Education/Human Resources Committee
May 14, 2008
A meeting of the Education/Human Resources Committee was held in the Board Room on Wednesday, May 14, 2008, at 4:30 p.m.
H. Brown, Chair
A. Goodfellow, Ex-officio
S. Hedderson, Curriculum Consultant
D. Kirkpatrick, Recording Secretary
P. Lynch, Manager of Financial Services
A. MacLeod, Curriculum Consultant
P. Warren-Chaplin, Superintendent of Education
Astrid DiLabio, Chartwell’s
Sharon Beaton, Registered Nutritionist for Chartwell’s
Maureen Sullivan, Chartwell’s
Chair Brown welcomed those present to the meeting and called the meeting to order. She reported that regrets were received from Trustee Chadwick.
Approval of Agenda
Chair Brown advised that an item is to be added to the agenda in Private Session, and Trustee Jackson stated that he will pose a question under Other Business.
MOVED BY Trustee McLaren, that the agenda, as amended, be approved.–Carried
Healthy School Lunches in Secondary Schools
Manager Lynch introduced Astrid DiLabio, a District Manager of Chartwell’s, who is responsible for the food services contract with the Limestone District School Board. Manager Lynch advised that Chartwell’s is a member of Compass Group Canada, an international organization. He stated that Ms. DiLabio looks after many school boards in eastern Ontario.
Manager Lynch indicated that this is the second year of the Board’s five year contract with Chartwell’s. He noted that the contract can be extended an additional five years, if both the Board and Chartwell’s agree. He reported that Chartwell’s manages all of the cafeterias, except for two, that the Board operates. Manager Lynch indicated that Chartwell’s managed the cafeterias in all of the secondary schools in the former Lennox and Addington County Board of Education. As well, they have managed the cafeterias in some of the former Frontenac County Board of Education secondary schools over the years. Manager Lynch noted that Chartwell’s has been in the district for over 20 years.
Ms. DiLabio introduced Maureen Sullivan of Chartwell’s, noting that she is based in Fredericton, New Brunswick, and that her territory runs from London to Ottawa. She also introduced Sharon Beaton, a registered nutritionist for Chartwell’s. Ms. DiLabio stated that they toured some schools today.
Ms. Beaton stated that she is pleased to be at this afternoon’s meeting to speak to the Balanced Choices program. She distributed the “Balanced Choices for a healthy lifestyle” pamphlet, as well as “Eating Well with Canada’s Food Guide”. She also distributed a fridge magnet that indicated one can contact a Registered Dietician for free at EatRight Ontario at 1-877-520-5102 or www.Ontario.ca/EatRight.
Ms. Beaton reported that the Balanced Choices program is Chartwell’s corporate program for nutrition that encourages healthy eating habits amongst students. She said that a variety of healthy food choices is provided in all of Chartwell’s dining locations. Ms. Beaton stated that students are provided with information about healthy eating, commenting on the food identification symbols and the Balanced Choices program guide. She said that Chartwell’s also has nutrition newsletters and promotion flyers, other wellness information handouts, and the Dietitians of Canada website address available. Ms. Beaton advised that Balanced Choices food is low in fat, low in sodium, and high in fibre.
Ms. Beaton stated that the group from Chartwell’s today toured the QECVI, Bayridge Secondary School and LaSalle Secondary School, noting that the schools are excited about their programs. She said that they now have students who recognize the Balanced Choices program. Ms. Beaton stated that education is part of the Balanced Choices program, noting that Chartwell’s also works with the teachers, and team coaches. She commented on the nutrition resources, such as the interactive games and websites, books and Power Point Presentation on Canada’s Food Guide.
Ms. Beaton stated that she would provide Manager Lynch with the Balanced Choices audit results done at the Board’s secondary schools today.
In response to comments by Trustee Crawford, Ms. Beaton stated that the Balanced Choices program does not focus on sugar, but on low fat, low sodium and high fibre.
In response to comments by Trustee Jackson, Ms. Beaton stated that fries are still offered because the change to offering only healthy foods is gradual. Students will still have a hamburger, but now instead of fries, they might have a salad with it. She said that the Balanced Choices program is in its second year, and they are excited about the results. With regard to trends, Ms. Beaton stated that more boys than girls are eating salad and fruit. She said that the working with teachers has made a big difference. Chartwell’s provides teachers with information, and Ms. Beaton said that she has talked to students in their classes. She said that probably over 40% of all food in the cafeterias consumed by the students now meets the healthy food choices guidelines. She also commented on some of the initiatives offered to students who
make healthy choices.
Trustee Goodfellow stated that it is amazing to see the change in eating habits in the past two years. She said that she believes that students eat healthier when they are offered healthy choices.
Trustee McLaren stated that by offering an assortment of food choices, students may use the cafeteria, rather than go places off the school site to purchase fast food.
In response to questions by Trustee Jackson, Manager Lynch stated that this is year two of a five-year contract, noting that the contract can be extended for an additional five years if both Chartwell’s and the Board agree. He commented on the financial aspect, noting that the Board wants to have students use the cafeterias for a host of reasons. The reasons include nutrition and issues of behaviour (students can manage better in a cafeteria). He said that it is also better for the Board and Chartwell’s as we share in the revenue generated by cafeterias. He said that when staff evaluated the contracts, the decision making centred around the nutrition side. He said that the Board is looking forward to seeing the audits done by Chartwell’s, noting that an independent agency is auditing as well. Manager Lynch stated that
we want our schools certified by Public Health.
Trustee Crawford referred to OSSTF’s presentation at the Budget Consultation Meeting regarding packaging, and the petition the LaSalle Secondary School student circulated, and asked if their concerns would be reviewed during the contract.
Manager Lynch stated that the contract aspects are established for the five years. However, Chartwell’s has to keep in line with the legislation concerning nutrition, and that there is a cost to do so. He said that the no packaging option is a cost that Chartwell’s doesn’t have at this time. Manager Lynch stated that we will be trying some options. He commented on the food inflation prices, and that in order to keep students in cafeterias, we have to make the food offered affordable.
Chair Brown thanked Astrid DiLabio, Sharon Beaton and Maureen Sullivan for attending the meeting and for sharing the good information around the Balanced Choices program.
Ms. Sullivan stated that Chartwell’s will put the audit packages together and send them to Mr. Lynch for distribution to Trustees.
Ms. DiLabio, Ms. Sullivan and Ms. Beaton withdrew from the meeting.
Messrs. MacLeod and Hedderson were present. Mr. MacLeod thanked the Committee for inviting Mr. Hedderson and himself to speak about Mathematical Literacy. He advised that he is a curriculum consultant, with responsibilities in Math Literacy for Grades 7-12. He further advised that Mr. Hedderson is an elementary curriculum consultant with responsibilities in Math Literacy for Kindergarten to Grade 8.
Messrs. MacLeod and Hedderson presented the following information:
Mathematical Literacy: The Expert Panel Report
• The Leading Math Success Expert Panel’s (2004) vision of mathematical literacy encompasses the ability to:
• estimate in numerical or geometric situations;
• know and understand mathematical concepts and procedures;
• question, reason, and solve problems;
• make connections within mathematics and between mathematics and life;
• generate, interpret, and compare data;
• communicate mathematical reasoning;
• be engaged in mathematical thought and processes;
• have confidence to use mathematical literacy skills in familiar and unfamiliar situations.
• All students can successfully develop a wide range of Mathematical Literacy skills.
• All students benefit from opportunities to develop and apply mathematical literacy skills from early childhood.
• Mathematical Literacy skills should be taught beyond the classroom, within the context of a variety of disciplines and real-life tasks.
The Long-Term Goal: A Quest for Coherence
• To develop a vision for Mathematical Literacy that flows logically from Kindergarten to Grade 12, and to develop a consistent professional development strategy which creates incremental improvement in student performance through exemplary instructional practice.
Three Strategic Priorities for Moving Forward
• Collaborative Approach and Effort
• Teaching/Learning Through Problem Solving
• Ensuring Equity of Outcomes and “Success for All”.
Collaborative Approach and Effort
Collaborative Approach at the System Level
• Beginning at the start of the 2006-07 school year, the elementary (K-8) and secondary (7-12) consultants with responsibilities for Mathematical Literacy created a three-year vision for improvement in a quest for coherence for teaching and learning mathematical literacy skills across the curriculum from Kindergarten to Grade 12.
• This approach began to bridge elementary and secondary program with Student Success.
Collaborative Approach at the Family-of-Schools Level
• All 11 Families of Schools have cross-panel mathematical literacy teams that are investigating an areas of mathematical literacy to help improve student learning.
• Many of these teams are collaborating with the consultants and are investigating their own questions in one or more o the following four categories: 1) instruction, 2) assessment, 3) technology, and 4) problem solving.
Collaborative Approach Across Schools
• Grade 9 Lighthouse project funded through Student Success
• This project is focused on using Ministry-developed resources called TIPS4RM as the main resource for the Grade 9 and 10 applied Mathematics courses.
• The project involves collaboration between teachers at Ernestown Secondary School and Sydenham High School who are teaching the same course, as well as with consultative staff.
Collaborative Approach Within Schools
• A Mathematical Literacy coach was hired in September 2007 to help teachers in Grades 7-10 in the Bayridge and the QECVI Families-of-Schools reflect on their practice and develop mathematical literacy skills in their students.
• This support has involved professional learning around teaching through problem-solving, as well as in-class support during the regular school day during teachers’ mathematics classes.
• Secondary Math Action Teams made up of teachers and administrators analyzing EQAO and report card achievement data, as well as student and teacher survey data, and developing an improvement plan.
Collaboration with Federations
• In April 2007 we partnered with ETFO (provincial and local), and the Faculty of Education at Queen’s University to offer a conference for elementary teachers called, Math 4 Every 1, focused on examining how to make mathematics accessible for every student in our classrooms.
• This conference included a Family Math night.
• We plan to submit a proposal to have a group of elementary teachers participate in ETFO’s provincially funded Math inquiry projects in 2008-09.
Collaboration with Queen’s University
• We submitted a successful joint grant proposal with two researchers from the Faculty of Education at Queen’s University to the Mathematics, Science & Technology Education group at Queen’s to secure funding to study the effectiveness of different professional learning models to help improve teacher practice to, in turn, help improve the development of mathematical literacy schools in Kindergarten to Grade 12.
• We hope to move forward with this project in 2008-09.
Collaboration with Publishers
• We have built relationships with the two largest K-12 education publishers to help provide useful resources to support teachers’ professional learning.
• These resources are a combination of print, online, and interactive CD-ROM resources to help address a range of adult learners’ needs.
Collaboration Across Boards
• As consultants, we participate regularly in Ontario Mathematics Coordinators’ Association (OMCA) meetings, where we collaborate with other consultants across the province to help inform each other’s Board improvement strategies related to Mathematical Literacy.
• The support network has influenced the work we do in our system, and we have also been able to contribute to assist other consultants in other Boards.
Collaboration with the Ministry
• We recently joined the GAINS (Growing Accessible Interactive Network Supports) Advisory Panel to help inform the provincial strategy for Mathematical Literacy 7-10 for the next decade.
• We hope to conduct a GAINS project in our Board next year with a group of teachers and then share our learning to make it accessible to other teachers across the province. The University of Ottawa has expressed initial interest in our plan to help continue the provincial research they have begun in partnership with the Ministry.
Collaboration with Families/Community
• Collaborated with elementary school staffs to offer “Family Math Nights” at sites by request to have parents/guardians and their children participate in math activities together.
• Offer support and resources for parents/guardians to assist in their child(ren)’s mathematical literacy development at home.
Messrs. Hedderson and MacLeod showed two clips (the beginning and the end) from the “Teaching Through Problem-Solving” video.
Professional Learning for Teachers
• The professional learning focus has been exploring the development of mathematical literacy skills by teaching and learning through problem solving.
• This high-yield approach to teaching and learning is supported by a large body of international research.
• This initial focus for professional learning allows us to align efforts across panels from K-12.
• Our Board-wide strategy compliments the Literacy and Numeracy Secretariat’s (K-6) agenda, as well as that of Student Success (7-12), but provides common language and planning tools for greater coherence.
• Break Through Math
• family of schools cross-panel teams investigating teaching through problem solving through video analysis, research, and face-to-face and online collaboration
• Elementary P.A. Days
• Mathematics for Teaching (April 2007)
• The Mathematical Literacy Block: Teaching Through Problem Solving (April 2008)
• Developmental continuum for mathematical literacy development and diagnostic assessment tools
• Consultative support available by request in both panels for any teacher learning teams at any site examining an aspect of teaching and learning about Mathematical Literacy.
• A 50-60 minute Mathematical Literacy Block should be in place in all elementary schools for September 2008 to support the development of mathematical literacy skills for all students.
• Making teachers aware of a variety of resources that will support moving forward with teaching through problem solving.
Professional Learning for Administrators
• A portion of the last two Elementary Principals and the last Vice-Principals’ meetings had significant portions of professional learning for administrators about what it looks like, sounds like, and feels like, to teach and learn mathematical literacy skills through problem solving.
• Key resources for moving Mathematical Literacy professional learning forward for educators were highlighted.
Equity of Outcomes “Success for All”
Equity of Outcomes: Informing the Mathematical Literacy Agenda in Ontario
“School classrooms represent the world in miniature; they mirror our larger society. The diversity that exists in our classrooms has helped to shape the vision for Ontario education today. All children regardless of their background and/or ability, deserve opportunities to learn and to grow both cognitively and socially.”
- A guide to Effective Information: Mathematics K-12 - Volume 1 - Foundation to the Mathematics Program (2006)
Mathematical Literacy: Success for ALL Students
“Strong language literacy and mathematical literacy skills are the critical foundation for all other academic achievement and for a lifetime of success. Their importance cannot be overstated...”
- Reach Every Student - Emerging Ontario Education (Winter, 2006)
• Again this year, select students from Grade 8 were able to apply to complete the Grade 9 Academic Mathematics credit through an in-class experience (where available) or through an on-line experience.
• The criteria for selection were reviewed prior to the selection period this year because of some concerns from examining the achievement data as to whether or not vertical enrichment in Mathematics at this critical transition period is good for all students.
• Reviewing selection criteria is an area that we will seek more input for next year.
Diversity and Range of Experience
• The professional learning strategy and the teaching and learning through problem solving approach in Mathematical Literacy attempts to capitalize on the diversity and range of experiences that all learners bring to the classroom.
• Through this diversity, each student is able to construct his or her own knowledge and develop a deeper conceptual understanding of what it means to view the world through a mathematical lens, within the context of a truly inclusive environment.
Creating a Community of Learners
• The “community of learners” approach advocated for in the Mathematical Literacy strategy values and maintains the dignity of every student in the classroom and recognizes that the learning potential of every individual in the group is enhanced when everyone works collaboratively, makes their thinking public and shares responsibility for their learning.
• Open-ended and open-routed problems offer opportunities fo revery student to experience success.
Trustee Murray thanked Messrs. Hedderson and MacLeod for their excellent presentation. In response to comments from Trustee Murray, Mr. Hedderson stated that elementary teachers have been provided math in-service during PA days, and they have also been provided with a number of supporting resources. He said that for Grades 8 to 10, there are new documents outlining ways to plan math lessons. He said that as we move into next year, we have Math Improvement Goals as part of the plan.
Trustee Jackson thanked Messrs. MacLeod and Hedderson for their comprehensive report. In response to comments by Trustee Jackson, Mr. MacLeod stated that with the new resources developed for Grades 7-10, the Ministry is interested in using planning instructional levels. He said that the Ministry has talked about a home connection wherein students apply what they have learned in class to home. He said that mathematical literacy connections are becoming more apparent.
Mr. Hedderson commented on professional learning for teachers.
Trustee Goodfellow requested that Messr. Hedderson and MacLeod do another presentation next year to see how we have progressed in this area.
In response to comments by Trustee Jackson, Mr. Hedderson stated that in the past struggling students would be in an isolated program. However, the current strategy is inclusive. He said that students with special needs bring diversity to the classroom that we can hone. Mr. MacLeod commented on using technology to help students with special needs. He further commented on exploring electronic technology through the Smart Board, noting that there are concrete manipulatives in school that are made available to students. He said that he does appreciate reaching out to parents in lower socio-economic levels. Mr. MacLeod remarked about differentiated learning materials for teachers.
Chair Brown thanked Messr. Hedderson and MacLeod for their excellent presentation, and for the responses to questions. She commended them for promoting collaboratively.
In response to a question by Trustee Jackson regarding Aboriginal education, Superintendent Marsh advised that the Board has begun community consultations around the item of Aboriginal education. She reported that our Board has partnered with the Algonquin and Lakeshore Catholic District School Board, noting that the Hastings-Prince Edward County District School Board came to the meetings as observers. She said that the Aboriginal communities attended meetings and assisted us with major issues regarding Aboriginal education in our system. She said that the meetings have been enlightening.
Superintendent Marsh stated that the issue of self identification was discussed, and that the Board hopes to phase in some kind of self identification. She said that the Board is listening to the concerns from the Aboriginal communities, and will continue to do so. She advised that the word “identification” is a word that the Aboriginal communities do not welcome. Superintendent Marsh advised that the Board will co-host with the Algonquin and Lakeshore Catholic District School Board, three public sessions within the next five weeks. She indicated that Aboriginal representation will be present, and that they will hear from the community at large their issues. She reported that the public sessions will be held at Sharbot Lake High School, QECVI, and J.J. O’Neill Catholic School in Napanee.
Recess to Private Session
MOVED BY Trustee Goodfellow, that the Education/Human Resources Committee recess to Private Session.–Carried
Recess to Public Session
MOVED BY Trustee McLaren, that the Education/Human Resources Committee recess to Public Session.–Carried
Next Meeting Date
The next meeting of the Education/Human Resources Committee is scheduled for Wednesday, September 17, 2008, at 4:30 p.m.
MOVED BY Trustee Crawford, that the meeting adjourn at 6:00 p.m.–Carried
The following Secondary Vice-Principal transfer will be made effective September 1, 2008:
Name Current Location Transfer
Tilly Nelson KCVI Ernestown SS
Assistant Vice-Principal Transfer
The following Secondary Assistant Vice-Principal transfer will be made effective September 1, 2008:
Name Current Location Transfer
James Bonham-Carter QECVI KCVI
Placements from the Vice-Principal Pool
The following Secondary Vice-Principal placements from the Secondary Vice-Principal Pool will be made effective September 1, 2008:
Name Current Position Placement
Jessica Silver AVP, Ernestown SS Vice-Principal, Ernestown SS
Talya McKenna AVP, LCVI Vice-Principal, Frontenac SS
Bryan Lambert AVP, Sydenham HS Vice-Principal, Sydenham HS
Placements from the Assistant Vice-Principal Pool
The following Secondary Assistant Vice-Principal placements from the Secondary Assistant Vice-Principal Pool will be made effective September 1, 2008:
Name Current Position Placement
Jennifer Grasse Teacher, LCVI AVP, LCVI
Kelly Roantree Teacher, Napanee District SS AVP, Sydenham HS
Margaret Connelly Consultant, Board Office System
Recess to Public Session
MOVED BY Trustee McLaren, that the Education/Human Resources Committee recess to Public Session.–Carried