COMMITTEE OF THE WHOLE MEETING OF THE BOARD AGENDA · TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD . ADMINISTRATIVE REPORT . DATE: May 12, 2015 TO: Trustees SUBJECT: ES-5000 Volunteer

TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD / Committee of the Whole Meeting of the Board / Public Agenda 1

COMMITTEE OF THE WHOLE MEETING OF THE BOARD

AGENDA DATE: Tuesday, May 12, 2015 LOCATION: VC Room – Muskoka Education Centre VIDEO CONFERENCE: VC Room – Haliburton County Education Centre Board Room – Corporate Office, Lindsay Education Centre TIME: 6:30 p.m. 1 CALL TO ORDER

2 DECLARATION OF POSSIBLE CONFLICT OF INTEREST 3 DELEGATIONS/PRESENTATIONS 4 APPROVAL OF THE AGENDA/ADDITIONS

5 ACTION ITEMS:

5.1 ADMINISTRATIVE REPORTS:

5.1.a Students Bussed Out of TLDSB --------------------------------------------------------- B. Kaye (pgs.3-4)

5.1.b ES-5000 Volunteer Helpers in School Policy ------------------------------------ D. Scates (pgs.5-6)

5.1.c ES-5001 Volunteer Helpers in School Procedure ------------------------------ D. Scates (pgs.7-18)

5.1.d ES-5570 Promotion, Retention, or Acceleration of Students Policy ------ A. Gillespie (pgs.19-20)

5.1.e ES-5571 Promotion, Retention, or Acceleration of Students Procedure A. Gillespie (pgs.21-26)

5.2 TRUSTEE REPORTS: 6 INFORMATION ITEMS (VERBAL)

6.1 ADMINISTRATIVE REPORTS: (verbal)

6.1.a Budget Overview --------------------------------------------------------------------- B. Kaye 6.1.b Administrative Update -------------------------------------------------------------- L. Hope 6.1.c System Update ----------------------------------------------------------------------- C. Shedden

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TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD / Committee of the Whole Meeting of the Board / Public Agenda 2

6.2 STUDENT TRUSTEE REPORTS (verbal): 6.2.a G7 Student Senate Report -------------------------------------------------------- B. Goulem 6.2.b OSTA-OECO Report ----------------------------------------------------------------- B. Goulem

6.3 TRUSTEE REPORTS (verbal):

6.3.a District School Council – Parent Involvement Committee Report ------- L. Clodd 6.3.b OPSBA Report ------------------------------------------------------------------------- K. Round 6.3.c Two Minute Update ---------------------------------------------------------------- Trustees

7 CORRESPONDENCE

8 PUBLIC QUESTIONS AND COMMENTS 9 NEXT MEETING

DATE: Tuesday, May 26, 2015 LOCATION: Board Room – Corporate Office, Lindsay Education Centre TIME: 6:30 p.m.

10 ADJOURNMENT

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TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD ADMINISTRATIVE REPORT

DATE: April 30, 2015 TO: Board Trustees ORIGIN: Bob Kaye, Superintendent of Business SUBJECT: Students bussed out of Trillium Lakelands District School Board REFERENCE: Committee of the Whole – May 12, 2015

PURPOSE: To present information on the current arrangements where TLDSB

students are bussed out of the district to schools in other boards. CONTEXT: In the past, prior to amalgamation and education finance reforms,

TLDSB had arrangements in place where some students were bussed to schools in another school district. At that time, TLDSB would receive the grant for our students and pay a tuition fee to the other school board for the students attending school at the other board. With the changes to education finance, that is no longer the case and the board where the students are registered receives the grants for the students attending their schools. However, the practice of TLDSB paying to transport students to the other board has continued in two areas.

CONTENT: The first situation exists in part of City of Kawartha Lakes Ward 15 (formerly part of Emily Township) on the south east side of TLDSB on the border with Kawartha Pine Ridge District School Board. Prior to 1990, secondary students in this area were bussed to Crestwood Secondary School in Peterborough. In 1993 the students in that area were then bussed to Thomas A. Stewart Secondary school; a practise that has continued to the present day. Currently there are 67 students in the area that are bussed to Thomas A. Stewart Secondary School in Peterborough, rather than to I.E. Weldon Secondary School in Lindsay.

The second situation is in Honey Harbour, on the western border of the Board, where secondary students have historically been bussed to Midland Secondary School in Simcoe County District School Board. There are currently 8 students in the area being bussed to Midland rather than to Gravenhurst Secondary School. In both cases there is adequate capacity for the students to be accommodated at the respective secondary schools within TLDSB.

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ACTION: Recommendation that staff be directed to identify the students that have been eligible to be transported out of Trillium Lakelands District School Board under the past practice and are registered at Thomas A. Stewart Secondary School and Midland Secondary School as of September 2015. Only the students registered at these schools as of September 2015 will be eligible for transportation to these schools and transportation will only be provided by TLDSB until the end of the 2018-2019 school year.

And that, effective September 2016, all other secondary students

in these areas will only be eligible for transportation from TLDSB to their respective TLDSB secondary schools.

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TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD

ADMINISTRATIVE REPORT

DATE: May 12, 2015 TO: Trustees SUBJECT: ES-5000 Volunteer Helpers in the School Policy ORIGIN: Dianna Scates, Superintendent of ICT, Elementary/Secondary

Operations and Alternate Education

REFERENCE: Committee of the Whole Meeting – May 12, 2015

PURPOSE: To present for approval the revised ES-5000 Volunteer Helpers in

the School Policy hereinafter referred to as the ES-5000 Volunteers in Trillium Lakelands District School Board Policy.

CONTEXT: The ES-5000 Volunteers in Trillium Lakelands District School Board

Policy outlines the commitment of the board to embrace and recognize the contribution of volunteers in Trillium Lakelands District School Board.

CONTENT: The name of the policy has been changed to recognize volunteers

in all capacities. Additional changes to the policy include the deletion and addition of some language for clarity.

Trustee John Byrne and Trustee Karen Round, Senior Administration, Elementary and Secondary Principals, Elementary and Secondary Secretaries, CUPE/Teacher Federations and School Council Chairs were consulted to provide individual insight into updating and improving the ES-5001 Volunteers in Trillium Lakelands District School Board Procedure.

ACTION: Recommendation that Trustees approve Board Policy ES-5000

Volunteers in Trillium Lakelands District School Board.

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ADMINISTRATIVE POLICY

Approval Date

November 2010 2015 Replacing

DRAFT

Review Date

2015 2020 Page

1 of 1

Contact Person/Department

Superintendent of Elementary Operations

Identification

ES-5000

VOLUNTEERS IN TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD HELPERS IN THE SCHOOL

Trillium Lakelands District School Board believes and recognizes that encourages the participation of volunteers enhance the learning experiences of our students. in its schools and recognizes the educational advantages to all concerned. The Board appreciates that by engaging members of our communities, volunteers can model positive relationships and good citizenship. believes that through volunteering, individuals can model caring and co-operative relationships and promote the value of being responsible citizens.

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DATE: May 12, 2015 TO: Trustees SUBJECT: ES-5001 Volunteer Helpers in the School Procedure ORIGIN: Dianna Scates, Superintendent of ICT, Elementary/Secondary

Operations and Alternate Education

REFERENCE: Committee of the Whole Meeting – May 12, 2015

PURPOSE: To present to trustees the revised ES-5001 Volunteer Helpers in the

School Procedure hereinafter referred to as the ES-5001 Volunteers in Trillium Lakelands District School Board.

CONTEXT: The ES-5001 Volunteers in Trillium Lakelands District School Board

Procedure outlines the commitment of the board to embrace and recognize the contribution of volunteers in Trillium Lakelands District School Board.

CONTENT: The name of the procedure has been changed to recognize

volunteers in all capacities. A Criminal Reference Check Form Letter has been added to assist schools and volunteers with obtaining this document. The TLDSB Volunteer Brochure has been removed from the procedure and added as a reference document. Additional changes to the procedure include the deletion and addition of some language to improve clarity. Forms have been updated and reformatted to comply with current TLDSB formats.

Trustee John Byrne and Trustee Karen Round, Senior Administration, Elementary and Secondary Principals, Elementary and Secondary Secretaries, CUPE/Teacher Federations and School Council Chairs were consulted to provide individual insight into updating and improving the ES-5001 Volunteers in Trillium Lakelands District School Board Procedure.

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ADMINISTRATIVE PROCEDURE

Approval Date

November 2010 2015 Replacing

DRAFT

Review Date

2015 2020 Page

1 of 7


Superintendent of Elementary Operations

Identification

ES-5001

VOLUNTEERS IN TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD HELPERS IN THE SCHOOL

1.0 PURPOSE Trillium Lakelands District School Board believes and recognizes that encourages the participation of volunteers enhance the learning experiences of our students. in its schools and recognizes the educational advantages to all concerned. The Board appreciates that by engaging members of our communities, volunteers can model positive relationships and good citizenship. believes that through volunteering, individuals can model caring and co-operative relationships and promote the value of being responsible citizens.

2.0 REFERENCES AND RELATED DOCUMENTS

2.1. Trillium Lakelands DSB Volunteer Brochure 2.2. Appropriate Use of ICT Technology BU-3036 2.3. Code of Conduct OP-6020 / OP-6021 2.4. Co-Instructional Activities ES-5026 2.5. Criminal Record Checks and Offence Declarations HR- 4020 2.6. Equity and Inclusive Education BD-2101 2.7. Field Trips and Excursions ES-5016 2.8. Freedom of Information BD-2031 2.9. Fundraising ES-5006 2.10. Lockdown Emergency Response OP-6540 2.11. Privacy Information Management BD-2121 2.12. Safe Arrival OP-6001 2.13. TLDSB Collective Agreements 2.14. Freedom of Information and Protection of Privacy Act 2.15. Municipal Freedom of Information and Protection of Privacy Act

3.0 TERMS AND DEFINITIONS

3.1. Volunteers – are responsible individuals who willingly give of their time and talent as valuable members of a school team to support staff and students in fulfilling specific needs as determined by senior administration, principals and/or the staff directly involved.

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VOLUNTEERS IN HELPERS IN THE SCHOOL TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD

2 ES-5001


4.0 ADMINISTRATIVE PROCEDURE

4.1 OBJECTIVES OF VOLUNTEER PROGRAMS

In a safe and caring learning community, volunteer programs:

4.1.1 foster a strong school, and community partnership; 4.1.2 enhance the quality of education; 4.1.3 expand learning activities; 4.1.4 support opportunities for the school community; 4.1.5 provide innovative programs and enrichment activities using

community skills and resources; and 4.1.6 optimize learning opportunities for students, staff and Vvolunteers.

4.2 SELECTION OF VOLUNTEERS

4.2.1 The principal in consultation with staff will identify situations where volunteer support would enhance the learning environment for students in the school.

4.2.2 The principal’s use of volunteers in school must adhere to the terms of all applicable collective agreements.

4.2.3 Invitations may be issued to the parents and community to respond to identified volunteer needs in the school. Volunteers are welcome to come forward at any time to offer their services as appropriate. The Principal and/or the Board reserve the right to accept or deny any offers of volunteer services.

4.2.4 All potential volunteers will complete a Volunteer Questionnaire (Appendix 5.1)

4.2.5 All volunteers will sign a confidentiality form (Appendix 5.2)

4.2.6 All volunteers will provide a current criminal record (CRC) check, which includes a Vulnerable Sector screening, prior to beginning their volunteer work. In subsequent years volunteers with a CRC on file will sign an Offence Declaration.

4.2.7 Within a school, volunteers are assigned at the discretion of the school principal and in accordance with the restrictions and requirements outlined in this and other Board policies and procedures.

4.2.1 Volunteers are welcome to come forward at any time to offer their

services as appropriate.

4.2.2 The principal in consultation with staff will identify situations where

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3 ES-5001


volunteer support would enhance the learning experience for students in the school. Invitations may be issued to the parents and community to respond to identified volunteer needs in the schools.

4.2.3 All potential volunteers will complete a Volunteer Questionnaire

(Appendix 5.1).

4.2.4 All volunteers will provide contact information.

4.2.5 All volunteers will sign a confidentiality form (Appendix 5.2).

4.2.6 All volunteers will provide a current criminal record (CRC) check, which includes a Vulnerable Sector screening, prior to beginning their volunteer work. In subsequent years, volunteers with a CRC on file will sign an Offence Declaration.

4.2.7 The Principal and/or the Board reserve the right to accept or deny

any offers of volunteer services.

4.2.8 The principal’s use of volunteers in school must adhere to the terms of all applicable collective agreements.

4.3 SCHOOL ADMINISTRATION

The school administration will:

4.3.1 approve all volunteers for the school, after ensuring that the

established selection criteria (4.2) has been met; 4.3.2 actively communicate the equity and inclusive education

policy to volunteers;

4.3.3 determine and ensure that volunteers receive appropriate orientation, training, materials, and support which may include:

a) expectations around confidentiality; b) school routines and emergency procedures; c) expected behaviours; Code of Conduct procedure; d) emergency procedures; e) relationship protocols; f) communication protocols.

4.3.4 ensure that all volunteers receive a copy of the “Volunteers” brochure for TLDSB;

4.3.5 provide a mechanism for a record of volunteer activities (i.e.

Visitor / Volunteer sign-in book);

4.3.6 address concerns immediately when it is apparent that a volunteer is not supporting the school program, or having a positive impact on the school and/or no longer meets the criteria established and

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4 ES-5001


described in 4.2;

4.3.7 ensure that volunteers are appropriately supervised by a Board employee;

4.3.8 ensure that all staff demonstrate an appreciation of volunteers

in ways that do not involve a wage, honorarium or any other monetary payment.

4.4 SCHOOL STAFF

The staff member will:

4.4.1 confirm with the principal that the volunteer has been approved;

4.4.2 provide a welcoming atmosphere for the volunteer who is

assisting the staff member;

4.4.3 meet with the volunteer to clearly outline the tasks to be performed;

4.4.4 provide instructions training in any necessary skills;

4.4.5 ensure that tasks are planned and materials prepared in advance;

4.4.6 address any concerns with the volunteer that may arise;

4.4.7 inform the principal of any unusual conflicts or events arising from

the use of volunteers;

4.4.8 ensure that volunteers are aware of timelines, classroom and school rules and routines, and specific needs of individual students.

4.5 VOLUNTEERS

The volunteer will:

4.5.1 prior to any volunteer assignment in the school, provide the school

principal, at his/her own expense, an original copy of a Criminal Record Check which includes a Vulnerable Sector Screening executed within the last six months;

4.5.2 for each subsequent school year in which the individual continues to volunteer at the same school in Trillium Lakelands DSB, he/she will be required to complete an Offence Declaration and provide it to the principal of the school before he/she resumes his/her volunteer role in the school. (per HR 4020);

4.5.3 when beginning a volunteer role at a different school, he/she

must arrange to have their original Criminal Record Check and Offence Declaration documents, or certified copies, transferred to

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5 ES-5001


the Principal at that school. The requirement for the completion of an Offence Declaration as per above will apply in subsequent years(per HR-4020);

4.5.4 participate in training and orientation as provided by the school;

4.5.5 respect the procedures and routines established in the school;

4.5.6 record arrival in the visitor / volunteer sign-in book at the office;

4.5.7 communicate with the staff member about assigned tasks, not having any responsibility for the diagnosis of learning strengths or difficulties, the assignment of learning experiences, or the evaluation of pupil progress;

4.5.8 report immediately any discipline problem to a teacher or the school administration;

4.5.9 not assign any disciplinary measures;

4.5.10 inform the school administration / staff member of any unusual events or conflicts;

4.5.11 not assign any disciplinary measures;

4.5.12 prior to any volunteer assignment in the school, provide the school

principal, at his/her own expense, an original copy of a Criminal Record Check which includes a Vulnerable Sector Screening executed within the last six months;

4.5.13 for each subsequent school year in which the individual

continues to volunteer at the same school in Trillium Lakelands DSB, he/she will be required to complete an Offence Declaration and provide it to the principal of the school before he/she resumes his/her volunteer role in the school. (per HR 4020);

4.5.14 when beginning a volunteer role at a different school, provide the school principal of that school, at his/her own expense, an original Criminal Record Check. The requirement for the completion of an Offence Declaration as per above will apply in subsequent years (per HR-4020);

4.5.15 work co-operatively as part of a team to support and supplement school programs;

4.5.16 respect the confidentiality of the relationship to the school

ensuring that staff issues and student work and issues related to staff and/or student academics and behaviour issues are held in confidence and adhere to the Freedom of Information and Protection of Privacy Act;

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6 ES-5001


4.5.17 be prompt, dependable and regular in attendance and give advance notice to the school when unable to attend.

5.0 APPENDICES

5.1 Appendix 5.1 Volunteer Questionnaire 5.2 Appendix 5.2 Confidentiality Form for Volunteers 5.3 Appendix 5.3 “Volunteers” Brochure 5.4 Appendix 5.3 Criminal Reference Check Form Letter

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APPENDIX 5.1

VOLUNTEER QUESTIONNAIRE

NAME: Surname First Name

Mr. / Mrs. / Ms. / Miss

ADDRESS:

TELEPHONE: Home Other

EMAIL ADDRESS:

I have a child attending this school Yes No

Name of child(ren)

I am willing to volunteer on a regular weekly basis.

I am willing to volunteer once in a while.

Best time of day to volunteer:

I am interested in volunteering in a classroom:

Grade level(s) preference: Teacher preference:

I am interested in other volunteer opportunities within the school:

Area of preference:

Skills and interests you could share with the school

Signature of Volunteer

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VOLUNTEERS IN TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD

ES-5001 Appendix 5.1

NAME OF PROCEDURE

BD-#### Appendix 1

VOLUNTEER QUESTIONNAIRE

Trillium Lakelands District School Board believes and recognizes that volunteers enhance the learning experiences of our students. The Board appreciates that by engaging members of our communities, volunteers can model positive relationships and good citizenship.

Name: Mr. / Mrs. / Ms. / Miss

Surname First Name

Address: Telephone:

Home Other

Email Address:

I have a child attending this school: Yes No

Name of child(ren)

There are lots of volunteer opportunities in schools including help with:

Elementary Secondary

field trips;

breakfast programs;

reading programs;

library;

arts and crafts;

safe arrival;

special event days;

drivers;

school council;

other ___________

drivers;

coaches;

special events;

careers day;

guest speaker;

school council;

lunch program;

other ___________ (check all that apply)

I am willing to volunteer on a regular weekly basis. _______________________ AM PM

Day(s)

I am willing to volunteer at events when needed. I prefer to volunteer for events that are outside of the school day. I am interested in supporting a classroom (reading/small group, etc.). I am interested in other volunteer opportunities within the school. Area of preference: ______________________________________ Skills and interests you could share with the school:

_________________________________________________________________________________________________________________________________________________________________________________

Thank you for your interest in volunteering!

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NAME OF PROCEDURE

BD-#### Appendix 1

CONFIDENTIALITY FORM FOR VOLUNTEERS

In the course of your activities within Trillium Lakelands District School Board, you may learn personal information about students, their families and staff members.

Because the privacy of students, their families and staff members must be respected, confidentiality is of prime importance. All Trillium Lakelands District School Board staff and volunteers are bound by the requirements of the Freedom of Information Act and the Privacy Information Management Procedure.

Protection of Confidential Information I, , have been made aware of the confidential nature of information when working with students and staff in schools within Trillium Lakelands District School Board. Whether or not such confidential information may be available to me in the normal performance of my duties, occasionally or inadvertently, the confidentiality will be respected.

I understand that confidential information disclosed to me, obtained inadvertently or in the normal performance of my duties will be respected and or which may come to my knowledge, may not be divulged within or outside the school unless authorized in writing by the school principal or the parent/guardian of a student. In the event that the confidentiality is breached, I may will be required by the principal or the Board to relinquish my duties as a volunteer.

Signature Date

Effective Date: Responsibility:

We are truly thankful for the support our volunteers provide to ensure our students are receiving the best possible education.

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NAME OF PROCEDURE

BD-#### Appendix 1

CORPORATE OFFICE

Box 420, 300 County Road 36

Lindsay, ON K9V 4S4

1-888-526-5552

Fax: Lindsay 705-328-2036

Fax: Bracebridge 705-645-5973

CRIMINAL REFERENCE CHECK FORM LETTER

DATE: ATTENTION:

(Indicate name of Police Detachment)

RE: Request for Criminal Reference Check which includes the Vulnerable Sector Check

Name of Applicant:

Signature of Applicant:

Date of Birth:

Position To Be Held: Volunteer

Description of Work Involved: Volunteers support staff and students in a classroom setting to fulfill specific needs as determined by senior administration, principals and /or the staff directly involved.

Please be advised that the above-named applicant will be volunteering with Trillium Lakelands District School Board and the Board requires that a Vulnerable Sector Check be conducted. Yours truly, Principal

School

Better together in a safe and caring learning community.

CITY OF KAWARTHA LAKES• COUNTY OF HALIBURTON • DISTRICT MUNICIPALITY OF MUSKOKA www.tldsb.ca

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Brochures available through the Communications Department APPENDIX 5.3

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DATE: May 5, 2015 TO: Trustees SUBJECT: ES-5571 Promotion, Retention or Acceleration of Students Policy ORIGIN: Andre Gillespie, Superintendent of Early Learning and Elementary

School Improvement REFERENCE: Committee of the Whole Board Meeting – May 12, 2015

PURPOSE: To present the reviewed ES-5571 Promotion, Retention or

Acceleration of Students Policy to trustees for approval. CONTEXT: The ES-5571 Promotion, Retention or Acceleration of Students

Policy outlines the board practice of keeping same age children group together in classrooms.

This policy was up for review in 2015. CONTENT: The Promotion, Retention or Acceleration of Students Policy was

reviewed by Trustees, Senior Administration, Elementary and Secondary Principals, Central Staff and Union / Federation Representation. A meeting was held on March 11th to review and revise this policy. The Review Committee consisted of Trustees

Karen Round and Stephen Binstock, Principals, Union Represen- tation, and Senior Administration.

A few minor wording changes were made to the policy.

ACTION: Recommendation that the ES-5571 Promotion, Retention or

Acceleration of Students Policy be approved.

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BOARD POLICY

Approval Date

October 2010 October 20102015

Replacing

All previous policies DRAFT

Review Date

2015 20152020 Page

1 of 1


Superintendent of Elementary School Improvement and

Operations

Identification

ES-5571

Promotion, Retention and Acceleration of Students Trillium Lakelands District School Board, in partnership with students and their families, is committed to ensuring the best placement for students at all grade levels. It is the practice of the Trillium Lakelands District School Board that students of the same age be grouped together in classrooms and are differentiated for, regardless of the grade level expectations within individual programs. It is intended in TLDSB that retention and acceleration shall only be used in rare cases.

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DATE: May 5, 2015 TO: Trustees SUBJECT: ES-5570 Promotion, Retention or Acceleration of Students

Procedure ORIGIN: Andre Gillespie, Superintendent of Early Learning and Elementary

School Improvement REFERENCE: Committee of the Whole Board Meeting – May 12, 2015

PURPOSE: To present the reviewed ES-5570 Promotion, Retention or

Acceleration of Students Procedure to trustees for approval. CONTEXT: The ES-5570 Promotion, Retention or Acceleration of Students

Procedure aligns with the Ministry Growing Success 2010 document.

This procedure was up for review in 2015. CONTENT: The Promotion, Retention or Acceleration of Students Procedure

was reviewed by Trustees, Senior Administration, Elementary and Secondary Principals, Central Staff and Union / Federation Representation A meeting was held on March 11th to review and revise this policy. The Review Committee consisted of Trustees Karen Round and Stephen Binstock, Principals, Union Representation and Senior Administration.

The procedure establishes a framework for principals, staff and parents to follow when making decisions regarding the promotion, retention or acceleration of students.

Reference documents were added and a few minor wording changes were made to the ES-5570 Promotion, Retention or Acceleration of Students Procedure.

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ADMINISTRATIVE PROCEDURE Approval Date

October 2010 October 20102015

Replacing

All previous procedures DRAFT

Review Date

2015 20152020 Page

1 of 4


Superintendent of Elementary School

Improvement & Operations

Identification

ES-5570

PROMOTION, RETENTION OR ACCELERATION OF STUDENTS 1.0 PURPOSE

This procedure provides a framework to be used by principals, school staff and parents when making decisions about the promotion, retention or acceleration of students. It is the practice of Trillium Lakelands District School Board that students of the same age be grouped together in classrooms and are differentiated for, regardless of the grade level expectations within individual programs. It is intended in TLDSB that retention and acceleration shall only be used in rare cases.

2.0 REFERENCES AND RELATED DOCUMENTS

2.1 The Education Act and Regulations, specifically Section 265:1:g of the Act

2.2 Growing Success, Ministry of Education 2010 2.3 The Ontario Curriculum: Secondary, Ministry of Education,

www.edu.gov.on.ca/eng/curriculum/secondary 2.4 Ontario Schools Kindergarten to 12, Ministry of Education 2011 2.5 Individual Education Plan, Standards for Development, Program Planning

and Implementation, 2000 (IEP), Ministry of Education 2004 2.6 Learning for All Kindergarten to 12, Ministry of Education, 2013 2.7 Special Education: A Guide for Educators, 2001 2.8 Creating Pathways to Success, Ministry of Education, 2013 2.9 Assessment, Evaluation and Reporting, TLDSB Procedure ES-5003 2.10 English Language Learners, TLDSB Procedure ES-5505 2.11 Special Education Advisory Committee, TLDSB Procedure ES-5560 2.12 Special Education Equipment, TLDSB Policy ES-5500

3.0 TERMS AND DEFINITIONS

3.1 Promotion is the process of having a student move to the next grade level.

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PROMOTION, RETENTION OR ACCELERATION OF STUDENTS 2 ES-5570


3.2 Retention is the process of having a student repeat a course or grade.

3.3 Acceleration is the process of having a student skip or jump a grade. 3.4 IEP: Individual Education Plan. An IEP is a written plan describing

the special education program and/or services required by a particular student. It identifies learning expectations that are modified from or alternative to the expectations given in the curriculum policy document for the appropriate grade and subject or course, and/or any accommodations and special education services needed to assist the student in achieving his or her learning expectations.

3.5 ELL: English Language Learner. Students in provincially funded

English language schools whose first language is a language other than English or is a variety of English that is significantly different from the variety used for instruction in Ontario’s schools, and who may require focused education supports to assist them in attaining proficiency in English.

3.6 OSR : Ontario Student Record. The OSR is the record of a student's

educational progress through schools in Ontario. 4.0 ADMINISTRATIVE PROCEDURE

In every case where retention is being considered, the primary concern must be the best interests of the student (emotional, social and academic).

4.1 PROMOTION PROCEDURE

The section of the Education Act referenced above states that, subject to the approval of the superintendent for the school, one of the duties of principals is to “promote students” and to issue a statement to that effect.

4.1.1 For Learners without an Individual Education Plan:

a) All learners who have achieved the grade level

expectations will be promoted.

b) In a situation where a learner is not achieving or significantly exceeding the grade level expectations the following steps are to be followed in consultation with parents, and school staff:

i) The classroom teacher must make necessary

program accommodations (e.g. reducing adjusting workload, more time for learning and completion of activities, access to assistive technology for tasks

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for reading and writing tasks, compacting, and independent study).

ii) An adequate period of time is to be provided for the

program accommodations to take effect. If the accommodations are effective, in consultation with parents, school staff and the Principal, an Individual Education Plan should be developed to document the accommodations.

iii) If the accommodations do not enable the learner to

achieve success, the teacher in collaboration with the School Based problem solving team, must investigate program modifications.

iv) Parents must be informed that the accommodations

are not sufficient in assisting the student to meet their learning needs. It must be made clear to the parents the subject(s) that are affected. The parents must also be informed that the teacher will modify the appropriate subject(s) expectations to enable the student to demonstrate success.

v) For students performing below grade level, the

classroom teacher will reduce the number and/or complexity of the grade level expectations. For students performing above grade level expectations, the teacher will increase the complexity of the expectations. If the modifications are successful the teacher will update the Individual Education Plan.

vi) If the program modifications are unsuccessful, the

teacher in collaboration with the School Based Problem Solving Team may recommend further modifications and a review of the Individual Education Plan. The student may be brought forward for consultation with the System Problem Solving Team.

4.1.2 For Learners with an Individual Education Plan:

a) Students requiring ongoing accommodations and/or program

modifications must have an IEP. The expectation is that the IEP will be reviewed on a regular basis. The IEP is a working document that is reviewed and revised based on student achievement. If the student is not successfully demonstrating achievement of the expectations as outlined in their IEP, the expectations may need to be changed (i.e.

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altering the strategies and resources used in instruction, breaking expectations down into smaller steps).

b) If the learning expectations outlined in the IEP are appropriate

for the student’s instructional level, the promotion status of “progressing well” or “progressing very well” and their grades or percentages should reflect this success.

4.1.3 For English Language Learners:

a) English Language Learners (ELL’s) should be placed in the

grade that is appropriate for their age.

b) English Language Learners will require varying lengths of time and levels of support in SEL/ELD ELL and classroom programs to acquire the English language skills. for integration into the mainstream program. Ongoing monitoring of student progress and a flexible approach are needed to ensure that students’ ESL/ELD ELL programs and classroom programs continue to be appropriate for them.

4.2 RETENTION PROCEDURE

4.2.1 In every case where retention is being considered, the primary

concern must be the best interests of the pupil (emotional, social and academic).

4.2.2 Retention shall be considered only after all other options have

been pursued. If, after implementing accommodations and modifications, retention is being considered, parents must be fully informed and involved over a reasonable period of time (e.g. by the end of the first reporting period in January or within three months of the student arriving at the school). Having parents’ support for the retention of a student is key to the success of the student.

4.2.3 Students should be retained no more than once in elementary

school.

4.3 ACCELERATION PROCEDURE

4.3.1 While acceleration is defined in various ways, any modification of a regular program can be considered acceleration if it enables the student to progress more rapidly and to complete a program in less time or at an earlier age. Acceleration can be achieved through differentiation.

4.3.2 In all cases where consideration is being given to acceleration, the

parent must play a major role by supporting the program.

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4.3.3 Where appropriate, students in Grade 8 may take a credit at the Grade 9 level, subject to the regulations in Ontario Schools Kindergarten to Grade 12. Principals need to reference this document when dealing with these requests.

4.4 PROMOTION/RETENTION GRADE 8 TO 9 PROCEDURE

4.4.1 Students who have successfully completed the Grade 8

expectations will be promoted from elementary school and admitted to a secondary school.

4.4.2 In addition to Individual Pathway Planning and Transition

Planning, for those students with an IEP who are working on modified Grade 8 expectations planning decisions will be made formalized at the Grade 8 transition meeting or IPRC annual review (if the student was IPRC’d in our board). The students will be placed in an appropriate secondary school program. This will be a consultative process involving members from the elementary school, secondary school, the student and their parents.

4.5 GENERAL

4.5.1 All documentation, pertaining to the promotion, retention or

acceleration of a student must be filed in the OSR.

4.5.2 Students entering the system from schools outside Ontario, private schools and home schooling programs will enter the grade corresponding to their age. If deemed appropriate, the retention or acceleration process will be initiated after a reasonable period of observation and assessment of the student’s achievement has taken place (e.g. six months).

4.5.3 If a consensus about retention or acceleration of a student cannot

be reached between the principal, school staff and the parents, a final decision will be sought in consultation with the appropriate school superintendent.

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Documents

COMMITTEE OF THE WHOLE MEETING OF THE BOARD AGENDA · TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD . ADMINISTRATIVE REPORT . DATE: May 12, 2015 TO: Trustees SUBJECT: ES-5000 Volunteer