Board Room – 8:00 P.M

A g e n d a

Board Meeting – Public Session

Anna DeBartolo Chair Tuesday, June 3, 2014 (Vaughan) Board Room – 8:00 p.m.

Joel Hertz Vice-Chair Pages (Vaughan) 1. Roll Call Peter Adams-Luchowski 2. Approval of Agenda (Aurora & King) 3. Declaration of Conflict of Interest Loralea Carruthers (East Gwillimbury & Whitchurch-Stouffville) 4. Report from the Board Meeting – Private Session, June 3, 2014 Carol Chan (Richmond Hill) 5. Student Trustee Report – Sutina Chou and Pai Liu

Sutina Chou 6. Recognition of 2013-2014 Student Trustees – (Student Trustee) Sutina Chou and Pai Liu

Nancy Elgie 7. Induction of 2014-2015 Student Trustees – (Georgina) Harii Mahesh and Daniel Roytman Susan Geller (Markham) 8. Director’s Information Report

Diane Giangrande 9. APPLAUSE! 1-2 (Richmond Hill) 10. Core Service Delivery Report – Pai Liu Corporate and Community Services (Student Trustee)  Director of Education Ken Thurston Juanita Nathan  Associate Director of Education, Corporate and School (Markham) Services Margaret Roberts  Superintendent of Schools – Operations and School Allan Tam Community Services Allan Hoyle (Markham)  Senior Manager, Plant Services Jerry Stoangi Martin Van Beek  Senior Manager, Administrative Services Jeff Fair (Newmarket)  Manager, Accommodation Planning Dawn Adams

Ada Yeung 11. Ontario Public School Boards’ Association Report (Markham)

60 Wellington Street West, Box 40, Aurora Ontario L4G 3H2 (905) 727-3141 (905) 895-7216 (905) 722-3201 (416) 969-8131 Fax: (905) 727-1931 www.yrdsb.edu.on.ca

A g e n d a York Region District School Board Pages Page 2 12. Special Announcements

13. Approval of Minutes of the May 6, 2014 Board Meeting, 3-34 May 15, 2014 Education Development Charge Policy Review Meeting, May 15, 2014 Education Development Charge Successor By-Law Meeting and May 27, 2014 Special Board Meeting

14. Routine (*) and Non-Routine Presentation of Minutes and Reports of Board Committees:

(a) Budget Committee Minutes, 35-45 Monday, April 28, 2014 (*)

(b) Policy and By-Law Committee Minutes, 46-145 Tuesday, May 13, 2014  Non-Routine Recommendations #1 and 2

(d) Board Standing Committee Minutes, 164-168 Tuesday, May 20, 2014 (*)

(e) Chair’s Committee Minutes, 169-239 Monday, May 26, 2014  Non-Routine Recommendation #3

(f) Budget Committee Minutes. 240-245 Monday, May 26, 2014  Non-Routine Recommendation #4 Approval of the 2014-2015 Budget

15. Routine (*) Acceptance of Advisory Committee Minutes and Non-Routine Recommendations Requiring Board Approval:

(a) Special Education Advisory Committee Minutes, 246-254 Thursday, May 1, 2014 (*)

(b) Parent, Family and Community Engagement 255-261 Advisory Committee Minutes, Tuesday, May 13, 2014 (*) Ontario Public School 16. Meetings and Events (*) 262

17. Adjournment

Applause! June 2014

Applause! is the monthly recognition of significant achievements and contributions by staff, students and community partners at a York Region District School Board Public Board Meeting.

Recognition of achievements is based on alignment with the organizational goals outlined by the Trustees’ Multi-Year Plan in combination with the criteria set out in Staff Awards and Student Awards policies.

Spread the Net Student Challenge Winners

Bayview Secondary School students, with the support of their teacher advisor, participated in Rick Mercer’s Spread the Net Student Challenge. As part of the challenge, educational communities across the country fundraised to purchase bed nets for countries impacted by malaria. Bayview Secondary School contributed the most of any school across Canada with a donation of $20,666.

For many years, Bayview Secondary School students have supported eight children overseas through the Child Adoption Program (CAP). During CAP Week, homerooms can choose to create their own fundraising initiatives. This year, the students decided to organize henna tattoos, palm readings, Polaroid pictures and a variety of food and drink sales. Through their talent show and the CAP week fundraising, they raised $20,666 and were featured on the CBC’s Mercer Report on April 1, 2014.

The CAP students are Eileen Kao, Cindy Kao, Jason Baek, Michael Sun, Dillan Mehta, Quincy Leung, Anita Hagh, Wendy Soung Chen and Katherine Lu. The CAP teacher advisor is Sandra Thomas.

York Regional Police Chief for a Day

Grade five student Rami Huijbregts-Aoudeh from Buttonville Public School is the winner of the annual Chief-for-a-day contest.

Rami delivered his winning essay before a panel of judges on the topic: How does York Regional Police serve, protect and help victims of crime?

Members of the media were invited to Rami’s swearing-in ceremony as he took the helm from Chief Eric Jolliffe and became responsible for the management of more than 1,400 sworn officers. Rami wore a specially-made Chief of Police uniform when he was sworn in. Once in command, Rami’s first order of business was the public launch of the York Regional Police Ceremonial Mounted Unit.

Rami then toured a variety of units within York Regional Police and participated in various activities, including a tour of the R.I.D.E. truck, the chance to conduct traffic enforcement, a demonstration from the Canine Unit, a tour of the Emergency Response Unit’s armoured truck, a tour of the Forensic Identification Unit and the chance to participate in a polygraph test.

On May 13, he presented his essay to more than 1,000 guests at the 22nd Annual Police Appreciation Night.

Applause! June 2014

Police Appreciation Night Soloist

Sabrina Shallop is a Grade 12 vocal arts student at Alexander Mackenzie High School. On May 13, she had the honour of participating in York Regional Police's Police Appreciation Night to an audience of community dignitaries, business and education leaders. Sabrina performed "Lean on Me', "'O Canada" and "God Save the Queen".

Sabrina has had lead roles in three Alexander Mackenzie High School musical theatre productions which were performed at the Richmond Hill Theatre for the Performing Arts. She performs with the school's concert choir and chamber choir and has been asked to perform at the Special Olympics Opening Ceremonies. Sabrina is planning to pursue musical theatre studies in post-secondary education.

VEX Robotics World Championship

The students on the Sir William Mulock Ravens Robotics Team have proudly represented their school at a series of VEX Robotics competitions throughout the year. The competition requires students to design, build, program and drive a robot to complete a particular task in competition with another team’s robot.

Through their engineering, programming and problem solving skills, they achieved a standing of 1st in Ontario and 2nd in Canada. This enabled them to qualify two robots for the world championship in Anaheim, California. Over 10,000 teams competed worldwide for this honour, but only 400 qualified. Despite having their toolkit temporarily lost by the airline, the Ravens managed to earn a rank of 4th in the world in the “Programming Skills” portion of the competition.

The team, which is led by teacher Joseph Siconolfi, includes Zahid Mirza, Iqbal Alibhai, Maxim Tchervatiouk, Venus Muongsouvanh, Jenny Cao, Monika Danh, Francesca Madan, James Harris, Anthony Chanthalyma, Craig Lalumiere, Nathan Chow, Aidan Casey, Riley Sims, Bernie Lu and Noah Klady.

YORK REGION DISTRICT SCHOOL BOARD BOARD MEETING MINUTES - PUBLIC SESSION MAY 6, 2014

The Board Meeting - Public Session of the York Region District School Board was held in the Board Room of the Education Centre, Aurora at 8:10 p.m. on Tuesday, May 6, 2014 with Chair A. DeBartolo presiding and the following members present; Trustees P. Adams-Luchowski, L. Carruthers, C. Chan, N. Elgie, S. Geller, D. Giangrande, J. Hertz, J. Nathan, A. Tam (via audio conference), and A. Yeung.

Also in attendance: Student Trustee P. Liu

Regrets: Trustee M. Van Beek and Student Trustee S. Chou

APPROVAL OF AGENDA

(*)1. Moved by A. Yeung, seconded by C. Chan:

That the agenda be approved as written.

- Carried -

DECLARATION OF CONFLICT OF INTEREST

Chair A. DeBartolo 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 – MAY 6, 2014 BOARD MEETING – PRIVATE SESSION

(*)2. Moved by J. Hertz, seconded by L. Carruthers:

1) That the York Region District School Board receive for information and approve the recommendations contained in the minutes of the March 24, 2014 Audit Committee Meeting.

2) That the York Region District School Board receive for information and approve the recommendations contained in the minutes of the April 9, 2014 Joint Board Consortium Meeting.

3) That the York Region District School Board receive for information and approve the recommendations contained in the minutes of the April 23, 2014 Property Management Committee Meeting. BOARD MEETING MINUTES – PUBLIC SESSION PAGE 2 May 6, 2014 ______

4) That the York Region District School Board receive for information and approve the recommendation contained in the staff report regarding an expenditure related to a property matter.

5) That the York Region District School Board approve the recommendations in the Human Resource Services staff report.

6) That the York Region District School Board receive the Student Discipline and Suspension Reports for information.

7) That the York Region District School Board receive the report from the Director’s Selection Committee for information.

- Carried -

STUDENT TRUSTEE REPORT

At this time, Student Trustee P. Liu made the following remarks.

“Madame Chair, Mr. Director, Trustees, Staff, Ladies and Gentlemen.

As the penultimate month of the school year finds itself arriving at our doorstep, it seems like only yesterday that the cold, crisp September air was welcoming students and staff to a new school year. But, as midterms pass, the last of the university admission decisions are distributed and summer plans are made, I would like to share some of the exciting things that have happened to Sutina and I over the last month, as well as some new developments that are going to shape the upcoming school year.

Sutina and I participated in the Our Voice Conference planning committee throughout the year and we were fortunate enough to work with some amazing staff members, including Senior Manager, Public Affairs and Communications Services L. Miguelo, Superintendent of Schools – Operations and School Community Services A. Hoyle, Secondary Principal, Education and Community Services V. Campoli and Elementary Teacher Consultant C. Weller. During these meetings Sutina and I always felt that our voice as student trustees was taken into consideration and became a deciding factor on many topics, such as the keynote speaker, conference name and student facilitators. One of the highlights of conference was the enthusiasm from the participants brought on by the keynote speaker, Lights, as was evident in the massive line-up for a photograph opportunity. Sutina and I worked with the York Region Presidents’ Council’s (YRPC) logistics team to identify 18 student leaders to facilitate breakout sessions at the event. As expected, there were amazing results that came from their leadership, organization and ability to work under pressure. I would strongly recommend having YRPC involved in next year’s Our Voice conference, as well as any other student- focused conferences or events. BOARD MEETING MINUTES – PUBLIC SESSION PAGE 3 May 6, 2014 ______

Speaking of the Our Voice conference, Sutina and I are excited to announce the results of a key portion of the day, the election of the 2014-2015 student trustees. As such, it gives us great pleasure to welcome and introduce Grade 11 students Daniel Roytman from Vaughan Secondary School and Harii Mahesh from Maple High School. Both will be attending the Ontario Student Trustees’ Association’s Annual General Meeting next weekend in Toronto. We are excited to see what they have in store for next year and look forward to showing them the ropes and introducing them to the Ontario Student Trustees’ Association family.

The York Region Presidents’ Council successfully ran its annual leadership conference April 24-27, 2014, which took a team of 11 dedicated executive members, 58 other logistic members and almost an entire year to plan. It is definitely an understatement when we say the DREAM14 conference was amazing. The wondrous amount of ecstatic energy, self-discovery, forming of life-long friendships and leaders finding their own voice that occurs over the four days at Camp Muskoka, makes this conference one of a kind. From the over 100 meter long trust runs, intimate group sessions, to a marvelous talent show and finally a bittersweet campfire to burn away all the fears written on slips of paper, DREAM14 amazed over 250 attendees.

With tears in their eyes, some of the seven Bur Oak Secondary School delegates at DREAM14, chosen from a rigorous application process, came to personally thank me for allowing them the opportunity to experience the magic and life-changing weekend. From attending STRIVE12 to REACH13 and now DREAM14, it is with emphasis that I proudly state that those three YRPC conferences are the highlight of my high school years and will forever be a part of me. I confidently give credit to YRPC for helping me develop leadership skills and preparing me to be one of the Board’s student trustees and a leader amongst my community. The four days at these conferences has shaped who I am and inspired me to push myself to new heights. It is with great regret that I realize that DREAM14 was Sutina and my last YRPC conference. We must give a huge thanks to the four Vice-Principal Advisors and Superintendent, Inclusivity and Community Services C. Roach for being the backbone of these conferences. We hope that next year’s conference will be equally, if not more successful, than DREAM14 and we wish the newly elected YRPC executive team the best of luck.

In the spirit of closing, Sutina and I would like to offer two sayings from the York Region Presidents’ Council. Their famous cheer “You are a super person and you can do anything” and the saying, “don’t cry because it’s over, smile because it happened”. Although this may be the beginning of the end for Sutina and I, we know this is just the beginning of an exceptional year for both Daniel and Harii, the York Region Presidents’ Council and the Board. We wish them the best of luck, and the strongest of coffees.

Thank you.”

BOARD MEETING MINUTES – PUBLIC SESSION PAGE 4 May 6, 2014 ______

Director of Education K. Thurston and Chair DeBartolo thanked Student Trustee P. Liu for his remarks.

DIRECTOR’S INFORMATION REPORT

Director of Education Thurston welcomed Tim Dunn, Principal of Hartman Public School, who attended the meeting on behalf of the York Region Principals’ Council.

Director Thurston provided an update on the incident at Sutton District High School. Director Thurston advised that the matter is being taken seriously and staff members are committed to providing an environment at all schools that fosters safety, inclusivity and well-being for students.

The Our Voice conference was held on April 30th and was a huge success. Student Trustee elections were held and congratulations go out to Student Trustee-Elects Harii Mahesh and Daniel Roytman.

The theme of this year’s Education Week is Achieving Excellence in Education and many festivities are taking place across the Board in recognition of this, including Celebrating Student Success on May 7, 2014.

The Eighth Annual York Region Character Community Awards event was recently held. These awards recognize individuals, schools, groups and businesses across York Region that demonstrate exemplary character attributes. York Region District School Board was well represented. The Director offered his congratulations to all York Region staff who were nominated.

A School Climate Survey will soon be distributed to parents and guardians for completion between May 20th and June 2nd. This survey is similar to the one conducted several years ago but with modifications to include the collection of information to support current priorities such as well-being and mental health.

APPLAUSE!

Director K. Thurston made the following remarks.

“Work Experience Program Employers

The Work Experience Program is a unique learning opportunity that provides on-the- job-training to students with intellectual disabilities.

Through Work Experience, students develop independence, confidence and social skills while also building personal strengths.

BOARD MEETING MINUTES – PUBLIC SESSION PAGE 5 May 6, 2014 ______

The York Region District School Board values employer partnerships and the opportunities that they provide for students to engage with the community in a meaningful way.

Several of employers are here this evening.

Would the representatives for the Town of Whitchurch-Stouffville please come forward.

The Town of Whitchurch-Stouffville is a strong and consistent partner with the York Region District School Board, always willing to provide meaningful learning opportunities for students participating in the Work Experience Program. The teams of staff at a variety of municipal facilities and offices excel in providing inclusive opportunities for students with intellectual disabilities.

Mike Richardson, Manager of Facilities and Parks, Leisure and Community Services, and members of the Facility Operations team; Bob Heickert and Carlo LaDuca welcome students to the Stouffville Clippers Sports Complex and Soccer City.

At the municipal offices, Manager of Customer Services and Finance Department Tamara Carlson, together with Ronnie Watts, provide one student with the opportunity to develop clerical and customer service skills twice a week.

Manager of Recreation Micole Ongman and staff members Cathy Richardson, Julie Henderson and Kelly Leveck at the Stouffville Recreation Complex provide one student with the opportunity to develop clerical, computer and cash handling skills.

Also attending tonight are Director of Leisure and Community Services Rob Roycroft, Principal of Stouffville District Secondary School Reid Wilshire, Vice-Principals of Stouffville District Secondary School Susan Maharaj and Kim Tanaka and Teacher Kim Turner.

Thank you to all of you for your efforts to support students in the Whitchurch-Stouffville community.

Would representatives for Community Living York South please come forward.

For 25 years, Community Living York South has partnered with the Work Experience Program to develop purposeful and seamless post-secondary transition plans for students with intellectual disabilities. The Work Experience Department is grateful to Ritu Singarayer, Hadia Raheel, Ellen Chan, Don Wilkinson, Dee Manikam, and Tharini Tharmalingam for working to enhance the lives of individuals with intellectual disabilities.

BOARD MEETING MINUTES – PUBLIC SESSION PAGE 6 May 6, 2014 ______

Thank you for your support. We also want to congratulate Community Living on their 60th Anniversary of serving individuals with disabilities and their families in York Region. That is certainly a big milestone and an amazing achievement.

Would Dona Fung from Aramark please come forward.

Dona Fung, Manager of Aramark at Pierre Elliott Trudeau High School, has supported many students over several years. Dona mentors students by offering jobs with various levels of responsibility and by teaching new skills according to students’ abilities. Every student who has worked with her and her team is aware of the life skills that they have learned and have gained confidence in their own capabilities.

Great work Dona. Thank you very much for your support. We appreciate your commitment to York Region students.

Madam Chair, we also would like to thank TTK Manufacturing Ltd., Second Cup, Swiss Chalet and A&W for their work in supporting York Region students. Unfortunately these employers could not attend tonight.

North Star

May’s North Star, Mark Warling from Roselawn Public School, also could not be here tonight. It is a very busy time of year in our schools. We will make sure that he receives his certificate.

Thank you.”

Director Thurston and Chair DeBartolo congratulated all recipients and thanked them for their contributions.

CORE SERVICE DELIVERY REPORT – STUDENT SERVICES

Associate Director of Education, Leadership and Learning D. Belchetz began the presentation by noting that the Student Services’ Core Service Delivery Report will be presented in two parts. The first, regarding in-depth partnerships, will be provided tonight and the second part, about Curriculum and Instructional Services and Leadership Development, will be presented at the May 20, 2014 Board Standing Committee meeting.

The Student Services team works in an integrated way with both Leadership Development and Curriculum and Instructional Services and encompasses various departments and services, including Psychological Services, Speech-Language Pathology Services, the Work Experience Program and Care and Treatment programs.

BOARD MEETING MINUTES – PUBLIC SESSION PAGE 7 May 6, 2014 ______

Superintendent, Student Services S. Reid noted there are 1267 Educational Assistants who support students across the Board, including 503 secondary school students in the Work Experience Program and 4,600 students who receive support from Speech- Language Pathology Services on an annual basis. Student Services staff members support student achievement and well-being by collective visioning, strategic partnerships and knowledge mobilization. The department’s vision is to provide equitable access to differentiated and relevant learning opportunities, resources and programs, while ensuring alignment with department goals, the Multi-Year Plan and the Board Improvement Plan.

Students with Autism Spectrum Disorder (ASD) have been identified with some of the most complex needs, both within the realm of education and the medical field and the number of students with ASD has increased over 200 per cent in the past five years.

Elementary Principal, Student Services K. Tanaka stated that Complex Needs Services, Regional Teams and Student Services staff members work together to promote student skill acquisition, positive behaviours, emotional well-being, social and academic inclusion and an improved quality of life. To meet the needs of some of the most complex students, Complex Needs Community classes have been created and this program provides an interdisciplinary approach to support students with complex needs, through socialization and functional programming to increased communication with their families and transition planning and support.

Strategic partnerships, both external and internal, are invaluable and the Board is fortunate to work with many organizations.

 The Children’s Treatment Network is a partnership of agencies and organizations committed to providing comprehensive integrated care to children with multiple special needs in Simcoe County and York Region.  COMPASS is a joint effort on the part of schools and community-based mental health agencies to identify and offer support to young people and their families at school and in other settings.  The York Region Mental Health Collaborative provides a multi-sector forum for service providers in York Region to discuss common issues and themes and to work collaboratively wherever possible to plan and develop system responses to identified areas of need.  The York ASD Partnership is a unique collaboration of community service- providers, government agencies, school boards, hospitals and advocacy organizations and parents working together to improve existing systems of support for children, youth and adults with Autism Spectrum Disorders in York Region.

BOARD MEETING MINUTES – PUBLIC SESSION PAGE 8 May 6, 2014 ______

Principal, Leadership Development and Early Years Implementation Lead J. Stutt explained how Early Years Consultants, in partnership with Special Education Consultants and Speech and Language Pathologists, work with Full Day Kindergarten (FDK) teachers and Early Childhood Educators to implement the FDK program. Classroom-based evidence is used to determine areas of focus, appropriate instructional approaches and how students with complex needs benefit from a team approach. This furthers the growth of effective intervention to support the strengths, needs and interests of a wide range of learners in FDK.

Principal, Leadership Development and First Nation, Métis and Inuit Education B. Schouten stated that the First Nation, Métis and Inuit Education (FNMI), Early Years, Reading Recovery and Student Services teams collaborate to develop opportunities to provide equitable experiences for students with aboriginal ancestry and increase educators’ understanding of FNMI cultures and perspectives and how they can be effectively integrated into everyday classroom practice.

Superintendent S. Reid provided information about Knowledge Mobilization, which involves a process whereby an individual’s new knowledge can become part of the practice of an entire organization. This process involves the investigation of current practices through various research studies. Results to date have been beneficial, providing information that has been utilized to support students and teachers and promote student engagement and advocacy.

Elementary Principal, Student Services K. Tanaka added that beyond the research being conducted with students with learning disabilities, school focus groups have taken place to identify how In-School Teams are being implemented. A current study of Student Support Centres is being undertaken to better identify effective practices and determine future opportunities to support students, staff and parents. A new tracking system, SSNet, is also being introduced to support students with special needs.

Trustee inquiries regarding the increasing numbers of ASD-identified students as well as what funding is available for special educational programs were answered by Superintendent, Students Services S. Reid.

Chair A. DeBartolo and Director of Education K. Thurston thanked Superintendent Reid and his team for the informative presentation and continued support to the Board.

(*)3. Moved by P. Adams-Luchowski, seconded by J. Nathan:

That the Core Services Delivery Presentation – Student Services be received for information.

- Carried -

BOARD MEETING MINUTES – PUBLIC SESSION PAGE 9 May 6, 2014 ______

ONTARIO PUBLIC SCHOOL BOARDS’ ASSOCIATION REPORT

Trustee J. Hertz stated that he had recently attended the Board of Directors’ Meeting. Upcoming meetings include the OPSBA 2014 Annual General Meeting taking place from July 3 to 5, 2014.

APPROVAL OF MINUTES

(*)4. Moved by D. Giangrande, seconded by A. Yeung:

That the minutes of the April 1, 2014 Board Meeting be approved.

- Carried -

REQUEST TO REMOVE RECOMMENDATIONS #7 AND 8 OF THE APRIL 23, 2014 BOARD STANDING COMMITTEE MEETING MINUTES FROM ROUTINE

Trustee P. Adams-Luchowski declared a conflict of interest on Recommendations #7 and 8, of the April 23, 2014 Board Standing Committee Meeting minutes regarding Cash Disbursements, and asked that this item be removed from routine.

(*)5. Moved by D. Giangrande, seconded by J. Hertz:

That item Recommendations #7 and 8 of the April 23, 2014 Board Standing Committee Meeting minutes regarding Cash Disbursements be removed from routine.

- Carried -

ROUTINE RECOMMENDATIONS

(*)6. Moved by J. Hertz, seconded by C. Chan:

That the Board adopt the following routine recommendations (*) in accordance with Board procedure.

JOINT BOARD CONSORTIUM MINUTES, APRIL 9, 2014

1) Close Nominations for the Election of Joint Board Consortium Committee Co-Chair from the York Catholic District School Board

That nominations for the position of Co-Chair of the Joint Board Consortium from the York Catholic District School Board, for the year 2014 be closed. BOARD MEETING MINUTES – PUBLIC SESSION PAGE 10 May 6, 2014 ______

2) Close Nominations for the Election of Joint Board Consortium Committee Co-Chair from York Region District School Board – Close Nominations

That nominations for the position of Co-Chair of the Joint Board Consortium from the York Region District School Board, for the year 2014 be closed.

3) Approval of Agenda

That the agenda be approved as presented.

4) Receipt of Minutes

That the minutes of the April 10, 2013 Joint Board Consortium Meeting – Public Session be received for information.

5) Active and Safe Routes to School Program

That the Joint Board Consortium receive Active and Safe Routes to School Program Report for the year 2012-2013 for information.

6) September 2013 Start-Up Summary Report

That the Joint Board Consortium receive the September 2013 Start-Up Summary for information.

7) Ministry of Education: Transportation Survey Update

That the Joint Board Consortium receive the Ministry of Education Transportation Survey Update for information.

8) Student Transportation Services York Region – Major Initiatives for 2013- 2014

That the Joint Board Consortium receive the Student Transportation Services York Region – Major Initiatives for 2013-2014 for information.

9) Inclement Weather Procedures

That the Joint Board Consortium receive the Inclement Weather Procedures Update for information.

BOARD MEETING MINUTES – PUBLIC SESSION PAGE 11 May 6, 2014 ______

10) Strategic Bell Time Changes

That the Joint Board Consortium receive the Proposed Bell Time Changes Report for information.

11) Transportation Software Update

That the Joint Board Consortium receive the Transportation Software Update for information.

12) Ministry of Transportation Procurement Review Update

That the Joint Board Consortium receive the Ministry of Transportation Procurement Review Update for information.

13) Transportation Appeal Process Report

That the Joint Board Consortium approve the following recommendations.

1. That the Transportation Appeal Process Report be received for information.

2. That the development of a Transportation Appeal Process be considered further and scheduled for additional discussion at a future Joint Board Consortium meeting.

PROPERTY MANAGEMENT COMMITTEE MINUTES, APRIL 23, 2014

1) Proposed Development Application 19T-13V010, City of Vaughan

That the York Region District School Board approve the following recommendations, as outlined in the staff report dated April 23, 2014.

1. That the Board will not require a public elementary school site within Proposed Development Application 19T-13V010, City of Vaughan.

2. That the Director of Planning for the City of Vaughan be advised of this action.

2) Proposed Development Application D02-13037, Town of Richmond Hill

That the York Region District School Board approve the following recommendations, as outlined in the staff report dated April 23, 2014.

BOARD MEETING MINUTES – PUBLIC SESSION PAGE 12 May 6, 2014 ______

1. That the Board will not require a public elementary school site within proposed development application D02-13037, Town of Richmond Hill.

2. That the Director of Planning for the Town of Richmond Hill be advised of this action.

3) Proposed Development Application ZA 14 108661, City of Markham

That the York Region District School Board approve the following recommendations, as outlined in the staff report dated April 23, 2014.

1. That the Board will not require a public elementary school site within proposed development application ZA 14 108661, City of Markham.

2. That the Director of Planning for the City of Markham be advised of this action.

4) Proposed Development Application ZA 12 122739, City of Markham

That the York Region District School Board approve the following recommendations, as outlined in the staff report dated April 23, 2014.

1. That the Board will not require a public elementary school site within proposed development application ZA 12 122739, City of Markham.

2. That a shadow impact study and a traffic report be provided to the Board’s satisfaction prior to approval.

3. That the applicant enter into a Cost-Sharing Agreement with the York Region District School Board and Main Street Residence (Unionville) Inc. to satisfy cost-sharing obligations prior to development being approved.

4. That the Director of Planning for the City of Markham be advised of these actions.

BOARD STANDING COMMITTEE MINUTES, APRIL 23, 2014

1) Approval of Agenda

That the agenda be approved as written.

BOARD MEETING MINUTES – PUBLIC SESSION PAGE 13 May 6, 2014 ______

2) Math Strategy Update

That the York Region District School Board receive the Math Strategy Update for information.

3) Core Service Delivery Report: Community Education Centre West

That the York Region District School Board receive the Core Service Delivery Report: Community Education Centre West for information.

4) Enrolment and Staffing Report

That the York Region District School Board receive the Enrolment and Staffing Report for information.

5) Internally Restricted Reserves, February 2014

That the York Region District School Board approve the February 2014 Internally Restricted Reserves report.

6) Internally Restricted Reserves, March 2014

That the York Region District School Board approve the March 2014 Internally Restricted Reserves report.

- Carried -

NON-ROUTINE RECOMMENDATIONS #7-8, BOARD STANDING COMMITTEE MINUTES, APRIL 23, 2014

(*)7. Moved by D. Giangrande, seconded by J. Hertz:

1) Cash Disbursements, January 2014

That the York Region District School Board approve the following recommendations.

1. That Cash Disbursements for January 2014 for all expenditures, except item #45, in the sum of $7,001,132.01 be approved.

2. That Cash Disbursements for January 2014 for item #45, in the sum of $87,675,933.02 be approved.

BOARD MEETING MINUTES – PUBLIC SESSION PAGE 14 May 6, 2014 ______

2) Cash Disbursements, February 2014

That the York Region District School Board approve the following recommendations.

1. That Cash Disbursements for February 2014 for all expenditures, except item #49, in the sum of $8,586,421.27 be approved.

2. That Cash Disbursements for February 2014 for item #49, in the sum of $101,317,389.82 be approved.

- Carried -

Note: Trustee P. Adams-Luchowski refrained from discussion and voting on this item due to a declared conflict of interest.

NON-ROUTINE RECOMMENDATIONS #1-3, CHAIR’S COMMITTEE MINUTES, APRIL 28, 2013

(*)8. Moved by J. Hertz, seconded by A. Yeung:

1) Construction Projects Review

That the York Region District School Board receive the staff report Constructions Projects Review.

2) Appointment of Local Association Member to the Equity and Inclusivity Advisory Committee

That the York Region District School Board approve the appointment of Amanda Dimilta as Community Member at Large on the Equity and Inclusivity Advisory Committee for the term ending November 30, 2014.

3) Ontario Public School Boards’ Association: Submission to Standing Committee on Procedure and Housing Affairs regarding Bill C-23, Fair Elections Act

That the York Region District School Board receive the correspondence from the Ontario Public School Boards’ Association regarding its Submission to the Standing Committee on Procedure and Housing Affairs regarding Bill C-23, Fair Elections Act, for information.

- Carried - BOARD MEETING MINUTES – PUBLIC SESSION PAGE 15 May 6, 2014 ______

ROUTINE ACCEPTANCE OF ADVISORY COMMITTEE MINUTES AND RECOMMENDATIONS

(*)9. Moved by P. Adams-Luchowski, seconded by N. Elgie:

1. Equity and Inclusivity Advisory Committee Minutes, April 30, 2013

That the York Region District School Board receive the minutes and recommendations from the April 30, 2013 Committee meeting as follows.

Approval of Agenda

That the agenda be approved as written.

Approval of Minutes – February 13, 2013

That the minutes of the February 13, 2013 Equity and Inclusivity Advisory Committee meeting be approved as written.

Mission, Vision and Values Review Presentation

That the Equity and Inclusivity Advisory Committee receive the Mission, Vision and Values Review presentation for information.

Amendments to the Equity and Inclusivity Advisory Committee

That the Equity and Inclusivity Advisory Committee endorse the proposed amendments to the Equity and Inclusivity By-Law, as presented at the April 30, 2013 EIAC Meeting.

That the proposed amendments be submitted to the Board for approval in accordance with Section 4:06 of the Board’s Operational By-Law, which reads as follows,

“An amendment to a section of this By-Law may be enacted by a majority vote on an amendment presented at a regular meeting of the Board following a notice of motion to that effect presented at a preceding regular Board Meeting through Chair’s Committee.”

Staff Report

That the Equity and Inclusivity Advisory Committee receive the Staff Report for information. BOARD MEETING MINUTES – PUBLIC SESSION PAGE 16 May 6, 2014 ______

Report from the Board

That the Equity and Advisory Committee receive the Report from the Board for information.

Future Presentations

That a presentation on equity training provided to schools, staff and parents be scheduled at the October 10, 2013 Equity and Inclusivity Advisory Committee meeting.

2. Parent, Family and Community Engagement Advisory Committee Minutes, March 31, 2014

That the York Region District School Board receive the minutes and recommendations from the March 31, 2014 Parent, Family and Community Engagement Advisory Committee meeting as follows.

Approval of Agenda

That the agenda be approved as amended.

Approval of Minutes

That the minutes of the February 11, 2014 Parent, Family and Community Engagement Advisory Committee meeting be approved with the following addition to the Creating Pathways to Success Program, the Individual Pathways Plan and the Regional Course Directory section.

“One member articulated a security concern about students logging into the Career Cruising website.”

Accommodations of Religious Requirements, Practices and Observances: A Guideline

That the Parent, Family and Community Engagement Advisory Committee receive the Accommodations of Religious Requirements, Practices and Observances: A Guideline for information.

Staff Report

That the Parent, Family and Community Engagement Advisory Committee receive the Staff Report for information. BOARD MEETING MINUTES – PUBLIC SESSION PAGE 17 May 6, 2014 ______

Report from the Board

That the Parent, Family and Community Engagement Advisory Committee receive the Report from the Board for information.

Communications Sub-Committee Update

That the Parent, Family and Community Engagement Advisory Committee recommends that any surplus funds in the 2013-2014 PEAC/School Council budget line be allocated to cover outstanding costs of this year’s Regional Parent Symposium.

Parent, Family and Community Engagement Advisory Committee Representation at the Ministry of Education’s 2014 Parent Involvement Committee Symposium

That L. Gilbert and S. Ahmad be authorized to represent the York Region District School Board’s Parent, Family and Community Engagement Advisory Committee at the Ministry of Education’s 2014 Parent Involvement Committee Symposium.

Communications Sub-Committee Update

That the Parent, Family and Community Engagement Advisory Committee receive the Communications Sub-Committee Update for information.

3. Special Education Advisory Committee Minutes, April 3, 2014

That the York Region District School Board receive the minutes and recommendations from the April 3, 2014 Special Education Advisory Committee meeting as follows.

Approval of Agenda

That the agenda be approved as written.

Approval of Minutes

That the minutes of the March 6, 2014 Special Education Advisory Committee meeting be approved as written.

BOARD MEETING MINUTES – PUBLIC SESSION PAGE 18 May 6, 2014 ______

Speech-Language Pathology Services Update

That the Special Education Advisory Committee receive the Speech- Language pathology Services Update for information.

Student Services Report

That the Special Education Advisory Committee receive the Special Education Plan and Student Services Reports for information.

Report from the Board

That the Special Education Advisory Committee receive the Report from the Board for information.

Policy Updates

That the Special Education Advisory Committee receive the Policy Updates for information.

Communications Sub-Committee Update

That the Special Education Advisory Committee receive the Communication Sub-Committee Update for information.

4. Equity and Inclusivity Advisory Committee Minutes, April 10, 2014

That the York Region District School Board receive the minutes and recommendations from the April 10, 2014 Equity and Inclusivity Advisory Committee meeting as follows.

Approval of Agenda

That the agenda be approved as written.

Approval of Minutes

That the minutes of the February 13, 2014 Equity and Inclusivity Committee meeting be approved with the following amendment. That the last sentence in the fourth paragraph on page three under Community Events be changed to read as follows:

“It will focus on truth, reconciliation and engagement and Bishop D. Tutu has been requested as the keynote speaker.” BOARD MEETING MINUTES – PUBLIC SESSION PAGE 19 May 6, 2014 ______

Director’s Annual Plan Presentation and Every Student Counts Survey Update

That the Equity and Inclusivity Committee receive the Director’s Annual Plan Presentation and Every Student Counts Survey Update for information.

Staff Report

That the Equity and Inclusivity Advisory Committee Budget input be approved, as written, for submission to the Budget Committee on April 28, 2014.

Report from the Board

That the Equity and Inclusivity Advisory Committee receive the Report from the Board for information.

- Carried - ADJOURNMENT

(*)10. Moved by S. Geller, seconded by A. Yeung:

That the Board Meeting be adjourned at 9:09 p.m.

- Carried -

______Director of Education and Chair of the Board Secretary Treasurer YORK REGION DISTRICT SCHOOL BOARD YORK CATHOLIC DISTRICT SCHOOL BOARD CONCURRENT PUBLIC MEETING

Special Board Meeting Education Development Charge Policy Review May 15, 2014

A joint York Catholic District School Board and York Region District School Board public meeting for the review of Education Development Charge policies was held in the Board Room at the Catholic Education Centre, 320 Bloomington Road West, Aurora, Ontario, on Thursday, May 15, 2014.

ROLL CALL

York Catholic District School Board:

Members: E. Crowe, T. Ciaravella, C. Cotton, T. McNicol, M. Mogado, D. Mazzotta and A. Stong

Administration: P. Preston, J. Sabo, D. McCowell, A. Chan and T. Pechkovsky

Absent with Notice: M. Carnovale, C. Ferlisi and D. Giuliani

Recording Officer: M. Solimine, York Catholic District School Board

Presiding (YCDSB): E. Crowe, Chair of the Board

York Region District School Board:

Members: A. DeBartolo, N. Elgie, D. Giangrande, J. Hertz, P. Adams-Luchowski, A. Yeung and C. Chan

Administration: K. Thurston, M. Roberts, K. Brady, D. Adams and T. Sprayson

Absent with Notice: L. Carruthers, S. Geller, J. Nathan, A. Tam and M. Van Beek

Recording Officer: M. Solimine, York Catholic District School Board

Presiding (YRDSB): A. DeBartolo, Chair of the Board

WELCOME, INTRODUCTIONS AND CALL TO ORDER

York Catholic District School Board Chair E. Crowe called the Special Meeting to order at 7:17 p.m. Chair Crowe welcomed everyone to the meeting and introduced York Catholic District School Board trustees.

Joint YRDSB and YCDSB Education Development Charge Policy Review Meeting – May 15, 2014 Page 2

York Region District School Board Chair A. DeBartolo expressed appreciation to the York Catholic District School Board for hosting the meeting and introduced trustees present from the York Region District School Board.

APPROVAL OF AGENDA AND WAIVING OF DELEGATION REQUIREMENTS: YORK CATHOLIC DISTRICT SCHOOL BOARD

York Catholic District School Board Chair E. Crowe led the assembly in prayer.

(*)1. Moved by C. Cotton, seconded by T. Ciaravella:

That the agenda be approved as presented.

- Carried -

(*)2. Moved by C. Cotton, seconded by T. Ciaravella:

That the normal requirement for delegations to have filed a copy of their presentation in advance be waived.

- Carried -

DECLARATION OF CONFLICT OF INTEREST: YORK CATHOLIC DISTRICT SCHOOL BOARD

Chair of the York Catholic District School Board E. Crowe asked any trustee who has a direct personal interest or direct or indirect pecuniary interest in any matter being discussed at this meeting to state their conflict and the nature thereof. No conflicts were declared by trustees at this time.

APPROVAL OF AGENDA AND WAIVING OF DELEGATION REQUIREMENTS: YORK REGION DISTRICT SCHOOL BOARD

(*)3. Moved by D. Giangrande, seconded by N. Elgie:

That the agenda be approved as presented.

- Carried -

(*)54. Moved by D. Giangrande, seconded by N. Elgie:

That the normal requirement for delegations to have filed a copy of their presentation in advance be waived.

- Carried - Joint YRDSB and YCDSB Education Development Charge Policy Review Meeting – May 15, 2014 Page 3

DECLARATION OF CONFLICT OF INTEREST: YORK REGION DISTRICT SCHOOL BOARD

Chair of the York Region District School Board A. DeBartolo asked any trustee who has a direct personal interest or direct or indirect pecuniary interest in any matter being discussed at this meeting to state their conflict and the nature thereof. No conflicts were declared by trustees at this time.

OPENING REMARKS

York Catholic District School Board Chair E. Crowe explained that the York Catholic and York Region District School Boards are proposing to enact successor Education Development Charge By-Laws and as part of that process are conducting a review of their Education Development Charge policies.

The Boards are seeking input from the public and will give consideration to the submissions received prior to passing Education Development Charge By-Laws.

This is a formal public meeting as required by Section 257.60 of the Education Act.

The primary purpose of implementing Education Development Charges is to provide a source of funding for new school sites.

Education Development Charges (EDC), may be set at any level, provided that:

 the procedures set out in the Regulation made under the Education Act and required by the Ministry are followed and only growth-related net education land costs are recovered; and  no more than 40 per cent of the applicable costs are financed via non-residential development.

The EDC calculation is based on new pupils generated by housing units within the By-Law area, for which building permits will be issued over the next fifteen-year period and for which additional school accommodation is required.

Chair of the York Region District School Board A. DeBartolo advised that the co-terminus Boards have worked in close co-operation to develop the proposed Education Development Charges. The Boards coordinated their efforts in carrying out the background analysis respecting growth projections, pupil enrolment forecasts, determination of growth-related pupil place requirements, site costing, and in completing their respective EDC forms, through continuing discussions.

Like the York Catholic District School Board, the York Region District School Board is seeking input from the public and will give consideration to the submissions prior to the passage of a new EDC By-Law. Joint YRDSB and YCDSB Education Development Charge Policy Review Meeting – May 15, 2014 Page 4

Additional consideration to the passage of EDC By-Laws will be given on June 9, 2014. Chair DeBartolo welcomed any input either in writing or orally.

She referred to items scheduled for consideration on the agenda and outlined the meeting notification process. The Boards’ consultants will be invited to give an overview of the Boards’ existing EDC policies. Upon completion of the presentations, members of the public will be invited to address trustees. After everyone has been given an opportunity to speak, the meeting will be adjourned and a second meeting to consider the proposed charges and By-Laws will be held.

PRESENTATION ON EXISTING EDUCATION DEVELOPMENT CHARGE POLICIES

York Region District School Board Chair A. DeBartolo introduced Jack Ammendolia of Watson and Associates. Mr. Ammendolia provided a brief overview of the background document pertaining to the review of the Education Development Charges (EDC) policies for the York Catholic District School Board and the York Region District School Board. The following points were raised.

 Each EDC By-Law has a set of underlying policies which help determine the structure and type of By-Law that will be enacted.  The Ministry of Education legislates that every school board must conduct a review of its EDC policies before renewing their EDC By-Law.  The percentage of net education land costs will be borne by residential and non- residential development.  There will be uniform charges for all types of development versus differentiated charges.

Following the presentation, trustees took the opportunity to ask questions of clarification.

SUBMISSIONS FROM THE PUBLIC

York Catholic District School Board Chair E. Crowe invited members of the public who wish to speak to come forward. No members of the public came forward at this time.

DELEGATIONS

York Region District School Board Chair A. DeBartolo invited members of the public who wish to be heard on the matter of Education Development Charges to come forward. No members of the public came forward at this time.

Joint YRDSB and YCDSB Education Development Charge Policy Review Meeting – May 15, 2014 Page 5

PRESENTATIONS AND REPORTS

Letter from WeirFoulds LLP on behalf of Building Industry and Land Development Association (BILD)

Trustees received a copy of a letter from the legal counsel of the Building Industry and Land Development Association (BILD) with respect to the proposed Education Development Charges. The letter indicates that BILD has concerns with respect to land value appraisals, site preparation costs, changes to the boundary review areas, the increase of pupils in existing communities and accommodation in existing facilities.

BILD has asked that Board staff and their consultants continue to work with BILD representatives to resolve the concerns raised with respect to the proposed EDC By-Law.

(*)5. Moved by D. Giangrande, seconded by A. Yeung:

That the letter from WeirFoulds LLP submitted on behalf of Building Industry and Land Development Association regarding the Education Development Charge policies, be received by the York Region District School Board. - Carried -

(*)6. Moved by T. Ciaravella, seconded by A. Stong:

CLOSING REMARKS

York Catholic District School Board Chair E. Crowe noted this evening’s public meeting was held in accordance with Section 257.60 of the Education Act for the purposes of reviewing EDC policies. She noted that both Boards will take any views presented into consideration as part of the EDC Policy Review Process.

York Region District School Board Chair A. DeBartolo reminded members of a second formal public meeting that will be held immediately after this meeting to consider the proposed new charges and By-Laws. A further public meeting will be held on June 9, 2014 at 7:00 p.m. at the York Region District School Board. Chair A. DeBartolo also noted that the Boards anticipate considering passage of By-Laws at that time and submissions will be welcome at any time.

Joint YRDSB and YCDSB Education Development Charge Policy Review Meeting – May 15, 2014 Page 6

(*)7. Moved by J. Hertz, seconded by P. Adams-Luchowski:

That the Special Board Meeting regarding the review of the Education Development Charge policies be adjourned by the York Region District School Board at 7:25 p.m.

- Carried -

(*)8. Moved by T. McNicol, seconded by D. Mazzotta:

That the Special Board Meeting regarding the review of the Education Development Charge policies be adjourned by the York Catholic District School Board at 7:25 p.m.

- Carried -

______Secretary of the Board Chair of the Board YORK REGION DISTRICT SCHOOL BOARD YORK CATHOLIC DISTRICT SCHOOL BOARD CONCURRENT PUBLIC MEETING

Special Board Meeting Education Development Charge By-Law Renewal Process / Successor By-Law May 15, 2014

A joint York Catholic District School Board and York Region District School Board public meeting for the renewal of the Education Development Charge By-Law was held in the Board Room at the Catholic Education Centre, 320 Bloomington Road West, Aurora, Ontario, on Thursday, May 15, 2014.

ROLL CALL

York Catholic District School Board:

Trustees: E. Crowe, T. Ciaravella, C. Cotton, T. McNicol, M. Mogado, D. Mazzotta and A. Stong

Administration: P. Preston, J. Sabo, D. McCowell, A. Chan and T. Pechkovsky

Absent with Notice: M. Carnovale, C. Ferlisi and D. Giuliani

Recording Officer: M. Solimine, York Catholic District School Board

Presiding (YCDSB): E. Crowe, Chair of the Board

York Region District School Board:

Trustees: A. DeBartolo, N. Elgie, D. Giangrande, J. Hertz, P. Adams-Luchowski, A. Yeung and C. Chan

Administration: K. Thurston, M. Roberts, K. Brady, D. Adams and T. Sprayson

Absent with Notice: L. Carruthers, S. Geller, J. Nathan, A. Tam and M. Van Beek

Recording Officer: M. Solimine, York Catholic District School Board

Presiding (YRDSB): A. DeBartolo, Chair of the Board

CALL TO ORDER

York Catholic District School Board Chair E. Crowe called the Special Meeting to order at 7:25 p.m.

Joint YRDSB and YCDSB Education Development Charge Successor By-law Meeting – May 15, 2014 Page 2

APPROVAL OF AGENDA AND WAIVING OF DELEGATION REQUIREMENTS: YORK CATHOLIC DISTRICT SCHOOL BOARD

(*)1. Moved by C. Cotton, seconded by A. Stong:

That the agenda be approved as presented.

- Carried -

(*)2. Moved by C. Cotton, seconded by A. Stong:

That the normal requirement for delegations to have filed a copy of their presentation in advance be waived.

- Carried -

DECLARATION OF CONFLICT OF INTEREST: YORK CATHOLIC DISTRICT SCHOOL BOARD

APPROVAL OF AGENDA AND WAIVING OF DELEGATION REQUIREMENTS: YORK REGION DISTRICT SCHOOL BOARD

(*)3. Moved by A. Yeung, seconded by J. Hertz:

That the agenda be approved as presented

- Carried -

(*)4. Moved by A. Yeung, seconded by J. Hertz:

That the normal requirement for delegations to have filed a copy of their presentation in advance be waived.

- Carried -

Joint YRDSB and YCDSB Education Development Charge Successor By-law Meeting – May 15, 2014 Page 3

DECLARATION OF CONFLICT OF INTEREST: YORK REGION DISTRICT SCHOOL BOARD

Chair of the York Region District School Board A. DeBartolo 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.

OPENING REMARKS

York Catholic District School Board Chair E. Crowe advised that each Board is proposing to enact a successor Education Development Charge By-Law.

The Boards are seeking input from the public regarding proposed charges and By-Laws and will give consideration to all submissions received prior to passing By-Laws.

This is a formal public meeting as required by Section 257.63 of the Education Act.

YRDSB Chair A. DeBartolo advised that the York Region District School Board is also seeking input from the public and will give consideration to submissions received prior to the passage of a new Education Development Charge By-Law.

Additional consideration of EDC By-Laws is expected to be given on June 9, 2014. Both Boards welcome input today as well as any future input either in writing or orally.

The Boards’ consultants and legal counsel will provide an overview of the process leading to the proposed charges. Legal counsel will provide a brief review of the text of the By-Laws found in the working papers. Members of the public will have an opportunity to address trustees.

PRESENTATION REGARDING EDUCATION DEVELOPMENT CHARGES

York Region District School Board Chair A. DeBartolo invited Jack Ammendolia of Watson and Associates to make a presentation regarding how the proposed charges were calculated.

Mr. Ammendolia reviewed the Education Development Charge (EDC) By-Law Renewals Report. He reviewed the existing EDC for both the York Catholic District School Board and York Region District School Board and advised that both boards plan to consider passage of a new EDC By-law on Monday, June 9, 2014.

Mr. Ammendolia’s presentation included a review of:

 the key elements;  legal/Ministry requirements; Joint YRDSB and YCDSB Education Development Charge Successor By-law Meeting – May 15, 2014 Page 4

 the process and methodology;  eligibility factors for each Board;  calculation for each Board including; demographics, projected enrolment, growth forecast, net new units and net growth – related pupil places;  legislated site size;  site needs and land costs;  proposed charges for each Board; and  rate increases.

OVERVIEW OF THE DRAFT EDUCATION DEVELOPMENT CHARGE BY-LAWS

York Catholic District School Board Chair E. Crowe introduced Jim Easto of Keel Cottrelle LLP who provided a brief overview of the Draft By-Laws. Mr. Easto advised that the proposed By-Laws comply with legislation. Further consideration of the By-Laws will occur at the June 9, 2014 meeting.

PUBLIC INPUT

York Catholic District School Board Chair E. Crowe and York Region District School Board Chair A. DeBartolo invited members of the public wishing to address trustees to come forward at this time. No members of the public came forward.

PRESENTATIONS AND REPORT

Letter from WeirFoulds LLP on behalf of Building Industry and Land Development Association (BILD)

BILD has asked that Board staff and their consultants continue to work with BILD representatives to resolve the concerns with respect to the proposed EDC By-Laws.

(*)5. Moved by C. Chan, seconded by J. Hertz:

That the letter from WeirFoulds LLP submitted on behalf of Building Industry and Land Development Association regarding the Education Development Charges, be received by the York Catholic District School Board.

- Carried -

Joint YRDSB and YCDSB Education Development Charge Successor By-law Meeting – May 15, 2014 Page 5

(*)6. Moved by D. Mazzotta, seconded by T. McNicol:

- Carried -

CLOSING REMARKS

York Catholic District School Board Chair E. Crowe noted this public meeting was held for the purposes of informing the public about the EDC Review Process and the proposed By-Laws for the two coterminous school boards in York Region. The meeting was held as required under section 257.63 of the Education Act. Views brought forward will be taken into consideration as the process progresses.

York Region District School Board Chair A. DeBartolo reminded attendees that a formal public meeting to consider passage of the EDC By-Laws will be held on June 9, 2014 at 7:00 p.m. at the York Region District School Board. She thanked all attendees and reiterated that submissions from members of the public are welcome at any time.

(*)7. Moved by D. Giangrande, seconded by P. Adams-Luchowski:

That the Joint Education Development Charge Successor By-Law meeting be adjourned by the York Region District School Board at 8:05 p.m.

- Carried -

(*)8. Moved by M. Mogado, seconded by A. Stong:

That the Joint Education Development Charge Successor By-Law meeting be adjourned by the York Catholic District School Board at 8:05 p.m.

- Carried -

______Secretary of the Board Chair of the Board

YORK REGION DISTRICT SCHOOL BOARD SPECIAL BOARD MEETING MINUTES - PUBLIC SESSION MAY 27, 2014

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 7:08 p.m. on Tuesday, May 27, 2014 with Chair A. DeBartolo presiding and the following members present; Trustees P. Adams-Luchowski, C. Chan (via audio conference), N. Elgie, D. Giangrande, J. Hertz, J. Nathan and A. Tam.

Regrets: Trustees L. Carruthers, S. Geller, M. Van Beek and A. Yeung and Student Trustees S. Chou and P. Liu

APPROVAL OF AGENDA

(*)1. Moved by N. Elgie, seconded by A. Tam:

That the agenda be approved as written.

- Carried -

DECLARATION OF CONFLICT OF INTEREST

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

RISE AND REPORT – MAY 27, 2014 SPECIAL BOARD MEETING – PRIVATE SESSION

Note: Trustee C. Chan joined the meeting via audio conference at 7:09 p.m.

Co-Chairs of the Director’s Selection Committee A. DeBartolo and D. Giangrande thanked all applicants involved in the selection process and congratulated the new Director of Education, saying the Board is well positioned to continue to keep students as its number one priority.

(*)2. Moved by A. Tam, seconded by N. Elgie:

That the York Region District School Board approve the appointment of Jegan Philip Parappally as Director of Education and Secretary-Treasurer, subject to confirmation by the Minister of Education, effective August 1, 2014.

- Carried -

SPECIAL BOARD MEETING MINUTES – PUBLIC SESSION Page 2 May 27, 2014

ADJOURNMENT

(*)3. Moved by N. Elgie, seconded by A. Tam:

That the Special Board Meeting - Public Session be adjourned at 7:18 p.m.

- Carried -

Director of Education and Chair of the Board Secretary-Treasurer ROUTINE

YORK REGION DISTRICT SCHOOL BOARD BUDGET COMMITTEE MEETING April 28, 2014

The Public Session of the Budget Committee Meeting of Monday, April 28, 2014 commenced at 7:03 p.m. in the Board Room at the Education Centre Aurora with Budget Chair A. Tam presiding and the following trustees present: L. Carruthers, C. Chan (via audio conference), A. DeBartolo, S. Geller (via audio conference), D. Giangrande, M. Van Beek, and A. Yeung.

Regrets: Trustees P. Adams-Luchowski, N. Elgie, J. Hertz and J. Nathan Student Trustees S. Chou and P. Liu

Budget Chair A. Tam welcomed trustees, staff and members of the audience to the first Budget Committee meeting of 2014.

APPROVAL OF AGENDA

(*)1. Moved by L. Carruthers, seconded by D. Giangrande:

That the agenda be approved as written.

- Carried -

DECLARATION OF CONFLICT OF INTEREST

Committee Chair A. Tam asked any trustee who has a direct personal interest or direct or indirect pecuniary interest in any matter being discussed by the Budget Committee to state their conflict and the nature thereof. No conflicts were declared by trustees at this time.

BUDGET INPUT: SPECIAL EDUCATION ADVISORY COMMITTEE

Special Education Advisory Committee (SEAC) Vice-Chair L. Ziraldo acknowledged support of the Board for Special Education programming and resources. She acknowledged the hard work of the Student Services Team under the leadership of Superintendent of Student Services, S. Reid. The guiding principles by which SEAC operates are;  all students can succeed,  classroom teachers are the key educators for a student’s literacy and numeracy development, and  classroom teachers require the support of the larger community to create a learning environment that supports all students.

Note: Trustee C. Chan entered the meeting via audio conference at 7:07 p.m. Budget Committee Meeting Page 2 April 28, 2014

Ms. Ziraldo also acknowledged the continuing work of the Learning Disability (LD) Steering Committee, the Individual Education Plan (IEP) Review, the emphasis on school and parent engagement and increased supports to address mental health issues.

Ms. Ziraldo provided statistics on the number of students with an IPRC and IEP, the number of students identified with Autism Spectrum Disorder (ASD) and the increasing number of students requiring Early Intervention Services.

Respectful of financial constraints, Ms. Ziraldo outlined the following priorities and recommendations for consideration in the 2014-2015 Budget.

1. Increased Special Education Resource Teacher (SERT) staffing and funds to;  support students entering kindergarten,  maintain the same level of staffing and consider new Community Classes for students with complex needs, and  enhance summer school opportunities.

2. Increase funds for;  support staff, including Speech-Language Pathologists for full-day kindergarten (FDK) Social Workers and Psychological Services staff to address increased crisis, assessment and mental health needs, and Physiotherapy and Occupational Therapists, and  additional Educational Assistants (EAs) for Autism Spectrum Disorder and FDK.

3. Continue to support funding for Barrier-Free Learning and look at purchasing equipment such as iPads and augmentative communication programs to support students with special needs.

4. Provide stable funds for professional learning through;  release time,  administrator training on Special Education, and  sharing of best practices.

5. Continue to provide funding to support;  partnerships with Children’s Mental Health organizations,  elementary to secondary transitions,  the Learning Disabilities’ Association of York Region’s ABC Math and Literacy Program,  the Children’s Treatment Network’s Acquired Brain Injury and Applied Behaviour Analysis (ABA) programs, and  continued research in evidence based practices through the Learning Disabilities Steering Committee, Autism Review, Student Support Leadership Project and Autism projects.

Budget Committee Meeting Page 3 April 28, 2014

In response to a trustee question Ms. Ziraldo explained that the need for summer school activities has increased. Superintendent of Student Services S. Reid reviewed supports available for students in summer school and outlined the number of elementary and secondary students enrolled in various summer school programs.

Ms. Ziraldo thanked the Board of Trustees and the Director of Education for advocating for students with special needs.

Budget Committee Chair A. Tam expressed appreciation to Ms. Ziraldo for the budget considerations.

(*)2. Moved by A. Yeung, seconded by M. Van Beek:

That the York Region District School Board receive the Special Education Advisory Committee Budget Input for information.

- Carried -

BUDGET INPUT: PARENT, FAMILY AND COMMUNITY ENGAGEMENT ADVISORY COMMITTEE

Parent, Family and Community Engagement Advisory Committee (PEAC) Chair T. Lalani presented input on behalf of the Parent, Family and Community Engagement Advisory Committee.

Ms. Lalani explained that the PEAC receives funding from the Ministry of Education as part of the GSN to support students and families with various needs. This year, under the Director’s leadership, PEAC is exploring additional ways to increase parent engagement.

On behalf of PEAC, Ms. Lalani highlighted the following recommendations for consideration in the 2014-2015 Budget.

1. That the Board continues to fund;  recruitment and training of PEAC members,  work and projects of the Communications Subcommittee,  translation of communication resources for parents,  supports for school councils,  travel and expense costs for committee members, and  updates to the PEAC website.

2. That funding be continued for costs associated with;  School Council Forums,  the Regional Parent Symposium, Budget Committee Meeting Page 4 April 28, 2014

 transportation for parents that wish to attend Forums and Symposium outside of their area, and  workshops aimed at engaging parents, families and communities, and  participation in professional learning opportunities offered by the Board and organizations outside York Region.

On behalf of PEAC, Ms. Lalani thanked trustees, the Director and senior staff members for their ongoing support and leadership.

Budget Chair A. Tam thanked Ms. Lalani for sharing the Parent, Family and Community Engagement Advisory Committee’s input.

(*)4. Moved by L. Carruthers, seconded by M. Van Beek:

That the York Region District School Board receive the Parent, Family and Community Engagement Advisory Committee Budget Input for information.

- Carried -

BUDGET INPUT: EQUITY AND INCLUSIVITY ADVISORY COMMITTEE

Past Chair of the Equity and Inclusivity Advisory Committee Member M. Bowe highlighted the importance of partnerships between the Board and community agencies in York Region.

On behalf of EIAC, Mr. Bowe presented the following recommendations for consideration as part of the 2014-2015 Budget.

That the Board continue to provide funding for;  multi-language services, including translators and training programs for internal translators,  training and professional development in the area of equity for students, staff and members of the community,  the Equity Symposium,  the implementation of the Human Resources Action Plan,  data collection, including, but not limited to Every Student Counts Survey,  maintaining and investing in community partnerships,  recruitment and training of PEAC’s members,  schools to develop and promote equity in their community,  program accommodations,  documentation that promotes equity including the Holidays and Observances Calendar,  resources for liaison activities of community work, and  initiatives developed by the Equity Strategy Steering and Action Committee and its workgroups, and the Positive Space Steering and Action Committee. Budget Committee Meeting Page 5 April 28, 2014

On behalf of EIAC, Mr. Bowe thanked trustees, the Director and senior staff for their ongoing support and leadership.

Budget Chair A. Tam thanked Mr. Bowe for sharing the Equity and Inclusivity Advisory Committee’s input.

(*)4. Moved by A. DeBartolo, seconded by A. Yeung:

That the York Region District School Board receive the Equity and Inclusivity Advisory Committee Budget Input for information.

- Carried -

BUDGET INPUT: YORK REGION ONTARIO PRINCIPALS’ COUNCIL (YR-OPC)

On behalf of YR-OPC, representing all principals and vice-principals of the York Region District School Board, YR-OPC Chair A. Pace addressed four key priority areas that are related to the Board’s priorities.

1. Social support for students and families through Community Liaisons to;  assist school staff to support student learning,  accessible translation services and supports for newcomers in specific families of schools,  increase the development of outreach programs into diverse communities for newcomers through the Reception Centre, and  assist students with complex social needs or those who may be new to Canada.

2. Mental health support to promote student achievement and well-being by;  hiring additional social workers and the extending mental health supports to elementary schools, and  providing early intervention services to students to address their in emotional needs.

3. Kindergarten to Grade 12 transitional supports such as;  release time and funds to support the transition from Kindergarten to Grades 4, 5 and 6 and Grades 8 to 9, and  occasional teachers to support cross panel meetings for grade and subject specific teachers.

4. Reduce the number of single administrator/single school office support schools which will;  increase student safety and security, and  allow administrators to address operational and administrative responsibilities without sacrificing instructional leadership. Budget Committee Meeting Page 6 April 28, 2014

Ms. Pace thanked the Budget Committee for the opportunity to provide input into the 2014-2015 Budget. She also expressed thanks to trustees, the Director and senior staff for their continued support.

In response to a trustee question, Superintendent, Business and Finance (CFO) W. Muirhead-Toporek confirmed there are 18 social workers in the 2013-2014 Budget.

Budget Chair A. Tam thanked Ms. Pace and the YR-OPC for their input and acknowledged the continued need for creativity.

(*)3. Moved by M. Van Beek, seconded by D. Giangrande:

That the York Region District School Board receive the York Region – Ontario Principals’ Council Budget Input for information.

- Carried -

BUDGET INPUT: YORK REGION MANAGERS’ COUNCIL

Co-Chairs of York Region Managers’ Council S. Wray and E. Gordon provided a brief overview of the various departments and staff members represented by Managers’ Council and identified how managers improve organizational effectiveness by:

 aligning with the Board’s Mission, Vision and Values and priorities,  sharing best practices,  identifying cross-departmental opportunities to support system priorities,  providing input on Board priorities and other system initiatives,  enhancing knowledge base of Board initiatives, and  collaborating on system issues.

It was noted that there are 214 managers that are responsible for overseeing a significant number of resources and ensuring that over 200 schools are safe and secure and well maintained. Superintendent Muirhead-Toporek clarified that this number has grown from 96 since 2001 and now includes student support services and curriculum staff.

Managers’ Council Co-Chair E. Gordon shared the following key accomplishments of Managers’ Council over the past year;

 sharing best practices and enhancing knowledge base,  focused Managers’ Network Meetings,  the development of the Managers’ Leadership Framework and aligned professional learning opportunities,  enhanced communication between and amongst department staff, and  emphasis on the importance of networking. Budget Committee Meeting Page 7 April 28, 2014

Going forward, Managers’ Council will focus on;  enhancing cross-departmental understanding and collaboration,  continuing to leverage relationships within and across departments,  ongoing focus on continuous improvement and innovation, and  developing leadership capacity by leveraging the Managers’ Leadership Framework.

Being aware of the need for fiscal prudence, Managers’ Council recommends that the Board continue to allocate resources to support the work of managers. This will directly impact the needs of students and staff and contribute to meeting the Board’s priorities. As well, professional development of all staff members is essential to ensuring that the Board has effective people in all roles.

On behalf of all managers, Mr. Wray and Ms. Gordon thanked trustees for this opportunity to showcase the focus and priorities of Managers’ Council and for their continued support.

Budget Chair A. Tam thanked Managers’ Council Co-Chairs E. Gordon and S. Wray for the input.

(*)5. Moved by A. Yeung, seconded by M. Van Beek:

That the York Region District School Board receive the York Region Managers’ Council Budget Input for information.

- Carried -

EXPENDITURE REPORT TO DECEMBER 31, 2013

Superintendent, Business and Finance (Chief Financial Officer) W. Muirhead-Toporek presented the Expenditure Report to December 31, 2013 and assured trustees that the Board will have a balanced budget once again this year. An explanation of any variances in expenditures is included in the report.

No questions were posed by trustees. (*)6. Moved by D. Giangrande, seconded by A. Yeung:

That the York Region District School Board receive the Expenditure Report to December 31, 2013 for information.

- Carried -

2014-15 GRANTS FOR STUDENT NEEDS TECHNICAL BRIEFING

Superintendent, Business and Finance (CFO) W. Muirhead-Toporek provided an overview of the 2014-2015 Grants for Student Needs (GSN). Budget Committee Meeting Page 8 April 28, 2014

Ms. Muirhead-Toporek pointed out the highlights in the 2014-2015 GSN;

 full-day kindergarten (FDK) funding has been moved into the GSN,  continued support for existing labour agreement,  measures from the School Board Efficiencies and Modernization (SBEM) consultations,  new capital investments,  funding formula reforms for special education and administration, and  accountability measures.

The GSN regulation was released at the end of March 2014 and is intended to be used as a guideline, pending release of final information from the Ministry.

The majority of the increase in GSN funding reflects the integration of FDK and a slight increase in enrolment.

There will be a substantial decrease in Education Program – Other (EPO) funding in 2014-2015. Early Childhood Educators (ECEs) will now be part of the regular grants with the FDK funding.

Students will be reported in the following categories;

 kindergarten classes staffed at 26 to 1,  primary classes staffed at 19.8 to 1, and  junior/intermediate classes staffed at 24.5 to 1.

The Declining Enrolment Adjustment Grant is not applicable as the Board’s overall growth is estimated to be one per cent.

With current collective agreements expiring August 31, 2014, the current terms and conditions of employment will continue into the 2014-2015 school year until new agreements are reached.

The following points are included in the labour framework for 2014-2015;

 The 97th day provisions for salary grid movement, which is approximately $5 million for elementary and $1.9 million for secondary teachers.  Benefits, long-term disability plans and sick leave plans remain the same as outlined in existing collective agreements and Memorandums of Understanding (MOU).  Staff members will not be required to take additional unpaid days.  Funding for the cost associated with the additional one day sick leave day, approximately $1.8 million.  Elimination of two per cent salary differentiation effective September 1, 2014 between ETFO and non-ETFO teachers, approximately $8.5 million. Budget Committee Meeting Page 9 April 28, 2014

 A reduction to benefits funding benchmarks due to elimination of retirement gratuities.

With regard to School Board Efficiencies and Modernization (SBEM), the Ministry is promoting consolidations and use of space with other organizations, along with amalgamation of small schools. Additional information is forthcoming; however, this is not anticipated to have a significant impact on the York Region District School Board.

There will be a change to top-up funding from 100 per cent to 95 per cent of capacity and a decrease of approximately $400,000.

The Ministry will provide more information regarding capital priorities.

The School Board Administration and Governance Advisory Group (BAAG) was established in 2010 to develop a new funding model for school board administration. As a result, funding for administration will be reduced over the next four years.

There will be a small reduction to Special Education Amount (SEA) funding. A new funding model considers 65 different criteria with regard to High Needs Amount (HNA) allocation of the Special Education Grant. Funding for Mental Health Leaders has increased by $120,000 for the Board and has moved from the EPO grant to the GSN making the funding more permanent.

There will be increases in Student Transportation by approximately two per cent due to increased fuel costs. Utilities will see a two percent increase with the exception of the electricity benchmark which will increase 7.3 per cent or an additional $600,000. Construction Benchmarks will increase by four per cent.

Due Dates for Ministry submissions were outlined.

No questions were posed by trustees at this time.

(*)7. Moved by M. Van Beek, seconded by A. DeBartolo:

That the York Region District School Board receive the 2014-2015 Grants for Student Needs Technical Briefing for information.

- Carried -

MINISTRY MEMO 2014: B4, GRANTS FOR STUDENT NEEDS FUNDING AND REGULATIONS

Ministry Memorandum 2014: B4, Grants for Student Needs Funding and Regulations was included with the agenda package for trustees’ information. There were no trustee questions.

Budget Committee Meeting Page 10 April 28, 2014

(*)8. Moved by L. Carruthers, seconded by D. Giangrande:

That the York Region District School Board receive the Ministry Memo 2014: B4, Grants for Student Needs Funding and Regulations for information.

- Carried -

ESTIMATED 2014-2015 BUDGET REVENUE

Superintendent, Business and Finance (CFO) W. Muirhead-Toporek noted that the Average Daily Enrolment of Pupils of the Board is anticipated to increase by approximately one per cent overall.

Ms. Muirhead-Toporek emphasized that the Operating Grants are estimates only and that the full funding of Full Day Kindergarten (FDK) has an impact on every operating allocation. School renewal is based on enrolment and other factors.

Under Miscellaneous Revenues, Driver Education has been decreasing steadily over the last few years. There will be a substantial increase in non-resident students, with projections indicating an increase from 700 to 1000 VISA students in 2014-2015. The increased revenues from VISA students are being used to help offset reductions in secondary staffing due to enrolment changes. As well, Community Use of Schools is increasing significantly. There is a significant reduction in EPO grants as FDK is now part of the GSN.

Ms. Muirhead-Toporek reported that the overall Projected Revenue for 2014-2015 is $1,339,891,000.

(*)9. Moved by A. Yeung, seconded by A. DeBartolo:

That the York Region District School Board receive the Estimated 2014- 2015 Budget Revenue for information.

- Carried -

2014-2015 PROPOSED BUDGET SCHEDULE

The next scheduled Budget Committee meeting is May 26, 2014. The expectation is to provide the adjusted revenue amounts and expenditure budgets and to present a balanced budget. If additional time is required, the expenditure budgets will continue to be reviewed at the June 10, 2014 meeting. Budget approval will be scheduled at the June 3, 2014 or July 2, 2014 Board meeting depending on the time required to review the expenditure budgets.

Budget Committee Meeting Page 11 April 28, 2014

(*)10. Moved by A. Yeung, seconded by C. Chan:

That the York Region District School Board receive the 2014-2015 Proposed Budget Schedule for information.

- Carried -

INFORMATION ITEMS

On behalf of staff, Director of Education K. Thurston added his thanks to the various presenters for their thoughtful and balanced input and perspectives. He further thanked Superintendent, Business and Finance (CFO) Muirhead-Toporek for her thorough and clear presentation.

ADJOURNMENT

(*)11. Moved by M. Van Beek, seconded by A. DeBartolo:

That the Budget Committee Meeting be adjourned at 8:27 p.m.

- Carried -

YORK REGION DISTRICT SCHOOL BOARD

POLICY AND BY-LAW COMMITTEE MEETING

MINUTES, MEETING #4 MAY 13, 2014

The Policy and By-Law Committee met at 4:50 p.m. in Room 200 of the Education Centre, Aurora on Tuesday, May 13, 2014 with Trustee N. Elgie presiding and the following trustees and resource staff members present; Trustees P. Adams-Luchowski, C. Chan, A. DeBartolo (via audio conference), J. Nathan, A. Yeung and Senior Manager, Board and Trustee Services L. Barnes.

Also in attendance: Trustee J. Hertz and Associate Director, Leadership and Learning D. Belchetz, Associate Director, Corporate and School Services M. Roberts, Principal of Michaëlle Jean Public School C. Della- Rovere, Assistant Manager, Board and Trustee Services L. Reinhardt and Senior Communications Officer D. Clayden.

Regrets: Trustees L. Carruthers, D. Giangrande, A. Tam and M. Van Beek and Director of Education K. Thurston, Secondary Principal Representative S. Epstein and Elementary Principal Representative P. Valle

CALL TO ORDER

Trustee N. Elgie called the meeting to order at 4:50 p.m.

APPROVAL OF AGENDA

It was noted that Policy #220.0, Trustee Services would be the first policy item considered.

1. Moved by C. Chan, seconded by A. Yeung:

That the agenda be approved as amended.

- Carried -

DECLARATION OF CONFLICT OF INTEREST

Trustee N. Elgie 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.

RECEIPT OF MINUTES OF PREVIOUS MEETING

2. Moved by A. Yeung, seconded by C. Chan:

That the minutes of the March 18, 2014 Policy and By-Law Committee Meeting be received for information.

- Carried -

POLICY AND BY-LAW COMMITTEE MEETING PAGE 2 MAY 13, 2014

POLICY ITEMS

Policy #220.0, Trustee Services

Senior Manager, Board and Trustee Services L. Barnes and Assistant Manager, Board and Trustee Services L. Reinhardt were in attendance to review Policy #220.0, Trustee Services.

Senior Manager, Board and Trustee Services L. Barnes stated that revisions to the policy include a $150.00 monthly allowance to trustees to cover the costs of communication expenses to ensure accessibility to students, parents, staff and members of the community. As well, trustees may be reimbursed a one-time maximum of $200.00 during their four-year term of office for the cost of purchasing a cellular phone dedicated to trustee business.

Note: Trustee P. Adams-Luchowski entered the meeting at 5:08 p.m.

Committee members discussed how funds are budgeted for trustees’ participation in professional development activities, as well as the expense reimbursement process. It was agreed that additional wording will be included in the procedure to further clarify eligible expenses for reimbursement when participating in conferences and other professional learning opportunities.

Note: Trustee J. Hertz entered the meeting at 5:15 p.m.

Trustees highlighted information contained in the policy and procedure that maintains the integrity of the election process and protects trustees during the six month period prior to a municipal election including;

 the importance of not using Board-provisioned technology for any purpose that could be associated with a trustee’s campaign,  the appropriate use of school facilities to host meetings or events, and  the fact that information may not be distributed to school communities, including but not limited to newsletters.

(*)3. Moved by A. Yeung, seconded by P. Adams-Luchowski:

Action That in accordance with Board Policy #285.0, Board Policies, Procedures and Required Supporting Documents, Working Document Policy #220.0, Trustee Services be circulated to the system for comment for six school months. (Appendix 1)

- Carried -

Policy #160.0, Records and Information Management

Associate Director of Education, Corporate and School Services M. Roberts, Senior Manager, Administrative Services J. Fair and Assistant Manager, Records Management/Municipal Freedom of Information and Protection of Privacy Act (MFIPPA) N. Massie were at the meeting to review Policy #160.0, Records and Information Management.

POLICY AND BY-LAW COMMITTEE MEETING PAGE 3 MAY 13, 2014

Senior Manager, Administrative Services J. Fair stated that updates to the policy include additional responsibilities of the Board of Trustees and Director of Education, as well as revisions to the policy statement.

In response to a committee member’s inquiry, Assistant Manager, Records Management/Municipal Freedom of Information and Protection of Privacy Act (MFIPPA) N. Massie clarified that the term “personal papers” refers to personal documents that staff members may have with them at work that have no relation to the Board or its business transactions.

(*)4. Moved by C. Chan, seconded by J. Hertz:

Action That in accordance with Board Policy #285.0, Board Policies, Procedures and Required Supporting Documents, Working Document Policy #160.0, Records and Information be circulated to the system for comment for six school months. (Appendix 2)

- Carried -

Policy #325.0, Continuing Education

Superintendent, Inclusivity and Community Services C. Roach was in attendance to review Policy #325.0, Continuing Education.

Committee members were advised that revisions reflect the removal of programs that are no longer offered by the York Region District School Board or have been moved to other service teams. Information regarding additional stakeholder groups and new programs has also been included. There were no formal comments received and final approval is being requested.

The committee had no further questions or comments.

(*)5. Moved by C. Chan, seconded by A. Yeung:

Action That in accordance with Board Policy #285.0, Board Policies, Procedures Required and Supporting Documents, Policy #325.0, Continuing Education be forward to the June 3, 2014 Board Meeting for final approval. (Appendix 3)

- Carried -

Policy #238.0, Parent, Family and Community Engagement

Superintendent, Inclusivity and Community Services C. Roach spoke about Policy #238.0, Parent, Family and Community Engagement.

Committee members were advised that in addition to minor revisions to the trustees’ responsibilities section, a new procedure has been created to outline the process used to consider requests for support for community and fundraising events.

POLICY AND BY-LAW COMMITTEE MEETING PAGE 4 MAY 13, 2014

The committee had no further questions or comments.

Note: Trustee J. Nathan entered the meeting at 5:25 p.m.

(*)6. Moved by P. Adams-Luchowski, seconded by A. Yeung:

Action That in accordance with Board Policy #285.0, Board Policies, Procedures and Required Supporting Documents, Working Document Policy #238.0, Parent, Family and Community Engagement be circulated to the system for comment for six school months. (Appendix 4)

- Carried -

Policy #218.0, Healthy Schools and Workplaces

Associate Director, Leadership and Learning D. Belchetz, Manager, Human Resource Services J. Hicks, Curriculum Consultant K. Leang and Wellness Advisor, Human Resource Services C. Tong were present to review Policy #218.0, Healthy Schools and Workplaces.

Associate Director Belchetz stated that the policy revisions are meant to reflect the Board’s continued commitment to ensuring that all students and staff members learn and work in healthy environments. Six new procedures and three guidelines have been created to provide additional guidance and resource information for all areas that can fall under the wellness and well-being umbrella, such as physical activity, mental health and the disability management program.

Wellness Advisor, Human Resource Services C. Tong advised that it was also important to update policy language for consistency purposes and to accurately reflect how the Healthy Schools and Workplaces mandate aligns with the Trustees’ Multi-Year Plan and Board Priorities.

Clarification was provided with regard to how specific concerns regarding the health and well- being of students and staff members should be addressed.

The committee had no further questions or comments.

(*)7. Moved by C. Chan, seconded by J. Hertz:

Action That in accordance with Board Policy #285.0, Board Policies, Procedures Required and Supporting Documents, Working Document Policy #218.0, Healthy Schools and Workplaces be circulated to the system for comment for six school months. (Appendix 5)

- Carried -

POLICY AND BY-LAW COMMITTEE MEETING PAGE 5 MAY 13, 2014

Policy #540.0, Health and Safety - Employees

Superintendent, Human Resources D. Cammaert, Manager, Health and Safety R. Kaskow were in attendance to review Policy #540.0, Health and Safety – Employees.

Superintendent, Human Resources D. Cammaert advised that policy changes provide additional clarification in the areas of critical injury and fatality reporting obligations for non-workers, as well as outlining the requirement for supervisors to complete basic awareness training within one week of hire.

In response to a committee member’s inquiry, Manager, Health and Safety R. Kaskow advised that the term “non-worker” means any person involved in an activity on Board property who is not an employee of the Board.

(*)8. Moved by P. Adams-Luchowski, seconded by A. Yeung:

Action That in accordance with Board Policy #285.0, Board Policies, Procedures and Required Supporting Documents, Working Document Policy #540.0, Health and Safety - Employees be circulated to the system for comment for six school months. (Appendix 6)

- Carried -

Policy #240.0, Respectful Workplace and Learning Environment

Superintendent, Human Resources D. Cammaert and Employee Relations Officer R. McCarthy were at the meeting to review Policy #240.0, Respectful Workplace and Learning Environment.

Superintendent, Human Resources D. Cammaert noted that previous revisions made to the policy included additional prohibited grounds. There were no formal comments received and final approval is being requested.

The committee had no further questions or comments.

(*)9. Moved by P. Adams-Luchowski, seconded by A. Yeung:

Action That in accordance with Board Policy #285.0, Board Policies, Procedures and Required Supporting Documents, Policy #240.0, Respectful Workplace and Learning Environment be forwarded to the June 3, 2014 Board Meeting for final approval. (Appendix 7)

- Carried -

Policy #222.0, Conflict of Interest

Associate Director, Corporate and School Services M. Roberts, Superintendent, Business and Finance (CFO) W. Muirhead-Toporek (via audio conference) and Superintendent, Human Resources D. Cammaert were in attendance to review Policy #220.0, Conflict of Interest.

POLICY AND BY-LAW COMMITTEE MEETING PAGE 6 MAY 13, 2014

Superintendent, Human Resources D. Cammaert noted that no additional revisions to the policy are being recommended; however, for clarification purposes, revisions have been made to the procedure regarding the provision of services to students and staff outside of regular working hours. Two minor edits were noted. No formal comments have been received and approval is being requested.

The committee had no further questions or comments.

(*)10. Moved by C. Chan, seconded by A. Yeung:

Action That in accordance with Board Policy #285.0, Board Policies, Procedures and Required Supporting Documents, Policy #222.0, Conflict of Interest, as amended, be forwarded to the June 3, 2014 Board Meeting for final approval. (Appendix 8)

- Carried -

Policy #470.0, Education Development Charges: Alternative Arrangements for School Facilities

Associate Director, Corporate and School Services M. Roberts and Associate Manager, Planning and Property Development Services T. Sprayson were present to review Policy #163.0, School Admission.

Associate Manager, Planning and Property Development Services T. Sprayson stated that revisions to the policy ensure alignment with applicable legislative requirements and identify Phoebe Gilman Public School as a new project on the Board’s joint venture partnership list.

Committee members had no additional questions or comments.

(*)11. Moved by A. Yeung, seconded by P. Adams-Luchowski:

Action That in accordance with Board Policy #285.0, Board Policies, Procedures and Required Supporting Documents, Working Document Policy #470.0, Education Development Charges: Alternative Arrangements for School Facilities be circulated to the system for six school months. (Appendix 9)

- Carried -

Policy #475.0, Education Development Charges: School Sites - Operating Budget Surplus

Associate Director, Corporate and School Services M. Roberts and Associate Manager, Planning and Property Development Services T. Sprayson were in attendance to review Policy #475.0, Education Development Charges: School Sites – Operating Budget Surplus

Associate Manager Sprayson stated that updated language has been incorporated into the policy to ensure alignment with legislative requirements and to provide additional clarification for stakeholders.

POLICY AND BY-LAW COMMITTEE MEETING PAGE 7 MAY 13, 2014

Committee members had no additional questions or comments.

(*)12. Moved by C. Chan, seconded by P. Adams-Luchowski:

Action That in accordance with Board Policy #285.0, Board Policies, Procedures and Required Supporting Documents, Working Document Policy #475.0, Education Development Charges: School Sites – Operating Budget Surplus be circulated to the system for six school months. (Appendix 10)

- Carried - Policy Review Status Chart

It was noted that the list of policies scheduled for review in 2014 was included with the agenda for information.

ADJOURNMENT

(*)13. Moved by J. Hertz, seconded by A. Yeung:

That the Policy and By-Law Committee Meeting adjourn at 5:50 p.m.

- Carried -

APPENDIX 1

WORKING DOCUMENT

YORK REGION DISTRICT SCHOOL BOARD

Policy and Procedure #220.0, Trustee Services

Application

The Trustee Services policy and procedure outlines the provision of supports and services to support the Board of Trustees in their duties as publicly elected representatives governing public education in York Region.

Stakeholder Groups with Responsibilities Under this Policy

 Board of Trustees  Director of Education  Chief Financial Officer  Board and Trustee Services  Public Affairs and Communications Services  Education and Community Services  Principals

Relationship to Board priorities

The Trustee Services policy and procedure ensures the Stewardship of Board resources and outlines how the Board of Trustees will be supported so that they can carry out their legislated duties to support student and staff achievement well-being and to ensure the delivery of effective and sustainable educational programs.

Implementation Timelines

Immediate

Summary of Changes

Overview of Major To provide clarity to trustees regarding equipment and services to Changes to the communicate with students, parents, staff members, the public and each Document other. Each trustee will be reimbursed $150.00 per month to cover all costs associated with personal communication devices with proper supporting documentation. Who is affected by these Trustees changes and what is the Chief Executive Officer impact on current Board an Trustee Services staff members practice? Feedback, Timelines and Next Steps At the June 3, 2014 Board Meeting, this policy was approved to be posted and adopted by as a Working Document. Comments will be received for six school months and will be considered by the Policy and By-Law Committee in February 2015.

Policy and Procedure #220.0, Trustee Services defines services and equipment provided by staff members to the Board of Trustees.

Revisions to the policy and procedure provide trustees with more flexibility to choose communication technology that best suits their individual needs while still ensuring they have the necessary tools to fulfil their duties as publicly elected representatives.

Questions about the content of the Trustee Services policy or procedure should be raised with your principal, manager or supervisor. If additional clarification is required, principals, managers and supervisors may contact Assistant Manager, Board and Trustee Services Lisa Reinhardt or Senior Manager, Board and Trustee Services Lori Barnes.

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, it is most helpful if you outline clearly the specific section(s) of the policy and/or procedure in which you are not comfortable, the reason(s) for your concern(s) and also suggest specific alternate wording to reflect your position.

Specific recommendations should be submitted via e-mail to [email protected], or to the attention of the Assistant Manager, Board and Trustee Services by fax at 905-727-3984 or in hard copy at the following mailing address:

York Region District School Board The Education Centre – Aurora Attention: Assistant Manager, Board and Trustee Services 60 Wellington Street West, Box 40 Aurora, ON L4G 3H2

Questions about the policy and procedure review process can be directed to the Assistant Manager, Board and Trustee Services at [email protected] or 905-727-0022 extension 2217.

Document History and Previous Versions

Approved 1996 Revised 2002 Revised 2004 Revised 2005 Revised 2007 Revised 2010 Revised 2011 Working Document June 2014

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.

WORKING DOCUMENT

Board Policy #220.0

Trustee Services Document Integration Project Format

Policy Statement

This policy defines services and equipment provided by staff members to the Board of Trustees in order to fulfill their duties as publicly elected representatives responsible for the governance of education in York Region public schools. It also acknowledges the importance of professional learning opportunities for trustees and provides supports to facilitate interaction and communication among trustees, students, staff members, school communities and appropriate educational organizations.

Application of Policy

This policy applies to all trustees and staff members who provide support to the Board in various capacities.

Responsibilities

The Board of Trustees is responsible for:

 fulfilling duties and responsibilities as outlined in the Education Act, R.S.O., 1990;  upholding the implementation of any Board resolution after it is passed by the Board;  entrusting the day-to-day management of the Board to its staff through the Director of Education;  adhering to prescribed limits regarding requests for reimbursement of miscellaneous, professional development and communications expenses in accordance with all applicable Board policies and procedures;  communicating with the public through formal and informal meetings with staff members, parent groups and concerned citizens, and also through other appropriate communication vehicles;  forwarding any requests for system data outside of the regular Board Committee framework to the Director of Education, Senior Manager, Board and Trustee Services or Senior Manager, Public Affairs and Communications Services for consideration;  requesting information from the relevant superintendent regarding school, workplace and community matters;  reviewing the Trustee Services policy in accordance with the priorities in the Trustees’ Multi-Year Plan and the approved policy review cycle; and  adhering to and communicating with members of the community about the Trustee Services policy and procedure.

The Director of Education is responsible for:

 implementing and operationalizing the Trustee Services policy.

The Chief Financial Officer is responsible for:

 ensuring that trustees receive the Board-approved honoraria, in accordance with provincial regulation;  budgeting and allocating funds for trustee communication expenses;  reimbursing trustees for miscellaneous and professional development expenses incurred while carrying out their responsibilities as publicly elected representatives;  providing an annual report to the Board regarding trustee expenses for professional development activities;

 facilitating reimbursement to trustees for expenditures not covered within the framework of this policy and related procedure that are approved by specific Board resolution; and  the selection, provision, set up and maintenance of information technology for trustees for Board business purposes.

Board and Trustee Services is responsible for:

 providing a reasonable level of administrative, research and service to support the Board of Trustees;  facilitating the attendance of trustees at workshops, courses, conferences and symposiums which are related to the governance of education and the delivery of educational programs and services that support students, staff members and the community;  scheduling and reviewing the annual report to the Board regarding trustee expenses for professional development activities; and  managing requests from individual trustees for system data or other specific information outside the regular Board Committee framework in conjunction with the Director of Education and Senior Manager, Public Affairs and Communications Services.

Legislative Context

Education Act, R.S.O. 1990 Broader Public Sector Accountability Act

Definitions

Communication Expenses

Communication expenses are legitimate costs for equipment (e.g. cellular phones) and related services used by trustees to ensure they are accessible to students, parents, staff members and members of the community. They include, but are not limited to;

 residential high-speed internet; and  one of the following telecommunication services dedicated to trustee business;  a cellular phone, or  a dedicated residential telephone line for the purpose of conducting Board business.

Each trustee will receive a maximum of $150.00 per month to cover all communications expenses including, but not limited to, hardware, accessories, set-up and change penalties and monthly service plans.

Additional communication expenses incurred while performing trustee duties, such as, but not limited to, long-distance charges on a personal home phone or cellular phone, may be eligible for reimbursement. Trustees will be required to submit additional communication expenses, including related rationale, for consideration and reimbursement, where applicable, using a monthly expense form.

Trustees may be reimbursed a maximum of $200.00 one time during a four-year term to cover the cost of purchasing a cellular phone or other telecommunication device dedicated to trustee business.

Trustees will not be reimbursed for the cost of conducting personal business (including long distance charges) on any cellular phone or residential telephone line. .

Miscellaneous Expenses

Miscellaneous expenses may include, but are not limited to, mileage and other reasonable and legitimate expenses incurred while attending educational community, school and workplace events, public forums, and other functions related to Board business. Professional Development Expenses

Professional development expenses may include, but are not limited to, registration fees, food, accommodation, parking and travel expenses incurred while attending Board-related professional development activities.

Department

Board and Trustee Services, Director’s Office

Policy History

Approved 1996 Revised 2002 Revised 2004 Revised 2005 Revised 2007 Revised 2010 Revised 2011 Working Document June 2014

WORKING DOCUMENT

Board Procedure #220.0

Trustee Services Document Integration Project Format

This procedure outlines the process for providing services and equipment to assist trustees in their capacity as publicly elected officials. It also defines the reimbursement of miscellaneous and professional development and communications expenses incurred by trustees in the fulfillment of their duties under the Education Act. This procedure also outlines provisions to facilitate trustee communications with their stakeholders.

Responsibilities

Trustees shall:

 have the opportunity to attend workshops, courses, conferences and symposiums which are related to the governance of public education and the delivery of educational programs and services for students, staff members and the community;  endeavour to keep all miscellaneous and professional development expenses to a minimum;  only submit for reimbursement expenses related to their own participation in Board-related workshops, courses, conference, symposiums and Board-related business;  obtain Board approval if expenditures of more than $3,184.00 are required in any one calendar year for a professional development activity;  submit to the Director of Education, on a monthly basis, all claims for miscellaneous expenses including original itemized receipts in accordance with the Trustee Services policy;  submit to the Director of Education, as required, separate claims for reimbursement for professional development expenses including original itemized receipts in accordance with all applicable Board policies and procedures;  request reimbursement of expenditures not covered within the framework of this policy and related procedure, for Board approval, through Chair’s Committee;  make all initial and ongoing arrangements with regard to cellular phone and/or other telecommunication device and services as outlined in the Trustee Services policy;  submit for reimbursement, where applicable, the cost to purchase a cellular phone once during the four-year term of office;  understand the cost of upgrading cellular phones or residential equipment during the trustees four- year term of office will be at their own cost;  complete the Trustee Communication Reimbursement Request Form, at the beginning of the four- year term of office, and as required throughout the term, to begin receiving reimbursement for communications expenses up to a maximum of $150.00 per month;  provide Board and Trustee Services with contact information;  ensure that all Board provisioned information technology equipment is utilized in accordance with Board policies and procedures;  ensure that official trustee letterhead is used solely for the purpose of communicating with constituents about Board-related matters;  ensure that official Board letterhead is used solely by the Board Chair for the purpose of communicating to constituents about Board-related matters on behalf of the Board;  when considering the use a school or Board facility to host a meeting or event;  request the use of a school or Board facility through Board and Trustee Services and the Community Use of Schools Department;  ensure the purpose of the meeting or event is related to student/community/education issues affecting the school community;  understand that requests will not be approved within the six months prior to a municipal election; and

 ensure that information associated with the meeting or event is distributed in accordance with Public Affairs and Communications Services and all applicable Board policies and procedures;  not distribute information to the school community within the six months prior to a municipal election in accordance with the Municipal, Provincial and Federal Elections Guideline;  consult with Public Affairs and Communications Services regarding;  responses to specific incidents or emergent issues that may result in significant public interest or concern;  group communications to principals or other staff groups; and  trustee information for school newsletters or any large-scale communication to constituents.

The Director of Education shall:

 allocate staff and resources to support the Trustee Services procedure.

The Chief Financial Officer shall:

 provide an allowance of $8,490.00 per four-year term of office (effective December 1, 2014) for trustees to participate in professional development activities;  adjust the allowance for professional development activities by the consumer price index at the beginning of each four-year term;  ensure that the maximum amount of professional development claims, per trustee, in any calendar year does not exceed $3,184.00 without Board approval;  provide an additional allowance of $1,061.00 per annum to the Board Chair and Vice-Chair for professional development activities;  allocate additional funds within the budget annually to finance trustee registration fees and all related expenses to attend workshops, courses and symposiums hosted by the York Region District School Board;  allocate additional funds within the budget annually to finance trustee attendance at conferences and meetings where trustees are acting in their capacity as voting and/or executive members of Board- approved educational associations;  reimburse trustees for miscellaneous expenses in accordance with the Trustee Services policy;  consider fees on toll highways and hospitality meals as a legitimate miscellaneous expense for trustees only under exceptional circumstances;  allocate additional funds within the budget once per four-year election period to reimburse trustees for a one-time purchase of a cellular phone and/or other telecommunication device, up to a maximum of $200.00 per trustee per term;  process a monthly payment to each trustee up to a maximum of $150.00 to cover the cost of all communication expenses and equipment as outlined in the Trustee Services policy; and  consider whether the monthly amount (including taxes) allocated to trustees for communication expenses and equipment should be adjusted by the consumer price index at the beginning of each four-year term.

Education and Community Services, through its Community Use of Schools Department, shall:

 where appropriate, coordinate the use of schools for meetings organized, facilitated or arranged by trustees in response to student/community/educational issues affecting the school community.

Principals shall:

 distribute, as part of their school newsletters, Board information from school trustees when requested to do so, provided that this does not occur within the six months prior to a municipal election.

Board and Trustee Services shall:

 provide Board members with official trustee letterhead and business cards to be used exclusively for the purpose of communicating with constituents about Board and student related matters;  provide the Board Chair only with official Board letterhead and business cards, which shall be used exclusively by the Chair in communicating on behalf of the Board;  ensure that trustee contact information is available to members of public and all staff members;  review trustee expense claims and ensure that they are reasonable, legitimate and in compliance with the Broader Public Sector Accountability Act;  arrange for and support trustees’ use of Board-owned information technology equipment during their term of office;  upon completion of the four-year term of office;  provide all trustees with an opportunity to purchase Board-provisioned information technology at a depreciated market value on the condition that all Board-specific software is removed, or  ensure that all Board-owned information technology equipment, declined for purchase, is returned in proper working condition;  provide trustees with reasonable levels of administrative, research and support services, including, but not limited to, drafting resolutions, providing access to information in accordance with the Trustee Services policy, where appropriate, and researching existing Board documents;  schedule, through Chair’s Committee, requests from trustees to exceed the $3,184.00 per annum limit for professional development expenses for consideration and Board approval; and  ensure that trustees' access to information is governed by the Municipal Freedom of Information and Protection of Privacy Act and other relevant legislation.

Department

Board and Trustee Services, Director’s Office

Procedure History

Approved 2005 Revised 2007 Revised 2009 Revised 2010 Revised 2011 Working Document June 2014

APPENDIX 2 WORKING DOCUMENT

YORK REGION DISTRICT SCHOOL BOARD

Policy and Procedure #160.0 Records and Information Management

Policy and Procedure #160.0 Records and Information Management outline the process for ensuring information is managed as an asset to help the Board perform optimally. The Records and Information Management Program works to maximize the value of information, mitigate litigation and compliance risks, and save money.

Stakeholder Groups with Responsibilities Under this Policy

 Board of Trustees  The Director of Education  Assistant Manager, Records Management/MFIPPA  All staff members

Relationship to Board priorities

 Demonstrates professionalism and accountability for high standards of practice in all Board operations.  Enhances confidence in public education.

Implementation Timelines

Immediate

Summary of Changes

Overview of Major  Revisions to the policy statement. Changes to the  Responsibilities of Board of Trustees and Director of Education added. Document  Additional definitions provided.  In Procedure, responsibilities of Assistant Manager, Records Management are enhanced and the definitions were added. Who is affected by these There is no change to current practice. changes and what is the impact on current All staff members are responsible for being aware of and implementing this practice? policy and procedure. Feedback, Timelines and Next Steps RECOMMENDATION FOR CONSIDERATION BY THE POLICY AND BY-LAW COMMITTEE AT ITS APRIL 8, 2014 MEETING AND RATIFICATION BY THE BOARD OF TRUSTEES AT THE MAY 6, 2014 BOARD MEETING

That in accordance with Board Policy #285.0, Board Policies, Procedures and Supporting Documents, Working Document Policy #160.0 Records and Information Management be circulated to the system for comment for six school months.

COMMUNICATION PLAN:

If approved at the June 3, 2014 Board Meeting, this policy will be posted and adopted by the system as a Working Document on June 4, 2014. Comments will be received for six school months and will be considered by the Policy and By-Law Committee in February 2015.

The following information will be included in the weekly summary,

The Records and Information Management policy and procedure outline the process for ensuring information is managed as an asset that helps the Board perform optimally. Revisions include clarifying responsibilities to reflect existing practice and adding definitions to improve clarity. The Board of Trustees; Director of Education; Assistant Manager, Records Management; and all staff members have responsibilities within the policy and procedure.

Questions about the content of the Records and Information Management policy should be raised with your principal, manager or supervisor. If additional clarification is required, principals, managers and supervisors may contact Nancy Massie, Assistant Manager, Records Management.

In accordance with Board Policy #285.0, Board Policies, Procedures and Supporting Documents, the Board welcomes all comments and suggestions on Board policy.

York Region District School Board The Education Centre – Aurora Attention: Assistant Manager, Board and Trustee Services 60 Wellington Street West, Box 40 Aurora, ON L4G 3H2

Questions about the policy and procedure review process can be directed to the Assistant Manager, Board and Trustee Services at [email protected] or 905-727-0022 extension 2217.

Document History and Previous Versions

Approved 1993 Revised 1999 Revised 2004 Revised 2009 Working Document June 2014

WORKING DOCUMENT Board Policy #160.0 Records and Information Management Document Integration Project Format

Policy Statement

The York Region District School Board is committed to maintaining an authentic and reliable record of Board actions, transactions and decisions through a coordinated and integrated approach to records and information management. These assets are valuable as evidence of Board functions and activities.

Board information and records are the property of the York Region District School Board. Staff members do not retain a personal or proprietary interest in them. The willful destruction, removal or private use of Board records and information is against Board policy.

All media and formats of information serve to enhance accessibility, integrity, regulatory compliance, and security as well as to control their proliferation and the resulting costs and risks.

Application of Policy

The management of Board records and information:

 fosters informed decision-making;  facilitates accountability, transparency and collaboration;  preserves and ensures access to records and information for the benefit of present and future generations, in accordance with applicable legislation;  enhances accessibility, integrity, regulatory compliance and security; and  controls information proliferation and the resulting costs and risks.

Legislative Context

Education Act

Responsibilities

The Board of Trustees is responsible for:

 reviewing the Records and Information Management policy and procedure in accordance with the priorities in the Trustees’ Multi-Year Plan and the approved policy review cycle; and  understanding and communicating with members of the community about the Records and Information Management policy, as required.

The Director of Education is responsible for:

 implementing and operationalizing the Records and Information Management policy.

The Assistant Manager, Records Management is responsible for:

 establishing, implementing and maintaining a records and information management program that manages information optimally and best serves the interests of Board schools, departments and by extension, the community.

Staff members are responsible for:

 managing and maintaining the information and records they create, in accordance with the Records and Information Management policy and procedure.

Definitions

Information

Information is facts and data acquired through reading, study and experience. Information produced for any purpose of the Board is a Board asset.

Record

A record is preserved Board information that serves as evidence of plans, decisions, actions and history. Record formats include paper, electronic, audio and visual.

Non-records

Non-records include, but are not limited to library and reference materials, stocks of publications and forms, extra copies for convenience, duplicate microfilm, transitory records, and personal papers.

Records and Information Management

Records and information management is the planning, directing, controlling and evaluating of information assets to assist in the efficient delivery of Board programs and services. It applies to all business and program applications and information technology systems.

Transitory Records

Transitory records are any record or information that does not relate to school services and programs and school business transactions.

Department

Business Services

Policy History

Approved 1993 Revised 1999 Revised 2004 Working Document June 2014

WORKING DOCUMENT Board Procedure #160.0 Records and Information Management Document Integration Project Format

This procedure outlines the process for effectively managing and protecting Board information assets.

Responsibilities

The Director of Education shall:

 allocate staff and resources to support the Records and Information Management procedure.

The Assistant Manager, Records Management shall:

 assess school and department practices and processes to improve how records and information are managed;  generate and maintain documentation to support records and information management including, but not limited to, classification schema, records inventories, schedules of retention periods and disposition schedules;  inventory school and department records and information and apply classification codes and retention periods;  oversee the management of inactive records storage;  oversee the management of expired records destruction;  ensure the provision of service components for schools and departments such as, but not limited to archives management, forms management, retention scheduling, filing systems, legal issues, information security, and ethical and quality issues;  create training materials, offer training opportunities, and assist staff members in their workplaces to manage records and information;  conduct audits to ensure compliance with the policy and procedure;  identify suitable documents for the archives in cooperation with the Museum and Archives Curator;  oversee the application of legal holds to records and information, as required; oversee the management of records storage, ensure that records are properly stored, and within limits of authority, participate in negotiation of vendor contracts; and  continue to incorporate all electronic records into the records and information management program.

Staff members shall:

 maintain all records and information in a secure, reliable and trustworthy manner for current and future access;  assume responsibility for the information and records they create and maintain on behalf of the Board in accordance with Classification and Retention Schedule and Records Transfer List ; and  refrain from the willful destruction, removal or private usage of Board records and information, unless in accordance with Board retention schedules.

Definitions

Archives Management

Archives management is the identification and preservation of records and information that promote the history of public education in York Region as well as the application of preservation techniques to ensure enduring accessibility. Classification Schema

Classification schema is the descriptive information for an arrangement or division of records and information into groups based on common characteristics which are, in this schema, subjects, for example finance and administration.

Forms Management

Forms management involves documenting information handling instruction on blank forms to ensure the proper management of the collected data.

Legal Hold

Legal hold is a process used to preserve all forms of relevant information when litigation is reasonably anticipated. It overrules the prescribed period of retention until the concern passes.

Retention Schedule

The retention schedule charts the prescribed lengths of time for keeping various classes of records.

Department

Business Services

Related Procedures

#158.0 Information Access and Privacy Protection #656.0 Ontario Student Record Management #655.0 Central Transcript Services

Procedure History

Approved 2009 Working Document June 2014

APPENDIX 3 FINAL APPROVAL YORK REGION DISTRICT SCHOOL BOARD

Policy and Procedure #325.0, Continuing Education

Application

Board Policy and Procedure #325.0, Continuing Education, outlines the Continuing Education opportunities available to staff and students in the York Region District School Board.

Stakeholder Groups with Responsibilities Under this Policy

• Board of Trustees • Director of Education • Superintendents • Continuing Education Principals and Managers • Day School Principals • Site Administrators and Principals • Continuing Education Teachers and Instructors • Parents/Guardians • Students • Community Members

Relationship to the 2012-2013 Board priorities

Trustees’ Multi-Year Plan:  Engagement of students, staff, parents/ guardians, and community members in public education.  Providing equitable access to differentiated and relevant learning opportunities, resources and programs.

Director’s Annual Plan:  Provide engaging programs in alignment with the revised Literacy and Numeracy frameworks.  Enhance student engagement and learning through the implementation of innovative programming including inquiry and integrated digital literacy strategies.

Board Improvement Work Plan:  Students will be more engaged through appropriate programming and learning experiences that are personalized, collaborative and differentiated.

Document History and Previous Changes

Replacing former Policy #325, International Languages Revised 2009 Working Document November 2013 Revised June 2014

Continuing Education Document Integration Project Format

The York Region District School Board believes in lifelong learning that continues beyond the regular school day, beyond school age as defined by the Ministry of Education, and beyond the regular classroom. A number of programs are offered for students and community members to support this belief.

Responsibilities

The Board of Trustees is responsible for:

 offering continuing education programs, as outlined in, the Education Act;  reviewing the Continuing Education policy in accordance with the priorities in the Trustees’ Multi-Year Plan and the approved policy review cycle; and  understanding and communicating with members of the community about the Continuing Education policy, as required.

The Director of Education is responsible for:

 implementing and operationalizing the Continuing Education policy.

Superintendents are responsible for:

 supporting the application of the Continuing Education policy.

Continuing Education Principals are responsible for:

 ensuring the implementation of the Continuing Education policy.

Day School Principals are responsible for:

 ensuring necessary classroom space and equipment (including technology) are available for Continuing Education programs.

Continuing Education Site Administrators and Principals (International Languages, Night School, Summer School) are responsible for:

 ensuring that the curriculum is delivered in accordance with the Ministry of Education and Board directives;  ensuring timely and effective communication with parents/guardians and students, including, but not limited to, report cards, school events and class cancellations; and  ensuring a safe, supportive, and respectful learning and working environment.

Parent(s)/guardian(s) are responsible for:

 supporting student compliance with program requirements; and  communicating with teachers, site administrators and principals, as required, to promote student achievement and well-being.

Students are responsible for:

 complying with the program requirements; and  complying with applicable Board policies and procedures.

Community Members are responsible for:

 providing input and feedback about Continuing Education programs; and  communicating community needs.

Definitions

Continuing Education

Continuing Education programs at the York Region District School Board include Provincially-funded and cost-recovery programs. The goal is to promote lifelong learning by providing opportunities for people to gain the skills and knowledge necessary for personal fulfillment and/or career advancement.

Continuing Education programs are available to students ranging in age from three to adult.

Legislative Context

Education Act

Department

Continuing Education Services, Community and International Education Services

Policy History

Replacing Policy #325.0, International Languages Revised 2009 Working Document November 2013 Revised June 2014

ATTACHED FOR INFORMATION Board Procedure #325.0

Continuing Education Document Integration Project Format

This procedure outlines how Continuing Education programs are supported, administered and delivered in the York Region District School Board.

Application

The following Continuing Education programs/courses are offered in the York Region District School Board.

Summer Programs/Courses

 Adult Non-Credit English as a Second Language (ESL)  Building Blocks for Kindergarten (BBFK)  e-Learning  Non-Credit English as a Second Language  Summer Institute for Kids  Summer School Credit Courses  Summer School (Elementary)  Summer Tutoring  Summer School for Students with Developmental Disabilities.

School-Year Programs/Courses

 Adult Day School  Adult Non-Credit English as a Second Language (ESL)  After-School Credit Recovery  After-School Literacy and Mathematics Programs  Beginner Driver Education  e-Learning  Independent Learning Credits  International Languages  Language Instruction for Newcomers to Canada (LINC)  Literacy and Basic Skills (LBS)  Night School Credit Courses  Personal Support Worker (PSW)

Definitions

Adult Day School (including Adult ESL Credit Courses)

The Adult Day School operates four semesters per year, five days a week. There are four entry points per year to give students the opportunity and flexibility to join classes based on their personal schedules. Students can take a maximum of two courses per semester, giving them time to focus on a limited number of courses, including ESL credit courses.

The Adult Day School provides the following options for adult students who are over 21:

 requirements for an Ontario Secondary School Diploma (OSSD), or post-secondary education, apprenticeship, or employment programs;  language skills for new Canadians;  Canadian equivalency for credentials as well as language skill acquisition and upgrading for internationally trained professionals and trades people;  workplace literacy and numeracy requirements for students in the workplace;  courses for adults on social assistance who want to become self sufficient;  Prior Learning Assessment and Recognition (PLAR) for mature students; and  courses for experienced workers who want to upgrade their skills or learn new skills.

Adult Non-Credit English as a Second Language (ESL) Programs

The Adult Non-Credit ESL programs are designed to support adult learners (age 18 and above) at various levels of English language proficiency. It supports Ministry of Citizenship and Immigration and Ministry of Education mandates to develop and implement programs and supports for English language learners. Students are assessed and placed according to their English language proficiency.

After-School Literacy, Mathematics and Credit-Recovery Programs

After-School Literacy and Mathematics programs are for students in Grades 7 to 10. The elementary school program gives extra support to Grade 7 and 8 students who would benefit from remedial instruction in literacy and mathematics. In secondary schools, this program supports Grade 9 to 12 students for whom Grade 9 or 10 remedial instruction in literacy or mathematics is needed. This program can also support secondary students who need additional support with the Ontario Secondary School Literacy Test (OSSLT) and/or the EQAO Grade 9 Mathematics assessment.

The After-School Credit Recovery program is for Grades 9-12 students who need credits. Eligible students are identified by the day school principal, in consultation with teachers, students and parents/guardians.

Beginner Driver Education

The Beginner Driver Education program is a Ministry of Transportation approved program for participants 16 years of age or older and who have their G1 license. Upon successful completion of the course, the Ministry of Transportation will be notified and the certification applied to the participants’ licensing history. Certification may be used to obtain discounts by some insurance providers.

Building Block for Kindergarten (Summer Program)

Building Blocks for Kindergarten (BBFK) is a readiness program that supports Junior Kindergarten students entering school. e-Learning (Night and Summer School) e-Learning offers credit course programs for students through quality web-based curricular learning resources that are used to support, extend, enhance and enrich learning opportunities. e-Learning does not replace traditional school programs, rather they provide flexible learning opportunities that are supported by information communications technology and reflect the diverse needs of students.

Independent Learning Credits

Independent Learning Credits are offered in partnership with the Independent Learning Centre (ILC) to provide students with an opportunity to earn distance education credits.

International Languages Program – Credit and Non-Credit

The International Languages Program provides opportunities to learn a language in addition to English and French. Elementary and secondary students can learn a language for the very first time or extend their knowledge of their first language. Students can learn the language to accumulate a secondary school credit or for personal interest and advancement.

Language Instruction for Newcomers to Canada (LINC)

LINC programs are offered to newcomers living in Canada, 18 years of age or older and for whom English is not their first language. Eligible applicants must be landed immigrants, convention refugees or have permanent resident status. Canadian citizens and refugee claimants do not qualify for this program. Language proficiency is assessed and students are placed in one of five LINC levels.

Literacy and Basic Skills Program (LBS)

This program is funded by the Ministry of Training, Colleges and Universities and offers literacy and basic skills to English or French-speaking adult learners whose literacy skills fall below the Grade 9 level. It also provides academic upgrading in other areas including, but not limited to, mathematics and computer software, in preparation for post-secondary training, employment, or other personal goals. Upon registration, adult students are assessed to determine individual needs and level of proficiency so that an individualized program can be developed to support individual learning goals.

Night and Summer School Credit Courses

Night and summer school give secondary students and adults an alternative way of earning credits towards the Ontario Secondary School Diploma. The registration of students for night school and summer school is completed by the student and the day school Guidance Department.

Personal Support Worker (PSW) Program

The PSW program qualifies graduates to work in long-term care facilities and provide home support for the infirm. Entry into this program requires attendance at a registration session and a literacy assessment to ensure an acceptable level of understanding and communication.

The PSW program is taught by teachers, registered nurses, physiotherapists, allied health professionals, and social workers. The program includes supervised facility and community placements. The program enables students to obtain an industry-recognized certificate in health care and seven high school credits towards an Ontario Secondary School Diploma. The PSW program has two formats:

 a full-time program operating Monday to Friday during the months of September to June; or  an evening program offered two nights per week for 24 months.

This program is accredited under the PSW Education Program Accreditation and has met all professional and educational requirements as outlined by the PSW Educational Program Accreditation Standard.

Summer Institute for Kids

Summer Institute is a full-day program that offers academic, art, athletic and other recreational activities for children and youth from Kindergarten to Grade 8. The Summer Institute is located at several selected elementary schools throughout York Region.

Summer School (Elementary)

Summer School is offered to Grade 7 and 8 students to build on the concepts and expectations of language and mathematics taught during the school year. Essential skills are extended and explored through inquiry.

Summer school programs offered at the elementary level are:

1. Language and/or Math Reinforcement program for students who do not have an Individual Education Plan (IEP) or an English Language Learners (ELL) designation; 2. Language and/or Math Reinforcement program for students who have an academic IEP; and 3. ELL Language is a full-day program for students who are ELL Stage 1 or 2 learners. Focus is on reading, writing and speaking.

Summer School for Students with Developmental Disabilities

Summer School for Students with Developmental Disabilities is a half-day program for students with developmental disabilities aged eight to 20. The program content is based on each student’s Individual Education Plan (IEP). The program is designed for students who can manage in a minimum 3:1 (three students to one staff) ratio.

Through this program, students will develop their literacy and numeracy skills; expand their social and life skills; and extend their communication skills. Students will also have opportunities to explore their local communities, participate in recreational activities, and explore the Arts.

Summer Tutoring Program

Summer tutoring is a school-based program that offers literacy and/or mathematics support for children from Kindergarten to Grade 6.

Responsibilities

The Director of Education shall:

 allocate staff and resources to support the Continuing Education procedure.

Continuing Education Principals and Managers shall:

 ensure that Continuing Education staff adhere to all applicable legislative requirements and Board policies, procedures and expectations;  ensure the accuracy of all data entered into the student administration system;  ensure the accurate completion of all required reports;  provide leadership in the effective implementation of high-quality and accessible programs and services;  support Continuing Education staff in the development and delivery of programs and services;  make data informed decisions;  ensure that there is positive and regular communication with students, parents and the community about Continuing Education programs and services;  collaboratively create and sustain a healthy school/workplace climate;  select locations appropriate for the delivery of Continuing Education programs; and  establish Continuing Education classes.

Day School Principals shall:

 ensure staff, students and community members are aware of Continuing Education programs;  ensure that Continuing Education programs, where applicable, operate in accordance with Ministry of Education requirements and Board expectations; and  encourage communication and interaction between day school and Continuing Education staff.

Site Administrators and Principals (International Languages, Night School, Summer School) shall:

 oversee programming at the instructional location;  communicate among Continuing Education and day school staff;  ensure that all staff and students are aware that they must immediately notify the site administrator or principal of emergencies or other concerns;  ensure that there is positive and regular communication with students, parents and the community about Continuing Education programs and services; and  ensure that staff and community partners feel appreciated and supported.

Continuing Education Teachers and Instructors shall:

 deliver the curriculum in accordance with provincial and Board requirements;  address the academic and behavioural needs of the students;  communicate with students, parents, administration and support staff;  provide regular and timely feedback about progress to parents and students;  provide a safe, supportive and respectful learning and working environment; and  work cooperatively with day school teachers to promote a supportive learning environment for continuing education students.

Students shall:

 work hard and put forth their best efforts;  treat teachers and other students with respect;  adhere to the student and school/site code of conduct; and  communicate any concerns to the appropriate teacher or administrator in a timely manner.

Parents are encouraged to:

 work cooperatively with the staff to ensure student success;  support the learning process at home; and  encourage their children to abide by school rules and regulations.

Community Members are encouraged to:

 support the staff and the programs by providing constructive input; and  participate in school events and celebrations.

Procedure History

Approved 2009 Revised 2012 Working Document November 2013 Revised June 2014

Policy #238.0, Parent, Family and Community Engagement and Procedure #238.1, Supporting Community and Fundraising Events

Application

The Parent, Family and Community Engagement and Supporting Community and Fundraising Events policy and procedure support the Board’s commitment to parent, family and community engagement in order to support student achievement and well-being.

Stakeholder Groups with Responsibilities Under this Policy

 Trustees  Director of Education  Associate Directors of Education  Superintendents  Principals, Managers and Supervisors  Community and Fundraising Events Review Committee  Staff members  Students  Parents and Guardians  External Community Organizations

Relationship to Board priorities

The Parent, Family and Community Engagement and Supporting Community and Fundraising Events policy and procedure supports the development of positive relationships among students, staff, parents/guardians and community members by promoting engagement in public education.

Implementation Timelines

Immediate

Summary of Changes

Overview of Major Creation of a new procedure that outlines the process used to support Changes to the community and fundraising events. Document Who is affected by these Board of Trustees changes and what is the Director of Education impact on current The Community and Fundraising Events Review Committee practice? External Community Organizations Feedback, Timelines and Next Steps RECOMMENDATION FOR CONSIDERATION BY THE POLICY AND BY-LAW COMMITTEE AT ITS MAY 13, 2014 MEETING AND RATIFICATION BY THE BOARD OF TRUSTEES AT THE JUNE 3, 2014 BOARD MEETING

That in accordance with Board Policy #285.0, Board Policies, Procedures and Supporting Documents, Working Document Policy #238.0, Parent, Family and Community Engagement be circulated to the system for comment for six school months.

COMMUNICATION PLAN:

If approved at the June 3, 2014 Board Meeting, this policy will be posted and adopted by the system as a Working Document on June 5, 2014.

Comments will be received for six school months and will be considered by the Policy and By-Law Committee in February 2015.

The following information will be included in the weekly summary,

The new procedure outlines the process by which requests for support from external organizations to support community and fundraising events are reviewed.

Questions about the content of the Parent, Family and Community Engagement policy or Supporting Community Fundraising Events procedure should be raised with your principal, manager or supervisor. If additional clarification is required, principals, managers and supervisors may contact Superintendent, Inclusivity and Community Services Cecil Roach or Senior Manager, Public Affairs and Communication Services Licinio Miguelo.

In accordance with Board Policy #285.0, Board Policies, Procedures and Supporting Documents, the Board welcomes all comments and suggestions on Board policy.

York Region District School Board The Education Centre – Aurora Attention: Assistant Manager, Board and Trustee Services 60 Wellington Street West, Box 40 Aurora, ON L4G 3H2

Questions about the policy and procedure review process can be directed to the Assistant Manager, Board and Trustee Services at [email protected] or 905-727-0022 extension 2217.

Document History and Previous Versions

Approved 2008 Revised 2012 Working Document June 2014

Board Policy #238.0 Parent, Family, and Community Engagement Document Integration Project Format

Policy Statement

The York Region District School Board (YRDSB) values parent, family, and community engagement in public education and the positive impact it has on student achievement and well-being. Parent, family and community engagement is a collective responsibility. Parents, families and the partnership that is developed play an invaluable role in supporting students learning both in the home and by making valuable contributions to classrooms and schools.

The Board welcomes and appreciates the ideas, perspectives and contributions that come from these partnerships. Their collective input informs Board policies, practices and planning processes. Parents, families and community members are engaged with the Board a variety of ways. These include the Parent, Family and Community Engagement Advisory Committee, school council forums, school councils, and many other working groups and community partnerships, which are important components of the Board’s operations. Trustees recognize the need to be proactive, equitable, inclusive and innovative by using diverse strategies to attract input from all partners and to facilitate engagement in support of student achievement and well-being.

Legislative Context

Education Act

Definitions

Parent, Family and Community Engagement

Parent, Family and Community Engagement refers to the interdependent relationship and partnerships established to support student achievement and well-being in alignment with the Ministry of Education’s Parent Involvement Policy. Parent, family, and community engagement also refers to engaging people at various levels within the organization and the community. This can occur in a variety of contexts; at home, in the community, in the classroom, at school, within families of schools, and at the Board. This engagement also supports the development of strategic, cooperative, collaborative partnerships with parents, communities, agencies, businesses, and others.

Partnerships

Partnership refers to a relationship in which the Board, its schools and staff members are involved with parents, families, caregivers, business partners, various levels of government, volunteers, community service agencies and parent groups. In general, it refers to those who contribute to and have an interest in supporting student achievement and well-being in York Region public schools.

Parent, Family and Community Engagement Advisory Committee

The Parent, Family and Community Engagement Advisory Committee is a legislated committee of the Board that represents the collective voice of parents who have children attending public schools in York Region.. This committee also includes one trustee representative.

Responsibilities

The Board of Trustees is responsible for:

 seeking input from community partners and serving as a conduit for community views and ideas that support the Board’s mission, vision, and values;  facilitating parent, family and community engagement in ways that support student achievement and well-being;  approving the appointment of one trustee and community members to the Parent, Family and Community Engagement Advisory Committee annually;  approving the Parent, Family and Community Engagement Advisory Committee Operational By-Law;  forwarding requests for support from not-for-profit community organizations to the Director’s Office for consideration; and  receiving the Parent, Family and Community Engagement Advisory Committee annual report.

The Director of Education is responsible for:

 promoting parent, family, and community engagement with staff and the community;  implementing and operationalizing the Parent, Family and Community Engagement policy;  ensuring that the responsibilities outlined in the Parent, Family and Community Engagement Advisory Committee Operational By-Law are implemented;  reporting to the Ministry of Education as required; and  reporting to the Board of Trustees on the status of the Parent, Family and Community Engagement Advisory Committee annually.

The Associate Directors of Education and Superintendents are responsible for:

 supporting the promotion of parent, family, and community engagement with staff and the community;  supporting the implementation of the Parent, Family and Community Engagement policy;  supporting the implementation of the Parent, Family and Community Engagement Advisory Committee and ensuring that it operates according to its operational by-laws; and  supporting the development of the Parent, Family and Community Engagement Advisory Committee annual report for the Board of Trustees.

Principals, Managers and Supervisors are responsible for:

 providing leadership to ensure the effective implementation of the Parent, Family and Community Engagement policy; and  supporting staff in understanding and implementing effective parent, family and community engagement that supports student achievement and well-being.

Staff members are responsible for:

 knowing and understanding the Parent, Family and Community Engagement policy;  fostering a commitment to parent, family and community engagement; and  supporting and implementing strategies that enhance engagement by parents, family and the community to support student achievement and well-being.

Students are responsible for:

 fostering a commitment to parent, family and community engagement; and  supporting the engagement of their families and community in their achievement and well-being.

Parent(s) and Guardian(s) are responsible for:

 supporting parent, family and community engagement;  understanding that they have an important role in fostering parent, family and community engagement; and  fostering and developing relationships and partnerships with the York Region District School Board to support student achievement and well-being.

Parent, Family and Community Engagement Advisory Committee is responsible for:

 reporting annually to the Ministry of Education on the status of consultation with and engagement of parents within the York Region District School Board;  reporting annually to the Board of Trustees and the Director of Education on the status of the Board’s consultation with and engagement of parents, information transparency and communication to parents;  adhering to the Parent, Family and Community Engagement Advisory Committee Operational By-Law;  ensuring that clear and accurate records of the committee’s activities are maintained and given to the following school year’s committee; and  providing input on relevant policies and parent engagement.

Department

Director’s Office

Policy History

Approved 2008 Revised 2012 Working Document June 2014

WORKING DOCUMENT

Board Procedure #238.1 Supporting Community and Fundraising Events Document Integration Project Format

The York Region District School Board believes that building partnerships with community organizations is part of the effort to engage parents, families, and communities.

To this end, the Board has worked with and is willing to continue working with community organizations that hold community and fundraising events.

Application of Procedure

Organizations that the Board will support must:

 be York Region based or serve students, staff and families of York Region;  be a government organization or provide proof of not-for-profit status;  demonstrate commitment to student achievement and well-being;  demonstrate that the partnership has a net positive effect, as determined by the Board, on student achievement and well-being;  provide services, which are not provided by the Board, to students and their families;  work to support York Region students, families, staff members and communities;  demonstrate commitment to the principles of equity and inclusivity;  demonstrate that the organization’s values and priorities align with the Board’s mission, vision, and values; and  not be a political party or affiliated with partisan activities.

Definitions

Community and Fundraising Events Review Committee

A staff committee that reviews and makes decisions regarding requests received from external organizations to support community and fundraising events in accordance with Board goals, priorities, policies and procedures and budget availability.

Responsibilities

The Director of Education shall:

 allocate staff and resources to support the Supporting Community and Fundraising Events procedure.

The Community and Fundraising Events Review Committee shall:

 be coordinated and chaired by the Superintendent, Inclusivity and Community Services;  be comprised of;  the Superintendent, Inclusivity and Community Services,  the Superintendent, Business and Finance Services,  the Superintendent of Schools - Operations and School Community Services,  the Senior Manager, Board and Trustee Services or designate, and  the Senior Manager, Public Affairs and Communications or designate;  consider and respond to requests for support from not-for-profit community organizations in accordance with the Supporting Community and Fundraising Events procedure;  establish a process to expedite recommendations, where possible;  maintain a record of recommendations and rationale for decisions; and  provide regular updates and a written annual activities report to the Director of Education.

External Community Organizations shall:

 ensure that requests for support for community and fundraising events;  are submitted to the Director’s Office for consideration, and  meet the criteria listed in Application of the Procedure.

Department

Director’s Office

Procedure History

Working Document June 2014

YORK REGION DISTRICT SCHOOL BOARD

Policy #218.0, Healthy Schools and Workplaces Procedure #218.1, Healthy Schools and Workplaces: Substance Use, Addiction and Related Behaviour Procedure #218.2, Healthy Schools and Workplaces: Physical Activity Procedure #218.3, Healthy Schools and Workplaces: Healthy Eating Procedure #218.4, Healthy Schools and Workplaces: Growth and Development – Students Procedure #218.5, Healthy Schools and Workplaces: Mental Health Procedure #218.6, Healthy Schools and Workplaces: Disability Management Program

Application

Board Policy and Procedure #218.0, Healthy Schools and Workplaces addresses the health and well- being of students and staff of the York Region District School Board.

Stakeholder Groups with Responsibilities Under this Policy

 Director of Education  Associate Directors of Education  Superintendent of Human Resources  Superintendents of Schools  Senior Team  Supervisors of Facility Services  Principals  Managers  All Staff  School Councils  Parents/guardians and students  Community Partners

Relationship to the 2013-2014 Board priorities

The Healthy Schools and Workplaces policy and procedures support each of the three areas of the Trustees Multi-Year Plan by ensuring that through enhancing student and staff well-being, the Board will be enabled to successfully meet its priority goals. Also, under the Director’s Annual Plan, this policy and related procedures support;

 continued focus on student achievement and well-being,  broadening our definition and measures of success,  Integrating the priorities of literacy, numeracy, equity, environment and engagement,  identifying students, families, schools and staff most in need of differentiated support to achieve overall goals,  innovation combined with sound research will inform the next steps,  to provide the students and staff with safe, supportive and inclusive learning and working environments,  the further empowerment of staff; by increasing trust in professional judgements and build resiliency into our work as leaders,  finding renewed ways to ensure that the voices of all students inform our evolving practices and priorities, and  schools and departments will identify challenges and enhance job-embedded professional exchange and development in alignment with student and staff needs and the Board’s renewed goals.

Implementation Timelines

Immediate

Summary of Changes

Overview of Major  Inclusion of mental health in policy language Changes to the  Updating of policy language to current Board context Document  Strengthening alignment with foundational mandates and guiding documents: o Ministry of Education’s Foundations for a Healthy School o Canadian Standards Association Standard for Psychological Health and Safety in the Workplace o York Region Public Health mandate  Preparation of 6 new procedures and 3 guidelines o Procedure #218.2, Healthy Schools and Workplaces: Physical Activity o Procedure #218.3, Healthy Schools and Workplaces: Healthy Eating o Procedure #218.4, Healthy Schools and Workplaces: Growth and Development – Students o Procedure #218.5, Healthy Schools and Workplaces: Mental Health o Procedure #218.6, Healthy Schools and Workplaces: Disability Management Program o External Provider Presentations Guideline o Corporate Discount Rates Guideline o Healthy Sexuality Guideline  Revision of 1 previous existing procedure to update language and process o Procedure #218.1, Healthy Schools and Workplaces: Substance Use, Addiction and Related Behaviour  Added cross-reference to several other new Board policies and procedures Who is affected by these  Director of Education changes and what is the  Associate Directors of Education impact on current  Superintendent of Human Resources practice?  Superintendents of Schools  Senior Team  Supervisors of Facility Services  Principals  Managers  All Staff  Joint Occupational Health and Safety Committees  School Councils  Parents/guardians and students  Community Partners Feedback, Timelines and RECOMMENDATION FOR CONSIDERATION BY THE POLICY AND Next Steps BY-LAW COMMITTEE AT ITS MAY 13, 2014 MEETING AND RATIFICATION BY THE BOARD OF TRUSTEES AT THE JUNE, 2014 BOARD MEETING

That in accordance with Board Policy #285.0, Board Policies, Procedures and Supporting Documents, Working Document Policy #218.0, Healthy Schools and Workplaces be circulated to the system for comment for six school months.

COMMUNICATION PLAN:

If approved at the June 3, 2014 Board Meeting, this policy will be posted and adopted by the system as a Working Document in June 5, 2014. Comments will be received for six school months and will be considered by the Policy and By-Law Committee at its February 2015 meeting.

The following information will be included in the weekly summary,

The policy and procedures outline the Board’s belief that all students and staff are entitled to learn and work in healthy environments. Revisions include:  Updating language to reflect the Board’s commitment to well-being.  Adding mental health language into the policy.  Strengthening alignment with foundational mandates and guiding documents: o Ministry of Education’s Foundations for a Healthy School o Canadian Standards Association Standard for Psychological Health and Safety in the Workplace o York Region Public Health mandate  Preparation of 6 new procedures and 3 guidelines o Procedure #218.2, Healthy Schools and Workplaces: Physical Activity o Procedure #218.3, Healthy Schools and Workplaces: Healthy Eating o Procedure #218.4, Healthy Schools and Workplaces: Growth and Development – Students o Procedure #218.5, Healthy Schools and Workplaces: Mental Health o Procedure #218.6, Healthy Schools and Workplaces: Disability Management Program o External Provider Presentations Guideline o Corporate Discount Rates Guideline o Healthy Sexuality Guideline  Revision of 1 previous existing procedure to update language and process o Procedure #218.1, Healthy Schools and Workplaces: Substance Use, Addiction and Related Behaviour  Updating references to other Board policies and procedures  Adding references to resources such as the Board Healthy Schools and Workplaces Framework.

Questions regarding the content of the Healthy Schools and Workplaces policy should be raised with your principal, manager or supervisor. If additional clarification is required, principals, managers and supervisors may contact Ken Leang and/or Carolyn Tong for further information.

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, it is most helpful if you outline clearly the reasons for your concerns and also suggest specific alternate wording to reflect your position. Specific recommendations should be submitted via e-mail to [email protected].

Questions regarding the policy and procedure review process can be directed to Lisa Reinhardt, Assistant Manager, Board and Trustee Services at [email protected] or at the Education Centre Aurora at extension 2217.

Document History and Previous Versions

Approved 2009 - Board Policy #218.0, Healthy Schools and Workplaces Approved 2009 - Board Procedure #218.1, Healthy Schools and Workplaces – Substance Use and Abuse Working Document June 2014

WORKING DOCUMENT

Board Policy #218.0 Healthy Schools and Workplaces Document Integration Project Format

Policy Statement

The York Region District School Board believes that a healthy learning and working environment has a positive effect on student and staff achievement, contributes to health and well-being, and is essential for students and staff members to reach their full potential. Positive experiences at school and work help lay the foundation for healthy, productive lives.

A healthy school and workplace is developed through a comprehensive approach to both health promotion and health protection efforts.

A healthy learning and working environment is the responsibility of all stakeholders including but not limited to students, staff members, parents/guardians, community partners and all individuals who learn or work in Board facilities. Strong community partnerships are important to the achievement of healthy schools and workplaces.

The Board believes that all students and staff members are entitled to learn and work in healthy environments that are responsive to needs identified across the system, in accordance with the Multi- Year Plan, Board priorities and applicable legislation.

Application of Policy

Healthy learning and working environments are supported through the Board Healthy Schools and Workplaces Framework. The principles outlined in the Charter of Rights: Mental Health and Well-Being by the Ontario Student Trustees’ Association and the Standard for Psychological Health and Safety in the Workplace by the Canadian Standards Association are embedded throughout this policy and support the Board’s commitment to student and staff achievement.

Responsibilities

The Board of Trustees is responsible for:

 reviewing the Healthy Schools and Workplaces policy in accordance with the priorities in the Trustees’ Multi-Year Plan and the approved policy review cycle; and  understanding and communicating with members of the community about the Healthy Schools and Workplaces policy, as required.

The Director of Education is responsible for:

 implementing and operationalizing the Healthy Schools and Workplaces policy; and  providing system leadership for creating and maintaining healthy learning and working environments including, but not limited to;  establishing cross-functional committees to integrate strategies for healthy learning and working environments, and  encouraging partnerships with municipal, regional, provincial and community representatives to promote and support healthy schools and workplaces.

The Associate Directors of Education are responsible for:

 ensuring the Healthy Schools and Workplaces policy and its related procedures are implemented.

The Superintendent of Human Resource Services is responsible for:

 ensuring providers for staff health supports are secured, in accordance with Board policy and procedure, External Presenter Presentations Guidelines and Corporate Discount Rates Guidelines.

Superintendents are responsible for:

 supporting and maintaining a healthy learning and working environment;  ensuring staff, students, parents/guardians and community members have opportunities to contribute to creating healthy learning and working environments;  providing leadership to ensure the effective implementation of the Healthy Schools and Workplaces Policy;  ensuring wellness goals are embedded in all school and department improvement plans; and  supporting work with community partners to enhance healthy learning and working environments.

Principals, Managers and Supervisors are responsible for:

 supporting and maintaining a healthy learning and working environment;  providing leadership and identifying learning opportunities for staff members, students, parents/guardians and school council members in accordance with the Healthy Schools and Workplaces Framework, where applicable;  ensuring that the policies, procedures and guidelines related to personal safety and injury prevention are adhered to;  ensuring that the Ontario Physical Education Safety Guidelines are adhered to;  facilitating community partnerships to enhance healthy learning and working environments;  ensuring that wellness goals, aligned with the Healthy Schools and Workplaces Framework, are embedded in school or department improvement plans and implemented;  encouraging the use of Ministry of Education, Board and community partner resources, such as, but not limited to the Healthy Schools and Workplaces Action Plan, to support well-being initiatives; and  providing staff members with contact information for personal health support programs offered through the Board.

All staff members are responsible for:

 their own personal well-being and professional growth for personal and organizational benefit;  being a positive influence in support of student achievement and well-being;  maintaining a high standard of conduct that reflects their position of influence and responsibility;  creating and sustaining a healthy learning and working environment;  developing and/or supporting the Healthy Schools and Workplaces Action Plan, as applicable,  working with community partners to implement strategies associated with well-being goals identified within school or department improvement plans;  facilitating the development of knowledge, skills and leadership among students and/or staff members to support a healthy learning and working environment, applying the principles outlined in the Healthy Schools and Workplaces Framework; and  adhering to the policies, procedures and guidelines related to personal safety and injury prevention.

Municipal, Regional, Provincial, and Community Partners are responsible for:

 supporting staff members in promoting and maintaining a healthy learning and working environment, in accordance with Board priorities, policies and procedures;  providing facilities, staff support, resources, and consultation services as per agreements,  working with board staff members to align practices that meet collective organizational goals, and  supporting and participating in cross-functional committees where applicable.

Parents/Guardians, Students and Community Members are responsible for:

 supporting the promotion and maintenance of a healthy learning environment, in accordance with Board priorities, policies and procedures.

Definitions

Charter of Rights: Mental Health and Well-Being

The charter is a declaration by the Ontario Student Trustees’ Association (OSTA-AECO) that encourages a united stance on mental health issues affecting Ontario’s children and youth. The charter outlines rights to respect, acceptance, support, service, success and protection. These rights describe a set of ideal standards for accepting, respecting, assisting and engaging children and youth in the context of mental health within their communities.

Community Partners

Community partners are organizations with which the Board works to promote staff and student achievement and well-being. They may include, but are but not limited to, public health, provincial health organizations, local municipalities, local social service agencies and local health charities.

Health

Health is a state of complete physical, mental, spiritual and social well-being among students and staff through the establishment of a healthy physical environment, supportive and inclusive social environment, quality instruction, professional development and programs, and community partnerships (adapted from the World Health Organization and Ministry of Education).

Healthy School and Workplace

A healthy school and workplace addresses the physical environment, occupational health and safety requirements, health and lifestyle practices, and supportive and inclusive school and workplace culture as elements that support both health protection and health promotion for all students and staff members (adapted from Excellence Canada).

Health Promotion

Health promotion involves strategies to address elements of health and lifestyle practices, as well as a supportive workplace culture.

Health Protection

Health protection involves strategies to address elements of the physical environment and occupational health and safety.

Healthy Learning and Working Environment

A healthy learning and working environment:  contributes to student and staff achievement and well-being;  involves being respectful of one another’s social, emotional, spiritual and physical well being; and  comprehensively addresses all foundations of the Healthy Schools and Workplaces Framework in an integrated and holistic way;

Mental Health

Mental health is a state of well-being in which the individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community. In this positive sense, mental health is the foundation for individual well-being and the effective functioning of a community (World Health Organization).

Healthy Schools and Workplaces Framework

The framework, adapted from Ministry of Education’s Foundations for a Healthy School, supports an integrated, comprehensive approach to school and workplace health by providing opportunities to observe, learn and sustain positive health habits.

Healthy Schools and Workplaces Action Plan

The action plan is a tool to support schools and departments in developing and implementing student and staff well-being goals. The action plan is based on the Board Healthy Schools and Workplaces Framework.

Ontario Physical Education Safety Guidelines

The guidelines developed by Ophea, represent the minimum standards for student risk management practice for school boards. They apply to physical activities that occur on the school site or as part of a school-sponsored trip. They do not apply to free-play activities during recess and lunch (Ophea, 2013).

Personal Safety and Injury Prevention

Personal safety involves taking intentional measures to minimize the risk of physical or mental harm that may be either intentional or unintentional. Injury prevention involves developing skills and strategies to avoid personal harm that may otherwise occur through high risk behaviour or exposure to risk factors. These strategies could include, but are not limited to, safety-mindedness, allergy awareness and first aid.

Spirituality

Spirituality refers to the way that individuals develop a world view involving principles, values, traditions, and customs in their understanding of the purpose and meaning of life. Spirituality is often associated with religious practice, but can also be developed outside of religion. Practices that support spiritual well- being may include, but are not limited to, reflection, introspection, meditation, and/or specific religious practices (adapted from Draft Program Accommodation of Religious Requirements, Practices, and Observances: A Guideline, University of Maryland Medical Centre, University of California, Riverside, and Ministry of Children and Youth Services).

Standard for Psychological Health and Safety in the Workplace

The voluntary standard was commissioned by the Mental Health Commission of Canada and developed by the Canadian Standards Association. The standard has been designed to help organizations strive towards becoming workplaces that actively promote psychological well-being and prevent harm to employee psychological health, including in negligent, reckless, or intentional ways, and promote psychological well-being.

Wellness/Well-Being

Wellness/well-being involves maintaining a balance between physical, mental, spiritual and/or social resources and challenges. It is the optimal state of health of individuals and groups. There are two focal aspects: the realization of the fullest potential of an individual physically, psychologically, socially, spiritually and economically, and the fulfillment of one’s role expectations in the family, community, workplace and other settings (adapted from World Health Organization, 2006, and Dodge, Daly, Huyton, and Sanders, 2012).

Related Policies

Board Policy #152.0, Inclement Weather Board Policy #210.0, Communicable Diseases Board Policy #240.0, Respectful Workplace and Learning Environment Board Policy #250.0, Violence Prevention and Intervention Board Policy #261.0, Equity and Inclusivity Board Policy #350, Outdoor Education Board Policy #407.0, Accessibility Board Policy #425.0, Provision of Barrier-Free Facilities Board Policy #540.0, Health and Safety - Employees Board Policy #601.0, Supports for First Nations, Métis, and Inuit Students Board Policy #642.0, Field Trips Board Policy #661.0, Anaphylactic Reactions Board Policy #668.0, Caring and Safe Schools Threat Assessment and Intervention Guideline Extreme Hot and Cold Weather and UV Protection Guideline

Department

Educational and Community Services Curriculum and Instructional Services Human Resource Services

Policy History

Replaces Policy #575.0, Program of Employee Assistance Approved 2009 Working Document June 2014

WORKING DOCUMENT

Board Procedure #218.1 Healthy Schools and Workplaces: Substance Use, Addiction and Related Behaviour Document Integration Project Format

The York Region District School Board recognizes that minimizing harm associated with substance use, addiction and related behaviour has a positive effect on the physical, mental, spiritual and social well- being of students and staff members. In particular, substance use, addiction and related behaviour can impair achievement, readiness to learn and work, and self-esteem.

This procedure outlines the process for responding to substance use, addiction and related behaviour of students and staff members. Managing substance use, addiction and related behaviour helps to lay the foundation for healthy, productive lives.

All students and staff members are expected to take reasonable efforts to be well enough to report to and remain fit and ready for learning and work.

Definitions

Addiction and Related Behaviour

Addiction is the uncontrollable use of one or more substances and/or dependency on an activity or activities. Being addicted is associated with discomfort or distress when that use is discontinued or severely reduced (Health Canada). Related behavior includes, but is not limited to, substance misuse, which can include activities like occasional or experimental drug use or the use of a prescription drug for purposes other than for which it was prescribed.

Drug Paraphernalia

Drug paraphernalia is any equipment, product or material that is used to produce, conceal, consume or distribute substances. This may include, but is not limited to, bongs, roach clips, miniature spoons, electronic vaporizers, straws, needles and various types of pipes (National Anti-Drug Strategy).

Electronic Vaporizers

Electronic vaporizers facilitate consumption of nicotine solutions and related products. They may include, but are not limited to, electronic products such as electronic cigarettes and pipes. Most of these products are shaped and look like their conventional counterparts. They may produce a vapour that resembles smoke and a glow that resembles the tip of a cigarette.

Reasonable Cause

Reasonable cause is determined by firsthand observation of diminished performance or overall demeanour including, but not limited to, situations where the individual:

 is noticeably and clearly impaired;  has impaired alertness, coordination, reactions, responses or effort;  exhibits a condition that threatens personal safety or that of others;  exhibits physical characteristics such as glassy and/or bloodshot eyes, the smell of alcohol and/or illicit substances, or slurred speech;  demonstrates impaired capacity to learn or work due to dependence on a substance or activity; and/or

 exhibits a condition or behavior that presents the appearance of inappropriate and/or unprofessional conduct or impaired judgment.

Any of the above may be detrimental to students, the school community and/or co-workers. Reasonable cause should be determined by at least two individuals, including the principal, supervisor or manager and/or others observing the individual.

Substance

A substance is anything taken into the body that changes the way you think, act and/or feel, including but not limited to:  alcohol  street drugs  tobacco  nicotine  caffeine  over-the-counter and prescription medications  vitamins, herbal remedies, or natural substances  other products used to gain a "high", such as solvents and aerosols. (York Region Public Health)

Responsibilities

The Director of Education shall:

 allocate staff and resources to support the Healthy Schools and Workplaces: Substance Use, Addiction and Related Behaviour procedure.

Human Resource Services shall:

 with regard to staff member substance use, abuse and related behavior:  based on reasonable cause, work with the immediate supervisor to safely remove the staff member from their responsibilities in the workplace,  refer or provide access to support as required, such as, but not limited to, the Employee Assistance Program (EAP), disability management and/or community supports, and  determine appropriate discipline.

Principals, Managers and Supervisors shall:

 ensure that all staff members are aware that the use of alcohol or illicit substances, or the abuse of prescriptive drugs, are prohibited during regular working hours, on Board property, at school- or Board-sponsored events while in the direct supervision of students, or while operating any Board vehicles or equipment;  ensure that students and staff members are aware of and comply with this procedure;  ensure that all staff members are aware of their responsibilities under Tobacco-Free Environment policy and procedure;  provide students, parents/guardians, staff members and community members with information about addiction or family support programs, as required;  with regard to staff member substance use, abuse and related behavior, ensure appropriate actions are taken:  based on reasonable cause, work with Human Resource Services to safely remove the staff member from their responsibilities in the workplace,  contact Human Resource Services to determine appropriate action to be taken, and  refer staff members with self-identified substance, addiction and/or related behavioural issues to supports such as, but not limited to, the Employee Assistance Program (EAP), disability management and/or community supports; and

 with regard to student substance use, abuse and related behavior:  contact the parent(s)/guardian(s) and take appropriate steps, in accordance with Caring and Safe Schools policy and procedure,  arrange interdisciplinary team meetings as appropriate, and  contact the Children’s Aid Society of York Region if parent(s)/guardian(s) refuse to access supports.

All staff members shall:

 provide opportunities for students to increase their knowledge, skills, and attitudes about substance use, addiction and related behaviour;  notify the principal if a student is in possession of or under the influence of alcohol or any illicit substance; and  participate in interdisciplinary team meetings as requested by the principal.  not use and/or be under the influence of alcohol and/or illicit substances, abuse prescription drugs, or use drug paraphernalia during regular working hours, on Board property, at school- or Board- sponsored events while in the direct supervision of students, while operating any Board vehicles or equipment, or in personal vehicles while parked on Board property;  understand and comply with Tobacco-Free Environment policy and procedure; and  report to their principal, manager or supervisor if there is reasonable cause to suspect another staff member is under the influence of alcohol, other substances, or demonstrating related behaviour during regular working hours, following appropriate protocols according to the Ontario Teaching Profession Act.

Students, parents/guardians and community members shall:

 consider engaging in opportunities to acquire and apply knowledge and skills in addressing substance use, addiction and related behaviour;  not use and/or be under the influence of alcohol and/or illicit substances, abuse prescription drugs, or use drug paraphernalia while on Board property, at school- or Board-sponsored events, or while in the direct supervision of students at school- or Board-sponsored events; and  understand and comply with the Tobacco-Free Environment policy and procedure.

Related Policies

Board Policy #610.0, Reporting Children in Need of Protection Board Policy #668.0, Caring and Safe Environments Board Policy and Procedure #461.0, Tobacco-Free Environment

Department

Education and Community Services Curriculum and Instructional Services Human Resource Services

Procedure History

Replaces Policy #604.0, Substance Abuse Approved 2009 Working Document June 2014

WORKING DOCUMENT

Board Procedure #218.2 Healthy Schools and Workplaces: Physical Activity Document Integration Project Format

The York Region District School Board recognizes that providing students and staff with opportunities to be physically active has a positive effect on their physical, mental, spiritual and social well-being. In particular, physical activity affects achievement, readiness to learn and work, and self-esteem.

Application of Procedure

By promoting healthy physical activity, the Board expands upon the Ministry of Education’s commitment to daily physical activity in elementary schools, grades 1-8, and provides a consistent message about physical activity to elementary students. The Board encourages physical activity at all ages and provides opportunities, where appropriate, for all students, staff, parents/guardians, and community members to participate in physical activity and active living.

Definitions

Active Living

Active living is a lifestyle in which physical activity is valued and integrated into daily life. It involves a conscious choice for a balanced way of living that includes a variety of physical activities within daily routines and leisure pursuits.

Active and Safe Routes to School/Work

Active and Safe Routes to School/Work is a collaborative program designed to mobilize students, staff and community members to make active travel safer and more convenient.

Active Travel

Active travel is the use of any form of self-propelled transportation, including, but not limited to walking, cycling, in-line skating, using a wheelchair, or riding a skateboard or scooter.

Daily Physical Activity

Daily physical activity is a minimum of 20 minutes of sustained moderate to vigorous physical activity each school day (Policy/Program Memorandum No. 138, Daily Physical Activity in Elementary Schools, Grades 1-8).

Physical Activity

Physical activity is movement that increases heart rate and breathing. Physical activity includes exercise as well as other activities like active travel, walking, active games, dance, aquatics, sports, and fitness and recreational activities. Health Canada recommends that adults engage in at least 150 minutes of moderate to vigorous physical activity, each week and that children and youth engage in at least 60 minutes of moderate to vigorous physical activity per day.

Physical Literacy

Individuals who are physically literate move with confidence in a wide variety of physical activities that benefit the development of the whole person (Physical and Health Education Canada).

Responsibilities

The Director of Education shall:

 allocate staff and resources to support the Healthy Schools and Workplaces: Physical Activity procedure.

Principals, Managers and Supervisors shall:

 ensure that the expectations of the Ontario Health and Physical Education Curriculum are met;  comply with Ministry of Education requirements regarding daily physical activity where applicable;  in secondary schools and workplaces, offer diverse forms of physical health and education courses, where numbers warrant, such as, but not limited to, dance, yoga and weight training, that encourage student and staff member engagement, confidence and skill-building;  provide leadership and learning opportunities to students, staff, parents/guardians and school councils that promote active living and implement physical activity;  establish collaborative partnerships with stakeholders to comprehensively support physical activity;  communicate with staff members, parents/guardians and students about programs available to support families with physical activity;  initiate, support and monitor the active and safe routes to school/work program;  collaborate with regional, municipal and community partners, Planning Services and Plant Services to plan for active travelers to safely arrive on Board property;  when planning school facility renovations, collaborate with Planning Services and Plant Services to consider developing outdoor space that promotes physical activity and active play; and  encourage the use of active travel among students, staff members, parents/guardians, school councils and community members.

School staff members shall:

 provide opportunities for students to increase their knowledge, skills and attitudes about physical activity;  facilitate a minimum of 20 minutes of daily physical activity during the elementary school day; and  ensure that students’ right to daily physical activity is not compromised.

Planning Services and Plant Services shall:

 collaborate with regional and municipal partners, staff members and other members of the community to plan for active travelers to safely arrive on Board property; and  consider developing outdoor space that promotes physical activity and active play.

All staff members shall:

 encourage the use of active travel among staff members and students; and  recognize that voluntary participation in recreational or fitness activities on personal time during breaks, lunch, and after regular working hours is considered outside the scope of employment and that WSIB benefits would not be applicable in the event of an injury.

Students, parents/guardians and community members shall:

 make efforts to understand the value of healthy and active living and consider taking advantage of opportunities to;  live actively, and to acquire and apply knowledge and skills that develop and sustain physical activity, and  use active travel to and from school and work where possible.

Department

Curriculum and Instructional Services Human Resource Services

Procedure History

Working Document June 2014

WORKING DOCUMENT

Board Procedure #218.3 Healthy Schools and Workplaces: Healthy Eating Document Integration Project Format

The York Region District School Board recognizes that reinforcing healthy eating habits can have a positive impact on physical, mental, spiritual, and social well-being. In particular, healthy eating can have an effect on achievement, readiness to learn and work, behaviour and self-esteem, and can reduce the risk for chronic diseases.

Application of Procedure

By promoting healthy eating and supporting a healthy school nutrition environment, the Board is supporting the Ministry of Education School Food and Beverage Policy, and Ontario Regulation 200/08 Trans Fat Standards.

Definitions

Health Literacy

Health literacy involves the development of skills needed to get, understand and use information to make good decisions about healthy living (Adapted from Canadian Public Health Association, 2013).

Healthy Eating

Healthy eating includes the enjoyment of a variety of foods from each of the four food groups from Canada’s Food Guide and respect of one’s hunger and satiety cues. Healthy eating is determined over time as people experience fluctuations in appetite and food and beverage intake for many reasons. It is the overall pattern of foods eaten over time and not any one food or meal that determines if eating behaviours are healthy (Nutrition Tools for Schools).

Healthy Eating Environment in Schools and Workplaces

A school or workplace with a healthy eating environment is one that promotes and supports healthy eating for students and staff members through words and actions. The goal is to ensure consistency between lessons and the active and passive nutrition messages provided in the school environment. There is commitment to a culture of healthy eating.

Responsibilities

The Director of Education shall:

 allocate staff and resources to support the Healthy Schools and Workplaces: Healthy Eating procedure.

Principals, Managers, and Supervisors shall:

 provide leadership and learning opportunities to students, staff members, parents/guardians and school councils to support a healthy eating environment in schools and workplaces;  establish collaborative partnerships with stakeholders to comprehensively address healthy eating; and  communicate with parents/guardians, staff members and students about programs available to support families with healthy eating.

School staff members shall:

 provide opportunities for students to increase their knowledge, skills and attitudes about healthy eating;  encourage parents/guardians and students to pack healthy lunches and snacks, and provide nutrition information in school communications; and  consider Ministry of Education recommendations before offering food or beverages to students as a reward or incentive.

All staff members shall:

 encourage healthy eating among staff members and students;  consider including healthy food choices according to Canada’s Food Guide when providing food for participants at meetings and events.

Students, parents, and community members shall:

 consider taking opportunities to acquire and apply knowledge and skills that develop and sustain healthy eating in their home, community, and throughout the learning environment.

Related Policies Board Policy #135.0, Food Services Board Policy #661.0, Anaphylactic Reactions

Department

Curriculum and Instructional Services Human Resource Services

Procedure History

Working Document June 2014

WORKING DOCUMENT

Board Procedure #218.4 Healthy Schools and Workplaces: Growth and Development – Students Document Integration Project Format

The York Region District School Board recognizes that growth and development has a positive effect on physical, mental, spiritual and social well-being within learning environments. In particular, supporting individuals to reach their full potential enhances achievement, readiness to learn and self-esteem.

Application of Procedure

The Board provides a consistent message to all students, staff and school volunteers about the importance of addressing growth and development in schools.

In recognizing that human development is a lifelong process, this procedure refers to aspects such as, but not limited to, cognitive, emotional, physical, sexual, and social growth and development.

Definitions

Growth and Development

Human development is a lifelong process of physical, behavioral, cognitive and emotional growth and change. In all stages of life, enormous changes take place and throughout the process, each person develops attitudes and values that guide choices, relationships and understanding (Advocates for Youth).

Sexual Health

Sexual health addresses a broad framework that incorporates aspects, such as, but not limited to, physiology, reproduction, the development of a positive self-image, and the integration of sexuality into rewarding and equitable interpersonal relationships.

Responsibilities

The Director of Education shall:

 allocate staff and resources to support the Healthy Schools and Workplaces: Growth and Development – Students procedure.

Principals shall:

 provide leadership and learning opportunities to students, parents/guardians, school councils and community members about healthy growth and development among students;  ensure that all teaching staff are familiar with the Healthy Sexuality Guidelines;  recognize and encourage steps to support healthy growth and development among students;  refer students with issues related to growth and development such as, but not limited to, developmental delay, sexual identity or self-image, to appropriate individual assistance and/or short- term counselling through school social workers, school psychologists or psychological associates, community agencies, or other appropriate medical or social services; and  provide parents and students with information about programs available to support students and their families with healthy growth and development through school communications.

School staff shall:

 provide opportunities for students to increase their knowledge, skills and attitudes with regards to healthy growth and development;  ensure that expectations related to healthy growth and development are taught;  provide appropriate notice to parents/guardians regarding instruction on sexual health topics and follow the Healthy Sexuality Guidelines;  communicate the Growth and Development curriculum with parents/guardians, and  using professional judgment, discuss with the principal, when appropriate, concerns about a student who may be facing challenges related to growth and development, such as sexual identity or self- image.

Students, parents/guardians, and community members shall:

 consider taking opportunities to acquire and apply knowledge and skills related to growth and development in their home, community, and throughout the learning environment;  review communications about the Growth and Development curriculum and contact the teacher to address concerns;  request an alternate program, in writing, if you do not want your child to participate in the sexual health curriculum as per the Healthy Sexuality Guidelines; and  be aware of and consider accessing the available supports within the school and community to support growth and development.

Related Documents

Board Policy #572.0 Leadership Development Healthy Sexuality Guidelines Board Policy #668.0, Safe, Caring and Supportive Schools (Caring and Safe Environments) Board Policy #672.0, Student Leadership Ontario Leadership Framework, 2012

Department

Education and Community Services Curriculum and Instructional Services Human Resource Services

Procedure History

Working Document June 2014

WORKING DOCUMENT

Board Procedure #218.5 Healthy Schools and Workplaces: Mental Health Document Integration Project Format

The York Region District School Board recognizes that mentally healthy students and staff members contribute to healthy learning and working environments. In particular, supporting individuals to be mentally healthy through raising awareness, reducing stigma in self and others, and coordinating and integrating programs, services and training opportunities enhances learning and working achievement, learning readiness, self-esteem and individual resiliency.

Definitions

Mental Illness

Mental illness has a serious impact on a person’s ability to function over a long period time, different from short-term, normal reactions to difficult situations. Depending on the illness, a person may have a serious disturbance in thinking, mood or behavior. They may not be able to cope with the simplest aspects of everyday life and may need help in regaining balance in their lives (Health Canada).

Responsibilities

The Director of Education shall:

 allocate staff and resources to support the Healthy Schools and Workplaces: Mental Health procedure.

Principals, Managers, and Supervisors shall:

 provide leadership and learning opportunities for students, staff members, parents/guardians, and school councils to promote mental health literacy and reduce stigma;  follow the Student Threat Assessment and Intervention Protocol as required;  support students struggling with mental health challenges to seek appropriate individual assistance and/or short-term counseling, such as, but not limited to, by the guidance department, school social workers, school psychologists or psychological associates, community agencies or other appropriate supports;  arrange an in-school team meeting to develop plans to help any student facing mental health challenges, if necessary;  support staff members struggling with mental health challenges to seek appropriate individual assistance and/or short-term counseling, such as, but not limited to, by referring to Employee Assistance Program (EAP), Disability Management or community agencies; and  provide parents/guardians and students with information about programs available to support students and their families with mental health through school communications.

School staff members shall:

 provide opportunities to reduce stigma by promoting mental health literacy among students and staff members;  using professional judgment, discuss with the principal, when appropriate, concerns about a student or staff member’s mental health and well-being; and  participate in in-school team meetings as requested by the principal.

All staff members shall:

 be aware of and honour the principles of the Charter of Rights: Mental Health and Well-Being and the Standard for Psychological Health and Safety in the Workplace;  seek appropriate support for personal mental health challenges as necessary.

Students, parents, and community members shall:

 be aware of and honour the principles of the Charter of Rights: Mental Health and Well-Being; and  consider taking opportunities to acquire and apply knowledge and skills that develop and sustain mental health in their home, community, and throughout the learning environment.

Department

Education and Community Services Curriculum and Instructional Services Human Resource Services

Procedure History

Working Document June 2014

WORKING DOCUMENT

Board Procedure #218.6

Healthy Schools and Workplaces: Disability Management Program – Staff

The York Region District School Board is committed to accommodating staff members with disabilities within the workplace, consistent with the principles of independence, dignity, integration and equality of opportunity. The Board strives to prevent discrimination against persons with disabilities and recognizes that staff members with disabilities have a right to privacy and to accommodation, in keeping with current legislation.

Application

The Healthy Schools and Workplaces: Disability Management Program procedure outlines the process for:  identifying staff members who enter into the disability management program;  creating individual workplace accommodation plans;  creating return to work plans; and  supporting the application of any income protection benefits.

Definitions

Consent to Obtain and Release Information

Signature of staff member allows case manager to obtain and release medical information when required.

Disability

As per the Ontario Human Rights Code, 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.  An injury or disability for which benefits were claimed or received under the Workplace Safety and Insurance Act.

Disability Management File

An individual’s file which contains confidential medical documentation related to an employee’s disability. This file is kept separate from their personnel file and is secured within the Disability Management area.

Employee Emergency Response Plan

A plan to ensure the safety of a staff member(s) with a disability in the case of an emergency within the school/building.

Employment Insurance Sick Leave Benefits

Sick leave income replacement benefits provided to eligible employees through Service Canada.

Functional Abilities Evaluation

An objective assessment of a staff member’s functional capabilities. The evaluation involves a standard set of tests to assess level of function. The information assists in identifying where potential barriers or gaps exist between the functional demands of the job and the staff member’s capabilities.

Functional Abilities Report

This form is to be completed by the staff member’s treating health care specialist(s) providing information related to the staff member’s physical and cognitive abilities, and the date the employee will be re- assessed.

Independent Medical Evaluation

A medical evaluation of a staff member provided by a third party, who has not treated or previously seen the individual. There is no doctor-patient relationship.

Long-Term Disability Benefits

Staff member is paid income replacement benefit when disabled from working in accordance with the applicable Long-Term Disability policy.

Medical File Review

An independent medical review of the staff member’s file provided by a third party, who has not treated or previously seen the individual. There is no doctor-patient relationship.

Notice of Prolonged Absence Report

Report required by the Long-Term Disability (LTD) carrier as part of the LTD plan. Notifies the Ontario Teachers’ Insurance Plan (OTIP) and the applicable federation/union when an employee has been absent for a set period of time.

Return to Work Plan

An individual plan developed to support the employee in returning to work after a long-term absence. This may or may not include an accommodation plan.

Short-Term Sick Leave and Disability Plan

Days provided for personal illness reasons for short-term disability leave as per the applicable collective agreement or Board policy.

Sick Leave

Days provided for personal illness reasons as per the applicable collective agreement or Board policy.

Workplace Accommodation Plan:

A workplace accommodation plan includes an adaptation or adjustment that enables a staff member with a disability to perform the essential duties of their job. There is a duty to accommodate on the part of the

employer, short of undue hardship, to provide reasonable accommodation for the employee with a disability as defined by the Ontario Human Rights Code.

This includes:  a review of the current functional abilities of the staff member with a disability, as outlined and supported by suitable medical documentation;  a process that respects the dignity and confidentiality of the employee with a disability;  an individualized, case by case approach, in attempting to meet the restrictions and limitations of the employee with a disability; and  a collaborative, problem-solving process.

Responsibilities

The Director of Education shall:

 allocate staff and resources to support the Healthy Schools and Workplaces: Disability Management Program procedure.

Disability Management Support Team members shall:

 identify staff members who have been absent from work for 15 consecutive days or longer;  create the Notice of Prolonged Absence (NPA) Report form to contact absent staff members and outline the disability management services available;  provide federations/unions with NPA for their members;  provide staff members with a Functional Abilities Report to be completed by their health care provider(s);  review medical documentation to determine next steps, including, but not limited to;  transferring the file to a case manager where a workplace accommodation is required,  scheduling a follow-up consultation in cases where a follow-up medical appointment is required,  advising the principal, manager or supervisors of the duration of work absence, return to work date or required accommodations, and  providing the staff member with information related to income replacement benefits, including sick leave and short-term disability leave benefits, long-term disability benefits and employment insurance sick leave benefits;  recording all contact with staff members in accordance with appropriate Board protocol;  store medical documentation in the staff member’s disability management file;  except as required by law, ensure that no medical information is shared with any person other than Disability Management Team members who are required to know in order to support the staff member;  ensure that disability management files are stored and destroyed in accordance with the Board’s records management procedures; and  authorize payment for the Functional Abilities Report.

Case Managers shall:

 receive disability management files from the support team;  contact the staff member to support with the development of a workplace accommodation plan and/or a return to work plan;  support the staff member throughout the process by providing appropriate resources;  communicate with the staff member’s health care provider(s), where applicable, to better understand any potential barriers the staff member may face in the workplace;  ensure that the staff member’s principal, manager, supervisor and union/federation representatives, where applicable, are aware of the workplace accommodation plan or return to work plan;  document all communications and workplace accommodation/return to work plans including follow up meetings/review dates in accordance with Board protocol;

 indicate in the workplace accommodation/return to work plan if an Employee Emergency Response Plan is required;  ensure the Employee Emergency Response Plan takes into consideration the individual’s accessibility needs;  store medical documentation in staff member’s disability management file;  except as required by law, ensure that no medical information is shared with any person other than Disability Management Team members;  make a referral for an independent medical evaluation, functional abilities evaluation or medical file review when medical information is complex, controversial or, in extenuating circumstances, to assist the Board in determining if an accommodation can be achieved and if so, how this accommodation can be made;  obtain staff member consent to release personal medical information if required;  liaise with external service providers including, but not limited to, long-term disability carriers for all staff plans;  provide the staff member with information related to income replacement benefits including sick leave and short-term disability leave benefits, long-term disability benefits and employment insurance sick leave benefits;  notify staff members when submitted medical documentation is not satisfactory to the Board to support the use of sick leave and/or short-term sick leave; and  ensure that the disability management procedure and related supporting documentation reflect Board and legislative requirements.

Superintendents shall:

 support principals, managers and supervisors when implementing a workplace accommodation or return to work plan.

Principals, Managers and Supervisors shall:

 ensure staff members are aware that the Board is supportive of accommodating disabilities in the workplace;  refer staff members who request a workplace accommodation to the Disability Management Team;  participate in the development of a workplace accommodation plan or return to work plan with the Disability Management Team;  make arrangements for required supports identified in the workplace accommodation/return to work plan;  follow up with staff members who have workplace accommodation/return to work plans to ensure that their plan has been implemented appropriately and is meeting their needs;  address challenges with the implementation of workplace accommodation/return to work plans;  ensure that other staff members are aware of their role in supporting their colleagues if applicable;  ensure that workplace accommodation/return to work plans are only shared with those needing to know;  provide the workplace accommodation/return to work plan to any new principal, manager or supervisor to whom the staff member directly reports;  understand that only functional or cognitive limitations may be shared with appropriate staff members and that specific details about medical conditions, if known, are confidential;  ensure any medical information the staff member discloses to you is kept strictly confidential;  ensure that no medical documentation is stored in the staff member’s school/department file;  with the staff members, complete an Employee Emergency Response Plan if required; and  provide general education to all staff members on the importance of supporting staff who may be involved in the disability management program.

Unions/Federations shall:

 cooperate in the development of a workplace accommodation plan or return to work plan, where applicable.

Staff members shall:

 advise their principal, manager or supervisor that they are requesting a workplace accommodation;  contact a member of the Disability Management Team if they feel a workplace accommodation plan is required;  contact their union or federation for representation, if applicable;  provide the Disability Management Team with medical documentation suitable to the Board to support their request for workplace accommodation;  provide case managers with medical documentation suitable to the Board to support the use of short- term sick leave;  maintain reasonable and regular contact with the Disability Management Team to provide updates on status and changes in condition, and review progress through their workplace accommodation/return to work plan;  complete, with the principal, manager or supervisor, an Employee Emergency Response Plan, if required;  provide case managers with sufficient notice to support return to work or required accommodations;  cooperate in the development of a workplace accommodation plan or a return to work plan;  ensure that no tasks are being performed other than those outlined in the workplace accommodation or return to work plan; and  schedule medical appointments, when possible, so that they do not interfere with normal work hours set out in the workplace accommodation/return to work plan.

Legislative Context

Ontario Human Rights Code Accessibility for Ontarians with Disabilities Act Municipal Freedom of Information and Protection of Privacy Act

Department

Human Resource Services

Procedure History

Working Document June 2014

ATTACHED FOR INFORMATION

External Provider Presentations Guidelines Document Integration Project Format

In accordance with Board Policy #218.0 Healthy Schools and Workplaces, Healthy Schools and Workplaces Committees may facilitate the offering of a health education or well-being presentation by external providers during lunch or after school/office hours. The following guideline is intended to assist Healthy Schools and Workplaces Committees when considering or offering such presentations.

External Presenters

External presenters are defined as any representative of an organization outside of the York Region District School Board, including employees of the Board who may represent a business or community partner. While organizations outside of the Board may request a presenter fee, Board employees, their spouses, children, or parents/guardians may not request a fee as per Board Policy #222.0 Conflict of Interest.

Healthy Schools and Workplaces Committees enter into direct agreement with the external provider for the arrangement of a presentation. Committees are encouraged to work with other departments and administration when considering offering an external provider presentation to maximize opportunity. Areas to consider include:

• joint collaboration with other departments or neighbouring schools; • presentation space requirements; • promotion of the presentation opportunity; and • presenter fees and participant cost recovery, if applicable.

When selecting an external presenter, Healthy Schools and Workplaces Committees must ensure that they comply with the following minimum requirements:

• present educational content to equip staff members with skills and abilities to enhance their own personal or workplace well-being with existing resources; • avoid marketing of particular brand names, products or services as being the preferred method to accomplish the health benefits included in the presentation; • avoid distribution of materials in which logos or messages of political or for-profit organizations appear (as per Board Policy #182.0 Distribution of Materials: External Organizations); • ensure all presenters who will be in contact with students comply with Policy #280.0, Volunteers in Our Schools, including completing Vulnerable Sector Screening as required; and • offer healthy living or wellness recommendations in alignment with Health Canada regulations and guidelines and all Board policies and procedures.

When promoting an external provider presentation opportunity, Healthy Schools and Workplaces Committees must ensure that:

• it is clearly communicated that attending the presentation or workshop is completely voluntary and not mandated by the Board; and • the presenter complies with the minimum requirements in the External Provider Presentations Guideline.

ATTACHED FOR INFORMATION

Corporate Discounts Rates Guidelines Document Integration Project Format

Corporate Discount Rates for York Region District School Board Employees

In accordance of Board Policy #218.0 Healthy Schools and Workplaces, Human Resource Services may facilitate the offering of corporate discount rates by third party providers to all Board staff members to enhance well-being by encouraging personal wellness activities and through the alleviation of financial stress. The following guideline is intended to assist Human Resource Services when considering or conveying available third party corporate discounts, and all Board employees who choose to access third party corporate discounts.

Third Party Providers

Third party providers are defined as any organization or company outside the Board. To be eligible to offer discounted rates to Board employees, the third party provider’s product, service or membership must present a clear benefit to the well-being of staff member. Staff members who choose to access discounted rates as offered by a third party provider enter into direct agreement with the third party provider for discounted products, services and/or memberships. Employees are responsible for clarifying all terms and conditions of the agreement directly with the third party provider prior to purchasing or signing a discounted offer. The Board does not endorse any third party providers regardless of agreed upon discounts to staff, and staff members are entirely responsible for their decision to purchase or sign up for a service provided by a third party provider.

When agreeing to third party corporate discount offers, Human Resource Services must ensure that these providers comply with the following minimum requirements:

• the offer must be a percentage or dollar value discount for products, services, or memberships; • each staff member must be able to enter into a direct agreement with the service provider, according to relevant discounted rates; and • updated discounts or opportunities must be provided, as appropriate.

Human Resource Services

Available third party corporate discounts are to be listed on the Healthy Workplaces Page with the name of the provider and appropriate contact information. New third party providers should added to the listing if they present similar discounts opportunities. Corporate discounts will be reviewed and updated annually.

All Staff

Staff members that become aware of new corporate discount opportunities should relay information to Human Resource Services for further follow-up and to inform all staff of the new discount, where applicable.

ATTACHED FOR INFORMATION

Healthy Sexuality Guidelines Document Integration Project Format

It is the intent of this guideline to support teachers in offering all students a learning environment, which affirms the dignity and worth of every individual.

Although healthy sexuality is addressed largely through the Elementary and Secondary Health and Physical Education Curriculum, topics are also addressed in other subject areas through integrated units or by incidental reference. For this reason, it is essential that all teachers are aware of and follow guidelines related to healthy sexuality education.

This guideline provides direction to principals and teachers regarding the implementation of the Elementary and Secondary Health and Physical Education Curriculum. The York Region District School Board places a shared responsibility for a comprehensive approach to healthy sexuality education on parents/guardians, schools, health care systems, places of worship, governments and a variety of other sources. In providing leadership with the implementation of healthy sexuality, principals are encouraged to promote this concept of shared responsibility. It is important that teachers, students and their families have a comfort level with these topics so that information can be discussed openly, honestly, and in an atmosphere of mutual respect.

Healthy Living

In elementary curriculum, the healthy living strand helps students develop an understanding of the factors that contribute to healthy development, a sense of personal responsibility for lifelong health, and a respect for their own health in relation to others and the world around them. Students will develop health literacy as the acquire knowledge and skills they need to develop, maintain and enjoy healthy lifestyles as well as solve problems and make decisions, and set goals that are directly related to their personal health and well-being (The Ontario Curriculum Grades 1-8 Interim Edition, 2010).

In secondary curriculum, the healthy living strand provides students with the knowledge and skills they need to develop, maintain and enjoy healthy lifestyles, as well as to solve problems, make decisions, and set goals that are directly related to personal health and well-being (The Ontario Curriculum, Health and Physical Education, 1998, Grades 9 and 10, 1999; Grades 11 and 12, 1999).

It is expected that all students demonstrate the knowledge and skills outlined in the Growth and Development, and Healthy Growth and Sexuality curriculum. Accommodations and/or modifications of the program may be necessary for some students in the areas of content, process, product and assessment/evaluation. Support for principals and teachers responding to religious accommodations can be found in York Region District School Board’s framework for responding to requests for religious accommodations in elementary schools.

Communication with Parents

Each year a letter outlining the highlights of the Growth and Development curriculum shall be sent to parent(s)/guardian(s) of all students from Grade 1 to Grade 8. On occasion, guest speakers supplement the school programs. Parents will be advised in advance of the nature of such presentations through newsletters, websites or other forms of regular communication.

In response to expressed parental interest, the program shall be formally presented to parent(s)/guardian(s) at the school level. Information may include the following:

 expectations, strategies and resources for the Growth and Development programs;  an explanation of the process for handling issues that may be controversial;  the opportunity to view sample resources from each division;  the opportunity to discuss the program; and  the right of parents/guardians to withdraw their child from the program.

To ensure parental involvement in relation to the Growth and Development curriculum:

 students will be encouraged to discuss moral, cultural and religious questions with their parent(s) or guardian(s); and  the school council at an individual school may advise the principal regarding any section of the Growth and Development, Healthy Growth and Sexuality Curriculum or resources, according to the Board Policy 262.0, School Councils, and Procedure P262.0, School Councils.

Support Resources

To deliver instruction related to healthy sexuality topics, teachers may draw on varied and rich resources that include audio-visual, online and printed materials, and guest speakers. Such materials are to provide a balanced perspective and be consistent with the expectations of the Ontario Curriculum. The principal ensures that teachers select materials to fit the topic(s) being studied, preview materials, prepare students for their use and follow up to maximize their use.

Examples of support materials and resources available to teachers include:

 The Ophea Health and Physical Education Curriculum Resources: Grades 1-8 Provides curriculum resources including unit and lesson plans to assist teachers with the implementation of The Ontario Health and Physical Education Curriculum, Grades 1-8

 Always Changing Co-Ed is a school-based resource designed to teach pre-teens in Grades 5 and 6 about the transition between childhood and adolescence, and the beginning stages of puberty.

 Vibrant Faces Co-Ed (Fun, Active, Confident, Energetic Self-images) is designed to promote a healthy, active lifestyle to adolescent students in Grades 7 and 8.

Guest Speakers

As with any guest speaker in the school, the principal shall ensure that the presentations of guest speakers are assessed before presentation to students. Presentations, including audio-visual and print materials, must be consistent with the expectations of the Ontario Curriculum and with the philosophy of the Growth and Development, Healthy Growth and Sexuality program and guideline.

The principal and/or school leadership team may wish to contact a school which has used the speaker previously to assess the content and the delivery of the presentation. It is expected that guest speakers will share relevant experiences, and that they will respect the Board’s commitment to a learning environment which affirms the dignity and worth of every individual.

Staff Development

On an annual basis, the principal shall ensure that all teaching staff members are familiar with the expectations defined by this guideline. Under the leadership of Curriculum and Instructional Services staff, professional learning opportunities for administrators, teachers, and school councils will be available.

In cases in which a teacher continues to be uncomfortable with discussions relating to sexuality, even after staff development opportunities, the teacher may discuss the situation with the principal and share the responsibility for that part of the program with a team partner.

Guideline History

Replacing Memo S68 dated April 7, 2004 Approved February 2008 Revised November 2013 Working Document June 2014 APPENDIX 6 WORKING DOCUMENT YORK REGION DISTRICT SCHOOL BOARD

Policy and Procedure #540.0, Health and Safety - Employees

Application

Board Policy and Procedure #540.0, Health and Safety – Employees outlines the commitment of the York Region District School Board to providing and maintaining a safe and healthy working environment that supports the safety and well-being of employees.

Stakeholder Groups with Responsibilities under this Policy

 Board of Trustees  Director of Education  Supervisors  Employees

Relationship to Board priorities

Board Policy and Procedure #540.0, Health and Safety – Employees relates to the Environment and Well-being goals that support both effective and sustainable education programs and student and staff well-being.

Implementation Timelines

The Health and Safety – Employees policy and procedure is required to be reviewed annually under the Occupational Health and Safety Act.

Summary of Changes

Overview of Major  Clarification is provided about critical injury and fatality reporting Changes to the obligations for non-workers. This includes the addition of a definition for Document ‘non-worker’ for the purposes of critical injury or fatality reporting to the Ministry of Labour.  The requirement for supervisors to complete basic awareness training within one week of hire and ensure that employees complete basic awareness training as soon as practicable after hire has also been added. Some minor formatting changes were made as well as there has been re-assignment of duties from the Director to the Associate Director, School and Staff Resources. Who is affected by these  Supervisors changes and what is the  Associate Director, School and Staff Resources impact on current practice? Feedback, Timelines and Next Steps RECOMMENDATION FOR CONSIDERATION BY THE POLICY AND BY-LAW COMMITTEE AT ITS MAY 13, 2014 MEETING AND RATIFICATION BY THE BOARD OF TRUSTEES AT THE JUNE 3, 2014 BOARD MEETING

That in accordance with Board Policy #285.0, Board Policies, Procedures and Supporting Documents, Working Document Policy #540.0, Health and Safety - Employees be circulated to the system for comment for six school months.

COMMUNICATION PLAN:

If approved at the June 3, 2014 Board Meeting, this policy will be posted and adopted by the system as a Working Document on June 5, 2014.

Comments will be received for six school months and will be considered by the Policy and By-Law Committee in February 2015.

The following information will be included in the weekly summary,

Policy and Procedure #540.0, Health and Safety – Employees outlines the commitment of the York Region District School Board to providing and maintaining a safe and healthy working environment that supports the safety and well-being of employees.

Revisions ensure the policy is in line with applicable legislative, training requirements and reporting structures.

Questions about the content of the Health and Safety - Employees policy or procedure should be raised with your principal, manager or supervisor. If additional clarification is required, principals, managers and supervisors may contact Health and Safety.

In accordance with Board Policy #285.0, Board Policies, Procedures and Supporting Documents, the Board welcomes all comments and suggestions on Board policy.

York Region District School Board The Education Centre – Aurora Attention: Assistant Manager, Board and Trustee Services 60 Wellington Street West, Box 40 Aurora, ON L4G 3H2

Questions about the policy and procedure review process can be directed to the Assistant Manager, Board and Trustee Services at [email protected] or 905-727-0022 extension 2217.

Document History and Previous Versions

Approved 1997 Revised 2002 Revised 2005 Revised 2006 Reviewed 2008 Revised 2010 Revised 2011 Working Document October 2012 Revised May 2013 Working Document June 2014

WORKING DOCUMENT DOCUMENT Board Policy #540.0 Health and Safety - Employees Document Integration Project Format

Policy Statement

It is the policy of the York Region District School Board to provide and maintain a safe and healthy working environment that supports the well-being of employees.

Responsibilities

The Board of Trustees is responsible for:

 understanding and upholding the Health and Safety - Employees policy; and  reviewing the Health and Safety – Employees policy on an annual basis, in accordance with the priorities in the Trustees’ Multi-Year Plan and the Occupational Health and Safety Act.

The Director of Education is responsible for:

 implementing and operationalizing the Health and Safety – Employees policy;  ensuring every precaution reasonable in the circumstances is taken for the protection of an employee;  ensuring all employees, through supervisors, principals and managers, are provided with ongoing information and training on safe work practices;  ensuring information, procedures and required training for employees are developed in consultation with the Joint Occupational Health and Safety Committees; and  ensuring the Health and Safety policy and procedure is posted in all workplaces.

Supervisors are responsible for:

 ensuring employees comply with health and safety policy, procedures and programs; and  taking every precaution reasonable in the circumstances for the protection of an employee by informing employees of hazard(s) in the workplace and taking prompt corrective action should a hazard arise.

Employees are responsible for:

 immediately reporting to their supervisor any safety hazards of which they become aware; and  making health and safety a part of their daily activity and work routine.

Application of Policy

As workplace health and safety is a joint responsibility, the York Region District School Board and all of its employees are to act in compliance with the requirements of the Occupational Health and Safety Act. Therefore, this policy applies to employees of the York Region District School Board.

Legislative Context

Occupational Health and Safety Act

Definitions

Employee

An employee of the York Region District School Board is defined as a worker under the Occupational Health and Safety Act. A worker means a person who performs work or supplies services for monetary compensation.

Hazard

A hazard is any source of potential damage, harm or adverse health effects on something or someone under certain conditions at work. Examples of hazards include toxic chemicals, moving machinery parts, high voltage electricity, working at heights, temperature extremes, workplace violence or slippery work surfaces.

Supervisor

A supervisor is defined under the Occupational Health and Safety Act as a person who has charge of a workplace or authority over a worker. Examples of supervisors in the York Region District School Board include superintendents, principals, vice-principals, managers, as well as those with the specific title of supervisor.

Workplace Violence (also defined in Policy #250.0, Violence Prevention and Intervention and Policy #261.0, Equity and Inclusive Education)

Workplace violence is (1) the exercise of physical force by a person against a worker, in a workplace, that causes or could cause physical injury; (2) an attempt to exercise physical force against a worker, in a workplace, that could cause physical injury to the worker; or (3) a statement or behavior that it is reasonable for a worker to interpret as a threat to exercise physical force against a worker, in a workplace, that could cause physical injury to the worker.

Department

Human Resource Services

Policy History

Approved 1997 Revised 2002 Revised 2005 Revised 2006 Reviewed 2008 Revised 2010 Revised 2011 Working Document October 2012 Revised May 2013 Working Document June 2014

WORKING DOCUMENT

Board Procedure #540.0 Health and Safety - Employees Document Integration Project Format

The purpose of this procedure is to provide a guide to health and safety for or on behalf of Board employees which will meet applicable legislative requirements and ensure a safe and healthy work environment.

Definition

Employer

The York Region District School Board is defined as the employer under the Occupational Health and Safety Act. An employer means a person who employs one or more workers or contracts for the services of one or more workers.

Non-Worker

A non-worker is any person involved in an activity on Board property who is not an employee of the Board.

Responsibilities

The Director of Education shall:

 allocate staff and resources to support the Health and Safety – Employees procedure

The Associate Director of Education, School and Staff Resources shall:

 ensure that the appropriate equipment, materials, protective devices and procedures, as required by law, are pre-determined, prescribed and provided, maintained in good condition, and used as prescribed;  acquaint an employee or person in authority over an employee with any hazard in the workplace of which the employer is aware and related work procedures;  ensure that the supervisor or employee is provided with the instruction and supervision necessary to protect the employee’s health and safety;  distribute the Health and Safety - Employees policy and procedure to all Board locations and ensure that this information is posted on the Health and Safety bulletin boards at each Board location; and  ensure supervisors complete basic awareness training.

Supervisors shall:

 ensure that an employee works in compliance with the prescribed measures and procedures, uses the prescribed equipment, protective devices and/or clothing;  advise the employee of the existence of any potential or actual danger to the health or safety of the employee of which the supervisor is aware;  provide written instructions and/or training to the employee on the measures and procedures to be taken for the employee’s protection;  complete basic awareness training within one week of performing work as a supervisor; and  ensure that employees complete basic awareness training for workers as soon as practicable after hire.

Employees shall:

 participate in and apply training;  work in compliance with prescribed measures, plans and procedures;  use or wear prescribed equipment, protective devices and/or clothing;  not remove or make ineffective any prescribed protective device, or operate any equipment, machine or device in any manner that may endanger the employee or fellow employees; and  report all accidents/incidents, hazards or workplace concerns to the supervisor.

A. Concern or Hazard Reporting

1. Employee: The employee must report to the supervisor the absence of or defect in any equipment or protective device, or the existence of any hazard or contravention of the prescribed measures or procedures of which the employee becomes aware. Where an employee reports a hazard to the supervisor, the employee is discharging his or her legal responsibility, and in so doing is placing that responsibility with the supervisor.

2. Supervisor: Where a supervisor becomes aware of a hazard in the workplace, or is made aware by an employee, of a hazard or health and safety concern in the workplace, it becomes the legal responsibility of the supervisor to take the appropriate corrective action on that hazard or health and safety concern.

3. If the hazard or health and safety concern reported by the employee cannot be resolved, then the supervisor is to notify the appropriate teacher and/or support staff Health and Safety Committee representative(s). The committee representative(s), with the supervisor, will investigate the reported hazard or health and safety concern, and endeavour to resolve it. The Occupational Health and Safety Manager may be requested to assist with the investigation. All investigations will be recorded on the Board’s Concern or Work Refusal Report Form. If the reported hazard or concern remains unresolved, then the investigations shall be reported to the respective Joint Occupational Health and Safety Committee for review and recommendation (if any), to the Coordinating Council of Superintendents and the Board.

B. Employee Accident/Incident Reporting and Investigation

The purpose of the Employee Accident/Incident Report Form is to provide a method of collecting data on accidents and incidents/near misses which can then be utilized by the York Region District School Board and the Joint Occupational Health and Safety Committees to prevent recurrences and, thereby, reduce the frequency and severity of accidents and incidents in the workplace.

The Employee Accident/Incident Report Form is to be completed by the supervisor in consultation with the injured employee when an employee:

1. is disabled from performing his or her usual work or requires medical attention as a result of a critical injury, accident, explosion or fire causing injury, or an occupational illness, the employer will notify the appropriate Joint Occupational Health and Safety Committee and respective trade union, utilizing the Accident Investigation Form;

2. is injured in a work-related accident/incident which results in missed time from the employee’s regularly scheduled work day;

3. seeks medical attention because of a work-related accident/injury;

4. seeks first aid treatment because of a work-related accident/injury;

5. is injured in a work-related accident which does not result in missed time from the employee’s regularly scheduled work day;

6. is involved in an incident/near miss in the workplace; or

7. is involved in a violent incident; threat of, attempt of physical harm.

Reporting and notification requirements are outlined on the Employee Accident/Incident Form.

Under the Occupational Health and Safety Act, critical injuries and fatalities involving workers are reportable to the Ministry of Labour and, where the injury is reportable, accident scenes must be preserved.

The same obligations may apply to critical injuries and fatalities involving non-workers where:

1. a non-worker is killed or critically injured; 2. the death or critical injury occurs at a place where; (i) a worker is carrying out his or her employment duties at the time the incident occurs, or (ii) a place where a worker might reasonably be expected to be carrying out such duties in the ordinary course of his or her work; and 3. there is some reasonable link between the hazard giving rise to the death or critical injury and a realistic risk to worker safety at that workplace from any cause.

If there is doubt as to whether the injury or fatality to a non-worker in the workplace is reportable, consult with Administrative Services or Health and Safety.

C. Refusal to Work where Health and Safety is in Danger

1. An employee may refuse to work or do particular work where the employee has reason to believe that:

a) any equipment, machine device or thing to be used is likely to endanger the employee or another employee;

b) the physical condition of the work place or part thereof in which the employee works or is to work is likely to endanger the employee;

c) workplace violence is likely to endanger the employee; or

d) any equipment, machine, device or thing the employee is to use or operate, or the physical condition of the workplace or part thereof, is in contravention of the OHSA or Regulations and such contravention is likely to endanger the employee or another employee.

2. When a supervisor is made aware of a work refusal by an employee then the appropriate respective teacher and/or support staff Health and Safety Committee representative(s) must be contacted immediately. The Committee representative(s) are to thoroughly investigate the employee’s work refusal and, with the supervisor, shall endeavour to resolve it. The employee shall remain at a safe place that is as near as reasonably possible to his or her work station; and available to the employer or the supervisor during this initial investigation.

3. All work refusals by the employee shall be recorded on the Board’s Concern or Work Refusal Report Form. All parties investigating the work refusal will ensure that the requirements prescribed in Section 43 of the Act are applied and adhered to.

4. Where the work refusal remains unresolved after the initial investigation, the Occupational Health and Safety Manager must be contacted immediately in order to arrange for a Ministry of Labour Inspector to attend. Until this investigation is completed, the employee shall perform reasonable alternative work under the direction of the supervisor or the person in charge. If no such alternative work exists, the employee shall remain in a safe place that is as near as reasonably possible to his or her work station and available to the employer or the supervisor for purposes of the investigation.

A teacher cannot refuse to work as per Ontario Regulation 857, Teachers under the Occupational Health and Safety Act where the circumstances are such that the life, health or safety of a pupil is in imminent jeopardy.

D. Health and Safety Committees

1. The York Region District School Board has established two Joint Occupational Health and Safety Committees, one for teaching staff and one for support staff, both of which function in accordance with the requirements of Section 9 of the Occupational Health and Safety Act (OHSA).

2. The structure and functions of the two Joint Occupational Health and Safety Committees are contained in the committee "guidelines" as agreed between the respective teacher federations and support staff unions and the York Region District School Board. The OHSA requires the committee structure and names of the representatives to be posted in a prominent position in all Board facilities.

3. The inspecting representatives from the Joint Occupational Health and Safety Committee have the authority to inspect the workplace, and have the power to identify situations that may be a source of danger or hazard to employees. The appropriate representative(s) can make observations and recommendations on the Workplace Inspection Report to the respective supervisor for the improvement of the health or safety of employees.

4. The supervisor who receives the Workplace Inspection Report from the Joint Occupational Health and Safety representative(s) shall respond, in writing, to the observations or recommendations made in the report within twenty-one calendar days.

Procedure History

Revised 1998 Revised 2006 Reviewed 2008 Revised 2010 Revised 2011 Working Document October 2012 Revised May 2013 Working Document June 2014

APPENDIX 7 FINAL REVIEW YORK REGION DISTRICT SCHOOL BOARD

Policy and Procedure #240.0, Respectful Workplace and Learning Environment

Application

Policy and Procedure #240.0, Respectful Workplace and Learning Environment outline the belief that that all persons are entitled to work and learn in an environment that promotes human rights and equity of opportunity and is free from discrimination and harassment.

Stakeholder Groups with Responsibilities Under this Policy

Human Resource Services

Relationship to Board priorities

This policy and procedure supports Human Resource Services in the promotion and support of well-being in learning and working environments that are supportive, healthy, safe and environmentally responsibility.

In addition, it directly supports improvements in the experience of students and staff members with respect to equity and inclusivity in schools and workplaces.

Implementation Timelines

Immediate

Document History and Previous Versions

Approved 1993 Revised 1998 Revised 2002 January 2005 to January 2006 (Working Document) Approved 2006 Revised 2012 Working Document November 2013 Revised June 2014

FINAL APPROVAL

Board Policy #240.0 Respectful Workplace and

Learning Environment Document Integration Project Format

Policy Statement

It is the policy of the York Region District School Board that all persons are entitled to work and learn in an environment that promotes human rights and equity of opportunity and is free from discrimination and harassment.

The York Region District School Board recognizes its responsibility to provide a healthy and productive working environment that fosters respect for and is supportive of the dignity, self-esteem and fair treatment of everyone taking part in its activities. The Board recognizes and respects the diversity of our people as a source of strength and does not tolerate any expression of prejudice. The diversity of our people helps us in meeting our goals as an institution.

Equity and inclusivity form the groundwork for the development of a positive climate for learning and working, free from harassment and discrimination. As a large employer and education provider to our learning community, this policy is intended to reflect our values relating to equity, inclusivity, human rights and responsibilities and to ensure a safe, nurturing community. The Board is committed to ensuring equity in its policies and programs by identifying and eliminating systemic inequities and barriers.

Application of Policy

This policy applies to all members of the Board’s community including, but not limited to, students, staff, trustees, contractors, parents, volunteers, permit holders and all other persons who are invited to or who work on Board property. This policy also applies to harassment which may take place outside of Board property but which has the effect of or results in adversely affecting the Board’s working and learning environment. It is the expectation of the York Region District School Board that all employees, students and persons invited to or visiting Board property will strive to maintain the highest level of professional and personal courtesy when interacting with Board employees and students.

Legislative Context

Ontario Human Rights Code Teaching Profession Act Occupational Health and Safety Act

Responsibilities

The Board of Trustees is responsible for:

 supporting an environment respectful of human rights and free of discrimination and harassment;  reviewing the Respectful Workplace and Learning Environment policy in accordance with the priorities in the Trustees’ Multi-Year Plan and the approved policy review cycle; and  understanding and communicating with members of the community about the Respectful Workplace and Learning Environment policy.

The Director of Education is responsible for:

 implementing and operationalizing the Respectful Workplace and Learning Environment policy.

The Associate Director of Education, School and Staff Resource is responsible for:

 supporting and providing direction in the application of the Respectful Workplace and Learning Environment policy.

Superintendents, Principals, Managers and Supervisors are responsible for:

 communicating and reviewing this policy and related procedure with the staff they supervise or manage;  formulating, communicating and enforcing work requirements and behavioural expectations;  conducting investigations into any complaints under the Respectful Workplace and Learning Environment policy and communicating outcomes;  mediating or arranging for mediation for resolution of complaints; and  administering corrective disciplinary action.

Human Resource Services is responsible for:

 providing consultative services to superintendents, principals, managers and supervisors in managing complaints filed under the Respectful Workplace and Learning Environment policy;  determining if the complaint is best handled under this policy, or if it is a matter better dealt with through other Board processes such as, but not limited to, performance management or professional misconduct and progressive discipline; and  conducting investigations, or assisting in the investigation of complaints.

All staff members are responsible for:

 being aware of, and sensitive to issues of discrimination and harassment, and taking proactive steps to encourage respectful behavior with students and staff;  demonstrating professional and positive behaviour consistent with individuals who are responsible for the safety, learning and well-being of students and staff;  conducting themselves in a professional manner that meets the accepted standards of practice; and  co-operating in the investigation of complaints, and working to achieve resolution at the earliest possible stage.

Definitions

Discrimination

Based upon a prohibited ground under the Ontario Human Rights Code, discrimination is differential treatment which negatively affects the status of a person.

Harassment

Harassment is defined in the Ontario Human Rights Code as "engaging in a course of vexatious comment or conduct that is known or ought reasonably to be known to be unwelcome."

The Ontario Human Rights Code states that every person has a right to equal treatment with respect to employment without discrimination because of; race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, age, record of offences for which a pardon has been granted, marital status, same-sex partnership status, family status or disability. Furthermore, every staff member has a right to freedom from harassment in the workplace by the employer or agent of the employer or by another staff member because of race, ancestry, place of origin, colour, ethnic origin, citizenship, creed, sex, sexual orientation, gender identity, age, record of offences, marital status, same-sex partnership status, family status or disability.

Non-Code Related Harassment or Personal Harassment

Patterns of comment or conduct of an excessive nature that are known or ought reasonably to be known to be unwelcome, unwanted, offensive, intimidating, hostile or inappropriate. Such behaviours include: physical intimidation and/or threats of violence; use of profanity (swearing) or vulgarity; bullying tactics such as ridiculing, taunting, threatening, belittling or humiliating another person; derogatory name calling; and inappropriate use of computer images, email and websites.

Not all incidents of workplace conflict constitute harassment or discrimination as defined in the policy. Further, the normal exercise of supervisory responsibilities, including training, direction, instruction, counseling, discipline and performance appraisal do not, in themselves, constitute harassment.

Mediation

Mediation involves an unbiased third party acting as facilitator in direct communication between the parties who voluntarily agree to this process. It is an opportunity to resolve disputes in a mutually respectful manner. By agreement of the parties, mediation can take place at any time in the process.

Department

Human Resource Services

Related Policies

Policy #250.0, Violence Prevention and Intervention Policy #578.0, Professional Misconduct and Progressive Discipline Policy #668.0, Caring and Safe Schools

Policy History

Approved 1993 Revised 1998 Revised 2002 January 2005 to January 2006 (Working Document) Approved 2006 Revised 2012 Working Document November 2013 Revised June 2014

It is the expectation of the 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.

ATTACHED FOR INFORMATION Board Procedure #240.0 Respectful Workplace and Learning Environment Document Integration Project Format

This procedure refers to mediation and the filing of complaints by a student, a staff member or trustee.

Application of Procedure

The filing of a complaint does not preclude the rights of any individual under legislation or collective agreements, where applicable, and is supplementary to those rights.

Complaints will not be considered under more than one Board policy or procedure.

Retaliation against an individual for the filing of a complaint, being named in a complaint or participating in an investigation is strictly prohibited. If this occurs, it may result in disciplinary action.

Definitions

Anonymous Complaints

An anonymous complaint filed against a respondent will not be investigated.

Confidentiality

All parties associated with a complaint (complainants, respondents, witnesses, representatives and others involved with the complaint) will ensure that all matters remain confidential. Upon conclusion of the matter, all documentation will be maintained in a secure location in Human Resource Services. The Board may be required to provide information to an outside agency, such as the Ontario Human Rights Tribunal, another tribunal or court.

Misuse of the Complaints Process

If there is a determination that a complaint has been filed in bad faith, the complaint process may discontinue and disciplinary action may occur, in accordance with the Policy #578.0, Professional Misconduct and Progressive Discipline.

Potential Outcomes of a Respectful Workplace and Learning Environments Investigation

Subject to the specific situation, the following actions may be taken subsequent to investigation and findings:

• counseling for one or both parties; • strategies to restore a positive and respectful workplace and learning environment; • training for one or both parties; • workshops; • restorative approaches; and/or • disciplinary action as outlined in Policy #578.0, Professional Misconduct and Progressive Discipline.

Standard of Proof

The standard of proof to be applied is the balance of probabilities. This means that on the evidence and information provided, the occurrence of the event was more likely than not.

Timelines

All complaints must be reported within one year of the most recent alleged contravention of this policy.

Complaint Resolution Process

Violence in the Workplace

Any allegations related to behaviour of a violent nature including physical and/or sexual assault must be reported and a formal complaint filed through Policy and Procedure #250.0, Violence Prevention and Intervention.

Early/Site-Based Resolution of Complaint

Parties to a complaint are encouraged to try to resolve concerns at the earliest possible stage. Early/site- based resolution gives parties an opportunity to resolve a dispute in a respectful manner, without unnecessary escalation.

Any individual who believes that he/she has been harassed or discriminated against may choose if he or she feels comfortable to:

• try to resolve the issue by directly approaching the person(s) involved, stating clearly that the behaviour or actions are objectionable and must be stopped; and/or • if, having chosen to approach the person(s) involved, the complainant finds that the behaviour does not stop or that the behaviour escalates; or if the individual does not wish to address the person(s) involved directly, he/she may contact his/her supervisor, school principal, designated Human Resource Services staff, superintendent, Associate Director of Education, School and Staff Resources, or union representative for advice and possible courses of action.

Where a site-based resolution has been found, principals, supervisors or managers will follow up by monitoring the situation and conducting subsequent meetings as necessary to ensure resolution is maintained.

Formal Complaint Process

Any individual who believes that he/she has been harassed or discriminated against may file a formal complaint under Policy and Procedure #240.0, Respectful Workplace and Learning Environment to their supervisor. If the incident relates to their supervisor, the individual must file their formal complaint to their supervisor’s immediate supervisor.

A formal complaint must:

• be in writing and signed; • specify the name(s) of the person(s) alleged to have demonstrated behavior of a discriminating or harassing nature; • specify the names of individuals who may have been witness to the alleged conduct; • where appropriate, indicate the steps taken by the complainant to attempt to resolve the matter, before filing a formal complaint; and • be submitted to the appropriate supervisory staff.

At any time, the Associate Director of Education, School and Staff Resources may designate a person to investigate the complaint. The person investigating may be internally appointed or, subject to internal workload or the complexities of certain complaints, engaged as a third party investigator.

Following receipt of a formal written complaint by a staff member against another staff member, the superintendent, principal, manager or supervisor must engage in the following process, with support by Human Resource Services.

1. Notify the Associate Director of Education, Schools and Staff Resources or designate of receipt of a formal complaint and provide a copy of the report.

2. Provide written notification of receipt of the formal complaint to the complainant.

3. Provide written notification of the complaint to the person(s) named in the complaint (the respondent(s)) along with a copy of the written complaint. The notification is to be provided to the respondent within five business days of receipt.

4. Advise the respondent(s) of their right to provide a written response within five business days.

5. Notify both the complainant and the respondent(s) of the right to representation. Each person involved in a complaint has the right to be accompanied by one representative, such as, but not limited to, a personal advisor or a federation, union or professional association representative during the meeting.

6. Notify all participants of the confidentiality requirements.

7. Determine who is to be interviewed as part of the investigation and conduct the investigation.

8. Meet separately with the complainant and the respondent(s). Every effort will be made to schedule these meetings within five business days of the receipt of the respondent’s reply or at a time mutually acceptable to the parties.

9. This timeline may be extended up to an additional five business days in exceptional circumstances. The reason for the extension should be stated in writing to both parties by Human Resource Services.

10. Meetings may be held by the person investigating with witnesses deemed by the investigator to have information key to the understanding and/or resolution of the complaint.

11. A joint meeting with the parties may or may not be arranged to facilitate a mutually acceptable solution. Since harassment and discrimination are issues of imbalance of power, such a meeting should only take place where it is absolutely certain that both parties are in agreement. Should one of the parties not wish a joint meeting to take place, such a meeting will not be arranged.

12. Communicate the outcome of the investigation to the complainant and respondent(s) including the rationale for the decision. Specify whether or not it has been determined that there was a breach of Policy and Procedure #240.0, Respectful Workplace and Learning Environment. Disciplinary consequences are not to be included in this communication.

13. Provide a copy of the complaint, outcome of the investigation and resolution, including, but not limited to, disciplinary action, to Human Resource Services for retention for a period of no less than three years.

14. Any record of disciplinary action will be communicated and retained in accordance with Policy and Procedure #578.0, Professional Misconduct and Progressive Discipline.

Appeal Process/Final Review of Decision (Applicable to Sections A through D only)

1. Either party may make an appeal to the Director of Education.

2. An appeal must be submitted in writing within 10 business days of receiving the decision of the person investigating.

3. The Director of Education may designate the appeal to another senior staff member or an external third party, if deemed appropriate.

4. The Director of Education (or designate) will review the original decision and take one of the following actions, in writing, within 15 business days;

 affirm the original decision, or  amend the decision.

Note: An appeal is not meant to duplicate the Formal Complaint Process. A person who requests an appeal of a decision must have appropriate grounds for the appeal such as:

 the investigator did not follow the process;  there is new evidence that was not known at the time of the investigation;  witnesses that could corroborate a complaint or response or provide key information, were not interviewed; and/or  there is new evidence that could change the assessment of the credibility of one or more of the persons interviewed.

A. By a staff member against another staff member

1. Any staff member who believes he or she has been harassed or discriminated against by another staff member may file a complaint directly to their principal, manager or supervisor.

2. The complaint will be investigated and a decision made by their principal, manager or supervisor in accordance with the Formal Complaint Process.

B. By a staff member against his/her supervisor

1. Any staff member who believes he/she has been harassed or discriminated against by his/her supervisor may file a complaint directly to the person to whom the supervisor reports or to the Associate Director of Education, School and Staff Resource.

2. The complaint must be investigated by the person to whom the supervisor reports or another staff member as assigned by the Associate Director of Education, School and Staff Resources in accordance with the Formal Complaint Process.

C. By a staff member against a parent/guardian, visitor, contractor or other third party

1. A staff member who believes he/she has been harassed by a parent/guardian, visitor, contractor or other third party may file a complaint directly with the principal of the school, supervisor of the program or department, or appropriate superintendent.

2. The procedure for investigating such a complaint will follow due process and attempt to find an appropriate and mutually agreeable solution.

3. Failing a mutually agreeable solution, the person leading the investigation will consult with the appropriate Board staff to determine what resolution is possible under the Education Act and applicable regulations, within Board policies and/or civil or criminal statutes.

4. Should the complaint against the parent/guardian, visitor, contractor or other third party be upheld, the individual(s) against whom the complaint is made could be excluded from Board property, have their contract with the Board terminated, and/or be subject to civil or criminal procedures.

D. By a student or parent against a staff member

1. All complaints by a student, parent(s)/guardian(s) or advocate of the student, against a staff member of the Board, must be immediately reported to the school principal.

2. If the complaint is against the school principal or vice-principal, the complaint must be made to the superintendent of schools.

3. Verbal complaints must be followed by a written description of the situation. Students unable to write out a complaint may use the assistance of an adult third party.

4. The principal or the superintendent of schools will immediately inform the parent(s)/guardian(s) of the student(s) that a complaint has been made. Contact with parents/guardians is not required for students who are 18 years or older unless the student so requests or agrees.

5. The principal or the superintendent of schools will provide the respondent(s) with a copy of the written complaint within two business days of the complaint being made.

6. The superintendent of schools in conjunction with the Associate Director of Education, School and Staff Resource will designate a person to investigate.

7. The person investigating the complaint must hold a meeting with the persons involved within five business days of receiving the complaint by the respondent or at a mutually agreeable time.

8. The person investigating the complaint will interview witnesses of the described events in a timely manner. Written and signed witness statements are desirable.

9. Further meetings with the parties may be arranged with a view to reaching a mutually acceptable solution. Joint meetings of the parties may be held if agreed to and desired by all parties, recognizing the imbalance of power could render a joint meeting ineffective.

10. If a mutually acceptable solution is not found, the person investigating the complaint will submit the written complaint, a summary report of the action taken to date and notification to the superintendent of schools for a meeting to resolve the issues within two business days.

11. In the case of a complaint against a principal or vice-principal, the superintendent of schools will submit a copy of the written complaint, summary report of the action taken to date and notification to the Associate Director of Education, School and Staff Resources.

12. The next step meeting must take place within 10 business days of the notification or at a time mutually agreeable to the parties.

13. The resolution to the complaint will be communicated in writing to the parties within five business days after the conclusion of the meeting. The Associate Director of Education, School and Staff Resources, or designate, must be consulted when recommending disciplinary action against a staff member to ensure system consistency.

14. The resolution to the complaint will be retained in the appropriate files for a period of three years.

E. By a student or staff member against a student

1. A student(s) or staff member(s) who reveal(s) that they have been harassed by another student or students must have their complaint reported immediately to the principal of the school or program/department where the harassment took place.

2. The principal will immediately inform the parent(s)/guardian(s) of the student(s) that a complaint has been made. Contact with parents/guardians is not required for students who are 18 years or older unless the student so requests or agrees.

3. The principal or other appropriate senior staff member will hold discussions with the affected parties and attempt to resolve the incident/complaint within five business days. Staff members have the right to be represented at all times by their union, federation or professional association representative.

4. Appropriate action will be taken in accordance with Procedure #668.7, Code of Student Conduct, the school’s code of conduct and all relevant policies and procedures.

5. Procedural assistance may be provided by the superintendent or the Associate Director of Education, School and Staff Resources.

6. If a resolution cannot be found at the school level, the superintendent will attempt to affect a resolution.

7. Any student found to be responsible for an act of harassment is subject to disciplinary action as outlined in Policy #668.0, Caring and Safe Schools and its related procedures.

8. A record of the incident and the resolution will be kept in the offending student’s Ontario Student Record (OSR) file for a period of one year.

Appeal Process (by a student or staff member against a student)

An appeal may be made in respect to a disciplinary action against a student in accordance with Board procedures. These procedures are available through the school principal or office of the superintendent.

F. By a staff member or student against a trustee

1. Any staff member who believes he/she has been discriminated against or harassed by a trustee should report the incident/complaint to their superintendent. Students should report the incident, to the school principal who shall report the incident to the superintendent of schools.

2. The superintendent shall bring the complaint forward to the Director of Education or designate who will report the incident/complaint to the Chair of the Board.

3. An incident involving the Chair of the Board should be reported to the Director of Education or designate who will bring the matter to the Board of Trustees.

G. By a trustee against a staff member, student, parent/guardian, visitor, contractor or other third party

1. A trustee who believes he/she has been discriminated against or harassed by a staff member, student, parent/guardian, visitor, contractor or other third party shall report the incident/complaint to the Director of Education.

2. The incident/complaint shall be investigated by the Director of Education or designate.

3. The investigation of such a complaint will be conducted with due process, in accordance with the Formal Complaint Process.

Related Procedures

Procedure #250.0, Violence Prevention and Intervention Procedure #578.0, Professional Misconduct and Progressive Discipline Procedure #668.0, Caring and Safe Schools

Procedure History

January 2005 to January 2006 (Working Document) Approved 2006 Revised 2012 Working Document November 2013 Revised June 2014

APPENDIX 8 FINAL APPROVAL

YORK REGION DISTRICT SCHOOL BOARD

Policy and Procedure #222.0, Conflict of Interest

Application

Policy and Procedure #220.0, Conflict of Interest addresses how a conflict of interest for trustees and staff members of the York Region District School Board is handled.

Stakeholder Groups with Responsibilities Under this Policy

 The Board of Trustees  Director of Education  Superintendents  Principals, Managers and Supervisors  Board and Trustee Services  All Staff Members

Relationship to Board priorities

The Conflict of Interest policy and procedure ensures the stewardship of Board resources by demonstrating professionalism and accountability for high standards of practice in all Board operations and decisions.

Implementation Timelines

Immediate.

Document History and Previous Versions

Replaces Policy 222, Conflict of Interest – Trustees Replaces Policy 512, Conflict of Interest – Employees Revised 2008 Working Document October 2013 Revision to the Procedure Drafted April 2013 Revised June 2014

FINAL APPROVAL Board Policy #222.0 Conflict of Interest Document Integration Project Format

Policy Statement

Trustees and staff members of the York Region District School Board are entrusted with the protection of the public interest in many significant areas of the education system. It is essential that a high standard of honesty, integrity, impartiality and conduct be maintained in all Board activities and decisions. Trustees and staff members must be aware of and avoid situations which might result in an actual or apparent conflict of interest and conduct themselves accordingly.

Legislative Context

Education Act Municipal Conflict of Interest Act

Responsibilities

The Board of Trustees is responsible for:

 reviewing the Conflict of Interest policy in accordance with the priorities in the Trustees’ Multi-Year Plan and the approved policy review cycle;  understanding and communicating with members of the community about the Conflict of Interest policy;  strictly adhering to the Municipal Conflict of Interest Act;  not participating in any discussion or decision being made by the Board without declaring their direct personal or direct or indirect pecuniary interest;  not using or attempting to use, directly or indirectly, their position to purchase goods or services for personal use from any Board supplier at a discount or on the same or similar terms to the Board, with the exception of employee purchase plans in which trustees can participate;  not accepting a fee, gift, or personal or economic benefit, either directly or through another person, from any person who has done, is doing, or might be reasonably expected at some time to do business with the Board (with the exception of incidental gifts, customary hospitality or other benefits of nominal value);  not selling to the Board, either directly or through the use of school or department funds, any goods or services without declaring their interest and removing themselves from the decision-making process and endeavouring to ensure that their direct relatives comply with this clause;  understanding that they may accept samples and invitations such as, but not limited to, receptions or lunches, provided they do not impose any obligation to buy, receive or refer on behalf of the Board; and  disclosing a possible conflict of interest if they are in doubt concerning the propriety of any action concerning the Board.

The Director of Education is responsible for:

 implementing and operationalizing the Conflict of Interest policy.

Superintendents are responsible for:

 supporting principals, managers and supervisors in the implementation of the Conflict of Interest policy.

Principals, Managers and Supervisors are responsible for:

 deciding, in consultation with the superintendent, whether a direct personal or direct or indirect pecuniary interest exists and taking appropriate action(s).

All staff members are responsible for:

 not using their employment status with the Board, and/or Board equipment, facilities, time or human resources for personal or pecuniary gain for themselves, a direct relative or private entities or persons engaged in dealings with the Board;  identifying and disclosing a possible conflict of interest to their principal, manager or supervisor concerning the propriety of any action concerning the Board;  not participating in any decision being taken by the Board without first declaring their direct personal or direct or indirect pecuniary interest to their prinicpal, manager or supervisor;  ensuring that they do not place themselves in a position where working relationships are affected by personal or family relationships;  understanding that no disclosure is required if the only interest is a minority interest in a limited company in which the staff member holds no official position; and  not knowingly taking personal advantage of, or benefitting from, information that is obtained in the course of their official duties and responsibilities and that is not generally available to the public.

Definitions

Conflict of Interest

A conflict of interest is a situation in which a trustee or staff member attempts to promote private or personal interests, of themselves or some other person, which results or could appear to result in:

 an interference with the Board’s;  Mission, Vision and Values,  priorities, and/or  polices and procedures; and/or  a gain or an advantage (including pecuniary) by virtue of his/her position in the York Region District School Board.

Direct Pecuniary Interest

A direct pecuniary interest involves an actual or potential financial gain or loss to a trustee, staff member, a direct relative or a direct relative of persons living in the same household.

Direct Relatives

Direct relatives may include, but are not limited to, a parent, spouse or child (including stepchildren).

Indirect Pecuniary Interest

An indirect pecuniary interest is any matter in which a trustee, staff member, a direct relative or a direct relative of persons living in the same household:

 is a shareholder, director or senior officer of a corporation that does not offer its securities to the public in the matter;  has a controlling interest in or is a director or senior officer of, a corporation that offers its securities to the public in the matter;  is a member of a body that has a pecuniary interest in the matter; or  is a partner of a person or is in the employment of a person or body that has a pecuniary interest in the matter.

Personal Interest

Personal interests are non-financial interests that may influence or be influenced by personal or family relationships. Personal interests may result in favouritism towards a person or group of people as a result of one’s personal connections or relationships.

Department

Human Resource Services

Policy History

Replaces Policy 222, Conflict of Interest – Trustees Replaces Policy 512, Conflict of Interest – Employees Revised 2008 Working Document October 2013 Revised June 2014

ATTACHED FOR INFORMATION Board Procedure #222.0, Conflict of Interest Document Integration Project Format

This procedure outlines how a conflict of interest for trustees and staff members of the York Region District School Board is reported and addressed.

Responsibilities

The Board of Trustees shall:

 when in attendance at public Board or committee meetings, declare a possible conflict of interest by;  disclosing the interest and its general nature prior to any consideration of the matter at the meeting,  not participating in the discussion of, or vote on any question about the matter, and  not attempting in any way before, during or after the meeting to influence the voting on any such question;  when present at private Board or committee meetings, in addition to the above, declare a possible conflict of interest by leaving the meeting or the part of the meeting during which the matter is under consideration; and  when absent from a meeting, declare a possible conflict of interest at the next public Board Meeting as stated above.

The Director of Education shall:

 allocate staff and resources to support the Conflict of Interest procedure.

Board and Trustee Services shall:

 ensure that every conflict of interest and the general nature thereof declared by a trustee, be recorded in the minutes of;  the public Board or committee meeting, or  the private Board or committee minutes and the next regular public Board meeting.

All staff members shall:

 notify their immediate supervisor in writing of a possible conflict of interest;  not employ direct relatives or individuals who share the same household in situations where a reporting relationship exists and where the superior has influence, input or decision-making power over a staff member’s performance evaluation, salary premiums, special permissions, potential for promotion, conditions of work and similar matters;  disqualify themselves as participants in personnel decisions when their objectivity would be compromised for any reason such as, but not limited to, staffing actions involving direct relatives or direct relatives of persons living in the same household or other personal relations;  if providing private services as a staff member of Student Services that are the same as the services provided in the course of their employment duties with the Board, to students or other staff members or the Board, ensure that the requirements outlined for private tutoring are followed;  ensure that, if engaging in private tutoring, the following requirements are followed;  private tutoring does not take place during the instructional day or on school property unless the appropriate permits are secured in accordance with Policy and Procedure #412.0, Community Use of Schools,  staff must not tutor students from their school or work location(s) for remuneration,  staff members must be aware of the relevant Code of Ethics, federation and union guidelines and any other relevant Board policy and procedure regarding tutoring, including comments about and communication with the regular classroom staff, where applicable,  private tutoring services may not be advertised using school or Board connections, school or Board publications, or through the Board’s computer network and in accordance with Policy #182.0, Distribution of Materials: External Organizations, and  staff members undertaking private tutoring are not indemnified through the Board and should contact their applicable union or federation to discuss support should issues arise;  understand that home instruction is different from private tutoring and may be provided in accordance with Procedure #NP336.0, Home Instruction;  not sell to the Board, either directly or through the use of school or department funds, any goods or services without declaring their interest and removing themselves from the decision-making process and endeavouring to ensure that direct relatives comply with this clause;  not promote the sale of personal products or services to students, staff members or others;  not use or attempt to use, directly or indirectly, their position with the Board to purchase goods or services for their personal use from any supplier to the Board at a discount or on the same or similar terms to the Board (with the exception of offers made to Board staff through purchase plans or arrangements that are available to all Board employees);  not accept a fee, gift, personal or economic benefit, either directly or through another person, from any person who has done, is doing, or might be reasonably expected at some time to do business with the Board (with the exception of incidental gifts, customary hospitality or other benefits of nominal value);  not directly or indirectly use, or allow the use of Board property of any kind for anything other than officially approved activities; and  not step out of their official roles with the Board to assist private entities or persons in their dealing with the Board where this would result in preferential treatment to any person.

Department

Human Resource Services

Procedure History

Approved 2008 Working Document October 2013 Revised June 2014

Policy #470.0, Education Development Charges: Alternative Arrangements for School Facilities

Application

Policy #470.0, Education Development Charges: Alternative Arrangements for School Facilities ensures that the York Region District School Board considers alternative arrangements for the accommodation of elementary and secondary school pupils to the usual arrangement under which a school site is acquired and a standalone school is built.

Stakeholder Groups with Responsibilities Under this Policy

• Board of Trustees • Director of Education • Associate Directors of Education • Superintendents • Business/Finance Services • Planning Services

Relationship to Board Priorities

This policy supports the priority of stewardship of Board resources in the Multi-Year Plan by “demonstrating professionalism and accountability for high standards of practice in all Board operations” and “enhancing confidence in public education by increasing civic engagement”.

This policy supports the priority of enhancing relationships with staff, students, parents and our communities as per the Director’s Annual Plan by “enhancing job-embedded professional exchange and development in alignment with student and staff needs and the Board’s renewed goals”.

Implementation Timelines

Immediate

Summary of Changes

Overview of Major  Update Background (3) - 446/98 (Reserve Funds) regulation replaced Changes to the with 193/10 (Restricted Purposes Revenues) Document  Update Background (6) project list Who is affected by these The above noted changes are proposed to ensure the policy reflects changes and what is the updated background information for all stakeholders listed above impact on current practice? Feedback, Timelines and Next Steps RECOMMENDATION FOR CONSIDERATION BY THE POLICY AND BY-LAW COMMITTEE AT ITS MAY 13, 2014 MEETING AND RATIFICATION BY THE BOARD OF TRUSTEES AT THE JUNE 3, 2014 BOARD MEETING

That in accordance with Board Policy #285.0, Board Policies, Procedures and Supporting Documents, Working Document Policy #470.0, Education Development Charges: Alternative Arrangements for School Facilities be circulated to the system for comment for six school months.

COMMUNICATION PLAN:

If approved at the June 3, 2014 Board Meeting, this policy will be posted and adopted by the system as a Working Document on June 5, 2014. Comments will be received for six school months and will be considered by the Policy and By-Law Committee in February 2015.

The following information will be included in the weekly summary,

Revisions ensure the policy is in line with applicable legislative requirements.

Questions about the content of the Education Development Charges: Alternative Arrangements for School Facilities policy should be raised with your principal, manager or supervisor. If additional clarification is required, principals, managers and supervisors may contact Planning Services at extension 2424.

In accordance with Board Policy #285.0, Board Policies, Procedures and Supporting Documents, the Board welcomes all comments and suggestions on Board policy.

York Region District School Board The Education Centre – Aurora Attention: Assistant Manager, Board and Trustee Services 60 Wellington Street West, Box 40 Aurora, ON L4G 3H2

Questions about the policy and procedure review process can be directed to the Assistant Manager, Board and Trustee Services at [email protected] or 905-727-0022 extension 2217.

Document History and Previous Versions Approved 1999 Revised 2004 Revised 2010 Working Document Juen 2014 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.

WORKING DOCUMENT

Board Policy #470.0 Education Development Charges: Alternative Arrangements for School Facilities

1. Background

(1) A number of legislative provisions encourage school boards to consider alternative arrangements for the accommodation of elementary and secondary school pupils to the usual arrangement under which a school site is acquired and a stand-alone school is built on it.

(2) Ontario Regulation 20/98, Education Development Charges - General provides that the education development charge background study contain:

a. A statement of the Board's policy concerning possible arrangements with municipalities, school boards or other persons or bodies in the public or private sector, including arrangements of a long-term or co-operative nature, which would provide accommodation for the new elementary school pupils and new secondary school pupils estimated under paragraph three of section seven, without imposing education development charges, or with a reduction in such charges.

b. If a previous education development charge background study completed by the Board included a statement under paragraph six, a statement of how the policy referred to in the statement was implemented and, if it was not implemented, an explanation of why it was not implemented.

(3) Regulation 193/10, Restricted Purposes Revenues permits a school board to utilize proceeds of sales, leases and other dispositions of real property, in certain circumstances, for the acquisition of school sites and school buildings, among other things.

(4) Section 110.1 of the Municipal Act authorizes municipalities and school boards to enter into arrangements under which they can provide for exemptions from taxation for municipal and school purposes of land or a portion of it that is "entirely occupied and used or intended for use for a service or function that may be provided by a "school board" or municipality". It also authorizes an exemption to be given from municipal and education development charges in certain circumstances.

(5) The Board recognizes that alternative arrangements can provide an opportunity to improve service delivery and peak enrolment capacity, reduce duplication of public facilities, maximize the effective use of available dollars, and reduce site size requirements. These include a variety of acquisition strategies such as forward buying, options, purchases, lease buy-back, site exchanges and joint venture partnerships.

(6) The Board's record demonstrates this commitment through projects such as:

 Newmarket High School and Theatre (1996);  Westmount Collegiate Institute, Multi-Use Project (1996);  Black River Public School, Multi-Use Project (1996);  Red Maple Public School, Multi-Use Project (2003);  Richmond Green Secondary School and Municipal Library (2005) and  Phoebe Gilman Public School, Multi-Use Project (2013).

2. Direction

The Board will consider possible arrangements with municipalities, school boards or other persons or bodies in the public or private sector, including arrangements of a long-term or cooperative nature, which would provide accommodation for the new elementary school pupils and new secondary school pupils who are resident pupils of the Board, subject to the requirements set out below.

3. Requirements

(1) The arrangement must be cost effective and advantageous for the Board compared to other possible arrangements including an acquisition of a school site and the construction of a free-standing building.

(2) The arrangement shall comply with any guidelines issued by the Ministry of Education.

(3) The Board may enter into lease arrangements respecting school facilities intended to be used to accommodate peak enrolment, but shall not enter into such arrangements respecting school facilities that are necessary to accommodate long-term enrolment unless the arrangements could result in ownership at the Board's discretion.

(4) The Board shall retain sufficient governance authority over the facility to ensure that it is able to deliver the appropriate educational program to its pupils, and to ensure that its identity, ambience and integrity are preserved.

(5) The facility shall have a separate entrance with the school name on the exterior of the school easily visible from the street.

POLICY HISTORY

Approved 1999 Revised 2004 Revised 2010 Working Document June 2014

APPENDIX 10 WORKING DOCUMENT

YORK REGION DISTRICT SCHOOL BOARD

Policy #475.0, Education Development Charges: School Sites – Operating Budget Surplus

Application

Policy #475.0, Education Development Charges: School Sites – Operating Budget Surplus ensures that the York Region District School Board has reviewed its operating budget for savings that could be applied to reduce growth-related net education land costs.

Stakeholder Groups with Responsibilities Under this Policy

• Board of Trustees • Director of Education • Associate Directors of Education • Superintendents • Business/Finance Services • Planning Services

Relationship to Board priorities

This policy supports the priority of stewardship of Board resources in the Multi-year plan by “demonstrating professionalism and accountability for high standards of practice in all Board operations” and “enhancing confidence in public education by increasing civic engagement”.

Implementation Timelines

Immediate

Summary of Changes

Overview of Major Updated language to align with Ontario Regulation 20/98, Education Changes to the Development Charges – General Document Who is affected by these The changes are proposed to ensure the intent of the Education changes and what is the Development Charges: School Sites – Operating Budget Surplus policy is impact on current clear for all stakeholders. practice? Feedback, Timelines and Next Steps RECOMMENDATION FOR CONSIDERATION BY THE POLICY AND BY-LAW COMMITTEE AT ITS MAY 13, 2014 MEETING AND RATIFICATION BY THE BOARD OF TRUSTEES AT THE JUNE 3, 2014 BOARD MEETING

That in accordance with Board Policy #285.0, Board Policies, Procedures and Supporting Documents, Working Document Policy #475.0, Education Development Charges: School Sites – Operating Budget Surplus be circulated to the system for comment for six school months.

COMMUNICATION PLAN:

The following information will be included in the weekly summary,

Revisions ensure alignment with current legislation.

Questions about the content of the Education Development Charges: School Sites – Operating Budget Surplus policy should be raised with your principal, manager or supervisor. If additional clarification is required, principals, managers and supervisors may contact Planning Services at extension 2424.

In accordance with Board Policy #285.0, Board Policies, Procedures and Supporting Documents, the Board welcomes all comments and suggestions on Board policy.

York Region District School Board The Education Centre – Aurora Attention: Assistant Manager, Board and Trustee Services 60 Wellington Street West, Box 40 Aurora, ON L4G 3H2

Questions about the policy and procedure review process can be directed to the Assistant Manager, Board and Trustee Services at [email protected] or 905-727-0022 extension 2217.

Document History and Previous Versions

Approved 1999 Revised 2004 Revised 2010 Working Document June 2014

WORKING DOCUMENT

Board Policy #475.0 Education Development Charges: School Sites – Operating Budget

Surplus

1. Background

(1) Section 9 (1) paragraph 8 of Ontario Regulation 20/98, Education Development Charges – General provides that an education development background charge study must contain:

“A statement from the board stating that it has reviewed its operating budget for savings that could be applied to reduce growth-related net education land costs, and the amount of any savings which it proposes to apply, if any.”

(2) The review referred to in Section 9(1) paragraph 8 should be conducted annually, if possible, as part of the process of setting the estimates.

(3) Under the General Legislative Grant Regulation, only a surplus from the non-classroom part of the estimates is eligible to be used to acquire school sites, thereby reducing the “growth- related net education land cost” and the education development charge that may be levied by the Board.

2. Direction

The Board shall review its operating budget on an annual basis to determine whether there are savings which could be applied for the purpose of acquiring school sites by purchase, lease or otherwise, and determine the amount of any savings which it proposes to apply, if any. 3. Regulations

(1) A Board shall annually pass a motion substantially in the form attached as the appendix to this policy.

POLICY HISTORY

Approved 1999 Revised 2004 Revised 2010 Working Document 2014

APPENDIX

BOARD MOTION PURSUANT TO THE POLICY ENTITLED “SCHOOL SITES – OPERATING BUDGET SURPLUS” CONCERNING THE USE OF OPERATING BUDGET SURPLUSES FOR THE ACQUISITION OF SCHOOL SITES

Whereas the Board has reviewed its operating budget for savings that could be applied to reduce growth- related net education land costs and has determined that the amount of savings which could be applied to such purposes is ______;

Moved that:

(1) The Board will designate $Y as available for the purpose of acquiring school sites by purchase, lease or otherwise;

(2) The Board’s reasons for so deciding are as follows:

(Reasons for the decision should be included which indicate where the Board will be directing the funds, if any, and its basic reasons for doing so. The purpose for this part of the motion is to ensure that a clear record of the Board’s decision and its reasons are available as part of the public record for inclusion in the education development charge background study.)

HISTORY

Approved 1999 Revised 2004 Revised 2010 Working Document June 2014

ROUTINE

YORK REGION DISTRICT SCHOOL BOARD

PROPERTY MANAGEMENT COMMITTEE

MINUTES OF MEETING #5 (PUBLIC) MAY 20, 2014

The public session of the Property Management Committee meeting was held at 6:06 p.m. in Room 200 at the Aurora Education Centre on Tuesday May 20, 2014 with Committee Chair A. Yeung presiding and the following trustee members present: P. Adams-Luchowski, C. Chan, A. DeBartolo, N. Elgie, S. Geller, D. Giangrande, J. Hertz and J. Nathan.

The following staff members were present: D. Adams, D. Belchetz, T. Ellis, L. Johnstone, S. Meehan, L. Miguelo, Wanda Muirhead, M. Roberts, K. Shaw-Edmond, T. Sprayson, J. Stoangi and K. Thurston.

Regrets: Trustees L. Carruthers and M. Van Beek.

DECLARATION OF CONFLICT OF INTEREST

Committee Chair A. Yeung 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.

RECEIPT OF MINUTES

The minutes of the April 23, 2014 Property Management Committee meetings were received for information.

BOARD REPORT RECOMMENDATIONS

(*)1. That the York Region District School Board approve the following recommendations, as outlined in the staff report dated May 20, 2014. (Appendix 1)

1. That the 2014 Capital Priorities List be approved with funding from the Ministry’s 2015 Capital Allocation and the Board’s deferred revenues, as required.

2. That the 2014 Capital Priorities List be submitted to the Ministry with supporting business cases when requested.

3. That each project be brought to trustees for approval, subject to availability of funding.

(*)2. That the York Region District School Board approve the following recommendations, as outlined in the staff report dated May 20, 2014. (Appendix 2)

1. That the York Region District School Board will not require a public elementary school site within proposed development application 19T-03V05/Z.03.024, City of Vaughan.

2. That the Director of Planning for the City of Vaughan be advised of this action. PROPERTY MANAGEMENT COMMITTEE MINUTES - PUBLIC PAGE 2 OF 2 APRIL 23, 2014

(*)3. That the York Region District School Board approve the following recommendations, as outlined in the staff report dated May 20, 2014. (Appendix 3)

1. That the York Region District School Board will not require a public elementary school site within proposed development application 19T-13V008/Z.13.041 and 19T-13V009/Z.13.042, City of Vaughan.

2. That the Director of Planning for the City of Vaughan be advised of this action.

(*)4. That the York Region District School Board approve the following recommendations, as outlined in the staff report dated May 20, 2014. (Appendix 4)

1. That the York Region District School Board will not require a public elementary school site within proposed development application 19TM-14002 (SU 14 109086)/ZA 14 109086, City of Markham.

2. That the Director of Planning for the City of Markham be advised of this action.

DISCUSSION ITEMS

Schedules for 2014 – 2017: New Elementary and Secondary Schools and Additions to Schools

Staff provided information to committee members regarding the Schedules for 2014 – 2017: New Elementary and Secondary Schools and Additions to Schools.

May 20, 2014

For further information, please contact J. Ross, Senior Manager, Planning and Property Development, M. Roberts, Associate Director of Education, or K. Thurston, Director of Education. APPENDIX 1

YORK REGION DISTRICT SCHOOL BOARD

MINISTRY OF EDUCATION 2014 CAPITAL PRIORITIES LIST

BACKGROUND:

The purpose of this report is to present the 2014 Capital Priorities List for review and approval.

RATIONALE:

The approach taken by staff in preparing the 2014 Capital Priorities List reflects the Ministry’s priorities of new growth pupil places, and potential replacement schools or school consolidations. The list reflects September of the year in which the project is required to open.

The 2014 Capital Priorities List is attached as Appendix A.

It is anticipated that the Ministry will approve projects based on the past criteria from a combination of a Ministry capital allocation and the school board’s own restricted purposes revenue.

ESTIMATED COST:

Not applicable.

TIMELINE:

Not applicable.

RECOMMENDATIONS:

That the York Region District School Board approve the following recommendations.

(*)1. That the 2014 Capital Priorities List be approved with funding from the Ministry’s 2015 Capital Allocation and the Board’s deferred revenues, as required.

(*)2. That the 2014 Capital Priorities List be submitted to the Ministry with supporting business cases when requested.

(*)3. That each project be brought to trustees for approval, subject to availability of funding.

COMMUNICATIONS IMPLEMENTATION PLAN:

Property Management Committee May 20, 2014 Coordinating Council of Superintendents May 28, 2014 Board Meeting June 3, 2014

Ministry of Education – 2014 Capital Priorities List Page 2 of 2

APPENDED DATA:

Appendix A – 2014 Capital Priorities List Appendix B – 2014 Capital Priorities List – Overview

Respectfully submitted,

May 20, 2014

For further information, please contact J. Ross, Senior Manager, Planning and Property Development, M. Roberts, Associate Director of Education, or K. Thurston, Director of Education. Appendix A – 2014 Capital Priorities List

Year Project Name Type Municipality Capacity 2016 Block 40 ES (North site) New School Vaughan 615 2016 Cathedral #2 (Dual FI) New School Markham 615 2016 Stouffville SE ES New School Whitchurch‐Stouffville 615 2017 Block 12 ES New School Vaughan 615 2017 Cornell #4 ES New School Markham 615 2017 EJ Sand PS Replacement/Growth Markham TBD

Year Project Name Type Municipality Capacity TBD Aurora East 2C Site New School Aurora 615 TBD Block 11 SS/Stephen Lewis SS Addition New School/Addition Vaughan TBD TBD Block 40 ES (South site) New School Vaughan 615 TBD Cornell #5 ES New School Markham 615 TBD Holland Landing ES (East site) New School East Gwillimbury 615 TBD Kleinburg/Nashville (Block 61) New School Vaughan 615 TBD Markham Centre ES New School Markham 615 TBD New School/Adrienne Clarkson PS Addition New School/Addition Markham/Richmond Hill TBD TBD North Leslie ES New School Richmond Hill 615 TBD Oak Ridges East #1 ES New School Richmond Hill 615 TBD Queensville ES New School East Gwillimbury 615 TBD Sharon ES Replacement/New School East Gwillimbury 615 TBD Stouffville DSS Addition Whitchurch‐Stouffville TBD TBD Stouffville NW New School Whitchurch‐Stouffville 615

School projects are arranged in alpha order by year. All projects are subject to Ministry of Education approval. ± Stouffville SE #4 ES Site SE Stouffville

! Cornell Southeast Southeast Cornell Site#4 ES

! Georgina Georgina East East Markham Markham Whitchurch-Stouffville Whitchurch-Stouffville Cathedral West West Cathedral #2 ES Site Gwillimbury Gwillimbury ! Hill Hill Newmarket Newmarket Aurora Aurora E.J. Sand PS Richmond n Richmond

Appendix B ! Block 12 Block #2 ES Site King

King ! Vaughan Vaughan Block 40 Block #1 ES Site Elementary School Replacement School Elementary New School ! n Legend 2014 Capital Priorities List - Overview APPENDIX 2

YORK REGION DISTRICT SCHOOL BOARD

PROPOSED DEVELOPMENT APPLICATION 19T-03V05 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 a proposed development application.

On January 6, 2009, a report was brought forward to trustees regarding the Block 40/47 Secondary Plan. The Plan has since increased from approximately 1,300 low density residential units to approximately 1,500 low and medium density residential units.

Block 40/47 is separated from Block 40 to the south by an environmental feature. In Block 40, the Board designated two elementary school sites and is currently constructing Tommy Douglas Secondary School to serve local students.

The applicant has submitted a Zoning By-law Amendment and a Draft Plan of Subdivision to facilitate the development of 444 single family units and 87 townhouse units, located within Block 40/47.

RATIONALE:

A. Application:

19T-03V05/Z.03.024 by Gold Park Homes Inc., 840999 Ontario Limited and Prime Vista Estates Inc. Agent: KLM Planning Partners Inc (Attention: Mark Yarranton)

B. Location:

The proposed development application is located south of Teston Road and east of Pine Valley Drive, City of Vaughan. Please see attached map (Appendix A).

C. Proposed Housing Units:

Single Family 444 Townhouses 87

Total 531

D. Total Pupil Yield:

Elementary 194 Secondary 83

City of Vaughan – Proposed Development Application 19T-03V05 Page 2 of 3

E. School Accommodation:

Elementary

Current Attendance Area

At the elementary panel, the plan is within the Unnamed Block 40 Elementary School boundary. Students within this boundary where the plan is located are currently holding at Glenn Gould Public School. Glenn Gould Public School is a Junior Kindergarten to Grade 8 School with a capacity of 603 and an October 31, 2013 enrolment of 496.

Future Attendance Area

There are two designated elementary school sites within the Block 40 area. One of these sites is within our capital priorities listing. Until a new school opens in the Block 40 area, students will attend their designated holding school.

Secondary

Current Attendance Area

At the secondary panel, the plan is within the Tommy Douglas Secondary School boundary. Tommy Douglas Secondary School will have a capacity of 1,445 and a projected opening enrolment of 423 (FTE).

ESTIMATED COST:

Not applicable at this time.

TIMELINE:

The City of Vaughan had requested the Board’s comments concerning the Proposed Development Applications by April 18, 2014. An extension of time in which to comment has been requested from the City of Vaughan.

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 proposed development application 19T-03V05/Z.03.024, City of Vaughan.

(*)2. That the Director of Planning for the City of Vaughan be advised of this action.

COMMUNICATIONS IMPLEMENTATION PLAN:

Property Management Committee May 20, 2014 Coordinating Council of Superintendents May 28, 2014 Board Meeting June 3, 2014

City of Vaughan – Proposed Development Application 19T-03V05 Page 3 of 3

APPENDED DATA:

Appendix A – Location of Proposed Plan 19T-03V05, City of Vaughan.

Respectfully submitted,

May 20, 2014

For further information, please contact J. Ross, Senior Manager, Planning and Property Development, M. Roberts, Associate Director of Education or K. Thurston, Director of Education.

Appendix A Location of Proposed Plan 19T-03V05 City of Vaughan ¯

Block 40/47 Plan Area Glenn Gould PS Discovery PS !

! Michael Cranny ES

d Roa ton Tes 19T-03V05

( Block 40 #2 ES Site

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Tommy Douglas SS Vellore Woods PS ! t Wes rive !Fossil Hill PS zie D cken r Ma Majo ! Pierre Berton PS

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# Public ElementaryEmily School Carr SS S Public Elementary School Site # Proposed Roads ÊÚ Public Elementary French Immersion T Public Secondary School Site Road Centreline $ Public Secondary School Location of Proposed Plan S APPENDIX 3

YORK REGION DISTRICT SCHOOL BOARD

PROPOSED DEVELOPMENT APPLICATIONS 19T-13V008 AND 19T-13V009 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 applications.

On June 22, 2010, a report was brought forward to trustees regarding the North Kleinburg- Nashville Secondary Plan area. The North Kleinburg-Nashville Secondary Plan provides urban design guidelines and regulates development in North Kleinburg-Nashville for up to 4,744 low and medium residential units. The Board designated two elementary school sites in these lands to serve students.

The applicant has submitted Zoning By-law Amendments and Draft Plans of Subdivision to facilitate the development of 748 residential units within the North Kleinburg-Nashville Secondary Plan area.

RATIONALE:

A. Applications:

19T-13V008/Z.13.041 by Monarch Castlepoint Kipling South Development Limited and 19T-13V009/Z.13.042 by Monarch Castlepoint Kipling North Development Limited Agent: Malone Given Parsons (Attn: Joan MacIntyre)

B. Location:

The proposed applications are located north of Teston Road and west of Kipling Avenue in the City of Vaughan. Please see attached map (Appendix A).

C. Proposed Housing Units:

Plan Low Density Medium Density Total

19T-13V008/Z.13.041 323 - 323

19T-13V009/Z.13.042 392 33 425 Total 715 33 748

D. Total Pupil Yield:

Elementary 285 Secondary 121

City of Vaughan – Proposed Development Applications 19T-13V008 & 19T-13V009 Page 2 of 3

E. School Accommodation:

Elementary

Current Attendance Area

At the elementary panel, the plan is within the Kleinburg Public School boundary. Kleinburg Public School is a Junior Kindergarten to Grade 8 School with a capacity of 456 with four portables on site increasing the capacity up to 548 and an October 31, 2013 enrolment of 473. In 2014, pupil places will be added to Kleinburg Public School with an addition to support full-day kindergarten and growth. This will increase capacity to 574 with four portables on site raising the capacity up to 666.

Staff will review accommodation in the family of schools when timing of development is clearer to determine if temporary holding is required to accommodate students while we wait for a viable threshold to be reached to justify a new school.

Secondary

Current Attendance Area

At the secondary panel, the plan is within the Emily Carr Secondary School boundary. Emily Carr Secondary School has a functional capacity of 1,231 and an October 31, 2013 enrolment of 1,519 (FTE).

ESTIMATED COST:

Not applicable at this time.

TIMELINE:

The City of Vaughan had requested the Board’s comments concerning the Proposed Plans by March 21, 2014. An extension of time in which to comment has been requested from the City of Vaughan.

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 proposed development application 19T-13V008/Z.13.041 and 19T-13V009/Z.13.042, City of Vaughan.

(*)2. That the Director of Planning for the City of Vaughan be advised of this action.

COMMUNICATIONS IMPLEMENTATION PLAN:

Property Management Committee May 20, 2014 Coordinating Council of Superintendents May 28, 2014 Board Meeting June 3, 2014

City of Vaughan – Proposed Development Applications 19T-13V008 & 19T-13V009 Page 3 of 3

APPENDED DATA:

Appendix A – Location of Proposed Plans 19T-13V008 and 19T-13V009, City of Vaughan

Respectfully submitted,

May 20, 2014

For further information, please contact J. Ross, Senior Manager, Planning and Property Development, M. Roberts, Associate Director of Education or K. Thurston, Director of Education.

APPENDIX 4

YORK REGION DISTRICT SCHOOL BOARD

PROPOSED DEVELOPMENT APPLICATION 19TM-14002 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 plan.

The applicant has submitted a Zoning By-law Amendment and a Draft Plan of Subdivision to facilitate the development of 127 townhouse units and 77 live-work units.

RATIONALE:

A. Application:

19TM-14002 (SU 14 109086)/ZA 14 109086 by Box Grove Hill Developments Inc. (Principal: Silvio Degasperis) Agent: Malone Given Parsons (Attn: John Genest)

B. Location:

The proposed application is located north of Copper Creek Drive, east of Ninth Line and south of Highway 407. Please see attached map (Appendix A).

C. Proposed Housing Units:

Townhouses 127 Live-work units 77

Total 204

D. Total Pupil Yield:

Elementary 40 - 46 Secondary 17 - 21

Live-work units are considered high-density units for pupil yield purposes. The pupil yield range reflects regional and community high-density yields.

City of Markham – Proposed Development Application 19TM-14002 Page 2 of 3

E. School Accommodation:

Elementary

Current Attendance Area

At the elementary panel, the proposed plan is bisected by the boundaries of David Suzuki Public School and Legacy Public School. David Suzuki Public School is a Junior Kindergarten to Grade 8 school with a capacity of 736 and an October 31, 2013 enrolment of 734. Legacy Public School is a Junior Kindergarten to Grade 8 school with a capacity of 583 and three portables on site increasing the capacity to 652 and an October 31, 2013 enrolment of 591.

Future Attendance Area

Staff recommends that this development application be attached to the Legacy Public School boundary on a permanent basis and will commence the boundary review process this fall.

Secondary

Current Attendance Area

At the secondary panel, the proposed plan is within the Markham District High School boundary. Markham District High School has a functional capacity of 1,271 and an October 31, 2013 enrolment of 1,432.15 (FTE).

ESTIMATED COST:

Not applicable at this time.

TIMELINE:

The City of Markham had requested the Board’s comments concerning the Proposed Development Application by March 28, 2014. An extension of time in which to comment has been requested from the City of Markham.

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 proposed development application 19TM-14002 (SU 14 109086) ZA 14 109086, City of Markham.

(*) 2. That the Director of Planning for the City of Markham be advised of this action.

City of Markham – Proposed Development Application 19TM-14002 Page 3 of 3

COMMUNICATIONS IMPLEMENTATION PLAN:

Property Management Committee May 20, 2014 Coordinating Council of Superintendents May 28, 2014 Board Meeting June 3, 2014

APPENDED DATA:

Appendix A – Location of Proposed Development Application 19TM-14002, City of Markham

Respectfully submitted,

May 20, 2014

For further information, please contact J. Ross, Senior Manager, Planning and Property Development, M. Roberts, Associate Director of Education or K. Thurston, Director of Education.

Appendix A Location of Proposed Plan 19TM-14002 City of Markham ¯

ES Site Reesor Park PS !

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William Armstrong PS R 407 e y e hwa Hig s o

19TM-14002 r

N i n k t h e d e L r a i n C o R e r e r o p t p c o e ll C o C

e v o r G

B x Legacy PS o ! x o g B ro v N e i n B t y h p a L s i n s

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s n e s u David Suzuki PS o C

ld a n o D

! Ellen Fairclough PS

i n ast t E h nue ve Markham Gateway PS L s A i le n tee Cedarwood PS e S ! ! S # Public Elementary School Public Elementary School Site Proposed Roads ÊÚ Public Elementary French Immersion T Public Secondary School Site Road Centreline $ Public Secondary School Location of Proposed Plan Elementary Boundary Parkland PS ROUTINE

YORK REGION DISTRICT SCHOOL BOARD BOARD STANDING COMMITTEE MEETING - PUBLIC SESSION May 20, 2014

The public session of the Board Standing Committee Meeting of Tuesday, May 20, 2014, commenced at 7:08 p.m. in the Board Room with Vice-Chair of the Board J. Hertz presiding and the following trustees present; P. Adams-Luchowski, C. Chan, A. DeBartolo, N. Elgie, S. Geller, D. Giangrande, J. Nathan, A. Tam and A. Yeung.

Regrets: Trustees L. Carruthers and M. Van Beek

Also present: Student Trustee P. Liu

Absent: Student Trustee S. Chou

APPROVAL OF AGENDA

(*)1. Moved by C. Chan, seconded by A. Yeung:

That the agenda be approved as written.

- Carried -

DECLARATION OF CONFLICT OF INTEREST

Vice-Chair of the Board J. Hertz 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.

Trustee P. Adams-Luchowski declared a conflict of interest on Recommendation #2 of Agenda Item #5c, Cash Disbursements, March 2014.

CORE SERVICE DELIVERY REPORT: CURRICULUM AND INSTRUCTIONAL SERVICES AND LEADERSHIP DEVELOPMENT

Director of Education K. Thurston noted the important work of the Curriculum and Instructional Services and Leadership Development Teams. Associate Director of Education, Leadership and Learning D. Belchetz outlined how the Curriculum and Instructional Services and Leadership Development Core Service Delivery Report related to the Student Services Core Service Delivery Report. She introduced Superintendent, Curriculum and Instructional Services K. Witherow, Elementary Principals, Leadership Development D. Nimmo, J. Stutt and P. Zrihen, Administrator, Curriculum and Instructional Services J. Paterson and other Leadership Development Team members in attendance. Associate Director Belchetz acknowledged the partnership between Curriculum and Instructional Services, Leadership Development and Student Services. Staff members from these departments have developed a Joint Team, which is supported by various Board departments, to mobilize the actions and strategies outlined in the Board Improvement Plan and the Trustees’ Multi Year Plan. BOARD STANDING COMMITTEE MEETING MINUTES PAGE 2 May 20, 2014

Principal Zrihen highlighted partnerships which provide leadership and learning opportunities to all employees and support Ministry and system initiatives such as First Nation, Métis and Inuit Education, the Early Years Strategy and French as a Second Language. The outcome is to build capacity and move the Board’s long-term sustainability strategy forward.

Superintendent Witherow highlighted supports and services provided by Curriculum and Instructional Services to students from kindergarten to grade 12. They include professional learning and training for educators, the implementation of the Ontario curriculum and Ministry and Board initiatives as well as policies and equitable and inclusive instruction.

Superintendent Witherow, Elementary Principals, Leadership Development D. Nimmo, J. Stutt and P. Zrihen and Administrator, Curriculum and Instructional Services J. Paterson shared insight and information on the work of Curriculum and Instructional Services and Leadership Development including:

 the curriculum and new documents released by the Ministry;  the framework for the Ontario First Nation, Métis and Inuit Education Policy, French as a Second Language and the Full Day Early Learning Kindergarten Program;  the development of instructional skills, efficacy and ownership for teachers;  the planning, implementation and monitoring process related to Board and school plans;  research collection and analysis;  the implementation of Rounds, a collaborative professional learning network;  student programs and mentoring, which incorporate innovative, experiential opportunities to help build learning strengths and interests while meeting the academic, social and emotional needs of students;  the Lighthouse Program offered at Sir William Mulock Secondary School;  building leadership capacity through programs, coaching, workshops and online training;  leadership development through the use of multi-disciplinary teams and collaborative problem solving;  the Learning Resource Services and Learning Design and Development Teams;  the coordination, support and program implementation of multidisciplinary teams; and  Parenting and Family Literacy Centres.

Superintendent Witherow summarized the overall work of Curriculum and Instructional Services, Leadership Development and Students Services and provided trustees with data related to the number of learners in programs and courses serviced by these departments.

BOARD STANDING COMMITTEE MEETING MINUTES PAGE 3 May 20, 2014

Associate Director Belchetz thanked supervisory officers and school administrators for their dedication, hard work and guidance when supporting students and learners in the system. She noted the continuation of work, learning, growth and development in partnership with the Board, families and the community to support student achievement and well-being.

Vice-Chair of the Board J. Hertz thanked Superintendent, Curriculum and Instructional Services K. Witherow, Principals, Leadership Development D. Nimmo, J. Stutt and P. Zrihen and Administrator, Curriculum and Instructional Services J. Paterson for the insightful and thorough presentation.

Elementary Principal, Leadership Development P. Zrihen explained Rounds is an inquiry-based practice where administrators and teachers engage in professional collaboration with colleagues.

Superintendent Witherow clarified how extra-curricular student sports, governance and club activities are funded. It was noted that Curriculum and Instructional Services and Leadership Development provide assistance for some student activities such as the enrichment band camp and the robotics program.

Superintendent Witherow confirmed the Lighthouse Program at Sir William Mulock Secondary School is a centralized regional program supported by the Children’s Aid Society and the Ministry. Students participating in this program attend their home school during the morning and are transported to Sir William Mulock Secondary School for the afternoon.

K. Witherow assured trustees that students receive daily physical activity at school and Healthy School Teams help inspire students to embrace a healthy lifestyle.

Superintendent Witherow explained grade seven and eight students can participate in an enrichment band at one of the four Community Education Centres. Students can also audition to attend the enrichment band camp each year. Students are responsible for their own costs although Curriculum and Instructional Services may provide financial assistance when required.

K. Witherow explained the new Ministry curriculum documents for secondary schools build on the existing curriculum by incorporating new teaching strategies.

Associate Director Belchetz described the partnership with Human Resource Services regarding administrator advancements within the Board. Associate Director Johnstone outlined the hiring process for elementary and secondary principal and vice-principals. Manager, Leadership Development Human Resource Services E. Gordon provided insight and data into the Inspiring Leaders’ Program for staff members who are interested in becoming a principal or vice-principal.

BOARD STANDING COMMITTEE MEETING MINUTES PAGE 4 May 20, 2014

Director of Education K. Thurston stated the Board has invested heavily in the area of leadership development.

Vice-Chair of the Board J. Hertz thanked Superintendent, Curriculum and Instructional Services K. Witherow, Elementary Principals, Leadership Development D. Nimmo, J. Stutt and P. Zrihen and Administrator, Curriculum and Instructional Services J. Paterson for the interesting presentation.

(*)2. Moved by C. Chan, seconded by D. Giangrande:

That the York Region District School Board receive the Core Service Delivery Report: Curriculum and Instructional Services and Leadership Development for information.

- Carried -

PLANT SERVICES – ENERGY AND ENVIRONMENTAL SERVICES REPORT ON COMMODITY PRICE HEDGING AGREEMENTS

Associate Director of Education, Corporate and School Services M. Roberts introduced Manager, Facilities Services P. Schipper and explained the Board’s reporting process related to the acquisition of electrical and natural gas commodities and its stewardship of financial resources involved in these agreements. She outlined the Board’s partnership with various consortiums to ensure locked-in economical utilities rates.

Manager Schipper clarified the Ontario Public School Boards’ Association (OPSBA) is not part of the consortium.

(*)3. Moved by A. DeBartolo, seconded by A. Yeung:

That the York Region District School Board receive the Plant Services – Energy and Environmental Services Report on Commodity Price Hedging Agreements for information.

- Carried -

CASH DISBURSEMENTS, MARCH 2014

Superintendent, Business and Finance (CFO) W. Muirhead-Toporek explained the process of transferring funds to pay capital bills.

(*)4. Moved by A. Yeung, seconded by A. DeBartolo:

That the York Region District School Board approve the following recommendations.

BOARD STANDING COMMITTEE MEETING MINUTES PAGE 5 May 20, 2014

1. That Cash Disbursements for March 2014 for all expenditures, except item #35, in the sum of $9,250,600.34 be approved.

2. That Cash Disbursements for March 2014 for item #35, in the sum of $90,535,569.14 be approved.

- Carried -

Note: Trustee P. Adams-Luchowski refrained from discussion and voting on this item due to a previously declared conflict of interest.

Note: Trustee S. Geller withdrew from the meeting at 8:00 p.m.

INTERNALLY RESTRICTED RESERVES, APRIL 2014

Superintendent Muirhead-Toporek noted there were no transfers from internally restricted reserves during the month of April 2014.

(*)5. Moved by C. Chan, seconded by J. Nathan:

That the York Region District School Board approve the April 2014 Internally Restricted Reserves report.

- Carried -

ADJOURNMENT

(*)6. Moved by A. DeBartolo, seconded by C. Chan:

That the Board Standing Committee Public Meeting adjourn at 8:04 p.m.

- Carried -

YORK REGION DISTRICT SCHOOL BOARD

CHAIR’S COMMITTEE

MINUTES OF MEETING #5 (PUBLIC) MAY 28, 2014

The public session of the Chair’s Committee meeting was held at 3:00 p.m. in Room 103 at the Aurora Education Centre on Monday, May 26, 2014 with the following members and resource staff present:

A. DeBartolo (Chair) N. Elgie D. Giangrande J. Hertz L. Barnes D. Belchetz L. Johnstone M. Roberts K. Thurston

DECLARATION OF CONFLICT OF INTEREST

Chair A. DeBartolo 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 by trustees at this time.

RECOMMENDATIONS

(*)1. That the York Region District School Board receive the staff report Constructions Projects Review. (Appendix 1)

(*)2. That the York Region District School Board approve the following recommendations.

1) That the Board Meeting, generally scheduled on the first Tuesday in July, be scheduled on Monday, June 29, 2015.

2) That the 2015 Board Committee Meeting Dates be approved, as outlined in Appendix A. (Appendix 2)

CHAIR’S COMMITTEE MINUTES – PUBLIC SESSION PAGE 2 MAY 26, 2014

3. That the York Region District School Board approve the following recommendations. (Appendix 3)

1) That the York Region District School Board authorize the Ontario Public School Boards’ Association Voting Delegate or Alternate Voting Delegate to vote in favour of reaffirming the OPSBA Priorities for 2014-2015 on behalf of the York Region District School Board.

2) That the York Region District School Board authorize the Ontario Public School Boards’ Association Voting Delegate or Alternate Voting Delegate to discuss all other recommendations being considered at the 2014 Annual General Meeting, with other York Region District School Board trustees who are in attendance and vote on behalf of the Board of Trustees for priorities that support the goals in the Trustees’ Multi-Year Plan.

(*)4. That the York Region District School Board support, in principle, and endorse the Ontario Public School Boards’ Association’s Draft Discussion Paper on EQAO and Large-Scale Testing in Ontario that will be submitted for approval at the 2014 OPSBA Annual General Meeting with the following provisions; (Appendix 4)

1) that the expanded use of technology for test administration be acted upon as soon as possible, and

2) that student accommodations, as outlined in Individual Education Plans, be ensured throughout the assessment process.

May 26, 2014

For further information, please contact the Chair A. DeBartolo, Senior Manager, Board and Trustee Services L. Barnes or Director of Education K. Thurston

YORK REGION DISTRICT SCHOOL BOARD

CONSTRUCTION PROJECTS REVIEW

(As of June 3, 2014) 4 YORK REGION DISTRICT SCHOOL BOARD CONSTRUCTION PROJECTS REVIEW (As of June 3, 2014)

NEW ELEMENTARY SCHOOLS Architect Contractor Start Proposed Scheduling Date on Occupancy Projects Site Date

Robert Munsch P.S. IBI Group Remo July 9/13 Sept. 5/14 On schedule Mt. Albert E.S. (MF) General Construction  Site grading has commenced, 90% complete.  Parking Lot curb/Asphalt (base only) 90% Complete.  Ground floor electrical rough-in 85% complete.  Ground Floor electrical finishing at 10% complete.  Ground floor mechanical finishing at 10% complete.  Ground floor mechanical rough-in 90% complete.  Boiler room 90% complete.  Air handling room 50% complete.  Fire Alarm rough-in 75% complete.  Sheet metal ground floor main truck 100% complete, secondary branch 90% complete.  Ground floor ceiling grid 40% complete.  Ground floor Drywall ceiling 60% complete.  2nd floor Electrical rough-in 95% complete; 2nd floor mechanical rough-in 90% complete.  Sprinkler 1st floor 80% complete, 70% complete on second floor.  Building exterior vapour barrier 95% complete.  Brick veneer 80% complete.  Built-up roof 55% complete.  Block fill painting 30% complete.  Painting frame and door 10% complete.

Legend: Assistant Managers New Construction JL – Jennifer Lang MF – Mike Ferreira BB – Bryan Blackert EC – Emil Caraghin

4 YORK REGION DISTRICT SCHOOL BOARD CONSTRUCTION PROJECTS REVIEW (As of June 3, 2014)

NEW ELEMENTARY SCHOOLS Architect Contractor Start Proposed Scheduling Date on Occupancy Projects Site Date

Beckett Farms P.S. Snyder & Percon July/13 Sept. 5/14 On schedule Berczy S.W. E.S. (EC) Associates Construction Architects Inc.  Sprinklers ground floor 95% complete, second floor sprinklers 70% complete..  Ground floor and second floor plumbing piping 95% complete; HVAC duct 98% complete; mains all installed except for gym.  HVAC piping installation 95% complete, 2nd floor at 93% complete.  Plumbing stacks and RWL 99% complete on ground floor.  Stairs to roof complete.  Electrical – permanent power in the Building, conduit at 98% complete on the Ground floor and 95% complete on the 2nd floor.  Cable tray install ongoing.  Heavy duty asphalt base course paving 90% complete.  First floor steel a 90% complete.  Roof joist installation 100% complete. Roof metal deck is now 100% complete.  Non-load bearing 95% complete, 2nd floor load bearing masonry 100% complete. Second floor non-load bearing masonry 95% complete.  Drywall framing on ground floor at 75% complete ceiling hangers installation ongoing.  Electrical conduit 95% complete on ground floor, 30% complete on second floor. Switchboard, distribution, panel and transformer installed.  Windows are 98% installed on ground floor and 90% on second floor.

Legend: Assistant Managers New Construction JL – Jennifer Lang MF – Mike Ferreira BB – Bryan Blackert EC – Emil Caraghin

4 YORK REGION DISTRICT SCHOOL BOARD CONSTRUCTION PROJECTS REVIEW (As of June 3, 2014)

NEW ELEMENTARY SCHOOLS Architect Contractor Start Proposed Scheduling Date on Occupancy Projects Site Date

Anne Frank P.S. ZAS Pre-Eng Nov./13 Sept. 5/14 Behind Block 11#3 Vaughan E.S. (JL) Contracting schedule Ltd.  Grading 65% complete.  Site services 20% complete, site services are 20% complete.  Structural steel second floor framing 100% complete.  Air/vapour barrier underway, structural steel roof framing 70% complete  Load bearing masonry 100% complete.  Electrical ground floor rough-in 85% Complete.  Electrical wiring ground floor 355 complete.  Mechanical ductwork ground floor 30% complete  Mechanical piping ground floor 60% complete  Precast floor slabs 100% complete.  Structural slab at library 100% complete.  Mechanical room-housekeeping pads 100% complete  Stair #3 installed.

Legend: Assistant Managers New Construction JL – Jennifer Lang MF – Mike Ferreira BB – Bryan Blackert EC – Emil Caraghin

4 YORK REGION DISTRICT SCHOOL BOARD CONSTRUCTION PROJECTS REVIEW (As of June 3, 2014)

NEW SECONDARY SCHOOLS Architect Contractor Start Proposed Scheduling Date on Occupancy Site Date Projects

Tommy Douglas S.S. (EC) IBI Group Percon June 4/13 Feb./15 Behind Construction schedule  Windows 90% installed both floors (block A & B).  Slab on grade concrete except at cafeteria gym and foreign space complete.  Gym walls erected to roof 100% complete.  Precast slabs on 2nd floor at 100% complete in block B and 100% in block A.  Non-load bearing masonry 95% complete in both blocks.  Three stairs formed and formwork removed.  Concrete curbs 95% complete all areas.  Roof framing in block B 80% complete, block A 50% complete.  Metal deck at 80% installed in block B, 75% complete in block A.  Mechanical: Block A – Ground floor rough-in as follows: . Domestic water 95% complete . Sanitary 95% complete. . Heating 95% complete. . Storm 90% complete. . Sheet metal 85% complete. . Sprinklers 95% complete. . Gas 80% complete, valves at radiant panels in progress. Block A – 2nd floor rough-ins:  Heating 75% complete  Sheet metal 60% complete.  Chiller room Block A piping 20% complete  Mechanical room piping 15% complete  Controls 50% complete. Block B Ground floor rough-in as follows: . Domestic water 95% complete. . Sanitary 98% complete. . Heating 98% complete. . Storm 85% complete. . Sheet metal 85 % complete. . Sprinklers 95% complete. . Gas 95% complete. . Glass piping 95% complete. Block B – 2nd floor rough-ins: . Heating 90% complete . Sheet metal 69% complete. . Reheat coil piping 100% complete.

Legend: Assistant Managers New Construction JL – Jennifer Lang MF – Mike Ferreira BB – Bryan Blackert EC – Emil Caraghin

4 YORK REGION DISTRICT SCHOOL BOARD CONSTRUCTION PROJECTS REVIEW (As of June 3, 2014)

. Storm lines 50% and Sanitary lines 15% complete. Sprinkler 75% complete.

 Electrical: Block A ground floor rough-in as follows: . Lighting conduits 90% complete. . Systems to tray 70% complete. . Distribution conduits 90% complete. . Switchboard & distribution equipment 75% complete. . Distribution 20% complete . Power wiring 80% complete. . Lighting wiring 80% complete. Block A second floor rough-ins: . Cable tray 95% complete.  Distribution conduit - Systems 75% - Power 55% - Lighting 80%

Block B ground floor rough-in as follows: . Distribution conduits 99% complete. . Systems conduit to tray 90% complete. . Power conduit 95% complete. . Power wiring 25% complete. . Lighting wiring 80% complete. . Cable tray 50% complete. . Lighting conduit 90% complete. . Distribution 50% complete. . Power wiring 65% complete. Block B 2nd floor rough-ins:  Cable tray 20% complete.  Distribution conduit – Systems 25% - Power 40% - Lighting 40%

Legend: Assistant Managers New Construction JL – Jennifer Lang MF – Mike Ferreira BB – Bryan Blackert EC – Emil Caraghin

4 YORK REGION DISTRICT SCHOOL BOARD CONSTRUCTION PROJECTS REVIEW (As of June 3, 2014)

COMPLETED PROJECTS IN WARRANTY

Projects Architect Contractor

Phoebe Gilman P.S. (MF) IBI Group Tasis  Under warranty until September 2014. - 1 year warranty inspection to be scheduled in August 2014.

*Substantial Completion occurs when the project is ready for its intended use, or is already being used that way, and the work is generally 98% complete as certified by the consultants supervising the work.

June 3, 2014 For further information, please contact the Director of Education or Margaret Roberts.

Legend: Assistant Managers New Construction JL – Jennifer Lang MF – Mike Ferreira BB – Bryan Blackert EC – Emil Caraghin

MEMORANDUM TO: Chair’s Committee

FROM: Lori Barnes Senior Manager, Board and Trustee Services

DATE: May 26, 2014

RE: 2015 COMMITTEE MEETING DATES

Background:

Section 3:00:01 of the York Region District School Board Operational By-Law requires trustees to approve the Board’s Committee meeting schedule for the upcoming calendar year no later than the July Board Meeting.

Committee Meeting Dates for 2015 (Appendix A) were identified based on last year’s calendar with the following modification.

1) Policy and By-Law Committee meetings have been scheduled on the first Tuesday of each month, prior to the Board Meeting (formerly the second Tuesday of each month).

A recommendation to schedule the last Board Meeting of the school year on Monday, June 29, 2015 is being proposed so that all meetings are completed prior to Canada Day. In accordance with York Region District School Board Operational By-Law, Section 2:01:0,1 a Board motion authorizing an adjustment to the regular Board meeting schedule is required.

As outlined in the Scheduling of Events on Faith Days (Appendix B) document, Board, Advisory and Committee Meetings were not scheduled on “Diamond Days”. Alternate dates for meetings that would normally fall on these days were identified, where appropriate.

Trustees were sent the DRAFT 2015 Committee Meeting Calendar on May 20, 2014 and asked to identify additional faith days on which Board, Advisory or Committee meetings should not be scheduled, in accordance with Section 2:01:08 of the Operational By-Law which reads as follows:

“One or more members of the Board may request that no meetings of the Board or of its Committees be held on up to five days of the year if such meetings would otherwise fall on religious Holy Days collectively identified by this member or members of any religious faith.”

Recommendations:

That the following recommendations be submitted to the Board for approval.

1) That the Board Meeting, generally scheduled on the first Tuesday in July, be scheduled on Monday, June 29, 2015.

2) That the 2015 Board Committee Meeting Dates be approved, as outlined in Appendix A.

Communication Plan:

Chair’s Committee May 26, 2014 Board Meeting June 3, 2014

LAB:lr

APPENDIX A YORK REGION DISTRICT SCHOOL BOARD

2015 COMMITTEE MEETING DATES

April, 2015 January, 2015 1 Joint Board Consortium 6 Policy and By-Law Committee 7 Board Meeting 8 Special Education Advisory Committee 7 Policy and By-Law Committee 13 Parent, Family and Community 9 Special Education Advisory Committee Engagement Advisory Committee 13 Parent, Family and Community 15 Equity and Inclusivity Advisory Committee Engagement Advisory Committee 20 Property Management Committee 16 Equity and Inclusivity Advisory Committee 20 Special Board Meeting (Tentative) 22 Property Management Committee 20 Board Standing Committee 22 Board Standing Committee 26 Chair’s Committee 27 Chair’s Committee 27 Budget Committee

February, 2015 May, 2015

3 Board Meeting 5 Board Meeting 3 Policy and By-Law Committee 5 Policy and By-Law Committee 4 Joint Board Consortium 7 Special Education Advisory Committee 5 Special Education Advisory Committee 12 Parent, Family and Community 10 Parent, Family and Community Engagement Advisory Committee Engagement Advisory Committee 19 Property Management Committee 12 Equity and Inclusivity Advisory Committee 19 Board Standing Committee 17 Property Management Committee 20 Budget Committee 17 Board Standing Committee 26 Chair’s Committee 23 Chair’s Committee

March, 2015 June, 2015

3 Board Meeting 2 Board Meeting 3 Policy and By-Law Committee 2 Policy and By-Law Committee 5 Special Education Advisory Committee 4 Special Education Advisory Committee 24 Board Standing Committee 9 Budget Committee 24 Property Management Committee 10 Joint Board Consortium 30 Chair’s Committee 11 Equity and Inclusivity Advisory Committee 16 Property Management Committee 16 Board Standing Committee 22 Chair’s Committee 29 Board Meeting

2015 Committee Meeting Dates Page 2

July, 2015 November, 2015

No scheduled meetings 3 Board Meeting

3 Policy and By-Law Committee

5 Special Education Advisory Committee

10 Parent, Family and Community

August, 2015 Engagement Advisory Committee

24 Property Management Committee 25 Board Standing Committee (Tentative) 24 Board Standing Committee

September, 2015 December, 2015

1 Chair’s Committee 3 Special Education Advisory Committee 8 Board Meeting 7 Inaugural Board Meeting 8 Policy and By-Law Committee 8 Chair’s Committee 10 Special Education Advisory Committee 9 Joint Board Consortium (Tentative) 17 Equity and Inclusivity Advisory Committee 15 Board Meeting 21 Property Management Committee 21 Board Standing Committee 24 Chair’s Committee

October, 2015

1 Special Education Advisory Committee 7 Board Meeting 7 Policy and By-Law Committee 13 Parent, Family and Community Engagement Advisory Committee 15 Equity and Inclusivity Advisory Committee 20 Property Management Committee 20 Board Standing Committee 27 Chair’s Committee

For further information, please contact the Director or Lori Barnes.

Scheduling of Events on Faith Days

The following are guidelines for the observance of faith days by all schools and workplaces in the York Region District School Board.

The dates listed are not intended to be used in ascertaining the faith day entitlement of Board employees. For any questions on employee entitlement please refer to the Collective Agreement and/or contact Human Resources at Extensions 2220 or 2304.

The dates listed below are some faith holidays of particular significance to members of the major faith communities in our Board. For more information, please refer to the Accommodation of Religious Requirements, Practices and Observances: A Guideline. We are committed to affirm and value equally the faith diversity in our schools and workplaces. Therefore, internally scheduled events such as field trips, school concerts, conferences, meetings, workshops, other professional events, co-curricular activities, and exams/tests shall not be scheduled on these dates referred to as “Diamond Days” in the YRDSB. In addition, administrators are to be sensitive to other days which may restrict participation by members of specific school communities.

Exceptions to the above may be considered where dates for special events are set externally to our Board. Prior to booking and if participation is relevant/important then administrators and managers will consult with their superintendent to assess the context of their school communities and/or workplaces to determine participation; superintendents will then bring such request to Senior Team for discussion and decision.

NB: Superintendent approval is required for participation in external events that conflict with our “Diamond Days”.

Baha’i RIDVAN April 21, 2014 Buddhist LUNAR NEW YEAR February 19, 2015 Christian CHRISTMAS December 25, 2014 (Western) GOOD FRIDAY April 3, 2015 (Eastern) CHRISTMAS January 7, 2015 HOLY FRIDAY April 3, 2015 Hindu DIWALI October 23, 2014 Jewish ROSH HASHANAH** September 25 – 26, 2014 YOM KIPPUR** October 4, 2014 PASSOVER/PESAH** April 4, 2015 Muslim EID-UL-FITR* July 29, 2014 EID-UL-ADHA* October 4, 2014 Sikh VAISAKHI April 14, 2015

* Tentative dates subject to the sighting of the moon each month. ** All Jewish Holy Days commence on the preceding evening at sunset. Therefore, events that may exclude student and staff shall not be scheduled.

Please note that in addition to the above listed dates, all staff is encouraged to take reasonable steps to accommodate students and staff members of a faith group who state that the Board’s school and workplace operations or requirements create undue hardship and interfere with their ability to exercise their religious beliefs and practices.

These dates may include, but are not limited to the following:

Baha’i RIDVAN (the 9th & 12th day) April 29, May 2, 2014 Buddhism WESAK May 14, 2014 Christian (Western) ALL SAINTS’ DAY November 1, 2014 ASH WEDNESDAY February 18, 2015 Hindu HOLI March 6, 2015 Aboriginal National Aboriginal Day June 21, 2014 Jewish PASSOVER April 4 – 11, 2015 SUKKOT October 9 – 15, 2014 SHAVUOT June 4 – 5, 2014 Muslim ASHURA* November 3, 2014 RAMADAN* June 28 – July 27, 2014 Sikh BIRTHDAY OF GURU NANAK DEV JI November 6, 2014 BIRTHDAY OF GURU GOBIND SINGH January 5, 2014 Zoroastrianism NAW RUZ (New Year’s Day) March 21, 2015

This list does not represent all observances practiced by the Board’s diverse-faith communities. Please refer to the Accommodation of Religious Requirements, Practices and Observances: A Guideline, for additional information.

The Board also advocates the recognition of “Days of Significance” as outlined in the Holidays and Observances Calendar and recommends that individual schools and workplaces, in consultation with their school councils, develop appropriate ways of celebrating such days.

This document will be updated twice a year in April and September.

For further information, please contact Camille Logan, Principal, Inclusive School and Community Services or Cecil Roach, Superintendent, Inclusivity and Community Services.

This document replaces NP166 Significant Faith Days/ Memorandum S:10

April 2014

MEMORANDUM TO: All Trustees

FROM: Joel Hertz Ontario Public School Boards’ Association Voting Delegate

DATE: May 26, 2014

RE: ONTARIO PUBLIC SCHOOL BOARDS’ ASSOCIATION POLICY RESOLUTIONS, CONSTITUTIONAL AMENDMENTS, ESTABLISHMENT OF CORE ISSUE WORK GROUPS AND PRIORITIES FOR 2014-2015

The following four reports have been shared by the Ontario Public School Boards’ Association (OPSBA) in preparation for the July 3-5, 2014 Annual General Meeting (AGM).

1. Member Boards’ Policy Resolutions for the 2014 AGM (Appendix 1) 2. 2014 Proposed OPSBA Constitutional Amendments to the OPSBA Constitution (Appendix 2) 3. Establishment of 2014-2015 Core Issue Work Groups (Appendix 3) 4. OPSBA Priorities – 2014-2015 (Appendix 4)

Trustees at the York Region District School Board should consider how they wish Voting Delegate J. Hertz or Alternate Voting Delegate L. Carruthers, to vote, on behalf of the Board, with regard to these recommendations.

It is being recommended that the York Region District School Board approve the following recommendations.

2) That the York Region District School Board authorize the Ontario Public School Boards’ Association Voting Delegate or Alternate Voting Delegate to discuss all other recommendations being considered at the 2014 Annual General Meeting, with other York Region District School Board trustees who are in attendance, and vote on behalf of the Board of Trustees for priorities that support the goals in the Trustees’ Multi-Year Plan.

Consideration of these recommendations will take place at the June 3, 2014 Board Meeting.

If you have any questions, please contact Ontario Public School Boards’ Association Voting Delegate J. Hertz or Alternate Voting Delegate L. Carruthers.

JH:ks

BOARD OF DIRECTORS Item #7.2

Origin: Executive Office

Date: April 22, 2014

ISSUE: Member Boards’ AGM Policy Resolutions

Background:

Section #16.03 of the OPSBA Constitution allows Member Board to have policy resolutions considered either at Board of Directors through a notice of motion, or submitted for consideration at the Annual General Meeting.

In preparation for the 2014 AGM, OPSBA published a call for policy resolutions through Fast Reports as well as via direct email messages, to be submitted by member boards and this year we received the following policy resolutions.

(a) Trustee Determination by Boards – Limestone DSB (b) Attracting Males to the Teaching Profession – Waterloo Region DSB (c) Possible Health Effect of WiFi in Schools – Waterloo Region DSB

The OPSBA Executive Council will act as a policy resolution review committee during its May 2, 2014 meeting and will be reviewing these policy resolutions. Once reviewed, their feedback along with the policy resolutions will be provided to the Board of Directors at their meeting for information purposes. Following the Board meeting, OPSBA Member Boards will receive an electronic copy of the policy resolutions so that they may be considered and discussed by individual boards prior to the AGM vote.

Action:

Provided for information.

Staff Resource: OPSBA Staff Florenda Tingle, Executive Coordinator

Attachments – Three proposals submitted by Member Boards

Florenda\FOLDERS\BOD\ 2014 May 2-3,/7.2 policy resolutions cover.doc

BOD #7.2(a)

PROPOSED POLICY RESOLUTION FOR CONSIDERATION AT THE 2014 OPSBA AGM

ORIGINATING MEMBER BOARD: Limestone District School Board

Date: March 31, 2014 Submitted By: Helen Chadwick Title: Trustee

(A) RATIONALE/BACKGROUND INFORMATION:

Background:

In April 2013, the City of Kingston (City) re-divided the City’s existing electoral boundaries on the basis of the total 2011 Census population for the purposes of the upcoming 2014 municipal elections. The redistribution was subsequently appealed to the Ontario Municipal Board by three interested parties. The appeals challenged the City’s decision to exclude the post-secondary student estimates in the total population numbers used to create the re-divided districts.

In November 2013, the OMB issued its decision which allowed the appeal and ordered the City to revise its ward boundaries in order to take into account the post-secondary student enrolment estimates. In its decision the OMB wrote “…the elected representative is not simply the representative of those who voted, or of those who voted for him or her, but of all the residents of his or her ward…”

Ontario Regulation 412/00 – Elections, Representation on District Boards outlines the methodology for determining the number of members of a school board for the purposes of municipal elections, namely, the total population of electors who have registered with the Municipal Property and Assessment Corporation (MPAC). This has effectively denied representation for a large number of post-secondary students. In the City of Kingston the inclusion of approximately 26,000 post-secondary students in the calculation would result in the addition of another trustee to the public school board. The OMB ruling indicates that the City must take into account the post-secondary students.

Shortly thereafter, the Board wrote on December 2, 2013 to the Honourable Liz Sandals, Minister of Education (see letter attached) referencing the OMB ruling and requesting amendments to Ontario Regulation 412/00 such that trustee determination calculations incorporate the use of electoral group population numbers based upon census data rather than the current method of using only registered elector population numbers, as reported by MPAC.

…. 2

The Minister responded in January 2014 (attached letter), that post-secondary students are eligible to vote in school board elections in both the municipality where they normally reside and in the municipality where they reside to attend school. She further added that since MPAC electoral population data is suitable for boards to use in determining the number of trustees and the areas they will represent, the Ministry does not intend to substantively amend Ontario Regulation 412/00.

Limestone DSB trustees are concerned that the Minister’s response does not address the principle of effective representation as referenced in the OMB decision, nor does it respond to the implications as a result of the OMB decision that conflict between Municipal and provincial electoral processes. This issue does not only affect Kingston but it all municipalities across the province where post-secondary institutions operate.

Accordingly, the Limestone District School Board respectfully submits the following policy resolution for consideration by OPSBA:

(B) RESOLUTION:

Be it resolved, that OPSBA investigate the implications of Ontario Municipal Board decision MM130053 for the determination of the number of Ontario School Board trustees; and further, that

OPSBA review Ontario Regulation 412/00 (trustee determination) related to the use of MPAC or Census data to generate the number of School Board trustees; and further, that

OPSBA share and distribute its findings, including as appropriate, advocacy to the Ministry of Education.

BOD 7.2(b)

PROPOSED POLICY RESOLUTION FOR CONSIDERATION AT THE 2014 OPSBA AGM

ORIGINATING MEMBER BOARD: Waterloo Region District School Board

Date: March 31, 2014 Submitted By: Trustee M. Ramsay

(A) RATIONALE/BACKGROUND INFORMATION:

 A significant number of students come from single parent households where there is no male role model.

 Experts say it is important for children to have positive male role models as they grow up.

 For many students the disproportionately low number of male teachers in elementary schools means they do not have regular contact with an adult man until they move into secondary school.

 Many of these students do not have contact with male teachers for a significant portion of their elementary school education.

 The Waterloo Region District School Board, OPSBA and the Ministry of Education openly and rightly support diversity in hiring practices.

 The disproportionately low number of male teachers does not reflect diverse hiring practices as it is not reflective of the community or the school populations.

(B) RESOLUTION:

Be it therefore resolved, that OPSBA investigate strategies to attract and recruit male teachers with a view to providing recommendations on initiatives to attract, recruit and retain male teachers.

BOD 7.2(c)

PROPOSED POLICY RESOLUTION FOR CONSIDERATION AT THE 2014 OPSBA AGM

ORIGINATING MEMBER BOARD: Waterloo Region District School Board

Date: March 31, 2014 Submitted By: Trustee C. Watson

(A) RATIONALE/BACKGROUND INFORMATION:

 There is a lack of long-term studies of WiFi exposure for developing and growing children.

 The World Health Organization upgraded its classification in 2011 to Type 2B possible carcinogen.

 Health Canada states there are no long-term studies of WiFi exposure on children.

 There are people who suffer from electro-hypersensitivity “environmental sensitivity” which is considered a disability under the Canadian Human Rights Code.

(B) RESOLUTION:

Be it resolved, that OPSBA lobby the government to strike an Ad Hoc Committee of professionals to review current research and studies associated with WiFi exposure and electro-sensitivities of students and staff; and

That the committee make recommendations to the Ministry of Education and share these findings with parents.

BOARD OF DIRECORS ADDITIONAL BACKGROUND INFORMATION Re: #7.2(c)

April 30, 2014

Subject: WI-FI

The following is some background information on WiFi provided by OPSBA Health and Safety Consultant, Chris Broadbent, Toronto DSB, for consideration with Board Agenda Item #7.2(c).

Guidelines establishing the safe exposure to Radio Frequency fields, which include WI-FI, are governed by Health Canada’s Safety Code 6.

 A recent review of the exposure limits was undertaken by a panel of The Royal Society of Canada who concluded that the current code limits which are science based and are designed to protect workers as well as the general public do not require any changes at this time.

 Their review did look at published health impact studies from across the globe and concluded that the studies “provide little useful data”

 They did suggest that Health organizations need to continue to monitor the research and that additional research should be undertaken to review the impacts on the portion of the general population who suffer from electronic hyper-sensitivity.

 All three levels of government responsible for Health - Federal, Provincial and Municipal agree that the use of WI-FI in schools does not pose a concern for students.

 Most Medical Officers of Health have shared this with their local school boards.

The Health Canada web site has a statement in particular with respect to the use of WI-FI in schools. It states: “Based upon extensive peer-reviewed scientific evidence, Health Canada has determined that exposure to low-level RF energy, such as that from WI-FI equipment is not dangerous to children. There is no conclusive evidence of any long term or cumulative health risks from the exposure to low-intensity RF energy. The conclusions are consistent with the findings of other international bodies and regulators, including the World Health Organization, the International Commission on Non Ionizing Radiation Protection, the Institute of Electrical and Electronics Engineers and the UK Health Protection Agency.”

Recent independent studies on WI-FI including local school boards have found that WI-FI systems in operational mode have been shown to produce emissions 100 to 1000 times below the recommended RF exposure limits established by regulatory agencies such as Health Canada’s Safety Code 6 (information from Cisco), which when coupled with the built in safety factor of the code increase the safety factor even further.

All WI-FI access point installed in school boards in Ontario are required to meet the RF emissions established by Industry Canada and all manufacturers test results are reviewed by Industry Canada before approval for use in the market. OPSBA BOARD OF DIRECTORS Item # 7.3 For Decision

Origin: Executive Office

Date: April 24, 2014

ISSUE: Proposed Amendments to OPSBA Constitution for Board of Directors Consideration & AGM Confirmation

Background:

In order to make any change to the OPSBA Constitution, the OPSBA Constitution requires that the Board of Directors examine and approve the proposed change(s), following which the approved changes are forwarded to the Annual General Meeting. The amendments will be effective when confirmed by at least two-thirds of the votes cast at a General Meeting of Members.

There were no proposed amendments received from member boards in response to OPSBA’s call for proposed changes to the Constitution this spring, however, staff and legal counsel have identified some prudent housekeeping changes dating from pre-amalgamation that are needed as well as changes to bring the organization into compliance with the Corporations Act. These proposed changes are being presented in the attached documents for consideration along with the motions needing passage by the Board of Directors.

Recommendation:

 It is recommended that the Board of Directors consider each of the proposed amendments along with the rationale outlined in the chart provided and pass the corresponding necessary motion for each of the changes.

 The approved changes will be forwarded to the AGM for confirmation by the membership (subject to a 2/3 approval vote by the membership in accordance with Section 19.01of the OPSBA Constitution).

Staff Resource: Gail Anderson, Executive Director Florenda Tingle, Executive Coordinator

Attachments: (a) Chart outlining proposed changes for reference 1 -10 Proposed changes with resolutions #1 through 10.

Florenda\wp\folders\BOD\2014 May 2-3\7.3 OPSBA 2014 Constitutional Amendment cover page.doc BOD 7.3 - attach (a)

2014 Proposed Constitutional Amendments

For OPSBA

The following are proposed amendments to the OPSBA Constitution for 2014 for consideration and approval by the Board of Directors. The approved amendments require confirmation by a special resolution (two-third vote in favour) of the members of OPSBA at the 2014 AGM in order for the amendments to take effect.

Original Section Proposed Amendment Explanation for the Change s. 3.02 A “Member Board” is defined The words French language as any English language public district school board to A “Member Board” is defined public district school board or be deleted. as any English language public school authority which public district school board, is admitted as a Member It is recommended that this French language public Board by the Board of category of membership be district school board or public Directors. deleted as it was established school authority which is when OPSBA was created in admitted as a Member Board 1987. The French boards take by the Board of Directors. membership in ACEPO (similar organization to OPSBA), which was founded in 1998 to serve the French public boards. The French public group of boards, through ACEPO, has an arrangement with OPSBA and purchases a variety of helpful services on an annual basis. s. 3.07 Director: Any person elected This section is meant to address or appointed as a Director of the following situation. The Director: Any person elected the Association shall be Membership of OPSBA or appointed as a Director of admitted as a Member of the includes English language the Association shall be Association. Directors shall be public district school boards in admitted as a Member of the entitled to vote in their the Province of Ontario; Association. Directors shall be capacity as Directors of the Delegates of Member Boards entitled to vote in their Association, but not in their and Directors on the board of capacity as Directors of the capacity as Members of the OPSBA. S. 3.07 establishes that Association and shall enjoy all Association, and shall enjoy a Director of OPSBA is a the rights and privileges of all the other rights and member of OPSBA so they can Membership in the privileges of Membership in enjoy the individual privileges Association, but shall not, in the Association., but shall not, of membership. The section also their capacity as Members of in their capacity as Members establishes that a Director of the Association be entitled to of the Association be entitled OPSBA is entitled to vote as a vote as Members of the to vote as Members of the Director which generally means Association. Association. they vote at meetings of the Board of Directors of OPSBA - 2 -

and/or Executive Council meetings of OPSBA. The last part of s. 3.07 makes it clear that even though a Director is a member of OPSBA, they are not entitled to vote as such at the AGM or any other meeting of members. Only delegates of school board members may vote as members at the AGM or any other members’ meeting. This distinction needs to be made, otherwise all members of OPSBA are entitled to vote, unless the Constitution states otherwise. Many Directors are also the delegates for their school boards and therefore vote at the AGM or other member meetings in that capacity. It is suggested that the language be changed as proposed in the hopes that it better conveys the above concept.

s. 7.03 Delete electing and The regions no longer have the appointing Directors pursuant duty of “electing and appointing ...Each Regional Council shall to Article 9. and insert in its Directors pursuant to Article 9” hold a meeting at or about the place holding regional at the AGM. Each district same time of the Annual elections pursuant to Article 9. school board or group of school General Meetings for the It would read: authority boards, as the case purposes of electing and may be, appoints/elects their appointing Directors pursuant ...Each Regional Council shall own Director at either their to Article 9. hold a meeting at or about the board table or a special meeting same time of the Annual of the group that is electing a General Meetings for the representative i.e. treatment purposes of electing and centre school authorities hold appointing Directors holding their own meeting prior to the regional elections pursuant to AGM and hold an election Article 9. during that meeting. For this reason, the phrase should be deleted and insert the current purpose for the regional council meetings.

- 3 - s. 7.03 Delete this sentence Work groups are struck annually at the AGM based on a …Each Regional Council may recommendation by the Board appoint such work groups on of Directors of OPSBA at the such terms as it determines April board meeting. As a appropriate for the purpose of result, this sentence should be advising the Regional Council deleted. on matters, including labour relations matters, falling within the responsibility of such work groups.

s. 8.03 Delete at which the Director The current wording dates back is appointed or elected. to when Directors were …The term of office for each elected/appointed at the regional Director shall be one year, The sentence would read: meetings. This no longer commencing immediately happens. Each school board after the Annual General “The term of office for each selects their own representative Meeting at which the Director Director shall be one year, to be a Director of OPSBA. is appointed or elected. … commencing immediately after the Annual General School boards are encouraged to Meeting.” appoint their Director representatives for the Board of Directors of OPSBA prior to the AGM so that their term may commence immediately following the AGM and therefore align with the term of office for other OPSBA officers. This also facilitates the holding of the four Board of Directors meetings commencing with the first meeting at the end of September. s. 8.05 Add at the end, the sentence: The Corporations Act of Ontario says that unless the By-Laws Board of Directors’ Meetings The meetings shall be held in (Constitution) state otherwise, shall be held on a regular basis such place as determined from these meetings have to be held at least three times annually, time to time by the Executive where the head office of the and at such other times at the Director. Corporation is located. By call of the President or on the including this sentence in the written request of ten Constitution, meetings may be Directors. held anywhere as determined from time to time. - 4 - s. 11.02 Add the following sentence: The amendment would provide a President with the authority In the absence of the The President may delegate and flexibility to delegate President, the President’s from time to time certain certain of his/her duties to other duties shall be performed by duties of the President to the persons at the President’s the First Vice-President. First Vice-President, the discretion. This would allow a Second Vice-President, or President to select a person other designate, as determined based on the necessary skills, by the President in President’s knowledge or location of where sole discretion. the work needs to be done and where the individual resides.

The first sentence is still needed in the case of an emergency and the President is unable to delegate. This sentence makes it clear who steps in and carries out the duties of the President in that circumstance.

s. 13.02 Delete the filling of vacancies This is no longer a duty of the in the Board of Directors Board of Directors of OPSBA. Currently s. 13.02 has a list of The filling of vacancies on the matters that Executive Council Board of Directors is now done shall not act in those matters by each individual school board as they are reserved for the member whose Director’s full Board of Directors. One of position has been vacated or by the duties listed is the filling the group of boards or First of vacancies in the Board of Nations that will elect a Directors. replacement should they have a director vacancy.

s. 13.03 Add at the end: The Corporations Act of Ontario says that unless the By-Laws The meetings of the Executive The meetings shall be held in (Constitution) state otherwise, Council shall be called by the such place as determined from these meetings have to be held Executive Director upon time to time by the Executive where the head office of the direction of the Chair or at the Director. Corporation is located. By written request of any four including this sentence in the members of the Executive Constitution, meetings may be Council. held anywhere as determined from time to time.

- 5 - s. 13.05 Insert in accordance with s. The addition of the words in 10.04 after Member Board so accordance with s.10.04 is to …In the event that a Vice- that it reads as follows: make it clear that the Vice- President appointed by a President that is referred to in Member Board cannot attend a …In the event that a Vice- that section is an enrollment meeting of the Executive President appointed by a Vice-President which is what s. Council, the Alternate to the Member Board in accordance 10.04 refers to. Vice-President of that with s. 10.04 cannot attend a Member Board may attend meeting of the Executive and vote in that Vice- Council, the Alternate to the President’s place. Vice-President of that Member Board may attend and vote in that Vice- President’s place. s. 17.01 Delete mailed or delivered and The deletion of mailed or insert sent by an appropriate delivered is to modernize the Notice of all meetings of the means, which may include methods for delivering notices Board of Directors, Executive electronic transmission. and to provide flexibility so Council, or of any work group doing. The Corporations Act shall be mailed or delivered by Insert a sentence at the end (Ontario) does not expressly the Executive Director to each which reads: “No permit it but it also does not Member Board concerned at unintentional or technical prohibit it. least two weeks before the error or omission in giving a date of the meeting. Notice of notice of any meeting may The addition of the sentence is the Annual General Meeting invalidate resolutions passed to ensure that no resolutions or any other General Meeting or proceedings taken at the passed at meetings are shall be mailed by the meeting.” invalidated due to inadvertence Executive Director to each in providing notice. Member Board, Honorary Life The section would now read: Member and Associate Member at least two weeks “…Notice of all meetings of before the date of the meeting. the Board of Directors, … Executive Council or of any work group, shall be sent by an appropriate means, which may include electronic transmission, by the Executive Director to each Member Board concerned at least two weeks before the date of the meeting. Notice of the Annual General Meeting of the Association or any other General Meeting of the Association shall be sent by an appropriate means, which may include electronic transmission, by the Executive - 6 -

Director to each Member Board, Honorary Life Member and Associate Member at least two weeks before the date of a meeting. No unintentional or technical error or omission in giving a notice of any meeting may invalidate resolutions passed or proceedings taken at the meeting.”

2014 PROPOSAL FOR CONSTITUTIONAL AMENDMENT No. 1

RE: REMOVAL OF REFERENCE TO FRENCH LANGUAGE PUBLIC DISTRICT SCHOOL BOARD FROM THE DEFINITION OF MEMBER BOARD IN SECTION 3.02

RESOLUTION OF THE BOARD OF DIRECTORS:

WHEREAS the French language public district school boards are no longer members in the Association. They are members in ACEPO.

NOW THEREFORE be it resolved that By-Law No. 5 of the Association, be amended as follows:

1. Section 3.02 (Membership) of By-Law No. 5 shall be amended as follows:

(a) by deleting the words French language public district school board. 2014 PROPOSAL FOR CONSTITUTIONAL AMENDMENT No. 2

RE: CLARIFYING THE VOTING RIGHTS OF DIRECTORS IN THEIR CAPACITY AS MEMBERS IN SECTION 3.07

RESOLUTION OF THE BOARD OF DIRECTORS:

WHEREAS the language in section 3.07 regarding the voting rights of Directors of the Association in their capacity as Members of the Association requires clarification.

NOW THEREFORE be it resolved that By-Law No. 5 of the Association, be amended as follows:

1. Section 3.07 (Director Member Defined) of By-Law No. 5 shall be amended as follows:

(a) by inserting the words, but not in their capacity as members of the Association, in the second sentence after the first occurrence of the word Association.

(b) by inserting the word other before the word rights in the second sentence.

(c) by deleting the words but shall not, in their capacity as members of the Association be entitled to vote as Members of the Association. from the end of the second sentence. 2014 PROPOSAL FOR CONSTITUTIONAL AMENDMENT No. 3

RE: REMOVAL OF RESPONSIBILITY OF ELECTING AND APPOINTING DIRECTORS AT REGIONAL COUNCIL MEETINGS AND REMOVAL OF THE RESPONSIBILITY OF REGIONAL COUNCILS TO APPOINT WORK GROUPS IN SECTION 7.03

RESOLUTION OF THE BOARD OF DIRECTORS:

WHEREAS the regional councils no longer have the duty of electing and appointing directors pursuant to Article 9 at the Annual General Meeting. Each English language public district school board or group of school authority boards, as the case may be, appoints or elects a Director to the Board of Directors for the Association at either the individual Member Board’s board meeting or a special meeting of the group that is electing a representative.

AND WHEREAS the current purpose of Regional Council meetings held at the time of the Annual General Meetings is to hold regional elections pursuant to Article 9.

AND WHEREAS regional councils no longer appoint work groups. Work groups are appointed annually at the time of the Annual General Meeting based on a recommendation by the Board of Directors of the Association.

NOW THEREFORE be it resolved that By-Law No. 5 of the Association, be amended as follows:

1. Section 7.03 (Regional Meetings) of By-Law No. 5 shall be amended as follows:

(a) by deleting the words electing and appointing Directors from the fourth sentence and replacing them with the words holding regional elections.

(b) by deleting the last sentence.

2014 PROPOSAL FOR CONSTITUTIONAL AMENDMENT No. 4

RE: AMEND SECTION 8.03 TO REMOVE THE LANGUAGE OF DIRECTORS BEING APPOINTED OR ELECTED AT THE ANNUAL GENERAL MEETING

RESOLUTION OF THE BOARD OF DIRECTORS:

WHEREAS the regional councils no longer have the duty of electing and appointing directors pursuant to Article 9 at the Annual General Meeting. Each English language public district school board or group of school authority boards as the case may be, appoints or elects their Director to the Board of Directors for the Association at either the individual Member Board’s board meeting or a special meeting of the group that is electing a representative.

NOW THEREFORE be it resolved that By-Law No. 5 of the Association, be amended as follows:

1. Section 8.03 (Director Defined) of By-Law No. 5 shall be amended as follows:

(a) by deleting at which the Director is appointed or elected from the end of the first sentence.

2014 PROPOSAL FOR CONSTITUTIONAL AMENDMENT No. 5

RE: THE ABILITY IN SECTION 8.05 TO HOLD BOARD OF DIRECTORS’ MEETINGS AT PLACES OTHER THAN THE HEAD OFFICE OF THE ASSOCIATION

RESOLUTION OF THE BOARD OF DIRECTORS:

WHEREAS In accordance with the Corporations Act (Ontario), unless the Constitution states otherwise, Board meetings must be held where the head office of the Association is located.

NOW THEREFORE be it resolved that By-Law No. 5 of the Association, be amended as follows:

1. Section 8.05 (Number of Meetings) of By-Law No. 5 shall be amended as follows:

(a) by adding the sentence at the end of the section: The meetings shall be held in such place as determined from time to time by the Executive Director.

2014 PROPOSAL FOR CONSTITUTIONAL AMENDMENT No. 6

RE: TO ADD IN SECTION 11.02 THE DISCRETION FOR THE PRESIDENT TO DELEGATE THE PRESIDENT’S DUTIES TO OTHER PERSONS FROM TIME TO TIME

RESOLUTION OF THE BOARD OF DIRECTORS:

WHEREAS it is expedient for the President of the Association to have the flexibility from time to time to delegate certain of the President’s duties to other persons.

NOW THEREFORE be it resolved that By-Law No. 5 of the Association, be amended as follows:

1. Section 11.02 (In the Absence of the President) of By-Law No. 5 shall be amended as follows:

(a) by adding the following sentence to the end of section 11.02: The President may delegate from time to time certain duties of the President to the First Vice- President, the Second Vice-President, or other designate, as determined by the President in the President’s sole discretion.

2014 PROPOSAL FOR CONSTITUTIONAL AMENDMENT No. 7

RE: REMOVAL OF RESPONSIBILITY OF BOARD OF DIRECTORS FROM SECTION 13.02 TO FILL VACANCIES ON THE BOARD OF DIRECTORS

RESOLUTION OF THE BOARD OF DIRECTORS:

WHEREAS the Board of Directors no longer fill vacancies on the Board of Directors. This responsibility was previously removed from section 8.01 and should be removed from section 13.02 for consistency. All vacancies on the Board of Directors of the Association are filled in accordance with sections 8.07 and 10.04 of the Constitution.

NOW THEREFORE be it resolved that By-Law No. 5 of the Association, be amended as follows:

1. Section 13.02 (Responsibilities of the Executive Committee) of By-Law No. 5 shall be amended as follows:

(a) by deleting the words in the Board of Directors or from the second sentence after the words the filling of vacancies.

2014 PROPOSAL FOR CONSTITUTIONAL AMENDMENT No. 8

RE: THE ABILITY IN SECTION 13.03 TO HOLD MEETINGS OF THE EXECUTIVE COUNCIL AT PLACES OTHER THAN THE HEAD OFFICE OF THE ASSOCIATION

RESOLUTION OF THE BOARD OF DIRECTORS:

WHEREAS In accordance with the Corporations Act (Ontario), unless the Constitution states otherwise, Executive Council of the Association meetings must be held where the head office of the Association is located.

NOW THEREFORE be it resolved that By-Law No. 5 of the Association, be amended as follows:

1. Section 13.03 (Meetings) of By-Law No. 5 shall be amended as follows:

(a) by adding the sentence at the end of the section: The meetings shall be held in such place as determined from time to time by the Executive Director.

2014 PROPOSAL FOR CONSTITUTIONAL AMENDMENT No. 9

RE: TO CLARIFY THAT THE VICE-PRESIDENT BEING APPOINTED BY A MEMBER BOARD IN SECTION 13.05 IS AN ENROLMENT VICE-PRESIDENT

RESOLUTION OF THE BOARD OF DIRECTORS:

WHEREAS the Appointment of a Vice-President by a Member Board should be modified to clarify that the Vice-President is an Enrollment Vice-President in accordance with section 10.04.

NOW THEREFORE be it resolved that By-Law No. 5 of the Association, be amended as follows:

1. Section 13.05 (Attendance at Meeting by Alternate to Regional Vice-President) of By-Law No. 5 shall be amended as follows:

(a) by inserting the words in accordance with s. 10.04 in the second sentence after the words Member Board where those words first appear.

2014 PROPOSAL FOR CONSTITUTIONAL AMENDMENT No. 10

RE: MODERNIZATION OF METHODS FOR DELIVERING NOTICES OF MEETINGS IN SECTION 17.01

RESOLUTION OF THE BOARD OF DIRECTORS:

WHEREAS the methods for delivering notices of meeting could provide for the flexibility to include electronic transmission.

AND WHEREAS no resolutions passed at a meeting should be invalidated due to any inadvertence in providing notice.

NOW THEREFORE be it resolved that By-Law No. 5 of the Association, be amended as follows:

1. Section 17.01 (Notice of Meetings) of By-Law No. 5 shall be amended as follows:

(a) by deleting in the first sentence the words mailed or delivered and replacing them with sent by an appropriate means, which may include electronic transmission.

(b) by deleting from the second sentence the word mailed and replacing it with the words sent by an appropriate means, which may include electronic transmission.

(c) by inserting the following sentence at the end of the section: No unintentional or technical error or omission in giving a notice of any meeting may invalidate resolutions passed or proceedings taken at the meeting.

OPSBA BOARD OF DIRECTORS Item #7.6 FOR DECISION

Origin: Executive Office

Date: April 22, 2014

ISSUE: Establishment of 2014-2015 Core Issue Work Groups

Background:

The OPSBA Constitution directs the establishment of Core Issue Work Groups at each Annual General Meeting (Section 14.01-14.07). With input from Executive Council, the Board of Directors recommends the establishment of these work groups whose purpose is to advise the Board of Directors, through Executive Council, on matters falling within their areas of responsibility.

The current membership and quorum of the Core Issues Work Groups continue to effectively provide the Association with the flexibility to manage its priorities and the shifting education agenda. The Education Program and Policy Development Work Groups each have two trustees from different boards appointed after an election held by each of the five OPSBA Regions at the AGM. Also, each work group has one First Nations representative, elected at a meeting of the First Nations Council at the AGM. This structure ensures wide trustee participation in the policy analysis and development process and provides more opportunities for the Association to deal effectively with the significant and diverse issues facing Ontario’s schools.

Recommendation for Core Issue Work Groups for 2014-2015 It is, therefore, proposed that the Policy Development and Education Program work groups be re- established for the coming year.

Membership Membership in each work group will include two representatives from each of the five OPSBA Regions and one alternate member from each Region as well as one First Nations representative and one alternate. In the Northern Region, one trustee will be appointed from each of the sub-regions (one from east and one from west). The two trustees appointed from each region are to be from different district school boards. The Board of Directors will appoint a member of Executive Council to each of the two Core Issue Work Groups to act as a liaison member.

Ad Hoc Work Groups The Association plans to have sufficient resources should it become necessary to establish ad hoc work groups to deal with emerging or pressing issues that warrant this particular action. The Provincial Labour Relations Network (PLRN) will continue to operate throughout the 2014-2015 year as needed, and the Legal Defence Fund Advisory Committee will be re-established, if the need arises, in order to deal with specific significant provincially applicable legal issues raised by member boards or when legal issues arise at the provincial level.

ACTION:

It is recommended that the Board of Directors approve the establishment of the Policy Development and the Education Program Work Groups for the 2014-2015 year and that this recommendation be forwarded to the Annual General Meeting for approval by the membership.

Staff Resource: Judith Nyman, Program Policy Susan Cook, Communications and Policy Associate Jennifer McIntyre, Communications and Policy Associate

Florenda\FOLDERS\BOD\2014 May2-3\7.6work groups recommendation for AGM.doc

BOARD OF DIRECTORS Item #7.1

Origin: Executive Office

Date: April 21, 2014

Re: OPSBA Priorities – 2014-2015

Background:

OPSBA has focussed its resources and actions on five multi-year priorities since 2010-11. These priorities were developed as a result of a comprehensive priority-setting process that was initiated for the 2010-11 year. The Association’s multi-year priorities are:

The Whole Child OPSBA believes that improving student achievement and student engagement is directly linked to ensuring that we work collaboratively for the social, emotional, mental and physical well-being of all children and youth.

21st Century Education OPSBA believes that preparing students for success in the 21st century means that our educational programs and instructional practices must incorporate the skills, attitudes, values and knowledge that are needed for today's complex global context.

Trustees- Building Leadership Capacity OPSBA believes that trustees make a significant and direct contribution to the achievement of all students through their leadership in directing the policies and priorities of the local school board that shape a culture of continuous improvement.

Labour Relations OPSBA believes that teachers and support staff deeply influence a positive and productive learning environment for students and are supported in this role through the peace and stability engendered by successfully negotiated collective agreements.

Education Funding OPSBA believes that strong and equitable education funding is a foundational factor in setting the conditions that promote and sustain student achievement.

Process for determining OPSBA Priorities for 2014-2015 Although the Association’s priorities are multi-year in scope, it is vital to review them annually to ensure that the areas of emphasis remain current and are responsive to the environment within which our 2

education system operates. In keeping with OPSBA’s priority-setting process, these priorities were briefly discussed at regional meetings held during the January Public Education Symposium and again, in greater depth, at regional meetings held on April 12, 2014. Participants in the regional meetings received a progress report on the work to date with regard to current priority areas of emphasis. This document was also circulated to trustees in the Northern Region and to First Nation trustees for input.

Attached as Appendix A is an Interim Report on OPSBA’s priorities which outlines current areas of emphasis and progress to date.

Feedback from Regional Meetings While the feedback from regional meetings strongly endorsed the Association’s multi-year approach to priorities, there were helpful suggestions to update the language that describes the priorities. The current areas of emphasis where work is still ongoing are also supported. The Regions made a number of suggestions to amend or add to areas to reflect developments in the education sector over the last year. Discussions at the regional meetings included ideas for action connected to the priorities and these can be considered in the context of development of the Action Plan for OPSBA Priorities which will be developed by Executive Council in the summer and recommended to the Board of Directors in September, 2014. Proposed changes to areas of emphasis in OPSBA’s five priorities are identified in the recommendations below.

The Whole Child

Current Areas of Emphasis 1. Advocacy for collaboration among relevant provincial ministries in relation to children and youth mental health, in-risk students and poverty reduction 2. Advocacy for a strong, accessible, responsive and equitable level of children’s mental health services in Ontario with emphasis on early intervention and adequate funding for assessments within the context of implementation of the Ministry’s Comprehensive Plan 3. Advocacy for sustained funding to support mental health leaders and the ASSIST program in years 4 to 10 of the Comprehensive Provincial Strategy on Mental Health and Addictions 4. Focus on improving student achievement for First Nation, Métis and Inuit students 5. Advocacy and focus on strong resources and a wide range of services for children with special needs, especially linked to early learning, with recognition of levels of needs in boards experiencing declining enrolment 6. Continued advocacy for effective multi-year implementation of the Full-Day Early Learning- Kindergarten (FDK) program and before- and after-school programs – both school board and third party operated 7. Advocacy for creating positive school climates for learning and working to ensure inclusive and equitable environments for all students and staff 8. Advocacy for the continuation of resources for in-risk students

Recommendations It is recommended that OPSBA amend the title of this priority to “Student Well-Being and The Whole Child” and that the following be incorporated in the areas of emphasis:  Advocate for a Ministry of the Child approach similar to the structure in Manitoba (Area 1) 3

 Advocate for increased and sustained collaboration among school boards, community agencies and municipal governments to ensure effective approaches in supporting children and youth including promoting the value of schools as community hubs (Area 2)  Place a more active emphasis on the inadequacy of funding for special education and monitor the implementation of the revised approach to High Needs Amount funding (Area 5)  Given the recent increase in funding to support developmental disabilities, OPSBA will monitor and advocate for increased opportunities and supports for students with developmental disabilities (Additional area)  Monitor issues related to technology/social media that pose risks for students such as cyberbullying, sexting and online gambling (Additional area)

21st Century Education

Current Areas of Emphasis 1. Advocacy for a provincial vision, regarding effective and equitable use of technology in schools that incorporates new models of learning and assessment to maximize student engagement, support students with special needs and promote program viability in rural areas 2. Advocacy for a renewed focus on teacher training to better meet the emerging needs of today’s schools with an emphasis on increasing capacity to recruit teachers for French Immersion and other specialized areas 3. Advocacy for technological programs and skilled trades as viable student options 4. Expansion and sustainability of alternative programs that provide diverse pathways for students 5. Advocacy for conditions that ensure that all students get the support they need to receive a graduation diploma or equivalent for successful program completion 6. Promote review of traditional school structures and calendars to explore alternatives that support improved student achievement and program viability in rural areas 7. Continued focus on environmental sustainability practices in curriculum and capital planning 8. Promote the value of extra-curriculars and of equitable access for all students with a focus on issues of access for students in rural areas 9. Develop a position on the future of EQAO, taking into consideration the Ontario Teachers’ Federation document, A New Vision for Large Scale Testing in Ontario

Recommendations It is recommended that OPSBA amend the title of this priority to “New Generation Education” and incorporate the following into the areas of emphasis:

 Contribute to anticipated discussions for developing detailed action plans for implementation of the Ministry’s Achieving Excellence: A Renewed Vision for Education in Ontario including addressing a province-wide strategy for equity in technology, expectations for incorporating technology in teaching practice, New Generation citizenship, increased emphasis on the arts. (Areas 1 and 2)  Advocate for strategies that will support individuals with a depth of working experience in technology and trades to become teachers, thereby increasing the opportunities for students to enter the skilled trades. (Area 3)

Trustees – Building Leadership Capacity

Current Areas of Emphasis 1. Multi-year plan for comprehensive trustee capacity-building and professional development 2. Promotion of public awareness of the role of Trustees and development of a specific plan leading up to the 2014 municipal elections to refocus attention on their importance 3. Review OPSBA resources to support trustees, e.g., the role of social media at election time and the impact of emerging issues such as school closures 4. Continued professional learning for trustees as to scope and legal implications of trustee duties and building of deeper awareness of the day-to-day trustee requirements (meetings, quasi- judicial roles) 5. Increased visibility and scope for action to expand capacity of First Nation trustees and increase general understanding of issues affecting First Nations 6. Professional learning and mentoring programs for new chairs 7. Advocacy for improvements in communication from Ministry to Trustees, including meaningful consultation and partnership with trustees in strategies that affect school boards 8. Capacity-building in the area of community involvement including trustee role in Parent Involvement Committees 9. Professional development to support trustees in their role as political advocates 10. Pursue legal and regulatory protection of the role of trustees, e.g. with regard to broad impacts of conflict of interest litigation

Recommendations It is recommended that OPSBA incorporate the following in the areas of emphasis:  Promote the role of Trustees as policy makers (Area 2)  Provide supports for newly elected trustees including mentorship and sharing of existing OPSBA resources developed specifically to support trustees in their multi-faceted role (Areas 3 and 4 expansion)  Emphasize the role of First Nation trustee with regard to effective implementation of Education Services (Tuition) Agreements (Area 5)  Enhance the role of Regional Vice-Presidents as OPSBA ambassadors to boards in their region (Additional area)  Explore the role of OPSBA staff in supporting Trustee Advocacy through providing advice and resources (Additional area)  Explore the issues of representation of Aboriginal students in urban environments (Additional area)

Labour Relations With the passage of The School Boards Collective Bargaining Act, 2014 (Bill 122), these areas of emphasis have been amended to reflect the impact of the new legislation.

It is recommended that OPSBA approve the following areas of emphasis: 1. Development of a structure, process, communication plan and resources to support OPSBA’s leadership role on behalf of member school boards in effective provincial bargaining 2. Offer advice and support as needed as boards engage in local bargaining 5

3. Establishment of a structure, process and resources to manage grievances and arbitrations resulting from implementation of central (provincial) collective agreement provisions 4. A continued advisory role on implications of contracts that have been legislatively imposed and related implementation issues 5. Continued provision of learning and information exchange ideas through the Labour Relations Symposium and Provincial Labour Relations Network (PLRN), as well as special meetings and conference calls as necessary 6. Ensuring that any government initiative (legislation/policy) is assessed from the labour relations/collective bargaining perspective and influenced, where necessary, on behalf of OPSBA member boards 7. Collaboration with member boards to identify common issues where OPSBA can take leadership on behalf of boards in the provincial context 8. Continued development of the Provincial Portal and strategies to enhance its use 9. Stronger partnerships with unions and federations

Education Funding

Current Areas of Emphasis

1. Continued review of the funding model to ensure that it supports the current needs of school boards 2. Resolution of pressing problems in funding such as transportation, special education, the reduction of the board administration and governance grant, full-day kindergarten, and the impact of the School Food and Beverage policy 3. Advocacy for greater transparency in approval of capital projects 4. Advocacy for alignment between government priorities and capital funding (e.g., Physical Education and funding for school gyms) 5. Continued advocacy for full funding by the Ministry of any new initiative 6. Support for understanding of the impact on boards of ongoing funding formula changes 7. Request for clarity on Minister’s support for the Accommodation Review process 8. Request for recognition of challenges in securing community partners for child care retrofit program 9. Promote full collaboration among the four school board systems and enhancement of partnership among boards 10. Advocate for action to address the Federal-provincial discrepancy in funding for First Nation students

Recommendations It is recommended that OPSBA incorporate the following in the areas of emphasis:  Exploration of a comprehensive overview of the education funding formula and the impact of the approach in recent years to making piecemeal changes (Areas 1 and 2)  Monitor the ongoing roll-out of Full-Day Kindergarten in terms of costs of capital needs (Areas 2 and 8)  Advocate for flexibility in capital funding (Area 3) 6

 Explore the implications of the proposed federal First Nation Control of First Nation Education Act with regard to equitable funding for First Nation students (Area 10)  Contribute to anticipated discussions arising from the implementation of the Ministry’s Achieving Excellence: A Renewed Vision for Education in Ontario with regard to funding for technology and equity of access. (Additional Area)

Proposed Process for Discussion at Board:

 Proposed amendments to priority areas of emphasis will be discussed and voted on  Re-affirmation of OPSBA’s Multi-Year Priorities, with the inclusion of any approved amendments

ACTION:

It is recommended that: Subject to incorporation of amendments proposed as a result of OPSBA’s Regional meetings that are approved by the Board, the Board affirm OPSBA’s Multi-Year priorities. (motion)

The report on priorities for the 2014-2015 year will go forward to the Annual General Meeting for consideration and confirmation.

Staff Resource: Gail Anderson, Executive Director

Attachment: Appendix A – Interim Report on OPSBA’s Priorities for 2013-2014

APPENDIX A

INTERIM REPORT ON OPSBA’S PRIORITIES FOR 2013-2014

While significant progress has been made towards achieving desired outcomes, it is clear that we as an Association, through the collaborative efforts of our members, have ongoing work ahead of us to attain all desired outcomes related to the following multi-year priorities.

The Whole Child

OPSBA believes that improving student achievement and student engagement is directly linked to ensuring that we work collaboratively for the social, emotional, mental and physical well-being of all children and youth. Areas of Emphasis Desired Outcomes  Advocacy for collaboration among  Written submission to the Minister of relevant provincial ministries in Education regarding the consultation, relation to children and youth mental “Building the Next Phase of the Ontario health, in-risk students and poverty Education Strategy” reduction  Incorporation into the content and context of  Advocacy for a strong, accessible, the revised curriculum/modules for the new responsive and equitable level of two-year teacher education program being children’s mental health services in implemented for September 2015 of: First Ontario with emphasis on early Nation, Métis and Inuit perspectives, intervention and adequate funding for histories and cultures, children and youth assessments within the context of mental health, the integrated use of implementation of the Ministry’s technology in the classroom and Comprehensive Plan mathematics/financial literacy  Advocacy for sustained funding to  Increased membership in the Coalition for support mental health leaders and the Children and Youth Mental Health and ASSIST program in years 4 to 10 of the increased attendance at the Summit Comprehensive Provincial Strategy on  Effective input into the consultations related Mental Health and Addictions to the five-year review on implementation of  Focus on improving student Ontario’s Poverty Reduction Strategy achievement for First Nation, Métis and  Development of a paper on First Nation, Inuit students Metis and Inuit education that parallels the  Advocacy and focus on strong Accord on Indigenous Education developed resources and a wide range of services by the Association of Canadian Deans of for children with special needs, Education especially linked to early learning, with  Successful dialogue with the Ministry recognition of levels of needs in boards (Aboriginal Education Office) re inclusion experiencing declining enrolment of First Nation, Métis and Inuit history,  Continued advocacy for effective multi- perspectives and culture across the Ontario year implementation of the Full-Day Curriculum and promotion of successful Early Learning-Kindergarten (FDK) practices and initiatives 1

program and before- and after-school  Increased collaboration and understanding programs – both school board and third regarding optimum educational services and party operated instructional strategies and practices that  Advocacy for creating positive school focus on promoting success for First Nation, climates for learning and working to Métis and Inuit students with school boards, ensure inclusive and equitable Ministry of Education, Faculties of environments for all students and staff Education and the Ontario College of  Advocacy for the continuation of Teachers resources for in-risk students  Continued dialogue with the Faculties of Education regarding alignment of key priorities especially in regard to the implementation of the new two year teacher education program.  Effective contribution to strategies and measures that support a responsive climate for learning and working framework in school boards in response to Ministry initiatives and requirements and specifically anti-bullying legislation  Clarity and advocacy on issues for member boards related to support for effective program and the continued implementation of FDK  Coordinated sharing of effective practice and developed materials among school boards

Status – April 10, 2014  OPSBA using input developed through the Policy Development Work Team, the Education Program Work Team and the First Nation Trustees Council filed a comprehensive submission on Building the Next Phase in Ontario’s Education Strategy with the Minister of Education on November 29, 2013. Many of the recommendations of this brief were focussed on the Whole Child.  OPSBA First Nation Trustees met with the Minister of Education in August 2013 and again with her staff in early November, 2013 to provide input into the Next Phase in Ontario’s Education Strategy with a focus on First Nation, Métis and Inuit education. This input was also incorporated in OPSBA’s comprehensive submission.  OPSBA staff participated in Ministry discussions on the content of the revised two-year teacher education program, recommending inclusion of components related to FNMI perspectives, histories and cultures, children and youth mental health and the integrated use of technology in the classroom, and mathematics and financial literacy.  The OPSBA-initiated Coalition on Children and Youth Mental Health which includes organizations in education, health, children’s services, community and parent groups has continued to build its membership, adding the Ontario Association of Chiefs of Police, the University of Western Ontario and the Ontario Association of Counselling and Attendance Services. Coalition member organizations are working together to enhance collaboration at the 2

community level to support implementation of the Comprehensive Mental Health and Addictions Strategy and its focus on children and youth. They are also sitting on cross-ministerial working groups promoting and modelling collaboration. OPSBA and the Coalition have provided feedback on the Ministry of Children and Youth Services framework for children and youth mental health services and are being consulted on the effectiveness of the mental health workers and nurses that have been hired over the last year to work with school boards. The third Summit hosted by the Coalition is on the theme of Whole Community Approaches and is planned for April 2-3 with more than 600 delegates from multiple sectors. The Coalition has also provided input to the Ministry of Education on the definition of student well-being. OPSBA has continued to advocate for ongoing provincial commitment for children and youth mental health and the most recent GSN announcements confirmed that a Mental Health Lead for every school board will now be permanently included in the GSN.  OPSBA First Nation Trustees drafted a draft Charter of Commitment on First Nation, Métis and Inuit education which was based on the Accord on Indigenous Education developed by the Association of Canadian Deans of Education. This was endorsed by the Education Program Work Team and by the Board of Directors. It has subsequently been adopted by a majority of school boards and by School Board Associations in other Canadian provinces.  OPSBA made a submission to the review of Early Childhood Educators Act and to the Proposal to Amend Regulation 262 under the Day Nurseries Act (Child Care Modernization)  OPSBA has ensured regular communications and consultation with school boards and Ministry to support implementation of Full-time Kindergarten (FDK). OPSBA is an active participant on the Ministry’s Early Learning and Child Care Advisory Group.  In October, 2013 OPSBA made a submission to the review of Ontario’s Poverty Reduction Strategy.  In November 2013, OPSBA provided feedback for a draft Ministry Policy Memorandum on concussion. (PPM 158 School board Policies on Concussion was released on March 19, 2014)  In January 2014, OPSBA contributed to an education partner submission on Bill 135: Ryan’s Law (Ensuring Asthma Friendly Schools)

21st Century Education

OPSBA believes that preparing students for success in the 21st century means that our educational programs and instructional practices must incorporate the skills, attitudes, values and knowledge that are needed for today's complex global context. Areas of Emphasis Desired Outcomes  Advocacy for a provincial vision, regarding  Coordinated and unanimous provincial effective and equitable use of technology in support for OPSBA’s Learning and schools that incorporates new models of Teaching in a Digital Age paper learning and assessment to maximize student  Continued provincial focus on engagement, support students with special OPSBA’s Learning and Teaching in a needs and promote program viability in rural Digital Age paper areas  Continued presentation of OPSBA’s  Advocacy for a renewed focus on teacher Learning and Teaching in a Digital training to better meet the emerging needs of Age paper at a variety of conferences

today’s schools with an emphasis on and venues increasing capacity to recruit teachers for  Development of a strategic plan to French Immersion and other specialized areas address the access and opportunity  Advocacy for technological programs and challenges for high school students skilled trades as viable student options and college/university students in  Expansion and sustainability of alternative relation to apprenticeship programs programs that provide diverse pathways for and policies students  Creation of a document reflecting  Advocacy for conditions that ensure that all OPSBA’s position on EQAO testing students get the support they need to receive a and a corresponding communication graduation diploma or equivalent for plan successful program completion  In the context of revision of the  Promote review of traditional school structures teacher education program and and calendars to explore alternatives that additional qualification courses, effect support improved student achievement and successful dialogue with Faculties of program viability in rural areas Education and the Ontario College of st  Continued focus on environmental Teachers related to the areas of 21 sustainability practices in curriculum and century teaching and learning, capital planning children and youth mental health,  Promote the value of extra-curriculars and of challenges of rural education, treaty equitable access for all students with a focus history education, and increasing on issues of access for students in rural areas enrolment of First Nation, Métis and  Develop a position on the future of EQAO, Inuit teacher candidates taking into consideration the Ontario Teachers’  A survey of OPSBA member boards Federation document, A New Vision for Large to identify effective, leading Scale Testing in Ontario environmentally sustainable practices with a curriculum, operational and capital focus to be shared with all boards

Status – April 10, 2014  OPSBA’s paper “A Vision for Learning and Teaching in a Digital Age” has been the subject of discussion at the Ministry and was identified as a key resource document in the consultation framework on the Next Phase in Ontario’s Education Strategy.  OPSBA using input developed through the Policy Development Work Team, the Education Program Work Team and the First Nation Trustees Council filed a comprehensive submission on Building the Next Phase in Ontario’s Education Strategy with the Minister of Education on November 29, 2013. Many of the recommendations of this brief were focussed on 21st Century Education.  OPSBA’s Education Program Work Team developed a survey to gather school board input on EQAO and large-scale testing generally. The results of the survey and recommendations for change have been incorporated in a draft paper to be considered by the Board of Directors on May 2, 2014.

 OPSBA staff participated in Ministry discussions with education partners including the Ontario College of Teachers on the content of the revised two-year teacher education program, recommending inclusion of components related to FNMI perspectives, histories and cultures, children and youth mental health and the integrated use of technology in the classroom.  OPSBA’s First Nation representative to the Minister’s Advisory Council on First Nation, Métis and Inuit Education participated in and co-chaired discussions related to the third implementation plan for Ontario’s First Nation, Métis and Inuit Education Policy Framework. The strategic directions in this draft plan will deepen the work underway in school boards. The draft plan also calls for the Ministry to examine strategies that would increase access to the teaching profession by First Nation, Métis and Inuit candidates.  OPSBA is currently preparing a survey seeking feedback from member boards on the impact for students of the 34-credit cap.

Trustees- Building Leadership Capacity

OPSBA believes that trustees make a significant and direct contribution to the achievement of all students through their leadership in directing the policies and priorities of the local school board that shape a culture of continuous improvement. Area of Emphasis Desired Outcomes  Multi-year plan for comprehensive trustee  Ready access to capacity-building capacity-building and professional development resources tailored for the needs of  Promotion of public awareness of the role of all trustees Trustees and development of a specific plan  Clarity on implications of school leading up to the 2014 municipal elections to board governance regulations refocus attention on their importance  Comprehensive supports for boards  Review OPSBA resources to support trustees, in building effective governance e.g., the role of social media at election time and practices the impact of emerging issues such as school  Supports and resources, including closures social media support, for trustee  Continued professional learning for trustees as to candidates ready for 2014 scope and legal implications of trustee duties and Municipal Elections building of deeper awareness of the day-to-day  Improved profile for school board trustee requirements (meetings, quasi-judicial trustees roles)  Improved opportunities for  Increased visibility and scope for action to expand networking among trustees and capacity of First Nation trustees and increase boards general understanding of issues affecting First Nations  Professional learning and mentoring programs for new chairs  Advocacy for improvements in communication from Ministry to Trustees, including meaningful consultation and partnership with trustees in strategies that affect school boards

 Capacity-building in the area of community involvement including trustee role in Parent Involvement Committees  Professional development to support trustees in their role as political advocates  Pursue legal and regulatory protection of the role of trustees, e.g. with regard to broad impacts of conflict of interest litigation

Status – April 10, 2014  OPSBA’s partnership with the Ministry of Education, CODE and other trustee associations on a comprehensive trustee development program continues with plans to launch online versions of additional professional development modules by the end of 2014.  OPSBA’s draft module for trustees on First Nation, Métis and Inuit education was distributed to trustees at the 2014 Public Education symposium and a follow-up survey seeking feedback has generated information to be incorporated in the final version.  The 2014 Public Education Pre-Symposium also included practical sessions on the role of school boards in Labour Relations, Dealing with Conflict of Interest in Accommodation Review processes, and Audits.  OPSBA has significantly increased its media and social media presence over the past year and has continued to provide professional development for trustees on the use of social media.  OPSBA invited both the Progressive Conservative and New Democratic Party Education Critics to a joint Work Teams meeting in September, 2013 and subsequently to the 2014 Public Education Symposium.  In October, 2013, OPSBA made a submission regarding proposed changes to the Municipal Elections Act, 1996.  In October, 2013, OPSBA also obtained and shared with trustees a legal opinion regarding Municipal Conflict of Interest.  OPSBA has contracted with the Governance Branch of the Ministry of Education to produce a range of resources that will support the role of trustee and public participation in the 2014 Municipal Elections. These include: a Guide for Trustee Candidates, a Guide to All Candidates Meetings, Public Service Announcements, a dedicated website on elections to school boards; an updated Good Governance Guide, and additional professional development modules.  In March 2014), OPSBA sent a submission to the federal Standing Committee on Procedure and House Affairs to outline concerns about Federal Bill C-23, Fair Elections Act.

Labour Relations

OPSBA believes that teachers and support staff deeply influence a positive and productive learning environment for students and are supported in this role through the peace and stability engendered by successfully negotiated collective agreements.

Areas of Emphasis Desired Outcomes  A legislated, fair structure and process in  A legislated, fair structure and place for effective provincial bargaining, process in place for effective involving school board associations, and provincial and local bargaining in the local bargaining in the sector sector  Providing advice and support to boards, as  Sufficient organizational and needed, during local bargaining financial resources to enable OPSBA  Advising on implications of contracts that to be an effective Designated have been legislatively imposed and related Bargaining Agent implementation issues  OPBSA makes the organizational  Continued provision of learning and decisions that enable it to determine information exchange ideas through the how it will operate as a Designated Labour Relations Symposium and Provincial Bargaining Agent Labour Relations Network (PLRN), as well  Improved functions/services on the as special meetings and conference calls as Provincial Portal based on feedback necessary and input from the users  Ensuring that any government initiative  Provide high level of service to (legislation/policy) is assessed from the OPSBA Member Boards in on-going labour relations/collective bargaining labour relations/collective bargaining perspective and influenced, where necessary, services on behalf of OPSBA member boards  Collaboration with member boards to identify common issues where OPSBA can take leadership on behalf of boards in the provincial context  Continued development of the Provincial Portal and strategies to enhance its use  Stronger partnerships with unions and federations

Status – April 10, 2014  A significant focus this year has been on detailed discussions with the government about the components of a fair and effective framework for collective bargaining. OPSBA’s position was based on principles developed in consultations with member boards early in 2013.  The advice OPSBA provided the government was to a significant extent incorporated in draft legislation which was introduced as Bill 122 (School Boards’ Collective Bargaining Act) in October, 2013. A key provision of the Bill would recognize OPSBA as the Bargaining Agent on behalf of public school boards.

 OPSBA presented to the Standing Committee of the Legislature in February, 2014 and recommended some changes to Bill 122. The Bill passed third reading and received Royal Assent on April 9, 2014.  In anticipation of a new model for collective bargaining OPSBA has had discussions with the government about funding for the new structure and has been working with member boards, including senior Labour Relations staff, to develop processes to support collective bargaining.  In March, 2014, a very successful Labour Relations Symposium attended by a large number of trustees and board staff; sessions provided by Ministry, legal and professional leaders in the field of Labour Relations explored issues related to a new model for collective bargaining and collective agreement implementation.  Since the launch of the upgraded Provincial Portal in April 2013, usage by Boards has increased significantly. As Boards prepare for a new process in the next round of bargaining, the Portal will play a major role in uniting all Boards at the provincial and local levels through shared knowledge, documents and communications.  OPSBA has made submissions to the government on proposed legislative changes that affect school board employees such as Family Care Leave and mandatory Health and Safety training.

Education Funding

OPSBA believes that strong and equitable education funding is a foundational factor in setting the conditions that promote and sustain student achievement

Areas of Emphasis Desired Outcomes  Continued review of the funding model to  Full and complete review of the ensure that it supports the current needs of current funding model. Review school boards should include all grant categories.  Resolution of pressing problems in funding OPSBA should be involved and such as transportation, special education, the have representation on any reduction of the board administration and working group(s) involved in the governance grant, full-day kindergarten, and review of the funding model. the impact of the School Food and Beverage  Provision of a high level of service policy to OPSBA Boards and OPSBA  Advocacy for greater transparency in staff with respect to education approval of capital projects finance matters.  Advocacy for alignment between government priorities and capital funding (e.g., Physical Education and funding for school gyms)  Continued advocacy for full funding by the Ministry of any new initiative  Support for understanding and impact on boards of ongoing funding formula changes  Request for clarity on Minister’s support for the Accommodation Review process  Request for recognition of challenges in securing community partners for child care 8

retrofit program  Promote full collaboration among the four school board systems and enhancement of partnership among boards  Advocate for action to address the Federal- provincial discrepancy in funding for First Nation students

Status – April 10, 2014  OPSBA staff continued to be involved in working groups and/or consultations in the following areas which are related to reviewing funding formulae: Board Administration and Governance Advisory Working Group; School Operations Costs Working Group. Staff have also been involved in a Student Transportation Task Force which has examined competitive procurement of transportation services. OPSBA has continued to monitor legal challenges stemming from the transportation RFP process, particularly as it affects smaller rural communities, and has kept the government apprised of implications.  OPSBA staff had discussions with Ministry staff with regard to pressures in education funding and the need for timely consultation when changes are under consideration so that the impacts for member boards can be fully understood.  OPSBA is closely monitoring the financial impacts of implementing Bill 115, particularly with regard to sick leave costs.  OPSBA provided a brief to the Ministry to represent the views of member boards with regard to the issues in the consultation document on School Board Efficiencies and Modernization; the brief also indicated the need for a review of the ARC process.  OPSBA’s submission to the pre-budget consultations emphasized the need for continued review of the education funding model and identified several specific areas including Special Education, Full-Day Kindergarten, cost pressures from implementation of MOUs, capital funding, student transportation and children and youth mental health.  The GSN announcement of March 22, 2014 contained a number of elements that responded to the issues raised by OPSBA in its pre-budget submission. These include: funding for full implementation of FDK; identified funding for school renewal; phasing in of a new model for Special Education High Needs Amount; an increase of 2% for student transportation; phasing in of a new model of funding for board administration and governance; incorporation of funding for Mental Health Leads within the GSN; review of the ARC process; and, revitalization of the GSN consultation process.  OPSBA, in collaboration with CSBA, has been active in advocacy at the federal level for equitable education funding for students in First Nation communities and has made submissions related to proposed First Nations education legislation.  OPSBA made a submission to the Ministry of Municipal Affairs and Housing with regard to the Land Use Planning and Appeal and Development charges Systems Review.

April 10, 2014

From: Florenda Tingle [mailto:[email protected]] Sent: Tuesday, May 20, 2014 1:26 PM To: Florenda Tingle Subject: OPSBA Draft Paper re EQAO - Action Request

TO: BOARD CHAIRS AND DIRECTORS OF EDUCATION OPSBA BOARD OF DIRECTORS

Please see below, a motion passed at the May 2-3 OPSBA Board of Directors meeting with regard to a draft discussion paper on EQAO and Large-Scale Testing. The background to its development is described below as well.

Our request is that the attached discussion paper be reviewed by your board. Please confirm your endorsement of the paper and any additional suggestions you may have to: mailto:[email protected] by June 16, 2014.

Background The 2013-2014 priorities of the Ontario Public School Boards’ Association include action to promote 21st Century Education. One of the specific areas of emphasis within this priority stipulates:

OPSBA, through the Education Program Work Team, will develop a position on EQAO testing taking into account Provincial Policy Memorandum 155 and the recent position paper of the Ontario Teachers’ Federation

Acting on this priority has been a key focus for OPSBA’s Education Program Work Team in the current year. In developing the attached draft paper, OPSBA surveyed member boards including all trustees and school board senior staff to solicit feedback on a series of questions related to EQAO and large scale testing. A specific question with regard to Diagnostic Testing was also included in the survey. The Education Program Work Team met in January and again in April to review drafts of a discussion paper based on the results of the survey.

Boards will be asked to support as well as offer suggestions for fine-tuning the recommendations that are set out in Section 1 of the paper. The final version of the paper would be submitted for approval at the Board meeting held in conjunction with the Annual General Meeting. The paper would be used to inform future dialogue with the Ministry of Education and the Education Quality and Accountability Office with regard to large-scale testing.

ACTION: That the Draft Discussion Paper on EQAO and Large-Scale Testing be endorsed for distribution to member boards to solicit support and fine-tuning of the recommendations in Section 1 of the Paper, prior to final approval by the OPSBA Board of Directors.

Florenda Tingle Executive Coordinator Ontario Public School Boards’ Association 439 University Avenue, 18th Floor Toronto, Ontario M5G 1Y8

OPSBA DRAFT DISCUSSION PAPER EQAO AND LARGE SCALE TESTING IN ONTARIO

The 2013-2014 priorities of the Ontario Public School Boards’ Association include action to promote 21st Century Education. One of the specific areas of emphasis within this priority stipulates:

In November 2013, OPSBA’s Education Program Work Team initiated a survey to solicit feedback from member boards including all trustees and school board senior staff on a series of questions related to EQAO and to large scale testing. A specific question with regard to Diagnostic Testing was also included in the survey. The full set of questions is attached in Appendix A.

SURVEY RESPONSE

The survey was circulated to all member boards including all trustees and senior staff. Responses were received from 27 of 31 school board districts and represented a cross-section of trustees and school board staff. In all, 82 survey responses were received. While some respondents did not provide input on every question asked, overall the detail of comment received in answer to the survey questions was extensive.

The Education Program Work Team reviewed the survey responses identifying key themes and, for the purposes of this paper, subsequently extrapolated issues that need to be considered in examining the future of large-scale testing.

Section 1 represents a synthesis of the advice to be drawn from an analysis of the responses and is presented as a series of recommendations to be considered in a discussion of large- scale testing.

Section 2 provides greater detail, by key theme, on the input that informed the recommendations.

A high-level overview of responses indicates that approximately 23.3% of respondents considered EQAO testing to be highly effective while 12.2% of respondents favour elimination of EQAO testing. The highest percentage of responses (64.5%) either supported EQAO with some modifications or supported some form of large-scale testing. This is represented in the chart on page 2.

EQAO Survey Response

Highly Effective Changes Required Eliminate

Section 1: Examining the Future of Large-scale Testing Synthesis and Recommendations

The survey of policy makers and administrators in Ontario public school boards revealed a range of views and insights which were considered by OPSBA’s Education Program Work Team. The team discussed the broad range of advice generated by the survey and viewed it as valuable information for educators concerned with evaluating the effectiveness of our education system and building public confidence in public education. The team also reviewed the paper A New Vision for Large-Scale Testing in Ontario published by the Ontario Teachers’ Federation in 2011. This is a thoughtful overview of the topic that takes into account a broad range of research on testing. It is noted that there is a considerable level of resonance between the issues identified in the OTF paper and those raised by respondents to the OPSBA survey.

It is acknowledged that, over the last ten years, large scale testing has grown in acceptance and value and the snapshot it presents is welcomed by a majority of parents and the public. In broad terms, as indicated by close to two-thirds of survey respondents, it is felt that there is scope for improvement and for reconsideration of the mandate and strategies employed by the Education Quality and Accountability Office.

Drawing on the advice offered by the survey feedback, the team recommends the following issues for consideration by both the Education Quality and Accountability Office and the Ministry of Education in looking at changes or improvements to Ontario’s approach to large-scale testing.

Recommendations

Equity and Accessibility It is recommended that the Education Quality and Accountability Office examine more deeply areas where students are having difficulty with the test process and introduce changes in content and references that eliminate cultural bias for students including references that present barriers for newcomer students, First Nation students, rural versus urban students, and students in low socio-economic circumstances.

It is recommended that the Education Quality and Accountability Office examine how the EQAO assessments can be made more accessible for students who have Individual Education Plans in

order to increase accommodations for inclusiveness and consistent participation in EQAO assessments.

Integration of Technology and Emphasis on Higher Order Skills It is recommended that the Education Quality and Accountability Office accelerate the work they have undertaken to implement options for using technology, rather than a paper and pencil modality, in doing the test to allow students to incorporate the tools and supports they use in their daily practice into the EQAO assessment process.

It is recommended that the Education Quality and Accountability Office accelerate efforts to amend EQAO assessments so as to reduce multiple-choice question approaches in favour of approaches that promote critical thinking and creativity, and increase approaches that mirror regular classroom practice in terms of the varied ways that students demonstrate learning.

Grade 10 Ontario Secondary School Literacy Test It is recommended that the Education Quality and Accountability Office work with schools to change the current practice of offering a remedial OSSLT course only after students have failed the OSSLT. Teachers and administrators should be supported in making a professional judgement about which students require a remedial course prior to taking the test. Offering remedial help first would create an environment that enhances motivation and self-esteem, and would serve to maximize student success.

It is recommended that the Education Quality and Accountability Office review the OSSLT to ensure it is a more authentic process for the students, allowing them to use the tools they use in the classroom to improve their writing including editing, peer review and collaboration with the written products and also ensure the content’s applicability to real world situations

Diagnostic Assessment Diagnostic assessment is a distinctly different approach and has a distinctly different purpose in identifying and supporting student learning needs.

It is recommended that in reviewing the impact of recent changes to the diagnostic assessment processes traditionally used by school boards, the Ministry of Education take note of the feedback received through the OPSBA Survey. This indicates that the gaps created by those changes in terms of board accountability for consistent, timely and accurate identification of learning needs cannot be compensated for by EQAO testing.

Student Well-Being Given the inextricable links between student achievement and a student’s physical, social, emotional and mental well-being, it is recommended that the Ministry of Education develop a definition of student well-being and, with the expertise available through School Mental Health ASSIST and the Coalition for Children and Youth Mental Health, develop a methodology for evaluating student well-being.

It is recommended that provincial and school board-level information about student well-being be developed through the expertise of School Mental Health ASSIST and publicly shared, as appropriate, so as to provide a “whole child” perspective when reporting on student achievement. This is not regarded as information that would be provided by the Education Quality and Accountability Office.

The Public Positioning of EQAO Results It is recommended that the Ministry of Education and the Education Quality and Accountability Office overhaul how student achievement is communicated to parents/guardians and the public, and specifically:  Provide an overall context for assessment of student achievement that emphasizes that daily and ongoing assessment of students is guided by Board Evaluation and Assessment Policy and facilitated by teachers, culminating in individualized student report cards  Provide clarity about the role of EQAO and what purposes it can and cannot fulfil, including: o Clarify that EQAO is a process to provide provincial data on student achievement at a specific point in time, and to provide informative tracking of student cohorts over time o Clarify that a key purpose of EQAO is to determine effectiveness of implementation of the Ontario curriculum and any necessary adjustment of curriculum expectations o Clarify that EQAO assessments are designed to fit into the instructional routines of the classroom and should not be a source of anxiety or stress for students o Clarify that EQAO is not designed to offer in-year feedback that supports the specific student who has taken the test o Clarify that ongoing in-school assessment of students leads to timely feedback to benefit the student and provide relevant supports o Clarify that a key purpose of EQAO and the board by board data generated by EQAO assessments is to provide boards and schools with information that helps them identify strengths and gaps in curriculum implementation, and allows the school board to incorporate strategies for improvement and allocate relevant resources to execute the strategies  Emphasize the value of the progress made by all students who participate in EQAO tests, whether it is progression from Level 1 to 2, Level 2 to 3 or Level 3 to 4  Develop a method of publishing student achievement data that precludes the ability to rank schools  Provide information, through the Ministry’s Leadership and Learning Environment Division, that clarifies the range of factors that contribute to an effective school and the value that every school has to the community in which it is situated.

Use of Randomized Testing While there is support for the current system of EQAO testing there is also a significant body of opinion calling for the examination of other effective methods of large scale assessment of student achievement.

Given the reliable, objective reporting on student achievement in reading, writing and mathematics that is currently successfully measured internationally and in other Canadian jurisdictions using randomized testing, it is recommended that: (a) The Ministry of Education consider a process to examine the feasibility of randomized testing that would satisfy the requirement for accountability in Ontario’s education system, and (b) Enter into a dialogue with all education partners to consider the feasibility of and potential parameters for an effective randomized testing methodology.

Section 2: Key Themes from Survey Responses

Survey responses reflected a high degree of interest on the topic of EQAO tests and large-scale testing. The survey elicited a wealth of insightful comments which not only served in the development of this paper’s recommendations but provide a useful picture of the range of thinking across the public school board system. The following summary of feedback has been organized by key themes.

Improving Student Achievement A majority of respondents were united in seeing a key purpose of EQAO testing as a tool to measure improvements in student achievement. It is viewed as offering an objective measure of the level of literacy and numeracy in Ontario’s public schools. The data provides ways to identify strengths, gaps and gains in student achievement at the board and school level. The data informs the focus for instruction, leading to school or board improvement plans that can incorporate the supports that need to be in place for both teachers and students. The value of tracking results over time for cohorts of students was noted. It was emphasized that it is effective programs, sound pedagogy, the student-teacher relationship and parental involvement and support that improve individual student achievement.

Accountability A number of respondents acknowledged the role EQAO information plays in building public confidence by demonstrating that schools hold themselves accountable for student achievement. It was noted that EQAO provides reliable data that supports quality assurance in the education system. However, there was a strong emphasis by respondents on the responsibility and role of school boards in being accountable to the public for student achievement and well-being and there was no indication that the mandate of EQAO should be expanded.

Curriculum Implementation Comments confirmed a broadly held view that EQAO testing is the way to measure that there is a stable and equitable implementation of the Ontario curriculum in schools and to determine that students are meeting the learning expectations within a consistently taught curriculum. It was noted as well that testing allows for evaluation of the success of literacy and numeracy strategies and provides evidence to support further enhancement of the curriculum. Comments also included some concern about what has been called “the crowded curriculum” and the challenges of covering the current range of curriculum expectations.

Effective Practice Respondents indicated that the unbiased assessment of student achievement at a consistent point in time across the province provides an opportunity to make comparisons among boards and schools that have a comparable profile as well as comparisons between “statistical neighbour” schools within boards and identify successful practices and strategies to support student success. This leads to evidence-based system planning to determine resource allocation and implementation of supports, serving as a catalyst for improvement in classrooms, schools and districts.

Public Reporting of EQAO Data This section of the survey generated a great deal of comment reflecting a range of perspectives. There was support for the present level of information disclosure, including contextualization, as a reasonable balance between accountability and privacy.

However, the question also prompted a range of suggestions and opinions which focussed largely on the issue of greater context as a necessary aspect of providing a holistic picture. This was expressed in a number of ways and included:  Additional information about starting points, demographics, context of each school/board, funding data, graduation rates, suspension/expulsion data, services for students with special needs, community consultation feedback and board strategic plans  Economic indices for board/school, percentage of students tested who have been with the board since Kindergarten, percentage of students with the board for fewer than 3 years; number of students exempted from EQAO tests  School/Board Improvement Plan information showing response to test results  Information about the curriculum as a whole to show that EQAO is a limited part of the whole picture of student learning  Information about investments in teacher-capacity building by the board  Provincial comparisons with international, Canadian and U.S. achievement  Information about competency in 21st century skills such as critical thinking and collaborative problem-solving

In terms of presentation of data to the public, other suggestions included:  More improvement is needed in making test information user-friendly for parents/guardians and the public, including providing information in a range of languages that reflects Ontario’s diversity  School performance data should be shared with boards, and schools within boards; overall performance should be shared publicly so as to indicate board performance but restrict the tendency to ranking individual schools  Efforts are needed to increase understanding that EQAO results are only a snapshot  Include information that shows five-year trends

Future focus for EQAO Respondents indicate the need for a continued focus on fundamental skills – reading, writing and mathematics. The recent reports about falling EQAO scores in mathematics is cited as an indicator for changes in the teaching of mathematics, the training/capacity building of teachers and a review of the math curriculum.

Those respondents who commented on the value of going beyond literacy and numeracy indicated the need to focus on 21st century/higher order thinking skills such as creativity, critical thinking, problem-solving and empathy. Other areas raised were study skills and use of technology in the learning process. This aligns with changes outlined in the Ministry’s Growing Success document and with general expectations of the anticipated next phase in Ontario’s education strategy.

In terms of methodology, there were a number of suggestions for future directions:  The increase in the use of technology in the teaching and learning process needs to inform how students are allowed to access EQAO tests so that they can incorporate the tools and supports they use in their daily practice into the EQAO assessments.  The OSSLT should be more authentic and allow the tools that students use in the classroom to improve their writing including editing, peer review and collaboration with the written products authentic and applicable to real world situations.  Efforts should be made to eliminate cultural bias from the tests so that no group of students is at a disadvantage due to the cultural references. Currently references can

represent barriers for newcomer students, First Nation students or rural versus urban students and fail to allow for the varied realities of students in the system.  Examine the accommodations available for students with special needs or modify the tests  Provide boards with more supports to identify the kinds of considerations that are relevant for exempting students.

Some respondents also called for more types of analysis from EQAO. This includes looking at:  Student progress in the two grades that precede the grade being assessed  Information to help statistically similar boards to improve strategies  Gaps that point to the need for modifications in the curriculum  Relating results to school board effectiveness measures  Research on the benefits and types of parental involvement in EQAO tests

Several respondents recommended a shift to random assessments.

Reviewing the Mandate of EQAO This question on the survey elicited a response rate of 88.6% in favour of a review of the mandate of EQAO. The rationale is evident in content-laden responses to the other survey questions. It is clear as well that respondents are not in favour of expanding the mandate of EQAO.

Benefits of EQAO Testing to Board and School Improvement Planning While some respondents rated EQAO as highly effective (19%) in this regard, 15% of respondents viewed the testing as not effective in terms of board and school improvement. A high proportion (46%) of respondents viewed it as somewhat effective, particularly in terms of assessing effectiveness of Ontario curriculum implementation, and commented:

 The weight given to EQAO is too high but it does provide a starting point to develop planning  It has demonstrated the need to improve on mathematics  It has led to allocating greater assistance to schools achieving lower results

EQAO and the impact of changes to Diagnostic Testing approaches A majority of respondents (63.9%) who addressed this question indicated that EQAO cannot provide the necessary systematic data the Board requires to make decisions about student needs. Comments included:  EQAO trails data while diagnostic testing leads it  EQAO is irrelevant to determining student needs  EQAO serves a very different purpose compared to the purpose of diagnostic assessments  Recent changes do not support the excellent system of diagnostic tests boards had for providing timely information

Respondents who felt the changes in Diagnostic Testing approaches might be compensated for by EQAO indicated that this would be only to some degree since EQAO was only part of the picture and that conducting diagnostic assessments is now dependent on the level of teacher buy-in for board chosen assessments.

Randomized testing Many respondents indicated that if randomized testing were introduced it should apply to the same grades and skill sets as are measured under EQAO. However, it was also stated that randomized testing would eliminate much helpful data that schools currently get from the all schools/every year testing of EQAO and would not satisfy the purpose of Grade 10 literacy tests.

The range of grades and skills suggested for testing by respondents who favour randomized testing covered a broad spectrum and there was no preponderance of opinion on this. Comments indicated that a shift to randomized testing might allow testing in grades not currently covered in EQAO and would facilitate flexibility in numbers of boards, schools, grades involved in testing in any given year. In terms of administering randomized testing, it was also suggested that notice about the test be given to participating boards six weeks in advance; this comment relates to concerns expressed elsewhere in the survey that too much time is currently taken up in getting ready for EQAO tests.

Most respondents who commented on randomized testing indicated that it should occur every year.

When asked about the body that should be responsible for a system of randomized testing, a majority (65.2%) suggested it be the Education Quality and Accountability Office or a similar independent body. 17.4% of respondents indicated that the Ministry of Education should be responsible and the balance (17.4%) indicated either that school boards should do the testing or that no testing at all should take place.

Other Data Measures The survey also sought input on data measures (other than those in EQAO) that could be incorporated into an index that would provide a broader picture of the success of curriculum implementation and student achievement.

Respondents frequently commented on the value of teacher assessments including the assessment of learning skills on student report cards as a measure of student success that rounded out the ‘snapshot in time’ aspect of EQAO. These were seen as including perceptual and qualitative data related to individual student improvement over time. Individual Education Plans, tracking improvement from grade to grade, credit accumulation and graduation rates were also cited, as was information on the post-secondary success of students.

With regard to “the whole child”, respondents expressed concern about equity across a range of demographics. They noted that, outside of the mandate of EQAO, there is Board responsibility to broaden the scope of input. They cited the need for the kind of expertise that exists through School Mental Health ASSIST to advise on tools to measure student well-being, satisfaction with learning and achievement of social milestones.

Other measures were suggested that relate to a full educational experience for students such as citizenship activities and participation in extra-curriculars. Several respondents cited the role of student surveys, staff surveys and parental feedback forms.

Respondents also highlighted the challenge of translating this range of measures into a model for provincial comparison given variances in practices and tools from board to board. There was a concern that it would not be possible to develop the kind of provincial system analysis that provided reliable data across all schools, across boards, by demographic cohort or by other

specific groupings. The approach would need to be board-specific and not for purposes of board-to-board comparison.

Respondents saw responsibility for generating a report based on such an expanded index of success measures as falling to school boards and supported by the Ministry of Education.

Other Advice Included in respondent advice is the statement: “individual assessments can lead to a lack of confidence in the data generated; EQAO provides reliable, objective and universal data and, despite bumps in this testing system, it has inspired a serious movement toward continuous improvement in every school.”

Comments also pointed out the limitations of EQAO assessments in terms of overall student achievement measures and the distortion created by how EQAO results are presented and used in the public domain. One such comment was: “Take away public reporting of results by school to stop “school shopping” but continue to have mass testing of sufficient density (random or not) to allow both the Ministry and the District School Board (with a smaller sample set to work with) to do drill-down analyses against census tract, program type, years of principal experience, etc., so that we can have meaningful analysis related to training needs, facility organization, resourcing and other supports. Another comment advocated: “Bring the testing practices into the world our kids are living in – more electronic accessibility, more flexibility in the exemption process, enhanced assessment in other areas and consideration of additional skills.”

Some Specific Criticisms The following themes that are relevant to support, or lack of it, for current EQAO administration garnered a high level of commentary.

Cost of EQAO Testing A large number of respondents commented on the cost of conducting EQAO testing and suggested that work needs to be done on a system of testing that is more cost-effective. In this regard there were comments about the administrator and teacher time taken up with preparing for and administering tests that are over and above the expenditures incurred by the EQAO office in developing, overseeing and assessing the results of tests.

In discussing this aspect, the Education Program Work Team also reviewed the EQAO publication The Power of Ontario’s Provincial Testing Program which indicates that EQAO tests provide value for money. The document, using 2010-11 data, cites $10,000 as representing average per pupil funding for Ontario’s close to 2 million students. The total EQAO operating cost is cited as $32 million based on an amount of $17 as the per student cost of operating provincial testing. If the amount of $17 were applied to the total number of students to be tested in Grades 3, 6, 9 and 10 for the year in question, as opposed to the total elementary and secondary enrolment for the province, the total EQAO operating cost would be approximately $10 million.

Suggestions for an effective yet more economical approach emerging from the OPSBA survey include consideration of randomized testing or changing the schedule of testing to every two years instead of every year. It was suggested as well that the money spent on EQAO testing might be better used in the classroom to improve resources for students.

Inappropriate Use of EQAO Data

Respondents were particularly concerned about how EQAO data is being used as a tool to rank schools, as has been done through reports from the Fraser Institute, dividing them in public perception into “good” and “bad” schools. Comments focussed on the “snapshot in time” aspect of EQAO testing and the range of information that is relevant to the success and environment of a school that is not captured by the EQAO results. A narrow focus on a specific kind of academic testing, as exemplified in real estate advertising for example, does a disservice to schools and creates the risk of perpetuating negative stereotypes. It was noted that there has been a steadily increasing graduation rate from the province’s secondary schools and this is not given the prominence that EQAO test results have garnered over time.

A predominant response to the negativity of school ranking called for individual school performance data to be shared internally with the school board and individual student data to be shared with the student’s parents/guardians. Public information should be confined to the overall performance of the school board. Boards will use the data to guide decisions and allocation of resources to help student learning, e.g. decisions to invest in support for math teaching in the face of declining math scores. The importance of placing data in the context of multi-year trends was also indicated.

Conclusion

It is clear from the thoughtfulness in survey responses that our education community has a deep commitment to ensuring the conditions for student success and holding our schools and school boards accountable to parents/guardians, the community and the broader public.

In addition to a sustained focus on fundamental skills, there is strong support for the need to be responsive to the skill sets required for the rapidly changing world Ontario’s students will live and work on. There is an expressed desire that large-scale testing incorporate ways of assessing creativity, critical thinking and problem solving skills. Aligned with this is the need to reflect technology as it is increasingly used for teaching and learning within the assessment process.

A high value is placed on equity and access for all students. This includes greater use of accommodations for students who require them so that they can participate fully with their classmates. For similar reasons, there is a call for more strenuous efforts to eliminate cultural bias in the content of tests to ensure that no group of students is at a disadvantage. The Grade 10 OSSLT was also highlighted as an area where students should be more proactively supported in advance of the test rather than receiving remedial support if they do not pass the test.

There is significant support for EQAO and its ability to provide a provincial snapshot on the effectiveness of curriculum implementation and improvement in student achievement as well as identifying where additional support is needed. However, there is also strong indication of the need to review EQAO administration and how information is presented to ensure that the full range of student assessments that take place in school boards and are directly impactful on individual student achievement are adequately represented.

EQAO has been in place for sixteen years and a comprehensive review of its effectiveness should include an examination of alternative large scale testing approaches.

April 17, 2014

APPENDIX A

OPSBA SURVEY RE EQAO AND LARGE SCALE TESTING

Section A – Questions composed by the EQAO Office 1. What do you believe EQAO’s fundamental purpose ought to be? 2. What information, if made publicly available, would help keep schools, school boards and the government accountable for the quality and effectiveness of elementary and secondary school education and student achievement? 3. What specific areas should EQAO focus particular attention in the next 3 -5 years? 4. In your view, what are the three greatest benefits of EQAO’s province -wide testing? 5. What are the top three drawbacks of EQAO’s province-wide testing?

Section B – Questions composed by OPSBA 1. Should there be a review of the mandate of EQAO to more accurately reflect the current education environment? 2. How would you rate the benefits to your board of EQAO-type testing in your board and school improvement planning? ___Highly effective ____Somewhat effective ___ Not effective 3. Given the recent changes in approach to Diagnostic Assessments (PPM155), do you consider that EQAO test results will help fill a gap in providing the necessary systematic data the Board needs to make decisions about student needs? 4. If the province moved to a system of randomized testing, would you want to see it applied to the same grades and skills that EQAO tests in currently? If you answered no, please indicate the grades and skills a system of randomized testing should cover? 5. If a system of randomized testing were introduced, how frequently should such testing occur? 6. If the province moved to a system of randomized testing, what body should be responsible for administration and reporting? Education Quality and Accountability Office; Independent body similar to the EQAO; Ministry of Education: Other 7. Given that EQAO is only one type of assessment of a student’s progres s, what other types of data measures could be incorporated into an “index” that would provide a broader picture of the success of curriculum implementation and student achievement/success? 8. Who should have primary responsibility for generating this report? School Boards; Ministry of Education 9. Do you have any other advice to suggest?

YORK REGION DISTRICT SCHOOL BOARD BUDGET COMMITTEE MEETING May 26, 2014

The Public Session of the Budget Committee Meeting of Monday, May 26, 2014 commenced at 7:08 p.m. in the Board Room at the Education Centre, Aurora with Budget Committee Chair A. Tam presiding and the following trustees present: C. Chan (via audio conference), A. DeBartolo, S. Geller, J. Hertz, M. Van Beek and A. Yeung.

Regrets: Trustees P. Adams-Luchowski, L. Carruthers, N. Elgie, D. Giangrande and J. Nathan and Student Trustees S. Chou and P. Liu

Budget Chair A. Tam welcomed trustees, staff and members of the audience to the second Budget Committee meeting of 2014.

APPROVAL OF AGENDA

(*)1. Moved by J. Hertz, seconded by M. Van Beek:

That the agenda be approved as written.

- Carried -

DECLARATION OF CONFLICT OF INTEREST

NEW BUSINESS

Updated Estimated 2014-2015 Budget Revenues

Superintendent, Business and Finance (CFO) W. Muirhead-Toporek provided additional information about the estimated 2014-2015 Budget Revenues that were presented at the April 28, 2014 Budget Committee meeting. There was no change to the Pupils of the Board numbers and funding for teacher qualification and experience decreased with the total amount of estimated revenues being $1,335,690,000.

Ms. Muirhead-Toporek clarified that recoverable salaries are for staff members on secondment such as to the Ministry of Education and Ontario Institute for Studies in Education (OISE), where the Board is fully reimbursed for their salary and benefits.

BUDGET COMMITTEE MEETING Page 2 May 26, 2014

(*)2. Moved by M. Van Beek, seconded by A. DeBartolo:

That the York Region District School Board receive the Updated Estimated 2014-2015 Budget Revenues for information.

- Carried -

REVIEW OF DRAFT EXPENDITURE BUDGETS

Business Administration

In response to a trustee query, Superintendent Muirhead-Toporek clarified that there have been some increases for professional training in areas other than Business Administration.

Postage costs cover mailings where it is not feasible to use electronic means of communication. Reductions to expenses have been realized due to the use of electronic T4 and pay statements.

Director’s Office

Translation/Interpretation is a new budget line that is amalgamated from various areas to provide more accountability and transparency. It was further clarified that translation and interpretation services are for any required language.

Ontario Public School Boards’ Association (OPSBA) membership shows a slight increase due to enrolment growth. Director of Education K. Thurston informed trustees that the Ministry will directly fund additional labour negotiation costs.

Legal Fees show no increase as the Board has issued Request for Proposals (RFPs) and/or Requests for Information (RFI) to legal firms in order to better manage costs. Organizational Expenses include items such as consultations related to the Board’s Mission, Vision and Values, priorities and various surveys.

Information Technology

It was clarified that the Board is increasing wide-area network services and internet bandwidth to support digital learning platforms such as Moodle and Google Apps to move the Board forward. Chief Information Officer P. Bennett further reported that the Board’s telephone system is one hundred per cent Voice Over Internet Protocol (VOIP).

Human Resource Services

Labour Relations costs are anticipated to increase as the Board will be entering into negotiations with unions and federations. The Job Evaluation budget has increased due to the non-union job evaluation process and other ongoing job evaluations.

BUDGET COMMITTEE MEETING Page 3 May 26, 2014

Costs associated with the Workstream Recruitment system streamline the recruiting process.

Leadership Development

There were no questions.

Instructional Administration

Some discussion ensued with regard to increase in professional training that has been provided in Instructional Administration.

School Office

In response to a trustee query, Ms. Muirhead-Toporek reported that expenses for twenty-two Inclusive School and Community Services staff have now been consolidated into one budget line.

Instructional Day School

The School Assistants’ budget has increased due to full-day kindergarten (FDK) now included as part of the Grants for Student Needs (GSN), growth and to assist with the Safe Welcome Program in elementary schools. The budget for Home Instruction has increased in order to support the growing number of students accessing this service.

The Occasional Teachers’ budget has increased to respond to changes in Ministry legislation such as the provision of eleven sick days rather than ten, extended maternity benefits and growth.

The Specialized High Skills Major (SHSM) budget reflects actual Ministry funding. Director of Education Thurston further noted that this program has expanded over the last number of years and is very well received.

The Ontario Focused Intervention Partnership (OFIP) budget reflects actual Ministry funding and provides tutoring for students after school and at summer camps.

The budget for Rental – Theatres includes funding for existing agreements for school use of local theatre facilities.

Superintendent Muirhead-Toporek reported that the Board received some reimbursement from Access Copyright.

Community and International Education

Contractual Services decreased as the enrolment in driver education has decreased. Rent has increased as a result of consolidating rental costs under one budget line.

BUDGET COMMITTEE MEETING Page 4 May 26, 2014

Curriculum and Instructional Services

It was clarified that Cooperative Education Travel shows an increase due to more students in the program. The Ministry has calculated a decrease in New Teacher Induction Program (NTIP) funding based on the placement of teachers on the qualification and experience grid.

Planning and Property Development Services

No questions were posed by trustees.

Learning Resource Services

The reduction in Library Resources reflects a more accurate alignment of the services provided.

Student Services

Superintendent, Student Services S. Reid clarified that Community Regional School Links includes a variety of services that are purchased from external associations.

Ms. Muirhead-Toporek reported that currently there are 18 Social Workers serving students in the Board. This year’s budget includes an additional two social workers. As well, the number of Psychological Services staff members will increase by four to 47 next year.

In response to a trustee comment, it was noted that any additional increase to the number of social workers will need to be discussed with the Superintendent of Student Services.

The gifted screening process is being reviewed as part of a two-year plan. Trustees will be kept apprised of the results of the current review.

Food Services

There were no questions.

Plant Operations

Associate Director M. Roberts confirmed there is additional legislated training for caretakers and that some caretakers receive specialized training.

Plant Maintenance

Professional development for the supervisory officer is included in this budget. Additional professional development and training needs have been addressed in the Education and Community Services budget.

BUDGET COMMITTEE MEETING Page 5 May 26, 2014

Transportation

Superintendent Muirhead-Toporek reviewed the budget for student transportation, which includes French Immersion, dual-track primary schools and other student specific needs. Transportation is slightly over the Board’s transportation allocation of $36,004,000.

Benefits

Retirement Gratuities have been capped as of August 31, 2012.

Other Operating Expenses

There were no questions.

Non-Operating Expenses

No discussion was required.

School Renewal

No questions were asked.

Capital – Pupil Accommodation

It was clarified that all new loans are through the Ontario Financing Authority (OFA). There are still some pre OFA loans.

2014-2015 Draft Budget Summary

Committee Chair A. Tam expressed thanks to Superintendent Muirhead-Toporek and her team for their work throughout the year. He thanked trustees for asking excellent questions that ensure effective stewardship of Board resources and for being a part of the ongoing budget process.

Superintendent Muirhead-Toporek thanked trustees and staff members who presented information and acknowledged the ongoing support of superintendents and managers.

On behalf of senior staff, Director of Education Thurston added his thanks to staff members and for trustee questions, interest and support.

(*)3. Moved by J. Hertz, seconded by A. Yeung:

That the York Region District School Board receive the Review of Draft Expenditure Budgets for information.

- Carried -

BUDGET COMMITTEE MEETING Page 6 May 26, 2014

MOTION TO APPROVE THE 2014-2015 BUDGET

4. Moved by J. Hertz, seconded by A. DeBartolo:

That the York Region District School Board recommend that the 2014-2015 Budget as submitted at the May 26, 2014 Budget Committee meeting, with an expenditure level of $1,335,690,000, be approved at the June 3, 2014 Board meeting.

- Carried -

INFORMATION ITEMS

The next regularly scheduled Budget Committee meeting on June 10, 2014 will be cancelled and a recommendation to approve the 2014-2015 Budget will be scheduled for consideration at the June 3, 2014 Board Meeting.

ADJOURNMENT

(*)5. Moved by A. Yeung, seconded by S. Geller:

That the Budget Committee Meeting be adjourned at 7:55 p.m.

- Carried - ROUTINE

YORK REGION DISTRICT SCHOOL BOARD SPECIAL EDUCATION ADVISORY COMMITTEE

The regular meeting of the Special Education Advisory Committee (SEAC) was held on Thursday, May 1, 2014 in the Board Room of the Education Centre, Aurora at 7:04 p.m. with SEAC Vice-Chair L. Ziraldo presiding and the following members present:

Members: J. DeMartino, M. Graham, A. Helps, F. MacDonald, M. Ongman S. Palmer, K. Stewart M. Tsironikos, C. Viney, C. Westcott and L. Ziraldo

Trustees: C. Chan and S. Geller (via audio conference)

Staff: K. Diakiw, A. Fishman, S. Reid, K. Tanaka, K. Witherow and A. Ballard

Regrets: Trustees A. DeBartolo and N. Elgie, SEAC representatives E. Chan and S. Facchini and Staff members M. Cohen, D. Belchetz and K. Witherow

APPROVAL OF AGENDA

(*)1. Moved by M. Graham, seconded by F. MacDonald:

That the agenda be approved as written.

- Carried -

DECLARATION OF CONFLICT OF INTEREST

SEAC Vice-Chair L. Ziraldo 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.

Note: SEAC Representative M. Ongman entered the meeting at 7:06 p.m.

MOMENT OF REFLECTION

M. Tsironikos presented the Moment of Reflection entitled “What Does Peace Feel Action Like?” A copy will be attached to the minutes for Committee members. M. Ongman will Item deliver the Moment of Reflection at the June 5, 2014 SEAC meeting.

Special Education Advisory Committee Page 2 May 1, 2014

APPROVAL OF MINUTES – APRIL 3, 2014

(*)2. Moved by C. Chan, seconded by C. Viney:

That the minutes of the April 3, 2014 Special Education Advisory Committee meeting be approved as written.

- Carried -

SPECIAL ANNOUNCEMENTS

SEAC representative C. Viney shared recent activities such as:

 Deaf and Hard of Hearing Awareness Month in May;  VOICE of Hearing Impaired Children’s fiftieth anniversary;  an upcoming conference at the Western Harbour Castle Hotel in Toronto, on May 3, 2014, where SEAC Vice-Chair L. Ziraldo will be delivering a workshop on the York Region District School Board’s SEAC; and  the Dress Loud Day fundraising event.

C. Viney provided an update on concerns raised regarding accessibility under the Accessibility for Ontarians with Disabilities Act (AODA) at presentations, assemblies, graduations and during announcements and classroom activities. She will raise these Action concerns at the AODA Committee to ensure the Board is in compliance. Item

RECOGNITION OF GREENSBOROUGH PUBLIC SCHOOL AND TEACHER JULIA OSBORNE

Superintendent, Student Services S. Reid explained the SEAC will recognize schools and staff nominated for the annual Jim Albery Award so they can share their expertise and knowledge with the Committee. He introduced Greensborough Public School Prinicpal J. Spiers and Elementary Teacher J. Osborne. Principal Spiers provided an overview of the outstanding work and student support provided in the classroom by J. Osborne as well as her dedication, hard work, ethics and positive attitude. J. Osborne shared information regarding her work with students involving Individual Education Plans (IEPs), advocacy cards, future goals and a unit on how to break down the stigma of learning disabilities and understand that all students have their own learning styles .

Note: SEAC Representative J. DeMartino entered the meeting at 7:21 p.m.

On behalf of the Committee, SEAC Vice-Chair L. Ziraldo acknowledged the dedicated work and advcocy of staff and schools in York Region. L. Ziraldo presented Principal Spiers and J. Osborne with a certificate of appreciation.

Special Education Advisory Committee Page 3 May 1, 2014

(*)3. Moved by K. Stewart, seconded by C. Viney:

That the Special Education Advisory Committee receive the Recognition of Greensborough Public School and Teacher Julia Osborne for information.

- Carried -

DIRECTOR’S ANNUAL PLAN AND THE YORK REGION DISTRICT SCHOOL BOARD STORY

SEAC Vice-Chair L. Ziraldo welcomed and thanked Director of Education K. Thurston for his dedication and outstanding leadership and acknowledged his pending retirement.

Director Thurston mentioned the presentation is an update to gather feedback and input from the Committee to assist in creating the Director’s Annual Report. He reflected on the York Region District School Board Story From Great to Excellent and summarized the following three chapters, which are based on the solid foundation of past successes.

 Chapter One: Focus and Prescription outlines an era of effective practice and prescriptive accountability with support for leadership skills and parent engagement.  Chapter Two: Transition and Renewal covers the Board’s journey of transition and renewal and its aim to reach a new level while focusing on student supports and empowering teachers and staff to find the right solution for their circumstances and students.  Chapter Three: Re-Imaging Public Education reflects ongoing change, measures success and redefines the Board while continuing to support students and staff achievement and well-being.

He cited the need to include history in the Board’s Plan while striving for continuous change and progress; however, the past cannot prevent the system from keeping pace with the changing times. The Mission, Vision, Values and Slogan indicate the Board is ready to proceed with the next chapter of the story. Director Thurston acknowledged the progress of Student Services and stated they are in keeping in line with the Board’s next steps.

Director Thurston explained the Every Student Counts Survey has been delayed to ensure comments and questions have been adequately addressed. He noted the Board has been collecting data and will proceed with the parent survey in May. Student achievement data and other sources of information will be used to assess how students are doing. Director Thurston stated the Board is committed to answering questions for staff, students and families.

SEAC Vice-Chair L. Ziraldo mentioned there has been extensive data collected in the area of Special Education and any additional information will assist with moving from great to excellent.

Special Education Advisory Committee Page 4 May 1, 2014

Director Thurston shared insight into the Ministry document Achieving Excellence: A Renewed Vision for Education in Ontario 2014. One section outlines the importance of data and the relationship to public trust. One major challenge in public education is the lack of reliable information due to the end of the long census form. As a result, the province and schools boards are looking at alternate ways of obtaining this information.

Action The Director’s Annual Report/Plan Feedback form will be distributed to Committee Item members for completion by the May 16, 2014 deadline.

On behalf of the SEAC, L. Ziraldo extended the Committee’s gratitude for Director Thurston’s leadership, ethics and dedication to the SEAC and all learners in the Board. She noted he has been instrumental in the development of the Parent, Family and Community Engagement Advisory Committee (PEAC) and most importantly the area of well-being. Director Thurston was presented with a gift of appreciation.

(*)4. Moved by C. Westcott, seconded by M. Ongman:

That the Special Education Advisory Committee receive the Director’s Annual Plan and the York Region District School Board Story presentation for information.

- Carried -

ASSISTIVE TECHNOLOGY: TOOLS FOR SUCCESS

Principal, Student Services K. Tanaka introduced the technology resource team comprised of Coordinator of Student Services R. Campbell and Technology Resource Teachers D. Feilchenfeld, C. Johnstone, R. Kirsh and T. Kumable to share with the SEAC insights into assistive technology.

R. Campbell provided an overview of assistive technology, which is available to students throughout the Board, the Special Equipment Amount (SEA) claim process and technology program functionality. She shared insights into the three-tier approach, which provides universal design and access of technology resources for all students in the system. She explained the SEA claim expectations as defined by the Ministry and reviewed the application process required to access assistive technology. She stated there has been a 150 per cent increase in SEA claims since 2006/2007 and this year approximately 1,600 claims have been processed.

Technology Resource Teachers (TRT) D. Feilchenfeld, C. Johnstone, R. Kirsh and T. Kumabe shared information on the role of the TRT including:

 student access to assistive technology;  increasing assistive technology integration into the classroom;  technology tracking and different software programs and applications;  assisting students requiring technology assistance;  the provision of professional development for teachers; and Special Education Advisory Committee Page 5 May 1, 2014

 Google Apps for Education and Google terminology.

Coordinator of Student Services R. Campbell thanked the TRT Team for their outstanding and dedicated work.

R. Campbell clarified the proper utilization of technology and encouraged parents to contact teachers and resource teachers to troubleshoot technology problems. She explained TRT teachers provide technology assistance to the classroom teachers through afterschool workshops, professional development, assistance and support, online resources and work with entire classrooms.

Superintendent, Student Services S. Reid acknowledged technology will help to support the issue of stigma. These supports include replacing old computers to bring new technology to students, concealing technology stickers, considering AODA requirements to enable all students’ technology access and reviewing supports for students and their parents when new SEA technology is implemented. Information Action regarding the new SEA technology will be provided to the SEAC for input as a later Item date.

Secondary Principal D. Conrad-Knight mentioned the Google Camps held by the Board and how they support teacher and student learning.

SEAC Vice-Chair L. Ziraldo noted these are helpful activities and resources which support all learners.

Principal, Student Services K. Diakiw thanked Coordinator of Student Services R. Campbell and Technology Resource Teachers D. Feilchenfeld, C. Johnstone, R. Kirsh and T. Kumable for the insightful presentation. She commented on how their expertise, wealth of knowledge and ability to enable staff members and students to have up-to-date technology tools contributes to successful learning for staff and students.

(*)5. Moved by M. Ongman, seconded by K. Stewart:

That the Special Education Advisory Committee receive the Assistive Technology: Tools for Success presentation for information.

- Carried -

SPECIAL EDUCATION PLAN UPDATE

Principal, Student Services K. Diakiw explained the Special Education Plan is being updated to submit changes to the Ministry in June 2014. She summarized updates to the Plan include;

 the School Social Workers: A Guide for Parents and Guardians and the Work Experience information will be included; Special Education Advisory Committee Page 6 May 1, 2014

 the Individual Education Plan Guide (IEP), A Guide for Parents will be updated to reflect Regulation 181/98, Identification and Placement of Exceptional Pupils regarding the notification timeframe for families prior to an Indentification, Placement and Review Committee (IPRC);  the What Our Students Said brochure, which summarizes internal research conducted with students with an IEP, will be included;  minor listing updates for staff and trustee representatives on the SEAC; and  Section F on transitions and the Educator Support Guide for Transition Planning will also be included.

Principal, Student Services K. Tanaka spoke of the updates and changes underway to enhance the transition section of the IEP and enable requirements under PPM 156, Supporting Transitions for Students with Special Education Needs to be implemented. Information will be forwarded to the Committee and feedback is required by the May 6, Action 2014 deadline. Principal Tanaka also noted the IEP summary will be included. Item

SEAC Vice-Chair L. Ziraldo mentioned the IEP brochure has been reviewed by the Communications Sub-Committee and she encouraged members to review the Action information and provide input. She mentioned the area on transitions will be a priority Item next year.

(*)6. Moved by J. DeMartino, seconded by C. Viney:

That the Special Education Advisory Committee receive the Special Education Plan Update for information.

- Carried -

STUDENT SERVICES REPORT

Principal, Student Services K. Tanaka announced that May 5-9, 2014 is Children’s Mental Health week and information regarding The York Centre Coffee and Action Conversation Series workshops from May 5 to 8, 2014 in Richmond Hill will be sent to Item members.

Superintendent, Student Services S. Reid thanked SEAC Vice-Chair L. Ziraldo for her outstanding presentaion, on behalf of the SEAC, to the Budget Committee at the April 28, 2014 meeting.

Superintendent Reid shared plans to operate five Complex Needs Community classrooms next year to provide additional supports to students with special needs who are struggling. These classrooms will have regional teachers and Educational Assistants as well as Applied Behavioural Analysis (ABA) facilitators to support the growing needs required thoughout the Board. Data gathered from the Autism Spectrum Disorder(ASD) Review is being compiled to determine how to best assist students with ASD. Feedback will be requested from the Committee and once the information is compiled the outcomes will be shared with the SEAC. Special Education Advisory Committee Page 7 May 1, 2014 Action Item

The What Our Students Said brochure has been distributed to the system along with a memo highlighting next steps and a selection of resources.

S. Reid reminded the Committee of the Yes I Can Awards on May 22, 2014. SEAC Vice-Chair L. Ziraldo announced Director of Education K. Thurston will receive the President’s Award.

(*)7. Moved by M. Tsironikos, seconded by C. Viney:

That the Special Education Advisory Committee receive the Student Services Report for information.

- Carried -

SUCCESSFUL PRACTICES AND CHALLENGES

There were no successful practices and challenges reported at this time.

REPORT FROM THE BOARD

At the April 23, 2014 Board Standing Committee meeting trustees received the Math Strategy Update and Enrolment and Staffing Report for information.

At the April 28, 2014 Budget Committee meeting trustees received input from the Special Education Advisory Committee, Parent, Family and Community Engagement Advisory Committee, Equity and Inclusivity Advisory Committee, York Region – Ontario Principals’ Council and the York Region Managers’ Council.

Information was also received regarding the 2014-2015 Grants for Student Needs Technical Briefing, the 2014 Ministry memo on Grants for Student Needs Funding and Regulations and Estimated 2014-2015 Budget Revenue information at the April 28, 2014 Budget Committee meeting.

(*)8. Moved by A. Helps, seconded by C. Westcott:

That the Special Education Advisory Committee receive the Report from the Board for information.

- Carried -

POLICY UPDATES

The Committee provided input on Procedure #222.0, Conflict of Interest regarding the provision of tutoring services to students. The SEAC supports changes to the procedure Action in order to reference all staff members that may provide supports to students. Item

Special Education Advisory Committee Page 8 May 1, 2014

L. Ziraldo reminded committee members where to find working document policies on the Board’s public website that are currently out for comment.

(*)9. Moved by A. Helps, seconded by M. Ongman:

That the Special Education Advisory Committee receive the Policy Updates for information.

- Carried -

COMMUNICATIONS SUB-COMMITTEE UPDATE

The Communications Sub-Committee discussed;

 the Provincial Parent Association Advisory Committee (PPAC) survey, which will Action be completed by the SEAC and submitted in June 2014, is to be sent to Item Committee members for input, and  the release of the Ministry document Achieving Excellence: A Renewed Vision Action for Education in Ontario, April 2014, which is available on the Ministry website Item and will be sent to SEAC members for review.

(*)10. Moved by M. Ongman, seconded by A. Helps:

That the Special Education Advisory Committee receive the Communication Sub-Committee Update for information.

- Carried -

FUTURE PRESENTATIONS

Student Services Updates (10 minutes)

 Day Treatment Programs Update – June 2014  Work Experience Program Update – September 2014  Autism Team Update – October 2014  What Our Students Said Presentation – November 2014

Regular Presentations

 Recognition of Stonebridge Public School Special Education Resource Teachers  Recognition of Denne Public School Special Education Resource Teachers

Special Education Advisory Committee Page 9 May 1, 2014

ADJOURNMENT

(*)11. Moved by C. Viney, seconded by F. MacDonald:

That the Special Education Advisory Committee meeting adjourn at 8:56 p.m.

- Carried - ROUTINE

YORK REGION DISTRICT SCHOOL BOARD PARENT, FAMILY AND COMMUNITY ENGAGEMENT ADVISORY COMMITTEE

MINUTES, MEETING #5 May 13, 2014

The Parent, Family and Community Engagement Advisory Committee (PEAC) met at 7:05 p.m. in the Board Room of the Education Centre, Aurora on Tuesday, May 13, 2014 with Committee Chair T. Lalani presiding and the following members present:

Parent members: S. Ahmed, L. Aversa, J. Brackett, M. Cosgrave, M. Ennis, L. Gilbert, T. Lalani, J. Hogenesch, G. Palmer, C. Persaud and B. Teelucksingh

Community members: D. Cardoza and L. Ziraldo

Trustee members: J. Nathan

Staff members: Principal C. Logan, Vice-Principal P. Yeates and Superintendent, Inclusivity and Community Services C. Roach

Also in attendance: Administrative Assistant J. Lachhman

Regrets: Director of Education Ken Thurston, Trustee A. Tam, Staff member J. Atkinson and Community member L. Crabtree

Absent: Parent member C. Ninvalle

CALL TO ORDER

Committee Chair T. Lalani called the meeting to order at 7:05 p.m.

APPROVAL OF AGENDA

(*)1. Moved by J. Brackett, seconded by J. Hogenesch:

That the agenda be approved as written.

- Carried -

DECLARATION OF CONFLICT OF INTEREST

Committee Chair T. Lalani 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.

PEAC MINUTES PAGE 2 May 13, 2014

SPECIAL ANNOUNCEMENTS

J. Brackett informed the committee that Walter Scott Public School will be hosting a parent engagement night on May 22, 2014. The topic will be on Mental Health.

J. Nathan noted that May is Asian and South Asian Heritage Month. She added that Canada Post has released a stamp to commemorate the 100th Anniversary of the Kamagatu Maru ship landing in British Columbia.

J. Hogenesch informed the committee that Ballantrae Public School will be hosting an event entitled Worry Busters – Parenting and Child Anxiety on May 15, 2014 for parents and students in Grades 6-8.

T. Lalani referenced the Mental Health Workshop delivered at the Regional Parent Symposium on April 9, 2014. The workshop focused on de-stressing family life and was well received. She added that a presentation on Mental Health will be delivered at the September 9, 2014 PEAC meeting.

MOMENT OF REFLECTION

Parent member S. Ahmed shared a conversation he had with his child as the Moment of Reflection.

APPROVAL OF MINUTES

It was noted that the minutes of the March 31, 2014 meeting will be amended to reflect Parent member J. Hogenesch as being in attendance.

(*)2. Moved by M. Cosgrave, seconded by B. Teelucksingh:

That the minutes of the March 31, 2014 Parent, Family and Community Engagement Advisory Committee meeting be approved as amended.

- Carried -

DIRECTOR’S ANNUAL PLAN AND YORK REGION DISTRICT SCHOOL BOARD STORY

Superintendent, Inclusivity and Community Services C. Roach informed the committee that Director K. Thurston sends his regrets and that he will present the Director’s Annual Plan Update on the Director’s behalf.

PEAC MINUTES PAGE 3 May 13, 2014

Superintendent Roach outlined several initiatives that the Board is working on including the Every Student Counts Survey, which has been postponed so that additional information can be gathered in response to trustee questions. He referenced the Achieving Excellence: A Renewed Vision for Education in Ontario document released by the Ministry and informed the committee that the Board, in partnership with the Elementary Teachers’ Federation of Ontario, will be participating in a professional practice survey.

C. Roach shared that K. Thurston was impressed with the Regional Parent Symposium (RPS) and sends his appreciation to the committee for their contribution. He stated that the Board values the voices of community members and referenced how the Parent, Family and Community Engagement Advisory Committee contributes to increased engagement throughout the Board. C. Roach further acknowledged how the RPS is one way that supports the Board’s priority of engagement.

C. Roach added that information about a parent survey will be shared with the committee when it is available.

Referencing the equity work in the Board, Superintendent Roach noted that the York Region District School Board is a leader in this area. One piece of the Board’s commitment to equity is to ensure that schools and workplaces are safe and inclusive. He stated that structures are in place to support the focus on equity, including assigning a superintendent to oversee Inclusivity and Community Services and through the reorganization of Inclusive School and Community Services (ISCS).

Action Action Item Item Committee members were asked to complete and submit the Director’s Annual Plan feedback form by May 30, 2014.

C. Roach spoke about the connection between the Trustees’ Multi Year Plan (MYP), the Director’s Annual Plan (DAP), the Board Improvement Plan (BIP) and the School and Department Improvement Plans. He referenced the following four goals in the DAP:

1) Continued focus on student achievement and well-being 2) Renewal of the Mission, Vision and Values 3) Continue the journey from diversity and equity to inclusivity 4) Enhance relationships with staff members, students, parents and communities

C. Roach further added that a common thread that weaves through the all plans is equity which is fundamental to the delivery of public education in York Region.

In response to a question about student growth in the Region, C. Roach noted that census data is used to inform the DAP. He added that York Region is growing and that census information is used to assist with planning and the establishment of school boundaries. T. Lalani suggested that a future presentation be scheduled on planning in the York Region District School Board.

PEAC MINUTES PAGE 4 May 13, 2014

Committee Chair T. Lalani thanked C. Roach for presenting information on the Director’s Annual Plan and York Region District School Board Story on behalf of the Director. She reminded members to complete the evaluation forms and submit them to J. Lachhman.

(*)3. Moved by B. Teelucksingh, seconded by L. Aversa:

That the Parent, Family and Community Engagement Advisory Committee receive the Director’s Annual Plan and York Region District School Board Story for information.

- Carried -

REFLECTIONS – REGIONAL PARENT SYMPOSIUM

Committee Chair T. Lalani spoke about and shared highlights from the Regional Parent Symposium (RPS). She informed the committee that the symposium was a collaboration between parents and staff members. She referenced the work and dedication of the Planning Committee, which included staff and PEAC members J. Brackett and T. Lalani.

The following feedback on the RPS was shared and reviewed.

 The majority of parents would like to have future events scheduled on Wednesday evenings.  Many participants noted that more time is required to attend workshops.  Organizers should ensure there is enough space to accommodate participants in workshops.  Most parents understood that the symposium was geared towards them and they felt valued and appreciated.

Principal C. Logan informed the committee that the video on parent engagement was launched at the symposium. All the schools were provided with access to the video and it is now accessible to members of the public on the Board’s YouTube Channel.

C. Logan thanked all staff members and volunteers who supported the event. Special thanks to PEAC Chair T. Lalani and Parent Member J. Brackett for their leadership on the Planning Committee. A special note of thanks was also extended to J. Lachhman her dedication and ongoing support of this project.

STAFF REPORT

C. Logan stated there are many initiatives happening in York Region to support Asian and South Asian Heritage Month. She informed the committee that Inclusive School and Community Services (ISCS), in partnership with Educators for Students of South Asian Heritage and Settlement Services of York Region (SEPYR), will be hosting an Understanding Culturally Relevant and Responsive Pedagogy: Asian Canadian/South- PEAC MINUTES PAGE 5 May 13, 2014

Asian Canadian Experiences in Our Schools workshop on May 22, 2014 at Community Education Centre - Central.

On April 24, 2014, York Region District School Board hosted the 21st Annual Together We’re Better Student Conference on Equity and Inclusive Education for students in Grades 7 and 8 and on May 2, 2014 the Board hosted the student-driven Fusion Student Conference for students in Grade 10.

On April 22, 2014 the Board hosted the first Poetry Slam competition in partnership with two spoken words artists. Four secondary and four elementary schools participated in the final competition. Wismer Public School and Richmond Green Secondary School placed first in their divisions; however, the event showcased the many talented students from all eight schools.

PRIDE Week is from June 14-22, 2014. This year marks the 14th Annual PRIDE Parade.

The application deadline for the Regional Parents Reaching Out (PRO) Grant is Friday, May 16, 2014. Members were encouraged to remind schools to submit applications before the deadline. Inclusive School and Community Services will be submitting an application for Regional PRO Grant funds.

On April 28, 2014 C. Logan and Chair T. Lalani made a presentation to the Budget Committee highlighting the activities and priorities of PEAC. Funds allocated to the PEAC will be used towards a number of initiatives, including future Regional Parent Symposiums.

On behalf of Associate Director of Education, Corporate and School Services M. Roberts, C. Logan informed the committee that input on the Fundraising Plan Guideline is being requested. Further information about this initiative will be sent to members so they may provide feedback by May 26, 2014.

C. Roach referenced the ongoing efforts of staff members and community partners to address incidents of discrimination in York Region. It was noted that each situation is taken seriously; however, it is important to remember all of the positive efforts that are occurring in the community and York Region schools.

(*)4. Moved by B. Teelucksingh, seconded by L. Gilbert:

That the Parent, Family and Community Engagement Advisory Committee receive the Staff Report for information.

- Carried -

PEAC MINUTES PAGE 6 May 13, 2014

PROMISING PRACTICES AND CHALLENGES

S. Shahzad and L. Gilbert shared their experiences from the Parent Involvement Committee (PIC) Symposium. S. Shahzad referenced an engaging game that can be used to help children learn math in a fun way.

L Gilbert found the event to be informative and engaging. She stated that there were many very good workshops, presentations and resources materials. She suggested that the Board consider setting up a table to share the work that is being done in York Region. She highlighted the value of sharing best practices with other school boards regarding their parent involvement committees. She referenced similarities with the Board’s Regional Parent Symposium.

REPORT FROM THE BOARD

Trustee J. Nathan shared the following highlights from various Board committees.

 At the April 23, 2014 Board Standing Committee meeting trustees received the Math Strategy Update and Enrolment and Staffing Report for information.  At the April 28, 2014 Budget Committee meeting trustees received input from the Special Education Advisory Committee, Parent, Family and Community Engagement Advisory Committee, Equity and Inclusivity Advisory Committee, York Region – Ontario Principals’ Council and the York Region Managers’ Council.  Information was received regarding the 2014-2015 Grants for Student Needs Technical Briefing, the 2014 Ministry memorandum on Grants for Student Needs Funding and Regulations and Estimated 2014-2015 Budget Revenue information at the April 28, 2014 Budget Committee meeting.

(*)5. Moved by J. Hogenesch, seconded by B. Teelucksingh:

That the Parent, Family and Community Engagement Advisory Committee receive the Report from the Board for information.

- Carried -

COMMUNICATIONS SUB-COMMITTEE UPDATE

Committee Chair T. Lalani informed members that the PEAC is required to nominate a new Chair in September. Members interested in this opportunity must meet a set of pre-established criteria. T. Lalani also informed the committee of a number of vacancies that need to be filled prior to the first meeting of the 2014-2015 Committee year.

A request for applicants will be communicated on the Board’s public website and through other appropriate methods as outlined in the Committee’s Operational By-Law.

PEAC MINUTES PAGE 7 May 13, 2014

T. Lalani reminded members to submit ideas for future presentations to the Sub-Committee for consideration.

(*)6. Moved by J. Brackett, seconded by L. Gilbert:

That that Parent, Family and Community Engagement Advisory Committee receive the Communications Sub-Committee Update for information.

- Carried -

FUTURE PRESENTATIONS

Mental Health will be added to the list of future presentations.

ADJOURNMENT

(*)7. Moved by J. Hogenesch, seconded by B. Teelucksingh:

That the Parent, Family and Community Engagement Advisory Committee meeting adjourn at 8:40 p.m.

- Carried -

ROUTINE

YORK REGION DISTRICT SCHOOL BOARD

MEETINGS AND EVENTS

JUNE, JULY AND AUGUST 2014

June 4, 2014 Joint Board Consortium Meeting 4:30 p.m. Board Room

June 5, 2014 Special Education Advisory Committee Meeting 7:00 p.m. Board Room

June 9, 2014 Education Development Charges Meeting 7:00 p.m. Board Room

June 10, 2014 Policy and By-Law Committee Meeting 4:30 p.m. Room 200

June 17, 2014 Property Management Committee Meeting 5:00 p.m. Room 200

June 17, 2014 Board Standing Committee Meeting 7:00 p.m. Board Room

June 23, 2014 Chair’s Committee Meeting 2:00 p.m. Room 103

July 2, 2014 Board Meeting 8:00 p.m. Board Room

August 19, 2014 Board Standing Committee Meeting (Tentative) 7:00 p.m. Board Room

August 26, 2014 Chair’s Committee 2:00 p.m. Room 103

June 3, 2014

For further information, please contact Lori Barnes, Senior Manager, Board and Trustee Services, or the Director of Education.