Wednesday, March 7, 2018 PUBLIC SESSION AGENDA Agendas and Minutes... · 2018-09-13 · 1 HALTON DISTRICT SCHOOL BOARD Meeting will be livestreamed from J.W. Singleton Education Centre,

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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, March 7, 2018 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 Delegations/Presentations to the Board 2.1 Inspire Award Presentations (one presentation at recipient’s workplace) 2.2 Delegations 2.3 Presentations

2.3.1 PAR Implementation Update (T. Blackwell) 2.3.2 Operational Plan Update (D. Boag) see Report 18044, page 81

2.4 Acknowledgement by the Chair of Delegations and Presentations

3.0 Consent Agenda Items 3.1 Approval of Consent Agenda Action Items

3.2.1 Minutes of the Halton District School Board Meeting, February 21, 2018 page 2 3.2 Receipt of Consent Agenda Information Items

3.2.2 Order Paper page 5 3.2.3 Board Schedule Update (S. Miller) – Report 18039 page 10 3.2.4 Preventative Maintenance Inspections: Portables (D. Boag) – Report 18040 page 13 3.2.5 School Generated Funds Annual Report (L. Veerman) – Report 18030 page 15

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

4.2 For Action: March 7, 2018 4.2.1 Audit Committee Recommendations (J. Gray) – Report 18037 page 21 4.2.2 PAR Implementation: Aldershot HS Focus Exploration (T. Blackwell) – Report 18032 page 22 4.2.3 Student Trustee Policy (D. Metropolitansky, M. Mansoor) – Report 18048 page 48

5.0 Communication to the Board 5.1 Student Trustee Reports

5.2 For Action: March 21, 2018 5.2.1 Milton #10 School Name (M. Denton) – Report 18041 page 56 5.2.2 Trustee Correspondence re: Pupil Accommodation Review Guidelines

(J. Oliver, A. Harvey Hope) – Report 18049 page 58 5.2.3 School Year Calendar (D. Boag) – Report 18042 page 59 5.2.4 Trustee Distribution and Determination (S. Miller) – Report 18043 page 63

5.3 For Information: March 7, 2018 5.3.1 Operational Plan Update (D. Boag) – Report 18044 page 81 5.3.2 Oodenawi Enrolment Issues (C. Ruddock) – Report 18046 page 86

5.4 Notice(s) of Motion 5.5 Director’s Report 5.6 Communication from the Chair 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, February 21, 2018 – 7 p.m.

Present: K. Amos, A. Collard, D. Danielli, T. Ehl Harrison, A. Grebenc, J. Gray, K. Graves, A. Harvey Hope, J. Oliver, R. Papin, L. Reynolds, M. Mansoor, D. Metropolitansky

Regrets:

1 Opening

1.1 Call to Order A. Grebenc called the meeting to order at 6:06 p.m.

M18-0030 D. Danielli / J. Gray Be it resolved that the Halton District School Board move into Private Session. Carried Unanimously.

The Board rose from Private Session at 7:03 p.m.

The Chair called the Public Session to order at 7:12 p.m.

A. Grebenc recognized Halton’s rich history and modern traditions of many First Nations and Métis. On behalf of the Board, the Chair acknowledged and thanked the Mississaugas of the New Credit First Nation for sharing their traditional territory.

A. Harvey Hope referenced Report 18032 as For Decision on March 7, 2018.

M18-0031 R. Papin / D. Danielli Be it resolved that the Halton District School Board approve the agenda as amended and revised. Carried Unanimously.

1.2 Declarations of Possible Conflict of Interest The Chair reminded Trustees of the requirement to declare any potential conflicts of interest.

2 Delegations/Presentations to the Board

2.1 Inspire Awards There were no awards presented at this meeting.

2.2 Delegations There were no delegations.

2.3 Presentations The Chair welcomed Gord Truffen and Dean Barnes, speaking to the Halton District School Board’s Welcome Centre

The Chair welcomed Terri Blackwell, Julie Hunt-Gibbons and Gord Truffen, also recognizing Jacqueline Newton and John Pennyfather, speaking to the Aldershot Initiatives as outlined in Report 18032. The team responded to trustee questions regarding the proposed program offering, opportunities for transportation from other areas of the region, facility enhancements, community partnerships and

3 Consent Agenda Items

3.1 Approval and Receipt of the Consent Agenda Items A. Harvey Hope asked if Report 18030 could be pulled from the consent agenda, and deferred to the March 7 Board meeting.

A. Harvey Hope posed questions were posed regarding the budget allocations for capital projects, and EDC dates.

A. Grebenc referenced motion M16-0132 and noted the anticipated date for school readiness should reflect 2019 rather than the 2018 date as originally indicated.

M18-0032 A. Harvey Hope / J. Oliver Be it resolved that the Halton District School Board defer Report 18030 to the March 7, 2018 Board meeting. Carried Unanimously.

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M18-0033 K. Amos / J. Oliver Be it resolved that the Halton District School Board approve the Consent Agenda Action items and receive the Consent Agenda Information Items as revised, for February 21, 2018. Carried Unanimously.

4 Ratification / Action

4.1 Approval of Business Transacted in Private Session M18-0034 T. Ehl Harrison / D. Danielli

Be it resolved that the Halton District School Board employ Miller Thomson as legal counsel to undertake a review and revision of its governance policies, with a view to developing a compendium of documents that reflect best practices and provide a sound, concise and consistent reference for its Board of Trustees. The project, not to exceed $5,000 will commence in February 2018 with anticipated completion by April 2018 for presentation to the Board. Carried Unanimously.

4.2 For Action: February 7, 2018 4.2.1 Milton #10 Boundary

J. Newton spoke to Report 18020 and responded to trustee questions. A. Harvey Hope and K. Graves requested a map of Scenario 10c be added to the minutes.

M18-0034 K. Graves / D. Danielli Be it resolved that the Halton District School Board adjusts the boundaries for the elementary schools in Milton as outlined in Scenario 10c and detailed in Report 18020, effective September 2018. Carried Unanimously.

5 Communication to the Board

5.1 Student Trustee Reports M. Mansoor and D. Metropolitansky spoke to their recent attendance at the OSTA/AECO, this week’s Student Senate meeting, the student voice at the Ministry’s transportation consultations, the committee investigating drug use, and other student initiatives. S. Miller responded to questions regarding the prohibition of use of e-cigarettes or marijuana on school property. He commented on the health aspect of marijuana covered under the legislation.

5.2 For Action: March 7, 2018 5.2.1 Audit Committee Recommendations

J. Gray spoke to Report 18037, and responded to trustee questions.

5.2.2 Trustee Correspondence A. Collard spoke to Report 18038, and responded to trustee questions.

M18-0037 A. Collard / J. Gray Be it resolved that the Halton District School Board waive the rules to deal with this matter immediately. Carried Unanimously.

M18-0038 A. Collard / J. Oliver Be it resolved that the Board of Trustees authorize the Chair to write a letter to the Minister of Education in support of Bill 191: The Education Amendment Act (Fetal Alcohol Spectrum Disorder), 2017, copying all Ontario MPPs and school boards. Carried Unanimously.

5.2.3 Aldershot Initiatives The Chair called attention to Report 18032, related to the presentation earlier in the evening.

5.3 For Information: February 21, 2018 5.3.2 Primary Core French

T. Salmini noted date changes in Report 18034, and responded to trustee questions.

5.3.3 French Immersion Update D. Boag spoke to Report 18033, and responded to trustee questions.

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

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5.5 Director’s Report S. Miller deferred to L. Reynolds to speak to recognition for Aldershot School students. Aldershot was one of five Canadian schools chosen to be featured in Global National’s “No Stone Left Alone” television special, to air next November 11. Taping will occur on November 5 at Woodland Cemetery in Aldershot.

S. Miller asked R. Eatough to speak to the recent GSA conference, and the success of the event for students within Halton. D. Danielli referenced the elementary GSA conference coming up March 8. She expressed her appreciation to staff and students for making the experience so rewarding.

S. Miller asked G. Truffen to speak to the Arrive and Thrive conference held for elementary and secondary staff and students, to assist in welcoming newcomers to Canada.

S. Miller also commented on the highest ranked team in Ontario in the Fall Junior Achievers investment program, offering congratulations to Anthony Paredes from Craig Kielburger Secondary School who was the highest ranked in Ontario. Other Halton schools participating included Nelson High School, Orchard Park Public School, Munn’s Public School, and Pine Grove Public School.

S. Miller referred to C. Ruddock to provide an update regarding students still out on suspension due to the Health Unit’s immunization requirements.

5.6 Communications from the Chair A. Grebenc asked for a moment of silence to honour those students lost in last week’s school violence incident in Florida.

She spoke to a conference she attended featuring a pilot for program after next municipal election.

She also spoke to her attendance at “Feeduary” at King’s Road Public School, commending IKEA as a regular breakfast partner at the school.

5.7 Committee Reports J. Gray spoke to the Inspire Awards Committee meeting held earlier today. Recommendations will come to a future Committee of the Whole meeting. She also spoke to last week’s Audit Committee.

R. Papin spoke to her participation on the School Year Calendar Committee.

J. Oliver spoke to her attendance with A. Harvey Hope and L. Reynolds, at the Equity and Inclusive Education Committee and the student voice

K. Graves spoke to the work of the Naming Committee, including A. Harvey Hope and J. Newton, investigating options for the Milton #10 school.

T. Ehl Harrison spoke to the Mental Health focus for next week’s Committee of the Whole, with input being sought for the revised PAR guidelines.

5.8 Trustee Questions and Comments J. Gray provided a Halton Learning Foundation update following today’s meeting where the Annual Impact Report was presented.

The Board reconvened in Private Session at 9:48 p.m.

M18-0039 L. Reynolds / A. Collard Be it resolved that the Board reconvene in Private Session. Carried Unanimously.

M18-0040 K. Amos / A. Grebenc Be it resolved that the Halton District School Board extend the meeting beyond 10 p.m. Carried Unanimously.

The Board reconvened in Public Session at 11:08 p.m.

6 Adjournment

M18-0041 A. Harvey Hope/ J. Gray Be it resolved that the Board adjourn at 11:09 p.m. Carried Unanimously.

Recorder’s Signature: Chair’s Signature:

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Halton District School Board

ORDER PAPER – PUBLIC SESSION

Wednesday, March 7, 2018 (Items shaded/in bold have been completed and will be deleted from the list prior to the next edition.)

Motion # Resolution Responsibility

M12-0204 Be it resolved that…the Board develop a governance process to monitor School Generated Funds including School Council Funds and school businesses, and refer this item to the Policy, By-law & Governance Committee.

Policy, By-law & Governance Committee

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 and school staff on improving our gifted assessment process.

Director of Education

M13-0171 Be it resolved that the Halton District School Board approve a structure for Board policy that includes governance policies and framework policies as per the appendices to Report 13083.


M13-0172 Be it resolved that the Halton District School Board approve a structure for admin procedures and supporting guidelines, implementation handbooks, and protocols as contemplated in Report 13083.


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

M15-0139 Whereas the work of the National Truth and Reconciliation Commission (TRC) regarding residential schools in Canada concluded its work in June 2015, resulting in 94 far reaching Calls to Action, including a number specifically focused on education; Be it resolved that the Halton District School Board: i) Commit that all students graduate with knowledge of residential

schools and their effects on Aboriginal communities in Canada and see themselves as contributors to reconciliation.

ii) (At least) Annually during a Board meeting recognize the history of our area and give respect and honour to its First Peoples, by including in the Chair’s welcome, "We would like to acknowledge that we are on the traditional territory of First Peoples."

Director of Education / School Operations

M16-0045 Be it resolved that the Halton District School Board authorize staff to work with the City of Burlington and Nelson User Group to develop a fundraising plan as outlined in the HDSB Community Funding of Facility Enhancements Administrative Procedure regarding proposed enhancements to the sports facilities at Nelson High School.

SO/ Facility Services

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M16-0097 Be it resolved that the Halton District School Board create an ad hoc committee to create a public awareness campaign, “Fix the Finances”, to raise awareness about how the HDSB is financed and repercussions of funding reductions and create an action plan to return to the Board for approval by the October 19 Board meeting.

Chair, Trustees Deferred to November 2016

M16-0099 Be it resolved that Halton District School Board refer to the Policy, By-law and Governance Committee, the creation of a policy that incorporates the concepts regarding internal processes and public concerns identified in the administrative procedure.


M16-0111 1. Be it resolved that the Halton District School Board adopt Option 6,

Grade 2 Entry to the French Immersion program at 100% intensity in existing single & dual track schools, as outlined in Report 16096.

2. Be it resolved that this model begin in Grade 2 of school year 2018/19. Entry into Grade 1 of our current FI model will cease after the 2016/17 school year and the 2017/18 Grade 1 cohort will be English program only.

3. Be it resolved that students enrolled in our current FI model be grand-parented and allowed to complete elementary school in the current model.


M16-0132 Be it resolved that the HDSB appoint the architectural firm of Hossack and Associates Architects Inc. to prepare the design and tender documents for the proposed new elementary school, ERA 118 (Oakville NE #2 PS) to be built in the Oakville area for September 2018. 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

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

M17-0021 Be it resolved that the HDSB undertake a review of the existing Executive Limitations, Governance Process and Board-Director Relationship policies with a view to rescinding or revising them under the current governance structure, and THAT the HDSB reformat and direct the Board’s existing policies under either the “Framework” or “Governance” categories of the current governance structure.

Chair/Trustees

M17-0059 Be it resolved that the Board of Trustees obtain a written legal opinion from Miller Thomson regarding the proposed changes to the Director’s Job Description, and Executive Limitations and Delegation of Authority Policies and that Miller Thomson be provided with copies of the current and proposed Director’s Job Description, and Executive Limitations and Delegation of Authority Policies, and the Director of Education's Contract, and be given the opportunity to confer with the Board of Trustees to discuss their findings. Be it further resolved that the decision regarding the changes to the Director’s Job Description, and Executive Limitations and Delegation of Authority Policies be deferred until such time as the legal opinion has been obtained and any recommendations resulting from it have been discussed by the Board of Trustees and the Director of Education.

Chair of the Board

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;


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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.

M17-0091 Be it resolved that the Halton District School Board close Lester B. Pearson High School, effective June 30, 2018. a) Effective September 1, 2018, the Halton District School Board revise

the existing catchment area for Lester B. Pearson High School to redirect students to M.M. Robinson High School.


M17-0092 Be it resolved that, effective September 1, 2018, the HDSB revise the existing Dr. Frank J. Hayden Secondary School French Immersion program boundary, to redirect students entering Grade 9 French Immersion to MM Robinson HS. Grade 10, 11, and12 FI students will be grandparented at Dr. Frank J. Hayden Secondary School until graduation.


M17-0094 Be it resolved that, effective September 1, 2018, the Halton District School Board designate the English and French Immersion catchment areas for the “Evergreen Community” to M.M. Robinson High School.


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


M17-0103 Be it resolved that the Halton District School Board authorize staff to proceed with the selection process for an architectural firm(s) to prepare the design details and project manage the facility modifications needed to address the Burlington Secondary Program and Accommodation Review (PAR) outcomes for MM Robinson and Nelson High Schools.

Facility Services

M17-0133 Be it resolved that the Halton District School Board appoint the firm of Snyder Architects Inc. as the architect for the transition of educational programs project into Nelson High School and MM Robinson High School as per their response to RFP-17-258

Facility Services

M17-0169 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 Public Education Symposium (including the pre-symposium) to be held January 25-27, 2018 (maximum of $7,700). Upon return from this symposium, trustees who attended will share the highlights of the symposium with all trustees.

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 26-27, 2018 (maximum of $5,500). Upon return from this symposium, trustees who attended will share the highlights of the symposium with all trustees.

Be it resolved that the Halton District School Board use a portion of the “Board Leadership and Team Development” account to cover the registration and accommodation costs for the OPSBA HDSB Director(s) and the OPSBA Central West Regional VP/Chair to attend the 2018 OPSBA AGM in Niagara Falls from May 31 - June 3, 2018, 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.

Be it resolved that the Halton District School Board use a portion of the “Board Leadership and Team Development” account to cover the accommodation

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and transportation costs for one Student Trustee Co-Mentor to accompany the Student Trustees to the OSTA/AECO conference in Ottawa from February 15-18, 2018, at a cost up to a maximum of $1,600. Upon return from the conference, the Student Trustee Co-Mentor that attended will share the highlights of the conference with all trustees.

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


M18-0007 Be it resolved that the Halton District School Board accept the tender from Golden Gate Contracting Inc. in the amount of $689,861 as contained in Tender No. RFT 17-286 for the construction and renovation of a parent and child centre at Oakwood Public School in Oakville, Ontario; and that the budget be approved as presented in Private Session Report 18010.


M18-0009 Be it resolved that the Halton District School Board authorize the Director to proceed with hiring a parliamentarian to review the Board’s revised by-laws, and to coordinate with legal counsel for a similar review of the by-laws with an expenditure of approximately $5,000.


M18-0010 Be it resolved that the Halton District School Board authorize the Director to proceed with a review of the draft Fundraising Policy by legal counsel, no later than mid-February with an expenditure of approximately $2,000.


M18-0034 Be it resolved that the Halton District School Board employ Miller Thomson as legal counsel to undertake a review of its governance policies, with a view to developing a compendium of documents that reflect best practices and provide a sound, concise and consistent reference for its Board of Trustees. The project, not to exceed $5,000 will commence in February 2018 with anticipated completion by April 2018 for presentation to the Board.


M18-0034 Be it resolved that the Halton District School Board adjust the boundaries for the elementary schools in Milton as outlined in Scenario 10c and detailed in Report 18020, effective September 2018.

DOE

M18-0038 Be it resolved that the Board of Trustees authorize the Chair to write a letter to the Minister of Education in support of Bill 191 The Education Amendment Act (Fetal Alcohol Spectrum Disorder), 2017, copying all Ontario MPPs and school boards.

Chair

PENDING REPORTS – March 7, 2018

Motion & Date Resolution Presentation Date

M12-0088 Be it resolved that the HSDB direct the Director to provide a full and complete list of all policies and admin procedures noting : a) whether or not the policy/admin procedure has been adopted by board motion, b) the date that the policy/admin procedure was last reviewed, c) the date that the policy/admin procedure is next scheduled to be reviewed and d) whether or not the policy/admin procedure suggests an impact to roles and/or responsibilities of trustees or board of trustees (directly or through referenced policy/admin procedure).

June / Sept. 2012 Review of policies undertaken (on-going)

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Motion & Date Resolution Presentation Date

M16-0112 Be it resolved that an annual report be added to the report schedule (starting in 2018), outlining the percentage/number of Gr.1 students in each elementary school registered for French Immersion or English programs for the following year, and that this report highlight any schools where fewer than 20 students have registered for the Gr.2 English program and any schools where registration percentages for FI have increased from prior years, and provide an action plan to address the enrolment in those schools. This report will be brought to the Board of Trustees prior to staffing deadlines.

2018

Interim report proposed February/March 2017

M17-0096 Be it resolved that the Halton District School Board investigate and explore a range of opportunities for Aldershot High School, including but not limited to, a magnet school, a themed school, an alternative school, and/or an incubator school with a report brought back to the Board of Trustees no later than February 2018.

February 2018

M17-0171 Be it resolved that the Halton District School Board refer the Student Trustee draft policy for discussion at a future Standing Committee re: Policy, By-law & Governance at Committee of the Whole.

January/February 2018


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Report Number: 18039 Date: February 28, 2018

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 2018, and will be updated at regular intervals to keep Trustees apprised of what reports have been presented, completed, and/or have had to have timelines revised.

The timing of the EDC by-law and the LTAP have been added/modified on this version of the Board Report schedule.

Respectfully submitted,

S. Miller Director of Education

STAFF INITIATED BOARD REPORTS – 2017-18 (February 28, 2018)

REPORT SUBJECT DATE: RESPONSIBILITY COMMENTS

Admin Procedure Update ongoing Stuart Miller Info

SEAC Membership as required Mark Zonneveld Info

Admin Centre Update as required Gerry Cullen Info

Capital Update – Summer 2017 September 6 Gerry Cullen completed Info

Banking Resolutions September 6 Lucy Veerman completed Action

“Technology and You” September 6 Gord Truffen completed Info

PAR Update September 6 Terri Blackwell completed Info

Director’s Summer Authority September 6 Stuart Miller completed Info

High Performance Programs September 20 David Boag/Tina Salmini completed Info

Capital Update (with financials) September 20 Gerry Cullen completed Info

Ombudsman Report September 20 David Boag completed Info

PAR Architect Appointment September 20 Gerry Cullen completed Action

EQAO September 20 David Boag, Program completed Info

Summer Learning Initiatives September 20 David Boag completed Info

Boundary Review (Boyne) September 20 Jacquie Newton/Dom Renzella completed Action

Gap Analysis re: PAR Implementation October 4 Stuart Miller completed Info

Award of Tender (New Elem./Milton) October 4 Gerry Cullen completed Action

September Staffing Adjustments October 18 Debra McFadden completed Info

Community Planning and Partnerships October 18 Lucy Veerman completed Info

Capital Update October 18 Gerry Cullen completed Info

Operational Plan Progress Report October 18 David Boag completed Info

PAR Update November 1 Terri Blackwell completed Info

Annual Water Testing November 1 Gerry Cullen completed Info

School Ground Enhancement Report November 1 Gerry Cullen completed Inco

Capital Update November 15 Gerry Cullen completed Info

P/VP Placements/Transfer November 15 Jacquie Newton completed Info

Financial Statements November 15 Lucy Veerman completed Action

Trustee Honoraria (Sched.1) November 15 Lucy Veerman completed Action

Renewal/School Condition Index November 15 Gerry Cullen completed Info

Indigenous Flags November 15 Rob Eatough completed Info

Special Education Review November 15 Mark Zonneveld completed Info

Banking Resolutions December 6 Lucy Veerman completed Action

Annual Report: Food & Beverage Sales December 6 Gerry Cullen completed Info

Disposition of Property/Acquisitions as required Lucy Veerman -- Action

Cmty Funding Facility Enhancements as required G. Cullen, L. Veerman -- Info

Capital Update December 6 Lucy Veerman completed Info

Director’s Annual Report December 6 Stuart Miller completed Info

Close the Gap Update December 6 G. Cullen, L. Veerman completed Info

Milton Secondary School Tender January Facilities Action

PAR Update January 10 Terri Blackwell completed Info

Striking Committee/ Appointments January 10 Striking Committee completed Action

Revised Estimates January 24 Lucy Veerman completed Action

HLF Fundraising Plan January 31 Stuart Miller completed (@ Committee) Info

Milton Boundaries (Boyne) February 7 Jacquie Newton completed Action

REPORT SUBJECT DATE: RESPONSIBILITY COMMENTS

Budget Schedule February 21 Lucy Veerman completed Info

Welcome Centre Update February 21 Gord Truffen completed Info

Capital Update February 21 Facilities completed Info

EDC By-law Timelines February 21 Lucy Veerman completed Info

PAR Update: Aldershot Exploration February 21 Terri Blackwell presentation Info

Primary Core French Update February 21 D. Boag, T. Salmini completed Info

PVC Implementation Update February 21 David Boag completed Info

School Generated Funds March 7 S. Miller, L. Veerman Deferred to March 7 (by Bd, motion) Info

Annual Portable Inspection Update March 7 Facilities Info

Operational Plan Update March 7 David Boag Info

School Year Calendar March 7 David Boag Info

Innovation Update March 7 Jacquie Newton Info

PAR Update March 7 Terri Blackwell Info

Trustee Distribution/Representation March 7 Stuart Miller submission to Ministry by April 3 Action

Spec Ed Review Report w/ recmd’tns March 21 Stuart Miller Info

Draft Op Plan Targets/Strategies March 21 Stuart Miller reflects new critical path timelines Action

Draft Special Education Plan March 21 Mark Zonneveld Info

Gifted Screening March 21 Mark Zonneveld Info

Capital Update March 21 Facilities Info

Admin Centre April 4 Stuart Miller Info

Gifted Placement Locations April 4 Mark Zonneveld Info

Rental Rates April 4 Facilities Info

Centre for Skills Dev. & Training Report April 4 Stuart Miller Info

P/VP Placements/Transfer April 18 Jacquie Newton Info

Capital Update April 18 Facilities Info

HLF Annual Report April 18 Stuart Miller Info

EDC By-law Background Study April 18 Lucy Veerman Info

LTAP May 2 Lucy Veerman Action

School Bell Time Change Requests May 2 Lucy Veerman Info

Community Partnership Report (LTAP) May 2 Lucy Veerman Action

Cmty Funding - Facility Enhancements May 2 Facilities / L. Veerman Info

Transportation/Policy Exemptions May 16 Lucy Veerman Info

Capital Update May 16 Facilities with financials Info

EDC By-law May 16 Lucy Veerman Action

PAR Update May 16 Terri Blackwell Info

Budget June 6 Lucy Veerman Action

Teachers Redundant to Board if required Debra McFadden Info

Truth & Reconciliation/FNMI Update June 6 Rob Eatough Info

Special Education Plan June 6 Mark Zonneveld Action

Operational Plan Targets/Strategies June 6 Stuart Miller Action

Community Partnership Report June 6 Lucy Veerman Info

Capital Update June 6 Facilities Info

Capital Plans / Priorities June 6 Facilities Action

LTAP June 20 Lucy Veerman Action


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FOR INFORMATION


FROM: D. Boag, Associate Director S. Miller, Director of Education

RE: Annual Report Preventative Maintenance Inspections of Portable Classrooms

Background: As part of the Halton District School Board Portable Mould Administrative Procedure, all portable classrooms are inspected for suspect moisture and suspect mould by ARCADIS Canada Inc., (ARCADIS), formerly known as DCS. ARCADIS, provides the inspection service to the Board under contract. In addition to the inspections, ARCADIS recommends and supervises remedial work where required.

In 2016-17, four (4) inspections were carried out on each portable classroom. As a result of these inspections, all suspect moisture and suspect mould incidents were addressed through our contractors.

All portable classroom inspections, incidents and repairs are posted on Halton District School Board website for public review. These detailed reports are found at: https://www.hdsb.ca/our-board/Pages/Departments/Facility%20Services/Portable-Inspections.aspx

Attached in Appendix A is a copy of the findings for Preventative Maintenance 2017 inspection of portable classrooms.

Respectfully Submitted

David Boag

Associate Director

Stuart Miller Director of Education

https://www.hdsb.ca/our-board/Pages/Departments/Facility%20Services/Portable-Inspections.aspx


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Appendix A

TABLE 1: SUMMARY OF CONDITIONS OBSERVED

Table 1 – Summary of Condition Observed summarizes the inspection results of all portables pertaining to all suspect moisture and mould incidents.

Condition

Inspection

Round Date

No. of Portables Inspected

Mould Confirmed by

Laboratory Analysis

Moisture & Suspect Mould

Suspect Mould Only

Moisture Only

Total Incidents(1)

No. 100 Nov. 17/16

343 0 0 0 0 0

No. 101 April 11/17

344 0 2 1 0 3

No. 102 Aug. 9/17

340 0 0 7 3 10

No. 103 Oct.

23/17 351 0 0 8 0 8

Note (1) - more than one condition may be reported in a portable.

TABLE 2: LOCATION OF CONDITIONS OBSERVED

TABLE 2 – Location of Conditions Observed summarizes where the Suspect Moisture and Suspect Mould was discovered.

Locations

Inspection

Round Windows Doors Floors

Wall – Corners

Wall – Centre Seam

A/C Exhaust Fans, Air

Exchanger

Ceiling Space (Roof)

Underside of Portable

No. 100 0 0 0 0 0 0 0 0

No. 101 0 0 0 0 0 0 3 0

No. 102 0 0 4 4 1 0 1 0

No. 103 1 1 6 0 0 0 0 0


15


FOR INFORMATION


FROM: L. Veerman, Superintendent of Business Services and Treasurer

RE: Summary of School Generated Funds – 2016/2017

Background The Halton District School Board recognizes that schools and school councils raise funds to supplement student programs and for specific student activities. The Board has a responsibility to ensure that all school generated funds are collected in accordance with board policies/procedures, municipal, provincial, federal laws and regulations. This responsibility includes ensuring all funds are adequately protected, they are controlled through proper accounting procedures and accountability for the funds is maintained.

The Administrative Procedure – School Generated Funds and School Council Funds provides appropriate guidance, authority and protection to school staff and fundraising volunteers by identifying specific direction for the administering, recording and reporting of school generated funds. In addition, Halton District School Board elementary and secondary schools have implemented the Student Fees Administrative Procedure to ensure equity of access to programs and services while maintaining quality and breadth of programming choices.

This report summarizes school generated revenues and expenditures for the year ended August 31, 2017.

Rationale For the year ended August 31, 2017, the Halton District School Board recorded school generated revenues of $21.3 million (rounded) and related expenditures of $20.5 million (rounded). Additional information has been attached as follows:

Appendix A – Summary of School Generated Funds by Category

Appendix B – Category Structure for School Generated Funds

School generated funds revenues and expenses represent approximately 2.8% of the total Board’s revenue and expenses annually. Schools are permitted to carry forward a surplus of funds up to a maximum of $30 per student without approval. Surpluses exceeding this limit must be explained with a documented surplus plan that is approved by the School Superintendent. The carry forward is usually as a result of a timing difference between the collection of funds and the outlay of expenditures, e.g., end of year fun fairs in May and June, transition activities that occur in the summer in preparation for the following school year. Examples of items/rationale for carry forward of funds include:

Fundraising for outside play structures, greenery, shade structures, outdoor signage, and/or other capital purchases

Supplemental technology such as Chromebooks, data projectors, I-pads, Smartboards

Library/Learning Commons upgrades to furnishings and learning resources

Upgrades to gymnasiums (sound systems, projectors, screens)

French immersion resources

Specialized classroom resources (sensory rooms, media room, music room)

Breakfast/snack program carryovers

Guest speakers and/or other events

Field trips

Timing delays between purchase of items through Purchasing Services and reimbursement from the School or School Council bank account.


16

The 2016/17 year had additional increases in carry forward requests resulting from the school generated funds accounting system conversion in April/May 2017. Schools typically increase their spending during these months in preparation for the coming school year. In 2017, several schools had to defer spending decisions until their accounting records were converted and they were up-to-date in transaction recording. These delays resulted in several schools not being able to make procurement decisions until it was too late in the school year to guarantee receipt of items and payment before the summer break.

During the accounting system conversion, consideration time and attention was devoted to the standardization of the school generated funds chart of accounts. Revenues and expenditures, particularly in the secondary panel, had not always followed consistent category mapping in prior years. As a result, the 2016/2017 financial information reflects realignment amongst the categories since prior years’ information was not restated. The 2016/2017 year was also free from labour disruption, so several schools undertook overnight field trips which had not been offered during 2015/16. Other schools saw increased participation in fundraising activities such as food sales and fun fairs.

Online Payments The use of the Online Payment Software has reduced the volume of cash handling in schools. For the first 4 months of the 2017/2018 school year, over $5 Million in credit card transactions occurred and approximately 43,000 Halton District School Board students (73%) are registered to make online payments in the new School Cash Online program. For the 2016-2017 year, over $8.5 Million was collected online from over 236,600 transactions.


L. Veerman, Superintendent of Business and Treasurer

S. Miller, Director of Education

Appendix A-1


Summary of School Generated Funds (including School Councils)

2016/2017 2015/2016 2014/2015 2013/2014 2012/2013

Balance, Beginning of Year $ 5,419,531 5,313,458 5,193,899 5,071,092 5,210,335

Receipts By Category (1)

Athletics 1,909,521 1,731,564 1,801,057 1,847,904 1,519,145

Charity 308,515 294,357 291,866 335,282 258,000

Extracurricular 2,910,755 2,304,321 2,221,466 2,182,467 1,936,306

Field Trips 5,389,135 4,757,319 4,921,702 5,106,105 3,903,519

Food & General Fundraising 6,956,185 6,182,924 6,717,787 6,064,727 5,405,746

Fundraising - Capital 49,848 175,525 129,875 67,047 220,850

Fundraising - Curricular/ Enhancements (2) 1,630,567 1,351,233 1,377,134 1,166,404 1,342,600

Grants 695,162 601,863 554,817 335,397 460,414

Other(Non-Student, Temporary) 1,504,226 1,563,110 1,603,681 1,414,316 795,253

Summary of Receipts 21,353,914 18,962,216 19,619,385 18,519,649 15,841,832

Disbursements By Category (1)

Athletics 1,889,266 1,813,292 1,933,808 2,102,017 1,585,095

Charity 323,305 302,980 311,357 333,811 262,092

Extracurricular 2,875,745 2,642,361 2,536,254 2,449,598 2,074,940

Field Trips 5,506,431 4,920,478 5,068,718 5,185,333 4,064,972



Fundraising - Curricular/ Enhancements (2) 1,619,738 1,666,092 1,621,778 1,526,973 1,890,134

Grants 628,397 603,941 500,756 279,151 455,308

Other(Non-Student, Temporary) 934,930 1,427,219 1,681,125 1,513,404 875,071

Summary of Disbursements 20,538,167 18,856,143 19,499,826 18,396,842 15,981,075

Receipts Less Disbursements 815,747 106,073 119,559 122,807 (139,243)

Balance, End of Year $ 6,235,278 5,419,531 5,313,458 5,193,899 5,071,092

The terms “school generated funds” and “school council funds” refer to funds raised to benefit students in the school.

Funds are generated in schools from a number of different sources and used in a number of different ways. The

Administrative Procedure applies to all funds that are received, raised, or collected in the name of the school or school

activity. These funds are under the direction and control of the school Principal. Generally, this will mean all funds available

to the school other than funds provided by the approved budget of the board. The Board is required to ensure that these

funds are properly administered and transactions are accurately recorded. This Administrative Procedure is not mandatory

for Home and School Associations.

(1) A summary of HDSB Standard Category Structure For School Generated Funds (per Administrative Procedure) is attached. Note: The categories have not been audited to ensure that all receipts/disbursements are recorded in the

appropriate/consistent category across all schools in the district.

Details by category not readily available at the board consolidated level.

(2) Effective September 2010, HDSB implemented a "Student Fees" Administrative Procedure which eliminated fees for

standard course materials and/or consumables.

Year Ended

Appendix A-2


Summary of School Generated Funds (including School Councils) - Secondary

2016/2017 2015/2016 2014/2015 2013/2014 2012/2013



Athletics 1,783,618 1,561,226 1,600,090 1,686,395 1,384,600Charity 88,171 89,705 84,264 106,839 80,254Extracurricular 2,271,834 1,712,544 1,572,218 1,551,176 1,472,557Field Trips 1,431,738 1,217,744 1,112,525 1,435,856 969,966Food & General Fundraising 967,745 1,031,250 1,116,781 1,099,030 757,909Fundraising - Capital 23,710 82,290 31,269 21,135 39,073Fundraising - Curricular/ Enhancements (2) 1,077,623 892,342 893,725 794,048 895,841Grants 231,222 207,528 226,215 96,801 122,562Other(Non-Student, Temporary) 546,241 497,237 387,922 432,137 197,022



Athletics 1,710,442 1,583,137 1,677,770 1,883,640 1,402,893Charity 98,982 97,776 92,659 103,845 75,965Extracurricular 2,150,179 1,919,031 1,689,939 1,726,729 1,526,956Field Trips 1,469,135 1,210,442 1,136,966 1,391,606 1,010,429Food & General Fundraising 808,263 791,460 1,001,381 628,108 602,510Fundraising - Capital 106,242 145,536 92,453 122,395 203,820Fundraising - Curricular/ Enhancements (2) 913,104 888,089 840,930 787,984 896,411Grants 205,166 206,256 173,661 84,814 126,372Other(Non-Student, Temporary) 330,242 433,480 500,801 482,985 290,668


Receipts Less Disbursements 630,147 16,659 (181,551) 11,311 (216,240)









(1) A summary of HDSB Standard Category Structure For School Generated Funds (per Administrative Procedure) is

attached. Note: The categories have not been audited to ensure that all receipts/disbursements are recorded in the





Year Ended

Appendix A-3


Summary of School Generated Funds (including School Councils) - Elementary

2016/2017 2015/2016 2014/2015 2013/2014 2012/2013



Athletics 125,903 170,338 200,967 161,509 134,545Charity 220,344 204,652 207,602 228,443 177,746Extracurricular 638,921 591,777 649,248 631,291 463,749Field Trips 3,957,397 3,539,574 3,809,177 3,670,249 2,933,553Food & General Fundraising 5,988,440 5,151,675 5,601,006 4,965,697 4,647,836Fundraising - Capital 26,138 93,235 98,606 45,912 181,777Fundraising - Curricular/ Enhancements (2) 552,944 458,891 483,409 372,356 446,760Grants 463,940 394,335 328,602 238,596 337,851Other(Non-Student, Temporary) 957,985 1,065,873 1,215,759 982,179 598,231



Athletics 178,824 230,154 256,038 218,377 182,201Charity 224,323 205,204 218,698 229,966 186,127

Extracurricular 725,566 723,331 846,315 722,869 547,984

Field Trips 4,037,296 3,710,036 3,931,752 3,793,727 3,054,545



Fundraising - Curricular/ Enhancements (2) 706,634 778,003 780,848 738,989 993,722

Grants 423,231 397,685 327,095 194,337 328,935

Other(Non-Student, Temporary) 604,688 993,739 1,180,324 1,030,419 584,403


Receipts Less Disbursements 185,600 89,414 301,110 111,496 76,997









(1) A summary of HDSB Standard Category Structure For School Generated Funds (per Administrative Procedure) is

attached. Note: The categories have not been audited to ensure that all receipts/disbursements are recorded in the





Year Ended

20

APPENDIX B HDSB Standard Category Structure for School Generated

& School Council Funds

CATEGORY DEFINITION EXAMPLES Athletics Money received to offset the cost for buses,

referees, tournament fees, uniforms; money disbursed for those items; fundraising specific to athletic teams or events.

Team sports (Football, Hockey, Basketball, Volleyball); intramural house league teams; inter-school tournaments; referee fees; OFSAA costs; buses for track meets / relays / cross country meets

Charity Money raised for and disbursed to an external registered charity.

Terry Fox, World Vision, United Way, Halton Learning Foundation, Heart & Stroke

Extra Curricular

Money collected and distributed to cover costs of clubs, non-athletic co-curriculars and optional school spirit items; fundraising specifically for a single extracurricular event.

Band, Choir, Clubs, Drama/Musical Performances; School Spirit Wear (not gym clothes, which are athletic); Yearbook; Commencement /Graduation, Student Parliament; Environment Club; Link Crew

Field Trips All money fundraised or collected to support the cost of off-site activities or in-school presentations, including admissions, transportation and accommodations.

Field trips: Science Centre, ROM, Metro Zoo

Presentations: Scientists in Schools, musical performers, traveling theatre troupes

Excursions: all out-of-province travel; all travel involving overnight accommodation

Food & Fundraising

Money collected by the sale of food directly for student consumption and money spent on the goods being sold. Profits may offset expenses in all other areas except Non-Student.

All money raised/received from, and all expenses related to, products sold or activities that are intended to generate profits and be beneficial to the entire school as opposed to a specific area (e.g. athletics, extra-curriculars).

Separate subcategories (capital, curricular) are required to record the cost of the items purchased in those areas.

SEC: Cafeteria, Food Schools, catering ELEM: Milk, Pizza, Sub Days, Popcorn Dance-A-Thon, Raffles, Fall Fair events, Gift Card Sales, Fruit/Muffin Mix, Cheese, Wrapping Paper sales, car washes, magazine drives. Fundraising Category may be subcategorized into specific events; expenses come out of the subcategories or may be a subcategory called “event expense”.

Capital All money raised/received from, and all expenses related to, products sold or activities that are intended to generate profits to be specifically used to purchase capital items or support school infrastructure.

Money raised to offset purchases of computers, furniture or equipment ordered through the Board’s Purchasing Department. Money raised to offset purchases of landscaping, painting, or structural modifications ordered through the Board’s Facility Services Department.

Curricular All money raised/received from, and all expenses related to, products related to classroom learning.

Library book fairs

Grants Money received from third parties for a specific purpose, the detailed use of which must be reported.

Parent Involvement Policy, Halton Food for Thought, TD Friends of the Environment

Other: Non-Student & Temporary Clearing

All money raised/received for and spent on items that do not directly benefit students.

Expenses that will be reimbursed by HDSB or School Council, who will claim the expense in their financial statements, and offsetting income.

Inflows: HST rebate, photographer commissions.

Outflows: Bank charges, cheque printing fees, Volunteer Appreciation


21


FOR DECISION


FROM: J. Gray, Chair, Audit Committee

RE: Recommendations (for Board Approval) from February 13, 2018 Audit Committee Meeting

RECOMMENDATION:

Be it resolved that the Halton District School Board authorize the appointment of the external audit firm, Deloitte LLP, to perform the annual financial statement audit of the 2017/2018 fiscal year.

Background: This report identifies the recommendations approved by the Audit Committee at the February 13, 2018 Audit Committee meeting that require Board of Trustee approval.

Annual Financial Statement Audit Ontario Regulation 361/10 s. 9 (4) 1, states the following: An audit committee of a board has the following duties related to the board’s external auditor:

1. To review at least once in each fiscal year the performance of the external auditor and make recommendations to the board on the appointment, replacement or dismissal of the external auditor and on the fee and fee adjustment for the external auditor.

Following a procurement process for the selection of external auditors, the external audit firm, Deloitte LLP, was the successful proponent for appointment of a 5 year term beginning in the 2017/2018 fiscal year.

The Audit Committee has reviewed the performance of the external auditor for the 2016/2017 year and is satisfied with Deloitte’s performance. The fee for the 2017/2018 HDSB year-end financial statement audit is quoted at $67,000 + HST.


Jeanne Gray Chair, Audit Committee


22


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

FROM: Terri Blackwell, Superintendent of Education (Coordinating PAR Implementation) Stuart Miller, Director of Education

RE: PAR Implementation: Aldershot High School Focus Exploration

Background During the 2016-2017 school year, the Board engaged in a Program and Accommodation Review (PAR) to address enrolment challenges and equity of opportunity for students in Burlington secondary schools. Given the enrolment challenges at Aldershot High School, the Board of Trustees put forth and unanimously carried a motion to develop a concept at Aldershot High School to increase enrolment as well as furthering the HDSB’s Multi-Year Plan goal “to use innovative approaches to student accommodation that reflect the changing needs within our communities”.

The following Board motion M17-0096 was carried unanimously by the Board on June 7, 2017:

Be it resolved that the Halton District School Board investigate and explore a range of opportunities for Aldershot High School, including but not limited to, a magnet school, a themed school, an alternative school, and/or an incubator school with a report brought back to the Board of Trustees no later than February 2018.

Further to the motion, the Board of Trustees directed that a committee be established in the fall of 2017 to investigate the concept of a specialty focus for Aldershot High School including but not limited to a theme, magnet, incubator and/or alternative school concepts.

The committee, comprised of a variety of stakeholders (Appendix A), was formed in the fall 2017. The committee was tasked with investigating and considering the viability of generated themes and/or innovative approaches.

RECOMMENDATION

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.

Rationale The HDSB is committed to advancing innovative practices in all schools in alignment with a focus on student achievement and well-being. STEM is an acronym used to represent Science, Technology, Engineering and Math. Innovation through STEM is at the centre of the Aldershot I-STEM Conceptual Framework (Appendix B) for this optional program. This program will enhance learning opportunities and support the development of global competencies (EduGAINS, 2017) also referred to as transferable skills (i.e., Critical Thinking and Problem Solving; Innovation, Creativity, and Entrepreneurship; Self-Directed Learning; Collaboration, Communication, and Citizenship). Continuing to create community and post-secondary partnerships in support of experiential learning opportunities are essential elements of this framework.

Current educational research acknowledges the need to recognize societal changes and how education addresses this landscape. “The emergence of new technologies is disrupting how businesses operate and interact with their customers, how people work and the careers they pursue, and even how citizens relate to their governments. More and more, personal and national success depends on effective science, technology, engineering and mathematics (STEM) education.” (The Evolution of STEM Education, 2017).

http://www.edugains.ca/resources21CL/21stCenturyLearning/FrameworkofGlobalCompetencies_AODA.pdf

https://canada2067.ca/app/uploads/2017/12/SOSL-C2067-Evolution-of-STEM-backgrounder-en_Nov-29-2017.pdf

https://canada2067.ca/app/uploads/2017/12/SOSL-C2067-Evolution-of-STEM-backgrounder-en_Nov-29-2017.pdf


23

The I-STEM concept was refined through a consultation process which includes generating ideas, drawing on pedagogy (research and practice of teaching and learning) and looking at themes. Many of the generated ideas are reflected in the I-STEM Program Framework (Appendix B). The Program Framework graphic draws attention to the process elements of the program. Students will be engaged in a variety of learning processes (e.g., Project-Based Learning, Design Thinking, Entrepreneurship and Partnerships). The outer ring of the framework reflects HDSB’s current working definition of innovation as “the capacity to enhance concepts, ideas, or products to contribute new-to-the-world solutions to complex economic, social, and environmental problems”. The connectedness of the framework includes explicit connections to critical thinking and creativity in that “critical thinking and creative thinking work together to create innovation in the Design Thinking process. These thinking processes all work together to bring forth creative innovation and problem solving” (Design Thinking blog, 2014).

I-STEM: ● is responsive to idea generation (spark), educational research with respect to teaching and

learning (pedagogy) and a design process used to develop a concept (Appendix C), ● is reflective of the criteria established by the Aldershot Focus Exploration Committee (Appendix C), ● is an iteration of the ideas generated from the Suggestion Box (Appendix D), Open House and

online survey (Appendix E), and Student Focus Groups (Appendix C), ● supports the mission, vision and values articulated in the Halton District School Board Multi-Year

Plan 2016-2020, ● provides further opportunity for post-secondary/community partnerships and experiential learning, ● is innovative in concept and in program development and implementation; and ● is an enhancement to the OSSD; it does not replace the OSSD.

Consultation Following the decision by the Board, it was determined that a committee would be formed to engage in the work leading to this recommendation. The Aldershot Focus Exploration Committee included:

● 2 students from Aldershot H.S., ● 2 teaching staff from Aldershot H.S., ● 2 parents from Aldershot H.S., the Principal and Vice Principal of Aldershot H.S., ● Trustee for Aldershot H.S., ● Superintendent for Aldershot H.S., ● Superintendent of Secondary Program, ● Superintendent of Innovation, ● Superintendent of Community Partnerships and, ● PAR Coordinating Superintendent

In early September 2017, the senior staff, principal of Aldershot H.S. and Trustee of Aldershot H.S. met to develop a timeline for consultation. At this early meeting, prior to Aldershot’s inaugural School Council meeting, it was established that a Suggestion Box be created to generate ideas and engage stakeholders in the process as an impetus for the first Exploration Committee Meeting. The following consultation processes, with input from the Aldershot Focus Exploration Committee, subsequently evolved to elicit input from stakeholders.

Dates (2017-2018)

Consultation Process Stakeholders

Sept. 21 - Oct. 20 Online Suggestion Box (Appendix D) students, parents/guardians, staff, and community members from Halton and beyond

Oct. 24 Exploration Committee Meeting #1 Focus Exploration Committee

https://research.phoenix.edu/research-centers/center-workplace-diversity-research/blog/design-thinking

https://www.hdsb.ca/our-board/Documents/multiyear-plan-2016-20-online-4pg.pdf

https://www.hdsb.ca/our-board/Documents/multiyear-plan-2016-20-online-4pg.pdf

https://www.hdsb.ca/schools/Pages/Program%20Accommodation%20Studies/Burlington%20Secondary%20School%20Program%20and%20Accommodation%20Review%20%28PAR%29%20Implementation/agenda-docs/Aldershot-Focus-Expl-Comttee-Meeting-1-Record-of-Action.pdf


24

Dates (2017-2018)

Consultation Process Stakeholders

Nov. 13 Open House to share themes and gather community input (Appendix E)

students, parents/guardians, staff, and community members from Halton and beyond

Nov. 13 - Nov. 27 Online “Add Your Thoughts” Survey to gather input on generated themes

students, parents/guardians, staff, and community members from Halton and beyond

Nov. 20 - Nov. 23 Student Focus Groups (Appendix G) HDSB students

Dec. 7 Exploration Committee Meeting #2 Focus Exploration Committee

Dec. 14 Design Workshop with post secondary advisory group (Appendix H)

Representatives from McMaster University, Mohawk College, University of Guelph, Board staff, Aldershot Administrators

Jan. 9 Exploration Committee Meeting #3 Focus Exploration Committee

Since the approved recommendation in June 2017, Board staff have: ● engaged with parents/community members/organizations/businesses

(e.g., Sustainable Hamilton Burlington, Mercedes-Benz, etc.) ● connected with post secondary representatives

(i.e., McMaster University, Mohawk College, University of Guelph), ● visited regional innovation facilities (i.e., TechPlace, iHub), ● explored other school Boards re: magnet/theme/alternate programs (e.g., STEM program in

WECDSB, Research Department review of provincial programs), ● contributed prior learning from school visits of technology schools in the U.S.

(i.e., Belton New Tech High, Richard J. Lee Elementary School, New Tech High, Coppell High School, High Tech High), and

● investigated/researched current educational/innovative trends connected to generated themes (Appendix I).

This learning is not limited to the scope of the recommendation and is part of the HDSB’s commitment to the vision articulated in the HDSB Multi-Year Plan: “Every student will explore and enhance their potential, passions, and strengths to thrive as contributing global citizens”.

Communication A coordinated communication strategy was developed to provide updates, opportunities and information sharing in a variety of formats throughout this concept development. Appendix F highlights the engagement process for idea generation, sharing of themes and opportunities for stakeholder input.

Members of the Aldershot Focus Exploration Committee were also actively engaged in communicating with their respective stakeholders.

Future Considerations Scope and Scale The I-STEM program will open to all interested Grade 9 students in September, 2019. Subsequent years will see the program extend to Grades 10, 11 and 12, respectively.

Research Department staff will support the measurement of program effectiveness with respect to both achievement and engagement. Moreover, sustainability and scaling will be both monitored and


https://www.hdsb.ca/schools/Pages/Program%20Accommodation%20Studies/Burlington%20Secondary%20School%20Program%20and%20Accommodation%20Review%20%28PAR%29%20Implementation/agenda-docs/Meeting-3-Record-of-Action-Aldershot%20Focus-Exploration-Committee.pdf

https://sustainablehamiltonburlington.ca/

https://www.bisd.net/newtech

https://www.bisd.net/newtech

https://www.coppellisd.com/lee

https://www.dallasisd.org/newtech

https://www.coppellisd.com/chs

https://www.coppellisd.com/chs

https://www.hightechhigh.org/


25

evaluated. Research regarding implementation and scaling across a system highlights the need for staff to be provided with opportunities to collaborate with others.

As part of the exploration process, staff visited The Educational Research & Innovation Hub housed within a school in the District School Board of Niagara, and have explored similar educational spaces (e.g., d.school at Stanford University). As part of the budget request for I-STEM, the opportunity to create an innovative HUB space within Aldershot High School exists. Initial thinking includes the design of a flexible, multi-dimensional learning space (e.g., working with others, places for working alone, pods for quiet conversation, stand up tables) for students modeled from current trends in incubators, accelerators, and co-working spaces. This space would be used for staff professional development within and outside of the school day, as well as for the potential inclusion of community partnerships. This will be further developed upon approval of I-STEM by the Board.

Budget The approximate costs to implement the program have been initially explored to include:

● Facility enhancements ($1.4 M) ● Professional learning/Staffing support ($100 000) ● Learning resources ($200 000)

It should be noted that these investments/start up costs ($1.7 M) will also support the students and staff of Aldershot High School who are in the regular program (e.g., English, French Immersion). Additionally funding for learning resources and continued professional learning in subsequent implementation years (i.e., the expansion to Grades 10, 11 and 12) will be required, to a far lesser extent.

Transportation will not be provided for this program option.

Marketing/Communication This program opportunity will be shared not only with students in our feeder schools but also through social media, community newspapers and other marketing strategies in order to attract students within and outside of Halton. This communication strategy will be undertaken by the HDSB Communications Department.

Implementation The initial implementation phase of the I-STEM program will run from Board approval through the 2019-2020 school year (Appendix C). Successive phases of implementation will be required as the program builds in Grades 10, 11 and 12. This includes a commitment to support the professional co-learning for staff, resources (e.g., fiscal and human), and further engagement from post-secondary/community partners.

Conclusion Enrolment challenges at Aldershot High School was the impetus for this program exploration. While enrolment will be measured as part of the Board’s Long Term Accommodation Plan (LTAP), it is just as important to measure the impact of I-STEM on Aldershot’s enrolment trends and projections. If this magnet program results in overall school enrolment growth, then it could be expanded and scaled accordingly.

The I-STEM program also provides the Halton District School Board with an opportunity to explore and implement a thematic approach to a secondary school. It further allows for an evaluation of I-STEM’s efficacy and its possible expansion to other regions of the Board. Teaching and learning is an ever-evolving process. This endeavour in part reflects the nature of this evolution.

Overall, this concept exploration has provided opportunities for a variety of stakeholders to partner with the Halton District School Board and learn from and with one another. As identified in Appendix H and by members of the Aldershot Focus Exploration Committee, there is a desire to further engage a larger stakeholder group and interested potential partners in continuing the iterative design process to support


26

the Program Development and Implementation Stages upon the support of the Board for this magnet program.

The I-STEM program recognizes the pace of the evolution of technology and the importance of providing further opportunities for our students to develop global competencies, key characteristics of innovative thinkers and problem solvers. Locally and nationally, the current vision of STEM-based learning is that “students graduate with doors open to diverse careers, with the capacity to be active and informed citizens, and with the full range of skills needed to navigate an increasingly complex and demanding world” (Canada 2067 STEM Learning Framework, 2017). Our students have much to offer as contributing global citizens.


Terri Blackwell Superintendent of Education


https://canada2067.ca/app/uploads/2017/12/Canada-2067-STEM-Learning-Framework.pdf


27

APPENDIX A

Aldershot High School Focus Exploration Committee

A committee will be established in the fall of 2017 to investigate the concept of a specialty focus for Aldershot High School including but not limited to a theme, magnet, incubator and/or alternative school concepts. The committee will be comprised of a variety of stakeholders from the Aldershot school community, central board staff in addition to School Program staff.

Committee Member(s) Position/Stakeholder Group

K. Hale, A. Stevens Student(s) Aldershot High School

K. Berglund, S. Cussons School Council Chair or designate Aldershot High School

K. Sagar, W. Richardson Teaching Staff Aldershot High School

M. McLellan, L. Botelho, P. Dawson*

Administration Aldershot High School

G. Truffen Superintendent of Education - Aldershot Family of Schools

L. Reynolds Trustee Aldershot High School

J. Newton Superintendent of Innovation

J. Hunt-Gibbons Superintendent of Secondary Program**

T. Blackwell Coordinating Superintendent - PAR Implementation

J. Pennyfather Superintendent of Education - Partnerships

Note: **School Program and Research Department staff support as needed

*Effective February 5, 2018, L. Bothelo moved to Nelson H.S. as Vice Principal and P. Dawson placed as Vice Principal at Aldershot H.S. As such, P. Dawson joined the Exploration Committee once this decision was announced.


28

Appendix B Aldershot I-STEM Conceptual Framework


29

Appendix C Concept Criteria, Concept Development and Implementation

In the recommendation of a concept, the follow criteria were considered:

● Student interest/engagement - Reach of potential students (from Halton and beyond) ● Increase of overall enrolment (Grades 9 - 12) ● Alignment with Ontario Curricula and Multi-Year Plan ● Equitable (7 Equity Lenses) ● Staffing considerations ● Pedagogically sound ● Continuity of regional and specialized programs within Burlington ● Viable numbers to support existing English and French programs ● Cost effectiveness of program development ● Fiscally responsible (e.g., facilities) ● Program contributions to outcomes for students (e.g., Ministry of Education’s Global

Competencies)

Concept Development

Design Thinking Process

(source: d.school, Stanford University)

Implementation

Concept, Planning, Development Program Implementation Phases




30

Appendix D Suggestion Box

Frequently identified themes generated from the Suggestion Box (alphabetical)

● Culinary ● Entrepreneurship/Business Innovation Hub ● Environmental/Eco Focus ● Health and Wellness ● High Performance Athletic Program ● Innovation/Technology Hub ● Post-Secondary Partnerships Opportunities ● Project Based/Problem Based Learning ● School for Visual and Performing Arts ● Skilled Trades ● Social Justice / Social Entrepreneurship ● STEM/STEAM/STREAM

Additional themes generated from the Suggestion Box (alphabetical)

● Alternative Calendar School ● Financial Literacy ● German/Mandarin Studies ● Gifted High School ● International Baccalaureate ● Live at School (Boarding)

● Political Science ● School for Human Arts ● Self-Paced Learning ● Sewing ● Skills for Life ● Students who Learn Differently

There were 216 submissions via the Suggestion Box. The HDSB Research Department analysed the responses and generated 15 themes. These themes were used to create the Open House Brochure and shared publicly for further input.


31

Appendix E Open House Brochure


32

Appendix E (Continued) - Open House Brochure


33



34



35

Appendix F Communication

All communications regarding the Aldershot Focus Exploration are listed below by date:

Timeline 2017-18 Communication

Sept.1 PAR Implementation HDSB webpage established for Aldershot Focus Exploration including FAQs, Updates and Opportunities, Committee Agendas and Records of Action

Sept. 6 PAR Implementation Board Meeting Update #1

Sept. 15 - Oct. 20 HDSB Twitter/Facebook/Instagram Ad promoting Suggestion Box

Sept. 21 PAR Implementation HDSB website Update #1

Sept. 21 Newspaper Ad (Seeking Your Ideas/Suggestion Box) Metroland papers

Sept. 21 - Oct. 20 Online Suggestion Box open

Oct. 24 Aldershot Focus Exploration Committee Record of Action - Meeting #1

Nov. 1 PAR Implementation Board Meeting Update #2

Nov. 1 Syner email to HDSB Staff, Parents/Guardians re: Open House

Nov. 1 News Release re: Open House

Nov. 1 - 13 HDSB Twitter/Facebook/Instagram Ad promoting Open House

Nov. 2 Newspaper Ad (Let's Talk: You're invited to an Open House for an innovative high school concept) appeared in Metroland papers and the Hamilton Spectator

Nov. 13 Open House at Aldershot High School to review themes to date

Nov. 13-27 Add Your Thoughts Survey re: themes to date available at Aldershot Focus Exploration webpage and at the Open House

Nov. 14 PAR Implementation HDSB website Update #2

Dec. 7 Aldershot Focus Exploration Committee Record of Action - Meeting #2

Jan. 9 Aldershot Focus Exploration Committee Record of Action - Meeting #3

Jan. 10 PAR Implementation Board Meeting Update #3

https://www.hdsb.ca/schools/Pages/Program%20Accommodation%20Studies/Burlington%20Secondary%20School%20Program%20and%20Accommodation%20Review%20(PAR)%20Implementation/Aldershot-HS-Focus-Exploration.aspx

https://www.hdsb.ca/schools/Pages/Program%20Accommodation%20Studies/Burlington%20Secondary%20School%20Program%20and%20Accommodation%20Review%20(PAR)%20Implementation/Aldershot-HS-Focus-Exploration.aspx

https://youtu.be/kF4r38I9wcY?t=27m51s

https://www.hdsb.ca/schools/Pages/Program%20Accommodation%20Studies/Burlington%20Secondary%20School%20Program%20and%20Accommodation%20Review%20(PAR)%20Implementation/implementation-update-sept-21-2017.aspx

http://local.theifp.ca/burlington-on/education/elementary-and-secondary-schools/halton-district-school-board/2017-09-21-6388191-seeking-your-ideas-in-creating-aninnovative-high-school-concept-the-halton-district-school-boardis-investigating-an-innovative-secondary-school-concept-to-be-located-at-pedagogy-aldershot-high-school-in-burlington-to-servehalton-and-beyo



https://youtu.be/cDhoOHOFL5A?t=8m28s

https://www.hdsb.ca/our-board/Pages/News/News-Description.aspx?NewsID=321

http://local.theifp.ca/burlington-on/education/elementary-and-secondary-schools/halton-district-school-board/2017-11-02-6671893-halton-district-lets-talk-youre-invited-to-an-open-house-school-for-an-innovative-high-school-concept-board-weve-received-more-than-200-responses-for-an-innovative-high-school-concept-at-aldershot-high-school-now-lets-talk-about-them-we-

http://local.thespec.com/burlington-on/education/elementary-and-secondary-schools/halton-district-school-board/2017-11-02-6669297-halton-district-lets-talk-youre-invited-to-an-open-house-school-for-an-innovative-high-school-concept-board-weve-received-more-than-200-responses-for-an-innovative-high-school-concept-at-aldershot-high-school-now-lets-talk-about-them-we-

http://local.thespec.com/burlington-on/education/elementary-and-secondary-schools/halton-district-school-board/2017-11-02-6669297-halton-district-lets-talk-youre-invited-to-an-open-house-school-for-an-innovative-high-school-concept-board-weve-received-more-than-200-responses-for-an-innovative-high-school-concept-at-aldershot-high-school-now-lets-talk-about-them-we-

https://www.hdsb.ca/schools/Pages/Program%20Accommodation%20Studies/Burlington%20Secondary%20School%20Program%20and%20Accommodation%20Review%20%28PAR%29%20Implementation/agenda-docs/Web-Aldershot-Exploration-Open-House.pdf

https://www.hdsb.ca/schools/Pages/Program%20Accommodation%20Studies/Burlington%20Secondary%20School%20Program%20and%20Accommodation%20Review%20%28PAR%29%20Implementation/implementation-update-nov-14-2017.aspx



https://www.hdsb.ca/schools/Pages/Program%20Accommodation%20Studies/Burlington%20Secondary%20School%20Program%20and%20Accommodation%20Review%20%28PAR%29%20Implementation/agenda-docs/Meeting-3-Record-of-Action-Aldershot%20Focus-Exploration-Committee.pdf

https://youtu.be/XuIuvk5BCU8?t=29m


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Appendix G Aldershot High School Focus Exploration: Summary of Student Focus Group Results

Introduction

The purpose of these focus groups is to gather student input from across the Halton

District School Board to explore various innovative high school concepts.

Methodology

Between November 20-23, 2017 the Halton District School Board’s Research

Department conducted student focus groups in five secondary schools:

● Aldershot High School

● Dr. Frank J. Hayden Secondary School

● Georgetown District High School

● Iroquois Ridge High School

● Milton District High School

Participation

Student focus group activities were conducted with students currently enrolled in Grade 10 Civics (CHV2O) or

Careers (GLC2O) classes. The rationale for selecting students in these courses is twofold:

● CHV/GLC are Open level courses which bring together students from a variety of pathways to learn with

and from one another; and

● by Grade 10, many students have a sense of what they would like to get out of their high school experience.

Ten classes participated in focus group activities:

School Class Participation

Aldershot H.S. 1 Careers 30 students

Dr. Frank J. Hayden S.S. 1 Civics

1 Civics

22 students

20 students

Georgetown District H.S.

1 Grade 9 Essential **

1 Civics

1 Civics

13 students

14 students

26 students

Iroquois Ridge H.S. 1 Careers

1 Civics

20 students

16 students

Milton District H.S. 1 Civics

1 Civics

16 students

17 students

** Note: Students in a Grade 9 essential course participated to potentially include additional pathways.

Focus Group Activities and Facilitation

At the start of each focus group session, a member of the Board’s Research Department asked the class:

● How would you describe your ideal high school experience?

To stimulate students’ thinking about schooling, each class was shown the first minute of the video


37

The Future of Our Schools: An Urgency For Change 1.

This was followed by a brief overview of four focus group questions - each designed to dig deeper into the query:

1. What would you learn about in your ideal high school?

2. How would you want to learn in your ideal high school?

3. Describe the skills you want to develop in your ideal high school.

4. What does your ideal school day look, sound, and feel like?

Students were divided into table groups comprised of 4-8 students. Each group was

given markers and a piece of chart paper with one of the four questions written in the

center.

● Each group was given 7-8 minutes to discuss the question and write their comments

on the chart paper.

● Questions and responses were rotated to another group for further idea collection.

● Where possible, table groups were facilitated by the Research Department and

volunteer staff (e.g., classroom teachers, department heads, student teachers,

educational assistants).

● After groups had a chance to respond to all 4 questions, a class discussion followed in most classes, facilitated by

the Research Department and the classroom teacher.

● Smaller focus groups followed with volunteer students, to review and probe responses to each question. These

were facilitated by a member of the Research Department.

Data Analysis

Data analysis is a process of moving up “from the empirical trenches to a more conceptual overview of the landscape”

(Miles & Huberman, 1994).

For each of the four questions, themes emerged from the raw data based on frequency of responses, intensity of

expression, and importance to the overall purpose of the study.

1 https://www.youtube.com/watch?time_continue=2&v=8_R55Z0OWQU

https://www.youtube.com/watch?time_continue=2&v=8_R55Z0OWQU

https://www.youtube.com/watch?time_continue=2&v=8_R55Z0OWQU


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Summary of Results

1. What do students really want to learn about?

“If we learn about history, why don’t we learn about the future?”

“Many of our subjects are outdated and look backwards rather than to our future.”

“... the real world (outside of school) sounds so exciting and full of opportunities

to be creative - but that feels so far away from where we are.”

Learning for the Future

The vast majority of students, across all sites, expressed deep interest in pursuing learning that would enable them to

flourish in the future (e.g., career, family, health, personal finance).

Many students recommended that career-based learning be embedded in all

curricula rather than a stand-alone course in Grade 10.

Technology

Several students expressed a desire to learn about and with technology. Some

examples of technology-related learning ideas include:

● a course to learn how to be successful in online learning environments

● computer coding, graphic design, engineering, animation, automotive, business

Some students had difficulty articulating what ‘technology-related learning’ means to

them; however, they seemed to understand that it was an important ingredient for future career success.

Business and Entrepreneurship

Many students shared a keen interest in entrepreneurship. Students suggested a theme-based school program to attract

those involved in DECA (leadership in business club). DECA is currently offered in some schools as an extracurricular

club with links to business courses. Students also shared their interests to partner with local, national and international

business to enhance their learning and employment prospects (e.g., Amazon™, Google™).

Global Citizenship

Students, primarily from Iroquois Ridge and Milton District, acknowledged the importance of being aware of and

understanding the wider world - and their place within it. They highlighted cultural competency, geographic education,

human rights education, solving ‘real world issues’ (e.g., hunger, poverty) and communicating in different languages as

key areas of interest.

Financial Literacy

Across all school sites and programs, students identified financial literacy to be a significant gap in their school

learning. Students expressed their lack of knowledge of banking and budgeting, paying taxes, buying a car, mortgages,

credit cards, purchasing insurance, paying bills, how to write a cheque, investing money, and/or planning for

retirement.

http://2016.deca.ca/


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Well-Being, Mindfulness, & Healthy Relationships

Well-being, mindfulness, and healthy relationships were described as “things we hear said a lot, but we don’t learn

much about.” Many students, across genders, asked for a more explicit focus in schools on healthy mindsets, stress

relief, spiritual connectedness, and relationships with self and others.

Visual and Performing Arts

Specialized programming (e.g., whole school focus) was viewed as beneficial to accommodate students who excel in

the Arts (music, drama, visual art). One student shared that he does not feel comfortable/safe in his school to attend a

drama/dance class; however, he, and other students, indicated that they would travel to a “School of the Arts” to be

with others who also appreciate/ excel in the Arts.

Athletic Performance

Some students shared that they spend more time out of schools for extracurricular sports (school, regional teams) than

they do in class. For this reason, they felt that schooling should be more flexible in providing different opportunities for

athletes to be successful. Some ideas included:

● granting phys. ed./ leadership credits for participating on school/regional teams;

● having online courses more accessible for students to complete academics outside of the school day.

2. How do students want to learn?

“We need to learn how to learn.”

“I want to stop writing notes and get my hands dirty doing something!”

“I live on a farm and do math everyday: I measure feed and medicine. There’s counting, weighing …

why can’t this count?” (toward math/science credits)

In the field, on the job training

A majority of students, in all sites, requested more

opportunities to ‘try on’ experiences for future careers.

Learning is seen as more relevant when it is done in the field

and students can see (and feel) how knowledge can be

applied.

Some suggested ‘on the job’ experiences include:

● co-op programs starting in Grade 9 ( link in-class learning to out-of-school experiences);

● earning credits toward post-secondary diploma/certificate;

● becoming career “specialists” by the end of high school; and/or

● offer co-op placements in sectors where jobs are available.


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Relevance

Students expressed that they want teachers/schools to make explicit connections between classroom learning (math,

science, English) and the world around them. For example, some students said they would be more engaged in subjects

like math, science, English, if they were expressly linked to “real world problems”.

Learning with Technology

Students recognize that their learning is enhanced when they access different technologies (e.g., reliable access to the

internet, smart devices, virtual reality experiences, online lessons accessible from anywhere, communicating through

technology, eLearning courses, language/translation apps).

However, many students feel that schools and classrooms inhibit their learning because different technologies are not

available (e.g., connectivity issues, updated software/apps, tablet desks) and/or their teachers do not understand the

technologies well.

Pace of Learning

There was some acknowledgement that students learn slower/faster than the pace set by teachers in classrooms. Self-

paced learning that would enable students to work ahead to gain credits or take more time to process curriculum was

viewed by some as a reasonable request and a more “modern way to do school.”

Student Choice (in final evaluation)

Students expressed a strong desire to have more control and flexibility with respect to how they are evaluated. For

example:

● choice to show their learning in different ways (e.g., explaining/applying concepts face to face with their teacher)

vs. formal written examination;

● opportunities to personalize weightings of exams and performance tasks based on their strengths.

Interactions

Opportunities to interact with and learn from various perspectives and experiences of others was viewed by some

students as a more engaging way to learn (when compared to one teacher). Valued learning opportunities included

opportunities for further interaction such as class seminars, structured debates, guest speakers, and meeting with

experts ‘in the field’ (e.g., through field trips, co-op activities).

Note: Not all students wanted to change the traditional, teacher-centered approach to learning. Some students shared

that they need in-class routine, structures and clear evaluation expectations to be successful.


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3. What skills do students want to develop?

“We need help figuring out our natural skills.”

“Why do we talk about the future like it’s so far away? We are the future and need

to learn skills for the future now.”

Practical Life Skills (to transition to adulthood)

Students want to develop a variety of practical life skills

while in school. Some of these needs include:

● mental math, keyboarding, cursive writing, how to

write a signature;

● swimming, driving, self defense, first aid, basic

automotive skills (how to change a tire);

● cooking (nutrition), gardening, family planning,

parenting;

● financial literacy: living independently, budgeting,

paying taxes, mortgages.

Interpersonal Skills

Many students indicated that they would like to increase their proficiency in speaking and working with others,

including:

● using technology to communicate and collaborate (with people in different locations);

● learning to interact respectfully with people of various cultural backgrounds (cultural competency); and/or

● face-to-face communication skills (striking up conversations, interview skills, large group discussion skills,

“creating good vibes”).

Coping Skills

● Skills to manage stress and anxiety caused by school demands, busy schedules, relationships;

● Well-being skills (total mental relaxation; introspection; mindfulness, mediation skills);

● How to deal with death and loss; how to grieve.

Skills for School Success

Some students felt that sometimes schools (teachers) assume that students already have skills in place to be

successful (achieve) in school. More explicit attention to skill development in the following areas were highlighted:

Developing a work ethic, paraphrasing, writing research papers, study skills, time management, organization,

critical thinking skills (in all courses), presentation and discussion skills.


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4. How do students describe their ideal school (day)?

“Schools should be built around the students, not the adults.”

“School should be a place where we want to come, not a place

we have to go.”

Greater Flexibility

Students provided various suggestions to “break the everyday

monotony of school,” such as:

● Students have the option/flexibility to leave class to complete

work elsewhere in the school (e.g., a learning cafe, library,

calm room); “classrooms can be too distracting for me to

focus.”

● Self-paced learning options.

Alternative Schedules/Calendar

Students, across all sites, surfaced various options to (re)design the school day and school calendar. Some frequent

suggestions across all sites include:

● later start times, end at normal time (many students too tired to learn in early a.m.),

● classes could be shorter and more focused - too much “dead time” in class when nothing seems to be happening,

● have subject-specific days (e.g., math Monday, history Tuesday, etc.),

● incorporate a study period for all grades (not only seniors) in addition to lunch period,

● 4-day school week (5th day, Wednesday or Friday an optional “seek help” day at school).

● redesign the school year (take longer breaks at different times: e.g., 1 month summer, 2 weeks fall, 3 weeks

spring).

Note: Not all students wanted to change the current school day/calendar. “School is like my job. I have to learn to

be at a certain place by a certain time each day.”

Classroom Arrangement/Composition

Students were very passionate about describing their ideal classrooms, particularly around:

● Seating: chairs should not all be facing the front (does not support peer interactions), desks and chairs are not

comfortable (consider: swivel chairs, standing desks, bean bag chairs)

● Movement: increase students’ activity levels while in class, no prolonged sitting.

● Classrooms should be thoughtfully designed: colourful, modern, bright, clear of clutter, equipped with

technology, with different zones to interact and/or focus on work.

School Environment

Students contributed a variety of expectations and ideas around how their schools (as a whole) should appear,

sound, and feel:

● Colourful, bright, energetic, having whole school activities, spirit days, fun evening events, opportunities for

interactions between grades, clean, more involved staff.

● No bells, cafeteria food affordable for all.


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Social-Emotional Considerations

School should provide more social-emotional support throughout the day, such as:

● Designated areas of the school for students to destress, quiet zones, calm rooms (not to be confused with prayer

rooms), access to counselling (no waiting long period for appointments).

● Greater availability/accessibility of guided spiritual activities (meditation), stress balls/tools, mental breaks

during classes.

● Overall, school should help to lower student stress, not increase it.

In my ideal school…

● … I would never get bored.

● … I would have no homework.

● … I would have phys-ed all day.

● … I would be more focused.

● … I would have access to technology (tablet desks).

● … I would feel confident at all times.

● … I would get fed healthy food.

● … I would be stress free.

● … school work wouldn’t feel like work.

● … I would want to return every single day.

● … I would be happier (than I am now).

● … I would enjoy my teenage-hood.

● … I would specialize in the field I want to go into (graphic design) and have more

opportunities to take initiative and develop my leadership/communication skills.

● … I would have immersive (hands on) experiences.

● … I wouldn’t have to memorize information, but learn how to do things.

● … I would only learn things that I will use every day in life.

HDSB Research Department


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Appendix H Innovative High School Concept Design Workshop Summary

Workshop Organizer and Summary Author:

● Elizabeth Kurucz, Associate Professor, Leadership and Organizational Management, College of Business and Economics, University of Guelph

Workshop Facilitator:

● Dave Heidebrecht, Manager, Office of Community Engagement, McMaster University Workshop Participants:

● Maria McLellan, Principal - Aldershot High School ● Paul Dawson, Vice Principal - Aldershot High School (effective February 2018) ● John Pennyfather, Superintendent of Education-Community Partnerships ● Julie Hunt-Gibbons, Superintendent of Education - Secondary Program ● Jacqueline Newton, Superintendent of Education - Innovation ● Gord Truffen, Superintendent of Education - Information Services/Aldershot ● Terri Blackwell, Superintendent of Education - Coordinating Superintendent Program and

Accommodation Review Implementation ● David Boag, HDSB Associate Director of Education ● Jim Vanderveken, Dean, Centre for Community Partnerships and Experiential Learning,

Mohawk College ● Kate Whelen, Senior Manager, Academic Sustainability Programs, McMaster University

The Human Centred Design Process Overview: Human centred design is a creative approach to problem solving. The focus of this iterative process is to understand the people you are trying to reach and then to design from their perspective. This will allow you to identify the true problem you are trying to solve in order to develop a solution that is innovative and meets criteria of desirability, feasibility and viability. The following is a summary of outputs from the design thinking process engaged in December 14, 2017:

(d.school, Stanford University)

STEP 1 - EMPATHIZE

REFLECTION QUESTION: Considering the inputs on adolescent and other relevant stakeholders, what are the key things we should keep in mind when designing from the perspective of the people we are trying to reach?


45

PROCESS SUMMARY: This exercise focused on reviewing data that the HDSB Exploration Committee gathered from October-November 2017. The workshop participants were asked to consider this data for how they allow us to better understand the people we are trying to reach. Prior to this paired dialogue we also discussed the need to create a design based on the most recent neuroscience research on the adolescent brain. Features of adolescence that are viewed as problems in our current education system can help to reveal design flaws. When developing this innovative concept we need to build on these key features of adolescence as strengths in order to develop an effective design (i.e., novelty seeking, social engagement, increased emotional intensity, creative exploration, need for purpose).

STEP 2 - DEFINE THE PROBLEM REFLECTION QUESTION: Considering the multiple perspectives that have been shared, how can we co-define the problem? PROCESS SUMMARY: This exercise focused on:

1) building on ideas generated in the process of empathizing in Step 1 and; 2) engaging the perspectives of participants in the workshop to identify what problem we are trying

to solve with this design. In order to do this, participants were asked to challenge their own underlying assumptions about the problem and consider different possibilities expressed by others.

STEP 3 - IDEATE

REFLECTION QUESTION: Considering the problem we have co-defined, what proposed concepts appear to address the problem and how? PROCESS SUMMARY: This exercise focused on:

1) building on ideas generated in the process of defining the problem in Step 2 and; 2) generating a list of concepts that would address these problems and how they would do so.

STEP 4 - PROTOTYPE

REFLECTION QUESTION: Considering the ideas we have identified as addressing the co-defined problem, how can we describe a prototype concept in terms of the ‘what’ and ‘how’? PROCESS SUMMARY: This exercise focused on further refining concepts brainstormed in the ideation stage to develop a more clear prototype of ‘what’ the concept would look like and ‘how’ it would address the problem. Note: Ideas were offered in the large group as suggestions to be further developed by the Exploration Committee.

STEP 5 - TEST REFLECTION QUESTION: What other stakeholders do we need to include in order to test the prototype concept for its ongoing development and refinement? PROCESS SUMMARY: This exercise focused on how we will evaluate the desirability, feasibility and viability of the prototype, more specifically:


46

1) Desirability tests whether the innovation solves the right problem i.e. a problem defined by empathizing with the people we are trying to reach with our design;

2) Feasibility tests how we can build this innovation to make our school system healthier and stronger i.e. how does this innovation leverage our current capabilities or require the development of new capabilities in areas where we are already strong?;

3) Viability tests whether the innovative concept has long-term sustainability (i.e. does it fit with the long-term trends and changes coming down the road in the education sector)?

A robust innovative design exists at the intersection of these three features. Developing the innovative concept is an iterative process with regular, ongoing experimentation and developmental evaluation integral to continuously refine and advance the model so that it is effective. Next Steps: If the concept is accepted by the HDSB, continue the iterative design process to support the Program Development and Implementation Stage with a larger stakeholder group.

Appendix I Commitment to Research and Exploration Throughout the exploration processes, staff have continued to explore “What’s out there?”. The links shared indicate further fact finding in relation to the ideas/themes put forward by stakeholders. This information informed the work of the committee, as well as the decision making process and will be drawn upon to further develop the approved concept. MaRS - Entrepreneurial Thinking Toolkit and https://www.marsdd.com/

Vector Institute (part of MaRS) http://vectorinstitute.ai/#Opportunities

McMaster Innovation Park https://mcmasterinnovationpark.ca/

Mohawk College - Joyce Centre for Partnership and Innovation

Innovation Factory http://innovationfactory.ca/

The Centers for Applied and Science Technology (CAST) - CAST Factsheet

University of Waterloo - Waterloo Institute for Social Innovation

Deeper Learning - Deepening Understanding of Deeper Learning

The Learning Partnership - Student Programs

XQ Super School - Overview and Innovative Schools

Entrepreneurship and STEM Education - Entre-Ed

Government of Canada - Incentives for Innovation Article

d.school at Stanford - An Educator’s Guide to Design Thinking

Buck Institute for Education - Project Based Learning

STEAM Centre - https://www.steameducation.ca/

Simon Fraser University - High School Partnership

IncubatorEDU - http://incubatoredu.org/

Start Up - http://www.catapultideas.com/

Harvard Business Review - What your innovation process should look like

Transformative Learning Experiences - https://www.pltw.org/our-programs

Centres for Applied Science and Technology - https://schools.saisd.net/page/027.homepage

Let’s Talk Science - Outreach

Lockheed Martin - STEM Education

Engineers Canada - STEM Education Research Funding

Digital Media Academy - http://flanagandma.wixsite.com/fhsdma

http://www.marsdd.com/wp-content/uploads/2015/02/Ent-Thinking-2-pager-for-web.pdf

https://www.marsdd.com/

http://vectorinstitute.ai/#Opportunities

https://mcmasterinnovationpark.ca/

https://www.mohawkcollege.ca/donors-and-supporters/mohawk-momentum-our-causes/joyce-centre-for-partnership-innovation

http://innovationfactory.ca/

https://schools.saisd.net/upload/page/0045/docs/CASTTech-factsheet-FebSessions-rv1.pdf

https://uwaterloo.ca/waterloo-institute-for-social-innovation-and-resilience/about

https://all4ed.org/deeper-learning-toolkits/deepening-your-understanding-of-deeper-learning/

http://www.thelearningpartnership.ca/what-we-do/student-programs

https://xqsuperschool.org/

https://xqsuperschool.org/xq-schools

http://www.entre-ed.org/entrepreneurship-stem-education/

http://www.cbc.ca/news/canada/ottawa/federal-budget-2017-ottawa-1.4035656

https://dschool-old.stanford.edu/sandbox/groups/k12/wiki/14340/attachments/e55cd/teacher%20takeaway.pdf?sessionID=c85b670208fde73cab552d4757ad4f368f20d455

https://www.bie.org/

https://www.steameducation.ca/

https://www.sfu.ca/sfunews/stories/2016/sfu-mini-business-incubator-surrey-high-school-students.html

https://www.sfu.ca/sfunews/stories/2016/sfu-mini-business-incubator-surrey-high-school-students.html

http://incubatoredu.org/

http://www.catapultideas.com/

https://hbr.org/2017/09/what-your-innovation-process-should-look-like

https://www.pltw.org/our-programs

https://schools.saisd.net/page/027.homepage

http://letstalkscience.ca/Programs/Lets-Talk-Science-Outreach

https://www.lockheedmartin.ca/us/who-we-are/community/education.html

https://engineerscanada.ca/public-policy/issue-statements/stem-education-research-funding

http://flanagandma.wixsite.com/fhsdma


47

WRDSB - Innovate Program

World Economic Forum - 8 Digital Skills We Need

Future City Education - https://futurecity.org/

Young Entrepreneurs - Make your Pitch

EdX Course - Becoming An Entrepreneur!

High Tech High - https://www.hightechhigh.org/

How Schools Can Successfully Partner with Local Businesses

http://asiasociety.org/education/how-schools-can-successfully-partner-local-businesses

EdTech Magazine - Texas School District Partners with UT San Antonio to Launch STEM School

Technology Magnet Schools - Richardson West Arts and Technology Magnet

Sustainable Hamilton Burlington https://sustainablehamiltonburlington.ca/

Rothman i-Think initiative - Innovation, Creativity, Entrepreneurship (ICE)

Science Alberta Foundation - https://mindfuel.ca/

Hatch Canada - https://hatchcanada.com/

YRDSB - Arts Program

TDSB - Etobicoke School of the Arts

TiE Young Entrepreneurs - http://vancouver.tie.org/about-tye/

University/College Partnerships - Universities and Colleges

HPEDSB - eXplore http://www.hpedsb.on.ca/community-families/find-a-school/programs/explore/

Alternative approaches to post secondary acceptance - Admissions Revolution Article

Individualized Education - Templestowe College and via youtube

Social Entrepreneurship - School for Social Entrepreneurs

Surrey Academy of Innovative Learning - Programs: STEM/STEAM/STEAMX

PDSB - Glenforest STEM

Design Thinking:Tools at Schools - 1. Project Introduction, 2. Research and Big Ideas, 3.Scale Modeling, 4.Rendering (3D), 5.Prototyping, 6.Final Project Launch Hamilton Health Sciences - Discovery Days

Columbia International School - http://www.cic-totalcare.com/

Discovery Education - Bringing Engineering to Life in High School and STEM and STEAM

Canada 2067 - STEM learning research

International Journal of STEM Education - Assessing the STEM landscape: the current instructional

climate survey and the evidence-based instructional practices adoption scale

Creative Learning Exchange - National (US) STEM Standards

Partnership for 21st Century Learning - The 4Cs Research Series

International Journal of Education in Mathematics, Science and Technology - Modeling Successful

STEM High Schools in the United States: An Ecology Framework

SAGE Journals (AERA Open) - The Impact of Inclusive STEM High Schools on Student Achievement

Education Week - Teaching STEM and Programming: No experience needed

International Journal of STEM Education - A conceptual framework for integrated STEM education

Ireland’s STEM Education Policy Statement 2017-2026 (Policy Statement) - STEM Education

Implementation Plan

Australia’s Education Council - National STEM School Education Strategy

Science Foundation Arizona - STEM Implementation Guide

https://fhc.wrdsb.ca/academics/innovate/

https://xqsuperschool.org/xq-schools

https://futurecity.org/

http://www.makeyourpitch.ca/

https://www.edx.org/course/becoming-entrepreneur-mitx-launch-x-3

https://www.hightechhigh.org/

http://asiasociety.org/education/how-schools-can-successfully-partner-local-businesses

https://edtechmagazine.com/higher/article/2017/07/texas-school-district-partners-ut-san-antonio-launch-stem-school

https://www.youtube.com/watch?v=LisVoaeGhco

https://www.youtube.com/watch?v=ecyye0GTr4M

https://www.youtube.com/watch?v=ecyye0GTr4M

https://sustainablehamiltonburlington.ca/

http://www.rotmanithink.ca/ice/

https://mindfuel.ca/

https://hatchcanada.com/

http://www.yrdsb.ca/schools/alexandermackenzie.hs/Arts/Pages/default.aspx#Creativity

http://www.esainfo.ca/about

http://vancouver.tie.org/about-tye/

https://www.univcan.ca/universities/universities-and-colleges-partners-in-education/

http://www.hpedsb.on.ca/community-families/find-a-school/programs/explore/

http://www.hpedsb.on.ca/community-families/find-a-school/programs/explore/

https://www.insidehighered.com/news/2015/09/29/80-colleges-and-universities-announce-plan-new-application-and-new-approach

https://tc.vic.edu.au/

https://www.youtube.com/watch?v=nMxqEkg3wQ0

https://www.the-sse.ca/

https://sailacademy.ca/programs/

http://www.glenforeststem.com/

https://www.youtube.com/watch?v=_g7AYcEFbC4&list=PLAD1F87125529A918&index=2&feature=plpp_video

https://www.youtube.com/watch?v=hXhW_ZFWHGI

https://www.youtube.com/watch?v=bYm2uHiEh0Q

https://www.youtube.com/watch?v=bYm2uHiEh0Q

https://www.youtube.com/watch?v=G76ApcF4Jcs

https://www.youtube.com/watch?v=s2YcE9bk1-I

https://www.youtube.com/watch?v=J1NfvmxNg40

http://www.cdnmedhall.org/discovery-days

http://www.cic-totalcare.com/

http://discovere.org/online-training/detail/bringing%20engineering%20to%20life%20in%20high%20school

http://www.discoveryeducation.ca/what-we-offer/professional-development/speakers-bureau/by-topic/stem-and-steam.cfm

https://canada2067.ca/en/

https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-017-0092-1

https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-017-0092-1

http://www.clexchange.org/curriculum/standards/stem.asp

http://www.p21.org/our-work/4cs-research-series

https://files.eric.ed.gov/fulltext/EJ1059051.pdf

https://files.eric.ed.gov/fulltext/EJ1059051.pdf

http://journals.sagepub.com/doi/abs/10.1177/2332858416650870

http://blogs.edweek.org/edweek/global_learning/2018/01/teaching_stem_and_programmingno_experience_needed.html#comments

https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-016-0046-z

https://www.education.ie/en/The-Education-System/STEM-Education-Policy/stem-education-implementation-plan-2017-2019-.pdf

https://www.education.ie/en/The-Education-System/STEM-Education-Policy/stem-education-implementation-plan-2017-2019-.pdf

http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/National%20STEM%20School%20Education%20Strategy.pdf

http://stemguide.sfaz.org/stem-implementation-guide/


48


FOR DECISION


FROM: D. Metropolitansky, Student Trustee M. Mansoor, Student Trustee

RE: Student Trustee Policy

RECOMMENDATION:

Be it resolved that the Halton District School Board approve the Student Trustee Policy as appended to Report 18048.

The Student Trustee Policy has been presented to the Board in recent months, with key points being discussed by trustees. Also during the past six months, the Student Senate has had several opportunities to discuss and provide input to the Student Trustee policy.

It is important to reflect the results of those consultations with Student Senate, particularly as it relates to the key points under consideration. The 2016-17 Student Senate unanimously supported equal weighting for elementary and secondary students.

The 2017-18 Student Senate also voted on the proposed changes on November 14, 2017 (at the third meeting where the policy was discussed), and there was strong support for the revisions. Online voting received 51 of 57 votes (89%) in favour. One vote was in opposition, and five senators abstained from voting. For the equal weighting for elementary and secondary students, 43 of the 57 senators voted in favour (75%); 12 voted against (21%) and two voters abstained.

A survey of student trustees with OSTA/AECO member boards showed Halton as the only school board in Ontario that has an unequal weighting system for votes from elementary and secondary students.

The attached draft policy reflects the views and recommendations of Student Senate. It is presented here for the Board's consideration.


Dasha Metropolitansky, Student Trustee Muqtasid Mansoor, Student Trustee

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GOVERNANCE POLICY

Adopted June 19, 2013

Last Revised October 2017

Review Date September 2020

STUDENT TRUSTEES

1. OBJECTIVE The Halton District School Board is committed to involving students in the educational decision-making process, and participatory role in Board governance. By supporting and recognizing student trustees as representatives of the interests of students within the Board, the Halton District School Board honours the importance of the student voice in the Board’s decision-making process. The Halton District School Board is committed to providing an opportunity for student voice through the annual appointment of Student Trustee(s) to the Board of Trustees.

2. DEFINITIONS Student Trustee: A student trustee is a student representative elected annually to the Board of Trustees, as mandated by the Education Act. Student Senate: The student senate is a body of student leaders comprised of student representatives from the Board’s elementary and secondary schools. The student senate acts as an advisory council to the student trustees.

3. POLICY STATEMENT 3.1 Student Involvement

a) In accordance with the Education Act (O.Reg 7/07 s.3), the Board shall provide for the appointment of a minimum of one (1), and a maximum of three (3) student trustees to the Board.

b) The Board expects students who serve as student trustees will bring student perspectives to Board discussions, bring to the Board an increased awareness of issues of concern to students, and foster effective communication between the Board and students.

3.2 Eligibility Criteria To be eligible for the role of student trustee, students must: a) be entering or enrolled full-time in the senior division (Grade 11 or 12) of a secondary

school within the jurisdiction of the Board, or be an exceptional pupil in a special education program for whom the Board has reduced the length of the program under subsection 3 (3) of Regulation 298;

b) be a pupil of good standing at an Halton District School Board school for the entire school year of his/her appointment;

c) have demonstrated an interest or prior involvement in school, co-curricular, and/or community activities; and

d) have written consent from both their principal and parents/guardians (if under 18 years of age).

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3.3 Student Trustee Candidates a) A call for candidates notice shall be sent to each secondary school student no later

than March 1, inviting qualified students to indicate their interest to be considered by the Board for appointment as Student Trustee on the Halton District School Board for the upcoming school year.

b) Candidates must complete the following information on the Nomination Form (Appendix A)

i. reasons for seeking the position; ii. background, interests, qualifications, experience, concerns; iii. any other pertinent information (discretionary).

and obtain signatures on Appendix A from the candidate’s parent/guardian and their school principal to constitute formal approval of the student’s nomination prior to the start of their campaign

c) Following the submission of the candidate’s signed nomination form, candidates are invited to create an online campaign for their candidacy. All campaigns must be in compliance with relevant Board policies and procedures.

d) Students may not declare themselves a candidate for Student Trustee or initiate a campaign until the appropriate forms are completed and submitted after March 1.

e) Candidates will submit to the Director’s Office by March 15, a completed copy of Appendix A for distribution to the current Student Trustees and for posting on the Halton District School Board website.

f) Students interested in the role of Student Trustee will be invited to a Candidates’ Meeting as part of the February Student Senate meeting, to gain further information and to provide an opportunity to address questions or concerns to the current Student Trustees regarding the role of student trustee.

g) Candidates shall be provided the opportunity to use Board resources (as approved by the Director) to promote their campaign.

h) Failure to comply with all aspects of this policy may result in disqualification.

3.4 Election of Student Trustees a) The Student Trustee(s) shall be elected by the students of the Halton District School

Board no later than April 30 of each school year. b) All students in Grades 7-12 in the Halton District School Board shall be provided the

opportunity to cast electronically for the Student Trustee candidates after viewing the candidates’ election speeches.

c) The votes will be electronically tabulated and validated at the Board office under the supervision of the Director or designate.

d) Each school’s vote (elementary and secondary) will receive a weight of one (1). The candidate receiving the most votes from a school will become that school’s vote. For schools incorporating students from Grade 7 to graduation, each school will be considered separately (elementary and secondary).

e) Whereby the successful candidates cannot be determined due to the same number of votes resulting in a tie amongst candidates, the names of the candidates who are tied will be placed on separate ballots and placed in a ballot box. The Director of Education (or designate) shall draw a ballot, breaking the tie. The candidate whose ballot is drawn will serve as Student Trustee for the upcoming year. This process will be repeated as required to fill the remaining Student Trustee positions.

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f) The current Student Trustees shall advise the Board of the names of the elected Student Trustees at the Board meeting immediately following the Student Trustee elections.

3.5 Roles and Responsibilities of Student Trustees a) The Student Trustee will regularly attend all public Board meetings, and attend

and participate in Board standing committees whenever possible. b) The Student Trustee will operate within Board policies and procedures, and comply

with all relevant legislation including the Education Act, Municipal Freedom of Information and Protection of Privacy Act and the Ministry of Education Attendance and Conflict of Interest Guidelines for Student Trustees (Appendix B).

c) In assisting the Board to achieve a better understanding of educational issues among students, the Student Trustee will bring student perspectives directly to the Board and will represent the views of the student senate when participating in Board discussions.

d) The Student Trustee will also serve as co-chairs of the Student Senate, and keep the Student Senate informed about Board issues of interest and concern to students. The Student Trustee will encourage Student Senators to keep their respective student bodies informed about issues of interest and concern to students.

e) The Student Trustee(s) will be encouraged to be involved with the Ontario Student Trustees’ Association (OSTA-AECO).

3.6 Meeting Expectations f) The Student Trustee will notify the Office of the Director and the Chair if they are

unable to attend a meeting. g) While the vote of a Student Trustee will be noted, their vote(s) will not count for

quorum or decision at Board and Board Committee meetings. h) The Student Trustee will have the right to participate in the examination and

discussion of matters brought to the Board table in the same manner as a trustee. i) A Student Trustee is not entitled to move a motion but may suggest a motion on any

matter at a meeting of the Board or Committee on which the Student Trustee sits. If no member of the Board or Committee moves the suggested motion, the record shall show the suggested motion.

j) The Student Trustee may attend closed/in camera meetings of the Board except those that involve the disclosure of intimate, personal or financial information in respect of any individual, or when directed by the Director or Chair.

k) The Student Trustee will demonstrate confidentiality and discretion at all times, and is required to sign a declaration agreeing to maintain confidentiality with respect to Board business dealt with in closed sessions of Board and/or Committee meetings.

3.7 Board and Committee Agendas The Board shall ensure student trustees receive and have an opportunity to review regular copies of the public session of the Board and Board committee agenda packages in accordance with Board policy and procedures. Furthermore, Student Trustees may receive and have an opportunity to review copies of the private session agenda package. Information regarding 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 student or his or her parent or guardian will be omitted.

3.8 Student trustees require the approval of the Director of Education and/or Chair for: a) the use of Board resources and opportunities for training; b) the use of outside media and system-wide communications; and

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c) all expenditures related to student trustees. 3.9 Trustee Mentors/Advisors

a) A maximum of two trustees as designated by the Board’s Striking Committee, shall serve as mentor(s) to the student trustees.

b) Orientation for the newly-elected student trustees shall be provided by the Chair of the Board and the Director of Education or designates prior to the end of the previous school year for which the Student Trustees have been elected. The Chair of the Board and the Director of Education or designates will also provide additional training prior to the regular meeting of the Board in September. During their term, student trustees may request additional information or assistance, as required.

3.10 Term of Office a) The term of office for student trustees shall be August 1 in the year of election, to

July 31 of the following year, with the student trustees commencing office following their election by the student senate and approval by the Board.

b) Student trustees shall normally occupy the position for a one-year term. A student trustee can, however, stand for re-election for an additional term providing they continue to meet all qualifying requirements.

3.11 Vacancies a) A person who ceases to be qualified to act as a Student Trustee shall resign from

the position. b) In the event one or more of the student trustees is not able to complete the term of

office, the candidate who received third-place in the previous Student Trustee election shall be asked to fill the vacancy. In the event there is no third place candidate, the vacancy shall not be filled.

3.12 Reimbursement of Expenses a) Student Trustee(s) shall have the same status as a Board member with respect to

access to Board resources and opportunities for training and professional development.

b) Student Trustee(s) shall receive the maximum honoraria outlined in the Education Act and/or regulations issued thereunder.

c) If a Student Trustee holds office for less than a complete term of office, the honoraria shall be prorated according to the proportion of the term for which the Student Trustee held the position.

d) The Halton District School Board shall reimburse Student Trustees for reasonable out-of pocket expenses. Such reimbursement of expenses shall be in accordance to the same rules that govern the reimbursement of Board members’ expenses.

e) Student Trustee(s) shall be provided a Board computer. The laptop may be purchased by the Student Trustee(s) at the end of their term of office at fair market value, or returned to the Halton District School Board.

Legal References: Education Act, section 55 Student Trustees Ontario Regulation 7/07 Student Trustees Ontario Regulation 298 Operation of Schools—General

Board References: Board By-Laws Board Policy: Student Senate Trustee Expense Policy

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Candidate:

Candidate’s Parent/Guardian:

Principal:

Student Trustee Candidate Name: School: Grade:

Interests: (maximum 100 words)

Reason for Candidacy / Campaign Statement: (maximum 250 words)

Signatures

PLEASE SAVE THE FILE with the following format:

“STUDENT-TRUSTEE-2018_LASTNAME_FIRSTNAME.pdf”

Please be guided by the intent of the Municipal Freedom of Information and Protection of Personal Privacy

legislation, in that information collected and shared is for the express use of those participating in the

Student Trustee elections, and should not be shared beyond those participants.

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Appendix B

MINISTRY OF EDUCATION STUDENT TRUSTEES:

ATTENDANCE AND CONFLICT OF INTEREST GUIDELINES PURPOSE The purpose of this guideline is to address the issues of attendance and conflicts of interest in relation to student trustees. This guideline was created with the intention of having the same principles that apply to Board members under the Municipal Conflict of Interest Act and the Education Act apply to student trustees.

Under the Education Act student trustees are not considered members of the Board. As a result, they are not covered by the Municipal Conflict of Interest Act and are not subject to the same conflict of interest and attendance criteria that apply to Board members.

These guidelines are established by the Minister of Education under the authority of paragraph 8(1) 3.5 of the Education Act and are effective upon release.

ATTENDANCE A student trustee must resign from their position if they are absent from three consecutive regular meetings of the Board without being authorized by a resolution of the Board.

Authorizations by resolution must provided to student trustees in the same manner as they are to Board members and must be recorded in the meeting minutes.

Student trustees are considered present at a meeting in which they participate through teleconferencing, videoconferencing or other electronic means.

CONFLICTS OF INTEREST A conflict of interest arises when a student trustee (or a student trustee's parent, spouse or child) has a direct or indirect financial interest in a matter being discussed at a Board or Committee meeting.

An indirect financial interest arises when a student trustee (or a student trustee's parent, spouse or child):

1) owns shares or is a senior officer in a privately-held company,

2) has a controlling interest or is a senior officer of a publicly-held corporation, or

3) is the member of a body that has a financial interest in the matter being discussed at a Board or Committee meeting.

For there to be a conflict, the financial interest must be of such a nature that it could reasonably be regarded as likely to exert influence over the student trustee.

When a student trustee realizes he or she is in a conflict of interest, the student trustee must declare this conflict to the Board or to the committee. The declaration must be recorded in the minutes of the meeting.

During discussion of the matter that gives rise to a conflict, the student trustee cannot participate in the discussion, cannot attempt to influence the vote of Board members, is not entitled to a recorded vote and cannon suggest a motion.

In the event that there is a conflict of interest at a closed meeting, the student trustee must leave the meeting during the time that the matter giving rise to the conflict is being discussed. When a student trustee leaves for this reason, this must be recorded in the minutes of the meeting.

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OATH OF OFFICE FOR STUDENT TRUSTEES DECLARATION

I, ____________________ do solemnly declare that:

1. In accordance with the Education Act, related legislation, and Board policies

and procedures, I will truly, faithfully, impartially and to the best of my ability execute the office of Student Trustee.

2. In my role as Student Trustee, I will comply with Freedom of information and Protection of Personal Privacy, and Conflict of Interest legislation, recognizing the importance of maintaining the confidentiality of the Board with regard to matters that are dealt with in closed session, and declare not to divulge any information of the contents of any material shared with trustees in closed meetings; and

3. That I am not disqualified under any requirement from being a Student Trustee member of the Halton District School Board.

Declared before me at Burlington in the Regional Municipality ____________________________ of Halton, on the (signature of Student Trustee) ___ day of September _____. ______________________________ Director of Education


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Report Number: 18041 Date: March 1, 2018

FOR DECISION


FROM: M. Denton, Manager, Communication Services S. Miller Director of Education

RE: Names for Milton SW #10 Public School

RECOMMENDATION:

Be it resolved that the Halton District School Board name the new elementary school (Milton SW #10) located at 1450 Leger Way in Milton, ______________________.

Background: The guidelines outlined in the Halton District School Board Administrative Procedure: Naming Schools states the process in which potential names for a new school are submitted to the Board.

The Administrative Procedure calls for suggestion boxes to be distributed to area schools and public libraries in the community. The timeline for gathering suggestions for the new elementary school was January 8 to February 9, 2018. A media release was issued and an advertisement was placed in the Milton Canadian Champion newspaper to encourage participation in the school community. Posters were displayed in all Milton schools and information was shared in school newsletters/websites. An online suggestion form was shared on the HDSB website and through social media.

All suggested names were reviewed by a committee and a shortlist of names was developed for trustees. More than 200 unique names were submitted by the community.

On the committee to review names for the Milton SW #10 elementary school was:

Kim Graves (Trustee Milton Ward 1,6,7,8), Ann Harvey Hope, Chair’s designate (Trustee Oakville Ward 3), Gavin Robertson (principal of Milton #10), Superintendent Jacqueline Newton, Kelly McMillan (parent from Anne J. MacArthur Public School), Mary Kadric (parent from Boyne Public School) and Marnie Denton, Manager, Communications and Print Services

The committee puts forward the following two names for your consideration for this school:

Viola Desmond Public School -- (born 6 July 1914 in Halifax, Nova Scotia, died 7 February 1965 in New York, NY). Viola Desmond (née Davis) initially trained as a teacher but soon joined her husband in a joint barbershop and hair dressing salon. She expanded her business, the Desmond School of Beauty Culture, across the province and became a mentor to young Black women in Nova Scotia. It is however the story of her courageous refusal to accept an act of racial discrimination in a theatre in New Glasgow, NS in 1946 that provided inspiration to a later generation of Black persons in Nova Scotia and in the rest of Canada. In December 2016, it was announced that Viola Desmond would be the first Canadian woman depicted on the face of a Canadian bank note -- the $10 note in a series of bills to be released in 2018.

Submissions from the community described Viola Desmond as a Canadian hero who would be an inspirational figure for elementary school students. Community members said they believe a school with this name symbolizes a growing and increasingly-diverse Halton region.


57

Note: The Communications Department has made contact with Viola Desmond’s family members in Nova Scotia. They have indicated complete support for naming the school after their sister Viola Desmond.

Maamawi Public School – Ojibwe translation “All of Us”/“All together”. The Mississaugas of the New Credit First Nation is part of a much larger civilization of people known as the Anishinabe. They are the original people who resided on the traditional territory of what is now known as Halton. Mississaugas of the New Credit First Nation speak the language of Ojibwe.

The committee discussed the significance of this name and its alignment to Board’s commitment to acknowledging and honouring Indigenous people.

Note: The meaning and spelling of the word has been confirmed by Tammy Hardwick, the Board’s Instructional Program Leader for First Nations, Métis and Inuit Education.

The lists of all school names submitted, excluding any inappropriate suggestions, is available.


Marnie Denton Manager, Communication Services



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FOR DECISION


FROM: J. Oliver, Program and Accommodation Committee Chair; Trustee Oakville Ward 4 A. Harvey Hope, Committee Vice-Chair; Trustee Oakville Ward 3

RE: Correspondence Regarding Draft Pupil Accommodation Review Guideline

Background: Ontario launched its Plan to Strengthen Rural and Northern Education in June 2017. As part of the plan, the Ministry of Education committed to revising its Pupil Accommodation Review Guideline (PARG). Feedback on a series of proposed revisions to the PARG was collected from the public, municipalities, and education sector partners between October and December 2017. A draft PARG was released in February 2018 with final feedback being collected during the next six week period. The final version of the PARG is scheduled to be released in spring 2018.

RECOMMENDATION:

Be it resolved that the Board of Trustees authorize the Chair to write a letter to the Minister of Education with their feedback on the Draft Ministry of Education Pupil Accommodation Review Guideline.

Following a thorough review and discussion of the draft Pupil Accommodation Review Guideline by HDSB Trustees at the February 28, 2018 Committee of the Whole meeting, the Board of Trustees decided that they would like to provide formal feedback on this guideline. The Board of Trustees agreed this was important in light of the 2017 Burlington Pupil Accommodation Review experience which included a review of all seven Burlington secondary schools.


J. Oliver Chair, Program and Accommodation Committee Trustee, Oakville Ward 4

A. Harvey Hope Vice-Chair, Program and Accommodation Committee Trustee, Oakville Ward 3


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FOR DECISION



RE: School Year Calendar 2018-2019

RECOMMENDATION

Be it resolved that the Halton District School Board approve the summary of statutory and Board designated holidays and professional activity days for 2018-2019 as recommended through consultation with the School Year Calendar Committee.

Background The Education Act requires each school board to establish a school year calendar, identifying instructional days, professional activity days and holidays for each school year. The Ministry of Education establishes the number of days for the schools of the province and in accordance with Regulation 304, each school board is required to submit a Board-approved calendar to the Ministry of Education by May 1, 2018. If the Board chooses to submit a modified school year calendar they must do so by March 1, 2018.

The School Year Calendar Committee met on January 23, 2018 for the purpose of preparing a draft calendar. The School Year Calendar Committee has taken into account several considerations:

Central Guiding Legislation For 2018-2019 there are 194 possible school days between September 1, 2018 and June 30, 2019. Following Ministry of Education direction, the 2018 - 2019 school year must include a minimum of 194 days. Of these days, school boards are currently required to designate 3 days as professional activity days. In addition to these 3 days, school boards may designate up to an additional 4 days as professional activity days for a total of 7 professional activity days. In accordance with regulation 304 the remaining schools days shall be instructional days, including up to 10 days for secondary examinations.

Alignment between Elementary and Secondary Panels, Transportation Services and the Coterminous Board. Care is taken in the establishment of the school year calendar to align the HDSB elementary and secondary PA days and to integrate transportation services with our coterminous Board. Consultation has occurred with the Halton Catholic District School Board and each of the professional activity days placed within the 2018-19 calendar align with the Halton Catholic District School Board. In addition, both boards will have the same secondary school examination days.

Professional Activity Days The Ministry now mandates three professional activity days to be designated for Ministry priorities, an increase of one as initiated in 2015-2016 by the Ministry, and up to four professional activity days for Board-related initiatives. For the 2018-2019 school year, seven professional activity days are proposed for elementary and secondary schools:

Elementary and Secondary

Three days for professional learning related to Ministry initiatives. This is to include: numeracy, literacy, safe and inclusive schools, student engagement, assessment and evaluation.


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Elementary only

Two days for assessment and completion of report cards

One day for parent–teacher interviews

One day for professional learning related to Board initiatives. This is to include: school improvement plans, assessment and evaluation, school self-assessment.

Secondary only

Four days for professional learning related to Board initiatives. This is to include: school improvement plans, assessment and evaluation, school self-assessment.

Conclusion The proposed school year calendar for Elementary and Secondary schools for 2018-2019 was developed with the input of the School Year Calendar Committee consisting of representatives from interested and affected groups (Appendix A). The proposed instructional school year includes 187 instructional days for students, as mandated by the Ministry for the 2018-19 school year, and begins on September 4, 2018 (Appendix B).


David Boag, Associate Director

Stuart. Miller, Director of Education


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Appendix A

School Year Calendar Committee 2018-2019

Name Representing Location

Audrey Conaghan Thomson Parent Elementary

Chris Duncan Management and Administrative

Support Staff

J.W.Singleton

Cindy Bullock Designated Early Childhood

Educators

David Boag Chair J.W.Singleton

Dean Barnes Halton Secondary Principals’

Association

System Principal - International

Student Program & Welcome

Centre

Debbie DeBoer Human Resources J. W. Singleton

Debbie Majka Office Clerical and Technical Unit HEOT Office

Deborah Bachewich Sec Occas. Teachers Ont. Sec. Teachers Office

Gord Donaldson Halton Elementary Principals’

Association

Maple Grove

Heather Duplain Elementary Teachers’ Federation

of Ontario

Federation Office

Jason Bartlett SEAC

Jim Young Ontario Secondary School

Teachers’ Federation

Halton Secondary Teachers Office

Judy Watson Halton District Educational

Assistants Association

HDEAA Office

Julie Hunt Gibbons School Programs New Street Education Centre

Karen Lacroix Transportation Halton Student Transportation

Services

Kevin Schensema Canadian Union of Public

Employees Local 1011

West Maintenance

Liz MacCarthy Human Resources J.W.Singleton

Marnie Denton Director’s Department J.W.Singleton

Mary Marshall Diversity J.W.Singleton

Michael Gallant Information Services J.W.Singleton

Michael Yang Parent Elementary

Richelle Papin Trustees HDSB Board

Sarah Shields Parent Secondary

Stacey Lowery Professional Student Services

Personnel


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Appendix B

PROPOSED SCHOOL YEAR CALENDAR 2018-2019 Overview

Definition Date

First day of instruction for all students Tuesday September 4, 2018

Last day of instruction for secondary students Thursday June 27, 2019

Last day of instruction for elementary students Friday June 28, 2019

Semester 1 – Secondary Staff September 4, 2018 – January 31, 2019

Semester 2 – Secondary Staff February 1, 2019 – June 28, 2019

Instructional school days 187

Total school days 194

School Breaks and Holidays

Date Holiday

September 3, 2018 Labour Day

October 8, 2018 Thanksgiving Day

December 24, 2018-January 4, 2019 (incl.) Winter Break

February 18, 2019 Family Day

March 11-15, 2019 Spring Break

April 19, 2019 Good Friday

April 22, 2019 Easter Monday

May 20, 2019 Victoria Day

Professional Activity

Date Panel

September 21, 2018 Elementary/Secondary

October 5, 2018 Elementary/Secondary

November 23, 2018 Elementary/Secondary

February 1, 2019 Elementary/Secondary

February 15, 2019 Elementary/Secondary

April 12, 2019 Elementary/Secondary

June 7, 2019 Elementary

June 28, 2019 Secondary

Secondary Instructional

Semester Dates

Semester 1 – 94 instructional days September 4, 2018 – January 31, 2019

Semester 1 - Exams January 24, 2019 – January 30, 2019

Semester 2 – 93 instructional days February 1, 2019 – June 28, 2019

Semester 2 - Exams June 20 – June 26, 2019


56


FOR DECISION


FROM: S. Miller, Director of Education

RE: Trustee Determination and Distribution Report

Background Under Ontario Regulation 412/00 of the Education Act, school boards are responsible for trustee determination and distribution (D&D) calculations. Boards are required, by April 3, 2018, to file a “Trustee Determination and Distribution Report” with these decisions. The “determination” portion of the decision ascertains the overall allocation of trustees for the entire region, whereas the “distribution” specifies the geographic areas within the region and the trustee positions to be elected within these regions.

RECOMMENDATION

Be it resolved that the Halton District School Board designate no areas within its jurisdiction as low population areas, for the purpose of trustee determination and distribution.

RECOMMENDATION

Be it resolved that the Halton District School Board approve the Trustee Determination (Appendix A) and Trustee Distribution (Appendix B) templates as appended to Report 18043.

RECOMMENDATION

Be it resolved that the Halton District School Board approve the determination of electoral quotient by ward as follows, as described in Report 18043:

Option ____ for Burlington;

Option ____ for Oakville;

Option ____ for Milton;

Option ____ for Halton Hills, and

THAT the Town of Oakville be designated as the lead municipality.

Discussion: In meeting the Board’s obligation under Ontario Regulation 412/00 of the Education Act, trustees must pass motions indicating trustee determination and distribution (D&D) for the upcoming term. There are three components to the D&D calculations:

Ontario Regulation 412/00

Municipal Property Assessment Corporation (MPAC) Population of Electoral Groups (PEG) report

Board resolution re: low population areas

Determination: Ontario Regulation 412/00 determines the number of trustees on a board, based on the principle of representation by population (referred to as “trustee determination”).

The MPAC report establishes the electoral population, as of February 15, 2018, for the Halton District School Board at 338,910.


57

This allocates 11 trustees for the Halton District School Board according to “Table 2” in Ontario Regulation 412/00 (also see Appendix A).

Ontario Regulation 412/00 Table 2

Total Population of Electoral Group Number of Members

Less than 30,000 persons 5

30,000 to 44,999 persons 6

50,000 to 59,999 persons 7

60,000 to 99,999 persons 8

100,000 to 149,999 persons 9

150,000 to 249,999 persons 10

250,000 to 399,999 persons 11

400,000 to 999,999 persons 12

1,000,000 to 1,499,999 persons 17

1,500,000 persons or more 22

Distribution: The regulation also provides the calculation for how those trustees are distributed throughout the specified geographic area (referred to as “trustee distribution”). Attached to Ontario Regulation 412/00 are several tables which contain information used in the D&D calculations. Using the MPAC data and these tables, trustee distribution is established, and a decision made regarding whether a board has a designated low population area.

According to the Regulation, school boards can designate areas within its jurisdiction as low population areas to allow for greater representation to an area than would be accorded by a strict representation-by-population approach. Designating areas as low population areas affects the calculation of trustee distribution; however designating low population areas does not affect the total number of trustees for a board.

A Board resolution is required by boards (by March 31, 2018) stating either that no areas in the Board’s jurisdiction have been designated as low population areas, or alternatively, a resolution identifying which areas have been designated as low population areas.

It is recommended the Halton District School Board not designate any low population areas, thereby basing the determination and distribution of trustees on representation-by-population, and those calculations as outlined in Ontario Regulation 412/00.

This calculation sets out the following trustee allocation by municipality (also see Appendix B):

Municipality Population Electoral Quotient Trustee Allocation

Oakville 120,197 3.901 4

Burlington 119,585 3.881 4

Milton 61,117 1.984 2

Halton Hills 38,011 1.234 1

The intent of the Regulation is outlined in the Ministry of Education’s “Trustee Determination and Distribution Guide” which directs “The sum of the electoral quotients in each geographic area should be as close as possible to a whole number.”

The calculation for the determination of electoral quotient is based upon MPAC data (registered public supporters/constituents). Those results are summarized in Appendix C, outlining the electoral quotients for each ward within its respective municipality. This does not necessarily factor in the number of schools or students, and therefore workload. The calculation is based on the relative number of electors as reported by MPAC in its PEG report.


58

The Ministry of Education’s “Trustee Determination and Distribution Guide” also states: “The number of trustees allocated to a geographic area should be as close as possible to the sum of the electoral quotients for that area.”

For the 2014 Trustee Determination and Distribution Report, the Board’s legal counsel, Miller Thomson, was consulted as to whether school board geographic areas for trustee representation need to have a similar population size, which is still applicable today. The response from legal counsel regarding this matter states:

“…a democratic system, representation is based on representation by population, whereby each person’s should be relatively equal; or, that each elected official should represent a similar number of electors.”

This is confirmed in Ontario Regulation 412/00, subsection 4(4)(4) which states: "Representation should not deviate unduly from the principle of representation by population".¹

Miller Thomson also suggested that “effective representation “allows for differences or variances in the number of electors each trustee represents. The legal opinion states:

“…if variances get too large and no clear, objective reasons support the differences, effective representation is not attained.”

“…if trustee areas vary in population by approximately 10%, effective representation can be typically assured without further consideration. At 15% effective representation is likely, but some explanation is required. At 20%, the margins of effective representation are being strained. At 25% population variance between trustee areas, effective representation is more difficult to assert.”

Staff has prepared options for trustee distribution. These include status quo and various options related to discrepancies in effective representation, where variances are greater than 20% (ie greater than a 1.20 quotient and less than a 0.80 quotient per trustee). More specifically, the objective in these options is to achieve a quotient of 1.00 per trustee. The options are also listed in Appendix D (ward maps are also included).

Burlington: Option 1: Status Quo

The current distribution of trustees in place for Burlington would remain.

The first geographic area would include Wards 1 and 2, where the total quotient would be 1.184.

The second geographic area would include Wards 3 and 6, where the total quotient would be 1.179.

The third geographic area would be Ward 4, where the total quotient would be 0.813.

The fourth geographic area would be Ward 5, where the total quotient would be 0.705.

In this option, only one geographic area exceeds the 20% variance.


59

Option 2:

This option proposes the redistribution of geographic area. Distribution of four trustees for Burlington would continue.





This option would have two of the four geographic areas exceeding the 20% variance.

Option 3:






This option would have three of the four geographic areas exceeding the 20% variance.

Option 4:


The first geographic area would includes Ward 1 where the total quotient would be 0.594.


The third geographic area would be Wards 4 and 6, where the total quotient would be 1.465.


This option would also have three of the four geographic areas exceeding the 20% variance.

Option 5:






This option would also have three of the four geographic areas exceeding the 20% variance.

Option 6

This option proposes the creation of two geographic areas, where two trustees would be elected from each area. Distribution of four trustees for Burlington would continue.

The first geographic area would include Wards 1, 2 and 4, where the total quotient for the area would be 1.997. When divided by 2 (for the total number of trustees representing that area), the quotient per trustee would be 0.998.

Option 6 (cont’d)


60

The second geographic area would include Wards 3, 5 and 6, with a total quotient of 1.884. When divided by 2 (for the total number of trustees representing the area), the quotient per trustee is 0.942.

In this option, the quotient per trustee approaches the quotient of 1.0, well within the variance of 20%.

This option would also ensure geographic continuity as boundaries for these areas would be contiguous.

Option 7:

This option also proposes the creation of two geographic areas, where two trustees would be elected from each area. Distribution of four trustees for Burlington would continue.

The first geographic area would include Wards 1, 3 and 4 where the total quotient for the area would be 1.935. When divided by 2 (for the total number of trustees representing that area), the quotient per trustee would be 0.967.

The second geographic area would include Wards 2, 5 and 6, with a total quotient of 1.947. When divided by 2 (for the total number of trustees representing the area), the quotient per trustee is 0.973.

In this option, the quotient per trustee approaches the quotient of 1.0, well within the variance of 20%.

This option would also ensure geographic continuity as boundaries for these areas would be contiguous.

Oakville A new Ward has been added in Oakville resulting a total of seven Wards for the entire municipality

Option 1:

This option proposes the redistribution of geographic areas. Distribution of four trustees for Oakville would continue.

The first geographic area would include Wards 1 and 2, where the total quotient for this area would be 1.181.



The fourth geographic area would be Wards 5 and 6, where the total quotient would be 1.234.

Three of the four geographic areas exceed the 20% variance, Ward 7 will continue to see significant population growth in the coming years as a result of residential development planned for North Oakville.

Option 2:






In this option, the quotient per trustee is well within the variance of 20%, except Ward 5.


61

Option 3:






In this option, the quotient per trustee approach is well within the variance of 20%, except Ward 5.

Option 4:






In this option, the quotient per trustee is well within the variance of 20% except Ward 4.

Option 5:






In this option, the quotient per trustee is well within the variance of 20% , except Ward 4.

Option 6:

This option proposes the creation of two geographic areas with two trustees elected from each area. Distribution of four trustees for Oakville would continue.

The first geographic area would include Wards 1, 2 and 4. The total quotient for this area would be 1.971, and when divided by 2 (for the total number of trustees representing that area), the quotient per trustee would be 0.985.

The second geographic area would include Wards 3, 5, 6 and 7, where the total quotient would be 1.930. When divided by 2 (for the total number of trustees representing that area), the quotient per trustee would be 0.985.

In this option, the quotient per trustee is well within the variance of 20% for both geographic areas.


62

Option 7:

This option proposes the creation of two geographic areas with two trustees elected from each area. Distribution of four trustees for Oakville would continue.

The first geographic area would include Wards 1, 2, 4 and 7. The total quotient for this area would be 2.126, and when divided by 2 (for the total number of trustees representing that area), the quotient per trustee would be 1.063.

The second geographic area would include Wards 3, 5 and 6, where the total quotient would be 1.775. When divided by 2 (for the total number of trustees representing that area), the quotient per trustee would be 0.8875.


Milton The Town of Milton has reorganized the wards in the municipality, resulting in the number of wards being reduced from 8 to 4 effective for the 2018 municipal election.

Option 1: This option proposes the redistribution of geographic areas. Distribution of two trustees for Milton would continue.




Option 2:

This option proposes the redistribution of geographic areas. Distribution of two trustees for Milton would continue.



Both of the geographic areas are within the 20% variance,

Option 3:

This option proposes the redistribution of geographic areas. Distribution of two trustees for Milton would continue.


The second geographic area would include Wards 3 and 4, where the total quotient would be 0. In this option, the quotient per trustee is within the variance of 20%,

Halton Hills Option 1: Status Quo


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Retain the current distribution of trustees allocated for Halton Hills (1).

The quotient for the Halton Hills geographic area is 1.234, which exceeds the 20% variance as suggested by legal counsel.

Conclusion Options have been developed for trustee determination and distribution for the 2018-2022 term. These are based on the MPAC data provided in the PEG reports (Appendix F), the calculations as set out by Ontario Regulation 412/00, and the requirement for Boards to submit a Trustee Determination and Distribution Report to the Minister of Education by April 3, 2018.

The presented options attempt to ensure variances (especially as it relates to electoral quotient by geographic areas) do not exceed 20% +/-, and therefore meet the goal to achieve an electoral quotient of 1.00 for each trustee.




64

Appendix A

Trustee Determination Template

DATA SOURCE FIGURE

population of electoral group MPAC report (total population) Box 1: 338,910

board area TABLE 1, O. Reg. 412/00 Box 2: 970

board density total population (Box 1) divided by area (Box 2)

Box 3: 349.4

dispersal factor Refer to TABLE 5, O. Reg. 412/00 Box 4: 0

number of population-based trustees Refer to TABLE 2, O. Reg. 412/00 Box 5: 11

number of density-based trustees refer to TABLE 3, O. Reg. 412/00 using board density figure

Box 6:

0

Box 8

(lesser of Box 6 & Box 7)

0

number of density-based (area adjusted) trustees

refer to TABLE 4, O. Reg. 412/00 using board area figure

Box 7:

0

number of additional trustees based on dispersal

refer to rules set out in O. Reg. 412/00, s.3 using dispersal factor

Box 9:

0

Step 10: Calculation of Number of Trustees:

BOX 5: Population based members + 11

BOX 9Additional members (based on dispersal and density) 0

Total Number of Trustees 11

Appendix B

Trustee Distribution Template

Board’s Electoral Group Population = 329,756 (FIGURE A) Number of Board Trustees = 11 (FIGURE B)

COLUMN 1 COLUMN 2 COLUMN 3

Name of Municipality/Ward

Electoral Group Population

from MPAC report

Electoral Quotient:

Population (column 1) multiplied by number of trustees (Figure B)

divided by total electoral population (Figure A) ie: 110,607 x 11 = 3.96

307,187………. …

area i: Oakville 120,197 3.901 4

area ii: Burlington 119,585 3.881 4

area iii: Milton 61,117 1.984 2

area iv: Halton Hills 38,011 1.234 1


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Appendix C

Determination of Electoral Quotient by Ward

Electoral Quotient is calculated according to Ontario Reg 412/00, as follows:

Population of Ward/Municipality X Number of Trustees (Figure B) Total Electoral Population (Figure A)

Burlington: 119,585

Ward Population (English Public) Electoral Quotient

Ward 1 18,311 0.594

Ward 2 18,171 0.590

Ward 3 16,241 0.527

Ward 4 25,059 0.813

Ward 5 21,725 0.705

Ward 6 20,078 0.652

Oakville: 120,197

Ward Population Electoral Quotient

Ward 1 18,301 0.594

Ward 2 18,080 0.587

Ward 3 16,656 0.541

Ward 4 24,341 0.790

Ward 5 20,728 0.673

Ward 6 17,304 0.562

Ward 7 4,787 0.155

Halton Hills: 38,011


Ward 1 7,409 0.240

Ward 2 6,800 0.221

Ward 3 12,039 0.391

Ward 4 11,763 0.382

Milton: 61,117


Ward 1 17,091 0.555

Ward 2 19,310 0.627

Ward 3 13,242 0.430

Ward 4 11,474 0.372

MPAC School Board

Wards Elementary Secondary Total Elementary Secondary Total Elementary Secondary TotalPopulation of Electoral

Group Report (PEG) QuotientBurlington ‐ 1 4 1 5 1,415 634 2,049 1,213 470 1,683 18,311 0.594Burlington ‐ 2 4 1 5 1,311 565 1,876 1,235 594 1,829 18,171 0.590Burlington ‐ 3 6 1 7 1,703 667 2,370 1,988 694 2,682 16,241 0.527Burlington ‐ 4 6 1 7 2,441 1,145 3,586 2,091 1,394 3,485 25,059 0.813Burlington ‐ 5 6 1 7 2,950 1,175 4,125 3,472 740 4,212 21,725 0.705Burlington ‐ 6 4 1 5 3,054 1,236 4,290 2,933 1,586 4,519 20,078 0.652

Burlington Total 30 6 36 12,874 5,422 18,296 12,932 5,478 18,410 119,585 3.881

Halton Hills ‐ 1 2 1 3 1,015 364 1,379 994 421 1,415 7,409 0.240Halton Hills ‐ 2 4 4 539 282 821 910 910 6,800 0.221Halton Hills ‐ 3 3 1 4 1,313 554 1,867 577 1,534 2,111 12,039 0.391Halton Hills ‐ 4 4 4 1,630 703 2,333 2,026 2,026 11,763 0.382Halton Hills Total 13 2 15 4,497 1,903 6,400 4,507 1,955 6,462 38,011 1.234

Milton ‐ 1 5 1 6 2,432 827 3,259 2,731 1,144 3,875 17,091 0.555Milton ‐ 2 5 5 3,407 711 4,118 3,129 3,129 19,310 0.627Milton ‐ 3 3 1 4 3,467 810 4,277 3,310 1,396 4,706 13,242 0.430Milton ‐ 4 4 4 2,920 431 3,351 3,038 3,038 11,474 0.372

Milton Total 17 2 19 12,226 2,779 15,005 12,208 2,540 14,748 61,117 1.984

Oakville ‐ 1 3 3 1,974 803 2,777 1,572 1,572 18,301 0.594Oakville ‐ 2 5 1 6 1,532 770 2,302 2,076 1,008 3,084 18,080 0.587Oakville ‐ 3 4 1 5 2,072 1,225 3,297 2,016 1,303 3,319 16,656 0.541Oakville ‐ 4 6 2 8 4,439 2,355 6,794 4,576 2,606 7,182 24,341 0.790Oakville ‐ 5 5 1 6 2,156 965 3,121 2,621 2,040 4,661 20,728 0.673Oakville ‐ 6 3 1 4 2,245 1,549 3,794 1,602 1,487 3,089 17,304 0.562Oakville ‐ 7 1 1 1,039 338 1,377 999 999 4,787 0.155

Oakville Total 27 6 33 15,457 8,005 23,462 15,462 8,444 23,906 120,197 3.901

Students Living outside of Halton Region 55 308 363

Grand Total 86 17 103 45,109 18,417 63,526 45,109 18,417 63,526 338,910 11.000

2018/2019 Schools Oct. 31, 2017 School Enrolment by WardOct. 31, 2017 Student Location by Ward

APPENDIX D

FAIRVIEW ST

NO 8 SIDE RD

LAKESHORE RD

PLAINS RD EREBECCA ST

UPPER MIDDLE RD W

NEW ST

NEW ST

BRAN

T ST

KING R

D

BRITANNIA RD

REGIO

NAL R

D 25

GUELP

H LIN

E

WALKE

R'SLIN

E

BURLO

AK DR

NO 2 SIDE RD

N SHORE BLVD E

GREATLAK ES BLV D

MILBUROUGH LINE

MAINWAY

CEDAR

SPRIN

GS R

D

LAKESHORE RD W

APPLE

BY LI

NE

KILBRIDE ST

HARVESTER RD

NO 1 SIDE RD

N SERVICE RD

UPPER MIDDLE RD

MCNIV

EN RD

PL AINS RD W

DUNDAS ST W

TREM

AINE R

D

LOUIS ST LAURENT AVE

DUNDAS ST

DERRY RD

DERRY RD

S SERVICE RD

TREM

AINE

RD LOWER BASE LINE W

BRITANNIA RD

NO 2 SIDE RD

BURNHAMTHORPE RD W

SPEERS RD

COLLING RD

BLIND LINE

NO 4SIDE RD FIR

ST LIN

EMAPLE AVE

BRONTE RD

WATE

RDOWN

RD

EASTPO

RTDR

SSERVICE RD W

TWISS

RD

HWY 6

BE L L S CHOOLL INE Burlington

Wards

The current street netw ork w as provided by the RegionalMunicipality of Halton and the Region assumes no responsibilityor liability for its use or accuracy. Proposed roads are subject to change.It is the intention of the HDSB to provide up-to-date and accurateinformation, and reasonable efforts have been made by the HDSBto verify the information, how ever a degree of error or change isinherent. This information is distributed “as is” w ithout w arranty.HDSB assume no legal liability or responsibility for the accuracy, completeness, or usefulness of any information. If you require additional information please contact the Planning Department at 905-335-3663.

0 2 41Kilometers

ÜBurlington- 1 -

Burlington- 2 -

Burlington- 4 -

Burlington- 3 -

Burlington- 5 -

Burlington- 6 -

£¤407

£¤403£¤QEW

£¤QEW

Burlington ‐ Current Trustees

Wards Trustees Burlington 1 & 2 Trustee 1 Leah Reynolds Burlington 3 & 6 Trustee 2 Andréa Grebenc Burlington 4 Trustee 3 Richelle Papin Burlington 5 Trustee 4 Amy Collard

Burlington Option 1 * Status Quo

Wards Trustees Elementary Secondary Total Elementary Secondary Total Elementary Secondary TotalPopulation of Electoral

Group Report (PEG)Quotient

Burlington 1 & 2 Trustee 1 8 2 10 2,726 1,199 3,925 2,448 1,064 3,512 36,482 1.184 Burlington 3 & 6 Trustee 2 10 2 12 4,757 1,903 6,660 4,921 2,280 7,201 36,319 1.179 Burlington 4 Trustee 3 6 1 7 2,441 1,145 3,586 2,091 1,394 3,485 25,059 0.813 Burlington 5 Trustee 4 6 1 7 2,950 1,175 4,125 3,472 740 4,212 21,725 0.705

Burlington Option 2



Burlington 1 & 3 Trustee 1 10 2 12 3,118 1,301 4,419 3,201 1,164 4,365 34,552 1.121 Burlington 2 & 6 Trustee 2 8 2 10 4,365 1,801 6,166 4,168 2,180 6,348 38,249 1.241 Burlington 4 Trustee 3 6 1 7 2,441 1,145 3,586 2,091 1,394 3,485 25,059 0.813 Burlington 5 Trustee 4 6 1 7 2,950 1,175 4,125 3,472 740 4,212 21,725 0.705

Burlington Option 3



Burlington 1 & 3 Trustee 1 10 2 12 3,118 1,301 4,419 3,201 1,164 4,365 34,552 1.121 Burlington 2 & 4 Trustee 2 10 2 12 3,752 1,710 5,462 3,326 1,988 5,314 43,230 1.403 Burlington 5 Trustee 3 6 1 7 2,950 1,175 4,125 3,472 740 4,212 21,725 0.705 Burlington 6 Trustee 4 4 1 5 3,054 1,236 4,290 2,933 1,586 4,519 20,078 0.652

Burlington Option 4



Burlington 1 Trustee 1 4 1 5 1,415 634 2,049 1,213 470 1,683 18,311 0.594 Burlington 2 & 3 Trustee 2 10 2 12 3,014 1,232 4,246 3,223 1,288 4,511 34,412 1.117 Burlington 4 & 6 Trustee 3 10 2 12 5,495 2,381 7,876 5,024 2,980 8,004 45,137 1.465 Burlington 5 Trustee 4 6 1 7 2,950 1,175 4,125 3,472 740 4,212 21,725 0.705

Burlington Option 5



Burlington 1 & 2 Trustee 1 8 2 10 2,726 1,199 3,925 2,448 1,064 3,512 36,482 1.184 Burlington 3 & 4 Trustee 2 12 2 14 4,144 1,812 5,956 4,079 2,088 6,167 41,300 1.340 Burlington 5 Trustee 3 6 1 7 2,950 1,175 4,125 3,472 740 4,212 21,725 0.705 Burlington 6 Trustee 4 4 1 5 3,054 1,236 4,290 2,933 1,586 4,519 20,078 0.652

Burlington Option 6



Burlington 1, 2 & 4 Trustee 1 & 2 14 3 17 5,167 2,344 7,511 4,539 2,458 6,997 61,541 1.997 Burlington 3, 5 & 6 Trustee 3 & 4 16 3 19 7,707 3,078 10,785 8,393 3,020 11,413 58,044 1.884

Burlington Option 7



Burlington 1, 3 & 4 Trustee 1 & 2 16 3 19 5,559 2,446 8,005 5,292 2,558 7,850 59,611 1.935 Burlington 2, 5 & 6 Trustee 3 & 4 14 3 17 7,315 2,976 10,291 7,640 2,920 10,560 59,974 1.947

MPAC School Board

MPAC School Board

MPAC School Board

MPAC School Board

MPAC School Board

MPAC School Board

MPAC School Board

2018/2019 Schools

Oct. 31, 2017 Student Location by

Ward

Oct. 31, 2017 School Enrolment by

Ward

2018/2019 Schools


Ward


Ward

2018/2019 Schools


Ward


Ward

2018/2019 Schools


Ward


Ward

2018/2019 Schools


Ward


Ward

2018/2019 Schools


Ward


Ward

2018/2019 Schools


Ward


Ward

TRAF

ALGAR

RD

REBECCA ST

REBECCA ST

CORNWALL RD

WINS

TON C

HURC

HILL B

LVD

MORR

ISON R

D

REGI O

NALR

D25

SIXTH

LINE

NEW ST

BURLO

AK DR

LAKESHORE RD W

FOUR

TH LIN

E

NOTTINGHI LL GT

LAKESHORE RD E

REYNOLDS ST

KER R ST

GREATLAKES

BLVD

THIRD

LINE

CHAR

TWELL

RD

NEYA

GAWA

BLVD

LEIGHLAND AVE ROYAL WINDSOR DR

UPPER MIDDLE RD W KINGSWAY DR

N

SERVICE RD W

SPEERS RD

DUNDAS ST E

LOWER BASE LINE

WYECROFT RD

DUNDAS ST W

UPPER MIDDLE RD E

N SERVICE

RD

MAINWAY

LAKESHORE RD

BURNHAMTHORPE RD WTREM

AINE

RD

LOWER BASE LINE W

LOWER BASE LINE ELOWER BASELINE W

NO 1 SIDE RD

FOUR

TH LIN

E

NO 2 SIDE RD

FIFTH

LINE

DUNDAS ST

BURNHAMTHORPE RD E

FIRST

LINE

MAPLE

GROV

E DR

CROSS AVE

DORVAL DR

BRONTE RD

FORDDR

EIGHT

H LINE

S SERVICE RD E

S SERVICE RD W

N SERVICE RD E

NINTH

LINE Oakville

Wards


0 2 41Kilometers

ÜOakville- 1 -

Oakville- 2 -

Oakville- 4 -

Oakville- 3 -

Oakville- 5 -

Oakville- 6 -

£¤407

£¤403

£¤QEW

£¤QEW

Oakville- 7 -

Oakville ‐ Current Trustees

Wards TrusteesOakville 1 & 2 Trustee 1 Tracey Ehl HarrisonOakville 3 Trustee 2 Ann Harvey HopeOakville 4 Trustee 3 Joanna OliverOakville 5 & 6 Trustee 4 Kelly AmosOakville 7 ‐ NEW WARD

Oakville Option 1



Oakville 1 & 2 Trustee 1 8 1 9 3,506 1,573 5,079 3,648 1,008 4,656 36,381 1.181Oakville 3 & 7 Trustee 2 5 1 6 3,111 1,563 4,674 3,015 1,303 4,318 21,443 0.696Oakville 4 Trustee 3 6 2 8 4,439 2,355 6,794 4,576 2,606 7,182 24,341 0.790Oakville 5 & 6 Trustee 4 8 2 10 4,401 2,514 6,915 4,223 3,527 7,750 38,032 1.234

Oakville Option 2



Oakville 1 & 3 Trustee 1 7 1 8 4,046 2,028 6,074 3,588 1,303 4,891 34,957 1.135Oakville 2 & 6 Trustee 2 8 2 10 3,777 2,319 6,096 3,678 2,495 6,173 35,384 1.148Oakville 4 & 7 Trustee 3 7 2 9 5,478 2,693 8,171 5,575 2,606 8,181 29,128 0.945Oakville 5 Trustee 4 5 1 6 2,156 965 3,121 2,621 2,040 4,661 20,728 0.673

Oakville Option 3



Oakville 1 & 6 Trustee 1 6 1 7 4,219 2,352 6,571 3,174 1,487 4,661 35,605 1.156Oakville 2 & 3 Trustee 2 9 2 11 3,604 1,995 5,599 4,092 2,311 6,403 34,736 1.127Oakville 4 & 7 Trustee 3 7 2 9 5,478 2,693 8,171 5,575 2,606 8,181 29,128 0.945Oakville 5 Trustee 4 5 1 6 2,156 965 3,121 2,621 2,040 4,661 20,728 0.673

Oakville Option 4




Oakville Option 5




Oakville Option 6



Oakville 1, 2 & 4 Trustee 1 & 2 14 3 17 7,945 3,928 11,873 8,224 3,614 11,838 60,722 1.971Oakville 3, 5, 6 & 7 Trustee 3 & 4 13 3 16 7,512 4,077 11,589 7,238 4,830 12,068 59,475 1.930

Oakville Option 7



Oakville 1, 2, 4 & 7 Trustee 1 & 2 15 3 18 8,984 4,266 13,250 9,223 3,614 12,837 65,509 2.126Oakville 3, 5 & 6 Trustee 3 & 4 12 3 15 6,473 3,739 10,212 6,239 4,830 11,069 54,688 1.775

MPAC School Board

MPAC School Board

MPAC School Board

MPAC School Board

MPAC School Board

MPAC School Board

MPAC School Board

2018/2019 Schools


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2018/2019 Schools


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2018/2019 Schools


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2018/2019 Schools


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2018/2019 Schools


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2018/2019 Schools


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MiltonWards


0 4 82Kilometers

Ü

Milton- 1 -

Milton- 2 -

Milton- 4 -

Milton- 3 -

£¤407

£¤401

Milton ‐ Current Trustees

Wards TrusteesMilton 1, 6, 7 & 8 Trustee 1 Kim GravesMilton 2, 3, 4 & 5 Trustee 2 Donna DanielliNEW for this year ‐ Milton Wards reduced from 8 to 4

Milton Option 1



Milton 1 & 3 Trustee 1 8 2 10 5,899 1,637 7,536 6,041 2,540 8,581 30,333 0.985Milton 2 & 4 Trustee 2 9 0 9 6,327 1,142 7,469 6,167 0 6,167 30,784 0.999

Milton Option 2



Milton 1 & 4 Trustee 1 9 1 10 5,352 1,258 6,610 5,769 1,144 6,913 28,565 0.927Milton 2 & 3 Trustee 2 8 1 9 6,874 1,521 8,395 6,439 1,396 7,835 32,552 1.057

Milton Option 3



Milton 1 & 2 Trustee 1 10 1 11 5,839 1,538 7,377 5,860 1,144 7,004 36,401 1.181Milton 3 & 4 Trustee 2 7 1 8 6,387 1,241 7,628 6,348 1,396 7,744 24,716 0.802

MPAC School Board

MPAC School Board

MPAC School Board 2018/2019 Schools


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2018/2019 Schools


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Halton Hills ‐ Current Trustees

Wards Trustees Halton Hills 1, 2, 3 & 4 Trustee 1 Jeanne Gray

Halton Hills Option 1 * Status Quo



Halton Hills 1, 2, 3 & 4 Trustee 1 13 2 15 4,497 1,903 6,400 4,507 1,955 6,462 38,011 1.234

MPAC School Board 2018/2019 Schools


Ward


Ward


81


FOR INFORMATION



RE: Operational Plan: 2017-2018 Update

Background Each spring the Board approves an Operational Plan for the following year. The Operational Plan is a one year snapshot of strategies to support the Board’s Multi-Year Plan.

STUDENTS STAFF SYSTEM

ENGAGEMENT

and

ACHIEVEMENT

Every student will be intellectually engaged in their learning and socially engaged in their school.

All staff will contribute to collaborative and inclusive learning environments to enhance innovative practices and build a strong learning organization.

We will engage stakeholders using strategies to build relationships and enhance confidence in our public education system.

STEWARDSHIP

and

RESOURCES

Every student will be supported by evidence-based instructional strategies, resources and interventions differentiated to their strengths and needs.

All staff will use data to inform actions, validate decision-making and allocate resources.

We will provide and maintain facilities that are safe, accessible and engaging learning environments.

We will optimize resources and technology through innovative and creative opportunities and partnerships.


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EQUITY

and

WELL-BEING

Every student will learn in an inclusive and caring environment that promotes their well-being.

Every student will learn in a respectful culture of high expectations that values diversity, and will see themselves reflected in their learning.

All staff will engage in learning, and model a culture of equity and inclusion in support of student well-being.

We will advance a culture of respect for all students, staff, families and community.

We will use innovative approaches to student accommodation that reflect the changing needs within our communities.

This report provides an update on successes to-date for the school year 2017-2018 and is organized to provide a brief update on each of the nine sections of the Multi-Year Plan.

Students - Engagement and Achievement

Elementary Emergent literacy project (K-Grade 1) involving 41 elementary schools More than 60 schools supported by Learning Resource Teachers to build capacity Lead literacy and lead math teachers in every school who are co-leading the learning New monitoring protocols for literacy and math initiated Closing the Gap for students with learning disabilities in math (Grades 4-9, LEAP and Self

Contained LD classes) - 60 elementary schools Subsidy provided for additional qualification courses in Reading Part One, Primary/Junior

Math Part One (English and French), Teaching English Language Learners Part One English as a Second Language and an English Language Development Project to support

English language learners Learning Outside the School Day (e.g., OFIP, Learning Outside the Bot, Summer Math

Camp and CODE Summer Program)

Secondary The Applied Strategy continues: Institutes ran semester 1 and 2 for all teachers of Applied

level courses with a focus on Relationships and Community Building, Special Education, Assessment and Evaluation and Experiential Learning

Student, teacher and administrator focus groups continue to inform our practice on how to best engage students: Applied Strategy, English Language Learner supports, Renewed Math Strategies, “rethinking school”

Supports for English Language Learners - more than 160 secondary teachers are involved in some form of school-based professional learning network using the book, "Unlocking English Language Learners"

Renewed Math Strategy work includes HDSB Math IGNITE Conference, Sunset Learning Series, Thinking Classrooms and the LD Project - 9 secondary schools and their feeders - cross-panel school teams (Grade 7-9 teachers, administrator, Special education teachers) Content includes digging deeper into student profiles and IEPs, purposeful classroom accommodations, math content knowledge and resources. Remaining secondary schools will begin 2018-2019 year


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Learning Outside the School Day - remedial literacy/numeracy as well as new summer opportunities, including Orientation Camps as well as two reach ahead credits open to Grade 8s entering high school

Subsidy for Intermediate additional qualifications (focused on applied strategies) as well as English as a Second Language additional qualifications course.

Students - Stewardship and Resources

Reducing the Achievement Gap for Students with Special Needs

This semester, nine high schools are working with their feeder schools to engage in further learning regarding student profiles and IEPs, purposeful classroom accommodations, math content knowledge and resources, as well as the collaborative analysis of student work to help inform planning and instruction

Structured Learning Class pilot has begun with two classes providing intensive support for students with Autism Spectrum SD on the Ontario curriculum

CPP course outlines have been developed, with training provided for CPP staff 179 SERTs participated in Networking Carousels of Learning Series Combined Communication Program/Life Skills teacher networking to learn how to better

connect baseline data to the IEP, programming and reporting

Student Learner Profile

Knowing the Learner (the teacher knows me/knowing myself) supported K-Grade 12 by use of All About Me and My Blue Print. Education and Career/Life Planning embedded across departments and grades. Secondary school highlights can be found at the link here

Students - Equity and Well-Being

Well-Being Teams in all schools dedicated to deepening school-based work culminating with all schools sharing outcomes at an HDSB Well-Being Symposium in May 2018.

Implementation of Elementary and Secondary Social Studies Curriculum Enhancements that reflect the TRC recommendations.

Secondary/Elementary collaborative inquiry to develop student and staff capacity for supporting racialized youth (e.g., responding to racism)

Positive Learning Climate Committee is designing PD Modules for September 2018. Schools participated in awareness and MH Promotion Initiatives: Bell Let’s Talk, children’s

Mental Health Week, Suicide Awareness Day Implementation of Healthy Transitions program (a 4 session, evidence-based mental health tier

1 program designed to increase student knowledge about mental health, teach coping skills, decrease stigma and increase awareness of available supports) for every Grade 8 student

Everyday Mental Health Practices ETFO - School MH ASSIST Partnership Initiative (elementary) - launched in our board Feb.26th. A series of classroom based activities that teachers can deliver in their classroom. Activities address student mental health and well-being in the topic areas of coping and managing stress skills, positive motivation skills, relationship skills, emotion identification skills, self-confidence and identity skills, executive functioning skills.

Student focus groups to be conducted about what constitutes a positive student-teacher relationship.

Providing Trauma sensitive classroom strategies and support to assist our educators in understanding what is trauma, how it affects students in our schools

Staff suicide awareness sessions to occur in every high school each year

Staff - Engagement and Achievement

The HR department continues to plan and offer administrators, managers and supervisors workshops offering an overview of the progressive discipline and performance management process, as well as equitable recruitment best practices

https://docs.google.com/document/d/13LeFPe58gYtIGFqSfZ0Wouj1BmipW7bxELijR3hJs5E/edit?usp=sharing


84

A multi-departmental team created an onboarding plan for new administrators that provides essential learning in the following four groups: new to the VP pool, new to the VP role (once appointed), new to the Principal pool and new to the Principal role. Areas of focus include special education, health and safety, working with school council, school budgets, health protocols, etc.

Collaborative process for iSTEM Aldershot think design Demonstrating a shared culture of collaboration:

The SHIFT blog #lovemyhaltonschool Empower Online Community

Deepen Academic & Corporate processes with Rotman ithink approaches

Staff - Stewardship and Resources

Improvements to the Development and Implementation of IEPs

IEPs and Effective School Teams training for Admin, Teachers and SERT teams in 86 elementary schools

Revisions made to the IEP template and the “Guide to the IEP” Getting to Know Your Learner training provided for 40 teachers of Gifted students, including

a session on ‘Student Voice in IEP Enrichment Tasks’ Secondary Heads of Special Education participated in training on the new Special Education

in Ontario: K-12 Document, including digging deep into the section on IEPs 150 SERTs participated in PD focused on IEPs, resulting in the creation of a FAQ doc 125 SERTs and FSL teachers participated in FSL and Special Education PD sessions Secondary Spec Ed Dept Heads participated in Supporting all Learners in a FSL PD session,

with a focus on understanding student profiles Intermediate Transitions Science -- targeted training and equipment purchases to improve

Grade 7 and 8 Science programming

Online Payment System

Staff have registered in excess of 75% of students (families) with the online payment system

Staff - Equity and Well-Being

18 school teams participating in collaborative inquiry focused on Culturally Responsive and Relevant Pedagogy as part of the local implementation of the Equity Action Plan (2017)

30 school leadership teams empowering student leaders to create more expansive and positive spaces in elementary schools, as well as learning provided to school admin teams

ELL teachers participated in the Arrive & Thrive Conference to build understanding of 'newcomer' experiences and strategies to support these learners in our schools

Secondary Arts Educators participating in a three district collaboration focused on indigenous art and artists to deepen understanding of the TRC recommendations

System - Engagement and Achievement

Translated versions of Have Your Say Surveys in five different languages and pilot schools to support families with English language needs

Additional Community question added - “How did you hear about the survey?”

System - Stewardship and Resources

Partnerships HDSB works with more than 30 different organizations in relationships that range from

formal legal partnerships to associations through networks The Board received capital funding to relocate two child care partners: Lester B. Pearson

HS to Brant Hills PS, and Lord Elgin childcare (at Robert Bateman High School) to Frontenac.

Signed a ‘collaborative agreement’ with the Halton Hills Youth Network as a Steering Committee member, investigating a joint venture to create a youth hub in Georgetown

http://hdsb-theshift.blogspot.ca/?m=1

https://twitter.com/search?f=images&vertical=default&q=%23lovemyhaltonschool&src=typd

https://plus.google.com/communities/117908947563149778972

http://www.edu.gov.on.ca/eng/document/policy/os/onschools_2017e.pdf

http://www.edu.gov.on.ca/eng/document/policy/os/onschools_2017e.pdf


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Seeking to increase post-secondary and industry partnerships for Aldershot High School and scaling these to other sites

Community and corporate partnerships supporting program initiatives, eg Oakville Community Foundation, Apple App Dev SHSM

Replacing 250 projectors in schools More than 1300 devices purchased for schools

System - Equity and Well-Being

Respectful Workplace Survey implemented in addition to Have Your Say Survey, February 5 to March 9

The Respectful Workplace Survey is a staff survey developed by a steering committee comprised of HR, Equity, Communications and multiple union partners. It provides an opportunity for all staff to share their perspectives about their workplace. It will allow the HDSB to identify organizational strengths and weaknesses, to assist us in improving our workplaces.

Feedback will be shared by June 30

Much of the work outlined above will continue for the remainder of this school year and into next year. Based on successes and continued areas of challenge, strategies are continuously being assessed and adjusted as necessary and will be reflected in the Operational Plan for 2018-2019.


David Boag

Associate Director



86


FOR INFORMATION


FROM: C. Ruddock, Superintendent of Education S. Miller, Director of Education

RE: Oodenawi Re-directed for New Growth

Background Oodenawi Public School opened with 600 students in 2015, and is the first of six proposed elementary schools to be built in this review area. Due to the rapid growth, an additional six portables are scheduled to be added for September 2018, increasing the school’s total capacity to 1190 students. The projected enrollment for September 2018 is 1180 students.

In order to accommodate the growth pressures in this neighbourhood, the HDSB has been granted funding for a new elementary school in northeast Oakville, scheduled to open in September 2019. This will trigger a Boundary Review for Oakville schools, including Oodenawi Public School, which will ultimately decrease Oodenawi’s student population in the 2019-2020 school year. However, the Halton District School Board will need to accommodate the new families moving to Oakville throughout the 2018-19 school year, before this new school is finished.

Rationale: Upon closing Oodenawi Public School to any new registrations, once capacity has been determined (1190 students and/or 53 classes), new registrations will be redirected to Palermo Public School for both English and French Immersion track and bussing will be provided.

Families would be directed to register students at Palermo Public School for the 2018-2019 year and would become part of this school community. Currently, Palermo Public School has capacity to accommodate new growth, with 94% projected utilization for 2018/19 and they currently have three available portables on site (a total capacity of 787 students). The projected enrollment for 2018/19 at Palermo PS is 675 students. By directing both English and French Immersion tracks to Palermo Public School, families remain together regardless of their program choice and transportation costs may be lesser than redirecting to two schools for programming.

During the aforementioned Boundary Review, families redirected to Palermo Public School would become part of Oodenawi Public School or the new Oakville school in September 2019.

We would communicate this recommendation in a letter to the Oodenawi (and Palermo) families.


Colette Ruddock Superintendent of Education

S. Miller Director of Education

https://docs.google.com/document/d/1HkaTzWi6biWrV8cbrZZG_NnGDHCbxQBXNKa9mLl8TzI/edit?usp=sharing