pee i - december 18, 2019.pdf• pee i district school board "--' agenda instructional...

I District • pee School Board "--'

AGENDA

Instructional Programs/Curriculum Committee

Wednesday, December 18, 2019 6:00p.m.

Bra01pton Room

PEEL DISTRICT SCHOOL BOARD

Instructional Programs/Curriculum Committee

Agenda December 18, 2019-6:00 p.m.

0Qen Session

1. Call to Order Approval of Agenda

2. Declaration of Conflict of Interest

3. Minutes

December 18,2019

3.1 Minutes of the Instructional Programs/Curriculum Committee Meeting held on 2019-11-20

4. Chair's Request for Written Questions from Committee Members

5. Notices of Motion and Petitions

&. Special Section for Receipt

6.1 Celebrating Faith and Culture Backgrounder - January, 2020

7. Delegations

8. Old Business

9. New Business

10. Reports from Officials and Staff

10.1 Poverty Report Update

11. Communications- For Action or Receipt

12. Special Section for Receipt

13. Reports from Representatives on Councils/Associations

14. Questions asked of and by Committee Members

15. Public Question Period

16. Further Business

17. Adjournment

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November 20, 2019 Instructional Programs/Curriculum Committee: If

PEEL DISTRICT SCHOOL BOARD

Minutes of a meeting of the Instructional Programs I Curriculum Committee of the Peel District School Board, held in the Brampton Room, the H.J.A. Brown Education Centre , 5650 Hurontario Street, Mississauga, Ontario on Wednesday, November 20, 2019 at 18:00 hours.

Members present:

Kathy McDonald, Chair Susan Benjamin Robert Crocker Nokha Dakroub (18:15 hours) Balbir Sohi

Member absent:

Will Davies

Administration:

Trustee also present:

Sue Lawton

Adrian Graham, Superintendent, Curriculum and Instruction Support Services (Executive Member)

Poteen Grewal, Associate Director of Instructional and Equity Support Services Peter Joshua, Director of Education

Lorelei Fernandes, Board Reporter

1. Approval of Agenda

IP-41 , moved by Balbir Sohi, that the agenda be approved.

3.1

. ............. carried

2. Conflict of Interest

There were no declarations of conflict of interest.

3. Minutes of the Instructional Programs/ Curriculum Committee Meeting, October 16, 2019

IP-42, moved by Susan Benjamin, that the Minutes of the Instructional Programs 1 Curriculum Committee Meeting, held October 16, 2019, be approved .

... ........... carried

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November 20, 2019 Instructional Programs/Curriculum Committee:lf

4. Celebrating Faith and Culture Backgrounder- December 2019

IP-43, moved by Robert Crocker, that the Celebrating Faith and Culture Backgrounder for December 2019, be received.

. ... .......... carried

5. Policy/Program Memorandum (PPM) No.162- Update

Superintendent of Curriculum and Instruction Support Services, Adrian Graham, advised that on August 21, 2019, the Ministry of Education released PPM No. 162, Exemption from Instruction related to the Human Development and Sexual Health Expectations for Grades 1 - 8. He introduced Joe Grdisa, Coordinator of Health and Physical Education I Athletics, Cathy Roper, Coordinating Principal, and Lawrence de Meyer, Superintendent of Leadership Development and School Support Services.

Joe Grdisa referred to the report on PPM No. 162, which outlines the purpose and process for implementing the exemption mentioned above. He reviewed the minimum requirements to be included in school board exemption policies and procedures which include notice and communications, process, and supervision of exempted students. Highlighting the sample Exemption Form and the Notification Letter which offer three options to parents, Joe Grdisa advised that the notice is sent 20 school days prior to the start of the study unit and must be returned 5 days before the start of the unit. He noted that exempted students wilt not receive a mark for the study unit missed, but no penalty will be applied. A Tip Sheet has also been developed to assist and guide administrators with providing accommodations for exempted students. The administration responded to Chair McDonald's questions of clarification with regard to the increase in notice period from 3 weeks to 4 weeks, and supervision for exempted students.

IP-44, moved by Sue Lawton, that the update report re Policy/Program Memorandum No.162, be received.

. ............. carried

6. Indigenous Action Plan Presentation - Thomas Street Middle School

Superintendent Graham stated that Thomas Street Middle School was selected as part of the inaugural15 schools in the Board's Indigenous Education Strategic Action Plan. He commented that November is Native American Heritage Month. He invited Tanya Tymkiv, Principal, and Adam Clarke, Teacher at Thomas Street Middle School, to present information. The presenters used PowerPoint slides to display a series of photographs taken, to document Thomas Street Middle School's experience in learning about Indigenous peoples' history in Canada.

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November 20, 2019 Instructional Programs/Curriculum Committee:lf

6. Indigenous Action Plan Presentation - Thomas Street Middle School (Continued)

Adam Clarke advised that, four years ago staff of Thomas Street Middle School engaged in learning with First Nations Elders to better understand the Truth and Reconciliation calls to action, particularly action 62 and 63 for educators. He stated that the teaming was offered to all staff, including teaching assistants and office staff, and included using the blanket exercise to learn about the history of colonization in Canada. The school worked with the Ontario Federation of Indigenous Friendship Centres and participated in readings and viewings of books written by Indigenous peoples. Tanya Tymkiv spoke of using ways to build staff capacity, showing an interest in Indigenous culture and music, listening to Peel Aboriginal Network speakers and conducting field trips to Indigenous related places of interest. Other activities included: curriculum mapping; land acknowledgements; Ministry review of the revised social studies curriculum; partnering with elders and knowledge keepers; support for Indigenous students; art and story-telling; shoe boxes sent to children on the Reserves; capacity building outside of the school; recognizing Indigenous history and heritage months. A teaming exchange was sponsored by the Ministry to record a video of a Grade 8 teacher with students studying data management in a variety of ways, and Indigenous learning is incorporated throughout the year.

Trustees speaking thanked staff for the work done and expressed interest in continuing the work in classrooms. Responses to trustee's questions of clarification Included that: one student has recently self-identified and the work has helped her to learn her culture; books written by Indigenous peoples are available at the GoodMinds Bookstore. Associate Director of Instructional Support Services, Poleen Grewal, offered to have a bibliography of all the related texts used in professional learning sent to trustees for information. With regard to training to include trustees, Poleen Grewal will forward the request to the Equity department. Responding to Chair McDonald about plans to extend the teaming to other schools, Crissa Hill, Coordinating Principal, Indigenous and Equity, explained that 15 schools were selected in the initial action plan, this year 29 schools and approximately 1 00 staff have participated. Poteen Grewal commented that Indigenous learning is part of the curriculum and centered around the Truth and Reconciliation calls to action.

IP-45, moved by Nokha Oakroub, that the report re Indigenous Action Plan Presentation -Thomas Street Middle School, be received.

.. ..... ..... .. carried

7. Entry of Kindergarten Students In September

Superintendent of Curriculum and Instruction Support Services, Adrian Graham, invited Sergio Pascucci, Instructional Coordinator- Early Years, and Coordinating Principal, Catherine Roper, to speak about the change in entry of Kindergarten students in September.

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November 20, 2019 Instructional Programs/Curriculum Committee: If

7. Entry of Kindergarten Students in September (Continued)

Sergio Pascucci stated that according to the Education Act children have a right to attend school at age four. He spoke about past practices of site-based staggered entry into Kindergarten during the first week of school. A review of these practices aligned with the Board's equity and inclusion goal, the Socioeconomic Vulnerability Index, and the Focus on Poverty Report, was undertaken. Sergio Pascucci reviewed the considerations for elimination of staggered entry outlined in the report, which includes: marginalization of children and families; children with diverse needs require varying amount of time to transition to school; stress on families of Kindergarten children with siblings in school; challenges with childcare arrangements. He described some of the supports provided to school staff, such as. flexible scheduling for the first two weeks for students facing transition challenges, welcoming caregivers to spend time at school with the child, and considerations on how the learning environment and daily activities may support the child. He added that. removing the practice of staggered entry contributes to welcoming learning environments and sharing in the responsibility of inspiring success, confidence and hope in students. In response to a trustee's question as to why children cannot enter Kindergarten upon turning four, it was clarified that continual entry of children throughout the year will affect staff allocation and may involve re-organization and adding staff during the school year.

I P-46, moved by Balbir Sohi, that the report re Entry of Kindergarten Students in September, be received.

. .. .. .. ... ... . carried

8. Question Period

There were no questions.

9. Public Question Period

There were no questions.

10. Adjournment

IP-47, moved by Nokha Dakroub. that the meeting adjourn (19:00 hours).

carried

. . .. . . . . . .. . . . . .. .. . . . . .. . . .. .. . . .. . .. . . . .. . . .. .. .. . . . . . ChaJr .. . . . . .. .. . . . . . .. . . . .. .. . . . .. . .. .. . . . ... . . • . . . .. . .. .. Secretary

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PEEL DISTRICT SCHOOL BOARD 6.1 Instructional Programs/Curriculum Committee December 18, 2019

Celebrating Faith and Culture Backgrounder- January, 2020

Recommendation

It is recommended that this report be received.

Background

The Peel District School Board is a mosaic of many cultures and faiths from all over the world. Recognizing that faith is a part of the lives of many of our students, the Board committed to provide resources to help schools increase their connections to communities and better acknowledge faith and culture events of students and staff.

The Celebrating Faith and Culture Backgrounder, January 2020 continues the monthly publication highlighting faith and culture days to celebrate and remember.

Prepared by:

Ashley Bigda, Community Relations Officer

Submitted by:

Carla Pereira, Director of Communications and Community Relations Support Services

Adrian Graham, Superintendent of Curriculum and Instruction Support Services

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Celebrating Faith and Culture Backgrounder January 2020

The Peel District School Board is a mosaic of many cultures and faiths from all over the world. To commemorate this diversity, the board recognizes special faith and culture days of our communities. January 2020 has several special faith and culture days to celebrate and remember:

Spirit Moon in Indigenous Worldview (First Nations)

The Anishinaabe people recognize and celebrate the first moon of Creation also known as the Spirit Moon as it heralds the new spiritual year.

December 31 to January 4 - Ghambar Maidyarem in Zoroastrianism

This five-day winter festival known as Ghambar Maidyarem celebrates the creation of animals and is a time for an equitable sharing of food.

January 1 ·Temple Day in Buddhism

Buddhists of all schools attend a special service in the temple on this day in dedication of their faith .

January 1 and 14 - New Year's Day in Christianity and canada

New Year's Day has been celebrated as a holiday by Western nations for the past 400+ years. It also holds religious significance for the followers of the Christian faith. In 153 BC, the Roman senate declared Jan.1 the beginning of the New Year. This holiday was first observed in Babylon 4000 years ago.

Celebrations around the holiday include: making of resolutions, parties on the evening of Dec. 31, and a toast at midnight when the New Year officially begins. On New Year's Day itself, many people watch football games, parades and spend the day with family and friends.

Followers of Orthodox Christianity celebrate the New Year's Day on Jan. 14 based on the Julian calendar.

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January 1- Gantan-sal (New Year) in Shinto

People of the Shinto faith-a Japanese faith practised for centuries-say "Akemashite Omedeto Gozaimasu!" on this day, which means "Happy New Year!" This is the most important holiday in Japan. Most businesses are closed from Jan. 1 to 3, and families typically gather to spend the days together.

For happiness and good luck in the New Year, Japanese people begin to laugh the moment the Gantan-sai begins, so they will have good luck throughout the year.

January 2 - Sakyamunl Buddha's Enlightenment in Buddhism

Siddhartha Gautama, known also as Sakyamuni Buddha, attained enlightenment at the age of 35 while sitting in deep meditation under the Bodhi tree. Followers of the faith commemorate this day for their founder by holding Dharma functions in the temples and by partaking of congee (a nourishing milk drink). On this day, Buddhists reflect on the "Middle Path" - a path of moderation between extreme self-indulgence and selfmortification taught by Sakyamuni Buddha.

January 5 - Birth of Guru Goblnd Singh in Sikhism

Guru Gobind Singh was the 10th and final guru (1666-1708} in the Sikh faith. He created the Order of Khalsa and declared the scriptures, the Adi Granth, as the only guru after him for people of the Sikh faith.

Gurpurbs are festivals associated with the lives of the Gurus. Sikhs celebrate Gurpurbs, like the Birth of Guru Gobind Singh, with an akhand path, a complete and continuous reading of the Adi Granth, which takes 48 hours and finishes on the day of the festival.

January 6 and 19- Epiphany or Feast ofTheophany in Christianity

Followers of the Western Christian tradition celebrate Epiphany on Jan. 6. This day marks the journey of three kings to worship Jesus in Bethlehem. Some of the Orthodox churches-like Greek, Russian, Ukrainian and Serbian- that still follow the older or Julian calendar celebrate the same tradition as the Feast of Theophany on Jan. 19. The term epiphany means to show, to make known or to reveal.

8

January 7- Christmas in Christianity

Followers of the Eastern Rite celebrate Christmas and the birth of Jesus on Jan. 7, based on the Julian calendar. Some sub-groups observe the day on Jan 6. Traditional celebrations include singing carols, having holy supper on Christmas Eve and attending church services on Christmas Eve and the Christmas Day.

January 10- Mahayana New Year in Buddhism

The followers of Mahayana Buddhism celebrate the New Year's Day on the first full moon day in January. The observance is a multi-day celebration.

January 13 - Lohri and January 14- Makar Sankranti in Hinduism

This festival marks the end of the winter season (when daylight hours begin to increase) and is primarily a harvest festival. This festival is also called lohri in Punjab, Pongal in Tamil Nadu, Bihu in Assam, Kicheri in Uttar Pradesh, Til Sankranti in Maharashtra, and Uttaran in Gujarat, India. Kite flying and burning sugar cane in bonfires is a couple of the more popular customs for this celebratjon. Newly married couples and parents on the birth of their first child particularly celebrate Lohri in the Punjab. Regional and cultural celebrations ofthis festival vary in traditions and customs.

Makar Sankranti is the first Hindu festival of the solar calendar year. It falls at a time when the sun enters the Zodiac sign of Makar (Capricorn), and when days become longer from this point on so it is a time for celebration.

January 13- Seljln·no·hl in Shinto

Based on a Shinto rite of passage known as gempuku, Seijin-no-hi is the Coming-of-Age Day, which marks the official entry to adulthood for all young Japanese who will have reached the age of majority (20 years) between April 2 of the previous year and Aprill of the current year.

Declared a national holiday in Japan in 1948, 20-year-old women and men go to shrines, wearing traditional clothing. Their families announce their adulthood to the kami or spirits, and pray for their health and well-being.

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January 13 - Maght in Sikhism

This is the first day of the month of Magh. This day commemorates the battle at Muktsar, a town in Punjab, India, in which 40 Sikhs (called the Immortal Ones) died for Guru G obind Singh in 1705.

January 19 to February 6- month of Sultan in Baha'r

In the Baha'I calendar, there are 19 months of 19 days each. Each month represents an attribute of God. January 19 is the beginning of Sultan, the seventeenth month of the Baha'I calendar, signifying .. sovereignty."

The Baha'I day starts and ends at sunset. The first day of each month is known as a Feast Day.

January 19- World Religion Day in Baha'r

At this annual celebration, representatives of all faiths and traditions are invited to foster inter-faith understanding and harmony by focusing on the common beliefs and spiritual principles underlying all religion's.

January 25 -Lunar New Year/Maltreya Bodhisattva's Birthday in Buddhism

Followers of Mahayana Buddhist tradition from Tibet, China, Vietnam, Japan, Korea and other parts of the world celebrate their New Year after the new (dark) moon for the year 4718- the Year of the Rat. They visit the local temple or monastery in the morning. In the afternoon, they distribute food to the poor. The day will conclude with evening chanting of the Buddha's teachings and meditation.

New Year's celebrations vary throughout East Asia:

• New Year is one of the traditional and most important Chinese holidays. It is celebrated on the first day of the first month of the Chinese calendar, which is usually the day on which the second new moon after the winter solstice occurs. The Chinese New Year is celebrated over 15 days. The Chinese greeting is "Kung Hei Fat Choi," meaning "Congratulations and be prosperous ... Traditionally, red packets ('hong bao' 'lai see' ) are passed out on New Year's Eve, and the New Year is celebrated with firecrackers, as well as dragon and lion dances.

• The Vietnamese New Year is celebrated for seven days. The greeting is "let Giap Than," meaning "Best Wishes." A special ceremony called Le Tru Tich is held at

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midnight (Giao Thua) on New Year's Eve. The ritual involves firecrackers and gongs and other festive items that make loud noises to usher out the old and welcome the new. Family members exchange gifts and pay homage to the Kitchen God. They also visit local temples to pray for prosperity and good health.

• Vietnamese families plant a New Year's tree called Cay Neu in front of their homes. A bamboo pole is often used as a Cay Neu.

• The Korean New Year's greeting is "Say hay boke-mahn he pah du say oh," meaning "Many New Year's blessings to you!"

• Tibetan Buddhists celebrate Losar, or New Year's Day for the year 2147 in the Tibetan calendar. The last two days of the old year are called Gutor and are spent preparing for the New Year. The custom that day is to make special noodles called guthuk. Everyone exchanges the traditional greeting, "Tashi delek."

January 29 - Vasant Panchami in Hinduism

A North Indian celebration, Vasant Panchami is celebrated in honour of Saraswati, the Goddess of Learning and Lakshmi, the Goddess of Wealth.

The fifth day of the bright fortnight of the lunar month of Magh is Vasanta Panchami and the first day of spring. Hindus celebrate this festival by holding ceremonies to venerate Saraswati, goddess of wisdom and knowledge. People dress in yellow and get together with their families. Marigold flowers are featured in religious services. Symbolically, the education of children in their first year begins on this day.

Celebrating special faith and cultural days In your school

Consider the following: -Include dates on your school calendar -Have your principal announce the day over the PA system - Hold an assembly to talk with students about the importance of these days - Include a mention of these days in your school newsletter -Include information on your school website -Display student artwork announcing these days or depicting their ideas about these days -Invite a member of a local faith group to come in and discuss the significance of this day

with students -Have class discussions about these days -Ask some of your students who celebrate certain holidays to write a short essay on how

they celebrate this day at home. Have them read it to the class to share this celebration with the other students.

-Have parents offer a cultural session

Questions?: If you would like any more information on how to celebrate these days, please call Ashley Sigda, Community Relations Officer at 905-890-1010, ext. 2573 or e-mail her [email protected].

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Celebrating Faith and Culture January 2020

DATE

Month of January

December 31 to January 1 January 1• January 1 and 14 (J) • January 1 January 2 January 5 • January 6 and 19 (J) January 7 (J) • January 10 January 13 January 13 January 13 ~anuary 14 January 19 January 19 to February 6 January 25 •

CELEBRATION

Spirit Moon

Ghambar Maidyarem Temple Day New Year's Day Gantan-sai Sakyamuni Buddha's Enlightenment Birth of Guru Gobind Singh Epiphany or Feast of Theophany Christmas Mahayana New Year Lohri Seijin-no-hi Maghi Makar Sankranti World Religion Day Month of Sultan Lunar New Year/Maitreya Bodhisattva's Birthday

FAITH AND CULTURE

Indigenous Worldview (First Nations) Zoroastrianism Buddhism Christianity and Canada Shinto Buddhism Sikhism Christianity Christianity Buddhism Hinduism Shinto Sikhism Hinduism Baha'i Baha•r Buddhism

January 29 Vasant Panchami Hinduism The expectation is that Peel schools and worksites not schedule events on significant holydays (as marked with a • oro on the calendar) that would exclude observing staff and students from participating. • = Do not schedule events at any time on these days o = Do not schedule events on the evenings of these days

Dates in bold lettering are approved holy days according to the Peel District School Board Leaves of Absence policy #23 and O.P. HRS #42

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PEEL DISTRICT SCHOOL BOARD 10.1 Instructional Programs/Curriculum Committee December 18, 2019

Poverty Report Update

Recommendation

It is recommended that this report be received.

Background

Poverty in the Peel District School Board (PDSB) impacts both our students and families. The impact of poverty creates equity and inclusion issues that present barriers to the success, confidence, and hope for students living in poverty.

The Focus on Poverty initiative was created to address the disproportionately negative outcomes for students impacted by poverty. It has been critical to reexamine the access to human and material resources, supports, and program opportunities through a lens of equity and anti-oppression. It is built upon the board's previous poverty work:

• In 2011, the Peel District School Board submitted the board's plan, supports, and materials in response to the 2010 Ontario Poverty Reduction Strategy (Breaking the Cycle).

• In 2017, an update was submitted that included additional initiatives and supports designed to ameliorate issues of poverty.

• Also in 2017, a proposed motion was tabled at the meeting of the Board of Trustees by Trustee K. McDonald which reads as follows: ,'Whereas, poverty and its effects can be a great barrier to student achievement and success; and Whereas, Social Risk Index data is collected around key metrics of social risk, including poverty, for Peel students; Therefore be it resolved, that staff prepare a report that lists current programs that help students overcome barriers pertaining to poverty, including hunger, mental health, technology and external factors, and the protocols in place to measure the effectiveness of these programs. n

• In 2018, the PDSB's Poverty Indicators Report was submitted. The report presents a series of indicators that illustrate the impact of poverty on achievement, program and demographic factors. Additionally, a Socioeconomic Vulnerability Index (SVI) was developed to provide the socioeconomic context of our communities, schools, and students.

• Also in 2018, The Focus on Poverty Action Plan- Year One was created. The report outlined five action areas: Awareness and Understanding of the Impact of

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Poverty, Supports for Families Living in Poverty, Equitable Allocation of Human and Material Resources, Equitable Participation in Programs, and Student Success and Well-being. The Year One plan included actions and activities to be monitored and measured.

This progress report for the Focus on Poverty Initiative provides an update on the work that has taken place from January 2019 to November 2019.

Prepared by:

Peter Joshua, Director of Education Kim Bennett, Research Officer - Research and Accountability

Submitted by:

Adrian Graham, Superintendent of Curriculum and Instruction Support Services

FOCUS ON

SUPPORTING STUDENTS AND FAMILIES

ACTION PLAN YEAR ONE

January 2019 to June 2020

I Dist "ct • pee Sch~l Board .......,.. N'

~\Research and Accountability putting research Into proctlcfl

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Focus on Poverty: Year One Progress Report

Introduction

Poverty in the Peel District School Board (PDSB} impacts both our students and families. The impact of poverty creates equity and inclusion issues that present barriers to the success, confidence, and hope for students living in poverty.

The Focus on Poverty initiative was created to address the disproportionately negative outcomes for students impacted by poverty. It has been critical to re-examine the access to human and material resources, supports, and program opportunities through a lens of equity and anti-oppression. It is built upon the board's previous poverty work:

Peel District School Board's Role in Ontario's Poverty Reduction Strategy report

was submitted in response to the 2010 Ontario Poverty Reduction Strategy entitled Breaking the I Cycle.

The Peel District School Board's role in supporting students/families living in poverty report outlined the variety of initiatives, designed to provide students with an opportunity to overcome the potential long-term effects of poverty. (Update to the 2011 re/

The Socioeconomic Vulnerability Index (SVI) report presented socioeconomic poverty data for the PDSB.

The Focus on Poverty Action Plan presented to outline the actions and activities that will be implemented in Year One {January 2019 to June 2020).

2011 2017 2017 2018 2018 2018 2019

• • • • • • • A

A proposed motion was tabled at the meeting of the Boord of Trustees from Trustee K. McDonald which reads as follows: "Whereas. poverty and its effects con be a great barrier to student achievement and success; and Whereas. Social Risk Index data is collected around key metrics of social risk. including poverty, for Peel students; Therefore be it resolved. that staff prepare a report that lists current programs that help students overcome barriers pertaining to poverty. including hunger. mental health. technology and extemol factors. and the protocols in place to measure the effectiveness of these programs."

Focr's ort Poverty: Year One - Progress Report Research and Accountability, Director's Office

I I The Poverty Indicators report presented socioeconomic poverty data for students in the PDSB through a series of indicators showing the impact of poverty on achievement. outcomes. program and demographic factors.

The Focus on Poverty Action Plan: Progress report serves to provide on update on the work that has token place from January 2019 up to November 2019.

In this report. the work that has been done to implement the Focus on Poverty Action Plan is presented as project deliverables for each of the five Action Areas and sub·categories. This provides a summary of what has been done so far.

December 2019

~

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About this report

This report is presented by the FIVE Action Areas:

AWARENESS & UNDERSTANDING OF THE IMPACT OF POVERTY

SUPPORTS FOR FAMILIES LIVING IN POVERTY

EQUITABLE ALLOCATION OF HUMAN & MATERIAL RESOURCES

EQUITABLE PARTICIPATION IN PROGRAMS

STUDENT SUCCESS & WELL-BEING

For each of the FIVE Action Areas, the work that has taken place is presented in the following table format:

Action Plan: What we will do

Activities

These represent broad These are the activities categories of actions and are that describe the work to taken from the Action Plan be done. under the "What we will do" heading.

'----- - - -

Focus on Poverty: Year One - P1·ogress Report Research and Accormtability, Dtrector's Office

DELIVERABLES Work -In-Progress,

Accomplishments, Next Steps These are the detailed deliverables of tangible processes and products resulting from the work that has been done so far. Descriptions of the deliverables are presented as work-in-progress. accomplishments. and/or next steps.

-

Status

This indicates the status of completion of the deliverable. It has been categorized into four phases.

···········-········································

·•• Ill Planning Idea-Discussion phase - Identifying the specific activities and resources required Early Implementation Work has started, e.g ., materials gathered, research begun, pilot programs initiated Advanced Implementation Work has been underway for months and substantial progress toward completion Completed Deliverable ready to use or process completed

----~

2 December 2019

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DELIVERABLE& ~ ---0

Work-in-Progress, Accomplishments, Next Steps .~ . .. .~. ..

Action Plan: I What we will do

Activities I Develop o comprehensive

Poverty communication strategy Awareness and to build awareness and Understanding understanding of

Campaign poverty and its impact

Disseminate the

I Socioeconomic Vulnerability Index [SVI)

G) I Report and the Poverty Indicators Report I

Poverty Reports I and Poverty Data I

Create Equity and Poverty-based School Profiles

Focus on Poverty: Year One - Progress Re[XJrt Research and Accountability, Director's Office

DELIVERABLES Work-in-Progress, Accomplishments, Next Steps

• System-wide communications about the Focus on Poverty project je.g., Email memo)

• Materials about the Focus on Poverty project online je.g ., Action Plan, Logic Model, Overview graphic)

• Promote Poverty project using social media channels

• Printed copies of the SVI report sent to all schools

• SVI report and Poverty Indicators report posted on the PDSB Intranet for internal staff and the Internet for the public

• PowerPoint presentation and tip sheet created and shored with Communications Department

• Data elements gathered for school profiles include: SVI data and variables, Student Census data, SIS student data, SIS school data, other demographic data including Environics data

• Power Bl dashboards built je.g., EQAO, Grad Rates and Student Census) and will contribute to the school profiles

• SVI data prototype tools built and to be piloted with Families of Schools [e.g., SVI interpretation tools, postal code lookup tools)

Status

•• DO

1 . • • •

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3 December 2019

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DELIVERABLES ~ ---@

Work-in-Progress, Accomplishments, Next Steps . ~ . .. :.. ..

Actions & I

Action Plan: Activities Sub-Categories

:1

Develop professional learning sessions to build capacity to use and I apply poverty-based data

I I Training and Professional

Learning I I

Create system-wide professional learning opportunities to enhance awareness and understanding of poverty and its

I intersectionality with other educational factors

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Focus Olt Poverty: Year One Progress Report Research and Accountability, Director's Office

DELIVERABLES Work-In-Progress, Accomplishments, Next Steps

• Literature review about teaching students who are living in poverty

• Professional Learning resources available (e.g., Poverty Indicators Report guide. Student Profiles. anti-oppression frameworks)

• Resources for FOS and school staff meetings (e.g .• briefing notes. PowerPoint presentations)

• Resources for school council meetings (e.g .• PowerPoint presentations. Speaking points)

• Intranet page to host internal resources

• Literature Review: A) Equity and anti-oppression in education; B) lntersectionality of poverty with other factors. to inform framework for curriculum planning and equity-based policies. procedures. and practices

• FOS team examining: 0 the importance of using student profiles (See Learnjng for All, p.42) 0 how to allocate resources using an equity and anti-oppression lens

Status

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4 December 2019

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Actions & Activities

Resources and Supports for Families &

Students with Family

ResponsibiiHies

Action Plan: Sub-Categories

Develop an inventory & map the current resources & supports available to PDSB staff & families

Create. share and promote an electronic Resourc e & Partnership Database - o directory of poverty supports and resources

Collect and analyze data about students with family responsibilities to identify their needs

DELIVERABLE$ [§ --- @

Work-in-Progress, Accomplishments, Next Steps .-=- . .. ~ ...

DELIVERABLE$ Work-in-Progress, Accomplishments, Next Steps

• Electronic and print Resource and Partnership Database- compile listing of community resources and supports (including EorlyON Centres and other Early Years community resources)

• Resource of categorized partnerships based on identified student and school needs created with data from Social work Connections. specific to students with family responsibilities

Status

·••D

Directory of Resources and Supports for Students and Families Affected by Poverty • Aug.-Sept. 2019: Team from Urban Priority High Schools (UPHS] initiative developed & 1••• 1_]

categorized o comprehensive bonk of community supports; UPHS steering committee created o prototype web resource- summer of 2019 summarizing o variety of community resources available to support students and families

• Communications liaised with LTSS to develop a plan for publishing the resources: o) through school and board websites; b) Focus on Poverty working group met with Rachel Marshall from LTSS to share prototype & discuss possibilities for creating online resource through SharePoint

• Nov. 2019: PDSB UPHS initiative team to meet with the Region of Peel to present prototype and ask for input on community resources that ore essential to include

• Dec. 2019: Updates will be provided to IPC & a SharePoint sample will be ready to present • Chief Social Worker and Focus on Poverty Team will review the resource before it is released

• Decision-making flow chart for co-creating customized programs. including two case scenarios as examples

• Two secondary school case studies to examine family responsibility data completed • Findings to be used to drive future research questions in the survey questionnaire

• Survey questionnaire about impact of family responsibilities on learners • Consultation with the Research and Accountability department to assist with survey design

•• DO

•••• •oDD

Focus on Pouerty: Year One Progress Report Research and Accountability, Director's Office

5 December 2019

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Resources and Supports for Families &

Students with Family

Responsibilities (continued)

Develop systems and strategies to link students with family responsibilities to resources and supports

DELIVERABLES [§ --- @

Work-in-Progress, Accomplishments, Next Steps ..... .. ~ ...

• "Since You Asked" documents uploaded to SharePoint • Planning for communication to school administrators and the system for awareness of "Since You I•• • L"J

Asked" resource -

•

• •

Increased awareness of processes to involve Multicultural Settlement and Education I •• • [ ] Partnership (MSEP) workers. as not all schools currently access or are aware of the processes Increased understanding of how MSEP workers can assist. specifically when it comes to poverty Settlement Needs Assessment -conducted through We Welcome The World Centres

• Key school staff identified to provide links to families living in poverty and students with family responsibilities

• Key training opportunities have been identified to effec tively implement links I •• CJO • Description of processes to establish links between school and community resources and

and to use the Resource and Partnershio Database • Meetings with Early Years Department (Coordinator and Assistant to SOE) in Spring 2019 -

Identified the importance of building relationship capacity between EarlyON staff (funded by Region of Peel [ROP)) and elementary school administration and Staff {funded by PDSB)

• Proposal that an Early Years team be created to provide training and build capacity with relationships between schools and EarlyON Centres

• Team would do action research to seek out current best practices for schooi-EarlyON collaboration

• Developing a presentation/e-Module for senior Leadership Team. SOE units. staff meetings I • [ _J

• Early Years Department has released a Partnership Handbook to support the strengthening • • of relationships between elementary schools and EarlyON centres

• Training on this handbook and on the relationship between elementary schools and EarlyON centres will begin this Fall (20 19) in Family of Schools meetings - training sessions led jointly by

Years Staff and PLASP staff

Focus on Poverty: Year One - Progress Report Research and Accountability, Director's Office

6 December 2019

1\) ..Jo.

DELIVERABLE$ (§ --- ®

Work-in-Progress, Accomplishments, Next Steps •""• .. .~. ...

AcHons &

Activities

Relationships Between Schools

and Families


Provide resources of ways that board and school staff can advocate for students and families

Build relationships with families in order to understand their needs

Develop communication strategies that ore responsive to the diverse needs of families living in poverty

Create schools as the focal point for support and networking within the wider community

Focus on Poverty: Year One Progress Report Research and Accountability, Director's Office


• Online webinar for staff to learn about advocacy opportunities

• Research various levels of advocacy available to staff

• Research the range of supports available for families according to their needs • Assistance provided by: social workers. we Welcome The world staff. Continuing Adult

• Identify and assist families who may not be aware of their eligibility for financial supports

• Schools within the FOS hove set up Internet cafes to support families with accessing technology and familiarizing themselves with system-wide programs (e.g .• School Cosh On-line. Google Apps. Mpower. Mofhify through TVO)

•

•

•

Explore use of a variety of communication methods - not oil families have access to technology- soft copies disadvantage some families Discussions about variety of methods of presentation of information and communication with families (e.g .• "Safe Arrival & Communicate", hard copy of newsletters) Electronic school signs advertise school/community and system events (e.g .. Secondary schools with sians in hiah traffic areas suooort advertisina for feeder ~rhrv-.kl

Status --

•DOD -

•• DO -

•• DO -

•DOn

·••CJ

· • DO

Sharing of funding sources available to oil schools-increase awareness for administrators 1 •DOD looking to support relationships between the school & students & families living in poverty

•

• flexible methods of payment (e.g., School Cosh On-line or cosh) and J O for oermission forms •DO

• Schools within the Logue FOS are identifying key evenings throughout the year that traditionally see maximal parental involvement. These events will be the target for inviting J [][ 1 community agencies to attend. thus creating the agency-school connection for families • • J in oovertv. This will serve as a model for other FOS's.

• Transportation to & from school events. even if free. a barrier for families living in poverty . Explore options to provide transportation. e.g .. schools with high SVI could be provided J

with extra funds to helo suooort transoortotion for families to attend school events. •• DO • Peel Learning Foundation grants accessed to support students in need

Parents Reaching Out (PRO) Grants provide low cost or free access to school events. ] ••• D • • Donations from staff (e.g .. Mayfield pantry. Shop with o Cop; Cram the Cruiser; Coledon

I I

7 December 2019

1\j 1\j

DELIVERABLE& 1m ---@

•""• ....... Work-in-Progress, Accomplishments, Next SteQs

0 ...

·11•JrJR;l!l!@~·~~®F~~~~;{!J4j =

Actions & Action Plan: Activities Sub-Categories

Environmental Develop an inventory or Scan of Poverty current external andEqulty ~ partnerships engaged in Initiatives 1 eouitv and poverty work

~ Review the current allocation models (e.g .. computer plan, school instructional supplies. school repair budgets, extra-curricular funding)

0 Develop future allocation models for the

Identification of board's resource Funding and allocation to include

Resources Gaps poverty-based data (e.g .. SVI)

Identify gaps between the community resources provided through external partnerships and the needs of students living in poverty

Build connections with • the Peel Learning Foundation

Funding and Develop procedures, Partnership

Development policies and processes to foster effective external equity-based and poverty-based partnerships

Focus on Poverty: Year One Progress Report Research and Accormfabilily, Director's Office

. . -


• Inventory of partnerships collected from Continuing Adult Education & Social Work Deportment • Awaiting data from Urban Schools Ministry report • Communications deportment is collecting additional data • Meeting scheduled in November/December 2019

• Report on current allocation models - based on factors such as: enrolment, secondary computer lob allocation. small school top up and SRI 4. 5, Special Education and vocational students, age of school and school capacity

• Special Equipment Amount (SEA] Claims from 2 of the 3 pilot schools increased • For Students: Increase in student confidence, motivation, engagement in learning, usage of

Assistive Technology (AT] tools; Students learning from each other & express their learning in different ways (building capacity in the classroom]

• Teachers: Increased use of Google Suite Universal Design for Learning (UDL] - embedded in teaching practices; teachers' perceptions about technology in the classroom shift from: computer as a reward or used for research to computer as a learning tool to use

• Report on new allocation models

• Examining identified partnerships in terms of school-wide impact and individual supports. Will continue to include new information as data are submitted

• 181 students supported through Student Emergency Needs Program (91% of goal] 260 backpacks provided to PDSB delivery points providing to students in need ( 130% of goal]

• Continue development of fundraising programs • Continue to raise awareness of the Peel Learning Foundation

• Draft revised policy about external partnerships from consultant

• Draft operating procedure about external partnerships

• Ongoing discussions regarding online application portal for groups to apply for formal partnerships

.l -_.,.

Status

••DLl

••DO

·••o •DOD

••DO

·••o •• DO

•• DO

•• DO

8 December 2019

1\.) w

-Actions & Activities

(1) Barriers and Supports for

Student Participation In

Programs

~ Accessibility to

Programs-Locations, Types and Promotion

DELIVERABLE$ rill ---<!>

Work-in-Progress, Accomplishments, Next Steps ••• ... ~ ·-·

~~aiC!JiiWI!Rltm~ .. --

Action Plan: DELIVERABLES Sub-Categories Work-in-Progress. Accomplishments, Next Steps

Develop profiles of students living in poverty currently • Report on students in specialized and regional programs - using existing and Student participating in specialized Census data and regional programs

• Regional Learning Choice Programs committee meetings - discussion and feedback about transportation issues; fees (application/program/surplus]: communication Identify barriers and regarding financial supports & means test inequities in the opplicalion

and entrance processes for • Report on barriers and inequities in current application processes program participation

• Implementation of staggered entry for Kindergarten for September 2019 in place

Provide more ongoing • Support participation by providing transportation, bus tickets, assistance with supports during program participation documentation, social/emotional resources

Review the locations of specialized and regional • Review transportation and geographic limitations for programs programs for equitable distributions Creole more program options and consideration • Actively promote programs in high SVI schools of location in the home school (i.e .. neighbourhood school advantage) to meet the • Develop innovative customization to existing programs to enhance participation needs of students living in poverty

Develop a variety of ways to communicate

Communication tools to promote programs to students and families: translated information about program • options to students and resources, online materials, social media, videos, newsletters, presentations

!amities living in poverty

Note: Alternative Programs Detailed Notes (See Appendix B)

------

Focus on Poverty: Year One - Progress Report Research and Acco"ntability, Director's Office

I

• -. Jl.~-

-

Status

•• DO

•• DO

·••o •••• •• DO

•• DO

•• DO

•• DO

•• DO

9 December 2019

1\.l ~

DELIVERABLES ~ --- 0 Work-in-Progress, Accomplishments, Next Steps

.T. --~--

AcHons & I

AcHon Plan: AcHvltfes Sub-Categories

I Examine the Gifted Rating Scale (GRS) and its use in the

Special 1 identification process I

Education Program Review

Determine the aspects I

of intersectionality of poverty with other

I factors for students in contained special education classes

Foc~ts on Poverty: Year One - Progress Report Research attd Accountability, Director's Office

•

•

•

• •

DELIVERABLE$ Work-In-Progress, Accomplishments, Next Steps

Review of identification processes for Gifted exceptionality o Gifted Rating Scale - GRS o overall holistic decision-making process o Parent/guardian input form

Action plan for addressing self-identified groups currently underrepresented in students with a Gifted exceptionality

Determine intersectionality of factors from the student census data and students with special education needs in contained special education classes Training on the intersectionality of poverty & special education needs Report on representation of groups in contained settings (over-representation and underrepresentation)

Status

•• UlJ

•nO[l

•• DO

10 December 2019

N c.n

DELIVERABLE$ lrn ---

® ..... .. .~..,. Work-in-Progress, Accomplishments, Next Steps .t

Actions &

I Action Plan:

Activities Sub-Categories

Identify school staff to mentor and support I students living in - povert

Champions at Create opportunities for School students living in poverty to meet one-on-one with o coring adult

Build capacity of staff to use the "Everyday Mental Health Practices" and Social Emotional Learning resources to support

Well-being of I stude~ts living in povery

Students Living in Poverty

Shore training on the resource: 'leading Mentally Healthy Schools" for school administrators to build safe and inclusive environments for students living in

Foms on Poverty: Year One - Progress Report Research and Accountability, Direcwr's Office

DELIVERABLES Work-in-Progress, Accomplishments, Next Steps

• Identify vulnerable students using photos and match with staff who volunteer to get to know students and become their advocates

• Re-assign staff who ore relocated due to Fifth Disease or Chicken Pox to high needs schools (e.g .• SVI 5 & 6 schools) to allow staff to work 1:1 with students living in poverty

• Develop pions to create meeting spaces in schools where students meet 1-on-1 or in small groups with a coring adult

• ETFO Stewards sessions • MH Unit Reps training • Sunset seminars • Children's MH Week (focus) • Continue to build capacity of staff to use Everyday Mental Health classroom resources • Emphasis on developing relationships and getting to know each student - Relationships

with teachers may be a protective factor for students living in poverty • Discussions about financial stressors and other stressors: activities that do not "cost" money

for well-being

• P /VP Symposium • MH Unit Reps training • Training on "Leading Mentally Healthy Schools" for school administrators to build safe and

inclusive environments illuminated o focus on ways to "include" and to remove barriers for families living in poverty

• Continue to assist with the implementation of the ''Leading Mentally Healthy Schools" to support school administrators

.....

I Status

l •oDO

I •DDO

l·••o II

I ·••r I

11 December 2019

to.) 0)

DELIVERABLE& lrn ---Work-in-Progress, Accomplishments, Next Steps

.~ . .. :. .. Actions &

I Activities

Differentiated Instructional

Practices and Professional

Learning


Design instructional and assessment practices that responsively support the needs of students

I living in poverty

Provide training for staff I to understand how poverty manifests in classrooms and is represented in the curriculum

Create Professional Learning Networks based on student poverty profiles to shore best practices using on integrated antioppression lens

Focrts on Pouerty: Year One - Progress Report Research and Accountability, Director's Office


• Work on responsive curriculum planning comprehensively viewed through an anti-oppression lens

• The following elements will be synthesized into an instructional design template: Culturally Responsive Pedagogy (Ministry Monograph included). Growing Success (Assessment), Critical Literacv. Student Voice and Student

• Present SVI data to FOS schools to increase principals' and vice principals' understanding of their communities. Take back to their schools to share with school staff

• Resources of lessons and differentiated instructional strategies and assessment - culturally responsive curriculum planning, instructional design template under development

• Superintendents of Education to do a Collaborative Inquiry of interested staff to explicitly plan lessons and assessment based on student profiles and most effective instructional practices for students living in poverty

• Develop capacity and tools to build student profiles (e.g .. "Learning for All" templates) • Ground our work from the literature on teaching students living in poverty (e.g .. Paul Gorski)

• Description of Learning Networks that ore based on student profiles

• Description of best practices to support students living in poverty

• Description of supports for staff well-being and ways to address compassion/trauma fatigue

I Status

l·••o

·••o

·• DO

l·•no

•oDD

•oDD

•orl[l

12 December 2019

"' .......

Next Steps

Individuals who have experienced poverty or are currently experiencing poverty can provide an important contribution to the Focus on Poverty plan. As one of the key Next Steps, the Measurement Plan will include gathering the voices of these individuals who can speak to the true impact that poverty has on their children's learning and/or their own learning as students. In addition, they can provide insights into the inter-generational and cyclical aspects of poverty.

Partnerships with diverse community organizations is essential to support our work. As a next step, connections will be made with the Collaborative Agreement Review Committee {CARC) in order to facilitate community partnerships that best support the needs of our students and families.

The Focus on Poverty initiative began with the examination of the challenges and barriers faced by students and families living in poverty. The availability of new identity·based data from our Student Census will allow us to widen the scope of our equity and anti-oppression lens. A deeper investigation will be conducted of specific factors that create disproportionate inequities faced by particular groups of students in our board. Understanding the academic and life trajectories of our students must include a deep understanding of the social context of the differences, challenges. and barriers that currently exist for our students. Next steps include: Asking "What can we do differently to address inequities and support change at the individual student. organizational, and systemic levels?

The report The Working poor in the Toronto Region (Stapleton . James, Hope. 20 19) investigates the rates of working poverty faced by marginalized populations. notably the Block populations in Toronto. This work illustrates the disproportionate rates of Black working poverty and investigates the intersectional roles of gender, age. education. generational poverty, and geography in creating disparities. "The working poor population in Canada is the largest single group of people living in poverty''. The findings in this report emphasize the need to the examine the intersectionality of poverty with other factors. such as race, given the diversity in the Peel District School Board.

Focus on Pouerty: Year One Progress Report Research and Accountability, Director's Office

13 December 2019

1\,) co

References

Ontario Ministry of Education (20 13). Learning for All: A Guide to Effective Assessment and Instruction for All students, Kindergarten to Grade 12. Retrieved from http:/lwww.edu.qov.on.ca/enq/general/elemsec/speced/LearningforAII20 13.Qdf

Stapleton, J., James, C.E., Hope, K. The Working Poor in the Toronto Region: A closer look at the increasing numbers. Toronto: Metcalf Foundation, 2019.

Focus on Poverty: Year One - Progress Report Research and Accormtabilily, Director's Office

14 Decem ber 2019

N <0

Appendix A


Director's Office

Research & Accountability

CISESS Curriculum & Instruction

CISESS Special Education

CISESS Alternative Programs

15 December 2019

w 0

Focus on Poverty Team Members Past and Present

unurmv Relations Support Srrvtrr~

Crissa Hill I C<x>rJinatin~ Princinal I CIS)-;__')S - Curriculum and Instruction

Farrell Hall 11\tanaeer - Worknlace Eltuitv (former) I Human Resources Support Services

Gale Solomon-Hcnrv !Superintendent of Education I Mississauhra Field Office

1 Harjit Aujla 1 Superintcmh:nt of Education 1 North Field Office ~~

Heather Harrold

Resource Teacher -

Principal

Chief Social Worker

SuJX:rintendcnt of EJucation -

Principal -Student Success I 1

Resource Teacher - !'atnwavs-v

Kim Bennett Research Officer

I .ata Persaud Resource Teacher -

Focus on Poverty: Year One- Progress Report Research and Accortntability, Director's Office

on You

Snnnnrt Services

to 18

EHS

School

Director's Office

Human Resources Support Scrvices

Human

Alina Public School

ClSESS -

CISESS - Alternative

CIS I ~SS - Alternative Programs

Research and Accoun

CISESS - Alternative Programs

Years

16 December 2019

Liz Cook Superintendent of Education North Field Office

Co-ordinator- We Welcome the World Centres Communications & Community Relations Support Services

Resource T cachcr - Credit CISESS - 1\lrernativc Pre

Maureen Mackay Coordinator - Student Wclllking Leadership Development & School Support Services

Melanic Co-ordinaror - I and Inclusive Education CISESS - Curriculum and Instruction

Michael Logue Superintendent of Education North l'ield Office

Michelle Stubbings North held Office

Pam Supporting 2SLGBTQ+ Identities I CISESS - Curriculum and Instruction

Patrika Daws

Paul da Silva Superintendent of Education

Paul Favaro Chief of Research and Evaluation

Paul Officer Principal - Continuing Education

Peter loshua Director of Education

Phiona J.loyd-Henry Vice Principal

Rob Coordinator - 1 ;iekl Centres

Robin Perri Principal

Rohan Thompson

Ryan Reyes

Shawn Education

Stacy Wilson Casual - Principals

Susan /\damthwaite Instructional Coordinator - Student Success

Susan O'Brien Resource Teacher - cJ.carning

Valerie Anderson Coordinator - Studt.:nt Wdl

Focus on. Pouerty: Year One - Progress Report Research and Accountability, Director's Office

North held Office

Mississauga Field Office

Research and Accountability

/\EC South

Director's Office

Rick Hansen SS

CISESS - /\ltcrnativc

Macvillc Public School

Human Resources Services

Communications & Community Relations Support Services

CISESS - Education

Leadership Development & School Support Services

CIS I ·:SS - Alternative Prn<>r<Jm~

ClSESS - /\ltemative Programs

Services

17 December 2019

Appendix B

DELIVERABLES APPENDIX Presented are the details for the ACTION AREA: Equitable Participation in Programs, specifically for many of the AHernative Programs offered in the Peel District School Board. Action Plan: Sub-categories are included in the tables.

Review SST teacher allocation and needs and aligned with SVI data

1 HanaoooK OIQITIZea Tor :LU 1 '1-:£020 1 Develop a variety of ways to communicate information about program options to students and families living in poverty

Follow up with high SVI schools with no student recommendations

Provide more ongoing supports during program participation

Create more program options and considera ' ion ollocal ion in the home school p.e . neighbourhood school advantage) to meet the needs of students liv1 Develop a variety of ways to communicate information about Information and registration print resources and translated

• ~· ~·~· ·~ program option) to students and families living in poverty

Present opportunities at staff meetings of schools with high SVI E:vnr.nrl staff receivina information Access availability within a reasonable bus ride Free to students in need ladvise Alternative Prt"\rorro""'

Survey students regarding transportation Plan based on recommendations to changes for bussing model

Focrts on Poverty: Year One - Progress Report Research and Accountability, Director's Office

Identify barriers and inequities in the application and entrance processes for program participation

18 December 2019

(.,.) (.,.)

DELIVERABLES APPENDIX

Create more program options and consideration of location in the home school (i.e .. neighbourhood school advantage) to meet the needs of

I ~ .. ~·~l;!•w I students living in poverty

I .. _ . -· .. ...., __ e· ..... ----· ___ -· ·- .. -· ·-·-. -~ . ~· ~·-· ·~ I Develop a variety of ways to communicate information about program options to students and families living in poverty

Contact high SVI schools that have not participated

Wider scope of communication about funding disseminated to superintendents, administrators. instructional coaches, and posted on the Experiential Learning site through the Alternative Proarams Shareooint site. Develop multiple ways to communicate program information to schools

Focus on Pouerty: Year One - Progress Report Research and Accountability, Director's Office

Develop a variety of ways to communicate informatiofl about program o p tions to students and famll es livrng in poverty

Develop a variety of ways to communicate information about program options to students and families living in poverty

19 December 2019

w ~


SHSM 3-year Plan reviewed; internal approval of new program Creole more program options and considero11on of location in lhe

applications; submission to Ministry for approval; ~ome s~hool im lementation of new ro ra (1.e .. ne1ghbou~hood sc hool advantage) to meellhe needs of

mS Sfudenfs ~v1ng In poverty Create and communicate about processes for SHSM students to apply for an exemption to the coop requirement in grade 11 Updated print marketing materials, website

and regiono programs fo r

1 ··-·---- ..... _ ·-· -· ·- ·--···- ·- .. _ .. ·----· --··--·-

1 Developovorielyofwoyslo communicoleinformolionobout program options to students and fomil es liv1ng n poverty

Explore ways for academic pathway students to find space to add co-op in their timetables

Training and education about the value of co-op in all


Identify barriers and inequilles in the applic ation and entranc e proc esses lor program participation

Identify barriers and inequities in the appFcotion and entranc e processes lor program participation

Creole more program options and consideration of location in the home school (i.e .. neighbourhood school advantage) to meet the needs of students Develop a variety of ways to communicate information about program options to students and families living in poverty

20 December 2019

w 01

DELIVERABLE$ APPENDIX


Plans for utilization of the Britannia Farm expanded field Creole more program options and consideration of location in the centre location home school

. . . . . (i.e .. neighbourhood school advantage) to meet the needs of Explore ways to help With parhc1pat1on due to geographiC students living in poverty limitations where schools do not have appropriate nature

for outdoor ..-.r,... ...... r,.... .......... Promote program to schools using social media and word-of- Develop a variety of ways to communicate informalion about mouth program options to students and families living in poverty

Supports for Parent Councils for fund-raising to support Outdoor Activities and field tri Information for parents/guardians about Field Centres and ideas on outdoor time activities on the board website Google Classroom to share experiences, best practices and

uestions Clarify costs, subsidies, and fee structure

Investigate ways to increase staff since there is greater demand than Field Centres can currently handle Investigate ways to address transportation costs

Supports for participating students (extra clothing, healthy snacks} Professional Development for educators on risk management in outdoors

Effective utilization of trained casual field centre staff to increase oroaram availabilitY and oarticioation Explore use of portables at the Farm to expand geographic reach Promote and re-introduce the program via the Middle School Matters Plan transportation efficiently to share buses for schools within close oroximitv of each other

Focus on Poverty: Year One Progress Report Research and Accountability, Director's Office

e application and entrance

in tl1e application and entrance lion

Create more program options and consideration of location in the home school (i.e .. neighbourhood school advantage) to meet the needs of students living in poverty

Develop a variety o l ways to communicate information about program options to students and families living in poverty

Provide more ongoing supports during program participation

21 December 2019

w 0)


Access to devices and Wifi for all students to use My Blueprint career, education, life

Identify barriers and inequities in the application and entrance processes for program participation

Communication about elearning programs on the Alternative Develop a variely ot ways to c ommunicale information about Pro rams website and the PDSB website program options to students and families living in poverty

Share information using e-mail, face-to-face presentations, Guidance newsletters Access to computer or tablet for participation in elearning courses

Promote the FOY program through Guidance Pathways newsletters, FOY video, oresentations Support participating students with bus tickets/Presto cards, assistance obtaining all documentation required for emolovment Extra supports (e.g., mental health, family concerns) with face-to-face communication and connections to community

cies

Memo sent to principals and guidance staff about Spotlight Sheri9an (300 spots for grade 7's to visit and experience the DavisCa


Identify barriers and inequ1t1es in the applical ion and enlrance processes for program participation

Develop a variety of ways to communicate information aboul program options to students and families iving in poverty

Provide more ongoing supports during program partic•pat on

Provide more onaoina supports during program portic1palion

Develop a variety of ways to communicate information about program options to students and families living in poverty

22 December 2019

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