Corrie McBain Chair Board Meeting - Public Session (Richmond Hill)
Juanita Nathan Tuesday, July 9, 2019 Vice-Chair Board Room - Aurora Education Centre - 7:30 PM (Markham)
Cynthia Cordova Pages (Georgina) 1. Roll Call Linda Gilbert (Newmarket) 2. Land Acknowledgement
Cindy Liang (Richmond Hill) 3. Canadian National Anthem
Bill Liu 4. Approval of Agenda (Student Trustee)
Allen Lu 5. Declaration of Conflict of Interest (Student Trustee) 6. Report from the Board Meeting - Private Session July 9, 2019 Ron Lynn (Markham) 7. Special Announcements
Bob McRoberts (a) Confirmation of Completion of the Director of Education (Aurora and King) Annual Performance Appraisal and 2019-2020 Position
Profile Nadeem Mahmood (Vaughan) (b) Confirmation of Review of the Multi-Year Strategic Plan
David Sherman (Markham and 8. Public Censure - Trustee Elizabeth Terrell-Tracey Vaughan)
9. Student Trustee Report - Bill Liu and Allen Lu Dr. Elizabeth Sinclair (Vaughan) 10. Director's Information Report Allan Tam (Markham) 11. Ontario Public School Boards' Association Report
Elizabeth Terrell- Tracey 12. Approval of Board Meeting Minutes (East Gwillimbury and Whitchurch-Stouffville) (a) Board Meeting, June 3, 2019 5 - 22
(b) Special Board Meeting, June 17, 2019 23 - 41
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
13. Routine (*) and Non-Routine Presentation of Minutes and Recommendations of Board Committees:
(a) Budget Committee, May 28, 2019 (*) 43 - 48
(b) Policy and By-Law Committee, June 3, 2019 (*) 49 - 130
(c) Board Governance Review Committee, 131 - 133 June 10, 2019 (*)
(d) Budget Committee, June 10, 2019 135 - 156 • Non-Routine Recommendation #2, Approval of the 2019-2020 Budget
(e) Property Management Committee, June 11, 2019 (*) 157 - 175
(f) Board Standing Committee, June 11, 2019 (*) 177 - 182
(g) Board Governance Review Committee, 183 - 185 June 13, 2019 (*)
(h) Chair’s Committee, June 24, 2019 (*) 187 - 226
14. Receipt of Advisory Committee Minutes
(a) Special Education Advisory Committee, June 6, 2019 227 - 233
(b) Equity and Inclusivity Advisory Committee, 235 - 238 June 13, 2019
15. Board Report(s)
(a) Annual Report: Progress on the Achievement of Board 239 - 280 Priorities and Goals to Board Reports
(b) Motion to Reconsider Recommendation #6 of the 281 - 282 June 3, 2019 Board Meeting regarding Quarterly Student Discipline Committee Meetings
(c) Revisions to the Complaint Protocol for the Trustee 283 - 297 Code of Conduct
16. Meetings and Events (*)
(a) August and September 2019 299
17. 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 2 of 299 Welcome to the York Region District School Board The Parent, Family and Community Engagement Advisory Committee All about Board Other Board meets at least four times annually, usually on the second Tuesday of the month Meetings Committee meetings beginning at 7:00 p.m. at the Education Centre – Aurora. For further information please contact Equity and Community Board Meetings are usually held on Members of the public are welcome to Services, 905-884-2046, extension 272. the first Tuesday of each month at the attend and observe any of the following Education Centre, 60 Wellington Street public Advisory and Board Committee The Policy and By-Law Committee West, Aurora.Q The meeting schedule is meetings. AgendaQ packages are posted on usually meets on the first Tuesday of available on the Board website. the Board website prior to the meeting. the month, beginning at 4:30 p.m. at the Education Centre – Aurora. For further Board Meetings are open to the public If you are planning to attend any Board, information, please contact Corporate and begin at 7:30 p.m. Agenda packages Advisory or Board Committee meeting, Secretariat and Trustee Services, and minutes from previous meetings are please contact Corporate Secretariat and extension 2217. available on the Board website. A limited Trustee Services, extension 2327, 2262, or number of hard copy agenda packages 2217 to make arrangements. Property Management Committee are available at each meeting. meetings are usually held the third Audit Committee meetings are Tuesday of the month, beginning at 4:30 You may sign up to receive email scheduled as required; usually three times p.m. at the Education Centre – Aurora. notifications for Board, Advisory and annually, beginning at 4:30 p.m. at the For further information, please contact Board Committee meeting agendas. Education Centre – Aurora. For further Planning and Property Development Contact Corporate Secretariat and information, please contact Finance Services, Trustee Services if you have questions Services, extension 2565. extension 2424. or require support. Board Standing Committee meetings The Special Education Advisory are usually held the third Tuesday of Committee usually meets on the first the month beginning at 7:00 p.m. at the Thursday of the month at 7:00 p.m. at the How can I address Education Centre – Aurora. For further Education Centre – Aurora. For further the Board? information, please contact Corporate information please contact Education and Secretariat and Trustee Services, Community Services, extension 2027. extension 2327. lll Community members wishing to Budget Committee meetings are address the Board of Trustees should scheduled as required, usually between What about submit a written application to Chair’s February and June, beginning at 7:00 School Councils? Committee.Q Chair’s Committee will p.m. at the Education Centre – Aurora. decide whether the matter should be For further information please contact heard at a Board Standing or other Business Services, extension 2273. Committee meeting or referred to staff Each public school in York Region has a for follow-up. For additional information Chair's Committee meetings are school council. For additional information please refer to Section 4:01 of the usually held on the Tuesday prior to the on school councils, please contact the Board’s Operational By-Law or contact Board Meeting at the Education Centre school principal.Q If you require further Lisa Reinhardt, Manager, Corporate – Aurora. For further information, please information, contact Principal, Inclusive Secretariat and Trustee Services, contact Corporate Secretariat and School and Community Services Paul extension 2217. Trustee Services, extension 2262. Woods, 905-884-2046, extension 238 or Coordinating Superintendent of The Equity and Inclusivity Advisory Education, Equity and Community Committee meets at least four times Services Cecil Roach, 905-884-2046, When are Public annually, usually on the second Thursday extension 260. Forums held? of the month, beginning at 7:00 p.m. at the Education Centre – Aurora. For further information, please contact Equity and Community Services, 905-884-2046, Do I have access In addition to the formal delegation extension 272. to Board policies? process, the York Region District School Board hosts an informal Public Forum The Joint Board Consortium meets from 7:00 to 7:15 p.m. during the Board Q three times annually, usually on the first Yes, all Board policies are available for Standing Committee meeting. At this Wednesday of the month, beginning time, members of the community may the public to access at any York Region at 4:30 p.m., and is comprised of school or on the Board website. speak to any appropriate public issue representatives from both the public and not already scheduled for consideration Catholic school boards in York Region. Q Questions about any Board policy or on the agenda. For further information, please contact procedure should be raised with your Corporate Secretariat and Trustee principal. You may also contact Corporate Although it is not necessary to register Services, extension 2266. prior to the meeting, you may call Secretariat and Trustee Services, or email Corporate Secretariat and Trustee [email protected] if you would Services, extension 2327 to reserve like a copy of a particular policy or have a spot. any questions.
Visit our website at: www.yrdsb.ca Page 3 of 299 Page 4 of 299 YORK REGION DISTRICT SCHOOL BOARD BOARD MEETING MINUTES - PUBLIC SESSION JUNE 3, 2019
The Board Meeting - Public Session of the York Region District School Board was held in the Board Room of the Education Centre, Aurora at 8:09 p.m. on Monday, June 3, 2019 with Chair C. McBain presiding and the following members present; Trustees C. Cordova, L. Gilbert, C. Liang, R. Lynn, B. McRoberts, N. Mahmood, J. Nathan, D. Sherman, E. Sinclair, A. Tam (via audio conference) and E. Terrell-Tracey
Also in Attendance: Student Trustee B. Liu
Regrets: Student Trustee A. Lu
Due to a disruption prior to the start of the Public Board meeting at 7:58 p.m. the Board Room was evacuated to deal with the situation. At 8:09 p.m. Board Chair C. McBain called the meeting to order, provided a rationale for her decision to clear the room and apologized for the interruption.
LAND ACKNOWLEDGMENT
Board Chair C. McBain provided remarks and an acknowledgement of thanks and appreciation to the First Peoples of the Williams Treaty First Nations, other Indigenous Peoples and the Chippewas of Georgina Island First Nation as the Board’s closest community and partners in education.
CANADIAN NATIONAL ANTHEM
A video of Redstone Public School students singing the Canadian National Anthem was shared.
APPROVAL OF AGENDA
Board Chair C. McBain noted that at the request of trustees, the following recommendations are off routine;
Recommendation #3 of the May 7, 2019 Policy and By-Law Committee meeting minutes regarding Policy #668.0, Caring and Safe Schools, and Recommendation #3 of the May 28, 2019 Chair’s Committee meeting minutes regarding the 2020 Committee Meeting Dates.
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(*)1. Moved by R. Lynn, seconded by L. Gilbert:
That the agenda be approved as amended.
- Carried -
DECLARATION OF CONFLICT OF INTEREST
Board Chair C. McBain asked any trustee who has a direct personal interest or direct or indirect pecuniary interest in any matter being discussed by the Board to state their conflict and the nature thereof. No conflicts were declared by trustees at this time.
RISE AND REPORT – JUNE 3, 2019 BOARD MEETING – PRIVATE SESSION
(*)2. Moved by J. Nathan, seconded by N. Mahmood:
1) That the York Region District School Board receive the confidential minutes of the May 7, 2019 Director of Education Performance Review Committee meeting.
2) That the York Region District School Board receive the confidential minutes and approve the recommendations contained in the minutes of the May 13, 2019 Negotiation Advisory Committee meeting.
3) That the York Region District School Board receive the minutes from the May 14, 2019 Audit Committee meeting.
4) That the York Region District School Board receive the minutes of the May 28 2019 Chair’s Committee meeting.
5) That the York Region District School Board approve the recommendations regarding a personnel matter.
- Carried -
SPECIAL ANNOUNCEMENTS
Board Chair C. McBain made the following remarks.
“We are a Board that is fortunate to have a wealth of diversity in our schools, a diversity that we celebrate with various events and celebrations.
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Recognition of differences is one of many ways that we promote inclusive learning and working environments. With that in mind, I am pleased to announce that the month of June is Indigenous History Month and Italian and Portuguese Heritage Month. It is also the month in which we celebrate Pride Week.
Indigenous History Month
June is Indigenous History Month. National Indigenous History Month is a time to acknowledge the role Indigenous peoples played in the development of Canada, to honour Indigenous heritage and to celebrate Indigenous cultures.
The United Nations has declared 2019 the year of Indigenous Languages. Canadian parliament is working on a new bill to protect and promote Indigenous languages in Canada.
At the York Region District School Board (YRDSB), staff are working to increase student achievement and staff understanding about Indigenous perspectives, cultures and histories.
Our International Languages program has been renamed International and Indigenous Languages Program. Beginning in September 2019, we will offer Cree and Ojibwe language classes to elementary students. At Sutton District High School, there has been a cultural exchange between students in an Ojibwe class and Inuit students from Salluit. At Glad Park Public School, students have participated in a moccasin project. Students who self-identify have participated in drum teachings, traditional story telling sessions and made ribbon shirts and ribbon skirts. Administrators, teachers, educational assistants and support staff have participated in cultural competency sessions at Georgina Island, Six Nations, and Mississaugas of the Credit. Board-wide professional development has been made available to teachers to support their understandings of the history and impact of residential schools.
These are just some examples of staff and students’ efforts to expand their knowledge of Indigenous cultures and history of the First People in Canada. We will continue to provide supports to ensure that all students of Indigenous ancestry have opportunities to be successful.
On behalf of the York Region District School Board, I am happy to recognize June as Indigenous History Month.
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Portuguese Heritage Month
The month of June is Portuguese History Month in Canada.
June 10 is a day of significance to the Portuguese community. On this day, people of Portuguese heritage celebrate the life of Luis de Camoes and his famous poems that narrate the history of Portugal.
Portugal has a history of producing many great explorers and navigators. It was over 500 years ago that Portuguese explorers first arrived in Canada. In 1501, a Portuguese explorer, Gaspar Corte Real, explored the northeast coast of Newfoundland and found and named Conception Bay and Portugal Cove. He then sailed up the coast of Newfoundland and named the land he found ‘labrador,’ which means ‘farmer’ in Portuguese.
People of Portuguese heritage have continued to arrive, settle and raise families in Canada. The Portuguese community has made many significant contributions to our country, our province and to York Region.
On behalf of the York Region District School Board, I am happy to recognize June as Portuguese Heritage Month.
Italian Heritage Month
Italian Heritage Month provides us with the opportunity to learn about the contributions to our society made by members of this vibrant cultural community.
Italian Canadians have greatly influenced our tastes in food, fashion, architecture and recreation; and in doing so have brought a unique cosmopolitanism to Canadian life.
Italian-Canadian media have also helped to promote cultural cohesion. OMNI TV, first started in 1978 by Italian Canadians, and continues to broadcast in Italian and other languages daily. In 1966, Johnny Lombardi launched CHIN Radio, broadcasting to over 30 ethnic groups in Toronto.
In his honour, our Board opened Johnny Lombardi Public School in Woodbridge.
Italian Canadians are well represented in political life. Around York Region, you will find many current and past mayors, councilors, trustees, and members of federal and provincial parliament of Italian descent. Canadians of Italian heritage are proud of their contributions to this country, to York Region and to the Board.
On behalf of the York Region District School Board, I am happy to recognize June as Italian Heritage Month.
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Pride
June is Pride month and York Region District School Board will participate in, and host, Pride Month events to honour and celebrate the history and culture of the 2SLGBTQ+ community.
Our Board recognizes Pride Month each June and works closely with community partners and 2SLGBTQ+ organizations to support inclusive communities that celebrate diversity. We work hard in our schools to create a positive climate where everyone, staff, students and school community members, feel safe, welcome and respected.
To demonstrate our commitment to safer working and learning environments, the Board will host a flag raising ceremony on Thursday, June 6, 2019. All YRDSB schools and workplaces have been invited to fly the Pride flag as well.
The Board will also enter a float in the annual York Region Pride parade on June 15, 2019 in Newmarket. The parade begins at 3:00 p.m. and all are welcome to attend and participate. I would like to extend an invitation to all trustees, senior team, staff, union partners and members of the YRDSB parent community to participate.
As an organization that is committed to fostering a sense of belonging for all staff and students, it would be wonderful to see our Board well represented in this community event that celebrates inclusivity and equity; values that align with our own values at the Board.
The Board also continues to make a number of Pride Month resources and lessons available to schools on our intranet site.
On behalf of the York Region District School Board, I am happy to recognize June as Pride Month.”
STUDENT TRUSTEE REPORT
At this time Student Trustee B. Liu made the following remarks.
“Madame Chair, Associate Director, Fellow Trustees, Staff, and members of the public.
June marks the second last month of the Student Trustee term for both Allen and I, and we have been exceptionally grateful for all the support and help we have received throughout our term. Even as the end draws near, we have not slowed down with our work.
Earlier in May, Allen and I, joined by our two new incoming student trustees, Michelle and Nicholas, had the opportunity to attend the Ontario Student Trustees’ Association (OSTA- AECO) Annual General Meeting. For Allen and I, it was a great reflection on all that we have done throughout our term, as well as preparing us to do even greater in our future.
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It was also a great opportunity for us to pass on our experience and advice to our two new incoming student trustees, and prepare them for their term ahead. Aside from just professional development, they also gained great insight into what initiatives other student trustees are working on at their boards. We hope to see even more from Michelle and Nicholas in the future, and things as impactful as the OSTA Vision Document that was released earlier this year.
Last week, a few students from our Board attended the Wellness in Education Symposium hosted by OSTA-AECO. The symposium centralized around the topics of mental health and physical well-being. This was a great opportunity to bring skills and ideas to the York Region Presidents’ Council (YRPC), and to prepare initiatives for the coming academic year.
While Allen was unable to make it to the Board meeting tonight, Allen participated as a student voice panelist at the Ontario College of Teacher’s Annual Member’s Meeting conference last Thursday. He was among other student mental health advocates and he shared valuable student insight on how all stakeholders in education, educators, mental health professionals, parents, and students, can collectively work together for better mental health support.
Allen and I have also been helping with the YRPC elections that will be happening later this month.
As the end of the school year draws to a close, we will be continuing to support Michelle and Nicholas as they transition into their role. Once again, we would like to thank all of the trustees, staff, administrators, and an extra special thanks to Manager, Corporate Secretariat and Trustee Services L. Reinhardt, Board Chair C. McBain and Administrative Assistant, Corporate Secretariat and Trustee Services A. Ballard for helping both Allen and I serve our term. Without the support from all of you, the student trustee role would not have been what it is right now, and we are grateful that this position exists to support student advocacy.
Although this may be one of the last times that you hear us speak at this Board table, we have no doubt that the future of the York Region District School Board is bright, and that Michelle and Nicholas will do a job just as great if not greater than us in their term.”
RECOGNITION OF 2018-2019 STUDENT TRUSTEES – BILL LIU AND ALLEN LU
At this time, Board Vice-Chair J. Nathan made the following remarks in recognition of Student Trustees B. Liu and A. Lu.
“It is my honour this evening to thank our student trustees Bill Liu and Allen Lu for the contributions they have made in this role over the past year.
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They have shown leadership and integrity in serving as a voice for students across the system.
As student representatives at Board and committee meetings, Bill and Allen continually impressed us with their thoughtful questions, insightful input and passion for student voice.
Through their reports and contributions at Board meetings and their work over the past year, they have shown a strong commitment to supporting student engagement, student voice, leadership and equity.
While fulfilling his duties as student trustee, Bill has also remained an active and engaged student at Richmond Hill High School, taking on leadership roles on school council and serving as school prefect. Since first entering Grade 9, Bill has been an active and involved student.
Whether joining clubs, supporting charitable organizations or creating a two-part film called Unheard Voices, Bill continues to find opportunities to build and strengthen a sense of community at the school. His kindness and generosity of spirit is evident in both his school and Board leadership, and we thank him for sharing that with us over this past year.
We have known Bill to be a humble leader who strives to help others and who works hard to achieve his goals.
Allen has also remained actively involved in activities at Bayview Secondary School, balancing his work as a trustee with his academics and serving as student council president. Among his many contributions to the school, Allen has taken on a key leadership role in the planning and execution of Grade 9 day and the Grade 9 conference, helping to make the transition to secondary school a positive and welcoming one for his peers. Throughout his secondary school career, Allen has been a part of the school council, representing his peers in the school as he does students across the Board; with energy, enthusiasm and maturity. He was recently selected by his peers to serve as valedictorian for the Bayview Secondary School graduating class.
In addition to all of this, he is actively involved in the Royal Canadian Air Cadet Program and has his pilot’s license. I have no doubt that he will approach this as we have seen him do everything else, with optimism, kindness and a genuine willingness to learn and to serve others.
Bill and Allen, thank you for your contributions, leadership and enthusiasm. We wish you both the very best of luck next year as you attend the University of Waterloo for Computer Engineering and Computer Science.
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We have enjoyed getting to know you both and working with you to advance student achievement and well-being in York Region District School Board.
We wish you both all the very best for the future and know you will continue to make our Board proud.”
INDUCTION OF 2019-2020 STUDENT TRUSTEES – MICHELLE CHOU AND NICHOLAS HAMZEA
Board Vice-Chair J. Nathan welcomed Student Trustee Elects M. Chou and N. Hamzea to the meeting. She indicated that Michelle and Nicholas will officially begin their term as student trustees for the 2019-2020 school year on August 1, 2019. J. Nathan made the following remarks.
“Michelle and Nicholas were elected by elementary and secondary students in the Board through a new online election process. Congratulations to you both.
Michelle is in Grade 11 at Bayview Secondary School. She plays an active role in the school, involved in music, sport and supporting her peers, including English language learners and students with special education needs. She is passionate about student well- being, inclusivity and elevating student voice. We look forward to the commitment, energy and dedication she will bring to the role of student trustee.”
At this time, M. Chou read aloud and signed the following declaration.
“I, Michelle Chou, having been selected by my peers to represent the elementary and secondary students in this Board, do solemnly swear that I will respect the rules of protocol and conduct of this Board, will represent students to the best of my ability, will present the best interests of students for the benefit of the Board, and will serve as an advocate and representative of the York Region District School Board at all times.”
Vice-Chair J. Nathan continued.
“Nicholas is an energetic Grade 11 student at Bayview Secondary School. He is committed to making a difference for students and supporting student mental health. A member of York Region Presidents’ Council Nicholas believes that all students should have a safe, equitable and inclusive learning environment, and looks forward to making a contribution as student trustee. Congratulations Nicholas.”
At this time, N. Hamzea read aloud and signed the following declaration.
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“I, Nicholas Hamzea, having been selected by my peers to represent the elementary and secondary students in this Board, do solemnly swear that I will respect the rules of protocol and conduct of this Board, will represent students to the best of my ability, will present the best interests of students for the benefit of the Board, and will serve as an advocate and representative of the York Region District School Board at all times.”
J. Nathan concluded as follows.
“Congratulations, Michelle and Nicholas. Student trustees play an important role in our Board. We greatly value the voices that you bring to the Board table and the work that you do across York Region District School Board to promote student voice.
We wish you both the best of luck in your role and we look forward to working with you to continue advancing student achievement and well-being.”
DIRECTOR’S INFORMATION REPORT
The Director highlighted the following activities from the past month.
“Students with Differing Abilities Athletics and Activities Meet
Students of varying abilities in Kindergarten to Grade 8 competed at the Board’s annual Students of Differing Abilities Athletics and Activities meet.
The athletes rotated between competing in track and field events and games. There were traditional track and field activities, such as running events, relay and obstacle course, as well as games such as Bubbles, Parachute and Ball, Just Dance and tennis court games.
The Students of Differing Abilities competition continues the Board’s tradition of creating rewarding and inclusive experiences for everyone.
Terry Fox Milestone Award
Each year, schools across York Region District School Board take part in the annual Terry Fox Run. I am happy to share that this year, the Terry Fox Foundation has bestowed upon the York Region District School Board the Terry Fox Milestone Award in recognition for raising over $4,000,000 for cancer research. YRDSB schools, students, staff and families have worked incredibly hard over the years to reach this milestone. We appreciate the support of all of participants, organizers and donors.
The Board is happy to continue supporting the annual Terry Fox Run in schools and communities and the important work that the Terry Fox Foundation is doing.
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Celebrating 50 Years of Outdoor Education
The Burrlington Outdoor Resource Centre (BORC) has served York Region District School Board students and staff members for 50 years, providing valuable outdoor and environmental learning.
The resource centre recently hosted an event at the Heritage School House to celebrate this milestone. Activities included a historical story walk, tree planting, nature-themed orienteering and a scavenger hunt.
Since BORC opened, outdoor education has been a critical part of elementary and secondary school learning in YRDSB. The Board is recognizing this milestone by shining a spotlight on outdoor and environmental actions in the system on social media for 50 days.
Visit #50forwardYRDSB on Twitter to learn more.
Children’s Mental Health Week
May 5-11, 2019 was Children’s Mental Health Week in Ontario. The Board continues to provide professional development, raise awareness and provide supports for student mental health.
Some of ongoing efforts to foster mental health and well-being include;
providing training to over 1,000 staff members on strategies to support mentally healthy classrooms for students, implementing Everyday Mental Health Classroom Practices, a resource that provides daily mental health practices for elementary school students, developing a YRDSB student suicide intervention protocol, introducing a pilot program to support newcomer mental health, piloting a program to help reduce substance use and misuse in teenagers, and developing formal partnership agreements with community agencies to enhance pathways to care, and serve the diverse needs of our students.
With one in five young people struggling with mental illnesses or challenges, it is important that the Board take a proactive approach to fostering mental health and well-being in schools.
Children’s Mental Health Awareness Week is a wonderful opportunity to raise awareness about the resources available to students, families and staff to support mental health.
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The Alliance of Educators for Black Students Annual Student Achievement Awards
I had the honour of attending The Alliance of Educators for Black Students Annual Student Achievement Awards in May. The Alliance of Educators for Black Students is a network of educators within the York Region District School Board, with the purpose of promoting the achievement and well-being of black students.
It was an evening in which the accomplishments of students of African and Caribbean heritage who have been successful in the arts, academics, athletics, school involvement and leadership were recognized.
I was happy to celebrate their achievements alongside family members, friends and colleagues.”
Director Sirisko provided information and clarity for trustees regarding the timelines and subject matter of the Ministry of Education’s First Nations, Métis and Inuit Studies Indigenous secondary curriculum documents.
Director Sirisko shared an update on the Board’s commitment and support for black students in schools and the creation of an Anti-Black Racism Strategy. The Board is in the process of creating terms of reference for an Anti-Black Racism Steering Committee comprised of staff, black community leaders, students, parents and trustees to provide their knowledge, input and experience. In addition, an advisory panel, comprised of staff and experts in the field of anti-Black Racism, will support the work of the ABR Steering Committee to provide expertise, critique the Board’s work and support next steps.
She also shared information about the impact of the Ministry of Education’s class size changes on the ability to offer secondary courses and attrition funding.
Board Chair C. McBain noted the information related to the impact of class size changes will continue to be communicated to the public, trustees and the media. Chair McBain suggested trustees listen to their constituents and gather public input on the issue.
ONTARIO PUBLIC SCHOOL BOARDS’ ASSOCIATION REPORT
There was no Ontario Public School Boards’ Association (OPSBA) report presented at this time.
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APPROVAL OF THE APRIL 23, 2019 JOINT EDUCATION DEVELOPMENT CHARGE BY-LAW SPECIAL BOARD MEETING AND MAY 7, 2019 BOARD MEETING MINUTES
(*)3. Moved by J. Nathan, seconded by C. Liang:
That the minutes of the April 23, 2019 Joint Education Development Charge By-Law Special Board meeting and May 7, 2019 Board meeting be approved as written.
- Carried -
ROUTINE RECOMMENDATIONS AND MINUTES OF BOARD COMMITTEES
(*)4. Moved by B. McRoberts, seconded by C. Liang:
That the Board adopt the following routine recommendations (*) in accordance with Board procedure.
JOINT BOARD CONSORTIUM MEETING MINUTES MAY 1, 2019
That the York Region District School Board receive the minutes and approve the recommendations from the May 1, 2019 Joint Board Consortium meeting as follows.
1) Approval of Agenda
That the agenda be approved as written.
2) Approval of Minutes of Previous Meeting
That the minutes of the October 25, 2019 Joint Board Consortium meeting be approved as written.
3) 2019-2020 Proposed Meeting Schedule and Locations
That the proposed meeting schedule and locations for the 2019-2020 school year be approved.
POLICY AND BY-LAW COMMITTEE MEETING MINUTES, MAY 7, 2019
That the York Region District School Board receive the minutes and approve the recommendations from the May 7, 2019 Policy and By-Law Committee meeting as follows.
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1) Approval of Agenda
That the agenda be approved as written.
2) Approval of Minutes of Previous Meeting
That the minutes of the April 2, 2019 Policy and By-Law Committee meeting be approved as written.
3) Policy #601.0, Supports for First Nation, Métis and Inuit Students
That in accordance with Board Policy #285.0, Board Policies, Procedures and Supporting Documents, Working Document Policy #601.0, First Nation, Métis and Inuit Students, as amended, be circulated for six school months.
4) Transportation Working Group: Follow-Up Report
That the York Region District School Board maintain the existing transportation service delivery model for optional programs and schedule Board Policy #680.0, Student Transportation for review in accordance with the Four-Year Strategic Policy Review Cycle.
SPECIAL AUDIT COMMITTEE MEETING MINUTES, May 14, 2019
That the York Region District School Board receive the minutes and approve the recommendation from the May 14, 2019 Special Audit Committee meeting as follows.
1) Approval of Agenda
That the agenda be approved as written.
AUDIT COMMITTEE MEETING MINUTES, May 14, 2019
That the York Region District School Board receive the minutes and approve the recommendations from the May 14, 2019 Audit Committee meeting as follows.
1) Approval of Agenda
That the agenda be approved as written.
2) Approval of Minutes of Previous Meeting
That the minutes of the November 28, 2018 Audit Committee meeting – Public Session be received for information.
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3) Regional Internal Audit Mandate – York Region District School Board
That the Regional Internal Audit Mandate be signed by the Regional Internal Audit Senior Manager, Audit Committee Chair and Director of Education.
CHAIR’S COMMITTEE MEETING MINUTES, MAY 28, 2019
That the York Region District School Board receive the minutes and approve the recommendations from the May 28, 2019 Chair’s Committee meeting as follows.
1) Approval of Agenda
That the agenda be approved as written.
2) Approval of Minutes – Chair’s Committee Meeting, April 29, 2019
That the minutes of the April 29, 2019 Chair’s Committee meeting be approved as written.
3) Agenda for Board Meeting – Public Session, Monday, June 3, 2019
That the agenda for the June 3, 2019 Board meeting (Public Session) be approved, as amended.
- Carried -
NON-ROUTINE RECOMMENDATION #3 FROM THE MAY 7, 2019 POLICY AND BY- LAW COMMITTEE MEETING
Policy #668.0, Caring and Safe Schools
A concern was raised with regard to escalated student events in schools. Staff was requested to bring to trustees for consideration any necessary policy revisions to ensure student and staff safety when dealing with violent student incidents in schools. It was suggested that school councils and community members be engaged in the review of escalated student events.
Trustees commented on the need to increase opportunities for community input into critical policies such as Caring and Safe Schools in order to support their role in policy development. Chair McBain outlined the responsibility of all trustees to informally engage with members of their communities and bring relevant information and input to Policy and By-Law Committee meetings for consideration of the review of all Board policies.
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(*)5. Moved by R. Lynn, seconded by N. Mahmood:
That in accordance with Board Policy #285.0, Board Policies, Procedures and Supporting Documents, Policy #668.0, Caring and Safe Schools, as amended, be forwarded to the June 3, 2019 Board meeting for final approval.
- Carried -
NON-ROUTINE RECOMMENDATION #3 FROM THE MAY 28, 2019 CHAIR’S COMMITTEE MEETING
2020 Committee Meeting Dates
At the request of a trustee, recommended adjustments to the 2020 Committee Meeting Dates, to accommodate trustee schedules, were considered.
The Board of Trustees discussed;
the importance of balancing trustee needs, staff time commitments and public engagement, and how information is provided to trustees through the Board Governance Structure, the importance of ensuring information is shared within context and sensitive materials remain confidential.
Board Chair C. McBain verified the membership term on the Board Governance Review Committee.
Superintendent of Education, Caring and Safe Schools and Continuing Education S. Logue provided trustees with information about a request to share information typically shared at Quarterly Student Discipline Committee meetings with the entire Board.
It was noted that if the Board approves a recommendation to eliminate Quarterly Student Discipline Committee meetings, Quarterly Student Discipline reports will be scheduled at Private Board Standing Committee meetings.
(*)6. Moved by N. Mahmood, seconded by C. Cordova:
That the York Region District School Board approve the following recommendations.
1) That, in accordance with Section 2:01:01 of the York Region District School Board Operational By-Law, the following Regular Public Board meetings be scheduled on a day other than the first Tuesday of the month.
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Tuesday, September 15, 2020 Tuesday, December 15, 2020
2) That the 2020 Committee Meeting dates be approved, as amended, adjusting Board Governance Review Committee and Director of Education Performance Review Committee meetings to begin after 4:30 p.m. on Tuesdays, wherever possible.
Primary amendment moved by D. Sherman, seconded by N. Mahmood:
That recommendation #2 be amended to specify the start time for Board Governance Review Committee meetings as 6:30 p.m. and Director of Education Performance Review Committee meetings as 4:30 p.m., on Tuesdays, wherever possible. If approved, Recommendation #2 will read as follows;
“That the 2020 Committee Meeting dates be approved, as amended, with the following scheduling provisions, wherever possible;
Director of Education Performance Review Committee meetings be scheduled on Tuesdays at 4:30 p.m., and Board Governance Review Committee meetings be scheduled on Tuesdays at 6:30 p.m.
Secondary amendment moved by D. Sherman, seconded by E. Sinclair:
That the amendment to recommendation #2 be amended to remove Quarterly Student Discipline Committee meetings from the schedule. If approved, Recommendation #2 will read as follows;
“That the 2020 Committee Meeting dates be approved, as amended, with the following changes and scheduling provisions, wherever possible;
Director of Education Performance Review Committee meetings be scheduled on Tuesdays at 4:30 p.m., Board Governance Review Committee meetings be scheduled on Tuesdays at 6:30 p.m., and Quarterly Student Discipline Committee meetings be removed from the schedule.
- Secondary Amendment Carried - - Primary Amendment Carried - - Main Motion as Amended Carried -
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RECEIPT OF ADVISORY COMMITTEE MINUTES
Vice-Chair J. Nathan congratulated Administrative Assistant, Corporate Secretariat and Trustee Services A. Ballard for receiving the York Region District School Board Award of Excellence.
Trustee E. Sinclair updated trustees on an information session and membership selection process discussed at the May 9, 2019 Special Parent, Family and Community Engagement Advisory Committee (PEAC) meeting.
The minutes of the following meetings were included in the agenda package for trustees’ information;
May 2, 2019 Special Education Advisory Committee, May 9, 2019 Joint Parent, Family and Community Engagement Advisory Committee and Equity and Inclusivity Advisory Committee, and May 9, 2019 Special Parent, Family and Community Engagement Advisory Committee.
REVISIONS TO THE 2019 TRUSTEE APPOINTMENTS TO BOARD COMMITTEES
Board Chair C. McBain indicated the committee appointments for newly elected Vaughan Trustee N. Mahmood included the Policy and By-Law Committee, Property Management Committee, the Special Education Advisory Committee. Trustee Mahmood will also act as an alternate member on the Student Discipline Committee.
(*)7. Moved by C. Cordova, seconded by C. Liang:
That the York Region District School Board approve revisions to the Trustee Appointments to Board Committees as outlined in the Memorandum to the Board of Trustees dated June 3, 2019.
- Carried -
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ADJOURNMENT
(*)8. Moved by R. Lynn, seconded by E. Sinclair:
That the Board Meeting (Public Session) be adjourned at 9:24 p.m.
- Carried -
______Director of Education and Chair of the Board Secretary-Treasurer
Page 22 of 299 YORK REGION DISTRICT SCHOOL BOARD SPECIAL BOARD MEETING MINUTES - PUBLIC SESSION JUNE 17, 2019
The Special Board Meeting - Public Session of the York Region District School Board was held in the Board Room of the Education Centre, Aurora at 6:49 p.m. on Monday, June 17, 2019 with Chair C. McBain presiding and the following members present; Trustees C. Cordova, L. Gilbert, C. Liang, R. Lynn, B. McRoberts, N. Mahmood, J. Nathan, D. Sherman, E. Sinclair and A. Tam
Regrets: Trustee E. Terrell-Tracey
Absent: Student Trustees B. Liu and A. Lu
Chair C. McBain thanked members of the public for attending the meeting. She noted her connection with the Integrity Commissioner’s investigation and removed herself from the position of Chair. At this time, Vice-Chair J. Nathan assumed the position of Chair.
Vice-Chair J. Nathan outlined protocol regarding the two orders of business on the agenda.
APPROVAL OF AGENDA
(*)1. Moved by C. McBain, seconded by D. Sherman:
That the agenda be approved as written.
- Carried -
DECLARATION OF CONFLICT OF INTEREST
Board Vice-Chair J. Nathan asked any trustee who has a direct personal interest or direct or indirect pecuniary interest in any matter being discussed by the Board to state their conflict and the nature thereof. No conflicts were declared by trustees at this time.
RISE AND REPORT– JUNE 17, 2019 SPECIAL BOARD MEETING – PRIVATE SESSION
(*)2. Moved by C. McBain, seconded by C. Cordova:
That the York Region District School Board receive information regarding a Personnel Matter.
- Carried -
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BOARD REPORTS
Notice of Motion: Complaint Protocol for the Trustee Code of Conduct
Vice-Chair J. Nathan noted the Notice of Motion is for information and trustees will consider recommended changes to the Complaint Protocol for the Trustee Code of Conduct at the Board meeting on July 9, 2019.
Consideration of the Report from the Integrity Commissioner Regarding Trustee Code of Conduct
Vice-Chair J. Nathan reviewed procedural matters associated with the Report from the Integrity Commissioner.
Motion to Suspend Section 2:05:02, of the York Region District School Board Operational By-Law
Trustee B. McRoberts requested that trustees consider suspending Section 2:05:02 of the York Region District School Board Operational By-Law in order to allow trustees a fulsome conversation with regard to consideration of findings from the Integrity Commissioner and the determination of a breach and imposition of sanctions, if required.
Trustees discussed;
a reasonable speaking time, the importance of ensuring thorough consideration of the matter in light of their quasi-judicial role, and the role of the Chair in managing the discussion.
(*)3. Moved by B. McRoberts, seconded by D. Sherman:
That in accordance with the York Region District School Board Operational By-Law Section 4:06:02, By-Law Amendment Procedure, the Board suspend the Speaking Provisions outlined in Section 2:05:02 of the York Region District School Board Operational By-Law in order to allow each trustee to speak more than twice during the consideration of matters connected to the determination of a breach and imposition of sanctions, if required, associated with the Report from the Integrity Commissioner regarding a matter connected to the Trustee Code of Conduct.
- Carried -
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Determination of a Breach of the Trustee Code of Conduct
Vice-Chair J. Nathan indicated that in accordance with the Education Act, the Board of Trustees is responsible for considering information in the Integrity Commissioner’s Report and making a determination as to whether Trustee E. Terrell-Tracey has breached the Trustee Code of Conduct.
A friendly amendment to include reference to Clauses 1, 3, 4, 5, 6, 7, 8, and 10 of Section 4, Integrity and Dignity of Office, in the motion for clarity was accepted by common consent.
Trustees discussed;
timelines and incidents in the Integrity Commissioner’s Report, a previous report to the Board from the Integrity Commissioner regarding the conduct of Trustee Terrell-Tracey, and relevant history in relationship to the current social media tweet.
Vice-Chair J. Nathan clarified the Board is required to make a formal determination of a breach even though Trustee E. Terrell-Tracey has sent an email to all trustees admitting to the breach.
(*)4. Moved by C. Cordova, seconded by N. Mahmood:
In accordance with the Complaint Protocol for the Trustee Code of Conduct dated November 28, 2017 and taking into consideration the findings and recommendations of the Integrity Commissioner outlined in Report 2 to the York Region District School Board dated June 17, 2019, regarding the conduct of Trustee Elizabeth Terrell-Tracey, the York Region District School Board finds that East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell-Tracey has breached the following sections of the Trustee Code of Conduct for the reasons outlined in the foregoing report;
Section 4, Integrity and Dignity of Office (Clauses 1, 3, 4, 5, 6, 7, 8, 10), Section 13, Discreditable Conduct, Section 14, Failure to Adhere to the Board Policies, Procedures and Supporting Documents, and Section 15, Reprisals and Obstruction.
- Carried -
In accordance with Section 2:05:07 of the York Region District School Board Operational By-Law, a recorded vote was requested by Trustee C. Cordova.
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In Favour: Trustees C. Cordova, L. Gilbert, C. Liang, R. Lynn, C. McBain, B. McRoberts, N. Mahmood, J. Nathan, D. Sherman, E. Sinclair and A. Tam
Opposed: None
Absent: Trustee E. Terrell-Tracey
- Carried Unanimously -
Determination of Sanctions
Vice-Chair J. Nathan stated the Board has determined Trustee E. Terrell-Tracey has breached the Trustee Code of Conduct and is responsible for considering whether or not to impose sanctions associated with the breach.
(*)5. Moved by C. Cordova, seconded by C. McBain:
In accordance with the Complaint Protocol for the Trustee Code of Conduct, the Education Act and taking into consideration the information contained in Report 2 from the Integrity Commissioner to the York Region District School Board regarding the Conduct of Trustee Elizabeth Terrell-Tracey dated June 17, 2019, particularly;
the Integrity Commissioner’s assessment that “Trustee Terrell-Tracey’s cumulative actions blemish the Board and her inability to conduct herself in a professional manner does much to discredit and compromise the integrity and dignity of the collective Board” and “the Respondent is a Trustee who is unable or unwilling to serve the school communities, and the collective Board in a constructive, respectful, conscientious and diligent manner”, the fact that Trustees, as elected officials, are unable to separate their individual selves from their duly elected office, the Integrity Commissioner’s recommendation that the Board consider immediate restrictions on Trustee Terrell-Tracey’s York Region District School Board email during her remaining tenure as Trustee, the Integrity Commissioner’s assessment that “the Respondent routinely violates her obligation to preserve confidentiality”, the fiduciary responsibility of trustees as outlined in the Integrity Commissioner’s Report, and the privilege of being a duly elected Trustee for the York Region District School Board;
Page 26 of 299 SPECIAL BOARD MEETING MINUTES – PUBLIC SESSION PAGE 5 JUNE 17, 2019 ______
That the York Region District School Board impose the following sanctions. 1) That Trustee Elizabeth Terrell-Tracey be censured for breaching Sections 4, 13, 14 and 15 of the Trustee Code of Conduct.
2) That the Director of Education be authorized to work with the Board Chair to immediately restrict Trustee Elizabeth Terrell-Tracey’s access to her York Region District School Board email account such that staff oversee correspondence with members of the community.
3) That Trustee Elizabeth Terrell-Tracey be immediately barred from attending Public and Private Board meetings until the end of June 2020.
First Primary Amendment to the Main Motion
Trustees discussed recommended changes and agreed to amend the main motion to clarify the pattern of behaviour identified by the Integrity Commissioner in support of the Board’s decision to impose a sanction.
First primary amendment to the main motion moved by C. McBain, seconded by B. McRoberts:
That nugget 5 of the main motion, which currently reads “the fiduciary responsibility of trustees as outlined in the Integrity Commissioner’s Report” be amended to include language that reinforces the pattern, identified by the Integrity Commissioner, of breaching confidentiality and failing to uphold fiduciary duties to the collective Board and all stakeholders.
For clarity, nugget 5 will read as follows:
“the identified pattern of breaching confidentiality and failure to uphold her public fiduciary duties to the collective Board and all stakeholders, and” - First Primary Amendment Carried -
Second Primary Amendment to the Main Motion
Trustees discussed proposed revisions to the main motion and agreed to accept a friendly amendment which included listing the specific clauses within the identified section.
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Second primary amendment to the main motion moved by C. McBain, seconded by C. Cordova:
That the main motion be amended by replacing the language of Sanction 1 which currently reads as follows “That Trustee Elizabeth Terrell-Tracey be censured for breaching Sections 4, 13, 14 and 15 of the Trustee Code of Conduct.” with the following language that more explicitly references the reasons for imposing a censure: “That the Chair of the York Region District School Board make a formal, public statement censuring East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell-Tracey for violating Sections 4 (Clauses 1, 3, 4, 5, 6, 7, 8, 10), 13, 14 and 15 of the Trustee Code of Conduct by;
engaging in discreditable conduct by making inappropriate public comments that do not uphold the Integrity and Dignity of the Office of Trustee and that do not adhere to Board Policies, Procedures and Supporting Documents, and obstructing an investigation of the Integrity Commissioner.”
- Second Primary Amendment Carried -
Third Primary Amendment to the Main Motion
Trustees discussed the recommendation to more explicitly include information about restrictions to the Board’s email system. It was noted that the Chair and Director will work collaboratively to ensure the spirit of the Board’s sanction is upheld while at the same time taking into consideration the privacy of constituents who may be reaching out to their local trustee.
Trustees agreed to adding additional specificity and imposing these provisions for the remainder of the 2018-2022 Term of Office.
In response to a trustee question, it was noted that the Board does not have the ability to impose controls around personal social media accounts and that it is up to individual trustees to demonstrate good judgement and manage their own behaviour when communicating with staff, trustees and members of the public.
Third primary amendment to the main motion moved by C. McBain, seconded by C. Cordova:
That the main motion be amended by replacing the language of Sanction 2 which currently reads as follows “That the Director of Education be authorized to work with the Board Chair to immediately restrict Trustee
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Elizabeth Terrell-Tracey’s access to her York Region District School Board email account such that staff oversee correspondence with members of the community” with the following language that more explicitly outlines restrictions to Trustee E. Terrell-Tracey’s York Region District School Board email access: “That, for the remainder of the 2018-2022 Term of Office;
East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell- Tracey’s email communication access using the York Region District School Board account immediately be restricted to individuals identified by the Director of Education and Board Chair, a separate York Region District School Board email account be established, publicized and managed by staff, so that members of the East Gwillimbury/Whitchurch-Stouffville community are able to address concerns, and staff ensure that East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell-Tracey is aware of matters impacting her community in compliance with the Municipal Freedom of Information and Protection of Privacy Act.”
- Third Primary Amendment Carried -
Fourth Primary Amendment to the Main Motion
Trustees discussed the inclusion of more specific language in the main motion to ensure the timeframes for barring Trustee E. Terrell-Tracey from attending Board, Advisory and Board Committee meetings are explicit.
Trustees;
shared their opinions with regard to Trustee Terrell-Tracey being involved in Student Discipline Committee, Supervised Alternative Learning Review Committee and Negotiations Advisory Committee meetings, outlined the importance of trustee standards of behaviour when dealing with matters that directly impact students or staff, and discussed the date of January 1, 2020 as opposed to the end of June 2020.
To support the Board’s consideration of sanctions related to trustee involvement in Negotiations Advisory Committee meetings, staff provided information about upcoming negotiations and contract timelines for various employee groups.
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Following extensive discussion, trustees agreed to bar Trustee E. Terrell-Tracey from attending all public and/or private Board, Advisory and Board Committee meetings until the end of June 2020. Further to this, they agreed that Trustee E. Terrell-Tracey will be barred from attending Student Discipline Committee, Supervised Alternative Learning Review Committee and Negotiations Advisory Committee meetings for the remainder of the 2018-2022 Term of Office.
Fourth primary amendment to the main motion moved by C. McBain, seconded by B. McRoberts:
That the main motion be amended by replacing the language of Sanction 3 which currently reads as follows “That Trustee Elizabeth Terrell-Tracey be immediately barred from attending Public and Private Board meetings until the end of June 2020” with the following language that more explicitly outlines which meetings Trustee E. Terrell-Tracey will be barred from attending until the end of June 2020:
“That Trustee Elizabeth Terrell-Tracey be immediately barred from attending the following meetings;
private and/or public Board, Advisory and Board Committee meetings until the end of June 2020, and Student Discipline and/or Supervised Alternative Learning Review Committee meetings for the remainder of the 2018-2022 Term of Office. First secondary amendment to the fourth primary amendment to the main motion moved by D. Sherman, seconded by C. McBain:
That the fourth primary amendment be amended by adding a third nugget that reads as follows:
“Negotiations Advisory Committee meetings until all union contracts are ratified.”
- First Secondary Amendment to the Fourth Primary Amendment Carried -
Second secondary amendment to the fourth amendment to the main motion moved by N. Mahmood, seconded by D. Sherman:
That the fourth primary amendment, as amended, be amended by consolidating nugget three which reads “the Negotiations Advisory Committee meetings until all union contracts are ratified” and nugget two which reads “Student Discipline and/or Supervised Alternative Learning Review Committee meetings for the remainder of the 2018-
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2022 Term of Office” into one nugget so that Trustee E. Terrell-Tracey is barred from attending Student Discipline Committee, Supervised Alternative Learning Review Committee and Negotiations Advisory Committee meetings for the remainder of the 2018-2022 Term of Office.
For clarity, the consolidated nugget will read as follows:
“Student Discipline, Supervised Alternative Learning Review and Negotiations Advisory Committee meetings for the remainder of the 2018-2022 Term of Office.”
- Second Secondary Amendment to the Fourth Primary Amendment Carried -
- Fourth Primary Amendment (As Amended) Carried -
Fifth Primary Amendment to the Main Motion
Trustees discussed at length the inclusion of an additional sanction requiring Trustee E. Terrell-Tracey to issue an apology to the community. In consideration of this recommendation, Trustees discussed;
the previous report to the Board from the Integrity Commissioner, the importance of rebuilding trust and public acknowledgement of the inappropriate nature of the comments made on social media, how an apology might be communicated to the public, information provided by staff with regard to the challenges and benefits of requiring a written apology, practices of other school boards, and the role of the Board to determine the appropriateness of the apology.
Fifth primary amendment to the main motion moved by C. McBain, seconded by C. Cordova:
That the following additional clause be added as Sanction 4:
“That, in an effort to rebuild trust with the community, East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell-Tracey be required to tender a written public apology within 30 days, expressing understanding of impact and regret for the disrespect conveyed in her Twitter post of May 11, 2019 as well as any additional Twitter, Facebook and email statements referenced by the Integrity Commissioner in Report 2, dated June 17, 2019.”
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Secondary amendment to the fifth primary amendment to the main motion moved by D. Sherman, seconded by E. Sinclair:
That the fifth primary amendment be amended by including language that specifies that if the written apology is not to the satisfaction of the Board, the Board reserves the right to extend the timeframe of imposed sanctions beyond June 2020.
- Secondary Amendment to the Fifth Primary Amendment Withdrawn -
- Fifth Primary Amendment Carried -
Sixth Primary Amendment to the Main Motion
Board Chair C. McBain addressed information contained in the Report from the Integrity Commissioner and mentioned the importance and privilege of trustees’ representation at Board events such as graduations.
Trustees echoed the sentiment of the trustee role at events and agreed that Trustee E. Terrell-Tracey should not be permitted to attend and participate in elementary and/or secondary graduations in 2019 and 2020.
Trustees discussed the idea of also limiting involvement in other Board events, activities and conferences such as, but not limited to, school visits.
Sixth primary amendment to the main motion moved by C. McBain, seconded by C. Cordova:
That the following additional clause be added as Sanction 5:
“That East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell- Tracey refrain from attending any elementary and/or secondary graduations in June 2019.”
First secondary amendment to the sixth primary amendment to the main motion moved by C. Cordova, seconded by N. Mahmood:
That the sixth primary amendment be amended to change the words “in June 2019” to “until the end of June 2020”.
- Secondary Amendment to the Sixth Primary Amendment Carried -
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RECESS
The Public Board meeting was recessed at 8:26 p.m. to allow staff to print the amended motions for trustees’ continued review. The meeting resumed at 8:34 p.m.
Second secondary amendment to the sixth primary amendment moved by L. Gilbert, seconded by D. Sherman:
That the sixth primary amendment, as amended, be amended to include elementary and/or secondary school visits.
- Second Secondary Amendment to the Sixth Primary Amendment Withdrawn -
- Sixth Primary Amendment (As Amended) Carried -
Seventh Primary Amendment to the Main Motion
Trustees discussed the responsibilities of trustees to communicate with their communities. Director of Education L. Sirisko clarified the Board’s overall means of communications and corporate messaging and staff support for trustees in crafting communications with their communities.
Seventh primary amendment to the main motion moved by A. Tam, seconded by R. Lynn:
That the following additional clause be added as Sanction 6:
“That East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell- Tracey only be permitted to use the Trustee Newsletter Greetings as prepared by Corporate Communications without amendments.”
Secondary amendment to seventh primary amendment moved by C. Cordova, seconded by A. Tam:
That the seventh primary amendment be moved as a fourth nugget under Sanction 2 which will read as follows:
“East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell- Tracey will only be permitted to use the Trustee Newsletter Greetings as prepared by Corporate Communications without amendments.”
- Secondary Amendment to the Seventh Primary Amendment Carried -
- Seventh Primary Amendment (As Amended) Carried -
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Eight Primary Amendment to the Main Motion
Trustees discussed concerns and rationale for a recommendation to not permit Trustee Terrell-Tracey to attend school visits in her capacity as trustee. Clarification was provided with regard to the Board’s practice associated with trustee visits to schools by invitation of the principal or superintendent. The legal right of visitors to schools was outlined.
Eighth primary amendment to the main motion moved by D. Sherman, seconded by E. Sinclair:
That Sanction 5 be amended to specify that Trustee E. Terrell-Tracey not be permitted to undertake school visits until June 2020.
For clarity, the motion would read as follows:
“That East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell- Tracey refrain from attending any elementary and/or secondary graduations or school visits until the end of June 2020.”
Secondary amendment to the eighth primary amendment moved by C. McBain, seconded by D. Sherman:
That the eighth primary amendment be amended to insert the words “in her capacity as trustee” after the word “visit” and before the word “until”.
- Secondary Amendment to the Eighth Primary Amendment Carried -
- Eighth Primary Amendment (As Amended) Carried -
Ninth Primary Amendment to the Main Motion
Trustees discussed the possibility of including provisions around the apology letter. They contemplated whether or not they could make sanctions subject to receipt of an appropriate apology.
Ninth primary amendment to the main motion moved by D. Sherman, seconded by E. Sinclair:
That Sanction 4 be amended to include a clause that would restrict East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell-Tracey from attending any private and/or public Board, Advisory and Board Committee
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meetings until an apology, acceptable to the Board, has been received and not before the end of June 2020.
For clarity, the following would be added as an additional paragraph to Sanction 4:
“Should an apology, acceptable to the Board, not be received by June 30, 2020, the Board may consider extending sanctions related to attendance at any private and/or public Board, Advisory and Board Committee meetings.”
- Ninth Primary Amendment Carried -
Tenth Primary Amendment to the Main Motion
Trustees discussed the rationale for the imposition of a sanction that would make Trustee E. Terrell-Tracey ineligible to represent the York Region District School Board at external organizations. Trustees reinforced the fact that any trustee who is representing the Board is held to a higher standard.
Tenth primary amendment to the main motion moved by C. McBain, seconded by C. Cordova:
That the following additional clause be added as Sanction 7:
“That East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell- Tracey be ineligible to represent the York Region District School Board on the Ontario Public School Boards’ Association and/or any government agency or outside organization seeking trustee membership from the Board for the remaining of the 2018-2022 Term of Office.”
- Tenth Primary Amendment Carried -
RECESS
(*)6. Moved by D. Sherman, seconded by C. McBain:
That the Board Meeting (Public Session) recess at 9:23 p.m. and resolve to move in Camera in order to discuss items permitted under Section 207(2), Closing of certain committee meetings, of the Education Act.
- Carried -
Note: The Special Board Meeting (Public Session) resumed at 10:14 p.m.
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Trustees cited their legal obligations associated with the enforcement of the Trustee Code of Conduct. As a result, some of the recommended sanctions need to be removed as formal sanctions and reframed as additional recommended actions.
Eleventh Primary Amendment to the Main Motion
Trustees indicated that it is difficult for the Board to enforce an apology. Therefore the sanction associated with the apology will be reframed as an additional recommended action for Trustee E. Terrell-Tracey’s consideration.
Eleventh primary amendment to the main motion moved by B. McRoberts, seconded by R. Lynn:
That Sanction 4 related to the requirement of Trustee Elizabeth Terrell- Tracey to submit a written public apology within 30 days be removed from the list of sanctions.
- Eleventh Primary Amendment Carried -
Twelfth Primary Amendment to the Main Motion
Trustees discussed Sanction 5 and agreed to remove provisions around school visits from the sanction. Trustees accepted a friendly amendment to the wording of the motion that changes “refrain from attending” to “will not attend” by common consent.
Twelfth primary amendment to the main motion moved by B. McRoberts, seconded by C. Liang:
That Sanction 5 be amended to delete “or school visits” after the word “graduations” and before “until”.
For clarity, the Sanction 5 will read as follows:
“That East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell- Tracey will not attend any elementary and/or secondary graduations in her capacity as trustee until the end of June 2020.”
- Twelfth Primary Amendment Carried -
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Thirteenth Primary Amendment to the Main Motion
Trustees discussed the sanction related to Trustee E. Terrell Tracey not being eligible to represent the Board on external and/or government agencies. It was noted that the determination of trustee involvement on external and/or government is a decision of the Board of Trustees.
Thirteenth primary amendment to the main motion moved by C. McBain, seconded by B. McRoberts:
That Sanction 6 which reads “That East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell-Tracey be ineligible to represent York Region District School Board on the Ontario Public School Boards’ Association and/or any government agency or outside organization seeking trustee membership from the Board for the remainder of the 2018-2022 Term of Office” be removed from the list of sanctions.
- Thirteenth Primary Amendment Carried -
In accordance with section 2:05:07 of the York Region District School Board Operational By-Law, a recorded vote on the main motion, as amended, was requested by Trustee C. Cordova.
In Favour: Trustees C. Cordova, L. Gilbert, C. Liang, R. Lynn, C. McBain, B. McRoberts, N. Mahmood, J. Nathan, D. Sherman, E. Sinclair and A. Tam
Opposed: None
Absent: Trustee E. Terrell-Tracey
- Main Motion (As Amended) Carried Unanimously -
Action Trustees requested the recommendations be forwarded to trustees prior to the minutes Item being finalized.
Note: For clarity, the sanctions were listed in numerical order. The final motion, as amended 13 times, reads as follows:
“In accordance with the Complaint Protocol for the Trustee Code of Conduct, the Education Act and taking into consideration the information contained in Report 2 from the Integrity Commissioner to the York Region District School Board regarding the Conduct of Trustee Terrell-Tracey dated June 17, 2019, particularly;
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the Integrity Commissioner’s assessment that “Trustee Terrell-Tracey’s cumulative actions blemish the Board and her inability to conduct herself in a professional manner does much to discredit and compromise the integrity and dignity of the collective Board” and “the Respondent is a Trustee who is unable or unwilling to serve the school communities, and the collective Board in a constructive, respectful, conscientious and diligent manner”, the fact that Trustees, as elected officials, are unable to separate their individual selves from their duly elected office, the Integrity Commissioner’s recommendation that the Board consider immediate restrictions on Trustee Terrell-Tracey’s York Region District School Board email during her remaining tenure as Trustee, the Integrity Commissioner’s assessment that “the Respondent routinely violates her obligation to preserve confidentiality”, the identified pattern of breaching confidentiality and failure to uphold her public fiduciary duties to the collective Board and all stakeholders, and the privilege of being a duly elected Trustee for the York Region District School Board; That the York Region District School Board impose the following sanctions:
1) That the Chair of the York Region District School Board make a formal, public statement censuring East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell-Tracey for violating Sections 4 (Clauses 1, 3 4, 5, 6, 7, 8 and 10), 13, 14 and 15 of the Trustee Code of Conduct by:
engaging in discreditable conduct by making inappropriate public comments that do not uphold the Integrity and Dignity of the Office of Trustee and that do not adhere to Board Policies, Procedures and Supporting Documents, and obstructing an investigation of the Integrity Commissioner.
2) That Trustee Elizabeth Terrell-Tracey be immediately barred from attending the following meetings;
private and/or public Board, Advisory and Board Committee meetings until the end of June 2020, and Student Discipline, Supervised Alternative Learning Review and Negotiations Advisory Committee meetings for the remainder of the 2018- 2022 Term of Office.
Page 38 of 299 SPECIAL BOARD MEETING MINUTES – PUBLIC SESSION PAGE 17 JUNE 17, 2019 ______
3) That, for the remainder of the 2018-2022 Term of Office;
East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell-Tracey’s email communication access using the York Region District School Board account immediately be restricted to individuals identified by the Director of Education and Board Chair, a separate York Region District School Board email account be established, publicized and managed by staff, so that members of the East Gwillimbury/Whitchurch-Stouffville community are able to address concerns, staff ensure that East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell-Tracey is aware of matters impacting her community in accordance with the Municipal Freedom of Information and Protection of Privacy Act, and East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell-Tracey will only be permitted to use the Trustee Newsletter Greetings as prepared by Corporate Communications without amendments.
4) That East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell-Tracey not attend any elementary and/or secondary graduations in her capacity as trustee until the end of June 2020.”
Additional Actions
Trustees discussed actions that were removed from the sanctions and other actions recommended by the Integrity Commissioner in the Report to the Board.
(*)7. Moved by C. McBain, seconded by R. Lynn:
That, in consideration of the content of the Integrity Commissioner’s Report dated June 17, 2019, the York Region District School Board approve the following recommendations.
1. That East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell- Tracey be ineligible to represent the York Region District School Board on the Ontario Public School Boards’ Association and/or any government agency or outside organization seeking trustee membership from the Board during the remainder of the 2018-2022 Term of Office. First primary amendment to the main motion moved by C. McBain, seconded by L. Gilbert:
That the following be added to the list of additional actions as Recommendation 2:
Page 39 of 299 SPECIAL BOARD MEETING MINUTES – PUBLIC SESSION PAGE 18 JUNE 17, 2019 ______
“That the York Region District School Board consider the following, recommended by the Integrity Commissioner, at the June 24, 2019 Chair’s Committee meeting;
a) that a definition of appropriate “communication vehicle”, and what constitutes abuse of the same be created, and b) that the interpretation of responsible use of social media and email be clarified.” - First Primary Amendment Carried -
Second primary amendment to the main motion moved by R. Lynn, seconded by N. Mahmood:
That the following be added to the list of additional actions as Recommendation 3:
“That, in an effort to rebuild trust with the community, East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell-Tracey be encouraged to tender a written public apology to the community, expressing understanding of impact and regret for the disrespect conveyed in her Twitter post of May 11, 2019 as well as any additional Twitter, Facebook and email statements referenced by the Integrity Commissioner in Report 2, dated June 17, 2019.”
- Second Primary Amendment Carried -
- Main Motion (As Amended) Carried -
Note: For clarity, the additional recommendations will be listed in numerical order. The final motion, as amended two times, reads as follows:
“That, in consideration of the content of the Integrity Commissioner’s Report dated June 17, 2019, the York Region District School Board approve the following recommendations.
1. That East Gwillimbury/Whitchurch-Stouffville Trustee Elizabeth Terrell-Tracey be ineligible to represent the York Region District School Board on the Ontario Public School Boards’ Association and/or any government agency or outside organization seeking trustee membership from the Board during the remainder of the 2018- 2022 Term of Office.
Page 40 of 299 SPECIAL BOARD MEETING MINUTES – PUBLIC SESSION PAGE 19 JUNE 17, 2019 ______
2. That the York Region District School Board consider the following, recommended by the Integrity Commissioner, at the June 24, 2019 Chair’s Committee meeting;
a) that a definition of appropriate “communication vehicle”, and what constitutes abuse of the same be created, and b) that the interpretation of responsible use of social media and email be clarified.”
3. That, in an effort to rebuild trust with the community, East Gwillimbury/Whitchurch- Stouffville Trustee Elizabeth Terrell-Tracey be encouraged to tender a written public apology to the community, expressing understanding of impact and regret for the disrespect conveyed in her Twitter post of May 11, 2019 as well as any additional Twitter, Facebook and email statements referenced by the Integrity Commissioner in Report 2, dated June 17, 2019.”
DIRECTOR’S INFORMATION REPORT
There was no Director’s Information Report presented at this time.
ADJOURNMENT
(*)8. Moved by N. Mahmood, seconded by D. Sherman:
That the Special Board Meeting (Public Session) be adjourned at 10:42 p.m.
- Carried -
______Director of Education and Chair of the Board Secretary-Treasurer
Page 41 of 299 Page 42 of 299 ROUTINE YORK REGION DISTRICT SCHOOL BOARD BUDGET COMMITTEE MEETING MINUTES MAY 28, 2019
The Budget Committee meeting of Tuesday, May 28, 2019 commenced at 7:02 p.m. in the Board Room of the Education Centre, Aurora with Budget Chair D. Sherman presiding, and the following members present; Trustees C. Cordova, L. Gilbert, C. Liang, R. Lynn, C. McBain, B. McRoberts, N. Mahmood, J. Nathan, E. Sinclair, A. Tam and E. Terrell-Tracey
Regrets: Student Trustee A. Lu
Absent: Student Trustee B. Liu
APPROVAL OF AGENDA
(*)1. Moved by E. Sinclair, seconded A. Tam:
That the agenda be approved as written.
- Carried -
DECLARATION OF CONFLICT OF INTEREST
Budget Chair D. Sherman asked any trustee who has a direct personal interest or direct or indirect pecuniary interest in any matter being discussed by the Board to state their conflict and the nature thereof. No conflicts were declared by trustees at this time.
APPROVAL OF MINUTES OF PREVIOUS MEETING
(*)2. Moved by E. Sinclair, seconded A. Tam:
That the minutes of the April 15, 2019 Budget Committee meeting be approved as written.
- Carried -
NEW BUSINESS
Ministry Funding Memorandums
Chief Financial Officer W. Muirhead-Toporek addressed Ministry Memorandums recently received. She mentioned some additional information will be shared at the June 10, 2019 Budget Committee meeting.
Note: Trustee C. Liang entered the meeting at 7:03 p.m.
Page 43 of 299 BUDGET COMMITTEE MEETING PAGE 2 May 28, 2019 ______
Overview of Ministry Memorandum 2019: B14 Grants for Student Needs (GSN) Funding for 2019-20
Chief Financial Officer (CFO) W. Muirhead-Toporek highlighted proposed changes associated with;
class size increase, Designated Early Childhood Educator (DECE) funding, changes to funding for grades four to eight, Attrition Protection Allocation, Special Education funding, Local Priorities Fund, Cost Adjustment Allocation and Human Resource Transition Supplement which all end August 31, 2019, capital funding, and student transportation and utility increases.
CFO Muirhead-Toporek noted there is no change in funding for average class sizes for Kindergarten and grades one. Budget Chair D. Sherman provided clarification on language used in the Ministry report.
CFO Muirhead-Toporek addressed the eliminated flexible funding for additional programming in the secondary panel. She confirmed the attrition program only involves classroom teachers, not principals and explained the calculation associated with attrition and the replacement of specialty teachers.
Director of Education L. Sirisko clarified how specialty teachers will be replaced to support instructional needs. She noted how specialty staffing positions are filled and distributed throughout the region in collaboration with Union and Federation partners. CFO Muirhead-Toporek confirmed for trustees the five per cent extra funding for special teachers is approximately $2 million which would hire approximately 20 teachers.
CFO Muirhead-Toporek acknowledged the Board has benefited from being a growing Board. Many positions funded by the Local Priorities Fund have been absorbed into the budget. She mentioned the Board will not be provided with pilot funding related to Special Education.
Ministry Memorandum 2019:B15 2019-20 Priorities and Partnerships Fund
An overview of Ministry Memorandum 2019:B15 2019-20 Priorities and Partnerships Fund (PPF) was provided by CFO Muirhead-Toporek. She indicated the Board has not been advised of what grant funding will be received and they continue to wait for funding announcements from the Ministry of Education.
She highlighted different grant categories related to mental health funding and well-being and mental health workers in secondary schools. She stated funding was provided in
Page 44 of 299 BUDGET COMMITTEE MEETING PAGE 3 May 28, 2019 ______
2018-2019 year; however, there is no information available from the Ministry as to funding amounts related to mental health for 2019-2020. She confirmed some funding was received last year regarding the Human Rights and Equity Advisors and noted 2019-2020 funding amounts will be provided to trustees when received.
Director of Education L. Sirisko stated the Board may not receive funding this year for the Human Rights and Equity Advisors. She addressed questions regarding funding criteria and acknowledged many considerations will be taken into account such as the Board’s past work related to the Ministry Directives and the established Human Rights Commissioner and staff.
CFO Muirhead-Toporek outlined past Education Program – Other (EPO) grant criteria and noted how the model has changed for this year. The Board has not received any information on whether PPF funds will be automatically provided or if the Board must apply. The information will not be released until the official Ministry announcement has been communicated.
Definitions
Documents containing key terms and acronyms used for Ministry and Board financials were highlighted by CFO Muirhead-Toporek. She clarified for trustees the Full-Time Equivalent (FTE) ratio for two half-time students would be equal to one FTE.
Estimated 2019-2020 Budget Revenues
CFO Muirhead-Toporek provided a brief overview of the graphs and data related to Average Daily Enrolment – Pupils of the Board and Other Pupils. She noted Board growth of approximately 2.3 per cent which has been fiscally helpful compared to other school boards with declining enrolment or holding at zero. She noted the Board is fortunate to not have to deal with reduced funding and declining enrolment at the same time.
CFO Muirhead-Toporek highlighted data related to the 2019-2020 Grants for Student Needs (GSN) Allocations Summary – Operating. She addressed revenue reductions of nearly $29 million. Some of the revenue funding changes includes;
a reduction for kindergarten Designated Early Childhood Educators (DECE), less funding for grades four to eight, funding reductions for secondary teachers, two new schools opening next year, an increase for Special Education funding due to Board growth, additional funding for French Immersion and English as a Second Language, a funding reduction for learning opportunities, adult education, continuing education and summer school, an increase of funding for teacher qualifications and the New Teacher Induction Program,
Page 45 of 299 BUDGET COMMITTEE MEETING PAGE 4 May 28, 2019 ______
reduced funding for DECE qualifications and experience, increased revenue for transportation changes to administration and governance, and additional funding for school operations.
CFO Muirhead-Toporek summarized the loss of $82.00 per pupil and provided insight into the 2019-2020 Capital Allocation which covers funding related to school renewal and pupil accommodation allocations. These funds remain about the same.
CFO Muirhead-Toporek briefly reviewed revenue under the Miscellaneous Revenues and the Priorities and Partnerships Fund (PPF), formally known as the Education Program – Other (EPO) Grants. She addressed cash flow, interest revenue and funding agreements. She noted that at the June 10, 2019 Budget Committee meeting revenues and expenditures will be presented excluding the PPF information due to unavailability from the Ministry.
CFO Muirhead-Toporek presented the 2019-2020 Summary of Revenues. The Board will receive an estimated total of $1.514 billion excluding the yet unavailable PPF amounts.
CFO Muirhead-Toporek clarified;
funding for international students, the new school funding process, staffing allocation of Special Education funding, the end of the Local Priorities grant, attrition funding, Grants for Student Needs funding, and the transportation expenditure budget.
INFORMATION ITEMS
2019 Summary of Procurement Directives and Trade Agreements
Manager, Purchasing Services D. Beharry shared information on the Board’s procurement directives. He provided a brief overview highlighting the Broader Public Sector (BPS) procurement directives, 25 mandatory requirements and questions received regarding vendor participation in bid opportunities. He stated the importance of the Board being transparent and open and having no conflict of interest. He addressed the procurement process, Requests for Proposals (RFPs), pricing, the competitive process of bids, tenders, posting notices, deadlines, new reporting requirements and trade agreement obligations for public sector organizations through the Canada-European Union Comprehensive Economic and Trade Agreement (CETA) and Canadian Free Trade Agreement (CFTA) (2017).
Page 46 of 299 BUDGET COMMITTEE MEETING PAGE 5 May 28, 2019 ______
Manager Beharry explained the qualification and pre-qualification process. He noted bid timelines, limitations, timeframes and activity reports and addressed terminology and the vendor rotation process. He stated the process must be clear and upfront and the Board does not receive money or credits from companies. He noted once vendors are prequalified they do not have to repeat the RPF process. He clarified the Ministry vendor list and gaps in the system. The Board’s list does not include constructions companies; however, it does include service contracts.
It was noted that the Board requires Board employees to have Vulnerable Sector Screening. Contract workers, through the procurement process, would be covered under their specific employer. CFO Muirhead-Toporek noted only workers in direct contact with students would be required to obtain a Vulnerable Sector Screening. The Director of Education noted all individuals or visitors are required to report to the school office and would not have direct access to students.
In response to a trustee questions, Manager Beharry outlined the required code of ethics Action for suppliers, terminology, definitions on specific processes, and the number of qualified Item versus non-qualified vendors. Trustees requested the number of pre-qualified vendors in a percentage format.
Provincial Request to Find Savings
Budget Chair D. Sherman addressed a new release regarding the Ontario government’s offer to provide financial resources to support large urban municipalities and school boards to review their budgets in an attempt to find an additional four per cent savings.
CFO Muirhead-Toporek stated in order for the Board to save four per cent from the current budget, without touching classroom funding, a savings of $60 million would need to be found which would substantially impact the Board’s ability to operate. She stated the Board has carefully reviewed many budget lines in order to find savings in order to achieve a balanced budget and is also subject to external audits.
Director Sirisko has reached out to the Council of Ontario Directors of Education (CODE) for any additional details and direction with regard to this request.
In response to a trustee question, Director of Education L. Sirisko summarized how school boards communicate with the Ministry. She referenced several correspondences with the Ministry outlining the impact of funding and programmatic changes on the Board.
Budget Chair D. Sherman thanked staff for the their informative and extensive presentations. He extended a sincere thank you to the Finance Team for their hard work and dedication on the 2019-2020 Budget.
CFO Muirhead-Toporek noted expenditure budgets will be presented to trustees at the June 10, 2019 Budget Committee meeting. She requested that trustees provide questions
Page 47 of 299 BUDGET COMMITTEE MEETING PAGE 6 May 28, 2019 ______about the expenditure budgets to herself or the Chair, prior to the meeting, in order for staff to be prepared with the necessary information.
The Director of Education expressed her appreciation to CFO Muirhead-Toporek and the financial team for their fiscal skill, knowledge and excellent work.
ADJOURNMENT
(*)3. Moved by C. McBain, seconded by J. Nathan:
That the Budget Committee Meeting be adjourned at 8:26 p.m.
- Carried -
Page 48 of 299
YORK REGION DISTRICT SCHOOL BOARD
POLICY AND BY-LAW COMMITTEE MINUTES June 3, 2019
The Policy and By-Law Committee met at 5:34 p.m. in Room 200 of the Education Centre, Aurora on Monday, June 3, 2019 with the following trustees and resource staff members present; Trustees C. Cordova (Committee Chair), L. Gilbert, C. Liang, R. Lynn, C. McBain, B. McRoberts, J. Nathan and D. Sherman, Director of Education L. Sirisko, Principal, Human Resource Services N. Gunathunge, Principal, Caring and Safe Schools D. Laliberte, Manager, Corporate Secretariat and Trustee Services L. Reinhardt, Assistant Manager, Corporate Policy S. Lynn and Administrative Assistant E. Forster.
Also in attendance: Trustees N. Mahmood, E. Sinclair and E. Terrell-Tracey Regrets CALL TO ORDER
Committee Chair C. Cordova called the meeting to order at 5:34 p.m.
APPROVAL OF AGENDA
(*)1. Moved by R. Lynn, seconded by D. Sherman:
That the agenda be approved, as written.
- Carried -
DECLARATION OF CONFLICT OF INTEREST
Committee Chair C. Cordova asked any trustee who has a direct personal interest or direct or indirect pecuniary interest in any matter being discussed by the committee to state their conflict and the nature thereof. No conflicts were declared by trustees at this time.
APPROVAL OF MINUTES OF PREVIOUS MEETING
(*)2. Moved by B. McRoberts, seconded by C. Liang:
That the minutes of the May 7, 2019 Policy and By-Law Committee meeting be approved as written.
- Carried -
Page 49 of 299 POLICY AND BY-LAW COMMITTEE MEETING PAGE 2 June 3, 2019
POLICY FOR SECOND REVIEW
Policy #662.0, Student Health Supports
Chief of Physical Therapy and Occupational Health, Student Services S. Ellis and Elementary Principal, Student Services J. Sepkowski were in attendance for the second review of Policy #662.0, Student Health Supports.
Assistant Manager, Corporate Policy provided an overview of the review process. Elementary Principal, Student Services J. Sepkowski indicated significant updates were previously made to the policy as a result of legislation introduced by the Ministry of Education, specifically Policy/Program Memorandum 161, Supporting Children and Students with Prevalent Medical Conditions. The revised policy was adopted as a working document at the July 10, 2018 Board meeting and was posted for comment in excess of six school months.
A trustee provided some suggestions on related procedures for consideration by staff. In response to a trustee question, staff confirmed that all school staff must complete annual compliance training with respect to prevalent medical conditions.
Action Required Trustees made minor edits to the policy.
(*)3. Moved by B. McRoberts, seconded by C. McBain:
That in accordance with Board Policy #285.0, Board Policies, Procedures and Supporting Documents, Policy #662.0, Student Health Supports, as amended, be forwarded to the July 9, 2019 Board meeting for final approval. (Appendix 1)
- Carried -
POLICY FOR FIRST REVIEW
Policy #407.0, Accessibility
Human Rights Commissioner A. Anirud, Superintendent of Education, Schools and System Operations, Plant and Planning Services T. Dungey and Accessibility Officer B. Wu were in attendance for the first review of the Board’s Accessibility policy.
Human Rights Commissioner A. Anirud reviewed the extensive consultation process used to collect input on the policy. It was noted that trustees were provided with training and had an opportunity to provide input into policy changes at the November 7, 2018 and November 5, 2019 Policy and By-Law Committee meetings. Trustee input has been used to inform proposed revisions to the policy and its related procedures, where appropriate.
Page 50 of 299 POLICY AND BY-LAW COMMITTEE MEETING PAGE 3 June 3, 2019
The Accessibility policy complements the Board’s Human Rights: Code-Related Harassment and Discrimination policy and incorporates all Integrated Accessibility Standards Regulations.
In response to trustee questions, staff clarified the revised protocol regarding service animals will be embedded in the related procedure. In addition, it was noted that Action accommodations for students with respect to participation in field trips will be incorporated Required into the review of the Field Trips policy and procedure as it is outside the scope of the Accessibility policy.
Committee Chair C. Cordova noted an amendment to the policy to reflect that a trustee is appointed to the AODA Committee.
(*)4. Moved by J. Nathan, seconded by N. Mahmood:
That in accordance with Board Policy #285.0, Board Policies, Procedures and Supporting Documents, Working Document Policy #407.0, Accessibility, as amended, be circulated for six school months. (Appendix 2)
- Carried -
RECOMMENDATION TO DELETE
Policy #425.0, Provision of Barrier-Free Facilities
Associate Director of Education, Schools and Operations C. LaTouche and Superintendent of Education, Schools and System Operations, Plant and Planning Services T. Dungey were in attendance to discuss the recommendation to delete Policy #425.0, Provision of Barrier-Free Facilities.
Superintendent of Education T. Dungey provided historical context for Policy #425.0, Provision of Barrier-Free Facilities (Accessibility) and explained that the content of this policy has been subsumed by the new Accessibility policy and its related procedures.
(*)5. Moved by J. Nathan, seconded by B. McRoberts:
That in accordance with Board Policy #285.0, Board Policies, Procedures and Supporting Documents, Policy #425.0, Provision of Barrier-Free Facilities be deleted. (Appendix 3)
- Carried -
Page 51 of 299 POLICY AND BY-LAW COMMITTEE MEETING PAGE 4 June 3, 2019
INFORMATION ITEM
Policy Review Status Chart
Assistant Manager, Corporate Policy reviewed the Policy Review Status Chart included in the agenda package. She highlighted several policies that have been deferred to the fall in order to support emergent trustee learning needs. Trustees were encouraged to reach out to staff with any questions or feedback.
In response to a question, staff confirmed the Strategic Policy Review Annual Report will be presented to trustees in the in fall. In response to ongoing trustee feedback, staff are in the process of identifying other ways of engaging the community and collecting input to inform trustees’ in developing policy that meets the needs of the system.
ADJOURNMENT
(*)6. Moved by C. McBain, seconded by R. Lynn:
That the Policy and By-Law Committee meeting be adjourned at 6:00 p.m.
- Carried -
Page 52 of 299 Appendix 1 FINAL APPROVAL
YORK REGION DISTRICT SCHOOL BOARD Policy and Procedure #662.0, Student Health Supports
Executive Summary
The Student Health Supports policy and related procedures address the provision of student health supports in schools, and includes the following procedures:
662.1 Administration of Medication to Students 662.2 Anaphylactic Reactions* 662.3 Asthma Management* 662.4 Diabetes Management* 662.5 Epilepsy (Seizure Disorder) Management* 662.6 Concussion Management 662.7 Medically Fragile Students 662.8 Management of Physical Challenges 662.9 Management of Catheterization 662.10 Management of Suctioning 662.11 Management of Communication Disorders 662.12 Communicable Diseases 662.13 Pediculosis (Head Lice)
* These conditions are identified as “prevalent medical conditions” in Ministry of Education Policy/Program Memorandum No. 161 (“PPM 161”). PPM 161 notes that these medical conditions have the potential to result in a medical incident or life-threatening medical emergency.
Who has responsibilities?
● Board of Trustees ● Director of Education ● Principals, Managers and Supervisors ● Staff ● Administrative Services ● Parent(s)/guardian(s) ● Students
How is this policy and procedure related to Board priorities?
The Student Health Supports policy statement establishes that the policy and related procedures support the four facets of the Multi-Year Strategic Plan:
● Foster Well-Being and Mental Health ● Champion Equity and Inclusivity ● Build Collaborative Relationships ● Empower Ethical Leadership
Where relevant, data associated with the implementation and impact of Student Health Supports policy and related procedures will be used as evidence in applicable Board monitoring reports.
Student Health Supports 1
Page 53 of 299 Legislative Context
Rowan’s Law (Concussion Safety) Ryan's Law (Ensuring Asthma Friendly Schools) Sabrina’s Law Education Act Regulated Health Professions Act Drug and Pharmacies Regulation Act Good Samaritan Act Municipal Freedom of Information and Protection of Privacy Act (MFIPPA) Personal Health Information Protection Act (PHIPA) Ontario Regulation 559/91, Specification of Reportable Diseases and amendments under the Health Protection and Promotion Act.
Related Documents
Standards of Conduct Health and Safety - Employees Equity and Inclusivity Emergency Preparedness Caring and Safe Schools Human Rights: Code Related Harassment and Discrimination PPM No. 158: School Board Policies on Concussions Ontario Physical Education Safety Guidelines PPM No.161 Supporting Children and Students with Prevalent Medical Conditions (Anaphylaxis, Asthma, Diabetes, and/or Epilepsy) in School Ministry of Education
Department Director’s Office Student Services Curriculum and Instructional Services
It is the expectation of the York Region District School Board that all employees, students and persons invited to or visiting Board property; or partaking/volunteering in Board or school-sponsored events and activities will respect the policies and procedures of the Board. The term “parents” refers to both biological/adoptive parents and guardians in all Board policies and procedures.
Student Health Supports 2
Page 54 of 299 FINAL APPROVAL Board Policy #662.0 Student Health Supports
Policy Statement
The York Region District School Board believes the provision of student health supports allows students with medical conditions to fully access school in a safe, accepting, healthy and inclusive learning environment that improves student achievement and well-being. Providing health supports empowers students as confident and capable learners, to reach their full potential for self-management of their health/medical condition(s) according to their Health Care Plan. The safety and well-being of all students is a shared responsibility of the Board, staff, schools, families, students, health care providers and third party health care providers.
Application
“Supporting students with health/medical conditions in schools is complex. A whole-school approach is needed where education and community partners, including health care professionals, have important roles to play in promoting student health and safety and in fostering and maintaining healthy and safe environments in which students can learn.” (PPM No.161 Supporting Children and Students with Prevalent Medical Conditions (Anaphylaxis, Asthma, Diabetes, and/or Epilepsy) in School Ministry of Education)
Providing health/medical supports to students is a shared responsibility. Parent(s)/Guardian(s) and students shall inform the school about any serious or life-threatening medical conditions or other health- related matters and take all reasonable measures to minimize the requirement for health/medical supports during school hours. Parent(s)/Guardian(s) and students work together to support student medical and health needs at school.
The York Region District School Board engages the services of external partners, such as, but not limited to York Region Public Health and Third Party Service Providers to support recommendations and the provision of health/medical supports to students, as required.
The Board will collaborate with parent(s)/guardian(s) to support a safe environment for their children while at school and during school related activities, and strive to provide the same opportunities as other students to access the education system.
Health Care Plan(s) and/or Essential Routine Health Care Plan(s) will be created for students who are at known risk for specific medical emergencies and daily routine management that may occur at school and outline the management of these known conditions. Health Care Plans and/or Essential Routine Health Care Plans will be referenced in the Individual Education Plan (IEP), where applicable, and in accordance with page E13 of the Ministry of Education Policy and Resource Guide: Special Education in Ontario – Kindergarten to Grade 12.
Staff members and those entrusted with student supervision have a duty of care to assist students with daily health routines, medical incidents and emergencies, to the extent of their capacity within the means available to them. Staff members cannot perform controlled acts as defined by the Regulated Health Professions Act as part of their assigned responsibilities unless otherwise authorized under any applicable legislation.
The Board complies with applicable privacy legislation and obtains parent(s)/guardian(s) consent prior to sharing student health information in accordance with the legislation.
Student Health Supports 3
Page 55 of 299 The Board is responsible for communicating annually, policies on supporting students with medical conditions to parent(s)/guardian(s), staff and others in the school community who are in direct contact with students, including but not limited to, food service providers, transportation providers and volunteers.
This policy and its related procedures is in compliance with PPM No.161 Supporting Children and Students with Prevalent Medical Conditions (Anaphylaxis, Asthma, Diabetes, and/or Epilepsy) in School Ministry of Education . It also supports students with other health/medical needs.
Training
Training related to health/medical conditions will be provided on an annual basis for all school staff who have direct contact with students with health/medical condition(s).
To ensure student safety and well-being, training will;
take place within the student’s first thirty (30) days of school, where possible; and be reviewed as required.
Training opportunities will include:
strategies for preventing risk of student exposure to triggers and causative agents in the school; expectations with regard to the ability of students to carry their medication and supplies while at school to support the management of their medical condition as outlined in the Health Care Plan; identify expectations with regard to the safe storage and disposal of medication and medical supplies; outline communication strategies with regard to expectations; strategies for supporting inclusion and participation in school; recognition of symptoms of a medical incident and a medical emergency; information on school staff supports, in accordance with board policy; medical incident response(s) and medical emergency response(s); and documentation procedures.
Reporting/Documentation
Subject to relevant privacy legislation, the Board will develop a process to regularly collect data, including but not limited to:
the number of students with prevalent medical conditions in schools; and the number of and circumstances associated with medical incidents and medical emergencies.
This data will be used as part of the Board’s cyclical policy reviews process and provided to the Ministry of Education, as required.
Responsibilities
The Board of Trustees is responsible for:
● reviewing the Student Health Supports policy in accordance with the priorities in the Multi-Year Plan and the approved policy review cycle; and ● understanding and communicating with members of the community about the Student Health Supports policy, as required.
The Director of Education is responsible for:
● implementing and operationalizing the Student Health Supports policy and related procedures.
Student Health Supports 4
Page 56 of 299 Principals are responsible for:
adhering to the responsibilities outlined under school staff; clearly communicating to parent(s)/guardian(s) and appropriate staff the process for parent(s)/guardian(s) to notify the school of their child’s health/medical condition(s); clearly communicate the expectation for parent(s)/guardian(s) to co-create, review and update a Health Care Plan(s) and/or Essential Routine Health Care Plan(s) with the principal or the principal’s designate at minimum: during the time of registration; each year during the first week of school when a child is diagnosed and/or returns to school following a diagnosis. ● encouraging parent(s)/guardian(s) and students to supply information about any serious or life- threatening medical conditions or other health related matters; ● ensuring that appropriate staff members are aware of and receive appropriate training to support students diagnosed with a serious or life-threatening medical condition or other health-related matter requiring school support; ● identifying staff who can support the daily or routine management of health/medical needs of students in the school while honouring the provisions within their collective agreements; ● ensuring medical occurrences, incidents and emergencies are recorded in the Medical Incident Record Form attached to the appropriate Health Care Plan(s); ● maintaining a file with the supporting documentation for each student with a medical and/or health condition; ● facilitating communication with parent(s)/guardian(s) in medical emergencies, as outlined in the Health Care Plan(s); engaging with the appropriate community services, staff and parents/guardians on a regular basis to provide necessary supports; and encouraging parent(s)/guardian(s) to provide suitable medical identification for their child.
School Staff are responsible for:
implementing the contents of Health Care Plan(s) and/or the Essential Routine Health Care Plan(s) and/or protocols for any students with whom they have direct contact; participating in training on health/medical conditions, at a minimum annually and as required; sharing information on a student’s signs and symptoms with other students, if the parent(s)/guardian(s) give consent to do so and as outlined in the Health Care Plan and authorized by the principal in writing; following school board strategies that reduce the risk of student exposure to triggers or causative agents in classrooms, common school areas, and extracurricular activities; supporting a student’s daily or routine management, and respond to health/medical incidents and medical emergencies that occur during school as outlined in board policies and procedures; supporting inclusion by allowing students with health/medical conditions to perform daily or routine management activities in a school location (e.g., classroom) while being aware of confidentiality and the dignity of the student; and enabling students with health/medical conditions to participate in school to their full potential.
Legal, Legislative and Administrative Services is responsible for:
● taking steps to facilitate permit holders, cafeteria service providers and Student Transportation Services adhere to the Student Health Supports policy and procedures, where applicable.
Parent(s)/Guardian(s) are responsible for:
understanding that they are the primary caregivers of their child; being active participants in supporting the management of their child’s health while the child is in school;
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Page 57 of 299 educating their child about their health/medical condition(s) with support from their child’s health care professional as appropriate; guiding and encouraging their child to reach their full potential for self-management and self-advocacy; informing the school of their child’s health/medical condition(s) and complete documentation as required; taking all reasonable measures to minimize the requirement for health supports during school hours, where applicable, such as, but not limited to the administration of medication; working with the principal and appropriate school staff to co-create Health Care Plan(s) and/or Essential Routine Health Care Plan(s) based on the status of their child’s medical condition(s) or changes to their child’s ability to manage the medical condition(s); annually confirming with the principal the status of their child’s health/medical situation; participating in annual meetings to review their child’s Health Care Plan(s) and/or Essential Routine Health Care Plan(s) and/or protocol, as appropriate, provide consent to share information on signs and symptoms of their child’s medical/health condition(s) with other students, when appropriate; seeking medical advice from a licensed physician, nurse practitioner, or pharmacist where appropriate; and, covering any out of pocket costs incurred by the school associated with health/medical treatment, including the cost of transportation by ambulance should this be required.
Students who are cognitively, emotionally, socially and physically able to participate in the self-management of their health/medical condition are responsible for:
advocating for their personal safety and well-being; participating in the development and review of the Health Care Plan(s) and Essential Routine Health Care Plan(s); carrying out daily or routine self-management of their health/medical condition to their full potential; setting goals on an ongoing basis for self-management of their health/medical condition with their parent(s)/guardian(s) and health care professional(s); communicating with their parent(s)/guardian(s) and school staff if they are facing challenges related to their health/medical condition(s) at school; wearing medical alert identification that they and/or their parent(s)/guardian(s) deem appropriate; and informing school staff and/or their peers if a health/medical incident or emergency occurs, when possible.
Definitions
Essential Routine Health Services
Services provided on a regular basis as part of a daily routine such as, but not limited to, clean intermittent catheterization, physical management, and/or administration of medication as outlined in the Essential Routine Health Care Plan(s).
Health Care Plan A plan that contains individualized information on a student with a health/medical condition as outlined in the Health Care Plan that includes:
preventative strategies to be undertaken by the school to reduce the risk of medical incidents and exposure to triggers or causative agents in classrooms and common school areas, and on school trips; identification of school staff who will have access to the Health Care Plan; identification of routine or daily management activities that will be performed by the student, parent(s)/guardian(s), staff or volunteer(s), or by individuals authorized by the parent(s)/guardian(s);
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Page 58 of 299 a copy of notes and instructions from the student’s health care professional, where applicable information on daily or routine management accommodation needs of the student (e.g., space, access to food); when feasible, a student should not be excluded from the classroom during daily or routine management activities, unless the student or the parent(s)/guardian(s) indicate they prefer privacy; information on how to support or accommodate the student to enable participation to their full potential in all school and school board activities (e.g., field trips, overnight excursions, board-sponsored sporting events); identification of symptoms (emergency and other) and appropriate response should a medical incident occur; emergency contact information for the student; details related to storage and disposal of the student’s prescribed medication(s) and medical supplies, such as; parental permission for the student to carry medication and/or medical supplies, location of spare medication and supplies stored in the school, where applicable; and information on the safe disposal of medication and medical supplies.
Third Party Health Care Providers
Are responsible for providing controlled act procedures related to health needs that must be addressed on a scheduled basis to enable a student to attend school (e.g., sterile catheterization, suctioning, injection or tube feeding).
Medical Emergency
An acute injury or illness that poses an immediate risk to a person’s life or long-term health and requires assistance and contact with emergency medical services (EMS).
Medical Incident
A circumstance that requires an immediate response and monitoring, as the incident may progress to an emergency requiring contact with Emergency Medical Services.
Self-Management
A continuum where a student’s cognitive, emotional social and physical capacity and stage of development are determinants of their ability to confidently and independently manage their medical conditions(s). The students’ journey to reach their full potential along the self-management continuum is not linear and can require varying levels of support over time. A student’s capacity for self-management may be compromised during certain medical incidents and additional support will be required.
Department
Director’s Office Student Services Curriculum and Instructional Services Plant Service
History Approved: 1996 Amended: 2001, 2002, 2007, 2009 Working Document: July 2018 Revised: July 2019
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Page 59 of 299 ATTACHED FOR INFORMATION
Board Procedure #662.1 Administration of Medication to Students
This procedure outlines the process for administering medication to students.
Application
The administration of medication is a joint responsibility between the school and parent(s)/guardian(s) and students. Students are encouraged to be as independent as possible with the administration of medication, recognizing that in some cases support is required. In requesting assistance of staff members, parent(s)/guardian(s) should understand that this request is made of non-medically trained persons. Staff members cannot perform controlled acts as defined by the Regulated Health Professions Act (RHPA) as part of their assigned responsibilities unless otherwise authorized under another piece of legislation.
This procedure only applies where it is medically necessary for medication to be administered during school hours.
Medication must be supplied in the original, clearly labeled container from a registered dispensary. It must include:
● the student’s name; ● date of issue; ● name of the medication; ● the name of the registered dispensary; ● the prescribed dosage and frequency; ● period of use; and ● the name of the prescribing licensed physician or nurse practitioner.
The dignity and privacy of students should always be considered.
Pro Re Nata “PRN” / “As needed” Medication:
Medication to be administered on an as needed (“PRN”) basis, will only be administered in accordance with an Administration of Medication Form; and/or a student’s Health Care Plan or Essential Routine Health Care Plan.
For students with PRN medication relating to behavioural issues, or other conditions involving observation of a student’s conduct or symptoms: staff will observe and document escalating behaviour and report to the Principal or designate; the Principal (or designate) will contact the parent(s)/guardian(s) to report observations and seek consent to administer the medication, otherwise 911 may be contacted.
Definition
Administration of Medication
Administration of medication is the administration of medication prescribed by a licensed physician, nurse practitioner, pharmacist, or other health professional regulated under the Regulated Health Professions Act, 1991 (“Health Care Professional”).
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Page 60 of 299 Registered Dispensary
A registered dispensary prepares and provides medication prescribed by a licensed physician or nurse practitioner, such as, but not limited to a pharmacy.
Responsibilities
The Director of Education shall:
● allocate staff and resources to support the Administration of Medication to Students procedure.
Associate Directors and Superintendents of Education shall:
● support the implementation of the Administration of Medication to Students procedure at each school; and ● develop, communicate and implement expectations for schools to support the safe storage and disposal of medication and medical supplies, including the safe disposal of sharps (NOTE - the family is responsible for the supply and safe disposal of medication and medical supplies). ● Principals shall:
● ensure that all staff members, including occasional staff, are aware of and receive appropriate training to support students diagnosed with a serious or life-threatening medical condition or other health- related matter requiring school support; ● identify staff who can support the daily or routine management needs of students in the school while honouring the provisions within their collective agreements; ● facilitate the provision of relevant information from the student’s Health Care Plan(s) to school staff and others identified in the Health Care Plan(s) including, but not limited to food service providers, transportation providers, volunteers, and occasional staff members, including any revisions that are made to the plan; ● ensure Staff Administration of Medication or Self-Administration of Medication forms are completed by parent(s)/guardian(s) as applicable; ● determine a secure place for storing medication; ● designate staff member(s) and alternates, who are willing to administer the medication and ensure that any training required for safe administration is provided; ● ensure designated staff members have all necessary information to support the administration of medication; ● facilitate proper records being maintained and retained in a central file in the school, including but not limited to the appropriate administration of medication form and the Medication Administration Chart; ● ensure the management and safe removal of the biohazard waste containers; ● ensure that the administration of routine medication is included in the Essential Routine Health Care Plan and/or appropriate Health Care Plan where applicable; and ● initiate a referral to the Third Party Health Care Provider for the administration of medications other than those that can be taken orally, by inhalant, topically or self-injection.
Designated staff members shall:
● administer medication in accordance with Staff Administration of Medication or Self-Administration of Medication forms and the student’s Essential Routine Health Care Plan(s) and/or a Health Care Plan(s), as applicable.
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Page 61 of 299 Parent(s)/guardian(s) shall:
● take all reasonable measures to minimize the need to administer medication at school; ● educate their child about their health/medical condition(s) with support from their child’s health care professional, as needed; ● guide and encourage their child to reach their full potential for self-management and self-advocacy; ● complete the Staff Administration of Medication Form or Self-Administration of Medication Form in accordance with licensed physician recommendations annually or as required; ● submit all relevant medical documentation including, but not limited to, a medical note, order or report; ● supply their child and/or school with sufficient quantities of medication and supplies in their original, clearly labelled containers, as prescribed by a licensed physician or nurse practitioner to be administered during the school day; ● track the expiration dates; and ● provide materials required to meet the health needs of their child, including, but not limited to medications, medical identification, specialized equipment, etc.
Students shall:
● alert staff members if they believe they are experiencing any symptoms associated with their medical condition and require medication; ● take responsibility for advocating for their personal safety and well-being that is consistent with their cognitive, emotional, social and physical stage of development and their capacity for self-management; ● carry out daily or routine self-management of their medication to their full potential; and ● wear medical alert identification that they and/or their parent(s)/guardian(s) deem appropriate.
Department
Curriculum and Instructional Services, Student Services
History Approved: 1996 Amended: 2001, 2002, 2009 Working Document: July 2018 Revised: July 2019
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Page 62 of 299 ATTACHED FOR INFORMATION
Board Procedure #662.2 Anaphylactic Reactions
This procedure outlines the process for managing anaphylactic reactions of students.
Application
The Board recognizes that there can be major challenges for students who are at risk of anaphylaxis. This procedure applies to anyone at risk who has been diagnosed by an allergist or a licensed physician or nurse practitioner responsible for prescribing treatment, and outlines strategies to reduce risk of a potential reaction.
If a student is known to be at risk of anaphylaxis and is experiencing a perceived anaphylactic reaction, the following steps should be taken:
● follow the Anaphylactic Health Care Plan, including calling 9-1-1 and following EMS direction; ● assist in the administration of epinephrine even without a preauthorized consent and under Sabrina’s Law, no action for damages may be instituted against the staff acting in good faith or for neglect or default in good faith (except where there is gross negligence); and ● where possible, and time permitting, take steps to provide the used epinephrine auto-injector and Anaphylactic Health Care Plan with the student to the hospital.
Strategies to Reduce Risk of Exposure to Anaphylactic Causative Agents
The four categories to consider when providing a safe environment for staff members, students and members of the community at risk of anaphylaxis are:
1. Information and awareness for the entire school community or workplace; 2. Reduction of the risk of exposure to the allergen that causes anaphylactic reactions wherever possible and acknowledging that it is impossible to eliminate all allergens in schools and workplaces; 3. Emergency response procedures in case of accidental exposure; and 4. Fostering a safe, caring and supportive environment for those at risk of anaphylaxis.
Strategies to reduce risk of exposure include, but are not limited to:
● making reasonable efforts to limit the student’s exposure to the life-threatening allergens; ● avoiding the cross-contamination of food allergens; ● establishing lunchroom/classroom eating area practices that limit allergen contact for the at-risk student; ● taking special precautions in planning field trips, extra-curricular events, special celebrations and fundraising events; and ● inviting the student at risk to identify a “buddy” who is able to recognize symptoms of an anaphylactic reaction and to alert an adult, when appropriate.
More information is available in the Best Practices for Avoiding Anaphylactic Reactions document.
Definitions
Age and/or Developmentally Appropriate
Students in Junior Kindergarten to Grade 12 are required to carry their epinephrine auto-injector with them at all times. However, it is recognized that age and/or developmental concerns for individual students will need to be considered by the superintendent of schools and principal in consultation with the parent(s)/guardian(s).
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Page 63 of 299 Allergens
For the purpose of this policy, allergens are any substance or condition that can bring on an allergic reaction leading to a life-threatening allergic reaction known as anaphylaxis.
Anaphylaxis
Anaphylaxis is a sudden and severe allergic reaction, which can be fatal, requiring medical emergency measures to be taken. (PPM 161)
Anaphylactic Reaction
Signs and symptoms of anaphylaxis can occur within minutes of exposure to an allergen. In rarer cases, the time frame can vary up to several hours after exposure. The ways symptoms appear can vary from person to person and from episode to episode in the same person.
Symptoms of anaphylaxis generally include two or more of the following body systems: skin, respiratory, gastrointestinal and/or cardiovascular. However, low blood pressure alone, in the absence of other symptoms, can also represent anaphylaxis.
● Skin - hives, swelling (face, lips, tongue), itching, warmth, redness; ● Respiratory (breathing) - coughing, wheezing, shortness of breath, chest pain or tightness, throat tightness, hoarse voice, nasal congestion or hay fever-like symptoms (runny, itchy nose and watery eyes, sneezing), trouble swallowing; ● Gastrointestinal (stomach) - nausea, pain or cramps, vomiting, diarrhea; ● Cardiovascular (heart) - paler than normal skin colour/blue colour, weak pulse, passing out, dizziness or lightheadedness, shock; ● Other: anxiety, sense of doom (the feeling that something bad is about to happen), headache, uterine cramps, metallic taste.
Epinephrine Auto-injector
A medical device that is used to deliver a pre-measured dose (or doses) of epinephrine.
Epinephrine
Epinephrine is a synthetic version of the hormone adrenaline that is used in the treatment of anaphylaxis and life-threatening asthma attacks. A second dose of epinephrine may be administered as early as 5 minutes after the first dose if there is no improvement in symptoms.
Responsibilities
The Director of Education shall:
● allocate staff and resources to support the Anaphylactic Reactions procedure.
Associate Directors and Superintendents of Education shall:
support the implementation of the Anaphylactic Reactions procedure at each school; develop strategies that reduce the risk of student exposure to triggers or causative agents in classrooms and common school areas;
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Page 64 of 299 develop expectations for schools to support the safe storage and disposal of medication and medical supplies, and communicate these expectations to schools and support schools in the implementation of these expectations, including the safe disposal of sharps (NOTE - the family is responsible for the supply and safe disposal of medication and medical supplies); and consider PPM 161 and related board policies when entering into contracts and transportation, food services and other providers.
Principals shall:
annually ensure that all staff members, including occasional staff, are aware of and receive appropriate training to support students diagnosed with a serious or life-threatening medical condition or other health-related matter requiring school support; identify staff who can support the daily or routine management needs of students in the school while honouring the provisions within their collective agreements; co-create, review or update the Anaphylaxis Health Care Plan for a student with a medical condition with the parent(s)/guardian(s), in consultation with the school staff (as appropriate) and with the student (as appropriate); provide relevant information from the student’s Anaphylaxis Health Care Plan to school staff and others who are identified in the Anaphylaxis Health Care Plan (e.g., food service providers, transportation providers, volunteers, occasional staff who will be in direct contact with the student), including any revisions that are made to the plan; communicate the Anaphylactic Reactions procedure as outlined in the Anaphylactic Reactions Communication Protocol for Principals; clearly communicate to parent/guardian and appropriate staff the process for parent/guardian to notify the school of their child’s medical condition(s); maintain a file with the Anaphylaxis Health Care Plan and supporting documentation for each student with a medical condition; ensure that the Anaphylaxis Health Care Plan is posted in a secure location accessible to staff location and provided to the student’s teachers and updated as required; ensure medical occurrences, incidents and emergencies are recorded in the Medical Incident Record Form attached to the Anaphylaxis Health Care Plan; encourage the entire school community to assist in managing exposure to identified allergens, by: periodically communicating identified allergies and avoidance strategies, as outlined in Best Practices for Avoiding Anaphylactic Reactions, sending home a letter to parent(s)/guardian(s) informing them of known severe allergens and avoidance strategies, if applicable. ● provide annual in-service training at the beginning of the school year for all school staff who are in direct contact with pupils on a regular basis in: anaphylaxis prevention, recognition of allergic reactions and appropriate responses, proactive communication of a caring and safe environment, Board policy and procedure related to students at risk of anaphylaxis, and use and location of epinephrine auto-injectors. invite before and after school program staff and volunteers to the annual in-service training; ensure all staff members are made aware of students with anaphylaxis and the location of their epinephrine auto-injector at the time of registration and again at the beginning of each school year; if no epinephrine auto-injectors have been provided, facilitate the purchase of back-up stock epinephrine auto-injector(s) using school funds through the board’s Purchasing Services department; if an anaphylactic reaction occurs and no epinephrine auto-injector is available for the student, ensure that either a school-purchased auto-injector or another student’s back-up epinephrine auto-injector is used, and replace the auto-injector using school funds through the board’s Purchasing Services department as soon as possible; consult the appropriate directives, legislation, regulations and guidelines for elementary lunch programs and permitting selected private suppliers to enter school premises in order to provide such services;
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Page 65 of 299 Secondary Principals shall ensure only Board-contracted food service providers operate food services in all secondary schools except where the student instructional program provides food services; support inclusion by allowing students with medical conditions to perform daily or routine management activities in a school location, as outlined in their Anaphylaxis Health Care Plan, while being aware of confidentiality and the dignity of the student; and enable students with medical conditions to participate in school to their full potential.
In circumstances, when parents(s)/guardians(s) have advised the school that they will not provide the school with epinephrine auto-injectors and/or refuse to allow their child to carry an epinephrine auto-injector:
● meet with the parent(s)/guardian(s) to discuss: ● the student’s level of responsibility, ● potential barriers to parent(s)/guardian(s) ability to supply or support their child in carrying an epinephrine auto-injector, ● the consequences of not having the epinephrine auto-injector close to the child, ● an alternate plan that will allow efficient response, if it is determined that it is in the best interest of the child not to carry the epinephrine auto-injector.
● if parent(s)/guardian(s) refuse to provide the school with epinephrine auto-injectors and/or refuse to allow the student to carry an epinephrine auto-injector: ● immediately contact parent(s)/ guardians to discuss the risk to their child; ● suggest the parent(s)/guardian(s) contact Food Allergy Canada to discuss the refusal, ● seek permission of parent(s)/guardian(s) to discuss the refusal with their physician or nurse practitioner; and ● consult with the Superintendent of Schools regarding next steps.
● if attempts to resolve non-compliance persist: ● send a letter to the student’s parent(s)/guardian(s) outlining the risk to their child and have the letter signed and returned to the school, ● inform teachers and others who have contact with this student that they will not be carrying an epinephrine auto-injector, ● in consultation with the Superintendent of Schools, principal will create a local plan to ensure that epinephrine auto-injectors are available for students when parent(s)/guardian(s) have refused to provide and/or have their child carry an epinephrine auto-injector; and ● ensure that a notation is made on the student’s Anaphylaxis Health Care Plan; Suggested notation on the Anaphylaxis Health Care Plan would read “As a result of parent(s)/guardian(s) refusal to provide their child with epinephrine auto-injectors and/or ensure that their child carry an epinephrine auto-injector as per board policy, this plan has been created to support the student’s safety”.
School Staff shall:
● annually participate in training for anaphylactic reactions, and review the Anaphylactic Reactions procedure and Best Practices for Avoiding Anaphylactic Reactions; ● practice allergen avoidance measures within the school, at school or work-related events and out-of- school or workplace activities following the Best Practices for Avoiding Anaphylactic Reactions; ● communicate health or safety concerns to an administrator or supervisor; ● review the contents of the Anaphylactic Health Care Plan for any student with whom they have direct contact; ● support a student’s daily or routine management and respond to medical incidents and health/medical emergencies that occur during school, as outlined in board policies and procedures; and ● enable students with medical conditions to participate in school to their full potential as outlined in the Anaphylactic Health Care Plan.
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Page 66 of 299 Teachers shall:
● if asked, meet with the parent(s)/guardian(s) of a student with anaphylaxis to discuss and record: the student’s needs, and the school procedure in case of emergency and the Anaphylactic Reactions Procedure. ● ensure that epinephrine auto-injectors and the student’s Anaphylactic Health Care Plan are taken on excursions and/or activities; ● communicate to students and staff members about how to help avoid allergens and reduce risks; and ● ensure that occasional staff in the classroom are aware of students at risk of anaphylaxis by including the Anaphylactic Health Care Plan and emergency procedures in daily plans.
Outdoor Education Centre staff members and teachers planning remote field trips shall:
Include a process and appropriate resources to support the student during activities off school property, including: when students have potentially life-threatening allergies, ensure awareness of the estimated time to reach the nearest hospital or medical facility; and provide school staff members with the availability of two-way communication.
Student Transportation Services (STS) shall:
● ensure that the current Anaphylactic Health Care Plan is available on file in the STS office, in the appropriate service provider’s dispatch office, and in the appropriate school vehicle(s); ● ensure all regular and substitute drivers who transport students with anaphylaxis have received training, including, but not limited to, recognition of symptoms of anaphylactic reactions, proper administration of epinephrine auto-injector, and how to contact emergency services; ● ensure that service providers have developed an emergency plan to respond to anaphylactic reactions; ● work with the principal and the service provider to assign a specific seat to a student with anaphylaxis, if required; and ● advise bus drivers to enforce the no food or beverage consumption rule on school buses.
Food Service Provider (Secondary Schools) shall:
● ensure that the current Anaphylactic Health Care Plan is available on file in their office; ● ensure that all personnel are trained to reduce the risk of cross-contamination through purchasing, handling, preparation and serving of food; ● ensure that the contents of all foods served in school cafeterias and brought in for special events are clearly identified; ● participate in the school’s anaphylaxis training on how to recognize the symptoms of an anaphylactic reaction and how to respond; ● ensure notices are posted stating that products may contain allergens such as, but not limited to nuts, to which individuals may be allergic; and ● adhere to all applicable directives, legislations, contractual obligations, regulations, guidelines and Board policy and procedures.
Parent(s)/guardian(s) shall:
● inform the school of any known allergies and if their child is at risk of anaphylaxis by completing the Anaphylactic Health Care Plan upon registration and each September; ● co-create Anaphylactic Health Care Plan for their child with the principal or the principal’s designate, as appropriate; ● initiate and participate in meetings to review their child’s Anaphylaxis Health Care Plan; ● provide the school with at least one in-date epinephrine auto-injector, and preferably two, to be used in the event of an anaphylactic reaction;
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Page 67 of 299 ● ensure that their child, where age and/or developmentally appropriate, carries the epinephrine auto- injector with him/her at all times; ● replace the epinephrine auto-injectors before the listed expiry date; ● consider providing their child with medical identification, e.g. Medic Alert® bracelet or necklace; ● encourage the child to practice allergen avoidance measures at all times educate their child about their medical condition(s) with support from their child’s health care professional, as needed; ● guide and encourage their child to reach their full potential for self-management and self-advocacy, as appropriate; ● communicate changes to the Anaphylaxis Health Care Plan, such as changes to the status of their child’s medical condition(s) or changes to their child’s ability to manage their medical condition(s), to the principal or the principal’s designate; and ● provide the school with copies of any medical reports or instructions from the student’s licensed physician or nurse practitioner.
Students shall:
● carry their epinephrine auto-injectors at all times, where age and/or developmentally appropriate; ● practice allergen avoidance measures; ● refrain from sharing food or items that could include an allergen; ● alert staff if they believe they have been accidentally exposed to an allergen or have any concerns related to potential allergens; ● take responsibility for advocating for their personal safety and well-being that is consistent with their cognitive, emotional, social and physical stage of development and their capacity for self-management; ● participate in the development and participate in meetings to review their Anaphylaxis Health Care Plan as appropriate; and ● communicate with their parent(s)/guardian(s) and school staff if they are facing challenges related to their medical condition(s) at school as appropriate.
Legislative Context
Sabrina’s Law Education Act Good Samaritan Act
Related Policies and Procedures
Human Rights: Code Related Harassment and Discrimination Equity and Inclusivity Caring and Safe Schools PPM No. 161 Supporting Students and Students with Prevalent Medical Conditions (Anaphylaxis, Asthma, Diabetes, and/or Epilepsy) in School Ministry of Education
Department
Curriculum and Instructional Services, Student Services
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Page 68 of 299 History Approved: January 2006 (formerly part of Procedure 662, Provision of Health Support Services in School Settings) Policy Memo Recommendation to Delete 2017 (Subsumed into Policy and Procedure #662.0, Health Supports) Working Document: May 2012, February 2013, December 2015, July 2018 Revised: May 2008, March 2013, July 2019
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Page 69 of 299 ATTACHED FOR INFORMATION
Board Procedure #662.3 Asthma Management
This procedure outlines the process for supporting the needs students with asthma.
Application
People with asthma have sensitive airways that react to triggers. There are many different types of triggers for example poor air quality, mold, dust, pollen, viral infections, animals, smoke and cold air.
If a student is known to have asthma and is experiencing asthma symptoms, any staff member may assist in the administration of the prescribed asthma medication as outlined in the Asthma Health Care Plan. There are legal protections for staff acting in good faith in such circumstances set out in Ryan’s Law (Ensuring Asthma Friendly Schools, 2015).
Definitions
Asthma
A chronic, inflammatory disease of the airways in the lungs. Symptoms of asthma can include coughing, wheezing, difficulty breathing, shortness of breath and chest tightness.
Asthma medication – controller medication
Controller medications are prescribed and usually taken regularly every day to control asthma. Usually, they are taken at morning and at night and not generally taken at school.
Asthma medication – reliever medication
Reliever medication is prescribed, fast-acting medication (usually blue in colour) that is issued when someone is having asthma symptoms.
Responsibilities
The Director of Education shall:
● allocate staff and resources to support the Asthma Management procedure.
Associate Directors and Superintendents of Education shall:
● support the implementation of the Asthma Management procedure at each school; ● develop strategies that reduce the risk of student exposure to triggers or causative agents in classrooms and common school areas; and ● consider PPM 161 and related board policies when entering into contracts and transportation, food services and other providers.
Principals shall:
● facilitate the administration or supervision of a pupil with asthma medication in response to an asthma exacerbation with the consent of the parent(s)/guardian(s) or pupil; ● “Under Ryan’s Law, the student can consent if the student is: (1) capable of understanding the information relevant to making a decision about the assistance, and
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Page 70 of 299 (2) is able to appreciate the reasonably foreseeable consequences of a decision or lack of a decision. It may be presumed that the student has the capacity to consent unless there are reasonable grounds to believe the person is incapable of consenting”. (Ryan’s Law); ● co-create, review or update the Asthma Health Care Plan with the parent(s)/guardian(s), in consultation with the school staff (as appropriate) and with the student (as appropriate) as required; ● ensure parent(s)/guardian(s) are aware that any staff member may administer the prescribed reliever asthma medication if an employee has a reason to believe that the student is experiencing an asthma exacerbation, even where there is no signed authorization; ● ensure that the Asthma Health Care Plan is posted in a secure location accessible to staff location and provided to the student’s teachers and updated as required; ● if a second reliever inhaler is provided, keep in main office or other easily accessible location and ensure staff are aware of its location; ● invite before and after school program staff and volunteers to the annual in-service training; ● supply the Asthma Health Care Plan to Student Transportation Services; ● establish a communication plan for the dissemination of information on asthma to parent(s)/guardian(s) pupils and employees; ● facilitate regular training on recognizing asthma symptoms and managing asthma exacerbations for all employees, as well as others in direct contact with pupils on a regular basis; ● clearly communicate to parent(s)/guardian(s) and appropriate staff the process for to notify the school of their child’s health/medical condition(s); ● ensure medical occurrences, incidents and emergencies are recorded in the Medical Incident Record Form attached to the Asthma Health Care Plan; ● maintain a file with the Asthma Health Care Plan and supporting documentation for each student with an Asthma condition; ● provide relevant information from the student’s Asthma Health Care Plan to school staff and others who are identified in the Asthma Health Care Plan (e.g., food service providers, volunteers, occasional staff who will be in direct contact with the student), including any revisions that are made to the plan; ● support inclusion by allowing students with medical conditions to perform daily or routine management activities in a school location, as outlined in their Asthma Health Care Plan, while being aware of confidentiality and the dignity of the student; and ● enable students with medical conditions to participate in school to their full potential.
School Staff shall:
● participate in training, on health/medical conditions, at a minimum annually, as required by YRDSB; ● take appropriate action in the event of an emergency, as outlined; ● follow board strategies that reduce the risk of student exposure to triggers or causative agents in classrooms, common school areas, and extracurricular activities, in accordance with the student’s Asthma Health Care Plan; ● follow the contents of the Asthma Health Care Plan for any student with whom they have direct contact; and ● enable students with medical conditions to participate in school to their full potential.
Student Transportation Services
● ensure that the current Asthma Health Care Plan is available on file in the STS office, in the appropriate service provider’s dispatch office, and in the appropriate school vehicle(s); ● require the service provider to ensure all regular and substitute drivers who transport students with asthma have received training, and how to contact emergency services; and ● work with the principal and the service provider to assign a specific seat to a student with asthma if required.
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Page 71 of 299 Parent(s)/guardian(s) shall:
● ensure that their child, where age and/or developmentally appropriate, carries their in-date asthma medication; ● educate their child about their medical condition(s) with support from their child’s health care professional, as needed; ● guide and encourage their child to reach their full potential for self-management and self-advocacy; ● inform the school of their child’s medical condition(s) and co-create the Asthma Health Care Plan for their child with the principal or the principal’s designate; ● communicate changes to the Asthma Health Care Plan, such as changes to the status of their child’s medical condition(s) or changes to their child’s ability to manage their medical condition(s), to the principal or the principal’s designate; ● participate in meetings to review their child’s Asthma Health Care Plan; and ● supply their child and/or school with sufficient quantities of medication and supplies in their original, clearly labelled containers, as directed and prescribed by a licensed physician or nurse practitioner and as outlined in the Asthma Health Care Plan, and track the expiration dates if they are supplied.
Students shall:
● carry asthma medication with them if appropriate to age and capacity; ● take responsibility for advocating for their personal safety and well-being that is consistent with their cognitive, emotional, social and physical stage of development and their capacity for self-management; ● participate in the development of, and attend meetings for, their Asthma Health Care Plan as appropriate; ● communicate with their parent(s)/guardian(s) and school staff if they are facing challenges related to their medical conditions(s) at school as appropriate; and ● alert staff if they are experiencing asthma symptoms and require assistance.
Legislative Context
Education Act Ryan's Law (Ensuring Asthma Friendly Schools)
Related Policies and Procedures
Human Rights: Code Related Harassment and Discrimination Equity and Inclusivity PPM No. 161 Supporting Students with Prevalent Medical Conditions (Anaphylaxis, Asthma, Diabetes, and/or Epilepsy) in School Ministry of Education
History Drafted: May 31, 2017 Working Document: July 2018 Revised: July 2019
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Page 72 of 299 ATTACHED FOR INFORMATION
Board Procedure #662.4 Diabetes Management
This procedure outlines the process for meeting the needs of students diagnosed with diabetes.
Definitions
Blood glucose control
Blood glucose control is the proper balance of food and insulin in the body. The balance may be affected by missing a meal or snack, or eating less than planned and could be a serious problem as it can easily result in very low blood glucose or hypoglycemia and requires immediate response.
Diabetes
Diabetes is a chronic disease, in which the body either cannot produce insulin or cannot properly use the insulin it produces.
Type 1 Diabetes is a life threatening autoimmune disorder in which the pancreas no longer produces insulin- the hormone that turns glucose (sugar) into energy. Treatment for Type 1 diabetes involves daily doses of insulin, along with regular blood glucose checks and careful attention to food intake and physical activity.
Diabetes Medical Team
Is a group of hospital health professionals, generally comprised of hospital and community health care practitioners with expertise in diabetes and may include diabetic educators, social workers, dietitian and licensed physicians who support the student and his/her family.
Hyperglycemia
Hyperglycemia or high blood glucose is when the blood glucose (sugar) is higher than an individual’s target range.
Hypoglycemia
Hypoglycemia is an abnormal, low level of glucose in the blood. It can happen within minutes of a person appearing healthy and normal and may quickly become an emergency situation.
Insulin
Insulin is a hormone produced by the pancreas. Students with diabetes use insulin syringes, pens or pumps to give insulin.
Target Range
Target range is acceptable blood glucose levels based on the Canadian Diabetes Association’s Clinical Practice Guidelines and is personalized for the student by the parent(s)/guardian(s) and Diabetes Medical Team.
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Page 73 of 299 Responsibilities
The Director of Education shall:
● allocate staff and resources to support the Diabetes Management procedure.
Associate Directors and Superintendents of Education shall:
● support the implementation of the Diabetes Management procedure at each school; ● develop, communicate and implement expectations for schools to support the safe storage and disposal of medication and medical supplies, including the safe disposal of sharps (NOTE - the family is responsible for the supply and safe disposal of medication and medical supplies); and ● consider PPM 161 and related board policies when entering into contracts with transportation, food services and other providers.
Principals shall:
ensure that all staff members, including occasional staff, are aware of and receive appropriate training to support students diagnosed with a serious or life-threatening medical condition or other health- related matter requiring school support; identify staff who can support the daily or routine management needs of students in the school while honouring the provisions within their collective agreements; co-create, review, or update the Diabetes Health Care Plan with the parent(s)/guardian(s), in consultation with the school staff and with the student, as appropriate; ensure all supplies are kept in a secure location and information is available to staff members; ensure students are provided with an appropriate location to administer insulin; ensure a planning meeting for school entry occurs to support effective transition; clearly communicate to parent/guardian and appropriate staff the process for parent/guardian to notify the school of their child’s medical condition(s); arrange and facilitate a case conference with parent/guardian, third party service provider, appropriate staff members and student (as appropriate) to determine the level of intervention required; ask parents/guardians to provide the school with all supplies required for the ongoing management of their child’s diabetes at school; ensure medical occurrences, incidents and emergencies are recorded in the Medical Incident Record Form attached to the Diabetes Health Care Plan; maintain a file with the Diabetes Health Care Plan and supporting documentation for each student with Diabetes; provide relevant information from the student’s Diabetes Health Care Plan to school staff and others who are identified in the Diabetes Health Care Plan (e.g., food service providers, transportation providers, volunteers, occasional staff who will be in direct contact with the student), including any revisions that are made to the plan; ensure that the Diabetes Health Care Plan is posted in a secure location accessible to staff location and provided to the student’s teachers and updated as required; ensure annual in-service training is provided for school staff members at the beginning of each school year (and as needed during the school year) by a regulated health professional in the management of diabetes to ensure awareness of diabetes management, signs, symptoms and emergency treatment of hypoglycemia and hyperglycemia and location of emergency kits where applicable; ensure teachers are aware of signs and symptoms of hypoglycemia and the emergency treatment plans for each student; assign a staff member and designate, as outlined in the Diabetes Health Care Plan, to verify the glucometer reading and monitor the student during insulin self-administration, where appropriate; assign the identification of staff who can support the daily or routine management needs of students in the school with medical conditions, while honouring the provisions within their collective agreements;
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Page 74 of 299 ensure parent(s)/guardian(s) are informed that, even if they have provided consent to let their child self- monitor their diabetes, the severity of their child’s reaction may require action under the Diabetes Health Care Plan; ensure the Request for Special Transportation form has been completed through SSNET for any students with known health conditions that may require special consideration affecting transportation, and supply a copy of the Diabetes Health Care Plan to Student Transportation Services; work with the bus company to facilitate appropriate seating for a student with diabetes if required; ensure the management and safe removal of the biohazard waste containers; support inclusion by allowing students with medical conditions to perform daily or routine management activities in a school location, as outlined in their Diabetes Health Care Plan, while being aware of confidentiality and the dignity of the student; and enable students with medical conditions to participate in school to their full potential.
Teachers shall:
annually participate in training as required; ensure an emergency kit provided by parent(s)/guardian(s) is available in the classroom and taken on excursions and/or activities; ensure parent(s)/guardian(s) are aware of the need to replace items in the emergency kit, as required; review the contents of the Diabetes Health Care Plan for any student with whom they have direct contact; and support a student’s daily or routine management and respond to medical incidents and health/medical emergencies that occur during school, as outlined in board policies and procedures.
Educational Assistants and Designates shall:
● annually participate in training as required; ● verify the student’s reading of the glucometer and monitor the student during insulin self-administration, as required; ● review the contents of the Diabetes Health Care Plan for any student with whom they have direct contact; and ● support a student’s daily or routine management and respond to medical incidents and health/medical emergencies that occur during school, as outlined in board policies and procedures.
Student Transportation Services (STS) shall:
● ensure that the current Diabetes Health Care Plan is available on file in the STS office, in the appropriate service provider’s dispatch office, and in the appropriate school vehicle(s); ● ensure all regular and substitute drivers who transport students with diabetes have received training, and how to contact emergency services; and ● work with the principal and the service provider to assign a specific seat to a student with diabetes if required.
Parent(s)/guardian(s) shall:
provide the school with all supplies required for the ongoing management of their child’s diabetes at school; educate the child about their health/medical conditions(s) with support from their child’s health care professional as needed; consider providing their child with medical identification (e.g. MedicAlert® bracelet or necklace); guide and encourage their child to reach their full potential for self-management and self-advocacy; inform the school of their child’s health/medical condition(s) and complete documentation as required; co-create Diabetes Health Care Plan for their child with the principal or the principal’s designate, as appropriate;
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Page 75 of 299 communicate changes to the Diabetes Health Care Plan such as changes to the status of their child’s medical condition(s) or changes to their child’s ability to manage the medical condition(s), to the principal or the principal’s designate; initiate and participate in annual meetings to review their child’s Diabetes Health Care Plan as appropriate; seek medical advice from a licensed physician, nurse practitioner, or pharmacist where appropriate; and cover any out of pocket costs incurred by the school associated with health/medical treatment, including the cost of transportation by ambulance should this be required.
Students shall:
take responsibility for advocating for their personal safety and well-being that is consistent with their cognitive, emotional, social and physical stage of development and their capacity for self-management; participate in the development and in meetings to review their Diabetes Health Care Plan as appropriate; carry out daily or routine self-management of their medical condition to their full potential, as described in their Diabetes Health Care Plan (e.g. carry their medication and medical supplies; follow school board policies on disposal of medication and medical supplies) as appropriate (NOTE – the student/family has the responsibility for the supply and safe disposal of medication and medical supplies); set goals on an on-going basis, for self-management of their medical condition, in conjunction with their parent(s)/guardian(s) and health care professional(s) as appropriate; and communicate with their parent(s)/guardian(s) and school staff if they are facing challenges related to their medical conditions(s) at school as appropriate.
Department
Curriculum and Instructional Services; Special Education Services
History Approved: 1996 Amended: 2001, 2002, 2009 Working Document: July 2018 Revised: July 2019
Student Health Supports 24
Page 76 of 299 ATTACHED FOR INFORMATION
Board Procedure #662.5 Epilepsy (Seizure Disorder) Management This procedure outlines the process for meeting the specific needs of students with seizures.
Definitions
Epilepsy - is a neurological condition which affects the nervous system. Epilepsy is also known as a seizure disorder or by many as convulsions (PPM 161).
Seizure disorder is a neurological disorder which causes uncontrolled electrical activity in the brain. This activity produces seizures which vary from one person to another in frequency and form. A seizure may appear as a brief stare, change of awareness or convulsion. It may last seconds or minutes.
Responsibilities
The Director of Education shall:
● allocate staff and resources to support the Seizure Management procedure.
Associate Directors, Coordinating Superintendents and Superintendents of Education shall:
● support the implementation of the Epilepsy (Seizures Disorder) Management procedure at each school; ● develop strategies that reduce the risk of student exposure to triggers or causative agents in classrooms and common school areas; ● develop, communicate and implement expectations for schools to support the safe storage and disposal of medication and medical supplies, including the safe disposal of sharps (NOTE - the family is responsible for the supply and safe disposal of medication and medical supplies); and ● consider PPM 161 and related board policies when entering into contracts and transportation, food services and other providers.
Principals shall:
ensure that all staff members, including occasional staff, are aware of and receive appropriate training to support students diagnosed with a serious or life-threatening medical condition or other health- related matter requiring school support; identify staff who can support the daily or routine management needs of students in the school while honouring the provisions within their collective agreements; co-create, review or update the Epilepsy (Seizure Disorder) Health Care Plan for a student with a medical condition with the parent(s), in consultation with the school staff (as appropriate) and with the student (as appropriate); provide relevant information from the student’s Epilepsy (Seizure Disorder) Health Care Plan to school staff and others who are identified in the Health Care Plan (e.g., food service providers, transportation providers, volunteers, occasional staff who will be in direct contact with the student), including any revisions that are made to the plan; ● ensure the administration medication for seizure management as outlined in the Administration of Medication to Students procedure; inform parent(s)/guardian(s) (or emergency contact if unable to reach the parent(s)/guardian(s) if a student has experienced a seizure as per the Epilepsy (Seizure Disorder) Health Care Plan; ensure the Request for Special Transportation form has been completed through SSNET for any students with known health conditions that may require special consideration affecting transportation;
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Page 77 of 299 clearly communicate to parent/guardian and appropriate staff the process for parent/guardian to notify the school of their child’s medical condition(s); ensure that the Epilepsy (Seizure Disorder) Health Care Plan is posted in a secure location accessible to staff location and provided to the student’s teachers and updated as required; ensure medical occurrences, incidents and emergencies are recorded in the Medical Incident Record Form attached to the Epilepsy (Seizure Disorder) Health Care Plan; maintain a file with the Epilepsy (Seizure Disorder) Health Care Plan and supporting documentation for each student; support inclusion by allowing students with medical conditions to perform daily or routine management activities in a school location (e.g., classroom), as outlined in their Epilepsy (Seizure Disorder) Health Care Plan, while being aware of confidentiality and the dignity of the student; and enable students with medical conditions to participate in school to their full potential.
School Staff shall:
participate in training, on health/medical conditions, at a minimum annually, as required by YRDSB; review and follow the contents of the Epilepsy (Seizure Disorder) Health Care Plan for any student with whom they have direct contact; support a student’s daily or routine management, and respond to health/medical incidents and supporting inclusion by allowing students with health/medical conditions to perform daily or routine management activities in a school location; and enable students with medical conditions to participate in school to their full potential.
Student Transportation Services (STS) shall:
ensure that the student’s Epilepsy (Seizure Disorder) Health Care Plan is available on file in the STS office, in the appropriate service provider’s dispatch office, and in the appropriate school vehicle(s); and the Student Transportation Services Form Request for Special Transportation is received and is accessible in the event of an emergency.
Parent(s)/guardian(s) shall:
complete all required documentation for the Administration of Medication to Students procedure, if applicable; educate their child about their medical condition(s) with support from their child’s health care professional, as needed; guide and encourage their child to reach their full potential for self-management and self-advocacy, as appropriate; inform the school of their child’s medical condition(s) and co-create the Epilepsy (Seizure Disorder) Health Care Plan for their child with the principal or the principal’s designate; communicate changes to the Epilepsy (Seizure Disorder) Health Care Plan, such as changes to the status of their child’s medical condition(s) or changes to their child’s ability to manage their medical condition(s), to the principal or the principal’s designate; initiate and participate in meetings to review their child’s Epilepsy (Seizure Disorder) Health Care Plan; supply their child and/or the school with sufficient quantities of medication and track the expiration dates if they are supplied; and,
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Page 78 of 299 provide the school with copies of any medical reports or instructions from the student’s licensed physician or nurse practitioner.
Students shall:
take responsibility for advocating for their personal safety and well-being that is consistent with their cognitive, emotional, social and physical stage of development and their capacity for self-management; participate in the development and meetings to review their Epilepsy (Seizure Disorder) Health Care Plan as appropriate; carry out daily or routine self-management of their medical condition to their full potential, as described in their Epilepsy (Seizure Disorder) Health Care Plan as appropriate; set goals on an on-going basis, for self-management of their medical condition, in conjunction with their parent(s)/guardian(s), and health care professional(s) as appropriate; and communicate with their parent(s)/guardian(s) and school staff if they are facing challenges related to their medical conditions(s) at school as appropriate.
Department
Student Services
History Approved: 1996 Amended: 2001, 2002, 2009 Working Document: July 2018 Revised: July 2019
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Page 79 of 299 ATTACHED FOR INFORMATION
Board Procedure #662.6 Concussion Management
This procedure outlines the steps to follow if a student has a suspected or diagnosed concussion and effective management procedures to guide a student’s return to learning and physical activity after a diagnosed concussion.
Application
Recognizing the serious effect concussions can have on student learning, achievement and well-being, the Board is committed to working with parent(s)/guardian(s) and community partners to provide all appropriate supports to prevent and minimize the risk of sustained concussions.
This procedure applies to all students, including those suspected of having a concussion or have been diagnosed with a concussion by a licensed physician or nurse practitioner. It does not apply to staff members who may have a concussion. The Health and Safety – Employees policy and procedure outlines the commitment of the Board to providing and maintaining a safe and healthy working environment that supports the safety and well-being of employees.
If a concussion is suspected, the following steps must be taken:
1. Stop the activity and do not allow the student to participate in physical activity that day even if the student states that they are feeling better. 2. Monitor the student. 3. Call 911 if student loses consciousness or if symptoms are serious or worsen. 4. If the student can be safely moved, remove them from the activity unless the student has lost consciousness. 5. Contact parent(s)/guardian(s) or emergency contact (if the parent(s)/guardian(s) is not available) and inform them that: ● They need to pick up their child; ● The child should be examined by a licensed physician or nurse practitioner as soon as possible; and ● The child should be monitored for 24-48 hours as signs and symptoms may take hours or days to emerge. 6. Stay with the student or ensure the student is supervised by an adult. Continue to monitor and document any changes until parent(s)/guardian(s) or emergency contact arrives. 7. Ensure principal is aware of the incident. 8. Provide parent(s)/guardian(s) with Student Tracking for Concussion Management Protocol and Recognizing and Monitoring Symptoms during Recovery from a Concussion. 9. Inform parent(s)/guardian(s) that they must return the Student Tracking for Concussion Management Protocol with signature from a licensed physician or nurse practitioner. 10. Do not administer medication unless required for other conditions.
If a student is diagnosed with a concussion, the following steps should be taken;
1. Follow the Student Tracking for Concussion Management Protocol. 2. Ensure all appropriate staff members are aware of and implement any modifications/accommodations as outlined in the Student Tracking for Concussion Management Protocol. 3. Ensure the student does not participate in physical activity before the concussion management team meeting takes place and determines proper protocol. 4. Hold a concussion management team meeting. 5. Following the concussion management team meeting, ensure all appropriate staff members are aware of and provide accommodations and appropriate strategies as outlined in the Summary of Accommodation for Students Returning to School after a Concussion.
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Page 80 of 299 6. Share information with before and after school providers, occasional staff members and volunteers, as required. 7. Continue to monitor student’s physical, cognitive, social and emotional well-being. 8. Communicate with parent(s)/guardian(s) as needed and share progress. 9. Maintain communication with the concussion management team as needed. 10. Once a licensed physician or nurse practitioner has provided clearance for return to learn: ● Follow return to physical activity stages as outlined in the Student Tracking for Concussion Management Protocol. ● If any signs or symptoms of a concussion reappear, follow the steps for a suspected concussion.
Definitions
Concussion (Adapted from Policy/Program Memorandum No. 158 School Board Policies on Concussions)
A concussion: ● is a brain injury that causes changes in how the brain functions and can lead to symptoms that are physical (e.g., headache, dizziness), cognitive (e.g., difficulty in concentrating or remembering), emotional/behavioural (e.g., depression, irritability), and/or related to sleep (e.g., drowsiness, difficulty in falling asleep); ● may be caused either by a direct blow to the head, face, or neck or by a blow to the body that transmits a force to the head that causes the brain to move rapidly within the skull; ● can occur even if there has been no loss of consciousness; and ● cannot normally be seen by means of medical imaging tests, such as X-rays, standard computed tomography (CT) scans, or magnetic resonance imaging (MRI) scans.
Student Tracking for Concussion Management Protocol
The Student Tracking for Concussion Management Protocol outlines the steps to be taken in developing an individualized and gradual return to learn and physical activity plan for a student following a diagnosed concussion.
Concussion Management Team
A Concussion Management Team meets to discuss, problem solve and recommend strategies to support a student’s academic, behavioural, social and/or emotional areas of strength and need. The team may include, but is not limited to, school staff members, Student Services staff, students and/or parent(s)/guardian(s) as appropriate. Ongoing interventions and progress are also monitored through the Concussion Management Team process.
Risk-Reducing Strategies (Adapted from Ontario Physical Education Safety Guidelines - Concussion Package)
Strategies to minimize the risk of concussion include:
● information/actions that prevent concussions from happening such as but not limited to, physical activity guidelines rules and regulations; and ● minimizing slips and falls by checking that classroom floor and activity environments provide for safe traction and are obstacle free.
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Page 81 of 299 Responsibilities
The Director of Education shall:
● allocate staff and resources to support the Concussion Management procedure; and ● follow policies and guidelines with respect to concussions in pupils established by the Minister of Education in accordance with Rowan’s Law (Concussion Safety), 2018.
Associate Directors and Superintendents of Education shall:
● support the implementation of the Concussion Management procedure; and ● follow policies and guidelines with respect to concussions in pupils established by the Minister of Education in accordance with Rowan’s Law (Concussion Safety), 2018.
Principals shall:
ensure that information about the Concussion Management procedure and support documents are shared with all school staff, parent(s)/guardian(s), students, and before and after school program providers at the beginning of the school year; ensure all coaches, including staff and non-school staff, follow the appropriate Ontario Safety Guidelines and complete annual training in concussion identification and management; within 24 hours of a significant injury on Board property or at a Board-related activity or event, submit an Accident/Injury Report Form to the Senior Manager of Administrative Services, as outlined in Procedure #NP138.0, Insurance: Personal Liability, Property Damage and Student/Visitor Injuries; maintain a file for the student outlining the student’s information, details of the diagnosed concussion, and any other relevant information, including the Student Tracking for Concussion Management Protocol; and schedule and participate in a concussion management team meeting to identify accommodations required for the student, ensuring students and parent(s)/guardian(s) have the opportunity to participate.
Concussion Management Teams shall:
● assess needs of the student and determine the supports or accommodations required, taking into account input from parent(s)/guardian(s); licensed physician or nurse practitioner recommendations; the student’s academic, social and mental well-being; student’s symptoms and the concussion protocol; ● complete the Summary of Accommodation for Students Returning to School after a Concussion and share with the principal, and all appropriate staff members, parent(s)/guardian(s) and student, and provide a copy to be kept in the student’s file; ● hold follow-up meeting(s) if needed to consider all relevant and new information and determine appropriate supports.
School Staff shall:
● participate in annual training on concussion management and concussion awareness learning for staff and students; ● provide students, who are taking part in intramural or interschool activity, and their parent(s)/guardian(s) with the Informed Consent Agreement as a condition of participating in the sport; ● if a student is suspected of having a concussion, ensure appropriate action is taken as outlined; ● if a student is diagnosed with a concussion, ensure appropriate action is taken as outlined; if a licensed physician or nurse practitioner indicates on the Student Tracking for Concussion Management Protocol that the student does not have a concussion, allow the student to resume regular learning and physical activities, and understand: appropriate strategies to minimize the risk of concussion, as outlined in the Ontario Safety Guidelines,
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Page 82 of 299 common signs and symptoms of concussions, steps to follow if they suspect a student may have a concussion, effective management procedures to guide students’ return to learn stages and physical activity after a diagnosed concussion, and only a licensed physician or nurse practitioner can diagnose a concussion.
Parent(s)/guardian(s) shall:
inform the school if their child has a concussion or is experiencing symptoms of a concussion; sign and follow the Informed Consent Agreement as a condition of their child participating in an intramural or interschool activity; if their child has a suspected concussion; understand that the child will be removed from physical activity even if the student states that he/she is feeling better arrange to pick up child; understand that their child should be examined by a licensed physician or nurse practitioner as soon as possible; complete the Student Tracking for Concussion Management Protocol with a licensed physician or nurse practitioner; understand that their child should be monitored for 24-48 hours, as signs and symptoms may take hours or days to emerge; understand that if no concussion is diagnosed, the student may resume regular learning and physical activities unless symptoms reappear; understand that if a concussion is diagnosed by a licensed physician or nurse practitioner, the student will follow the Student Tracking for Concussion Management Protocol; participate in the concussion management team meeting; and educate their child about their medical condition(s) with support from their child’s health care professional, as needed; and guide and encourage their child to reach their full potential for self- management and self-advocacy.
Students shall:
provide a signed copy and follow the Informed Consent Agreement as a condition to participating in an intramural or interschool activity; participate in concussion awareness learning for students as determined by YRDSB and the school; take responsibility for advocating for their personal safety and well-being that is consistent with their cognitive, emotional, social and physical stage of development and their capacity for self-management; set goals on an on-going basis, for self-management of their medical condition, in conjunction with their parent(s)/guardian(s) and health care professionals.
Legislative Context
Education Act Rowan’s Law (Concussion Safety), 2018,
Related Policies and Procedures
Human Rights: Code Related Harassment and Discrimination Equity and Inclusivity Caring and Safe Schools PPM No. 158: School Board Policies on Concussions
Student Health Supports 31
Page 83 of 299 Department
Curriculum and Instructional Services
History Working Document: Policy and Procedure February 2015 Policy subsumed by Policy #662.0, Health Supports Working Document: July 2018 Revised: July 2019
Student Health Supports 32
Page 84 of 299 ATTACHED FOR INFORMATION
Board Procedure #662.7 Medically Fragile Students
This procedure outlines the process for students who are deemed medically fragile.
Application
Students who are deemed medically fragile may require a variety of health supports. The processes for providing these supports may be outlined in the following additional procedures:
Management of Communication Disorders Management of Physical Challenges Management of Catheterization Management of Suctioning Epilepsy (Seizure Disorder) Management
Also see Administration of Medication to Students Procedure
Definitions
Medically Fragile
A student’s condition is deemed medically fragile when results from medical and/or physiological condition(s) require ongoing, frequent intervention and monitoring on a 24-hour basis.
There must be demonstrable risk of significant exacerbation of the student’s health status associated with not meeting those care requirements. A medically fragile student is determined through an assessment completed by a licensed physician or nurse practitioner of the student’s needs which may involve the following procedures/health risks:
● deep suctioning (suction beyond the mouth/oral cavity); ● tracheotomy tube care with or without oxygen; ● continuous (all day) gastrostomy (G tube), gastrostomy-jejunostomy tube (g-j tube) or jejunostomy (j tube) feeds; ● extreme risk of respiratory or cardiac arrest (life threatening not due to anaphylaxis); ● ventilators; and/or ● administration of intravenous medication.
Responsibilities
The Director of Education shall:
● allocate staff and resources to support the Medically Fragile Student procedure.
Associate Directors, Coordinating Superintendents and Superintendents of Education shall:
● support the implementation of the Medically Fragile Student procedure at each school.
Principals shall: ● co-create, review or update the required Health Care Plan(s) and/or Essential Routine Health Care Plan(s) with the parent(s)/guardian(s), in consultation with school staff and the student, as appropriate at the time of registration and the beginning of each school year; ● ensure that the Health Care Plan is posted in a discrete location and provided to the student’s teachers and updated as required;
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Page 85 of 299 ● take steps to ensure health supports for medically fragile students are provided in accordance with specific procedures such as suctioning and catheterization etc.; ● coordinating the completion and collection of appropriate documentation, including, but not limited to Essential Routine Health Care Plan, and appropriate Health Care Plan(s) as required; ● ensuring completion of the third party health care provider referral for nursing needs at school; ● working with third party health care provider Care Coordinator, as outlined, to support student and staff member needs, where required; ● working with the Student Services Coordinator, as required, to allocate appropriate staff members to support student needs; ● ensuring appropriate staff members are made aware of student needs; ● ensuring the Request for Special Transportation form has been completed through SSNET for students requiring special consideration affecting transportation, and supply the Health Care Plan(s) or Essential Routine Health Care Plan(s); ● clearly communicate to parent(s)/guardian(s) and appropriate staff the process for parent(s)/guardian(s) to notify the school of their child’s medical condition(s); ● ensure medical occurrences, incidents and emergencies are recorded in the Medical Incident Record Form attached to the appropriate Health Care Plan(s); ● maintain a file with the Health Care Plan(s) and supporting documentation for each student with a medical condition; ● provide relevant information from the student’s Health Care Plan(s) and/or Essential Routine Health Care Plan(s) to school staff and others who are identified in the Health Care Plan(s) (e.g., food service providers, transportation providers, volunteers, occasional staff who will be in direct contact with the student), including any revisions that are made to the plan; ● support inclusion by allowing students to perform daily or routine management activities in a school location (e.g., classroom), as outlined in the Essential Routine Health Care Plan(s) and the Health Care Plan(s), while being aware of confidentiality and the dignity of the student; and ● enable students with medical conditions to participate in school to their full potential.
DNR Note: if a parent(s)/guardian(s) provides a Do Not Resuscitate (DNR) request to the School, the Principal (in consultation with the Superintendent) will prepare a response to the family explaining that the Board is not in a position to comply with the Non-Resuscitation Order and will follow established emergency protocol; however, the School will take steps to provide the emergency care information, including a DNR request to the emergency response personnel upon arrival.
Teachers and Educational Assistants and Designates shall:
● provide health supports as required for medically fragile students in accordance with all procedures, and as outlined in documentation such as, but not limited to, Essential Routine Health Care Plan(s) and the required Health Care Plan(s); ● meet with parent(s)/guardian(s) of a medically fragile child, to discuss student needs; ● ensure that occasional staff in the classroom are aware of medically fragile students by including a communication on daily plans about emergency procedures; ● review and follow the contents of the Essential Routine Health Care Plan(s) and the Health Care Plan(s) for any student with whom they have direct contact; ● support a student’s daily or routine management, and respond to medical incidents and medical emergencies that occur during school, as outlined in board policies and procedures;
Outdoor Education Centre staff members and teachers planning remote field trips shall:
include a process and appropriate resources to support the student during activities off school property, including: ensure awareness of the estimated time to reach the nearest hospital or medical facility; provide school staff members with the availability of two-way communication; and collaborate with Student Services, as required, to examine barriers to access and develop appropriate accommodations.
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Page 86 of 299 Student Transportation Services (STS) shall:
take steps to meet the health and safety needs of the medically fragile child who travels unattended on STS-provided transportation; retain the student’s Essential Routine Health Care Plan(s) and Health Care Plan(s) form on file in the STS office, in the appropriate service provider’s dispatch office, and in the appropriate school vehicle(s); and Board’s Student Transportation Services form Request for Special Transportation are received by the principal and are accessible in the event of an emergency.
Parent(s)/guardian(s) shall:
provide the school with all appropriate supplies to meet the student’s health support needs; and consider providing their child with medical identification (e.g. Medic Alert bracelet or necklace). co-create Essential Routine Health Care Plan(s) and appropriate Health Care Plan(s) for their child with the principal or the principal’s designate, as appropriate; communicate changes to the Essential Routine Health Care Plan(s) and appropriate Health Care Plan(s) based on the status of their child’s medical condition(s) or changes to their child’s ability to manage the medical condition(s), to the principal or the principal’s designate; initiate and participating in annual meetings to review their child’s Essential Routine Health Care Plan and appropriate Health Care Plan(s), as appropriate; seek medical advice from a licensed physician or nurse practitioner where appropriate; and provide the school with copies of any medical reports or instructions from the student’s licensed physician or nurse practitioner.
Students shall:
take responsibility for advocating for their personal safety and well-being that is consistent with their cognitive, emotional, social and physical stage of development and their capacity for self-management; participate in the development of and meetings to review the Essential Routine HealthCare Plan(s) and Health Care Plan(s), as appropriate; set goals on an on-going basis, for self-management of their medical condition, in conjunction with their parent(s)/guardian(s) and health care professional(s) as appropriate; and communicate with their parent(s)/guardian(s) and school staff if they are facing challenges related to their medical conditions(s) at school as appropriate.
History Working Document: July 2018 Revised: July 2019
Student Health Supports 35
Page 87 of 299 ATTACHED FOR INFORMATION
Board Procedure #662.8 Management of Physical Challenges
This procedure outlines the process for supporting the needs of students with physical challenges.
Definitions
Physical Management Routines
Physical management routines include daily activities during which some students require the assistance of another person. This may include, but is not limited to, supports for lifting, positioning, mobility, oral feeding, toileting, range of motion activities and programming to meet the student’s physical needs. Physical management routines may be part of a student’s Individual Education Plan (IEP) and Essential Routine Health Care Plan(s) and are developed with consideration of the health and safety needs of students and staff members.
Responsibilities
The Director of Education shall:
● allocate staff and resources to support the Management of Physical Challenges procedure.
The Associate Directors and Superintendents of Education shall:
● support the implementation of the Management of Physical Challenges procedure at each school.
Principals shall:
● co-create, review or update Essential Routine Health Care Plan(s) with the parent(s)/guardian(s) in consultation with school staff and the student: during the time of registration, each year during the first week of school, and when a child is diagnosed and/or returns to school following a diagnosis. ● clearly communicate to parent(s)/guardian(s) and appropriate staff the process to notify the school of their child’s medical condition(s); ● support the initiation of a referral to the Board’s physiotherapist or occupational therapist as required; ● maintain a file with the supporting documentation for each student with a medical condition; ● provide relevant information from the student’s Essential Routine Health Care Plan to school staff and others as required (e.g. transportation providers, volunteers, occasional staff who will be in direct contact with the student), including any revisions that are made to the plan; ● arrange for annual safe lifting training provided by regulated health professional (PT OT Service) in the board, or as needed; ● ensure the completion of annual inspections for all person lifting devices; ● designate a staff member to perform a daily visual inspection of all person lifting devices; ● consult with the Board’s physiotherapists and/or occupational therapists to determine the appropriateness for referral to the third party health care provider for intervention that is not provided by Board physiotherapy and occupational therapy services; ● ensure that school staff members are not involved with providing general physical management routines to students in schools without first consulting with Board physiotherapy or occupational therapy services, and that any such routine would be in accordance with the Student’s Essential Routine Health Care Plan(s); ● identify staff who can support the daily or routine management needs of students in the school with health/medical conditions, while honoring the provisions within their collective agreements;
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Page 88 of 299 ● ensure the Request for Special Transportation form has been completed through SSNET for any students that may require special consideration affecting transportation; ● support inclusion by allowing students with medical conditions to perform daily or routine management activities in a school location (e.g., classroom), as outlined in their Essential Routine Health Care Plan, while being aware of confidentiality and the dignity of the student; and ● enable students with medical conditions to participate in school to their full potential.
Board Physiotherapists and/or Occupational Therapists shall:
● with parent(s)/guardian(s) consent, provide assessment and intervention and provide training to appropriate school staff members to address physical management need of students, as required; ● provide training to designated school staff on safe lifting procedures as requested by principal; ● initiate appropriate referrals for students who are eligible for physiotherapy and/or occupational therapy from the Children’s Treatment Network; and ● assist principals with referrals from the appropriate third party health care provider, if required.
Teachers shall:
● initiate referrals for physiotherapy and/or occupational therapy concerns to the Board using the Request/Consent for Professional Services process; ● incorporate, as appropriate, physical management routines in a student’s Individual Education Plan, where the student is engaged in increasing independence; and ● follow the Essential Routine Health Care Plan.
Educational Assistants and Designates shall:
● as designated by the principal, provide services to support physical management routines as per the Essential Routine Health Care Plan(s), (e.g., shallow suctioning, administration of continuous pre-set passive oxygen, care for ostomy bag and appliance, application of condom for urinary drainage, monitoring clean intermittent catheterization, etc.) as required; ● engage in annual training on safe lifting procedures where required, or as needed; ● as designated by the principal, perform a daily visual inspection of all person lifting devices; ● participate in training, on health/medical conditions, at a minimum annually, as required by YRDSB; ● review the contents of the Essential Routine Health Care Plan(s) for any student with whom they have direct contact; and ● support a student’s daily or routine management and respond to medical incidents and health/medical emergencies that occur during school, as outlined in board policies and procedures.
Parent(s)/guardian(s) shall:
educate their child about their medical condition(s) with support from their child’s health care professional, as needed; guide and encourage their child to reach their full potential for self-management and self-advocacy; inform the school of their child’s medical condition(s) and co-create the Essential Routine Health Care Plan(s) for their child with the principal or the principal’s designate; communicate changes to the Essential Routine Health Care Plan(s), such as changes to the status of their child’s medical condition(s) or changes to their child’s ability to manage their medical condition(s), to the principal or the principal’s designate; confirm annually to the principal or the principal’s designate that their child’s medical status is unchanged; initiate and participate in meetings to review their child’s Essential Routine Health Care Plan(s); provide the school with copies of any medical reports or instructions from the student’s health care provider; and provide materials required to meet the health needs of their child, including, but not limited to, medical identification and specialized equipment.
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Page 89 of 299 Students Shall:
take responsibility for advocating for their personal safety and well-being that is consistent with their cognitive, emotional, social and physical stage of development and their capacity for self-management; participate in the development and in meetings to review of their Essential Routine Health Care Plan(s) as appropriate; carry out daily or routine self-management of their medical condition to their full potential, as described in their Essential Routine Health Care Plan as appropriate; set goals on an on-going basis, for self-management of their medical condition, in conjunction with their parent(s)/guardian(s) and health care professional(s) as appropriate; and communicate with their parent(s)/guardian(s) and school staff if they are facing challenges related to their medical conditions(s) at school as appropriate.
Department
Curriculum and Instructional Services; Student Services
History
Approved: 1996 Amended: 2001, 2002, 2009 Working Document: July 2018 Revised: July 2019
Student Health Supports 38
Page 90 of 299 ATTACHED FOR INFORMATION
Board Procedure #662.9 Management of Catheterization
This procedure outlines the process for meeting the needs of students who require catheterization.
Definitions
Clean Intermittent Catheterization
During clean intermittent catheterization, the catheter is inserted into a student’s bladder only until the bladder has been drained and then the catheter is removed. This procedure can be carried out by the student or by a health assistant or assistant for the developmentally handicapped.
Sterile Catheterization
Sterile Catheterization is a controlled act and the catheter must be inserted by a regulated health care professional.
Responsibilities
The Director of Education shall:
● allocate staff and resources to support the Management of Catheterization procedure.
Associate Directors and Superintendents of Education Shall:
● support the implementation of the Management of Catheterization procedure at each school; ● develop, communicate and implement expectations for schools to support the safe storage and disposal of medication and medical supplies, including the safe disposal of catheterization supplies (NOTE - the family is responsible for the supply and safe disposal of medical supplies); and provide schools with appropriate supplies to support safe disposal of medication and medical supplies.
Principals shall:
● initiate a referral to the third party health care provider, as appropriate; ● work with the Student Services Coordinator to allocate appropriate staff members to support clean intermittent catheterization; ● ensure parent(s)/guardian(s) provide catheterization materials; ● ensure the management and safe removal of biohazard waste containers; ● request the third party health care provider provide consultation and training for educational assistants and designate, with parent(s)/guardian(s) permission; ● clearly communicate to parent(s)/guardian(s) the process for parent(s)/guardian(s) to notify the school of their child’s medical condition(s); ● co-create, review or update the Essential Routine Health Care Plan(s) with the parent(s)/guardian(s), in consultation with school staff, third party service provider and the student, as appropriate; ● maintain a file with the supporting documentation for each student with a medical condition; ● provide relevant information from the student’s Essential Routine Health Care Plan(s) to school staff and occasional staff who will be in direct contact with the student, including any revisions that are made to the plan; and ● assign the identification of staff who can support the daily or routine management needs of students in the school with health/medical conditions, while honouring the provisions within their collective agreements.
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Page 91 of 299 Teachers shall:
follow the Essential Routine Health Care Plan; and ● enable students with health/medical conditions to participate in school to their full potential.
Health Assistants and Developmental Service Worker shall:
administer or monitor clean intermittent catheterization and/or supervise student self- catheterization, as required; dispose of biohazardous materials in accordance with Board procedures; participate in training to provide clean intermittent catheterization; follow the Essential Routine Health Care Plan(s) for any student with whom they have direct contact; and support a student’s daily or routine management procedures.
Parent(s)/guardian(s) shall:
co-create Essential Routine Health Care Plan(s) for their child with the principal or the principal’s designate, as appropriate; communicate changes to the Essential Routine Health Care Plan(s) based on the status of their child’s medical condition(s) or changes to their child’s ability to manage the medical condition(s), to the principal or the principal’s designate; confirm annually to the principal or the principal’s designate that their child’s health/medical status is unchanged; initiate and participating in annual meetings to review their child’s Essential Routine Health Care Plan(s) and/or protocol, as appropriate; seek medical advice from a licensed physician or nurse practitioner where appropriate; provide the school with copies of any medical reports or instructions from the student’s licensed physician or nurse practitioner; and provide materials required to meet the health needs of their child.
Students Shall:
take responsibility for advocating for their personal safety and well-being that is consistent with their cognitive, emotional, social and physical stage of development and their capacity for self- management as appropriate; participate in the development and meetings to review their Essential Routine Health Care Plan(s) as appropriate; carry out daily or routine self-management of their medical condition to their full potential, as appropriate; set goals on an on-going basis, for self-management of their medical condition, in conjunction with their parent(s)/guardian(s) and health care professional(s) as appropriate; and communicate with their parent(s)/guardian(s) school staff if they are facing challenges related to their medical conditions(s) at school as appropriate.
Department
Curriculum and Instructional Services; Special Education Services
History Approved: 1996 Amended: 2001, 2002, 2009 Working Document: July 2018 Revised: July 2019
Student Health Supports 40
Page 92 of 299 ATTACHED FOR INFORMATION
Board Procedure #662.10 Management of Suctioning
This procedure outlines the process for meeting the needs of students who require suctioning.
Definitions
Deep Suctioning
Also referred to as chest suction or draining, deep suctioning is a regulated health act to be performed by a trained regulated health professional under licensed physician orders. The suctioning tube passes beyond the larynx into the lungs. This procedure is not to be performed by Board staff.
Shallow Suctioning
Shallow suctioning is not a regulated health act. The suction tube vacuums saliva from oral and/or nasal passages, and does not go beyond the teeth. Shallow suctioning may be performed by trained Board staff.
Responsibilities
The Director of Education shall:
● allocate staff and resources to support the Management of Suctioning procedure.
Associate Directors and Superintendents of Education:
● support the implementation of the Management of Suctioning procedure at each school; and ● develop, communicate and implement expectations for schools to support the safe storage and disposal of medical supplies. (NOTE - the family is responsible for the supply and safe disposal of medical supplies).
Principals shall:
● with parent(s)/guardian permission, refer to third party health care provider to provide consultation and training for educational assistants; ● ensure parent(s)/guardian(s) provide suctioning materials; ● ensure the management and safe removal of the biohazard waste containers; ● clearly communicate to parent(s)/guardian(s) the process for parent(s)/guardian(s) to notify the school of their child’s medical condition(s); ● co-create, review or update the Essential Routine Health Care Plan(s) with the parent(s)/guardian(s), in consultation with school staff, Third Party Health Care Provider and the student, as appropriate; ● maintain a file with the supporting documentation for each student with a medical condition; ● provide relevant information from the student’s Essential Routine Health Care Plan(s) to school staff and occasional staff who will be in direct contact with the student, including any revisions that are made to the plan; ● assign the identification of staff who can support the daily or routine management needs of students in the school with health/medical conditions, while honouring the provisions within their collective agreements; ● support inclusion by allowing students with medical conditions to perform daily or routine management activities in a school location while being aware of confidentiality and the dignity of the student; and ● enable students with medical conditions to participate in school to their fullest potential.
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Page 93 of 299 Teachers shall:
● follow the Essential Routine Health Care Plan; and ● enable students with health/medical conditions to participate in school to their full potential.
Educational Assistants and Designates shall:
● provide shallow suctioning as outlined in the Essential Routine Health Care Plan(s); ● follow Board procedures regarding the safe storage and removal of biohazardous materials; and ● engage in training to provide shallow suctioning.
Parent(s)/guardian(s) shall:
● provide equipment for shallow suctioning; ● co-create Essential Routine Health Care Plan(s) for their child with the principal or the principal’s designate, as appropriate; ● communicate changes to the Essential Routine Health Care Plan(s) based on the status of their child’s medical condition(s) or changes to their child’s ability to manage the medical condition(s), to the principal or the principal’s designate; ● confirm annually to the principal or the principal’s designate that their child’s health/medical status is unchanged; ● initiate and participating in annual meetings to review their child’s Essential Routine Health Care Plan and/or protocol, as appropriate; ● seek medical advice from a licensed physician or nurse practitioner where appropriate; ● provide the school with copies of any medical reports or instructions from the student’s licensed physician or nurse practitioner; and ● provide materials required to meet the health needs of their child.
Students Shall:
● take responsibility for advocating for their personal safety and well-being that is consistent with their cognitive, emotional, social and physical stage of development and their capacity for self-management; ● participate in the development of and meetings to review the Essential Routine Health Care Plan(s) as appropriate; ● set goals on an on-going basis, for self-management of their medical condition, in conjunction with their parent(s)/guardian(s) and health care professional(s) as appropriate; and ● communicate with their parent(s)/guardian(s) and school staff if they are facing challenges related to their medical conditions(s) at school as appropriate.
Department
Curriculum and Instructional Services; Special Education Services
History Approved: 1996 Amended: 2001, 2002, 2009 Working Document: July 2018 Revised: July 2019
Student Health Supports 42
Page 94 of 299 ATTACHED FOR INFORMATION
Board Procedure #662.11 Management of Communication Disorders
This procedure outlines the process for supporting the needs of students with communication disorders as outlined in Policy and Program Memorandum (PPM) No. 81 Provision of Health Support Services in School Settings.
Application
Under PPM 81, the provision of supports for students with speech and language disorders is governed by A Model for the Provision of Speech and Language Services and Interministerial Guidelines for the Provision of Speech and Language Services.
Definitions
Language Disorders
Language disorders are characterized by delayed or impaired development of comprehension and/or spoken/written language and/or other symbol system. They may involve the form of language, the content of language and/or the function of language in any combination.
Speech Disorders
Speech disorders include articulation/speech sound production problems, fluency disorders, voice disorders and resonance problems.
Responsibilities
The Director of Education shall:
● allocate staff and resources to support the Board’s responsibilities associated with the Management of Communication Disorders procedure.
Associate Directors and Superintendents of Education shall:
● support the implementation of the Management of Communications Disorders procedure.
Principals shall:
● familiarize themselves with the Management of Communication Disorders procedure; ● initiate a referral to the Board’s Speech-Language Pathology (S-LP) Services to determine eligibility for referral to a third party health care provider for speech therapy services; ● designate a staff member within the school that will work with the school assigned speech-language pathologist to support referrals; and ● during the referral process ensure principal authorization.
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Page 95 of 299 Board Speech-Language Pathologists shall:
● assess students and where determined eligible, initiate the referral process to the third party speech therapy services using the appropriate School Based Rehabilitation Services(SBRS) referral process for Speech services; ● ● ensure completion of referral process and assume responsibility for sending in the referrals to the third party health care provider; and ● support staff members and parent(s)/guardian(s) for all communication needs that fall outside of the speech therapy services provided by the third party health care provider.
Teachers, including Special Education Resource Teachers shall:
● refer students with speech language or communication concerns to the Board’s Speech and Language Pathology (SL-P) Services using the appropriate referral process; ● participate in meetings, as appropriate, to support student speech, language or communication needs; ● participate in the referral process to the third party health care provider as required; and ● file a copy of the referral form in the Ontario Student Record.
Parent(s)/guardian(s) shall:
complete all appropriate forms, as required.
Department
Curriculum and Instructional Services; Student Services
History Approved: 1996 Amended: 2001, 2002, 2009 Working Document: July 2018 Revised: July 2019
Student Health Supports 44
Page 96 of 299 ATTACHED FOR INFORMATION
Board Procedure #662.12 Communicable Diseases
This procedure outlines the process for addressing communicable diseases.
Application
The Board will prevent discrimination against persons afflicted with communicable diseases or infections, recognizing that students with communicable diseases or infections have a right to privacy and to reasonable accommodation, in keeping with current legislation. Medical information regarding communicable diseases for students will be kept confidential, and no person will be privy to such information unless required by law.
Definitions
Communicable Disease
A communicable disease is any condition which is transmitted directly or indirectly to a person from an infected person or animal.
Reportable Diseases
A reportable disease is a disease, which must be reported to the local Medical Officer of Health, in accordance with Ontario Regulation 559/91, Specification of Reportable Diseases and amendments under the Health Protection and Promotion Act. If a disease is reportable, contact ACCESS YORK at 1-877-464- 9675.
Responsibilities
The Director of Education shall:
● allocate staff and resources to support the Communicable Diseases procedure
Associate Directors and Superintendents of Education shall:
● support the implementation of the Communicable Diseases procedure at each school.
Principals, Managers and Supervisors shall:
● report reportable diseases to the local Medical Officer of Health or designate; ● if a principal believes a student or staff is exposed to communicable diseases requiring an order under s. 22 of the Health Protection and Promotion Act, refuse to admit the student or staff to their school or work location until receiving a certificate from the local Medical Officer of Health or a legally qualified medical practitioner approved by the medical officer of health confirming that all danger from exposure to contact with the person in question has passed; ● ensure all staff are familiar with routine practices to protect their health and well-being; ● ensure staff members who are required to clean up blood and body fluid spills receive information and instruction about infection control to protect their health and well-being; and ● work with their superintendent, Corporate Communications and the local Medical Officer of Health or designate, to inform staff members, students and the community about the presence of reportable diseases, where appropriate.
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Page 97 of 299 Corporate Communications shall:
● liaise with York Region Community and Health Services and the superintendent or designate, to inform staff members, students and the community about the presence of reportable diseases, as appropriate.
School Staff shall:
● follow established disposal of sharps protocol for the safe management and disposal of sharps, where applicable; ● follow established cleaning protocols and infection control practices, where applicable; and ● seek appropriate medical care and follow health care professional’s advice.
Legislative Context
Education Act Health Protection and Promotion Act
Department
Human Resource Services
History Approved: 1989 Amended: 1995, 2001, 2008, 2013 Revision drafted: May 31, 2017 Working Document: July 2018 Revised: July 2019
Student Health Supports 46
Page 98 of 299 ATTACHED FOR INFORMATION
Board Procedure #662.13 Pediculosis (Head Lice)
The procedure outlines how issues related to pediculosis (head lice) in schools will be addressed.
Application of Procedure
In responding to pediculosis in schools, the dignity and feelings of the students and their families will be given highest priority.
The Ministry of Health, York Region Health Services and the Canadian Pediatric Society consider pediculosis (head lice) to be a nuisance and not a communicable disease.
Definitions
Nits (eggs)
Nits are half the size of the head of a pin and shaped like a tear drop. They are a creamy colour and found close to the scalp, on the shaft of the hair. They resemble dandruff but are attached to the hair by a cement- like material and are very difficult to remove. It is usually the eggs that are noticed first.
Pediculosis (Head Lice)
Head lice are tiny (3 mm long) wingless insects with flattened bodies. They cling to the hair by means of six legs. They live mostly behind the ears and at the nape of the neck. The female lays tiny, creamy colour eggs called nits.
Responsibilities
The Director of Education shall:
● allocate staff and resources to support the Pediculosis (Head Lice) procedure.
Associate Directors and Superintendents of Education shall:
● support the implementation of the Pediculosis (Head Lice) procedure at each school.
Principals shall:
● review the Pediculosis (Head Lice) procedure with staff members and distribute the Prevention of Pediculosis at the beginning of each school year; ● share information with parent(s)/guardian(s) about pediculosis, at the start of the school year and throughout the year as appropriate; ● direct parent(s)/guardian(s) to contact ACCESS YORK at 1-877-464-9675 for additional information on pediculosis; ● take all reasonable precautions as outlined in the Prevention of Pediculosis guideline; ● where a family has ongoing concerns regarding pediculosis; refer the parent(s)/guardian(s) to York Public Health and/or Canadian Pediatric Society for further information, and ensure school staff members take additional preventative measures to avoid transfer of pediculosis, as outlined in the Prevention of Pediculosis.
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Page 99 of 299 If a student is identified as having live pediculosis, the following steps should be taken:
1. Call the parent(s)/guardian(s) and recommend contacting Public Health for management of pediculosis as soon as possible. 2. Send home A Message to Families about the Presence of Pediculosis (Head Lice) and the Canadian Pediatric Society Head Lice Facts with the student. 3. Take all reasonable precautions as outlined in the Prevention of Pediculosis guideline.
When a student is identified as having nits and not live pediculosis, the following steps should be taken:
1. Send home A Message to Families about Possible Exposure to Pediculosis (Head Lice) and the Canadian Pediatric Society Head Lice Facts with the student.
School Staff shall:
● communicate any suspected or confirmed cases of pediculosis to the principal; ● if a student is identified as having nits or live pediculosis, take appropriate action as outlined; and ● take all reasonable precautions as outlined in the Prevention of Pediculosis guideline.
Parent(s)/guardian(s) shall:
● communicate any suspected or confirmed cases of pediculosis to the school; and ● manage pediculosis as per Public Health recommendations and/or Canadian Pediatric Society Head Lice Guidelines.
Department
Curriculum and Instructional Services
History Revised: December 1996 Amended: 2004 Working Document: January 2015, July 2018 Revised: July 2019
Student Health Supports 48
Page 100 of 299 Appendix 2 WORKING DOCUMENT
YORK REGION DISTRICT SCHOOL BOARD
Policy #407.0, Accessibility Procedure #407.0, General Requirements Procedure 407.1, Customer Service Standards Procedure 407.2, Information and Communications Standards Procedure 407.3, Standards for the Built Environment Procedure #407.4, Employment Standards Board Procedure #407.5, Transportation Standards
Executive Summary
The Accessibility policy and its related procedures outline the York Region District School Board’s commitment to providing accessibility to persons with disabilities, consistent with the principles of independence, dignity, integration and equality of opportunity. How the Board addresses accessibility standards for the identification, removal and prevention of barriers in accordance with all applicable legislation is outlined in this policy and procedures.
What has changed?
Major Changes to the Document Combined Policy #407.0, Accessibility and Policy #425.0, Provision of Barrier-Free Facilities Policy applied to students, staff, trustees and community members Integrated all of the Integrated Accessibility Standard Regulations (IASR) Ensured content is aligned with various Board policy and procedures: Policy #240.0, Human Rights: Code-Related Harassment and Discrimination Policy #532.0, Recruitment and Promotion Policy #680.0, Students Transportation Referenced and ensured alignment with all related legislation and best practices Addressed Recommendation 46 – “that the Accessibility Policy be updated to fully address the requirements of the AODA” – of Employment Systems Review
Four year cyclical review and alignment with current Reason for Review legislation and best practices
Page 101 of 299 Who is affected by these changes and what is the impact on current All stakeholder groups with responsibilities practice?
Implementation Timelines Immediate
Lead Superintendents / Human Rights Commissioner and Accessibility Officer Subject Matter Experts
Stakeholder Groups with Responsibilities under this Policy and Procedure:
Board of Trustees Director of Education Superintendents Principals and Managers Human Rights Commissioner’s Office AODA Advisory Committee Corporate Communications Curriculum and Instructional Services Human Resource Services Plant Services Planning Services Purchasing Services Student Transportation Services All Staff Customers
Relationship to Board Priorities
The revisions to this policy have expanded its scope and breadth in compliance with the AODA and the core principles of integration, equality of opportunity, dignity and independence. These four core principles have been aligned with the four Board priorities of the Multi-Year Strategic Plan.
Foster Well-Being and Mental Health + Integration
In creating safe, healthy and inclusive learning and working environments, we promote the meaningful integration of people with disabilities through inclusive practices and universal design.
Accessibility 2
Page 102 of 299 Champion Equity and Inclusivity + Equality of Opportunity
In developing the knowledge, skills and attitudes to remove barriers in support of all learners, we proactive identity, remove and prevent barriers to accessibility in order to create equal opportunities for full participation and inclusion.
Build Collaborative Relationships + Dignity
In building trusting relationships based on respectful and responsive communication, we actively engage people with disabilities in collaborative and meaningful ways that respect their dignity and self-worth.
Empower Ethical Leadership + Independence
In leading ethically by focusing on students and upholding our values, we entrust people with decision-making autonomy and independence in order to build leadership capacity and accessibility.
What are the timelines and next steps?
That in accordance with Board Policy #285.0, Board Policies, Procedures and Supporting Documents, Working Document Policy #407.0 Accessibility will be circulated for comment for six school months.
If approved, this policy and procedure will be adopted as a working document for six school months. Comments received during this time will be scheduled for consideration at the appropriate committee meetings.
How do I find out more or provide feedback?
Questions about this policy and/or procedure should be raised with your principal, manager or supervisor. If additional clarification is required, principals, managers and supervisors may contact the lead superintendent and/or subject matter expert.
In accordance with Board Policy 285.0, Board Policies, Procedures and Supporting Documents, the Board welcomes all comments and suggestions on Board policy.
Input is an important component of the review process. If you feel a policy and/or procedure needs to be revised, feedback may be submitted through the school council or by submitting the online form. In your response please; outline clearly the specific section(s) of the policy and/or procedure in which you are not comfortable,
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Page 103 of 299 suggest specific alternate wording to reflect your position, and identify the reason(s) for your concern(s).
Specific recommendations or questions about the review process should be submitted using the online form or sent to the Assistant Manager, Corporate Policy via email at [email protected], or via telephone at 905-727-0022 extension 2570 or in hard copy at The Education Centre – Aurora.
Department
Board and Trustee Services
Legislative Context and Related Documents
Accessibility for Ontarians with Disabilities Act Dog Owners’ Liability Act Food Safety and Quality Act Health Protection and Promotion Act Integrated Accessibility Standard, Ontario Regulation 191/11 Ontarians with Disabilities Act Ontario Building Code, Ontario Regulation 332/12 Ontario Human Rights Code (OHRC) Workplace Safety and Insurance Act
History
Approved: 2009 Previously called Accessibility Standards for Customer Services Revision Drafted: November 7, 2012 Revised October: 2013 Working Document: December 2012, May 2013, July 2019
It is the expectation of the York Region District School Board that all employees, students and persons invited to or visiting Board property; or partaking/volunteering in Board or school-sponsored events and activities will respect the policies and procedures of the Board. The term “parents” refers to both biological/adoptive parents and guardians in all Board policies and procedures.
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Page 104 of 299 WORKING DOCUMENT
Board Policy #407.0
Accessibility
1. Policy Statement
York Region District School Board is committed to providing accessible programs, services and environments for persons with disabilities which support the four principles of the Accessibility for Ontarians with Disabilities Act, 2005 (AODA): dignity, independence, integration and equality of opportunity. This policy will govern how the Board will address accessibility standards for the identification, removal and prevention of barriers in accordance with the AODA and all other applicable legislation.
2. Application
In applying the core principles of the AODA, this policy shall:
a) ensure that Board programs and services are provided in a manner that respects the dignity and independence of persons with disabilities; b) ensure that the provision of programs and services to persons with disabilities are integrated with those services provided for all, unless an alternative measure is necessary to enable a person with disability from accessing and benefiting from Board services; c) ensure that persons with disabilities are given opportunities equal to others in obtaining, using or benefiting from Board programs and services; and d) ensure that all communications and interactions with a person with a disability take into account the individual differences of each person and their specific disability.
This policy applies to all members of the Board community, including but not limited to: trustees, employees, students, parents/guardians, committee members, permit holders, vendors, service providers, contractors, volunteers and visitors, as well as all other persons who are invited to or who work on Board property.
The application of this policy does not limit any requirements under the AODA, the Ontario Human Rights Code, or any other applicable legislation. Any allegations of harassment and discrimination based on disability that violate the Ontario Human Rights Code will be addressed through Human Rights Complaint Resolution Processes under Board Policy #240, Human Rights: Code-Related Harassment and Discrimination.
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Page 105 of 299 This policy and its related procedures outline a process for addressing barriers that prevent persons with disabilities from fully accessing Board services, facilities or opportunities. Any barriers within the learning and/or working environments of the Board can be communicated through an online reporting tool known as Barrier Buster.
In striving to achieve the highest standards of accessibility, the Accessibility policy and its related procedures are set out in alignment with the Integrated Accessibility Standard Regulations (IASR) as established under the AODA:
a) #407.0: General Requirements b) #407.1: Customer Service Standards c) #407.2: Information and Communications Standards d) #407.3: Design of Public Spaces Standards (Standards for the Built Environment) e) #407.4: Employment Standards f) #407.5: Transportation Standards
3. Responsibilities
3.1 The Board of Trustees is responsible for: a) reviewing the Accessibility policy in accordance with the priorities in the Trustees’ Multi- Year Strategic Plan and the approved policy review cycle; b) understanding and communicating with members of the community about the Accessibility policy, as required; c) appointing at least one trustee at attend all AODA Advisory Committee meetings; d) considering accessibility for people with disabilities as part of the development and review of all Board policies; and e) amending existing Board policies as needed to comply with all standards developed under the AODA.
3.2 The Director of Education is responsible for: a) implementing and operationalizing the Accessibility policy; and b) ensuring that compliance reports and plans required by the Government of Ontario are filed.
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Page 106 of 299 4. Definitions
4.1 Ableism1 A belief system where persons with disabilities are viewed as being less worthy of respect and consideration, less able to contribute and participate, or of less inherent value than others. Ableism may be conscious or unconscious, and can limit the opportunities of persons with disabilities and reduce their inclusion in communities.
4.2 Integrated Accessibility Standard Regulations (IASR) A set of accessibility requirements legislated under Ontario Regulation 191/11 of the AODA that persons or organizations must comply with in order to address barriers in key areas of daily living for persons with disabilities. Certain General Requirements are integrated within five accessibility standards:
Information and Communication Standards Employment Standards Transportation Standards Design of Public Spaces Standards (Accessibility Standards for the Built Environment) Customer Service Standards
4.3 Accessibility2 Broadly defined as designing environments and creating a culture that benefits everyone, including individuals with disabilities. Accessibility is more specifically a proactive process of identifying, removing and preventing barriers to persons with disabilities.
4.4 Accommodation3 An individualized adaptation or adjustment made to provide a person with a disability with equitable and non-discriminatory opportunities for full participation and inclusion. In the context of accessibility, accommodation is a reactive process and legal duty under the Ontario Human Rights Code.
1 Ontario Human Rights Commission. (2016, June 27). Policy on ableism and discrimination based on disability. Retrieved from http://www.ohrc.on.ca/sites/default/files/Policy%20on%20ableism%20 and%20discrimination%20based%20on%20disability_accessible_2016.pdf 2 McMaster University. (2015). Accessibility Hub: Frequently Asked Questions (FAQs). Retrieved from https://accessibility.mcmaster.ca/topic/faq/ 3 McMaster University. (2015). Accessibility Hub: Frequently Asked Questions (FAQs). Retrieved from https://accessibility.mcmaster.ca/topic/faq/
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Page 107 of 299 4.5 Barrier4 Anything that prevents a person with a disability from participating fully in society. There are five main types of barriers to accessibility: attitudinal, communication (or information), physical (or architectural), systemic (or organizational), and technological.
4.6 Disability5 As per the Ontario Human Rights Code and consistent with Board Policy and Procedure #240, Human Rights: Code-Related Harassment and Discrimination, a disability is defined as any of the following: any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness, including, but not limited to, diabetes, mellitus, epilepsy, a brain injury, any degree of paralysis, amputation, lack of physical co-ordination, blindness or visual impediment, deafness or hearing impediment, muteness or speech impediment, or physical reliance on a guide dog or other animal or on a wheelchair or other remedial appliance or device, a condition of mental impairment or a developmental disability, a learning disability or a dysfunction in one or more of the processes involved in understanding or using symbols or spoken language, a mental disorder, or an injury or disability for which benefits were claimed or received under the Workplace Safety and Insurance Act, 1997.
5. Contact
Human Rights Commissioner’s Office Education and Community Services Human Resource Services Student Transportation Services
6. History
Approved: 2009 Previously: Accessibility Standards for Customer Services Revised: October 2013 Working Document: December 2012, July 2019
4 Government of Ontario. (2016, April 19). Accessibility for Ontarians with Disabilities Act, 2005, S. O. 2005, c. 11. Retrieved from https://www.ontario.ca/laws/statute/05a11 5 Government of Ontario. (2019, March 26). Human Rights Code, R.S.O. 1990, c. H. 19. Retrieved from https://www.ontario.ca/laws/statute/90h19
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Page 108 of 299 WORKING DOCUMENT ATTACHED FOR INFORMATION
Board Procedure #407.0 Accessibility: General Requirements
1. Procedure Statement
This procedure outlines the general requirements for accessibility that apply across each of the standards as set out in the subsequent procedure.
2. Application
This procedure applies at the broadest level of accessibility for the Board and consistent with the General Requirements established under the Accessibility for Ontarians with Disabilities Act (AODA):
2.1 Establish an accessibility policy 2.2 Create a multi-year accessibility plan and update every five years 2.3 Consider accessibility in procuring or acquiring goods, services or facilities (including self- service kiosks) 2.4 Provide training to staff and volunteers
3. Responsibilities
3.1 Human Rights Commissioner’s Office shall: a) establish and oversee a process to develop, implement and review all accessibility standards under the AODA; b) establish and maintain the direction of the AODA Advisory Committee with broad representation from across the Board; c) prepare an Annual Accessibility Report and Multi-Year Plan that outlines the Board’s strategy to identify, remove, and prevent barriers for people with disabilities in consultation with the AODA Advisory Committee as well as with persons with disabilities; d) prepare an annual status report on the progress of measures taken to implement the Multi-Year Accessibility Plan and post the report on the Board website, ensuring the report in an accessible format upon request; and e) monitor implementation and keep record of the accessibility training provided, including the dates on which training is provided and the number of individuals to whom it is provided.
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Page 109 of 299 3.2 AODA Advisory Committee shall: a) review and provide input on Board policies, procedures, supporting documents and processes developed to support accessibility within the Board.
3.3 Plant, Planning and Purchasing Services shall: a) incorporate accessibility design, criteria and features when purchasing new equipment (including self-service kiosks), designing new systems or planning a new initiative.
3.4 Superintendents shall: a) consider accessibility for people with disabilities as part of the development and review of Board policies, procedures, processes and supporting documents; b) provide relevant information to, and seek information from, the AODA Advisory Committee; c) ensure that training is provided on the requirements of the accessibility standards, with particular focus to Procedure #407.1, Accessibility: Customer Service Standards, to all employee and volunteers with the Board; and d) oversee, monitor and support principals and managers in ensuring schools and workplaces are accessible by including legislated requirements under the AODA into school and department plans.
3.5 Principals, Managers and Supervisors shall: a) implement components of the AODA legislation in conjunction with associated departments; b) ensure that all staff and volunteers have received the required AODA compliance training; c) receive and respond to requests for accommodation from individuals and determine, in consultation with the individual and others, the most appropriate accommodation; d) contact a member of the Disability Management Team should they have an employee who requires an accommodation in the workplace; and e) maintain a central file on all staff who require an accommodation plan and/or an Employee Workplace Emergency Response Plan.
3.6 All Staff shall: a) understand that persons with disabilities may have different needs; b) consider accessibility when making decisions; c) complete required training; d) forwarding feedback and requests for accommodation from persons with disabilities to their immediate supervisor; e) support and comply with requirements under the AODA legislation; f) identify and report any barriers that may prevent a person with a disability from fully accessing services, facilities or opportunities offered in the Board; and
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Page 110 of 299 g) speak to their immediate supervisor should they have a disability that requires accommodation and/or the creation of an Employee Workplace Emergency Response Plan.
3.7 Community members shall: a) inform an appropriate staff member that they have a disability and require accommodations to access Board services; b) participate in discussions with Board staff about the development of appropriate accommodations; and c) identify and report any barriers that may prevent a person with a disability from fully accessing services, facilities or opportunities offered in the Board.
4. Contact
Human Rights Commissioner’s Office Human Resource Services
5. History
Drafted: July 2019
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Page 111 of 299 ATTACHED FOR INFORMATION WORKING DOCUMENT
Procedure #407.1 Accessibility: Customer Service Standards
1. Procedure Statement
This procedure outlines how the Board carries out its responsibilities and commitments to achieving accessibility for persons with disabilities through compliance with the Customer Service Standards of the AODA.
2. Application
This procedure applies to all customers who access the learning and working environments of the York Region District School Board.
3. Responsibilities
3.1 Human Rights Commissioner’s Office shall: a) establish and manage an accessible process (i.e., Barrier Buster) for receiving and responding to feedback about barriers to accessibility and/or concerns about access to Board programs, services or facilities for persons with disabilities; b) prepare a guideline/protocol describing the Barrier Buster process that specifies the actions the Board will take if a complaint is received, and shall circulate the guideline/protocol across the Board; c) ensure that the feedback processes are accessible and readily available to the public in print (see Customer Service Feedback Form) and on the Board’s public website (see Barrier Buster) by providing accessible formats or communication supports upon request; and d) create a process for reviewing the implementation of the Accessibility policy that includes consultation with the AODA Advisory Committee.
3.2 Superintendents, Principals, Managers and Supervisors shall: 3.2.1 Assistive Devices a) welcome and promote the use of assistive devices by persons with disabilities to obtain, use or benefit from programs, services or facilities;
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Page 112 of 299 b) ensure staff, volunteers and others dealing with the public are trained to support parents and members of the general public who use assistive devices to access Board services; c) ensure notice is posted in the front office and/or reception area(s) indicating that the school welcomes the use of assistive devices and encourages user to seek support from staff as required; and d) provide assistance to visitors who indicate that they need support.
3.2.2 Support Persons a) welcome all persons with disabilities who are required to be accompanied by a support person and ensure that the person with a disability is not prevented from having access to the support person; b) determine that a support person is necessary to protect the health or safety of the person with a disability; c) ensure that staff, volunteers and others dealing with the public receive training in how to interact with people with disabilities who are accompanied by a support person; d) ensure the Parent/Legal Guardian Consent for Support Person form is completed and retained for meetings where confidential information is being disclosed; e) ensure that notice is given in advance for any cost associated with the support person’s admission to any Board-related events; and f) review the protocol for requesting the use of a support person for Board-requested meetings or events.
3.2.3 Service Animals a) welcome all persons with disabilities who are required to be accompanied by a service animal and ensure that they are permitted to keep the service animal with them, unless the animal is otherwise excluded by law from the premises; b) ensure that staff, volunteers and others dealing with the public are properly trained in how to interact with persons with disabilities who are accompanied by a service animal; c) review the Protocol for Service Dogs to Support Students in YRDSB Schools that outlines the process if a request is made for a student to attend school accompanied by a service animal; and d) where a service animal must be excluded, make every effort to work with the person with a disability to put alternative arrangements in place to provide the services that are required.
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Page 113 of 299 3.2.4 Disruption of Services a) ensure that a Disruption of Service Notice is posted in an openly visible location at the site when services normally provided to a person with a disability are temporarily unavailable; b) Ensure that the notice is provided before the disruption if it is planned or as soon as possible if the disruption is unplanned; and c) Ensure that the notice of disruption includes information about the reason for the disruption, its anticipated duration and a description of alternative facilities or services, if any, that are available.
3.3 Customers shall: 3.3.1 Assistive Devices a) use their own personal assistive devices to access Board services and, where required, following consultation with Board staff.
3.3.2 Support Persons a) contact the principal, manager or supervisor in advance if a support person is required for Board-requested meetings or events. This responsibility may also include: making appropriate arrangements for an interpreter for other meetings or events, if required; and advising the principal, manager or supervisor that a support person will be accompanying them to a school or Board event for which a fee is charged; and providing written consent allowing the disclosure of confidential information when a support person is required.
3.3.3 Service Animals a) assume personal care and maintenance of any service animal while on Board property.
3.4 Support persons shall: a) provide written assurance to respect and keep confidential all information when providing assistance in a discussion.
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Page 114 of 299 4. Definitions
4.1 Adaptive or Assistive Devices6 Accommodative equipment used by people with disabilities to facilitate daily living through access to information or services Examples of assistive devices include, but are not limited to: mobility devices or equipment (such as wheelchairs, walkers, white canes, oxygen tanks), electronic communication supports (such as computer software, mobile applications, amplification systems), or accessible interactive kiosks (which may offer information or services in braille or through audio headsets).
4.2 Board-requested Meetings or Events Refer to those where parent(s)/guardian(s) participation is requested by the Board. These could include, but are not limited to: curriculum or parent/guardian nights, Identification, Placement and Review (IPRC) meetings, meetings to discuss or review a student’s progress, behavior or report, secondary graduation ceremonies, student discipline hearings, and/or seminars or workshops in which parent/guardian participation is requested.
4.3 Customer Any member of the Board community, including but not limited to: trustees, employees, students, parents/guardians, permit holders, vendors, service providers, contractors, volunteers and visitors and all other persons who are invited to or who work on Board property.
4.4 Customer Service The provision of programs and services to employees, students, parents/guardians, and all other members of the public, pursuant to the responsibilities set out for school districts.
6 Government of Ontario. (2017, June 20). How to train your staff on accessibility. Retrieved from https://www.ontario.ca/page/how-train-your-staff-accessibility
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Page 115 of 299 4.5 Disruption of Service When facilities or services are temporarily unavailable, or if they are expected to be temporarily unavailable in the near future.
4.6 Readily Apparent It is readily apparent that an animal is a service animal when it is obvious by its appearance or by what it is doing. This may include, but is not limited to, a service animal with: a harness, saddle bags, or a sign/clothing that identifies it as a service animal, a certificate or identification card from a service animal training school, and/or an identification card from the Attorney General of Ontario.
4.7 Service Animal A specially trained animal used to provide accommodation support to a person with a disability (that is either readily apparent or supported by a letter from a regulated health professional). Service animals may be used in any of the following ways: guiding a person who has vision loss, alerting a person who is deaf or hard of hearing, alerting a person to an oncoming seizure and lead them to safety, interacting with a person with Autism Spectrum Disorder and to stop them from fleeing in order to ensure safety, or to remind a person with a mental illness to take their prescribed medication.
4.8 Support Person An individual who accompanies a person with a disability and provides assistance with mobility, personal care needs, medical needs, or access to goods or services. A support person is different from a Board employee who provides support services to a student or staff person in the system. A support person could be a paid professional, a volunteer, a friend or a family member and does not necessarily need to have special training or qualifications.
5. Contact
Human Rights Commissioner’s Office
6. History
Drafted: July 2019
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Page 116 of 299 WORKING DOCUMENT ATTACHED FOR INFORMATION
Procedure #407.2 Accessibility: Information and Communications Standards
1. Procedure Statement
This procedure outlines how the Board carries out its responsibility to create, provide, and receive accessible information and communications for persons with disabilities through compliance with the Information and Communications Standards of the AODA.
2. Application
This procedure applies to all Board-approved information and communications that shall be posted or provided in an accessible format and/or with appropriate communication supports for persons with disabilities. Notice shall also be given to the public that accessible formats are available upon request.
3. Responsibilities
3.1 The Superintendent of Education, School and System Operations, Plant and Planning shall: a) provide all emergency procedures, plans or public safety information in an accessible format or with appropriate communication supports.
3.2 Corporate Communications and Information Technology Services shall: a) make all internet websites and web content conform with the World Wide Web Consortium Web Content Accessibility Guidelines (WCAG).
3.3 Curriculum and Instructional Services shall: a) identify, develop and promote educational or training resources or materials in an accessible or conversion-ready format that takes into account the accessibility needs of the person with a disability; b) provide school-based staff with accessibility awareness training to ensure that course and lesson planning, delivery and assessment reflect universal design and differentiated instruction; and
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Page 117 of 299 c) in the capacity of its libraries provide, procure or acquire an accessible or conversion- ready format of print, digital or multimedia resources or materials for a person with a disability, upon request.
3.4 Student Services shall: a) provide student records and information on program and/or course requirements, availability and descriptions in an accessible format to persons with disabilities.
3.5 All Staff shall: a) consult with the person making a request for accessible formats or communication supports to determine suitability and that takes into account individual accessibility needs; b) meet a request for accessible formats or communication supports in a timely manner and at a cost, if any, that is no more than the standard cost of the original format; and c) upon determining that information or communications are unconvertible, provide an explanation as to why the request cannot be met and a summary of the unconvertible information or communications.
4. Definitions
4.1 Accessible Formats7 Alternative and accommodative ways of presenting printed, written, or visual information and may include, but are not limited to: braille, large print, accessible documents, and other electronic formats.
4.2 Communications8 A means of sending or receiving information between two or more persons or entities.
4.3 Information9 Includes data, facts, knowledge used to convey meaning through any format, including (but not limited to) text, audio, digital or images.
7 Government of Ontario. (2011, June 7). Ontario Regulation 191/11” Integrated Accessibility Standards. Retrieved from https://www.ontario.ca/laws/regulation/r11191 8 Government of Ontario. (2011, June 7). Ontario Regulation 191/11” Integrated Accessibility Standards. Retrieved from https://www.ontario.ca/laws/regulation/r11191 9 Government of Ontario. (2011, June 7). Ontario Regulation 191/11” Integrated Accessibility Standards. Retrieved from https://www.ontario.ca/laws/regulation/r11191
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Page 118 of 299 4.4 Unconvertible Information that cannot be converted into an accessible format for reason that it is not technically feasible to do so, or the means for conversion are not readily available.
5. Contact
Human Rights Commissioner’s Office Corporate Communications
6. History
Drafted: July 2019.
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Page 119 of 299 ATTACHED FOR INFORMATION WORKING DOCUMENT Procedure #407.3 Accessibility: Standards for the Built Environment
1. Procedure Statement
This procedure outlines how the Board carries out its responsibilities and commitment to achieving barrier-free built environments for persons with disabilities through compliance with the Design of Public Spaces Standards of the AODA.
2. Application
In compliance with the AODA, this procedures applies to public spaces that are newly constructed or redeveloped on or after January 1, 2016. Public spaces built prior to this date remain subject to Ontario Building Code regulations at the time they were built.
3. Responsibilities
3.1 The Associate Director of Education, School and Operations shall: a) Ensure that the Annual Accessibility Plan, which identifies schools and buildings requiring modifications or renovations to improve the access and accommodation for persons with physical disabilities, is maintained.
3.2 The Superintendent of School and System Operations, Plant and Planning Services shall: a) Ensure that all new schools and new Board administrative buildings as well as those undergoing major renovations are designed to facilitate access for persons with disabilities.
3.3 The Manager of Facilities Services (Construction and Maintenance) shall: a) Ensure that all new schools and Board administrative buildings, as well as those undergoing renovations are designed to conform to the requirements of the current Ontario Building Code, including provisions such as, but not limited to: elevators, ramps, special washrooms, designated accessible parking spaces, exterior lighting and accessible signage.
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Page 120 of 299 4. Definitions
4.1 Barrier-Free Facilities The identification and removal of architectural or physical features of the built environment that limit access and opportunities for people with disabilities.
4.2 Barrier-Free Facilities Built Environment10 Anything in the physical environment that is human-created and includes, but is not limited to: buildings, parks, paths of travel, transportation systems, and other design features.
4.3 Inclusive / Universal Design11 Consideration for all users, including persons with disabilities, through the proactive identification, removal and elimination of barriers to accessibility; instead of waiting to respond to individual accommodation requests or complaints.
5. Contact
Plant Services
6. History
Formerly Policy and Procedure 425.0 Provision of Barrier-Free Access (Accessibility) Drafted: July 2019
10 Ontario Public Health Association. (2018). Built Environment. Retrieved from https://opha.on.ca/What- We-Do/Workgroups/Built-Environment.aspx 11 Ontario Public Health Association. (2018). Built Environment. Retrieved from https://opha.on.ca/What- We-Do/Workgroups/Built-Environment.aspx
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Page 121 of 299 WORKING DOCUMENT ATTACHED FOR INFORMATION Procedure #407.4 Accessibility: Employment Standards
1. Procedure Statement
This procedure outlines how the Board carries out its responsibilities and commitment to achieving accessible workplace practices for current and potential employees with disabilities through compliance with the Employment Standards of the AODA.
2. Application
The procedures applies to all current and prospective employees of the Board, which as the employer shall:
2.1 notify its employees and the public about the availability of accommodation for applicants with disabilities in its recruitment and promotion process, as detailed in Board Policy and Procedure #532.0, Recruitment and Promotion; and 2.2 inform its employees of the policies and procedures used to support employees with disabilities, including, but not limited to Board Policy and Procedure #218.0, Healthy Schools and Workplaces.
3. Responsibilities
3.1 Human Resource Services shall: a) in fostering accessible recruitment and promotion processes that are consistent, equitable, transparent, and free from discrimination: notify job applicants who are selected to advance through the interview/hiring process that accommodations are available upon request, consult with job applicants who request accommodation and provide or arrange for the provision of a suitable accommodation that takes into account the applicant’s accessibility needs, and upon making offers of employment, notify the successful applicant of its policies for accommodating employees with disabilities. b) have in place a written process for the development of individual workplace accommodation plans and/or return to work plans for employees with disabilities. See
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Page 122 of 299 Board Procedure #218.5, Healthy Schools and Workplaces: Disability Management Program – Staff; c) inform its employees of any changes to existing policies on the provision of job accommodations
3.2 Principals, Managers and Supervisors shall: a) inform new employees of its accessibility policies and procedures as soon as practicable after beginning their employment; b) if required, consult with the employee to provide or arrange for the provision of accessible formats and communication supports for job information; c) provide individualized workplace emergency response information to employees who have disclosed a disability that requires accommodation as soon as practicable; and, if necessary, consult with the employee in the creation of an Employee Workplace Emergency Response Plan; and d) take into account the accessibility needs and any relevant workplace accommodation plans when conducting performance appraisals, considering career development and advancement, and/or carrying out staff re-deployment for employees with disabilities.
4. Contact
Human Resources Services
5. History
Drafted: July 2019
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Page 123 of 299 WORKING DOCUMENT ATTACHED FOR INFORMATION Procedure #407.5 Accessibility: Transportation Standards
1. Procedure Statement
In recognizing school transportation as a shared responsibility between the Board, students, and parents/guardians, this procedure outlines how the Board carries out its commitment to achieving accessible transportation for persons with disabilities through compliance with the Transportation Standards of the AODA. General student transportation procedures can be found in Board Policy and Procedure #680, Student Transportation.
2. Application
This procedures applies specifically to the provision of accessible transportation for students with disabilities to and/or from their designated community school in coordination with Students Transportation Services (STS) of York Region.
3. Responsibilities
3.1 The Senior Manager, Legal, Legislative and Administrative Services shall: a) support STS to ensure that appropriate accessible transportation services are provided for students with disabilities.
3.2 Student Services Coordinators shall: a) request transportation for students with disabilities as required and in following the procedural responsibilities as outlined in Board Policy and Procedure #680, Student Transportation; b) consult with parents/guardians of students with disabilities to discuss their transportation requirements; and b) communicate to STS all required transportation forms and additional documentation which detail the individual transportation and assistance needs of each student.
3.3 Student Transportation Services shall: a) develop accessible Personalized Transportation Plans for each student with a disability based on all required forms and documentation provided by Student Services Coordinators;
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Page 124 of 299 b) follow appropriate protocols for boarding, securement and deboarding of each student with a disability based on Personalized Transportation Plans as well as recommended best practices as outlined in the AODA; c) identify and communicate the appropriate roles and responsibilities of the transportation provider (bus company), the operator of the vehicle used to transport the student (driver), the parent(s)/guardian(s) of the student with the disability, appropriate school staff and the student with the disability.
4. Definitions
4.1 Personalized Transportation Plan
A written plan detailing the individualized transportation assistance needs required by a student with respect to boarding, securement and de-boarding, as well as any relevant medical information. A Personalized Transportation Plan is developed by Student Transportation Services based on required transportation forms and additional documentation provided by Student Services.
5. Contact
Student Transportation Services Student Services
6. History
Drafted: July 2019
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Page 125 of 299 Page 126 of 299 Appendix 3 RECOMMENDATION TO DELETE
MEMORANDUM
TO: Policy and By-Law Committee
FROM: Clayton La Touche, Assistant Director of Education Schools and Operations Tod Dungey, Superintendent of Education School & System Operations & Plant and Planning
DATE: June 3, 2019
SUBJECT: Recommendation to Delete Policy #425.0, Provision of Barrier-Free Facilities (Accessibility)
It is recommended that Policy #425.0, Provision of Barrier-Free Facilities (Accessibility) (Appendix A) be deleted. The content of Policy #425.0, Provision of Barrier-Free Facilities (Accessibility) has been subsumed by Policy #407.0, Accessibility and related procedures have been included.
RECOMMENDATION
That in accordance with Board Policy #285.0, Board Policies, Procedures and Supporting Documents, Policy #425.0, Provision of Barrier-Free Facilities (Accessibility) be deleted.
Page 127 of 299 Appendix A
Executive Summary
Policy #425.0, Provision of Barrier-Free Facilities
Application
Board Policy #425.0, Provision of Barrier-Free Facilities addresses the responsibilities for barrier-free built environment designs which comply with related acts and codes.
Stakeholder Groups with Responsibilities under this Policy
• Board of Trustees • Director of Education • Associate Director of Education, Schools and Human Resources • Plant Services Staff
Relationship to the 2011-2012 Board priorities
Board Policy #425.0, Provision of Barrier-Free Facilities is related to the Student Achievement and Well- Being and Stewardship of Board Resources priorities in the Trustees’ Multi-Year Plan with regard to designing and maintaining inviting physical environments in schools and workplaces, maintaining safe and supportive schools and workplaces, and aligning human and financial resources with Board priorities by demonstrating professionalism and accountability for high standards of practice in Plant Services’ operations.
Further, the Environmental and Engagement priorities in the 2011-2012 Director’s Annual Plan are reinforced by enhancing positive climates for learning and working in schools and workplaces and increasing the level of student, staff and parent engagement and satisfaction through the elimination of facility accessibility barriers.
The Plant Services Commitment to delivering the highest quality service to York Region students, staff and communities through the provision of safe, sustainable learning environments and facilities is achieved by the ongoing efforts of dedicated and efficient staff who are committed to proactive, responsive, consultative service by:
• striving for continuous improvement; • acting in an environmentally responsible manner; • ensuring legislative compliance; • applying the best uses of technology; • providing timely responses; and • taking initiative and adapting to change.
Document History and Previous Versions
Board Policy #425.0 - Provision of Barrier-Free Facilities Approved 1997 Revised 2002 Working Document July 3, 2012 Revised April 2013
It is the expectation of the York Region District School Board that all employees, students and persons invited to or visiting Board property; or partaking/volunteering in Board or school-sponsored events and activities will respect the policies and procedures of the Board. The term “parents” refers to both biological/adoptive parents and guardians in all Board policies and procedures.
Page 128 of 299
Board Policy #425.0 Provision of Barrier-Free Facilities Document Integration Project Format
The York Region District School Board is committed to ensuring that all of the Board’s facilities are free from barriers that would inhibit staff, students, parents and members of the community from accessing or participating in activities or services offered in these locations.
Application of Policy
This policy outlines the responsibilities of the Board and its staff for providing barrier-free built environment designs that are in compliance with the Accessibility for Ontarians with Disabilities Act (AODA) 2005 and other related legislation.
Definitions
Accessibility
In the context of facility design or construction, accessibility is the facilitation of access for a person with a disability to any York Region District School Board facility, and a result of the design or construction, limiting the probability that a person with a disability will be unacceptably impeded from accessing the building, circulating within it, or from using the building’s amenities or services.
Barrier-Free Facilities
Barrier-free facilities means the removal of architectural or physical features of buildings or spaces that cause accessibility problems for people with disabilities or which prevent a person with a disability from fully participating in all aspects of society.
As outlined in the Ontario Building Code, 3.9.3.9. Barrier-Free Access (1), the requirements of Section 3.8. for barrier-free access need not be provided for a portable classroom provided that the main school building complies with the requirements of Section 3.8.
Disability
As defined in the Human Rights Code, disability means: a) any degree of physical disability, infirmity, malformation or disfigurement that is caused by bodily injury, birth defect or illness; b) a condition of mental impairment or a developmental disability; c) a learning disability or a dysfunction on one or more of the processes involved in understanding or using symbols or spoken language; d) a mental disorder, or; e) an injury or disability for which benefits were claimed or received under the Workplace Safety and Insurance Act, 1997.
Responsibilities
The Board of Trustees is responsible for:
• reviewing the Provision of Barrier-Free Facilities policy in accordance with the priorities in the Trustees’ Multi-Year Plan and the approved policy review cycle;
Page 129 of 299 • amending existing Board policies as needed to comply with the Accessibility for Ontarians with Disabilities Act (AODA); and • understanding and communicating with members of the community about the Provision of Barrier-Free Facilities policy, as required.
The Director of Education is responsible for:
• implementing and operationalizing the Provision of Barrier-Free Facilities policy.
The Associate Director of Education, Schools and Human Resources is responsible for:
• ensuring that an Annual Accessibility Plan, which identifies schools and buildings requiring modifications or renovations to improve the access and accommodation for persons with physical disabilities, is maintained.
The Superintendent of Plant Services is responsible for:
• ensuring all new schools and Board administrative buildings and those undergoing major renovations are designed to facilitate access to the site for persons with disabilities.
The Manager of New Construction is responsible for:
• ensuring all new schools and Board administrative buildings and those undergoing renovations are designed to conform to the requirements of the Ontario Building Code, 1997, Section 3.8, Barrier- Free Design, including provisions such as, but not limited to, elevators, ramps, and special washrooms; • making certain a minimum of two reserved parking spaces, in convenient locations, are provided to conform to local municipal by-laws at each facility; and • ensuring exterior lighting and signs are provided at each facility.
Legislative Context
Accessibility Standards for Customer Service Ontario Building Code Ontario Human Rights Code
Department
Human Resource Services Plant Services
Policy History
Approved 1997 Revised 2002 Working Document July 3, 2012 Revised April 2013
It is the expectation of the York Region District School Board that all employees, students and persons invited to or visiting Board property; or partaking/volunteering in Board or school-sponsored events and activities will respect the policies and procedures of the Board. The term “parents” refers to both biological/adoptive parents and guardians in all Board policies and procedures.
Page 130 of 299 ROUTINE
YORK REGION DISTRICT SCHOOL BOARD
BOARD GOVERNANCE REVIEW COMMITTEE MEETING MINUTES JUNE 10, 2019
A meeting of the Board Governance Review Committee was held at 5:03 p.m. on Monday, June 10, 2019 in Room 200 of the Education Centre Aurora with the following trustee members in attendance: C. McBain (Chair), C. Liang, J. Nathan and D. Sherman
Also in attendance: Trustees C. Cordova, R. Lynn, N. Mahmood, B. McRoberts, E. Sinclair and E. Terrell-Tracey, Director of Education L. Sirisko, Associate Director of Education, Schools and Program K. Friedman, Associate Director of Education, Schools and Operations C. LaTouche, Chief Executive Officer, CMCLeadership C. McCullough, Superintendent of Education, Leadership Development R. Russo, Manager, Assessment Services L. Hollingshead, Associate Manager, Research and Assessment S. Wray, Curriculum Consultant, Curriculum and Instructional Services N. Bearcroft, Manager, Corporate Secretariat and Trustee Services L. Reinhardt and Administrative Assistant, Corporate Secretariat and Trustee Services E. Forster
Regrets: Trustees L. Gilbert and A. Tam
APPROVAL OF AGENDA
(*)1. Moved by D. Sherman, seconded by C. Liang:
That the agenda be approved as written.
- Carried -
DECLARATION OF CONFLICT OF INTEREST
Committee Chair C. McBain asked any trustee who has a direct or indirect pecuniary interest or direct personal interest in any matter being discussed at the meeting to state their conflict and the nature thereof. No conflicts were identified by trustees at this time.
STRATEGIC PLANNING AND MONITORING
Committee Chair C. McBain welcomed and introduced Chief Executive Officer, CMCLeadership C. McCullough. C. McCullough shared her professional background and experience working in the field of strategic planning.
C. McCullough outlined information on the research and development of the Strong Districts and their Leadership including Best Practices and Factors for Success.
Note: Trustee N. Mahmood entered the meeting at 5:16 p.m.
At this time, trustees engaged in discussion about ways to continue fostering relationships in York Region as a strong school district.
Page 131 of 299 BOARD GOVERNANCE REVIEW COMMITTEE MEETING MINUTES PAGE 2 June 10, 2019
Trustees highlighted the importance of:
timely responses to parent/guardian inquiries; proactive communication with community organizations and families, participating in school and community events; acting with integrity, respect and transparency; nurturing productive relationships with all stakeholders throughout the system; identifying opportunities for increased parent/guardian engagement; and ensuring students are at the centre of decision-making.
Note: Trustee E. Sinclair entered the meeting at 5:26 p.m.
C. McCullough highlighted research-driven effective board best practices, including:
supporting a policy-governance approach; aligning budgets, personnel and polices with a Board’s vision and strategic plan; establishing and sustaining collaborative working relationships with staff and trustees; and honouring community voice.
C. McCullough also noted that the York Region District School Board is a leader in terms of implementing best practice, highlighting the extensive community consultation process the Board engaged in to develop the Multi-Year Strategic Plan (MYSP), the alignment of the Board’s budget to the MYSP and the monitoring process.
It was noted that the Board has developed a strong strategic monitoring framework that includes:
monthly monitoring reports on the Board’s four strategic priorities; policy review that is connected to the MYSP; alignment of the Director’s Performance Review to the MYSP; and alignment of the Director’s Action Plan to the MYSP.
Trustees and staff discussed opportunities to enhance communication with members of the public on the Board’s progress on the four strategic priorities.
At this time, Associate Director of Education, Schools and Program K. Friedman introduced members of the Curriculum and Instructional Services Team. Curriculum Consultant, Curriculum and Instructional Services N. Bearcroft provided an overview of Impact-Based Monitoring, Evaluation and Reporting and the processes the Board is developing and using for monitoring and evaluating goals and priorities outlined in the Director’s Annual Plan (DAP) and Multi-Year Strategic Plan. N. Bearcroft outlined how Key Actions in the DAP support the accomplishment of the six goals
As part of building the Monitoring and Evaluation plan, the Curriculum and Instructional Services team looked at three things a Monitoring and Evaluation plan should answer over time, as outlined in the Ministry of Education’s Multi-Year Strategic Planning: Guide for School Board Trustees:
1. What has the Board done? 2. What in the system is changing as a result of the Board’s actions? 3. Who is better off as a result of what the Board has done?
Page 132 of 299 BOARD GOVERNANCE REVIEW COMMITTEE MEETING MINUTES PAGE 3 June 10, 2019
The importance of focusing on the factors that contribute to the ultimate outcome opposed to focusing too early on the actual outcome was discussed, including a review of leading and lagging indicators.
At this time, Committee Members agreed to schedule a follow-up meeting so that trustees can learn more about the Board’s Monitoring and Evaluation framework.
TRUSTEE ENGAGEMENT: MULTI-YEAR STRATEGIC PLAN ANNUAL REVIEW
C. McCullough introduced an activity where trustees divided into work groups to actively engage in a review the four strategic priorities and monitoring responsibilities. Highlights of the feedback include:
honouring community voices and upholding Board values; focusing on student success and honouring the diversity of all students; providing frequent, data-informed progress updates to parents, community members and all stakeholders; modeling ethical leadership for students; listening to community members and the need to consider different ways of learning; and developing specific goals, measurements and timelines.
In response to a question, staff shared that the Board is one of the first in the province to use the Ministry’s strategic planning document. In addition, it was noted that the Director’s Action Plan is a living document that is responsive to emergent system need.
Clear, concise and consistent communication with members of the public on the Board’s progress with regard to the achievement of the four priorities was identified as an opportunity for improvement. Staff agreed to review data available and provide trustees with key messages to help support constituent inquires.
As part of the Multi-Year Strategic Plan Annual Review, Trustees agreed that the four priorities continue to be relevant and support the needs of the community.
ADJOURNMENT
The Multi-Year Plan Review Committee meeting adjourned by common consent at 7:02 p.m.
Page 133 of 299 Page 134 of 299
YORK REGION DISTRICT SCHOOL BOARD BUDGET COMMITTEE MEETING MINUTES JUNE 10, 2019
The Budget Committee meeting of Monday, June 10, 2019 commenced at 7:10 p.m. in the Board Room of the Education Centre, Aurora with Budget Chair D. Sherman presiding, and the following members present; Trustees C. Cordova, C. Liang, R. Lynn, C. McBain, B. McRoberts, N. Mahmood, J. Nathan, E. Sinclair, A. Tam and E. Terrell-Tracey
Regrets: Trustee L. Gilbert
Absent: Student Trustees B. Liu and A. Lu
Budget Chair D. Sherman welcomed everyone to the meeting.
APPROVAL OF AGENDA
(*)1. Moved by C. McBain, seconded C. Cordova:
That the agenda be approved as written.
- Carried -
DECLARATION OF CONFLICT OF INTEREST
Budget Chair D. Sherman asked any trustee who has a direct personal interest or direct or indirect pecuniary interest in any matter being discussed by the Board to state their conflict and the nature thereof. No conflicts were declared by trustees at this time.
NEW BUSINESS
Ministry Funding Memorandums
Chief Financial Officer W. Muirhead-Toporek and staff addressed trustee questions about Ministry Funding Memorandums. They clarified;
the majority of the Board’s budget is spent on salaries and benefits, changes in funding from 2018-2019 to 2019-2020 resulted in loss of revenue of approximately $26 million for 2019-2020, specific data related to the costs associated with Autism students is not tracked, the estimated School Renewal budget is approximately $17.3 million and is used for larger projects which exceed $50,000, School Condition Improvement of just over $20.7 million is associated with capital funding and not included in the operating budget information,
Page 135 of 299 BUDGET COMMITTEE MEETING PAGE 2 June 10, 2019 ______
the School Operation Allocation increased from 2018 due to enrolment growth; however, this allocation will be reduced by $887,000 in 2019-2020 and $4.5 million over the next five years due to class size changes, the Capital Planning Capacity (CPC) is derived from a complicated Ministry formula and the Board receives money according to this calculation, the Local Priorities Funding no longer exists and the Board revenue decreased approximately $13 million as a result, the Temporary Accommodation Allocation is $1.3 million and helps fund portables for schools, the Special Education Grant Funding for 2019-2020 Memorandum 2019:SB07 has a complex Special Education Statistical Prediction Model which estimates Special Education funding, information about Special Equipment Amount (SEA) Allocation funding and expenditures, funding for Applied Behaviour Analysis (ABA) has doubled to almost $1.3 million, the Board will receive a four per cent increase in revenue for student transportation, and the investigation into seat belts on buses and elementary student training on bus safety and evacuation services.
Estimated 2019-2020 Budget Revenues
Chief Financial Officer W. Muirhead-Toporek stated there have not been substantial changes to the Average Daily Enrolment – Pupils of the Board and Other Pupils, Allocation Summary – Operating and Operating Grant Allocation Comparison sections since previously reviewed.
Capital Allocations
Due to a Ministry calculation error in the initial allocation, the Board will receive a small extra amount for school renewal.
Miscellaneous Revenues and Priorities and Partnership Fund (PPF) (formerly EPO Grants)
In response to a trustee question, CFO Muirhead-Toporek outlined the cash flow regarding interest revenues and the Ministry’s cash strategy management program.
Summary of Revenues
Overall, revenues have increased slightly due to increase to the school renewal funding.
CFO Muirhead-Toporek explained the money allocated to repair old schools comes from the maintenance and school renewal budgets. The maintenance budget covers smaller
Page 136 of 299 BUDGET COMMITTEE MEETING PAGE 3 June 10, 2019 ______
repairs while the school renewal budget is used for larger projects. She confirmed reserve funds are not captured in this budget.
Review of Draft Expenditure Budgets
Business Administration
The telephone budget has declined because the Board has switched to Voice Over Internet Protocol (VOIP) technology resulting in cost-savings.
Action Trustees asked for information regarding the approximate number of people in Item administrative buildings using the VOIP system.
Director’s Office
Clarification was provided regarding the ownership and responsibility of certain budget accounts.
CFO Muirhead-Toporek provided insight into;
funding for School Grounds Enhancement projects, School Council budgets, costs associated with the Independent Integrity Commissioner legal fees, Professional Development for Superintendents, and previous budget allocations to support the completion of Ministry Directions.
Inclusive School and Community Services
CFO Muirhead-Toporek explained the reallocation and alignment of funds related to staff salaries, the Reception Centre, Indigenous Education, First Nations, Métis and Inuit Education and the Community Event Sponsorship support.
Office of Human Rights Commissioner
Changes in the salaries line supports the hiring of one additional staff member to support the work of the Office of the Human Rights Commissioner.
Information Technology
Information regarding the cost-sharing budget line in Technology for Learning was shared. It was noted that trustees agreed to reduce this budget by $1 million for cost savings measures.
Page 137 of 299 BUDGET COMMITTEE MEETING PAGE 4 June 10, 2019 ______
Software and technology licensing fees for all school and Board technology programs were mentioned.
Human Resource Services
CFO Muirhead-Toporek addressed a small budget increase in Human Resource Services due to extra release time to support staff health and safety training.
Leadership Development
A slight decrease in salaries was noted due to staff relocation.
Instructional Administration
Director of Education L. Sirisko spoke to the importance of professional development funds for superintendents. She noted a jurisdictional scan of provincial school boards and indicated the increase is in alignment with other boards. In response to trustee questions, she clarified;
oversight provisions related to the use of professional development funds, benefits to staff and students, and opportunities for knowledge mobilization with Senior Team.
Trustees expressed support for this change.
School Office
Information was provided regarding staffing, salaries and the replacement of administrative technology in the school office environment.
Instructional Day School
CFO Muirhead-Toporek highlighted the Instructional Day School budget which is the largest Board budget. She referenced;
staff covered under the budget, a two per cent decrease due to the cancellation of the government’s proposed increase to minimum wage, educational assistants and vice-principals staffing allocations, and in-school accounts which cover school expenses and supplies under school budget lines.
She highlighted costs associated with home instruction and addressed cost reductions related to;
Page 138 of 299 BUDGET COMMITTEE MEETING PAGE 5 June 10, 2019 ______
Ministry adjusted programs, the discontinued Tutors in the Classroom program, school improvement funding with regards to student special projects or competitions, events and associated costs, outdoor education funding, and the removal of the Program Enhancement funding.
Community and Instructional Services
Information was shared regarding funding associated with communications, international students and leasing accommodation for English as a Second Language programs.
CFO Muirhead-Toporek explained the funding model for York Works, enrolment and programming for international languages and online resources and the cost recovery for books.
Superintendent of Education, Caring and Safe Schools and Continuing Education S. Logue noted the Board receives many resources and donations to support the delivery of international languages programs.
Curriculum and International Education
Insight into the costs and staffing of the Heritage School House and professional development funds for superintendents was provided to trustees.
Planning and Property Development Services
Information about salaries and expense reductions which reflect the actual costs was highlighted.
Learning Resource Services
No questions were posed by trustees.
Student Services
CFO Muirhead-Toporek addressed the realignment of staffing positions, reductions due to the ending of the Local Priorities Funding and funding changes, the Board’s additional growth, and the Special Education Amount (SEA) technology.
In response to a trustee question, CFO Muirhead-Toporek highlighted the staffing reporting structure.
Director of Education L Sirisko noted the Board is projecting a slight surplus for this budget year and will be using some of the unspent funds to support students who are currently
Page 139 of 299 BUDGET COMMITTEE MEETING PAGE 6 June 10, 2019 ______on the wait list for psychological assessment. Monitoring the needs of students with special needs continues to be a priority for the Board. Wherever possible additional funds will be allocated to support their needs.
Superintendent of Education, Student Services K. Diakiw outlined the staffing numbers and funding formulas related to psychologists and social workers.
Food Services
No questions were posed by trustees.
Plant Operations
Information was shared with regard to the opening of two new schools, additional caretaking staff, funding reductions due to the ending of the Local Priorities Funding, and costs associated with the installation of school cooling systems.
In response to trustee questions, CFO Muirhead-Toporek;
indicated that there will be a slight increase in cost to the Board as a result of the late opening of two new schools, and clarified the costs associated with heating two schools that cannot be converted from oil.
Plant Maintenance
Information was shared about the relocation of staff, non-regulatory service contracts and transferring eligible expenses from school renewal to the maintenance budget lines.
Transportation
CFO Muirhead-Toporek addressed the Board’s transportation budget and noted the transportation costs for provincial schools are expensive but fully funded by the Ministry.
Superintendent S. Logue noted donations are used by Caring and Safe Schools to subsidize public transit costs for students who are enrolled in programs such as Access.
Benefits
CFO Muirhead-Toporek clarified the Canadian Pension Plan (CPP) rate increases, retirement gratuity cost changes due to actuarial evaluations, employer portions for CPP and Employment Insurance Benefits and Workplace Safety and Insurance Board (WSIB) liabilities. She confirmed the Board is self-insured for WSIB.
Page 140 of 299 BUDGET COMMITTEE MEETING PAGE 7 June 10, 2019 ______
Other Operating Expenses
CFO Muirhead-Toporek cited Other Operating Expenses which include additional money if the Board is required to borrow funds, shipping costs for OSRs, reduced costs for loss and damage and no changes to professional fees.
Non-Operating Expenses
Information was shared regarding recoverable expenses and off-setting revenues which have a zero impact on the Board’s budget.
School Renewal
CFO Muirhead-Toporek explained that the School Renewal fund reserve is available for future school renewal work.
Capital – Pupil Accommodation
Information was shared regarding debt repayment and the sinking fund requirements which continue until 2023.
Action CFO Muirhead-Toporek clarified the 55 School Board Trust and indicated that the Item deadline date for the repayment will be provided to trustees.
2019-2020 Draft Budget Summary
The proposed draft budget, rounded to the nearest thousand, is $1.515 billion. There is no EPO or PPF grant information available at this time. Trustees will receive this information when it is received.
CFO Muirhead-Toporek provided trustees insight into funding cuts to the program enhancement discretionary budget.
APPROVAL OF THE 2019-2020 BUDGET
Board Chair C. McBain thanked staff for their dedicated hard work on managing the budget and ensuring it continues to serve all student needs.
2. Moved by C. McBain, seconded by C. Cordova:
That the York Region District School Board approve the 2019-2020 Budget, as submitted at the June 10, 2019 Budget Committee meeting, with an expenditure level of $1,515,000,000. (Appendix 1)
- Carried -
Page 141 of 299 BUDGET COMMITTEE MEETING PAGE 8 June 10, 2019 ______
Budget Chair D. Sherman thanked Business Services staff and Chief Financial Officer W. Muirhead-Toporek for their excellent work and for producing a balanced budget.
Director of Education L. Sirisko expressed her sincere thanks to the Finance Team for their in-depth work and to senior staff for making difficult decisions which put students first and protected the classroom. She noted this would be W. Muirhead-Toporek’s final budget at the York Region District School Board. She acknowledged and thanked her for her dedication and hard work over the years and for leaving the Board in a positive financial standing.
Chief Financial Officer W. Muirhead-Toporek thanked everyone on the Finance Team and extended her appreciation for their efforts, hard work and cooperation during this year- long process.
Action Budget approval to be ratified by the Board on July 9, 2019. The tentatively scheduled Item Budget Committee meeting on June 17, 2019 will be cancelled.
ADJOURNMENT
(*)3. Moved by J. Nathan, seconded by C. Cordova:
That the Budget Committee Meeting be adjourned at 8:34 p.m.
- Carried -
Page 142 of 299 APPENDIX 1
MEMORANDUM
TO: Trustees
FROM: David Sherman Budget Chair
Wanda Muirhead-Toporek Chief Financial Officer
DATE: July 9, 2019
REFERENCE: Approval of the 2019-2020 Budget
At the June 10, 2019 Budget Committee meeting, trustees passed a motion recommending approval of the 2019-2020 Budget at the Board meeting.
It is recommended the Board approve the following recommendation:
That the York Region District School Board approve the 2019-2020 Budget, as approved at the June 10, 2019 Budget Committee meeting, with an expenditure level of $1,515,000,000.
Attached is information concerning the proposed 2019-2020 Budget.
Please contact Budget Committee Chair D. Sherman, Chief Financial Officer W. Muirhead-Toporek or Director of Education L. Sirisko if you have any questions.
Page 143 of 299 Page 144 of 299 YORK REGION DISTRICT SCHOOL BOARD
BUDGET July 9, 2019
Board Meeting
♦ Average Daily Enrolment – Pupils of the Board & Other Pupils ... Page 1
♦ 2019-2020 Allocations Summary - Operating ...... Page 2
♦ 2019-2020 Capital Allocations ...... Page 3
♦ 2019-2020 Miscellaneous Revenues & EPO Grants ...... Page 4
♦ Summary of Revenues ...... Page 5
♦ 2019-2020 Proposed Budget Summary ...... Page 6
♦ 2019-2020 Budget By Major Expenditure Grouping ...... Page 7
♦ Budget Comparisons ...... Page 8
♦ 2019-2020 Classroom vs. Non-Classroom Summary ...... Page 9
Page 145 of 299 Page 146 of 299 YORK REGION DISTRICT SCHOOL BOARD AVERAGE DAILY ENROLMENT Pupils of the Board & Other Pupils
130,000 Other Pupils Pupils of the Board 125,000
120,000
115,000
110,000
105,000
100,000
95,000
90,000 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 Project Project Project Page 147 of 299 2020-2021 2021-2022 2022-2023
106,142 107,312 109,059 111,499 113,749 112,650 121,601 122,244 122,889 123,299 124,427 127,294 128,213 128,576 128,693
June 10, 2019 1 Page 148 of 299 YORK REGION DISTRICT SCHOOL BOARD
2019-2020 Grants For Student Needs (GSN) Allocations Summary - Operating
2018-2019 2019-2020 Budget Estimated Budget $ Amount % Grant Allocation Grant Allocation Increase Increase Summary Summary (Decrease) (Decrease)
Operating Allocations
Pupil Foundation - Elementary & Secondary $ 682,470,000 $ 653,687,000 $ (28,783,000) (4.22) School Foundation 82,439,000 85,375,000 2,936,000 3.56 Indigenous Education (FNMI) 779,000 864,000 85,000 10.91 Special Education 163,107,000 171,461,000 8,354,000 5.12 Language 40,850,000 45,085,000 4,235,000 10.37 Rural & Northern Education Allocation 60,000 39,000 (21,000) (35.00) Learning Opportunities 31,876,000 19,186,000 (12,690,000) (39.81) Adult Ed., Continuing Ed. & Summer School 7,276,000 5,541,000 (1,735,000) (23.85) (Including International Languages) Teacher Qual & Exp + NTIP 130,832,000 171,649,000 40,817,000 31.20 DECE Qualifications & Experience 7,465,000 6,748,000 (717,000) (9.60) Transportation 39,339,000 43,944,000 4,605,000 11.71 Administration & Governance + Trustees' Assoc. Fee 32,571,000 32,463,000 (108,000) (0.33) School Operations (incl. Community Use of Schools) 120,636,000 124,137,000 3,501,000 2.90 Safe Schools 2,098,000 2,165,000 67,000 3.19
RestraintPage 149 of 299 Savings (650,000) (650,000) - -
Total Allocation For Operating Purposes $ 1,341,148,000 $ 1,361,694,000 $ 20,546,000 1.53
June 10, 2019 2 YORK REGION DISTRICT SCHOOL BOARD
2019-2020 Capital Allocations
2018-2019 2019-2020 Budget Estimated Budget $ Amount % Grant Allocation Grant Allocation Increase Increase Summary Summary (Decrease) (Decrease)
Capital Allocations
School Renewal $ 17,027,000 $ 17,383,000 $ 356,000 2.09
Pupil Accommodation Allocation 85,928,000 86,257,000 329,000 0.38
Total Capital Allocation $ 102,955,000 $ 103,640,000 $ 685,000 0.67 Page 150 of 299
June 10, 2019 3 YORK REGION DISTRICT SCHOOL BOARD
2019-2020 Miscellaneous Revenues & Priorities and Partnerships Fund (PPF)
2019-2020 2018-2019 Estimated $ Amount % Budget Budget Increase Increase Revenues Revenues (Decrease) (Decrease)
Tuition Fees Government of Canada - Day School $ 200,000 $ 200,000 $ - - Community & International Education 10,500,000 10,900,000 400,000 3.81 Non-Residents 23,950,000 26,625,000 2,675,000 11.17 ESL- Non Credit 3,100,000 3,100,000 - -
Rental Revenues Community Use 800,000 800,000 - - Child Care Programs & Other Rental 1,000,000 1,000,000 - -
Other Revenues Cafeterias 300,000 300,000 - - Recoverable Salaries 3,546,000 3,591,000 45,000 1.27 Interest Revenue 1,000,000 1,500,000 500,000 50.00 MAESD-Employment Services Programs 1,885,000 1,650,000 (235,000) (12.47) Total Estimated Miscellaneous Revenues $ 46,281,000 $ 49,666,000 $ 3,385,000 7.31
Priorities and Partnerships Fund (PPF) Priorities and Partnerships Fund (PPF) (formerly EPO Grants) 3,886,000 - (3,886,000) (100.00)
TotalPage 151 of 299 Priorities and Partnerships Fund (PPF) $ 3,886,000 $ - $ (3,886,000) (100.00)
June 10, 2019 9 YORK REGION DISTRICT SCHOOL BOARD
2019-2020 Summary of Revenues
2019-2020 $ Amount 2018-2019 Estimated Increase Budget Revenues Budget Revenues (Decrease)
Total Estimated Operating $ 1,341,148,000 $ 1,361,694,000 $ 20,546,000
Total Estimated Capital Allocation 102,955,000 103,640,000 685,000
Total Estimated Miscellaneous Revenues 46,281,000 49,666,000 3,385,000
Total Priorities and Partnerships Fund (PPF) (formerly EPO Grants) 3,886,000 - (3,886,000)
Total Estimated Revenues $ 1,494,270,000 $ 1,515,000,000 $ 20,730,000 Page 152 of 299
June 10, 2019 5 YORK REGION DISTRICT SCHOOL BOARD
2019-2020 Proposed Budget Summary
2016-2017 2016-2017 2017-2018 2017-2018 2018-2019 Proposed Percentage Budget Actual Budget Actual Budget 2019-20 Budget Increase / (Decrease)
Business Administration $ 6,883,000 $ 6,105,043 $ 6,992,750 $ 6,195,994 $ 7,134,750 $ 7,039,000 (1.3) Director's Office 3,903,000 4,049,650 4,740,750 4,961,404 4,716,250 4,285,000 (9.1) Inclusive School & Community Services 2,429,000 2,364,623 3,539,750 3,910,509 4,489,250 4,612,000 2.7 Office of Human Rights Commissioner 15,000 14,255 223,000 213,163 413,000 505,000 22.3 Information Technology 15,974,000 17,265,219 17,123,000 18,443,520 18,023,000 17,218,000 (4.5) Human Resource Services 6,091,000 6,324,557 6,710,750 6,644,683 7,576,000 7,822,000 3.2 Leadership Development 1,062,000 965,983 1,079,000 1,002,500 1,118,000 1,090,000 (2.5) Education & Community Services - Instructional Administration 7,235,000 6,810,251 7,424,500 7,390,647 7,575,000 7,538,000 (0.5) School Office 28,256,000 27,718,590 30,128,000 29,715,639 30,234,000 30,604,000 1.2 Instructional Day School 874,600,000 873,762,340 911,976,000 908,688,227 930,553,000 944,593,000 1.5 Community & International Education 15,903,000 17,295,577 15,609,000 16,927,296 18,807,500 19,768,000 5.1 Curriculum & Instructional Services 7,826,000 7,779,632 8,120,750 7,731,546 8,328,000 7,947,000 (4.6) Planning & Property Development Services 928,000 834,975 964,000 728,526 1,057,000 1,014,000 (4.1) Learning Resource Services 2,158,000 2,088,179 2,189,000 2,143,337 2,235,000 2,237,000 0.1 Student Services 24,928,000 23,140,898 25,934,750 25,499,282 28,970,250 28,901,000 (0.2) Food Services 97,000 98,697 97,000 108,719 100,000 100,000 0.0 Plant Operations 81,180,000 79,545,764 85,860,000 83,462,416 8 7,985,000 87,839,000 (0.2) Plant Maintenance 14,752,000 20,897,077 15,326,000 20,136,711 17,207,000 15,035,000 (12.6) Transportation 39,038,000 39,111,032 40,558,000 40,329,759 43,154,000 45,255,000 4.9 Benefits 146,469,000 144,273,495 151,999,000 162,532,082 163,839,000 173,311,000 5.8 Other Operating Expenses 708,000 476,784 706,000 572,454 1,066,000 1,056,000 (0.9) Non-Operating Expenses 3,372,000 3,162,346 3,916,000 3,781,874 3,546,000 3,591,000 1.3
Total Operating Budget $ 1,283,807,000 $ 1,284,084,968 $ 1,341,217,000 $ 1,351,120,287 $ 1,388,127,000 $ 1,411,360,000 1.7 School Renewal 14,967,000 - 16,886,000 - 17,027,000 17,383,000 2.1 Pupil Accommodation Allocation 86,126,000 86,159,728 85,604,000 85,642,808 85,928,000 86,257,000 0.4 Total Capital Allocation $ 101,093,000 $ 86,159,728 $ 102,490,000 $ 85,642,808 $ 102,955,000 $ 103,640,000 0.7
Total $ 1,384,900,000 $ 1,370,244,696 $ 1,443,707,000 $ 1,436,763,095 $ 1,491,082,000 $ 1,515,000,000 1.6
Total Priorities and Partnerships Fund (PPF) (formerly EPO Grants) 4,274,000 5,409,612 2,662,000 14,772,155 3,188,000 - (100.0)
Grand Total $ 1,389,174,000 $ 1,375,654,307 $ 1,446,369,000 $ 1,451,535,250 $ 1,494,270,000 $ 1,515,000,000 1.4 Page 153 of 299
June 10, 2019
June 10, 2019 6 YORK REGION DISTRICT SCHOOL BOARD
2019-2020 BUDGET
By Major Expenditure Grouping
% of Total 2016-2017 2017-2018 2018-2019 2019-2020 2019-2020 Budget Budget Budget Budget Budget
Salaries & Benefits $ 1,146,709,939 $ 1,200,000,289 $ 1,235,614,089 $ 1,262,814,973 83.4
Transportation Services 38,729,000 40,371,000 42,957,000 45,050,000 3.0
In-School Accounts 25,399,000 24,738,000 25,563,000 24,741,000 1.6
Utilities (Heat, Hydro, Water) 20,480,000 22,155,000 23,150,000 21,880,000 1.4
Technology For Learning 5,000,000 5,000,000 5,600,000 4,600,000 0.3
Maintenance Projects 7,800,000 8,000,000 9,566,000 7,166,000 0.5
Plant Operations & Maintenance 8,303,000 8,558,000 8,933,999 8,995,000 0.6
Indigenous Ed, Equity & Human Rights 570,000 708,750 1,106,250 910,000 0.1
Other Operating Budgets 30,816,061 31,685,961 35,636,662 35,203,027 2.3
Total Operating Budget $ 1,283,807,000 $ 1,341,217,000 $ 1,388,127,000 $ 1,411,360,000 93.2
School Renewal 14,967,000 16,886,000 17,027,000 17,383,000 1.1
Pupil Accommodation Allocation 86,126,000 85,604,000 85,928,000 86,257,000 5.7
Total Capital Allocation $ 101,093,000 $ 102,490,000 $ 102,955,000 $ 103,640,000 6.8
Total $ 1,384,900,000 $ 1,443,707,000 $ 1,491,082,000 $ 1,515,000,000 100.0
Education Program Other 4,274,000 2,662,000 3,188,000 -
Grand Total $ 1,389,174,000 $ 1,446,369,000 $ 1,494,270,000 $ 1,515,000,000
June 10, 2019 7 Page 154 of 299 YORK REGION DISTRICT SCHOOL BOARD
Budget Comparisons
2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 % Change % Change Budget Budget Budget Budget Budget 19/20 to 18/19 19/20 to 15/16
Average Daily Enrolment * 122,244 122,889 123,299 124,427 127,294 2.30 4.13
Operating Budget 1,249,618,000 1,283,807,000 1,341,217,000 1,388,127,000 1,411,360,000 1.67 12.94
Operating Cost Per Student 10,222 10,447 10,878 11,156 11,087 (0.62) 8.46
* Includes Pupils of the Board & Other Pupils Page 155 of 299
June 10, 2019 8 YORK REGION DISTRICT SCHOOL BOARD
2019-2020 Expenditure Budget Classroom vs. Non-Classroom Summary
% of Category Classroom Instruction 1 Classroom Teachers 57.26 2 Supply Teachers 1.94 3 Teaching Assistants 8.27 Classroom 4 Textbooks & Classroom Supplies 2.22 Instruction Non-Classroom 5 Computers 0.93 76.36% 23.64% 6 Professional & Para-professional 2.98 7 Library & Guidance 2.39 8 Staff Development 0.23 9 Department Heads 0.14 Total Classroom Instruction 76.36 In-School Administration Non-Classroom 6.63% In-School Administration 10 Principals & Vice-Principals 4.03 Teacher 11 School Secretaries 2.60 Consultants Total In School Administration 6.63 0.83%
12 Teacher Consultants 0.83 Governance & Administration Governance & Administration 2.77% 13 Trustees 0.03 School 14 Directors & Supervisory Officers 0.35 Operations 15 Board Administration 2.39 8.66% Total Governance & Administration 2.77 Continuing 16 School Operations 8.66 Education 1.53%
17 Continuing Education 1.53 Transportation (incl. Inter Languages and Summer School) 3.22% Page 156 of 299 18 Transportation 3.22
Total Non-Classroom 23.64
June 10, 2019 9 ROUTINE
YORK REGION DISTRICT SCHOOL BOARD PROPERTY MANAGEMENT COMMITTEE MINUTES
MEETING #5 (PUBLIC) JUNE 11, 2019
The public session of the Property Management Committee meeting was held at 4:41 p.m. in Room 200 at the Aurora Education Centre on Tuesday, June 11, 2019 with the following trustee members present: C. McBain, B. McRoberts (Chair), J. Nathan, D. Sherman (via audio conference and in person), A. Tam (via audio conference and in person) and E. Terrell-Tracey
Also in attendance: Trustees C. Cordova, R. Lynn (via audio conference) and E. Sinclair
The following staff members were present: D. Adams, K. Brady, J. Cook, T. Dungey, C. LaTouche, G. Luk, W. Muirhead-Toporek, L. Reinhardt, R. Selvazzo, K. Shaw-Edmond, L. Sirisko and J. Stoangi
Regrets: Trustees L. Gilbert and N. Mahmood
CALL TO ORDER
Committee Chair B. McRoberts called the meeting to order at 4:41 p.m.
APPROVAL OF THE AGENDA
(*)1. Moved by C. McBain, seconded by J. Nathan:
That the agenda be approved as written.
- Carried -
DECLARATION OF CONFLICT OF INTEREST
Committee Chair B. McRoberts asked any trustee who has a direct personal interest or direct or indirect pecuniary interest in any matter being discussed by the Property Management Committee during the meeting to state the conflict and nature thereof. No conflicts were declared by trustees at this time.
APPROVAL OF MINUTES OF PREVIOUS MEETING
(*)2. Moved by E. Terrell-Tracey, seconded by C. McBain:
That the minutes of the April 16, 2019 Property Management Committee meeting be approved.
- Carried -
Page 157 of 299 PROPERTY MANAGEMENT COMMITTEE MEETING MINUTES Page 2 June 11, 2019
ROUTINE RECOMMENDATIONS
Staff introduced Routine Board Reports and invited questions from trustees. No questions were raised at this time.
Proposed Development Application OP.18.008/Z.18.013, City of Vaughan
(*)3. Moved by J. Nathan, seconded by E. Terrell-Tracey:
That the York Region District School Board approve the following recommendations, as outlined in the staff report dated June 11, 2019. (Appendix 1)
1) That the York Region District School Board will not require a public elementary school site within the proposed development application OP.18.008/Z.18.013, City of Vaughan.
2) That the Director of Planning for the City of Vaughan be advised of this action.
- Carried -
Proposed Development Application OPA 19.002/ZBA 19.002/19T(W)-19.001, Town of Whitchurch-Stouffville
(*)4. Moved by E. Terrell-Tracey, seconded by J. Nathan:
That the York Region District School Board approve the following recommendations, as outlined in the staff report dated June 11, 2019. (Appendix 2)
3) That the York Region District School Board will not require a public elementary school site within the proposed development application OPA 19.002/ZBA 19.002/19T(W)-19.001, Town of Whitchurch-Stouffville.
4) That the Director of Planning for the Town of Whitchurch-Stouffville be advised of this action.
- Carried -
Proposed Development Application OPA/ZA 19 114290, City of Markham
(*)5. Moved by C. McBain, seconded by J. Nathan:
That the York Region District School Board approve the following recommendations, as outlined in the staff report dated June 11, 2019. (Appendix 3)
5) That the York Region District School Board will not require a public elementary school site within the proposed development application OPA/ZA 19 114290, City of Markham.
Page 158 of 299
PROPERTY MANAGEMENT COMMITTEE MEETING MINUTES Page 3 June 11, 2019
6) That the Director of Planning for the City of Markham be advised of this action.
- Carried -
Proposed Development Application ZBA-20019-01, Town of Aurora
(*)6. Moved by E. Terrell-Tracey, seconded by A. Tam:
That the York Region District School Board approve the following recommendations, as outlined in the staff report dated June 11, 2019. (Appendix 4)
7) That the York Region District School Board will not require a public elementary school site within the proposed development application ZBA-2019-01, Town of Aurora.
8) That the Director of Planning for the Town of Aurora be advised of this action.
- Carried -
INFORMATION ITEMS
Construction Projects Report: New Elementary and Secondary Schools and Additions to Schools
Chair B. McRoberts noted a change to page 20 of the Property Management Committee Public Session Report on the “Schedules to September 2020, Funded Projects” table. The proposed opening date for “Unnamed Block 12 South Elementary School” and “Rouge Park Public School” should read October 22, 2019.
Senior Manager, Planning and Property Development Services D. Adams responded to questions pertaining to the Board’s contingency holding strategy and policy for accommodating students when new schools open late.
Education Development Charges By-Law Review
Senior Manager, Planning and Property Development Services D. Adams provided information on Education Development Charges (EDCs). D. Adams indicated that Bill 108, More Homes, More Choices Act, 2019, which received Royal Assent on June 6, 2019, could impact the framework used to calculate Education Development Charges. D. Adams also provided information on the potential financial impact of changing the EDC rate implementation date to July 1 instead of June 1, 2019 and explained how collection shortfalls are factored into subsequent EDC By-Laws.
Note: Trustee D. Sherman withdrew from the meeting (via audio conference) and entered in person at 5:14 p.m.
List of Potential New School Names
Superintendent of Education, School and System Operations, Plant and Planning T. Dungey shared with trustees a list of potential names for the naming of new schools. He outlined the process by which staff engaged to develop the list including a consultation process with system
Page 159 of 299
PROPERTY MANAGEMENT COMMITTEE MEETING MINUTES Page 4 June 11, 2019 and community partners. It was noted that this is a new process in accordance with the School Names policy and procedure. Staff responded to specific trustee questions related to the consultation process between Board staff and trustees and the timeline for adding additional names to the list. This bi-annual process will include consultation with Board trustees prior to the final list of potential school names that will be brought to PMC for review every two years.
Update on Barrier Free/All Access Washroom Initiative
Superintendent of Education, School and System Operations, Plant and Planning T. Dungey provided information about the Board initiative to provide barrier free all access washrooms.
Manager, Plant Services R. Selvazzo indicated that appropriate signage will be installed. He outlined timelines for full implementation within the system and identified challenges with regard to the installation of Barrier Free/All Access Washrooms in all schools which in some case are costly to overcome.
Staff responded to specific trustee questions on community consultation and communication of this initiative, impact on human rights and additional potential barrier free washroom modifications.
Update on Langstaff Gateway School Site
Senior Manager, Planning and Property Development Services D. Adams and Manager, Property and System Operations G. Luk provided an overview of the Langstaff Gateway Development Plan and an update to the current negotiation status between the Board, the property developer and the City of Markham.
Staff responded to specific trustee questions around school site requirements within the Langstaff Gateway Development Plan and the future role of an urban school model.
Note: Trustees A. Tam and R. Lynn withdrew from the meeting (via audio conference) and entered the meeting in person at 6:07 p.m.
ADJOURNMENT
(*)7. Moved by D. Sherman, seconded by A. Tam:
That the Property Management Committee meeting be adjourned at 6:14 p.m.
- Carried -
Page 160 of 299
APPENDIX 1
YORK REGION DISTRICT SCHOOL BOARD PROPOSED DEVELOPMENT APPLICATION OP.18.008/Z.18.013 CITY OF VAUGHAN
Background: The purpose of this report is to request approval of the comments that are to be submitted to the City of Vaughan concerning the Board’s requirement for a school site within the proposed development application. Rationale: A. Application: OP.18.008/Z.18.013 by 919819 Ontario Ltd,1891445 Ontario Inc. and Jack Morelli Agent: KFA Architects and Planners (Contact: Roman Tsap) B. Location: The proposed application is located south of Highway 7 and east of Kipling Avenue. A 16- storey residential apartment building and townhouse units are proposed. Please see attached map (Appendix A). C. Proposed Housing Units: Condominium Apartments 178 Townhouse 4
Total 182 D. Total Pupil Yield: Elementary 5 - 17 Secondary 4 - 7
The pupil yield range reflects regional and community high density yields.
School Accommodation: Elementary Current Attendance Area At the elementary panel, the proposed application is located within the Woodbridge Public School boundary. Woodbridge Public School is a Junior Kindergarten to Grade 8 school with a capacity of 621 and an October 31, 2018 enrolment of 482. Secondary Current Attendance Area At the secondary panel, the proposed application is located within the Woodbridge College boundary. Woodbridge College has a capacity of 756 and four portables on-site bringing the effective capacity to 848, and an October 31, 2018 enrolment of 526.
Page 161 of 299 City of Vaughan – Proposed Development Application OP.18.008/Z.18.013 Page 2 of 2
Relationship to Board Priorities: This report reinforces the Board’s commitment to foster well-being and mental health, by striving to create safe, healthy and inclusive learning and working environments, for students and staff. Estimated Cost: Not applicable at this time. Timeline: The City of Vaughan had requested the Board’s comments concerning the proposed development application by May 30, 2019. Staff has requested an extension of time in which to comment. Recommendations: That the York Region District School Board approve the following recommendations.
(*)1. That the York Region District School Board will not require a public elementary school site within the proposed development application OP.18.008/Z.18.013, City of Vaughan.
(*)2. That the Director of Planning for the City of Vaughan be advised of this action.
Communications Implementation Plan: Coordinating Council of Superintendents May 15, 2019 Property Management Committee June 11, 2019 Board Meeting July 9, 2019 Appended Data: Appendix A – Location of Proposed Development Application OP.18.008/Z.18.013, City of Vaughan
Respectfully submitted,
C. LaTouche Associate Director of Education, Schools and Operations
June 11, 2019
For further information, please contact C. LaTouche, Associate Director of Education, D. Adams, Senior Manager, Planning and Property Development or L. Sirisko, Director of Education.
Page 162 of 299
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Page 163 of 299 Page 164 of 299 APPENDIX 2
YORK REGION DISTRICT SCHOOL BOARD PROPOSED DEVELOPMENT APPLICATION OPA 19.002/ZBA19.002/19T(W)-19.001 TOWN OF WHITCHURCH-STOUFFVILLE
Background: The purpose of this report is to request approval of the comments that are to be submitted to the Town of Whitchurch-Stouffville concerning the Board’s requirement for a school site within the proposed development application. Rationale: A. Application: OPA 19.002/ZBA19.002/19T(W)-19.001 by FarSight Homes/2506339 Ontario Inc. and R. Schickendanz Agent: Alcorn & Associates Limited (Contact: Randy Alcorn) B. Location: The proposed application is located east of Highway 48 and north of Lakeshore Road. Please see attached map (Appendix A). C. Proposed Housing Units: Single Detached 141
Total 141 D. Total Pupil Yield: Elementary 55 Secondary 23
School Accommodation: Elementary Current Attendance Area At the elementary panel, the proposed application is located within the Ballantrae Public School boundary. Ballantrae Public School is a Junior Kindergarten to Grade 8 school with a capacity of 378 and an October 31, 2018 enrolment of 252. Secondary Current Attendance Area At the secondary panel, the proposed application is located within the Stouffville District Secondary School boundary. Stouffville District Secondary School has a capacity of 1,284 and six portables on-site bringing the effective capacity to 1,422, and an October 31, 2018 enrolment of 1,222.
Page 165 of 299 Town of Whitchurch-Stouffville – Proposed Development Application OPA 19.002/ZBA19.002/19T(W)-19.001 Page 2 of 2
Relationship to Board Priorities: This report reinforces the Board’s commitment to foster well-being and mental health, by striving to create safe, healthy and inclusive learning and working environments, for students and staff. Estimated Cost: Not applicable at this time. Timeline: The Town of Whitchurch-Stouffville had requested the Board’s comments concerning the proposed development application by May 9, 2019. Staff has requested an extension of time in which to comment. Recommendations: That the York Region District School Board approve the following recommendations.
(*)1. That the York Region District School Board will not require a public elementary school site within the proposed development application OPA 19.002/ZBA19.002/19T(W)-19.001, Town of Whitchurch-Stouffville.
(*)2. That the Director of Planning for the Town of Whitchurch-Stouffville be advised of this action.
Communications Implementation Plan: Coordinating Council of Superintendents May 15, 2019 Property Management Committee June 11, 2019 Board Meeting July 9, 2019 Appended Data: Appendix A – Location of Proposed Development Application OPA 19.002/ZBA19.002/19T(W)- 19.001, Town of Whitchurch-Stouffville
Respectfully submitted,
C. LaTouche Associate Director of Education, Schools and Operations
June 11, 2019
For further information, please contact C. LaTouche, Associate Director of Education, D. Adams, Senior Manager, Planning and Property Development or L. Sirisko, Director of Education.
Page 166 of 299 APPENDIX A Location of Proposed Development Application OPA 19.002/ZBA19.002/19T(W)-19.001 ¯ Town of Whitchurch-Stouffville
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Page 167 of 299 Page 168 of 299 APPENDIX 3
YORK REGION DISTRICT SCHOOL BOARD PROPOSED DEVELOPMENT APPLICATION OPA/ZA 19 114290 CITY OF MARKHAM
Background: The purpose of this report is to request approval of the comments that are to be submitted to the City of Markham concerning the Board’s requirement for a school site within the proposed development application. Rationale: A. Application: OPA/ZA 19 114290 by Zonix Group Inc. (Attention: Reza Esfahany) Agent: Kirkor Architects and Planners B. Location: The proposed application is located east of Yonge Street on the north side of Steeles Avenue East. A high-density residential community with two 13-storey residential mixed-use buildings and two 8-storey residential buildings are proposed. Please see attached map (Appendix A). C. Proposed Housing Units: Condominium Apartment 877
Total 877 D. Total Pupil Yield: Elementary 79 – 89 Secondary 35 – 42
The pupil yield range reflects regional and community high density yields. E. School Accommodation: Elementary Current Attendance Area At the elementary panel, the proposed application is located within the Henderson Avenue Public School boundary. Henderson Avenue Public School is a Junior Kindergarten to Grade 8 school with a capacity of 303 and four portables on site bringing effective capacity to 395 and an October 31, 2018 enrolment of 355.
Staff will continue to monitor enrolment at the school and review available pupil places in the family of schools once timing of development is clearer.
Page 169 of 299 City of Markham – Proposed Development Application OPA/ZA 19 114290 Page 2 of 2
Secondary Current Attendance Area At the secondary panel, the proposed application is located within the Thornhill Secondary School boundary. Thornhill Secondary School has a capacity of 993 and six portables on site bringing the effective capacity to 1,132 and an October 31, 2018 enrolment of 1,026. Relationship to Board Priorities: This report reinforces the Board’s commitment to foster well-being and mental health, by striving to create safe, healthy and inclusive learning and working environments, for students and staff. Estimated Cost: Not applicable at this time. Timeline: The City of Markham had requested the Board’s comments concerning the proposed development application by May 6, 2019. Staff has requested an extension of time in which to comment. Recommendations: That the York Region District School Board approve the following recommendations.
(*)1. That the York Region District School Board will not require a public elementary school site within the proposed development application OPA/ZA 19 114290, City of Markham.
(*)2. That the Director of Planning for the City of Markham be advised of this action.
Communications Implementation Plan: Coordinating Council of Superintendents May 15, 2019 Property Management Committee June 11, 2019 Board Meeting July 9, 2019 Appended Data: Appendix A – Location of Proposed Development Application OPA/ZA 19 114290, City of Markham
Respectfully submitted,
C. LaTouche Associate Director of Education, Schools and Operations
June 11, 2019
For further information, please contact C. LaTouche, Associate Director of Education, D. Adams, Senior Manager, Planning and Property Development or L. Sirisko, Director of Education.
Page 170 of 299
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Page 171 of 299 Page 172 of 299 APPENDIX 4
YORK REGION DISTRICT SCHOOL BOARD PROPOSED DEVELOPMENT APPLICATION ZBA-2019-01 TOWN OF AURORA
Background: The purpose of this report is to request approval of the comments that are to be submitted to the Town of Aurora concerning the Board’s requirement for a school site within the proposed development application. Rationale: A. Application: ZBA-2019-01 by L & B Aurora Inc. Agent: Evans Planning B. Location: The proposed application is located at the northeast corner of Wellington Street East and John West Way. A 6-storey rental apartment building with 134 units are proposed. Please see attached map (Appendix A). C. Proposed Housing Units: Rental Apartments 134
Total 134 D. Total Pupil Yield: Elementary 8 - 12 Secondary 4 - 5
The pupil yield range reflects regional and community high density yields. E. School Accommodation: Elementary Current Attendance Area At the elementary panel, the proposed application is located within the Northern Lights Public School boundary. Northern Lights Public School is a Junior Kindergarten to Grade 8 school with a capacity of 612 and an October 31, 2018 enrolment of 525. Secondary Current Attendance Area At the secondary panel, the proposed application is located within the Dr. G.W. Williams Secondary School boundary. Dr. G.W. Williams Secondary School has a capacity of 1,185 and an October 31, 2018 enrolment of 886.
Page 173 of 299 Town of Aurora – Proposed Development Application ZBA-2019-01 Page 2 of 2
Relationship to Board Priorities: This report reinforces the Board’s commitment to foster well-being and mental health, by striving to create safe, healthy and inclusive learning and working environments, for students and staff. Estimated Cost: Not applicable at this time. Timeline: The Town of Aurora had requested the Board’s comments concerning the proposed development application by May 21, 2019. Staff has requested an extension of time in which to comment. Recommendations: That the York Region District School Board approve the following recommendations.
(*)1. That the York Region District School Board will not require a public elementary school site within the proposed development application ZBA-2019-01, Town of Aurora.
(*)2. That the Director of Planning for the Town of Aurora be advised of this action.
Communications Implementation Plan: Coordinating Council of Superintendents May15, 2019 Property Management Committee June 11, 2019 Board Meeting July 9, 2019 Appended Data: Appendix A – Location of Proposed Development Application ZBA-2019-01, Town of Aurora
Respectfully submitted,
C. LaTouche Associate Director of Education, Schools and Operations
June 11, 2019
For further information, please contact C. LaTouche, Associate Director of Education, D. Adams, Senior Manager, Planning and Property Development or L. Sirisko, Director of Education.
Page 174 of 299 APPENDIX A Location of Proposed Development Application ZBA-2019-01 ¯ Town of Aurora
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Page 175 of 299 Page 176 of 299 ROUTINE YORK REGION DISTRICT SCHOOL BOARD BOARD STANDING COMMITTEE MEETING MINUTES JUNE 11, 2019
The Board Standing Committee meeting of Tuesday, June 11, 2019 commenced at 7:02 p.m. in the Board Room with Vice-Chair of the Board J. Nathan presiding and the following trustees present; C. Cordova, C. Liang, R. Lynn, N. Mahmood, C. McBain, B. McRoberts, D. Sherman, E. Sinclair (via audio conference), A. Tam and E. Terrell-Tracey
Absent: Student Trustees B. Liu and A. Lu
Regrets: Trustee L. Gilbert
APPROVAL OF AGENDA
(*)1. Moved by B. McRoberts, seconded by A. Tam:
That the agenda be approved as written.
- Carried -
DECLARATION OF CONFLICT OF INTEREST
Vice-Chair of the Board J. Nathan asked any trustee who has a direct personal interest or direct or indirect pecuniary interest in any matter being discussed by the Board to state their conflict and the nature thereof. No conflicts were declared by trustees at this time.
APPROVAL OF THE APRIL 16, 2019 BOARD STANDING COMMITTEE MEETING MINUTES
(*)2. Moved by A. Tam, seconded by C. Liang:
That the minutes of the April 16, 2019 Board Standing Committee meeting be approved as written.
- Carried -
SPECIAL ANNOUNCEMENTS
Vice-Chair of the Board J. Nathan encouraged trustees to participate in the York Region District School Board’s float in the York Region Pride Parade on June 15, 2019.
PUBLIC FORUM
Vice-Chair of the Board J. Nathan invited members of the public to address the Board on any matter not already scheduled for consideration on the agenda. There were no public forum speakers at this time.
Page 177 of 299 BOARD STANDING COMMITTEE MEETING MINUTES PAGE 2 June 11, 2019
BUILD COLLABORATIVE RELATIONSHIPS MONITORING REPORT
Director of Education L. Sirisko, Associate Director of Education, Schools and Operations C. LaTouche, Superintendent of Education, Leadership Development R. Russo, Superintendent of Education, Student Achievement, School Operations C. Logan and Chief Technology Strategist P. Bennett were in attendance to present information on the monitoring report to the Board of Trustees on Build Collaborative Relationships.
Note: Trustee N. Mahmood entered meeting at 7:08 p.m.
Director Sirisko introduced the second monitoring report, highlighted information about its structure and referenced intentions, goals and next steps. She provided in-depth context and framework around the strategic analysis and the development of the new reporting process and how it supports the Board of Trustees governance role. L. Sirisko encouraged feedback and noted a survey will be sent to trustees to gather feedback to support refinement of practices in order to meeting the Board’s needs.
Note: Trustee E. Sinclair joined meeting (via audio conference) at 7:15 p.m.
Superintendents R. Russo and C. Logan highlighted information including;
the Multi-Year Strategic Plan (MYSP) goal and alignment with the Director’s Annual Plan (DAP), how data is collected, evaluated and monitored, how key indicators of progress are determined, a number of Director’s Annual Plan (DAP) key actions, how the Regional Parent Symposium is in the seventh year, context, background, goals and key actions on the Inclusive Design for Education pilot project goals, the framework that is used to engage in the work, implementation of the DAP goals in connection with inclusive schools, definition of Inclusive Design and how it is structured, the six threads of Inclusive Design that are reflective of the interconnectedness of the Environment, the Learners, and the Learning, support administrators and other educators as lead learners to improve student achievement and well-being, especially for those who are underserved and/or underperforming, the 20 participating schools involved in the Inclusive Design Project, intentions, next steps and focus for year two, how the parent and community interaction management tool (RESOLVE) works, the purpose, benefits, system rollout and the implementation, how the data will be used to inform the Service Excellence framework, the benefits of the data with respect to making informed decisions, how a cross-departmental working group has been established to support the Service Excellence initiative,
Page 178 of 299 BOARD STANDING COMMITTEE MEETING MINUTES PAGE 3 June 11, 2019
information about the RESOLVE pilot in 16 schools and the roll out strategy for the Fall of 2019, how the needs and values of stakeholders are demonstrated, how feedback is provided and monitored, the Board’s focus on Anti-Black Racism (ABR) and the establishment of a ABR Steering Committee to support this important interdisciplinary, cross departmental and ongoing work, and the areas of focus, the status and next steps with respect to collaborative professionalism.
In response to trustee questions, staff clarified;
the interconnection between the six threads of Inclusive Design, the rationale for the selection of 20 schools for the Inclusive Design Pilot, the importance of monitoring successes, the learnings and identifying opportunities for improvement, and how success is measured.
CONTINUING EDUCATION AND INTERNATIONAL EDUCATION SERVICES DEPARTMENT OVERVIEW
Superintendent of Education, Caring and Safe Schools and Continuing Education S. Logue introduced Principal, International Education Services and International and Indigenous Languages Services C. Della-Rovere, Principal, Continuing Education Services R. Andrade, Vice-Principal, Continuing Education Services A. Oliver and Vice- Principal, Continuing Education Services S. Nunes who provided an overview on the structure of the Continuing Education and International Education Services Department.
S. Logue highlighted information including;
how Continuing Education and International Education Services goals and priorities are aligned with the DAP and MYSP, the department’s strategic priorities and goals, departmental size, scope, purpose and structure, the number of programs, sites, students served and credits earned, measures of success in terms of student achievement, credits earned, retention rate, program-based survey results and completion of OSSD, photos of students in the programs and examples of the types of programs offered, Summer Mentorship programs and the various partnerships, how programs are advertised, the size, scope, structure of International Education Services, and the types of programs and services offered, the benefits of international students to York Region, components of the two-week intensive orientation program which allows for team building, connecting and better transitioning to the schools,
Page 179 of 299 BOARD STANDING COMMITTEE MEETING MINUTES PAGE 4 June 11, 2019
how a proactive team approach helps support international student success, work closely with regional staffing committee, the importance of information sessions, focus groups and sharing best practices to further support students, the positive impacts and higher student involvement, the scope, structure, size and program offerings with respect to International and Indigenous Languages (IIL), the increase in class participation of native and non-native students, the increase in staff professional learning, training and workshops and is aligned with our strategic priorities, the International and Indigenous Languages (IIL) impact and student retention rate, how more students identified with special needs are enrolled in the programs and the various accommodations made by staff, staff accommodating the needs of all learners to allow for more equity of access therefore reaching a wider audience, and staff availability and accessibility.
In response to trustee questions, staff clarified;
funding provided by the Ministry, International Language program start times and how space is shared with other permit holders/groups, the student mentorship program, application and selection process for Early Childhood Education (ECE) students, information about an upcoming open house for trustees, how programs are advertised using a multi-dimensional approach, private partnerships opportunities and program funding models, how administrators are obligated to ensure all students are timetabled with respect to day school and continuing education, the location of Uplands community and number of students serviced, the e-learning program, the registration process, availability of course content and accessibility of materials with respect to International Languages, schools that offer Indigenous Languages courses, guidance and student supports available, how student, parent and trustee voice helped shape the work in terms of the development of the orientation program, and the process of opening new sites and classes.
Page 180 of 299 BOARD STANDING COMMITTEE MEETING MINUTES PAGE 5 June 11, 2019
HUMAN RESOURCE SERVICES DEPARTMENT OVERVIEW
Associate Director of Education, Schools and Operations C. LaTouche and Superintendent of Business, Human Resource Services and Chief Negotiator M. Loya provided an overview on the structure of the Human Resource Services (HRS) Department.
M. Loya highlighted information including;
the definition of human resource services, the types of services, programs and supports provided to the system, the HRS departmental mission statement, the scope, size and structure of the HRS department, how the work of HRS supports implementation of system goals and priorities outlined in the MYSP and the DAP, roles, responsibilities and key functions delivered from the seven teams of HRS, how the Board seeks a diverse pool of candidates, implementation of the Employment Equity Plan, and a new Human Resource Information System called emPath, how HRS is re-aligning and reviewing the hiring and selection process, major projects, areas of focus and future direction, and the focus and definition of workplace culture, HRS Visibility and Innovation.
In response to trustee questions, staff clarified;
how employment engagement was the highest rated factor across the Board in the recent Guarding Minds at Work Survey, the process, status and frequency of the Guarding Minds at Work Survey, strategies on diversification of the workforce and how the Board is looking to attract and retain indigenous language teachers, the importance of continually building the Board’s sourcing strategy, constant outreach and strategies in attracting new talent, how the Board recruits and retains visibility of staff, and the hiring practices related to Long-Term Occasional teachers.
Note: Chair C. McBain withdrew from meeting at 9:10 p.m.
Vice-Chair J. Nathan thanked staff for all of the informative presentations and supporting trustees’ learning with regard to the role of service departments in the Board.
CASH DISBURSEMENTS, MARCH 2019
Vice-Chair J. Nathan introduced the March 2019 Cash Disbursements and invited questions from trustees.
Page 181 of 299 BOARD STANDING COMMITTEE MEETING MINUTES PAGE 6 June 11, 2019
In response to trustee questions, Chief Financial Officer W. Muirhead-Toporek clarified costs associated to repayment of unused funds to the Ministry, the Giant Steps program for students with Autism, and training for students who receive assistive technology.
CASH DISBURSEMENTS, APRIL 2019
Vice-Chair J. Nathan introduced the April 2019 Cash Disbursements and invited questions from trustees.
In response to trustee questions, Chief Financial Officer W. Muirhead-Toporek clarified costs associated with the Giant Steps program for students with Autism.
ADJOURNMENT
(*)3. Moved by C. Cordova, seconded by R. Lynn:
That the Board Standing Committee Meeting adjourn at 9:23 p.m.
- Carried -
Page 182 of 299 ROUTINE
YORK REGION DISTRICT SCHOOL BOARD
BOARD GOVERNANCE REVIEW COMMITTEE MEETING MINUTES JUNE 13, 2019
A meeting of the Board Governance Review Committee was held at 3:36 p.m. on Thursday, June 13, 2019 in Room 200 of the Education Centre Aurora with the following trustee members in attendance: C. McBain (Chair), C. Liang (via audio conference), J. Nathan and D. Sherman (via audio conference)
Also in attendance: Trustees C. Cordova (via audio conference), N. Mahmood (via audio conference), B. McRoberts, E. Sinclair and E. Terrell-Tracey, Director of Education L. Sirisko, Manager, Corporate Secretariat and Trustee Services L. Reinhardt and Administrative Assistant, Corporate Secretariat and Trustee Services E. Forster
APPROVAL OF AGENDA
Committee Chair C. McBain noted an amendment to the agenda to include a Decision Item: External Consultant for the Trustee Self-Assessment.
(*)1. Moved by J. Nathan, seconded by D. Sherman:
That the agenda be approved as amended.
- Carried -
DECLARATION OF CONFLICT OF INTEREST
Committee Chair C. McBain asked any trustee who has a direct or indirect pecuniary interest or direct personal interest in any matter being discussed at the meeting to state their conflict and the nature thereof. No conflicts were identified by trustees at this time.
APPROVAL OF MINUTES
(*)2. Moved by D. Sherman, seconded by J. Nathan:
That the minutes of the March 5, 2019, March 19, 2019 and March 26, 2019 Board Governance Review Committee meetings be approved as written.
- Carried -
COMPLAINT PROTOCOL FOR THE TRUSTEE CODE OF CONDUCT
Committee Chair C. McBain reviewed the extensive review process that has been undertaken with regard to the Complaint Protocol for the Trustee Code of Conduct (the “Protocol”), including but not limited to a jurisdictional scan of other school boards, reviewing Ontario Public School Boards’ Association resources, and obtaining feedback from the Integrity Commissioner and corporate counsel.
The draft Protocol demonstrates the Board’s commitment to accountability and transparency.
Page 183 of 299 BOARD GOVERNANCE REVIEW COMMITTEE MEETING MINUTES PAGE 2 June 13, 2019
High-level changes noted include:
improved formatting for easier reference; simplified language; expanded definitions; and clarity of process.
In terms of next steps, staff clarified that Notice of Motion will be given at a Special Board Meeting on Monday, June 17, 2019. A recommendation for approval of the revised Protocol will be brought forward to the July 9, 2019 Board Meeting.
At this time, trustees conducted an in-depth review of the draft Protocol. Several editorial changes were noted throughout the document. In addition, clarification was provided on many items, including:
a definition of “Informal Resolution Process”; revising the language “Formal Complaint Process” to “Formal Inquiry Process”; the addition of a “Limitations” section early in the Protocol for improved transparency; confirmation that anonymous complaints will not be not be accepted or investigated; inclusion of language that clearly outlines the Board has no power to remove a trustee from their elected seat or suspend honorarium for a breach of the Trustee Code of Conduct (the “Code”); and reinforcement that only serious and/or recurring breaches of the Code should be investigated by the Integrity Commissioner.
Trustees engaged is a fulsome discussion around the Informal Resolution Process and the Formal Inquiry Process, including:
the difference between the processes; steps involved in each process; ability to engage the Chair of the Board or the Integrity Commissioner as a matter of process for Informal matters; the importance of engaging in the Informal Resolution Procession prior to enacting a Formal Inquiry Process; timelines for notifying a complainant and for the complainant to respond; ability for the Integrity Commissioner to reformulate a complaint to ensure it accurately identifies and formulates an alleged breach or breaches of the Code; and the importance for the complainant and the respondent to maintain confidentiality throughout the process, and potential repercussions in the event this does not occur.
Note: Trustee B. McRoberts withdrew from the meeting at 5:46 p.m.
In response to a question, it was noted the Integrity Commissioner should confirm the identity of a complainant.
Note: Trustee C. Liang withdrew from the meeting at 6:08 pm.
Page 184 of 299 BOARD GOVERNANCE REVIEW COMMITTEE MEETING MINUTES PAGE 3 June 13, 2019
EXTERNAL CONSULTANT FOR BOARD OF TRUSTEES ASSESSMENT
Staff provided a high-level overview of Procedure #225.1, Governance: Board of Trustees Assessment that outlines the requirement for the Board to conduct a self-assessment administered by an external consultant.
In accordance with Broader Public Sector Procurement requirements, two potential options were identified for administering the self-assessment. Trustees discussed the importance of working with someone with a strong governance background while demonstrating financial accountability.
When engaging with an external consultant for the purposes of participating in a self-assessment, trustees expressed a desire to ensure that the process involved individual outreach with trustees rather than a survey.
Trustees agreed with the recommendation to engage M. Thomson-Howell, President Shaughnessy Howell in the administration of the Trustee Self-Assessment.
(*)3. Moved by J. Nathan, seconded by D. Sherman:
That the Board Governance Committee be authorized to engage the services of M. Thomson Howell to administer the Trustee Self-Assessment, in accordance with Board Policy and Procedure #225.0, Governance: Board of Trustees Assessment and Policy and Procedure #161.0, Purchasing and Purchasing Cards.
- Carried -
ADJOURNMENT
(*)4. Moved by J. Nathan, seconded by D. Sherman:
That the Board Governance Review Committee meeting be adjourned at 6:30 p.m.
- Carried -
Page 185 of 299 Page 186 of 299 ROUTINE
YORK REGION DISTRICT SCHOOL BOARD
CHAIR’S COMMITTEE MINUTES
MEETING #6 (PUBLIC) June 24, 2019
The public session of the Chair’s Committee meeting was held at 1:08 p.m. in Room 105 at the Aurora Education Centre on Monday, June 24, 2019 with the following committee members and resource staff present:
L. Gilbert C. McBain (Chair) J. Nathan E. Sinclair (via audio conference) L. Miguelo W. Muirhead-Toporek L. Reinhardt L. Sirisko (via audio conference)
Also in attendance: Trustees B. McRoberts, N. Mahmood (via audio conference) and D. Sherman (via audio conference and in person)
Regrets: Associate Director of Education, Schools and Operations C. LaTouche
APPROVAL OF AGENDA
(*)1. Moved by E. Sinclair, seconded by J. Nathan:
The agenda was approved as written.
- Carried -
DECLARATION OF CONFLICT OF INTEREST
Chair C. McBain 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 187 of 299 CHAIR’S COMMITTEE MINUTES – PUBLIC SESSION PAGE 2 June 24, 2019
APPROVAL OF MINUTES – CHAIR’S COMMITTEE MEETING, MAY 28, 2019
(*)2. Moved by J. Nathan, seconded by E. Sinclair:
That the minutes of the May 28, 2019 Chair’s Committee meeting be approved as written.
- Carried -
BUSINESS ARISING FROM THE MINUTES
The committee received for information the Business Arising Report regarding action items from the May 28, 2019 Chair’s Committee meeting.
BOARD REPORTS
Unanticipated Items over $100,000 that have a Significant Impact on the Board’s Financial Position
In accordance with Policy #155.0, Payment of Accounts, the Committee received an information report (Appendix 1) outlining unanticipated costs that have an impact on the Board’s financial position totaling approximately 5.5 million dollars. Staff clarified the funds for these items are accounted for in the current budget, and will not impact the 2019-2020 Budget.
In response to trustee questions, staff clarified:
modernization of technology platforms and aggressive project timelines require additional funds to launch the Board and school websites for the 2019-2020 school year; costs for technology refresh include both elementary and secondary schools and offices; and costs associated with the benefit deficit are a result of the transition to the Employee Life and Health Trust (ELHT), a lag time in Manulife reporting and an increase use of benefits prior to the transition.
Special Education Advisory Committee Representation
(*)3. Moved by J. Nathan, seconded by L. Gilbert:
That the York Region District School Board approve the following recommendations. (Appendix 2)
Page 188 of 299 CHAIR’S COMMITTEE MINUTES – PUBLIC SESSION PAGE 3 June 24, 2019
That the York Region District School Board approve the appointment of Ellen Meng as the alternate representative for the Association for Bright Children (ABC) – York Region North to the Special Education Advisory Committee under Regulation 464/97, regarding additional SEAC members, effective July 9, 2019.
That the York Region District School Board approve the appointment of Ellen Meng as the alternate representative for the Association for Bright Children (ABC) – York Region South to the Special Education Advisory Committee under Regulation 464/97, regarding additional SEAC members, effective July 9, 2019.
- Carried -
Report of Out of Province Professional Development and Jurisdictional Learning for Supervisory Officers Quarter Ended May 31, 2019
Committee members received for information the Report of Out of Province Professional Development and Jurisdictional Learning for Supervisory Officers for the Quarter Ended May 31, 2019.
In response to a question, it was noted that Supervisory Officers are required to seek approval to attend conferences, identify how the learning is connected to Board priorities and mobilize the knowledge with Senior Team. In addition, staff clarified that trustees can request to review follow-up reports. As a matter of process and where possible, a request Action Item was made to include a link to the conference website on the quarterly report.
(*)4. Moved by L. Gilbert, seconded by J. Nathan:
That the York Region District School Board accept the Supervisory Officer Out of Province Professional Development and Jurisdictional Learning for the Quarter Ended May 31, 2019 report. (Appendix 3)
- Carried -
Report of Out of Province Professional Development and Jurisdictional Learning for Trustees Quarter Ended May 31, 2019
Committee members received the Report of Out of Province Professional Development and Jurisdictional Learning for Trustees for the Quarter Ended May 31, 2019.
Page 189 of 299 CHAIR’S COMMITTEE MINUTES – PUBLIC SESSION PAGE 4 June 24, 2019
(*)5. Moved by L. Gilbert, seconded by E. Sinclair:
That the York Region District School Board accept the Trustee Out of Province Professional Development and Jurisdictional Learning for the Quarter Ended May 31, 2019 report. (Appendix 4)
- Carried -
DECISION ITEMS
Revisions to the Trustee Appointments to Board Committees
Board Chair C. McBain provided an overview of considerations related to appointing a trustee to the Audit Committee until June 30, 2020 and the Joint Board Consortium until the December 2019. It was noted that should Trustee E. Terrell-Tracey be unavailable to return to the Audit Committee effective July 1, 2020, Trustee D. Sherman would be provided the first opportunity to continue for the remainder of the term.
(*)6. Moved by L. Gilbert, seconded by J. Nathan:
That the York Region District School Board approve the Trustee Appointments to Board Committees as amended. (Appendix 5)
- Carried -
Agenda for Board Meeting – Public Session, Tuesday, July 9, 2019
Committee members discussed minor changes to the agenda. It was noted a motion to reconsider a recommendation from the June 3, 2019 Board Meeting regarding the Quarterly Student Discipline Committee meetings will be added to the agenda.
(*)7. Moved by J. Nathan, seconded by L. Gilbert:
That the agenda for the July 9, 2019 Board meeting (Public Session) be approved, as amended.
- Carried -
Page 190 of 299 CHAIR’S COMMITTEE MINUTES – PUBLIC SESSION PAGE 5 June 24, 2019
DISCUSSION ITEMS
Recommendation from the Integrity Commissioner Report
In response to the Integrity Commissioner’s Report regarding Trustee E. Terrell-Tracey, several sanctions were agreed upon at the June 17, 2019 Special Board Meeting. With Action respect to the recommendations to strike a committee to define what constitutes Item appropriate communication vehicles, committee members agreed to refer this to the Board Governance Committee.
(*)8. Moved by L. Gilbert, seconded by J. Nathan:
That the recommendations from the Integrity Commissioner outlined in her Report to the Board dated June 17, 2019 be referred to the Board Governance Committee for consideration.
- Carried -
Note: Trustee D. Sherman withdrew from the meeting (via audio conference) and joined in person at 1:58 p.m.
Trustee Apology
Board Chair C. McBain read aloud the apology from Trustee E. Terrell-Tracey in response to one of the recommendations from the Integrity Commissioner’s Report. Committee members agreed that the Board would not post the apology publicly.
Planning for Trustee Team Building Session
Committee members discussed potential options for a team building session, including:
timing; location; costs; and topics for discussion.
Action It was noted that staff would explore options related to location, facilitation and scheduling Item and engage trustees for further discussion.
Trustee Communications with their Communities
The Board Chair and Vice-Chair shared feedback with committee members about Coffee Chats. Feedback included:
Page 191 of 299 CHAIR’S COMMITTEE MINUTES – PUBLIC SESSION PAGE 6 June 24, 2019
increasing student participation; the need to offer evening sessions to accommodate more people; inclusion of school administrators to help address operational matters, where appropriate; and identification of opportunities for additional community engagement.
In response to a question, staff clarified that several communication methods were used to inform community members including postcards, emails, printed materials and social media.
Trustees shared thoughts on increasing visibility within school communities such as attending school events. With respect to school council meetings, trustees were encouraged to reach out to local superintendents to discuss opportunities to attend.
Board Chair C. McBain collected input from committee members on Trustee Newsletters. Trustees suggested:
providing links to the Chair’s message; using the newsletter to announce upcoming events; and highlighting system challenges and accomplishments.
Action Committee members agreed to add Trustee Newsletters to the Pending Items List as a Item quarterly discussion item.
Note: Trustee B. McRoberts withdrew from the meeting at 2:45 p.m.
INFORMATION ITEMS
Correspondence
Correspondence from the Ministry of Education regarding the Audit and Accountability Fund was received for information (Appendix 6). Director of Education L. Sirisko shared input received from other school boards. It was noted the Board engages in a detailed analysis of the budget annually.
Correspondence from the Simcoe County District School Board was received for information (Appendix 7). No action is required at this time.
Pending Items List
The list of pending Board and Board Committee meeting agenda items was received for information.
Page 192 of 299 CHAIR’S COMMITTEE MINUTES – PUBLIC SESSION PAGE 7 June 24, 2019
ADJOURNMENT
(*)9. Moved by J. Nathan, seconded by L. Gilbert:
That the Chair’s Committee (Public Session) be adjourned at 2:53 p.m.
- Carried -
June 24, 2019
For further information, please contact the Board Chair, Manager, Corporate Secretariat and Trustee Services or the Director of Education.
Page 193 of 299 Page 194 of 299 APPENDIX 1 YORK REGION DISTRICT SCHOOL BOARD UNANTICIPATED ITEMS OVER $100,000 THAT HAVE A SIGNIFICANT IMPACT ON THE BOARD’S FINANCIAL POSITION
Background:
To report to trustees on unanticipated items that will have a significant (over $100,000) impact on the Board’s financial position, in accordance with Board Policy #155.0, Payment of Accounts.
Rationale:
As outlined in Board Policy #155.0, Payment of Accounts, the Chief Financial Officer is responsible for “reporting any unanticipated item that will have a significant (over $100,000) impact on the Board’s financial position”. The items listed under Estimated Cost meet these criteria and are presented for information.
Relationship to Board Priorities:
To ensure effective stewardship of Board resources.
Estimated Cost:
YRDSB Website and School Website and School Websites $690,000
In order to launch a new YRDSB website and school websites for the 2019/20 school year, an aggressive plan and schedule has been developed. The cornerstone to the approach being taken is the introduction of new modern technology platforms upon which to build the websites and pages on. The largest portion of the budget will be allocated to the resources necessary to develop the websites, the background technology to support seamless pushing of content to the sites, training and communication to content contributors (i.e., YRDSB staff) within departments and schools responsible for creating and maintaining content. As this is new technology, resources will be required that have the necessary skills and knowledge to deliver the required outputs and that will facilitate the knowledge transfer to existing staff.
Augmenting Data Centre, Network Infrastructure, Support for School-Based Technology and Elementary Schools –Technology refresh for Non-Windows 10 Compliant Devices $2,500,000
Technology refresh in our data center and schools is managed through school technology budgets and central IT budgets. We have a significant volume of window devices in school offices that are not capable of supporting Windows 10 - the soon to be only support Microsoft Operating System. There is also a need to augment our data centre infrastructure to support increased demand on network resources.
Contracted Psychoeducational Assessments -$200,000
Students in our board go through a comprehensive referral process to have important assessments to determine their learning strengths and needs. Students are often placed on a waitlist for one of these assessments to occur. The additional funding will allow us to hire our own board 10 month school psychologists back to conduct assessments on some weekends and over the summer. This will reduce the current waitlists for student psychoeducational assessments.
Page 195 of 299 YORK REGION DISTRICT SCHOOL BOARD UNANTICIPATED ITEMS OVER $100,000 THAT HAVE A SIGNIFICANT IMPACT ON THE BOARD’S FINANCIAL POSITION
Manulife Benefit Deficit as of December 31, 2018 -$2,137,499
YRDSB staff benefit deficit before benefits were transferred to Benefit Trusts.
Timeline:
Within 2018-2019 School Budget Year.
Communications Implementation Plan:
Chair’s Committee – Public Session June 24, 2019 Board Meeting – Public Session July 9, 2019
Respectfully submitted,
Chief Financial Officer W. Muirhead-Toporek
June 24, 2019
For further information, please contact the Chief Financial Officer or the Director of Education.
Page 196 of 299 APPENDIX 2
YORK REGION DISTRICT SCHOOL BOARD
Special Education Advisory Committee Representation
Background:
The following excerpts from the new Regulation made under Regulation 464/97 of The Education Act, pertain to the appointment of representatives to the Special Education Advisory Committee.
1. In this Regulation,
“local association” means an association or organization of parents that operates locally within the area of jurisdiction of a board and that is affiliated with an association or organization that is not an association or organization of professional educators but that is incorporated and operates throughout Ontario to further the interests and well-being of one or more groups of exceptional children or adults.
2. (1) Every district school board shall establish a Special Education Advisory Committee that shall consist of,
(a) subject to subsections (2) and (3), one representative from each of the local associations that operates locally within the area of jurisdiction of the board, as nominated by the local association and appointed by the board;
(b) one alternate for each representative appointed under clause (a), as nominated by the local association and appointed by the board;
(f) one or more additional members appointed under subsection (5).
(2) The board shall not appoint more than 12 representatives under clause (1) (a).
(3) Where there are more than 12 local associations within the area of jurisdiction of the board, the board shall select the 12 local associations that shall be represented.
(5) For the purposes of clause (1) (f), the board may appoint one or more additional members who are neither representatives of a local association nor members of the board or another committee of the board.
Both the terms and qualifications of the nominated association representatives who will form the Special Education Advisory Committee (SEAC) of the York Region District School Board are the same as those of the members of the board who appoints them. Up to twelve local associations may be represented on SEAC. Furthermore, each association must be incorporated in Ontario and identify the specific exceptionality that it wishes to represent.
Rationale:
To request Board approval for the appointment of one alternate representative on the Special Education Advisory Committee of the York Region District School Board.
The Chair’s Committee, Special Education Advisory Committee and the Superintendent of Education responsible for Student Services support this change in representation.
Page 197 of 299
The Special Education Advisory Committee requests:
Board approval for the appointment of Ellen Meng as the alternate representative for the Association for Bright Children (ABC) – York Region North, effective July 9, 2019 for the term ending November 14, 2022.
Board approval for the appointment of Ellen Meng as the alternate representative for the Association for Bright Children (ABC) – York Region South, effective July 9, 2019 for the term ending November 14, 2022.
Estimated Cost:
Not applicable.
Timeline:
Immediate.
Recommendations:
That the York Region District School Board approve the appointment of Ellen Meng as the alternate representative for the Association for Bright Children (ABC) – York Region North to the Special Education Advisory Committee under Regulation 464/97, regarding additional SEAC members, effective July 9, 2019.
That the York Region District School Board approve the appointment of Ellen Meng as the alternate representative for the Association for Bright Children (ABC) – York Region South to the Special Education Advisory Committee under Regulation 464/97, regarding additional SEAC members, effective July 9, 2019.
Communications Plan:
Coordinating Council of Superintendents June 12, 2019 Chair’s Committee June 24, 2019 Board meeting July 9, 2019
Appended Data:
Appendix A – Association for Bright Children (ABC) – York Region North Appendix B – Association for Bright Children (ABC) – York Region South
Respectfully submitted,
June 24, 2019
For further information, please contact Superintendent of Education, Student Services K. Diakiw or the Director of Education.
Page 198 of 299 APPENDIX A
ASSOCIATION FOR BRIGHT CHILDREN OF ONTARIO SOCIETE POUR ENFANTS DOUES ET SURDOUES DE L’ONTARIO [email protected] www.abcontario.ca
Ms. Lori Davenport Administrative Assistant, Education and Community Services York Region District School Board 60 Wellington Street West Aurora, Ontario L4G 3H2
April 19, 2019
Dear Ms. Davenport,
I am writing to nominate Qingying (Ellen) Meng for the position of Alternate SEAC Representative for the Association for Bright Children of Ontario - North on the Special Education Advisory Committee of the York Region District School Board. This nomination is for the remainder of the term ending November 30, 2022.
Ms. Meng has the qualifications required under the Ontario Education Act: - Canadian citizen - Resident of the board’s jurisdiction - Public school supporter - Not an employee of the Board
Ms. Meng is a member in good standing of the Association for Bright Children in Ontario. The Association for Bright Children of Ontario is a Provincial Association as described in Regulation 464/97 and represents the Gifted Exceptionality. Ms. Meng’s contact information is:
Ellen Meng
If further information is required, please contact the undersigned.
Regards,
Maria Lourenco SEAC Coordinator The Association for Bright Children of Ontario cc: Kate Diakiw, Superintendent Student Services, YRDSB cc: MaryXue cc: Ellen Meng
Association for Bright Children of Ontario www.abcontario.ca Registered Charitable Organization No. 11877 7275 RR0001 Page 199 of 299 APPENDIX B
ASSOCIATION FOR BRIGHT CHILDREN OF ONTARIO SOCIETE POUR ENFANTS DOUES ET SURDOUES DE L’ONTARIO [email protected] www.abcontario.ca
Ms. Lori Davenport Administrative Assistant, Education and Community Services York Region District School Board 60 Wellington Street West Aurora, Ontario L4G3H2
April 19, 2019
Dear Ms. Davenport,
I am writing to nominate Qingying (Ellen) Meng for the position of Alternate SEAC Representative for the Association for Bright Children of Ontario - South on the Special Education Advisory Committee of the York Region District School Board. This nomination is for the remainder of the term ending November 30, 2022.
Ms. Meng has the qualifications required under the Ontario Education Act: - Canadian citizen - Resident of the board’s jurisdiction - Public school supporter - Not an employee of the Board
Ms. Meng is a member in good standing of the Association for Bright Children in Ontario. The Association for Bright Children of Ontario is a Provincial Association as described in Regulation 464/97 and represents the Gifted Exceptionality. Ms. Meng’s contact information is:
Ellen Meng
If further information is required, please contact the undersigned.
Regards,
Maria Lourenco SEAC Coordinator The Association for Bright Children of Ontario cc: Kate Diakiw, Superintendent Student Services, YRDSB cc: MaryXue cc: Ellen Meng
Association for Bright Children of Ontario www. abcontario. ca Registered Charitable Organization No. 11877 7275 RR0001 Page 200 of 299 APPENDIX 3 YORK REGION DISTRICT SCHOOL BOARD REPORT OF SUPERVISORY OFFICER OUT OF PROVINCE PROFESSIONAL DEVELOPMENT AND JURISDICTIONAL LEARNING FOR THE QUARTER ENDED MAY 31, 2019
Background:
The Board recognizes the value of professional development opportunities for staff members as they relate to an individual’s role within the organization and their contributions to the ongoing achievement of Board goals and priorities including but not limited to the Multi-Year Plan and Board Plan for Student Achievement and Well-Being.
The Conferences and Workshops - Employees and Jurisdictional Learning policies and procedures requires the Chief Financial Officer to track applications and costs and submit a quarterly report to the Board, through Chair’s Committee, with regard to senior staff and trustee participation in conferences or workshops outside of Ontario.
Rationale:
In compliance Conferences and Workshops - Employees and Jurisdictional Learning policies and procedures, Appendix A reports on supervisory officers who attended conferences or workshops or Jurisdictional learning opportunities outside of Ontario for the quarter ended May 31, 2019.
The report outlines;
• related expenses paid to the employee; • confirms that approval was granted by the supervisor prior to departure; • status of the follow-up report, which must be available upon request as soon as possible, but within three months which includes; • rationale and learning objectives, • a detailed itinerary, • learning achieved, • budget and funding, and • recommendations for action.
Relationship to Board Priorities:
To report on the stewardship of Board resources.
Estimated Cost:
Within Budget
Timeline:
Quarterly
Recommendation:
That the York Region District School Board accept the Supervisory Officer Out of Province Professional Development and Jurisdictional Learning for the Quarter Ended May 31, 2019 report.
Page 201 of 299 Communications Implementation Plan:
Coordinating Council of Superintendents June 12, 2019 Chair’s Committee June 24, 2019 Board Meeting July 9, 2019
Appended Data:
Appendix 1 – Report of Supervisory Officer Out of Province Professional Development and Jurisdictional Learning for the Quarter Ended May 31, 2019.
Respectfully submitted,
Chief Financial Officer W. Muirhead-Toporek
June 24, 2019
For further information, please contact the Chief Financial Officer or the Director of Education.
Page 202 of 299 APPENDIX 1
YORK REGION DISTRICT SCHOOL BOARD REPORT OF SUPERVISORY OFFICER OUT OF PROVINCE PROFESSIONAL DEVELOPMENT AND JURISDICTIONAL LEARNING FOR THE QUARTER ENDED MAY 31, 2019
Out of Province Professional Development and Jurisdictional Learning:
Details:
Employee Information Conference / Workshop Overview Expenditures Completed an Application to Hotel/ Travel / Follow-up Name of Conference / Conference Location Registration Total Expenses First Na me Last Name Position/Title Date Attend Form & Mileage / Meals Report Workshop (City, Province/State) Fee Claimed Received Parking Available Pe rmission Susan Logue Superintendent of Education, VTRA (Violence Threat The Fairmont Banff April 11 - 13, 2019 Yes $ 893 $ 1,372 $ 150 $ 2,414 Yes Caring and Safe Schools and Risk Assessment) Springs Hotel, Banff Continuing Education. Conference Alberta
Camille Logan Superintendent of Education, CoSN (Consortium for Oregon, Portland (US) April 1 - 3, 2019 Yes Nil $ 142 $ 66 $ 208 Yes Student Achievement, School School Networking) Operations Oregon Conference Page 203 of 299 Page 204 of 299 APPENDIX 4 YORK REGION DISTRICT SCHOOL BOARD REPORT OF TRUSTEE OUT OF PROVINCE PROFESSIONAL DEVELOPMENT AND JURISDICTIONAL LEARNING FOR THE QUARTER ENDED MAY 31, 2019
Background:
To report to the Trustees on Trustee Out of Province Professional Development, Jurisdictional Learning and related expenses for the quarter ended May 31, 2019.
Rationale:
A summary of Trustee Professional Development and Jurisdictional Learning outside of Ontario is provided on a quarterly basis in accordance with Policy #220.0 Trustee Services and Policy #228.0 Jurisdictional Learning.
Relationship to Board Priorities:
To report on the stewardship of Board resources.
Estimated Cost:
Within Budget
Timeline:
Quarterly.
Recommendation:
That the York Region District School Board accept the Trustee Out of Province Professional Development and Jurisdictional Learning for the Quarter Ended May 31, 2019 report.
Communications Implementation Plan:
Coordinating Council of Superintendents June 12, 2019 Chair’s Committee June 24, 2019 Board Meeting July 9, 2019
Appended Data:
Appendix 1 – Report of Trustee Out of Province Professional Development and Jurisdictional Learning for the Quarter Ended May 31, 2019.
Respectfully submitted,
Chief Financial Officer W. Muirhead-Toporek
June 24, 2019
For further information, please contact the Chief Financial Officer or the Director of Education.
Page 205 of 299 APPENDIX 1
REPORT OF TRUSTEE OUT OF PROVINCE PROFESSIONAL DEVELOPMENT AND JURISDICTIONAL LEARNING FOR THE QUARTER ENDED MAY 31, 2019
Out of Province Professional Development and Jurisdictional Learning: Nil
Details: No out of province Professional Development or Jurisdictional Learning occurred during this period
Page 206 of 299
MEMORANDUM TO: Trustees
FROM: Lisa Reinhardt Manager, Corporate Secretariat and Trustee Services
DATE: June 24, 2019
RE: EXPRESSION OF INTEREST: AUDIT COMMITTEE, JOINT BOARD CONSORTIUM COMMITTEE, PROPERTY MANAGEMENT COMMITTEE
All trustees are members of the Board, Board Standing, Budget, Negotiation Advisory and Supervised Alternative Learning Appeal Committee meetings, unless otherwise specified.
In addition, and in accordance with Section 3:01:05 of the York Region District School Board Operational By-Law, each trustee is also required to serve on additional Board committees. Trustees may also chose to participate in various staff and municipal committees; however, involvement in optional committees is voluntary.
To ensure a full complement of trustee members, trustees are asked to express interest in the following;
Audit Committee, Joint Board Consortium Committee, and Property Management Committee.
Note: One trustee is required for Audit Committee and Joint Board Consortium Committee to satisfy membership requirement. An additional trustee is not needed to satisfy membership requirement; however, trustees who are interested in being an official member are welcome to express interest.
The following trustee appointments, received by Chair’s Committee, will be considered by the Board on July 9, 2019.
David Sherman - Audit Committee. Elizabeth Sinclair - Joint Board Consortium Committee
Recommendation:
That the York Region District School Board approve revisions to the Trustee Appointments to Board Committees as outlined in Appendix A.
Page 207 of 299 Page 208 of 299 APPENDIX A
Trustee Appointments to Board Committee 2019
Audit Committee (Four-Year Term) Parent, Family and Community (December 1, 2018 to November 30, 2022) Engagement Advisory Committee
Cindy Liang Dr. Elizabeth Sinclair David Sherman (until June 30, 2020) Alternate: Linda Gilbert Allan Tam Elizabeth Terrell-Tracey (Barred until Policy and By-Law Committee June 30, 2020) Alternate: Corrie McBain Cynthia Cordova (Chair) Linda Gilbert Board Governance Review Committee Cindy Liang (Two-Year Term) Ron Lynn (December 1, 2018 to November 30, 2020) Nadeem Mahmood Bob McRoberts Cindy Liang David Sherman Corrie McBain (Chair) Allan Tam Juanita Nathan Ex-officio: Corrie McBain and Juanita Nathan David Sherman Property Management Committee Chair’s Committee Linda Gilbert Linda Gilbert Nadeem Mahmood Corrie McBain (Chair) Corrie McBain Juanita Nathan Bob McRoberts (Chair) Dr. Elizabeth Sinclair David Sherman Director of Education Performance Allan Tam Ex-officio: Juanita Nathan Review Committee Special Education Advisory Committee Cynthia Cordova Corrie McBain (Chair) Ron Lynn Bob McRoberts Nadeem Mahmood Juanita Nathan Juanita Nathan (Chair) Dr. Elizabeth Sinclair Alternate: Linda Gilbert Equity and Inclusivity Advisory Student Discipline Committee Committee Cynthia Cordova (Chair) Linda Gilbert Corrie McBain Ron Lynn (Vice-Chair) Bob McRoberts Alternates: Allan Tam and Elizabeth Sinclair Dr. Elizabeth Sinclair Alternates: Linda Gilbert, Nadeem Mahmood, Joint Board Consortium Juanita Nathan and David Sherman Corrie McBain Transportation Working Group Juanita Nathan Elizabeth Sinclair Cynthia Cordova Corrie McBain Ontario Public School Boards’ Bob McRoberts Association (OPSBA) David Sherman First Board of Directors’ Member and Voting Delegate: Corrie McBain Second Board of Directors’ Member and Alternate Voting Delegate: Cynthia Cordova Two Alternate Board of Directors’ Members: Linda Gilbert and David Sherman Updated: June 24, 2019 Page 209 of 299 Page 210 of 299 APPENDIX 6
Ballard, Audrey
From: Ballard, Audrey Sent: Thursday, May 30, 2019 8:34 AM To: Ballard, Audrey Subject: FW: Audit and Accountability Fund | Fonds pour la verification et la responsabilisation
Categories: CHAIR'S CORRESPONDENCE, CHAIR'S COMMITTEE OFFICE OF THE CHAIR DIR CH AD SO TR ACTION t L □, □ □ a INFO M 0 □ □ □ CCKL MAY 30 2019 fSL Tog# /). • i r ,,'nit mqtf U Yuf ^ From: Minister (EDU) [mailto:Minister.edu(5)ontario.ca1 Sent: Wednesday, May 29, 2019 2:21 PM To: Minister (EDU)
Dear Chair,
Our government is committed to supporting our students so that they have the skills to succeed in school, while also restoring trust, transparency and accountability in Ontario's finances. As you know, the province has undertaken an independent line-by-line review of our own expenditures and, in the 2019 Ontario Budget, we put forward a plan that sets Ontario on the right path to achieve savings of four cents on every dollar.
We are taking a modernized approach to education reform by better utilizing technology, protecting front-line teachers and reprioritizing tax dollars to make sure that they are having the greatest impact in the classroom. Taxpayers deserve modern, efficient service delivery that puts people at the center of all decisions and respects hard-earned dollars. The province has been clear that we expect our partners, including school boards, to take steps to become more efficient.
To support school boards in driving the modernization and transformation that is essential to achieving fiscal sustainability, the government has established the Audit and Accountability Fund. This initiative will allow up to ten school boards to access funding to undertake independent third- party line-by-line reviews of operations and service delivery with a goal of finding administrative efficiencies of up to four cents on every dollar spent.
In the coming days, Deputy Minister Nancy Naylor will be writing to your Director of Education and Superintendent of Business to provide more information about this application-based funding.
Thank you once again for your commitment to demonstrating value for money. I look forward to continuing to work together to help the students in our communities across our province thrive.
Sincerely,
The Honourable Lisa Thompson i Page 211 of 299 Minister of Education c: Nancy Naylor, Deputy Minister, Ministry of Education
Monsieur le President/Madame la Presidente:
Notre gouvernement s’est engage a soutenir nos eleves afin qu’ils puissent avoir les competences requises pour leur reussite scolaire et pour restaurer la confiance dans les finances publiques de la province et en assurer leur transparence et leur prise en charge. Comme vous le savez, la prbvince a entrepris un examen complet independant de ses propres depenses et dans le Budget 2019 de I'Ontario, nous avons presente un plan visant a remettre les finances de I'Ontario sur la bonne voie en realisant des economies de quatre cents sur chaque dollar depense.
Nous prenons une approche moderne pour la reforme de I’education en utilisant mieux la technologie, en protegeant les enseignants de premiere ligne et en redefinissant les priorites de nos impots pour s’assurer qu’ils ont un impact maximal dans les salles de classes. Les contribuables meritent la prestation de services modernes et efficaces qui accordent la priorite a la population pour toutes decisions prises et montrent tout le respect que nous avons pour leur argent durement gagne. La province a clairement indique qu'elle s'attend a ce que ses partenaires, y compris les conseils scolaires, prennent des mesures pour devenir plus rentables.
Afin d’appuyer les conseils scolaires, le gouvernement a cree un fonds pour la verification et la responsabilisation. Ces fonds aideront a soutenir la modernisation et la transformation essentielles pour parvenir a une viabilite budgetaire. Cette initiative permettra a un maximum de dix conseils scolaires d’acceder a du financement en vue d'entreprendre un examen complet de leurs activites, mene par des specialistes independants, dans le but d'atteindre des economies administratives jusqu’a quatre cents sur chaque dollar depense.
Au cours des prochains jours, la sous-ministre Nancy Naylor redigera une lettre a I’intention de votre Direction de I’Education et Surintendant(e) des affaires afin de leur transmettre d'autres renseignements sur ce financement accorde sur demande.
Je vous remercie encore de I’engagement dont vous faites preuve en misant sur les economies financieres. Je suis ravie de pouvoir continuer a collaborer avec vous pour aider nos eleves a reussir dans nos communautes a travers notre province.
Veuillez accepter mes salutations distinguees,
L’Honorable Lisa Thompson Ministre de I’Education c. Nancy Naylor, Sous-ministre, Ministere de I’Education
2 Page 212 of 299 APPENDIX 6B
Audit and Accountability Fund Program Guidelines for District School Boards
OVERVIEW The government is taking a modernized approach to education reform by better utilizing technology, protecting front-line teachers and reprioritizing tax dollars to make the greatest impact in the classroom. To support this modernization effort, the government has recently established the Audit and Accountability Fund where school boards can apply for funding to undertake independent third-party line-by-line reviews of their operations and service delivery with a goal of finding administrative efficiencies.
Funding is available for up to ten school boards that apply by June 28, 2019.
The Ministry of Education is also receptive to receiving joint submissions from school boards.
The Ministry of Education expects to announce which school boards would receive financial support under the Audit and Accountability Fund by July 12, 2019.
The reviews must be completed no later than October 31, 2019 (extensions to this date may be considered depending on the scope of the review).
SCOPE School board line-by-line reviews should focus on operating expenditures and resource allocation to maximize benefits or outcomes, from a value-for-money perspective.
This could include an in-depth review of all school board operations, like the one the Provincial Government initiated in July 2018. This type of review would have a clear definition of “program spending” and would examine all school board programs, including external (i.e., public-facing) programs and internal functions (i.e., related to program administration) to identify savings opportunities. Alternatively, the line-by-line review could focus on a subset of the school board’s operations should there be specific areas of concern (e.g., back office operations review to identify opportunities for increased efficiencies or identified financial pressures). Service delivery modernization or a review of core services is also in scope.
The following list includes specific scope limitations: 1. The review must not result in involuntary front-line job losses;
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Page 213 of 299 2. The review must respect the moratorium on school closures; 3. The review must respect current central and local collective bargaining provisions; 4. The review should limit the introduction or increase of service fees to students and parents; and 5. The review should not include the existing school board trustee governance structure or executive compensation framework.
REVIEWERS / COMPETITIVE PROCUREMENT PROCESS School boards must retain the services of independent third-party reviewers to conduct these reviews. School boards should retain these services following the school board’s competitive procurement policy as well as the recently issued directive to school boards from the Deputy Minister in March 2019 where a series of Interim Measures were put in place as part of the centralized procurement initiative.
According to these measures, school boards are expected to use an existing Vendor of Record (VOR) arrangement. There are two existing MGCS VORs that school boards can access: OSS-00515254 - Internal Audit Services (Expiry date: Oct 31, 2019); Tender 7434 - Management Consulting Services (Expiry date: June 15, 2022).
Should a VOR not used, then a Procurement Rationale Report Form must be submitted by the school board to [email protected]. It must also be submitted along with the application documentation.
ELIGIBILITY CRITERIA The following criteria must be met to qualify for funding under the Audit and Accountability Fund: 1. Application must be received by June 28, 2019. 2. Proposal reflects types of reviews as noted in the scope section; 3. Proposal is supported by the Board of Trustees; 4. Work must be performed by an independent third-party reviewer compliant with the school board’s competitive procurement policy; 5. Work must result in a report that identifies specific, actionable recommendations based on the analysis and findings that aim to maximize relevance, affordability, value-for-money, efficiency and effectiveness of programs while minimizing administrative costs;
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Page 214 of 299 6. The school board must agree to publish the final review report on the school board(s) website or, in the alternative, provide a copy to the Ministry of Education. 7. Proposal must be selected by the Minister of Education from the pool of applications. 8. Review must be completed by October 31, 2019 (unless specified otherwise).
FUNDING Generally, a school board can expect to receive up to $150,000 to procure a line-by-line review. However, the minister may approve additional funding on a case-by-case basis based on the scope of the review, the proposed savings targets, and the size of the engagement, or for a group of school boards submitting joint applications.
School boards may submit applications for reviews that will cost more than the expected funding. However, funding under the program will be provided on a reimbursement basis up to the lesser of: 1. actual costs incurred, supported by invoices submitted to the ministry, and 2. the funding amount approved by the Minister.
School boards will be required to sign a transfer payment agreement to receive the funds. Once the school board selection is finalized, the transfer payment agreements will be sent to the participating boards.
APPLICATION PROCESS The application process consists of a two-part email submission process as follows: Part I: School boards interested in applying should notify the ministry of their intent to apply by June 14, 2019. Part II: School boards must submit completed applications using the attached form by June 28, 2019.
Participating school boards must: a. submit no more than one application per school board; b. where multiple school boards prefer to make a joint submission, submit one application for the group of participating school boards;
Both the expression of interest and completed application forms must be submitted electronically to [email protected].
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Page 215 of 299 IMPORTANT DATES
June 1, 2019 Application period opens June 14, 2019 Deadline for school boards to indicate intention to participate June 28, 2019 Deadline for school boards to submit completed applications July 12, 2019 Notification to school boards of funding and review approvals October 31, 2019 Deadline for completion of final report and public posting of the final report or submission to the ministry
CONTACT INFORMATION School boards can direct Audit & Accountability Fund questions to [email protected] or (416) 326-0999.
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Page 216 of 299 APPENDIX 2
Audit and Accountability Fund Questions and Answers for District School Boards
1. What is a line-by-line review? A line-by-line review may analyze expenditures or programs, conduct selected jurisdictional benchmarking, and based on the data available, identify programs and operations for which efficiencies could be generated.
2. As our school board has never undergone a line-by-line review, how do we estimate the cost of the review in the application process? School boards may consider costing information from other types of audits, reviews or consulting engagements previously procured by the school board. School boards may also decide to reach out to other school boards in their region or consulting firms to get costing information for these types of engagements that may have been procured in the past.
3. What are the new interim procurement measures? These interim measures support opportunities for collaborative purchasing, while protecting continuity of business and services during the building of a centralized system. The measures also support the collection of data that is necessary for building the centralized system.
More information on the Interim Measures can be found here: https://www.doingbusiness.mgs.gov.on.ca/mbs/psb/psb.nsf/Attachments/CP-BPS-QA- EN/$FILE/CP-BPS-QA-EN.html
4. Our school board has already initiated an external review that we plan on starting soon focused on modernizing and transforming the way our school board does business. Does this review qualify given that the Board of Trustees approval decision was made to prior to the announcement of the Audit and Accountability Fund? If fieldwork has not yet commenced, school boards should apply for this program as they may still be eligible for funding.
5. Is three months enough time to plan, procure and complete a line-by-line review, including preparing a report? The government is expediting these line-by-line reviews so that school boards will be able to implement the recommendations from these reviews on a timely basis. Previous line-by-line reviews have been completed in similar time frames, with one being
Page 217 of 299 completed in approximately five weeks. Depending on the proposed scope of the review, an extension can be provided on a case by case basis.
6. Are joint submissions eligible for increased funding levels? Joint submissions will be reviewed and considered as one submission. Depending on the scope of the review proposed, additional funding may be considered on a case-by- case basis.
7. If a school board is not able to procure services for less than $150,000, will the school board be able to opt-out of the review? School boards have three options in this situation: 1) Cover any additional expenses from other board funds, 2) Reduce the scope of the review; or, 3) Request additional funding (additional funding from the Audit and Accountability fund will depend on the scope of the proposed review).
8. How is the ministry selecting school boards if more than 10 school boards apply? The ministry will carefully examine each application with regards to the scope of the review and the potential savings opportunities. The ministry will also take into consideration joint submissions where savings opportunities can be identified for multiple school boards.
9. How will the Audit and Accountability Funding be provided and flowed to school boards? School boards will be required to sign a transfer payment agreement to receive the funds. This funding will be provided to the school boards on a reimbursement basis. Boards will be required to submit invoices, detailing actual costs incurred, to the ministry before the funds are provided. As the ministry receives and reviews invoices, it will flow the funds to school boards through the existing transfer payment process. It is anticipated that the reimbursement of funds will have similar timelines to the length of the review.
Where the review is conducted on behalf of multiple school boards, the funds will flow to the lead school board coordinating this review.
10. Will school boards be required to implement all recommendations from the report?
Page 218 of 299 School boards will have the flexibility in determining which recommendations it will be implementing. The goal is to achieve administrative efficiencies of up to four cents on every dollar spent.
11. Will school boards be supported with the administrative burden of preparing all required documentation for the line-by-line review? School boards are immersed in budget preparation and may have limited resources to support the line-by-line reviews. The ministry is available to assist school boards by providing data available to the ministry that is relevant to the review. The ministry could also assist in reviewing the scope of the review. Unfortunately, no additional funding is available for this initiative beyond the announced funding for these reviews.
Page 219 of 299 Page 220 of 299 APPENDIX 3 This document contains both information and form fields. To read information, use the Down Arow from a form field.
Ministry of Education Audit and Accountability Fund District School Board Application Form
1) District school board (DSB) information DSB name or lead DSB name (for joint applications)
Mailing address
Name of primary contact Position title
Email address Telephone number
If this is a joint application, please list other DSBs to be included in the review
2) Description and objective Describe the review and its objectives, including the scope.
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Page 221 of 299 3) Timelines Describe the estimated timeline for the review, including procurement of a third-party reviewer, completion of the fieldwork, and receipt of the final report.
4) Estimated costs Describe the estimated costs of the review. Also note whether the school board will cover any excess expenses incurred that exceed the funding level provided or whether it would reduce the scope of the review.
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Page 222 of 299 5) Confirmation i. Trustees have approved this proposal through board motion. ☐ Yes ☐ No
ii. The selection of the third-party reviewer will be compliant with the school board’s competitive procurement policy. ☐ Yes ☐ No
iii. The report will include specific and actionable recommendations made by an independent, third-party reviewer. ☐ Yes ☐ No
iv. The report will be made available on the school board website or shared with the ministry for public posting. ☐ Yes ☐ No
DSB or lead DSB name
Date (DD/MM/YYYY) Signed by Director of Education
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Page 223 of 299 Page 224 of 299 APPENDIX 7 OFFICE OF THE CHAIR OIR CH AD SO TR ACTION □ . Dy □ □ □ INFO ty © □ □ □ Simcoe County tyC, rzmm 1 1 2019 tsL . 1 District School Board nmr Qlfcir'S fef»lituT
June 20, 2019
The Honourable Stephen Lecce Minister of Education 22nd Floor, Mowat Block 900 Bay Street Toronto, ON M7A1L2
Dear Minister Lecce,
On behalf of the Board of Trustees for the Simcoe County District School Board (SCDSB), I would like to express our need for a request for capital priorities project funding submissions. While we recognize the fiscal challenges facing the Province of Ontario, the last request for submissions from the Ministry of Education was on June 12, 2017, more than two years ago.
This is particularly challenging for school boards with growing populations and enrolment such as the SCDSB. Simcoe County is experiencing significant residential growth in a number of our municipalities. Overall, the total number of residential units expected to be built over the next 15 years exceeds 91,000 which will generate in excess of 20,500 public elementary and secondary students. The board is already seeing significant impacts of this growth in many of our southern municipalities where residential growth has been substantial and is continuing. It follows that this new growth requires new schools to adequately accommodate students.
In the entirety of Bradford/West Gwillimbury for instance, our elementary utilization for the coming year will well exceed 140 percent across six elementary schools. While a seventh elementary school is currently in the design process, we have an urgent need for another elementary school in the area. In the interim, the SCDSB is using portables, 42 at four schools in the community of Bradford alone, while also busing students from new subdivisions to schools outside of the community. Even these strategies are approaching their limits, since school sites have portable limitations due to municipal zoning and building code requirements and rural schools have defined limits set under the Ministry of Environment, Conservation and Parks, regarding private servicing (septic). Staff is currently using every strategy at their disposal to reasonably accommodate students as best as they possibly can.
In addition to the Bradford community, we are also seeing substantial residential and enrolment growth in the Township of Essa, Town of Innisfil, Town of New Tecumseth, City of Orillia and City of Barrie. These are the areas where the Board of Trustees has identified its most high and urgent capital needs and pressures. In total, a demonstrated immediate and short term need exists that requires eight new elementary capital projects and two secondary capital projects throughout our jurisdiction. Further needs are also projected as the County continues to grow and the province’s housing supply action plan is implemented. Considering the amount of time required for the planning, site acquisition, design, and construction of a facility, we feel it is critical to begin these projects as soon as reasonably possible in order to best serve our communities and to be able to reasonably provide student accommodation for children and families.
Simcoe County District School Board - www.scdsb.on.ca-1170 Hwy 26 - Midhurst, ON - L9X 1N6 - 705-728-7570
Page 225 of 299 As stated earlier in this letter, as a board we recognize the fiscal challenges facing the province. While the SCDSB continues to work collaboratively with the Ministry to ensure the careful stewardship of resources, I again respectfully express our need for the Ministry of Education to request capital priorities project funding submissions as soon as possible.
Thank you for your consideration.
Chairperson Simcoe County District School Board c: Doug Downey, MPP, Barrie, Springwater, Oro-Medonte Jill Dunlop, MPP, Simcoe North Andrea Khanjin, MPP, Barrie, Innisfil Jim Wilson, MPP, Simcoe Grey Hon. Caroline Muironey, MPP, York-Simcoe Chairs, Ontario Public School Boards Association Board of Trustees, SCDSB Steve Blake, Director of Education, SCDSB John Dance, Associate Director, SCDSB Brian Jeffs, Superintendent of Business and Facility Services, SCDSB
Simcoe County District School Board - www.scdsb.on.ca -1170 Hwy 26 - Midhurst, ON - L9X 1N6 - 705-728-7570
Page 226 of 299 ROUTINE
YORK REGION DISTRICT SCHOOL BOARD SPECIAL EDUCATION ADVISORY COMMITTEE
The regular meeting of the Special Education Advisory Committee (SEAC) was held on Thursday, June 6, 2019, in the Board Room of the Education Centre, Aurora at 7:03 p.m. with SEAC Chair J. Nathan presiding and the following members present:
Members: T. Armstrong-Smythe, R. Chughtai, M. Graham, J. MacMillan, C. McAdam, T. Morra, C. Viney, S. Walters and L. Ziraldo
Alternates: W. Clark and J. Odenwald
Trustees: C. Cordova (via audio conference), R. Lynn and J. Nathan
Staff: C. Civello, L. Davenport, J. Sepkowski and W. Swaine
Regrets: SEAC members S. Caldwell, S. Chow, A. Krishna, M. Tsironikos and M. Xue, Elementary Principal K. Kurek, Superintendent of Education, Student Services K. Diakiw, Superintendent of Education, Curriculum and Instructional Services H. Sears and Director of Education L. Sirisko
Also in attendance: Superintendent of Schools G. Gibbons and Associate Director of Education, Schools and Operations C. La Touche
SEAC Chair J. Nathan welcomed members to the meeting.
APPROVAL OF AGENDA
(*)1. Moved by C. Viney, seconded by C. McAdam:
That the agenda be approved as amended.
- Carried -
DECLARATION OF CONFLICT OF INTEREST
SEAC Chair J. Nathan asked any trustee who has a direct personal interest or direct or indirect pecuniary interest in any matter being discussed during the meeting to state their conflict and the nature thereof. No conflicts were declared by trustees at this time.
Page 227 of 299 Special Education Advisory Committee Page 2 June 6, 2019
MOMENT OF REFLECTION
Principal, Student Services J. Sepkowski introduced staff from Alexander Mackenzie High School to present an electronic version of the Moment of Reflection regarding how Action drama techniques can assist students in all aspects of life. A copy will be provided to Item Committee members for information. M. Xue will deliver the Moment of Reflection at the September 5, 2019 meeting.
APPROVAL OF MINUTES – MAY 2, 2019
(*)2. Moved by C. McAdam, seconded by J. MacMillan:
That the minutes of the May 2, 2019 Special Education Advisory Committee meeting be approved as written.
- Carried -
BUSINESS ARISING
There was no business arising from the minutes.
STUDENT VOICE PRESENTATION
Principal, Student Services J. Sepkowski introduced Chief of Physical and Occupational Therapy, Student Services S. Ellis and a student from Dr. G. W. Williams Secondary School to share a video about accessible student technology and equipment.
J. Sepkowski thanked presenters for sharing advancements in technology and equipment to support students with special education needs.
(*)3. Moved by T. Armstrong-Smythe, seconded by T. Morra:
That the Special Education Advisory Committee receive the Student Voice presentation for information.
- Carried -
STUDENT SUCCESS AND PATHWAYS
Principal, Student Services W. Swaine introduced Secondary Principal, Curriculum and Instructional Services M. Sanwalka, Coordinator, Curriculum and Instructional Services L. Rice, Consultant, Curriculum and Instructional Services N. Avery, Consultant, Curriculum and Instructional Services C. Tucker and Consultant, Curriculum and Instructional Services K. Vrensen to provide an overview of how the Board is supporting the success of students with special needs.
Page 228 of 299 Special Education Advisory Committee Page 3 June 6, 2019
M. Sanwalka explained the department’s goal to support underperforming and underserved students through the provision of interventions, strategies and special programming. She reviewed the following information.
• Students are encouraged to tailor their education to their individual strengths, goals and interests. • Implementation of modern learning opportunities for credit accumulation can result in increased graduation rates. • Connections to the Director’s Annual Plan (DAP). • Equitable access to all opportunities are ensured through structure flexibility and Ministry of Education funding. • A tracking mechanism for student progress. • Approximately one out of every six students in the York Region District School Board (YRDSB) are identified with special needs. • How the Lighthouse Program at Sir William Mulock Secondary School has assisted students with credit attainment.
Staff highlighted;
• the four pillars enlisted in support of student success, • professional learning available to staff, • secondary Student Success school and transition teams, • the role of secondary guidance services, • the new YRDSB Community Pathway resource, • a tracking mechanism for vulnerable students, • statistical information including stock, credit recovery and accumulation data and college-delivered dual credits for students with exceptionalities, • Pathways Programs and Community Connected Experiential Learning concepts available for kindergarten to grade 12 students, • the importance of student voice and collaboration, • opportunities and participation rates provided by the Science, Technology, Engineering and Mathematics (STEM), Specialist High Skills Major (SHSM) and other various cooperative education programs, • how students can register as an apprentice within the Ontario Youth Apprenticeship Program (OYAP), • the benefits of skilled trades credits earned by students with exceptionalities, and • how the Personalized Alternative Education (PAE) has demonstrated the same rate of achievement between students with or without an Individual Education Plan (IEP) in place.
M. Sanwalka provided a brief analysis of transition to secondary school programs and explained how they continue to be promoted. She summarized next steps in the process to support student success.
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SEAC Vice-Chair L. Ziraldo expressed appreciation with regard to professional learning opportunities available to Special Education Resource Teachers (SERTs) and the Lighthouse Program at Sir William Mulock Secondary School. She requested Board staff share additional success stories of students with exceptionalities at future committee meetings.
Action In response to a request, staff will share statistics about the number of students with Item exceptionalities who are in the Supervised Alternative Learning (SAL) program.
Associate Director of Education C. La Touche expressed appreciation for transition programs implemented by staff in the support of all students and for an informative presentation.
Trustee R. Lynn thanked staff for an informative presentation including the collection of data and implementation of the STEM program, and providing a platform for the committee’s student voice presentation.
J. Nathan expressed her appreciation to staff for their commitment and engagement of all students.
(*)4. Moved by L. Ziraldo, seconded by T. Armstrong-Smythe:
That the Special Education Advisory Committee receive the Student Success and Pathways presentation for information.
- Carried -
SPECIAL EDUCATION PLAN UPDATE
Principal, Student Services J. Sepkowski explained the Special Education Plan has been updated and that every year the Committee is required to approve all the changes before submitting the Plan to the Ministry of Education. She noted that the Special Education Plan has been converted into an accessible format within the guidelines of the Accessibility for Ontarians with Disabilities Act (AODA).
(*)5. Moved by L. Ziraldo, seconded by S. Walters:
That the Special Education Advisory Committee approve the 2019-2020 Special Education Plan, as amended, and authorize its submission to the Ministry of Education for approval.
- Carried -
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(*)6. Moved by L. Ziraldo, seconded by C. McAdam:
That the Special Education Advisory Committee receive the Special Education Plan Update for information.
- Carried -
SPECIAL ANNOUNCEMENTS
SEAC members shared information regarding the VIEWS for the Visually Impaired annual team picnic and Autism Ontario summer day programs employment opportunities.
SEAC Vice-Chair L. Ziraldo shared summer events and program registration information for the Learning Disabilities Association York Region (LDAYR). She thanked Trustee C. Cordova and Principal W. Swaine for their commitment and support of the committee and students with special needs.
W. Swaine thanked L. Ziraldo and the committee for their hard work and dedication to students. Associate Director of Education C. La Touche shared a positive reflection and expressed appreciation for the tireless work and dedication of Principal Swaine.
STUDENT SERVICES REPORT
Principal, Student Services W. Swaine announced Student Services staff restructuring and retirements and welcomed Principal, Student Services L. Leesti as a representative on the committee.
She highlighted information regarding;
• the Yes I Can! Awards, • the Best Buddies Prom, • the Students of Differing Abilities Athletics and Activity Meet (SODA) and the Special Needs Athletic Program (SNAP) Secondary track and field event, • the Deaf and Hard of Hearing Services annual picnic, and Action • the Special Edition May/June 2019 and Experience Works 2018-2019 newsletters Item that will be shared electronically with members.
(*)7. Moved by C. Viney, seconded by S. Walters:
That the Special Education Advisory Committee receive the Student Services Report for information.
- Carried -
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SUCCESSFUL PRACTICES AND CHALLENGES
SEAC members;
• thanked staff at Sutton District High School for supporting a secondary student through the coordination of successful transition planning with Community Living Central York, and • acknowledged the success of the Yes I Can! Awards.
REPORT FROM THE BOARD
Trustee J. Nathan recognized flag raising ceremonies at the Education Centre Aurora during the month of May and shared information regarding;
• two newly elected student trustees who will begin their term on August 1, • policy review and revision accomplishments, • changes to SEAC Trustee membership, and • messages from the Board Chair and Director of Education about funding reductions and cancelled secondary courses.
Trustee C. Cordova thanked members for the opportunity to participate on the committee.
(*)8. Moved by C. McAdam, seconded by T. Morra:
That the Special Education Advisory Committee receive the Report from the Board for information.
- Carried -
POLICY UPDATES
Action SEAC Vice-Chair L. Ziraldo noted the importance of reviewing Board policies and Item procedures and reminded members where to locate working document policies that are currently out for comment. She referenced the Student Leadership and Student Voice policy on which the Board is currently collecting feedback.
Action She reminded members to complete a confidential survey regarding content, information Item and layout of the York Region District School Board website prior to June 12, 2019.
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(*)9. Moved by S. Walters, seconded by M. Graham:
That the Special Education Advisory Committee receive the Policy Updates for information.
- Carried -
COMMUNICATIONS SUB-COMMITTEE UPDATE
SEAC Vice-Chair L. Ziraldo highlighted the following information from the Sub-Committee meeting.
• Appreciation of efforts by C. Thomas and Student Services in the completion of the electronic SEAC orientation modules. Action • Timelines for inclusion of information in the next Special Edition Newsletter. Item • Future SEAC presentations. • A round table discussion opportunity will be presented to members at the next SEAC meeting. Action • The updated SEAC Action Plan will be shared electronically with members. Item (*)10. Moved by S. Walters, seconded by C. McAdam:
That the Special Education Advisory Committee receive the Communications Sub-Committee Update for information.
- Carried -
FUTURE PRESENTATIONS
• Student Services Coordinators – Overview of Role and Roundtable Discussion – September 5, 2019 • Suspension and Expulsion Data – October 3, 2019 • Every Student Counts Survey Findings – November 7, 2019 • Executive Functioning Pilot Project - Pending
ADJOURNMENT
(*)11. Moved by C. McAdam, seconded by T. Armstrong-Smythe:
That the Special Education Advisory Committee meeting adjourn at 8:50 p.m.
- Carried -
Page 233 of 299 Page 234 of 299 ROUTINE
YORK REGION DISTRICT SCHOOL BOARD EQUITY AND INCLUSIVITY ADVISORY COMMITTEE
MINUTES, MEETING #4 JUNE 13, 2019
The Equity and Inclusivity Advisory Committee (EIAC) met at 7:08 p.m. in the Board Room of the Education Centre, Aurora on Thursday, June 13, 2019, with Committee Chair K. Carbis presiding and the following members present:
Community members: D. Anderson, K. Carbis, C. Grenaway-Mills A. Haq, W. Hart, and A. Lewis
Representatives of Community Organizations: T. Coolman, I. Lambie, J. Peacock, J. Ramos and R. Veerappan
Trustee members: Trustees R. Lynn (Vice-Chair) and E. Sinclair
Staff members: Principal, Inclusive School and Community Services D. Ford, Secondary Vice-Principal R. Fung, Associate Director of Education, Schools and Operations C. LaTouche, First Nations, Métis and Inuit Education Coordinator A. McConnell, Elementary Teacher J-M Raymond, Coordinating Superintendent of Education, Indigenous Education and Equity C. Roach and Director of Education L. Sirisko
Also in attendance: Administrative Assistant F. Phillips
Regrets: Community Members M. Brisbane, R. Chughtai, and A. Mason, Representatives of Community Organizations K. Adeney, P. Barata and M. Bowe, Trustee L. Gilbert, Student Trustees A. Lu and B. Liu and Elementary Vice-Principal C. Mott
ROLL CALL
Committee Chair K. Carbis called the meeting to order at 7:08 p.m.
LAND ACKNOWLEDGEMENT
Committee Chair K. Carbis provided remarks and an acknowledgement of thanks and appreciation to the First Peoples of the Williams Treaty First Nations, other Indigenous Peoples and the Chippewas of Georgina Island First Nation as the Board’s closest community and partners in education.
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APPROVAL OF AGENDA
Committee Chair K. Carbis noted that the presentation from the Equity Strategy Steering and Action Committee’s Positive Space Work Group will be rescheduled. She noted that a presentation on Governance will be provided instead.
(*)1. Moved by T. Coolman, seconded by J. Peacock:
That the agenda be approved as amended.
- Carried -
DECLARATION OF CONFLICT OF INTEREST
Committee Chair K. Carbis asked any trustee who has a direct personal interest or direct or indirect pecuniary interest in any matter being discussed during the meeting to state their conflict and the nature thereof. No conflicts were declared by trustees at this time.
APPROVAL OF MINUTES
(*)2. Moved by A. Haw, seconded by T. Coolman:
That the minutes of the March 21, 2018 Equity and Inclusivity Advisory Committee be approved, as written.
- Carried -
GOVERNANCE
Principal, Inclusive School and Community Services D. Ford, Manager, Corporate Secretariat and Trustee Services L. Reinhardt and Associate Director of Education, Schools and Operations C. LaTouche presented information about the Board’s governance model and the connection to advisory committees. They highlighting EIAC’s role, mandate and the pathway for making recommendations to the Board of Trustees. Explanation and clarification was provided regarding the use of sub-committees to support the work of EIAC.
Director of Education L. Sirisko reiterated the value of EIAC, provided historical context and reinforced the important balance between governance and operations. In response to question, she provided a status update on the Working Group that is supporting the Board of Trustees in identifying specific governance actions related to the robust input received through the Community Consultations on Anti-Black Racism, Islamophobia, Classism and Anti-Semitism.
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EQUITY AND INCLUSIVITY ADVISORY COMMITTEE MINUTES PAGE 3 JUNE 13, 2019
A. Haq shared her experience and reflections of being on a community consultation sub-committee and identified opportunities for improvement.
Committee Members expressed interest in getting to know groups within the Board and the work that they do to increase their knowledge of work being done and provide advice on potential gaps.
Committee Chair K. Carbis invited committee members to be members of the EIAC Planning Sub-Committee.
STAFF REPORT
Principal, Inclusive School and Community Services D. Ford provided an update on the work of the Working Group that is supporting the Board of Trustees in reviewing all input received through the four Community Consultations. She highlighted the learning, expectations, timelines and concerns. Recommendations are being categorized into themes and specific governance-related actions are being developed for the Board’s consideration.
Principal, Inclusive School and Community Services D. Ford highlighted some items on the staff report provided in the agenda.
Coordinating Superintendent of Education, Indigenous Education and Equity C. Roach provided information on the progress of the development of a guideline to affirm gender diversity, the flying of pride flags at schools and a newly established Anti-Black Racism Steering Committee.
REPORT FROM THE BOARD
Trustee R. Lynn highlighted information contained in the Report from the Board noting the funding changes from the Ministry.
POLICY UPDATES
Committee Chair K. Carbis reminded members that comments and feedback can be provided to any policy at any time. She encouraged members to review and submit feedback on working document policies posted on the Board website.
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EQUITY AND INCLUSIVITY ADVISORY COMMITTEE MINUTES PAGE 4 JUNE 13, 2019
ADJOURNMENT
(*)3. Moved by D. Anderson, seconded by J. Peacock:
That the Equity and Inclusivity Advisory Committee meeting be adjourned at 8:30 p.m.
- Carried -
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YORK REGION DISTRICT SCHOOL BOARD
Annual Monitoring Report
Subject: Multi-Year Strategic Plan and Director’s Action Plan Monitoring Report: Putting It All Together
Contact(s): Louise Sirisko, Director of Education
Department: Director’s Office
Meeting Date: July 9, 2019
Purpose
As part of the Trustee governance role, this annual report outlines progress on the priorities of the Multi-Year Strategic Plan (MYSP) and goals outlined in the Director’s Action Plan (DAP) for the 2018-2019 academic school year.
Background
Consistent with a Policy Governance Model, the MYSP is a policy statement from the Board of Trustees that reflects needs of the community and describes the desired state that the organization hopes to achieve over the next four years.
This intentional alignment of the MYSP and the DAP is critical to ensuring that the organization remains focused on established priorities and goals.
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The Board of Trustees is accountable for ensuring that the goals in the MYSP are achieved. This ongoing monitoring function is performed through;
1) the Director of Education Annual Performance Review, 2) the cyclical review of Board policies to ensure they are aligned with the Board’s vision, 3) the annual Budget Development process, 4) regular reporting to the Board of Trustees.
Rationale
In support of the Board of Trustees’ monitoring function, the following reports, presented to the Board of Trustees at Board Standing Committee meetings in April and June 2019, outline progress on the achievement of system-level goals with regard to progress in the four priority areas:
Ethical Leadership (April 16, 2019) Collaborative Relationships (June 11, 2019)
The status of the achievement of each look for is outlined in the charts below (Appendix A, B, C and D) in terms of Complete, In Progress and Emerging. Next steps are outlined where applicable.
School and workplace actions are identified and will be populated over the course of the upcoming year as staff develop a methodology to collect evidence to demonstrate achievement.
Budget Impact Budget allocation to each MYSP priority and DAP goal is being outlined in regular reports to the Board of Trustees at Standing Committee meetings.
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Timelines
This report reflects progress during the 2018-2019 year.
For the 2019-2020 school year, a revised reporting schedule has been developed. Reports will continue to be shared at Board Standing Committee meetings.
A summary of the reporting schedule is as follows:
September 17, 2019 - Equity October 22, 2019 - Mental Health and Well-Being November 19, 2019 - DAP Goal 3: Equity January 21, 2020 - DAP Goal 5: Ethical Leadership February 18, 2020 – DAP Goal 6: Ethical Leadership March 24, 2020 – DAP Goal 1: Mental Health April 21, 2020 – DAP Goal 2: Equity May 19, 2020 – DAP Goal 4: Relationships
An updated schedule, with additional detail, is provided in Appendix E.
An annual summary of overall progress over the 2019-2020 academic school year will be provide to trustees in June 2020.
Additional Resources
Appendix A: Progress Chart: Foster Well-Being and Mental Health Appendix B: Progress Chart: Champion Equity and Inclusivity Appendix C: Progress Chart: Build Collaborative Relationships Appendix D: Progress Chart: Empower Ethical Leadership Appendix E: Updated Monitoring Report Schedule Appendix F: Excerpt from the Education Act – Section 169.1, Board responsibility for student achievement and effective stewardship of resources Page 241 of 299
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APPENDIX A
Foster Well-Being and Mental Health
We create safe, healthy and inclusive working and learning environments.
DAP Goal 1: Build safe, healthy and inclusive learning and working environments where students and staff feel they matter and belong
System Action 1.2 ● Build a shared understanding of the organizational conditions necessary to support mental health and well-being of students and staff
Look Fors What Have We Done? And How Well? Status
❏ The Student Well-Being An initial draft of the Leading Well-Being in Schools at YRDSB reflection tool has been developed. Steering Committee will align the work of all four (4) The Student Well-Being Steering Committee participated in a mapping exercise of the various initiatives/resources/supports In Progress components of Well-Being available in all four (4) components of well-being into the Aligned and Integrated Model Framework (A tiered approach). A Next Steps (i.e., Positive Mental Health, comprehensive list of initiatives/resources/supports demonstrating the intercorrelation among all four (4) components resulted. The tool will be Safe and Caring Schools, Inclusive School and A School Student Well-Being Team Planning Day was held for all schools. The purpose of the day was to help schools piloted in some Community Services, develop school well-being plans that integrated all four (4) components of student well-being. A planning template was shared, schools during the Healthy Schools) and feedback opportunities from neighboring schools offered. 2019-20 school year.
❏ Develop and provide All administrators participated in professional learning through CEC meetings. Forty-three (43) administrators attended full day professional learning about training for Mentally Healthy classrooms, including Everyday Mental Health Practices. mattering and belonging to Page 242 of 299 administrators which Complete includes the Everyday
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Mental Health practices.
In Progress Add Everyday Mental Health Practices to administrator meetings in 2019-20 in order to encourage greater implementation
System Action 1.3 ● Revise Student Mental Health and Well-Being Strategy based on gaps identified in a system scan of supports related to mental health and well-being in order to develop interventions and monitor conditions
Look Fors What Have We Done? And How Well? Status
❏ Staff engage in resource A board-wide survey of every school was conducted in Spring 2018 and Fall 2018 seeking input as to the types of mapping to identify the internal/board provided mental health resources and supports available at schools as well as externally provided student available supports related to mental health resources/supports available at schools. mental health and well-being Complete with a focus on being culturally relevant and responsive. Results of the survey have assisted us in identifying gaps in services, as well as distribution of services. In Progress We have finalized a Student Suicide Intervention protocol. This new protocol is being released; professional development Add Student Suicide support is being provided to system leaders. Intervention Protocol to Compliance Training
❏ After the completion of the YRDSB Student Mental Health is actively pursuing the development of partnerships with culturally relevant and responsive resource mapping exercise, external services (e.g. cultural and language based services) via the Policy 663 / CRES process. Five (5) new Partnership staff will identify opportunity Agreements have been signed, with five (5) additional agreements currently in development. In Progress gaps (e.g., gaps in culturally Next Steps relevant resources, gaps in Based on evidence of needs and gaps, we hired five (5) Identity Specific Social Workers to respond to student needs across accessibility of resources, the system. They are: Indigenous, African Canadian Caribbean, East Asian Heritage-Chinese, 2SLGBTQ+, and Tamil Continue to build Partnership etc.) in addressing the Diaspora. mental health and well-being Agreements; add a needs of students and staff list of approved partners to our public facing web page. Page 243 of 299
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System Action 1.4 ● Revise the Staff Mental Health Strategy based on analysis of the results of the Guarding Minds at Work staff survey.
❏ The executive summary of The Guarding Minds at Work staff survey was conducted. Participation represented 28% of staff (3867 permanent employees). the survey has been The report of results was shared across the system in October/November 2018. communicated to the system to raise awareness of the Complete importance of staff well- being.
School/Workplace Action 1.1 ● Build positive relationships with staff and students to promote feelings of mattering and belonging.
Look Fors What Have We Done? And How What Is Changing as a Result of what We’ve Done? Who is Better off? Well?
❏ Learning opportunities are 359 NTIP teachers participated in available to build staff and foundational learning around educator capacity in culturally relevant practices with a promoting culturally relevant focus on mattering and belonging. practices for student mental health and well-being with an emphasis on mattering and 135 educators participated in ELL belonging. Teacher Learning: ELD Programming Informed by a Newcomer Mental Health/Trauma Sensitive Approach to deepen their awareness of newcomer and refugee mental health and well- being. Components of ELD programming and trauma-sensitive classrooms/schools were explored to support well-being of underserved newcomer students.
Mattering and Belonging: a Common Understanding presentations delivered to various stakeholders including: Senior Team, CMPS Leadership and Development Managers, Student Services Core Team, Curriculum: Page 244 of 299 C3, School Psychology and Social Work Staff, Speech and Language
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Pathologists.
STRONG (Supporting Transitions of Resilience in Newcomer Groups)
Prevneture (Canadian Use of Substance Prevention CUSP Study)
“Stress Lessons Tools for Resiliency” Psychology Foundation of Canada/RBC grant pilot will focus on stress reduction. This pilot is happening in all secondary schools.
YRDSB’s First Mental Health Conference: Within–Between- Around: Culturally and Socially Responsive Practices Supporting Student Mental Health will be held on August 19 and 20, 2019. Featuring keynotes from experts in the field of multicultural practices supporting students of colour, resilience and social context, as well as Indigenous Mental Health and Well-Being. Four hundred (400) YRDSB staff will attend.
❏ Everyday Mental Health practices are evident Everyday Mental Health practices Analytics from SMHO website indicate that YRDSB staff were shared with all 2000 are the most frequent visitors to the website. participants of the Mentally Healthy Classroom PD.
❏ Schools are beginning to use An initial draft of the Leading Well- Leading Well-Being in Being in Schools at YRDSB Schools at YRDSB as a reflection tool has been developed. reflective practice tool The tool will be piloted in some schools during the 2019-20 school year.
❏ The SIPSA has a focus on Development in progress promoting culturally relevant and responsive mental
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❏ Educators and staff are Supporting Minds “The Mentally intentionally using resources Healthy Classroom” Ten (10) such as Supporting Minds: Board-wide full day PD sessions A Mental Health Resource provided to over 2000 YRDSB staff. Guide for Educators. The Individual presentations provided to: 2018-19 school year will Student Success Teachers, NTIP, focus on the Mentally Deaf and Hard of Hearing Team, Healthy Classroom Module Complex Needs Team, Educational (Supporting Minds). Assistants, North Family of Schools, PT/OT Team
❏ School Administrators and All school social workers and at social workers participate in least one (1) administrator from Attendance Engagement and every school participated in this Management training. training this school year. ❏ Increased numbers of referrals to schools’ All Student Services Coordinators social work and received this training Spring 2019. attendance services for support and follow up All Supervised Alternative Learning ❏ Decreased number of Teachers were provided this training students demitted from opportunity. the school’s register.
❏ Learning opportunities are We continue to support workplace available that build staff staff healthy action plans. capacity in understanding and supporting each other: ❏ Reviewing, refining and promoting learning opportunities aimed at stigma reduction, creating a shared understanding of mental health, team building, and leader support. ❏ Continue to support workplace staff healthy action plans Page 246 of 299
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APPENDIX B
Champion Equity and Inclusivity
We develop the knowledge, skills and attitudes to remove barriers in support of all learners.
DAP Goal 2: BUILD a collective understanding of: • the ongoing impact of colonialism on Indigenous Communities, • Anti-oppression, and • Culturally Responsive and Relevant Pedagogy (CRRP).
System Action 2.4 Senior System Leaders and Trustees develop an understanding of how social identity and social location are constructed and impact school and system practices.
Look Fors What Have We Done? And How Well? Status
❏ Engaging in professional 1161 lead caretakers participated in Deep Diversity training focused on how to continue championing diversity and learning to develop an inclusion by providing safe, sustainable learning environments and facilities. understanding of how social In Progress identity and social location 264 administrators, Corporate Management and Professional Services (CMPS) staff, Trustees, Supervisory Officers and are constructed and impact support staff participated in Anti-Islamophobia Training (offered by The National Council of Canadian Muslims) to school and system practices. explore how Islamophobia impacts schools and classrooms. The workshop provided case studies, resources and recommendations for administrators and educators to promote equity and inclusion and to ensure schools, classrooms and workplaces are safe environments.
59 administrators and CMPS staff participated in Equity Foundations training sessions to develop an understanding of how social identity and social location are constructed and impact school and system practices, how power and privilege operate in schools and workplaces to advantage some and disadvantage others, and how equity goals and actions connect to the Leadership Strategy and allyship.
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❏ Acknowledging racism is 66 newly appointed administrators, CMPS staff in the induction program and support staff participated in Human Rights experienced differently by 101 to provide a basic understanding of the Human Rights Code, Code-based complaints and the Human Rights various racialized groups and complaints process. In Progress within groups along intersectional lines (e.g., gender identity, creed, class, sexual orientation, history of colonization).
❏ Using an anti-oppressive 203 CMPS staff participated in five-sessions of Unconscious Bias Training designed to help staff identify their own approach to decision-making. unconscious biases and those that exist within the environment and how these biases may unknowingly impact interactions and decisions. In Progress
❏ Demonstrating increased awareness of experiences of marginalization and existing oppressive educational practices.
System Action 2.5 ● Senior System Leaders and Trustees develop an understanding of how power and privilege operate in schools and workplaces to advantage some and disadvantage others.
Look Fors What Have We Done? And How Well? Status
❏ Engaging in 74 administrators, CMPS staff, Supervisory Officers and support staff participated in a 25-hour collaborative inquiry called professional learning Leadership For Excellence and Equity to explore the concept of equity in Ontario’s education system and develop an about power, privilege, anti-oppressive approach to leadership in order to work toward concrete strategies for supporting high levels of In Progress colonialism and anti- achievement and well-being for students. oppression within an educational context. 325 teachers, administrators, CMPS staff and support staff participated in the Equity Series to learn about Cissexism, Anti-Semitism, Model Minority, Anti-Black Racism and Islamophobia through an anti-oppression framework.
❏ Considering the 137 CMPS staff, Supervisory Officers, administrators and support staff participated in a three-day Wahkohtowin Road to ongoing impact of Reconciliation learning session, exploring the historical experiences and contemporary realities of Indigenous Education colonialism on in Canada. In Progress Indigenous Communities.
❏ Dismantling existing oppressive practices and structures by using their understanding of how Page 248 of 299 power and privilege operate to create and
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maintain inequities.
❏ Engaging in learning about the Two Row Wampum as part of understanding the relationship between settlers and Indigenous Communities.
❏ Reviewing existing Revision of the Text-Selection Tool designed to support decision-making in schools around the selection and use of non- Board policies, required learning media, including novels and non-fiction texts using an anti-oppressive approach. The tool supports programs and conversations around text accessibility, culturally relevant and responsive practices and critical literacy and seeks to foster In Progress practices in order to inclusivity by ensuring that multiple and intersecting social identities are reflected in learning materials. identify and address inequities. Reading Recovery Information Brochures for Families have been created and translated into 12 languages to clearly explain the support offered to their child and invite them in, as reciprocal learning partners in the Reading Recovery program.
Factors Influencing Language and Learning: An Asset-Based Model to Support English Language Learners resource was created to help educators and school teams understand the factors that may impact the academic achievement and well-being of English Language Learners. The resource provides a protocol to be used when there are concerns about the progress of an English Language Learner (ELL) or when an ELL is perceived as having persistent learning challenges.
An ESL/ELD Steering Committee was established this year, reflective of multiple voices and stakeholders, to ensure the formalized Next Steps opportunity to notice, voice, and interrupt barriers to the academic success and well-being for English Language Learners. The Membership will continue committee met three times this year, providing recommendations for development of ELL-related policies, procedures, and/or into the 2019 - 2020 school programs in order to create increased consistency and alignment in equitable practices for diverse language learners across YRDSB. year, with six (6) half-day meetings tentatively scheduled.
School/ Workplace Action 2.1 Staff develop an understanding of how social identity and social location are constructed and impact school and system practices.
Look Fors What Have We Done? And How What Is Changing as a Result of what We’ve Done? Who is Better off? Well?
❏ Participating in professional Three (3) secondary schools learning opportunities about participated in the Social & how social identity and Environmental Justice Project social location are focused on Indigenous Ways of constructed and impact Knowing and TRC, Anti-Oppression, school and system CRRP and Activist Education. Page 249 of 299 practices. Participants identified a high level of positive reaction regarding the
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content and structure of learning through exit surveys. Session artefacts, school sharing and reflections revealed a range of application with some schools diving into classroom work and others focusing on staff learning. 15 schools participated in Supporting the Success of ELLs Through STEP to develop/deepen understanding of supporting ELLs through the use of the Steps To English Proficiency (STEP) framework.
❏ Reflecting on how their Nineteen (19) elementary schools own social identity and participated in the Social- social location inform and Emotional Learning Project to influence their work. deepen understanding and skills that foster well-being and achievement through a collective understanding of Culturally Responsive and Relevant pedagogy.
❏ Beginning to co-construct learning, knowledge, and spaces that affirm students’ identities.
❏ Actively changing their Educators from 25 schools practices to support participated in the Secondary ELL creating inclusive schools, Support Teacher Professional classrooms and Learning Community to build workplaces capacity to differentiate instruction and assessment to meet the strengths, needs and interests of ELL students.
A new transitions role was created Increased student use and engagement with My this year, Elementary Pathway Planner to support: Transitions/Guidance Teacher, to -post-secondary planning support students in grades 7 and 8 -increased access to experiential learning opportunities as they plan to transition to a -secondary program selection secondary school. Working with Page 250 of 299 Secondary Student Success Staff are becoming aware of their cross-panel partners Teachers and Guidance Counselors and beginning to develop relationships with them to
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in the secondary panel, they are support student transitions from elementary to working to identify and eliminate secondary school. potential barriers to pathways opportunities for underserved and/or underperforming students.
School/ Workplace Action 2.2 Staff develop an understanding about historically and currently marginalized communities.
Look Fors What Have We Done? And How What Is Changing as a Result of what We’ve Done? Who is Better off? Well?
❏ Engaging in learning about marginalization and its impact, both historically and currently.
❏ Learning about oppressive All schools participated in the structures and practices and Timeline Activity: Residential the ongoing impact of Schools A Brief History of a Canadian Legacy on the February colonialism on Indigenous PA Day. Communities.
❏ Using available data Five (5) schools participated in the including student voice to ELL Early-STEP Research and actively seek information Design Project to examine and respond to system-level academic about their marginalized and well-being data of ELLs in the students in order to inform early STEPs of English acquisition. program planning and School teams were supported in instructional practice. gathering student and parent voice to identify and remove barriers to learning for ELLs in the early steps of English language development.
Credit Rescue/Recovery The Regional Student Success Last year, over 2 000 credits were recovered and our Team works with school-based graduation rate remains steady at 93%. Last year,6.8 % Student Success Teachers to of students with no IEP failed one or more credits and provide opportunities for students to 9.3% of students with an IEP failed one or more credits rescue credits prior to the end of a compared to 6.9% and 9.8% the previous year. course by identifying needs, advocating and providing support through various protective factors Page 251 of 299 and direct instruction. They also provide opportunities for students to
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recover failed credits in various structures including day school credit recovery, summer school credit recovery and differentiated instruction.
Guidance ● Training and support for Increased student use and engagement with My teachers on the Pathway Planner to support: implementation of My -post-secondary planning Pathway Planner into Career -increased access to experiential learning opportunities Studies (GLC20) -secondary program selection ● Implementation of My -increased student engagement in GLC course Pathway Planner for -development of student Individual Pathway Plan (IPP) secondary Course Option Selection and to further Grade 12 Exit Surveys: support CPS and IPP ● 30% of grade 12s responded to exit survey development in schools (increase from 24% last year) ● PD for Guidance Heads ● 55% of grade 12s found having IPP to be including: strategies, help/very helpful (increase from 41% from resources, and ongoing last year) professional learning ● Similar response rates for other questions ● Facilitate sharing and (helpful/very helpful) to last year updating to Guidance ○ I have had opportunities to discover Departments of experiential my personal strengths, interests learning opportunities within and skills throughout high school. - YRDSB 68% vs 65% ● Liaise with International ○ I understand how my skills and Education Services and strengths will help me be Student Services to ensure successful in school, work and later an ongoing and collaborative on in life. - 71% vs 66% school approach ○ I have participated in activities that helped me explore different areas of study, jobs and careers. - 58% vs 55% ○ I have had opportunities to think critically about my decisions and set goals. - 63% vs 63% ○ I have a plan for a post-secondary destination. - 80% vs 79% ○ I have a plan for achieving my post- secondary goals. - 73% vs 71% ○ I have had opportunities to help plan and organize any of the activities related to the previous questions. - 59% vs 56%
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○ I have an online Individual Pathways Plan (IPP). - 55% vs 41%
My Pathway Planner Usage: ● 162,720 grade 7 and 8 log-ins from Nov 2018 to June 2019 (increase from 100,960 in Career Cruising from Sept 2017 to June 2018) ○ 20,340 log-ins/month compared to 10,096 log-ins/month ○ 66,910 log-ins in CEC East compared to 95,810 in other CECs (41% of all log-ins) ● 382,878 grade 9-12 log-ins from Nov 2018 to June 2019 (compared to 557,827 in Career Cruising from Sept 2017 to June 2018) ○ 47,860 log-ins/month compared to 55,783 log-ins/month
❏ Demonstrating In partnership with community understanding of the members from the Chippewas of importance of knowing their Georgina Island, 30 educators (K-2) participated in the Integrating learners through CRRP Indigenous Ways of Knowing and Environmental Inquiry project to deepen their understanding of Indigenous Ways of Knowing and Environmental Inquiry.
58 educators from 14 schools participated in CRRP Professional Learning to develop inclusive and responsive teaching practices for students in K-3 (with an ESL/ELD focus) using a student-centered, assets-based approach to curriculum implementation, teaching, learning, and assessment. Emphasis was placed on supporting diverse student social identities and experiences as well as developing a critical consciousness using an anti- oppression framework. Page 253 of 299
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School/ Workplace Action 2.3 Staff develop an understanding of how power and privilege operate in schools and workplaces to advantage some and disadvantage others.
Look Fors What Have We Done? And How What Is Changing as a Result of what We’ve Done? Who is Better off? Well?
❏ Participating in professional learning about power and privilege.
❏ Reflecting on how power, Twenty-eight (28) secondary Over 80% of the participating educators indicated that privilege and bias operate in schools participated in the they are either implementing their new learning into schools and workplaces to Supporting Racialized Learners their practice or refining their practice to better support advantage some and project to build capacity to identify, racialized learners. disadvantage others. address, and eliminate barriers to Summary of Findings equitable and inclusive education for racialized students.
❏ Reviewing existing policies, School Administrators participated programs and practices in in Strengthening the order to identify and address Implementation of Reading inequities. Recovery and Literacy Learning in your School to engage in school-based data analysis and examination of implementation practice to optimize outcomes for our most underserved and underperforming grade one students. Administrators reported a greater understanding of how to use Tentative Selection Sheets to make Reading Recovery student selection most equitable.
❏ Beginning to identify and A review of the RR book selection disrupt barriers to learning revealed a need for additional book (e.g., using the Responding choices to be more inclusive and to Discrimination Pocket representative of YRDSB students’ Guide) lived experiences and social identities. As a result, a wide range of diverse and culturally
Page 254 of 299 representative texts have been selected and trialed by YRDSB
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Reading Recovery educators and added to the RR book collection available for schools.
DAP Goal 3: PROVIDE comprehensive math programs that reflect students’ identities, lived experiences, needs and interests.
System Action 3.2 Support educators in using students’ social identities, lived experiences, strengths, needs, and interests to plan, teach and assess within a CMP
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❏ Learning sessions occur Every elementary and secondary school was involved in one of 28 Math Networks which consisted of three full- with system leaders and day meetings and time in-between to implement the learning within the school context. Elementary teachers also educators to understand engaged in deeper content learning with educational researcher Dr. Marian Small. Superintendents supported how to use students’ social their schools as part of the learning. In Progress identities, lived experiences, strengths, Elementary networks consisted of three (3) teachers and one (1) administrator from each school, while Next Steps needs and interests to secondary networks consisted of two (2) math teachers and one (1) administrator from each school. Further analyze feedback on plan, teach, and assess structure, content and within a CMP. Learning was focused on Knowing Your Learner through understanding social identities, lived experiences, documentation of learning to strengths, needs, and interests. design learning for next year.
Teachers reported increases in all measures based on pre-learning and post-learning surveys. Administrators reported increases in almost all measures based on pre-learning and post-learning surveys.
❏ Learning sessions occur with system leaders and educators which include connections between the Ministry’s Fundamentals of Math and a CMP.
❏ Resources are developed Modules are being developed through collaboration with Student Services and Learning Design and to support educators to Development (LD&D). The first of three (3) modules will be ready for September 2019. better understand and use Understanding Learning In Progress Disabilities: How Processing Affects Next Steps Mathematics Learning Write scripts for additional
Page 255 of 299 (Math Waterfall). modules and continue to collaborate with Student Services
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and LD&D to complete work.
❏ A tool is created for A tool was created and shared during the network learning. schools to collect and use data to support the implementation of a CMP. Complete
Next Steps Gather feedback about the tool from school administrators to determine if updates or supports are needed.
❏ Educators are using Schools identified the strengths and needs of their students, developed goals related to using information about students’ social identities, students to teach within a Comprehensive Math Program, engaged in learning and monitored their progress lived experiences, towards their goals using a Curriculum developed Monograph. This is an example from John McCrae Public strengths, needs, and School (internal use only) In Progress interests to plan, teach, and assess within a CMP. Network learning was organized around knowing learners (identities, lived experiences, needs, and interests) Next Steps Design learning next year to go 27 NTIP educators engaged in learning around the comprehensive math program to support implementing deeper with participants of the programming that reflects the students in their classrooms (one and two-day sessions) networks and to measure spread to other educators. Educators participated in system-wide and specialized learning around EquatIO, an accessibility tool that allows users to easily interact with documents using math symbols and notation.
Teachers of elementary Community Classes engaged in learning around how their students can enter into learning within a Comprehensive Math Program.
Teachers of Student Support Centre classes developed individual student profiles and class profiles to support planning math teaching and learning.
Supporting ELLs in Math: Two (2) full days of professional learning was provided to 25 ELL and Math teachers, who attended as collaborative learning partners. Educators explored ways to know our learners through a Culturally Responsive and Relevant Pedagogy (CRRP) based framework, including the use of the ESL/ELD Steps to English Proficiency (STEP) resource to intentionally support both the math learning and language learning of English Language Learners
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School/ Workplace Action 3.1 Implement a Comprehensive Math Program (CMP) reflective of the interconnectedness of the Environment, the Learners and the Learning (BIPSA Math).
Look Fors What Have We Done? And How What Is Changing as a Result of what We’ve Done? Who is Better off? Well?
❏ All schools participate in Every elementary and secondary math learning networks school was involved in one of 28 which focus on the Math Networks interconnectedness of the Environment, the Learners Learning was focused on Knowing and the Learning. Your Learner through understanding social identities, lived experiences, strengths, needs, and interests.
❏ Math classrooms exhibit the interconnectedness of the Environment, the Learners, and the Learning.
❏ The physical space is organized to allow students to work together and the learning is designed to promote collaboration and a positive attitude toward math.
❏ Instruction and assessment practices are informed by students’ identities, lived experiences, needs, and interests.
❏ Educators design math learning so that problem- solving is central to the development of fundamental concepts and skills.
❏ Educators support The number of page views for the math page on the conversations with families board’s public site between September 1 and June 6 about math learning using was 11,188. This compares to 3,317 for the same time Page 257 of 299 the updated math page on period last year. This represents a 237% increase. the public site.
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APPENDIX C
Build Collaborative Relationships
We build trusting relationships based on respectful and responsive communication.
DAP Goal 4: BUILD trust and collaborative relationships with students, families and staff through respectful and responsive communication focused on shared solutions.
System Action 4.3 Develop an understanding of “service excellence” in an educational context.
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❏ A cross-departmental A cross-departmental working group to mobilize the Service Excellence initiative was established in October working group is established 2018. The group is composed of staff from departments and schools. to develop a working definition of “service Complete excellence” in an educational context as it applies to YRDSB’s core values.
❏ A “service excellence” The initial focus of the working group has been to research Service Excellence standards and practice in standard is developed that education and other public sector entities. includes how we will be In Progress responsive and how we will
measure quality of service Next Steps based on established and The working group has drafted agreed to Key Performance several Service Excellence Indicators (KPIs). Standards definitions which will be shared with senior system leaders
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❏ Professional development The concept of Service Excellence has been introduced at Corporate Management and Professional Staff for system leaders is meetings and through New Leaders workshops (iLead). developed related to the In Progress concept of “service Templates for self/team assessment have been drafted to assist in measuring/baselining Service Excellence
excellence.” practice in departments. Next Steps Building capacity on Service ❏ System leaders build a Excellence with CMPS staff at shared understanding of Compass Points to inform “service excellence” in an department improvement plans. educational context among all union and federation Introduction of the concept of partners, associations, and Service Excellence in schools will other stakeholders. commence Fall 2019.
❏ Develop a toolkit for N/A analysing communication and engagement.
❏ School and Department Plant Services and Information Technology Services have identified goals specific to Service Excellence in their plans include a goal specific Departmental Improvement Plans. to Service Excellence. In Progress
System Action 4.4 Develop a work plan to address the voices of our community from the Advisory Committee consultations
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❏ A working group composed A working group of trustees, staff and members of the Equity and Inclusivity Advisory Committee (EIAC) has met of trustees, staff and to consider the recommendations of the four community consultations. interested members of EIAC is established. Complete
❏ A summary of key themes Recommendations from the Equity and Inclusivity Advisory regarding Classism from the Equity and Inclusivity Advisory Recommendations from the Equity and Inclusivity Advisory regarding Anti-Black Racism Committee community Complete consultations on Anti-Black Recommendations from the Equity and Inclusivity Advisory regarding Anti-Semitism Racism, Islamophobia, Classism and Antisemitism Recommendations from the Equity and Inclusivity Advisory regarding Islamophobia is created
❏ An action plan is created Focused and immediate work emerging with respect to Anti-Black Racism that will leverage and build on the that responds to the key recommendations in the Anti-Black Racism community consultation. This critical work to address Anti-Black Page 259 of 299 themes and is aligned to the Racism will not minimize attention to Islamophobia, Classism, Antisemitism or other forms of hate and In Progress MYSP, DAP, and other discrimination, but will address, by association and impact, recommendations from the other consultations to
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Board strategies. continue to elevate a focus on equity and improve the achievement and well-being of all students in the Board.
❏ Updates are provided to the On-going Board and advisory committees. In Progress
Next Steps Report is forthcoming to EIAC and the Board.
System Action 4.5 System leaders articulate a commitment to working together with union and federation partners to build a shared understanding of collaborative professionalism in order to further improve student achievement and well-being.
❏ A team has been created YRDSB team consisting of Board, federation and union representatives was assembled. for Board, federation and union joint work on collaborative Complete professionalism.
❏ The Collaborative YRDSB team attended the first learning session hosted by the Ministry of Education, entitled Working and Professionalism team Learning Together – Collaborative Professionalism in Our Schools, on February 13, 2018 focuses on optimizing In Progress conditions for learning,
working and leading by Next Steps engaging in professional learning about collaborative Gain an understanding of recurring issues in order to professionalism. effectively respond to employee and Union needs.
Build professional development opportunities and resources to support school administrators and managers in building labour relations for both periods of prosperity and through the negotiation period.
❏ The team creates and As a follow-up to the Ministry session, Leadership Development coordinated consultations and facilitated shares with all staff a vision conversations with union partners. This process included context setting, an overview of data (e.g., School of collaborative Climate Survey, Equity Audits, etc.) and guiding documentation. Input was collected in three areas: hopes and In Progress professionalism in YRDSB. concerns; barriers to Collaborative Professionalism; and engagement in co-planning and co-developing a shared
vision. An Organizer for Collaborative Professionalism Consultation (Appendix C) was used to gather input from Next Steps Page 260 of 299 each session. Resulting themes include a need to improve the following in order to learn, work and lead together: ● Building trust, improving relationships, seeking authentic collaboration. Sharing the results and themes collected from consultations and
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● Valuing all voices, being inclusive, generating understanding and, impactful communication. making explicit connections to the ● Following respectful workplace protocols, behaving professionally, morale, feeling valued. work outlined in the Guarding ● Re-aligning Board policies, procedures, processes, practices in support of a positive culture, setting Minds at Work Action Plan. expectations through formal documentation and monitoring.
There is a strong correlation between the themes that emerged in the consultations and the psychosocial factor of Organizational Culture in the Guarding Minds at Work Survey.
School/ Workplace Action 4.1 School staff identify and understand the intersecting social identities of the school community
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❏ Engaging students in Grade 7-10 students from 99 The data collected will provide a deeper understanding sharing their personal schools participated on May 1 in the of the systemic biases and barriers that impact student narratives and lived inaugural United Voices Regional learning and engagement. experiences to build Student Leadership Conference. understanding of the This conference was an opportunity intersecting identities to elevate student voice with the represented in the school intention of understanding and community. incorporating students’ identities, lived experiences, needs, and interests to inform learning, assessment, and decision-making.
❏ Consulting families to better understand students’ needs and strengths, taking into consideration students’ social identities and lived experiences.
❏ Use demographic data to October PA Day dedicated to Results from School Climate Survey used to inform inform their understanding analyzing School Climate Survey improvement planning. of students’ identities. Every Student Counts Survey ❏ Articulate the intersecting administered to gather identity- social identities of their based data to support school communities. planning.
❏ Seeking to understand how Twenty (20) schools (7 secondary, to adapt their practices to 13 elementary from four CECs) Page 261 of 299 be relevant and responsive participating in two-year Inclusive to their school communities Design Pilot Project.
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School/ Workplace Action 4.2 School leaders and educators intentionally and proactively connect with students, families and staff to build collaborative relationships and seek feedback on school communication processes.
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❏ Providing a variety of School teams comprised of the ongoing opportunities for administrator and parents attended various stakeholders to 7th annual Regional Parent Symposium on May 17, 2019 for share input, feedback and parent-led workshops and concerns. discussions.
❏ Demonstrating active listening by responding to solicited input from families and communities and openly communicating with staff, community partners, families and students.
❏ Providing ongoing opportunities for individuals to provide feedback on structures and the extent to which they are working.
❏ Ongoing community Six (6) elementary schools engaged consultations to seek in the ‘Gathering Model of feedback occurs (e.g., town Community Engagement in Schools’ Project to authentically halls, school councils, Chai- elevate parent and community and-chat). voice.
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❏ School is beginning to Sixteen (16) schools involved in the implement the pilot project of the Resolve Tool. Parent/Community Interaction Management Tool (i.e., RESOLVE TOOL).
Joint Protocol for Student Achievement (JPSA) Provided training to a variety of stakeholders (Superintendents, Administrators, Student Success Teachers, PAE Heads, Guidance Heads) to ensure consistency when employing the protocol. It also ensures that there will always be trained staff at schools as people move in and out of roles. Flowcharts summarizing the protocol were appreciated by participants as it allowed for a quick overview of the protocol.
Schools now have the protocols needed to support their students in care and ensure their overall mental health and well-being. Through the use of the protocol, barriers for our students in the care of or receiving services from a CAS should see an increase in credit accumulation. (DAP 1.1, 5.1)
DAP Goal 5: Elevate Student Voice in Learning, Assessment & Decision-Making
System Action 5.2 A working group representative of the social identities of York Region will revise the Modern Learning Frame to explicitly: ● Define student voice as “the co-design and co-implementation of learning and assessment” ● Elevate the role of experiential learning ● Integrate equity as a throughline
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❏ Members of the 1. The Modern Learning Team consulted with students through the Supporting Racialized Learners project and with Teachers working group and Administrators through the Racialized and Indigenous Leaders group. and Think Tank 2. are reflective of Complete the social identities of the Board community
❏ Think Tanks with Students were asked a set of focus questions and answers were collated to determine big ideas. students, teachers and Teachers and Administrators were asked similar focus questions, reviewed resources (including other board models) and administrators participated in facilitated discussions. Complete are held to inform the revision The data from these think tanks was used to inform the revision process both in terms of content and format. Page 263 of 299 process Links to Think Tank data: -Supporting Racialized Learners
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-Racialized and Indigenous Leaders ● Think Tank session 1 ● Think Tank session 2 Facilitation Questions developed by Assessment Services for use with student think tanks. Link here to themes and trends gathered through student voice. Overview of revision process as of May 30 2019
❏ Revised Modern Revisions are in progress. Learning frame is communicated to the system Emerging
Next Step A draft of the Modern Learning Frame is expected to be completed by the end of June 2019. A few schools will pilot the draft frame in the Fall to inform the final version.
School/ Workplace Action 5.1 Educators and school staff develop mindsets and skills that value and leverage student voice in learning, assessment and decision-making
Look Fors What Have We Done? And How Well? What Is Changing as a Result of what We’ve Who is Better off? Done?
❏ Demonstrating Forty-two (42) educators across 14 schools engaged Over 80% of the participating educators understanding of the in Culturally Relevant and Responsive Pedagogy indicated that they are either applying, importance of knowing professional learning. integrating or refining their practice using this their learners (e.g., learning, to better support racialized learners using CRRP to and to create safe and inclusive learning develop their socio- Twenty-eight (28) secondary schools have participated spaces. cultural in the Supporting Racialized Learners project to consciousness). build capacity to identify, address, and eliminate barriers to equitable and inclusive education for racialized students.
Fifty-three (53) educators at 13 elementary schools engaged in the Professional Learning Project: Understanding and Sharing Identity through Personal Storytelling. 85.7% of participating Page 264 of 299 educators self-reported that the learning was well planned, meaningful, and well-paced. 91.4% of
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educators self-reported that the information shared was useful.
Kindergarten teachers and DECEs new to the role participated in learning with a focus on knowing your learner to build responsive relationships and inform personalized planning and instruction.
1010 Kindergarten teachers and DECEs participated in half day webinar options, Whose Space is it Anyway? (710 educators) or Think Say Write Read In Play, Everyday (300 educators) with a focus on understanding how deep knowledge of students informs the creation of personalized learning experiences and a responsive and inclusive classroom environment.
❏ Explore how their Revision of the Text-Selection Tool designed to social identities and support decision-making in schools around the social location selection and use of non-required learning media, influence whose including novels and non-fiction texts using an anti- voices are leveraged oppressive approach. The tool supports conversations in learning and around text accessibility, culturally relevant and assessment. responsive practices and critical literacy and seeks to foster inclusivity by ensuring that multiple and intersecting social identities are reflected in learning materials.
❏ Developing their own Meet with Anishinaabek Education System Youth and others’ capacity to Committee to solicit their input for program design listen to marginalized and further teacher development. voices with the intention to understand Teacher advisors in Elementary and Secondary GSA Networks are learning how to support GSAs to ensure student voice provides direction for club goals and projects as well as guidance to staff about creating inclusive spaces.
Soliciting voices of gender diverse students to provide feedback on Guidelines to Support Gender Diversity resource.
❏ Incorporating Forty-eight (48) educators across nine (9) secondary learners’ identities, schools participated in Professional Learning Project: lived experiences, Engaging Students through Decentering the needs and interests Classroom to learn how to plan with student
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assessment, and including strategies for co-planning with students. decision-making. 303 NTIP teachers participated in learning opportunities grounded in a student centered approach to support learning around knowing their learners to inform decision making in planning and assessment.
Twelve (12) schools in both FI & English schools participated in Developing a Comprehensive Literacy Program in Grade 2 and 3. Over 88 % of project participants reported they are starting to or are integrating the practice of incorporating learners’ identities to inform planning and assessment.
Eleven (11) schools participated in Bridging the Continuum of Literacy Learning, Kindergarten to Grade 1, with a focus on knowing your learner to inform responsive planning for literacy learning. Over 80% of project participants reported they are starting to or are integrating the practice of incorporating learners’ identities to inform planning and assessment.
Fifty-eight (58) Core French educators from 49 Elementary schools engaged in Core French Educator Professional Learning Network related to elevating student voice and cultural and linguistic identity in the Core French classroom. Using a Culturally (and linguistically) Responsive and Relevant Pedagogy (CRRP) based framework, educators intentionally planned for authentic oral communication opportunities that engage and support the diverse strengths and lived experiences of all FSL learners.
145 ESL/ELD teachers and 18 administrators from 91 schools participated in a half-day orientation to the KSTEP framework. Additionally, a field test of the tool was conducted to gather feedback on the usability of the framework for identifying and supporting multilingual learners, to notice and name cultural and linguistic strengths of children and use this to inform learning and co-construct next steps. Whereas a quarter of educators (26%) indicated that they felt equipped to notice linguistic strengths and document
Page 266 of 299 evidence of learning over time at the beginning of the
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field test, most (75%) felt equipped to do this at the end.
❏ Students are being Twelve (12) secondary schools participated in FSL engaged by educators Secondary Think-Tank around the Common in the assessment and European Framework of Reference (CEFR) to learning processes explore how the progressional language behaviours through co- described in the proficiency scales can be used with constructing success students as a tool to support self-assessment. criteria, self- assessment, and providing feedback to their peers.
❏ Creating conditions Eighteen (18) student SpeakUp Projects were SAMPLE PROJECT: Sutton DHS that support leadership completed this year in the elementary and secondary Our goals with the Redress project is to embed opportunities for panels, designed to empower students to take action, FNMI history and culture into our schools students, particularly support student engagement, equity, achievement, those who have been and well-being through connections/partnerships with through the lens of Murdered and Missing marginalized and the wider community. Indigenous Women. We want to continue to underserved. build knowledge, provide learning opportunities, disrupt oppression and engage families, guardians and communities in this together. We want students, staff and our community to recognize and value both the historical paths as well as the continued current struggles of Indigenous Peoples in contemporary society. LINK to full report and photos.
❏ Students whose intersecting social identities are representative of the school community are actively engaged in leadership opportunities.
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students through building relationships with families.
❏ Classroom tasks 264 educators from 157 schools participated in involve student monthly after-school workshops in each of the four collaboration, invite areas as part of the Digital Literacy Network. 94.6% choice, and reflect the self-reported that their time was well spent. 95% self- diverse needs and reported that the learning was well planned and interests of students. meaningful. 91.2% of educators self-reported that the learning would be useful in the classroom to support their practice.
Ninety (90) classes at 51 schools participated in Design Thinking processes developed and implemented through inHUB, the Digital Literacy team’s innovation hub initiative. These Design Thinking experiences were fueled by community/school challenges as identified by students.
330 students from 33 schools participated in the annual Youth Edtech Summit. Workshops and poster sessions were developed and facilitated by students for students. A student leadership team designed, developed and implemented the structure for this year’s event.
Kindergarten and Gr. 1-3 After School Network Series involved educators in deepening collective capacity for the development of personalized, comprehensive literacy programs which embed authentic and meaningful tasks that are relevant to learners’ identities and lived experiences. Educators deepened understanding in identifying the zone of proximal development and responsive scaffolds such as interactive writing and shared reading using meaningful text, to reflect diverse needs and interests.
Kindergarten and Grade 1 Learning@School classroom educators and administrators from nine (9) schools engaged in action research to deepen
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tasks that are personalized and relevant to learners’ identities and lived experiences.
Educators participated in the Community Connected Increase in student-centred inquiry project ❏ Elicit and include Experiential Learning to deepen their understanding of where students are involved in planning and student voice on an the knowledge and skills that support student directing their learning. ongoing basis in engagement and voice in authentic and personally decision-making and relevant learning projects and connect with community Increase in number of workshops and the development of partners in design thinking, inquiry based and service resources that support teachers in participating programs and school learning/field projects that are based on student in community connected experiential learning improvement goals . interests. projects: ● Year 1 (2017-18): 14 secondary Student voice is used to support trusting and schools participated in 18 CCEL productive relationships between students and staff in Projects the Lighthouse - Innovative Pathway Planning ● Year 2 (2018-2019): 32 elementary Program. Student needs are met through a schools participated in 37 CCEL comprehensive approach involving community Projects and 20 secondary schools members (support workers, community resources, participated in 24 CCEL Projects community members and family unites).
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APPENDIX D
Empower Ethical Leadership
We lead ethically by focusing on students and upholding our values.
DAP Goal 6: BUILD a collective understanding of ethical leadership.
System Action 6.2 Develop a shared understanding of ethical leadership: ○ Create a clear working definition of Ethical Leadership (EL), ○ Build Ethical Leadership competency and consciousness in all aspects of school and department leaders’ work (e.g., decision-making, relationship building, problem-solving, communicating, monitoring of impact), and ○ Strengthen the focus on Ethical Leadership in the Leadership Strategy.
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❏ Ethical Leadership Development staff led a literature review to research Ethical Leadership in an educational context. Working with Leadership system partners like Research and Assessment, over 64 relevant articles were reviewed. Approximately half of these definition is articles were part of knowledge building activities with stakeholders across the Board In Progress reflective of a
critical literature Next Steps include: review of EL in an Research surfaced an Ethical Leadership Framework (A. Lawton and I. Paez, 2014) that has helped guide the work and August 2019: educational stakeholder reflections on: context. ● Who ethical leaders are and what are their characteristics? (e.g. behaviours, values) At Compass Points, Director will ● How ethical leaders do what they do? (e.g. actions, practices, conditions) introduce the Ethical Leadership ● Why ethical leaders do what they do? (e.g. impact, outcomes) module which has been designed to seek input from stakeholders in order to create a definition of ethical leadership and build a Page 270 of 299 collective understanding of who ethical leaders are
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(characteristics), how they act and why they do what they do.
September/October: Collecting data from the system
November/December: Collation and creation of final working definition.
January: Share/communicate YRDSB definition of ethical leadership.
❏ Students, staff, 1,134 participants across several stakeholder groups have participated in knowledge building forums parents and ● System Leadership Program engaged principals and managers; community are ● Learning Session with trustees; In Progress engaged in ● York Region Presidents’ Council (YRPC) Session engaged students developing the working definition Forums have focused on knowledge building to: of ethical ● Develop a collective understanding of Ethical Leadership leadership (EL). ● Identify key elements of Ethical Leadership ● Make connections with Ethical Leadership ● Build Ethical Leadership competency and consciousness in all aspects of school and department leaders’ work
❏ School and Research and work with stakeholders validated that ethical leaders: system actions in ● Champion Equity and Inclusivity the Leadership ● Build a Culture of Collaborative Professionalism Strategy are In Progress ● Empower Current and Future Leaders aligned with Ethical Leadership. To this end, the Leadership Strategy has been revised to include a clear focus on Ethical Leadership. The Working Draft of the Leadership Strategy (Appendix A).
❏ Tools and training Work is progressing on the development of an online module. The outcomes of the module are to share the journey to date are developed to including key ideas, themes and critical understandings that have surfaced and to collect input on a draft definition of Ethical build school and Leadership. department In Progress
leaders’ understanding of 920 participants completed programs that support empowering Ethical Leadership (newly appointed principals, vice- Next Steps include: EL and to inform principals and managers) Intentional and widespread behaviours and distribution of the online module practices.
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School/ Workplace Action 6.1 School and Board staff engage in critical self-reflection to examine their leadership for ethical practices.
Look Fors What Have We Done? And How Well? What Is Changing as a Result of What We’ve Done? Who is Better Off?
❏ Using existing Analysis of Leadership Strategy determined it resources (e.g., can act as a reciprocal tool to collect feedback Leadership from stakeholders to be used as a basis for Strategy, Ontario personal and professional leadership Leadership development and act as a tool to identify, Framework, confirm and acknowledge success. Equity Action Plan, Personal Leadership Resources, YRDSB Leadership Framework for Managers (Working Draft) for self-reflection
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APPENDIX E REVISED MONITORING REPORTING SCHEDULE (STARTING SEPTEMBER 2019)
Meeting Type MYP DAP Connection and Date Connection
BSC CHAMPION EQUITY AND INCLUSIVITY MONITORING REPORT September 17, 2019 2. Build a collective understanding of: the ongoing impact of colonialism on Indigenous Communities, Anti-oppression, and Culturally Responsive and Relevant Pedagogy (CRRP).
2.1 Staff develop an understanding of how social identity and social location are constructed and impact school and system practices.
2.2 Staff develop an understanding about historically and currently marginalized communities.
2.3 Staff develop an understanding of how power and privilege operate in schools and workplaces to advantage some and disadvantage others.
2.4 Senior System Leaders and Trustees develop an understanding of how social identity and social location are constructed and impact school and system practices.
2.5 Senior System Leaders and Trustees develop an understanding of how power and privilege operate in schools and workplaces to advantage some and disadvantage others. Page 273 of 299
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Meeting Type MYP DAP Connection and Date Connection
BSC FOSTER MENTAL HEALTH AND WELL-BEING MONITORING REPORT October 22, 2019 1. Build safe, healthy and inclusive learning and working environments where students and staff feel they matter and belong.
1.1 Build positive relationships with staff and students to promote feelings of mattering and belonging.
1.2 Build a shared understanding of the organizational conditions necessary to support mental health and well-being of students and staff.
1.3 Revise student Mental Health and Well-Being strategy based on gaps identified in a system scan of supports related to mental health and well-being in order to develop interventions and monitor conditions.
1.4 Revise the staff Mental Health strategy based on the analysis of the results of the Guarding Minds at Work staff survey.
BSC CHAMPION EQUITY AND INCLUSIVITY MONITORING REPORT November 19, 2019 DAP GOAL 3: Provide comprehensive math programs that reflect students’ identities, lived experiences, needs and interests.
3.1 Implement a Comprehensive Math Program (CMP) reflective of the interconnectedness of the Environment, the Learners and the Learning (BIPSA Math).
3.2 Support educators in using students’ social identities, lived experiences, strengths, needs, and interests to plan, teach and assess within a CMP. Page 274 of 299
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Meeting Type MYP DAP Connection and Date Connection
BSC EMPOWER ETHICAL LEADERSHIP MONITORING REPORT January 21, 2020 DAP GOAL 5: Elevate student voice in learning, assessment and decision-making.
5.1 Educators and school staff develop mindsets and skills that value and leverage student voice in learning, assessment, and decision-making (MYSP Town Hall Report).
5.2 A working group representative of the social identities in York Region will revise the Modern Learning frame to explicitly: define student voice as: “the co-design and co-implementation of both learning and assessment,” elevate the role of experiential learning, and integrate equity as a through-line.
BSC EMPOWER ETHICAL LEADERSHIP MONITORING REPORT February 18, 2020 DAP GOAL 6: Build a collective understanding of ethical leadership.
6.1 School and Board staff engage in critical self-reflection to examine their leadership for ethical practices.
6.2 Develop a shared understanding of ethical leadership: Create a working definition of Ethical Leadership (EL), Build Ethical Leadership competency and consciousness in all aspects of school and department leaders’ work (e.g., decision-making, relationship building, problem-solving, communicating, monitoring of impact), and Strengthen the focus on Ethical Leadership in the Leadership Strategy. Page 275 of 299
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Meeting Type MYP DAP Connection and Date Connection
BSC FOSTER WELL-BEING AND MENTAL HEALTH MONITORING REPORT March 24, 2019 DAP GOAL 1: Build safe, healthy and inclusive learning and working environments where students and staff feel they matter and belong.
1.1 Build positive relationships with staff and students to promote feelings of mattering and belonging.
1.2 Build a shared understanding of the organizational conditions necessary to support mental health and well-being of students and staff.
1.3 Revise student Mental Health and Well-Being strategy based on gaps identified in a system scan of supports related to mental health and well-being in order to develop interventions and monitor conditions.
1.4 Revise the staff Mental Health strategy based on the analysis of the results of the Guarding Minds at Work staff survey.
BSC CHAMPION EQUITY AND INCLUSIVITY MONITORING REPORT April 21, 2019 DAP GOAL 2: Build a collective understanding of: the ongoing impact of colonialism on Indigenous Communities, Anti-oppression, and Culturally Responsive and Relevant Pedagogy (CRRP).
2.1 Staff develop an understanding of how social identity and social location are constructed and impact school and system practices.
2.2 Staff develop an understanding about historically and currently marginalized communities.
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Meeting Type MYP DAP Connection and Date Connection
2.3 Staff develop an understanding of how power and privilege operate in schools and workplaces to advantage some and disadvantage others.
2.4 Senior System Leaders and Trustees develop an understanding of how social identity and social location are constructed and impact school and system practices.
2.5 Senior System Leaders and Trustees develop an understanding of how power and privilege operate in schools and workplaces to advantage some and disadvantage others.
BSC BUILD COLLABORATIVE RELATIONSHIPS MONITORING REPORT May 19, 2020 DAP GOAL 4: Build trust and collaborative relationships with students, families and staff through respectful and responsive communication focused on shared solutions.
4.1 School staff identify and understand the intersecting social identities of the school community.
4.2 School leaders and educators intentionally and proactively connect with students, families, and staff to build collaborative relationships and seek feedback on school communication practices.
4.3 Develop an understanding of “service excellence” in an educational context.
4.4 Develop a work plan to address the voices of our community from the Advisory Committee consultations.
4.5 System leaders articulate a commitment to working together with union and federation partners to build a shared understanding of collaborative professionalism in order to further improve student achievement and well-being. Page 277 of 299
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Meeting Type MYP DAP Connection and Date Connection
June MONITORING REPORT (ANNUAL SUMMARY REPORT)
Putting it all Together and Looking Ahead Summary of all four priority areas Confirmation of MYP Priorities Connection of Monitoring and Evaluating Plan to Good Governance
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APPENDIX F
EXCERPT FROM THE EDUCATION ACT
PART VI BOARDS
DUTIES AND POWERS
Board responsibility for student achievement and effective stewardship of resources 169.1 (1) Every board shall, (a) promote student achievement and well-being; (a.1) promote a positive school climate that is inclusive and accepting of all pupils, including pupils of any race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, gender expression, age, marital status, family status or disability; (a.2) promote the prevention of bullying; (b) ensure effective stewardship of the board’s resources; (c) deliver effective and appropriate education programs to its pupils; (d) develop and maintain policies and organizational structures that, (i) promote the goals referred to in clauses (a) to (c), and (ii) encourage pupils to pursue their educational goals; (e) monitor and evaluate the effectiveness of policies developed by the board under clause (d) in achieving the board’s goals and the efficiency of the implementation of those policies; (f) develop a multi-year plan aimed at achieving the goals referred to in clauses (a) to (c); (g) annually review the plan referred to in clause (f) with the board’s director of education or the supervisory officer acting as the board’s director of education; and (h) monitor and evaluate the performance of the board’s director of education, or the supervisory officer acting as the board’s director of education, in meeting, (i) his or her duties under this Act or any policy, guideline or regulation made under this Act, including duties under the plan referred to in clause (f), and (ii) any other duties assigned by the board. 2009, c. 25, s. 15; 2012, c. 5, s. 3 (1). Page 279 of 299
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Multi-year plan (2) A multi-year plan is a plan for three or more school years. 2009, c. 25, s. 15.
School climate surveys (2.1) In fulfilling its duties under clause (1) (e) with respect to the effectiveness of policies developed by the board to promote the goals referred to in clauses (1) (a.1) and (a.2), every board shall use surveys to collect information from its pupils and staff, and parents and guardians of its pupils at least once every two years in accordance with any policies and guidelines made under paragraph 31 of subsection 8 (1). 2012, c. 5, s. 3 (2).
Same (2.2) In collecting information under subsection (2.1), a board shall not collect any name or any identifying number, symbol or other particular assigned to a person. 2012, c. 5, s. 3 (2).
Measures in plan (3) Every board shall ensure that the plan referred to in clause (1) (f) includes measures respecting the allocation of resources to improve student outcomes that fall below the outcomes specified in regulations made under section 11.1. 2009, c. 25, s. 15.
Communication (4) Every board shall take steps to, (a) bring the plan referred to in clause (1) (f) to the attention of supporters and employees of the board; and (b) report to supporters and employees of the board about progress in implementing the plan referred to in clause (1) (f). 2009, c. 25, s. 15.
Effective stewardship (5) Every board shall, (a) effectively use the resources entrusted to it; (b) use the resources entrusted to it for the purposes of delivering effective and appropriate education; and (c) manage the resources entrusted to it in a manner that upholds public confidence. 2009, c. 25, s. 15.
Section Amendments with date in force (d/m/y)
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YORK REGION DISTRICT SCHOOL BOARD
MOTION TO RECONSIDER
RECOMMENDATION # 6 OF THE JUNE 3, 2019
PUBLIC BOARD MEETING MINUTES
REGARDING QUARTERLY STUDENT DISCIPLINE COMMITTEE MEETINGS
At the June 3, 2019 Public Board meeting, trustees agreed to eliminate Quarterly Student Discipline Committee meetings and have reports on student discipline data scheduled quarterly at Board Standing Committee meetings. Recommendation 6 of the June 3, 2019 Public Board meeting addresses this decision and reads as follows:
“That the York Region District School Board approve the following recommendations.
1) That, in accordance with Section 2:01:01 of the York Region District School Board Operational By-Law, the following Regular Public Board meetings be scheduled on a day other than the first Tuesday of the month.
Tuesday, September 15, 2020 Tuesday, December 15, 2020
2) That the 2020 Committee Meeting dates be approved, as amended, with the following scheduling provisions, wherever possible;
Director of Education Performance Review Committee meetings be scheduled on Tuesdays at 4:30 p.m., and Board Governance Review Committee meetings be scheduled on Tuesdays at 6:30 p.m. Quarterly Student Discipline Committee meetings be removed from the schedule.”
At the June 20, 2019 Quarterly Student Discipline Committee meeting, the committee discussed this action and expressed concern with this revised model. They are recommending that the Board reconsider the elimination of Quarterly Student Discipline Committee meetings and in order to ensure trustees are aware of data associated with students’ safety and well-being that;
all trustees be invited to attend Quarterly Student Discipline Committee meetings, and appropriate data be included with the Quarterly Student Discipline Committee meeting minutes.
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Note: In accordance with the Municipal Freedom of Information and Protection of Privacy Act and Section 207 (2), Closing of certain committee meetings, of the Education Act, identifiable, personal information (including that of students) may be shared with trustees in a meeting of the Board that is closed to the public.
Section 2:06, Motion to Reconsider, of the York Region District School Board Operational By-Law addresses the ability of the Board to reconsider a motion previously adopted by the Board as follows:
“A question, when once decided by the Board, may be reconsidered at any time during the next twelve-month period on a resolution passed by an affirmative vote of two-thirds of the trustees present. A motion to reconsider, whether passed or defeated, may not be brought again for a further twelve-month period.”
For clarity, a motion to reconsider;
can only be moved by a trustee who voted in favour of the prevailing side, requires a seconder, is debatable, cannot be amended, and requires a 2/3 vote within a twelve-month period of time.
The York Region District School Board is asked to reconsider the elimination of Quarterly Student Discipline Committee meetings from the 2020 Committee Meeting Schedule (Appendix A).
If the Board agrees (by 2/3 vote) to entertain the reconsideration, the following secondary amendment to the main motion (Page 16 of the June 3, 2019 Public Board Meeting minutes) will immediately be put back on the floor by the Chair for trustee’s consideration. Once the motion is back on the floor, trustees will have all the same rights of debate of the question as they did when it was initially debated on June 3, 2019.
Secondary amendment moved by D. Sherman, seconded by E. Sinclair:
That the amendment to recommendation #2 be amended to remove Quarterly Student Discipline Committee meetings from the schedule. If approved, Recommendation #2 will read as follows;
That the 2020 Committee Meeting dates be approved, as amended, with the following scheduling provisions, wherever possible;
Director of Education Performance Review Committee meetings be scheduled on Tuesdays at 4:30 p.m., and Board Governance Review Committee meetings be scheduled on Tuesdays at 6:30 p.m. Quarterly Student Discipline Committee meetings be removed from the schedule.
Once voted on the main motion will be adjusted accordingly.
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YORK REGION DISTRICT SCHOOL BOARD
MOTION TO AMEND THE
YORK REGION DISTRICT SCHOOL BOARD OPERATIONAL BY-LAW
COMPLAINT PROTOCOL FOR THE TRUSTEE CODE OF CONDUCT
In accordance with Section 4:06:01 of the York Region District School Board Operational By-Law, notice of motion was given at the June 17, 2019 Special Public Board meeting with regard to the replacement of the current Appendix F of the York Region District School Board Operational By-Law with the revised Complaint Protocol for the Trustee Code of Conduct as outlined in Appendix 1.
On July 9, 2019, Trustees will consider the following motion.
That the York Region District School Board approve the replacement of the current York Region District School Board Complaint Protocol for the Trustee Code of Conduct with the revised York Region District School Board Complaint Protocol for the Trustee Code of Conduct included as Appendix 1.
Notes:
1. To reduced redundancy, once the Complaint Protocol for the Trustee Code of Conduct is approved by the Board, Section 19: Sanctions, will be removed from the Trustee Code of Conduct since the content is contained in Section 11: Sanctions of the Complaint Protocol for the Trustee Code of Conduct.
July 9, 2019
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ADDENDUM TO THE
YORK REGION DISTRICT SCHOOL BOARD
OPERATIONAL BY-LAW
COMPLAINT PROTOCOL FOR THE TRUSTEE CODE OF CONDUCT
SECTION 1: Objective ...... 1 SECTION 2: Definitions ...... 1 SECTION 3: Application ...... 2 SECTION 4: Limitations ...... 2 Timelines ...... 2 Municipal Election Period ...... 2 Anonymity ...... 3 Statutory Powers Procedure Act ...... 3 Removal from Office or Suspension of Honorarium ...... 3 SECTION 5: Enforcement of the Code ...... 3 SECTION 6: Informal Resolution Process ...... 4 SECTION 7: Initiating a Formal Complaint ...... 4 Initial Assessment of Complaint by Integrity Commissioner ...... 5 SECTION 8: Formal Inquiry ...... 6 Suspension of Formal Inquiry ...... 8 SECTION 9: Confidentiality ...... 8 SECTION 10: Board Decision ...... 8 SECTION 11: Sanctions ...... 10 SECTION 12: Reconsideration of the Board’s Decision ...... 10 SECTION 13: Payment of Costs ...... 11 SECTION 14: Related Documents ...... 12 History ...... 12
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COMPLAINT PROTOCOL FOR THE TRUSTEE CODE OF CONDUCT
SECTION 1: Objective
The Board has established a Trustee Code of Conduct (Code) to govern the conduct of Trustees and to provide transparency, accountability, and public confidence in its governance of the York Region District School Board.
This Complaint Protocol for the Trustee Code of Conduct (Protocol) describes how complaints concerning alleged breaches of the YRDSB Trustee Code of Conduct are reported, investigated and resolved.
SECTION 2: Definitions
Board
The Board of Trustees of the York Region District School Board (YRDSB).
Complaint Form
A formal document that must be completed in order to initiate a Formal Inquiry by the Integrity Commissioner under the Trustee Code of Conduct. The form shall include any documentation necessary to support the complaint.
Informal Resolution Process
A collaborative process whereby a Trustee or Community Member informally brings a concern or allegation of a breach of the Trustee Code of Conduct (“the Code”) to the attention of a Trustee who is alleged to have breached the Code with the purpose of repairing and restoring relationships and discussing possible remedial measures to correct the offending behavior.
Formal Inquiry
Includes an investigation.
Integrity Commissioner
Individual who is appointed by the Board of Trustees in accordance with Part 5, Accountability Framework of the York Region District School Board Operational By-Law.
Community Member
Any member of the York Region District School Board community including, but not limited to parents/guardians, students, staff, advisory committee members, community partners and members of the public.
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Trustee (Board member)
An individual who is elected, acclaimed or appointed to the office of trustee or member of the Board pursuant to the provisions of the Municipal Elections Act and the Education Act.
SECTION 3: Application
The Protocol outlines a number of ways by which concerns related to the conduct of Trustees are addressed. The formal complaint process is aligned with the Section 218.3(2), Enforcement of Code of Conduct, of the Education Act.
As permitted by Ontario Regulation 43/10, Provincial Interest in Education dated January 26, 2017, Minister’s Direction #8 to the York Region District School Board dated April 11, 2017 required the Board to establish an Office of the Integrity Commissioner. The Integrity Commissioner supports the Board of Trustees in addressing complaints against a trustee.
The Code and Protocol apply to Trustees who have made the Declaration and filed it as outlined in Sections 209(1)(2)(4) of the Education Act and only while they hold their seat. The Code and Protocol apply to student trustees once they are elected or appointed to the Board of Trustees and only while they hold their seat.
Conduct by a Trustee outside of the above timeframe will not be the subject of a complaint under the Code and will not be investigated pursuant to the Protocol.
SECTION 4: Limitations
Timelines
1. Any allegation of a breach of the Code must be brought forward no later than six (6) weeks after the breach comes to the knowledge of the Trustee or Community Member who is identifying an alleged breach. Notwithstanding the foregoing, in no circumstances shall a complaint be made after the expiration of six (6) months from the time the contravention is alleged to have occurred.
Municipal Election Period
2. In a municipal election year, formal complaints about the conduct of a sitting Trustee who is seeking re-election to any office shall not be brought during the period commencing after the Civic Holiday Monday in August and ending when a new Board is deemed organized under Section 6 of the Municipal Elections Act. The limitation period for bringing a complaint shall be extended as necessary. If the Trustee accused of a breach of the Code is not re-elected, no Inquiry into the alleged breach of the Code by that Trustee shall be undertaken. The Informal Resolution Process may be enacted during this period, without the participation of the Integrity Commissioner.
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During this period, any open formal complaint investigation(s) shall be suspended and only continued if the Trustee accused of a breach of the Code is re-elected or acclaimed.
Anonymity
3. Anonymous complaints will not be accepted or investigated.
Statutory Powers Procedure Act
4. The Statutory Powers Procedure Act does not apply to anything done regarding the enforcement of the Code. No formal trial-type hearing will be conducted.
Removal from Office or Suspension of Honorarium
5. Notwithstanding any changes to the Education Act, the Board has no power to remove a trustee from their elected seat or suspend their honorarium for a breach of the Code.
SECTION 5: Enforcement of the Code
1. A Trustee or Community Member who has reasonable grounds to believe that a Trustee of the Board has breached the Code may bring the alleged breach to the attention of the Board.
2. Any allegation of a breach of the Code shall be investigated as outlined in the Informal Resolution Process or Formal Inquiry Process.
3. Only serious and/or reoccurring breaches of the Code should be investigated as outlined in the Formal Inquiry Process. It is expected that whenever possible, allegations of a breach of the Code shall be investigated following the Informal Resolution Process. It is recognized that from time to time a contravention of the Code may occur that is trivial, or committed through inadvertence, or an error of judgment made in good faith. In the spirit of collegiality and the best interests of the York Region District School Board, the first purpose of alerting a Trustee to a breach of the Code is to assist the Trustee in understanding their obligations under the Code.
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SECTION 6: Informal Resolution Process
Trustees and Community Members are encouraged to use informal means to address alleged breaches of the Code. The purpose of the informal resolution process is to repair relationships and bring the allegation of the breach directly to the attention of the Trustee who is alleged to have breached the Code and to discuss possible remedial measures to correct the offending behavior. The Informal Resolution Process is conducted in private and to remain confidential.
The following steps should be undertaken to facilitate a conversation between parties in order to come to an informal resolution.
1. Trustees and Community Members who have reasonable grounds to believe that a Trustee has contravened the Code are encouraged to personally outreach to the Trustee to advise them of the section(s) of the Code they believe the has been contravened with an explanation as to why. It is best practice to keep a written record of the incident(s) including date(s), time(s), location(s), the name(s) of witnesses and any other relevant information related to the matter for future reference.
2. With agreement of all parties, the Chair of the Board or the Integrity Commissioner may be contacted to support the process or facilitate mediation.
3. As part of the Informal Resolution Process, the Trustee and complainant may discuss remedial measures including, but not limited to an apology and/or a commitment to attend professional development or training. Agreed upon remedial measures shall remain confidential between the parties.
4. If the complainant is not satisfied with the outcome of the Informal Resolution Process, they may initiate a formal Inquiry as outlined below.
SECTION 7: Initiating a Formal Inquiry
1. A Trustee who has reasonable grounds to believe that a Trustee has breached the Code may bring the breach to the attention of the Board by filing a written complaint with the Integrity Commissioner. Trustees are also required to complete the Trustee Code of Conduct Complaint Form. All submissions must be signed by the complainant and set out the following information:
a) the name of the Trustee who is alleged to have breached the Code; b) the alleged breach or breaches of the Code; c) information as to when the breach came to the complainant’s attention;
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d) the grounds for the belief by the complainant that a breach of the Code has occurred; and e) the names and contact information of the complainant and any witnesses to the breach or any other persons who have relevant information regarding the alleged breach.
2. A Community Member who has reasonable grounds to believe that a Trustee has breached the Code may bring the breach to the attention of the Board by making an oral or written complaint to the Integrity Commissioner. The Trustee Code of Conduct Complaint Form is not required to be completed by a Community Member. The Integrity Commissioner shall confirm the complainant is a Community Member of the York Region District School Board.
Initial Assessment of Complaint by Integrity Commissioner
3. The Integrity Commissioner shall perform an initial assessment to determine if the matter is:
a) related to non-compliance of the Code; b) more appropriately dealt with by other legislation; and c) more in the nature of positions or views of a Trustee on matters to be determined by the Board, including votes cast as opposed to behaviour outlined under the Trustee Code of Conduct.
4. The Integrity Commissioner shall notify a complainant, in writing and with rationale, if the complaint does not relate to non-compliance of the Code and indicate that the matter will not be investigated by the Integrity Commissioner within 15 business days.
5. For matters covered by other legislation, the Integrity Commissioner may advise the complainant as follows:
a) if the complaint is an allegation of a criminal nature consistent with the Criminal Code of Canada, the complainant shall be advised that if the complainant wishes to pursue any such allegation, the complainant must pursue it with the appropriate police force; b) if the complaint is with respect to non-compliance with the Municipal Conflict of Interest Act, the complainant shall be advised to review the matter with the complainant’s own legal counsel; c) if the complaint is with respect to non-compliance with the Municipal Freedom of Information and Protection of Privacy Act, the complainant shall be advised that the matter will first be referred for review to the Information Access and Privacy Office of the York Region District School Board; or d) in other cases, the complainant shall be advised that the matter, or part of the matter, is not within the jurisdiction of the Integrity Commissioner to consider, with any additional reasons and referrals as the Integrity Commissioner considers appropriate.
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6. If the Integrity Commissioner is of the opinion that the individual making the complaint is not acting in the public interest, the Integrity Commissioner shall not conduct an investigation, or, if during an Inquiry it becomes apparent the complainant is not acting in the public interest, the Integrity Commissioner shall terminate the Inquiry. The complainant and trustee alleged to have breached the Code will be advised in writing of this decision with reasons.
7. In assessing whether a complainant is acting in the public interest, the Integrity Commissioner shall consider:
a) whether the complainant is advancing a concern, issue or complaint that is consistent with the purpose of the Code, and in the circumstance of a complaint commenced by a Community Member, more in the nature of a private interest; and b) whether the complaint is out of time, trivial, frivolous, vexatious or not made in good faith, or that there are no grounds or insufficient grounds for a Formal Inquiry.
SECTION 8: Formal Inquiry Process
If a Formal Inquiry of an allegation of a breach of the Code is undertaken, it shall be done by the Integrity Commissioner. Where appropriate, the Board will be advised that a Formal Inquiry of a complaint is being undertaken.
If the Integrity Commissioner determines that they would be biased or have a conflict of interest regarding the subject matter of the complaint to be investigated, Corporate Secretariat and Trustee Services will work with the Board to select an independent outside investigator to conduct the Inquiry.
Regardless of who undertakes the Formal Inquiry, the following steps shall be followed.
1. Once the initial assessment of the complaint has been completed, and it has been determined that the complaint relates to a non-compliance of the Code and the complainant is acting in the public interest, the Complaint Form and any reformulation will be provided to the Trustee alleged to have breached the Code within 15 business days of receipt by the Integrity Commissioner.
The Integrity Commissioner may reformulate the complaint to ensure that it accurately identifies and formulates an alleged breach or breaches of the Code.
2. The Trustee alleged to have breached the Code shall provide the Integrity Commissioner with a written response to the allegations within 10 business days of receiving the Complaint Form or such period of time as the Integrity Commissioner deems appropriate in exceptional circumstances.
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3. At any time following receipt and review of the Complaint Form, or at any time during the Formal Inquiry, where the Integrity Commissioner believes there is an opportunity to successfully resolve the matter without a formal investigation, and both the complainant and the Trustee alleged to have breached the Code agree, an informal resolution may be pursued.
4. Procedural fairness shall govern the Formal Inquiry. The Formal Inquiry will be conducted in private.
5. If necessary, after reviewing the Complaint Form, for the purposes of investigation or resolution of the matter, the Integrity Commissioner may;
speak with anyone relevant to the complaint, and/or be permitted access to Board documents or electronic materials and/or York Region District School Board property.
6. The Formal inquiry may involve both written and/or oral statements by any witnesses, persons with relevant information to the complaint, the complainant or the Trustee alleged to have breached the Code.
7. The Trustee who is alleged to have breached the Code shall have an opportunity to respond to the allegations both in a private meeting with the Integrity Commissioner and in writing.
8. If the Trustee who is alleged to have breached the Code refuses to participate in the Formal Inquiry, the Formal Inquiry will proceed in their absence.
9. The Integrity Commissioner may make interim reports to the Board, where necessary, and as required to address any instances of interference, obstruction, delay or retaliation against persons providing information to the Integrity Commissioner encountered during the Inquiry. Any such instances by a Trustee shall be a breach of the Code.
10. The final written report of the Integrity Commissioner shall outline the finding of facts and a recommendation and/or opinion as to whether or not the Code was breached with rationale. This shall be completed within 90 calendar days after the complaint was filed unless the Integrity Commissioner determines that a longer period of time is required to complete the final report and the reason is explained in the final report. The Board and the complainant shall be advised of the need for the extension of time with an expected date of delivery of the report.
11. The name(s) of the complainant and the Trustee alleged to have breached the Code will be in the final report. The names of witnesses or other persons associated with the investigation may not be disclosed to the Trustee alleged to have breached the Code or in the final report.
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12. If the alleged breach of the Code involves any matters or information for which a meeting may be closed pursuant to Subsection 207 (2), Closing of certain committee meetings, of the Education Act or the information may be exempt from disclosure pursuant to the Municipal Freedom of Information and Protection of Privacy Act, any final public version of the report may redact or anonymize that information from the final report. The redaction may also apply to the version of the report provided to a Community Member complainant.
Suspension of Formal Inquiry
13. If, during the course of the formal investigation, the Integrity Commissioner discovers that the subject-matter is being investigated by police, that a charge has been laid, or the subject matter is being dealt with in accordance with a procedure established under another Act, the Formal Inquiry shall be suspended until the police investigation, charge or matter under another Act has been finally disposed of. This shall be reported in confidence to the Board.
SECTION 9: Confidentiality
1. Unless otherwise required by law, York Region District School Board By-Law, policy or procedure, or as disclosed in a public report by the Integrity Commissioner to the Board; the complaint, response to the complaint, Inquiry into a complaint (whether informally or formally) and the terms of any settlement of a complaint, shall be kept confidential by all persons involved in the matter, including but not limited to;
the complainant, Trustees, witnesses, the Integrity Commissioner, and staff.
2. During the course of an Inquiry, any breach of confidentiality and/or actions that undermine the integrity of process including, but not limited to, publicly discussing details of any Inquiry, including on social media, may result in termination of an Inquiry and/or the Board may decide to summarily dismiss a complaint.
SECTION 10: Board Decision
1. The final report of the Integrity Commissioner shall be delivered to the Board through Corporate Secretariat and Trustee Services.
2. A decision by the Board as to whether or not the Code has been breached and the sanction, if any, shall be made as soon as practical after receipt of the final report by the Board.
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3. The final report or the redacted version of the report, if appropriate, will be delivered to a Community Member complainant at the same time as it is made public.
4. The Integrity Commissioner may participate in the meeting at which the Board will be considering the final report to answer questions.
5. Trustees shall consider only the findings in the final report and as supplemented by the Integrity Commissioner at a meeting of Trustees when voting on the decision and sanction. No Trustee shall undertake their own investigation of the matter, including questioning the complainant, the Trustee who is alleged to have breached the Code or any witnesses or persons participating in the Inquiry.
6. If the Board determines that there has been no breach of the Code or that a contravention occurred, although the Trustee alleged to have breached the Code took all reasonable measures to prevent it, or that a contravention occurred that was trivial, or committed through inadvertence, or an error of judgment made in good faith, no sanction shall be imposed. The Integrity Commissioner may provide an opinion in the final report on these matters.
7. The determination of a breach of the Code and the imposition of a sanction with respect to a complaint investigated in accordance with the Formal Inquiry Process must be done by resolution of the Board at a public meeting.
A recorded vote is required on any motion(s). Any resolution(s) shall be decided by a vote of at least 2/3 of Trustees who are present and voting.
The results of the vote and reason(s) for the Board’s decision will be recorded in the minutes.
8. Despite Section 207 (1) of the Education Act, the part of the meeting of the Board during which a breach or alleged breach of the Code is considered may be closed to the public when the breach or alleged breach involves any of the matters described in clauses 207(2) (a) to (e) being:
the security of the property of the board; the disclosure of intimate, personal or financial information in respect of a member of the board or committee, an employee or prospective employee of the board or a pupil or his or her parent or guardian; the acquisition or disposal of a school site; decisions in respect of negotiations with employees of the board; or litigation affecting the board.
9. The Trustee who is alleged to have breached the Code shall not vote on a resolution to determine whether or not there is a breach or the imposition of a sanction. The Trustee who brought the complaint to the attention of the Board may vote on the resolutions.
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10. The Trustee who is alleged to have breached the Code may be present during the deliberations regarding the above, but shall not participate in the deliberations or be required to answer any questions.
11. The Trustee who is alleged to have breached the Code shall not in any way, after the final report is completed, influence the vote on the decision of breach or sanction, except as permitted during the reconsideration set out below after the Board has made their decision(s).
SECTION 11: Sanctions
1. If the Board determines that the Trustee has breached the Code, the Board may impose one or more of the following sanctions:
a) Censuring the Trustee. b) Barring the Trustee from attending all or part of a meeting of the Board or a meeting of a committee of the Board. c) Barring the Trustee from sitting on one or more committees of the Board, for the period of time specified by the Board.
2. The Board shall not impose a sanction which is more onerous than the above but may impose one that is less onerous such as a warning or requirement to complete specified professional development at the expense of the York Region District School Board.
3. A Trustee who is barred from attending all or part of a meeting of the Board or a meeting of a committee of the Board is not entitled to receive any materials that relate to that meeting or that part of the meeting and that are not available to members of the public.
4. The imposition of a sanction barring a Trustee from attending all or part of a meeting of the Board shall be deemed to be authorization for the Trustee to be absent from the meeting and therefore, not in violation of the Education Act regarding absences from meetings.
SECTION 12: Reconsideration of the Board’s Decision
1. If the Board determines that a Trustee has breached the Code, the Board shall:
a) give the Trustee written notice of the determination, the reasons for the decision and any sanction imposed by the Board; b) ensure the notice informs the Trustee that they may make written submissions to the Board in respect of the determination or sanction by the date specified in the notice that is at least fourteen (14) days after the notice is received by the Trustee; and
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c) consider any submissions made by the Trustee and shall confirm or revoke the determination or sanction within 14 days after the submissions are received.
2. If the Board revokes a determination, any sanction imposed by the Board is revoked.
3. If the Board confirms a determination, the Board shall, within the fourteen (14) days above, confirm, vary or revoke the sanction.
4. If a sanction is varied or revoked, the variation or revocation shall be deemed to be effective as of the date the original determination was made.
5. The Board’s decision(s) to confirm or revoke a determination or confirm, vary or revoke a sanction shall be done by resolution at a meeting of the Board and the vote on the resolution shall be open to the public. Both resolutions shall be decided by a vote of at least 2/3 of the Trustees present and voting. The resolutions shall be recorded in the minutes of the meeting together with the reasons for confirming or revoking a determination.
6. The Board shall provide to the Trustee alleged to have breached the Code written notice of the decision to confirm or revoke the determination together with reasons for the decision and written notice of any decision to confirm, vary or revoke a sanction.
7. The Trustee alleged to have breached the Code may be present during the deliberations regarding the above, but shall not participate in the deliberations or be required to answer any questions and shall not vote on the resolutions. The Trustee who brought the initial complaint may vote.
8. If appropriate, the original sanction may be stayed pending the reconsideration by the Board of the determination or sanction.
SECTION 13: Payment of Costs
1. Subject to Sections 13(5) and (6) hereof, a Trustee who is the subject of a formal complaint under this Protocol shall be reimbursed for actual and reasonable legal fees and related expenses incurred or owing ("Costs") up to a maximum of $5,000.
2. In the case of an application under the Judicial Review Procedure Act for judicial review of actions or decisions by the Board, Trustees or Integrity Commissioner regarding a formal complaint made pursuant to this Protocol as against a Trustee:
a) where a Trustee made the judicial review application and the application was successful, the Trustee is eligible for reimbursement by the York Region District School Board of their Costs in connection with a judicial review application, less any Costs awarded by the court, up to a maximum of $20,000; and/or
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b) a Trustee may apply for reimbursement of the Costs of intervention in a judicial review application where the Trustee’s interests are at stake, up to a maximum of $20,000.
3. The Board may consider the reimbursement of Costs above the limit in Sections 13(1) and 13(2) on a case-by-case basis.
4. Costs may be provided to a Trustee who is the subject of a formal complaint under this Protocol in advance of an investigation of the formal complaint, if the Integrity Commissioner is of the opinion that the use of a lawyer or paralegal by the Trustee would facilitate the carrying out of the investigation. Section 13(6) does not apply to the advance Costs paid under this subsection.
5. Costs shall only be reimbursed in paragraphs 1 above to the Trustee:
a) if the Integrity Commissioner settles the matter without a decision of the Board and concludes the complainant was not acting in the public interest within the meaning of this Protocol, or that there has been no contravention of the Code by the Trustee, or that if there was a contravention it was trivial, or committed through inadvertence, or an error of judgment made in good faith or the Trustee took all reasonable measures to prevent it; and the Integrity Commissioner’s conclusion is not overturned on judicial review; or
b) where the Board receives the Integrity Commissioner’s report on a breach of the Code and determines there was no breach or that there was a breach, but the Trustee took all reasonable measures to prevent it, or that contravention occurred that was trivial, or committed through inadvertence, or an error of judgment made in good faith and the Board's decision is not overturned on judicial review.
6. Any award of Costs shall be contingent on a report to the Board with input from the Integrity Commissioner and Corporate Counsel, as required.
SECTION 14: Related Documents York Region District School Board Operational By-Law Appendix F: York Region District School Board Trustee Code of Conduct York Region District School Board Code of Conduct Formal Complaint Form
History Approved: November 28, 2017 Revision drafted: June 13, 2019
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MEETINGS AND EVENTS
AUGUST AND SEPTEMBER 2019 ______
August 20, 2019 Special Chair’s Committee Meeting (Tentative) 4:30 p.m. Room 200
August 27, 2019 Chair’s Committee Meeting 4:30 p.m. Room 200
August 27, 2019 Special Board Meeting (Tentative) 6:00 p.m. Board Room
September 5, 2019 Special Education Advisory Committee Meeting 7:00 p.m. Board Room
September 10, 2019 Policy and By-Law Committee Meeting 4:30 p.m. Room 200
September 10, 2019 Board Meeting 7:30 p.m. Board Room
September 12, 2019 Parent, Family and Community Engagement 7:00 p.m. Advisory Committee Meeting Board Room
September 17, 2019 Property Management Committee Meeting 4:30 p.m. Room 200
September 17, 2018 Board Standing Committee Meeting 7:00 p.m. Board Room
September 24, 2019 Chair’s Committee Meeting 3:30 p.m. Room 200
September 24, 2019 Audit Committee Meeting 5:30 p.m. Room 200
July 9, 2019
For further information, please contact Corporate Secretariat and Trustee Services or the Director of Education.
*Meeting times and locations subject to change. Please contact Corporate Secretariat and Trustee Services or visit https://yrdsb.civicweb.net/Portal/ for agenda materials and confirmation of time and location.
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