Education/Human Resources Committee
February 20, 2008
A meeting of the Education/Human Resources Committee was held in the Board Room on Wednesday, February 20, 2008, at 4:30 p.m.
H. Brown, Chair
B. Hunter, Director of Education
D. Kirkpatrick, Recording Secretary
N. Marsh, Superintendent of Education
P. Warren-Chaplin, Superintendent of Education
B. Woodley, Supervising Principal and Executive Assistant
Chair Brown welcomed those present to the meeting and called the meeting to order. She reported that regrets were received from Trustees Beavis and Murray.
Approval of Agenda
Chair Brown advised that the presentation by Nancy Stableforth, Correctional Service Canada, regarding the Portsmouth Community Correctional Centre, is to be deleted from the agenda. She advised that Ms. Stableforth will present at the February 27, 2008 meeting of the Property/Operations Committee, which will take place at the Streetsmart site, 130 Queen Street, Kingston.
Trustee Jackson stated that he would like his Notice of Motion concerning Ministry of Education Aboriginal Education Funding postponed to the March 26, 2008 meeting of the Education/Human Resources Committee meeting.
MOVED BY Trustee Jackson, that the Presentation regarding the Portsmouth Community Correctional Centre to be given by Nancy Stableforth from Correctional Service of Canada be removed from the Education/Human Resources Committee agenda, and be referred to the Property/Operations Committee meeting of February 27, 2008.–LOST
MOVED BY Trustee Goodfellow, that the agenda, as amended, be adopted.–Carried
Presentation – Limestone Learning Foundation
Phil Perrin, Managing Director, and Bob Little, Founding Member and Past Chair of the Limestone Learning Foundation, were present.
Mr. Little stated that he would speak to the purpose of the Limestone Learning Foundation, as well as his interest in serving on the Foundation. He advised that the Foundation, the charitable arm of the Limestone District School Board, was created in 1999 to enhance public education. The purpose of the Foundation is to ensure funding for unique and creative learning opportunities in the areas of Literacy and Numeracy, Technology, the Arts, and Innovative Practices. He stated that it is important to know that the money used for grants goes only to projects not supported by the provincial government.
Mr. Little stated that he supports public education, as did his family, noting that his mother was a high school teacher, and his father was a former Trustee and Chair of a school board. He said that all of his five children have been educated in the system, and they have greatly benefitted from it. Mr. Little remarked that he is impressed with the quality of the educators in the system. Mr. Little said it was not difficult to respond positively to the invitation to be a member of the Foundation. He commented that he is strongly committed to public education, and believes that it is really important for citizens to volunteer. He indicated that the members of the LLF Board of Directors are from the community, and some work in the system.
Mr. Little stated that he became involved with Foundation at its inception, noting some of the events sponsored by the Limestone Learning Foundation. He indicated that at the present time, the Foundation has raised about $680,000 towards its endowment fund, and that it has paid out approximately $750,000 in grants over the years. He reviewed some of the unique projects that have been funded by the Foundation. He said it is wonderful to see the impact of the grants at the Grants Presentations when youngsters come forward with their teachers, and their smiles are a “mile wide”. He said that one can see how important a small amount of money in a school is.
Mr. Little stated that as a volunteer, he is proud to be a member of the Board of Directors of the Limestone Learning Foundation.
Mr. Perrin stated Mr. Little is one person of a group of people who are valued volunteers.
Mr. Perrin showed a 3.5 minute video that he and other members of the LLF Board take when they visit company and organization representatives to solicit their support.
Mr. Perrin thanked the Committee for the invitation to present at this evening’s Education/Human Resources. He said that the original special events were: a golf tournament (now named the Sandra Davison Limestone Learning Foundation Golf Classic), a “Show About Shows” musical performance, and a gala evening.
Mr. Perrin advised that the Foundation went “public” in 2002, and he joined the Foundation as Managing Director at that time.
Mr. Perrin advised that to date, the Foundation has raised a total of more than $2.1 million. He said that the Foundation supports the efforts of educators and enhances public education by raising charitable funds from individuals, businesses, community service organizations, and other friends. Donations cannot be used for regular school expenses like staffing, school renovation or maintenance, school supplies, or transportation, which remain the responsibility of the provincial government in its mandate to fund public education.
Mr. Perrin stated that donations to the Limestone Learning Foundation are only used to provide our students with exciting, enhanced learning opportunities through the allocation of grants. These grants are given to support learning projects and programs submitted to the Foundation’s volunteer Grant Review Teams, and approved by its Board of Directors in the Spring and Fall of each year. Mr. Perrin reported that the next Grants Presentation will be held on April 15, 2008 at Napanee District Secondary School.
Mr. Perrin indicated that the projects funded by the Foundation do not require a great deal of money. In fact, on average, each costs only about $2,000 with a total of between $80,000 and $100,000 being given out annually. Mr. Perrin remarked that the projects funded by the Foundation can make a tremendous difference in what and how a child will learn.
Mr. Perrin reported that in 2007, 57 applications totalling $152,000 in requests were received. He said that 34 projects were approved and $80,000 was given out to support the projects. He said that the total disbursements in 2007 was $178,000. The LLF provided $80,000 to the granting projects, and the grants were also supported through other organizations in addition to what the LLF provided. He said some grants were matched with local Foundations. Mr. Perrin said that to date, the LLF has approved 350 projects, disbursing more than $750,000.
Mr. Perrin said that the Endowment Campaign is a separate effort, and the Foundation’s goal is to have $1 million in its endowment trust. The interest from the endowment fund will support the enhanced learning projects. He advised that $675,000 in cash and pledges has been raised during the Endowment Campaign to date.
Mr. Perrin said that we are investing together in our students’ futures, and together we are ensuring opportunities for success.
In response to a question by Trustee Jackson, Mr. Perrin noted that our gross revenue for 2008 is estimated to be $325,000 to $350,000, and that the Foundation has brought it costs down to about $0.33 to raise $1.00.
Trustee Goodfellow stated that it is amazing to see the look on the faces of the children when they are doing the projects. She said that it is wonderful that the LLF can provide money for the projects. She thanked the volunteers for their work with the Limestone Learning Foundation.
Trustee McLaren stated that she has participated on Grant Review Committees and she is impressed with the creativity of the teachers who submit applications. She commended them for this, and for making learning come alive.
In response to a question by Trustee Jackson, Mr. Perrin stated that the LLF believes all schools should have fair access to the Foundation for funding, and the projects should be funded on the merits of the applications. He commented that some schools are located in affluent neighbourhoods and if the Foundation provides 75% of the funding, then the School Council is able to raise the other 25% needed for the project. However, other schools are unable to do so. He said that the Foundation wants to be fair and equitable to everyone, but there are some realities. Mr. Little said that the Foundation understands the need, as well as the merits of the project, and that the merit is their primary consideration.
Mr. Perrin stated that the Limestone Learning Foundation appreciates the support of the Limestone District School Board, noting that they have seen the Board’s support since the Foundation’s inception.
Chair Brown thanked Messrs. Perrin and Little for attending this evening’s meeting to provide information about the Limestone Learning Foundation.
Messrs. Perrin and Little withdrew from the meeting.
New Teacher Induction Program (NTIP) Steering Committee Update
Superintendent Warren-Chaplin provided an update about the work the NTIP Steering Committee has been doing. She said that the new teacher in-service program has been a part of our Board for a number of years, noting that we had some enhancements last year with government NTIP funding.
Superintendent Warren-Chaplin reported that the NTIP Steering Committee is comprised of Trustee Brown, Jill Bennett (Education Officer, Ministry of Education), Federation representatives, representation from the Faculty of Education, two teacher mentors, two school administrators, program staff, Supervising Principal Holmes, Superintendent Marsh and herself. She said that the committee has reviewed all of the changes to the New Teacher Induction Program.
Superintendent Warren-Chaplin advised that changes took place with respect to the orientation program. She said that the opportunities for new teachers at both the elementary and secondary levels have been enhanced at the school level, noting that the secondary program was established in 2006-07. More in-school support has been added for new teachers at both levels.
Superintendent Warren-Chaplin reported that the other change is that the program now includes long-term occasional teachers, as per Ministry permission. She said that this new development allowed us to use some of our funding for the new option. She said that a long-term occasional teacher has to be in the position for 97 days or more to take part in the program.
Superintendent Warren-Chaplin reviewed the following goals:
• Develop a district-wide school level orientation to enhance our current orientation at the school level;
• Expand and improve tracking for new teachers; and
• Build capacity for the mentor pool.
Superintendent Warren-Chaplin stated that 68 teachers are taking part in the program this year She commented that there has been some differentiation in the kinds of support for teachers. She advised that some of Board’s partners in this initiative provided an update at the meeting. She said that the Faculty of Education indicated some of the opportunities in which they were involved, and Supervising Principal Holmes provided opportunities to provide feedback regarding the goals of the service delivery model.
Chair Brown stated that the Board has always provided support for its new teachers. She commented on the mentoring program, noting that it is mandatory. She said that she is pleased with the mentoring program. She said that the program is a wonderful support for new teachers, and long-term occasional teachers, and should be great for our students as well.
Trustee Jackson requested that information be provided in advance of a meeting so that Trustees could consider any questions they may have.
Chair Brown stated that she had asked Superintendent Warren-Chaplin to provide a verbal update on this matter.
Trustee Chadwick stated that this may be a policy question with regard to when information should be provided in advance, when it is a presentation. Trustee Jackson stated that perhaps this matter could be reviewed in terms of the Board’s policies. He said that it would be helpful to have salient points in front of them.
Chair Brown thanked Superintendent Warren-Chaplin for providing an update from the NTIP Steering Committee meeting.
LEAP and Challenge Programs Update
Superintendent Warren-Chaplin provided an update about the LEAP and Challenge Programs. She advised that a review of the Selection Process for the LEAP and Challenge programs was conducted in the Fall of 2006, noting that an administrative report was presented to Executive Council on October 24, 2006, and highlights were shared with the Education/Human Resources Committee on November 15, 2006. She said that changes were implemented for the 2007-2008 school year.
Superintendent Warren-Chaplin reviewed the process determined as a result of the review and the administrative report to Executive Council, as follows:
First Round Selection
• Based on Equity of Opportunity
• Students are accepted from a rank-order list based on quotas established for each families of schools
• Quotas continue to be based on October 31st enrolment reports
• First round ends when quotas for families of schools are full
Second Round Selection
• Based on home school for each student
• Only one student from each school will be accepted until all other schools have been considered
• Subsequent rounds of acceptance also follow this pattern until all the places in the program are filled
• Students from other school boards and private schools are also considered at this time, with one student per school being accepted in the second round
• Process is applied repeatedly until all placements in the program are full
Superintendent Warren-Chaplin reviewed the process determined by Executive Council, as follows:
• Students who are not initially offered a placement, but who have met the criteria will be placed on a rank-ordered waiting list.
• Students are accepted from the waiting list as others decline their placement.
Superintendent Warren-Chaplin provided information regarding gender breakdown for the LEAP and Challenge programs at Calvin Park Public School, and for the Challenge programs at Loughborough Public School and Odessa Public School.
In response to a question by Trustee Jackson, Superintendent Warren-Chaplin stated that she could provide additional information regarding the ratio establishment for families of schools.
Trustee Jackson stated that the information provided on the Board’s website with regard to the selection process is not clear, and suggested that it be described better.
Chair Brown thanked Superintendent Warren-Chaplin for providing an update about the LEAP and Challenge Programs.
Superintendent Marsh provided the following information about Character Education:
• Released On Common Ground 2006
• School boards required to create a district plan of implementation
History with LDSB
• Grassroots committee chaired by Paul Hannah and Jamie Schoular
• Primarily elementary teachers
• Character Education Website
• Survey of all schools to see the status of character education at their sites
Superintendent Marsh stated that she worked with the Grassroots Committee, and she wanted to ensure that there was secondary representation on the committee. She advised that Trustee McLaren also sat on the Committee. She said that the Ministry has required that boards plan for Character Education for 2007-08.
Superintendent Marsh reviewed the responsibilities of school principals, as follows:
Responsibility of School Principals
• Ensure that the Character Development Initiative is aligned with and becomes an integral part of the school Improvement Plan.
• Ensure that all members of the school community – students, teachers, parent and support staff – are engaged in school-wide implementation of the initiative.
• Provide a key role for school councils to plan in reaching out to and engaging community members in this initiative.
• Embed character development in all subject areas and in all classrooms, extra-curricular and school-wide programs.
• Ensure that the student leadership in their schools reflects the diversity of their populations, and has a voice in providing meaningful input into plans and decision regarding the Character Development Initiative.
• Provide professional learning opportunities for members of the school community in their area of character developments.
• Expand access to, and opportunities for civic engagements by all students.
• Monitor and collect data on the effectiveness of their initiative.
Superintendent Marsh reviewed the following information:
Limestone District School Board Draft Framework
• Designed as a resource support for schools.
• Please provide suggestions to Anne Nahorny at the Board Office.
• Schools will need to determine key attributes from this document and communicate them back to the Steering Committee.
Parties Providing Input on Draft
• Interschool Student Council
• Education/Human Resources Committee
• School Council Liaison Committee
• District principals
• Executive Council
• K-12 Program Team
• Release final document in early June;
• Support schools as they implement initiative;
• Respect that schools are in varying positions in regards to the implementation; and
• Ensure that all schools have a character education plan in place for 2008-2009 (which is the Ministry expectation).
Chair Brown thanked Superintendent Marsh for providing an update about Character Education.
Aboriginal Education Update
Superintendent Marsh provided an outline of the activities conducted with regard to Aboriginal Education, as follows:
• EOSDN met with the Catholic School Board representation to share information.
• Teleconference with Aboriginal Education Officer and Eastern Ontario Consortium in regards to developing a consistent approach.
• Met with Algonquin and Lakeshore Catholic District School Board Director of Education and Superintendent responsible for Aboriginal Education – committed to a central advisory committee for the purpose of self-identification.
• Met with Queen’s University in regards to Native Studies qualification and teachers graduating with it.
• We have made contact with the Faculty of Education – Aboriginal Teacher Program; Katarokwi Native Friendship Centre; Ardoch Algonquin First Nation; Queen’s Aboriginal Student Centre; Four Directions Aboriginal Students’ Centre; KACIN; and Katarokwi Native Friendship Centre.
• Contacted Kenora District (and person who wrote policy for Superior-Greenstone) Boards of Education for their resources and advice.
• Researched and ordered resources required for new Native Studies Courses.
• Launched our first two Native Studies Courses.
• Adobe Connect pursuit for Native Language – on-going;
• Made contact with Upper Canada in pursuit of Language labs with Native languages;
• Presented initiative to district principals.
• Conducted district-wide survey in regards to resources and understanding of curriculum.
Superintendent Marsh provided information about voluntary, confidential Aboriginal student self-identification, as follows:
• To obtain data on the number of Aboriginal students within our school systems.*
• To share and provide guidance on the provision of assistance necessary to close the gap that potentially exists in academic achievement between Aboriginal and non-Aboriginal students in the areas of literacy and numeracy, engagement in school, graduation rates and advancement to post-secondary studies and employment pathways.
• To share and provide the support required to ensure that the First Nation, Métis and Inuit students will have the knowledge, skills and confidence to be successful life-long learners.
• To develop a greater knowledge and appreciation of First Nation, Métis and Inuit traditions, cultures and perspectives.
* The Aboriginal Education Office has requested that when possible we work with our co-terminus boards in our consultation. For the Limestone District School Board that involves the Algonquin and Lakeshore Catholic District School Board, and the Hastings and Prince Edward District School Board.
Guiding Principles to Policy Development
• Respectful of the privacy and dignity of our students and their families.
Superintendent Marsh reviewed the overall major components, as follows:
• Recognition of the First Nation, Métis and Inuit Peoples – there will be an option for voluntary and confidential self-identification within the policy developed. While our final outcomes will be based on consultation, we hope to integrate the self-identification process into current paperwork that all families and students are required to fill out (registration forms for new students and on Trillium update sheets and course selection sheets for existing students). In doing so, all students will be returning the same forms to classroom teachers, but some will have chosen to self-identify on the form.
• Outreach and consultation with the Katarokwi Friendship Centre, the Ardoch Algonquin First Nation, the Kingston Aboriginal Community Information Network. Queen’s University Aboriginal Student Centre, Queen’s University Aboriginal Education Office, the Mohawks of the Bay of Quinte, the Métis Nation of Ontario, and the Aboriginal Education Office. (Please note that this list may expand as we explore our diverse Aboriginal populations.)
• Communication with our entire school system in regards to our goals for self-identification. This will include all families, staff and Trustees. From there, we will track strengths of our programs and areas where we need to develop more successful strategies in meeting the needs of Aboriginal learners.
• Consultation with legal counsel to ensure that obligations are met in respect to the Ontario Human Rights Code, the Municipal Freedom of Information and Protection of Privacy Act.
• Education of our school communities in regards to the initiative.
• Coordinate the collection of data with information technology staff, Aboriginal Education Office, and Research Officer.
• Educate school staffs and school communities of the appropriate use of such data.
• Ensure that families and students know that self-identification is voluntary and confidential.
• Communicate to parents, students, educators and the Aboriginal communities the intended uses of the information collected, and the intended disclosure of the information collected under the policy.
• Provide proper notice of the collection in accordance with the Municipal Freedom of Information and Protection of Privacy Act 29(2).
• Analyze our data in regards to Aboriginal students’ achievement in schooling.
• Respond to identified needs with programs and other such appropriate supports.
Submit proposal for voluntary self-identification process to the Aboriginal Education Office
Identify the initiative with members of ur educational community, our Aboriginal communities and our co-terminus boards
Hold Advisory Committee meetings to discuss purpose, implementation and challenges
Draft Voluntary Self_Idintification Policy for Aboriginal Students
Promote self_identification, phase in implementation and educate communites.
Superintendent Marsh advised that the timelines noted above are approximate as staff will be working in conjunction with three different school boards.
Chair Brown thanked Superintendent Marsh for providing an update about Aboriginal Education.
LDSB and Community Threat Assessment Protocol, A Collaborative Response to Student Threat Making Behaviours
Supervising Principal Akey introduced JoAnne Payne, Senior Administrator at Educational Services.
Ms. Payne indicated that the Community Threat Assessment Protocol was developed as an extension to the training done since 2005 with Kevin Cameron. She noted that at the onset of the development of the protocol, we invited the Board’s community partners to train with us. She said that it is the Limestone District School Board’s way to support and find supportive plans for children. When students are moved to an alternate site, we do have staff and programs in place to support them.
Ms. Payne provided an overview of the Community Threat Assessment Protocol, A Collaborative Response to Student Threat Making Behaviours, as follows:
• Remove, or reduce any threats to the safety of students, school staff and parents
• Communicate student information between agencies and the school boards
• Develop a multi-disciplinary community response
• Collaborate to develop supportive plans for students at risk for self harm and/or at risk for harming others
The LDSB will be the lead agency.
• Algonquin and Lakeshore Catholic District School Board
• City of Kingston
• Frontenac Paramedic Services, County of Lennox & Addington EMS
• Children’s Aid Society for County of Frontenac and City of Kingston
• Family and Children’s Services – Lennox & Addington
• Greater Napanee Fire Department
• Hotel Dieu Hospital/Kingston General Hospital
• Dr. Margaret Joynt
• Kingston Fire and Rescue
• Kingston Police
• Kingston Police Services Board
• Ministry of Child and Youth Services – Youth Justice Division
• Ontario Provincial Police – Napanee and Frontenac Division
• Pathways for Children and Youth
• St. Lawrence Youth Association
• Youth Diversion Program
• Meetings with community partners
• LDSB/Community partner committee training
• Threat Assessment training with community partners, staff bargaining units, Educational Services
• Consultation with Board lawyer and Ministry of Child and Youth Services lawyer
• Agency and Board commitment
• Press Release
• Press Coverage – print media, radio, television
Ms. Payne provided a excerpt from The Kingston Whig-Standard, “School board initiative aims to help troubled youth”.
• The sharing of relevant information between partners on a proactive basis
• Investigative Mindset:
• thoughtful probing
• healthy skepticism
• connecting the dots
• paying attention to worrisome behaviours
• Early Intervention
• Building Capacity
Responding to Student Threat Making Behaviour: A Staff Guide
• All staff and students will report all behaviours to the school principal/designate that may pose a risk or threat to others.
Principal’s Response – Worrisome Behaviours
The School Principal will:
• consult with the in-school team, appropriate school staff and Educational Services staff;
• consult with Senior Administrator of Educational Services when Behaviour Assessment Team (BAT) referral is appropriate; and
• access community partners to assist with supportive plan for student.
Principal’s Response – High Risk Behaviours
The School Principal will:
• Consult with School Supervisor, Supervisor of Safe Schools
• Consult with Senior Administrator of Educational Services
• Determine level of threat using LDSB TA Report Form
• Access appropriate Community Partners/BATeam for Community TA meeting, and for student support planning
Refer media to school Supervisor/Supervisor of Safe Schools
Immediate Threat – Call 911
• Call 911
• Contact Director’s Office
• Bring together Community Threat Assessment Team to develop response plan and student/staff support plans:
• Supervisor of Safe Schools
• School Supervisor
• In-school Team
• Educational Services Senior Administrator – BATeam
• Appropriate Community TA Partners
• Use LDSB TA Report Form
Refer Media to the Director’s Office/Supervisor of Safe Schools
Implementation of Community Threat Assessment Protocol
• Threat Assessment/Crisis Response Training – from 2004-05 to 2008
• Development of LDSB/Community Threat Assessment Advisory Committee
• Protocol Development/Writing
• Consultation with Crown Attorney – Frontenac, Lennox and Addington
• District Principals’ Meeting – February 2008
• LDSB Special Education Advisory Committee – February 2008
• LDSB Education/Human Resources Committee – February 2008
• Ministry of Education/Community Partners meeting – March 6, 2008
• Agency/school staff training – April 2008
• School-based leadership team planning – April 2008
• Educational Services Staff Training – April 2008
Trustee Goodfellow congratulated the people involved in the development of the Community Threat Assessment Protocol for their work.
Supervising Principal Woodley advised that the Ministry of Education and Ministry of Child and Youth Services are providing funding to boards across the Province to work with agencies to support students at risk. She indicated that representatives from our Board will meet with representatives from the Algonquin and Lakeshore Catholic District School Board and the Hastings-Prince Edward District School Board to develop a letter of intent as to how we will support students at risk. Our Community Threat Assessment Protocol addresses the Ministries’ request.
Chair Brown thanked Ms. Payne for providing information about the LDSB and Community Threat Assessment Protocol.
Notice of Motion
The following Notice of Motion was postponed to the March 26, 2008 meeting of the Education/Human Resources Committee.
MOVED BY Trustee Jackson, the Education/Human Resources Committee recommends to the Board, that the Limestone District School Board take the following action with respect to Ministry of Education Aboriginal Education funding for the fiscal year ending August 31, 2008:
1. That the Limestone District School Board allocate up to $15,000.00 for individual supportive programming for Aboriginal students; and
2. That the Limestone District School Board develop a consultation process in collaboration with First Nations, Métis organizations and urban Aboriginal groups located in the areas served by the Board. These groups would include the Kingston Aboriginal Community Information Network (KACIN), the Mohawks of the Bay of Quinte, the Algonquin First Nations located in and north of Sharbot Lake, the Métis Nation of Ontario, the Katarokwi Native Friendship Centre, Kagita Mikam (Aboriginal Employment and Training) and the Geaganano Residence at Hotel Dieu.
In response to comments by Trustee Jackson, Trustee Goodfellow stated that the matter of reports or requests for information being made available prior meetings should be discussed at the Committee of the Whole Board Policy Review Committee.
Next Meeting Date
The next meeting of the Education/Human Resources Committee is scheduled for Wednesday, March 26, 2008, at 4:30 p.m.
MOVED BY Trustee McLaren, that the meeting adjourn at 6:25 p.m.–Carried