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HALTON DISTRICT SCHOOL BOARD Public Session Agenda – Wednesday, November 2, 2016 Public Session: 7 p.m. (Private Session precedes Public Session)

J.W. Singleton Education Centre, 2050 Guelph Line, Burlington, ON

PUBLIC SESSION AGENDA 1.0 Opening

1.1 Welcome, Call to Order and Roll Call 1.2 Approval of the Agenda 1.3 Declarations of Possible Conflict of Interest

2.0 Communication to the Board 2.1 Delegations 2.2 Presentations

2.2.1 Multi-Year Plan (S. Miller, D. Boag) 2.3 Acknowledgement of Delegations by Chair

3.0 Ratification/Action 3.1 Minutes of the Regular and Special Board Meetings

3.1.1 Halton District School Board Meeting, October 19, 2016 page 2 3.2 Approval of Business Transacted in Private Session 3.3 Order Paper page 10 3.4 Action Items

3.4.1 Elementary High Performance Programs (A. Grebenc) – Report 16145 p. 17 3.4.2 2016-17 Boundary Review (T. Blackwell, J. Newton) – Report 16144 page 19 3.4.3 Allocation of Funds (L. Veerman) – Report 16149 page 26

4.0 Communication to the Board 4.1 Student Trustee Reports 4.2 Information Items (including Notices of Motion and future action items)

For Action: November 16, 2016 4.2.1 Annual Operational Plan (D. Boag) – Report 16154 page 31 For Information: November 2, 2016 4.2.2 Program Viability Implementation Update (D. Boag) – Report 16155 page 38 4.2.3 Learning Centre Analysis (M. Zonneveld) – Report 16156 page 42 4.2.4 Annual Water Testing Report (G. Cullen) – Report 16151 page 45 4.2.5 Inspire Awards Update (L. Reynolds ,T. Ehl Harrison) – Report 16157 page 49 4.2.6 Board Report Update (S. Miller) – Report 16152 page 51

4.3 Committee Reports 4.4 Director’s Report 4.5 Communications from the Chair 4.6 Trustee Questions and Comments

5.0 Adjournment 5.1 Motion to Adjourn

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Halton District School Board Public Session: Wednesday, October 19, 2016 – 7 p.m.

Present: K. Amos, A. Collard, D. Danielli, T. Ehl Harrison, J. Gray, K. Graves, A. Grebenc, A. Harvey Hope, J. Oliver, R. Papin, L. Reynolds (late), D. Metropolitansky, Z. Haj Ali

Regrets:

1. Opening 1.1 Call to Order

K. Amos called the meeting to order at 6:01 p.m. L. Reynolds joined the meeting at 6:19 p.m. M16-0149 T. Ehl Harrison / D. Danielli

Be it resolved that the Halton District School Board move into Private Session. Carried Unanimously.

The Board rose from Private Session at 7:02 p.m. The Chair called the Public Session to order at 7:18 p.m. K. Amos recognized the Board meeting was being held on the traditional territory of the First Peoples.

1.2 Approval of the Agenda

M16-0150 A. Grebenc / R. Papin Be it resolved that the Halton District School Board approve the agenda for October 19, 2016 as distributed. Carried Unanimously.

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

2. Communication to the Board 2.1 Delegations

There were no delegations. 2.2 Presentations

There were no presentations. 2.3 Acknowledgement of Delegations by the Chair

There were no delegations. 3. Ratification/Action 3.1 Approval of the Minutes

M16-0151 L. Reynolds / A. Collard Be it resolved that the minutes for the Halton District School Board meeting of October 5, 2016 be approved as amended. Carried Unanimously.

3.2 Ratification of Business Transacted in Private Session There was no business to be ratified from Private Session.

3.3 Order Paper The Chair called attention to the Order Paper, noting the item from Motion M16-0097, “Fix the Finances” would come back in November due to other issues facing the Board at this time.

3.4 Action Items 3.4.1 Adding Coding to the Ontario Curriculum

A. Grebenc spoke to Report 16140, indicating she was putting forward the motion with minor changes since the published report.

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M16-0152 A. Grebenc / K. Graves Be it resolved that, on behalf of the Halton District School Board, the Chair of the Board send a letter to the Ministry of Education to ask that computational thinking and programming be added as mandatory elements throughout the Ontario Curriculum and that the letter be copied to the Ontario Public School Board Association.

K. Graves commented on the change to a more inclusive reference for all students by removing the K-12 designation from the original motion, and also noting the addition of “computational thinking”. D. Danielli asked if trustees would consider a friendly amendment to add a reference to the Ontario Alternative Curriculum in the motion to be inclusive of students in the alternative curriculum. The mover and seconder agreed. D. Metropolitansky provided feedback from the student perspective regarding the integration of coding, particularly in secondary school programs, suggesting it be an optional or elective offering as opposed to mandatory beyond Grade 8 or Grade 9. She also highlighted the importance of focusing on the critical skills behind ‘coding’, a concept A. Grebenc indicated she had tried to include through the use of the term “computational thinking’. Trustees expressed their views on the recommendation. A vote was called on the following motion.

M16-0152 A. Grebenc / K. Graves Be it resolved that, on behalf of the Halton District School Board, the Chair of the Board send a letter to the Ministry of Education to ask that computational thinking and programming be added as mandatory elements throughout the Ontario Curriculum and the Ontario Alternative Curriculum, and that the letter be copied to the Ontario Public School Board Association. Carried Unanimously.

3.4.2 Program Accommodation Review S. Miller spoke to Report 16132 commenting briefly on the impassioned emails received recently regarding the potential for a secondary accommodation review in Burlington. He commented on the Board’s compliance with the Ministry’s Pupil Accommodation Review Guideline, and the need to work collaboratively with the community to seek a solution to the issues regarding equity of opportunity for students currently in Burlington secondary schools, and those who will be attending in the future. K. Amos indicated trustee colleagues would be assisting L. Reynolds in asking questions, as she is dealing with laryngitis.

M16-0153 J. Oliver / A. Harvey Hope Be it resolved that the Halton District School Board undertake a Program and Accommodation Review for all secondary schools located in the City of Burlington: Aldershot High School, Burlington Central High School, Dr. Frank J. Hayden Secondary School, Lester B. Pearson High School, Nelson High School, M.M. Robinson High School and Robert Bateman High School

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FURTHERMORE, a Program and Accommodation Review Committee (PARC) be formed, in accordance with the Board’s Policy; and, THAT, the staff recommended Option 19 be provided to the Program and Accommodation Review Committee for further review and to develop any other options, in accordance with the Board’s Policy; and, THAT the parents/guardians, staff and school council members of the affected schools be informed of the decision to form a Program and Accommodation Review Committee within five (5) business days of the approval of a PAR; and, THAT within five (5) business days of the approval of a PAR, a written notice is to be provided to the Ministry of Education, City of Burlington, Region of Halton, Halton Catholic District School Board, Conseil Scolaire Viamonde, Conseil Scolaire de District Catholique Centre-Sud, Ministry of Education and community partners; and, THAT, Trustees authorize the Director of Education to tender for a third-party consultant to facilitate the Program and Accommodation Review process, in terms of the Program and Accommodation Review Committee and all public meetings.

S. Miller, D. Renzella, General Manager of Planning and Brad Teichman, legal counsel for the Board responded to trustee questions regarding the future of the Grade 7-8 students currently attending secondary schools within the study area. S. Miller indicated the Ministry of Education is specific about the defined audience when a PAR is undertaken, in this situation involving secondary school students. S. Miller indicated if the elementary component was to be included at this point, it would necessitate an elementary PAR involving all elementary schools in Burlington, a task that would not be feasible as a simultaneous undertaking with a secondary PAR. R. Papin spoke to a partnership with a nursery school operating within LB Pearson High School, asking if consideration would be given to that organization as being impacted by a potential PAR. S. Miller and S. Podrebarac reiterated the importance of partnerships such as those as highlighted by R. Papin, and D. Renzella spoke to the public input opportunity for organizations in the PARC process. On behalf of L. Reynolds, K. Graves asked for clarification regarding whether the Board report satisfied the Ministry guidelines with respect to transportation. S. Miller indicated, while there is concern for the number of buses, costs, environmental issues, etc., the Board’s obligation is to provide equity of opportunity for students through its provision of learning environments. He indicated bussing would be subject to and comply with the Board’s transportation policy. Further discussion about transportation and related matters would fall under the scope of the PARC. A. Grebenc asked for clarification regarding whether the Board has considered “less drastic” options prior to putting forward the recommendation for a PAR. S. Miller indicated those factors were indeed considered, and asked B. Teichman to outline the variety of Ministry options Boards could consider prior to a PAR. Both S. Miller and B. Teichman indicated the Board is on “solid legal ground” regarding its PAR policy and process. B. Teichman also spoke to the role of the Board’s Long-Term Accommodation Plan (LTAP) and the correlation between long-term planning, the LTAP and the Ministry options.

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S. Miller commented on the option of boundary changes as an option prior to a PAR. He stated in the current Burlington situation, boundary changes would only exacerbate the situation by shifting a finite number of students within an area that presently has 1,800 empty pupil places, and would not solve the overall issue. J. Gray spoke to correspondence received suggesting “population intensification” was not considered in the Board’s data. D. Renzella spoke to the myriad of factors included in the development of enrolment projections such as trends, building permits, future developments and ‘in-fill’ projects, citing high-density builds rarely net significant numbers of students. A. Collard asked when the school information profile would be made available, as it was not included in the report. S. Miller indicated the school information profile is part of the information provided to the PARC (committee). D. Renzella also indicated the Board’s commitment to make this information available on the Board website as soon as a decision regarding the PAR is made. S. Miller reiterated the report being considered this evening was to initiate a PAR process, and any detailed information shared in advance of the Board’s decision could presuppose an outcome. D. Danielli stated her frustration with the process that has a recommendation required at the outset of the process, but recognizes the role of the PARC as considering all data. She reiterated the PARC acts as a conduit for information in reviewing options and providing feedback to the Director, who in turns presents a final report to the Board. D. Danielli also asked about the required inclusion of local government data in the report. D. Renzella indicated this implicitly included in the report through the Board’s LTAP, highlighting the annual development and circulation process for the plan. D. Renzella also highlighted the June 22, 2016 meeting where more than 40 community partners were invited to investigate opportunities for partnerships with the Board. S. Miller indicated while partnerships might increase occupancy in a building, it may not solve the equity of opportunity for students. T. Ehl Harrison asked for information regarding community consultation opportunities should a PAR proceed. S. Miller indicated this has been considered and should the Board approve a PAR, it will be addressed later this evening. L. Reynolds asked for clarification regarding the Ministry criteria stating a PAR can be initiated when utilization or On-The-Ground (OTG) capacity is below 65%. She asked what the optimal number would be to circumvent the need for a PAR. S. Miller commented on the difficulty with equating equity of opportunity to a specific number. He reiterated the 1,800 empty pupil places currently within Burlington’s secondary schools now, and the need to find a solution to provide equity of opportunity for students – a decision that is difficult to base exclusively on numbers, but must also take into consideration program, extra-curriculars, staffing and many other factors. A. Harvey Hope reiterated the appreciation for community input, hoping this would continue should a PAR be formed to seek a solution to the issue. She commented on the inclusion of all schools in the review, suggesting it would allow for a fulsome look at possibilities and opportunities. She also commented on the timing of the final report (Spring 2017), asking if additional time between the Director’s final report and the Board’s decision could be considered if additional options were put forward at that point. S. Miller indicated while it can be considered, it does place students and families in limbo awaiting a decision.

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A. Grebenc asked if there are any other considerations that might mitigate the overcrowding at Dr. Frank J. Hayden Secondary School. S. Miller reiterated the interconnectivity of all Burlington schools in this situation. He indicated undertaking a boundary review dealing with the specific issue of overcrowding at Dr. Frank J. Hayden Secondary School in isolation of the entire situation would not solve the issue of under-utilized schools south of the QEW. A. Collard cited a People for Education survey (2005) studying smaller schools, asking what the threshold was for ‘smaller’. S. Miller and D. Boag commented on the differences between “smaller” in the context of an elementary school vs a secondary school. They spoke to the viability of program and the impact on course selections for students, extra-curriculars, and other factors that equate to equity of opportunity. S. Miller also spoke to the need to have a Halton context for data, as the definition of a “small” school somewhere else may not be the same as within the Halton District School Board. He indicated this is the type of data that can be compiled for the PARC to review. L. Reynolds asked about the options presented in the report, inquiring how the decision was made for the recommendation presented. S. Miller reiterated the necessity to have a recommendation in the report, and the purpose of the recommendation was a starting point for the PARC’s discussion. He indicated that the PAR will have a fulsome discussion, supported by relevant data, about all the options and other potential solutions within the context of the committee’s work. To have a discussion at the Board table at this point would pre-empt the work of the committee and be divisive in that it could be perceived as giving more weight to a recommendation or pitting school community against school community. A. Collard asked why the two schools identified in Option 19 were chosen. S. Miller commented on the student lens used in formulating the report, reiterating it was a starting point for the PARC. He indicated his reluctance in pre-empting the work and discussion of the PARC, citing his earlier answer. K. Amos reminded trustees and the audience the decision tonight was not about the option presented in the report, but the decision whether to proceed with a PAR. T. Ehl Harrison confirmed the information provided within the report is in compliance with what’s required under the Ministry’s PAR Guidelines and the Board’s policy, asking if consideration could be given to presenting any additional data in a format that makes comparisons easier. L. Reynolds asked how the data presented in the LTAP is compiled, asking if the Board has analysed its market share data to determine the portion of students within Burlington who attend Halton District School Board schools. D. Renzella commented while an intensive study on market share has not been done, the Board does have the data for its schools and enrolment trends. He also commented on the similar situation the co-terminous board is facing in a declining secondary enrolment. S. Miller also commented on the scientific methodology and process used in determining enrolment numbers for the LTAP and the PAR. He indicated initiatives such as a “school for the arts” may attract some students from other areas or other education systems, but is unlikely to create an influx of 1800 students. He also commented the issue would not be resolved by a shift in the finite number of students between schools, however the PARC would not be restricted in factoring a specialty school into their considerations.

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A. Harvey Hope commented on the process which will see ideas generated through the PARC process. She asked for information on Gary Allan High School and its role in the PAR. S. Miller indicated there are no enrolment projections for the adult education/continuing education program at Gary Allan High School, and commented that the building also houses the Board’s program staff and other administration. Because the adult/continuing education programming could be considered at another venue, the PARC may consider the Gary Allan location in its deliberation. Additional comments were made by trustees expressing their views on the decision to undertake a PAR. J. Oliver requested an opportunity for trustees to tour Burlington secondary schools to see the situation first-hand.

M16-0153 J. Oliver / A. Harvey Hope Be it resolved that the Halton District School Board undertake a Program and Accommodation Review for all secondary schools located in the City of Burlington: Aldershot High School, Burlington Central High School, Dr. Frank J. Hayden Secondary School, Lester B. Pearson High School, Nelson High School, M.M. Robinson High School and Robert Bateman High School FURTHERMORE, a Program and Accommodation Review Committee (PARC) be formed, in accordance with the Board’s Policy; and, THAT, the staff recommended Option 19 be provided to the Program and Accommodation Review Committee for further review and to develop any other options, in accordance with the Board’s Policy; and, THAT the parents/guardians, staff and school council members of the affected schools be informed of the decision to form a Program and Accommodation Review Committee within five (5) business days of the approval of a PAR; and, THAT within five (5) business days of the approval of a PAR, a written notice is to be provided to the Ministry of Education, City of Burlington, Region of Halton, Halton Catholic District School Board, Conseil Scolaire Viamonde, Conseil Scolaire de District Catholique Centre-Sud, Ministry of Education and community partners; and, THAT, Trustees authorize the Director of Education to tender for a third-party consultant to facilitate the Program and Accommodation Review process, in terms of the Program and Accommodation Review Committee and all public meetings. Carried 10-1.

AFFIRMATIVE DISSENTING A. Collard L. Reynolds J. Gray D. Danielli K. Graves K. Amos A. Harvey Hope T. Ehl Harrison A. Grebenc

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J. Oliver R. Papin D. Metropolitansky (Student Trustee) Z. Haj Ali (Student Trustee)

* Student Trustee votes are not tallied in the recorded vote. The Board took a 5-minute recess at 9:15 p.m.

4. Communication to the Board 4.1 Student Trustee Report

D. Metropolitansky and Z. Haj Ali spoke to the recent Student Senate meeting, October 11, and student attendance and participation.

4.2 Information Items (including Notices of Motion) There were no Notices of Motion. For Action: November 2, 2016 4.2.1 Elementary High Performance Programs

A. Grebenc spoke to Report 16145, and responded to trustee questions. S. Miller commented on support for further investigation regarding this initiative.

4.2.2 2016-17 LTAP Boundary Reviews The Chair referenced Report 16144. S. Miller called upon General Manager of Planning D. Renzella to respond to trustee questions regarding use of portables, any potential impact to the Burlington secondary school PAR, and other issues regarding the proposed boundary options.

4.2.3 Allocation of Funds L. Veerman spoke to Report 16149 and responded to trustee questions.

For Information: October 19, 2016 4.2.4 Potential PAR Communication Process

S. Miller presented an outline of a communication strategy, independent to the PAR process, to share information and respond to questions in response to the Burlington secondary school PAR. He responded to trustee questions, indicating both the report and slide presentation would be posted on the Board’s website Thursday morning.

M16-0154 A. Grebenc / R. Papin Be it resolved that the Board approve a motion to extend the meeting beyond 10 p.m. Carried Unanimously.

4.2.5 Admin Centre Update G. Cullen spoke to Report 16130 and responded to trustee questions regarding the potential to consider locations that may be more central to the region, needs being considered for the building, and timing.

4.2.6 Special Education Review Consultant M. Zonneveld spoke to Report 16135, and responded to trustees’ questions including the scope of the review, how it was ascertained, and the consultants hired for the task.

4.2.7 Close-out Report: Oodenawi Public School G. Cullen spoke to Report 16133, responding to trustees’ questions.

4.2.8 Close-out Report: Boyne Public School G. Cullen spoke to Report 16134, responding to trustees’ questions.

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4.2.9 Administrative Procedure Update S. Miller spoke to Report 16143, calling on senior administrators to respond to specific questions pertaining to the administrative procedures.

4.2.10 Capital Update G. Cullen and L. Veerman spoke to Report 16142, responding to trustees’ questions.

4.3 Committee Reports A. Collard spoke to discussions about recognition at schools and meetings regarding the lands of the First Peoples. K. Graves spoke to last week’s Committee of the Whole meeting, and reminded trustees of next week’s meeting. L. Reynolds spoke to the Take Your Kids to Work day, and a program offered by the Halton Skills Development & Training for students who may not have a workplace destination.

4.4 Director’s Report S. Miller asked J. Hunt Gibbons to provide an update regarding tomorrow’s OSSLT, the first-time the online test is being undertaken. S. Miller asked M. Zonneveld to speak to the efforts to transition between the UMAB (Understanding and Managing Aggressive Behaviour) and BMS (Behaviour Management System) programs.

4.5 Communications from the Chair K. Amos spoke to today’s WE Day event, and the tremendous impact of the event for all attendees.

4.6 Trustee Questions and Comments A. Grebenc spoke to the successful PIC conference hosted this past weekend. J. Oliver asked if consideration could be given to coordinate a tour of Burlington secondary schools, as she had referenced earlier in the evening. K. Amos indicated trustees (other than those from Burlington) interested in serving on the PAR to indicate that interest to the Chair. A. Collard asked if a more formal process could be considered for trustee appointments to ad hoc committees.

5. Adjournment M16-0155 T. Ehl Harrison / J. Gray

Be it resolved that the Board adjourn at 11:58 p.m. Carried Unanimously.

Recorder’s Signature: Chair’s Signature:

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Halton District School Board

ORDER PAPER – PUBLIC SESSION Wednesday, November 2, 2016

(Items shaded and/or marked 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 Halton District School Board 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 administrative procedures and supporting guidelines, implementation handbooks, and protocols as contemplated in Report 13083.


M14-0039 Be it resolved that the Community Funding of Facilities Enhancements be referred to Policy, By-law and Governance Committee for the development of a Framework Policy governing this admin procedure


M14-0142 Be it resolved that the Director direct staff to conduct a review of the supervision of students who have high safety risks beginning September, 2014; AND THAT the review cover any and all parts of the legal school day, including getting to class, nutrition breaks, recess, etc.; AND THAT the review include the process for training staff, the supervision levels for students, and if students’ safety needs are being appropriately addressed; AND THAT SEAC members be invited to participate in this review.

Director of Education deferred to 2017

M14-0158 Be it resolved that the Halton District School Board 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 French Immersion entry point): Defer the decision regarding a second French Immersion entry point until we have implemented Primary Core French.


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M15-0026 Be it resolved that the Halton District School Board approve the

approach to Close the Gap initiative as outlined in Report 14199; and THAT specific projects be undertaken as follows, funded subject to these cost estimates and budget availability: 1. Support for installation of classroom projection equipment (IT

Plan), $100,000 2. Library Services, $500,000 over 2 years 3. Special Education rooms, $600,000 over 2 years 4. Specialty Classrooms, $600,000 over 2 years 5. Electrical upgrade and air conditioning in secondary schools,

second and third floor areas, $3,600,000 6. Electrical upgrade and air conditioning in elementary schools,

second and third floor areas, $4,700,000

SO/ Facility Services

M15-0071 Be it resolved that Halton District School Board 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 District School Board and the Halton Catholic District School Board; and THAT the cost of undertaking a bell time analysis study be provided to trustees for approval.

SO/Business

M15-0122 THAT subject to Ministry approval and Board approval of the specific project that the Halton DSB appoint the architectural firm of Hossack and Associates Architects Inc. to prepare the design and tender documents (Phase 2) for the proposed new elementary school, ERA127 (Milton #10) to be built in Milton using the guidelines developed.


M13-0274 to M13-0287

Be it resolved that effective in the 2014-15 school year, the Halton District School Board introduce 40 minutes/week of Primary Core French beginning in Grade 1 in 24 Halton District School Board schools, with a commitment for a full roll-out by 2017-18, with an annual review of the roll-out to be brought back to trustees each year, and; THAT schools selected for the initial phase of this program represent a variety of school organizations (K-8, K-6, Dual Track, Single Track English, large and small enrolments) across the four geographic areas within the Halton District School Board, (Halton Hills, Milton, Oakville, Burlington). THAT students in these schools will receive the following minutes of Core French instruction between Grades 1- 8: 40 minutes / week Grades 1-3 120 minutes / week Grades 4 160 minutes/ week Grade 5 200 minutes / week Grades 6-7-8 (Appendix 5) THAT no later than June 2018, the Halton District School Board will assess the impact of this Primary Core French experience in relation to student engagement, student attitude, English proficiency and the impact on Grade 1 French Immersion uptake associated with these schools.


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THAT under the leadership of the System Principal for French Second Language, School Programs and Human Resources, the Halton District School Board will develop a long-term recruitment and staff development plan to ensure the Halton District School Board hires and retains the highest quality French teachers available and that this plan is shared with the Board of Trustees. THAT the Halton District School Board continues to provide staff development programs that include teaching strategies, modifications and accommodations to address students with diverse learning needs and students who arrive in Halton without prior experiences in either French Immersion and Core French. THAT the Halton District School Board develop and implement a 5-year plan whereby all Halton District School Board elementary schools with Intermediate Divisions have one classroom dedicated for the teaching of Grade 7-8 Core French (Appendix 6), whereas if it will not require additional portables. Be it resolved that effective in the 2014-2015 school year, wherein a triple grade configuration has been possible (due to 23 or fewer students enrolled in three consecutive grades), the School Superintendent will assess the impact on the learning environment and opportunities for students and will consider and recommend for Board approval one of the following strategies; staff as a Grade 1-2 blended class; staff as a Grade 1-2-3 blended class; redirect the Grade 1 students to a neighbouring school for their program AND Wherein a triple grade configuration has been possible (due to 23 or fewer students enrolled in three consecutive grades for two consecutive years) the School Superintendent will consider and may recommend for Board approval a boundary review. Be it resolved that effective in the 2014-2015 school year the Halton District School Board: establish and communicate a consistent Grade 1 French Immersion February registration deadline for current Halton District School Board families, with a review of the effects of this procedure be undertaken by September 2014. allow students who have not been in Senior Kindergarten within the Halton District School Board, register in Grade 1 French Immersion up to the first week of school. communicate and implement the assessment and admission procedure for students with French proficiency arriving in Halton after the registration deadline. All elementary schools that offer Grade 1 programming must host a Grade 1 Information Evening that includes information about English program, French Immersion program and Special Education placements. If the home school does not offer French Immersion, the school their students would be directed to for French Immersion cannot host their Grade 1 Information Evening at the same time. The Special Education presentation is to be scripted by the Board’s Special Education department, to include a description of all elementary Special Education placements.

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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."

iii) Correspond with the Ministry of Education, urging collaboration with Aboriginal communities and the Ontario Public School Board Association to include treaty education the history and legacy of residential schools and the impact of the Indian Act in curriculum in a way that gives voice to First Peoples. Recognizing that this will take time, also requesting that the Ministry immediately provide school boards with resources to develop and share best practices.

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.


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 and 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.


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M16-0132 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 elementary school, ERA 118 (Oakville NE #2 PS) to be built in the Oakville area for September 2018. In the event that 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 that 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

M16-0147 Be it resolved that the Board authorize the Chair of the Board to write a letter to the Minister of Education in support of the Peel DSB’s correspondence regarding non-participating students in EQAO testing.

Chair of the Board

M16-0152 Be it resolved that on behalf of the Halton District School Board, the Chair of the Board send a letter to the Ministry of Education to ask that computational thinking and programming be added as mandatory elements throughout the Ontario Curriculum and the Ontario Alternative Curriculum, and that the letter be copied the Ontario Pubic School Board Association.

Chair of the Board

M16-0153 Be it resolved that the Halton District School Board undertake a Program and Accommodation Review for all secondary schools located in the City of Burlington: • Aldershot High School, • Burlington Central High School, • Dr. Frank J. Hayden Secondary School, • Lester B. Pearson High School, • Nelson High School, • M.M. Robinson High School and • Robert Bateman High School

FURTHERMORE, a Program and Accommodation Review Committee (PARC) be formed, in accordance with the Board’s Policy; AND THAT, the staff recommended Option 19 be provided to the Program and Accommodation Review Committee for further review and to develop any other options, in accordance with the Board’s Policy; AND THAT the parents/guardians, staff and school council members of the affected schools be informed of the decision to form a Program and Accommodation Review Committee within five (5) business days of the approval of a PAR; and, AND THAT within five (5) business days of the approval of a PAR, a written notice is to be provided to the Ministry of Education, City of Burlington, Region of Halton, Halton Catholic District School Board, Conseil Scolaire Viamonde, Conseil Scolaire de District Catholique


15

Centre-Sud, Ministry of Education and community partners;, AND THAT, Trustees authorize the Director of Education to tender for a third-party consultant to facilitate the Program and Accommodation Review process, in terms of the Program and Accommodation Review Committee and all public meetings.

PENDING REPORTS – November 2, 2016 (items will be shaded when completed)

Motion & Date Resolution Presentation Date M12-0088 Be it resolved that the Halton District School Board direct the

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

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

M15-0059

Be it resolved that the Director direct staff to conduct a review of the Educational Assistant allocation process that considers the extent to which the process:

• is driven by individual student needs • considers the health, safety, educational and social

needs of students • informs and involves parents • involves the Student Services and Equity and Inclusion

departments AND THAT recommendations are brought before the Board by February 2016, to be considered for implementation in Spring 2016; AND THAT SEAC members be invited to participate in the review.

February 2016 Deferred to November 2016

M16-0108 Be it resolved that the Director be directed to: 1. Undertake a Strengths, Weaknesses, Opportunities,

Threats (SWOT) analysis of the Learning Centre model that includes parent voice (sampled from parents who had children in the program in 2014-15 and 2015-16), and provide a report by October 2016 which includes a plan for providing service to students who have been referred to the Learning Centre.

2. Provide by March 2017 a report on services provided to all students currently on the waitlist of the Learning Centre.

October 2016

and

March 2017

16

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 and number of Grade 1 students in each elementary school that have 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 Grade 2 English program and any schools where registration percentages for French Immersion 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 2018

M16-0113 Be it resolved that the Halton District School Board direct the Director to study adding additional minutes to the Core French Program with a recommendation being brought back to the Board

December 2016

M16-0144 Be it resolved that the Halton District School Board direct the Director of Education to investigate and undertake a gap analysis on existing procedures dealing with extreme weather, specifically heat guidelines, and report back to the Board with any recommendations by April 2017, if required.

April 2017


17

Report Number: 16145 Date: October 13, 2016

FOR DECISION

TO: The Chair and Members of the Halton District School Board FROM: Andréa Grebenc, Trustee, Burlington Wards 3 and 6 RE: Elementary High Performance Programs

Warrant The Halton District School Board recently updated and committed to a new Multi-Year Plan. The Vision for this plan is that, “Every student will explore and enhance their potential, passions, and strengths to thrive as contributing global citizens.” We are guided by values that include collaboration, empathy, creativity and equity. We have also identified one of our system goals as: “We will use innovative approaches to student accommodation that reflect the changing needs within our communities.” The current flexible timetable program for high performers currently running at W.I. Dick Public School provides an innovative approach to the dilemma students have of wanting to commit to pursue their potential, passions and strengths at a high level in an activity outside of school (athletics, dance, etc.) while maintaining strong academic achievement in their studies. The program currently helps students attend a public school environment while maintaining a rigorous training or rehearsal schedule for extremely high performers. Though this program currently primarily services students who are in very high performance athletics, its original intention was to help students who are high performing in additional areas and having extensive external time commitments. Providing a program like this has allowed students the ability to stay within our system as opposed to being homeschooled, attending private school or going to a neighbouring school board, while engaging in these pursuits. Many parents see the potential benefit in enrolling their high performing child in the current HDSB program at W.I. Dick Public School, but find travelling to Milton makes it unfeasible. They speak of their children missing several classes each week in order to pursue their passions and would like the Board to consider opening another, similar program elsewhere in Halton Region. Peel, Durham and other Ontario school boards have recently introduced new programs or already have programs to meet the academic needs of high performers.

RECOMMENDATION Be it resolved that the Halton District School Board direct the Director of Education to review “high performance athletes and artists programs” at elementary schools in Ontario, including within Halton, with a report to be brought back to Trustees no later than the first Board meeting in February.

Background Currently the Halton District School Board has a flexible timetable program for students from Grades 5-8 who are mostly athletes training and competing at a very high level. The program resides at WI Dick Public School in Milton.


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The program consists of about 50 students and two staff and offers a flexible, modified timetable to meet the academic and training needs of the students. Transportation is not provided.

Respectfully submitted,

Andréa Grebenc Trustee, Burlington Wards 3 and 6


19


FOR DECISION

TO: The Chair and Members of the Halton District School Board FROM: Terri Blackwell, Superintendent of Education

Jacqueline Newton, Superintendent of Education Stuart Miller, Director of Education

RE: 2016-17 LTAP School Boundary Reviews

Warrant: This report is a follow up to the 2015/2016 LTAP, detailing possible actions for the 2016/2017 school year.

RECOMMENDATIONS:

1. Be it resolved that the Halton District School Board direct the Director to undertake a school boundary review for the new Martin Street PS, with an expected completion date of no later than February 2017.

2. Be it resolved that the Halton District School Board direct the Director to undertake a school boundary review for the area bounded by Dundas Street to the south, Walkers Line to the east and Highway 407 to the north and west; with an expected completion date no later than February 2017.

Discussion: The 2015/2016 Long Term Accommodation Plan (LTAP) provided enrolment projections for 2016 to 2025 for each Elementary and Secondary Review Area (ERA and SRA) in the Board as well as for each elementary and secondary school within the system.. The LTAP provides the opportunity to identify school boundary review initiatives that are to be undertaken as a result of ongoing capital initiatives. New Martin Street PS School Boundary Review The Board received Capital Priorities funding approval for a new Martin Street PS (753 OTG) to be rebuilt on the site. The school was initially projected to open during the 2015/2016 school year, however, as a result of an architectural review (i.e. tear down school/relocate students temporarily or build on the site and keep Martin Street PS open), school opening is scheduled for September 2017. In the 2015-16 LTAP it was noted that the primary basis in the Capital Priorities Business Case for the new rebuild (with the additional pupil places), was to accommodate new growth from the Milton Heights area; as well as provide accommodation relief to schools within ERA119 (including WI Dick PS, Robert Baldwin PS, JM Denyes PS, EW Foster PS and Sam Sherratt PS), Escarpment View PS (ERA 121) and potentially Anne J. MacArthur PS (ERA 121).


20

As such the 2015/2016 LTAP identified the need to undertake a school boundary review in the fall of 2016. It is the expectation that this boundary review is completed by the end of February 2017. Redirection of Area Bounded by Dundas Street to the South, Walkers Line to the East and Highway 407 to the North and West. The 2015/2016 LTAP identified that Dr. Frank J. Hayden Secondary School will continue to grow in enrolment and by 2016 the OTG building and portable capacity could be exceeded, with a utilization rate of 130%. For September 2016, there will be a maximum 12 portables on site. Any additional portables on site will require site plan approval from the City. It should be noted that the Board and City received a number of concerns and objections on the placement of the six portables for this September. It is expected that moving forward with the placement of additional portables beyond the 12 will result in significant concerns expressed by the neighbours, and potentially the City of Burlington. Existing projections indicate that the enrolment at the school will continue to increase to the point that it will be at 153% utilization by 2021. Although the Program and Accommodation Review will look at all secondary schools in Burlington, the outcome is still not known, especially in terms of potential boundary changes that may result with school closures. In order to mitigate the accommodation pressures at Dr. Frank Hayden SS, Board staff have concluded that it would be prudent to redirect an area that is currently being developed for residential purposes, that is within the Dr. Frank Hayden SS catchment area. The area is bounded by Dundas Street to the south, Walkers Line to the east, and Highway 407 to the north and west (refer to appendices). This development is projected to have approximately 398 residential units (363 low density and 25 medium density units), which are expected to be occupied in late summer 2017 and as such it would be prudent to redirect that area before students arrive. It is projected that this development will generate 44 secondary students. As well, this area is also directed to Florence Meares PS and CR Beaudoin PS in the Milcroft community (refer to appendices). It is projected that this area will generate approximately 166 JK to Grade 8 students. Therefore, the students from this new area should not be redirected to elementary schools that would feed into the high school, in order to avoid splitting the Grade 8 cohort moving forward. Respectfully submitted, Terri Blackwell Superintendent of Education Halton District School Board

Jacqueline Newton Superintendent of Education Halton District School Board

Stuart Miller Director of Education Halton District School Board

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The street network was provided by the Regional Municipality of Halton and the Region assumes no responsibility or liability for its use or accuracy.It is the intention of the HDSB to provide up-to-date and accurate information, and reasonable efforts have been made by the HDSB to verify the information, however a degree of error or change is inherent. This information is distributed “as is” without warranty. 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.

Boundaries are subject to change.

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MARTIN STREET PS The street network was provided by the Regional Municipality of Halton and the Region assumes no responsibility or liability for its use or accuracy.It is the intention of the HDSB to provide up-to-date and accurate information, and reasonable efforts have been made by the HDSB to verify the information, however a degree of error or change is inherent. This information is distributed “as is” without warranty. 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.


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Local Schools

The street network was provided by the Regional Municipality of Halton and the Region assumes no responsibility or liability for its use or accuracy.It is the intention of the HDSB to provide up-to-date and accurate information, and reasonable efforts have been made by the HDSB to verify the information, however a degree of error or change is inherent. This information is distributed “as is” without warranty. 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.


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The current street network was provided by the Regional Municipality of Halton and the Region assumes no responsibility or 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 accurate information, and reasonable efforts have been made by the HDSB to verify the information, however a degree of error or change is inherent. This information is distributed “as is” without warranty. 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.

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The current street network was provided by the Regional Municipality of Halton and the Region assumes no responsibility or 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 accurate information, and reasonable efforts have been made by the HDSB to verify the information, however a degree of error or change is inherent. This information is distributed “as is” without warranty. 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.

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FOR DECISION

TO: The Chair and Members of the Halton District School Board FROM: L. Veerman, Superintendent of Business and Treasurer Gerry Cullen, Superintendent of Facility Services Stuart Miller, Director of Education RE: Accommodation Study for Long-term Administrative Office Needs –

Allocation of Funds to Administrative Facility

Warrant: This report provides recommendations with respect to allocation of funds to address the long term administrative office needs.

Recommendation: Be it resolved that the Halton District School Board authorize the following transfers within Accumulated Surplus:

$ 300,000 from Facility Weather Conditions to Administrative Facility $ 344,727 from Vandalism to Administrative Facility $2,695,434 from Sinking Fund Earnings to Administrative Facility $5,579,418 from Non-designated Surplus to Administrative Facility $8,919,579

Background: The review of administration space and office needs for staff located at J.W. Singleton Education Centre and the New Street Education Centre commenced in January 2015. A presentation of Phase 1 was presented to the Board through report number 15100 in June 2015. The results of Phase 1 revealed that the current administrative space and function of the Board are deficient in many respects, which discourages collaboration and innovation making it difficult to maximize productivity and efficiency. Results of Phase 2 were presented to the Board through report number 16038 in February 2016. The Phase 2 report highlighted ideal department proximities for optimal synergies, concluded that the administrative functions of the school board should be centralized in one building and geographically central within the Region of Halton for access to the majority of school, students and communities. Report 16130, included in the October 5, 2016 Board agenda package, provided an update with respect to potential locations for a new administrative centre. The report summarizes that the best opportunities for a new administrative centre are on lands currently in Halton District School Board ownership. Rationale: All options presented to the Board will result in a requirement to finance the construction of the new facility. In recognition that funds required to construct a facility would take several years to compile, a recommendation to allocate $1,125,291 from the 2012/2013 year end surplus was approved by the Board in December 2013 per report number 13167. A


27

subsequent allocation of $2,500,000 from the year end surplus was approved by the Board in November 2015 per report number 15153. These amounts are reflected in the Accumulated Surplus balance included in the Consolidated statement of financial position in the Board’s financial statements (a copy of the August 31, 2015 statement and the note providing additional information is included as Appendix A-2; additional details are included in Appendix A-3). The term Accumulated Surplus resulted from the board’s requirement to implement and comply with generally accepted accounting principles established by the Public Sector Accounting Board (PSAB) of The Canadian Institute of Chartered Accountants. The board’s accumulated surplus position represents the board’s net economic resources. An accumulated surplus is that amount by which all assets (financial and non-financial), exceed all liabilities. An accumulated surplus indicates that the board has net resources (financial and physical) that can be used to provide future services. The funds were previously referred to as Reserves or Reserve Funds. Transfer of funds to Accumulated Surplus are either by board motion (Non-designated and Amounts Internally Restricted For Future Use By The Board) or as required by legislation (Amounts Unavailable for Compliance). These amounts are typically allocated for “one-time” type of expenditures and not to support permanent on-going expenditures. The motion noted above recommends a reallocation to the “Administrative Facility” fund from the following funds:

• Facility Weather Conditions $ 300,000 • Vandalism $ 344,727 These funds were established in 2006 and 2010 respectively, to manage significant spikes in utility costs and other weather related conditions; and to manage fluctuations in vandalism expenses. There has been no drawdown from these funds since their inception. If the motion is approved, the remaining balance in these funds would be $3,046,418 and $500,000 respectively.

• Sinking Fund Interest Earnings $2,695,434 A sinking fund debenture was initially established through board by-law with the Region of Halton in 1988 and matured in August 2011 (total debenture amount $29,571,500) and with the Ontario School Board Financing Corporation in 1997 and refinanced with the Ontario Financing Authority in August 2014 (total debenture amount $21,829,730). A sinking fund accumulates installment payments required to retire sinking funding debt at maturity. In contrast to a serial debenture in which portions of the principal amount are due annually, an entire sinking fund debenture matures at the end of the term. Annual installments are set aside and invested in order to accumulate to an amount sufficient to pay the principal of the debt at the maturity date. If the interest earned exceeds the amount required to repay the debt, the excess interest is considered surplus earnings. Per Ministry direction, boards were required to “internally restrict” sinking fund interest earnings on an aggregate basis until such time that all sinking fund debt had matured or was refinanced. Therefore, effective August 2014, the sinking fund interest earnings were available for reallocation.

• Non-designated Surplus $5,579,418


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This amount represents a working fund reserve that was initially established by Board to meet short term fluctuations in revenue sources and/or expenditures. The balance in this fund has increased to $10,579,418 per the August 31, 2015 financial statements from a balance of $6,020,412 per the August 31, 2011 financial statements. A reallocation of this amount would result in a balance of $5,000,000 in non-designated surplus to meet short term fluctuations revenues/expenditures.

Conclusion: Reallocations of these amounts to the Administrative Facility fund would result in a total balance of $12,483,656 in the fund.


Gerry Cullen Superintendent of Facility Services

Lucy Veerman Superintendent of Business and Treasurer


veermanl

Typewritten Text

Appendix A-2

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Typewritten Text

Appendix A-3


31


FOR DECISION TO: The Chair and Members of the Halton District School Board FROM: David Boag, Associate Director

Stuart Miller, Director of Education RE: Operational Plan 2016-17

Warrant Ontario’s school boards are required by legislation to develop and have in place a multi-year plan for three or more years. According to Section 169.1 of the Ontario Education Act, multi-year plans must be aimed at achieving the following goals:

• promoting student achievement and well-being; • ensuring effective stewardship of the board’s resources; and • delivering effective and appropriate education programs to its pupils.

The plan must cover three or more years with annual reviews of progress and opportunities to update the plan.

RECOMMENDATION: Be it resolved that the Halton District School Board approve the Operational Plan: 2016-2017 as outlined in Report 16154.

Background Beginning in March 2016, the Board of Trustees and senior administration launched the development of the new Multi-Year Plan. The process started with an invitation to key educational stakeholders to review the previous plan, and determine areas for continuation and/or growth. Trustees considered the community input, and a review of potential gaps and challenges the Board may face in upcoming years, before working with senior staff to refine the Mission Statement, Vision and Values. Further consultation was sought with community partners on the revised draft, and trustees considered that input in finalizing the Multi-Year Plan Mission, Vision, Values and Goals. The Multi-Year Plan Mission, Vision, Values and Goals were approved by Trustees on June 15, 2016 (Board Report 16102). Following an assessment of system priorities and areas for growth, Administrative Council developed targets to measure the success of the goals in the Multi-Year Plan. An Operational Plan for the school year 2016-2017 was also developed to incorporate actions and strategies for this school year to support improvement for each target and goal. This report provides details of the Operational Plan: 2016-2017 (Appendix A).

Respectfully submitted, David Boag Associate Director Stuart Miller Director of Education

Appendix A: OPERATIONAL PLAN: 2016-2017

STUDENTS

MYP Goal 2016-2020

MYP Targets 2016-2020

Key Strategies for 2016/17

Responsibility Budget 2016/17

Every student will be intellectually engaged in their learning and socially engaged in their school.

By 2020, ➢ the number of Senior

Kindergarten students reaching reading level 5 will increase by 8%

➢ the number of students achieving provincial standard on the Grade 3 EQAO Reading assessment will increase by 5%

➢ the number of students achieving provincial standard on the Grade 6 EQAO Mathematics assessment will increase by 14%

➢ the number of Applied course final grades meeting the provincial standard (70%) will increase by 5%

➢ the number of secondary

students reporting being intellectually engaged will increase by 10%

➢ the number of elementary students reporting being intellectually engaged will increase by 5%

• all elementary classrooms will have comprehensive literacy programs • all schools with primary divisions will use literacy assessment resources for early

intervention to support literacy development • all elementary schools will use data to guide literacy instruction • all schools with Kindergarten will implement K-1 monitoring strategies and participate

in teacher networking for learning and monitoring • all elementary schools will focus on Literacy Monitoring for individual student progress • all schools with Kindergarten will participate in a collaborative teacher inquiry on K-1

transition planning

● all elementary schools will have a Lead Teacher or Math Coach model to support professional learning in mathematics

● all schools will focus on tiered intervention for struggling students ● all schools will monitor individual student progress in mathematics via Math

Monitoring meetings ● principal learning teams will focus on monitoring for effective mathematics instruction

and student growth (e.g., Monitoring Rounds) ● School Programs and Student Services departments will participate in a collaborative

inquiry project (i.e., Supporting Students with Learning Disabilities in Math )

● Applied Institutes will be offered to all Grade 9 & 10 teachers of all Applied Level courses

● the Provincial Renewed Math Strategy will be implemented in secondary schools ● subsidized Intermediate Applied Part 1 & 2 AQ courses will be offered to secondary

teachers ● teacher collaborative inquiries specific to achievement in Applied courses will occur ● a Growing Success PD learning menu will be developed for administrator use ● Administrator guides with strategies and look-fors in Applied classes will be developed

● teachers’ repertoire of differentiated pedagogical strategies (e.g., direct instruction, inquiry based learning and problem based learning, etc.) will be enhanced by on-going professional development

● Grade 9 & 10 students in Applied courses will be invited to participate in Board wide “super field trips”

● Applied Institutes, PD, learning menus, and super field trips will focus on real world connections: experiential learning & outdoor education

Salmini

Hunt- Gibbons

Salmini Hunt-

Gibbons

$25,000

$175,000

$75,000

$25,000

$12,000

● teachers of Applied courses will use flexible learning spaces and innovative practices ● administrators will participate in principal learning teams (e.g., knowledge building) ● staff will be offered Information and Communication Technology (ICT) Lead Learner

workshops and Technology Enabled Teaching & Learning sessions

Every student will be supported by evidence-based instructional strategies, resources and interventions differentiated to their strengths and needs.

By 2020, ➢ the gap in achievement will

be narrowed by 25% for students with special education needs in all EQAO assessments

➢ the number of students reporting “the teacher knows me as a learner” will increase by 10%

➢ The number of students reporting “knowing themselves as learners” will increase by 10%

● all students from Kindergarten to age 21 will use student profile and pathway planning

tools to better understand themselves as learners ● system-wide “Learn, Grow, Succeed Three” monitoring strategy ● all elementary and secondary teachers will learn how to use All About Me and My

Blueprint in their classroom ● professional development in supporting students with Learning Disabilities, Assistive

Technology training and collaborative inquiries to support students with Learning Disabilities in Mathematics

● Innovation and Technology Symposiums will be offered to staff to increase their understanding and skills in teaching and learning with technology

● all teaching staff will be trained in Behaviour Management Systems ● Collaborative Problem Solving and Restorative Practices training will be offered ● Welcome Centre services will be increased to include specific supports for newcomers

with experiences of trauma, and limited or no prior schooling

Zonneveld

Salmini Hunt-

Gibbons

$9,500 $75,000 $27,000

Every student will learn in an inclusive and caring environment that promotes their well-being.

By 2020, ➢ the number of students

reporting a sense of belonging will increase by 10%

➢ the number of students reporting “a sense of personal well-being” will increase by 10%

● all schools will have a Healthy Schools Plan as per the Ontario Well-Being Strategy ● the OPHEA Healthy Schools certification will be offered to all schools ● an OISE partnership will be established to support Senior Admin and Instructional

Program Leaders’ equity learning ● schools will be invited to implement Mental Health modules ● inclusive design will be incorporated into teacher practice to ensure students see

themselves reflected in their learning ● all staff will be provided with professional development on strategies to support

student well-being, equity and inclusion

Zonneveld

Eatough Pennyfather

$100,000

$15,000

Every student will learn in a respectful culture of high expectations that values diversity, and will see themselves reflected in their learning.

By 2020, ➢ the number of students

reporting they “feel safe at school” will increase by 5%

● create Well-Being teams in all schools to holistically and proactively create inclusive

teaching approaches to ensure positive mental health, safe and inclusive schools and equitable classroom approaches

● all students will be engaged in learning about First Nations, Métis, Inuit perspectives, histories, culture, traditions.

● students will have opportunities to learn about and apply their understanding of world views and perspectives representative of a diversity of social identities and groups

● Welcome Centre processes for initial transition of newcomer students and families into school with ongoing settlement and programming supports Grades 1-12 will be expanded.

Podrebarac

Eatough

STAFF

MYP Goal 2016-2020




All staff will contribute to collaborative and inclusive learning environments to enhance innovative practices and build a strong learning organization.

By 2020, ➢ the number of system leaders

who report being “proficient” in the areas of performance management, progressive discipline and equitable recruitment practices will increase by 10%

➢ 100% of central HDSB departments (academic and corporate) will create cross departmental teams that result in enhanced service to the system

● a training program will be developed and offered to staff on performance

management, progressive discipline and equitable recruitment and selection ● baseline data will be collected using the new engagement tool ● a cross departmental project team will be developed to study enrolment. Participants

will include Planning, Facilities, School Operations, Human Resources and Financial Services

● Secondary Program/Facilities will study significant program areas e.g. Tech, Arts (Music, Drama, Visual Art), Science, Physical Education and Family Studies

● Diverse collaborative teams will be created to examine innovative and ingenious approaches including: ○ creating opportunities for learning visits to observe innovation in action ○ creating consultative networks, release time for collaborative thinking ○ creating “think tanks” for re-envisioning learning environments ○ facilitating podcasts and creating open spaces for sharing innovative practices e.g.

annual conference to showcase and share Halton learning ○ investigating community partnerships that support innovative practices

McFadden

Boag McFadden

Hunt-

Gibbons Cullen

Newton

$100,000

$200,000

All staff will use data to inform actions, validate decision-making and allocate resources.

By 2020, ➢ the number of HDSB staff

reporting human resources practices to be effective and responsive to their needs will increase by 10%

➢ 100% of HDSB teachers will use Individual Education Plans and/or Student Profile tools to individualize assessment and instruction of students

➢ 90% of all funds received through schools will be collected through a Board approved online system

● all HDSB employees will have the opportunity to evaluate the responsiveness and

effectiveness and customer service of HR using a survey to be developed using the new engagement tool

● all students with special education needs will be supported by Individual Education

Plans that are reflective of their specific learner profiles

● assess current practices in order to identify opportunities to increase the functionality

and usage of cashless system ● enhance marketing and promotion of the benefits of using an online payment system

and ensure staff are provided with appropriate training and on-going support

McFadden

Zonneveld

Veerman

$ 50,000

All staff will engage in learning, and model a culture of equity and inclusion in support of student well-being.

By 2020, ➢ 100% of staff will be provided

with learning opportunities and resources to build awareness to sustain a culture of equity and inclusion

➢ positive learning climate in elementary schools will increase by 8% as reported by students

● 80 additional administrators/managers will have the opportunity to attend the

Canadian Race Relations Foundation training ● all Human Resources materials will be reviewed for compliance with the government’s

inclusivity initiatives targeting gender identification information ● professional learning and networking opportunities for all school and system-based

administrators, new teachers, and teacher leads related to faith accommodations, gender identity and gender

● professional learning provided to school and system administrators about Truth and Reconciliation to assist with leading this learning with staff and students at the school level

● engage staff who identify as Indigenous to help inform and deliver upon initiatives related to First Nation, Métis and Inuit Education

● all schools will participate in training on cresting positive learning environments ● Summer Institutes will be offered to support positive learning environments ● create training modules to support positive learning environments for New Teacher

Induction Program (NTIP) teachers

McFadden

Eatough Podrebarac

$7,000

SYSTEM MYP Goal 2016-2020




We will engage stakeholders using strategies to build relationships and enhance confidence in our public education system.

By 2020, ➢ 100% of stakeholders will

have the opportunity to provide feedback to the HDSB using a new community engagement process/tool

● design a comprehensive stakeholder engagement tool with the support of HDSB

Research Department ● implement stakeholder engagement tool ● consultation and collaboration with community partners and service providers to

inform and shape our direction for continuous improvement

Boag

Blackwell

We will provide and maintain facilities that are safe, accessible and engaging learning environments.

By 2020, ➢ the accessibility of HDSB

schools will increase by 15% ➢ the HDSB will achieve a

minimum overall average utilization rate of 90% of the total capacity for schools by panel in each municipality

● update Accessibility for Ontarians with Disabilities Act (AODA) compliance inventory

and prioritize projects. ● monitor enrolments annually through the Long Term Accommodation Plan (LTAP) and

undertake school boundary reviews and/or Program and Accommodation Reviews in order to maximize utilization of school facilities.

Eatough Cullen

Cullen

Veerman

$50,000

$100,000

We will optimize resources and technology through innovative and creative opportunities and partnerships.

By 2020, ➢ 100% of learning

environments will be “technology enabled”

➢ the HDSB will review the condition of all schools and upgrade facilities to provide equity of opportunity for students

➢ the HDSB will experience a 5% increase in our formal community partnerships

● ensure connectivity is accessible in all of our buildings ● schools will have the necessary equipment to enhance learning for staff and students ● consultant review of school conditions to determine a baseline ● continue to engage with community partners

Truffen

Cullen

Pennyfather Cullen

Veerman

$150,000

$50,000

$30,000

We will advance a culture of respect for all students, staff, families and community.

By 2020, ➢ the number of staff who

report HDSB as an inclusive, caring and respectful organization will increase by 10%

● a Respectful Workplace Policy will be developed and presented to the Board ● the Human Resources Department will amend the Discrimination and Harassment

Administrative Procedure to incorporate Respectful Workplace provisions, and a training program will be developed to train all staff on Respectful Workplace processes

● the application fee for the use of Apply to Education will be paid by the Board to recognize the differentiated ability to pay of our applicants

McFadden

$50,000

● respond to data collected from staff voice (survey, focus group, Human Resources statistics) with intentional strategies to increase opportunities and equity of outcomes as well as increase support toward improved levels of reporting sense of respect and inclusion for all staff.

● engage newcomer parents/guardians through volunteer opportunities at the Welcome Centre and support for school-based engagement and leadership opportunities

$20,000

$45,000

We will use innovative approaches to student accommodation that reflect the changing needs within our communities.

By 2020, ➢ the HDSB will develop and

implement a collaborative process for designing innovative learning environments

➢ the HDSB will review partnership opportunities to provide alternative student accommodation opportunities

● All renovated school facilities will have Innovation Team input into the scope and

design prior to project undertaking ● Staff will review current partnerships and investigate new alternatives

Cullen

Newton

Hunt-Gibbons Veerman

Boag


38


FOR INFORMATION TO: The Chair and Members of the Halton District School Board FROM: David Boag, Associate Director

Stuart Miller, Director of Education RE: Program Viability Implementation Update

Warrant At the Board Meeting on June 15, 2016, the Board approved a change to our French Immersion (FI) model in elementary schools as supported by the following motions:

1. Be it resolved that the Halton District School Board adopt Option 6, Grade 2 Entry at 100% intensity in existing single and dual track schools, as outlined in this report.

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.

In order to keep the Board informed, this report outlines several areas being considered as part of the implementation plan for the new French Immersion model.

Implementation Overview While implementation of the new French Immersion entry point will not occur until September 2018, there will be changes to current practice in Grade 1 starting in September 2017. This will no longer be the early entry point into French Immersion and therefore all Grade 1 students, regardless of their interest in French Immersion, will be in a full English program. The implementation schedule is shown below.

Implementation Timeline Year Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 Gr 7 Gr 8 2016/17 50% 50% 50% 50% 50% 50% 50% 50% 2017/18 ENG 50% 50% 50% 50% 50% 50% 50% 2018/19 ENG 100% 50% 50% 50% 50% 50% 50% 2019/20 ENG 100% 80% 50% 50% 50% 50% 50% 2020/21 ENG 100% 80% 50% 50% 50% 50% 50% 2021/22 ENG 100% 80% 50% 50% 50% 50% 50% 2022/23 ENG 100% 80% 50% 50% 50% 50% 50% 2023/24 ENG 100% 80% 50% 50% 50% 50% 50% 2024/25 ENG 100% 80% 50% 50% 50% 50% 50%

Current FI Model New FI Model


39

With the change from a Grade 1 50% French intensity model to a Grade 2 entry point with increased French intensity (100% French in Grade 2, 80% French in Grade 3), there are a number of areas connected to communications, curriculum and instruction, resources, training, staffing and accommodation planning that are being reviewed. To coordinate a plan for each of these areas, a Program Viability Implementation Committee has been established consisting of representation from Communications, Elementary School Programs, Human Resources and the Planning Department.

Communications There are a number of communications planned to ensure all stakeholders are aware of the change to French Immersion and can plan accordingly. In addition to the variety of communications that occurred last year, a personal email notification was sent this year to all families of Junior Kindergarten (JK) and Senior Kindergarten (SK) students notifying them of the change in entry point. SK families traditionally have started to think about FI entry late this fall for a Grade 1 entry point but with the new model will have an additional year to make their decision. Communications have also already gone out this fall to elementary administrators, office staff and teachers so that all staff are working with the same information. A one page flyer will also be made available for distribution at our upcoming “Calling All Three Year Olds” so families not yet part of the Halton District School Board will hear about the upcoming change. Additional communications are planned for this year and next year to ensure families are kept abreast of the change in timelines for making program decisions for their child for French Immersion. Traditionally, the Board has run a Program Night for families in Senior Kindergarten so that they can make an informed choice about French Immersion entry in Grade 1. In light of the change in FI entry point, the current program night concept is being reviewed. A webinar resource is being developed to be hosted on our Board website with information to help support families in making the decision about whether to enroll their child in French Immersion or not. Grade 1 families will be directed to this resource in the fall of their Grade 1 year. The intent of this resource is to ensure there is consistent and accessible messaging across the system to support parents in their decision making.

Human Resources: Current Senior Kindergarten students will enter Grade 1 in September 2017 in a 100% English program with the exception of 40 minutes Primary Core French. Students selecting French Immersion for Grade 2 will enter a 100% French program the following year. This represents a change to our current 50% French Grade 1 entry model which has implications for both French teachers who typically teach Grade 1 French Immersion and for English teachers who typically only teach the English side of the 50% French Immersion model in schools offering French Immersion. Human Resources is currently working through scenarios to determine the impact on schools and collaborating with the elementary teacher federation to ensure they are aware of potential changes in teacher assignments and/or schools for the upcoming 2017/18 school year. With the change to a full English program in Grade 1, schools offering French Immersion may experience an excess in French expertise in their school. At the same time, there will be no students entering Immersion sites for FI in Grade 1 resulting in an increased need for teachers in schools offering solely English programming.


40

For the 2018/19 school year, and 2019/20, where FI intensity increases to 100% in Grade 2 and 80% in Grade 3 respectively, there will be added pressures for French teacher expertise at FI sites which may cause some additional staffing challenges. This, however, is still dependent on uptake into French Immersion which is likely to be reduced with the new French Immersion model. Combined grade French Immersion classes may add an additional complexity in this new model where the intensity in French is different (e.g. a Grade 3/Grade 4 combined class with 80%/50% French intensity respectively). These scenarios are currently being reviewed by the Program Viability Implementation Committee and the practice in other boards is also being reviewed to determine how best to address any challenges associated with combined classes of this nature.

Curriculum, Instruction, Training and Resources In the new FI model in both Grades 2 and 3, more subject areas will be taught in French. The most significant of these is mathematics which has been traditionally taught in English. To support mathematics instruction in French, the Board will be encouraging French teachers to complete an additional qualification course in Mathematics as has been the practice the past few years for English program teachers. In addition, the Elementary School Programs Department will be pulling a group of Primary teachers together to review resources to use for math instruction in French. For example, as part of our Board’s Mathematics Plan, we have invested heavily in math resources like DreamBox, Leaps and Bounds, Contexts for Learning kits and therefore similar resources in French will need to purchased or developed in order to support mathematics instruction in French. The Grade 3 EQAO Mathematics assessment can be written in English or French. The Program Department is currently reviewing the practice in other Boards where students are taught math in French so that an informed decision can be made. A plan to assess the experience of writing the assessment and the success of students will be built into this plan. With the provincial revisions to the French as a Second Language Curriculum, additional assessment and evaluation of reading and writing has been included. As a result, there is a need to continue to offer system wide professional development to help teachers understand how to implement a comprehensive literacy program. In addition, increased French language resources will need to be considered given the increase in the time spent on literacy instruction in French. For example, additional purchases of Fountas and Pinnell levelled readers may be required to support Primary French literacy.

Accommodation and Planning: With the change to a Grade 2 entry point, there are a number of enrolment shifts expected. First, single and dual track French Immersion schools will experience a decrease in enrollment because they will no longer attract students into French Immersion in Grade 1. In addition, it is expected that uptake into French Immersion will be reduced with the new model and so enrollment should drop in the Grade 2 year as well. All single track French Immersion schools will experience a grade configuration change in September 2017, moving to a Grade 2-Grade 8 configuration. The decrease in enrolment at French Immersion sites will be accompanied by increases in enrolment at schools offering English program that feed into these sites. This will result in


41

changes to our Long Term Accommodation Plan (LTAP) and portable placement at a variety of sites. The Planning Department is currently reviewing these changes and will update the LTAP as needed.

Implementation Costs: Implementation of the new FI and English program delivery model will require financial investments in the areas of professional development, purchasing or developing resources and accommodation planning. Costs associated with implementation will be included as part of the 2015 - 2016 year end surplus recommendation to Trustees.

Summary: The new model for French Immersion begins with a Grade 2 entry in school year 2018/19. The implementation schedule has been provided in addition to a brief summary of actions in a variety of different areas to prepare for its implementation.

Respectfully submitted, David Boag Associate Director

Stuart Miller Director of Education


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FOR INFORMATION

TO: The Chair and Members of the Halton District School Board FROM: M. Zonneveld, Superintendent of Education

Stuart Miller, Director of Education RE: Learning Centres Follow-up

Warrant: On June 15, 2016 the Board supported the closure of the Learning Centres as part of the approval of the 2016-17 Budget. On that same date, Trustees passed the following motion: Be it resolved that the Director be directed to: 1. Undertake a Strengths, Weaknesses, Opportunities, Threats (SWOT) analysis of the

Learning Centre model that includes parent voice (sampled from parents who had children in the program in 2014-15 and 2015-16), and provide a report by October 2016 which includes a plan for providing service to students who have been referred to the Learning Centre.

2. Provide by March 2017 a report on services provided to all students currently on the waitlist of the Learning Centre.

Information: Support for Students Staff are currently undertaking several actions to ensure support for the 22 students who were on the referral list for the Learning Centres at the end of the 2015-16 school year. These actions include, but are not limited to:

● Supporting SERTs and teachers in understanding learner profiles, and in the development of programs and strategies to meet the learning needs of each student;

● Facilitating professional development for staff so that they have the knowledge and skills to support the learning needs of each student;

● Ensuring that schools have the necessary instructional technology to support student learning and application of appropriate skills;

● Utilizing the services of Child and Youth Counsellors and other Professional Services staff to ensure support for well-being of each student; and

● Monitoring of student progress, adjusting programming and support as necessary, to ensure the success of each student.

Professional Development The student learning opportunities provided by the Learning Centres can be provided in most classroom programs in a variety of ways. Student Services staff, in conjunction with staff from the School Programs Department, are creating and facilitating professional development opportunities to support educator learning and improved classroom programs. These professional development opportunities will include:

● Training and networking for staff new to the SERT role ● Networking support for Elementary SERTs and Secondary Special Education Heads ● Self-contained classroom teachers network support


43

● SMART Inclusion technology workshops ● Assistive Technology workshops ● In-school coaching and use of HDSB online training modules ● Special Education Learning for Administrators at Family of Schools meetings ● Special Education training included in the New Teacher Induction Program ● In-school coaching and mentoring for educators by Student Services staff ● Developing Effective IEPs online modules ● Behaviour Intervention Planning workshops ● Behaviour Management Systems training ● Transition workshops for grade 8 teachers - “Going From Grade 8 to Grade 9: What

supports are available for our students?” ● Profile specific workshops for educators (Learning Disabilities, Gifted, Autism, etc.) ● Ministry Renewed Math Strategy with focus on students with special needs ● Alternative Curriculum workshops ● Staff attendance at various conferences - Learning Disabilities Association of

Ontario, Geneva Centre Summer Institute and Symposium, Ontario Council of Administrators of Special Education, etc.

SWOT Analysis: Staff conducted a modified SWOT analysis of the Learning Centre that is summarized below: Strengths

● small class setting of up to 10 students, supported by two teachers ● opportunity for in depth observation, assessment and programming ● focus on helping students grow and develop in the areas of: understanding their

learner profile; engaging in their learning; learning strategies; assistive technology skills; self-esteem as a learner; improved learning habits and behaviours

● an extension of school-based support Weaknesses

● students must leave their home school and class for 6 weeks to attend the program ● transitions into and out of the program difficult for some students ● only one location in each geographical area resulting in long bus rides for some

students ● very costly staffing due to 1:5 teacher student ratio ● transportation costs ● participation has been in decline (there is a capacity of 200 students/year, but

uptake has only been approximately only 160 students/year for the last few years) ● student retention of improvements in skills, attitudes, confidence and behaviours

varied greatly over the short and long term, with many students reverting back to their previous learning behaviours and performance

Opportunities ● increased focus on individualizing assessment, programming and support for all

students in the regular classroom setting ● further development of a broad range of opportunities for all students to continually

expand their knowledge and understanding of themselves as learners ● improved integration of learning opportunities for all students to include self-

knowledge, learning strategies, technology skills, learning habits and behaviours


44

Threats ● ensure all Special Education Resource Teachers (SERTs), administrators and

itinerant support staff develop the knowledge and skills to build capacity in classroom educators

● maintain a system-wide focus on the regular classroom being the first, best placement for all students, including those with special needs

Parent Voice In addition to the SWOT analysis, parent voice was also sampled. Staff contacted a sampling of parents of students who attended the Learning Centre during the past two years to gather parent perspective on the program. Parent/student experiences overall were positive, and covered the range as described in the strengths and weaknesses sections in the modified SWOT analysis. Parent input was informative for staff in the development of future learning opportunities and supports for students, and in the development of staff professional learning opportunities.

Next Steps Staff will report back to Trustees on the progress of students formerly on the Learning Centre referral list no later than March 2017.


Mark Zonneveld Superintendent of Education Halton District School Board



45


FOR INFORMATION

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

FROM: Gerry Cullen, Superintendent of Facility Services RE: Drinking Water Report 2016

Background: The Province of Ontario is responsible for setting the standards and testing criteria for drinking water. The Provincial regulations are being reviewed for another potentially significant change. The Ministry of Education also generated guidelines specific to schools related to drinking water to further provide confidence in the health of local drinking water. Our staff has been modifying our monitoring, record keeping and flushing durations to meet the requirement of these directives. Ontario Regulation 243/07 provides protection for children, especially children under the age of seven (7) who are particularly vulnerable to the effects of lead. The Regulation requiring testing of drinking water applies to the days the schools are open. Under this Regulation, a school is open on a day if, at any time during the day, programs for children under 18 years of age are held at the school. A private company was retained to take samples of drinking water at all our schools and submit samples to a licensed laboratory. Attached you will find the HDSB 2016 Water Testing for Lead Summary report for all schools as per Ontario Regulation 243/07 Schools, Private Schools and Day Nurseries. Eight (8) schools; Maple Grove PS, Gary Allan HS, Robert Baldwin PS, New Central PS, Burlington Central HS, Lester B. Pearson HS, E.J. James PS, and White Oaks SS had lead exceedances that were above the Ministry of Environment and Climate Change (MOECC) acceptable levels for lead, before or after regular flushing. Schools that had lead exceedances before flushing required the school to flush daily for five (5) minutes. Schools that had lead exceedances on the flushed samples required additional testing and corrective actions to be compliant with Ontario Reg.243/07. Each school maintains the respective flushing frequencies and durations to comply with the Regulations making the water safe to drink. Facility Services has provided all schools, daycares and before/after providers with water results as required by Ont. Reg. 243/07. The previous years’ results can be viewed online at: http://www.hdsb.ca/aboutus/FacilityServices/Maintenance.aspx Respectfully submitted,

Gerry Cullen Superintendent of Facility Services

http://www.hdsb.ca/aboutus/FacilityServices/Maintenance.aspx

Standing FlushedAbbey Lane Public School 7/31/2016 0.0011 NDAbbey Park High School 8/31/2016 0.0021 0.00065Action District High School 6/25/2016 0.0055 0.0044Aldershot High School 8/6/2016 0.001 NDAlexander's Puublic School 8/6/2016 0.0084 0.0016Alton Village Public School 8/6/2016 ND NDAnne J MacArthur Public School 7/14/2016 ND NDBoyne Public School 7/14/2016 ND NDBrant Hills Public School 8/6/2016 0.0075 0.0013Brookdale Public School 7/31/2016 0.00088 NDBrookville Public School 7/22/2016 0.0014 0.00081Bruce T Lindley School 8/6/2016 0.0051 0.00083Bruce Trail Public School 8/13/2016 ND NDBurlington Central High School 8/6/2016 0.012 0.0037CH Norton Public School 8/6/2016 0.001 NDCaptain R. Wilson Public School 8/6/2016 0.003 0.00066Centennial Public School 6/25/2016 0.0037 0.0029Central Public School 8/6/2016 0.0064 0.0046Charles R. Beaudon Public School 8/6/2016 ND NDChris Hadfield Public School 8/3/2016 0.0019 NDClarksdale Public School 8/6/2016 0.0022 0.0011Craig Kielberger Secondary School 8/15/2016 0.0016 NDDr. Charles Best Public School 8/6/2016 0.00055 0.0018Dr. Frank J Hayden Secondary School 8/31/2016 0.0017 0.0056EC Drury High School 7/14/2016 0.0021 0.0026EW Foster Public School 8/13/2016 0.0081 0.0039EJ James Public School 7/31/2016 0.051 0.0024Eastview Public School 7/31/2016 0.00092 0.0032Emily Carr Public School 8/7/2016 0.0023 0.00093Escarpment View Public School 8/31/2016 0.0015 0.00084Falgarwood Public School 8/6/2016 0.0014 NDFlorence Meares Public School 8/6/2016 0.00054 NDForest Trail Public School 8/6/2016 ND NDFrontenac Public School 8/20/2016 0.0038 0.0014Gardiner Public School 6/25/2016 0.0017 0.001Garth Webb Secondary School 8/6/2016 0.0013 NDGary Allan High School (New Street Education Centre) 8/6/2016 0.67 0.17Gary Allan High School (New Street Education Centre) 8/13/2016 0.16 0.046Gary Allan High School (New Street Education Centre) 8/19/2016 0.12 0.021Gary Allan High School (New Street Education Centre) 8/24/2016 0.068 0.018

0.021 0.00780.0088 0.00240.019 0.00740.0075 0.0023

George Kennedy Public School 6/25/2016 0.0011 0.00086Georgetown District High School 6/25/2016 0.0023 0.0018Gladys Speers Public School 7/31/2016 ND 0.00097Glen Williams Public School 6/25/2016 0.0075 0.0025Glenview Public School 8/20/2016 ND NDHarrison Public School 6/25/2016 0.00087 0.00079

LEAD Guideline/Standard =

0.01 ug/L

8/26/2016

School Name Date(dd/mm/yyyy)

Gary Allan High School (New Street Education Centre)

Gary Allan High School (New Street Education Centre) 9/1/2016

Standing Flushed


0.01 ug/LSchool Name Date(dd/mm/yyyy)

Hawthorne Village Public School 8/13/2016 ND NDHeritage Glen Public School 8/6/2016 0.00075 NDHoward Wrigglesworth, Gary Allan ALT ED 6/25/2016 0.0024 0.0012Irma Coulson Public School 8/13/2016 ND NDIroquois Ridge High School 8/7/2016 0.0017 0.0039JM Denyes Public School 8/19/2016 0.0017 0.00087JW Singleton Education Centre 8/6/2016 0.0014 0.00083James W. Hill Public School 8/19/2016 ND NDJohn T Tuck Public School 8/6/2016 0.0076 0.0027John W Boich Public School 8/6/2016 ND NDJoseph Gibbons Public School 8/18/2016 0.0036 0.001Joshua Creek Public School 8/7/2016 0.00099 NDKilbride Public School 7/22/2016 0.00095 0.0011King's Road Public School 8/6/2016 0.0099 0.0031Lakeshore Pubkic School 8/6/2016 0.00077 NDLester B Pearson High School 8/6/2016 0.025 0.0021Limehouse Public School 8/18/2016 0.0037 0.0035MM Robinson High School 8/6/2016 0.0068 0.0035McKenzie-Smith Bennett Public School 6/25/2016 0.0029 0.0036Maple Grove Public School 7/26/2016 0.094 0.031Maple Grove Public School 7/31/2016 0.03 0.01Maple Grove Public School 8/7/2016 0.032 0.013Maple Grove Public School 8/13/2016 0.032 0.013Maple Grove Public School 8/19/2016 0.033 0.012

ND ND0.034 0.0081ND ND0.049 0.0049ND ND

Maplehurst Public School 8/6/2016 0.00075 NDMilton District High School 7/14/2016 0.0077 0.0095Mohawk Garden Public School 8/6/2016 0.0045 0.0014Montclair Public School 7/19/2016 ND NDMunn's Public School 7/15/2016 0.0011 0.00063Nelson High School 8/6/2016 0.0041 0.0013New Central Public School 8/20/2016 0.038 0.013New Central Public School Resample # 1 staffroom kitchen 8/25/2016 0.032 0.01New Central Public School Resample # 1 sink near gym 8/25/2016 0.0071 0.0031New Central Public School Resample # 2 staffroom kitchen 9/1/2016 0.021 0.0064New Central Public School Resample # 2 sink near gym 9/1/2016 0.0067 0.0027Oakville Trafalgar High School 7/26/2016 ND NDOakwood Public School 7/26/2016 ND 0.0006Oodenawi Public School 8/6/2016 ND NDOrchard Park Public School 8/6/2016 0.00096 NDPL Robertson Public School 8/3/2016 0.0021 0.0018Palermo Public School 8/6/2016 ND NDPark Public School 6/25/2016 0.0024 0.002Paul. A Fisher Public School 8/6/2016 0.0063 0.0028Pauline Johnson Public School 8/6/2016 0.0043 0.0012Pilgrim Wood Public School 8/6/2016 0.0013 ND

Maple Grove Public School 9/1/2016

Maple Grove Public School 8/24/2016

Standing Flushed


0.01 ug/LSchool Name Date(dd/mm/yyyy)

Pine Grove Public School 7/31/2016 0.001 0.00057Pineland Public School 8/6/2016 0.0039 0.0017Pineview Public School 7/7/2016 0.0078 0.0017Post's Corners Public School 8/7/2016 ND NDRiver Oaks Public School 8/6/2016 ND NDRobert Baldwin Public School 8/3/2016 2 0.11Robert Baldwin Public School 8/13/2016 0.01 0.012Robert Baldwin Public School 8/18/2016 0.011 0.0043Robert Baldwin Public School 8/31/2016 0.0095 0.0057Robert Bateman High School 8/6/2016 0.0022 0.00055Robert Little Public School 6/25/2016 0.002 0.0022Rolling Meadows Public School 8/6/2016 0.00061 0.0007Ryerson Public School 8/6/2016 0.00071 0.001Sam Sherratt Public School 8/13/2016 0.0059 0.0032Sheridian Public School 8/6/2016 0.0027 0.0024Silver Creek Public School 6/25/2016 ND NDSir Ernest MacMillan Public School 8/6/2016 0.0027 0.0014Stewarttown Public School 6/25/2016 0.0014 0.0012Sunningdale Pubic School 8/6/2016 0.0013 0.00076TA Blakelock High School 7/31/2016 0.0087 0.0036Tecumseh Public School 8/6/2016 0.0019 0.0057Tiger Jeet Singh public School 8/13/2016 0.00068 NDTom Thomson Public School 8/6/2016 0.0061 0.0027WI Dick Public School 8/3/2016 0.0046 0.003WH Morden Public School 7/31/2016 0.0018 NDWest Oak Public School 8/6/2016 ND NDWhite Oak Secondary School -North Campus 7/19/2016 0.0024 0.00098White Oak Secondary School -South Campus 7/15/2016 0.12 0.0075

NB:- Bold denotes exceedance - ND denotes Non detected


49


FOR INFORMATION TO: The Chair and Members of the Halton District School Board FROM: Leah Reynolds and Tracey Ehl Harrison

Co-Chairs, Communications/Inspire Awards Committee RE: Inspire Awards Update – November 2016 Warrant The Halton District School Board Inspire Awards are given to ‘individuals or groups, formally or informally associated with the Halton District School Board, who have through their actions fulfilled the following criteria in an exemplary way:

• demonstrated caring, initiative, innovation, creativity; • inspired others; and • supported students and contributed to their achievement.’

In May 2016 (the inaugural month) 53 nominations were received for 43 distinct groups or individuals. The HDSB Inspire Awards Nominations Review Committee comprised of Trustees Leah Reynolds, Jeanne Gray, Tracey Ehl Harrison, Donna Danielli, Amy Collard and Kelly Amos scored each of the nominations using the 'HDSB Inspire Awards Evaluation Guide' and met in June to confirm 21 individuals and groups as having met the criteria to receive an Inspire Award. Inspire Award Recipient School / Workplace Howard Belsky Sir Ernest MacMillan Public School Beth Chadwick Rolling Meadows Public School Jim Diell M. M. Robinson High School Mike Druiven Craig Kielburger Secondary School Debbie Elliott Maple Grove Public School Bill Gatopoulos Tecumseh Public School Dan Glowala Sir Ernest MacMillan Public School Hamish Guthrie White Oaks Secondary School Nicole Hagley M. M. Robinson High School Sumaira Janjua Frontenac Public School Nick Lavellee Gary Allen High School Cheryl Lowes Bruce T. Linley Public School Donnette Markland, Patricia Marzek, Kim Becke, Stacey Van Wart and Sandra Leach

Frontenac Public School

John McEgan Facility Services Department Steve Pilibbossian Ecole Forest Trail Gerlinde Rup Clarksdale Public School Jennifer Ross Acton District High School Sandy Sakaluk Sunningdale Public School Sari Taha J. W. Singleton Centre Dawn Terry Ecole Forest Trail Sandy Wilson Heritage Glen Public School

https://www.hdsb.ca/documents/inspire_award_EvaluationGuide



50

In September, 2016 ten nominations were received for 10 distinct groups or individuals. The HDSB Inspire Awards Nominations Review Committee, comprised of Trustees Leah Reynolds, Jeanne Gray, Tracey Ehl Harrison, Donna Danielli, Amy Collard and Kelly Amos scored each of the nominations using the HDSB Inspire Awards Evaluation Guide and met in October to confirm seven individuals and groups as having met the criteria to receive an Inspire Award.

Tushar Atmakuru Sam Sherratt Public School Sandra Hurl Smith Oakville Trafalgar High School, New Central Public School

and Maplegrove Public School Rick Jarvie Georgetown District High School Sandra Little Plante Gary Allen High School Jennifer Peace Captain R. Wilson Public School Laura Plummer Tom Thomson Public School Terry Vandenbroek Lester B Pearson High School

Please join us in showing appreciation for the outstanding contributions of our HDSB Inspire Awards recipients. They have each gone above and beyond to have a positive impact on our students! Award nominees are accepted and encouraged in an ongoing way. Additional information and nomination forms can be found at www.hdsb.ca Respectfully submitted, Tracey Ehl Harrison Leah Reynolds Co-Chairs: Communications/Inspire Awards Committee



51


FOR INFORMATION

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

It is our intention to provide an update to this list at regular intervals to keep Trustees apprised of what reports have been presented, completed, and/or have had to have timelines revised. This report provides the next in the series of updates; changes to the schedule have been indicated in bold.


Stuart Miller Director of Education

STAFF INITIATED BOARD REPORTS – 2016-17 (November 2, 2016) REPORT SUBJECT DATE: RESPONSIBILITY COMMENTS

Admin Procedure Update Ongoing Stuart Miller completed Info Capital Updates September 7 Gerry Cullen verbal report re: summer activity Info Community Planning and Partnerships September 7 Lucy Veerman not required Info Director’s Summer Authority September 7 Stuart Miller completed Info Ombudsman September 7 David Boag completed Info EQAO September 21 David Boag, Program completed Info Summer Learning Initiatives September 21 David Boag completed Info Admin Procedure re: Critical Dates September 21 David Boag completed Info PAR Announcement/Report October 5 Stuart Miller completed Action Admin Building Update October 5 G. Cullen, L. Veerman completed Info September Staffing Adjustments October 5 Debra McFadden completed Info Close the Gap Update October 5 G. Cullen, L. Veerman completed Info Boundary Review Study (Martin St.) October 19 Rob Eatough for action November 2, 2016 Action Special Education Review October 19 Stuart Miller completed Info Special Ed Class Placement AP October 19 Mark Zonneveld completed Info Capital Update October 19 Gerry Cullen completed (with financials) Info Close-out Report: Boyne, Oodenawi October 19 Gerry Cullen completed Info Annual Water Testing November 2 Gerry Cullen Info Learning Centre Report November 2 M. Zonneveld M16-0108 Info PVC Implementation Update November 2 David Boag Info MYP Targets / Operational Plan November 2 Stuart Miller Action HLF Fundraising Plan November 2 Stuart Miller Info Annual Report: Food & Beverage Sales November 16 Gerry Cullen Info Renewal November 16 Gerry Cullen Info Capital Update November 16 Gerry Cullen Info Self-Paced Learning November 16 J. Hunt Gibbons Info OFA Debenture (if required) November 16 Lucy Veerman Info P/VP Placements/Transfer November 16 Jacquie Newton Info Financial Statements November 16 Lucy Veerman Info EA Allocation Process November 16 Mark Zonneveld M15-0059 Info Disposition of Property/Acquisitions as required Lucy Veerman Info Cmty Funding Facility Enhancements as required G. Cullen, L. Veerman Info SEAC Membership as required Mark Zonneveld Info Banking Resolutions December 7 Lucy Veerman Info Capital Update December 7 Gerry Cullen Info Striking Committee/ Appointments December 7 Stuart Miller Action Primary Core French/Increased Minutes December 7 D. Boag, T. Salmini Info

REPORT SUBJECT DATE: RESPONSIBILITY COMMENTS Budget Schedule January 18 Lucy Veerman Budget timelines: February to June Info Revised Estimates January 18 Lucy Veerman Action Supervision of Students/Safety Risks January18 Mark Zonneveld See Order Paper: Motion M14-0142: Boundary Review Study (Martin St. PS) February 1 Jacquie Newton Action School Generated Funds/Student Fees February 1 S. Miller, L. Veerman Info Spec Ed Review Report w/ recmd’tns February 1 Stuart Miller Info Gifted Screening/Assessment Update February 1 Mark Zonneveld (see Order Paper Motion M13-0073) International Students February 15 Gord Truffen Info Admin Centre Update February15 Gerry Cullen Info Director’s Annual Report February 15 Stuart Miller Info Capital Update February 15 Gerry Cullen with financials Info OFA Update (if required) February 15 Lucy Veerman Learning Centres Monitoring Report Feb./March M. Zonneveld M16-0108 Info Annual Salary Disclosure Report March 1 Debra McFadden Info Annual Portable Inspection Update March 1 Gerry Cullen Info Capital Update March 22 Gerry Cullen Info Draft Special Education Plan April 5 Mark Zonneveld Info Operational Plan Targets/Strategies April 5 Stuart Miller Info Draft Operational Plan Update April 5 Stuart Miller Info School Year Calendar April 5 Stuart Miller Action LTAP April 5/May 3 Lucy Veerman Action P/VP Placements/Transfer April 19 Julie Hunt Gibbons Info Capital Update April 19 Gerry Cullen Info Cmty Funding - Facility Enhancements May 3 G. Cullen, L. Veerman Info Centre -Skills Dev. & Training Report May 17 Stuart Miller Info Transportation/Policy Exemptions May 17 Lucy Veerman Info School Bell Time Change Requests May 17 Lucy Veerman Info Capital Update May 17 Gerry Cullen with financials Info Community Partnership Report (LTAP) May 17 Lucy Veerman Action Budget May/June Lucy Veerman Action Teachers Redundant to Board if required Debra McFadden Info Truth & Reconciliation/FNMI Update June 7 Rob Eatough Info HLF Annual Report June 7 Stuart Miller Info Special Education Plan June 7 Mark Zonneveld Action Operational Plan Targets/Strategies June 7/21 Stuart Miller Action Capital Update June 21 Gerry Cullen Action Capital Plans / Priorities June 21 Gerry Cullen Action EDC By-law (if required) June Lucy Veerman Action

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