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Regular Board Meeting Tuesday, June 2, 2020 at 3:30 p.m. Microsoft Teams Meeting Due to COVID-19 Pages AGENDA
1. CALL TO ORDER AND ACKNOWLEDGEMENT OF TRADITIONAL TERRITORY We begin our meeting by acknowledging that we are in the Traditional Territory of the Ojibway and Oji-Cree people of the Mattagami First Nation, located in Treaty 9 Territory, and the Métis who have chosen to settle in this area.
2. REGULAR SESSION The regular session of the Board meeting will be recorded.
3. ADOPTION OF AGENDA
4. CONFLICT OF INTEREST Trustees declaring a conflict of interest, must do so, in writing, with a log kept in the Chair’s office.
5. APPROVAL OF MINUTES i. Minutes of the Regular Board Meeting held May 19, 2020 4
6. BUSINESS AND/OR QUESTIONS ARISING OUT OF MINUTES
7. UNFINISHED BUSINESS
8. PRESENTATION
9. ADMINISTRATIVE REPORTS i. Policy 1.2.7 – Flag Raising Policy for approval and Procedure for receipt 9 (Superintendent Niemi) ii. Policy 1.2.8 – Copyright Policy & Fair Dealing Guidelines Policy for approval and 15 Procedure for receipt (Superintendent Fong-West) iii. Policy 1.2.18 – Professional Student Services Personnel (PSSP) Performance 23 Appraisal Policy for approval and Procedure for receipt (Superintendent Pladzyk) iv. Policy 2.1.17 – Canvassing and Fundraising Policy for approval and Procedure 53 for receipt (Superintendent Fong-West) v. Policy 1.2.14 – Protocol for Reporting Teacher Professional Misconduct Policy 62
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and Procedure for receipt (Superintendent Rowe) vi. Policy 2.1.14 – Appropriate Dress Policy and Procedure for receipt 67 (Superintendent Niemi) vii. Policy 2.1.22 – Special Education – Specialized Equipment Policy and 72 Procedure for receipt (Superintendent Pladzyk) viii. Summer Programming (Director Dye, Superintendent Niemi, Superintendent 91 Pladzyk, Superintendent Plaunt) ix. 2020 Graduation Update (Director Dye) 93 x. 2019 Terry Fox School Run – Donation History Report (Director Dye) 95 xi. Distance Learning Survey Results (Superintendent Niemi) 98 xii. 2020 Top Energy Performing School Boards Report (Superintendent Fong-West)100 xiii. Memo: May 26, 2020: OESC Board Meeting and Members’ AGM – Apr.20, 2020 102 (Superintendent Fong-West)
10. COMMITTEE REPORTS i. Minutes of the Human Resources Committee Meeting held May 19, 2020 107
ii. Minutes of the Indigenous Peoples’ Advisory Committee Meetings: a. October 16, 2019 109 b. December 6, 2019 112 c. February 19, 2020 116
iii. Minutes of the Joint Transportation Governance Committee Meeting held 119 October 31, 2019
iv. Minutes of the Special Education Advisory Committee Meetings: a. October 2, 2019 122 b. November 6, 2019 125 c. January 8, 2020 128 d. February 5, 2020 131 e. March 4, 2020 134
v. Minutes of the Student Senate Meetings: a. October 21, 2019 138 b. November 25, 2019 139 c. December 16, 2019 142 d. February 3, 2020 145 e. February 24, 2020 148 f. April 20, 2020 150
11. OTHER BUSINESS i. OPSBA Director and Associate Election (Trustee Henderson)
12. ONTARIO PUBLIC SCHOOL BOARDS’ ASSOCIATION (OPSBA) i. OPSBA Report (Trustee Henderson)
13. MINISTRY OF EDUCATION i. Memo: May 19, 2020: A Message from the Minister of Education to Ontario’s 152 Parents
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ii. Memo: May 19, 2020: Ontario Together: Services and Resources to Support 155 Remote Learning iii. Memo: May 19, 2020: 2019-2020 School Year End & Summer Learning 168 Opportunities Memo for School Boards iv. May 22, 2020: Message from the Minister of Education: Education Sector 174 Tables or Groups v. Memo: May 25, 2020: OSAP Applications are Open for the 2020-2021 School 176 Year vi. Memo: May 27, 2020: Additional Assessment and Reporting Clarification and 177 Guidance vii. Memo: May 27, 2020: Additional Guidance on Special Education and Mental 195 Health viii. Memo: May 27, 2020: Personal Property Retrieval Guidelines for Schools 200 ix. Memo: May 28, 2020: Minister’s Teleconference with School Board Chairs 202 x. Memo: 2020:SB04 2020 Summer School & Summer Learning Opportunities 203
14. CORRESPONDENCE
15. STUDENT TRUSTEE REFLECTIONS
16. ITEMS FOR FUTURE MEETINGS i. September 8, 2020: Strategic Plan Year Two Implementation ii. Fall 2020: Innovation, Equity, Culture: iPad Initiative Update and Next Steps
17. ADJOURNMENT
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Approval of Minutes: Regular Board Meeting of May 19, 2020
Regular Board Meeting Tuesday, May 19, 2020 at 3:30 pm Microsoft Teams Meeting Due to COVID-19 MINUTES TRUSTEES PRESENT (Microsoft Teams Meeting) Bob Brush, Chair Dennis Draves, Vice Chair Howard Archibald Val Fuller Tom Henderson – 3:46pm arrival Steve Meunier Brian Peever Rosemary Pochopsky Cindy Pye-Reasbeck Doug Shearer Ken Steinbrunner
TRUSTEES ABSENT
STUDENT TRUSTEES PRESENT (Microsoft Teams Meeting) Ryan Dailey Jamal Gagnon Rowan Glover Kaytlyn Julien
STUDENT TRUSTEES ABSENT Ethan Hurtubise
ADMINISTRATION PRESENT (Microsoft Teams Meeting) Lesleigh Dye - Director of Education Pearl Fong-West - Superintendent of Business/Finance and Treasurer Kristen Niemi - Superintendent of Education Jo-Anne Plaunt - Superintendent of Education Steven Pladzyk - Superintendent of Education Jim Rowe - Superintendent of Human Resources
ADMINISTRATION ABSENT
RECORDING SECRETARY (Microsoft Teams Meeting) Melanie Carr - Executive Assistant to the Director of Education Lesleigh Dye
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STAFF PRESENT (Microsoft Teams Meeting) Melanie Carr - Executive Assistant to the Director of Education, Lesleigh Dye Andréanne Denis - Communications Officer Larry Souliere - Information Services Coordinator
IN-CAMERA SESSION The In-Camera session meeting was called to order at 3:22 p.m. by Chair Bob Brush.
7527-20 SHEARER / MEUNIER THAT this Board resolve itself into a Committee of the Whole. CARRIED
7528-20 DRAVES / SHEARER THAT this Board resolve itself into a Committee of the Whole, In-Camera. CARRIED
7529-20 PYE-REASBECK / THAT we now rise and report to the Board. STEINBRUNNER CARRIED
7530-20 ARCHIBALD / FULLER THAT this Board reconvene in Regular Session. CARRIED
CALL TO ORDER Chair Bob Brush called the Regular Session meeting to order at 3:35 p.m.
The meeting opened with the land acknowledgement of our being on the Traditional Territory of the Ojibway and Oji-Cree people of the Mattagami First Nation, located in Treaty 9 Territory, and the Métis who have chosen to settle in this area.
ADOPTION OF AGENDA 7531-20 PEEVER / POCHOPSKY THAT the agenda for the Regular Board Meeting dated May 19, 2020 be approved. With the following Changes: ADD, under 9. Administrative Reports xiv. School Closure Report
CARRIED CONFLICT OF INTEREST Trustees were asked to declare conflicts of interest as they arise and must do so in writing in the log kept in the Chair’s office.
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APPROVAL OF MINUTES 7532-20 MEUNIER / PEEVER THAT the Board approve the minutes of the Regular Board meeting held May 5, 2020 with the following change under administrative reports:
Motion 7518-20 Peever / Henderson: THAT the Board approve the Principal and Vice Principal Promotions, Transfers and Placements for the 2020- 2021 School Year with the following: • Doug Turcotte transferred from Timmins High and Vocational School to Golden Avenue Public School • Greg Vincze transferred from Timmins High and Vocational School to Pinecrest Public School • Barry Promane promoted from Acting Vice Principal of Timmins High & Vocational School to Vice Principal of R Ross Beattie Public School • Shawn Donovan promoted from Acting Principal of Schumacher Public School to Principal of Schumacher Public School • Al McLean transferred from Pinecrest Public School to Timmins High and Vocational School • Lisa Innes transferred from 1.0 Indigenous System Lead to 0.5 Indigenous System Lead and 0.5 Vice Principal at Timmins High and Vocational School • Jamie Johnston transferred from R Ross Beattie Public School to Timmins High and Vocational School • Chad Dagenais promoted from Vice Principal of Cochrane Public School to Principal of Diamond Jubilee and Smooth Rock Falls Public School • Kevin McRae transferred from Diamond Jubilee Public School and Smooth Rock Falls Public School to Kapuskasing District High School CARRIED PRESENTATIONS NIL
ADMINISTRATIVE REPORTS 7533-20 DRAVES / PEEVER THAT the Board approve the promotion of Sean Robertson from District Special Education Resource Teacher to Vice-Principal of Cochrane Public School effective August 24, 2020. CARRIED
7534-20 PYE-REASBECK / THAT the Board approve the Cash Disbursements
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ARCHIBALD report for the month of April 2020 in the amount of $9,387,984.61. CARRIED
7535-20 STEINBRUNNER / SHEARER THAT the Board approve the revised Policy 1.2.25 – Confidentiality of Staff Medical Records and receive the associated Operational Procedures. CARRIED
7536-20 FULLER / MEUNIER THAT the Board revoke Policy 1.2.29 – Safe Workplaces & Learning Environments. CARRIED
7537-20 ARCHIBALD / POCHPSKY THAT the Board approve the revised Policy 2.1.25 – Indigenous (First Nation, Métis and Inuit) Voluntary Self- Identification and receive the associated Operational Procedures. CARRIED
7538-20 HENDERSON / DRAVES THAT the Board receive the following items, under Administrative Reports: • Policy 1.2.7 – Flag Raising Policy and Procedure • Policy 1.2.8 – Copyright Policy & Fair Dealing Guidelines Policy and Procedure • Policy 1.2.18 – Professional Student Services Personnel (PSSP) Performance Appraisal Policy and Procedure • Policy 2.1.17 – Canvassing and Fundraising Policy and Procedure • School Closure Report CARRIED
7539-20 PEEVER / MEUNIER THAT the Board approve the 2020-2021 Principal / Vice-Principal selection process. CARRIED
7540-20 SHEARER / FULLER THAT the Board receive the following information items, under Administrative Reports: • Distance Learning Family Survey Results • 2020-2021 Policy Review Schedule • Graduation Updates • School Closure Report CARRIED COMMITTEE REPORTS NIL
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OTHER BUSINESS NIL
ONTARIO PUBLIC SCHOOL BOARDS’ ASSOCIATION (OPSBA) NIL
MINISTRY OF EDUCATION 7541-20 SHEARER / PYE-REASBECK THAT the Board receive the following items under Ministry of Education: • Memo: May 6, 2020: Update on School Construction Activity During COVID-19 • Memo: May 8, 2020: Updates on Continuity of Learning for the Extended School Closure Period • Memo: May 11, 2020: Child Care Sustainability Plan • Memo: 2020: B07: Voluntary Redeployment CARRIED
CORRESPONDENCE 7542-20 PEEVER / MEUNIER THAT the Board receive the OPSBA Member Board Correspondence from the Upper Grand District School Board. CARRIED
STUDENT TRUSTEE REFLECTIONS Student Senate meeting is scheduled Monday May 25, 2020 and will include incoming Student Senators. Items on the agenda include reviewing family survey results, scheduling 2020-2021 Student Senate meeting dates and prioritizing areas of focus.
ADJOURNMENT 7543-20 STEINBRUNNER / PYE-REASBECK THAT we do now adjourn. CARRIED
The meeting was adjourned at 4:32 p.m.
______SECRETARY OF THE BOARD CHAIR OF THE BOARD
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Policy 1.2.7 – Flag Raising Agenda Ref. No. 2020-06-02
TO THE CHAIR AND MEMBERS OF DISTRICT SCHOOL BOARD ONTARIO NORTH EAST
RE: Flag Raising Policy and Procedure
BACKGROUNDER:
Policy and Procedure 1.2.7, Flag Raising, was due to be reviewed and updated.
It is the policy of District School Board Ontario North East to display flags with dignity and respect.
This policy is aligned with and supports the principles and expectations of the Board’s policies for Safe Schools and Equity and Inclusive Education. At all times, this policy shall be consistent with all DSB1 policies and the Ontario Human Rights Code.
The National Flag of Canada and the Provincial Flag of Ontario shall fly at all DSB1 schools and sites and be displayed in all schools, in accordance with Regulation 298, Section 5 of the Education Act.
Administrative Council reviewed the policy. School principals/vice-principals and the Building Services department was also consulted.
The policy is to be received by the Board of Trustees. The procedure related to this policy is included for information.
RECOMMENDATION:
THAT the Board approve the revised Flag Raising Policy and receive the Operational Procedures.
Respectfully submitted,
Kristen Niemi Superintendent of Education
Lesleigh Dye Director of Education
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Policy 1.2.8 – Copyright Policy & Fair Dealing Guidelines
AGENDA REF. NO. 2020-06-02
TO THE CHAIR AND TRUSTEES OF DISTRICT SCHOOL BOARD ONTARIO NORTH EAST
RE: Revised Policy and Procedure 1.2.8 Copyright Policy and Fair Dealing Guidelines
BACKGROUNDER
As part of our ongoing efforts to review and revise Board policies on a regular basis, Policy and Procedure 1.2.8 Copyright Policy and Fair Dealing Guidelines have been reviewed by Trustee Brian Peever and Administrative Council.
In June 2012, Canada’s parliament passed Bill C-11, the Copyright Modernization Act, which resulted in an updated and renewed Canadian Copyright Act. This legislation clarified Canada’s copyright regime and established a clear legal framework for the digital age along with a clause which clarified that teachers and students may use publicly available internet materials for their learning and educational pursuits. It provided certainty to teachers and students to know that they are not contravening copyright when using these materials within the fair-dealing provision. Review of the policy is to ensure that we are complying with the Fair Dealing Guidelines as developed by the Council of Ministers of Education Canada (CMEC) with the guidelines provided by the decisions of the Supreme Court of Canada.
RECOMMENDATION:
THAT the Board approve the revised Policy 1.2.8 Copyright Policy and Fair Dealing Guidelines and receive the Operational Procedures.
Respectfully submitted,
Pearl Fong-West Superintendent of Education
Lesleigh Dye Director of Education
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Policy 1.2.18 – Professional Student Services Personnel (PSSP) Performance Appraisal
Agenda Ref. No. 2020-06-02
TO THE CHAIR AND MEMBERS OF DISTRICT SCHOOL BOARD ONTARIO NORTH EAST
RE: Professional Student Services Personnel Performance Appraisal Policy
Backgrounder:
The Professional Student Services Personnel Performance Appraisal Policy and Procedure was due for revision this year. This policy was revised after consultations with our Leads who have the responsibilities for supervision of this employee group. The employee group includes Child and Youth Workers, Attendance Counsellors, Indigenous Student Advisors and Regional School Social Workers.
RECOMMENDATION:
THAT the Board approve the revised Professional Student Services Personnel Performance Appraisal policy and receive the Operational Procedures.
Respectfully submitted,
Steve Pladzyk Superintendent of Education
Lesleigh Dye Director of Education
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Policy 2.1.17 – Canvassing and Fundraising AGENDA REF. NO. 2020-06-02
TO THE CHAIR AND TRUSTEES OF DISTRICT SCHOOL BOARD ONTARIO NORTH EAST
RE: Revised Policy and Procedure 2.1.17 Canvassing and Fundraising
BACKGROUNDER
As part of our ongoing efforts to review and revise Board policies on a regular basis, Policy and Procedure 2.1.17 Canvassing and Fundraising have been reviewed by Trustee Brian Peever and Administrative Council.
Review of the policy is to ensure that we are complying the Ministry of Education’s Memo on Fundraising Guidelines, Ontario Regulation 289: Operation of Schools and the Ontario Association of School Business Officials Finance Committee guidelines on School Generated Funds. Changes to the policy include the definition of crowdfunding and our re-commitment to acknowledge and support fundraising and canvassing activities that increase student engagement, support a healthy learning environment and build strong partnerships. Changes to the procedures include enhanced accountability steps to safeguard the funds raised and to ensure that the fundraising projects are transparent and properly reported. Crowdfunding is defined and prohibited to be used for soliciting funds or donations.
RECOMMENDATION:
THAT the Board approve the revised Policy 2.1.17 Canvassing and Fundraising and receive the Operational Procedures.
Respectfully submitted,
Pearl Fong-West Superintendent of Education
Lesleigh Dye Director of Education
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Policy 1.2.14 – Protocol for Reporting Teacher Professional Misconduct
AGENDA REF. NO. 2020-06-02
TO THE CHAIR AND TRUSTEES OF DISTRICT SCHOOL BOARD ONTARIO NORTH EAST
RE: Policy 1.2.14 – Protocol for Reporting Teacher Professional Misconduct
BACKGROUNDER
You will note from the attached Policy 1.2.14, Protocol for Reporting Teacher Professional Misconduct, the recommended changes are housekeeping only. We are recommending that the reference to definitions be removed as it serves little purpose and that the rationale be reworded to be consistent with our current practices.
Any recommended changes to the procedures for policy 1.2.14 are as a result of updates within the Ontario College of Teachers reporting requirements.
RECOMMENDATION:
THAT the Board receive the revised Policy 1.2.14 – Protocol for Reporting Teacher Professional Misconduct, and its associated procedures, for review.
Respectfully submitted,
Name Superintendent of Education
Lesleigh Dye Director of Education
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Policy 2.1.14 - Appropriate Dress Agenda Ref. No. 2020-06-02
TO THE CHAIR AND MEMBERS OF DISTRICT SCHOOL BOARD ONTARIO NORTH EAST
RE: Appropriate Dress Policy and Procedure
BACKGROUNDER:
Policy and Procedure 2.1.14, Appropriate Dress, was due to be reviewed and updated.
It is the policy of District School Board Ontario North East to support all schools in their expectations of appropriate student dress.
This policy is aligned with and supports the principles and expectations of the Board’s policies for School Related Operations. At all times, this policy shall be consistent with all DSB1 policies and the Ontario Human Rights Code.
This policy and related procedures have been developed in accordance with Ontario Regulation 298, s.302(5) of the Education Act and the Ontario Human Rights Code with consideration to District School Board Ontario North East’s Policy and Procedure 1.2.23 Equity and Inclusive Education and Policy and Procedure 2.1.6 Code of Conduct.
Administrative Council reviewed the policy. School principals/vice-principals were also consulted. The policy is to be received by the Board of Trustees. The procedure related to this policy is included for information.
RECOMMENDATION:
THAT the Board receive the revised Appropriate Dress Policy and Procedure.
Respectfully submitted,
Kristen Niemi Superintendent of Education
Lesleigh Dye
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Director of Education
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Policy 2.1.22 – Special Education – Specialized Equipment
Agenda Ref. No. 2020-06-02
TO THE CHAIR AND MEMBERS OF DISTRICT SCHOOL BOARD ONTARIO NORTH EAST
RE: Special Education – Specialized Equipment Policy and Procedure
BACKGROUNDER:
Policy and Procedure 2.1.22, Special Education – Specialized Equipment, was due to be reviewed and updated.
It is the policy of the Ministry of Education to provide funding to school boards to assist with the costs of equipment essential to support students with special education needs.
This policy will provide direction and support for District School Board Ontario North East employees applying for and managing special education funding for this equipment and services.
Consultations included Administrative Council, Board Trustees, Special Education Team and School Administrators. The policy is to be received by the Board of Trustees. The procedure related to this policy is included for information.
RECOMMENDATION:
THAT the Board receives the revised Special Education – Specialized Equipment Policy and Procedure.
Respectfully submitted,
Steven Pladzyk Superintendent of Education
Lesleigh Dye Director of Education
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Summer Programming AGENDA REF. NO. 2020-06-02
TO THE CHAIR AND TRUSTEES OF DISTRICT SCHOOL BOARD ONTARIO NORTH EAST
RE: 2020 Summer Programming
BACKGROUNDER
District School Board Ontario North East will continue to administer Summer Programing to provide opportunities for students to minimize learning loss, and for those students who may face social and economic challenges that affect their learning. Another focus for this year’s Summer Programming is to bridge the gaps in learning created by the current health crisis and to prepare students for a possible return to school in September.
Given the complexity and uncertainty of health and safety issues and the direction from the Provincial Medical Officer of Health, this year’s Summer Programming will be delivered via online learning. Since March 2020, staff have continued to find creative and innovative solutions to support students and enhance learning while engaging students in their education.
RECOMMENDATION:
THAT the Board receive the Summer Programming Update.
Respectfully submitted,
Kristen Niemi Superintendent of Education
Steven Pladzyk Superintendent of Education
Jo-Anne Plaunt Superintendent of Education
Lesleigh Dye Director of Education
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Summer Programming: Special Education, Mental Health and Wellness Portfolio
Parameters from the Minister (to be determined) will be followed for summer learning. The final plan will be based on the funding allotted for the programming.
Additionally, strategies to provide Mental Health Support for students during the months of July and August are being planned.
Students with Autism: A “Day Camp” concept that will focus on building transition skills necessary for a smoother transition to school is being planned for the end of August, running for a two week period as this will be a beneficial time for students.
The program is intended to be offered in Kapuskasing, Timmins, Iroquois Falls, Cochrane, Kirkland Lake, and New Liskeard (dependent on funding and staff availability).
Summer Programming: Grades 4-12
Grade 4-6 Indigenous Math Distance learning across DSB1 Grade 4 & 5 Language & Math Distance learning across DSB1 Grade 6 & 7 Language & Math Distance learning across DSB1 Grade 8 Reach-Ahead Credits Offered through the Ontario eLearning Consortium (OeLC) Grade 8 GLS Reach-Ahead Credit In board with focus for students who identify as Indigenous Grade 8 Non-Credit Prep Course for In board to prepare students for Grade 9 Grade 9 – focus on English, Math, time management and study skills Grades 9 & 10 Upgrading Courses In board - Grades 9 & 10 Applied and Academic Math Secondary GLS Credit Course In board with focus for students who identify as Indigenous Secondary Credit Courses Many other secondary courses are offered and available through the OeLC Summer Dual Credit Offered board-wide, in partnership with Northern College. This is for students in need of a credit/dual credit to graduate this year. Community Involvement Hours Schools will promote remote volunteer activities that can be used toward Community Involvement hours *This could also be included as part of the Grade 8 non-credit Preparation Course.
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Graduation Update AGENDA REF. NO. 2020-06-02
TO THE CHAIR AND TRUSTEES OF DISTRICT SCHOOL BOARD ONTARIO NORTH EAST
RE: 2020 Graduation
BACKGROUNDER
District School Board Ontario North East (DSB1) has a long history of Grade 12 graduations being school specific, based on the feedback from the graduating students and the traditions specific to each school.
In 2018-2019, DSB1 guidelines for graduations were created to share effective practices for graduations.
On April 16, 2020, the Director shared a video with graduating students, DSB1 staff and trustees that graduations would be hosted virtually or follow current social distancing measures.
This decision was made to celebrate the graduating students in June 2020 as well as balancing the fact that many DSB1 students leave their community after graduating and may not have the financial resources to return for an event. Another consideration was the opportunity to grant the scholarships and awards in June 2020 to support students in their future pathways.
If the guidelines from the health units allow, secondary schools will host a face-to-face graduation.
Each secondary school has worked closely with their students to tailor something based on the student feedback. In many schools, there has been significant input from students. Planning for these graduations is well underway.
The following schools will be hosting a social distancing graduation and will host a celebration when it is safe to do so: • École Secondaire Cochrane High School • Englehart High School • Hearst High School • Timiskaming District Secondary School • Timmins High and Vocational School
The following schools will be hosting a virtual graduation in June 2020 and a face-to-face graduation when it is safe to do so: • College Link • Iroquois Falls Secondary School • Kapuskasing District High School • Kiskinohamatowin • Kirkland Lake District Composite School • Programs in Alternative and Continuing Education (PACE) • Roland Michener Secondary School
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For the social distancing graduations, the DSB1 Communication Officer will work with the specific health unit to ensure the safety guidelines are being followed.
RECOMMENDATION:
THAT the Board receive the 2020 Graduation Update.
Respectfully submitted,
Lesleigh Dye Director of Education
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2019 Terry Fox School Run - Donation History Report
From: Terry Fox Foundation Ontario Schools
Ms. Lesleigh Dye Director of Education District School Board of Ontario North East
Dear Lesleigh,
Good news is something to celebrate. The results from our 2019 Terry Fox School Run are in and we are pleased to announce that District School Board of Ontario North East’s family of schools raised an incredible $23,970.74 for cancer research. A detailed donation report is attached for your viewing. We really can’t thank you enough for support of The Terry Fox Foundation, helping us make great strides in the fight against cancer.
In 1980, Terry Fox set out on a mission to transform his dream, to find a cure for cancer, into reality. It takes enormous strength to conquer an obstacle as big as cancer. Terry never faltered in his determination and perseverance and we are honoured to see District School Board of Ontario North East’s family of schools bring the same strength and spirit to this fight. For 40 years, Terry Foxers have amazed us with their passion, raising over $800 million dollars for cancer research. These vital funds are accelerating precision medicine approaches and connecting field researchers in ways never thought possible under the Marathon of Hope Cancer Centres network.
As we approach the 40th anniversary of Terry’s Run, in this uncertain time, we hope you will take inspiration from Terry’s shining example of hope, resilience, and determination. The road ahead may be unknown and unlike any we have ever been on, but together, we will take it one step at a time – just as Terry did.
Best Regards, Ontario School Program The Terry Fox Foundation Email: [email protected] or Toll Free: 1-888-836-9786 terryfox.org | Facebook | Twitter
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Distance Learning Survey Results
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2020 Top Energy Performing School Boards Report
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Memo: May 26, 2020: OESC Board Meeting and Members’ AGM – Apr. 20, 2020
From: Tony Pontes
Dear director colleagues,
Attached please find the OESC Executive Director report which was submitted at the recent OESC meeting. You will find good information about the services that OESC provides to all boards. If you have any questions, please contact Ted Doherty at [email protected]
Tony
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Minutes of the Human Resources Committee Meeting held May 19, 2020 Human Resources Committee Tuesday, May 19, 2020, at 2:30 p.m. Microsoft Teams Meeting due to COVID-19
MINUTES TRUSTEES PRESENT (Microsoft Teams Meeting): Bob Brush - Chair Howard Archibald Dennis Draves Val Fuller Steve Meunier Brian Peever Rosemary Pochopsky Cindy Pye-Reasbeck Doug Shearer Ken Steinbrunner
TRUSTEES ABSENT: Tom Henderson
ADMINISTRATION PRESENT (Microsoft Teams Meeting): Lesleigh Dye - Director of Education Pearl Fong-West - Superintendent of Business/Finance and Treasurer Kristen Niemi - Superintendent of Education Jo-Anne Plaunt - Superintendent of Education Steven Pladzyk - Superintendent of Education Jim Rowe - Superintendent of Human Resources
ADMINISTRATION ABSENT:
RECORDING SECRETARY (Microsoft Teams Meeting): Melanie Carr - Executive Assistant to the Director of Education
CALL TO ORDER
Bob Brush, Chair of the Board, called the meeting to order at 2:37p.m.
ADOPTION OF THE AGENDA
POCHOPSKY / PYE-REASBECK THAT the agenda for the Human Resources Committee Meeting dated May 19, 2020, be approved.
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CARRIED CONFLICT OF INTEREST Trustees were asked to declare conflicts of interest as they arise and must do so in writing in the log kept in the Chair’s office.
IN-CAMERA SESSION PYE-REASBECK / POCHOPSKY THAT this Human Resources Committee resolve into a Committee of the Whole, In-Camera. CARRIED
MEUNIER / PEEVER THAT we now rise and report to the Board. CARRIED
DRAVES / ARCHIBALD THAT this Human Resources Committee now reconvene in Regular Session. CARRIED
ATTENDANCE SUPPORT PROGRAM
DRAVES / ARCHIBALD THAT this Committee receive the Attendance Program Annual Report 2018-19, from the School Boards’ Co- operative Inc. CARRIED STAFFING UPDATES
SHEARER / FULLER THAT this Committee receive the Support Staff update for the 2020-2021 school year. CARRIED
STEINBRUNNER / PEEVER THAT this Committee receive the voluntary redeployment program for Board staff during the pandemic update. CARRIED OTHER BUSINESS
ADJOURNMENT
STEINBRUNNER / PYE-REASBECK THAT we do now adjourn. CARRIED
The meeting was adjourned at 3:20 p.m.
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Minutes of the Indigenous Peoples’ Advisory Committee held October 16, 2019
Indigenous Peoples’ Advisory Committee
Wednesday October 16, 2019, 11:00 am to 1:00 pm Schumacher Board Office with v/c to the New Liskeard Board Office MINUTES Minutes of the Indigenous Peoples’ Advisory Committee (IPAC) meeting held Wednesday, October 16, 2019 at the Schumacher Board Office, with v/c to the New Liskeard Board Office and t/c with Randi Ray (Wabun).
Committee (quorum) Members Howard Archibald - First Nations Trustee – DSB Ontario North East and Chair of IPAC Arline Chasle - Director of Education, Timiskaming First Nation (v/c NLBO) Val Fuller - Trustee - DSB Ontario North East (v/c NLBO) Nicola Martis - Director of Education Wahgoshig First Nation Cindy McKay - Education Director, Mattagami First Nation
Administration Present Lesleigh Dye - Director of Education, DSB Ontario North East Elizabeth (Lisa) Innes - Indigenous Lead
Resource Persons & Guests Present Janet McKay - Education Partnerships Program Officer Audrey McLaren - Education Partnerships Program Coordinator (v/c NLBO) Randi Ray - M.R. & Co Ltd. Managing Partner (t/c) Jack Solomon - Executive Director, Kapuskasing Indian Friendship Centre
Committee (quorum) Members Absent Derek Jobien - Education Officer, Matachewan First Nation Neil Iserhoff - Education Director, Taykwa Tagamou Nation Lynn Mongrain - Representative, Temagami First Nation Steve Meunier - Trustee DSB Ontario North East
Resource Persons Absent Bernice Brunette - Executive Director, Ininew Indian Friendship Centre, Cochrane Dereck McKay - Student Success Coordinator, Mattagami First Nation Kim Drouin - Co- Executive Director, Timmins Native Friendship Centre Myckayla Bird - Executive Director, Timmins Native Friendship Centre Arden McBride - General Director, Timiskaming First Nation
Recording Secretary Elizabeth O’Neill, Executive Assistant to Lesleigh Dye, Director of Education
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1.0 Call to Order The meeting was called to order at 11:15 a.m. by Howard Archibald, Chair of the Committee. Introductions were made from all locations. Howard welcomed all and acknowledged the meeting on the territory of the Nishnawbe Aski Nation. MOVED by C. McKay and Seconded by J. McKay. CARRIED
2.0 Smudge With only a few Committee members present in the Schumacher Board Office, the Smudge ceremony did not take place.
3.0 Approval of Agenda MOVED by V. Fuller and Seconded by J. McKay THAT the Agenda be approved as amended. CARRIED
4.0 Approval of Minutes from the May 10, 2019 IPAC meeting MOVED by N. Martis and Seconded by V. Fuller THAT the May 10, 2019 minutes be approved. CARRIED
5.0 Business arising from the Minutes (nil)
6.0 Education Service Agreements (ESA) • Howard Archibald reminded all to follow up on the Agreements. • Lesleigh Dye advised that she and Lisa Innes had reached out to all Chiefs to visit and work with communities to renew and sign the Agreements. • Nicola Martis expressed her preference for one common agreement for all with the same principles, concepts and ideas with a different language to suit each First Nation. • Howard Archibald spoke to each First Nation approaching the agreement differently based on their region, language and cultural differences. MOVED by C. McKay and Seconded by V. Fuller THAT the Committee receive the ESA presentation. CARRIED
7.0 IPAC meeting to be hosted in a First Nation community for 2020 • Cindy McKay of Mattagami FN offered to host the meeting, date to be determined.
8.0 Board Updates • Lisa Innes gave a presentation and referred to handouts re ISA Team and Placements, Indigenous Coach, Support for Teachers of Indigenous Studies, and the Indigenous Education Board Action Plan. • Lesleigh Dye spoke to the Indigenous Studies courses 2019-2020, she asked the Committee if it would be preferred to mandate one course or if schools should have flexibility and have at least one indigenous course. • There was discussion regarding the English and perhaps History becoming compulsory. • This item will be brought back to the next IPAC meeting.
Community and Partner Updates
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• Janet McKay spoke about the great turnout at events however would like to improve communication of these events to reach more people. • Cindy McKay said she is busy with ISC and looks forward to working with IPAC – has had no issues with students travelling to Timmins for school, spoke of a new school in Mattagami FN – Keewaytinook Internet High School (KIHS). • Audrey McLaren spoke about continued funding for programs and the outreach program. She reported a significant decrease in drug use. They had a “Drug Walk” where a group walks around the community to bring awareness of the ongoing drug issues. • Randi Ray spoke about the MOE funding Initiative, NAN supporting programs and DSB1 working with them for Professional Development. • Jack Solomon reported recent staff changes that are working very well with students. • Nicola Martis discussed busing logistics re after school sports, weekly school visits, smoking issues and SE students falling through the system, she discussed testing students from grades 1-12 to identify issues at a young age in order to work with them at the developmental stages. • Howard Archibald spoke to the need for students to take courses that will be relevant to their career path and making parents aware of what courses are needed, he also addressed communication issues with teachers and parents, alternative learning for adults and challenges with drug use. MOVED by N. Martis and Seconded by C. McKay THAT the Committee receive updates. CARRIED
9.0 Approval of Upcoming 2019-2020 IPAC meeting dates Meetings are from 11:00 am to 1:00 pm and the following dates were agreed upon: • Friday, December 6th, 2019 • Wednesday, February 19th, 2020 • Wednesday, April 1, 2020 • September Meeting at Mattagami First Nation – date to be determined MOVED by J McKay and Seconded by C McKay THAT the Committee approve 2019-2020 meeting dates. CARRIED
10.0 Appointment of new Representative to the Special Education Advisory Committee (SEAC) Nicola Martis volunteered for the position and was appointed. MOVED by A. McLaren and Seconded by C McKay THAT the committee appoint Nicola Martis to the Special Education Advisory Committee. CARRIED
11.0 Correspondence (nil)
12.0 Other Business Lesleigh Dye extended the invitation to DSB1’s upcoming event on April 30th featuring guest Speaker Senator Murray Sinclair.
13.0 Adjournment MOVED by C McKay and Seconded by Nicola Martis THAT we now adjourn at 12:54 p.m. CARRIED
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Minutes of the Indigenous Peoples’ Advisory Committee Meeting held December 6, 2019
Indigenous Peoples’ Advisory Committee
Friday, December 6, 2020, 11:00 am – 1:00 pm Schumacher Board Office (with video conferencing NLBO)
MINUTES Minutes of the Indigenous Peoples’ Advisory Committee (IPAC) meeting held Friday, December 6, 2019 at the Schumacher Board Office, with v/c to the New Liskeard Board Office Committee (quorum) Members Howard Archibald - First Nations Trustee – DSB Ontario North East and Chair of IPAC Val Fuller - Trustee - DSB Ontario North East (v/c NLBO) Neil Iserhoff - Education Director, Taykwa Tagamou Nation Nicola Martis - Director of Education Wahgoshig First Nation Cindy McKay - Education Director, Mattagami First Nation
Administration Present Lesleigh Dye - Director of Education, DSB Ontario North East (v/c NLBO) Elizabeth (Lisa) Innes - Indigenous Lead
Resource Persons & Guests Present Audrey McLaren - Education Partnerships Program Coordinator (v/c NLBO)
Committee (quorum) Members Absent Arline Chasle - Director of Education, Timiskaming First Nation Derek Jobien - Education Officer, Matachewan First Nation Dereck McKay - MATFN alternate Steve Meunier - Trustee DSB Ontario North East Lynn Mongrain - Representative, Temagami First Nation
Resource Persons Absent Myckayla Bird - Executive Director, Timmins Native Friendship Centre Bernice Brunette - Executive Director, Ininew Friendship Centre, Cochrane Kim Drouin - Co-Executive Director, Timmins Native Friendship Centre Arden McBride - General Director, Timiskaming First Nation Dereck McKay - Student Success Coordinator, Mattagami First Nation Janet McKay - Education Partnerships Program Officer Randi Ray - M.R. & Co Ltd. Managing Partner Jack Solomon - Executive Director, Kapuskasing Indian Friendship Centre
Recording Secretary Elizabeth O’Neill, Executive Assistant to Lesleigh Dye, Director of Education
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1.0 Call to Order The meeting was called to order at 11:06 a.m. by Howard Archibald, Chair of the Committee. Howard welcomed all and acknowledged that we are meeting on the traditional territory of the Ojibway people of the Mattagami First Nation located in Treaty 9 territory and the Métis who have chosen to settle in this area. MOVED by C. McKay and Seconded by N. Iserhoff.
2.0 Approval of Agenda Additional items: • Include scheduled meeting dates for 2020 in minutes • Review of Annual Report, 2018-2019 MOVED by V. Fuller and Seconded by A. McLaren THAT the Agenda be approved as amended. CARRIED 3.0 Approval of Minutes from the October 16, IPAC meeting MOVED by C. McKay and Seconded by N. Martis THAT the October 16, 2019 minutes be approved. CARRIED 4.0 Business arising from the Minutes (nil)
5.0 Approval of Chair and Board Updates THAT the Committee receive updates from the Chair and Board MOVED by V. Fuller and Seconded by A. McLaren CARRIED
Chair Updates
• H. Archibald spoke to Indigenous Awareness Training for DSB1 Staff and the need to encourage and increase indigenous awareness and education including the deep history families have with the land before mine site development, staff should be aware of the history of the different areas and future outcomes re Hydro, Mining. • H. Archibald encouraged all to work on Education Agreement updates for the new year • New acronym REA – Reciprocal Education Agreement • A. McLaren spoke to the Conference on Indigenous Education for 2020 – Lisa Innes to chair the meeting and of course participate.
6.0 Approval of Board Updates THAT the committee receive Indigenous Studies updates from L. Dye MOVED by N. Iserhoff and Seconded by V. Fuller CARRIED
• L. Dye spoke to Indigenous Studies update • More details to come forward at the February IPAC meeting. So far, the Grade 11 English course, NBE, seems to be the most popular.
7.0 Approval of Indigenous Lead Updates THAT the committee receive Indigenous Lead updates by L. Innes MOVED by C. McKay and Seconded by A. McLaren CARRIED
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• L. Innes presented two videos on the role of ISAs at TH & VS and Cochrane Public School and provided an updated list of the ISAs. • L. Innes presented Lawrence Martin’s letter re Virtual Reality Project and the Muskego Language App – requesting a letter of support for funding • IPAC supported the project and a letter of support from the Board will be submitted
8.0 Review of the Annual Report
• L. Dye highlighted the Boards priorities: Innovation, Equity and Culture and spoke to specifics of each priority • L. Dye and H Archibald spoke to Smudging ceremonies and the upgrades that have been done to some schools to support these initiatives
9.0 Community and Partner Updates
• C. McKay to confirm date for IPAC meeting at Mattagami FN • C. McKay hired a new teacher, a land base teacher that the students love and all are enjoying her amazing curriculum • A. McLaren advised that an Education Director position has been posted and they will have a replacement after the holidays. • Students are benefitting from the flexibility of the crossroads alternative learning program and are expecting 12 graduates. • Discussion items for the spring Conference on Indigenous Education for 2020 – best practices from different communities, student success, special education, resource materials, language, special events, guest speakers, parental involvement and student attendance issues, Lisa Innes to chair the meeting • N. Iserhoff hosted a parent/teacher night with about 35 staff members from Cochrane P S and ESCHS – parents enjoyed speaking to teachers • There was a career fair geared to indigenous students where there were 12 booths representing various colleges and universities and he shared a success story of a recent graduate who attended the fair and was working for Georgian College • N. Martis advised that student attendance has improved and in January there will be a ceremony to celebrate the achievements of students from K to Grade 12 • The cultural coordinator is bringing culture into the schools and the community and school are working together to help students complete their courses within a time frame that is suitable to them so they can get their diploma. • H. Archibald shared that they had a land base ceremony and would like to bring students to visit the site, transportation logistics will be worked out and advised that Detour Gold want to be more visible in schools as part of recruitment in Education and want to be part of career fairs
10.0 Correspondence (nil)
11.0 Other Business - IPAC upcoming meetings:
• Wednesday, February 19th, 2020 • Wednesday, April 1, 2020
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• September – 2020 to be advised
12.0 Adjournment MOVED by C McKay and Seconded by N. Iserhoff THAT we now adjourn at 12:40 p.m. CARRIED
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Minutes of the Indigenous Peoples’ Advisory Committee Meetings held February 19, 2020
Indigenous Peoples’ Advisory Committee Wednesday, February 19, 2020, 11:00 am – 1:00 pm Schumacher Board Office (with video conferencing NLBO)
Minutes of the Indigenous Peoples’ Advisory Committee (IPAC) meeting held Wednesday, October 16, 2019 at the Schumacher Board Office, with v/c to the New Liskeard Board Office and t/c Randi Ray.
Committee (quorum) Members Howard Archibald - First Nations Trustee – DSB Ontario North East and Chair of IPAC Val Fuller - Trustee - DSB Ontario North East (via v/c NLBO) Derek Jobien - Education Officer, Matachewan First Nation
Administration Present Lesleigh Dye - Director of Education, DSB Ontario North East Elizabeth (Lisa) Innes - Indigenous Lead
Resource Persons & Guests Present Audrey McLaren - Education Partnerships Program Coordinator (via v/c NLBO) Randi Ray - M.R. & Co Ltd. Managing Partner (via t/c)
Committee (quorum) Members Absent Jane Wallace - Director of Education, Timiskaming First Nation Neil Iserhoff - Education Director, Taykwa Tagamou Nation Nicola Martis - Director of Education Wahgoshig First Nation Cindy McKay - Education Director, Mattagami First Nation Lynn Mongrain - Representative, Temagami First Nation Steve Meunier - Trustee DSB Ontario North East
Resource Persons Absent Myckayla Bird - Executive Director, Timmins Native Friendship Centre Bernice Brunette - Executive Director, Ininew Indian Friendship Centre, Cochrane Kim Drouin - Co- Executive Director, Timmins Native Friendship Centre Arden McBride - General Director, Timiskaming First Nation Dereck McKay - Student Success Coordinator, Mattagami First Nation Janet McKay - Education Partnerships Program Officer
Recording Secretary Tara Simmons, Executive Assistant to Pearl Fong-West, Superintendent of Business/Finance Melanie Carr, Executive Assistant to Lesleigh Dye, Director of Education
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1.0 Call to Order The meeting was called to order at 11:15 a.m. by Howard Archibald, Chair of the Committee. Introductions were made from all locations. Howard welcomed all and acknowledged the meeting on the territory of the Nishnawbe Aski Nation.
2.0 Approval of Agenda Quorum for the meeting was not met. Items on the Agenda were changed to discussion only. No additions or revisions to be made.
3.0 Approval of Minutes from the December 6, 2019 IPAC meeting The minutes of the December 6, 2019 meeting were discussed. Suggestion to revise the date on the minutes to read December 6, 2019, currently reads December 6, 2020.
4.0 Business arising from the Minutes (nil)
5.0 Chair Updates a) Nanos OPSBA Survey to be shared at April 1, 2020 meeting
b) OPSBA ITC Strategies to be shared at April 1, 2020 meeting
c) Indigenous Education throughout the curriculum to be shared at April 1, 2020 meeting
6.0 Community and Partner Updates Updates were given by representatives on events happening in their communities. • Trustee Archibald provided various updates within the communities as he’s met with lead of different regions as well as the Minister of Education to discuss education and set priorities with the public school board. • Trustee Archibald discussed a student excursion they completed at the camp between Cochrane and Moosonee where students have a 3 hour train ride and 45 minute snowshoe in to the camp and spend the night; a great opportunity to visit the land and see what their grand parents traditions used to be. • Trustee Archibald discussed the partnership with DSB1 where programs are running using an alternative model for adults. They’ve not expanded to non-indigenous students for those upgrading to grade 12 and interested
7.0 Indigenous Studies Updates Lesleigh Dye discussed the addition of a compulsory Indigenous Studies course to be added to the secondary curriculum in the 2020-2021 school year.
8.0 Reciprocal Education Service Agreements Update Lesleigh Dye gave an update on the status of the Reciprocal Education Service Agreements. Almost all communities have met with Lesleigh Dye and Lisa Innes to discuss REAs.
10.0 Indigenous Lead Updates Lisa Innes gave updates on the following: - Current number of Indigenous Student Advisors in DSB1 - Student credit accumulation - Principal status at Kiskinohamatowin
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- and a letter in Support of Lawrence Martin’s work in Virtual Learning
11.0 Upcoming IPAC Meeting Dates • Wednesday April 1, 2020 – 10am start time, possibly hosted at Timmins Friendship Centre, t/c available for members unable to attend in Timmins • September 2020 - TBA
12.0 Other Business Discussion surrounding current labour action as it pertains to Professional Development for the remainder of the 2019-2020 school year.
13.0 Adjournment
The meeting was adjourned at 12:22 pm.
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Minutes of the Joint Transportation Governance Committee Meeting held October 31, 2019
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Minutes of the Special Education Advisory Committee Meeting held October 2, 2019
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Minutes of the Special Education Advisory Committee Meeting held November 6, 2019
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Minutes of the Special Education Advisory Committee Meeting held January 8, 2020
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Minutes of the Special Education Advisory Committee Meeting held February 5, 2020
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Minutes of the Special Education Advisory Committee Meeting held March 4, 2020
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Minutes of the Student Senate Meeting held October 21, 2019
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Minutes of the Student Senate Meeting held November 25, 2019
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Minutes of the Student Senate Meeting held December 16, 2019
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Minutes of the Student Senate Meeting held February 3, 2020
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Minutes of the Student Senate Meeting held February 24, 2020
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Minutes of the Student Senate Meeting held April 20, 2020
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Monday, May 25, 2020
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Memo: May 19, 2020: A Message from the Minister of Education to Ontario’s Parents
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Memo: May 19, 2020: Ontario Together: Services and Resources to Support Remote Learning
From: "Ministry of Education (EDU)"
Memorandum To: Chairs of District School Boards Directors of Education Secretary/Treasurers of School Authorities
From: Stephen Lecce Minister
Nancy Naylor Deputy Minister
We are pleased to provide information on services and resources available to school boards to support remote learning for students, families, and educators while schools are closed during the COVID-19 outbreak.
As you may be aware, on March 21, the province launched Ontario Together, an online portal that gives businesses, and other organizations an opportunity to propose solutions for providing essential goods and services related to the COVID-19 response. On March 31, 2020, EDU launched an education-related call for proposals to be included on Ontario Together, focused on supporting equity of access to remote learning through access to digital learning resources, supports for special education needs, well-being and mental health, as well as internet connectivity and access to devices.
As part of this initiative, the province received more than 300 proposals from businesses, organizations and Ontarians to provide solutions to remote learning while schools are closed during the COVID-19 outbreak. As part of its evaluation process, the ministry examined proposals and assessed their ability to address critical needs in the education sector while balancing concerns around security, privacy, accessibility, and other considerations.
Proposals Being Shared with School Boards to Purchase or Use If Desired
Of the proposals it received, the ministry has identified 30 proposals in particular that school boards may wish to consider accessing: • 6 proposals for low-cost internet connectivity for students, families, and educators
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• 4 proposals supporting low cost access to learning devices such as computers, tablets and portable Wi-Fi hotspots • 19 proposals offering free or low-cost learning resources that may be of use to educators in providing remote learning for their students • 1 free proposal supporting mental health, well-being and students with special education needs
These proposals, of which many are free, are being offered directly to school boards to use or to purchase if they choose. These proposals have not been directly purchased by the ministry since the need for these services/goods may vary from board to board. A complete list of the services and resources available to school boards is attached.
School boards may wish to consider contacting the organizations listed to obtain further information and, where applicable, to purchase the proposed goods and services using any funding flexibility the board may have available. School boards are permitted to repurpose 2019-20 PPF funding and unrestricted GSN funding that cannot be used for its intended purpose given the current circumstances. Further guidance on the use of unspent 2019-20 PPF funding will be provided in the near future.
School boards are encouraged to consult with their legal counsel about their procurement obligations prior to contacting any vendors and to conduct their own assessment of the proposals, such as considering privacy and cybersecurity, before entering into any contractual arrangements. As well, school boards may wish to consider consulting other partners and sources, such as OECM, to consider comparable services and goods.
Proposals Being Purchased by the Ministry
In addition to the above, the ministry has identified 4 proposals through Ontario Together that it will be directly purchasing to provide supports to Ontario students and educators. These proposals were chosen for a direct ministry procurement as they either address widespread provincial needs that all or nearly all school boards have, or they are urgent requirements in the current context that the sector will require funding support to access. These proposals include: • Centre ontarien de prévention des agressions (COPA): access to resources (all of which are available in English and French, some in additional languages including Arabic, Mandarin, Spanish and Indigenous languages) and online training in French and English, for educators, families and students about online safety, bullying prevention, mental health, and empathy. • Egale is providing access to webinars, additional online resources, targeted counselling supports for identified students who are experiencing mental health challenges, and virtual Gay-Straight / Gender-Sexuality Alliance (GSA) discussion groups in English and French. • Ontario Physical and Health Education Association (Ophea), offering additional free online resources and supports (such as interactive lessons), in both English and French, for educators, families, and students to enable safe and
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developmentally appropriate learning opportunities related to Health and Physical Education. • Ontario Council for Technology Education, which will develop online technological learning content for educators and students.
As with many of the resources being offered to school boards to use or purchase if desired, most of these resources will be made available through the ministry Virtual Learning Environment (VLE) as they become available. Educators can access the eCommunity by logging into their school board version of Ontario’s VLE: https://www.d2l.com/Ontario
We trust the above information is useful, and will support school boards in addressing issues of access to remote learning opportunities while schools are closed. Should you require any additional information or have any questions about the above, please email Jill Hughes at [email protected].
In addition, to learn about how the Government is supporting people, businesses and families during COVID-19 visit www.ontario.ca/coronavirus.
Thank you for your cooperation and willingness to work together to support our students.
Sincerely,
Stephen Lecce Nancy Naylor Minister of Education Deputy Minister
c. Tony Pontes, Executive Director, Council of Ontario Directors of Education (CODE)
Attachment: List of Recommended Ontario Together Proposals
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Memo: May 19, 2020: 2019-2020 School Year End & Summer Learning Opportunities Memo for School Boards
From: "Ministry of Education (EDU)"
Memorandum to: Chairs of District School Boards Directors of Education Secretary/Treasurers of School Authorities
From: Stephen Lecce Minister
Nancy Naylor Deputy Minister
We are writing to provide you with an update on plans for the remainder of the school year, next steps on developing a re-entry plan for 2020-21 and summer learning.
Minister Lecce has announced that Ontario’s publicly funded schools will remain closed until the end of June 2020.
Over the last two months, we have all witnessed the extraordinary steps and flexibility school boards have shown to continue the learning journey for Ontario students. We would like to express our thanks and appreciation to Ontario’s teachers, education workers, school board administrators and trustees for their leadership and innovation in ensuring continuity of learning under the current circumstances. We also recognize that parents and students have had to adapt to unprecedented changes to their learning environment.
While schools remain closed until the end of June, guidance provided to date for Learn at Home will continue to apply. School boards should continue to follow the guidance provided on March 31, 2020 regarding the hours per student, per week, and the suggested areas of curriculum focus by grade groupings. Additional guidance was provided on May 5, 2020 in support of synchronous learning, as part of the range of modalities used in the continuum of learning between educators and their students.
In light of the extended closure, we encourage schools and educators to use board approved tools to allow students to have access to their teachers, their classmates and their support network. Additional clarification and direction for assessment and reporting for June will be shared in the coming days.
Please note that the Ministerial Order continues to allow for temporary access to schools under certain circumstances. The order now specifically permits temporary access to schools so that students, parents and staff may retrieve belongings or return materials.
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The ministry is also turning its attention to how Ontario will reopen schools for the 2020-21 school year.
A plan for re-opening schools needs to consider how we welcome back all students, including supports for students with special education needs and supports for mental health and well- being, as well as taking into consideration learning gaps and learning refreshers. We will need to consider how our schools adapt programming, physical space and transportation, as well as robust cleaning, safety, and operating protocols. We are being mindful of the lessons learned from this period and how we can ensure our school system can more fluently and rapidly move between in-person and remote learning as needed in the future.
In the coming weeks, the ministry will be seeking advice from students, parents, all education partners and health experts, to establish guidance on re-opening schools.
The ministry is establishing a process for formalized input and will also work with a number of advisory tables that have been established during the school closure period to invite input and advice.
Summer Programming Opportunities
In order to mitigate the impacts of the school closure period and learning loss that may typically occur during the summer, school boards will be supported as summer learning opportunities are expanded, including, summer school, course upgrading, and targeted programs for vulnerable students, students with special education needs, and Indigenous students.
School boards are asked to continue to plan for remote teaching and learning, as the COVID-19 outbreak continues. Should emergency measures be lifted or eased during the summer, additional guidance will follow. We recognize that summer programming may look different across the province as school boards develop innovative, creative, and flexible programming to meet the needs of students.
School boards are encouraged to continue to offer the International and Indigenous Languages Elementary (IILE) program for students in Kindergarten to Grade 8 and the Adult Indigenous Languages non-credit program, as part of their regular summer learning offerings.
We will also be asking school boards to continue to work with us and be ready to provide our child care partners with access to schools over the summer as the reopening plan for child care and camp programs are considered in the context of the government’s p to reopen the province. These will be critical supports for children and families.
Expanded Enrolment in Summer – Credit Programs
Summer School - To accommodate student demand for summer credit courses, school boards should plan to expand existing summer school credit programming through remote teacher-led learning, online learning, and through correspondence/self-study. Credit recovery courses for secondary students and Reach Ahead opportunities for elementary students should also continue to be offered. We know that school boards will be seeking qualified applicants for summer school positions. Boards have existing hiring processes for summer programming, and we encourage
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Independent Learning Courses - School boards can continue to enroll interested students in TVO’s Independent Learning Centre (ILC). Students and families seeking to take ILC courses during the summer should be encouraged to connect with their guidance department and/or school principal to discuss next steps.
Opportunity for Learning Consolidation and Upgrading New Upgrading Courses - For summer 2020, school boards will be able to offer students in Grades 9 to 12 the opportunity to review and strengthen key learning in a course they passed during the school closure period in the 2019-20 school year. Upgrading courses can be offered in a 55-hour learning format and may include remote teacher-led learning while emergency measures continue, or online courses (including correspondence/self-study).
This opportunity will allow students to improve their marks and consolidate their learning. The summer school teacher will review key concepts and overall expectations in a flexible, accelerated manner that allows students to demonstrate knowledge and skills. If a student upgrades a course, both marks will be entered on the student’s Ontario Student Transcript (OST). The ministry is working closely with the postsecondary sector to encourage fair consideration of students retaking or upgrading a course as a result of school closures.
Targeted Programs for Vulnerable Students
School boards are also encouraged to expand their numeracy and literacy summer supports programs in 2020 through remote learning and in partnerships with delivery agents, such as the CODE Summer Learning Program, Frontier College, and through remote delivery of school board non-credit Literacy and Math programs (Learning Outside the School Day). In planning these programs, it will be critical to explore the use of diverse teaching and learning tools and modalities that engage students and include the use of synchronous, interactive, inclusive and accessible technologies, where face-to-face is not possible. Please note that the Frontier College program is only offered in English, but French-language students are welcome to participate.
For school boards that run the Focus on Youth program, we are pleased that you continue to make efforts to adapt and plan your program in innovative ways to meet the needs of your vulnerable target student population. Similarly, for school boards that run the Graduation Coach Program for Black Students, graduation coaches will continue to establish programs and offer culturally-responsive supports to Black students over the summer with the aim to help improve student well-being and academic achievement.
Targeted Programs for Indigenous Students
Programs will continue that ensure Indigenous students are supported through the summer months with culturally responsive programming that enable continuity of learning. For example, The Ontario Federation of Friendship Centres will continue to support urban Indigenous students through its Alternative Secondary School Program (ASSP) in the 11 sites that the ASSP operates throughout the province. In addition, students currently participating in the Indigenous Graduation Coach Program will continue to be supported through the summer to ensure that students have what they need to successfully transition into the next school year.
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Supporting Students with Special Education Needs and Mental Health Needs
Supports for Students with Special Education Needs - To support students with special education needs in summer program offerings, the ministry will be providing additional one-time Priorities and Partnership Fund (PPF) funding to school boards. This funding will be in addition to funds already provided through the Continuing Education and Other Programs Grant of the Grants for Student Needs (GSN), to school boards providing summer school programs in 2020. Boards will be able to use their allocation for additional staffing resources (e.g. special education resource teachers, educational assistants), to support students with special education needs in both expanded and new summer program offerings.
School boards will have the flexibility to determine where these resources are best allocated, and funding may be used to support students with special education needs in both credit and non-credit granting summer programs.
New Summer Transition Program – In addition to the summer programming outlined above, school boards will also be provided with a one-time allocation to provide summer transition programs for students with special education needs and/or students with mental health needs.
School boards may use this funding to support students with high special education needs and mental health needs to re-establish familiarity with the school environment once emergency measures as lifted, and the re-establishment of routines as well as gap closing in skills development and learning.
Mental Health Supports – Funding will also allow for the ongoing provision of mental health support to students over the summer months who are struggling with mental health concerns. Providing a connection to school-based mental health professionals will also help to facilitate a smooth transition back to school for students for whom a return to school would be challenging. In addition, School Mental Health Ontario will provide training to mental health professionals, educators and system leaders to equip them with the information and resources they need to support the mental health of students with the return to school.
School boards have flexibility to develop and design programs and supports based on local need, staffing costs and other local factors. We continue to encourage school boards to unlock all available mental health supports during this unprecedented time.
After-School Skills Development Programs (ASSDPs) - These programs provide students with autism spectrum disorder (ASD) with additional targeted skills development opportunities, outside of the instructional day, to better equip them for classroom success and to achieve other outcomes such as improved social and communication skills. This summer, to support students with ASD in their transition to school in September 2020, schools may use their 2019-20 allocations to operate their ASSDPs during the summer in remote or face-to-face formats based on public health guidance.
Additional Guidance on Cooperative Education
Cooperative Education - In summer 2020, should school closures continue past June 30, 2020, cooperative education courses must only be offered with virtual placements, in alignment with Cooperative Education, Grades 11 and 12 (2018). If a virtual placement is not feasible,
Board Meeting – June 2, 2020 Page 172 of 215 cooperative education courses cannot be offered. School boards and schools must ensure that there is a process in place and resources available to support teachers in finding and assessing cooperative education opportunities that offer educationally rich and safe learning experiences for all students.
Volunteering in the Summer
Students who wish to support the COVID-19 efforts in their community may wish to volunteer.
School boards can encourage students to find specific volunteer initiatives that support their communities’ response to the COVID-19 outbreak, and these may include remote volunteer opportunities during emergency measures, such as letter-writing campaigns to seniors. School boards are encouraged to consider how these activities can meet their policies to be eligible to count towards a student’s 40-hour community involvement requirement. Students should be encouraged to check their school board’s website for a list of eligible and ineligible activities, as well as resources to help them record hours and find volunteer activities, including browsing SPARK Ontario and asking their principal or guidance counsellor for more information.
Students under 18 years old should consult with their parents to plan and select their community involvement activities.
Learning Refresher of High School Course Content
The ministry is working to adapt the Learn at Home website to outline the key learning that takes place in high-demand and pre-requisite secondary courses (e.g., Math, Science, English/Français, etc.). This key concept mapping will be accompanied with free, online resources to help students independently refresh their learning in preparation for the 2020-21 school year.
The COVID-19 outbreak has impacted the lives of students by displacing regular routines, and removing protective factors such as sports, clubs and other social activities. In response, the Learn at Home website will also include free well-being resources for students and families to access throughout the summer months.
We encourage you to share these resources with students and families in your school board.
Summer Enrolment and Funding Instructions
The GSN is the primary funding source to support school boards in offering summer programming. Additional technical information regarding student enrolment will be forthcoming.
More information will also be available regarding PPF funding for targeted programming for vulnerable and Indigenous students, and one-time funding through PPF for programming to support students with special education needs and mental health needs.
We look forward to working with you to continue and expand summer learning programs so that every student, should they wish to participate, has the opportunity to do so. Thank you once again for your collaboration and commitment as we work together to continue to support Ontario’s students.
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Sincerely,
Stephen Lecce Nancy Naylor Minister of Education Deputy Ministry
c: President, Association des conseils scolaires des écoles publiques de l'ontario (ACÉPO) Executive Director, Association des conseils scolaires des écoles publiques de l'ontario (ACÉPO) President, Association franco-ontarienne des conseils scolaires catholiques (AFOCSC) Executive Director, Association franco-ontarienne des conseils scolaires catholiques (AFOCSC) President, Ontario Catholic School Trustees' Association (OCSTA) Executive Director, Ontario Catholic School Trustees' Association (OCSTA) President, Ontario Public School Boards' Association (OPSBA) Executive Director, Ontario Public School Boards' Association (OPSBA) Executive Director, Council of Ontario Directors of Education (CODE) President, Association des enseignantes et des enseignants franco-ontariens (AEFO) General Secretary, Association des enseignantes et des enseignants franco-ontariens (AEFO) President, Ontario English Catholic Teachers’ Association (OECTA) General Secretary, Ontario English Catholic Teachers’ Association (OECTA) President, Elementary Teachers’ Federation of Ontario (ETFO) General Secretary, Elementary Teachers’ Federation of Ontario (ETFO) President, Ontario Secondary School Teachers’ Federation (OSSTF) General Secretary, Ontario Secondary School Teachers’ Federation (OSSTF) Chair, Ontario Council of Educational Workers (OCEW) Chair, Education Workers’ Alliance of Ontario (EWAO) Co-ordinator, Canadian Union of Public Employees – Ontario (CUPE-ON)
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May 22, 2020: Message from the Minister of Education: Education Sector Tables or Groups
From: "Minister (EDU)"
Dear Chairs,
Thank you for our call today and for your feedback. I am writing to follow up and share a placemat document with the tables and regular calls with education sector leaders that have been established and that we have been accessing for advice over the past weeks.
I would like to propose that we schedule a weekly call for thirty minutes going forward and we have added that to our placemat. We will issue an invitation to our facilitated teleconferences in the near future.
We greatly appreciate the input from you, your staff and our partners as we tackle our current challenges and I look forward to our dialogue in our calls going forward. Sincerely,
Stephen Lecce Minister of Education
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Memo: May 25, 2020: OSAP Applications are Open for the 2020-2021 School Year
From: "Ministry of Education (EDU)"
MEMORANDUM TO: Directors of Education
FROM: Carol Strachan Assistant Deputy Minister Advanced Education Learner Supports Division Ministry of Colleges and Universities
Ontario has launched applications for the 2020-21 Ontario Student Assistance Program (OSAP) for full-time students. Students can now apply to the OSAP program for the 2020-21 school year for help with their postsecondary education costs.
We encourage you to inform parents, guidance counsellors, Student Success Leads, principals, teachers, communications staff, and others within your networks that the application is now open.
For many students, the loans they receive from OSAP are their first major financial commitment. This year, the OSAP application includes an information module to improve applicants’ understanding of the program, their roles and responsibilities as OSAP recipients and provide some basic financial information. This information will help students build the knowledge and skills needed to make informed financial decisions throughout their lives.
The Ontario government is committed to minimizing the impact of the COVID-19 outbreak on students and to supporting them going forward. With the help of OSAP, students can pursue postsecondary education to get the knowledge and skills they will need to succeed in our highly evolving economy.
Students who have questions about OSAP or the OSAP application can contact the Financial Aid Office at the college or university they are attending, or plan to attend.
Thank you for helping us raise awareness of OSAP and the financial supports available to students.
Sincerely,
Carol Strachan Assistant Deputy Minister Advanced Education Learner Supports Division Ministry of Colleges and Universities
c: Executive Director, Council of Ontario Directors of Education (CODE)
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Memo: May 27, 2020: Additional Assessment and Reporting Clarification and Guidance
From: "Eby, Shawna (EDU)"
Ministry of Education Ministère de l'Éducation 315 Front Street West 315, rue Front Ouest Toronto ON M7A 0B8 Toronto ON M7A 0B8
MEMORANDUM Directors of Education TO: Secretary/Treasurers of School Authorities
Executive Director of Provincial and Demonstration Schools
FROM: Yael Ginsler Assistant Deputy Minister (A) Student Achievement Division
Denys Giguère Assistant Deputy Minister French-Language Teaching, Learning and Achievement Division
DATE: May 27, 2020 SUBJECT: Additional Assessment and Reporting Clarification and Guidance
Please find attached additional clarification and guidance to support school boards in issuing the Communication of Learning and Report Cards in June.
This memo includes two attachments:
1. Ministry Guidance on Assessment, Evaluation and Reporting During the School Closure Period, 2019-2020 School Year 2. Appendix A: Technical Guidance for Administration and Vendors
The ministry has had initial conversations with report card vendors about these clarifications. Per usual protocol, school boards should work with their vendors to address any required changes that will be necessary to reflect this guidance.
Should you have any questions regarding this information, please feel free to contact us at [email protected] or [email protected].
Thank you for your ongoing commitment and dedication to this important work to support Ontario students.
Sincerely,
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Yael Ginsler Assistant Deputy Minister
Denys Giguère Assistant Deputy Minister
c.c. Executive Director, Council of Ontario Directors of Education (CODE) Président, le Conseil ontarien des directions de l’éducation de langue française (CODELF) Executive Director, Association des conseils scolaires des écoles publiques de l'ontario (ACÉPO) Executive Director, Association franco-ontarienne des conseils scolaires catholiques (AFOCSC) Executive Director, Ontario Catholic School Trustees' Association (OCSTA) Executive Director, Ontario Public School Boards' Association (OPSBA) Executive Director and Secretary-Treasurer, Association des enseignantes et des enseignants franco-ontariens (AEFO) General Secretary, Ontario English Catholic Teachers’ Association (OECTA) General Secretary, Elementary Teachers’ Federation of Ontario (ETFO) General Secretary, Ontario Secondary School Teachers’ Federation (OSSTF) Regional Managers, Field Services Branch, Student Support and Field Services Division Director, Field Services Branch, Student Support and Field Services Division
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Assessment, Evaluation and Reporting: Clarification During the School Closure Period, 2019-2020 School Year
The ministry acknowledges that in these exceptional circumstances, boards can best support the unique needs and situations of students and their families by responding with flexibility and understanding. It is important to recognize and support the various ways in which students are engaging in learning in the current learning environment.
The ministry wants to acknowledge that Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, 2010 and Growing Success – The Kindergarten Addendum: Assessment, Evaluation, and Reporting in Ontario Schools, 2016 are the province’s assessment, evaluation and reporting policy. In recognition of current circumstances, elements of these policies have been adjusted to support educators, students, and families, as outlined below, Appendix A of this document provides additional technical guidance to support boards in collaborating with vendors in implementing these changes.
General Information
For all report cards and the Kindergarten Communication of Learning, schools will use the following statement in the board use section: “This report card is for a reporting period that included provincially-mandated school closure from March 13, 2020 – June 30, 2020.”
Boards may allow for electronic signatures to be used by school principals (or their delegate) on the Communication of Learning and report cards, in accordance with their own policies and advice from their counsel. School boards should determine the appropriate means for sending the report card to students and families, either in paper or electronic copy at the end of the school year in June, giving consideration to issues such as privacy, security, and safety. Paper copies should be provided at the parent’s request when schools re-open. At a later date, the completed report card, or an exact copy, must be filed in the Ontario Student Record (OSR), as required by the OSR Guideline.
Recording Attendance
Attendance will be reported using the code “G” during the school closure period.
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• If a student had a regular absence before the school closure period: they should have been reported with a ‘A’ code for that day. All students should be marked with a ‘G’ code for the school closure period of March 23 to April 3, which now continues until June 30. • If a student was in a prolonged absence before the school closure period: they should have been reported with a string of ‘A’ codes for all the days. All students should be marked with a ‘G’ code for the school closure period of March 23 to April 3, which now continues until June 30.
Other
• For the instances where the student’s program is not based on expectations from the Ontario curriculum for Grades 1 to 8, or where there is an alternative program being used for Grades 9 -12 and an alternative format is being used to report the student’s progress/ achievement, the guidance in this document will apply, where applicable. As per Growing Success (p. 62), when an alternative format is used, it should accompany the Provincial Report Card at the regular reporting times. • A teacher who returned from a leave of absence after March 13 will use the information provided by the previous teacher in determining students’ report card grades/marks. • When in the best interest of students, teachers are encouraged to include evidence of learning completed during the school closure period. Grades and marks will not go down from what they were on March 13th. No student’s mark should be negatively affected by performance during the school closure period. This applies to both elementary and secondary students. • As a result of the continued closure, boards should be able to fulfill their collective agreement obligations while continuing to meet instructional expectations and adhering to board policies. This would include providing sufficient time for report card completion and any expectations regarding comments. • School boards are reminded that there may be educators who require support completing the report card template. School boards will work with their respective report card vendors and provide necessary training/support for teachers who may require support completing report cards.
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Kindergarten Communication of Learning
Key Area Direction Provided to Date Additional Clarification
Completing the The suggested hours of work per week was provided as a Teachers and ECEs will collaborate in the observations of children and Kindergarten minimum guideline, as were the suggested areas of focus: communicating with families where possible. Teachers will complete the Communication of • Kindergarten-Grade 3: five hours of work per Kindergarten Communication of Learning templates. Learning student/week (focus on literacy and math) The Kindergarten Communication of Learning will be based on observations School boards should issue final report cards for all of key learning and growth from the beginning of Term 2 to March 13 in students. each of the Four Frames. Teachers may choose to include comments on growth in learning demonstrated during the school closure period when it The Kindergarten Communication of Learning will be based is to the child’s benefit. on teachers’ observations of key learning and growth in learning prior to March 13th. Teachers may choose to When there is no demonstrated learning observed during the closure include comments on growth in learning demonstrated period, teachers may also include the following statement: This during the school closure period when it is to the child’s Communication of Learning reflects evidence of learning as observed by the benefit. educator team prior to the school closure period.
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Elementary
Key Area Direction Provided to Date Additional Clarification
Learning Skills and Work Reporting on Learning Skills and Work Habits should also Ratings for Learning Skills and Work Habits will reflect the period from the Habits reflect information gathered prior to March 13th. Teachers beginning of Term 2 to March 13. Teachers may choose to include should choose to include comments on the final report card comments on growth in Learning Skills and Work Habits demonstrated if they feel that doing so would support the student’s during the school closure period when it is to the student’s benefit. progress. Teachers may also include the following statement in the comment section of the report card when there is no demonstration of growth during the closure period:
For this report card, the evaluation of Learning Skills and Work Habits is based on evidence from prior to the school closure period. Assessment of Learning The suggested hours of work per week was provided as a Determining Report Card Grades/Marks minimum guideline, as were the suggested areas of focus: • Kindergarten-Grade 3: five hours of work per For Grades 1 to 6, student achievement will be reported using letter student/week (focus on literacy and math) grades. • Grades 4-6: five hours of work per student/week (focus on literacy, math, science and social studies) For Grades 7 and 8, student achievement will be reported using percentage • Grades 7-8: 10 hours of work per student/week marks. (focus on math, literacy, science and social studies) Students in Grades 1 to 8 will be assigned the grades/marks based on their School boards should issue final report cards for all learning from the beginning of Term 2 to March 13, 2020. Evidence students. collected during the school closure period that shows improvement in learning may be taken into consideration by the teacher when assigning a Teachers will use assessment for learning (formative final grade/mark in a strand or subject. assessment) to gather evidence of how students are progressing in their learning and will provide feedback to Report Card Comments their students to support their continuous and ongoing As a result of the continued closure, boards should be able to fulfill their learning. In determining final grades and marks for the final collective agreement obligations while continuing to meet instructional report card, teachers will use the evaluation information expectations and adhering to board policies. This would include providing gathered before March 13th. When in the best interest of sufficient time for report card completion and any expectations regarding students, teachers are encouraged to include evidence of comments. learning completed during the school closure period in their determination of final grades. Teachers should choose to
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Key Area Direction Provided to Date Additional Clarification
include comments on the final report card if they feel that When writing comments, teachers will use their professional judgement doing so would support the student’s progress. and focus on what students have learned, and where possible, describe significant strengths and identify next steps for improvement. Grades and marks will not go down from what they were on March 13th. No student’s mark should be negatively For students who were able to engage in learning during the closure period affected by performance during the school closure period. and demonstrate progress, teachers may also include the following This applies to both elementary and secondary students. comment: Continuity of learning is critical to prepare students with the knowledge and skills for success in the next grade, The grade/mark for [enter student name] is based on demonstrated course or postsecondary destination. Every effort should be learning prior to the school closure period, as well as evidence of progress made to keep students involved and engaged in their gathered during the school closure period. learning, recognizing that some students in extenuating circumstances may no longer be able to participate. The For students who did not engage during the closure period, teachers may ministry and its education partners are considering how the include the following comment: school closure period will impact planning for the 2020-21 school year. The grade/mark for [enter student name] is based on demonstrated learning prior to the school closure period.
In such cases where there is insufficient evidence of learning in a particular subject or strand (including math strands), the code “I” may be used on a student’s report card. Teachers will use their professional judgement to determine when the use of “I” is appropriate and in the best interest of the student.
In the case where "I" is used for this purpose, the following statement may be included on the report card:
Due to the school closure period, there is insufficient information to determine a grade/mark.
French as a Second [no content in table cell] On Appendix F of the Ontario Student Record, schools should follow their Language (FSL) Hours usual process and record the number of hours that had been originally Requirement planned for the 2019-20 school year.
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Key Area Direction Provided to Date Additional Clarification
An asterisk should be placed beside the 2019-20 school year and this comment should be noted on the card:
The 2019-20 school year was impacted by school closures. The student is recognized as having met the expectations set for instructional hours.
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Secondary
Key Area Direction Provided to Date Additional Clarification
Learning Skills and Work Reporting on Learning Skills and Work Habits should reflect Ratings for Learning Skills and Work Habits will reflect information from: Habits information gathered prior to March 13th. Teachers should • Between the beginning of the second semester and March 13 for choose to include comments on the final report card if they semestered courses. feel that doing so would support the student’s progress. • Between the beginning of Term 2 and March 13 for full-year secondary courses. Reporting on Learning Skills and Work Habits may reflect work completed after April 6 that serves to improve the student’s rating.
Teachers may also include the following statement in the comment section of the report card, where applicable:
For this report card, the evaluation of Learning Skills and Work Habits is based on evidence from prior to the school closure period. Assessment of Learning The requirement to issue mid-year (March/April) report Determining Final Marks cards for all secondary students, including graduating students, is suspended for this school year. Final marks will reflect work completed by March 13, as well as any work completed after April 6 that serves to improve the student’s final mark. The suggested hours of work per week was provided as a minimum guideline, as were the suggested areas of focus: Teachers will use professional judgement to consider that some evidence • Grades 9-12: three hours of work per course per carries greater weight than other evidence; for example, some week for semestered students; 1.5 hours of work performance tasks are richer and reveal more about students’ skills and per course per week for non-semestered students knowledge than others. Teachers will weigh all evidence of student (focus on achieving achievement in light of these considerations and will use their professional credits/completion/graduation) judgement to determine the student’s report card grade.
School boards should issue final report cards for all A final evaluation does not need to be an examination. Teachers may use a students. variety of tasks for a final evaluation. Culminating activities should include opportunities for students to demonstrate the essential learning areas from For secondary students, teachers will assign learning tasks, the course. projects and culminating activities for both formative and summative purposes. Teachers will communicate results of Teachers do not need to follow the 70/30 mark breakdown. Teachers can these marked assignments to students. Results will be used adjust and individualize the weighting of assigned tasks in their by teachers to inform students’ final course marks.
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Key Area Direction Provided to Date Additional Clarification
determination of a mark and if needed, weigh a final culminating task as In keeping with the understanding that marks should zero to benefit the student. represent the most accurate reflection of student work, based on what is reasonable and in the best interest of Report Card Comments students during this time, and in recognition of As a result of the continued closure, boards should be able to fulfill their performance prior to March 13th, teachers can adjust the collective agreement obligations while continuing to meet instructional weighting of assigned tasks in their determination of a final expectations and adhering to board policies. This would include providing mark as needed. sufficient time for report card completion and any expectations regarding comments. If needed, principals can grant credits to ensure student When writing comments, teachers will use their professional judgement progression based on work completed to date and efforts and focus on what students have learned, and where possible, describe made in extenuating circumstances. significant strengths and identify next steps for improvement.
The Use of “I” during the School Closure Period
For students in Grades 9 and 10, teachers may use the code “I” on the report card to indicate insufficient evidence if the student did not have a passing mark prior to March 13th and did not demonstrate progress during the school closure period.
Due to circumstances resulting from the school closure period, the ministry is expanding the use of “I” for students enrolled in Grade 11 and 12 courses, where the student did not have a passing mark prior to March 13th and did not demonstrate progress during the school closure period.
If a student receives an “I” on their report card, they do not receive a credit for that course.
For Grade 11 and 12 courses, full disclosure will be waived, and no notation will be entered on the Ontario Student Transcript (OST). Any subsequent attempts at completing the course, (whether through credit recovery or retaking the course), will be recorded on the OST.
For graduating students who were relying on the course for postsecondary admission, special consideration should be given as to how the course
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Key Area Direction Provided to Date Additional Clarification
should be recorded. Students and their guidance counsellor or principal, in consultation with parents, will contact the institution’s admission office to explain the nature of the student’s extenuating circumstances.
The following comment may be used for students receiving an “I” for a course:
Due to the school closure period, there is insufficient information to determine a final mark.
Where a student receives an “I” the principal and teaching staff, in consultation with the parents and the student, will determine what type of program would best enable the student to meet the expectations and earn credit for the course, including credit recovery and retaking the credit.
Given the extenuating circumstance resulting from school closures, if needed, principals can grant credits to ensure student progression based on work completed to date and efforts made in these extenuating circumstances (Ontario Schools: Kindergarten to Grade 12, Policy and Program Requirements, Sections 7.1, 7.5).
The ministry has committed to the introduction of an expanded summer learning program that will focus on credit recovery, supports for vulnerable students, and course upgrading.
Civics and Citizenship For students enrolled in Civics and Citizenship and Career Teachers should determine, based on their professional judgment, the and Career Studies Half- Studies half-credit courses in the second semester, their essential learning areas for the course and assign learning tasks, projects Credit Courses final mark for the half-credit course underway at the time and culminating activities, recognizing that there may not be evidence of school closures will be based on work completed as of demonstrated for all expectations in the course. March 13th. Where appropriate, teachers may adjust this mark in the best interest of students to be a more accurate For non-semestered courses in Civics and Careers, the student mark on reflection of their learning. Students are not required to March 13 represents the lowest possible final mark and can increase based complete any further culminating assignment for this on student work submitted during the school closure. course.
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Key Area Direction Provided to Date Additional Clarification
On April 6th, students should begin work on the other half- For semestered courses, for the second half-credit in Civics or Careers, credit course. there is an expectation that some demonstration of learning will be provided by students in order to successfully complete the course.
Where the student does not provide sufficient evidence of learning, the student will be assigned an "I" designation and will not receive the half- credit for that course.
Where a student receives an “I” the principal and teaching staff, in consultation with the parents and the student, will determine what type of program would best enable the student to meet the expectations and earn credit for the course, including credit recovery and retaking the credit.
Given the extenuating circumstance resulting from school closures, if needed, principals can grant credits to ensure student progression based on work completed to date and efforts made in these extenuating circumstances (Ontario Schools: Kindergarten to Grade 12, Policy and Program Requirements, Sections 7.1, 7.5). Literacy Requirement For students who are graduating in the 2019-20 school Noting the waived literacy requirements for graduating students for for Graduating Students year, the literacy graduation requirement as set out in students who did not have the opportunity to complete the literacy Ontario Schools, Kindergarten to Grade 12: Policy and requirement: Program Requirements, 2016 has been waived. For the Report Card • Include the following standard note in the “For School Use” section: “Due to exceptional circumstances, the Minister of Education has waived the literacy graduation requirement for the 2019-20 school year.”
For the Ontario Student Transcript • Check the N/A box on the Ontario Student Transcript to indicate exceptional circumstances.
This change to the student transcript and report card for the current school year will be communicated to post-secondary institutions to convey that
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Key Area Direction Provided to Date Additional Clarification
these waived graduation requirements will not impact recognition of high school completion. Community For students who are graduating in the 2019-20 school Noting the waived community involvement hours requirements for Involvement Hours year, the Community Involvement Hours graduation graduating students who did not have the opportunity to complete 40 Requirement for requirement as set out in Ontario Schools, Kindergarten to community involvement hours: Graduating Students Grade 12: Policy and Program Requirements, 2016 has been waived. For graduating students who have not had the opportunity to complete 40 community involvement hours:
For the Report Card • Record the total number of hours that a student has earned to- date; and • Note the following in the “For School Use” section: “For the 2019- 20 school year, the requirement to complete 40 hours of community involvement has been waived by the Minister of Education."
For the Ontario Student Transcript • Check the N/A box on the Ontario Student Transcript to indicate exceptional circumstances.
These changes to the student transcript and report card for the current school year will be communicated to post-secondary institutions to convey that these waived graduation requirements will not impact recognition of high school completion.
Specialist High Skills The SHSM program has an override request process already See previous direction. No change. Major in place for school boards. Graduating students in the SHSM program unable to complete their SHSM requirements due to extenuating circumstances, including the impacts from COVID-19, will be supported through the override request process. Decisions for overrides should be made at the board level. The ministry SHSM team is available to offer guidance as requested by boards. For tracking purposes,
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Key Area Direction Provided to Date Additional Clarification
boards will be asked to provide a tally of overrides to the ministry. Dual Credits Dual Credit Programs: Policy and Program Requirements, For college delivered dual credit courses, the policy states that the principal 2020 is to record the mark as provided by the college instructor, this may include Excerpt - 4.2.1 General policies and procedures a mark that is lower than March 13th. The following applies to college-delivered dual credit School boards have been working with the college sector to support courses: students enrolled in dual credits. In some cases, college courses are being
offered remotely. Where this has not been possible, alternative college The college instructor or professor is responsible for the credits may have been offered. Where a student on track to graduate in assessment and evaluation of student achievement. the 2019-20 school year has not been able to obtain the college credit, a (Assessment and evaluation are not governed by the principal may grant a high school credit to support the student to graduate Ministry of Education policy requirements set out in through the Prior Learning process. Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, 2010.) The principal may award a Prior Learning Equivalency course code with an EQV in the percentage column of the OST under the following The result of the college assessment and evaluation of circumstances: student achievement is to be reported on the provincial a) Where the dual credit student earns a final mark that is lower than report card and on the Ontario Student Transcript. Only a the passing grade for the college course. secondary school principal may award credit on a student’s b) Where the student withdrew from the course after March 13 and OST for a college-delivered course. The principal will record did not register for a replacement course. the mark as provided by the college instructor or professor. This should be done in consultation with the Student Success Team, Grades assigned by college instructors or professors must parent (if applicable) and student to ensure that student progression not be adjusted, with the following exception: Principals based on work completed to date and efforts made under these must ensure that any letter grades reported on a college extenuating circumstances are recognized (Ontario Schools: record are converted to a percentage grade before this Kindergarten to Grade 12, Policy and Program Requirements, Sections information is entered on the student’s provincial report 7.1, 7.5). card and OST. Colleges will provide the principal with a guide to conversion. In this circumstance, students and parents must be made aware that while the student has been granted the secondary school credit, they will not be earning their college credit, and that the student’s OST will be different from their college record.
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Memo: May 27, 2020: Additional Guidance on Special Education and Mental Health
From: "Ministry of Education (EDU)"
Memorandum To: Chairs of District School Boards Directors of Education School Authorities
From: Stephen Lecce Minister of Education
Nancy Naylor Deputy Minister
We are writing to follow up on our memo of Tuesday, April 21, 2020, regarding continuity of learning for students with special education needs. We have heard many stories of educators, education workers and administrators working hard to connect with students, deliver needed devices, equipment and learning materials to their homes, and find new ways to continue supporting their needs. We sincerely thank you for all your efforts in this regard.
With these important foundations in place, it is imperative that every effort continue to be made to ensure that all students with special education needs receive the supports they need to fully engage with their learning and promote their continued progress.
We are writing to reinforce the ministry’s expectations and share specific strategies and approaches to aid in your implementation of the continuity of learning for students with special education needs. These approaches have been informed by our conversations with you, our labour partners, parents, special education stakeholders and the Minister’s Advisory Council on Special Education.
Leveraging Staff Supports and Encouraging Cross Professional Collaboration
The relationship with educators and education workers is critical for the success of students with special education needs. It is our expectation that school boards fully leverage the capacity of education workers and work in partnership with local labour partners to provide staff with a clear understanding of their roles and responsibilities in supporting continuity of learning. This means that school leadership, teachers and education workers work in collaboration to develop coordinated plans to connect regularly with individual students and ensure that they are supported to meaningfully engage with their learning materials.
Where feasible, video contact is encouraged, with due consideration to privacy and in alignment with guidance from professional regulatory bodies where applicable. Many families have shared that this virtual face-to-face connection is meaningful to their children and supports their engagement, well-being and sense of routine. We have also heard of the positive impact of
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phone contact where video contact is not possible. Boards must ensure that the platforms they use for connecting with students and families are fully accessible for persons with disabilities.
Identification, Placement and Review Committees (IPRCs) and Individual Education Plans (IEPs)
As indicated in our previous memo, IPRCs should continue to conduct annual reviews. Any initial IPRC decisions that were in progress at the start of the school closure period should also continue. Going forward, as set out in Ontario Regulation 181/98, initial IPRCs may be requested by parents and/or initiated by boards following the appropriate processes.
We know that IEPs and specialized equipment are also key to supporting success for students with special education needs. For some students, online learning is challenging, and work should be provided in alternate formats and/or with guidance on how the work should be staged and delivered to the student, to help parents and students prioritize and make connections in their learning. As noted above, educators and education workers should continue to connect individually with families to listen, ask about the student’s needs and strengths and work together to respond as circumstances shift. Flexibility and a differentiated approach are key.
Effective Practices
We have been heartened and inspired by the work staff have been doing to support students with special education needs across our province. Our discussions have identified many effective practices that boards are encouraged to consider, in consultation with your Special Education Advisory Committees:
• Fostering multi-professional collaboration, including: o Education workers joining classroom teachers in any online class meetings and staff meetings to discuss classroom planning and social/emotional learning skills and strategies. o Creating shared virtual workspaces for teachers and education workers to share strategies and information on supporting students with specific exceptionalities. o Holding online workshop webinars and virtual office hours to support staff with technology needs. o Providing teachers and education workers with detailed plans outlining roles and responsibilities during this period. o Collaborating across full grade-level teams in addition to class- and student- specific teams to share best practices and plan jointly. o Providing additional professional development for all staff that work with students on remote learning, as well as exceptionality-specific supports. o Facilitating teleconference workshops for staff and families who have connectivity barriers. o Including principals and vice-principals in the classroom environment.
• Facilitating regular contact with students by: o Checking in with families on a regular basis to provide an opportunity to listen and answer questions. o Developing clear communication plans with families that include roles for
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teachers and education workers and a plan for ongoing follow-up communication. o Holding live video chats between Educational Assistants (EAs) and students, based on protocols developed with local labour partners. o Sending pre-recorded video messages that can be played or replayed when convenient for the student. o Having school-based mental health staff providing remote supports to students, including the use of virtual telehealth practices by regulated mental health professionals. o Providing ongoing consultation to support promotion of positive mental health, coping strategies when learning at home, maintaining healthy routines and general wellness for students and families. o Using platforms that are fully accessible to persons with disabilities to engage.
• Providing exceptionality-specific supports through, for example: o Conducting follow-up consultation with families and staff for those students with assessed language delays to share programming supports (e.g., modelling, prompting, following directions around the house, building concept knowledge at home, expanding vocabulary/category knowledge at home, phonological awareness games). o Offering an online social skills development program for students with communication disabilities and/or challenges. o Using guided groups as an instructional strategy in some online classrooms. o Creating parent-focused websites, podcasts, videos, tip sheets and other resources that address specific needs (e.g., assistive technology, supporting students with autism spectrum disorders). o Offering consultation and support to students, families and staff on accessing augmentative and alternative communication (AAC) systems to support continued usage and to problem-solve barriers.
Boards are encouraged to continue sharing their effective practices with each other and the ministry.
Resources and Tools
Universal Design for Learning is important to the design of learning programs in both school and online environments. Adaptive software that meets the needs of all students is part of universal design. We are aware that Greenfield Learning Inc. is offering unlimited free licenses to school boards that already have a contract for Lexia. School boards that do not currently have a contract with Greenfield Learning for access to Lexia may also access the free trial through July 31, 2020. As part of the free trial, Greenfield Learning provides both teacher and administrator training sessions that include specific support for use during distance learning. They are also offering discounted licenses for purchase. Boards interested in taking advantage of any of these offers should contact the company directly. School boards are expected to make any purchases in accordance with applicable procurement rules. Please note that Lexia is available in English only.
To support access to virtual care for students working with school board-employed regulated health professionals, the ministry has partnered with Ontario Health (OTN) to provide school
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boards with a free trial of OTN’s video conferencing platform to support video visits with students, until October 31, 2020. The platform is used by hospitals and other regulated health professionals in the province. Ontario Health advises that its platform complies with the Personal Health Information Protection Act, 2004. Ontario Health will provide online learning and support to registered users, who will be onboarded in groups. School Mental Health Ontario will provide learning to school board employed regulated mental health professionals to support the use of virtual care for student mental health.
Should your school board wish to participate in this free trial, please express your interest by sending an e-mail to the ministry at [email protected] by June 5, 2020. If you have any questions, please contact Claudine Munroe at [email protected]. For information about OTN, please access their website at https://otn.ca/.
The ministry is committed to ongoing communication with boards regarding issues that may arise over the coming weeks and will be organizing follow-up conversations with superintendents of special education. Should you require any additional information or have any questions please contact Jeff Butler at [email protected].
We look forward to our continued collaboration to support students with special education needs.
Again, thank you for your cooperation and willingness to work together to support our students.
Sincerely, original signed by original signed by
Stephen Lecce Nancy Naylor Minister of Education Deputy Minister c: President, Association des conseils scolaires des écoles publiques de l'ontario (ACÉPO) Executive Director, Association des conseils scolaires des écoles publiques de l'ontario (ACÉPO) President, Association franco-ontarienne des conseils scolaires catholiques (AFOCSC) Executive Director, Association franco-ontarienne des conseils scolaires catholiques (AFOCSC) President, Ontario Catholic School Trustees' Association (OCSTA) Executive Director, Ontario Catholic School Trustees' Association (OCSTA) President, Ontario Public School Boards' Association (OPSBA) Executive Director, Ontario Public School Boards' Association (OPSBA) Executive Director, Council of Ontario Directors of Education (CODE) President, Association des enseignantes et des enseignants franco-ontariens (AEFO) Executive Director and Secretary-Treasurer, Association des enseignantes et des enseignants franco-ontariens (AEFO) President, Ontario English Catholic Teachers’ Association (OECTA) General Secretary, Ontario English Catholic Teachers’ Association (OECTA) President, Elementary Teachers’ Federation of Ontario (ETFO) General Secretary, Elementary Teachers’ Federation of Ontario (ETFO) President, Ontario Secondary School Teachers’ Federation (OSSTF)
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General Secretary, Ontario Secondary School Teachers’ Federation (OSSTF) Chair, Ontario Council of Educational Workers (OCEW) Chair, Education Workers’ Alliance of Ontario (EWAO) President of OSBCU, Canadian Union of Public Employees – Ontario (CUPE-ON) Co-ordinator, Canadian Union of Public Employees – Ontario (CUPE-ON) Chair, Minister’s Advisory Council on Special Education
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Memo: May 27, 2020: Personal Property Retrieval Guidelines for Schools
Memorandum To: Directors of Education School Authorities From: Jeff Butler A/Assistant Deputy Minister Student Support and Field Services Branch
In order to allow for students and families to retrieve any personal belongs that may have been left in schools since the start of the school closure period, and to return any school or school board property they no longer require, the school closure order issued by the Minister of Education on May 15, 2020, permits temporary access to school premises for this purpose.
The ministry has developed the below guidelines that school boards can use to develop their plans with their local Public Health Units for school access by students and families.
The ministry is aware that some school boards already have plans in place for this that have been reviewed by their local Public Health Units. These boards should proceed with implementing those approved plans. For those that have not yet developed plans, these guidelines can be adopted to support planning, or adapted as necessary in consultation with the local Public Health Unit.
In addition, for your information the Public Services Health and Safety Association is developing guidance on health and safety practices during COVID-19 for school employers that can support broader planning on school access. The ministry will update you when this guidance is available.
Please contact me if you have any questions or concerns.
Sincerely,
Jeff Butler A/Assistant Deputy Minister Student Support and Field Services Division Ministry of Education [email protected] c: Executive Director and Secretary-Treasurer, Association des enseignantes et des enseignants franco-ontariens (AEFO) General Secretary, Ontario Secondary School Teachers’ Federation (OSSTF) President, Ontario Council of Educational Workers (OCEW) Chair, Education Workers’ Alliance of Ontario (EWAO) Co-ordinator, Canadian Union of Public Employees – Ontario (CUPE) General Secretary, Ontario English Catholic Teachers’ Association (OECTA) General Secretary, Elementary Teachers' Federation of Ontario (ETFO) Executive Director, Association des conseils scolaires des écoles publiques de l'ontario (ACÉPO)
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Executive Director, Association franco-ontarienne des conseils scolaires catholiques (AFOCSC) Executive Director, Ontario Catholic School Trustees' Association (OCSTA) Executive Director, Ontario Public School Boards' Association (OPSBA) Executive Director, Council of Ontario Directors of Education (CODE)
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Memo: May 28, 2020: Minister’s Teleconference with School Board Chairs
From: "Minister (EDU)"
Dear Colleagues,
Further to my email, I am pleased to provide you with the details on a weekly teleconference that will commence on Monday June 1, 2020 from 2:00PM – 2:30PM. This regular teleconference has been scheduled for the month of June and will provide an opportunity for the ministry to provide you with an update on education related matters.
To participate in the call, please dial 1-855-340-5809 and enter passcode: 8615942# when prompted.
To avoid interruptions, participants must dial-in 10 minutes prior to the start of the conference call.
I look forward to speaking with you then.
Stephen Lecce Minister of Education
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Memo: 2020:SB04 2020 Summer School & Summer Learning Opportunities
From: EDUCATION LABOUR AND FINANCE
Hello,
Please find attached Memorandum 2020: SB04, signed by Andrew Davis, Assistant Deputy Minister, Education Labour and Finance Division, Yael Ginsler, Assistant Deputy Minister, Student Achievement Division, and Jeff Butler, Assistant Deputy Minister, Student Supports and Field Services Division.
Please note that ‘B’ and ‘SB’ memos are posted on the Financial Reporting website at (https://efis.fma.csc.gov.on.ca/faab/Memos.htm).
Thank you.
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