Regular Board Meeting - District School Board Ontario North East

Transcription

DISTRICT SCHOOL BOARD ONTARIO NORTH EAST
Regular Board Meeting
February 21, 2006 @ 6:45 p.m.
Location:
153 Croatia Avenue, Schumacher
COMMITTEE OF THE WHOLE
REGULAR SESSION -
- 5:45 P.M. TO 6:45 P.M.
6:45 P.M.
AGENDA
Page(s)
1)
CALL TO O R DE R
2)
COMMITTEE OF THE WHOLE, IN CAMER A.
3)
REGULA R SESSI ON
4)
INTR O DUCTI ON OF STUDENT TRUSTEES
5)
A D O PTION OF THE AGENDA
6)
CONFLICT OF INTEREST
7)
APP R OVAL OF MINUTES OF FEB RUA RY 7, 2006 ............................................ 3 - 5
8)
BUSINESS/AND O R QUESTIONS ARISING OUT OF MINUTES
9)
PRESENTATIONS
Phoenix Program – TH & VS
2/…
Regular Board Mee ting – February 21, 2006
District School Board Ontario North East
Electronic Board Package - Page 2
Page(s)
10)
A DMINISTRATIVE REP O RTS
a) Cash Disbursements
b) Best Start – Timmins, Cochrane, Northern Implementation Plan......................................6 - 20
c) Record Retention Policy – 1st, 2nd, 3rd reading and approval ...........................21 + Attachment
d) Student Travel/Field Trip Policy – Review ...................................................................22 - 39
c) Curriculum Update.......................................................................................................40 - 42
d) Student Success Report .............................................................................................43 - 44
e) Technology Report .............................................................................................................45
f)
O.P.S.B.A. Symposium Reports - Trustees.................................................................Verbal
11)
OTHER BUSINESS:
12)
COR RESP ONDENCE
a) C.N. Watson and Associates Ltd.........................................................................................46
13)
ITEMS FO R FUTURE MEETINGS
14)
MOTION TO ADJ OURN
MINUTES of the Regular Meeting of District School Board Ontario North East held at 5:45 p.m. in the boardroom
of the Schumacher Office, 153 Croatia Avenue, Schumacher on February 7, 2006.
TRUSTEES PRESENT:
Rosemary Pochopsky - Acting-Chair
Howard Archibald
Heather Bozzer
David Duchesne
(video conference)
Tom Henderson
Charlotte Johnson
Corinne Miller
Nancy Pedersen
Saunders Porter
STUDENT TRUSTEES PRESENT
Garett Morin
Laura Simpson
- T.H. & V.S.
- T.H. & V.S.
TRUSTEES A BSENT:
Juergen Leukert
Albert Schaffer
- Chair
A DMINISTRATI ON PRESENT:
Linda Knight
Barry Peterson
Asima Vezina
Margaret Fleury
Ken Ryan
-
Director of Education (Public Session)
Superintendent of Business and Finance
Superintendent of Schools
Superintendent of Human Resources
GUESTS
Linda Henry
Angela Chaisson-Fox
Mark Larouche
Steve Pladzyk
Rick Bealieu
Michelle Leigh
- Principal of K.L.C.V.I.,
- Teacher, K.L.C.V.I.
- DSB 1 Math Coach
- Principal, T.H. & V.S.
- Principal of Curriculum
- Principal of Student Success
REC O R DING SECRETARY:
Janice Sharpe
CALL TO O R DE R:
Rosemary Pochopsky, Acting-Chair of the Board, called the meeting to order.
COMMITTEE OF THE WHOLE (IN-CAMER A):
2559-06
P O RTER/PEDE RSEN:
THAT this board resolve itself into a Committee of the Whole, (InCamera).
CARRIED.
2560-05
PEDE RSEN/PO RTER:
THAT this board reconvene in regular session.
CARRIED.
REGULA R SESSI ON:
Adoption of Agenda
2561-06
MILLER/B OZZER:
THAT the Agenda for the regular Board Meeting dated February 7,
2006 be approved as amended; the Career Focus presentation will
take place following item 12.
CARRIED.
Conflict of Interest
Trustee Tom Henderson declared a conflict of interest under item 10 e) Taxation By-law.
APP R OVAL OF MINUTES:
2562-05 P O RTER/JOHNS ON:
THAT the minutes of the regular board meeting held January 24,
2006 be approved.
CARRIED.
PRESENTATION – CAREE R FOCUSING
Angela Chiasson-Fox and Linda Henry, Principal, of Kirkland Lake Collegiate Vocational School presented a
video portraying student and parent response to Career Focusing, an alternative grade 10 curriculum supporting
career education. Ten teachers, from grades 7 and 10, have been trained to deliver the extensive program
designed to facilitate students’ thorough research of personal learning styles and abilities, career options,
available apprenticeships and post-secondary programs, and required pre-requisite secondary courses. After
one semester of introducing Career Focusing, teachers are very pleased with the improved student articulation of
their career options and understanding of the necessary steps to achieve their goal. An intermediate phase of
the program, SMART Focusing, is being piloted at King George this semester. The project aims to have
students actively involved in planning their future from grades 7 through 12. Plans to expand the project to other
schools for September 2006 are in development.
A DMINISTRATIVE REP O RTS
Policy Committees for OSR, Bullying and Pediculosis Policies
2563-06 PEDE RSEN/HENDE RS ON:
THAT the following trustees sit on the O.S.R. Policy Committee:
Tom Henderson, Charlotte Johnson.
CARRIED.
2564-06 PEDE RSEN/PO RTER:
THAT the following trustees sit on the Bullying Policy Committee:
Tom Henderson, Heather Bozzer, Howard Archibald.
CARRIED.
2565-06 P O RTER/MILLER:
THAT the following trustee sit on the Pediculosis Policy Committee:
David Duchesne.
CARRIED.
Taxation By-Law #9
2566-06 JOHNSON/ARCHIB ALD:
THAT the Board approve the Taxation By-Law #9 dated this 7t h
day of February, 2006.
HENDERSON - ABSTAINED
CARRIED.
10 Year Capital Plan
2567-06 MILLER/PEDE RSEN:
THAT the Board approve, in principle, the 10 Year Capital Plan for
submission to the Ministry of Education.
CARRIED.
PR O PE RTY AND FINANCE COMMITTEE
2568-06 JOHNSON/B OZZER:
THAT the Minutes of the Property and Finance Committee meeting
dated January 31, 2006 be approved.
CARRIED.
2569-06 P O RTER/MILLER:
THAT the Board receive the auditor’s report and approve the 2004
– 2005 financial statements.
CARRIED.
2570-06 HENDERS ON/JOHNSON:
THAT the Board transfer, for the 2004 – 2005 school year,
$1,299,994 from the retirement gratuity reserve to the operating
fund.
CARRIED.
2571-06 B OZZER/P O RTER:
THAT the Board make a contribution to the Englehart and Area
Community Complex in the amount of $120,000 to be paid for 15
years at $8,000 per year commencing in the school year 2006 –
2007.
CARRIED.
COR RESP ONDENCE
2572-06 PEDE RSEN/PO RTER:
THAT the following Correspondence be received, contents noted
and filed:
a) W. Earle Miller Public School
b) Victorian Order of Nurses
CARRIED.
MOTION TO ADJ OURN
2573-06 HENDERS ON/ARCHIB ALD:
THAT we do now adjourn.
CARRIED.
COCHRANE DISTRICT
SOCIAL SERVICES
ADMINISTRATION
BOARD
Best Start Implementation Plan
Prepared by: Cochrane District Best Start Network
Table of Contents
1.
Introduction
2.
Vision
3.
Hub Models
4.
Location and Description of Hubs
A. Model 1
B. Model 2
C. Model 3
D. Future Projects
5.
Obstacles and Barriers
6.
Special Needs Resourcing
7.
Children Aged 6 to 12
8.
Wage Subsidy
9.
Human Resources and Training
10.
Communication and Marketing
11.
Administration
12.
Preschool Program
13.
Services to Francophones
14.
Services to Aboriginals (off-reserve)
15.
Parental Engagement
16.
Conclusion
Appendices
A.
B.
C.
D.
E.
F.
G.
H.
School’s First Policy
D efinition of a Hub
Children’s Services Organization Chart
Service Providers in Cochrane District
Preschool Speech and Language
Infant Hearing Program
Allocations for 2006/07, 2007/08
Hub Model (Drawing)
1.
Introduction
Best Start is a comprehensive, evidence-based early learning and care strategy designed to help give Ontario’s
children the best possible start in life and help them achieve success in school. Best Start is the platform on
which we can begin to address the broader determinants of healthy development. It will:
- help parents support their children
- help children in Ontario be ready to achieve success in school when they start Grade 1
- help make the transition to Grade 1 as smooth, seamless and successful as possible
- make high quality early learning and care available for our youngest learners
- provide a variety of parenting supports
- help identify and provide support to children who need extra help
- build on partnerships with communities and with the federal and municipal levels of government
It is imperative that hubs be designed to meet the unique needs of the District of Cochrane. Hubs must be
geographically dispersed throughout the District, be accessible and provide a range of services.
In order to develop the Best Start Implementation Plan, focus groups were held in different communities. In
addition to focus groups, community partners, parents and principals were consulted. The Francophone and
Aboriginal populations were also consulted. Documents such as the Cochrane District Child Care Plan, the Best
Start Transition Plan, EDI information and demographic data were examined all to ensure that the most complete
and comprehensive Plan was developed.
The challenge of developing this Plan lies in balancing the needs vs. the targets. Equally challenging is the
process of meeting the needs of every community, including the needs of the Aboriginal and Francophone
populations and planning equitable services throughout a largely rural district.
It is important that while undertaking this massive expansion of licensed child care spaces, we also develop
concrete mechanisms to help ensure that these new spaces are viable and sustainable.
The Best Start Implementation Plan is a living document and may evolve as the needs of the community change.
2.
Vision
The document supports the Government of Ontario’s vision for children, “An Ontario where children and youth
have the best opportunity to succeed and reach their full potential”.
The vision for the Best Start program within the Cochrane District can be summarized in three main points:
- Address the individual needs of each community for child care services.
- Remain sensitive to the linguistic and cultural differences of these communities and its residents.
- Accommodate parents and children by offering flexible services, during flexible hours at accessible locations.
3.
Hub Models (see Appendix B for definition of a hub)
The Cochrane District Best Start Network has identified each school in its district as an important location for a
child care hub. The Network’s definition of a hub is one that is flexible, depending on the needs of its children and
its parents. To meet the needs of every child, parent, school and community, the Network has developed
different hub models.
It is the Network’s intention, at the very least, to develop a resource area in every school, providing information
to parents and to children in regards to children’s services offered in their community. This is a model 3 hub.
In other instances, existing spaces in schools will be used to host before and after school child care programs,
and with some renovations, the space can also be used for child care centres and preschool early learning
programs, depending on the needs of the children and the parents. The model 2 hub maximizes existing space
and resources within schools.
Finally, there may be requirements for capital expansion onto some schools or existing buildings to create space
for the above mentioned facilities and services. This is a model 1 hub.
The range of services offered within a hub model may vary depending on the specific needs of those served by
the hub and may include any or all of the following:
•
•
•
•
•
•
•
Child care for children in JK and SK during non-school hours and child care for children 0-4
Enhanced early identification and intervention programs
18 Month Well Bab y check up using the Nipissing and Rourke developmental assessment tools
Public health programs, including postpartum/maternal depression strategy
Nutrition programs
Parenting programs/Ontario Early Years Centres
Preschool early learning program 2.5 hours/day, 5 days/week, or equivalent, at no cost to families
Hubs must also develop links with specialized services for children and families requiring additional help,
including:
•
•
•
•
•
•
Primary care services
Children’s mental health
Preschool speech and language/infant hearing
Children’s treatment centres
Child welfare agencies
At a minimum hubs are to integrate early learning and care programs that will include child care for nonschool hours for children in JK and SK and child care for children 0-4, JK/SK programs and parenting
programs
An Implementation Committee consisting of membership from various stakeholders will be created for each major
project in order to assess the specific needs at the time of implementation and to determine which services will be
offered in that specific hub.
4.
Location and Description of Hubs
Hub sites were selected based on the following criteria:
•
•
•
It is expected that most hubs will be located in elementary schools.
If a hub is not located in a school, the Best Start plans must describe how the site will be linked to school
programs, as well as the rationale as to why the school was not the appropriate location.
Location of hubs will be based on a number of factors, including: culture; language needs; parents’
needs; the distance between families’ homes, work, schools and child care settings; the availability and
security of suitable space in schools or other community settings; and the number and location of existing
licensed child care centres.
A. Model 1
Location
City
Year*
D escription
École StDominique
Timmins
**
An expansion will be done onto an existing day care
with an established relationship with the school.
École LouisRhéaume
Timmins
3
Capital development will be required for LouisRhéaume in order to build a day care centre, to host a
before and after school program and to host a
preschool program.
(CSCDGR)
(CSCDGR)
Schumacher
Public
School
Timmins
2
Capital development will be required for Schumacher
Public School in order to build a day care centre, to
host a before and after school program and to host a
preschool program. A number of special needs
programs are currently offered in the school and the
capital development will allow the expansion of these
programs.
Timmins
Native
Friendship
Centre
Timmins
**
This will be the location of an Aboriginal hub in the
Timmins area. There will be a day care centre, a
preschool program and a before and after school
program.
Moosonee
Moosonee
**
Hearst Child
Care Centre
Hearst
**
Le Coeur du
Nord
Kapuskasing
3
Cochrane
Child Care
Centre
Cochrane
École
Nouveau
Regard
Cochrane
A hub is currently planned for development in this
community which will meet the needs of both schools.
Planned are a day care centre, a preschool program, a
before and after school program and special needs
resourcing.
The Francophone community of Hearst has an
established relationship with the Hearst Child Care
Centre which is located adjacent to two schools. The
Centre is already a child care hub and is currently
partnered with the Ontario Early Years Centre. A
capital expansion is planned for this facility to
accommodate more children. This would be an ideal
location for a Francophone preschool program.
This is a newly constructed school with increasing
enrolment. The necessary infrastructure for the
expansion is already in place. The school currently
hosts a before and after school program and a
breakfast program free of charge. This would be an
ideal location for a Francophone child care centre and
a preschool program.
The Cochrane Child Care Centre has an established
relationship with the community. The facility is ideal for
expansion in order to serve more children in the
community.
The school currently has a child care centre which
would need to be expanded on. With additional
space, the school would be an ideal location for a
preschool program. An extensive marketing campaign
is needed to attract Francophone families to its child
care services. An improvement and expansion of the
playground is currently planned.
(DSBONE)
(CSPNEO)
Year 4
or
beyon
d
2
(CSCDGR)
*
Year 2 projects are from April 1st 2006 to March 31st 2007, Year 3 projects are from April 1st 2007 to March 31st
2008.
**
Indicates projects currently in development.
B. Model 2
Location
Bertha Shaw
Public
School
City
Timmins
Year*
D escription
2
The school is currently planning an expansion. This
would be an ideal location to host a preschool program
and possibly a before and after school program if the
(DSBONE)
Sacred
Heart
Timmins
3
Pinecrest
Public
School
Timmins
2
Queen
Elizabeth
Public
School
Timmins
3
W.E. Miller
Timmins
2
Pavillon
Notre Dame
Hearst
2
École SteAnne
Hearst
3
École
Jacques
Cartier
Kapuskasing
2
Diamond
Jubilee
Public
School
Kapuskasing
3
St-Patrick’s
School
Kapuskasing
2
École
Georges
Vanier
Smooth Rock
Falls
3
(NCDSB)
(DSBONE)
(DSBONE)
(DSBONE)
(CSCDGR)
(CSCDGR)
(CSCDGR)
(DSBONE)
(NCDSB)
(CSCDGR)
need exists.
There’s a possibility that the school would have some
available space to host a preschool program and a
before and after school program. Limited work would
need to be done as the area is already suitable to its
needs.
On behalf of the school council, the principal
expressed the need for a before and after school
program. There are two SK classes with separate
entrances that would be suitable to such programs.
The school currently hosts a before and after school
program in which approximately 30 students
participate. The school does have a room available for
half a day at the south end of the building which would
be an ideal location for a preschool program.
The school currently has a need for a before and after
school program. There is a daycare situated in the
general vicinity of the school however concerns have
been expressed by the school because the children
are required to walk unsupervised to the location.
There are two JK rooms that could be made available
for such a service.
A Model 1 hub with a day care centre is being
expanded at the Hearst Child Care Centre to meet the
needs of the children and the parents from Pavillon
Notre Dame. Pavillon does have an available room that
can easily be transformed and renovated into a
treatment room for visiting service providers.
A Model 1 hub with a day care centre is being
expanded to meet the needs of the children and the
parents from École Ste-Anne. A resource area will be
equipped to link the school to the hub at the Hearst
Child Care Centre. This would however be an ideal
location for a before and after school program.
The school recently conducted a survey and
acknowledged the need for a before and after school
program. The school is also an ideal location for a
preschool program. There is space available and
suitable for such services and a treatment area if
renovations are made.
The school currently has two empty classrooms and
plenty of other available space for a treatment room.
With its high Aboriginal population, the school is an
ideal location for an Aboriginal hub and would greatly
benefit from added cultural content.
The school currently does not offer a before and after
school program, however it could benefit from both.
The school would also be an ideal location for a
preschool program with some renovations to existing
available space.
A survey was recently conducted by the school where
it was identified that there isn’t a need for a before and
after school program. A room is currently equipped as
a child care area and is used by special needs children.
This room would be an ideal location for a preschool
program. A resource area would help link parents and
Iroquois
Falls Public
School
Iroquois Falls
3
St-MartyrsCanadiens
Iroquois Falls
3
Joseph H.
Kennedy
Matheson
3
(DSBONE)
(CSCDGR)
(DSBONE)
*
children to larger hubs in Timmins, Cochrane and
Kapuskasing.
The school is accessible and situated in a central
location. There are rooms available. The school
currently has an entire wing dedicated to special
needs. This would be an ideal location for a preschool
program.
The school has plenty of available space and currently
has three rooms dedicated to special needs. The
school currently hosts a before and after school
program at a cost to the parents. There’s also the
possibility of offering a preschool program to
Francophone children.
The school has available space and would be an ideal
location for a before and after school program and for a
treatment room. Service providers are currently
located in the hospital and would benefit greatly from a
shared space and access to a treatment room. The
school could also offer services to children in
neighbouring Ramore, Val Gagné and Shillington.
2008.
C. Model 3
Year*
D escription
École StJean
Location
Timmins
City
3
École
LionelGauthier
Timmins
2
École StJude
Timmins
3
École St-Jean is home to a large number of JK and SK
students. The school is currently filled to near capacity
and will be outfitted with a resource area in order to
provide information to parents and children as to where
services could be offered. Students from École StJean can be transported to the existing French
language daycare located near École St-Dominique, at
École secondaire Thériault or at the centre planned for
development at École Louis-Rhéaume.
École Lionel-Gauthier would be an ideal location for a
child care centre and a preschool program; however,
there simply isn’t any room available. Furthermore, the
age and lack of accessibility to the school does not
make it ideal for capital expansion. Enrolment continues
to grow and more and more children are being turned
away. The school currently offers a before and after
school program which is hugely successful as more
than 60 children of all grades participate. The program is
offered by the school free of charge. A resource area
will be outfitted here. The situation will be revisited if a
new school is built.
École St-Jude currently successfully hosts a before
and after school program. A need has been identified
for a French language child care centre as none exist in
the city’s east end. At the current time, the school will
be outfitted with a resource room. The school’s needs
will continue to be assessed and expansion may be
undertaken to create a child care centre beyond year 4
of the program.
(CSCDGR)
(CSPNEO)
(CSCDGR)
St-Paul’s
School
Timmins
3
Golden
Avenue
Public
School
Timmins
2
Coronation
Public
School
Timmins
3
Flora
MacDonald
Timmins
2
Whitney
Public
School
Timmins
2
St-Joseph’s
School
Timmins
3
École StGérard
Timmins
3
Clayton
Brown
Hearst
3
École StFrançoisXavier
Mattice
2
École StAntoine-dePadoue
Opasatika
2
(NCDSB)
(DSBONE)
(DSBONE)
(DSBONE)
(DSBONE)
(NCDSB)
(CSCDGR)
(DSBONE)
(CSCDGR)
(CSCDGR)
Students from this school currently use a before and
after school program hosted by the YMCA next door at
Queen Elizabeth Public School. This would be an ideal
location for a resource room to link the school to a larger
hub in the community.
The school has not demonstrated a need for a before
and after school program. It currently offers an autism
program in which 8 students currently participate. This
would be an ideal location for a resource area linking the
school to a larger hub in the community.
As this school only has JK students, it would be an ideal
location for a larger hub with a before and after school
program, a preschool program and a child care centre.
However, due to a lack of space and the age of the
school, such a project is simply not feasible at this time.
Should the school board decide to expand the school,
the project would make for an interesting partnership.
At this point, it would be an ideal location for a resource
area linking it to a larger hub in the community.
There currently isn’t a need for a before and after
school program. This would be an ideal location for a
resource area linking the school to a larger hub in the
community.
There currently isn’t a need for a before and after
school program. This would be an ideal location for a
resource area linking the school to a larger hub in the
community.
The school is in its third year of their before and after
school program in which enrolment has gone up from
one student in year one to 20 students in year three.
With no additional services required, this school would
be an ideal location for a resource area linking it to a
larger hub in the community.
This would be an ideal location for a resource area
linking the school to a larger hub located nearby at
Ecole Louis-Rheaume.
There does not appear to be a need for an English
language child care centre in Hearst. Enrolment to its
English language schools is down dramatically as most
of its students are Aboriginal and have now transferred
to a school on-reserve. Clayton Brown has available
space for a resource center, a treatment room and
could potentially offer cultural programs intended for its
remaining Aboriginal students.
A feasibility study was recently conducted in the
community of Mattice in which it was determined that
the construction of a child care centre would be
detrimental to the community’s economy. The vast
majority of child care services are offered in homes by
private home care providers. This community would be
an ideal location to launch an expansion of licensed
private home child care. The school is large and can
host a resource area to link it to a larger hub in Hearst.
The school is very small and does not require additional
services. A resource area can be equipped to link
parents to larger hubs in Kapuskasing and Hearst. Part
École SteRita
Val Rita
2
École
séparée
André-Cary
Kapuskasing
3
École
Jeanne
Mance
Kapuskasing
3
École StJules
Moonbeam
2
Smooth
Rock Falls
Public
School
Smooth Rock
Falls
3
Aileen
Wright
Cochrane
2
Cochrane
Public
School
Cochrane
2
St. Anne
English
Catholic
School
Iroquois Falls
3
Étoile du
Nord
Iroquois Falls
3
École
catholique
Sainte-
Ramore
3
(CSCDGR)
(CSCDGR)
(CSCDGR)
(CSCDGR)
(DSBONE)
(NCDSB)
(DSBONE)
(NCDSB)
(CSPNEO)
of the facility is shared with the municipality and many
community health services are already delivered on the
premises.
The school currently offers a before and after school
program free of charge to parents. Ten children of all
grades currently participate in the program. This school
is an ideal location for a resource area linking it to a
larger hub in Kapuskasing.
The school is nearly at its capacity and does not have
any available space. This school would be an ideal
location for a resource area in order to link it to a larger
hub.
The school is nearly at its capacity and does not have
any available space. Enrolment is declining and there
does not appear to be a need for additional services. A
resource area would satisfy in order to link the school to
a larger hub. The school is located near the proposed
hub at Le Coeur du Nord and the hub at École
Jacques-Cartier.
The school currently hosts a successful before and
after school program free of charge to parents. The
Ontario Early Years Centre hosts a preschool program
here once a week. There is available space however
extensive renovations would need to be made. The
school is not accessible to people with disabilities. This
would be an ideal location for a resource area to link
parents and children to a larger hub in Kapuskasing.
There is plenty of room in this school however a need
has not been demonstrated. A treatment room and
resource area would help link parents and children to
larger hubs in Timmins, Cochrane and Kapuskasing.
The project should be revisited in year 4 or 5 of the
program to see if the student population has expanded
to require a need for a before and after school program.
The school previously had a child care centre, however
the service was terminated. Enrolment has declined
recently and there does not appear to be a need for a
before and after school program. There is an
established link with the proposed hub located at the
Cochrane Child Care Centre. This location would be
ideal for a resource area linking the school to a larger
hub.
There is an established link with the proposed hub
located at the Cochrane Child Care Centre. This
location would be ideal for a resource area linking the
school to a larger hub.
This is an older school which currently has a room for a
Child and Youth Worker as well as a multi-purpose
room. It would be an ideal location for a resource area
linking the school to a larger hub.
This is a smaller school with no available space. It would
be an ideal location for a resource area linking the
school to a larger hub.
This school is an older school with available space on
the third floor, however tt is not accessible. It would be
an ideal location for a resource area linking the school to
Thérèse
(CSCDGR)
*
a larger hub.
2008.
D. Future Projects
Best Start will support the development of child care space in any new school construction, and provide funding
for operational start up, wage subsidy and fee subsidy.
Future projects include the expansion of the Cochrane Child Care Centre and possible expansions of École StJude, École Lionel-Gauthier and Coronation Public School to create child care space. All future projects are
contingent upon the availability of funding.
5.
Obstacles and Barriers
A number of obstacles and barriers to the implementation of the Plan exist. The Best Start Network will be
tasked with the responsibility to recruit service providers to operate in the hubs. An added challenge will be to
ensure that these service providers respect the linguistic duality and cultural diversity of the district and meet the
requirements established by the Government of Ontario.
The low percentage of children in licensed childcare is a concern of the Best Start Network. If new programs are
developed, will there be sufficient children enrolled to make the program financially viable?
Lack of funding for specialized or additional services will hinder the development of hub
models. Funding for Infancy and Early Childhood Services, and Healthy Babies, Healthy Children has not
increased. These services will be stretched and may be unable to provide services within hub models.
Transportation, in particular, but not limited to children with special needs, has always been a barrier to
accessing childcare programs. Most communities across the district do not always have public transportation.
Programs in development within schools for before and after, summer programs, recreation and cultural programs
find the regulations under the Day Nurseries Act stringent, binding, and question the need for such strict
regulations.
The lack of universal funding for childcare is an issue and a barrier for development and inclusiveness.
Furthermore, a number of schools in the district currently offer before and after school programs at no cost to the
parents. Outside service providers will require a fee for such services. It will be important to market the benefits
of these licensed programs to the community and make these programs more easily accessible through fee
subsidies.
All barriers will continue to be discussed and solutions recommended as the Best Start Network moves forward
with planning.
6.
Special Needs Resourcing
The goal is to continue to improve the level of special needs resourcing and to build community capacity to
support all children with special needs. It is the intent of the Cochrane District Best Start Network to include all
children with special needs. Through an integrated s ystem of learning and care, children with special needs will
have access to full day child care services if needed and support services within these centres. Gradually, all
licensed child care centres will have an on-site resource teacher and support services to assist each child with
the transition into JK, as funding permits.
The Cochrane District Best Start Network is committed to a minimum of $150,000 a year over the next 5 years in
order to enhance special needs resourcing. Special needs resource funds are intended primarily for purchasing
the services of resource teachers for children with special needs in licensed child care programs and private
home day care.
There are a number of gaps and obstacles in service delivery to special needs children that the Network is
committed to addressing, such as the following:
•
•
•
•
•
•
Many centres do not have on-site resource teachers, thus some areas are not receiving services.
Services are lacking for Francophone and Aboriginal children.
Base cost of programs is rising and has resulted in a reduction in hours of operation.
High need children need one to one care, making the program expensive and reducing the number of
children able to access the service.
Children with special needs requiring full day care do not have support services for a full day.
Transportation of children and staff continues to be an issue.
Existing programs must be reviewed to determine if the services provided meet the needs of the children,
parents and child care providers. As the plan is implemented and new programs are developed, the role of the
special needs resource teachers will be expanded to include assisting in the transition of children from childcare
into JK and SK.
An additional 2 special needs coordinators will be available to work with service providers and on-site special
needs resource teachers.
On-site resource teachers will be provided to all non-profit licensed child care centres that provide full day care
and preschool early learning programs.
Best Start will:
•
•
•
•
•
•
•
Allocate a minimum of $170,000 in 2005/06, $250,000 in 2006/07 and $250,000 in 2007/08 to increase
service levels for special needs resourcing.
Work with agencies within the district to develop a model to improve the coordination of services for JK
and SK children with special needs attending Best Start programs and existing licensed child care
programs.
Build on existing licensed services by providing funding for an on-site resource teacher in each non-profit
child care centre.
Provide funding for an on-site resource teacher in each licensed Best Start child care program that
provides full day care or preschool readiness program.
Increase coordination of services for children with special needs enrolled in licensed child care and
support the transition of children with special needs from child care into JK and SK.
Increase access to developmentally age appropriate options for children and youth with special needs
from 6 to 18 who require child care.
Develop a district wide service model for children with additional needs, such as one to one care.
A high level of service to children with special needs, their families and to the child care community must be
maintained by making funds available to meet service demand in proportion to increases in the number and type
of licensed programs. Funds also must be available to support the service providers for children with special
needs in their efforts to improve their services to better meet the needs of children, families and the child care
community.
7.
Children Aged 6 to 12
The Cochrane District Social Services Administration Board will continue to support licensed child care and
recreation programs for children 6 to 12. The Network will work with providers to further develop accredited
summer programs that can fill the gaps and offer choices to parents for children requiring child care between the
ages of 6 and 12. The Network will also work with the community to provide expanded affordable, quality
recreational programming for school age children at risk.
8.
W age Subsidy
Best Start will address the need to increase wages, improving child care staff recruitment and retention and
meeting the needs of an expanded child care system, through the following actions:
9.
•
Maintaining the current enhanced wage subsidy allocation for non-Best Start programs to ensure that all
licensed child care programs are receiving an equal percentage of their wage subsidy allocation, as per
the provincial formula.
•
Allocating the full Best Start wage enhancement funding to child care programs as per provincial
guidelines.
•
Allocating up to $150,000 in 2005 from the Best Start operating fund to provide enhanced wage
subsidies for staff in approved child care programs. In 2006 and 2007, wage subsidy allocations from
Best Start operating dollars will be made, based on provincial or regional guidelines to be determined.
•
Participating in a regional task group reviewing wage subsidy strategy in the North.
•
Recognizing skills inherent in Aboriginal Early Childhood Education.
Human Resources and Training
The Plan addresses the need to enhance skills of front-line child care staff and to develop management capacity
in lead teachers, supervisors and administrators by providing funding for professional development.
An annual minimum of $20,000 from the Best Start funding will be allocated to offer training opportunities to child
care staff. Opportunities include training on a preschool curriculum, obtaining ECE diplomas, enhancing special
needs resource training and enhancing management skills for supervisors. Training can also be provided for any
new boards operating Best Start programs.
Recommendations from the Provincial Expert Panel on Quality and Human Resources will be implemented to
develop local strategies to recruit and retain qualified early childhood educators.
10. Communication and Marketing
In year 2 and 3 of the program, Best Start operating dollars will be allocated to build on a communications
strategy developed in year 1 to ensure that all qualified families are accessing child care subsidies, that they are
aware of the goals of the Best Start program and that they understand the value of quality, licensed child care
and early learning programs. The scheduled allocation for year 2 will be $50,000 and $30,000 in year 3.
Any communications strategy must include an awareness and understanding of the cultural diversity of the
District of Cochrane.
11. Administration
The administrative model of delivering children services in the District of Cochrane must be redefined. The
District’s capacity for program management must be expanded to implement and support Best Start at the
community level. Service delivery models will be realigned in order to meet the goals of the Best Start program.
Services will be designed to monitor and support the implementation of the Plan. Customer service will be
improved and the evaluation/application process will be accelerated to make subsidies available in a timelier and
more inclusive fashion.
A number of positions will be created within the Cochrane District Social Services Administration Board to
coordinate funding, case management and services within licensed centres.
A Quality Assurance Coordinator will ensure that quality of programming is maintained and continues to meet
Best Start requirements.
A minimum of two Special Needs Coordinators will ensure that the needs of the children, parents and service
providers are met. A Special Needs Coordinator will coordinate services for children with special needs in child
care, act as a case manager and develop programs with special needs resource teachers in the centre a child
attends. In the event that a centre’s specials needs resource teacher cannot work with a particular child, the
Coordinator will work with a service provider or contract a provider to ensure the child receives the required
services.
If needed, a Data Analyst position may also be created.
12. Preschool Programming
Existing preschool programs such as School’s Cool will continue to be supported in the interim as we await
preschool programming and a preschool curriculum.
13. Services to Francophones
Statistics Canada defines mother tongue as the first language learned at home in childhood and still understood
at the time of the census. In 2001, 42% of the District’s population stated French as their mother tongue –
proportionately higher than the Province of Ontario.
Although it would appear that there is an even proportion of Francophone and Anglophone individuals
throughout the District, highly concentrated Francophone populations in communities such as Hearst influence
greatly the overall results. Upon further reviewing and analyzing the noted statistics, it is evident that the
Francophone children generally live in a predominantly Anglophone society, surrounded by daily pressure to
assimilate. In order to ensure that the District of Cochrane Best Start Plan respects the cultural and linguistic
needs, as well as countering the pressures of assimilation, the following will be acknowledged:
•
•
•
•
•
•
•
Cochrane District children and families live in a predominant Anglophone society and they are constantly
subjected to aspects of assimilation.
Being Francophone is not simply speaking French – it is a way of living.
Education, early learning and care services in French are crucial in fostering the development of one’s
personal, cultural and linguistic identity.
Education, early learning and care services in French are vital to the ongoing development and
preservation of the French culture.
Partnerships among schools, families and communities as a whole are imperative to the delivery of
quality services which are responsive to the particular needs of the Francophone community, particularly
to the children.
Education, early learning and care services will be designed and operated by Francophone
organizations.
There is a distinct difference between bilingual and French services.
In order to respect the above noted principals, all Cochrane District Best Start services must apply resources
and tools to meet the cultural and linguistic needs of the Francophone community.
To better understand the specific needs of the Francophone community in the District of Cochrane, two French
language focus groups were held in the district. The location of French-language hubs was predominantly
discussed, as well as the importance of French-language services as opposed to bilingual services. The
School’s First policy was unanimously supported in areas where it is feasible and practical.
Also discussed was the difficulty of service providers to recruit French-speaking professionals. However, it was
agreed that the Best Start program and its priority to respect cultural differences would create a need for
Francophone professionals and facilitate recruitment.
14. Services to Aboriginals (Off Reserve)
In 2001, 11% of the District’s population was identified as being of Aboriginal descent. It is evident that
Aboriginal children live in a predominantly Anglophone society surrounded by daily pressure to assimilate. In
order to ensure that the District of Cochrane Best Start Plan respects the cultural and linguistic needs as well as
countering the pressures of assimilation, the following will be acknowledged:
•
Cochrane District children and families live in a predominant Anglophone society and they are constantly
subjected to aspects of assimilation.
•
•
•
•
Education, early learning and care services tailored to the Aboriginal community are crucial in fostering the
development of one’s personal, cultural and linguistic identity.
Education, early learning and care services tailored to the Aboriginal community are vital to the ongoing
development and preservation of the Aboriginal culture.
Partnerships among schools, families and communities as a whole are imperative to the delivery of
quality services which are responsive to the particular needs of the Aboriginal population, particularly to
the children.
Education, early learning and care services will be designed and operated with the assistance of
Aboriginal organizations.
In order to respect the above noted principals, all Cochrane District Best Start services must apply resources
and tools to meet the cultural needs of the Aboriginal population.
To better understand the needs of the Aboriginal population in the District of Cochrane, a focus group was held
in the district. The group discussed the need for services to the Aboriginal population in the district and
highlighted the importance of cultural content to early learning.
15. Parental Engagement
Parents have an important role in the implementation of Best Start and the identification of the needs of their
children. Parent councils will be invited to contribute to the development of their hubs by having a representative
on their respective Implementation Committee. Child care centres in schools will be encouraged to work with
parent councils to ensure that the children’s needs are met. Centres will also be encouraged to create parent
councils of their own. The Quality Assurance Coordinator will regularly send parent satisfaction survey s not only
to parents benefiting from child care services in a hub, but also from parents who are not taking advantage of
these services to determine how they could be served.
16. Conclusion
The implementation of the Cochrane District Best Start Plan will help ensure that children within the District
receive the best possible start in life and they achieve success in school.
Best Start will help coordinate services to children and their families and will maximize existing resources to
ensure that all children will receive the best possible care and that all of their specific needs are met.
The Plan supports and enables the Government of Ontario’s vision for children, “An Ontario where children and
youth have the best opportunity to succeed and reach their full potential”.
TO THE CHAI R AND TRUSTEES OF
DISTRICT SCHO OL B O A R D ONTARI O NO RTH EAST
02 24
AGENDA REF. NO. 2006
RE: REC O R D RETENTION P OLICY
Background
Attached to your board package is the first draft of the Record Retention Policy, a proposed new districtwide policy.
Following amalgamation on January 1, 1998, school board records from all six predecessor boards was
sent for central storage at Roland Michener Secondary School. A retention policy is needed to allow staff
to maintain a retention and disposal schedule for all records within its Record Management Program under
the Municipal Freedom of Information and Protection of Privacy Act.
The retention schedule within the
policy insures that all requirements of the legislation as they affect board documents have been met while
preserving vital records and archival records. Updates of the retention schedule will automatically be
incorporated into the policy as they are received.
Draft policies have traditionally been posted on the District School Board Ontario North East website,
where comments and suggestions are invited prior to the policy being given second reading. As the
retention of records is legislated, administration is asking that this policy be given first, second and third
reading and approval at this time.
REC OMMENDATI ONS
THAT THE B O A R D GIVE FIRST, SECOND, THIR D RE A DING AND APP R OVAL OF THE REC O R D S
RETENTION P OLICY.
Respectfully submitted,
Linda L. Knight,
Director of Education
02 24
RE: STUDENT TRAVEL/FIELD TRIPS P OLICY
Background
The Student Travel/Field Trips Policy was one of the first policies developed for the newly amalgamated
District School Board Ontario North East in 1998. The policy received first, second and third reading on
October 20, 1998, December 15, 1998 and January 19, 1999 respectively. Past revisions have
included the removal of board approved out of country travel following 9/11 and the change in wording to
reflect the Board’s Anaphylactic Procedures Resource Document in 2004.
The Board of Trustees feel that the current policy needs to be revisited and refurbished to make it more
all-inclusive and updated to reflect current world travel conditions. Included in the policy are suggested
forms that if approved would be done on District School Board Ontario North East templates and added
to the school forms directory located on Docushare.
RECOMMENDATIONS
That the revised Student Travel/Field Trips Policy be reviewed and suggestions be brought
back to the March 7, 2006 board meeting.
Linda L. Knight,
SECTION 2.1: SCH O OL RELATED
O PERATIONS
Policy Code
2.1.1
Page
1 of 16
TITLE:
REGULATIONS
YES
PR OCEDURES
YES
MANUAL
NO
STUDENT TRAVEL/
FIELD TRIPS POLICY
POLICY STATEMENT
WHERE AS, excursions both outside and within the jurisdiction of the Board have
significant educational benefit in extending the learning experiences of
students, and,
WHERE AS, travel for academic, athletic and cultural activities for the purpose of
regional, provincial and national experiences among students enriches
school life,
BE IT THEREF O RE RES OLVED,
That it is the policy of District School Board Ontario North East that
student travel for the purposes outlined above shall be available to all
pupils.
1st READING:
October 20, 1998
Motion #
234-98
December 15, 1998
Motion #
267-98
3rd READING & APPR OVAL:
January 19, 1999
Motion #
276-99
EFFECTIVE DATE:
January 19, 1999
Revision Date: September 21, 2004
2
nd
READING:
O PERATIONS
TITLE:
Policy Code
2.1.1
Page 2 of 16
STUDENT TRAVEL/
FIELD TRIPS POLICY
ADMINISTRATIVE REGULATIONS
A CCOUNTABILITY:
1.
2.
3.
Frequency of Reports – Semi-Annual
Severity Threshold – As needed (eg. Safety issues due to world tensions)
Criteria for Success - Trips are relevant out-of classroom education opportunities related
to the curricular or extra-curricular program
- Proper supervision is addressed
EFFECTIVE DATE:
January 19, 1999
O PERATIONS
TITLE:
Policy Code
2.1.1
Page 3 of 16
STUDENT TRAVEL/
FIELD TRIPS POLICY
OPERATIONAL PROCEDURES
In order to maximize the value of such field studies, appropriate advanced planning and follow-up
shall occur and every care shall be taken to ensure the health and safety of the participants in
such field studies through the provision of appropriate and adequate supervision.
1.
Guidelines: It is the responsibility of all participants to follow approved guidelines.
a) It is the intention of the board that out-of classroom trips be for sound educational
reasons.
b) Canadian destinations should be promoted over international destinations.
c) Costs should be considered in terms of ensuring equitable access for all students.
d) A student trip is any approved and teacher-supervised activity or program off school
premises.
e) The activity must provide a learning experience that cannot be duplicated in the
classroom.
f)
The location and activity must be appropriate in terms of accessibility, age, and
learning development of the students.
g) An out-of-classroom activity shall include classroom preparation and follow-up.
h) Only school-sponsored activities shall be promoted, organized, or take place during
school time.
i)
Meaningful alternative activities must be prov ided for students who are not
participating in the field study.
j)
A student may be denied participating on a school trip based on a demonstrated
inability to follow school behaviour guidelines.
k) Reasonable precautions should be taken to minimize the inherent element of risk in
field studies.
l)
Prior to pre-trip planning, organization or payment, approval requirements must be
met.
m) Unless prior arrangements are made, all students should travel by the approved
mode of transportation.
EFFECTIVE DATE:
January 19, 1999
Policy Code
O PERATIONS
TITLE:
2.1.1
Page 4 of 16
STUDENT TRAVEL/
FIELD TRIPS POLICY
2. Application and Approval Process
Approval is required in accordance with the category of the trip being planned. Off-campus
requests for team tournaments, music festivals and drama are special extra-ordinary
activities and must be lim9ted to official school or system representatives a s part of the
school’s annual program or activities. Such trips must follow category guidelines. Normally,
these activities would be within Ontario; however, they may also be unique opportunities
or exchanges supported by the school and superintendent which involve travel outside the
province.
The Chart below outlines approval requirements.
I
Category
In-province, departing and
returning on the same day
and not involving activities
of increased inherent risk
II
III
Activities involving elements
of increased inherent risk as
outlined in the OPHEA
Safety Guidelines (e.g., but
not limited to water sports,
camping, skiing, cycling,
snow boarding, canoeing,
rock climbing).
All overnight trips out of
country
All trips over five days
All trips involving air
transportation
All Overnight trips up to and
including five days within
Canada.
All one-day trips to USA
Approved
B y:
Final
Approval
Timeline
Principal
Principal then
Principal then
then Director of Education
Minimum of two weeks prior
to the trip
Minimum of one month prior
to the trip.
Minimum of three months
prior to the trip
Category timelines may need to be flexible for special activities such as drama, music festivals, and sports
events.
EFFECTIVE DATE:
January 19, 1999
Policy Code
O PERATIONS
TITLE:
2.1.1
Page 5 of 16
STUDENT TRAVEL/
FIELD TRIPS POLICY
3. Ratio of Supervisors to Students
a) An adequate number of supervisors must be provided to cover situations such as
accidents, discipline problems, health concerns, and late arrivals (missed deadlines).
Male and female chaperones are necessary for all overnight co-ed trips. A supervisor
is defined as a responsible adult approved by the Principal.
b) Alternative arrangements must be made with the parent/guardian should it be
necessary to return a student to the school/home prior to the completion of the trip. No
student would be sent home until sending and receiving arrangements had been made
with the parents, ensuring the safety of transport and reception of the student.
Arrangements and costs incurred shall be the responsib8ility of the parent/guardian or
b y the student if the student is 18 years of age or older.
c) The following minimum supervisor-to-student ratios are required. Consideration must
be given to the possibility that a student may have to return to the school/home prior to
the completion of the trip.
CATEGO RY I
Elementary 1:10
Secondary 1:15
CATEGO RY II
Elementary 1:10
Secondary 1:15
CATEGO RY III
Elementary 1:10
Secondary 1:15
Supervision ratios for walking
rips in the neighbourhood may
be at the discretion of the
Principal.
OPHEA
Safety
Guideline
supervision ratios must be
adhered to wherever they are
lower than in this Policy.
OPHEA Safety Guideline
OPHEA
Safety
Guideline
4. Specific Limitations and Restrictions:
Field studies shall not include any high risk activity such as white-water rafting or whitewater kayaking, flights in small aircraft, bungee-jumping, etc. Activities must confirm to
OPHEA Safety Guidelines.
EFFECTIVE DATE:
January 19, 1999
O PERATIONS
TITLE:
Policy Code
2.1.1
Page 6 of 16
STUDENT TRAVEL/
FIELD TRIPS POLICY
5. R esponsibilities:
a)
It is the responsibility of the Principal to ensure that all Board Policies and procedures
related to out-of-classroom experiences are followed.
b)
It is the responsibility of the teacher when planning out-of-classroom experiences to
follow all Board policies and procedures.
c)
Non-teaching personnel, adult volunteers, and coaches may have specific
supervision responsibilities assigned to them by the Principal and/or teacher.
d)
The term “supervisor” refers to both teaching staff and to non-teaching adult
volunteers.
e)
The Principal or a teacher shall accompany the students and shall act as head
supervisor for all out-of-classroom activities.
f)
Trip checklist must be completed for every trip b y the supervising teacher.
6. Insurance Requirements
Students taking authorized trips outside the Province of Ontario are required to have
individual insurance coverage or a signed waiver. Refer to Policy/Procedure: Insurance
Requirements for Student Trips/Excursions.
7. Parent/Legal Guardian Consent:
a)
b)
c)
d)
Parents/legal guardians must be informed of any occasion when students leave the
school site.
Written parent/legal guardian consent must be given for all out-of-school activities.
A specific permission form is required for skating, skiing, and snow boarding.
For short excursions within normal school hours or programs that involve several
events, a multiple event parent/legal guardian consent form =may be obtained at the
beginning of the school year or semester (e.g. neighbourhoods walks, skating
programs, and outdoor education programs).
EFFECTIVE DATE:
January 19, 1999
O PERATIONS
TITLE:
Policy Code
2.1.1
Page 7 of 16
STUDENT TRAVEL/
FIELD TRIPS POLICY
8. R esponsibilities:
a)
It is the responsibility of the Principal to ensure that all Board Policies and procedures
related to out-of-classroom experiences are followed.
b)
It is the responsibility of the teacher when planning out-of-classroom experiences to
follow all Board policies and procedures.
c)
Non-teaching personnel, adult volunteers, and coaches may have specific
supervision responsibilities assigned to them by the Principal and/or teacher.
d)
The term “supervisor” refers to both teaching staff and to non-teaching adult
volunteers.
e)
The Principal or a teacher shall accompany the students and shall act as head
supervisor for all out-of-classroom activities.
f)
Trip checklist must be completed for every trip b y the supervising teacher.
9. Insurance Requirements
Students taking authorized trips outside the Province of Ontario are required to have
individual insurance coverage or a signed waiver. Refer to Policy/Procedure: Insurance
Requirements for Student Trips/Excursions.
10. Parent/Legal Guardian Consent:
a)
b)
c)
d)
Parents/legal guardians must be informed of any occasion when students leave the
school site.
Written parent/legal guardian consent must be given for all out-of-school activities.
A specific permission form is required for skating, skiing, and snow boarding.
For short excursions within normal school hours or programs that involve several
events, a multiple event parent/legal guardian consent form =may be obtained at the
beginning of the school year or semester (e.g. neighbourhoods walks, skating
programs, and outdoor education programs).
EFFECTIVE DATE:
January 19, 1999
O PERATIONS
TITLE:
Policy Code
2.1.1
Page 8 of 16
STUDENT TRAVEL/
FIELD TRIPS POLICY
11. Off Campus – Non Board-Sponsored Trips::
a)
Teachers, parents and/or students involved in arranging trips outside of the Board’s
three categories are doing so as private citizens and, as such, should consider the
following:
i.
District School Board Ontario North East neighbour sponsors nor accepts
responsibility for any student trips that do not qualify according to established Board
procedures (Categories I, II, or III).
ii. Principals shall inform parents that the Board does not sponsor trips organized b y
teachers, parents and/or students acting as private citizens.
This written
communication shall be repeated on an annual basis. Since a teacher, parent and/or
student, acting as a private citizen may become involved in the organization of a trip
of this nature, parents frequently assume that the trip is a Board-approved activity. In
order to clarify the situation for all parties, it is important that the teacher, parent and/or
student inform the school Principal. Once infirmed, the Principal shall make parents
aware the board is not sponsoring that trip.
iii. All promotional material should be carefully worded so parents do not assume Board
sponsorship. The names of the schools or school board shall not be included.
iv. In the case of a non-Board sponsored trip, the teacher, parent and/or student is acting
as a private citizen and, therefore, no use of Board resources, materials, or facilities is
permitted during regular school hours, A District School Board Ontario North East
permit is require for any use of Board facilities outside regular school hours.
EFFECTIVE DATE:
January 19, 1999
(OSBIE SCHOOL TRIP RECOMMENDED FORM)
NOTE TO PARENTS AND STUDENTS
______________________________School Board is arranging a field trip to
students of the Board on
(date)
.
for
THIS FORM IS NEEDED FOR STUDENTS WISHING TO GO.
ELEMENTS OF RISK
International field trips may present various elements of risks as might various forms of related
transportation including air flight. Accidents related to such activities may occur and cause injury to a student
or students through no fault of the school board, a transporter or of a facility at which activities take place.
.
Participants must assume these risks.
THE
DISTRICT SCHOOL BOARD DOES NOT PROVIDE
ANY ACCIDENTAL DEATH, DISABILITY, DISMEMBERMENT OR MEDICAL EXPENSES
INSURANCE ON BEHALF OF STUDENTS PARTICIPATING IN FIELD TRIPS.
ACKNOWLEDGEMENT
WE HAVE READ AND UNDERSTOOD THESE WARNINGS:
Dated:
X
(Signature of Student)
X
(Signature of Parent/Guardian)
PERMISSION
I GIVE(Name of student)
permission to participate in the excursion sponsored by
District School Board to
during
Dated:
Signature of Parent/Guardian X
.
02 21
RE: STUDENT SUCCESS INITIATIVE – LEARNING TO 18
Lighthouse Program Funding to Support Student Success in Rural Secondary Schools
Recent Ministry announcements regarding enhancements to the Ontario Secondary School Diploma included an
intention to provide support to secondary schools operating in rural communities. District School Board Ontario
North East qualified six schools and submitted six proposals. School administrative teams worked within a very
challenging timeline to develop program plans enhancing access to educational opportunities. Each school team
is recognized for the exceptional vision, leadership and tenacity demonstrated to complete the proposals within
the timeline provided. Our wish would be for all visions to be realized.
Action Up-date
•
Mathematics Coach Focuses on Grades 7 and 8! At R. Ross Beattie Public School, fourteen grade 7
and 8 teachers of mathematics used the professional development day, February 3, to learn about
AlgeTiles. School administrators and teachers were enthusiastic over the opportunity to learn together.
A schedule of school visits permitting lesson study and classroom mentoring is planned to address
specific needs identified by teachers.
•
College Link! Addresses Needs of Mature St udents. As the second semester of the College Link
program continues, evidence is clearly demonstrating the educational needs of young adults at-risk of not
completing their diploma are being realized. Some quick facts tell us 19 students have participated in the
program, 9 females and 10 males - average age of 19 years, after being out of school for one and a half
years. Three students have already graduated after participating in the first semester, and more are
expected to graduate by the end of June 2006.
•
Data Recovery Continues! The challenge to encompass all student information for students from K to
grade 12 in one system continues to progress and will be completed prior to June 2006. Housing
information in one area will permit educators opportunity to follow student achievement over years,
between schools and s ystems, in order to better provide interventions and address programming needs.
Creating school and class profiles aligns with Ministry objectives for supporting students and meeting
accountability guidelines.
Professional Development
Networking Mathematics Leaders Conference 2006. On March 23rd, five board leaders will participate in a
Ministry sponsored conference designed to enhance leadership skills in delivering professional learning in
mathematics. Leadership teams will network with other board teams to collaborative build knowledge on
research-based professional learning.
Student Success Teachers. A regional Student Success Symposium is schedule for April 4, 2006. Student
Success Teachers and secondary school administrators will exchange effective practices for supporting the role
of Student Success Teachers in schools and implementing effective strategies to increase credit acquisition for all
students.
Accountability
• On March 7th, partners of College Link! - Roland Michener Secondary School and Northern College – will
present highlights and results to the Board Trustees.
• Schumacher Public School and R.R. Ross Beattie will demonstrate the successful expansion of Stealth
programs into Timmins schools on March 23rd.
• MET officials representing the School College Work Initiative will meet with the SCWI Steering Committee to
further examine the merits and success of College Link! on March 3rd.
Linda L. Knight,
Prepared by: Michelle Leigh – Principal of Student Success Initiative
02 21
RE: TECHNOL OGY REP O RT – FEB RUA RY
School Connect in Larder Lake
This month our technicians installed the current set of School Connect programs on the computers in
Larder Lake PS. This brings the benefits of these learning tools to the students and staff of LLPS. The
programs and a new server were installed by technicians Duane Bell, Joel Ethier, and Ken Tran. Staff
training was provided by Ken Tran following the installation.
Maplewood Web Report Cards
Darlene Phillips has been visiting many of our elementary schools this month, training secretaries and
teachers in the use of the Maplewood web-based report cards. Maplewood report cards have been
used in our secondary schools for several years, while they are new to our elementaries this year. Webbased report cards allow teachers to enter student marks using any computer with an internet connection.
This includes the school lab computers, classroom computers, and even at home. The marks and
comments are entered directly into the report card database through a secure password-protected
internet connection. This is a major improvement over the old report card system, which used diskettes as
the method of storing and transferring student marks.
Planning The Move to KLDCS
We have been working with KLCVI staff to plan the move to the new school this summer. Mark Gionet
and technician Ryan Larcher have been working with KLCVI vice-principal Chad Mowbray, to plan the
move of computers, network equipment, phone system, and other items to the new school. It will be a
busy summer for our technicians involved in the move, but careful planning and coordination will result in a
smooth transition to the new school.
System Upgrades
Technicians Joel Ethier and Duane Bell have been busy this month, installing and testing the most recent
versions of our Computer Associates computer management tools. These updated programs include
software delivery, remote computer control, antivirus, and others. Duane and Joel are testing each
module carefully to ensure compatibility with our systems, before rolling the tools out to our other
technicians.
Linda L. Knight,
Prepared by: Mark Gionet, Don Murphy, Rick Gaudreau, Adam Kemp

Regular Board Meeting - District School Board Ontario North East

Transcription

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