Wednesday, April 17, 2019 PUBLIC SESSION AGENDA 2.0 ... Agendas and Minutes/BdAgen… · 3.0 Consent Agenda Items 3.1 Approval of Consent Agenda Action Items 3.1.1 Minutes of the

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HALTON DISTRICT SCHOOL BOARD Meeting will be livestreamed from www.hdsb.ca J.W. Singleton Education Centre, 2050 Guelph Line, Burlington, ON

Public Session Agenda – Wednesday, April 17, 2019 Public Session: 7 p.m. (Private Session precedes Public Session)

PUBLIC SESSION AGENDA

1.0 Opening 1.1 Welcome, Call to Order and Attendance 1.2 Motion to Move into Private Session 1.3 Rise into Public Session 1.4 Acknowledgement of Traditional Lands 1.5 Declarations of Possible Conflict of Interest 1.6 Approval of the Agenda

2.0 Presentations/Delegations to the Board 2.1 Inspire Award Presentations 2.2 Delegations 2.3 Presentations 2.4 Acknowledgement by the Chair re: Delegations and Presentations

3.0 Consent Agenda Items 3.1 Approval of Consent Agenda Action Items

3.1.1 Minutes of the Halton District School Board Meeting, April 3, 2019 page 2

3.2 Receipt of Consent Agenda Information Items 3.2.1 Order Paper page 5 3.2.2 Board Report Schedule Update (S. Miller) – Report 19057 page 11 3.2.3 Capital Update (M. Puccetti) – Report 19063 page 14

4.0 Ratification/Action 4.1 Approval of Business Transacted in Private Session

4.2 For Action: April 17, 2019

5.0 Communication to the Board 5.1 Student Trustee Report

5.2 For Action: May 1, 2019 5.2.1 Delegation By-law (A. Collard) – Report 19064 page 17 5.2.2 Policy Review: Assessment and Evaluation (A. Grebenc) – Report 19058 page 21 5.2.3 Trustee Code of Conduct Review (A. Grebenc, A. Collard) – Report 19061 page 23

5.3 For Information: April 17, 2019 5.3.1 Potential Impact of the New Vision for Education (S. Miller) -- Report 19059 page 32 5.3.2 Budget Input Survey Stakeholder Input Results (R. Negoi) – Report 19065 page 36

5.4 Notice(s) of Motion 5.5 Director’s Report 5.6 Communication from the Chair

5.6.1 Chair’s Correspondence – Report 19062 page 44

Hastings and Prince Edward DSB – Impact of Autism Program

Peel DSB – Impact of Provincial Announcements

Trillium Lakelands DSB – Impact of Provincial Announcements

Halton District School Board – Impact of Provincial Announcements

5.7 Committee Reports 5.8 Trustee Questions and Comments

6.0 Adjournment 6.1 Motion to Adjourn

http://www.hdsb.ca/

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Halton District School Board Public Session: Wednesday, April 3, 2019 -- 7 p.m.

Present: K. Amos, A. Collard, D. Danielli (phone), T. Ehl Harrison, H. Gerrits, J. Gray (phone), A. Grebenc, J. Oliver, L. Reynolds, T. Rocha, M. Shuttleworth, C. Clark, K. Meng

Regrets:

1 Opening The Chair called the meeting to order at 6:04 p.m., noting D. Danielli’s attendance via phone.

M19-0046 J. Gray / T. Rocha Be it resolved that the Halton District School Board move into Private Session. Carried Unanimously.

The Board rose from Private Session at 7 p.m.

The Chair called Public Session to order at 7:17 p.m.

K. Meng recognized Halton’s rich history and modern traditions of many First Nations and Métis. On behalf of the Board, acknowledgement and thanks was given to the Mississaugas of the Credit First Nation for sharing their traditional territory.

The Chair reminded Trustees of the requirement to declare any potential conflicts of interest.

M19-0046 J. Gray / K. Amos Be it resolved that the Halton District School Board approve the agenda as distributed. Carried Unanimously.

2 Delegations/Presentations to the Board 2.1 Inspire Awards

The Board recognized Laura Sauvé, bus driver for the Munn’s Public School area, presenting her with an Inspire Award. The Chair also recognized the following Inspire Award winners who received their awards at their workplaces:

Nicola Gauntley and Kim Macor, Ethel Gardiner Public School John Hamilton and Crystal Downs, Viola Desmond Public School Garth Webb First Robotics Team (staff and volunteers) Michelle Diegel, Robert Little Public School Iole Hamel, Supervisor, Facility Services

2.2 Delegations/Presentations There were no delegations for this meeting.

3 Consent Agenda Items 3.1 Approval and Receipt of the Consent Agenda Items

M19-0047 K. Amos / J. Oliver Be it resolved that the Halton District School Board approve the Consent Agenda Action items for April 3, 2019. Carried Unanimously.

4 Ratification / Action 4.1 Approval of Business Transacted in Private Session

There were no items for ratification from Private Session.

4.2 For Action: April 3, 2019 4.2.1 Nelson Community Pathway Program – Capital Renewal

M. Puccetti spoke to Report 19043 and responded to trustee questions.

M19-0048 J. Oliver / M. Shuttleworth Be it resolved that the Halton District School Board approve $1,875,000 from 2019-2020 Capital Renewal funds to complete the Community Pathway Program renovation at Nelson High School. Carried Unanimously.

4.2.2 School Year Calendar S. Miller spoke to Report 19042 and responded to trustee questions.

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M19-0049 L. Reynolds / H. Gerrits Be it resolved that the Halton District School Board approve the summary of statutory and Board designated holidays and professional activity days for 2019-2020 as recommended through consultation with the School Year Calendar Committee (Report 19042). Carried Unanimously.

5 Communication to the Board 5.1 Student Trustee Reports

Kevin Meng and Connor Clark spoke to the recent Student Senate meeting, and the upcoming Student Youth Leadership Symposium. They also highlighted their recent meeting with student trustee candidates prior to the April 23 election. They highlighted the upcoming Student Senate meeting (April 9), and the draft policy regarding Student Senate. They responded to trustee questions.

D. Danielli left the meeting.

M19-0050 M. Shuttleworth / K. Amos Be it resolved that the Halton District School Board suspend the rules to post the draft Student Senate policy for public input for 25 days. Carried.

Unanimous consent was not achieved, as one dissenting vote was cast by K. Amos.

M19-0051 M. Shuttleworth / H. Gerrits Be it resolved that the Halton District School Board approve the posting of the draft Student Senate Policy for a period of 25 days to garner student input, with any responses returning to the Board on May 1. Carried Unanimously.

5.2 For Action: April 17, 2019 5.2.1 Operational Plan 2019-2020

S. Miller spoke to Report 19053 highlighting goals and objectives for the next year of the Operational Plan. The Senior Admin team responded to trustee questions.

5.2.2 Policy and By-law Review A. Grebenc spoke to Report 19056 and responded to trustee questions, indicating the matter would be the subject of more fulsome discussion at the April 10 Committee of the Whole meeting.

M19-0052 A. Collard / J. Gray Be it resolved that the Halton District School Board suspend the rules to post the draft Board Policies as appended to Report 19056. Carried.

Unanimous consent was not achieved, dissenting votes were cast by K. Amos, J. Oliver, T. Rocha and L. Reynolds.

M19-0053 A. Collard / T. Rocha Be it resolved that the Halton District School Board approve the posting of the draft Policies as appended to Report 19056 for a period of 25 days to garner input, with any responses returning to the Board on May 1. Carried.

Unanimous consent was not achieved, dissenting votes were cast by L. Reynolds and J. Oliver.

M19-0054 A. Grebenc / K. Amos Be it resolved that the Halton District School Board refer the Policies and Procedures, as appended to Report 19056 to Committee of the Whole, April 10, 2019 for discussion. Carried Unanimously.

5.3 For Information: April 3, 2019 5.3.1 Milton #11 Sketch Plans

M. Puccetti spoke to Report 19052 and responded to trustee questions.

M19-0055 A. Grebenc / H. Gerrits Be it resolved that the Board direct the Chair to write a letter to the Minister of Education, copying local MPPs, HDSB Trustees and Senior Staff, and OBSPA, to convey the urgent need for a process to submit capital priorities. Carried Unanimously.

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5.3.2 Budget Development Process Update R. Negoi spoke to Report 19055 and responded to trustee questions. Questions specific to e-learning prompted a request for specific information to be brought back to the next meeting. Additional questions were posed regarding the provincial government’s approach to staffing (“attrition protection”), and other matters.

M19-0056 J. Oliver / A. Collard Be it resolved that a special advocacy and engagement committee be formed to make a formal response on behalf of the Halton District School Board of Trustees to the Provincial Consultations, to be submitted by May 31, 2019. The response may include information received through community engagement events and other communication mediums. Carried Unanimously.

L. Reynolds expressed concern regarding the timing of discussions, and suggested an additional Board meeting. She put a motion to that effect on the floor; with no seconder, the motion failed to make it to the floor. Additional discussion ensued regarding next steps and timing.

M19-0057 A. Grebenc / M. Shuttleworth Be it resolved that the Board direct the Director to draft a report for the April 17 Board meeting to present the operational challenges of implementing matters outlined in recent provincial education announcements. Carried Unanimously.

Discussion continued regarding raising awareness and responding to community concerns and questions with respect to the recent provincial announcements.

M19-0058 A. Grebenc / L. Reynolds Be it resolved that the Board direct the Chair to write a letter to the Minister of Education, copying the Halton MPPs, HDSB Trustees and Senior Staff, OBSPA, OSTA-AECO, and local School and Student Councils speaking to funding, programming, consultation concerns relating to the March 2019

announcements. Carried Unanimously.

M19-0059 A. Grebenc / A. Collard Be it resolved that Be it resolved the Board hold three education action meetings to take place in the region (Burlington, Oakville and the North) to inform and receive feedback from parents and community members/partners about the proposed education changes.

That a special Education Action committee be struck with authority to organize and conduct the Education Action meetings.

That a news release be created about the announcement-related issues and information about the Education Action meetings and that a budget of $300 be allocated from the Board Leadership budget to advertise the Education Action meetings. Carried.

Unanimous consent was not achieved, dissenting votes were cast by L. Reynolds and K. Amos.

M19-0060 J. Oliver / K. Amos Be it resolved that the Board combine the two previously struck committees for a joint effort in organizing the Education Action events and the submission for the Provincial Consultations. Carried Unanimously.

5.4 Notice(s) of Motion There were no Notices of Motion.

5.5 Director’s Report S. Miller highlighted a memo from the Ministry of Education regarding Education Development Charges, specifically parameters for proceeding with an EDC By-law amendment. He responded to trustee questions.

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S. Miller also congratulated the award winners at the recent Bay Area Science and Engineering Fair: first place in the Pinnacle Awards was Sabrina Mogus, White Oaks Secondary School, and third place to Airella Ainabe from Garth Webb Secondary School.

S. Miller also introduced “Director’s Cut” – a trailer for a vlog highlighting Halton District School Board accomplishments. R. Eatough added his comments about the collaboration with Communications and Information Centre in creating this initiative.

5.6 Communications from the Chair There was no communication from the Chair.

K. Meng left the meeting at 9:50 p.m.

5.7 Committee Reports The Chair called attention to the Equity and Inclusive Education Committee report provided by T. Rocha and included in the agenda package.

J. Oliver spoke to the Special Education Advisory Committee meeting held this week, and the importance SEAC provides to families and the Board.

L. Reynolds spoke to a meeting regarding planning for the Inspire Awards and future improvements. She indicated she’d be bringing this back at a future Committee of the Whole meeting.

T. Ehl Harrison spoke to items for next week’s Committee of the Whole meeting (April 10).

A. Grebenc spoke to recent meetings regarding the review of the Trustee Code of Conduct, anticipating a revised policy returning to the Board on April 17.

5.8 Trustee Questions and Comments K. Amos offered congratulations to all who contributed to the success of yesterday’s Skills Olympics. She also spoke to the National School Board Association conference held in Philadelphia this weekend.

M19-0061 L. Reynolds / K. Amos Be it resolved that the Board extend the meeting beyond 10 p.m. Carried Unanimously.

M. Shuttleworth asked for information regarding the potential student walk-out planned for tomorrow.

J. Gray spoke to the placement of the Murdock print “Stand Strong” in the Trustee workroom.

T. Ehl Harrison commented on the Town of Oakville raising the Mississauga of the First Nations flag at their town offices.

6 Adjournment Noting the agenda had been exhausted, A. Grebenc declared the meeting closed at 10:04 p.m.

Recorder’s Signature: Chair’s Signature:

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Halton District School Board

ORDER PAPER – PUBLIC SESSION

Wednesday, April 17, 2019 (Items shaded/in bold have been completed and will be deleted from the list prior to the next edition.)

Motion # Resolution Responsibility

M13-0073 Be it resolved that in recognition of the role of SEAC and the motions passed at the SEAC Meeting of April 2, 2013 and conversations at the table this evening, that the HDSB defer the Assessment of Gifted Entry/Gifted Screening Process Review, and that the Board direct the Director to: 1. develop and implement a consultation plan to seek input from SEAC, parents of

gifted students, teachers, school staff on improving our gifted assessment process.

Director of Education

M14-0158 Be it resolved that the HDSB consider the following option related to the establishment of a second entry point (Grade 5) for French Immersion: Option C (Defer the decision on second FI entry point): Defer the decision regarding a second FI entry point until we have implemented Primary Core French.


M15-0071 Be it resolved that HDSB support HSTS utilizing a third-party consultant to undertake a bell time analysis study for elementary and secondary schools, in order to find route efficiencies and determine the financial impacts or cost savings, and; THAT prior to the analysis being undertaken, study parameters will be established jointly by the Halton DSB and the Halton Catholic DSB; and THAT the cost of undertaking a bell time analysis study be provided to trustees for approval.

SO/Business

M16-0099 Be it resolved that Halton DSB refer to the Policy, By-law & Governance Cmte, the creation of a policy that incorporates the concepts regarding internal processes and public concerns identified in the admin procedure.

Policy, By-law & Governance Committee

M16-0133 Be it resolved that the Halton District School Board appoint the architectural firm of Hossack and Associates Architects Inc. to prepare the design and tender documents for the proposed new secondary school, SRA 104 (Milton SW #1 HS) to be built in Milton area for September 2019. In the event Ministry approval is not received for this project, all expenses incurred for design and development of tender documents be funded through Close the Gap.

Facility Services

M17-0088 Be it resolved that the Halton District School Board close Robert Bateman High School, effective June 30, 2020. a) Effective September 1, 2019, the Halton District School Board revise the

existing catchment area for Robert Bateman HS to redirect English program students entering Grade 9 to Nelson HS;

b) Effective September 1, 2020, the HDSB revise the existing catchment area for Robert Bateman HS to redirect the Grade 10, 11 and 12 English program students to Nelson HS.


M17-0097 Be it resolved that, as part of implementation of any PAR-related changes,

the Board direct the Director that the responsible Superintendent develop

and deliver a consultation and communications plan to engage with affected and interested stakeholders in an early and ongoing way


M17-0181 Be it resolved that the Halton District School Board authorize staff to tender and award the 2017-2018 Facility Services Projects, Operations and Maintenance, either individually or combined, as outlined in Report 17134.

Superintendent of Facility Services

M17-0184 Be it resolved that the Halton District School Board approve the continuation of the Close the Gap program, as outlined and THAT specific projects be undertaken as follows, funded subject to these cost estimates and budget availability: air conditioning and electrical upgrades to second and third floor area of schools,

$5,180,000

Support for installation of elevators to address building accessibility, $6,000,000

Support development and installation of a turf field at White Oaks SS, $1,200,000

Superintendent of Facility Services

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M18-0047 Be it resolved that the Halton District School Board develop and implement an Innovation-STEM (I-STEM) program option at Aldershot High School effective September 2019 beginning with students entering Grade 9.


M18-0087 Be it resolved that the Halton District School Board approve the use up to $5,000 of the “Reserve Account for Trustee Professional Development” for DiSC training or comparable alternative training for Trustees who are elected for the 2018-22 term, with training recommended to occur early in 2019.

Chair

M18-0117 Be it resolved that the Halton District School Board direct the scope of the Special Education Internal Audit to be presented to SEAC for information, and return to the Board for approval.

Director

M18-0144 Be it resolved that Halton District School Board collaborate with the Halton Catholic District School Board and Municipal Partners to explore and identify the appropriate process and/or mechanism(s) to request that the development community voluntarily remit, using the current formula, Education Development Charges (EDCs) during the period of time where no EDC by-law is in force, including retroactively to June 24, 2018 and to such time as a new by-law is enacted.

Director

M18-0145 Be it resolved that Halton District School Board direct the Director to continue to work with the Halton Catholic DSB, and the Ministry of Education and the newly appointed Minister of Education to move the EDC levels within our by-law to the levels proposed in the March 2018 EDC background study that was submitted to the Ministry on March 13, 2018, with a report to Board no later than October 31, 2018.

Director

M18-0171 Be it resolved that the Halton District School Board direct staff to undertake a school boundary review for ERA 102 (which includes John T Tuck, Pauline Johnson, Ryerson and Tecumseh PS) with an expected start date after November 1, 2018, and an expected completion date no later than June 2019.

Director

M18-0173 Be it resolved that the Halton District School Board direct staff to undertake a secondary school boundary review for the new Milton SW #1 hs, with an expected completion date of no later than June 2019.

Director Delayed: see below M19-0016

M19-0016 Be it resolved that the Halton District School Board amend the motion directing staff to undertake a secondary school boundary review for the new Milton SW #1 high school, to reflect the delay in construction timelines, with the boundary review to be completed by the end of June 2020.

Director

M18-0174 Be it resolved that the Halton District School Board direct staff to undertake an elementary and secondary school boundary review for the Samuel Curtis Estates subdivision (ERA 111), which will include schools in ERA 103 (Pineland and Mohawk Gardens PS and SRA 100 (Nelson HS), as well as schools in ERA 112 (Eastview, Gladys Speers, Pine Grove PS) and SRA 102 (TA Blakelock HS); with an expected completion date no later than June 2019.

Director

M18-0220 Be it further resolved that a subsequent meeting of the Director’s Performance Review Committee be struck to review and amend, as necessary, the Director of Education Annual Performance Review Policy.

Vice-Chair, Board of Trustees

M18-0221 Be it resolved that the Halton District School Board authorize staff to tender and award the 2018-2019 Facility Services Projects, Operations and Maintenance, either individually or combined, as outlined in Report 18149.

Superintendent Facility Services

M18-0233 Be it resolved that the Halton District School Board use a portion of the "Reserve Account for Trustee Professional Development" to cover the registration costs for the Trustees to attend the Ontario Public School Board Association Labour Relations Symposium (including the pre-symposium) to be held in Toronto from April 4-5, 2019 (maximum of $5,225). Upon return from this symposium, trustees who attended will share the highlights of the symposium with all trustees. (cont’d)

Chair of the Board/Trustees

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Be it resolved that the Halton District School Board use a portion of the “Board Leadership and Team Development” account to cover the registration, accommodation and transportation costs for the OPSBA HDSB Director(s) and the OPSBA Central West Regional VP/Chair to attend the 2019 OPSBA AGM in Toronto from July 4-7, 2019, at a cost up to a maximum of $1,600 per participant. Upon return from the AGM the OPSBA Director(s) and/or OPSBA Central West Regional VP/ Chair will share the highlights of the AGM with all trustees.

M19-0010 Be it resolved that the Halton District School Board adjust the elementary school boundaries for the “To Be Determined” Evergreen Community area bounded by Dundas to the south, Tremaine to the east, Hwy#407 to the north, and Appleby Line to the west; whereby, effective immediately, elementary students are directed to attend John William Boich Public School for Kindergarten to Grade 8 for English and French Immersion programming.

Be it resolved that the Halton District School Board adjust the elementary school boundaries for the new “Alton Developments” located at 4853 Thomas Alton Blvd and 4880 Valera Road, whereby, effective immediately, elementary students are directed to attend Orchard Park Public School for Kindergarten to Grade 8 for English and French Immersion programming.

Director

M19-0037 Be it resolved that the Halton District School Board adjust the boundaries for the elementary schools in Oakville as outlined in Scenario 14c and detailed in Report 19024, effective September 2020, with some boundaries to be partially implemented as follows: 1. Sunningdale Public School boundary for new students entering Grades

2-8 French Immersion, effective September 2019; and 2. Remaining Kindergarten spots at Oodenawi Public School, as of

February 22, 2019, will be filled by students newly registered at Palermo for September 2019 who live within the Oodenawi Public School boundary, as defined in Scenario 14c.

Director

M19-0045 Be it resolved that the Halton District School Board accept the tender

from GEN-PRO Contracting as contained in Tender No. T19-013 for

the construction of a six classroom addition and cafeteria addition

and renovation at MM Robinson High School, 2425 Upper Middle

Road, Burlington, Ontario; and

Be it resolved that the Halton District School Board approve a budget

of $7,117,634.00 for the construction of a six classroom addition and

a cafeteria addition and renovation at MM Robinson High School,

2425 Upper Middle Road, Burlington, Ontario. This project is to be

financed as follows, as allocated by the Ministry on February 13,

2019:

Capital Priorities funding $ 4,448,275.00

Ministry Build Capacity funding 2,121,325.00

Renewal / School Condition funding 548,034.00

M19-0048 Be it resolved that the Halton District School Board approve $1,875,000 from 2019-2020 Capital Renewal funds to complete the Community Pathway Program renovation at Nelson High School.

Director of Education SO, Facilities

M19-0049 Be it resolved that the Halton District School Board approve the

summary of statutory and Board designated holidays and professional

activity days for 2019-200 as recommended through consultation with

the School Year Calendar Committee (Report 19042).

Associate

Director

M19-0055 Be it resolved that the Board direct the Chair to write a letter to the Minister of Education, copying local MPPs, HDSB Trustees and Senior Staff, and OBSPA, to convey the urgent need for a process to submit capital priorities.

Chair of the Board

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M19-0056 Be it resolved that a special advocacy and engagement committee be formed to make a formal response on behalf of the Halton District School Board of Trustees to the Provincial Consultations, to be submitted by May 31, 2019. The response may include information received through community engagement events and other communication mediums.

Chair of the Board

M19-0058 Be it resolved that the Board direct the Chair to write a letter to the

Minister of Education, copying the Halton MPPs, HDSB Trustees and

Senior Staff, OBSPA, OSTA-AECO, and local School and Student

Councils speaking to funding, programming, consultation concerns

relating to the March 2019 announcements.

Chair of the

Board

M19-0059 Be it resolved the Board hold three education action meetings to take place in the region (Burlington, Oakville and the North) to inform and receive feedback from parents and community members/partners about the proposed education changes.

That a special Education Action committee be struck with authority to organize and conduct the Education Action meetings. *

That a news release be created about the announcement-related issues and information about the Education Action meetings and that a budget of $300 be allocated from the Board Leadership budget to advertise the Education Action meetings.

Chair of the Board, Trustees * special Education Action committee combined with Engagement and Advocacy (see M19-0056)

PENDING REPORTS – April 17, 2019 Motion & Date Resolution Presentation Date

M19-0021

Be it resolved that the Halton District School Board engage the

services of Miller Thompson and Associates to review the

Special Education Advisory Committee (SEAC) Policy for

compliance with legislation, and also make recommendations

regarding the development of a SEAC Governance Procedure, to

return to the Committee of the Whole Board no later than the

first meeting in April 2019.

No later than:

April 3, 2019

M19-0028 Be it resolved that the Halton District School Board forward the

revised draft “Committees of the Board” by-law, as well as the

current “Naming Schools” by-law to Miller Thomson for review in

context of the Board’s new policy and procedure format, with

revisions returning to Committee of the Whole in April 2019.

April 3, 2019

M19-0040

Be it resolved that the Halton District School Board request a

report regarding the potential impacts to the Board as a result of

funding reductions and changes to the provincial Autism

supports.

March 20, 2019

M19-0051 Be it resolved that the Halton District School Board approve the posting of the draft Student Senate Policy for a period of 25 days to garner student input, with any responses returning to the Board on May 1.

May 1, 2019

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Motion & Date Resolution Presentation Date

M19-0053 Be it resolved that the Halton District School Board approve the posting of the draft Policies as appended to Report 19056 for a period of 25 days to garner input, with any responses returning to the Board on May 1.

May 1, 2019

M19-0057 Be it resolved that the Board direct the Director to draft a report

for the April 17 Board meeting to present the operational

challenges of implementing matters outlined in recent provincial

education announcements.

Director of

Education


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Report Number: 19057 Date: April 9, 2019

FOR INFORMATION

TO: The Chair and Members of the Halton District School Board

FROM: S. Miller, Director of Education

RE: Board Report Update

Background: First introduced in September 2014, this monthly report outlines reports scheduled to come to the Board during the current school year.

The report schedule outlines the planned dates for the remainder of the 2018-19 school year. The document is reviewed periodically at Admin Council with updates provided as required. These updates will help keep Trustees apprised of what reports have been presented, completed, and/or have had to have timelines revised.

Respectfully submitted,

S. Miller Director of Education

STAFF INITIATED BOARD REPORTS – 2018-19 (April 9, 2019)

REPORT SUBJECT DATE: RESPONSIBILITY COMMENTS

Admin Procedure Update ongoing Stuart Miller Info

SEAC Membership as required Mark Zonneveld Info

2018-19 LTAP Boundary Reviews September 5 Stuart Miller completed Action

Capital Update – with Financials September 19 Maia Puccetti completed Info

EQAO Update September 19 D. Boag completed Info

Summer Learning Initiatives September 19 D. Boag completed Info

PAR Update October 3 Terri Blackwell completed Info

Ombudsman Report October 3 David Boag completed Info

September Staffing Adjustments October 3 Debra McFadden completed Info

Trustee Honoraria (Sched.1) October 17 Lucy Veerman completed Action

Capital Update October 17 Maia Puccetti completed Info

Operational Plan Progress Report October 17 David Boag completed Info

French Immersion Enrolment Report October 17 David Boag completed Info

Annual Water Testing October 17 Maia Puccetti completed Info

School Ground Enhancement Report October 17 Maia Puccetti completed Inco

Community Planning and Partnerships October 17 Lucy Veerman completed (Meeting date: November 14) Info

Confidence in Public Education Report November 7 David Boag completed Info

Proposed Solar Initiative November 7 Maia Puccetti completed Info

Renewal/School Condition Index November 7 Maia Puccetti completed Info

Capital Update -- with Financials November 21 Lucy Veerman completed Info

Trustee Expenses November 21 Lucy Veerman completed

P/VP Placements/Transfer November 21 Jacquie Newton completed Info

Financial Statements November 21/28 Lucy Veerman completed Action

Capital Plans / Priorities timeline TBD Maia Puccetti / Lucy Veerman Action

Disposition of Property/Acquisitions as required Lucy Veerman Action

Cmty Funding Facility Enhancements as required Maia Puccetti, Lucy Veerman Info

Special Education Review Update as required Mark Zonneveld Info

Banking Resolutions December 5 Lucy Veerman completed Action

Director’s Annual Report December Stuart Miller completed Info

Close the Gap Update January 9 Maia Puccetti/Lucy Veerman completed Info

PAR Update January 9 Terri Blackwell completed Info

Striking Committee/ Appointments January 9 Striking Committee completed Action

School Generated Funds January 9 L. Veerman, Stuart Miller completed Info

Annual Report: Food & Beverage Sales January 23 Maia Puccetti completed Info

Revised Estimates January 23 Lucy Veerman completed Action

Boundary Review(s) February 6 Stuart Miller North Burlington completed Action

Budget Schedule February 20 Lucy Veerman completed Info

Welcome Centre Update February 20 Gord Truffen completed Info

Administrative Centre Update February 20 Stuart Miller Private Session (verbal) - completed Info

Capital Update – with Financials March 6 Maia Puccetti completed Info

Annual Portable Inspection Update March 6 Maia Puccetti completed Info

Operational Plan Update March 6 David Boag completed Info

Rental Rates March 6 Facilities completed Info

Innovation Update March 6 Jacquie Newton completed Info

REPORT SUBJECT DATE: RESPONSIBILITY COMMENTS

Capital Update March 20 Facilities completed Info

Draft Special Education Plan March 20 Mark Zonneveld completed; to June for approval Info

EDC By-law Timelines March 20 Roxana Negoi If required Info

Draft Op Plan Targets/Strategies April 3 Stuart Miller to June for approval Action

School Year Calendar April 3 David Boag completed Info

Capital Update April 17 Maia Puccetti/Roxana Negoi Info

HLF Annual Report April Committee Stuart Miller to Committee of the Whole Info

P/VP Placements/Transfer May 1 Jacquie Newton Info

Teachers Redundant to Board May 15 Debra McFadden Info

Internal/External Audit Plan May 15 Roxana Negoi Info

EDC By-law Amendment May 15 Roxana Negoi Info

Capital Update (with Financials) May 15 Maia Puccetti Info

PAR Update May 15 Terri Blackwell Info

LTAP May 15 Roxana Negoi with input; for decision June 5 Action

Spec Ed Review Report w/ recommendations May 15 Stuart Miller Info

Gifted Screening May 15 Mark Zonneveld Info

Community Funding - Facility Enhancements if required Maia Puccetti / Roxana Negoi Info

Budget June 5/19 Roxana Negoi Action

Boundary Review Report June 5 John Pennyfather Action

School Bell Time Change Requests June 5 Roxana Negoi Info

Transportation/Policy Exemptions June 5 Roxana Negoi Info

Special Education Plan June 19 Mark Zonneveld Action

Operational Plan Targets/Strategies June 19 Stuart Miller Action

Capital Update June 19 Maia Puccetti Info

Tentative *: Approval of Nelson PAR-related Phase II additions

June 19 * Maia Puccetti *Subject to Ministry approving ATP, to be submitted by mid-April, (proceed to tender)

Action

Tentative *: Approval of SW Milton No 1 hs Award of Tender

June 19 * Maia Puccetti *Subject to Ministry approving the recently submitted ATP to proceed to tender

Action


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FOR INFORMATION


FROM: Stuart Miller, Director of Education

RE: Capital Update – for period ending March 31, 2019

Background: As per the monthly schedule to report on capital projects, please find attached the chart showing recent activities for the period ending March 31, 2019.


Maia Puccetti Superintendent of Facility Services

Stuart Miller Director of Education

4/10/2019 20:39:48

Appendix A - Capital Projects Status Update March 31, 2019Bolded notes indicate changes.

School & Project Description

Pup

il P

lace

s

Site

Ow

ned Permit Status Construction Status

Sta

rt D

ate

(Ten

tativ

e)

Com

plet

ion

Dat

e

Update CommentsSite Plan (SPA) Bldg. (BPA) Tender

Submt'd Rec'd Submt'd Rec'd Issue Closing

NEW SCHOOL CONSTRUCTION

Milton SW #1 HS (Hossack & Assoc. Arch) 1200 Own May 2018

Dec. 2018 (Site Alteration Permit

received, still waiting for full

Site Plan Approval)

TBD TBD TBD TBD Upfill started September 2018

September 2021 (tentative)

Site Upfill is 85% complete and the contractor is remobilizing on site to finish the upfill the week of April 8th, 2019. The cost consultants report has been reviewed by Board staff for the Building component of the project and a new ATP will be sent to the Ministry the week of April 1st, 2019

Viola Desmond PS includes Child Care & Community Hub (Hossack & Assoc. Arch.)

776 Own March 20, 2017 Oct 31, 2017 July 17, 2017 November 3, 2017

September 12, 2017 October 3, 2017 November, 2017

August 2019 (Includes

Landscaping work to be done next summer) -

Childcare completion April

2019.

There is still work to be completed on the main section of the school, most of the work is related to outside finishes to metal roof flashings, metal siding and the exterior grounds. Asphalting and outside grading will be fully completed summer of 2019 along with the other items as noted above. The Library is now complete and ready for the school to occupy. The Childcare is still under construction, with anticipated completion April 2019.

Milton SW #11 PS. School includes Child Care

770 Pupil spaces 88 Childcare

spaces

no September 2020 (tentative)

The Design Team via the Superintendent of Facilities will bring sketch plans for review April 3rd, 2019 Council Meeting. Process to acquire the site has been initiated. Site Plan Approval process has started with the Town.

NE Oakville #2 PS includes Child Care (Hossack & Assoc. Arch.)

776 no May 2018 November 13, 2018 August 15, 2018 February 2019 August 2018 September 11th

2018 March 2019 Spring of 2020

Site Plan agreement has been signed between the Town of Oakville and The Board. Building Permit has been issued to the Contractor. Purchase Order issued to Tambro Construciton on February 28, 2019. Contractor has now mobilized on site and has installed granulars in the parking lot areas, set up their site trailer and provided hoarding around the site. Contractor will start footing ecavation starting April 3, 2019.

Administrative Building Accommodation Study (Snyder Architects Inc.)

N/A N/A N/A N/A N/A N/A N/A N/A

March 2018, Director Miller presented report #18054 detailing the Consultants findings re the need for & the location of a new admin bldg. New report anticipated for April 2019, regarding revised options.

Craig Kielburger SS (CS&P Architects)

231pp incl. Greenhouse Own July 9, 2016 December 20,

2016 October 18, 2016 February 2017 October 15, 2016 November 1, 2016 1-Feb-17 August 2018

Contractor is completing both interior and exterior deficiencies. Greenhouse construction is completed, Milton Building Department has reviewed, we are waiting for Consultant paperwork to sign off on Building Permits.

Frontenac PS (Aecom Architects Inc.)

1 Toddler + 1 Preschool

roomsOwn April 2019 April 2019 April 2019 April 2019 April 2019 April 2019 July 2019

(tentative)September 2019

(tentative)

HDSB has received approval for the childcare layout from the Ministry on March 22, 2019. HDSB has has now sent in the childcare plans on April 1, 2019 for ATP from the Ministry to proceed to tender.

GDHS Additions & Reno's 2010 (Snyder & Assoc.) 150 Own Jan 29, 2010

Phase 2September 9,

2010Dec 6, 2010

Phase 2 May 2009 June 9, 2009 July 9, 2009 n/a

The Town of Halton Hills has completed their final inspections and agreed to release the Letter of Credit. The Board is waiting for notification from our Bank that the LOC has been released.

PAR - M.M. Robinson HS PHASE 1 (Snyder Architects)

NA Own May 2018 July 2018 June 2018 July 2018 May 2018 May 2018 June 2018 August 2018 Delivery of the new dust collector for the Construction shop is scheduled for the end of April.

PAR - M.M. Robinson HS PHASE 2 (Snyder Architects)

NA Own June 2018 October 2018 September 2018 November 2018 February 2019 March 2019 April 2018 December 2019

PHASE 2: ADDITION & RENEWAL WORK. Draft Site Plan Approval received, working through minor details with the City. Building Permit Application has been made to the City. Project tender has closed and the project has been awarded to Gen-Pro. Preliminary work, sequencing of the project is underway, Contractor will start work once Building Permit is received.

4/10/2019 20:39:48

Appendix A - Capital Projects Status Update March 31, 2019Bolded notes indicate changes.

School & Project Description

Pup

il P

lace

s

Site

Ow

ned Permit Status Construction Status

Sta

rt D

ate

(Ten

tativ

e)

Com

plet

ion

Dat

e

Update CommentsSite Plan (SPA) Bldg. (BPA) Tender

Submt'd Rec'd Submt'd Rec'd Issue Closing

PAR - Nelson HS PHASE 1 (Snyder Architects)

NA Own July 2018 September 2018 TBD TBD April 2019 April 2019 May 2019 Fall of 2019

PHASE 1 - Due to ongoing dialogue with the Ministry, timelines are becoming critical. The Board has decided to start some internal renovations that were previously approved under the Renewal budget. Rephasing is done, the phasing has been shared with the school Admin Team and Senior Staff. The project is being tender under Construction Management, tenders will be sent out starting the week of April 8th, 2019 for Phase 1. Work will commence as soon as possible.

PAR - Nelson HS PHASE 2 (Snyder Architects)

NA Own NA NA June 2019 (tentative)

August 2019 (tentative)



September 2019 (tentative) Summer 2020

PHASE 2: EXTERIOR ADDITIONS; LIBRARY, CAFETERIA & SHOP ADDITIONS are now moved to Phase 2. Phase 3 (CPP Renovations) has been approved by Board Council and funded via Renewal funding for 2019-2020. ATP has been sent to the Ministry on April 9th, 2019.

PORTABLES

White Oaks SS (s) (NEO Architecture) 1

NA NA NA June 11, 2018 (tentative)

January 18, 2019 (tentative)

June 4, 2018 June 27, 2018 July 3, 2018 Aug 31, 2018

Town of Oakville has requested information on fire routes & access re the processing of Building Permit Application. Note: Occupancy granted for start of school.


17


FOR DECISION


FROM: A. Collard, Chair, Policy, By-law and Governance Committee Burlington Trustee, Ward 5

RE: Review of Delegation By-law

Background: Recent discussions by Halton District School Board of Trustees has resulted in changes to the Delegation by-law.

Additionally, in the recent legal review of the Board’s by-laws and policies, this by-law was identified as not being a by-law, but more appropriately labelled as a Governance Policy and or Procedure.

To facilitate these changes, Trustee A. Collard, as Policy, By-law and Governance Committee Chair, worked with all Trustees at the Committee of the Whole Board meeting held on March 27, 2019. Subsequently, the recommendation from Committee of the Whole was to forward the draft document on delegations to legal counsel for review and revision in the context of the Board’s policy and procedure format.

RECOMMENDATION:

Be it resolved that Halton District School Board forward the revised draft “Delegation” by-law to Miller Thomson for review and revision in context of the Board’s new policy and procedure format, with revisions returning to the Board in May 2019.


A. Collard, Chair, Policy, Governance and By-law Committee Burlington Trustee, Ward 5

Halton District School Board DRAFT By-law

Topic: Delegations (HDSB By-law Part VII)

Effective: February 2017

Reviewed: January 2017, September 2018

Revision Date: As required

REQUESTS TO DELEGATE

1. An individual or group may request the opportunity to delegate the Board of Trustees at a Regular or Special Meeting of the Board or at a Meeting of Committee of the Whole. The provisions of this by-law are applicable to both Board and Committee of the Whole meetings.

2. Potential delegates shall submit a Delegation Request Form (see appendix A) by no later than noon, two business days preceding the meeting at which the individual or group intends to delegate. The Delegation Request Form submission timelines will be adjusted for statutory holidays or non-standard meeting days (see appendix A). If a delegate requires accommodations to submit their request, they should contact the Director’s Office for assistance.

3. A delegate list will be published on the Board’s website 24 hours in advance of the Board meeting.

4. Potential delegates will be advised by the Chair or Vice Chair (or designate) that their request to present has been accepted or denied as soon as practical after the submission deadline. A written rationale will be provided to potential delegates whose delegations have been denied, and the Board of Trustees will receive a copy of this rationale.

5. Up to six (6) delegations will be scheduled per meeting. Priority will be given to delegates who intend to address issues that appear on the ‘Ratification/Action’ section of the agenda, giving consideration to delegations with a variety of perspectives on an issue. Delegations will appear on the agenda in the order in which the requests have been received.

6. A request to delegate may be deferred to a subsequent meeting if the number of delegations exceeds the maximum number, or if the topic does not relate to an item on the agenda. The Chair or Vice Chair (as applicable) will notify the delegate of the deferral with an explanation and the Board of Trustees will receive a copy of this notification.

7. Requests to delegate at a Regular or Special Meeting of the Board may be referred to a meeting of Committee of the Whole if the topic of the delegation is not expected to relate to an item on an agenda of a Regular or Special Meeting of the Board in the foreseeable future. The Chair or Vice Chair (as applicable) will notify the delegate of the referral and the Board of Trustees will receive a copy of this notification.

8. Should provincial legislation or other board policies outline different parameters for specific cases, those parameters will be used in place of the ones outlined in this policy.

WRITTEN MATERIALS REQUIRED 1. In addition to the Delegation Request Form, delegates may choose to provide

supplementary materials to be distributed to Trustees. These materials should be provided to the Director’s Office before 10 a.m. on the day prior to the meeting. The Delegation Request Forms will be posted to the Board’s website, and any optional supplementary materials provided by the delegate(s) will be distributed to Trustees on the day prior to the Board meeting.


ELIGIBILITY TO DELEGATE 1. Where a request to delegate has been accepted, and the delegate is unable to attend the

Board meeting for which their delegation has been scheduled, a substitute delegate may be recognized by the Chair or Vice Chair (as applicable).

The original delegate must submit their materials to the Chair by noon on the day of the delegation. The substitute delegate must maintain the integrity of the information that was to be delivered by the original delegate.

2. Employees of the Board, or representatives of employee groups shall not utilize delegations to the Board to express their views relative to their employment or professional interests.

3. Individuals or groups who have delegated the Board of Trustees on a topic will be permitted to delegate again on the same topic no sooner than four months after the original delegation unless they are presenting new information.

PRESENTATION OF DELEGATIONS 1. Each delegation shall be allowed up to five (5) minutes for their presentation to the Board.

Following each delegation, the Chair or Vice Chair (as applicable) will open the floor to Trustees for up to ten (10) minutes for questions of clarification to either the delegate or staff.

2. Trustees may pose questions of clarification to staff with no time limit imposed.

3. Any delegate or substitute spokesperson(s) for a delegate is expected to refrain from the use of abusive or derogatory language, or from making any statement concerning the character or performance of named individuals, including students, staff, citizens, or Trustees of the Halton District School Board. Any delegate who violates this section during their presentation shall be ruled out of order by the Chair or Vice Chair (as applicable) and may be asked to discontinue their presentation.

SPECIAL DELEGATION NIGHT 1. Notwithstanding the other sections of this By-Law, the Chair may, at their discretion, call a

Special Delegation Night, specifically for the purpose of hearing delegations on a particular topic, for which all provisions of this By-Law will apply, with the exception that a maximum of twenty-five (25) rather than six (6) delegations will be allowed.

2. Potential delegates to a Special Delegation Night shall submit a Delegation Request Form (see Appendix A) by no later than 4 p.m., seven (7) calendar days preceding the meeting at which the individual or group intends to delegate. If multiple delegation nights are required on the same topic, the deadline for all submissions will be 4 p.m., seven (7) calendar days preceding the first scheduled delegation evening.

3. The Delegation Request Form submission timelines will be adjusted for statutory holidays or non-standard meeting days. (see Appendix A)

4. If a delegate requires accommodations to submit their request, they should contact the Director of Education’s Office for assistance. A delegate list will be published on the Board’s website 24-hours in advance of the meeting.


APPENDIX A

On-line Delegation Request Form

Please note: Delegate name(s), association/group, and delegation topic submitted on this form will be published on the Board’s website, and released to the media upon request.

All materials for distribution to trustees must be sent via email or delivered to the Director’s Office, JW Singleton Education Centre, 2050 Guelph Line, Burlington by 10 a.m. on the day preceding the meeting.

The online Delegation Request Form (link above) requests the following information:

Full Name: ___________________________________________________________

Address: _____________________________________________________________

Phone Number: _______________________________________________________

Email Address: _______________________________________________________

Preferred method of contact (email, phone, other): __________________________

Are you representing a group or association? ______________________________

If “yes”, please provide the name of the group/association. ___________________

Meeting Date for Delegation: ____________________________________________

(Delegation Request Forms may be submitted up to three (3) weeks ahead of the meeting):

Delegation Topic including report name and/or number, if known: _____________

Brief outline of the purpose of the delegation: In order to ensure a variety of perspectives are

shared, please provide a 250 word summary of your delegation topic, including key points of discussion and conclusions, to assist us in the selection process: _____________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

Will you be submitting an electronic presentation? __________________________

Will you be submitting a copy of your presentation notes? ___________________

Will you be submitting supplementary materials? ___________________________

TIMELINES FOR DELEGATION REQUESTS:

If the meeting is for … Regular Meeting… Special Meeting…

...the Delegation Request Form must be submitted by:

Wednesday (regularly scheduled date) Monday at noon 4 p.m. Wednesday one week prior to meeting

Thursday Tuesday at noon 4 p.m. Thursday one week prior to meeting

Friday Wednesday at noon 4 p.m. Friday one week prior to meeting

Monday. Thursday at noon 4 p.m. Monday one week prior to meeting

Tuesday Friday at noon 4 p.m. Tuesday one week prior to meeting

Wednesday (if Monday is a Statutory Holiday) Tuesday at 9 a.m.

* any other exceptions affecting the schedule will be discussed and established by the Board prior to the meeting.

https://docs.google.com/forms/d/e/1FAIpQLSc01ZGNcksgVzShlnWmQuYIGykb8i_FMCzOcE5O6RModLm9QA/viewform?c=0&w=1&usp=mail_form_link


21


FOR DECISION

TO: Members of the Halton District School Board

FROM: A. Grebenc, Chair; Burlington Trustee, Wards 3 & 6 J. Hunt Gibbons, Superintendent of Education S. Miller, Director of Education

RE: Policy Review: Assessment and Evaluation

The revisions proposed to the Halton District School Board’s Assessment and Evaluation Policy reflect the Ministry of Education document, “Growing Success”, as the formal assessment and evaluation policy in the province of Ontario. It identifies the commitment of the Halton District School Board to the Fundamental Principles of Growing Success, and is inclusive of the Board’s administrative procedures specific to late and missed assignments, academic honesty, final 30% evaluations, and determining grades below 50%.

As presented at the April 10, 2019 Committee of the Whole meeting, the appended revised Policy “Assessment and Evaluation” is presented for Trustees’ consideration.

RECOMMENDATION:

Be it resolved that Halton District School Board approve the Assessment and Evaluation Policy, as appended to Report 19058.

Respectfully Submitted

Andréa Grebenc Chair, Halton District School Board Burlington Trustee, Wards 3 & 6

J. Hunt Gibbons, Superintendent of Education

S. Miller, Director of Education

ASSESSMENT AND EVALUATION

1. OBJECTIVE

The Halton District School Board is committed to the Ontario’s Ministry of Education’s policy document, Growing Success: Assessment Evaluation and Reporting and its fundamental principles that support the improvement of learning for all students by ensuring that teachers use practices and procedures that:

are fair, transparent, and equitable for all students;

support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;

are carefully planned to relate to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;

are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year or course;

are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;

provide ongoing descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;

develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for their learning.

2. POLICY It is the policy of the HDSB that the fundamental principles of Growing Success will guide assessment and evaluation in all schools and that the professional judgment of our teachers and administrators is at the heart of effective assessment, evaluation and reporting of student achievement.

3. SPECIFIC DIRECTIVES As outlined in Growing Success, the primary purpose of assessment and evaluation is to improve student learning. To further this goal, and as directed by Growing Success, HDSB has developed administrative procedures specific to late and missed assignments, academic honesty, final 30% evaluations, and determining grades below 50%. These can be found in the HDSB administrative procedure Assessment and Evaluation Practices and guide assessment and evaluation in all of our secondary schools.

Legal References: Education Act of Ontario Ontario Human Rights Code

Board References: Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, 2010 Growing Success: The Kindergarten Addendum, 2016 HDSB Equity and Inclusive Education Policy HDSB Religious and Faith Accommodation Administrative Procedure HDSB Administrative Procedures: Assessment and Evaluation Practices (Grades 7-12)

Adopted 2011

Revised 2016, April 2019

Review Date Annually (September)


23


FOR DECISION


FROM: A. Collard, Chair, Policy, By-law and Governance Committee, Burlington Trustee, Ward 5 A. Grebenc, Chair; Burlington Trustee, Ward 3 and 6

RE: Review of Trustee Code of Conduct Policy

Background: As per recent provincial direction, Halton District School Board of Trustees have reviewed and revised its Code of Conduct policy.

An ad hoc committee of Trustees have met during the past several weeks to review and update the policy, integrating the required changes. The revised policy is appended to this report for trustees’ consideration.

RECOMMENDATION:

Be it resolved that Halton District School Board approve the Trustee Code of Conduct Policy as appended to Report 19061.


A. Collard, Chair, Policy, By-law and Governance Committee Burlington Trustee, Ward 5

A. Grebenc, Chair Burlington Trustee, Ward 3 and 6

24

TRUSTEES’ CODE OF CONDUCT 1. POLICY

The Trustees of the Halton District School Board occupy positions of public trust and confidence. They are expected to discharge their duties and responsibilities in a professional and impartial manner. . The Trustees of the Board shall uphold the letter and spirit of this Trustee Code of Conduct.

Trustees have clearly defined duties and powers which are outlined in Sections 169 through 171 of the Education Act. Trustees are elected to represent students, parents and stakeholders on the Board. This relationship with the electorate is governed by the Municipal Elections Act and the Education Act.

This Code of Conduct is a covenant among the Trustees of the Board. It is intended to instruct and guide Trustees through the challenges of public office as they undertake their individual and joint responsibilities. It is meant to provide clarity regarding Trustees’ conduct and the management of their relationships with the Board of Trustees, staff, students, parents and stakeholders in public education. A Code of Conduct contributes to confidence in public education and respect for the integrity of Trustees in the community.

2. APPLICATION

This Code of Conduct and the Enforcement Procedures apply to all Trustees of the Board, including the Chair of the Board and student trustees.

3. DEFINITIONS

In this Trustee Code of Conduct, the following definitions apply:

"Bias" means and includes an inclination; bent; preconceived opinion; and a predisposition to decide a cause or an issue in a certain way, which does not leave the mind perfectly open to objectively treat all matters fairly and equally.

“Board” means Halton District School Board

"Broader Public Sector Procurement Directive" or “BPS Procurement Directive” means the Broader Public Sector Procurement Directive issued by the Management Board of Cabinet, effective July 1, 2011, as same may be amended from time to time.

“Chair” means Chair of the Board of Trustees

"Conflict of interest" means and includes a situation in which financial or other personal considerations have the potential to compromise or bias professional judgment and objectivity. An apparent conflict of interest is one in which a reasonable person would think that the Trustee’s judgment is likely to be compromised.

A conflict of interest may exist when the decisions and/or actions of Trustees during the course of exercising their duties are affected by or perceived by another party or person to be affected by the Trustee’s personal, financial or business interests or the personal, financial or business interests of a relative, friend, and/or business associate of the Trustee.

"Trustee" means a Trustee of the Board.

“Vice-Chair” means the Vice Chair of the Board of Trustees

BOARD:DIRECTOR RELATIONSHIP POLICY

Adopted (NEW) M16-0143 October 5, 2016

Revised April 2019

Review Date Annually: September

25

CODE OF CONDUCT 4. RESPECT FOR CONFIDENTIALITY

A Trustee shall:

1. Keep confidential any information disclosed or discussed at a meeting of the Board or committee of the Board, or part of a meeting of the Board that was closed to the public (private session), and keep confidential the substance of deliberations of a meeting closed to the public (private session), unless required to divulge such information by law or authorized by the Board to do so;

2. Not use confidential information for either personal gain or to the detriment of the Board, Trustee(s), staff, a student or a student’s family, community members or partners;

3. Not divulge confidential information, including personal information about an identifiable individual or information subject to solicitor-client privilege that a Trustee becomes aware of because of their position, except when required by law or authorized by the Board to do so;

4. Accept that the duty of confidentiality with respect to private and confidential financial, business and/or commercial information, personnel information, student information, and legal matters and opinions survives their term as Trustee.

5. COMPLIANCE WITH LEGISLATION

A Trustee shall:

1. Fulfill their duties in accordance with the Education Act and any regulations, directives or guidelines thereunder, and comply with the Municipal Freedom of Information and Protection of Privacy Act, the Municipal Conflict of Interest Act and any other relevant legislation, such as but not limited to the Broader Public Sector Procurement Directive;

2. Respect and understand the roles and duties of the individual Trustees, Board of Trustees, the Director of Education and the Chair;

3. Accept the Chair as spokesperson to the public on behalf of the Board, unless otherwise determined by the Board. No other Trustee shall speak on behalf of the Board unless expressly authorized by the Chair or Board to do so. When individual Trustees express their opinions in public, they must make it clear that they are not speaking on behalf of the Board;

4. Entrust the day to day management of the Board to its staff through the Board’s Director of Education.

6. INTEGRITY and DIGNITY OF OFFICE and CIVIL BEHAVIOUR

A Trustee shall:

1. Fulfill their duties loyally, faithfully, impartially and in a manner that will inspire public confidence in the abilities and integrity of the Board;

2. Recognize that the expenditure of school board funds is a public trust, and endeavour to ensure that the funds are expended efficiently, in the best interests of the students;

3. Trustees are bound by the spirit of the Board’s Code of Ethics. www.hdsb.ca/our-board/Policy/CodeofEthicsAP.pdf

4. When expressing individual views, Trustees shall respect the differing points of view of other Trustees of the Board, staff, students and the public.

5. Trustees shall at all times act with decorum and shall be respectful of other Trustees of the Board, staff, students and the public;

6. Express individual opinions on issues under consideration, refraining from personal, demeaning or disparaging comments;

7. Participate in Trustee development opportunities to enhance their ability to fulfill their obligations as a Trustee;

26

8. Not advance allegations of misconduct and/or a breach of this Code of Conduct that are trivial, frivolous, vexatious, made in bad faith, or vindictive in nature against another Trustee of the Board;

9. Endeavour to work with other Trustees of the Board and staff of the Board in a spirit of respect, openness, courtesy, and co-operation.

7. UPHOLDING DECISIONS

Trustees shall:

1. Be bound by the decisions of the Board;

2. Uphold the implementation of any Board resolution after it is passed by the Board;

3. Be prepared to explain the rationale for any decision passed by the Board. A Trustee may respectfully state their position on a resolution provided it does not in any way undermine the implementation of the resolution;

4. Monitor the decisions and direction of the Board in accordance with the Education Act and applicable law;

5. Accept that authority rests with the Board, and that a Trustee has no individual authority other than that delegated by the Board.

8. CONFLICT OF INTEREST

Trustees shall;

1. Comply with the Municipal Conflict of Interest Act, R.S.O., 1990, c. M-50 provisions, which requires a Trustee to declare and disclose the general nature of the interest for all direct and indirect pecuniary conflicts of interest and abstain from discussions and voting.

2. Be responsible and accountable for exercising good judgement and avoiding situations that might present a conflict of interest or the appearance of a conflict of interest. Where a conflict of interest might exist, each Trustee has an affirmative duty to disclose such conflict when it becomes apparent.

3. Not use their office to advance the Trustee's interests or the interests of any family member or person or organization with whom or with which the Trustee is related or associated;

4. Not accept a gift from any person or entity that has dealings with the Board if a reasonable person might conclude that the gift could influence the Trustee when performing their duties to the Board. http://www.hdsb.ca/Policy/Hospitality.pdf

5. Use their office to obtain employment with the Board for the Trustee or a family member.

ENFORCEMENT PROCEDURES 9. IDENTIFYING A BREACH OF THE CODE

1. A Trustee who has reasonable grounds to believe that a Trustee of the Board has breached the Board's Code of Conduct may bring the alleged breach to the attention of the Chair, Vice-Chair and the Trustee alleged of the breach. The Code of Conduct applies equally to the Chair and Vice Chair. In the case of an allegation of a breach of the Code by the Chair, wherever a process requires action by the Chair, it shall be modified to read the Vice Chair, alternate or committee of the Board.

2. Any allegation of a breach of the Code must be brought to the attention of the Committee of the Whole in Private Session no later than six weeks after the breach comes to the knowledge of the Trustee reporting the breach. Notwithstanding the foregoing, in no circumstance shall an inquiry into a breach of the Code be undertaken after the expiration of six months from the time the contravention is alleged to have occurred.

3. Any allegation of a breach of the Code of Conduct shall be investigated following the Informal or Formal Complaint Procedures below, as the case may be. It is expected that whenever

http://www.hdsb.ca/Policy/Hospitality.pdf

27

possible, allegations of a breach of the Code of Conduct by a Trustee shall be investigated following the Informal Complaint Procedure. It is recognized that from time to time a contravention of the Code may occur that is trivial, or committed through inadvertence, or an error of judgment made in good faith. In the spirit of collegiality and the best interests of the Board, the first purpose of alerting a Trustee to a breach of the Code is to assist the Trustee in understanding their obligations under the Code. Only serious and/or recurring breaches of the Code by a Trustee should be investigated following the Formal Complaint Procedure.

10. CHAIR/PRESIDING OFFICER

1. The Chair or Presiding Officer of any meeting of the Board or committee of the Board shall exercise their powers in a fair and impartial manner having due regard for every Trustee's opinion or view.

2. The Code of Conduct applies equally to the Chair. In the case of an allegation of a breach of the Code by the Chair, or if the complainant is the Chair, wherever a process requires action by the Chair, it shall be modified to read the Vice Chair, Alternate or committee of the Board.

3. Each year alternate Trustees shall be chosen by the Board to be used when the circumstances warrant that alternate Trustees are needed in place of the Chair and/or Vice- Chair to carry out any of the duties required under this Code of Conduct and Enforcement. In no circumstance shall the Trustee who brought the complaint of a breach of the Code of Conduct be involved in conducting any Formal or Informal inquiry into the complaint.

4. Nothing in this Code prevents the Chair or Presiding Officer of any meeting of the Board or committee of the Board from exercising their power pursuant to s. 207(3) of the Education Act to expel or exclude from any meeting any person who has been guilty of improper conduct at the meeting. For greater certainty, this may be done at the sole discretion of the Chair or Presiding Officer, as the case may be, and without the necessity of a complaint or conducting an inquiry before an expulsion or exclusion from a meeting. A Trustee who does not abide by a reasonable exclusion from a meeting is deemed to have breached this Code.

5. The Chair or Presiding Officer shall follow the special rules of order of the Board and/or the adopted Rules of Order and meeting procedures contained in any Policy or By-Law of the Board. A breach of a rule of order should be dealt with at the meeting in question by a Trustee rising to a point of order or appealing a ruling of the Chair in accordance with any applicable rule of order. Once such a motion is dealt with by the Board of Trustees, all Trustees shall abide by that decision and no further action shall be undertaken pursuant to the Enforcement of the Code of Conduct, except for persistent improper use of the applicable rules of order by the Chair or Presiding Officer.

11. INFORMAL COMPLAINT PROCEDURE

1. The Chair, on their own initiative, or at the request of a Trustee of the Board, committee of the Board, or outside consultant (without the necessity of providing a formal written complaint) who alleges a breach of the Code has occurred, may meet informally with a Trustee of the Board who is alleged to have breached the Code, to discuss the breach. The purpose of the meeting is to bring the allegation of the breach to the attention of the Trustee and to discuss remedial measures to correct the offending behaviour. The Informal Complaint Procedure is conducted in private.

2. The remedial measures may include, for example, a warning, an apology, and/or the requirement of the Trustee to engage in the successful completion of professional development training such as that offered by the Ontario Education Services Corporation Professional Development Program for School Board Trustees. If the Chair or committee of the board and the Trustee alleged to have breached this Code cannot agree on a remedy, then a formal complaint may be brought against the Trustee alleged to have breached this Code and that complaint will be dealt with in accordance with the Formal Complaint Procedure below.

28

12. FORMAL COMPLAINT PROCEDURE

1. A Trustee who has reasonable grounds to believe that another Trustee of the Board has breached the Board's Code of Conduct may bring the breach to the attention of the Board by first providing to the Chair, a written, signed complaint setting out the following:

a) the name of the Trustee who is alleged to have breached the Code; b) the alleged breach or breaches of the Code; c) information as to when the breach came to the Trustee's attention; d) the grounds for the belief by the Trustee that a breach of the Code has occurred; and e) the names and contact information of any witnesses to the breach or any other persons

who have relevant information regarding the alleged breach.

2. Except as provided below, if a written complaint is filed with the Chair then a formal inquiry shall be undertaken, unless the complainant subsequently withdraws the complaint or agrees that the complaint may be dealt with in accordance with the Informal Complaint Procedure.

3. In an election year for Trustees, a Code of Conduct complaint respecting a Trustee who is seeking re-election shall not be brought during the period commencing two months prior to election day and ending after the first Board meeting after the new term of office of the Board commences. If the Trustee accused of a breach of the Code is not re-elected, no inquiry into the alleged breach of the Code by that Trustee shall be undertaken. The limitation period for bringing a complaint shall be extended as necessary.

4. The Chair, committee of the Board or outside consultant shall provide to all Trustees of the Board a confidential copy of the complaint within 10 days of receiving it. The complaint, any response to the complaint and the investigation of the complaint shall be confidential until it is before the Board of Trustees for a decision as to whether or not the Trustee has breached this Code.

13. REFUSAL TO CONDUCT FORMAL INQUIRY

1. If the Chair and Vice-Chair, committee of the Board or outside consultant are of the opinion that the complaint is out of time, trivial, frivolous, vexatious or not made in good faith, or that there are no grounds or insufficient grounds for a formal inquiry, a formal inquiry shall not be conducted and a confidential report stating the reasons for not doing so shall be provided to all Trustees of the Board.

2. If the Chair and Vice-Chair cannot agree on the above, then a full formal inquiry shall be conducted.

3. If an allegation of a breach of the Code of Conduct on its face is with respect to the non-compliance with a more specific Board Policy with a separate complaint procedure, the allegation shall be processed under that procedure

14. STEPS OF FORMAL INQUIRY

1. If a formal inquiry of an allegation of a breach of the Code of Conduct is undertaken, it shall be done by the Chair and Vice-Chair, if appropriate, or any two of the Chair, Vice-Chair and the alternate Trustees, or an outside consultant chosen by the whole Board of Trustees.

2. Regardless of who undertakes the formal inquiry, the following steps shall be followed:

a) The Statutory Powers Procedure Act does not apply to anything done regarding the Enforcement of this Code of Conduct. No formal trial-type hearing will be conducted.

b) Procedural fairness and the rules of natural justice shall govern the formal inquiry. The formal inquiry will be conducted in private.

c) The formal inquiry may involve both written and oral statements by any witnesses, the Trustee bringing the complaint and the Trustee who is alleged to have breached the Code of Conduct.

d) The Trustee who is alleged to have breached the Code of Conduct shall have an opportunity to respond to the allegations both in a private meeting with the person(s) undertaking the formal inquiry and in writing.

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e) It is expected that the formal inquiry will be conducted within a reasonable period of time which will depend on the circumstances of the case. The Trustee who is alleged to have breached the Code of Conduct shall provide a written response to the allegations within 10 days of receiving the written allegation, or such extended period of time as the investigators deem appropriate in the circumstance.

f) If the Trustee who is alleged to have breached the Code of Conduct refuses to participate in the formal inquiry, the formal inquiry will continue in their absence.

g) If the Chair and Vice-Chair when conducting the formal inquiry cannot agree on the final finding of facts, it shall be referred to an outside investigator to complete the formal inquiry.

h) Once the formal inquiry is complete, the investigator shall provide a confidential draft copy of their report containing the findings of fact to the Trustee who is alleged to have breached the Code of Conduct and the Trustee who brought the complaint for their written comment to the investigator. The purpose of providing the draft report to the parties is to ensure no errors of fact are contained in it. The two Trustees shall have 10 days (or such reasonable period of time as deemed appropriate by the investigator) from the receipt of the draft report to provide a written response.

i) The final report shall outline the finding of facts and a recommendation or opinion as to whether the Code of Conduct has been breached.

15. SUSPENSION OF FORMAL INQUIRY

1. If the investigator, when conducting the formal inquiry, discovers that the subject matter of the formal inquiry is being investigated by police, that a charge has been laid, or is being dealt with in accordance with a procedure established under another Act, the formal inquiry shall be suspended until the police investigation, charge or matter under another Act has been finally disposed of. This shall be reported to the rest of the Board of Trustees.

16. DECISION

1. The final report shall be delivered to the Board of Trustees, and a decision by the Board of Trustees as to whether or not the Code of Conduct has been breached and the sanction, if any, for the breach shall be made as soon as practical after receipt of the final report by the Board.

2. Trustees shall consider only the findings in the final report when voting on the decision and sanction. No Trustee shall undertake their own investigation of the matter.

3. If the Board of Trustees determine that there has been no breach of the Code of Conduct or that a contravention occurred, although the Trustee took all reasonable measures to prevent it, or that a contravention occurred that was trivial, or committed through inadvertence, or an error of judgment made in good faith, no sanction shall be imposed.

4. The determination of a breach of the Code of Conduct and the imposition of a sanction with respect to a complaint investigated in accordance with the Formal Complaint Procedure must be done by resolution of the Board at a meeting of the Board, and the vote on the resolution shall be open to the public. The resolutions and the reasons for the decision shall be recorded in the minutes of the meeting. Both resolutions shall be decided by a vote of at least 2/3 of the Trustees of the Board present and voting.

5. Despite s.207 (1) of the Education Act, the part of the meeting of the Board during which a breach or alleged breach of the Board's Code of Conduct is considered may be closed to the public when the breach or alleged breach involves any of the matters described in clauses 207(2) (a) to (e) being:

a) The security of the property of the board; b) The disclosure of intimate, personal or financial information in respect of a member of the

board or committee, an employee or prospective employee of the board or a pupil or their parent or guardian;

c) The acquisition or disposal of a school site;

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d) Decisions in respect of negotiations with employees of the board; or e) Litigation affecting the board.

6. The Trustee who is alleged to have breached the Code of Conduct shall not vote on a resolution to determine whether or not there is a breach or the imposition of a sanction. The Trustee who brought the complaint to the attention of the Board also shall not vote on those resolutions.

7. The Trustee who is alleged to have breached the Code of Conduct may be present during the deliberations regarding the above but shall not participate in the deliberations, and shall not answer any questions at that meeting.

8. The Trustee who is alleged to have breached the Code of Conduct shall not in any way, after the final report is completed, influence the vote on the decision of breach or sanction, except as permitted below after these decisions have been made.

17. SANCTIONS

1. If the Board determines the Trustee has breached the Board's Code of Conduct, it may impose one or more of the following sanctions:

a) Censure of the Trustee. b) Barring the Trustee from attending all or part of a meeting of the Board or a meeting of a

committee of the Board. c) Barring the member from sitting on one or more committees of the Board, for the period of

time specified by the Board.

2. The Board shall not impose a sanction which is more onerous than the above but may impose one that is less onerous such as a warning or a requirement that the Trustee successfully complete specified professional development courses at the expense of the Board. The Board has no power to declare the Trustee's seat vacant.

3. A Trustee who is barred from attending all or part of a meeting of the Board or a meeting of a committee of the Board is not entitled to receive any materials that relate to that meeting or that part of the meeting and that are not available to members of the public.

4. The imposition of a sanction barring a Trustee from attending all or part of a meeting of the Board shall be deemed to be authorization for the Trustee to be absent from the meeting and therefore, not in violation of the Education Act regarding absences from meetings.

18. RECONSIDERATION

1. If the Board determines the Trustee has breached the Board's Code of Conduct, the Board shall:

a) Give the Trustee written notice of the determination, the reasons for the decision and any sanction imposed by the Board;

b) The notice shall inform the Trustee that they may make written submissions to the Board in respect of the determination or sanction by the date specified in the notice that is at least 14 days after the notice is received by the Trustee; and

c) Consider any submissions made by the Trustee and shall confirm or revoke the determination or sanction within 14 days after the submissions are received.

2. If the Board revokes a determination, any sanction imposed by the Board is revoked.

3. If the Board confirms a determination, the Board shall, within the 14 days above, confirm, vary or revoke the sanction.

4. If a sanction is varied or revoked, the variation or revocation shall be deemed to be effective as of the date the original determination was made.

5. The Board decisions to confirm or revoke a determination or confirm, vary or revoke a sanction shall be done by resolution at a meeting of the Board and the vote on the resolution shall be open to the public. Both resolutions shall be decided by a vote of at least 2/3 of the

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Trustees present and voting. The resolutions shall be recorded in the minutes of the meeting together with the reasons for confirming or revoking a determination. The Board shall provide to the Trustee alleged to have breached the Code of Conduct written notice of the decision to confirm or revoke the determination together with reasons for the decision and written notice of any decision to confirm, vary or revoke a sanction. The Trustee alleged to have breached the Code of Conduct shall not vote on those resolutions. The Trustee who brought the complaint to the attention of the Board also shall not vote on those resolutions.

6. The Trustee who is alleged to have breached the Code of Conduct may be present during the deliberations regarding the above but shall not participate in the deliberations and shall not be required to answer any questions at that meeting.

7. If appropriate, the original sanction may be stayed pending the reconsideration by the Board of the determination or sanction.

TRUSTEES’ CODE OF CONDUCT

.

ACKNOWLEDGEMENT AND UNDERTAKING

As Trustee of the Board I shall uphold this Code of Conduct.

I confirm that I have read, understand, and agree to abide by the Halton District School Board’s Trustee Code of Conduct, Policies and By-Laws.

DATE: ____________________

TRUSTEE SIGNATURE: _______________________________________

Please Print Trustee Name: ____________________________________

WITNESS SIGNATURE: ________________________________________

Please Print Witness Name: ____________________________________


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FOR INFORMATION


FROM: S. Miller, Director of Education

RE: Potential Impact of the New Vision for Education

Background: On March 15, 2019, the Ministry of Education released memorandum 2019:B08 – New Vision for Education outlining changes to 2019/2020 funding and further consultation on class sizes and hiring practices. Changes announced in the New Vision for Education and the next phases of consultation are guided by the following goals:

1. Student achievement: Success and well-being of every child 2. Protecting front line staff: The planned changes are to be managed through attrition 3. Fiscal responsibility: Delivering services in an effective and efficient manner, and 4. Evidence-based decision making: Grounded in sound policy, inter-jurisdictional scans and

empirical research.

The 2019:B08 - New Vision for Education memorandum outlined that the Grants for Student Needs (GSN) are expected to be released by the end of April, after the release of the provincial budget on April 11, 2019. With this delayed release of the grants, school boards are encouraged to make budget and staffing decisions based on information released in this memorandum. It also is creating challenges in staffing schools, as there is incomplete information available to the Halton District School Board.

As a result, 2019-20 may be a challenging year as the Halton District School Board (DSB) is required to balance the needs of a growing system, with due regard for the funding reductions announced. The challenge faced by the Halton DSB, as well as school boards across the province, is having to make significant decisions with limited and fluid information, ahead of the release of the Grants for Student Needs (GSN). These decisions will have a material impact across our system, and changes will disrupt how we deliver services.

Instructional Programs: Elementary Funding reductions may cause changes to models of professional development as well as reduce the number of central staff available who directly work with students in schools (e.g., Instructional Program Leaders, Math Coaches, Learning Resource Teachers, Teacher-Librarians, etc.). There may also be a potential reduction to resources available to staff and students particularly for those funded annually.

Overall, the largest concern is the potential loss of funding, both on the junior/intermediate class size changes and the reduction of the Registered Early Childhood Educator allocation, does not have a direct corresponding offset in costs, and as such the lost funding has to be reflected across other areas within the system.

Instructional Programs: Secondary The proposed changes to secondary education create a variety of concerns specific to secondary programs inclusive of class size, course offerings, student safety, and eLearning. Given the different pathways (eg. academic, applied, community pathway, essential, etc.) and the need for continued smaller class sizes in certain specialty programs, there may be large class sizes in applied, academic, college and university level programming. This new staffing ratio may result in the cancellation of non-compulsory programming (the loss of 1 teaching position is the loss of up to 6 different courses within the school).


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There may also be pressures on regional programs like International Baccalaureate, Specialist High Skills Majors, Ontario Youth Apprenticeship Program, and other typically low enrolment courses like workplace mathematics. Moreover, experiential, hands-on authentic learning experiences in all programs may be more difficult to provide due to potential safety and supervision concerns. This may result in fewer authentic science, technology and physical education experiences.

Budget cuts may reduce the number of central positions, resulting in the reduction of support to specific high school programs. Decisions may need to be made on the continuation of Board-wide student events such as Halton Skills and Music Showcase. In addition, current supports enhancing learning cultures such as formalized mentoring, SHIFT/innovation support, and subject-specific pedagogical supports may be impacted. There may also be challenges in supporting co-curriculars, extra-curriculars and professional development learning, again due to fewer central staff.

Timetabling: Students require 30 credits to complete an Ontario Secondary School Diploma (OSSD); 18 compulsories and 12 electives. Schools offer electives in response to student option sheet selections. A reduced number of sections within a school may limit the number of choices available to students to remain compliant with larger class size ratios. Classes with enrolments less than 28 students may cancelled.

Student Well-being: Well-Being is a holistic term that refers to our Equity, Safe Schools, Student Health and Positive Mental Health initiatives to support all students. Although student well-being efforts will continue, and be represented in all School Improvement Plans, the budget reductions may reduce system-level supports for these plans. For example, goals within the Equity Action Plan (EAP) are currently being addressed through various EPOs. The expectation of reduced funding in these areas will delay or eliminate the opportunity to meet the obligations outlined in the EAP.

Special Education: Special Education Services include supports and programs that benefit all students, direct service to specific groups of students, specialized programs and services for students with complex needs, and consultative services to staff. Although the government has stated there will be no reduction in special education funding for the 2019-2020 school year, these services may be impacted by potential reductions in other grants as the Halton District School Board spends an additional $20 million each year on special education services than the special education funding from the government. While the Board strives to minimize the impact on students, funding reductions may impact wait times for services, the amount of consultative support available to classroom teachers, and the provision of some specific programs and services.

Labour Relations: The recent Ministry of Education announcements coincide with the opening of collective bargaining for the 2019-2020 year. This may signal a difficult round of labour relations with teachers and other education workers. History has shown that in a difficult climate, teaching and learning can be negatively impacted. Unrest among staff can affect student outcomes and student engagement as the issues can distract from learning.

Labour unrest and/or labour action can lead to a reduction in services and ‘work to rule’ situations where teachers restrict their activities to classroom teaching. In these cases, extra-curricular clubs and sports, school activities that many of our students consider an essential component of their school experience, may be lost.

Transportation Transportation costs typically exceed the allocation, even though the Halton Student Transportation Services (HSTS) consortium has been recognized as one of the most efficient in the province, and receives top-up funding as a result. The Halton District School Board elects to transport students to various optional programs, in order to offer equitable access to education programs for its students.

http://www.edu.gov.on.ca/eng/policyfunding/equity.html


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To remain cost-efficient, every year the consortium conducts route efficiency analyses across all four municipalities, resulting in some changes in bell times to accommodate additional trips per school bus. This year, the bell time window may be expanded in order to allow for further efficiencies to be realized, resulting in more schools with changed bell times for September. In addition transportation for all programs will continue to be reviewed, in order to minimize costs where possible.

Student Resources: There be may a reduction in the budget that allocates computer devices to schools. Schools may receive less funding for technological upgrades and may only receive a budget every other year.

Staff in schools provide supervision of students to promote a sense of community, belonging and safety. With a reduction of the number of staff members in schools due to larger classes and other reductions, there may be fewer adults available to provide general supervision of students during nutrition breaks, and during morning entry and dismissal.

In secondary schools, this may mean fewer adults in the halls or other common areas to both formally and informally supervise students. In elementary schools, a reduction in overall staff will result in increasing pressure on the 80 minute supervision cap for teachers. There may also be a reduction in Student (lunchtime) Supervisors in the elementary panel.

Due to decreased budgets, the ability to purchase instructional resources and consumable supplies may be adversely impacted.

Accommodation: Custodial staffing realignment and reductions may lead to either a closure or removing spaces not required for teaching in under-utilized schools. These spaces may not be cleaned on a daily or weekly basis. The frequency of general cleaning may also be impacted.

School classrooms in secondary schools are on average 750 square feet in area. Fitting 30 desks in these classrooms is challenging. Larger class sizes may cause more space pressures.

Mechanical ventilation systems in schools are designed for an occupant load of 30 people per classroom. More than 30 occupants may impact indoor air quality, or require costly upgrades and result in increases in utility use.

Growth: Due to changing demographics in Halton, more and more students are requiring English as a Second Language. Supporting newcomer students may be compromised by larger class sizes. In secondary, this may be exacerbated by even larger class size averages as these classes generally have fewer students.

Capital: Capital funding information is expected with the Grants for Student Needs (GSNs). It is not clear if there will be any reductions to capital funding, although the School Condition Improvement grant is not tied to the GSN, and as such could be reduced.

Summary: If these reductions come to fruition with the announcement of the GSNs, there will no doubt be a significant impact on the day-to-day operations within the Halton District School Board, and the student experiences we are able to offer. Although there are many potential impacts to a reduction of up to $18 million for the Halton District School Board, the greatest would likely be an impact on subject offerings secondary schools can provide for students. Students will be faced with stark choices in their program options.

As the provincial government continues to consult with the public, there may be additional changes or alterations to the previous government directives. The Halton District School Board will reflect any potential changes in its operational plan.


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Under these potential new realities, the Halton District School Board will endeavour to continue the provision of excellent program for all students, both elementary and secondary. There is equally no doubt that the Board will continue to face challenges in operationalizing these reductions while continuing to maintain equitable opportunities for all students.


Stuart Miller, Director of Education


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FOR INFORMATION


FROM: R. Negoi, Superintendent of Business Services S. Miller, Director of Education

RE: 2019/2020 Budget Survey Stakeholder Input Results

Background: Halton District School Board invited parents/guardians, staff, students and community members to provide input into the 2019/2020 budget development process. This report outlines the results of the public survey.

Discussion: The 2019/2020 budget survey was open between March 6 and March 19, 2019. The survey was available on the public website, and communicated to staff and parents through email communications. Further, the budget survey was posted in School Councils and Parent Involvement Committee google groups, emailed to Special Education Advisory Committee (SEAC) members and posted as a banner on the public website. There were 866 respondents, from the following groups:

Responded Identified Group Count Percent

Parent or Guardian 588 67.9%

Staff Member 254 29.3%

Student 12 1.4%

Community Member 9 1.0%

Community Partner 2 0.2%

Other 1 0.1%

Respondents were asked the following two questions: 1. Please identify up to three areas the board should focus on to create budgetary

efficiencies or savings. 2. Please identify up to three areas the board should prioritize, sustain, or further support.

Key themes identified regarding areas for savings and efficiencies included:

Review of optional programs and related transportation

Review of staffing outside of classroom

Review of professional development expenses, digitizing resources, reducing supplies,

Exploring green initiatives

Review of technology procurement and global licensing

Review of use of professional services / consultants and other external costs

Deferring maintenance and repairs to facilities

Consolidating events (Student Excellence, Graduation) and hosting events within own facilities

Increasing revenue from sponsorships, community use of facilities, and

Identifying planning efficiencies, consolidations and disposal of excess property.


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Key themes identified regarding areas for continuous support and priority included:

Special Education programs

Mental Health initiatives

21st Century Learning

Maintaining or reducing class sizes

Teacher/staff development

Technological literacy and learning, and

Focusing on maintenance of schools.

Details of the survey results are attached in Appendix A.

Conclusion: The detailed stakeholder input is carefully reviewed by staff in the context of the education funding changes announced, as all budget areas are analyzed for savings and efficiencies. Topics identified within the budget survey will inform the budget process for 2019/2020. Trustees will be kept informed of any new developments that become available. A draft budget will be presented at the Committee of the Whole on May 22, 2019, with a budget report provided at the June 5, 2019 Board meeting for information and at the June 19, 2019 Board meeting for Trustee approval.


Roxana Negoi Superintendent of Business Services

Stuart Miller, Director of Education


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Appendix A – 2019-20 Budget Priorities Public Feedback

The budget input questionnaire received 866 responses from the groups noted below. This report provides a summary of the main factors identified from the responses and there is high confidence they represent the dominant themes in the data. The primary responses, however, should be consulted to identify potentially infrequent points that may not have coverage here.

Responded Identified Group Count Percent

Parent or Guardian 588 67.9%

Staff Member 254 29.3%

Student 12 1.4%

Community Member 9 1.0%

Community Partner 2 0.2%

Other 1 0.1%

Respondents were asked the following two questions (Q1 and Q2): 1. Please identify up to three areas you believe the board should focus on to create

budgetary efficiencies or savings. 2. Please identify up to three areas you feel the board should prioritize, sustain, or

further support.

Q1 Parent/Guardian Feedback – Savings and Efficiencies Parent/Guardian responses were the majority (587 out of 866 replies). Dominant themes focused on putting students first and prioritizing academics. Parent feedback focused on the following factors: ● contract and “external” costs and consolidations ● increasing revenue sources and facilities revenues ● staff reductions ● expenses related to staff/professional development ● factors of environmental waste, utilities, and going paperless by moving online/digital ● planning efficiencies and transportation costs ● program efficiencies ● technology costs ● other factors, including those beyond the scope of decision-making at the board level

Contract or “external” costs and consolidations There was a general sentiment that use of outside consultants, external consultants, and “branding consultants” and “board consultants” should be constrained to increase efficiency. Where possible, events should be handled in-house (e.g. graduations, meetings, and special events). A few parents also suggested consolidation of events (e.g. Student of Excellence with graduation) could provide some efficiency. Ideas related to consolidation were also suggested with respect to supporting and sharing libraries in schools and finding synergies with public libraries.

Increasing revenue sources Increasing revenue by increasing partnerships was offered as a recommendation. These suggestions ranged from setting up a system of accepting donations and volunteer services from the community to meet some needs, to increasing facilities rentals, and organizing more profitable fundraising efforts at schools (e.g. food trucks). The most frequent suggestion for increasing revenues was to increase sponsorships.


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Staffing Generally, sentiment around staffing focused on reductions to “less needed” positions (i.e., not front line positions) through the reduction of management, executive salaries and salaries in general (including the suggestion to renegotiate contracts to achieve desired cuts). The most frequently cited staffing reductions were administrative positions (appearing with a much higher frequency than other groups). Other suggested staffing reductions included roles such as system principals, IPLs, itinerants, JWS support staff, OT speech support, office staff, guidance, EAs, ECEs, HR positions, coaches, department heads and ESL support.

Staff expenses More frequent suggestions were made to reduce PD days in this category as well as suggestions to curtail teacher training, to cut release time, catering, and to increase online PD opportunities. Reductions to conferences and travel and administrative expenses were also suggested. Others suggested reductions in staff development and training in general were appropriate.

Environmental efficiencies and reduction in consumables Factors related to limiting supplies, creating energy efficiencies by “going green,” turning down thermostats in winter, sealing and replacing windows and doors, and limiting maintenance and repairs were all suggested. The most frequently cited (by at least a factor of 15) suggestions in this category were broadly focused on going paperless, moving to online textbooks, moving all forms and communication online, and utilizing technology better to reduce paper needs. Turning off lights and installing solar and wind generation were offered as ways to mitigate utility costs.

Planning efficiencies There was a small but consistent sense that more efficient planning and busing options were available either through better predictions, consolidations, disposition of excess property and assets, locations of school sites and better alignment of needs to reduce the use of portables. The most frequent suggestions in this category were made to find efficiencies in busing by staggering start times, and particularly by eliminating busing for optional programs such as Gifted SC and FI. Increasing incentives for walking and car-pooling were also suggested.

Program efficiencies Many of the program efficiencies suggested were also contingent on the transportation savings presumed as referenced above. Generally, there was a sense that course and program offerings could reviewed, based on their relationship and impact to academics. Therefore, suggestions to cut “less important” courses were made. There was also a sense that some parents were not supportive of some of the equity and diversity initiatives. In terms of program cuts, early Gifted and Gifted secondary elimination was suggested most frequently, as well as reduction to French Immersion, and FDK. Increases in online or e-Learning were offered to create efficiencies, and other specialized areas such as STEM, focus on wellness, outdoor/experiential education were offered as superfluous. A small contingent also stated that cuts of extra-curriculars and sports would be useful.

Technology reductions There was a broad sense that technology carried large expense and that reduction in its use would provide savings. Suggestions focused on the use of personal devices instead of board- supplied ones where needed to provide better quality (more capable) machines rather than Chrome Books. How suggestions to reduce technology would be reconciled with suggestions to perform more activities digitally was unclear and unresolved.


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Q1 Staff Feedback – Savings and Efficiencies Feedback from staff focused primarily on the following domains of savings and efficiencies: ● program reductions, particularly as they relate to transportation costs for optional programs ● staff reductions ● expenses related to professional development ● factors of environmental waste, utilities ● efficiencies in technology support and acquisition ● moving online/digital, going paperless ● extraneous factors beyond the scope of decision-making at the board level

Programs With respect to programs, primary gifted, self-contained (SC) gifted (as well as gifted screening in general) was the most frequently suggested program to eliminate. Other suggestions for program reductions included re-examining FDK, eliminating French Immersion (FI), re-evaluating Student Success elements such as credit recovery, enforcing credit limits, and reducing Specialist High Skills Majors (SHSMs). The most frequent reason provided to support the suggested cuts to programs focused on the cost of transportation (e.g., to schools providing Gifted SC or FI Programs).

Staffing There was a sense that a variety of roles were extraneous to student achievement due to the less direct contact with students. Responses with respect to staffing noted “too much administration” and that “higher paid staff” could be reduced, such as senior management and system principals. Generally, cuts to non-school based staff [Instructional Program Leads (IPLs), Learning Resource Teachers (LRTs), Itinerant Resource Teachers (IRTs)] were suggested as areas of savings. There were also suggestions that efficiencies could be enhanced by assigning the lowest salary qualified role to assignments that might allow it (e.g. Child and Youth Counsellors (CYCs) instead of Social Workers, Educational Assistants (EAs) to reduce “specialized therapies” [perhaps itinerants] and Early Childhood Educators (ECEs) in kindergarten instead of teachers).

Professional Development/Expenses Staff responses also focused on potential savings with respect to professional development (PD). Areas of potential savings included limiting PD release time, reducing PD outside of PD days, eliminating external presenters and guest speakers, and limiting or ending “workshops”. Some respondents suggested there might be an opportunity to move from a direct support to a coaching model. In terms of staff development and leadership costs, there was a suggestion that books and resources, as well as the leadership conference might be shortened, conducted on alternate years, and situated locally.

Stewardship and Resources A strong number of staff suggested items such as consumables, textbooks, and paper agendas could be effectively reduced by going paperless, and by procuring digital versus traditional licences. Tied to the notion of “going green,” suggestions included that the board could defer facility repairs, dispose of excess properties, and find utility savings in existing buildings. There were also a number of suggestions for increasing resource/facility sharing.

Technology While some staff suggested the savings from a move away from paper, others referenced some technology procurement, maintenance, and global licensing costs (e.g., DreamBox; All About Me) as costs worthy of review. Suggestions were also made to more effectively share technology resources and equipment. Others also noted that procurement (particularly of technology) using a tender list or contract supplies discourages competition and prevents the most cost effective purchase to sometimes be made.


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Extraneous possibilities A few recurring themes also arose around the suggestion to eliminate EQAO, unpaid “snow days”, and merging Public and Catholic Boards.

Q1 Student Feedback – Savings and Efficiencies Student response was small and suggested improvements to the school environment, saving in utilities, and savings in libraries due to low usage. Procurement of white boards instead of SMART boards was another savings suggestion as was the potential merger of school boards in general.

Q1 Community Member and Partner Feedback – Savings and Efficiencies Feedback from community members and one community partner suggested salary freezes and reductions to the “board of directors”, “contract” and system administrators, and office staff should be considered. Unnecessary HR roles and Communications department projects should be discontinued. Gifted and student “enhancement” programming including STEM and “innovation” areas were offered as suggestions for program savings. Several respondents also noted efficiencies should be sought with respect to absenteeism.

Other factors referenced across responding groups Calls to consolidate Public and Catholic boards, to end EQAO, to reduce pensions, cut benefits, and have fewer snow days were also offered in addition to suggestions to increase taxes and cut paid leaves.

Q2 Parent/Guardian Feedback – Prioritize and Sustain Suggestions for sustaining and prioritizing budget items clustered primarily around the need for more special education supports and the need to sustain or reduce class sizes. Support for teachers was stronger; and initiatives less directly impacting students were less supported. The following categories of support were identified:

● supporting instruction and sustaining/reducing class sizes ● special education supports including self-contained programs and staffing ● class sizes, program supports

Supporting instruction and sustaining/reducing class sizes Sustaining staffing levels, supporting instruction, were well supported ideas by most respondents. Reductions or sustainment of class sizes were the most frequently suggested factors for consideration and programming suggestions ranged widely, with stronger support offered for initiatives that focused on early literacy, mathematics, as well as specialized programs such as music or arts programming. Programming that supported online or self-directed learning were well supported as were a focus on technology, creative thinking, STEM, health and well-being. Parents were also largely supportive of factors that supported teaching in terms of supports, training, and supplies/resources.

Special Education supports Special education supports were strongly supported in the feedback via support for self-contained classrooms, with emphasis on those serving students in ASD, LD, Life Skills, and BRCs, particularly with respect to perceived factors of safety and impact on regular classroom programming. Similarly, general staff supports to students with special needs were strongly supported with many noting the importance of particular roles such as EAs, ECEs, ESL, LRTs, CYCs and SERTs, including suggestions to increase extension resources for gifted programming.

Class sizes and program supports There was strong support for sustaining or creating lower student to teacher ratios. Support for instruction and students was strong particularly in terms of literacy, math, and general supports for learning. In a variety of program areas there were often competing stances of support around the arts, athletics, technology, and specialized programming.


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Other factors ● Low class sizes (lower students to teacher ratios) ● Keep FDK ● School infrastructure (add A/C and have better maintenance of school buildings) ● Less crowded schools ● Meal programs ● 21st Century Technology (i.e., updated computers) ● Mental Health and Special Needs support ● Library and Literacy ● Life/Social Skills ● Transportation ● Accommodation for Special Needs ● Improved Math and Literacy

Q2 Staff Feedback – Prioritize and Sustain Staff provided the strongest levels of support around the following factors:

● Special Education supports including self-contained programs and staffing ● instruction and sustaining/reducing class sizes, classroom resources ● technology, technological literacy and learning ● staff development

Special education supports Staff were highly supportive of sustaining Special Education. The importance of EAs was most frequently referenced in relation to special education staff supports with additional support notes for ECEs, LRTs, ESL, CYCs, social workers, and guidance supports. Frequent references were made to the importance of sustaining self-contained classes such as life skills, LD, ABA programming, and BRCs. Support for SERTs, autism resources such as sensory rooms and mental health supports were also noted.

Supporting instruction, additional resources, and class sizes Class size was the most frequently identified factor by staff respondents with respect to factors of direct impact on teaching. Opportunities for staff collaboration and appreciation were also cited as was support for increased resources for teachers to curtail out-of-pocket classroom expenses as well as providing more supports for coaching in terms of budgets, uniforms, and equipment. Classroom resources and consumables were fairly frequently identified as a need to sustain or grow which aligned with other suggestions to increase departmental and school budget to meet those needs. Emphasis on the importance of early literacy, arts and drama, STEM, and experiential and outdoor education were noted, particularly in terms of resource supports.

Technology and technological literacy Responses in this category suggested a need to improve access to technology and several staff noted the use of personal computers to meet their technology needs at school. Technology training for teachers was well supported as was the importance of 21st century competencies for staff and students. Technological support in terms of equipment and skills were generally noted.

Teacher/staff development There were some consistent suggestions of support needed in terms of staff and professional learning. General support for “front-line” staff was strong including factors of budgets, resources, and access to technology.

Other factors: ● Technology access and hardware ● Support technology for teachers ● Classroom equipment, including textbooks


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● Class sizes ● More EAs to support students with Special Education Needs ● Mental Health Initiatives for staff and students ● Keep Full Day Kindergarten ● Building maintenance ● Better support for English Language Learners

Q2 Student Feedback – Prioritize and Sustain Student response focussed on supporting transportation, after school clubs, and extra-curriculars. There was support for “better schools”, equity of technology access and better environment with respect to heating and cooling. Students also noted the importance of focusing on mental health, special education, and transportation for specialized programs (e.g., I-STEM)

Q2 Community Members and Partners Feedback - Prioritize and Sustain Community members and partners most frequently supported special education as areas to sustain. This priority was noted in the general support and in the support of specialized staff (e.g. with ASD), mental health specialists, SERTs, PSSP and CYC staff; and most frequently in support of EAs. General support for teachers, teacher benefits, research, and smaller class sizes were also noted.


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FOR INFORMATION


FROM: Andréa Grebenc, Chair of the Board Trustee, Burlington Wards 3 and 6

RE: Chair’s Correspondence

Periodically, the Chair receives correspondence addressed to the Board.

Correspondence appended to this report includes letters from the Hastings and Prince Edward District School Board regarding the Ontario Autism Program; from the Peel District School Board and the Trillium Lakelands District School Board regarding the provincial announcements pertaining to education.

Respectfully Submitted

Andréa Grebenc Chair, Halton District School Board Burlington Trustee, Wards 3 & 6

April 1, 2019 The Honourable Lisa Thompson, Minister of Education 438 University Avenue, 5th Floor Toronto, Ontario M7A 2A5 Dear Minister Thompson: The vision in the Hastings and Prince Edward District School Board (HPEDSB) 2015-2020 Strategic Plan: Possibilities Today & Tomorrow is: All students prepared and empowered for the possibilities of today and tomorrow. In order to accomplish this inclusive vision, we are committed to priorities of Achieving Excellence & Equity, Learning & Leadership, Public Confidence and Well-Being. As provincial education partners, we recognize the government’s commitment to fiscal responsibility. We also know that Ontario’s education system is recognized globally, and we want to work collaboratively to both improve and maintain the high quality of education in this province. I am writing to you because our Board of Trustees is very concerned about the proposed changes in funding to support students with autism, as well as the reduction in the secondary programming amount in the Pupil Foundation Grant, the Cost Adjustment Allocation, the Human Resource Transition Supplement and Classroom Loading Factors. Reductions in funding result in the loss of employees who contribute every day to student achievement. We are particularly alarmed by changes to class sizes in elementary and secondary schools. The proposed increase in average class size in secondary schools to 28:1 is of significant concern. It is clear that teaching positions will be affected and that there will be an impact on the range of programming at secondary schools. Our board is a mix of suburban and rural areas with a number of small schools. Maintaining a range of programming and an adequate number of staff in secondary schools are already challenges. The reduction of staff, even through attrition, will result in fewer options for students, as well as increased concern about student safety. Senior staff are working to understand the full effect of the proposed increases in class sizes. There will be negative impact on student achievement and well-being. As elected officials, we have an expectation of equity of access to programming for students in HPEDSB. While we already offer e-learning courses, we know that in many areas of our school board students are unable to access reliable internet service and/or transportation to an accessible location. The e-learning environment is not appropriate for all students. In addition, as funding decreases and class sizes increase, HPEDSB staff will need to adhere to the local collective agreements which specify more stringent limits on class size. This will increase the funding gap. HPEDSB will be challenged to offer the programs and services necessary for each student to achieve success. As Trustees, we often hear about the incredible work of our educators and support staff. We know how dedicated our employees are to creating safe, inclusive learning environments and to supporting our most vulnerable students, our students with special needs, our Indigenous students, and to supporting mental and physical well-being.

We are pleased to see that the government continues to invite consultation and hope it seriously considers input from school boards. We ask that you focus on students and value public education by reconsidering the changes to class sizes and funding that will impact both the programs we can offer to students and the number of employees in our system. We hope to have details soon from the Ministry of Education about how its plan will support school boards to provide programs and services so that students can achieve and be well. Sincerely

Shannon Binder Chair of the Board cc: Doug Ford, Premier of Ontario Daryl Kramp, MPP, Hastings-Lennox & Addington Todd Smith, MPP, Bay of Quinte Cathy Abraham, President, Ontario Public School Board Association (OPSBA) Chairs, Ontario public school boards

Trustees

Stan Cameron, Chair Will Davies

Sue Lawton, Vice-Chair David Green

Carrie Andrews Brad MacDonald

Susan Benjamin John Marchant

Robert Crocker Kathy McDonald

Nokha Dakroub Balbir Sohi

Director of Education and Secretary

Peter Joshua

Associate Director, Instructional & Equity Support Services

Poleen Grewal

Associate Director, Operational Support Services

Jaspal Gill

Associate Director, School Support Services

Wendy Dowling

March 26, 2019 The Honourable Lisa Thompson Ministry of Education 13th floor, Mowat Block 900 Bay Street, Toronto, ON M7A 1L2 Dear Minister Thompson: As this is the first time we are writing to you, on behalf of the Peel District School Board, let me congratulate you on your role as Minister of Education. This is a significant responsibility and one that requires openness, consultation, and thoughtful consideration of input as the success of children and youth is of paramount importance. Over the March Break, the Ministry of Education announced a number of changes in an effort to “modernize learning in the publicly funded education system” in Ontario. These proposed changes are part of Ontario’s new vision for education—one the ministry has branded Education that Works for You. We are writing to you as a board to share concerns over some of the recent announcements in an effort to help the ministry understand what works for us—Peel board students, staff and families, and the communities we serve. Like you, we are charged with ensuring the positive, future trajectories of all learners. We are focused, as a system on inspiring success, confidence and hope in each student, while meeting the diverse needs of students in their communities. As trustees, we are responsible to our communities for the quality of education provided in local schools within an approved financial framework. With this in mind, we are writing to you with concerns about recent, proposed changes to public education that we believe will hinder our ability to continue to provide the high-quality education Peel students deserve. We expect that, for the 2019-20 school year, Peel board schools and work sites will be significantly impacted by cuts to local priorities funding, class size changes and other shifts in ministry budget priorities. We need the ministry’s help to do what’s right by the communities we serve and to address the following urgent concerns, many of which directly impact our most vulnerable learners:

Class size changes • We are concerned about the proposed increase in average class sizes in grades 9 to 12 and

the changes in funding for grades 4 to 8 that the ministry is imposing. In smaller classes, students are more engaged and able to focus on relevant tasks. Teachers are also able to spend more one-on-one time supporting student learning and well-being, are better able to individualize instruction, and spend less time on classroom management. Access to equipment and other resources would also be limited/not available in larger class settings.

• The class size increase will: o significantly impact the number of students in locally developed courses. Students in

these courses benefit from more one-on-one teacher support. o mean a reduction in the variety of pathways courses offered. We know these courses

are proven to engage students in more individualized, teacher-supported and skill-based learning.

o have a direct impact on schools’ ability to offer specialized courses, including courses that provide students with exposure to skilled trades and technology.

o reduce the number of credit recovery/rescue courses, primarily in grades 9 and 10. This will jeopardize the success of some of our most vulnerable students.

• Over time, graduation rates have risen due to the above alternative approaches to learning.

• If we were required to fully implement the ministry’s changes to class size and funding restrictions this September 2019, 500 secondary teaching jobs would be lost due to proposed class size changes. Other jobs, including custodial, office administration and centrally assigned support staff would also be impacted. Staff are currently analyzing the impact for all personnel.

• On average, about 100 teachers leave the Peel board each year. Through the government’s attrition protection plan, we trust the ministry will top up our funding if the number of teachers impacted by class size changes exceed the actual attrition number. We are relying on promises made by this government, and do not expect to initiate teacher lay-offs associated with proposed changes in class size. Of concern is the attrition parameters do not mitigate the loss in teacher jobs due to the broad funding cuts beyond class size.

E-learning • The board will continue to work with the government as the ministry’s plan for e-learning

evolves. We expect to be invited to consult on this plan so we can advocate on behalf of the needs of all learners, including those who will have challenges navigating and working in an online learning environment.

• In addition, the board is concerned that students who live in poverty may not have the devices and/or technology necessary to access e-learning. Will the ministry offer supports that ensure these students and families who are marginalized are able to fully participate in e-learning in a manner that is equitable and inclusive?

Significant changes to class size and the introduction of mandatory e-learning have the potential to contribute to a dramatic drop in graduation rates across Ontario. Both of these proposed changes require significant consultation and re-consideration.

Special Education Funding/Autism • We need to see the ministry address the critical issue of underfunding of special education.

This school year, we received $11 million less than we need to serve students with special education needs.

• We have a total of 3,034 students with autism in the Peel board—250 to 300 of these students are affected by the government’s recent changes to the Ontario Autism Program (OAP), and are expected to attend a Peel school full-time this September. This six-month delay is appreciated as we collaborate with families and service providers to review the specific and individual needs of students.

• As school staff are not clinicians, we encourage the ministry to continue to reflect on its changes to the OAP and make decisions that best serve students with autism and their families.

Health & Physical Education Curriculum • We're pleased to see that topics like consent, online safety and gender identity will be part of

the curriculum, but look to the province for clarification on the opt-out process for parents as we are mindful of the Ontario Human Rights Code and our board policies related to equity and inclusion.

Mathematics Curriculum • We trust that the ministry will implement a Mathematics curriculum that honours innovative

instructional practices in Mathematics and reinforces foundational skills. • We know Peel board educators have been diligent and thoughtful in their instruction of

Mathematics, and know that supports have been provided centrally for a number of years to help improve math learning. As there is always room for improvement, we look forward to having staff review the ministry’s new curriculum and sharing what they learn with the system.

Funding Cuts • While there was some good news on transportation funding and addressing the rising costs of

utilities, we understand that the loss of EPO grants, local priorities funding, as well as other proposed funding changes will result in job losses in Peel, and cuts to programming for students-at-risk and professional learning opportunities for staff.

• As we wait for the Grants for Student Needs announcement, we cannot simply brace ourselves for further cuts that add more stress to an already compromised budget. We must and will advocate on behalf of the students and communities we serve for the funding the Peel board requires to ensure students meet with success.

Although we appreciate developing resilience in youth is one goal of this government, compromising learning opportunities for students is not how we hope this will be supported. Resiliency is best learned through supportive relationships, the teaching of coping skills and reflection. These strategies are best delivered by experienced and knowledgeable educators and support staff—ones being negatively impacted by budget cuts.

The discourse of failure we have heard lately is simply untrue—the data tells us a different story. So we ask the government to change its narrative. We are proud of the work done in Peel schools and work sites each day—life-changing work—by caring adults, staff and volunteers, who look to us for support. The support we provide must be rich and meaningful. Put simply, we cannot support all of our learners if funding cuts are deep, resources are stretched, and staff are burdened with heavy loads and worry—worry that they will not be able to provide the level of support needed to ensure all students are successful and cared for. We must partner on public education, and the province must listen to all partners, including students. Student voice should be a strong driver of ministry decisions. When we move from viewing students as stakeholders to students as collaborators, they not only articulate their views, but will help shape the future of public education in Ontario, a future that was already bright. As a Board of Trustees, we will do everything we can to support the system throughout these changing times, and are hopeful education partners can work together effectively and respectfully to avoid labour disruption next school year. Our focus will always be on students and how we can continue to do our best to provide programs that help support their academic success and well-being. As one of Canada's largest school districts, we believe we have ideas and innovative practices the ministry should be aware of as it makes critical decisions about the future of public education in Ontario. As such, we request a meeting with you to discuss our concerns. We look forward to hearing from you. Yours sincerely,

Stan Cameron Chair, Peel District School Board c. Peel District School Board Trustees Peel Unions/Federations/Associations Peel Members of Provincial Parliament

Peel School Councils Peel Special Education Advisory Committee Peel Parent Involvement Committee Peel Indigenous Education Advisory Council Peel Student Councils

Trillium Lakelands District School Board 1271 Cedar Lane, Bracebridge, ON P1L 1W9

300 County Road 36 Lindsay, ON K9V 4S4 1-888-526-5552

Fax: Lindsay 705-328-2036 Fax: Bracebridge 705-645-5973

Better together in a safe and caring learning community.

CITYOFKAWARTHALAKES•COUNTYOFHALIBURTON•DISTRICTMUNICIPALITYOFMUSKOKA www.tldsb.ca

April 3, 2019 The Honourable Lisa Thompson Minister of Education 22nd Floor, Mowat Block 900 Bay Street Toronto, Ontario M7A 1L2

Dear Minister Thompson; On behalf of the Trillium Lakelands District School Board, I am writing to share our thoughts regarding recent announcements by the Ministry of Education that we believe will have significant impact on our students and overall operation in Trillium Lakelands District School Board. While we understand the fiscal challenges faced by the provincial government, we offer our support and willingness to work alongside the Ministry of Education to find viable long term solutions and alternatives. As you know, TLDSB covers a significant portion of central Ontario. Our secondary schools are generally quite distant from one another and several are in smaller communities. Decreasing funding to the board by increasing class size, which will inevitably result in fewer classroom teachers, will create significant challenges for us in our ability to support our students and offer a reasonable menu of core and optional credits. We anticipate having to make difficult decisions about course offerings, and have deep concern about the viability of programs to support students who wish to pursue the arts or skilled trades, or those with special needs. We encourage you to consider a funding model that is more in line with grade 4-8 averages, if changes must be made. TLDSB has developed an extraordinary E-learning platform over the past fifteen years. We currently serve students locally and beyond in their pursuit of a secondary school graduation diploma. Students are able to engage in our platform with outstanding teachers to complete their entire secondary program virtually; something we take great pride in. We have come to learn, however, that there is a significant difference between voluntary participation and mandatory participation in E-learning courses. We are concerned that mandatory participation in this type of course is not for every student and that attrition from these courses may have the unintended consequence of students being required to return for an extra semester at the end of grade 12 due to incompletion of online courses. Additionally, we know that E-learning is simply not for all students. Many of our students will struggle with the demands of self-directed learning; others may not have adequate broadband service in their rural setting; and some may struggle with special requirements that will prohibit them from being able to complete courses.

Better together in a safe and caring learning community.

CITYOFKAWARTHALAKES•COUNTYOFHALIBURTON•DISTRICTMUNICIPALITYOFMUSKOKA www.tldsb.ca

The Honourable Lisa Thompson Page 2 April 3, 2019 We continue to monitor the developments with the autism file in Ontario, and want to assure you we will support all learners who present in our schools. We believe it is critical, however, that the support for students be appropriate and fully funded. Children with autism require very specialized expertise from their care providers and supporters, and it is our hope that the government will ensure the appropriate funding required by school boards is in place. We are grateful for the direction you are providing with the elementary Mathematics curriculum and the clarity you are bringing to the Health and Physical Education curriculum after a period of uncertainty. As well, we appreciate the latitude the Ministry of Education is providing to our front line educators to manage complex issues such as cell phones in classrooms. We have always and continue to have great confidence in our educators to make the best use of the tools they have available to them. We continue to offer our support and willingness to assist with finding efficiencies. Like your government, we continue to keep the careful stewardship of public resources in mind in all decision making we undertake. We would be pleased to meet with you or your staff at any time to discuss alternatives and other opportunities to find greater efficiencies in our sector. On behalf of Trillium Lakelands District School Board, thank you.

Sincerely,

Louise Clodd

Chair of the Board

cc. TLDSB Trustees Director of Education, Larry Hope Chairs, all Ontario School Boards Cathy Abraham, President of the Ontario Public School Boards Association The Honourable Doug Ford MPP, Premier of Ontario The Honourable Laurie Scott MPP, Haliburton-Kawartha Lakes-Brock Norm Miller MPP, Parry Sound-Muskoka

April 9, 2019 Honourable Lisa Thompson Minister of Education 22nd Floor 900 Bay Street Toronto, ON, M7A 1L2 To the Honourable Lisa Thompson, Minister of Education, On Wednesday, April 3, 2019, the Board of Trustees of the Halton District School Board directed the Chair to write a letter on behalf of the Board of Trustees to the Minister of Education. The letter was to express funding, program and consultation concerns relating to recent education announcements, as well as some of the longer standing challenges experienced by the Halton District School Board. Our concerns regarding the announcements made on March 15 are largely with the impact of the systemic changes proposed. The Vision for the Halton District School Board is “Every student will explore and enhance their potential, passions and strengths to thrive as contributing global citizens”. This vision will be challenged by the proposed changes. The provincial government has a mandate of fiscal responsibility and debt reduction. Boards must present a balanced budget each year with the grants designated by the province. At the same time, Trustees must maintain focus on student achievement and well-being (Education Act s2018.1g) and assist the board in delivering effective and appropriate education programs to its pupils (Education Act s169.1c). We believe the proposed changes threatens our ability to fulfil this responsibility. The breadth and depth of the proposed systemic changes, coupled with a lack of specific details have left a sense of uncertainty leaving the board, staff and the community to worry and speculate. Uncertainty and apprehension do not help to support confidence in this critical sector -- Public Education. As such, we suggest a “pause” on a number of the proposed systemic changes to fully consult with education partners to find creative solutions that could possibly lead to cost savings and/or system efficiencies. For effective change management, we suggest additional collaboration with education stakeholders in order to ensure best practices are incorporated and decisions are evidence-based. Education funding and programs must be based on student needs. We are also aware collective agreements are coming to an end and we fear that if further measured consideration is not given, the education sector will experience great uncertainty during the next school year. This will unfortunately jeopardize the stability our students, staff and communities deserve.

With this in mind, we offer the following comments and suggestions. Increased Class Sizes The Halton District School Board vision will be negatively impacted with the proposed increases in class size averages at the secondary level rising from 22 to 28 students. Minister Thompson, you stated that your personal consultations have revealed that the ideal class size lies between 26 and 28 students. In order to maintain the 28-student class average, specialized courses with lower enrolment or smaller classes with students who have high needs that have a 10 to 20 student class size will mean that other courses have very high class sizes of 36 to 46 students.. This situation will inevitably lead to eliminating course offerings with low enrollment, even though those courses may be the top choice for some students. Expected course offering losses will be felt most in classes with marginalized and at-risk students, upper-year arts, specialized math, and skilled trades and technology courses, all of which are largely unsuited for the online environment. Furthermore, we must comply with the course size requirements outlined in existing collective agreements to ensure safe and healthy workplaces for students and staff. The Halton District School Board maintains a class size maximum of 20 students in transportation, construction and other courses that use machinery. This is in response to recommendations from a Coroner’s Inquest due to a tragic in-class event a number of years ago. It is imperative that we continue to honour the recommendations of this Inquest. There will be less flexibility and ability to support these smaller classes which will lead to course cancellations. The Halton District School Board will find itself in a position of not being able to offer a course because enrollment numbers are too low or not being able to offer a course because the enrollment numbers are too high, resulting in safety concerns. STEM Focus We acknowledge an ongoing focus of this Ministry on Science, Technology, Engineering and Math (STEM). While those subject areas are important, it is our belief and the experience of many successful and visionary individuals and companies that the arts, social sciences and humanities are equally as important. In practice, multidisciplinary teams are brought together to solve some of the most challenging issues. Four Centrally Administered Online Courses Requirement The Trustees of the Halton District School Board are deeply concerned about the proposed requirement of centralized online courses students will need to take to receive their O.S.S.D. We are curious and interested in reviewing the peer-reviewed research which provides evidence for this profound change in curriculum delivery. Moreover, how does it increase student achievement and well-being? There has been some suggestion there will be an opt-out option for students, but no details have been shared. Specific concerns are related to equity, differentiated learning needs and managing board resources. Some students will not have access to computers and the internet. In addition, evidence within the Halton District School Board suggests online learning is not the right choice for every student, as they learn more effectively in teacher-facilitated face-to-face settings. If students are not successful in the online learning environment, there will be personal and detrimental academic costs to them, financial costs to boards and implications for higher education and job sectors.

The Halton District School Board is among several boards that has built significant capacity and expertise in developing and delivering online courses. The announcement indicates that boards themselves would no longer be delivering these courses. If this is the plan, we suggest the Ministry investigate a system that would utilize the already existing resources and expertise for the benefit of Ontario students who choose online education. Additional Budget Pressures During the past few months, a number of memos and announcements have compounded budget pressures for the Halton District School Board. The reduction and/or loss of Education Programs Other (EPO) grants and other allocations severely decreased supports for local priorities and students at risk. At the April 3, 2019 Board meeting, Trustees received a (HDSB) 2019/2020 Budget Development Process Update from the Superintendent of Business Services. As part of the report, the following was stated: Based on the limited information currently available, it is estimated that the funding reduction will amount to $18.7 million (or 2.7%) of the provincial allocation, with approximately $10.7 million (or 1.5%) reduction outside of class size adjustments. These calculations are subject to change as the GSN is released. This figure includes $6.7 million in local priorities funding... [The] HDSB is reassessing how programs and services are delivered, in order to continue to support student learning within available means. As mentioned previously, the Trustee mandate is to maintain focus on student achievement and well-being (Education Act s.2018.1(g)) and assist the Board in delivering effective and appropriate education programs to its pupils (Education Act s.169.1(c)). We are concerned our exemplary results will not be replicated in the face of ongoing, cumulative impacts. Staff are highly trained professionals. The uncertainty and resource reductions that staff are facing are not respectful of the critical role they play in education or conducive to the stable and innovative environment that we are trying to foster. Consultation Process The Trustees of the Halton District School Board implore the Ministry of Education and related Ministries to investigate and research issues thoroughly, and meaningfully consult with all partners prior to making large scale decisions and announcements. Each time an announcement is made, with consultation following it, we are put into a reactionary position, and scarce resources are redirected to try to determine what the local implications will be. Our focus should be on providing proactive, visionary and strategic direction to our system. A recent example is related to the Ontario Autism Program. In early February, announcements of the radical funding model change forced school boards to divert limited resources to delve into possible student support scenarios and brace for ramifications. Despite boards being a key partner in delivering change, there was little to no advance consultation from the Ministry of Education. We are thankful the Government has recently taken a step back to study the issue with experts, to consult with affected families, and instituting a six month extension to the status quo.

The Class Size Consultation Guide and the School Board Hiring Practices Consultation Guide released by the Ministry (comment deadline of May 31, 2019 after staffing decisions and class sectioning would have usually taken place) both list that the goals to guide decision making include “Student Achievement: Success and well-being of every child” and “Evidence-based Decision Making: Grounded in sound policy, inter-jurisdictional scan, and empirical research”. The Trustees of the Halton District School Board respectfully request evidence that these goals are in fact the focus of these consultations as drastic decisions seem to have already been made without sincere consideration of either stated goal. We ask that school boards and all education partners be at the table prior to future announcements so we can explore how we can maintain Ontario as a global leader in education. Financial Literacy and Indigenous Education The Trustees of the Halton District School Board thank the MInister and Ministry of Education for recognizing the need for improvements in both Financial Literacy and Indigenous Education within the Province of Ontario. Both of these issues have been spoken about frequently at the Halton District School Board table and their inclusion within the curriculum is praised. Ongoing and meaningful consultation with Indigenous leaders is necessary to develop strong relationships for reconciliation and to ensure that the truth of the past, the implications for the present and opportunities of the future are taught in all Ontario classrooms. Halton District School Board Context Our letter and concerns are rooted in the necessity to support all students. Our existing context already makes this challenging. The Halton District School Board has been the lowest or near lowest funded school board, based on per pupil funding, for many years. Further, when the phase-in of the 2014 Special Education formula was completed, our Board received a $20M annual reduction in support. As a result, the Halton District School Board overspends yearly in Special Education to meet student needs. We believe that the Ministry formulae are not reflecting the growth in our Board, the increase in poverty rates and student needs. Last year, the Halton District School Board also suffered a financial loss when our Education Development Charges by-law lapsed due to a lack of Ministry approval. While the by-law was eventually renewed, the allowed rate does not reflect the cost of land, resulting in a loss in excess of $3M in revenue which is targeted for the purchase of new school properties. We are grateful that the Ministry has now put in place a process whereby boards can increase their development charges rates, however, there is no mechanism to recuperate the incurred losses. Conclusion Above all else, the Halton District School Board strives to uphold our vision that “every student will explore and enhance their potential, passions and strengths to thrive as contributing global citizens.” The changes proposed by the Ministry, coupled with our existing context, make this very challenging.

We encourage the inclusion of student voice in any change. When we listened to students who participated in local demonstrations about education changes, they were very articulate in expressing their concerns for their academic achievement and their futures. They spoke about the increased class sizes, the potential loss of optional credits in the arts and technology areas, mandatory e-learning, and changes to OSAP. The Halton District School Board seeks to be a creative and collaborative partner with the Ministry of Education, all education partners and our communities in the fiscally responsible delivery of effective and appropriate programs that will promote student achievement and well-being. We ask the Ministry to revisit recent proposals and funding cuts, and to consult with its education partners in a meaningful and timely way to ensure proposed changes in education match what is best for the students and the future of Ontario. Sincerely,

Andréa Grebenc Chair of the Board of Trustees, Halton District School Board Cc: Ted Arnott, MPP

Stephen Crawford, MPP Parm Gill, MPP Jane McKenna, MPP Effie Triantafilopoulos, MPP Ontario Public School Board Association Ontario Student Trustees’ Association HDSB Board of Trustees HDSB Senior Staff HDSB School Councils HDSB Student Councils HDSB SEAC

Documents

Wednesday, April 17, 2019 PUBLIC SESSION AGENDA 2.0 ... Agendas and Minutes/BdAgen… · 3.0 Consent Agenda Items 3.1 Approval of Consent Agenda Action Items 3.1.1 Minutes of the