THE HURON-PERTH CATHOLIC DISTRICT SCHOOL … Agendas … · · 2016-10-18OPENING PRAYER – J....

REGULAR BOARD MEETING

TUESDAY, OCTOBER 18, 2016 - 7:00 P.M. BOARD OFFICE, 87 MILL STREET, DUBLIN, ONTARIO

AGENDA

1. OPENING PRAYER – Father R. Bester 2. CALL TO ORDER AND RECORDING OF ATTENDANCE 3. APPROVAL OF AGENDA 4. DECLARATION OF INTEREST 5. PRESENTATIONS

6. Approval of Minutes of the Regular Board Meeting of September 26th, 2016 (pdf pgs. 3-6) 7. BUSINESS ARISING FROM THE MINUTES 8. STUDENT TRUSTEE REPORTS 9. REPORTS I COMMITTEE OF THE WHOLE, IN CAMERA

II EDUCATION (pdf pgs. 7-31) 1. Our Current Achievement Data, 2015-2016 – Superintendent Dawne Boersen will present

Our Current Achievement.

2. School Improvement Learning Cycle (SILC) and Board Improvement Plan – Superintendent Dawne Boersen will present the new School Improvement Learning Cycle (SILC) and our Board Improvement Plan for 2016-2017.

III MANAGEMENT (pdf pgs. 32-120) The following items will be presented to the Board:

1. The Board will receive Ontario Regulation 357/06 – Honoraria for Board Members.

2. The Board will receive Board Policy 3E:2 – Pupil Accommodation Review Guidelines.

3. The Board will receive Draft New Board Policy 3E:31 – Investment of Board Funds.

4. The Board will receive a report regarding Student Activity Fee. IV PERSONNEL V STANDING COMMITTEES

VI STATUTORY COMMITTEES

THE HURON-PERTH CATHOLIC DISTRICT SCHOOL BOARD

General Board Agenda Tuesday, October 18, 2016

10. ITEMS FOR ACTION Annual Objectives and Investments – Strategic Plan, 2016-2017 (pdf pgs. 121-123) Board Policy Revisions (pdf pg. 124-143)

11. ITEMS FOR INFORMATION

Mass cards and condolences on behalf of the HPCDSB for October, 2016 were sent: to Shelly Swinkels-Herlick, EA at St. Ambrose, Stratford, on the passing of her mother-in-law, Carol Herlick; to Sheila Nigh, noon hour monitor at St. James, Seaforth, on the passing of her father, Edward Taylor; to Cathy Drennan, retired teacher with the Board, and Betty Jane Higgins, LTO at St. Joseph’s, Clinton, on the passing of their sister, Kathleen Foran; to Karen Cronin, retired office assistant with the Board, and Lori Parsons, ECE at St. Patrick’s, Dublin on the passing of their husband and father, Jim Cronin; and to Deb Stright, EA at St. Mary’s, Goderich on the passing of her mother, Lillian Ruppel.

12. CORRESPONDENCE 13. PUBLIC QUESTION PERIOD

Highlights of Board Activity (pdf pgs. 144-147)

14. ADJOURNMENT 15. CLOSING PRAYER – Father R. Bester

THE HURON-PERTH CATHOLIC DISTRICT SCHOOL BOARD

Minutes of the General Board Meeting Monday, September 26, 2016 – 7:00 p.m.

Board Office, Dublin

1. OPENING PRAYER – J. McDade

2. CALL TO ORDER & RECORDING OF ATTENDANCE Present Trustees – Chair Jim McDade; Vice Chair Amy Cronin; Trustees Mike Miller, Bernard Murray, Tina Doherty Student Trustees – Leah Martens (St. Anne’s CSS), Kaitlyn Mathieson (St. Michael CSS) Senior Administration - Director of Education Vince MacDonald; Superintendent of Education Gary O’Donnell; Superintendent of Business Chris Howarth Recording Secretary – Elaine DeCorte Absent Chaplain – Rev. Richard Bester Superintendent of Education – Dawne Boersen Chair J. McDade welcomed Katrina Middlebrook to the regular board meeting. Ms. Middlebrook is a visiting Principal from Winmalee High School in New South Wales, Australia.

3. APPROVAL OF AGENDA – A. Cronin – M. Miller (CARRIED) Motion #15/16-059 A. Cronin – T. Doherty

That the Huron-Perth Catholic District School Board amend the regular Board meeting agenda of September 26th, 2016 to include Item #8 – Student Trustee Reports.

CARRIED Motion #15/16-060 A. Cronin – T. Doherty

That the Huron-Perth Catholic District School Board approve the regular Board meeting agenda of September 26th, 2016, as amended.

CARRIED 4. DECLARATION OF INTEREST

If a conflict of interest is declared by a trustee under the Board's By-laws/Policies and the Municipal Conflict of Interest Act, the trustee will not participate in discussions or vote on the matter, except that if a conflict of interest is declared by a trustee under the Board's By-laws/Policies and the Municipal Conflict of Interest Act, and the remaining number of members who are not disabled from participating in the meeting is less than two, the Board is relying on the Order dated April 24, 2008, of the Ontario Superior Court of Justice in court file no. 204-2007, which authorizes all trustees to give consideration to, discuss, and vote on the matter out of which the interest arises.

- The Board’s By-laws/Policies require a quorum of three (3). - The Municipal Conflict of Interest Act requires a quorum of two (2).

A conflict of interest was declared.

Chair J. McDade declared a conflict of interest (son employed as a Principal within the Simcoe Muskoka Catholic DSB, a son employed as a Coordinator within the HPCDSB, and a daughter employed as a teacher within the Brant Haldimand Norfolk Catholic DSB).

General Board Meeting, Minutes Page 2 Monday, September 26, 2016

Trustee B. Murray declared a conflict of interest (daughter and son employed as teachers within the HPCDSB).

Trustee M. Miller declared a conflict of interest (two daughters employed as teachers within the HPCDSB). Trustee T. Doherty declared a conflict of interest (brother is a teacher within the HPCDSB, sister is a

teacher within the Upper Grand DSB, and another sister is a teacher within the Thames Valley DSB). 5. PRESENTATIONS

6. APPROVAL OF THE MINUTES

- Regular Board Meeting of August 29, 2016 – M. Miller – T. Doherty (CARRIED)

7. BUSINESS ARISING FROM MINUTES 8. STUDENT TRUSTEE REPORTS

Student trustees L. Martens and K. Mathieson each provided a summary from their respective high schools, highlighting faith initiatives and activities at each site.

9. REPORTS

I COMMITTEE OF THE WHOLE, IN CAMERA Motion #15/16-058 B. Murray – M. Miller

That the Huron-Perth Catholic District School Board receive the report for the Huron-Perth Catholic District School Board Audit Committee meeting of June 21, 2016.

CARRIED II EDUCATION

Board Policy Revisions – Proposed revisions to several Board policies were presented to Trustees at the August 2016 Board meeting for information and discussion. The draft revised policies have been posted on our board’s website for the past month with no changes recommended.

Motion #15/16-061 T. Doherty – M. Miller That the Board adopt the following revised Board Policies: 3B:1 Guidelines for the Selection of Textbooks and Educational Materials for School Libraries and Classroom Programs 3B:2 Curriculum Review, Development and Implementation 3D:14 School Nutrition 3E:1 Catholic School Advisory Councils and Catholic Parent Involvement Committee

CARRIED

Motion #15/16-062 T. Doherty – M. Miller

That Board Policy 3E:1 – Catholic School Advisory Councils and Catholic Parent Involvement Committee, be removed from Motion #15/16-061 to be dealt with by the Board of Trustees.

CARRIED Motion #15/16-063 T. Doherty – M. Miller

That the Board approve Motion #15/16-062, as amended. CARRIED

General Board Meeting, Minutes Page 3 Monday, September 26, 2016 Motion #15/16-064 A. Cronin – T. Doherty

That Board policy 3E:1 – Catholic School Advisory Councils and Catholic Parent Involvement Committee, be amended to include the following wording after Section B, item #6: 7. Communications:

The Catholic Parent Involvement Committee shall communicate a summary of involvement and activities in accordance with O.Reg 330/10 s.6 of the Education Act. 50. (1) A parent involvement committee of a board shall annually submit a written summary of the

committee’s activities to the chair of the board and to the board’s director of education. O. Reg. 330/10, s. 6.

(2) The summary of activities shall include a report on how funding, if any, provided under the Education Act for parent involvement described in section 27 and clauses 28 (a) to (d), was spent. O. Reg. 330/10, s. 6.

(3) The director of education shall, (a) provide the summary of activities to the school councils of the schools of the board; and (b) post the summary of activities on the website of the board. O. Reg. 330/10, s. 6.

CARRIED

III MANAGEMENT Report regarding the 2016-2017 Enrollment Update – Superintendent C. Howarth reviewed the Board enrollment

report for the year based on students registered as at September 8, 2016. Board Policy 3E:2 – Pupil Accommodation Review Guidelines – Superintendent C. Howarth introduced Vice-Principal of St. Michael Catholic Secondary School, Dan Bodkin, who presented the draft policy for information and discussion. The policy will be placed on the Board’s website for review and comments, and will be presented at the October Board meeting for consideration of approval.

IV PERSONNEL V STANDING COMMITTEES

Catholic Education Team Minutes of September 14th, 2016 VI STATUTORY COMMITTEES

Special Education Advisory Committee Minutes of May 16th and June 6th, 2016

10. ITEMS FOR ACTION

Motion #15/16-065 M. Miller – A. Cronin That the Huron-Perth Catholic District School Board receive the report on EQAO Provincial Assessments for 2015-2016 in accordance with our strategic plan “For The Greater Glory of God”.

CARRIED Director of Education, Vince MacDonald presented a summary of the achievement of our students on the annual

EQAO Provincial Assessments of Reading, Writing and Mathematics. Vice-Chair A. Cronin requested summary data to discern the achievement of our students. Director V. MacDonald will provide a report at the October Board meeting.

General Board Meeting, Minutes Page 4 Monday, September 26, 2016

Motion #15/16-066 A. Cronin – T. Doherty There will be an annual and board wide recognition of the United Nations International Holocaust Awareness Day (January, 27th, on the anniversary of the liberation of the Auschwitz-Birkenau concentration camp, 70 years ago) in all schools, which will include age-appropriate teaching about the Shoah with the expectation that every graduate of the Huron-Perth Catholic District School Board (grades 8 and 12) be exposed to and have an understanding of what St. Pope John Paul II called, "the inhumanity with which the Jews were persecuted and massacred," during the Holocaust in Europe.

CARRIED 11. ITEMS FOR INFORMATION

Board Policy Revisions – The Huron-Perth Catholic DSB is committed to frequent and timely reviews of all board policies to ensure that its policies continue to be effective tools of governance to meet the needs of its learners. The following Board policies have recently been reviewed:

2:3 Handling of Complaints 2:4 Trustee Expense Reimbursement 2:6 Development and Review of Board Policies 2:7 Code of Conduct for Trustees 3A:24 Catholic Leadership, Succession Planning, and Talent Development 3B:3 Release of Student Test/Assessment Data by the BoardRelease of Student Test/Assessment Data by the Board 3C:4 School of Attendance for Students

These Board policies will be placed on the Board website for review and comments and will be presented at the October Board meeting for approval.

Trustee’s Report to the Community – August 2016 – The Board of Trustees for the Huron-Perth Catholic

District School Board welcomes the opportunity to ensure that you are informed about the quality of Catholic education within our schools. The enclosed information has been posted on our website and provides highlights of the regular meeting of the Board of Trustees held on August 29, 2016.

https://sway.com/Z3UJRxAVT2jSIus0

Mass cards and condolences were noted.

12.

13.

CORRESPONDENCE PUBLIC QUESTION PERIOD Vice-Chair A. Cronin indicated that a Harvest Festival fundraiser is being held on Saturday, October 1, 2016 at the Mitchell Community Centre for the Catholic Community Foundation of Southwestern Ontario. The Foundation enables young people to participate in many life-giving and enriching programs.

Motion #15/16-067 T. Doherty – M. Miller

That the Huron-Perth Catholic District School Board purchase two complimentary tickets to the St. André Bessette Gala for our student trustees, Leah Martens and Kaitlyn Mathieson.

CARRIED 14. ADJOURNMENT – M. Miller – A. Cronin (CARRIED)

15. CLOSING PRAYER – Chair J. McDade

TO: Members of the Huron-Perth Catholic

District School Board RE: Monday, October 18, 2016 EDUCATION REPORT

PRESENTATIONS

A. ITEMS FOR ACTION

B. ITEMS FOR INFORMATION AND DISCUSSION

1. Our Current Achievement Data, 2015-2016 – Superintendent Dawne Boersen

will present Our Current Achievement.

2. School Improvement Learning Cycle (SILC) and Board Improvement Plan – Superintendent Dawne Boersen will present the new School Improvement Learning Cycle (SILC) and our Board Improvement Plan for 2016-2017.

C. ITEMS FOR INFORMATION

Respectfully submitted: Area Chairperson – Tina Doherty TD/mvb

Huron-Perth Catholic District School Board Mail PO Box 70 Dublin ON N0K 1E0 Website www.huronperthcatholic.ca

Phone 519 345 2440 Fax 519 345 2449

Huron-Perth Catholic District School Board

October 18, 2016

To: Board of Trustees - Huron-Perth Catholic District School Board

From: Dawne Boersen, Superintendent of Education

Re: Our Current Achievement

Context:

Every year, the Huron-Perth CSDB collects and tracks data to support the monitoring of the board improvement plan and reports to the board of trustees the final results of primary reading assessments, relevant report card and EQAO data that is connected to our board improvement goals. This informs our Board of Trustees about the status of our board improvement goals.

Recommendation:

Respectfully submitted,

Dawne Boersen Superintendent of Education

OUR CURRENT ACHIEVEMENT – September 2016 As a Catholic School Board, we believe all of our students can and will use their God-given gifts and talents to reach their full potential.

School By June 2016, of students with an IEP (LD) in elementary, 70% will achieve Level 3 or 4 in Reading, Writing and Number Sense. Of students with an IEP (LD) in secondary the number of students achieving at or above provincial average will increase in all subject areas on report cards marks.

By June 2016 we will see an increase of a further 5% at level 3 or 4 in the Junior Division EQAO Mathematics assessment .By June 2016, 62% of students will achieve Level 3 or 4 on the Grade 9 Applied EQAO Mathematics Assessment (achieving Level 3 or 4) Our targeted achievement for 2017 is 65%.

By June 2016, 85% of students across the board will be at benchmark in Reading. Teachers will be able to identify students struggling with early mathematics skills and be able to articulate next steps to close achievement gaps in mathematics.

R

Feb 2016

W

Feb16

M

Feb 2016

Junior Math EQAO Sept 2016

Grade 9 Applied EQAO

Sept 2016

SK

June 2016

Grade 1

June 2016

Grade 2

June 2016

Grade 3

June 2016

Holy Name of Mary School 75 50 75 52

N/A

60 53 62

Jeanne Sauvé School 100 100 100 79 42 49 78

OLMC 100 100 100 38 46 67 100 94

Precious Blood School 64 64 64 19 70 52 79 88

Sacred Heart School 100 67 100 55 50 63 57 93

St. Aloysius School 67 67 67 57 79 57 73 86

St. Ambrose School 64 55 64 26 64 44 56 67

St. Boniface School 100 100 100 42 65 90 78 79

Dublin/St. Columban 33 67 33 50

St. James School 100 100 100 58 100 63 77 81

St. Joseph's (Clinton) 45 67 44 31 83 69 50 35

St. Joseph's (Stratford) 67 67 67 77 29 82 100 100

St. Mary's (Goderich) 79 64 78 11 79 55 76 93

St. Mary's (Listowel) 100 100 100 55 61 62 70 70

St. Patrick's (Kinkora) 50 83 100 43 100 57 71 83

TOTAL 76 77 80 45 73 55 70 82

St. Anne's Secondary 70 43

N/A

56

N/A St. Michael Secondary 55 42 39

= approaching target = near target (– 5%) = at or exceeded target

10/11/2016

1

OUR CURRENT ACHIEVEMENT

2015-2016October 18, 2016

Board Improvement Plan GoalsPrimary Reading

■ By June 2016, 85% of students across the board will be at benchmark in Reading. Teachers will be able to identify students struggling with early mathematics skills and be able to articulate next steps to close achievement gaps in mathematics.

■ 6 schools have met or are above our target by grade 3.

■ 2 schools are near our target by grade 3.

■ 5 schools are approaching our target by grade 3.

■ 3 schools did not submit June data.

Grade 3 EQAO/DRA ComparisonSpring 2016

10/11/2016

2

Junior Math

By June 2016 we will see an increase of a further 5% at level 3 or 4 in the Junior Division EQAO Mathematics assessment.

■ 2 schools have met or surpassed our goal.

■ 14 schools are approaching our goal.

Grade 9 Applied

By June 2016, 62% of students will achieve Level 3 or 4 on the Grade 9 Applied EQAO Mathematics Assessment (achieving Level 3 or 4).

■ Grade 9 applied: – 47% of all students achieved level 3 or 4– LD Success rate HPCDSB : 50%– Province: 40%

■ Grade 9 academic:– 78% of all students achieved level 3 or 4– LD success rate HPCDSB 78%– Province : 71%

Grade 9

■ HPCDSB: 51% of students who were not successful in grade 6 were successful in grade 9

■ Province: 38% of students who were not successful in grade 6 were successful in grade 9

10/11/2016

3

Students with an LD

By June 2016, of students with an IEP (LD) in elementary, 70% will achieve Level 3 or 4 in Reading, Writing and Number Sense. Of students with an IEP (LD) in secondary the number of students achieving at or above provincial average will increase in all subject areas on report cards marks.

■ Reading Report Card results:

– 9 schools have met or are surpassing our goal.

– 2 schools are near our goal.

– 5 schools are approaching our goal.

Students with an LD

■ Math Report Card results:

– 10 schools have met or are approaching our goal.



■ Writing Report Card results:

– 7 schools have met or are approaching our goal.



Students with Special Needs - Primary EQAO■ Our students with special needs in grade 3 reading performed 25% better than all

other special needs students in the province. (67% at or above level 3)

■ Our students with special needs in grade 3 writing performed 15% better than all other special needs students in the province. (68% at or above level 3)

■ Our students with special needs in Grade 3 Math performed 2% better than all other special needs students province. (31% at or above level 3)

10/11/2016

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Students with Special Needs – Junior EQAO■ Our students with special needs in grade 6 reading performed 18% better than all

other special needs students in the province. (68% at or above level 3)

■ Our students with special needs in grade 6 writing performed 9% better than all other special needs students in the province. (57% at or above level 3)

■ Our students with special needs in Grade 6 Math performed 2% better than all other special needs students province. (18% at or above level 3)


October 18, 2016


From: Dawne Boersen, Superintendent of Education

Re: School Improvement Learning Cycle (SILC) and Board Improvement Plan

Context:

The Huron-Perth CDSB is engaged in a board and school improvement learning cycle, which includes the creation of a board improvement plan. This is an important process that guides our system professional learning in order to implement high impact, research-based instructional strategies in our classrooms, after reviewing the school and EQAO data on student needs. This process supports our strategic goals of holding high standards for all students as well as transparency and aligning our resources to our vision.

Recommendation:


Dawne Boersen Superintendent of Education

Goal: Advance student achievement through the implementation of the board and school improvement plans.

Annual Target

Status

February, 2016

Status

September, 2016

Trend

65% of Junior students will achieve Level 3 or 4 in Mathematics on the EQAO Provincial Assessment (June, 2016).

65% of students in Grade 9 Applied Level Mathematics will achieve Level 3 or 4 on the EQAO Provincial Assessment (June, 2016).

85% of SK, Gr.1, and Gr. 2 students will be at appropriate DRA reading benchmark (June, 2016).

70% of students with Individual Education Plans for Learning Disabilities will achieve Level 3 or 4 in Reading, Writing and Mathematics on the final report cards.

Reading

Mathematics

Writing

Annual Student Achievement Targets

Target not yet achieved. 50% 45%


Target is on course. 62% 70%

72% 76%

Target is on course. 89% 80%

Target is on course.


STRATEGIC PRIORITY: We have high standards for the achievement of all students.

October 18, 2016

HURON-PERTH CDSB BOARD IMPROVEMENT PLAN 2016-2017

Goal: Primary Reading

Student Learning

Needs to be Addressed

Professional Learning Needs to

be Addressed Related to Student

Learning Needs

Action and Responsibilities

Intended Outcomes

Resources Timeline Documentation, Analysis of Student

Evidence to Monitor our Progress

Change in Instructional

and Assessment

Practice DRA results indicate that 31% of primary students are not at benchmark. - 6 schools have met or are above our target by grade 3. - 2 schools are near our target by grade 3. - 5 schools are approaching our target by grade 3.

Establish consistency in the assessment of early reading and maintaining a balanced literacy program.

Literacy Resource Teachers will coplan and coteach with primary and junior teachers to sustain and refine a balanced literacy program in classrooms. Using the Student Work Study Teacher observation stance, Literacy

Greater consistency between DRA, literacy assessments and EQAO outcomes. More students reaching reading benchmarks on an appropriate timeline. More students reaching writing benchmarks.

Literacy Resource Teachers. Release time to support the work of the Literacy Resource Teachers. Ministry documents.

November - June

Literacy Resource Teachers/Coordinators will document student thinking via conversations, observations and product. DRA results will be monitored in the fall, winter and spring. Primary Reading EQAO results will provide a final snapshot of our efforts. Other data throughout the year? What will the classroom

Change in Assessment Practice: Teachers will begin to use the SWST stance to determine student needs more precisely for differentiated programming and reporting purposes.

- 3 schools are using alternate reading achievement data. Comparisons between EQAO Provincial Assessment – Primary and DRA are not consistent in all schools. 19% of students are not at benchmark in the primary EQAO Provincial Assessment- Primary.

Resource Teachers will observe students in some schools to determine learning needs and develop a response to intervention approach within the school.

Teachers will have a more in-depth understanding of the students who are not meeting benchmarks and appropriate intervention supports will be tailored to their needs.

teachers demonstrate?

Teachers that are new to primary need professional learning about Balanced Literacy

Teachers who are new to the primary division will be trained on DRA and Balanced Literacy by Coordinators and Literacy Resource Teachers.

September - June

Change in Instructional Practice: Teachers new to primary will implement a Balanced Literacy program, differentiating based on student need.

An understanding of the tiered intervention model will be further developed at the school level.

Special Education Resource Teachers will receive training on the RTI model through

the Coordinator of Special Education and the Literacy Resource Teachers.

School leaders need to have a deep understanding of Balanced Literacy in primary. Whole school approach to Balanced Literacy needs to be established/further developed in schools.

Principals will receive professional learning on whole school approach to Balanced Literacy

Principals will be able to lead the instructional program with greater confidence.

Goal: Junior Mathematics

Student Learning


Professional Learning Needs to

be Addressed Related to Student

Learning Needs


Intended Outcomes

Resources Timeline Documentation, Analysis of

Student Evidence to Monitor our

Progress


and Assessment

Practice

EQAO Provincial Assessment – Primary indicates up and down trend dependent upon cohort. EQAO Gr 6 significant downward trend over 5 years. June 2016 Teacher survey on Professional Learning in Mathematics – most teachers are not familiar with the four

In targeted schools, support teaching staff to address student learning in mathematics through job-embedded. Deepen teacher understanding of math content knowledge and observation/analysis of student work.

Math Facilitator will support classroom teachers in two schools using the open to learning stance. Math leads will study monographs in networks of schools using the CILM model of professional learning.

Math leads and principals will study monographs in networks of

Teachers will have a deeper understanding of the Paying Attention to monographs to support their instruction. Teachers will have a deeper understanding of the needs of our students who are not achieving at benchmark.

Renewed Math Strategy funding. Math facilitator. Three Coordinators of Learning. Student Achievement Officers.

November – December. February – April.

Student work will be observed by the math facilitator, principal, Special Education Resource Teacher, and Coordinators.

Changes in instructional practice: Teachers will use richer tasks to assess student understanding of mathematics. Changes in assessment practice: Teachers will use more observations and conversations in addition to student work products to amass a body of evidence to

Paying Attention LNS monographs – Fractions, Spatial Reasoning, Proportional Reasoning, and Algebraic Reasoning. Report Card grades in Mathematics for students who are identified as learning disabled. - 10 schools have met or are approaching our goal. - 2 schools are near our goal. - 4 schools are approaching our goal.

schools. Network meetings will be followed by classroom observation of student experience and examination of the work of solutions based on a predetermined question from the network meeting. Student work will be moderated within the network at the subsequent meeting using an asset based framework. Mathematics experts will be accessed to build capacity in math content knowledge among the professionals in

determine student achievement.

the network to develop shared understanding of the four big ideas. Principals will have access to an Student Achievement Officer to mentor and accompany their observations of students in math classrooms.

Goal: Mathematics - Students with a Learning Disability

Student Learning


Professional Learning

Needs to be Addressed Related to

Student Learning

Needs (Special

Education Resource Teachers)


Intended Outcomes



Progress


and Assessment Practice

Understanding of the foundations of mathematics. Report card results indicate that 80% of students with a learning disability achieve at level 3 or 4 in their individual goals. EQAO results indicate:

SWST stance "at the desk of students who are learning disabled." Super Source Manipulatives and Leaps and Bounds (SERTs) Understanding progression of mathematics curriculum expectations.

Continue the work of the LD Focus Group, focusing on using the SWST stance to deeply understand the student needs. (SERTs did not attend last year) Needs assessment (diagnostic or performance tasks) to determine area of need.

Student will individually choose strategies more often (tracking method, observation) Instructional strategies will change -appropriate use of manipulatives during math lessons, follow up with strategies from

Super Source Manipulatives, Leaps & Bounds SERT release time Support provided to students through the Curriculum Support Teacher (CST), SERT (CST and System SERT), classroom teacher (CST, System SERT,

Fall 2016-invitation, PD session at SERT meeting

Completion in spring, 2017

Student portfolio (pedagogical documentation) Participation of SERT in PD and LD Focus Group Teacher/student survey Report card marks

Change in Student Learning: Independent use of manipulatives, technology and math strategies as required Student achievement improves Change in Teacher's Instructional and Assessment Practice:

Students independently choose a strategy to approach the mathematics.

Professional development in Leaps and Bounds and Super Source Manipulatives. Support with pedagogical documentation. SERTs will participate with math leads and principals in the Renewed Math Strategy work to deepen their understanding.

Leaps and Bounds Improved student achievement, i.e. improvement in grades

Math Facilitator)

Use of pedagogical documentation Increased use of manipulatives in math instruction

Goal: Well-being

Student Learning


Professional Learning

Needs to be Addressed Related to

Student Learning

Needs


Intended Outcomes



Progress


and Assessment

Practice

Coping, problem solving, coping with stress and self-regulation More incidents of students demonstrating disregulated behavior are being reported.

Learning and understanding the 5 domains of self-regulation.

Book study – Calm, Alert and Learning. Mental Health Lead, school teams (Principals, Classroom Teachers, Special Education Resource Teachers, Educational Assistants, Designated Early Childcare Educators and Health And Wellness Champions)

Deeper understanding of self-regulation, the importance of the change in the classroom environment and adult responses. Suspensions for behavior should be reduced. Referrals to the office are reduced.

Mental Health Lead Calm, Alert and Learning, by Stuart Shanker. Other print and external supports). Health and Wellness Champions (HAWCs). Budgeted release time for teachers.

September – June

Pre- and Post- surveys of staff and classroom observations. Staff reflective journal. Review office referrals and suspension data.

Students will have more skill to self-regulate. Teachers will be implementing strategies that support student self-regulation. Students will have greater capacity to be regulated and ready to learn.

Professional Activity System Learning Day Juli Alvarado – focus on trauma aware environments and responses, self-regulation.

PD Day – December 2, 2016.

Grade 9 Applied – Students with a Learning Disability

Student Learning


Professional Learning Needs

to be Addressed Related to

Student Learning Needs

Action and Responsibilitie

s

Intended Outcomes

Resources

Timeline Documentation, Analysis of


Progress


and Assessment

Practice

Students with a learning disability are not achieving to their potential in mathematics as per report card marks and EQAO assessments. EQAO Grade 9 applied: LD Success rate HPCDSB : 50% Province: 40%

Differentiation of instruction and assessment to meet the needs of these students. Implementation of various strategies (real world problem solving, small-group instruction) to meet the various needs of students with a learning disability.

Cross Panel Math (led by Learning Coordinator) facilitating cross-panel lesson studies to implement strategies. Guest speaker about differentiating secondary math.

Teachers will co-plan and co-teach lessons in order to determine how instructional moves impact marker students. Teachers will inquire into the implementation of research-based strategies.

Release time for teachers

Introductions in early October, lesson study will occur in November/December. Guest speaker in February 2017.

Lesson plans for co-planned lessons, anecdotal notes from teachers of the lesson, debrief comments. Progress of marker students. Frequency of direct instruction?

Implementation of research-based instructional and assessment strategies – targeted to students with learning disabilities in math.

Grade 9 academic: LD success rate HPCDSB 78% Province : 71%

10/11/2016

1

BOARD IMPROVEMENT PLAN

2016 – 2017October 18, 2016

Previous BIPSA cycle

School Improvement Learning Cycle

10/11/2016

2

SILC

■ which is an intentional way of thinking about student performance, aligning professional learning on behalf of student learning needs, and monitoring impact.

■ The SILC teams (e.g., Field Services Branch Regional Manager, Regional Student Success Lead, and Field Team Lead) aligned to the board will join with us early in our improvement conversations, and then circle back with us along the way.

SILC

At the core, SILC is the process and BIPSA is the product. The BIPSA will provide a key component of the SILC process and will include the school board’s review and amendments in response to the most recent mathematics results in addressing the four key objectives of the RMS for all schools:

Renewed Math Strategy (RMS) key objectives:1. Increased student achievement in mathematics / Increased student engagement in mathematics

2. Increased educator mathematics knowledge and pedagogical expertise

3. Increased leader use of knowledge of effective mathematics pedagogy to provide the necessary supports and conditions for school and system improvement

4. Increased parent engagement in their children’s mathematics learning

10/11/2016

3

Primary Reading Goal

■ Literacy Resource Teachers will coplan and coteach with primary and junior teachers to sustain and refine a Balanced Literacy program in classrooms.

■ Using the Student Work Study Teacher observation stance, Literacy Resource Teachers will observe students in some schools to determine learning needs and develop a response to intervention approach within the school.

■ New to primary teachers will be trained through job-embedded learning on DRA and Balanced Literacy by Coordinators and Literacy Resource Teachers.

■ Special Education Resource Teachers will receive training on the RTI model through the Coordinator of Special Education and the Literacy Resource Teachers.

■ Principals will receive professional learning on whole school approach to Balanced Literacy.

Junior Mathematics Goal■ Math Facilitator will support classroom teachers in two schools using the open to

learning stance.

■ Math leads will study monographs in networks of schools using the CILM model of professional learning.

■ Math leads and principals will study monographs in networks of schools. Network meetings will be followed by classroom observation of student experience and examination of the work of solutions based on a predetermined question from the network meeting.

■ Student work will be moderated within the network at the subsequent meeting using an asset based framework.

■ Outside experts will be accessed to build capacity in math content knowledge among the professionals in the network to develop shared understanding of the four big ideas.

■ Principals will have access to an Student Achievement Officer to mentor and accompany their observations of students in math classrooms.

Students with a Learning Disability Goal

■ Continue the work of the LD Focus Group, focusing on using the SWST stance to deeply understand the student needs.

■ Develop needs assessment (diagnostic or performance tasks) to determine area of need.

■ Professional development in Leaps and Bounds and Super Source Manipulatives.

■ Support with pedagogical documentation.

■ SERTs will participate with math leads and principals in the Renewed Math Strategy work to deepen their understanding.

10/11/2016

4

Grade 9 Applied – Students with a Learning Disability Goal■ Cross Panel Math - led by Learning Coordinator, facilitating cross-panel lesson

studies to implement strategies. Co-planning and co-teaching is a large part

■ Guest speaker about differentiating secondary math.

Well-Being Goal

■ Book study – Calm, Alert and Learning.

■ Mental Health Lead, school teams (Principals, Classroom Teachers, Special Education Resource Teachers, Educational Assistants, Designated Early Childcare Educators and Health And Wellness Champions)

■ Professional Activity System Learning Day - Juli Alvarado – focus on trauma aware environments and responses, self-regulation

Strategy in Action - Realizing our Capacity TO: Members of the Huron-Perth Catholic District

School Board RE: Tuesday, October 18, 2016 MANAGEMENT

REPORT

A. ITEMS FOR ACTION

1. Ontario Regulation 357/06 – Honoraria for Board Members.

RECOMMENDATION: That the Huron-Perth Catholic District School Board set the Trustee Honorariums for the period December 1, 2016 to November 30, 2017 at the maximum rate as allowed per Regulation 357/06.

B. ITEMS FOR INFORMATION AND DISCUSSION 1. Board Policy 3E:2 – Pupil Accommodation Review Guidelines. (attached) 2. Draft New Board Policy 3E:31 – Investment of Board Funds. (attached)

3. Report regarding Student Activity Fee. (attached)


Phone 519 345 2440 Fax 519 345 2449

Delivering Excellent Service Core Strategy: Our operational services leverage all resources to support student success. Policies are translated into efficient, cross-functional processes designed to collaboratively achieve needed qualitative and quantitative outcomes.

C. ITEMS FOR INFORMATION

1. Letter from the Ontario School Boards’ Insurance Exchange (OSBIE) dated September 26, 2016 regarding the 2016 Surplus Premium Refund. (attached)

Respectfully submitted: Area Chairperson – Bernard Murray

CIH/vjb Att.

BOARD MISSION STATEMENT We are a Catholic School Board. We serve our students, working with the home, parish and school community to: Nurture a Christ-centred environment; Provide student-focused learning opportunities; Support the growth of the whole person.


October 18, 2016


From: Chris Howarth – Superintendent of Business and Treasurer

Re: Ontario Regulation 357/06 – Honoraria for Board Members

Context:

Under the regulation the Board is required to set the Trustee Honoraria for the term of office beginning December 1, 2016. As a result, for the December 1, 2016 to November 30, 2017 period, the honorariums are as follows:

Trustee $7,455.00 Board Chair $12,955.00 Vice Chair $10,205.00


Chris Howarth Superintendent of Business and Treasurer

Huron-Perth Catholic District School BoardImplementation of Regulation 357/06 Honoraria for Board Membersfor the period December 1, 2014 to November 30, 2018

CPI - July 1, 2006 - 109CPI - June 30, 2010 - 116CPI - June 30, 2010 - 126.9% change - 9.4 %

2) Maximum level of honorarium for the new term of office December 1, 2014 to November 30, 2018

Dec 1, 2016 to November 30,

2017

December 1, 2015 to

November 30, 2016 as per Regulation

357/06Increase

a) Base and Enrolment amounts for a Trustee who is not a Chair or Vice-Chair Average Daily Enrolment 2015-2016 4,442.96

1.75$ 7,775.18$ 4442.96

Number of trustees 5 Enrolment Amount per Trustee 1,555.04 Base amount per trustee 2006 $5,900

2010 6,279 2014 5,900 5,900.00

Maximum Honorarium for a Trustee who is not a Chair or Vice-Chair 7,455.00$ 7,438.00$ 17.00$

b) Base and Enrolment amounts - ChairBase Honorarium - above 7,455.00$ Additional amount for the chair $5,000 5,000.00

12,455.00 Amount before Enrolment amountEnrolment amountAverage Daily Enrolment 2015-2016 4,442.96 Amount per ADE ( greater of amount or $500) 0.05$ 222.15$ 500.00

Maximum Honorarium for a Chair 12,955.00$ 12,938.00$ 17.00$

c) Base and Enrolment amounts - Vice-ChairBase Honorarium - above 7,455.00$ Additional amount for the vice-chair 2,500.00

Amount before Enrolment amount 9,955.00

Enrolment amountAverage Daily Enrolment 2015-2016 4,442.96 Amount per ADE ( greater of amount or $250) 0.025$ 111.07$ 250.00

Maximum Honorarium for a Vice-Chair 10,205.00$ 10,188.00$ 17.00$


October 18, 2016



Re: Board Policy 3E:2 – Pupil Accommodation Review Guidelines

Context:

Policy 3E:2 The Pupil Accommodation Review Guidelines have been drafted to ensure compliance with the Education Act and its Regulations and Guidelines. Revisions were required to ensure the Pupil Accommodation Review Guideline policy is compliant with the Province’s Pupil Accommodation Review Guideline, 2015 and the Community Planning and Partnership Guideline. The draft policy is shared with the Board of Trustees for consideration and the subsequent posting to our website for public input. Respectfully submitted,


POLICY: PUPIL ACCOMMODATION REVIEW GUIDELINES (Attendance Boundary and/or Consolidation Review)

Adopted: August 25, 1998 Policy #: 3E:2

Revised: May 2, May 27, 20132016

Policy Category: School Related

POLICY STATEMENT: The primary aim of the Huron-Perth Catholic District School Board is to provide, in cooperation with the Church and the home, a Catholic education that will develop the spiritual, intellectual, physical, and emotional well-being of each student. It is the responsibility of the Board to allocate physical, human and financial resources to each school in a manner which best provides an equal educational opportunity for all students in the system. Instructional facilities will be planned and organized with consideration of the following factors: to support learning, to achieve operating efficiencies, to respond to current accommodation needs and unique community characteristics, and to anticipate the future. Facility planning at the school, area and district level will be transparent and will provide opportunities for significant community input. The Huron-Perth Catholic District School Board acknowledges that the consolidation of schools or the revisions of boundaries may be required in order to operate in an efficient and effective manner. These guidelines ensure that where a decision is taken by the school board regarding the future of a school, it is made with the full involvement of an informed local community and is based on a broad range of criteria regarding the quality of the learning experience for students. These Pupil Accommodation Review Guidelines are informed by the Ministry of Education’s Community Planning and Partnerships Guideline (CPPG). The CPPG (3E2 Appendix D) requires school boards to contact local municipalities and potential community partners annually, and as part of any Accommodation Review, to share long term planning information and to discuss potential partnership opportunities for under-utilized space in school(s). The following do not apply to this policy:

Where a replacement school is to be rebuilt by the Board on the existing site or located within the existing school attendance boundary as identified through the Board’s existing policies, i.e., replacement of a rural school within its existing rural community;

When a lease is terminated; When the Board is considering the relocation of a grade or grades, or a program, where

the enrolment in the grade or grades, or program, constitutes less than 50% of the enrolment of the school;

When the Board is repairing or renovating a school, and the school community must be temporarily relocated to ensure the safety of students during the renovations;

Where a facility has been serving as a holding school for a school community whose permanent school is under construction or repair;

Huron‐Perth Catholic District School Board

3 E : 2 P u p i l A c c o m m o d a t i o n R e v i e w G u i d e l i n e s P a g e | 2

Where there have been no students enrolled at the school at any time throughout the school year.r.

This Policy implements the Pupil Accommodation Review Guideline published by the Ministry of Education. A copy of the Pupil Accommodation Review Guideline, and the Ministry document entitled “Administrative Review of the Accommodation Review Process” along with this Policy, will be posted on the Board website and will be made available at the Board Office.


PROCEDURE: 1.0 Periodic Accommodation Review Report

1.11 Long-term capital and accommodation planning must be informed by relevant information from local community partners and municipal governments as required in the Community Planning and Partnership Guide (CPPG, 3E2 Appendix D). Consultations with potential local community partners and municipal governments are to take place annually and staff will document any interest in under-utilized space prior to an accommodation review. Any interest expressed by potential local community partners and municipal governments will be documented in the Initial Staff Report. A pupil accommodation review may only proceed once the necessary assessment of long-term capital and accommodation planning options have been undertaken.

1.2 Director or designate will present a preliminary report n Initial Staff Report to the

Board of Trustees identifying a school or group of schools in which challenges may be faced in providing a suitable and equitable range of learning opportunities for students, and in respect of which there may be a need to consider the possible consolidation, closure or major program relocation in respect of one or more schools.

1.32 A school or group of schools may be considered for study if one or more of the

following conditions apply: The school or group of schools is unable to provide a suitable and

equitable range of learning opportunities for students; The school or group of schools has experienced or will experience an

adverse impact on learning opportunities for students due to declining enrolment;

Reorganization involving the school or group of schools could enhance program and learning opportunities for students;

Teaching/learning spaces are not suitable to provide the programs needed to serve the community and retrofitting may be cost prohibitive;

Under normal staffing allocation practices, it would be necessary to assign three grades to one class in one or more of the schools;

One or more of the schools is experiencing higher building maintenance expenses than the average for the system and/or is in need of major capital improvements;

In respect of one or more of the schools there are safety and/or environmental concerns attached to the building, the school site or its locality;

The consolidation of schools is in the best interests of the overall school system;

It has been no less than five years since the inception of a study of the school by an Accommodation Review Committee, except where extenuating circumstances warrant, such as an unexpected economic or demographic shift, or a change in a school’s physical condition.


1.43 The Periodic Accommodation Review Initial Staff Report Report must include: a) a) The enrolment pattern of a particular school for the period 5 years

prior to the year of review and a 10 year projection of enrolment; b) b) The On the Ground Capacity (OTG) of each school as reported in

the Ministry of Education School Facility Information System; c) c) The average class size JK to Grade 3, Grade 4 to 8, Secondary; d) d) Number of staff: teaching, instructional assistance, custodial at

each school; e) e) Relevant data related to the physical condition of a school; f) f) Relevant data related to the operation and or maintenance costs of

a school; g) g) Relevant data related to exceptional circumstances such as health

and safety, environment or others.

1.54 The Periodic Accommodation Review Initial Staff Report Report will include at least one alternative accommodation option which must include a supporting rationale. . If there is more than one option and supporting rationale presented in the Initial Staff Report, there must be one recommended option. The option(s) will address where students would be accommodated; what changes to existing facilities may be required; what programs would be available to students and address transportation concerns. In the event the option(s) require a new capital investment, the Periodic Accommodation Review Report will advise on the availability of funding, and where no funding exists, will propose how students would be accommodated if funding does not become available. Each recommended option must also include an implementation timeline.

1.65 The Board of Trustees will consider this report and make a decision on whether to

put the school or schools Under Review. 1.7 After the Board of Trustees’ consideration of the Initial Staff Report, an ARC

may be formed a minimum of 30 business days prior to the first public meeting. 2.0 Accommodation Review Committee (ARC)

2.1 In the event that the Board decides to put the school or area Under Review and proceeds with school consolidation, the following will be completed:.

a) a) The Director of Education shall forthwith inform parent(s)/guardian(s), staff, the school council(s), and the school community(ies) of the Board’s decision to form an ARC and that the decision will be posted on the Board’s web site along with the Initial Staff Report and School Information Profile(s) (3E:2 Appendix B)..

b) b) After the decision has been made to establish the ARC, written invitation will be forwarded to potential ARC members as identified in Appendix 1 – Accommodation Review Committee Terms of Reference, Section 2.0 - Membership of the ARC.

c) c) All notice periods within the ARC’s schedule are based on calendar days. Summer vacation, Christmas break and Spring break, including adjacent weekends are not considered in the required 5, 10, 30


or 4030, 60 or 90 calendar business day periods set out in the Pupil Accommodation Review Guidelines.

d) d) The Board shall approve the appointment of an Accommodation Review Committee (ARC) for each review area.

2.2 Role of the ARC

a) The ARC will act as the official conduit for information shared between the school board and the school communities under review in this consultative process.

b) The ARC provides the opportunity for parents, students, and other stakeholders, including board officials, to evaluate a school’s ability to provide quality educational opportunities for students while ensuring fiscal responsibility.

c) The ARC may provide other options for accommodation beyond those listed in the Initial Staff Report, however a rationale must be provided.

d) The ARC is required to submit a report to the Board of Trustees, however, it need not reach a consensus regarding the information being provided to the Board of Trustees.

e) Board staff assigned to support the ARC must compile feedback from the ARC and the community in the Community Consultation section of the Final Staff Report presented to the Board of Trustees.

f) The ARC must undertake the following methods of consultation: Consultation with municipal governments and community partners

local to the affected schools (as specified in the Community Planning and Partnership Guide (CPPG) which is included as Appendix D to this policy)

Minimum two public meetings Public delegations

3.0 Information to be provided to the ARC & Consultations Required

3.1 The Board shall provide the ARC with a copy of this policy. The Terms of Reference for the ARC which describes its mandate are attached as Appendix 1. Additionally, the Community Planning and Partnership Guide (CPPG) is included as Appendix D.

3.2 Prior to the commencement of any ARC, the Board may revise the Terms of

Reference if such revisions are warranted. 3.3 A School Information Profile will be prepared by Board staff for each of the

school(s) under review (refer to Appendix B2). The profile will include data that addresses the following considerations about the school:

Value to the Student Value to the School Board

Value to the Community Value to the Local Economy


3.4 The completed School Information Profile(s) will be prepared by board staff and provided to the ARC prior to or at its first working meeting. The School Information Profile will also include the following:

The section of the Board’s most recent Long-Term Capital Plan that deals with the area under review;

Relevant background information regarding the school(s) located within the area of the accommodation review.

3.5 The ARC will review the completed School Information Profile(s) and have the

opportunity to discuss, consult on, modify based on new or improved information and finalize the School Information Profile(s). If there are multiple schools under review, the framework of the School Information Profile must be the same for each school under review and be completed at the same point-in-time for comparison purposes.

3.6 The ARC is to recognize that the school’s value to the student takes priority over

other considerations regarding the school. 3.7 Prior to the commencement of an ARC, Board staff may revise the questions

contained in the School Information Profile if such revisions are warranted.

3.8 The Board will inform the ARC at the beginning of the process about known or reasonably anticipated partnership opportunities, or lack thereof, as identified as part of the Board’s long-term planning process and as mandated by the Community Planning and Partners Guide both prior to and during the ARC review. To facilitate this:

i. i) .The board must invite local municipalities and other community partners that have previously expressed an interest in partnering to comment on and discuss the recommended option(s) in the board’s Initial Staff Report.

ii. ii) The invitation to a meeting to discuss this must be sent via written notice to the Clerks Department of the affected Single and Upper Tier municipalities. Municipalities and community partners that have previously expressed an interest prior to the accommodation review must provide their response on the recommended option(s) before the final public meeting.

iii. iii) The board must provide advance notice of the date and time of the final public meeting.

iv) Additionally, board staff must document the efforts to meet with the affected municipalities and potential community partners as well as any relevant information in the Final Staff Report to the Board of Trustees. iv. v) School boards must also notify the Director(s) of Education of

their coterminous school boards and the Ministry of Education through the office of the Assistant Deputy Minister of the Financial Policy and Business Division.

3.9 The board will arrange and facilitate a minimum of two public meetings to garner

broader community feedback and consult on the recommendation(s) in the Initial Staff Report. The public meetings are to be announced and advertised by the


board through a range of appropriate media, such as, board website, school website, parish bulletin, local newspaper, radio, social media, etc. The first public meeting must include the following:

Overview of the ARC orientation session Initial Staff Report with recommended option(s) A presentation of the School Information Profile(s)

4.0 ARC Accommodation Report

4.1 Through a series of working meetings and a minimum of twofour (24) public meetings, the ARC will, in accordance with the Pupil Accommodation Review Guideline, author an Accommodation Report that will make accommodation recommendation(s) consistent with the objectives and Reference Criteria outlined in the Terms of Reference attached to this policy as Appendix A1. The ARC will deliver its Accommodation Report to the Director, who will have the ARC Accommodation Report posted on the Board’s website. The ARC will present its Accommodation Report to the Board of Trustees.

5.0 Director’s Final Staff Report

5.1 Administrative Council will review the recommendation(s) contained in the ARC Accommodation Report, and Board staff will prepare the Director’s Final Staff Report which will be presented to the Board of Trustees in public session at a regularly scheduled meeting or a special meeting.

5.2 The Final Staff Report Director’s Report will include the ARC Accommodation

Report as an appendix. 5.3 The Final Staff Report will include a Community Consultation section that

contains feedback from public consultations as well as any relevant information obtained from municipalities and other community partners prior to and during the pupil accommodation review.

5.43 The recommendation(s) accompanying the Final Staff Report Director’s Report

may be one or more of the following and must include a timeline for implementation:

Following: Toimplementation: To maintain the school(s) and to continue to monitor it/them;

To reorganize the school(s), it/their program(s) or it/their grade structures, including any renovations or repairs that may be required;

To change the boundaries of the school(s); To consolidate and/or close one or more of the schools.

5.54 The Final Staff Report Director’s Report and recommendation(s) shall be made

public and copies provided to the ARC a minimum of fourteen ten (104) business calendar days prior to the Board Meeting for Public Input as outlined in Section 7.0 of this policy.


5.65 The Final Staff Report Director’s Report and recommendation(s), as well as the

ARC Accommodation Report will be presented to the Board of Trustees in public session at a regularly scheduled meeting or a special meeting not less than thirty (30) calendar business days after the ARC Accommodation Report has been delivered to the Director.

6.0 Board Meeting for Public Input

6.1 In addition to the public input sought through the work of the ARC, the Board will hold a Meeting for Public Input no fewer sooner than thirty twenty (230) business calendar days after the Final Staff ReportDirector’s Report is presented to the Board in public session. This is to provide an opportunity for the public to make formal representations to the Board concerning the Final Staff Report Director’s Report and the ARC Accommodation Report. The Meeting for Public Input may be scheduled as part of the Board’s regularly scheduled meeting or a special meeting. On the date that the Board schedules the Board Meeting for Public Input, it will also schedule the Board Meeting to Decide on School Accommodation Review referred to in Section 9.0 of this policy.

6.2 A minimum of fourteen (14) calendarten (10) business days noticeday’s notice of

the Board Meeting for Public Input shall be provided via school newsletters, letters to the school community, Parish bulletins (where possible), and the Board’s website and shall include date, time, location, purpose, contact name and email address.

7.0 Director’s Final Staff Report Follow-Up Report to the Board

7.1 Following the Board Meeting for Public Input, the Directorstaff will prepare a Follow-Uprevised Final Staff Report Report to the Board, reporting on and responding to the representations made by the Public for the next regularly scheduled meeting or special meeting. If warranted, the Director staff may revise the earlier recommendation(s) to the Board of Trustees.

7.2 The Director’s Final Staff Report Follow-Up Report to the Board will include

copies of the presentations made by the public during the Board Meeting for Public Input and those received directly, as well as the Minutes of the Board Meeting for Public Input.

7.3 The Director’s Final Staff Report Follow-Up Report to the Board will be released

publicly and be posted on the Board’s website. 8.0 Board Meeting to Decide on School Accommodation Review

8.1 Public notice of the meeting, at which the Board of Trustees will make its decision regarding the school accommodation review, will be provided through school newsletters, letters to the school community, Parish bulletins (where possible), and the Board’s website, and shall include date, time, location, purpose,


contact name and email address, at least sixty (60) calendar days prior to the date of the Board meeting.

8.2 The Board of Trustees will make its decision regarding the school

accommodation recommendation(s) addressed in the the ARC Report, the Final Staff Report Director’s Report and the Director’s Follow-Up Report to the Board at a regularly scheduled Board meeting or special meeting. Timelines must be in accordance with the following:

The Final Staff Report must be publicly posted no fewer than 10 business days after the final public meeting of the ARC.

From the posting of the Final Staff Report, there must be no fewer than 20 business days before the Board meeting for public input (see Section 6.0) delegations.

There must be no fewer than 10 business days between public delegations and the final decision of the Board of Trustees.

This meeting will not occur sooner than sixty (60) calendar days after the presentation of the

Director’s Report, thirty (30) calendar days after the Board Meeting for Public Input and fifteen (15) calendar days after the Director’s Follow-Up Report to the Board is released publicly in accordance with the Pupil Accommodation Review Guideline.

8.3 The Board of Trustees may make any accommodation decision that it deems

advisable in relation to the school(s) under review by an ARC regardless of an ARC’s recommendation(s).

8.4 If the Board of Trustees’ decision is consolidation, closure or major program

relocation, the following school year will be used to establish a Transition Committee to plan for and implement the Board’s decision, except where the Board in consultation with the affected community, decides that earlier action is required. The Board decision will set clear timelines regarding consolidation, closure, or major program relocation and the Transition Committee will address transition of students in consultation with parents/guardians and staff. .

8.5 Within tenfourteen (1014) business calendar days of the Board of Trustees’

decision, Parent(s)/Guardian(s), Staff and School Council members of the potentially affected school(s) will be informed in writing, by the Board of its decision regarding the school consolidation, through their respective school(s), via school newsletters, letters to the school community, Parish bulletins (where possible) and the Board’s website.

9.0 Modified Accommodation Review Process

9.1 School boards have the option to complete a modified pupil accommodation review in cases where the options available are deemed to be less complex. The conditions required for conducting a modified pupil accommodation review must be based on two or more of the following factors:

Distance to the nearest available accommodation; Utilization rate of the facility; Number of students enrolled at the school; or


When a school board is planning the relocation (in any school year or over a number of school years) of a program, in which the enrolment constitutes more than or equal to 50% of the school’s enrolment (this calculation is based on the enrolment at the time of the relocation, or the first phase of a relocation carried over a number of school year).

9.2 Multiple factors can be developed and added to this list to reflect varying local

conditions across the board; however, these explicitly defined factors must be approved, after community consultation, by the Board of Trustees. The guiding principles of the pupil accommodation review policy apply to a modified pupil accommodation review. School boards may choose to us the standard pupil accommodation review even when the criteria for a modified pupil accommodation review are met.

9.3 Implementing the Modified Accommodation Review Process. The Initial Staff

Report must explain the rationale for exempting the school(s) from the standard pupil accommodation review process. The Initial Staff Report and the School Information Profile (SIP) must be made publicly available and posted on the school board’s website. A public meeting will be announced and posted on a range of media deemed appropriate by the school board.

9.4 Subsequent to the public meeting, a Final Staff Report will be submitted by

school board staff to the Board of Trustees and be made publicly available and posted on the school board’s website. The Final Staff Report must contain a Community Consultation section that includes any public consultations as well as any relevant information obtained from municipalities and other potential community partners received prior to and during the modified pupil accommodation review.

9.5 Once the Final Staff Report is submitted to the Board of Trustees, the school

board must allow an opportunity for members of the public to provide feedback through public delegations to the Board of Trustees. The school board must post notice of the public delegation opportunities to the board’s website and other media as deemed appropriate. Following the public delegations, school board staff will compile the public feedback and provide this to the Board of Trustees in the Final Staff Report.

9.6 The Board of Trustees has the discretion to approve the recommendation(s) of the

Final Staff Report as presented, modify the recommendation(s) of the Final Staff Report, or to approve a different outcome.

9.7 A transition plan must be put in place following the decision to consolidate and/or

close a school.

10.0 Timelines for the Modified Accommodation Review Process

10.1 Following the date of the Board of Trustees’ approval to conduct a modified pupil accommodation review, the school board will provide written notice of the Board


of Trustees’ decision within 5 business days to each of the affected Single and Upper-Tier municipalities through the Clerks Department (or equivalent), other community partners that expressed an interest prior to the modified pupil accommodation review; and include an invitation for a meeting to discuss and comment on the recommended option(s) in the school board’s initial staff report. School boards must also notify the Director(s) of Education of their coterminous school boards and the Ministry of Education through the office of the Assistant Deputy Minister of the Financial Policy and Business Division.

10.2 The affected single and upper-tier municipalities, as well as other community

partners that expressed an interest prior to the modified pupil accommodation review, must provide their response on the recommended option(s) in the school board’s initial staff report before the final public meeting.

10.3 The school board must hold at least one public meeting. Beginning with the date

of the Board of Trustees’ approval to conduct a modified pupil accommodation review, there must be no fewer than 30 business days before this public meeting is held.

10.4 The final staff report must be publicly posted no fewer than 10 business days after

the final public meeting. 10.5 From the posting of the final staff report, there must be no fewer than 10 business

days before the public delegations. 10.6 There must be no fewer than 10 business days between public delegations and the

final decision of the Board of Trustees. 1109.0 Administrative Review of Accommodation Review Process

1109.1 An individual or group may seek a review of the Board’s accommodation review process in accordance with the Ministry’s document entitled “Administrative Review of Accommodation Review Process” which is appended to this Policy as Appendix 3 and posted on the Board’s website and available at the Board office upon request.

1109.2 In accordance with the Administrative Review of Accommodation Review

Process, an individual or group seeking a review of the Board’s accommodation review process is required to demonstrate the support of a portion of the school community through the completion of a petition signed by a number of supporters equal to at least 30% of the affect school’s student headcount (i.e., If the headcount is 150, then 45 signatures would be required). Parents/Guardians of students and/or other individuals that participated in the accommodation review process are eligible to sign the petition.


DEFINITIONS Ministry - Ministry of Education for the Province of Ontario

Accommodation Review Committee (ARC) - an advisory body established by the Board to conduct a public accommodation review of a school or group of schools, which must include membership drawn from the community. Pupil Accommodation Review Guideline (PARG) - is a Ministry document that provides direction to the school boards regarding the public accommodation reviews undertaken to determine the future of a school or group of schools. Administrative Review of Accommodation Review Process - is a Ministry document that sets out the conditions under which the Ministry may conduct a review of a school board’s accommodation review process once the process is complete and once the Board of Trustees have made a decision. Average Daily Enrolment (ADE) - the measure of enrolment used for Ministry funding purposes and which is calculated using two count dates within the school year: October 31st and March 31st. The fulltime equivalent of students enrolled in a board’s schools are weighted at 0.5 for each of the count dates. Community Planning and Partnerships Guideline (CPPG) – released by the Ministry of Education with the revised Pupil Accommodation Review Guidelines in March 2015, the CPPG guides boards in seeking closer communication with municipalities and potential Community partners on using under-utilized space in schools. Boards are to meet annually, and as part of an accommodation review, with municipalities and potential Community partners and document their efforts to consult on under-utilized space in schools. The CPPG is included as part of this policy 3:E2 Appendix D. Junior Kindergarten (JK) and Senior Kindergarten (SK) pupils are counted as half time students. Where a school has implemented the Ministry’s Early Learning Program, JK and SK pupils will be counted as full-time students. On the Ground Capacity (OTG) - the rated capacity for a facility as indicated on the Ministry of Education School Facilities Inventory System. Operating Costs - encompasses all of the expenditures required to operate the Board facilities including but not limited to heating, lighting, maintaining and cleaning. Long-Term Capital Plan (LTCP) - the Board’s flexible study identifying future school accommodation adjustments that are anticipated based on current and future enrolment projections. The Long-Term Capital Plan identifies projects that the Board is considering over a 15 year period. Director of Education (Director) - the Director of Education of the Huron-Perth Catholic District School Board.

A P P E N D I X A – P U P I L A C C O M M O D A T I O N R E V I E W G U I D E L I N E S P a g e | 1

APPENDIX A1

3E:2 PUPIL ACCOMMODATION REVIEW GUIDELINES

Terms of Reference The Terms of Reference were developed in accordance with the Ministry’s 201509 revised Pupil Accommodation Review Guidelines and the Community Planning and Partnership Guidelines.. 1.0 Mandate of the ARC

1.1 The ARC is to lead a public review and act in an advisory role that will study, report and provide recommendations on accommodation option(s) with respect to the group of schools or school being reviewed for the Board of Trustees’ consideration and decision. The Accommodation solution is to support the Board’s goal of improving student achievement through the provision of strong educational programming and opportunities in safe, healthy and accessible learning environments.

1.2 A separate ARC shall be established for each group of schools being studied. 1.3 This ARC is charged with the review of the following schools:

[Insert List of School(s)] 2.0 Membership of the ARC

2.1 The ARC should consist of the following persons: Voting Members

- School Council members who are parents (3) from the identified school

- Pastor of Local Parish or representative - Community Representative (1)

Non-Voting Members - Principal of each identified school - Supervisory Officer - Trustee appointed by Board - External Facilitator (optional)

a) Board Staff including the Director of Education, Superintendent of

Business, Superintendent of Education, Principal of the school and other staff as necessary will provide resource support to the Committee.

b) The Principal of the school, in collaboration with the Chair of the School Council, will determine the parent representatives on the Committee. The Board will appoint the community representative.

c) The Chair for the Committee will be the trustee appointed by the Board.


2.2 Where two (2) or more schools are being reviewed, ARC membership may be adjusted so that the Committee does not become too large to function effectively.

2.3 Recognizing the value of the ARC’s contribution to the Board’s ability to provide

quality educational opportunities for its students, ARC members must be prepared to make a commitment to attend all, or nearly all of the working meetings and public meetings.

2.4 In the event that an ARC member is unable to commit to attending all, or nearly

all of the meetings, the ARC Chair has the authority to address the attendance issue and recommend a solution.

2.5 The ARC will have resource staff available to provide information requested or to

provide expertise not already within the ARC. The following are available resources:

Principals of the affected schools; Administrative support for minute taking; Dedicated resources to enable the ARC to understand the issues that exist

and to provide: - Support to ensure compliance with the Board’s policy and procedure; - Information relevant to the mandate of the ARC as requested by the

ARC; - Information relevant to the mandate of the ARC to support community

questions or requests. 2.6 If the ARC Chair sees a need for additional expertise or if additional expertise is

requested by the ARC, guest ARC resources may be invited by the ARC Chair to attend specified meetings.

2.7 The ARC will be deemed to be properly constituted whether or not all of the

listed members are able to participate. 3.0 Operation of the ARC

3.1 The ARC Chair is responsible for: Convening and chairing ARC meetings; Managing the development of the process according to the ARC mandate,

the Terms of Reference and the supporting School Information Profile; Coordination of the activities of the ARC, requesting support, resources,

and information relevant to the ARC’s mandate from the HPCDSB staff; Ensuring completion of the ARC Accommodation Report.

3.2 A School Information Profile for each affected school necessary to permit the

ARC to carry out its mandate will be provided at or prior to the ARCs first working meeting.


3.3 For each affected school the School Information Profile will include the following and will be made available to the public via a posting on the Board’s website and in print format at the Board office upon request:

The section of the Board’s most recent Long-Term Capital Plan that deals with the area under review;

Relevant background information regarding the schools located within the area of the accommodation review.

3.4 The ARC will meet as often as required to review and analyze all pertinent data

and prepare for the mandatory public meetings. Working meetings of the ARC shall be open to the public for observation only.

3.5 The ARC shall determine a schedule of dates, times and location of meetings.

This should be established at the first meeting of the ARC subject to Section 3.7. 3.6 Working meetings of the ARC may be held regardless of all voting members

being present. 3.7 The ARC will complete its work within the timelines outlined in this Policy. 3.8 In the event that a member is unable to fulfill his/her duties on the ARC, the

Principal of the affiliated school(s) working with the Chair of the ARC, may co-opt another representative. If a replacement cannot be found, the ARC will continue to function.

3.9 The ARC will provide information to the affected school communities on an

ongoing basis. 3.10 Board staff will respond to reasonable requests for additional information from

the ARC and will include the response(s) to the question(s), in the ARC’s working binder under the appropriate section, and will post the responses on the Board’s website.

3.11 Requests for information in keeping with the ARC’s mandate and in keeping with

the schools under review, will be provided by ARC Resource staff in a timely manner for the ARC’s use and if the information is requested from an external party, for the ARC’s approval. It may not always be possible to obtain responses to requests for information in time for the next scheduled meeting. If this occurs, ARC Resource staff will provide an estimated availability time.

3.12 All ARC meetings will be structured to encourage an open and informed

exchange of views. 4.0 Reference Criteria

4.1 In accordance with the Pupil Accommodation Review Guideline, the Reference Criteria is to frame the parameters of the ARC discussion, which will lead to the


development of the ARC Accommodation Report. The Reference Criteria is to help the ARC assess:

1) The current situation, if the situation was left unchanged and; 2) How the situation may improve if accommodation option(s) were

implemented.

4.1.1 CURRENT SITUATION - The ARC is to examine the school(s) under review from the perspective of the following criteria (see bullets in 4.1.2 below) as the criteria relates to the current situation and the projected situation (both physical and educational).

4.1.2 ACCOMMODATION OPTION(S) PROPOSED - The ARC is also to

examine the school(s) under review using the following criteria to assess the feasibility of the potential accommodation option(s) being recommended.

Declining school or program enrolments which currently impact or may limit a student's educational and social opportunity;

The absence of sufficient instructional space within a school or a group of schools (which may impact a student's access to programming and physical resources e.g., gym, library);

The presence of surplus instructional space within a school or a group of schools;

The physical condition of a school or a group of schools which may impact the quality of the learning environment and/or limited financial resources of the Board.

4.2 The ARC may add additional reference criteria.

5.0 Capital Planning Objectives and Partnership Opportunities

5.1 The Board is to outline its capital planning objectives and accommodation planning for the area under review in order to provide the ARC with context for the accommodation review processes and decisions.

The Board is to provide five-year enrolment projections, by grade, for each school included in the review. In addition, if requested by the ARC, longer-term enrolment projections and/or school-age population data for the subject review area will be provided in order to support effective decision-making by the ARC.

These capital planning objectives and accommodation planning should take into account opportunities for partnerships with other school boards, potential community partners, and appropriate public organizations that are financially sustainable, safe for students, and protect the core values and objectives of the school board.

The Board is to inform the ARC of such known or reasonably anticipated partnership opportunities, or lack thereof, at the beginning of the ARC process.


The Board must document their efforts to meet with the affected Ssingle and uupper-tier municipalities, as well as other community partners that expressed an interest prior to the pupil accommodation review; and provide any relevant information from this meeting as part of the Final Staff Report to the Board of Trustees.

6.0 Alternative Accommodation Options(s) by the Board

6.1 The Board must present at least one alternative accommodation option and supporting rationale that addresses the objectives and the Reference Criteria outlined in the Terms of Reference.

6.2 Where the Board’s proposed alternative accommodation option(s) include new

capital investment, the Board staff will advise the ARC on the availability of funding. Where no funding exists, Board staff will propose how students would be accommodated if funding does not become available.

6.3 The ARC may create alternative accommodation option(s), consistent with the

objectives and Reference Criteria outlined above, and with supporting rationale. . 6.4 ARC Resource Staff will provide the necessary data to enable the ARC to

examine the options proposed. This analysis is necessary to assist the ARC in finalizing the ARC Accommodation Report to the Director.

6.5 Where the ARC recommends accommodation option(s) that include new capital

investment, the ARC Chair will advise the ARC on the availability of funding. Where no funding exists, the ARC, will propose how students would be accommodated if funding does not become available. ARC Resource staff will provide analysis support for this process.

6.6 All accommodation options developed by the Board or by the ARC are to address, at a minimum, where students would be accommodated; changes that may be required to existing facilities; program availability and transportation.

7.0 Working Meetings

7.1 The goal of the working meetings is to ensure that information is prepared for presentation at each of the minimum twofour public meetings. The materials prepared will support the objectives and the Reference Criteria of this Terms of Reference and will help the ARC in its development of the ARC Accommodation Report.

7.2 The ARC Resource staff will work with the ARC to prepare all working meeting

and Public Meeting agendas and materials. Meeting agendas and materials are to be made available by e-mail to the ARC members and posted on the Board’s website when possible at least 24 hours in advance of the scheduled meeting.


7.3 ARC Resource staff will ensure that accurate minutes are recorded. These minutes

are to reflect the discussions that take place and decisions that are made at working meetings and at Public Meetings. ARC meeting minutes will be posted to the Board’s website after the minutes have been approved by the ARC.

7.4 Working Meetings of the ARC shall be open to observation by the public.

8.0 Public Meetings

8.1 In addition to ARC working meetings, the ARC will hold a minimum of twofour (24) public meetings. Public meetings will occur in one of the affected schools, provided the school is an accessible facility, or at an alternate facility within the local community.

8.2 Following the date of the Board of Trustees’ approval to conduct a pupil

accommodation review, the school board will provide written notice of the Board of Trustees’ decision within 5 business days to each of the affected Single and Upper-Tier municipalities through the Clerks Department (or equivalent), other community partners that expressed an interest prior to the pupil accommodation review; and include an invitation for a meeting to discuss and comment on the recommended option(s) in the school board’s Initial Staff Report. School boards must also notify the Director(s) of Education of their coterminous school boards and the Ministry of Education through the office of the Assistant Deputy Minister of the Financial Policy and Business Division.

8.3 The affected single and upper-tier municipalities, as well as other community

partners that expressed an interest prior to the pupil accommodation review, must provide their response on the recommended option(s) in the school board’s Initial Staff Report before the final public meeting.

8.4 These public meetings will be organized as follows:

At the first public meeting, the ARC will present the Initial Staff Report, the Preliminary School Accommodation Review Report prepared by the Director, including the Board/Staff proposed alternative accommodation option(s) and supporting rationale. . As well, the ARC will describe the Terms of Reference, including its mandate; outline its study process; give the public a briefing on the data and issues to be addressed and receive community input from both municipal governments and other community partners; and

At the second public meeting, the ARC will present a completed School Information Profile (refer to Appendix 2) for the school(s) under consideration and receive community input. Board staff must document community input, from municipal governments or potential community partners both during and prior to the accommodation review.;

At the third public meeting, the ARC will present the accommodation option(s) and request community input;


At the fourth public meeting Final Public Meeting, the ARC will present to the public, the draft ARC Accommodation Report with its interim accommodation recommendation(s) and supporting rationale and receive municipal and community input. The ARC may make changes to the report based upon feedback at this meeting. Board staff must document community input, from municipal governments or potential community partners both during and prior to the accommodation review.

8.52 The ARC Chair will call the first public meeting no earlier than thirty (30)

calendar business days after the date of its appointment. 8.63 Notice of the first public meeting will be provided no less than thirty (30)

calendar business days in advance of the meeting. There must be aA minimum of fourtyteen (4014) businesscalendar days between the first and final public meeting. A minimum of ten (10) business days’ notice will be provided in respect of the final public meeting

notice will be provided in respect of other public meetings. 8.7 Public notice of the public meetings will be provided through school newsletters,

letters to the school community, Parish bulletins (where possible) and the Board’s website and will include date, time, location, purpose, contact name and email address.

9.0 ARC Accommodation Report

9.1 The ARC Accommodation Report which is a mandatory outcome of the ARC’s work, is to be submitted to the Director, by the Chair of the ARC. The ARC Accommodation Report is to be drafted in plain language.

9.2.1.1 The ARC will prepare a report that will make accommodation

recommendation(s) with supporting rationale consistent with the objectives and Reference Criteria outlined in the Terms of Reference.

9.2 The Final Staff Report, which will contain the ARC Accommodation Report,

must be posted on the board’s web site no fewer than 10 business days after the final public meeting.

9.3 Public Delegations to the Board of Trustees must be allowed for an opportunity

for the public to provide feedback on the ARC Accommodation Report. Notice of the public delegation opportunities will be provided through an appropriate range of media. Board staff will compile feedback from the public delegations which will then be presented to the Board of Trustees within the Final Staff Report which will include the ARC Accommodation Report. From the posting of the Final Staff Report, there must be no fewer than 10 business days before the public delegations. There must be no fewer than 10 business days between public delegations and the final decision of the Board of Trustees.


9.41.2 The ARC should also consider the following issues and try to address these as well as possible in the ARC Accommodation Report:

The implications for the program for students both in the school under consideration for consolidation, closure or program relocation and in the school(s) where programs may be affected.

The effects of consolidation, closure or program relocation on the following: - The attendance area defined for the school(s) - Attendance at the other school(s) - The need and extent of transportation

The financial effects of consolidating or not consolidating the school, including any capital implications.

Savings expected to be achieved as a result of the consolidation, closure or program relocation: - School operations (heating, lighting, cleaning, routine maintenance) - Expenditures to address school renewal issues which will no longer be

required. Revenue implications as a result of the consolidation, closure or program

relocation. Additional expenditures, if any, at schools which will accommodate

students displaced as a result of a consolidation, closure or program relocation decision taken by the Board: - School operations (heating, lighting, cleaning, routine maintenance) - School administration - School renewal - Transportation

Net savings/costs associated with but not limited to the following: - Teaching staff, Paraprofessionals, Transportation

The possible alternative use or disposition of an empty building. 9.51.3 The ARC will deliver its Accommodation Report to the Director not earlier than

forninety (490) calendar business days and not later than one hundred and twenty (120) calendar days after the beginning of the ARC’s first public meeting. The Director will post the ARC Accommodation Report on the Board’s website along with the Final Staff Report for a minimum of ten business days.

. 9.61 .4 The ARC shall present the ARC Accommodation Report/Final Staff

Report ARC Accommodation Report to the Board of Trustees. Pupil Accommodation review decisions should not be made during the summer holiday or other holiday periods during the school year.

3E:2

SCHOOL INFORMATION PROFILE

VALUATION FRAMEWORK

3E:2 PUPIL ACCOMMODATION

REVIEW GUIDELINES

APPENDIX B

A P P E N D I X B – P U P I L A C C O M M O D A T I O N R E V I E W G U I D E L I N E S P a g e | 2

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SCHOOL INFORMATION PROFILEVALUATION FRAMEWORK School valuation is the focus of the pupil accommodation review process. To support the school valuation process, school boards are required to develop a generic School Information ProfileValuation Framework. The purpose of the School Information ProfileValuation Framework is to create a profile or picture of the school by asking a series of questions under twofour categories:

1. Vvalue to the student; and 2. Vvalue to the communityschool board Vvalue to the school board Vvalue to the local economy

The generic School Information ProfileValuation Framework will be customized for use by each Accommodation Review Committee to assess the value of the school or schools being considered. If multiple schools within the same planning area are being reviewed together, each school must undergo a valuation specific to that school using the same framework at the same point-in-time for comparison purposes..


1. VALUE TO THE STUDENT 1.1 Physical Space to Support Student Learning

Elementary and Secondary

Number of classrooms in the school: ______

YES NO Is there currently sufficient permanent space to accommodate all students?

Does the school have: a library

a gymnasium change rooms storage and equipment room a staff work room a room for French language instruction an art room an instrumental music room a special education room suitable washrooms a cafeteria lockers/cloak room area a book room theatre arts facilities/stage a computer lab a family studies room an auditorium a kitchen staff/visitor/student parking student drop-off and pick-up areas a bus loading zone property to accommodate development or additions a staff room

Secondary

Does the school have: science labs

technology facilities business studies facilities

Additional Comments:


1.2 School Grounds for Healthy Physical Activity and Extracurricular Activities

Does the school have: hard surfaced play areas

YES NO

soccer field football field

baseball field track basketball court play structure shaded area green space Has the school participated in a re-greening project?

Describe the conditions of the school grounds.

Additional Comments: 1.3 Range of Courses or Program Offerings

Elementary

Does the school provide large uninterrupted blocks of literacy and math instruction?

YES NO

Does each class have access to the gym for daily physical activity?


Does the school have a dedicated teacher for: music

physical education computers library French resource literacy resource early reading intervention Does the school have: combined grades

straight grades



Does the school offer: guidance and career education programs

YES NO

defined pathways programs for all post-secondary destinations reach ahead programs technology programs co-op credits an instrumental music program a vocal music program

Where is the nearest access to similar programs?

Secondary

List any compulsory courses that cannot be offered in this school:

List the optional courses in grades 9-12:

What optional programs cannot be offered currently that are offered in other HPCDSB schools?

Does the school have a sufficient number of students to run courses in each subject area for all five student pathways (independent living, work, apprenticeship, college, university)?

YES NO

Which courses must be offered as multi-level or multi-grade to be sustainable?

Which courses were cancelled this year? (list course code and title) Why?

What programs are offered as specialist high skills majors or as focus programs?


List partnerships which enhance and support student success:

Which second language programs does the school offer?

Does the school offer: business studies programs

YES NO

theatre arts program Does the school provide co-operative education opportunities for students? Does the school offer after school remedial programs onsite? How many parent/family/community volunteers does the school attract?



1.4 Range of Extracurricular Activities

Is this school a designated Best Start hub? YES NO

Are child care services available before and after school? Are child care services available during the school day?

List intramural sports:

List interschool sports:


List non-athletic school clubs:


1.5 Student Outcomes at the School

Rolling average for: Results Cohort Size

EQAO - Primary Reading 02-03-04Current -

3

03-04-05Current -

2

04-05-06Current -

1

Current YrYr.05-06

05-06Current

YrYr. EQAO - Primary Writing

EQAO - Primary Mathematics

EQAO - Junior Reading

EQAO - Junior Writing

EQAO - Junior Mathematics

EQAO - Grade 9 academic mathematics

EQAO - Grade 9 applied mathematics

OSSLT - Grade 10 eligible

OSSLT - Grade 10 previously eligible

Grade 10 - Credit accumulation rate

Graduation rate

Additional Comments: 1.6 School Accessibility for Individuals with Disabilities

Is the school accessible for individuals with disabilities? YES NO


Does the school have: accessible washrooms

elevator(s) approved ramps automated doors accessible playgrounds dedicated handicapped parking spaces appropriate signage Is the entrance to the school barrier-free?



1.7 Security

Does the school have a security system e.g., controlled entrances, video surveillance?

YES NO


1.8 Proximity of the School to Students/Length of Bus Ride to School

What percentage of students walk to school?

What percentage of students attend from outside the school boundary? What percentage of students are bused to school? What is the average distance to school for students? What is the average bus ride duration for students?


1.9 Supports

Does the school have: a full-time Principal

YES NO

a Vice-Principal a full-time secretary


a teacher librarian a library clerk/technician a full-time special education teacher full-time custodial staff? How many educational assistants does the school have?



1.10 Funds

Funds raised over the past 3 years (details)

Contributions to the community (details) 1.11 Summary

Why do students choose this school?

What is unique about this school?

What is the value of the school to students?



2. VALUE TO THE SCHOOL BOARD 2.1 Physical Space to Support Student Learning


Number of classrooms in the school: ______

YES NO Is there currently sufficient permanent space to accommodate all students?

Does the school have: a library

a gymnasium change rooms storage and equipment room a staff work room a room for French language instruction an art room an instrumental music room a special education room suitable washrooms a cafeteria lockers/cloak room area a book room theatre arts facilities/stage a computer lab a family studies room an auditorium a kitchen staff/visitor/student parking student drop-off and pick-up areas a bus loading zone property to accommodate development or additions a staff room

Secondary

Does the school have: science labs

technology facilities business studies facilities



2.2 Range of Courses or Program Offerings

Elementary

Does the school provide large uninterrupted blocks of literacy and math instruction?

YES NO

Does the school offer daily physical activity? Does the school have a dedicated teacher for: music

physical education computers library French resource literacy resource early reading intervention Does the school have: combined grades

straight grades


Does the school offer: guidance and career education programs

YES NO

defined pathways programs for all post-secondary destinations reach ahead programs technology programs co-op credits programs and supports for students at risk an instrumental music program a vocal music program


Secondary

List any compulsory courses that cannot be offered in this school:


List the optional courses in grades 9-12:

What optional programs cannot be offered currently that are offered in other HPCDSB schools?

Does the school have a sufficient number of students to run courses in each subject area for all five student pathways (independent living, work, apprenticeship, college, university)?

YES NO

Which courses must be offered as multi-level or multi-grade to be sustainable?

Which courses were cancelled this year? (list course code and title) Why?

What programs are offered as specialist high skills majors or as focus programs?

List partnerships which enhance and support student success:

Which second language programs does the school offer?

Does the school offer: business studies programs

YES NO

a theatre arts program Does the school provide co-operative education opportunities for students? Does the school offer after school remedial programs onsite?


How many parent/family/community volunteers does the school attract?




2.3 Student Outcomes at the School

Rolling average for: Results Cohort Size

EQAO - Primary Reading 02-03-04Current -

3

03-04-05Current -

2

04-05-06Current -

1

05-06Current

YrYr.

05-06Current

YrYr. EQAO - Primary Writing

EQAO - Primary Mathematics

EQAO - Junior Reading

EQAO - Junior Writing

EQAO - Junior Mathematics

EQAO - Grade 9 academic mathematics

EQAO - Grade 9 applied mathematics

OSSLT - Grade 10 eligible

OSSLT - Grade 10 previously eligible

Grade 10 - Credit accumulation rate

Graduation rate

Additional Comments: 2.4 Condition of School When was the school built? What is the current Facility Condition Index (FCI)? What will the FCI be in 5 years? What are the current renewal costs? What will the renewal costs be in 5 years? Describe the conditions of the school grounds.

Additional Comments: 2.5 Location of School What percentage of students are bused to school? What is the average distance to school for students? What is the average bus ride duration for students?



Additional Comments: 2.6 Enrolment vs. Available Space

Does the enrolment at the school exceed the surplus space in adjacent schools? YES NO

What is the current enrolment at the school? What is the projected enrolment in 5 years? What is the projected enrolment in 10 years? What is the capacity of the school? What is the current utilization rate of the school? What is the projected utilization rate in 5 years? What is the projected utilization rate in 10 years?

Additional Comments: 2.7 Cost to Operate the School What are the costs for utilities? (electricity, gas, oil, water) What are the maintenance costs for the facility? What are the maintenance costs for the grounds? What are the maintenance costs for security?



2.8 Supports

Does the school have: a full-time Principal

YES NO

a Vice-Principal a full-time secretary a teacher librarian a library clerk/technician a full-time special education teacher full-time custodial staff How many educational assistants does the school have?


2.9 Summary

What is the value of the school to the school board?



3. VALUE TO THE COMMUNITY 3.1 Community Use List the community groups which use the school/school grounds and the number of hours used for the school year: # of hours: Fees paid: School

YES NO

School grounds

What other facilities/playing fields in the vicinity are used by community groups?


3.2 Range of Program Offerings at the School that serve both Students and Community

Members Is this school a designated Best Start hub?

YES NO

List programs that serve both students and community members?




3.3 School as Partner in Other Government Initiatives in the Community Is the school a partner in other government initiatives within the community? (List)

YES NO

Are there plans for local partnerships for delivering childcare and other community and social services? (List)

List any significant upgrades to the school in the past five years completed in partnership with the community: List adult learning programs offered at the school: Does the community have programs and supports for students at risk?


3.4 Contributions to the Community DETAILS:



3.5 Summary

What is the value of the school to the community?



4. VALUE TO THE LOCAL ECONOMY 4.1 Local Employer

Who are the employers in the community?

4.2 Local Development

Is the school an asset to the local housing development?

4.3 Availability of Cooperative Education

List the Co-operative Education employers available in the community for students:

Is there public transportation available to the work site?

YES NO

4.4 Availability of Training Opportunities or Partnerships with Business

List the training opportunities or partnerships with business in the community:


Is there public transportation available to the training site?


4.5 Growth/Reduction

List plans for further commercial/industrial growth/reduction.

4.6 Summary

What is the value of the school to the local economy?


MINISTRY OF EDUCATION

PUPIL ACCOMMODATION REVIEW GUIDELINE

March 2015

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APPENDIX C

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TABLE OF CONTENTS

PREAMBLE

I. PURPOSE

II. INTRODUCTION

III. GUIDING PRINCIPLES

IV. SCHOOL BOARD ACCOMMODATION REVIEW POLICIES

V. SCHOOL BOARD PLANNING PRIOR TO AN

ACCOMMODATION REVIEW

VI. ESTABLISHING AN ACCOMMODATION REVIEW

VII. THE ACCOMMODATION REVIEW COMMITTEE

VIII. SCHOOL INFORMATION PROFILE

IX. CONSULTATION WITH LOCAL MUNICIPAL GOVERNMENTS

X. PUBLIC MEETINGS

XI. COMPLETING THE ACCOMODATION REVIEW

XII. TRANSITION PLANNING

XIII. TIMELINES FOR THE ACCOMMODATION REVIEW PROCESS

XIV. MODIFIED ACCOMMODATION REVIEW PROCESS

XV. EXEMPTIONS

XVI. DEFINITIONS

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PREAMBLE

School boards are responsible for managing their school capital assets in an effective manner. They must respond to changing demographics and program needs while ensuring continued student achievement and well-being, and the financial viability/sustainability of the school board.

One aspect of a school board’s capital and accommodation planning is reviewing schools that have underutilized space. These are schools where the student capacity of the school is greater than the number of students enrolled. When a school board identifies a school that is projected to have long-term excess space, a school board would typically look at a number of options such as:

• moving attendance boundaries and programs to balance enrolment between over and underutilized schools;

• offering to lease underutilized space within a school to a coterminous school board;

• finding community partners who can pay the full cost of operating the underutilized space; and/or

• decommissioning or demolishing a section of the school that is not required for student use to reduce operating costs.

If none of these options are deemed viable by a school board, the board may determine that a pupil accommodation review process take place which could lead to possible school consolidations and closures. These decisions are made within the context of supporting the school board’s student achievement and well-being strategy and to make the most effective use of its school buildings and funding.

The Ministry of Education expects school boards to work with their community partners when undertaking capital planning, including when a school board is beginning to develop options to address underutilized space in schools. The Ministry of Education’s Community Planning and Partnerships Guideline (CPPG) outlines requirements for school boards to reach out to their local municipalities and other community partners to share planning related information and to explore potential partnership opportunities. This version of the Pupil Accommodation Review Guideline (the “Guideline”) builds upon the CPPG by providing requirements for school boards to share information with and seek feedback from their local municipalities and other community partners related to any pupil accommodation reviews a school board initiates.

If a pupil accommodation review results in a school closure decision, a school board will then need to decide whether to declare that school as surplus, potentially leading to the future sale of the property. These sales are governed by provincial regulation. Alternately, a school board may decide to use a closed school for other school board purposes, or hold the property as a strategic long-term asset of the school board due to a projected need for the facility in the

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future. Each school board decides when it is appropriate to review its strategic property holdings to determine if these properties are still required to be held or should be considered surplus to the school board’s needs and considered for a future sale.

This document provides direction to school boards on one component of their capital planning - the pupil accommodation review process. It provides the minimum standards the province requires school boards to follow when undertaking a pupil accommodation review. It is important to note that school boards have flexibility to modify their pupil accommodation review policies to meet their local needs, and can develop policies that exceed the provincial minimum standards outlined in this document.

I. PURPOSE

The purpose of the Guideline is to provide a framework of minimum standards for school boards to undertake pupil accommodation reviews to determine the future of a school or group of schools. This Guideline ensures that where a decision is taken by a school board regarding the future of a school, that decision is made with the involvement of an informed local community and is based on a broad range of criteria regarding the quality of the learning experience for students.

This Guideline is effective upon release and replaces the previous Guideline of June 2009.

II. INTRODUCTION

Ontario’s school boards are responsible for deciding the most appropriate pupil accommodation arrangements for the delivery of their elementary and secondary programs. These decisions are made by school board trustees in the context of carrying out their primary responsibilities of fostering student achievement and well-being, and ensuring effective stewardship of school board resources. In some cases, to address changing student populations, this requires school boards to consider undertaking pupil accommodation reviews that may lead to school consolidations and closures.

Under paragraph 26, subsection 8 (1) of the Education Act, the Minister of Education may issue guidelines with respect to school boards’ school closure policies.

III. GUIDING PRINCIPLES

The Guideline has been established to align with the Ministry of Education’s vision and as such, focuses on student well-being; academic achievement; and school board financial viability/sustainability.

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All school board pupil accommodation review policies should be designed to align with these guiding principles.

IV. SCHOOL BOARD ACCOMMODATION REVIEW POLICIES

School boards are responsible for creating and implementing a policy to address pupil accommodation reviews to serve their local needs. The Ministry of Education expects school boards to consult with local communities prior to adopting or subsequently amending their pupil accommodation review policies.

All pupil accommodation review policies must be clear in stipulating that the final decision regarding the future of a school or group of schools rests solely with the Board of Trustees. If the Board of Trustees votes to close a school or schools in accordance with their policy, the school board must provide clear timelines regarding the closure(s) and ensure that a transition plan is communicated to all affected school communities within the school board.

It is important to note that this Guideline is intended as a minimum requirement for school boards in developing their policies. School boards are responsible for establishing and complying with their pupil accommodation review policies to serve their local needs.

A copy of the school board’s pupil accommodation review policy, the government’s Pupil Accommodation Review Guideline and the Administrative Review of Accommodation Review Process documents are to be made available to the public as determined in the school board’s policy, and posted on the school board’s website.

The Guideline recognizes that pupil accommodation reviews include a school or group of schools to facilitate the development of viable solutions for pupil accommodation that support the guiding principles.

School board pupil accommodation review policies will include statements that encourage the sharing of relevant information as well as providing the opportunity for the public and affected school communities to be heard.

The Ministry of Education recommends that, wherever possible, schools should only be subject to a pupil accommodation review once in a five-year period, unless there are circumstances determined by the school board, such as a significant change in enrolment.

V. SCHOOL BOARD PLANNING PRIOR TO AN ACCOMMODATION REVIEW

As described in the Community Planning and Partnerships Guideline, school boards must undertake long-term capital and accommodation planning, informed

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by any relevant information obtained from local municipal governments and other community partners, which takes into consideration long-term enrolment projections and planning opportunities for the effective use of excess space in all area schools.

School boards must document their efforts to obtain information from local municipal governments as well as other community partners that expressed an interest prior to the pupil accommodation review; and provide any relevant information from municipalities and other community partners as part of the initial staff report (see Section VI).

VI. ESTABLISHING AN ACCOMMODATION REVIEW

School boards may proceed to establish a pupil accommodation review only after undertaking the necessary assessment of long-term capital and accommodation planning options for the school(s).

Initial Staff Report

Prior to establishing a pupil accommodation review, the initial staff report to the Board of Trustees must contain one or more options to address the accommodation issue(s). Each option must have a supporting rationale. There must be a recommended option if more than one option is presented. The initial staff report must also include information on actions taken by school board staff prior to establishing a pupil accommodation review process and supporting rationale as to any actions taken or not taken.

The option(s) included in the initial staff report must address the following:

• summary of accommodation issue(s) for the school(s) under review; • where students would be accommodated; • if proposed changes to existing facility or facilities are required as a result

of the pupil accommodation review; • identify any program changes as a result of the proposed option; • how student transportation would be affected if changes take place; • if new capital investment is required as a result of the pupil

accommodation review, how the school board intends to fund this, as well as a proposal on how students would be accommodated if funding does not become available; and

• any relevant information obtained from municipalities and other community partners prior to the commencement of the pupil accommodation review, including any confirmed interest in using the underutilized space.

Each recommended option must also include a timeline for implementation.

The initial staff report and School Information Profiles (SIPs) (see Section VIII) will be made available to the public, as determined in the school board’s policy,

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and posted on the school board’s website following the decision to proceed with a pupil accommodation review by the Board of Trustees.

School boards must ensure that individuals from the school(s) under review and the broader community are invited to participate in the pupil accommodation review consultation. At a minimum, the pupil accommodation review process must consist of the following methods of consultation:

• Accommodation Review Committee (ARC) (see Section VII); • consultation with municipal governments local to the affected school(s)

(see Section IX); • public meetings (see Section X); and • public delegations (see Section XI).

VII. THE ACCOMMODATION REVIEW COMMITTEE

Role

School boards must establish an ARC that represents the school(s) under review and acts as the official conduit for information shared between the school board and the school communities. The ARC may comment on the initial staff report and may, throughout the pupil accommodation review process, seek clarification of the initial staff report. The ARC may provide other accommodation options than those in the initial staff report; however, it must include supporting rationale for any such option.

The ARC members do not need to achieve consensus regarding the information provided to the Board of Trustees.

The school board’s staff resources assigned to the ARC are required to compile feedback from the ARC as well as the broader community in the Community Consultation section of the final staff report (see Section XI) to be presented to the Board of Trustees.

Membership

The membership of the ARC should include, at a minimum, parent/guardian representatives from each of the schools under review, chosen by their respective school communities.

Where established by a school board’s pupil accommodation review policy, there may also be the option to include students and representation from the broader community. For example, a school board’s policy may include a requirement for specific representation from the First Nations, Metis, and Inuit communities. In addition, school board trustees may be ad hoc ARC members to monitor the ARC progress.

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Formation

The ARC should be formed following the Board of Trustees’ consideration of the initial staff report but prior to the first public meeting. The school board will invite ARC members from the school(s) under review to an orientation session that will describe the mandate, roles and responsibilities, and procedures of the ARC.

Terms of Reference

School boards will provide the ARC with Terms of Reference that describe the ARC’s mandate. The mandate will refer to the school board’s education and accommodation objectives in undertaking the ARC and reflect the school board’s strategy for supporting student achievement and well-being.

The Terms of Reference will also clearly outline the school board’s expectations of the roles and responsibilities of the ARC; and describe the procedures of the ARC. At a minimum, the ARC will provide feedback on the initial staff report option(s).

The Terms of Reference will outline the minimum number of working meetings of the ARC.

Meetings of the Accommodation Review Committee

The ARC will meet to review materials presented by school board staff. It is recommended that the ARC hold as many working meetings as is deemed necessary within the timelines established in their school board’s pupil accommodation review policy.

VIII. SCHOOL INFORMATION PROFILE

School board staff are required to develop School Information Profiles (SIPs) as orientation documents to help the ARC and the community understand the context surrounding the decision to include the specific school(s) in a pupil accommodation review. The SIP provides an understanding of and familiarity with the facilities under review.

The SIP is expected to include data for each of the following two considerations about the school(s) under review:

• value to the student; and • value to the school board.

A SIP will be completed by school board staff for each of the schools under review. The following are the minimum data requirements and factors that are to be included in the SIP:

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• Facility Profile: o School name and address. o Site plan and floor plan(s) (or space template) of the school with the date

of school construction and any subsequent additions. o School attendance area (boundary) map. o Context map (or air photo) of the school indicating the existing land uses

surrounding the school. o Planning map of the school with zoning, Official Plan or secondary plan

land use designations. o Size of the school site (acres or hectares). o Building area (square feet or square metres). o Number of portable classrooms. o Number and type of instructional rooms as well as specialized classroom

teaching spaces (e.g., science lab, tech shop, gymnasium, etc.). o Area of hard surfaced outdoor play area and/or green space, the number

of play fields, and the presence of outdoor facilities (e.g., tracks, courts for basketball, tennis, etc.).

o Ten-year history of major facility improvements (item and cost). o Projected five-year facility renewal needs of school (item and cost). o Current Facility Condition Index (FCI) with a definition of what the index

represents. o A measure of proximity of the students to their existing school, and the

average distance to the school for students. o Percentage of students that are and are not eligible for transportation

under the school board policy, and the length of bus ride to the school (longest, shortest, and average length of bus ride times).

o School utility costs (totals, per square foot, and per student). o Number of parking spaces on site at the school, an assessment of the

adequacy of parking, and bus/car access and egress. o Measures that the school board has identified and/or addressed for

accessibility of the school for students, staff, and the public with disabilities (i.e., barrier-free).

o On-the-ground (OTG) capacity, and surplus/shortage of pupil places. • Instructional Profile:

o Describe the number and type of teaching staff, non-teaching staff, support staff, itinerant staff, and administrative staff at the school.

o Describe the course and program offerings at the school. o Describe the specialized service offerings at the school (e.g.,

cooperative placements, guidance counseling, etc.). o Current grade configuration of the school (e.g., junior kindergarten to

Grade 6, junior kindergarten to Grade 12, etc.). o Current grade organization of the school (e.g., number of combined

grades, etc.). o Number of out of area students. o Utilization factor/classroom usage.

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o Summary of five previous years’ enrolment and 10-year enrolment projection by grade and program.

o Current extracurricular activities.

• Other School Use Profile: o Current non-school programs or services resident at or co-located with

the school as well as any revenue from these non-school programs or services and whether or not it is at full cost recovery.

o Current facility partnerships as well as any revenue from the facility partnerships and whether or not it is at full cost recovery.

o Community use of the school as well as any revenue from the community use of the school and whether or not it is at full cost recovery.

o Availability of before and after school programs or services (e.g., child care) as well as any revenue from the before and after school programs and whether or not it is at full cost recovery.

o Lease terms at the school as well as any revenue from the lease and whether or not it is at full cost recovery.

o Description of the school’s suitability for facility partnerships.

School boards may introduce additional items that could be used to reflect local circumstances and priorities which may help to further understand the school(s) under review.

Each school under review will have a SIP completed at the same point-in-time for comparison purposes. The Ministry of Education expects school boards to prepare SIPs that are complete and accurate, to the best of the school board’s ability, prior to the commencement of a pupil accommodation review.

While the ARC may request clarification about information provided in the SIP, it is not the role of the ARC to approve the SIP.

IX. CONSULTATION WITH LOCAL MUNICIPAL GOVERNMENTS

Following the Board of Trustees’ approval to undertake a pupil accommodation review, school boards must invite affected single and upper-tier municipalities as well as other community partners that expressed an interest prior to the pupil accommodation review to discuss and comment on the recommended option(s) in the school board’s initial staff report.

The invitation for this meeting will be provided through a written notice, and will be directed through the Clerks Department (or equivalent) for the affected single and upper-tier municipalities.

The affected single and upper-tier municipalities, as well as other community partners that expressed an interest prior to the pupil accommodation review, must provide their response on the recommended option(s) in the school board’s initial staff report before the final public meeting. School boards must provide

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them with advance notice of when the final public meeting is scheduled to take place.

School boards must document their efforts to meet with the affected single and upper-tier municipalities, as well as other community partners that expressed an interest prior to the pupil accommodation review; and provide any relevant information from this meeting as part of the final staff report to the Board of Trustees (see Section XI).

X. PUBLIC MEETINGS

Once a school board has received an initial staff report and has approved the initiation of a pupil accommodation review, the school board must arrange to hold a minimum of two public meetings for broader community consultation on the initial staff report. School board staff are expected to facilitate the public meetings to solicit broader community feedback on the recommended option(s) contained in the initial staff report.

The public meetings are to be announced and advertised publicly by the school board through an appropriate range of media as determined by the school board.

At a minimum, the first public meeting must include the following:

• an overview of the ARC orientation session; • the initial staff report with recommended option(s); and • a presentation of the SIPs.

XI. COMPLETING THE ACCOMMODATION REVIEW

Final Staff Report

At the conclusion of the pupil accommodation review process, school board staff will submit a final staff report to the Board of Trustees which must be available to the public as determined in the school board’s policy, and posted on the school board’s website.

The final staff report must include a Community Consultation section that contains feedback from the ARC and any public consultations as well as any relevant information obtained from municipalities and other community partners prior to and during the pupil accommodation review.

School board staff may choose to amend their proposed option(s) included in the initial staff report. The recommended option(s) must also include a proposed accommodation plan, prepared for the decision of the Board of Trustees, which contains a timeline for implementation.

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Delegations to the Board of Trustees Meeting

Once school board staff submits the final staff report to the Board of Trustees, the school board must allow an opportunity for members of the public to provide feedback on the final staff report through public delegations to the Board of Trustees. Notice of the public delegation opportunities will be provided based on school board policy.

After the public delegations, school board staff will compile feedback from the public delegations which will be presented to the Board of Trustees with the final staff report.

Decision of the Board of Trustees

The Board of Trustees will be provided with the final staff report, including the compiled feedback from the public delegations, when making its final decision regarding the pupil accommodation review.

The Board of Trustees has the discretion to approve the recommendation(s) of the final staff report as presented, modify the recommendation(s) of the final staff report, or to approve a different outcome.

The Ministry encourages school boards not to make final pupil accommodation review decisions during the summer holiday period (typically from July 1 to the day after Labour Day).

XII. TRANSITION PLANNING

The transition of students should be carried out in consultation with parents/guardians and staff. Following the decision to consolidate and/or close a school, the school board is expected to establish a separate committee to address the transition for students and staff.

XIII. TIMELINES FOR THE ACCOMMODATION REVIEW PROCESS

The pupil accommodation review process must comply with the following minimum timelines:

• Following the date of the Board of Trustees’ approval to conduct a pupil accommodation review, the school board will provide written notice of the Board of Trustees’ decision within 5 business days to each of the affected single and upper-tier municipalities through the Clerks Department (or equivalent), other community partners that expressed an interest prior to the pupil accommodation review; and include an invitation for a meeting to discuss and comment on the recommended option(s) in the school board’s

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initial staff report. School boards must also notify the Director(s) of Education of their coterminous school boards and the Ministry of Education through the office of the Assistant Deputy Minister of the Financial Policy and Business Division.

• The affected single and upper-tier municipalities, as well as other community partners that expressed an interest prior to the pupil accommodation review, must provide their response on the recommended option(s) in the school board’s initial staff report before the final public meeting.

• Beginning with the date of the Board of Trustees’ approval to conduct a pupil accommodation review, there must be no fewer than 30 business days before the first public meeting is held.

• There must be a minimum period of 40 business days between the first and final public meetings.

• The final staff report must be publicly posted no fewer than 10 business days after the final public meeting.

• From the posting of the final staff report, there must be no fewer than 10 business days before the public delegations.

• There must be no fewer than 10 business days between public delegations and the final decision of the Board of Trustees.

XIV. MODIFIED ACCOMMODATION REVIEW PROCESS

In certain circumstances, where the potential pupil accommodation options available are deemed by the school board to be less complex, school boards may find it appropriate to undertake a modified pupil accommodation review process. The Guideline permits a school board to include an optional modified pupil accommodation review process in its pupil accommodation review policy.

A school board’s pupil accommodation review policy must clearly outline the conditions where a modified pupil accommodation review process could be initiated by explicitly defining the factors that would allow the school board the option to conduct a modified pupil accommodation review process. The conditions for conducting a modified pupil accommodation review process need to be based on two or more of the following factors:

• distance to the nearest available accommodation; • utilization rate of the facility; • number of students enrolled at the school; or

• when a school board is planning the relocation (in any school year or over a number of school years) of a program, in which the enrolment constitutes more than or equal to 50% of the school’s enrolment (this

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calculation is based on the enrolment at the time of the relocation, or the first phase of a relocation carried over a number of school years).

School boards may consider additional factors that are defined in their pupil accommodation review policy to qualify for the modified pupil accommodation review process. Multiple factors may be developed by the school board to appropriately reflect varying conditions across the board (e.g., urban, rural, elementary panel, secondary panel, etc.). The Board of Trustees must approve these explicitly defined factors, after community consultation, in order to adopt a modified pupil accommodation review process as part of their school board’s pupil accommodation review policy.

The guiding principles of this Guideline apply to the modified pupil accommodation review process.

Even when the criteria for a modified pupil accommodation review are met, a school board may choose to use the standard pupil accommodation review process.

Implementing the Modified Accommodation Review Process

The initial staff report will explain the rationale for exempting the school(s) from the standard pupil accommodation review process, in accordance with the school board’s pupil accommodation review policy.

The initial staff report and SIPs must be made available to the public, as determined in the school board’s policy, and posted on the school board’s website.

A public meeting will be announced and advertised through an appropriate range of media as determined by the school board.

Following the public meeting, school board staff will submit a final staff report to the Board of Trustees which must be available to the public as determined in the school board’s policy, and posted on the school board’s website. The final staff report must include a Community Consultation section that contains feedback from any public consultations as well as any relevant information obtained from municipalities and other community partners prior to and during the modified pupil accommodation review.

Once school board staff submit the final staff report to the Board of Trustees, the school board must allow an opportunity for members of the public to provide feedback through public delegations to the Board of Trustees. Notice of the public delegation opportunities will be provided based on school board policy.

After the public delegations, school board staff will compile feedback from the public delegations which will be presented to the Board of Trustees with the final staff report.

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The Board of Trustees has the discretion to approve the recommendation(s) of the final staff report as presented, modify the recommendation(s) of the final staff report, or to approve a different outcome.

The Ministry encourages school boards not to make final pupil accommodation review decisions during the summer holiday period (typically from July 1 to the day after Labour Day).

A transition plan will be put in place following the decision to consolidate and/or close a school.

Timelines for the Modified Accommodation Review Process

The modified pupil accommodation review process must comply with the following minimum timelines:

• Following the date of the Board of Trustees’ approval to conduct a modified pupil accommodation review, the school board will provide written notice of the Board of Trustees’ decision within 5 business days to each of the affected single and upper-tier municipalities through the Clerks Department (or equivalent), other community partners that expressed an interest prior to the modified pupil accommodation review; and include an invitation for a meeting to discuss and comment on the recommended option(s) in the school board’s initial staff report. School boards must also notify the Director(s) of Education of their coterminous school boards and the Ministry of Education through the office of the Assistant Deputy Minister of the Financial Policy and Business Division.

• The affected single and upper-tier municipalities, as well as other community partners that expressed an interest prior to the modified pupil accommodation review, must provide their response on the recommended option(s) in the school board’s initial staff report before the final public meeting.

• The school board must hold at least one public meeting. Beginning with the date of the Board of Trustees’ approval to conduct a modified pupil accommodation review, there must be no fewer than 30 business days before this public meeting is held.

• The final staff report must be publicly posted no fewer than 10 business days after the final public meeting.

• From the posting of the final staff report, there must be no fewer than 10 business days before the public delegations.

• There must be no fewer than 10 business days between public delegations and the final decision of the Board of Trustees.

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XV. EXEMPTIONS

This Guideline applies to schools offering elementary or secondary programs. However, there are specific circumstances where school boards are not obligated to undertake a pupil accommodation review. These include:

• where a replacement school is to be built by the school board on the existing site, or built or acquired within the existing school attendance boundary, as identified through the school board’s policy;

• where a replacement school is to be built by the school board on the existing site, or built or acquired within the existing school attendance boundary and the school community must be temporarily relocated to ensure the safety of students and staff during the reconstruction, as identified through the school board’s policy;

• when a lease for the school is terminated;

• when a school board is planning the relocation (in any school year or over a number of school years) of grades or programs, in which the enrolment constitutes less than 50% of the school’s enrolment (this calculation is based on the enrolment at the time of the relocation, or the first phase of a relocation carried over a number of school years);

• when a school board is repairing or renovating a school, and the school community must be temporarily relocated to ensure the safety of students during the renovations;

• where a facility has been serving as a holding school for a school community whose permanent school is over-capacity and/or is under construction or repair; or

• where there are no students enrolled at the school at any time throughout the school year.

In the above circumstances, a school board is expected to inform school communities about proposed accommodation plans for students before a decision is made by the Board of Trustees. The school board will also provide written notice to each of the affected single and upper-tier municipalities through the Clerks Department (or equivalent), as well as other community partners that expressed an interest prior to the exemption, and their coterminous school boards in the areas of the affected school(s) through the Director of Education, and to the Ministry of Education through the Assistant Deputy Minister of the Financial Policy and Business Division no fewer than 5 business days after the decision to proceed with an exemption.

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A transition plan will be put in place following the Board of Trustees’ decision to consolidate, close or move a school or students in accordance with this section.

XVI. DEFINITIONS

Accommodation review: A process, as defined in a school board pupil accommodation review policy, undertaken by a school board to determine the future of a school or group of schools.

Accommodation Review Committee (ARC): A committee, established by a school board that represents the affected school(s) of a pupil accommodation review, which acts as the official conduit for information shared between the school board and the affected school communities.

ARC working meeting: A meeting of ARC members to discuss a pupil accommodation review, and includes a meeting held by the ARC to solicit feedback from the affected school communities of a pupil accommodation review.

Business day: A calendar day that is not a weekend or statutory holiday. It also does not include calendar days that fall within school boards’ Christmas, spring, and summer break. For schools with a year-round calendar, any break that is five calendar days or longer is not a business day.

Consultation: The sharing of relevant information as well as providing the opportunity for municipalities and other community partners, the public and affected school communities to be heard.

Facility Condition Index (FCI): A building condition as determined by the Ministry of Education by calculating the ratio between the five-year renewal needs and the replacement value for each facility.

On-the-ground (OTG) capacity: The capacity of the school as determined by the Ministry of Education by loading all instructional spaces within the facility to current Ministry standards for class size requirements and room areas.

Public delegation: A regular meeting of the Board of Trustees where presentations by groups or individuals can have their concerns heard directly by the school board trustees.

Public meeting: An open meeting held by the school board to solicit broader community feedback on a pupil accommodation review.

School Information Profile (SIP): An orientation document with point-in-time data for each of the schools under a pupil accommodation review to help the ARC and the community understand the context surrounding the decision to include the specific school(s) in a pupil accommodation review.

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Space template: A Ministry of Education template used by a school board to determine the number and type of instructional areas to be included within a new school, and the size of the required operational and circulation areas within that school.

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MINISTRY OF EDUCATION

COMMUNITY PLANNING AND PARTNERSHIPS GUIDELINE

March 2015

mvanbakel

Typewritten Text

APPENDIX D

Purpose

The purpose of the Community Planning and Partnerships (CPP) Guideline is to encourage school boards to reach out to community organizations to share planning information with community organizations on a regular basis. In particular, boards are encouraged to ensure that additional efforts are made to share this information with community organizations prior to commencing a pupil accommodation review.

This information sharing will allow school boards and other entities to work together to the benefit of boards, students and the community, and to optimize the use of public assets owned by school boards. This Guideline is intended to assist boards in establishing more facility partnerships, and to support effective planning with community partners regarding land-use and green space/park planning. Boards are expected to revise or develop their own policy/policies that are consistent with this Guideline.

This Guideline focuses on opportunities to share facilities with community partners when building new schools and undertaking significant renovations, when considering the use of unoccupied space in schools, and when considering properties associated with schools that may close and sites that may be considered for future disposition. The Guideline is consistent with the legal framework outlined in the Education Act regarding the disposition of both surplus and non-surplus property and the joint use of schools.

Overview

Cooperative and collaborative relationships between school boards and community organizations are part of the foundation of a strong, vibrant and sustainable publicly funded education system. Around the province, school boards have successful facility partnerships with co-terminous boards and other entities that enable boards to reduce facility costs and/or improve educational opportunities. Some boards have successfully leased or sold space to their local municipality, resulting in a re-purposed local community hub or in protected public access to green space/parks. The Ministry is encouraging boards and their community partners to build on that success by putting measures in place to increase the opportunities for expanding the number of partnerships as well as long-term planning in a way that is well-informed, well-coordinated, transparent, sustainable and supportive of student achievement.

It is the responsibility of all levels of government to make the best use of public assets. The twin challenges of local enrolment changes and making the best use of education funding to support student achievement create an incentive and opportunity to maximize the use of school board facilities and properties. Offering space in schools to partners can also strengthen the role of schools in communities, provide a place for programs and facilitate the coordination of, and improve access to, services for students and the wider community.

School boards’ primary responsibility is to support the achievement and safety of students. Within that context, the intent of the Community Planning and Partnerships Guideline is to:

• Reduce facility operating costs for school boards and government; • Improve services and supports available to students; • Strengthen relationships between schools boards and community partners and the

public;

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• Maximize the use of public infrastructure through increased flexibility and utilization; and

• Provide a foundation for improved service delivery for communities.

The Guideline has eight components, outlined below:

1. The identification of CPP opportunities in board planning. 2. The development or review of board CPP policies. 3. The development of a process to notify community partners. 4. Planning for an annual CPP meeting. 5. School board planning prior to a pupil accommodation review. 6. The consideration of opportunities for co-building with community partners. 7. The consideration of opportunities for sharing unused space in schools with

community partners. 8. Partnership agreements and cost-recovery.

School boards have the authority to make decisions regarding their school facilities and the use of their properties that are consistent with the Education Act. This Guideline does not prevent boards from building, renovating or closing schools or from disposing of surplus assets when required. Boards will continue to identify which schools will or will not be suitable for facility partnerships based on board-determined criteria.

Boards will continue to follow Ontario Regulation 444/98 regarding the lease or sale of surplus assets, including schools or parts of schools. Boards currently have the authority to co-build schools with other entities and to enter into a variety of facility partnerships through license or joint use agreement as outlined in paragraph 44 of subsection 171 (1), paragraph 4 of subsection 171.1 (2), and sections 183, 194 and 196 of the Education Act, although the Education Act requires Minister approval in some circumstances. While boards will continue to declare facilities and unused space surplus where appropriate, the Ministry recognizes that there are circumstances in open and operating schools where a board may not consider unused space to be surplus. These circumstances may be related to enrolment fluctuations, program changes or the size of space. Boards may choose to enter into license or joint use agreements for space that is unused but not surplus.

The Guideline is not intended to disrupt agreements with existing facility partners. The Guideline focuses on facility partnerships, and does not address the service or program exchanges between boards and community organizations or other entities. Strong partnerships between boards and service providers can and do exist without co-location. At the same time, experience demonstrates that the sharing of facilities may create opportunities for coordination and collaboration in service and program delivery, so boards are encouraged to build relationships with their facility partners.

The Ministry recognizes that encouraging community planning and facility partnerships will be most effective when community partners work with school boards and notify them in a timely manner when they are looking for space or considering new construction.

1. School Board Planning and Broader Community Objectives

School boards are expected to have capital plans that address the future needs of their students. Areas of enrolment growth and decline should be presented. Plans should include

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enrolment projections, school capacity, renewal needs, potential consolidations and the construction of new schools or additions, including significant renovations.

Through this planning process, boards forecast where new schools or additions may be needed; which schools will remain well-utilized; which open and operating schools may have unused space; and which schools may be candidates for consolidation or closure. This information will assist boards in identifying facilities that may be suitable for facility partnerships with respect to new construction and unused space in schools and in administrative buildings. It also provides an opportunity to consider potential surplus properties in which community partners may be interested.

School boards are expected to share this planning information with community partners so that external entities may have sufficient time to respond to presented opportunities. These opportunities may include participation in a facility partnership or contribution to land-use or green space/park plans. Boards are expected to include information related to their CPP policy and discussions with community organizations in school information profiles when undertaking the accommodation review process.

Where unused space is declared surplus, boards will continue to follow the circulation process outlined in O. Reg. 444/98. Where the unused space in open and operating schools is not surplus, but is available for partnership, or where the partnership opportunity involves new construction, the information will be provided to potential partners through the notification process outlined in Section 3 below.

2. Community Planning and Partnership (CPP) Policies

It is the role and responsibility of school boards to determine what facilities are suitable and not suitable for facility partnerships, what entities are suitable and not suitable partners, and when to enter into a partnership. The intent of the Community Planning and Partnerships Guideline is to ensure that these decisions are made in a way that is well-informed, well-coordinated, transparent and consistent with student achievement and safety.

Boards are expected to develop CPP policies that identify:

• Principles and criteria regarding the eligibility of partners; • How available space in schools will be selected; • What entities will be selected for the notification list; • How potential partners will be notified of available space and construction plans; • How entities will be selected for partnerships, including prioritization, if applicable.

When developing criteria regarding the eligibility of partners, boards are expected to consider the value of the partnership to students. Boards, in compliance with local bylaws, may consider both for-profit and non-profit entities, as they see fit. Boards will also incorporate the following requirements:

• Health and safety of students must be protected. • Partnership must be appropriate for the school setting. • Partnership must not compromise the student achievement strategy.

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• Entities that provide competing education services such as tutoring services, JK-12 private schools or private colleges, and credit offering entities that are not government-funded, are not eligible partners.

At a minimum, board CPP policy or policies are expected to reflect the requirements of the Ministry Guideline. Where a board has more than one policy related to facility partnerships, the board is encouraged to ensure all relevant policies are accessible to and understandable by the public.

Facility sharing between publicly funded school boards through co-ownership, lease or other agreements remains a priority for the Ministry and school boards. Board facility partnerships policies should not disadvantage co-terminous boards that have priority status under O. Reg 444/98.

3. CPP Notification Process

For surplus space being offered for sale or lease, boards will continue to follow the circulation process outlined in O. Reg. 444/98. For non-surplus space, boards will follow a new notification process similar to the circulation process in O. Reg. 444/98.

For the notification process, boards are to post information on their website regarding their intention to build new schools and to undertake significant renovations and information regarding unused space in open and operating schools and administrative buildings that is available for facility partnerships. This information should be updated at least once a year in the case of space in existing schools, and as needed in the case of co-building opportunities. Boards are also expected to post on their website the name and contact information of the staff member at the board who will respond to questions regarding facility partnerships throughout the year.

Boards are also expected to inform entities on their notification list when key information regarding community planning or facility partnerships is changed or updated. To create the notification list, boards will address the following requirements:

• List will reflect at a minimum the entities listed in Ontario Regulation 444/98 – Disposition of Surplus Real Property, and must specifically include:

All applicable levels of municipal government (single, upper, lower tiers) Applicable District Social Services Administration Board(s) or

Consolidated Municipal Service Manager(s) Applicable Public Health Boards, Local Health Integration Networks and

Children’s Mental Health Centres • Boards may prioritize their notification list as they see fit. • If child care operators or government-funded organizations request it, they will be

added to the notification list. • Boards may add any other entity to their notification list based on their CPP policy.

4. Annual CPP Meeting

Boards are to hold at least one meeting per year to discuss potential planning and partnership opportunities with the public and community organizations. Additional staff-level meetings may be held to discuss additional information with relevant entities. Boards are

5

expected to notify both the entities on their notification list and the general public about the annual meeting.

During the annual CPP meeting, the school board will provide/present all or a portion of the board’s capital plan (as described in Section 1.), details of any schools deemed eligible for facility partnerships, relevant information available on their website and any supplementary CPP information. This information should be shared either during the public meeting or during the optional staff-level meeting, as appropriate.

When inviting entities on the notification list to the annual meeting, school boards must clearly request that organizations prepare to bring relevant planning information, including but not limited to, population projections, growth plans, community needs, land-use and green space/park requirements. The school board is to listen to what needs or plans community partners may have. The invitation list, the entities in attendance at the annual CPP meeting and any information exchanged should be formally documented by the school board.

The CPP meeting may be a stand-alone meeting or may be held as part of a scheduled board meeting. Boards that cover a large geography may want to consider holding meetings in more than one community over time.

5. School Board Planning Prior to a Pupil Accommodation Review

In addition to the annual CPP meeting, school boards should continue discussions with affected municipalities and other community organizations as they explore options to address underutilized space issues in schools within specific areas of their board. These discussions will inform proposals that school board staff may present to the Board of Trustees, including recommendations to undertake a pupil accommodation review process.

As part of these discussions with community organizations, school boards should obtain a clear indication of any community planning and partnership opportunities in areas where a pupil accommodation review may take place. Additionally, school boards are to request technical information from the local municipality or municipalities where a planned pupil accommodation review will occur. This technical information is to be specified by the school board and can include, but is not limited to, population and future development projections in the area.

The Pupil Accommodation Review Guideline provides a full description of the pupil accommodation review process that school boards are required to undertake prior to making a pupil accommodation decision.

6. Co-building with Community Partners

The construction of new schools, additions and renovations represents a significant public investment in a long-term asset. It is also an opportunity to leverage other infrastructure investments by co-building with entities that provide services and programs for children, their families and the broader community. For example, a municipality may seek to build an adjoining community centre or child care centre.

The Ministry’s objective is to give potential partners enough time to evaluate their own need

6

for a new facility and to identify funding sources. As part of the planning process, when considering building a new school or undertaking a significant addition or renovation, boards are expected to notify the entities on their notification list 1 to 3 years prior to the potential construction start date. Boards should provide as much information as possible about their plans and the site to support potential partners in determining the project’s suitability for their purposes.

The notification should be supported by a board resolution. Boards do not need to have an identified source of funding or Ministry approval when they notify their partners of their plan or intention to build. Similarly, plans to build may be contingent on board decisions that have not yet been made.

Once notified, entities may express their interest in co-building with the board. The board will then evaluate the expressions of interest to select partner(s) based on its CPP policy. The Minister’s approval may be required depending on the provision under the Education Act authorizing the transaction. Partnership agreements cannot be finalized until both the board and the partner/s have an approved source of funding. Requests for Ministry funding and requests for transfer from reserve approvals are expected to reflect that boards have already solicited interest from partners. The Ministry prefers that boards and facility partners have ownership of their respective portions of the facility, where the portions are sizeable.

Boards should encourage community partners to provide notification to the board when community partners have proposals or plans to build their own new facilities. Boards should enable community partners to provide this information directly or during the facility partnership-related public meetings held by the board. When building or renovating schools, school boards and the Ministry often have deadlines related to student accommodation needs or funding parameters. School boards are expected to make their timelines clear to potential partners and may establish policies to ensure that timelines are maintained.

7. Sharing Unused Space in Existing Schools with Community Partners

The Ministry expects that boards will review underutilized open and operating schools and administrative facilities for their suitability for partnership, based on criteria outlined by the board. As a starting point, boards should review facilities that have been 60 percent utilized or less for two years and/or have 200 or more unused pupil places, and then should extend their review to other potentially suitable facilities. Boards must consider the space needs of existing educational programming and initiatives.

The Ministry recognizes that available space is not the only criteria for selecting schools for partnerships. Boards will also consider issues related to student safety, the board's student achievement and pupil accommodation strategies (including those that may result in school consolidations and closures), zoning and site use restrictions, facility condition, the configuration of space and the ability to separate the space used by partners from the space used by students, among other factors. These factors should be outlined in the board's CPP policy.

If the space is both suitable for facility partnerships and is available for the long-term, boards are expected to consider declaring the space surplus and circulating it for lease through O. Reg. 444/98. If the space is suitable for facility partnerships but is not surplus to board needs, boards are expected to follow the notification process outlined in the Guideline. This notification should be supported by a board resolution. Boards are expected to provide

7

information about the available space, including but not limited to size, location, facility amenities, and required renovations, if needed.

Entities may then express their interest in using the space. Boards will evaluate the expressions of interest to select partner(s) based on their CPP policy. Boards then may enter into a license or joint use agreement. The Minister’s approval may be required depending on the provision under the Education Act allowing the transaction.

8. Partnership Agreements and Cost-Recovery

Boards are responsible for providing clear instructions to potential partners regarding their rights and responsibilities as tenants, including maintenance standards and the applicability, or the lack thereof, of board user policies, including accessibility and inclusiveness policies. Boards are responsible for ensuring proper legal agreements that respect the Education Act and protect their rights.

Boards are not expected to take on additional costs to support facility partnerships, although boards will continue to use their discretion in supporting partnerships based on their student achievement strategy. On a cost-recovery basis, the fees charged to partners should cover the operations and capital cost, including administrative costs and property taxes (if applicable), to the board of the space occupied by the partner. Additional costs to perform minor renovations to protect student safety, provide appropriate washrooms, and otherwise make the space suitable for use by facility partners should be borne by the partners. Financial expectations should be made clear to potential partners in the board’s policy.

In co-building, partners will be required to pay for and finance their share of construction, including a proportional share of joint-use or shared space. Boards will continue to be expected to build within Ministry space and funding benchmarks for the board portion of the facility.

8

APPENDIX E

3E:2 ‐ PUPIL ACCOMMODATION REVIEW GUIDELINES

Trustees are presented with the Initial Staff Report which reviews pupil accommodation needs and provides a recommended option with supporting

rationale. Trustees approve a standard Accommodation Review or an optional Modified Accommodation Review. Accommodation Review

Committee is formed and Chair will call first public meeting no earlier than thirty calendar days from the appointment of the ARC.

Pupil Accommodation Review Process initiated spanning a

minimum of five months with two mandatory public meetings.

i. PAR Committee (PARC) is formed

ii. Working meetings to review Initial Staff Report

Within five business

days of the PAR

process beginning,

invite following to

discuss:

‐Municipality

‐Community partners

that have previously

expressed interest

And notify:

‐Co‐terminous Board

‐Ministry of

Education

First Public Meeting:

i. ARC Terms & Conditions, members introduced

ii. Initial Staff Report Recommendation and Rationale

iii. School Information Profiles

Thirty business days

to the First Public

Meeting

Final Public Meeting:

i. Receive municipal and community feedback

ii. PARC will present draft Final Accommodation Report

presented to public and Director with community

feedback and recommended option and rationale

Forty business days

between the First and

Final Public Meeting

Staff prepare and release the Final Staff Report including the ARC Final Accommodation Report.

The ARC Final Accommodation Report must be posted for no fewer than ten business days

after the Final Public Meeting. Notice of Public Delegations must go out on appropriate media.

Public Delegations to take place no fewer than ten business days after posting Final Staff Report

Trustees Final Decision. PAR decisions should not be made during summer or other holidays.

Minimum of 20

business days

from Final

Public Mtg to

Public

delegations

Minimum ten

business days

between the public

delegations and the

Trustees Final

Decision meeting

ARC Working Meetings

ARC Working Meetings


October 18, 2016



Re: Draft New Board Policy 3E:31 – Investment of Board Funds

Context:

Board polices are developed to ensure our actions comply with the Education Act and its Regulations and Guidelines to better serve the students and families of the Board. This policy is to ensure compliance with Ontario Regulation 41/10, Board Investing and other Financial Matters.

In addition, this policy serves a key internal control to protect the assets of the Board. The draft policy has been reviewed by the Board’s Audit Committee. The draft policy is recommended for approval by the Audit Committee.



POLICY: INVESTMENT OF BOARD FUNDS

Adopted: September 14, 2016 Policy #: 3E:31

Revised: Policy Category: Student Related

POLICY STATEMENT: The Huron-Perth Catholic District School Board fosters a strong accountability framework to effectively align resources with the achievement of all persons. We are committed to maximize investment revenue with a balanced adherence to the appropriate safeguards to ensure that Board assets are not exposed to undue risk of loss. PREAMBLE:

The Huron-Perth Catholic District School Board recognizes that Board funds must be invested in a prudent manner that earn the maximum possible investment revenue while not placing Board assets at undue risk. The Board must define how much risk is acceptable in pursuing its objective of maximizing investment revenue. The level of risk is limited by Ontario Regulation 41/10 which defines eligible investments and the term within which the Board may invest. The Board is prepared to accept the risk associated with eligible investments defined by this regulation. The Board must define the investment balance that the Board is prepared to expose to risk. The Board is willing to invest surplus cash balances equal to but not exceeding the Board’s accumulated surplus balance as per the immediately preceding year financial statement. The Board’s Supervisory Officer of Business and Treasurer will determine the amount to be invested with due consideration to meeting the Board’s anticipated obligations both current and in the future. When a temporary surplus cash position occurs, the Supervisory Officer of Business and Treasurer (or designate) will invest the surplus by calling for proposals from a list of qualified financial firms as determined below. The Board will provide financial organizationsan opportunity to demonstrate that they are able to meet the Board criteria for investment proposals: The necessary criteria are: 1) The financial institution must be in good financial health in order that the Board’s investment

is not at risk. The Board’s Supervisory Officer of Business and Treasurer is responsible for determining if the financial health of institutions is acceptable.

2) Institutions must respond within the Board’s investment request for proposal required

timeframe which is normally 24 hours.


3 E : 3 1 I n v e s t m e n t o f B o a r d F u n d s P a g e | 2

3) Supply investments that qualify under Ontario Regulation 41/10 “Eligible Investments” as

prescribed under section 241 of the Ontario Education Act. 4) Maintain competitive proposals over time. If a financial institution does not submit

competitive proposals on a consistent basis, it may be removed from the Board’s list of qualified investment firms.

PROCEDURE: The Supervisory Officer of Business & Treasurer, in consultation with the Director of Education and the Audit Committee, is responsible for making determinations in accordance with the following: 1. The amount of surplus funds to be invested, through cash flow estimates for operating, capital,

reserve and trust funds. 2. The period of time for which surplus funds are available for investment. 3. The financial instruments in which the funds will be invested, subject to Ontario Regulation

41/10, and any other relevant legislation. 4. Board funds will be invested by placing a Request for Proposal with CIBC, RBC, TD, BMO,

Scotia chartered banks and their affiliated investment providers subject to the joint and several guarantee of the Board. Proposals will be evaluated by an evaluation committee consisting of the Supervisory Officer of Business & Treasurer, Manager of Finance and a representative appointed by the Director of Education. Proposals that meet the criteria will be evaluated strictly based on rate of return as those invited to bid will meet Ontario Regulation 41/10.

5. An annual investment report sharing the amounts, terms and financial institutions with whom

the investments are placed will be prepared and presented to the Audit Committee and the Board.

6. Surplus operating cash balances maintained in the Board’s current account shall be monitored

by the Supervisory Officer of Business and Treasurer (or designate). Balances must be maintained such that overdraft borrowing is not required unless approved by the Director of Education.


October 18, 2016



Re: Student Activity Fee

Context:

The Board is founded on a commitment to inclusive Catholic values, the gospels of Jesus Christ and high student achievement. Student fees must support this commitment of inclusivity in that no student be left out due to an inability to pay. The following provides a comparison of the Board’s Policy 3E:29 - Fees for Learning Materials and Activities to the Ministry Guideline – Fees for Learning Materials and Activities, 2011, and an indication of the items for which Board schools charge fees. Respectfully submitted,


Report on Student Fees

The following is a comparison between the Ministry Guideline: Fees for Learning Materials and Activities and Board

Policy 3E:29 ‐ Fees for Learning Materials and Activities:

GUIDELINE BOARD POLICY

There should be no fees for charged for day school programs. The cost of materials and activities for elementary and secondary education are provided to schools by the Ministry of Education and should be reflected in school board operating budgets

1.0 In general there should be no fees charged for day school programs.

When schools or the board choose with the support of the school community to offer enhanced or optional programming, parents may be asked to contribute.

1.0 When a school chooses, with the support of the school community to offer enhanced or optional programming, parents may be asked to contribute.

Seek advice from school staff, Parent Involvement Committee, Special education, other advisory committees, school councils, parents, students and the school community.

1.0 Shall consult with local Catholic School Councils and shall report to the broader school community.

Appendix A – Ensure School Council is aware of all fees through the provision of regular written reports.

Inclusive education – each student should have an equal opportunity to benefit from the education program without being required to pay a fee. Board polices should address financial hardship. The dignity of every student and parents should be honoured in the school fee collection process

Appendix A – Shall ensure that each student shall have an equal opportunity to benefit from all school programs and activities regardless of financial barriers. Appendix A ‐ Clearly communicated process is in place to make certain that families experiencing financial hardships have a confidential, discrete and dignified way of accessing financial support.

Accountability and Transparency – Board polices should address all student Fees. Financial reporting practices to the school community are in place.

1.0 The report to the broader school community shall include an itemized list of fees that states the rationale and purpose of each fee, and information about the process to confidentially address financial hardship.

Appendix A – Ensure School Council is aware of all fees through the provision of regular written reports.

Fees – permissible if not required as part of the day school program, voluntary and alternatives are offered, non‐essential or extracurricular in nature and not required for graduation, a voluntary upgrade or substitute of a more costly material.

Policy Statement: No student should be denied access to school based programs, the curriculum or activities on the basis on their inability to pay. Each student should have an equal opportunity to benefit from the education system with being required to pay a fee. 1.0 In general, there should be no fees changed for

day school programs. The following details fees charged by schools.

Elementary schools charge limited student fees. A sample of elementary schools show the following fees:

Assist with field trip transportation costs School planners Yearbooks

Secondary schools have larger fees than elementary due to the number of activities and optional programs. As follows:

Student assistanceShare shop (??) Chaplaincy Student handbook and planner Yearbook

In all cases students who are unable to pay fees are not excluded from programs and extra‐curricular events.

The following is a summary of the fees charged by secondary and elementary schools of the Board:

LOCATION STUDENT ACTIVITY FEE ITEM(S) COVERED

St. Michael CSS, Stratford $55 Yearbook ($30) Student Handbook and Planner ($6) Chaplaincy ($15) Share Shop ($2) Student Assistance ($2)

St. Aloysius School, Stratford $5 Planners (School Council picks up remaining balance)

Not specified Assist in recovery costs for bussing to system sports events i.e. cross country, track and field, etc.

Student pays School Yearbook

St. Anne’s CSS, Clinton $60 Yearbook ($25) Campus Ministry Activities ($15) Student Planner ($8) Student Activities ($7) Combination Lock ($5)

St. Mary’s School, Goderich $6 Charged to students JK – Grade 3 for Student Planners

$5 Standard Fee for Sports Bus Trip

OSBIE ONTARIO SCHOOL BOARDS’INSURANCE EXCHANGE

91 Westmount Road, Guelph, Ontario N1H 5J2 Tel 519-767-2182 Fax 519-767-0281 www.osbie.on.ca

EVOLVING TO THE ULTIMATE BENEFIT OF SUBSCRIBERS

September 26, 2016

TO: Chris Howarth Superintendent of Business & Treasurer Huron-Perth Catholic District School Board87 Mill Street, PO Box 70 DUBLIN, ON N0K 1E0

Dear Chris,

OSBIE is pleased to be refunding a record breaking $12.46 million to members across our three lines of business.

$7,150,000 to Liability members

$4,830,000 to Property members and

$480,000 to Auto members.

The Board of Directors annually reviews its Capital Management Guideline. Given the financial strength of the organization, the Board, at it’s June 2016 meeting, increased the potential maximum amount of the refund from 20% to 30% of the previous year’s written premiums.

Further, at the Board of Directors’ September 2016 meeting, the Board evaluated the performance of the organization and the levels of the Guarantee Fund. In consultation with the appointed actuary, and in accordance with the Capital Management Guideline, the Board approved a maximum refund of 30%.

Growth in the Guarantee Fund has allowed, as demonstrated below, increased amounts of refunds flowing back to the membership.

Member Refund 5-year history

Year 2012 2013 2014 2015 2016

Total Surplus Refund $3,000,000 $3,320,000 $4,820,000 $8,320,000 $12,460,000

As a not for profit organization, premiums are set to cover anticipated claims expenses and current administrative costs. Should claims settle for less than predicted, or our investment returns be better than anticipated, OSBIE, subject to Board approval, can return funds to the membership. This is a unique aspect of reciprocal operations, and a true benefit to being an owner of your insurance company.

OSBIE is looking forward to our 30th year of operations. We would like to thank our Members for their continued commitment to this Ultimate Joint Venture!

Enclosed is the statement for your board, outlining the refund amounts by line. The funds will be paid out to Members in mid October 2016.

Sincerely,

Tammy Hicks, BMath, FCIP, CRM, CAIB Director of Risk Management & Member Services

http://www.osbie.on.ca/

Statement Date: October 15, 2016

2016 SURPLUS PREMIUM REFUND

Policy Number SG 302

Named Insured Huron-Perth Catholic District School Board

Liability Surplus Premium Refund $12,445.00

Property Surplus Premium Refund $8,470.00

Automobile Surplus Premium Refund $381.00

Total Premium Refund $21,296.00

PST refund applicable (8%) * $1,673.20

Total Refund $22,969.20

* PST refund tax is applicable to Liability and Property only

The Benefits of Ownership


October 18, 2016


From: Vince MacDonald, Ph.D. - Director of Education

Re: Annual Objectives and Investments - Strategic Plan – 2016-2017

Context:

In June, 2014, the Board of Trustees approved the new strategic directions that were created in consultation with all members of the Huron-Perth Catholic District School Board.

Our strategic directions document, For The Greater Glory of God establishes the commitments, goals and success indicators for Catholic Faith, Student Achievement and Wellness and Shared Leadership.

The annual objectives and investments for 2016-2017 are intentionally focused on specific projects to support the multi-year strategic plan. The enclosed document highlights the annual objectives and investments of our system to align our vision and resources of the Board of Trustees during this academic year. Director of Education, Vince MacDonald will present a precis of the Annual Objectives and Investments - 2016-2017 in support of 'For The Greater Glory of God'. Recommendation:

That the Huron-Perth Catholic District School Board receive the Annual Objectives and Investments for 2016-2017 in accordance with our strategic plan “For The Greater Glory of God”.


Vince MacDonald, Ph.D. Director of Education

O c t o b e r 1 8 , 2 0 1 6 - P a g e 1 | 2

Commitment Goal

Annual Objectives and Investments – 2016-2017

We proclaim the glory of God.

• Plan, model and implement opportunities for the formation, communications and spiritual renewal of students and staffs.

• Ensure that the curricula, teaching and learning of all spaces is distinctly Catholic.

• Demonstrate a fervent commitment to prayer and sacramentality.

• Celebrate our Catholic faith through music and the arts.

• Highlight the education of our system for reconciliation and calls to action with our brothers and sisters in First Nations, Metis and Inuit communities. • Celebrate Catholic Education with communications, publications, new portals and social media. • Support parents and families in sacramental preparations through the Catholic Parent Involvement Committee (CPIC) • Implement the new Religion Curriculum resources in Grade 3 and relevant documents as published by the Association of Catholic Bishops of Ontario (ACBO) • Provide faith formation opportunities for students and staff through retreats, symposia and the Rosary Apostolate. • Nurture Catholic leadership with all staff members and the direction of our Catholic Education Team.

We nurture all persons to be leaders

of faith and social justice.

• Plan, model and implement faith formation opportunities for leaders.

• Minister with justice, compassion and a preferential option for the poor and vulnerable.

• Enhance social justice experiences for students and staff through local, national and international commitments.

• Celebrate the manner in which social justice is nurtured within our Catholic schools on a local, national and international basis. • Highlight the role of the family in association with the encyclical of Pope Francis Amoris Laetitia. • Expand the opportunities for marginalized families through the St. Andre Bessette Trust Fund. • Ensure that prayer and Holy Eucharist are supported with appropriate resources, transportation to Mass, music ministry and the celebration of the liturgical year. • Showcase students God-given talents through the celebration of music and the arts.

We honour the covenant between

schools, homes and parishes.

• Develop and implement supportive opportunities for parishes and schools to collaborate on pastoral plans.

• Support parents to nurture the academic and spiritual life of children through collaborative parish-home-school relationships.

• Liaise and coordinate with the Diocese of London, Catholic partners and youth ministries for strong Catholic families.

• Ensure active participation in pastoral planning with His Excellency Bishop Ronald Fabbro, parishes, Huron-Perth Deanery, Catholic Education Team, CPIC and

Catholic School Advisory Councils. • Celebrate the focus of the Catholic Parent Involvement Committee (CPIC) on communication with the broader parent community. • Focus the work of the Catholic Education Team on social justice and FNMI education. • Continue to foster the collective partnership of home and school to nurture communications with families on achievement for literacy and numeracy.

We have high standards for the

achievement of all students.

• Advance student achievement, through the implementation of the Board Improvement Plan for Student Achievement (BIPSA) and School Improvement Plans (SIP).

• Achieve consistency in pedagogical practices in all learning spaces.

• Implement effective practices within the Catholic School Effectiveness Framework.

• Improve the fluencies of students in mathematics, numeracy and collaborative problem solving.

• Focus professional learning for mathematics on consistency in practice that is rooted in the needs of students and empirically-based pedagogies. • Provide a salient focus on professional learning in mathematics for instruction with students identified as exceptional with a learning disability. • Reinforce our training in the use of manipulatives during math instruction for all teachers. • Implement our renewals for French Immersion in mathematics and ensure the best supports are in place for students with an LD and early interventions. • Focused intervention with students who are below standard with effective pedagogies. • Implement diagnostic assessments to ensure quality opportunities that are rooted in effective and timely feedback to students. • Continue to host Google and Microsoft certified training to support the ongoing implementation of technological tools to support teaching and learning. • Developing mathematical knowledge for principals at Leaders Learning Council. • Work in partnership with our community associations to publish and implement the Special Needs Strategy.

For The Greater Glory of God – Strategic Directions Annual Objectives and Investments - 2016-2017

O c t o b e r 1 8 , 2 0 1 6 - P a g e 2 | 2

We embrace an inclusive model to support wellness.

• Enhance the understanding and implementation of inclusion (JK to 12) through innovative programs and assistive technologies.

• Support the mental health and wellness of students and staff. • Educate students to support their learning through self-

regulation and metacognition. • Promote healthy lifestyles through fitness and nutrition.

• Continue to nurture the work of our Catholic Crisis Intervention Team to support mental health, well-being and self-regulation through prayer. • Focus the work of the Healthy School Committee on our Tier One of Mental Health plan to ensure trauma-informed practices. • Promote and support wellness across our system with inclusive measures of well-being. • Provide training in ASIST (Applied Suicide Intervention Skills Training) to principals, vice-principals and system leaders. • Continue to nurture the development of students through our Summer Learning Program. • Continue to celebrate our focus on wellness by publish our interactive wellness resources and our annual Health and Safety Awareness Campaign. • Nurture positive relationships with all employees and host focus groups hosted annually to reflect upon pertinent issues. • Highlight and maximize our Employee Assistance Program to ensure we are maximizing the benefits of the program for all employee groups.

We lead students with differentiated

instruction and assessments.

• Plan and implement a balanced approach for instructional strategies and student inquiry.

• Support the achievement of students with guided instruction and small group interactions.

• Achieve consistency in all learning spaces for the implementation of assessment, evaluation and feedback to students.

• Enhance learning pathways and fluencies with blended learning strategies and the implementation of our Catholic vision for 21st Century learning.

• Continue with our deep implementation of pedagogies with eLearning, Blended Learning and our First 20 Days Blended Learning Model. • Implement an intentional focus on responsive learning environments using our new Literacy Teachers, Mathematics Lead and Curriculum Support Teacher. • Continue to implement the Digital Student Certification Program. • Implement training in blended learning for new cohorts of teachers focusing on differentiated instruction, small group instruction, feedback, and collaboration. • Continue to implement our Classroom Summit Series to train all students in inclusive technologies. • Continue to monitor and provide intervention for literacy and numeracy achievement. • Support educators in the instruction of balanced literacy; train teachers who are new to the primary division in effective reading assessments. • Enhance our commitment to providing in-school support for teachers re: mathematics assessment and instructional strategies.

We model that we are a learning organization.

• Implement a communications portal and technology infrastructure to celebrate Catholicity and support the achievement of students.

• Advance professional knowledge through academic press and evidence-based practices.

• Support innovative practices for teaching and learning through collaborative inquiry, professional learning and a culture where errors are welcomed.

• Continue our commitment to professional learning through collaborative inquiry in all schools. • Continue to implement the O365 communications portal and Phase 2 of shared interactions with cloud-based learning. • Maintain a high degree of knowledge of current business practices and reporting with professional learning on current Ministry of Education initiatives. • Ensure that professional learning is rooted in academic press and empirical evidence. • Provide specific professional learning for NTIP participants regarding special education and effective pedagogies for literacy and numeracy. • Continue our focus on implementing technology summits for students and parents to develop digital expertise and leadership. • Expand the implementation of video-conferencing as a learning tool for students to collaborate across the globe. • Expand the participation of schools in coding and mathematics. • Create an interactive archive of digital resources to support teaching and learning.

We are transparent and align resources

to our vision.

• Model and value positive relationships that are rooted in trust and respect.

• Welcome shared leadership for a collective focus on wellness and student achievement.

• Foster a strong accountability framework to effectively align resources with the achievement of all.

• Continue our focused review on aligning budgets to the priorities of For The Greater Glory of God. • Implement the recommendations of internal and external audit reviews. • Continue our implementation of SchoolCash Online to decrease the amount of cash in our schools and offer parents the benefits of current technology. • Build mutually respectful and trusting relationships with all partners in Catholic education. • Celebrate positive relations with all employee groups by striving to ensure that we remain a responsible and responsive employer at all times. • Ensure that parents are supported with resources and opportunities for the faith formation of their children. • Implement the third phase of our technology refresh and service standards to nurture exemplary teaching and learning.

Commitment Goal Annual Objectives and Investments – 2016-2017


October 11, 2016


From: Vince MacDonald, Ph.D. - Director of Education

Re: Board Policy Revisions

Context:

The Huron-Perth Catholic District School Board is committed to frequent reviews of its policies in order to ensure that they are current, that they reflect the needs and philosophy of the Board, and that they are compliant with provincial legislation. Board Policy 2:6 commits the Board to a five-year cycle of review of all of its policies.

The following policies were presented to the Board for information at the September 26th, 2016, Board meeting and were posted on the Board’s website for comment. No changes have been recommended therefore the draft policies are being recommended for approval.

2:3 Handling of Complaints 2:4 Trustee Expense Reimbursement 2:6 Development and Review of Board Policies 2:7 Code of Conduct for Trustees 3A:24 Catholic Leadership, Succession Planning, and Talent Development 3B:3 Release of Student Test/Assessment Data by the Board 3C:4 School of Attendance for Students

Recommendation:

That the Board approve the following policies, effective October 18, 2016.

2:3 Handling of Complaints 2:4 Trustee Expense Reimbursement 2:6 Development and Review of Board Policies 2:7 Code of Conduct for Trustees 3A:24 Catholic Leadership, Succession Planning, and Talent Development 3B:3 Release of Student Test/Assessment Data by the Board 3C:4 School of Attendance for Students


Vince MacDonald, Ph.D. Director of Education

POLICY: HANDLING OF COMPLAINTS Adopted: January 26, 1998 Policy #: 2:3

Revised: January 23, 2012 Policy Category: Trustees POLICY STATEMENT: The Huron-Perth Catholic District School Board is committed to open communication with its parents, Catholic ratepayers and all educational partners through effective system and school-based communication procedures. The procedure for board members to follow in dealing with complaints from parents about education issues is based on the philosophy of: a) keeping the problem as low-keyed as possible; b) handling the problem at the source whenever possible; c) leaving investigation and solution, when formal action is necessary, in the hands of the professional staff. PROCEDURE: Step One The trustee shall inquire if the complainant has discussed the problem or expressed his/her dissatisfaction in this order: to the employee, where appropriate; to the principal; and to the appropriate supervisory officer. If not, the complainant shall be advised that this is the first step to follow.

Step Two If the complainant is not satisfied with the resolution of the problem at Step 1, the trustee may refer the matter to the Director of Education or suggest that the complainant contact the Director. Step Three The Director or the Director’s designate shall attempt to obtain all the facts and to reach a satisfactory conclusion. Step Four If the complainant is not satisfied with the resolution of the problems at Step 3, the complainant shall be required by the trustee to forward the concern in writing to the Director. The Director shall place the concern on the agenda of the next meeting of the Board and he/she will prepare a report related to the concern to be presented at this meeting. The complainant shall be given the opportunity to make a presentation to the Board.


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Where a trustee is dealing with a situation where the coterminous system is involved, the same steps will prevail.

In the interest of fairness, when an employee or a group of employees is named in a complaint, the employee or group of employees will be provided with a copy of the complaint and will be given an opportunity to respond to the complaint. The Board’s decision shall be final and binding on all parties concerned.

POLICY: TRUSTEE EXPENSE REIMBURSEMENT Adopted: January 26, 1998 Policy #: 2:4

Revised: March 28, 2011 Policy Category: Trustees POLICY STATEMENT: The Education Act of Ontario provides that “A board may establish a policy under which a member of the board may be reimbursed for all or part of his or her out-of-pocket expenses reasonably incurred in connection with carrying out the responsibilities of a board member”. The Board also strives to ensure fair and consistent treatment of all employees including Trustees. Therefore the following sets out the policy with regard to Trustee expenses. All expense claims are governed by the Board’s Purchasing Policy (3E:21) and are subject to audit. PROCEDURE: Reimbursement of Travel Expenses The Board will reimburse Trustees for expenditures paid personally and submitted on the required form (Form 3E:23–1 Reimbursement of Travel and Expenses), subject to the following guidelines: Travel will be reimbursed:

a) While conducting business on behalf of the Board.

b) While attending meetings on behalf of the Board.

c) While attending committee meetings of the Board.

d) While conducting Board business outside the Board’s jurisdiction.

e) While attending conferences, training and professional development.

f) While visiting a school within the jurisdiction of Huron-Perth.

• A schedule of predetermined distances between school sites is provided under separate cover (Form 3E:23–2 Kilometric Distances) and must be used in the calculation of travel claims between Board sites.


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Travel Costs – Train/Bus/Airfare

Train/Bus coach class economy fare is the standard. Claim supported by train or bus ticket receipt; credit card receipt is not acceptable.

Business class may be acceptable with prior approval in limited circumstances such as:

- The need to work with a team;

- Choosing a travel time that allows you to reduce expenditures on meals or accommodation (e.g. compare an economy (coach) class ticket plus meal, with the cost of a ticket for VIA1, where the meal is included);

- Accommodation requirements; and

- Health and safety considerations.

Air travel is permitted if it is the most practical and economical way to travel. Claim supported by trip itinerary and detailed airfare charges; credit card slip is not acceptable.

Economy (coach) class is the standard option for ticket purchase. Travel in business

class must have prior approval by the Director of Education, and may be considered in the following circumstances:

- On international flights; or on flights within Canada and the continental United States of America if related to the provision of reasonable accommodation

(e.g. health reasons).

Reimbursement of Other Expenses The Board will reimburse Trustees for expenditures submitted on a statement of expenses (Form 3E:23–1 Reimbursement of Travel and Expenses), subject to the following guidelines: Reasonable and appropriate claims will include, but are not limited to, actual out-of pocket expenses incurred for:

a) Courses, full conference packages or workshop charges;

b) Hotel room charges must be supported by a detailed original hotel invoice;

A standard room is the set option for accommodation, consistent with the principle of value for money.

A maximum of $30 per night for gratuitous lodging expenses when staying with family or friends. Instead of a receipt, you must submit a written explanation describing the purpose of the trip and identifying the host and the number of days you stayed.

c) Meals (if not included in registration), see next section for daily maximum;

d) Tips and gratuities;

e) Business telephone calls;

f) Taxi receipts;


g) Vehicle rental, when a rental vehicle is more economical than the use of a personal vehicle;

h) Public transportation at the lowest fare practicable;

i) Necessary parking fees;

j) Other business expenses (e.g. fax, internet).

The following expenses will not be reimbursed:

a) Entertainment charges (e.g. video rentals, mini-bar charges, etc.);

b) Movies;

c) Alcoholic drinks;

d) Charges incurred by a spouse;

e) Parking fines or traffic tickets;

f) Automobile repair expenses. Meals Reasonable and appropriate actual meal expenses will be reimbursed if the expenditure is incurred when the individual is on Board business. Meals appearing on a hotel receipt must also be accompanied by an itemized receipt. These rates include taxes and gratuities.

Reimbursement for meals is subject to the following limits:

Breakfast $14.00 Lunch $20.00 Dinner $30.00

Reimbursement of meal costs must not include any alcoholic beverages.

Credit card vouchers not accompanied by receipts will not be accepted. Equipment The Board feels it’s important to provide a Trustee with the appropriate computer technology to facilitate their role as a Trustee. At the beginning of a term the Board will provide, through the Information and Technology Department, the appropriate computer equipment. The equipment remains the property of the Board and is to be returned at the earlier of the end of term of office or when the individual is no longer a Trustee. An outgoing Trustee has the option to purchase the equipment at fair market value. Reporting Completion of the Reimbursement of Travel and Expenses (Form 3E:23-1) should be submitted to the Board Office for payment on a timely basis within the current fiscal year. The Director of


Education/Superintendent of Business must sign the approval line as the person knowledgeable about the activity and the one who acknowledges that the expenditure complies with this administrative procedure and established practice. The Trustee must sign the form and attach all original receipts showing the detail of the expense. Photocopies of receipts, or credit/debit card slips are not acceptable. All expense forms will be reviewed and signed by the Director of Education/Superintendent of Business prior to their submission to the Business Department. Approval For the purposes of travel and expense claims the following Supervisory Officer is responsible for approving claims: Director of Education • Chair, Vice Chair, Trustees Trustee Expenditure Guidelines: Examples of Events that may be related to Board Business:

• Trustee Association meetings or events.

• Board or committee meeting (e.g. Budget committee).

• Events or professional development related to the board’s mission or objectives. Examples of Events that may not be related to Board Business:

• Community fundraising gala or charity function.

• Political activities or events.

Examples of Potentially Eligible Expenses:

• Lunch purchased while attending a seminar or conference where meals are not included as part of the registration fee.

• Transportation costs and accommodation expenses incurred for attending out-of-town professional development seminar held by trustee association.

Examples of Potentially Ineligible Expenses:

• Donations to community groups or charities.

• Donations to schools.

• Reimbursement for household expenses such as a home phone line or an internet connection if other viable alternatives have already been provided.

Examples of Potentially Reasonable Expenses:

• Registration fee for attending professional development course that is directly related to board business and for which prior approval of the board has been obtained.


• A meal expense claim that exceeds the board’s limit due to a lack of alternative, suitable options. For example, dining at a hotel restaurant when there are no other options reasonably close by.

Examples of Potentially Unreasonable Expenses:

• A meal expense claim that exceeds the board’s limit despite the existence of alternative, more suitable options. For example, dining at an expensive restaurant when there are other options close by. In such a case, an amount up to the board’s dinner limit should be claimed.

POLICY: DEVELOPMENT AND REVIEW OF BOARD POLICIES Adopted: March 28, 2011 Policy #: 2:6

Revised: Policy Category: Trustees POLICY STATEMENT: The Huron-Perth Catholic District School Board is responsible to its students, parents, staff, and community for the achievement of its mission. The Board shall establish specific policies to guide the actions of the Director and his/her staff in the achievement of this mission, and to inform parents, students, and staff of our operating policies and procedures. This Policy is intended to provide a framework for the effective development, review, and approval of Board Policies. PROCEDURE: 1. The development and review of all policies shall be initiated by the Board or the Director

Education. 2. The Director of Education may delegate the development or revision of Policy and

Procedures to appropriate members of Executive Council and staff. 3. The establishment of new Policies and Procedures as well as the cyclical review of existing

Policies and Procedures will adhere to the following process: The Draft Policy will be reviewed by Executive Council for input. Once approved by the Director of Education, the Draft Policy will be presented to the

Board of Trustees for input and information. Following presentation to the Board of Trustees, the Draft Policy will be posted on the

Board's web-site for public review, and may be distributed to various stakeholder groups for vetting.

Once the vetting and consultation process has been completed, the final Draft Policy will then be presented to Executive Council for review.

Once approved by the Director of Education, the final Draft Policy will be presented to the Board of Trustees for consideration of approval.

Upon approval, the Director of Education, or his/her designate, will distribute and communicate the Policy to the system.


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4. A Draft Policy may be vetted with any or all of the following groups: Trustees Director of Education Superintendents Principals and Vice-Principals Coordinators Managers Employee groups Catholic School Advisory Councils Special Education Advisory Committee Bishop Board Chaplain Huron-Perth Deanery Board Solicitor Other

5. The policies of the Board are to be reviewed on a five-year cycle unless otherwise directed

by the Director of Education or the Board of Trustees. 6. The review or development of Policy is to be guided by the following criteria:

The Policy facilitates the achievement of the Boards mission as a Catholic School Board. The Policy contributes to Board's strong and positive Catholic educational presence in the

counties of Huron and Perth and in the province of Ontario. The Policy is within the scope of the Board's authority as granted by provincial and

federal statute. The Policy is consistent with and complementary to Catholic teachings. The Policy is direct and specific and is free from arbitrariness and vagueness. The Policy is directly related to a clear and legitimate purpose. The Policy is consistent with the Board's Equity and Inclusive Education Policy 3A:21. The Policy is consistent with the Board's Accessibility Standards Policy 3A:22. The Policy is appropriate, fair, and wise for the needs of today and tomorrow.

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APPENDIX 2:6A

POLICIES TO BE REVISED IN THE SCHOOL YEAR __________________ The policies of the Board are to be reviewed on a five-year cycle unless otherwise directed by the Director of Education or the Board of Trustees.

Policy # Title Responsibility Anticipated Revision Date

POLICY: CODE OF CONDUCT FOR TRUSTEES Adopted: June 20, 2011 Policy #: 2:7

Revised: Policy Category: Trustees POLICY STATEMENT: The Board of Trustees commits itself to promote gospel values and provide faith-based Catholic education for its students. The Board of Trustees commits itself and individual trustees to ethical, professional and lawful conduct. The Board of Trustees commits itself to an open and transparent governance model, and to respect the distinctive role of the Board, its individual trustee members and staff of the Huron-Perth Catholic District School Board. PROCEDURE: RESPONSIBILITIES Individual Trustees

1. Trustees shall make the declaration and oath of office prior to commencing their role as trustee.

2. Trustees are expected to familiarize themselves with their duties and any requirements of

them as prescribed by the Education Act and its related regulations. 3. Trustees are expected to familiarize themselves with their duties and any requirements of

them as prescribed by the Student Achievement and School Board Governance Act and its related regulations.

4. Trustees are expected to familiarize themselves with their duties and any requirements of

them as prescribed by the Freedom of Information and Protection of Privacy Act and their related regulations.

5. Trustees are expected to comply with the Municipal Conflict of Interest Act (MCIA) in

declaring any and all direct and indirect pecuniary interests in a matter before the Board. 6. Trustees agree that all information deemed private or confidential that is provided to the

trustee is for Board business only, and will not be communicated beyond those to whom it has been provided.

7. Trustees will commit to being fully prepared to participate and deliberate on all matters

before the Board.


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8. Once the Board has reached a decision, trustees shall uphold that decision, regardless of their personal position on the issue.

9. Trustees shall not attempt to exercise individual authority in school board matters, shall recognize that they hold no individual authority, and that the authority rests with the overall Board of Trustees.

10. Trustees are responsible for their use of Board resources, and will comply with all Board

policies pertaining to acceptable expenses. 11. Trustees shall act at all times with decorum and shall be respectful of other trustees and

Board staff, as well as members of the public. 12. Trustees shall refer all requests from the media for comments regarding Board policy and

business decisions to the Chairperson of the Board or his or her designate, as directed by the Board.

13. The official spokesperson for the Board shall be the Chair of the Board or his/her

designate, or the Director of Education or his/her designate, as directed by the Board. 14. Trustees will follow the staff/trustee communication protocol as defined by the

Chairperson of the Board of Trustees and the Director of Education. 15. A trustee who has reasonable grounds to believe that a member of the Board has breached

the Board’s code of conduct must bring the alleged breach to the attention of the Board of Trustees.

16. The Board of Trustees must review any alleged breach to the code of conduct and

determine if the allegation is valid.

Chairperson of the Board

1. The Chairperson ensures that the Board behaves consistently within its own rules and those legally imposed by the provincial government.

2. The Chairperson acts as spokesperson to the public on behalf of the Board on all Board matters.

3. The Chairperson is the primary link between the Board and the Director of Education. The Chairperson does not have authority to supervise or direct the Director of Education.

4. The Chairperson chairs Board meetings with the commonly accepted responsibility of

that position while working constructively with the trustees to achieve consensus when arriving at decisions.

5. The Chairperson may delegate his/her authority to another trustee, but remains accountable for the use of this authority.

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ENFORCEMENT

1. The Board may, by special motion passed in accordance with Board policy 2:7, censure, restrict or remove from Board meetings and committees a trustee, should the trustee breach the code of conduct.

2. The motion may be presented either in an open session of the Board or an in-camera session, if the alleged breach involves matters normally presented in camera. Any resolution determining and imposing a sanction must be made in public.

3. The Board may censure a trustee for breach of Board policy, procedure, relevant legislation or conduct unbecoming a trustee.

4. A trustee alleged to have breached the code of conduct may speak on the motion regarding the alleged breach, but may not vote on the motion.

5. A trustee may appeal a notice of sanction as indicated in the Student Achievement and School Board Governance Act (Bill #177).

POLICY: CATHOLIC LEADERSHIP, SUCCESSION PLANNING, AND TALENT DEVELOPMENT

Adopted: January 24, 2011 Policy #: 3A:24

Revised: Policy Category: Human Resources POLICY STATEMENT: The Huron-Perth Catholic District School Board believes that a Catholic school system is one in which the teachings of Jesus Christ are integrated into the entire curriculum, social fabric, school life, and operations within all schools of our board. To achieve this, we rely heavily on and support the development of competent, qualified staff who continually demonstrate:

a high degree of commitment to Catholic education; the integration of faith and life; service dedicated to the Catholic community and to the community at large.

The Board's strategy for developing leaders recognizes the impact of Catholic leadership on the development of exemplary teaching practice, excellent schools and the continuous improvement of student achievement. Teachers in classrooms and administrators in our Catholic elementary and secondary schools play critical roles in ensuring that students understand and live the way of Jesus Christ in a system that is committed to excellence in Catholic Education. Fostering Catholic leadership development will ensure that students will be supported by skilled, passionate, faith filled leaders who ensure the achievement of our Catholic Graduate Expectations. PROCEDURE: 1. The Board will develop a Catholic Leadership, Succession Planning, and Talent

Development program to encourage, identify, prepare, select, support, mentor, train and develop its Catholic Leaders.

2. The Board commits to the full implementation of its Catholic Leadership, Succession

Planning, and Talent Development program. 3. On a regular basis, the Board will review and revise its Catholic Leadership, Succession

Planning, and Talent Development program to ensure that it is consistent with the Board's strategic long-term goals.


Dear Colleagues in Catholic Education: The Huron‐Perth Catholic District School Board Believes that Catholic school system is one in which the teachings of Jesus Christ are integrated into the entire curriculum, social fabric, school life, and operations within all schools of our board. To achieve this, we rely heavily on and support the development of competent, qualified staff who continually demonstrate: a high degree of commitment to Catholic education; the integration of faith and life; dedicated service to both the Catholic Community and the extended community.

This procedures manual outlines the board’s leadership development components. It has been designed to help you reflect on your current practice and to assist you in developing a plan to build your capacity as an instructional leader in Catholic education. Reading this booklet will help you: clarify your career goals within the service ministry of Catholic education; reflect on your Christian vocation and its implications within Catholic education; discover how to link your interests, past achievements, and professional

aspirations to the positions in which you are interested.

In This Moment of Promise, the Ontario Conference of Catholic Bishops stated: “In a time which often seems without goals or enabling aspirations, we are challenged to declare ours and to dedicate our lives to their achievement.” It is our hope that the programs and opportunities described on the following pages will enable all of us to declare our aspirations, engage in life‐long learning, and rejoice in Catholic education.

Faith and Learning…Celebrating the Journey

POLICY: RELEASE OF STUDENT TEST/ASSESSMENT DATA BY THE BOARD Adopted: June 22, 1998 Policy #: 3B:3

Revised: March 26, 2012 Policy Category: Curriculum/Program POLICY STATEMENT: The Huron-Perth Catholic District School Board believes that parents and the community should be aware of the level of success of students in particular programs of study. While test or assessment results should be shared with students, parents and the broader community, care needs to be exercised to protect the integrity of the individual student. The student record is privileged information guaranteeing privacy to students and their families in accordance with the Freedom of Information on Protection of Privacy Act, 1987, and the Ontario Student Record. Use of test/assessment information is to bring about improvement for our students to develop to their full potential. PROCEDURE:

1. Trustees will have access to all Provincial test/assessment results. 2. The Board may release overall system test/assessment that compares system data to the

Provincial norm. 3. A media release will be prepared under the direction of the Superintendent of Education,

subject to Board policy 3E:27 Media Relations. 4. Parents, subject to the Education Act and its regulations, will be provided with assessment

results for individual students through the Catholic school that the child attends.


POLICY: SCHOOL OF ATTENDANCE FOR STUDENTS Adopted: June 8, 1998 Policy #: 3C:4

Revised: June 27, 2012 Policy Category: Student Registrations POLICY STATEMENT: It is expected as a general principle that students will attend classes at their home school unless there are extenuating circumstances that require consideration for attendance at another school. PROCEDURE:

1. Students shall attend the school where their prime residence is within the boundaries established for that school by the Board. Parent(s)/Guardian(s) are required to register their child(ren) at the school of attendance dictated by their residence address.

2. Students may attend another a school outside the boundaries of their prime residence, other

than the home school where there are exceptional pupils designated to attend at a school with self-contained special education classes, or if they are registered and admitted to a French immersion class or under any other policy or guideline of the Board that permits such attendance.

3. Where the family is moving out of its present school or catchment area to another school

area, permission for its child(ren) to remain at its present school for the remainder of the present school year will be granted provided:

The child(ren) is nearing the end of his/her schooling at the present location (i.e. elementary school and has begun Grade 7) permission may be granted to remain at his/her present school to the end of Grade 8.

4. Permission to remain in a school other than in the attendance area may be granted to avoid a

student having to change schools twice over a two-year period.

5. The school principal may grant a request for a student who has moved to remain until the end of the current school year. Where a Principal has received approval from the Director of Education for such permission,granted such permission, a copy of correspondence to parent(s)/guardian(s) shall be sent to the Director of Education and the Manager of TransportationManager of Transportation.

6. The Board will not be required to provide transportation other than what is available

through existing routes provided space is available relative to items 3, 4 and 5.


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7. Parent(s)/Guardian(s) wishing to be considered for exemption from the above policy because of unique circumstances must make their request in writing on the Form provided. This Form should be forwarded to schools concerned for the comments of Principals. Principals will then forward it to the Manager of Transportation. The Manager of Transportation will then forward it to the Director of Education for a decision.

8. The decision of the Director will be relayed to parent(s)/guardian(s) with a copy to the

Superintendent of Education, to the Principals of concerned schools and to the Manager of Transportation Manager of Transportation. Criteria to be considered in making a decision are: classroom space available; program needs; transportation (if space is available on existing routes); annual review and others, as determined. Any request that is granted, due to extenuating circumstances is for one year only. Parent(s)/ Guardian(s) wishing to be considered for exemption beyond the one year, are to request a review annually.

Revised: August 27, 2012

APPLICATION FOR A STUDENT/STUDENTS TO ATTEND A SCHOOL

OTHER THAN THE DESIGNATED HOME SCHOOL TO BE COMPLETED BY PARENT(S). PLEASE CHECK WHERE APPROPRIATE: (permission must be requested annually)

New Request Renewal Request Balance of Current School Year Name of Home School: ______________________________ Name of School you are requesting attendance at: ___________________________________

Names of Child(ren): __________________________________________ Grade: ________________ __________________________________________ ________________ __________________________________________ ________________ Full Mailing Address (including Postal Code) ________________________________________________________________________________________ ________________________________________________________________________________________ 911 Emergency Location (# and Road/Line) ______________________________________________Municipality _________________________________ Name of Parents/Guardians __________________________________________Signature of Parent/Guardian____________________________________

Date: ________________________________

SCHOOL OF ATTENDANCE FOR STUDENTS – 3C:4 POLICY STATEMENT states, “It is expected as a general principle that students will attend classes at their home school unless there are extenuating circumstances that allow for consideration for attendance at another school.”

REASONS FOR CONSIDERATION FOR EXEMPTION FROM POLICY (to be completed by Parents/Guardians)

PRINCIPAL OF HOME SCHOOL PRINCIPAL OF ALTERNATE SCHOOL

Recommend Approval Recommend Approval Do Not Recommend Approval Do not Recommend Approval

Date: Initials: Date: Initials: Additional Comments: Additional Comments: TRANSPORTATION MANAGER DIRECTOR OF EDUCATION

Transportation can be provided on an existing route Permission is granted No Transportation Available – parent must provide Permission is denied

Date: Initials: Date: Initials: Additional Comments: Additional Comments:


Phone 519 345 2440 Fax 519 345 2449

BOARD HIGHLIGHTS – OCTOBER 18, 2016

CATHOLIC EDUCATION

System Thanksgiving Coat Drive Honouring the theme of Catholic Education Week, “Walking with Others”, schools were invited to put their faith into action by collecting coats from October 3rd to 9th for our system Thanksgiving Coat Drive. Helping others in our community stay warm through the colder fall and winter months by donating new and gently used winter coats is one way that we are maintaining our focus on acts of mercy. Donations were shared with local community organizations to help to support their efforts.

FULL DAY EARLY LEARNING KINDERGARTEN PROGRAM

Early Years Learning All Early Years teams (both teacher and DECE) gathered for professional learning on October 19th. The focus of the learning was to delve into the new Kindergarten curriculum and assessment within the Four Frames. The teams will gather again in December to examine the new Communication of Learning.

LEADERSHIP Leaders’ Learning Council

This year, we have added a 1.5-hour online component to the monthly LLC meetings, one week prior to the face to face meeting. This allows principals to learn more about policy changes and information items while in their school, and use the face to face time for professional learning.


Phone 519 345 2440 Fax 519 345 2449

MENTAL HEALTH

Mental Health and Wellness Update • Mental Health presentation at St. Michael’s CSS staff meeting • Mental Health promotion presentation to two St. Michael’s CSS classrooms • Healthy Kids Community Challenge Advisory committee meetings (focus on

“Water Does Wonders” and Professional Development planning for educators) • Mental Health presentation to SERTs • Presentation of our Mental Health Strategy at the Children’s Mental Health

Network meeting • Member of the Huron-Perth Suicide Prevention Committee • Mental Health Committee meeting: review of the Mental Health and Wellness

Strategy work plan for 2016-17 • Co-facilitated the 4th annual Huron-Perth School Based Mental Health Services

workshop for community partners who offer mental health, wellness and addiction services to our Board. Guest speaker: Dr. Michele Chaban, “Growing Better People by Cultivating Minds”

• Approximately 16 staff attended (Mental Health Champions and Administration) OYAP

Great Lakes ICE Training Event A representative team of St. Anne’s CSS agriculture technical students and teacher Jason Steinman attended the Great Lakes and St. Lawrence River Student Summit in Toronto at the Allstream Centre in Toronto.  The public forum provided an opportunity for the Governments of Canada and the United States to discuss and receive public comments on the state of the lakes and binational priorities for science and action, as well as an opportunity for the International Joint Commission to discuss and receive public input on the progress report of the parties. Pathways Presentation On October 11th, OYAP leader met with St. Michael CSS students interested in pursuing apprenticeship for their post-secondary pathways. The Ontario Youth Apprenticeship Program (OYAP) is a School to Work program that opens the door for students to explore and work in apprenticeship occupations starting in grades 11 or 12 through the Cooperative Education program. First Aid and CPR Training - Oct 19th and 20th On October 19th and 20th, our training partner Red 5, will come in to do a two day full First Aid and CPR certification for our SHSM students. Construction Certifications (throughout October) October was SHSM construction certification month. We partnered with LiUNA Local 1059 Training and were able to certify our students in Conventional Scaffold, Propane Safety, and Hoisting and Rigging Safety. OYAP Grade 8 Technology Day at St. Anne’s - October 28th St. Anne’s Technology department gave grade 8 students, in Huron County, the opportunity to learn skills from various trades. During OYAP Grade 8 Technology Day

this program is funded by OYAP and gives students hands on and real life skills. These students share their skills and knowledge with the grade 8 students. An OYAP presentation was given to students and grade 8 teachers.

SPORTS

Elementary Cross Country On October 12th, approximately 600 students gathered at the Clinton Wetlands Trail to participate in our system Cross Country meet. The trail was upgraded this year and was in great condition. Congratulations to all of the participants and a special thank you goes to all the volunteers and coaches. The contributions from all involved make this a great event for all our elementary athletes.

STUDENT ACHIEVEMENT

Classroom Technology Summits Classroom technology summits have begun in earnest in many classrooms this fall. These summits help students understand how to access the Huron-Perth Catholic DSB toolkit of online resources and the effective use of these resources in their learning. Students are shown a variety of Google Apps, how to share and collaborate on learning tasks, the use of Google Read and Write to assist with literacy tasks and the appropriate use of technology in light of Gospel values. Summits will continue throughout the rest of the school year. Cross Panel Math On October 5th our Cross Panel Math group reconvened to start another school year. We continued our work looking into Math in grades 7-10, with a particular emphasis on students with learning disabilities and those studying in a grade 9 applied course. This year we will be co-planning and co-teaching lessons. On October 25th, we will meet at St. Michael with Bruce Rodriguez, CEO of EQAO about math trends both in the province and in our board. Google Certification A number of teachers had an opportunity on October 6th to participate in the first level of the Google Educator Certification program. Teachers learned how Google Apps for Education can enhance student achievement and contribute to meaningful 21st century pedagogy. A second session will take place on November 3rd for the second level of certification. Homework Help Visits have taken place to many grade 7 and 8 classrooms to introduce them to homework help. This service offers free one-on-one online math tutoring with a certified Ontario teacher. It supports children in improving their achievement in mathematics at school. It is available for all students grades 7-10 from 5:30 PM to 9:30 PM, Monday through Thursday. Homework Help is sponsored by the Ministry of Education and run by TVO. OSSLT Online EQAO has launched its online assessment for the Ontario Secondary School Literacy Test. On October 20th, some of our grade 10 students wrote the online-only version of the test. This provides multiple opportunities for students to write as they can write again in March if they are not successful in their first attempt.

Renewed Math Strategy Meeting Coordinators and the Mathematics Facilitator attended a two-day provincial meeting in Toronto at the end of September on the Renewed Mathematics Strategy for student achievement. Information on mathematics content knowledge for teachers as well as considerations for instruction in math for the English language learner, the Indigenous learner and students with a learning disability was shared.

MAINTENANCE DEPARTMENT

Health and Safety Training On October 4th, the school-based health and safety representatives and members of the Joint Health and Safety Committee received training at the Catholic Education Centre. Training included the role and responsibilities of the school health and safety representatives, minimum posting requirements for the Health and Safety Bulletin Board, conducting monthly inspections, and training on the eBASE health and safety inspections module. Joint Health and Safety Committee Meeting The Joint Health and Safety Committee will hold a meeting on October 20th. All health and safety information items and committee minutes are posted in Yammer in the Health and Safety group. Snow Removal Tenders An RFP was issued for snow removal in 2014 for a two-year period with the option of extending the contract for three years in one-year increments. All contracts will be extended for one year with the exception of the Holy Name of Mary site. Beginning with the 2016-17 snow removal season, the Town of St. Marys will assume this role as part of the Board’s agreement as it relates the ELC relocation to Holy Name of Mary School.

BOARD MISSION STATEMENT We are a Catholic School Board. We serve our students, working with the home, parish and school community to: • Nurture a Christ-centred environment; • Provide student-focused learning opportunities; • Support the growth of the whole person.

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