AGENDA Open Board Meeting Tuesday, February 2, 2021 Via Zoom 4:30 PM Page
1. CALL TO ORDER 'Uy' skweyul, sii'em' nu siiye'yu. 'Uy nu shqwaluwun kwunus 'i lumnalu.
We respectfully acknowledge that we are meeting on the traditional and ancestral lands of the Coast Salish people where we live, learn and play.
2. ADOPTION OF AGENDA
a. Motion to Adopt Agenda
"That the Board of Education of School District No. 79 (Cowichan Valley) adopts the agenda of the February 2, 2021 Open Board Meeting."
3. MINUTES
a. Minutes of the January 5, 2021 Open Board Meeting 7 - 12
"That the Board of Education of School District No. 79 (Cowichan Valley) adopts the minutes of the January 5, 2021 Open Board Meeting." Minutes of the January 5, 2021 Open Board Meeting
4. RECOGNITION AND DELEGATIONS
5. REPORT OF CLOSED MEETING
a. Report of Closed Meeting
6. OLD BUSINESS
a. Action List 13 - 14 Action List Open - February 2, 2021
7. CHAIR OF THE BOARD
7.1. For Board Information
7.1.1. Recognition of Support During School Fires at Drinkwater and Ecole Mount Prevost
7.1.2. 2021 Partner Liaison Meetings
Page 1 of 135
7.1.3. Cowichan Secondary School Replacement Community Consultation
7.1.4. BCSTA/VISTA Board Chair Zoom Meetings
7.2. For Board Action
7.2.1. York Road Corridor 15 - 27
"That the Board of Education of School District No. 79 (Cowichan Valley) receives the Report on York Road Corridor as part of the Safety Audit on the corridor." York Road Report
7.2.2. Quamichan School
"Given the research related to the issue has now been collected, the Board of Education for School District No. 79 (Cowichan Valley) determines that Quamichan School will be an OPEN campus, subject to: 1. The District and school administration to continue with their connection to York Road agencies and their supervision supports; 2. The Board of Education and District staff to have representation on the North Cowichan Safety Response Model Gap Analysis, formed to address community safety issues in the York Road area; 3. The current additional supervision support from the School District to continue, i.e. Noon Hour Supervision, increased Blackbird security at lunch, presence of Quamichan administration at lunch in the corridor; 4. Quamichan School to continue the proactive student education work at the school; 5. A contractual form for parent signature to allow their student to leave the campus during school hours, understanding the limited supervision and releasing the School District from risk of liability will be instituted; 6. An annual review of the status of the school to be conducted by the Board of Education to ensure the safety of students is being well-monitored.
7.2.3. Community of Care Pledge
"That the Board of Education of School District No. 79 (Cowichan Valley) directs the communication plan presented for the Community of Care Pledge be activated including striking a Board Ad Hoc Committee on Anti-Racism."
Page 2 of 135
7.2.4. Vancouver Island University Letter of Support Request
That the Board of Education for School District No. 79 (Cowichan Valley) write a letter of support for Vancouver Island University Cowichan Campus to apply for funding for a Career Centre on Cowichan Place."
7.2.5. Letter to Cowichan Tribes
"That the Board of Education of School District No. 79 (Cowichan Valley) write a letter to Cowichan Tribes indicating support for Cowichan Tribes and opposition to racism."
8. SUPERINTENDENT OF SCHOOLS
8.1. For Board Information
8.1.1. Introduction of Rhonda Laforge, Temporary Vice-Principal, Cowichan Secondary School
8.1.2. Introduction of Darren Hart, Temporary Vice-Principal, Frances Kelsey Secondary School
8.1.3. COVID-19 Update
8.1.4. Kindergarten Registration Update
8.1.5. Superintendent's Update
8.2. For Board Action
8.2.1. Proposed Three-Year School Calendar 28 - 34
"That the Board of Education of School District 79 (Cowichan Valley) approves the proposed three (3) year 2021 to 2024 School Calendar to go out for consultation with our community." Three Year Calendar Briefing Note 2021 CVSD Proposed School Calendar Holiday Breaks Provisional School Calendar 2021 Provisional School Calendar 2022 Provisional School Calendar 2023 Three Year summary
8.2.2. Cowichan Secondary Rugby Academy 35 - 41
That the Board of Education School District No. 79 (Cowichan Valley) approves establishing a Rugby Academy at Cowichan Secondary School and authorize the fees be set at $275 per month or $2,750 per year for local district students, $750 per month or $7,500 per year for students enrolling from out of province, and $1,500 per month or $15,000 per school year for International students. Briefing Note - CSS Rugby Academy Cowichan Rugby Academy Page 3 of 135
Proposal for Rugby Academy
8.2.3. BAA Courses 42 - 102
"That the Board of Education of School District No. 79 (Cowichan Valley) approves the following BAA Courses for implementation in September 2021: • Social Media Marketing 10 • Social Media Marketing 11 • Social Media Marketing 12 • Orientation and Mobility 11." BAA Course - Social Media Marketing 10 BAA Course - Social Media Marketing 11 BAA Course - Social Media Marketing 12 BAA Course - Orientation & Mobility 11
9. SECRETARY - TREASURER
9.1. For Board Information
9.2. For Board Action
9.2.1. 2020-2021 Amended Annual Budget 103 - 119
"That the School District No. 79 (Cowichan Valley) 2020-2021 Amended Annual Budget in the amount of $111,621,185 be given first reading."
"That the School District No. 79 (Cowichan Valley) 2020-2021 Amended Annual Budget in the amount of $111,621,185 be given second reading."
That the Board of Education of School District No. 79 (Cowichan Valley) consider three readings of the School District No. 79 (Cowichan Valley) 2020-2021 Amended Annual Budget in the amount of $111,621,185 at this meeting."
"That the School District No. 79 (Cowichan Valley) 2020-2021 Amended Annual Budget in the amount of $111,621,185 be given third reading." SD79 20-21_amended_annual_budget_v95 FINAL
10. COMMITTEES AND OUTSIDE ORGANIZATIONS
a. Minutes of the Ad Hoc COVID Transition Committee Meeting of January 120 7, 2021
"That the Board of Education of School District No. 79 (Cowichan Valley) receives the Minutes of the January 7, 2021 Board Ad Hoc COVID Transition Committee Meeting." Minutes of the January 7, 2021 Board Ad Hoc COVID Transition
Page 4 of 135
Committee Meeting
Page 5 of 135
b. Highlights of the January 14, 2021 DSAC Meeting 121
"That the Board of Education of School District No. 79 (Cowichan Valley) receives the Highlights of the January 14, 2021 DSAC Meeting." Highlights of the January 14, 2021 DSAC Meeting
c. Summary of the January 19, 2021 Advisory Committee Meeting 122 - 126
"That the Board of Education of School District No. 79 (Cowichan Valley) receives the Summary of the January 19, 2021 Advisory Committee Meeting." Summary of the January 19, 2021 Advisory Committee Meeting
d. Minutes of the January 26, 2021 BEBC Meeting 127 - 132
"That the Board of Education of School District No. 79 (Cowichan Valley) receives the Minutes of the January 26, 2021 Board Education and Business Committee Meeting." Minutes of the January 26, 2021 Board Education and Business Committee
11. UPCOMING MEETINGS AND EVENTS
a. Schedule of upcoming meetings and events 133 Scheduled Meetings February 2, 2021
12. CORRESPONDENCE "That the Board of Education of School District No. 79 (Cowichan Valley) receive and file the following correspondence:
a. Correspondence from Deputy Minister Scott MacDonald." 134 - 135 Correspondence from Deputy Minister Scott MacDonald
13. NEW BUSINESS
14. QUESTION PERIOD
15. ADJOURNMENT
a. Motion to Adjourn
"That there being no further business, the meeting be adjourned."
Page 6 of 135 AGENDA ITEM #a.
MINUTES OF THE OPEN MEETING OF THE BOARD OF EDUCATION OF SCHOOL DISTRICT NO. 79 (COWICHAN VALLEY) HELD ON TUESDAY, JANUARY 5, 2021 AT 4:30 PM VIA ZOOM
Chair, Candace Spilsbury Trustees Barb de Groot, Elizabeth Croft, Randy Doman, Rob Hutchins, Johanne Kemmler and Joe Thorne Robyn Gray, Superintendent Jason Sandquist, Secretary-Treasurer Sheryl Koers, Associate Superintendent PRESENT: Tom Longridge, Associate Superintendent Larry Mattin, Director of Instruction (Secondary) Richard Dyble, Director of Operations Karen Blow, Assistant Secretary-Treasurer Mike Russell, Director of Communications
Claire Spencer, Recording Secretary
1. Call to Order
'Uy' skweyul, sii'em' nu siiye'yu. 'Uy nu shqwaluwun kwunus 'i lumnalu.
Trustee Spilsbury called the meeting to order at 4:32 p.m. and respectfully acknowledged that the meeting was taking place on the traditional and ancestral lands of the Coast Salish people where we live, learn and play.
2. Adoption of Agenda
a. Motion to Adopt Agenda
Moved by Trustee Thorne seconded by Trustee de Groot "That the Board of Education of School District No. 79 (Cowichan Valley) adopts the agenda of the January 5, 2021 Open Board Meeting."
CARRIED
3. Minutes
a. Minutes of the December 1, 2020 Open Board Meeting
Moved by Trustee Thorne seconded by Trustee Croft "That the Board of Education of School District No. 79 (Cowichan Valley) adopts the minutes of the December 1, 2020 Open Board Meeting."
CARRIED
4. Recognition and Delegations
Open Board Meeting January 05, 2021
Minutes of the January 5, 2021 Open Board Meeting Page 7 of 135 AGENDA ITEM #a.
5. Report of Closed Meeting
a. Report of Closed Meeting
The Board met in closed session for an hour in advance of the Open meeting. There was a delegation on a property item, staff reports and personnel items. The meeting did not conclude and will resume following the Open meeting.
6. Old Business
a. Action List
The Action List was reviewed.
7. Chair of the Board
7.1 For Board Information
a. Safety Audit Report
Staff's safety audit report and the Municipality of North Cowichan's management review of homelessness/addiction in the York Road Corridor should both be completed by the February Board meeting, at which time Trustees can bring the motion to consider the closure of Quamichan campus back to the table.
b. Community of Care Pledge
The Director of Communications is using the input provided at the Advisory Committee Meeting to restate the pledge slightly, and is developing a communication plan for the pledge. These Pledge and communication plan will be brought to the February Board Meeting.
c. BCSTA Update
Trustee Spilsbury shared highlights of a recent Zoom call with Deputy Public Health Officer Dr Gustafson. A fall review of the COVID cases indicated that because schools are controlled spaces with protocols in place for access/cleaning, they are four times safer than the community. A reduction in cases is anticipated after spring break due to the availability of vaccines and the end of winter conditions. The new Minister of Education, The Honourable Jennifer Whiteside, joined the call to introduce herself.
7.2 For Board Action
a. Board Retreat
Moved by Trustee Thorne seconded by Trustee de Groot "That the Board of Education of School District No. 79 (Cowichan Valley) agrees that the Board Retreat timeline be extended to Fall 2021."
CARRIED
Open Board Meeting January 05, 2021
Minutes of the January 5, 2021 Open Board Meeting Page 8 of 135 AGENDA ITEM #a.
8. Superintendent of Schools
8.1 For Board Information
a. Introduction of Wayne Smiley, Student Information Systems Manager
The Superintendent introduced Wayne Smiley, a long-term member of the Technical Services Department, who took over the role of Manager of Student Information Systems on December 19, 2020.
b. Introduction of Chris Baker, Capital Coordinator
The Superintendent welcomed and introduced Chris Baker, who assumed the role of Capital Coordinator on January 4, 2021, following the retirement of Lonnie Schermerhorn. Chris previously held a similar role with the Nanaimo-Ladysmith School District.
c. International Update - Liz Gamble
Liz Hollands-Gamble, the District Principal of International Student Programs, provided an update on the Program to Trustees. The Program started the year with 64 students, and will welcome another 30+ students in January, who will spend two weeks at quarantine camp in Lake Cowichan. In April, 20+ students will arrive and be primarily hosted by Cowichan Secondary and Frances Kelsey Secondary Schools before staying for a summer program. It is anticipated that by the end of summer vaccines will be required for incoming students, but likely a small part of the quarantine process will continue. Plans have been built to cater to these requirements and to ensure that students will continue to land and have a safe and healthy entry for September.
Mrs. Hollands-Gamble finished her report by thanking Superintendent Robyn Gray and Secretary-Treasurer Jason Sandquist for their support of the program and for always keeping it a priority, and thanking Trustees for believing in what the program brings to our community as a whole and trusting in her and the staff to be great providers of a strong program with great results for kids. The Secretary-Treasurer noted that when Mrs. Hollands-Gamble took over the Program it had only 12 students, but under her leadership it grew to over 280 students plus summer programs. Trustees congratulated Mrs. Hollands-Gamble on her upcoming retirement and thanked her for her exceptional skills and passion which led to the success of the program. She built an amazing program that was lauded in BC and beyond. She is amazingly talented and will be greatly missed.
d. Updates:
The recent appointments were announced:
District Principal of International Education (12-month temporary position): Alison Keple, effective February 1, 2021 Principal Open Learning - Alternate, CVOLC, Careers, DL (6-month temporary position): Kevin van der Linden, effective February 1, 2021 Vice-Principal DL Virtual Classroom (6-month temporary position): Camila Bhandari, effective January 1, 2021 District Coordinator Inclusion Support (6-month temporary position): Lindy Thompson, effective January 1, 2021
Open Board Meeting January 05, 2021
Minutes of the January 5, 2021 Open Board Meeting Page 9 of 135 AGENDA ITEM #a.
e. Kindergarten Registration
Staff have been working hard to create an online registration process. Registration for the District’s French Immersion and Mill Bay Nature School programs will take place between January 18 – 22, 2021. As in the past, if there are wait lists for these programs a lottery process will be held. Registration for catchment schools will take place January 25 – 29, 2021.
f. Update on Distance Learning Virtual Classroom Program (DLVC)
This Program was developed in December. Teachers in the Program have received inservice and are focusing on fine tuning communication with families, schools, the administration in those schools, and the District Vice-Principal overseeing the Program. In addition, technology is being increased to improve the virtual classroom pedagogical approach.
g. Superintendent's Update
Acknowledgements: The Superintendent thanked staff in Payroll, Accounting and Operations who were hard at work during the winter break.
Foundation Skills Assessment: Students in Grades 4 and 7 will write the assessment between January 18 and February 26, 2021.
Ignite Sans Bite: The District Learning Team continues to work on professional learning opportunities for staff, with events in this series taking place on February 11 and May 13, 2021.
8.2 For Board Action
9. Secretary - Treasurer
9.1 For Board Information
a. Funding Announcement
The Secretary-Treasurer provided an overview of the funding announcement which was released during the winter break. The standard enrollment and special needs enrollment funding remained consistent. Salary differential funding, which is dynamic as it’s based on the Province’s average teacher salary, decreased by $127K. This reduction, combined with a previously predicted shortfall of $94K, drops the projected remaining surplus to just over $1.5M. During the break it was confirmed that the District will receive $9.2M in Classroom Enhancement Funds to cover costs associated with the restored collective agreement. The holdback from the federal Safe Return to School Grant has been allocated and the Board will receive an additional $127,814. This hadn’t been budgeted for, and could be used to offset reductions in the Operating Budget.
b. Year-End Financial Projection
As of November 30, 2020 the District had approximately $35K higher revenue than originally projected, mainly due to high interest rates on investments. Current salary projections have Principals/Vice-Principals coming in very close to budget, and teachers about $73K over budget. Casual replacements were lower than anticipated in September and October, but
Open Board Meeting January 05, 2021
Minutes of the January 5, 2021 Open Board Meeting Page 10 of 135 AGENDA ITEM #a.
November rates were about 30% higher than normal. The overall salary projection is $437K under budget on a $66M budget. The overall year-end projection is for a $473K surplus.
c. 2021-2022 Budget Process
The budget cycle follows a similar schedule to previous years, beginning on February 23, 2021 and concluding at end of June.
9.2 For Board Action
10. Committees and Outside Organizations
a. Highlights of the December 1, 2020 Board Ad Hoc COVID Transition Committee Meeting
Moved by Trustee Spilsbury seconded by Trustee Thorne "That the Board of Education of School District No. 79 (Cowichan Valley) receives the Highlights of the December 1, 2020 Board Ad Hoc COVID Transition Committee Meeting."
CARRIED
b. Highlights of the December 10, 2020 DSAC Meeting
Moved by Trustee Croft seconded by Trustee Hutchins "That the Board of Education of School District No. 79 (Cowichan Valley) receives the Highlights of the December 10, 2020 DSAC Meeting."
CARRIED
c. Minutes of the December 11, 2020 Early Learning Committee Meeting
Moved by Trustee de Groot seconded by Trustee Thorne "That the Board of Education of School District No. 79 (Cowichan Valley) receives the Minutes of the December 11, 2020 Early Learning Committee Meeting."
CARRIED
11. Upcoming Meetings and Events
a. Schedule of upcoming meetings and events
The Schedule of upcoming meetings and events was reviewed.
12. Correspondence
13. New Business
14. Question Period
Chris Rolls of the Lake Cowichan Teachers' Association asked if the Board would recognize and honour the parents that wish to excuse their students from the FSA this year. Trustee Spilsbury advised that students who meet the specified criteria are excused.
Open Board Meeting January 05, 2021
Minutes of the January 5, 2021 Open Board Meeting Page 11 of 135 AGENDA ITEM #a.
15. Adjournment
a. Motion to Adjourn
Moved by Trustee de Groot seconded by Trustee Thorne "That there being no further business, the meeting be adjourned."
CARRIED
The meeting adjourned at 5:16 p.m.
Candace Spilsbury, Chair Jason Sandquist, Secretary-Treasurer
Open Board Meeting January 05, 2021
Minutes of the January 5, 2021 Open Board Meeting Page 12 of 135 Action List
ACTION LIST FOR OPEN MEETINGS Disposition / Description Assigned To Action Completion
December 4, 2018 Meet individually with Cowichan Tribes, Penelakut Tribe, Lake Cowichan First Nation, Malahat Band, Stz’uminus First Nation and the Cowichan Delayed due Meeting with First Candace Valley Metis Nation to discuss community items. to COVID-19 Nations Spilsbury
Meet with Halalt and Lyackson First Nations. Completed March 5, 2019 Establish a public location in the School Board Office and mount photos of Legacy Wall Robyn Gray In progress the Board of Education. June 4, 2019 Look at the possibility of adding one or more flag poles in order to recognize Flag Poles Robyn Gray In progress the local Nations whose children attend District schools and report back. September 28, 2020 (Special Open) Consider designating Quamichan School a CLOSED Campus until a resolution of the unsafe issues in the York/Beverly corridor are resolved, subject to:
1. A Safety Audit by the RCMP, and;
2. The results of a parent/community survey conducted to provide Candace Quamichan School background, to seek feedback on a proposal to CLOSE the campus at In progress Spilsbury Quamichan School, and to seek alternate options to increase student safety, and;
3. The results of discussions between the Superintendent and the AGENDA ITEM #a. administration of Quamichan School to determine the need for any increased resources to support the CLOSED Campus.” October 6, 2020 Robyn Gray Incorporate the District’s new logo onto the Community of Care Pledge
Page 13 of 135 Community of Care Pledge In progress Candace Endorse the Community of Care Pledge Spilsbury
February 2, 2021 Page 1 Action List
ACTION LIST FOR OPEN MEETINGS Disposition / Description Assigned To Action Completion
November 3, 2020 Candace Board Retreat Plan for a Board retreat to take place by Fall 2021. In progress Spilsbury Message of thanks and Candace Construct a positive message of thanks and hope to be delivered broadly to In progress hope Spilsbury the community. AGENDA ITEM #a. Page 14 of 135
February 2, 2021 Page 2 AGENDA ITEM #7.2.1.
Report on the York Road Corridor
Tuesday, January 5, 2020
York Road Corridor Page 15 of 135 AGENDA ITEM #7.2.1.
Background In early April, 2020, Island Health announced that the Overdose Prevention Site previously located on Trunk Road was to be moved and incorporated in the Wellness Recovery Centre that was being opened at 5878 York Road.
The new proposed location of those services from the overdose prevention site in the middle of an area frequented by Cowichan Valley School District students. The new site on York Road is 400 metres from both Quamichan Middle School and Cowichan Secondary School and 550 metres from Alexander Elementary School. The combined student populations of those schools is approximately 1700 students.
This location was viewed by many as inappropriate, and some community members decried the lack of community engagement on this decision. The Board of Education, and many community partners, echoed these sentiments and wrote directly to Island Health about the decision.
On top of the information of the relocation of the overdose prevention site services, students and staff alike were exposed to an increased number of incidents involving individuals from the street community. The new school year brought higher than usual reports of increased public drug and alcohol use, lewd comments, public urination and defecation, and witnessing of sexual acts. There was also reports of increased abandoned drug paraphernalia, including used needles. Two district staff members were stuck with uncapped needles on School Board Office property.
Overall, conditions around the area were reported to be much worse than in years past.
Public Response There was swift pubic response to the mounting concerns and news of the overdose prevention site moving to York Road. A group of concerned parents, students, and citizens formed to raise awareness of their concerns and to attempt to have the site moved.
The first public note of this was in a May 26th letter to the editor in the Cowichan Valley Citizen. As students were out of class for the summer months, public conversation around the site seemed to lull. However, as the new school year approached, and conditions on York Road seemed to worsen, Government agencies took a leadership role on this issue. As reported in the Cowichan Valley Citizen on August 31, the Mayor and Council of the Municipality of North Cowichan formally asked Island Health to pause the process until a fulsome community engagement could take place. After a parent delegation at the September 1st Open Board meeting, Board of Education for the Cowichan Valley School District wrote to Island Health adding their voices to the opposition of the location of these services on York Road.
York Road Corridor Page 16 of 135 AGENDA ITEM #7.2.1.
As September continued, and increased reports from students and staff painted a worsening picture of the York Road area, public opposition was mounting. By mid- September a large group of parents and community members gathered to protest the increased illicit and disturbing activity as well as the proposed location of the overdose prevention site at a walking protest on September 19.
On September 22, 2020, Island Health responded publicly to community concerns but stated that no other location was suitable.
Board Response In response to the concerns from parents and students the Board convened a Special Open Board Meeting September 28th 2020 to discuss the concerns. One of the suggestions that came from that meeting was the possibility of making Quamichan School a closed campus, meaning students would no longer be free to leave at lunch time.
After the discussion, the Board passed the following motion on the issue:
"That the Board of Education for School District 79 (Cowichan Valley) gives notice that it considers designating Quamichan School a CLOSED Campus until a resolution of the unsafe issues in the York/Beverly corridor are resolved, subject to:
1. A Safety Audit by the RCMP, and;
2. The results of a parent/community survey conducted to provide background, to seek feedback on a proposal to CLOSE the campus at Quamichan School, and to seek alternate options to increase student safety, and;
3. The results of discussions between the Superintendent and the administration of Quamichan School to determine the need for any increased resources to support the CLOSED Campus.”
District Response The District had been working on temporary solutions as issues arose. The Health and Safety Manager had liaised with volunteer needle pick-up organizations to ensure school properties were prioritized and that regular site checks were done. Parts of the school District property were also closed off with fencing as a two-fold measure. The first was to start the process of remediation of the old hydro station located on the corner of York Road and Beverly Street, and the second was to prevent access to the site that had been frequented by members of the street community.
The District also increased funding to Quamichan school for additional noon-hour supervisors as well as increasing noon-hour supervision by Administration.
York Road Corridor Page 17 of 135 AGENDA ITEM #7.2.1.
After the September 28th Special Open Board Meeting staff also created the parent and community survey, as well as asking Quamichan administration to survey students.
Parent Survey The parent survey was created and approved and emailed to all Quamichan School parents, as well as being released publicly on the Cowichan Valley School District Social Media. The survey asked the following questions:
1. In speaking with your child, does your child leave campus at lunch? If you answered yes, does your child go to the York St area at lunch (towards McDonalds and Wendys)? 2. In speaking with your child, do they tell you that they feel safe when they are off school grounds at lunch, particularly when they are in the York Road area. Why or why not? 3. Do you feel that your child is safe when they are off grounds at lunch, in the York Road area? Why or why not? 4. One of the strategies that school board is considering is closing the campus (meaning students would not be allowed to leave school grounds). Would you be in favour of this move? Why or why not? 5. What advantages do you see for having a closed campus? 6. What advantages do you see for having an open campus? 7. We have several safety measures in place in the York Road corridor. Specifically, we have two noon-hour supervisors, our school administration team does a walk through, and we plan to have private security in place. Warmland has also hired a staff member to be present in the corridor to help us increase safety. In your opinion, are these measures adequate? What else would you like to see in the York Road area to augment student safety? 8. Do you have any additional thoughts, comments or ideas that you would like to offer?
The summary of findings showed that most of the 477 survey respondents (60% of whom self-identified as parents of Quamichan Students) found the following:
• Nearly 80% of students left the campus at lunch • Of those 94% go towards the York Road area • 56% of students who go there respond that they feel safe • 61% of parents do NOT feel their child is safe when they go off school grounds at lunch • 61% are NOT in favour of closing Quamichan Campus • 52% felt that current safety precautions were enough to ensure student safety
A full break down of the survey results was presented to the Board.
York Road Corridor Page 18 of 135 AGENDA ITEM #7.2.1.
Student Survey Administration at Quamichan School surveyed their students at the same time that the community survey was active. They were asked questions about their own safety and whether or not Quamichan Campus should be closed.
The summary of results is as follows:
Feels safe going off school property at lunch: 79% Do NOT want a closed Campus: 93%
A full break down of the survey results was presented to the Board.
Community Response Staff at the Cowichan Valley School District were assigned liaison roles for partner organizations that could assist in dealing with the issues on York Road. Those partners included;
RCMP and enforcement services Warmlands Shelter Island Health North Cowichan
The following sections break down the information and help from partner agencies.
RCMP and Enforcement
As the new school year started and issues began to surface along the York Road corridor, the District started to coordinate its response and the Director of Communications was tasked with liaising with the RCMP and requesting increased proactive patrols in the area. It was hoped these increased patrols, in conjunction with other efforts, would temper the higher than usual reports of increased public drug and alcohol use, lude comments, public urination and defecation, and witnessing of sexual acts.
Sgt. Trevor Busch from the North Cowichan/Duncan RCMP was the primary contact for the district throughout. As part of the working group who oversees this area, Sgt. Busch has a unique perspective. At that time, he offered to coordinate increased patrols of the area with officers from the RCMP as well as Blackbird security and North Cowichan Bylaw.
Those patrols centered around the start of day (0830 - 0900 hrs) lunch hour (1115 - 1200 hrs) and after school (1515 - 1545 hrs). These increased patrols lasted for a number of weeks and a noticeable difference was documented during that time.
York Road Corridor Page 19 of 135 AGENDA ITEM #7.2.1.
In mid-October, Sgt. Busch contacted the district about the area and the positive changes that had occurred. It was mutually agreed upon at that time to scale back the increased patrols and revert to an 'as necessary' or 'as time permits' patrols of the area. The area was continually monitored by both the RCMP and District and School-Based staff. In the ensuing months, no need was found to revert to scheduled patrols.
Sgt. Busch was contacted prior to this report and he advised that his members do routinely patrol the area and have noticed that the changes that occurred as a result of all of the proactive measures in the area have had the desired result. Sgt. Busch did state that the numbers of RCMP officers on the bike team was increased and that their mandate is to work in areas like York Road on a proactive basis.
Island Health
Both Island Health and Warmland House Shelter have been active partners in providing solutions to this issue. While the information from Island Health states that the Wellness and Recovery Centre will be on York Road, both organizations have committed to working with the School District to ensure safety for students, staff, and community.
In May of 2020, The Board asked Island Health to report to the Board regarding the site selection process for the Wellness and Recovery Centre. Island Health presented to the Board in June. At that time, the Board learned that public consultation process was neither required nor implemented.
Warmland House Shelter, 2579 Lewis Street
Warmland House is a three-story residential facility with 30 shelter beds, 24 transitional apartments, a common-room, kitchen, dining room and offices. Warmland is a purpose- built, entry-level community facility. The shelter was designed to be a gateway to stable housing and integrated, client focused support services to adult (19+) men and women who are coping with a variety of challenges such as mental illness, addiction and chronic health conditions.
• Warmland provides staff to patrol and clean up outside of the building area. • The building has a surrounding security fence with a secure gated entrance • The shelter is on the same property as the Cowichan Sobering and Assessment Centre; however, each operates independently of the other.
York Road Corridor Page 20 of 135 AGENDA ITEM #7.2.1.
Phoenix Wellness Clinic, 5873 York Road, Duncan
Privately run medical clinic which provides a supportive, multidisciplinary, outpatient opioid agonist treatment (OAT) program for adults 19 and older who misuse heroin or other opiates. Offers long-term stabilization on methadone, kadian, or suboxone, withdrawal management, and individual counselling for clients. Outreach workers connect clients to support groups, housing resources, employment, and community support services. Works in conjunction with Duncan Mental Health and Substance Use to treat concurrent diagnoses of mental health issues. • Phoenix has hired an outside supervisor that is present on the property from 6:00 a.m. until 4:00 p.m. • Phoenix also provide sharps pick-up on the area surrounding the clinic. • The Phoenix Wellness Clinic is in the processes of creating a Pharmacy within the current building.
Cowichan Valley Wellness and Recovery Centre, 5878 York Road
Opening in June 2021, the new Centre brings together primary care, harm reduction, case management, overdose prevention and on-site treatment in one location. The centre will be operated by Island Health in partnership with a non- profit service provider - Lookout Housing and Health Society. Services Include: Security: Security services is provided in partnership with local government through the Safer Communities Plan. The Centre is located on the security corridor and is regularly patrolled by security staff - Blackbird Security and Bylaw officers from Duncan and North Cowichan Needle recovery: Needle (sharps) pick up is being done 7 days a week, 4hrs per day throughout the York Road/Beverly corridor with schools as a priority. This team is funded by Island Health and coordinated by the Canadian Mental Health Association - Cowichan Valley Branch. Assertive Community Treatment (ACT) is an outreach team that includes nurses, social workers, a psychiatrist, rehabilitation and recovery workers. The team supports people with mental illness who may have substance dependency. The team supports people in crisis, delivers treatment, manages medication and helps people connect with education, jobs and other supports.
York Road Corridor Page 21 of 135 AGENDA ITEM #7.2.1.
Intensive Case Management (ICM) is an outreach team (composed of 2 outreach staff who work with the SUIT team) that supports people with substance dependency. ICM helps people to build on their strengths and improve confidence. Harm Reduction Services are offered by a team including primary care providers (physician and nurse practitioner), nurses, harm reduction workers and peer workers. They provide overdose prevention, witnessed consumption, harm reduction supplies and education. Services are provided under the provincial public health emergency overdose response. Treatment for substance dependency is offered by health care providers, including addictions medicine specialists, delivering a range of substance use medical treatment services. Treatments may include Opioid Agonist Therapy (iOAT) and Tablet Injectable Opioid Agonist Therapy (TiOAT). These services help to treat substance use dependency by preventing withdrawal, reducing cravings and promoting better overall health. Substance Use Integrated Team (SUIT) is an outreach team of nurses, social workers, substance use counsellors and peer support, rehabilitation and recovery workers. The team provides health and wellness care for people significantly affected by physical, emotional, spiritual and mental health impacts of substance use. Clients may be experiencing homelessness and in distress within the community. Outreach Services began on November 1st 2020 with 7 workers.
North Cowichan
Contributions from North Cowichan came in the form of bylaw services and political pressure towards Island Health by elected officials. As the analysis of this project was wrapping up at the district level, North Cowichan reached out with information on a project that is being undertaken in early 2021 by the Municipality. The purpose of this new project is to identify opportunities for improvement in how the Municipality of North Cowichan is managing community safety issues arising from the entwined challenges of homelessness, addiction and mental health; to recommend any short-term changes to North Cowichan's community safety response model that are statutorily achievable under the current Police Act and provincial resourcing model; and to clarify the general challenges to the efficiency and effectiveness of DNC's community safety response model presented by the current Police Act and the provincial resourcing model. There will likely be an opportunity for the district to engage on this project.
York Road Corridor Page 22 of 135 AGENDA ITEM #7.2.1.
Quamichan School Response: In the early Fall, there was a large presence of individuals who appeared to need support. Administration presence on York Road was a daily part of the lunch time routine. Our biggest concern was the increase in the frequency of the open use of street drugs that was observable by our students as they passed by. The increase in the open use of street drugs this Fall was a huge contrast to previous years (where we may have noticed individuals who appeared to need support, but did not observe them openly using).
In response to concerns, the following measures were put in place:
- An additional noon-hour supervisor was put in place on York Road at lunch - Increased police presence - Increased presence of Blackbird security at lunch - The addition of a staff from Warmland in place on York Road - Increased presence of bylaw officers
With the additional supervision, we have noticed a marked reduction in the number of individuals on the street who appear to need support, and a massive (complete) reduction in instances of open drug use. This reduction of open drug use, coupled with the fact that our students continue to do a very good job of being respectful and mindful in the community, has completely reduced our concerns in the York Road area. While both administrators were out and about every day at lunch, we are now able to do shorter passes through the area and we are able to focus some of our energy on students who chose to remain on campus.
Since the board motion in September, students have continued to have the option to choose to leave school grounds at lunch. Since then, we have not had any reported instances of negative interactions or unsafe situations with members of the community in the York Road corridor, or anywhere else off grounds.
Building Better Neighbours with Warmlands
Warmland shelter has employed a staff member named Maximus who now patrols the area. Warmland has assured Quamichan staff that he will be employed indefinitely. 'Max' does a sweep of both Quamichan and Alexander in the morning and picks up sharps. Quamichan school is also working on a major empathy project with the students and it has had overwhelming positive results.
York Road Corridor Page 23 of 135 AGENDA ITEM #7.2.1.
Proactive Student Education
A very big part of the work that we do with students at Quamichan every year includes the following:
- Setting the stage with students ahead of having them go off campus at lunch, and talking to them about all aspects of safety, talking to them about the diverse community that we are a part of and about how they can be respectful members of that community - Setting clear expectations for students who choose to leave campus at lunch - Telling students how they can access help if they need it or report instances where they feel unsafe - A bi-weekly review of what is going well at lunch time and areas that need to see improvement - Lessons about homelessness, addiction and stigmatization - Guest speakers who talk to students about addiction and stigmatization - Screenings of films that address homelessness, addiction and stigmatization
Issues to Date this Year
We rarely deal with issues that arise at lunch, and when we do, these issues have only concerned our students, aside from the following instances:
- In September, we had one reported instance of a member of the community talking to a group of girls as they passed by. RCMP were contacted, and they spoke with the individual. - A second incident also occurred in October with a member of the community in McDonalds. This was investigated by school administration and RCMP, and the instance was deemed to have been provoked by our students (who approached and taunted an adult in McDonalds). It was dealt with at the school level, and was a huge learning experience for the students involved. They lost off-grounds privileges for a time, and have done very well off grounds since having their privileges reinstated.
Aside from these two incidences, there have been no reported issues in the York Road area. There was a third incidence on the dyke in November, which was entirely caused by Quamichan students. As it became very public, it solicited a strong response from the student body, who mobilized and did a warm clothing drive for the Warmland shelter.
Staff at McDonalds have commented that this is the best year that they have had, in terms of student behavior in the restaurant. We are proud of our students and are happy with their level of positive behavior and respect while out and about at lunch.
York Road Corridor Page 24 of 135 AGENDA ITEM #7.2.1.
Our noon hour supervisors who are in the York Road area every day at lunch have not reported an issue involving our students and members of the community.
Connections Between the School and New Supervision Supports:
The school administration team enjoys a positive relationship with our larger community as follows:
- We dialogue regularly with the directors at Warmland. - We have come to know some of our local bylaw officers, and appreciate their level of responsiveness. - We have come to know the Warmland staff and other supervisors who are out on York Road. - We are happy with the level of support that we get from RCMP when we require their services.
Student Perspective – December 17, 2020
ONLY students who frequent the York Road area (Esso, McDonalds, Wendy's Tim Hortons) at least once per week were surveyed.
This survey was supplemental to the initial surveying of students on this issue.
• 84 % of respondents report that they have noticed the additional supervision on York Rd
• 37 % of respondents believe that this additional supervision has contributed to their overall feeling of safety (ie increased their sense of safety)
• 63 % of respondents said that the additional supervision has not increased their sense of safety and that they have felt safe all year (the same sense of safety before the additional supervision, and since it was put in place)
• 2.3 % of respondents said that they still do not feel safe
Cowichan Valley School District Data Collection Between December 2nd and December 16th, staff from Cowichan Valley School District walked along the York Road corridor and made observations three times per day. Staff were asked to report what community supports were visible, how many vulnerable adults in need of the supports were visible, how many students were in the area during that time and what interactions they saw. Staff were also asked to note if there were any behaviours being demonstrated that could be considered disturbing for youth.
York Road Corridor Page 25 of 135 AGENDA ITEM #7.2.1.
In the morning hours of 8:30- 9:00am Warmland staff (Maximus) and a hired support in the area (Rob), were noted to be there 9 days/11 days. Other community supports were only noted 1-3 times each. There were between 1-12 vulnerable adults in the area during this time averaging 6 people daily. There was one instance where a person was observed drinking alcohol and a 2nd suspicious occurrence of an exchange between an individual and a person in a car, however there were no observations of any interactions with students. Paramedics attended to an individual for an unknown reason behind the paint store one time.
During the lunch hour time frame, there was a miscommunication about expectations for the observations and limited data was received during the 1st week. Maximus and Rob were visible most days and other community supports were only observed 1-3 times each over the 11 days. There are two noon hour supervisors on duty each day. The observers noted approximately 80-105 students daily and did not note any interactions or negative behaviours with or by the vulnerable adults.
The after-school observers noted minimal community supports visible. They reported seeing Rob 6/9 days, Maximus 2/9 days, an ambulance 1/9 and other volunteers 2/9. There were between 1-12 vulnerable adults in the area averaging 6/day during the 9 days observed. There were two occurrences of alcohol and drug use witnessed however neither seemed to be noticed by students. No interaction between students and adults were noted.
To summarize, over the 11 days of observations, there were almost always at least one community support visible in the York Road corridor, and often there were at least two. The number of students varied depending on the time of the day and the weather. Most students are walking in the corridor area at lunch and there appeared to be more students present after school than during the time right before school. There was a total of 5 occurrences of perceived negative behaviours by vulnerable adults witnessed, and none of the occurrences appeared to have an impact on the students.
Conclusion The Board, community, schools, and partners mobilized quickly for the safety of students. While the initial flare up of issues resulted in a coming together of multiple layers of support, the issues quickly dissipated and a more sustainable method was employed. As the school year went on, there were many fewer reported issues at any of the three times of the day when students frequent the area. All community partners and organizations have committed to reinitiating any and all supports to ensure students stay safe
Quamichan has taken a very proactive approach in using these conversations as a launching point to create empathy in their students and to continue the good work they always do in being a good neighbour in the community.
York Road Corridor Page 26 of 135 AGENDA ITEM #7.2.1.
Since the visible issues have dissipated, vocal community concern has waned. As shown by multiple surveys of parents, community and students, the majority of students feel safe when they leave their campus at lunch (or when walking to and from school) and the vast majority do not want Quamichan School to become a closed campus (this result was consistent across all survey types).
LINKS: April 4: (Announcement that site is moving) https://www.cowichanvalleycitizen.com/news/duncans-overdose-prevention-site-to- move-this-fall-to-new-wellness-centre/
May 26: (Letter to Editor) https://www.cowichanvalleycitizen.com/opinion/york-road-not- the-place-for-new-wellness-centre/
Aug 31: (North Cowichan asks Island Health to Pause) https://www.cowichanvalleycitizen.com/news/north-cowichan-wants-public- consultations-on-new-wellness-and-recovery-centre/
Sep 1: (School District Opposes) https://www.cowichanvalleycitizen.com/news/parents- add-voice-to-complaints-about-site-of-new-mental-health-and-addiction-centre-in- duncan/
Sep 16: (March Planned) https://www.cowichanvalleycitizen.com/news/march-saturday- in-duncan-to-protest-wellness-centre/
Sep 22: (Island Health Responds): https://www.cowichanvalleycitizen.com/news/island- health-says-york-road-only-location-available-for-wellness-and-recovery-centre/
Sep 23: (Update on March): https://www.cowichanvalleycitizen.com/news/update- hundreds-march-against-location-of-safe-injection-site-in-duncan/
York Road Corridor Page 27 of 135 AGENDA ITEM #8.2.1.
Date of Report: February 2, 2021
Prepared for: The Board of Education for Decision
Subject: Proposed Three Year School Calendar
Background: As per Section 87.01 (5) of the School Act and School Calendar Regulations, a Board of Education must make a proposed school calendar available to the public, for feedback, at least one month prior to submission of that calendar to the Minister on March 31st. These calendars must guide the operation of each school within the district. Section 87.01 (6) of the School Act allows a Board to submit up to three one-year calendars at one time. Every school calendar that is submitted to the Minister must comply with the requirements of the School Act, School Calendar Regulations, and any Ministerial orders.
The School Calendar Regulation prescribes the minimum hours of instruction and the information held within the calendars: Prescribed minimum hours of instruction: o 853 hrs. for Kindergarten, 878 hrs. for grades 1 – 7, 952 hrs. for grades 8 – 12 o The requirement is lower for Kindergarten students to allow for a gradual entry process at the beginning of the year Prescribed information required: o the number and dates of the days in session; o the number and dates of each day of instruction; o vacation periods and dates of statutory holidays; o the date of each non-instructional day; and o the number of hours of instruction offered to students in each grade level.
The Board must also take into consideration the Board and Teachers’ Collective Agreement language, in particular Article D.15 – Regular Work Year, Article D.16 – Hours of Work, and Article D.17 – Duration of School Day.
We are now in our last year of the previously approved three-year calendar. To this end, we are proposing a new three-year school calendar for the 2021 – 2024 school years. Following confirmation by the Board, the proposed school calendars will be made publically available for at least one month before the date the school calendar must be submitted to the Ministry (March 31). The Board of Education will be updated on the public comments received before making their final decision on the proposed 2021- 2024 school calendars at the March 2nd Board meeting. All school calendars are due to the Ministry by March 31st.
Proposed Three-Year School Calendar Page 28 of 135 AGENDA ITEM #8.2.1.
Discussion: In preparing calendars for the following three years, the dates are first rolled over and then refined based on the requirements of the School Calendar Regulation and the Teachers’ Collective Agreement. They are also compared to other Districts throughout the province to look for cohesion and alignment where possible. Previous feedback from community and partner groups is also taken into account.
The Ministry of Education allows a maximum of six (6) Professional Days (Non-instructional days). These days have been spread evenly between semesters and throughout the year. The Professional Days that are overseen by the teacher’s union (October, February and May) are tentative and have been placed in historical positions until the teachers’union(s) ratifies their dates at their April AGM for the following year.
An additional week (District closure) in March break has been a part of this Cowichan Valley School District’s calendar for the past 12 years as part of a cost savings measure. A District Closure week is common practice in throughout province. Therefore, we have aligned our March breaks with the majority of districts. This additional week of closure continues to save the school district approximately $400,000 anually.
The instructional hours have been calculated monthly, as well as yearly, to ensure reconciliation and compliance. Each of the calendars in the three year package meets the School Calendar Regulation requirements for Instructional hours.
Recommended Resolution: In the last public consultation process the use of our website and social media and a survey monkey was utilized. This process was successsful in both helping the public better understand school calendars and in providing useful feedback. We are suggesting this same method of public consultation for the 2021 – 2024 proposed calendars.
Given that the Board of Education must make a proposed school calendar available to the public, for feedback, at least one month prior to submission of that calendar to the Minister on March 31st, we recommend the proposed calendars be made public to allow enough time for the Board to be briefed at the February 23rd BEBC meeting in consideration for a final decision at the March 2nd Open Board meeting. Action: That the Board of Education of School District 79 (Cowichan Valley) approves the proposed three-year 2021 to 2024 School Calendar to go out for consultation with our community.
Prepared by: Reviewed by:
Sheryl Koers, Associate Superintendent Robyn Gray, Superintendent Date: January 29, 2021
Proposed Three-Year School Calendar Page 29 of 135 Proposed Three-Year School Calendar
Cowichan Valley School District Proposed School Calendar Holiday Breaks 2021/22 to 2023/24
2021/22 2022/23 2023/24 Winter Break Dec 20, 2021 – Jan 3, 2022 Dec 19, 2021 – Jan 2, 2022 Dec 25, 2021 – Jan 5, 2022 The first day of Christmas (Christmas Sat Dec. 25 (Christmas Sun Dec. 25 (Christmas Mon Dec. 25 Break shall be on the Monday preceding New Year’s Day Sat Jan 1 New Year’s Day Sun Jan 1 New Year’s Day Mon Jan 1) December 26. School shall Mon Jan 3 stat in lieu) Mon Jan 2 stat in lieu) School reopens Mon Jan 8 reopen on the Monday School reopens Tues Jan 4 School reopens Tues Jan 3 following January 1 unless January 1 is a Sunday then school shall reopen DECEMBER 2021 DECEMBER 2022 DECEMBER 2023 Su Mo Th Fr Sa Tuesday January 3; Tu We Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa 1 2 3 4 1 2 3 3 4 5 6 7 8 9 5 6 7 8 9 10 11 4 5 6 7 8 9 10 10 11 12 13 14 15 16 12 13 14 15 16 17 18 11 12 13 14 15 16 17 17 18 19 20 21 22 23 19 20 21 22 23 24 25 18 19 20 21 22 23 24 24 25 26 27 28 29 30 26 27 28 29 30 31 25 26 27 28 29 30 31 31 1 2 3 4 5 6
March Break March 14 – 25, 2022 March 13 – 24, 2023 March 11 – 22, 2022 The first day of Spring Good Friday Apr. 15 Good Friday Apr. 7 Good Friday Mar 29 Break shall be the third Monday in March. School Easter Monday Apr 18 Easter Monday Apr 10 Easter Monday Apr 1 shall reopen the fourth School Re-opens Mon Mar 28 School Re-opens Mon Mar 27 School Re-opens Mon Mar 25 Monday in March. If the fourth Monday in March is AGENDA ITEM #8.2.1. Easter Monday, school MARCH 2022 MARCH 2023 MARCH 2024 shall reopen on the Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Su Mo Tu We Th Fr Sa Wednesday following the 1 2 3 4 5 1 2 3 4 1 2 fourth Monday in March. 6 7 8 9 10 11 12 5 6 7 8 9 10 11 3 4 5 6 7 8 9 13 14 15 16 17 18 19 12 13 14 15 16 17 18 10 11 12 13 14 15 16 20 21 22 23 24 25 26 19 20 21 22 23 24 25 17 18 19 20 21 22 23 27 28 29 30 31 26 27 28 29 30 31 24 25 26 27 28 29 30 31 Page 30 of 135 Proposed Three-Year School Calendar
Provisional School Calendar 2021 - 22
JULY AUGUST SEPTEMBER S M T W T F S S M T W T F S S M T W T F S 1 2 3 1 2 3 4 5 6 7 1 2 3 4 School Opening Sept. 7 4 5 6 7 8 9 10 8 9 10 11 12 13 14 5 6 7 8 9 10 11 11 12 13 14 15 16 17 15 16 17 18 19 20 21 12 13 14 15 16 17 18 Statutory Holiday / Vacation 18 19 20 21 22 23 24 22 23 24 25 26 27 28 19 20 21 22 23 24 25 25 26 27 28 29 30 31 29 30 31 26 27 28 29 30 Thanksgiving Oct. 11 Remembrance Day Nov. 11 Winter Vacation Dec. 20 – Jan. 3 OCTOBER NOVEMBER DECEMBER Schools reopen Jan. 4 S M T W T F S S M T W T F S S M T W T F S Family Day Feb. 21 1 2 1 2 3 4 5 6 1 2 3 4 Spring Vacation Mar. 14 – 25 3 4 5 6 7 8 9 7 8 9 10 11 12 13 5 6 7 8 9 10 11 Good Friday Apr. 15 10 11 12 13 14 15 16 14 15 16 17 18 19 20 12 13 14 15 16 17 18 Easter Monday Apr. 18 17 18 19 20 21 22 23 21 22 23 24 25 26 27 19 20 21 22 23 24 25 Victoria Day May 23 24 25 26 27 28 29 30 28 29 30 26 27 28 29 30 31 31 School Closure Professional Development Days JANUARY FEBRUARY MARCH S M T W T F S S M T W T F S S M T W T F S Last day of school June 23 1 1 2 3 4 5 1 2 3 4 5 Administrative Day June 24 2 3 4 5 6 7 8 6 7 8 9 10 11 12 6 7 8 9 10 11 12 9 10 11 12 13 14 15 13 14 15 16 17 18 19 13 14 15 16 17 18 19 16 17 18 19 20 21 22 20 21 22 23 24 25 26 20 21 22 23 24 25 26 Days in session 182 23 24 25 26 27 28 29 27 28 27 28 29 30 31 Days of instruction 175 30 31 Pro-D days 6
Administrative days 1 AGENDA ITEM #8.2.1. APRIL MAY JUNE S M T W T F S S M T W T F S S M T W T F S 1 2 1 2 3 4 5 6 7 1 2 3 4 Instructional Hours 3 4 5 6 7 8 9 8 9 10 11 12 13 14 5 6 7 8 9 10 11 Elementary: 878 10 11 12 13 14 15 16 15 16 17 18 19 20 21 12 13 14 15 16 17 18 Secondary: 956 17 18 19 20 21 22 23 22 23 24 25 26 27 28 19 20 21 22 23 24 25 24 25 26 27 28 29 30 29 30 31 26 27 28 29 30 Page 31 of 135 Proposed Three-Year School Calendar
Provisional School Calendar 2022 - 23
JULY AUGUST SEPTEMBER S M T W T F S S M T W T F S S M T W T F S 1 2 1 2 3 4 5 6 1 2 3 School Opening Sept. 6 3 4 5 6 7 8 9 7 8 9 10 11 12 13 4 5 6 7 8 9 10 10 11 12 13 14 15 16 14 15 16 17 18 19 20 11 12 13 14 15 16 17 Statutory Holiday / Vacation 17 18 19 20 21 22 23 21 22 23 24 25 26 27 18 19 20 21 22 23 24 24 25 26 27 28 29 30 28 29 30 31 25 26 27 28 29 30 Thanksgiving Oct. 10 31 Remembrance Day Nov. 11 Winter Vacation Dec. 19 – Jan. 2 OCTOBER NOVEMBER DECEMBER Schools reopen Jan. 3 S M T W T F S S M T W T F S S M T W T F S Family Day Feb. 20 1 1 2 3 4 5 1 2 3 Spring Vacation Mar. 13 - 24 2 3 4 5 6 7 8 6 7 8 9 10 11 12 4 5 6 7 8 9 10 Good Friday Arp. 7 9 10 11 12 13 14 15 13 14 15 16 17 18 19 11 12 13 14 15 16 17 Easter Monday Apr. 10 16 17 18 19 20 21 22 20 21 22 23 24 25 26 18 19 20 21 22 23 24 Victoria Day May 22 23 24 25 26 27 28 29 27 28 29 30 25 26 27 28 29 30 31 30 31 School Closure Professional Development Days JANUARY FEBRUARY MARCH S M T W T F S S M T W T F S S M T W T F S Last day of school June 29 1 2 3 4 5 6 7 1 2 3 4 1 2 3 4 Administrative Day June 30 8 9 10 11 12 13 14 5 6 7 8 9 10 11 5 6 7 8 9 10 11 15 16 17 18 19 20 21 12 13 14 15 16 17 18 12 13 14 15 16 17 18 22 23 24 25 26 27 28 19 20 21 22 23 24 25 19 20 21 22 23 24 25 Days in session 187 29 30 31 26 27 28 26 27 28 29 30 31 Days of instruction 180 Pro-D days 6 Administrative days 1 AGENDA ITEM #8.2.1. APRIL MAY JUNE S M T W T F S S M T W T F S S M T W T F S 1 1 2 3 4 5 6 1 2 3 Instructional Hours 2 3 4 5 6 7 8 7 8 9 10 11 12 13 4 5 6 7 8 9 10 Elementary: 884 9 10 11 12 13 14 15 14 15 16 17 18 19 20 11 12 13 14 15 16 17 Secondary: 968 16 17 18 19 20 21 22 21 22 23 24 25 26 27 18 19 20 21 22 23 24 23 24 25 26 27 28 29 28 29 30 31 25 26 27 28 29 30 30 Page 32 of 135 Proposed Three-Year School Calendar
Provisional School Calendar 2023 - 24
JULY AUGUST SEPTEMBER S M T W T F S S M T W T F S S M T W T F S 1 1 2 3 4 5 1 2 School Opening Sept. 5 2 3 4 5 6 7 8 6 7 8 9 10 11 12 3 4 5 6 7 8 9 9 10 11 12 13 14 15 13 14 15 16 17 18 19 10 11 12 13 14 15 16 Statutory Holiday / Vacation 16 17 18 19 20 21 22 20 21 22 23 24 25 26 17 18 19 20 21 22 23 23 24 25 26 27 28 29 27 28 29 30 31 24 25 26 27 28 29 30 Thanksgiving Oct. 9 30 31 Remembrance Day Nov. 13 Winter Vacation Dec. 25 – Jan. 5 OCTOBER NOVEMBER DECEMBER Schools reopen Jan. 8 S M T W T F S S M T W T F S S M T W T F S Family Day Feb. 19 1 2 3 4 5 6 7 1 2 3 4 1 2 Spring Vacation Mar. 11 - 22 8 9 10 11 12 13 14 5 6 7 8 9 10 11 3 4 5 6 7 8 9 Good Friday Mar. 29 15 16 17 18 19 20 21 12 13 14 15 16 17 18 10 11 12 13 14 15 16 Easter Monday Apr. 1 22 23 24 25 26 27 28 19 20 21 22 23 24 25 17 18 19 20 21 22 23 Victoria Day May 20 29 30 31 26 27 28 29 30 24 25 26 27 28 29 30 31 School Closure Professional Development Days JANUARY FEBRUARY MARCH S M T W T F S S M T W T F S S M T W T F S Last day of school June 27 1 2 3 4 5 6 1 2 3 1 2 Administrative Day June 28 7 8 9 10 11 12 13 4 5 6 7 8 9 10 3 4 5 6 7 8 9 14 15 16 17 18 19 20 11 12 13 14 15 16 17 10 11 12 13 14 15 16 21 22 23 24 25 26 27 18 19 20 21 22 23 24 17 18 19 20 21 22 23 Days in session 186 28 29 30 31 25 26 27 28 29 24 25 26 27 28 29 30 Days of instruction 179 31 Pro-D days 6
Administrative days 1 AGENDA ITEM #8.2.1. APRIL MAY JUNE S M T W T F S S M T W T F S S M T W T F S 1 2 3 4 5 6 1 2 3 4 1 Instructional Hours 7 8 9 10 11 12 13 5 6 7 8 9 10 11 2 3 4 5 6 7 8 Elementary: 889 14 15 16 17 18 19 20 12 13 14 15 16 17 18 9 10 11 12 13 14 15 Secondary: 979 21 22 23 24 25 26 27 19 20 21 22 23 24 25 16 17 18 19 20 21 22 28 29 30 26 27 28 29 30 31 23 24 25 26 27 28 29 30 Page 33 of 135 AGENDA ITEM #8.2.1.
Three - Year School Calendar - Overview
Local School Calendar 2021/22 – 2023/24
Designation 2021- 22 2022 – 23 2023 - 24 Days in session 182 187 188
Days of Instruction 175 180 181
Pro-D Days 6 6 6
Administrative Day 1 1 1
Hours of Instruction Elementary Secondary Elementary Secondary Elementary Secondary Minimum required – Elem 878 / Sec. 952 878 956 884 968 889 979 School Opens September 7 September 6 September 5
Statutory Holiday / Vacations Thanksgiving October 11 October 10 October 9
Remembrance Day November 11 November 11 November 13
Winter Vacation December 20 to January 3 December 18 to January 2 December 25 to January 5
Family Day February 21 February 20 February 19
Spring Break/District Closure March 14 to March 25 March 13 to March 24 March 11 to March 22
Good Friday April 15 April 7 March 29
Easter Monday April 18 April 10 April 1
Victoria Day May 23 May 22 May 20 Monday, September 27 Monday, September 26 Monday, September 25 Friday, October 22 Friday, October 21 Friday, October 20 Professional Development Days Friday, November 26 Friday, November 25 Friday, November 24 Friday, February 11 Friday, February 10 Friday, February 9 Monday, April 11 Monday, April 17 Monday, April 15 Friday, May 6 Friday, May 5 Friday, May 3 Administration day Friday, June 24 Friday, June 30 Friday, June 28
These proposed calendars meet the Ministry of Education School Calendar Regulation requirements as well as adheres to the minimum requirements for instructional time. The Teacher Professional Development days are still subject to ratification and confirmation by the local union each year.
Proposed Three-Year School Calendar Page 34 of 135 AGENDA ITEM #8.2.2.
Date of Report: February 2, 2021
Prepared for: The Board of Education for Decision
Subject: Sports Academy Program – Cowichan Secondary Rugby Academy
Considerations: Proposal to establish a Specialty Academy and approval of the fees to be charged.
Background: The attached proposal for the Program of Choice - Cowichan Secondary Rugby Academy was presented at the January 26, 2021 Board Education and Business Committee Meeting and is now being brought to the Board for approval.
Specialty academy criteria outlined in BC Reg. 219/08 effective July 1, 2009 under the authority of the School Act, section 82.1 and 175(2)(2) require: additional learning outcomes; minimum hours of instruction; and an emphasis on a particular subject area.
Specialty Academy Criteria from section 82.1 of the School Act as set out in sections 2, 3, 4 are:
Additional Learning Outcomes: Must meet learning outcomes that: (a) are in addition to the learning outcomes that a standard educational program must meet, and (b) reflect an emphasis on a particular sport, activity or subject area.
Minimum Hours of Instruction: In respect of the particular sport, activity, or subject areas being emphasized in the specialty academy: (a) a one-year specialty academy must include: (i) a minimum of 240 hours of instruction, or (ii) sufficient hours of instruction to enable a student to earn 8 credits in the school year,
(b) a multi-year specialty academy must include: (i) a minimum of 120 hours of instruction, or (ii) sufficient hours of instruction to enable a student to earn 4 credits in each school year.
Emphasis on Particular Subject Area: If the specialty academy emphasizes a particular subject area, the subject area must be: (1) Applied Skills, (2) Fine Arts, (3) Language Arts, (4) Mathematics, (5) Physical Education, (6) Science, (7) Social Studies. Cowichan Secondary Rugby Academy Academy +LO Area Hours Credits 1 or 2 yrs. + Emphasis Partnership with/ Academy Fees Criteria CSS Rugby Yes Rugby 480 16 1 PE Leisure RMac Rugby Inc. $2,750* local district students Academy Skills Recreation $7,500 or out of province $15,000 International students *Please Note: Students without resources to pay will have opportunities to participate through grants, RMac, and outside sponsors.
Cowichan Secondary Rugby Academy Page 35 of 135 AGENDA ITEM #8.2.2.
Recommended Action: As the proposal for the Cowichan Secondary Rugby Academy meets the criteria for a specialty academy the Board is asked to approve establishing the Rugby Academy and approving the fees. Action: That the Board of Education School District No. 79 (Cowichan Valley) approves establishing a Rugby Academy at Cowichan Secondary School and authorize the fees be set at $275 per month or $2,750 per year for local district students, $750 per month or $7,500 per year for students enrolling from out of province, and $1,500 per month or $15,000 per school year for International students.
Prepared by: Reviewed by:
Larry Mattin, Director of Instruction Robyn Gray, Superintendent Date: January 29, 2021
Cowichan Secondary Rugby Academy Page 36 of 135 AGENDA ITEM #8.2.2.
Cowichan Rugby Academy - Cowichan Secondary School Cowichan Secondary School
Program Information Meet the Coaches and Our Athletes Are Training Staff Offered at Cowichan Secondary Self-motivated and driven to strive School Robin MacDowell, Head Coach for excellence on and off the field Open to all students of all ability Individuals who have a growth levels in Grades 10-12 Robin is an athlete-centered coach with mindset Rugby specific training in combat, over 12 years of experience at the post- Strongly committed to their academic skills, scrimmage, speed, weights secondary level. He has coached responsibilities Sport Performance seminars in internationally for seven years with Rugby Responsible and show exemplary leadership, nutrition, time Canada and the Mexico national team. His citizenship and community leadership management, mental performance, mission is to help the next generation of
effective communication, conflict Canadian athletes realize their dreams in rugby. resolution, recovery, team building, Program Fees post-secondary planning Tyler Buck, Strength and Conditioning Coach Non-Refundable Deposit $100 Monthly fees: $275 Jenna Bugden, Athletic Therapist Trevor Harrison, Health and Performance Specialist Application Information
Patrick Kay, Skills Coach Cowichan students can apply to the Cowichan Rugby Academy when they do Kayla Moleschi, Skills Coach course registration in early February. Local Jessalyn O’Donell, Nutritionist students should email [email protected] to sign Sara Shaw, Skills Coach up. Teaching staff: Students will be supported in 2 academic courses by a Cowichan Secondary teacher
Dream Believe Succeed
Cowichan Secondary Rugby Academy Page 37 of 135 AGENDA ITEM #8.2.2.
Proposal for Program of Choice- Cowichan Secondary Rugby Academy
Proposed Start Date: September 2021 Grade Level: 10-12 Prerequisites: Participation in rugby activities
School Act – Specialty Academy Criteria Regulation Section 82.1 of the School Act sets out prescribed criteria for a specialty academy that the proposed rugby academy meets. • The specialty academy meets learning outcomes that are in addition to the learning outcomes that a standard educational program must meet and reflect an emphasis on a particular sport (rugby). • The proposed academy meets the minimum number of hours of instruction (120 hours) per year for a multi-year program. • The proposed academy emphasizes a particular prescribed subject area – physical education.
Program Description The Academy is proposed to be a partnership between Cowichan Secondary and RMac Rugby Inc. Students will take 2 courses each semester among Physical Education 10, 11 and/or 12, Personal Fitness 11 and/or 12, Principles of Sport 11 and/or 12, Rugby 10, 11 and/or 12, Athletic Leadership 11 and/or 12. The combination of these two courses each semester will provide a solid understanding of the sport, physical training and nutrition, athletic related injuries (their care and prevention), evolution of the sport, and relationship to personal development and identity. Also included will be leadership, goal setting, time management and conflict resolution, communication and social responsibility.
Facilities Use of Cowichan Secondary and Chesterfield park fields or Cowichan Rugby Club Use of regular classroom facilities, gymnasium, weight training equipment
Equipment Students will be required to have daily training gear, mouthguard, and appropriate footwear for each surface.
Goals and Objectives The goal of this Academy is to provide all students with the opportunity to pursue their interest in playing rugby while attending a regular secondary school program. Students will Obtain credits towards completion of graduation requirements Acquire the rugby skills to play at any level desired
Cowichan Secondary Rugby Academy Page 38 of 135 AGENDA ITEM #8.2.2.
Understand health, fitness and game skills for rugby Understand the role of rugby as a life sport Develop the leadership and interpersonal skills that will translate to any opportunity on and off the field Understand the role of the athletic leader in the community
Organizational Structure Students will take four of the following courses in each year of the program depending on the grade level.
Title Credits Personal Fitness 11 4 Personal Fitness 12 4 Principles of Sport 11 4 Principles of Sport 12 4 Rugby 10 4 Rugby 11 4 Rugby 12 4 PE 10 4 PE 11 4 PE 12 4 Athletic Leadership 11 4 Athletic Leadership 12 4 Total 16 credits each year in program
Benefits of a Rugby Academy
Students Students enrolled in the rugby academy will be scheduled with flexibility in mind. This multi- semester program is available to those students in grades 10 through 12 and is designed to provide them with the knowledge to develop and execute a physical fitness program that will enhance physical fitness levels, health and body image. Students will also:
• Obtain the highest academic standard possible for themselves • Connect school-work and school-post-secondary education pathways • Acquire rugby skills to play at the level the student desires • Understand/develop fitness/wellness for rugby & general health • Develop leadership, personal resiliency skills & translate this to school, rugby, home life and community • Develop positive life skills through volunteering/work experience • Develop new physical and interpersonal skills through recreation and leisure opportunities • Become strong community citizens getting involved, giving back and leading by example
Cowichan Secondary Rugby Academy Page 39 of 135 AGENDA ITEM #8.2.2.
School Cowichan Secondary will benefit from the addition of this program of choice (academy). This academy will allow many students in the school to meet their personalized educational goals through this new program.
It has been the experience of other B.C. schools who offer programing like this that a rugby program will help students maintain focus on academics and attendance, as participation in the program is contingent on on-going demonstrated success in these areas.
Staff and administration from other school districts have commented that they have appreciated being able to use choice programing to encourage students to stay focused and have seen very positive results.
District Similar programs in neighbouring communities have drawn district students to other school districts and several independent schools located within our district boundaries. Any increase in enrolment at Cowichan Secondary, offers the potential to increase the school’s capacity to offer additional academic and elective courses. All students, regardless of whether they are in the academy or not, would benefit from increased enrollment with a greater variety course allowing students to personalize their own educational goals. The same principle can be applied to the school district. The more students we retrieve from other districts and those departing from independent schools, the more robust programing we, as a district, are able to offer to all of our students.
Community The rugby community will benefit indirectly as players are provided with additional opportunities to further develop their technical rugby skills through participation in the academy. The academy will further develop and mentor academy students and integrate them as support staff and junior instructors strengthening the local association and building strong community citizens. Leadership skill learned and practiced in the academy will allow students to involve themselves in general community activities which will benefit the community at large in planned community outreach projects.
Resources Required There will be no cost to Cowichan Secondary or School District 79 as a result of offering this academy.
Students will be expected to fund the individual costs of this program entirely. The anticipated cost to students is $275.00 per month ($2750.00 per school year) for local district students.
Cowichan Secondary Rugby Academy Page 40 of 135 AGENDA ITEM #8.2.2.
The anticipated cost to students enrolling from other districts or out of province is $750 per month ($7500.00 per school year).
The anticipated cost to International students is $1500 per month ($15,000.00 per school year).
Insurance provided by RMac Rugby. The business agreement will be between RMac Rugby and the parents/custodians or guardians of students. Students without resources to pay will have opportunities to participate through grants, RMac, and outside sponsors.
Cowichan Secondary Rugby Academy Page 41 of 135 BAA Courses
Board/Authority Authorized Course: Social Media Marketing 10
School District/Independent School Authority Name: School District/Independent School Authority Number (e.g. SD43, Cowichan Valley School District Authority #432): SD79 Cowichan Valley
Developed by: Date Developed: Oct. 26/2020 Ryan Seipp
School Name: Principal’s Name: Cowichan Secondary School Darcy Hoff
Superintendent Approval Date (for School Districts only): Superintendent Signature (for School Districts only):
Board/Authority Approval Date: Board/Authority Chair Signature:
Course Name: Grade Level of Course: Social Media Marketing: From Passion to Profit 10
Number of Course Credits: Number of Hours of Instruction: 120 hours 4 AGENDA ITEM #8.2.3. Course Category: (Filled in by the developing school) Course Code: (Filled in by the district) Marketing and Distribution
Board/Authority Prerequisite(s): None
Special Training, Facilities or Equipment Required: • Teacher trained in information technology and social media technology applications and platforms including but not limited to Shopify, Alibaba, Page 42 of 135 Fiverr, E-bay, Amazon, Google, Facebook, Instagram, Snapchat, and TikTok
BAA Course Framework: Social Media Marketing 10 BAA Courses
• Access to technology: desktop or laptop computers, access to quality internet connection
Goals and Rationale: Course Goals:
The Social Media Marketing curriculum contributes to students’ development as educated digital citizens through the achievement of the following goals. Students are expected to:
• Successfully navigate the diverse online career landscape through creativity, innovation, and diversification • Understand how connected global online networks and new forms of technology have changed the career landscape of the future • Exercise judgement in discerning ethical advertising behaviour on social media, and take an active role in digital citizenship • Assess the impact that online platforms have on the spreading of information, and subsequently on consumer behaviour • Recognize the need to be adaptable, resilient, and flexible in order to meet the ever-changing opportunities and challenges of today’s digital world • Develop awareness of personal strengths, competencies, values, and passions, and convert this knowledge into tangible and goal-orientated out- comes: covert passions and abilities into career opportunities • Effectively utilize current software programs and applications to execute marketing and sales strategies • Using a robust understanding of online business models, students will critically evaluate market data to structure an online business, predict con- sumer habits and trends, communicate with buyers and sellers, and innovate new products and services • Build personal career-life development capacity to effectively learn and grow new interests, knowledge, skills, and competencies as they relate to growing an online business • Explore a range of experiences, roles, and opportunities in personal, educational, and digital workplace contexts to advance their personal career-life journeys
Course Rationale:
Today’s graduates must be able to adapt to ongoing change in the modern career landscape. For most people, career-life planning will not be a matter of
making one major decision and living with it for a lifetime. Instead, meaningful career-life planning involves being adaptable to new opportunities that arise AGENDA ITEM #8.2.3. from global change. Modern career planning necessitates the alignment of each passion and skill area with their corresponding opportunities. Social Media Marketing provides a unique opportunity for flexibility and diversity as educated citizens maximize value from their skills in an ever-changing world. Students are ideally equipped to innovate and generate the creativity that forms market viable ideas, as their imaginative output is not constrained by previ- ous life patterns that contribute to biases and constrained worldviews. Social Media Marketing seeks to maximize this window of creative potential by sup- porting learners with the technical skills and vision required to share their creativity with the world in the most efficient and effective manner. In order to accomplish this goal, the course equips learners with the knowledge and practical skills that are necessary to navigate through a fluid online marketplace to actualize the value of their passions and skills. Please see Addendum A for the introduction and features of the Social Media Marketing curriculum.
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BAA Course Framework: Social Media Marketing 10 BAA Courses
Course Synopsis: Social Media Marketing blends social media and digital literacy with a strong base in essential 21st century marketing capabilities, equipping students with the capability to get their unique skills and talents to potential customers in the online market. Social Media Marketing capitalizes on global market trends for our students by teaching them the knowledge and resources that they require in order to succeed when opportunities present themselves. It fosters students being active agents of change and profiteers in their online communities as opposed to passive observers and consumers. This growth occurs through empowering students to access the information conveyed to them online critically, and with an entrepreneurial mind. Social Media Marketing provides students with the ability to turn their passion and skill areas into tangible online career opportunities that may supplement full-time regular careers and diversify household income streams. Students will learn how agencies, companies, and programs use consumers like themselves to generate profit, and in turn, how they can use the same system to generate their own profit from their passions and interests. Correspondingly, Social Media Marketing has a strong focus in personal online marketing strategy and business development; however, the course additionally explores the gamut of other career opportunities in the online world, and gives students access to the tools and support that they need to access these opportunities. Please see Addendum A.
Indigenous Worldviews and Perspectives: Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors: The Social Media Marketing curriculum utilizes the “Me to We” model: In the identify and monetize phases, students must first explore their inner strengths and value-based attributes before they can extend these capabilities into the family and the community. In the scale and focus phases, students explore how they can use their knowledge of self to provide value to their families and communities. Finally, in the analyze and deliver phases, students build on their successes to extend their ideas to the larger community surrounding them.
Learning involves patience and time: Paramount to the marketing and entrepreneurial process overall is the personal development that results from trial and error. It is understood that failure is a natural part of the personal and business development process. Students will be encouraged to reflect on their own performance with the understanding that successful learning involves time and patience, and that failure deepens further opportunity for learning.
AGENDA ITEM #8.2.3. Learning involves recognizing the consequences of one’s actions: Throughout the marketing design and execution process, students must work through the natural consequences of their actions as they pertain to themselves, their family and community, and the natural environment. For example, students must account for critical business consequences such as environmental impact and sustainability.
Learning requires exploration of one’s identity: Students must explore the foundations of their values and identities in order to answer the “why” question regarding the purpose of their marketing and entrepreneurial ventures. It is only through understanding ourselves that we may bring value to others in our community, and students will learn how an increased understanding of self will contribute to their personal and career success. Page 44 of 135
BAA Course Framework: Social Media Marketing 10 BAA Courses
Course Name: Social Media Marketing: From Passion to Profit Grade: 10
BIG IDEAS
Reflecting on our pref- Career-life decisions Adapting to economic Career-life choices are erences and skills The value of work in our are influenced by inter- and labour market made in a recurring cycle helps us identify the lives, communities, and so- nal and external fac- changes requires flex- of planning, reflecting, steps we need to take ciety can be viewed from tors, including local ibility adapting, and deciding to achieve our career diverse perspectives and global trends goals
Learning Standards
Curricular Competencies Content
Students are expected to be able to do the following: Students are expected to know the following: Explore and Create: • Identify: Develop the passion or skill area through reflection, brainstorming, and Online Business Structures and Processes trial experiments • Types of business interactions between key stakeholders • Monetize: Create value from the passion or skill area by exploring all available dig- • ital methods of revenue generation associated with that passion or skill area Techniques of persuasion in advertising: Ethos, pathos, and
logos AGENDA ITEM #8.2.3. • Scale: Grow the passion or skill area through market research and forecasting. Im- plement strategies to grow the idea from a template, sample, or prototype into a • Online marketing: Establish target audience and estimate larger market through target audience demand • Focus: Analyze the target market through determining the demographics of the • Design products and services: Developing a prototype, ac- market (i.e. age, location, preferences, buying patterns, and niche interests) cessing competition, evaluating market share, and cost • Analyze market data and project sales volume: Use appropriate technological and analysis mathematical skills to quantify potential customers, design effective ad cam- • paigns, and determine realistic sales projections based on this information Distribution: Shipping and supply chains
Page 45 of 135 • Predict sales volume
BAA Course Framework: Social Media Marketing 10 BAA Courses
• Deliver the product or service to market: Determine the appropriate shipping • Set budgets and business goals structure, form relationships with suppliers, and experiment with multiple deliv- • Reflect on strategy effectiveness ery methods and models • Costing Strategies: Cost-based, Value-based Analyze and predict • Visual and virtual marketing ads • Understand how new marketing technology and applications are used to analyze, predict, track, and maintain customers • Utilize new technology, programs, and applications that • Critically analyze advertising methods including how enterprises divide the market minimize labor and administration costs into segments, and target their audience to maximize profit • Additional niche-career life opportunities • Develop familiarity with all online platforms, applications, and social media inter- • Structuring an online business faces that relate to the selling of goods and services online • Self-Assessment and Reflection Strategies Building a website • Strategies for maintaining well-being • Use self-assessment and reflection to develop awareness of their strengths, Personal and Professional Development preferences, and skills • Goal setting strategies • Set and achieve realistic goals with perseverance and resilience • Self-assessment • Question self and others about the role of family expectations and traditions, • Project management and of community needs in career choices • Reflection
Design and Execute: • Apply: A variety of research skills to expand their knowledge of diverse career Connection to the Local and Global Community possibilities and understanding of career clusters. Includes decision-making • Local and global needs and opportunities strategies to life, work, or community problems and adjusting the strategies to • The local, national, and global economy
adapt to new situations. AGENDA ITEM #8.2.3. • • Explore: Volunteer and other new learning experiences that stimulate entrepre- The influence of technology in learning and working neurial and innovative thinking. Explore and connect experiential learning both inside and outside of school with possible and preferred career-life pathways. Life and Career Plan • Examine: The influences of personal and public profiles • Factors affecting types of jobs in the community • Consider: The role of personal and employment networks • Technology in learning and working • Identify: Career-life challenges and opportunities, and generate and apply strat- • Strategies for maintaining well-being egies • Personal and employment marketing
Page 46 of 135 • Financial planning
BAA Course Framework: Social Media Marketing 10 BAA Courses
• Initiate: Explore and reflect on career-life roles, personal growth, and initial • Career-life development research and methods planning for preferred career-life pathways. Develop preliminary profiles and • Models of decision making and innovative thinking for flexible plans for career-life learning journeys. flexible planning and goal setting • Interact: Collaborate with a mentor to inform career-life development and ex- • Pre- and post-graduation opportunities ploration. Create and critique personal and public profiles for self-advocacy and • Local and global labour market and trends marketing purposes. • Experience: Explore possibilities for preferred personal and education/employ- ment futures using creative and innovative thinking. Identify and apply pre- Employability Skills: ferred approaches to learning for ongoing career-life development and self-ad- • Communicate vocacy. • Manage information • Use numbers • Think and solve problems
Personal Management Skills: • Adaptability • Learn continuously • Participate in projects and tasks
Essential Job Skill Profile for Digital Technology
AGENDA ITEM #8.2.3. Page 47 of 135
BAA Course Framework: Social Media Marketing 10 BAA Courses
Big Ideas – Elaborations
Economic and Labor Market Changes: • technological change creates opportunity for new market segments • identifying the appropriate problems that require solutions, the key stakeholders involved, and the appropriate target audience can allow us to maxim- ize the potential of market trends • as global markets change, our skill sets need to reflect changes through flexibility and adaptability Reflecting on Skills and Preferences: • reflecting on our preferences and skills allows us to determine the abilities that we can transfer to other market segments • aligning skills, abilities, and preferences with needs in the domestic or international market allows us to achieve our career goals through adaptation Career-life Development: • intentional career-life development moves us toward personally determined and evolving futures • personal tools and strategies can help us develop and commit to short-term goals and actions while keeping us open to emerging possibilities • career roles and goals change throughout life Career-life Decisions: • integrate knowledge of self and educational/labour market realities to pursue preferred futures • values and passions inform career decision making • respectfully navigating competition in social, familial, and cultural expectations to pursue preferred career-life pathways Career-life Choices: AGENDA ITEM #8.2.3. • pursuing open-ended career-life goals in a rapidly changing world International and External Factors: • internal factors may include personal interests, abilities, and competencies, and external factors may include place-based and community digital influ- ences and circumstances Page 48 of 135
BAA Course Framework: Social Media Marketing 10 BAA Courses
Local and Global Trends: • sustainability and economic trends • shifts in societal norms • influence of place, such as urban, suburban, small town, rural, remote • work options, such as entrepreneurship, flexible work schedules, working from home
Curricular Competencies – Elaborations
New Applications: • marketing technology (i.e. email, text, and direct message follow up marketing), back-end and front-end marketing strategies, acquiring new customers and retaining old customers through repeated sales, sales analytics including calculating return on investment during ad campaigns Advertising: • targeting through social media ads, utilizing influencers, determining market segments, appropriate target audience strategizing, and return on invest- ment in multiple formats Online Platforms: • Facebook and Facebook Marketplace, Google and Google Ad Services, Instagram, Snapchat, TikTok, YouTube, Twitch, Amazon, eBay, Alibaba, Blogs/Vlogs, podcasts, Shopify, Weebly, and Fiverr Realistic Goals: AGENDA ITEM #8.2.3. • learning goals, business goals, personal goals • the art of goal setting
Research Skills and Career Clusters • research skills: R&D, marketing data/research, product research • career clusters
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BAA Course Framework: Social Media Marketing 10 BAA Courses
Personal and Public Profiles: • personal versus public contexts • digital and face-to-face contexts • various audiences being addressed • the importance of both verbal and non-verbal communications in interviews and presentations
Identify Risks: • levels of privacy in social media • what encompasses appropriate content • permanency of digital uploads
Personal and Employment Networks: • family members, friends, religious organizations, local community, sports teams, youth organizations
Strategies for Maintaining Well-being: • stress management, mindfulness practices, awareness of digital presence/footprint and how it can influence self-esteem and anxiety
Mentor Experiences: • mentors play an important role in helping students with career-life development, including planning, decision making, providing exposure to possibilities, and finding emerging opportunities • mentor can be in person or online, and should serve as a role model that has achieved success in a personal or career goal area that the student has identified
AGENDA ITEM #8.2.3.
Content – Elaborations
Online business structures and processes
• Types of business interactions: B2B, B2C, C2C, C2B, C2A, M-Commerce, F-Commerce
• Techniques of persuasion in advertising: Ethos (credibility and ethics), Pathos (emotions and feelings), and Logos (logic and reason) Page 50 of 135
BAA Course Framework: Social Media Marketing 10 BAA Courses
Content – Elaborations
• Designing websites: Appropriate page layouts, fonts, registering a domain, designing templates, establishing system automation
• Designing products: Developing a prototype, assessing competition, evaluating market share, cost analysis, distribution networks
• Distribution: Cost, supply, demand, supply chain, geographic and demographic distribution models (i.e. drop-ship, home delivery, delivery service, mail courier), and shipping models (i.e. free shipping, unit shipping, wholesale shipping)
• Budgeting: Utilization of software free trials, cost of prototype, scaling appropriate supply increases, sales estimates and projections, managing cash flow, costing of operations management
• Costing strategies: Determine value-based, cost-based, or combination by analyzing the financial identity of the online business
• Visual and virtual marketing ads: Models, photos, slogans, logos, and promotions
• Additional niche career-life opportunities: Online teaching, stocks and portfolios, personal marketing in provided services (i.e. skilled labor)
Local and Global Needs and Opportunities • align strengths, preferences, and skills with local and global needs and opportunities • social justice, environmental stewardship, sustainability
Goal Setting Strategies • personal, business, long-term, short-term, budget, marketing • internal and external locus of control in goal setting
Project Management AGENDA ITEM #8.2.3. • taking an idea, creating a plan (including timeline and resources), putting the plan into action and reflecting on the process
Reflection process • applying both inquiry and scientific methods of execution and reflection
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BAA Course Framework: Social Media Marketing 10 BAA Courses
Content – Elaborations
Factors affecting types of jobs in the community • technological shifts, trends, and predictions, and their affect on global commerce trends
Strategies for maintaining well-being • stress management, mindfulness practices, awareness of digital presence/footprint
Personal and employment networking and marketing • accessing support networks to continue exploring career-life opportunities (i.e. mentors and professional networking) • resume, cover letters, cold calls and emails, social media, interviews, application forms, accessing employment networks
Career-life development research • related to diverse career-life roles; for example, post-graduation options, personal passions, work, family, education
Career-life planning methods • including both digital and non-digital formats; for example, learning profile, portfolio, blog, anthology, archives, journals, videos
Career-life development research and methods • Research: Diverse career-life roles (post-graduation options), personal passions, work, education • Methods: Digital and non-digital formats (learning profile, portfolio, blog, anthology, archives, dossier, docket, journals, videos)
Financial planning AGENDA ITEM #8.2.3. • budgeting for post-graduate career-life options and entrepreneurship, considering influence on work-life balance decisions
Pre- and post-graduation opportunities • extracurricular activities, volunteerism, travel, passion projects, course and program selection related to post-gradation plans
Local and global labour market and trends • employment opportunities in many contexts, emerging opportunities, community needs, declining occupations, specialized training requirements
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BAA Course Framework: Social Media Marketing 10 BAA Courses
Content – Elaborations
Employability Skills
Communicate: • read and understand information presented in a variety of forms (words, graphs, charts, diagrams) • write and speak so others pay attention and understand • share information using a range of information and communication technologies (voice, e-mail, computers) • use relevant scientific, technological, and mathematical knowledge and skills to explain or clarify ideas Manage Information: • locate, gather, and organize information using appropriate technology and information systems • access, analyze, and apply knowledge and skills from various disciplines (the arts, languages, science, technology, mathematics, social sciences, humani- ties) Use Numbers: • decide what needs to be measured or calculated • observe and record data using appropriate methods, tools, and technology • make estimates and verify calculations Think and Solve Problems: • assess situations and identify problems • seek different points of view and evaluate them based on facts • recognize the human, interpersonal, technical, scientific, and mathematical dimensions of a problem • identify the root cause of a problem •
be creative and innovative in exploring possible solutions AGENDA ITEM #8.2.3. • readily use science, technology, and mathematics as ways to think, gain, and share knowledge, solve problems, and make decisions • evaluate solutions to make recommendations or decisions • implement solutions • check to see if a solution works, and act on opportunities for improvement
Personal Management Skills:
Page 53 of 135 Adaptability:
BAA Course Framework: Social Media Marketing 10 BAA Courses
Content – Elaborations
• work independently or as part of a team • carry out multiple tasks or projects • be innovative and resourceful: Identify and suggest alternative ways to achieve goals • be open and respond constructively to change • learn from your mistakes and accept feedback • cope with uncertainty Learn Continuously: • be willing to continuously learn and grow • assess personal strengths and areas for development • set your own learning goals • identify and access learning sources and opportunities • plan for and achieve your learning goals Participate in Projects and Tasks • plan, design, or carry out a project or task from start to finish with well-defined objectives and outcomes • develop a plan, seek feedback, test, revise, and implement • work to agreed-upon quality standards and specifications • select and use appropriate tools and technology for a task or project • adapt to changing requirements and information • continuously monitor the success of a project and identify ways to improve
Essential skill job profiles for digital technology AGENDA ITEM #8.2.3. • assess complexity using digital tools and numeracy: tally costs, create budgets, calculate lengths and volumes, analyze data, estimate times and the other mathematical demands of different situations
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BAA Course Framework: Social Media Marketing 10 BAA Courses
Recommended Instructional Components: Core Competencies Communication • Connect and Engage with others (to share and develop ideas) o I can inquire into topics of interest related to my studies o I can acquire information from a variety of sources including people, print materials, and media Thinking: Creative Thinking • Generate Ideas o I build on the ideas of others and add new ideas of my own or combine with people’s ideas in new ways to create new things or solve straightforward problems o I am willing to takes risks to go beyond existing knowledge o I can generate ideas and reflect on their value to others • Develop Ideas o I can persevere over years, to develop my ideas Thinking: Critical Thinking • Analyze and Critique o I can analyze options using specific criteria • Question and Investigate o I can explore materials and actions • Develop and Design
o I can experiment with different ways of doing things AGENDA ITEM #8.2.3. o I can monitor my progress and adjust my actions to make sure I achieve what I want Assessment: This course is assessed by using the Triangulation of Assessment, which allows the teacher to collect evidence of student learning; this evidence is collected from the following three sources: conversations, observations, and products. The following Principles of Quality Assessment will be noted: • Assessment is ongoing, timely, specific, and embedded in day-to-day instruction
Page 55 of 135 • Student is involved in assessment and feedback • Assessment focuses on all three components of the curriculum model - knowing, doing, understanding BAA Course Framework: Social Media Marketing 10 BAA Courses
• Assessment provides ongoing descriptive feedback to students The students will play an active role throughout all stages of assessment to ensure that they feel ownership of their work and to hear and provide feedback about how they are doing, and where to next? Each student will have a final conversation about their final product and the collected teacher data observations. This gives the students a role in the assess- ment process and encourages the students to invest in their own learning. The teacher will use this information to make a final assessment on the three components of the curriculum model – knowing, doing, understanding and will determine if the student demonstrates an understanding of the concepts and competencies relevant to Social Media Marketing 10. Specific to Social Media Marketing 10: Assessment of Grade 10 models will be based upon perceived value, development process, and structure Perceived Value: Perceived value indicates the level that the marketing model aligns with the process of self-discovery, and the development of passion and skill growth. This includes the alignment of value with the self, the family, and the community. Assessment is therefore based on the quality of reflection, identification of passions and skills, and the potential value that their ideas contribute to the community. Development Process and Structure: Assessment is based upon the degree that marketing implementation frameworks and processes are followed, as opposed to public or financial suc- cess of entrepreneurial activities.
Learning Resources: • Learning resources will include, but are not limited to: teacher generated resources • Variety of information technology and marketing related resources as available on YouTube • Masterclass: The Art of Persuasion
• Additional video and audio internet sources including documentaries and docuseries, video logs, and podcasts AGENDA ITEM #8.2.3. • Community resources and associations related to business and economic development in their communities
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BAA Course Framework: Social Media Marketing 10 BAA Courses
Addendum A: Introduction and Features
Introduction to Social Media Marketing
The Social Media Marketing curriculum supports students in successfully navigating the diverse and ever-changing online career landscape through flexibility and innovation. This area of learning empowers online behaviour and creates digitally educated citizens through fostering the knowledge necessary to dis- cern amongst social media advertising and manipulation tactics. In addition, the Social Media Marketing curriculum creates active agents of change that are in control of their interactions within online communities through making informed online decisions. Digitally educated citizens are lifelong learners who continually build online awareness by evolving their interests and strengths on digital platforms. They are able to use this personal knowledge to inform their career-life choices using these online platforms, and incorporate flexibility as opportunities and challenges arise online. Because social media marketing tac- tics, and the online environment together constitute one of the largest influencers of socialization amongst youth, it is essential that students approach infor- mation that they receive online with a critical and informed digital worldview.
While the first pillar of fostering educated digital citizenship through social media marketing primarily focuses on developing personal awareness of the im- pact of online platforms on consumer behaviour, the second pillar extends this focus to social media business and career opportunities. This area of learning requires students to identify and develop their personal interests, passions, and competencies. Following identification and development, students will mon- etize these passions and interests through online mediums. After the skill or passion area has been monetized, it is then scaled by identifying and analyzing the appropriate target market, projecting sales volume from market data, and delivering the product or service to the market electronically. Social media marketing and its diverse channels present some of the largest opportunities for passion and skill monetization in the technological world. Ever-changing job landscapes and economic opportunities require flexibility and adaptability; therefore, online skills, whether they be critical thinking, analysis, communication, innovation through entrepreneurship, or various industry-specific abilities, have increased value in the job markets of the future.
AGENDA ITEM #8.2.3. Digitally educated citizens:
Social media interfaces have become predominant influencers in the socialization environments of our students. Cultural norms are created and enforced through social media platforms. Popular opinion is largely shaped and influenced by information that is conveyed through social media. These norms and popular opinions include political views, social/emotional programming, opinions on diversity and tolerance, cyber-bullying, trends and hobbies, among many others. The online world dictates largely how our students are enculturated. Equipping these digital citizens with an educated and critical mindset has the potential to change the way that it impacts their personal and emotional growth. Page 57 of 135
BAA Course Framework: Social Media Marketing 10 BAA Courses
Students reflect on learning experiences in school and community, build confidence through their contributions, and explore multiple career-life roles and choices. In the modern and digitally integrated work landscape, these multiple roles become increasingly relevant for students, as career roles and responsi- bilities begin to shift and expand. Current trends display profound increases in the number of careers and income streams that each member of the house- hold has. It is not uncommon for modern day households to have 2 or 3 sources of income, or more. The world of social media marketing provides a unique opportunity for students to increase income streams through turning hobbies and passions into revenue sources. Students have grown up with unprece- dented amounts of technological resources at their disposal. The Social Media Marketing curriculum seeks to transition these students from pure consumers of social media into digital citizens that are equipped with the skills and abilities to become pioneers that can take advantage of the career opportunities that this technology presents.
Features of the Social Media Marketing Curriculum
The Social Media Marketing curriculum: • is structured to progressively integrate personal interest areas and abilities into the digital and professional landscape • is organized in three Content areas that foster optimal digital awareness and development: critical informational and behavioural analysis, passion and skill development, and marketing evaluation and execution • encourages versatility and cross integration between non-digital and digital markets • promotes a holistic view of the student, providing opportunities to explore identity, purpose, and well-being both in-person, and online learning contexts AGENDA ITEM #8.2.3. Page 58 of 135
BAA Course Framework: Social Media Marketing 10 BAA Courses
Board/Authority Authorized Course: Social Media Marketing 11
School District/Independent School Authority Name: School District/Independent School Authority Number (e.g. SD43, Cowichan Valley School District Authority #432): SD79 Cowichan Valley
Developed by: Date Developed: Oct. 26/2020 Ryan Seipp
School Name: Principal’s Name: Cowichan Secondary School Darcy Hoff
Superintendent Approval Date (for School Districts only): Superintendent Signature (for School Districts only):
Board/Authority Approval Date: Board/Authority Chair Signature:
Course Name: Grade Level of Course: Social Media Marketing: From Passion to Profit 11
Number of Course Credits: Number of Hours of Instruction: 120 hours 4 AGENDA ITEM #8.2.3. Course Category: (Filled in by the developing school) Course Code: (Filled in by the district) Marketing and Distribution
Board/Authority Prerequisite(s): None
Page 59 of 135 Special Training, Facilities or Equipment Required:
BAA Course Framework: Social Media Marketing 11 BAA Courses
• Teacher trained in Information and Social Media Technology applications and platforms including but not limited to Shopify, Alibaba, Fiverr, eBay, Amazon, Google, Facebook, Instagram, YouTube, Snapchat, and TikTok • Access to technology: desktop or laptop computers, access to quality internet connection
Goals and Rationale: Course Goals:
The Social Media Marketing curriculum contributes to students’ development as educated digital citizens through the achievement of the following goals. Students are expected to:
• Successfully navigate the diverse online career landscape through creativity, innovation, and diversification • Understand how connected global online networks and new forms of technology have changed the career landscape of the future • Exercise judgement in discerning ethical advertising behaviour on social media, and take an active role in digital citizenship • Assess the impact that online platforms have on the spreading of information, and subsequently on consumer behaviour • Recognize the need to be adaptable, resilient, and flexible in order to meet the ever-changing opportunities and challenges of today’s digital world • Develop awareness of personal strengths, competencies, values, and passions, and convert this knowledge into tangible and goal-orientated out- comes: covert passions and abilities into career opportunities • Effectively utilize current software programs and applications to execute marketing and sales strategies • Using a robust understanding of online business models, students will critically evaluate market data to structure an online business, predict con- sumer habits and trends, communicate with buyers and sellers, and innovate new products and services • Build personal career-life development capacity to effectively learn and grow new interests, knowledge, skills, and competencies as they relate to growing an online business • Explore a range of experiences, roles, and opportunities in personal, educational, and digital workplace contexts to advance their personal career-life journeys
Course Rationale: AGENDA ITEM #8.2.3. Today’s graduates must be able to adapt to ongoing change in the modern career landscape. For most people, career-life planning will not be a matter of making one major decision and living with it for a lifetime. Instead, meaningful career-life planning involves being adaptable to new opportunities that arise from global change. Modern career planning necessitates the alignment of each passion and skill area with their corresponding opportunities. Social Media Marketing provides a unique opportunity for flexibility and diversity as educated citizens maximize value from their skills in an ever-changing world. Students are ideally equipped to innovate and generate the creativity that forms market viable ideas, as their imaginative output is not constrained by previ- ous life patterns that contribute to biases and constrained worldviews. Social Media Marketing seeks to maximize this window of creative potential by sup- porting learners with the technical skills and vision required to share their creativity with the world in the most efficient and effective manner. In order to
Page 60 of 135 accomplish this goal, the course equips learners with the knowledge and practical skills that are necessary to navigate through a fluid online marketplace to actualize the value of their passions and skills. Please see Addendum A for the introduction and features of the Social Media Marketing curriculum.
BAA Course Framework: Social Media Marketing 11 BAA Courses
Course Synopsis: Social Media Marketing blends social media and digital literacy with a strong base in essential 21st century marketing capabilities, equipping students with the capability to get their unique skills and talents to potential customers in the online market. Social Media Marketing capitalizes on global market trends for our students by teaching them the knowledge and resources that they require in order to succeed when opportunities present themselves. It fosters students being active agents of change and profiteers in their online communities as opposed to passive observers and consumers. This growth occurs through empowering students to access the information conveyed to them online critically, and with an entrepreneurial mind. Social Media Marketing provides students with the ability to turn their passion and skill areas into tangible online career opportunities that may supplement full-time regular careers and diversify household income streams. Students will learn how agencies, companies, and programs use consumers like themselves to generate profit, and in turn, how they can use the same system to generate their own profit from their passions and interests. Correspondingly, Social Media Marketing has a strong focus in personal online marketing strategy and business development; however, the course additionally explores the gamut of other career opportunities in the online world, and gives students access to the tools and support that they need to access these opportunities. Please see Addendum A.
Indigenous Worldviews and Perspectives:
Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors: The Social Media Marketing curriculum utilizes the “Me to We” model: In the identify and monetize phases, students must first explore their inner strengths and value-based attributes before they can extend these capabilities into the family and the community. In the scale and focus phases, students explore how they can use their knowledge of self to provide value to their families and communities. Finally, in the analyze and deliver phases, students build on their successes to extend their ideas to the larger community surrounding them.
Learning involves patience and time: Paramount to the marketing and entrepreneurial process overall is the personal development that results from trial and error. It is understood that failure is a natural part of the personal and business development process. Students will be encouraged to reflect on their AGENDA ITEM #8.2.3. own performance with the understanding that successful learning involves time and patience, and that failure deepens further opportunity for learning.
Learning involves recognizing the consequences of one’s actions: Throughout the marketing design and execution process, students must work through the natural consequences of their actions as they pertain to themselves, their family and community, and the natural environment. For example, students must account for critical business consequences such as environmental impact and sustainability.
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BAA Course Framework: Social Media Marketing 11 BAA Courses
Learning requires exploration of one’s identity: Students must explore the foundations of their values and identities in order to answer the “why” question regarding the purpose of their marketing and entrepreneurial ventures. It is only through understanding ourselves that we may bring value to others in our community, and students will learn how an increased understanding of self will contribute to their personal and career success. AGENDA ITEM #8.2.3. Page 62 of 135
BAA Course Framework: Social Media Marketing 11 BAA Courses
Course Name: Social Media Marketing: From Passion to Profit Grade: 11
BIG IDEAS
Reflecting on our pref- Career-life decisions Adapting to economic Career-life choices are erences and skills are influenced by inter- Finding balance between and labour market made in a recurring cycle helps us identify the nal and external fac- personal and work life pro- changes requires flex- of planning, reflecting, steps we need to take tors, including local motes well-being ibility adapting, and deciding to achieve our career and global trends goals
Learning Standards
Curricular Competencies Content
Students are expected to be able to do the following: Students are expected to know the following: Explore and Create: • Identify: Develop the passion or skill area through reflection, brainstorming, and Online Business Structures and Processes trial experiments • Types of business interactions between key stakeholders • Monetize: Create value from the passion or skill area by exploring all available dig- • ital methods of revenue generation associated with that passion or skill area Techniques of persuasion in advertising: Ethos, pathos, and
logos AGENDA ITEM #8.2.3. • Scale: Grow the passion or skill area through market research and forecasting. Im- plement strategies to grow the idea from a template, sample, or prototype into a • Online marketing: Establish target audience and estimate larger market through target audience demand • Focus: Analyze the target market through determining the demographics of the • Design products and services: Developing a prototype, ac- market (i.e. age, location, preferences, buying patterns, and niche interests) cessing competition, evaluating market share, and cost • Analyze market data and project sales volume: Use appropriate technological and analysis mathematical skills to quantify potential customers, design effective ad cam- • paigns, and determine realistic sales projections based on this information Distribution: Shipping and supply chains
Page 63 of 135 • Predict sales volume
BAA Course Framework: Social Media Marketing 11 BAA Courses
• Deliver the product or service to market: Determine the appropriate shipping • Set budgets and business goals structure, form relationships with suppliers, and experiment with multiple deliv- • Reflect on strategy effectiveness ery methods and models • Costing Strategies: Cost-based, Value-based Analyze and predict • Visual and virtual marketing ads • Understand how new marketing technology and applications are used to analyze, predict, track, and maintain customers • Utilize new technology, programs, and applications that • Critically analyze advertising methods including how enterprises divide the market minimize labor and administration costs into segments, and target their audience to maximize profit • Additional niche-career life opportunities • Develop familiarity with all online platforms, applications, and social media inter- • Structuring an online business faces that relate to the selling of goods and services online • Self-Assessment and Reflection Strategies Building a website • Strategies for maintaining well-being • Use self-assessment and reflection to develop awareness of their strengths, Personal and Professional Development preferences, and skills • Goal setting strategies • Set and achieve realistic goals with perseverance and resilience • Self-assessment • Question self and others about the role of family expectations and traditions, • Project management and of community needs in career choices • Reflection
Design and Execute: Connection to the Local and Global Community • Apply: A variety of research skills to expand their knowledge of diverse career • Local and global needs and opportunities possibilities and understanding of career clusters. Includes decision-making • The local, national, and global economy
strategies to life, work, or community problems and adjusting the strategies to AGENDA ITEM #8.2.3. • adapt to new situations. The influence of technology in learning and working • Explore: Volunteer and other new learning experiences that stimulate entrepre- neurial and innovative thinking. Explore and connect experiential learning both Life and Career Plan inside and outside of school with possible and preferred career-life pathways. • Factors affecting types of jobs in the community • Examine: The influences of personal and public profiles • Technology in learning and working • Consider: The role of personal and employment networks • Strategies for maintaining well-being • Identify: Career-life challenges and opportunities, and generate and apply strat- • Personal and Employment Marketing
Page 64 of 135 egies • Financial Planning
BAA Course Framework: Social Media Marketing 11 BAA Courses
• Initiate: Explore and reflect on career-life roles, personal growth, and initial • Career-life development research and methods planning for preferred career-life pathways. Develop preliminary profiles and • Models of decision making and innovative thinking for flexible plans for career-life learning journeys. flexible planning and goal setting • Interact: Collaborate with a mentor to inform career-life development and ex- • Pre- and post-graduation opportunities ploration. Create and critique personal and public profiles for self-advocacy and • Local and global labour market and trends marketing purposes. • Experience: Explore possibilities for preferred personal and education/employ- ment futures using creative and innovative thinking. Identify and apply pre- Employability Skills: ferred approaches to learning for ongoing career-life development and self-ad- • Communicate vocacy. • Manage Information • Use Numbers • Think and Solve Problems
Personal Management Skills: • Adaptability • Learn Continuously • Participate in Projects and Tasks
Essential Job Skill Profile for Digital Technology
AGENDA ITEM #8.2.3. Page 65 of 135
BAA Course Framework: Social Media Marketing 11 BAA Courses
Big Ideas – Elaborations
Economic and Labor Market Changes: • technological change creates opportunity for new market segments • identifying the appropriate problems that require solutions, the key stakeholders involved, and the appropriate target audience can allow us to maxim- ize the potential of market trends • as global markets change, our skill sets need to reflect changes through flexibility and adaptability Reflecting on Skills and Preferences: • reflecting on our preferences and skills allows us to determine the abilities that we can transfer to other market segments • Aligning skills, abilities, and preferences with needs in the domestic or international market allows us to achieve our career goals through adaptation Career-life Development: • intentional career-life development moves us toward personally determined and evolving futures • personal tools and strategies can help us develop and commit to short-term goals and actions while keeping us open to emerging possibilities • career roles and goals change throughout life Career-life Decisions: • integrate knowledge of self and educational/labour market realities to pursue preferred futures • values and passions inform career decision making • respectfully navigating competition in social, familial, and cultural expectations to pursue preferred career-life pathways Career-life Choices: AGENDA ITEM #8.2.3. • pursuing open-ended career-life goals in a rapidly changing world International and External Factors: • internal factors may include personal interests, abilities, and competencies, and external factors may include place-based and community digital influ- ences and circumstances
Local and Global Trends:
Page 66 of 135 • sustainability and economic trends
BAA Course Framework: Social Media Marketing 11 BAA Courses
• shifts in societal norms • influence of place, such as urban, suburban, small town, rural, remote • work options, such as entrepreneurship, flexible work schedules, working from home Finding Balance: • tools and strategies to help maintain balance between personal and work life • ways of approaching career-life challenges and stressors • using knowledge of balance to promote holistic well-being
Curricular Competencies – Elaborations
New Applications: • marketing technology (i.e. email, text, and direct message follow up marketing), back-end and front-end marketing strategies, acquiring new customers and retaining old customers through repeated sales), sales analytics including calculating return on investment during ad campaigns Advertising: • targeting through social media ads, utilizing influencers, determining market segments, appropriate target audience strategizing, and return on invest- ment in multiple formats Online Platforms: AGENDA ITEM #8.2.3. • Facebook and Facebook Marketplace, Google and Google Ad Services, Instagram, Snapchat, TikTok, YouTube, Twitch, Amazon, eBay, Alibaba, Blogs/Vlogs, podcasts, Shopify, Weebly, and Fiverr Realistic Goals: • learning goals, business goals, personal goals • the art of goal setting
Research Skills and Career Clusters Page 67 of 135 • research skills: R&D, marketing data/research, product research
BAA Course Framework: Social Media Marketing 11 BAA Courses
• career clusters
Personal and Public Profiles: • personal versus public contexts • digital and face-to-face contexts • various audiences being addressed • the importance of both verbal and non-verbal communications in interviews and presentations
Identify Risks: • levels of privacy in social media • what encompasses appropriate content • permanency of digital uploads
Personal and Employment Networks: • family members, friends, religious organizations, local community, sports teams, youth organizations
Strategies for Maintaining Well-being: • stress management, mindfulness practices, awareness of digital presence/footprint and how it can influence self-esteem and anxiety
Mentor Experiences: • mentors play an important role in helping students with career-life development, including planning, decision making, providing exposure to possibilities, and finding emerging opportunities • mentor can be in person or online, and should serve as a role model that has achieved success in a personal or career goal area that the student has
identified AGENDA ITEM #8.2.3.
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BAA Course Framework: Social Media Marketing 11 BAA Courses
Content – Elaborations
Online business structures and processes
• Types of business interactions: B2B, B2C, C2C, C2B, C2A, M-Commerce, F-Commerce
• Techniques of persuasion in advertising: Ethos (credibility and ethics), Pathos (emotions and feelings), and Logos (logic and reason)
• Designing websites: Appropriate page layouts, fonts, registering a domain, designing templates, establishing system automation
• Designing products: Developing a prototype, assessing competition, evaluating market share, cost analysis, distribution networks
• Distribution: Cost, supply, demand, supply chain, geographic and demographic distribution models (i.e. drop-ship, home delivery, delivery service, mail courier), and shipping models (i.e. free shipping, unit shipping, wholesale shipping)
• Budgeting: Utilization of software free trials, cost of prototype, scaling appropriate supply increases, sales estimates and projections, managing cash flow, costing of operations management
• Costing strategies: Determine value-based, cost-based, or combination by analyzing the financial identity of the online business
• Visual and virtual marketing ads: Models, photos, slogans, logos, and promotions
• Additional niche career-life opportunities: Online teaching, stocks and portfolios, personal marketing in provided services (i.e. skilled labor)
Local and global needs and opportunities • align strengths, preferences, and skills with local and global needs and opportunities • social justice, environmental stewardship, sustainability
AGENDA ITEM #8.2.3. Goal setting strategies • personal, business, long-term, short-term, budget, marketing • internal and external locus of control in goal setting
Project management • taking an idea, creating a plan (including timeline and resources), putting the plan into action and reflecting on the process. Page 69 of 135
BAA Course Framework: Social Media Marketing 11 BAA Courses
Content – Elaborations
Reflection process • applying both inquiry and scientific methods of execution and reflection
Factors affecting types of jobs in the community • technological shifts, trends, and predictions, and their affect on global commerce trends
Strategies for maintaining well-being • stress management, mindfulness practices, awareness of digital presence/footprint
Personal and employment networking and marketing • accessing support networks to continue exploring career-life opportunities (i.e. Mentors and professional networking) • resume, cover letters, cold calls and emails, social media, interviews, application forms, accessing employment networks
Career-life development research • related to diverse career-life roles; for example, post-graduation options, personal passions, work, family, education
Career-life planning methods • including both digital and non-digital formats; for example, learning profile, portfolio, blog, anthology, archives, journals, videos
Career-life development research and methods
• Research: Diverse career-life roles (post-graduation options), personal passions, work, education AGENDA ITEM #8.2.3. • Methods: Digital and non-digital formats (learning profile, portfolio, blog, anthology, archives, dossier, docket, journals, videos)
Financial planning • budgeting for post-graduate career-life options and entrepreneurship, considering influence on work-life balance decisions
Pre- and post-graduation opportunities
Page 70 of 135 • extracurricular activities, volunteerism, travel, passion projects, course and program selection related to post-gradation plans
BAA Course Framework: Social Media Marketing 11 BAA Courses
Content – Elaborations
Local and global labour market and trends • employment opportunities in many contexts, emerging opportunities, community needs, declining occupations, specialized training requirements
Employability Skills
Communicate: • read and understand information presented in a variety of forms (words, graphs, charts, diagrams) • write and speak so others pay attention and understand • share information using a range of information and communication technologies (voice, e-mail, computers) • use relevant scientific, technological, and mathematical knowledge and skills to explain or clarify ideas Manage Information: • locate, gather, and organize information using appropriate technology and information systems • access, analyze, and apply knowledge and skills from various disciplines (the arts, languages, science, technology, mathematics, social sciences, humani- ties) Use Numbers: • decide what needs to be measured or calculated • observe and record data using appropriate methods, tools, and technology • make estimates and verify calculations Think and Solve Problems: • assess situations and identify problems
• seek different points of view and evaluate them based on facts AGENDA ITEM #8.2.3. • recognize the human, interpersonal, technical, scientific, and mathematical dimensions of a problem • identify the root cause of a problem • be creative and innovative in exploring possible solutions • readily use science, technology, and mathematics as ways to think, gain, and share knowledge, solve problems, and make decisions • evaluate solutions to make recommendations or decisions • implement solutions
Page 71 of 135 • check to see if a solution works, and act on opportunities for improvement
BAA Course Framework: Social Media Marketing 11 BAA Courses
Content – Elaborations
Personal Management Skills:
Adaptability: • work independently or as part of a team • carry out multiple tasks or projects • be innovative and resourceful: Identify and suggest alternative ways to achieve goals • be open and respond constructively to change • learn from your mistakes and accept feedback • cope with uncertainty Learn Continuously: • be willing to continuously learn and grow • assess personal strengths and areas for development • set your own learning goals • identify and access learning sources and opportunities • plan for and achieve your learning goals Participate in Projects and Tasks • plan, design, or carry out a project or task from start to finish with well-defined objectives and outcomes • develop a plan, seek feedback, test, revise, and implement • work to agreed-upon quality standards and specifications • select and use appropriate tools and technology for a task or project AGENDA ITEM #8.2.3. • adapt to changing requirements and information • continuously monitor the success of a project and identify ways to improve
Essential skill job profiles for digital technology • assess complexity using digital tools and numeracy: tally costs, create budgets, calculate lengths and volumes, analyze data, estimate times and the other mathematical demands of different situations
Page 72 of 135
BAA Course Framework: Social Media Marketing 11 BAA Courses
Recommended Instructional Components: Core Competencies Communication • Connect and Engage with others (to share and develop ideas) o I can inquire into topics of interest related to my studies o I can acquire information from a variety of sources including people, print materials, and media Thinking: Creative Thinking • Generate Ideas o I build on the ideas of others and add new ideas of my own or combine with people’s ideas in new ways to create new things or solve straightforward problems o I am willing to takes risks to go beyond existing knowledge o I can generate ideas and reflect on their value to others • Develop Ideas o I can persevere over years, to develop my ideas Thinking: Critical Thinking • Analyze and Critique o I can analyze options using specific criteria • Question and Investigate o I can explore materials and actions • Develop and Design AGENDA ITEM #8.2.3. o I can experiment with different ways of doing things o I can monitor my progress and adjust my actions to make sure I achieve what I want Assessment: This course is assessed by using the Triangulation of Assessment, which allows the teacher to collect evidence of student learning; this evidence is collected from the following three sources: conversations, observations, and products. The following Principles of Quality Assessment will be noted:
Page 73 of 135 • Assessment is ongoing, timely, specific, and embedded in day-to-day instruction • Student is involved in assessment and feedback
BAA Course Framework: Social Media Marketing 11 BAA Courses
• Assessment focuses on all three components of the curriculum model - knowing, doing, understanding • Assessment provides ongoing descriptive feedback to students The students will play an active role throughout all stages of assessment to ensure that they feel ownership of their work and to hear and provide feedback about how they are doing, and where to next? Each student will have a final conversation about their final product and the collected teacher data observations. This gives the students a role in the assess- ment process and encourages the students to invest in their own learning. The teacher will use this information to make a final assessment on the three components of the curriculum model – knowing, doing, understanding and will determine if the student demonstrates an understanding of the concepts and competencies relevant to Social Media Marketing 11. Specific to Social Media Marketing 11: Grade 11 students will extend their knowledge from perceived value and marketing processes into problem solving and growth activities. Problem Solving: The Grade 11 Social Media Marketing students will demonstrate their ability to problem solve using critical thinking. Problem solving may include but is not limited to financial problems within marketing strategy, ethical problems that arise from marketing activities, and environmental problems that may occur as a result of business expansion.
Growth Activities: As the student’s skills improve, the demand for their business will increase. Therefore, the Grade 11 students will need to particularly demonstrate their knowledge in growing and scaling their ideas into a larger marketplace through marketing. Students will be responsible for deeper personal reflections on their technical skill improvement, as well as their ability to address the challenges that arise when increased variables are added to the business model.
Learning Resources: AGENDA ITEM #8.2.3. • Learning resources will include, but are not limited to: teacher generated resources • Variety of information technology and marketing related resources as available on YouTube • Masterclass: The Art of Persuasion • Additional video and audio internet sources including documentaries and docuseries, video logs, and podcasts • Community resources and associations related to business development in their communities
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BAA Course Framework: Social Media Marketing 11 BAA Courses
Addendum A: Introduction and Features
Introduction to Social Media Marketing
The Social Media Marketing curriculum supports students in successfully navigating the diverse and ever-changing online career landscape through flexibility and innovation. This area of learning empowers online behaviour and creates digitally educated citizens through fostering the knowledge necessary to dis- cern amongst social media advertising and manipulation tactics. In addition, the Social Media Marketing curriculum creates active agents of change that are in control of their interactions within online communities through making informed online decisions. Digitally educated citizens are lifelong learners who continually build online awareness by evolving their interests and strengths on digital platforms. They are able to use this personal knowledge to inform their career-life choices using these online platforms, and incorporate flexibility as opportunities and challenges arise online. Because social media marketing tac- tics, and the online environment together constitute one of the largest influencers of socialization amongst youth, it is essential that students approach infor- mation that they receive online with a critical and informed digital worldview.
While the first pillar of fostering educated digital citizenship through social media marketing primarily focuses on developing personal awareness of the im- pact of online platforms on consumer behaviour, the second pillar extends this focus to social media business and career opportunities. This area of learning requires students to identify and develop their personal interests, passions, and competencies. Following identification and development, students will mon- etize these passions and interests through online mediums. After the skill or passion area has been monetized, it is then scaled by identifying and analyzing the appropriate target market, projecting sales volume from market data, and delivering the product or service to the market electronically. Social media marketing and its diverse channels present some of the largest opportunities for passion and skill monetization in the technological world. Ever-changing job landscapes and economic opportunities require flexibility and adaptability; therefore, online skills, whether they be critical thinking, analysis, communication, innovation through entrepreneurship, or various industry-specific abilities, have increased value in the job markets of the future.
Digitally educated citizens: AGENDA ITEM #8.2.3.
Social media interfaces have become predominant influencers in the socialization environments of our students. Cultural norms are created and enforced through social media platforms. Popular opinion is largely shaped and influenced by information that is conveyed through social media. These norms and popular opinions include political views, social/emotional programming, opinions on diversity and tolerance, cyber-bullying, trends and hobbies, among many others. The online world dictates largely how our students are enculturated. Equipping these digital citizens with an educated and critical mindset has the potential to change the way that it impacts their personal and emotional growth. Students reflect on learning experiences in school and community, build confidence through their contributions, and explore multiple career-life roles and
Page 75 of 135 choices. In the modern and digitally integrated work landscape, these multiple roles become increasingly relevant for students, as career roles and responsi-
BAA Course Framework: Social Media Marketing 11 BAA Courses
bilities begin to shift and expand. Current trends display profound increases in the number of careers and income streams that each member of the house- hold has. It is not uncommon for modern day households to have 2 or 3 sources of income, or more. The world of social media marketing provides a unique opportunity for students to increase income streams through turning hobbies and passions into revenue sources. Students have grown up with unprece- dented amounts of technological resources at their disposal. The Social Media Marketing curriculum seeks to transition these students from pure consumers of social media into digital citizens that are equipped with the skills and abilities to become pioneers that can take advantage of the career opportunities that this technology presents.
Features of the Social Media Marketing Curriculum
The Social Media Marketing curriculum: • is structured to progressively integrate personal interest areas and abilities into the digital and professional landscape • is organized in three Content areas that foster optimal digital awareness and development: critical informational and behavioural analysis, passion and skill development, and marketing evaluation and execution • encourages versatility and cross integration between non-digital and digital markets • promotes a holistic view of the student, providing opportunities to explore identity, purpose, and well-being both in-person, and online learning contexts AGENDA ITEM #8.2.3. Page 76 of 135
BAA Course Framework: Social Media Marketing 11 BAA Courses
Board/Authority Authorized Course: Social Media Marketing 12
School District/Independent School Authority Name: School District/Independent School Authority Number (e.g. SD43, Cowichan Valley School District Authority #432): SD79 Cowichan Valley School District
Developed by: Date Developed: Oct. 26/2020 Ryan Seipp
School Name: Principal’s Name: Cowichan Secondary School Darcy Hoff
Superintendent Approval Date (for School Districts only): Superintendent Signature (for School Districts only):
Board/Authority Approval Date: Board/Authority Chair Signature:
Course Name: Grade Level of Course: Social Media Marketing: From Passion to Profit 12
Number of Course Credits: Number of Hours of Instruction: 120 hours 4 AGENDA ITEM #8.2.3. Course Category: (Filled in by the developing school) Course Code: (Filled in by the district) Marketing and Distribution
Board/Authority Prerequisite(s): None
Special Training, Facilities or Equipment Required:
Page 77 of 135 • Teacher trained in Information and Social Media Technology applications and platforms including but not limited to Shopify, Alibaba, Fiverr, E-bay, Amazon, Google, Facebook, Instagram, YouTube, Snapchat, and TikTok
BAA Course Framework: Social Media Marketing 12 BAA Courses
• Access to technology: desktop or laptop computers, access to quality internet connection
Goals and Rationale Course Goals:
The Social Media Marketing curriculum contributes to students’ development as educated digital citizens through the achievement of the following goals. Students are expected to:
• Successfully navigate the diverse online career landscape through creativity, innovation, and diversification • Understand how connected global online networks and new forms of technology have changed the career landscape of the future • Exercise judgement in discerning ethical advertising behaviour on social media, and take an active role in digital citizenship • Assess the impact that online platforms have on the spreading of information, and subsequently on consumer behaviour • Recognize the need to be adaptable, resilient, and flexible in order to meet the ever-changing opportunities and challenges of today’s digital world • Develop awareness of personal strengths, competencies, values, and passions, and convert this knowledge into tangible and goal-orientated out- comes: covert passions and abilities into career opportunities • Effectively utilize current software programs and applications to execute marketing and sales strategies • Using a robust understanding of online business models, students will critically evaluate market data to structure an online business, predict con- sumer habits and trends, communicate with buyers and sellers, and innovate new products and services • Build personal career-life development capacity to effectively learn and grow new interests, knowledge, skills, and competencies as they relate to growing an online business • Explore a range of experiences, roles, and opportunities in personal, educational, and digital workplace contexts to advance their personal career-life journeys
Course Rationale:
Today’s graduates must be able to adapt to ongoing change in the modern career landscape. For most people, career-life planning will not be a matter of
making one major decision and living with it for a lifetime. Instead, meaningful career-life planning involves being adaptable to new opportunities that arise AGENDA ITEM #8.2.3. from global change. Modern career planning necessitates the alignment of each passion and skill area with their corresponding opportunities. Social Media Marketing provides a unique opportunity for flexibility and diversity as educated citizens maximize value from their skills in an ever-changing world. Students are ideally equipped to innovate and generate the creativity that forms market viable ideas, as their imaginative output is not constrained by previ- ous life patterns that contribute to biases and constrained worldviews. Social Media Marketing seeks to maximize this window of creative potential by sup- porting learners with the technical skills and vision required to share their creativity with the world in the most efficient and effective manner. In order to accomplish this goal, the course equips learners with the knowledge and practical skills that are necessary to navigate through a fluid online marketplace to actualize the value of their passions and skills. Please see Addendum A for the introduction and features of the Social Media Marketing curriculum.
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BAA Course Framework: Social Media Marketing 12 BAA Courses
Course Synopsis: Social Media Marketing blends social media and digital literacy with a strong base in essential 21st century marketing capabilities, equipping students with the capability to get their unique skills and talents to potential customers in the online market. Social Media Marketing capitalizes on global market trends for our students by teaching them the knowledge and resources that they require in order to succeed when opportunities present themselves. It fosters students being active agents of change and profiteers in their online communities as opposed to passive observers and consumers. This growth occurs through empowering students to access the information conveyed to them online critically, and with an entrepreneurial mind. Social Media Marketing provides students with the ability to turn their passion and skill areas into tangible online career opportunities that may supplement full-time regular careers and diversify household income streams. Students will learn how agencies, companies, and programs use consumers like themselves to generate profit, and in turn, how they can use the same system to generate their own profit from their passions and interests. Correspondingly, Social Media Marketing has a strong focus in personal online marketing strategy and business development; however, the course additionally explores the gamut of other career opportunities in the online world, and gives students access to the tools and support that they need to access these opportunities. Please see Addendum A. Indigenous Worldviews and Perspectives: Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors: The Social Media Marketing curriculum utilizes the “Me to We” model: In the identify and monetize phases, students must first explore their inner strengths and value-based attributes before they can extend these capabilities into the family and the community. In the scale and focus phases, students explore how they can use their knowledge of self to provide value to their families and communities. Finally, in the analyze and deliver phases, students build on their successes to extend their ideas to the larger community surrounding them. Learning involves patience and time: Paramount to the marketing and entrepreneurial process overall is the personal development that results from trial and error. It is understood that failure is a natural part of the personal and business development process. Students will be encouraged to reflect on their own performance with the understanding that successful learning involves time and patience, and that failure deepens further opportunity for learning.
Learning involves recognizing the consequences of one’s actions: Throughout the marketing design and execution process, students must work through the natural consequences of their actions as they pertain to themselves, their family and community, and the natural environment. For example, students must AGENDA ITEM #8.2.3. account for critical business consequences such as environmental impact and sustainability.
Learning requires exploration of one’s identity: Students must explore the foundations of their values and identities in order to answer the “why” question regarding the purpose of their marketing and entrepreneurial ventures. It is only through understanding ourselves that we may bring value to others in our community, and students will learn how an increased understanding of self will contribute to their personal and career success.
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BAA Course Framework: Social Media Marketing 12 BAA Courses
Course Name: Social Media Marketing: From Passion to Profit Grade: 12
BIG IDEAS
Reflecting on our pref- Career-life decisions Adapting to economic Career-life choices are erences and skills are influenced by inter- and labour market made in a recurring cycle helps us identify the Lifelong learning fosters nal and external fac- changes requires flex- of planning, reflecting, steps we need to take career-life opportunities tors, including local ibility adapting, and deciding to achieve our career and global trends goals
Learning Standards
Curricular Competencies Content
Students are expected to be able to do the following: Students are expected to know the following: Explore and Create: • Identify: Develop the passion or skill area through reflection, brainstorming, and Online Business Structures and Processes trial experiments • Types of business interactions between key stakeholders • Monetize: Create value from the passion or skill area by exploring all available dig- • ital methods of revenue generation associated with that passion or skill area Techniques of persuasion in advertising: Ethos, pathos, and logos • Scale: Grow the passion or skill area through market research and forecasting. Im-
plement strategies to grow the idea from a template, sample, or prototype into a • Online marketing: Establish target audience and estimate AGENDA ITEM #8.2.3. larger market through target audience demand • Focus: Analyze the target market through determining the demographics of the • Design products and services: Developing a prototype, ac- market (i.e. age, location, preferences, buying patterns, and niche interests) cessing competition, evaluating market share, and cost • Analyze market data and project sales volume: Use appropriate technological and analysis mathematical skills to quantify potential customers, design effective ad cam- paigns, and determine realistic sales projections based on this information • Distribution: Shipping and supply chains • Deliver the product or service to market: Determine the appropriate shipping • Predict sales volume structure, form relationships with suppliers, and experiment with multiple deliv-
Page 80 of 135 • Set budgets and business goals ery methods and models
BAA Course Framework: Social Media Marketing 12 BAA Courses
Analyze and predict • Reflect on strategy effectiveness • Understand how new marketing technology and applications are used to analyze, • Costing Strategies: Cost-based, Value-based predict, track, and maintain customers • Visual and virtual marketing ads • Critically analyze advertising methods including how enterprises divide the market • Utilize new technology, programs, and applications that into segments, and target their audience to maximize profit minimize labor and administration costs • Develop familiarity with all online platforms, applications, and social media inter- faces that relate to the selling of goods and services online • Additional niche-career life opportunities Self-Assessment and Reflection Strategies • Structuring an online business • Strategies for maintaining well-being • Building a website • Use self-assessment and reflection to develop awareness of their strengths, preferences, and skills Personal and Professional Development • Set and achieve realistic goals with perseverance and resilience • Goal setting strategies • Question self and others about the role of family expectations and traditions, and of community needs in career choices • Self-assessment • Project management • Reflection
Design and Execute: Connection to the Local and Global Community • Apply: A variety of research skills to expand their knowledge of diverse career • Local and global needs and opportunities possibilities and understanding of career clusters. Includes decision-making • The local, national, and global economy strategies to life, work, or community problems and adjusting the strategies to • The influence of technology in learning and working adapt to new situations. • Explore: Volunteer and other new learning experiences that stimulate entrepre- AGENDA ITEM #8.2.3. neurial and innovative thinking. Explore and connect experiential learning both Life and Career Plan inside and outside of school with possible and preferred career-life pathways. • Factors affecting types of jobs in the community • Examine: The influences of personal and public profiles • Technology in learning and working • Consider: The role of personal and employment networks • Strategies for maintaining well-being • Identify: Career-life challenges and opportunities, and generate and apply strat- • Personal and Employment Marketing egies • Financial Planning • Initiate: Explore and reflect on career-life roles, personal growth, and initial • Career-life development research and methods planning for preferred career-life pathways. Develop preliminary profiles and Page 81 of 135 flexible plans for career-life learning journeys.
BAA Course Framework: Social Media Marketing 12 BAA Courses
• Interact: Collaborate with a mentor to inform career-life development and ex- • Models of decision making and innovative thinking for ploration. Create and critique personal and public profiles for self-advocacy and flexible planning and goal setting marketing purposes. • Pre- and post-graduation opportunities • Experience: Explore possibilities for preferred personal and education/employ- • Local and global labour market and trends ment futures using creative and innovative thinking. Identify and apply pre-
ferred approaches to learning for ongoing career-life development and self-ad- vocacy. Employability Skills: • Communicate • Manage Information • Use Numbers • Think and Solve Problems
Personal Management Skills: • Adaptability • Learn Continuously • Participate in Projects and Tasks
Essential Job Skill Profile for Digital Technology
AGENDA ITEM #8.2.3. Page 82 of 135
BAA Course Framework: Social Media Marketing 12 BAA Courses
Big Ideas – Elaborations
Economic and Labor Market Changes: • technological change creates opportunity for new market segments • identifying the appropriate problems that require solutions, the key stakeholders involved, and the appropriate target audience can allow us to maxim- ize the potential of market trends • as global markets change, our skill sets need to reflect changes through flexibility and adaptability Reflecting on Skills and Preferences: • reflecting on our preferences and skills allows us to determine the abilities that we can transfer to other market segments • Aligning skills, abilities, and preferences with needs in the domestic or international market allows us to achieve our career goals through adaptation Career-life Development: • intentional career-life development moves us toward personally determined and evolving futures • personal tools and strategies can help us develop and commit to short-term goals and actions while keeping us open to emerging possibilities • career roles and goals change throughout life Career-life Decisions: • integrate knowledge of self and educational/labour market realities to pursue preferred futures • values and passions inform career decision making • respectfully navigating competition in social, familial, and cultural expectations to pursue preferred career-life pathways Career-life Choices: AGENDA ITEM #8.2.3. • pursuing open-ended career-life goals in a rapidly changing world International and External Factors: • internal factors may include personal interests, abilities, and competencies, and external factors may include place-based and community digital influ- ences and circumstances Page 83 of 135
BAA Course Framework: Social Media Marketing 12 BAA Courses
Local and Global Trends: • sustainability and economic trends • shifts in societal norms • influence of place, such as urban, suburban, small town, rural, remote • work options, such as entrepreneurship, flexible work schedules, working from home Lifelong Learning: • habits and attitudes that foster development as lifelong learners • tapping into strengths, interests, and competencies when exploring potential career-life opportunities • using experiences and reflection to foster growth as lifelong learners
Curricular Competencies – Elaborations
New Applications: • marketing technology (i.e. email, text, and direct message follow up marketing), back-end and front-end marketing strategies, acquiring new customers and retaining old customers through repeated sales), sales analytics including calculating return on investment during ad campaigns Advertising:
• Targeting through social media ads, utilizing influencers, determining market segments, appropriate target audience strategizing, and return on invest- AGENDA ITEM #8.2.3. ment in multiple formats Online Platforms: • Facebook and Facebook Marketplace, Google and Google Ad Services, Instagram, Snapchat, TikTok, YouTube, Twitch, Amazon, eBay, Alibaba, Blogs/Vlogs, podcasts, Shopify, Weebly, and Fiverr Realistic Goals: • learning goals, business goals, personal goals
Page 84 of 135 • the art of goal setting
BAA Course Framework: Social Media Marketing 12 BAA Courses
Research skills and Career Clusters • research skills: R&D, marketing data/research, product research • career clusters
Personal and Public Profiles: • personal versus public contexts • digital and face-to-face contexts • various audiences being addressed • the importance of both verbal and non-verbal communications in interviews and presentations
Identify Risks: • levels of privacy in social media • what encompasses appropriate content • permanency of digital uploads
Personal and Employment Networks: • family members, friends, religious organizations, local community, sports teams, youth organizations
Strategies for Maintaining Well-being: • stress management, mindfulness practices, awareness of digital presence/footprint and how it can influence self-esteem and anxiety
Mentor Experiences: • mentors play an important role in helping students with career-life development, including planning, decision making, providing exposure to possibilities, AGENDA ITEM #8.2.3. and finding emerging opportunities • mentor can be in person or online, and should serve as a role model that has achieved success in a personal or career goal area that the student has identified
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BAA Course Framework: Social Media Marketing 12 BAA Courses
Content – Elaborations
Online business structures and processes
• Types of business interactions: B2B, B2C, C2C, C2B, C2A, M-Commerce, F-Commerce
• Techniques of persuasion in advertising: Ethos (credibility and ethics), Pathos (emotions and feelings), and Logos (logic and reason)
• Designing websites: Appropriate page layouts, fonts, registering a domain, designing templates, establishing system automation
• Designing products: Developing a prototype, assessing competition, evaluating market share, cost analysis, distribution networks
• Distribution: Cost, supply, demand, supply chain, geographic and demographic distribution models (i.e. drop-ship, home delivery, delivery service, mail courier), and shipping models (i.e. free shipping, unit shipping, wholesale shipping)
• Budgeting: Utilization of software free trials, cost of prototype, scaling appropriate supply increases, sales estimates and projections, managing cash flow, costing of operations management
• Costing strategies: Determine value-based, cost-based, or combination by analyzing the financial identity of the online business
• Visual and virtual marketing ads: Models, photos, slogans, logos, and promotions
• Additional niche career-life opportunities: Online teaching, stocks and portfolios, personal marketing in provided services (i.e. skilled labor)
Local and global needs and opportunities • align strengths, preferences, and skills with local and global needs and opportunities • social justice, environmental stewardship, sustainability
Goal setting strategies AGENDA ITEM #8.2.3. • personal, business, long-term, short-term, budget, marketing • internal and external locus of control in goal setting
Project management • taking an idea, creating a plan (including timeline and resources), putting the plan into action and reflecting on the process.
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Reflection process • applying both inquiry and scientific methods of execution and reflection
Factors affecting types of jobs in the community • technological shifts, trends, and predictions, and their affect on global commerce trends
Strategies for maintaining well-being • stress management, mindfulness practices, awareness of digital presence/footprint
Personal and Employment Networking and Marketing • accessing support networks to continue exploring career-life opportunities (i.e. mentors and professional networking) • resume, cover letters, cold calls and emails, social media, interviews, application forms, accessing employment networks
Career-life development research • related to diverse career-life roles; for example, post-graduation options, personal passions, work, family, education
Career-life planning methods • including both digital and non-digital formats; for example, learning profile, portfolio, blog, anthology, archives, journals, videos
Career-life development research and methods • Research: Diverse career-life roles (post-graduation options), personal passions, work, education AGENDA ITEM #8.2.3. • Methods: Digital and non-digital formats (learning profile, portfolio, blog, anthology, archives, dossier, docket, journals, videos)
Financial planning • budgeting for post-graduate career-life options and entrepreneurship, considering influence on work-life balance decisions
Pre- and post-graduation opportunities • extracurricular activities, volunteerism, travel, passion projects, course and program selection related to post-gradation plans Page 87 of 135
BAA Course Framework: Social Media Marketing 12 BAA Courses
Local and global labour market and trends • employment opportunities in many contexts, emerging opportunities, community needs, declining occupations, specialized training requirements
Employability Skills
Communicate: • read and understand information presented in a variety of forms (words, graphs, charts, diagrams) • write and speak so others pay attention and understand • share information using a range of information and communication technologies (voice, e-mail, computers) • use relevant scientific, technological, and mathematical knowledge and skills to explain or clarify ideas Manage Information: • locate, gather, and organize information using appropriate technology and information systems • access, analyze, and apply knowledge and skills from various disciplines (the arts, languages, science, technology, mathematics, social sciences, humani- ties) Use Numbers: • decide what needs to be measured or calculated • observe and record data using appropriate methods, tools, and technology • make estimates and verify calculations Think and Solve Problems: • assess situations and identify problems • seek different points of view and evaluate them based on facts • recognize the human, interpersonal, technical, scientific, and mathematical dimensions of a problem
• identify the root cause of a problem AGENDA ITEM #8.2.3. • be creative and innovative in exploring possible solutions • readily use science, technology, and mathematics as ways to think, gain, and share knowledge, solve problems, and make decisions • evaluate solutions to make recommendations or decisions • implement solutions • check to see if a solution works, and act on opportunities for improvement
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BAA Course Framework: Social Media Marketing 12 BAA Courses
Personal Management Skills:
Adaptability: • work independently or as part of a team • carry out multiple tasks or projects • be innovative and resourceful: Identify and suggest alternative ways to achieve goals • be open and respond constructively to change • learn from your mistakes and accept feedback • cope with uncertainty Learn Continuously: • be willing to continuously learn and grow • assess personal strengths and areas for development • set your own learning goals • identify and access learning sources and opportunities • plan for and achieve your learning goals Participate in Projects and Tasks • plan, design, or carry out a project or task from start to finish with well-defined objectives and outcomes • develop a plan, seek feedback, test, revise, and implement • work to agreed-upon quality standards and specifications • select and use appropriate tools and technology for a task or project • adapt to changing requirements and information • continuously monitor the success of a project and identify ways to improve AGENDA ITEM #8.2.3. Essential skill job profiles for digital technology • assess complexity using digital tools and numeracy: tally costs, create budgets, calculate lengths and volumes, analyze data, estimate times and the other mathematical demands of different situations
Page 89 of 135 Recommended Instructional Components: Core Competencies
BAA Course Framework: Social Media Marketing 12 BAA Courses
Communication • Connect and Engage with others (to share and develop ideas) o I can inquire into topics of interest related to my studies o I can acquire information from a variety of sources including people, print materials, and media Thinking: Creative Thinking • Generate Ideas o I build on the ideas of others and add new ideas of my own or combine with people’s ideas in new ways to create new things or solve straightforward problems o I am willing to takes risks to go beyond existing knowledge o I can generate ideas and reflect on their value to others • Develop Ideas o I can persevere over years to develop my ideas Thinking: Critical Thinking • Analyze and Critique o I can analyze options using specific criteria • Question and Investigate o I can explore materials and actions • Develop and Design o I can experiment with different ways of doing things
o I can monitor my progress and adjust my actions to make sure I achieve what I want AGENDA ITEM #8.2.3. Assessment: This course is assessed by using the Triangulation of Assessment, which allows the teacher to collect evidence of student learning; this evidence is collected from the following three sources: conversations, observations, and products. The following Principles of Quality Assessment will be noted: • Assessment is ongoing, timely, specific, and embedded in day-to-day instruction • Student is involved in assessment and feedback
Page 90 of 135 • Assessment focuses on all three components of the curriculum model - knowing, doing, understanding • Assessment provides ongoing descriptive feedback to students
BAA Course Framework: Social Media Marketing 12 BAA Courses
The students will play an active role throughout all stages of assessment to ensure that they feel ownership of their work and to hear and provide feedback about how they are doing, and where to next? Each student will have a final conversation about their final product and the collected teacher data observations. This gives the students a role in the assess- ment process and encourages the students to invest in their own learning. The teacher will use this information to make a final assessment on the three components of the curriculum model – knowing, doing, understanding and will determine if the student demonstrates an understanding of the concepts and competencies relevant to Social Media Marketing 12. Specific to Social Media Marketing 12: Grade 12 students will extend their knowledge from problem solving and growth activities into mentoring and market application. Mentoring: The Grade 12 Social Media Marketing students will guide Grade 10 and Grade 11 students through the initial design phases of marketing develop- ment, and take on a mentor role in sharing successes, failures, and implementation strategies.
Market Application: Students are challenged to reflect on the potential of their marketing and business models as viable career options. This process of reflection includes critically assessing successes and failures of their previous approaches, as well as determining the long-term financial viability of their models.
Learning Resources: • Learning resources will include, but are not limited to: teacher generated resources • Variety of information technology and marketing related resources as available on YouTube • Masterclass: The Art of Persuasion • Additional video and audio internet sources including documentaries and docuseries, video logs, and podcasts
• Community resources and associations related to business development in their communities AGENDA ITEM #8.2.3.
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BAA Course Framework: Social Media Marketing 12 BAA Courses
Addendum A: Introduction and Features
Introduction to Social Media Marketing
The Social Media Marketing curriculum supports students in successfully navigating the diverse and ever-changing online career landscape through flexibility and innovation. This area of learning empowers online behaviour and creates digitally educated citizens through fostering the knowledge necessary to dis- cern amongst social media advertising and manipulation tactics. In addition, the Social Media Marketing curriculum creates active agents of change that are in control of their interactions within online communities through making informed online decisions. Digitally educated citizens are lifelong learners who continually build online awareness by evolving their interests and strengths on digital platforms. They are able to use this personal knowledge to inform their career-life choices using these online platforms, and incorporate flexibility as opportunities and challenges arise online. Because social media marketing tac- tics, and the online environment together constitute one of the largest influencers of socialization amongst youth, it is essential that students approach infor- mation that they receive online with a critical and informed digital worldview.
While the first pillar of fostering educated digital citizenship through social media marketing primarily focuses on developing personal awareness of the im- pact of online platforms on consumer behaviour, the second pillar extends this focus to social media business and career opportunities. This area of learning requires students to identify and develop their personal interests, passions, and competencies. Following identification and development, students will mon- etize these passions and interests through online mediums. After the skill or passion area has been monetized, it is then scaled by identifying and analyzing the appropriate target market, projecting sales volume from market data, and delivering the product or service to the market electronically. Social media marketing and its diverse channels present some of the largest opportunities for passion and skill monetization in the technological world. Ever-changing job landscapes and economic opportunities require flexibility and adaptability; therefore, online skills, whether they be critical thinking, analysis, communication, innovation through entrepreneurship, or various industry-specific abilities, have increased value in the job markets of the future.
Digitally educated citizens:
AGENDA ITEM #8.2.3. Social media interfaces have become predominant influencers in the socialization environments of our students. Cultural norms are created and enforced through social media platforms. Popular opinion is largely shaped and influenced by information that is conveyed through social media. These norms and popular opinions include political views, social/emotional programming, opinions on diversity and tolerance, cyber-bullying, trends and hobbies, among many others. The online world dictates largely how our students are enculturated. Equipping these digital citizens with an educated and critical mindset has the potential to change the way that it impacts their personal and emotional growth. Students reflect on learning experiences in school and community, build confidence through their contributions, and explore multiple career-life roles and choices. In the modern and digitally integrated work landscape, these multiple roles become increasingly relevant for students, as career roles and responsi-
Page 92 of 135 bilities begin to shift and expand. Current trends display profound increases in the number of careers and income streams that each member of the house- hold has. It is not uncommon for modern day households to have 2 or 3 sources of income, or more. The world of social media marketing provides a unique
BAA Course Framework: Social Media Marketing 12 BAA Courses
opportunity for students to increase income streams through turning hobbies and passions into revenue sources. Students have grown up with unprece- dented amounts of technological resources at their disposal. The Social Media Marketing curriculum seeks to transition these students from pure consumers of social media into digital citizens that are equipped with the skills and abilities to become pioneers that can take advantage of the career opportunities that this technology presents.
Features of the Social Media Marketing Curriculum
The Social Media Marketing curriculum: • is structured to progressively integrate personal interest areas and abilities into the digital and professional landscape • is organized in three Content areas that foster optimal digital awareness and development: critical informational and behavioural analysis, passion and skill development, and marketing evaluation and execution • encourages versatility and cross integration between non-digital and digital markets • promotes a holistic view of the student, providing opportunities to explore identity, purpose, and well-being both in-person, and online learning contexts AGENDA ITEM #8.2.3. Page 93 of 135
BAA Course Framework: Social Media Marketing 12 BAA Courses
Board/Authority Authorized Course: Orientation & Mobility 11
School District/Independent School Authority Name: School District/Independent School Authority Number (e.g. SD43, Cowichan Valley Authority #432): School District #79, Cowichan Valley Developed by: Date Developed: The Provincial Resource Centre for the Visually Impaired (PRCVI) and January 7th 2021 BC O&M Specialists, based on collaborative work between PRCVI and Charlene Haugen, O&M Specialist, Surrey Schools (SD36) School Name: Principal’s Name: Cowichan Secondary School Darcy Hoff Superintendent Approval Date (for School Districts only): Superintendent Signature (for School Districts only):
Board/Authority Approval Date: Board/Authority Chair Signature:
Course Name: Grade Level of Course: Orientation & Mobility 11 11. Teacher: Julie Béland, TSVI/O&M Number of Course Credits: Number of Hours of Instruction: AGENDA ITEM #8.2.3. 4 credits 120 hours Course Category: (Filled in by the developing school) Course Code: (Filled in by the district) Health Related Activities
Board/Authority Prerequisite(s): None. Special Training, Facilities or Equipment Required: This course must be taught by a qualified Orientation and Mobility (O&M) specialist who is proficient in teaching the skills, knowledge, and techniques to Page 94 of 135 facilitate safer and more effective travel for individuals with visual impairments. The British Columbia Ministry of Education requires that the Orientation and
BAA Course Framework – Orientation &Mobility 11 BAA Courses
Mobility specialist meet the standards established by the Association for the Education and Rehabilitation of the Blind and Visually Impaired (AER), which require: • A master’s degree in Orientation and Mobility; or • Completion of post-graduate studies in Orientation and Mobility, which include at least 350 hours of supervised practice in orientation and mobility involving individuals with a variety of visual impairments. Facilities and equipment will vary depending on individual student needs and will be determined by the orientation and mobility specialist. Course Synopsis: Orientation and Mobility 11 is designed for students who have low vision or who are blind and require instruction in O&M skills and techniques to achieve the highest level of independent travel that is possible given the student’s individual capacity. As students progress through the course, they will develop the skills, knowledge, confidence, and motivation required to travel independently, safely, efficiently, and gracefully in familiar and unfamiliar indoor environments and in outdoor areas in the community. Students will develop an awareness of the responsibilities involved in travelling independently and will develop a robust toolkit of O&M knowledge, strategies, and technology. As students advance through the course, they are encouraged to assume greater responsibility in advocating for O&M supports as a student with a visual impairment and will begin taking the steps needed to explore new environments independently while making appropriate decisions about safer and more efficient travel. Goals and Rationale: Orientation and Mobility, often abbreviated as O&M, refers to age-appropriate and ongoing instruction in the skills, techniques, and knowledge required for visually impaired individuals to travel safely, efficiently, gracefully, and with as much independence as possible in a variety of environments. "Orientation" refers to the ability to know where one is located in space, one's target location, and the most efficient route to arrive at that location. "Mobility" refers to the set of skills required to travel safely, efficiently, and effectively from one place to another across a variety of indoor and outdoor environments. Independent, safe, efficient, and graceful travelers have well-developed orientation and mobility skills, as well as the confidence and motivation to apply their skills to travel in a variety of environments. To become independent travelers, students with visual impairments require direct instruction in O&M techniques
and concepts. Through varied and extensive opportunities to develop, practice, and experiment with the use of these skills, students are better positioned for AGENDA ITEM #8.2.3. more meaningful engagement in their communities in their school and community lives. Indigenous Worldviews and Perspectives: Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. • Students with visual impairments acquire O&M knowledge and skills so that they may travel in an increasingly safer, effective, and graceful manner. For these learners, an effective O&M skillset supports physical health and well-being and promotes access to a broader range of opportunities for interactions in the community.
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BAA Course Framework – Orientation &Mobility 11 BAA Courses
Learning involves patience and time. • O&M programming requires a highly personalized approach to learning and is only effective when grounded in authentic environments that are meaningful to the learner. O&M concepts develop over time in a manner that mirrors the individual learner’s requirements for independent travel with the instructor gradually shifting the responsibility for safer and more effective travel from others (e.g., parents, teachers) to the student. Learning requires exploration of one’s identity. • Over the course of an O&M program, the student will reflect on their own strengths and challenges and through accurate self-knowledge will match their current O&M skillset to the travel demands in their daily lives. Learning is embedded in memory, history and story. • Changes in the physical environment impact all learners. However, students with visual impairments must interact directly with these changes as they navigate the environment. Therefore, a keen sense of history and memory for what came before is critical to the O&M skillset. AGENDA ITEM #8.2.3. Page 96 of 135
BAA Course Framework – Orientation &Mobility 11 BAA Courses
Course Name: Orientation and Mobility 11 Grade: 11
BIG IDEAS
Developing and Development of travel Effective exploration of maintaining an accurate Independent travel techniques is an ongoing Communication and personal the environment understanding of travel requires a variety of process that increases in safety are essential for requires multi-sensory environments and spatial mobility techniques. complexity across independent travel. efficiency. relationships are essential environments. skills.
Learning Standards
Curricular Competencies Content
Students are expected to do the following: Students are expected to know the following: Develop personal awareness and responsibility: Environmental concepts: • Use mobility aids to gather environmental information. • Understand concepts about indoor and outdoor travel and • Travel flexibly and independently across a variety of environments. the community and region in which one lives. Public transportation: Use critical and reflective thinking: • Develop knowledge and practice use of a variety of local • Develop strategies for orienting to an unfamiliar route or environment. transportation modes (e.g., walking, carpool, taxi, bus, • Use an allocentric frame of reference to apply positional and relationship train). concepts to an area, intersection, or route. • Gather and integrate information from a variety of senses in the analysis or Personal safety and communication:
completion of an O&M task. • Understand personal safety concepts and safety precautions AGENDA ITEM #8.2.3. in various situations. • Understand and apply appropriate communication methods. Page 97 of 135
BAA Course Framework – Orientation &Mobility 11 BAA Courses
Big Ideas – Elaborations
Independent travel requires a variety of mobility techniques. • The depth of understanding of the student’s surroundings contributes to the development of the student’s O&M skillset. • Effective spatial cognition supported by accurate and meaningful concepts of the self in relation to the environment provides a foundation for more advanced O&M skills and techniques. • The development of increasingly elaborate environmental concepts is required as students travel in more complex and unfamiliar environments across time. Effective exploration of the environment requires multi-sensory efficiency. • Continual skill development in the use of tools and devices that extend and enhance sensory access to the environment is required for travel with greater independence. • Systematic evaluation and integration of sensory information supports the development of advanced O&M concepts. • A multisensory approach to planning, analyzing, and executing route travel is most effective when students are able to maximize input through available sensory channels (e.g., visual, vestibular, tactile). Developing and maintaining an accurate understanding of travel environments and spatial relationships are essential skills. • Cognitive mapping/spatial updating are supported using human guide, maps, models, tactile diagrams, and other manipulatives as students tangibly represent travel environments. • Tangible representations (e.g., maps) provide students with an important means of accessing spatial relationships between landmarks and objects in familiar and unfamiliar areas. • The ability to produce one’s own tangible representations (e.g., models) is an essential skill for students as they assume greater independence for learning to navigate more complex and unfamiliar travel environments. Development of travel techniques is an ongoing process that increases in complexity across environments. • O&M skills and techniques require consistent updating and elaboration as the student moves into more complex and unfamiliar travel environments. • The student should maintain an ongoing motivation to refine his or her O&M skillset as the features of travel environments, including those that are most familiar, will change over time.
• New O&M techniques and technology are under continual development and the student should be an active and critical consumer of each. AGENDA ITEM #8.2.3. Communication and personal safety are essential for independent travel. • Accurate self-knowledge of the implications of visual impairment for safe and effective travel in the community supports greater self-determination in the application of the O&M skillset. • Strategies for effective self-advocacy are required for increasingly independent travel across home, school, and community settings. • Active problem solving and self-reflection promote the student’s capacity to independently and critically evaluate the effectiveness of their own O&M skillset.
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BAA Course Framework – Orientation &Mobility 11 BAA Courses
Curricular Competencies – Elaborations
Develop personal awareness and responsibility: • Use mobility aids to gather environmental information. o Use mobility devices (cane, low vision devices) appropriately in a variety of environments and for a variety of tasks. o Demonstrate appropriate use of guide techniques across a variety of environments. • Travel flexibly and independently in a variety of environments. o Demonstrate safer street crossing procedures and traffic judgement at a variety of intersection types. o Demonstrate strategies in scanning for cars, analyzing traffic flow, and timing for street crossing using a variety of auditory skills. o Use strategies to establish, maintain, and monitor alignment and line of travel. o Use appropriate techniques to anticipate and provide protection from environmental hazards. Use critical and reflective thinking: • Develop strategies for orienting to an unfamiliar route or environment. o Use strategies (e.g., human guide, self-familiarization techniques, low vision devices) to orient to an unfamiliar environment. o Decide what relevant information needs to be gathered before a trip (e.g., bus schedule, route review, cross streets) and use a variety of strategies and media to gather this information. o Identify useful landmarks, cues, and clues while orienting to an unfamiliar environment. • Use an allocentric (object-to-object) frame of reference to apply positional and relationship concepts to an area, intersection, or route. o Use different means of representing environmental information (e.g., verbal description, maps in various media) to understand relationships between objects within the environment. o Use compass directions and environmental cues (e.g., the sun) to remain oriented. o Use logic and knowledge of numbering systems to find room numbers or addresses. o Practice cognitive mapping (e.g. route shape) and spatial updating skills to remain oriented while moving through the environment with increasing independence or with a human guide. • Demonstrate use of recovery strategies and hypothesis testing for re-orientation in indoor and outdoor environments. Gather and integrate information from a variety of senses in the analysis or completion of an O&M task. o Use feedback through one sensory channel to confirm information obtained through another sensory channel. AGENDA ITEM #8.2.3. o Recognize the situations and conditions where some sensory inputs may be more reliable than others. o Use sound-distance and time-distance relationships to evaluate one’s movement through an environment and determine when this information can be useful.
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BAA Course Framework – Orientation &Mobility 11 BAA Courses
Content – Elaborations
Environmental concepts: • Understand concepts about indoor and outdoor travel and the community and region in which one lives. o Concepts related to roads and intersections (e.g., camber of road, traffic islands, traffic and bike lanes, types of intersections). o Concepts related to topography (e.g., perimeter, incline/decline, kitty-corner). o Concepts related to geographical settings (e.g., city districts, address systems). o Patterns of vehicular movement (e.g. discrimination of vehicle flow, right-of-way). o Patterns of pedestrian movement (e.g., crowds, pedestrian flow). Transportation: • Develop knowledge and practice use of a variety of local transportation modes (e.g., walking, carpool, taxi, bus, train, paratransit). o Understand the variety of transportation options and when and how to use each. o Knowledge of tools (e.g., phone, apps, websites) for route and trip planning. o Create contingency plans when travel cannot be executed as intended (e.g., calling taxi if bus breaks down). Personal safety and communication: • Understand personal safety concepts and safety precautions in various situations. o Understand the effects of changing environmental conditions on safety and strategies for safety precautions (e.g., night, weather) and strategies for safety precautions. o Take safety precautions into account when planning routes and developing contingency plans. o Have an awareness of how to use safety resources specific to environment and mode of travel (e.g., public transit assistance and security, emergency contacts/resources, emergency procedures). o Use strategies for taking personal safety into account when soliciting information or assistance. o Assess the environment and intersections for safety risks and/or unsafe travel conditions and understanding safety strategies (e.g., flagging with cane, alternate routes, soliciting assistance). • Understand and apply appropriate communication methods.
o Understand one’s eye condition, how functional vision is affected by the environment, and how different environments or weather conditions AGENDA ITEM #8.2.3. may make some senses less reliable than others. o Have a good knowledge of apps and phone numbers for getting local information. o Communicate appropriate ways that the public can assist when soliciting help.
Recommended Instructional Components: • encourage students to think creatively and critically, communicate skillfully, and demonstrate care for self and others
Page 100 of 135 • acknowledge the social nature of learning; • allow for both physical and virtual collaboration;
BAA Course Framework – Orientation &Mobility 11 BAA Courses
• support the personal aspect to learning; • promote risk-taking, wonder and curiosity; • build connections across and within areas of knowledge; • embed formative assessment practices such as learning intentions, criteria, questions, descriptive feedback, self and peer assessment; • inspire and stretch student thinking and problem solving; • promote student engagement; • reflect the relationships between emotion, motivation and cognition; • connect learning to both local and global communities; • provide opportunities for students to share learning and reflect; • utilize technologies and other tools in purposeful ways; • involve explicit and intentional teaching; and • make learning visible, open, and transparent.
Recommended Assessment Components: Ensure alignment with the Principles of Quality Assessment • Written examination of content knowledge • Creation of a portfolio detailing students’ acquisition of new tools encountered in the course • Completion of a drop-off evaluation. The student will be “dropped-off” at a familiar location and must plan and execute their route to a predetermined familiar location. Instructor will supervise from a distance and step in only when safety may be compromised. • Student self-assessment/reflection • Direct observation • Video recording of student travel • Anecdotal records • Instructor-developed checklists and rubrics • Teaching Age-Appropriate Purposeful Skills (TAPS) 3rd Edition (Pogrund et al., 2012)
AGENDA ITEM #8.2.3. Learning Resources: Briggs, J., Browns, B., Cowper, T., Lomond, D.C Mainland, J., Mitdal, P., Schwartz, L., Taylor, B., & Wardlow, N. (2000). Framework for independent travel: A resource for Orientation and Mobility instruction. B.C. Ministry of Education. Fazzi, D., Barlow, J (2017). Orientation and Mobility techniques: A guide for the practitioner. (2nd ed). New York: American Foundation for the Blind. Fazzi, D. L., & Naimy, B. J. (2010). Chapter 8: Teaching orientation and mobility to school-age children. In W. R. Wiener, R. L Welsh, & B. B. Blasch (Eds.) Foundations of orientation and mobility (pp. 208-262). New York, NY: AFB Press.
Page 101 of 135 Fazzi, D., Petersmeyer, B., (2001). Imagining the possibilities: Creative approaches to Orientation and Mobility instruction for persons who are visually impaired. New York: American Foundation for the Blind.
BAA Course Framework – Orientation &Mobility 11 BAA Courses
Jacobson, W. H. (2013). The art and science of teaching Orientation and Mobility to persons with visual impairments. New York, NY: AFB Press. Pogrund, RL, & Griffin-Shirley, N.(Eds.).(2018). Partners in O&M: Supporting orientation and mobility for students who are visually impaired. Louisville, KY: American Printing House for the Blind Pogrund, R., Sewell, D., Anderson, H., Calaci, L., Cowart, M., Gonzalez, C., Marsh, R., Roberson-Smith, B., (2012). TAPS: An Orientation and Mobility curriculum for students with visual impairments. Texas: Texas School for the Blind. Sauerburger, D. (n.d.) Street Crossing Website/Resource. Accessed at www.sauerburger.org
Assessment Resources: Briggs, J., Browns, B., Cowper, T., Lomond, D.C Mainland, J., Mitdal, P., Schwartz, L., Taylor, B., & Wardlow, N. (2000) Framework for independent travel: A resource for Orientation and Mobility instruction. B.C. Ministry of Education. Pogrund, R., Sewell, D., Anderson, H., Calaci, L., Cowart, M., Gonzalez, C., Marsh, R., Roberson-Smith, B., (2012) TAPS: An Orientation and Mobility curriculum for students with visual impairments. Texas: Texas School for the Blind.
AGENDA ITEM #8.2.3. Page 102 of 135
BAA Course Framework – Orientation &Mobility 11 AGENDA ITEM #9.2.1.
Amended Annual Budget
School District No. 79 (Cowichan Valley)
June 30, 2021
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School District No. 79 (Cowichan Valley) June 30, 2021
Table of Contents
Bylaw ...... 1
Amended Annual Budget - Revenue and Expense - Statement 2 ...... 2
Amended Annual Budget - Changes in Net Financial Assets (Debt) - Statement 4 ...... 4
Amended Annual Budget - Schedule of Changes in Accumulated Surplus (Deficit) by Fund - Schedule 1 ...... 5
Amended Annual Budget - Operating Revenue and Expense - Schedule 2 ...... 6
Schedule 2A - Amended Annual Budget - Schedule of Operating Revenue by Source ...... 7
Schedule 2B - Amended Annual Budget - Schedule of Operating Expense by Object ...... 8
Schedule 2C - Amended Annual Budget - Operating Expense by Function, Program and Object ...... 9
Amended Annual Budget - Special Purpose Revenue and Expense - Schedule 3 ...... 11
Schedule 3A - Amended Annual Budget - Changes in Special Purpose Funds ...... 12
Amended Annual Budget - Capital Revenue and Expense - Schedule 4 ...... 15
*NOTE - Statement 1, Statement 3, Statement 5 and Schedules 4A - 4D are used for Financial Statement reporting only.
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AMENDED ANNUAL BUDGET BYLAW
A Bylaw of THE BOARD OF EDUCATION OF SCHOOL DISTRICT NO. 79 (COWICHAN VALLEY) (called the ''Board'') to adopt the Amended Annual Budget of the Board for the fiscal year 2020/2021 pursuant to section 113 of the School Act , R.S.B.C., 1996, c. 412 as amended from time to time (called the "Act ").
1. Board has complied with the provisions of the Act respecting the Amended Annual Budget adopted by this bylaw.
2. This bylaw may be cited as School District No. 79 (Cowichan Valley) Amended Annual Budget Bylaw for fiscal year 2020/2021.
3. The attached Statement 2 showing the estimated revenue and expense for the 2020/2021 fiscal year and the total budget bylaw amount of $111,621,185 for the 2020/2021 fiscal year was prepared in accordance with the Act .
4. Statement 2, 4 and Schedules 1 to 4 are adopted as the Amended Annual Budget of the Board for the fiscal year 2020/2021.
READ A FIRST TIME THE 2nd DAY OF FEBRUARY, 2021;
READ A SECOND TIME THE 2nd DAY OF FEBRUARY, 2021;
READ A THIRD TIME, PASSED AND ADOPTED THE 2nd DAY OF FEBRUARY, 2021;
Chairperson of the Board
( Corporate Seal )
Secretary Treasurer
I HEREBY CERTIFY this to be a true original of School District No. 79 (Cowichan Valley) Amended Annual Budget Bylaw 2020/2021, adopted by the Board the 2nd DAY OF FEBRUARY, 2021.
Secretary Treasurer
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School District No. 79 (Cowichan Valley) Statement 2 Amended Annual Budget - Revenue and Expense Year Ended June 30, 2021
2021 Amended 2020 Amended Annual Budget Annual Budget Ministry Operating Grant Funded FTE's School-Age 8,212.229 8,245.415 Adult 11.625 19.125 Total Ministry Operating Grant Funded FTE's 8,223.854 8,264.540
Revenues $ $ Provincial Grants Ministry of Education 94,494,233 87,997,255 Other 75,000 75,000 Tuition 1,500,000 2,650,000 Other Revenue 7,178,718 8,499,075 Rentals and Leases 85,000 85,000 Investment Income 181,882 242,388 Amortization of Deferred Capital Revenue 3,783,437 3,416,308 Total Revenue 107,298,270 102,965,026
Expenses Instruction 88,321,329 85,095,445 District Administration 3,389,602 3,114,862 Operations and Maintenance 16,086,286 14,504,949 Transportation and Housing 3,152,547 3,045,769 Debt Services 21 Total Expense 110,949,764 105,761,046
Net Revenue (Expense) (3,651,494) (2,796,020)
Budgeted Allocation (Retirement) of Surplus (Deficit) 3,694,455 2,596,196 Budgeted Reduction of Unfunded Employee Future Benefits (67,014)
Budgeted Surplus (Deficit), for the year 42,961 (266,838)
Budgeted Surplus (Deficit), for the year comprised of: Operating Fund Surplus (Deficit) Special Purpose Fund Surplus (Deficit) Capital Fund Surplus (Deficit) 42,961 (266,838) Budgeted Surplus (Deficit), for the year 42,961 (266,838)
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School District No. 79 (Cowichan Valley) Statement 2 Amended Annual Budget - Revenue and Expense Year Ended June 30, 2021
2021 Amended 2020 Amended Annual Budget Annual Budget Budget Bylaw Amount Operating - Total Expense 90,838,099 87,924,244 Operating - Tangible Capital Assets Purchased 299,265 62,000 Operating - Reduction of Unfunded Employee Future Benefits 67,014 Special Purpose Funds - Total Expense 15,560,928 13,337,076 Special Purpose Funds - Tangible Capital Assets Purchased 356,656 366,579 Capital Fund - Total Expense 4,550,737 4,499,726 Capital Fund - Tangible Capital Assets Purchased from Local Capital 15,500 65,500 Total Budget Bylaw Amount 111,621,185 106,322,139
Approved by the Board
Signature of the Chairperson of the Board of Education Date Signed
Signature of the Superintendent Date Signed
Signature of the Secretary Treasurer Date Signed
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School District No. 79 (Cowichan Valley) Statement 4 Amended Annual Budget - Changes in Net Financial Assets (Debt) Year Ended June 30, 2021
2021 Amended 2020 Amended Annual Budget Annual Budget $ $
Surplus (Deficit) for the year (3,651,494) (2,796,020)
Effect of change in Tangible Capital Assets Acquisition of Tangible Capital Assets From Operating and Special Purpose Funds (655,921) (428,579) From Local Capital (15,500) (65,500) From Deferred Capital Revenue (4,945,438) (4,179,285) Total Acquisition of Tangible Capital Assets (5,616,859) (4,673,364)
Amortization of Tangible Capital Assets 4,550,737 4,499,705 Total Effect of change in Tangible Capital Assets (1,066,122) (173,659)
Acquisitions of Prepaid Expenses (300,000) (204,000) Use of Prepaid Expenses 300,000 204,000 - -
(Increase) Decrease in Net Financial Assets (Debt) (4,717,616) (2,969,679)
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School District No. 79 (Cowichan Valley) Schedule 1 Amended Annual Budget - Schedule of Changes in Accumulated Surplus (Deficit) by Fund Year Ended June 30, 2021
Operating Special Purpose Capital 2021 Amended Fund Fund Fund Annual Budget $ $ $ $
Accumulated Surplus (Deficit), beginning of year 5,140,366 92,893 46,464,154 51,697,413
Changes for the year Net Revenue (Expense) for the year (3,395,190) 356,656 (612,960) (3,651,494) Interfund Transfers Tangible Capital Assets Purchased (299,265) (356,656) 655,921 - Net Changes for the year (3,694,455) - 42,961 (3,651,494)
Budgeted Accumulated Surplus (Deficit), end of year 1,445,911 92,893 46,507,115 48,045,919
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School District No. 79 (Cowichan Valley) Schedule 2 Amended Annual Budget - Operating Revenue and Expense Year Ended June 30, 2021
2021 Amended 2020 Amended Annual Budget Annual Budget $ $ Revenues Provincial Grants Ministry of Education 79,338,933 76,123,212 Other 75,000 75,000 Tuition 1,500,000 2,650,000 Other Revenue 6,271,976 6,307,142 Rentals and Leases 85,000 85,000 Investment Income 172,000 220,000 Total Revenue 87,442,909 85,460,354
Expenses Instruction 74,374,435 71,866,369 District Administration 3,389,602 3,114,862 Operations and Maintenance 10,432,295 10,281,437 Transportation and Housing 2,641,767 2,661,576 Total Expense 90,838,099 87,924,244
Net Revenue (Expense) (3,395,190) (2,463,890)
Budgeted Prior Year Surplus Appropriation 3,694,455 2,596,196
Budgeted Reduction of Unfunded Employee Future Benefits (67,014)
Net Transfers (to) from other funds Tangible Capital Assets Purchased (299,265) (62,000) Other (3,292) Total Net Transfers (299,265) (65,292)
Budgeted Surplus (Deficit), for the year - -
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School District No. 79 (Cowichan Valley) Schedule 2A Amended Annual Budget - Schedule of Operating Revenue by Source Year Ended June 30, 2021
2021 Amended 2020 Amended Annual Budget Annual Budget $ $ Provincial Grants - Ministry of Education Operating Grant, Ministry of Education 82,286,674 80,789,708 ISC/LEA Recovery (6,180,976) (6,145,142) Other Ministry of Education Grants Pay Equity 363,682 363,682 Transportation Supplement 283,524 283,524 Employer Health Tax Grant 672,434 Support Staff Benefits Grant 122,175 114,660 Teachers' Labour Settlement Funding 2,281,837 Early Career Mentorship Funding 180,000 FSA & Exam Allocation 12,964 Other Ministry of Education Grants 2,017 31,382 Total Provincial Grants - Ministry of Education 79,338,933 76,123,212
Provincial Grants - Other 75,000 75,000
Tuition International and Out of Province Students 1,500,000 2,650,000 Total Tuition 1,500,000 2,650,000
Other Revenues Funding from First Nations 6,180,976 6,145,142 Miscellaneous International Program Registration Fees 67,000 132,000 Transportation Fees - International 24,000 30,000 Total Other Revenue 6,271,976 6,307,142
Rentals and Leases 85,000 85,000
Investment Income 172,000 220,000
Total Operating Revenue 87,442,909 85,460,354
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School District No. 79 (Cowichan Valley) Schedule 2B Amended Annual Budget - Schedule of Operating Expense by Object Year Ended June 30, 2021
2021 Amended 2020 Amended Annual Budget Annual Budget $ $ Salaries Teachers 36,219,450 34,927,982 Principals and Vice Principals 5,921,120 5,567,794 Educational Assistants 8,055,608 7,410,855 Support Staff 9,509,804 9,355,371 Other Professionals 2,274,799 2,216,410 Substitutes 4,481,074 4,101,742 Total Salaries 66,461,855 63,580,154
Employee Benefits 15,321,364 15,194,340
Total Salaries and Benefits 81,783,219 78,774,494
Services and Supplies Services 3,233,904 3,179,616 Student Transportation 232,025 232,625 Professional Development and Travel 616,494 541,212 Rentals and Leases 62,100 62,100 Dues and Fees 114,310 102,310 Insurance 250,134 250,134 Supplies 3,200,783 3,436,623 Utilities 1,345,130 1,345,130 Total Services and Supplies 9,054,880 9,149,750
Total Operating Expense 90,838,099 87,924,244
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School District No. 79 (Cowichan Valley) Schedule 2C Amended Annual Budget - Operating Expense by Function, Program and Object Year Ended June 30, 2021
Principals and Educational Support Other Teachers Vice Principals Assistants Staff Professionals Substitutes Total Salaries Salaries Salaries Salaries Salaries Salaries Salaries $ $ $ $ $ $ $ 1 Instruction 1.02 Regular Instruction 28,052,955 1,004,957 176,481 373,693 70,095 2,839,855 32,518,036 1.03 Career Programs 478,923 176,060 14,918 669,901 1.07 Library Services 1,297,357 166,835 44,909 1,509,101 1.08 Counselling 1,184,655 370,887 29,904 1,585,446 1.10 Special Education 4,064,652 317,936 6,691,901 168,581 869,738 12,112,808 1.30 English Language Learning 469,908 469,908 1.31 Indigenous Education 394,156 209,016 1,187,226 46,083 192,144 2,028,625 1.41 School Administration 3,907,166 1,470,683 103,051 5,480,900 1.61 Continuing Education - 1.62 International and Out of Province Students 276,844 299,241 60,485 117,572 20,016 774,158 1.64 Other - Total Function 1 36,219,450 5,738,316 8,055,608 2,664,726 356,248 4,114,535 57,148,883
4 District Administration 4.11 Educational Administration 147,504 46,992 451,742 646,238 4.40 School District Governance 276,017 276,017 4.41 Business Administration 35,300 659,326 704,980 30,299 1,429,905 Total Function 4 - 182,804 - 706,318 1,432,739 30,299 2,352,160
5 Operations and Maintenance 5.41 Operations and Maintenance Administration 166,267 390,014 62,750 619,031 5.50 Maintenance Operations 4,240,938 170,736 4,411,674 5.52 Maintenance of Grounds 471,514 471,514 5.56 Utilities -
Total Function 5 - - - 4,878,719 390,014 233,486 5,502,219 AGENDA ITEM #9.2.1.
7 Transportation and Housing 7.41 Transportation and Housing Administration 124,519 95,798 5,633 225,950 7.70 Student Transportation 1,135,522 97,121 1,232,643 7.73 Housing - Total Function 7 - - - 1,260,041 95,798 102,754 1,458,593
9 Debt Services Total Function 9 ------Page 113 of 135 Total Functions 1 - 9 36,219,450 5,921,120 8,055,608 9,509,804 2,274,799 4,481,074 66,461,855
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School District No. 79 (Cowichan Valley) Schedule 2C Amended Annual Budget - Operating Expense by Function, Program and Object Year Ended June 30, 2021
Total Employee Total Salaries Services and 2021 Amended 2020 Amended Salaries Benefits and Benefits Supplies Annual Budget Annual Budget $ $ $ $ $ $ 1 Instruction 1.02 Regular Instruction 32,518,036 7,658,335 40,176,371 2,222,714 42,399,085 39,853,837 1.03 Career Programs 669,901 159,024 828,925 763,752 1,592,677 1,498,883 1.07 Library Services 1,509,101 351,313 1,860,414 69,123 1,929,537 1,868,160 1.08 Counselling 1,585,446 354,951 1,940,397 5,775 1,946,172 1,640,441 1.10 Special Education 12,112,808 2,833,401 14,946,209 156,135 15,102,344 15,544,743 1.30 English Language Learning 469,908 107,850 577,758 4,625 582,383 561,378 1.31 Indigenous Education 2,028,625 446,316 2,474,941 209,142 2,684,083 2,404,819 1.41 School Administration 5,480,900 1,136,027 6,616,927 111,975 6,728,902 6,378,721 1.61 Continuing Education - - - 18,947 1.62 International and Out of Province Students 774,158 164,244 938,402 457,650 1,396,052 2,083,240 1.64 Other - - 13,200 13,200 13,200 Total Function 1 57,148,883 13,211,461 70,360,344 4,014,091 74,374,435 71,866,369
4 District Administration 4.11 Educational Administration 646,238 124,529 770,767 34,000 804,767 660,316 4.40 School District Governance 276,017 43,161 319,178 145,276 464,454 462,122 4.41 Business Administration 1,429,905 321,187 1,751,092 369,289 2,120,381 1,992,424 Total Function 4 2,352,160 488,877 2,841,037 548,565 3,389,602 3,114,862
5 Operations and Maintenance 5.41 Operations and Maintenance Administration 619,031 118,643 737,674 235,138 972,812 1,007,085 5.50 Maintenance Operations 4,411,674 1,027,617 5,439,291 1,685,273 7,124,564 7,021,346 5.52 Maintenance of Grounds 471,514 112,656 584,170 124,672 708,842 626,929 5.56 Utilities - - 1,626,077 1,626,077 1,626,077
Total Function 5 5,502,219 1,258,916 6,761,135 3,671,160 10,432,295 10,281,437 AGENDA ITEM #9.2.1.
7 Transportation and Housing 7.41 Transportation and Housing Administration 225,950 45,686 271,636 22,765 294,401 281,843 7.70 Student Transportation 1,232,643 316,424 1,549,067 798,299 2,347,366 7.73 Housing - - - 2,379,733 Total Function 7 1,458,593 362,110 1,820,703 821,064 2,641,767 2,661,576
9 Debt Services Total Function 9 ------Page 114 of 135 Total Functions 1 - 9 66,461,855 15,321,364 81,783,219 9,054,880 90,838,099 87,924,244
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School District No. 79 (Cowichan Valley) Schedule 3 Amended Annual Budget - Special Purpose Revenue and Expense Year Ended June 30, 2021
2021 Amended 2020 Amended Annual Budget Annual Budget $ $ Revenues Provincial Grants Ministry of Education 15,005,300 11,499,043 Other Revenue 906,742 2,191,933 Investment Income 5,542 12,679 Total Revenue 15,917,584 13,703,655
Expenses Instruction 13,946,894 13,229,076 Operations and Maintenance 1,380,554 24,520 Transportation and Housing 233,480 83,480 Total Expense 15,560,928 13,337,076
Net Revenue (Expense) 356,656 366,579
Net Transfers (to) from other funds Tangible Capital Assets Purchased (356,656) (366,579) Total Net Transfers (356,656) (366,579)
Budgeted Surplus (Deficit), for the year - -
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School District No. 79 (Cowichan Valley) Schedule 3A Amended Annual Budget - Changes in Special Purpose Funds Year Ended June 30, 2021
Annual Learning Special Scholarships School Ready, Facility Improvement Education and Generated Strong Set, Grant Fund Equipment Bursaries Funds Start Learn OLEP CommunityLINK $ $ $ $ $ $ $ $ Deferred Revenue, beginning of year 980,162 68,376 15,925 17,642 1,309,426 41,051 53,952 64,849 -
Add: Restricted Grants Provincial Grants - Ministry of Education 384,070 298,553 192,000 36,750 145,088 667,259 Other 540 845,733 Investment Income 7,809 781 391,879 298,553 - 1,321 845,733 192,000 36,750 145,088 667,259
Less: Allocated to Revenue 385,262 366,929 15,925 7,350 826,274 233,051 35,693 209,937 667,259 Deferred Revenue, end of year 986,779 - - 11,613 1,328,885 - 55,009 - -
Revenues Provincial Grants - Ministry of Education 384,070 366,929 15,925 233,051 35,693 209,937 667,259 Other Revenue 3,000 826,274 Investment Income 1,192 4,350 385,262 366,929 15,925 7,350 826,274 233,051 35,693 209,937 667,259 Expenses Salaries Teachers 20,575 Principals and Vice Principals 23,331 Educational Assistants 300,929 353,107 Support Staff 2,400 23,782 Other Professionals Substitutes 11,419 26,701 - 300,929 - - - 2,400 11,419 70,607 376,889
Employee Benefits 66,000 600 3,806 23,535 125,630 Services and Supplies 28,606 15,925 7,350 826,274 230,051 20,468 115,795 164,740 28,606 366,929 15,925 7,350 826,274 233,051 35,693 209,937 667,259
Net Revenue (Expense) before Interfund Transfers 356,656 ------
Interfund Transfers Tangible Capital Assets Purchased (356,656) AGENDA ITEM #9.2.1. (356,656) ------
Net Revenue (Expense) ------Page 116 of 135
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School District No. 79 (Cowichan Valley) Schedule 3A Amended Annual Budget - Changes in Special Purpose Funds Year Ended June 30, 2021 Year Ended June 30, 2021
Classroom Classroom Classroom First Nation Mental Changing Safe Return Federal Safe Enhancement Enhancement Enhancement Student Health Results for to Return to BC Fund - Overhead Fund - Staffing Fund - Remedies Transportation in Schools Young Children School Grant Class Fund Hydro $ $ $ $ $ $ $ $ $ Deferred Revenue, beginning of year - 48,803 - 83,480 17,259 - - - 155,648
Add: Restricted Grants Provincial Grants - Ministry of Education 877,071 7,508,453 786,510 52,000 6,750 651,698 3,050,412 Other Investment Income 877,071 7,508,453 786,510 - 52,000 6,750 651,698 3,050,412 -
Less: Allocated to Revenue 877,071 7,557,256 786,510 83,480 69,259 6,750 651,698 3,050,412 - Deferred Revenue, end of year ------155,648
Revenues Provincial Grants - Ministry of Education 877,071 7,557,256 786,510 83,480 69,259 6,750 651,698 3,050,412 Other Revenue Investment Income 877,071 7,557,256 786,510 83,480 69,259 6,750 651,698 3,050,412 - Expenses Salaries Teachers 6,091,937 1,264,842 Principals and Vice Principals 27,000 Educational Assistants 255,941 Support Staff 260,104 347,250 Other Professionals 62,990 Substitutes 318,750 58,219 26,250 750 343,900 637,681 6,091,937 58,219 - 26,250 750 260,104 1,982,992 -
Employee Benefits 212,560 1,465,319 19,406 8,750 250 86,701 594,250 Services and Supplies 26,830 708,885 83,480 34,259 5,750 304,893 473,170 877,071 7,557,256 786,510 83,480 69,259 6,750 651,698 3,050,412 -
Net Revenue (Expense) before Interfund Transfers ------
Interfund Transfers Tangible Capital Assets Purchased AGENDA ITEM #9.2.1. ------
Net Revenue (Expense) ------Page 117 of 135
Version: 8680-7935-5952 January 29, 2021 14:00 Page 13 2020-2021 Amended Annual Budget
School District No. 79 (Cowichan Valley) Schedule 3A Amended Annual Budget - Changes in Special Purpose Funds Year Ended June 30, 2021 Year Ended June 30, 2021
Early Student Wendy's Cultural Equine-Assisted Learning Inspiration House Trust Learning TOTAL $ $ $ $ $ $ Deferred Revenue, beginning of year 51,103 1,456 19,704 12 2,928,848
Add: Restricted Grants Provincial Grants - Ministry of Education 14,656,614 Other 5,000 10,000 77,200 938,473 Investment Income 8,590 5,000 - - 10,000 77,200 15,603,677
Less: Allocated to Revenue 25,000 1,456 1,000 10,012 50,000 15,917,584 Deferred Revenue, end of year 31,103 - 18,704 - 27,200 2,614,941
Revenues Provincial Grants - Ministry of Education 10,000 15,005,300 Other Revenue 15,000 1,456 1,000 10,012 50,000 906,742 Investment Income 5,542 25,000 1,456 1,000 10,012 50,000 15,917,584 Expenses Salaries Teachers 7,377,354 Principals and Vice Principals 50,331 Educational Assistants 909,977 Support Staff 633,536 Other Professionals 62,990 Substitutes 1,500 787,489 - - - - 1,500 9,821,677
Employee Benefits 500 2,607,307 Services and Supplies 25,000 1,456 1,000 10,012 48,000 3,131,944 25,000 1,456 1,000 10,012 50,000 15,560,928
Net Revenue (Expense) before Interfund Transfers - - - - - 356,656
Interfund Transfers Tangible Capital Assets Purchased (356,656) AGENDA ITEM #9.2.1. - - - - - (356,656)
Net Revenue (Expense) ------Page 118 of 135
Version: 8680-7935-5952 January 29, 2021 14:00 Page 14 AGENDA ITEM #9.2.1.
School District No. 79 (Cowichan Valley) Schedule 4 Amended Annual Budget - Capital Revenue and Expense Year Ended June 30, 2021
2021 Amended Annual Budget Invested in Tangible Local Fund 2020 Amended Capital Assets Capital Balance Annual Budget $ $ $ $ Revenues Provincial Grants Ministry of Education 150,000 150,000 375,000 Investment Income 4,340 4,340 9,709 Amortization of Deferred Capital Revenue 3,783,437 3,783,437 3,416,308 Total Revenue 3,933,437 4,340 3,937,777 3,801,017
Expenses Amortization of Tangible Capital Assets Operations and Maintenance 4,273,437 4,273,437 4,198,992 Transportation and Housing 277,300 277,300 300,713 Debt Services Capital Lease Interest - 21 Total Expense 4,550,737 - 4,550,737 4,499,726
Net Revenue (Expense) (617,300) 4,340 (612,960) (698,709)
Net Transfers (to) from other funds Tangible Capital Assets Purchased 655,921 655,921 428,579 Capital Lease Payment - 3,292 Total Net Transfers 655,921 - 655,921 431,871
Other Adjustments to Fund Balances Tangible Capital Assets Purchased from Local Capital 15,500 (15,500) - Total Other Adjustments to Fund Balances 15,500 (15,500) -
Budgeted Surplus (Deficit), for the year 54,121 (11,160) 42,961 (266,838)
Version: 8680-7935-5952 January 29, 2021 14:00 Page 15
2020-2021 Amended Annual Budget Page 119 of 135 AGENDA ITEM #a.
Highlights of the Board Ad Hoc COVID Transition Committee Meeting held on Thursday, January 7, 2021, at 9:30 a.m. via Zoom
In attendance:
Robyn Gray, Superintendent Jason Sandquist, Secretary-Treasurer Johanne Kemmler, Trustee Candace Spilsbury, Trustee Mike Russell, Director of Communications Claire Spencer, Recording Secretary
Stephanie Atleo from Cowichan Tribes informed Indigenous Education leadership of a “Shelter at Home” order due to an outbreak among its members. The Order allows for attendance at work and school, but restricts entrance onto the reserve by non- residents. The Cowichan Leadership Group will meet tomorrow to discuss how best to support Cowichan Tribes. The District has reached out to offer support. o ISW’s and Cultural Advisors can be encouraged to work from home. o Can check in on technology needs for our on-reserve students. Preparation for the recent COVID exposure was extraordinary. Some areas that need work were identified, including: o informing First Nations groups; o ensuring schools have their own protocol of who to inform; o either notifying people determined to be low exposure earlier, or change the letter template; o work more closely with CVOLC to ensure their students are notified; o communication to itinerant groups (Inclusive Education, Maintenance, Tech Services) to let them know when there is an exposure and dismiss them for the day so we don’t add more people to the mix. All staff attended the next day after receiving the communication. A debrief took place at the school. An increase in working from home is being encouraged at the Board Office. The province will be releasing updated safety guidelines, as well as any new/changed recommendations by the end of the week. Districts are waiting for information on when the education system will receive vaccines. There may be an update after the Deputy Minister update on Friday.
Next meeting date: January 28, 2021 at 1:00 p.m. via Zoom.
The meeting adjourned at 10:30 a.m.
Minutes of the Ad Hoc COVID Transition Committee Meeting of January 7, 2... Page 120 of 135 AGENDA ITEM #b.
Highlights from the Minutes of the January 14, 2021 District Student Advisory Committee (DSAC) Meeting:
DSAC met on January 14, 2021 via Zoom. It was hosted by students from Chemainus Secondary.
The meeting opened with a warm welcome by the District Elder, Dolly Sylvester. All participants introduced themselves.
A guest from the Volunteer Cowichan-Youth 2020 CAN, Holly Ellison, spoke about the program which connects volunteers ages 15-29 in Cowichan and surrounding where they share ideas, projects, and events, that matter in the community. Activities include anti-discrimination response training, screenwriting workshops, cards for Seniors, Used Device Drive, cooking class, and candle making class. All participants will gain volunteer hours needed for grade 12 graduation and valuable skills.
The host school led two fun and active games with everyone in a race to stack plastic cups and the other with sorting M & M’s into colours then eating the M & M’s.
Committee members reported on upcoming plans including boosting school spirit, decorating for Valentines, student blood drive, Bell Let’s Talk, teacher Tuesday-dress up like your teacher and spirit week with 5 days of different dress up themes.
Veronica Meyer and Jordanna White will attend the January 19th, Advisory meeting and report out at the next DSAC meeting.
Robyn Gray spoke about upcoming training for principals & leaders at schools entitled “The “Warm Demander”, focused on building equity and supporting diversity across the district. She talked about the 3 year calendar feedback process before submission to the Ministry of Education. The Social Justice committee will discuss possible participation for next year around black t-shirt day on January 15 which is Martin Luther King’s birthday. Robyn spoke about confirmed covid cases at schools and health protocols taken place and that they are happy to have many students back at school.
The next DSAC meeting is scheduled for Thursday, February 11 at 10:00 am via Zoom. Lake Cowichan DSAC reps will host and lead the meeting.
Highlights of the January 14, 2021 DSAC Meeting Page 121 of 135 AGENDA ITEM #c.
SUMMARY OF THE ADVISORY COMMITTEE MEETING OF SCHOOL DISTRICT NO. 79 (COWICHAN VALLEY) HELD ON TUESDAY, JANUARY 19, 2021 AT 4:30 PM VIA ZOOM
Trustee Elizabeth Croft, Chair Trustees Barb de Groot, Randy Doman, Rob Hutchins, Johanne Kemmler, Candace Spilsbury, Joe Thorne Robyn Gray, Superintendent Jason Sandquist, Secretary-Treasurer Sheryl Koers, Associate Superintendent Tom Longridge, Associate Superintendent Larry Mattin, Director of Instruction (Secondary) Mike Russell, Director of Communications PRESENT: Karen Blow, Assistant Secretary-Treasurer Richard Dyble, Director of Operations Chris Rolls, LCTA Naomi Nilsson, CDTU Charlie Coleman, CVP/VPA Brent Ranger, CVP/VPA Tara Brooks, CUPE Carmen Sundstrom, DPAC
Claire Spencer, Recording Secretary
1. Call to Order
Trustee Croft called the meeting to order at 4:30 p.m. and respectfully acknowledged that the meeting was taking place on the traditional and ancestral lands of the Coast Salish people where we live, learn and play.
2. Check-In
Carmen Sundstrom: Since DPAC's last meeting in November, members have kept their ears to the ground, listening in, helping parents, and following what's been going on in the District. The January DPAC meeting will take place on Thursday, January 21, 2021 and will include discussions on COVID exposures and school fires. Invitations were extended to Tom Longridge, Naomi Nilsson, Tara Brooks, and anyone else interested in attending the IEP Committee meeting next week.
Chris Rolls: Teachers are busy with report cards. Students have been working with Lake Cowichan's Town Council and with Cowichan Lake and River Stewardship Society, and are planning for school gardens. She has been amazed at how all staff are carrying on despite fears of the pandemic and living with the routines of COVID safety. Teachers are tired, and the winter break already seems like a long time ago. Thank you to Cowichan Tribes for their transparency with COVID.
Charlie Coleman: Secondary schools that are on quarter system are coming to end of quarter two, while those on semesters are coming to end of semester 1. Teachers are working on report cards and administrators are working on cohorts for the next session. All schools are paying close attention to notices about exposures. Schools, especially in the Central Zone, are dealing with low attendance, particularly of their Indigenous students, and are doing everything they can to stay in touch with families. Schools are using Indigenous Support Workers, outreach teachers, and whoever they can, to deliver homework packages and food hampers to families. Indigenous Education staff members are having regular check ins with Nations and the House of Friendship. Everybody is doing their part to stay connected.
Advisory Committee Meeting January 19, 2021
Summary of the January 19, 2021 Advisory Committee Meeting Page 122 of 135 AGENDA ITEM #c.
Tara Brooks: Is also really pleased and impressed with how people are handling the extra challenges, and seeing the community, schools and families come together. The additional challenges have resulted in increased absences and problems with coverage. This results in extra an extra load on those who are working. Members are afraid as cases grow in the community and schools, and are concerned about whether they will be paid if they have to isolate, as not everyone has a sick bank.
Brent Ranger: Thank you to the Indigenous communities for sharing their COVID data - knowledge is power. There is a lot of gratitude for the way Mike Russell and Senior Management have handled communications when there have been COVID exposures. Rich Ready has been helping support teachers with reporting and has set up templates which have been very helpful, particularly for new teachers. Tip of the hat to Mrs. Chow for her work sharing Metis culture with schools. Naomi Walser, former member Team Canada member for lacrosse, has visited schools and kids are excited to have her back. Maple Bay Elementary has undertaken a zero waste environmental initiative, and has had BC Lions run an environmental stewardship program via Zoom.
Naomi Nilsson: Thank you for the way COVID communications have been rolled out. Teachers are used to taking charge of situations and find it challenging to leave the COVID exposure process in the hands of Island Health. Not being familiar with/in charge of the process and having to trust others with it is stressful.
Robyn Gray: There is a strong team navigating the COVID exposure process - thank you all very much!. Staff at the four affected schools have stepped in, leading in a time of fear and worry. Through it all, there is still work going on in schools, with the end of secondary quarters/semesters, and summaries of progress for elementary schools. Preparations are underway for the upcoming Grade 10 assessments. Kindergarten registration for French Immersion and Mill Bay Nature School is underway, with catchment school registration starting next week. Two fires at elementary schools last week struck a level of fear in the hearts and minds of families across the District. Thank you to staff, the Fire Department and the RCMP for their work and support. Footprints is monitoring schools across the District.
Candace Spilsbury: Happy New Year! The Board shares the concern around COVID that has been mentioned, and is so grateful and appreciative of staff in all of its schools. It sends its best regards to everyone in both the school system and Island Health. Staff has been amazing in terms of being organized, prepared and consultative. The Board appreciates the transparency of the First Nations as they deal with their COVID cases, which is in contrast to what we can expect from Island Health, due to their strict privacy guidelines. When racist comments arose in relation to Cowichan Tribes' COVID cases, it was amazing to see the community quickly rally up against that racism. The Board joined with the Cowichan Leadership Group and created video and written statements of support for Cowichan Tribes, and their intense dedication to speaking up when racism occurs. The Board has also been involved in releasing the Request For Proposals (RFP) for the new Cowichan Secondary School. The three qualified companies that have been identified to create designs for the new school are: Yellowridge Design Build Ltd., Kinetic Construction Ltd., and Urban One Builders. The school will accommodate 1,100 students, with an ability to expand it to increase its capacity to 1,500 students, and is scheduled to complete in Spring of 2024 at a cost of $84M. We hope the RFP process will conclude by this August, with shovels in the ground this Fall.
Jason Sandquist: He and Assistant Secretary-Treasurer Karen Blow are working to finalize the Amended Budget for next week's BEBC Meeting. Work includes drafting the budget bylaw and working papers that explain changes from when the budget was adopted to where it is today. Other items of focus include the future of the old Koksilah School site, furthering the school acquisition charges process, and work on the new Cowichan Secondary School. The Manager of Human Resources posting is about to close, and interviews will take place soon.
Advisory Committee Meeting January 19, 2021
Summary of the January 19, 2021 Advisory Committee Meeting Page 123 of 135 AGENDA ITEM #c.
3. New Business
3.1 Future of former Koksilah Elementary
The Board is seeking community feedback on the future of the former Koksilah Elementary School site, and will hold a public consultation meeting next week. Input from Advisory Committee members is also being sought. Following the closure of the school in June of 2013, a partnership with VIU saw the school converted into a Skills and Trades Center. The lease with VIU is for less than 10 years, and it can't be extended without going through the disposal process, which includes public consultation. The site is 5.94 acres, located in a primarily industrial area. A recent study on building projections does not indicate future need for a school in the area. An assessment of the building indicates that 72% of the building needs repairs/replacement.
Tara Brooks: Should the Board consider holding the property for future use as a child care facility?
Carmen Sundstrom: Is CVOLC there?
Charlie Coleman: Our Careers and Trades Programs have offices at the CVOLC site at the old Duncan Elementary.
Jason Sandquist: Koksilah is fully under lease to VIU for its Skills and Trades Centre. The lease expires in August 2023. The Board doesn't have an option to renew the lease or dispose of the property without going through the disposal process.
Chris Rolls: What are advantages/disadvantages to having VIU lease the site?
Jason Sandquist: It's an aging facility so a certain amount of investment is required. This is not a convenient location for K-12 students. Having it in an industrial zone could be an advantage for VIU. There are many pros and cons to the location.
Chris Rolls: If it's no longer a trades centre and is sold off, would it create a problem for our students?
Jason Sandquist: That is a consideration. No one wants to see the trades program become less robust. Even to contemplate a lease extension we have to go through this process. The Board needs to consider whether there's another location that's suitable for all parties, and if so, who should operate it.
Naomi Nilsson: We know that a few years ago there was a push for a lot of our students to take advantage of the programs there. If we don't have that opportunity at Koksilah, where will the kids go? Are we planning something at new CSS? Will we have VIU instructors in our schools?
Jason Sandquist: We are in the feedback process so that's what you're providing - we will have discussions on the feedback received. The career program is so valued that we wouldn't want to jeopardize it. But, is that location the right spot for it?
Naomi Nilsson: No contracting out.
Chris Rolls: The building is aging. Whose responsibility is it to keep it in a condition to be rented out?
Advisory Committee Meeting January 19, 2021
Summary of the January 19, 2021 Advisory Committee Meeting Page 124 of 135 AGENDA ITEM #c.
Jason Sandquist: A lease is a legal document that is a temporary transfer of ownership, which is different from a rental, and therefore the tenant does the bulk of the upkeep. However, the deferred maintenance that's required will hang over the future of that building. Would you be better to spend $3.8M to repair the facility, or try to build something newer?
Carmen Sundstrom: If we looked at a new build, is there any type of area/land accessible that would be on the forefront?
Jason: There are possibilities.
3.2 Addressing Anti-Indigenous, Anti-Black and Anti-Asian Racism
Last Friday the Minister of Education and the Parliamentary Secretary for Anti-Racism Initiatives put out a joint statement on Black Shirt Day. Within that, they described three areas of interest: anti-Indigenous, anti-Black and anti-Asian racism. The Board is looking for your input on how the School District can acknowledge this endeavour and support this initiative in our school district.
Carmen Sundstrom: Having Cowichan Leadership take a public stand against racism is exactly what we want to see from our leaders. Leaders should be setting the example of what is acceptable and what isn't. Thank you for taking a stand - we can't just be bystanders, and need to talk about the seriousness of these situations. We need to let it be known that racist behaviour and language is not acceptable. As we build communities within a school, it's about getting together. Those moments are really hard to have right now. Even just building a community sense is a huge struggle for DPAC's across the province and around the world.
Charlie Coleman: From a school-based Principal's point of view, Black Shirt Day, and anti- racism sentiments in general, are things administrators, teachers, and support staff could easily get behind, and we already try to do that. It's nice to add a layer to the conversation. Most recently it was great that so many people spoke up and pushed back on some of the racist things we saw and heard when Cowichan Tribes were so transparent with their COVID information. Stuart Pagaduan created artwork which quickly became a Facebook frame, postcards, and magnets. Schools are happy to be part of that.
Tara Brooks: Stuart's message is contagious. As leaders we can be the voice. That's something I stand behind. If we can be the voice, that's what we can do easily.
Chris Rolls: This initiative came at a relevant time for the School District. The District is in a position to make this more than a one-time effort. The group that was trying to make this an annual event needs support. We could advertise the fact that we support this, and encourage other Districts to join in support. We could get out in front, and not just have another day where we wear a different colour shirt. This is a chance for the District to lead the way.
Candace Spilsbury: Thank you for the great ideas. I'm sure we can relate your comments to our Community of Care pledge as well, so that we can stand up, not only locally but hopefully provincially.
Carmen Sundstrom: What is the status of the Community of Care pledge?
Candace Spilsbury: The pledge will be coming to the next Board meeting. Based on input from the last Advisory meeting, we've made some changes to the language and have worked with Mike Russell to plan its layout.
Advisory Committee Meeting January 19, 2021
Summary of the January 19, 2021 Advisory Committee Meeting Page 125 of 135 AGENDA ITEM #c.
Elizabeth Croft: The standing item on Truth and Reconciliation will return to the Agenda in February, and we look forward to hearing your comments and news at that time.
4.0 Adjournment
The meeting adjourned at 5:24 p.m.
Advisory Committee Meeting January 19, 2021
Summary of the January 19, 2021 Advisory Committee Meeting Page 126 of 135 AGENDA ITEM #d.
MINUTES OF THE BOARD EDUCATION AND BUSINESS COMMITTEE OF SCHOOL DISTRICT NO. 79 (COWICHAN VALLEY) HELD ON TUESDAY, JANUARY 26, 2021 AT 4:00 PM VIA ZOOM
Trustee Johanne Kemmler, Acting Chair Trustees Elizabeth Croft, Barb de Groot, Randy Doman, Johanne Kemmler, Candace Spilsbury, Joe Thorne, Rob Hutchins Robyn Gray, Superintendent Jason Sandquist, Secretary-Treasurer Sheryl Koers, Associate Superintendent PRESENT: Tom Longridge, Associate Superintendent Larry Mattin, Director of Instruction (Secondary) Richard Dyble, Director of Operations Karen Blow, Assistant Secretary-Treasurer Mike Russell, Director of Communications
Claire Spencer, Recording Secretary
1. Call to Order
Trustee Kemmler called the meeting to order at 4:03 p.m. and respectfully acknowledged that the meeting was taking place on the traditional and ancestral lands of the Coast Salish people where we live, learn and play.
2. Adoption of Agenda
2.1. Motion to Adopt Agenda
Moved by Trustee de Groot seconded by Trustee Croft "That the Board Education and Business Committee adopts the agenda of the January 26, 2021 Board Education and Business Committee meeting."
CARRIED
3. Minutes
3.1. Minutes of the November 24, 2020 Board Education and Business Committee Meeting
Moved by Trustee Croft seconded by Trustee de Groot "That the Board Education and Business Committee adopts the minutes of the November 24, 2020 Board Education and Business Committee Meeting."
CARRIED
4. Action List
4.1. Action List
The Action List was reviewed.
5. Petitions and Delegations
Board Education and Business Committee January 26, 2021
Minutes of the January 26, 2021 BEBC Meeting Page 127 of 135 AGENDA ITEM #d.
6. Education
6.1. Report on School Meals Program Tom Longridge, Associate Superintendent Colleen Mullin, Vice-Principal, Alexander Elementary Fatima Da Silva, Executive Director and Executive Chef, Nourish Cowichan Corrine Thompson, Co-Chair, Starfish Cowichan Valley
Fatima Da Silva provided a history of Nourish Cowichan, which began in 2017 as a one-year pilot project at Khowhemun Elementary, serving 90 students. A formal partnership with the District in June 2017 led to creation of Nourish Cowichan's space at Ecole Mount Prevost. The increased need during the pandemic meant that work continued throughout the summer, with Nourish Cowichan, Starfish and the District coming together to provide over 6200 hampers to families between March and September 2020.
Corrine Thompson shared that Starfish also began as a Rotary pilot project from April to June of 2017, providing 90 bags a week to three schools. Starfish is now located in the foods lab at Ecole Mount Prevost and provides over 350 hampers to local families from 20 schools.
Trustee Doman joined the meeting at 4:21 p.m.
Colleen Mullin described the pre-pandemic school-based meal programs that were funded by Community Link and PAC's, and supplemented by school staff, Nourish Cowichan breakfasts and Starfish hampers. Having a central source provide meals improved efficiency and eliminated inequities between sites. The food delivery during the pandemic not only provided food and resources to the community, but also created an avenue to connect with families on a regular basis. The food became an access point for amazing, deep, meaningful relationship to keep the parents and schools connected.
Trustees thanked Nourish Cowichan and Starfish Cowichan and congratulated them on their accomplishments.
6.2. Results of the District Indigenous Education Inquiry - Yuw'en Skweyulus Hannah Morales, Coordinator of Indigenous Student Success
The Yu'e'wu Skweyuls ("The Days Ahead") appreciative inquiry project had members of Indigenous Education and Education Directors from each of the local Nations interview 91 First Nations, Inuit and Metis students and six parents/guardians from across the District, to learn what students and their communities hope for their educational experiences.
Highlights of student interviews: Seeing friends was the biggest motivator for all ages to attend school, with graduation the second highest motivator for secondary students. Some students expressed feeling most comfortable in Indigenous student rooms, and appreciated having the space to come together and get to know one another. There are both pros and cons to having designated Indigenous rooms, and if physical space cannot be provided other opportunities should be created for Indigenous students to find belonging and community. Continuity of teachers, such as the pods at CVOLC, helps build stronger bonds and trust. There is power and importance in intergenerational learning. Students would like to see more opportunities for Indigenous culture such as canoe pulling, carving, inclusion of elders, opportunities to learn and speak Hul'q'umi'num'.
Board Education and Business Committee Page 2 of 6 January 26, 2021
Minutes of the January 26, 2021 BEBC Meeting Page 128 of 135 AGENDA ITEM #d.
Elementary students would like to spend more time outside. Secondary students wished there was more culture at school.
Parent/Guardian perspectives: Teachers should be attentive with students, have open communication, understand that students learn in different ways, include cultural teachings, and encourage positive friendships and acceptance of everyone. Parents felt their school held these values, or are working towards them. Families would like to see more culture and language opportunities in school.
Due to COVID, interviews were not able to be held with students who are disengaged and not attending school, but plans are to reach out to them at a later date to learn what systems worked/didn't work for them.
Findings from the project will be used to create action items for a pilot program, and have been shared with local Nations.
6.3. Proposed Rugby Academy at Cowichan Secondary School Larry Mattin, Director of Instruction (Secondary)
The proposed Rugby Academy at Cowichan Secondary School could attract students not only from the Cowichan Valley, but from BC, across Canada, and from around the world. Students would be well prepared for either community sports opportunities, officiating or coaching. Some students may continue on to competitive college/university teams.
The program would run half days for the full academic year, with the cohort learning about the sport, personal fitness, the rules of the game, and officiating. Students can participate for one to three years, from Grades 10 through 12. Although some students may have aspirations to complete at an elite level, the program is for students of all abilities.
Fees for the program cover professional coaches, fields, dryland training, and equipment. Costs for SD79 students would be $275/month, $750 per month for out-of-Province students, and $1,500 per month for international students. A small surplus charged to students from outside BC/Canada will provide a hardship fund to for students who couldn't otherwise afford to attend.
Robin MacDowell, who played for Cowichan Secondary, the local community team, and for the National team before becoming an international coach, would oversee the program.
Moved by Trustee Spilsbury seconded by Trustee Croft "That the Board Education and Business Committee recommends to the Board of Education approval of the Cowichan Secondary School Rugby Academy."
CARRIED
6.4. Report on York Road Corridor
The Report on the York Road Corridor was reviewed. The District's initial response to concerns in the corridor were temporary solutions, including volunteer needle pickup, installation of temporary fencing, and increased Noon Hour Supervisor and Principal/Vice- Principal support of the area.
Board Education and Business Committee Page 3 of 6 January 26, 2021
Minutes of the January 26, 2021 BEBC Meeting Page 129 of 135 AGENDA ITEM #d.
Responses from the community included involvement from the RCMP, Bylaw Enforcement, Warmlands Shelter, Island Health and the Municipality of North Cowichan. In the fall, the RCMP increased patrols at the start of day, lunch hour and after school; they now come when requested. Warmlands provides staff to clean up and patrol the area. Phonenix Wellness Clinic has an outside supervisor from 6:00 a.m. - 4:00 p.m. and provides sharps pickup. The Wellness & Recovery Centre, which is anticipated to open in June 2021, will provide security, needle recovery, Assertive Community Treatment, an Intensive Case Management Outreach Team, Harm Reduction Services, and treatment for substance dependency. A Substance Use Integrated Outreach Team began operation on November 1, 2020. The Municipality of North Cowichan contributes bylaw services and has put political pressure on Island Health/VIHA regarding the location of the Wellness Centre. The Municipality is looking for the District to engage in its upcoming project that will look at ways to improve its management of community safety issues around homelessness, addiction and mental health.
Quamichan School has been making connections with the corridor's new supervision supports. Students who leave the property were surveyed in December, with 84% saying they noticed the additional supervision, 37% saying the additional supervision has contributed to an overall feeling of safety, and 63% saying it didn't improve their feeling of safety as they already felt safe. Just over two percent of students reported not feeling safe.
Between December 2 - 16, 2020, District staff members went out for 30-45 minutes three times a day (8:30 a.m., lunch break, and after school) to document and monitor what they saw. Their findings included:
80 - 105 students used the corridor; Minimal community supports were visible after school; There was almost always one community support person visible, and sometimes two; Students are most often in the corridor at lunch, and more use the corridor after school than before school; 5 incidents occurred during the period, with none impacting students.
In conclusion, the Board, community, schools and partners mobilized quickly for the safety of students. With the multiple layers of support, issues quickly dissipated and a more sustainable method was employed. As the school year went on, fewer incidents were reported. Community partners and organizations have committed to re-initiating supports to ensure student safety if needed. Quamichan has taken a proactive approach, using these conversations to create empathy in its students.
Costs for fencing, additional Noon Hour Supervision and security costs were estimated to be $15K this year.
The meeting paused at 5:27 p.m.
When the meeting resumed at 5:46 p.m. Trustee Thorne was absent, and Trustee Hutchins joined the meeting.
Discussion took place regarding the costs incurred for patrols, needle pickup, etc., and who should be paying for the added expenses.
Moved by Trustee Doman, no seconder, “That the Board Education and Business Committee recommend to the Board that it ask VIHA to reimburse the District for the costs associated with patrols, needle pickup and fencing."
Board Education and Business Committee Page 4 of 6 January 26, 2021
Minutes of the January 26, 2021 BEBC Meeting Page 130 of 135 AGENDA ITEM #d.
Moved by Trustee Spilsbury seconded by Trustee de Groot "That the Board Education and Business Committee recommends to the Board of Education receipt of the Report on York Road Corridor as part of the Safety Audit on the corridor."
CARRIED
7. Business and Operations
7.1. 2020-2021 Amended Annual Budget
When the 2020-2021 budget was being developed in the spring of 2020, COVID was just being identified, and its future implications weren't known. Increases to the costs for absenteeism and custodial supplies were anticipated but the actual costs were far more significant, with custodial services and remote learning being the greatest expenses. Thankfully, the District received grants from both the Federal and Provincial government to assist with these costs.
Highlights of the changes to the budget include:
A shift in students from in-class learning to DL and a reduction in enrolment resulted in a decrease of $204K in revenue. The District received $122K to support increased extended benefit cost for support staff. International Student Program revenue expectations were reduced by a further $120K to align with projections. Legal/investigation fees increased by $40K. $150K was spent on a grievance settlement. Funding for Local Education Agreements was increased by $98K. Remote learning was extended through June at the cost of $271K. $38K was spent to upgrade library automation software. Teacher costs came in at $176K over projection (related to teacher placement on the 10-step salary band). Principal/Vice-Principal and Exempt staff increases to align with the teacher agreement cost $181K. Miscellaneous staffing and supply adjustments reduced the budget by $250K.
At the start of the year the Operating Surplus was $5.1M, with $2.8M restricted, and $2.3M available. Many of the expenditures listed above had to be funded from operating surplus, which reduced it by $861K, leaving an unrestricted Operating Surplus of $1.4M which is about 1.4% of the Operating Budget.
Special purpose funds have had some significant changes. The Classroom Enhancement Fund was updated to include estimated remedies and the cost of additional teachers. The two new funds from the Provincial and Federal governments provided almost $3.8M to fund safety protocols and remote programs.
The budget bylaw increased from $104,568,007 in the spring to $111,621,185.
Moved by Trustee Croft seconded by Trustee de Groot "That the Board of Education and Business Committee recommends that the Board of Education of School District No. 79
Board Education and Business Committee Page 5 of 6 January 26, 2021
Minutes of the January 26, 2021 BEBC Meeting Page 131 of 135 AGENDA ITEM #d.
(Cowichan Valley) adopts the 2020/2021 Amended Annual Budget in the amount of $111,621,185."
CARRIED 8. Policy
9. Committees
9.1. Highlights of the January 19, 2021 Advisory Committee Meeting
Trustee Croft provided highlights of the January 26, 2021 Advisory Committee Meeting.
10. Adjournment
10.1. Motion to Adjourn
Moved by Trustee de Groot seconded by Trustee Hutchins "That there being no further business, the meeting be adjourned."
CARRIED
The meeting adjourned at 6:12 p.m.
Board Education and Business Committee Page 6 of 6 January 26, 2021
Minutes of the January 26, 2021 BEBC Meeting Page 132 of 135 AGENDA ITEM #a.
SCHEDULE OF UPCOMING COMMITTEE / OTHER MEETINGS
MEETING DATE/TIME LOCATION
Vaping Task Force Meeting (Trustees Spilsbury/Kemmler) February 3, 9:00 a.m. Via Zoom
The Ministry of Education's Joint Partners Liaison Meeting February 5, 9:00 a.m. Via Zoom
Board Planning Meeting February 9, 4:00 p.m. Via Zoom
DSAC (Trustee Kemmler) February 11, 10:00 a.m. Via Zoom
Advisory Committee Meeting February 16, 4:30 p.m. Via Zoom
DPAC (Trustee Doman) February 19, 7:00 p.m. Via Zoom
BEBC Meeting February 23, 4:00 p.m. Via Zoom
Board Ad Hoc COVID Transition Committee Meeting February 25, 9:30 a.m. Via Zoom
Schedule of upcoming meetings and events Page 133 of 135 AGENDA ITEM #a.
January 21, 2021
Ref: 242563
Candace Spilsbury, Chair Board of Education School District No. 79 (Cowichan Valley) Email: [email protected]
Dear Ms. Spilsbury:
Thank you for your letter of December 4, 2020, regarding funding for Distributed Learning.
The pandemic has changed the way we operate across many sectors. The delivery of education has adapted, allowing more students to learn remotely. In Improving Equity and Accountability, Report of the Funding Model Review Panel released in 2018 it was recommended that the Ministry of Education move to a per-student funding model to allow for a more flexible delivery model that could include hybrid models that blend in-school and online learning.
Utilizing the current funding model, established in 2002, the Ministry set the student FTE rate for the 2020/21 school year for Distributed Learning on March 12, 2020. Although the Ministry does not expect to change the funding formula rates part way through the school year, we are reviewing the unallocated portion of the operating block and engaging with the sector to determine how best to use this funding to support the delivery of education. The Ministry is aware of the issue you have raised as several other school districts have identified this for review due to the pandemic and the shift in education delivery.
The Ministry has provided $121 million in federal and $45.6 million in provincial funds to public and Independent schools with a further $121 million anticipated early in 2021. School District 69 has so far received $1.17 million in COVID related funding to support the district in initiatives to enhance safety within the classroom, for PPE and increased hand sanitation, to support vulnerable students and to support those who choose to learn online. Many school districts have used this funding to support their transition programs and blended in-school/online learning.
Sincerely,
D. Scott MacDonald Deputy Minister
…/2
Ministry of Education Mailing address: Telephone: (250) 387-2026 Office of the Deputy Minister PO Box 9179 Stn Prov Govt Facsimile: (250) 356-6007 Victoria BC V8W 9H8
Correspondence from Deputy Minister Scott MacDonald." Page 134 of 135 AGENDA ITEM #a.
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pc: Stephanie Higginson, President, BC School Trustees Association Mike Roberts, Executive Director, BC School Trustees Association Robyn Gray, Superintendent, School District No. 79 (Cowichan Valley) Jason Sandquist, Secretary-Treasurer, School District No. 79 (Cowichan Valley) Reg Bawa, Assistant Deputy Minister, Resource Management Division Eleanor Liddy, A/Assistant Deputy Minister, Student Information Services
Correspondence from Deputy Minister Scott MacDonald." Page 135 of 135