joint ipc-ppb - june 4, 2013- open

peel District • School Board "-"

AGENDA

J oint Meeting of Instructional

Programs/Curriculum and Physical

Planning & Building Committees

June 4, 2013

6:00 p.m. Brampton Room

e District School Board

JOINT COMMITTEE MEETING: • Instructional Programs/rurriculunl Committee • Physical Planning & Building Comnlittee

Agenda June 4,2013 6:00 p.m.

Brampton Room

1. Call to Order Approval of Agenda

2. Declaration of Conflict of Interest

3. Minutes

I. Physical Planning and Buildin~ Committec Mecting held on May 7. 2013

2. InstlUctional Programs ICul1';.::ulum Committce Meeting held on May 15,2013 ( \I'iII be a1"{/i/((h/e un a (iilllre ag enda)

4. Chair's Request for \Vritten Questions from Committee Members

5. Notices of Motion and Petitions

6. Special Section for Receipt

6.1 STOPR - Student Transportation of Peel Region Minute" FeblUary 15,2013 (David Neale) (PP&B)

6.2 Celebrating Faith and Culture Backgrounder - June (IP/C)

7. Delegations

8. Old Business

8.1 Quarterly Status Repol1 - Combincd Projects (John Hm1zem Thomas Tsun J Eugene Radley) (PP&B)

Joint Committee Meeting - June 4, 2013

9. New Business

9.1 Tenns of Reference - Physical Planning and Building Committee (Randy Wright) (PP&B)

9.2 Recommendations of the Regional Learning Choices Pro!"Tams Steeling Committee (Joint IP/C-PP&B item)

9.3 Application Status Update (Paul Mountford) (PP&B)

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9.4 English as a Second Language (ESL) and English Literacy De elopment (ELD) Program: Report 3: Student and Parent Perceptions (IP/C)

9.5 Re-Naming of School (Brian Woodland) (PP&B)

10. Reports from Officials and Staff

10.1 Tender Activity Report (David Neale) (PP&B)

11. Communications - For Action or Receipt

11.1 Memorandum from the Ministry of Education on Grad Rate at the School Board Level (I PIC)

12. Responses of Administration to Former Questions

13. Reports from Representatives on Councilsl Associations

14. Questions asked of and by Committee Members

15. Public Question Period

16. Further Business

17. Adjournment

May 7,2013 Physical Planning and Building Committee:lf

PEEL DISTRICT SCHOOL BOARD

Minutes of a meeting of the Physical Planning and Building Committee of the Peel District School Board, held in the Brampton Room, the H. J. A. Brown Education Centre, 5650 Hurontario Street, Mississauga, Ontario on Tuesday, May 7, 2013 at 18:40 hours.

Members present:

Harinder Malhi, Chair Steve Kavanagh Sue Lawton Suzanne Nurse Jeff White

Member absent: (apologies received)

David Green

Administration:

Trustees also present:

Beryl Ford Rick Williams

Randy Wright, Controller, Planning and Accommodation Support Services (Executive Member)

Christine Beal, Controller, Finance Support Services Jaspal Gill, Controller, Facilities and Environmental Support Services Carla Kisko, Associate Director, Operational Support Services Scott Moreash, Associate Director, Instructional Support Services David Neale, Controller, Transportation and Corporate Support Services Shirley-Ann Teal, Coordinating Superintendent

Lorelei Fernandes, Board Reporter

1. Approval of Agenda

A revised Tender Activity Report for Item 10.1, was circulated . Controller of Planning and Accommodation Support Services, Randy Wright, clarified that the report has been updated to include some of the successful bidders that were not listed in the earlier report.

PB-37, moved by Beryl Ford, that the agenda, as amended, be approved .

2. Declaration of Conflict of Interest

There were no declarations of conflict of interest.

.............. carried 2/3rds' majority

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May 7, 2013 Physical Planning and Building Committee:lf

3. Minutes of the Physical Planning and Building Committee Meeting, April 2, 2013

PB-38, moved by Rick Williams, that the Minutes of the Physical Planning and Building Committee Meeting, held April 2, 2013, be approved.

. ............. carried

4. Schedule of Physical Planning and Building Committee Meetings (2013-2014)

5.

Controller of Planning and Accommodation Support Services, Randy Wright, reviewed the recommended schedule of Physical Planning and Building Committee meetings for the 2013-2014 school year.

PB-39, moved by Jeff White, that the Schedule of Physical Planning and Building Committee Meetings (2013-2014), be received.

. .... ...... ... carried

Building Condition Reports: Huttonville Public School, Streetsville Secondary School, and The Woodlands Secondary School

Controller of Planning and Accommodation Support Services, Randy Wright, reviewed the report. He stated that because of limited future funding, the focus will be on improvements to Huttonville Public School, Streetsville Secondary School, and The Woodlands Secondary School. He advised that a more detailed report will be provided at the next meeting in June 2013. In response to a trustee's question, Controller Wright advised that Peel DSB will continue its efforts to obtain funding for replacement schools.

PB-40, moved by Jeff White, that the Building Condition Reports re Huttonville Public School, Streetsville Secondary School, and The Woodlands Secondary School, be received.

. ... .... ...... carried

6. Vandal Screens for Portables - Update

Thomas Tsung, Manager of Maintenance Services, advised that this report is in response to a trustee's inquiry at a previous meeting. He reviewed the report which included the results of the survey done on the current inventory of 671 portables, cost to install vandal screens on all windows and doors of standard portables with heavy and light screens, and cost to install vandal screens over all remaining windows and doors. He noted that the average loss per portable vandalism occurrence is approximately $ 1,000, and the cost to complete the work on the remaining 174 portables is $ 30,000.

PB-41 , moved by Steve Kavanagh, that the update report re Vandal Screens for Portables, be received .

. .. ........... carried

May 7, 2013 Physical Planning and Building Committee:lf

7. Application Status Update

Intermediate Planning Officer, Paul Mountford, reviewed the list of development applications for Brampton and Caledon. He noted that effective May 2013, responses to development applications will include the following sentence, where warranted: An addition, portables, boundary change and/or school re-organization may be required at affected school(s) to accommodate the anticipated number of students from these developments.

PB-42, moved by Beryl Ford, that the Application Status Update report, be received .

.............. carried

8. Tender Activity Report

PB-43, moved by Steve Kavanagh, that the Tender Activity Report for March 19, 2013 to April 26, 2013, be received.

. ............. carried

9. Vandalism Report

A trustee commended the security work done to keep the vandalism rate low. Associate Director of Operational Support Services, Carla Kisko, acknowledged the work of Enzo Addesa, Security/Risk Administrator in this regard.

PB-44, moved by Steve Kavanagh, that the Vandalism Report for March 2013, be received.

. ............. carried

10. Communications

PB-45, moved by Suzanne Nurse, that the following communication item, be received:

1. Mount Pleasant Village Winner of the 2012 Ontario Builders Awards

A trustee expressed appreciation for the school design and work of staff who coordinated with the City of Brampton on this project. In response to a trustee's query, Carla Kisko confirmed that it is a repeat design.

PB-45 .............. carried

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May 7,2013 Physical Planning and Building Committee:lf

11. Question Period

There were no questions.

12. Public Question Period

Karen Allin, a teacher at Streetsville Secondary School, referred to Item 9.2 on the agenda, Building Condition Reports (Item 5 of these Minutes). She spoke about the heating system at Streetsville Secondary School, stating that the school is very cold, sometimes staff have to work with gloves on, and they need to close windows. She asked whether a review was done to calculate possible cost savings if the school was provided a new heating system. Controller Wright responded.

13. Adoption of the In Committee Report

PB-46, moved by Rick Williams, that the report of the In Committee Session re: Tender Activity Report, March 19, 2013 to April 26, 2013; Cooksville Mobility Hub Discussion; Cash-in-lieu of Parkland Dedication - City of Mississauga (oral); Community Playground Partnership - Munden Park Public School ; After Hours Alarm Response; Status Report - Sale of School Sites to Other Institutions, be received, and that the recommendations contained therein, be approved.

4 .. .... .. ...... carried

14. Adjournment

PB-47, moved by Beryl Ford, that the meeting adjourn (18:50 hours).

carried

Chair .. ........ ................. ........ .. ..... ..... .. Secretary

STOPR STUDENT TRANSPORTATION OF PEEL REGION

GOVERNANCE COMMITTEE MINUTES Friday, February 15, 2013

APPROVED

In Attendance: Linda Zanella, Trustee - DPCDSB - Chair Carla Kisko Associate Director of Operational Support Services - PEEL DSB John Hrajnik, Associate Director. Corporate Services & CFO - DPCDSB David Neale, Controller, Corporate Support Services - PEEL DSB Beth Bjarnason, Superintendent of Planning & Operations - DPCDSB Tom Howe, Manager - Student Transportation of Peel Region Wendy Dobson, Assistant Manager - Student Transportation of Peel Region Pat Pierre - Recorder

Regrets: John Kostoff, Director of Education - DPCDSB Tony Pontes, Director of Education - PEEL DSB David Green, Trustee - PEEL DSB

1 Call to Order

The meeting of the Governance Committee of the Student Transportation of Peel Region was called to order at 10:12 a.m.

Approval of Agenda

Approval of the agenda was moved by David Neale and secunded by Linda Zanella . ....................................... .... . ... ..................... ... .. ...... . ........ .. ..... ........ carried

2 Approval of Minutes

Approval of the January 18, 2013 minutes was motioned by Beth Bjarnason and seconded by David Neale .

................................... ... .. ................. .. .. .... ... ............... .. .... ...... .. .. .. ............. . . .... . . .. .. .............. ....... carried

3 Business Arising from the Minutes

3a - Communication Process for Eligibility Status Change

• Intent to alert specific grade levels of eligibility distance criteria changes • Specifically, for Dufferin-Peel: Grades 1, 4 and 8 and Peel SK, Grades 4, 6 and 8 • Communication on an ongoing basis so people are aware that eligibility may change • Communication will be created and distribution process will be electronically to schools for

spring newsletter; 2nd communication will be hard copies. generated to schools and attached to June report card.

Moved by Beth Bjarnason, seconded by Linda Zanella that:

1. This report entitled "Communlcation Process for Eligibility Status Change" be received as information.

2. Eligibility status change information be distributed both through school newsletters and through inclusion of Information with the final report card

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4 New Business



4a - STOPR Information Pamphlet

A committee member reviewed the proposed updates to the pamphlet:

• New section "Role of Trustees" has been added to clarify the role of STOPR. • Next section "Addressing Complaints" is from STOPR procedures; refers parents to STOPR to

express complaints. • Section "Important Reminders" addresses key areas; eligibility, courtesy seats, primary protocol. • Contacting STOPR should be adjusted to show just the main numbers. Bus Companies are' now

setting up operations, so detailed phone numbers will be forthcoming . • Box emphasizes the Wellington-Dufferin consortium contact information.

A committee member suggested some further changes: Suggestions/changes to be emailed to governance for review. Parents are not expected to call the bus operator re service issues; leave on website, not in pamphlet.

Moved by David Neale, seconded by Beth Bjarnason that:

1. This report entitled "STOPR Information Pamphlet" be received as information

2. The revised STOPR pamphlet be approved for distribution by the STOPR Administration Team with amendments sent via email.

.... .. .. ... . .. . ... .. . .. ... . ......... .......... . .. .... .. ..... ... .. ........... ... .. . ............. .... . , ...... .. . ... .. . ... ... . _ . .. carried

4b - Planning and Communication Process for Integrated Transportation

Last June, a report was brought for receipt re 3 np.w integrated transportation routes. A motion was made to defer the changes to the 2013-2014 school year, pending a legal opinion stating that the Governance Committee had authority to do so. The legal opinion was obtained and STOPR Governance Committee does have authority to rule on operational issues. STOPR staff indicated that route planning starts in March until June. The Ministry promoted integrated transportation and It has run very successfully.

The Governance Committee discussed the process and timelines for communicating new integrated transportation groupings to schools and parents.

Moved by Beth 8jarnason. seconded by Carla Kisko that:

1. This report entitled "Communication Process for Eligibility Status Change" be received as information

2. A generic letter be provided annually to all schools indicating the potential for Implementation of integrated bus runs

3. Where a new integrated transportation service is to be implemented, a communication be provided to advise each involved school



4. An annual report identifying new integrated runs and involved schools , be provided to STOPR Governance Committee

.. ........ .. . .. . ..... ...... .. .. ........ . ....... . .. . ..... . .. . ....... . ... ............... .. . ... ...... .. .... ... .. . ......... .. . ... ... .. . carried

4c - 2013-2014 Bus Operator Implementation Status

The Committee discussed the planning with successful operators from the RFP process. Two operators growing significantly; STOPR is monitoring all 5 operators, in particular the 2 growing operators. Regular meetings will be held to ensure that plan is in place, on schedule and STOPR is in agreement with the plan to provide the appropriate level of service. Existing operators are downsizing. but STOPR will also monitor their service levels.

STOPR staff will build a project plan that entails routes, facilities, timetable, driver open houses, interviews, how many drivers hired - regular monthly meetings with show status of plan. Open houses have started; March to June - gives enough lead time to accornmodate changes.

Moved by David Neale, seconded by Carla Kisko that the report entitled "2013-2014 Bus Operator Implementation Status" be received as information .

.. ... .... .. ... ....... .. ....... ...... ... ... . .. ..... ... ....... .... ... .. .... ...... ......... ... ...... .. .. .. .... .... ..... .... ..... ... carried

4d - April Meeting Date (Verbal)

The Committee concurred that it is a critical time to have a meeting in April. The April 26 meeting will go forward as scheduled.

4e - Separate Legal Entity Status

Further report will be presented at the April meeting. Objective of the report is to show advantages/disadvantages, potential models available and utilized; human resources and finance are difficult areas. STOPR staff have spoken to both boards , other consortia manager and are seeking direction from the Ministry re another Efficiency & Effectiveness review, penalties and SLE requirements.

Moved by Carla Kisko, seconded by Beth Bjarnason that the report entitled "Separate Legal Entity Status" be received as information.

.. ... . ............ .. ......... .. ... ........... carried

5 - Additional Business

STOPR staff are assessing requests for bell time changes Proposals have gone out to new schools . Not a lot of radical changes expected

6 - Adjournment

A motion to adjourn the meeting was made by David Neale at 1104 a m.

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The next STOPR Governance Committee Meeting is scheduled for Friday, April 26, 2013 at 10:00 a.m. in Keaton Boardroom A.

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,/./" />J. l-1lC.('~<> .. - :.~ r.<' /'{( .l't(-;·1, '-Linda,Zanelia ,./ /

Chair, Govemance/ComlT~i.t1e·e Student Transportation·of Peel Region, STOPR

Pat Pierre Recorder

PEEL DISTRICT SCHOOL BOARD 6.2

Instructional Programs/Curriculum Committee June 4,2013

Celebrating Faith and Culture Backgrounder - June

Recommendation

It is recommended that this communication be received.

Background

The Peel District School Board is a mosaic of many cultures and faiths from all over the world. Recognizing that faith is a part of the lives of many of our students, the Board committed to provide resources to help schools increase their connections to communities and better acknowledge faith and culture events of students and staff.

The Celebrating Faith and Culture Backgrounder, June 2013 continues the monthly publication highlighting faith and culture days to celebrate and remember.

Prepared by:

Submitted by:

Varsha Naik, Community Liaison Co-ordinator

Brian Woodland, Director of Communications and Community Relations Support Services Shawn Moynihan, Superilllelldellt of Curriculum and Instruction Support Services

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Celebrating Faith and Culture June 2013

DATE

June June 5 to 23 June 6 or 7 June 13 June 16 June 17 to 21 June 21 June 21 June 22 or 23 June 23 June 23 June 23 June 24 to July 12 June 24 June 27 June 29 to July 3 June 30

CELEBRATION

Miso'o the month of Nur Isra and Mi'raj Ascension Martyrdom of Guru Arjan Dev Aboriginal Week National Aboriginal Day Litha Nisfu Sha'ban Poson Pentecost Jashn-e-Sadeh the month of Rahmat St. Jean Baptiste Day Multiculturalism Day Ghambar Maidyoshem All Saints Day

FAITH AND CULTURE

Aboriginal Spirituality Baha'i Islam Christianity Sikhism Aboriginal Spirituality Aboriginal Spirituality Wicca Islam Buddhism Christianity Zoroastrianism Baha'i Christianity and Canada Canada Zoroastrianism Christianity

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Celebrating Faith and Culture Backgrounder June 2013

The Peel District School Board is a mosaic of many cultures and faiths from all over the world. To commemorate this diversity, the board recognizes the special faith and culture days of our communities. June 2013 has several holy days and holidays to celebrate and remember.

June - Miso'o in Aboriginal Spirituality

Miso'o is celebrated by the Nisga'a people of the Nass Valley in northwest British Columbia. It is the season of sockeye salmon, the most important food source for the coming year. Dried and smoked, the salmon is both a staple food and a trade item.

June 5 to 23 - the month of Nur in Baha'i

In the Baha'f calendar, there are 19 months of 19 days each. Each month represents an attribute of God. June 5 is the beginning of Nur, the fifth month of the Baha'i calendar, signifying "light".

The Baha'i day starts and ends at sunset. The first day of each month is known as a Feast Day.

June 6 or 7 -lsra and Mi'raj in Islam

Mi'riij al-Nabiy commemorates the journey of the prophet Mohammed from Mecca to Jerusalem and his ascension to the heavens on the night of 27lh of Rajab (seventh month of the Hijra calendar). This festival is also known as Lailatul-Miraj, Isra Miraj, Isra, Me'raj and Laylat al-Mi'raj. On his return Mohammed imparted this knowledge to mankind . It was in this Ascent that five daily prayers (salat) were made obligatory for Muslims. The holyday will be observed from the eve of 51h or 61h

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June 13 - Ascension in Christianity (J)

Forty days after Pascha/Easter, Christians following eastern church celebrate Jesus' ascension from Earth into heaven. The day is observed with worship, including prayers and music.

June 16 - Martyrdom of Guru Arjan Dev in Sikhism

Arjan Dev was the fifth Sikh Guru (1563-1606) and the religion's first martyr. He laid the foundation of the Harmandir (temple), in which Sikhs could meet for worship, in the town of Amritsar, India. The temple was constructed with entrances in all four directions to emphasize that the Sikh way is open to all, regardless of caste, creed or race. This temple is also known as the Golden Temple. Sikhs remember Arjan Dev for contributing to and compiling the Sikh Scriptures Adi Granth , also known as Guru Granth Sahib.

June 17 to 21 - Aboriginal Week in Aboriginal Spirituality

The second last week in June is when the Aboriginal communities across Canada celebrate their culture, heritage and spirituality. During this week-long period many PowWows and gatherings are held.

June 21 - National Aboriginal Day in Aboriginal Spirituality

National Aboriginal Day is celebrated on June 21. It is a statutory holiday in the Northwest Territories. On this day, Canadians celebrate the rich history, heritage and contributions Aboriginal peoples have made and continue to make to Canada. Since many Aboriginal peoples celebrate the summer solstice, which has important symbolism within their cultures, National Aboriginal Day is celebrated on the longest day of the year.

June 21 - Litha in Wicca

Litha (also called Midsummer's Eve) sabbat takes place on the summer solstice, when the sun is at the height of its power, creating the longest day of the year. Feasts may include berries, veal, new vegetables and honey wine. Sunflowers are used to decorate the home during this festival.

June 22 or 23 - Nisfu Sha'ban in Islam

Nisfu Sha'ban is observed on the fifteenth day of the eigth month in the Islamic calendar. The adheretnts observe prayers through the night long vigil and read the Quaran and ask for forgiveness.

June 23 - Poson in Buddhism

The Poson festival commemorates the anniversary of the introduction of Buddhism to Sri Lanka by Buddha's disciple Mahinda (son of Emperor Ashoka) in 3rd century B.c. The festival is celebrated annually on the full moon day in June.

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June 23 - Pentecost in Christianity (J)

In eastern Christian churches, Pentecost commemorates the coming of the Holy Spirit upon Jesus' disciples following his ascension. It is often referred to as "The Birthday of the Church." As the name suggests, it falls on the 50th day after PaschalEaster. It is a traditional day for baptism and confirmation of new Christians.

June 23 - Jashn-e-Sadeh in Zoroastrianism

Jashn-e-Sadeh, also known as the Feast of Fire, is a highly religious festival for Zoroastrian followers of Shenshahi calendar. The festival involves collecting wood by all in the community, and then lighting the bonfire after blessing the community to drive back the winter.

June 24 to July 12 - the month of Rahmat in Baha'i

In the Baha'i calendar, there are 19 months of 19 days each. Each month represents an attribute of God. June 24 is the beginning of Rahmat, the sixth month of the Baha'i calendar, signifying "mercy."

The Baha'i day starts and ends at sunset. The first day of each month is known as a Feast Day.

June 24 - St. Jean Baptiste Day in Christianity and Canada

St Jean Baptiste Day celebrates the birth of John the Baptist for French speaking cultures in Canada. King Clovis of France made it a religious celebration. St. Jean Baptiste is considered a patron saint by French Canadians. The celebration is now known as the Fete Nationale in Quebec.

June 27 - Multiculturalism Day in Canada

Canada celebrates Multiculturalism Day on June 27. The day recognizes the contributions that diverse communities have made in building Canada and continue to make to Canadian society. It also celebrates our country's unity, cultural richness and diversity.

June 29 to July 3 - Ghambar Maidyoshem in Zoroastrianism

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Ghambar Maidyoshem, also known as the mid-summer feast, celebrates the creation of water, the sowing of the summer crop and the harvesting of grain.

June 30 - All Saints Day in Christianity (J)

All Saints' Day began as the Feast of All Martyrs on May 13,609 A.D. All Saints' Day is a universal Christian feast that honours and remembers all Christian saints known and unknown. It is celebrated on Nov. 1 in the West and on June 30th for followers of the Julian calendar. What churches do on the Feast of All Saints differs widely.

Ideas for celebrating special faith and cultural days in your school

If you have a colleague who celebrates one of these days, don't forget to offer them best wishes! If you have students in your school who are followers of any of the listed religions:

- Make sure the dates are included on your school calendar - Have your principal announce the day over the PA system - Hold an assembly to talk with students about the importance of these days - Include a mention of these days in your school newsletter - Include information on your school website - Display student artwork announcing these days or depicting their ideas about these days - Invite a member of a local faith group to come in and discuss the significance of this

day with students - Have class discussions about these days - Ask some of your students who celebrate certain holidays to write a short essay on how

they celebrate this day at home. Have them read it to the class to share this celebration with the other students.

- Have parents offer a cultural session

Questions?

If you would like additional information on how to celebrate these days, please call Varsha Naik, Community Liaison Coordinator at 905 890010 (or 1 800668 1146) ext. 2573 or e-mail [email protected]

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PEEL DISTRICT SCHOOL BOARD B.1

Joint Meeting of the IPIC and PP&B Committees June 4,2013

Quarterly Status Report Projects

Recommendation

Combined

It is recommended the Quarterly Status Report - Combined Projects be received.

Background

Each Trustee is receiving for the June 4, 2013 Joint Meeting of the IPIC and PP&B Committees meeting a copy of the Quarterly Status Report - Combined Projects, specifically sorted to reflect only the schools within his/her Ward.

This Quarterly Report provides the project progress of New Schools & Additions (including FDK projects), Facilities and Environmental Building Condition Improvements, PDSB Facility Renewal & Betterment Projects (Building Condition, Instructional Space, and AODAlAccessibility), Maintenance Services Projects, Mandatory Compliance Projects, Energy Management Initiatives (EMP, Green Schools, Energy Efficiency) and Superintendent Based Renewal, that are planned, currently under construction or recently completed.

This alpha-ordered compilation of all major Quarterly Report projects is available upon request from Debra Fenn, Planning and Accommodation Department. (e: [email protected]; p: 905-890-1010 x2202; f: 905-890-5295

Explanation of the Quarterly Report Format o 4)"Trustee" - immediately under the school or location name, responsibility

information will appear including the Ilame of the Trustee, with municipality and ward. If the school's student enrolment area is a shared responsibility, more than one Trustee's name may appear. The report shows the prime Trustee for the school by bracketing his/her ward number; i.e.: {03}. (Note: prime Trustee means school is located in that Trustee's Ward.) A more complete entry example showing the prime Trustee is as follows:

"4} Lawton (Mississauga {03}; Williams (Mississauga 05)"

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Below is an explanation of the key columns as they appear from left to right in the report:

o "Approved Year" (e.g .: 12/13: school year the project was approved to start)

o 1) "Classification - Dept" (categories used for file management in the database)

o 2)"Project Details" (a description of the scope of work)

o 3)"Project Status" (stage of development - Investigating, Tender, In Progress/Under Construction, Occupied)

- Investigating - project is supported in principle; feasibility study is being done to determine scope; prep of preliminary drawings; confirmation of budget

- Tender - based on a positive feasibility study, project has moved through the design stage, and is tendering for contract award. (A feasibility study includes review of the site, space needs, grant calculation, cost estimates, municipal approvals, etc.)

- In Progress/Under Construction - project is awarded to contractor and work proceeding; "Under Construction" is used for new schools & additions

- Occupied - project has reached a level of completion which will allow students and staff to use the space

- other report status terms include: On Hold or Deferred or Cancelled. Terms "Closed" or "History" refer to final stages of file management in the project database.

o 2)"Board Contact" (the specific PDSB person overseeing the work at the school and the contact for project information)

o 1 )"% of Project Complete" (a numeric estimate of how far the project has progressed)

o 2)"Student Occupancy Date" (date the project is targeted for student classroom use)

- Note: Delays can occur, including (but not limited to) approvals, environmental assessment, asbestos surveys and abatement, contractor disputes, materials & labour shortages, and adverse weather conditions.

Other Sources of Information To further assist, you may wish to reference two additional resources posted on an on-going basis on the Planning & Accommodation Support Services Intranet Webpage.

1. The Annual Planning Document includes the Board's approved list of New Schools and Additions. http://inet.peelschools.org/departments/planning/documents/CompleteAnnualPlanningDocument 2012 2013.pdf

2. The School Renewal Initiatives section contains the Quarterly Status Report -Combined Projects that you can search by school. http://inet.peelschools.org/departments/planning/PLANNINGTEST.asp

Prepared by: John Hartzema Louie Bernarde Suzanne Blakeman Anita Coleman

John Clarkson Dave Dundas Eugene Radley Thomas Tsung

Submitted by: Randy Wright, Controller of Planning and Accommodation Support Services Jaspa/ Gill, Controller of Facilities and Environmental Support Services


Joint Meeting of the IP/C and PP&B Committees June 4,2013

Terms of Reference - Physical Planning and Building Committee

Recommendation

It is recommended the Terms of Reference for the Physical Planning and Building Committee, recommended to the Board for approval.

Background

As part of the Board's regular review of the Peel DSB By-laws, all committees of the Board are asked to review and make any necessary changes to their Terms of Reference. Any proposed amendments to the Terms of Reference are brought to the Board for approval.

The revised Terms of Reference have been updated with reference to current Physical Planning and Building Committee responsibilities. The revised Terms of Reference are also aligned with the Province of Ontario's "Broader Public Sector Procurement Directive". The current and proposed Terms of Reference are attached for the background and information of the Committee members.

Prepared by:

Board Reporters

Submitted by:

Randy Wright Controller of Planning and Accommodation Support Services

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TERMS OF REFERENCE

Current (June 4, 2013)

PHYSICAL PLANNING AND BUILDING COMMITTEE

1. To review and make recommendations to the Board for short and long term accommodation and to develop strategies for meeting these objectives (i.e. Annual Planning Document - APD) - annually.

2. To review and make recommendations to the Board for new school construction, priorities, site location, site size and size of school facilities (i.e. APD) - annually.

3. To review and make recommendations to the Board to change school boundaries (i.e. APD) - annually.

4. To review and make recommendations to the Board for major maintenance, repair, retrofit and replacement projects (i.e. APD) - annually.

5. To review and make recommendations to the Board for an Annual Accessibility Plan including measures to identify, remove and prevent barriers for people with disabilities (i.e. Ontarians with Disabilities Act and Board Policy #59) - annually.

6. To review and make recommendations to the Board pertaining to studies or investigations on matters regarding the planning of school facilities (Le. various demographic studies demonstrating need for accommodation) - as required.

7. To review and make recommendations to the Board re subdivision planning within the Region of Peel (i.e. Draft Plans of Subdivision) - monthly.

8. To receive Accommodation Review Committee reports and recommendations and forward reports to the Board for review and approval (i.e. Board Policy #45 - Consolidation of School Accommodation) - as required.

9. To review and make recommendations to the Board to purchase, sell or lease sites or facilities (i.e. Agreements of Purchase and Sale) - as required.

10. To review and make recommendations to the Board for the naming of school facilities (i.e. according to Policy #27 - Naming of Schools) - as required.

11. To review and make recommendations to the Board to enter into agreements with other organizations and agencies to use school facilities (i.e. Joint Use Agreements with Municipalities) - as required.

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Terms of Reference

12. To review and make recommendations to the Board for the appointment of architects (Le. according to Policy #34 - Selection of Architects) - as required.

13. To review and make recommendations to the Board for the plans and specifications for construction projects (Le. Preliminary and Final Design Approval) - as required .

14. To review and make recommendations to the Board pertaining to transportation policies and procedures (i.e. Board Policy #39 -Transportation) - as required.

15. To monitor and report to the Board the performance of major Construction Contracts (Le. Combined Project Status Report - New Schools, Additions and Renovations) - as required.

16. To review and recommend to the Board Environmental and Energy Efficiency initiatives (Le. Board Policy #74 Environmental Policy) - as required .

NOTE: i) Items may be placed on the PP&B agenda for purposes of initial examination and discussion before reports are finalized.

ii) Major Construction Contract Awards (New Schools and Additions) are conveyed directly to the Board for approval to comply with tender acceptance periods.

Reviewed: September 2007 Revised: February 2010


TERMS OF REFERENCE

Proposed (June 4, 2013)


1. To review and make recommendations to the Board for short and long term accommodation and to develop strategies for meeting these objectives (i.e. Annual Planning Document - APD) annually.

2. To review and make recommendations to the Board for new school construction, priorities, site location, site size and size of school facilities schools and additions (i.e. APD) annually.

3. To review and make recommendations to the Board to change school boundaries (i.e. APD) annually and school organizations.

4. To review and make recommendations to the Board for major maintenance, repair, retrofit and replacement projects (i.e. APD) annually.

5. To review and make recommendations to the Board for an Annual Accessibility Plan including measures to identify, remove and prevent barriers for people with disabilities (i.e. Ontarians with Disabilities Act and Board Policy #59) annually.

6. To review and make recommendations to the Board pertaining to studies or investigations on matters regarding the planning of school facilities (i.e. various demographic studies demonstrating need for accommodation) -as required.

+.14 To revimN and make recommendations to the Board re subdivision planning within the Region of Peel {i.e. Draft Plans of Subdivision) monthly receive development applications that may generate students in the Region of Peel (Cities of Brampton, Mississauga and Town of Caledon) .

g.7 To receive Accommodation Review Committee reports and recommendations and forward reports to the Board for review and approval (Le. Board Policy #45 - Consolidation of School Accommodation) -as required.

9. 8 To review and make recommendations to the Board to purchase, sell or lease sites or facilities (i.e. Agreements of Purchase and Sale) -as required.

w. 9 To review and make recommendations to the Board for the naming of school facilities (Le. according to Policy #27 - Naming of Schools) -as required.

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Page 2.


Terms of Reference

+4.10To review and make recommendations to the Board to enter into agreements with other organizations and agencies to use school facilities (i.e. Joint Use Agreements with Municipalities) as required.

12. To review and make recommendations to the Board for the appointment of architects (i.e . according to Policy #34 Selection of Architects) as required .

13. To review and make recommendations to the Board for the plans and specifications for construction projects (i.e. Preliminary and Final Design Approval) as required .

44.11To review and make recommendations to the Board pertaining to transportation policies and procedures (i.e . Board Policy #39 -Transportation) as required.

4-a.13To monitor and report to the Board the performance of major Construction Contracts (i.e. Combined Project Status Report - New Schools, Additions and Renovations) as required .

4-e.12To review and recommend to the Board Environmental and Energy Efficiency initiatives (i.e. Board Policy #74 Environmental Policy)-as required.

NOTE: i) Items may be placed on the PP&B agenda for purposes of initial examination and discussion before reports are finalized.

ii) Major Construction Contract Awards (New Schools and Additions) are may be conveyed directly to the Board for approval to comply with tender acceptance periods.

15. To receive Monthly Tender Activity Reports for goods and services requested by the Board.

16. To receive Monthly Vandalism Reports by school location including description, estimated loss or cost to repairlreplace.

Reviewed: September 2007 Revised: February 2010 Revised: June 2013

PEEL DISTRICT SCHOOL BOARD 9.2 Joint Meeting of the (PIC and PP&B Committees June 4, 2013

Recommendations of the Regional Learning Choices Programs Steering Committee

Recommendations

It is recommended:

1. That the following Regional Learning Choices Programs be approved:

(a) Harold M. Brathwaite Secondary School will begin to offer a Regional Learning Choices Program, the International Baccalaureate Program, with the proposed catchment area*, beginning September 2014.

(b) Morning Star Middle School will begin to offer a Regional Learning Choices Program, the Arts and Technology Regional Program, with the proposed catchment area*, beginning September 2014.

(c) Royal Orchard Middle School will begin to offer a Regional Learning Choices Program, the Actively in Motion Program (A.I.M), with the proposed catchment area*, 25 beginning September 2014.

2. That total start-up costs for these programs, in the amount of $137,000.00, to be covered through the Board's uncommitted Working Fund Reserves.

*Note: All boundary changes associated with the proposed Regional Learning Choices Programs locations will be included in the Annual Planning Document.

Catchment Areas

The establishment of the International Baccalaureate program at Harold Brathwaite S.S. will result in a boundary change with Turner Fenton S.S., effective September 2014. A map showing the proposed IB catchment areas has been attached to this report.

The establishment of Regional Learning Choices Programs at Royal Orchard Middle School, and Morning Star Middle School will not result in boundary changes (maps attached), as both of these are new programs and will serve the entire Board.

Prepared by: Carol Speers, Superintendent of Education Shawn Moynihan, Superintendent, Curriculum and Instruction Support Services

Submitted by: Scott Moreash, Associate Director, Instructional Support Services

Regional Choice Program Proposal Harold M. Brathwaite Secondary School

International Baccalaureate Program

Program Details

(a)

The International Baccalaureate program aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. This highly recognized academic program has existed at an international level since it originated in Geneva, Switzerland in 1968 and has been well established within the Peel District School Board since 1997. The IB program is designed to meet the needs of academically accelerated students who are pursuing a university pathway. The diploma program is a two-year program beginning in grade 11 that includes an international focus in the areas of Languages, Individuals and Societies, Mathematics and Computer Science, the Arts and Experimental Science. In addition to a rigorous, accelerated academic curriculum, students within the IB program receive a holistic educational experience with an emphasis on becoming active, compassionate global citizens and lifelong learners.

Students who are accepted into the Harold M. Brathwaite Diploma Program will begin their journey in our Pre-IB program for grades 9 and 10 for Language A, Language B, Mathematics, Arts, Humanities, Technology, Physical Education and Science. This Pre-IB program is based on the Ontario curriculum with an emphasis on developing the skills required by the 21 s1 century learner (collaboration, critical thinking, communication, creative thinking). Exciting enhancements, experiential learning opportunities and effective guidance and mentoring will ensure that students are well supported and are socially, 27 emotion all y and academicall y prepared to enter the Diploma Program in grade 11.

It is our intent, if accepted to offer the Diploma Program of the International Baccalaureate, to pursue the Middle Years Program for our grade 9 and 10 students in the near future. The Middle Years Program will ensure that our students are thoroughly prepared to face the challenges of an enriched, accelerated learning program and the exciting learning opportunities that await them beyond their high school experience.

Program Rationale

International Baccalaureate provides students with an exciting, challenging program with high academic expectations, rigorous standards and a focus on community service. In today's global environment, students from around the world are seeking educational and career opportunities beyond our provincial and national boundaries. In order to be competitive at an international level, many students and parents within the Peel District School Board are seeking regional choice options in a variety of areas including Arts, Science and Technology, Advanced Placement and lB. The current demand for membership in an International Baccalaureate program within the Peel District School Board far exceeds the number of spots available. Currently, Turner-Fenton Secondary School has over 800 students apply in grade 9 for 212 available spots.

Harold M. Brathwaite S.S. is ideally situated in northern Brampton adjacent to Caledon. As these two communities continue to grow, the need to keep up with the demand for IB opportunities has become more challenging. With the support of our stakeholders, we feel confident that Harold M. Brathwaite

1

Secondary School is an excellent choice to host the third International Baccalaureate site within the Peel District School Board. Our quest for this program is supported by:

~ In a survey conducted in 70 grade 6 - 8 classes from local schools, 758 students expressed interest in the program.

~ Our facilities - large, modern building with currently only 1000 students. ~ Demand for IB placements across Peel District School Board far exceeds supply. ,. Our staff are excited and in favour of taking on this new program. As a graduated 4SI school, they

have demonstrated expertise and best practices in Differential Instruction, quality assessment practices and their ability to do collaborative work through the PLC model.

,. Support from School Council, Family of Schools Superintendent and School Trustee for program. >- Harold M. Brathwaite is conveniently located adjacent to the 410 Highway at the exit of

Sandalwood Parkway. Also, it is very close to Trinity Common Mall which serves as a transfer location for transit routes. Our location makes us easily accessible to students who are travelling from locations in northern Brampton and Caledon.

,. Proximity to a variety of community organizations for partnerships, experiential learning opportunities and community services (Seniors facility, Brampton Soccer Centre, Brampton Civic Hospital, Trinity Common Mall, Mosque, Feeder schools, Heart Lake Conservation Centre - all within walking distance).

Experiential Learning

Providing authentic learning opportunities for all students will continue to be a priority for all programs and pathways at Harold M. Brathwaite S.S. The development of enrichment activities that will

28 compliment classroom learning for all Pre-IB and DP students both within the curricular and co-curricular program will be of high priority. This will include a focus retreat to kick off the program each year, field trips related to curricular areas (i.e. science centre, conservation areas, museums, etc.), virtual and realtime participation at university lectures, and guest speakers.

Pathway Chart

Students who arrive for the International Baccalaureate in grade 9 will begin their experience in our preparatory program. Our Pre-IB program will familiarize students with the requirements of the DP program and will provide a challenging, accelerated learning program that will prepare them for their DP experience. Students in our Pre-IB program will travel in cohorted classes in grade 9 (English, math, science, French, geography) and in grade 10 (English, French, math, science, history). Final entry into the diploma program in grade 11 will involve the completion of an entry project, the maintenance of a 75 percent average in the Pre-IB program, and consultation with teachers.

The IB pathway is represented by the hexagon. Students are required to take at least one subject from each of the six groups. Three of the subjects are taken at the higher level and three are taken at the standard level. In addition, students will complete an interdisciplinary course called "Theory of Knowledge", complete an "Extended Essay" and will complete a minimum of 150 hours of volunteer "Creativity, Action, Service" hours.

The pathway for each student will be individualized based on his or her destination. A sample of a student pathway from grade 9 to graduation has been provided for a student who is preparing to enter a university program in Life Sciences.

2

- ._- _.- .. ':-;:~

'~

.1 ._-- .:..; Gr. 9- Pre-DP Gr. 10- Pre-DP Gr. 11- DP Gr. 12- DP

Group 1- Language A English English HL English HL English

Geography SL Psychology or

Business

Community, Action & Service(CAS)

Project

School Team

Science

The development of an IB program requires a solid commitment from many stakeholders and requires student and community interest, governing body support and staff dedication. The strong commitment from this staff was determined through open conversations at staff meetings and a survey that indicated 95% support. The following staff members have indicated that they would like to spearhead the implementation of the diploma program for IB at HB.

POSITION STAFF MEMBERS SUPERINTENDENT Joy Uniac

Principal Sherry Dalcin

Vice-Principal Brian Malott, Lynn Shire

Guidance Adrian Koene

DP Coordinator Kelly Kahlon

TOK Lead Teacher WilfWalker

CAS Lead Teacher Kuljit Dhadde

EE Lead Teacher Mattia Marciano

Language A1 Matt Dejong, Aleta Fera, Senya Prescott

Second Language Miriam Walker, Monica Colautti

Experimental Science Zehabia Razakazi, Nikki Dhillon, Dalton Morgan

The Arts Derrick Wilson, Amy Robitaille

Individual and Society Lindsay Strachan, Sonita Henriques

Math and Computer Science Maureen Liang, Susan Holt

Library Fiona Ross

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Partnerships

Harold M. Brathwaite S.S. has already established solid relationships with several current Peel District School Board schools that are actively delivering IB program. Our implementation team (Sherry Dalcin, Brian Malott, Kelly Kahlon, Adrian Koene) has visited Glenforest S.S. and Turner Fenton S.S. several times and have benefitted from their experience and expertise in the development of our presentations to staff and the creation of the IB application for candidacy. We will be attending the AGM for the IB schools of Ontario in June 2013 and look forward to the opportunity to network with fellow schools and learn more about the program. Harold M. Brathwaite S.S. currently has two Specialist High Skills Majors (Business and Justice) and has established many supportive relationships with local business members and members of the Justice community. These partnerships will also serve to benefit our IB students as they provide connections to real life pathways and learning resources.

Certifications and Training

Students enrolled in International Baccalaureate will be working towards earning two diplomas: an Ontario Secondary School Diploma and an IB diploma. Students will need to complete 30 credits, 40 hours of community service and the OSSLT in order to receive their OSSD. The IB diploma requires 6 courses to be completed (3 higher level, 3 standard level). In addition, students must complete an interdisciplinary course called -'Theory of Knowledge", complete an "Extended Essay" and complete a minimum of 150 hours of volunteer -'Creativity, Action, Service" hours.

Projected Student Enrolment

Year 1 2 3 4 DP Program 116 232 348 464 Regular program 1000 1000 1000 1000 Totals 1116 1232 1348 1464

This is based upon admitting 116 students to the program (4 classes of 29 students)

Application Criteria

Harold M. Brathwaite S.S. will be working collaboratively with the Secondary School Regional Program committee to align our application criteria and dates with existing IB schools within the Peel District School Board_ We are hoping to accept 116 students into our grade 9 Pre-IB program for September 2014 and will continue to accept this amount each year resulting in a final IB membership of 464 students. An information session will be held at the school in November for interested grade 8 students and their parents. The application package will be available to all interested students in a web-based format. Timelines will be posted on the school website and will also be aligned with the other regional programs in the district. Phase one will include an application package consisting of Grade 7 report card and learning skills, Grade 8 midterm evaluation and student resume of activities. Following the review of all applicants, successful candidates will be invited to participate in phase two of the application process, which will involve the completion of an entry exam. Successful candidates from this phase will be offered admission into the Pre-IB program. Application and placement fees for Pre-IB and DP will be aligned with the other IB regional programs within the Peel District School Board.

4

Capital needs and other Implications

We are seeking a total of $75,700 from the board to fund the implementation of lB.

The implementation of an IB program requires a substantial amount of capital funds to support the training of staff, the development of a resource centre that supports the IB curriculum and the IB application fees. The funding of the program (as presented in the chart below) has been reviewed closely by the school team, our superintendent and the associate director. It represents a commitment by all three to provide the funding required to officially obtain IB verification in the year 2015-16 in order to be able to offer IB courses for students in 2016-17.

C 't IE aDZ a xpenses Expense Year2012- Year Year Year Year

2013 2013-2014 2014-2015 2015-2016 2016-2017

Training for 4 x 3000 = $0 $0 $0 Sustained by

Administration/Superintendent $12000 Fees

Training for 1 x 3000 = 2 x 3000 = $0 $0 Sustained by Guidance/Library/Coordinator $3000 $6000 Fees

Categoryl Category 1 Training for Diploma Teachers $0 Curriculum Evaluation $0 Sustained by

8 x 3000 8 x 3000 Fees

= $24 000 = $24 000

Diploma Program Starter Kit $200 $0 $0 $0 Sustained by Fees

Application Fees $4500 $10 000 $10000 $10000 Sustained by Fees

Library Resources $0 $8500 $8500 $0 Sustained by Fees

Cost of an LTO for 1 Semester $0 $0 Included in Included in Included in 95 Days x $2s0/Day Staff Formula Staff Staff Formula

Formula

Program Start Up Costs $19700 $48500 $42500 $10000 Sustained by Fees

Superintendent School Support ($15000) ($10000) ($10000) ($10000) ($0) Funds

Total Program Start Up $4700 $38500 $32500 $0 $75 700 funds requested from

Board

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(b)

MORNING STAR MIDDLE SCHOOL

ARTS AND TECHNOLOGY REGIONAL PROGRAM PROPOSAL

Principal: Dawn Addison

"The art challenges the technology, and the technology inspires the art. "John Lasseter

Ctee.~"'~ CO\\e.'OO'(~Q'r\

C«O.C. ~ ~'(\\,,'4-\"~

CO.m'«\\l"\C~Q"

VISION

Our vision is to empower students to become 21 st century citizens as they develop skills in the Arts and Technology through creativity, critical thinking, collaboration, and communication .

Today's students are leaders in the use of technology. More and more, they tell us that they want and need their learning experiences in school to reflect this. Students want to take the technology they use in their daily lives and integrate it with how they learn. (PDSS)

''If we are teaching the children today what we were taught yesterday, then we are robbing them of the tomorrow· -John Dewey

Malton is a village on the north-east end of Mississauga. The students in the community often apply to regional programs, gaining access to Arts, Extended French, IS and 1ST programs in Peel. Many apply, and due to distance, financial constraints, and limited space in programs some of the chosen stay behind. Over the years, we have noticed a steady increase in student engagement in the Arts and Technology projects here in Malton. As such, we recognize a need for a program that students can access, without some of constraints they have faced. As well, we believe in the long-term effects of arts programming in student achievement and self-

Winter 2013 1

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esteem. The Ontario Arts curriculum states that, "learning through the arts fosters integration of students' sensory, cognitive and motor capabilities." Combining the 21 st Century movement of technological integration, we are proposing an Arts and Technology program that will allow students to develop their passions while increasing Art and Technological skills development. To our knowledge, this will be the only program of its kind in the Peel Board.

PROGRAM DETAilS

The Morning Star Arts and Technology program would be based on the Ontario curriculum with significant enhancements that would increase the rigour of the program, accelerate learning, and prepare students for applying to and succeeding in regional Secondary School programs. It is designed to enable students to develop deeper artistic knowledge and skill mastery, while engaging in cross-curricular inquiry-based learning opportunities.

~ The Arts and Technology program is designed for students of all abilities using a "hands on, minds on" approach based on the expectations in the Ontario Curriculum through blended learning, flipped classroom and evidence based portfolios while developing arts, media and technology skills

+- The Arts and Technology program teaches and promotes the application of technologies in all subject areas enhancing student passion, imagination and innovation and providing students with choice (constructivism).

<* The Arts and Technology approach allows students to apply their creativity and discover solutions to real world problems and issues in all areas of the curriculum. The focus is to engage students in cross-curricular learning and to apply Technology and the Arts in a collaborative model.

+ The program will provide students with the opportunity to be innovative and imaginative in their thinking while engaged in the creative and critical analysis processes, embracing social justice issues and promoting reflective learning.

'* The program provides project-based learning opportunities through collaborative problem solving, creative learning experiences that demonstrate how Arts and Technology relate to being R.E.A.L. (Respect, Excellence, Accountability, Life-long Learning).

~. Arts and Technology focuses Literacy and Numeracy experiences and learning opportunities for students to explore, express, interpret, and build on their own and others' strengths, as well as solving problems using information and concepts in a kinesthetic, visual and auditory manner.

Winter 2013 2

"'We find when we talk about 21st century skills, people often reduce them to skills for the workplace and skills involving technology. And we're really talking about skills for

creativity, for civic engagement, for social life-the full range of experiences that young people will be involved in in the future. •

- Henry Jenbins, Provost's Professor of Communications

Benefits to the Students in the Arts and Technology Program

Students will:

'. Develop deeper content knowledge and skill mastery of core curriculum expectations

~ Engage in cross-curricular inquiry-based learning opportunities using Arts and Technology

* Be part of a collaborative, student-centered environment that fosters shared decision making

~, Embrace global citizenship through artistic expression and reflective learning

~ Apply creativity and innovation in diverse contexts to further develop problem solving skills

*. Engage in interactive activities, developing transferable skills

~. Become increasingly confident, creative, flexible and independent in their ability to solve 35 problems

'* Develop a R.E.A.L. (Respect, Excellence, Accountability, Life-long Learning) mindset to promote adaptability, initiative and self-direction

~ Be better prepared to take advantage of opportunities that Arts and Technology have to offer in Secondary Schools and beyond

Leadership and Responsibility

• ., Manage time and resources positively and ethically, multi-task and be accountable for results

~ Present oneself professionally

~ Respect and appreciate team diversity

'* Act responsibly with the interests of our "Village" (Lincoln Alexander, Rosemary Brown, Adrienne Clarkson, Pierre Trudeau) in mind

Winter 2013 3

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"Since arts experiences oHer other modes and ways 01 experiencing and learning, children will have opportunities to think and leel as they explore, problem solve, express, interpret, and evaluate the process and the results. To watch a child completely engaged in an arts

experience is to recognize that the brain is on, driven by the aesthetic and emotional imperative to make meaning, to say something, to represent what matters. •

--The Arts Co to School, Dauid Booth and Masa~ubi Hachi~a, eds.

School Team

~ Morning Star Middle School

Dawn Addison Principal

Robert Pointer Visual Arts Lead

Jozanne Walker-Battick ISSP-Technology Lead

Lauren Beckford Guidance Counsellor

Teralyn Phipps Grade 7 Chair

Kevin White Teacher-Librarian

Jasmine Mann School Success Literacy Numeracy Coach

Shanta Antoine ISSP Lead Teacher

Preparation also to include: Continued professional development for staff on technologies, liberal arts integration, 21 st century skills, inquiry-based and authentic real world learning.

Partnerships

'* Field related experiences and experts in Technology and Liberal Arts '* Opportunities for students to learn in a real-world context by way of relevant learning excursions outside the school

~ Retail partnerships for music and art supplies '*, Theatre and gallery connections ~. Community partnerships with school initiatives (e.g., Community College partnerships

with technology and digital art, community retail and suppliers to support school and class projects, apprenticeship programs)

'*' Audio production equipment support '* Digital camera, musical instrument '* Accessing PDSB contacts and resources

Winter 2013 4

Experiential Learning and Partnerships

Students will be provided the opportunity to participate in a variety of enhanced Liberal Arts and Technology events, many that already exist in Peel. These might include:

• Digital Photography Contests

• Graphic Design Contest

• Animation Festivals • Video Production Projects • Art Galleries • Peel Showcase

• School Musicals and Symphonies • Robotics Technology

• Technology Fair

• Mathematics/Science Competitions

Students will also be provided an opportunity to:

~. participate in job shadowing and apprenticeship programs with a professional in the Technology, Liberal Arts, Digital Design, Graphic Design, Animation, Video Production, Science field 37

~ work in collaboration with Secondary School students on relevant technology and/or arts fields

<~ hear from guest speakers on their contributions in relevant career fields <t- develop and maintain a digital portfolio during their time in the program which would be

presented prior to Graduation as an exit requirement demonstrating their learning in the Arts, Technology and inquiry based, innovative and creative context

Projected Student Enrolment

Sept 2014 Sept~ S~pt2016

2 Gr 6 classes of 24 2 Gr 6 classes of 24 2 Gr 6 classes of 24

2 Gr 7 classes of 24 2 Gr 7 classes of 24

2 Gr 8 classes of 24 ...... 2014 Enrollment 2015 Enrollment 2016 Iii Enrollmerit 2017 Enrollment capacity

Morning 520 48 487 96 483 144 499 144 671 Star Darcel 414 410 397 401 Avenue Total 934 568 897 583 880 643 892 643 671

Winter 2013 5

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Application Criteria

All applicants are required to submit an online application and digital portfolio (e-file).

The following documents must be included in the e-file:

~ Copy of grade 4, Final Term Elementary Report Card ,*. Copy of grade 5 Progress Report Card ~ Copy of grade 5 Term One Elementary Report Card ~ Copy of IEP (if applicable) * The majority of Learning Skills must "G" or above .. The majority of students' final achievement on their report card must be at Level 2 or

above

Digital Portfolio Specifics (Communication):

~ Student Biography ~ Student Statement of Intent

Guiding Questions o How do I creatively use technology? (Creativity) o What skills do I bring to the Arts & Technology program? (Critical Thinking) o Describe a learning experience in which you have worked collaboratively in a

team. (Collaboration) ~ Demonstrate artistic or musical talents (e.g., videos, scanned art work, pictures,

MP3's, text, etc.)

Having met the above criteria, selected applicants will:

~ Submit a $25 application fee (to cover the cost of "Innovation Showcase", printed promotional materials, additional secretarial costs to support the application process, mailing costs, etc.)

*" Attend an "Innovation Showcase" allowing students to demonstrate their creativity, critical thinking, technological, communication and collaboration skills

Winter 2013 6

"Innovation Showcase" Objectives

CREATIVITY Students will demonstrate use of technology and artistic elements when responding to an event or scenario (e.g., current qlobal event, social justice issue).

®OI!:i~B(!)RA.lil®~ Students will work together to understand and draw conclusions as a team.

€Ir:tITI@'"At. T~IN~IN6 Students will work through the Critical Analysis Process, justify conclusions, and provide supJ)ortin~ evidence.

®®MMUNI~ATI®N Students will create a Public Service Announcement to showcase their views.

"Innovation Showcase" Outline

Critical Analysis Process: Scenario Analysis Establish common understanding and shared point of view through collaboration R= Plan Public Service Announcement (PSA) using a graphic organizer and key planning questions

Success criteria and a list of possible different presentation methods will be provided (iMovie, Digital Animation, Audio recording, Slide shows, Prezi, Musical and Artistic elements) .. Create PSA using technology provided (iPads with various Apps to assist with their presentation development; such as, iMovie app, Explain Everything app, Desktop computers, Flip Cameras, microphones)

·-~51 Present video, answer critical thinking questions from the Selection Committee 6 Selection Committee will select and notify successful candidates 7 If there are more applicants than spaces, then we will use a Random Computerized

Selection Process

Successful applicants will:

'* Submit $150 annual Arts and Technology fee to cover the cost of the program. o Fee can be paid in a lump sum or by means of an installment plan for parents

who may require support

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Capital Needs

Included below is an approximate list of start-up costs:

Description of Item Costtltem Year 1 Year 2 Year 3 MAC Video Lab $5,000 $5,000 $5,000 $5,000 Mobile Mac Lab (10 iPad 2) $5,000 $5,000 $5,000 $5,000 1 Vistek Epson Stylus Printer Pro 9900 $5,000 $5,000 130 Printer $1,800 3 Laser Printers $1,000

4 Bamboo Tablets $1,200 $400 $400 $400 Classroom Furniture $2,500/class- $5,000 $5,000 $5,000

room Release Time for Curriculum $3,000 $1,000 $1,000 $1,000 Development Light and Sound Equipment $18,000 $10,000 $5,000 $3,000 4 DSLR Cameras $1,200 $1,200 6 Point and Shoot $900 $500 $400 Equipment and supplies (to include $2,500 $2,500 $1,500 related software program licences, dramatic production licences, DigiCell Flip book Pro HD 60, Flipbook All Star, Document Cameras and Projectors) School funds - $5,000 - $5,000 - $15,000 SOE -$8,000 -$8,000 -$8,000 Total $22,100 $13,200 - $700

We are requesting $35, 300 over two years from the board with support from our SOE with $8,000 each year of implementation.

Winter 2013 8

A.I.M Actively In Motion

Royal Orchard Middle School

(e)

41

PROGRAM DETAILS

A.I.M. (Actively In Motion)

RATIONALE:

Royal Orchard Middle School A.I.M.

Actively In Motion

Collaborate, Believe, Succeed

Overwhelming research suggests that today's students are lacking in "Physical Literacy". Active Healthy Kids Canada reports 90% of Canadian children and youth are not meeting current physical activity guidelines, and sport participation has declined in youth between 1992 and 2011 (77% to 51 %).

Royal Orchard Middle School students excel when they are involved in active learning experiences involving movement, teamwork, collaboration and leadership development. Sports and daily physical activity enhance student engagement in the learning process.

Physical activity is important for all middle school students and makes school more meaningful and engaging. At Royal Orchard, we have observed the very positive

42 impact physical activity has on overall physical, mental well being and the capacity to learn.

Our proposed Middle School A.I.M Program is focussed on delivering a quality program that increases students' interests, skill development and active involvement in athletics, fitness, wellness, leadership development, student motivation and engagement in the learning process.

Key features of the Middle School Regional Sports Program include:

• Daily physical education and fitness • Leadership and character development • Athletic and academic programming to meet the needs and increase student

success in our 4 A's at ROMS - athletics, the arts, academics and aspiring attitude (character development/core values)

• Focus on healthy eating, wellness and personal fitness • Focus on enhancing athletic skills while achieving academic success • School and community involvement in co-curricular athletics to build athletic

skills, develop leadership skills, character, and the ability to work as a team. • Career awareness and pathways • Certification opportunities at each grade level

2

WHY A MIDDLE SCHOOL REGIONAL A.I.M PROGRAM AT ROMS?

Royal Orchard has always been a middle school that excels in sports. Athletics and being physically active continue to be a huge focus at our school. At Royal Orchard, we have noted that the majority of our students are actively engaged and involved in sports at the school and outside of school. Participation in sports outside of school for a Royal Orchard Middle School Student ranges from the recreational/house league level to the very competitive elite athlete level. Students, Staff and the ROMS community believe strongly in the importance that physical activities and sports play in a middle school setting. Our sports teams, intramural sports and physical education program reinforce the importance of being physically fit and active. Sport helps to build self-esteem and encourage teamwork and collaboration in our middle school.

Our middle school student athletes consistently demonstrate a strong work ethic, natural talents, and leadership skills. We encourage students to find their passion and work hard to excel. For many of our students, sport is their passion and a way to make the learning environment engaging.

MISSION:

Royal Orchard Middle School Regional A.I.M. Program will foster a physically active learning environment that values mutual respect, lifelong learning, diversity, and a commitment to physical fitness, wellness and leadership development.

VISION:

Royal Orchard Middle School Regional A.I.M. Program will cultivate a collaborative physically active and engaging learning environment that is dedicated to health, wellness, and leadership development through the lens of fitness, well ness and sport.

SCHOOL PROFILE:

Royal Orchard Middle School is a middle school in northwest Brampton with approximately 625 students. The pursuit of athletic excellence, being physically fit and developing student leadership has always been a huge focus at Royal Orchard.

Students at Royal Orchard enjoy being physically active. Staffs are highly skilled and trained and understand the importance of and benefits gained from Daily Physical Activity (DPA), physical education classes, fitness classes and sports. We are a middle school equipped with a fitness room. ROMS is a middle school with a strong staff and student commitment to healthy active living within the school community and beyond. Since our opening in 2005, we have won many tournaments and trophies. Our gym is filled with championship banners. We have had several students go on to be very successful in their pursuit of excellence in athletics.

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44

Royal Orchard's large gym, fitness room and classrooms are used for a variety of physical activities. We have a soccer field, access to a baseball diamond and a large playing field behind the school.

In the A.I.M . program students will have leadership opportunities and be able to develop their interpersonal skills and athletic abilities through fitness, strength training, conditioning, and opportunities to participate in a variety of sports and games.

At Royal Orchard, students will have the opportunity to be part of our athletic teams, Athletic Action Team, intramurals, fitness clubs. As well, students will have opportunities to referee, coach, participate in strength and conditioning training and focus on healthy eating, fitness and wellness.

REGIONAL A.I.M. PROGRAM AT ROMS:

• Supportive integrated learning environment with a focus on our 4 A's, Leadership Development, Wellness, Personal Fitness and Healthy Eating

• Involvement in a variety of sports, fitness, wellness and leadership development, community connections and community outreach

• Access to training and conditioning at: o Sheridan College- Brampton o Brampton Community Fitness Centres o Specialty Instruction on site/off site o Brampton Soccer Centre o Peel Field Centres/Outdoor Ed. leadership training o One Voice One Team Leadership Training o Right to Play o Cross Panel connections - David Suzuki Secondary School and junior

feeder schools o Daily physical education classes o Off site training and conditioning weekly o Fortinos: nutritional sessions o I nstruction by highly qualified certified staff who truly understand the

middle level learners, athlete, and sports enthusiastic students

Our integrated A.I.M program includes developing explicit leadership opportunities and learning specific fitness and athletic skills.

4

AIM Program Health and Physical

Education Components

(Overall Expectations)

-Active Living

-Movement Strategies

(Oance- Elements: body, space,

Daily time, and energy. Create workout

Physical routines)

Activity -Healthy Living (HeaIth-demonstrate an understanding of factors that contribute to healthy development. Personal fitness igoals and tracking

-Healthy Eating - Fortinos Cooking cIasses- explain and investigate how healthy eating and

Community active living work together to

Partnerships improve health and well being -Region of Peel Health.

Dieticians, Nurse

-Baby sitting course

Certification -St. John's First Aid

and Training

-Intramurals

-Coaching

-Steps Leadership -Field Centers

Literacy and Numeracy

-Data management- collect, organize, analyze, and rellect on data and goals in relation to personal fitness goals -Media Literacy-reviews of fitness related

programs e.g. 10 Minute Trainer, create a news report about benefits, and effects, to encourage others to usc it or not usc it

Creating and Researching Recipes -

Number Sense-Link to fractions and determining appropriate units of measurement. Link to writing a variety of text forms for an intended purpose. Link to science and healthy bodies Cook Book - CON Food Guide and life systems. Link to social justice, who has access to healthy foods'! Health - health and personal safety and injury

prevention-demonstrate an understanding of related safety practices and appropriate procedures of responding to health related situations

Create advertisements for school events-

Art -use clements of design to communicate messages and ideas Drama and Media Literacy- public service

announcements around health related issues to inform others

~ 01

Learning Skills and Pathways, Community, Work Habits Culture, and Caring

-Initiative -Offsite training and fitness

-Perseverance -Personal program design

-Organization

-Responsibility

-Independent Work

-Collaboration -Job shadow

-Responsibility -Career

-Self Regulation -Cru ising/Fair

-Initiative

-Initiative OBA - Umpire Certificate

-Responsibility -OSA - Referee Certificate

-Jr. Fitness Councillor City of

Brampton

-Initiative -One Voice One Team

-Responsibility -Right to Play

-Organization

5

46

AIM PROGRAM COMPONENTS AT A GLANCE: • Fitness every morning to start the day • Daily Physical Education • Curriculum Inquiry based/ integrated learning /Big Ideas • Focus on Weliness/ connections within the community • Nutrition, Leadership, Career focus during advisory • Community connections (guest speakers, community leaders, workshops) • Students will be given opportunities to learn about fundamental fitness skills,

personal goal setting and careers/pathways. • Babysitting course, Beginner Leader in Training, Active Leader in Training

and Leader in Training, CPR, Coaching, and Referee Certification.

SCHOOL TEAM

We have established a Regional Learning Choices Team. Staff expertise includes physical education specialist certification, former varsity athletes with certified coaching qualifications, personal trainers, and aerobics instructor. The members of the team have an extensive background in fitness, leadership, coaching and experience as athletes themselves. One of our team member's is presently the Head Coach of the Sheridan College Soccer Team.

School Team

Catherine Unelli Chris Livingstone Dave Perkin Robin Beatty Andrew Seuradge Patti Galifi Laura Badovinac Brian Waltman

PROMOTION:

Principal Grade 8 teacher Grade 7 teacher Grade 7 teacher CYW and Sheridan College Soccer Coach Grade 8 teacher Grade 8 teacher & Literacy Numeracy Coach ICOM teacher

On approval, the promotion of the AI.M Program would be put into action. Information would be provided to staff, students, school council, parents and feeder schools. Communication regarding the program would be delivered through a variety of sources such as information meetings, school announcements, newsletters, flyers, our website, board website and social media. Feeder school visits by students and staff would be organized to inform the community and an open house would be booked for all interested parties.

Promotion through the local sport bodies and the Peel District School Board will be used to inform potential candidates.

6

COMMUNITY CONNECTIONS PARTNERSHIPS: • Brampton Community Centres • Sheridan College - Brampton • David Suzuki Secondary School • Field Centres - Peel Board Outdoor Ed. • One Voice One Team Leadership Program • Right to Play • Fortinos

CERTIFICATES AND TRAINING: • Babysitting Course • Red Cross • Coaching • Referee • Leadership in Training Courses

PROJECTED STUDENT ENROLMENT: • 2 classes of 26 first year of the program at the grade 6 level • 4 classes of 26 second year of program (grade 6 and 7) • 6 classes of 26 by third year of the program (grade 6,7 and 8)

Planning Department Projections Royal Orchard Middle School Grade 6-8 Capacity 601 Portables 4

Year Projection A.I.M. Students Total Number of classrooms/required 2014 580 52 632 26 2015 542 104 646 27 2016 521 156 677 28 2017 515 156 671 28 2018 527 156 683 28 2019 524 156 680 28 2020 544 156 700 29 2021 551 156 707 29 2022 545 156 701 29

7

47

48

CAPITAL NEEDS AND OTHER EQUIPMENT

EQUIPMENT Yoga Mats Step Ups Agility Balls Agility Speed Set Foam Rollers Net Rebounder Bean Bag Target Set Medicine Ball Rack Standing Jump Testing Set Chin up Bar Smart Cart Training System TRX System Skipping Ropes Spin Bikes Scooter ( set of 6) Cones Bosu Balls Heart Rate Monitor Rebounders Pug Nets Pedometer Box Jumpers StopWatches Pinnies Scooter Board Holder Frisbees Tug of War Rope Cricket Set

TOTAL COST

NUMBER COST TOTAL 26 23.45 609.70 1 1199.99 1199.99 8 41.90 335.20 1 180.00 180.00 3 26.49 79.47 2 256.25 512.50 2 40.00 80.00 2 70.00 140.00 2 379.00 758.00 2 120.79 241.58 1 1679.00 1679.00 4 200.00 800.00

32 13.00 416.00 14 1200.00 16,800.00 6 148.00 888.00 2 42.00 84.00 6 220.00 1320.00 26 58.95 1532.70 4 286.25 1145.00 4 84.49 337.96 5 105.00 525.00 1 822.00 822.00 4 44.00 176.00

26 3.99 103.74 2 143.75 287.50 10 6.00 60.00 1 119.39 119.39 1 459.00 459.00

31,691.73 Jeff deFreitas Funding Allocation -5,000.00

Royal Orchard Middle School - 691.73 26,000.00

In summary, we are asking for $26,000.00 in funding for our A.I.M program at Royal Orchard.

8

Application fee ($25) • Release time (supply teacher cost) for teachers to assess and evaluate student

application packages • Release time (supply teacher cost) for setup and planning parent information

nights • Used to purchase equipment to run student fitness testing • Release time to set up and administer team-building, circuit training evaluation

evening for possible candidates

Program Fee ($200) Estimated budget of $10,400 • Cover cost of guest speakers- (Wellness, Athletes, Nutritionist, Red Cross, One

Voice One Team, Leadership Programs) • Field Trips/Offsite Training- Outdoor Education, Finlayson Center, skiing,

swimming, Cassie Campbell, Trips to David Suzuki, Sheridan College, Brampton Soccer Center, Hersey Center

• Ongoing upkeep of enhanced equipment/materials (Heart Rate Monitor, personal data analysis)

• Clothing- T-shirts, Shorts, Track Suits • Transportation to feeder schools for A.I.M. road show. • Cost of Certification- Red Cross, Coaching, Leadership Training, Baby Sitting

Course, Referee • Career Pathway visitations at various sports and wellness teams and companies.

(TSN, ARGOS, TFC, Personal Trainers, Sports Therapists, Phys-Ed teacher visitation at DSSS, Nutritionist)

Application Package & Criteria Application Criteria:

Part A- Student Information

Part 8-Student Reflection and Success Criteria -Copy of grade 5 Progress Report/Learning Skills -Candidates will demonstrate a strong commitment to character

attributes, learning skills and work habits

Part C-Parent Commitment

Part 0 -Applicants invited to a personal interview, fitness/team building assessment -Candidates will demonstrate a strong commitment to teamwork,

collaboration, and make a strong effort when responding to physical challenges.

Part E -Should the total of eligible applicants exceed the allotted student spaces a random selection system will be implemented.

9

49

50

ROYAL ORCHARD A.LM. PROGRAM Application Form

Part A:

For Office Use Only Date Received: ----Initials ______ _

Student Information Complete the following and print clearly Student First Name: Last Name:

Date of Birth : Month: __ Day: __ Year: __ Male 0 Female 0

Address:

# Street Unit#/Apt. #

City Postal Code

Home phone #: ____________ _ Current School:

Parent/Guardian Information 1 sl Parent/Guardian Name: ----------------------Address (if different from above):

Homephone#: ___________ __ Work phone #: ______________ _ Cell #

Part B: Student Reflection 1.Why would you like to be part of this program?

---------------

2nd Parent/Guardian Name: _______________ _

Address (if different from above):

Home phone # _____ _ Work Phone # -------Cell #

2.Tell us about the skills you possess that will help you to be successful in the A.I.M. Program?

Part C: Parent Commitment

1)1 support my child 's application to the A.I.M . program at R.O.M.S ___________ _ 2)1 understand I am responsible for transportation to the program

10

STUDENT REFLECTION Part B

Please provide us with a personal reflection that addresses the following two questions:

1. Why would you like to be a part of this program? 2. Tell us about the skills you possess that will help you be successful in the

A.I.M. program.

Personal Reflection Options: written response, video recording, audio recording

Success Criteriarrhings to Consider: Did I provide a reason for wanting to attend? Did I explain myself clearly? Did I share my skills/characteristics that would make me a successful candidate? Did I provide evidence of these skills? Examples: leadership, collaboration, commitment, responsibility, inclusive, initiative, etc.

11

51

52

Student Assessment Criteria-For Fitness/Teambuilding Evening

• Standards Based on OPHEA, and CAPHERD

Needs Improvement Zone (Does not meet health-related standard) Health Fitness Zone (Meets health-related standard) High Fitness Performance Zone (Exceeds health-related standard)

(Cardiovascular Assessment) -Shuttle Run Criterion

Criterion Based Standards- (Level & Shuttle) - Physical Activity Zone (PAZ) 1 Age 9 10 11 12 Male 3.4 3.6 5.1 5.4 Female 2.7 3.4 3.5 4.1

Muscle Strength & Endurance- Curl-Ups, Basketball Throw

Criterion Based Standards- - Physical Activity Zone (PAZ) 1 Age 9 10 11 12 Male 16 18 23 26 Female 14 18 20 22

Criterion Based Standards - Ph sical Activity Zone (PAZ) 1 Age 9 10 11 12 Male 3.00 3.00 3.50 3.50 Female 3.00 3.00 3.50 3.50

Agility and Flexibility- Course

Skill Scoring Yes 2 Foot Jump -3 consecutive jumps on two feet.

-One landing in each hoop and no touching of the hoops

Slide -Body and feet aligned sideways when sliding in one direction -Body and feet aligned sideways when sliding in opposite direction -Touches cone with low centre of gravity and athletic position

No

12

Catch -Catches ball without trapping it against the body

Throw -Uses overhand throw to hit target -Transfer weight and rotates body duringthrow

Skip -Correct foot pattern of hop-step-hop-step --Uses arms appropriately (Alternates arms and legs; arms swinging for balance

1-Foot Hop -Lands on one foot in each hoop -Hops only once in each hoop and does not touch hoops

Kick -Smooth approach to kick ball and hit target -Elongated stride on last stride before impart

Success Criteria For Fitness Assessment

Look Fors Yes No Perseverance

Effort

Follow directions/Listens 53

Self Regulation

Responsibility

Team Building Activity Guide

• Alphabet Game • Human Knot • Order yourself (age, height, etc.) • Bull nose • Continuous Relay • Mat Island Game

13

Success Criteria For Team Building Activities

Learning Skill-Look Fors Yes No Collaboration

• Listens and responds positively to the ideas of others to resolve conflicts and build consensus to achieve group goals

• Accepts various roles within the group Initiative

• Is able to use his/her own ideas and experiences to support the common goal

• Is open to new ideas and takes appro~iate risks Responsibility

• Demonstrates commitment to the team and fully participates in the task

• Treats him/herself and others with respect, considerable care and dignity

Self-Regulation • Keeps trying when he/she meets with challenging tasks

and situations • Demonstrates a willingness to learn and try new things to

achieve a common goal 54 Organization

• Develops and follows a clear plan and uses available resources to complete a common goal

• Comes prepared to participate in the active/team building evening

(Adapted from Growing Success)

14

Lake Ontario

55

Regional Programs INTERNATIONAL

BACCALAUREATE (GRADES 9-12)

rlllnr.t ~hu,,11I rd

2014-2015

* International Baccalaureate Locations

__ Intemational Baccalaureate Boundary

Proparcd by Pool District School Board Planmng and Accommodation Support SCMC'OS

MiJp ORta Courtosy of tho RcglOt1 of Pool Plannlf1g Dopartmont and tho Pact Disltlcl School Board Planning and AccommOdlition SUPPOrt SorvlCos Departmont Updarod May 2013

•••• 215===:11 •••••• l1li'0 Kilometres

56

.,.[:"" ,

Lake Ontario

Regional Programs ARTS AND TECHNOLOGY

Location

n lru,<t "" "1111 nl mJ

2014-2015

* Arts and Technology Location

_ Arts and Technology Boundary

Proparod by Poe' Distric t SchoOl Board PIRnrung .1nd Accommodation Support SOrvlCCS MRP Datil Court'osy of tho Rat}/OI'I of Peol Planning Dopartmcnt and rho Pool D/SfT/r.t School Soara Planning and Accommod.1rion Support Servicos Departmont Updated May 2013

2 5 , 0 Kilometres .... -===----

Lake Ontario

-0- ".".""" ","!---t---;r- • ---1~+--r~

Regional Programs ACTIVELY IN MOTION

Location

2014-2015

* Actively in Motion Location

_ Actively in Molion Boundary

Proparod by Peel District School Board PJ.1nn"'g and Accommodalion Support SOI'\IICOS Map Data Counasy of tho Rcglon of Peel PlAnning Dopartmonr ;Jnd Iho Peel Dist"ct School Board P/irnnrng ana Accommodation Support Services Departmont Upd.1toa May 2013

2 5 , 0 Kilomelres ... -====::11 __ _

57

1

2

3

4

5

6

PEEL DISTRICT SCHOOL BOARD 9.3 Joint Meeting of the IP/C and PP&B Committees June 4,2013

Application Status Update

Recommendation

It is recommended this report be received.

Background

Below is a list of development applications reviewed by staff for the month of May 2013, with the letters sent to the respective municipality attached.

Trustee Municipality Schools Application Location Type of

Number Application Cameron Caledon • Macville P.S . 21T-12006C 12130-12370 Subdivision

• Humberview S.S. Albion - (revised) Vaughan Rd

Cameron Caledon • Caledon Central P.S. POPA 13-02 17736 Heart Official Plan Lake Rd Amendment

Cameron Caledon • SouthFields Village P.S. 21T-06003C, Pt. Lot 21, Subdivision • Mayfield S.S. Phase 3 Conc.2. (revised)

E.H.S. (Ching) Cameron Caledon • Ellwood Memorial P.S. RZ 13-0003 Pt. Lot 21, Rezoning

• Allan Drive M.S. Conc.2.

• Humberview S.S. E.H.S. (Ching)

McDougald Mississauga • Janet I. McDougald P.S . OZ 11-017M 447,453,501 Official Plan • Allan A. Martin Sr. Lakeshore Rd Amendment

• Cawthra Park S.S. E & 1021, & Rezoning 1027,1077 (revised) Enola Av

Nurse Brampton • Eldorado P.S. 21T-04008B West side of Subdivision • Huttonville P.S.

I Mississauga (revised)

• Brampton Centennial S.S. Rd, south of

I Embleton Rd

With respect to the above applications, the anticipated number of students that would be generated were either included in previous projections and/or sufficient school accommodation is in place.

Prepared by: Paul Mountford, Intermediate Planning Officer

Submitted by: Randy Wright, Controller of Planning and Accommodation Support Services

Total Units

250

0 (Aggregate Extraction) 101-175

59

2

291

92

-·ust 'Ces

April 30, 2013

Mr. Rob Hughes Manager of Development - West Town of Caledon 6311 Old Church Road Caledon East, ON L7C 116

Dear Mr. Hughes:

A c .a J District ) }uI t;;;; c.; ~ School Board '-...-/ .

5650 Hurontario Street Mississauga, ON. Canada L5R 1 C6 905.890.1010 1.800.668.1146 905.890.6747

NWW.ce"15CrC( ls.org

RE: Proposed Official Plan Amendment, Zoning By-law Amendment and Draft Plan of Subdivision Applications - Revised POPA 12-06, RZ 12-18 & 21T-12006C Bolton Gateway Developments Inc., (Ml\tIM Group Limited) 12130 to 12370 Albion-Vaughan Road Pt. Lots 1 & 2, Cone. 7 (Albion) West side of Albion-Vaughan Road, north of Mayfield Road Town of Caledon

The Peel District School Board has reviewed the above noted applications based on its School Accommodation Criteria and has the following comments:

The anticipated yield from these plans are as follows: 70 K-8 26 9-12

The students generated are presently within the following attendance areas:

Enrolment

Macville P.S. Humberview S.S.

For the Subdivision application:

232 1.089

Capacity

295 lA37

# of Portables

o 2

The Board requires the inclusion of the following conditions in the Conditions of Draft Approval as well as the Subdivision Agreement:

1. Prior to final approval. the Town of Caledon shall be advised by the School Board(s) that satisfactory arrangements regarding the provision and distribution of educational facilities have been made between the developer/applicant and the School Board(s)

for this plan. J.r~c!or at Educ~tion and Secretary \ 5soclate Director. Janet McDougald. Chaff Suzanne Nurse. Vice·Chair Stan Cameron

Steve Kavanagh Tony Pontes nstructlonal Support S~"ICCS Sue Lawton Scott Moreash Brad MacDonald

Beryl Ford David Green Meredith Johnson

Harinder Malhi Jeff White Rick Williams

~o 9001 CERnFlED . C USTOOlAl :iEIMCES A.NO 'wWtHENANCE SEIlVlCES

I S50clate Director. j::eralional S"poort Services Carla Kisko

61

jJ FSC ._ ......

62

The developer shall agree to erect and maintain signs at the entrances to the subdivision which shall advise prospective purchases that due to present school facilities. some of the children from the subdivision may have to be accommodated in temporary facilities or bused to schools. according to the Board's Transportation Policy.

3. The Board requires that the following clause be placed in any agreement of purchase ilnd sale entered into with respect to any lots on this plan. within a period of five years from the date of registration of the subdivision agreement:

"Whereas. despite the efforts of the Peel District School Board. sufficient accommodation may not be available for all anticipated students in the neighbourhood schools. you are hereby notified that some students may be accommodated in temporary facilities or bused to schools outside of the area. according to the Board's Transportation Policy. You are advised to contact the School Accommodation department of the Peel District School Board to determine the exact schools."

For the Official Plan Amendment & Rezoning applications:

The Board has no comments as any requirements will be met through the subdivision application.

An addition. portables. boundary change and/or school re-organization may be required at the affected school(s) to accommodate the anticipated number of students from this development.

If you require any further information please contact me at 905-890- I 0 10. ext. 2217.

Yours truly.

i;{J ~~ Paul Mountford. Merp RPP Intermediate Planning Officer Planning and Accommodation Dept.

c. D. Dundas. Peel District School Board K. Koops. Dufferin-Peel Catholic District School Board

21T·12006C comment rev .doc

;-n..:stees

May 1.20 13

Ms. Mary T. Nordstram, MCrp RPP Senior Development Planner Town of Caledon 6311 Old Church Road Caledon East. ON L7C 116

Dear Ms. Nordstrom:

~ ~ c~ J District ) ;~ ~ ~ 1 School Board

'--" 5650 Hurontano Street \tisslssauga. ON Canada L5R 1 C6 905890 1010 1 300 66a.l1~6 905,a90,6747 .vww.c~e!scr·:ois.org

RE: Proposed Official Plan Amendment Application POPA 13·()2 Harrington MeA van Ltd on behalf of Blueland Farms Limited 17736 Heart Lake Road Pt. Lot 12, Cone. 2 E.H.S. (Caledon) Town of Caledon

Please be advised that the Peel District School Board has reviewed the above noted application and has no comments on the proposed Official Plan Amendment.

The Board wishes to be notified of the decision of Council with respect to this proposed application.

If you require any further infonnation please contact me at 905-890-1010, ext. 2217.

Yours truly,

;~ 74Jt,~G!/ Paul Mountford. MClP RPP Intermediate Planning Officer Planning and Accommodation Dept.

c. D. Dundas. Peel Dis trict School Board K. Koops. Duffer in-Peel Cathol ic Dis trict School Board

POPA 13 ,02 cn mmenuJoc

Janet McDougald. Chair Suzanne Nurse. Vice-Chair Stan Cameron

Steve Kavanagh Sue Lawton Brad MacDonald Harinder Malhi Jeff White

.J:rector of EducJtlon ana Secretary Tony Pontes

~5S0clate Director. nstruclional Sucporl Ser'Jices Scott Moreash

Beryl Ford David Green Meredith Johnson Rick Williams

::000001 CHnlFIEO t:USTOO"-l SEI1'I1CES "NO "",AIWEWoNCE SEI1V'ICES

.i. 5S0clnte Director. }perational Suooort Scr\Jit:~S

Carla Kisko

63

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64

- i US tees

~ ~ a ~ District ) ~~ c; ~ 1 School Board

May3.2013

Mr. Rob Hughes Manager of Development - West Town of Caledon 6311 Old Church Road Caledon East. ON L7E 116

Dear Mr. Hughes:

-...../

5650 Hurontario Street Misslssauga. ON. Canada L5R lC6 905890.1010 1.800.668.1146 ;058906747

WWW t €:€15crC "' IS org

RE: Draft Approved Plan of Subdivision - 21 T -06003C. Phase 3, Redline Revisions (Number 2) East Part of South Fields Community Inc. IC Pt. Lot 21, Cone. 2 E.H.S. (Ching) East side of Kennedy Road, south of Old School Road Town of Caledon

The Peel District School Board has reviewed the red-line revisions to the above noted application based on its School Accommodation Criteria and has the following comments:

The anticipated yield from this plan is as follows: 30 - 52 K-8 16 - 28 9-12


SouthFields Village P.S. Mayfield 5 .5.

Enrolment

~89

1.776

Capacity

763 1.734

# of Portables

o 3

An addition. portables. boundary change and/or school re-organization may be required at the affected school(s) to accommodate the anticipated number of students from this development.

The Board requires the inclusion of the following conditions in the Conditions of Draft Approval as well as the Subdivision Agreement:

I. Prior to final approval, the Town of Caledon shall be advised by the School Board(s) that satisfactory arrangements regarding the provision and distribution of educational

Janet McDougald . Chair Suzanne Nurse. Vice-Chair Stan Cameron

SIeve Kavanagh Sue Lawton Brad MacDonald Hannder Malhi Jeff White

:; ir ~c tor 01 Education and Secretary Tony Pontes

-~ ssoclate Director. nstructional Support Services

Scott Moreash


:SO ?OOl CERtIF IED · t:lJSToow.. SED'V\CES Al'jQ MAINTH"'NCE SER\I1CU

., ssoclate Director. ')cer~tional Support Ser'lic!!s Carla Kisko ~

.. FSC

'_ '='n~

facilities have been made between the developer/applicant and the School Board(s) for this plan.

The developer shall agree to erect and maintain signs at the entrances to the subdivision which shall advise prospective purchases that due to present school facilities. some of the children from the subdivision may have to be accommodated in temporary facilities or bused to schools. according to the Board's Transportation Policy.

3. The Board requires that the following clause be placed in any agreement of purchase and sale entered into with respect to any lots on this plan. within a period of five years from the date of registration of the subdivision agreement:

·'Whereas. despite the efforts of the Peel District School Board. sufficient accommodation may not be available for all anticipated students in the neighbourhood schools. you are hereby notified that some students may be accommodated in temporary facilities or bused to schools outside of the area. according to the Board's Transportation Policy. You are advised to contact the School Accommodation department of the Peel District School Board to determine the exact schools."

If you require any further information please contact me at 905-890-10 10. ext. 2217.

Yours truly.

) () '7/7, Lc': .' J i0.Y 7' L.::;---z../7-~r:;/

Paul Mountford. MCIP RPP Intermediate Planning Officer Planning and Accommodation Dept.

c. S. Hare. Peel District School Board K. Koops. Dufferin-Peel Catholic District School Board

2IT·060()3C mmmenl red lind .doc

65

66

"lJ : tees

O d ~ J District ) .~ re; J School Board

J

May 3. 2013

Ms. Stephanie McVittie Community Development Planner Town of Caledon 6311 Old Church Road Caledon. ON L7C 116

Dear Ms. McVittie:

'-.../

RE: Proposed Rezoning Application RZ 13-0003 Campo Holdings Inc. () John Street Lots 103 and 104. Plan BOL· 7

5650 Hurontario Street Mississauga, ON, Canada L5R 1 C6 905890.1010 1800.668.1146 905.890.6747 N'NW.c~e!5Crcols.org

Northwest corner of John Street and Hemlock Street (Bolton) Town of Caledon

The Peel District School Board has reviewed the above noted application based on its School Accommodation Criteria and has the following comments:

The anticipated yield from this plan is as follows: K-5 () 6-8 o 9-12

The students are presently within the following attendance areas:

Enrolment Capacity # of Portables

Ellwood Memorial P.S. 502 504 3 Allan Drive M.S. 598 615 Humberview S.S. 1.082 1.437 ..,

The Board requires the inclusion of the following conditions in the Development Agreement as well as the Engineering Agreement:

I. The Board requires that the following clause be placed in any agreement of purchase and sale entered into with respect to any lots on this plan. within a period of five years from the date of registration of the subdivision agreement:

"Whereas. despite the efforts of the Peel District School Board. sufficient

Janet McDougald, Chair Suzanne Nurse, Vice·Chair Stan Cameron

Steve Kavanagh Sue Lawton Brad MacDonald Harinder Malhi Jeff White

J:r(!CIOr of Education and Secretary Tony Pontes

\ 5Soclnte Director, nSlruclional Support Ser'/ices

Scott Moreash


I!:O ?OOl CEI:mFlEO . C USTOOW. 'iEDVlCE5 AND ....-wNTEkANCE SER'V1CES

lssociate Director. "In'S!rtltional Support Servk'.!s Carla Kisko lE

a

FSC ......... ,

·_c'._

accommodation may not be available for all anticipated students in the neighbourhood schools. you are hereby notified that some students may be accommodated in temporary facilities or bused to schools outside of the area. according to the Board's Transportation Policy. You are advised to contact the School Accommodation department of the Peel District School Board to detennine the exact schools."


If you require any further infonnation please contact me at 905-890-\ 0 10. ext. 2217.

Yours truly.

Paul Mountford. MClP RPP Intermediate Planning Officer Planning and Accommodation Dept.

c. S. Hare. Peel District School Board K. Koops. Dufferin-Peel Catholic District School Board

RZ 13-03 comment.doc

67

68

May 1,2013

Ms. Suellen Wright Planning and Building Department City of Mississauga 300 City Centre Drive Mississauga, ON L5B 3C 1

Dear Ms. Wright:

RE: Proposed Official Plan Amendment & Rezoning Applications OZ 1l-017M -Revised Trinity Development Group Inc. -'47,453,501 Lakeshore Road East and 1021, 1027, 1077 Enola Avenue Northeast corner of Lakeshore Road East and Enola Avenue City of Mississauga


The anticipated yield is as follows: 26 K-5 14 6-8 28 9-12


Janet I. McDougald P.S. Allan A. Martin Sr. Cawthra Park 5.5.

Enrolment

523 459 1,299

Capacity

580 538 1,044

# of Portables

1 6

The Board requires the inclusion of the following condition in the Development Agreement as well as the Engineering Agreement:

1. The Board requires that the following clause be placed in any agreement of purchase and sale entered into with respect to any lots on this plan, within a period of five years from the date of registration of the agreement:

"Whereas, despite the efforts of the Peel District School Board, sufficient accommodation may not be available for all anticipated students in the neighbourhood schools, you are hereby notified that some students may be accommodated in temporary facilities or bused to schools outside of the area, according to the Board's Transportation Policy. You are advised to contact the School Accommodation department of the Peel District School Board to determine the exact schools."


If you require any further information please contact me at 905-890-1O 1 0, ext. 2217.

Yours truly,

/2,1~~ Paul Mountford, MCIP RPP Intermediate Planning Officer Planning and Accommodation Dept.

c. D. Dundas, Peel District School Board 1. Rogers, Dufferin-Peel Catholic District School Board

OZ 11-0 17M comment. rev.doc

69

70

· ' .. s tees

May 8. 2013

ML Rob Nykyforchyn Development Planner City of Brampton 2 Wellington Street West Brampton. ON L6Y 4R2

Dear Mr. Nykyforchyn:

O d ~ J District ) J C; ~ J School Board ---/

5650 Hurontario Street Mississauga. ON. Canada L5R 1e6 905.890.10101800668.1146 905.890.6747 Nww.ceel~crrr.ls.org

RE: Proposed Draft Plan of Subdivision 2iT -04008B - Revised Glen Schnarr & Associates Inc (do Embleton Properties Corporation) Pt. Lot 5, Cone. 5 W.H.S. West side of Mississauga Road, south of Embleton Road City of Brampton


The anticipated yield from this plan is as follows: 11 K-5 9 6-R 11 9-12


Enrolment

Eldorado P.S .. ~ N/A Huttonville P.S. 750 Brampton Centennial S.S. 1.169 'School anticipated In open in September 2()i3.

Capacity

792 -U2 1..+04

# of Portables

o 12 o

The Board requires the inclusion of the following conditions in the Conditions of Draft Approval as well as the Engineering Agreement:

I. Prior to final approval. the City of Brampton shall be advised by the School Board(s) that satisfactory arrangements regarding the provision and distribution of educational facilities have been made between the developer/applicant and the School Board(s) for this plan.

" 'so'.:late Oirf!ctor. Janet McDougald. Chair Suzanne Nurse. Vice· Chair Stan Cameron

Steve Kavanagh Sue Lawton Brad MacDonald Hannder Malhi Jeff White

.. jrccicr ct ~dUCatlOn ;.)nd Sl!cr~tar'l Tony Pontes 1 itrUCtlOnal Sucpon Ser IICI}S

Seot1 Moreash


\ j';oc ltl te Director. : )~rn tlo r.a l Suooort Ser'J l c~c;

Carla Kisko

., The developer shall agree to erect and maintain signs at the entrances to the subdivision which shall advise prospective purchases that due to present school facilities. some of the children from the subdivision may have to be accommodated in temporary facilities or bused to schools. according to the Board's Transportation Policy.

3. The Board requires that the following clause be placed in any agreement of purchase and sale entered into with respect to any lots on this plan, within a period of five years from the date of registration of the subdivision agreement:

"Whereas. despite the efforts of the Peel District School Board. sufficient accommodation may not be available for all anticipated students in the neighbourhood schools. you are hereby notified that some students may be accommodated in temporary facilities or bused to schools outside of the area. according to the Board's Transportation Policy. You are advised to contact the School Accommodation department of the Peel District School Board to determine the exact schools."

The Board wishes to be notified of the decision of Council with respect to this proposed plan of subdivision.

If you require any further information please contact me at 905-890-\ 0 \ O. ext. 2217.

Yours truly.

'J . J~{~~

Paul Mountford. MCIP RPP Intermediate Planning Officer Planning and Accommodation Dept.

c. D. Dundas. Peel District School Board K. Koops. Dufferin-Peel Catholic District School Board

~ IT ·().l()()X B cnmmcnl'> r~v .doc

71

PEEL DISTRICT SCHOOL BOARD 9.4 Instructional Programs/Curriculum Committee June 4, 2013

English as a Second Language (ESL) and English Literacy Development (ELD) Program:

Report 3: Student and Parent Perceptions

Recommendation

It is recommended that this report be received.

Background

Over the last two years, an extensive review of English Second Language programming in the Peel District School Board was conducted. Rather than bring the entire research report to one Instructional Programs/Curriculum committee meeting, we will bring portions of the report to a series of IPC meetings. We feel that this approach will facilitate discussion and promote understanding of the report in its entirety. 73

This report is the third segment of the review that we will be sharing at Instructional Programs/Curriculum Committee. Over the last two meetings, we have provided an introduction, shared a report which focused on case studies of effective practice at three Peel schools, and explored the demographic context of ESLJELD programs in Peel.

This report describes the students' perceptions of ESLJELD programs, as well as the perceptions of their parents.

Prepared by:

Paul Favaro, Chief of Research and Evaluation Elana Gray, Research Officer Kim Bennett, Research Officer

Submitted by:

Shawn Moynihan, Superintendent, Curriculum and Instruction Support Services

I District • pee School Board '-'

English as a Second Language (ESL) and English Literacy Development (ELD) Program

Report 3: Peel Student and Parent Perceptions

Paul Favaro, Ph.D. Elana Gray, M.Sc.

May 2013

Thank you to Sumbal Malik and Rosanne Brown for assisting with the focus groups and interviews; to Leslie Parsons for assisting with the qualitative data transcription and data analysis and to Pat Hare

for the report production.

Note: The term "parent" is used throughout this document to refer to the legal guardian of any student under 18 years of age.

© Peel District School Board

Table of Contents

Introduction .............................................................................................................................................. 1

Methodology ............................................................................................................................................ 5

Data Analysis .............................................. .............................................................................................. 7

Peel District School Board Focus Group Results ..................................................................................... 9

ESUELD Program ................................................................................................................................ I I

Assessment and Instruction ....................................................................................................... 17

Student Learning ................................................................................................................ ........... 21

Teacher and Peer Support .......................................................................................................... 23

Home~School Connections ......................................................................................................... 25

Recommendations ................................................................................................................................. 29

References .............................................................................................................................................. 3 I

English as a Second Language (ESL) and English Literacy Development (ELD) Program

Peel Student and Parent Perceptions

Introduction

The Region of Peel is one of the fastest growing regions in Ontario (Region of Peel, 2008, 2011). Peel's population growth is primarily fuelled by immigration, and its visible minority population is 50% (Statistics Canada, 2006). Peel Region is more culturally, linguistically, and racially diverse than Ontario and Canada (Social Planning Council of Peel, 2009). Along with this overall increase in diversity, there has been an increase in the diversity of school-aged children in our schools. The K-8 student population in the Peel District School Board (PDSB) has significantly increased over the last decade. The number of English language learners (ELLs) in 2010-2011 represents 43% of the total elementary student population in the Peel Board (Favaro, Bennett, Gray, 2013). This growing cultural diversity has transformed both the Peel District School Board and the Region of Peel. Many students come from language backgrounds other than English, and are placed within predominately English-only classrooms.

ELLs in the PDSB are diverse in terms of region of birth, immigration, and linguistic and ethnic backgrounds (Favaro, Bennett, & Gray, 2013). This provides for meaningful intercultural interaction and learning in Peel Board schools. ELLs, their families, and educators, are often confronted with unique cultural, linguistic, social, and educational issues when designing and delivering ESLIELD programs (Huang, Clarke, Milczarski, & Raby, 2011; Ngo, 2009).

ELLs face a number of educational challenges: (1) cognitive and psychosocial issues related to

Report 3: Peel Student and Parent Perceptions Research. Accountability & School Success Planning

cultural adaptation, (2) difficulties in forming cross-ethnic friendships, (3) over-reliance on support from peers with similar cultural backgrounds, (4) alienation and isolation, (5) limited access to culturally appropriate role models and mentors, and (6) difficulties establishing positive identity formation due to conflicting home/community values and the impact of internalized racism (Anisef & Kilbride, 2003; Davis & Stevenson, 2006; Delgado, Jones & Rohani, 2005; Desai & Subramanian, 2000; James, 1997; Ngo, 2009).

In response to the changing cultural diversity and socio-demographics in North American schools, a number of approaches to multicultural education have been advocated. Banks (1988) advocates for cultural diversity as an important key element in North American society. Cenoz and Genesee (1998) extend the notion of cultural pluralism by advocating for educational systems to critically examine existing stereotypes and discriminatory practices in schools, and to address educational equity in order to promote educational opportunities for culturally diverse students.

Coehlo (1998, 2012) advocates for the integration of multiculturalism into every facet of school life (environment, curriculum, development, instructional strategies, school policy, and community relations). Ngo (2003, 2009) advocates for an educational reform process that requires schools to address cultural diversity in school culture, representation in school councils, operationalized regulations,

May 2013

communication, professional development, resource allocation, and support to families.

This study illuminates the perceptions of ELLs, and parents of ELLs regarding their experience with the PDSB' s ESLIELD program. The study allows for a firsthand experience of the PDSB' s ESLIELD program.

What is meant when the term ELL is used? The Ontario Ministry of Education (2007a) defines ELLs as "English language learners are students in provincially funded English language schools whose first language is a language other than English, or is a variety of English (sometimes referred to as dialects) that is significantly different from the variety used for instruction in Ontario's schools, and who may require focused educational supports to assist them in attaining proficiency in English." (p.8).

The Ontario Ministry of Education (2007b) also specifies that English as a Second Language (ESL) programs are designed for ELLs who "have age-appropriate first-language literacy skills and educational backgrounds" (p. 6). English Literacy Development (ELD) programs are designed to support ELLs "most often from countries in which their access to education has been limited, so that they have had limited opportunities to develop language and literacy skills in any language. Schooling in their countries of origin has been inconsistent, disrupted, or even completely unavailable throughout the years that these children would otherwise have been in school. As a result, they arrive in Ontario schools with significant gaps in their education." (p. 6).

The overall goals for ESLIELD programs are to assist students in developing the English literacy skills they require to achieve success at school. ELLs are a heterogeneous group of learners. There are large differences in ELLs' ethnocultural backgrounds, socioeconomic status,

Report 3: Peel Student and Parent Perceptions Researcli. Accountability & Scliool Success Planning

first language skills, English language skills, age at arrival in Canada, and immigration category (e.g., refugee vs. skilled migrant).

ESLIELD Programs at the Peel District School Board The Peel District School Board (PDSB) is one of the largest and most diverse school boards in Canada, with a significant portion of the elementary student population (45%) speaking a first language other than English (Favaro, Bennett, Gray, 2013). The PDSB provides English as a Second Language (ESL) and English Literacy Development (ELD) programs for English language learners (ELLs) in elementary and secondary schools.

ELLs may be Canadian-born or may have recently arrived from other countries. They come from diverse backgrounds and school experiences, and have a wide variety of strengths and needs. Canadian-born ELLs may be raised in families or communities where languages other than English are spoken: Aboriginal students whose first language is other than English; children who were born in communities that have maintained a distinct cultural and linguistic tradition; and children who were born in immigrant communities in which languages other than English are primarily spoken. Newcomers from other countries may include: children who have arrived in Canada with their families as part of a voluntary, planned immigration process; children who have arrived in Canada as a result of war or other in their home country; and international or "visa" students who have paid fees to attend school in Ontario (Ontario Ministry of Education, 2007a, pp. 8-9).

ESLIELD Stages of Second-Language Acquisition The ESLIELD Stages of Second-Language Acquisition are designed to assist teachers with programming and assessment for ELLs. The ESL stages provide indicators of the leamer's

2 May 2013

four stages of development (from beginning to native-like proficiency) in the following five broad areas of second-language development: writing, reading, speaking, listening, and orientation (adapting to Canadian environment) (Ontario Ministry of Education, 2008).


Examples of ESL Stages of Second-Language Acquisition for writing:

Stage 1: Begin to write using English structures.

Stage 2: Write in a variety 0/ contexts lIsing simple

English stn/ctl/res. Stage 3: Write English in a variety 0/ contexts with

increasing independence and accuracy.

Stage 4: Write English/or a variety o/purposes using appropriate conventions.

3 May 2013

Methodology

Twenty focus groups were conduced with ELLs in grades 6 to 8. Ten focus groups were conducted with students in Stages 1 and 2 of the ESLIELD program, and ten focus groups were conducted with students in Stages 3 and 4 of the ESLIELD program. ESLIELD teachers at each school selected and invited ELLs to attend a focus group. Teachers were asked to select heterogeneous groups of students representing grade, country of origin, and gender.

A total of 10 focus groups and 16 interviews were conducted with parents of ELLs in grades 1 to 8. Following initial contact with school administrators, focus group invitations were distributed to parents of ELLs via the school 's ESLIELD teacher, administrator, or settlement worker. Reminder phone calls were made to each parent who planned to attend a focus group. At some schools, where very few parents attended the focus group (1 to 3 parents), face-to-face interviews were conducted with these parents. Telephone interviews were also conducted with parents who signed up for a focus group, but were unable to attend.

Schools were selected based on relatively high ESLIELD student populations, and stratified by location (Mississauga and Brampton). Each focus group and interview was facilitated by an applied researcher, a recorder was present to take discussion notes, and language interpreters were present to assist with translation throughout the parent focus groups and face-to-face interviews.

Research Question

The following research question guided the data collection process:

1. What are the perceptions of key stakeholders regarding the PDSB's ESLIELD program?

Research Question Evaluation Dimensions

1. What are the perceptions • Program model of key stakeholders • Assessment and instruction regarding the Peel • Student learning District School Board's • ESLIELD support ESLIELD program? • Home-school connections

• Program strengths and barriers • Suggestions for improving the

ESLIELD program


Methodology

• Focus Groups

• Interviews

Sample

• ELLs in grades 6-8 • Parents of ELLs

• Parents of ELLs

5 May 2013

Focus Group and Interview Participation

ELL Focus Groups

ELL participants represented 10 middle schools in the PDSB: • 60% of schools were in Mississauga; and • 40% of schools were in Brampton.

20 focus groups with ELLs

177 ELLs participated

51 % of students were in Stages 1 & 2 of the ESUELD program

49% were In Stages 3 & 4 of the ESUELD program

Note: Schools were selected based on relatively high ESLIELD student populations, and stratified by location (60% in Mississauga and 40% in Brampton).

Parents of ELLs Focus Groups and Interviews

Parent participants represented 14 elementary and middle schools in the PDSB: • 71 % of schools were in Mississauga; and • 29% of schools were in Brampton.

10 focus groups and 16 interviews with parents of ELLs

107 parents participated

Note: The original parent focus group sample included six schools located in Brampton. However, parents attended focus groups in only four of the selected schools.

Characteristics of Focus Group and Interview Participants

ELL Focus Group Participants Background Characteristics ~ grades 6, 7, and 8

~ 53% male 47% female

~ 65% born outside of Canada 35% born in Canada

Country of Origin

38% South-East Asia 4% Africa 2% Caribbean

34% Canada

7% China

5% Middle East

4% Europe 1% South America

4% Pacific Rim I % U.S.A.

Report 3: Peel Student and Parent Perceptions Research, Accountability & School Success Planning

Parent Focus Group and Interview Participants

Background Characteristics

~ Children in grades I - 8

~ 27% male 73% female

~ 99% born outside of Canada I % born in Canada

Country of Origin

73% South East Asia 2% Europe I % South America

I I % Middle East I % Africa I % Pacific Rim

9% China I % Caribbean I % Canada

6 May 2013

Data Analysis

Focus group and interview discussions were recorded and transcribed. Content analysis was conducted on parent focus group and interview results; and on student focus group results for ELLs in Stages 1 and 2 of the program, and ELLs in Stages 3 and 4 of the program. Both student and parent responses are presented in each section of the report. Similarities and differences among parents of ELLs, ELLs in Stages 1 and 2 of the program, and ELLs in Stages 3 and 4 of the program, are highlighted in each section. Focus group and interview discussions were coded, categorized, and analyzed for themes. Results from the content analysis produced five themes, and 17 sub-themes.

Focus Group and Interview Themes and Sub·Themes

Teacher &


• Program Support • Program Model • Student Input

• ESUELD Assessment & Monitoring • Instructional Strategies • Instructional Activities and Resources • Instructional Time

• Communicating in the Classroom • Academic Expectations • Homework

• Teacher Support • Peer Support • Social Stigmatization

• ESUELD Designation • Home-School Communication • Parent Involvement and Engagement • ESUELD Support and the Family

7 May 2013

Peel District School Board

Peel Student and Parent Perceptions

Student and Parent Focus Group Results


9 Ma!l2013

Program Support for ELLs

The provincial expectation is that ELLs receive appropriate program support to enable them to participate successfully in school.. :o achiev~ this, classroom teachers work collaboratively with ESUELD teachers to plan programs that faCIlitate English language proficiency. As a result, all teachers share the responsibility for the development of the English language skills of their students (Ontario Ministry of Education, 2008).

Program Support

.......... Student Perceptions ..........

ELLs reported that the opportunity to expand their English language vocabulary and language skills was a very important part of the program. Additionally, the challenging nature of the ESLIELD program was identified by students as a strength. Stage 3 and 4 ELLs reported that a solid understanding of the English language was necessary in order to be successful in all their school subjects and in all grades. Speaking accurately and clearly was reported as a priority goal for ELLs.

Stage 1 and 2 ELLs indicated that English is a complicated language to learn. The biggest challenges to learning English identified by these students were: spelling and pronunciation of English words, the use of correct grammar, and orally speaking English. Sounding out words phonetically was problematic because it did not ensure accuracy of spelling, since many words are not spelled as they sound. Writing in English was difficult for students primarily due to the variety of grammar rules, and the inability to rely on direct translation from the students' first language to English.

As Stage 3 and 4 ELLs reflected on their experiences early on in the program, they also reported experiencing difficulty learning how to write in English. Challenges included: spelling, grammar, tenses, sentence structure, paragraphing, and report formats. These students recalled their frustration with searching for appropriate words to express themselves

Report 3: Peel Student and Parent Perceptions Researcli, Accountabilit!l & Scliool Success Planning

when writing. They attributed this primarily to their limited English vocabulary during Stages 1 and 2. Students indicated that although they realized that writing in English was often guided by rules, the many exceptions to these rules made writing very challenging, initially. ELLs who had previously attended schools that followed British-style English also found it perplexing that there were so many differences in spelling and pronunciation between British English and Canadian English.

ESLIELD teachers supported ELL's learning by creating a relaxed and fun classroom environment. ESLIELD teachers took the time to explain concepts that students did not understand. They spoke slowly and clearly, and encouraged students to speak using correct pronunciation and grammar. Additionally, students reported that the one-on-one help they received from their ESLIELD teachers with regard to their school work, English language development, and adjustment to school was a significant help.

ELLs felt that the support provided in the ESLIELD program increased their selfconfidence, and improved their overall grades in school. The comprehensive instruction provided, and the flexibility of the program were viewed by students as a strength.

Students described the ESLIELD program as being inclusive and comfortable. Students who had attended schools in other countries

II Ma!l2013

described many differences between their previous and current educational experiences. They were accustomed to assuming a passive classroom and learning role. They reported their past educational experiences as having strict teachers and learning environments that were devoid of engaging, creative, and fun activities. Their ESLIELD experience in the PDSB involved caring teachers, a relaxed/inclusive atmosphere, and an engaging learning environment. ELLs expressed their appreciation for the PDSB educational system, and viewed it as being "better" than the system they experienced prior to moving to Canada. ELLs reported that the information provided by the ESLIELD program regarding the educational system and life in Canada was a program strength.

Students at each stage of the ESLIELD program reported an increased level of difficulty in school work and learning expectations when transitioning to the next grade level. Grade 8 students noted that the move from grade 7 to grade 8 was particularly challenging, primarily because the academic work was significantly more complex and demanding.

----- Parent Perceptions -----

Parents of ELLs reported that English language acquisition was crucial for their child's access to higher education and future prospects. This was particularly true for parents who immigrated from non-English speaking countries. These parents indicated the importance of the English language instruction, and the social/emotional support their child was receiving in the ESLIELD program.

Parents reported that the major strengths of the ESLIELD program included the supportive and welcoming program environment, the commitment to ELLs that schools displayed, and the level of support provided by the ESLIELD teachers. Specifically, they indicated that the ESLIELD program offered assistance


and English language support to their children regardless of their first language, cultural background, or nationality. They described ESLIELD teachers as having a kind, gentle, and accepting approach towards ELLs. They reported that their child's enjoyment of learning English was a direct result of their teacher's support, positive personal attributes, and genuine concern for their child's success in the program. Parents also reported that teachers encouraged and valued parent input and involvement.

Parents suggested that ESLIELD staff continue to remain approachable to students and families. They indicated the importance of maintaining a positive attitude, exhibiting friendliness towards community members, celebrating and acknowledging cultural diversity, and ensuring that parents' input is appreciated, valued, and incorporated into the program.

The ESLIELD language supports for newcomer students (given their beginning level of English language proficiency) and their families was highlighted by parents as a key element of the program. Many parents were satisfied with the academic gains their children made since starting the ESLIELD program. They indicated that children in the program had significantly progressed in their English language skills. Student academic gains in reading, writing, vocabulary, comprehension, and oral communication were reported as areas of strength for the ESLIELD program. Parents identified the efforts that PDSB schools placed on language development and reading at home as an additional program strength.

However, some parents expressed concern with the rate of progress that their children were making in reading and writing. Some parents also felt that their children had spent too long in the ESLIELD program, and had not adequately improved their fundamental language skills (e.g., vocabulary, grammar, comprehension). These parents indicated that their child's

12 Ma!l2013

language skills would progress quicker if more support was provided for language development during ESLIELD class time, more individual

instruction was provided, and the fewer students participated in ESLIELD classes.

Program Model

ESUELD program delivery models in PDSS elementary schools may include one, or a combination, of the following:

1. Integrated classroom support - the classroom teacher and the ESUELD teacher collaborate in the planning, instruction, and assessment of grade level curriculum for ELLs; and

2. Tutorial/withdrawal support - instruction may be provided to small groups of English language leamers by the ESUELD teacher.

The type of program delivery models used are considered on a student-by-student basis, and may depend on different factors, such as a school's ELL population, an ELL's language proficiency, and available ESUELD staff at a given school.

ESl/ELD Integration Model

ESUELD Integration Model

Integrated classroom support occurs when the classroom and ESLIELD teacher collaborate in the planning, instruction, and assessment of grade-level curriculum. The development of language proficiency is tracked through ongoing assessment, which, in turn, determines the scaffolds to instruction, classroom environment, and assessment that need to be in place to support the ELL in classroom leaming tasks. The classroom teacher provides targeted instruction specific to the needs of the student through differentiated instruction, either individually or in small groups, as needed. (Ontario Ministry of Education, 2008, p. 39).

----- Student Perceptions -----

ELLs reported that, when integrated in the regular classroom, it was helpful to sit in close proximity to the classroom teacher. Students also indicated that classroom teachers need to be proactive when interacting and instructing ELLs placed in their classrooms. ELLs in all stages of

Report 3: Peel Student and Parent Perceptions Researcli. Accountabilit!l & Scliool Success Planning

the program indicated that classroom teachers should look for signs when an ELL is struggling, approach the issue in a sensitive manner, and refrain from drawing attention to struggling ELLs. ELLs felt that classroom teachers should also implement incentive programs that recognize and reward students or groups of students in their class who actively promote an inclusive and positive social environment.

ESl/ELD Withdrawal Model

ESUELD Withdrawal Model

Tutorial/withdrawal support may be provided several times per week to small groups of English language leamers to provide opportunities for practice and reinforcement of language skills studied in the classrooms. Tutorial work is based on the curriculum units studied in the regular class. Students receive tutorial support, as needed, and continue with further targeted instruction, as required (Ontario Ministry of Education, 2008, p. 39).

13 Ma!l2013

----- Student Perceptions -----Students expressed mixed feelings regarding their participation in the ESLIELD withdrawal model. While ELLs described the numerous benefits they experienced during these small group sessions; many ELLs also noted the disruptive nature of being withdrawn during regular class time, thereby placing them at a disadvantage.

ELLs reported that learning with other ELLs in a withdrawal setting is beneficial. The small groups provided a sense of comfort and security when speaking English, especially in Stages I and 2 of the ESLIELD program. In these smaller group settings, students reported greater peer support, teacher sensitivity, and a learning environment that felt safe and free of ridicule. One-on-one language instruction with an ESLIELD teacher was reported as being highly effective to their second-language acquisition during Stages I and 2 of the program. ELLs felt that these withdrawal sessions significantly strengthened their oral, reading, writing, grammar, and spelling skills.

The process of withdrawing students for ESLIELD instruction was viewed as problematic by ELLs. For students in all stages of the ESLIELD program, being withdrawn during regular class time was a constant reminder to their classmates of their ESLIELD designation. ELLs reported that they missed important information, activities, content, test reviews, lessons, and opportunities to work on assigned projects when withdrawn from their regular class. They were often withdrawn from class when fun or engaging activities were occurring (e.g., group work, movies, games). ELLs also indicated that being withdrawn from regular class time made them fall behind in their classroom work. They reported missing numerous opportunities to learn and participate, and being placed at a disadvantage with tests and assignments. As a result, some ELLs would have preferred to have less withdrawal, and some would have preferred to have no

Report 3: Peel Student and Parent Perceptions Research, Accountability & School Success Planning

withdrawal at all. Other ELLs indicated that they would have liked to have input into the length and timing of their participation III

withdrawal from their regular classrooms.

In addition, some ELLs indicated that the space/classroom used for ESLIELD withdrawal instruction were overcrowded and not conducive to learning. Stage 3 and 4 ELLs suggested reducing the number of students in ESLIELD withdrawal classes or designating larger rooms for the ESLIELD program.

-.... Parent Perceptions _._.-

Parents whose children received ESLIELD withdrawal support were concerned about the timing and delivery of the support. They reported that it often occurred during important class lessons, and that this negatively impacted their child's ability to keep pace with the rest of the class. Parents were also concerned with the group instruction approach used in the ESLIELD withdrawal model. They felt that this model encouraged teachers to teach to the average level of English language proficiency in the class. As a result, students with lower or higher English language proficiency may not be receiving the optimal one-on-one instructional support they required.

ESl./ELD Contained Model

ESUELD Contained Model

Contained classroom support involves assigning ELLs to congregated classes where they are grouped together for a significant portion of the school day. However, PDSB schools employ integration and/or withdrawal/tutorial delivery models, where ELLs spend most of their day in mainstream classrooms. These PDSB models offer inclusive learning environments, and provide ELLs with ample opportunities for secondlanguage acquisition, social integration, and academic growth (Ontario Ministry of Education, 2005).

14 May 2013

----- Student Perceptions -----Stage 3 and 4 ELLs felt it was important for Stage 1 ELLs to master English before participating in regular classes. With this in mind, they suggested that newcomer ELLs enter into the ESLIELD program immediately, and that ELLs requiring intensive language support (i.e., in Stage 1) be placed in a contained program for their first year in the ESLIELD program. This would allow ELLs to focus on learning English in a non-threatening and nonjudgemental environment. It would also avoid the many disruptions and transitions experienced with the ESLIELD withdrawal model.

Stage 3 and 4 ELLs suggested that ESLIELD contained classes be implemented in schools with large newcomer ELL populations, and that these classes: (1) have ESLIELD qualified teachers; (2) have low student/teacher ratios ' , and (3) provide instruction tailored to each

student's abilities. Students also indicated that contained classes should not be labelled as ESLIELD classes in order to prevent social stigmatization.

----- Parent Perceptions -----During the early stages of English language acquisition (Stages 1 and 2), parents suggested that the ESLIELD program adopt a program model that provided more intensive language supports for students. Parents also indicated a need for: (1) ESLIELD classes during holidays (e.g., summer, winter, March break); (2) more intensive ESLIELD instruction at the beginning of the school year (i.e., daily ESLIELD instruction); (3) more teacher support, decreased student-teacher ratio, increased one-to-one instruction; and (4) more resources to meet the special education and sociaVemotional needs of ELLs (e.g., speech-language therapists, literacy specialists, social workers, settlement workers) .

Student Input

----- Student Perceptions -----Students at all stages of the ESLIELD program indicated the need for the program to develop a process for obtaining students' perspectives regarding the design and implementation of the ESLIELD program. Students wanted their voice to be heard in the program. They indicated that


increased student input would be beneficial to everyone. It would provide opportunities for ELLs to advocate for themselves, identify areas for improving the ESLIELD program, help teachers better understand their ELLs, and reduce the number of stereotypical assumptions made about ELLs.

15 May 2013

88 . D INaT UCTION

We Welcome the World Centres

The PDSB has three Welcome Centres throughout Peel known as We Welcome the World Centres. Newcomer students visit a Welcome Centre prior to attending school to register for school and to participate in an orientat,ion. interview: This interview is designed to obtain student background inf~rmation, an.d assess t~e student s literacy skills (e.g., oral communication, reading, and writing) and mathematics skills. Interview results are shared with the student, their family, and the student's school. This information, along with other information, informs programming and the amount and type of ESUELD support for the ELL.

While i~ the ESUELD program, ELLs continue to be assessed and monitored on their linguistic and academic strengths and needs. Classroom and ESUELD teachers use a wide range of assessment and instructional strategies and tools to support student learning.

ESUELD Assessment and Monitoring


Overall, parents were unaware of the assessment practices used in their child's school. They felt that ongoing assessments were important in order to ensure proper placement of ELLs within the program. Additionally, they felt that reading, writing, grammar, and oral communication skills should be evaluated regularly. Conducting regular assessments would provide students with valuable feedback regarding their language-based strengths and challenges. It would also increase parents' understanding of their child's progress, and provide schools with information regarding the effectiveness of the ESLIELD program.

Parents also reported the need for frequent progress reports regarding their child's

achievement, and more opportunities to discuss the results with their child's ESLIELD teacher. This collaborative assessment feedback process would enable parents to provide ESLIELD teachers with additional information about their child, and it would also reassure parents that their child is receiving appropriate English language support while in the ESLIELD program. Parents also indicated that their lack of knowledge regarding specific ESLIELD program assessment guidelines and achievement benchmarks was problematic. Without this information, parents were unable to track their child's progress, or identify specific achievements attained while in the ESLIELD program.

Instructional Strategies

••••• Student Perceptions •••••

ELLs attributed their English language gains to the effective instructional strategies used by their ESLIELD teachers. While students reported that it was critical for all teachers to


promote an English-rich environment, they particularly liked the instructional approach taken by their ESLIELD teachers. ESLIELD teachers explained concepts in depth, clarified instructions, reviewed material, addressed

17 May 20 13

students' queries and concerns, and made understanding of the program material and concepts a priority. They continually checked students' comprehension and knowledge before proceeding to the next lesson. Students were encouraged to share their thoughts and ideas, ask questions, and engage in group conversations. ELLs reported that these strategies greatly contributed to their acquisition of English, expanded their ability to learn, enhanced their comprehension of subjectspecific content, and improved their performance in their non-ESLIELD classes.

Stage 1 and 2 ELLs reported that reviewing the same curriculum material in both their regular classroom and their ESLIELD class was a very effective instructional strategy. This review helped to improve their understanding of the material, consolidate difficult concepts, and enabled them to keep up with their classmates. Similarly, Stage 3 and 4 ELLs also reported that the repetition of instructional strategies used by their ESLIELD teachers during Stage 1 of the program allowed them to retain a lot of information as their English language skills progressed. However, they felt that the content, material, exercises, and instructional strategies remained the same throughout the later ESLIELD stages (i.e., Stages 2 and 3), thus hindering their further advancement of secondlanguage acquisition. Although Stage 3 and 4 ELLs benefited greatly from the program during their first year (during Stage 1 ), subsequent years or program stages were considered to be repetitive and far less effective.

ELLs also reported that the program focuses too much on basic language skills. Students expected more advanced instruction in conversational English, communication skills, and the subtle nuances of the English language. They reported that developing the ability to speak English in a manner that was socially accepted by their peers was extremely important. Students also indicated that the ease of learning the basic language skills often led to

Report 3: Peel Student and Parent Perceptions Research. Accountabilit!l & School Success Planning

a false sense of confidence, and resulted in unrealistic assessments of their ability to handle grade level work (particularly work requiring oral or written components). As a result, ELLs reported struggling when transitioning from ESLIELD level work to the regular curriculum.

ELLs made the following instructional suggestions for improving students' acquisition of conversational English: (1) ELLs participate in group work and collaborative learning activities as often as possible; (2) ELLs speak English at all times while at school; and (3) ELL language support be incorporated into school activities and sports.

ELLs also suggested that ESLIELD and classroom teachers could collaboratively build the learning capacity of ELLs by: (1) consistently using step-by-step instructions; (2) taking more time to explain content, instructions, and learning expectations; and (3) providing more encouragement to ELLs regarding their individual skills and abilities. ELLs consistently emphasized the importance of collaboration among classroom teachers and ESLIELD teachers. By communicating and working together, ESLIELD and classroom teachers could provide students with consistent messages and instructions, hold similar curriculum expectations, review similar concepts that were covered in class, and assign reasonable timelines for tests, projects, and assignments.


Parents felt that the delivery of the ESLIELD program content was often redundant, and failed to engage students or capture their interest. In order to engage ELLs and facilitate their learning, parents felt that classroom and ESLIELD teachers needed to provide individualized instruction to a greater extent (i.e., according to the student's individual level of language proficiency). Additionally, these parents felt that classroom and ESLIELD teachers often held low academic expectations

18 Ma!l2013

of ELLs, and as a result, assigned less challenging work to them.

Parents provided the following suggestions for increasing student engagement in the ESLIELD program: (1) provide students with the opportunity to participate in more field trips

(cultural and neighbourhood excursions); (2) develop student oral language through the use of fun, conversational activities with peer groups; and (3) provide students with ongoing incentives and rewards that recognize their English language progress and achievement.

Instructional Activities and Resources

.......... Student Perceptions ..........

ELLs reported that reading, creative writing activities (i.e., journaling), drama, and games (i.e., board games and language games) were very effective for expanding their vocabulary and strengthening their writing skills. They indicated that peer conversations, projects, and group work which incorporated learning English in a fun and engaging manner were helpful activities. Creative learning activities involving visual components (e.g., art, drawing contests, movie making, story posters, and dramatic skits) were also reported as highly effective. These activities provided opportunities for students to ask questions, gain a better understanding of their assignments, learn content that was not covered in their regular classes, and improve their oral communication and pronunciation.

Stage 3 and 4 ELLs provided a number of suggestions for improving the ESLIELD instructional program activities: (1) incorporate creative learning activities that reflect their interests and favourite subject area; (2) incorporate educational games as part of the curriculum (e.g., Scrabble, Boggle, card games); (3) designate more time to practice conversational English and reading; (4) provide more challenging and thought-provoking work that allows students to tap into their prior learning, personal knowledge, and life experiences; and (5) incorporate visual and auditory technology that promotes learning English (e.g., computer games, television, audio books with accompanying text, videos/movies with English subtitles). They felt that these

Report 3: Peel Studel1t al1d Parent Perceptiol1s Research. Accoul1tability & School Success Plal1l1il1g

instructional activities would lead to faster acquisition of the English language, increased confidence when communicating in English, and higher levels of student engagement.

Formal written assignments, reading aloud in class, and oral presentations were considered by ELLs to be the most difficult classroom learning activities. They attributed this to their struggles with vocabulary, spelling, grammar, and pronunciation. Students in Stages 1 and 2 of the ESLIELD program felt that their challenges with these activities prevented them from progressing with their English language skills. They also felt they were not achieving the level of academic proficiency required for their grade level on these activities.

Research-based assignments also created challenges for ELLs at each stage of the ESLIELD program. ELLs indicated an ongoing struggle to find and/or understand the correct words in English before they could begin searching for information needed to complete research assignments.

ELLs identified the following resources that greatly contributed to their acquisition of English, and their engagement in the learning process: (1) using a variety of culturally diverse resources (English language dictionaries, dual language books); (2) using visual resources (pictures and diagrams); (3) using computers for word processing and playing games; and (4) using ESLIELD workbooks to inform parents of the content covered in the ESLIELD program.

19 Ma!l2013


Parents reported that their child's English gains in reading and writing were attributed to specific resources and activities offered to ELLs. Specifically, parents indicated that reading incentive programs (i.e., positive reinforcement programs), reading lists, computer reading programs, educational websites, dual language books, book/story discussions, and group reading activities were successful activities that impacted both ELL engagement and English language proficiency. Extra-curricular programs

geared specifically to ELLs (e.g., homework program, conversation club) were also reported by parents as activities that facilitated the development of their child's language skills. Additionally, parents reported that the ESLIELD program's emphasis on creative writing was a strength. They felt that the creative writing activities had significantly helped their child expand his/her vocabulary, develop a variety of unique and personal stories, and share their ideas more readily with their peers.

Instructional Time

~eaming a new language involves taking many steps on the language acquisition continuum. The length of time to develop the level of proficiency in English that supports academic success will vary from student to student. The~efore ESLIELD programs must be flexible and responsive to leamers' changing needs, and to local school circumstances (Ontario Ministry of Education, 2008).


ELLs reported a number of issues regarding the amount of ESLIELD support provided to them, particularly during the earlier stages of the ESLIELD program. They felt that more English language instructional time was required to meet the extensive language needs of individual ELLs. Students attending ESLIELD classes once or twice a month felt this amount of time was insufficient. They indicated that their acquisition of the English language would have been accelerated with additional ESLIELD instruction time and classes. In order to provide additional ESLIELD instruction, students suggested increasing the number of ESLIELD teachers in PDSB schools. They felt that smaller student-teacher ratios in PDSB schools would significantly improve language skills among Stage 1 and 2 ELLs.

Report 3: Peel Student and Parent Perceptions Researcli, Accountability & Scliool Success Planning

Additionally, students reported that the large number of ELLs in their regular class resulted in lengthy wait-times for instructional support and assistance from the classroom teacher. ELLs in all stages of the program reported that they required more classroom teacher assistance in completing projects and assignments, as well as understanding concepts and curriculum material.

In addition, students in all stages of the ESLIELD program reported that their classroom teacher, and at times their ESLIELD teacher , assigned work with the assumption that ELLs understood the assignments, were familiar with the content, and could complete the work independently. Although students appreciated the encouragement they received from their teachers throughout the program, they felt they would have benefited from a stronger focus on instructional support, clarification, and opportunities to follow up or review their completed work.

20 May2013

STUDENT L NI

Communicating in the Classroom

Students benefit academically, socially, and emotionally when they are encouraged to develop and maintain proficiency in their first language while they are learning English. The first language provides a foundation for developing proficiency in additional languages. Encouraging ELLs to use their first language in the classroom enhances their development of English language proficiency, supports their sense of identity and self-confidence, and promotes positive attitudes towards language leaming among all students (Ontario Ministry of Education, 2005, p. 14: 2007b, p. 10) .


The challenges associated with understanding and communicating with teachers and classmates was frustrating for ELLs, particularly during the early stages of the program. Speaking in English (e.g., conversations with classmates and teachers, oral presentations) was challenging due to their limited knowledge of English, incorrect pronunciation, and accent. ELLs felt that this significantly impacted their social interactions and academic learning. This made it difficult for them to grasp the lessons, understand assignments, and seek clarification. As ELLs made gains in English language proficiency across the ESLIELD stages, they still reported experiencing persistent errors III

pronunciation, and their accents continued to present social and academic challenges.

ESLIELD teachers encouraged students to use their first language during ESLIELD class time. This practice was viewed as not being very helpful by ELLs in all stages of the program. They indicated that speaking in their first language reduced opportunities to practice speaking English and delayed their acquisition of the English language.

Although ELLs reported that English immersion was the quickest way to learn English, they also indicated the need for schools to provide translated material to newcomer students and arrange for interpreters to assist them with homework and classroom assignments. However, Stage 3 and 4 ELLs cautioned against over-accommodating ELLs in their first language once they begin to acquire English.

Academic Expectations

The .provincial expectation is that ELLs acquire English and develop a full range of literacy skills, while wO~lng t~wards achieving the Ontario curriculum expectations (Ontario Ministry of Education, 2008). To achIeve thIS, classroom and ESUELD teachers integrate program adaptations for ELLs at different Stages of Second-Language Acquisition .


ELLs reported that they wanted their classroom and ESLIELD teachers to have high academic expectations for them. ELLs reported being frustrated by their inability to demonstrate their academic knowledge in class due to their limited


English language skills. ELLs reported that they wanted less repetitive and more challenging work.

Overall, students felt that they were not progressing fast enough with their English

21 May 2013

language skills. Additionally, they did not feel they were achieving the level of academic proficiency required for their grade level. ELLs wanted more challenging academic work. They saw themselves as capable of handling academic content that was similar to their non-ESLIELD classmates. ELLs emphasized that it is essential

for teachers to provide them with opportunities to work at their grade level using the same content, pace, and expectations as their classmates. They requested challenging and engaging activities/assignments that would strengthen their reading and writing skills.

Homework


Stage I and 2 ELLs reported a need for a reduction in the amount of homework assigned. They indicated that homework should be tailored to the student's present level of English language proficiency. As students improve and gain confidence in their language abilities, they suggested that homework should gradually become more complex and challenging. They also suggested that ESLIELD and classroom teachers should provide more detailed instructions (both verbal and written) for assigned homework. Students felt that ESLIELD teachers and classroom teachers should negotiate the amount of homework assigned in order to ensure that it is both relevant and reasonable.

Stage 3 and 4 ELLs reported that the large volume of homework assigned by both ESLIELD and classroom teachers was unmanageable at times. Students highlighted the importance of their personal leisure time after school, and indicated that the extra demands to complete ESLIELD homework encroached on opportunities to enjoy time with their family and friends. They found it difficult to prioritize workloads, particularly when they were expected to complete ESLIELD homework and prepare for class tests within the same time


frame. They also reported being assigned more homework over school breaks than non-ELLs.


Parents reported mixed feelings regarding the amount and type of homework assigned to ELLs. Some parents reported that the amount of homework assigned to their child in the ESLIELD program was insufficient, and was not challenging enough to expand their child's English language skills. Other parents indicated that homework should not conflict with busy family schedules, their child's household chores, religious instruction, first language instruction, sports, and social activities. Parents suggested that ESLIELD teachers: (1) assign meaningful homework that engages students and promotes their English language development, and (2) review homework (content, timelines, and results), and provide continuous feedback to students and parents regarding accuracy and completion.

Homework was reported by parents as being a primary source of information about the ESLIELD program. Parents used homework to determine both the content of the ESLIELD program, and what their child was learning in the program.

22 May2013

eN NDP U PORT

ELLs thrive in a welcoming environment in which teachers and peers: • value them as a positive presence in the classroom and the school' • encourage their efforts at learning English and sharing their knowl~dge of the world; • encourage the use of their home language; and • use resources that reflect their backgrounds and interests (Ontario Ministry of Education, 2008).

Teacher Support

----- Student Perceptions -----ELLs in all stages reported a high level of fondness, respect, and gratitude towards their ESLIELD teachers. Students indicated that they had formed a strong bond with their teachers, and attributed much of their language gains and school adjustment to the nurturing support provided by these teachers. Students continuously received encouragement, praise, positive reinforcement, and recognition of accomplishments from the ESLIELD teacher. This support significantly increased their confidence and motivation to learn.

Stage 1 and 2 ELLs reported experiencing frustration from their classroom teachers, and a

lack of attentiveness when they did not grasp a concept or were confused with the lesson material. As a result, these students reported being hesitant to approach their classroom teacher or request additional support. This led to Stage 1 and 2 ELLs becoming discouraged and disengaged in the learning process.

Students indicated the need for ESLIELD teachers to have more cross-curricular knowledge in order to assist students with subject-specific content. In addition, students recommended that ESLIELD and classroom teachers speak slowly and clearly, especially with students who are struggling with their English language development.

Peer Support

----- Student Perceptions -----Peer support was viewed by ELLs as necessary for students' successful transition into school , and as an efficient way to develop English language proficiency. Interactions with classmates who were experiencing similar language-related challenges provided ELLs with a comfortable environment in which to learn and practice speaking English. Similarly, English speaking classmates often modeled conversational English and appropriate social behaviours.


In order to increase peer interactions among ELLs in the early stages of English language acquisition, ELLs suggested that school clubs be established that appeal to newcomer ELLs (e.g., homework club, newcomer club). Making friends and being accepted by all students at the school was very important for ELLs, yet this was very challenging while learning English.

Stage 3 and 4 ELLs suggested the creation and promotion of peer mentorship initiatives. Interacting with ELLs who have mastered English, and speak the same first language, provides a positive and beneficial experience for

23 May 2013

all ELLs. Peer mentors could answer questions, familiarize newcomer ELLs with school, procedures, practices, and routines. ELLs emphasized that peer mentorship programs should be based on volunteers, involve same gender pairings, and pair students within classes

or across divisions (i.e., pairing primary students with junior students). Students also reported the need to have clear boundaries and expectations with this peer mentoring initiative in order to ensure that ELLs do not become dependent on their peer mentors.

Social Stigmatization

Toohey (2000) found that students will learn a language more easily if they identify with others who regularly use the new language, and if their identity is not threatened by negative social relations or feelings of intimidation within the new setting (as cited in Ontario Ministry of Education, 2008, p. 14).

----- Student Perceptions -----Stage 1 and 2 ELLs reported experiencing social stigmatization as a result of their ESLIELD designation, and their lack of proficiency with the English language. Similarly, Stage 3 and 4 ELLs recalled their negative experiences regarding social stigmatization, while in the earlier stages of the program. Both groups of ELLs reported experiencing incidents of bullying by classmates (including bullying within and across racial groups). As a result of these experiences, ELLs often felt embarrassed, humiliated, sad, and angry. They often became shy, inhibited, withdrawn, and avoided speaking English in the regular classroom. Additionally, many ELLs were apprehensive when they were required to read out loud or present in front of the class.

The social stigmatization experienced at school also led to self-esteem issues among ELLs, where they questioned their intelligence and their academic potential, and they struggled to develop a sense of belonging in their classroom and within the school.

ELLs indicated that the social and emotional support they received from their ESLIELD


teachers and ELL peers was a buffer to the social stigmatization they experienced. This was particularly true during Stages 1 and 2 of the program. This support reduced students' timidity and apprehension about speaking English in school, joining groups, or making friends with classmates. They reported that developing a strong sense of camaraderie with their ELL peers helped them become secure and comfortable in school. ELLs in all stages of the ESLIELD program reported that the program provided them with the necessary social/emotional support that enabled them to make friends, deal with issues of stigmatization, judgement and ridicule, and build their confidence and self-esteem.

----- Parent Perceptions -----Parents were very concerned about the negative social and emotional consequences their child would expenence with the ESLIELD designation, and the impact it could have on their child's confidence, self-esteem, and sense of isolation. Additionally, parents were concerned that the ESLIELD designation could have a long-term impact on their child's career choices and employment prospects.

24 May 2013

"OOL CO N eTION.

The PDSB is committed to creating a welcoming and inclusive environment for ELLs and their families. In orde.r to facilitate a smooth transition to school. and to overcome language barriers; the PDSB provides the Multicultural Se.~lem~nt and E.ducation Partnership (MSEP) program (a settlement program that helps newcomer fa~lhes mtegrat~ m~o their school and community), and the services of interpreters or translators dunng school registration events, and parent-teacher meetings, conferences, and discussions.

ESUELD Designation

----- Parent Perceptions -----Overall, parents of ELLs in all stages of the program reported having limited knowledge or understanding of the ESLIELD program, designation criteria, and Stages of SecondLanguage Acquisition. Parents reported that their lack of participation in the decisionmaking process regarding their child's ESLIELD designation was a major program challenge. Many parents indicated that they were informed of their child's ESLIELD designation and program placement after their child was placed into the program. Some parents found out about their child's placement indirectly (i.e., report card or by their child), while other parents were unaware of their child's ESLIELD designation. These parents reported feeling a sense of "powerlessness." They attributed this feeling to the missed opportunity of having a voice in their child's education, the minimal amount of information received from the school regarding the ESLIELD program, and their status as recently arrived non-English speakers. Parents also reported feeling pressured to comply with school staff regarding their child's ESLIELD designation and placement in the program.

Parents who learned about their child's ESLIELD designation and involvement in the program through classroom teachers or school administrators indicated receiving a letter from the school regarding ESLIELD support services. Additionally, they reported having the opportunity to discuss the ESLIELD program with their child's teacher or school principal. These parents indicated that teachers and school Report 3: Peel Student and Parent Perceptions Research. Accountability & School Success Planning

principals regularly contacted them by telephone to inform them of their child's involvement in the program.

Parents who reported that their child was the primary source of information about the ESLIELD program indicated that this information was often incomplete, vague, and highly selective.

Parents who learned about their child's ESLIELD designation and involvement in the program through their child's report card were unsure what the ESLIELD program designation meant. Parents who thought their child was no longer in the ESLIELD program (because their child was no longer being withdrawn from the regular classroom) were confused about the designation appearing on the report card. These parents felt that the ESLIELD designation should not be recorded on the report card, especially if their child was no longer officially receiving ESLIELD support.

The lack of consistency and effective communication regarding ESLIELD designations frustrated parents. Many newcomer parents were uncertain about the rational behind their child's ESLIELD designation and placement in the program. Parents of Canadian-born non-English speaking children were confused as to why their child had been assigned the ESLIELD designation. They were unsure if schools simply designated all newcomer students as ESLIELD, if the ESLIELD designation was connected to a

25 May 2013

family's immigration status, or if it was based on a student's nationality or cultural background. Some parents thought that if a language other than English was reported during

school registration, then the student would automatically qualify for English language support, regardless of the student's actual English language proficiency.

Home .. School Communication

Info~ation ~n stu~ent achievement should be communicated to students and parents at regular intervals and In a vanety of Informal and formal ways, using a language that the parent is comfortable with whenever possible. When learning expectations are modified for ELLs, evaluation is based on these modified expectations. This is also noted on the report card and explained to parents (Ontario Ministry of Education 2007a). '

~~~~~ Parent Perceptions ~~~~~

Parents reported mixed feelings regarding home-school communication. Many parents indicated that the communication between the school and home was frequent and informative. These parents appreciated receiving the wealth of information regarding school and community events, meetings, and field trips, and announcements (via monthly newsletters, student agendas, school/teacher letters, school calendars, school council agendas, etc.). However, they also noted that these communication vehicles allowed for only "oneway" communication, and often provided generic information about the school and ESLIELD program. Parents of ELLs wanted more communication involving a "two-way" dialogue between the teacher and parent (e.g., via in-person teacher/parent meetings, telephone calls, written notes, emails). Two-way interactive communication that provided parents with detailed information about the ESLIELD program and their child's progress was considered to be an important and necessary element of the ESLIELD program.

Parents also reported being aware of the PDSB's website, and reported using it regularly as a source for general information about their child's school and the Peel Board.


Overall, parents reported having limited knowledge or understanding of the ESLIELD program content and services. They expressed frustration with the lack of information about the ESLIELD program received from the Peel Board and from their child's school. Parents indicated a need for more detailed information regarding all aspects of the ESLIELD program. This would significantly improve their understanding of the program. For example, they wanted information about: the purpose and objectives of the program, the guidelines for entry into the program, the criteria for placement into the Stages of Second-Language Acquisition, the implications of the ESLIELD designation, the assessment used in the program, the curriculum expectations, the program structure and model, and the program activities.

Parents reported that the lack of ongoing reports/feedback regarding their child's progress in the ESLIELD program was problematic. Parents experienced difficulties when attempting to obtain information from the school due to scheduling conflicts, unreturned telephone calls, and limited time to discuss their concerns in detail. A number of parents reported that they were reluctant to initiate conversations with their child's teachers for a variety of reasons (e.g., language barriers, cultural beliefs, minimal knowledge of the Canadian education system). Often parents had

26 May 2013

to initiate contact with the school in order to get information about their child's progress in the program.

Parents provided a number of suggestions for improving the home-school communication process: (l) offer ESLIELD program information sessions for parents (similar to the sessions available for the French Immersion program); (2) provide a number of vehicles for parents to directly communicate with Peel

Board staff and schools regarding issues associated with the ESLIELD program; (3) translate all ESLIELD program information material; (4) personalize invitations for ESLIELD school events/functions; (5) increase the frequency and type of communication between ESLIELD teachers and parents (e.g., email and conversations); and (6) extend the time frame for parent/teacher interviews to allow for more in-depth information sharing.

Parent Involvement and Engagement

Students are more successful when their parents are involved in their education (Desforges & Abouchaar, 2003). When schools reach out to the parent community, it is important to recognize that some parents may have had educational experiences that are different from those of Ontario-bom parents. Not all parents share the same ideas about how, where, and when they should be involved in their children's schooling; and some parents may also face barriers in school participation. It is the role of the school to ensure that all parents can access and engage with the school community (Ontario Ministry of Education, 2005; 2008).

••••• Parent Perceptions •••••

Overall, parents consistently indicated the importance of parental involvement in their child's education. Parents reported that when they were not able to engage in their child's education, it was primarily due to their inability to effectively communicate in English with the school and their child's teacher. This resulted in very limited engagement and school involvement. Work (e.g., long work hours, shift work, multiple jobs) and family commitments were reported by parents as being major barriers that prevented them from fully participating in their child's education. Parents also indicated the their busy lifestyles and numerous personal commitments restricted their involvement in their child's education. School functions and events were particularly difficult to attend for parents who had younger children at home. A number of parents indicated they were not aware of the volunteer opportunities that were available in their child's school. Some parents reported being disappointed that they could not

Report 3: Peel Student and Parent Perceptions Researcli. Accountabilit!l & Scliool Success Planning

directly volunteer in their child's classroom. Other parents indicated being frustrated because their volunteer activities were viewed as only being appreciated and attended to if it was on the school's terms (i.e., if parents were in agreement with school staft). Parents indicated the following barriers to their active participation in their child's school: (I) the lengthy application process; (2) the criminal reference check procedure; (3) their own limited English skills; (4) the lack of follow-up from schools.

Some parents indicated that it was not their place to get involved directly in their child's school. These parents reported that they were unfamiliar with this "Canadian" school involvement practice, were unaware that schools actively encourage family involvement, and were uncomfortable participating in school events due to cultural expectations and norms. These parents trusted and relied on the

27 Ma!l2013

professional expertise of school staff to educate their child. They also indicated that their involvement in school and their child's education significantly decreased as their children advanced through the PDSB educational system.

Parents provided a number of suggestions for removing the barriers to parental involvement and engagement: (1) provide parents with information and resources that they could use at home to expand their child's English language skills (e.g., books, movies, television programs, cartoons, audio materials, computer programs/games, educational websites); (2) provide opportunities for parents to visit their child's ESLIELD class in order to observe instructional program/activities and student discussions/interactions; (3) provide more opportunities for parents to interact with their child's ESLIELD teacher informally (e.g., two or three open houses per year, drop-in days scheduled once a month); (4) provide more flexibility around parent/teacher meeting times (e.g., evenings and weekends) so parents can

arrange meetings during times that are convenient for their work and family schedules; (5) host ESLIELD program information events that involve only ESLIELD families, and reflect the interests of the cultural/ethnic groups represented in the school community; and (6) provide more parental translation support at meetings and events to enhance non-English speaking families' participation and understanding of the ESLIELD program.

In addition, parents suggested that the PDSB: (1) develop and maintain an ESLIELD website for students and parents containing class material, helpful activities, and instructional tips for parents; and (2) develop an ESLIELD guidebook for families that clearly states the ESLIELD program expectations, describes the performance criteria for the PDSB Stages of Second-Language Acquisition, provides an ELL reading reference section, and provides a student achievement learning checklist for monitoring ELL progress.

ESUELD Support and the Family

- •••• Parent Perceptions •••••

Parents reported that a significant strength of the ESLIELD program was their child teaching other family members English at home, and the use of Canadian pronunciation of words and phrases. Parents indicated that they used the homework assigned in the ESLIELD program to help them improve their own English language


skills. Additionally, ELLs became language mentors for their preschool and younger siblings. Parents reported that this promoted their younger siblings' school readiness. ELL's use of these strategies at home increased the use of the English language among all family members.

28 May 2013

Recommendations

This repo~ and. previous reports h.ave demonstrated that, from the perspective of students and parents, Peel.DSB IS domg exc~llent ~ork m supporting. the success of English Language Learners (ELLs). The specific purpose of thIS section of the report IS to address perceived areas of concern articulated by students and parents.

ESl./ELD Program and Assessment! Instruction/Student Learning

Recommendation # I Students and parents identified as an area of concern the continuity of program between the intensive support provided by the ESLIELD teacher and the ongoing support provided by the classroom teacher. Therefore, it is recommended that guidelines and support materials be developed to assist schools in the effective use of different models of program support. These guidelines would address the following topics: pros/cons of each model, use of common learning goals/success criteria based on curriculum expectations, use of common instructional strategies, use of common assessment strategies, use of common home/school communication strategies, the multilingual advantage as it relates to developing and maintaining students' first langugage, and the use of common methods of capturing student voice, self-reflection, and input into the program. These guidelines and support materials would also address the effective use of 21 sl century teaching and learning tools across the different models of program support.

Recommendation #2 Students and parents identified the need to ensure that ELLs are being challenged m academic content areas. Therefore, it is recommended that the Board and schools


continue to implement their work on culturally responsive practices and "rich tasks", especially connected with the use of 21 st century teaching learning tools which enable ELLs to demonstrate their learning in dynamic ways.

Teacher and Peer Support

Recommendation #3 Social stigmatization by peers while at school was identified as a concern by students. Therefore, it is recommended that schools create awareness of these concerns and address them through the school's School Success Plan, which includes a bullying prevention and intervention plan. It is recommended that the plan identify the ways in which the school prevents this stigmatization from occurring, how they respond to it if it does occur, and how they will promote inclusion of all students.

Home and School Connections

Recommendation #4 Perhaps the most consistent theme that emerged is that the Board needs to communicate more effectively about its ESLIELD programs. This work has already begun with the "ELL Advantage" project and the findings of this report demonstrate the pressing need for the

29 May 2013

project. In addition to the many print resources that are being developed (e.g., a parent guide), it is recommended that the following item be added to the scope of the "ELL Advantage" project: a series of videos (3-5 minutes in length), replicated in key languages identified by earlier reports. The series would include the following topics:

• an introduction to the program;

• parents, current students, and Peel DSB alumni discussing the benefits of the program;

• parents discussing how they can support their child in an ESLIELD program;


• parents, students, and staff discussing how to chart student progress;

• parents and staff discussing the multilingual advantage as it relates to students' developing and maintaining their first language; and

• parents discussing how to successfully support their children in the Ontario school system.

In developing this video series, it is recommended that the project's coordinators consult with, and seek the involvement of, parents, community leaders (e.g., faith leaders), and members of ethnic and local media.

30 May 2013

References

Arias, M., & Morillo-Campbell, M. (2008). Promoting ELL parental involvement: Challenges in contested times. Retrieved September 2012, from Educational, Policy Research Unit, Arizona State University & University of Colorado: http://epsl.asu.edu/epru/documentsIEPSL-0801-250-EPRU.pdf

August, D., & Pease-Alvarez, L. (1996). Attributes of effective programs and classrooms serving English language learners. National Center for Research on Cultural Diversity and Second Language Learning. Santa Cruz, CA.

Bankston, C. L., & Zhou, M. (1995). Effects of minority-language literacy on the academic achievement of Vietnamese youths in New Orleans. Sociology of Education, 68, 1-17.

Batalova, J. (2006, February). Spotlight on Limited English Proficient Students in the United States. Washington, DC: Migration Policy Institute. Retrieved from http://www.migrationinformation.orgIUSfocus/display.cfm?ID=373

Coelho, E. (2007). How long does it take? Lessons from EQAO data on English language learners in Ontario schools. Inspire, The Journal of Literacy and Numeracy for Ontario. Retrieved from www.edu.gov.on.caleng/literacynumeracy/inspire/equityIELL-July 30.html

Collier, V. P. (1995). Acquiring a second language for school. Directions in Language and Education, 1, 4-16.

Cummins, J., & Watt, D. (1997). Movingforward and ESL review. Discussion ofissues and draft recommendations. Unpublished manuscript.

Davison, C.M. (2006). Collaboration between ESL and content teachers: How do we know when we are doing it right? International Journal of Bilingual Education and Bilingualism, 9, 454-475.

DelliCarpini, M. (2008). Teacher collaboration for ESLIEFL academic success. Internet TESL Journal, 14(8). Retrieved from http://iteslj.org/

Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: Research report 433. London: Department for Education and Skills.

Domina, T. (2005). Leveling the home advantage: Assessing the effectiveness of parental involvement in elementary school. Sociology of Education, 78, 233-249.

Dyson, L. L. (2001). Home-school communication and expectations of recent Chinese immigrants. Canadian Journal of Education, 26(4),455-476.

Guo, Y. (2006). "Why didn't they show up?": Rethinking ESL parent involvement in K-12 education. TESL Canada Journal, 24(1), 80-95.

He, Y., & Prater, K. (2010). Collaboration in professional development for ELL content achievement. AccELLerate!, 2(2), 14-15. Retrieved from http://www.ncela.gwn.edU/files/uploads/17/ Accellerate _ 2 _ 2. pdf

Report 3: Peel Student and Parent Perceptions Research. Accountabi/it!l & School Success Planning

31 Ma!l2013

Honigsfeld, A., & Dove, M. (2008). Co-teaching in the ESL classroom. Delta Kappa Gamma Bulletin, 74(2),8-14. Retrieved from http://www.deltakappagamma.netldisplaycommon.cfm?an= 1 &subarticlenbr=47 6.

Ladky, M., & Peterson, S. S. (2008). Successful practices for immigrant parent involvement: An Ontario perspective. Multicultural Perspectives, 10(2),82-89.

Ladson-Billings, G. (1995). Toward a culturally relevant pedagogy. American Educational Research Journal, 32(3),465-491.

Lee, 0., & Avalos, M. (2002). Electronic Journal of Science Education, 7(2). Retrieved from http://wolfweb.unr.edulhomepage/crowther/ejse/lee.pdf

Lee, S. (2005). Up against whiteness: Race, school, and immigrant youth. New York, NY: Teachers College Press.

Liu, M., Moore, Z., Graham, L., & Lee, S. (2002). A look at the research on computer-based technology use in second language learning: A review of the literature from 1990-2000. Journal of Research on Technology in Education, 34(3),250-273 .

McCollum, P. (1999). Breathing new life into language assessment. IDRA Newsletter, San Antonio, TX. Intercultural Development Research Association.

New South Wales Dept. Education & Training. (2006). Guide to mentoring, professional learning and leadership development directorate. Retrieved from http://www.sydneyr.det.nsw.edu.aulEquity/ documents/ESLEdlESLmentorguidelines09. pdf

Region of Peel. (2011). Peel Data Centre. 2011 Census bulletin population & dwelling counts. http://www.peelregion.ca/planning/pdc/data/census/20 ll-Census/pdf/20 11-Bulletin-8x 11 .pdf

Toohey, K. (2000). Learning English at School: Identity, Social Relations and Classroom Practice. Clevedon, UK: Multilingual Matters.

Tumey, K., & Kao, G. (2009). Barriers to school involvement: Are immigrant parents disadvantaged? The Journal of Educational Research, 102(4),257-271.

Report 3: Peel Student and Parent Perceptions Researcli, Accountability & Scliool Success Planning

32 May 2013

putting research into practice


Joint Meeting of the IPIC and PP&B Committees June 4,2013

Re-Naming of School

Recommendation

It is recommended that Central Peel Secondary School be renamed Central Peel Academy.

Background

Over the last two years, we have asked schools to look at ways to improve how they attract and retain students. Schools have been provided with ready-made marketing plan resources; we have increased the number of Regional Learning Choices programs and significantly focussed our resources on reputation management, including advertising.

At Central Peel Secondary School, the administrative team, staff and parents have worked to re-think and re-vision the school, its reputation and its future. As described in the attached report, this work has included:

• An intensive school-wide focus on 21 st Century Teaching and Learning • Revitalization of the school climate • Introduction of new Advanced Placement and Strings programs

As part of this authentic school-based work to transform the school, staff has also worked to rebrand the school to better reflect the new direction. A key part of that rebranding is the proposal to change the name from Central Peel Secondary School to Central Peel Academy.

The rationale is as follows:

• The school reviewed the potential for a complete name change, but there is clear history, tradition and connection to Central Peel and therefore that will remain the same

• The academy name is consistent with the introduction of the Advanced Placement and Strings programs, as well as the focus on 21 st Century Teaching and Learning

• The name change has the support of the school staff, school council, superintendent and trustee

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• The academy name has precedent for use in Peel at both the Peel Academy for International Students at Clarkson and the International and Executive Leadership Academy at TL Kennedy Secondary School

• The change will provide an excellent launching pad for the school to rebrand and signal the new beginning for the school, while maintaining the history of the school name

• The name change will help position Central Peel Academy as a school of choice

Prepared and Submitted by:

Brian Woodland Director of Communications and Community Relations Support Services

2

To: Trustees

RE: Rationale for School Name Change at Central Peel Secondary School

From: Lawrence OeMaeyer, Principal

Please consider this request to change the name of Central Peel Secondary School to Central Peel Academy. Below is a rationale for the change at this time.

Rebranding. Over the past two years, the staff of Central Peel has undertaken a systematic review and rebranding effort at the school. Issues of declining enrolment, lagging academic success indicators and negative public perceptions have provided the impetus for staff to take serious steps to rebrand the school. This includes efforts to refresh the building and the programs. The most significant of these initiatives are a school-wide focus on 21 st Century Teaching ard Learning, a revitalization of school climate, and the introduction of new regional programs. The addition of "Academy" to the school name would signal the significance of these changes to the community.

Why Academy? The term academy has been used in many ways in education since 115

the time of Plato. Currently, it is used most often to refer to an educational institution which is committed to academic rigour and high standards. This will support our rebranding efforts and the board's goal of setting high expectations.

Honouring History. Central Peel has long-standing ties in the community. The attendance of school alumni at the fifty-year anniversary celebrations is a testament to a legacy of school spirit and loyalty to the school and its traditions. Changing the name to Central Peel Academy will allow the school to honour this history and tradition while at the same time signal a new beginning. This would be similar to the refresh that the board did on its logo a few years back.

Regional Programs Launch. Central Peel will be bringing two new Regional Learning Choices programs in the 2013-2014 year. These programs focus on academic excellence and fit the academy model well.

Uniforms. As part of the rebranding effort, the school is also considering pursuing the introduction of uniforms at the school. This would help to support some progress made with the school climate and tone and also would align well with the new program choices and the proposed name change.

Support. The superintendent and trustee support this name change. There is also overwhelming support for the name change by our school council and the staff at the school.

Precedents. There are precedents in other boards for the adoption of "academy" as part of the school name. For example, in TOSB some schools that have undergone similar transformations, have also adopted the "academy" augmentation to their name. In many cases this has helped to reposition the schools as "schools of choice". In current times, this strategy may help to attract/retain students to Central Peel and to the Peel District School Board .

116 In conclusion, the current efforts of the Central Peel staff to rebrand, refresh and refocus the school would be positively supported by a name refresh at this time - a name change which honours the strengths of the past, but that also signals a new energy and direction: Central Peel Academy.


Joint Meeting of the IPIC and PP&B Committees June 4, 2013

Tender Activity Report

Recommendation

It is recommended the attached report be received.

117

Prepared by: Marlene McAlister, Purchasing Manager

Submitted by: David Neale, Controller of Corporate Support Services

Proposal Description of Goods

Number or Services Requested

Z12-3508 Kitchen Hood Semi Annual Inspection

and Cleaning Note # 1.

L 13-3540 Inspection of Physical Education Equipment

Note # 1

L 13-3541 Air Handling Unit Replacement at Harold F. Loughin PS

Note # 1

RFPD12-3506 The Supply and Delivery of Library

Resource Materials and Services

Note #2 on an as Required Basis

L 13-3517 Levi Creek PS Addition & Renovation

Note # 1

Duration of

Contract

29-Feb-16

31-Dec-16

30-Aug-13

30-Apr-14

30-Aug-13

PEEL DISTRICT SCHOOL BOARD MATERIALS MANAGEMENT TENDER ACTIVITY REPORT

APRIL 26. 2013· MAY 24 . 2013

Tender/Proposal

Award Date

30-Apr-13

30-Apr-13

13-May-13

13-MaY-13

8-May-13

Number of Document

...>.

...>. CO

Takers

17

12

30

49

23

"-,

Bidders Successful

Bidder(s)

Simplex Grinnell Simplex Grinnell

Lollmpin Gym Equipment Ltd. M.B.M Installations Inc. M.B.M Installations Inc.

Parcs Sheridan Seating Inc.

WG Osborne

Applied Systems Technologies Applied Systems Technologies Bomben Plumbing & Heating Canadian Tech Air Systems

Invirotech Mechanical Nutemp Mechanical

Vanguard Mechanical

Versa tech Mechanical

Another Story Another Story

Bound 2 Learn Bound 2 Learn

Edu Reference Edu Reference

GoodMinds GoodMinds

Librairie du Soleil Librairie du SolAII

McCarney & Associates McCarney & Associates

Multicultural Books Multicultural Books

S & B Books S & B Books

Saunders Saunders

The Beguiling The Beguiling Tinlids Tinlids

Westerhof Media Westerhof Media

Brown Daniels Associates Trinox Corporation

Deciantis Construction

Orion Construction Tender Quad Pro Construction Soft Costs

Trinox Corporation Van Horne Construction Total

W.E. Marshall Construction

Ross Clair

Proposal Description of Goods

Number or Services Requested

L 13-3527 Goldcrest PS FDK Addition

Note # 1

L 13-3538 Oscar Peterson PS FDK Addition

Note # 1

I

RFPL 13-3530 Real Estate Consulting Services

Note # 1

L 13-3524 Supply and Installation of Concrete Service Buildings at Various Schools,

Note# 1 As Required

Duration of

Contract

27-sep-13

3-sep-13

31-Mar-16

31-Dec-16

PEEL DISTRICT j\) IDOL BOARD MATERIALS I 0 AGEMENT TENDER ACTIVITY REPORT

APRIL 26. 2013· MAY 24. 2013

Tender/Proposal Number of Document

Award Date Takers

24-Apr-13 22

16-MaY-13 22

10-May-13 33

9-May-13 34

Bidders

Brown Daniels Associates Kessab General Contracting

Orion Construction Ross Clair Contractors

Tasis Contractors Tri Green Construction

Trinox Corporation Van Horne Construction

W.E. Marshall Construction

Brown Daniels Associates Declantis Construction

Everstrong Construction Jasper Construction Orion Construction

Percon Construction Quad Pro Construction

Tasis Constractors Trinox Corporation

Trustco Construction W.S. Morgan Construction W.E. Marshall Construction

Avison Young Colliers International

Cushman & Wakefield

DTZ, A UGL Company

Anchor Concrete Bronte Landscape and Construction

Newmarket PreCast Concrete

NOTE #1 Where one Total Dollar Award is stated. it represents the lowest acceptable bid received and has been awarded to the lowest acceptable bidder.

NOTE #2 Where two or more Total Dollar amounts are shown. this represents a split award to various lowest acceptable bidders with the lowest overall costs being applied to the required commodities.

TOTAL DOLLAR AWARD FOR ALL OF THE ABOVE NOTED TENDERS & PROPOSALS $ 4,744,881.00 - ------------ - ----------- _.

P,uIJll ~

Successful

Bidder(s)

Tri Green Construction

Tender Soft Costs

Total

Trustco Construction

Tender Soft Costs

Total

Colliers International

Anchor Concrete


Instructional Programs/Curriculum Committee June 4,2013

Memorandum from the Ministry of Education on Grad Rate at the School Board Level

Recommendation

It is recommended that this memo be received.

Overview

This memo is to inform the school board about the Ministry's plan to calculate and provide school boards with their graduation rate for the 2012-13 school year in March 2014 and to publish school board graduation rates for the 2013-14 school year in March 2015.

Next Steps A presentation for IPe will be made during the 2013-14 school year.

Submitted by: Patricia Rossall, Superintendent of Education Alternative Programs

Shawn Moynihan, Superintendent of Education Curriculum and Instruction Support Services

121

122

Ministry of Education

Mowat Block Queen's Park Toronto ON M7A 1 L2

MEMORANDUM TO:

FROM:

DATE:

SUBJECT:

Mlnlstere de l'Education

Edifice Mowat Queen's Park Toronto ON M7A 112

Directors of Education

Janine Griffore Assistant Deputy Minister

r"~ t > l/T- Ontario

French-Language, Aboriginal Learning & Research Division

Mary Jean Gallagher Chief Student Achievement Officer of Ontario Assistant Deputy Minister Student Achievement Division

May 16, 2013

Graduation Rates at the School Board Level

The purpose of this memorandum is to inform you about the Ministry's plan to calculate and provide school boards with their graduation rate for the 2012-13 school year in March 2014 and to publish school board graduation rates for the 2013-14 school year in March 2015,

The graduation rate is a key indicator of student success. In Ontario, the provincial graduation rate has steadily increased from 68% in 2003-04 to 83% in 2011-12. The Ministry will continue its practice of providing preliminary information on cohort student counts and corresponding graduates to school boards ahead of publicly reporting the rate. This will allow school boards time to prepare for managing issues that may arise as well as helping to confirm the accuracy of the data.

The publication of school board graduation rates will improve transparency of the Ministry's mandate to promote a strong public education system through reporting high levels of student achievement. In addition, the Ministry is committed to comply with the 2011 Student Success audit by the Office of the Auditor General of Ontario which recommended that the Ministry and school boards develop a common method for school boards to calculate and report graduation rates and other student success indicators.

. . .12

- 2-

As you are aware, there has been considerable discussion around this refinement of the use of graduation rate data. In the spring of 2010, a working group was established to identify a consistent and accurate method of calculating individual school board graduation rates. The working group included representation from school boards, the Managing Information for Student Achievement (MISA) Advisory Committee and the Ministry of Education and made a number of helpful recommendations.

A presentation was made to Directors of Education at the August 20,2010 CODE meeting and the indication at that time was that Directors preferred that data necessary to calculate board graduation rates be provided to boards in advance.

Based on feedback received from the field, another working group involving school board and Ministry personnel was convened to review the original working group's recommendations and identify options that the government could consider. The working groups agreed upon a number of factors relevant to determining board-level graduation rates including:

o The use of standardized calculations that are consistent with those used to determine the provincial five-year cohort graduation rate;

o That students who transfer between school boards within Ontario will be counted as part of the cohort of students of the board in which they first entered grade 9; 123

o The inclusion of associated student mobility data to be released to boards at the same time as the graduation rate in order to provide a clear indication of the extent to which these board transfers affect graduation numbers.

The Ministry made formal presentations at the MISA events on March 24, 2011 and October 26,2011 and comments from MISA representatives supported the concept of the Ministry calculating and reporting board level graduation rates.

Currently the provincial graduation rate is based on the percentage of students who graduate within five years after starting grade 9 in Ontario. For alignment with the provincial graduation rate, the same methodology will be applied to calculate school board graduation rates.

. . ./3

124

- 3-

The Ontario School Information System (OnSIS) is the data source used for calculating graduation rates. After six years of ongoing quality assurance, validation and verification of the data in OnSIS, the Ministry in collaboration with schools and school boards has made improvements to the quality and completeness of the data. The most recent example of our commitment to working collaboratively towards improving data in OnSIS is the Confirmation of Diploma Data for Re-engaging Students and for Verifying Completeness exercise in January 2013. It is through the efforts of schools and school boards that the Ministry is now in a position to calculate graduation rates at the school board level.

Thank you for your ongoing support and co-operation. The Ministry has built a board interface portal which provides detailed diploma information at the board and school level. The Ministry will continue to support school boards during this transition period and after. If you have any questions or comments, please contact the OnSIS help desk at 416.212.6366 or 1.888.275.5934 or bye-mail [email protected].

Janine Griffore Assistant Deputy Minister French-Language, Aboriginal Learning and Research Division

!lW Cor Mary Jean Gallagher

Chief Student Achievement Officer of Ontario Assistant Deputy Minister Student Achievement Division

c Student Success Leaders MISA Leaders OnSIS Contacts Director, Student Success/Learning to 18 Strategic Policy Branch Director, Student Success/L 18 Strategic Implementation, Innovation and Support Branch Director, Research, Evaluation and Capacity Building Branch Director, French-Language Education Policy and Programs Branch Director, Education Statistics and Analysis Branch

joint ipc-ppb - june 4, 2013- open

Documents