BOARD OF EDUCATION REGULAR PUBLIC MEETING AGENDA
School District No. 43 (Coquitlam) District Office, Board Room 550 Poirier Street, Coquitlam, BC
Our mission is to ensure quality learning October 9, 2018 opportunities for all students of all ages 7:00 p.m.
ACKNOWLEDGEMENT OF TERRITORY
A. ACCEPTANCE OF AGENDA
B. INTRODUCTIONS a) Partner Groups: SLC, DPAC, CUPE, CTA, CPVPA b) District Leadership Team
C. DELEGATIONS / PRESENTATIONS (7:05 pm) a) Thank You to Trustee Shirra and Trustee Sowden Presenter: Kerri Palmer Isaak, Chair
b) Premier’s Awards for Excellence in Education Presenter: Patricia Gartland, Superintendent
c) United Way Campaign Kick Off Presenter: Kim Tompkins, Principal, Castle Park Elementary
D. EDUCATION (7:30 pm) a) Core Competency Candids – An Inquiry into Student Voice Reno Ciolfi (Pages 4-10) (10 minutes: Presentation/ 5 minutes: Trustee Questions)
E. APPROVAL OF CONSENT AGENDA (7:45 pm) a) Approval of September 18, 2018 Regular Board Meeting Minutes b) Trustee Calendar Planning Report for Information (Pages 11-13) c) Trustee Reports for Information (Pages 14-15) d) Administrative Procedure Review Status Update (Pages 16)
Page 1 of 61 F. RESPONSE TO PREVIOUS DELEGATIONS
G. DISTRICT STAFF REPORTS (7:50 pm) a) Superintendent Patricia Gartland i) News & Events (15 minutes)
ii) Enrolment Report Gerald Shong (Pages 17-18) (5 minutes: Presentation/ 5 minutes: Trustee Questions)
b) Secretary-Treasurer Chris Nicolls i) News Update (5 minutes)
ii) Annual Facility Grant / Completed Summer Projects Ivano Cecchini (Pages 19-20) (5 minutes: Presentation/ 5 minutes: Trustee Questions)
H. UNFINISHED BUSINESS a) Policy 19 – Catchment Area Changes (Early French Immersion) Gerald Shong (Pages 21-26) (5 minutes: Presentation/ 5 minutes: Trustee Questions)
b) Seismic Early Warning Systems Rob Zambrano (Pages 27-28) (5 minutes: Presentation/ 5 minutes: Trustee Questions)
I. QUESTION PERIOD (8:50 pm) (10 minutes) (for questions that relate to agenda items only) a) Trustees
b) Gallery
J. NEW BUSINESS (9:00 pm) a) Community Schools Report Rob Zambrano (Pages 29-36) (10 minutes: Presentation/ 5 minutes: Trustee Questions)
b) Action Plans for Learning Reno Ciolfi (Pages 37-52) (10 minutes: Presentation/ 5 minutes: Trustee Questions)
c) Child Care Task Force Kerri Palmer Isaak (Verbal)
Page 2 of 61
d) Maintenance Study Report Ivano Cecchini (Pages 53) (10 minutes: Presentation/ 5 minutes: Trustee Questions)
e) Emergency Preparedness Rob Zambrano (Pages 54-58) (10 minutes: Presentation/ 10 minutes: Trustee Questions)
K. NOTICES OF MOTION (10:15 pm)
L. BCSTA ITEMS OF BUSINESS (10:15 pm) a) BCSTA Metro Branch Report Trustees Cahoon & Denison b) BCPSEA Report Trustee Thomas c) Provincial Council Report Trustee Hobson d) DPAC Report (Page 59) Trustees Sowden, Denison & Cahoon e) SLC Report (Page 60-61) Trustee Denison f) ELL Consortium Report Trustee Cahoon g) Coquitlam Foundation Report Trustee Cahoon
M. QUESTION PERIOD (10:25 pm) (10 minutes) (for questions that relate to agenda items only) a) Trustees b) Gallery
N. ADJOURNMENT (10:35 pm)
ANNOUNCEMENT
Next Public Board Meeting: November 20, 2018 – 7:00 p.m. Location: District Office (Board Room), 550 Poirier Street, Coquitlam, BC Contacts regarding agenda items: Kerri Palmer Isaak, Chair – 604-939-9201 Chris Nicolls, Secretary-Treasurer/CFO – 604-939-9201 Jennifer Toderas, Executive Assistant – 604-939-9201
Page 3 of 61 SCHOOL DISTRICT NO. 43 (Coquitlam)
MEMORANDUM
TO: Patricia Gartland, Superintendent of Schools
FROM: Reno Ciolfi, Assistant Superintendent
DATE: October 9, 2018
SUBJECT: Core Competency Candids – An Inquiry into Student Voice
COPIED TO: District Leadership Team
Recommended Action: the following is provided for information.
Background: Core Competency Candids is a student run, teacher supervised, inquiry project unfolding in Division 3 at Baker Drive Elementary School. The students, in grades 3,4 and 5, working in partnership with their teacher Kelsey Keller, have created the Core Competency Candids as a way to share their developing understanding of the Core Competencies. This inquiry was born out of a desire for students to be heard amidst a sea of adult voices. The students wanted a platform through which they could share their unique perspective in their own words. The Core Competency Candids are currently a collection of student ‘video diary’ entries in which the students respond to teacher generated questions on a Twitter platform.
Combining revised curriculum with student inquiry, agency, and ownership of learning has the potential to be transformative for everyone involved. This year, the inquiry project has been expanded with the generous support of a SET-BC Synergy Project grant in the Communication stream.
Attending the Board meeting on October 9th, 2018 will be Mrs. Kelsey Keller. She will be presenting on behalf of the students from the 2017/18 and 2018/19 classes of Division 3.
The “Core competencies are sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deep learning and life-long learning. Through provincial consultation, three core competencies were identified: Personal and Social Awareness and Responsibility, Thinking, and Communication. These competencies come into play when students are engaged in “doing” in any area of learning. This includes activities where students use thinking, collaboration, and communication to solve problems, address issues or make decisions. The ultimate goal is for learners to employ the core competencies every day in school and in life, and for the core competencies to be an integral part of the learning in all curriculum areas.”1
1 Ministry of Education https://curriculum.gov.bc.ca/competencies
Page 4 of 61 2018‐10‐04
“Core Competency Candids”
Twitter: @corecandids
(Division 3 and Kelsey Keller)
B.L.C Inquiry Question:
What might happen if my students' voices are a larger part of systemic discussions about the Core Competencies?
This inquiry grew out of a Student‐generated inquiry project…
Page 5 of 61 1 2018‐10‐04
Where are the STUDENT voices?
In 2017… I wanted to develop the core competencies as part of their inner voice.
The result?
In 2018...THEY wanted to use their core competencies to SHARE that developing voice.
Page 6 of 61 2 2018‐10‐04
Supporting Students Supporting Teachers
• How might I support their desire for • How might my students’ voices impact the agency and voice? way teachers view the Core Competencies?
• How might this inquiry influence our core • How might my students’ voices inspire competency development? teachers?
• How might this inquiry influence our • How might my students’ voices influence classroom culture? MY practice?
Hunches: • *deep breath* • ”Don’t develop expectations” • “Be Present, be responsive, be curious”
Page 7 of 61 3 2018‐10‐04
Page 8 of 61 4 2018‐10‐04
VIDEO
Page 9 of 61 5 2018‐10‐04
Surprises (so far):
• The kids started using the equipment to share video ‘diaries’ with me.
• They started to BEG for time to talk about, and debate, the CCs.
• My most reluctant learners became leaders.
• Parents noticed an improved ability to communicate at home (being more mindful about their inner process – self reflection ‐ and articulating it to parents).
• Their writing improved (they wanted to pre‐write before entering the ‘cave’) – increase in detail and improved organization.
• How much delight they took in being ‘experts’.
“We are UNCOVERING the Core Competencies Not COVERING them.”
‐ Maureen Dockendorf
Page 10 of 61 6 CONSENT AGENDA
BOARD OF EDUCATION Calendar Planning
October 9, 2018
DATE MEETING LOCATION TIME OCTOBER 2018 9 Board Meeting District Office, Board Room 7:00 pm 11 Coquitlam Foundation Meeting Coquitlam City Hall 6:00 pm 15 Employee Long Service Recognition Event Westwood Plateau Golf & Country 4:00 pm 20 General Election for School Trustees 24 DPAC Meeting Winslow Centre, Gallery Room 7:00 pm NOVEMBER 2018 5-6 BCPSEA Symposium Coast Coal Harbour Hotel All day 6 Inaugural Board Meeting Winslow Centre 7:00 pm 8 Coquitlam Foundation Meeting Coquitlam City Hall 6:00 pm 15 Finance & Audit Committee Meeting District Office, Board Room 3:30 pm 20 Board Meeting District Office, Board Room 7:00 pm 28 DPAC Meeting Winslow Centre, Gallery Room 7:00 pm 28 ELL Consortium Meeting Burnaby Central Secondary 9:30 am 29 BCSTA Provincial Council Hyatt Regency Vancouver 7:30 am 29-1 BCSTA Trustee Academy Hyatt Regency Vancouver All day December 2018 1 BCSTA Metro Branch Meeting Hyatt Regency Vancouver 7:30 am 6 Coquitlam Foundation Meeting Coquitlam City Hall 6:00 pm 11 Board Meeting District Office, Board Room 7:00 pm JANUARY 2019 15 Board Meeting District Office, Board Room 7:00 pm 25-26 BCSTA New Trustee Academy Sheraton Vancouver Airport Hotel All day 29 Finance & Audit Committee Meeting District Office, Board Room 4:00 pm 30 DPAC Meeting Winslow Centre, Gallery Room 7:00 pm TBD BCSTA Metro Branch Meeting District Office, Board Room 11:00am FEBRUARY 2019 5 Board Meeting District Office, Board Room 4:00 pm 8-9 BCSTA Provincial Council Morris J Wosk Centre for Dialogue All day 26 Board Meeting District Office, Board Room 7:00 pm Page 11 of 61 DATE MEETING LOCATION TIME FEBRUARY 2019 27 DPAC Meeting Winslow Centre, Gallery Room 7:00 pm APRIL 2019 2 Finance & Audit Committee Meeting District Office, Board Room 4:00 pm 3 DPAC Meeting Winslow Centre, Gallery Room 7:00 pm 9 Board Meeting TBC 7:00 pm 16 Board Meeting (Special) TBC 6:30 pm 23 Board Meeting TBC 7:00 pm 24 DPAC Meeting Winslow Centre, Gallery Room 7:00 pm 25-28 BCSTA AGM Sheraton Vancouver Airport Hotel All day 27 BCSTA Provincial Council Sheraton Vancouver Airport Hotel All day MAY 2019 7 Finance & Audit Committee Meeting District Office, Board Room 4:00 pm 14 Board Meeting District Office, Board Room 7:00 pm 29 DPAC Meeting Winslow Centre, Gallery Room 7:00 pm JUNE 2019 4 Finance & Audit Committee Meeting District Office, Board Room 4:00 pm 6 District Retirement Event Hard Rock Casino (TBC) 5:00 pm 11 Board Meeting District Office, Board Room 7:00 pm
Page 12 of 61 CONSENT AGENDA
SCHOOL DISTRICT NO. 43 (COQUITLAM) Office of the Secretary-Treasurer MEMORANDUM
TO: Board of Education FROM: Chris Nicolls, Secretary-Treasurer/CFO DATE: October 9, 2018 SUBJECT: Record of In Camera Meetings
As per Section 72(3) of the School Act, the Board of Education reports that the following items were addressed at in camera meetings:
Special In Camera meetings held on September 18, 2018: 1. Personnel matter
In Camera meetings held on September 18, 2018: 1. Approval of previous minutes 2. Personnel matters 3. Land matters 4. Financial matters 5. Legal matters 6. Other matters
Page 13 of 61 CONSENT AG ENDA Board of Education
School District No. 43 (Coquitlam)
TRUSTEE REPORTS
October 9, 2018
Trustee Carol Cahoon participated in the following activities, events and meetings:
• Sept 16 – Annual Terry Fox Run, Mundy Park, Coquitlam • Sept 18 – Special In Camera, In Service, In Camera and Regular Public Board meetings, School Board Office, Coquitlam • Sept 20 – Middle Childhood Matters Committee meeting, City Centre Public Library, Coquitlam • Sept 20 – City of Coquitlam Volunteer Recognition event, Westwood Plateau Golf Club, Coquitlam • Sept 23 – First Tri-Cities Pride Society event, Coquitlam Town Centre Plaza, Coquitlam • Sept 23 – Coquitlam Express “Home Opener” game honouring the Humbolt Broncos and benefits collected went to Wade MacLeaod and his family, Poirier Recreation Centre, Coquitlam • Sept 24 – LINC “Welcome Back” meeting, Coquitlam Continuing Education Montgomery Street location, Coquitlam • Sept 27 – “Canvas of Change” event to raise funds for the Youth Art Engagement Project held in SD43 schools, St. James Hall, Vancouver • Oct 2 – Childcare Operations meeting with the City of Coquitlam and the Ministry of Children and Family Development, City Hall, Coquitlam • Oct 2 – Coquitlam Montessori Society “Meet & Greet”, Pasta Polo, Coquitlam • Oct 2 – Official Opening Ceremony and Open House, Smiling Creek Elementary, Coquitlam • Oct 2 – All Candidates meeting of Coquitlam Mayor and Council candidates hosted by the Tri-Cities Chamber of Commerce, Evergreen Cultural Centre, Coquitlam • Oct 3 – Student Leadership Council - Middle School General Meeting, Scott Creek Middle School, Coquitlam • Oct 3 – School Trustee & District Leadership Team tour of the new Ecole Banting Middle School, Coquitlam
Page 14 of 61 CONSENT AG ENDA
Board of Education
School District No. 43 (Coquitlam)
TRUSTEE REPORTS
October 9, 2018
Trustee Barb Hobson participated in the following activities, events and meetings:
September 11 – Finance & Audit Committee Meeting, Board Office, Coquitlam September 13 – CTA & CPVPA Retirement Function, PoCo Inn, Port Coquitlam September 14 – Student Leadership General Meeting, Gleneagle Secondary, Coquitlam September 16 – Terry Fox Run, Mundy Park, Coquitlam September 18 – Special In-Camera, In-Service, In-Camera Meetings, Board Office, Coquitlam September 18 – School Board Public Meeting, Board Office, Coquitlam September 20 – Coquitlam’s Volunteer Recognition Event, Westwood Plateau, Coquitlam September 29 – Confucius Institute 10th Anniversary Celebration, Centennial Secondary, Coquitlam October 2 – Meeting with Coquitlam City Council, Coquitlam City Hall, Coquitlam October 2 – Smiling Creek Elementary Opening, Smiling Creek Elementary, Coquitlam October 3 – SLC Middle School General Meeting, Scott Creek Middle, Coquitlam October 3 – Ecole Banting Middle School Tour, Coquitlam October 3 – DPAC Orientation Meeting, Winslow Centre, Coquitlam October 4 – SLC Secondary School General Meeting, Gleneagle Secondary, Coquitlam
Page 15 of 61 CONSENT AG ENDA
School District No. 43 (Coquitlam)
M E M O R A N D U M
TO: Patricia Gartland, Superintendent FROM: Peter Chevrier, Manager, Community Relations DATE: October 9, 2018 RE: Update on the Administrative Procedures Review
For the Board’s Information Here is an update on the ongoing Administrative Procedures (AP) review. The APs below, and supporting forms if applicable, have been reviewed and subject to their review status, they remain unchanged, deleted, revised, rewritten or are new.
A total of 178 APs and 65 forms have been reviewed to date.
AP 301 Systematic Immunization of Students Merged AP 160 into AP 301 Rewrite
AP 513 Capital Endowment Fund Outdated and no longer needed. Delete
AP 563 Sharing of Rental Revenue Revised to include info on revenue sharing with schools. Rewrite
Page 16 of 61 School District No. 43 (Coquitlam)
M E M O R A N D U M
TO: Patricia Gartland, Superintendent of Schools
FROM: Gerald Shong, Assistant Superintendent
DATE: October 5, 2018
SUBJECT: Enrolment Update
COPIED TO: District Leadership Team
Recommended Action:
The following is provided for information.
Enrolment Summary:
The Ministry of Education 1701 enrolment snap shot was completed on Friday, September 28, 2018. Final numbers will vary slightly after duplicate district claims are resolved.
The following is an update on District enrolment:
The February 2018 enrolment projection for K-12 Standard Schools and Alternate Schools was 30,243 FTE. This enrolment count included: K-12 Standard School count: 29,863.00 FTE Alternate School count: 380.00 FTE Total K-12: 30,243.00 FTE
September 28, 2018 Ministry Enrolment Submission: K-12 Standard School count: 30,007.69 FTE Alternate School count: 427.00 FTE Total K-12: 30,434.69 FTE
September enrolment increase over February 2018 Projection: 191.69 FTE
The following is a list of schools that are identified as alternate schools:
CABE; Encompass 10-12; LINC-CLC; Suwa’lkh Learning Centre; Tri-Cities SOAR
Page 17 of 61 Comparison between September 2017 and September 2018 K-12 plus Alternate Education Enrolment:
September 2017 Total K-12: 30,386.94 FTE September 2018 Total K-12: 30,434.69 FTE Variance: Increase of 47.75 FTE
The table below shows the enrolment for supplemental funding categories compared to the February 2018 projections.
Funding Category February Projection September 28, 2018 Variance
Special Education FTE 1,314 1,383 + 69
English Language Learners FTE 4,440 4,725 + 285
Aboriginal Education FTE 1,260 1.291 + 31
Page 18 of 61 SCHOOL DISTRICT NO. 43 (COQUITLAM)
FACILITIES DEPARTMENT
MEMORANDUM
TO: Chris Nicolls, Secretary-Treasurer/CFO
FROM: Ivano Cecchini, Executive Director, Facilities and Planning Services John Vantol, Assistant Director, Maintenance Operations
DATE: October 2, 2018
SUBJECT: Annual Facilities Grant / Completed Summer Projects
COPIED TO: District Leadership Team
Recommended action: For Information Purposes
Background Information:
Each year our District plans projects and upgrades supported by funds provided to the District through the Annual Facilities Grant (AFG), Carbon Neutral Capital Projects (CNCP) and School Enhancement Projects (SEP). In addition, this year, the Board of Education funded the addition of classroom spaces, and portables to meet “best efforts” resulting from the Supreme Court Ruling (SCC) around class size and composition. The total value of this year’s projects is in the range of $10 000 000.
Some of the larger AFG/ CNCP/ SEP projects we undertook include:
• Re-roofing work totalling approximately $2.200,000 at Scott Creek, Mountainview, Kwayhquitlum and Coquitlam River.
• Mechanical Service Upgrades at multiple locations including fire hydrant installations totalling over $700,000.
• Site & Facility Upgrades including HVAC planning, stair replacements, and a host of deferred maintenance projects totalling approximately $330,000.
• Boiler & Associated System Overhauls/Updates at 10 locations totalling $80,000.
• Alarm panel & security upgrades totalling $140,000.
• Exterior Painting, completed by our CUPE district paint team, totalling $260,000 at Mundy
Road, Harbour View, Anmore ElementaryPage & 19 Port of 61 Moody Secondary.
• LED Lighting Upgrades completed by our CUPE district electricians, totalling approximately $700,000 to Kilmer Elementary, Maillard Middle, CABE, Port Moody & Gleneagle Secondary.
Lighting and other energy saving initiatives promote sustainability; they often also qualify for BC Hydro rebates along with reducing future operating costs for our district.
Board of Education Supported SCC Projects
In addition to the projects identified above, the District completed 16 classroom renovations, 15 portable relocations, and purchased and sited 4 new portables. Over the last two years this means that we have created 64 additional classroom spaces. In order to create these classrooms 119 rooms were reconfigured or adapted to other available teaching spaces.
Page 20 of 61 SCHOOL DISTRICT NO. 43 (COQUITLAM)
MEMORANDUM
TO: Patricia Gartland, Superintendent FROM: Gerald Shong, Assistant Superintendent Ivano Cecchini, Assistant Secretary-Treasurer, Facilities & Planning Services Devon Ross, Principal, Facilities Initiatives
DATE: October 9, 2018 SUBJECT: Policy 19 – Catchment Area Changes (Early French Immersion) COPIED TO: Chris Nicolls, Secretary-Treasurer
Recommended Action: This is provided to the Board of Education for information.
Background:
As previously reported, School District # 43 (Coquitlam) completed an annual district-wide catchment boundary review. Catchment area changes for Programs of Choice potentially needing alterations for the 2019-2020 school year were identified. After a thorough analysis of short, medium, and long-term enrolment trends, it was determined that changes may be required in a few areas. The Catchment Boundary Review Process involved identification of potential changes, sharing information regarding these proposed changes with stakeholders, and receiving feedback. Stakeholders included Partner Groups, the French Advisory Council, as well as staff and families at potentially impacted schools. Following analysis and evaluation of feedback, it was recommended to proceed with the proposed changes. Changes will be in place prior to school registration for September 2019. Decisions will be communicated to stakeholders. The communications shared with stakeholders as well as a copy of the online feedback form are attached to this memo.
Page 21 of 61 Early French Immersion – Proposed Catchment Area Changes Announcement
September 24, 2018
As a part of the annual district-wide catchment boundary review, some Early French Immersion catchment areas for the 2019-2020 school year have been identified for proposed changes. This is a continuation of our district’s work to provide a sustainable French Immersion program within SD43. Please feel free to provide feedback on the separate form sent with this announcement.
Proposed Changes for Early French Immersion
1) Change the EFI Middle School catchment area to Banting Middle A very small area of the Porter Elementary French Immersion catchment currently feeds into Maillard Middle School. The rest of the area of the Porter Elementary French Immersion catchment feeds into Banting Middle School. The proposal is for all students currently attending early French immersion at Porter Elementary to have Banting Middle School as their catchment school. Students with siblings at Maillard Middle School will still be allowed to attend Maillard Middle School with their sibling.
2) Assign all catchment students for Westwood Elementary to Westwood Elementary as their EFI catchment Prior to Westwood Elementary having a French Immersion program, students living near Westwood Elementary neighbourhood catchment went to Nestor Elementary for French Immersion. Now that we have a French Immersion Program at Westwood Elementary, the proposal is for new Kindergarten students living in the Westwood Elementary neighbourhood to attend Westwood Elementary for French Immersion. New Kindergarten students with siblings at Nestor Elementary will still be allowed to attend Nestor Elementary with their sibling.
3) Assign all catchment students for Glen Elementary to Nestor Elementary as their EFI catchment Currently French Immersion students living in the Glen community are split to either Nestor Elementary or Westwood Elementary. The proposal is for all new Kindergarten students from this area to have Nestor Elementary as their French Immersion catchment school. New Kindergarten student with siblings at Westwood Elementary will still be allowed to attend Westwood Elementary School with their sibling.
www.sd43.bc.ca Page 22 of 61 Proposal 1 - Change the EFI Middle School catchment area to Banting Middle
A very small area (shown within the red rectangle) of the Porter Elementary French Immersion catchment area (highlighted in blue) currently feeds into Maillard Middle School. The rest of the area of the Porter Elementary French Immersion catchment feeds into Banting Middle School (shown within the red circle). The proposal is for all students currently attending early French immersion at Porter Elementary to have Banting as their French Immersion Middle school catchment area. Students with siblings at Maillard Middle School will still be allowed to attend Maillard Middle School with their sibling.
www.sd43.bc.ca
Page 23 of 61 Proposal 2 - Assign all catchment students for Westwood Elementary to Westwood Elementary as their EFI catchment
Prior to Westwood Elementary having a French Immersion program, students residing in the Westwood Elementary neighbourhood catchment (highlighted in red) went to Nestor Elementary for French Immersion. Now that we have a French Immersion Program at Westwood, the proposal is for new Kindergarten students living in the Westwood Elementary neighbourhood catchment to attend Westwood Elementary (shown within the blue circle) for French Immersion. New Kindergarten students with siblings at Nestor Elementary will still be allowed to attend Nestor Elementary with their sibling.
www.sd43.bc.ca
Page 24 of 61 Proposal 3 - Assign all catchment students for Glen Elementary to Nestor Elementary as their EFI catchment
Currently French Immersion students living in the Glen catchment area (highlighted in green) are split to either Nestor Elementary or Westwood Elementary for Early French Immersion. The proposal is for all new Kindergarten students from this area to have Nestor (shown within the red circle) as their French Immersion catchment school. New Kindergarten student with siblings at Westwood Elementary will still be allowed to attend Westwood Elementary School with their sibling.
www.sd43.bc.ca
Page 25 of 61 Feedback Form Proposed Early French Immersion Catchment Area Changes Return by: September 28, 2018 1) Please describe who you are: Parent/Guardian - Indicate what school(s) your child/children presently attend: ______School District # 43 Employee (Location): ______DPAC Member SLC Member Other (Please describe): ______
2) School District 43 welcomes your feedback regarding the proposed early French Immersion catchment changes. Please provide your feedback in the space below.
Type into the form fields above, save to your computer, and email it as an attachment to [email protected] by September 28, 2018. Page 26 of 61
School District No. 43 (Coquitlam)
M E M O R A N D U M
TO: Patricia Gartland, Superintendent
FROM: Robert Zambrano, Assistant Superintendent Stephen Whiffin, Director of Instruction for Learning and Information Technology
DATE: October 9, 2018
SUBJECT: Earthquake Early Warning Systems (EEWS)
Copy: Chris Nicolls, Secretary-Treasurer
Recommended Action: The following is provided for Board information.
In response to the direction of the Board of Education at the September 18th Board Meeting, we provide an initial update on the viability and practical implementation of Earthquake Early Warning Systems (EEWS) for seismically challenged schools.
It is important to note, that in our preliminary investigation related to this topic, there does not appear to be an agreed Federal, Provincial or industry standard with respect to early warning and detection systems, no standard or recommended guidelines according to the building code of B.C. (as there is for smoke detectors and fire alarms), and little “proven” effectiveness of these systems. Most systems appear to be in their infancy or pilot stage.
There appears to be only a few local providers of technology and hardware related to EEWS. We have been able to source four such providers and current pilot studies.
Below is a list of providers with a brief summary of their specific technology and cost. 1. Supplier #1 • Local company • $1200 - $1500 approximate cost – Upgrades or modification to various PA systems could substantially increase costs. • Piloting in a school district • Sensor sites in Tofino and Ucluelet • Requires Internet or Wi-Fi – also has a Standalone mode: uses sensors in Vancouver area • Uses Amazon Internet of Things (“I of T”) Technology • Strobe light and spoken Alarm over P.A. • Suggests 31-53 seconds of warning time • Issues to rectify – Network security, accuracy and effectiveness,
Page 27 of 61
2. Supplier #2 • Vancouver • Educational institution pilot with a private School Board and some public schools • Network of cylindrical sensors called “tetras” linked to sensors off the coast – testing twice per year – daily seismic and working reports. • Approx. cost $30 – $50,000 dollars per site • 15-40 second warning time • Issues to rectify: cost, can we hook to the system near an already existing “tetra”, requires the internet to operate.
3. Supplier #3 • Vancouver • Standalone Units • Approx. $10,000 for home units (plus monthly fee) with App available for $85/month • Cost for commercial $50,000 plus $2500 installation • Currently piloted in a public infrastructure project • Issues to rectify: Accuracy/Effectiveness- time between p-wave and s-wave approx. 1 minute dependent on location. Is this consistently applied to all contexts?
4. Supplier #4 • Federally funded – sensors currently being placed in partnership with an educational institution • Hope is to have greater network for reliability of sensors and communications.
Considerations:
It is evident that there are many questions that still need to be answered to the practicality and effectiveness of EEWS, especially with respect to accuracy and reliability, but also with respect to cost, security and internet reliance in some cases.
It is important to note, that while any of the above mentioned systems may provide an accurate account of seismic activity, the time provided to occupants in response to the event seems highly variable and seems to depend greatly on the context of the seismic event. In consultation with those in the field so far, it is evident an alarm would only provide enough time for building occupants to Drop, Cover and Hold On. Evacuating the building without actually knowing how much time one would have to do so would be highly problematic in a seismically challenged building. The response in such cases would still be to Drop, Cover and Hold On. One would then have to reconcile this response, with the cost effectiveness and accuracy in seismically challenged structures, where remaining in a building could still be problematic.
Conclusion/Recommendations:
In light of the research to date, we recommend addressing the issue to the Ministry of Education, Capital Division and allow them to make the determination as to the practical application of implementation of an EEWS system.
Page 28 of 61 School District No. 43 (Coquitlam) M E M O R A N D U M
TO: Patricia Gartland, Superintendent
FROM: Robert Zambrano, Assistant Superintendent
DATE: October 9, 2018
SUBJECT: Community School Review
I am pleased to provide you with the process, findings and recommendations of our internal review involving many community partners.
The complete report is attached for your reference and preview.
We hope to have the Board support our continued community dialogue and receive permission to review this report with city staff and/or councils to help better fulfill our objectives.
Page 29 of 61 2018‐10‐04
Community School Review Summary
Presented by: Robert Zambrano Assistant Superintendent Jeff Stromgren Community Connections and Healthy Living Coordinator
Oct 9th 2018 Board meeting
What is a Community School? • A Community School is defined as the hub of the community. It is people, a place and a set of partnerships between the school and other community resources. Its integrated focus on student success, child and youth development, family support and community development leads to improved student learning, stronger families and vibrant, healthier communities. • Community Schools were established in response to the economic, social and cultural needs of students, families and the surrounding community, with a particular emphasis on reducing student vulnerability. It has tried to follow evidenced based research and best practices, and is akin to similar programs visible in many jurisdictions across North America.
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Our schools
• Central • Pitt River Middle • James Park • Minnekhada Middle • Miller Park • Seaview
• Maillard?
Threads to Community Education
•Community Development •Lifelong Learning •Socio‐Emotional Development •Health and Wellness
Page 31 of 61 2 2018‐10‐04
9 Core Elements of Community Schools
• Early Learning • Out of School Programs • Youth Connections • Supported and Enhanced Student Learning • Family Support Services • Community Use of the Facilities • Community Engagement • Community and Continuing Education • Integrated Services
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Why Review?
• Lack of coordination between community schools, and little oversight from both business and educational sides of the organization
• Long time since a formal review was conducted
• Our students and communities have changed significantly over the past number of years, and our programs and service expectations have changed. We are now able to gain more in depth data about our communities and have this data in a more timely fashion. As a result, we feel that we can be more responsive to the needs of our communities in an ongoing manner.
Page 33 of 61 4 2018‐10‐04
Process
• Worked with John Talbot to develop a process involving our community partners. • Six‐ three hour sessions • Data/Program Review • Learning Sessions • Identified Challenges and Opportunities • Suggested Changes • Refinement of Recommendations
Partners Municipal Partners: • Port Moody – Jim Lacroix, Manager of Recreation • Coquitlam – Kerri Lore, Community Partnerships and Policy Manager • Vinh Truong, Community Recreation Manager • Port Coquitlam – Glen Mitzel, Area Recreation Manger Parent Representative: • Joc Widjaya ‐ ‐ Parent at Seaview Community School Community Agencies/Foundations: • Tong Guan ‐ Do What U Luv Foundation‐, Founder and Executive Director • Gord Peterson ‐ Place Maillardville, Executive Director • Jessie Au ‐ Place des Arts, Senior Fine and Performing Arts Programmer Community School Representatives: • Frank Pearce ‐ Principal Seaview Community School • Dasha Belskaya ‐ Community Development Facilitator School District Representatives: • Karen Exley ‐ Youth Worker at CABE • Malcolm Key ‐ Aboriginal Community Development Facilitator • Mark Clay ‐ Principal Maillard Middle School • Jeff Stromgren ‐ Healthy Living and Community Connections Coordinator • Robert Zambrano ‐ Assistant Superintendent
Page 34 of 61 5 2018‐10‐04
Key findings • Limited understanding and scope of Community School purpose and operation • Unclear roles and responsibilities of all in community schools • Lack of coordinated structure for delivery • Focus only on Out of School Programs and Community Use of Facilities • Pockets of vulnerability in every school and changes in vulnerability over time • Lack of coordination with Finance and Rentals
Key Recommendations • Shift from a Community School to a Community Development Model. • Identify “need” at each site • Advisory at each Community School • Diversify offerings at Community Schools, then extend Community Development model to other schools • Greater oversight and involvement of Healthy Living Coordinator • Recommend an administrator/manager overseeing Community Development • Umbrella agreement with all municipalities and more formal relationships with non profits and other partners
Page 35 of 61 6 2018‐10‐04
Instant Change • Healthy Living and Community Connection Coordinator the temporary lead • KEV as a platform for registration and payment • Centralized accounting and facility rentals • Hired three Community Development Facilitators • Focus on relationships, expansion of 9 elements in community schools based on need, then move towards community development initiatives in other schools.
Thank You
Questions?
Page 36 of 61 7 SCHOOL DISTRICT NO. 43 (Coquitlam)
MEMORANDUM
TO: Patricia Gartland, Superintendent of Schools
FROM: Reno Ciolfi, Assistant Superintendent
DATE: October 9, 2018
SUBJECT: Action Plans for Learning
COPIED TO: District Leadership Team
Recommended Action: that the Board of Education approve the Action Plans for Learning for the schools in School District 43 (Coquitlam) for the 2018-2019 school year.
Background:
Principals, vice principals and teachers in School District 43 (Coquitlam) are responsible for developing Action Plans for Learning (APLs), in consultation parents and guardians. Students and support staff can also influence Action Plans for Learning.
Actions Plans for Learning depend on access to relevant information about student learning, authentic and meaningful dialogue and evidence-based approaches to enhancing student learning. The foundations of the success of the school planning process are teacher engagement, teacher leadership and a governance approach that supports these.
The requirements for Action Plans for Learning are determined by Section 8.3 of the School Act and Administrative Procedure 100 – Framework for Enhancing Student Learning. Each principal must submit the APL for their school to the Superintendent by June 30, 2018. Each Action Plan for Learning is reviewed and approved by the assistant superintendent assigned to the school, before it is put forward to the Board for approval. Each school’s APL is published on the school’s website.
This presentation will link Action Plans for Learning with the Board’s Directions 2020 – Strategic Goals and Objectives document. Factors that contribute to the success of school planning in School District 43 (Coquitlam) will be presented along with summary information about schools’ Action Plans for Learning for the 2018-2019 school year.
Page 37 of 61 Action Plan for Learning
School Name:
School Goal: hooC se a goal area.
School Year:
Goal / Inquiry Student learning
Rationale 1-3 reasons for choosing goal
References and sources to support actions
Backup Documentation
Planned Actions Continuing practices working well (1-3) • What will we do differently? (1-3) • How will we provide for staff development and collaboration? • How will we involve parents? • How will we involve students? • How will we monitor progress and adjust actions? Backup Documentation
Page 38 of 61
Documentation of learning Key evidence of change • How did your actions make a difference? • Choose 1-3 pieces of evidence to demonstrate the impact your actions have had on student learning to meet your goal. • Documentation could include video, survey results, performance standard data, anecdotal evidence, work samples, etc.
Backup Documentation
School Community Engagement Process • How did you engage parents, teachers, students & support staff in developing your APL? • How did you share your APL goals with parents, teachers, students & support staff?
Backup Documentation
Reflection Highlights • Where are we now? • What are some patterns emerging? • What surprised you? • What conclusions / inferences might you draw? • How does this inform potential next steps?
Backup Documentation
Page 39 of 61
(Delete this section if Literacy is your main goal) Literacy Data Attach the following: • Classroom Assessment • School Assessment • FSA results
Signatures
School Name: School Goal: hooC se a goa l area. School Year:
Title Name Signature
Principal
Assistant Superintendent
Print this page, have it signed by Principal &
Assistant Superintendent, scan it and attach it here
Page 40 of 61 The School Act
School plan
8.3 (1) In each school year, a board must approve a school plan for every school in the school district.
(2) A board must make a school plan approved under subsection (1) available to the parents of students attending that school.
Page 41 of 61 Administrative Procedure 100
FRAMEWORK FOR ENHANCING STUDENT LEARNING
Background The Framework for Enhancing Student Learning (the Framework) formalizes the planning and reporting requirements within School District 43 (Coquitlam) to enhance student learning and success. The Framework reflects a public commitment by education partners to work together to continuously improve student learning in relation to intellectual, human and social, and career development.
Guiding Principles The Framework for Enhancing Student Learning: 1. is grounded in the belief that all educational partners are responsible for student learning, with each having unique responsibilities; 2. creates a system-wide focus on student learning to ensure each student achieves his or her potential; 3. is meaningful, impactful, flexible, realistic, and sustainable; 4. addresses differences in performance among particular groups of students, such as Aboriginal students, children and youth in care, and students with special needs; 5. is strength-based, support-based, evidence-based and results oriented; 6. reflects a system-wide commitment to continuous improvement and life-long learning; and 7. continues to build confidence in the School District and public education.
Procedures 1. The Board of Education will publish and update, as it deems appropriate, a Directions document to influence School District and school-based planning, implementation and continuous improvement. 2. Schools will develop multi-year plans called Action Plans for Learning. Action Plans for Learning will be guided by the District Directions document and the Framework for Enhancing Student Learning. School principals will lead a process through which Action Plans for Learning are developed in consultation with the school community through a collaborative inquiry process. 3. Actions Plans for Learning are multi-year documents that are updated annually. 4. The school principal will submit the school’s Action Plans for Learning to the appropriate Assistant Superintendent by June 30 of each school year for review. Action Plans for Learning for all schools in the district will be submitted to the Board of Education for approval by October 31 of each school year. 5. Actions Plans for Learning for all schools in the School District will be published on school websites 6. Aligned with the Board of Education’s Directions document and the Framework for Enhancing Student Learning, the Board of Education will publish information about student learning on the District website. 7. System-wide professional learning, professional development and capacity building activities are planned and carried out as indicated by the Board of Education’s Directions document and the Framework for Enhancing Student Learning. 8. The Student Achievement Advisory Committee will advise the Superintendent of Schools on matters related to the Framework for Enhancing Student Learning. 9. Information about planning, activities and outcomes related to student learning and development are regularly reported and discussed through the following structures a. Public Board of Education meetings b. Reports to the Board of Education c. Parent Advisory Committee Meetings in all schools d. District Parent Advisory Committee Meetings e. Publications on school the School District websites f. Social media publications from schools and from the School District
Reference: Section 7, 8, 79.2, 81 School Act Statement of Education Policy Order (Mandate for the School System) OIC 1280/89
Last revised: June 2017
Page 42 of 61 Policy for Student Success Educated citizens who thrive in a rapidly changing world
British Columbia has a great education system, and we have the opportunity to make it even better. We have a renewed and clear mandate: to enable every Education furthers government’s objectives learner to maximize their potential, which fuels our The Ministry of Education is guided by the passion and vision that B.C. has educated citizens who provincial government’s core mandate, to thrive in a rapidly changing world. make life more affordable, deliver the services people count on, and to build a Guided by evidence-driven and innovative practices, strong, sustainable, innovative economy that advancements in technology, evolutions within the labour market – both locally and globally – B.C. is works for everyone. In addition, the dedicated to maintaining its position as a global leader education system operates within a fiscal in education by pioneering systemic changes that framework that ensures consistency and prepare students for an exciting new world. This fairness across the province, while enabling preparation is critical to building a strong, sustainable, local flexibility for school districts. and prosperous economy for all British Columbians.
British Columbia schools must do everything possible to prepare all students for their future. While B.C. student success has been good, it is inconsistent. Significant differences in student outcomes exist among Indigenous and vulnerable learners, and other significant differences exist between schools across the province. To address these gaps we will be guided by the international evidence on best practice and adopt an approach of continuous improvement and capacity building with educational leaders.
This policy aims to align our education system’s vision, our legislated mandate, and the work of all boards of education and independent school authorities to further student success.
Our Mandate – the Educated Citizen As specified in the Statement of Education Policy Order, the purpose of the British Columbia school system is to enable learners to develop their individual potential and to acquire the knowledge, skills, and attitudes needed to contribute to a healthy society and a prosperous and sustainable economy.
To achieve this purpose, we have a collective mandate to develop the “educated citizen”, which is defined as having:
• Intellectual Development – to develop the ability of students to analyze critically, reason and think independently, and acquire basic learning skills and bodies of knowledge; to develop in students a lifelong appreciation of learning, a curiosity about the world around them, and a capacity for creative thought and expression. • Human and Social Development – to develop in students a sense of self-worth and personal initiative; to develop an appreciation of the fine arts and an understanding of cultural heritage; to develop an understanding of the importance of physical health and well-being; to develop a sense of social responsibility, acceptance and respect for the ideas and beliefs of others. • Career Development – to prepare students to attain their career and occupational objectives; to assist in the development of effective work habits and the flexibility to deal with change in the workplace.
Page 43 of 61 B.C. Ministry of Education B.C. Graduation Program: Implementation Guide | i British Columbia’s Policy for Student Success
Focus all talents, efforts, and resources on improving student success. Our success will not just be measured by the amount of investment, legislative changes, the number of programs, or the amount of new construction, but rather on how well all students are succeeding in life, regardless of their background or where they live in B.C. – this is our foundation for a prosperous, shared, and sustainable economy. This commitment depends on using evidence to make decisions, having the courage to adjust and improve programs and policies that are not optimal for students, enabling equity of access to quality education for every student, aligning investments that clearly demonstrate better outcomes, and leading through innovative approaches.
Page 44 of 61 B.C. Ministry of Education B.C. Graduation Program: Implementation Guide | ii Continuous improvement on student success will be guided by the following principles:
1. Quality teaching and leadership – Great teachers and educational leaders have always been the key to student success. The critically important role of teachers in a student’s life will be constantly evolving to adapt to the rapidly changing context in children’s lives. Teachers will act as guides and coaches for learning for all students, including those with diverse learning needs. School leaders and teachers will focus on practices proven to achieve results, including experiential learning and technology in their classrooms, personal learning opportunities for every student, robust assessments, and time allocated for collaboration with other educators and professional development.
2. Student-centred learning – Students benefit from more flexibility and choice of how, when, and where their learning takes place. This requires maintaining provincial-level consistency in policy design and funding allocation, while enabling the most flexibility as possible to organize and deliver programs within schools. This will become increasingly important as B.C. takes a more inclusive approach to education, ensuring all students – regardless of ability or background – benefit from a learning environment tailored to maximize their potential. It also means offering a greater variety of pathways to graduation and more opportunities for hands-on learning.
3. Future orientation – Because the pace of social, economic, and environmental change is increasing, there is a greater need to enable all students to have essential skills, adaptability, global competencies and citizenship, and ultimately successful transition to employment. Our education system will enhance our efforts to prepare all students for lifelong learning, encourage the use of technology, and be prepared for graduation with practical expectations informed by employers and post-secondary institutions.
4. High and measurable standards – Having a modern and well-developed curriculum that reflects our values and expectations for skills, knowledge, and competencies will be effective for students only if it is complemented by rigorous and consistent learning standards and province-wide assessments. Evidence and international best practice conclude that using information on learning outcomes, especially feedback to learners from assessments, is critical to student success. British Columbia will endeavour to maintain our already high standards on learning outcomes, with a focus on literacy and numeracy, which evidence indicates offers all learners, regardless of background, the best opportunity to succeed in life and contribute to prosperous economy.
5. Healthy and effective learning environments – We will foster inclusive learning environments where all students feel that they are safe and belong – physically and emotionally –and where all students are inspired to explore their personal strengths and interests. To offer healthy learning environments where students, families, and educators can focus on supporting students achieve their learning outcomes, we will continue to enhance the construction of modern learning environments, enable flexible and virtual learning delivery, and enhance our efforts on physical literacy and best practices on nutrition.
Page 45 of 61 B.C. Ministry of Education B.C. Graduation Program: Implementation Guide | ii iii 10/4/2018
Action Plans for Learning
R. Ciolfi Assistant Superintendent
October 9, 2018 | Public Meeting of the Board of Education
Overview
1. Action Plans for Learning 2. School Act and Policy determinants of school plans 3. Inquiry, ownership and school planning 4. Ongoing APL process improvement 5. The review process and Board approval
Page 46 of 61 1 10/4/2018
Authentic Inquiry to Enhance Learning
Framework for Enhancing Student Learning
• School Act – section 8.3 – A Board must • approve a school plan for every school, each year • make an approved school plan available to the parents of students attending the school • Administrative Procedure 100 • Framework for Enhancing Student Learning • Teachers as leaders to enhance learning • School community engagement (parents/guardians) • To the superintendent of schools by June 30 • Board approval by October 31
Page 47 of 61 2 10/4/2018
APL Process Improvement
• Teacher engagement is central to enhancing student learning • Improved ability to collect and distribute data about student learning • Classroom Assessment Based on Teacher Judgement (My Ed BC) • Attendance and report card information (My Ed BC) • Screening information for foundational skills – literacy and numeracy
APL Process Improvement
• Support for schools in developing meaningful and relevant goals • Learning Team reviews of school data with principals • Early Development Index (EDI), Middle‐years Development Index (MDI) • Classroom assessment based on teacher judgement • Other goal‐specific teacher‐developed assessments • Foundations Skills Assessment (FSA), Social Services Index (SSI) • Report card information • Learning Services conversations with teachers and professional learning • School Visits by assistant superintendents – October and May
Page 48 of 61 3 10/4/2018
Page 49 of 61 4 10/4/2018
Our Goals
Achieve Student Success: • Our core work and common goal is educational excellence.
Enhance Learning Through Technology: • Cultivate the use of technology to improve learning and working experiences for all.
Foster a Sustainable Educational Organization: • Ensure that our human, financial and physical resources are sustainable.
Strategic Goal #1
GOAL OBJECTIVES
• Develop in our students the following attributes of the educated Achieve Student citizen: strong character and cultural identity, effective Success: communicator, critical and creative thinker, contributor, collaborator, personally and socially responsible. Our core work and common • Develop in our students the ability to assess their own learning goal is educational excellence. in order to achieve their highest level of success.
• Foster early identification of learners’ needs and offer an inter‐ disciplinary approach to increase their academic, social and emotional development.
• Continue to pursue and develop innovative and personalized learning experiences for all students.
Page 50 of 61 5 10/4/2018
Summary of School Goals
• APLs are aligned with the Goals of Directions 2020 • Elementary and middle schools have goals aligned with the redesigned curriculum • 75% of our schools have a social emotional learning goal or a self‐regulation goal • 25% schools have foundational goals • Literacy or Numeracy • More schools are developing dual goals • Combining a social emotional or self‐regulation goal with a foundational goal (Literacy or Numeracy)
Engagement in the APL Process • Teachers • Parents and guardians • Principals and Vice Principals • lead the dialogue and the goal development process • assistant superintendents and Learning Services support principals and vice principals • APLs for each school are reviewed and approved by the assistant superintendents
Page 51 of 61 6 10/4/2018
Motion to Approve APLs
• Questions • A motion to approve Action Plans for Learning for schools for 2018‐2019
Thank You
Questions?
Page 52 of 61 7 SCHOOL DISTRICT NO. 43 (COQUITLAM)
FACILITIES DEPARTMENT
MEMORANDUM
TO: Chris Nicolls, Secretary-Treasurer/CFO
FROM: Ivano Cecchini, Executive Director, Facilities and Planning Services John Vantol, Assistant Director, Maintenance Operations
DATE: October 3, 2018
SUBJECT: Maintenance Operations Report
COPIED TO: District Leadership Team
Recommended action: For Information Purposes
Background Information:
To provide support to the Maintenance Department, the Management team engaged KPMG to review and provide advice with respect to:
-Assessment of organization and communication structure -Computerized Maintenance Management System (CMMS) -Observations witnessed during the report -Developing a roadmap and framework for a new handbook
The commissioning of the report stems from a number of challenges such as changes in personnel at all levels of the department, increased complexity in funding sources, reduced staffing and replacing the old version of CMMS as it was no longer being supported.
Findings:
The summary of findings can be grouped in three categories and they include: -Organizational Structure/Responsibility -CMMS -Work Order Management
Recommendations are provided with risk levels and urgency for each finding identified. Subsequently, actions are in progress to support the recommendations of the findings.
Page 53 of 61
School District No. 43 (Coquitlam)
M E M O R A N D U M
TO: Patricia Gartland, Superintendent
FROM: Robert Zambrano, Assistant Superintendent
DATE: October 9, 2018
SUBJECT: Emergency Preparedness Update
I am pleased to provide the Board with an update with respect to Emergency Preparedness initiatives in SD43.
Included will be a status of the Emergency Operations Center (EOC), the evolution of Incident Command System (ICS) protocol, a radio communications update, and information about supply subsidies and next steps.
Page 54 of 61 2018‐10‐04
Emergency Preparedness Update
Presented by: Robert Zambrano Assistant Superintendent
October 9th
Topics
•Emergency Operation Center (EOC) •Upgrade to School Plans: Black Binder to Incident Command System (ICS) •Radio communications •Supply subsidy •Next steps
Page 55 of 61 1 2018‐10‐04
EOC •Roles and Responsibilities •Org Chart •Cursory Training •Communication is key
ICS
• Updated language and systems thinking • Adheres to RCMP/Fire common language and expectations • Unified Command • Focus on Safety and Release of students • Communication is key
Page 56 of 61 2 2018‐10‐04
Radio Communications
• Worked with Purchasing to identify a service provider: Turris Communications • All sites with portable radios • Two base stations at SBO, one at Maintenance • Augmentation required at 10 sites so requires the creation of a repeater on one of our sites. • 35 K year over 5 years includes training, service etc.
Supply Subsidy • Last year, we were able to provide each elementary school with up to $500, and each middle and secondary up to $750 for emergency supplies
• In subsequent years, there should be enough to offer subsidies by level every three years or so.
Page 57 of 61 3 2018‐10‐04
Recent steps
•ICS school training for admin and update plans •Initial Radio training •Communication to parents •Re‐do Flip Charts/Emergency procedures manual
Thank You
Questions?
Page 58 of 61 4 BOARD OF EDUCATION BCSTA ITEMS OF BUSINESS DPAC Report
Trustee Hobson attended and participated in the above meeting and presents the following report for information:
The District Parent Advisory Council appears to be off to a great start this year. Their annual PAC 101 Orientation event drew a sold-out crowd of parents, many of whom are new to the role of DPAC rep.
Charlie Loo, DPAC Vice President, opened the event by telling parents that DPAC’s theme for the year is “helping parents to advocate for themselves.” He explained the agenda that each monthly meeting generally follows, noting there is often a speaker from DLT.
Assistant Superintendent Reno Ciolfi will be speaking in November on assessment and report cards.
VP Loo also mentioned that Sandy is retiring after 20 plus years working for DPAC and the job is open to new applicants. This is a part-time paid position of 10 – 12 hours per week.
The Orientation included talks on Constitution & Bylaws, Minutes & Record Keeping and responsibilities of the Treasurer, with an overview of each area. Breakout sessions for each area were also provided for more in-depth discussion and questions.
VP Loo also invited parents to attend the DPAC All-Candidates evening on October 16th in the Winslow Gym and told attendees that the event is open to everyone in the community.
Page 59 of 61 BOARD OF EDUCATION BCSTA ITEMS OF BUSINESS SLC Report
Trustee Hobson attended and participated in the above meeting and presents the following report for information:
The first SLC meeting of the year got off to an excellent start. Students from 12 of our 14 middle schools came to Scott Creek Middle School for the meeting. There was pizza available when students arrived, and they sat in school groupings during the welcome from the SLC members of the executive.
After welcoming remarks students participated in a number of ice breakers designed to give them an opportunity to meet and work with students from other schools. One of the activities involved students being given a card with an animal on it. Each student had to make the sound of the animal and find other students making the same sound. Once the groups were formed, there were 8 groups of approximately 7 students each. Then each team was given the task of transporting dodo eggs (marbles) from one side of the multi-purpose room to the other but the eggs could not be touched by hands and could not fall on the floor. They were provided with one spoon and some pieces of plastic angle bead (used where two walls meet at a corner) and told that when they held the spoon or the bead with an egg in it they were not allowed to move their feet. Most teams transported between 1 to 10 eggs but one team was able to transport 28 eggs. After the activity was complete they debriefed about what they had learned and how well their team worked together.
Assistant Superintendent Ciolfi ended the session by telling students that it is important for students to build their leadership skills and that the leaders in the district are listening to students.
With approximately 60 students in the room, it was the best attended session of SLC I have attended. I was impressed with the way the events had been developed by the SLC executive, with the help of teachers Misti Askew and Michelle Ciolfitto. Students enjoyed the activities, and it was suggested that they could take the activities back to their schools to use in developing leadership activities in each of their schools. Given the energy in the room, I suspect next month’s meeting could have an even larger attendance.
Page 60 of 61 Board of Education
School District No. 43 (Coquitlam)
BCSTA ITEMS/BUSINESS
SLC Report
Trustee Denison attended the following meeting and presented the following report for information:
SD43 SLC (Secondary School) - Meeting October 4, 2018
• Attendance: About 45 students, actively engaged. • DSLC Mission Statement: Was reviewed. [… pathway between students and the School District …] • Personal Values: Several students shared a “Value” they identified in their lives, and how they support that value. These mostly involved social connections. • Consensus Building Exercise: Students aligned into teams committed to a Goal, e.g. To Build a Sense of School Community. Students would take that Goal back to their school, to explore its potential.
Page 61 of 61