YORK REGION DISTRICT SCHOOL BOARD

CHAIR'S COMMITTEE

PUBLIC SESSION

Meeting #1 Tuesday, August 25, 2020 Electronic Meeting 4:30 p.m. Access Instructions on page 3

AGENDA - Revised Page

3 1. Webinar and Access Instructions

2. Approval of Agenda

3. Declaration of Conflict of Interest

5 - 13 4. Approval of Minutes • June 22, 2020

BUSINESS ARISING FROM THE MINUTES

15 - 24 1. Business Arising Report

DISCUSSION ITEMS

25 - 32 1. Meetings of the Board of Trustees

INFORMATION ITEMS

33 - 39 1. Renewal of the Ontario Public School Boards' Association Membership Fee 2020-2021

41 - 44 2. Call for Nominations for Ontario Public School Boards' Association Elected Positions 2020-2021

45 - 52 3. Correspondence from the Human Rights Commission regarding COVID-19: Respecting the rights of students with disabilities

Page 1 of 84

53 - 54 4. Correspondence from the Halton District School Board to the Minister of Education regarding Build Back Better Task Force

55 - 56 5. Correspondence from Ontario School Library Association regarding Ensuring Student Success - Access to School Libraries

57 - 58 6. Correspondence from the Elementary Federation of Teachers' of Ontario regarding the Implementation of the New Mathematics Curriculum

59 - 61 7. Correspondence from the Halton District School Board to the Minister of Education regarding clarification on back to school planning

63 - 64 8. Correspondence from the Rainbow District School Board to the Minister of Education regarding clarification on back to school planning and funding concerns

65 - 69 9. Pending Items List

DECISION ITEMS

71 - 82 1. Trustee Conference Requests

83 - 84 2. Agenda for Board Meeting - Public Session Tuesday, September 15, 2020

ADJOURNMENT

Page 2 of 84 York Region District School Board: Accessing Electronic Meetings

Connecting By Webinar

Register for the Tuesday, August 25, 2020 Chair’s Committee Meeting (Electronic) at https://attendee.gotowebinar.com/register/4201203552438333966.

You will receive a confirmation email with information about joining the webinar.

For detailed information about the webinar registration process please visit the Electronic Meeting Resources page on the Board website.

Connecting By Telephone

Dial (647) 497-9389 and enter Access Code: 950-098-844#

Support and Resources

The Electronic Meeting Resource page also includes answers to frequently asked questions. Please review these materials in advance of joining the meeting.

If you are having trouble connecting visit https://support.goto.com/webinar for support and answers to frequently asked questions or contact Corporate Secretariat and Trustee Services at [email protected] prior to 4:30 p.m. on the day of the meeting.

Individual Accommodations

If you require accessibility support for participation in any Board activities including meetings please contact Corporate Secretariat and Trustee Services at [email protected] or 905-727-0022 ext. 2217.

Please see the Electronic Meeting Resource page for additional information.

Privacy Statement: By registering for the webinar, you consent to the collection, use and disclosure of your name and email address for the purposes of providing you with access to the meeting. Access to your personal information is limited to the meeting organizers. The York Region District School Board (the “Board”) will not use this personal information for any other purpose. Please review the Board’s privacy statement and policy for more information. Alternatively, you may access the meeting by telephone which does not register or share your personal information.

Page 3 of 84 Page 4 of 84

YORK REGION DISTRICT SCHOOL BOARD

CHAIR’S COMMITTEE MINUTES

MEETING #6 (PUBLIC) June 22, 2020

The public session of the Chair’s Committee meeting was held electronically at 2:44 p.m. on Tuesday, June 22, 2020 with the following committee members and resource staff present:

C. Cordova L. Gilbert C. McBain B. McRoberts J. Nathan (Chair) C. LaTouche S. Reid L. Reinhardt L. Sirisko

Also in attendance: Trustees R. Lynn, N. Mahmood, and E. Sinclair, Student Trustees M. Chou and N. Hamzea, Chief Financial Officer V. Maharaj, Superintendent of Education School and System Operations, Plant and Planning Services T. Dungey, Senior Manager Corporate Communications L. Miguelo, Coordinating Superintendent of Education Indigenous Education and Equity C. Roach, Assistant Manager, Corporate Secretariat and Trustee Services R. Fogah-Foster

APPROVAL OF AGENDA

(*)1. Moved by L. Gilbert, seconded by C. McBain:

The agenda was approved, as written.

- Carried -

DECLARATION OF CONFLICT OF INTEREST

Board Chair J. Nathan asked any trustee who has a direct personal interest or direct or indirect pecuniary interest in any matter being discussed at the meeting to state their conflict and the nature thereof. No conflicts were declared at this time.

Page 5 of 84 CHAIR’S COMMITTEE MINUTES – PUBLIC SESSION PAGE 2 June 22, 2020

APPROVAL OF MINUTES

Trustees requested an amendment to page four of the May 26, 2020 Chair’s Committee meeting minutes to reflect that the discussion of the Community Consultation: Trustee Vacancy did not include a motion.

(*)2. Moved by B. McRoberts, seconded by L. Gilbert:

That the minutes of the May 26, 2020 Chair’s Committee meeting be approved as amended.

- Carried -

BUSINESS ARISING FROM THE MINUTES

The committee received for information the Business Arising Report (BAR) outlining the status of action items from the May 26, 2020 Chair’s Committee meeting.

Indigenous Student Trustee Selection Process

In addition to the information contained in the BAR, First Nation, Métis and Inuit Education Coordinator A. McConnell outlined;

• meetings held with indigenous students to consult and inform them of the role of a student trustee, • details regarding the number of candidates who expressed interest in the role and students who were eligible to vote, • information about the livestream debate, • the electronic voting and verification process, • Ashton Wood from Huron Heights Public School was elected as the Board’s first Indigenous Student Trustee, and • how results were communicated to candidates and the system.

DISCUSSION ITEMS

Anti-Indigenous Racism and Anti-Black Racism (Appendix 1)

At this time, Board Chair J. Nathan invited Trustee E. Sinclair to speak to her request. Trustee Sinclair noted;

• the happenings around the world and in Canada regarding Anti-Black racism, • the importance of trustees having a deep understanding of Anti-Black racism, • training for trustees in the areas of anti-Black and anti-Indigenous racism should be mandatory,

Page 6 of 84 CHAIR’S COMMITTEE MINUTES – PUBLIC SESSION PAGE 3 June 22, 2020

• the need for including Indigenous and Black education and resources in the curriculum, • an opportunity for trustees, the director and senior staff to engage in a collaborative visioning exercise with an intentional focus on what the Board would “look like”, “sound like” and “feel like” if racism and oppression were eliminated, and • school boards that have integrated Indigenous and Black education and resources into their local curriculum.

Action Item: Trustees requested a report on the use of police in York Region schools.

Board Chair J. Nathan highlighted professional development scheduled in the Trustee Professional Learning Plan for 2020-2021 in the areas of Anti-Racism and Anti- Oppression, with specific focus on anti-Black and anti-Indigenous racism.

Director of Education L. Sirisko expressed gratitude to Trustee E. Sinclair for putting these ideas forward. She highlighted that the Board is dedicated to eliminating all forms of hate in particular anti-black and anti-indigenous racism. Structures to support marginalized communities and yield equitable outcomes for students are being developed.

Action Item: The ideas put forward by Trustee E. Sinclair will be shared with Tania Turner as part of the Anti-Black Racism Strategy (“the Strategy”) development. Tania Turner will be asked to engage with trustees in the development of the Strategy.

Trustees raised questions and comments regarding;

• the use and purpose of police in schools, • how other school boards are implementing culturally responsive resources into the curriculum starting in Kindergarten, • trustees and Advisory Committee engagement in the creation of the Strategy, • the importance of engaging all stakeholders to inform the Strategy, and • the impact of equity and human rights training for staff.

In response to trustee questions, staff;

• highlighted the Board’s dedication to examining how other district school boards have incorporated Black and Indigenous Education in the curriculum, • outlined the partnership with York Regional Police to support safe spaces for students, • noted the consultant will seek input from a broad variety of stakeholders as part of the Strategy development process, • referenced outreach to Inclusive Schools and Community Services from staff following equity and human rights training to continue the conversation at the local level,

Page 7 of 84 CHAIR’S COMMITTEE MINUTES – PUBLIC SESSION PAGE 4 June 22, 2020

• outlined the impact of job action and Covid-19 on strategic planning, and • discussed the number of staff who participated in recent sessions related to anti- Black racism.

Trustees requested an appropriate amount of time be allocated for the visioning exercise related to the Multi-Year Strategic Plan and Anti-Racism and Anti-Oppression training as part of the Professional Development Plan for 2020-2021. As per existing practice, resources utilized for trustee professional development will be made accessible to trustees after the training.

Action Item: Staff will provide trustees with information about how Black and Indigenous perspectives have been incorporated in the curriculum.

Director Sirisko highlighted the Board is committed to ensuring that culturally responsive educational material are available for staff and students.

Board Practices: Indigenous Perspectives (Appendix 2)

In reference to Trustee Hoeg’s questions staff;

• outlined the flag protocol used by the Board, • reviewed the process for naming and renaming schools outlined in Board policy, • shared ways in which the Board celebrates Indigenous Heritage Month, • outlined that a list of school names is maintained by staff and reviewed by the Property Management Committee (PMC) every two years, • indicated names of Indigenous people are on the school names list, and • noted the local trustee is ultimately responsible for making a recommendation to the Board with regard to naming or renaming schools.

Action Item: The Board will consult with the Chippewas of Georgina Island First Nation regarding flying the flag during Indigenous Heritage Month.

Action Item: The list of proposed school names will be circulated to trustees.

Trustees discussed requests from community members to renaming schools.

Board Room Seating Options Report

Trustees engaged in discussion regarding;

• planning for seating options during a pandemic, • additional options, • fire access, • the need for comfortable seating, • possible options within the existing space, • where staff should be seated,

Page 8 of 84 CHAIR’S COMMITTEE MINUTES – PUBLIC SESSION PAGE 5 June 22, 2020

• cost for completing the configuration, • the importance of public access to Board meetings, and • sound quality.

Action Item: Staff will bring additional options and costs to a future meeting.

INFORMATION ITEMS

Trustee Allocation to Schools (Appendix 3)

Staff noted that the Board website has been updated to direct staff to the locally elected trustee in cases where boundaries are shared. Trustees provided feedback on the model and suggested staff explore the possibility of having a pop-up when people hover over a trustee’s name.

Board Chair J. Nathan noted that staff will be working to on the Trustee Determination and Distribution Report which may impact boundary redrawing and will be informed by population size.

Trustee Professional Learning Plan for 2020-2021 (Appendix 4)

At this time Board Chair J. Nathan noted an ongoing Anti-Racism and Anti-Oppression series has been planned.

Trustees engaged in discussions regarding;

• how the Governance Action Plan is reflected in the Trustee Professional Learning Plan for 2020-2021, • the importance of learning about the role of student trustees and how this important role is supported at the Board, • time required to engage in deep learning and discussion on the Multi-Year Strategic Plan and Anti-Black Racism and Anti-Indigenous Racism, • the inclusion of student trustees in the professional development activities, • scheduling, and • the Ontario Education Services Corporation (OESC) Professional Development Program for Ontario School Board Trustees.

Action Item: Anti-Racism and Anti-Oppression training will be identified as part of the Trustee Orientation Program and therefore is are mandatory.

Page 9 of 84 CHAIR’S COMMITTEE MINUTES – PUBLIC SESSION PAGE 6 June 22, 2020

Update on the Policy Resolutions Submitted to the Ontario Public School Boards’ Association (OPSBA)

Board Chair J. Nathan noted that the Board’s submission was reviewed by the OPSBA executive who made some comments and suggestions for the Board’s consideration.

Trustee R. Lynn shared background information regarding the suggestions and comments by OPSBA regarding the resolutions put forward by the Board. Trustees discussed the proposed language changes and agreed with the amendment.

(*)3. Moved by B. McRoberts, seconded by C. McBain:

That, on the recommendation of the Ontario Public School Boards’ Association, the York Region District School Board amend the Policy Resolution, approved by the Board at the April 7, 2020 Board Meeting to read as follows.

WHEREAS, There exists substantive qualitative and quantitative research in public education chronicling the adverse impact of underachievement experienced by both Indigenous students and Black students during their educational journeys and which remains on ongoing challenge for school districts across the province with the graduation rate for Ontario’s Indigenous students presently sitting at 60 per cent (provincial data) and 69 per cent for Black students (Toronto District School Board Data) compared to 87 per cent for all Ontario students (2018); and

WHEREAS, Further research and inquiry reports, such as, but not limited to Indigenous Education Strategy, Truth and Reconciliation Commission, Stephen Lewis Report on Race Relations in Ontario, Roots of Youth Violence, Ontario Human Rights Commission, Elementary Teachers’ Federation of Ontario, One Vision, One Voice: Changing the Ontario Child Welfare System to Better Serve African Canadians, have shown that the experiences of anti-Indigenous and anti-Black racism are contributing factors to the underservice of these two growing demographics of students; and

WHEREAS, Both the Ministry of Education and school districts across Ontario have developed an Indigenous education strategy and have developed or are working on an anti-Black racism strategy; and

WHEREAS, The Government of Ontario has developed Data Standards for the Identification and Monitoring of Systemic Racism to support public sector organizations fulfil their obligations under the Anti-Racism Act, 2017 to identify and monitor racial disparities in order to eliminate systemic racism and advance racial equity; and

Page 10 of 84 CHAIR’S COMMITTEE MINUTES – PUBLIC SESSION PAGE 7 June 22, 2020

WHEREAS, all parties involved in educating Ontario’s children are entrusted with a legal, moral and ethical obligation in understanding the urgency of fostering a learning climate predicated on eliminating anti- Indigenous racism and anti-Black racism and the ways they operate in schools to marginalize Indigenous and Black students.

THEREFORE, BE IT RESOLVED:

That, the Ontario Public School Boards’ Association advocate to the Ministry of Education and the Education Equity Secretariat, supporting the work of district school boards with regard to anti-Indigenous and anti-Black racism be a priority, this support must include funding, and should involve the sharing of research, including the collection of identity-based data on educational outcomes, as well as effective practices, strategies, and approaches. (Appendix 5)

- Carried -

Action Item: Staff will provide available data on Anti-Racism and Anti-Indigenous Racism to the OPSBA Board of Directors’ members prior to the OPSBA Annual General Meeting.

Note: Trustee R. Lynn withdrew from the meeting at 4:48 p.m.

Trustee Out of Province Professional Development and Jurisdictional Learning for the Quarter Ended May 31, 2020

The Trustee Out of Province Professional Development and Jurisdictional Learning report was received for information. (Appendix 6)

Supervisory Officer Out of Province Professional Development and Jurisdictional Learning for the Quarter Ended May 31, 2020

In response to trustee questions, staff provided clarification regarding the professional development for Superintendent D. Wu. (Appendix 7)

The Supervisory Officer Out of Province Professional Development and Jurisdictional Learning report was received for information.

Knowledge Mobilization: Parliamentary Meeting Protocol Course

Trustee C. Cordova provided insight regarding the benefit of the course and how trustees may use the knowledge in their role. (Appendix 8)

Page 11 of 84 CHAIR’S COMMITTEE MINUTES – PUBLIC SESSION PAGE 8 June 22, 2020

Knowledge Mobilization: Alternative Dispute Resolution

Trustees C. Cordova and C. McBain provided an insight to the information learnt, as well as, the support it provides to trustees in their role. (Appendix 9)

Correspondence regarding Anti-Asian Racism

Board Chair J. Nathan noted a response has been sent. The correspondence was received for information. (Appendix 10)

Correspondence from the Ontario Band Association regarding Instrumental Education and the Performing Arts

Board Chair J. Nathan noted that this correspondence was referred to staff for action. (Appendix 11)

Pending Items List

Board Chair J. Nathan shared that the Pending Items List (PIL) outlines upcoming reports scheduled at public meetings of the Board. She noted that Board’s Response to Ontario’s Framework for Continued Learning is scheduled at the June 22, 2020 Special Public Board meeting and will be removed from June 30, 2020 Board meeting agenda. The PIL was received for information.

DECISION ITEM

Trustee Conference Request

It was noted that Trustee E. Terrell-Tracey will be reminded of her obligation to provide a Knowledge Mobilization report through Chair’s Committee.

(*)4. Moved by B. McRoberts, seconded by C. Cordova:

That, in accordance with Policy and Procedure #220.0, Trustee Services, the York Region District School Board approve the request from Trustee E. Terrell-Tracey to participate in the online webinar Four Big Questions on Racial Injustice Parts 1 and 2. (Appendix 12)

- Carried -

Page 12 of 84 CHAIR’S COMMITTEE MINUTES – PUBLIC SESSION PAGE 9 June 22, 2020

Board Meeting Agenda - Tuesday, June 30, 2020

Board Chair J. Nathan highlighted items scheduled on the agenda. She noted that the agenda would be adjusted to include;

• the recognition of Trustee C. McBain, and • induction of incoming Student Trustees.

It was noted that the approval of the 2020-2021 Budget is contingent upon Budget Committee approval on June 23, 2020.

Trustees were provided with an opportunity to review the agenda and provide feedback on the number of items scheduled. No input was provided at this time.

(*)5. Moved by L. Gilbert, seconded by C. Cordova:

That the agenda for the June 30, 2020 Board meeting (Public Session) be approved, as amended.

- Carried -

ADJOURNMENT

(*)6. Moved by L. Gilbert, seconded by C. Cordova:

That the Chair’s Committee (Public Session) be adjourned at 5:14 p.m.

- Carried -

June 22, 2020

For further information, please contact the Board Chair, Manager, Corporate Secretariat and Trustee Services or the Director of Education.

Page 13 of 84 Page 14 of 84 To: Chair’s Committee

From: Lisa Reinhardt Manager, Corporate Secretariat and Trustee Services

Date: August 25, 2020

SUBJECT: BUSINESS ARISING

Staff were asked to provide regular, written updates to Chair’s Committee on the status of action items. Below is a summary of action items from the June 22, 2020 Chair’s Committee meeting.

Action Item Status Chair’s Correspondence There were two advocacy letters sent by the Chair to the Minister of Education on behalf of the Board of Trustees during this reporting period: • Bill 197, COVID-19 Economic Recovery Act, 2020 as it relates to legislative changes regarding director qualification (Appendix 1A). • Implementation of the New Mathematics Curriculum (Appendix 1B). Student Trustees All three Student Trustees were sworn in at the June 30, 2020 Board meeting for the term of office August 1, 2020 to July 31, 2021. The first orientation session for Student Trustees was held on August 10, 2020. Student Trustees had their first meeting with the Director on August 13, 2020 and their first monthly meeting with the Vice-Chair, Indigenous Trustee and staff on August 19, 2020. Student Trustees have received invitations to all appropriate Board, Advisory and Board Committee meetings for the duration of their term of office.

Page 15 of 84 Action Item Status

Orientation and resource materials for student trustees are accessible to all trustees on the Trustee Resource Portal.

Planned social media and media training will be rescheduled. This training will be available to all trustees as a refresher. Recognition of Significant/Heritage There are no scheduled recognition of Months significant/heritage months scheduled in September 2020.

At the October 6, 2020 Board meeting, the following significant/heritage months will be recognized by the identified trustees:

• 2SLGBTQ+ Month – C. Cordova • Hispanic Heritage Month – A. Tam • Islamic Heritage Month – N. Mahmood

Amendment to the May 26, 2020 Chair’s The minutes of the May 26, 2020 Committee meeting minutes Chair’s minutes were amended to reflect the desired change requested by trustees. 2021 Committee Meeting Dates Staff who are responsible for supporting the administration of each Board, Advisory and Board Committee have been updating meeting invitations over the summer. Meeting requests have been added to trustee, student trustee and senior staff calendars. Board Room Seating Options Staff are working collaboratively to prepare a new report based on trustee feedback at the June 30, 2020 Board meeting. The report will include additional options and costing. It is tentative scheduled to be shared at the September 29, 2020 Chair’s Committee meeting. This timeline is contingent upon the available of staff resources in light of the system reopening. Trustee Vacancy in the City of Richmond At the July 6, 2020 Special Board meeting Hill trustees decided to fill the vacancy through a Municipal By-Election. Nominations are begin accepted from July 20, 2020 until 2:00 p.m. September 4, 2020. Interested

Page 16 of 84 Action Item Status candidates must schedule a time with the Clerk’s Department to file nomination papers.

A Candidate Information Session (CIS) was held electronically on August 12, 2020. There were over 75 participants in attendance. The slide deck and a recording of the session is posted on the By-Election page of the Board's website.

As of August 20, 2020 there were eight (8) registered candidates. Further information regarding the Municipal By-Election can be found on the City of Richmond Hill By- Election page. Exploring the use of the Police in School A report is being prepared and is tentatively scheduled to be shared at the September 15, 2020 Board Standing Committee meeting. Student Trustee End of Term Feedback Implementation of recommendations by Student Trustees were incorporated in the first session of the orientation.

The Student Trustee End of Term Feedback report to the Board has been added to the Pending Items List as an annual report to the Board of Trustees in June. Learning and Caring Plan To support of the Board’s oversight role, a written information report on the Board response to the Covid-19 pandemic, including updates on school reopening and other operational matters will be provided at the August 25, 2020 Board meeting. Subsequent reports will be scheduled to ensure trustees and members of the public are informed. Policy Resolutions for consideration by The amended Policy Resolution has been the Ontario Public School Boards’ submitted to the Ontario Public School Association Boards’ Association (OPSBA) for consideration at the Fall Annual General meeting. Professional Development for Trustee Anti-Racism and Anti-Oppression training have been identified as mandatory for trustee professional development.

Page 17 of 84 Action Item Status

A mandatory training session on Anti-Black Racism, delivered by an external expert, was held on August 18, 2020. All trustees and student trustees were in attendance at this session.

A mandatory training session on Antisemitism, delivered by external experts, is scheduled on September 1, 2020.

Staff are working on scheduling a mandatory training session for trustees on Anti-Indigenous Racism.

Follow-up session on Anti-Racism and Anti- Oppression will be scheduled throughout the year. Data for Ontario Public School Boards’ The Human Rights Commissioner’s Office Association Board Directors on Anti- (HRCO) and Inclusive School and Indigenous Racism and Anti-Black Community Services Department are Racism working collaboratively to ensure the OPSBA Board of Directors’ Members have data to support the introduction of the Policy Resolution prior to the Fall Annual General meeting on September 26, 2020. Trustee input into the Board Anti-Black The Director has shared trustee feedback Racism Strategy on Anti-Black Racism (ABR) with External Consultant T. Turner for consideration in the development of an ABR Strategy for YRDSB. She has also asked T. Turner to reach out to trustees as part of the development of the YRDSB ABR Strategy to seek input. Black and Indigenous Perspective in the Staff provided examples of how Black and Curriculum Indigenous perspectives are incorporated in the curriculum during the presentation on the Multi-Year Strategic Plan and Director’s Action Plan Monitoring Report: Putting It All Together shared at the June 30, 2020 Board meeting. Board Practices: Indigenous In response to trustee questions, staff Perspectives clarified; • As per the Board’s Naming of Schools policy and procedures, a list of proposed

Page 18 of 84 Action Item Status school names has been developed and shared with trustees on June 29, 2020. This list includes Indigenous names. • Staff have committed to working with the Chippewas of Georgina Island First Nation to enquire about flying an appropriate flag in recognition of Indigenous Heritage Month.

Page 19 of 84 APPENDIX 1A

August 17, 2020

The Honorable Stephen Lecce Minister of Education Ministry of Education 22nd Floor, Mowat Block 900 Bay Street Toronto, Ontario M7A 1L2

Dear Minister Lecce,

The York Region District School Board believes in strong, accountable and transparent governance for public education, provided by democratically elected representatives from the communities they serve. To this end, we take our role as school board trustees seriously and believe, as the public’s representatives on matters related to local education should be consulted on significant decisions.

To this end, our Board was surprised and concerned to learn through media reports of your decision to change the Education Act to remove the requirement for directors of education to have Supervisory Officer and Ontario College of Teachers Qualifications. This change is concerning, and equally so that it was undertaken in an omnibus bill without consultation, particularly with those with responsibility for hiring and managing directors of education.

Educating children through their formative years is a great responsibility and, while we know improvement is necessary, Ontario should be proud to have one of the best education systems in the world. The successes of our publicly funded system come as a result of the caring and knowledgeable work of our educators and support staff. The York Region District School Board believes that it is important for directors of education to have experience and a deep understanding of instructional practices and pedagogy in order to ensure our students and families continue to receive high quality instruction. Operational decisions support student achievement and well-being and should always be grounded with that outcome as a focus.

We agree with you that leaders in education and throughout Ontario’s publicly funded institutions should reflect the communities we serve and that equity should play a prominent role in our hiring practices. At the York Region District School Board, we have a robust and transparent hiring policy that includes public consultation and aims to reach a wide array of candidates. We know that experience in leading classrooms and schools will be beneficial to the public we serve.

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We respectfully request that, when the Ministry considers changes to relevant regulations, school boards, the Ontario Public School Boards’ Association and the Council of Directors of Education have an opportunity to provide input into the development of associated regulation(s).

Sincerely,

Juanita Nathan Chair of the York Region District School Board cc. York Region District School Board Trustees and Student Trustees Ontario Public School Boards’ Association All York Region Members of Provincial Parliament Ontario Public School Board Chairs Council of Directors of Education (CODE)

Page 21 of 84 APPENDIX 1B

August 12, 2020

The Honorable Stephen Lecce Minister of Education Ministry of Education 22nd Floor, Mowat Block 900 Bay Street Toronto, Ontario M7A 1L2

Dear Minister Lecce,

The York Region District School Board is committed to providing comprehensive math programs that reflect students’ identities, lived experiences, needs and interests. We are proud to be a high achieving board and we also acknowledge there are areas for continued improvement to support our underserved and underachieving students.

We recognize the need for a new math curriculum and we believe there are many strengths to the revisions such as the consistency of overall expectations from grade to grade, the inclusion of coding, financial literacy and mathematical modeling expectations in all grades and the decrease of curriculum expectations which allows teachers to spend more time on each curriculum expectation. The research base that was used to inform the new curriculum is also a strength. In fact, Dr. Christine Suurtamm has been a critical friend in our district for many years, supporting the mathematical content knowledge of both administrators and teachers. In preparation for the implementation of the new math curriculum the York Region District School Board has created grade- specific materials, as well as expectation-specific materials on Financial Literacy, Mathematical Modelling, and Coding.

In fact, as a Board of Trustees, we are not concerned with the new curriculum but rather the implementation timelines of September 2020. We have come to understand that parents and staff are currently experiencing various levels of anxiety about the reopening of schools in September. With this in mind, our staff are developing several resources to support teachers and students as they transition into a new school year following the unprecedented end to the last school year. While boards across the province are attempting to lift both face-to-face and online learning off the ground during a pandemic, the challenge of implementing a new curriculum with almost no professional learning opportunities is cause for concern. Furthermore, the Ministry has yet to release pedagogical supports, e.g., sample questions and long-range plans, as communicated to boards. These types of resources are essential, and will take time for teachers to analyze and effectively implement in their classrooms. The time required of teachers to

Page 22 of 84 learn new content such as financial literacy and coding is also a significant concern. The professional learning necessary to support the implementation of the Social Emotional Learning and Mathematical Processes strand in a way that supports student achievement as intended without further marginalizing racialized students is critical. Additionally, the reporting requirements for mathematics are also changing and necessitates time for teachers to understand and apply their learning to ensure assessment practices are fair and equitable.

As a Board of Trustees, we are dedicated to the delivery of effective and appropriate education programs to promote the achievement of all students. Please be assured that the successful implementation of the new math curriculum is a priority for our Board. Given the impact of the Covid-19 pandemic on system resources to support alternate learning models for September 2020, and the reasons outlined above, we respectfully request that the Ministry of Education defer the implementation of the new math curriculum until September 2021.

Sincerely,

Juanita Nathan Chair of the York Region District School Board cc. York Region District School Board Trustees and Student Trustees Ontario Public School Boards’ Association All York Region Members of Provincial Parliament Ontario Public School Board Chairs

Page 23 of 84 Page 24 of 84

Information Report

Subject: Meetings of the Board of Trustees

Contact(s): Manager, Corporate Secretariat and Trustee Services, Lisa Reinhardt

Director of Education Louise Sirisko

Department(s): Corporate Secretariat and Trustee Services

Meeting Date: August 25, 2020

Purpose

This report has been prepared to provide trustees with an update and engage trustees in a conversation to inform:

1) Timelines and factors associated with the transition from online meetings to in person meetings of the Board of Trustees. 2) Current and future options related to the live streaming and posting of recordings of the proceedings of meetings of the Board of Trustees.

Background

In response to COVID-19, the Ontario Regulation 463/97, Electronic Meetings and Attendance, was amended allowing school boards to host their meetings through strictly electronic means. On April 7, 2020, the Board of Trustees approved the Temporary Electronic Meeting Strategy to support online meetings to ensure the safety of trustees, staff and members of the public while at the same time ensuring that meetings were open to the public.

Since April 2020, the Board of Trustees has been conducting meetings online through the GoToWebinar platform. This allows public meetings of the Board to be accessible and conducted in a way that is transparent and accountable while ensuring the health, safety and well-being of trustees, staff and members of the public during the Covid-19 pandemic.

Page 25 of 84 Information Report: Meetings of the Board of Trustees Page 2 of 8

As directed by the Ministry of Education, beginning in September 2020, schools will be open for face-to-face or online learning. The Ministry of Education has approved the opening of board facilities. The local York public health unit is encouraging virtual meetings to be maintained, wherever possible.

Since mid-March, 2020, York Region District School Board has successfully maintained operations by supporting staff, who are able to perform their duties, to work from home. Similarly, Board decisions continue to be supported using online means. To maintain physical distancing among board facility employees, YRDSB is allowing staff to work from home as necessary and approved by managers.

Resumption of In-Person Meetings of the Board

Some trustees have expressed a desire to resume in-person meetings of the Board. Some trustees wish to continue to hold meetings electronically to ensure that the organization continues to ensure the health, safety and well-being of trustees, staff and other meeting participants (including members of the public).

Some factors to consider include;

● health, safety and well-being of meeting participants, ● public access to meetings, ● equity, and ● advice from public health.

Trustees may wish to consider the following phased in approach to the resumption of in- person meetings of the Board;

1) Phase 1: Enhanced Electronic Meeting with Limited In-Person Attendees Model (Effective Immediately)

The Board of Trustees is committed to resuming in-person meetings as soon as possible, taking into consideration the health, safety and well-being of trustees, student trustees, staff and members of the public.

Board, Board Standing and Budget Committee Meetings

Beginning the August 25, 2020 Special Board meeting, the Chair and up to three additional trustees will be physically present in-person at the Education Centre

Page 26 of 84 Information Report: Meetings of the Board of Trustees Page 3 of 8

Aurora for Board, Board Standing and Budget Committee meetings. The Director (or designate), Associate Directors (or designates) and parliamentary support will be physically present at each meeting. Maximum number of meeting participants permitted to be physically present in the Board Room at any time is 10.

The following parameters are to be followed by trustees and staff participants attending in person;

● Arrive no earlier than 10 minutes before the meeting is scheduled to begin. ● Face masks are required to be properly worn at all times when in a Board facility, including the Education Centre Aurora. This includes being seated at the Board Table and participating in meetings. ● Hands sanitizer is to be used upon entry to the Board Office. ● Each meeting participant must bring their computer to connect to the video and audio for the meeting. Personal earphones with a microphone included will be required. ● At least two seats will be empty between each meeting participant (the equivalent of six feet), more where possible. ● When walking to their seat, meeting participants will be asked to walk in one direction to minimize contact when passing in tight proximity. ● Meeting participants should not congregate in common spaces to limit physical distancing and contact. ● Each participant should exercise good judgement when engaging in dialogue with other meeting participants, before, during and after the meeting and maintain appropriate physical distance as recommended by public health. ● Meeting participants will be required to exit the Board Office immediately upon adjournment. ● The names of all trustees and staff who are physically present will be recorded in order to support contact tracing.

Physical attendance of trustees is optional. In the event more than three trustees wish to attend the meeting in person, attendance will be rotated to allow an opportunity for all trustees to be physically present.

All other staff participants and members of the public will not be permitted to attend Board, Board Standing and Budget Committee meetings in person so as

Page 27 of 84 Information Report: Meetings of the Board of Trustees Page 4 of 8

to not exceed the 10 person limit in the Board Room. Trustees, staff participants and approved delegates attending electronically will be encouraged to turn on their video feed, at the appropriate times, as outlined in the All Other Advisory and Board Committee Meetings sections.

All Other Advisory and Board Committee Meetings

To limit exposure, and in support of advice from public health, all other committee meetings will continue to be held electronically, using GoToWebinar, to limit in- person contact.

To enhance the experience for meeting participants and members of the public who are observing proceedings, the following changes to the current practice will be implemented as of September 15, 2020:

● The presiding officer (Chair) and the Secretary of the Board (Director) will turn on their video cameras for the duration of the meeting. ● All trustees and student trustees will turn on their cameras at the beginning of the meeting to support the Roll Call for transparency purposes. ● Staff will turn on their video feeds for the duration of their presentation and while responding to trustee questions. ● Trustees who are speaking or asking questions will turn on their video feeds.

Public engagement in Board meetings continues to be a priority for the Board of Trustees.

● Members of the public will continue to be able to observe the proceedings of meetings electronically. Connection instructions will continue to be included in each meeting agenda package. ● Approved delegations (in accordance with the YRDSB Operational By- Law) will be accommodated. Staff will ensure presenters have appropriate access instructions and training on how to turn on and off their audio and cameras feeds for their presentation(s).

All Board, Advisory and Board committees will resume, as scheduled in 2020 and 2021 electronically or in person as outlined in this report.

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Training will be provided for trustees, student trustees, advisory committee members, staff participants and delegates on how to turn on their video feed.

Trustees, student trustees, staff and presenters will be encouraged to show their video feed; however, those who are uncomfortable with this option for personal or privacy reasons will not be required to do so.

This Enhanced Electronic Meeting Model with Limited In-Person Attendees Model will ensure visibility and transparency for all meeting participants.

2) Phase 2: Hybrid In-Person Meeting Model (As Soon as Possible)

Looking ahead, and building on the Enhanced Electronic Meeting with Limited In- Person Attendees Model, staff will develop safety protocols to maximize the number of trustees and staff who can participate in meetings and professional development, in person, at the Education Centre Aurora, as soon as possible. This plan will take into consideration advice from public health and ensure the health, safety and well-being of trustees, student trustees, staff and any other meeting participant(s).

The Hybrid In-Person Meeting Model will limit meeting participation to trustees, student trustees, select staff and approved delegates. Members of the public who wish to observe the proceeding of meetings will continue to be able to do so online. In person attendance by members of the public will not be accommodated in the Hybrid In-Person Meeting Model. Connection instructions will continue to be included in each meeting agenda package.

The Hybrid In-Person Meetings Model will look at meeting spaces and provide specific and detailed protocol for attendees. This protocol will then be used by the staff who support each committee to plan for the resumption of in person Advisory and Board Committee meetings.

Full, online participation in meetings by trustees, student trustees and staff participants will continue to be accommodated through the electronic platform.

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This model will take into consideration;

● health, safety and well-being of meeting participants, ● advice from public health, ● a health and safety assessment of the space, ● physical distancing requirements, ● wearing of masks at all times, ● traffic flow and management, ● potential adjustments or revisioning of standing agenda items (eg. Applause!), ● arrival and departure expectations, ● identification and communication of appropriate personal protective equipment and disinfecting expectations for meeting participants, ● cleaning requirements and responsibilities before, during and after the meeting, ● limiting participant access to specific spaces and gathering in common spaces before and after meetings, ● ensuring options are available for full participation for presenters through electronic meeting platform, ● ensuring members of the public have access to observe meeting proceedings through the electronic meeting platform only, ● appropriate cleaning of meeting spaces and other common spaces, ● any other considerations required in order to ensure the health, safety and wellbeing of meeting participants, and ● Information Technology resources, requirements and supports.

Information sessions will be scheduled for trustees, student trustees, advisory committee members and staff participants who plan to attend in person outlining expectations and to answer questions.

Trustees who have input into the Hybrid In-Person Meeting Model are encouraged to share their thoughts with the Chair, Director or Manager, Corporate Secretariat and Trustee Services for consideration into its development.

An update on the Hybrid In-Person Meeting Model will be provided at the September 29, 2020 Chair’s Committee meeting.

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3) Phase 3: Full Resumption of In-Person Meetings (Effective: TBD)

At some point in the future, based on the advice of public health and the Ministry of Education, in-person meetings may resume as per past practice.

A report will be prepared for the Board of Trustees outlining direction and, if applicable, safety measures required in order to move to the full resumption of in- person meetings.

Live Streaming and Posting of Meeting Recordings

The move to an electronic meeting format has supported the live streaming of Board, Advisory and Committee meetings. This has increased the ability of staff and members of the public to access the proceeding of meetings.

At the present time, YRDSB does not post meeting recordings following the meeting. To increase transparency and ensure members of the public who were unable to attend a meeting at the scheduled time, trustees may wish to consider posting meeting recordings following the meeting.

To ensure compliance with the Board’s obligations under the Accessibility for Disabilities Act, representatives from the Human Rights Commissioner’s Office will be consulted to ensure that we are accommodating the needs of members of the public who are accessing the meeting videos.

1) Immediate Solution (GoToWebinar Recordings)

Staff have the ability to post the GoToWebinar meeting recording (which includes the projection of any presentations and video feeds) online.

2) Future Immediate Solution (Audio Recordings)

Staff have the ability to post the audio recording of meeting audio from in person meetings (which does not include any presentation or video feeds) online.

3) Future Possibilities (Live Streaming and Posting of Meeting Proceedings)

Currently, using the GoToWebinar platform, electronic meetings are being live streamed.

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Staff will prepare a report outlining logistics, staff resources and costs associated with live streaming the audio and/or video of the proceedings of meetings that are occurring in person (in whole or in part). This information will help the Board of Trustees determine how they wish to proceed with the future streaming of physical meetings and the subsequent posting of the audio and/or video feed following the meeting.

Connection to Multi-Year Strategic Plan

PRIORITY: Build Collaborative Relationships

GOAL: The Board of Trustees is empowering ethical leadership by demonstrating accountability and transparency with regard to public access to meetings of the Board while ensuring the health, safety and well-being of trustees, staff and members of the public remains the top priority.

Budget Impact

Existing staff resources will be leveraged to support the continued streaming of electronic meetings and the posting of video and/or audio recordings. This is within the existing budget.

There is likely to be financial implications associated with live streaming meetings from physical meeting spaces. This includes potential technology costs as well as on-site staff resources. Specific details of costs will be shared with trustees as part of the Hybrid In-Person Meetings Model.

Timelines

As outlined in the report.

Page 32 of 84

To: Chair’s Committee

From: Lisa Reinhardt Manager, Corporate Secretariat and Trustee Services

Date: August 25, 2020

SUBJECT: RENEWAL OF THE ONTARIO PUBLIC SCHOOL BOARDS’ ASSOCIATION MEMBERSHIP FEE 2020-2021

The York Region District School Board is a member of the Ontario Public School Boards’ Association (OPSBA). The OPSBA Annual Membership Fee renewal for the 2020-2021 year is $232,954.02. The 2020-2021 OPSBA membership fee was approved as part of the 2020-2021 Budget.

The attached (Appendix 1A) and invoice (Appendix 1B) are for information only.

Page 33 of 84 Page 34 of 84 APPENDIX 1A

Ontario Public School Boards’ Association Cathy Abraham 439 University Avenue, 18th Floor President Toronto, ON M5G 1Y8 Tel: (416) 340-2540 W.R. (Rusty) Hick Fax: (416) 340-7571 Executive Director [email protected] www.opsba.org

August 18, 2020

TO: Juanita Nathan, Board Chair and Louise Sirisko, Director of Education CC: Vidyia Maharaj, Chief Finacial Officer

YORK REGION DSB

This past year has been a school year like no other, with the COVID-19 pandemic and school closures starting in March, collective bargaining, and of course the opportunities and challenges of working with a government that is now halfway through their mandate.

That’s why we’ve increased our efforts to ensure our multi-year priorities continue to guide the work of the Association as we advocate for outstanding programs, pedagogy and resources as well as a social and educational environment that nurtures the values of universality, inclusion, human rights, respect and kindness. Similar to other jurisdictions throughout the country and the world, we have been and are adjusting to a new normal that includes providing remote learning during the COVID-19 pandemic. While this transition has been the focus of much of OPSBA’s recent work, it does not mean our advocacy has stopped. For example, we recently convened our consultative working groups to meet and discuss important factors and conditions that must be taken into account for a safe return to school. From that, our best advice was relayed to the Ministry of Education in a public submission and we were encouraged to see that most of our concerns were addressed in the government’s framework. We will continue to work with our member boards to monitor implementation challenges and concerns and ensure these are shared with the ministry.

As we plan for next year, we will be looking closely at our conferences and events, and seeking to bring in appropriate speakers, have discussions, provide professional development and more to ensure we are doing everything we can to fight all forms of racism. We must also examine our operational activities to see what changes may be necessary, and whether there are additional policy or advocacy positions we can take in support of the fight against racism. We want to find ways to increase the representation of Black, Indigenous and People of Colour (BIPOC) running for Trustee or OPSBA positions, and look to provide the ability for these critical voices to be heard more easily by our Board of Directors, Executive Council and work teams. As an Association, we are also looking to enhance our professional development in this area and to establish more community connections with marginalized groups. Please do not hesitate to reach out to us with your ideas.

As a non-partisan organization, we have a 32-year history of building positive and mutually respectful working relationships with politicians and staff from all parties represented in the Ontario Legislature. These relationships allow us to successfully represent the voice of our members on the many issues that affect our students and communities.

[1]

Page 35 of 84 Minister of Education Stephen Lecce attended our Public Education Symposium (PES) in January and also addressed our Board of Directors in September 2019 and May 2020. Our second Advocacy Day at Queen’s Park in November brought more than 50 public school board trustees and student trustees to Toronto to meet with MPPs and political staff, reinforcing OPSBA's advocacy position on key issues, such as the importance of investment in public education, Indigenous Education, curriculum, mental health supports and the value of democratic, locally elected trustees. The day began with a news conference that released the results of polling and research done in partnership with Nanos Research. This type of work has been reinforced by our Board of Directors, who directed the Association to plan more strategic government relations and public affairs activities.

OPSBA represents over 1.3 million students, or nearly 70% of the entire K-12 student population, including all 31 English public school boards as well as 10 school authorities. Collectively, this makes our organization the number one stakeholder voice for education in Ontario. Your school board is clearly a very big part of who we are and what we do. We advocate for public education every day, and the government knows that we have the weight of all of our members behind us.

Our experienced Labour Relations team successfully concluded and ratified central agreements with all education bargaining units. We are fortunate to have strong staff with outstanding expertise and credibility working to ensure student achievement and well-being are at forefront of all discussions and decisions. School boards continue to work toward implementation with the support of OPSBA Labour Relations staff.

While much of the advocacy work can been seen in our public submissions and meetings with key stakeholders, there is a great amount of day-to-day work that is done behind the scenes. OPSBA staff have direct and constant access to both the bureaucracy and political staff in the government as well as in the opposition parties. These relationships allow for conversations and the sharing of information to further support our common priorities.

OPSBA continues to be represented on a number of key government working tables and our work has resulted in a number of successful outcomes. Here are some additional highlights:

• Legislative Submissions and Government Consultations -- OPSBA has engaged in a wide range of advocacy work related to the provincial government’s legislative and regulatory agenda, including submissions and letters regarding: o Ontario’s Plan to Reopen Schools o 2020-21 Education Funding o Bullying in schools and anti-bullying initiatives o Northern Ontario concerns o Education Development Charges

• Mental Health and Well-Being – OPSBA continues in its role as a founding member of the Ontario Coalition for Children and Youth Mental Health. OPSBA and the Coalition’s advocacy has led to the maintenance of mental health investments in the public education system for 2020-21 and beyond.

• Indigenous Education – OPSBA’s Indigenous Trustees’ Council continues to support the educational needs of Indigenous students, and to ensure all students are educated about the history and culture of Indigenous peoples. OPSBA continues to be a leading advocate in education in this area.

[2]

Page 36 of 84 • The Role of Trustee – OPSBA updated a series of resources to support trustees and school boards for Local Government Week 2019. We also worked with OSTA-AECO to promote and award two new scholarships for graduates – the Ontario Public Student Trustee Scholarship and the Public Property Assessment Network Scholarship. In addition, as part of OESC, we have shared and promoted the new and revised Trustee Professional Development Program, which now includes a Certificate of Completion.

• French as a Second Language – OPSBA continues to lead a three-year Ontario Labour Market Partnership project with the Ministry of Labour, Training and Skills Development entitled Meeting Labour Market Needs for French as a Second Language Instruction in Ontario.

Our programs and services are highly cost effective. The financial benefits of membership far exceed not only the membership fee itself, but the outcomes that could be achieved by boards acting individually. Our collective voice is a strong one. Working with our partners at the OESC, our interventions on copyright tariffs, natural gas rates and electricity rates have continued to create significant savings for all school boards and cover membership fees many times over. When this is combined with the other benefits created through our coordination and advocacy, the real value of board membership is clear.

Examples of 2019-20 savings realized for: YORK REGION DSB Savings in Copyright Fees: $ 304,120 Savings in Energy Costs: $ 1,103,400

Please note: For the third year in a row, the OPSBA Board of Directors has approved a 0% increase for total membership fees. We have therefore kept the total membership fee (31 school boards and 10 school authorities combined) the same for four consecutive years. There may however be a slight change, up or down, to your individual board membership fee based on the fee model which is composed of a base amount and a percentage of your Board Administration and Governance Grant.

The 2020-21 OPSBA membership fee for your board is $ 206,154.

Thank you for your continued support as a member of OPSBA and for your dedication to public education. You can learn more about the valuable services OPSBA offers your board by visiting www.opsba.org.

Sincerely,

Cathy Abraham W.R. (Rusty) Hick President Executive Director

Attachment: Invoice for the 2020-21 OPSBA membership fee

[3]

Page 37 of 84 Page 38 of 84 Page 39 of 84 Page 40 of 84 Call for Nominations for OPSBA Elected Positions 2020

The OPSBA 2020 elections will be held as part of the Annual General Meeting (AGM) which will take place on September 26, 2020 by videoconference.

All nominations received by the nomination deadline of 4:30 p.m. on Thursday August 27, 2020, will be published in the OPSBA Election Handbook

Executive Positions

Positions to be decided through the election process at the Annual General Meeting and at the accompanying regional meetings are as follows:

 President;

 First Vice-President;

 Second Vice-President;

 Regional Chair and Vice-Chair of each of the five OPSBA regions: Central East, Central West, Eastern, Northern, and Western.

Please note the following important guidelines if you are considering running for President, First Vice-President, Second Vice-President or Regional Chair

 The deadline for nominations for these Executive Council positions is 30 days prior to the AGM where the elections will be held. This means that nominations for President, First Vice-President, Second Vice-President and the Regional Chairs must be received at the OPSBA office by 4:30 p.m. on Thursday August 27, 2020 – the nomination deadline.  If a candidate is interested in standing for more than one of the above-noted positions, the candidate must declare his or her interest in each respective position by the nomination deadline. This is very important, as there is no opportunity for "dropping down" on the day that elections are held at the AGM (i.e., being considered for another of these positions if a candidate is unsuccessful for the first). Nominations are only accepted from the floor of the AGM if no advance nomination has been received for the position of President, First Vice-President and Second Vice-President.  As well, nominations for Regional Chair for each of the five regions must be submitted by the same deadline–August 27. Nominations will ONLY be accepted from the floor of each Regional Council election meeting if no nomination for that Region's Vice-President position has been received in advance.

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Page 41 of 84 Nominations for Regional Vice-Chairs and Members of Core Issue Work Groups

 The nomination and election process for the position of Regional Vice-Chair (alternate to the Regional Chair) or representatives on the Work Groups (Education Program and Policy Development) permits nominations to be taken from the floor of the Regional meeting. However, advance nominations and bios for these positions are encouraged as those provided by Thursday August 27, 2020 will be included in the AGM Election Handbook which is distributed to boards and voting delegates prior to the election. The nominee information will also be posted on the OPSBA website.  There is a requirement that candidates for the position of Regional Vice-Chair must be a confirmed member of the incoming Board of Directors. Prior to holding the election of the Regional Vice-Chair, each Board's Voting Delegate will be asked to confirm their board's appointment(s) to Board of Directors to ensure candidates qualify to stand for election.

Nominations, Nomination Forms and Biographies

 The 2020 Election Nomination Form, Candidates’ Election Guide as well as the OPSBA Roles and Responsibilities Guide will be available online.  Nominations can be made by any trustee from a member board in good standing once they have confirmed the nominee is willing to stand for the elected position.  Trustees running for election are asked to ensure that their nomination form and a brief biography, in an electronic format, are submitted to the OPSBA office no later than end of day Thursday August 27, 2020. A biography should be no longer than one page in length (for consistent formatting) and include the candidate's photograph. This information will be printed in the AGM Election Guide, which is distributed to member boards so they can review the slate of candidates running for various positions and provide guidance to their voting delegates.  Information on the candidates running for the various positions will also be posted on the OPSBA website after the nomination deadline.

Confirmation of Board of Directors Members and Elections to Core Issue Work Groups

 At the Regional meetings held during the Annual General Meeting and Conference, member boards confirm their Board’s member (and alternate) to OPSBA's Board of Directors for the 2020-2021 term.  School authorities have an opportunity to elect one representative to the Board of Directors at a specially convened meeting of district school area boards at the AGM.  The Indigenous Trustees’ Council members meet prior to the AGM regional meetings in order to elect their representative on the Board of Directors.

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Page 42 of 84  Confirmation is received in writing prior to the AGM from the group of treatment center school authorities naming their representative and alternate on the Board of Directors for the upcoming year.  During the Regional Meetings, each region holds elections to choose their members and alternate members to the Education Program and Policy Development Core Issues Work Groups for 2020-2021. Northern Sub-Region East and Northern Sub-Region West each elect one representative and one alternate to the two work Groups.

Note: All Election material will be available on the AGM page of the OPSBA website.

For more information: Jane Hayes, Executive Coordinator, cell 289-221-9042; or webmaster

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Page 43 of 84 N ELECTION O NOMINATION M FORM 2020

I I hereby nominate , a Trustee with

N the A (Name of District School Board/School Authority) (Region) T For the Position(s) of: I Executive Officers Regional Positions: O  President*  Regional Chair* N  First Vice-President*  Regional Vice-Chair**  Second Vice-President* * Candidates running for the position of Regional Vice-Chair must * Please indicate ALL Executive be trustees appointed to serve on Council positions: the incoming Board of Directors. F (President, First Vice-President, **Nominations may also be taken Second Vice-President or from the floor of the regional meeting O Regional Chair, that the for vice-chair and work group candidate is interested in positions. R standing for, as there is no ‘dropping down’ permitted M at election time. Core Issue Work Groups:

 Education Program - Member  Education Program - Alternate Member

 Policy Development - Member  Policy Development - Alternate Member of Nominated by (Please print):

District School Board/School Authority: Sep 26, 2020 Signature of Nominator:

N.B. Nomination deadline for table officers and regional chair positions is August 27,2020.

Please submit nomination forms and the candidate’s one-page bio with a photo to Jane Hayes, Executive Coordinator at [email protected]. Page 44 of 84 9th Floor 9e étage 180 Dundas Street West 180, rue Dundas Ouest Toronto, ON M7A 2G5 Toronto (Ontario) M7A 2G5 Postal Code (Courier): M5G 1Z8 Code postal «courier»: M5G 1Z8

Executive Director and Directeur général et Chief Legal Counsel avocat en chef Ph: (416) 314-4562 Fax: (416) 325-2004

July 14, 2020

The Honourable Stephen Lecce Minister of Education 438 University Ave, 5th Floor Toronto, Ontario M7A 1N3

Chairs of District School Boards

Directors of Education

School Authorities

RE: COVID-19 – Respecting the rights of students with disabilities

I am writing on behalf of the Ontario Human Rights Commission (OHRC).

We hope this letter finds you and your team safe and healthy, and we thank you for your ongoing efforts to provide continuity of learning for students during the COVID-19 pandemic.

The OHRC welcomes the June 19 announcement of the government’s School Safety Plan for the 2020 – 2021 school year, and understands that school boards will develop specific plans by late July based on this direction. In addition to this plan, we know that the Ministry of Education (MOE) has provided guidance to school boards on continuity of learning for students with special education needs.

The unprecedented closure of schools has been difficult for all students. The OHRC has heard from stakeholders that students with special education needs and other vulnerabilities have experienced unique and compounded challenges, that their circumstances have not consistently been considered and addressed, and that as a result, they have fallen even further behind than their peers. It is imperative that the MOE and school boards establish plans and programs to systematically and consistently address the needs of students with disabilities for the 2020 – 2021 school year. Some specific concerns have been raised in the context of the OHRC’s current Right to Read public inquiry into human rights issues affecting students with reading disabilities. We have also heard from members of the OHRC’s Education Advisory Group, as well as from disability rights organizations.

Page 45 of 84 Ontario Commission Human Rights ontarienne des Commission droits de la personne

The OHRC released a policy statement on maintaining human rights during the COVID-19 pandemic, as well as a statement of actions that sets out various steps that governments, and those delivering government services, can take that are broadly consistent with a human rights-based approach to managing the COVID-19 pandemic. This letter provides additional and specific guidance from the OHRC on obligations under the Ontario Human Rights Code (the Code) related to the needs of students with disabilities.

Under the Code, students with disabilities have a right to meaningful access to the education that all other students receive. Education providers have a legal duty to accommodate the needs of students with disabilities who are adversely affected by a requirement, rule or standard. Accommodation is necessary to address barriers in education that would otherwise prevent students with disabilities from having equal opportunities, access and benefits.

Drawing from the OHRC’s principles and actions documents along with stakeholder feedback, this letter provides additional and specific guidance on obligations under the Code for students with disabilities experiencing barriers to at home learning and potential barriers resulting from modified classrooms in the 2020 – 2021 school year.

The OHRC is concerned about: 1. Technology 2. Personal contact 3. Professional services 4. Screening and assessment 5. Instruction 6. Specialized programming 7. IPRCs and IEPs and the duty to accommodate 8. Summer learning programs 9. Shared legal responsibility.

We recognize that you are already aware of many of these issues and that the situation is continually evolving. We acknowledge that the MOE, boards and other partners respond to issues as they arise. However, we are concerned that to date, there has been a lack of a systematic and consistent approach that takes into account the unique needs and vulnerabilities of students with disabilities and other Code-protected groups. It is imperative that the MOE and boards systematically and consistently address their needs when preparing plans and programs for vulnerable students for the 2020-2021 school year.

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Page 46 of 84 Ontario Commission Human Rights ontarienne des Commission droits de la personne

1. Technology The OHRC strongly supports the Ministry’s guidance in the School Safety Plan to boards to extend arrangements that provided devices and internet connectivity to students who would otherwise not be able to access remote learning, as well as ensuring platforms are accessible for persons with disabilities.

During school closures, access to and effective use of technology has been a challenge for both educators and students. Students’ ability to use technology to learn is impacted by Internet access, availability of a device, their own capacity to use technology, and their family’s ability to support its use. Having a disability or other vulnerability, such as living in poverty, exacerbates these challenges, as does the availability of reliable Internet access. Educators’ capacity to translate their teaching to online environments also varies. As plans for a return to in- classroom learning or a hybrid of in-classroom and at-home learning in September remain unclear, access to effective technology will be crucial for any potential scenario in September.

The duty to accommodate in these circumstances includes providing support in using technology to staff, students and families both through workshops and one- on-one support where necessary. Schools should clearly communicate with students and families what assistance is available, and provide a single point of contact should there be any difficulties.

Any technology that is used to deliver education services must be fully accessible to students with disabilities. We understand that several different digital platforms are being used and that they may not all be fully accessible. Using platforms that are not fully accessible for students with disabilities could result in a finding of discrimination under the Code.

We understand that students have been permitted to bring any Special Equipment Amount (SEA) technology home, and we recommend that this option continue. SEA claims should continue to be processed in a timely fashion. Lack of access to full professional assessments should not be a barrier to obtaining a recommendation for SEA technology. It may be appropriate for the MOE to waive this requirement for the 2020 – 2021 school year and/or for boards to explore ways to ensure the professional recommendations for SEA technology can still be obtained. For example, MOE or boards could facilitate professional consultations related to access to technology for SEA claims.

2. Personal contact The OHRC has heard that students have experienced little to no personal contact with classroom teachers, special education teachers, educational assistants, speech language pathologists, social workers and other professionals. This has a particularly negative impact on students with disabilities

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Page 47 of 84 Ontario Commission Human Rights ontarienne des Commission droits de la personne who rely on this regular contact to support their learning, maintain their engagement with school and preserve their mental health.

Students with disabilities such as learning disabilities are more likely to experience co-morbid conditions such as depression and anxiety. The World Health Organization (WHO) has recognized that a sense of connectedness, good communication, and perceptions of adult caring have been shown to be related to a wide range of mental health outcomes for students. As well, the relationship between teachers and students has been shown to be associated with student progress and academic achievement.1

The OHRC is encouraged by and supports the direction in the School Safely Plan relating to students with a high level of special education needs, who may find remote learning challenging. Boards will need to consider providing the option of attending school every day, and where schools have smaller classes, such as congregated classrooms for students’ special education needs, boards are also encouraged to offer everyday timetabling.

However, to the extent that online learning continues in the 2020-2021 school year and in recognition that many parents with students with special education needs, or physical vulnerabilities to COVID-19, may choose to continue learning at home, it is imperative that students have regular personal contact with their teachers, special education teachers, educational assistants and others. As remote learning continues, there should be regular scheduled check-ins with students and parents/guardians using video conferencing or teleconferencing where technology does not support videoconferencing.

3. Professional services We understand that many professional services have been suspended as a result of COVID-19. For example, we heard that boards have not been conducting psycho-educational assessments. We also understand that access to other professional staff has been limited or inconsistent. The OHRC is concerned that the School Safety Plan does not provide specific guidance to boards in this area.

This raises significant concerns from a human rights perspective. In normal times, there can be significant wait times to access these services. Additional delays mean that some students will not be getting assessed or served in a timely way. We echo the direction provided by the MOE on May 27, 2020 that boards “must continue to ensure that mental health workers, para-professionals, and other professional staff remain available to students to support them during

1 The World Health Organization’s Information Series on School Health Document 10, Creating an Environment for Emotional and Social Well-Being, online: www.who.int/school_youth_health/media/en/sch_childfriendly_03.pdf. 4

Page 48 of 84 Ontario Commission Human Rights ontarienne des Commission droits de la personne this difficult time. Recognizing the importance of privacy and sensitivity of many of these discussions, boards must provide safe and secure options for students to directly engage with these professionals on an as-needed basis. As students face increasing mental health challenges during this pandemic, it is vitally important that mental health professionals continue fulfilling their critical role.”

For the 2020-2021 school year, it is imperative that boards have a plan to not just ensure access to staff on an as needed basis, but to continue to ensure that these staff provide the key services they typically provide including psycho- educational and speech language assessments, mental health supports, etc.

4. Screening and assessment Early and ongoing screening and assessment for learning difficulties are required by PPM-8. The OHRC has identified early screening as a key requirement to meet the needs of reading disabilities in its Right to Read inquiry. It is imperative that boards continue to ensure that educators conduct early screening and assessment of students (e.g. phonological awareness screening and reading level assessments), to identify students at risk for difficulties and be able to respond appropriately (for example, with differentiated instruction, additional support, discussion with special education teams, developing IEPs, referral for professional assessments etc.). It is particularly important that students who need access to reading intervention programs and other specialized programs be identified and offered these programs during the 2020- 2021 school year (for more on this, see below).

While the School Safety Plan for 2020 – 2021 suggests that assessment, evaluation and reporting activities should proceed as usual, the Plan is lacking on specific detail about screening and assessment for learning difficulties.

5. Instruction We welcome the MOE’s direction to boards to prioritize synchronous learning for the 2020 – 2021 school year. At the same time, we wish to convey that we have heard concerns from families that synchronous learning is challenging when households do not have enough devices. In this regard, the OHRC strongly urges boards to extend arrangements that provide devices and Internet connectivity to students who would otherwise not be able to access remote learning.

We also heard that differentiated instruction that reflects the needs and learning profiles of all students is not taking place, and that extra support may not be available. This raises concerns for several reasons. Students with learning difficulties need direct instruction from their teachers. Many parents are not equipped or in a position to “teach” their children the curriculum or support them in accessing the materials provided. The OHRC notes that some disability rights

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Page 49 of 84 Ontario Commission Human Rights ontarienne des Commission droits de la personne organizations have identified innovative teaching practices for students with disabilities and we encourage you to take a look at them.

A one-size-fits-all approach to teaching does not work for many students with disabilities and is not consistent with Universal Design for Learning.

Plans for the 2020 – 2021 school year must consider needs of students with learning disabilities and students who face barriers to at-home learning, and use scientific evidence-based approaches to help close the learning gap (for example, by providing access to synchronous phonics instruction).

6. Specialized programming Many students with disabilities rely on specialized programming, classes or supports. One example is reading intervention programs such as Empower Reading. The OHRC has heard that since the school closure in March, these programs have not continued or have continued only on a very limited basis.

While we appreciate that the sudden disruption to the school year presented several challenges, in anticipation of the 2020 – 2021 school year it will be imperative that boards find ways to continue to run these programs for students with disabilities. If children lose the opportunity to take part in these programs, the impact can be significant and life-long.

The OHRC therefore supports the School Safety Plan in urging boards to resume the delivery of special programming and to offer regular timetabling for programs like Empower Reading.

7. IPRCs, IEPs and the duty to accommodate Boards must continue to accommodate students with special education needs (whether or not they have been identified through an IPRC) to the point of undue hardship. The accommodations that students were receiving before the pandemic must continue or be adjusted to reflect the current circumstances. Boards must be attentive to whether new accommodations are necessary and take immediate steps to put these in place.

The process for reaching an accommodation solution is as important as the substance of the accommodation, and should include:  Meaningful dialogue among all parties that share the responsibility to provide accommodation, with expert assistance as required  Contingency planning, in consultation with affected families  Individual assessment of the needs of students, which may include extra one-on-one time with students virtually  Examining and evaluating less discriminatory alternatives.

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The ongoing implementation of Individual Education Plans (IEPs) and work of the Identification, Placement and Review Committees (IRPCs) will be fundamental to ensuring students who require special education supports and accommodations are able to thrive in the 2020 – 2021 school year. The OHRC heard from stakeholders that due to school closures, some parents were asked to waive IEP consultations, or where IEP meetings did happen they were very brief and parents were not given the time to ask questions or raise concerns.

Some stakeholders also informed the OHRC that IEPs were not being implemented at all. IEPs ensure vital supports and accommodations for students with special education needs, and it is unacceptable that they not be implemented. Parents/guardians must be given the opportunity to have proper IEP consultations, and boards must heed the MOE’s direction to consider changes in the school environment and/or remote learning needs when reviewing and updating IEPs. Normal waiver scenarios (i.e. where no changes to an IEP are needed) are acceptable.

Similarly, the OHRC strongly recommends that IRPC meetings continue through the 2020 – 2021 school year. The School Safety Plan does not provide specific guidance on this.

Given the heightened vulnerabilities of students who require special education support, it will also be important to regularly engage board Special Education Advisory Committees (SEACs) to discuss plans and obtain feedback.

8. Summer learning programs The OHRC supports plans for summer learning programs targeted to vulnerable students, including focused programming for students with special education needs and programming through the Provincial Demonstration schools. However, to be effective, the MOE and boards must ensure that these programs are scientific and evidence-based. For example, any programs to support reading and literacy should be based on the science of reading (e.g., they should emphasize instruction in phonological awareness and phonics in addition to including other foundational skills such as vocabulary, fluency and comprehension).

9. Shared legal responsibility The responsibility for ensuring equal treatment in educational services for students with disabilities and other Code-protected groups rests with government, unions and school boards, among others. There is a shared responsibility to ensure that COVID-19 does not result in a denial of equal treatment to students with disabilities or other students who have faced barriers

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Page 51 of 84 Ontario Commission Human Rights ontarienne des Commission droits de la personne when accessing education. All persons involved in delivering education services must work to remove barriers that impede access for vulnerable students.

The OHRC appreciates the ever-evolving circumstances surrounding COVID-19, and we know that you are continually working to address the impact of school closures on students. Vulnerable students’ rights must be at the forefront of your planning, and their needs must be supported and accommodated to the point of undue hardship.

Sincerely,

Raj Dhir Executive Director cc: Président, Association des conseils scolaires des écoles publiques de l'ontario (ACÉPO) Présidente, Association franco-ontarienne des conseils scolaires catholiques (AFOCSC) President, Ontario Catholic School Trustees' Association (OCSTA) President, Ontario Public School Boards' Association (OPSBA) Executive Director, Council of Ontario Directors of Education (CODE) Directeur général et secrétaire-trésorier, Association des enseignantes et des enseignants franco-ontariens (AEFO) General Secretary, Ontario English Catholic Teachers’ Association (OECTA) General Secretary, Elementary Teachers’ Federation of Ontario (ETFO) General Secretary, Ontario Secondary School Teachers’ Federation (OSSTF) Chair, Ontario Council of Educational Workers (OCEW) Chair, Education Workers’ Alliance of Ontario (EWAO) Coordinator, Canadian Union of Public Employees – Ontario (CUPE-ON) Hon. Doug Downey, Attorney General OHRC Commissioners

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July 20, 2020

The Honourable Stephen Lecce Ministry of Education 5th Floor 438 University Ave. Toronto, ON M5G 2K8

To the Honourable Stephen Lecce, Minister of Education,

At the meeting of July 15, 2020, Trustees of the Halton District School Board unanimously passed the following motion:

“Be it resolved that the Chair of the Board write to the Minister of Education, copying all Boards and OPSBA, on behalf of all HDSB Trustees requesting that a limited term, defined scope multi-stakeholder task force be struck to be critically reflective and develop big picture, innovative opportunities about how the publicly funded school system in Ontario can “build back better” in the wake of the COVID-19 pandemic.

Be it further resolved that should the Minister not be able to pursue this, that the Trustees of the Halton District School Board will seek partners and coordinate a forum to develop these opportunities by the end of 2020.“

The term “Building Back Better” was first used in 2006 in the aftermath of the 2004 Asian tsunami. By 2015 the term was widely used by the Disaster Risk Reduction (DRR) community (United Nations Office for Disaster Risk Reduction, 2015). It generally refers to the recovery, rehabilitation, and reconstruction phase after a disaster to increase the resilience of communities through the restoration of physical infrastructure and societal systems. The emphasis is not only on preventative measures to reduce the cost of recovery, but also on incorporating social and environmental improvements for increasing well-being of impacted societies.

The term has been utilized by leaders locally, nationally and globally during the 2019/2020 Covid-19 pandemic as a rallying term for recovery. Not only is this a hopeful basis to start from, but it provides the opportunity to reflect and identify actions that will improve the social, cultural, economic and environmental status quo contexts that have existed, oftentimes for decades, unquestioned and ineffective for some or all community members. This is certainly true in an education context, as the Covid-19 school closure period has highlighted and exacerbated systemic inequities and provided the

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opportunity to try new approaches. The purpose of this request is to seize these opportunities to “build back better” an education system in ways that we would not have imagined in the pre-Covid era. The Trustees of the Halton District School Board believe that this is both timely and imperative.

At present, the Minister hosts short, separate meetings with different stakeholders, largely as information forums. This is a starting point. There have also been a number of recent change related announcements from the Minister that could be further supported by forward-looking, system thinking so that the intended positive impacts are fully and broadly realized.

We’d like to amplify the voices of stakeholders who have made a similar request for a proactive and collaborative approach with all partners, traditional and nontraditional, who together can develop an innovative, forward thinking action plan that will indeed make Ontario’s publicly funded system one that works for all students and is the envy of the world. Since overarching educational direction is within the province’s mandate, the Ministry is most appropriately positioned to coordinate this activity. If this is not possible, the Trustees of the Halton District School Board will seek partners with the intention of implementing such a forum by the end of the 2020 year.

We look forward to working with you and diverse stakeholders on this initiative.

Sincerely,

Andréa Grebenc Chair of the Board of Trustees, Halton District School Board

Cc: MPP Ted Arnott, MPP Stephen Crawford, MPP Parm Gill, MPP Jane McKenna, MPP Effie Triantafilopoulos, Ontario English Public School Board Chairs President Cathy Abraham, Ontario Public School Board Association

Citation United Nations Office for Disaster Risk Reduction, U. (2015), Sendai Framework for Disaster Risk Reduction 2015 - 2030, https://www.preventionweb.net/files/43291_sendaiframeworkfordrren.pdf (accessed on 4 June 2020). ​

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July 16, 2020

Louise Sirisko, Director of Education Juanita Nathan, Chair of the Board York Region District School Board

RE: Ensuring Student Success Through Access to School Libraries

The Ontario School Library Association (OSLA) membership consists of more than 1,000 members who are front-line educators and school library staff essential for delivering Ontario’s primary and secondary curriculum. This includes making sure students have the digital and critical thinking skills they need to succeed in college, university or a career in the skilled trades.

We are contacting you at this critical time, as the York Region District School Board plans alternative scenarios for the 2020-21 school year, to share important information with you about school libraries and school library staff.

During the school closures due to COVID-19, school library staff have continued to demonstrate the value they bring to their boards. According to an OSLA survey, school library staff are providing leadership in the following essential functions: • The curation of digital learning resources, • Support of students, parents, and teachers in using distance learning technology, • Sharing virtual programming options with students and teachers, • Co-teaching classes and supporting curriculum linkages, and • Moving in-person programming such as read alouds, book clubs and maker activities online.

While the Grants for Student Needs (GSN) funding formula also includes allocations specifically for your school library staff, over the past two decades, hundreds of thousands of students across Ontario have lost access to school libraries and the critical resources they provide. In the past year, we have witnessed many school boards, faced with difficult decisions related to anticipated increases in class sizes, take steps to further limit student access to these foundational in-school supports. This has included re-assigning hundreds of skilled teacher- librarians into non-library roles, limiting school library hours of operation, or shutting libraries altogether.

In a recent issue of our organization’s magazine, The Teaching Librarian, the feature article of this issue looks at the state of Ontario’s school libraries. It illustrates the current reality of declining school libraries, especially in Northern, Southwestern and Eastern Ontario. Even as the issue was going to print, another school board made the decision to eliminate nearly all library staff. Since publication, more boards have reduced school library learning commons programs. We are concerned that this is and will continue to have a substantial impact on student success and post-secondary preparedness.

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We understand in planning for the return to school, boards are being asked to plan for multiple possible scenarios, including contingencies to offer at home, on-line learning. While the school library space may look different next year, school library staff are and will be integral to a successful adjustment.

Prior to the pandemic, school library staff were already leaders in supporting online learning, co- teaching classes, supporting curriculum linkages and curating library digital and print resources. According to a 2020 Report, in 43% of schools, students working on e-learning during the school day work primarily in the school library, and teacher-librarians were supporting students with their online learning. During the pandemic, school library staff have continued in these critical roles as well as providing strong leadership in supporting students, teachers and parents navigate and use distance learning technology. These functions are more essential than ever and must be maintained in our schools.

As you enter this critical planning stage for the 2020-21 school year, OSLA is committed to working with you to develop a tailored, board-specific approach to maintain and restore critical student access to school libraries and library staff. Together, we can enhance accountability and transparency by ensuring that these investments reflect the Ministry of Education’s recommended funding formula for school libraries. We believe that this can be achieved while respecting the independence of school boards and ensuring sufficient local flexibility on how best to apply this funding.

OSLA shares your commitment to ensuring that Ontario students receive a world-class education. We would welcome the opportunity to meet with you and members of your team in the coming weeks to discuss this important issue, share best practices, and identify a path forward to ensure that students in York Region District School Board will have access to this critical learning resource.

Yours sincerely,

Maureen McGrath OSLA President and on behalf of 2020 OSLA Council Members cc. Shelagh Paterson, OLA Executive Director [email protected] Melanie Mulcaster, OSLA Councillor - Mid-Central

Page 56 of 84 T F Elementary Teachers’ Federation of Ontario (ETFO) Q’ ,0 0 Fédération des enseignantes et des enseignants de I’élémentaire de |’Ontario (FEEO) 136 lSABELLA ST TORONTO ON M4YOB5 Telephone: 416-962-3836 Toll-free: 1-888-838-3836 M Fax: 416-642-2424 etfo.ca OFFICE OF THE CHAIR ACTION3'5?3 EDE?«El» E'\=.° ‘3 lNFO Cg/Vi, "Tl Bl June 26, 2020 f§§'§1. M5l J (E; IND’ - JuN292n2nNom. Board Chairs and Directors of Education Ontario Public School Boards

RE: Implementation of the New Math Curriculum

Dear Board Chairs and Directors of Education:

On behalf of the Elementary Teachers’ Federation of Ontario (ETFO) and our 83,000 members I want to thank you for all your work during these unprecedented times. The ongoing public health crisis triggered by the COVID-19 pandemic has created incredible challenges, many of which we have been able to confront together. We hope to continue to work together over the coming months, as we prepare for our schools to reopen.

On June 23, 2020, only a few days before the end of the current school year, the Minister of Education announced the release of a new math curriculum. The government’s announcement calls for this new math curriculum to be implemented as of September 2020, when schools will be potentially reopening after months of forced closures due to the pandemic. Our message to the government on this issue has been simple, now is not the time to implement a new math curriculum.

ETFO members are not opposed to updates and improvements to the current math curriculum. Our members are dedicated professionals who welcome change when that change leads to better learning outcomes. However, the implementation of a signi?cantly changed math curriculum, in the midst of an unprecedented public health crisis that has deepened learning gaps and created so much uncertainty, is unrealistic and counterproductive to the government's stated objectives.

ETFO and other education partners were given only minimal opportunities by the Ministry of Education to provide feedback on the curriculum. Without an appropriate plan and adequate time to prepare educators, administrators, students and their families, implementing this new math curriculum willcreate signi?cant uncertainty within the system, at a time when everyone needs stability.

Page 57 of 84 Board Chairs and Directors of Education - 2 - June 26, 2020

School boards and educators willbe spending the next two months preparing for the reopening of schools, based on the framework released by the government. They should not be asked to divert precious time and resources away from the essential task of planning for schools to safely reopen in order to implement a signi?cantly changed math curriculum in such a compressed timeline.

We ask that you join our call for the government to delay the implementation of the math curriculum, or alternatively work on a revised two-year implementation timeline. This would allow the government, school boards and educators additional time to develop a robust implementation plan and ensure that the necessary professional development takes place.

In a recent survey of ETFO members conducted by the Canadian Teachers’ Federation, 84 per cent of respondents found that students’ overall readiness to learn had worsened as a result of the pandemic; 88 per cent found that distance learning had negatively impacted students with unique learning needs; and 91 per cent reported the same for students living in poverty.

This September, students, educators, staff and administrators willface signi?cant challenges as schools reopen. With new safety protocols, classes with alternating attendance and the need to close the learning gaps that have been deepened by the school closures, this is de?nitely not the time to roll out a new math curriculum.

I hope that we can count on you to speak up for our school communities and to work with educators, students and their families to continue to build a public education system that is inclusive, equitable and high-quality.

I look fonlvard to your response.

Sincerely,

Q/by

Sam Hammond President

SH:FC:MG

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August 21, 2020

The Honourable Stephen Lecce Ministry of Education 5th Floor 438 University Ave. Toronto, ON M5G 2K8

To the Honourable Stephen Lecce, Minister of Education,

The Trustees of the Halton District School Board are greatly concerned and seeking clarification regarding a number of items that are critical for back to school planning and ensuring stability and confidence in public education. It is an understatement to note that there is heightened stress among all parties in the education sector and beyond due to the ongoing pressures and concern about COVID-19 and keeping everyone safe and healthy. While the health crisis evolves and demands flexibility, now is a time for collaboration and clarity of vision.

In your August 13 announcement, there were several items that are concerning:

● The well-being of students, staff, families and the community is the highest priority. In your announcement, you noted that the Province’s Medical Officer of Health has signed off on the current return to school direction regarding existing class sizes in elementary. You also stated that Boards have the choice to implement greater distancing (finding new spaces) and smaller class sizes than are in that guidance. This is highly confusing and puts our Board in a very difficult position. Elementary class sizes for elementary grades has been a source of broad contention with the Province’s return to school direction to Boards. The announcement created an expectation that would be nearly impossible to meet, particularly before September 8. In Halton, over 1200 new teachers would be required to lower elementary class sizes to 15, and additional space would need to be sourced and outfitted, transportation arranged, etc. In addition to a multitude of logistical challenges, and a lack of rental spaces in areas of need, it is anticipated that the cost to do so would be well in excess of the amount our Board could access from reserves.

● Boards are able to utilize a portion of their own financial reserves to implement changes for the upcoming school year. In Halton, reserves have been built over a number of years and earmarked for other high need situations such as upgrading facilities, a home-grown

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solution to a lack of adequate funding sources for aging school and administrative buildings.

● The July 30 direction from the Ministry, included: "Secondary schools in designated school boards will open on an adapted model, with class cohorts of approximately 15 students, attending on alternate schedules that would include in person attendance for at least 50% of instructional days." Boards (consistently) interpreted this to mean at least 2.5 days of the week, and models had been circulated to families reflecting this. While answering a press conference question, you stated that in person instruction is to be 50% of the time, causing much confusion and impacting the expectations of families and students across the province. Prior to the announcement, HDSB staff had gone through the Ministry presentation process receiving positive feedback and no red flags on a model which reflected 50% of days, with mornings for face to face learning, and afternoons for synchronous and asynchronous learning while the schools are cleaned. HDSB staff had begun the process of surveying staff and families about their intent to return. Following your comment about the expectation of in-person instruction at 50% of the time, Board staff immediately paused the process to revise the plan, diverting valuable energy and undermining the community confidence.

● In the same announcement, you noted a $50M investement to upgrade/address HVAC systems across the province. While additional investment is appreciated, with 72 Boards in Ontario of varying sizes and needs, it is difficult to say how much would flow to each board. For context, to retrofit an older secondary school with a partial air conditioning system has cost in excess of $1M in the HDSB. Facilities staff have been working tirelessly during the summer months to upgrade and update these systems, and inference of lack of safety is not helpful.

Minister, you have spoken many times about working together. It is very challenging when these announcements come with no advance notice, and Boards hear about them at the same time as thousands of concerned citizens of Ontario who, in turn, expect school boards to have answers. These announcements may trigger complex revision processes that often require additional direction from the Ministry which may or may not come in short order. You have also mentioned "scaling up" a number of times, inferring that other announcements could be coming. Systems and people are under great pressure. At this time, staff need to focus on implementing plans for return to school in just over two weeks.

Staff and students of Ontario school boards should be focussing on a safe return to school, and establishing the new learning and health and safety protocols that the COVID-19 pandemic requires. Overlaying this with new curricula (such as elementary math) complicates these processes and draws energy from where it is needed most. As such, the Trustees of the Halton District School Board are adding our voice to the many letters you've received requesting that full

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implementation of the new math curriculum be delayed, in favour of a measured transition with adequate preparation time for staff.

Minister, words matter. This is not a time for finger pointing. All Boards, and the communities they serve are different, and plans have been developed to reflect those unique restraints and needs. We are asking for consistency and clarity of vision so that all resources can be focussed on implementing back to school plans. The Trustees of the Halton District School Board look forward to actively collaborating with the Ministry of Education to help make the school year safe for students and staff so that students can learn, grow and succeed.

Sincerely,

Andréa Grebenc Chair of the Board of Trustees, Halton District School

Cc: MPP Ted Arnott, MPP Stephen Crawford, MPP Parm Gill, MPP Jane McKenna, MPP Effie Triantafilopoulos, OPSBA Member Board Chairs President Cathy Abraham, Ontario Public School Board Association

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August 24, 2020

Honourable Stephen Lecce Minister of Education Mowat Block, 900 Bay Street Toronto, ON M7A 1L2

Dear Minister Lecce:

At its regular meeting on August 18, 2020, Rainbow District School Board trustees approved the following motions regarding the Ministry’s plan for reopening schools:

Motion 20-R78 Margaret Stringer/Judy Kosmerly That the Board write a letter to the Minister of Education to advise of our deep concern that its plan for the reopening of schools in September has placed challenging expectations on boards in regards to optimal physical distancing in classrooms and on buses. Carried unanimously

Motion 20-R80 Judy Kosmerly/Judy Hunda That the Board write to the Ministry of Education to express its grave concern that boards use reserve funds to enhance physical distancing and improve air quality. Carried unanimously

The health, safety and well-being of our students and staff remains the first and foremost priority as Rainbow District School Board prepares to welcome students back to class for the 2020-2021 school year.

We want our parents/guardians to send their children to school with confidence, knowing that they will be learning in a safe and caring environment. We also want our educators and support staff to return to school with confidence, knowing that they will be working in a safe and caring environment.

To achieve this goal, we have implemented a number of health and safety protocols that, together, provide layers of protection to limit the spread of COVID-19. Physical distancing will be difficult to achieve given that we have been directed to reopen schools with full in class instruction, 300 minutes per day, five days a week. In most Rainbow District School Board schools, ensuring physical distancing would require double the number of classrooms and double the number of teachers.

On August 13, 2020, you announced that you were allowing school boards to use their reserves to enhance physical distancing and improve air quality. At first glance, the “unlocking” of $500 million in funds province-wide seemed like a good news story. Using reserves to respond to COVID-19, however, is not only imprudent, it provides a false sense of hope in a time of great uncertainty.

Boards have accumulated reserves through careful budget management. These funds are set aside to cover unanticipated expenses and shortfalls at year end. They are also earmarked for high priority initiatives, at the local level, with a focus on student achievement and well-being. These local priority initiatives are not funded by the province.

Over the past decade, Rainbow District School Board has experienced significant funding reductions due to declining enrolment. We have also been impacted by the Ministry’s School Board Efficiencies and Modernization Strategy which resulted in a cumulative loss of revenue. In order to balance its

Page 63 of 84 budget, Rainbow District School Board was forced to draw from its modest reserves over multiple years.

As we prepare for the 2020-2021 school year, we face a number of uncertainties. We don’t have actual enrolment, which drives the Grants for Student Needs or GSNs. We don’t know if the extra funds made available by the Province to date to support the safe reopening of schools will be sufficient to cover the costs for the duration of the pandemic. We don’t know if we will have unexpected expenditures mid-year.

As you have said many times, Minister Lecce, we are living in unprecedented times. There is just so much that we don’t know about the coming school year because we have never experienced this before. With this uncertainty, the financial risk on our board is greater than ever. What we do know is that we will still be expected to balance our budget at year end.

By announcing the “unlocking” of school board reserves, the Province of Ontario has essentially downloaded its financial obligations for health and safety to school boards. While it may have made for good news headlines at the time, it was a clear abdication of responsibility.

Doing this has put all boards in an untenable position. If a board uses its reserves, less funds will be available in the short and long term to manage financial risk or support board initiatives. If a board doesn’t use its reserves, it may be perceived by the public as not doing enough to support the health and safety of students and staff.

Rainbow District School Board, and indeed all school boards in Ontario, must push responsibility back to the Province to provide equitable funding for health and safety, including enhanced physical distancing in classrooms and on school buses, and improved air quality.

Rainbow District School Board applauds the Ontario Public School Boards’ Association for voicing its concerns on behalf of school boards. It’s now our turn to speak up and respectfully request that the Province provide additional new funding to school boards to respond to the unprecedented challenges of COVID-19.

Sincerely,

Doreen Dewar Chair cc: Jamie West, MPP Sudbury [email protected] France Gélinas, MPP Nickel Belt [email protected] Michael Mantha, MPP Algoma-Manitoulin [email protected] Cathy Abraham, OPSBA president [email protected] School Board Chairs Rainbow DSB Trustees

Page 64 of 84 YORK REGION DISTRICT SCHOOL BOARD Pending Items List August 21, 2020

Meeting Type Board Description Status Committee Meeting Date Board Governance 15 Sep 2020 Review of OPSBA Board of Directors' Members Scheduled Review Committee - Selection Process Public Session Board Governance 15 Sep 2020 Governance Action Plan (Monitoring Report) Scheduled Review Committee - Public Session Board Governance 15 Sep 2020 Board Governance Review: Initial Review of Operational Scheduled Review Committee - By-Laws Public Session Board Governance 15 Sep 2020 Comprehensive Board of Trustees Assessment Strategy Pending Review Committee - Public Session Board Governance 15 Sep 2020 Board Governance Review: Stakeholder Engagement Scheduled Review Committee - Strategy (For Discussion) Public Session Board Governance 15 Sep 2020 Board of Trustees' Assessment Questionnaire and Pending Review Committee - Process Review (Continued) Public Session Property Management 22 Sep 2020 2020 Capital Strategy Scheduled Page 65 of 84 Committee Meeting - Public Session Property Management 22 Sep 2020 Renaming of Vaughan Secondary School Scheduled Committee Meeting - Public Session Meeting Type Board Description Status Committee Meeting Date Board Standing 22 Sep 2020 Board Information Report: Employment Equity Plan Scheduled Committee Meeting - Update Public Session Board Standing 22 Sep 2020 Exploring the York Regional Police (YRP) Human Rights Scheduled Committee Meeting - Classroom Public Session Audit Committee Meeting - 29 Sep 2020 Timing of the Audit Committee's Key Activities Scheduled Public Session Audit Committee Meeting - 29 Sep 2020 Regional Internal Audit Team Status Update Scheduled Public Session Chair's Committee 29 Sep 2020 Board Report: Trustee Out of Province Professional Scheduled Meeting - Public Session Development and Jurisdictional Learning for the Quarter ended August 31, 2020 Chair's Committee 29 Sep 2020 Board Report: Supervisory Officer Out of Province Scheduled Meeting - Public Session Professional Development and Jurisdictional Learning for the Quarter ended August 31, 2020 Chair's Committee 29 Sep 2020 Election Voting Options for the Inaugural Board Meeting Scheduled Meeting - Public Session Chair's Committee 29 Sep 2020 Appointments to the Parent, Family and Community Annual Meeting - Public Session Engagement Advisory Committee 2020-2021 Review Chair's Committee 29 Sep 2020 Ontario Student Trustees' Association (OSTA) 2020- Annual Meeting - Public Session 2021 Membership Review Chair's Committee 29 Sep 2020 Informal Meeting of Trustees Planning (Discussion Item) Annual Page 66 of 84 Meeting - Public Session Review Chair's Committee 29 Sep 2020 Trustee Determination and Distribution for the 2022 Scheduled Meeting - Public Session Municipal Election Board Meeting - Public 06 Oct 2020 Special Announcement: LBGQT (C. Cordova) Scheduled Session Board Meeting - Public 06 Oct 2020 Special Announcement: Hispanic Heritage Month Scheduled Session (A. Tam) Meeting Type Board Description Status Committee Meeting Date Board Meeting - Public 06 Oct 2020 Special Announcement: Islamic Heritage Month Scheduled Session (N. Mahmood) Board Governance 13 Oct 2020 Reimbursement Criteria in Complaint Protocol for Scheduled Review Committee - Trustee Code of Conduct Public Session Board Governance 13 Oct 2020 Board Governance Review: Trustee Communication Scheduled Review Committee - with the Public Procedure Public Session Board Governance 13 Oct 2020 Board Governance Review: Trustee Engagement with Scheduled Review Committee - the Public and Other Elected Officials Procedure Public Session Board Governance 13 Oct 2020 Board Governance Review: Governance Policy Scheduled Review Committee - Public Session Property Management 20 Oct 2020 New School Funding Process Scheduled Committee Meeting - Public Session Board Standing 20 Oct 2020 Annual Reports: Advisory Committees (SEAC) (PEAC) Annual Committee Meeting - and (EIAC) September 2019 - June 2020 Review Public Session Board Standing 20 Oct 2020 2019-2020 Independent Office of the Integrity Annual Committee Meeting - Commissioner Expenditures Review Public Session Page 67 of 84 Board Standing 20 Oct 2020 Secondary Student Awards Annual Committee Meeting - Review Public Session Joint Board Consortium - 21 Oct 2020 Joint Board Consortium meeting (Public) Scheduled Public Session Chair's Committee 27 Oct 2020 Trustee Honoraria Annual Meeting - Public Session Review Meeting Type Board Description Status Committee Meeting Date Trustee Briefing Session 27 Oct 2020 Online Learning Overview and Demonstration Scheduled Trustee Briefing Session 27 Oct 2020 Succession Planning and Performance Evaluation in Scheduled School Boards Board Meeting - Public 03 Nov 2020 Special Announcement: Albanian Heritage Month Scheduled Session (L. Gilbert) Board Standing 17 Nov 2020 Compliance Report - Community Use of Schools Annual Committee Meeting - Review Public Session Board Standing 17 Nov 2020 Compliance Report - Annual Accessibility Report 2019- Annual Committee Meeting - 2020 Review Public Session Board Standing 17 Nov 2020 Annual Report: Director's Action Plan 2.0 and Monitoring Scheduled Committee Meeting - Plan for 2020-2021 Public Session Property Management 17 Nov 2020 Presentation: Capital Funding Scheduled Committee Meeting - Public Session Audit Committee Meeting - 24 Nov 2020 Timing of the Audit Committee's Key Activities Scheduled Public Session Audit Committee Meeting - 24 Nov 2020 Regional Internal Audit Team Status Update Scheduled Public Session Trustee Briefing Session 01 Dec 2020 Informal Meeting of Trustees Annual Review Page 68 of 84 Board Governance 01 Dec 2020 Board Governance Review: Continued Review of Scheduled Review Committee - Operational By-Law Public Session Chair's Committee 08 Dec 2020 Annual Report: Budget Development Process 2021- Annual Meeting - Public Session 2022 Review Chair's Committee 08 Dec 2020 Recognition of Heritage/Significant Months/Days Annual Meeting - Public Session Review Meeting Type Board Description Status Committee Meeting Date Chair's Committee 08 Dec 2020 Board Meeting Seating Arrangement 2021 Annual Meeting - Public Session Review Chair's Committee 08 Dec 2020 Trustee Appointments to Board and Optional Annual Meeting - Public Session Committees for 2021 Review Board Meeting - Public 15 Dec 2020 Audit Committee Report: 2019-2020 Audited Financial Annual Session Statements Review Board Meeting - Public 15 Dec 2020 Elections: Ontario Public School Boards' Association Annual Session Board of Directors' Members, Voting Delegate and Review Alternative Voting Delegate Board Standing Internally Restricted Reserve Report for the Quarter Annual Committee Meeting - ended August 31, 2020 Review Public Session Board Meeting - Public Confirmation of Review of the Multi-Year Strategic Plan Annual Session Review Property Management Education Development Charges Pending Committee Meeting - Public Session Property Management Student Accommodation - Overflow and Transfer Pending Committee Meeting - Overview Public Session Property Management Schedules of Construction Projects Pending Committee Meeting - Public Session Page 69 of 84 Trustee Briefing Session Overview of the New YRDSB Website Pending Board Standing Implementation of the new Mathematics Curriculum Pending Committee Meeting - Public Session

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To: Chair’s Committee

From: Lisa Reinhardt Manager, Corporate Secretariat and Trustee Services

Date: August 25, 2020

SUBJECT: TRUSTEE REQUESTS TO ENGAGE IN PROFESSIONAL LEARNING

In accordance with the Working Document Policy and Procedure #220.0, Trustee Services, trustees are encouraged to continuously explore opportunities for learning and knowledge mobilization and participation in professional growth and learning opportunities relevant to their role(s).

Trustees who wish to participate in workshops, courses, conferences and symposia for the purposes of professional growth and learning must provide:

• a rationale; • learning objectives connected to Board goals and priorities; • budget and funding; and • opportunities for knowledge mobilization, where applicable and appropriate.

Background

Each trustee is provided an allowance of $8,490.00 per four-year term of office, to participate in professional development activities. The maximum amount of professional development claims, per trustee, in any calendar year shall not exceed $4,000.00 for trustees without Board approval.

In addition, the Trustee Services policy and procedure specifies that the trustees who elected as Board of Directors’ Members on the Ontario Public School Boards’ Association (OPSBA) shall have their registration and expenses covered by the Board and not charged against the trustees’ personal professional learning allocation.

Page 71 of 84 Rationale

Request #1

Trustee E. Terrell-Tracey has requested to take an online webinars regarding “Daring To Do: Anti-Racist Practices to Change Education Now – Moving Beyond Awareness to Accountability, Action and Alignment” (Appendices 1a and 1b). In her application, she has indicated that this professional development opportunity will help her “advocate to change education for educators and educational leaders.” Trustee Terrell-Tracey outlined the learning objectives as understanding;

• Strategic Learning for more equitable outcomes, and • Anti-Black Racism in education, competency, capacity and courage.

The costs associated with registration and resource materials for the online is $150.00. There are sufficient funds remaining in Trustee Terrell-Tracey’s professional development budget allocation and Board approval is not required to exceed the $4000 annual limit.

Request #2

Trustee E. Sinclair has requested to take an online webinars regarding “Life Coaching” Appendices 2a and 1b). In her application, she has indicated that this professional development opportunity will help her “To develop coaching skills when working with parents and staff” Trustee Sinclair outlined the learning objective as;

• To communicate effectively

The costs associated with registration and resource materials for the online is $1299.00. There are sufficient funds remaining in Trustee Sinclair’s professional development budget allocation and Board approval is not required to exceed the $4000 annual limit.

Trustee Sinclair is aware that the request is being made after the course has started and reimbursement of costs are contingent on completion and Board approval.

Recommendation

In accordance with Policy and Procedure #220.0, Trustee Services, Chair’s Committee consider the following recommendation for consideration by the Board of Trustees at the September 15, 2020 Board meeting.

1. That, in accordance with Policy and Procedure #220.0, Trustee Services, the York Region District School Board approve the request from Trustee E. Terrell-Tracey to participate in the online webinar Daring To Do: Anti-Racist Practices to Change Education Now – Moving Beyond Awareness to Accountability, Action and Alignment, and

Page 72 of 84

2. That, in accordance with Policy and Procedure #220.0, Trustee Services, the York Region District School Board approve the request from Trustee E. Sinclair to participate in the online webinar Life Coaching.

Page 73 of 84 APPENDIX 1A

About this Event DARING TO DO: ANTI-RACIST PRACTICES TO CHANGE EDUCATION NOW Moving Beyond Awareness to Accountability, Action, and Alignment How can you harness the most powerful frameworks, insights, strategies, and tools for boldly enacting transformative change on anti-Black racism in education?

The KOJO Institute presents Daring to Do: Anti-Racist Practices to Change Education Now, a three-part learning series for educators and community partners ready to address and remedy the impacts of systemic anti-Black racism in the education system. Led by anti-racism and equity expert, Kike Ojo-Thompson, MA, BEd, this learning series is rooted in a framework of accountability that will equip you to take the decisive and strategic action needed to produce more equitable outcomes for Black students and educators.

Daring to Do: Anti-Racist Practices to Change Education Now will be delivered in two streams: Stream 1 – For Managers and Leaders, including directors, superintendents, trustees, principals, vice principals and other education leaders. Stream 2 – For Educators and Community Partners, including teachers, educational assistants, parents, social workers, and others who interact directly with students.

SERIES OVERVIEW The question of whether anti-Black racism exists in the education system has long been answered by the disproportionately negative outcomes experienced by Black students and educators. From the high rates of suspensions, expulsions, and streaming into lower academic levels, to the lack of representative hiring and culturally competent curricula, the evidence of inequity is well-documented and overwhelming.

The Daring to Do: Anti-Racist Practices to Change Education Now learning series answers a more important question: What can we do now? While numerous efforts have been made to address anti-Black racism in education and embrace diversity and inclusion in the past, a lack of critical understandings, strategic focus and actionable direction has far too often resulted in little-to-no change in the outcomes for Black students and educators.

Page 74 of 84 This transformative learning series offers a discerning, purposeful and distinctly anti-racist approach to guide and direct you to understand root causes with clarity in order to take bold concrete actions that will address the racial inequities Black students and staff face in your schools. You will be given the frameworks, insights, strategies and tools required to increase your competency, capacity, and courage to remedy the systemic anti-Black racism in the education system.

TRAINING APPROACH

The Daring to Do: Anti-Racist Practices to Change Education Now learning series examines anti-Black racism in its historical and contemporary contexts, including a review of the devastating legacies that have maintained racism for hundreds of years, how those destructive forces continue to function today, and what you can do to daringly disrupt them. While this training will explore difficult, uncomfortable and often painful truths, our approach remains solution-oriented and aligned with the core principles of equity and racial justice to support your ability to drive meaningful, purposeful and transformative change.

The training approach is: • Action-oriented – Designed to improve your competence and capacity to take tangible steps towards more equitable outcomes. • Critical – Rooted in frameworks of anti-Black racism, anti-oppression, anti- racism, and anti-colonialism. • Relevant – Focused on improving your understanding of systemic racism in today’s education system and your role in addressing it. FORMAT & SCHEDULE Both streams of the Daring to Do: Anti-Racist Practices to Change Education Now learning series consists of three 90-minutes modules delivered once per week for 3 weeks. Kike Ojo-Thompson will facilitate each session live via Zoom. Stream 1: Management & Leadership September 16, 23, and 30, 2020 | 7–8:30 pm Stream 2: Educators & Community Partners September 17 and 24, and October 1, 2020 | 7–8:30 pm (Your ticket purchase grants you access to all three sessions in your stream.)

Page 75 of 84 8/12/2020 IMG-3031.JPG APPENDIX 1B

Page 76 of 84 https://mail.google.com/mail/u/0/#inbox/FMfcgxwJXLmlTbjBPKQLJFhZDqCcxPDq?projector=1 1/1 APPENDIX 2A

Page 77 of 84 Page 78 of 84 COACHEROES – Website www.coacheroes.com

HOW IT WORKS ABOUT CONTACT LOG IN

ABOUT US Our sole purpose is to help individuals achieve extraordinary results in all kinds of aspects of their lives all the while experiencing an inner feeling of joy and fulfillment as a way of life. We do it by coaching, a one on one collaborative process in which trained professionals help our clients achieve their personal goals in areas that matters to them. We made professional life coaching accessible and convenient – so anyone who wants to exceed their biggest goals can get guidance, anytime, anywhere.

THE FUTURE OF COACHING Our platform has been developed by a unique collaboration of coaching experts, UX experts and security experts to provide a unique coaching experience of the future. Many of the benefits of leveraging technology for coaching, noting that it eliminates geographic barriers or access to individuals with specialized expertise, and enables individuals in even the most remote locations to obtain the one on one development support that they need. Technology enabled coaching also to be more cost-effective than face-to-face coaching, eliminating the need for costly travel and time away from the office for the coach.

THE FUTURE IS COACHEROES - AND IT’S ALREADY HERE 1. We us novel UX technologies, we developed an experience that provides the quality of a face-to-face coaching session in the convenience of your own home, without wasting time on commuting or searching for the right coach.

2. We use safety protocols to provide 100% guarantee of the privacy of our users.

3. We have completely transformed the coach-coachee relationship by allowing communications in the form of a messaging room, which makes the coach more available than ever.

Page 79 of 84 HOW COACHING WORKS WITH US

GETTING STARTED

1. Choose area to focus on Tell us what you are struggling with.

2. Choose a coach We will recommend coaches for you to select.

3. Schedule coaching session Set up a free online appointment with your coach.

4. Begin Coaching Meet your coach and start improving. DURING COACHING

Your personal coach

Once you're matched you will be working with the same certified life coach.

Switch coach if needed

Feel that you need a better fit? Switch your coach whenever you feel like it.

Regular guidance

Leave your coach a message whenever you feel like you need advice. Your coach will respond 1-2 times a day.

Page 80 of 84 Page 81 of 84 ,-"% /g APPLICATION TO ATTEND A CONFERENCE OR WORKSHOP APPENDIX 2B " Region District School Board) lffi*" (Excluding internal conferences and workshops organized by the York .1 /'R V$r'kt Please see reverse side before completing this form. rrt!Fr(r 5(t001 36liI *rsPi,wlearning/

Name of Applic F/'oc b e-ft -ftrte/reie ^n1' First Name Last Name 'lL Department, School Location and Position: ee

Name of Convention, Conference or Workshop: /t fe' ,dcr'l Rationale: 6 {ec.xluyt coac-L,nf SLi

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I n Location: 0aLi<---P-aus Outside Ontario: NO YES to Chief Financial (lf you checked yES, send a copy of this completed and approved form and a copy of the related expenses the

Officer )

lf ouiside of Ontario, provide additional rationale for destination (attach as a separate document if necessary) :

Estimated period of absence (including travelling time) from: 16 1Jq o Ae{ ra 2d"20 ------DatT Date

Estimated Expenditures (in Canadian Dollars)

o '1 . Registration /&?q.ln

2. Association MembershiP Fees $

3. Travel Costs $

4- Accommodation and Meals

5. Other Costs

Please include cost of taxes where applicable Total

An advance for expenses may be required if the total required exceeds $200.00. lf advance is required, complete a Cheque Requisiiion, and attach to this application. pS Nameanddateoflastconventionattended: l* -^ -; p" e O O S n

i. required *"' be required. Number of days: A supply teacher , Wltt not be f, €,:w-u J Date Signature of Applicant

FOR PRINCIPAL / /OTHER

E Approved E NotApproved Maximum approved for payment $

Budget Reference:

S rgnatur.-l Principal/Manager/other Print Name

Date Signature SuperintendenVOther Print Name Fo.m P 122 0 1 (Revised December 2019) Page 82 of 84

Juanita Nathan Chair Board Meeting - Public Session (Markham)

Cynthia Cordova Tuesday, September 15, 2020 Vice-Chair (Georgina) Electronic Meeting - 7:30 PM

Lauri Hoeg (Indigenous Trustee) 1. Roll Call

Linda Gilbert 2. Land Acknowledgement (Newmarket)

Cindy Liang 3. Canadian National Anthem (Richmond Hill) 4. Approval of Agenda Christina Lin (Student Trustee) 5. Declaration of Conflict of Interest Ron Lynn (Markham) Report from the Board Meeting - 6. Nadeem Mahmood Private Session September 15, 2020 (Vaughan) 7. Special Announcements Felix Nomerovsky (Student Trustee) 8. Student Trustee Report - Christine Lin, Felix Nomerovsky Bob McRoberts and Ashton Wood (Aurora and King)

David Sherman 9. Director's Information Report (Markham and Vaughan) 10. Ontario Public School Boards' Association Report Dr. Elizabeth Sinclair (Vaughan) 11. Approval of Board Meeting Minutes

Allan Tam (Markham) (a) Board Meeting, June 30, 2020 (*)

(b) Special Board Meeting, July 6, 2020 (*) Elizabeth Terrell-Tracey (East Gwillimbury and Whitchurch-Stouffville) (c) Special Board Meeting, August 5, 2020 (*)

(d) Special Board Meeting, August 25, 2020 (*) Ashton Wood (Indigenous Student Trustee)

Vacant (Richmond Hill)

60 Wellington Street West, Aurora Ontario L4G 3H2 (905) 727-3141 (905) 895-7216 (905) 722-3201 (416) 969-8131 Fax: (905) 727-1931 www.yrdsb.ca Page 83 of 84

12. Routine (*) and Non-Routine Presentation of Minutes and Recommendations of Board Committees:

(a) Policy and By-Law Committee, July 6, 2020 (*)

(b) Chair’s Committee, August 25, 2020 (*)

13. Receipt of Advisory Committee Minutes

14. New Business

15. Meetings and Events (*)

(a) September and October 2020 (*)

16. Adjournment

60 Wellington Street West, Aurora Ontario L4G 3H2 (905) 727-3141 (905) 895-7216 (905) 722-3201 (416) 969-8131 Fax: (905) 727-1931 www.yrdsb.ca Page 84 of 84