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February 16, 2011 - Education/Human Resources Committee Minutes
Education/Human Resources Committee
Februry 16, 2011

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, February 16, 2011, at 4:30 p.m.                       
Present Trustees:
H. Brown, Chair
G. Beavis
H. Chadwick, Ex-Officio
A. Goodfellow
D. Jackson
P. Murray
S. Ruttan
Present Staff:
K. Burra, Assistant to the Director, Safe Schools
B. Fraser-Stiff, Superintendent of Education
T. Giles, Supervising Principal
D. Kirkpatrick, Recording Secretary
A. Labrie, Superintendent of Human Resources
S. Lehman, Supervising Principal
N. Marsh, Superintendent of Education
A. McDonnell, Supervising Principal
S. McWilliams, Manager, Human Resources
M. Sewell, Program Leader, Skill Training & Technology          
        Chair Brown called the meeting to order, welcoming those present to meeting.

Approval of Agenda                                                                              

        Trustee Chadwick indicated that she had item that she would bring forward under the Other Business section of the agenda.
        MOVED BY Trustee Goodfellow, that the agenda, as distributed, be approved.–Carried

School Effectiveness Framework and District Review Process

        Superintendent Fraser-Stiff and Supervising Principal Giles shared information about the School Effectiveness Framework and the District Review Process.

        Superintendent Fraser-Stiff advised that the District Review is part of the LDSB Strategic Plan under Goals 1: 1.1.1d.  She said that the School Effectiveness Framework is directly linked to and supports School Improvement Planning.  She indicated that given that these are two large topics, they would share the School Effectiveness Framework and District Review Process today, and then next month share the School Improvement Plan process to see how it aligns and fits together with the School Effectiveness Framework and District Review Process.

        Superintendent Fraser-Stiff commented that the School Effectiveness Framework and District Review process are not new; they were first introduced in 2007.  She said that a revised version of the School Effectiveness Framework was released in 2010, and the current K-12 Framework will be implemented over the next two years.

        Superintendent Fraser-Stiff indicated that the School Effectiveness Framework is separated into six main components and identifies evidence-based indicators (or conditions of learning) of successful practices from effective schools.  It is a key resource for school improvement planning as schools use this document to examine their practices (in a yearly school self-assessment) to determine areas of strength and areas that would benefit from improvement in their own schools.  Superintendent Fraser-Stiff said that we gather information from the school self-assessment to provide input into our Board Improvement Plan.

        Supervising Principal Giles reviewed the history of the School Effectiveness Framework.  She said that the Literacy and Numeracy Secretariat Branch of the Ministry of Education was established in 2004 and the basic premises for that branch being developed was to approach student achievement.  She indicated that its goals aligned with the Ministry of Education goals and it was about improving student achievement, reducing the gaps of student achievement and increasing public confidence in education.

        Supervising Principal Giles commented on the Turn-Around projects at Rideau Heights Public School and The Prince Charles School in Napanee.  She said that the idea was that the Literacy and Numeracy Secretariat would inject human resources and financial resources to see what strategies they could learn to make the best improvement for students.  She said that they had qualified people going into schools to do a diagnostic assessment, noting that the areas looked at included the strengths and needs of teachers and students.  She commented that they thought if certain strategies were implemented, there would be an increase in student achievement.  She said that they focused on precision teaching and best practices.

        Supervising Principal Giles remarked that all students had an equal opportunity in learning and how to do that best for them.  She said that the Literacy and Numeracy Secretariat did this for five years, and it was successful, with a lot of support from the Literacy and Numeracy Secretariat.

        Supervising Principal Giles stated that the Literacy and Numeracy Secretariat took the best approaches and looked at the conditions schools put into place to form the School Effectiveness Framework.

        Supervising Principal Giles said that the framework was first  introduced to K-6 students in September 2007.  Ms. Giles said that was when she came to the Education Centre as the School Effectiveness Framework lead staff.  She said that when the framework was introduced to schools, she talked about the components and conditions that were deemed appropriate for student achievement, and how to put that into place.

        Supervising Principal Giles said that as part of that process we had school self assessments where teachers collaborated with administrators to look at what they were doing well and areas they wanted to improve.  She said that is what formed the School Improvement Plan.

        Supervising Principal Giles stated that they learned from that, and in 2008 the K-8 School Effectiveness Framework was introduced.  This year we are supporting implementation of the K-12 School Effectiveness Framework.  She said that the School Effectiveness Framework can be accessed at

        Supervising Principal Giles stated that the components of the School Effectiveness Framework are:

•     Assessment for, as and of Learning
•     School and Classroom Leadership
•     Student Voice
•     Programs and Pathways
•     Curriculum, Teaching and Learning
•     Home, School and Community Partnerships

        Supervising Principal Giles stated that primary purpose of the School Effectiveness Framework (K-12) is to function as a tool for schools to identify areas of strength and areas requiring improvement in order to reach all students and improve student achievement. She said that the School Effectiveness Framework serves to:

•     act as a catalyst for shared instructional leadership in collaborative and collegial conversations about high levels of student achievement
•     promote inquiry focused on student learning, achievement and well-being that informs the determination of SMART goals and effective teaching and learning practices/strategies
•     building school and board capacity in identifying strengths, areas which require attention and next steps
•     inform intentional and precise improvement planning through consensus building and professional learning for all staff
•     inform monitoring and feedback for continuous school improvement and accountability
•     support communication with stakeholders to foster increased public confidence about school effectiveness.

        Supervising Principal Giles talked about the school-assessment report.  She said that in the spring staff participate in a school self assessment.  They write a report based on the six components.  They look at their areas of strength and the next steps and make recommendations for building capacity around the next steps and how to form the School Improvement Plan.  She indicated that the reports are collected and sent to her by June 1.  She said that she looks at the whole Board to see the areas of strength and areas we want to continue to support within all of our schools.

        Supervising Principal Giles advised that the School Effectiveness Framework is:

•     evidence-based criteria
•     indicators that are essential for student achievement
•     School Effectiveness Framework is a tool, not a checklist
•     embedded in School Improvement Plans
•     it is a thoughtful inquiry – a way to identify strategies that will leverage improvement and inform the School Improvement Plan

        Supervising Principal Giles reviewed the following information concerning School Self- Assessment:

•     six essential components
•     collaborative
•     identify strengths
•     identify areas requirement development
•     next steps
•     charts in all schools

        Superintendent Fraser-Stiff provided an overview of the District Review Process, noting that it comes from part of the School Effectiveness Framework.  She said that it helps us to identify strengths in multiple schools, as well as helping us to inform with the Board Improvement Planning to see it is aligned and consistent in focus.

        Superintendent Fraser-Stiff advised that the District Review Process involves the following:

•     Pre-meeting
•     Visit
•     Feedback
•     Sharpen the Focus

        Superintendent Fraser-Stiff reviewed the following information:


Phase one of the process is a meeting of the District Review Team and the School Improvement Team.  It is held at the school to review any data, plans and progress flowing from the school self-assessment process.  The School Improvement Plan and the results of the school’s self-assessment, as well as the following requested items, and any other evidence that the school would like to provide, will guide the discussion:

•     School Improvement Plan
•     Samples of Individual Education Plans
•     Samples of Report Cards
•     Samples of newsletters
•     Samples of school council minutes
•     Samples of how assessment data is collected at the classroom and school level
•     School and classroom timetables
•     Collections of student work

Visit or Learning Walk

The District Review Team divides into teams of two and visits all Kindergarten to Grade 8 classrooms for approximately 10-15 minutes.  The team looks for:

•     Student work on display in the hallways, the classroom and in notebooks
•     High-yield strategies being implemented
•     Cueing visuals such as anchor charts, rubrics, exemplars
•     How the students are spending their time
•     Level of engagement of the students during whole group, small group and individual work
•     Learning and assessment tools being used
•     Alignment of resources to student needs and tasks
•     Critical thinking skills
•     The reading writing connection
•     The gradual release of responsibility
•     Uninterrupted blocks of time
•     Comprehensive Literacy Programs
•     Focus in the school is clear
•     Established routines
•     Support staff are actively involved in teaching/learning
•     Teacher instructions are clear, tasks are at an appropriate level
•     Student’s learning preference is considered

The District Team meets to discuss and consolidate observations and to prepare key statements, questions and recommendation that are shared.


There are two forms of feedback.  Within three weeks of the visit, the Superintendent/ Supervising Principal and School Effectiveness Lead return to the school and present a written and verbal report to the School Improvement Team.  In both the oral feedback and the written report the District Review Team:

•     makes general observations and does not single out any one classroom or staff member
•     identifies strengths
•     identifies areas for improvement
•     makes recommendations for capacity building

Sharpen the Focus

The staff reflects on the District Team Summary Report.  This report and the self-assessment report serves to inform a plan for capacity building and specific actions to be taken by the staff.  These two reports are considered, along with other sources of data, to determine the focus for the School Improvement Plan.

There is also a follow-up visit.

        In response to a question about the District Review Process being in secondary schools, Superintendent Marsh stated that at the secondary level, prior to the School Effectiveness Framework going to K-12, school visits were done, looking at school improvement planning.  She indicated that this Fall, a committee consisting of federation representatives, and district personnel will meet to discuss what the district support visits will look like.  She commented that currently, Superintendents/Supervising Principals visit the schools they are responsible for twice a year; however, if a school needs help then we visit four times during the year.  She said that hopefully by next September, the District Review Process will be put into secondary schools, in addition the school visits that are currently done.

        Trustee Brown thanked Superintendent Fraser-Stiff and Supervising Principal Giles for providing the above-noted information.

Tell Them From Me Survey (TTFM)

        Superintendent Marsh provided an overview of the Tell Them From Me school survey, as follows:

What is Tell Them From Me?

•     An online, anonymous school survey designed to help educators improve learning outcomes for students;
•     Based on internationally recognized research and survey methods by Canadian researcher, Dr. Douglas Willms;
•     Survey results are synthesized and presented through practical charts and reports; and
•     Taken by more than 100,000 students across Canada.

Benefits of Using Tell Them From Me

•     Provides statistically reliable data that informs the needs assessments of school improvement plans;
•     Schools have control over two open-response questions to dig deeper;
•     Results can be disaggregated by grade, gender and other variables; and
•     Results can be compared over time, with a Canadian norm, and with the responses of other students with similar demographic attributes.

Engagement is a function of:
•     Quality instruction;
•     Enabling context;
•     Learning; and
•     Time.

What does Tell Them From Me Ask About?

•     Drivers of Student Outcomes;
•     Social/Emotional Outcomes;
•     Physical Health Outcomes; and
•     Academic Outcomes.

        Superintendent Marsh provided a sample result of Rigor, advising that Rigor refers to instruction that is well organized, with a clear purpose, and with immediate and appropriate feedback that helps students.  She reported that student responses were more favourable this year than the same time last year, and were above the Canadian and replica values.

        Superintendent Marsh stated that we are learning that:

•     Students have valuable insights to share about the conditions that best support their learning;
•     Tell Them From Me results help to create a more accurate picture of student outcomes for use in school improvement planning;
•     Student respond with enthusiasm when their opinions are sought and they see their school responding to what they say; and
•     Disaggregating information by gender, grade, and other factors helps schools to better differentiate support to all students.

        Chair Brown thanked Superintendent Marsh for providing the above-noted information.

        Trustee Ruttan withdrew from the meeting.

Limestone Training Centre

        Supervising Principal Lehman and Mike Sewell, Program Leader, Skills Training & Technology provided information about the Limestone Training Centre, as follows:


•     66 Harvey Street
•     North end of Kingston
•     Former Enviroworks location
•     Adjacent to the Second Change Alternative Education Centre
•     QECVI Family of Schools
•     New home of OYAP
•     Access to community


•     Opportunity to engage and re-engage students in the apprenticeship and work pathways
•     Provides a fixed location for senior students and staff in the Limestone District School Board to actively participate in sector specific training including: Fall Protection, WHMIS, Elevated Platform, Lift Truck, Spill Procedures, and more

LDSB Strategic Plan

1.14c   Reduce the achievement gap for specific student populations, including special needs,   gender, Aboriginal and Applied Programming

4.1.1j  Provide professional learning and training for all employees related to the Board’s strategic direction

6.2     Actively engage educational partners, municipal and provincial governments, community agencies and the public


•     The primary audience will be students seeking direct entry to the workplace or students requiring additional certification needed for post-secondary opportunities and apprenticeship.
•     The secondary target will be staff and community-based employee groups that require a practical space to supplement the hands-on components of their specific training needs –  occasional teachers, NTIP, casual employees, Levac Supply, Kingston Construction Association

Student Training

•     In 2009-2010, over 1400 LDSB students received some form of sector specific training


•     Adapt to current program needs
•     Shared access for staff and students


•     Brand the image of training
•     Increase community partnering
•     Strengthen the alternative program offerings


•     Continue to renovate the space
•     Align the calendar of events
•     Communication plan

        Messrs. Lehman and Sewell showed photographs that showed the progress of the progress of the renovations at the building.


•     The location, currently under renovation will also become the new home of the Limestone Ontario Youth Apprenticeship Program, providing a more visible, centralized service accessible to end users in all LDSB secondary schools and alternative learning centres.
•     The first event will be the “Raising Cain” Night – apprenticeship evening on February 23rd
•     Fall Protection Training – March 2011
•     A Grand Opening event will also be held.  Date to be determined.

        Mr. Sewell reviewed the community partners involved in the Limestone Training Centre.

        Chair Brown thanked Messrs. Lehman and Sewell for providing the above-noted information.

AP-141 (Threats to School Safety)

        Krishna Burra, Assistant to the Director, Safe Schools, provided an overview of the Threats to School Safety procedure for LDSB Schools, as follows:


•     Ontario Association of Chiefs of Police submitted a report recommending the development of lockdown plans (Spring 2009)
•     Ministry of Education and Ministry of Community and Correctional Services have endorsed (Spring 2009)
•     Ministry of Education has made lockdown procedures mandatory for schools in Ontario (Two drills per school year)
•     Part of a planned review and update of the Provincial Model Police/Board Protocol in 2010
•     Lockdown plans and drills are essential for student and staff safety as fire drills
•     Key importance for all to know what is being done by each party to ensure a safe outcome in the event of a lockdown

Two Mandatory Requirements

1.      All publicly funded school boards in Ontario must establish a lockdown policy/procedure to ensure the development and implementation of individual school plans.
2.      A minimum of two lockdown drills must occur each school year.

LDSB Context

•     June 2009 Ministry Requirement for Emergency Procedures
•     Workshop by Ontario Provincial Police Mark Allan (March 2010)
•     Development of working committee (June 2010)
•     Three community-based consultation meetings including EMS, Fire, Police, and educational stakeholders (June-October 2010)
•     Review of existing policies in the province
•     Small Writing Team including emergency service personnel (June 2010)

LDSB Action Plan

•     Schools have received copies of new procedure and support materials
•     In-service for principals – October 2010
•     Establishment of safe school teams to revise school procedures – Fall 2010
•     Staff, student, other building occupants trained – Fall/Winter 2010
•     Plan and schedule two lockdown drills for each school year

Consistent Terminology

•     Evacuation
•     Shelter in Place
•     Hold and Secure
•     Lockdown


•     Parents/Guardians will be informed of the approximate date of a lockdown drill and will be able to access a pamphlet regarding school emergency procedures
•     Notification: Newsletter, letter home, synervoice message-lockdown procedures, encourage children to understand procedures and follow staff direction, necessity of drills for safety
•     Important to ensure a good understanding of lockdown procedures without instilling fear

        Committee members viewed a Threats to School Safety DVD that was produced by Toronto Police Services, Toronto District School Board, Toronto Catholic District Schools Board, Toronto Fire Services and Toronto Emergency Medical Services.

        Chair Brown thanked Mr. Burra for providing the above-noted information.
Follow-Up Questions with regard to Administrative Procedures

        Chair Brown advised that Superintendent Labrie received no questions with regard to the following Administrative Procedures:  General Administration Administrative Procedures 100, 101, 102, 103, 104 and 140, and Personnel and Staff Relations Administrative Procedures 400, 401, 418, 421, 430, 432, 442, 455, 460, 470, 480, 482 and 486.  She said if Trustee have any questions regarding these administrative procedures, to please contact Superintendent Labrie.

Other Business

        Trustee Chadwick requested a report with regard to community group access to students in schools.

        MOVED BY Trustee Chadwick, that a report regarding community group access to students within schools be provided at a future Education/Human Resources Committee meeting.–Carried

Next Meeting Date

        The next meeting of the Education/Human Resources Committee is scheduled for Wednesday, March 23, 2011, at 4:30 p.m.
        MOVED BY Trustee Goodfellow, that the meeting adjourn at 6:40 p.m.–Carried