notice of board meeting agenda · trustees jessica brennan (chair), judith bishop, shirley glauser,...

To: Members of Hamilton-Wentworth District School Board

NOTICE OF BOARD MEETING Monday, June 16, 2014

6:30 p.m. 71 Main Street West, Hamilton, Ontario

City Hall, Council Chambers

From: John Malloy, Director of Education

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AGENDA

1. Call to Order 2. O Canada 3. Student Trustees

• Introduction of Rakhshan Kamran and Hannah Tobias-Murray, Student Trustees for 2014-15 • Farewell to Filip Susic and Carly Van Egdom, Student Trustees for 2013-14 • Student Trustees’ Report (from Filip Susic and Carly Van Egdom)

4. Approval of the Agenda 5. Declarations of Conflict of Interest 6. Confirmation of the Minutes

• Special Board – May 26, 2014 • Board – May 26, 2014

7. Communications • OPSBA Draft Paper regarding EQAO

8. Resolution Into Committee of the Whole (Private Session) 9. Meeting Resumes in Public Session 10. Reports from Standing Committee

A. Special Standing Committee – June 2, 2014 B. Standing Committee – June 9, 2014 C. Committee of the Whole (private) – June 16, 2014 D. Special Standing Committee – May 26, 2014

Reports from Special Committees 11. Program Committee – June 2, 2014 12. Policy Committee – June 9, 2014

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REVISED

13. Audit Committee- June 5, 2014

• Regional Internal Audit Plan 2014-15

Reports from Community Advisory Committees: 14. French Immersion Advisory Committee

Staff Reports 15. Naming of the playground at Cathy Wever School

16. Oral Reports A. Ontario Public School Boards’ Association (OPSBA) Report B. Director’s Report C. Chair’s Report

17. Adjournment

Minutes of the Special Board Meeting

Monday, May 26, 2014

LOCATION: 71 Main Street West, Hamilton, Ontario (City Hall, Council Chambers)

Trustees Jessica Brennan (Chair), Judith Bishop, Shirley Glauser, Wes Hicks, Alex Johnstone, Ray Mulholland, Lillian Orban, Laura Peddle, Tim Simmons, Karen Turkstra and Todd White (Vice-Chair). Student Trustees Filip Susic and Carly Van Egdom. 1. Call to Order The Chair called the meeting to order at 5:34 p.m. 2. Profiling Excellence Speaking briefly about their accomplishments, Superintendent Stephanian introduced the following students, who then received award certificates from their respective ward trustees. Students 1. Nora Abdalaal, Ancaster High, The Ancaster Mill Youth Volunteer of the Year 2013 Nominee 2. Felicia Binotto, Ancaster High, Hamilton Spectator Youth Volunteer of the Year Award Nominee (not present) 3. Felicia Binotto, Ancaster High, The Ancaster Mill Youth Volunteer of the Year 2013 Nominee (not present) 4. Abby Sparling, Ancaster High, The Ancaster Mill Youth Volunteer of the Year 2013 Winner Superintendent Stephanian spoke briefly about Glendale School's production of Ten Miles Out – a collectively written play about the legacy of Indian residential schools in Canada which has been recognized this fall with two awards. She then read the list of individuals (students, staff and community members) behind this project. Ten Miles Out Staff and Crew Students of Ten Miles Out (represented by Jeffrey Milligan, Glendale student) 1. Clara Bestard, Glendale 2. Charlotte MacPherson, Glendale 3. Johnny McIlveen, Glendale 4. Julia Paddock, Glendale 5. Kaitlyn Powell, Glendale 6. Wesley Riffo, Glendale 7. Alice Robertson, Glendale 8. Emma Robertson, Glendale 9. Joseph Rosati, Glendale 10. Xavier Wood, Glendale 11. Farhana Koya, Glendale 12. Lucas Le Blanc, Glendale 13. Jeffrey Milligan, Glendale 14. Kody Neely, Glendale 15. Thomas Quintanilla, Glendale 16. Jason Smith, Glendale 17. Daniel Weemhoff, Glendale 18. Daniel Bell, Glendale 19. Sumar Arguin, Glendale 20. Kennedy Taylor, Glendale 21. Cassandra MacDonald, Glendale 22. Danielle Heatley, Sir John A. Macdonald

Special Board May 12, 2014

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23. Anastasia Critikos, Glendale 24. Mark Graves, Glendale 25. Athena Mason, Glendale 26. Matthew O’Connor, Glendale 27. Ashley Rayos, Glendale 28. Ellen Taylor, Glendale 29. Brandon Francis, Glendale 30. Jason McIntosh, Glendale 31. Laura Roxburgh, Glendale Staff of Ten Miles Out (represented by Crystal Dumitru of Hill Park School and Dr. Jenny Kay Dupuis of Parent & Community Engagement) 1. Paul Borsc, Glendale 2. Luke Bramer, Glendale 3. Sandra Crisante-Crespo, Glendale 4. Lynda Wighton, Glendale 5. Jennifer Haley, Glendale 6. Barbara Danese, Glendale 7. Crystal Dumitru, Hill Park 8. Dr. Jenny Kay Dupuis, Parent & Community Engagement 9. Deb Avetissian, Parent & Community Engagement 10. Naomi Chiarot, Sir Winston Churchill 11. Carol Town, Sir John A. Macdonald 12. Amy Smith-Somers, Ryerson 13. Jerica Ryan, Sir John A. Macdonald 14. Jonas Sykula, Saltfleet 15. Margot Burnell-Cimba, Student Success Consultant 16. Karen Wilkins, Student Success Consultant Community Members of Ten Miles Out (represented by Danielle Heatley, Sir John A. Macdonald student) 1. Jennifer Wilson-Bridgman 2. Erik Quist & Quist Engineering 3. Madeleine Levy 4. Andrew Bienhuas 5. Jennifer & Francois Aubry 6. Virve Wiland 7. Cheryl Red Eagle 8. Lorrie Gallant 9. Ivan Bomberry 10. Tara Froman 11. Sherlene Bomberry 12. Geronimo Henry The meeting adjourned at 5.59 p.m. rr

Minutes of the Board Meeting

Monday, May 26, 2014

LOCATION: 71 Main Street West, Hamilton, Ontario (City Hall, Council Chambers)

Trustees Jessica Brennan (Chair), Judith Bishop, Shirley Glauser, Wes Hicks, Ray Mulholland, Lillian Orban, Laura Peddle, Tim Simmons, Karen Turkstra, Todd White (Vice-Chair); and Student Trustees Filip Susic and Carly Van Egdom. Regrets were received from Trustee Alex Johnstone. 1. Call to Order The Chair of the Board, Jessica Brennan, called the meeting to order at 7:45 p.m. 2. Approval of Agenda RESOLUTION #14:64: Trustee Hicks, seconded by Trustee Glauser, moved: That the agenda be approved.

CARRIED UNANIMOUSLY.

(Trustee Mulholland was not in the room during the vote.) Student Trustees Susic and Van Egdom voted in favour.

3. Declarations of Conflict of Interest None. 4. Confirmation of the Minutes - April 28, 2014 Regular Board and May 12, 2014 Special Board RESOLUTION #14-65: Trustee White, seconded by Trustee Orban, moved: That the minutes of the April 28, 2014 Regular Board and May 12, 2014 Special Board meetings be approved.

CARRIED UNANIMOUSLY. (Trustee Mulholland was not in the room during the vote.)

Student Trustees Susic and Van Egdom voted in favour.

5. Communications A. Carol Ann Sloat, Grand Erie District School Board RESOLUTION #14-66: Trustee Bishop, seconded by Trustee Glauser, moved: That the letter from Carol Ann Sloat, Grand Erie District School Board, regarding the equitable distribution of trustee representation be received and filed.

CARRIED UNANIMOUSLY. (Trustee Mulholland was not in the room during the vote.)

Student Trustees Susic and Van Egdom voted in favour. Trustee Mulholland returned to the meeting. Reports from Special Committees 6. Policy Committee - May 14, 2014 RESOLUTION #14-67: Trustee White, seconded by Trustee Bishop, moved: That the report of the Policy Committee - May 14, 2014 approved, including: A. Employee Attendance Support Policy B. Finance and Administration Pillar Policy C. Program Policy D. Boundary Review Policy

CARRIED UNANIMOUSLY. Student Trustees Susic and Van Egdom voted in favour.

Regular Board May 26, 2014

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7. Resolution Into Committee of the Whole (Private) RESOLUTION #14-68: Trustee Mulholland, seconded by Trustee Glauser, moved: That the Board move into Committee of the Whole (Private).


The open session resumed at 8:15 p.m. 8. Reports from Standing Committee A. Special Standing Committee – April 29, 2014 RESOLUTION #14-69: Trustee White, seconded by Trustee Simmons, moved: That the following report of the Special Standing Committee - April 29, 2014 be approved, including: 1. Delegations That staff verify with transportation the travel times and distances to and from schools. That all of the delegations be received. 2. Communications That all communications be received.


B. Special Standing Committee – May 5, 2014 RESOLUTION #14-70: Trustee White, seconded by Trustee Glauser, moved: That the following report of the Special Standing Committee - May 5, 2014 be approved, including: 1. Delegations That all of the delegations be received. 2. Communications That all communications be received.


C. Special Standing Committee – May 6, 2014 RESOLUTION #14-71: Trustee White, seconded by Trustee Hicks, moved: That the following report of the Special Standing Committee - May 6, 2014 be approved, including: 1. Delegations That all of the delegations be received. 2. Communications That all communications be received. D. Standing Committee – May 12, 2016 RESOLUTION #14-72: Trustee White, seconded by Trustee Simmons, moved: That the following report of the Standing Committee - May 12, 2014 be approved, including: 1. West Glanbrook Accommodation Review That the following recommendations be approved: ( i) The closure of Bell‐Stone Elementary School in June of 2014 and the relocation of the Bell‐Stone students to Mount Hope Elementary School for September 2014. ( ii) The proposed renovations to Mount Hope as outlined in the following table:


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Staff Recommended Upgrades to Mount Hope Summary of Capital Projects Proposed for Mount Hope Windows/Blinds Power Supply and Distribution Student Washrooms Hardware (Doors) Interior/Exterior Paint Exterior Walls & Caulking Building Automation Intercom Flooring Total Estimated Cost: $1.5M

(iii) The proposed renovations to Mount Hope also include the playground - surface (2015) and gym expansion (1015) and parking lot - configuration (2015) up to $0.5M Reports from Special Committees 2. Finance Committee - April 9, 23 and 30, 2014 That the report of the Finance Committee - April 9, 2014 be received for information, including: A. 2014-2015 Enrolment Projections That the report of the Finance Committee - April 23, 2014 be received for information, including: A. 2014-2015 Budget Development That the report of the Finance Committee - April 30, 2014 be received for information, including: A. Special Education Funding B. Finance Committee Terms of Reference 3. Human Resources Committee - April 14, 2014 That the report of the Human Resources Committee - April 14, 2014 be received for information, including: A. Review of Human Resources Committee Mandate B. Bill 122 - School Boards Collective Bargaining Act 2014 4. Program Committee - April 24, 2014 That the report of the Program Committee - April 24, 2014 approved, including: A. Election of Chair B. Parent and Community Engagement Report (a) That staff be asked to explore models of support for parents of students with complex needs. (b) That for 2014/2015 the Parent and Community Engagement Action Plan reflect more consistent outreach to

newcomers and diverse communities/parents. 5. Governance Committee - May 5, 2014 That the report of the Governance Committee - May 5, 2014 be approved, including: A. Process for Trustee Appointment B. Trustee Orientation - Planning C. Board Special Committees - Terms of References That the Board approve the Board Special Committees - Terms of References.


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Reports from Staff 6. Naming of Parts of Cootes Paradise Elementary School That George R. Allan Library and Prince Phillip Gymnasium be approved for Cootes Paradise Elementary School. 7. Student Trustees 2014-2015 That the election by Student Senate of Hannah Tobias-Murray, student at Westdale Secondary School, and Rakhshan Kamran, student at Westmount Secondary School, to the position of Student Trustee be confirmed by the Board of Trustees for the term of office August 1, 2014 to July 31, 2015.

Trustee Peddle requested a separate vote for clauses (ii) and (iii) of item 1 (West Glanbrook Accommodation Review) of the report. Clause 1(ii) was CARRIED on the following division of votes:

In favour (9) Trustees Bishop, Brennan, Glauser, Hicks, Mulholland, Orban, Simmons, Turkstra and White. Student Trustees Susic and Van Egdom. Opposed (1) Trustee Peddle.

Clause 1(iii) was CARRIED on the following division of votes:

In favour (9) Trustees Bishop, Brennan, Glauser, Hicks, Mulholland, Orban, Simmons, Turkstra and White. Student Trustees Susic and Van Egdom. Opposed (1) Trustee Peddle.

To the rest of the report,


E. Special Standing Committee – May 20, 2014 RESOLUTION #14-73: Trustee White, seconded by Trustee Bishop, moved: That the following report of the Special Standing Committee - May 20, 2014 be approved, including: 1. Finance Committee - May 14, 2014 That the report of the Finance Committee - May 14, 2014 be approved, including: A. That the Board approve the 2014-15 Salary and Benefit expenditures in the amount of $460,699,802 and that the

Superintendent of Business and Treasurer be authorized to proceed with the expenditure of funds as outlined in Appendix B dated May 20, 2014.

B. That the Board approve the 2014-15 Non-Salary expenditures in the amount of $64,000,385 and that the Superintendent of Business and Treasurer be authorized to proceed with the expenditure of funds as outlined in Appendix B dated May 20, 2014.

C. That the Board approve the 2014-15 Capital Budget expenditures in the amount of $72,800,936 and that the Superintendent of Business and Treasurer be authorized to proceed with the expenditure of funds as outlined in Appendix C dated May 20, 2014. The Superintendent of Business and Treasurer is further authorized to secure short-term financing of project expenditures until such time as permanent funding is secured, if required.

CARRIED UNANIMOUSLY. (Trustee Mulholland did not vote due to a conflict.)

Student Trustees Susic and Van Egdom voted in favour.


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F. Committee of the Whole (Private) – May 26, 2014 RESOLUTION #14-74: Trustee White, seconded by Trustee Hicks, moved: That the following report of the Committee of the Whole (Private) - May 26, 2014 be approved, including: 1. Approval of Standing Committee Reports A. April 14, 2014 That the Standing Committee Report (Private) - April 14, 2014 be approved, including: 1. Finance Committee - April 2, 2014 2. Human Resources Committee - April 3, 2014 B. May 12, 2014 That the Standing Committee Report (Private) - May 12, 2014 be approved, including: 1. Finance Committee - April 9, 23 and 30, 2014 2. Human Resources Committee - April 14, 2014 C. May 20, 2014 That the Special Standing Committee Report (Private) - May 20, 2014 be approved, including: 1. Finance Committee - May 20, 2014


9. Oral Reports A. Student Trustees' Report Ontario Student Trustees' Association (OSTA) Student Trustee Susic's report included the following: OSTA has elected its new Executives, with the term effective for August 1, 2014. Provincial Stakeholders in Education Networking focused on Student Voice is a hot issue across British Columbia.

Local Activities Student Trustee Van Egdom noted successful May 15th HWDSB Student Senate Conference on Wellness in collaboration with St. Joseph's Healthcare Hamilton. She was pleased with the good turnover of students at this event which included varied activities and open-faced discussions. She then thanked all the students, staff and other stakeholders for their support of this key undertaking. B. Ontario Public School Boards' Association (OPSBA) Report - No report. C. Director's Report Director Malloy drew attention to the following: Superintendent Vicki Corcoran was the recipient of "Education Leader of the Year" award from the Council for

Exceptional Children (CEC), Hamilton Chapter's 2014 "Yes I Can" Awards event. Profiling Excellence: Volunteer Awards held recently at Michelangelo’s Convention Centre. Social Justice school activities: Sir Winston Churchill School (engaged in raising funds for students in Africa) Sir John A. Macdonald School

D. Chair's Report Chair Brennan thanked all committee chairs and member trustees for their work and efforts at various trustee special committees. She also recognized the important task of all trustees in their discussions/reflections on current key issues (with support from staff and community members) enabling them to make important Board decisions. The meeting adjourned at 8:39 p.m. rr

From: Florenda Tingle Sent: May 20, 2014 1:26 PM To: Florenda Tingle Subject: OPSBA Draft Paper re EQAO - Action Request TO: BOARD CHAIRS AND DIRECTORS OF EDUCATION OPSBA BOARD OF DIRECTORS Please see below, a motion passed at the May 2-3 OPSBA Board of Directors meeting with regard to a draft discussion paper on EQAO and Large-Scale Testing. The background to its development is described below as well. Our request is that the attached discussion paper be reviewed by your board. Please confirm your endorsement of the paper and any additional suggestions you may have to: [email protected] by June 16, 2014. Background The 2013-2014 priorities of the Ontario Public School Boards’ Association include action to promote 21st Century Education. One of the specific areas of emphasis within this priority stipulates: OPSBA, through the Education Program Work Team, will develop a position on EQAO testing taking into account Provincial Policy Memorandum 155 and the recent position paper of the Ontario Teachers’ Federation Acting on this priority has been a key focus for OPSBA’s Education Program Work Team in the current year. In developing the attached draft paper, OPSBA surveyed member boards including all trustees and school board senior staff to solicit feedback on a series of questions related to EQAO and large scale testing. A specific question with regard to Diagnostic Testing was also included in the survey. The Education Program Work Team met in January and again in April to review drafts of a discussion paper based on the results of the survey. Boards will be asked to support as well as offer suggestions for fine-tuning the recommendations that are set out in Section 1 of the paper. The final version of the paper would be submitted for approval at the Board meeting held in conjunction with the Annual General Meeting. The paper would be used to inform future dialogue with the Ministry of Education and the Education Quality and Accountability Office with regard to large-scale testing. ACTION: That the Draft Discussion Paper on EQAO and Large-Scale Testing be endorsed for distribution to member boards to solicit support and fine-tuning of the recommendations in Section 1 of the Paper, prior to final approval by the OPSBA Board of Directors. Florenda Tingle Executive Coordinator Ontario Public School Boards’ Association 439 University Avenue, 18th Floor Toronto, Ontario M5G 1Y8

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mailto:[email protected]

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OPSBA

DRAFT DISCUSSION PAPER EQAO AND LARGE SCALE TESTING IN ONTARIO

The 2013-2014 priorities of the Ontario Public School Boards’ Association include action to promote 21st Century Education. One of the specific areas of emphasis within this priority stipulates:

OPSBA, through the Education Program Work Team, will develop a position on EQAO testing taking into account Provincial Policy Memorandum 155 and the recent position paper of the Ontario Teachers’ Federation

In November 2013, OPSBA’s Education Program Work Team initiated a survey to solicit feedback from member boards including all trustees and school board senior staff on a series of questions related to EQAO and to large scale testing. A specific question with regard to Diagnostic Testing was also included in the survey. The full set of questions is attached in Appendix A. SURVEY RESPONSE The survey was circulated to all member boards including all trustees and senior staff. Responses were received from 27 of 31 school board districts and represented a cross-section of trustees and school board staff. In all, 82 survey responses were received. While some respondents did not provide input on every question asked, overall the detail of comment received in answer to the survey questions was extensive. The Education Program Work Team reviewed the survey responses identifying key themes and, for the purposes of this paper, subsequently extrapolated issues that need to be considered in examining the future of large-scale testing. Section 1 represents a synthesis of the advice to be drawn from an analysis of the responses and is presented as a series of recommendations to be considered in a discussion of large-scale testing. Section 2 provides greater detail, by key theme, on the input that informed the recommendations. A high-level overview of responses indicates that approximately 23.3% of respondents considered EQAO testing to be highly effective while 12.2% of respondents favour elimination of EQAO testing. The highest percentage of responses (64.5%) either supported EQAO with some modifications or supported some form of large-scale testing. This is represented in the chart on page 2.

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Section 1: Examining the Future of Large-scale Testing Synthesis and Recommendations

The survey of policy makers and administrators in Ontario public school boards revealed a range of views and insights which were considered by OPSBA’s Education Program Work Team. The team discussed the broad range of advice generated by the survey and viewed it as valuable information for educators concerned with evaluating the effectiveness of our education system and building public confidence in public education. The team also reviewed the paper A New Vision for Large-Scale Testing in Ontario published by the Ontario Teachers’ Federation in 2011. This is a thoughtful overview of the topic that takes into account a broad range of research on testing. It is noted that there is a considerable level of resonance between the issues identified in the OTF paper and those raised by respondents to the OPSBA survey. It is acknowledged that, over the last ten years, large scale testing has grown in acceptance and value and the snapshot it presents is welcomed by a majority of parents and the public. In broad terms, as indicated by close to two-thirds of survey respondents, it is felt that there is scope for improvement and for reconsideration of the mandate and strategies employed by the Education Quality and Accountability Office. Drawing on the advice offered by the survey feedback, the team recommends the following issues for consideration by both the Education Quality and Accountability Office and the Ministry of Education in looking at changes or improvements to Ontario’s approach to large-scale testing.

Recommendations Equity and Accessibility It is recommended that the Education Quality and Accountability Office examine more deeply areas where students are having difficulty with the test process and introduce changes in content and references that eliminate cultural bias for students including references that present barriers for newcomer students, First Nation students, rural versus urban students, and students in low socio-economic circumstances. It is recommended that the Education Quality and Accountability Office examine how the EQAO assessments can be made more accessible for students who have Individual Education Plans in

EQAO Survey Response

HighlyEffectiveChangesRequiredEliminate

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order to increase accommodations for inclusiveness and consistent participation in EQAO assessments. Integration of Technology and Emphasis on Higher Order Skills It is recommended that the Education Quality and Accountability Office accelerate the work they have undertaken to implement options for using technology, rather than a paper and pencil modality, in doing the test to allow students to incorporate the tools and supports they use in their daily practice into the EQAO assessment process. It is recommended that the Education Quality and Accountability Office accelerate efforts to amend EQAO assessments so as to reduce multiple-choice question approaches in favour of approaches that promote critical thinking and creativity, and increase approaches that mirror regular classroom practice in terms of the varied ways that students demonstrate learning. Grade 10 Ontario Secondary School Literacy Test It is recommended that the Education Quality and Accountability Office work with schools to change the current practice of offering a remedial OSSLT course only after students have failed the OSSLT. Teachers and administrators should be supported in making a professional judgement about which students require a remedial course prior to taking the test. Offering remedial help first would create an environment that enhances motivation and self-esteem, and would serve to maximize student success. It is recommended that the Education Quality and Accountability Office review the OSSLT to ensure it is a more authentic process for the students, allowing them to use the tools they use in the classroom to improve their writing including editing, peer review and collaboration with the written products and also ensure the content’s applicability to real world situations Diagnostic Assessment Diagnostic assessment is a distinctly different approach and has a distinctly different purpose in identifying and supporting student learning needs. It is recommended that in reviewing the impact of recent changes to the diagnostic assessment processes traditionally used by school boards, the Ministry of Education take note of the feedback received through the OPSBA Survey. This indicates that the gaps created by those changes in terms of board accountability for consistent, timely and accurate identification of learning needs cannot be compensated for by EQAO testing. Student Well-Being Given the inextricable links between student achievement and a student’s physical, social, emotional and mental well-being, it is recommended that the Ministry of Education develop a definition of student well-being and, with the expertise available through School Mental Health ASSIST and the Coalition for Children and Youth Mental Health, develop a methodology for evaluating student well-being. It is recommended that provincial and school board-level information about student well-being be developed through the expertise of School Mental Health ASSIST and publicly shared, as appropriate, so as to provide a “whole child” perspective when reporting on student achievement. This is not regarded as information that would be provided by the Education Quality and Accountability Office.

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The Public Positioning of EQAO Results It is recommended that the Ministry of Education and the Education Quality and Accountability Office overhaul how student achievement is communicated to parents/guardians and the public, and specifically:

• Provide an overall context for assessment of student achievement that emphasizes that daily and ongoing assessment of students is guided by Board Evaluation and Assessment Policy and facilitated by teachers, culminating in individualized student report cards

• Provide clarity about the role of EQAO and what purposes it can and cannot fulfil, including:

o Clarify that EQAO is a process to provide provincial data on student achievement at a specific point in time, and to provide informative tracking of student cohorts over time

o Clarify that a key purpose of EQAO is to determine effectiveness of implementation of the Ontario curriculum and any necessary adjustment of curriculum expectations

o Clarify that EQAO assessments are designed to fit into the instructional routines of the classroom and should not be a source of anxiety or stress for students

o Clarify that EQAO is not designed to offer in-year feedback that supports the specific student who has taken the test

o Clarify that ongoing in-school assessment of students leads to timely feedback to benefit the student and provide relevant supports

o Clarify that a key purpose of EQAO and the board by board data generated by EQAO assessments is to provide boards and schools with information that helps them identify strengths and gaps in curriculum implementation, and allows the school board to incorporate strategies for improvement and allocate relevant resources to execute the strategies

• Emphasize the value of the progress made by all students who participate in EQAO tests, whether it is progression from Level 1 to 2, Level 2 to 3 or Level 3 to 4

• Develop a method of publishing student achievement data that precludes the ability to rank schools

• Provide information, through the Ministry’s Leadership and Learning Environment Division, that clarifies the range of factors that contribute to an effective school and the value that every school has to the community in which it is situated.

Use of Randomized Testing While there is support for the current system of EQAO testing there is also a significant body of opinion calling for the examination of other effective methods of large scale assessment of student achievement. Given the reliable, objective reporting on student achievement in reading, writing and mathematics that is currently successfully measured internationally and in other Canadian jurisdictions using randomized testing, it is recommended that:

(a) The Ministry of Education consider a process to examine the feasibility of randomized testing that would satisfy the requirement for accountability in Ontario’s education system, and

(b) Enter into a dialogue with all education partners to consider the feasibility of and potential parameters for an effective randomized testing methodology.

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Section 2: Key Themes from Survey Responses

Survey responses reflected a high degree of interest on the topic of EQAO tests and large-scale testing. The survey elicited a wealth of insightful comments which not only served in the development of this paper’s recommendations but provide a useful picture of the range of thinking across the public school board system. The following summary of feedback has been organized by key themes. Improving Student Achievement A majority of respondents were united in seeing a key purpose of EQAO testing as a tool to measure improvements in student achievement. It is viewed as offering an objective measure of the level of literacy and numeracy in Ontario’s public schools. The data provides ways to identify strengths, gaps and gains in student achievement at the board and school level. The data informs the focus for instruction, leading to school or board improvement plans that can incorporate the supports that need to be in place for both teachers and students. The value of tracking results over time for cohorts of students was noted. It was emphasized that it is effective programs, sound pedagogy, the student-teacher relationship and parental involvement and support that improve individual student achievement. Accountability A number of respondents acknowledged the role EQAO information plays in building public confidence by demonstrating that schools hold themselves accountable for student achievement. It was noted that EQAO provides reliable data that supports quality assurance in the education system. However, there was a strong emphasis by respondents on the responsibility and role of school boards in being accountable to the public for student achievement and well-being and there was no indication that the mandate of EQAO should be expanded. Curriculum Implementation Comments confirmed a broadly held view that EQAO testing is the way to measure that there is a stable and equitable implementation of the Ontario curriculum in schools and to determine that students are meeting the learning expectations within a consistently taught curriculum. It was noted as well that testing allows for evaluation of the success of literacy and numeracy strategies and provides evidence to support further enhancement of the curriculum. Comments also included some concern about what has been called “the crowded curriculum” and the challenges of covering the current range of curriculum expectations. Effective Practice Respondents indicated that the unbiased assessment of student achievement at a consistent point in time across the province provides an opportunity to make comparisons among boards and schools that have a comparable profile as well as comparisons between “statistical neighbour” schools within boards and identify successful practices and strategies to support student success. This leads to evidence-based system planning to determine resource allocation and implementation of supports, serving as a catalyst for improvement in classrooms, schools and districts. Public Reporting of EQAO Data This section of the survey generated a great deal of comment reflecting a range of perspectives. There was support for the present level of information disclosure, including contextualization, as a reasonable balance between accountability and privacy.

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However, the question also prompted a range of suggestions and opinions which focussed largely on the issue of greater context as a necessary aspect of providing a holistic picture. This was expressed in a number of ways and included:

• Additional information about starting points, demographics, context of each school/board, funding data, graduation rates, suspension/expulsion data, services for students with special needs, community consultation feedback and board strategic plans

• Economic indices for board/school, percentage of students tested who have been with the board since Kindergarten, percentage of students with the board for fewer than 3 years; number of students exempted from EQAO tests

• School/Board Improvement Plan information showing response to test results • Information about the curriculum as a whole to show that EQAO is a limited part of the

whole picture of student learning • Information about investments in teacher-capacity building by the board • Provincial comparisons with international, Canadian and U.S. achievement • Information about competency in 21st century skills such as critical thinking and

collaborative problem-solving In terms of presentation of data to the public, other suggestions included:

• More improvement is needed in making test information user-friendly for parents/guardians and the public, including providing information in a range of languages that reflects Ontario’s diversity

• School performance data should be shared with boards, and schools within boards; overall performance should be shared publicly so as to indicate board performance but restrict the tendency to ranking individual schools

• Efforts are needed to increase understanding that EQAO results are only a snapshot • Include information that shows five-year trends

Future focus for EQAO Respondents indicate the need for a continued focus on fundamental skills – reading, writing and mathematics. The recent reports about falling EQAO scores in mathematics is cited as an indicator for changes in the teaching of mathematics, the training/capacity building of teachers and a review of the math curriculum. Those respondents who commented on the value of going beyond literacy and numeracy indicated the need to focus on 21st century/higher order thinking skills such as creativity, critical thinking, problem-solving and empathy. Other areas raised were study skills and use of technology in the learning process. This aligns with changes outlined in the Ministry’s Growing Success document and with general expectations of the anticipated next phase in Ontario’s education strategy. In terms of methodology, there were a number of suggestions for future directions:

• The increase in the use of technology in the teaching and learning process needs to inform how students are allowed to access EQAO tests so that they can incorporate the tools and supports they use in their daily practice into the EQAO assessments.

• The OSSLT should be more authentic and allow the tools that students use in the classroom to improve their writing including editing, peer review and collaboration with the written products authentic and applicable to real world situations.

• Efforts should be made to eliminate cultural bias from the tests so that no group of students is at a disadvantage due to the cultural references. Currently references can

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represent barriers for newcomer students, First Nation students or rural versus urban students and fail to allow for the varied realities of students in the system.

• Examine the accommodations available for students with special needs or modify the tests

• Provide boards with more supports to identify the kinds of considerations that are relevant for exempting students.

Some respondents also called for more types of analysis from EQAO. This includes looking at:

• Student progress in the two grades that precede the grade being assessed • Information to help statistically similar boards to improve strategies • Gaps that point to the need for modifications in the curriculum • Relating results to school board effectiveness measures • Research on the benefits and types of parental involvement in EQAO tests

Several respondents recommended a shift to random assessments. Reviewing the Mandate of EQAO This question on the survey elicited a response rate of 88.6% in favour of a review of the mandate of EQAO. The rationale is evident in content-laden responses to the other survey questions. It is clear as well that respondents are not in favour of expanding the mandate of EQAO. Benefits of EQAO Testing to Board and School Improvement Planning While some respondents rated EQAO as highly effective (19%) in this regard, 15% of respondents viewed the testing as not effective in terms of board and school improvement. A high proportion (46%) of respondents viewed it as somewhat effective, particularly in terms of assessing effectiveness of Ontario curriculum implementation, and commented:

• The weight given to EQAO is too high but it does provide a starting point to develop planning

• It has demonstrated the need to improve on mathematics • It has led to allocating greater assistance to schools achieving lower results

EQAO and the impact of changes to Diagnostic Testing approaches A majority of respondents (63.9%) who addressed this question indicated that EQAO cannot provide the necessary systematic data the Board requires to make decisions about student needs. Comments included:

• EQAO trails data while diagnostic testing leads it • EQAO is irrelevant to determining student needs • EQAO serves a very different purpose compared to the purpose of diagnostic

assessments • Recent changes do not support the excellent system of diagnostic tests boards had for

providing timely information Respondents who felt the changes in Diagnostic Testing approaches might be compensated for by EQAO indicated that this would be only to some degree since EQAO was only part of the picture and that conducting diagnostic assessments is now dependent on the level of teacher buy-in for board chosen assessments.

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Randomized testing Many respondents indicated that if randomized testing were introduced it should apply to the same grades and skill sets as are measured under EQAO. However, it was also stated that randomized testing would eliminate much helpful data that schools currently get from the all schools/every year testing of EQAO and would not satisfy the purpose of Grade 10 literacy tests. The range of grades and skills suggested for testing by respondents who favour randomized testing covered a broad spectrum and there was no preponderance of opinion on this. Comments indicated that a shift to randomized testing might allow testing in grades not currently covered in EQAO and would facilitate flexibility in numbers of boards, schools, grades involved in testing in any given year. In terms of administering randomized testing, it was also suggested that notice about the test be given to participating boards six weeks in advance; this comment relates to concerns expressed elsewhere in the survey that too much time is currently taken up in getting ready for EQAO tests. Most respondents who commented on randomized testing indicated that it should occur every year. When asked about the body that should be responsible for a system of randomized testing, a majority (65.2%) suggested it be the Education Quality and Accountability Office or a similar independent body. 17.4% of respondents indicated that the Ministry of Education should be responsible and the balance (17.4%) indicated either that school boards should do the testing or that no testing at all should take place. Other Data Measures The survey also sought input on data measures (other than those in EQAO) that could be incorporated into an index that would provide a broader picture of the success of curriculum implementation and student achievement. Respondents frequently commented on the value of teacher assessments including the assessment of learning skills on student report cards as a measure of student success that rounded out the ‘snapshot in time’ aspect of EQAO. These were seen as including perceptual and qualitative data related to individual student improvement over time. Individual Education Plans, tracking improvement from grade to grade, credit accumulation and graduation rates were also cited, as was information on the post-secondary success of students. With regard to “the whole child”, respondents expressed concern about equity across a range of demographics. They noted that, outside of the mandate of EQAO, there is Board responsibility to broaden the scope of input. They cited the need for the kind of expertise that exists through School Mental Health ASSIST to advise on tools to measure student well-being, satisfaction with learning and achievement of social milestones. Other measures were suggested that relate to a full educational experience for students such as citizenship activities and participation in extra-curriculars. Several respondents cited the role of student surveys, staff surveys and parental feedback forms. Respondents also highlighted the challenge of translating this range of measures into a model for provincial comparison given variances in practices and tools from board to board. There was a concern that it would not be possible to develop the kind of provincial system analysis that provided reliable data across all schools, across boards, by demographic cohort or by other

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specific groupings. The approach would need to be board-specific and not for purposes of board-to-board comparison. Respondents saw responsibility for generating a report based on such an expanded index of success measures as falling to school boards and supported by the Ministry of Education. Other Advice Included in respondent advice is the statement: “individual assessments can lead to a lack of confidence in the data generated; EQAO provides reliable, objective and universal data and, despite bumps in this testing system, it has inspired a serious movement toward continuous improvement in every school.” Comments also pointed out the limitations of EQAO assessments in terms of overall student achievement measures and the distortion created by how EQAO results are presented and used in the public domain. One such comment was: “Take away public reporting of results by school to stop “school shopping” but continue to have mass testing of sufficient density (random or not) to allow both the Ministry and the District School Board (with a smaller sample set to work with) to do drill-down analyses against census tract, program type, years of principal experience, etc., so that we can have meaningful analysis related to training needs, facility organization, resourcing and other supports. Another comment advocated: “Bring the testing practices into the world our kids are living in – more electronic accessibility, more flexibility in the exemption process, enhanced assessment in other areas and consideration of additional skills.” Some Specific Criticisms The following themes that are relevant to support, or lack of it, for current EQAO administration garnered a high level of commentary. Cost of EQAO Testing A large number of respondents commented on the cost of conducting EQAO testing and suggested that work needs to be done on a system of testing that is more cost-effective. In this regard there were comments about the administrator and teacher time taken up with preparing for and administering tests that are over and above the expenditures incurred by the EQAO office in developing, overseeing and assessing the results of tests. In discussing this aspect, the Education Program Work Team also reviewed the EQAO publication The Power of Ontario’s Provincial Testing Program which indicates that EQAO tests provide value for money. The document, using 2010-11 data, cites $10,000 as representing average per pupil funding for Ontario’s close to 2 million students. The total EQAO operating cost is cited as $32 million based on an amount of $17 as the per student cost of operating provincial testing. If the amount of $17 were applied to the total number of students to be tested in Grades 3, 6, 9 and 10 for the year in question, as opposed to the total elementary and secondary enrolment for the province, the total EQAO operating cost would be approximately $10 million. Suggestions for an effective yet more economical approach emerging from the OPSBA survey include consideration of randomized testing or changing the schedule of testing to every two years instead of every year. It was suggested as well that the money spent on EQAO testing might be better used in the classroom to improve resources for students. Inappropriate Use of EQAO Data

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Respondents were particularly concerned about how EQAO data is being used as a tool to rank schools, as has been done through reports from the Fraser Institute, dividing them in public perception into “good” and “bad” schools. Comments focussed on the “snapshot in time” aspect of EQAO testing and the range of information that is relevant to the success and environment of a school that is not captured by the EQAO results. A narrow focus on a specific kind of academic testing, as exemplified in real estate advertising for example, does a disservice to schools and creates the risk of perpetuating negative stereotypes. It was noted that there has been a steadily increasing graduation rate from the province’s secondary schools and this is not given the prominence that EQAO test results have garnered over time. A predominant response to the negativity of school ranking called for individual school performance data to be shared internally with the school board and individual student data to be shared with the student’s parents/guardians. Public information should be confined to the overall performance of the school board. Boards will use the data to guide decisions and allocation of resources to help student learning, e.g. decisions to invest in support for math teaching in the face of declining math scores. The importance of placing data in the context of multi-year trends was also indicated.

Conclusion It is clear from the thoughtfulness in survey responses that our education community has a deep commitment to ensuring the conditions for student success and holding our schools and school boards accountable to parents/guardians, the community and the broader public. In addition to a sustained focus on fundamental skills, there is strong support for the need to be responsive to the skill sets required for the rapidly changing world Ontario’s students will live and work on. There is an expressed desire that large-scale testing incorporate ways of assessing creativity, critical thinking and problem solving skills. Aligned with this is the need to reflect technology as it is increasingly used for teaching and learning within the assessment process. A high value is placed on equity and access for all students. This includes greater use of accommodations for students who require them so that they can participate fully with their classmates. For similar reasons, there is a call for more strenuous efforts to eliminate cultural bias in the content of tests to ensure that no group of students is at a disadvantage. The Grade 10 OSSLT was also highlighted as an area where students should be more proactively supported in advance of the test rather than receiving remedial support if they do not pass the test. There is significant support for EQAO and its ability to provide a provincial snapshot on the effectiveness of curriculum implementation and improvement in student achievement as well as identifying where additional support is needed. However, there is also strong indication of the need to review EQAO administration and how information is presented to ensure that the full range of student assessments that take place in school boards and are directly impactful on individual student achievement are adequately represented. EQAO has been in place for sixteen years and a comprehensive review of its effectiveness should include an examination of alternative large scale testing approaches. April 17, 2014

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APPENDIX A

OPSBA SURVEY RE EQAO AND LARGE SCALE TESTING

Section A – Questions composed by the EQAO Office 1. What do you believe EQAO’s fundamental purpose ought to be? 2. What information, if made publicly available, would help keep schools, school boards and

the government accountable for the quality and effectiveness of elementary and secondary school education and student achievement?

3. What specific areas should EQAO focus particular attention in the next 3-5 years? 4. In your view, what are the three greatest benefits of EQAO’s province-wide testing? 5. What are the top three drawbacks of EQAO’s province-wide testing?

Section B – Questions composed by OPSBA

1. Should there be a review of the mandate of EQAO to more accurately reflect the current education environment?

2. How would you rate the benefits to your board of EQAO-type testing in your board and school improvement planning? ___Highly effective ____Somewhat effective ___ Not effective

3. Given the recent changes in approach to Diagnostic Assessments (PPM155), do you consider that EQAO test results will help fill a gap in providing the necessary systematic data the Board needs to make decisions about student needs?

4. If the province moved to a system of randomized testing, would you want to see it applied to the same grades and skills that EQAO tests in currently? If you answered no, please indicate the grades and skills a system of randomized testing should cover?

5. If a system of randomized testing were introduced, how frequently should such testing occur?

6. If the province moved to a system of randomized testing, what body should be responsible for administration and reporting? Education Quality and Accountability Office; Independent body similar to the EQAO; Ministry of Education: Other

7. Given that EQAO is only one type of assessment of a student’s progress, what other types of data measures could be incorporated into an “index” that would provide a broader picture of the success of curriculum implementation and student achievement/success?

8. Who should have primary responsibility for generating this report? School Boards; Ministry of Education

9. Do you have any other advice to suggest?

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Committee Report Presented to: Regular Board Meeting date: June 16, 2014 From: Special Standing Committee Meeting date: June 2, 2014 The committee held a meeting from 6:00 p.m. to 7:10 p.m. on the above date in City Council Chambers at City Hall, 71 Main St W, Hamilton, Ontario with Todd White presiding. Members present were: Trustees Jessica Brennan (Chair of the Board), Judith Bishop, Shirley Glauser, Wes Hicks, Alex Johnstone, Laura Peddle, Ray Mulholland, Lillian Orban, Tim Simmons, Karen Turkstra and Todd White. Student Trustees Filip Susic and Carly Van Egdom.

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1. East Hamilton Accommodation Review Senior Facilities Officer, Daniel Del Bianco shared the final East Hamilton Accommodation Review with the Board of Trustees. On the motion of Trustee White, seconded by Trustee Turkstra, the Standing Committee RECOMMENDS that the motion of Trustee White be approved. East Hamilton City – Community Hybrid Plan

A) In the East Hamilton City ARC, the Board of Trustees approves : i) The closure of Woodward and Roxborough Park in June, 2015. ii) The adoption of the boundary map in Appendix B. B) The board will make the minimum investment of $4M (estimated value of property disposition) to address existing urgent and high renewal needs, resurface or repaint gymnasium floors, and provide school-wide air tempering at the remaining schools. C) Staff will begin a Post-ARC Boundary Review to consider changes between A.M. Cunningham, Queen Mary, Viscount Montgomery and W.H. Ballard schools. (see Appendix B map) D) Staff will report to the Board of Trustees with plans to address the unused space at W.H. Ballard School. This could include, but is not limited to, relocating HWDSB administrative staff, relocating existing programming, or pursuing public or private facility partnerships. The motion was CARRIED on the following division of votes:

In favour (7) Trustees Brennan, Glauser, Hicks, Johnstone, Simmons, Turkstra and White. Student Trustees Susic and Van Egdom.

Opposed ( 4) Trustees Bishop, Mulholland, Orban, and Peddle. 2. Trustee ARC Questions Senior Facilities Officer, Daniel Del Bianco, provided answers to Accommodation Review questions that were asked at a previous Board meeting as well as any new questions that were raised.

Respectfully submitted,

Jessica Brennan, Chair of the Committee

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Committee Report

Presented to: Regular Board Meeting date: June 16, 2014 From: Standing Committee Meeting date: June 9, 2014 The committee held a meeting from 6:09 p.m. to 7:58 p.m. on the above date in City Council Chambers at City Hall, 71 Main St W, Hamilton, Ontario with Todd White presiding. Members present were: Trustees Jessica Brennan (Chair of the Board), Judith Bishop, Shirley Glauser, Wes Hicks, Alex Johnstone (Electronically), Laura Peddle (Electronically), Ray Mulholland, Lillian Orban, Tim Simmons, Karen Turkstra and Todd White. Student Trustees Filip Susic and Carly Van Egdom.

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1. Declarations of Conflict of Interest No declarations were made. 2. Approval of Agenda On the motion of Trustee Hicks, seconded by Trustee Glauser, the Standing Committee RECOMMENDS that the agenda be approved.

CARRIED UNANIMOUSLY 3. Central Mountain Accommodation Review Senior Facilities Officer, Daniel Del Bianco shared the final Central Mountain Accommodation Review with the Board of Trustees. On the motion of Trustee Orban, seconded by Trustee Hicks, the Standing Committee RECOMMENDS that the following motion be approved. A) Staff Recommendation REVISED:

• Close Eastmount Park in June 2015. o All students attend G.L. Armstrong for JK-8. o George L. Armstrong receives full day kindergarten renovation.

• Close Linden Park in June of 2015.

o Students, depending on address will attend Queensdale or Franklin Road for JK-8. o Franklin Road receives full day kindergarten addition.

• Close Cardinal Heights in June of 2015.

o Students, depending on address attend Pauline Johnson or Ridgemount for JK-8. o Pauline Johnson receives two full day kindergarten and two classroom addition to accommodate

JK-8 students. o Ridgemount receives a four room addition to accommodate JK-8 students.

• Queensdale grade organization becomes JK-8. Full day kindergarten addition required.

B) And that Hill Park and Linden Park property not be sold until the new South Mountain site is owned by Hamilton-Wentworth District School Board and services are secured.

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Standing Committee Report 2 June 9, 2014 Amendment: On the motion of Trustee Bishop, seconded by Trustee Mulholland, the Standing Committee RECOMMENDS that an amendment to the motion be that Queensdale remain a K-5 school. The amendment to the motion was DEFEATED on the following division of votes:

In favour (1) Trustees Bishop Opposed (10) Trustees Brennan, Glauser, Hicks, Johnstone, Mulholland, Orban, Peddle, Simmons, Turkstra and White. Student Trustees Susic and Van Egdom.

Amendment: On the motion of Trustee Turkstra, seconded by Trustee Glauser, the Standing Committee RECOMMENDS that an amendment to the motion be that the parents of the closed schools have the choice of which school they would like their children to attend based on the realigned addresses. The amendment to the motion was DEFEATED on the following division of votes:

In favour (2) Trustees Turkstra and Peddle

Opposed (8) Trustees Bishop, Brennan, Glauser, Hicks, Mulholland, Orban, Simmons, and White. Student Trustees Susic and Van Egdom. Trustee Johnstone was no longer participating electronically.

To the Main Motion (Staff Recommendation Revised): Part A of the motion was CARRIED on the following division of votes:

In favour (9) Trustees Bishop, Brennan, Glauser, Hicks, Orban, Peddle, Simmons, Turkstra and White. Student Trustees Susic and Van Egdom.

Opposed (1) Trustees Mulholland. Part B of the motion was CARRIED on the following division of votes:

In favour (7) Trustees Glauser, Hicks, Orban, Peddle, Simmons, Turkstra and White. Student Trustees Susic and Van Egdom.

Opposed (3) Trustees Bishop, Brennan and Mulholland. Reports from Special Committees 5. Finance Committee On the motion of Trustee Bishop, seconded by Trustee Hicks, the Standing Committee RECOMMENDS that the report of the Finance Committee – May 28, 2014 be approved, including: A) That the Board approve the Secondary School Revitalization Strategy. B) That the requests for school budget surplus carry forward into the 2014/2015 school year as outlined in Appendix A dated June 9, 2014 be approved and that the balance remaining at August 31, 2014 from funding for Major Capital Projects and Other Initiatives; if any, be transferred to working reserves on a temporary basis.

CARRIED UNANIMOUSLY Trustee Brennan was not present for the vote

Student Trustees Susic and Van Egdom left the meeting

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Standing Committee Report 3 June 9, 2014 6. Private Session On the motion of Trustee Turkstra, seconded by Trustee Simmons, the Standing Committee RECOMMENDS that the committee move into Standing Committee (Private), this being done at 7:30 p.m.

CARRIED UNANIMOUSLY Trustee Brennan was not present for the vote


Todd White, Chair of the Committee

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Committee Report

Presented to: Regular Board Meeting date: June 16, 2014

From: Special Standing Committee Meeting date: May 26, 2014

The committee held a meeting from 6:10 p.m. to 7:37 p.m. on the above date in City Council Chambers at City

Hall, 71 Main St W, Hamilton, Ontario with Todd White presiding.

Members present were: Trustees Jessica Brennan (Chair of the Board), Judith Bishop, Shirley Glauser, Wes

Hicks, Alex Johnstone, Ray Mulholland, Lillian Orban, Laura Peddle, Tim Simmons, Karen Turkstra and Todd

White. Student Trustees Filip Susic and Carly Van Egdom.

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1. Declarations of Conflict of Interest

None.

Reports from Staff

2. West Flamborough Accommodation Review

On the motion of Trustee Turkstra, seconded by Trustee Johnstone, the Standing Committee

RECOMMENDS:

From a) West Flamborough ARC Recommendation Part 1: Revised

i. The closure of Beverly Central and DR. Seaton in June 2016

ii. Build a new 350 pupil place JK to 8 school at the City owned Beverly Community Centre (upon partnership

agreement with the City of Hamilton)

iii. In the absence of a partnership agreement with the City of Hamilton at the Beverly Community Centre site,

build a new 350 pupil place school on the existing Board owned Beverly Central school site

iv. Proposed new school partnership is pending Ministry funding

v. Proposed new school without partnership is pending Board funding

Amendment added:

vi. The school closures outlined in clause i above, are subject to the new school referenced in clauses ii or iii being

built

From b) West Flamborough ARC Recommendation Part 2: Revised

i. The closure of Greensville and Spencer Valley in June 2016

ii. Build a new 350 pupil place JK to 8 school on the Greensville School site (upon partnership agreement with the

City of Hamilton)

iii. Millgrove school remains status quo and remains as a feeder school for grades 6 to 8 at the new school on the

Greensville site.

iv. Proposed new school partnership is pending Ministry funding

v. In the absence of a partnership agreement with the City of Hamilton at the Board owned Greensville school site

and Ministry new school funding, close Greensville school and renovate Spencer Valley School to accommodate

the consolidated JK to 8 school; Millgrove school remains status quo JK to 5 and as a Spencer Valley feeder

school for grades 6 to 8.

Capital requirements at Spencer Valley-FDK rooms, classroom additions, music room upgrades, gymnasium

upgrades, science & art room upgrades as well as any other high, urgent and capital needs to convert the middle

school to a 21st century learning JK to 8 school.

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Special Standing Committee Report 2 May 26, 2014

Amendment:

On the motion of Trustee Peddle, seconded by Trustee Turkstra, the Standing Committee RECOMMENDS the

addition of clause vi to Part 1 of the motion to read: "The school closures outlined in clause i above, are

subject to the new school referenced in clauses ii or iii being built".

The amendment was CARRIED on the following division of votes:

In favour (10) Trustees Bishop, Brennan, Glauser, Hicks, Johnstone, Orban,

Peddle, Simmons, Turkstra and White.

Student Trustees Susic and Van Egdom.

Opposed ( 1) Trustee Mulholland.

The motion as amended was CARRIED on the following division of votes:

In favour (10) Trustees Bishop, Brennan, Glauser, Hicks, Johnstone, Orban,

Peddle, Simmons, Turkstra and White.

Student Trustees Susic and Van Egdom.

Opposed ( 1) Trustee Mulholland.

Trustee Johnstone left the meeting.

3. Trustee ARC Questions

Senior Facilities Officer, Daniel Del Bianco, provided answers to Accommodation Review questions that were asked at

previous Board meeting. There were no new questions raised.


Todd White, Chair of the Committee

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Committee Report

Presented to: Board Meeting date: June 16, 2014

From: Program Committee Meeting date: June 2, 2014

The committee held a meeting on Monday, June 2, 2014, from 3:00 p.m. to 4:45 p.m., on the 6th Floor, 100 King Street West, Hamilton, Ontario.

Members present were: Trustees Jessica Brennan(Chair), Judith Bishop and Todd White.

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1. Program Strategy Update There was discussion of the Program Strategy update. On motion of Trustee Bishop, the Program Committee RECOMMENDS: That the report be shared with all Trustees.

CARRIED UNANIMOUSLY

2. French Immersion Advisory Committee Motion There was discussion of the French Immersion Advisory Committee (FIAC) motion that was referred from Board to the Program Committee.

Due to the lack of time the following items were not addressed:

• Review of Program Committee Terms of Reference • Future Meeting Topics • Future Meeting dates and times


Jessica Brennan, Chair of the Committee

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Secondary Program Strategy Implementation Update and Annual Work Plan

Table of Contents

Board Report

Organizational Alignment 4-2

Overview / Context 4-3

Program Placements 4-3

Transitions 4-5

Transportation 4-7

Communication 4-7

2014-2016 Work Plan Overview 4-9

Appendices

Appendix A: SHSM Programs and Locations 4-10

Appendix B: Facilities Management Program Strategy Work Plans 4-13

Appendix C: Process for Reallocation of Assets 4-14

Appendix D: HWDSB School Closing Ceremonies and School Assemblies 4-15

Appendix E: Summary of Secondary Enrolment 2013-14 ; Projected 2014-15 4-16

Appendix F: Program Strategy Implementation Information 4-17

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Annual Work Plan Report Name of Report: Secondary Program Strategy Implementation Update – Phase 1:- 2013 - 2014 To: Dr. John Malloy, Director of Education From: Executive Council Prepared by: Pam Reinholdt, Executive Superintendent of Student Achievement Mag Gardner, Superintendent of Student Achievement Jamie Nunn, System Principal Date: June 2, 2014 Organizational Alignment Strategic Direction

Achievement Matters HWDSB will prepare all secondary students to be ready for success in their chosen pathway:

apprenticeship, college, community, university or workplace

Engagement Matters: HWDSB will achieve high levels of student engagement in our schools. HWDSB will achieve high levels of parent engagement in our school communities. HWDSB will maintain and strengthen collaborative relationships with employee groups.

HWDSB will maintain and strengthen collaborative relationships with community partners.

Equity Matters: HWDSB will ensure equitable resource allocation to schools, staff and students.

HWDSB will ensure that our diverse learners receive the appropriate programming and support to achieve their full potential HWDSB will provide safe, inclusive and respectful learning environments for all staff and students.

Annual Operating Plan:

Knowing Our Students Student Voice Engaging/re-engaging all students Continued enhancement of program pathways Knowing our Staff Professional learning for schools and departments within a responsive system Staff Voice Positive school and department climate Promoting Service Excellence Differentiated service delivery models and support

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Knowing our Parents and Communities Parent and Community Engagement in support of achievement, engagement and equity

Director’s Performance Appraisal:

Provide safe, equitable and inclusive learning environments for each student. Ensure that a tiered approach to effective instruction and intervention is in place in all schools, and is implemented according to best practices. Ensure a range of accessible program pathway options across the system to meet the needs of all learners.

Overview/Context

The Board approved the Secondary Program Strategy (SPS) in June, 2013. The vision of the Program Strategy is • all secondary schools are great schools • students will have choice within their home schools • expanded access for students looking for specialized programs • all students to achieve and graduate in HWDSB

The implementation of the Secondary Program Strategy has been planned to consist of three phases, one phase for each school year of the three-year period. This report captures the highlights of Phase 1 over the 2013-2014 school year, which focused on operational areas, including program placement, communication, transition, and transportation. Trustees have received updates on the specific program aspects of Phase 1 through previous reports to the Board (e.g., 21st Century Learning, Positive School Climate, and Student Achievement Reports).

Phase 1 Goals: This year, in preparation for implementation in September 2014, the operational focus was on ensuring the following: • Students from Parkview have a smooth transition to their new school(s) for September 2014 • Students from Mountain who wish to attend their home schools have a smooth transition for

September 2014 • Grade 8 students in all clusters have a smooth transition to their home secondary schools • The new boundaries are understood and implemented in the South Cluster • The Nora Frances Henderson community begins to build a new identity and culture • The new Dundas Valley continues with merging two school communities • Decisions are being made regarding Tier 3 programs as needed • Staff, students, and parents/guardians are supported as we move to close three secondary

schools in June 2014.

Achievement Matters / Equity Matters:

A. Program Placements: What We Did

The Tier 3 program locations were determined as part of the Program Strategy to ensure that students had equitable access to all programs in each cluster. A few exceptions related to programs that historically had very small enrolment or those that required very specific, high cost equipment, which are in one or two locations. Specialist High Skills Major (SHSM) Programs are Tier 3. These programs require Ministry of Education (MOE) approval to be located in specific secondary schools. Application was made in the Fall to move three of these programs, and apply for three new programs

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as per our Strategy. All of these programs were approved by the MOE, and work has begun to ensure the resources and equipment is in place for the start of these programs in September. APPENDIX A SHSM Program Locations The ArtSmart program is moving from Hill Park to Sir Allan MacNab, and the work was initiated in the Fall for this move. Secondly, although not initially a Tier 3 Program, we heard through our students, staff, and parents/guardians at Parkview about the importance of the Project Based Learning (PBL) program currently at Parkview. This hands-on program combines credits for English, Art, and Business and runs for a full semester. The plan is also underway to move this program to Mountain this summer. The Strings Program at Glendale will begin in September. Space and instrument requirements are almost complete. Training is underway for intervention programs which will be available in all schools (e.g., Bump It Up Math, Empower) and Wilson Reading will continue to be offered at Delta and Mountain. Teams of teachers and consultant staff are working with school based staff to ensure appropriate staff is available in each school to deliver these programs. As well, there has been ongoing work with our community partners who use space in our schools to assist with a smooth location transition. In preparation for the implementation of phase 1 of our Secondary Program Strategy, Facilities Management has been working closely with school leadership teams to complete a variety of facility renovations and upgrades. For example, major renovations will be undertaken at Sir Allan MacNab this summer to support the increase in students and the Arts and Culture SHSM, including ArtSmart. These renovations include a state of the art auditorium with a new sound and lighting booth, a new dance studio, renovated music rooms and new classroom spaces as well as a completely renovated Guidance office. Renovations and facility upgrades specific to the Program Strategy, in addition to capital projects, are scheduled across the South Cluster at Nora Henderson, Mountain Secondary and Sherwood Secondary this summer to support the movement (or start) of new programs. APPENDIX B Facilities Management Program Strategy Work Plans

What We Learned:

The Program Strategy implementation has varying degrees of complexity which involves numerous departments. The need for co-ordination and regular updates has been critical to meeting our timelines, and to ensure that all programs are available to students in order for them to complete their Pathway. The Secondary Program Steering Committee meets every Monday morning to ensure that all involved know what is happening, keep up to date on progress and to strategize the timing of decisions to enable work to be on-going. This ensures a thoughtful and effective approach to implementing all aspects of the work. The committee members are from the following departments: Executive Council, Corporate Communications, Business, Facilities, system principals, Accommodation and Planning, and other stakeholders as needed.

Impact of What We Did

Much of the work related to program placement occurs within Phase 1 of the implementation. This planning allows facilities to ensure that work needing to be done as a result of program moves can be incorporated with other work in the building. Students and parents/guardians are able to see where the programs will be and students can plan their pathways accordingly. By addressing all of the program placement issues at the same time in specific schools, we have been able to tweak some issues, such as the Parkview PBL program, that had not been addressed earlier.

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Next Steps: Most of the planning and decision-making for implementation of program placement has been completed. Inventory of school resources and equipment has been done. Items for removal to the Archives have been noted. Movers, including schedules, are booked for moves to begin the first week of July. APPENDIX C Process for Reallocation of Assets: Renovations are currently being undertaken in a number of schools, while others will begin as students complete exams. Cleaning crews are being organized to ensure that students are returning to safe, clean environments, with the resources and materials they need for September, 2014. However, some schools which are undergoing major renovations (e.g., Dundas Valley) will continue throughout next year. Note: Although not part of the Secondary Program Strategy Implementation, we are following the same format for the three elementary school closures and consolidations as well.

B: Transitions:

What We Did As part of the transition work, we looked at information from the Director`s Forums, student focus groups, parent/guardian focus groups, and the transition committees for the impacted schools. Student and parent/guardian concerns, issues, etc., were identified in each of these settings. As we made decisions regarding program placement, transportation, transitions, etc., we considered the input from each of these groups, made necessary adjustments, and continued to ask for feedback. Parents/guardians expressed concern about a younger sibling attending the same school if an older student had a choice in the upcoming year. The decision was made that if an older sibling was at a secondary school as per the strategy implementation, then younger siblings could attend that same school. The impact of this decision is short term and did not cause an imbalance to student enrolment. There was also concern about how students from all schools may be prepared for a specific program (e.g., International Baccalaureate - IB) if they chose to enter that Tier 3 program in grade 11. As mentioned above regarding program planning and training, teacher teams, including our IB teachers, have been working on models for our enriched programs. Enriched programming is well-suited for students who are interested in pursuing the IB stream in Gr. 11 and 12, as well as students who are identified as gifted and other students who enjoy enriched inquiry-based learning that delves deeper into content knowledge and areas of personal interest.

We have been very deliberate in the transition of our students with exceptionalities. Meetings were held with parents, students, staff, principals, sending school teams, and receiving school teams. Each student’s IEP was reviewed, and teachers and parents shared relevant information related to the student. We have developed a list of students moving from Grade 8 to Grade 9 who have learning exceptionalities, so that school staff, Superintendents, and the Director can monitor their progress. As well, some secondary schools are preparing for the Best Buddies program to help meet the needs of students for whom this program is designed. The Grade 8 to Grade 9 transition was multi-faceted. Several communication strategies were used. Examples include mailing postcards informing students of their home secondary school, information about times and locations of transition meetings at different schools, letters welcoming students to their school of choice and information about the information night at that school. There are also plans to help students adjust to their new school location and to meet and mix with others attending the same school. A variety of transition events continue between now and the end

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of the school year. For example, on Wednesday, June 4, all the students who are currently in Grade 9, 10, and 11 at Hill Park will go to the new secondary school they will attend in September and enjoy an opportunity to meet new staff, learn about extra-curricular activities, tour the school and learn more about the school year ahead. At the same time students at Parkview and Mountain will come together at Dofasco Sports Park and enjoy a major transition event. Another major transition event was our my Path my Way HWDSB Pathways Night held on February 26, 2014 from 6:30-8:30 p.m.at Michelangelo's Banquet Centre. The night was designed for families with Grades 7-10 students to learn more about the wide range of high school programs available in our Board and have the opportunity to begin some planning for their high school years. This evening was well attended by over 400 parents and students as well as system and school representatives from across the system. The new 7-2-10 brochure, a guide for families to help navigate through high school, was distributed to families. As part of the evening, an overview of the various pathways was provided; a moderated panel of students described their experiences in various system programs to the audience, and storefronts hosted by students and staff showcased our programs. There was also a parent voice storefront set up to capture parent feedback and questions. A number of school closing events and celebrations are planned throughout HWDSB this spring. Most of these assemblies have been planned by students and will celebrate the school community. APPENDIX D HWDSB School Closing Celebrations and School Assemblies


The transition work has allowed us to have input from all stakeholders, and to hear and address concerns as soon as they are brought forward. When specific clarification for a specific school is needed, a member of our team visited the school council, transition committee, or student body to address the concerns. Principals have been extremely helpful by informing us as soon as an issue arises. Most issues have consisted of the need to address a specific concern or program or to bring clarity to information heard in a larger group setting. Hamilton-Wentworth Student Transportation Services was also able to post the boundaries and transportation distances for secondary schools prior to students submitting their option sheets. This allowed parents/guardians and principals to get clarity about transportation and allowed parents/guardians and students to make informed choices, and school administrators and many parents provided positive feedback about this resource.

What We Learned

We learned that we need to continue to help parents and students to have a very clear understanding of the program strategy as it relates to their schools. We also reaffirmed the need to continue to communicate significant changes in a timely and multi-faceted way.

Next Steps:

Many of the strategies implemented to smooth the transition for students and parents/guardians, including face-to-face meetings, transition committees, information posted on the Board website, student forums, timely information, and active participation, have proven effective. These will be utilized as we move to Phases 2 and 3 of the implementation. We learned that when significant transitions are taking place, we need to assist Principals by providing system-wide strategies that will eliminate duplication (e.g., themed celebration posters). Corporate Communications will continue to support schools in the next two phases.

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Engagement Matters: C: Transportation

What We Did The Transportation Policy defines the criteria for eligibility for transportation. To inform parents/guardians of the changes, transportation was discussed at most Transition meetings, particularly in the South cluster where boundaries were changing. Hamilton Wentworth Student Transportation System (HWSTS) posted a 2014-15 school boundary map on their website, indicating the boundaries and distances for secondary schools. Both elementary and secondary Principals were made aware of this information and shared it with their communities and school councils. Since Nora F. Henderson Secondary School is housed in a temporary location until completion of the new building, some students attending there would be eligible for transportation using HSR tickets. Some of these students would be travelling for 90 minutes or more per day. A temporary solution for these students would allow them to be eligible for ‘yellow bus’ service according to specific criteria. Transition transportation will be in place until the new secondary school building is opened. The HSR bus pass is valid from 6:00 a.m. to 6:00 p.m. for those students who prefer to use the bus pass. Students who will be attending secondary schools will receive information regarding the new HSR app. This app will inform students of the arrival time of the next bus, how often they run, etc.


The majority of our current secondary students, and Grade 8 students from our feeder schools have chosen to continue at HWDSB secondary schools. We projected 546 fewer students due to declining enrolment. At present, we have 122 students that have not registered in our secondary schools. Our numbers will be updated at the end of September. APPENDIX E Summary of Secondary Enrolment Actual 2013-2014 Projected 2014-2015

What We Learned

We learned it is important that issues related to transportation are clear and include a rationale for the decision. The Transportation Policy identifies the criteria for eligibility; however, in a temporary circumstance such as the current location of Nora F. Henderson Secondary School, an implementation strategy is required to permit students to engage in extra-curricular and participate fully in the life of the school during the two year period will be developed. This transportation exception will cease when the new building opens.

Next Steps:

The Steering Committee has noted the issues that parents/guardians are most concerned about -especially transportation. We will be proactive in future school openings to ensure that we have addressed these issues. Parents/guardians were appreciative of all of the communication strategies that were utilized to identify a student’s home high school. These strategies will be incorporated in future phases.

D. Communication

What We Did Many of the communication strategies used throughout phase 1 of the Secondary Program Strategy have been identified throughout this report. Some of these strategies were informed by the work of the Transition Advisory Committee for Dundas Valley Secondary School, which began their task a year earlier. There were unique situations in the South Cluster and North Cluster that required

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adaption to those strategies, or adoption of other strategies. Active listening to the stakeholders through forums, transition meetings, and community meetings provided opportunities to tailor the communication strategies for each community. A bi-weekly bulletin was published for secondary school administrators. This information became part of their communication to staff. The distribution list also included elementary school administrators, Executive Council, Executive Assistants, and Managers to ensure they were apprised of decisions, work plans, etc. This also provided a ‘check’ from these departments to ensure that we had not overlooked anything. APPENDIX F Program Strategy Implementation Information In partnership with E-BEST we piloted the student-generated option sheet survey in three secondary schools this past fall: Westmount, Orchard Park and Dundas Valley (both Parkside and Highland). We focused the pilot on Grade 10 students and asked for their input regarding the courses they would take both face-to-face and/or in an eLearning format. The pilot was active during the last week of November and first week of December. E-BEST collated the data and provided the three secondary principals, eLearning administrators and SOSAs with a list of course offerings students would like to see on their 2014-2015 option sheet. Principals, in turn, used this data to recreate their option sheet. Orchard Park, for example, removed a number of courses traditionally offered in Grade 11 and added 'new' courses that were identified, through the survey, to their option sheet. Students valued the opportunity to provide feedback and suggestions on the courses they would like added to their option sheet. All students who completed the survey, completed the survey in its entirety Students completed the survey, on average, in 15 minutes. Students also benefited when teachers provided them with their status sheet highlighting the courses they have already taken and their course needs (compulsory or elective) in Grade 11 and Grade 12.


The Transition Advisory Committees had a direct impact on our efforts by asking probing questions for clarity or further information or providing feedback/suggestions on how to improve communication.

What We Learned

We know that over-communicating is always a good strategy, however, the complexity of the Program Strategy has caused us to expand on the methods employed to communicate a message, especially to parents/guardians and students. This was particularly true in the case of boundaries, transportation, and option sheets. We learned the importance of not only distributing information in a timely manner to those who require it, but how much people value a source of reliable, up-to-date information to reference quickly.

Next Steps: The communication strategy has grown as the year has progressed. Much of what we learned and undertook this year can be replicated in Phases 2 and 3 of the implementation. Advance notice is important since people need time to digest information, ask questions, and be engaged in the process. As the North Transition Advisory Committee and the French Immersion Transition Advisory Committee (Sherwood Program) are established for Phase 2 in 2014-2015, many of the structures used this year for communicating will continue.

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2014-2016 Work Plan This work plan identifies the high level work that will be the focus of Phase 2 and Phase 3. Note that much more detailed work plans will be developed under each heading and bullet in consultation with staff and Transition Committees.

Prior to September 2014 • Transition of the students from Parkview to Mountain, Delta, or their home secondary school • Closure of four secondary schools (Hill Park, Barton, Parkview and Parkside) • Movement of the Parkview program to Mountain, with current equipment and resources

equitably distributed as per moving plan • Transportation information sent to families in August 2014 • Monitor program and school readiness throughout July and August 2014 • Publish and/or post summer contact number and information for parents/guardians and students

if they have questions re: September 2014. Phase 1: September 2014 (continued)

• Start of two-campus model (for one year) in Dundas (Dundas Valley Secondary School) • Start of the Tier 3 Strings program at Glendale Secondary School • Start of the ArtSmart program at Sir Allan MacNab Secondary School (February 1, 2015) • Start of a Grade 9 enriched Math and English program in all secondary schools (February 2015) • Opening of Nora Frances Henderson Secondary School (at the current Barton site) • Start of intervention programs (e.g. Bump It Up’ Math, Empower) in all secondary schools • Student peer support programs, such as Best Buddies, established at some secondary schools, as

deemed appropriate • Establish Transition Steering Committees for New North School and Sherwood French Immersion

(November, 2014) • Expansion of the student-voice option sheet pilot project • Prepare for French Immersion Program at Sherwood Secondary School

Phase 2: September 2015 (begins)

• Start of the French Immersion program at Sherwood Secondary School • Dundas Valley Secondary School opens • In June 2016, closure of Sir John A. Macdonald, Delta and the current location of Nora Frances

Henderson Secondary School • Saltfleet Secondary School addition complete • Start of a Grade 10 enriched Math and English program in all secondary schools (February 2016) • Implementation of the Secondary Revitalization Plan (as developed by Facilities Management)

Phase 3: September 2016

• Opening of the New North Secondary School • Opening of the Nora Frances Henderson Secondary School • Start of the ESL/ELL Program at Westdale Secondary School

Phase 4: September 2017

• Closure of Mountain Secondary School

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APPENDIX A

*NEW SHSMs-Upon approval by Ministry ** Moved from closing school

SHSM PROGRAM 2013-14 WEST CLUSTER NORTH CLUSTER SOUTH CLUSTER Ancaster Delta Mountain Aviation & Aerospace Health & Wellness Hospitality & Tourism

Waterdown Glendale Barton Environment Arts & Culture Information/Communication

Technology Manufacturing Westdale Orchard Park Hill Park Arts & Culture Hospitality & Tourism Arts & Culture Construction Justice, Community, Safety

and Emergency Services Highland Sir John A Macdonald Saltfleet Arts & Culture Energy Construction Manufacturing Hospitality & Tourism Horticulture & Landscaping Parkside Sir Winston Churchill Sherwood Health & Wellness Health & Wellness Parkview Sir Allan MacNab Hospitality & Tourism Health & Wellness Westmount

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APPENDIX A


SHSM PROGRAM 2014-15 WEST CLUSTER NORTH CLUSTER SOUTH CLUSTER Ancaster Delta Mountain Aviation & Aerospace Hospitality & Tourism Hospitality & Tourism Health & Wellness Dundas Valley Glendale Henderson Manufacturing Arts & Culture Information/ Communication

Technology Arts & Culture Business Manufacturing Justice (JCSES) Waterdown Orchard Park Saltfleet Environment Hospitality & Tourism Construction Horticulture & Landscaping Non-Profit Westdale Sir John A Macdonald Sherwood Arts & Culture Energy Health & Wellness Construction Hospitality & Tourism Sir Winston Churchill Sir Allan MacNab Health & Wellness Arts & Culture Manufacturing Health & Wellness Westmount

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APPENDIX A


SHSM PROGRAMS 2016

WEST CLUSTER NORTH CLUSTER SOUTH CLUSTER Ancaster New North Mountain Aviation & Aerospace Arts and Culture—Digital

Media Hospitality & Tourism

Information/Communication Technology*

Health & Wellness**

Energy** Hospitality & Tourism** Dundas Valley Glendale Henderson Manufacturing Arts & Culture Information/ Communication

Technology Arts & Culture-dm Business Justice (JCSES) Transportation* Transportation*

Transportation* Waterdown Orchard Park Saltfleet Environment Hospitality & Tourism Construction Hospitality & Tourism* Arts and Culture—Digital

Media Horticulture & Landscaping

Non-Profit Westdale Sir Winston Churchill Sir Allan MacNab Arts & Culture Aviation & Aerospace* Arts & Culture Construction Health & Wellness Health & Wellness Manufacturing Hospitality & Tourism** Sherwood Health and Wellness Manufacturing ** Westmount

*-new SHSM upon Ministry approval

**-moved SHSM upon Ministry approval

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APPENDIX B

Facilities Management Program Strategy Work Plans: All of the projects below are planned to be completed by the end of Aug. Those marked with

an asterix (*) will be ongoing throughout the fall.

Glendale Secondary School: • Renovation for Strings Program

o Enlarge music room o Strings storage o Acoustic flooring/ walls o New LED lighting o Paint all areas o Abatement

• Heating and ventilation upgrades Sir Allan MacNab Secondary School:

• Renovate existing staff room and storage room • Create new dance studio • New community office • Renovate classroom for Positive Space and Landscape Program • Renovate Vocal Music Room • New sound booth in auditorium • Upgrade power and lighting • New sports field and refurbished track (Partnership with City)* • Heating and ventilation upgrades • Parking lot upgrades *

Barton/Nora Henderson

• Gyms and change rooms o Refinish floor and brand with new logo o General maintenance in change rooms (paint, repair lockers, etc.)

• Auditorium o General Maintenance (orchestra pit, benches, stairs, etc.)

• New school signage • Renovate existing spaces to create Autism Room, Nutrition Room, Staff Room • Library

o Create resource room • General Maintenance as Required (washrooms, paint, ceiling tiles, caulking, etc.)

Mountain

• Relocation/ installation of equipment required for programs • General Maintenance as Required

Sherwood

• New gym floor

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As of Monday, May 26, 2014 APPENDIX D J. Nunn

HWDSB School Closing Celebrations & School Assemblies

School Closing Celebration

School Closing Assembly

Barton

June 6, 7:00 pm – 11:00 pm The Royal Canadian Legion

June 6, 11:00 am

Trustee and SOSA confirmed

Bell-Stone

June 23

School Play Day

June 24, 1:00 pm


G. R. Allan

May 8, 5:30 pm – 7:00 pm

Open House

June 26, 9:30 am


Highland

June 3, 4:00 – 6:00 pm

(Speeches, 5:30 pm) Highland SS

Alumni/Staff Pub Night to follow at the Thirsty Cactus (Dundas)

June 3, 11:00 am

Highland SS

Hill Park

June 14, 1:00 - 5:00 pm

7:00 pm – 12:00 am Hill Park Secondary School

June 10, 10:00 am

Hill Park Secondary School Auditorium Trustee and SOSA confirmed

Parkside

June 6, 6:30 p.m. - 7:45 p.m.

Parkside High School

Alumni/Staff Pub Night to follow at the Royal Canadian Legion Branch 36

June 6,10:30 am

Parkside Campus, Back Hill

Parkview

June 13, 3:00 – 5:00 pm

50th Anniversary Trustee and SOSA confirmed

June 13, 9:30 am

Parkview Gym Trustee and SOSA confirmed

Prince Phillip

May 15, 5:00 pm - 7:00 pm

Prince Phillip

June 27, 9:15 am

Prince Phillip Trustee and SOSA confirmed

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Hamilton-Wentworth District School BoardSummary of Secondary Enrolment

APPENDIX E

M:\DIRECTOR & TRUSTEE SERVICES\TRUSTEES\02 Trustee Special Cmmt - SC, Fin, Gov, HR, Pol, Prog\05 Program Committee\Packages\June 2, 2014\Enrolment Projections APP E revised gm.xlsx Budget Dept. [Date]

2013/14 2014/15 Difference Option Sheets Received as of May 31, 2014 for September 2013Actual Projected

School ADE ADE May 31/04

Nora Henderson 635.75 721Barton 578.88Hill Park 626.75Sir Allan MacNab 864.38 1043.50 1127

2,070.00 1,679.25 -390.75

Dundas Valley 1027.25 1066Highland 767.38Parkside 354.13

1,121.50 1,027.25 -94.25

Mountain 128.00 195.00 200Parkview 213.25Delta 681.88 706.00 736

1,023.13 901.00 -122.13

Ancaster 1,055.75 1096.00 40.25 1130Glendale 924.38 929.75 5.38 948Orchard Park 1,013.13 976.75 -36.38 1021Saltfleet 1,159.75 1155.75 -4.00 1163Sherwood 994.13 961.00 -33.13 1022Sir J. A. Macdonald 1,107.75 1088.75 -19.00 1100Sir W. Churchill 921.25 897.25 -24.00 901Waterdown 1,112.13 1144.50 32.38 1226Westdale 1,615.50 1553.50 -62.00 1581Westmount 1,479.00 1468.75 -10.25 1564Alt Ed Combined 246.75 295.75 49.00 124

Total HWDSB 15,844.13 15,175.25 -668.88 15,630

FTE = Full Time EquivalentADE = Average Daily Enrolment is calculated based on the existing count dates of October 31 and March 31 within the Board's fiscal year. The full-time equivalent of pupils enrolled in a Board's schools will be weighted at 0.5 for each of the count dates.

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PROGRAM STRATEGY IMPLEMENTATION INFORMATION Appendix F

Special Education

Grade 8 IPRC Reviews IPRC reviews for students currently in Special Classes took place in January, 2014. Many students have chosen to attend their designated home secondary schools (with the exception of those requiring a Special Class placement at the secondary level), and all schools will have pathways to address the learning needs of these students. For students who may have previously attended Mountain or Parkview, students had the option of attending Delta and the New South School where additional supports will be in place. At the Special Class reviews in January, 2014, a representative from the receiving secondary school was present to receive important information regarding programming needs for these students. We want to ensure that every one of our students is excited about attending secondary school and we have the necessary supports in place to provide a smooth transition. In addition, the meetings enabled the secondary representative to share upcoming transition activities (tours, information nights, etc.) with parents. Inclusive Education Mountain staff worked with their current students to determine their preferred location for 2014 at the annual IPRC reviews. Mountain students had the choice of remaining at Mountain, attending the New South Transition School or attending their home school for September , 2014. The Special Education consultants worked with schools to ensure students who wish to attend a school other than Mountain have the appropriate programs and supports in place at their new location. Students with an MID profile that are currently registered in one of our secondary schools (Grades 9, 10, 11) and who are requesting a move to Mountain, will have this request reviewed at their annual IPRC meeting. Enriched Programming Enriched programming will be offered by all schools in Grade 9 English and Math beginning February, 2015 Enriched programming is an enhanced program that may be well-suited for students that fit the following criteria:

• Students interested in pursuing the IB stream in Grades 11 and 12. • Students who are identified with the “Gifted” exceptionality. • Students who enjoy inquiry-based learning and developing deeper content knowledge of big ideas.

It is important to note that enriched programming is not more work or harder work—it is different work, differentiated to the specific needs of the learner.

IEPs/Course Types and Pathways School option sheets offered all course types and complete pathways (Locally Developed, Academic, Applied and aligning senior course types of University, College, Workplace). Secondary Principals and guidance staff supported students who chose to attend their local secondary school to plan their Pathway. .Many of our students with this learning profile are already in our composite schools. Literacy and Numeracy Interventions As student needs are identified, secondary schools will have access to intervention and support programs, such as Empower (Secondary)/Wilson Reading and Jump Math programs. Some secondary schools are already using these resources (with staff trained to deliver these programs). As well, all

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secondary schools will have Learning Resource Teachers to assist with programming as they currently do for all students. Training It is as important to identify a student’s strengths as it is to determine his or her needs. Many factors – physical, intellectual, educational, cultural, emotional, and social – influence a student’s ability to learn. The student’s strengths can be used to address his or her weaknesses. Understanding and noting them is critical to appropriate program development. Special Education Consultants can support the appropriate IEP and profile development as well as assist in identifying program requirements. Students with this profile will require Student Success Team (including LRT) support, and may require locally developed courses, small group instruction particularly for literacy and numeracy, or intervention programs like Wilson Reading, Empower, Jump Math, etc. Training is being provided as schools identify their needs and as teachers now have their teaching assignments/ Social Emotional Support We heard from students and parents that they want to attend their local school in order to access music, drama and extracurricular activities such as clubs. Students may also benefit from social/emotional supports. These could include specifically time-tabled classes of like-ability learners for literacy and numeracy or specific extra-curricular offerings (eg. Best Buddies) to help students develop friendships and who would support them to join clubs or sports at school. Special Education Consultants and other board staff (eg. Mental Health Strategy and/or Student Services Staff) are supporting teachers with training and resources in these areas.

Transition Events Various transition events continue throughout HWDSB as school communities come together to celebrate the closing of schools and mark the start of new school communities in September. Staff have done an outstanding job as they remain focused on the building their new school culture. A variety of transition events continue between now and the end of the school year. For example, on Wednesday, June 4, all the students who are currently in Grade 9, 10, and 11 at Hill Park went to their new secondary school in September and enjoyed an opportunity to meet new staff, learn about extra-curricular activities, tour the school and learn more about their exciting year ahead. At the same time students at Parkview and Mountain came together at Dofasco Sports Park and enjoy a major transition event.

Parkview Transition to Mountain

The transition plan continues as we support all Parkview students with their transition to Delta, Mountain or their home school. The North Transitions Advisory Committee has worked closely with the school community to ensure a smooth transition. Over the past few months we have ensured the following programs and courses will be at Mountain:

• EXYTE Program • Cosmetology • Construction • Hospitality and Tourism • Wilson Reading • Jump Math

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• Comprehensive class

Transition of the NYA:WEH Support Program

In September, our plan is to have two NYA: WEH programs in place to support our students: one at Delta and one at Mountain. In the coming weeks, an additional youth worker will be hired for the Delta program as the current youth worker will transition to Mountain (as many of the students currently at Parkview are transitioning to Mountain).

French Immersion (FI)

The Transition Steering Committee is currently organizing for the Sherwood FI Transition Committee to come together in September and plan for French Immersion to begin at Sherwood in September. The committee will have parent membership from each school in the Sherwood FI catchment area, as well as representation from FIAC. Resource staff will be on the committee, and others will be asked to provide support on an ‘as needs’ basis. This committee will consider the supports needed as this program grows by an additional grade per year. The board has made a commitment to support this program with a smaller enrolment, as we have done in each school where FI has been introduced.

The introduction of this program Sherwood will provide equitable access to secondary FI in the district. It will also allow Westdale’s enrolment to receive the ‘in catchment’ students as the program strategy is implemented in the North cluster

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Committee Report

Presented to: Board Meeting date: June 16, 2014

From: Policy Committee Meeting date: June 9, 2014

The committee held a meeting on Monday, June 9, 2014, from 3:30 p.m. to 5:30 p.m., on the 6th Floor, 100 King Street West, Hamilton, Ontario, with Todd White presiding.

Members present were: Trustees Todd White (Chair), Judith Bishop, Jessica Brennan and Shirley Glauser.

Regrets: Trustee Laura Peddle

**************************************

INFORMATION: A. Delegation The Committee heard a presentation from Hamilton-Wentworth Principals’ Council regarding the Volunteer Policy.

B. Volunteer Policy The Committee considered a staff report on the Volunteer Policy. The Volunteer Policy will be brought back in September for further consideration.

Respectfully submitted, Todd White, Chair of the Committee

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COMMITTEE REPORT

Presented to: Board Date of Meeting: June 5, 2014 From: Audit Committee Date of Meeting: June 16, 2014 The committee held a meeting from 3:10 p.m. to 4:53 p.m. on the above date at 100 King Street, Suite 600, Hamilton, Ontario, with Karen Turkstra presiding.

Members present were: Trustees Karen Turkstra (Chair), Jessica Brennan and Todd White. External members present were: Jean Byrnes and Joyce Luyckx.

************************************** ACTION ITEMS A. 2014-15 Regional Internal Audit Plan (RIAT) M. Gerard reviewed the risk assessment update to reflect proposed changes in the RIAT Audit Plan for 2014-15. There was strong support from committee members for the audit on the Board’s Attendance Support program in the 2015-16 audit plan. An audit of the Accommodation Review Committee process is recommended for 2014-2015. The scope of this review would include ensuring board policies were followed as well as assessing the accuracy and completeness of data used by ARC members in their decision making process. It was moved by J. Luckyx, seconded by T. White, that the audit of the Accommodation Review Process be accepted for the 2014-15 internal audit plan.

CARRIED Unanimously.

Respectfully submitted, Karen Turkstra, Chair of the Committee

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AUDIT COMMITTEE REPORT TO REGULAR BOARD

TO: BOARD

FROM: Karen Turkstra, Chair, Audit Committee DATE: June 16, 2014 PREPARED BY: Stacey Zucker, Superintendent of Business and Treasurer

RE: Regional Internal Audit Plan 2014-15

Recommended Action:

Action X Monitoring

Following the statutory committee meeting held on June 5, 2014 in Hamilton, Ontario, the audit committee recommends to the Board of Trustees the approval of the following:

• That an audit of Accommodation Review Committees be performed by the Regional Internal Audit Team in the

2014-15 year.

Moved by: ___________ Seconded by: __________

Rationale/Benefits: The Regional Internal Audit Plan is developed by the Regional Internal Auditor following an annual update to the board’s risk assessment and in consultation with the Audit Committee and senior management. In the 2013-14 Internal Audit Plan, the audit of Repairs and Maintenance was approved and will continue into the 2014-15 year for approximately 3 weeks. For the remaining 9 weeks allocated to our board, the audit of the Accommodation Review Committee process is recommended. The scope of this review would include ensuring board policies were followed as well as assessing the accuracy and completeness of data used by ARC members in their decision making process.

It is recommended that the Internal Audit plan for 2014-15 be accepted as per the motion above.

Background: As per Ontario Regulation 361/10, section 9 (3), the Audit Committee will make recommendations to the board on the content of annual internal audit plans and on all proposed major changes to plans. At the June 5, 2015 meeting, the Audit Committee agreed the motions to change the current year’s internal audit plan. At the June 5, 2014 meeting; • It was moved by Joyce Luckyx, seconded by Todd White, that the audit of the Accommodation Review Process

be accepted for the 2014-15 internal audit plan.

CARRIED, UNANIMOUSLY. This action item is to specifically address this requirement under the regulation.

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Committee Report

Presented to: Board Meeting date: June 16th, 2014

From: French Immersion Community Meeting date: May 28th, 2014 Advisory Committee The FIAC committee held a meeting from 7:00 p.m. to 9:00 p.m. on May 28th, 2014 at Westdale Secondary School, 700 Main Street West Hamilton, L8S 1A5 Voting Members present were: Joanne Thompson, Sylvia Jarrett, Sue Zdero, Denise Massie, Lisa Breton, Allan Curnew Non-Voting Members present were: Executive Superintendent Manny Figueiredo, Consultant Christine Rees, School Administrator JoAnne Aucoin Regrets: Trustee Todd White, Secondary Teacher Lindsay Snell

**************************************

INFORMATION: 1. Review of FI programming

• Summary review of FI programming minutes and subjects by grade were shared with FIAC • All schools are getting core subjects in French and all are getting a variety in Drama, Art, Music

(varies from one school to the other) • Core subjects (French, Math, Social Studies, Science) are being taught in French from grade 1-5 • Core subjects (French, Math, Social Studies/Geography/History) are being taught in French from

grade 1-6 • System expectation is to provide more than the required Ministry hours of instruction (50%) in the

primary and junior grades and at least 50% in the intermediate grades • Guy Brown School community is experimenting in the new school year with replacing French

instruction in science in the junior grades with physical education, drama and visual arts, as requested by the local FI parent community, to increase French oral competency throughout the school in everyday language

2. Recommended Resources and Approval Process

• System provides a list of suggested publishers and distributors but schools do have some autonomy to choose resource based on student curriculum, student needs and interests

• Concern that some individual schools and teachers are making individual choices • Opportunity for the system to look at a more centralized purchasing of FI resources for schools

3. EQAO Cohort Data

• EBest will have the EQAO cohort data completed by June.

4. Sherwood FI update • Phase 2 of our Secondary Program Strategy Transition will begin in the fall which includes the

Sherwood FI program which commences September 2015 • FSL consultant Christine Rees, Executive Superintendent Manny Figueiredo, and System Principal

Jamie Nunn are meeting to generate a high level strategy for this transition that will be shared with the Transition Advisory Committee in the fall and communicated to parents and the community

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5. Out of Catchment FDK

• This previous FIAC motion has been sent to the Program Committee to consider • Our current OOC process has not changed

6. Transportation Policy

• FIAC reviewed the current draft policy that is open for on-line consultation from June to the end of September

7. New FSL Curriculum

• Professional learning sessions being planned by the system for teachers to attend • Plan on providing sessions for Instructional Coaches so they can then work with teachers in their

schools. Some schools have started to provide session for all staff to highlight key changes. • The OMLTA & MLC (Ontario Modern Language Association & Modern Language Council)

offered sessions in London and Stoney Creek in April and May. • Podcasts, guides and fact sheets will be available on line

8. Grade 1 FI

• Training sessions being provided on June 18th for Grade 1 FI teachers that are being facilitated by our FSL and Early Years Consultants

• Performance data on students entering grade 1 FI was discussed such as report card data, reading level, teacher perceptual data, and EQAO in grade 3

9. Enrollment Projections

• Executive Superintendent to obtain FI projections for September 2014 and share with FIAC

Respectfully submitted, Denise Massie and Lisa Breton, Co-Chairs of the Committee

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EXECUTIVE REPORT

TO BOARD

TO: BOARD

FROM: John Malloy, Director of Education DATE: June 16, 2014 PREPARED BY: Peter Joshua, Superintendent of Student Achievement RE: Naming of the Playground/Field adjacent to Cathy Wever Elementary School

Recommended Action:

Action X Monitoring

That the following recommendation by the School Naming in Part Advisory Committee be considered for the playground/field adjacent to Cathy Wever Elementary School. Recommended Names (unranked and in alphabetical order):

• Constable Cathy Wever Field

• Constable Wever Field

• Wever Memorial Field

Rationale/Benefits: The School Naming in Part Advisory Committee is putting forth these recommendations in order to preserve and honour the work of Constable Cathy Wever, who made a significant contribution to the school and community in support of the youth in the area surrounding the presently existing Cathy Wever School. These suggestions were reviewed according to the guiding principles outlined in the Board policy as well as those brought forward by the Cathy Wever Naming in Part Advisory Committee.

Background: On June 11th, 2014, following public consultation, the School Naming Advisory Committee met to determine three unranked names for presentation to the Committee of the Whole following the guiding principles of the policy: • Reflect HWDSB’s vision, mission, commitments and community composition • Have community and district acceptance • Be appropriate for the whole district • Have local community, district, provincial, Canadian or international significance • Provide inspiration to students • Address underrepresented groups as determined by the review of current names of schools in HWDSB

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The School Naming in Part Advisory Committee consisted of the following individuals:

Name Role Tim Simmons Ward Trustee

Peter Joshua Superintendent of Student Achievement

Paul Denomme Principal, Cathy Wever School

Alex Moroz Community Representative

Holly Nancekivell School Council Parent Representative, Cathy Wever School

Chutima Aung School Council Parent Representative, Cathy Wever School

Alana Thomas School Council Parent Representative, Cathy Wever School

Stephanie Bass Teaching Representative, Cathy Wever School

Avery Augier Student, Cathy Wever School

Tim Burgin Student, Cathy Wever School The School Naming in Part Advisory Committee reviewed the names submitted as a result of public consultation conducted from April 30th to May 30th, 2014. A summary report was prepared by the Evidence-Based Education and Services Team (E-BEST), and consisted of 5 suggested names with a breakdown summary of rationale provided: consistency with the name of the school, honouring a local person who has made a significant contribution to the community and youth in the area, and/or reflecting local historical significance. Background Information: The following names are presented, in no particular order, for consideration:

CONSTABLE CATHY WEVER FIELD

CONSTABLE WEVER FIELD

WEVER MEMORIAL FIELD

Cathy Wever Elementary School, which opened in September 2006, was named after the late Police Officer, Cathy Wever. Constable Cathy Wever worked tirelessly with community members to offer youth of this neighbourhood, free after-school programs. She was the driving force behind the community partnerships and strong after-school programs enjoyed by hundreds of students today. After a brief battle with cancer, Cathy Wever passed away in January 2001. The community wished to recognize her efforts by naming the new school after her. Her family, and especially her twin sister continue to be very involved with Cathy Wever School today.

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2013‐2014 Naming the Field at Cathy Wever Elementary School Consultation

Summary of Consultation Findings

1

A. Purpose of Consultation

At Board meeting, on Monday April 28th 2014, Hamilton‐Wentworth District School Board (HWDSB) Trustees passed the

following motion: “That the Board strike a Naming a School In Part Committee for the purpose of naming the playground

at Cathy Wever School with a 30‐day consultation”.

As a result of this motion being passed, HWDSB invited members of the community to provide name suggestions for the

field located at Cathy Wever Elementary School through the completion of an online or paper survey.

Respondent Characteristics

The online survey ran from April 30th to May 30th, 2014 and garnered a total of 5 responses, two responses each from

parents/guardians and HWDSB staff members while one response was received from an HWDSB student. All of the

responses were submitted via the online survey.

B. Limitations of the Consultation

Several limitations of the consultation are noteworthy. Given the small number of respondents, it is unlikely that the

consultation respondents are representative of the HWDSB and the Hamilton community. Second, the total number of

responses should not be equated with total number of unique respondents as it is possible that the same person may

have submitted the survey multiple times. It is therefore recommended that the results summarized herein are

interpreted within the bounds of these limitations.

C. Summary of Findings

Members of the public were invited to suggest name(s) for the field at Cathy Wever Elementary School, and to provide a

rationale as to why the suggested name would be the right name. A total of 5 names were recommended. Table 1

displays these names alongside the rationale provided for why each name would be appropriate.

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2013‐2014 Naming the Field at Cathy Wever Elementary School Consultation

Summary of Consultation Findings

2

Table 1. Name suggestions most frequently endorsed by respondents.

Suggested school

name

Frequency (%) Reasons for suggestion

Cathy Wever 20% Name would be consistent with the name of the school

Name would honour the contribution of Cathy Wever to the

neighbourhood

Wever field

20%

Name would be consistent with the name of the school

Memorial field

20%

Cathy Wever was the officer of the area. The name ‘Memorial field’

would honour Cathy Wever

Paul Michael Brown

field

20%

Paul Brown was an HWDSB teacher who recently passed away. He was an

inspiring teacher who helped students achieve not only through

academics but by building team spirit. Naming the field would honour him

and inspire students to achieve their full potential.

Britannia field

20%

Before World War One, the lot area was known as Britannia Park which

included a sports’ field where baseball and football were played. This park

was replaced by housing after the war.

This report was prepared by the Evidence‐Based Education and Services Team (E‐BEST).

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notice of board meeting agenda · trustees jessica brennan (chair), judith bishop, shirley glauser,...

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