardous waste removal. We now have 100% of our schools on a single-
streamed recycling system. This allows all recyclables to be gathered in one classroom
container, and to be collected nightly by the custodian. Successful change in practices
requires ongoing communication of the guidelines to all employee groups and students,
answering of clarifying questions, and coordination of efforts and celebration of successes.
Supporting documents that have been created include an updated website, Waste
Management Guidelines, posters, and a video.
All new EcoSchools, and a number of ‘representative sample’ schools have been offered
school-wide waste audits to be conducted as an in-class inquiry. Students share their own
observations and predictions prior to the inquiry and create explanations and next-steps
based on the results. All certifying EcoSchools were given data collection posters for
collecting school wide data regarding their recycling and waste minimization process.
Significant differences exist between EcoSchools and non-EcoSchools which were seen in a
provincial study that was conducted this fall.
NEXT STEPS
1. Environmental Education
Continuation of our new wilderness-based interdisciplinary leadership
development course (W.I.L.D.) for secondary students as an opportunity to align
the work of the Environmental Education Portfolio with data gathered from the
Rethink Secondary Learning report.
Expansion from five weeks of the Nature School model where educators co -
design a week-long program at one of the Environmental Education Centres for a
week of interdisciplinary learning.
Further investigate the creation of a multi-credit course that involves a co-op
component with community partners run out of our London Environmental
Education Centre.
Develop more detailed program descriptions for our new programs including
We build each student’s tomorrow, every day
curriculum links.
2. Ontario EcoSchools
Continue to promote the use of Ontario EcoSchools as a framework and
celebration of the work of a school’s Eco Team in order to foster environmental
responsibility and stewardship, and appropriate use of resources.
3. Environmental Stewardship Linked with Curriculum
Maintain strong relationships with our collaborating organizations such as local
Conservation Authorities, ReForest London and municipalities, as these
organizations allow us to expand our capacity for stewardship and learning
opportunities, as well as offer capacity building opportunities for our educators.
Continue to build opportunities for authentic stewardship and real -world
inquiries with community collaborators
4. School Ground Greening
Continue to support administrator teams as they work with parent groups to
develop outdoor learning spaces.
Continue to maintain strong relationships with our potential project donors and
supporters and seek funding opportunities to support our school in need in
order to work towards equity for our students.
5. Waste Minimization
Continue to run curriculum linked waste audits as a data-management and
active-citizenship learning opportunity for students.
Cost/Savings: N/A
Timeline: 2017 February to 2017 November
Communications: 2017 November 20 Administrative Council
2017 November 27 Board
Appendices: Environmental Education and Management Committee Annual Report
Form Revised 2017 November 8
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
Environmental
Education &
Management
Annual Report
Membership
2
o Amber Matheson - Secretarial support
o Craig Smith - ETFO
o Erin Mutch - Learning Coordinator
o Graham Hart - Trustee
o Jennifer Eckert - CUPE 7575
o Jeff Beynon - OPC Secondary
o Tim Dixon- Interim Manager of Facility Services
o Katherine MacDonald - Environmental Educator
o Randy Cousins - CUPE A
o Richard Auckland - OPC Elementary
o Richard Hoffman - Public Affairs Coordinator
o Riley Culhane - Superintendent of Student Achievement
o Scott Armstrong - Learning Supervisor
o Shawn Muscutt - Safety Specialist, Human Resources
o Steve Timewell - Materials Management Project Coordinator
2017-2018 EEMC membership includes:
Promotes curiosity, questioning and creativity
“a wide array of opportunities both
inside and outside school that are
compelling and contribute to their
success” to foster student engagement
and achievement by “creating more
relevant, applied and innovative
learning experiences that spark
students’ curiosity and inspire
them to follow their passions”
Ministry of Education’s Discussion Paper
(2016) for Community Connected
Experiential Learning, p. 4
3 Promotes curiosity, questioning and creativity
Classroom students and teachers
SWAC and SWAU
Summery Numeracy 4
Provides adaptive and flexible classroom experiences
FNMI Summer Literacy
ELL Summer School
Visiting International Students
Programming at our Environmental Education Centres is designed specifically for:
Nature
School
Administrator survey indicated
interest in developing integrated
interdisciplinary experiences
5 Inspires integrated, interdisciplinary learning experiences
“
“It is important to me that our time in the forest
creates young citizens that will commit to being
stewards of this beautiful place and I hope the
media they produce and publish will share that
message to a large audience.”
“We co-planned our week with the theme “I am
capable and have a responsibility to contribute to
my community” which has now become an
overarching theme for the year.”
6 Fosters engagement and autonomy
7 Focuses on big ideas and concepts
Gathering Student Voice
“Inside, we learn
with my
listening ears.
Outside, my
mind teaches me”
-Louise, 5
8 Focuses on big ideas and concepts
Support for Outdoor Learning
Cross-portfolio team of: Environmental Education,
Health and Physical Education, Early Years, Mental
Health & Wellbeing and Research & Assessment
9 Emphasizes collaboration
Integrated approach
to local action on
climate change
10
Stream of Dreams program
Green Infrastructure projects
Professional Learning for grade 7 and
8 teachers Inspires integrated, interdisciplinary learning experiences
Place-based inter-cultural
approaches not only break
stereotypes, but also
develop new appreciation
and interest in considering
the perspectives of ‘others’
as interesting and
fascinating.
11
Intentional design for
outdoor learning
“In addition to social
affiliation, human happiness
is also often tied to a deep
sense of relationship to a
particular place”
(Smith, G.A. & Sobel, D. (2010). Place-based and
Community-based Education in Schools)
12 Differentiates for inclusion
Transition headline
Let’s start with the first set of slides
13 Encourages inquiry-based learning connected to real-world settings
A community-connected
experiential learning opportunity
14 Emphasizes collaboration
Connection to community
A diverse group of students
Development of leadership skills
Equitable access
A blend of online and experiential
learning
15 Values ongoing descriptive feedback
“The sound of silence is the
best sound I’ve ever heard”
Zhiming Zhao, aka ‘Jerry’
16
45,781
Student learning experiences from Outdoor Education Funding in 2016-2017
School certified as Ontario EcoSchools, our highest number thus far
694
Student learning experiences with our Environmental Eduation Centres
17
43
20,225
Outdoor Education Funding requests reviewed since September 7, 2017
100+
School Ground Greening projects completed since 2014 Values ongoing feedback
18
“Learning in the outdoors not only offers
a unique context for learning but also
provides experiential learning outside the
classroom to foster a connection to local
places and to develop a greater
understanding of ecosystems.
Natural and human-built environments
can be used as sites for discovery,
problem-solving, and active learning, as
well as for first-hand experiences that put
students in touch with nature”
(Ministry of Education, Environmental Education (K-8) Scope &
Sequence 2017, page 5).
Differentiates for inclusion
We build each student’s tomorrow, every day
Date of Meeting: 2017 NOV 28
Item #:
REPORT TO:
☐ Administrative Council ☐ Program and School Services Advisory Committee
☐ Policy Working Committee ☐ Planning and Priorities Advisory Council
☒ Board
☒ PUBLIC ☐ IN-CAMERA
TITLE OF REPORT: 2017 ANNUAL PLANNING REPORT
PRESENTED BY: Jim McKenzie, Superintendent, Facilities Services & Capital Planning
PRESENTED FOR: ☒ Approval ☐ Information ☐ Advice
Recommendation(s): That the following schools be approved for potential facility collaborations:
Aberdeen Public School
Ealing Public School
Knollwood Park Public School
McGregor Public School
Nicholas Wilson Public School
Trafalgar Public School
Arthur Voaden Secondary School
Clarke Road Secondary School
Glencoe District High School
Ingersoll District Collegiate Institute
Montcalm Secondary School
North Middlesex District High School
West Elgin Secondary School
That the following proposed capital construction projects be approved for potential co-build
opportunities and facility collaboration:
Belmont - new elementary school
London Southeast - new elementary school
London Southwest - new elementary school
St. Thomas Southeast - new elementary school
Springbank Public School – addition & renovation
That the Kilworth Holding Zone be created for subdivision plans 39T-MC1301, 39T-MC0902
as outlined on Figure 5.1.1 of the 2017 Annual Planning Report, designated to Delaware PS
as a Holding School, effective immediately.
That the Southeast London Holding Zone be created for subdivision plans 39T-06507, 39T-
13502, 39T-15505, 39CD-17501 and 39T-17502 and surrounding area as outlined
on Figure 5.1.2 of the 2017 Annual Planning Report, designated to Nicholas Wilson PS as a
Holding School, effective immediately.
Purpose: To provide a summary of the Board’s Planning information by discussing the pupil
accommodation status, recent accomplishments, and items requiring future study.
Content: As presented in the 2017 Annual Planning Report
We build each student’s tomorrow, every day
Cost/Savings: N/A
Timeline: N/A
Communications: N/A
Appendices: 2017 Annual Planning Report
Form Revised 2017 September 14 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
2017
ANNUAL
PLANNING
REPORT
2017 NOVEMBER 28
_________________________________________________________________________________________________________
2017 ANNUAL PLANNING REPORT
TABLE OF CONTENTS
SECTION 1.0: MINISTRY OF EDUCATION POLICY CHANGES............................................................... 3
SECTION 2.0: CAPITAL PLANNING INITIATIVES..................................................................................... 4
SECTION 3.0: EDUCATIONAL OPPORTUNITES AND BENEFITS TO LEARNING ................................ 5
3.1 LIBRARY LEARNING COMMONS - ELEMENTARY ......................................................................... 5
3.2 LIBRARY LEARNING COMMONS - SECONDARY ........................................................................... 5
3.3 OUTDOOR LEARNING ENVIRONMENTS ........................................................................................ 6
3.4 PROGRAMMING TO SUPPORT ENGLISH LANGUAGE LEARNERS ............................................. 6
3.5 RETHINK SECONDARY LEARNING ................................................................................................. 6
3.6 INFORMATION AND COMMUNICATIONS TECHNOLOGY STRATEGIC PLAN ............................. 7
SECTION 4.0: STUDENT ENROLMENT ..................................................................................................... 7
4.1 HISTORICAL ENROLMENT TRENDS ............................................................................................... 7
4.2 FACTORS IMPACTING ENROLMENT .............................................................................................. 8
4.3 ELEMENTARY ENROLMENT ............................................................................................................ 9
4.4 SECONDARY ENROLMENT ............................................................................................................ 10
4.5 SUMMARY ELEMENTARY AND SECONDARY ENROLMENT ...................................................... 11
SECTION 5.0: DEMOGRAPHIC SHIFTS ................................................................................................... 11
5.1 HOLDING ZONES / HOLDING SCHOOLS ...................................................................................... 11
5.2 PROPOSED NEW SCHOOL SITES ................................................................................................. 15
SECTION 6.0: STUDENT ACCOMMODATION - SURPLUS CAPACITY ................................................ 15
SECTION 7.0: SOURCES OF CAPITAL FUNDING .................................................................................. 16
7.1 CAPITAL PRIORITIES ...................................................................................................................... 16
7.2 SCHOOL RENEWAL ........................................................................................................................ 16
7.3 BOARD SUPPORTED CAPITAL ...................................................................................................... 17
SECTION 8.0: COMMUNITY PLANNING AND FACILITY COLLABORATION OPPORTUNITIES ........ 17
8.1 ANNUAL COMMUNITY PLANNING AND FACILITY COLLABORATION MEETING ...................... 17
8.2 FACILITY COLLABORATIONS ........................................................................................................ 18
8.3 CO-BUILD OPPORTUNITIES .......................................................................................................... 19
SECTION 9.0: PUPIL ACCOMMODATION REVIEWS (PAR) .................................................................. 19
9.1 ELEMENTARY PUPIL ACCOMMODATION REVIEW 01 (EPAR-01) ............................................. 20
9.2 ELEMENTARY PUPIL ACCOMMODATION REVIEW 02 (EPAR-02) ............................................. 20
9.3 FUTURE PUPIL ACCOMMODATION REVIEWS ............................................................................ 21
SECTION 10.0: ATTENDANCE AREA REVIEW (AAR) ........................................................................... 21
10.1 ELGIN COUNTY FRENCH IMMERSION AAR (2017) ................................................................... 21
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2017 ANNUAL PLANNING REPORT
SECTION 11.0: CAPITAL PRIORITIES SUBMISSIONS .......................................................................... 22
11.1 CHILD CARE CENTRES AND CHILD & FAMILY CENTRES ........................................................ 22
11.2 TVDSB CAPITAL PRIORITIES ....................................................................................................... 23
SECTION 12. SENIOR ADMINISTRATION RECOMMENDATIONS ........................................................ 25
APPENDICES: ............................................................................................................................................ 25
A - CAPITAL INITIATIVES FEBRUARY 2006 TO NOVEMBER 2017 ................................................... 26
B - TVDSB SCHOOL CLOSURES, CONSOLIDATIONS AND OPENINGS 2006 TO PRESENT ......... 31
C.1 - ELEMENTARY ACTUAL & PROJECTED OCTOBER 31 FTE...................................................... 36
C.2 - SECONDARY ACTUAL & PROJECTED OCTOBER 31 FTE ....................................................... 37
C.3 - ELEMENTARY AND SECONDARY ACTUAL & PROJECTED OCTOBER 31 FTE ..................... 38
D - TVDSB BOARD APPROVED HOLDING ZONES ............................................................................ 39
E.1 - NEW KILWORTH HOLDING ZONE ............................................................................................... 40
E.2 - NEW SOUTHEAST LONDON HOLDING ZONE ........................................................................... 46
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2017 ANNUAL PLANNING REPORT
SECTION 1.0: MINISTRY OF EDUCATION POLICY CHANGES
On 2017 June 28, the Ministry of Education (Ministry) released memorandum 2017 B09: Plan to Strengthen Rural
and Northern Education, which discussed rural engagement including education funding, joint-use schools, and
planning processes with community partners. Along with the rural implications, the Ministry has indicated that it will be
revising its Pupil Accommodation Review Guideline (PARG), and therefore stated that:
School boards will not start new PARs [Pupil Accommodation Reviews] until the revised PARG is complete,
unless PARs are required to support a joint-use school initiative between the school boards. … School
boards will not have to reconsider past decisions.
The Ministry also indicated that it will be revising its Community Planning and Partnerships Guideline (CPPG). School
boards will be required to revise their related policies and procedures once the revised PARG and CPPG have been
released. In accordance with this memorandum, TVDSB will update the Pupil Accommodation and Facility
Organization Procedure (4015a) and the Community Planning and Facility Collaboration Opportunities Procedure
(4015b).
The Ministry has indicated that the proposed revisions to the PARG aim to create a stronger, more collaborative
process that better promotes student achievement and well-being and better recognizes the impact of school
closures on rural communities. The Ministry proposed to achieve this by considering the following elements:
Revising Pupil Accommodation Review (PAR) timeframes by; (a) extending the current minimum PAR timeframe
beyond five months; (b) eliminating the minimum modified PAR timeframe of three months; and (c) further
extending timeframes under specific circumstances, such as if new closure recommendations are added mid-
way through the accommodation review process.
Introducing minimum requirements for the initial staff report by requiring school boards to include; (a) at least
three accommodation options (a recommended option, an alternative option, and a status quo option); and (b)
information on how accommodation options will impact school board budget, student programming/achievement,
student well-being, and community and/or economic impacts.
Promoting community input in the PAR processes by requiring; (a) school boards to invite elected municipal
representatives and municipal staff to a meeting to discuss the initial staff report; (b) school boards to disclose
municipal participation/non-participation in PAR and Community Planning and Partnership (CPP) processes; (c)
a broader role for trustees throughout the PAR process, beyond ad hoc membership of Accommodation Review
Committees, hearing public delegations and making the final decision; and (d) a participatory role for secondary
student representatives in PARs involving secondary schools.
Reforming the PAR administrative review process; (a) by extending the timeframe to submit an administrative
review petition from 30 to 60 calendar days; and (b) reviewing the signature thresholds and requirements for
launching an administrative review request.
Developing Ministry supports, such as; (a) a PAR toolkit to standardize type and format of initial staff report
information; (b) a template for use by community partners to engage boards with proposed alternatives to school
closures or other proposals for community use of schools; and (c) new support for the review and validation of
initial staff report information and community proposals by independent third parties.
(Ministry of Education, 2017)
Presently, the Ministry is working on gathering input and feedback from school boards and communities, which will be
gathered in two phases. The first phase will consist of the Ministry collecting feedback on the areas of change listed
above, as well as any other proposed changes to the PARG and CPPG. This phase will be open from 2017 October
12 to 2017 December 06. The second phase will consist of the Ministry posting a draft version of the revised PARG
and CPPG, based on the information that was collected in phase one and will ask the public for further feedback and
input. A summary of all of the phase one feedback that was received by the Ministry will also be posted at this time.
Page 3 of 51
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2017 ANNUAL PLANNING REPORT
SECTION 2.0: CAPITAL PLANNING INITIATIVES
In 2006, the Ontario Ministry of Education requested that all school boards implement a Capital Plan. Since that time,
the Board’s Capital Plan has enabled improvements to the learning environment for our students and staff in over 151
schools. This has been accomplished through program enhancements, the addition of new pupil places and general
improvements to facilities. These Capital Planning initiatives are outlined in Appendix A - Capital Plan Initiatives, and
include:
14 New Schools
66 Additions and/or Renovations to Existing Facilities
25 Full Day Kindergartens Additions/Renovations
7 Child Care Centres
5 Child and Family Centres
11 School Conversions
48 School Closures
292 Portables Sold or Demolished
The majority of these capital initiatives were made fiscally feasible due to the recommendations arising from Pupil
Accommodation Reviews where consolidation was approved, the funding provided for implementation of the Full Day
Kindergarten program, as well as from the implementation of the French Immersion Accommodation Plan. To date,
$403.1M has been expended to fund these initiatives, resulting in significant operational savings and efficiencies. The
Board’s reinvestment of these savings has had a direct impact on enhancing student learning environments,
improving staff work places and increasing opportunities for the community use of our facilities.
In addition to receiving Capital Priorities growth funding for two new schools, the Board also received funding for the
construction of new Child Care Centres, and Child & Family Centres, at each of these schools. These new Child Care
Centres and Child & Family Centres are set to open December 2017 at Sir Arthur Currie PS and January 2018 at
Cedar Hollow PS.
Following the presentation of the 2016 Annual Planning Report, the Board was successful in obtaining $6.88M in
funding for the construction of a Child Care Centre and Child & Family Centre at Aldborough PS in Rodney and River
Heights PS in Dorchester. Board staff have recently commenced the design phase for these projects.
In the 2016-17 school year, the Board completed two Elementary Pupil Accommodation Reviews (EPARs), which
focused on fourteen Elementary Schools within the City of London, County of Elgin, and County of Middlesex. The
reviews examined excess pupil places, enrolment pressures and decline, program offerings and building conditions.
As a result of the EPAR process, on 2017 May 23 the Board approved the closure of the following six Elementary
Schools: New Sarum PS, South Dorchester PS, Sparta PS, Springfield PS, Westminster Central PS (from EPAR-01),
and Fairmont PS (from EPAR-02).
Following the release of the TVDSB Rethink Secondary Learning: Translating Vision into Action report in June 2017,
Senior Administration was ready to request approval from the Board in September 2017 to begin a Secondary Pupil
Accommodation Review (SPAR), encompassing all TVDSB Secondary Schools, in order to address enrolment
distribution, secondary programming equity, and implement the Rethink Secondary Learning initiative.
As indicated, the school consolidation or Pupil Accommodation Review (PAR) process was suspended by the
Ministry at the end of June 2017. Updated guidelines for the Procedure are anticipated to be released in 2018.
TVDSB will then undertake the revision of the Pupil Accommodation and Facility Organization Procedure (4015a) and
the Community Planning and Facility Collaboration Opportunities Procedure (4015b) to reflect the new guidelines.
On 2017 September 19, Senior Administration received approval from the Board to conduct an Attendance Area
Review (AAR) for the elementary French Immersion (FI) program serving the County of Elgin. The Attendance Area
Review Committee (AARC) is comprised of school subcommittees, one for each school involved: Port Stanley PS
(gr. 7-8 FI and 7-8 Extended FI) and Pierre Elliott Trudeau FI PS (SK - gr. 6 FI).
Page 4 of 51
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2017 ANNUAL PLANNING REPORT
The school subcommittees met with the school community and AARC members are currently gathering feedback to
prepare a final report reflecting each school community’s voice. Each AAR school subcommittee will provide their
report to the Planning Department by 2017 December 11. Based on feedback gathered from the public consultation
process of the AAR, Senior Administration will present the Final AAR Report to the Board on 2018 January 23. Public
delegations will be received on 2018 February 07, and the final decision of the Board is scheduled for 2018 February
27. Implementation of the new attendance areas will be effective 2018 July 01.
The current 2017 Annual Planning Report, along with historic reports and other important Planning information can be
found on the Planning Services webpage, at www.tvdsb.ca/planning.
SECTION 3.0: EDUCATIONAL OPPORTUNITES AND BENEFITS TO LEARNING
Learning program enhancements, made possible through capital planning initiatives, have created a positive impact
on the learning environment for our students. These enhancements include additional natural lighting, accessibility
improvements, display spaces and heating and ventilation. Improvements to the physical layout in renovated and
newly-built school settings have also improved the opportunities for students to focus on collaborative, experiential
and inquiry-based learning through the optimal use of these purpose-built spaces in schools.
3.1 LIBRARY LEARNING COMMONS - ELEMENTARY
Through the capital planning process the Board will continue to redesign Library Resource Centres into Library
Learning Commons within TVDSB schools. These areas serve as integral hubs of learning where students and staff
are able to access digital technologies in addition to traditional print materials. Students and staff are able to:
Access and create information through the use of mobile technology devices;
Collaborate with peers and global citizens in inquiry-based learning; and
Engage in problem-solving, media production, and design and construction.
The Library Learning Commons spaces consist of several areas including:
Bright spaces in which mobile computer units, shelving, and tables allow for efficient and flexible use of the
space;
Connect Spaces in which students, staff and visitors have access to wireless conductivity in order to learn
collaboratively and connect with the global population;
Communication Spaces which provide multiple large visual displays which facilitate wireless interaction
between participants;
Makerspaces in which students create and stream multimedia presentations to a variety of locations and
audiences within and beyond the school. Makerspaces also include focus on hands-on building construction
of projects, coding, and robotics as an example; and
Collaborative Spaces in which Self-Organized Learning Environments (SOLEs) provide spaces for s tudents
to inquire and discover with the support of their peers.
3.2 LIBRARY LEARNING COMMONS - SECONDARY
This past year, Facility Services has embarked on the planning for the renovation of the Saunders Secondary School
Library Learning Commons. Its completion date is tentatively set for March 2018. The proposed design includes
several glass-walled conference rooms which will allow students to work collaboratively in small groups. Comfortable
lounge seating as well as more traditional tables and chairs will be included to meet the diverse needs of students.
Two new green rooms are being installed to allow for media literacy and creative projects. A makerspace will provide
students with the opportunity to explore emerging technologies and personal areas of interest. Hi/lo work stations are
being created using structural posts that must remain in the space. All areas of the new space are being planned with
flexibility in mind. It is important that the space can adapt to the current needs of the students. In addition, students
will benefit from updated lighting, numerous furniture options, convenience of both individual and collaborative work
spaces, and increased availability of mobile technology. TVDSB is planning for the renovation of additional
Secondary School Library Learning Commons across the region over the next number of years.
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3.3 OUTDOOR LEARNING ENVIRONMENTS
The opportunity for students to learn about, learn from, and be outdoors in the environment is an integral component
of the curriculum. As a result of this focus there have been significant improvements to the outdoor settings in many
of our schools. We are engaging our students through enhanced curriculum and dynamic play spaces to increase
environmental awareness and promote physical health and well-being. The students are able to engage in this
initiative directly through tree plantings, gardens and habitat areas, construction of outdoor classrooms, planting
boxes and compost areas, school vegetable gardens, and other school ground greening projects.
The creation of outdoor learning spaces has also allowed schools to work collaboratively with the community in order
to help fund their construction. To date, close to 100 green spaces have been built in Elementary and Secondary
schools, which include 9 school gardens. Furthermore, an additional 20 schools are currently in the process of
completing school greening initiatives.
The 2016-17 school year marked our first Indigenous inspired playground at C.C. Carrothers PS where intentional
design of each element of the playground was undertaken to represent the various First Nations, Metis and Inuit
(FNMI) communities in the student population. Collaboration between our Environmental Education Learning
Coordinator, teaching and administrative staff, our First Nation, Metis and Inuit Education Advisor, Facility Services
and the community, resulted in a unique outdoor learning space.
3.4 PROGRAMMING TO SUPPORT ENGLISH LANGUAGE LEARNERS
In the past few years, the current model of English as a Second Language (ESL)/ English Literacy Development
(ELD) program delivery in TVDSB has been impacted as a result of a significant increase in the number of English
Language Learners (ELLs) attending TVDSB Elementary and Secondary Schools. This increase is a result of both
Canadian government efforts and the development of an International Education recruitment program at TVDSB to
attract more international students. Not only do these efforts result in greater numbers of newcomers, they also
produce a wider distribution of newcomers throughout TVDSB with concentrated settlement in localized areas within
the City of London. Both of these factors add pressure to the current model of ESL/ELD programs within specific
service areas across TVDSB.
3.5 RETHINK SECONDARY LEARNING
During the 2015-16 school year, TVDSB embarked on a ground-breaking initiative called Rethink Secondary
Learning. This initiative set out to answer the following question: Are our secondary schools providing youth with the
knowledge and skills to reach their full potential in today’s changing world? The Rethink Secondary Learning
Committee engaged secondary and elementary students, parents/caregivers, staff, teachers, administrators,
Trustees, recent graduates, postsecondary institutions and employers in the process. Over 2,000 voices came
together to share their experiences, their beliefs and ideas about secondary learning.
One of the main findings emerging from the initial report was the importance of a variety of experiences for students
related to programs and courses. Stakeholders spoke about the desire for more specialized and advanced courses,
as well as programs geared toward specific careers, especially in the later years of secondary school education.
Concerns regarding inequity of course and program offering across schools were raised by students,
parents/caregivers and staff (TVDSB Rethink Secondary Learning, p.22).
Although TVDSB offers a number of different programs and courses, the range varies depending on course selection
and availability, graduation requirements, student interests, enrolment, availability of staff and funding (TVDSB
Rethink Secondary Learning, p.11). As a result, schools are not always able to run all courses that students express
an interest in taking (TVDSB Rethink Secondary Learning, p.11). This is especially problematic for smaller secondary
schools. As of the 2017-18 school year, TVDSB has 10 Secondary Schools with fewer than 600 FTE.
As outlined in the initial Rethink Secondary Learning Report, TVDSB faces a challenging future: how to create and
maintain exceptional secondary schools that prepare students for their future, with shrinking resources. The decline in
Board resources can be directly attributed to declining enrolment in previous years since enrolment is linked to both
funding and staffing allocations. Maintaining small secondary schools and schools with significant empty pupil places,
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redirects funding away from student programs and other student supports causing a disproportionate decrease on
already limited Board resources.
With this certainty, how does TVDSB create new programs with the latest technology that students have identified in
the Rethink Secondary Learning Report? How does TVDSB provide new and greater opportunities for students that
will allow them to meet the challenges of today's and tomorrow's workforce?
To translate our needs into action TVDSB embarked on the second phase of the Rethink Secondary Learning
Initiative to support and prepare the TVDSB community for the transformational changes required to more effectively
prepare our secondary students for the world in which they will lead. The actions are innovative, strategic and
fundamental to our moral imperative.
TVDSB is committed to redesigning secondary programs and learning environments to create opportunities for
students and staff that are driven by global competencies. These competencies are critical for learners to be curious
and knowledgeable about the world today and tomorrow. As outlined in the second Rethink Learning Secondary
Report: Translating Vision into Action, TVSDB aims to inspire students to learn through the provision of equitable
access to courses and programs, responsive teaching and the adoption of global competencies. For students to
compete in a global economy, their educational experiences need to include more than the rigorous academic skills
already provided. The work presented in the second phase of Rethink Secondary Learning: Translating Vision into
Action is based on re-imagining the delivery of programs to students. It is about accessibility and equity of
opportunity.
3.6 INFORMATION AND COMMUNICATIONS TECHNOLOGY STRATEGIC PLAN
Students are growing up in a society that is immersed in technology. As an educational system, it is critical that we
continue to provide and enhance the learning opportunities in which students can use technology to support their
learning. The Information and Communications Technology Strategic Plan (ICT) for 2015-18 includes the following
priorities:
Increased use of mobile and cloud-based technologies;
Provision of a robust infrastructure;
Support for a learning organization;
Implementation of an enhanced communication system; and
Exploration of emerging technologies.
Facility enhancements, made possible through the ICT, provide opportunities for students to access the technology
they need in order to thrive in a technologically-driven society. Greater Wi-Fi accessibility supports learning in
classrooms, gymnasiums, cafeterias and Library Learning Commons. To date, approximately 6,700 wireless access
points have been installed in TVDSB schools, and all elementary and secondary schools have Wi-Fi coverage in their
learning areas. In addition, many schools have received upgrades to their wide area network connection to provide
enhanced Internet access. TVDSB is a pilot board in the "Provincial Broadband Modernization Program".
SECTION 4.0: STUDENT ENROLMENT
The TVDSB has welcomed 2,987.88 Full Time Equivalent (FTE) enrolment in the elementary panel and 215.42 FTE
enrolment in the secondary panel over the past two years.
4.1 HISTORICAL ENROLMENT TRENDS
Historically, elementary enrolment increases and decreases were caused by a higher or lower board share of
students entering JK and SK grades, or a small or large grade 8 cohort leaving elementary for the secondary panel.
Typically, the grade by grade progression is stable with very minimal increases and/or decreases.
In the secondary panel, gains and losses are experienced through the percentage of TVDSB students who choose
the coterminous board or students who enter our schools from the coterminous board. Primarily these losses and
gains are experienced in grade 9 or in the higher grades due to program opportunities. Secondary students who
attend a school from outside of their attendance area can cause unbalanced enrolment that is not associated with
population decline, but rather by students taking advantage of "choice of schools".
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646
505
Projected 345
49000
50000
51000
52000
53000
54000
55000
Students School Year
Elementary Enrolment - October to March (Gain/Loss)
October
March
Projected March
Over the course of the past two years the typical trends in enrolment have changed. Significant increases have been
observed in the grade over grade progression in the elementary panel and grades 9 and 10 in the secondary panel.
This growth has been progressive throughout the year and can be observed in the October 31 to March 31 counts as
reflected in the graph below.
4.2 FACTORS IMPACTING ENROLMENT
School admittance codes have been analyzed to determine the cause of the large student gains and the following
sources were identified:
Migration (Students entering from other Boards)
The housing market activity has caused substantial increases in housing prices during the spring and summer of
2017. Migration from the Greater Toronto Area (GTA) has impacted the enrolment at TVDSB schools. The number of
students attending TVDSB schools from other boards increased by 32% in the elementary panel and 22% in the
secondary panel.
The largest increases in migration were observed from the Peel DSB (60%), the Toronto DSB (58%), the Hamilton-
Wentworth DSB (50%), the Waterloo Region DSB (43%) and the Grand Erie DSB (37%).
Immigration (Students entering from other Countries)
From October 2015 to October 2016 the Board registered 455 students (both elementary and secondary) through the
GENTLE (Guided Entry to New Teaching and Learning Experiences) Centre at White Oaks PS. Students attending
TVDSB elementary schools from out of country increased by 53% in the 2016-17 school year. The increase was not
expected to continue with the same intensity although from October 2016 to October 2017 the number of students,
who emigrated from other countries, and are now attending TVDSB schools remained stable from last year. By
examining the data further, the country of origin indicated that the refugee increase was not as significant this year as
last year.
The largest population of students attending TVDSB through immigration services are the students accompanying
their parents who have a study permit through Fanshawe College and/or Western University. This increase is due to
the more diverse recruitment of students from other countries. Students attending from out of country do not have any
one particular time of year that they enter the Board. Study permit students do not arrive based on typical post-
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48,000
49,000
50,000
51,000
52,000
53,000
54,000
55,000
56,000
57,000
58,000
FTE School Year
Elementary Actual and Projected Enrolment (FTE)
secondary schedules, but throughout the year due to the English as a Second Language class offered at Fanshawe
College which begins every 2 months.
Challenges Due to Enrolment Increases
With the increase in enrolment, TVDSB is faced with challenges for appropriate accommodation and support, due to
the localized settlement of students and the need for the English Language Learners program. The student increase
is not evenly distributed around the entire Board, but is concentrated in settlement areas in the City of London and
the City of Woodstock. New residents seeking refuge in Canada have found areas of London that offer a sense of
community and support. Post-secondary study permit students and their families have settled in North London, in
newly built residential neighborhoods. Families migrating from other boards outside of the TVDSB boundaries have
also settled in new residential development areas. Consequently, both have contributed to an increase in the number
of houses being built in the City of London and the City of Woodstock, and the enrolment at the schools associated
with these areas.
4.3 ELEMENTARY ENROLMENT
From 2016-17 to 2017-18, elementary enrolment increased significantly by 1,813.89 FTE or 3.46%. The 2017-18
preliminary elementary enrolment is 53,847 FTE. A breakdown of historical and projected enrolment from 1999 to
2021 can be viewed on Appendix C.1 - Elementary Actual & Projected October 31 FTE.
The following graph depicts the historical and projected enrolment from 2010-2021.
Note: Historical 2010-2014 JK-SK FTE enrolment has been adjusted to count as 1 not 0.5 to reflect the elimination of half-time
registration, as a result of the implementation of the Full Day Kindergarten program.
Elementary enrolment is projected to increase to 54,979 FTE for the 2018-19 school year (an increase of 1,132 FTE
or 2.1%). The increase is based on the continuation of immigration trends and the housing market activity. Although
the housing market is expected to slow, the projections do include further migration as housing prices in the City of
London and the City of Woodstock continue to remain affordable.
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22000
22500
23000
23500
24000
24500
25000
25500
26000
FTE School Year
Secondary Actual and Projected Enrolment (FTE)
4.4 SECONDARY ENROLMENT
From 2016-17 to 2017-18, secondary enrolment increased by 34.20 FTE. The 2017-18 preliminary secondary
enrolment is 22,958.17 FTE. A breakdown of historical and projected enrolment from 1999 to 2021 can be viewed on
Appendix C.2 - Secondary Actual & Projected October 31 FTE.
The following graph depicts the historical and projected enrolment from 2010-2021.
Secondary enrolment is projected to increase to 23,426.31 FTE for the 2018-19 school year (an increase of 468.14
FTE or 2.04%). This is due to a large cohort entering from grade 8.
Analysis of Grade 8 to Grade 9 student gain/loss
Below is a chart of student loss and gain from grade 8 to grade 9. Student loss represents the number of students
leaving TVDSB after grade 8 to attend non-TVDSB schools in grade 9. Student gain represents the number of
students entering TVDSB in grade 9 from non-TVDSB schools.
2012 2013 2014 2015 2016
Grade 8 Students 5352 5060 5300 5146 5136
↓ ↓ ↓ ↓ ↓ ↓
2013 2014 2015 2016 2017
Grade 8 to 9 Student Loss 673 573 568 612 619
Grade 8 to 9 Students
Retained 4679 (87%) 4487 (89%) 4732 (89%) 4534 (89%) 4517 (88%)
Grade 9 Student Gain 574 614 672 633 786
Total grade 9 Students 5240 5097 5403 5152 5303
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4.5 SUMMARY ELEMENTARY AND SECONDARY ENROLMENT
A total increase of 1,600.14 FTE is projected for the 2018-19 school year, as shown in Appendix C.3 - Actual &
Projected October 31 FTE. The projection is based on current trends in the housing market and immigration. Should
the current trend continue, TVDSB will face accommodation issues as the enrolment will be localized causing further
pressure on certain schools, while other schools continue to struggle with declining enrolment.
In order to prepare for the enrolment shifts, TVDSB plans to increase collaboration with post-secondary institutions
and the London Cross Cultural Learner Centre (CCLC) for Government-Assisted Refugees (GAR). By monitoring
student registration by admittance reason and determining the location of settlement, the Board will be better
prepared for proper accommodation and resource allocations. The redistribution of students through holding zones
and attendance area reviews may be required.
SECTION 5.0: DEMOGRAPHIC SHIFTS
The TVDSB encompasses a large geographical area which includes a diverse mix of villages, towns, cities and
agricultural land. Although the TVDSB has experienced an overall increase to enrolment, this increase is not
distributed evenly. There are both urban core and rural elementary schools which continue to struggle with capacity
utilization issues and declining enrolment. In contrast, other areas of the TVDSB are experiencing enrolment pressure
from residential development.
The TVDSB receives all circulated Secondary Land use plans from local municipalities, Initial Proposal Reports,
residential development plans and zoning applications. The information received is analyzed and tracked through the
School Projections System (SPS.net). Depending on the phase of the plan, student yields are projected at their
associated schools to plan for increased enrolment and ensure appropriate accommodation will be available over the
course of the development. Projected growth is recognized to cause enrolment pressure on the designated school
and appropriate measures, such as Holding Zones or Attendance Area Reviews, may be required.
Another aspect that is vitally important in tracking development is to ensure co-ordination with developers and
municipalities on the location of land for new schools. The maximization of walkers within a community, traffic calming
measures, and surrounding land use all play an essential role in the safety of students.
The Planning department will continue to monitor these pockets of growth and recommend Holding Zones until the
student population warrants permanent accommodation either through additions or new school facilities.
5.1 HOLDING ZONES / HOLDING SCHOOLS
Sustainable appropriate accommodation of students is an important priority for the TVDSB. It is in the best interest of
students to maintain school populations that support a range of opportunities in programming, extracurricular
activities and services. Urban and rural schools often face enrolment pressure challenges due to rural and
neighbourhood decline as well as residential development growth which leads to uneven geographic distribution of
students throughout the TVDSB. Changing demographics, such as fewer children per family and shrinking rural
populations, can often result in smaller rural schools with significant empty pupil places and fewer opportunities for
students. In comparison, schools within newer subdivisions that cater to young families often experience over
capacity issues. These trends present specific challenges when planning for the appropriate accommodation of
students.
In order to address these challenges and alleviate enrolment pressure on schools in areas of intense residential
growth, Holding Zones are created consistent with the TVDSB Holding Zones and Holding Schools procedure
(4015d). Appendix D - TVDSB Board Approved Holding Zones identifies historic and projected enrolment as well as
planned accommodation.
The purpose of a Holding Zone is to allow for a viable learning environment by moderating enrolment pressure
through the timeframe that a subdivision is built out. Holding Zones are designated before residential development
has commenced in order to avoid the displacement of existing students. Holding Zone and Holding Schools
designation may remain in place for a number of years. The permanent accommodation of students is dependent on
a variety of factors such as, the timing of the development, student enrolment yields and often Ministry capital
funding.
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The Ministry Capital Priorities funding program provides school boards with an opportunity to identify their 10 most
urgent and pressing pupil accommodation needs. This program serves as the primary means for funding capital
projects that address school boards’ pupil accommodation needs. Therefore, the need to permanently accommodate
Holding Zone students must be prioritized by the Board, not only against the needs of other Board projects, but also
by the Ministry against other provincial projects submitted for Capital Priorities funding.
Permanent Accommodation of Holding Zone Students
The two new North London elementary schools, Sir Arthur Currie PS and Cedar Hollow PS, are a clear
demonstration of the process of permanently accommodating Holding Zone students. In addition to accommodation
pressure at surrounding schools, the utilization of Holding Zones to temporarily accommodate students, allowed the
TVDSB to achieve the critical mass of students to apply for and receive capital funding for these two new schools.
The following Holding Zones were then permanently accommodated and dissolved.
Board Approved 2017-18 Permanent Accommodation of Holding Zones
Holding Zone Holding School Board Approved Accommodation
Fox Hollow HZ Centennial Central PS Sir Arthur Currie PS
Highbury North HZ Chippewa PS Cedar Hollow PS
Sunningdale East HZ (East) Stoneybrook PS Cedar Hollow PS
Sunningdale East HZ (West) Stoneybrook PS Cedar Hollow PS
Fox Hollow Central HZ (South) Wilfrid Jury PS Sir Arthur Currie PS
Fox Hollow Central HZ (North) Wilfrid Jury PS Sir Arthur Currie PS
As a result of EPAR-01 and EPAR-02 Board approved recommendations (2017 May 23), upon implementation, the
following four Holding Zones will be permanently accommodated and dissolved – three in London and one in St.
Thomas.
Board Approved Permanent Accommodation of EPAR-01/02 Holding Zones Permanent Accommodation
Holding Zone Holding School Board Approved Accommodation Year
Summerside HZ Fairmont PS New Southeast London PS 2019-20*
Summerside HZ Princess Elizabeth PS New Southeast London PS 2019-20*
Summerside HZ Tweedsmuir PS New Southeast London PS 2019-20*
Southeast St. Thomas HZ Port Stanley PS New Southeast St. Thomas PS 2020-21*
*Pending MOE funding
Existing Board Approved Holding Zones
TVDSB has 16 elementary Holding Zones and 1 secondary Holding Zone that the Board has yet to permanently
accommodate, as outlined in the chart below. Appendix D - TVDSB Board Approved Holding Zones, outlines all of
the existing and recently accommodated Holding Zones, designated Holding Schools, student count and the potential
planned accommodation for the areas.
Elementary Holding Zones
Municipality Holding Zone Holding School Planned Accommodation
London Byron HZ Byron Somerset PS New School-Byron
Woodstock North Woodstock HZ Central PS New School-North Woodstock
London Highlands HZ Mountsfield PS Potential AAR
London Colonel Talbot HZ Rick Hansen PS New School-Southwest London 2
London Fox Hollow HZ Ryerson PS New School-Northwest London 2
London Sunningdale HZ Ryerson PS Potential AAR
London Bostwick HZ Sir Isaac Brock PS New School-Southwest London 1
London Kipps Lane HZ Sir John A. Macdonald PS Potential AAR
Middlesex West Ilderton HZ Valleyview Central PS Potential Future PAR
Middlesex East Ilderton HZ Valleyview Central PS Potential Future PAR
London Southdale HZ Victoria PS Potential AAR
London Highlands HZ Victoria PS Potential AAR
London Talbot Village Phase 2 HZ W. Sherwood Fox PS New School-Southwest London 1
London Longwoods HZ White Oaks PS Potential AAR
London Southwest London HZ White Oaks PS New School-Southwest London 1 & 2
Woodstock Springbank HZ Winchester Street PS Addition Springbank PS/Potential AAR
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Secondary Holding Zones
Municipality Holding Zone Holding School Planned Accommodation
London Longwoods HZ Westminster SS Potential Future PAR
Proposed Holding Zones / Holding Schools
The ongoing planning process of reviewing residential developments throughout the TVDSB has identified two
schools which will soon begin to experience enrolment pressure due to large residential growth. Senior Administration
is recommending the creation of two elementary Holding Zones, one in Komoka/Kilworth, and one in southeast
London, to help prepare for enrolment pressure at schools with significant residential growth. Appendix E.1 – New
Kilworth Holding Zone and Appendix E.2 – New Southeast London Holding Zone contain full details and rationale for
these recommendations.
KOMOKA/KILWORTH
Parkview PS illustrates the dilemma of uneven distribution of students between rural and urban areas and the
process that is required to keep sustainable student accommodation a priority for the TVDSB. The residential
development has caused increases in the student enrolment over the past 10 years. From 2006 to 2016, the FTE
enrolment at Parkview PS has grown by 184 students. As new development plans are circulated, it becomes
increasingly important to plan for appropriate accommodation for students in the area.
Figure 5.1.1 – Proposed New Kilworth Holding Zone
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SOUTHEAST LONDON
The following figure (5.1.2) identifies the residential growth within the approved attendance area of the proposed New
Southeast London PS. Over 2,300 residential units are expected from the combined developments. As these plans
become registered the TVDSB student yields are expected to increase and cause accommodation pressure at the
New Southeast London PS, resulting in inadequate program space, the possible utilization of portable classrooms,
and the pressure and congestion of drop-off and parking, as well as, student bus drop areas. As a result of the
circulated residential development, the Board is anticipating that the community will eventually require two schools to
accommodate future growth. Within the Parker subdivision, developers have designated a second school block for
educational purposes.
Figure 5.1.2 – Proposed New Southeast London Holding Zone
It is in the best interest of students to maintain school populations that support a range of opportunities in
programming, extracurricular activities and services. The Holding Zone recommendations included in this report will
benefit students with enhanced programming opportunities, harmonize the projected enrolment with capacity,
maximize resources and improve school utilization.
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5.2 PROPOSED NEW SCHOOL SITES
The need for new schools is contingent on many factors, such as the pace of residential construction, housing type,
demographics and TVDSB share of enrolment resulting from residential development. Even before a subdivision
begins, construction obstacles can cause significant delays, such as zoning changes, environmental issues, lack of
municipal services and the cost associated with upgrades. Continuous monitoring of development status and student
yields is imperative in order to track the distribution of students and to ensure proper accommodation.
Listed below (alphabetically) are the regions of the TVDSB in which potential new school sites will be required due to
future residential growth or school consolidations:
Region Panel Potential site location Associated School & Holding Zones
Ilderton Elem West Ilderton HZ Oxbow PS, Valleyview PS, East and West Ilderton HZs
Komoka/ Kilworth Elem Kilworth Parkview PS, Proposed Kilworth HZ
London-Byron Elem Byron HZ Byron HZ, Byron Northview PS, Byron Somerset PS,
Byron Southwood PS
London-SW 1 Elem Talbot Village PH2 HZ Lambeth PS, Bostwick HZ
London-SW 2 Elem Southwest London HZ Lambeth PS, Southwest London HZ
London-SW 3 Elem Colonel Talbot HZ Lambeth PS, Rick Hansen PS, White Oaks PS
London-NW 2 Elem Fox Hollow HZ Fox Hollow HZ, Sir Arthur Currie PS, Ryerson PS
London-SE 2 Elem Parker Subdivision New SE London PS (2020-21)
St. Thomas-N Sec St. Thomas Arthur Voaden SS, Central Elgin CI, Parkside CI
St. Thomas-SC Elem St. Thomas Elgin Court PS
St. Thomas-SE Elem Miller's Pond Southeast St. Thomas HZ, Port Stanley PS, Mitchell
Hepburn PS
Woodstock-N Elem N Woodstock HZ North Woodstock HZ, Hickson PS
SECTION 6.0: STUDENT ACCOMMODATION - SURPLUS CAPACITY
In 2016-17, TVDSB continued to operate with 13,282 empty pupil places corresponding to approximately 1.5 million
square feet of empty space as outlined in the 2016-17 Enrolment vs. Capacity Summary Report. The TVDSB has
continued to experience the challenge of lack of accommodation in growth areas and for special programs. The
continued decline of students in the urban cores and rural areas of the TVDSB has resulted in accommodation
surplus capacity.
As the Board has approved recommendations (2017 May 23) regarding surplus space in schools of EPAR-01and 02,
12 elementary schools, 1,231 empty pupil places and 128,516 excess square footage has been removed from the
totals in the following chart.
Schools Less Than 100% - Excess Capacity and Space by Region
Region # of Schools at < 100% Empty Pupil Places Excess Square Footage
Elementary:
Elgin 7 609 63,569
London 46 4,355 454,704
Middlesex 14 868 90,661
Oxford 19 1,322 138,059
Total 86 7,155 746,992
Secondary:
Elgin 4 1,177 153,062
London 8 2,570 334,048
Middlesex 5 1,087 141,310
Oxford 5 1,293 168,038
Total 22 6,127 796,458
Total Elementary & Secondary:
Elgin 11 1,786 216,631
London 54 6,925 788,752
Middlesex 19 1,955 231,971
Oxford 24 2,615 306,097
Total 108 13,282 1,543,450
Note: The above data is based on the 2016-17 Enrolment vs Capacity Summary Report and includes the reduction of schools,
empty pupil places and excess square footage as a result of the completed EPAR-01 and 02.
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SECTION 7.0: SOURCES OF CAPITAL FUNDING
Since 2006, the Board has been successful in accessing $403.1M of Ministry capital funding (see Appendix A -
Capital Plan Initiatives) to construct capital projects which include new schools, additions and renovations.
7.1 CAPITAL PRIORITIES
The Capital Priorities program provides school boards with an opportunity to identify their most urgent and pressing
pupil accommodation needs. To date the TVDSB has accessed $82.6M through the Capital Priorities program
funding. This program serves as the primary means for funding capital projects that address school boards’ pupil
accommodation needs including enrolment pressures, supporting the consolidation of underutilized facilities, and
replacing facilities in poor repair.
Boards are required to submit a prioritized list of capital projects along with a comprehensive business case to
support the need for each request. The Ministry has indicated that its priority for capital funding under this program
will be enrolment pressure, building condition, school consolidation, as well as joint capital projects between
coterminous boards. The 2017 Capital Priorities approval announcements are expected in January/February 2018.
School Consolidation Capital
With the 2017 spring announcement of School Consolidation Capital (SCC) approved projects, the Ministry
completed the $750M SCC grant program, which funded capital projects resulting from school consolidation. TVDSB
was unable to submit any SCC projects for this funding in 2016, as there were no eligible Board approved
consolidation projects. The Ministry will continue to support consolidation projects through its annual Capital Priorities
funding program for which boards are now eligible to submit 10 projects (8 previously).
Early Years Capital Program
On 2017 June 6, Ministry memorandum 2017 B06: Request for Early Years Capital Program Funding Submissions,
announced details of the 2017-18 Early Years Capital Program (EYCP). With support from local Consolidated
Municipal Service Managers (CMSMs) and District Social Services Administration Boards (DSSABs), school boards
were given the opportunity to request capital funding support for the creation of new child care spaces, or child and
family program projects, that are associated with a larger school capital project or stand-alone projects. Further
details on this can be found in Section 11: Capital Priorities Submissions.
7.2 SCHOOL RENEWAL
The Board has invested significant capital dollars into the renewal of building components and systems in our schools
using the annual School Renewal Allocation (SRA), School Condition Improvement (SCI), Energy Efficient Schools
(EES), and Good Places to Learn (GPL) funding (see Appendix A - Capital Plan Initiatives). Since 2006, the Board
has invested $297.1M into the infrastructure of our schools.
The Ministry is aware that there are many schools that have a significant backlog of renewal needs that require
additional investment in school renewal to prevent further school condition deterioration and to ensure that students
continue to have a safe and healthy learning environment.
The Ministry has mandated the Board to direct 70% of SCI funding to key building components such as foundations,
roofing, windows, HVAC, etc. School boards are permitted to use the remaining 30% to address locally identified
renewal needs. It should be noted that funding is to be applied to building components that have been identified in the
Ministry’s Facility Condition Assessment Program database and boards may only use SCI funding for renewal
expenditures in schools that are expected to remain open for at least 5 years.
Facility Services has identified the following renewal initiatives for 2017-18 SCI funding:
Accessibility for Ontarians with Disabilities Act (AODA) requirements
Building Automation System replacement
Focus on Secondary School renewal
Heating, Ventilation and Air Conditioning (HVAC) Improvements
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The Ministry has also directed the Board to dedicate Proceeds of Disposition (POD) funding realized through the sale
of surplus schools to identified needs in the Ministry’s Facility Condition Assessment Program database to support
the school renewal backlog.
It should be noted that a significant amount of renewal needs have been eliminated from our system through the
capital planning initiative and the resulting closure of 48 schools. TVDSB will continue to utilize the annual School
Renewal and School Condition improvement grants, where appropriate, to address renewal issues in school addition
and/or renovation projects.
Greenhouse Gas Reduction Fund (GGRF)
The Ministry announced, as part of the $1.0 billion investment in SCI funding for the 2017-18 school year, a $200M
initiative that will support the reduction of greenhouse gas emissions from facilities in the education sector - TVDSB
has received $9.14M through the GGRF initiative.
Eligible expenditures under this program will support the replacement, renewal and installation of new energy efficient
building components in older elementary schools, secondary schools and administrative buildings. Energy efficient
building components include: energy efficient lighting systems, HVAC systems/controls and other pre-defined
enhancements to the building envelope.
7.3 BOARD SUPPORTED CAPITAL
In prior years, this Board program allocated $3.6M from the annual operating budget together with a $1.6M
contribution from the annual School Renewal Allocation grant for a total of $5.4M in annual funding which was used
to finance capital projects not funded by the Ministry.
To utilize this source of funding, the Board had to realize a budget surplus in the previous years’ operating budget.
This funding has been utilized in the past to support the following Board initiatives:
French Immersion Accommodation Plan
Unfunded Pupil Accommodation Review recommendations
Technology Emphasis renovations
Unfunded Capital Priority requests
In 2016-17, Board Supported Capital funding was utilized for an addition and renovation to Southside PS, an addition
and renovations to Aldborough PS, and to partially fund the Information and Communication Technology (ICT) Plan.
The need to prioritize Board approved initiatives which include capital projects with limited or restrictive capital
funding will be an ongoing challenge as the Board moves forward with accommodation planning.
SECTION 8.0: COMMUNITY PLANNING AND FACILITY COLLABORATION OPPORTUNITIES
8.1 ANNUAL COMMUNITY PLANNING AND FACILITY COLLABORATION MEETING
In accordance with the Ministry’s Community Planning and Partnerships Guideline (2015 March 26), the TVDSB
Community Planning and Facility Collaboration Opportunities Procedure (2015 March 29) provides an opportunity for
collaboration between TVDSB and Municipalities/Community Organizations within the Board’s region, through annual
meetings.
In 2017, the TVDSB Planning Department held its Annual Community Planning and Facility Collaboration
Opportunities Meetings on June 14, 15, and 22. Listed Community Organizations identified in the TVDSB procedure
were invited via email to attend the Meeting for their region. The meeting dates and times were posted on the Board
website. The number of attendees, for each meeting were as follows:
City of London County of Elgin County of Oxford County of Middlesex
10 14 8 16
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During the meeting, discussions were held about various aspects of TVDSB planning data including student
programs, enrolment projections, current enrolment and accommodation, the financial impacts of declining enrolment,
renewal needs and facility conditions, collaboration opportunities, status of surplus space for sale, elementary and
secondary accommodation, the TVDSB Rethink Secondary Learning initiative, and Ministry of Education initiatives
regarding Community Hubs, Early Years Programs, and Surplus Property. Time was allotted during the meeting for
representatives from listed community organizations to provide input and ask TVDSB staff questions regarding the
information provided.
The Planning Department emphasized issues in the secondary panel by providing details for each school. The
information shared included: school capacity, historical and projected enrolment, 2006, 2011, 2016 Statistics Canada
Census population details, attendance areas and a breakdown of program opportunities, courses and pathways. As
previously indicated, the TVDSB had planned to address the accommodation issues in the secondary panel and
considers this a priority of the TVDSB.
The 2018 Annual Community Planning and Facility Collaboration Opportunities meeting dates have been tentatively
scheduled for 2018 June 13 and June 14.
As previously indicated, the Ministry’s Plan to Strengthen Rural and Northern Education memorandum advised that
the Ministry will be revising its Community Planning and Partnerships Guideline (CPPG). It is anticipated that the
revised CPPG will be released in the spring of 2018. TVDSB will update the Community Planning and Facility
Collaboration Opportunities Procedure (4015b) to reflect the 2018 revised CPPG. Until that time, TVDSB will continue
to follow the current guideline and procedures.
8.2 FACILITY COLLABORATIONS
School boards are required to review and inform the public of possible collaboration opportunities at underutilized
open and operating schools. Eligible schools include those which have calculated utilization rates of 60% or less for
two years, and/or have 200 or more unused pupil places, and unless such facilities have otherwise been designated
by TVDSB for another purpose or initiative.
As previously noted, TVDSB has received $1.74M to retrofit existing space for Facility Collaboration Opportunities in
schools. The following chart identifies facilities with surplus pupil places. These facilities are eligible and have
available space for potential collaboration.
Unused Space (sorted by Utilization)
Facility Name Utilization Surplus Pupil Places
Elementary Panel:
Trafalgar Public School 38.39% 252
Knollwood Park Public School 51.08% 219
Nicholas Wilson Public School 54.29% 192
Aberdeen Public School 55.82% 167
Ealing Public School 55.39% 153
Secondary Panel:
North Middlesex District High School 33.08% 285.06
Glencoe District High School 33.22% 362.60
Arthur Voaden Secondary School 43.43% 599.03
West Elgin Secondary School 46.62% 342.71
Montcalm Secondary School 63.21% 460.30
Ingersoll District Collegiate Institute 65.54% 410.39
Clarke Road Secondary School 66.43% 518.61
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8.3 CO-BUILD OPPORTUNITIES
Building new schools, and undertaking significant additions and renovations, provide opportunities to leverage
infrastructure investments by co-building with community organizations to provide services and programs for children,
families and the broader community.
Boards are required to notify municipalities and community organizations 1 to 3 years prior to potential construction
start dates, when considering construction of a new school or undertaking a significant addition or renovation. The
following chart identifies potential capital projects eligible for co-building opportunities for the Board’s consideration.
Location Project Proposed Opening Year
Belmont New Elementary School 2020-21
London-Southeast New Elementary School 2019-20
London-Southwest New Elementary School TBD
St. Thomas-Southeast New Elementary School 2020-21
Springbank PS Addition & Renovations TBD
Following Board approval, as per the CPPG and TVDSB procedures, the lists of schools which may be appropriate
for possible collaboration opportunities and proposed projects eligible as co-build opportunities are posted on the
TVDSB website. Email notification will be sent to municipalities and community organizations at the time of the online
posting. These lists are also shared at the annual Community Planning and Facility Collaboration meetings held with
identified community organizations.
In addition to the notification process above and the annual meetings, the TVDSB would be please to entertain
enquiries from community organizations regarding unused and available space, as well as co-build opportunities, on
an on-going basis.
SECTION 9.0: PUPIL ACCOMMODATION REVIEWS (PAR)
The TVDSB is committed to providing quality education to students through programs and facilities that support
academic achievement and well-being, while ensuring effective stewardship of the resources of the Board.
It is the policy of Thames Valley District School Board to: provide our students with accommodation which
supports student achievement, safety and well-being; ensure the long-term sustainability of our school
system; identify opportunities for collaborative facility arrangements with community organizations; and
manage our resources effectively, in a manner which is well-informed, well-coordinated, transparent and
sustainable.
(Pupil Accommodation Policy, No. 4015)
In 2016-17, the TVDSB completed two Elementary Pupil Accommodation Reviews (EPARs). These reviews
examined excess pupil places, enrolment pressures and decline, program offerings and building conditions.
Based on careful consideration of demographics, program offerings, historical and projected enrolment trends,
location of existing students and facility size/condition, Senior Administration developed recommendations which
would provide enhanced learning opportunities for students and address the long-term accommodation needs of the
Board. The consolidation of schools will reduce the unfunded space operated by the Board and reduce long term
renewal and operating costs.
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9.1 ELEMENTARY PUPIL ACCOMMODATION REVIEW 01 (EPAR-01)
The Draft Elementary Accommodation Study (2016 April 12) identified a number of issues in Elgin County which
merited an Elementary Pupil Accommodation Review. On 2016 November 22, after receiving and carefully
considering the Initial Senior Administration Report – Elementary Pupil Accommodation Review-01, the Board
approved the initiation of a Pupil Accommodation Review involving the following schools:
Davenport Public School
McGregor Public School
Mitchell Hepburn Public School
New Sarum Public School
Northdale Central Public School
Port Stanley Public School
River Heights Public School
South Dorchester Public School
Sparta Public School
Springfield Public School
Summers’ Corners Public School
Westminster Central Public School
After months of careful deliberation, community and public meetings, input, and discussion, the Board approved
Senior Administration’s proposed recommendations on 2017 May 23 for EPAR-01, which will allow TVDSB to
achieve the following:
Closure of New Sarum PS, South Dorchester PS, Sparta PS, Springfield PS, and Westminster Central PS
Construction of 2 new elementary schools for existing enrolment and future growth
Provide program enhancements to 5 existing schools
Reduce empty pupil places by 421
Improve the utilization rate from 74% (2015) to 85% (2020)
Remove $17.8M of high and urgent renewal needs from TVDSB inventory
Reduce the average cost per student for administration, Facility Services and IT from $1352.11 to $1190.52
All consolidated schools will have a projected enrolment of greater than 300 students
Provide estimated annual savings in excess of $400,000 to the taxpayer
Potential for child care facilities in TVDSB schools in Dorchester, Belmont and St. Thomas
9.2 ELEMENTARY PUPIL ACCOMMODATION REVIEW 02 (EPAR-02)
The Draft Elementary Accommodation Study (2016 April 12) identified a number of issues in southeast London which
merited an Elementary Pupil Accommodation Review. On 2016 November 22, after receiving and carefully
considering the Initial Senior Administration Report – Elementary Pupil Accommodation Review-02, the Board
approved the initiation of a Pupil Accommodation Review involving Fairmont PS and Tweedsmuir PS.
After months of careful deliberation, community and public meetings, input, and discussion, the Board approved
Senior Administration’s proposed recommendations on 2017 May 23 for EPAR-02, which will allow TVDSB to
achieve the following:
Closure of Fairmont PS
Consolidation of the existing Fairmont PS and Tweedsmuir PS school communities’ student populations
Creation of school community which is viable and sustainable now and in the future
Enhancement of program opportunities at Tweedsmuir PS, for the Hamilton Road and Jackson community
districts
TVDSB is currently working on the implementation and transition plans derived from the approved recommendations,
impacting the EPAR-01 and EPAR-02 schools and students. For further information regarding the details, outcomes,
and further action plans regarding the EPAR’s, please visit the Planning webpage at www.tvdsb.ca/planning.
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9.3 FUTURE PUPIL ACCOMMODATION REVIEWS
Senior Administration presented the Draft Secondary Accommodation Study to the Board on 2017 June 13, which
identified secondary accommodation and planning information for all of the regions of the TVDSB. Subsequently, for
the 2017-18 school year, Senior Administration had planned to recommend to the Board, a Secondary Pupil
Accommodation Review as part of this planning report.
As a result of Ministry memorandum, 2017 B09: Plan to Strengthen Rural and Northern Schools, school boards were
instructed not begin Pupil Accommodation Reviews until revised Pupil Accommodation Review Guidelines (PARG)
have been released. Following the release of the new PARG, the TVDSB must revise all relevant policies and
procedures.
SECTION 10.0: ATTENDANCE AREA REVIEW (AAR)
10.1 ELGIN COUNTY FRENCH IMMERSION AAR (2017)
On 2017 September 19, Senior Administration received approval from the Board to conduct an Attendance Area
Review for the elementary French Immersion (FI) program serving the County of Elgin. During the AAR, input is also
being solicited from the elementary FI program community for their preference of the most suitable location for the
New FI school.
Senior Administration can support either of two schools as the location for the new elementary French Immersion
school in Elgin County: Sparta PS (available 2018-19) or New Sarum PS (available 2020-21). The availability of these
schools for conversion to French Immersion is a result of the Board decisions for EPAR-01 to close the English track
program and permanently accommodate the students from these schools in other English track facilities. Neither New
Sarum PS, nor Sparta PS, have been declared surplus by the Board.
In the Initial AAR Report, three attendance area options were provided and one recommendation for the School
Community and the Board to consider. Senior Administration has identified the following parameters to be used in the
development and analysis of possible options for the elementary French Immersion attendance areas:
A. Sustainability with respect to enrolment projections and school utilization
B. Equity of access to programming for all TVDSB students
C. Opportunity to improve student learning
D. Maximize effectiveness of student transportation system
In order to minimize the transition for students and to allow for the sustainability of the French Immersion program,
Senior Administration has utilized the Board approved attendance areas resulting from EPAR-01.
On 2017 October 24, the AAR Committee (AARC) meeting was held. Administration reviewed the AAR procedure,
timelines, and the roles and responsibilities of the AARC. The Initial AAR report was presented in detail and AARC
members had an opportunity to ask questions of clarifications.
Each AAR School Subcommittee held a school level a meeting with their school community on 2017 November 06, to
share and explain the information received at the AARC meeting. After gathering the opinions and comments from
their school communities, each AAR School Subcommittee will submit a report to the TVDSB by 2017 December 11.
Senior Administration will carefully consider any attendance area options brought forward by the School AAR
Subcommittees, provided they meet the parameters identified. The final recommendations to the Board must ensure
that the TVDSB meets the needs of the French Immersion students today and into the future by providing appropriate
program space for the projected number of students.
Based on feedback gathered from the public consultation process of the AAR, Senior Administration will present the
Final AAR Report to the Board on 2018 January 23. Public delegations will be received on 2018 February 07, and the
decision of the Board is scheduled for 2018 February 27.
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SECTION 11.0: CAPITAL PRIORITIES SUBMISSIONS
11.1 CHILD CARE CENTRES AND CHILD & FAMILY CENTRES
The Ministry is now collaborating with school boards to assist in providing funding for Child Care Centres and Child &
Family Centres. TVDSB was one of the first boards in the province to collaborate with the Ministry on this matter, with
the creation of both Child Care Centres and Child & Family Centres at the two new North London Elementary
Schools, Sir Arthur Currie PS and Cedar Hollow PS, which opened this year.
As previously indicated, Ministry memorandum 2017 B06, included the details of Early Years Capital Program
(EYCP) funding. The TVDSB and local CMSMs worked collaboratively to identify Child Care spaces and Child &
Family program projects which; (a) the local CMSMs could support the operation of, (b) are located at school
locations which could best benefit the community, and (c) meet the needs of child care (0-4 years) and identified
service gaps.
Stand-alone Requests for Child Care Centres and Child & Family Centres
This new capital funding focuses on school-based “stand-alone” child care and/or child and family program capital
funding requests, opening no later than 2019-2020, which are not part of a school project. On 2017 August 4, TVDSB
submitted four projects for the Ministry’s consideration.
Stand-alone EYCP submission requests 2017 Aug
CMSM School Child Care Spaces Child & Family Program
London Princess Elizabeth N/A 4 rooms
Wilfrid Jury N/A 4 rooms
Oxford Algonquin 2 N/A
Harrisfield 3 3 rooms
No requests were submitted for Elgin or Middlesex Counties. Further details can be found in the Early Years Capital
Funding Submissions report presented to the Planning and Priorities Advisory Committee on 2017 September 12.
School Project Requests for Child Care Centres and Child & Family Centres
The TVDSB submitted 10 Capital Priority requests to the Ministry on 2017 September 8, the prioritization of which
were approved by the Board 2017 August 28. Included in these requests were five school-based child care and/or
child and family program requests associated with school-based capital projects for the Ministry’s consideration.
These requests included the following:
School-based EYCP submissions requests 2017 Sept 8
CMSM Location Child Care Spaces Child & Family Program
London New Southeast London PS 5 -
New Southwest London PS 5 -
Elgin New Belmont PS 3 -
New Southeast St.Thomas PS 5 3 rooms
Oxford Springbank PS 3 3 rooms
Middlesex None - -
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11.2 TVDSB CAPITAL PRIORITIES
On 2017 August 29, the Board approved 10 priorities as the greatest accommodation needs of the Board. The
following 10 priorities were submitted with business cases to the Ministry on 2017 September 08, requesting Capital
Priorities funding and approval.
#1. New Southeast London PS (Summerside) – 2019-2020
This accommodation pressure project had been previously submitted for Capital Priorities Funding by the Board in
2016 as priority #1 and in 2015 as priority #3.
The proposed new Southeast London Elementary School and the (#4) Tweedsmuir PS addition/renovations are a
concurrent joint solution for southeast London. These two projects will permanently accommodate Holding Zone
students (at Fairmont, Tweedsmuir and Princess Elizabeth Public Schools), will resolve both accommodation
pressure and empty pupil places, will harmonize school capacities with enrolment and will create community centred
sustainably sized schools in southeast London.
Through the City of London planning process, the Board has requested that a second school block for an additional
school site, be included within the Parker subdivision just east of the Summerside community, in order to help plan for
the considerable growth anticipated from the circulated plans for this area.
#2. Masonville PS – 2018-2019
This Masonville PS accommodation pressure project had been previously submitted for Capital Priorities Funding by
the Board in 2016 as priority #2, in 2015 as priority #5, and in 2013-14 as priority #7. In 2016 the Ministry’s response
or Recommendation for Masonville PS indicated “This project was not considered for Capital Priorities Grant funding
at this time due to a lack of an immediate need as identified by the Ministry.”
In 2016-17, Masonville PS had 531 students enrolled, was at 146% utilization, and had 6 portable classrooms on site.
At 2017 October 31, there was an enrolment of 598 students and a utilization of 155%. The 199 students over
capacity have been accommodated utilizing the 9 portable classrooms currently on site. Future projections indicate
that Masonville PS will continue to experience increased enrolment putting further stress on the school and site. The
school will continue to be over capacity – in 2018 by 155% or 202 students and in 2026 by 165% or 250 students.
The TVDSB requested funding to construct an addition at Masonville PS for 2018-19 in order to permanently
accommodate the existing and projected students residing in this attendance area bringing the OTG capacity up to
602. The proposed addition would consist of 11 standard classrooms, 1 learning support room (resource), and a
Library Learning Commons. Renovations would include the main office, the creation of 3 Kindergarten classrooms, 1
standard classroom and 1 General Arts or Instrumental Music classroom.
#3. Belmont New Site – 2018-2019
The Board requested funding to purchase an 8.1 acre school site, located in the Village of Belmont. It is imperative
that the Board move quickly to secure a school site, since there is limited opportunity within the Village of Belmont to
purchase a municipally serviced site of this size.
This site will be required to construct a new elementary school to accommodate growth students and consolidated
students from the recently completed Elementary Pupil Accommodation Review-01 (EPAR-01) conducted for this
area of Central Elgin and the City of St. Thomas. The TVDSB planning staff have projected that 536 students will
reside in this attendance area as of 2019. The proposed JK to grade 8 elementary school will have an OTG Capacity
of 625 and is scheduled to open 2020-21. (See also the 2017 Capital Priority #5 - New Belmont PS)
#4. Tweedsmuir PS – 2020-2021
The Board approved an addition and renovations at Tweedsmuir PS for student accommodation and program
enhancements to meet TVDSB standards. The project will include a new gymnasium and primary activity room,
renovated Library Learning Commons, General Arts room, barrier free enhancements, as well as the relocation of the
Early Years division on the main floor. As part of the redesign process for Tweedsmuir PS, access to the school, the
parking, drop off area and bus drops will be examined. The safety and efficiency will be evaluated and brought up to
meet Board standards.
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#5. New Belmont PS – 2020-2021
The Board approved the construction of a new JK to grade 8 elementary school to be located in the Village of
Belmont. The new Belmont PS is proposed to have an OTG capacity of 625, consisting of 5 kindergarten and 21
standard classrooms, a gymnasium and primary activity room, Library Learning Commons, General Arts room, and
learning support room.
#6. Southeast St. Thomas New Site – 2018-2019
The Board requested funding to purchase a 7.8 acre school site located in the City of St. Thomas. The Board secured
an option to purchase this parcel of land in 2012, recognizing the need for an additional school site due to significant
residential growth in Southeast area of the City of St. Thomas.
This site will be required to construct a new elementary school to accommodate growth students and consolidated
students from the recently completed Elementary Pupil Accommodation Review-01 (EPAR-01) conducted for this
area of Central Elgin and the City of St. Thomas. The TVDSB planning staff have projected that 414 students will
reside in this attendance area as of 2019. (See also the 2017 Capital Priority #7 - New Southeast St. Thomas PS)
#7. New Southeast St. Thomas PS (Orchard Park) – 2020-2021
The Board approved the construction of a new JK to grade 8 elementary school to be located in Southeast St.
Thomas. The new Southeast St. Thomas PS would have an OTG capacity of 516, consisting of 4 kindergarten and
17 standard classrooms, 1 Special Education classroom, a gymnasium and primary activity room, a Library Learning
Commons, General Arts room and learning support room.
#8. Port Stanley PS – 2018-2019
The Board approved an addition and renovations be constructed for student accommodation and program
enhancements to meet TVDSB standards at Port Stanley PS. New construction will include the addition of a new
Library Learning Commons and a kindergarten classroom. Renovations will create two additional standard
classrooms along with improvements to accessibility.
#9. New Southwest London PS (Talbot Village) – 2019-2020
A new elementary school in Southwest London will be required in the near future within the Talbot Village community.
In Southwest London, residential and commercial growth continues as the City expands the infrastructure required to
service the needs of the Southwest Area Plan. Over 5,500 residential units are circulated from this area plan with 248
students already being accommodated from the Bostwick and Longwoods communities at the holding schools Sir
Isaac Brock PS and White Oaks PS. Lambeth PS’s attendance area also encompasses a portion of this area. Two
additional school sites were incorporated in the designs of future communities by developers to ensure lo ng-term
permanent student accommodation.
#10. Springbank PS – 2019-2020
The TVDSB requested funding to construct a 236 pupil place addition at Springbank PS for 2019-2020 in order to
permanently accommodate the existing and projected students residing in this attendance area and the East
Woodstock Holding Zone bringing the OTG capacity up to 602. The Board approved the East Woodstock Holding
Zone, holding at Winchester PS to alleviate pressure at Springbank PS from future phases of residential
development. In 2016-17, Springbank PS had a 137% utilization and 7 portable classrooms on site. As of 2017
October 31, there was an enrolment of 520, a 142% utilization, and one additional portable was added. Future
projections indicate that Springbank PS will continue to experience increased enrolment putting further stress on the
school and site.
TVDSB is actively lobbying the Ministry for support of our 2017 Capital Priority Submissions. In addition to the
continued discussions with Ministry staff regarding the 2017 Child Care/Child & Family Capital Priorities and the 2017
TVDSB Capital Priorities requests, the TVDSB’s Director, Associate Director, Superintendent of Facility Services &
Capital Planning and Planning Coordinator attended a meeting with the Director, Manager and Senior Analyst of the
Ministry's Capital Program Branch on 2017 November 22 to further support the Board's capital priorities.
The official notification from the Ministry of Education, regarding the 2017 Capital Priorities Program Funding grant
approvals, is anticipated to be released in 2018 January/February.
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SECTION 12. SENIOR ADMINISTRATION RECOMMENDATIONS
Based on the information contained in this 2017 Annual Planning Report, Senior Administration is proposing the
following recommendations:
That the following schools be approved for potential facility collaborations:
Aberdeen Public School
Ealing Public School
Knollwood Park Public School
McGregor Public School
Nicholas Wilson Public School
Trafalgar Public School
Arthur Voaden Secondary School
Clarke Road Secondary School
Glencoe District High School
Ingersoll District Collegiate Institute
Montcalm Secondary School
North Middlesex District High School
West Elgin Secondary School
That the following proposed capital construction projects be approved for potential co-build opportunities and
facility collaboration:
Belmont - new Elementary School
London Southeast - new Elementary School
London Southwest - new Elementary School
St. Thomas Southeast - new Elementary School
Springbank Public School - addition & renovation
That the Kilworth Holding Zone be created for subdivision plans 39T-MC1301, 39T-MC0902 as outlined on
Figure 5.1.1 of the 2017 Annual Planning Report, designated to Delaware PS as a Holding School, effective
immediately.
That the Southeast London Holding Zone be created for subdivision plans 39T-06507, 39T-13502, 39T-
15505, 39CD-17501 and 39T-17502 and surrounding area as outlined on Figure 5.1.2 of the 2017 Annual
Planning Report, designated to Nicholas Wilson PS as a Holding School, effective immediately.
APPENDICES:
A - CAPITAL INITIATIVES FEBRUARY 2006 TO NOVEMBER 2017
B - TVDSB SCHOOL CLOSURES, CONSOLIDATIONS AND OPENINGS 2006 TO PRESENT
C.1 - ELEMENTARY ACTUAL & PROJECTED OCTOBER 31 FTE
C.2 - SECONDARY ACTUAL & PROJECTED OCTOBER 31 FTE
C.3 - ELEMENTARY AND SECONDARY ACTUAL & PROJECTED OCTOBER 31 FTE
D - TVDSB BOARD APPROVED HOLDING ZONES
E.1 - NEW KILWORTH HOLDING ZONE
E.2 - NEW SOUTHEAST LONDON HOLDING ZONE
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CAPITAL PLAN INITIATIVES ‐ FEBRUARY 2006 TO NOVEMBER 2017
2017 APR ‐ Appendix A
New Schools, Additions & Renovations (Approved)
2020-21 New Belmont PS - New School / Childcare Centre
2020-21 New SE St.Thomas PS - New School / Childcare & Family Centres
2020-21 Summers Corners' PS - Renovation
2019-20 Tweedsmuir PS - Addition / Renovation
2019-20 New SE London PS - New School / Childcare Centre
2019-20 Port Stanley PS - Addition / Renovation
2019-20 Masonville PS - Addition / Renovation
TBD McGregor PS - Renovation
TBD Davenport PS - Renovation
TBD Northdale Central PS - Renovation
New Schools, Additions and Renovations (Underway or Completed)¹
TBD River Heights PS - Childcare & Family Centres
TBD Aldborough PS - Childcare & Family Centres
2018-19 Southside PS - Addition / Renovation
2017-18 Sir Arthur Currie PS - New School / Childcare & Family Centres
2017-18 Cedar Hollow PS - New School / Childcare & Family Centres
2017-18 Stoney Creek PS - Addition
2017-18 Southside PS - Addition / Renovation
2016-17 East Carling PS (Bishop Townshend) - Addition / Renovation
2016-17 Aldborough PS - Addition / Renovation
2016-17 Woodstock CI - Renovation
2016-17 Oakridge SS - Developmental Centre Renovations
2015-16 Westfield PS - New School
2015-16 Annandale PS - Renovation
2015-16 South Ridge PS - Addition / Renovation
2015-16 Dunwich-Dutton PS - Renovation
2015-16 West Oaks FI PS - Addition / Renovation
2015-16 Westminster SS - Renovation
2014-15 Algonquin PS - FDK Addition
2014-15 Arthur Ford PS - FDK Renovation
2014-15 Bonaventure Meadows PS - FDK Renovation
2014-15 Byron Northview PS - FDK Addition / Renovation
2014-15 Centennial Central PS - FDK Addition / Renovation
2014-15 Central Elgin CI - Renovation
2014-15 Eagle Heights PS - Addition / Renovation (incl. FDK)
2014-15 Jack Chambers PS - FDK Addition / Renovation
2014-15 Kensal Park FI PS - FDK Addition / Renovation
2014-15 Louise Arbour FI PS (Sir George Ross) - Conversion/Renovation
2014-15 Mitchell Hepburn PS - Addition / Renovation (incl. FDK)
2014-15 Northbrae PS - FDK Renovation
2014-15 Parkview PS - Addition / Renovation (incl. FDK)
2014-15 Princess Anne FI PS - FDK Addition / Renovation
2014-15 Princess Elizabeth PS - FDK Addition / Renovation
2014-15 Rick Hansen PS - FDK Renovation
2014-15 Ryerson PS - FDK Renovation
2014-15 Wilton Grove PS - FDK Renovation
2013-14 Balaclava St Education Centre (Balaclava) - Conversion/Renovation
2013-14 Clarke Road SS - Technology Renovations
¹ FDK Projects listed above ‐ only additions or program renovations due to FDK accommodations have been listed.Page 26 of 51
CAPITAL PLAN INITIATIVES ‐ FEBRUARY 2006 TO NOVEMBER 2017
2017 APR ‐ Appendix A
New Schools, Additions and Renovations (Underway or Completed)¹ continued
2013-14 Hillcrest PS - FDK Addition / Renovation
2013-14 J.S. Buchanan FI PS (Southdale)- Addition / Renovation
2013-14 John P Robarts PS - FDK Addition / Renovation
2013-14 Mary Wright PS - New School
2013-14 McGregor PS - FDK Addition / Renovation
2013-14 Montcalm SS - Technology Renovations
2013-14 North Meadows PS - Addition / Renovation
2013-14 Orchard Park PS - Addition / Renovation
2013-14 Prince Charles PS - FDK Addition / Renovation
2013-14 Saunders SS - Technology Renovations
2013-14 Sir Isaac Brock PS - FDK Addition / Renovation
2013-14 Southwold PS - FDK Addition / Renovation
2013-14 University Heights PS - FDK Addition /Renovation
2012-13 Arthur Voaden SS - Technology Renovations
2012-13 Byron Southwood PS - FDK Addition / Renovation
2012-13 Emily Stowe PS - Conversion/Renovation
2012-13 Huron Park SS - Technology Renovations
2012-13 Mountsfield PS - FDK Renovation
2012-13 Oxbow PS - Addition / Renovation
2012-13 Sir G E Cartier PS - FDK Addition / Renovation
2012-13 Thamesford PS - FDK Addition / Renovation
2012-13 Woodstock CI - Technology Renovations
2011-12 Harrisfield PS - Addition / Renovation
2011-12 June Rose Callwood PS - Addition / Renovation
2011-12 Laurie Hawkins PS - New School
2011-12 Locke's PS - Addition / Renovation
2011-12 River Heights PS - FDK Addition / Renovation
2011-12 Riverside PS - Renovation
2011-12 Royal Roads PS - Addition / Renovation
2011-12 Springbank PS - Addition / Renovation
2011-12 Winchester Street PS - Addition / Renovation
2010-11 Caradoc PS - Addition / Renovation
2010-11 College Avenue SS - Addition / Renovation
2010-11 Glendale HS - Addition / Renovation
2010-11 Lambeth PS - Addition / Renovation
2010-11 London South CI - Renovation
2010-11 Northridge PS - Addition / Renovation
2010-11 Parkside CI - Addition (Greenhouse)
2010-11 Stoney Creek PS - New School
2010-11 Woodland Heights PS - Renovation
2009-10 A.B. Lucas SS - Renovation
2009-10 Blenheim District PS - New School
2009-10 East Oxford PS - Renovation
2009-10 John Wise PS - New School
2009-10 Medway HS - Addition / Renovation
2009-10 Montcalm SS - Renovation
2009-10 North Middlesex DHS - Renovation
2009-10 Pierre Elliott Trudeau FI PS - Addition / Renovation
2009-10 Princess Anne FI PS - Addition / Renovation
2009-10 West Nissouri PS - New School
¹ FDK Projects listed above ‐ only additions or program renovations due to FDK accommodations have been listed.Page 27 of 51
CAPITAL PLAN INITIATIVES ‐ FEBRUARY 2006 TO NOVEMBER 2017
2017 APR ‐ Appendix A
New Schools, Additions and Renovations (Underway or Completed)¹ continued
2009-10 Wilberforce PS - New School
2008-09 Mitchell Hepburn PS - New School
2008-09 Sir Frederick Banting SS - Renovation
2007-08 Algonquin PS - Addition / Renovation
2007-08 Chippewa PS - Addition / Renovation
2007-08 Clara Brenton PS - Addition / Renovation
2007-08 Forest Park PS - Addition / Renovation
2007-08 Hickson PS - Addition / Renovation
2007-08 Ingersoll DCI - Renovation
2007-08 Kensal Park FI PS - Addition / Renovation
2007-08 Strathroy DCI - Addition / Renovation
2006-07 Jack Chambers PS - Addition / Renovation
2006-07 Sir Wilfrid Laurier SS - Renovation
2005-06 East Elgin SS - Renovation
¹ FDK Projects listed above ‐ only additions or program renovations due to FDK accommodations have been listed.Page 28 of 51
CAPITAL PLAN INITIATIVES ‐ FEBRUARY 2006 TO NOVEMBER 2017
2017 APR ‐ Appendix A
School Conversions
Year School Conversion
2018-19 New FI PS (Sparta)- French Immersion (New FI School)
2015-16 Annandale PS (Annandale PS & HS) - JK - 8 Elementary School
2014-15 Louise Arbour FI PS (Sir G Ross SS) - Single Track French Immersion
2013-14 J.S. Buchanan FI PS (Southdale)- Single Track French Immersion
2012-13 Emily Stowe PS (Norwich DHS)- JK - 8 Elementary School
2012-13 Balaclava St Education Centre (Balaclava) - Adult Continuing & Alternative Education Centre
2011-12 Roch Carrier FI PS (Hillcrest)- French Immersion (Program moved from Tollgate)
2011-12 West Oaks FI PS (Westdale)- French Immersion (New FI School)
2009-10 Woodstock CI - Dual Track French Immersion
2007-08 Princess Elizabeth PS - Dual Track French Immersion
School Closures (Board Approved)
Date Surplus Dispositions Retained for Future Use / Conversions
June 2020 South Dorchester PS New Sarum PS - Retained for possible future use
Springfield PS
Westminster Central PS
June 2019 Fairmont PS
June 2018 -Sparta PS - French Immersion conversion
June 2016 Lorne Avenue PS - SOLD West Elgin Sr. Elem. - Retained for Secondary use
June 2015 Rolph Street PS - SOLD Maple Lane PS - Retained for possible future use
June 2014 Huron Heights FI PS - SOLD Sir George Ross SS - French Immersion conversion
June 2013 Colborne Street PS - SOLD Southdale PS - French Immersion conversion
Museum School - SOLD
Sherwood Forest PS - SOLD
May 2013 Tillson Avenue Education Centre - SOLD
June 2012 North Norwich PS - SOLD
Norwich PS - SOLD
Otterville PS - SOLD
Sir Winston Churchill PS - SOLD
June 2011 Beachville PS - SOLD Balaclava PS - Adult Con & Alt Ed conversion
Princess Elizabeth PS (Ingersoll) - SOLD Hillcrest PS - French Immersion conversion
Scott Street PS - SOLD Tollgate FI PS - Retained for possible future use
Victory Memorial PS - SOLD Westdale PS - French Immersion conversion
Westfield PS (Ingersoll) - SOLD
June 2010 Brick Street PS - SOLD Norwich DHS - Elementary conversion
Caradoc South PS - SOLD
Manor & Highland Park PS - SOLD
M.B. McEachren PS - SOLD
Metcalfe Central PS - SOLD
Northdale PS (London) - SOLD
June 2009 Biddulph Central PS - SOLD Drumbo PS - Demolished, New School built on site
Elmdale PS - SOLD
Leesboro Central PS - SOLD
Lucan PS - SOLD
Myrtle Street PS - SOLD
Plover Mills PS - SOLD
Prince Andrew PS - SOLD
Princeton Central PS- SOLD
Sweaburg PS - SOLD
Wellington Street PS - SOLD
Page 29 of 51
CAPITAL PLAN INITIATIVES ‐ FEBRUARY 2006 TO NOVEMBER 2017
2017 APR ‐ Appendix A
Surplus Pupil Spaces / Building Area
Capacity:
On-The-Ground Capacity Added 13,240
On-The-Ground Capacity Reduced -9,109
Net OTG Increase 4,131
Permanent Space:
Added Square Footage through Capital Projects 1,238,367
Reduced Square Footage through Consolidations/Closures -763,268
Net Square Footage Increase 475,099
Non-Permanent Space:
Capital Projects Funding (in Millions)
Capital Priorities 82.6$
School Renewal (within Capital Projects) 40.4$
School Condition Improvement (within Capital Projects) 9.6$
Board Supported Capital (BSC) 27.0$
Child Care Capital 9.2$
Child and Family Support Capital 4.4$
Community Hubs Capital 1.7$
Temporary Accommodation Allocation 5.8$
New School Sites Purchase 8.9$
Proceeds of Disposition (future Capital Projects) 1.1$
School Consolidation Capital 4.3$
Proceeds of Disposition (historic up to 2011) 10.9$
Full Day Kindergarten 61.8$
Prohibitive to Repair 35.8$
Energy Efficient Schools 19.1$
Good Places to Learn 31.8$
New Pupil Places (NPP) 6.2$
Primary Class Size (PCS) 14.7$
Enrolment Pressure 14.4$
Reserve Funds 5.0$
Pupil Accommodation Reserve Fund 7.1$
Other 1.2$
TOTAL 403.1$
School Renewal Program - Not included in Capital Projects (in Millions)
School Renewal Program 92.2$
School Condition Improvement 118.1$
Greenhouse Gas Reduction 9.1$
Energy Efficient Schools Projects 4.5$
Energy Management Projects 12.7$
Good Places to Learn Projects 60.4$
TOTAL 297.1$
* Note: Gray italicized font indicates completed funding streams.
308 portables have been removed from the board’s inventory as a result of accommodation
projects and consolidations. Therefore the theoretical reduction in temporary student
accommodation capacity (assuming a loading of 23 students /portable) would be 6,946.
$700.1M (2005-06 to 2016-17) has been invested in our school’s infrastructure, building systems
and components in non-capital project schools.
Page 30 of 51
Appendix BTVDSB School Closures, Consolidations and Openings (2006 to Present)Yearof ARCformationName of PupilAccommodationReview School NameOfficialClosure DateConsolidations / ActionsOpening /Start Date2016-17 EPAR-01New Belmont PS*New JK - 8 elementary school and child care centre 2020 September 12016-17 EPAR-01New Southeast St. Thomas PS*New JK - 8 elementary school, child care centre, and child & family centre2020 September 12016-17 EPAR-01Northdale Central PS*2020-21: portion 4 - 8 to New Belmont PSProgram enhancement renovations.2020 September 12016-17 EPAR-01River Heights PS *2020-21: portion JK - 3 to New Belmont PS 2020 September 12016-17 EPAR-01Summers' Corners PS* 2020-21: portion 7 - 8 to New Belmont PSProgram enhancement renovations.2020 September 12016-17 EPAR-01New Sarum PS*2020 June 30JK - 8 to New Belmont PS and New Southeast St.Thomas PS.School closed and retained for possible future Board use for a SK-8 FI elementary school.-2016-17 EPAR-01South Dorchester PS*2020 June 30JK - 6 to New Belmont PS.School closed and declared surplus.-2016-17 EPAR-01Springfield PS*2020 June 30JK - 6 to New Belmont PS and Summers' Corners PSSchool closed and declared surplus.-2016-17 EPAR-01Westminster Central PS*2020 June 302019-20: portion JK - 8 to New Southeast London PS2020-21: remaining portion JK - 8 to New Belmont PSSchool closed and declared surplus.-N/A None / GrowthNew Southeast London PS*New JK - 8 elementary school and child care centre 2019 September 12016-17 EPAR-02Tweedsmuir PS*- Addition and renovations. 2019 September 12016-17 EPAR-02Fairmont PS*2019 June 30JK - 8 to Tweedsmuir PS.School closed and declared surplus. -2016-17 EPAR-01Port Stanley PS Addition and renovations. 2018 September 12016-17 EPAR-01New French Immersion PS (formerly Sparta PS)Re-opened as SK - 8 FI elementary school.2018 September 12016-17 EPAR-01Sparta PS2018 June 30JK - 8 regular track to Port Stanley PS.School closed and retained for future Board use.-2016-17 EPAR-01Davenport PSGrade model expanded from Gr. 5 - 8 to 4 - 8.Program enhancement renovations.2018 September 12016-17 EPAR-01McGregor PSGrade model reduced from JK - 4 to JK - 3.Program enhancement renovations.2018 September 1N/A None / GrowthCedar Hollow PS(New Northeast London PS)-New JK - 8 elementary school, child care centre, and child & family centre2017 September 1N/A None / GrowthSir Arthur Currie PS(New Northwest London PS)-New JK - 8 elementary school, child care centre, and child & family centre2017 September 12011-12 ARC 16East Carling PS (formerly Bishop Townshend PS)- Addition and renovations.2016 September 1* Board approved, dependant upon MOE approval Last revised: 2017 October 31Page 31 of 51
Appendix BTVDSB School Closures, Consolidations and Openings (2006 to Present)Yearof ARCformationName of PupilAccommodationReview School NameOfficialClosure DateConsolidations / ActionsOpening /Start Date2011-12 ARC 16Lorne Avenue PS2016 June 30(original date 2015 June 30)2015-16: JK - 8 to St. George's PS (west of Adelaide)2016-17: remaining JK - 8 to East Carling PSSchool closed and declared surplus.-2011-12 ARC 36West Elgin Senior PS2016 June 302015-16: Grade 8 onlySchool closed and retained for Board use.-2011-12 ARC 36Dunwich-Dutton PS-Expanded from JK - 6 to JK - 8(2015-16 only: expanded to JK - 7)Renovations.2016 September 12011-12 ARC 36Aldborough PS-Expanded from JK - 6 to JK - 8(2015-16 only: expanded to JK - 7)Addition and renovations.2016 September 12011-12 ARC 37Westfield PS (Tillsonburg)- New JK - 8 elementary school2015 September 12011-12 ARC 37South Ridge PS-Expanded from JK - 6 to JK - 8Addition and renovations.2015 September 12011-12 ARC 37Rolph Street PS2015 June 30JK - 6 to South Ridge PS and Westfield PSSchool closed and declared surplus.-2011-12 ARC 37Maple Lane PS2015 June 30JK - 6 to Annandale PSSchool closed and retained for future Board use.-2011-12 ARC 37Annandale PS-Expanded from Gr 7 - 8 to JK - 8(2015-16 only - All Gr 8 remained to graduate)Renovations.2015 September 1N/ANone / French ImmersionLouise Arbour French Immersion PS(formerly Sir George Ross SS)-Conversion and renovations.Re-opened as SK - 8 FI elementary school.SK - 8 FI program relocated from Huron Heights FI PS and Centennial Central PS.2014 September 1N/ANone / French ImmersionHuron Heights French Immersion PS2014 June 30SK - 8 FI program relocated to Louise Arbour FI PS.School closed and declared surplus. -N/ANone / French ImmersionCentennial Central PS2014 June 30(FI only)FI program to Louise Arbour FI PS (SK - 7 FI in 2014, Gr 8 FI remained to graduate)Remains JK - 8 regular track elementary school2014 September 12011-12 ARC 11B. Davison SS(formerly Thames SS)-Consolidation of Sir George Ross SS and Thames SSReconstituted as Secondary Vocational School for City of London (and portion of Middlesex)2014 September 12011-12 ARC 11Sir George Ross SS2014 June 30Gr 9 - 12 to B. Davison SSSchool closed and retained for future Board use.-2009-10 ARC 26University Heights PS-Expanded from JK - 6 to JK - 8Renovations.2013 September 12009-10 ARC 26Orchard Park PS- Addition and renovations. 2013 September 12009-10 ARC 26Sherwood Forest PS2013 June 30JK - 6 to Orchard Park PSSchool closed and declared surplus. 2013 September 12009-10 ARC 21Mary Wright PS2012 June 30 New JK - 8 elementary school 2013 September 1* Board approved, dependant upon MOE approvalLast.revised:2017.October.31 Page 32 of 51
Appendix BTVDSB School Closures, Consolidations and Openings (2006 to Present)Yearof ARCformationName of PupilAccommodationReview School NameOfficialClosure DateConsolidations / ActionsOpening /Start Date2009-10 ARC 21J.S. Buchanan French Immersion PS(formerly Southdale PS)-JK - 8 regular track to Mary Wright PSRe-opened as SK - 8 FI elementary school.SK - 8 FI program relocated from Colborne St. PS2013 September 12009-10 ARC 21Colborne Street PS2012 June 30JK - 8 regular track to Mary Wright PSSK - 8 FI program to J. S. Buchanan FI PSSchool closed and declared surplus.-2009-10 ARC 21North Meadows PS- Addition and renovations.2013 September 12009-10 ARC 19Emily Stowe PS(formerly Norwich District HS)-Conversion and renovations.Re-opened as JK - 8 elementary school.2012 September 12009-10 ARC 19Otterville PS2012 June 30JK - 8 to Emily Stowe PSSchool closed and declared surplus.-2009-10 ARC 19North Norwich PS2012 June 30JK - 8 to Emily Stowe PSSchool closed and declared surplus.-2009-10 ARC 19Norwich PS2012 June 30JK - 8 to Emily Stowe PSSchool closed and declared surplus.-2009-10 ARC 17Prince Charles PS- Addition and renovations. 2012 September 12009-10 ARC 17Sir Winston Churchill PS2012 June 30JK - 8 to Lord Nelson PS and Prince Charles PS.School closed and declared surplus.-2007-08 ARC 15June Rose Callwood PS(formerly Edward Street PS)-Expanded from JK - 6 to JK - 8Addition and renovations.2011 September 12007-08 ARC 15Balaclava Street PS2011 June 30JK - 6 to June Rose Callwood PSSchool closed and declared surplus. -N/ANone / French ImmersionRoch Carrier French Immersion PS(formerly Hillcrest PS - Woodstock)-SK - 8 FI program relocated from Tollgate PS.Re-opened as SK-8 FI elementary school.2011 September 1N/ANone / French ImmersionTollgate PS2011 June 30SK - 8 FI program relocated to Roch Carrier FI PS.School closed and retained for future Board use.-2007-08 ARC 14Hillcrest PS (Woodstock)2011 June 30JK - 8 to Winchester Street PS, Springbank PS and Northdale PS (Woodstock)School closed and retained for future Board use.-2007-08 ARC 14Winchester Street PS(formerly D. M. Sutherland PS)- Addition and renovations.2011 September 12007-08 ARC 13Westfield PS2011 June 30JK - 8 to Harrisfield PSSchool closed and declared surplus.-2007-08 ARC 13Laurie Hawkins PS- New JK - 8 elementary school 2011 September 12007-08 ARC 13Victory Memorial PS2011 June 30JK - 8 to Harrisfield PS and Royal Roads PSSchool closed and declared surplus.-2007-08 ARC 13Princess Elizabeth PS (Ingersoll) 2011 June 30JK - 8 to Laurie Hawkins PSSchool closed and declared surplus.-2007-08 ARC 13Royal Roads PS(formerly Princess Anne PS - Ingersoll)- Addition and renovations.2011 September 1* Board approved, dependant upon MOE approvalLast revised: 2017 October 31Page 33 of 51
Appendix BTVDSB School Closures, Consolidations and Openings (2006 to Present)Yearof ARCformationName of PupilAccommodationReview School NameOfficialClosure DateConsolidations / ActionsOpening /Start Date2007-08 ARC 13Harrisfield PS(formerly Harris Heights PS)- Addition and renovations.2011 September 12007-08 ARC 13Beachville PS2011 June 30JK - 8 to Central PS (Woodstock) and Laurie Hawkins PSSchool closed and declared surplus.-N/ANone / French ImmersionWest Oaks French Immersion PS(formerly Westdale PS)- Re-opened as SK - 6 FI elementary school. 2011 September 12007-08 ARC 12Westdale PS2011 June 30JK - 6 to Riverside PSSchool closed and retained for future Board use.-2006-07ARC 10(London 2)M.B. McEachren PS2010 June 30JK - 8 to Lambeth PSSchool closed and declared surplus.-2006-07ARC 10(London 2)Lambeth PS(formerly A.E. Duffield PS)- Addition and renovations. 2010 September 12006-07 ARC 9 (Oxford 1)Sweaburg PS2009 June 30JK - 8 to East Oxford PSSchool closed and declared surplus.-2006-07 ARC 8 (London 3)Manor & Highland Park PS2010 June 30JK - 8 to Woodland Heights PSSchool closed and declared surplus.-2006-07 ARC 8 (London 3)Brick Street PS2010 June 30JK - 8 to Woodland Heights PSSchool closed and declared surplus.-2006-07 ARC 7 (Oxford 2)Blenheim Central PS-New JK - 8 Public School Built on Drumbo school site2009 September 012006-07 ARC 7 (Oxford 2)Princeton Central PS2009 June 30JK - 8 to Blenheim Central PSSchool closed and declared surplus.-2006-07 ARC 7 (Oxford 2)Drumbo Central PS2009 June 30JK - 8 to Blenheim Central PSSchool closed and demolished-2006-07ARC 6(Middlesex 2)West Nissouri PS- New JK - 8 elementary school 2009 September 12006-07ARC 6(Middlesex 2)Plover Mills PS2009 June 30JK - 8 to West Nissouri PSSchool closed and declared surplus.-2006-07ARC 6(Middlesex 2)Leesboro Central PS2009 June 30JK - 8 to West Nissouri PSSchool closed and declared surplus.-2006-07ARC 6(Middlesex 2)Prince Andrew PS2009 June 30JK - 8 to Wilberforce PS, West Nissouri PS and Centennial Central PSSchool closed and declared surplus.-2006-07ARC 6(Middlesex 2)Wilberforce PS- New JK - 8 elementary school 2009 September 12006-07ARC 6(Middlesex 2)Lucan PS2009 June 30JK - 8 to Wilberforce PSSchool closed and declared surplus.-2006-07ARC 6(Middlesex 2)Biddulph Central PS2009 June 30JK - 8 to Wilberforce PSSchool closed and declared surplus.-* Board approved, dependant upon MOE approvalLast revised: 2017 October 31Page 34 of 51
Appendix BTVDSB School Closures, Consolidations and Openings (2006 to Present)Yearof ARCformationName of PupilAccommodationReview School NameOfficialClosure DateConsolidations / ActionsOpening /Start Date2006-07 ARC 5 (Elgin 2)Pierre Elliott Trudeau French Immersion PS(formerly Homedale Senior PS)-Addition and renovations.Re-opened as SK - 8 FI elementary school.2010 September 12006-07 ARC 5 (Elgin 2)Homedale Senior PS2009 June 30Gr 7 - 8 to Forest Park PS, John Wise PS and Mitchell Hepburn PS.-2006-07 ARC 5 (Elgin 2)Wellington Street PS2009 June 30SK - 5 to Pierre Elliott Trudeau FI PSSchool closed and declared surplus.-2006-07 ARC 4 (Oxford 4)Norwich District HS2010 June 30Gr 9 - 12 to College Avenue SS and Glendale HS.School closed and retained for future Board use.-2006-07 ARC 4 (Oxford 4)Glendale HS- Expanded from Gr 10 - 12 to Gr 9 - 12. 2010 September 12006-07 ARC 4 (Oxford 4)Annandale PS(formerly Annandale PS & HS)2010 June 30(Secondary only)Remains Gr 7 - 8 elementary schoolGrade 9 to Glendale HS 2010 September 12006-07ARC 3(Middlesex 1)Caradoc PS(formerly Caradoc Central PS)- Addition and renovations.2010 September 12006-07ARC 3(Middlesex 1)Caradoc South PS2010 June 30JK - 8 to Caradoc PS (formerly Caradoc Central PS) and Ekcoe Central PSSchool closed and declared surplus.-2006-07ARC 3(Middlesex 1)Metcalfe Central PS2010 June 30JK - 8 to Adelaide - W. G. MacDonald PS, Caradoc North PS and Ekcoe Central PSSchool closed and declared surplus.-2006-07 ARC 2 (London 1)Stoney Creek PS- New JK - 8 elementary school2009 September 12006-07 ARC 2 (London 1)Northdale PS (London)2010 June 30JK - 8 to Northridge PS and Stoney Creek PSSchool closed and declared surplus.-2006-07 ARC 1 (Elgin 1)John Wise PS- New JK - 8 elementary school 2009 September 12006-07 ARC 1 (Elgin 1)Scott Street PS2011 June 302009: JK - 8 to John Wise PS (area south of Talbot)2011: JK - 8 to June Rose Callwood PS (remaining)School closed and declared surplus.-2006-07 ARC 1 (Elgin 1)Myrtle Street PS2009 June 30JK - 6 to John Wise PSSchool closed and declared surplus.-2006-07 ARC 1 (Elgin 1)Elmdale PS2009 June 30JK - 6 to John Wise PSSchool closed and declared surplus.-N/A NoneMitchell Hepburn PS- New JK - 8 elementary school 2008 September 1* Board approved, dependant upon MOE approvalLast revised: 2017 October 31Page 35 of 51
Appendix C.1
School
Year Enrolment Change % Change Enrolment Change % Change
1999-00 53,509.50
-12.00 -0.02%
2000-01 53,497.50
-111.00 -0.21%
2001-02 53,386.50
-370.00 -0.69%
2002-03 53,016.50
-719.00 -1.36%
2003-04 52,297.50
-1368.00 -2.62%
2004-05 50,929.50
-871.50 -1.71%
2005-06 50,058.00
-1333.00 -2.66%
2006-07 48,725.00
-961.50 -1.97%
2007-08 47,763.50
-1129.71 -2.37%
2008-09 46,633.79
-977.76 -2.10%
2009-10 45,656.03
-185.24 -0.41%
2010-11 45,470.79 46,139.59
8.47 0.02%399.17 0.87%
2011-12 45,479.26 46,538.76
13.24 0.03%1,473.24 3.17%
2012-13 45,492.50 48,012.00
184.00 0.40%1,279.00 2.66%
2013-14 45,676.50 49,291.00
1,707.00 3.46%
2014-15* 50,998.00 50,998.00
-138.88 -0.27%-138.88 -0.27%
2015-16 50,859.12 50,859.12
1173.99 2.31%1,173.99 2.31%
2016-17 52,033.11 52,033.11
1813.89 3.49%1,813.89 3.49%
2017-18 53,847.00 53,847.00
1132.00 2.10%1,132.00 2.10%
2018-19 54,979.00 54,979.00
1150.00 2.09%1,150.00 2.09%
2019-20 56,129.00 56,129.00
724.00 1.29%724.00 1.29%
2020-21 56,853.00 56,853.00
297.00 0.52%297.00 0.52%
2021-22 57,150.00 57,150.00
Total % Change 6.80%
(1999 to 2021)
Elementary FTE October 31 Elementary FTE Enrolment Adjusted for FDK
Note: Enrolment numbers are based on Trillium extracts for October 31st of each year and are not audited.
* Elementary FTE calculations starting in 2014-15 as per Ministry of Education Memo 2014:SB19 to reflect the elimination of
half-time register as a result of the full implementation of Full Day Kindergarten
Thames Valley District School Board
Elementary Actual & Projected October 31 FTE
Student Enrolment Change 1999-00 to 2021-22
Page 36 of 51
Appendix C.2
School FTE
Year Enrolment Change % Change
1999-00 28,279.57
-85.64 -0.30%
2000-01 28,193.93
-377.88 -1.34%
2001-02 27,816.05
-315.86 -1.14%
2002-03 27,500.19
-1054.54 -3.83%
2003-04 26,445.65
161.91 0.61%
2004-05 26,607.56
103.34 0.39%
2005-06 26,710.90
55.10 0.21%
2006-07 26,766.00
-36.53 -0.14%
2007-08 26,729.47
-435.36 -1.63%
2008-09 26,294.11
-66.49 -0.25%
2009-10 26,227.62
-630.51 -2.40%
2010-11 25,597.11
-537.73 -2.10%
2011-12 25,059.38
-436.10 -1.74%
2012-13 24,623.28
-932.44 -3.79%
2013-14 23,690.84
-701.56 -2.96%
2014-15 22,989.28
-205.26 -0.89%
2015-16 22,784.02
139.95 0.61%
2016-17 22,923.97
34.20 0.15%
2017-18 22,958.17
468.14 2.04%
2018-19 23,426.31
123.74 0.53%
2019-20 23,550.05
516.24 2.19%
2020-21 24,066.29
681.58 2.83%
2021-22 24,747.87
Total Change 1999-2021 -3,531.70 -12.49%
Note: Enrolment numbers are based on Trillium extracts for October 31st of each year and are not audited.
Secondary FTE October 31
Thames Valley District School Board
Secondary Actual & Projected October 31 FTE
Page 37 of 51
Appendix C.3
Year Elementary Secondary Total
Actual
1999-2000 53,509.50 28,279.57 81,789.07
2000-2001 53,497.50 28,193.93 81,691.43
2001-2002 53,386.50 27,816.05 81,202.55
2002-2003 53,016.50 27,500.19 80,516.69
2003-2004 52,297.50 26,445.65 78,743.15
2004-2005 50,929.50 26,607.56 77,537.06
2005-2006 50,058.00 26,710.90 76,768.90
2006-2007 48,725.00 26,766.00 75,491.00
2007-2008 47,763.50 26,729.47 74,492.97
2008-2009 46,633.79 26,294.11 72,927.90
2009-2010 45,656.03 26,227.62 71,883.65
2010-2011 45,470.79 25,597.11 71,067.90
2011-2012 45,479.26 25,059.38 70,538.64
2012-2013 45,492.50 24,623.28 70,115.78
2013-2014 45,676.50 23,690.84 69,367.34
2014-2015*50,998.00 22,989.28 73,987.28
2015-2016 50,859.12 22,784.02 73,643.14
2016-2017 52,033.11 22,923.97 74,957.08
2017-2018 53,847.00 22,958.17 76,805.17
Projected
2018-2019 54,979.00 23,426.31 78,405.31
2019-2020 56,129.00 23,550.05 79,679.05
2020-2021 56,853.00 24,066.29 80,919.29
2021-2022 57,150.00 24,747.87 81,897.87
FTE (Full Time Equivalent)
* Elementary FTE calculations starting in 2014-15 as per Ministry of Education
Memo 2014:SB19 to reflect the elimination of half-time register as a result of the
full implementation of Full Day Kindergarten
Thames Valley District School Board
System Actual & Projected October 31 FTE Enrolment
Page 38 of 51
Appendix D
TVDSB Board Approved Holding Zones
2015-16 2016-17 2017-18 2018-19 2022-23 2026-27
Elementary
Byron HZ Byron Somerset PS < 9 < 9 17 38 266 372 New School Byron
Fox Hollow HZ Centennial Central PS 132 199
2017-18 Accommodated at
Arthur Currie PS
North Woodstock HZ Central PS 0 <9 <9 <9 58 83 New North Woodstock PS
Highbury North HZ Chippewa PS 0 0
2017-18 Accommodated at
Cedar Hollow PS
Summerside HZ Fairmont PS 131 129 122 107
2019-20 - New Southeast London PS -
Pending MOE funding
Highlands HZ Mountsfield PS 125 116 113 108 96 111 Future Attendance Area Review
Southeast St. Thomas HZ Port Stanley PS 0 <9 10 28
2020-21 - New Southeast St. Thomas -
Pending MOE funding
Summerside HZ Princess Elizabeth PS 56 75 88 108
2019-20 - New Southeast London PS -
Pending MOE funding
Colonel Talbot HZ Rick Hansen PS 000052104New Southwest London PS 2
Fox Hollow HZ Ryerson PS 0 0 17 31 142 248 New Northwest PS - Foxhollow 2
Sunningdale HZ Ryerson PS 16 23 33 34 52 63 Attendance area Review Required
Bostwick HZ Sir Isaac Brock PS 73 128 158 182 265 275 New Southwest London PS
Kipps Lane HZ Sir JA Macdonald PS 199 217 234 243 253 252 Future Attendance Area Review
Sunningdale East HZ (east) Stoneybrook PS < 9 13
2017-18 Accommodated at
Cedar Hollow PS
Sunningdale East HZ (west) Stoneybrook PS < 9 0
2017-18 Accommodated at
Cedar Hollow PS
Summerside HZ Tweedsmuir PS 86 78 81 78
2019-20 - New Southeast London PS -
Pending MOE funding
West Ilderton HZ Valleyview Central PS 0 <9 <9 <9 59 71
Future Pupil Accommodation Review
Study
East Ilderton HZ Valleyview Central PS 0 0 0 <9 41 75
Future Pupil Accommodation Review
Study
Southdale HZ Victoria PS 37 36 41 48 47 50 Future Attendance Area Review
Highlands HZ Victoria PS 50 43 37 32 31 29 Future Attendance Area Review
Talbot Village Phase 2 HZ W. Sherwood Fox PS 0 0 0 <9 81 131 New Southwest London PS
Longwoods HZ White Oaks PS 113 124 137 154 194 203 Future Attendance Area Review
Southwest London HZ White Oaks PS 0 <9 <9 16 163 281
New Southwest London PS/ New
Southwest London PS 2
Fox Hollow Central HZ
(south)Wilfrid Jury PS < 9 30
2017-18 Accommodated at Arthur
Currie PS
Fox Hollow Central HZ
(north)Wilfrid Jury PS < 9 <9
2017-18 Accommodated at Arthur
Currie PS
Springbank HZ Winchester Street PS 0 <9 13 28 87 109
Future Attendance Area Review -
Addition Springbank PS
Secondary
Longwoods HZ Westminster SS 30 19 20 17 15 18
Future Pupil Accommodation Review
Study
Historical Students
Holding Zone
Projected Students
Holding School Planned Accommodation
Page 39 of 51
0
100
200
300
400
500
600
700
800
900
StudentsSchool Year
Parkview PS
Capacity Holding New Development Existing Community Historical Community
PROPOSED NEW KILWORTH HOLDING ZONE
Residential Growth
Parkview PS illustrates the dilemma of uneven distribution of students between rural and urban areas and
the process that is required to keep sustainable student accommodation a priority for the TVDSB.
Residential development has caused increases in the student enrolment over the past 10 years. From
2006 to 2016 Parkview PS’s FTE (full time equivalent) has grown by 184 students. As new development
plans are circulated, it becomes increasingly important to plan for appropriate accommodation for
students in the area.
Situated in Komoka, Parkview PS was originally built in 1964, with additions in 1966, 1969, 2003 and
2014. In 2003, the TVDSB received Accommodation Pressure funding to build a five classroom /
gymnasium addition. In 2014, an additional 274 pupil places were constructed through an addition and
renovations due to accommodation pressure funded by Capital Priorities and Full Day Kindergarten
initiatives. Parkview PS currently has an OTG (On-The-Ground) capacity of 602 with 2 portables on site.
As of 2017 October 31, Parkview PS enrolment was 636 with a utilization of 106%.
Enrolment and Capacity
The following graph shows the enrolment versus capacity of Parkview PS with the projected students
from residential growth in the attendance area.
Appendix E.1
Page 40 of 51
Residen
Figure 1.1
subdivisio
combined
As these
accommo
classroom
that the co
As a temp
the undev
as the Ho
FIGURE 5
tial Develop
1 shows the re
ons circulated
d developmen
plans become
odation pressu
ms, as well as
ommunity wil
porary solutio
veloped subdi
olding School.
5.1.1
pment Map
esidential gro
which is 39T
nts with a mix
e registered,
ure for Parkvi
site pressure
l eventually re
n, Senior Adm
ivisions of 39T
owth in the att
T-MC1301 and
of single fam
the student y
ew PS result
e with parking
equire two sc
ministration re
T-MC1301 an
tendance area
d 39T-MC090
mily and mediu
ields are expe
ing in inadequ
g and bus dro
hools to acco
ecommends t
nd 39T-MC09
a of Parkview
02. Over 100
um density dw
ected to incre
uate program
op off. As a re
ommodate fut
the creation o
902, and desig
w PS, includin
00 units are ex
wellings.
ease. This wi
m space and th
esult, the Boar
ture growth.
of the Kilworth
gnating Delaw
ng two main
xpected from
ill cause
he use of por
rd is expectin
h Holding Zon
ware Central
the
rtable
ng
ne for
PS
Appendix E.1
Page 41 of 51
Designa
The follow
from pend
As illustra
throughou
Attendan
ation of Hold
wing is a revie
ding developm
ated in the atte
ut Middlesex C
nce Areas o
ding Zones
ew of possible
ment in Kilwor
endance area
County and th
of Surround
e solutions for
rth. This ana
a map below,
he City of Lon
ding School
r the viable ac
lysis includes
the schools s
ndon.
ls
ccommodatio
s a detailed re
surrounding K
on of expected
eview of neigh
Kilworth are w
d student yiel
hbouring scho
widespread
lds
ools.
Appendix E.1
Page 42 of 51
The table
and projec
meet the c
schools s
PS has al
Enrolme
Atte
Schools wi
Byron Nort
Byron Sout
Caradoc P
Delaware
John Dearn
Oxbow PS
Parkview P
Valleyview
Current Bo
West Ildert
(at Valleyvi
East Ilderto
(at Valleyvi
Notes:
1 Enrolmen
As the En
Valleyview
Delaware
Analysis
Valleyvie
below provid
cted enrolme
criteria requir
urrounding Pa
so been prov
ent and Cap
ndance Area
thin Study Area
thview PS
thwood PS
S
Central PS
ness PS
PS
Central PS
oard Approved Ho
ton Holding Zone
view Central PS)
on Holding Zone
view Central PS)
nt projections incl
nrolment and C
w Central PS
Central PS h
s of Potentia
ew Central
des a summar
nt and OTG.
red to hold stu
arkview PS a
vided in the ta
pacity Summ
OTG
452
570
424
259
248
501
602
245
olding Zones
e -
-
lude developmen
Capacity Sum
have the cap
has the greate
al Holding S
and Carado
ry of the pote
Schools high
udents from th
re currently o
able below.
mary
201
Enrolment P
C
554
548
358
143
249
560
636
177
<9
-
nt
mmary table il
pacity to acco
est empty pup
Schools
oc PS’s - En
ntial holding s
hlighted in the
he areas of d
over capacity.
17 - 2018
Percent
Capacity
Spac
(+/-
123% -102
96% 22
84% 66
55% 116
100% -1
112% -59
106% -34
72% 68
- -
- -
llustrates only
mmodate gro
pil places of th
nrolment an
schools surro
e Enrolment a
evelopment.
The distanc
ces
-)
Portable /
Portapaks
2 6
0
6 0
6 0
1
9 4
4 2
8 0
-
-
y Caradoc PS
owth from the
he three scho
nd Capacity
ounding Kilwo
and Capacity
As indicated,
ce from each s
Projected
/
s
2018-
2019
551
540
364
123
248
554
659
201
9
9
S, Delaware C
Kilworth sub
ools.
y Graphs – S
orth with curre
Summary tab
the majority
school to Par
d Enrolment1
2021-
2022
2026-
2027
504 462
483 399
382 416
98 74
264 297
544 496
749 855
262 300
51 51
34 75
Central PS an
divisions.
Status Quo
ent
ble
of
rkview Distance From Parkview PS (km) -
20
0
11
6
7
10
11
11
nd
Appendix E.1
Page 43 of 51
VALLEYV
Within the
2016 Cen
enrolment
a current
accommo
be filled b
CARADO
The curre
residentia
JK are ex
2000-201
accommo
area.
Delawar
DELAWA
The curre
data the s
been strug
at 51% ca
from the t
solution fo
VIEW CENTR
e current atten
nsus data, the
t has declined
holding schoo
odate holding
by the existing
OC PS
ent attendance
al units circula
pected to fluc
3 and had de
odate potentia
re Central P
ARE CENTRA
ent attendance
students in are
ggling with low
apacity and ha
wo subdivisio
or the pending
RAL PS
ndance area t
e number of st
d steadily from
ol for the new
students. As
g Ilderton Hold
e area, surrou
ated. Accordi
ctuate and inc
eclined slightly
al students fro
S - Enrolme
AL PS
e area has ve
ea entering J
w enrolment w
as 127 empty
ons in Kilworth
g accommoda
there are very
tudents in are
m 2000-2006
w residential s
indicated in t
ding Zone stu
unded by the
ng to the 201
crease slightly
y until this yea
om the new re
ent and Cap
ery few new re
K are expecte
with under 20
y pupil spaces
h can be acco
ation pressure
y few new res
ea entering JK
and remaine
subdivisions in
the enrolment
udents identifi
growth area o
6 Census da
y. The schoo
ar (2017-18).
esidential dev
pacity Grap
esidential unit
ed to fluctuate
00 students e
s. As shown
ommodated a
e at Parkview
sidential units
K is expected
ed relatively st
n Ilderton, any
t and capacity
ied in green.
of Mount Bryd
ta, student co
ol’s enrolment
Any excess
velopment wit
phs – Status
ts circulated.
e with minor d
nrolled since
in the graphs
at Delaware C
w PS.
s circulated. A
d to decrease
table. Valleyv
y excess spa
y graph abov
dges, has jus
ounts in area
t has increase
s space is req
thin the schoo
s Quo and S
According to
decreases. T
2005. The s
s above the p
Central PS as
According to t
. The school’
view Central P
ce is required
e, the school
st under 400 n
that are ente
ed steadily sin
quired to
ol’s attendanc
Scenario
o the 2016 Ce
The school ha
school is oper
projected stud
s an interim
the
’s
PS is
d to
will
new
ring
nce
ce
ensus
as
rating
dents
Appendix E.1
Page 44 of 51
Holding School Criteria Analysis
Potential Holding School - Criteria Analysis
School Name Caradoc PS Delaware
Central PS
Valleyview
Central PS
Program
Suitable program space Yes Yes Yes
Building
Washroom capacity Yes Yes Yes
Site
Proximity to Holding Zone 11 km 6 km 11 km
Accommodation of bus loading/unloading Yes Yes Yes
Student drop off/ pick up facility Yes Yes Yes
Suitable site area Yes Yes Yes
Adequate parking Yes Yes Yes
While all three schools appear to be possible options to accommodate the Holding students, Delaware
Central PS is within the closest proximity. Valleyview Central PS is already a Holding School for the
Ilderton Holding Zones and could not accommodate both the existing community and two holding zones.
The capacity currently available at Caradoc PS will be needed for upcoming residential development.
Summary - Designation of Holding Zones
As illustrated in the table and map above, the existing elementary schools surrounding the residential
development in Kilworth are geographically widespread with the majority of schools currently
experiencing enrolment pressure. Delaware Central PS, as shown in the graphs above, is a rural school
currently facing challenges due to declining enrolment. The new residential development would provide
an opportunity for the viability of this school as the students from the new subdivision would increase
enrolment.
The designation of Delaware Central PS as a Holding School for the proposed Kilworth Holding Zone not
only protects Parkview PS from the effects of overcapacity issues but also maintains program viability at
Delaware Central PS thereby creating more sustainable enrolment numbers for both schools. Delaware
Central PS has available space to accommodate the new developments and is located approximately 6
kms away.
Appendix E.1
Page 45 of 51
0
100
200
300
400
500
600
700
800
900
1000
StudentsSchool Year
New Southeast London PS
Capacity New Development Existing Community
PROPOSED NEW SOUTHEAST LONDON HOLDING ZONE
Residential Growth
The proposed Southeast London PS is expected to open September 2019 following the Board decision of
EPAR-02. The Board has not yet received Ministry Capital Funding for the building of the school,
although the site located on Meadowgate Blvd is the property of the TVDSB. Within the Southeast
London PS attendance area many new subdivision plans have been circulated. The existing students,
residential development approved and under construction in addition to the possibility of a higher Board
share at the proposed New Southeast London PS will cause accommodation pressure soon after
opening.
Current Board share of students in the Summerside community by Holding Zone:
Holding School
Current
Enrolment
(Oct 31
2016)
Census
2016 (4-13
yr olds)
Current Board
Share
Enrolment vs
Census
Enrolment at
50 % Board
Share
Enrolment at
75 % Board
Share
Fairmont PS 129 305 42% 152.5 228.75
Princess Elizabeth PS 75 242 31% 121 181.5
Tweedsmuir PS 78 255 31% 127.5 191.25
TOTALS 282 802 35% 401.0 601.5
Enrolment and Capacity
The following graph shows the enrolment versus capacity of the proposed New Southeast London PS
with the projected students from new residential growth within the attendance area.
Appendix E.2
Page 46 of 51
Residentia
Figure 1.2
PS. Three
are 39T-06
39T-17502
mix of sing
included w
As these p
pressure fo
as inadequ
schools to
As an inter
subdivision
Wilson PS
FIGURE 5.
al Developmen
shows the resi
e large subdivis
6507 (Parker S
2 (Hajjar Subdiv
gle family, medi
within the Parke
lans become re
or proposed Ne
uate program s
accommodate
rim solution, Se
ns of 39T-0650
S.
.1.2
nt Map
idential growth
sion application
ubdivision), 39
vision). Over 2
ium density an
er subdivision p
egistered the s
ew Southeast P
pace. As a res
future growth.
enior Administr
7, 39T-13502,
within the app
ns are located w
9T-13502 (Old V
2300 residentia
d high density
plan.
student yields a
PS including th
ult the Board is
The TVDSB h
ration recomme
39T-15505, 39
proved attendan
within Westmin
Victoria East S
al units are exp
units. A schoo
are expected to
e use of portab
s expecting tha
has requested
ends the creatio
9CD-17501 and
nce area of the
nster Central PS
Subdivision) and
ected from the
ol block for a se
o increase and
bles, issues wit
at the commun
a school block
on of a Holding
d 39T-17502 a
e proposed New
S’s current atte
d 39T-15505, 3
e combined 3 d
econd element
cause further a
th parking and
ity will eventua
k within the sub
g Zone for the
and be designa
w Southeast Lo
endance area w
39CD-17501 a
evelopments w
tary school has
accommodatio
bus drop off as
ally require two
bdivision plan.
undeveloped
ated to Nicholas
ondon
which
nd
with a
s been
on
s well
s
Appendix E.2
Page 47 of 51
Designa
The follow
developm
neighbour
Attendan
ation of Hold
wing review of
ment in Southe
ring schools.
nce Areas o
ding Zones
f possible inte
east London i
The approved
of Surround
erim accomm
s outlined be
d Southeast L
ding School
odation of ex
low. This ana
London PS at
ls
xpected stude
alysis include
ttendance are
ent yields from
es a detailed r
ea is outlined
m pending
review of
in red.
Appendix E.2
Page 48 of 51
Enrolme
The table
developm
Schools h
temporari
each scho
Atten
Schools wi
Arthur Strin
Bonaventu
C.C. Carro
Glen Cairn
John P Ro
Lord Nelso
Nicholas W
Princess E
Wilton Gro
Notes:
1 Enrolmen
As the En
have the c
Analysis
Arthur S
ent and Cap
below provid
ment with curre
highlighted in
ly accommod
ool to the inte
ndance Area
thin Study Area
nger PS
re Meadows PS
others PS
PS
barts PS
on PS
Wilson PS
Elizabeth PS
ve PS
nt projections incl
nrolment and C
capacity to ac
s of Schools
Stringer PS
pacity Summ
des a summar
ent and projec
the Enrolmen
date students
rsection of Co
OTG1
381
518
492
685
677
619
420
746
461
lude developmen
Capacity Sum
ccommodate
s
- Enrolmen
mary
ry of the pote
cted enrolme
nt and Capaci
from the area
ommissioners
201
Enrolment P
C
256
407
415
568
537
539
229
766
393
nt
mmary table il
growth from t
t and Capac
ntial holding s
nt as well as
ity Summary
a of developm
s Rd and Jac
7 - 2018
Percent
Capacity
Spac
(+/-
67% 125
79% 111
84% 77
83% 117
79% 140
87% 80
55% 191
103% -20
85% 68
llustrates only
the Southeas
city Graphs
schools surro
the On the G
table demons
ment. Please
ckson Rd as id
ces
-)
Portable /
Portapaks
5 0
1 0
7 0
7 0
0 0
0 0
1 0
0 2
8 0
y Arthur String
st London sub
s – Status Q
ounding the pe
Ground Capac
strate the crite
also note the
dentified in th
Projected
/
s
2018-
2019
244
406
406
568
542
501
221
818
391
ger PS and N
bdivisions.
Quo and Sce
ending reside
city (OTG).
eria required
distance from
he table below
d Enrolment1
2021-
2022
2026-
2027
228 232
380 353
402 414
544 527
549 577
447 379
209 193
1073 1269
381 396
Nicholas Wilso
enario
ential
to
m
w. Distance From Commissioners Rd & Jackson Rd (km) -
6
8.5
3.5
3.7
8
8
7
5
6
on PS
Appendix E.2
Page 49 of 51
ARTHUR
The curre
data the n
18) the Bo
remained
and out of
proposed
Nicholas
NICHOLA
The curre
data the n
enrolment
have avai
Holding
Schoo
Progra
Suit
Buildin
Was
Site
Pro
Acc
Stud
Suit
Ade
STRINGER
ent attendance
number of stu
oard share of
relatively sta
f the area. O
subdivision p
s Wilson PS
AS WILSON P
ent attendance
number of stu
t has steadily
lable space to
School Crit
ol Name
am
table program
ng
shroom capa
ximity to Hold
commodation
dent drop off/
table site area
equate parkin
PS
e area has no
dents in the a
f JK students
ble over the p
verall the sch
plans.
S - Enrolme
PS
e area has no
dents in the a
y declined from
o accommoda
teria Analys
Poten
m space
city
ding Zone
of bus loadin
/ pick up facili
a
g
o active reside
area entering
at Arthur Stri
past 10 years
hool would ha
nt and Capa
o active reside
area entering
m 2000-2014
ate students f
sis
ntial Holding
ng/unloading
ity
ential develop
into JK is exp
nger PS incre
s with small in
ave available s
acity Graph
ential develop
JK is expecte
and since re
from the prop
School - Cri
pment plans.
pected to incr
eased by 22%
ncreases and
space to acco
hs – Status
pment plans.
ed to decreas
mained stable
posed subdivi
iteria Analys
Nichol
Wilson
Yes
Yes
7 km
Yes
Yes
Yes
Yes
According to
rease slightly
%. The schoo
decreases as
ommodate st
Quo and Sc
According to
se slightly. Th
e. Overall the
sions.
sis
as
PS S
m
o the 2016 Ce
y. This year (2
ol’s enrolment
s families mo
udents from t
cenario
o the 2016 Ce
he school’s
e school wou
Arthur
Stringer PS
Yes
Yes
6 km
Yes
Yes
Yes
Yes
ensus
2017-
t has
ove in
the
ensus
ld
Appendix E.2
Page 50 of 51
While both schools share the same original building layout, Arthur Stringer PS has three developmental
education classes located at the school. Allowing some space in the school for both developmental and
existing English track population would be preferable. Nicholas Wilson PS has the most space of
available to accommodate additional students.
Summary - Designation of Holding Zones
With the exception of Arthur Stringer PS (at 67% utilization) and Nicholas Wilson PS (at 55% utilization),
the schools surrounding the residential development in southeast London are near 80% or greater
utilization, as identified by the Enrolment and Capacity Summary table. Nicholas Wilson PS is the
preferred option as a Holding School as it has the most space of available to accommodate additional
students.
Nicholas Wilson PS, as shown in the enrolment graphs is an urban school which is now and will soon be
facing the further effects of declining enrolment. The additional resources directed to schools with low
enrolment, in order to maintain a standard of programming, create a dilution of resources to the system
as a whole. The influx of new development students would provide an opportunity for the viability of this
school as the additional students from the new subdivisions would help to offset declining enrolment of
the existing community and would help to improve funding and resources until the Board can address the
accommodation issues in this area of London.
The designation of Nicholas Wilson PS as a Holding School for the proposed Southeast London Holding
Zones not only projects the New Southeast London PS from the effects of overcapacity issues but will
maintain program viability at Nicholas Wilson PS, thereby creating sustainable and harmonized enrolment
numbers for both schools.
Appendix E.2
Page 51 of 51
REPORT OF THE FIRST NATIONS ADVISORY COMMITTEE (FNAC) MEETING
2017 October 17
3:00 p.m. to 4:23 p.m.
MEMBERS ADMINISTRATION AND OTHERS
P. Schuyler, Chair P. McKenzie, Superintendent of Student Achievement
B. McKinnon, Trustee B. Nielsen, FNMI Learning Supervisor
A. Morell, Trustee R. Tisdale, Trustee
F. Huff, Chippewas of the Thames M. Reid, Trustee
B. Summers, Oneida Nation of the Thames S. McGahey-Albert, FNMI Education Advisor
O. Correia, Munsee-Delaware Nation M. Ferdinand, Coordinator of School Counsel
S. Smith, Oneida Nation of the Thames D. Clarke, Principal S.D. C.I.
M. Fisher, Munsee-Delaware Nation M. Deeb, Principal H.B. Beal S.S. (-3:32)
M. McGibbon, Vice-Principal, Beal SS
V. Jones, Vice-Principal B. Davison S.S.
REGRETS S. Chams, Vice-Principal Saunders S.S.
B. Antone, Oneida Nation of the Thames L. Williams, Principal Lambeth P.S. (+3:37)
D. Grosbeck, Chippewas of the Thames I. Arneil, Teacher (-3:32)
B. Keast, Corporate Services
T. Kennedy, Student Trustee
N. Lavdas, Student Trustee
1. CALL TO ORDER
The meeting convened at 3:08 p.m. at H. B. Beal Secondary School.
2. APPROVAL OF AGENDA
The agenda was approved on motion.
3. CONFLICTS OF INTEREST – none declared
4. REPORT OF MEETING- 2017 September 19 – provided for information.
5. BUSINESS ARISING FROM MINUTES - none
6. PROGRAM SPOTLIGHT
a. Introduction Indigenous Student Trustee
P. McKenzie introduced Indigenous Student Trustee T. Kennedy and shared information
regarding the election process and the number of candidates.
S. McGahey-Albert encouraged committee members to watch the Student Trustee election video
available on the TVDSB website noting many students were eager to participate in the election.
The significance of the stand-up election was highlighted. S. McGahey-Albert encourages the use
of a stand-up election process for future election votes.
Trustee Kennedy shared his vision of how he will represent Indigenous Students and First
Nations Communities in his role.
An open invitation was extended to Trustee Kennedy to attend future meetings and to share
information. It was noted he will have the full support of the committee, Administration and
Trustees.
b. AYEP Financial Literacy Program
P. McKenzie invited M. Deeb to share the presentation on the Aboriginal Youth Entrepreneurship
Program. Joining the meeting was M. McGibbon and I. Arneil.
I. Arneil described the Aboriginal Youth Entrepreneurship Program noting the benefits to
Indigenous Students.
P. McKenzie reported students have emphasised the importance of learning financial literacy and
life skills. These program enhancements, and many others, are made possible through ReThink
Secondary Learning.
7. LEARNING SUPPORT SERVICES UPDATE
a. Board Action Plan (BAP) Updates
P. McKenzie reported a number of meetings with community representatives and N’Amerand
have taken place since June.
B. Nielsen extended his appreciation to S. McGahey-Albert and S. Sanders for their leadership
with the Board Action Plan.
P. McKenzie described the process of preparing the Board Action Plan for submission to the
Ministry.
b. Curriculum Revisions
S. McGahey-Albert reported significant changes were made to the curriculum with regards to
content for grades 1-4, 7-8 and grade 10 History. The draft curriculum will be available in
December with the final version completed in January.
Discussion considered the importance of providing age appropriate resources and support for
staff as the new curriculum is rolled out.
B. Nielsen reported some teachers have received training in Reframing Our Responses, and this
training will continued to be offered. This training may also be relevant for FNMI teaching staff in
support of the new curriculum.
c. FNMI Education Association of Ontario Conference, Oct 28 and 29
S. McGahey-Albert reported H. B. Beal Secondary School will host the FNMI Education
Association of Ontario Conference on October 28-29.
Information about the conference was provided.
8. SCHOOL COUNSELLING AND SOCIAL WORK SERVICES UPDATE (Standing Item)
M. Ferdinand reported L. Doxtator was hired for the permanent FNMI Counsellor. L. Doxtator’s
primarily location is Delaware Public School.
M. Ferdinand noted FNMI Counsellors work in collaboration with School Support Counsellors and
provided information on the current caseload for FNMI Counsellors. Requests for support from
schools outside the primary caseloads are distributed on an itinerate basis.
9. PRINCIPALS’ UPDATE
a. Lambeth Public School
L. Williams shared information regarding an upcoming family event, with Delaware Central Public
school and Standing Stone, scheduled for 2017 October 26.
In addition, three Oneida students were elected to the First Nation Student Council and the Home
& School Association and School Council is working with the FNMI Counsellor to emphasize the
importance of Indigenous education and culture.
b. Delaware Central Public School – Reported under item #9a
c. B. Davison Secondary School
V. Jones reported two students attended the Indigenous Student Trustee election. It was noted
the students were excited following the election and are now planning a celebration.
d. H.B. Beal Secondary School
M. McGibbon reported progress reports were sent home and noted these reports are the starting
point for intervention for the SST Team. Parent teacher interviews are scheduled for 2017
October 25 from 6:00 p.m. - 8:00 p.m.
The strategy to emphasize course completion (8/8) was highlighted.
Appreciation was extended to C. Sanders for his approach and work with FNMI Students.
e. Saunders Secondary School
S. Chams referred to the written report provided to the committee (FNAC #1) and highlighted
Trustee Kennedy’s leadership at Saunders S.S. Additional upcoming events were noted.
K. Doxtator reported Treaty Recognition week is 2017 November 5-11.
f. Strathroy District Collegiate Institute
D. Clarke reported on the success of Orange Shirt Day and highlighted upcoming events. The
Parent Teacher Night is scheduled for 2017 October 25.
10. COMMUNITY UPDATE
a. Chippewas of the Thames First Nation - none
b. Oneida Nation of the Thames
B. Summers provided a summary of Oneida’s INAC report and suggested the following future
agenda items be considered: Data & Data Sharing and myBluePrint.
B. Summers highlighted the importance of Student Advocates in schools and their inclusion within
the school community.
B. summers reported the Student Advocates will attend a Special Education Conference
regarding student mental health & drug related addictions on 2017 October 25-25.
c. Munsee-Delaware Nation
O. Correia provided information on the creation of the First Nation School Board in Ontario. It was
reported twenty-three (23) Member Nations across Ontario will be represented in this board.
An invitation was extended to all Trustees to attend Munsee-Delaware Nation this school year.
O. Correia reported the Columbia clothing event will take place during the week of October 25.
This event provides each student with $300 to purchase winter clothing and equipment from
Columbia.
11. ADDITIONAL ITEMS
a. TVPIC Vacancy FNMI Indigenous Parent Representative
Trustee Tisdale reported there is currently a vacancy for an FNMI Indigenous Parent
Representative with the Thames Valley Parent Involvement Committee. Requests for additional
information can be forwarded to P. McKenzie.
b. Building and Strengthening School Councils
Trustee Tisdale invited School Council Chairs and Administrators to join the TVPIC 2017
November 8 event. A poster was distributed to schools and communities and is also available on
the TVDSB website.
12. FUTURE MEETING DATES
All meetings will start at 3:00 p.m.
Date Location
Tuesday, 2017 November 21 Oneida Nations of the Thames
Tuesday, 2018 January 16 Saunders Secondary School
Tuesday, 2018 February 20 Lambeth Public School
Tuesday, 2018 March 20 Delaware Central Public School
Tuesday, 2018 April 17 B. Davison Secondary School
Tuesday, 2018 May 15 Strathroy District Collegiate Institute
Tuesday, 2018 June 19 Munsee-Delaware Nation
13. ADJOURNMENT
The meeting adjourned at 4:23 p.m. by motion.
Recommendations: None
P. Schuyler
Committee Chair
Report to First Nations Advisory Council
Saunders Secondary School
October 17, 2017
September Report
Gr. 9 Orientation Week, Gr. 9 Family Night, First Nations Student Success Team, Orange Shirt Day,
League of Nations, Literacy Supports, Martin Family Initiative
TRANSITION MEETINGS AND TIME LINES
FNMI Student Success meeting to be held on October 10. Reports go home on October 5. One meeting
will be held after each reporting period. Community advocates have been made aware of the dates.
INITIATIVES TO SUPPORT STUDENTS IN THEIR LEARNING
Our Reading Program continues to support our FNMI students with peer reading, book talks and
activities specifically designed to build stronger literacy.
Students are organizing a book club to explore literature that reflects themes and ideas relevant to them.
Suggested book: The Absolutely True Diary of a Part-Time Indian, Sherman Alexie
In Kerry Day’s new Grade 12 Reading course (IDC 4U1), the students are Reading Coaches and their
final project is to create a literacy project for the school. Kerry is interested in projects that will purposefully
target the reading strengths of our FNMI students.
The Martin Family Initiative will be supported by teacher Portia Clermont. Geoff Hiscox, as the Head of
Business, expressed interest in collaborating with the program / KPMG to help make students aware of
resources and courses for study at Saunders. Five students have signed up so far.
CULTURAL INITIATIVES
Orange Shirt Day was well attended with the auditorium almost full. Guest speakers (Geronimo Henry),
videos, student participation and words from administration were included. Kerry Day’s grade 12 class
had prepared orange shirt cut outs for students to wear. Many staff and students wore orange and marked
the day with a photo in front of the school. Ahead of the assembly, teachers were advised to send
students who found themselves upset by the day’s events to see Sandra Miller and other counsellors in
the Guidance office.
The League of Nations is under way. More students are learning about it and eager to participate.
Jamie Clark has arranged for the gym to be open every Friday at lunch for our FNMI students to play
basketball. A variety of teacher supervisors will contribute to stronger relationships with the students.
This activity has been done for the last few years and students enjoy it. The culminating act ivity will be a
basketball tournament at Fanshawe College in May.
OTHER
We are excited and honoured to be working with our new student trustee!
Expediting process whereby students whose Band Offices pay for their student fees receive their student
card sooner (in time for school dance and other activities).
REPORT OF THE CHAIR’S COMMITTEE
2017 October 24
12:06 p.m. – 12:26 p.m.
MEMBERS
J. Bennett (by phone) A. Morell
M. Reid (Chair) R. Tisdale
Regrets: J. Todd
ADMINISTRATION AND OTHERS
L. Elliott
B. Williams
1. APPROVAL OF AGENDA
The agenda was approved by motion.
2. CONFLICTS OF INTEREST – none declared
3. REVIEW AND APPROVAL OF THE ADVISORY AGENDAS
The agendas for the 2017 November 7 Program and School Services Advisory and the 2017
November 14 Planning and Priorities Advisory were reviewed and amended. There was a request for
a presentation, at future Advisory meeting, on the summer programs offered through Adult,
Alternative and Continuing Education.
4. CORRESPONDENCE
A letter from the Ministry of Education regarding Treaties Recognition Week – November 5-11 was
received. The letter was sent to all Trustees for information.
A copy of a letter to the Ministry of Education from Peel District School Board regarding EQAO testing
was received. The letter will be sent to all Trustees for information.
5. STRATEGIC PLANNING FOLLOW UP (Standing Item)
M. Reid reported on next steps noting the previous strategic planning session was positive. Materials
will be sent out to Trustees in advance of the November 21 session.
6. INAUGURAL GUEST LIST
The draft guest list for the 2017 Inaugural meeting of the Board was reviewed and amended.
7. UPCOMING EVENTS AND INITIATIVES
- Student Trustee Debate and Election, April 26, 2018
- Award of Distinction, May 10, 2018
8. OTHER BUSINESS - none
9. DATE AND TIME OF NEXT MEETING
The next Chair’s Committee meeting was confirmed for 2017 November 21, 12:00 p.m.
10. ADJOURNMENT
The meeting adjourned at 12:26 p.m. by motion.
RECOMMENDATIONS: None
MATT REID
Chairperson
REPORT OF THE POLICY WORKING COMMITTEE
2017 October 24
3:02 p.m. – 3:51 p.m.
MEMBERS ADMINISTRATION AND OTHERS
A. Morell (Chair) M. Reid (ex-officio) L. Elliott B. Keast
J. Bennett (+3:04) R. Tisdale L. Griffith-Jones (+3:16, -3:36) M. Moynihan (+3:06, -3:09)
C. Blewett (+3:06, -3:09)
REGRETS
B. McKinnon
1. APPROVAL OF AGENDA – The agenda was approved on motion.
2. CONFLICTS OF INTEREST – none declared
3. COMMITTEE REPORT OF 2017 SEPTEMBR 26 AND 2017 OCTOBER 24 TRACKING SHEET
The tracking sheet was reviewed and amended.
4. EXISTING POLICY/PROCEDURE UNDER REVISION
a. Ministry of Labour Facility Visit Procedure
L. Griffith-Jones reported minor housekeeping changes were made to the policy following a
review by the EIE Committee.
The following recommendation was moved and CARRIED:
THAT the revised Ministry of Labour Facility Visit Procedure be approved and provided to
the Board for information.
b. Principal Input on System Support Staff Procedure
L. Griffith-Jones reported minor housekeeping changes were made to the policy to reflect TVDSB
organization updates.
There was discussion regarding using the definition “First Nations” or “Indigenous” in the
procedure. It was suggested the First Nations Advisory Committee be consulted to determine
which definition is most appropriate.
The following recommendation was moved and CARRIED:
THAT the revised Principal Input on System Support Staff Procedure be approved and
provided to the Board for information.
c. Support Staff Hiring Independent Procedure
L. Griffith-Jones reported in addition to minor housekeeping changes the procedure was
reorganized and re-worded to improve the flow of the document. A definition of support staff was
provided.
The following recommendation was moved and CARRIED:
THAT the revised Support Staff Hiring Independent Procedure be approved and provided to
the Board for information.
5. POLICY/PROCEDURE FOLLOWING PUBLIC INPUT
a. Attendance/Safe Arrival of Elementary Students Policy and Procedure
M. Moynihan and C. Blewett presented for approval the draft Attendance/Safe Arrival Policy and
Procedure.
In total two responses from public input were received and reviewed by Administrative Council.
It was suggested Superintendents follow up with Principals regarding the comment received
during public input referencing parents/visitors driving onto the tarmac during drop-off/pick-up.
L. Elliott will follow-up regarding the public input submission.
The following recommendations were moved and CARRIED:
THAT the revised Attendance/Safe Arrival of Elementary Students Policy be
approved.
THAT the Attendance/Safe Arrival of Elementary Students Procedure be approved and
provided to the Board for information.
6. NEW DRAFT POLICIES/PROCEDURES - none
7. POLICY/PROCEDURE REQUIRING ADDITIONAL CONSIDERATION - none
8. OTHER BUSINESS
a. Policy, Procedure and Independent Procedure Index
As requested by the committee a policy, procedure and independent procedure index was
provided.
L. Elliott reported departments are currently reviewing policies, procedures, and independent
procedures to determine which require review.
Suggested revisions to the index were captured by B. Keast.
B. Keast will share the index electronically in OneDrive to allow committee members to view
changes and provide feedback.
9. DATE AND TIME OF NEXT MEETING
The next meeting was scheduled for Tuesday, 2017 November 28 in the Governor Simcoe Room.
10. ADJOURNMENT
The meeting adjourned by motion at 3:51 p.m.
RECOMMENDATIONS:
THAT the revised Attendance/Safe Arrival of Elementary Students Policy be
approved.
ARLENE MORELL
Committee Chairperson
Administered By: Learning Support Services
Amendment Date(s): 2017 October 24
POLICY
Title:
ATTENDANCE/SAFE ARRIVAL OF
ELEMENTARY STUDENTS
Policy No.: 4010
Effective Date: 1999 May 25
Department:
Learning Support Services
Ref erence(s): - Ministry of Education and Training Program Policy Memorandum 123
- Procedure – Attendance/Safe Arrival of Elementary Students
It is the policy of the Board that elementary schools shall incorporate appropriate procedures to
monitor the attendance of students and their safe arrival at school.
1.0 Parents/guardians have the primary responsibility to ensure their child’s safe arrival at
school. Schools shall support parents in these efforts by communicating appropriate
procedures to assist in monitoring the attendance of students and their safe arrival at
school. The school will attempt, in accordance with the procedures, to contact the
parents/guardians whenever an elementary student’s absence is unexplained.
2.0 Written procedures concerning the monitoring of student attendance shall be
communicated to the school community at the beginning of each school year.
3.0 Parents/guardians are responsible for reporting any student absence via the Attendance
Reporting System prior to the start of the school day.
4.0 Confidentiality shall be maintained by those involved in any aspect of the attendance or
the safe arrival procedures.
Administered By: Organizational Support Services – Human Resources
Amendment Date(s): 2010 October 12, 2017 October 24
Page 1 of 2
PROCEDURE
Title:
MINISTRY OF LABOUR FACILITY
VISIT
Procedure No.: 2005e
Eff ective Date: 2002 Dec. 17
Department:
Organizational Support Services – Human Resources
Ref erence(s): - Policy: Health and Safety
- OHSA, R.S.O. 1990
Under the Occupational Health and Safety Act, a Ministry of Labour Inspector may enter in or
upon any workplace, and all parts of that workplace, at any time without warrant or notice.
1.0 Ministry of Labour Inspector
1.1 Will report to the office and present credentials prior to touring the school/facility.
1.2 May ask for a Safety Committee member or a specific person or representative
from a specific worker group to accompany them.
1.3 May make inquiries of any person in the building as stated in the Occupational
Health and Safety Act.
2.0 Principal/Manager or Designate
2.1 During a regular inspection, the Principal/Manager, or designate, will accompany
the Inspector as well as the Inspector’s requested worker representative.
2.2 When the inspection has been completed, a written report will be signed for and
given to the Principal/Manager or designate. Copies of the report are to be
posted in all staff lounges (rooms), the custodial room and copies provided to the
Site Committee members.
A copy is to be forwarded to Organizational Support Services (Human Resources) -
Health and Safety immediately
2.3 If orders have been issued by the Inspector which require “immediate” or
“forthwith” attention, a telephone call to the appropriate Safety Specialist is
required, to be followed by notification in writing.
Ministry of Labour Facility Visit Procedure
Page 2 of 2
3.0 Organizational Support Services (Human Resources) – Health and Safety – Safety
Specialist
3.1 Provide a copy of the written, signed report from the Ministry of Labour to the
Main Joint Health and Safety Committees.
3.2 After receiving a report, a Strategy for Compliance will be developed
Responsibilities and nature of the corrective action required will be determined
and assigned.
3.2.1 Principal/Manager or Designate will be responsible for those areas which
are not part of the facility.
3.2.2 Facility Services will be responsible for those areas which are considered
to be part of the structure. All ventilation systems, fire extinguishers and
electrics mounted on walls are classified as structural for these purposes.
3.3 Receive regular updated reports from the Principal/Manager/Designate and/or
Facility Services on their assigned areas.
3.4 Complete all Ministry of Labour follow up reporting forms, and the launching of
any appeal of orders or any formal statements made in regard to the MOL
orders.
Administered By: Organizational Support Services – Human Resources
Amendment Date(s): 2005 May 24, 2007 Dec. 18, , 2017 October 24
PROCEDURE
Title:
PRINCIPAL INPUT ON SYSTEM
SUPPORT STAFF
Procedure No.: 3001f
Eff ective Date: 2008 May 24
2007 Dec. 18
Department:
Organizational Support Services – Human Resources
Ref erence(s): - Policy – Supervision of Employees
School based system support staff including Psychologists, Psychometrists, Psychological
Associates, Social Workers/Attendance Counsellors School Support Counsellors, First Nations
Metis Inuit Counsellors, Technical Support Analysts, Speech-Language Pathologists,
Behavioural Analysts, and system-based Educational Assistants are all assigned on a regular
basis to elementary and/or secondary schools throughout the Thames Valley District School
Board.
Each of these individuals is guided by a Collective Agreement which usually makes reference
to the Performance Appraisal process. Supervision of these staff members is the responsibility
of the Coordinator/Learning Supervisors/Supervisor/Group Leader/Manager of the individual
employee. School Principals should provide input to th e Coordinator/Supervisor/Group
Leader/Manager as part of the Performance Appraisal process.
1.0 Purpose
To provide a means for Principals to provide input to Coordinators/Learning
Supervisors/Supervisors/Group Leaders/Managers about the following school based
system staff: Social Workers/Attendance Counsellors, Psychologists, Psychometrists,
Psychological Associates, School Support Counsellors, First Nations Metis Inuit
Counsellors, Speech-Language Pathologists, Behavioural Analysts, system-based
Educational Assistants and Technical Support Analysts.
2.0 Rationale
In accordance with the Thames Valley District School Board Policy on “Supervision of
Employees” and “Procedures for the Supervision of Support Staff” members, the
Performance Appraisal of these staff members is the responsibility of a Coordinator/
Learning Supervisor/Supervisor/Group Leader/Manager.
A number of system support staff spend a significant proportion of their time in schools.
It is important that each staff member and the respective school administration establish
a communication protocol that supports the service delivery model and job
responsibilities. Principals, using the respective position descriptions, will be invited to
provide input on an ongoing basis to the Coordinator/ Supervisor/Group
Principal Input on System Support Staff Procedure
Page 2 of 3
Leader/Manager on staff members with whom they interact.
3.0 Procedure
3.1 Each year Coordinators/Learning Supervisors/Supervisors/Group
Leaders/Managers will identify the list of staff for whom a Performance Appraisal
is to occur during that school year. OSSTF-PSSP staff members will be advised
in writing during the first twenty school days of a school year that they will
undergo a Performance Appraisal.
3.2 Principals will be identified for each staff member undergoing Performance
Appraisal. The employee shall have the opportunity to identify Principals for this
process. The Principals will be asked to submit their input to the appropriate
Coordinator/Learning Supervisor/Supervisor/ Group Leader/Manager in a timely
manner.
3.3 The Principal and the support staff member should have the opportunity to meet
to discuss the input being considered for submission. A meeting can be initiated
by either party.
3.4 Principals will submit their input on the Principal Input to the Performance
Appraisal Process for School Based System Support Staff form (available in
Electronic Forms on the Employee Portal) and provide it to the appropriate
Coordinator/ Learning Supervisor/Supervisor/Group Leader/ Manager. A copy of
the Principal’s input will be provided to the staff member during the performance
appraisal process.
3.5 The input from the Principal(s) will be used by the Coordinator/Learning
Supervisor/Supervisor/Group Leader/Manager in the preparation of the
Performance Appraisal.
3.6 The Performance Appraisal will acknowledge the input of the Principal(s) when it
is used in the preparation of the Performance Appraisal.
3.7 Nothing in this procedure should prevent on-going communication between the
Principal and Employee/Coordinator/Learning Supervisor/Supervisor/Group
Leader/Manager with respect to matters pertaining to the role and performance
of the school-based system support staff within the school. Principals are
encouraged to discuss matters of concern and acknowledge positive outcomes
directly with the employee and with the Coordinator/Learning
Supervisor/Supervisor/Group Leader/Manager.
Principal Input on System Support Staff Procedure
Page 3 of 3
PRINCIPAL INPUT ON SYSTEM SUPPORT STAFF
CATEGORIES FOR CONSIDERATION WHEN PROVIDING INPUT
System support staff are expected to demonstrate the Board’s Commitments in their daily
activities. During the performance appraisal process the employee behaviours listed below
should be considered when providing input to the staff member and their Coordinator/Learning
Supervisor/Supervisor/Group Leader/Manager. All staff should be expected to have a positive
impact on improving student learning.
Administered By: Organizational Support Services – Human Resources
Amendment Date(s): 2017 October 24
INDEPENDENT PROCEDURE
Title:
SUPPORT STAFF HIRING
Procedure No.: 9036
Eff ective Date: 2001 Dec. 18
2007 Dec. 18
Department:
Organizational Support Services – Human Resources
Ref erence(s): - Employee Agreements
- Independent Procedure: Criminal Background Checks - Employees
INTRODUCTION
Support staff is defined as those employees belonging to the following groups: CUPE A, B, D,
7575, AAPSP and PSSP. Human Resources coordinates the staffing processes within support
staff agreements.
1.0 Procedures for Hiring Permanent, Temporary and Student Support Staff
1.1 When filling new positions or increases in staffing allotments the approval of the
department Director, Associate Director, Learning Support Services and the
Associate Director, Organizational Support Services or designate is required.
1.2 Supervisors will identify staffing needs in their specific areas and consult with
their Manager/Superintendent or designate regarding staffing needs.
2.0 External Advertisements
2.1 If a position is not filled as a result of the internal posting process or if no suitable
applications are received, the employer may proceed to hire externally.
2.2 New employees shall not be hired until laid off employees from the bargaining
unit have been given an opportunity for employment, provided the laid off
employee is qualified and immediately available.
2.3 Following consultation with the appropriate union/employee group, positions may
be advertised concurrent to an internal posting if reasonable doubt exists that
suitable internal applications will be received.
2.4 All positions which will be filled externally will be advertised on the Thames
Valley District School Board website under Employment Opportunities.
2.5 Human Resources Staffing Officers will be responsible for preparing and placing
appropriate external advertisements when necessary.
Support Staff Hiring Independent Procedure
Page 2 of 3
3.0 Screening Process
3.1 Human Resources will screen all résumés and applications received by the
application deadline to determine if candidates meet the minimum requirements
for the position(s).
3.2 Candidates for all positions shall provide proof of educational requirements and a
minimum of three employment and/or professional references.
3.3 Applications from qualified candidates will be forwarded to the
Supervisor/Manager or designate for short listing using common criteria . A
Supervisor/Manager may request to see all resumés and applications.
3.4 All applications and the short list will be returned to Human Resource s with
recommendations for proceeding with the selection process.
3.5 After a review of the short list, Human Resources will coordinate the notification
of candidates regarding interview dates, times and process.
4.0 Selection Process
4.1 With the exception of interviews for Educational Assistants and Early Childhood
Educators, the interviewing panel will consist of one representative from Human
Resources and at least one Supervisor/Manager/Superintendent or designate.
The interviewing panel for Educational Assistant and Early Childhood Educator,
positions will consist of a minimum of two people (one of whom is a qualified
administrator).
4.2 The interview panel will review the Equitable Recruitment, Selection and
Promotion of Staff Policy prior to interviews to ensure a bias-free selection
process.
4.3 Prior to the interview, the Panel will determine the criteria and scoring to be used
and the questions to be asked of all candidates.
4.4 Assessment tools (e.g. quiz, case study or skills tests) may be used to determine
candidates’ skills, abilities and knowledge as part of the selection process.
4.5 Candidates will be provided with information about the Thames Valley District
School Board and the general nature of the duties of the position.
4.6 Candidates will be asked the same interview questions and complete the same
assessment tool, if applicable.
4.7 Candidates will be offered an opportunity at the end o f the interview to ask
questions about the position or to provide the panel with additional information .
4.8 The panel will advise the candidates of the steps within the hiring process (e.g.
Support Staff Hiring Independent Procedure
Page 3 of 3
reference checks, notification, training, WHMIS testing, criminal ba ckground
checks and pre-employment assessment if required).
4.9 Human Resources will conduct at least two employment related reference
checks on recommended candidates.
4.10 The competition file will be retained by Human Resource s for a period of one
year. The interview Summary and Recommendation for hire and the interview
records for successful candidate will be retained for five years.
5.0 Successful Candidates
5.1 Offers of employment will be made by telephone by Human Resource s, advising
the successful candidate that the position is available pending successful
completion of the pre-employment assessment (if required) and all
documentation.
5.2 After the successful candidate has accepted the position, unsuccessful
candidates who were interviewed will be notified by telephone by Human
Resources or a member of the Interview Panel.
5.3 No new employee will commence duties until the documentation process has
been completed including the pre-employment assessment if required.
5.4 Letters confirming employment will be sent to su ccessful candidates. Letters will
include position, start date, location, rate of pay and length of probationary period
(if applicable).
5.5 Successful candidates will be provided training as required .
5.6 At the time of hiring, the Employer agrees to provide new employees with
applicable employer policies and procedures.
5.7 Each new permanent employee will serve a probationary period in accordance
with the applicable employee agreement and will be assessed in accordance with
the Supervision Procedure for Support Staff.
Administered By: Learning Support Services
Amendment Date(s): 2017 October 24
PROCEDURE
Title:
ATTENDANCE/SAFE ARRIVAL OF
ELEMENTARY STUDENTS
Procedure No.: 4010a
Eff ective Date: 1999 May 25
Department:
Learning Support Services
Ref erence(s):
- Policy- Attendance/Safe Arrival of Elementary Students
- Ministry of Education and Training Program Policy Memorandum 123
The following definitions apply to this document:
• Shall is used to express obligation, necessity, a must.
• Should refers to highly recommended.
1.0 RESPONSIBILITY OF THE STUDENT
1.1 Students shall attend class punctually and regularly as stipulated in Regulation
298 of the Education Act.
2.0 RESPONSIBILITY OF THE PARENTS/GUARDIANS
2.1 Parents/guardians have the primary responsibility for ensuring their children’s
regular school attendance. The Education Act stipulates for students to be
absent only for reasons of illness, music lessons, suspension, expulsion and
quarantines.
2.2 Parents/guardians shall:
Utilize the Attendance Reporting System to report any student absence prior
to the start of the school day.
Sign-in and/or sign-out their child in the main office when arriving late or
departing early from school.
Verify that the school has the most accurate contact information on record for
parents/guardians and emergency contacts.
3.0 RESPONSIBILITIES OF THE SCHOOL
3.1 Elementary schools shall:
Communicate clearly and effectively the Board’s Safe Arrival Procedures to
the members of the school community.
Ensure that the Attendance/Safe Arrival of Elementary Students Procedures
are being followed.
Ensure that attendance is taken and submitted within 15 minutes after
Attendance /Safe Arrival of Elementary Students – cont’d
Page 2 of 2
morning bell and after every nutritional break (i.e., 2 tim es/day on a traditional
schedule; 3 times/day on a Balanced Day schedule).
Identify those students for whom no prior notice of absence has been
received.
Utilize the Attendance Reporting System to attempt, in accordance with the
Procedures, to contact parents/guardians.
Take necessary steps to attempt to make contact with
parent/guardian/emergency contacts if absence is not verified by the
Attendance Reporting System.
4.0 OTHER CONSIDERATIONS
Implementation of safe arrival procedures at the school level should consider the
following:
Homes where English is not the first spoken language .
Homes with no phones or where contact cannot be made.
Shared custody.
Field trips which depart prior to commencement of school.
A back-up plan (i.e., in the event of a power outage, network interruption, etc.).
REPORT OF THE PROGRAM & SCHOOL SERVICES ADVISORY COMMITTEE 2017 November 7
6:01 p.m. – 9:10 p.m.
Members: Trustee J. Bennett, Trustee R. Campbell, Trustee Goodall, Trustee G. Hart (-8:11), Trustee P.
Jaffe (-6:53), Trustee B. McKinnon, Trustee Morell, Trustee S. Polhill, Trustee M. Reid, Trustee Schuyler,
Trustee J. Skinner, Student Trustee Kennedy, Student Trustee S. Kim, Trustee J. Todd
Regrets: Student Trustee N. Lavdas, Trustee R. Tisdale
Administration: Associate Director V. Nielsen; Superintendents S. Builder (+7:02, -7:40), A. Canham, R.
Culhane, D. MacPherson (-7:20), P. McKenzie (-7:20), P. Sydor; Mangers C. Stager (-8:44), T. Testa (-
7:10); Learning Supervisors S. Armstrong (+6:53), B. Nielsen (+6:53, -7:20), M. Roes (+6:53, -7:20);
Coordinator V. Fernandez (+7:02, -7:40), Principals C. Barlow (+7:20, -8:44), K. McCormick (+7:20, -
8:44), C. Trembley (+6:30, -9:09); Research and Assessment Associates N. Luo (+7:20, -8:44), A.
McKerlie (-6:53), N. Rayfield (+7:20, -8:44); Teacher S. Sanders (+6:53, -7:20), Corporate Services B.
Keast
1. APPROVAL OF AGENDA – The agenda was approved on motion.
2. CONFLICTS OF INTEREST – None declared
3. MINUTES OF PREVIOUS MEETING – Provided for information
4. BUSINESS ARISING - None
5. LATE START UPDATE
V. Nielsen presented an update on the Late Start Pilot outlining activities following the June budget
decision to allocate $25,000 towards a Late Start Pilot at the secondary level. Research and
Assessment Manager C. Stager joined the meeting.
The literature review completed by Research and Assessment (R&A) and feedback from
Administrators was presented and described. It was noted a small group (7) of Administrators
indicated interest in pursuing the idea further. Principals were asked to undertake preliminary
research to determine if their school community was in favour of a late start. A second meeting is
scheduled for November 8 with this small group to further identify their commitment to the pilot.
C. Stager described the purpose of the literature review, and noted additional literature is in support
of a late start. K. McKerlie described R&A’s findings with respect to academic success/achievement,
health and behaviour and extracurricular participation. It was noted many of the studies regarding late
start originate from the United States.
Initial conversations with STS regarding transportation impacts were described noting the additional
costs for bussing.
Administration responded to Trustee questions regarding logistics and costs.
Trustees expressed their concerns regarding the selection of schools, providing actual costs for the
pilot, and emphasised student inclusivity. In addition, Trustees indicated they are eager to see if a
later start will positively impact graduation rates and student success.
Student Trustee Kim expressed support for the late start pilot.
Trustee Morell requested that the report be made public and posted to the board website.
Appreciation of the Board was extended to Administration for their report.
2017 November 7…2
6. ELEMENTARY SUMMER LEARNING: NUMERACY, FNMI LITERACY, NEWCOMER PROGRAMS
R. Culhane presented an overview of the 2017-2018 Elementary summer learning programs. Joining
the Meeting were Learning Supervisors S. Armstrong, B. Nielsen, M. Roes, Principals K. McCormick,
C. Barlow, and Teacher S. Sanders.
K. McCormick, S. Sanders, M. Roes, and C. Barlow reviewed the slide deck, prepared for trustees,
describing the Summer Numeracy, FNMI Summer Literacy and Newcomer Summer School
Programs.
Administration answered questions of clarification regarding the summer numeracy program, tracking
achievement of students and the sustainability of funding.
Trustees expressed their appreciation for the summer programs and commended staff for their work
over the summer.
7. SPEECH-LANGUAGE CAMP UPDATE
S. Builder presented an update on the Speech-Language Summer Camp. Joining the meeting was
Coordinator of Speech-Language Services & Audiology Services, V. Fernandez.
V. Fernandez reviewed the slide deck, prepared for trustees, describing camp locations, camp
focuses, selection and registration of students, camp programming, and incorporation of literature and
community engagement.
V. Fernandez reported parent day was well attended and feedback received from families was very
positive.
Administration responded to Trustee questions regarding the sustainability of funding, Summer Camp
2018 and the importance of engaging and communicating with parents and the community.
8. GRADUATION RATES
P. Sydor presented the Graduation Rates report. Joining the meeting from Research and Assessment
were C. Stager, N. Rayfield and N. Luo.
P. Sydor, N. Luo and N. Rayfield reviewed the power point presentation highlighting key points.
Current strategies to increase graduation rates were outlined. It was noted the Ministry graduation
rate calculations are not accurate when determining individual school graduation rates.
Administration responded to Trustees’ questions of clarification regarding the following as they related
to increasing graduation rates:
Creating individualized strategies for students
Maintaining a positive school environment
Offering additional credits for extracurricular programs (ie. Choir)
Offering the WILD Program and engaging First Nation Students
Collaborating with other boards to determine next steps
Investing funds into grade 9 & 10 programs
Administration reported music is currently the only extracurricular program that provides students with
an additional credit.
Trustees shared their concerns regarding the need to increase current graduation rates. The
importance of following up with school staff that are responsible for at-risk students was noted.
Trustee Morell requested a summary of the report be made public and posted to the board website.
Appreciation of the Board was extended to Administration for the report.
2017 November 7…3
9. 2017 SUMMER SCHOOL SUMMARY REPORT
A. Canham presented the 2017 Summer School Summary Report. Joining the meeting was Principal
C. Trembley.
C. Trembley reviewed the power point presentation highlighting key points.
Administration answered questions of clarification regarding student attendance at the “High School
Here I Come!!” program.
Administration noted that many TVDSB Summer School Programs are viewed positively by students
and parents. C. Trembley highlighted the successes of the summer program offered at St. Leonard’s.
In response to a Trustee question, Administration reported International Students are required to pay
tuition to attend Summer School programs.
Student Trustees noted the benefits of summer school stating it is a great opportunity for all students.
Trustees extended their appreciation to C. Trembley for her work and the dedication of all staff
involved with the Summer School programs.
10. COMMUNITY ADVISORY COMMITTEE UPDATES (STANDING ITEM)
B. McKinnon, on behalf of Oxford, reported the meeting scheduled for October 8 was canceled due to
lack of quorum. The next meeting will take place November 10.
11. OTHER BUSINESS - None
12. QUESTIONS AND COMMENTS OF MEMBERS (STANDING ITEM) - None
13. DATE AND TIME OF NEXT MEETING
The next meeting was scheduled for Tuesday, December 5 at 6:00 p.m., in the Board Room.
14. FUTURE AGENDA ITEMS - None
15. ADJOURNMENT
The meeting adjourned on motion at 9:10 p.m.
RECOMMENDATIONS: None
J. Bennett
Chairperson
Adolescent Sleep and Late School Start Times:
Emerging Themes, Evidence and Trends
Literature Review
October 17, 2017
2017 NOV 7 PASSA Minutes
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Overview Summary
A significant amount of research exists on the effects of delayed high school start times on
adolescent sleep duration and various health, behaviour and academic outcomes. The purpose of this
report is to provide an inclusive summary of late start effects on key outcomes addressed in research,
highlight significant findings, and finally, provide recommendations from the literature for late start times.
The American Academy of Pediatrics published a paper outlining the problem of sleep deprivation
for adolescents and its potential health and academic affects, concluding that high schools should start no
earlier than 8:30am (Owens et al., 2014). This conclusion is widely supported by researchers which cite
that the circadian rhythms of adolescents are not considered by early high school start times and changes
to those start times should be implemented (Kelley et al., 2015; Minges and Redeker, 2016; Wheaton et al.,
2016). The findings from this review indicate that later school start times do have some effect on youth
sleep deprivation, even in Canada, where later start times are generally observed. These conclusions,
however; are not universal as conflicting reports from experimental research have been documented and
the problem of adolescent sleep deprivation is not fully addressed by delaying school start times. Further
to that, although sleep duration is an outcome that does show significant gains from delayed starts, the
findings of this review indicate that improvement to adolescent academic achievement, health, and
behaviour will not reliably follow. Thus, the results of this review detail the inconsistency with respect to
the effects later high school start times have on adolescents.
Although a start time delay is a good first step to improve adolescent sleep deprivation, the
decision to delay start times should also include a component of adolescent education on the effects of
sleep deprivation and good sleep hygiene practices. Taken together, the benefits of later starts may likely
include longer sleep and a better quality of sleep for adolescents. These changes are important with
respect to safety and learning. Improvement in other domains; however, may be predicted on the
individual characteristics of the student, including but not limited to, sleep hygiene practices, chronotype
preference, severity of sleep deprivation that an individual has experienced, home life, and other variables,
which will interact with each other and ultimately, produce varying results. General take away points from
key themes addressed in late start research are summarized below.
Sleep Deprivation, Duration and Recommended School Start Times
• The American Academy of Paediatrics (Owens et al., 2014) and the American Academy of Sleep Medicine
(Watson et al., 2017) both published policy statements outlining the negative effects of sleep deprivation in
adolescents and asserts that a start time of no earlier than 8:30am should be implemented in high schools. 2017 NOV 7 PASSA Minutes
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Other authors note; however, that even later start times (i.e. 10am) may be needed to properly address the
problem of adolescent sleep deprivation (Gariépy et al., 2016; Kelley et al., 2015).
• Sleep duration is the most consistently proven outcome to show improvement in later start studies, with
several studies reporting observed increased sleep time and quality in both the U.S. and Canada.
• Thacher and Onyper (2016) conducted a longitudinal study that found students had a net gain of 20mins of
sleep 6 months after a 45mins start time delay; however, found that sleep duration had returned to pre-
delay levels 1 year later due to adjusted bedtimes.
Academic Success/Achievement
• With respect to academic success, positive associations can be made between later start times and academic
success markers such as lateness to class (Minges and Redeker, 2016) and attention levels (Lufi et al., 2011).
• Results are much more variable with respect to late start effects on attendance rates. While some studies
observe increases (McKeever and Clark, 2017; Wahlstrom et al., 2014), others observe decreases (Thacher
and Onyper, 2016).
• Academic achievement (i.e. grades) is also variable. While some researchers have found that a delay in
school start times improves student grades (Edwards, 2012; Wahlstrom et al. 2014) or graduation rates
(McKeever and Clark, 2017), others report no improvement in either self-reported grades or standardized
test scores (Boergers et al., 2014; Owens et al., 2010; Thacher and Onyper, 2016).
Health and Behaviour
• Later starts have also shown improvement in some health and behaviour outcomes, most notably motor
vehicle collisions (Danner and Phillips, 2008; Wahlstrom et al., 2014) and school disciplinary violations
(Thacher and Onyper, 2016; Wahlstrom, 2014).
• Effects of later starts on depression and/or mood are much more variable. Through the use of pre-post
survey data, researchers have found both improvements (Boergers et al., 2014; Owen et al., 2010) and no
changes (Thacher and Onyper, 2016) to self-reported mood and depression scores after delays were
implemented.
• Significant decreases in school disciplinary violations have also been linked to later start times in pre-post
delay studies (Keller et al., 2017; Thacher and Onyper, 2016).
Extracurricular Participation
• Studies that have explored these outcomes found no evidence indicating that later start school times
affected the number of hours on extracurricular participation and after school employment (Boergers et al.
2016; Owens et al., 2010; Wahlstrom, 2002). Much of this research; however, comes from within the U.S.
where pre-delay start times are before 8am or the context may not be generalizable with the TVDSB
community (i.e. research was conducted at private schools or boarding schools).
2017 NOV 7 PASSA Minutes
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Late Start Research/Implementation within Canada
• Limited research has explored the relationship between school start time and adolescent sleep within the
Canadian context. School start times in Canada are typically later than reported in U.S. studies, where much
of the research emerges.
• Although school start times in Canadian research are, on average, slightly later than 8:30am (the
recommended start time by the AAP), emerging research suggests that the majority of adolescents surveyed
are still not meeting the minimum recommended sleep duration of 8-10hours (Patte et al., 2017) and that the
later school start times are indeed associated with more sleep (Gariépy et al., 2016; Patte et al., 2017).
• The Eastern Commerce Collegiate Institute (ECCI) in Toronto implemented a 10:00am start in 2009 (delayed
from 9am). The anecdotal results presented in the 1 year interim report indicate that teachers felt that
students were more alert, and their attention levels had increased after the delay was implemented (Brown
et al., 2011). The school has since been closed.
• The average start time in the TVDSB is 8:22am.
Considerations in late start research
• Different factors can contribute to variability in late start research results including, but not limited to,
individual behaviour such as sleep hygiene practices and chronotypes (morning or evening
preference/attention peaks) and the methods of data collection used in the studies.
• Sleep hygiene practices are regarded as behaviour associated with regular sleep/wake times, parental-set
bedtimes, avoidance of technology use before bed, and avoidance of naps. These practices will vary from
student to student and have been cited by authors as potential causes for variable results in late start studies
(Kelley et al., 2015; Thacher and Onyper, 2016).
• Personal chronotypes, that is being either a ‘morning’ or ‘evening’ person, will also affect the improvement
of various outcomes studied in late start research. That is to say that notable improvement in any one
domain (e.g. academics, health, behaviour) will likely be based on the characteristics of the individual and
their preferences for later start times.
• Variable results can also be obtained from different uses of data. Studies that rely on self-reported data (e.g.
bedtimes, wake times, fatigue, mood, health, grades etc.) may produce unreliable results due to issues with
memory recall and/or inherent biases.
Policy & Economics
• Success stories describing how various schools in the U.S. and other countries have creatively overcome
obstacles to school start time changes can be found at http://www.startschoollater.net/success-stories.html
• An article published by RAND Corporation outlines the economic benefits of later school start times in the
United States. Using a macro-economic approach, the study compares changes in economic performance of
47 U.S. states under a scenario of delayed school start times compared with that of the current school start
times and finds significant economic gains (i.e. 83 billion dollar increase after 10 years).
2017 NOV 7 PASSA Minutes
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T ABLE OF C ONTENTS
1.0 ADOLESCENT SLEEP AND SCHOOL START TIMES: INTRODUCTION TO THE PROBLEM 5
1.2 Purpose 5
2.0 EMERGING THEMES FROM LATE START RESEARCH 5
2.1 Adolescent Sleep Behaviour 6
2.2 Academic Achievement and Success Outcomes 8
2.2.1 Punctuality and Attendance 8
2.2.2 Attention and Sleepiness 9
2.2.3 Academic Performance/Grades 10
2.2.4 Economic Success 11
2.3 Health & Behaviour Related Outcomes 11
2.3.1 Depression/Mood 11
2.3.2 School Behavioural Issues 12
2.3.3 Motor Vehicle Crashes 13
2.4 Extracurricular Participation/Employment 13
3.0 CONSIDERATIONS IN LATE START RESEARCH RESULTS 14
3.1 Individual Behaviour 14
3.1.1 Sleep Hygiene Practices 14
3.1.2 Chronotypes 14
3.2 Study Design 15
4.0 LATE START TIME DELAY RECOMMENDATIONS 15
5.0 CONCLUSIONS 17
6.0 REFERENCES 18
2017 NOV 7 PASSA Minutes
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1.0 ADOLESCENT SLEEP AND SCHOOL START TIMES: INTRODUCTION TO THE PROBLEM
A 2014 report from the American Academy of Paediatrics (AAP) identified insufficient sleep in
adolescents as an important public health issue that affects their health, safety and academic success
(Owens et al., 2014). Optimal sleep for most teenagers is between 8.5 to 9.5 hours per night, which many
have difficultly achieving (Owens et al., 2014; Kelley et al., 2015). While the AAP notes that many factors
can contribute to sleep deprivation in adolescents, they assert that research evidence strongly implicates
early high school start times (i.e. before 8:30am) as “a key modifiable contributor to insufficient sleep”
(Owens et al., 2014). These conclusions are widely based on the theory that high school schedules do not
align with adolescent biology, more specifically, their circadian rhythms. Because the adolescent circadian
rhythm makes it difficult to fall asleep before 11pm, teenagers are best suited to wake at 8am or later
(Owens et al., 2014), a sleep pattern that many high school schedules do not currently support.
While evidence linking adolescent sleep deprivation and school start times is primarily U.S. based
(where school often begins at 8am or earlier), preliminary research suggests that the problem of
insufficient sleep linked to early school start times is also valid within Canada where later school times are
generally observed (Gariépy et al., 2016; Gibson et al., 2006; Patte et al., 2017). The results from an Ontario
high school survey (conducted in the Hamilton-Wentworth District School Board, the Near North District
School Board and the Grand Erie District School Board throughout the years of 1998-2002) found that 70%
of teens had less than 8.5 hours of sleep, with many reporting that they felt extremely sleepy at school and
their grades had dropped because of sleepiness (Gibson et al., 2006). Furthermore, most students who
completed the survey (58-68%) reported that they were really sleepy between 8am-10am (Gibson et al.,
2006). More recently, researchers at McGill University found that Canadian students, who attend schools
with later start times, indeed slept longer, were more likely to meet sleep recommendations and reported
feeling less tired in the morning (Gariépy et al., 2016).
1.1 Purpose
The purpose of this report is to assess the current body of literature regarding late start school times in
order to provide an up-to-date and inclusive overview of key outcomes investigated, highlight new and
significant findings, summarize limitations to research and outline any policy recommendations.
2.0 EMERGING THEMES FROM LATE START RESEARCH
Insufficient sleep in adolescents is found to be associated with a wide variety of academic, health
and behavioural outcomes (Owens et al., 2014; Minges and Redeker, 2016; Wheaton et al., 2016; Wahlstrom
et al., 2014). Consequently, research initiatives are commonly designed to evaluate the effects of delayed
school start times on one or more of these outcomes. The following section summarizes results from
studies exploring the effects of delayed school start times on factors such as sleep behaviour (i.e.
duration, bed times, wake times), academic achievement (i.e. attendance/punctuality, 2017 NOV 7 PASSA Minutes
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attention/sleepiness, grades), health and behaviour (i.e. disciplinary violations, motor vehicle crashes,
depression) and finally, extracurricular participation and/or part time employment.
2.1 Adolescent Sleep Behaviour
Q: Does a delay in school start times affect weekday total sleep time (duration of sleep)?
Fundamentally, the purpose of delayed school start times is intended to address the problem of
insufficient sleep. In this regard, several studies report increased sleep duration as a result of later start
times (Boergers et al., 2014; Danner and Phillips, 2008; Gariépy et al., 2016; Owens, 2010; Peltz et al., 2017;
Wahlstrom et al., 2014).
A cross-sectional study conducted by researchers at McGill University investigated the effects of
variable school start times on sleep duration, sufficiency and tiredness of adolescents within Canadian
schools (Gariépy et al., 2016). Data was collected on 29, 635 students (aged 10-18 years) within 362
schools across Canada through the use of a healthy schools survey. The researchers utilized the self-
reported weekday bedtime/wake times and self-reported tiredness to analyze sleep habits/sleep health in
relation to associated school start times. In terms of sleep requirements and sleep duration, the study
found that:
• Students slept an average of 8:36h on weekdays and only 69% met sleep duration recommendations.
• Every 10min delay in school start time corresponded with 3.2 additional minutes of sleep, a 1.6% greater
probability of sufficient sleep and a 2.1% smaller probability of feeling tired in the morning (Gariépy et al.,
2016).
• Later school start times were associated with a later bed times (1.9min for every 10min delay).
• Students from schools that started later were found to sleep longer, were more likely to meet sleep
recommendations and were less likely to report feeling tired in the morning. These associations did not
differ significantly by gender, grade, age, rurality, travel time to school and season (Gariépy et al., 2016).
Similar findings have also been observed from researchers investigating later start times within the
Canadian provinces of Ontario and Alberta (Patte et al., 2017). Using survey data available from the
COMPASS study (2015-2016), self-reported sleep duration was analyzed for 35,821 students through 72
Ontario schools and 9 Alberta schools. The study found that:
• Although school start times ranged from 8am to 9:35am (mean of 8:32am, which is higher than the AAP
recommended start time of 8:30am), less than half of the youth (58.5% of females and 53.1% of males) met
sleep requirements of 8-10hours.
• Students at schools with later start times were more likely to report adequate sleep and for each hour delay
in school start times, average nightly sleep duration increased by approximately 7min.
• Better sleep outcomes were associated with males and attending schools in areas with higher median
household income and populations identifying as small/rural. 2017 NOV 7 PASSA Minutes
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Experimental studies within the U.S. (i.e. those that implement pre-post design intervention) have also
reported increases in total sleep duration from participants after a later start time was implemented
(Boergers et al. 2014; Danner and Phillips, 2008; Owens et al., 2010).
• Boergers et al. (2014) conducted a pre-post study where the school start time was experimentally delayed
from 8:00am to 8:25am. The 25min delay in sleep time was associated with an increase in sleep duration of
29min. Additionally, the percentage of students getting 8 or more hours of sleep more than doubled from
18% to 44%.
• Danner and Phillips (2008) conducted a pre-post study with a late start intervention of 1 hour. Results
indicated that the percentage of students who reported more than 8hours of sleep increased from 37% to
50% after the late start effect.
• Owens et al. (2010) implemented a late start intervention from 8am to 8:30am for students in grades 9
through 12 in a Rhode Island high school. Results indicated that school start time delays actually shifted
bedtimes 20min earlier, school night sleep duration increased by 45min and the percentage of students
reporting 8 hours of sleep increased from 16% to 55%.
• Wahlstrom et al. (2014) were able to survey one school in a pre-post design to determine sleep behaviour
changes for 437 students. The 1.5hour delay in start time (7:25am to 8:55am) resulted in a mean total
increase in sleep from 7.5 to 8.2 hours a night.
Two systematic literature reviews on adolescent sleep behaviours and later school start times have been
conducted within the past 2 years (Minges and Redeker, 2016; Wheaton et al., 2016). In the many
examinations of sleep duration provided by these reports, the trends indicate that students slept longer,
held bedtimes constant and delayed rise times resulting in a net gain of sleep (Minges and Redeker, 2016;
Wheaton et al.2016). However, a recent longitudinal study, conducted by Thacher and Onyper (2016),
found conflicting evidence. The authors sought to answer the research question:
Does a delay in start time improve sleep duration, and if so, does the improvement last over time?
Researchers conducted a late start intervention study for students in grades 9-12 attending an upstate
New York high school. The start time was delayed from 7:45am (pre) to 8:30am (post) for a total of 45min
(Thacher and Onyper, 2016). Unlike prior studies where researchers only took measurements once before
and once after the time start delay, students in this study were surveyed on their self-reported sleep habits
at three different intervals: Once before the change (May 2012) and twice after the change (Nov 2012, May
2013: 6months and 1 year after delay). With respect to sleep duration, results indicated that:
• Students did initially hold bedtimes roughly steady and slept later, but one year after the change in start
times, bedtime had delayed. Although the sample reported 20 minutes longer total sleep time 6months
after the change, these gains returned to baseline a year later (attributed to an adjustment to later
bedtimes). 2017 NOV 7 PASSA Minutes
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• Thacher and Onyper (2016) note that while the results of their study indicate that students’ net gain of sleep
did return to baseline levels one year after the change; they observed a shift in wake times. They believe this
indicates that students do prefer to sleep in later in the circadian day (as opposed to longer).
2.2 Academic Achievement and Success Outcomes
The results from recent studies found that more sleep is associated with better self-reported
grades, attention levels and probability of attaining a high school diploma (Sabia et al., 2017) and students’
better grades may have positive effects on the economy (Hafner et al., 2017) . Both surrogate markers of
academic achievement (i.e. attendance/punctuality and attention/sleepiness) and academic performance
itself (i.e. grades) have been evaluated within late start studies (Minges and Redeker, 2016; Wheaton et al.,
2016). While positive associations between later school start times and various student academic
achievement indicators have been reported, these results tend to vary significantly from study to study.
2.2.1 Punctuality and Attendance
Q: How do late start times affect student lateness to class?
In terms of academic success outcomes, punctuality to class is the most consistently linked to
improvement in late start studies. Results from systematic reviews conducted in 2015/2016 reveal that
almost every school that delays start times has shown decreases to class lateness, whether in walking
districts or bussing districts (Minges and Redeker, 2016; Wheaton et al., 2016).
• Thacher and Onyper (2016) examined tardiness rates in their 2016 longitudinal study. Rates were evaluated
twice after an implemented delay of 45min in the school start time. Results indicated a decrease in school
reported tardiness of 20% a year (second measurement) after the start time change (Thacher and Onyper,
2016).
• Owens et al. (2010) found that a 30min delay in school start times decreased tardiness and absentees by 45%.
Results; however, were not presented separately, making it difficult to distinguish the effects of late start on
either one alone.
• Wahlstrom et al. (2014) conducted a pre-post study with over 9,000 students attending 8 different high
schools in 3 states. Results demonstrated that most schools and districts saw an overall significant
decrease in tardiness for students. In addition, schools that had greater delays in school start times also
tended to see the greatest decreases in tardiness.
Q: How do late start times affect student attendance rates?
Results are more variable, as experimental studies observed both increases and decreases in
attendance rates from pre to post time delays.
• McKeever and Clark (2017) analyzed attendance data from 29 schools in 7 different states that had
implemented a later start time. Findings from this study linked a start time of later than 8:30am to improved 2017 NOV 7 PASSA Minutes
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attendance rates. More specifically, attendance rates from pre-delay to post delay time change
demonstrated an average increase from 90% to 94%.
• Thacher and Onyper (2016) observed no improvement in unexcused or excused absences before and after
the delay in start times. The data from their study actually found a decrease in attendance rates post-
transition.
• In the Wahlstrom et al. (2014) pre-post study (9,000 students attending 8 different high schools in 3 states),
researchers observed variable increases and decreases in attendance rates between schools and grades, but
no consistent patterns were evident.
2.2.2 Attention and Sleepiness
Q: How do late start times affect quality of sleep and reported daytime sleepiness in students?
In general, a positive association between later starts and daytime sleepiness is found amongst studies;
however, this association is not universal.
• Gariépy et al. (2016) found that each 10min delay in school start time was associated with a 2.1% smaller
probability of feeling tired in the morning.
• Boergers et al. (2014) reported that the results from the post delay survey (taken after a 25min delay in
school start time was implemented) indicated that students were less likely to report napping on school
days, sleepiness or falling asleep in class, or tardiness to class. Additionally, the percentage of students who
felt too tired to do their school work decreased.
• Owens et al. (2010) found that in the pre-post intervention study (30min), the percentage of students who
reported daytime sleepiness, struggling to stay awake in class, and taking naps throughout the day
significantly decreased after the delay in start time was implemented.
• Thacher and Onyper (2016) report that no changes in sleepiness or sleep satisfaction were found from pre to
post delay (45min) results among students.
Q: How do late start times affect student cognition (i.e. attention levels and alertness)?
In a review of the literature, Kelley et al. (2015) cite that the circadian rhythm of adolescents creates
attention changes within the time of day. That is, later times being associated with better attention levels.
For this reason, the authors emphasize that better academic performance can occur when circadian
preference is synchronized to time of task (Kelley et al., 2015). These effects have been explored in early
and late adolescents with positive results.
• A pre-post start time delay (1 hour) study was conducted to assess the attention levels of middle school
students (Lufi et al., 2011). A control group was used to compare attention levels of those students who
experienced the 1 hour delay and those who did not. Students who started 1 hour later were found to have
better attention levels and their rate of performance increased (Lufi et al., 2011).
• The Eastern Commerce Collegiate Institute (ECCI) in Toronto implemented a 10am start in 2009
(delayed from 9am). The anecdotal results presented in the 1 year interim report indicate that 2017 NOV 7 PASSA Minutes
10
teachers felt that students were more alert, and their attention levels had increased after the delay
was implemented (Brown et al., 2011).
2.2.3 Academic Performance/Grades
Q: How do late start times affect student grades/ academic achievement?
Evaluating the effect of delayed start times on school grades or academic performance is difficult
for researchers to do for several reasons. Firstly, class grading is not standardized and varies by subject,
teacher, and school. Further to that, not every student in the U.S. takes standardized testing, making
reliable data hard to obtain. Finally, students with good academic performance before a delay in school
start time do not have much room for improvement. Given these limitations, many studies have utilized
self-reported grades and performance data. The results in some cases provide positive association
between later school start times and academic performance; however, this positive association is not
consistently or confidently (e.g. self-reported grades) established.
• A retrospective longitudinal study examines the data on all middle school students (grades 6-8) in Wake
County, NC from 1999 to 2006 to identify the causal effect of daily start times on academic performance
standardized test scores. The study found a 2 percentile point gain in math test scores was associated with a
1 hour later start time. The researcher warns; however, that these results are only valid within a context of a
7:30 to 8:15 time frame and the same gains may not occur from later start times (e.g. 8:30 to 9:15)
• The first cross-sectional school start time study by the University of Minnesota (where school start times
were moved from 7:15 to 8:40) found higher self-reported grades for students in later starting schools
(Wahlstrom, 2002). This improvement; however, was not statistically significant.
• Eastern Commerce Collegiate Institute (ECCI) in Toronto implemented a 10am start in 2009 (delayed from
9am). The anecdotal results presented in the 1 year interim report indicate that teachers felt that students
were doing better academically (i.e. failing rates had decreased from 45% to 22%)
• In a longitudinal study by Wahlstrom et al. (2014), the researchers examined the grade point averages of
students in 8 schools before and after delayed start times. Most schools observed an increase in grade point
average after delaying school start times.
• McKeever and Clark (2017) investigated the link between schools (n=29) that implemented later school start
times (greater than 8:30am) and graduation rates across the U.S. Results indicated that a statistically
significant average graduation rate increase of 9% (pre-delay mean of 79% to a post delay of 88%) was
observed.
However, positive associations with academic achievement and delayed school start times are not
universal.
• In a longitudinal study conducted by Thacher and Onyper (2016), no differences in academic performance
after the start time (whether they examined specific grades, overall GPA, or standardized test scores) was
observed. 2017 NOV 7 PASSA Minutes
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• Boergers et al. (2014) examined self-reported grades in a pre-post school start delay intervention (25min) at
a private boarding school. The researchers found that no changes were detected after delayed start time.
• Owens et al. (2010) also failed to detect any grade improvement in their pre-post study looking at a 30min
delay in start times.
2.2.4 Economic Success
A recent paper published by the RAND Corporation presents the economic implications of later school
start times (i.e. at least 8:30am) in the United States (Hafner et al., 2017). The study draws on findings
from previous reports that 1) increased sleep leads to better academic achievement and graduation rates
(Wang, 2017), 2) schools that start at 8:30am in NC have higher standardized test scores than those that
start at 7:15am (Edwards, 2012), and 3) that a shift to later school start times saw a reduction in motor
vehicle collisions (Danner and Phillips, 2008). The researchers apply principles of macro-economics to
model the economic performance of these changes in the form of increasing student lifetime earnings and
reducing any negative effects on the labour market because of premature death in car accidents. The
results of the study find significant economic gains and suggest that a shift in school start time could
contribute upwards of $83 billion to the economy after 10 years.
2.3 Health & Behaviour Related Outcomes
While many different health and behaviour related outcomes have been explored with regards to
later school start times for adolescents (Minges and Redeker, 2016; Wheaton et al., 2016), key themes
often investigated are depression/mood, school behavioural issues, and motor vehicle crashes.
Researchers have found links to late start school times and various outcomes listed below.
2.3.1 Depression/Mood
Q: How do later start school times affect depression/mood in students?
The American Academy of Pediatrics, American School Health Association and the American
Academy of Sleep Medicine highlight the links between sleep deprivation and depression/mood in
adolescents (Barnes et al., 2016; Owens et al., 2014; Watson et al., 2017).
• Wahlstrom (2017) analyzed self-reported data from surveys for more than 9,000 students in grades 9 to 12
within 8 high schools in the U.S. Results from the surveys showed that later school start times were
associated with significantly more self-reported sleep, which in turn, was associated with fewer reports of
mental health related issues. In particular, for each additional hour of reported sleep, participants were 28%
less likely to report that they were “unhappy, sad or depressed” (Wahlstrom, 2017).
• Peltz et al. (2017) examined the effect of sleep hygiene (sleep practices/routines) and sleep quality on
depression and anxiety symptoms in adolescents (aged 14-17) with respect to school start time. The
researchers surveyed 197 students on their sleep hygiene practices, sleep quality and their daily 2017 NOV 7 PASSA Minutes
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depressive/anxiety symptoms. The researchers noted that later school start time (using the 8:30am or later
binary distinction) was not significantly associated with sleep hygiene, sleep quality, or symptoms of
depression/anxiety. In fact, the study found that a later start time was marginally associated with higher
levels of depression symptoms.
Three experimental studies (pre-post design) that investigated depression and mood with regards to later
starts provide mixed results. Two of the studies found significant decreases in the depression scale,
depressed mood score and proportion of students who were irritated or annoyed relative to post
intervention (Boergers et al. 2014; Owens et al., 2010), while 1 study found no difference in mood or mental
health (Thacher and Onyper, 2016).
• Boergers et al. (2014) implemented a 25min start time delay and found significant decreases in scores on the
depression scale from pre to post delay.
• Owens et al. (2010) implemented a 30min start time delay and found depression scores decreased.
• Thacher and Onyper implemented a 45min delay in start time and found no significant difference in
depression or mood scores from pre-post delay. The authors note that while they found no evidence
suggesting that physical or mental health did not benefit from a delayed start time, they did notice some
significant interactions between chorotype and mental health. In particular, morning preference was
associated with a wide range of benefits, both with respect to length and quality of sleep, as well as physical
and mental health.
2.3.2 School Behavioural Issues
Q: How do later start school times affect behavioural issues in students?
A positive association between sleep deprivation and school behavioural problems is noted in the
literature (Hildenbrand et al., 2013). A 2013 study found that students who are sleep deprived have higher
odds of engaging in school-violence related behaviours compared to students who do meet sufficient
sleep requirements (Hildenbrand et al., 2013). Two experimental studies that investigated early start
times both found a statistically significant reduction in disciplinary violations after the delay was
implemented, suggesting that later starts may reduce disciplinary actions (Kelley et al., 2017; Thacher and
Onyper, 2016). An explanation for the reduction observed in disciplinary violations could not only be the
result of improved sleep in students, but also in teachers and staff, making them more patient with
students and less likely to assign severe punishment (Kelley et al., 2017).
• Thacher and Onyper (2016) examined whether the transition to later school start times (45min delay) was
associated with a change in disciplinary actions. The authors examined the aggregated number of offences
for the 2 years prior to the school start time change (2010-2012), as well as the 2 years following the
transition (2012-2014). Results revealed a significant reduction in 9 class/school discipline violation categories
after the transition (2012-2014). Transitioning to a later start time may have substantially reduced the
incidence of many nonviolent offences. 2017 NOV 7 PASSA Minutes
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• Keller et al. (2017) investigated the effects of early start times on school behavioural issues in elementary
aged students. A cross-sectional study with students aged 5-12 yrs. Associations between early school start
time and greater behavioural and disciplinary problems were observed.
2.3.3 Motor Vehicle Crashes
Q: Is there a relationship between adolescent motor vehicle collisions and later starts in high schools?
A case can be made for linking later start times to a reduction in teen motor vehicle collisions. Two
experimental studies explored the relationship between later school start times and motor vehicle
collisions and observed significant drops in auto collision rates after start time delays were implemented
(Danner and Phillips, 2008; Wahlstrom et al., 2014).
• In a pre-post experimental design study, Danner and Phillips saw a 16.5% decrease in motor vehicle crash
rates for 17 and 18 year old students in the 2 years following a 1-hour delay in school start time by county high
schools. During this same time, crash rates for this age group increased by 7.8% in the rest of the state.
While the results are not causal, a positive association is presented here.
• Wahlstrom et al. (2014) also investigated crash rates in their longitudinal study investigating outcomes of
later school start times. The authors found that car crashes for teen drivers from 16 to 18 years of age was
significantly reduced by 65-70% when a school shifted start times from 7:35am to 8:55am.
2.4 Extracurricular Participation/Employment
Q: How do later start times affect extracurricular participation and/or part time employment?
Studies that have explored these outcomes found no evidence indicating that later start school
times affected the number of hours on extracurricular participation and after school employment
(Boergers et al., 2014; Danner and Phillips, 2008; Owens et al., 2010; Wahlstrom, 2002). In particular,
Wahlstrom (2002) found there was no negative impact on after school employment of high school
students whose schools shifted to later start times because all employers who were interviewed indicated
that their need for additional staff did not occur until 4:00pm or later. It should be noted; however, that
most of these studies are implemented in the U.S. where pre-delay start times are often much earlier than
in Canada. For this reason, it could be erroneous to generalize these findings within the TVDSB context.
• Danner and Phillips (2008) assessed the effects of delayed high school start times on several outcomes,
including extracurricular participation. Self-reports were used to estimate hours spent on working in part
time jobs, home work, school sports, volunteer work, community sports or hanging out with friends. The
authors observed no significant evidence that the 1 hour delay in start time affected extracurricular activities.
• Boergers et al. (2014) found that self-reported data on hours spent on extracurricular actives or athletics did
not significantly differ after the 30min schedule change was implemented.
• Owens et al. (2010) also observed no change in time spent in athletics or extracurricular activities after a
25min delay was implemented.
• Wahlstrom (2002) found there was no negative impact on after school employment of high school students
whose schools shifted to later start times (7:15am to 8:40am). 2017 NOV 7 PASSA Minutes
14
• Eastern Commerce Collegiate Institute (secondary school in Toronto) collected qualitative data on the
effects of later start times on student employment. In general, students did not feel that the late start
hindered their employment. They did, however, find that fewer students were staying after school for
sports or other activities, but this was balanced by practices before school or during lunch (Brown et al.,
2011).
3.0 CONSIDERATIONS IN LATE START RESEARCH RESULTS
Although research indicates that later high school start times have had positive effects on
outcomes such as sleep duration, academic achievement, health and behaviour and extracurricular
participation, these findings are often not without limitations and/or biases. For this reason, results
presented in this review should be used only to highlight trends in emerging data and not used as a basis
for expected improvement in any one of these outcomes within the TVDSB context. Different factors can
contribute to variability in late start research results including, but not limited to, individual behaviour and
the methods of data collection used in the studies.
3.1 Individual Behaviour
Individual behaviour such as sleep hygiene practices and chronotypes (morning or evening
preference/attention peaks) will influence the results of various outcomes investigated with respect to
later starts.
3.1.1 Sleep Hygiene Practices
Sleep hygiene practices are regarded as behaviour associated with regular sleep/wake times,
parental-set bedtimes, avoidance of technology use before bed, and avoidance of naps. These practices
will vary from student to student and have been cited by authors as potential causes for variable results in
late start studies (Kelley et al., 2015; Thacher and Onyper, 2016).
3.1.2 Chronotypes
Many researchers also reference the effect of personal chronotypes, that is being either a ‘morning’
or ‘evening’ person, on various outcomes studied in the literature (Thacher and Onyper, 2016; Boergers,
2014; Owens, 2010; Kelley et al., 2015). Personal chronotype varies from individual to individual (Thacker
and Onyper, 2016). Researchers note that evening chorotypes in high school students often show
significantly more use of stimulants and depressants associated with managing sleep (caffeine, nicotine),
are more likely to experience mental health problems and have a more difficult time adjusting to earlier
school start times than ‘morning type’ students (Kelley et al, 2014; Thacher and Onyper, 2016). For this
reason, they are more likely to experience greater benefits from later start times (Thacher and Onyper,
2016). 2017 NOV 7 PASSA Minutes
15
Thacher and Onyper (2016) suggest that inconsistent or non-existent findings throughout the
literature point to a broader picture, “wherein each student’s profile of cognitive, physical and mental health
may improve, remain stable, or deteriorate according to each student’s specific traits and profiles of
vulnerability/resilience to sleep loss. The response to the start time delay would then plausibly vary
considerably from student to student depending in part on chronotype preference and amount of sleep
deprivation prior to the change in start time” (Thacher and Onyper, 2016: pp. 279).
3.2 Study Design
Variable results can also be obtained from different uses of data. Studies that rely on self-reported
data (e.g. bedtimes, wake times, fatigue, mood, health, grades etc.) may produce unreliable results due to
issues with memory recall. Additionally biased attitudes towards late starts (e.g. those in favour vs. those
who are not in favour) may also influence self-reported data. For this reason, authors note that further
research is needed with more objective measures of these outcomes (Boergers, 2014; Owens, 2010;
Thacher and Onyper, 2016).
Further to this, the need for control groups in pre-post delay studies has also been cited (Boergers
et al., 2014; Thacker and Onyper, 2016). When a school-wide change is implemented, it is difficult to
include a group of students who did not experience the change. Therefore, it is possible that there are
other variables that could explain the association between delayed school start times and observed
benefits for students in the previously reported experimental studies (Boergers et al., 2014).
4.0 LATE START TIME DELAY RECOMMENDATIONS
In response to research findings, the American School Health Association (Barnes et al., 2016) and
the American Academy of Pediatrics (Owens et al., 2014) both recently published articles outlining the
effects of sleep deprivation in adolescents, suggesting late school times are a prominent driving force
behind this deprivation and recommending that schools begin to delay school start times consistent with
students’ developmental needs.
The American Academy of Pediatrics notes that optimal sleep duration for teens remains at 8.5
hours to 9.5 hours (Owens et al., 2014). Further to that, they state that the typical teen has difficulty
falling asleep before 11pm, and accordingly, their wake time should be around 8-8:30am to obtain enough
sleep (Owens et al., 2014). For this reason, they believe that high schools should aim to start classes no
earlier than 8:30am. The average start time in the TVDSB is approximately 8:22am.
Some authors note; however, that the delays in school start times implemented within research
studies may be too modest and do not fully address the sleep schedules of adolescent biology (Boergers
et al., 2014; Owens et al., 2010; Thacher and Onyper, 2016). In fact, in a review of the literature, Kelley et al.
(2015) stress that almost all research of later school start times (where post delay is before 9am) grossly
underestimates the scale of change needed. Further to that, the authors reference changes in sleep 2017 NOV 7 PASSA Minutes
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patterns from international studies and provide synchronized school start time suggestions (Kelley et al.,
2015):
• At the age of 10 the biological wake time is about 6:30am, with a synchronized school starting time between
8:30-9:00
• At the age of 16 the biological wake time is about 8:00am, with a synchronized school starting time between
10:00-10:30
• At the age of 18 that wake-time shifts to 9:00am, with a synchronized school starting time between 11:00-
11:30
Preliminary results from a Canadian study also support starting times later than 8:30am (Gariépy et al.,
2016). In their analysis of start times and sleep within 362 schools, Gariépy et al. (2016) found that school
start time was linearly associated with sleep duration (every 10min start time delay corresponded with an
additional 3.2min of sleep) and that the benefits of later times revealed no flattening out effect within the
range of the start times in the study (8am-9:30am). In other words, the sleep duration increases did not
diminish at a certain point, suggesting that the latest start time in the study (9:30am) had the greatest
benefits for adolescents (Gariépy et al., 2016).
2017 NOV 7 PASSA Minutes
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5.0 CONCLUSIONS
The American Academy of Pediatrics published a paper outlining the problem of sleep deprivation
for adolescents and its potential health and academic affects, concluding that high schools should start no
earlier than 8:30am (Owens et al., 2014). This conclusion is widely supported by researchers which cite
that the circadian rhythms of adolescents are not considered by early high school start times and changes
to those start times should be implemented (Kelley et al., 2015; Minges and Redeker, 2016; Wheaton et al.,
2016). The findings from this review indicate that later school start times do have some effect on youth
sleep deprivation, even in Canada, where later start times are generally observed. These conclusions,
however; are not universal as conflicting reports from experimental research have been documented.
Further to that, although sleep duration is an outcome that does show significant gains from delayed start
times, the results of this review indicate that improvement to academic achievement, health, and
behaviour outcomes will not reliably follow. Thus, the results of this review detail the continued
inconsistency with respect to the effects later start times have on adolescents.
Although a start time delay is a good first step to improve adolescent sleep deprivation, the
decision to delay start times should also include a component of adolescent education on the effects of
sleep deprivation and good sleep hygiene practices. Taken together, the benefits of later starts may likely
include longer sleep and a better quality of sleep for adolescents. These changes are important with
respect to safety and learning. Improvement in other domains; however, may be predicted on the
individual characteristics of the student, including but not limited to, sleep hygiene practices, chronotype
preference, severity of sleep deprivation that an individual has experienced, home life, and other variables,
which will interact with each other and ultimately, produce varying results.
2017 NOV 7 PASSA Minutes
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6.0 REFERENCES
Barnes, M., K. Davis, M. Mancini, J. Ruffin, T. Simpson, K. Casazza. 2016. Setting Adolescents Up for Success:
Promoting a Policy to Delay High School Start Times (American School Health Association). Journal of School Health,
86(7): 552-557.
Boergers J, Gable CJ, Owens JA. 2014. Later school start time is associated with improved sleep and daytime
functioning in adolescents. Journal of Developmental and Behavioural Pediatrics, 35: 11–7.
Brown, R.S., Presley, A., Newton, L., & Davison, C. (2011). Eastern Commerce Collegiate Institute’s Late Start: Year
One Interim Report. available:
http://www.tdsb.on.ca/wwwdocuments/about_us/external_research_application/docs/ECCILateStart-
Yr1InterimRpt.pdf.
Danner F, Phillips B. 2008. Adolescent sleep, school start times, and teen motor vehicle crashes. Journal of Clinical
Sleep Medicine, 4:533–535.
Edwards, F. 2012. Early to Rise? The effect of daily start times on academic performance. Economics of Education
Review 31: 970-983.
Gibson, E., P. Powles, L. Thabane, S. O’Brien, D. Molnar, N. Trajanovic, R. Ogilvie, C. Shapiro, M. Yan, L. Chilcott-
Tanser. 2006. “Sleepiness” is serious in adolescence: Two surveys of 3235 Canadian students. BMC Public Health,
6(116).
Hafner, M., M. Stepanek, W. Troxel. 2017. Later school start times in the U.S.: An economic analysis. RAND
Corporation: Santa Monica, CA and Cambridge, UK.
Hildenbrand, AK., Daly, BP., Nicholls, E., Brooks-Holliday, S., & Kloss, JD. 2013. Increased risk for school violence-
related behaviors among adolescents with insufficient sleep. Journal of School Health, 83: 408-414.
Keller, P.S., L. Gilbert, E. Haak, S. Bi, O. Smith. 2017. Earlier school start times are associated with higher rates of
behavioural problems in elementary schools. Sleep Health 3(2): 113-118.
Kelley, P., S. Lockley, R. Foster, J. Kelley. 2015. Synchronizing education to adolescent biology: ‘let teens sleep, start
school later’. Learning, Media and Technology 40(2): 210-226.
Lufi D; Tzischinsky O; Hadar S. 2011. Delaying school starting time by one hour: some effects on attention levels in
adolescents. Journal of Clinical Sleep Medicine 7(2):137-143.
2017 NOV 7 PASSA Minutes
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Minges, Karl E. and N. Redeker. 2016. Delayed school start times and adolescent sleep: A systematic review of the
experimental evidence. Sleep Medicine Review, 28: 86-95.
McKeever, P.M. and L. Clark. 2017. Delayed high school Start times later than 8:30AM and impact on graduation and
attendance rates. Sleep Health, 3(2): 119-125.
Owens JA, Belon K, Moss P. 2010. Impact of delaying school start time on adolescent sleep, mood, and behavior.
Archives of Pediatrics and Adolescent Medicine: 164: 608–614.
Owens, J.A., R. Au, M. Carskadon, R. Millman, A. Wolfson. 2014. School start times for adolescents (American
Academy of Pediatrics). Pediatrics, 134: 642-649.
Patte, K., A. Cole, W. Qian, S. Leatherdale. 2017. Youth sleep durations and school start times: a cross-sectional
analysis of the COMPASS study. Sleep Health, http://dx.doi.org/10.1016/j.sleh.2017.07.011
Peltz, J., R. Rogge, H. Connolly, T. O’Connor. 2017. A process-oriented model linking adolescents' sleep hygiene and
psychological functioning: the moderating role of school start times. Sleep Health,
http://dx.doi.org/10.1016/j.sleh.2017.08.003
Sabia, J., K. Wang, R. Cesur. 2017. Sleepwalking through school: New evidence on sleep and academic achievement.
Contemporary Economic Policy, 35(4): 331-344.
Thacher, PV and Onyper, SV. 2016. Longitudinal outcomes of start time delay on sleep, behavior, and achievement in
high school. SLEEP, 39(2):271–281.
Wahlstrom, K. 2002. Changing times: Findings from the first longitudinal study of later high school start times. NASSP
Bulletin, 86(633), 3–21.
Wahlstrom, K., Dretzke, B., Gordon, M., Peterson, K., Edwards, K., & Gdula, J. 2014. Examining the Impact of Later
School Start Times on the Health and Academic Performance of High School Students: A Multi-Site Study. Center for
Applied Research and Educational Improvement. St Paul, MN: University of Minnesota.
Wahlstrom, K., A. Berger, R. Widome. 2017. Relationships between school start time, sleep duration, and adolescent
behaviors. Sleep Health 3: 216-221.
Watson, N., J. Martin, M. Wise, et al. 2017. Delaying Middle School and High School Start Times Promotes Student
Health and Performance: An American Academy of Sleep Medicine Position Statement. Journal of Clinical Sleep
Medicine 13(4): 623-625.
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Wheaton, A., D. Chapman, J. Croft. 2016. School Start Times, Sleep, Behavioural, Health and Academic Outcomes: A
Review of the Literature. Journal of School Health, 86(5): 363-38
2017 NOV 7 PASSA Minutes
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2017 NOV 7 PASSA Minutes
Late Start Pilot Project
Feedback from TVSSAC, September 2017
In September 2017, secondary administrators provided feedback about the option of later high school start times.
The results from those comments are summarized below.
What could a late start model look like in a TVDSB Secondary School?
The two most frequently mentioned models were 1) Flexible schedules and 2) Starting an hour later than the current
start time. Administrators also discussed university-style timetabling, staggered start times, balanced day, shorter
periods, and switching elementary and secondary schedules.
Who else should we talk to about late start?
Several different stakeholders were mentioned that should be included in the late start discussion.
• Community partners/employers
• Staff
• Students
• School Council
• Faculty of Education
• Families
• Re-Think Athletics Group
• Psychologists/Physicians
What could the benefits of late start be? How do you see these benefits impacting your students?
The main benefits to later start times seen by administrators were 1) Academic outcomes, 2) Cognitive benefits, 3)
Flexibility for students/staff, 4) More time/rest/sleep, and 5) Supports research.
Barriers and possible solutions: What do you perceive as barriers and what are some possible solutions?
Several barriers were highlighted by administrators. The top three most frequently mentioned were 1)
Transportation, 2) Child care impacts/home responsibilities, and 3) Extracurricular impacts. Other barriers included
staffing, coop placements, collective agreements, and financial.
Survey
Administrators were also asked to fill out a survey pertaining to school community readiness and receptiveness for a
later high school start time. Results from the survey (n=21) suggest that, on average, administrators do not feel that
their schools are ready to move to a later start time (avg= 2.3 on a 5-point scale), nor do they feel the communities
will be receptive to moving to a later start time (avg= 2.5 on a 5-point scale).
Administrators were also invited to share anything else that they thought was relevant to the late start discussion.
Administrators felt that more information is required on late start (i.e. details still need to be addressed). Many
respondents highlighted concerns for the various impacts on students, community, staff and transportation.
Additionally, late start model suggestions were made and some indicated that late start is not a current priority for
their school community.2017 NOV 7 PASSA Minutes
Administered By LEARNING SUPPORT SERVICES
Amendment Date(s) 2006 Dec. 19
2001 Oct. 23
Page 1 of 3
Thames Valley District School Board INDEPENDENT
PROCEDURE
Title SCHOOL HOURS: PROCEDURE
FOR CHANGING
Independent
Procedure No.
9030
Department LEARNING SUPPORT SERVICES
Resources Effective Date 2001 Aug. 31
1.0 Guidelines:
It is recognized that there are many reasons for changing school hours. The primary reason
for changing school hours should be centred on improving the educational program for our
students. There are, however, other criteria which may necessitate a request for changing
school hours.
In approving a change of school hours, some of the factors to be considered are as follows:
$ impact on other schools
$ impact on the parents and the community
$ impact on transportation services
$ advice received from School Council
$ timeline for change
2.0 Procedure:
2.1 The Principal making a request to change school hours should complete the
application form (available on Electronic Forms on the Employee Portal) and
forward that application to the appropriate Superintendent of Student
Achievement for the school.
2.2 The Superintendent of Student Achievement will request from Southwestern
Ontario Student Transportation Services (STS) the impact of such a change and
any associated costs.
2.3 Following receiving the response from STS, the Superintendent of Student
Achievement will discuss with the Associate Director, Learning Support Services,
the appropriateness of proceeding with the application.
2.4 Should a change of school hours have associated costs, the application will be
forwarded to the Associate Director, Operational Support Services, and to
Administrative Council in order to determine whether the application should
proceed.
2017 NOV 7 PASSA Minutes
Page 2 of 3
2.5 Approval or denial of the application will be communicated by the Associate
Director, Learning Support Services, to the Principal, the Superintendent of
Student Achievement, and STS.
3.0 Parental Survey:
Where a school is considering a change in school hours which is significant in length
(e.g., in excess of 15 minutes), then the Principal will complete the application form as
specified in the above procedures and consideration will be given to conducting a
parental survey in accordance with the following:
a. After receiving approval to proceed to survey from the Associate Director,
Learning Support Services, the Principal is required to conduct a survey to
determine the wishes of the majority of the parents affected. A sample letter and
ballot are attached.
b. The following school procedure for balloting should be followed:
i. The ballot is to be given to each family in every school.
ii. Distribution is to start with Junior Kindergarten and proceed through the
grades.
iii. Teachers are to record names of pupils to whom they have distributed
ballots.
iv. Teachers are to emphasize the importance of returning ballots promptly.
v. Ballots are to be sent home Monday of one week and returned on or
before Friday of the same week.
vi. Teachers are to check returns on their distribution lists.
vii. Teachers are to safeguard and retain ballots until requested by their
school office.
viii. The counting of ballots is to take place on the Friday at the school.
ix. Counting is to be supervised by the Principal and/or Vice-Principal and
conducted by persons designated by them. Designates are to include at
least one member of the School Council.
c. The following requirements must be met:
i. 75% of ballots returned
ii. 67% of returned ballots must support the proposed change
d. When a change in school hours has been indicated by the vote, the Principal
should notify Learning Support Services in writing that the above procedures
have been followed and indicate the results of the balloting.
e. Approval of the change and effective date will be confirmed in writing by the
Associate Director, Learning Support Services.
2017 NOV 7 PASSA Minutes
Page 3 of 3
SAMPLE LETTER
{Date}
Dear Parents:
According to the procedures of the Thames Valley District School Board, this letter contains a ballot
which will permit each family one vote as to its wish regarding school opening and closing times, and
the length of the noon hour.
It is most important that all families vote so that the Principal will be assisted in making a clear cut
decision, one way or the other. The decision will be made by individual schools, not on a system basis.
This procedure reflects the desire of our Board to involve parents in a matter which affects both home
and school.
In order to effect a change in these times, the Board requires:
1. A return to the school of 75% of the ballots distributed; and
2. A minimum of 67% of these returns must support the change.
The ballots will be returned to the home room teacher by the pupils and will be counted under the
direction of the Principal by a Committee consisting of teachers, senior students, and at least one
parent.
Signature of the Principal:
------------------------------------------------------------------------------------------------------------------------------- (tear off)
BALLOT
Please indicate your choice by marking an AX@ below the preferred time:
PROPOSED TIMES: PRESENT TIMES:
2017 NOV 7 PASSA Minutes
Late Start Updates
PASSA November 7 20172017 NOV 7 PASSA Minutes
Timeline/Process
June 2017
Board Meeting Budget
Decision
$25,000 allocated towards
a Late Start Pilot at the
secondary level
September –
October 2017
Review of the Literature
Research and Assessment
team conducted a review
of the literature on the
latest findings around later
school start times
September –
November 2017
Consultations
Discussions with members
of TVSSAC, STS, and initial
consultations within school
communities
November 2017
Discussion of Next Steps
Seeking advice from
Trustees on next steps2017 NOV 7 PASSA Minutes
Secondary Schools Who
Expressed Interest in Pilot
Banting
Beal*
Clarke Road
Lucas*
Oakridge*
Saunders*
*Administrator involved in Oct 3
discussion2017 NOV 7 PASSA Minutes
Why are we talking about
a late start?
✓American Academy of Paediatrics identified insufficient sleep as important
public health issue for adolescent health, safety and academic success
✓Optimal sleep for most teenagers is 8.5 -9.5 hours/night
✓Many factors can contribute, but research strongly implicates early high school
start times (i.e., before 8:30AM)
✓Based on theory that high school schedules do not align with adolescent biology
✓Evidence is primarily U.S. based (where school often begins at 8AM or earlier)
✓Preliminary Canadian research suggests similar things
✓Ontario survey: 70% of teens slept less than 8.5 hrs., many reported extreme
sleepiness at school and grades dropped as result, most (58-68%) reported
really sleepy between 8-10AM
✓With later start times, students slept longer, more likely to meet
sleep recommendations, and reported feeling less tired in AM2017 NOV 7 PASSA Minutes
Emerging Themes from
the Literature
2017 NOV 7 PASSA Minutes
Purpose of Literature Review
✓Review literature on late start
✓Provide current and inclusive summary of key outcomes
investigated
✓Highlight new and significant findings
✓Summarize limitations to research
✓Outline recommendations from literature2017 NOV 7 PASSA Minutes
Adolescent Sleep
Behaviour
✓Sleep duration = most
consistently proven
outcome ✓Student gains in sleep do
not always continue after
later start implemented
2017 NOV 7 PASSA Minutes
Academic Success/
Achievement
✓Positive associations
between later start times
and lateness to class and
attention levels ✓Mixed results between
later start times and
attendance and grades
2017 NOV 7 PASSA Minutes
Health and Behaviour
✓Positive associations
between later start times
and motor vehicle
collisions and school
disciplinary violations ✓Mixed results between
later start times and
depression and or/mood 2017 NOV 7 PASSA Minutes
Extracurricular Participation
✓No evidence in literature that
later start times affected
extracurricular participation/
after school employment
✓However, much of this
research comes from within
the US (earlier start times)
or the context may not be
generalizable to TVDSB
community (i.e. research
conducted at private schools
or boarding schools)2017 NOV 7 PASSA Minutes
Considerations in Late
Start Research
✓Studies that rely on self-report data may
produce unreliable results -issues with
memory recall and/or inherent biases
✓Need for control groups
2017 NOV 7 PASSA Minutes
Late Start Time Delay
Recommendations from
the Literature
✓American Academy of Pediatrics (AAP) recommends that high
schools should aim to start classes no earlier than 8:30am
✓The average start time in the TVDSB is approximately 8:22am
✓Some researchers suggest that almost all research of later school
start times (where post delay is before 9:00am) grossly
underestimate the scale of change needed
✓Preliminary results from Canadian study also support starting
times later than 8:30am. The sleep duration increases did not
diminish at certain point, suggesting that the latest start time in
the study (9:30am) had greatest benefits for adolescents2017 NOV 7 PASSA Minutes
Conclusions from
Literature Review
✓Main reason for late start:to address the
problem of teen sleep loss by giving teens a
chance to sleep longer (often successful
effect of late start)
✓Teen improvement in other areas -sleep
quality, academic achievement, health and
behavior –not guaranteed
✓Any improvement in these areas is unique to
each student2017 NOV 7 PASSA Minutes
Conclusions from
Literature Review
✓The decision to delay school start times
should include an education piece on the
effects of sleep loss and good
sleep behaviour practices.Taken
together,the benefits of later school start
times may include longer sleep and a better
quality of sleep for teens.These changes are
meaningful for safety and learning.2017 NOV 7 PASSA Minutes
Costing Considerations
Preliminary discussions with STS Transportation
•For a secondary school which relies on student
bussing,there would be an additional cost of $40,000
per bus that would no longer be used in a double-
bussing scenario
•Ex. A secondary school with 10 buses =a cost of
$400,000 2017 NOV 7 PASSA Minutes
Teens Don’t Get Enough Sleep:
Would Later School Start Times Help?
Experts in adolescent health agree that sleep deprivation is
a problem for adolescents with potential negative impacts
on health and academic affects. It is widely supported
by researchers that teenage circadian rhythms (i.e. their
internal clock) are not considered by early high school start
times (SST)These conclusions are not without conflicting
reports. There is an ongoing debate with respect to the
effects later start times have on adolescents.
A SST delay may be a good first step to improve adolescent
sleep deprivation BUT the decision to delay start times
should also include a component of adolescent education
on the effects of sleep deprivation and good sleep hygiene
practices. Taken together, the benefits of later starts may
likely include longer sleep and a better quality of sleep for
adolescents. These changes are important with respect to
student wellbeing, safety and learning, however, there is
variability dependent on the individual characteristics of
the student.
On average, teens
should get 8.5 to
9.5 hours of sleep
per night, but the
majority do not.
1998-2002 Ontario survey
(n=3, 235): 70 % of teens had
less than 8.5 hours of sleep,
many felt extremely sleepy at
school & their grades dropped
as a result.
2016 Canadian study (n=29, 635): 69% of
students met sleep duration recommendations.
2017 Canadian study (n=35, 821): less than half
of youth surveyed met sleep requirements.
Canadian Research
October 2017
2017 NOV 7 PASSA Minutes
The American Academy
of Paediatrics and the
American Academy of Sleep
Medicine both published
policy statements outlining
the negative effects of sleep
deprivation in adolescents and
asserts that a start time of no
earlier than 8:30am should be
implemented in high schools.
Some authors suggest that even
later start times (i.e. 10am) may
be needed to properly address
the problem of adolescent sleep
deprivation.
Sleep duration is the most
consistently proven outcome to
show improvement in later start
studies, with several studies
reporting observed increased
sleep time and quality in both
the U.S. and Canada.
In one study, students had a
net gain of 20mins of sleep 6
months after a 45mins start
time delay; however, sleep
duration had returned to pre-
delay levels 1 year later due to
adjusted bedtimes.
Sleep Deprivation, Duration
and Recommended School
Start Times
Academic Success/
Achievement
With respect to academic
success, positive associations
can be made between later
start times and academic
success markers such as
lateness to class and attention
levels.
Results are much more variable
with respect to late start
effects on attendance rates.
While some studies observe
increases, others observe
decreases.
Academic achievement (i.e.
grades) is also variable. While
some researchers have found
that a delay in school start
times improves student grades
or graduation rates, others
report no improvement in
either self-reported grades or
standardized test scores.
Health and Behaviour
Later starts have also shown
improvement in some health
and behaviour outcomes, most
notably motor vehicle collisions
and school disciplinary
violations.
Effects of later starts on
depression and/or mood are
much more variable. Through
the use of pre-post survey
data, researchers have found
both improvements and no
changes to self-reported mood
and depression scores after
delays were implemented.
Significant decreases in school
disciplinary violations have also
been linked to later start times
in pre-post delay studies.
Results
For every 10min delay
in SST, students:
• got 3.2 more mins. of sleep
• had 1.6% greater probability of
sufficient sleep
• had 2.1% smaller probability of
feeling tired in the morning2017 NOV 7 PASSA Minutes
Extracurricular Participation Late Start Research/Implementation
within Canada
Studies that have explored these outcomes
found no evidence indicating that later start
school times affected the number of hours on
extracurricular participation and after school
employment. Much of this research; however,
comes from within the U.S. where pre-delay
start times are before 8am or the context may
not be generalizable with the TVDSB community
(i.e. research was conducted at private schools
or boarding schools).
Limited research has explored the relationship
between school start time and adolescent
sleep within the Canadian context. School
start times in Canada are typically later than
reported in U.S. studies, where much of the
research emerges.
Although school start times in Canadian
research are, on average, slightly later than
8:30am (the recommended start time by the
AAP), emerging research suggests that the
majority of adolescents surveyed are still not
meeting the minimum recommended sleep
duration of 8-10hours and that the later school
start times are indeed associated with more
sleep.
The Eastern Commerce Collegiate Institute
(ECCI) in Toronto implemented a 10:00am start
in 2009 (delayed from 9am). The anecdotal
results presented in the 1 year interim report
indicate that teachers felt that students were
more alert, and their attention levels had
increased after the delay was implemented.
The school has since been closed.
The average start time in the TVDSB is 8:22am.
Policy
&
Economics
Success stories describing how various schools in the U.S. and other countries
have creatively overcome obstacles to school start time changes can be found
at http://www.startschoollater.net/success-stories.html
RAND Corporation outlines the economic benefits of later school start times
in the United States. Using a macro-economic approach, the study compares
changes in economic performance of 47 U.S. states under a scenario of
delayed school start times compared with that of the current school start
times and finds significant economic gains (i.e. 83 billion dollar increase after
10 years). 2017 NOV 7 PASSA Minutes
?
Challenges in the Research
Different factors can contribute to variability in late
start research results including, but not limited to,
individual behaviour such as sleep hygiene practices
and chronotypes (morning or evening preference/
attention peaks) and the methods of data collection
used in the studies.
Sleep Hygiene Personal
Chronotypes
Data Collection
Methods
Sleep hygiene practices
are regarded as behaviour
associated with regular
sleep/wake times, parental-
set bedtimes, avoidance
of technology use before
bed, and avoidance of naps.
These practices will vary from
student to student and have
been cited by authors as
potential causes for variable
results in late start studies.
Personal chronotypes, that
is being either a ‘morning’
or ‘evening’ person, will also
affect the improvement of
various outcomes studied in
late start research. That is to
say that notable improvement
in any one domain (e.g.
academics, health, behaviour)
will likely be based on the
characteristics of the individual
and their preferences for later
start times.
Variable results can also be
obtained from different uses of
data. Studies that rely on self-
reported data (e.g. bedtimes,
wake times, fatigue, mood,
health, grades etc.) may produce
unreliable results due to issues
with memory recall and/or
inherent biases.
12 3
4
Are later starts worth considering?
What are the benefits?
What are the problems?
(e.g. extra-curricular, teens with child
care responsibilities, part-time jobs,
will teens just go to bed later?)
Are there solutions to the problems
above?
The research is
complicated. There is
no simple answer, but
what do you think?
For complete literature review and full
reference list visit:
Add link
Research and Assessment Service, Thames Valley District School Board
research@tvdsb.ca
Written By:
@TVDSB_RandA2017 NOV 7 PASSA Minutes
Questions and Feedback
2017 NOV 7 PASSA Minutes
We build each student’s tomorrow, every day
Date of Meeting: 2017 NOV 7
Item #:
REPORT TO:
☐ Administrative Council ☒ Program and School Services Advisory Committee
☐ Policy Working Committee ☐ Planning and Priorities Advisory Council
☐ Board
☐ PUBLIC ☐ IN-CAMERA
TITLE OF REPORT: Graduation Rates
PRESENTED BY:
Paul Sydor, Superintendent of Student Achievement
Christine Stager, Manager, Research and Assessment
Nathan Luo, Research and Assessment
Norah Rayfield, Research and Assessment
PRESENTED FOR: ☐ Approval ☒ Information ☒ Advice
Recommendation(s): That the Program and School Services Advisory Committee considers and provides advice on
the Graduation Rates report.
Purpose: To understand the high school graduation rate in Thames Valley and inform actions to
improve that rate.
Content: Analysis of the 2011-2012 grade nine cohort
Identification of five (5) sub-cohorts who can be positively impacted
Current strategies to increase graduation rates
Cost/Savings:
Timeline: Senior Administration will be working with school principals on next steps to increase
Graduation Rates in Thames Valley.
Communications:
Appendices: Slides – TVDSB Graduation Rates
Current Strategies to Increase Graduation Rates
Form Revised 2017 September 14
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 2017 NOV 7 PASSA Minutes
Program and School Services Advisory Committee
November 7, 2017
TVDSB Graduation Rates
2011-2012 Grade 9 Cohort
Research & Assessment
Paul Sydor2017 NOV 7 PASSA Minutes
Graduation Rates
2
•5-Year Graduation Rates
Grade 9 Cohort
Graduating Year78.3%85.5%0%
20%
40%
60%
80%
100%
2011-12
TVDSB
Ontario
2015-162017 NOV 7 PASSA Minutes
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Provincial Grad Rate:2011-12 Grade 9 Cohort School Board Grad Rates
3
TVDSB
French or Catholic DSB = 86%French or Catholic DSB = 21%85.5%2017 NOV 7 PASSA Minutes
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%Provincial Grad RateTVDSB v.s. Other Public Boards
4
TVDSB
2017 NOV 7 PASSA Minutes
What do you need to graduate?
•18 compulsory credits
•12 optional credits
•40 hours of community involvement activities
•Meet the provincial literacy requirement
5
Students must meet all the following requirements
to obtain the Ontario Secondary School Diploma
(OSSD):
A total of 30 credits
2017 NOV 7 PASSA Minutes
Graduation Rates
•Calculated by the Ministry of Education
•The formula (5 -year rate)
•Provincial Target: 5 -year rate at 85%
6
# of graduates within 5 years
=5 –year
graduation rate Total # of
students in
cohort
Deceased
or left
Ontario
-2017 NOV 7 PASSA Minutes
Technical Information
•Cohort: Student belongs to board that they registered in upon entering
Grade 9 for the first time
•“Grads” obtain their OSSD within the 5 years
•“Non-Grads” are:
–students who do not complete the diploma requirements by end of year 5;
–leave school;
–still registered in a school without completing the OSSD requirements;
–students with an OSSC or Certificate of Accomplishment.
•Excluded –students who left Ontario or deceased
•Included -students who left TVDSB but remain in Ontario 72017 NOV 7 PASSA Minutes
Caution
“Please note that the board-level methodology
should not be applied to calculate school-level
rates in light of the higher movement of
students from schools from where they started
grade 9.”
8
Ministry of Education2017 NOV 7 PASSA Minutes
Graduation Rates
•5-Year Graduation Rates
9
Grade 9 Cohort
Graduating Year77.3%78.1%78.3%83.0%84.3%85.5%0%
20%
40%
60%
80%
100%
2009-10 2010-11 2011-12
TVDSB
Ontario
2013 2014 20152017 NOV 7 PASSA Minutes
Compare to the Province
10
Graduating Year:201580.7%84.5%0%
20%
40%
60%
80%
100%
% of Grade 9 Students
Earned 8 Credits
78.3%85.5%0%
20%
40%
60%
80%
100%
TVDSB
Ontario
5-Year Graduation
Rates
-2.4%1.0%-40%
-20%
0%
20%
40%
60%
Changes in the % of
Students On Track
End of Year 1 End of Year 5
2011-12 Grade 9 Cohort
2017 NOV 7 PASSA Minutes
14%23%13%0%0%
10%
20%
30%
40%
50%
60%
Year 1 Year 5
TVDSB
Ontario
Students with IEPs
11
% of Students with an IEP
2011-12 Grade 9 Cohort
Not Available2017 NOV 7 PASSA Minutes
Trend of Students with IEPs
Trend of Graduation Cohort with IEPs at Year 5
12
18.4%19.5%20.3%19.9%
23.1%
0%
5%
10%
15%
20%
25%
30%
35%
2007-08 2008-09 2009-10 2010-11 2011-12
TVDSB
Ontario
2015-16
Grade 9 Cohort
Graduating Year
Provincial Rates not Available
2017 NOV 7 PASSA Minutes
TVDSB Cohort Outcomes
13
Total # of student
in Grade 9 cohort
5,505
Stayed in the Same Board
Moved to Another Board
Graduation Status #
Graduates within 5 Years 4,041
Non-Grad,Still Enrolled in Year 5 607
Early School Leavers 445
Deceased or Left Ontario 86
Total 5,179
Graduation Status #
Graduates within 5 Years 194
Non-Grad,Still Enrolled in Year 5 77
Early School Leavers 48
Deceased or Left Ontario 7
Total 326
Grad Rate: 78.3%2017 NOV 7 PASSA Minutes
241 302 64
0%20%40%60%80%100%
0 to 20.0 20.1 to 29.9 30.0 or more
Non-Grad, Still Enrolled in Year 5
Students Stayed in the Same Board
14
607 Students
Earned Credits
40%50%10%2017 NOV 7 PASSA Minutes
Sample Credit Accumulation Patterns
Accumulating 30 Credits to Graduate
15
First Second Third Fourth FifthYear:
Semester:
30 Credits
in 4 years
1 2 1 2 1 2 1 2 1 2
4 4 4 4 4 4 3 3
3 3 3 3 3 3 3 3 3 330 Credits
in 5 years Full-Time Study3 3 3 3 3 2 3 3 3 329Credits
in 5 years
Part-Time StudyNot On Track to Graduate within 5 Years
Other Combinations
2017 NOV 7 PASSA Minutes
Part-time study
5-year Graduation Credit Status
Non-Grad, Still Enrolled in Year 5, Stayed in Same Board
16
241 302 64
0%20%40%60%80%100%
0 to 20.0 20.1 to 29.9 30.0 or more
607 Students Ranked Reasons*73 262 60 148 64
Missing
Required
Credits
Not Working
Towards
OSSD
Returning
Students
Low Credit
Completion
RateCredit Range*mutually exclusive categories2017 NOV 7 PASSA Minutes
TVDSB Leavers
17
Graduation Status #
Graduates within 5 Years 4,041
Non-Grad,Still Enrolled in Year 5 607
Early School Leavers 445
Deceased or Left Ontario 86
Total 5,179
Graduation Status #
Graduates within 5 Years 194
Non-Grad,Still Enrolled in Year 5 77
Early School Leavers 48
Deceased or Left Ontario 7
Total 326
Stayed in the Same Board
Moved to Another Board
TVDSB
Students Who
Left Before
Graduation
2017 NOV 7 PASSA Minutes
TVDSB Leavers
18
16% of the
2011-12 Grade
9 cohort were
TVDSB leavers
2017 NOV 7 PASSA Minutes
TVDSB Leavers
Less likely to achieve provincial standard on
EQAO’s Grade 9 math assessment
19
34%
41%
44%
Applied
73%
83%
84%
Academic
TVDSB Leavers
(322 applied, 171
academic)
Board
(1,928 applied, 3,291
academic)
Province
(41,799 applied,
97,741 academic)2017 NOV 7 PASSA Minutes
TVDSB Leavers
Less likely to be successful on the OSSLT
20
TVDSB Leavers
(n = 421)
Board
(n = 5426)
Province
(n = 143,358)
51%
77%
82%2017 NOV 7 PASSA Minutes
TVDSB Leavers
21
2% of the Board’s Early
Leavers were ELL
3% of the Board’s Grade 9
Cohort were ELL
6% of the Provincial Grade 9
Cohort were ELL
Less likely to be English Language Learners
2017 NOV 7 PASSA Minutes
TVDSB Leavers
More likely to have self identified as FNMI
22
6.22%
3.06%
TVDSB Leavers Board2017 NOV 7 PASSA Minutes
TVDSB Leavers
23
37% of
TVDSB’s
Leavers had
an IEP
23% of the Board’s Grade 9
Cohort had an IEP2017 NOV 7 PASSA Minutes
TVDSB Leavers: Neighbourhood Sociodemographics
Variables TVDSB Leavers Board Grade 9
Cohort
Average House hold Income ($)69,576 82,331
Unemployment Rate (%)9.2 7.7
Government Transfer Payments (%)17.7 15.0
Moved Within Last Year (%)14.6 12.3
Recent Immigrants (%)2.7 2.1
No Knowledge of Official Languages (%)1.2 1
No High School Diploma (%)22.2 20.5
Owner-Occupied Dwellings (%)65.7 75.7
Lone Parent Families (%)33.7 26.4 242017 NOV 7 PASSA Minutes
TVDSB Grad Rate %
Grad Rate 78.3%
Review of TVDSB Cohort Outcomes
25
Stayed in the Same Board
Moved to Another Board
Graduation Status #
Graduates within 5 Years 4,041
Non-Grad,Still Enrolled in Year 5 607
Early School Leavers 445
Deceased or Left Ontario 86
Total 5,179
Graduation Status #
Graduates within 5 Years 194
Non-Grad,Still Enrolled in Year 5 77
Early School Leavers 48
Deceased or Left Ontario 7
Total 326
Non -Grad Sub-Cohort %
Not Working Towards OSSD 1.3%
Part-Time Study 4.8%
Returning Students 1.1%
Low Credit Completion Rate 2.7%
Missing Required Credits 1.2%
Sub -Total 11.0%
Early School Leavers %
Part-Time Study*2.1%
Other*6.1%
*Estimates2017 NOV 7 PASSA Minutes
Research Findings
The Double Cohort Study by Dr. A.J.C. King
26
1.“Credit loss in required courses is the
biggest factor affecting graduation rates.”
2.“The best indicator of dropout rates is the
loss of key credits in Grades 9 and 10.”2017 NOV 7 PASSA Minutes
80.7%81.1%80.9%80.9%
82.4%
84.5%84.9%85.7%85.8%85.7%
75%
80%
85%
90%
2011-12 2012-13 2013-14 2014-15 2015-16
TVDSB
Ontario
Improving Graduation Rates
Trend of Grade 9 Credit Accumulations
272015-16 2018-19 2020-21
Grade 9 Cohort
Graduating Year2017 NOV 7 PASSA Minutes
Monitoring of Students In-Risk/At-Risk
•Graduation Requirements
–Students At Risk of Not Meeting OSSD Requirements
•Early Leaver/Potential Early Leavers
–Consecutive Class Absence
–Consecutive Day Absence
–Demitted Students/Early Leavers
28
RISA Tools:2017 NOV 7 PASSA Minutes
Five Sub-Cohorts of students who can be
positively impacted
•Part-time Study
•Returning Students
•Low Credit Completion Rate
•Missing Required Credits
•Early School Leavers
292017 NOV 7 PASSA Minutes
Current Strategies to Increase
Graduation Rates
Creating a Positive
School Climate
Strategies to Help
Struggling Students
Accelerating Credit
Accumulation
Strategies to Help
Students Regain Lost
Credits/Attain Graduation
Requirements
302017 NOV 7 PASSA Minutes
Current Strategies to Increase
Graduation Rates
Creating a Positive School Climate
Learning to 18
Student Voice
myBlueprint
School Within a School -Site Based
School Within a School –Shared Site, Multiple Schools
Tech Emphasis Schools
High Quality Classroom Teaching
Professional Development of Teaching Staff
Professional Development of School Administration
312017 NOV 7 PASSA Minutes
Current Strategies to Increase
Graduation Rates
Creating a Positive School Climate
Rethink Secondary Learning
Culture for Learning Teaching Lines
Wellness Days/Wellness Activities/Wellness Areas in Schools
Renewed Math Strategy (RMS)
Targeted Literacy Supports & Strategies
High School Here I Come
Summer Tech Camps
ESL & ELD Programs
Late Start in Secondary Schools
322017 NOV 7 PASSA Minutes
Current Strategies to Increase
Graduation Rates
Accelerating Credit Accumulation
Summer School
FNMI Summer Learning
eLearning/Thames Valley District Virtual Academy
Night School
Cooperative Education
Work Internship
Ontario Youth Apprenticeship Program
Specialist High Skills Major Programs
Supervised Alternative Learning
332017 NOV 7 PASSA Minutes
Current Strategies to Increase
Graduation Rates
Accelerating Credit Accumulation
PLAR
MPLAR
ASPIRE Program
School Within a College -Fanshawe
School Within a College -Lambton
School Within a University
Fanshawe College/Lambton College/Conestoga College Dual
Credit
WILD Program
Travel for Credit Program 342017 NOV 7 PASSA Minutes
Current Strategies to Increase
Graduation Rates
Strategies to Help Struggling Students
Student Success Teachers
Student Achievement Leader
Alternative Education
U -Turn
W. D. Sutton School (Care and/or Treatment, Custody &
Corrections School Programs)
352017 NOV 7 PASSA Minutes
Current Strategies to Increase
Graduation Rates
Strategies to Help Students to Regain Lost Credits/Attain
Graduation Requirements
Credit Recovery
Credit Repair/Credit Rescue
Student Re -Engagement Strategy
FNMI Student Re -Engagement
Adult & Continuing Education
362017 NOV 7 PASSA Minutes
Thank You!
Q & A
372017 NOV 7 PASSA Minutes
What Research tells us about Keeping
Students in Secondary School
•Engage students by offering programs that connect
schoolwork with college and career success that
improve students’ capacity to manage challenges in
and out of school.
•Provide intensive individualized support to students
who have fallen off track and face significant
challenges to success.
•For schools with many at-risk students, create small,
personalized communities to facilitate monitoring and
support.
•Monitor progress of students, and proactively
intervene when students show early signs of
attendance, behavior, or academic problems. .382017 NOV 7 PASSA Minutes
Current Strategies to Increase Graduation Rates:
Creating a Positive
School Climate
Learning to 18
Student Voice
myBlueprint
School Within a School - Site Based
School Within a School – Shared Site,
Multiple Schools
Tech Emphasis Schools
High Quality Classroom Teaching
Professional Development of Teaching
Staff
Professional Development of School
Administration
Rethink Secondary Learning
Culture for Learning Teaching Lines
Wellness Days/Wellness
Activities/Wellness Areas in Schools
Renewed Math Strategy (RMS)
Targeted Literacy Supports & Strategies
High School Here I Come
Summer Tech Camps
ESL & ELD Programs
Late Start in Secondary Schools
Accelerating Credit
Accumulation
Summer School
FNMI Summer Learning
eLearning/Thames Valley District Virtual
Academy
Night School
Cooperative Education
Work Internship
Ontario Youth Apprenticeship Program
Specialist High Skills Major Programs
Supervised Alternative Learning
PLAR
MPLAR
ASPIRE Program
School Within a College - Fanshawe
School Within a College - Lambton
School Within a University
Fanshawe College/Lambton
College/Conestoga College Dual Credit
WILD Program
Travel for Credit Program
Strategies to Help
Struggling Students
Student Success Teachers
Student Achievement Leader
Alternative Education
U-Turn
W. D. Sutton School (Care and/or
Treatment, Custody & Corrections
School Programs)
Strategies to Help
Students to Regain Lost
Credits/Attain Graduation
Requirements
Credit Recovery
Credit Repair/Credit Rescue
Student Re-Engagement Strategy
FNMI Student Re-Engagement
Adult & Continuing Education
2017 NOV 7 PASSA Minutes
Creating a Positive School Climate
Learning to 18
Student Voice
myBlueprint
School Within a School - Site Based
School Within a School – Shared Site, Multiple Schools
Tech Emphasis Schools
High Quality Classroom Teaching
Professional Development of Teaching Staff
Professional Development of School Administration
ReThink Secondary Learning
Culture for Learning Teaching Lines
Wellness Days/Wellness Activities/Wellness Areas in Schools
Renewed Math Strategy (RMS)
Targeted Literacy Supports & Strategies
High School Here I Come
Summer Tech Camps
ELL, ESL & ELD Programs
Late Start in Secondary Schools
Learning to 18
History:
Learning to 18 was legislated in 2006 in Bill 52, the Education Amendment Act.
To quote from the preamble:
The people of Ontario and their Government:
Believe that all secondary school pupils deserve a strong education system that provides them
with a good outcome and prepares them for a successful future in their destination of choice,
whether that is a work placement with training, an apprenticeship, college or university;
Recognize that the education system must challenge and engage pupils with differing learning
styles and make learning more relevant to them;
Recognize that the education system must continue to provide broad supports so pupils can
succeed and graduate;
Understand the education system needs to instil in young people a lasting, positive attitude
toward learning that will keep them motivated to stay in school until they graduate or turn 18;
Believe pupils must have a real choice through equivalent ways of learning that meet the
requirements of the Ontario Secondary School Diploma;
Recognize the importance of providing pupils with academic preparation as well as skills that
will prepare them for the workplace;
Understand that motivating pupils to stay in school depends on the combined efforts of
educators, parents, employers and the wider community.
Effectiveness:
Learning to 18 is one of many strategies that has contributed to an overall increase in
graduation rates around the province. It has ensured that students stay in school longer, and
that the school system responds to the needs of these learners.
2017 NOV 7 PASSA Minutes
Sustainability:
In effect until legislated otherwise.
Future Directions/Next Steps:
No change.
Student Voice
History:
As defined in the 2013 monograph on the subject, Student Voice “...is a metaphor for student
engagement and participation in issues that matter to learning.” Examples of Student Voice
include Student Councils and other leadership groups, student consultation and input in
initiatives such as Rethink Secondary Learning, student leadership and participation in summits,
professional development and initiatives, school based Student Voice Conferences and the
presence of Student Trustees at Board Meetings.
Student Voice can be actively sought through exit cards, formal and informal surveys,
interviews, anonymous reporting, open door policies and anecdotal exchanges. It is integral to
creating safe spaces for students to learn in. Most importantly, staff need to respect and act on
the suggestions and recommendations that come from students.
Effectiveness:
Students are the key stakeholders in education. If school culture is to be shifted, students must
be part of that shift. Research has repeatedly shown that creating a positive, trusting reciprocal
relationship with the student body that education serves is key to school improvement.
Sustainability:
Students are at the core of education; accessing their voices is a sustainable action.
Future Directions/Next Steps:
The most recent step taken by the Thames Valley District School Board is the creation of a new
Indigenous Student Trustee position. All new programs or initiatives offered by the Thames
Valley District School Board should, whenever possible, involve student input.
myBlueprint
History:
Every Secondary School student in Thames Valley has a unique myBlueprint account. The
myBlueprint software provides simple student portfolios and career education resources for
students. Students get access to myBlueprint beginning in Grade 7. The software is online at
www.myblueprint.ca and allows students to learn about their interests, skills and passions;
explore their opportunities in school and the community; reflect on who they want to become
and set goals; and create an individualized plan to achieve those goals. By using myBlueprint,
students are better able to visualize their future path to success and explore options with
parents/guardians, teachers and peers.
Effectiveness:
The myBlueprint software has become an integral part of the Secondary School experience in
Thames Valley. All course selections for students, beginning in Grade 8, are done through the
software. Guidance counsellors use the software with students when providing career advice,
particularly around post-secondary destinations. The software is part of the instructional core in
the Careers half-credit class in grade 10, where students actively use the education planner 2017 NOV 7 PASSA Minutes
embedded in it. After graduation from Secondary School, myBlueprint remains open and active
for former pupils to continue to reference.
Sustainability:
The software is provided by a third party through negotiated agreements. Several school
boards in Ontario (including the Toronto District School Board, the Peel District School Board
and Thames Valley) and across Canada have made use of this platform to support effective
planning for students. As long as the service is provided and the costs are acceptable, it is a
sustainable model.
Future Directions/Next Steps:
There has been considerable expansion of myBlueprint in the past three years, including
mandatory use in course registration and expansion into elementary schools. There are no
immediate plans to expand or change the use of myBlueprint at this time.
School Within a School – Site Based
History:
These are a voluntary program for staff and students in the TVDSB, initiated by teachers and
administrators and supported by Board staff.
This was piloted in 8 secondary schools in the 2016-2017 school year (Beal, North Middlesex,
Strathroy, West Elgin, Oakridge and Lord Dorchester, Glencoe and Central Elgin). Students
and teachers working together designed interdisciplinary packages of 2, 3 and 4 credit offerings
for students in grade 9 or 10.
Five of these programs involved co-planning (where planning was done together, and teaching
done separately) and three involved co-teaching (where planning and teaching of all pupils is
done together).
This program was expanded through the initiatives of teachers and administrators in 2017-2018
to 16 schools, involving 20 different projects.
Five of these projects are co-planning and fifteen are co-teaching. There has been a shift
towards integrated curriculum and integrated teaching (multiple teachers working with combined
classes across a number of disciplines).
Teachers designed integrated course offerings for Grade 11 and 12 students, but to date these
have not attracted sufficient registrations to run in 2017 - 2018.
Effectiveness:
Attendance and engagement levels in these programs have exceeded those of regular
programming. After some initial trepidation around self-directed problem based learning,
students have connected deeply with this model of education.
In the first cohort of students in the Grade 9 program at H. B. Beal for example, the credit
accumulation rate was 99.4%. The credit accumulation rate for all Grade 9 pupils at Beal in
2016-2017 was 92.1%, meaning that student achievement in this program exceeded the grade
9 accumulation rate by 7.3%.
Tracking credit accumulation rates for students in these programs is a logical next step. 2017 NOV 7 PASSA Minutes
It should be noted that students self-select to enter these programs, and staff in every project
have volunteered to lead it.
Sustainability:
These programs have been locally designed to respond to the needs of the learners and the
broader community. Each one is different. Each, however, still functions within the parameters
of the Ontario Curriculum while satisfying the requirements of collective agreements. Therefore,
as long as students select into the programs and teachers want to lead them, this is a viable
model.
There have been start-up funds provided by the Trustees for resources through the Innovation
budget. Professional learning, professional development and planning time has come from
existing Pathways funding, which is part of the Grants for Student Needs.
Future Directions/Next Steps:
Students have expressed interest in continuing in and expanding existing School-Within-A-
School programs. Teachers continue to propose new collaborative co-teaching
ventures. Working collaboratively with other like-minded peers has provided teachers in this
program with job-embedded professional development unlike anything else currently available
in Thames Valley. Community partners have provided new avenues and ideas for projects that
will increase student engagement. Though these initiatives are part of the Secondary panel,
another next step is raising awareness of them with Grade 8 teachers in Thames Valley, so they
can better inform students of their future options. It is expected that these programs will expand
in our schools.
School Within a School – Shared Site, Multiple Schools
History:
Initially, all School-Within-A-School projects were site based, within our existing Secondary
schools.
Two unique opportunities presented themselves for the 2017-2018 school year. The first of
these was the Steam School complex in St. Thomas. The second is the Greenhouse Academy,
just east of London.
The Steam School involves bringing together students and teachers from the three St. Thomas
Secondary Schools. Four teachers are working with 65 Grade 10 students, who are earning
regular credits in Applied and Academic English, Science, Civics/Careers and Integrated
Arts. The program is housed on the third floor of the Steam Centre at 50 Wellington Street in
St. Thomas. The first floor of the building is a Maker Space which offers STEM-based learning
opportunities for children and adults. The second floor is office space/incubator space for start-
up organizations in St. Thomas.
The Greenhouse Academy came about as a result Thames Valley’s participation with
Innovation Works/Pillar in London. Currently, Work Internship classes from five schools spend
one day a week at the Greenhouse Academy site. Each school has a 20% share in running the
Greenhouse Academy company. The company’s goal is to produce, market and sell 500,000
tree saplings for Conservation Authorities across the province.
Effectiveness: 2017 NOV 7 PASSA Minutes
Though both multi-school off-site programs are in the early stages and their first semester,
reports would indicate student engagement is high and outcomes are initially positive. Teachers
are invested in these programs and report feeling invigorated by the prospect and potential
these programs offer.
Sustainability:
The integrated cross-disciplinary nature of these programs, combined with the authenticity of
community partnerships, provides opportunities and experiences that students and teachers
cannot get elsewhere. As long as interest and commitment remains high, these programs are
sustainable and may expand.
Future Directions/Next Steps:
Two more proposals for multi-school off-site programs have come forward for 2018 - 2019.
The first of these proposals is an integrated and interdisciplinary program centred around
Aviation, to be run in partnership with Fanshawe College at the London Airport.
The second proposal is an integrated and robust academic program aimed at elite athletes, to
be run in partnership with a community sports organization. More details will be available soon.
The viability of these new offerings, which are being proposed by Thames Valley teachers, will
be determined by student enrolment and the ability to secure the necessary location and
partnerships.
Tech Emphasis Schools
History:
Technology classes available in Secondary Schools in Thames Valley can vary widely from site
to site. In order to ensure that every student had access to a wide variety of technology classes
regardless of their home school, the board designated specific Tech Emphasis schools by
region and provides bus transportation to each site within the region.
Arthur Voaden Secondary School in St. Thomas is the Tech Emphasis School in Elgin
County. Strathroy District Collegiate Institute is the Tech Emphasis School in Middlesex
County. College Avenue Secondary School is the Tech Emphasis School in Oxford County. In
the city of London, Saunders Secondary School, Clarke Road Secondary School and Montcalm
Secondary School are all Tech Emphasis sites. In addition, B. Davison Secondary School in
London is a School to Work School offering exclusively workplace pathways for students.
Effectiveness:
The renewal of facilities at each site, as well as the commitment to access for all students to
these programs, has created equity in Technological education within Thames Valley.
Sustainability:
These programs will remain sustainable as long as funding for transportation and for renewal
and/or maintenance of key equipment continues.
Future Directions/Next Steps:
Future directions will be dependent on the outcomes of any future Secondary Accommodation
Review. In the interim, these programs will continue in their present form, so long as there is
viable student interest through enrollment. 2017 NOV 7 PASSA Minutes
High Quality Classroom Teaching
History:
Research has shown that the classroom teacher has the single biggest impact on student
success. In this regard, every classroom teacher is a student success teacher. High quality
instruction by caring adults is the single most effective strategy to help the vast majority of
students to succeed.
Effectiveness:
Excellent teachers have always positively impacted student graduation rates. Above and
beyond the exceptional strategies that are noted in this report, it cannot be forgotten that the
teacher in the regular classroom has enormous influence on the success of students.
Sustainability:
As long as there are students, high quality classroom teachers will be needed. The profession
of teaching exists to serve this need.
Future Directions/Next Steps:
The future of teaching is informed by research and evidence with the goal of increasing student
achievement for all learners. Most recently, a focus on 21st Century Learning, centred on Global
Competencies, has come to the forefront.
These six Global Competencies are:
Critical Thinking and Problem Solving
Innovation, Creativity and Entrepreneurship
Learning to Learn/Self-Aware & Self-Directed Learning
Collaboration
Communication
Global Citizenship
These Global Competencies are at the core of Rethink Secondary Learning.
Professional Development of Teaching Staff
History:
The Thames Valley District School Board is committed to the ongoing professional learning of
teaching staff. Up to $2.5 million dollars per year are allocated from the GSN Pathways budget
and other grants. These funds are provided to support teacher release time, in addition to
supporting salaries of Teachers on Special Assignment and Instructional Coaches who provide
much of the professional development programming directly to teachers and school
administration.
Effectiveness:
Job embedded professional development, led by peers and colleagues, ensures that this
learning is both relevant and timely. For example, the TVDSB has concerted focus on
improving mathematics scores through Achieving Excellence in Applied Classes; a focus on
Innovation and forward-thinking practices; and a focus on using Technology to effectively
support student learning.
Sustainability:
Pathways funding for these efforts is ongoing through the GSNs. 2017 NOV 7 PASSA Minutes
Future Directions/Next Steps:
Learning Support Services reviews the greatest areas of need annually and distributes
Pathways funding for Professional Development appropriately.
Professional Development of School Administration
History:
Historically, administrators have delivered professional development sessions to staff. While
this remains part of their job, more recently secondary administrators have been required to be
a co-learner with their staff as they engage in professional learning aligned with school
improvement plans.
Effectiveness:
Recent efforts in mathematics professional learning have contributed to significant capacity
building for Principals. Teacher teams have been effective in supporting each other as they
engage in particular instructional strategies and assessed the outcomes.
Improving the instructional program is at the heart of the role of a school administrator. This job
embedded practice demonstrates the commitment of the school administration to improving
student achievement.
Sustainability:
Focusing on learning with teachers to improve practice rather than learning in isolation is a
sustainable and effective practice, as supported by research and by the Ministry of Education.
Future Directions/Next Steps:
As the learning needs of our pupils change, the focus of professional learning for staff and the
financial support for it must change as well.
Rethink Secondary Learning
History:
Begun in 2015-2016, Rethink Secondary Learning is an effort to access the voices of students,
staff and community members to reimagine the Secondary School experience. With Global
Competencies as the focus, this strategic priority of the Thames Valley District School Board is
a movement to fundamentally change the learning experience for all students.
Effectiveness:
The Rethink Secondary Learning: Translating Vision into Action document of June 2017
outlines 17 specific next steps. These next steps are action items that are underway now.
Significant work is taking place across the district where teachers are working in teams in cross-
disciplinary, inquiry based and student centred programming. This work allows teachers to work
together to explore and refine their instructional practice.
Several additional system level programs are now in the development stage (Aviation, Athlete
Specific Programs, Greenhouse Academy, Late Start). These programs are designed to meet
the new and evolving needs of the 21st Century learner, involve close working partnerships with
the community and are driven by student interest.
Sustainability: 2017 NOV 7 PASSA Minutes
Rethink Secondary Learning is currently a strategic priority of the TVDSB. It is recommended
that it be part of the Board’s strategic plan.
Future Directions/Next Steps:
Action on each of the 17 next steps, as well as on a critical re-examination of Teaching and
Learning, are the next significant areas to move forward on.
Culture for Learning Lines (14 schools)
History:
The equivalent of half a teacher/.5 Full Time Equivalent had been set aside through the staffing
process to be given as one teaching period (or line) each to three different Secondary
Schools. These lines were used for the purpose of writing, rehearsing and staging Safe
Schools drama productions.
Circumstances at one of the three schools led to a change in this practice. The teaching line at
one of the three schools was reassigned to another staff member to focus instead on the
Culture for Learning at that site. This was a highly successful practice at that school.
In 2016-2017 this practice expanded to 6 schools - three in London and one each in Elgin,
Oxford and Middlesex counties.
In 2017-2018 there are lines in 13 schools (14 including the remaining school with the Safe
Schools drama line).
Effectiveness:
Feedback gathered from staff and students say that there has been an enormously positive
impact on school settings. There is freedom to focus on individual school needs. The impact
on Graduation rates is too early to determine, and difficult to isolate.
Sustainability:
The Culture for Learning lines are funded through the Promoting Positive Behaviour Grant, part
of the Grants for Student Needs. This is a restricted grant in the GSNs.
Future Directions/Next Steps:
Tools are being developed to assess the effectiveness of this strategy. Next steps will follow
based on the assessment.
Wellness Days/Wellness Activities/Wellness Areas in Schools
History:
A range of mental health and well-being initiatives have been facilitated across the board at both
a system and school level in alignment with the Ministry’s well-being strategy including:
school based wellness days
family wellness evenings
parent mental health conference
Implementation of school based staff mental health champions
development of mental health diversity kits in each school
development of an educator's everyday practices guide for well-being
targeted professional learning opportunities for staff, including leading mentally healthy
schools for administrators 2017 NOV 7 PASSA Minutes
creation outdoor classrooms as an alternative location for learning, as well as a location
for students to gather outdoors during their lunch or before or after school
Effectiveness:
Feedback from stakeholders including students, staff, and parents has been overwhelmingly
positive. A focus on universal tier one supports and differentiated strategies that reinforce well-
being for all and enhancement of school culture has been a key component of this work.
Sustainability:
A focus on broadening staff capacity at all levels has supported a shift from an “expert” model to
one of shared ownership and collaboration. This has enabled schools to develop internal
expertise and capacity for sustainability. Enhancing home and community partnerships in the
area of well-being has further assisted with sustainability measures.
Future Directions/Next Steps:
Next steps include the development of enhanced assessment tools to measure impact on
school culture and the continued enhancement of programs with family and community
stakeholders. Wellness has been identified in Rethink Secondary Learning as one of the key
actions.
Renewed Math Strategy (RMS)
History:
Building on the renewed goals in Achieving Excellence: A Renewed Vision for Education in
Ontario, the Ministry of Education is committed to helping students gain the mathematics
knowledge and skills they will need for the future. Increasing mathematics achievement across
the province will continue to be a key priority for the Ministry, which will be supported through
more than $60 million in dedicated funding.
The RMS is an Early Years to Grade 12 strategy that leverages the collective knowledge and
skills from our shared successes of the past to focus on improving student achievement in
mathematics. The strategy will provide new forms of support to all schools, increased support
to some schools, and intensive support to a select group of schools with the greatest needs in
mathematics. Support will also include a focus on the strengths and needs of student with
learning disabilities.
In secondary schools, support will centre on students taking compulsory courses in Applied
Mathematics. Support for schools focuses on professional learning opportunities connected to
student learning and well-being that leverage the big and/or highly effective ideas from key
foundational mathematical documents and resources that will support teachers in planning for a
balanced approach to learning and teaching that will allow students to learn with understanding,
develop proficiency, learn mathematical ways of thinking and an appreciation for how
mathematics is used in everyday life. It also draws upon what we know about culturally
responsive pedagogy in order to support all learners including French-language students and
Indigenous students. More precise instructional strategies will be emphasized for children in
care and students with special education needs.
Effectiveness:
As part of the RMS, all secondary schools are provided with school-based professional learning
funds to support learning, teaching and leading in Grade 9 and 10 Applied and Locally
Developed mathematics. The funding provided to schools has been differentiated by the 2017 NOV 7 PASSA Minutes
Ministry based on the student achievement needs of schools, with those schools identified as
having the greatest needs in the area of mathematics receiving increased funds. Since 2009-
2010, there has been a steady increase in student achievement, as measured by pass rates
and mark distribution, in applied courses across Ontario. Schools and Boards have achieved
these gains by promoting a growth mindset among educators, building teacher and principal
instructional leadership, championing the use of differentiated instruction, innovating
assessment practices for learning, and implementing successful pathways planning and student
transitions.
High performing schools report the following strategies were effective in engaging and
increasing student achievement: chunking, descriptive feedback, group work, spiraling of the
curriculum and the use of vertical non-permanent surfaces. In Thames Valley, our secondary
schools are supported by one Math Learning Coordinator, 2.5 secondary math coaches,
regional math coaches and a dedicated teacher “spotlight teacher” in each secondary
school. We have also been using technology and math software (Knowledgehook) to help
leverage learning for both our students and teachers.
Sustainability:
The Ministry of Education has committed to funding the RMS for 3 years. The 2017-2018
school year denotes the second year of implementation of the RMS, focusing on the
instructional and assessment practices of teaching mathematics in Ontario Schools.
Future Directions/Next Steps:
The Ministry, along with key education stakeholders has identified that student enrollment in
Applied courses continues to include a disproportionate number of students from low-income
families, racialized students, Indigenous students, and students with special education
needs. These students are also disproportionately underrepresented among students who go
on to postsecondary education. Educators can engage student populations with a full range of
differences in learning background, strengths, needs and interests by implementing culturally
responsive pedagogy, creating of a culture of high expectations for all student, demonstrating
respect for diversity, honouring the lived experience of all students, supporting student
transitions, and developing precise and personalized supports for all students, particularly those
students with the greatest opportunity for improvement. Integrated Global competencies will
also help engage our students.
Targeted Literacy Supports & Strategies
History:
The Ontario Secondary School Literacy Test was introduced on a trial basis in
2000. Successful completion of this test (which is a score of 300 out of 400) became a
mandatory graduation requirement for all Secondary school students in 2001. The test is
designed to measure proficiency in the English language at the grade 9 curricular level. It
specifically measures a student’s ability to read and write.
This standardized test is administered every year by the Education Quality and Accountability
Office. The test is typically run in late March or early April. Every grade 10 student in the
province takes the test on the same day.
Before the test is taken, specific targeted literacy supports are put in place in each
school. These supports vary site by site, and are designed to meet the specific needs of the
particular cohort of pupils taking the test. Of particular note is that most schools have a Literacy 2017 NOV 7 PASSA Minutes
Committee or equivalent that annually reviews the needs of pupils, designs targeted literacy
supports, and facilitates these supports for both first time and repeat writers to help all students
earn a passing grade.
In addition to this timely preparation just prior the test, there has been a prolonged professional
learning focus upon how secondary teachers can equip students with literacy skills throughout
their entire high school career at all levels of instruction. Specifically, the professional learning
has sought to explore with teachers:
Explicitly teach reading and comprehension skills both inside and beyond the English
classroom, particularly how to recognize and fix confusion.
Effectively modelling these skills.
Allowing for extensive student practice of these skills.
Engaging in effective read-alouds to students (both in English and cross-curricularly).
Engaging in daily writing, both low-risk and high-stakes writing and on-demand, timed
writing.
Engaging in effective and consistent free, voluntary reading in the English classroom
throughout the school year, paired with effective and targeted student conferences.
If a student has not been successful on the OSSLT, the most effective intervention strategy has
been enrolment in the Ontario Literacy Course. This course allows the student to earn a grade
12 English credit and simultaneously fulfill the Literacy graduation requirement.
Effectiveness:
In Thames Valley, the first time success rates on passing the OSSLT have been:
2014-2015 TVDSB: 77% (83% of females, 72% of males)
Province: 82% (86% of females, 78% of males)
2015-2016 TVDSB: 74% (80% of females, 69% of males)
Province: 81% (85% of females, 77% of males)
2016-2017 TVDSB 72% (79% of females, 65% of males)
Province: 81% (85% of females, 76% of males)
The success rates in the Ontario Literacy Course have been:
2014-2015 90.3% (849 of 940 pupils)
2015-2016 88.2% (830 of 942 pupils)
2016-2017 90.0% (849 of 943 pupils)
Sustainability:
Both the OSSLT and the Ontario Literacy Course are job embedded practices that will remain in
effect until legislated otherwise.
Future Directions/Next Steps:
It is evident that first time pass rates in the OSSLT have declined for the past two years, while
pass rates in the Ontario Literacy Course have remained more stable. Schools have individual
school and pupil data that will be used to address these concerns on a local level.
High School Here I Come
History:
This a grade 8 to grade 9 transition program hosted at 26 different school sites in the month of
August. 60 teachers provide up to four days of programming for new secondary students. 2017 NOV 7 PASSA Minutes
Topics discussed in the program include:
the reality of High School
academic expectations and study skills
getting and staying organized
getting involved in the school community
Students update their literacy, numeracy and study skills. The grade 9 Math and English
curricula are also introduced.
Effectiveness:
This program is in almost every secondary school in Thames Valley. Almost 3,000 students
participated in August 2017.
Although the program does not generate credits, it does smooth the transition to High School
and reduces stressors associated with the change in panels.
Sustainability:
This program is funded through Student Success and Pathways, which are part of the Grants
for Student Needs. Attendance and enrollment in the programs generate the funds to run them.
Future Directions/Next Steps:
This program will continue in its current form.
Summer Tech Camps
History:
These week-long learning opportunities are provided at minimal cost to our grade 7 and 8
students Thames Valley. Offered on a regional basis, Summer Tech Camps are a week-long
experience for students who will soon be entering High School. Students have access to Tech
classrooms and are taught by Tech teachers.
Effectiveness:
In every area of the board, these programs are well subscribed. They are provided at low cost
to all pupils. Feedback from students and parents has been positive. The program also helps
ease students into a Secondary School setting, reducing anxiety for new grade 9s.
Sustainability:
These are funded through the Pathways budget.
Future Directions/Next Steps:
These will continue in their current form.
ELL, ESL & ELD Programs
History:
The Thames Valley District School Board has 3 magnet programs for students who are learning
the English language. Programing for English Language Learners, English as a Second
Language students and English Language Development students is available at Montcalm
Secondary School, H. B. Beal Secondary School and Westminster Secondary School. These
schools run fully “sheltered” programs designed with pathways designed to support the
achievement of a diploma - essentially, a School-Within-A-School, with the express aim of 2017 NOV 7 PASSA Minutes
developing language proficiency alongside proficiency in core subjects and multiple options
classes.
ELL, ESL and ELD programs also run in partnerships with Settlement Workers in Schools, who
support new Canadians. Every summer, peer leader mentors are trained in each school to
provide students with additional supports.
Students who come to Thames Valley from outside of Canada who have limited proficiency in
English – including new residents, international students and refugees - attend these programs
so that they can both earn credits towards an OSSD and learn English at the same
time. Students go through initial literacy and numeracy assessment at the Reception,
Orientation and Assessment Centre (ROAC) at Montcalm. After this assessment, students
either attend their home school or are counselled to attend an ELL, ESL or ELD program,
depending on their level of language and mathematical proficiency.
As this group of new Canadians continues to expand, programming has recently been added at
Sir Frederick Banting Secondary School. One teaching period is currently assigned to Huron
Park Secondary School in Woodstock to support a growing population in that community, and
another teaching period is assigned to East Elgin Secondary School to support the Low German
population in the ASPIRE program.
If a student completes the program and demonstrates proficiency in English, they may return to
their home school and graduate from there.
Effectiveness:
While these programs have a long standing success rate, it should be noted that students who
begin in the elementary grades have a higher success rate than those who enter in grade 9 or
later.
Sustainability:
These programs are based on enrolment and are sustainable for the long term, as funding
comes from the GSNs. Additional funds that are allocated by the Board to support these
programs are subject to annual approval through the budget process.
Future Directions/Next Steps:
ELL, ESL and ELD programming exists to respond to the needs of the pupils. If the demand for
this type of programming surges or increases, such as with the influx of Syrian newcomers and
international students, then the program must be expanded to meet pupil needs. Another future
alternative is to review how to provide support for English language learners in their home
schools.
Late Start in Secondary Schools
History:
This is an initiative to shift the start time of the Secondary School day later in the morning with
the goal of ensuring that students get more sleep during the school week. This initiative was
proposed by the Board of Trustees in the spring of 2017.
Effectiveness: 2017 NOV 7 PASSA Minutes
To be determined. A number of schools have shown interest in the program, and may require
additional funding during a pilot process.
Sustainability:
Costs for the program will be related to program design, transportation and other undetermined
factors, making sustainability contingent on costs.
Future Directions/Next Steps:
To be determined. Details will be forthcoming.
Accelerating Credit Accumulation
Summer School
FNMI Summer Learning
eLearning/Thames Valley District Virtual Academy
Night School
Cooperative Education
Work Internship
Ontario Youth Apprenticeship Program
Specialist High Skills Major Programs
Supervised Alternative Learning
PLAR
MPLAR
ASPIRE Program
School Within a College - Fanshawe
School Within a College - Lambton
School Within a University
Fanshawe College/Lambton College/Conestoga College Dual Credit
WILD Program
Travel for Credit Program
Summer School
History:
Thames Valley has offered Summer School since before amalgamation from the four
predecessor boards. Summer school is run every July. Summer school has been offered in the
city of London at two school sites - one for classes in grades 9 and 10, and one for classes in
grades 11 and 12.
Summer school also offers credit courses through eLearning. This past summer, over 60
classes (including a double-credit Co-Op opportunity) were offered to Thames Valley students.
Alternative Summer School programs offered in July of 2017 included classes at the Oneida
Nation of the Thames, St. Leonard’s and Merrymount-St. Thomas.
Literacy and Numeracy programs for students in grades 7 and 8 are offered at 5 area sites in
the summer. English as a Second Language (ESL) programming is available at two sites in the
summer.
2017 NOV 7 PASSA Minutes
For the first time this past summer, Fanshawe College and the TVDSB partnered to offer a
Summer School SWAC program at Fanshawe’s downtown location in London. The 2017
Summer School report will be available shortly.
Effectiveness:
There were over 5,400 students involved in various Summer School projects in July of
2017. Demand is growing for these learning opportunities.
Sustainability:
All Summer School programs are funded through the Continuing Education funding, which is
outside the Grants for Student Needs. Student registrations generate revenue through Ministry
of Education Continuing Education funding and meet a substantial need in our communities.
Future Directions/Next Steps:
Next steps include the potential for international summer school credit courses, while continuing
to deliver and expand existing offerings.
FNMI Summer Learning
History:
In the summer of 2017, the FNMI portfolio, in conjunction with Alternative Education, offered two
for-credit summer school physical education courses. These courses were designed with
significant input from our Indigenous communities. One of these courses was offered at H. B.
Beal Secondary School in London and the other was offered at Antler River Elementary
School. Antler River is located on the Chippewa of the Thames First Nation.
The program began at 9:30 am and went until 3:30 pm. It had ongoing communication with
families as a core tenet. A holistic approach to wellness was taken every day, including healthy
snacks and a focus on mindfulness. Students went a field trips to both local sites and to the
North American Indigenous Games at York University. Guest Speakers in the program
emphasized traditional foods, culture and language. Students in the course earned
certifications in First Aid, CPR and Safe Food Handling.
Effectiveness:
The course that was offered was PPZ 3C1 - Grade 11 Health for Life. As this course has no
prerequisite in the Ontario curriculum, students from grade 8 to 11 were able to access
it. Cultural teachings and learnings were woven into the curriculum of the class, allowing
physical education and health to be taught from an Indigenous perspective.
Between both sites, 52 students enrolled in this voluntary summer school class. For various
reasons, 7 of these students did not attend, and a further 5 students withdrew. Of the remaining
students, 22 earned a credit at Antler River and 18 students earned a credit at H. B. Beal. Out
of the 40 students who earned credits, 18 were in grade 8 and thus started high school with one
credit already completed.
Sustainability:
FNMI Summer Learning is a specifically targeted strategy to accelerate credit accumulation for
students from our indigenous communities. This program received wide support from
communities, parents and the students themselves. Exit surveys conducted showed broad
support for the program.
2017 NOV 7 PASSA Minutes
This support is key to sustainability, as all summer school course offerings are driven by student
enrollment.
Future Directions/Next Steps:
Potential expansion for 2017 - 2018.
eLearning/Thames Valley District Virtual Academy
History:
The Thames Valley District Virtual Academy has been in existence in Thames Valley since
2002. Since its inception, the number of teaching lines allotted to TVDVA has increased each
year. TVDVA has grown from 25 lines in 2009-10 to 73 lines in 2017-18.
Effectiveness:
Over 2000 students were enrolled in TVDVA courses in 2016-17. For the past five years,
TVDVA’s success rate (i.e. students who remain in the course and are successful in earning the
credit) has been above 90%, with our retention rate exceeding 70%.
Generally speaking, TVDVA has restricted its course offerings to Grade 11 and 12 courses, the
exception being Civics and Careers. TVDVA offers courses across a variety of subject areas
including: Business, Canadian and World Studies, English, French, Social Sciences and
Humanities, Mathematics, Health and Physical Education, Science, and Guidance and Career
Education. TVDVA offers courses at the Open, Workplace, College, College/University, and
University levels.
Students and parents alike value the flexibility of the virtual environment that allows students to
continue with their education while availing themselves of other opportunities/experiences that
may conflict with a traditional day school schedule (athletics, exchanges, mental health issues,
work, etc.) Students also enjoy the opportunity to learn in the virtual environment, an
environment in which they are already quite comfortable. Parents are appreciative of the fact
that their students have the opportunity to take courses that, for a variety of reasons, may not be
available in their community secondary school.
Sustainability:
The number of lines requested to be allotted to TVDVA each year is based on the increasing
demand for eLearning courses within Thames Valley.
The Learning Management System, namely D2L/BrightSpace, through which TVDVA operates
is provided by the Ministry of Education. The Ministry is embarking on a comprehensive plan to
update and re-write eLearning courses thereby ensuring that the content delivered through
eLearning programs across the province is current and reflects sound pedagogy.
At present eLearning courses, teachers and facilities are fully funded at the day school rate
through the Grants for Student Needs. An eLearning course is considered equivalent to a face-
to-face day school course in terms of the funding generated.
TVDSB is also a member, along with 20 other boards across the province, of the Ontario
eLearning Consortium. All member boards of the consortium share students at no cost thereby
expanding the eLearning course options available to TVDSB students beyond what is offered
within TVDVA itself.
2017 NOV 7 PASSA Minutes
Future Directions/Next Steps:
Next steps include reviewing the TVDVA course offerings to ensure that the demand for
eLearning courses within TVDSB is being met as much as possible by TVDVA.
Night School
History:
Night School is a full credit program offered at the Senior Level (grades 11 and 12) at G. A.
Wheable in London. These are offered two nights a week in 3 hour blocks, over the two regular
semesters of the school year.
Alternative Education programs as also available in a Night School model at four sites, in
partnership with the St. Leonard’s Society and the Children’s Aid Society.
Effectiveness:
These classes are available to secondary students and adult learners throughout Thames
Valley.
Sustainability:
With the growth of eLearning, enrollment in Night School programs has declined. This still
provides a viable option with direct instruction for those learners who benefit from this model.
Future Directions/Next Steps:
This program will continue unless demand for it declines below the threshold of the cost of
running the program.
Cooperative Education
History:
Cooperative Education is a form of experiential learning that is embedded in the Ontario
Secondary School curriculum. It is planned learning experiences that take place in the
community. It is provided for students who are enrolled in courses of all types and in all
disciplines. It can enhance and complement existing school programs. Cooperative Education
is typically scheduled for a full semester and is available (depending on individual
circumstances) in packages of 1 - 4 credits. Cooperative Education credits can count towards
both compulsory and elective credits.
Effectiveness:
In 2015 - 2016, there were 2,274 students in Thames Valley enrolled in Cooperative Education
credits. 12% of these students were also connected with a Specialist High Skills Major (SHSM)
program.
94% of credits attempted in Cooperative Education in Thames Valley were earned, compared
with a course completion rate of 91% in the province. The vast majority of students (76%) took
Cooperative Education in a two-credit (or half-day) package.
Sustainability:
As Cooperative Education is embedded in the Ontario Curriculum and enrollment in it is fully
sustainable.
Future Directions/Next Steps: 2017 NOV 7 PASSA Minutes
With the growth of programs like Work Internship, the Ontario Youth Apprenticeship Program
and the Specialist High Skills Major program, Cooperative Education promises to become even
more relevant in the future.
Work Internship
History:
Through Thames Valley’s Work Internship Programs, students have the opportunity to obtain
the skills they need for direct entry into the workforce after they leave high school.
Work Internship combines industry training with an individualized school program to prepare
students for their chosen career. The program is structured so students experience personal
success and leave high school with the pride and confidence of a well prepared worker. Instead
of focussing on academics within the traditional classroom, students get to take advantage of
hands-on experience in the workplace to develop the skills they need for employment.
Hundreds of community partners across the region provide students with work opportunities
throughout the year. Students learn vital employability skills and often acquire letters of
recommendation, part-time employment and a network of workplace contacts.
Effectiveness:
Work Internship programs are available for students at 22 secondary schools.
Specialized programming for students in these programs have increased student engagement
and increased graduation rates.
Sustainability:
Work Internship is a job embedded practice through Cooperation Education and is widely
available. Funding comes through the GSNs, specifically from Student Success and Pathways.
Future Directions/Next Steps:
Work Internship combined with a School Within A School has been piloted at a secondary
school and has the potential to be a more successful delivery model for this educational
pathway.
Ontario Youth Apprenticeship Program
History:
OYAP was formed nearly two decades ago with three main goals in mind:
to increase the graduation rate while providing students with the opportunity to start
training in a skilled trade
to foment the potential direct entry into apprenticeship deployment
to provide a viable solution to address the problem of skilled tradespeople shortages in
general, and specifically, the lack of young people joining the trades
OYAP pertains to students who are enrolled in a skilled-trades related cooperative education
placement working with an appropriately qualified mentor in the workplace. If enough potential
is shown, willing employers may sponsor their Co-Op student with a formal - though non-binding
- apprenticeship agreement which can be continued or transferred after graduation (as
employment opportunities warrant).
Effectiveness: 2017 NOV 7 PASSA Minutes
For TVDSB OYAP students:
OYAP numbers have hovered in the 400 to 500 range for the past few years
about half of these students are offered an apprenticeship sponsorship
students leave school equipped with an apprenticeship track record and a number of
authenticated trade skills
many OYAP students seek and continue apprenticeship employment with the same Co-
Op employer or another employer after graduation
Sustainability:
OYAP is funded externally and wholly by the Ministry of Advanced Education and Skills
Development (MAESD). The funds provide for:
a dedicated OYAP coordinator
student activities such as Skills events, sponsorship of signing nights, workplace tours
and summer Tech camps
marketing materials and advertising that explain the benefits of the apprenticeship and
skilled trades career
required workplace safety training such as “Working at Heights”
student transportation to Co-Op placements if needed
special projects funding to promote young women entering non-traditional (male-
dominated) skilled trades, such as plumber, welder, carpenter, etc.
Future Directions/Next Steps:
In June 2016, a report to the Premier by the Highly Skilled Workforce Expert Panel
entitled “Building the Workforce of Tomorrow - A Shared Responsibility”, educational
programs such as Cooperative Education, OYAP and SHSM were specifically
mentioned as effective and were recommended to continue, if not expand.
In the summer of 2017, consultations around the future of apprenticeship throughout the
province concluded that increased attention needs to be given to educate youth to the
benefits of skilled trades and apprenticeship.
It has been widely acknowledged that there is a looming shortage of skilled
tradespersons. OYAP has a direct impact on reducing this shortage.
Specialist High Skills Major Programs
History:
A Specialist High Skills Major Program (SHSM) is a Ministry of Education approved specialized
program that allows students to focus their learning in a specific economic sector while meeting
the requirements to graduate from secondary school. It also assists in their transition after
graduation to apprenticeship training, college, university or the workplace.
Each SHSM consists of five components:
a defined bundle of 8 to 10 grade 11 and 12 credits
sector-recognized certifications and training courses and programs
experiential learning activities and career exploration within the sector
“reach ahead” learning experiences connected with the student’s postsecondary plans
development of the essential skills and work habits required in the sector
Students who successfully complete all the required components earn the SHSM “Red Seal”
designation on their diploma. In addition, students receive an “SHSM Record” which outlines
their achievement of the five required components.
2017 NOV 7 PASSA Minutes
Effectiveness:
Students who graduate with SHSM “Red Seal” diplomas receive recognition of, and advanced
standing for, the curriculum embedded training they have already received. SHSM students
earned 2% more of the attempted credits than non-SHSM students in 2015 - 2016.
Sustainability:
Twenty-four high schools have SHSM programs in Thames Valley. There are a total of 62
SHSM programs in 2017 - 2018, up from 57 last year. There are 1,197 Grade 11 and 12
students who are participating in an SHSM program.
SHSM programs and student enrollment continues to expand in Thames Valley.
These programs are funded directly by the Ministry of Education.
The Ministry of Education has set a goal of 25% of all students in the province to be part of an
SHSM within the next three years. Currently 14% of all students are involved in an SHSM in the
Province. The TVDSB has a participation rate of 9%.
Future Directions/Next Steps:
Schools review program offerings each year, and will assess their ability to offer viable SHSMs
on a site-by-site basis. All SHSM programs must be directly approved by the Ministry of
Education.
Supervised Alternative Learning
History:
Reg. 374/10 of the Education Act establishes Supervised Alternative Learning, or SAL, for
student 14 – 17 years old who have significant difficulties with regular attendance at school.
SAL allows for these learners to be excused from the compulsory attendance at school that is
legislated in Learning to 18. Through SAL, students can legally be excused from regular
attendance at school, but only with the permission of the SAL committee.
Supervised Alternative Learning is intended to be used only for a very small segment of the
student population, and only when other measures to help a young person to remain in school
(Regular or Alternative Education) are not effective.
While in SAL, students will have a Supervised Alternative Learning Plan (SALP) which will
enable them to progress towards obtaining their Ontario Secondary School Diploma or
achieving other educational and personal goals.
Effectiveness:
A period of time away from regular school attendance can help a young person resolve an issue
so that they can return to school later. In all cases, the primary goal is to offer a program that is
in the student’s best interests, that reflects his or her input, and that supports the student in
meeting his or her goals. The purpose of SAL is to assist students either to return to school or
to proceed to one of the five postsecondary options if they reach the age of eighteen – that is,
apprenticeship training, college, independent living, university, or the workplace.
Sustainability:
The Thames Valley District School Board has many programs and policies in place – including
prevention and intervention strategies – that successfully meet the needs of students who may 2017 NOV 7 PASSA Minutes
leave school early. However, every student who stops attending school requires attention.
Often these students require some form of individualized program if they are to achieve a good
outcome from their secondary school education. SAL is an intervention rather than a long term
destination.
Future Directions/Next Steps:
Student Success Teams are encouraged to consider the option of SAL for students who are
struggling to remain in attendance at their home schools when all prior interventions have been
implemented without success.
PLAR
History:
Prior Learning Assessment & Recognition (PLAR) is a process that allows students the
opportunity to obtain an academic credit by demonstrating that they have acquired the
necessary skills and knowledge to meet the curricular expectations of a course through other
life experiences.
Students work with teachers and school administration to ‘challenge’ a credit. An appropriate
method of assessing the student is developed by a teacher and then the student is given the
opportunity to demonstrate their prior learning is equivalent to the curricular standards.
Effectiveness:
Though rarely accessed in Thames Valley, PLAR offers students a reach-ahead opportunity that
allows for the acceleration of credit accumulation. As most PLAR challenges are not
undertaken lightly, there are very few unsuccessful attempts.
Sustainability:
This program is job embedded and will remain sustainable over the long term.
Future Directions/Next Steps:
This program will continue for the foreseeable future in the current form.
MPLAR
History:
Mature Prior Learning Assessment & Recognition (MPLAR) is an assessment process which
allows students who are 18 and older to obtain equivalency credits in grades 9 and 10 in order
to prepare them for grade 11 and 12 classes.
Students who access MPLAR have not earned all 16 grade 9 and 10 credits and have not been
regularly enrolled in a Secondary school.
Effectiveness:
If a student is missing a significant number of credits and is an adult, the idea of having to take
classes at a grade 9 or 10 level can be a barrier to entry into a program. MPLAR effectively
removes that barrier and allows the learner to meet course expectations in an accelerated way
and move quickly into senior High School classes.
Sustainability
This program is job embedded and will remain sustainable over the long term. 2017 NOV 7 PASSA Minutes
Future Directions/Next Steps:
This program will continue for the foreseeable future in the current form.
ASPIRE Program
History:
ASPIRE (Arbeit Schule Program In Rural Elgin) is a flexible and creative alternative program for
students to earn their OSSD. It is available at East Elgin Secondary School in Aylmer, and has
been designed to be a flexible and culturally sensitive program that meets the unique needs of
the Low German Mennonite Community. It is also available to serve other students who require
an alternative setting.
The program encompasses individual and group instruction. Students enrolled in ASPIRE earn
Cooperative Education credits and regular classroom credits. All compulsory classes in the
Ontario curriculum are offered, as well as classes in Foods, Music, Physical Education, Visual
Arts, Horticulture and Automotive Technology.
Effectiveness:
The vision of ASPIRE is to improve student engagement and learning through the use of
technology in a way that emphasizes the valuable connections between students and
teachers. While the initial focus was to reach disengaged young people, it has grown to
become a program that helps families from Southwestern Ontario who need something different
from the usual school structure. It has been highly successful at supporting a population of
students who have been under-served to reach personal goals and to achieve High School
graduation.
Sustainability:
As ASPIRE is driven by student enrollment, it is sustainable as long as there is sufficient
demand from the community.
Future Directions/Next Steps:
ASPIRE has steadily expanded at East Elgin Secondary School.
School Within a College - Fanshawe
History:
The School Within A College (SWAC) program is a partnership between the Thames Valley
District School Board and Fanshawe College initiated in 2009. SWAC is for disengaged and
underachieving students who are in their last year of secondary school and require 8 - 10
credits to graduate. Students in this program spend every day at Fanshawe College in a
classroom with a TVDSB teacher. The SWAC program offers students the opportunity to take
up to four College courses and earn secondary school credits towards their Ontario Secondary
School Diploma (OSSD). All dual credit College courses are taught by a member of the College
faculty and the secondary curriculum instruction is provided by a TVDSB teacher.
Effectiveness:
SWAC students are considered full-time secondary students through the Thames Valley
Alternative Secondary School. Students have access to the services of Fanshawe College,
including the library system, the Student Recreation Centre, teams, clubs, intramurals, health
care and support programs through the Student Success Centre and Learning Support Centre.
2017 NOV 7 PASSA Minutes
Students have a choice of a wide variety of courses, both at the secondary and post-secondary
level. Students have a success rate of over 90% in the program.
Sustainability:
There are currently three full time SWAC classes at Fanshawe College in London. One of these
classes is specifically for Indigenous students.
There is one full time SWAC class at Fanshawe College in St. Thomas.
There is one full time SWAC class at Fanshawe College in Woodstock.
These classes are funded through the pathways budget and an Education Program – Other
(EPO) funding.
Future Directions/Next Steps:
This program will continue in its current form, subject to available funding.
School Within a College - Lambton
History:
The School Within A College (SWAC) program is a partnership between the Thames Valley
District School Board and Lambton College, initiated in 2009. SWAC is for disengaged and
underachieving students who are in their last year of secondary school and require 8 - 10
credits to graduate. Students in this program participate in Co-Op, Dual Credit and completion
of their OSSD requirements. Students are at Lambton College up to three days a week. The
SWAC program offers students the opportunity to take up to four College courses per year and
earn secondary school credits towards their OSSD. All dual credit College courses are taught
by a member of the College faculty and the secondary curriculum instruction is provided by a
TVDSB teacher.
Effectiveness:
SWAC students are considered full-time secondary students through the Thames Valley
Alternative Secondary School. Students have access to the services of Lambton College,
including the library system, the Student Recreation Centre, teams, clubs, intramurals, health
care and support programs through the Student Success Centre and Learning Support Centre.
Students have a choice of a wide variety of courses, both at the secondary and post-secondary
level.
Sustainability:
There is currently one full time SWAC class at Lambton College funded through the pathways
budget and an Education Program – Other (EPO) funding.
Future Directions/Next Steps:
This program will continue in its current form, subject to available funding.
Expansion of these SWAC programs may occur, subject to partnership agreements with local
Colleges.
School Within a University
History: 2017 NOV 7 PASSA Minutes
The School Within A University (SWAU) program is a partnership between the Thames Valley
District School Board and Western University, initiated in 2011. SWAU is for students
experiencing exceptional change or challenges in life and who are at risk of discontinuing their
secondary education and compromising potential post-secondary pathways. SWAU allows
students ages 17 - 20 the opportunity to experience the university environment and work
towards the completion of their Ontario Secondary School Diploma (OSSD) and to successfully
transition to university or other post-secondary programs.
Effectiveness:
SWAU students are considered full-time secondary students through the Thames Valley
Alternative Secondary School. They also have the option to enroll in one course part-time
through Western University if they meet course prerequisites. Students have access to the
services of Western University, including the library system, the Student Recreation Centre,
teams, clubs, intramurals, health care and support programs through the Student Success
Centre and Learning Support Centre.
Students have a choice of a wide variety of courses, both at the secondary and post-secondary
level.
The SWAU program provides each student accepted into the program with any textbooks and
supplies needed for both the secondary school and university components of the program,
computer access for online courses and resources for both the secondary and university
courses.
Sustainability:
There are two SWAU classes and two SWAU teachers. One of these is funded from the
Pathways budget and the other is funded through a charitable donation from the Joyce
Foundation. Should the charitable donation funding not continue, one class would either require
alternative sources of funding or would have to be closed.
Future Directions/Next Steps:
This program will continue in its current form, subject to available funding.
Fanshawe College/Lambton College/Conestoga College Dual Credit
History:
This “day-away” program offers College programming for senior secondary school students at
every secondary school in Thames Valley. Students take a College course taught by a College
teacher in a College environment one day a week. In addition, students are granted a
secondary school credit for each College course they successfully complete.
Transportation to the College is provided. Expenses such as classroom supplies, safety training
and safety equipment are also provided for students.
Effectiveness:
This program eases the transition to a post-secondary College while at the same time
accelerating a student’s credit attainment. The program has seen growth in the past five
years. Fanshawe College currently has 692 designated and funded seats for TVDSB
students. Lambton College has 308 designated and funded seats and Conestoga College has
84 designated and funded seats, for a total of 1084 seats available for our pupils. The retention
rate of pupils in the Dual Credit program is 88% and the success rate is 94%. 2017 NOV 7 PASSA Minutes
Sustainability:
This program is funded through the School College to Work Initiative, through the Pathways
budget. Continuation is dependent on funding.
Future Directions/Next Steps:
This program will continue in its current form.
WILD Program
History:
This Wilderness-based Interdisciplinary Leadership Development course was designed by our
Environmental Education Learning Coordinator in 2017 as an opportunity for students
throughout TVDSB to take part in an experiential outdoor learning opportunity, as well as to
work collaboratively in Google Classroom to plan the trip while developing leadership skills.
Effectiveness:
Staff purposefully selected a diverse group of students who were representative of TVDSB. This
diverse representation afforded students an opportunity to learn from one another in a unique
learning environment where they lived together for nine days. The wilderness-based learning
environment offered students the chance to learn about themselves and take on a leadership
role as well as build meaningful healthy relationships.
Sustainability:
Funding for 2017 was obtained through a grant for Community Connected Experiential Learning
from the Ministry of Education as well as from the TVDSB Environmental Education budget for
Outdoor Education Funding. Some supplies were purchased with the Environmental Education
funds. The course operated at a planned deficit due to the discrepancy between our imposed
cap of 18 students, and the Ministry funding for Summer School credits.
The 2017 course generated significant interest, and staff expect to have numerous applicants
for 2018.
Future Directions/Next Steps:
This program will continue in its current form, the cap of 18 students works well for students to
learn from one another, and for travel in a wilderness setting.
Travel for Credit Program
History:
This program will run in the summer of 2018. Designed in partnership with a travel company,
this will allow senior students to study Geography/World Issues by travelling in Europe, and
junior students to study Civics & Careers by travelling in Ottawa, Montreal and New York.
Effectiveness:
To be determined. Many TVDSB students have successfully completed credits in a similar
program offered by the coterminous board and private schools.
Sustainability:
Based on enrollment. Program costs for travel are supported through student fees. Bursaries
and subsidies are available for students who are unable to afford the costs of the program.
2017 NOV 7 PASSA Minutes
Future Directions/Next Steps:
The effectiveness of the program needs to be assessed following the pilot next summer. If it is
successful, there is the potential for expansion.
Strategies to Help Students to Avoid Losing Credits
Student Success Teachers
Student Achievement Leader
Alternative Education
U-Turn
W. D. Sutton School (Care and/or Treatment, Custody & Corrections School Programs)
Student Success Teachers
History:
The role of the Student Success Teacher came into being in 2003-2004 as part of a Ministry of
Education initiative called The Student Success/Learning to 18 strategy. This role was a newly
created one, with the stated goal of increasing graduation rates and decreasing dropout
rates. It supplemented the supports already available in schools (Guidance Staff, Learning
Support Teachers, Administration) to help students succeed. Further, the role created another
position of teacher leadership in every Secondary school.
The creation of the role of Student Success Teacher also coincided with the creation of Student
Success Leaders in each school board in Ontario. Typically, this role has been held by a
Superintendent or an Executive Officer.
Effectiveness:
The role of the SST has quickly become embedded in our Secondary schools. It is supported
by a Superintendent, a Learning Supervisor and a Learning Coordinator and has a direct budget
allocation independent from the School budget. The SST has specific duties in Thames Valley
related to successfully transitioning students from Grade 8 to Grade 9, working with students in
need, coordinating with other school based supports in regular meetings, and producing the
site-based Taking Stock report. This report lists the students who are at risk of not graduating
and the reason why. It allows for direct and targeted intervention to support students.
Student Success Teachers in Thames Valley run the Credit Repair, Credit Rescue and Credit
Recovery intervention programs to reduce failure rates and increase credit attainment.
Sustainability:
Funding for the Student Success Teacher comes from the Grants for Student Needs. Allocation
of these teachers to the system is done centrally and is differentiated, with schools with more
pupils and with higher numbers of students in need receiving a larger allocation of time.
As increasing graduation rates remains a provincial priority, it is anticipated that funding for this
role will remain stable for the foreseeable future.
Future Directions/Next Steps:
The Student Success Teacher has become a key support for pupils in Secondary schools,
particularly in Grades 9 and 10. Initiatives such as ‘8 out of 8’ and ‘16 by 16’ (earning all 8
credits in Grade 9 and 16 credits by the end of Grade 10) are led by the SST in coordination 2017 NOV 7 PASSA Minutes
with the school administration. Moreover, the SST is often part of the leadership team in
Secondary schools.
Future directions should include new and innovative programming to engage pupils in new and
different ways, in order to act on strategies to further engage secondary students.
Student Achievement Leader
History:
This time-limited leadership position in Secondary Schools is less than two years old. It was
negotiated into the last OSSTF collective agreement. The Student Achievement Leader is a full
time teacher on staff who works with the school administration and is a member of the school
leadership team, helping to develop and influence school-specific goals for school improvement
planning and student achievement.
The person in this role supports teaching staff in their instructional practice to improve student
achievement. They collaborate with other instructional leaders within and outside the Board.
They participate in ongoing professional development, including supporting the work of the
school improvement team. They have particular responsibility for the implementation of the
Board and School Improvement Plans.
Effectiveness:
To be determined. The position is just over a year old.
Working with the Principal, the tasks of the Student Achievement Leader involve determining
the unique needs of the school, establishing a vision, and developing indicators of impact that
can be measured.
After the first year, Principals anecdotally reported a general satisfaction with the development
of this position. Most Student Achievement Leaders have taken active roles in the development
and delivery of professional learning activities.
Sustainability:
To be determined. If it is deemed to be successful, this position can be renewed in the next
collective agreement.
Future Directions/Next Steps:
The role is unique to each school. Student Achievement Leaders continue to align their work
with School Improvement Plans, with particular focus on the implementation of Rethink
Secondary Learning.
Alternative Education
History:
Alternative Education is flexible programming for students who struggle with attendance and
learning at their home school within traditional classroom programming and/or school
organization.
Alternative Education programs are intended to be a short term intervention, with the goal of
students returning to their home schools.
2017 NOV 7 PASSA Minutes
Site-based full and half-day programs exist across Thames Valley in seven sites. Nine itinerant
teachers are available to support students who are unable to attend a site-based location.
Teachers in Alternative Education provide individualized programming that meets the specific
needs of the students they serve.
Effectiveness:
Students experience success in Alternative Education and develop the confidence to return to a
regular school program. Credits earned contribute to OSSD completion. The flexibility of the
programming model allows students to work at their own pace.
Alternative Education in Thames Valley has seen significant growth in the past decade.
Sustainability:
Alternative Education placements for students are often full; demand often outstrips
supply. While these placements provide a valuable service for our students, this is not a
sustainable model for long term programming. Students sometimes need the flexible,
supportive programming available through Alternative Education, but these are interventions
rather than a long term destination.
Future Directions/Next Steps:
New models for providing similar levels of support and flexible programming are being explored
through both the Rethink Secondary Learning initiative and the School Within A School initiative.
U-Turn
History:
U-Turn supports students from TVDSB schools who have been suspended for 6 to 20 days or
who have been expelled. U-Turn provides students with the opportunity to stay on track with
their academic courses and provides personal and social/emotional programming to help
students explore the underlying reasons for their suspension/expulsion.
Students must be referred to U-Turn by the suspending/expelling home school.
U-Turn is a voluntary program in which students must choose to participate.
Effectiveness:
U-Turn provides direct instruction from a teacher as well as targeted social and emotional
support from a social worker. Long term suspensions and expulsions have reduced a student’s
chances for successful completion of their graduation requirement. U-Turn closes that gap.
Sustainability:
Programs for long term suspended and expelled pupils are mandated by the Ministry of
Education.
Future Directions/Next Steps:
This program will continue in its current form.
W. D. Sutton School (Care and/or Treatment, Custody & Corrections School Programs)
History: 2017 NOV 7 PASSA Minutes
Historically, CTCC programs were referred to as Section 23 Schools. The change in emphasis
of the program title is to reduce the stigma associated with these education programs. CTCC
programs are partnerships between School Boards (Ministry of Education) and community
agencies (Ministry of Child & Youth Services or Ministry of Health) and exist to support children
and youth who are not able to attend their community school due to their need for care and/or
treatment or rehabilitation. TVDSB (and predecessor Boards) have offered these programs for
decades.
The Thames Valley DSB currently provides secondary school education programs at 12
locations, in partnership with six community agencies (WAYS Mental Health Supports,
Craigwood Youth Services, Raoul Wallenberg Centre, Anago Resources, St. Joseph’s Health
Care London, LHSC/Children’s Hospital of Western Ontario).
Effectiveness:
The period of registration for students in CTCC programs can vary from a few days to two
years. The expected period of registration creates the context for planning the individualized
education program.
Students can earn credits over a full year, a semester or during a shorter time frame. Credit
recovery opportunities are utilized when possible.
When possible and appropriate, students maintain connection to their home school and
continue to work toward achievement of the same credits. In other cases, students work toward
completion of some expectations for a credit and this data is passed along to their next school
placement.
CTCC programs provide opportunities for youth to continue to earn credits while they are not
able to attend their home school. Students are also supported in identifying and practicing
learning skills that increase their potential for success when they return to their home school. By
remaining engaged in education during a period of treatment and/or rehabilitation, they are
more likely to graduate from secondary school.
Sustainability:
It is expected that the funding for these programs by the Ministry of Education will continue.
Students who cannot attend their home school still need the opportunity to participate in
education programs. The number of children and youth seeking care and treatment for mental
health, social-emotional and behaviour challenges continues to increase. The number of youth
residing in custody and correctional settings continues to decrease.
Future Directions/Next Steps:
The Ministry of Education continues to evaluate the effectiveness of CTCC programs across the
Province with a goal of ensuring the mandates of the legislation are being met, programs are
current, relevant and effective. TVDSB continues to support students, from across the region
and the Province, who face extremely challenging circumstances.
There is a need for better data collection and analysis tools for tracking the effectiveness of
CTCC programs.
Community agencies face many challenges to support CTCC programs effectively. Their
financial challenges to support these intensive programs are of primary concern. It is also 2017 NOV 7 PASSA Minutes
important to maintain open lines of communication with our agency partners and maintain
alignment of our common objectives.
Strategies to Help Students to Regain Lost
Credits/Attain Graduation Requirements
Credit Recovery
Credit Repair/Credit Rescue
Student Re-Engagement Strategy
FNMI Student Re-Engagement
Adult & Continuing Education
Credit Recovery
History:
This is a program in each secondary school, typically facilitated by the Student Success
Teacher, to enable students to earn credits in which they have not completed course
expectations.
Students engaged in Credit Recovery only complete the learning objectives and related portions
of the course that they have failed to complete. This allows students to earn credits without
having to repeat the entire course. Repeating a course (if not done during Summer School)
puts the student one credit behind, and typically students are not able to graduate within four
years.
Credit Recovery was specifically designed to engage or re-engage students with their schooling,
increase course completion rates, and to increase graduation rates.
Candidates for Credit Recovery are typically selected at end of semester promotion meetings,
which are led by school administration and Student Success Teachers.
Effectiveness:
Credit Recovery has been a highly viable strategy for increasing credit attainment and
graduation rates.
Credit Recovery is not offered for every failed credit. A school based team takes into account
the teacher’s recommendation (made for each failed credit), the academic standing of the
student, the student’s attendance and all other factors impacting the student when making the
decision to offer a Credit Recovery opportunity.
Sustainability:
This is a job embedded practice for Student Success Teachers and is sustainable for the long
term.
Future Directions/Next Steps:
This program will continue in its current form for the foreseeable future.
Credit Repair/Credit Rescue
History: 2017 NOV 7 PASSA Minutes
Strategies for avoiding Credit Recovery include Credit Rescue and Credit Repair. Like Credit
Recovery, these initiatives are typically faciliated by the Student Success Teacher. Unlike
Credit Recovery, Credit Repair and Credit Rescue are aimed at helping students who are at risk
of failing a course in which they are currently enrolled.
In some schools, ‘Repair’ denotes work done during the course of the semester when a student
is falling behind and ‘Rescue’ denotes work completed just prior to the end of the course and
the submission of final grades.
In either instance, these initiatives provide intervention prior to a student failing a
course. Timing for these interventions can be done before and after school, during the lunch
hour, in a homework club, during a designated series of days such as a ‘Credit Blitz’, during the
designated course time through withdrawal for the period, and during exam days.
Effectiveness:
Credit Repair/Credit Rescue has been highly effective in early intervention to prevent failures,
particularly with grade 9 and 10 students.
Sustainability:
This is a job embedded practice for Student Success Teachers and is sustainable for the long
term.
Future Directions/Next Steps:
This program will continue in its current form for the foreseeable future.
Student Re-Engagement Strategy
History:
This program began in the winter of 2008. It was based on a Ministry of Education initiative to
reengage students who had 26+ credits who were either missing their final four credits, the
OSSLT/Literacy Component or their 40 hours of community service. The approach TVDSB took
was to engage a Social Worker to connect directly with students. Students who
were successfully re-engaged were those that were very close to graduation and somehow ran
into significant roadblocks. The social worker connected directly with the disengaged students
to find out what these roadblocks were and how to work with the student to creatively overcome
them. This has been done largely through itinerant teaching and supports from Social Work.
Effectiveness:
The program has assisted up to 200 students annually to meet their graduation requirements.
Sustainability:
This is a program funded partially through the GSNs in the Student Success budget and
partially through an Education Program - Other (EPO) grant.
Future Directions/Next Steps:
This program will continue for the foreseeable future in its current form.
FNMI Student Re-Engagement
History:
Student success and student re-engagement for Indigenous pupils is an initiative currently in its
fourth year. In Thames Valley, this program is led by a Teacher on Special Assignment. This 2017 NOV 7 PASSA Minutes
individual acts as a Graduation Coach to H. B. Beal students. The TOSA supports and works
with disengaged learners. The TOSA also proactively works within the school to support
students, staff and the wider communities to reduce the number of disengaged learners.
Effectiveness:
The TOSA is using real time data to track student attendance, achievement and well-being. A
specific focus for the TOSA is grade 9 and 10 students. This is the first semester of the first
year of this model.
Sustainability:
This program has been funded through an Education Program - Other (EPO)
grant. Longitudinal research on the Graduation Coach model (Alberta, Northern Ontario) has
shown significant positive impact on graduation rates.
Future Directions/Next Steps:
As the TVDSB program is in its first year, the year one data will have to be analyzed before
potentially scaling this model to other schools.
Adult & Continuing Education
History:
Adult & Continuing Education was established in Thames Valley’s four predecessor boards prior
to amalgamation. Credit courses are offered to adult learners either in the morning or the
afternoon, in four terms of 7 to 8 weeks each. Students can take one or two credits at a time
from the available offerings. Similar to regular school programming, it is possible to earn up to
eight credits in one school year.
Site Based Adult & Continuing Education is available for learners in Thames Valley at five
locations: the G. A. Wheable Centre for Adult Education in London; the Balaclava Street Centre
for Adult, Alternative and Continuing Education in St. Thomas; the Blossom Park Education
Centre in Woodstock; the Strathroy Adult Learning Centre, attached to Strathroy District
Collegiate Institute in Strathroy; and the Tillsonburg Adult Learning Centre attached to Glendale
High School in Tillsonburg.
In addition to classes in the morning and afternoon, learners can also access Self-Study at
these sites. Students who enroll in Self-Study can earn high school credits in all curriculum
areas in an “at-home” study environment.
Students can also upgrade their skills in English and Mathematics through the non-credit
Gateway to Learning, Literacy and Basic Skills program. Courses in International Languages
and ESL are also available at sites for students looking to increase language proficiency.
Effectiveness:
Adult & Continuing Education serves a clear need in the community for those who have not had
success in a traditional Secondary School setting, or who wish to upgrade their achievement
levels in order to access post-secondary programs. It has been highly effective and regularly
grants more credits than any other single school in Thames Valley.
Sustainability: 2017 NOV 7 PASSA Minutes
Enrollment is what sustains Adult & Continuing Education. Funding is contingent on it, which
means that the hiring of staff is also tied to the results of registration. While it is a constant
challenge to meet the emerging needs of Thames Valley’s adult learners, there is a clear and
ongoing need for this service.
Future Directions/Next Steps:
Student demand will determine the future of this program. Student Voice should be a key
component of future programming in Adult Education.
2017 NOV 7 PASSA Minutes
REPORT OF THE SPECIAL EDUCATION ADVISORY COMMITTEE
2017 November 13
6:34 p.m. to 8:32 p.m.
MEMBERS ADMINISTRATION AND OTHERS
M. Barbeau, Voice for Hearing Impaired Children
J. Bennett, Trustee
P. Cook, Learning Disabilities Association of Ontario (-8:10)
M. Cvetkovich, Children’s Aid Society of London and Middlesex
C. Dendias, Chippewas of the Thames
S. Dobaczewski, Vanier Children’s Services
A. Morse, Easter Seals
J. Nuyens, Thames Valley Council of Home & School Associations
J. Gritzan, Thames Valley Children’s Centre
J. Schaeffer, VIEWS for Visually Impaired
C. Thammavonga, Association for Bright Children
R. Tisdale, Trustee (Chair)
W. Conforzi, Fetal Alcohol Spectrum Disorder Network-ELMO
Regrets:
T. Grant, Fetal Alcohol Spectrum Disorder Network-ELMO
L. Turner-Otte, Ontario Parents Advocating for Children with Cancer
S. Wilson, Community Living London
B. Harvey, Epilepsy Support Centre
S. Young, Autism Ontario
S. Builder , Superintendent of Special Education
A. Leatham, Learning Supervisor
R. Ferrara, Learning Supervisor
D. Clark, Secondary Principal
T. Birtch, Secondary Principal
B. Keast , Corporate Services
J. Bruce, Principal
V. Fernandez, Coordinator (+6 :40, -7:11)
J. Curida, Psychological Services (+7 :11, -7:20)
K. Hillman, Psychological Services (+7:11, -7:33)
J. Hilbert, Learning Coordinator (+7:11, 7:33)
P. Venesoen, Research and Assessment (+7:33, -7:50)
Guests:
E. Mai (-8:02)
1. CALL TO ORDER
Chair Tisdale called the meeting to order at 6:34 p.m. in the London Room at the Education
Centre.
2. CONFIRMATION OF AGENDA
The agenda, as amended, was approved on motion and carried.
3. CONFLICTS OF INTEREST – none
4. MINUTES OF THE MEETINGS FROM 2017 OCTOBER 10 – provided for information
5. BUSINESS ARISING FROM THE MINUTES OF 2017 OCTOBER 10
a. Biography of K. Dunlop
S. Builder provided the following biography for K. Dunlop.
Kelly has been with the Autism Education Center since 2001 as a contractor, and full-time since
2003. Prior to working for START, Kelly worked as a school psychologist and behavior consultant
for Delta-Schoolcraft ISD. With the START project, Kelly has extensive experience and expertise
on topics related to evaluation for special education eligibility, positive behavioral interventions
and supports, IEP development and implementation, and guiding principles for establishing
effective programs for students on the autism spectrum. She also contributes to the development
of systems of support for students with ASD as they transition to employment settings, including
the utilization of tools, checklists, and resources that improve the process of transition.
b. Special Education Resources Translation
S. Builder reported the Special Education Resource Guides are available in the following
languages: Spanish, Chinese, Korean, and Arabic.
6. JANUARY SEAC DATE
2017 November 13…2
S. Builder proposed a December meeting, located at Central Secondary School in the Telford Tea
Room. This meeting would be catered by students in the Forest City Program from 11:30 – 2:00
p.m. It was noted the December meeting would take place in lieu of the January meeting.
A doodle poll will be sent to committee members to determine availability.
7. DRAFT ROLE OF THE LST
A. Leatham provided, for information and input, the draft Role of the Learning Support Teacher. In
addition to SEAC, the document was shared with Learning Coordinators, a Principal Focus group,
and the Program and School Services Advisory Committee.
Suggested revisions were captured by A. Leatham.
8. SPEECH AND LANGUAGE SUMMER CAMPS
V. Fernandez, Coordinator of Speech-Language Services & Audiology Services, presented an
update on the Speech-Language Summer Camp.
V. Fernandez reviewed the slide deck, describing camp locations, camp focuses, selection and
registration of students, camp programming, and incorporation of literature and community
engagement.
V. Fernandez reported parent day was well attended. Feedback received from families was very
positive.
Administration responded to questions.
9. UPDATE FROM PSYCHOLOGICAL SERVICES
J. Kurita provided an update on the Autism Diagnostic Observation Scale, second edition (ADOS
II) training provided to Psychological staff. ADOS II is considered the gold standard for the
assessment of Autism Spectrum Disorder. The training was provided over video tele-conference.
In addition to TVDSB staff, 8 members from other boards paid to attend.
K. Hillman provided an update on the pre-doctorate internship program. Communication will be
distributed in December to aid in the recruitment of candidates for the internship program.
Administration responded to questions of clarification regarding the differences between current
placement students and pre-doctorate placement students.
S. Builder extended appreciation to the committee for their support of ADOS II t raining and the
potential Internship Program.
10. GIFTED SCREENING TOOL PRESENTATION
R. Ferrara presented an update on the proposed gifted identification tool. Joining the meeting was
J. Hilbert and K. Hillman.
The presentation highlighted the current gifted identification tool, proposed changes, next steps,
and feedback from Learning Agenda meetings.
The committee noted the importance of using a screening tool that will help identify students
earlier.
Administration reported a m eeting with the publisher will take place on November 21.
11. IEP AUDIT
S. Builder welcomed P. Venesoen, Research and Assessment to answer committee questions
regarding the IEP Audit.
2017 November 13…3
A. Leatham provided background information on the IEP Audit process. It was reported a summary
of the IEP Audit was shared with schools and staff.
P. Venesoen reported a cross section and random sampling of exceptionalities was used.
The committee requested SEAC be consulted prior to beginning the 2018 Audit process.
12. INPUT FROM SEAC ON POSSIBLE PARENT TOPICS FOR SPECIAL EDUCATION
CONFERENCE
S. Builder provided information on the initial plans for the Special Education Conference. The
conference is scheduled for 2018 February 10 at Saunders S.S. with keynote speaker K. Dunlop.
Appreciation was extended to SEAC members who have volunteered to assist with planning the
conference.
The following topics were suggested by the Committee for the Special Education Conference:
Special Education 101 – How does Spec. Ed Work?
IEP 101 – What is the IEP Process?
What is ‘Gifted’?
IPRC 101 – How is this different from IEP
Accessing Services: What is available, what is the criteria, how are they accessed?
How to Affectively Advocate for your Child
Pathways & Transitions after Secondary School
Developing Positive Communication Strategies with Teachers
Responsibilities of Classroom Teacher
What does the Classroom look like today? Regular Classroom vs Differentiated Classroom
learning.
What is STEM?
Topics Specific to Exceptionalities
Instruction and Universal design of learning
Social Emotional Learning
Four Competencies (Learning Readiness- CASEL)
Practicalities of Technology for Parents
Revisit PDT Video
Meeting the Different Needs of Students
Committee members were asked to contact S. Builder or A. Leatham if they would like to facilitate
or help plan for any of the above suggested topics.
It was suggested community representatives could be paired with topics specific to
exceptionalities, and/or staff to present.
13. UPDATE ON ASD PILOT
S. Builder reported that 18 boards are operating ASD pilots.
TVDSB’s ASD pilot includes training for Educational Assistants. TVDSB is not operating under the
Dedicated Space pilot. S. Builder reported 25 Educational Assistants will be trained. Training will
consider ABA Strategies. The individual modules are not yet determined. The staffing process is
still underway for the behaviour analysts. To facilitate the training a project coordinator and an
ABA Expert is required.
It was noted the funding for the pilots is temporary. S. Builder noted temporary funding does make
it difficult to hire and retain staff for the pilot programs.
2017 November 13…4
14. SPECIAL EDUCATION ADVISORY COMMITTEE PRIORITIES (STANDING ITEM) - none
15. SPECIAL NEEDS STRATEGY UPDATE (STANDING ITEM)
A. Morse reported no information is available regarding the Integrated Rehab Steering Community.
J. Griztan provided an update on the Coordinated Services Planning. Effective April 1, 2018,
TVCC will contract directly with the Ministry of Children and Youth Ser vices (MCYS) - no longer
the LHIN - to provide OT, PT and SLP services at 2016\2017 volumes. Also effective April 1, 2018,
TVCC will become responsible for managing the contracts for the six other Service Provider
Agencies who currently provide OT, PT and SLP in publicly funded schools in London, Middlesex,
Oxford, Elgin, Huron, Perth, Grey and Bruce counties. The proportion of client visits, based on
2016\2017 volumes, done by each agency who wants to continue the work will be maintained
through to March 31, 2019.
The school boards will continue to provide the SLP services that they do now. The LHIN will still be
responsible for services to private schools and in-home clients. This work will continue to be
contracted out to the current service providers.
The terms and conditions of TVCC's contract with MCYS and the other Service Provider Agencies'
contracts with TVCC will be specified by MCYS. They are expected to be similar to the current
contracts with no drastic changes in how services are delivered.
16. SPECIAL EDUCATION PLAN (STANDING ITEM)
a. Standard 10
S. Builder provided for information Standard 10. There were no suggested revisions.
b. Standard 11
S. Builder provided for information Standard 11. There were no suggested revisions.
c. Standard 14
S. Builder provided for information Standard 14. There were no suggested revisions.
17. MODIFIED DAY GUIDELINES (STANDING ITEM)
S. Builder provided an update on Modified Day Guidelines. It was reported 22 students are on a
modified day. The preliminary total since September is 46.
18. CORRESPONDENCE (STANDING ITEM) - none
19. OTHER BUSINESS
a. PPM 161: Supporting Children and Students with Prevalent Medical Conditions in
Schools- Anaphylaxis, Asthma, Diabetes and/or Epilepsy
Administration discussed the process for addressing the requirements of PPM 161 noting the
need to have policies/procedures in place by September 2018.
b. Ministry Review
A letter was shared with Trustees requesting information and feedback in four areas: student
trustee’s terms of office, trustee honorarium, broadening the director of education
qualifications, integrity commissioner and a trustee code of conduct
20. FORUM: ASSOCIATION UPDATES
C. Thammavonga, reported on behalf of the Association for Bright children, the 2017 Conference
Reaching Full Potential is scheduled for 2017 December 2 in Toronto. Promotional materials will
be distributed.
21. MEETING DATES
2017-2018 Meeting Dates – London Room
2017 November 13…5
Tuesday, December 12 11:30 a.m. (Central S.S.)
Tuesday, February 13 12:15 p.m.
Monday, March 5 6:30 p.m.
Tuesday, April 3 12:15 p.m.
Monday, May 14 6:30 p.m.
Tuesday, May 29 12:15 p.m. (Dundas Room)
Monday, June 4 6:30 p.m.
22. FUTURE AGENDA ITEMS
1. Exceptionality Data & Trends (December & May)
2. Informal Suspensions (ongoing)
3. Creating a Survey for Gifted Program (D. Ensing)
4. SAL – Supervised Alternative Learning (March 2018, R. Kuiper)
23. ADJOURNMENT
The meeting adjourned at 8:32 p.m. by motion.
RUTH TISDALE
CHAIRPERSON
RECOMMENDATION: None
REPORT OF THE AUDIT COMMITTEE
2017 November 14
3:41 p.m. - 5:10 p.m.
MEMBERS PRESENT
M. Laprise
M. Reid
R. Tisdale (Chair)
Regrets: A. Morell, M. King
ADMINISTRATION AND OTHERS
C. Beal
J. Pratt
J. Knight
C. Dowding
E. Otsuka
L. Elliott
B. Keast
S. Macey
P. Hearse
N. Lavdas
1. CALL TO ORDER
Chair Tisdale called the meeting to order at 3:41 p.m.
2. APPROVAL OF AGENDA
The agenda was approved by motion.
3. CONFLICTS OF INTEREST - none declared
4. MINUTES OF PREVIOUS MEETING – 2017 OCTOBER 10 - Provided for information.
5. REPORT TO THE AUDIT COMMITTEE ON THE 2017 AUDIT – DELOITTE
C. Dowding, Deloitte, presented the Report to the Audit Committee on the 2017 Audit (of the
Financial Statements). The audit was conducted in accordance with Canadian generally accepted
auditing standards. There were no qualifications on the audit report.
C. Dowding noted that TVDSB has changed policies and procedures for School Councils and
school generated funds, which serves to mitigate some of the risks in this area. The importance of
addressing possible cyber fraud was noted.
C. Dowding and E. Otsuka, Deloitte, responded to questions of clarification.
6. 2016-2017 AUDITED FINANCIAL STATEMENTS
a. DRAFT REPORT AND CONSOLIDATED FINANCIAL STATEMENTS - AUGUST 31, 2017
Superintendent C. Beal presented the draft audit report and consolidated Audited Financial
Statements for the period ending 2017 August 31. It was noted the consolidated statements
include Thames Valley Education Foundation, School Generated Funds, and Southwestern
Ontario Student Transportation System. There were no corrected or uncorrected
misstatements.
Appreciation was extended to Financial Services and Deloitte for their work on the financial
statements.
C. Beal highlighted that Deloitte provided an unqualified audit opinion of the financial
statements. C. Beal described the year-end financial position and operational results and
activities. The financial statements include the capital activities of the building of two new
schools, major renovation plans, and the conservation of energy and greenhouse gas
reductions investments. It was noted that increased enrollment above the original projected
enrollment had a positive impact on the overall financial statements.
C. Beal, S. Macey and P. Hearse responded to questions of clarification.
J. Pratt will provide additional information regarding OSBIE premium rates and refunds to the
Planning and Priorities Advisory Committee.
b. 2016-2017 SUPPLEMENTAL REPORTS TO THE FINANCIAL STATEMENTS
S. Macey presented for approval the 2016-2017 accumulated surplus appropriations, the
capital surplus and the deferred revenues.
S. Macey highlighted the internal appropriated funds’ year-end balances.
It was suggested that the multi-purpose internally appropriated fund of $2,179,621 be
transferred to the Unappropriated Accumulated Surplus.
The following recommendation was moved and carried:
That the internal appropriations of accumulated surplus available for compliance of
$5,416,241 and ($151,786) for Thames Valley Education Foundation as ou tlined in
Chart 1 (Audit-1), be approved.
c. 2016-2017 AUDITED FINANCIAL STATEMENTS RECOMMENDATIONS TO THE BOARD
The following recommendation was moved and carried:
That the 2016-2017 Audited Financial Statements (Audit-2) be approved.
7. IN CAMERA
On motion, the Committee moved in camera at 4:56 p.m. reconvening in public session at 5:09 p.m.
8. EVALUATION OF THE EXTERNAL AUDITORS' PERFORMANCE
Item #8 was deferred until 2018 January 9
9. ADDITIONAL ITEMS - none
10. FUTURE MEETING DATES
Meetings are scheduled for 3:30 p.m., Governor Simcoe Room as follows:
2018 January 9 2018 February 13 2018 April 10
2018 May 8 2018 June 12
11. ADJOURNMENT
A motion to adjourn was approved at 5:10 p.m.
RECOMMENDATIONS:
That the internal appropriations of accumulated surplus available for compliance of
$5,416,241 and ($151,786) for Thames Valley Education Foundation as ou tlined in
Chart 1 (Audit-1), be approved.
That the 2016-2017 Audited Financial Statements (Audit-2) be approved.
RUTH TISDALE
Committee Chair
Chart 1
Accumulated Surplus Appropriations
Balance Balance
August 31, 2016 In-Year Change August 31, 2017
Available for Compliance - Unappropriated ( Utilized only by Board motion )
Operating Accumulated Surplus 23,692,827 5,837,844 29,530,671
Available for Compliance - Internally Appropriated
Amounts to be Brought Forward Only by Board Motion
Multi-Purpose 2,228,129 (48,508)2,179,621
Unfunded Employee Future Benefits 0 6,000,000 6,000,000
Future Amortization of Internally Supported Capital Projects 26,920,563 335,968 27,256,531
Amount for Future Internally Supported Capital Projects 0 2,085,168
2,085,168
Amounts to Fund Approved Budget in Future Years
Information Technology - ICT Strategic Plan 2,615,602 (2,615,602)0
Website Development 350,000 (100,569)249,431
FDK Staff Development 335,398 (335,398)0
Amounts to be Brought Forward as Revised Budget After Revised Estimates
Staff Development / Professional Development
Director & S.O Staff Development 45,422 9,446 54,868
Principal & Vice-Principal Staff Development 448,898 43 448,941
Managers' Staff Development 23,636 (790)22,846
Classroom Expenditures and Other
Elementary School Carry Forward 2,213,442 (366,024)1,847,418
Secondary School Carry Forward 1,307,865 (384,343)923,522
Trustees' Office Carry Forward 21,349 2,009 23,358
Ontario Parent Involvement 242,895 23,747 266,642
Unspent Project Funding 647,338 891,566 1,538,904
Community Use of Schools 0 86,990 86,990
Capital Planning Capacity 72,340 126,412 198,752
FDK Sheds and Fences 215,000 (215,000)0
Safe Schools 530,954 (38,995)491,959
Promote Positive Behaviour 594,592 (325,755)268,837
Urban & Priority Schools 2,863 11,208 14,071
Indigenous Education - Board Action Plan 0 16,296 16,296
Cafeteria Rebates 32,111 6,872 38,983
Behaviour Expertise Amount 253,602 229,675 483,277
Secondary Athletics 55,904 21,825 77,729
Total Internally Appropriated 39,157,903 5,416,241 44,574,144
Thames Valley Education Foundation 6,562,504 (151,786)6,410,718
Total Available for Compliance for Ministry Purposes 69,413,234 11,102,299 80,515,533
Unavailable for Compliance
Employee Future Benefits - other than retirement gratuity (12,321,814)1,176,803 (11,145,011)
Interest to be Accrued (2,400,957)84,780 (2,316,177)
School Generated Funds 5,437,551 (260,872)5,176,679
Revenues recognized for land 18,361,333 834,527 19,195,860
Total Unavailable for Compliance 9,076,113 1,835,238 10,911,351
Total Accumulated Surplus 78,489,347 12,937,537 91,426,884
Report and consolidated financial statements of
Thames Valley District
School Board
August 31, 2017
D R A F TFor discussion purposes only
Thames Valley District School Board
August 31, 2017
Table of contents
Management Report ............................................................................................................................................. 1
Independent Auditor’s Report ............................................................................................................................ 2-3
Consolidated statement of financial position ......................................................................................................... 4
Consolidated statement of operations ................................................................................................................... 5
Consolidated statement of cash flows ................................................................................................................... 6
Consolidated statement of changes in net debt .................................................................................................... 7
Notes to the consolidated financial statements ................................................................................................ 8-25
D R A F TFor discussion purposes only
Deloitte LLP
One London Place
255 Queens Avenue
Suite 700
London ON N6A 5R8
Canada
Tel: 519-679-1880
Fax: 519-640-4625
www.deloitte.ca
Management Report
Management’s Responsibility for the Consolidated Financial Statements
The accompanying consolidated financial statements of the Thames Valley District School Board
(“Board”) are the responsibility of the Board’s management and have been prepared in accordance
with the Financial Administration Act, supplemented by Ontario Ministry of Education memorandum
2004:B2 and Ontario Regulation 395/11 of the Financial Administration Act, as described in Note 1 to
the consolidated financial statements.
The preparation of consolidated financial statements necessarily involves the use of estimates based
on management’s judgment, particularly when transactions affecting the current accounting period
cannot be finalized with certainty until future periods.
Board management maintains a system of internal controls designed to provide reasonable assurance
that assets are safeguarded, transactions are properly authorized and recorded in compliance with
legislative and regulatory requirements, and reliable financial information is available on a timely basis
for preparation of the consolidated financial statements. These systems are monitored and evaluated
by management.
The Audit Committee of the Board meets with management and the external auditors to review the
consolidated financial statements and discuss any significant financial reporting or internal control
matters prior to the Board’s approval of the consolidated financial statements.
The consolidated financial statements have been audited by Deloitte LLP, independent external
auditors appointed by the Board. The accompanying Independent Auditor’s Report outlines their
responsibilities, the scope of their examination and their opinion on the Board’s consolidated financial
statements.
_________________________ _________________________
Laura Elliott Jeff Pratt
Director of Education Associate Director & Treasurer
November 29, 2017 D R A F TFor discussion purposes only
Deloitte LLP
One London Place
255 Queens Avenue
Suite 700
London ON N6A 5R8
Canada
Tel: 519-679-1880
Fax: 519-640-4625
www.deloitte.ca
Independent Auditor’s Report
To the Board of Trustees of
Thames Valley District School Board
We have audited the accompanying consolidated financial statements of the Thames Valley District
School Board, which comprise the consolidated statement of financial position as at August 31, 2017
and the consolidated statements of operations, cash flows and change in net debt for the year then
ended, and a summary of significant accounting policies and other explanatory information.
Management’s Responsibility for the Consolidated Financial Statements
Management is responsible for the preparation of these consolidated financial statements in
accordance with the basis of accounting described in Note 1 to the consolidated financial statements,
and for such internal control as management determines is necessary to enable the preparation of
consolidated financial statements that are free from material misstatement, whether due to fraud or
error.
Auditor’s Responsibility
Our responsibility is to express an opinion on these consolidated financial statements based on our
audit. We conducted our audit in accordance with Canadian generally accepted auditing standards.
Those standards require that we comply with ethical requirements and plan and perform the audit to
obtain reasonable assurance about whether the consolidated financial statements are free from
material misstatement.
An audit involves performing procedures to obtain audit evidence about the amounts and disclosures
in the consolidated financial statements. The procedures selected depend on the auditor’s judgment,
including the assessment of the risks of material misstatement of the consolidated financial
statements, whether due to fraud or error. In making those risk assessments, the auditor considers
internal control relevant to the entity’s preparation of the consolidated financial statements in order to
design audit procedures that are appropriate in the circumstances, but not for the purpose of
expressing an opinion on the effectiveness of the entity’s internal control. An audit also includes
evaluating the appropriateness of accounting policies used and the reasonableness of accounting
estimates made by management, as well as evaluating the overall presentation of the consolidated
financial statements.
We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis
for our audit opinion. D R A F TFor discussion purposes only
Page 3
Opinion
In our opinion, the consolidated financial statements of the Thames Valley District School Board as at
and for the year ended August 31, 2017 are prepared, in all material respects, in accordance with the
basis of accounting described in Note 1 to the consolidated financial statements.
Emphasis of Matter
Without modifying our opinion, we draw attention to Note 1 to the consolidated financial statements
which describes the basis of accounting used in the preparation of these consolidated financial
statements and the significant differences between such basis of accounting and Canadian public
sector accounting standards.
Chartered Professional Accountants
Licensed Public Accountants
November 29, 2017
D R A F TFor discussion purposes only
Thames Valley District School Board
Consolidated statement of financial position
as at August 31, 2017
(In thousands of dollars)
2017 2016
$$
Financial assets
Cash and cash equivalents 45,071 45,153
Accounts receivable 34,872 27,647
Accounts receivable - Government of Ontario (Note 2)218,489 199,265
Investments (Note 4)6,636 6,664
Total financial assets 305,068 278,729
Liabilities
Accounts payable and accrued liabilities 51,232 36,196
Deferred revenue (Note 8)26,328 16,572
Retirement and other employee future benefits (Note 10)18,583 18,915
Net long-term liabilities (Note 11)167,165 174,430
Deferred capital contributions (Note 9)613,506 571,464
Total liabilities 876,814 817,577
Net debt (571,746) (538,848)
Contractual obligations and contingent liabilities (Note 15)
Non-financial assets
Prepaid expenses 3,028 1,736
Inventories of supplies 85 72
Tangible capital assets (Note 6)659,958 615,427
Assets held for sale (Note 5)102 102
Total non-financial assets 663,173 617,337
Accumulated surplus (Note 7)91,427 78,489
The accompanying notes to the consolidated financial statements are an integral part of this consolidated
financial statement.
Page 4D R A F TFor discussion purposes only
Thames Valley District School Board
Consolidated statement of operations
year ended August 31, 2017
(In thousands of dollars)
2017 2017 2016
Approved
budget
(Unaudited)
(Note 1)
$$$
Revenues
Provincial grants - Grants for Student Needs 796,280 813,490 794,655
Provincial grants - other 7,886 10,195 9,840
Federal grants and fees 3,819 5,078 3,738
Other revenues - school boards 126 181 143
Other fees and revenues 4,827 10,294 8,827
Interest income 750 942 800
School generated funds (Note 21)17,000 17,587 15,954
Amortization of deferred capital contributions 30,323 32,510 29,366
Total revenues 861,011 890,277 863,323
Expenses (Note 13)
Instruction 667,407 677,521 651,810
Administration 22,441 22,899 20,965
Transportation 37,702 36,257 36,077
Pupil accommodation 115,202 113,975 112,618
Other 8,576 8,839 8,554
School funded activities (Note 21)17,000 17,848 15,933
Total expenses 868,328 877,339 845,957
Annual surplus (7,317) 12,938 17,366
Accumulated surplus, beginning of year 65,817 78,489 61,123
Accumulated surplus, end of year (Note 7)58,500 91,427 78,489
The accompanying notes to the consolidated financial statements are an integral part of this consolidated
financial statement.
Page 5D R A F TFor discussion purposes only
Thames Valley District School Board
Consolidated statement of cash flows
year ended August 31, 2017
(In thousands of dollars)
2017 2016
$$
Operating activities
Annual surplus 12,938 17,366
Sources and (uses)
Non-cash items
Amortization of tangible capital assets 33,289 30,106
Loss on sale of tangible capital assets 500 324
Revenue recognized in period for deferred capital contributions (32,510) (29,366)
Deferred gain on disposal of restricted assets - (1,165)
(Increase) decrease in accounts receivable (7,225) 508
Decrease in assets held for sale - 717
Increase in accounts payable and accrued liabilities 15,036 5,084
Increase in deferred revenue - operating 1,311 1,983
Decrease in retirement and other employee future benefits (332) (2,180)
(Increase) decrease in prepaid expenses (1,292) 792
Increase in inventories of supplies (13) (17)
21,702 24,152
Capital activities
Proceeds on sale of tangible capital assets 903 2,809
Acquisition of tangible capital assets (79,223) (49,890)
(78,320) (47,081)
Investing activity
Proceeds on sale of investments 455 333
Purchase of investments (427) (419)
28 (86)
Financing activities
Debt repayments (6,768) (6,618)
(Decrease) increase in capital leases (497) 504
Increase in accounts receivable - Government of Ontario - Approved capital (19,224) (9,064)
Additions to deferred capital contributions 74,552 44,801
Increase in deferred revenues - capital 8,445 2,178
56,508 31,801
Change in cash (82) 8,786
Cash, beginning of year 45,153 36,367
Cash, end of year 45,071 45,153
The accompanying notes to the consolidated financial statements are an integral part of this consolidated
financial statement.
Page 6D R A F TFor discussion purposes only
Thames Valley District School Board
Consolidated statement of changes in net debt
year ended August 31, 2017
(In thousands of dollars)
Budget 2017 2016
$$
Annual surplus (7,317) 12,938 17,366
Tangible capital asset activity
Amortization of tangible capital assets 31,667 33,289 30,106
Acquisition of tangible capital assets (63,119) (79,223) (49,890)
Loss on sale of tangible capital assets - 500 324
Proceeds on sale of tangible capital assets - 903 2,809
Gains on sale allocated to deferred revenue - - (1,165)
(31,452) (44,531) (17,816)
Other non-financial asset activity
Increase in inventories of supplies - (13) (17)
Decrease in assets held for sale - - 717
(Increase) decrease in prepaid expenses - (1,292) 792
- (1,305) 1,492
(Increase) decrease in net debt (38,769) (32,898) 1,042
Net debt, beginning of year (538,848) (538,848) (539,890)
Net debt, end of year (577,617) (571,746) (538,848)
The accompanying notes to the consolidated financial statements are an integral part of this consolidated
financial statement.
Page 7D R A F TFor discussion purposes only
Thames Valley District School Board
Notes to the consolidated financial statements
August 31, 2017
(In thousands of dollars)
Page 8
1. Significant accounting policies
The consolidated financial statements are prepared by management in accordance with the basis of
accounting described below:
Basis of accounting
The consolidated financial statements have been prepared in accordance with the financial reporting
provision of the Financial Administration Act supplemented by Ontario Ministry of Education
memorandum 2004:B2 and the accounting requirements of Ontario Regulation 395/11 of the Financial
Administration Act.
The Financial Administration Act requires that the consolidated financial statements be prepared in
accordance with the accounting principles determined by the relevant Ministry of the Province of
Ontario. A directive was provided by the Ontario Ministry of Education within memorandum 2004:B2
requiring school boards to adopt Canadian public sector accounting standards commencing with their
year ended August 31, 2004 and that changes may be required to the application of these standards as
a result of regulation.
In 2011, the government passed Ontario Regulation 395/11 of the Financial Administration Act. The
Regulation requires that contributions received or receivable for the acquisition or development of
depreciable tangible capital assets and contributions of depreciable tangible capital assets for use in
providing services, be recorded as deferred capital contributions and be recognized as revenue in the
statement of operations over the periods during which the asset is used to provide service at the same
rate that amortization is recognized in respect of the related asset. The regulation further requires that if
the net book value of the depreciable tangible capital asset is reduced for any reason other than
depreciation, a proportionate reduction of the deferred capital contribution along with a proportionate
increase in the revenue be recognized. For Ontario school boards, these contributions include
government transfers, externally restricted contributions and, historically, property tax revenue.
The accounting policy requirements under Regulation 395/11 are significantly different from the
requirements of Canadian public sector accounting standards which require that
government transfers, which do not contain a stipulation that creates a liability, be recognized
as revenue by the recipient when approved by the transferor and the eligibility criteria have
been met in accordance with public sector accounting standard PS3410;
externally restricted contributions be recognized as revenue in the period in which the resources
are used for the purpose or purposes specified in accordance with public sector accounting
standard PS3100; and
property taxation revenue be reported as revenue when received or receivable in accordance
with public sector accounting standard PS3510.
As a result, revenue recognized in the statement of operations and certain related deferred revenues
and deferred capital contributions would be recorded differently under Canadian public sector
accounting standards.
Reporting entity
The consolidated financial statements reflect the assets, liabilities, revenues, expenses and fund
balances of the reporting entity. The reporting entity is comprised of all organizations accountable for the
administration of their financial affairs and resources to the Thames Valley District School Board
(“Board”), including the following:
Thames Valley Education Foundation (“Foundation”)
School generated funds
Southwestern Ontario Student Transportation Services
D R A F TFor discussion purposes only
Thames Valley District School Board
Notes to the consolidated financial statements
August 31, 2017
(In thousands of dollars)
Page 9
1. Significant accounting policies (continued)
As detailed in Note 16, decisions related to the financial and operating activities of the Southwestern
Ontario Student Transportation Services are shared. No partner is in a position to exercise unilateral
control. School generated funds, which include the assets, liabilities, revenues, expenses and fund
balances of various organizations that exist at the school level and which are controlled by the Board,
have been reflected in the consolidated financial statements.
Interdepartmental and inter-organizational transactions and balances between these organizations are
eliminated
Trust funds
The Board’s trust funds for scholarships and awards (excluding scholarships and awards included in the
Foundation) are not included in the consolidated financial statements as the Board does not control
them according to PSAB Section 1300. These trust funds are administered and maintained by the Board
according to the terms and conditions specified by the donor. Specifically, the Board’s trust funds
include both the Student Awards/Scholarships and Self-Funded Leaves. The total assets of each fund
amount to $2,086 (2016 - $1,988) and $2,440 (2016 - $2,002) respectively.
Cash and cash equivalents
Cash and cash equivalents comprise of cash on hand, demand deposits and short-term investments.
Short-term investments are highly liquid, subject to insignificant risk of changes in value and have a
short maturity term of less than 90 days.
Investments
Temporary investments consist of marketable securities which are liquid short-term investments with
maturities of between three months and one year at the date of acquisition, and are carried on the
consolidated statement of financial position at the lower of cost or market value.
Long-term investments consist of investments that have maturities of more than one year. Long-term
investments are recorded at cost, and assessed regularly for permanent impairment.
A write-down of the carrying value is charged against income when evidence indicates a permanent
decline in the underlying value and earnings. Gains and losses on disposition of investments are
determined on a completed transaction basis. The Board’s investments are governed by the Education
Act while the Foundation’s investments are governed by policies approved by the Foundation’s Board of
Directors.
Tangible capital assets
Tangible capital assets are recorded at historical cost less accumulated amortization. Historical cost
includes amounts that are directly attributable to acquisition, construction, development or betterment of
the asset, as well as interest related to financing during construction. When historical cost records were
not available, other methods were used to estimate the costs and accumulated amortization.
Leases which transfer substantially all the benefits and risks incidental to ownership of property are
accounted for as leased tangible capital assets. All other leases are accounted for as operating leases
and the related payments are charged to expenses as incurred.
D R A F TFor discussion purposes only
Thames Valley District School Board
Notes to the consolidated financial statements
August 31, 2017
(In thousands of dollars)
Page 10
1. Significant accounting policies (continued)
Tangible capital assets, except land, are amortized on a straight line basis over their estimated useful
lives as follows:
Asset Estimated useful life in years
Land improvements with finite lives 15
Buildings and building improvements 40
Portable structures 20
Other buildings 20
Equipment 5-15
First-time equipping of schools 10
Furniture 10
Computer hardware 5
Computer software 5
Capital leases Over the lease term
Leasehold improvements Over the lease term
Assets under construction are not amortized until the asset is available for productive use.
Land permanently removed from service and held for resale is recorded at the lower of cost and net
realizable value. Cost includes amounts for improvements to prepare the land for sale or servicing.
A building permanently removed from service ceases to be amortized. Tangible capital assets which
meet the criteria for financial assets are reclassified as “assets held for sale” on the consolidated
statement of financial position.
Works of art and cultural and historic assets are not recorded as assets in these consolidated financial
statements.
Deferred revenue
Certain revenue amounts are received pursuant to legislation, regulation or agreement and may only be
used in the conduct of certain programs or in the delivery of specific services and transactions. These
amounts are recognized as revenue in the fiscal year the related expenses are incurred or services
performed.
Retirement and other employee future benefits
The Board provides defined retirement and other future benefits to specified employee groups. These
benefits include pension, life insurance and health care benefits, dental benefits, retirement gratuities
and workers’ compensation.
As part of ratified labour collective agreements for unionized employees that bargain centrally and
ratified central discussions with the principals and vice-principals associations, the following Employee
Life and Health Trusts “(ELHTs)” were established in 2016-17: ETFO, OSSTF, CUPE, and a trust for
non-unionized employees including principals and vice-principals. The ELHTs provide health, life and
dental benefits to teachers (excluding daily occasional teachers), education workers (excluding casual
and temporary staff), other school board staff and retired individuals up to a school board’s participation
date into the ELHT. These benefits are being provided through a joint governance structure between
the bargaining/employee groups, school board trustees associations and the Government of Ontario.
Starting November 1, 2016, the Board is no longer responsible to provide certain benefits to ETFO and
OSSTF. Beginning in the 2016-17 school year, school boards whose employee groups transitioned
their health, dental and life benefits to the ELHT are required to remit a negotiated amount per full-time
equivalency “(FTE)” on a monthly basis. Funding for the ELHTs is based on the existing benefits funding
embedded within the Grants for Student Needs “(GSN)” and additional ministry funding in the form of a
Crown contribution and Stabilization Adjustment. D R A F TFor discussion purposes only
Thames Valley District School Board
Notes to the consolidated financial statements
August 31, 2017
(In thousands of dollars)
Page 11
1. Significant accounting policies (continued)
Retirement and other employee future benefits (continued)
The Board continues to provide health, dental and life insurance benefits for retired individuals and the
following employee groups, CUPE and for non-unionized employees including principals and vice-
principals and continues to have a liability for some who are retired under these plans.
The Board has adopted the following policies with respect to accounting for these employee benefits:
(i) The costs of self-insured retirement and other employee future benefit plans are actuarially
determined using management’s best estimate of salary escalation, accumulated sick days at
retirement, insurance and health care cost trends, disability recovery rates, long-term inflation rates
and discount rates. The cost of retirement gratuities are actuarially determined using the employee’s
salary, banked sick days and years of service as at August 31, 2012 and the actuary’s best
estimate of discount rates, Any actuarial gains and losses arising from changes to the discount rate
are amortized over the expected average remaining service life of the employee group.
For self-insured retirement and other employee future benefits that vested or accumulated over the
periods of service provided by employees, such as life insurance and health care benefits for
retirees, the cost is actuarially determined using the projected benefits method prorated on service.
Under this method, the benefit costs are recognized over the expected average service life of the
employee group.
For those self-insured benefit obligations that arise from specific events that occur periodically, such
as obligations for workers’ compensation and long-term disability, the cost is recognized immediately
in the period the events occur. Any actuarial gains and losses that are related to these benefits are
recognized immediately in the period they arise.
(ii) The costs of multi-employer defined pension plan benefits, such as the Ontario Municipal Employees
Retirement System pensions, are the employer’s contributions due to the plan in the period.
(iii) The costs of insured benefits are the employer’s portion of insurance premiums owed for coverage
of employees during the period.
Deferred capital contribution
Contributions received or receivable for the purpose of acquiring or developing a depreciable tangible
capital asset for use in providing services, or any contributions in the form of depreciable tangible assets
received or receivable for use in providing services, shall be recognized as deferred capital contribution
as defined in Ontario Regulation 395/11 of the Financial Administration Act. These amounts are
recognized as revenue at the same rate as the related tangible capital asset is amortized. The following
items fall under this category
(i) Government transfers received or receivable for capital purpose
(ii) Other restricted contributions received or receivable for capital purpose
(iii) Property taxation revenues which were historically used to fund capital assets
Government transfers
Government transfers, which include legislative grants, are recognized in the consolidated financial
statements in the period in which events giving rise to the transfer occur, providing the transfers are
authorized, any eligibility criteria have been met and reasonable estimates of the amount can be made.
If government transfers contain stipulations which give rise to a liability, they are deferred and
recognized in revenue when the stipulations are met.
Government transfers for capital are deferred as required by Regulation 395/11, recorded as deferred
capital contributions “(DCC)” and recognized as revenue in the consolidated statement of operations at
the same rate and over the same periods as the asset is amortized.
D R A F TFor discussion purposes only
Thames Valley District School Board
Notes to the consolidated financial statements
August 31, 2017
(In thousands of dollars)
Page 12
1. Significant accounting policies (continued)
Investment income
Investment income earned on surplus operating funds and capital funds are reported as revenue in the
period earned.
Investment income earned on externally restricted funds such as proceeds of disposition is added to the
fund balance and forms part of the respective deferred revenue balances.
Budget figures
Budget figures have been provided for comparison purposes and have been derived from the budget
approved by the Trustees on June 21, 2016. The budget approved by the Trustees is developed in
accordance with the provincially mandated funding model for school boards and is used to manage
program spending within the guidelines of the funding model. Given differences between the funding
model and the basis of accounting used in the preparation of the consolidated financial statements, the
budget figures presented have been adjusted to conform with this basis of accounting as it is used to
prepare the consolidated financial statements.
Use of estimates
The preparation of consolidated financial statements in conformity with the basis of accounting
described in this note above, requires management to make estimates and assumptions that affect the
reported amounts of assets and liabilities and disclosure of contingent assets and liabilities at the date of
the consolidated financial statements, and the reported amounts of revenues and expenses during the
year. Actual results could differ from these estimates. Accounts subject to significant estimates include
accrued liabilities (general & capital), useful lives of tangible capital assets, employee future benefits and
contingent liabilities.
Property tax revenue
Under Canadian Public Sector Accounting Standards, the entity that determines and sets the tax levy
records the revenue in the financial statements, which in the case of the Board, is the Province of
Ontario. As a result, property tax revenue received from the municipalities is recorded as part of
Provincial grants - Grants for Student Needs.
2. Accounts receivable - Government of Ontario
The Province of Ontario (the “Province”) has replaced variable capital funding with a one-time debt
support grant in 2009-10. The Board received a one-time grant that recognized capital debt as at
August 31, 2010 that is supported by the existing capital programs. The Board receives this grant in
cash over the remaining term of the existing capital debt instruments. The Board may also receive yearly
capital grants to support capital programs, which would be reflected in this accounts receivable.
As at August 31, 2017, the Board has an accounts receivable from the Province of $218,489 (2016 -
$199,265) with respect to approved capital expenditures that is expected to be received as follows:
$
2017/18 58,418
2018/19 7,432
2019/20 7,789
2020/21 8,162
2021/22 8,554
Thereafter 128,134
218,489
3. Borrowing facility
The Board has a bank overdraft which bears interest at prime less 0.65%. The balance drawn on the
overdraft at August 31, 2017 was $Nil (2016 - $Nil). D R A F TFor discussion purposes only
Thames Valley District School Board
Notes to the consolidated financial statements
August 31, 2017
(In thousands of dollars)
Page 13
4. Investments
The investment portfolio includes equity and guaranteed investment certificates.
Market Market
Cost value Cost value
$$$$
Thames Valley District School Board
Guaranteed Investment Certificates 50 50 50 50
Thames Valley Education Foundation
Guardian Capital Inc.6,494 7,437 6,497 7,489
Guaranteed Investment Certificates 92 92 117 117
6,636 7,579 6,664 7,656
2017 2016
5. Assets held for sale
As at August 31, 2017, $102 (2016 - $102) related to buildings was recorded as assets held for sale.
During the year, no (2016 - two) properties were sold. Net proceeds of $Nil (2016 - $1,041) were
received on the sale of these properties, which had a carrying value of $Nil (2016 - $717), resulting in a
net gain of $Nil (2016 - $324). D R A F TFor discussion purposes only
Thames Valley District School Board
Notes to the consolidated financial statements
August 31, 2017
(In thousands of dollars)
Page 14
6. Tangible capital assets
Cost
Disposals,
Opening write downs Closing
balance and transfers balance
$$$$$
Land 18,373 834 - - 19,207
Land improvements 9,537 745 - - 10,282
Buildings 863,703 63,230 3,825 - 923,108
Other buildings 98 - - - 98
Portable structures 6,616 487 183 - 6,920
Equipment 12,776 469 2,002 - 11,243
First-time equipping of schools 9,826 945 15 - 10,756
Furniture 840 (6) 45 - 789
Computer hardware 3,313 679 1,090 - 2,902
Computer software 1,251 2,485 144 - 3,592
Assets permanently
removed from service 273 - 273 - -
Assets under construction 15,411 9,854 - - 25,265
Pre-acquisition costs 26 - - - 26
Capital leases 577 (499) - - 78
Total 942,620 79,223 7,577 - 1,014,266
Accumulated amortization
Disposals,
Opening write downs Closing
balance Amortization and transfers balance
$$$$$
Land - - - - -
Land improvements 4,006 708 - - 4,714
Buildings 306,379 28,853 2,422 - 332,810
Other buildings 12 5 - - 17
Portable structures 1,986 334 183 - 2,137
Equipment 6,889 1,250 2,002 - 6,137
First-time equipping of schools 4,817 1,029 15 - 5,831
Furniture 373 5 45 - 333
Computer hardware 1,976 641 1,090 - 1,527
Computer software 404 465 144 - 725
Assets permanently
removed from service 273 - 273 - -
Assets under construction - - - - -
Pre-acquisition costs - - - - -
Capital leases 78 (1) - - 77
Total 327,193 33,289 6,174 - 354,308
Transfer to
assets held
for sale
Transfer to
assets held
for sale
Additions
and transfers
D R A F TFor discussion purposes only
Thames Valley District School Board
Notes to the consolidated financial statements
August 31, 2017
(In thousands of dollars)
Page 15
6. Tangible capital assets (continued)
Net book value
2017 2016
$$
Land 19,207 18,373
Land improvements 5,568 5,531
Buildings 590,298 557,324
Other buildings 81 86
Portable structures 4,783 4,630
Equipment 5,106 5,887
First-time equipping of schools 4,925 5,009
Furniture 456 467
Computer hardware 1,375 1,337
Computer software 2,867 847
Assets permanently removed from service - -
Assets under construction 25,265 15,411
Pre-acquisition costs 26 26
Capital leases 1 499
Total 659,958 615,427
Adjustments, totalling $3,753 (2016 - $2,082), relate to the removal of assets that are fully depreciated
and represent a non-cash transaction that is not recorded in the consolidated statement of cash flows.
Assets under construction
Assets under construction having a value of $25,265 (2016 - $15,411) have not been amortized.
Amortization of these assets will commence when the asset is put into service.
Write-down of tangible capital assets
The write-down of tangible capital assets during the year was $Nil (2016 - $Nil).
Assets permanently removed from service
The Board has identified no building property that qualifies as “assets permanently removed from
service” as of August 31, 2017.
Capital leases
The Board has obligations under capital leases for vehicles and photocopiers. The leases contain no
renewal options and the assets revert to the leasing company at the termination of the leases. Lease
obligations are included in Note 11. D R A F TFor discussion purposes only
Thames Valley District School Board
Notes to the consolidated financial statements
August 31, 2017
(In thousands of dollars)
Page 16
7. Accumulated surplus
Accumulated surplus consists of the following:
2017 2016
$$
Total operating accumulated surplus - unappropriated 29,531 23,693
Available for budget compliance - internally appropriated
Multi-purpose reserve 2,180 2,228
School carry-forwards 2,771 3,521
Other internal appropriations 39,623 33,408
Thames Valley Education Foundation 6,411 6,563
50,985 45,720
Total accumulated surplus available for budget compliance 80,516 69,413
Unavailable for budget compliance
Employee future benefits (11,145) (12,322)
Other unavailable for compliance (2,316) (2,401)
Revenues recognized for land 19,196 18,361
School generated funds 5,176 5,438
10,911 9,076
Total accumulated surplus 91,427 78,489
D R A F TFor discussion purposes only
Thames Valley District School Board
Notes to the consolidated financial statements
August 31, 2017
(In thousands of dollars)
Page 17
8. Deferred revenue
Revenues received and that have been set aside for specific purposes by legislation, regulation or
agreement are included in deferred revenue and reported on the consolidated statement of financial
position.
Deferred revenue set aside for specific purposes by legislation, regulation or agreement as at
August 31, 2017 is comprised of:
$$$$$
Operating Grants for
Student Needs (GSN’s)4,564 106,654 106,143 - 5,075
Other Ministry of Education
operating grants 292 6,491 6,346 - 437
Other provincial
operating grants 294 (146) 99 - 49
Third party - operating 3,062 3,845 2,945 - 3,962
Ministry of Education
capital grants 7,574 42,088 26,172 8,116 15,374
Proceeds of disposition 10 900 19 - 891
Assets held for sale 102 - - - 102
Third party - capital 674 1,150 - 1,386 438
16,572 160,982 141,724 9,502 26,328
Opening
balance
Contributions
and
investment
Revenue
recognized
in the period
Ending
balance
Transfers to
deferred
capital
contributions
9. Deferred capital contributions (“DCC”)
Deferred capital contributions include grants and contributions received that are used for the acquisition
of tangible capital assets in accordance with regulation 395/11 that have been expended by year end.
The contributions are amortized into revenue over the life of the asset acquired.
2017 2016
$$
Opening balance 571,464 556,029
Additions to DCC 75,451 42,682
Revenue recognized in the period (32,510) (29,366)
Proceeds of disposition - 3,660
Disposals/transfers to financial assets (899) (1,541)
Closing balance 613,506 571,464
D R A F TFor discussion purposes only
Thames Valley District School Board
Notes to the consolidated financial statements
August 31, 2017
(In thousands of dollars)
Page 18
10. Retirement and other employee future benefits
Retirement and other employee future benefit liabilities
2017 2016
Other Total Total
employee employee employee
Retirement future future future
benefits benefits benefits benefits
$$$$
Accrued employee future benefit
obligations, end of year 7,428 11,668 19,096 19,709
Unamortized actuarial loss (513) - (513) (794)
Total employee future benefit
liability, end of year 6,915 11,668 18,583 18,915
Retirement and other employee future benefit expenses
2017 2016
Other Total Total
employee employee employee
Retirement future future future
benefits benefits benefits benefits
$$$$
Current year benefit cost - 2,372 2,372 2,051
Change due to plan amendment 929 - 929 -
Change due to voluntary early payout - - - (127)
Interest on accrued benefit obligation 150 226 376 505
Recognized unamortized actuarial loss/(gain)163 37 200 (405)
Employee future benefits expense 1,242 2,635 3,877 2,024
The amounts above exclude pension contributions to the Ontario Municipal Employee Retirement
System (“OMERS”), a multi-employer pension plan, described below.
Retirement benefits
Ontario Teacher’s Pension Plan
Teachers and related employee groups are eligible to be members of Ontario Teacher’s Pension Plan.
Employer contributions for these employees are provided directly by the Province of Ontario. The
pension costs and obligations related to this plan are a direct responsibility of the Province of Ontario.
Accordingly, no costs or liabilities related to this plan are included in the Board’s consolidated financial
statements.
Ontario Municipal Employees Retirement System
All non-teaching employees of the Board are eligible to be members of the OMERS, a multi-employer
pension plan. The plan provides defined pension benefits to employees based on their length of service
and rates of pay. For 2017, eligible employees contributed at rates of up to 14.6% (2016 - 14.6%) of
earnings. The Board contributions equal the employee contributions to the plan. During the year ended
August 31, 2017, the Board contributed $10,948 (2016 - $10,614) to the plan. As this is a multi-employer
pension plan, these contributions are the Board’s pension benefit expenses. No pension liability for this
type of plan is included in the Board’s consolidated financial statements. D R A F TFor discussion purposes only
Thames Valley District School Board
Notes to the consolidated financial statements
August 31, 2017
(In thousands of dollars)
Page 19
10. Retirement and other employee future benefits (continued)
Retirement benefits (continued)
Retirement gratuities
The Board provides retirement gratuities to certain groups of employees hired prior to specified dates.
The amount of the gratuities paid to eligible employees at retirement is based on their salary,
accumulated sick days, and years of service at retirement. The Board provides these benefits through
an unfunded defined benefit plan. The benefit costs and liabilities related to this plan are included in the
Board’s consolidated financial statements. The amount of the gratuities payable to eligible employees at
retirement is based on their salary, accumulated sick days, and years of service at August 31, 2012.
Retirement life insurance and health care benefits
The Board continues to provide life insurance, dental and health care benefits to certain employee
groups after retirement until the members reach 65 years of age. The premiums are based on the
Board’s experience and retirees’ premiums may be subsidized by the Board. The benefit costs and
liabilities related to the plan are provided through an unfunded defined benefit plan and are included in
the Board’s consolidated financial statements. Effective September 1, 2013, employees retiring on or
after this date, will no longer qualify for board subsidized premiums or contributions. During the year a
plan amendment resulted in $929 of in-year expenses.
Other employee future benefits
Workplace Safety and Insurance Board obligations
The Board is a Schedule 2 employer under the Workplace Safety and Insurance Act (“the Act”) and, as
such, assumes responsibility for the payment of all claims to its injured workers under the Act. The
Board does not fund these obligations in advance of payments made under the Act. The benefit costs
and liabilities related to this plan are included in the Board’s consolidated financial statements. School
boards are required to provide salary top-up to a maximum of 4 ½ years for employees receiving
payments from the Workplace Safety and Insurance Board, where the collective agreements negotiated
prior to 2012 included such a provision.
The Board’s liability as at August 31, 2017 for worker’s compensation is $9,935 (2016 - $9,702) and is
included in the retirement and other employee future benefits figure in the Board’s statement of financial
position.
Sick leave top-up benefits
A maximum of 11 unused sick leave days from the current year may be carried forward into the following
year only, to be used to top-up salary for illnesses paid through the short-term leave and disability plan
in that year. The sick leave benefit costs expensed in the financial statements are $522 (2016 - $462).
For accounting purposes, the valuation of the accrued benefit obligation for the sick leave top-up is
based on actuarial assumptions about future events determined as at August 31, 2017 (the date at
which the probabilities of usage were determined) and is based on the average daily salary and banked
sick days of employees as at August 31, 2017.
Long-term disability life insurance and health care benefits
The Board may provide life insurance, dental and health care benefits to employees on long-term
disability leave at their request to employees who are not yet members of an ELHT; however employees
are directly responsible for any associated costs. The costs of salary compensation paid to employees
on long-term disability leave are fully insured and not included in this plan.
D R A F TFor discussion purposes only
Thames Valley District School Board
Notes to the consolidated financial statements
August 31, 2017
(In thousands of dollars)
Page 20
10. Retirement and other employee future benefits (continued)
Actuarial assumptions
The accrued benefit obligations for employee future benefit plans as at August 31, 2017 are per an
actuarial valuation for accounting purposes as of August 31, 2017 for retirement life insurance and
health care benefits, sick leave to-up benefits and Workplace Safety and Insurance Board obligations.
All other retirement and other employee future benefit balances as August 31, 2017 are per accounting
extrapolations based on an actuarial valuation for accounting purposes as of August 31, 2016. These
actuarial valuations were based on assumptions about future events. The economic assumptions used
in these valuations are the actuary’s best estimate of expected rates of:
2017 2016
%%
Inflation 1.50 1.50
Discount rate 2.55 2.05
Wage and salary escalation - retirement gratuity - -
Wage and salary escalation - sick leave top-up benefits 2.00 2.00
Health care cost escalation 8.00-4.00 8.00-4.00
Dental care cost escalation 4.00-3.00 4.00-3.00
WSIB only
Inflation 2.00 2.00
Discount rate 2.55 2.05
11. Net long-term liabilities
Net long-term liabilities reported on the consolidated statement of financial position is comprised of the
following:
2017 2016
$$
Ontario Financing Authority 2006 - 4.560%, due November 2031 17,117 17,934
Ontario Financing Authority 2008 - 4.900%, due March 2033 25,128 26,163
Ontario Financing Authority 2008 - 5.054%, due November 2028 13,465 14,310
Ontario Financing Authority 2009 - 5.062%, due March 2034 11,040 11,449
Ontario Financing Authority 2010 - 4.557%, due November 2026 8,354 9,042
Ontario Financing Authority 2010 - 5.232%, due April 2035 23,208 23,976
Ontario Financing Authority 2011 - 4.833%, due March 2036 42,936 44,311
Ontario Financing Authority 2011 - 3.970%, due November 2036 1,915 1,979
Ontario Financing Authority 2012 - 3.564%, due March 2037 7,181 7,427
Ontario Financing Authority 2013 - 3.799%, due March 2038 16,820 17,341
Capital leases 1 498
Balance as at August 31 167,165 174,430
D R A F TFor discussion purposes only
Thames Valley District School Board
Notes to the consolidated financial statements
August 31, 2017
(In thousands of dollars)
Page 21
11. Net long-term liabilities (Continued)
Principal and interest payments relating to net long-term liabilities of $167,165 outstanding as at
August 31, 2017 are due as follows:
Interest Principal Total
$$$
2017/18 7,809 7,093 14,902
2018/19 7,469 7,432 14,901
2019/20 7,113 7,789 14,902
2020/21 6,739 8,162 14,901
2021/22 6,348 8,554 14,902
Thereafter 41,396 128,135 169,531
Net long-term liabilities 76,874 167,165 244,039
12. Debt charges, capital loans and leases interest
The payments for debt charges, capital loans and capital lease interest includes principal and interest
payments as follows:
2017 2016
$$
Principal payments on long-term liabilities 6,768 6,459
Interest payments on long-term liabilities 8,133 8,443
Interest payments on temporary financing of capital projects 351 204
Principal payments on capital leases 8 159
Interest payments on capital leases 1 4
15,261 15,269
13. Expenses by object
The following is a summary of the operating, capital and school funded activities expenses reported on
the consolidated statement of operations by object:
Budget 2017
2016
$$$
Expenses
Salary and wages 606,288 614,615 601,090
Employee benefits 87,914 90,762 82,350
Staff development 1,773 1,727 1,559
Supplies and services 56,558 53,948 51,864
Interest 8,459 8,400 8,566
Rental expenditures 1,172 870 805
Fees and contractual services 45,140 46,357 44,552
Other 12,357 9,020 8,704
Amortization, writedowns and losses on disposal 31,667 33,792 30,534
School funded activities (Note 21)17,000 17,848 15,933
868,328 877,339 845,957
D R A F TFor discussion purposes only
Thames Valley District School Board
Notes to the consolidated financial statements
August 31, 2017
(In thousands of dollars)
Page 22
14. Ontario school board insurance exchange
The board is a member of the Ontario School Board Insurance Exchange (“OSBIE”), a reciprocal
insurance company licensed under the Insurance Act. OSBIE insures general public liability, property
damage and certain other risks. Liability insurance is available to a maximum of $24,000 per
occurrence.
The ultimate premiums over a five year period are based on the actual claims experience of OSBIE and
the Board. Periodically, the Board may receive a refund or be asked to pay an additional premium based
on its pro rata share of claims experience. The current five year term expires December 31, 2021.
15. Contractual obligations and contingent liabilities
In the normal course of operations, the Board becomes involved in various claims and legal
proceedings. While the final outcome with respect to claims and legal proceedings pending at
August 31, 2017 cannot be predicted with certainty, it is the opinion of the Board that their resolution will
not have a material adverse effect on the Board’s financial position or results of operations.
The Board is committed to capital expenditures in the amount of $13,517.
The Board has committed to four contracts to purchase natural gas for specified delivery periods into the
future. The sum of $1,126 is payable with respect to these contracts during the next three years.
$
2017/18 690
2018/19 382
2019/20 54
1,126 The Board has ongoing commitments under operating leases for buildings, office equipment and
vehicles. The sum of $3,504 is payable with respect to these operating leases during the next five years
as follows:
$
2017/18 1,070
2018/19 894
2019/20 813
2020/21 726
2021/22 1
3,504
16. Transportation consortium
On July 1, 2010, the Board entered into an agreement with the London District Catholic School Board in
order to provide common administration of student transportation in the Region. This agreement was
executed in an effort to increase delivery efficiency and cost effectiveness of student transportation for
each of the following Boards: Thames Valley District School Board, London District Catholic School
Board, Conseil scolaire de district des écoles catholiques du Sud-Ouest, and Conseil scolaire de district
du Centre-Sud-Ouest. Under the agreement, decisions related to the financial and operating activities of
the Southwestern Ontario Student Transportation Services are shared. No partner is in a position to
exercise unilateral control.
D R A F TFor discussion purposes only
Thames Valley District School Board
Notes to the consolidated financial statements
August 31, 2017
(In thousands of dollars)
Page 23
16. Transportation consortium (Continued)
As of September 1, 2010, the partnership only included the Thames Valley District School Board and the
London District Catholic School Board.
The Board’s consolidated financial statements reflect proportionate consolidation, whereby they include
the assets that it controls, the liabilities that it has incurred, and its pro-rata share of revenues and
expenses. Inter-organizational transactions and balances have been eliminated.
The following provides condensed financial information.
2017 2016
Board Board
Total portion
Total portion
$$$$
Financial position
Assets 4,794 3,633 407 310
Liabilities 4,794 3,633 407 310
- - - -
Operations
Revenues 46,645 35,352 46,216 35,147
Expenses 46,645 35,352 46,216 35,147
- - - -
D R A F TFor discussion purposes only
Thames Valley District School Board
Notes to the consolidated financial statements
August 31, 2017
(In thousands of dollars)
Page 24
17. Thames Valley Education Foundation
The Foundation supports programs and initiatives that directly benefit students and that promote equity
across Thames Valley. The Foundation was incorporated in Ontario on September 22, 1997 as a not-
for-profit organization and is a registered charity under the Income Tax Act. The Foundation’s mission is
to provide enhanced learning opportunities for students across the District. The goal of the Foundation is
to improve the quality of public education by fostering parent, community and business support and
attracting resources that complement provincial funding and local school fundraising.
The Foundation has been consolidated in the Board’s financial statements. A financial summary of the
Foundation for the year ended August 31, 2017 is as follows:
2017 2016
$$
Financial assets
Cash 286 251
Accounts receivable 2 2
Investments 6,586 6,614
6,874 6,867
Liabilities 443 258
Deferred revenue 20 46
Accumulated surplus 6,411 6,563
6,874 6,867
Operations
Revenues 701 762
Expenses 853 574
Annual (deficit) surplus (152) 188
18. Repayment of “55 School Board Trust” funding
On June 1, 2003, the Board received $107,066 from the “55 School Board Trust” for its capital related
debt eligible for provincial funding support pursuant to a 30-year agreement it entered with the trust. The
“55 School Board Trust” was created to refinance without recourse the outstanding not permanently
financed (“NPF”) debt of participating boards who are beneficiaries of the trust. Under the terms of the
agreement, the “55 School Board Trust” repaid the Board’s debt in consideration for the assignment by
the Board to the trust of future provincial grants payable to the Board in respect of the NPF debt.
The flow-through of $7,976 (2016 - $7,976) in respect of the above agreement for the year ended
August 31, 2017, is recorded in these consolidated financial statements.
19. Government of Canada
The Board received tuition fees for Native pupils attending the Board as follows:
2017 2016
$$
Chippewas of the Thames First Nation 630 577
Oneida Nation of the Thames 1,461 1,460
Munsee-Delaware Nation 310 321
2,401 2,358
D R A F TFor discussion purposes only
Thames Valley District School Board
Notes to the consolidated financial statements
August 31, 2017
(In thousands of dollars)
Page 25
20. Letters of credit
The Board has letters of credit outstanding at August 31, 2017 in the amount of $2,662 (2016 - $2,902).
21. School generated funds and funded activities
The following is a summary of the school generated funds and school funded activities reported in the
consolidated statement of operations.
2017 2016
School
Councils
Schools and other Total
Total
$$$
School generated funds
Field trips/excursions 4,827 - 4,827 4,039
Fundraising for external charities 748 - 748 417
Student activities and resources
(including fees)8,199 - 8,199 7,786
Other 1,561 2,252 3,813 3,712
15,335 2,252 17,587 15,954
School funded activities
Field trips/excursions 4,864 - 4,864 4,658
Donations to external charities 738 - 738 409
Student activities and resources 8,427 - 8,427 7,481
Other 1,407 2,412 3,819 3,385
15,436 2,412 17,848 15,933
D R A F TFor discussion purposes only
REPORT OF THE PLANNING AND PRIORITIES ADVISORY COMMITTEE
2017 November 14
6:11 p.m. – 6:58 p.m.
Members: Trustees J. Bennett, R. Campbell, C. Goodall, G. Hart, P. Jaffe, B. McKinnon, S. Polhill, M.
Reid, P. Schuyler, J. Skinner, R. Tisdale, J. Todd; Student Trustees S. Kim, N. Lavdas
Regrets: G. Hart, A. Morell
Administration: L. Elliott (Director), J. Pratt (Associate Director), C. Beal (Superintendent), S. Macey
(Manager, Financial Services), D. Munroe (Supervisor, Financial Services), B. Keast (Assistant,
Corporate Services), M. Cosyn-Heath (Chief Administrative Officer, Student Transportation Services, -
6:23)
1. APPROVAL OF AGENDA – The agenda, as amended, was approved on motion.
2. CONFLICTS OF INTEREST – none declared
3. MINUTES OF PREVIOUS MEETING
The minutes of the 2017 October 10 meeting were provided for information.
4. BUSINESS ARISING - none
5. RECOGNITION
Director L. Elliott was recognized for 10 years of service.
6. MINISTRY OF TRANSPORTATION OF ONTARIO (MTO) ELECTRIC SCHOOL BUS PILOT
PROJECT
C. Beal introduced M. Cosyn-Heath to present for information, a report from Southwestern Ontario
Student Transportation System’s (STS) management to their Board of Directors regarding the
Ministry of Transportation’s Electric School Bus Pilot Project. It was noted the pilot is intended to
reduce greenhouse gases.
M. Cosyn-Heath responded to questions of clarification regarding costing and reporting the outcomes
of operating the electric school buses to stakeholders.
7. ANALYSIS OF THE OMBUDSMAN REPORT ON TRANSPORTATION
C. Beal introduced M. Cosyn-Health to present for information the analysis completed by STS
regarding the Ombudsman Report on the Toronto District and Toronto Catholic District school boards’
student transportation service disruptions experienced in the fall of 2016.
The analysis of each of the 42 recommendations from the report were reviewed by STS to determine
what, if any, potential improvements could be made by STS. It was determined most STS processes
and procedures are sufficient to mitigate risks identified in the report. Minor enhancements will be
considered by STS as a result of the report.
M. Cosyn-Heath responded to Trustee questions of clarification.
8. SCHOOL CASH ONLINE PROJECT
C. Beal, S. Macey and D. Munroe presented for information the implementation of School Cash
Online to elementary schools in TVDSB.
The online payment system, currently in use at the secondary level, provides an electronic method for
parents/guardians to submit fees for various activities and events. The software was described and
the benefits to elementary schools were outlined. Details on the implementation of the system across
2017 November 14…. 2
the elementary panel between September and December 2017 were provided. Further outlined were
the costs and communication to schools and parents.
Administration responded to Trustee questions regarding the structure of fees, the introduction of a
forms module and the primary application used to pay (i.e. debit or credit card).
9. 2018-2019 PRELIMINARY BUDGET DOCUMENTS
C. Beal presented for review the 2018-2019 Preliminary Budget Assumptions and Process and the
Guiding Principles for the Development of the Annual TVDSB Operational Budget documents.
C. Beal responded to a Trustee question regarding the flexibility for Trustees to make changes to
budget setting.
Trustee Reid advised the board is in a positive position as it relates to budgets.
J. Pratt reported the funds in the accumulated surplus will continue to be monitored. In response to a
Trustee question it was reported the board is unable to say indefinitely if the Ministry will view a large
surplus of funds negatively as it relates to awarding capital projects.
Discussion considered the budget process and timelines as it relates to Trustees submitting budget
initiatives. Suggested changes to the budget process were captured by S. Macey.
It was suggested a guideline be created to assist Trustees when determining if a budget initiative
requires committee review prior to going a Board meeting.
J. Pratt advised Trustees a fully formed concept for budget initiatives is not required when submitting
their concepts to Administration.
In response to a Trustee question, J. Pratt reported Administration is continuously looking at ways to
support First Nation Students.
L. Elliott advised a revision of the First Nations curriculum is in process at the Ministry level.
Additional information will be provided to Trustees as it is available.
10. OTHER BUSINESS - none
11. QUESTIONS AND COMMENTS BY MEMBERS – none
12. DATE AND TIME OF NEXT MEETING
The next meeting was scheduled for Tuesday, January 9, 2018 at 6:00 p.m.
13. FUTURE AGENDA ITEMS - none
14. ADJOURNMENT
On Motion, the meeting adjourned at 6:58 p.m.
RECOMMENDATIONS: None
J. TODD
Committee Chair
We build each student’s tomorrow, every day
Date of
Meeting: 2017 November 28
Item #:
REPORT TO:
☒
PUBLIC ☐
IN-CAMERA
☐
Administrative
Council
☐
Program and School Services
Advisory Committee
☐
Planning and Priorities
Advisory Committee
☒
Board
☐
Policy Working Committee
TITLE OF REPORT: Final Report of the Bylaw Ad Hoc Committee
PRESENTED BY: R. Tisdale, Trustee
PRESENTED FOR: ☒ Approval ☐ Information ☐ Advice
Recommendation(s): 1. That the Board Bylaws, as amended, be approved.
2. That the Bylaw Ad Hoc Committee be disbanded.
Purpose: To report on the activities and recommendations of the Bylaw Ad Hoc Committee.
Content: At the 2017 April 25 Board meeting trustees approved the establishment of a Bylaw Ad Hoc
Committee to review changes required to the Board Bylaws per the recommendations of the Board
Committee Review Ad Hoc Committee. At the 2017 May 23 Board meeting Trustees J. Bennett,
R. Tisdale, and M. Reid were appointed to the committee.
Summary of recommended changes to the Bylaws:
Section 5.0:
- A number of housekeeping changes were made to reflect the application process for
accepting public input.
Section 6.9:
- The wording in this section was amended to align with Banking Bylaw 2.
Section 10:
- Changed the word ‘calling’ to ‘contacting’.
Sections 11.2 and 11.3:
- Amended section to allow for the calling of a Special Committee of the Whole, In-Camera
meeting to be followed by a Special Meeting of the Board to receive the recommendations
of the in-camera meeting.
Section 11.7
- Wording amended to provide greater clarification on the requirement to appropriately
dispose of in-camera materials.
Section 12.0
- Amended per the recommendation of the Board Committee Review Ad Hoc Committee
and previously approved by the Board of Trustees.
Section 13.0
- Amended the mandate of the Chair’s Committee to review and approve Trustee
professional development requests and expenses (previously the mandate of the now
disbanded PD Committee).
Section 15.2
- Added clarity to discern between motions that may considered from the floor at a Board
meeting and those that require a notice of motion.
Section 15.6
- Amended to provide additional direction regarding the submission of petitions to the Board.
Having completed its mandate, it is recommended the Bylaw Ad Hoc committee be disbanded.
Cost/Savings: n/a
Timeline: n/a
Communications: n/a
Appendices: Revised Board Bylaws
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.
BYLAWS
of the
Thames Valley District
School Board
BYLAWS of the
THAMES VALLEY DISTRICT SCHOOL BOARD
Revisions approved by Board Motion the 28th day of February, 2017
SIGNED:
Matt Reid, Chair of the Board
Laura Elliott, Director of Education
TABLE OF CONTENTS
SECTION PAGE
1.0 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1 Definitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2 Rules of Order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.3 Amendments and Additions to Existing Bylaws . . . . . . . . . . . . . . . . . . . . . . 1
1.4 Banking Bylaws - Business Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2.0 Board Governance Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
3.0 Trustee Code of Conduct . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
4.0 Board Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
5.0 Public Input . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
6.0 Election of Chair and Vice-Chair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
7.0 Inaugural Meeting of the Board . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
8.0 Inaugural Meeting of the Chair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
9.0 Duties of the Chair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
10.0 Committees . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
11.0 Committee of the Whole In-Camera Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
12.0 Advisory Committee Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
12.45 Election of Advisory Committee Chairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
13.0 Chair’s Committee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
14.0 Leave of Absence of Members . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 24
15.0 Rules of Order . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
15.1 General . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
15.2 Motions Considered at Board Meetings . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
15.3 Debate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
15.4 Voting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
15.5 Reconsideration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
15.6 Petitions and Communications. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
16.0 Business Services Bylaws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
APPENDICES
Appendix A: Guidelines for Trustee Communications
Appendix B: Electronic Voting Guidelines
1 | Bylaws of the Thames Valley District School Board Revised: 2017 February 28November 28
1.0 INTRODUCTION
1.1 Definitions
For the purpose of these Bylaws:
- "Board" means the Board of Trustees of the Thames Valley District School Board;
- "Chair" means the Chair of the Board;
- “Vice-Chair" means the Vice-Chair of the Board;
- “Past Chair” means the Past Chair currently elected to the Board;
- “Director of Education” means the Secretary of the Board;
- "Treasurer" means the Treasurer of the Board;
- "Trustee" means a Trustee on the Board and the Student Trustees;
- “Member” means a voting Member of the Board and/or Board Committee;
- “Board committee” means an ongoing committee established by the Board;
- “Ad hoc committee” means a committee established for a specific time frame and
purpose;
- “Board meeting” means an official, regularly-scheduled or special Board meeting as
defined in the Education Act;
- “Meetings of the Board” includes Board meetings in addition to any in-camera or,
statutory, standing, or ad hoc meetings chaired by a Member.
- “Advisory Committees” refer to the Planning and Priorities Advisory Committee and to
the Program and School Services Advisory Committee. These are considered standing
committees.
1.2 Rules of Order
1.2.1 All Board Meetings and all meetings of the Board will be conducted in accordance
with the rules of order as set forth in Section 16 of these Bylaws.
1.3 Amendments and Additions to Existing Bylaws
1.3.1 No amendment, alteration, or addition to the Bylaws shall be made unless due
notice has been given setting forth the proposed amendment, alteration, or
addition. A two-thirds majority of all members of the Board must vote in favour of
the change.
1.3.2 Every new bylaw of the Board, upon approval, shall be signed by the Chair of the
Board and counter-signed by the Director of Education, after which the seal of the
Board shall be attached thereto.
1.4 Banking Bylaws - Business Services
1.4.1 The Board shall maintain on record its Borrowing and Banking Bylaws in addition
to other bylaws for Business Services, under the title “Business Services Bylaws”.
1.4.2 The complete set of Business Services Bylaws and their schedules shall be on
record under that title.
2 | Bylaws of the Thames Valley District School Board Revised: 2017 February 28November 28
2.0 BOARD GOVERNANCE PRINCIPLES
Principle 1
The Board of Trustees exists to govern the school system in the best interests of its students.
Principle 2
The Board of Trustees is accountable to its public school supporters.
Principle 3
The Board of Trustees represents the interests of its students, parents and the community.
Principle 4
The Board of Trustees speaks with one voice through its policies and decisions.
Principle 5
The Board of Trustees is responsible for defining the expected outcomes and policies essential to
meeting the organization’s mission, vision and commitments.
Principle 6
The Board of Trustees holds the Director of Education accountable for implementation of Board
policies and Board decisions.
3 | Bylaws of the Thames Valley District School Board Revised: 2017 February 28November 28
3.0 TRUSTEE CODE OF CONDUCT
3.1 Purpose
3.1.1 This Code of Conduct is intended to contribute to confidence in public education and
respect for the integrity of Trustees of the Board and is intended to promote
acceptable and respectful behaviours.
3.2 Application
3.2.1 This Code of Conduct and the Enforcement Procedures contained herein shall apply
to all Trustees.
3.2.2 Every Trustee shall uphold the letter and spirit of this Code of Conduct.
3.3 Compliance
3.3.1 A Trustee of the Board shall discharge his or her duties in accordance with the
Education Act and comply with any other relevant legislation.
3.3.2 Each Trustee shall comply with Board policies, procedures, Bylaws, and Rules of
Order.
3.4 Code of Conduct
Integrity and Dignity of Office
3.4.1 Trustees of the Board shall discharge their duties loyally, faithfully, impartially and in
a manner that will inspire public confidence in the abilities and integrity of the Board.
3.4.2 Trustees of the Board shall make decisions in a manner which is open, accessible
and equitable.
3.4.3 Trustees of the Board shall recognize that the expenditure of school board funds is a
public trust and endeavour to see that the funds are expended efficiently, in the best
interests of the students.
Avoidance of Personal Advantage and Conflict of Interest
3.4.4 No Trustee shall accept a gift from any person or entity that has dealings with the
Board if a reasonable person might conclude that the gift could influence the Trustee
when performing his or her duties to the Board. If Trustees are unsure about the
appropriateness of a gift, they may consult with the Board Chair for further guidance.
3.4.5 Trustees shall ensure that their public office is not used for personal gain as in
accordance with the Municipal Conflict of Interest Act (RSO 1990).
3.4.6 No Trustee shall use his or her office to obtain or maintain employment with the
Board for the Trustee or a family member.
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Civil Behaviour
3.4.7 No Trustee shall engage in conduct during meetings of the Board and at all other
times that would discredit or compromise the integrity of the Board.
3.4.8 A Trustee of the Board shall not advance allegations of misconduct that are frivolous,
vexatious, or vindictive in nature against another Trustee of the Board.
3.4.9 Trustees shall respect the differing points of view of other Trustees on the Board,
staff, students and the public.
Respect for Confidentiality
3.4.10 Every Trustee shall keep confidential any information disclosed or discussed at a
meeting of the Board or part of a meeting of the Board that was closed to the public
or should otherwise be kept confidential, unless required to divulge such information
by law or authorized by the Board to do so.
3.4.11 No Trustee shall use confidential information for either personal gain or to the
detriment of the Board.
Upholding Decisions
3.4.12 All Trustees of the Board shall accept that authority rests with the Board, and that a
Trustee has no individual authority other than that delegated by the Board.
3.4.13 Each Trustee shall uphold the implementation of any Board resolution after it is
passed by the Board.
3.4.14 A Trustee should be able to explain the rationale for a resolution passed by the
Board. A Trustee may respectfully state his or her position on a resolution provided
it does not in any way undermine the implementation of the resolution.
3.4.15 The Chair of the Board is the spokesperson to the public on behalf of the Board,
unless otherwise determined by the Board. No other Trustee shall speak on behalf
of the Board unless expressly authorized by the Chair of the Board or Board to do
so. When individual Trustees express their opinions in public, they must make it
clear that they are not speaking on behalf of the Board.
T
Trustee Communication
3.4.16 All Trustees of the Board shall follow the Guidelines for Trustee Communications
(Appendix A) established for ensuring communication is consistent and appropriate
between Trustees and constituents, stakeholders, and the general public.
3.5 Enforcement of Code of Conduct
Informal Complaint Procedure
3.5.1 The Chair of the Board on his/her own initiative, or at the request of a Trustee of the
Board (without the necessity of providing a formal written complaint) who alleges a
breach of the Code has occurred, may meet informally with a Trustee of the Board
who is alleged to have breached the Code to discuss the breach. The purpose of
the meeting is to bring the allegation of the breach to the attention of the Trustee and
to discuss options to correct the offending behavior. The Informal Complaint
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Procedure is conducted in private.
3.5.2 If the Chair of the Board and the Trustee alleged to have breached this Code cannot
agree on a remedy, then a formal complaint may be brought against the Trustee
alleged to have breached this Code and that complaint will be dealt with in
accordance with the formal, complaint procedure.
Formal Complaints
3.5.3 A Trustee who has reasonable grounds to believe that another Trustee of the Board
has breached the Board's Code of Conduct may bring the breach to the attention of
the Board by first providing to the Board Chair, a written, signed complaint setting out
the following:
the name of the Trustee who is alleged to have breached the Code;
the alleged breach or breaches of the Code;
information as to when the breach came to the Trustee's attention;
the grounds for the belief by the Trustee that a breach of the Code has
occurred; and
the names and contact information of any witnesses to the breach or any other
persons who have relevant information regarding the alleged breach.
3.5.4 If a written complaint is filed with the Chair of the Board, the Chair shall decide, in
consultation with the Vice-Chair, if a formal inquiry shall be undertaken. If a formal
inquiry is to proceed, the Chair shall confidentially provide each Trustee with a copy
of the written complaint.
Refusal to Conduct Formal Inquiry
3.5.5 If the Board Chair and Vice-Chair are of the opinion that the complaint is out of time,
trivial, frivolous, vexatious or not made in good faith, or that there are no grounds or
insufficient grounds for a formal inquiry, a formal inquiry shall not be conducted and
a confidential report stating the reasons for not doing so shall be provided to all
Trustees of the Board including the original, written complaint. The matt er shall be
discussed at the next in-camera Committee of the Whole meeting.
Initiating a Formal Inquiry
3.5.6 If a formal inquiry of an allegation of a breach of the Code of Conduct is undertaken,
it shall be done by a Committee of the Board (the “Inquiry Committee”) which shall
be comprised of three Trustees as designated by the Chair’s Committee. No
Trustee of the Board may sit on the Inquiry Committee if they are a witness in the
formal inquiry.
Formal Inquiry Procedure
3.5.7 Procedural fairness and the rules of natural justice shall govern the formal inquiry.
The formal inquiry will be conducted in private.
3.5.8 The Inquiry Committee shall obtain written statements and documents from the
complainant and any witnesses. This documentation will be provided to the Trustee
alleged to have breached the Code who will then have 30 days to provide a written
statement and any documentation.
3.5.9 Both the complainants and the Trustee alleged to have breached the Code, shall
receive copies of all written statements and documentation at least 30 days prior to
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the hearing.
3.5.10 The formal inquiry may involve both written and oral statements by any witnesses, the
Trustee bringing the complaint and the Trustee who is alleged to have breached the Code
of Conduct and the Trustee who is alleged to have breached the Code of Conduct shall
have an opportunity to respond to all allegations. Timeframes may be extended with the
consent of the Inquiry Committee. Such consent shall not be unreasonably withheld.
3.5.11 If the Inquiry Committee, when conducting the formal inquiry, discovers that the
subject-matter of the formal inquiry is being investigated by police, that a charge has
been laid, or is being dealt with in accordance with a procedure established under
another Act, the formal inquiry may be suspended until the police investigation,
charge or matter under another Act has been finally disposed of. This shall be
reported to the Board.
3.5.12 If the Trustee who is alleged to have breached the Code of Conduct refuses to
participate in the formal inquiry, the formal inquiry will continue in his/her absence.
Decision/Determination
3.5.13 Once the formal inquiry is complete, the Inquiry Committee shall provide a
confidential final report outlining the finding of facts and a recommendation to the
Board as to whether the Code of Conduct has been breached including
recommended sanctions if any. This will be considered by the Committee of the
Whole in camera.
3.5.14 A decision by the Board as to whether or not the Code of Conduct has been
breached and the sanction, if any, for the breach shall be made as soon as practical
after receipt of the final report by the Board.
3.5.15 Trustees shall consider only the findings in the final report when voting on the decision
and sanction. No Trustee shall undertake his/her own investigation of the matter.
3.5.16 The determination of a breach of the Code of Conduct and the imposition of a
sanction with respect to a complaint investigated in accordance with the Formal
Complaint Procedure must be done by resolution of the Board at a meeting of the
Board, and the vote on the resolution shall be open to the public. The resolutions
shall be recorded in the minutes of the meeting. The reasons for the decision shall
be recorded in the minutes of the meeting. Both resolutions shall be decided by a
vote of at least 2/3 of the Trustees of the Board present and voting.
3.5.17 Despite s. 207 (1) of the Education Act, the part of the meeting of the Board during
which a breach or alleged breach of the Board's Code of Conduct is considered may
be closed to the public when the breach or alleged breach involves any of the
matters described in clauses 207(2) (a) to (e) being:
a. the security of the property of the board;
b. the disclosure of intimate, personal or financial information in respect of a
member of the board or committee, an employee or prospective employee of
the board or a pupil or his or her parent or guardian;
c. the acquisition or disposal of a school site;
d. decisions in respect of negotiations with employees of the board; or
e. litigation affecting the board.
3.5.18 The Trustee who is alleged to have breached the Code of Conduct shall not vote on
a resolution to determine whether or not there is a breach or the imposition of a
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sanction. The Trustee who brought the complaint to the attention of the Board may
vote on those resolutions.
3.5.19 The Trustee who is alleged to have breached the Code of Conduct may be present
during the deliberations regarding the above but shall not participate in the
deliberations, and shall not be required to answer any questions at that meeting.
3.5.20 The Trustee who is alleged to have breached the Code of Conduct shall not in any
way, after the final report is completed, influence the vote on the decision of breach
or sanction, except as permitted below after these decisions have been made.
3.5.21 If the Board determines that a Trustee has breached the Board's Code of Conduct
the Board shall:
a. give the Trustee written notice of the determination, the reasons for the
decision and any sanction imposed by the Board;
b. the notice shall inform the Trustee that he or she may make written
submissions to the Board in respect of the determination or sanction by the
date specified in the notice that is at least 14 days after the notice is received
by the Trustee; and
c. consider any submissions made by the Trustee and shall confirm or revoke
the determination or sanction within 14 days after the submissions are
received.
3.5.22 If the Board revokes a determination, any sanction imposed by the Board is revoked.
3.5.23 If the Board confirms a determination, the Board shall, within the 14 days above,
confirm, vary or revoke the sanction.
3.5.24 If a sanction is varied or revoked, the variation or revocation shall be deemed to be
effective as of the date the original determination was made.
3.5.25 The Board decisions to confirm or revoke a determination or confirm, vary or revoke
a sanction shall be done by resolution at a meeting of the Board and the vote on the
resolution shall be open to the public. Both resolutions shall be decided by a vote of
at least two-thirds of the Trustees present and voting. The resolutions shall be
recorded in the minutes of the meeting together with the reasons for confirming or
revoking a determination. The Board shall provide to the Trustee alleged to have
breached the Code of Conduct written notice of the decision to confirm or revoke the
determination together with reasons for the decision and written notice of any
decision to confirm, vary or revoke a sanction. The Trustee alleged to have
breached the Code of Conduct shall not vote on those resolutions. The Trustee who
brought the complaint may vote.
3.5.26 The Trustee who is alleged to have breached the Code of Conduct may be present
during the deliberations regarding the above but may not participate in the Board’s
deliberations and shall not be required to answer any questions at that meeting.
3.5.27 If appropriate, the original sanction may be stayed pending the reconsideration by
the Board of the determination or sanction.
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Sanctions
3.5.28 If the Board determines that the Trustee has breached the Board's Code of Conduct,
the Board may impose one or more of the following sanctions:
a. Censure of the Trustee;
b. Barring the Trustee from attending all or part of a meeting of the Board or a
meeting of a committee of the Board;
c. Barring the member from sitting on one or more committees of the Board, for
the period of time specified by the Board; and/or
d. Other sanctions as determined by the Board.
3.5.29 In respect of a Trustee’s failure to comply with the duty of confidentiality as stated in
3.4.10 and 3.4.11 the following additional sanctions may be pursued by the Board:
a. The Board may seek an injunction against a Trustee who fails or refuses to
maintain confidentiality. The terms of such injunction may prescribe that the
Trustee be excluded from confidential meetings, be refused access to
confidential reports, and/or be required to undertake in writing to observe the
duty to maintain confidentiality in future before being allowed back into such
meetings.
b. An action for damages may be brought against any Trustee who fails to
maintain confidentiality, and the Board will not compensate the Trustee for
legal costs incurred in defending such an action (unless directed by the
court).
3.5.30 The Board shall not impose a sanction which is more onerous than the above but
may impose one that is less onerous such as a warning or a requirement that the
Trustee successfully complete specified professional development courses at the
expense of the Board. The Board has no power to declare the Trustee's seat vacant.
3.5.31 A Trustee who is barred from attending all or part of a meeting of the Board or a
meeting of a committee of the Board is not entitled to receive any materials that
relate to that meeting or that part of the meeting and that are not available to
members of the public.
3.5.32 The imposition of a sanction barring a Trustee from attending all or part of a meeting
of the Board shall be deemed to be authorization for the Trustee to be absent from
the meeting and therefore, not in violation of the Education Act regarding absences
from meetings.
3.6 Statutory Powers Procedure Act
The Statutory Powers Procedure Act does not apply to anything done regarding the
enforcement of this Code of Conduct
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4.0 BOARD MEETINGS
4.1 The Board will meet regularly on the fourth Tuesday of each month in public session at
7:00 p.m., in the Board Room of the Thames Valley District School Board Education
Centre unless otherwise approved by Board motion.
4.2 Notice of all Board meetings, except as provided for in Bylaw 4.12, shall be made
available by the Supervisor-Corporate Services to each Trustee on the Friday prior to the
Board meeting.
Trustees not able to access the notice and the Board agenda by the M onday prior to the
Board meeting will be responsible for notifying the Corporate Services Department of
such. Trustees will also advise Corporate Services staff if they are unable to attend the
meeting.
4.3 Copies of reports to be presented to a Board meeting shall be made available with the
notice of such meeting. New items of business arising at the meeting may, by decision of
two-thirds of those present, be considered at that meeting.
4.4 A quorum is necessary to hold a Board meeting. A majority of all the Trustees constituting
the Board is required to form a quorum. Trustees who attend through electronic means
shall be included in the quorum count.
A quorum is such a number as must be present in order that business can be legally
transacted. The Chair will not call the meeting to order until a quorum is present. The
only business that may be transacted in the absence of a quorum is to take measures to
obtain a quorum or decide to cancel the meeting.
4.5 Should there be no quorum present within 30 minutes after the time appointed for the
meeting, the Director of Education shall cause to be recorded the names of those
Trustees present and the Board meeting shall be cancelled.
4.6 When a quorum is no longer in attendance, the meeting is ended and no business may be
legally transacted. It shall be the responsibility of the presiding Chair and the Director of
Education to note the lack of a quorum and to have the fact recorded in the minutes.
4.7 All Board meetings will begin with the singing of O Canada and will normally be followed
by a student presentation or significant event.
4.8 Out of respect for First Nations representation on the Board and First Nations students,
staff and community, every effort will be made to schedule a smudging ceremony once a
year.
4.9 An opportunity for the public to present input to the Board regarding issues of
concern/interest will be included on the agenda of the Board meeting (See Section 5.0).
4.10 The Board shall not remain in session later than 11:00 p.m. unless a vote of two-thirds of
those present is taken to continue the meeting to a specified time. A further two -thirds
vote may be taken to extend the meeting a second time for a specified period. The
meeting may not be extended past the time approved in the second motion.
4.11
The regularly-scheduled Board meeting in November of each year shall provide an
opportunity for the outgoing Chair to present a valedictory address in celebration of
achievements over the past year.
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Special Board Meetings
4.12 With at least 48 hours’ notice, special Board meetings shall be held on the call of the
Chair, or on the written request of the majority of Members of the Board made to the
Chair, or if absent, the Vice-Chair, or if absent, the Director of Education. The meeting
may be held at a date, time and place established by decision of the Chair, or if absent,
the Vice-Chair, or if absent, the Director of Education.
4.13 The written notice of every special Board meeting shall state all business to be consider ed
or transacted thereat, and no other business shall be considered unless all the Members
of the Board qualified to vote on the matter are present.
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5.0 PUBLIC INPUT
5.1 The Board welcomes and values public input from students, parents, and members of
the community about Board policies, practices, issues and its overall education system.
5.2 Members of the public may wish to provide input to the Board on issues of concern to
the education system. It is not intended--nor is it appropriate--for such input to address
confidential personal, property, legal or negotiation matters. The Director of Education
should be contacted for assistance in handling a concern of this nature.
Parents and students are encouraged to address local school-based issues through the
appropriate principal, superintendent, Trustee and/or through their School Council.
Where an alternate means to receive public input on a specific issue has been put in
place, members of the public will be encouraged to use the alternate process (See
5.11).
5.3 Individuals or groups will be limited to one presentation to the Board on a given topic in
a school year.
5.4 To appear before the Board, the a Ppresenters’ Package application outlining the key
points to be presented must be completed and forwarded to the Supervisor -Corporate
Services prior to the request being considered. The Presenters’ Package application is
available through the TVDSB. website (www.tvdsb.on.ca; Select Seeking Public Input
from the menu on left hand side of the page).
5.5 The Chair’s Committee will review all requests to provide input to ensure that material to
be covered complies with the requirements of 5.1 and will determine the order and
number of presentations at a given meeting. The Committee will determine the
suitability of materials for distribution in accordance with applicable legislation.
Presenters will receive notice of the Committee’s decision regarding the request for
public input.
5.6 The Supervisor-Corporate Services shall inform the individual or group making a
presentation of the date of the meeting and the approximate time when the presentation
will be heard.
5.7 The Board will be advised of all presentation requests through the report of the Chair’s
Committee.
5.8 Oral presentations will be a maximum 10 minutes for an approved delegation
representing a School Council, or a Home and School Association in good standing,
and 5 minutes for individuals or representatives of any other organization/group.
5.9
Oral presentations should address the concerns identified in the Ppresenters’
Packageapplication. If the materials presented differ substantially from the written
submission, the Chair has the right to rule the presentation out of order.
5.10 At the conclusion of each public presentation, Trustees may ask questions of
clarification. No action may be taken at the meeting of the presentation; however, a
motion may be brought to the next regular Board meeting under “Business Arising” or to
a subsequent Board meeting for consideration providing a Notice of Motion has been
served (See 15.2.67).
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5.11 Requested Input on Specific Issues
5.11.1 Public input may be solicited on specific issues to be debated by the Board
such as an accommodation review, the development of the budget, or other
issues. In these cases, an alternate process to receive input will be
established.
5.11.2 If not otherwise defined in the alternative process, applications for public input
must be submitted to the Supervisor-Corporate Services no later than eight
working days prior to the meeting scheduled for public input.
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6.0 ELECTION OF CHAIR AND VICE-CHAIR
6.1 The Chair and Vice-Chair for the ensuing year, effective December 1, shall be elected at a
special Board meeting called on the first school day in December.
6.2 The Director of Education shall preside over the election of the Chair.
6.3 With the Director of Education presiding, or if absent, the Director’s designate, the Board
shall proceed to elect a Chair for the ensuing year.
6.4 The Director of Education, or if absent, the designate, shall name two scrutineers appointed
for the election of Chair and Vice-Chair.
6.5 Election Process
6.5.1 The Director of Education or designate shall call for written nominations for the
office of Chair. No seconder is required.
6.5.2 After a suitable length of time, and after a motion to close nominations has been
supported by a majority vote, the Director of Education or designate shall declare
nominations closed and have the nominations collected.
6.5.3 After all nominees have been identified in random order, they will be asked to
declare whether they accept the nomination.
6.5.4
An individual who is absent may be considered a candidate if the individual has
previously indicated to the Director of Education a desire to stand for election if
nominated.
6.5.5 The nominees shall be offered the opportunity to speak to their nomination in
random order.
6.5.6 A vote by secret ballot shall then be conducted with each Member present able to
cast one vote.
6.5.7
The Member receiving a majority of the votes cast (e.g. 7 of 12, 6 of 11) shall be
declared elected, but the count shall not be declared.
6.5.8 Should no Member receive a majority of the votes cast, the Director of Education
or designate, shall announce the names of the Members remaining on the ballot
with the name of the Member receiving the fewest number of votes being dropped
from the list.
6.5.9 Should there be a tie vote between candidates with the least number of votes,
there will be a vote including only the candidates with the tie votes to eliminate the
candidate with the fewest votes.
In the event there is a tie vote after the candidate with the least number has been
withdrawn, the Director of Education or designate will call for the drawing of cubes
numbered 1-12. Each candidate will draw a number, be noted by the Recording
Secretary, and the number returned to the box. The candidate drawing the
highest ranking number will be declared the Chair of the Board for the ensuing
year. Should the candidates draw the same number, the process will be repeated.
6.5.10 A Member may voluntarily withdraw her/his name between votes.
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6.5.11 By motion, the ballots shall be destroyed.
6.6 Following the election, the newly-elected Chair shall at once take the chair and preside over
the election of the Vice-Chair.
6.7 Members shall then elect a Vice-Chair of the Board according to the same procedure
followed for the election of the Chair.
6.8 In the event the office of the Chair or Vice-Chair becomes vacant for any reason, a new
Chair or Vice-Chair, as is required, shall be elected at a special Board meeting called for
this purpose (See 6.5).
6.9 The Board, by resolution, shall appoint by name the Officers of the Board who shall be the
Board Chair and Vice-Chair; Director of Education;, and Associate Director and Treasurer,
Organizational Support Services., both of whom, along with the Chair and Vice-Chair shall
have signing authority on behalf of the Board.
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7.0 INAUGURAL MEETING OF THE BOARD
7.1
Following a municipal election, the Board’s Inaugural Meeting shall be held in the Board
Room of the Thames Valley District School Board Education Centre at 7:00 p.m. at a
Special Board meeting to be held either on the 1st or 2nd Tuesday in December.
7.2 The Director of Education shall certify that the Members have met all procedural
requirements and are eligible to take office.
7.3
The Director of Education shall conduct a Trustee declaration of office at the Board
Inaugural meeting.
7.4
The newly-elected Chair shall deliver an inaugural address.
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8.0 INAUGURAL MEETING OF THE CHAIR
8.1
On the years that do not follow a municipal election, the Chair’s Inaugural Meeting shall
be held in the Board Room of the Thames Valley District School Board Education Centre
at 7:00 p.m. at a Special Board meeting to be held either on the 1st or 2nd Tuesday in
December.
8.2 The newly-elected Chair shall deliver an Inaugural address.
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9.0 DUTIES OF THE CHAIR
9.1 The Chair of the Board shall be the official spokesperson for the Board unless otherwise
determined.
9.2 The Chair, in consultation with the Director of Education and the Chair’s Committee, with
opportunity for input from other Members of the Board, shall set the agendas for the
regularly-scheduled Board meetings and ensure that Members have sufficient information
for informed discussion. The Chair shall move proceedings through the approved agenda
for the meeting.
9.3 The Chair of the Board shall preside at all Board meetings. The Chair shall call the meeting
to order at the hour appointed, shall preserve order and decorum and decide upon all
questions of order subject to an appeal to the Board.
9.3.1 The Chair shall appoint a recorder in the case of the absence of the recording
secretary.
9.3.2 The Chair, when called upon to decide a point of order or practice, shall, before
stating a decision, give reasons for such decision.
9.3.3 The ruling of the Chair shall be final, subject only to a Member challenging the
ruling of the Chair.
9.3.4 When a Member challenges the decision of the Chair, the Member shall state the
reasons for the challenge and the Chair shall have the opportunit y to provide the
rationale in support of the decision. Such challenge shall be decided without
debate. The Secretary of the Board shall ask “Shall the decision of the Chair be
sustained?" The Chair may not vote on such a challenge and in the event that
there is an equality of votes, the decision of the Chair shall be deemed to be
sustained.
9.3.5 The Chair shall not take part in any debate without leaving the Chair.
9.3.6 The Chair shall have voting rights on all matters, except when a Member
challenges the Chair for a ruling (See 9.3.4).
9.3.7 The Chair shall ensure that any Trustee wishing to speak shall so indicate by
upraised hand, and upon recognition by the Chair, who shall call the member by
name (Trustee ___________), the Trustee shall then address the Chair.
9.3.8 When two or more Trustees attempt to speak at the same time, the Chair shall
name the Trustee who is to speak.
9.3.9 The Chair shall ensure every Trustee speaks only to the matter under discussion.
A Trustee may request one supplementary question. No Trustee shall speak
longer than five minutes on the same question without leave of the Chair.
9.3.10 The Chair shall also ensure that Trustees direct all comments through the Chair
and avoid all personal remarks and discourteous language.
9.3.11 No Trustee shall be interrupted while speaking except to be called to order by a
Member for transgression of the rules of the Board, in which case the Trustee
shall remain silent until the point of order has been decided by the Chair.
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A Member so interrupting shall speak to the point of order or in explanation only.
9.3.12 A Trustee called to order by the Chair shall at once remain silent but after the
point of order has been decided, may explain and appeal to the Board, which, if
appealed to, shall decide the point of order without debate. The decision of the
Chair on the point of order shall be overruled only by a majority vote of the
Members present in favour thereof. If there is no appeal, the decision of the
Chair shall be final.
9.3.13 Trustees who resist the rules of the Board, disobey the decision of the Chair or of
the Board on points of order, or make any disorderly noise or disturbance may,
unless they make an apology, be ordered by the Chair to leave their seats for the
remainder of the meeting, and, in case of refusal to do so, may, on the order of
the Chair, be removed from the Board Room and the Education Centre.
9.3.14
The Chair of the meeting is responsible for maintaining order and seeing that
appropriate decorum of the Board meeting is maintained. Heckling will not be
permitted.
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10.0 COMMITTEES
Board Committees
10.1 The Director of Education or the Superintendent assigned to the committee shall call
the first meeting of the committee and shall preside over the election of the Committee
Chair at that meeting. Any Member may request election by secret ballot.
10.2 Committee Chairs shall request a Trustee committee member, unless otherwise noted
in the Terms of Reference for the committee, to act as Chair in their absence and shall
advise the Supervisor-Corporate Services of this action prior to the meeting.
10.3 It is the responsibility of Trustees to attend committee meetings to which they have
been appointed. The Supervisor-Corporate Services maintains attendance records.
10.4 On the absence from three sequential meetings of a committee without the approval
of the Board, the Member shall be withdrawn from that committee. The Chair of the
Board shall provide notification of withdrawal from the committee. The Trustee may
request to be reinstated. The request will be considered at the next Board meeting.
10.5 A majority of the committee membership shall constitute a quorum.
10.6
Committees must maintain a quorum to record an official meeting. In the absence of
a quorum, an informal conversation may be held but no action may be taken.
Committee members shall be responsible for calling contacting the Supervisor-
Corporate Services should they be unable to attend a meeting.
10.7 The Chair of the Board shall be considered an ex officio member of all committees of
the Board. The Chair, when in attendance at such meetings, shall have all privileges
of a committee member and shall be counted as a member when determining the
status of a quorum. The absence of the Chair shall not be counted in establishing a
quorum at that meeting.
10.8 Meetings of committees shall be open to the public except when the subject matter
under consideration is covered by Section 207 (2) of the Education Act, or its
successors.
10.9 Action of any committee shall not be binding until formally approved by the Board,
unless the Board gives the committee power to act with reference to a particular
matter or matters. In all cases, the committee shall make a written report to the
Board.
10.10 The Chair of the Board, Director of Education, and administrative officials shall keep
the Chair of each committee informed of matters within the terms of reference of the
committee.
10.11
Any Trustee may attend meetings of a committee and may participate in the
discussion, but only appointed members of the committee may vote, and propose
motions and recommendations for Board consideration.
10.12 The rules of order of the Board shall be observed in all meetings of a committee
except that:
a. there shall be no seconder at committee meetings; and
b. movers shall not be recorded in committee reports.
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10.13 Every meeting of a committee shall be called by a notice provided by the Supervisor-
Corporate Services to reach every Trustee at least 48 hours before such meeting or
in extreme circumstances, as determined by the Chair of the Committee, by oral
notice attempted not later than six hours before such meeting.
10.14 Committees shall report to the Board in writing following each meeting other than Ad
hoc committees who will report according to the time frame specified in the mandate
of the committee.
10.15 Committee memberships shall be approved by the Board.
Statutory Committees
10.16 Statutory committees will operate in accordance with the legislation or regulation by
which they were established. In all cases where these Bylaws conflict with the
legislative or regulatory provisions governing statutory committees, the legislative or
regulatory provisions shall prevail.
Standing and Ad Hoc Committees
10.17
Prior to a recommendation by the Chair’s Committee for membership on a Standing
or Ad hoc committee, the Chair will invite Trustees to indicate their interest. Group
and/or individual consultation to clarify Trustees’ wishes will be conducted.
10.18
Trustee membership of Standing and Ad hoc Committees shall be the mandate of
the Chair’s Committee according to the interest expressed by Trustees (See
13.5.2.2).
10.19 If any vacancy shall occur in a Standing or Ad hoc committee, the Board shall fill the
vacancy.
10.20 Ad hoc committees of the Board may be established on recommendation by the
Chair’s Committee. The recommendation shall include a mandate, time frame for
reporting to the Board and committee membership (See 13.5.2.2.) Ad hoc
committees will be disbanded following completion of their mandate.
Administrative Committees
10.21 Trustees named to participate on an Administrative committee shall be responsible
for reporting to the Board as appropriate. Trustees may send an alternative upon
notification to the Chair of the administrative committee. Only Trustees appointed to
Administrative committees, or their alternate, may attend and participate in such
meetings.
Interview Committees
10.22 The Chair and Vice-Chair shall participate on Supervisory Officer Interview
Committees. If either or both are not available, the Past Chair and /or either Chair of
the Advisory Committees shall participate.
10.23 Trustee representatives on Principal and Vice Principal interview committees are
appointed by the Chair’s Committee.
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11.0 COMMITTEE OF THE WHOLE IN-CAMERA MEETINGS
11.1 The Board may move into Committee of the Whole in-camera upon any confidential
matter brought for its consideration related to legal, negotiations, personal or property
matters.
Meetings of the Committee of the Whole in-camera shall be closed to all but Board
Members, the Student Trustees (with the exception of items that involve the disclosure
of intimate, personal and/or confidential information), Supervisory/Executive Officers,
and the Supervisor-Corporate Services. Others may be asked to attend as appropriate
or to speak to specific agenda items.
11.2 Committee of the Whole in-camera normally will meet at 5:00 p.m. on the fourth
Tuesday of each month in the Board Room of the Thames Valley District School Board
Education Centre, unless otherwise approved by Board motion.
11.3
11.4
With at least 48 hours’ notice, a special Committee of the Whole, In -camera meeting, to
be immediately followed by a Special Meeting of the Board , may be held on the call of
the Chair, or on the written request of the majority of Members of the Board made to the
Chair, or if absent, the Vice-Chair, or if absent, the Director of Education. The meeting
may be held at a date, time and place established by decision of the Chair, or if absent,
the Vice-Chair, or if absent, the Director of Education.
In-camera meetings normally will adjourn by 6:15 p.m. or recess and reconvene prior to
the adjournment of the Board meeting as necessary.
11.54 The Vice-Chair of the Board or if absent, the Chair of the Board shall chair all
Committee of the Whole in-camera sessions.
In the case of absence of both the Vice-Chair and the Chair for five minutes after the
hour appointed, as soon as a quorum be present, the Past Chair of the Board shall
preside. In the event the Past Chair is not present, the Chair of either Advisory
Committee shall preside over the meeting.
11.65 All rules of the Board shall be observed in Committee of the Whole in -camera so far as
applicable except that no motion shall require to be seconded; movers of motions shall
not be recorded in the official minutes, no motion for the previous question or fo r
adjournment shall be allowed until all items on the agenda have been dealt with (except
under the rule establishing a time limit for meetings). The yeas and nays shall not be
recorded except when called by a Student Trustee in accordance with provisions in the
Education Act, Section 55 (3).
11.76 The Committee of the Whole in-camera shall report at the next regularly-scheduled
Board meeting or at the special Board meeting called specifically for this purpose.
11.87
Trustees will ensure that all in-camera material (paper and electronic) is stored in a
secure, confidential location or shredded/deleted following the meeting.
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12.0 ADVISORY COMMITTEE MEETINGS
12.1 The Program and School Services Advisory Committee and the Planning and Priorities
Advisory Committee shall consist of all Trustees.
12.2 The Program and School Services Advisory Committee will meet each 1st Tuesday of
the month. The Planning and Priorities Advisory Committee will meet each 2nd Tuesday
of the month. Meetings normally will be held at 6 p.m.
12.3
12.4
The Advisory Committees may remain in session no later than 9 p.m. (or 3 hours after
its scheduled start time) unless a vote of two-thirds of those present is taken to continue
the meeting to a specified time. A further two-thirds vote may be taken to extend the
meeting a second time for a specified period. The meeting may not be extended past
the time approved in the second motion.
No action is to be taken at the meetings; however, Trustees may request further
information. Motions related to a presentation may be brought forward at the next
regular Board meeting under Reports from Board Committees or to a subsequent Board
meeting for consideration providing a Notice of Motion has been served.
12.54 Election of Advisory Committee Chairs
The Chairs of the Program and School Services Advisory Committee and of the
Planning and Priorities Advisory Committee shall be elected at the Special Board
meeting held on the first school day of December by secret ballot as set out in Bylaw 6.0
- Election of Chair and Vice-Chair. The Chair of the Board shall preside over the
election of the Committee Chairs.
12.65 Refer to Sections 10.2 through to 10.14 for information regarding Committee meetings.
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13.0 CHAIR’S COMMITTEE
13.1 Membership on the Chair’s Committee includes the Chair of the Board, the Vice-Chair,
the Past Chair and the Chairs of the Advisory Committees. The Director of Education
serves as staff resource to the Committee.
13.2 In the event the Chair of the Board is re-elected, the Chair’s Committee shall be
comprised of the Chair, the immediate Past Chair, the Vice-Chair and the Chairs of the
Advisory Committees. Should the immediate Past Chair relinquish this position, the most
recent Past Chair will assume the seat. Failing that, a Member at large will be invited to
sit on the Chair’s Committee for that year.
13.3 The Chair of the Board shall be the Chair of the Chair’s Committee.
13.4 The Committee meets the week prior to the regularly-scheduled Board meeting and as
often as required. Trustees may submit agenda items for consideration at the Chair’s
Committee meetings through the Chair of the Board.
13.5 Mandate
13.5.1 The Chair’s Committee is designed to ensure the effective working of the
Board. The Chair’s Committee shall provide leadership to the Board in
maintaining the Board’s focus on the multi-year plan and the Board’s mission
and vision. It shall also:
13.5.1.1 Develop ad hoc committees with defined tasks and appropriate time
lines (See 10.0);
13.5.1.2 Recommend appointment of Trustees to committees of the Board;
13.5.1.3 Appoint Members to Principal and Vice-Principal interview
committees;
13.5.1.4
13.5.1.5
Co-ordinate Member activities;
Review and approve Trustee professional development requests
and expenses;
13.5.1.6
5
Review of Board agenda items, determine the routing process and
in-camera status accept and review submissions of public input to
the Board and determine submissions to be placed on the agenda
of the first, regularly-scheduled Board meeting of the month (See
5.0);
13.5.1.7
6
Provide a report at the next regularly-scheduled Board meeting;
13.5.1.8
7
Review Standing Committee mandates as appropriate.
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14.0 LEAVE OF ABSENCE OF MEMBERS
14.1 To meet the provisions of Section 229 (1) of the Education Act, a Board Member applying
for leave of absence shall make the request directly to the Board convened in regular open
session.
Any action on a request for leave of absence must be recorded as a motion of the Board.
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15.0 RULES OF ORDER
Note: In all cases not provided for by these rules, Robert's Rules of Order shall govern as applicable.
15.1 General
15.1.1 In the absence of the Chair from any Board meeting, the Vice-Chair shall
preside at the meeting. During the continued absence of the Chair from duty, or
upon written request of the Chair, the Vice-Chair shall perform all the duties of
the Chair.
15.1.2 The Supervisor-Corporate Services shall record the names of the Trustees
present and absent. The times of arrival and departure of Trustees not
attending the entire meeting shall be recorded in the minutes. Absence during
any vote will be recorded.
15.1.3 In case of the absence of both the Chair and Vice-Chair for five minutes after
the hour appointed, as soon as a quorum is present, the Past Chair shall
preside. In the event the Past Chair is not present, the Chair of either Advisory
Committee shall preside over the meeting until such time as the Chair of the
Board or the Vice-Chair arrives.
15.1.4
In the case of absence of all the officers noted in 15.1.3, and as soon as a
quorum is present, the Director of Education shall employ a process to elect a
pro tempore Chair.
15.1.5 The Chair pro tempore so chosen shall preside only until the Chair or Vice-Chair
arrives and the immediate item of business at hand is completed.
15.2 Motions Considered at Board Meetings
15.2.1
15.2.2
Motions shall be related to an agenda item. Motions unrelated to the agenda
shall follow section 15.2.7 – Notice of Motion.
Every motion shall be seconded and shall be disposed of only by a vote of the
Board unless the mover and seconder, by permission of the Chair, withdraw the
motion.
15.2.32 Any Member may request the motion under discussion be read for information
at any time in the course of the debate, provided that no such request is made
so as to interrupt a member speaking to the question.
15.2.43 The mover and seconder shall be recorded in the official minutes of all Board
meetings. Movers shall not be recorded in reports of committees s ubmitted to
the Board (See 10.132).
15.2.54 After a motion is moved and seconded, it shall be deemed to be in possession
of the Board.
15.2.65 A Member may introduce a motion and before it is seconded, speak to it for
clarification or direction on wording only. No other Member may speak to the
motion before it has been seconded. Once seconded, the mover will be asked
to speak to the motion and be the final speaker to the motion.
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15.2.76 A Member may provide a written notice of motion at the appropriate agenda
item of a Board meeting to be heard at the next regular Board meeting.
The notice of motion need only indicate the purpose but such a statement must
be accurate and complete since it will determine what amendments are in order
when the motion is considered, e.g. “To raise the annual fee to $20.00". The
notice of motion will become invalid if the motion is amended beyond the scope
of the notice.
15.2.7 No motion or amendment shall be debated or put to a vote unless seconded
and read before the vote is taken, except that the reading may be omitted
before the vote if the motion is based on a written recommendation in the
agenda or is a motion to refer, to postpone, to rise and report, to table, or to
adjourn. Upon the request of any Member, the Chair shall direct the mover to
put the motion in writing.
15.2.8 A motion directly concerning the privilege of the Board and thereby affecting the
rights and immunities of the Board collectively, or the position and conduct of
Trustees in their respective capacities, shall take precedence over all other
business and may be moved without notice.
15.2.9 When a question is under debate, the only motions in order shall be:
(a) adjourn or take a recess;
(b) raise a question under point of order, privilege or question;
(c) lay on the table;
(d) call for the previous question;
(e) postpone to a certain time;
(f) refer;
(g) amend;
(h) postpone indefinitely;
(i) main motion.
Each motion shall have precedence in the order listed; and (a), (b), (c) and (d)
shall be decided without debate except as provided under point of order,
privilege or question by majority vote other than Motion (d) which shall require a
two-thirds vote of those present to adopt.
The motion for the previous question shall preclude all further amendment and
debate, and shall be submitted by the Chair in this form: "Are you ready for the
main question?" If adopted, the Chair shall at once proceed to put the main
question, first putting any amendments pending, to the vote of the Board.
15.2.10
A motion to lay on the table, done only in the case of an emergency, is not
debatable; but a motion to lay on the table with any other condition involved is
subject to debate and amendment with a majority vote.
Generally, a motion to defer or postpone discussion to a future date will be put
forward.
15.2.11 When a question has been laid on the table, it shall not be taken up again at the
same meeting except by a vote in favour of reconsideration by two-thirds of the
Members present.
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15.2.12 A question having been postponed indefinitely shall not be taken up again at the
same meeting.
15.2.13
After a motion is made and seconded, a motion to amend may be made, and a
motion to amend the amendment; but no further motion to amend shall be made
until those have been decided.
15.2.14 An amendment modifying the subject of a motion shall be in order, but an
amendment relating to a different subject or completely changing the intent of a
motion shall not be considered.
15.2.15 All amendments shall be put in the reverse order to which they are moved.
15.2.16 Every amendment submitted shall be decided upon or withdrawn before the
main question is put to a vote; and if the vote on an amendment is decided in
the affirmative the main question as amended shall be put to a vote.
15.2.17 A motion to adjourn shall be in order except when a Trustee is speaking, or a
vote is being taken, or when the previous question has been called. A motion to
adjourn only shall not be open to amendment or debate; but a motion to adjourn
to a particular time may be amended or debated.
15.2.18
No second motion to adjourn shall be made until some business has been
transacted after the first motion to adjourn has failed.
15.2.19 Requests by individual Trustees for information, which will require a significant
time commitment by Administration, must be formulated into a motion and
receive Board approval prior to the task being undertaken.
15.2.20 Student Trustees may not move a motion but may suggest a motion on any
matter at a meeting of the Board or of one of its committees on which the
student Trustee sits. If no member of the Board or committee, as the case may
be, moves the suggested motion, the record shall show the suggested motion.
15.3 Debate
15.3.1 The Chair shall ensure that every Trustee speaks only to the matter under
discussion. A Trustee may ask one question, request one supplementary
question and may then return to the speakers’ list.
15.3.2 No Trustee shall speak longer than five minutes on the same question without
leave of the Chair.
15.3.3 When the question under consideration contains two or more distinct
propositions, any particular proposition, upon the request of any Trustee, may
be considered and voted upon separately.
15.4 Voting
15.4.1 No Member shall have more than one vote, as Chair or otherwise, either at
Board meetings, or on any committee.
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15.4.2 Any Member may abstain from voting. An abstention maintains a quorum. The
number of yea and nay votes will determine the approval or defeat of a motion
under consideration. In all cases where there is an equality of votes, the
question is defeated.
15.4.3 As ruled by the Chair, every Member of the Board or a committee as the case
may be, may vote on a question put in a telephone poll or e-mail submission
conducted by the Supervisor-Corporate Services or designate. In all cases
where there is an equality of votes, the question is defeated. Electronic Voting
Guidelines are provided in Appendix B.
15.4.4 After the Chair has put a question to vote, there shall be no further debate and
no Member shall walk across or out of the room or make any noise or
disturbances. The decision of the Chair as to whether the question has been
finally put shall be conclusive.
15.4.5 The yeas, nays and abstentions shall be recorded on any question when
requested by at least one Member at a Board meeting. Such a request for a
recorded vote must be made before the Chair calls upon the Members to vote
on the question.
15.4.6 The request for a recorded vote shall require all members including the Chair to
participate in the vote indicating a nay, yea or abstention. The resulting number
of yeas, nays and abstentions shall be declared by the Supervisor-Corporate
Services.
15.4.7 Unless a recorded vote is requested, all votes at meetings shall be taken by a
show of hands. The resulting number of yeas, nays, and abstentions shall be
declared by the Chair. If this declaration is questioned, the Members voting
shall rise and stand until they have been counted.
15.4.8 Voting by proxy will not be allowed in any meeting under the jurisdiction of the
Board in that proxy voting is incompatible with the essential characteristics of
the Board in which membership is individual, personal and non-transferable.
15.4.9 Where a Member attends a Board meeting via electronic means, the Member
may vote via teleconference or electronically or by a pre-arranged secret ballot
in the case of Board elections given to the Supervisor-Corporate Services in a
sealed envelope.
15.4.10
In accordance with the Education Act, Section 55 (3), the student Trustees are
not entitled to exercise a binding vote on any matter before the board or any of
its committees. They may request to have their non-binding vote recorded in
the Board minutes and may request that a matter before the Board, or any of its
committees, be put to a vote, in which case there must be two votes:
a. a recorded non-binding vote that includes the student Trustees’ vote; and
b. a recorded binding vote that does not include the student Trustees’ vote.
15.5 Reconsideration
15.5.1 A motion for reconsideration may only be brought by a member who voted on
the prevailing side.
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15.5.2 After a vote has been taken on any question (except one of indefinite
postponement) such vote may, with the consent of a two-thirds majority of the
Members present, provided that the Members constitute a quorum, be
reconsidered during the same meeting.
The question may be reconsidered with the consent of a majority of the
Members present at any regular meeting of the Board held thereafter provided
that any Member shall give notice to that effect in writing at a prior regular Board
meeting.
A motion to reconsider, being once made after notice at a prior Board meeting
and decided in the negative, shall not again be entertained during the current
Board year (December 1 - November 30) or within a period of four months,
whichever is the lesser, unless approved unanimously by a quorum of the
Board.
15.5.3 When a Member has properly moved for reconsideration of any question which
has been decided, no discussion of the main question shall be allowed until the
motion for reconsideration has been decided in the affirmative.
15.6 Petitions and Communications
15.6.1 Petitions shall be submitted to the Supervisor-Corporate Services for addition to
the next regular Board meeting agenda under “Communications”.
15.6.2 Petitions and communications on any subject within the purview of a committee
shall be referred by the Chair to the proper committee without motion.
Preparing a Petition
15.6.1
15.6.2
15.6.3
A petition is a request for the Thames Valley District School Board to take some
specific action (or refrain from taking some action).
The action requested must be related to the education system within the
Thames Valley District and the request must be clear, temperate, proper, and
respectful. Petitions containing obscene or defamatory language will not be
accepted.
The request must appear at the top of every page of signatures submitted with
the petition.
Signatures on a Petition
15.6.4 Petitioners must be a resident of the Thames Valley District and/or a student or
parent/guardian of a student attending a Thames Valley District School Board
school.
15.6.5 A petition must contain original signatures only.
15.6.6 Each person must print their name and address and sign their name under the
text of the petition.
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Submitting a Petition
15.6.7 A petition must be addressed to the Thames Valley District School Board of
Trustees and submitted to the Supervisor-Corporate Services. Petitions
addressed otherwise or to a particular Trustee will not be accepted.
15.6.8 Petitions must be written, typewritten or printed. Emailed, faxed or photocopied
petitions are not admissible and will not be accepted.
Communication and Follow Up
15.6.9 Petitions received in accordance with these Bylaws shall be noted on the next
regular Board meeting agenda under Communications and shall be made
available to all Trustees by the Supervisor-Corporate Services.
15.6.10 No action may be taken at the Board meeting where the petition is noted on the
agenda; however a motion may be brought to the next regular Board meeting
under Business Arising or to a subsequent Board meeting for consideration
providing a Notice of Motion has been served (See 15.2.7).
15.6.11 Petitions and communications on any subject within the purview of a committee
may be referred by the Chair to the proper committee without motion.
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16.0 BUSINESS SERVICES BYLAWS
BYLAW # PAGE
1. Banking and Securit y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
2. Bankers and Signing Officers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
3. Borrowing for Current Expenditures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
4. Capital-Related Debt - Pre-am algam ation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
5. Capital-Related Debt - Banking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
6. Stage 1 Long-Term Financing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
7. Good Places to Learn and Prim ary Class Size Projects . . . . . . . . . . . . . . . . . . . . . 44
8. New Pupil Place Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
9. Good Places to Learn Stage 2 and Prim ary Class Size Projects . . . . . . . . . . . . . . . 50
10. New Pupil Places Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
11. Good Places to Learn, Prohibitive to Repair and Primary Class Size Proje cts . . . . 56
12. Good Places to Learn, Prohibitive to Repair, Capital Priorities and
Prim ar y Class Size Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
13. New Pupil Places Projects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
14. Capital Priorities and Prim ary Class Size Projects . . . . . . . . . . . . . . . . . . . . . . . . . . 64
15. New Pupil Places and Consolidated Capital Projects . . . . . . . . . . . . . . . . . . . . . . . 67
REPORT OF THE CHAIR’S COMMITTEE
2017 November 21
12:06 p.m. – 2:21 p.m.
MEMBERS
J. Bennett A. Morell
M. Reid (Chair) R. Tisdale
Regrets: J. Todd
ADMINISTRATION AND OTHERS
L. Elliott
T. Testa (+12:20,-12:55)
C. Stager (+12:36,-12:46)
B. Williams
J. Capaldi (+12:20,-12:36)
D. Giesbrecht (+1:39,-1:49)
1. APPROVAL OF AGENDA
The agenda, as amended, was approved by motion.
2. CONFLICTS OF INTEREST – none declared
3. REVIEW AND APPROVAL OF THE BOARD AGENDAS
The agendas for the 2017 November 28 and 2017 December 1 meetings of the Board of Trustees
were reviewed and discussed.
The upcoming Advisory Committee agendas were reviewed.
4. CORRESPONDENCE
Correspondence from the Ministry of Education regarding PPM 161 – Supporting Children and
Students with Prevalent Medication Conditions (Anaphylaxis, Asthma, Diabetes, and/or Epilepsy) was
received. The correspondence was sent to all Trustees for information. L. Elliott advised
Administration is reviewing current policies and procedures and will be attending Policy Working
Committee for input regarding policy/procedure development.
A copy of a letter to the Minister of Education and the Minister of Health from Trillium Lakelands
District School Board regarding the effect of the Opioid crisis on schools was received. The letter
was sent to all Trustees for information.
A copy of a letter to the Minister of Education from the Ontario Public School Boards’ Association
calling for a review of Ontario Regulation 20/98 Education Development Charges-General was
received. The letter was sent to all Trustees for information.
5. DIRECTOR’S ANNUAL REPORT
T. Testa and J. Capaldi from Communications joined the meeting to present the draft outline of the
Director’s Annual Report for feedback. Director Elliot outlined the Ministry requirements for reporting
on the board’s equity and inclusion goals.
The report comes forward to the Board at the 2017 December 19 meeting. The report is due to the
Ministry by the end of January.
In response to a question, it was confirmed the report is inte nded for the community at large. Similar
to previous years the report will be online; a postcard will be created to promote the link to both
internal and external stakeholders. With the development of the new website it was noted the
website content will be translatable into other languages in the future.
6. STRATEGIC PLANNING FOLLOW UP (Standing Item)
Manager, Research and Assessment C. Stager joined the meeting. T. Testa remained at the meeting.
T. Testa and C. Stager proposed a two-step consultation process for gathering feedback to the draft
strategic plan. It would include four regional meetings with Trustee representation and school/staff-
level consultation facilitated by school Principals. The process for the meetings was described.
There was a suggestion that three meetings be held in London. An online feedback mechanism also
will be developed. Research and Assessment will be collecting the feedback with the intent of
reporting to trustees in March.
7. EXECUTIVE COMPENSATION – PUBLIC INPUT PROCESS
L. Elliott reported on the public input process for the Executive Compensation Framework process. T.
Testa was present for the agenda item.
Public Input will follow the public input process in the Board Bylaws. The compensation package that
was sent to the Ministry will be posted for public input. The input will be shared with the Board of
Trustees and the Ministry.
8. IN CAMERA
On motion, the committee moved in camera at 1:11 p.m., reconvening in public session at 1:30 p.m.
9. THAMES VALLEY DISTRICT SCHOOL BOARD, LONDON DISTRICT CATHOLIC SCHOOL
BOARD AND CITY OF LONON MEETINGS
It was confirmed the joint meetings with the co-terminus board and the City of London are not
Committee meetings, but rather information sharing meetings.
10. BUDGET PROCESS
Discussion considered the process for bringing forward budget initiatives. There was general
agreement that initiatives be tied to the three new priorities and that initiatives are discussed, agreed
upon, and brought forward as a collective for consideration early in the process.
It was noted the 34 Credit Report will be brought forward in December.
11. 25 YEAR EMPLOYEE RECOGNITION
D. Giesbrecht joined the meeting. Discussion considered the recent 25 year employee recognition
event and ideas for recognizing employees in the future. There was a suggestion 25 year employees
be recognized when others receive their pins and that they be recognized, with their permission, on
the board/school website and/or school newsletter. It was further suggested to add this item on the
Council of Presidents meeting agenda for feedback.
12. UPCOMING EVENTS AND INITIATIVES
- Student Trustee Debate and Election, April 26, 2018
- Award of Distinction, May 10, 2018
- TVDSB Student Leadership Conference, May 24, 2018
Municipal Meetings:
- City of London, March 1, 2018
- Elgin County, April 19, 2018
13. OTHER BUSINESS
a. Southwestern Ontario Student Transportation System (STS) Meeting
There was a request that when a stakeholder wishes to meet with Trustees, the request comes
forward to the Chair’s Committee for consideration and scheduling. The outcomes of the meeting
between STS and the co-terminus Boards were shared. M. Reid agreed to follow up with STS
regarding the meeting.
It was agreed to invite STS to a future Planning and Priorities Advisory Committee meeting to
discuss governance and communication.
b. Board In-Camera Minutes
It was determined in-camera committee meeting reports will be presented as part of the in-
camera meeting agenda package going forward.
14. DATE AND TIME OF NEXT MEETING
The next Chair’s Committee meeting was confirmed for 2017 November 28, 12:00 p.m.
It was noted the 2017 December 12 meeting time may need to change.
15. ADJOURNMENT
The meeting adjourned at 2:21 p.m. by motion.
RECOMMENDATIONS: None
MATT REID
Chairperson