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Board Standing Committee Meeting Jan.13/03

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Board Standing Committee Meeting Jan.13/03 YORK REGION DISTRICT SCHOOL BOARD SCHOOL COUNCILS – YEAR IN REVIEW 2001-02 Background: School councils have been mandated in all schools since 1995. Significant changes were made in provincial legislation and Board policy and procedure during the 2000/2001 school year for implementation in 2001/2002. All schools councils are required to submit annual reports to the Board and to their school communities. Rationale: To inform the Board of school council activities in the York Region District School Board. This report summarizes information submitted by school councils through their annual reports. In addition, various system-wide actions, school-level activities and ongoing communication are reflected. Estimated Cost: Not applicable Timeline: Not applicable Recommendations: That the Board receive the report, School Councils – 2001 – 2002 Year In Review. Communications Implementation Plan: Presentation to Board Standing Committee January 13, 2003 Distribution to School Councils January 14, 2003 Appended Data: School Councils – 2001 – 2002 Year In Review Respectfully submitted, Ken Thurston Board Standing Committee Meeting, January 13, 2003 Board Meeting, January 30, 2003 For further information, please contact Ken Thurston, Superintendent of Education or the Director of Education. School Councils - 2001- 2002 Year in Review 1.0 Implementation of Revised Policy and Procedures: During the 2001 - 2002 school year, school councils implemented a revised school council policy and procedure based on changes in provincial legislation (i.e. Regulation 612) and input from parents, staff and council members across the system. A review of this implementation found that councils have implemented the revisions smoothly except for two mandatory aspects of provincial policy. Specifically, councils are concerned about: • mandatory one-year terms of office, and • the timing of elections in September. Many respondents indicated that these provisions make it difficult to ensure a smooth transition from one year to the next. Concerns were also expressed about the loss of valuable time in getting the councils up and running each fall. These concerns have been forwarded to the Minister of Education for her consideration. 2.0 Communication and Support for School Councils. Numerous supports for school councils were offered during the 2001-2002 school year including the following: • An updated handbook was prepared and released by the Board. In addition, the Ministry of Education prepared a comprehensive handbook for school councils. • School councils were updated regularly through “Bridges”, a quarterly school council newsletter. • The school council web site was renewed and materials of interest to councils were posted regularly. • An orientation video was prepared and distributed to all councils in the fall of 2001. • An extensive orientation PowerPoint was prepared, presented and distributed in the fall of 2002. • A committee of school council members and staff planned and delivered information-sharing sessions on fundraising and the handling of funds raised by school council. • Two school council forums were held in each of the five Community Education Centres providing opportunities for training, sharing and dialogue among council members, trustees and administrators from schools and the Board. • In many communities, additional meetings and sharing sessions of council chairs or members were held. (For example, the Newmarket school councils held a speaker series with each council taking responsibility for hosting one of the monthly gatherings on such timely topics as effective discipline, supporting literacy at home and strategies to address bullying.) • School and Board staff provided ongoing clarification of school council regulations and effective practices. • School councils continued to receive funding from the Board to cover operational costs (i.e. $.50 per student with a minimum of $200 and maximum of $500 per council). 3.0 Summary of School Council Annual Reports School councils prepared and submitted annual reports based on a revised common format. Highlights of the responses are as follows: • The average number of school council meetings per school was nine. • Almost all schools selected their school council members by acclamation • The average number of parent members was 10.6 with a high of 28 and a low of 3. • The most common operational activities undertaken last year were revising the constitution; revising and supporting both the School Plan for Continuous Improvement and the school council plan; reviewing the dress code and code of behaviour; developing an administrator profile and school profile; and providing input into the revision of the homework policy. • Most school councils reported attending the School Council forums and almost half attended either networking sessions or other Board arranged professional development or family of schools’ meetings. • All of the school councils reported that they were involved in developing the School Plan for Continuous Improvement (SPCI), unless the plan was developed during the previous year. Overall, about half of the school councils had input into the revisions of the school plan after the draft was shared with them. About a quarter of the school councils – mostly elementary schools – helped develop the plan or were part of a committee that developed the plan. • Over half of the school councils, mostly elementary, stated that they use raised funds to support their school’s SPCI, or they gear their fundraising to meet the goals of the SPCI. About half of elementary and secondary councils reported that they participate in or support curriculum-focused school activities (e.g., literacy, numeracy, science or arts initiatives) as a way of supporting the priorities set out in their SPCI. • Elementary school councils stated that their three most successful activities were fundraising, supporting school-based curriculum initiatives or programs, and strengthening/developing the school council or school plan. Secondary school councils stated that their most successful activities were supporting school-based curriculum activities or programs, strengthening/developing the school council or school plan, increasing community and parental involvement and enhancing the school grounds. • Elementary and secondary school councils stated that their three most challenging activities were getting more parents involved and attending council meetings, maintaining/increasing parental involvement, and supporting school-based curriculum programs or activities. About one quarter of all school councils also found revising the council constitution and school policies challenging activities. • Overall, school councils reported that the most common methods used to seek input from parents and the school community were surveys and focus groups, council sub-committees, newsletters and open council meetings. Elementary school councils also used coffee and informal meetings to get parental input, while secondary schools used e-mail or the web site. • The most common activities elementary and secondary school councils engaged in to assist parents in more effectively supporting their children’s learning were providing guest speakers, planning parent workshops/information sessions, and supporting school curriculum-based initiatives. Other methods used included providing resources or books for parents to borrow and parenting programs or centres. • The most common elementary and secondary school council objectives or priorities for next year were expanding parental involvement and attendance at meetings and functions, supporting priorities in the school plan, and reviewing school profiles, plans, codes and policies. Other objectives include providing more parent information nights, improving communication, and fundraising. • Almost all elementary school councils were involved in fundraising, while the vast majority of secondary school councils were not involved in fundraising. The majority of secondary school councils stated that their school has a separate organization (usually a Student Council) that does the school’s fundraising. • Of the school councils involved in fundraising (primarily elementary), the most common activities were lunch or milk programs, magazine sales and book fairs, and food sales (e.g., chocolate, cookie and muffin dough, cupcakes, donuts, etc.). The majority of school councils listed at least two to three fundraising activities, and many listed more than three. • School councils would like more training and support in developing effective school councils, including networking opportunities, information on how to run meetings and suggestions for recruiting members. • The most common strategies used to support a smooth transition from this year’s council to next are having some of this year’s council members on the next year’s council, providing information about the council to parents, providing the new council with documentation, and encouraging new members to join the council. 4.0 Future Directions Based on the input from school councils through the annual reports and ongoing communication, the following priorities and future directions are underway or planned: • School Plan for Continuous Improvement – The goals/priorities of school councils focus on initiatives that relate to literacy skills and are consistent with the school plan. • Administrator profiles – A common timeline and framework for school councils to communicate their preferred administrator characteristics is being implemented. In
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