committee of the whole meeting of the board...

TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD / Committee of the Whole Meeting of the Board / Public Agenda 1

COMMITTEE OF THE WHOLE MEETING OF THE BOARD

AGENDA DATE: Tuesday, October 11, 2016 LOCATION: VC Room – Muskoka Education Centre VIDEO CONFERENCE: VC Room – Haliburton County Education Centre Board Room – Corporate Office, Lindsay Education Centre TIME: 6:30 p.m. 1 CALL TO ORDER

2 DECLARATION OF POSSIBLE CONFLICT OF INTEREST 3 DELEGATIONS/PRESENTATIONS 4 APPROVAL OF THE AGENDA/ADDITIONS

5 ACTION ITEMS:

5.1 ADMINISTRATIVE REPORTS:

5.1.a 2016-2017 Program Enhancement Projects ---------------------------------- L. Hope (pgs. 3-5) 5.1.b ES-5002 Assessment, Evaluation, and Reporting Policy ------------------- B. Barrett (pgs.6-8) 5.1.c ES-5003 Assessment, Evaluation, and Reporting Procedure ------------- B. Barrett (pgs.9-47) 5.1.d Update - OP-6006 Pupil Accommodation Review Procedure ------------ B. Kaye (pgs.48-80) 5.1.e Pupil Accommodation Review Report – Honey Harbour Public School B. Kaye (pgs.81-87) 5.1.f Pupil Accommodation Review Report – Lady Eaton Public School and

Scott Young Public School --------------------------------------------------------- B. Kaye (pgs.88-94) 5.1.g Central Board Office Designation ------------------------------------------------ B. Kaye (pgs.94-96)

5.2 TRUSTEE REPORTS:

6 INFORMATION ITEMS (VERBAL)

6.1 ADMINISTRATIVE REPORTS: (verbal)

6.1.a Administrative Update -------------------------------------------------------------- L. Hope 6.1.b System Update ----------------------------------------------------------------------- C. Shedden

6.2 STUDENT TRUSTEE REPORTS (verbal):

6.2.a G7 Student Senate Report -------------------------------------------------------- C. Galea

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TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD / Committee of the Whole Meeting of the Board / Public Agenda 2

6.2.b OSTA-OECO Report ----------------------------------------------------------------- C. Galea

6.3 TRUSTEE REPORTS (verbal): 6.3.a OPSBA Report ------------------------------------------------------------------------- D. Morrison 6.3.b Two Minute Update ---------------------------------------------------------------- Trustees

7 CORRESPONDENCE

8 PUBLIC QUESTIONS AND COMMENTS 9 NEXT MEETING

DATE: Tuesday, October 25, 2016 LOCATION: Board Room – Corporate Office, Lindsay Education Centre TIME: 6:30 p.m.

10 ADJOURNMENT

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TRILLIUM LAKELANDS DISTRICT SCHOOL BOARD

ADMINISTRATIVE REPORT

DATE: October 3, 2016 TO: Trustees SUBJECT: Program Enhancement Fund 2016-2017 ORIGIN: Larry Hope, Director of Education REFERENCE: Committee of the Whole Board Meeting – October 11, 2016

PURPOSE: To present trustees with the Program Enhancement Fund recipients for

2016-2017. CONTEXT: The Program Enhancement Fund was established by the Board to

generate innovative ideas resulting in measurable improved student learning. Program Enhancement projects also have the potential for system impact.

Trustees allocated $160,000 for Program Enhancement in the 2016-2017 budget. TLDSB staff was invited to apply to the Program Enhancement Fund in September. $55,579.93 of unspent funds in the 2015-2016 school year was added to the total to be distributed.

CONTENT: 152 applications were received with a total request of $715,088.99.

All applications were reviewed by trustees and Director Hope on September 29, 2016. Funds from other sources (technology funding, outdoor education funding, etc.) were applied in some instances in order to be able to support as many projects as possible.

94 applications were approved for full or partial funding totalling

$246,000.00.

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PEG# SCHOOL PROJECT TITLE GRANT AMOUNTAETC

1 AETC Bracebridge The Horse Connection $1,000.00

2 AETC Bracebridge Theatre Arcturus $450.00

3 AETC Haliburton Embrace Reading-Haliburton AETC Library Improvement $1,000.00

4 SECTION 23 Balsam Lane Cyclers $1,000.00

5 SECTION 23 Spruce Hill Mountain Bike Racing Team $1,500.00

6 AETC Huntsville Make Peace with Winter $1,000.00

7 AETC Lindsay Treetop Trekking $1,000.00

SECONDARY8 BMLSS Learning to Breathe (L2B): MBSR for Girls $2,000.00

9 BMLSS Raise the Bar Fitness Challenge $1,500.00

10 Fenelon Falls SS Wellness Through Feed All Four Initiatives $2,500.00

11 Fenelon Falls SS Diversity & Human Rights Education $2,100.00

12 Fenelon Falls SS Battle of the Books $4,000.00

13 Fenelon Falls SS Fitness Classes $225.00

14 Fenelon Falls SS Commitment to Student Leadership & Mentoring $4,000.00

15 Fenelon Falls SS Getting on Board with Books $2,500.00

16 Fenelon Falls SS Phase Two: From Tree to Table Maple Syrup Production $1,000.00

17 Gravenhurst HS Theatre Production in the Gravenhurst Community $1,000.00

18 Gravenhurst HS GHS Library Learning Commons Book Buy $2,500.00

19 Gravenhurst HS The GHS Learning Grounds $3,000.00

20 Haliburton Highlands SS Haliburton Robotics Team $4,500.00

21 Haliburton Highlands SS Practical Academics Music $630.00

22 Haliburton Highlands SS Literacy and Leadership in White Pine Book Clubs $1,500.00

23 Haliburton Highlands SS Artistic Based Inquiry for Thematic Exhibition $1,000.00

24 Huntsville HS Deeper Anatomy $1,000.00

25 Huntsville HS Techno Girls $7,000.00

26 Huntsville HS TLDSB Winterfest Challenge 2017 $4,000.00

27 Huntsville HS Mindful Teen's Toolkit Project $900.00

28 Huntsville HS OUTShine 2017 $9,000.00

29 Huntsville HS 1 in 5 Wellness $9,000.00

30 IE Weldon SS It's Time to Call in the Drums $4,000.00

31 IE Weldon SS IE Weldon Envirothon Team $1,000.00

32 IE Weldon SS Secondary EcoSummit $3,000.00

33 IE Weldon SS TLDSB Film Festival $4,000.00

34 IE Weldon SS IPads and Interaction $550.00

35 IE Weldon SS Special Olympic Track and Field $4,000.00

36 LCVI Schoolreach $2,250.00

37 LCVI SPAR-Tech Tower Graden $7,000.00

ELEMENTARY38 Bobcaygeon PS Lakers are Leaders - The Leader in Me at BPS $5,000.00

39 Bracebridge PS Northern Lights Leadership Camp $10,000.00

40 Bracebridge PS Battle of the Books $14,000.00

41 Central Senior Travelling Props Program $1,000.00

42 Central Senior Central Green Up $1,000.00

43 Dr. George Hall PS Kindergarten Math Inquiry & Problem Solving $1,000.00

44 Glen Orchard PS Better on a Bike $1,000.00

45 Glen Orchard PS Winter Outdoor Physical Education Days $1,200.00

46 Grandview PS Eco Summit $5,000.00

47 Gravenhurst PS Builders' Space $820.00

48 Huntsville PS Indoor Garden $1,000.00

49 Huntsville PS La Course Incroyable (The Amazing Race) - en francais! $1,500.00

50 Irwin Memorial PS Makerspace: Exploring Math and Tech through Inquiry-Based Learning

Beyond Kindergarten

$5,000.00

51 Jack Callaghan PS 8th Annual TLDSB Boys' Writers Conference $8,000.00

52 Jack Callaghan PS Village of Storytellers $5,000.00

53 Jack Callaghan PS 10th Annual TLDSB Skipping Competition $4,000.00

54 KP Manson PS TLDSB Elementary Robotics Program $15,000.00

55 King Albert PS Inspired King Albert and the Arts $3,000.00

56 King Albert PS Supporting Social Learners $1,000.00

57 Lady Eaton PS Empathetic Eagles Leadership Team $500.00

2016-2017 Program Enhancement Grants

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PEG# SCHOOL PROJECT TITLE GRANT AMOUNT

2016-2017 Program Enhancement Grants

ELEMENTARY58 Langton PS National Archery in the Schools Program (NASP) $4,000.00

59 Leslie Frost PS Inclusive Swim $600.00

60 Leslie Frost PS Mixed Media Arts $800.00

61 Leslie Frost PS Grade 6 StarLab $1,100.00

62 Leslie Frost PS Amazing Race South $1,500.00

63 Macaulay PS Primary Coding Club Challenge $1,500.00

64 Macaulay PS Purposeful Play in Primary $250.00

65 Macaulay PS Macaulay Math Magic $1,000.00

66 Macaulay PS TLDSB Canoe Leadership Program $5,000.00

67 Macaulay PS TLDSB Dragons Den $4,500.00

68 Macaulay PS Mindfulness at Macaulay $1,000.00

69 Mariposa ES Hands on Science $675.00

70 Monck PS Outdoor Inquiry Classroom $1,000.00

71 Muskoka Falls PS Healthy Active Living Equipment $1,000.00

72 Muskoka Falls PS Putting the 'Self' into Self-Regulation at Muskoka Falls $1,000.00

73 Parkview PS Be Our Ally $1,000.00

74 Muskoka Falls PS Performances and Workshops $1,500.00

75 Parkview PS Wellness Carousel $1,000.00

76 Parkview PS Scientists in the School $1,000.00

77 Pine Glen PS Outdoor Learning Classroom & Toolkit $1,000.00

78 Pine Glen PS Cooking for Life $1,000.00

79 Pine Glen PS Feed All Four Space $2,000.00

80 Queen Victoria PS QVPS on the Move $5,000.00

81 Riverside PS Grade 7/8 Community Triathlon Training Program $2,000.00

82 Scott Young PS Good for the Body, Good for the Brain, Part 5 $2,000.00

83 Scott Young PS Accurately Measuring Fitness Goals and Progress $1,000.00

84 Scott Young PS Thinkers and Tinkers - Renovating Learning $2,000.00

85 Scott Young PS Archery Program $4,000.00

86 Spruce Glen PS Inquiry Based Learning Through Collaboration $400.00

87 Spruce Glen PS Fitness, Wellness and Math $500.00

88 Stuart Baker ES FDK "Kinder-Garden" $1,000.00

89 VK Greer PS Building Project - Standing Workstations $1,500.00

90 Watt PS Supporting Math and Science Through Building Club $1,000.00

91 Watt PS School-wide Enriched Arts Program $2,000.00

92 Watt PS Portable Disc Golf Course $1,450.00

93 Wilberforce ES Artist in the School Program $5,000.00

94 Woodville ES White Ribbon Campaign/Power of Being a Girl $2,100.00

$246,000.00

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DATE: October 3, 2016 TO: Trustees SUBJECT: ES-5002 Assessment, Evaluation and Reporting Policy ORIGIN: Bruce Barrett, Superintendent of Learning REFERENCE: Committee of the Whole Board – October 11, 2016

PURPOSE: To present ES-5002 Assessment, Evaluation and Reporting Policy

to trustees for approval. CONTEXT: The Ministry of Education introduced a new Kindergarten

Addendum as a companion to Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, Grades 1-12, in the spring of 2016. The release of this document allows Trillium Lakelands District School Board to establish a true K-12 approach to Assessment and Evaluation. This approach is anchored in the use of research-based instructional practices that are intimately linked to the key methods for gathering evidence of learning (observation, conversation, and product). This combination of instructional practice and gathering of evidence allows teachers to be able to communicate and report with necessary precision the achievement and next steps for any of their students. In recognition of the importance of assessment and evaluation to improving student achievement, the Board has published a series of guides that outline the “what” and “how” resources intended to assist teachers in this important work.

CONTENT: This procedure was reviewed by a committee represented by a

cross-section of elementary and secondary central staff and teachers, union representation, school administration and Trustee Morrison.

ACTION: Recommendation that trustees approve the ES-5002 Assessment,

Evaluation and Reporting Policy.

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BOARD POLICY Approval Date

20112016 NEWReplacing

All previous Review Date 20162021

Page 1 of 1

Contact Person/Department

Superintendent of Secondary School Improvement and Student

SuccessLearning

Identification

ES-5002

ASSESSMENT, EVALUATION AND REPORTING Trillium Lakelands District School Board is committed to improving student learning through the use of research-based instructional practices grounded in the seven fundamental principles listed and focused on assessment for, as, and of learning, with a commitment to report student achievement at regular intervals as determined by the Ministry. The seven fundamental principles that lead to the improvement of learning for all students require that teachers use practices and procedures that:

1. Are fair, transparent, and equitable for all students;

2. Support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;

3. Are carefully planned to related to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;

4. Are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year;

5. Are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;

6. Provide descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;

7. Develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for learning.

All assessment, evaluation and reporting of student achievement will be consistent with the direction provided in this policy and the Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, Grades 1-12 provincial document.

Trillium Lakelands District School Board believes that effective assessment, evaluation and reporting are critical to the overall success of all of our students. The primary purpose of assessment and evaluation is to improve student learning. To that end, assessment is the process of gathering and interpreting information that accurately reflects the student’s demonstration of learning in relation to the

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knowledge and skills outlined in the overall expectations documenting a child’s growth in a reporting period.

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DATE: October 3, 2016 TO: Trustees SUBJECT: ES-5003 Assessment, Evaluation and Reporting Procedure ORIGIN: Bruce Barrett, Superintendent of Learning REFERENCE: Committee of the Whole Board– October 11, 2016

PURPOSE: To present ES-5003 Assessment, Evaluation and Reporting

Procedure to trustees for approval. CONTEXT: The Ministry of Education introduced a new Kindergarten

Addendum as a companion to Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, Grades 1-12, in the spring of 2016. The release of this document allows Trillium Lakelands District School Board to establish a true K-12 approach to Assessment and Evaluation. This approach is anchored in the use of research-based instructional practices that are intimately linked to the key methods for gathering evidence of learning (observation, conversation, and product). This combination of instructional practice and gathering of evidence allows teachers to be able to communicate and report with necessary precision the achievement and next steps for any of their students. In recognition of the importance of assessment and evaluation to improving student achievement, the Board has published a series of guides that outline the “what” and “how” resources intended to assist teachers in this important work.

CONTENT: This procedure was reviewed by a committee represented by a

cross-section of elementary and secondary central staff and teachers, union representation, school administration and Trustee Morrison.

.

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ADMINISTRATIVE PROCEDURE

Approval Date

20112016 NEWReplacing

All Previous

Review Date

20162021 Page

Page 1 of 711


Superintendent of Secondary School Improvement and Student

SuccessLearning

Identification

ES-5003

ASSESSMENT, EVALUATION AND REPORTING 1.0 PURPOSE

Trillium Lakelands District School Board believes that effective assessment, evaluation and reporting are critical to the overall success of all of our students. The primary purpose of assessment and evaluation is to improve student learning. To that end, assessment is the process of gathering and interpreting information that accurately reflects the student’s demonstration of learning in relation to the knowledge and skills outlined in the overall expectations documenting a child’s growth in a reporting period. As such, teachers need to know their students. More precisely, the conditions for learning listed below must be in place in order for students to be successful: Students must be able to connect themselves to what they are learning Learning needs to be connected to the real world Clear goals must be articulated and regularly revisited for understanding A sense of purpose needs to exist There must be opportunities for students to demonstrate their learning in different

ways Promotion of the whole child - healthy, engaged, safe, supported and challenged Promotion of well-being, equity, achieving excellence A focus on meaningful modern competencies – Critical Thinking and Problem

Solving; Innovation, Creativity, and Entrepreneurship; Learning to Learn/Self-Aware and Self-Directed Learning; Collaboration; Communication; Global Citizenship

This procedure is to be used in concert with Growing Success and outlines TLDSB protocols as they pertain specifically to:

minimum marks reported for credit bearing classes;

cheating and plagiarism;

late and missed assignments.

Furthermore, Trillium Lakelands District School Board is committed to improving student learning through the use of research-based instructional practices grounded in the seven fundamental principles listed and focused on assessment for, as, and of

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ASSESSMENT, EVALUATION 2 ES-5003 AND REPORTING _________________________________________________________________________________________________________

_____________________________________________________________________________________________


learning, with a commitment to report student achievement at regular intervals as determined by the Ministry.

The seven fundamental principles that lead to the improvement of learning for all students require that teachers use practices and procedures that:

1. Are fair, transparent, and equitable for all students;

2. Support all students, including those with special education needs, those who are learning the language of instruction (English or French), and those who are First Nation, Métis, or Inuit;

3. Are carefully planned to related to the curriculum expectations and learning goals and, as much as possible, to the interests, learning styles and preferences, needs, and experiences of all students;

4. Are communicated clearly to students and parents at the beginning of the school year or course and at other appropriate points throughout the school year;

5. Are ongoing, varied in nature, and administered over a period of time to provide multiple opportunities for students to demonstrate the full range of their learning;

6. Provide descriptive feedback that is clear, specific, meaningful, and timely to support improved learning and achievement;

7. Develop students’ self-assessment skills to enable them to assess their own learning, set specific goals, and plan next steps for learning.

All assessment, evaluation and reporting of student achievement will be consistent with the direction provided in this policy and the Growing Success: Assessment, Evaluation and Reporting in Ontario Schools, Grades 1-12 provincial document.

2.0 REFERENCES AND RELATED DOCUMENTS

2.1 2.1 Growing Success: Assessment, Evaluation and Reporting in Ontario

Schools, Grades 1-12., 2010.

2.2 Ontario Curriculum – Grades 1–12: Achievement Charts. 2004 Growing

Success – The Kindergarten Addendum: Assessment, Evaluation, and

Reporting in Ontario Schools, 2016

2.3 Learning for All., 20062013

2.4 Achieving Excellence

2.5 PPM 155: Diagnostic Assessment in Support of Student Learning

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http://www.edu.gov.on.ca/eng/policyfunding/growingSuccessAddendum.html




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3.0 TERMS AND DEFINITIONS

3.1 ACHIEVEMENT CHART

A provincial guide to be used by teachers to make professional judgments about student work based on clear performance standards.

3.2 DIFFERENTIATED INSTRUCTION An approach to instruction designed to maximize growth by considering the needs of

each student at his or her current stage of development and offering that student a learning experience that responds to his or her individual needs. Differentiated instruction recognizes that equity of opportunity is not achieved through equal treatment and takes into account factors such as the student's readiness, interest, and learning preferences.

3.2 PROFESSIONAL JUDGEMENT

Judgement that is informed by professional knowledge of curriculum expectations, context, evidence of learning, methods of instruction and assessment, and the criteria and standards that indicate success in student learning. In professional practice, judgement involves a purposeful and systematic thinking process that evolves in terms of accuracy and insight with ongoing reflection and self-correction.

3.3 ASSESSMENT AS

The process of developing and supporting student metacognition.

Students are actively engaged in this assessment process: that is, they

monitor their own learning; use assessment feedback from teacher, self,

and peers to determine next steps; and set individual learning goals.

Assessment as learning requires students to have a clear understanding of

the GLOSSARY 143 GLOSSARY learning goals and the success criteria.

Assessment as learning focuses on the role of the student as the critical

connector between assessment and learning.

3.4 ASSESSMENT FOR

The ongoing process of gathering and interpreting evidence about student learning for the purpose of determining where students are in their learning, where they need to go, and how best to get there. The information gathered is used by teachers to provide feedback and adjust instruction and by students to focus their learning. Assessment for learning is a high-yield instructional strategy that takes place while the student is still learning and serves to promote learning.

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3.5 ASSESSMENT OF

The process of collecting and interpreting evidence for the purpose of

summarizing learning at a given point in time, to make judgements about

the quality of student learning on the basis of established criteria, and to

assign a value to represent that quality. The information gathered may be

used to communicate the student’s achievement to parents, other teachers,

students themselves, and others. It occurs at or near the end of a cycle of

learning.

3.6 EVALUATION

The process of judging the quality of student learning on the basis of

established criteria and assigning a value to represent that quality.

Evaluation is based on assessments of learning that provide data on

student achievement at strategic times throughout the

grade/subject/course, often at the end of a period of learning.

3.7 REPORTING

Refers to both the official and unofficial communication of a student’s

performance. This can be as a feature of the provincially identified periods

during the school year or the more informal process of communicating at

touch points based on board and school practices. In the case of students

with special needs there are specific reporting templates and guidelines to

be followed (refer to appendices 5.2, 5.3 and 5.4).

3.8 EVIDENCE OF LEARNING

Reflects a balance of observation, conversation and product that is used by

the teacher, in conjunction with the student, to establish the most

consistent, most current measure of a student’s learning.

3.9 ALTERNATIVE REPORT CARD

Report card in an alternative format to the Provincial Report Card for

students receiving an alternative curriculum.

3.10 MEANING/USE OF “R” ON REPORT CARDS

The code “R” represents achievement that falls below level and is used in

the evaluation and reporting of student achievement in Grades 1 to 8. This

designation signals that additional learning is required before the student

begins to achieve success in meeting the subject/grade or course

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expectations. It indicates the need for development of strategies to

address the student’s specific learning needs in order to support his/her

success in learning. When appropriate, parents will be consulted in this

process.

3.11 MEANING/USE OF “I” ON REPORT CARDS

For grades 1 to 10, the code “I” may be used in a mark book and/or on a

student’s report card, including the final report card, to indicate that

insufficient evidence is available to determine a letter grade or percentage

mark. For the report card, teachers will use their professional judgement to

determine when the use of “I” is appropriate and in the best interest of the

student. In Grades 9 and 10, a student who receives an “I” on the final

report card to indicate insufficient evidence will not receive a credit for the

course. However, there may be instances where students in Grades 9 and

10 who receive an “I” on their final report card may be considered for credit

recovery. There are cases where, in the professional judgement of the

teacher, evidence of achievement is available for at least a few overall

expectations, on the basis of which it is possible to identify the remaining

expectations that must be addressed and to design a credit recovery

program. It is understood that such cases are exceptionally rare and that

there are a number of resources and strategies that the teacher and the

school have at their disposal prior to and instead of assigning an “I”.

3.4 STUDENT SUCCESS TEAM (SST) A school-based team that meets regularly and intentionally to target interventions

that assist students with their learning and work completion. The Team is comprised of the Student Success Teacher, the Success EA, classroom teachers, the Head of Special Education, the Lead Guidance Teacher, Administration, and others as designated by the school.

3.5 DEPARTMENT HEAD A position of responsibility that recognizes leadership in curriculum, and has a

positive influence in moving schools forward on the path of continuous improvement.

4.0 ADMINISTRATIVE PROCEDURE

4.1 The primary purpose of assessment and evaluation is to improve student learning. In order to ensure that evaluation and reporting is based on valid and reliable data all schools will practice assessment and evaluation policies that are fair transparent and equitable for all students. In order to do this evidence of learning must be collected over time and from a variety of sources using all three areas of the assessment triangle (observation, conversation, product). Furthermore, students need to be an active participant in this process.

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As such, teachers need to know their students. More precisely, the conditions for learning listed below must be in place in order for students to be successful: Students must be able to connect themselves to what they are learning Learning needs to be connected to the real world Clear goals must be articulated and regularly revisited for understanding A sense of purpose needs to exist There must be opportunities for students to demonstrate their learning in

different ways Promotion of the whole child - healthy, engaged, safe, supported and

challenged Promotion of well-being, equity, achieving excellence A focus on meaningful modern competencies – Critical Thinking and

Problem Solving; Innovation, Creativity, and Entrepreneurship; Learning to Learn/Self-Aware and Self-Directed Learning; Collaboration; Communication; Global Citizenship

4.2 LEARNING SKILLS AND WORK HABITS

4.2.1 The development of learning skills and work habits is an integral part of a student's learning. Teachers will work with students to help them develop the following learning skills and work habits: responsibility, organization, independent work, collaboration, initiative, and self-regulation.

4.2.2 The evaluation of learning skills and work habits, should not be

considered in the determination of a students grades, apart from any that may be included as part of a curriculum expectation in a subject or course.

4.2.2 Teachers will work with students to help them develop the following learning skills and work habits: responsibility, organization, independent work, collaboration, initiative, and self-regulation.

4.3 PERFORMANCE STANDARDS – THE ACHIEVEMENT CHART

4.3.1 The Ontario curriculum for Grades 1 K to 12 is comprised of content and performance standards. Assessment and evaluation will be based on both the content standards and the performance standards. The four categories (grades 1 - 12) should be considered as interrelated, reflecting the wholeness and interconnectedness of learning. This is also true for the four frames present in the Growing Success Kindergarten Addendum.

4.3.2 The purpose(s) of the achievement chart and the four frames of

kindergarten is to:

provide a common framework that encompasses all curriculum expectations for all subjects/courses across grades;

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guide the development of high-quality assessment tasks and tools (including rubrics);

help teachers to plan instruction for learning;

provide a basis for consistent and meaningful feedback to students in relation to provincial content and performance standards;

establish categories and criteria with which to assess and evaluate students' learning.

4.3.3 The achievement chart identifies four categories of knowledge and skills

that are common to both the elementary and secondaryto all panels and to all subject areas and disciplines. The categories, defined by clear criteria, represent four broad areas of knowledge and skills within which the expectations for any given subject/course can be organized. The four categories should be considered as interrelated, reflecting the wholeness and interconnectedness of learning. The categories help teachers to focus not only on students' acquisition of knowledge but also on their development of the skills of thinking, communication, and application.

The categories of knowledge and skills are as follows:

Knowledge and Understanding: Subject-specific content acquired in each grade/course (knowledge), and the comprehension of its meaning and significance (understanding);

Thinking: The use of critical and creative thinking skills and/or processes;

Communication: The conveying of meaning through various forms;

Application: The use of knowledge and skills to make connections within and between various contexts.

4.3.4 In all subjects and courses, students should be given numerous and

varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations (content standards) across all four categories of knowledge and skills.

4.3.5 Using professional judgement, Teachers teachers will ensure that

student learning is assessed and evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. The emphasis on "balance" reflects the fact that all categories of the achievement chart are important and need to be a part of the process of instruction, learning, assessment, and evaluation in all subjects and courses. However, it also indicates that for different subjects and courses, the weighting of each of the categories may vary. The importance accorded to each of the four categories in assessment and evaluation should reflect the emphasis accorded to them in the curriculum expectations for the subject or course, and in instructional practice.

4.3.6 As essential steps in assessment for learning, teachers need to:

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plan assessment concurrently and integrate it seamlessly with

instruction for all (including accomodations and modifications);

and as learning, teachers need to use professional judgement;

plan assessment concurrently and integrate it seamlessly with

instruction;

gather information about student learning before, during, and at or

near the end of a period of instruction, using a variety of assessment

strategies and tools that include observation, conversation and

product;

share learning goals and success criteria with students at the outset

of learning to ensure that students and teachers have a common and

shared understanding of these goals and criteria as learning

progresses;

gather information about student learning before, during, and at or

near the end of a period of instruction, using a variety of assessment

strategies and tools;

use assessment to inform instruction, guide next steps

, and help students monitor their progress towards achieving their

learning goals;

analyse and interpret evidence of learning;

give and receive specific and timely descriptive feedback about

student learning;

help students to develop skills of peer and self-assessment;.

help all students monitor their progress towards achieving their

individual learning goals, as outlined in the IEP where applicable.

4.3.7 Teachers will also ensure that they assess students' development of learning skills and work habits, using the assessment approaches described above to gather information and provide feedback to students.

4.3.8 Principals will support the fulfillment of these policy requirements by

encouraging continuing professional development among staff and by fostering a school-wide collaborative learning culture based on the sharing of knowledge and on a sense of collective responsibility for outcomes.

4.4 MINIMUM MARK IN CREDIT-BEARINGGRADES 7-12 COURSES

4.4.1 The lowest possible mark that a teacher may record on a final report card

for students in grades 7 – 12 is 30.

4.5 CHEATING AND PLAGIARISM

4.5.1 Students must understand that the tests/exams they complete and the

assignments they submit for evaluation must be their own work and that cheating and plagiarism will not be condoned.

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4.5.2 Both section 4.5 and 4.6 are predicated on the understanding that in

schools and classrooms preventative practices and success interventions must be in use if tiered consequences are to be considered.

4.5.3 Plagiarism is defined as the use of the thoughts or ideas of someone else

by a student without crediting the source. Use of part or all of any other person’s book, essay, magazine article, chart, drawing, diagram or any other piece of work in an assignment without proper acknowledgement is plagiarising. Submitting an assignment written by anyone else or presenting information taken from the internet as one’s own is plagiarising.

4.5.4 Schools must provide students with information about what constitutes

plagiarism and practice instructional strategies to prevent the incidence of plagiarism. These strategies include, but are not limited to:

explicit teaching focusing on forms of plagiarism, copyright, note taking and proper methods of citing sources;

chunking of assignments with multiple review due dates;

teacher conferencing during the process of assignment completion;

use of class time for the writing process;

use of exemplars which are assignment-specific to help guide students;

posted anchor charts which illustrate proper citation;

student success intervention upon missed checkpoints;

varying assessments from year to year;

providing information and consequences related to plagiarism in student agendas;

assessing student’s understanding of plagiarism;

mitigating factors of students with special needs.

4.5.5 Schools must, in order to impart the gravity of such behaviour implement a process that reflects a continuum of behavioural and academic responses and consequences related to plagiarism and cheating based on the following:

the grade level of the student;

the maturity of the student;

the number and frequency of incidents;

the individual circumstances of the student.

4.5.6 The response to the occurrence of plagiarism is to be clearly outlined and should reflect a process and may include:

resubmission of the assignment using their own words and proper citation;

resubmission of an alternate assignment of equal rigor;

participation in a lesson or workshop focusing on proper note-taking skills and citation of sources;

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_____________________________________________________________________________________________


review of the components of the research process.

4.5.7 Mark deduction due to plagiarism is to be considered only as a final stage of the process. Supporting students by helping them develop skills and habits necessary to demonstrate their achievement is the goal rather than using punitive measures.

4.5.8 In circumstances where in the professional judgement of the teacher, a

repeated, deliberate act of cheating or plagiarism has occurred, the teacher in consultation with the Principal may assign a zero. Consultation with the Head of Special Education is essential when students with special needs engage in plagiarism.

4.6 LATE AND MISSED ASSIGNMENTS

4.6.1 It must be made clear to students early in the school year that they are

responsible not only for their behaviour in the classroom and the school but also for providing evidence of their achievement of the overall expectations within the time frame specified by the teacher, and in a form approved by the teacher.

4.6.2 While students must understand that there will be consequences for not

completing assignments for evaluation or for submitting those assignments late, the focus for schools is to establish, grow and practice preventative measures that support work quality and completion.

4.6.3 With respect to prevention, and using professional judgement, teachers

will select and use several of the following strategies:

communicate expectations and deadlines (post and regularly revisit);

provide sufficient notice for major evaluations and include these on the course outline;

where possible, create deadlines with students;

chunk assignments and monitor with checkpoints and student conferences;

build in class time for student work completion;

recognize mitigating circumstances;

plan with special circumstances and IEP expectations, accommodations, and strategies in mind;

negotiate student extension requests;

involve parents/guardians through personal communication;

for students in grades 11 and 12 communicate the possibility of late mark deduction of up to 10% for the first missed deadline, and the intervention steps that the teacher/school will take in the event of such an occurrence.

4.6.4 It is the responsibility of classroom teachers, preferably in collaboration with students, to establish deadlines for the submission of assignments for

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_____________________________________________________________________________________________


evaluation and clearly communicate those deadlines to students and, where appropriate, to parents.

4.6.5 In Grades 1 to 10, late and missed assignments for evaluation will be

noted on the report card as part of the evaluation of the student's development of the learning skills and work habits. When appropriate, a student's tendency to be late in submitting, or to fail to submit other assignments may also be noted on the report card as part of the evaluation of the student's development of the learning skills and work habits.

4.6.6 In grades 11 and 12, and only after the majority of the preventative

measures are in practice, a teacher may assign up to a 10% penalty using their professional judgement after the first deadline is missed. If this happens, a second deadline must be negotiated in a student/teacher conference which includes the school Student Success Team.

4.6.7 Principal’s, in consultation with the classroom teacher, may assign a zero

for missed assignments when a school’s full range of interventions fail to result in student product. Where this involves a student with special needs, The Head of Special Education must be involved.

5.0 APPENDICES

5.1 Assessment and Evaluation Guide for Teachers

This guide is composed of a main document which outlines the “What”

of Assessment and Evaluation and 5 inserts which outline the “How” of

each particular facet of Assessment and Evaluation.

5.2 Summary of Reporting Procedures for Students with Special Needs

5.3 Alternative Report Card

5.4 Resource Program Report

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Revised 2015

Summary of Reporting Procedures for Students with Special Needs

Accommodations Modifications Check IEP Marks in Box Marks with Comment

Comment

Is not receiving any in this area.

Is working at grade level expectations as outline in Ministry Document.

Regular Comment

Is receiving regularly.

Is working at grade level expectations as outline in Ministry Document.

Regular Comment with reference to the accommodations. For example, “When using text to speech software, or scribed for, Alice consistently….”

Is working at expectations from a different grade or has significant decrease in the number and/or complexity of expectations.

“The (grade/mark) is based on the achievement of expectations in the IEP that vary from the Grade x expectations (and/or) are (increased/decreased) in (number and/or complexity) of curriculum expectations.” Please see attached Resource Program Report. (if applicable)

Secondary IEP indicates modified expectations for a specific course. May or may not be working towards credit.

“This percentage mark is based on achievement of the learning expectations specified in the IEP, which differ significantly from the curriculum expectations for the course.”

Is working at alternate expectations that are not found in the Ontario Curriculum Documents. This would include self management, self regulation and social skills.

Grades are not assigned

Use anecdotal comments on the “Alternative Progress Report” for the areas of alternative expectations that cannot be linked to the Provincial Report Card. Use the Provincial Report Card for areas that fall within Ministry expectations “This (letter grade/percentage mark) is based on the achievement of alternative expectations in the IEP, which are not based on the Ontario Curriculum.” Alternate Expectations that can be linked to learning skills must be reported on and could be commented on within the Learning Skills box.

A Provincial Report Card is sent home at each reporting period accompanied by an Alternative Report Card when applicable. Learning skills should be assessed and commented on the Provincial Report Card relative to the student’s needs and abilities. A copy of the IEP goes home with the report card.

ASSESSMENT, EVALUATION AND REPORTING ES-5003 Appendix 5.2

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Department of Specialized Services 2015 Page 1 of 1 The personal information provided on this form is collected by the Trillium Lakelands District School Board under the authority of the Education Act, Freedom of Information and Protection of Privacy Act / Municipal Freedom of Information and Protection of Privacy Act and TLDSB Policy BD-2030/2031. The information will be used for educational programs or services or as otherwise permitted /required by law. The information will be used in accordance with the Education Act, the regulations, and guidelines issued by the Minister of Education governing the establishment, maintenance, use retention, transfer, and disposal of pupil records. For questions about this collection, speak to the Superintendent of Specialized Services at 705-324-6776.

Alternative Report Card

This report is an alternative format to the Provincial Report Card for

students receiving an alternative curriculum.

Student Name

School

Grade (Regular Class)

School Address

Teacher

Principal

Date of Report:

Description of Program: Comments on Progress: (Including strengths and next steps for improvement) Teacher’s Signature __________________________________ Principal’s Signature __________________________________

This report is to be included in the OSR.




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Department of Specialized Services 2015 Page 1 of 1 The personal information provided on this form is collected by the Trillium Lakelands District School Board under the authority of the Education Act, Freedom of Information and Protection of Privacy Act / Municipal Freedom of Information and Protection of Privacy Act and TLDSB Policy BD-2030/2031. The information will be used for educational programs or services or as otherwise permitted /required by law. The information will be used in accordance with the Education Act, the regulations, and guidelines issued by the Minister of Education governing the establishment, maintenance, use retention, transfer, and disposal of pupil records. For questions about this collection, speak to the Superintendent of Specialized Services at 705-324-6776.

Resource Program Report This report is prepared as a supplemental report to the Provincial Report Card

Student Name

School

Grade (Regular Class)

Date of report

Resource Teacher

Description of Program: Comments on Progress: (Including Strengths/Weaknesses/Next Steps) Teacher’s Signature ___________________________________ Principal’s Signature ___________________________________

This report is an attachment to the Provincial Report Card and should be included in the OSR


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References and ResourcesBrookhart, S.M., (2008). How to give effective feedback to your students. Alexandria, VA: ASCD.

Cameron, C. & Gregory, K., (2014). Rethinking letter grades: A five-step approach for aligning letter grades to learning standards. Winnipeg, MB: Portage & Main Press.

Dueck, M (2014). Grading smarter not harder. Alexandria, VA: ASCD.

Gregory, K., Cameron, C. & Davies, A., (2011). Knowing what counts: Self-assessment and goal setting. Courtenay, BC: Connections Publishing.

Gregory, K., Cameron, C. & Davies, A., (2011). Knowing what counts: Setting and using criteria. Courtenay, BC: Connections Publishing.

Gusky, T. R., & Jung, L. (2016, April). Grading: why you should trust your judgment. Educational Leadership, 73(7), 50-54.

Herbst, S., & Davies, A., (2014). A fresh look at grading and reporting in high schools. Courtenay, BC: connect2learning.

Marzano, R., (2009). Teaching and designing learning goals and objectives. Bloomington, IN: The Solution Tree.Marzano, R., (2000). Transforming classroom grading. Alexandria, VA: ASCD.

Moss, C.M., & Brookhart S.M, (2009). Advancing formative assessment in every classroom. Alexandria, VA: ASCD.

Moss, C.M., & Brookhart S.M, (2009). Learning targets: helping students aim for understanding in today’s lesson. Alexandria, VA: ASCD.

Ontario Ministry of Education, (2010). Growing success: Assessment, evaluation, and reporting in Ontario schools. First edition, covering Grades 1 to 12. Toronto: Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf.

Ontario Ministry of Education, (2010). Learning goals and success criteria: Assessment for learning video series.Toronto: Retrieved from http://edugains.ca/newsite/aer/aervideo/learninggoals.html.

Ontario Ministry of Education, (2010). Descriptive feedback: Descriptive feedback video series. Toronto: Retrieved from http://www.edugains.ca/newsite/aer/aervideo/descriptivefeedback.html.

Peel District School Board, (2016). AssessPeel: Final evaluations knowing & doing guide. Mississauga, ON: PDSB.

Peel District School Board, (2016). AssessPeel: Learning goals and success criteria doing guide. Mississauga, ON: PDSB.

Peel District School Board, (2016). AssessPeel: Learning goals and success criteria knowing guide. Mississauga, ON: PDSB.

Vatterott, C. (2015). Rethinking grading: Meaningful assessment for standards-based learning.

Waterloo Region District School Board, (2013). Assessment, evaluation and reporting handbook.

Waterloo, ON: Retrieved from http://www.wrdsb.ca/learning/report-cards/about-report-cards-grades-7-12/assessment-evaluation-reporting-handbook.

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assessment & evaluationImplementation Guide for

LEARNING GOALSDid you know?The importance of learning goals to the day-to-day execution of classroom activities is fairly obvious. Goals are the reason classroom activities are designed. Without clear goals, classroom activities are without direction. Researchers Joseph Krajcik, Katherine McNeill, and Brian Reiser (2007) explain that good teaching begins with clear learning goals from which teachers select appropriate instructional activities and assessments that help determine students’ progress on the learning goals.

When we invest time up front to build the vision (of what students are to be learning), we gain it back later in increased student motivation and the resulting higher-quality work. - Chappuis, 2009

Learning goals provide a set of shared expectations among students, teachers, administrators, and the general public. They can range from the very specific (for example, “Students will be able to list the Great Lakes.”) to the very general (“Students will establish voice and purpose when writing.”) Research strongly implies that the more specific the goals are, the better they are. That is, goals that are specific in nature are more strongly related to student achievement than goals that are not. (Marzano, 2009)

“”

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for the teacherResearch emphasizes the importance of empowering students to become self-monitoring and self-directed learners. The first step in developing independent learners is to ensure that students know precisely what they are to learn. Learning goals describe the knowledge and skills in the Ontario curriculum that students are required to learn, in a way that actively engages them in the learning process. When teachers express curriculum expectations as learning goals in student-friendly language, students know what they have to learn, connect the tasks they are doing with what they are learning, and are able to monitor how they are doing in light of these goals.

Writing Learning Goals

1. Identify the curriculum expectations(s) which will be addressed in the lesson. Keep in mind that not all specific expectations require a learning goal, but rather they may be clustered to allow students to demonstrate their learning of the overall expectation(s). At the same time, some lessons will require multiple learning goals, and some learning goals may span over more than one lesson.

2. Identify the specific action to describe what the students are expected to demonstrate upon completion of the lesson. Keep in mind that learning goals focus on the learning, not the task.

“...evaluate the serving sizes in Canada’s Food Guide”rather than

“....create an infographic representing a food group in Canada’s Food Guide”

Cognitive Learning Examples of Action Verbs

Knowledge - to recall or remember facts without necessarily understanding them.

Comprehension - to understand and interpret learned information.

Application - to put ideas and concepts to work in solving problems.

Analysis - to break information into its components to see interrelationships.

Synthesis - to use creativity to compose and design something original.

Evaluation - to judge the value of information based on established criteria.

Affective Learning

Classify, describe, discuss, explain, express, interpret, contrast, associate, differentiate, extend, translate, review, suggest, restate.

Apply, compute, give examples, investigate, experiment, solve, choose, predict, translate, employ, operate, practice, schedule.

Analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, distinguish, examine, investigate, interpret.

Organize, develop, plan, build, create, design, revise, compose, integrate, modify, propose, formulate

Appraise, assess, defend, judge, predict, rate, support, evaluate, recommend, convince, conclude, compare, summarize.

Appreciate, accept, attempt, challenge, defend, dispute, join, judge, praise, question, share, support.

Articulate, define, indicate, name, order, recognize, relate, recall, reproduce, list, tell, describe, identify, show, label, tabulate, quote.

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3. State the learning goal in student-friendly language. Simple words and short sentences are a good place to begin, however the language of learning goals should also enable students to see themselves at the centre of the learning. Using the first person works well: goals that start with “we” or “I” communicates to student that they are the ones who will be doing the learning. Some common stems are…

· I will be able to ______________________________ · I am learning to ______________________________ · We can ____________________________________

Some examples...

I can explain how maps provide information about cardinal directions, distance, and the regions of Canada.

We are learning to add and subtract amounts of money up to 100 cents.

Students will be able to illustrate the steps in throwing a ball overhand and explain the importance of each step.

for the studentOnce teachers have identified the learning goals from the curriculum expectations, it is critical that these learning goals are shared and clarified with the students so that their understanding of the goals deepens as they progress through the learning cycle. Students’ understanding of the learning goals is a prerequisite to their ability to monitor their learning through self-assessment. When teachers ensure that what they are teaching coincides with what their students think they are learning, the end result is improved learning for all.

Strategy: As students are working on an assignment, invite them to write a learning goal in their own words based on what they think they are learning. This activity can provide critical assessment information by identifying those who are learning and those who require additional support. The same activity might be used to make adjustments to the instruction or differentiate for students based on the feedback.

Strategy: An exit card can be used bystudents to monitor their progress towards a learning goal. Inviting students to reflect on their learning at the end of a lesson can help them further internalize and personalize the learning goal.

Exit CardLearning Goal:

Today I learned.. / Today I learned more about… / Today I improved at…

Some of the steps I took to get there are…

Some evidence that I am meeting the learning goal is…

I need to learn more about…

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Note: In certain contexts, it could be beneficial to share a series of learning goals at the outset of a learning period or unit. Unveiling the learning goals early can uncover levels of background knowledge as a tool for formative assessment and students can refer back to the list as they progress through the unit.

Strategy: Consider providing the students with an organizer they can use as the learning evolves, indicating the learning goals for the period or unit. The group of learning goals can act as an overview for the macro and micro learning in store. Students can gauge their progress, see what is required of them, and use the list of goals to prepare for summative assessments.

Example: (Grade 10 Applied Science: Biology)

Note: In certain learning contexts, it can be counter-productive to share the learning goal at the outset of the learning. For example, when students are involved in inquiry, sharing the learning goal in a way that identifies what is to be discovered might make the inquiry unnecessary.

StrategyConsider providing students with an organizer they can use to record their ideas about the learning goals as the learning evolves.

1. What are you learning today?2. Which activity(ies) helped you most in the learning?3. How does what you are learning connect with what you already know and can do?

√ I can use proper terminology when discussing or describing cells, organs, and tissues.√ I can use a microscope to examine cells.√ I can identify the different stages of mitosis and animal cells.√ I can use a microscope (or something similar) to investigate specialized animal cells.

B2: Investigate cell division, cell specialization, and the organization of systems in animals, including humans, using a variety of laboratory techniques.

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SUCCESS CRITERIA

Did you know?Whereas learning goals help students identify and understand what they are expected to learn, success criteria provides the tools for students to monitor their progress towards achieving the learning goals. Hattie and Timperley (2007) identify three questions to guide student learning: “Where am I going?”, “How am I going?”, and “Where to next?” While learning goals help students answer the question “Where am I going?”, success criteria help students answer the question “How am I going?” Both teachers and students benefit from a clear understanding of what constitutes success.

Setting clear targets for student learning involves more than posting an instructional goal for students to see. It also requires elaboration of the criteria by which student work will be judged. - Shepard et al, 2005

“”

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for the teacherWhat steps can the teacher take in determining success criteria?

Teacher-Created Success Criteria1. Focus on the learning goal. Identify the success criteria in terms of what students can say, do, or produce. These are qualitative indicators and should focus on the learning.

2. Decide what constitutes sufficient evidence - for you and for students - to indicate that students’ learning is progressing. Determine an appropriate task or learning opportunity.

3. Align your success criteria to the learning goal so that the criteria provides relevant evidence of your stated learning goal and not some other learning. Take time to identify the task requirements you are expecting students to meet.

4. Write the success criteria in language that is understandable to your students.

Co-Creating Success Criteria With Colleagues and...

When students take part in developing criteria, they are much more likely to understand what is expected of them, “buy in”, and then accomplish the task successfully.

- Gregory, Cameron & Davies, 1997“ ”

Prior to co-creating success criteria with colleagues and/or students, take time to:

• Review the learning goal, task and teacher-created success criteria.• Anticipate what students will brainstorm to be prepared to differentiate between success criteria and task requirements.

1. Brainstorm Criteria by posing questions around expected learning required in the learning goal and or task. Recording all ideas (in students’ words) on chart paper or individual sticky notes, and contribute your own ideas to fill gaps.

2. Sort and Categorize Criteria by having students look for patterns in the ideas and then group like ideas. Identify and name success criteria. The remaining ideas may become look-fors along with their respective success criteria. Address and remove outliers. Identify task requirements.

3. Make and Post a T-Chart with Success Criteria and Look-fors to provide a visual reminder to help students recall exactly what they are working toward and what they need to do to get there. Engage students with the chart by asking them questions like “Do you need any more ideas or details to understand any of the criteria?” or “What else will help you use the criteria?”

4. Add, Revise, Refine Success Criteria and Look-fors throughout the unit, term, semester, or year. At the end of a period of learning, ask students if there are any additions, deletions, or areas that they need more clarification on. Make the changes and record the date as a reminder that setting criteria is an ongoing process.

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Success criteria focuses on the degree to which a learning goal has been achieved, and not the task requirements.

Example: “I can connect an angle and the appropriate side from a right triangle to sine, cosine, or tan ratio.”Rather than

“I have included a triangle with labeled sides and angles.”

How do I use success criteria to assess and evaluate evidence of learning?

• Create met/not met charts or other assessment tools with success criteria,

• Moderate evidence of student learning in light of the criteria,

• Provide descriptive feedback to students using the language of the criteria,

• Adjust instruction to fill gaps or move to next step in the learning progression, and;

• Not provide a grade or level of achievement.

• Create rubrics or other assessment tools with success criteria,

• Moderate and grade evidence of student learning in light of the criteria,

• Provide descriptive feedback to students using the language of the criteria,

• Adjust instruction, if possible, prior to moving to the next step in the learning progression, and

• Provide a grade or level of achievement.

Success Criteria can be used to assess evidence ofstudent learning as an aspect of assessment for learning. In this case, educators will:

Success Criteria can be used to evaluate evidence of student learning as an aspect ofassessment of learning. In this case, educators will:

for the STUDENTA variety of strategies are shown to help students develop a deeper understanding of criteria. While these strategies take time to introduce and implement with students, there are tremendous benefits. Shepard (2006, p. 631) points out:

…when teachers help students understand and internalize the standards of excellence in a discipline - that is, what makes a good history paper or a good mathematical explanation - they are helping them develop the metacognitive awareness about what they need to attend to as they are writing or problem solving. Indeed, learning the rules and forms of a discipline is part of learning the discipline, not just a means to systematize or justify grading.

Strategy: Checking in RoutineAfter students complete their task or activity, invite students to reflect on their learning. Give every student time to think and talk. Possible prompts:• Who can describe what we’ve done so far with (this task)?• In our success criteria, we said we would __________________ (reread success criteria to students). Can someone else describe what this means in their own words?• Who can provide an explanation relating our success criteria to what we’ve just done in class?• In what way did this task help us work toward meeting the success criteria?

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Strategy: I used to think, but now…After re-reading the learning goal and success criteria, have students, in groups with an organizer, consider:

• I used to think… What did you think you needed to do or understand to meet the learning goal and demonstrate the success criteria?• But now… What do you think you have to do to meet the learning goal and demonstrate the success criteria?• My thinking shifted because… What made your thinking shift?

Invite groups to share out and individuals to revoice other’s ideas.

Strategy: Yellow Light, Green LightInvite students to review the learning goal, success criteria, and their task or activity. Ensure they have both yellow and green highlighters.

1. Green Light: Have students highlight in their task or activity where they think they have demonstrated the learning goal and success criteria.2. Yellow Light: Have students highlight in their task or activity where they think they have missed the mark of the learning goal and success criteria.

Note students’ challenges and successes and adjust instruction and provide descriptive feedback.(Adapted from Ritchart, Church & Morrison, 2012)

Strategy: X-Marks-the Spot RoutineFill the specific success criteria into the X-Marks-the Spot template and give one to each student. Students place an X on the line to indicate where they feel they fall with each success criteria.

1. If students have indicated that they understand, they write a brief explanation in the evidence column to support their claim. To help students know what to write in the evidence column, a teacher might use one of the following prompts or something similar: a. What’s one thing you did in your work that best shows your understanding? (e.g., “I wrote a clear explanation of the idea.”) b. What could you do to show me you understand? (e.g., “I could explain two different ways to solve the problem” or “I could explain how ___ and ___ are related.”)

2. The teacher collects the students’ templates and reviews them after class to inform the next day’s instruction and provide feedback to students.

X-Marks-The-Spot TemplateSuccess Criteria Self-Assessment Evidence

I need help. I’m getting there. I understand and have evidence.I can’t get started.



I used to think...Thinking About Learning Goals and Success Criteria

But now I think...

My thinking shifted because...

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Feedback

Did you know?Feedback provides information to students and teachers about learning. It helps to reduce the gap between the student’s current level of understanding and/or performance and a desired goal. Depending on the nature and delivery of the feedback, it can have powerful positive effects on student learning and engagement. (Hattie & Timperley, 2007)

The most powerful single modification that enhances achievement is feedback. - Hattie, 1992

“”

Feedback is an essential practice of assessment for learning, “a process for seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to get there” (Assessment Reform Group, 2002). A substantial body of research identifies assessment for learning as a powerful tool for improving students’ learning (Black, Harrison, Lee, Marshall & Wiliam, 2003).

Assessment for learning differs from assessment of learning in that the information gathered is used for the specific purpose of helping students improve while they are still gaining knowledge and practicing skills. Teachers who view assessment as integral to learning engage students as collaborative partners in the learning process. This assessment provides precise and timely information so teachers can adjust instruction in response to individual student needs, and so students can adjust their learning strategies or set different goals.

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for the teacher

4. Write the success criteria in language that is understandable to your students.

Giving good feedback is one of the skills teachers need to master as part of good assessment. Other assessment skills include having clear learning goals, crafting clear success criteria for assignments that communicate those goals to students, and - usually after giving good feedback - helping students learn how to formulate new goals for themselves and action plans that will lead to achievement of those goals.

Teachers make strategic choices when providing good feedback. The following suggestions depend on context: the characteristics of your students, the task, and the classroom environment.

Focus

Comparison

Function

Valence

Clarity

Specificity

Tone

Feedback Content In These Ways Recommendations for Good FeedbackCan Vary In

• On the work itself• On the process they used to do the work• On the student’s self-regulation• On the student personally

• The criteria for good work (criterion- referenced)• To other students (norm referenced)• To student’s own past performance (self- referenced)

• Description• Evaluation

• Positive • Negative

• Clear to the student• Unclear

• Nitpicky• Just right• Overly general

• Implications • What the student will “hear”

• When possible describe both the work and the process - and their relationship• Comment on the student’s self-regulation if the comment will foster self-efficacy• Avoid personal comments

• Use criterion-reference feedback for giving information about the work itself• Use norm-reference feedback for giving information about student processes or effort• Use self-referenced feedback for unsuccessful learners who need to see the progress they are making, not how far they are from the goal

• Describe• Avoid Judgement

• Use positive comments that describe what is well done• Accompany negative descriptions of the work with positive suggestions for improvement

• Use vocabulary and concepts the student will understand• Tailor the amount of content of feedback to the student’s developmental level

• Tailor the degree of specificity to the student and the task • Make feedback specific enough so that students know what to do but not so specific that it’s done for them• Identify errors or types of errors, but avoid correcting every one (e.g., copy editing or supplying right answers), which doesn’t leave students anything to do

• Choose words that communicate respect for the student and the work• Choose words that position the student as the agent• Choose words that cause students to think or wonder

(Brookhart, 2008)

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Your details strongly support your claim that we should recycle newspapers. That’s great. Where did you find all those facts?

for the STUDENT

According to Brockhart,student response is the criterion against which you can evaluate your own feedback. Your feedback is good if it achieves the following results:

• Your students do learn - their work does improve.• Your students become more motivated - they believe they can learn, they want to learn, and they take more control over their own learning.• Your classroom becomes a place where feedback, including constructive criticism, is valued and viewed as productive.

• Focus - Task, process, self-regulation • Comparison - Criterion-referenced • Function - Descriptive • Valence - Positive

This is an example of good feedback. It confirms for the student that the work meets one of the targets (strong supporting details) and connects this success to student effort (the student did research to find out facts, and the teacher noticed).

Teachers can help students become increasingly less dependent on external sources of feedback (from teachers and peers), and gradually become more autonomous (self-assessment). By teaching students how to develop descriptive feedback based on learning goals and success criteria, teachers promote students’ ability to monitor their own progress, determine next steps, and set appropriate goals. In giving students descriptive feedback, you have modeled the kind of thinking you want them to do as self-assessors. - Chappuis (2005)

Early in their development as autonomous learners, student will rely more heavily on the teacher forfeedback, and may need help from the teacher to identify next steps in their learning and set goals. It is during the provision of this feedback that teachers have the opportunity not only to provide direction for the students, but to teach them, through explicit modeling and instruction, the skills of self-assessment and goal setting, to become more independent.

Applying Feedback Content Example:

“ ”

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Strategy: Student-Led Conferencing

Student-led conferencing captures the full assessment, instructional, and communicative value of self-assessment. As with self-assessment, students need to receive explicit instruction about their role in conferencing. Modeling by the teacher is an effective way to show students what is required.

Students can prepare for their conference by reviewing the learning goal(s) and organizing the evidence that demonstrates their progress. Students need to be prepared to:

• Identify their strengths;• Demonstrate and justify progress towards the learning goal(s) over time;• Prioritize those challenges that identify next steps;• Include specific action to address challenges;• Set individual learning goal(s) to achieve next steps;• Develop an action plan.

Strategy: Met, Not Yet Met, I Noticed This moves beyond completing the work to focus on aspects of quality and/or progress within a student’s work against the success criteria. The teacher, student, or peer assesses the student performance against the criteria and places a checkmark in either the “Met” or “Not Yet Met” column. When “Met” is checked, brief comments are made in the “I noticed…” column. When “Not Yet Met” is checked, specific criteria are highlighted in the student work to identify material that needs attention.

Strategy: Traffic LightsExplain to the students, in advance, the meaning of the green, yellow, and red lights. For example: green = meets the criteria, yellow = partially meets the criteria, red = doesn’t meet the criteria…stop and don’t go any further until we chat.

• The teacher/student/peer marks the work in relation to each criterion.• Students work together or alone to figure out why it is green, yellow, or red and work to improve their work where necessary.• The teacher could work with small groups in a mini-lesson according to information collected from the traffic lights (i.e. work with a small group who had a lot of red traffic lights).

Traffic Lights Checklist for: WW2 Opinion Paper

Read each of the success criteria and decide if your response meets the following:

• Green Light: I am moving along confidently in this area.• Yellow Light: I am moving along with caution in this area.• Red Light: I have not started moving in this area.

Success Criteria Evidence of Plan for Improvement

√

√

√

√

The first paragraph clearly states my opinion and includes some information about how I have formed my opinion.

The second, third and fourth paragraphs describe each of the reasons for my opinion and provide details for each reason.

I have ordered the reasons that support my opinion in a way that makes a strong argument.

The closing paragraph restates my opinion and the reasons that support it and I have managed to write these in a way that is different from the first paragraph.

My opinion is in the first sentence and I have three reasons that came from our class notes.

I need to look for details about the impact of technology on the outcome of the war.

Now that I have read it, it seems too much like paragraph 1.

√

CriteriaFor: Problem Solving Met Not Yet Met I noticed

Understand the problem

Choose a strategy that works

Find a correct solution and tellhow you got it

Give examples of this kind of problem outside of the classroom

You knew what to look for

Great diagrams. Good strategy. Underlining important words.

You didn’t go quite far enough. There is one more step.

Your example was accurate.

Conference Requested ____ Question(s):Date(s) received: April 10Assessed by: √ Teacher Assignment: Math problem solving, p.17 Self Partner Student: Adam and Alanna Other

√√

√

√

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assessment & evaluationImplementation Guide for Student

Goal setting

Goal setting and goal achievement influence learning and generate motivation to learn in two important ways: first, by providing a learning target that students can see and understand; and second, by helping students gather information about how they are doing in pursuit of that target. (Moss and Brookhart, 2009)

By explicitly teaching students how to set appropriate goals, as well as how to assess their work realistically and accurately, teachers can help to promote this upward cycle of learning and self-confidence. - Ross (2006)“

”High-achieving students know what is important to learn and how to learn it. They tend to self-regulate more automatically than low-achieving students because they have “learned how to learn.” These students set goals and then monitor their progress toward them. They assess the effectiveness of the strategies they chose for a particular learning task and then adjust the strategies accordingly to increase their probability of success. In fact, students who have internalized these important principles of learning - those who set goals and monitor their self-efficacy in this way - boost their achievement potential by as much as 30 per cent. (Zimmerman, 1998)

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for the teacherWhen teachers model goal setting and allow students to become goal-setting models for each other, they help each student develop the skill and the will to learn more, and learn smarter. Teachers can unpack the goal-setting phases and walk their students through goal setting as a consistent part of how they communicate with their students. Talking about learning in goal-directed language not only models goal setting but also helps to embed goal setting into the very fabric of specific learning tasks. (Moss and Brookhart, 2009)

Goal-Setting Phases Specific StepsHelp the students...

What the Teacher Might Say

1. Set the Goal

2. Select a Powerful Set of Learning Strategies

• Recognize the learning goal.

• Clarify the level of challenge.

• Identify the specific bite-sized chunks that make the goal realistic and achievable and against which students will gauge their progress.

• Draw their attention to the learning time frame and how at the end of the time frame they will be asked to demonstrate their learning.

• Identify and use appropriate information resources.

• Pinpoint strategies for meaningful collaborative learning.

• Prepare to use their time strategically.

• This week we will learn about the nine parts of the human eye.

• We will learn all nine parts, not just some of them.

• There are many things to learn about the eye, but we are going to concentrate on learning to pronounce the name of each part, locate it, and describe what it does to help us see.

• On Friday, I will ask you to identify the parts of the eye on a drawing and write a statement about what each part does. This will help you judge where you are in learning the nine parts of the human eye.

• Let’s think about the resources we can use to meet our goal. Our textbook has information and pictures. We can use the 3-D model and books in our class library. Our school library has interactive CD-ROMs, and we can use the Internet to link to websites that will help.

• We will use class time each day to work in our learning groups. In your groups you can discuss each new part to make sure each person can identify and explain it. You can quiz each other and help each other recognize what you already know and what you need to learn.

• You have four days to learn the parts of the eye. By Wednesday you should know at least four parts and by Friday you should know them all.

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for the STUDENTMany motivational benefits occur when students are actively and intentionally engaged in making informed learning decisions that help them move toward the learning goal. Goal setting empowers students because it not only guides their journey but also helps them recognize and monitor their learning progress along the way. Because students are intimately involved in keeping track of where they are compared with where they want to be, they are better able to understand everyday setbacks as a natural part of learning. (Moss and Brookhart, 2009)

Strategy: Add a LineStudents set short-term goals by using information from their self-assessments to help them decide on their “next step” or goal. By adding the “Next time” line, in a self-assessment activity, students see that goal setting is the next step.

3. Self-Assess and Self-Regulate

4. Set the next goal

• Create a plan to assess their learning all along the way.

• Ask strategic questions to identify the just-right next step.

• Uncover roadblocks and design specific ways to overcome them.

• Monitor which learning strategies are working well and which should be adjusted or changed (self-regulate).

• Envision the next learning goal.

• Each day you will check where you are by using a checklist to identify the parts you know.

• Ask yourself: Where am I now? What should I do next?

• What is confusing for you? What roadblocks are in your way? What can you do to overcome those roadblocks?

• Think about the strategy or strategies you have used so far. What is working for you? What isn’t? What should you keep on doing? What should you do differently or instead? Talk it over with your learning partner.

• Now that we can locate and explain the functions of the parts of the eye, we can work toward understanding how to protect our eyes from injury and disease. We will talk more about that on Monday.

Name: Alanna W Date: November 17

I used to: Hand in my work without reading it over.

And now I: Check my work (COPS)

Next time: I'll ask Wayne to read it over.

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Goal Steps Evidence What do I need to get better at?

How do I plan to do this? What evidence will show I've achieved my goal?

Time Frame: Begin: ______________ End: ______________

Date: _______________ Signature: ________________________

Strategy: BrainstormWhen beginning with goal setting, students tend to set very general goals for themselves. They may not know how to begin. To provide a starting place it may be helpful to brainstorm lists by answering questions such as “How can we get better at writing?” or “How can we get better at problem-solving?” Making these lists can help to break down general goals into manageable pieces.

How can we get better at writing?

- Write every day

- Try writing different forms, such as messages, lists, journals, letters, …

- Get our ideas down on paper quickly without worrying too much about correct spelling, punctuation and neatness (that comes later)

- Have someone in mind that you are writing for (it could be for yourself)

Strategy: Planning FramesThese provide structure for students to map out their goal. By writing specific action steps students can visualize the outcome and prioritize how they will get there.

To get better at _______, I could...---

One thing I am going to start doing is...I'll start doing this on ____ and on it until ____.

One way I'll know I'm getting better is...

One Sentence Plan

To get better at ________________________________I plan to ____________________________________and I'll do this by _______________________________

Name ________________ Signature _______________

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Evaluation

Evaluation focuses on student achievement of the overall expectations. As such, evaluations should give students the chance to demonstrate what they know and can do in a variety of ways to gather the most accurate evidence of achievement. This includes opportunities for teachers to gather evidence through observations, conversations, and products, which allows for the triangulation of evidence of learning.

It is also important that summative assessment (evaluation) procedures are in harmony with the procedures of formative assessment and that they are transparent, with judgements supported by evidence so that all involved can have trust in the results. - Assessment Reform Group, 2006“

”Evaluations are most effective when they are designed or re-visited collaboratively (between teachers of the same grade/course) and at the beginning of the year/semester/term. This ensures that teachers have considered student profiles and have clearly established learning goals that dictate the instruction and assessment for the rest of the term. Backwards design also allows for a transparent assessment process that focuses on student learning.

Observations

Conversations Student Products

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In planning evaluations, consider the following:

Planned and Aligned with Curriculum• Co-plan/co-design and co-create prior to the beginning of the unit/course, whenever possible.

Consistent and Balanced • Include a balance of all four achievement chart categories over a period of learning.• Provide opportunity for evidence of learning to be gathered via conversation, observation, and product over a period of learning.• Plan final evaluations that are consistent with the experiences students have had during the course. Assessments of learning that have taken place during the 70% should scaffold and prepare students for success.

Relevant, Engaging, and Authentic• Allow students to consolidate/synthesize their knowledge and skill rather than simply duplicating previous assessment experiences.• Consider one or more of the following strategies to address engagement: competition, challenge, curiosity, controversy, choice, creativity, cooperation, connections.• Where appropriate, embody the qualities of rich performance tasks. Rich performance tasks target the most important knowledge and skills in the unit/course and lead students to demonstrate their learning in real-life scenarios.

Fair and Transparent• Format and design to create optimal conditions for student success.• Focus on what students have learned and what has been explicitly taught and then evaluate students independently.• Use professional judgement in the selection of appropriate specific expectations to inform overall expectations. Students do not need to demonstrate and be evaluated on all specific expectations. • Include the assessment tool(s), with clear success criteria, for all components and make them available for students well before the evaluation. Varied• Where appropriate, provide opportunities that allow students to demonstrate quality evidence of learning through talk, demonstration, and creation of products. • Offer choice to students so that they can share what they know and can do so in a meaningful manner.

Equitable• Take into account students’ learner profiles as outlined in Learning For All and differentiate instruction for those students. • Students with Special Education needs or who are English Language Learners receive accommodations or modifications as appropriate. • Design in a manner which values students' experiences and strengths and models culturally responsive practices.

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Applying Professional JudgEment

Professional judgement is a term used to describe the informed and thoughtful considerations teachers use when determining a student’s grade. These considerations reflect the teacher’s professional knowledge of the curriculum and expectations, the evidence of learning gathered during assessments, the teacher’s knowledge of the students and their learning styles, and context and conditions of the assessments and the criteria and standards of success.

Computers use only numbers. They know nothing of the individual students who produced those numbers, the learning environment, or the nature and quality of assessments. Teachers who trust their own minds offer grades that communicate meaningful, reliable information to all. (Dueck, 2014)

Determining a report card grade will involve teachers’ professional judgement and interpretation of evidence and should reflect the student’s most consistent level of achievement, with special consideration given to more recent evidence… - Growing Success

“ ”

Overall Expectation #1 Algorithm Used to Calculate GradeStudent

Gloria

Ralph

David

Sept9

Mean(Avg)

Median Mode Most RecentScore

Your ProfessionalJudgement?

1 1 1 1 4 4 2.0 1 1 4

2 1 2 3 3 3 2.3 2.5 3 3

3 1 3 2 3 1 2.2 2.5 3 1

Sept14

Sept22

Sept27

Oct3

Oct6

Student A Scores

Student B Scores

78% 71% 74% 68% 81% Final Average 74.4%

59.6%78% 71% 0% 68% 81% Final Average

Assigning a ZeroWhen factored into the average of an otherwise consistent set of scores, the result of a zero can be considerable.

Rarely do people question whether percentage scores truly represent student learning. They simply assume the scores are an accurate reflection of students' understanding and performance. - Marzano, 2000

“ ”

(Guskey and Jung, 2016)

(Dueck, 2014)

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As a measure of learning, 59.6% is likely a misrepresentation of the extent to which the student understands the material. If a student makes a concerted effort to complete an evaluation and does not get a single answer correct, then a zero grade is arguably an accurate measure of the student’s understanding. However, if the student receives a zero simply because he or she didn’t complete the quiz, then the grade is not an accurate measure of understanding. In the case of missed evaluations, assigning a mark of zero places a judgement on unseen work. Until the student demonstrates his or her learning, recording a mark of incomplete is theappropriate teacher response.

Zeros can blur the extent to which students demonstrate improvement or mastery of the material. Consider the set of scores below, purporting to represent tennis-serving skills measured over the course of a two-week unit. The conclusion that the student properly completed roughly 4 out of 10 serves is not accurate and in no way predicts future performance. (Dueck, 2014)

The most recent evidence of learning is the most accurate and grades should be representative of the most recent evidence. To quote assessment guru Tom Schimmer “School is the only place where it matters that I didn’t know something before, that I know now.” (Vatterott, 2015)

The following questions may help to guide teachers in their application of professional judgement:• Is my judgement based on the big ideas or central learning that is reflected in the overall expectations?• What does the evidence of learning I have collected really tell me about a student's level of achievement of the overall expectations for the course?• How can I categorize, organize, and weigh the assessment data in a way that reflects the relative importance of, and/or time spent on, each topic?• Do the components of the final evaluation reflect the most important ideas of the course?• Where there is missing assessment data for evaluation, has that overall expectation been demonstrated in other ways?• Is the percentage grade I am assigning in line with the student's overall achievement level (as demonstrated most recently, most consistently)?• Have extenuating circumstances impeded a student's ability to demonstrate his or her ability? If so, should I consider not counting this task for evaluation purposes?

Date

Successful Serves(Out of 10) 0 0 0 2 3

March 1 March 2 March 3 March 4 March 5 March 8 March 9 March 10 March 11 March 12 Average

5 7 8 8 9 4.2

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Assessment & evaluationguide for teachers

Planning

Instruction- Goal setting- Analyze teaching- Use data to inform future instruction- Consider assessment of learning

- Build content understanding- Support learning needs- Use knowledge of students- Identify learning goals- Examine assessment for learning

- Build connections to success criteria- Ongoing analysis of student learning- Provide feedback- Support assessment as learning

StudentLearning

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Assessment & evaluationguide for teachers

OF

Assessment forResearch shows that students who are involved in assessment for learning do better on external tests and measures than those who are not. Assessment for learning prepares students for whatever comes their way by helping them deeply understand the work that is expected of them. (Herbst & Davies, 2014)

Assessment as learning focuses on the role of student as the critical connection between assessment and learning. It requires the student to have a clear understanding of the learning goals and success criteria. Students monitor their own learning; use assessment feedback from the teacher, self, peers to determine next steps; and set individual learning goals. (Growing Success, 2010)

Teachers review the evidence of learning that students have collected and the evidence that they themselves have collected over time. This includes observations, conversations, and products, which may be in numeric or qualitative forms. As teachers examine the evidence, they consider “best evidence” in terms of validity and reliability. This standards-based grading and reporting process honours teacher’s informed professional judgement and provides a way for teachers to support students as they take a variety of learning pathways to success and quality. It is both fair and equitable. (Herbst & Davies, 2014)

Assessment AS

Assessment OF

Assessment and Evaluation Guide for Teachers

When planning, teachers ask the following questions:

Based on the learning needs of my students, what curriculum expectations will be addressed? How can we use curriculum expectations to create learning goals for our students? What success criteria will be used to establish whether learning goals have been met? How will students demonstrate achievement of the learning goals(s)? What accommodations and/or modifications will be required for students with Special Education needs or English Language Learners? How will I determine what students already know and are able to do in order to direct instruction and supports appropriately? How will students’ progress be tracked and aided during learning? How and when will feedback be provided in order to move students learning forward?

ASSESSMENT EVALUATIONTask Requirements Success Criteria ASSESSMENT OF LEARNINGASSESSMENT FOR LEARNING ASSESSMENT AS LEARNING

Diagnostic Formative Summative

Teacher

At or near the end of the learning cycle

Teacher

To summarize learning, make judgements and assign value about the quality of learning against established criteria

Supports communication about achievement

May inform future learning

Teacher

Before learning

Teacher Student

Teacher Student

During learning

Frequently on an ongoing basis while students are still gaining knowledge and practicing skills

Allows for the monitoring of students’ progress toward established criteria

Allows for the use of FB, scaffolding and DI in response to student needs

Frequently and on an ongoing basis with the support, guidance and modeling of the teacher

Used to support students’ self-assessment and reflection as they move toward the achievement of learning goals and established criteria

Teacher Student

Plan at the start of the learning cycle

Goal setting at the start of the learning cycle

Who does it?

When?

Who uses it?

Timing andPurpose

GROWINGSUCCESS

“As an integral part of teaching and learning, assessment should be planned concurrently with instruction and integrated seamlessly into the learning cycle to inform instruction, guide to next steps, and helpteachers and students monitor students’ progress towards achieving learning goals.” (Growing Success, 2010)

Planninginstruction and reflectionWhen considering the evidence of learning that will inform instruction and evaluation, teachers could ask the following questions: Am I providing a variety of means for students to demonstrate learning in the best way that they can? Is the data I gathered balanced across the four categories of knowledge and skills in the achievement chart? When descriptive feedback is provided, what opportunities do students have to act on the feedback? How will assessment data be gathered and tracked, in order to determine how students are progressing with respect to the learning goal(s)? Which data will I use for evaluation? How will I manage group work, late/missed assignments, and homework completion in ways that provide learning opportunities for students without impacting students’ achievement levels?

Triangulation of Assessment DataBefore teachers can apply professional judgement, they must gather evidence of learning. Growing success states that evidence of learning must be collected over time from three different sources: observations, conversations, and student products.

Using multiple sources of evidence increases the reliability and validity of the evaluation of student learning. In incorporating assessment tasks from all three sources, teachers differentiate the way in which individual students will demonstrate their learning.

Observations

Conversations Student Products

- Observations of processes and strategies- Self-reflections- Formal observations- Notes from discussion circles- Running records- Questioning- Presentations- Observations of student discussions (listening and speaking skills)- Problem solving process- Group skills- etc.

Observations Conversations Student Products(a planned process of focused anecdotal notes)

(produced by a student as a way of demonstrating learning)(posing questions to make student thinking explicit)

- Conferences (about talking through reasoning and verbalizing processes)- Discussions- Journals- Moderated online forums- Focused learning conversations- Portfolio conferencing- Questioning during processes- Follow-up questions- etc.

- Performance tasks- Assignments- Tests/quizzes/exams- Reader responses/blogs- Portfolios- Videos/podcasts- Journals/logs- Projects, including electronic- Demonstrations/labs- Exhibits/web pages- Research papers- Essays- etc.

EVALUATIONEvaluations are constructed to provide students with opportunities to demonstrate their learning - what they know and can do - in a variety of ways to gather the most accurate evidence of achievement. Evaluations must provide opportunities for teachers to gather evidence of student learning through observations, conversations, and products.

Learning Skills and Work HabitsThe development of learning skills and work habits is an integral part of student’s learning. Teachers work with students to help them develop the following: Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation. An ongoing collection of evidence is gathered by teachers to aid in the evaluation of these skills and habits for a reporting period. Teachers separate, to the extent possible, the evaluation of learning skills and work habits from the evaluation of the student’s level of achievement of the overall curriculum expectations. Assessing and evaluating the achievement of curricular expectations and the demonstration of work habits through learning skills separately, allows teachers to provide information about the student’s learning that is specific to each of the two areas of achievement.

Varied

Evaluationsare...

Planned and aligned

withcurriculum

Consistentand

balanced

Fair andtransparent

Relevant, engaging

and authentic

Equitable

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Where am I going?

LeArniNg GoalsWhat is a learning goal?

It focuses on the learning, not the task. It is a statement about how the student will be different by the end of the learning. While planning, the teacher could ask: · What do I want the student to know, understand, and/or demonstrate? · Why am I teaching what I am teaching? · What is important? · What do I want to have stick?

The learning goal is stated in the language of the curriculum.

The learning goal is stated in student-friendly terms and clearly explains what the student will know, understand, and be able to do when the goal is achieved.

Students engage/ interact with the learning goal and it may be co-created.

Developing Applying Innovating

“”

Learning goals definitely help me stay on track if I don’t remember what we’re doing.

Grade 9 Student, FFSS

“ If you just put learning goals on the chalk board it probably wouldn’t help much. We need to talk about them.

Grade 3 Student, ASES”

Lesson-sizedGoal Setting

Self-Assessing

SelectingEffective

StrategiesAsking

EffectiveQuestions

IntentionallyConnecting

to PriorKnowledge

Self-Regulating

The Role ofLearning Goals

in StudentLearning

How am I Going?

SUCCESS criteriaWhat are success criteria? They are standards or specific descriptions of the achievement of the learning goal. They are used to determine to what degree a learning goal has been achieved. They are used to provide feedback to students.

Success criteria is developed by the teacher.

Success criteria are shared with students and they provide some input.

Success criteria are co-created with students.

· Are not linked to the learning goal. Are directly linked to how students are to complete a task

· Are not used for assessment of learning

· Can be used for assessment as learning (i.e, self and peer) and assessment for learning

· Can be used as the basis for feedback

· Are not the primary focus of the learning goal. They do not allow for a teacher to see a continuum of learning

· Reflect what students did

· Are directly linked to the learning goal

· Can be used for assessment of learning

· Can be used for assessment as learning (i.e., self and peer) and assessment for learning

· Can be used as the basis for feedback

· Are the primary focus of the learning goal and are a tool that is used to measure the attainment of the learning goal. They align with the four categories of achievement.

· Reflect what students learn

What are task requirements and what is their relationship to success criteria?Task Requirements Success Criteria

“ ”All of our teachers are really clear on what we’re doing and how to do it. There’s never something that we hand in and then get told ‘no, that’s not what I asked for’.

Grade 10 Student, BMLSS


feedbackWhat is feedback? It is precise information about what the students are doing well, what needs improvement, and what specific steps they can take to improve. It is descriptive information about how students’ learning is progressing. It is explicitly linked to success criteria. It is used to reduce the gap between the students’ current level of knowledge and skills, and the learning goal(s).

When given How often

Focus on productFocus on processes

How many points madeHow much about each point

Oral and Written Visual/Demonstration

IndividualGroup Class“ Our teacher looks at our plan and tells us what’s good, what needs to be fixed

now, and what we can do better on next time. I really like that because it doesn’t help to only talk about what I’m good at.

Feedback is important to students in a way that lets them improve their work prior to assigning a mark.

Feedback is prioritized to focus on the aspects of student learning that need the greatest attention.

Feedback is provided to students at the Applying level and feedback is gathered from students about their learning so that instruction can be adjusted accordingly.


Teacher

Student

Feedback Loop

Teaching is adapted based on student responses, so that teaching is responsive.

Regular and specific improvement points are used to close the learning gap, so that learning is informed.

”Grade 5 Student, QVPS

How am I Going?

goal settingWhat is a goal setting? It focuses the students’ attention from where they are to where they are headed. It is a continuous process of learning how to learn. Effective goals are precise, detailed, and linked to the current classroom task not to the general academic aim. Goal setting is used by teachers and students to constantly inform decisions in the classroom.

WHERE To NEXT?

When given How often

Focus on productFocus on processes

How many points madeHow much about each point

Oral and Written Visual/Demonstration

IndividualGroup Class

The teacher supports the students in setting a goal that identifies the logical next step the students should take in closing the gap between where they are, where they need to be with respect to achieving the learning goal.

The teacher supports the students in setting goals and helps them to use their judgement to choose a strategy that will help them advance toward their goals.

In addition to setting goals and choosing appropriate strategies, the teacher further supports students in self-assessing their progress towards achieving their goals.


Goal setting helps students learn how to learn in four main ways:1. Goals focus student attention on the learning goal. Students who set goals tied to the learning focus on what is important and essential to success and are less likely to be pulled off course.2. Goals stimulate appropriate student effort. Students learn to judge the degree and type of effort they will need to accomplish their goals, expending more effort to reach a more challenging goal.3. Goals increase student persistence. With a clear and realistic goal in mind, students are more likely to attempt a challenging task, and should they fall short, they are more likely to choose a more effective strategy and try again.4. Goals increase a student’s desire and capacity to learn new strategies. Students who monitor their progress toward their goals look for and try new strategies that will help them more effectively reach their goals.

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DATE: October 6, 2015 TO: Trustees SUBJECT: OP-6006 Pupil Accommodation Review Procedure ORIGIN: Larry Hope, Director of Education REFERENCE: Committee of the Whole Board – October 11, 2016

PURPOSE: To update trustees on OP-6006 Pupil Accommodation Review

Procedure. CONTEXT: The Procedure was reviewed and approved in October 2015.

However, on subsequent review we have identified a section of the procedure which needs to be clarified.

CONTENT: In the section on the Timelines for the Modified Accommodation

Review Process (14.16.5), the timelines between the final staff report, public delegations and the final decision of the Board was not clearly identified. The section has been revised and broken into two sections 14.16.5 and 14.16.6 to be more specific in identifying the required number of days between the final board report and public delegations, and between public delegations and the final decision of the Board. The revised wording aligns with the timelines identified in the ministry guidelines for a Modified Accommodation Review Process.

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ADMINISTRATIVE PROCEDURE

Approval Date

2015 Replacing

All previous procedures

Review Date

2020 Page

1 of 32


Director of Education Identification

OP-6006

PUPIL ACCOMMODATION REVIEW GUIDELINES PURPOSE

Trillium Lakelands District School Board recognizes responsibility for providing

schools and facilities for students, and for operating and maintaining schools as

effectively and efficiently as possible to support student achievement and well-

being. In recognition of the important role schools play in strengthening rural and

urban communities and the importance of a healthy community for student

success, the value of a school or group of schools to the community will be

considered when making any decision to close a school.

The Pupil Accommodation Review Guidelines ensure that where a decision is made by the Board regarding the future of a school, that decision is made with the full involvement of an informed local community and is based on a broad range of criteria.

2.0 REFERENCES AND RELATED DOCUMENTS

2.1. The Education Act and Regulations;

2.2. Ministry of Education Pupil Accommodation Review Guidelines (March

2015) (5.1 Appendix A);

2.3. School Information Profile Template (5.2 Appendix B);

2.4. Ministry of Education Administrative Review of Accommodation Review Process (5.3 Appendix C).

2.4.1. Ministry of Education Community Planning and Partnerships

Guidelines(March 2015)

2.5 Procedural Bylaw 16 – Delegations to the Board

3.0 TERMS AND DEFINITIONS

3.1. ARC – Accommodation Review Committee – committee established by the Board of Trustees to examine an accommodation review area;

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PUPIL ACCOMMODATION 2 OP-6006

______________________________________________________________________________________


3.2. ACCOMMODATION REVIEW AREA – the one or more educational facilities and/or schools which are identified for study, by geographic proximity, major physical and arterial divisions or type and/or organization;

3.3. ATTENDANCE AREA – the area enclosed by the defined boundaries;

3.4. COMMUNITY MEMBER – an individual residing in the area being

reviewed;

3.5. EDUCATIONAL FACILITY – a building accommodating one or more schools;

3.6. UNDERUTILIZATION - normally defined as underutilization of the school

by students in the school catchment area; 3.7. THE BOARD – for the purpose of this procedure means the Board of

Trustees. A school board is a body that operates the province’s publicly funded schools. The school board is governed by its publicly elected board members (trustees).

4.0 ADMINISTRATIVE PROCEDURE

4.1 INITIATION OF A SCHOOL ACCOMMODATION REVIEW

The Director of Education shall prepare a report for consideration by the Board of Trustees identifying a school or group of schools in which challenges may be faced in providing a suitable and equitable range of learning opportunities for students, and where there may be a need to consider the possible consolidation, closure, or program relocation of one or more schools. A school or group of schools may be considered for study if one or more of the following conditions apply: 4.1.1 The school or group of schools is unable to provide a suitable and

equitable range of learning opportunities for students;

4.1.2 The school or group of schools has experienced an adverse impact on learning opportunities for students due to declining enrolment;

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

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

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

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______________________________________________________________________________________


4.1.6 One or more of the schools is operating in a leased facility;

4.1.7 There are safety and/or environmental concerns related to the building, the school site, or its location;

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

4.1.9 It has been less than five years since the inception of a study of the school by an Accommodation Review Committee, except where extenuating circumstances warrant, such as an unexpected economic or demographic shift, or a change in a school’s physical condition;

4.1.10 Underutilization – normally defined as underutilization of the school by students in the school catchment area;

4.1.11 Any other condition as identified by the Board for consideration of

a review.

4.2 ACCOMMODATION REVIEW COMMITTEE (ARC) Prior to establishing a pupil accommodation review the Director of Education will present to the Board an initial staff report which contains one or more options to address the accommodation issues(s). If more than one option is presented in the report, there must be a recommended option identified. 4.2.1 The report will include information on the actions taken by board

staff prior to establishing a pupil accommodation review process, as well as supporting rationale for any actions taken or not taken.

4.2.2 The option(s) included in the initial staff report will address the

following: a) summary of accommodation issue(s) for the school(s)

under review;

b) where students would be accommodated;

c) if proposed changes to an existing facility or facilities are required as a result of the pupil accommodation review;

d) identify any program changes as a result of the proposed

option;

e) how student transportation would be affected if changes take place;

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f) if new capital investment is required as a result of the pupil accommodation review, how the Board would fund this as well as a proposal on how students would be accommodated if funding does not become available;

g) any relevant information obtained from municipalities and

other community partners prior to the commencement of the pupil accommodation review, including any confirmed interest in using the underutilized space;

h) each recommended option will include a timeline for

implementation.

4.2.2 The initial staff report and School Information Profile(s) will be made available to the public as per Section 4.5.2 and posted on the Board’s website following the decision by the Board to proceed with a pupil accommodation review.

4.2.3 After considering the staff report, the Board may approve the establishment of an ARC for each area approved for accommodation review. Parents/guardians, staff, school council members, and the broader community of the affected schools shall be informed, through their respective schools, of the Board’s decision to form an ARC, and to participate in the pupil accommodation review consultation.

4.2.4 The pupil accommodation review process will consist of the following methods of consultation:

a) Accommodation Review Committee; b) Consultation with the municipal governments local to

affected areas;

c) Public meetings, and

d) Public Delegations

4.3 MANDATE / TERMS OF REFERENCE OF THE ACCOMMODATION REVIEW COMMITTEE (ARC) 4.3.1 The mandate of each ARC established is to act as a conduit for

information between the Board and the affected school communities.

4.3.2 The ARC may comment on the initial staff report and may, throughout the pupil accommodation process, seek clarification of the initial staff report.

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4.3.3 The ARC may provide other accommodation options than those in the initial staff report; however, it must include supporting rationale for any such option.

4.3.4 The ARC is not required to achieve consensus regarding the

information provided to the trustees.

4.3.5 Board staff resources assigned to the ARC will compile feedback from the ARC as well as the broader community in the Community Consultation section of the final staff report to be presented to the Board.

4.3.6 The ARC will at a minimum, provide feedback on the initial staff

report option(s).

4.3.7 There will be at least two working meetings of the ARC convened. 4.4 MEMBERSHIP OF THE ARC

4.4.1 Each ARC appointed by the Board will include, at a minimum,

parent/guardian representatives from each of the schools under review, chosen by their respective school communities, as well as one student representative from each secondary school being studied.

4.4.2 The local trustee(s) for the school(s) being studied are expected to attend all ARC meetings but are not members of the Accommodation Review Committee.

4.4.3 The ARC will be deemed to be properly constituted whether or not

all the listed members are willing and able to participate.

4.5 ROLES AND RESPONSIBILITIES OF THE ACCOMMODATION REVIEW COMMITTEE AND THE BOARD 4.5.1 School Information Profile

a) A School Information Profile (SIP) (Appendix 2) shall be

completed by board administration for each school being studied, for the same point in time for comparison purposes.

b) The ARC may request clarification about the information

provided in the SIP, however it is not the role of the ARC to approve the SIP.

c) The School Information Profile shall include the following

two considerations: value to the student and value to the school Board.

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d) The School Information Profile shall be made public by the Board prior to public consultations.

e) The Board’s initial report will include one or more options,

including a recommended option, with supporting rationale for each option.

4.5.2 Public Information and Access a) The Board shall ensure that all information relevant to the

accommodation review is made public and available in advance of public consultations, on the Board website and in print on request.

b) The Board shall provide information to the affected school communities on an ongoing basis.

c) The Board shall ensure that information that is technical in nature be provided/explained in plain language.

d) The ARC shall be provided with all relevant data in the possession of the Board in order to carry out its mandate. This shall include background information regarding the schools located within the area of the accommodation review.

4.5.3 Community Consultation and Public Meetings

a) The ARC shall ensure that a wide range of school and

community groups are consulted, such as school councils, parents/guardians, school staff/administration, students of secondary schools, and the local community.

b) A copy of the Trillium Lakelands District School Board Accommodation Review policy, the Ontario Government Pupil Accommodation Review Guidelines and the Administrative Review of Accommodation Review Process documents shall be made available by administration at Trillium Lakelands District School Board offices and posted on the Trillium Lakelands District School Board website and at each school being studied.

c) Affected single and upper-tier municipalities as well as

other community partners that expressed an interest prior to the pupil accommodation review will be invited to discuss and comment on the recommended option(s) presented in the Board’s initial staff report. The invitation will be provided through a written notice and will be directed through the Clerk’s Department of the affected single and upper-tier municipalities.

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d) The affected single and upper-tier municipalities as well as other community partners that expressed an interest prior to the pupil accommodation review must provide their response on the recommended option(s) before the final public meeting. Advance notice of when the final public meeting is scheduled to take place will be provided.

e) The Board will document their efforts to meet with the

affected single and upper-tier municipalities as well as other community partners that expressed an interest prior to the pupil accommodation review and provide any relevant information from this meeting as part of the final staff report to the Board.

f) Once the Board has received an initial staff report and has

approved the initiation of a pupil accommodation review, a minimum of two public meetings for broader community consultation on the initial staff report will be arranged. Staff will facilitate the broader community feedback on the recommended option(s) contained in the initial staff report.

g) At a minimum there will be two public meetings for broader

community consultation on the initial staff report. At a minimum, the first public meeting will include:

i) an overview of the ARC orientation session; ii) the initial staff report with recommended option(s); and iii) a presentation of the School Information Profile(s).

4.6 REPORT AND RECOMMENDATIONS

4.6.1 The ARC is to prepare an accommodation report that will, at a

minimum, provide feedback on the initial staff report option(s). If the ARC so desires, options developed by committee members, with supporting rationale, may be included. The ARC would not vote or come to a consensus on a final recommendation(s).

4.7 TIMELINES FOR AN ACCOMMODATION REVIEW PROCESS 4.7.1 Following the date of the Board’s approval to conduct a pupil

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

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

4.7.3 Beginning with the date of the Board’s approval to conduct a pupil

accommodation review, there must be no fewer than 30 business days before the first public meeting is held.

4.7.4 There will be a minimum period of 40 business days between the

first and final public meetings.

4.7.5 The final staff report must be publically posted no fewer than 10 business days after the final pubic meeting.

4.7.6 From the posting of the final staff report, there must be no fewer

than 10 business days before the public delegations.

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

4.7.8 The Board will attempt to make the final pupil accommodation

review decisions on dates other than the summer holiday period (i.e. July 1 to the day after Labour Day.)

4.8 APPLICATION OF ACCOMMODATION REVIEW GUIDELINES 4.8.1 The Accommodation Review Guidelines procedure shall apply to

schools offering elementary or secondary regular day-school programs.

4.8.2 This procedure shall not apply under the following circumstances:

a) Where a replacement school is to be built on the same site or on a site located within the existing school attendance boundary;

b) When a lease is terminated;

c) Where a relocation of one or more grades or programs, where the enrolment in such grade(s) or program accounts for less than 50 per cent of the school enrolment;

d) Where temporary accommodation of school enrolment off-

site is needed while a school is being repaired or renovated;

e) Where facilities serve as a holding school for a school

community whose permanent school is under construction or repair;

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f) Where a replacement school is to be built on the same site or on a site located within the existing school attendance boundary and the school community must be temporarily relocated to ensure the safety of students and staff during the reconstruction, as identified in board policy;

g) Where there are no students enrolled at the school at any

time throughout the school year.

4.8.3 In the above circumstances, the Board will inform the school communities about the proposed accommodation plans before a decision is made by the Board. The Board will also provide written notice of their decision within 5 business days to each of the affected single and upper-tier municipalities through the Clerks Department, other community partners that expressed an interest prior to the pupil accommodation review, and include an invitation for a meeting to discuss and comment on the recommended option(s) in the Board’s initial staff report. In addition the Board will also notify the Director(s) of Education of the coterminous school boards and the Ministry of Education through the office of the Assistant Deputy Minister of the Financial Policy and Business Division. A transition plan will be put into place following the decision to consolidate or close a school under this section.

4.8.4 This procedure shall not apply when the Modified Accommodation

Review Process as determined in Section 4.14 applies. 4.9 COMPLETING THE ACCOMODATION REVIEW

4.9.1 FINAL STAFF REPORT

a) At the conclusion of the pupil accommodation review process, staff will submit a final staff report to the Board which will be available to the public as outlined in Section 4.5.2 on Public Information and Access.

b) The final staff report must include a community

consultation section that contains feedback from the ARC and any public consultations, as well as any relevant information obtained from municipalities and other community partners prior to and during the pupil accommodation review

c) Board staff may choose to amend their proposed option(s)

included in the initial staff report. The recommended option(s) must also include a proposed accommodation plan, prepared for the decision of the Board, which contains a timeline for implementation.

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4.10 DELEGATIONS TO THE BOARD

4.10.1 The Board will allow an opportunity for members of the public to provide feedback of the final staff report through public delegations to the Board. Notice of the public delegation opportunities will be provided as referenced in section 4.5.2. Public Information and Access.

4.10.2 Board staff will compile feedback following the public delegations which will be presented to the Board with the final staff report.

4.10.3 The Director of Education’s Administrative Analysis and

Recommendations report will be publicly available in advance of the presentation to the Board of Trustees stated above.

4.10.4 The Board of Trustees will make the final decision regarding the future of the school(s) at a board meeting, by secret ballot.

4.10.5 If the Board of Trustees votes to close a school or schools, the Board must outline clear timelines around when the school(s) will close.

4.11 DECISION OF THE BOARD OF TRUSTEES

4.11.1 The Board will be provided with the final staff report, including the

compiled feedback from the public delegations, when making its final decision regarding the pupil accommodation review.

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

4.11.3 The Board will attempt to make the final pupil accommodation

review decisions on dates other than the summer holiday period (i.e. July 1 to the day after Labour Day.)

4.12 TRANSITION PLANNING

Following the decision to consolidate and/or close a school, the Board will establish a separate committee to address the transition for students and staff.

4.13 ADMINISTRATIVE REVIEW OF ACCOMMODATION REVIEW PROCESS If a review of the Board’s accommodation review process is requested, the Board shall follow the requirements of the Ministry of Education’s Administrative Review of Accommodation Review (Appendix 3).

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4.14 MODIFIED ACCOMMODATION REVIEW PROCESS An accommodation review will not be required if two or more of the following parameters are present when any of the schools being considered: 4.14.1 has an enrolment of less than

a) Elementary – 50 students b) Secondary – 300 students;

4.14.2 has a utilization of 60 percent or less of the school capacity;

4.14.3 are within 15 kilometers of another school;

4.14.4 has a combined unused capacity that is greater than 400 students

in cases where more than one school is being considered;

4.14.5 does not have an independent MIDENT number;

4.14.6 Or when the Board is planning the relocation of a program (in any school year or over a number of school years) in which the enrolment constitutes 50 percent or more of the school’s enrolment.

4.15 IMPLEMENTATION OF MODIFIED ACCOMMODATION REVIEW PROCESS

4.15.1 The initial staff report will identify the rationale for exempting the

school(s) from the standard pupil accommodation review process. 4.15.2 The initial staff report and SIP’s will be made available to the

public, as per Section 4.5.2, and posted on the Board’s website. 4.15.3 A public meeting will be announced and advertised through an

appropriate range of media as referenced in section 4.5.2. 4.15.4 Following the public meeting, board staff will submit a final report

to the Board, which will be available to the public as referenced in section 4.5.2, and posted on the Board website.

4.15.5 The final staff report will include a Community consultation section

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

4.15.6 Once a final staff report is submitted to the Board, a feedback

opportunity will be provided for members of the public through public delegations to the Board. Notice of the public delegation opportunities will be provided based on board policy.

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4.15.7 After the public delegations, staff will compile feedback from the public delegations which will be presented to the Board with the final staff report.

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

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

4.15.9 The Board will attempt to make the final pupil accommodation review

decisions on dates other than the summer holiday period (i.e. July 1 to the day after Labour Day.)

4.15.10 A transition plan will be put into place following the decision to

consolidate or close a school.

4.16 TIMELINES FOR THE MODIFIED ACCOMMODATION REVIEW PROCESS 4.16.1 Written notice will be provided within 5 business days of the Board

decision to conduct a modified public accommodation review.

a) The notice will be provided to each of the affected single and upper-tier municipalities through the Clerks Department and other community partners that expressed an interest prior to the modified pupil accommodation review.

b) The notice will include an invitation for a meeting to discuss

and comment on the recommended option(s) in the Board’s initial staff report.

4.16.2 The Board will notify the Director(s) of Education of coterminous

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

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

4.16.4 The Board will hold at least one public meeting, which will be scheduled no fewer than 30 business days from the date of board approval of a modified pupil accommodation review. The final staff report must be publically posted no fewer than 10 business days after the final public meeting.

4.16.5 From the posting of the final staff report, there must be no fewer than 10 business days between public delegations and the final decision of the Board.

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4.16.6 From the posting of the final staff report, there must be no fewer

than 10 business days before public delegations.

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

5.0 APPENDICES

5.1 Appendix 1 – Ministry of Education Pupil Accommodation Review

Guidelines, March 2015 5.2 Appendix 2 – School Information Profile Template 5.3 Appendix 3 – Ministry of Education Administrative Review of

Accommodation Review Process

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PUPIL ACCOMMODATION REVIEW GUIDELINES OP-6006 Appendix 1

MINISTRY OF EDUCATION

PUPIL ACCOMMODATI ON REVIEW GUIDELINE

March 2015

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TABLE OF CONTENTS

PREAMBLE

I. PURPOSE

II. INTRODUCTION

Ill. GUIDING PRINCIPLES

IV. SCHOOL BOARD ACCOMMODATI ON REVIEW POLICIES

V. SCHOOL BOARD PLANNING PRIOR TO AN ACCOMMODATION REVIEW

VI. ESTABLISHING AN ACCOMMODATI ON REVIEW

VII. THE ACCOMMODATI ON REVIEW COMMITTEE

VIII. SCHOOL INFORMATION PROFILE

IX. CONSULTATION WITH LOCAL MUNICIPAL GOVERNMENTS

X. PUBLIC MEETINGS

XI. COMPLETING THE ACCOMODATI ON REVIEW

XII. TRANSITION PLANNING

XIII. TIMELINES FOR THE ACCOMMODATI ON REVIEW PROCESS

XIV. MODIFIED ACCOMMODATI ON REVIEW PROCESS

XV. EXEMPTIONS

XVI. DEFINITIONS

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PREAMBLE School boards are responsible for managing their school capital assets in an effective

manner. They must respond to changing demographics and program needs while

ensuring continued student achievement and well-being, and the financial

viability/sustainability of the school board.

One aspect of a school board's capital and accommodation planning is reviewing schools

that have underutilized space. These are schools where the student capacity of the

school is greater than the number of students enrolled. When a school board identifies a

school that is projected to have long-term excess space, a school board would typically

look at a number of options such as:

• moving attendance boundaries and programs to balance enrolment between over

and underutilized schools;

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

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

• decommissioning or demolishing a section of the school that is not required for

student use to reduce operating costs.

If none of these options are deemed viable by a school board, the board may determine

that a pupil accommodation review process take place which could lead to possible

school consolidations and closures. These decisions are made within the context of

supporting the school board's student achievement and well being strategy and to make

the most effective use of its school buildings and funding.

The Ministry of Education expects school boards to work with their community partners

when undertaking capital planning, including when a school board is beginning to

develop options to address underutilized space in schools. The Ministry of Education's

Community Planning and Partnerships Guideline (CPPG) outlines requirements for school

boards to reach out to their local municipalities and other community partners to share

planning related information and to explore potential partnership opportunities. This

version of the Pupil Accommodation Review Guideline (the " Guideline") builds upon the

CPPG by providing requirements for school boards to share information with and seek

feedback from their local municipalities and other community partners related to any pupil

accommodation reviews a school board initiates.

If a pupil accommodation review results in a school closure decision, a school board will

then need to decide whether to declare that school as surplus, potentially leading to the

future sale of the property. These sales are governed by provincial regulation. Alternately,

a school board may decide to use a closed school for other school board purposes, or

hold the property as a strategic long term asset of the school board due to a projected

need for the facility in the future.

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Each school board decides when it is appropriate to review its strategic property holdings

to determine if these properties are still required to be held or should be considered

surplus to the school board's needs and considered for a future sale.

This document provides direction to school boards on one component of their capital

planning - the pupil accommodation review process. It provides the minimum standards

the province requires school boards to follow when undertaking a pupil accommodation

review. It is important to note that school boards have flexibility to modify their pupil

accommodation review policies to meet their local needs, and can develop policies that

exceed the provincial minimum standards outlined in this document.

I. PURPOSE

The purpose of the Guideline is to provide a framework of minimum standards for school

boards to undertake pupil accommodation reviews to determine the future of a school or

group of schools. This Guideline ensures that where a decision is taken by a school

board regarding the future of a school, that decision is made with the involvement of an

informed local community and is based on a broad range of criteria regarding the quality

of the learning experience for students .

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

2009.

II. INTRODUCTION Ontario's school boards are responsible for deciding the most appropriate pupil

accommodation arrangements for the delivery of their elementary and secondary

programs. These decisions are made by school board trustees in the context of carrying

out their primary responsibilities of fostering student achievement and well-being, and

ensuring effective stewardship of school board resources. In some cases, to address

changing student populations, this requires school boards to consider undertaking pupil

accommodation reviews that may lead to school consolidations and closures.

Under paragraph 26, subsection 8 (1) of the Education Act, the Minister of Education

may issue guidelines with respect to school boards' school closure policies.

Ill. GUIDING PRINCIPLES

The Guideline has been established to align with the Ministry of Education's vision and as

such, focuses on student well-being; academic achievement; and school board financial

viability/sustainability.

All school board pupil accommodation review policies should be designed to align with

these guiding principles.

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IV. SCHOOL BOARD ACCOMMODATION REVIEW POLICIES School boards are responsible for creating and implementing a policy to address pupil

accommodation reviews to serve their local needs. The Ministry of Education expects

school boards to consult with local communities prior to adopting or subsequently

amending their pupil accommodation review policies.

All pupil accommodation review policies must be clear in stipulating that the final decision

regarding the future of a school or group of schools rests solely with the Board of

Trustees. If the Board of Trustees votes to close a school or schools in accordance with

their policy, the school board must provide clear timelines regarding the closure(s) and

ensure that a transition plan is communicated to all affected school communities within

the school board.

It is important to note that this Guideline is intended as a minimum requirement for

school boards in developing their policies. School boards are responsible for establishing

and complying with their pupil accommodation review policies to serve their local needs.

A copy of the school board's pupil accommodation review policy, the government's Pupil

Accommodation Review Guideline and the Administrative Review of Accommodation

Review Process documents are to be made available to the public as determined in the

school board's policy, and posted on the school board's website.

The Guideline recognizes that pupil accommodation reviews include a school or group of

schools to facilitate the development of viable solutions for pupil accommodation that

support the guiding principles.

School board pupil accommodation review policies will include statements that

encourage the sharing of relevant information as well as providing the opportunity for the

public and affected school communities to be heard.

The Ministry of Education recommends that, wherever possible, schools should only be

subject to a pupil accommodation review once in a five-year period, unless there are

circumstances determined by the school board, such as a significant change in

enrolment.

V. SCHOOL BOARD PLANNING PRIOR TO AN ACCOMMODATION REVIEW

As described in the Community Planning and Partnerships Guideline, school boards

must undertake long-term capital and accommodation planning, informed by any relevant

information obtained from local municipal governments and other community partners,

which takes into consideration long-term enrolment projections and planning

opportunities for the effective use of excess space in all area schools .

School boards must document their efforts to obtain information from local municipal

governments as well as other community partners that expressed an interest prior to the

pupil accommodation review; and provide any relevant information from municipalities

and other community partners as part of the initial staff report (see Section VI).

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VI. ESTABLISHING AN ACCOMMODATION REVIEW

School boards may proceed to establish a pupil accommodation review only after

undertaking the necessary assessment of long-term capital and accommodation planning

options for the school(s).

Initial Staff Report

Prior to establishing a pupil accommodation review, the initial staff report to the Board of

Trustees must contain one or more options to address the accommodation issue(s).

Each option must have a supporting rationale. There must be a recommended option if

more than one option is presented. The initial staff report must also include information

on actions taken by school board staff prior to establishing a pupil accommodation review

process and supporting rationale as to any actions taken or not taken.

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

• summary of accommodation issue(s) for the school(s) under review;

• where students would be accommodated;

• if proposed changes to existing facility or facilities are required as a result of the pupil

accommodation review;

• identify any program changes as a result of the proposed option;

• how student transportation would be affected if changes take place;

• if new capital investment is required as a result of the pupil accommodation review,

how the school board intends to fund this, as well as a proposal on how students

would be accommodated if funding does not become available; and

• any relevant information obtained from municipalities and other community partners

prior to the commencement of the pupil accommodation review, including any

confirmed interest in using the underutilized space.

Each recommended option must also include a timeline for implementation. The initial staff report and School Information Profiles (SIPs) (see Section VIII) will be

made available to the public, as determined in the school board's policy,

and posted on the school board's website following the decision to proceed with a pupil

accommodation review by the Board of Trustees.

School boards must ensure that individuals from the school(s) under review and the

broader community are invited to participate in the pupil accommodation review

consultation. At a minimum, the pupil accommodation review process must consist of the

following methods of consultation:

• Accommodation Review Committee (ARC) (see Section VII);

• consultation with municipal governments local to the affected school(s) (see Section IX);

• public meetings (see Section X); and

• public delegations (see Section XI).

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VII. THE ACCOMMODATION REVIEW COMMITTEE

School boards must establish an ARC that represents the school(s) under review and

acts as the official conduit for information shared between the school board and the

school communities. The ARC may comment on the initial staff report and may,

throughout the pupil accommodation review process, seek clarification of the initial staff

report. The ARC may provide other accommodation options than those in the initial staff

report; however, it must include supporting rationale for any such option.

The ARC members do not need to achieve consensus regarding the information

provided to the Board of Trustees.

The school board's staff resources assigned to the ARC are required to compile

feedback from the ARC as well as the broader community in the Community

Consultation section of the final staff report (see Section XI) to be presented to the Board

of Trustees.

Membership The membership of the ARC should include, at a minimum, parent/guardian

representatives from each of the schools under review, chosen by their respective school

communities.

Where established by a school board's pupil accommodation review policy, there may

also be the option to include students and representation from the broader community.

For example, a school board's policy may include a requirement for specific

representation from the First Nations, Metis, and Inuit communities. In addition, school

board trustees may be ad hoc ARC members to monitor the ARC progress.

Formation

The ARC should be formed following the Board of Trustees' consideration of the initial

staff report but prior to the first public meeting. The school board will invite ARC

members from the school(s) under review to an orientation session that will describe the

mandate, roles and responsibilities, and procedures of the ARC.

Terms of Reference

School boards will provide the ARC with Terms of Reference that describe the ARC's

mandate. The mandate will refer to the school board's education and accommodation

objectives in undertaking the ARC and reflect the school board's strategy for supporting

student achievement and well-being.

The Terms of Reference will also clearly outline the school board's expectations of the

roles and responsibilities of the ARC; and describe the procedures of the ARC. At a

minimum, the ARC will provide feedback on the initial staff report option(s).

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

Meetings of the Accommodation Review Committee

The ARC will meet to review materials presented by school board staff. It is

recommended that the ARC hold as many working meetings as is deemed necessary

within the timelines established in their school board's pupil accommodation review

policy.

VIII. SCHOOL INFORMATION PROFILE School board staff are required to develop School Information Profiles (SIPs) as

orientation documents to help the ARC and the community understand the context

surrounding the decision to include the specific school(s) in a pupil accommodation

review. The SIP provides an understanding of and familiarity with the facilities under

review.

The SIP is expected to include data for each of the following two considerations about

the school(s) under review:

• value to the student; and

• value to the school board. A SIP will be completed by school board staff for each of the schools under review. The

following are the minimum data requirements and factors that are to be included in the

SIP:

• Facility Profile:

o School name and address.

o Site plan and floor plan(s) (or space template) of the school with the date of school

construction and any subsequent additions.

o School attendance area (boundary) map.

o Context map (or air photo) of the school indicating the existing land uses surrounding

the school.

o Planning map of the school with zoning, Official Plan or secondary plan land use

designations.

o Size of the school site (acres or hectares).

o Building area (square feet or square metres).

o Number of portable classrooms.

o Number and type of instructional rooms as well as specialized classroom teaching

spaces (e.g., science lab, tech shop, gymnasium, etc.).

o Area of hard surfaced outdoor play area and/or green space, the number of play

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

tennis, etc.).

o Ten-year history of major facility improvements (item and cost).

o Projected five-year facility renewal needs of school (item and cost).

o Current Facility Condition Index (FCI) with a definition of what the index represents .

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

distance to the school for students.

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o Percentage of students that are and are not eligible for transportation under the

school board policy, and the length of bus ride to the school (longest, shortest, and

average length of bus ride times).

o School utility costs (totals, per square foot, and per student).

o Number of parking spaces on site at the school, an assessment of the adequacy of

parking, and bus/car access and egress.

o Measures that the school board has identified and/or addressed for accessibility of

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

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

• Instructional Profile:

o Describe the number and type of teaching staff, non-teaching staff, support staff,

itinerant staff, and administrative staff at the school.

o Describe the course and program offerings at the school.

o Describe the specialized service offerings at the school (e.g., cooperative

placements, guidance counseling, etc.).

o Current grade configuration of the school (e.g., junior kindergarten to Grade 6, junior

kindergarten to Grade 12, etc.).

o Current grade organization of the school (e.g., number of combined grades, etc.) .

o Number of out of area students .

o Utilization factor/classroom usage.

o Summary of five previous years' enrolment and 10-year enrolment projection by

grade and program.

o Current extracurricular activities.

• Other School Use Profile:

o Current non-school programs or services resident at or co-located with the school as

well as any revenue from these non-school programs or services and whether or not

it is at full cost recovery.

o Current facility partnerships as well as any revenue from the facility partnerships and

whether or not it is at full cost recovery.

o Community use of the school as well as any revenue from the

community use of the school and whether or not it is at full cost recovery.

o Availability of before and after school programs or services (e.g., child care) as well

as any revenue from the before and after school programs and whether or not it is at

full cost recovery.

o Lease terms at the school as well as any revenue from the lease and whether or not

it is at full cost recovery.

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

School boards may introduce additional items that could be used to reflect local

circumstances and priorities which may help to further understand the school(s) under

review.

Each school under review will have a SIP completed at the same point-in-time for

comparison purposes. The Ministry of Education expects school boards to prepare SIPs

that are complete and accurate, to the best of the school board's ability, prior to the

commencement of a pupil accommodation review.

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While the ARC may request clarification about information provided in the SIP, it is not

the role of the ARC to approve the SIP.

IX. CONSULTATION WITH LOCAL MUNICIPAL GOVERNMENTS

Following the Board of Trustees' approval to undertake a pupil accommodation review,

school boards must invite affected single and upper-tier municipalities as well as other

community partners that expressed an interest prior to the pupil accommodation review

to discuss and comment on the recommended option(s) in the school board's initial staff

report.

The invitation for this meeting will be provided through a written notice, and will be

directed through the Clerks Department (or equivalent) for the affected single and upper-

tier municipalities.

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

that expressed an interest prior to the pupil accommodation review, must provide their

response on the recommended option(s) in the school board's initial staff report before

the final public meeting. School boards must provide them with advance notice of when

the final public meeting is scheduled to take place.

School boards must document their efforts to meet with the affected single and upper-tier

municipalities, as well as other community partners that expressed an interest prior to the

pupil accommodation review; and provide any relevant information from this meeting as

part of the final staff report to the Board of Trustees (see Section XI) .

X. PUBLIC MEETINGS Once a school board has received an initial staff report and has approved the initiation of

a pupil accommodation review, the school board must arrange to hold a minimum of two

public meetings for broader community consultation on the initial staff report. School board

staff are expected to facilitate the public meetings to solicit broader community feedback

on the recommended option(s) contained in the initial staff report.

The public meetings are to be announced and advertised publicly by the school board

through an appropriate range of media as determined by the school board.

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

• an overview of the ARC orientation session;

• the initial staff report with recommended option(s); and

• a presentation of the SIPs.

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XI. COMPLETING THE ACCOMMODATION REVIEW

Final Staff Report

At the conclusion of the pupil accommodation review process, school board staff will

submit a final staff report to the Board of Trustees which must be available to the public

as determined in the school board's policy, and posted on the school board's website.

The final staff report must include a Community Consultation section that contains

feedback from the ARC and any public consultations as well as any relevant information

obtained from municipalities and other community partners prior to and during the pupil

accommodation review.

School board staff may choose to amend their proposed option(s) included in the initial

staff report. The recommended option(s) must also include a proposed accommodation

plan, prepared for the decision of the Board of Trustees, which contains a timeline for

implementation.

Delegations to the Board of Trustees Meeting Once school board staff submits the final staff report to the Board of Trustees, the school

board must allow an opportunity for members of the public to provide feedback on the

final staff report through public delegations to the Board of Trustees. Notice of the public

delegation opportunities will be provided based on school board policy.

After the public delegations, school board staff will compile feedback from the public

delegations which will be presented to the Board of Trustees with the final staff report.

Decision of the Board of Trustees

The Board of Trustees will be provided with the final staff report, including the compiled

feedback from the public delegations, when making its final decision regarding the pupil

accommodation review.

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

staff report as presented, modify the recommendation(s) of the final staff report, or to

approve a different outcome.

The Ministry encourages school boards not to make final pupil accommodation review

decisions during the summer holiday period (typically from July 1 to the day after Labour

Day.

XII. TRANSITION PLANNING

The transition of students should be carried out in consultation with parents/guardians

and staff. Following the decision to consolidate and/or close a school, the school board is

expected to establish a separate committee to address the transition for students and

staff.

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XIII. TIMELINES FOR THE ACCOMMODATION REVIEW PROCESS

The pupil accommodation review process must comply with the following minimum

timelines:

• Following the date of the Board of Trustees ' approval to conduct a pupil

accommodation review, the school board will provide written notice of the Board of

Trustees' decision within 5 business days to each of the affected single and upper-

tier municipalities through the Clerks Department (or equivalent), other community

partners that expressed an interest prior to the pupil accommodation review; and

include an invitation for a meeting to discuss and comment on the recommended

option(s) in the school board's initial staff report. School boards must also notify the

Director(s) of Education of their coterminous school boards and the Ministry of

Education through the office of the Assistant Deputy Minister of the Financial Policy

and Business Division.

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

partners that expressed an interest prior to the pupil accommodation review, must

provide their response on the recommended option(s) in the school board's initial

staff report before the final public meeting.

• Beginning with the date of the Board of Trustees' approval to conduct a pupil

accommodation review, there must be no fewer than 30 business days before the

first public meeting is held.

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

public meetings.

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

the final public meeting.

• From the posting of the final staff report, there must be no fewer than 10 business

days before the public delegations.

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

XIV. MODIFIED ACCOMMODATION REVIEW PROCESS In certain circumstances, where the potential pupil accommodation options available are

deemed by the school board to be less complex, school boards may find it appropriate to

undertake a modified pupil accommodation review process. The Guideline permits a

school board to include an optional modified pupil accommodation review process in its

pupil accommodation review policy.

A school board's pupil accommodation review policy must clearly outline the conditions

where a modified pupil accommodation review process could be initiated by explicitly

defining the factors that would allow the school board the option to conduct a modified

pupil accommodation review process. The conditions for conducting a modified pupil

accommodation review process need to be based on two or more of the following

factors:

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• distance to the nearest available accommodation;

• utilization rate of the facility;

• number of students enrolled at the school; or

• when a school board is planning the relocation (in any school year or over a number

of school years) of a program, in which the enrolment constitutes more than or equal

to 50% of the school's enrolment (this calculation is based on the enrolment at the

time of the relocation, or the first phase of a relocation carried over a number of

school years).

School boards may consider additional factors that are defined in their pupil

accommodation review policy to qualify for the modified pupil accommodation review

process. Multiple factors may be developed by the school board to appropriately reflect

varying conditions across the board (e.g., urban, rural, elementary panel, secondary

panel, etc.). The Board of Trustees must approve these explicitly defined factors, after

community consultation, in order to adopt a modified pupil accommodation review process

as part of their school board's pupil accommodation review policy.

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

review process.

Even when the criteria for a modified pupil accommodation review are met, a school

board may choose to use the standard pupil accommodation review process.

Implementing the Modified Accommodation Review Process

The initial staff report will explain the rationale for exempting the school(s) from the

standard pupil accommodation review process, in accordance with the school board's

pupil accommodation review policy.

The initial staff report and SIPs must be made available to the public, as determined in

the school board's policy, and posted on the school board's website.

A public meeting will be announced and advertised through an appropriate range of

media as determined by the school board.

Following the public meeting, school board staff will submit a final staff report to the

Board of Trustees which must be available to the public as determined in the school

board's policy, and posted on the school board's website. The final staff report must

include a Community Consultation section that contains feedback from any public

consultations as well as any relevant information obtained from municipalities and other

community partners prior to and during the modified pupil accommodation review.

Once school board staff submit the final staff report to the Board of Trustees, the school

board must allow an opportunity for members of the public to provide feedback through

public delegations to the Board of Trustees. Notice of the public delegation opportunities

will be provided based on school board policy.

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After the public delegations, school board staff will compile feedback from the public

delegations which will be presented to the Board of Trustees with the final staff report.

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

staff report as presented, modify the recommendation(s) of the final staff report, or to

approve a different outcome.

The Ministry encourages school boards not to make final pupil accommodation review

decisions during the summer holiday period (typically from July 1 to the day after Labour Day.

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

school.

Timelines for the Modified Accommodation Review Process

The modified pupil accommodation review process must comply with the following

minimum timelines:

• Following the date of the Board of Trustees' approval to conduct a modified pupil

accommodation review, the school board will provide written notice of the Board of

Trustees' decision within 5 business days to each of the affected single and upper-

tier municipalities through the Clerks Department (or equivalent), other community

partners that expressed an interest prior to the modified pupil accommodation

review; and include an invitation for a meeting to discuss and comment on the

recommended option(s) in the school board's initial staff report. School boards must

also notify the Director(s) of Education of their coterminous school boards and the

Ministry of Education through the office of the Assistant Deputy Minister of the

Financial Policy and Business Division.

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

partners that expressed an interest prior to the modified pupil accommodation

review, must provide their response on the recommended option(s) in the school

board's initial staff report before the final public meeting.

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

the Board of Trustees' approval to conduct a modified pupil accommodation review,

there must be no fewer than 30 business days before this public meeting is held.

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

the final public meeting.

• From the posting of the final staff report, there must be no fewer than 10 business

days before the public delegations.

• There must be no fewer than 10 business days between public delegations and the

final decision of the Board of Trustees .

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XV. EXEMPTIONS

This Guideline applies to schools offering elementary or secondary programs. However,

there are specific circumstances where school boards are not obligated to undertake a

pupil accommodation review. These include:

• where a replacement school is to be built by the school board on the existing site, or

built or acquired within the existing school attendance boundary, as identified

through the school board's policy;

• where a replacement school is to be built by the school board on the existing site, or

built or acquired within the existing school attendance boundary and the school

community must be temporarily relocated to ensure the safety of students and staff

during the reconstruction, as identified through the school board's policy;

• when a lease for the school is terminated; • when a school board is planning the relocation (in any school year or over a number

of school years) of grades or programs, in which the enrolment constitutes less than

50% of the school's enrolment (this calculation is based on the enrolment at the time

of the relocation, or the first phase of a relocation carried over a number of school

years);

• when a school board is repairing or renovating a school, and the school community

must be temporarily relocated to ensure the safety of students during the

renovations;

• where a facility has been serving as a holding school for a school community whose

permanent school is over-capacity and/or is under construction or repair; or

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

year.

In the above circumstances, a school board is expected to inform school communities

about proposed accommodation plans for students before a decision is made by the

Board of Trustees. The school board will also provide written notice to each of the

affected single and upper-tier municipalities through the Clerks Department (or

equivalent), as well as other community partners that expressed an interest prior to the

exemption, and their coterminous school boards in the areas of the affected school(s)

through the Director of Education, and to the Ministry of Education through the Assistant

Deputy Minister of the Financial Policy and Business Division no fewer than 5 business

days after the decision to proceed with an exemption.

A transition plan will be put in place following the Board of Trustees' decision to

consolidate, close or move a school or students in accordance with this section.

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XVI. DEFINITIONS

Accommodation review: A process, as defined in a school board pupil

accommodation review policy, undertaken by a school board to determine the future of a

school or group of schools.

Accommodation Review Committee (ARC): A committee, established by a school

board that represents the affected school(s) of a pupil accommodation review, which acts

as the official conduit for information shared between the school board and the affected

school communities.

ARC working meeting: A meeting of ARC members to discuss a pupil accommodation

review, and includes a meeting held by the ARC to solicit feedback from the affected

school communities of a pupil accommodation review.

Business day: A calendar day that is not a weekend or statutory holiday. It also does

not include calendar days that fall within school boards' Christmas, spring, and summer

break. For schools with a year-round calendar, any break that is five calendar days or

longer is not a business day.

Consultation: The sharing of relevant information as well as providing the opportunity

for municipalities and other community partners, the public and affected school

communities to be heard.

Facility Condition Index (FCI): A building condition as determined by the Ministry of

Education by calculating the ratio between the five-year renewal needs and the

replacement value for each facility.

On-the-ground (OTG) capacity: The capacity of the school as determined by the

Ministry of Education by loading all instructional spaces within the facility to current

Ministry standards for class size requirements and room areas.

Public delegation: A regular meeting of the Board of Trustees where presentations by

groups or individuals can have their concerns heard directly by the school board

trustees.

Public meeting: An open meeting held by the school board to solicit broader

community feedback on a pupil accommodation review.

School Information Profile (SIP): An orientation document with point-in-time data for

each of the schools under a pupil accommodation review to help the ARC and the

community understand the context surrounding the decision to include the specific

school(s) in a pupil accommodation review.

Space template: A Ministry of Education template used by a school board to determine

the number and type of instructional areas to be included within a new school, and the

size of the required operational and circulation areas within that school.

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SCHOOL INFORMATION PROFILE TEMPLATE (sample) School board staff are required to develop School Information Profiles (SIPs) as orientation documents to help the ARC and the community understand the context surrounding the decision to include the specific school(s) in a pupil accommodation review. The SIP provides an understanding of and familiarity with the facilities under review. The SIP is expected to include data for each of the following two considerations about the school(s) under review:

Value to the student, and

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

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

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

school; o Planning map of the school with zoning, Official Plan or secondary plan land use designations; o Size of the school site (acres or hectares); o Building area (square feet or square meters); o Number of portable classrooms; o Number and type of instructional rooms as well as specialized classroom teaching spaces (e.g.

science lab, tech shop, gymnasium, etc.); o Area of hard surfaced outdoor play area and/or green space, the number of play fields, and the

presence of outdoor facilities (e.g. tracks, courts for basketball, tennis, etc.); o Ten-year history of major facility improvements (item and cost); o Projected five-year facility renewal needs of school (item and cost); o Current Facility Condition Index (FCI) with a definition of what the index represents; o A measure of proximity of the students to their existing school, and the average distance to the

school for students; o Percentage of students that are and are not eligible for transportation under the school board

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

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

bus/car access and egress; o Measures that the school board has identified and/or addressed for accessibility of the school

for students, staff, and the public with disabilities (i.e. barrier-free); o On-the-ground (OTG) capacity and surplus/shortage of pupil places.

Instructional Profile: o Describe the number and type of teaching staff, non-teaching staff, support staff, itinerant staff,

and administrative staff at the school;

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o Describe the course and program offerings at the school; o Describe the specialized service offerings at the school (e.g. co-operative placements, guidance

counselling, etc.); o Current grade configuration of the school (e.g. junior kindergarten to Grade 6, junior

kindergarten to Grade 12, etc.); o Current grade organization of the school (e.g. number of combined grades, etc.); o Number of out of area students; o Utilization factor/classroom usage; o Summary of five previous years’ enrolment and 10-year enrolment projection by grade and

program; o Current extracurricular activities.

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

any revenue from these non-school programs or services and whether or not it is at full cost recovery;

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

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

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

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

o Description of the school’s suitability for facility partnerships. School boards may introduce additional items that could be used to reflect local circumstances and priorities which may help to further understand the school(s) under review. Each school under review will have a SIP completed at the same point-in-time for comparison purposes. The Ministry of Education expects school boards to prepare SIPs that are complete and accurate to the best of the school board’s ability, prior to the commencement of a pupil accommodation review. While the ARC may request clarification about information provided in the SIP, it is not the role of the ARC to approve the SIP.

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MINISTRY OF EDUCATION ADMINISTRATIVE REVIEW OF ACCOMMODATION REVIEW PROCESS

A review of a school Board’s accommodation review process may be sought if the following conditions are met. An individual or individuals must:

Submit a copy of the Board’s accommodation review policy highlighting how the accommodation review process was not compliant with the school Board’s accommodation review policy;

Demonstrate the support of a portion of the school community through the completion of a petition signed by a number of supporters equal to at least 30% of the affected school's student headcount (e.g., if the headcount is 150, then 45 signatures would be required). Parents/guardians of students and/or other individuals that participated in the accommodation review process are eligible to sign the petition1;

The petition should clearly provide a space for individuals to print and sign their name; address (street name and postal code); and to indicate whether they are a parent/guardian of a student attending the school subject to the accommodation review, or an individual who has participated in the review process;

Submit the petition and justification to the school Board and the Minister of Education within thirty (30) days of the Board’s closure resolution. The school Board would be required to:

Confirm to the Minister of Education that the names on the petition are parents/guardians of students enrolled at the affected school and/or individuals who participated in the review process;

Prepare a response to the individual’s or individuals’ submission regarding the process and forward the Board’s response to the Minister of Education within thirty (30) days of receiving the petition. If the conditions set out above have been met, the Ministry would be required to:

Undertake a review by appointing a facilitator to determine whether the school Board accommodation review process was undertaken in a manner consistent with the Board’s accommodation review policy within thirty (30) days of receiving the school Board’s response. ____________________________________________________________________________ 1 Information contained in the petition is subject to the Freedom of Information and Protection of Privacy Act, 1990.

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DATE: October 4, 2016 TO: Trustees SUBJECT: Pupil Accommodation Review – Honey Harbour Public School ORIGIN: Bob Kaye – Superintendent of Business David Golden – Superintendent of Learning REFERENCE: Committee of the Whole – October 11, 2016 PURPOSE: To provide trustees with a report on a Pupil Accommodation Review for

Honey Harbour Public School. CONTEXT: The Education Act provides the authority to school boards to make

decisions regarding pupil accommodation, including the authority to

“determine the number and kind of schools to be established and maintained and the attendance area for each school and close schools in accordance with policies established by the board from guidelines issued by the Minister”. In October 2015, the Board reviewed and approved the new Pupil Accommodation Policy and Procedure, which is consistent with the ministry guidelines issued in March 2015. The procedure provides that a review may be considered if one or more of the following conditions apply:

The school or group of schools is unable to provide a suitable and equitable range of learning opportunities for students;

The school or group of schools has experienced an adverse impact on learning opportunities for students due to declining enrolment;

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

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

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

One or more of the schools is operating in a leased facility;

There are safety and/or environmental concerns related to the building, the school site, or its location;

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

It has been less than five years since the inception of a study of the school by an Accommodation Review Committee, except where extenuating circumstances warrant, such as an unexpected economic or demographic shift, or a change in a school’s physical condition;

Underutilization – normally defined as underutilization of the school by students in the school catchment area;

Any other condition as identified by the Board for consideration of a review.

CONTENT: Summary of the Issues:

The Board’s overall objective is to provide the highest levels of educational programming and services, in facilities that are conducive to a positive learning environment supporting the needs of all students in a fiscally responsible way. In February 2016, in alignment with this objective, the Board approved the Pupil Accommodation Long Term Plan Report. In accordance with Board Administrative Procedure BU-3101 on Facility Partnerships, this report was subsequently shared with our community partners through a series of meetings held in March 2016. The Pupil Accommodation Long Term Plan Report identified Honey Harbour Public School as a potential site for an accommodation review. A number of conditions as provided for in the Pupil Accommodation Review Procedure exist at this school site and these issues can be summarized as follows:

1. The school or group of schools is unable to provide a suitable and

equitable range of learning opportunities for students; 2. Reorganization involving the school or group of schools could

enhance program and learning opportunities for students; 3. Teaching/learning spaces are not suitable to provide the program

needed to serve the community and retrofitting may be cost prohibitive.

There are currently 40 students registered at Honey Harbour Public School. There are grades in which there are one or two students and the classes contain students from five grade levels.

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School administration is shared with Glen Orchard Public School. The physical building has two classrooms and there is one portable on site. The consolidation of schools is in the best interests of the overall school system. – The consolidation of the schools would result in overall reduction of operating costs in facility operations and staffing requirements. Administration recommends the closing of Honey Harbour Public School in Honey Harbour at the end of the 2016-2017 school year, and transferring the students to Glen Orchard Public School in Glen Orchard beginning in the 2017-2018 school year.

Accommodation option and rationale:

a) Where students would be accommodated – It is recommended that the students be accommodated at Glen Orchard Public School in Glen Orchard. In addition, TLDSB administration has been conferring with Simcoe County District School Board about the potential option of students attending Simcoe County District School Board schools that are closer to Honey Harbour than Glen Orchard. The administration of Simcoe County District School Board is open to exploring the transfer of students to one of their schools within approximately 35 kms of Honey Harbour.

b) If proposed changes to an existing facility or facilities are required

as a result of the pupil accommodation review. There are no proposed changes to existing facilities.

c) Identify any program changes as a result of the proposed option.

There are no program changes required as a result of the proposed option.

d) How student transportation would be affected if changes take

place: The current busing arrangements would have to be altered to pick up the students and then create an express route which would take them directly to Glen Orchard Public School, in an effort to minimize the ride times. There will be additional costs to the Board as the existing routes shared by the Simcoe County Transportation Consortium would no longer apply and the cost of new routes will have to be borne by exclusively by the Board. Alternatively, transportation to the Simcoe County District School Board school could be arranged through their local consortium and linked with other routes in the area.

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e) If new capital investment is required as a result of the pupil accommodation review, how the Board would fund this as well as a proposal on how students would be accommodated if funding does not become available. No capital investment would be required.

f) Any relevant information obtained from municipalities and other community partners prior to the commencement of the pupil accommodation review, including any confirmed interest in using the underutilized space. No relevant information has been received at this time.

g) Each recommended option will include a timeline for implementation

Timeline for Implementation A timeline for the process is attached as Appendix A. The school profile will be made available prior to the public meeting in hard copy and on the Board website. The outline for the information that will be presented in the school profile is attached as Appendix B. If an accommodation review process is approved by the Board, the Accommodation Review Committee will consist of two parent/guardian representatives from each of Honey Harbour Public School and Glen Orchard Public School, to be chosen by their respective school communities. Administration will arrange for a Facilitator to assist in the process.

ACTION: Recommendation that, in response to recommendation from administration to close Honey Harbour Public School at the end of the 2016-2017 school year and to transfer the students to Glen Orchard Public School at the beginning of the 2017-2018 school year, that an accommodation review process be approved for Honey Harbour Public School.

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APPENDIX A

Accommodation Review Timeline – Honey Harbour Public School

October 11, 2016 Accommodation Report presentation at Committee of the Whole

October 25, 2016 Accommodation Report approval at Regular Meeting of the Board

October 26, 2016 Notifications to municipality, ministry, and school community

October 26, 2016 Accommodation Review Committee (ARC) formed

November 8, 2016 ARC Membership Report presentation at Committee of the Whole

meeting

November 22, 2016 ARC Membership Report approved at Regular Meeting of the Board

November 29, 2016 ARC Orientation meeting

December 8, 2016 Public Meeting 1

TBD ARC meeting

TBD ARC meeting

February 21, 2017 Public Meeting 2

March 21, 2017 Final Staff Report presentation at Regular Meeting of the Board

April 4, 2017 Delegations at Special Meeting of the Board

April 25, 2017 Final Report, including feedback from public delegations, and decision at

Regular Meeting of the Board

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APPENDIX B

SCHOOL INFORMATION PROFILE

Facility Profile:

School name and address.

Site plan and floor plan(s) (or space template) of the school with the date

of school construction and any subsequent additions.

School attendance area (boundary) map.

Context map (or air photo) of the school indicating the existing land uses

surrounding the school.

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

land use designations.

Size of the school site (acres or hectares).

Building area (square feet or square metres).

Number of portable classrooms.

Number and type of instructional rooms as well as specialized classroom

teaching spaces (e.g., science lab, tech shop, gymnasium, etc.).

Area of hard surfaced outdoor play area and/or green space, the number

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

basketball, tennis, etc.).

Ten-year history of major facility improvements (item and cost).

Projected five-year facility renewal needs of school (item and cost).

Current Facility Condition Index (FCI) with a definition of what the index

represents .

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

average distance to the school for students.

Percentage of students that are and are not eligible for transportation

under the school board policy, and the length of bus ride to the school

(longest, shortest, and average length of bus ride times).

School utility costs (totals, per square foot, and per student).

Number of parking spaces on site at the school, an assessment of the

adequacy of parking, and bus/car access and egress.

Measures that the school board has identified and/or addressed for

accessibility of the school for students, staff, and the public with disabilities

(i.e., barrier-free).

On-the-ground (OTG) capacity, and surplus/shortage of pupil places.

Instructional Profile:

Describe the number and type of teaching staff, non-teaching staff, support

staff, itinerant staff, and administrative staff at the school.

Describe the course and program offerings at the school.

Describe the specialized service offerings at the school (e.g., cooperative


Current grade configuration of the school (e.g., junior kindergarten to Grade 6,

junior kindergarten to Grade 12, etc.).

Current grade organization of the school (e.g., number of combined grades,

etc.) .

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Number of out of area students .

Utilization factor/classroom usage.

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

Current extracurricular activities.

Other School Use Profile:

Current non-school programs or services resident at or co-located with the

school as well as any revenue from these non-school programs or services

and whether or not it is at full cost recovery.

Current facility partnerships as well as any revenue from the facility

partnerships and whether or not it is at full cost recovery.

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

Availability of before and after school programs or services (e.g., child care)

as well as any revenue from the before and after school programs and


Lease terms at the school as well as any revenue from the lease and whether

or not it is at full cost recovery.

Description of the school's suitability for facility partnerships.

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DATE: October 4, 2016 TO: Trustees SUBJECT: Pupil Accommodation Review – Lady Eaton Elementary School ORIGIN: Bob Kaye – Superintendent of Business Katherine MacIver – Superintendent of Learning REFERENCE: Committee of the Whole – October 11, 2016 PURPOSE: To provide trustees with a report on a Pupil Accommodation Review for

Lady Eaton Elementary School. CONTEXT: The Education Act provides the authority to school boards to make

decisions regarding pupil accommodation, including the authority to

“determine the number and kind of schools to be established and maintained and the attendance area for each school and close schools in accordance with policies established by the board from guidelines issued by the Minister”. In October 2015, the Board reviewed and approved the new Pupil Accommodation Policy and Procedure, which is consistent with the ministry guidelines issued in March 2015. The procedure provides that a review may be considered if one or more of the following conditions apply:

The school or group of schools is unable to provide a suitable and equitable range of learning opportunities for students;

The school or group of schools has experienced an adverse impact on learning opportunities for students due to declining enrolment;

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

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

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

One or more of the schools is operating in a leased facility;

There are safety and/or environmental concerns related to the building, the school site, or its location;

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

It has been less than five years since the inception of a study of the school by an Accommodation Review Committee, except where extenuating circumstances warrant, such as an unexpected economic or demographic shift, or a change in a school’s physical condition;

Underutilization – normally defined as underutilization of the school by students in the school catchment area;

Any other condition as identified by the Board for consideration of a review.

CONTENT: Summary of the Issues:

The Board’s overall objective is to provide the highest levels of educational programming and services, in facilities that are conducive to a positive learning environment supporting the needs of all students in a fiscally responsible way. In alignment with this objective, in February 2016 the Board approved the Pupil Accommodation Long Term Plan Report. In accordance with Board Administrative Procedure BU-3101 on Facility Partnerships, this report was subsequently shared with our community partners through a series of meetings held in March 2016. The Pupil Accommodation Long Term Plan Report identified Lady Eaton Elementary School as a potential site for an accommodation review.

A number of conditions as provided for in the Pupil Accommodation Review Procedure exist at this school site and these issues can be summarized as follows:

1. The school or group of schools is unable to provide a suitable and

equitable range of learning opportunities for students; 2. Reorganization involving the school or group of schools could

enhance program and learning opportunities for students; 3. Teaching/learning spaces are not suitable to provide the program

needed to serve the community and retrofitting may be cost prohibitive;

4. Underutilization – normally defined as underutilization of the school by students in the school catchment area.

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At Lady Eaton Elementary School there are currently 233 JK to grade 3 students registered and the facility has capacity for 530 students. Scott Young Public School currently has enrolment of 219 students in grades 4-8 and the facility has capacity for 449 students. The two schools are less than a kilometre apart. The consolidation of schools is in the best interests of the overall school system. The consolidation of the schools would result in overall reduction of operating costs in facility operations and staffing requirements.

Administration recommends the closing of Lady Eaton Elementary School in Omemee at the end of the 2017-2018 school year, and transferring the students to Scott Young Public School in Omemee beginning in the 2018-2019 school year.

Accommodation option and rationale:

a) Where students would be accommodated – It is recommended that the students be accommodated at Scott Young Public School in Omemee.

b) If proposed changes to an existing facility or facilities are required as a result of the pupil accommodation review. There are no proposed changes to existing facilities required at this time.

c) Identify any program changes as a result of the proposed option. Some existing congregated system programs may have to be relocated to another school.

d) How student transportation would be affected if changes take

place. The current busing arrangements would not have to be altered, as the schools are in such close proximity that the existing bus routes service both schools.

e) If new capital investment is required as a result of the pupil accommodation review, how the Board would fund this as well as a proposal on how students would be accommodated if funding does not become available. Capital investment may be required to provide additional space or renovations to classrooms, and would have to be financed from other board funding, such as the proceeds of disposition, if capital funding was not made available.

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f) Any relevant information obtained from municipalities and other community partners prior to the commencement of the pupil accommodation review, including any confirmed interest in using the underutilized space. The daycare operation which is attached to the facility has expressed concern over the impact on their operations. A new Daycare facility may need to be considered at Scott Young Public School to replace the space currently at Lady Eaton Elementary School. A request would be made to the ministry for capital funding under the new Capital Project Funding opportunities for Childcare Centers in Schools.

g) Each recommended option will include a timeline for implementation. A timeline for the process is attached as Appendix A. The school profile will be made available prior to the public meeting in hard copy and on the board website. The outline for the information that will be presented in the school profile is attached as Appendix B.

If an accommodation review process is approved by the Board, the

Accommodation Review Committee will consist of two parent/guardian representatives from each of Lady Eaton Elementary School and Scott Young Public School, to be chosen by their respective school communities. Administration will arrange for a Facilitator to assist in the process.

ACTION: Recommendation that, in response to the recommendation from

administration to close Lady Eaton Elementary School at the end of the 2017-2018 school year and to transfer the students to Scott Young Public School at the beginning of the 2018-2019 school year, that an accommodation review process be approved for Lady Eaton Elementary School.

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APPENDIX A

ACCOMMODATION REVIEW TIMELINE

Lady Eaton Public School Public School

October 11, 2016 Accommodation Report presentation at Committee of the Whole

October 25, 2016 Accommodation Report approval at Regular Meeting of the Board

October 26, 2016 Notifications to municipality, ministry, and school community

October 26, 2016 Accommodation Review Committee (ARC) formed

November 8, 2016 ARC Membership Report presentation at Committee of the Whole

meeting

November 22, 2016 ARC Membership Report approved at Regular Meeting of the Board

November 30, 2016 ARC Orientation meeting

December 14, 2016 Public Meeting 1

TBD ARC meeting

TBD ARC meeting

March 1, 2017 Public Meeting 2

March 21, 2017 Final Staff Report presentation at Regular Meeting of the Board

April 5, 2017 Delegations at Special Meeting of the Board

April 25, 2017 Final Report, including feedback from public delegations, and decision at

Regular Meeting of the Board

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APPENDIX B

SCHOOL INFORMATION PROFILE

Facility Profile:

School name and address.

Site plan and floor plan(s) (or space template) of the school with the date of

school construction and any subsequent additions.

School attendance area (boundary) map.

Context map (or air photo) of the school indicating the existing land uses

surrounding the school.

Planning map of the school with zoning, Official Plan or secondary plan land

use designations.

Size of the school site (acres or hectares).

Building area (square feet or square metres).

Number of portable classrooms.

Number and type of instructional rooms as well as specialized classroom

teaching spaces (e.g., science lab, tech shop, gymnasium, etc.).

Area of hard surfaced outdoor play area and/or green space, the number of

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

basketball, tennis, etc.).

Ten-year history of major facility improvements (item and cost).

Projected five-year facility renewal needs of school (item and cost).

Current Facility Condition Index (FCI) with a definition of what the index

represents .

A measure of proximity of the students to their existing school, and the average

distance to the school for students.

Percentage of students that are and are not eligible for transportation under the

school board policy, and the length of bus ride to the school (longest, shortest,

and average length of bus ride times).

School utility costs (totals, per square foot, and per student).

Number of parking spaces on site at the school, an assessment of the

adequacy of parking, and bus/car access and egress.

Measures that the school board has identified and/or addressed for

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

barrier-free).

On-the-ground (OTG) capacity, and surplus/shortage of pupil places.

Instructional Profile:

Describe the number and type of teaching staff, non-teaching staff, support

staff, itinerant staff, and administrative staff at the school.

Describe the course and program offerings at the school.

Describe the specialized service offerings at the school (e.g., cooperative


Current grade configuration of the school (e.g., junior kindergarten to Grade 6,

junior kindergarten to Grade 12, etc.).

Current grade organization of the school (e.g., number of combined grades,

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etc.) .

Number of out of area students .

Utilization factor/classroom usage.

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

Current extracurricular activities.

Other School Use Profile:

Current non-school programs or services resident at or co-located with the

school as well as any revenue from these non-school programs or services

and whether or not it is at full cost recovery.

Current facility partnerships as well as any revenue from the facility

partnerships and whether or not it is at full cost recovery.

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

Availability of before and after school programs or services (e.g., child care)

as well as any revenue from the before and after school programs and


Lease terms at the school as well as any revenue from the lease and whether

or not it is at full cost recovery.

Description of the school's suitability for facility partnerships.

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DATE: October 4, 2016 TO: Trustees SUBJECT: Report on Central Board Office Designation ORIGIN: Bob Kaye – Superintendent of Business REFERENCE: Committee of the Whole Meeting – October 11, 2016 PURPOSE: To provide trustees with a report regarding the designation of the Central

Board Office. CONTEXT: The Board operates three Education Centres; one in the City of Kawartha

Lakes, one in Haliburton County and one in Muskoka. However for grant funding purpose, the Ministry will only recognize one Central Board office. The current location on record with the Ministry for the Central Board Office is the Lindsay Education Centre.

CONTENT: In 2015-16 Grants for Student Needs, the Ministry made changes to the

funding formula that resulted in an annual decline in funding to the Board of approximately $250,000. This decline is based on the change in the formula from using the geographic centre of the Board for grant calculations, to using the location of the central office. As the Ministry records identify the central board office as the Lindsay Education Centre, an unintended result of the new ministry formula is the loss in funding. If the Muskoka Education Centre was to be identified as the central board office, the calculation would provide for an annual increase in funding of approximately $250,000.

There is solid rationale for the new Muskoka Education Centre to be

identified as the central office. Since its construction and occupancy in 2013, the centre, at 25,000 square feet, is 25% larger and is closer to the geographic centre of the Board than the Lindsay centre; it has become the central location for board training, meetings and workshops; it is the home of the Resource Centre, which handles the distribution of all of the board central curriculum resources; the central computing hardware and networking resources, as well as senior personnel of the Technology Services is at this location; the bulk of transportation services of the Board are at this location; the Superintendent of Business, whose responsibilities also include transportation and facility services, is located at this centre, as is half of the senior administration and senior administrative support; and, the Director of Education has a dedicated office at this location.

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The designation of the Muskoka Education Centre as the central board office with the Ministry does not require a relocation of staff or services currently located at the Lindsay Education Centre; it is only to provide the Ministry with a new location of the central board office.

ACTION: Recommendation that the Board designate the Muskoka Education

Centre as the Central Board Office.

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