Education/Human Resources Committee
May 19, 2010
A meeting of the Education/Human Resources Committee was held in the Board Room at the Limestone Education Centre, 220 Portsmouth Avenue, Kingston, on Wednesday, May 19, 2010, at 4:30 p.m.
H. Brown, Chair
K. Check, Coordinator/Project Lead - Autism
C. Herron, Educational Services
A. Labrie, Superintendent of Human Resources
L. Labrie, Teacher, LaSalle Secondary School
N. Marsh, Superintendent of Education
D. Midwood, Supervising Principal
B. Woodley, Supervising Principal and Executive Assistant
D. Kirkpatrick, Recording Secretary
Chair Brown called the meeting to order, welcoming those present to the meeting. She reported that regrets were received from Trustee Murray.
Approval of Agenda
Trustee Jackson indicated that he would like the two issues, one being a curriculum issue and the other being an occasional teacher issue, deferred until information concerning these issues is received from the Ministry of Education. Superintendent Labrie indicated that there is some information regarding the occasional teacher issue that can be shared at this time, and he would bring it forward under the Other Business section of the agenda.
Chair Brown referred to the administrative reports regarding the Expansion of J.G. Simcoe Public School to a K-8 Model, Music Specialists in Elementary Schools, and Implementation of Primary Core French Instruction, that were sent to Trustees for information and said that questions on these reports would be entertained under the Other Business section of the agenda.
Chair Brown advised that the item concerning the Health School Food and Nutrition Standards that is being presented by KFLA Public Health wold be moved to follow the “Connections for Students” report.
MOVED BY Trustee Goodfellow, that the agenda, as amended, be approved.–Carried
Let’s Talk, Let’s Listen, Take a Stand
Christine Herron, Educational Services, and Laurie Labrie, a teacher at LaSalle Secondary School, were present.
Superintendent Labrie introduced Christine Herron, Educational Services, and Laurie Labrie, a teacher at LaSalle Secondary School, advising that they will speak to an initiative that they have been working on in response to students and staff as it relates to students and staff and the importance of reporting concerns of abuse, bullying, harassment, or other concerns that may worry a child.
Laurie Labrie advised that the Let’s Talk , Let’s Listen, Take a Stand, is an LDSB initiative to address the reporting of concerns of abuse, bullying, harassment. It also addresses how to report concerns and the different avenues one can go through, as well as how to access support once a person reports an incident. She said that we want to encourage careful and open lines of communication among students, staff and the community at large.
Ms. Herron and Ms. Labrie provided the following information about this initiative:
Mrs. Labrie reviewed the following obstacles:
1. “RAT” mentality
2. Don’t want to get involved
3. Someone else will do it
4. How to get the message to entire school community
Mrs. Labrie said that we want to ensure that people knew of the obligations to report.
Mrs. Labrie reviewed the process, advising that originally there was a committee of about 30 people where they talked through the concerns. She said that the work team was whittled down to Chris Herron and herself, noting that they then had a focus group of students from Grades 9 to 12 and from across all socio-economic areas. She said that the students were asked how they would feel most comfortable reporting their concerns. She indicated that they also gathered community agency information. Mrs. Labrie said that the focus group students indicated that they believed that we need to use technology more and that an e-mail account be set up for students to where they could e-mail their concerns .
Mrs. Herron stated that the message they wanted to get out was that everyone has the right to live, learn, work and play in a safe, caring, welcoming and respectful environment free from fear. She said that they wanted to advise communities about their responsibility to report incidents where it appears that a child may be suffering from abuse, neglect and/or risk of harm, and that this applies to any child who is, or appears to be, under the age of 16 years. Mrs. Herron said that they wanted to ensure that the community understood, as citizens, they have a duty to report.
Mrs. Herron stated that we are looking at bullying, harassment and abuse, and as we move forward, we will also look at racism, and homophobia.
Mrs. Herron indicated that the message will be delivered through posters, pamphlets, a paragraph in student agendas, community newsletter, as well as through the Board’s website, a tip line and e-mail contact. Mrs. Herron stated that the poster was designed by a LaSalle Secondary School student, and recognized her for her efforts. She said that they are in the process of getting information out to people.
Mrs. Herron reviewed the next steps, as follows:
- Presentations to stakeholders
- Information sharing
- Print materials distributed
- Agenda paragraph included for agenda printing
- Poster to be displayed in school
- Pamphlet available for parent/teacher interviews
- Newsletter included in mail-outs
- Print resources available on-line
- Technological implementation
Mrs. Labrie stated that they wanted to ensure students that the tip line or e-mail contact would not be a 24 hour line, but that it would be checked every 24 hours.
Trustee Goodfellow stated that the Let’s Talk, Let’s Listen, Take a Stand initiative is a great initiative, and suggested that this information be presented to the School Council Liaison Committee because the members provide an outreach to all schools.
Chair Brown thanked Ms. Herron and Ms. Labrie for providing the above-noted information about the LDSB Let’s Talk, Let’s Listen, Take a Stand initiative.
Ms. Herron and Ms. Labrie withdrew from the meeting.
“Connections for Students”
Kristin Check, Coordinator/Project Lead-Autism at Educational Services, was present.
Mrs. Check thanked the Committee for the opportunity to share information about “Connections for Students” this afternoon, noting that Phase Two is a joint Ministry of Education and Ministry of Child and Youth Services initiative that involved a collaborative team model to support students moving from Intensive Behaviour Intervention (IBI) to school-based programming.
Mrs. Check reviewed the definitions of Intensive Behaviour Intervention (IBI) and Applied Behaviour Analysis (ABA), noting that IBI is one-on-one support and in our region that support is provided by Pathways for Children and Youth. She advised that ABA is an evidence-based approach to teaching new skills and behaviours to students (not only students with autism).
Mrs. Check stated that the logic model that guides the work of the project embeds joint strategic goals with four related themes:
1. The importance of taking a child centred approach;
2. Enhancing collaboration across the Board, parents, and agency partners;
3. Enhancing capacity; and
4. Knowledge dissemination.
Mrs. Check stated that the goal of Connections for Students is to provide more coordinated and seamless transition experience for all children and their families, implementation of a truly collaborative team approach and purposeful modelling.
Mrs. Check stated that the Ministry of Education provided policy direction to school boards for incorporating ABA into programs for students with Autism Spectrum Disorder (ASD) through Policy/Program Memorandum No. 140, noting that it enhances capacity through all staff groups, supporting consistency in knowledge dissemination throughout the province.
Mrs. Check advised that in the spring of 2009, the LDSB and Pathways for Children and Youth’s Autism Intervention Program worked collaboratively and had an exemplary relationship. She said that we have a joint protocol.
Mrs. Check reported that many students receiving IBI have been provided space within school buildings and are excused from their instructional day for their hours of therapy.
Mrs. Check commented on the general partnering in the provincial learning opportunities, noting that we have worked on unified support and communication for staff groups.
Mrs. Check reported that there are currently 292 students formally identified with autism enrolled in LDSB, and of those 292 students, between 25-30 students are receiving IBI. There are 14 students receiving Connections for Students Services in 2009-2010.
Mrs. Check advised that LDSB was one of 16 selected school boards working with the province’s nine regional autism service provides to implement the Connections for Students model in 2009-10 as part of Collaborative Service Delivery Model Phase 2. As of March 2010, all boards within the province implemented Connections for Students, and the role of the lead boards was to offer their resources to these other boards. Mrs. Check reported that on the CODE website, there are several postings as to what has been developed
Mrs. Check stated that Connections for Students is centred on multi-disciplinary, student-specific and school based transition teams that are established approximately six months before a child prepares to transition from IBI services through the Autism Intervention Program (AIP) to a publicly funded school. The transition team continues to support the student for at least six months after leaving the AIP and entering or continuing in school. The team reviews all assessments about the student.
Mrs. Check indicated that a student profile is developed and the profile is linked to the Individual Education Plan (IEP). She said that we want to know if we are making a difference for students and families. She said that open communication has resulted in an efficient use fo expertise.
Mrs. Check stated that our actions have results in a wide range of benefits. She said in many cases, we have reduced apprehension and anxiety for parents. In terms of students, we have been able to maintain the development of skills for individual students with ASD. We have enhanced empowerment, as well as strategies and resources.
Mrs. Check advised that the school teams attend professional learning sessions for training. She said that confidence in the use of ABA has increased.
Mrs. Check recognized the work of Margo Virtue, Educational Services, who has been an integral part of the Autism Team.
Mrs. Check stated that we have learned that communication and alignment with agency partners is crucial to student success. She reviewed the lessons learned, as follows:
- Involvement of District Autism Team, co-terminus boards, Advisory Council, Working Group, SEAC in the design phase is essential;
- aligning communication plan with AIP, DSB and co-terminus boards;
- Ongoing communication to parents, district staff, Senior Staff and system Principals, supported with clear and concise print materials;
- Individual communication to parents, Principals and school staff with students transitioning to walk through process prior to first transition meeting;
- Consistency between school boards (e.g. joint SEACs, RSEC, Regional Committees);
- Benefit of District School Board Lead previously being Autism Team Lad, board lead for students with Development Disabilities, Physical Disabilities and ABI, as well as involved in the implementation of Planning Entry to School.
Mrs. Check stated that we have determined that having an initial Board contact is important, and that has been an effective process. She said that we hope to continue that next year.
Mrs. Check stated that the feedback from teachers involved has indicated the professional learning opportunities are valuable. She said that using the expertise of parents is also valuable. Mrs. Check stated that the biggest lesson learned is flexibility.
Mrs. Check reported that in terms of knowledge dissemination, SEACs, parent groups, RSEC and Provincial Advisory team have been involved in the whole implementation process.
Mrs. Check advised that Joanne Maltby and she have presented a series of reports to the Ministry.
Mrs. Check highlighted the information in the Principal Support Package that was created.
Mrs. Check thanked the Committee for the opportunity to share information about the “Connections for Students” program this afternoon.
Chair Brown thanked Mrs. Check for providing the above-noted information.
Kristin Check withdrew from the meeting.
Update and Overview of School Nutrition in LDSD
Lisa Munday, School Health Dietitian, and Janine Monahan, Manager, Chronic Disease and Injury Prevention, KFL&A Public Health, were present.
Supervising Principal Beth Woodley introduced Lisa Munday, School Health Dietitian, and Janine Monahan, Manager, Chronic Disease and Injury Prevention, KFL&A Public Health. She said that she appreciates the partnership the Board has with KFL&A Public Health.
Mrs. Woodley advised that Ms. Munday and Ms. Monahan will speak about P/PM 150, which sets out nutrition standards for food and beverages sold in publicly funded elementary and secondary schools. She indicated that the Board is in a position to work together with Public Health to facilitate over the next year so that everything concerning nutrition standards is in place for September 2011.
Ms. Monahan thanked the Committee for the invitation to speak to them this afternoon, noting that KFL&A Public Health has a vested interest in improving school nutrition, and that education has been tasked by the Ontario government with taking the lead for developing and implementing nutrition policy and standards in the schools. She advised that in public health, they have relatively new Ontario Public Health Standards and within the standards, which are their directives from their ministry, they have a number of requirements that they must meet. She said that the requirements related to their Ontario Public Health Standards are in a sense the equivalent of education’s curriculum expectations and policies.
Ms. Monahan said that Public Health has a number of requirements in the area of healthy eating and healthy weights. She indicated that they are required to work with school boards and both elementary and secondary school staff to influence the development and implementation of healthy school nutrition policy, and the creation and enhancement of supportive environments to address the issues and needs regarding healthy eating in the school setting.
Ms. Monahan said that school boards have directives from the Ministry of Education and they have directives from the Ministry of Health, that we are both required to implement. She stated that the KFL&A Public Health and the Limestone District School Board are both interested in and need to work together on school nutrition.
Ms. Monahan reported that the KFL&A Public Health has a school team. She said that Lara Paterson is the physical activity specialist, that they share with the LDSB, noting she is part of the KFL&A Public Health team. She indicated that there are a number of public health nurses who are attached and work with the Board’s schools. She said that they also have a registered dietician, Lisa Munday, on their team and Lisa works with the Public Health Nurses on endeavours related to healthy eating and school nutrition.
Ms. Monahan commented that Lisa has a solid background in school nutrition and is recognized provincially for her commitment and dedication to public health nutrition. She said that Lisa also works on the Food Sharing Project locally, advising that Lisa is an excellent resource for the school board and its schools, in all topics relating to healthy eating.
Ms. Monahan remarked that they had hoped that the technical and resource documents related to the School Food Beverage policy, also known as P/PM 150 which were promised in April, would have been released prior to today, but Lisa is going to provide an overview of P/PM 150 and potential next steps.
Lisa Munday provided the following update and overview of school nutrition in the Limestone District School Board:
Making the Case
- School is “the ideal setting to establish and promote healthy eating practices in children and adolescents”
- Well-nourished children and youth achieve their highest academic and health potential
- Ontario Society of Nutrition and Professionals in Public Health (OSNPPH) Call to Action
- LDSB Creating a Health School Nutrition Environment Policy adopted (2005 implementation)
- Health Food & Beverages in Elementary School Vending Machines (P/PM 135)
- Health Food for Healthy Schools Act
- Trans Fat Standards Regulation
- School Food & Beverage Policy (P/PM 150)
- Sets out nutrition standards for food and beverages sold in publicly funded elementary and secondary schools
- Applies to food and beverages sold in all venues, through all programs, and at all events on school premises for school purposes
- Does not apply to foods and beverages that are:
- offered at no cost
- brought from home
- available for purchase during field trips off school premises
- sold in schools for non-school purposes
- sold for fundraising activities that occur off school premises
- sold in staff rooms
- Vegetables and Fruit
- Grain Products
- Milk and Alternatives
- Meat and Alternatives
- Mixed Dishes
- Miscellaneous items
- Sell Most (greater than 80%) : Products in this category must make up at least 80% of all food choices and all beverage choices that are offered for sale in all venues, through all programs and at all events.
- Sell Less (less than 20%): Products in this category must make up no more than 20% of all food choices and all beverage choices that are offered for sale in all venues, through all programs, and at all events.
- Not Permitted for Sale (0%): Food and beverages in this category must not be sold in schools.
- 10 days (or fewer) Special Event Days (determined by LDSB)
- consults with the school council
- is encouraged to consult with students
- Full compliance by September 2011
- Align with existing school board policies with P/PM 150
- Work with broad school community, including public health
- Public Health support
School boards are responsible for monitoring and implementation
Programs and Services
- KFL&A Public Health School Nutrition:
- Nutrition Policy support
- CFA program
- Nutrition Tools for Schools©
- Eat Smart! School Program
- Eat Well & Be Active
- Allergy & Anaphylaxis support
- Curriculum-based educator resources
- Energy Check
- Food Sharing Project
- Parent & Educator Newsletters
- Nutrition Month – school campaign
- Educator training and consultation
- Nutrition Policy Support:
- LDSB administrative procedure 210 Creating a Healthy Nutrition Environment is comprehensive
- Nutrition Tools for Schools©
- Align food standards with P/PM 150
- Eat Smart! School Program
- Nutrition standards are under revision to align with P/PM 150
- Pilot Fall 2010
- Launch September 2011
- Parent & Educator Newsletter
- Articles supporting P/PM 150 implementation
- Educator training & consultation
- P/PM 150 e-needs assessment
- identify areas to focus on (board-wide and school-specific)
- Guide implementation support programs and services from KFL&A Public Health
Questions and Comments
Chair Brown thanked Ms. Monahan and Ms. Munday for providing the above-noted information.
Ms. Monahan and Ms. Munday withdrew from the meeting.
Secondary Student Success Indicators 2009-10 School Year: Semester 1
Superintendent Marsh advised that she and Supervising Principal Midwood worked as a team, and she acknowledged him, as well as administrators and dedicated teachers for their work with students.
Superintendent Marsh stated that she would review the process the Board is following in supporting learning in schools. She reviewed the following information:
September: Draft School Improvement Plans (SIPs) are submitted to the Superintendent of Education, Secondary for feedback.
SIP & PLP Committees work with Program Team evaluating their SIPs and PLPs based on August data and feedback forms.
October: SIPs and PLPs are submitted.
The first of four monitoring meetings are held with specific-support secondary school.
November/Dec. Visit all secondary schools for implementation monitoring.
Second of four meetings to monitor implementation with targeted schools.
February: PLP & SIP committees work with secondary program team to evaluate first semester performance and adjust PLP strategies as required.
March: Third of four monitoring implementation meetings with specific-support secondary schools.
April: SIP & PLP committees work with program team evaluating progress to date.
May/June: Fourth of four monitoring meetings with specific-support schools.
PAR and staff evaluate SIP & PLP. Revise plans as appropriate.
Grade 9 Credit Accumulation
- In the first semester of 2009-10, 88.3% of grade 9 students achieved four or more credits.
- Credit accumulation in grade 9 has improved in each of the past four years in LDSB.
Grade 10 Credit Accumulation
- In the first semester of 2009-10, 84.1 % of grade 10 students achieved four or more credits.
- Credit accumulation in grade 10 has improved in each of the past three years in LDSB.
Areas to Acknowledge
- Significant improvement in pass rates at many schools in first semester compared with last year.
- Progress meetings occurred between the District Improvement Teams and the administration of every secondary school to discuss school improvement planning, implementation and monitoring.
- Structures in place at all schools to ensure that summative assessment tasks are submitted in a timely fashion with support provided where needed.
- Pass rates are still lowest in applied level mathematics and science and in locally developed English.
Grade 9 Attainment of Provincial Standard
- In the first semester of 2009-10, at least two thirds of students reached the provincial standard in 15 out of 21 grade 9 courses.
- The provincial standard rates has improved since last year in some subject areas, notably at the Applied level in Geography, English and Mathematics and in Technology.
Grade 10 Attainment of Provincial Standard
- In the first semester of 2009-10, at least two thirds of students reached the provincial standard in 17 out of 23 grade 10 courses.
- The provincial standard rate has improved since last year in some subject areas, notably in Careers & Civics, and in all English, Mathematics and Technology courses.
Areas to Acknowledge
- Reducing the achievement gap in applied level courses in grades 9 and 10;
- Improved provincial standard rate in core subject areas; and
- Gains have been realized in areas where professional learning has been concentrated.
- School Improvement Teams will analyze the results for each to inform the school improvement plan and professional development needs.
- District Improvement Team will continue to meet with each school to monitor the implementation and monitoring of school improvement plan strategies and to provide focuses support.
- Continue to provide professional learning to teachers towards reducing the achievement gap in applied level programming.
- Implement professional learning related to course design and sound assessment practices specifically directed to teachers of mathematics and science.
Superintendent Marsh stated that these results are early and she is, therefore, cautiously optimistic about the annual achievement results.
Chair Brown thanked Superintendent Marsh for providing the above-noted information.
Specialist High Skills Major
Supervising Principal Midwood was present. He reported that the local Skills Competition was a great success, and a number of students were taken to the Provincial Skills Competition in Kitchener-Waterloo. He displayed a sketch of the venue where the competition was held, noting that 30,000 viewed the displays, and that there were 1,700 competitors. He advised that Derek Branscombe, a student at Bayridge Secondary School, won Gold in the Photography division. He further advised that Jordan Bain, a student at Napanee District Secondary School, won Bronze in Auto Paining; Erin Fedema, a student at Napanee District Secondary School, won Silver in Fashion Design; and Kole Hoover, a student at Sydenham High School, won Silver in Masonary. Supervising Principal
Midwood reported that the Winston Churchill Public School Grade 4-6 Technology Challenge team won Bronze.
Mr. Midwood indicated that the National Skills Competition starts tomorrow. He reported that the local competition provides an opportunity for 300+ students (Kingston) and at the Provincial/Canadian competitions, 60+ students/14 staff/20+ events are involved. He commented that all students believe that the competitions are a powerful experience. He commended Mike Sewell and Ron Ruttan for their work in the Skills Competition.
Mr. Midwood provided copies of the new branding for the Arts & Culture, Construction, Energy, Forestry, Health & Wellness , Hospitality & Tourism, and Manufacturing Specialist High Skills Majors.
Mr. Midwood advised that all 11 secondary schools will have at least one Specialist High Skills Major (SHSM) in their building in the Fall of 2010 (seven sectors/11 sites/21 programs).
Mr. Midwood provided information about the 2010 SHSM graduates and Board certification potential Board Totals. He reported that the Board is moving forward for sustainability.
Mr. Midwood indicated that the SHSM Teacher Handbook Policy contents include:
- Bundled credits/credit information
- Contextualized units/activities
- Certification requirements
- Experiential Learning
- Ontario Skills Passport – essential skills
- Reach Ahead activity
- Tracking – Trillium
Mr. Midwood reported that the Key Terms are as follows:
- Legitimate Opportunity
- Messaging & Communication
- Acceptance and Understanding
- Parental & Community Expectations
- Tracking and Monitoring
- Sustainability, Board to School
Mr. Midwood reviewed information concerning the Organizational Structure for SHSM, as follows:
- SHSM Board Team
- SHSM School Leads
- SHSM School Team
- For 2010-2011, a Board Team will continue, but greater responsibility and autonomy will shift to school-based teams.
Mr. Midwood provided the following information:
School SHSM Team
- School Lead (responsible for communication and coordination)
- Other team members:
- Principal (or designate)
- Lead Success Teacher
- Subject Area Specialists
- Compulsory Subjects Representative
Mr. Midwood provided a list of the important dates for the 2009-2010 school year, with regard to the Special High Skills Major. SHSM recognition will occur at individual school graduations. He said that the final report is due to the Ministry by July 15, 2010.
Mr. Midwood reviewed the Impact/Testimonials information, as follows:
- Very positive for selected students who are engaged because they see the SHSM as value added.
- School team requirement builds collaboration
- Parents, students, community see the importance of equal pathway valuing and expanded opportunities.
- Provincially, after four years, there are now over 20,000 students who are attempting a SHSM.
- Limestone projection for 2010-2011 is 600 plus students.
Chair Brown thanked Mr. Midwood for providing the above-noted information.
Early Learning Update
Superintendent Labrie advised that primary teachers were invited to a meeting to learn more about the Early Learning Program teachers. He reported that the program document is out, but the initial roles and responsibilities section is not included at this time.
Superintendent Labrie reported that the Board is in the process of hiring the Early Childhood Educators, noting that the advertisement should be out soon. He stated that the job description for the ECEs will continue to evolve between now and the startup of school.
Chair Brown thanked Superintendent Labrie for providing the above-noted information.
Chair Brown asked if any Trustee had questions regarding the administrative reports relating to the Expansion of J.G. Simcoe Public School to a K-8 Model, Implementation of Primary Core French Instruction, and Music Specialists in Elementary Schools.
Trustee Chadwick stated that the expansion of J.G. Simcoe Public School to a K-8 model is a great move for that community. She said that she had an opportunity with the Chair of Rideau Heights Public School about the expansion, and Rideau Heights P.S. is comfortable with it.
Superintendent Labrie referred to a recent article in the Globe and Mail wherein concerns around retired teachers being paid as supply teachers, was mentioned. He said that the Pension Board has made a change, noting that retired teachers will be limited to work 50 days per school year. He said previous to this change, retired teachers were able to work 95 days per school year for three years then limited to 20 days per school year, before a pension penalty occurred.
A report on how the occasional teacher process works is to be provided at a future meeting.
An update regarding the new curriculum is to be provided at a future meeting.
Next Meeting Date
The next meeting of the Education/Human Resources Committee is scheduled for Wednesday, September 15, 2010, at 4:30 p.m.
MOVED BY Trustee Goodfellow, that the meeting adjourn at 6:20 p.m.–Carried