Regular Board Meeting AGENDA March 24, 2015 7:30 PM

GUIDELINES FOR DELEGATION/PUBLIC SESSION PRESENTATION(S) The Board of Trustees welcomes constructive public input into its deliberations at delegation/public session. Any citizen or group 18 years of age or over served by the Ottawa Catholic School Board may appear during the delegation/public sessions before the Board of Trustees to express views or concerns pertaining to matters within the mandate of the Ottawa Catholic School Board which are in accordance with the Board’s Procedural By-laws. PUBLIC SESSION: During the Public Session on the agenda, individuals who have signed up prior to the start of the Board meeting and meet the criteria stated above may address the Board of Trustees at this time. NOTE: maximum 5 minutes/per presenter, at discretion of Chair. DELEGATION: All delegations are required to submit a “Delegation Registration Form” outlining key points to be presented. This form must be received in the Director’s Office no later than seven (7) days prior to the Board meeting (see Board’s website for more information and to access the form). NOTE: maximum 10 minutes per delegation with no more than two (2) spokespersons and maximum two (2) delegations per Board meeting, at discretion of Chair. In recognition of our Catholic values, and in view of established standards of decorum, civility and propriety, the following guidelines have been instituted to promote an atmosphere of dignity and respect in all Board delegation/public sessions: 1) The spokesperson(s) will be asked by the Chair to come to the presentation table. All other guests of the Board shall remain seated in the gallery behind the presentation table. 2) Only constructive criticism of ideas, proposals or resolutions is appropriate. In presenting opinions on contentious issues, presenters will refrain from criticizing individuals by name or position. 3) Presenters will refrain from the use of derogatory, defamatory or inflammatory language in presenting their point of view. 4) Guests are asked to not interrupt the speaker during his/her presentation. 5) Signs and/or placards are prohibited in the meeting. 6) To assist presenter(s), a timekeeper will be displayed on the projection screen counting down from the allotted time. When one (1) minute remains, the spokesperson will be notified. When time has elapsed the Chair will inform the spokesperson. When decorum standards are not followed, members of the public may be asked to change their behaviour or they may be asked to leave. Following the presentation, the Chair of the Board will ask Trustees if they have any questions for clarification from the spokesperson. NO DECISION OR DEBATE RELATIVE TO THE DELEGATION/PUBLIC PRESENTATION(S) WILL BE MADE THAT NIGHT IF THE ITEM IS NOT ON THE REGULAR AGENDA UNDER “L. PRESENTATION AND CONSIDERATION OF STAFF REPORTS”. Thank you for observing the above noted guidelines.

Elaine McMahon, Chairperson

Regular Board Meeting Tuesday, March 24, 2015 – 7:30 PM Catholic Education Centre - Boardroom AGENDA Item

Page

A. CALL TO ORDER B. PRAYER / SPECIAL INTENTIONS / NATIONAL ANTHEM C. SCHOOL / STUDENT / DEPARTMENT PROFILE 1. Memo from Superintendent of Continuing and Community Education Re: School Profile: Student Voice at Mother Teresa High School

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D. DELEGATIONS E. PUBLIC SESSION F. APPROVAL OF AGENDA G. DECLARATIONS OF CONFLICT OF INTEREST H. CONFIRMATION OF MINUTES 1. Regular Board Meeting - February 24, 2015

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I. UNFINISHED BUSINESS FROM PREVIOUS MEETINGS J. TRUSTEES MOTIONS K. PRESENTATION AND CONSIDERATION OF COMMITTEE REPORTS 1. Committee of the Whole Board - March 24, 2015 2. Parent Involvement Committee Minutes - November 12, 2014

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L. PRESENTATION AND CONSIDERATION OF STAFF REPORTS 1. Memo from Superintendent of Student Success - Learning Technologies Re: Equity and Inclusive Education

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2. Memo from Superintendent of Continuing and Community Education Re: Parent Information on Emergency Procedures

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3. Memo from Superintendent of Planning and Facilities Re: Proposal for Accommodation Consultation - St. Patrick's Intermediate School

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4. Memo from Superintendent of Finance and Administration Re: 2015/2016 Budget Process and Guidelines

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5. Memo from Director of Education Re: Letter of Retirement - Julian Hanlon

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M. NEW BUSINESS N. NOTICE OF MOTIONS O. CONFIRMATION OF ACTION REPORT

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P. ENQUIRIES Q. ADMINISTRATIVE ANNOUNCEMENTS - Executive Officer R. ADJOURNMENT 1. INFORMATION ITEMS: a) Frequently Used Acronyms

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b) Board Table Seating Plan

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c) Board of Trustees Contact Information

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Continuing and Community Education Catholic Education Centre 570 West Hunt Club Road Nepean, Ontario K2G 3R4 Phone: 613-224-2222 Ext. 2501 Fax: 613-224-9253

ocsb.ca

MEMORANDUM

To:

Elaine McMahon, Chairperson, and Members of the Board of Trustees

From:

Peter Atkinson, Superintendent Continuing and Community Education

Date:

March 10, 2015

Re:

School Profile: Student Voice at Mother Teresa High School

At the March 24, 2015 Board of Trustees meeting, I will be pleased to introduce a school profile entitled “Student Voice at Mother Teresa High School”. Participating in this presentation will be Mr. Gerard Stephenson, Principal, Mother Teresa High School, and Mother Teresa students Katie Heffernan, Caitlin Gilchrist, and Josh Borthwick.

Reference: Regular Board Meeting, March 24, 2015 PA/cm

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STUDENT VOICE AT MOTHER TERESA HIGH SCHOOL •Katie Heffernan •Caitlin Gilchrist •Josh Borthwick

Reflection on Student Voice at Mother Teresa HS • Celebrates diversity • Promotes student involvement 7

Katie Heffernan

Our Board Theme • Circle (harmony) represents unity, continuity and openness

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• Words in background show some of the opinions and experiences explored in restorative circles process

Restorative Practices

Leveraging Digital Technologies • MTHS becoming part of the technological future!

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• Consulted many people and went through many concepts before deciding on Heads Up Display element that indicates how we have embraced technology

iPad Initiative Apps Use & Creation

City of Ottawa Community Snow Sculpture Contest Design 10

● Used the idea of combining the traditional culture of Inuit Youth (snow shoe, Inukshuk), with that of the Ottawa youth (technology, ipads, etc) ● One of 7 teams selected to build an ice sculpture at Lansdowne Park as a part of Winterlude 2015

Teamwork at its Finest ● 16 MT Students will be travelling to Igloolik, Nunavut for a SEVEC Exchange in April ● The group represents Grades 912 11

The Final Product - Polar Pack

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REGULAR MEETING OF THE BOARD MINUTES – FEBRUARY 24, 2015 2

A Regular Meeting of the Board was held at 8:00 p.m. on the above date, in the Board Room, 570 West Hunt Club Road.

ATTENDANCE Chairperson:

E. McMahon

Vice-Chairperson:

B.A. Kealey

Trustees:

K. Ablett, B. Coburn, J. Curry, J. MacEwan, T. Maloney Cousineau (by phone), S. Moore, M. Mullan, S. Warren

Director of Education And Secretary-Treasurer

J. Hanlon

Deputy Director of Education And Assistant Secretary-Treasurer

Absent: D. Andre

Superintendents:

F. Chrystal, Planning and Facilities T. D’Amico, Human Resources M. Donaghy, Special Education and Student Services D. Leach, Finance and Administration S. McCabe, Leading and Learning S. Oliver, Student Success, Elementary B. Wilson, Student Success – Learning Technologies

Board Chaplain:

Father P. Sanders

Student Trustees

D. McInnis, M. Silver

Administration:

M. de Kemp, Manager of Communications K. Hodgins, Executive Officer

Recording Secretary:

S. Dunne, Executive Assistant

Page 1 of 7

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REGULAR MEETING OF THE BOARD MINUTES – FEBRUARY 24, 2015

C.

SCHOOL/STUDENT/DEPARTMENT PROFILE None.

D.

DELEGATIONS 1. Michael Olsen – Bell Time Changes Mr. Olsen provided a PowerPoint presentation (attached) requesting that the bell time changes for all schools in Zone 2, including Holy Trinity High School, be put on hold for 2015-2016 and that parents could provide feedback to the OCSB on new bell times.

E.

PUBLIC SESSION None

F.

APPROVAL OF AGENDA Add: L. 7 Cancellation of the Regular Meeting of the Board of March 10, 2015 MOTION:

Moved by Trustee Maloney Cousineau, seconded by Trustee Coburn,

THAT the Agenda for the Regular Meeting of the Board of February 24, 2015, be approved as amended. CARRIED RES. 30-15 G.

DECLARATIONS OF CONFLICT OF INTEREST None

H.

CONFIRMATION OF MINUTES 1.

Regular Meeting of the Board – February 10, 2015 MOTION:

Moved by Trustee Coburn , seconded by Trustee Curry,

THAT the Minutes of the Regular Board Meeting of February 10, 2015, be adopted as presented. CARRIED RES. 31-15 I.

UNFINISHED BUSINESS FROM PREVIOUS MEETINGS None

Page 2 of 7

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REGULAR MEETING OF THE BOARD MINUTES – FEBRUARY 24, 2015 J.

TRUSTEES MOTIONS 1.

OCSTA Silent Auction AMENDED MOTION: Moved by Trustee Kealey, seconded by Trustee Mullan, That the Board of Trustees support the OCSTA “Silent Auction”, which benefits the Toonies for Tuition Endowment Fund, by Making a Contribution to the Fundraiser of $50.00 per Trustee. CARRIED RES. 32-15

K.

PRESENTATION AND CONSIDERATION OF COMMITTEE REPORTS 1. Committee of the Whole Board – February 24, 2015 - Nil

L.

PRESENTATION AND CONSIDERATION OF STAFF REPORTS 1.

Memo from Superintendent of Planning and Facilities Re: Potential Facility Partnerships – Annual Review MOTION:

Moved by Trustee Moore, seconded by Trustee Ablett,

THAT the Memorandum from the Superintendent of Planning and Facilities dated February 20, 2015, entitled “Potential Facility Partnerships – Annual Review” be received, and THAT a Public Meeting be held on April 1, 2015 at the Catholic Education Centre. CARRIED RES. 33-15

Page 3 of 7

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REGULAR MEETING OF THE BOARD MINUTES – FEBRUARY 24, 2015 2.

Memo from Superintendent of Planning and Facilities Re: Community Use of Schools – Fee Schedule MOTION:

Moved by Trustee Maloney Cousineau, seconded by Trustee Curry,

THAT the Memorandum from the Superintendent of Planning and Facilities dated February 20, 2015, entitled “Community Use of Schools – Fee Schedule” be received; and THAT the proposed Fee Schedule therein be approved. CARRIED RES. 34-15 3. Memo from Superintendent of Finance and Administration Re: Ottawa Student Transportation Authority Update MOTION:

Moved by Trustee Coburn, seconded by Trustee MacEwan,

THAT the Memorandum from the Superintendent of Finance and Administration dated February 17, 2015 entitled “Ottawa Student Transportation Authority Update”, be received. CARRIED RES. 35-15

4. Memo from the Superintendent of Finance and Administration Re: Legal Fees (by category) MOTION:

Moved by Trustee Ablett, seconded by Trustee Coburn,

THAT the Memorandum from the Superintendent of Finance and Administration dated February 17, 2015 entitled “Legal Fees (by category)” for the period September 1, 2014 to January 31, 2015, be received. CARRIED RES. 36-15

Page 4 of 7

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REGULAR MEETING OF THE BOARD MINUTES – FEBRUARY 24, 2015 5. Memo from Superintendent of Finance and Administration Re: By-Law 01-2015 – Permanent Financing of Eligible Capital Projects MOTION:

Moved by Trustee Ablett, seconded by Trustee Maloney Cousineau,

FIRST READING THAT By-Law 01-2015, a By-Law to Authorize a Loan from the Ontario Financing Authority in the Principal Amount of $541,807 be Approved. CARRIED RES. 37-15 MOTION:

Moved by Trustee Coburn, seconded by Trustee Mullan,

SECOND READING THAT By-Law 01-2015 be Approved. CARRIED RES. 38-15 MOTION:

Moved by Trustee Kealey, seconded by Trustee MacEwan,

THIRD READING THAT By-Law 01-2015 be Approved. CARRIED RES. 39-15 6. Memo from Superintendent of Finance and Administration Re: Annual Review of Trustee Conference Expenditure Limits MOTION:

Moved by Trustee Moore, seconded by Trustee Kealey,

THAT the Board approve the present annual expenditure limits for purposes of Trustee conference expenditures, unchanged in amount for the 2015/2016 fiscal year. CARRIED RES. 40-15

Page 5 of 7

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REGULAR MEETING OF THE BOARD MINUTES – FEBRUARY 24, 2015 7.

Verbal Report from Director of Education Re: Cancellation of the Regular Meeting of the Board of March 10, 2015 MOTION:

Moved by Trustee Maloney Cousineau, seconded by Trustee Curry,

THAT the March 10, 2015 Regular Meeting of the Board be cancelled. CARRIED RES. 41-15 M.

NEW BUSINESS No New Business

N.

NOTICES OF MOTIONS No Notices of Motion

O.

CONFIRMATION OF ACTION REPORT February 10, 2015 MOTION:

Moved by Trustee Warren, seconded by Trustee Mullan,

THAT the Action Report covering the period of February 10, 2015, be received. CARRIED RES. 42-15 P.

ENQUIRIES None

Q.

ADMINISTRATIVE ANNOUNCEMENTS – Executive Officer 1. 2. 3. 4.

Audit Committee orientation will take place on Thursday, March 6. Thank you for participating in the Shepherds of Good Hope Jeans Day fundraiser. CSPA meeting will take place Wednesday, February 25 at 7:30 in the Boardroom. The Trustee Media training session will begin at 10:00 a.m. in room 2 on Saturday, February 28th.

Page 6 of 7

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REGULAR MEETING OF THE BOARD MINUTES – FEBRUARY 24, 2015

R.

ADJOURNMENT MOTION:

Moved by Trustee Ablett, seconded by Trustee Warren,

THAT the Regular Meeting of the Board of February 24, 2015, be adjourned at 9:10 p.m. CARRIED RES. 43-15

___________________________ Chairperson of the Board

______________________________________ Director of Education & Secretary-Treasurer

Page 7 of 7

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Ottawa Catholic School Board Catholic Education Centre 570 West Hunt Club Road Nepean, Ontario K2G 3R4 Phone: 613-224-2222 Fax: 613-224-5063

ocsb.ca

MEMORANDUM To:

Elaine McMahon, Chairperson and Members of the Board of Trustees

From:

Julian Hanlon Director of Education

Date:

March 20, 2015

Re:

Parent Involvement Committee Minutes – November 12, 2014

Please find attached a copy of the Minutes of the Parent Involvement Committee Meeting (PIC) of November 12, 2014.

RECOMMENDATION: THAT the Memorandum from the Director of Education dated March 20, 2015 and report entitled Parent Involvement Committee Minutes of November 12, 2014, be approved.

JH/kh Ref: Regular Board Meeting: March 24, 2015

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Ottawa Catholic School Board Catholic Education Centre 570 West Hunt Club Road Nepean, Ontario K2G 3R4 Phone: 613-224-2222 Ext. 2273 Fax: 613-228-4158

ocsb.ca

Parent Involvement Committee (PIC) Meeting Wednesday, November 12, 2014 Catholic Education Centre – Room 2 Noon – 1:00 p.m.

MINUTES

Committee Members Present: Sean Jackson (Chairperson), Laura Cater (Parent), Susan Elsdon (Parent) by phone, Helene Lapointe Jerome (Community), Joanne MacEwan (Trustee), Cathy Philpott (CSPA Chairperson), Mark Savenkoff (Parent) Staff: Julian Hanlon (Director of Education), Sandra Falcomer (Administrative Assistant), Kathy Hodgins (Executive Officer), Cindy Owens (Principal) Absent:

Laura Lea Johnson (Parent), Mirna Akkawi (Parent)

PRAYER (Julian)

WELCOME TO NEW PEOPLE (Sean) Sean introduced Helen Jerome Lapointe, Chairperson of SEAC, who has been invited to be a member of the PIC Committee.

1. APPROVAL OF AGENDA (Sean) Motion:

Moved by Laura Cater, Seconded by Cathy Philpott,

THAT the Agenda of November 12, 2014 be approved as presented. Carried

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2.

CONFIRMATION OF MINUTES – September 17, 2014 Motion: Moved by Cathy Philpott, Seconded by Mark Savenkoff, THAT the Minutes of the September 17, 2014 meeting be approved as presented. Carried

3.

ACTIONS RESULTING FROM SEPTEMBER 17, 2014 MEETING: a) Family of Schools PRO Grant Guidelines (Sean/Cathy) 



When schools partner for a PRO Grant, all expenses must be divided equally by partnering Family of schools - Regional Ministry of Education indicated that one host school was okay for managing funds and dispersing payments, as long as each school submitted their own report (the reports can all be duplicates) and expense were divided equally among the schools participating. While we have discussed this for family of schools, it really can be used for any group of partnering schools.

b) PIC and PRO Funds distribution and follow up (Sean/Sandra)   

c)

PIC cheques and letters have gone out and the PIC reporting form will be sent in May o Assumption School has responded already PRO cheques were sent directly to the schools; Sandra indicated that a pdf letter was sent to the schools informing them cheque was sent (cc to principal and OA) Report back from previous years: o We still have some schools who have not yet reported back for PIC fund usage or the PRO grant report required. There are also some schools who have reported back the the ministry but not sent the board the report and receipts. o Sandra will follow up with the appropriate superintendent, but we should decide on our standard follow up procedures to put in place.

Ministry welcome and information letter added to PIC website (Sean) 

Ministry of education sent PICs the yearly welcome letter outlining initiatives and ministry direction. Will be added to website for parents to view and use links/information given.

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4.

NEW BUSINESS a) PIC Parent Membership Update (Sean)  

Sean put out a membership call to CSPA executive – Use Exec of CSPA Group because they are regionally focused, and have good experience from the school level for parents Laura Cater, Cathy Philpott, Susan Elsdon, Mark Savenkoff and Mirna Akkawi will remain on the Committee

b) PIC Budget Update (Sean)     

PIC has excess funds that have not yet been allocated Sean requested committee members to reach out to schools and Superintendents for engagement ideas People For Education Conference - Budget is $1,200 for 2 people to attend Archbishops charity dinner – will purchase two tickets ($260 budget) New Item o Growing Up Great Award tickets - CSPA is being given an award, will purchase luncheon tickets for those that want to attend – 5 @ $40 = $200 budget

Motion: Moved by Cathy Philpott, Seconded by Susan Elsdon, THAT tickets be purchased for the Growing Up Great Awards - $200 be approved. Carried

c) PIC and Regional PRO Grant Update (Cathy/Sean) 



Tania Gonsalves – the largest initiatives within the grant are the parent information nights in different communities; more events are planned for the spring (January/February); MLO’s have done surveys and are putting in place strategies for event promotion to parents; south east Ottawa has one event planned as well. Sean: we have been working on the communication survey with Nicky, and will touch base with her regarding the video; talked with communications team about partnering for a potential video as well; enlisted Jon Juane regarding the next steps for video series. We want to continue to reach out to groups we don’t normally have access to; last year was a pilot and now moving along with that series of videos; quotes received from last year were significantly more than the first quotes we received; doing due diligence to make sure we get the best value for our money.

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d) PIC Parent Communication Survey (Sean) 

Parent communication survey: - survey questions completed last year and final draft has been approved; moved into translation this year to be translated into 4 languages (ones with most impact for parents, based on board personnel feedback); we have received the translations for the 4 languages; targeting January/February to get the translated surveys into an online survey tool and once approved, the communications strategy will be sent out. Looking at late February to go live with the survey and communication. It is not possible to get this completed before Christmas. This year, the board has a Climate survey that usually goes out March/April, so we are mindful of not overlapping with that. The parent survey is not a long survey, and deals with communications methods, not specific technologies.

e) PIC Website updates (Sean) 

f)

PIC Meeting dates – Remainder of the Year (Sean) 

5.

A few changes have been made to our website content, but we still need to ensure that visitors to the page clearly understand that we provide most of our parent resource information via our CSPA website. Will continue to explore with the board communications team a way to enhance this on our webpage.

February 25th and May 27th are confirmed future PIC meeting dates

OTHER BUSINESS ARISING a)

PIC Membership Community Representative (Sean) 

Must have a community representative on the PIC (based on PIC bylaws); reviewed what a community representative is and Helene Jerome Lapointe is considered a “community representative”; PIC feels that we are covered

b) People for Education Conference Summary (Cathy/Sean)   

Keynote speaker was Paul Tough (journalist) talking about engagement and working together; presented his message quite well over 300 people attended; parents, trustees from the province; OCSTA representative; theme/message was how we can enrich our school communities Joanne MacEwan provided her overview and attended making Inclusive Schools presentation; Sean attended the education funding workshop; lots of good questions and discussion on the current funding model; Cathy Philpott attended

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  



the session on Sexual Education, How to Talk Sex So Kids Will Listen; other speakers included Stuart Shanker (socio emotional/mental health), and the Minister of Education Joanne and Cathy attended It’s all about Digital Communication Seed of the ideas that we use to plan our events and themes come from attending these conferences. Very worthwhile Start thinking for next year to move to softer skills for teachers/parents about emotional and mental wellbeing – bring some of the speakers in from Toronto and plan for next year; some speakers would do well for principals/teachers and parents; parenting now is focused on parents; Health and Physical Education Survey – PIC has been asked to do the survey as well (a parent within elementary to grade 8) or if another parent on PIC is interested, please let Sean know.

c) Growing Up Great Luncheon CSPA award and ticket purchase Refer to Item 4(b)

d) P4E Networking meeting homework for OCSB   

 

Brainstorming to do something as a group, reaching out to community groups that we don’t have access Cathy and Sean reaching out to community partners in a setting parents feel comfortable in Do people understand all of the groups that are out there? What are the groups; how to document them; how to work with them; that model can be shared with other regions and use the model to contact community partners to access them and the parents Sean/Cathy have been asked to document External Agencies as a starting point. More discussion through the networking group Helen Lapointe Jerome will solicit a community representative from one of these groups

e) PIC Conference Attendee’s potential to ask for 2 more people     

Some boards have petitioned to send more than 2 people and if there is an opportunity to send more, we will open it Conference program will be announced in January and likely held in April If anyone from the table would like to go, please let Cathy/Sean know and they will pursue registration. Program begins at noon on the Friday and ends mid-afternoon on Saturday Fri noon – Sat mid afternoon Committee indicated there were no objections to adding more.

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f)

Director’s Forum Planning and Speaker 

6.

The speaker being considered has cancelled twice from previous events; there is concern that it will happen again. Plan B – Jean Clinton to be considered to present to staff during the day and parents in the evening. Avoid selecting someone that principals have heard. Dr. Debra Pepper suggested as well as Paul Tough. A meeting will be planned before Christmas.

NEXT MEETING: February 25, 2015, noon in Room 3

Motion: Moved by Cathy Philpott, seconded by Laura Cater, THAT the meeting be adjourned at 1:07 p.m., be approved. Carried

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Ottawa Catholic School Board Learning Technologies Department 570 West Hunt Club Road Nepean, Ontario K2G 3R4 Phone: 613-224-2222 ext. 2303 Fax: 613-224-0793

ocsb.ca

MEMORANDUM To:

Elaine McMahon, Chairperson, and Members of the Board of Trustees

From:

Brenda Wilson, Superintendent, Student Success – Learning Technologies

Date:

March 11, 2015

Re:

Equity and Inclusive Education

At the Board meeting on March 24, 2015, Mary-Ellen Agnel (Principal, Safe Schools), Sean Power (Vice-Principal at Lester B. Pearson School) and myself wish to share with the Board of Trustees the Equity and Inclusive Education information that was used during a recent working session with Principals, Managers and Cocoordinators at the March 4th Catholic Learning Leaders (CLL) meeting. The purpose of the presentation is to provide a brief overview of the information on the legislation, our Board Policy and Procedures for Equity and Inclusive Schools and an update on current initiatives underway this school year. The province, through the Council of Ontario Directors of Education (CODE) developed a new working document entitled Equity and Inclusive Education: Going Deeper. This is a tool to measure the depth and breadth of implementation of the equity and inclusive policies across all boards. The board committee works hand in hand with our schools to provide learning opportunities to staff and students using the Equity funding provided by the Ministry of Education. We work closely with the Equity and Inclusive Education (EIE) network created from the 9 regional boards of education in Eastern Ontario. Each year the Board Improvement Plan for Student Achievement (BIPsa) and each School Improvement Plan for Student Achievement (SIPsa) include goals and practices to enhance the implementation of various aspects of the Equity and Inclusive Education Policy. This provides alignment with the goals of the Ministry of Education around equity, but also aligns with our work with the Safe Schools Committee and the newer provincial initiatives around Mental Health and Well-being that are part of our Board Multi-year Strategic Plan.

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Our team will be happy to answer any questions you may have after our presentation.

RECOMMENDATION: THAT the Memorandum from the Superintendent of Student Success – Learning Technologies dated March 11, 2015 entitled Equity and Inclusive Education be received.

Brenda Wilson, Superintendent BW/kd Ref: Regular Board (March 24, 2015)

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Equity & Inclusive Education 42

March 24, 2015

Direction from the Ministry

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PPM 119 - The Equity and Inclusive Education (EIE) Legislation was released in Ontario in 2009 requiring all Ontario school boards to establish equity and inclusive education policies. Our Board policy was created at that time and revised by the board Equity & Inclusive Education Committee in May 2014.

ALIGNMENT:

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Goals 1 and 4 of our Board and School Improvement Plans for Student Achievement are aligned with the Ministry of Education Equity and Inclusive Schools document and our board policy. The EIE committee works closely with our Safe Schools Committee and and Mental Health and WellBeing leads.

Resources: Respecting Differences Document 45

A guide created by the Ontario Catholic School Trustees’ Association (OCSTA) for the formation and running of activities or organizations around equity in Catholic Schools within a framework that is respectful and consistent with Catholic teaching. Released Jan. 25, 2012

Resources: CARFLEO-Catholic Association of Religious and Family Life Educators http://www.carfleo.org/ 46

Many other available Resources for school level implementation of Equity and Inclusive Education are available at: http://www.carfleo.org/linksinclusivityandequity.htm

Equity and Inclusive Education: Going Deeper (document)

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This is the working document that is used by EIE committee, to gather the information to deepen and extend the implementation of the principles of Equity and Inclusive Education in all of our schools and within our school board office.

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EIE Events / Conferences 2014-15

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• Culturally Responsive and Relevant Pedagogy Nov 19 (returning 4 schools) Nov 20 (3 new schools) • Harmony Movement (equity education programs) Student Conference Day this year on March 24 and 25 2015 (8 high schools) • We Day (Local and Global Social Justice) April 1st - 61 Schools each with a local and global Social Justice Project • Keep the Promise Summit- (ending child poverty) 4 schools in the fall and 12 additional schools on April 28, 2015

EIE Events / Conferences 2014-15 OCSB DIVERSITY CLUBSDiversity Club Leads Meetings - Jan Bentham (Religious Education Co-ordinator) and the Diversity Club Subcommittee met with the high school club leaders on Wed. March 11, 2015 50

Student Conference Day for Diversity Clubs - This will be the second day hosted in our board where the club leads and students from our Diversity Clubs come together for a day of sharing. This year’s Diversity Day is planned for May 14th, 2015 at Immaculata High School.

EIE Events for 2014-15 con’t:

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Elementary Principals Professional Learning Session is being planned for April 29, 2014. The intent of the session is to build capacity across our elementary schools around Equity and Inclusive Schools.

Sample of the initial conversations and concepts explored by our principals and system staff at the March 4th meeting: ●

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● ●

Please discuss the terms below at your table. How are they different? Please provide examples of each from your school context and from our system context.

EQUALITY VS. EQUITY CHARITY VS. SOCIAL JUSTICE

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Ministry Monograph on Culturally Responsive Pedagogy (document separate attachment) 54

Leaders take on the role of catalyst ... “School (and System) leadership acts as a catalyst without which other good things are quite unlikely to happen.” (Leithwood et al., 2004)

EIE Committee Members

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Sean Power, Chair, VP-Lester B Pearson Brenda Wilson, Superintendent Mary-Ellen Agnel Barb Arnold Jan Bentham Tu Vuong Jane Hill Marianne Kayed Ryan Larose Patricia Morden Brenda Morrissey Elizabeth Paquette Carole Parent Dawn Quigley Halimah Shaw (MLO) Nam Chu (student at St. Paul HS)

Capacity Building Series K 1 2 3 4 5 6 7 8 9 10 11 12 SECRETARIAT SPECIAL EDITION # 35

Culturally Responsive Pedagogy Towards Equity and Inclusivity in Ontario Schools Some definitions ... Diversity – The presence of a wide range of human qualities and attributes within a group, organization or society. Equity – A condition or state of fair, inclusive and respectful treatment of all people. Inclusive Education – Education that is based on the principles of acceptance and inclusion of all students. (Ontario’s Equity and Inclusive Education Strategy, 2009)

Ontario’s Equity and Inclusive Education Strategy (2009) provides a framework for building an inclusive education system. The strategy identifies ways to remove discriminatory biases and barriers to student achievement and well-being that relate to ethnicity and race, faith, family structure and socio-economic status as well as to sexual orientation, ability and mental health. To support implementation, Policy Program Memorandum No. 119, released by the ministry in the spring of 2013, requires all Ontario school boards to develop an equity and inclusive education policy. The goal is nothing less than the provision of equitable learning opportunities for all students in all Ontario schools. This monograph emphasizes how crucial it is to acknowledge our students’ multiple social identities and how they intersect with the world. It is designed to spark conversation and support educators as they seek to give life to equity strategies and policies. Its intent is to deepen understanding of teaching practices that engage student populations with a full range of differences in learning background, strengths, needs and interests.

Culture is about ways of knowing ... Culture goes much deeper than typical understandings of ethnicity, race and/or faith. It encompasses broad notions of similarity and difference and it is reflected in our students’ multiple social identities and their ways of knowing and of being in the world. In order to ensure that all students feel safe, welcomed and accepted, and inspired to succeed in a culture of high expectations for learning, schools and classrooms must be responsive to culture. The Capacity Building Series is produced by the Student Achievement Division to support leadership and instructional effectiveness in Ontario schools. The series is posted at: www.edu.gov.on.ca/eng/literacynumeracy/inspire/. For information: [email protected]

November 2013 ISSN: 1913 8482 (Print) ISSN: 1913 8490 (Online)

support every child reach every student

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Culture is a resource for learning ... Gloria Ladson-Billings (1994) introduced the term “Culturally Relevant Teaching” to describe teaching that integrates a student’s background knowledge and prior home and community experiences into the curriculum and the teaching and learning experiences that take place in the classroom. There are three central tenets underpinning this pedagogy: (1) holding high expectations for all students, (2) assisting students in the development of cultural competence and (3) guiding students to develop a critical cultural consciousness. In this student-centred framework, the uniqueness of each student is not just acknowledged, but nurtured.

Making a better space for everyone ... “Inclusion is not bringing people into what already exists; it is making a new space, a better space for everyone.” (Dei et al., 2000)

Other theorists, among them Gay (2000) and Villegas and Lucas (2002), use the terms “Culturally Responsive Teaching” or “Culturally Responsive Pedagogy” to describe teaching that recognizes all students learn differently and that these differences may be connected to background, language, family structure and social or cultural identity. Theorists and practitioners of culturally responsive pedagogy more than acknowledge the “cultural uniqueness” of each student; they intentionally nurture it in order to create and facilitate effective conditions for learning (Brown-Jeffy & Cooper, 2011). They see student diversity in terms of student strengths; they orient to it as presenting opportunities for enhancing learning rather than as challenges and/or deficits of the student or particular community. Culturally responsive pedagogy is not about “cultural celebrations,” nor is it aligned with traditional ideas around multiculturalism. It involves careful acknowledgement, respect and an understanding of difference and its complexities. Theorists write about three dimensions which comprise culturally responsive pedagogy:

1. Institutional 2. Personal 3. Instructional The institutional dimension refers to the administration and leadership of school systems, including the values developed and reflected in school board policies and practices. It highlights the need to critically examine the formal processes of schooling which may reproduce particular patterns of marginalization. Educators need to consider which patterns need to be intentionally interrupted and changed. The personal dimension encompasses the mindset of culturally responsive educators and the practices they engage in, in order to support the development of all students. Not only are culturally responsive educators self-aware, but they also have a deep knowledge of their students and how they learn best. The instructional dimension includes knowing learners well and considering the classroom practices which lead to a culturally responsive classroom. All three dimensions are foundational to the establishment of an inclusive school culture (Richards, Brown, & Forde, 2006).

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Where we are in Ontario ... To support culturally responsive pedagogy, school leaders promote reflection, face complex issues head on, find ways to honour community and support authentic collaboration among all stakeholders.

Here are some inquiry questions for school leaders: What does a school look like, sound like and feel like when we promote reflection, honour the community and support authentic collaboration among staff, students and parents?

Leaders take on the role of catalyst ... “School leadership acts as a catalyst without which other good things are quite unlikely to happen.” (Leithwood et al., 2004)

What does a classroom look like, sound like and feel like when it is inclusive and when instruction is responsive to the full range of student diversity? What further information would be helpful in considering cultural relevance and cultural responsiveness in our school? How do we work with our communities to help everyone appreciate the importance of culturally responsive teaching? What is the impact on our students when we do not acknowledge the complexity of culture and difference?

Across the province, it is strongly believed, and well supported by research, that there is a strong correlation between school leadership and student achievement. According to Leithwood et al. (2004), leadership is second only to teaching with regard to impact on student outcomes. Although principals are not as directly involved with students as classroom teachers are in terms of day-to-day instruction and learning, they do make a difference. Further, as outlined in Ontario’s Leadership Framework, it is the responsibility of school and system leaders to be responsive to the increasingly diverse nature of Ontario communities by ensuring that schools are inclusive and welcoming of diversity, as reflected in both school climate and the classroom learning environment. The institutional dimension of culturally responsive pedagogy underscores the significance of education policy and the way schooling is organized. At the school level, it means paying attention to school budget priorities, the relationship between parents and the community and how curriculum and instruction impact the conditions for student learning and student experience. While Ontario is highly regarded internationally as a leader in improving student achievement and supporting student well-being, there is still much work ahead.

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The Mindset of Culturally Responsive Educators Culturally responsive teachers share a particular set of dispositions and skills – a mindset that enables them to work creatively and effectively to support all students in diverse settings. In the next few pages these characteristics, as outlined by Villegas and Lucas, are identified.

Characteristic #1 Socio-cultural consciousness Canadian research continues to affirm that “membership in the white middle-class group affords individuals within this group certain privileges in society,” while those outside of this group experience challenges (Dei, et al., 2000). This is because society is influenced by the norms established by the dominant group (Gay, 2002; Dei et al., 2000). Culturally responsive educators understand their position in our present social, historical and political context; through questioning their own attitudes, behaviours and beliefs, they come to terms with forms of discrimination which can affect the experiences of students and families in multiple ways. Self-reflection is foundational to the examination and identification of one’s own biases. This critical process includes understanding the issues related to the distribution of power and privilege and the relationship of power dynamics to one’s own social experience. Self-reflection also allows us to recognize how our own social identity is constructed and to think about how social identities are positioned and shaped by society. This is what it means to possess socio-cultural consciousness.

Characteristic #2 High expectations The perceptions we hold of students’ abilities have a significant impact on student achievement and well-being (Ladson-Billings 1994, 2001, 2011). However, historically, some social identities – particularly those linked with disabilities or

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Characteristic #1 Socio-cultural consciousness

Characteristic #3 Desire to make a difference See themselves as change agents working towards more equity.

An awareness of how socio-cultural structures impact individual experiences and opportunities.

Characteristic #2 High expectations Hold postive and affirming views of all students of all backgrounds.

intersecting with race and low socio-economic status – have been deemed as contributing to notions of “at-risk-ness” in students (Dei, 1997; Portelli, Vibert & Shields, 2007). Culturally responsive educators hold positive and affirming views of their students and their ability to learn and achieve academic success. They demonstrate genuine respect for students and their families as well as a strong belief in their potential. They consider the social identities of students as assets rather than as deficits or limitations.

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Characteristic #4 Constructivist approach Culturally responsive educators build upon the varied lived experiences of all students in order to bring the curriculum to life. Through this approach, they integrate locally situated learning into daily instruction and learning processes.

Characteristic #4 Constructivist approach Understand that learners construct their own knowledge.

Characteristic #6 Culturally responsive teaching practices

Characteristic #5 Deep knowledge of their students Know about the lives of students and their families; know how students learn best and where they are in their learning.

Design and build instruction on students’ prior knowledge in order to stretch students in their thinking and learning.

Constructivist approaches promote inquiry-based learning – they support students asking questions and creating new knowledge based on their natural curiosity about their own experiences. Knowledge building is reciprocal because students play an active role in crafting and developing learning experiences for themselves and their peers. This results in making learning relevant and accessible for all students in the classroom as they are able to see themselves in the curriculum.

Characteristic #5 Deep knowledge of their students Characteristic #3 Desire to make a difference Educators who are culturally responsive see equitable and inclusive education as fundamental to supporting high levels of student achievement (Ladson-Billings, 2001; Gay, 2004). Consistent patterns of underachievement found in groups, such as those students with special education needs or those with students from low socio-economic circumstances, need to be seen as created by deeply problematic systemic and institutional barriers. Culturally responsive educators are committed to being agents of social change, ultimately working to remove barriers and creating conditions for learning that are beneficial for all students (Ministry of Education, 2009).

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It is important for educators to recognize that parents, caregivers and families know their children best (Kugler & West-Burns, 2010). Therefore, in an effort to know their students, culturally responsive educators work to build strong relationships with their students’ families. They promote mutual respect between home and school and embrace a collaborative approach to teaching and learning. Deep knowledge, not just of content, but of one’s students as individual learners, enables educators to integrate lived experiences into the daily learning of the classroom. Drawing on students’ experiences provides teachers with the opportunity to represent their knowledge in the curriculum so it is meaningful and students see themselves reflected in the learning that takes place in the classroom (Villegas & Lucas, 2002).

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Characteristic #6 Culturally Responsive Teaching Practices

Get to know your students ... “Get to know your students. How do they self-identify and what community do they originate from? What types of print, video, audio and other experiences motivate them?” (Toulouse, 2013)

A wealth of research is available both nationally and internationally on culturally responsive instructional strategies. At the core of these strategies is a) holding high expectations for learning while b) recognizing and honouring the strengths that a student’s lived experiences and/or home culture bring to the learning environment of the classroom. As Villegas and Lucas observe about culturally responsive educators, “they use what they know about their students to give them access to their learning” (2002, p. 27). Learning experiences are designed to be relevant and authentic, enabling students to see themselves in the daily learning of the classroom. This sends a message to students and the community that student, parent/community knowledge and experiences not only have value, but that they are also important to the learning in school. The following are some inquiry questions for culturally responsive educators: What questions might we reflect upon to examine our own biases towards diversity and cultural responsiveness? How would we start a staff discussion on moving towards cultural responsiveness in a more intentional way? How might we integrate specific life experiences of our students into daily instruction and learning processes?

Effective instruction matters! The quality of the instruction and the expertise of the teacher considerably outweigh the challenging circumstances that some of our students bring to the classroom (Callins, 2006; Willis & Harris, 2000). Effective instruction also ensures academic rigour which is essential in a culturally responsive framework; high expectations need to be coupled with the appropriate supports to scaffold new learning (Gay, 2002; Ladson-Billings, 2000). Some strategies to implement a culturally responsive framework are suggested below. They are adapted from the work of Jeff Kugler and Nicole West-Burns (2010): Expand upon what is considered as the “curriculum” – recognizing both the informal and the subtle ways in which the curriculum defines what is and what is not valued in our schools and society. Use inquiry-based approaches to student learning to develop engaged and self-directed learners. Support students in making decisions about their learning that integrate who they are and what they already know with their home and community experiences.

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Use a variety of resources, including community partners, to ensure the learning environment and pedagogical materials used are accessible to all learners and that the lives of students and the community are reflected in the daily workings of the classroom. Resources, materials and books should present both local and global perspectives. See the curriculum as flexible and adaptive to the lived experiences of students so they see themselves and their lives reflected in daily learning opportunities. Know and build upon students’ prior knowledge, interests, strengths and learning styles and ensure they are foundational to the learning experiences in the classroom and the school. Ensure that learning engages a broad range of learners so that varied perspectives, learning styles and sources of knowledge are explored.

Take an asset-based approach ... “The knowledge children bring to school, derived from personal and cultural experiences, is central to their learning. To overlook this resource is to deny children access to the knowledge construction process.” (Villegas & Lucas, 2002, p. 25)

Differentiate instruction and provide a wide range of methods and opportunities for students to demonstrate their learning, ensuring both academic rigour and a variety of resources that are accessible to all learners. Work to ensure that the socio-cultural consciousness of students is developed through curricular approaches, emphasizing inclusive and accepting education, to inform critical examination and action regarding social justice issues.

Here are some questions to provoke thinking about what a more culturally responsive curriculum might look like: How do we define relevant and authentic learning opportunities in the context of our school? How might we support students in making decisions about their learning that integrate who they are and what they already know with their home and community experiences? How can we lessen dominant perspectives in our curriculum so that contributions from different backgrounds can be better understood and integrated into learning?

Preparing to teach all our students ... Those engaged in the work of culturally responsive pedagogy are “committed to collective, not just merely individual empowerment” such that the impact of this approach to teaching is directed towards making change for all members of society (Ladson-Billings, 1995, p. 160). As educators, we must be prepared to teach all students while also being committed to preparing students for the reality of a diverse Canadian and global society. The journey towards equity and inclusivity in Ontario schools seeks to empower everyone in the learning environment. Such an

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approach validates and affirms the cultural capital that our students bring to the classroom each and every day. This journey also brings us closer to reaching our goal in Ontario – providing relevant and authentic learning opportunities every day for every student in every classroom.

Here are some ways to think about your next steps in the journey towards equity: What will our school conversation focus on? How might a process of inquiry among staff further this conversation? If we implement specific strategies to support a culturally responsive approach to teaching and learning, how will we assess the impact on student learning and achievement?

References Brown-Jeffy, S., & Cooper, J.E. (2011, winter). Toward a conceptual framework of culturally relevant pedagogy: An overview of the conceptual and theoretical literature. Teacher Education Quarterly, 65–84. Callins, T. (2006, Nov./Dec.). Culturally responsive literacy instruction. Teaching Exceptional Children, 62–65. Dei, G.J.S. (2006). Meeting equity fair and square. Keynote address to the Leadership Conference of the Elementary Teachers’ Federation of Ontario, held on September 28, 2006, in Mississauga, Ontario. Dei, G.J.S. (1997). Reconstructing drop-out: A critical ethnography of the dynamics of black students’ disengagement from school. Toronto: University of Toronto Press. Dei, G.J.S., James, I.M., James-Wilson, Karumanchery, S.L., & Zine. J. (2000). Removing the margins: The challenges and possibilities of inclusive schooling. Toronto: Canadian Scholar’s Press. Gay, G. (2004, Spring). Beyond Brown: Promoting equality through multicultural education. Journal of Curriculum and Supervision, 19(3), 193–216. Gay, G. (2002, Mar./Apr.). Preparing for culturally responsive teaching. Journal of Teacher Education, 53(2), 106–116. Gay, G. (2000). Culturally responsive teaching: Theory, practice, & research. New York: Teachers College Press.

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Kugler, J., & West-Burns, N. (2010, Spring). The CUS Framework for Culturally Responsive and Relevant Pedagogy. Our Schools, Our Selves, 19(3).

Toulouse, P. (2013). Fostering literacy success for First Nations, Métis and Inuit students. What Works? Research into Practice, 45.

Ladson-Billings, G. (2011). Asking the right questions: A research agenda for studying diversity in teacher education. In Ball, A. & Tyson, C. (Eds.), Diversity in teacher education (pp. 383–396). Lanham, MD: Rowman & Littlefield.

Villegas, A.M., & Lucas, T. (2002, Jan./Feb.). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20–32.

Ladson-Billings, G. (2001). Crossing over to Canaan: The journey of new teachers in diverse classrooms. San Francisco: Jossey-Bass. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. San Francisco: Jossey-Bass. Leithwood, K., Seashore Louis, K., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning: A review of research for the Learning from Leadership Project. New York, NY: The Wallace Foundation. Portelli, J.R., & Vibert, A.B. & Shields, C. (2007). Toward an equitable education: Poverty, diversity and students at risk: The national report. Toronto: OISE/University of Toronto. Richards, H.V., Brown, A., & Forde, T.B. (2006). Addressing diversity in schools: Culturally responsive pedagogy. Buffalo State College/NCCREST.

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Willis, A.I., & Harris, V. (2000). Political acts: Literacy learning and teaching. Reading Research Quarterly, 35(1), 72–88.

Ontario Ministry of Education Ontario Leadership Strategy. Resources for Building Leadership Capacity for Student Achievement and Well-Being (2012) The Ontario Leadership Framework: A School and System Leader’s Guide to Putting Ontario’s Leadership Framework Into Action (2012) Realizing the Promise of Diversity: Ontario’s Equity and Inclusive Education Strategy (2009)

New from the ministry ... Supporting Bias-Free Progressive Discipline in Schools: A Resource Guide for School and System Leaders http://www.edu.gov. on.ca/eng/policyfunding/discipline.html Jointly developed with the Ontario Human Rights Commission, this guide is intended to assist school and system leaders in fostering a bias-free approach to progressive discipline, prevention and early intervention practices to support positive behaviour among all students.

Continuing and Community Education Catholic Education Centre 570 West Hunt Club Road Nepean, Ontario K2G 3R4 Phone: 613-224-2222 Ext. 2501 Fax: 613-224-9253

ocsb.ca

MEMORANDUM

To:

Elaine McMahon, Chairperson, and Members of the Board of Trustees

From:

Peter Atkinson, Superintendent Continuing and Community Education

Date:

March 11, 2015

Re:

Parent Information on Emergency Procedures

The Safe Schools Department, in conjunction with the Communications Department, is pleased to share with the Board of Trustees our updated information for parents on emergency procedures. On the Board website, and all school websites, there is a new link entitled “Emergency Procedures”. By selecting this link, parents have access to specific information on three levels of response to a crisis situation:   

Shelter in Place Secure School Lockdown

For each level of response, there is information provided on the following topics: 1. Reasons for initiating the response; 2. What happens in classrooms during the response; and, 3. How parents will be informed about the response. The parent information on emergency procedures emphasizes that our Board’s emergency procedures were developed in partnership with the Ottawa Police Service and are based on the provincial Guidelines for Developing and Maintaining Lockdown Procedures for Schools in Ontario.

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The link for viewing the Emergency Procedures is as follows: http://ocsb.ca/schools/tools/emergency-procedures The Emergency Procedures information for parents was presented at the CSPA meeting held on January 28. Ms. Mary Ellen Agnel, Principal of Safe and Accepting Schools, and I will be pleased to answer any questions that members of the Board of Trustees may have.

RECOMMENDATION: THAT the memorandum from the Superintendent of Continuing and Community Education dated March 11, 2015 entitled Parent Information on Emergency Procedures be received.

Reference: Regular Board Meeting, March 24, 2015 PA/cm

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Ottawa Catholic School Board Finance and Administration 570 West Hunt Club Road Nepean, Ontario K2G 3R4 Phone: 613-224-2222 Ext. 2281 Fax: 613-224-0132

ocsb.ca

MEMORANDUM To:

Elaine McMahon, Chairperson and Members of the Board of Trustees

From:

David Leach, Superintendent Finance and Administration

Date:

March 9, 2015

Re:

2015/2016 Budget Process and Guidelines

File No. 1725-6-1(Bud)

The following report is provided to the Board of Trustees in accordance with the requirements of Board policy entitled “Financial Reporting” and/or the approved annual Schedule of Financial Reports to the Board. A. BACKGROUND 

The 2015/2016 budget refers to the period September 1, 2015 to August 31, 2016.



The Ministry of Education is expected to release the Grants for Student Needs Regulation for the 2015/2016 fiscal year early April 2015.



The due date for providing a Board approved 2015/2016 budget to the Ministry of Education is June 30, 2015.

B. FUNDING 

Information necessary to complete the Board’s various grant calculations has now been/will be received as follows:

-

November 2014

-

-

2015/2016 Enrolment Projections (by school)

-

December 2014

-

-

2014/2015 Revised Estimates completed

-

April 2015

-

-

Grants for Student Needs Regulation

-

April 2015

-

-

2015/2016 Estimates Forms/Software

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

2014/2015 fiscal year surplus/deficit information (audited) is required to be settled as part of the 2015/2016 budget, but it will not be available until November 2015.

C. TIMELINES Pending the scheduled Ministry of Education 2015/2016 funding announcement and given that a budget must be approved before the end of June 2015, it is proposed that the Board again, as was the case in the past, proceed with the review of budget information in logical components as they become available and as they are completed or revised over the course of the Board’s remaining April, May and June 2015 meetings with special Board meeting(s) during such time period as may be required. D. BUDGET GUIDELINES The Ottawa Catholic School Board’s budget is developed each year in accordance with specific pre-determined budget guidelines. Such budget guidelines describe the assumptions made and process employed in determining the Board’s preliminary budget position. Furthermore, such budget guidelines include both legislative and regulatory requirements that impact upon the Board’s budget as well as Board level contractual, negotiated and self-determined conditions or restrictions that must be respected. A summary of some of the more significant guidelines/requirements that the budget must comply with for 2015/2016 is as follows: 

Balanced budget.



Limitations on use of accumulated Board surplus funds.



Special education spending restrictions.



School renewal or major repairs funding restrictions.



New Teacher Induction Program spending restrictions.



Administration and Governance spending restrictions.



Class size requirements: 

Average class size for full-day Kindergarten is 26:1.



At least 90 per cent of primary classes have 20 or fewer students.



100 per cent of primary classes have 23 or fewer students.



100 per cent of combined grades 3/4 classes have 23 or fewer students.

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

Average class size in grades 4-8 is 24.5:1.



Average class size for grades 9-12 is 22:1.



Incorporates enrolment projections of an increase of 2.2% elementary and a decrease of 0.5% secondary.



Salaries and benefits are to be provided for in accordance with collective agreements.



Certain fixed costs and contractual obligations (i.e. debenture repayments, transportation costs, and operating costs related to new construction/additions) are to be provided for in accordance with contractual agreements.



Department budgets are adjusted annually for special grants as appropriate.

E. FORMAT AND CONTENT OF 2015/2016 BUDGET Consistent with recent years’ budget documents, the 2015/2016 budget will contain the following sections and information content, with approximate length/page(s) as noted: Approx. Length/ Page(s)

Section A

Overview ....................................................................................... 7

B

Budget Summaries ........................................................................ 4

C

Budget Guidelines ......................................................................... 2

D

Enrolment Statistics ...................................................................... 5

E

Full-Time Equivalent Staffing ........................................................ 4

F

Expenditures – Salaries and Benefits ........................................... 3

G

Expenditures – Other  Summary by Functional Area .......................................... 3  Departmental Initiatives or Activities ........................... 140

H

Revenues  Government Grant Allocations ........................................ 2  Other ............................................................................... 1

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Approx. Length/ Page(s)

Section I

Debenture Debt Information .......................................................... 3

J

Accumulated Surplus (Deficit) and Deferred Revenue .................. 1 TOTAL DOCUMENT – APPROXIMATELY 180 PAGES

The budget document will continue to contain the core budget summaries for Operating and Capital (Section B), as has been provided to the Board and the general public in the past. Other sections provide breakdowns of full-time equivalent staffing by position; enrolments are detailed not only by Board-wide total but by panel and by school with percentage increases/decreases by school and in total; and non-salary and benefit spending is detailed a) according to functional area; b) by department; and c) supplemented by Summaries of Initiatives or Activities for each department. The aforementioned departmental summaries will document, in one to two pages for each department, the purpose of the department/program or service and detail the department’s major initiatives or activities planned for 2015/2016, and for which 2015/2016 funding is necessary. Additionally, as a means of showcasing the Board’s Catholic Education distinctiveness, departments have been asked to identify the areas of services within their budget submissions that are specific to Catholic education. This is accomplished by the provision of a narrative that defines some of the characteristics and features of Catholic education as it relates to the initiatives or activities (i.e. chaplaincy services, religious education, faith formation programs, Christian Community Day, church visits, etc). Government grant revenue is also detailed not only by envelope, but also by type of grant and amount. Debenture debt and accumulated surplus information is incorporated as well. In all sections, graphics in the form of bar charts and pie charts are utilized as much as possible where it serves to enhance the presentation of information to the readers of the document. In order to commence the Board’s review of such documentation, the 2015/2016 Board budget binder and contents will be distributed to Trustees with their Board agendas for review and discussion as follows:

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April 28, 2015     

Budget Binder and Table of Contents Section C - Budget Guidelines Section D - Enrolment Statistics Page G - Expenditures Other – Summary by Functional Area Section I - Debenture Debt Information

May 12, 2015   

Section B1 - Preliminary Operating Budget Summary Section G - Expenditures Other – Departmental Initiatives or Activities Section H3 - Other Revenue

May 26, 2015   

Section E - Full-Time Equivalent Staffing Section F - Expenditures - Salaries and Benefits Section H1 and H2 – Government Grant Allocations

June 9, 2015    

Section A – Overview Section B1 – Operating Budget Section B2 - Capital Budget Section J – Accumulated Surplus (Deficit) and Deferred Revenue

Options for balancing the budget will be provided as part of the agenda materials for the May 26 and June 9, 2015 Board meetings at which budget will continue to be deliberated upon. Final approval of the 2015/2016 budget is scheduled for June 9, 2015. F. PUBLIC CONSULTATION Trustee and Public Budget Input Sessions were advertised and scheduled for Tuesday, March 24, 2015. Budget information will as mentioned above be forthcoming to the Board, in components as they are completed, over the course of the Board’s remaining April to June 2015 meetings with special Board meeting(s) if required within such time period. A 2015/2016 Board budget summary will be prepared and posted to the Board’s website subsequent to the Board’s adoption of the annual budget so as to enhance its availability to the general public.

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The scheduled regular provision of this report to the Board of Trustees and hence to the general Board community addresses the Board’s stated priority “Stewardship of Resources”. I trust that this is satisfactory. I shall be pleased to address any questions or concerns that you may have.

RECOMMENDATION: THAT the Memorandum from the Superintendent of Finance and Administration dated March 9, 2015 entitled “2015/2016 Budget Process and Guidelines”, be received.

Respectfully submitted,

DL:jf

Ref: Regular Board (March 24, 2015)

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Ottawa Catholic School Board Catholic Education Centre 570 West Hunt Club Road Nepean, Ontario K2G 3R4 Phone: 613-224-2222 Fax: 613-224-5063

ocsb.ca

MEMORANDUM To:

Elaine McMahon, Chairperson and Members of the Board of Trustees

From:

Julian Hanlon Director of Education

Date:

March 20, 2015

Re:

Letter of Retirement – Julian Hanlon

Please find attached my letter of retirement, effective June 30, 2015. It has been a great privilege and honour to have served this Board for the past 36 years.

RECOMMENDATION: THAT the Letter of Retirement from the Director of Education, Julian Hanlon, effective June 30, 2015, be approved.

JH/kh Ref: Regular Board Meeting: March 24, 2015

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Board Action Report DATE: February 24, 2015 BOARD MEETING DATE Feb. 10, 2015

Feb. 10, 2015

Feb. 24, 2015

Feb. 24, 2015

Topic

THAT the Memorandum from the Superintendent of Special Education and Student Services dated January 26, 2015 entitled VIEWS for the Visually Impaired, Alternate Representative Nomination to Special Education Advisory Committee (SEAC) 2014- 2018, be approved. THAT the Memorandum from the Deputy Director of Education, dated February 2, 2015, entitled “Proposed School Year Calendar 2015-2016, be received, and the proposed school year calendar for 2015-2016 be approved. THAT the Memorandum from the Superintendent of Planning and Facilities dated February 20, 2015, entitled “Community Use of Schools – Fee Schedule” be received; and THAT the proposed Fee Schedule therein be approved. FIRST READING THAT By-Law 01-2015, a By-Law to Authorize a Loan from the Ontario Financing Authority in the Principal Amount of $541,807 be Approved.

ACTION BY

STATUS

M. Donaghy

C

D. Andre

C

F. Chrystal

I

D. Leach

I

D. Leach

I

SECOND READING THAT By-Law 01-2015 be Approved.

Feb. 24, 2015

THIRD READING THAT By-Law 01-2015 be Approved. THAT the Board approve the present annual expenditure limits for purposes of Trustee conference expenditures, unchanged in amount for the 2015/2016 fiscal year.

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FREQUENTLY USED ACRONYMS A

ADE ADR AODA ARC

Average Daily Enrolment Alternate Dispute Resolution Accessibility for Ontarians with Disabilities Act Accommodation Review Committee

B

BAC BAS BIPSA BPS

Benefits Advisory Committee Board Accounting System Board Improvement Plan for Student Achievement Broader Public Sector

C

CALP CASL CCE CCLB CCSTA CEC CEFO CIC CIL-M CLB CLL CODE COW CPCO CPP CRA CSPA CTCF CTESL

Cognitive Academic Language Proficiency Canada's Anti-Spam Legislation Continuing and Community Education Centre for Canadian Language Benchmarks Canadian Catholic School Trustees' Association Catholic Education Centre Catholic Education Foundation of Ottawa Citizenship and Immigation Canada Collaborative Inquiry Learning in Mathematics Canadian Language Benchmarks Catholic Learning Leaders Council of Ontario Directors of Education Committee of the Whole Catholic Principals' Council of Ontario Canada Pension Plan Canada Revenue Agency Catholic School Parents Association Care, Treatment and Correctional Facilities Certificate in Teaching English as a Second Language

D

DA DAR DCC DE DELF DEP DOE DS DS

Development Assistant Directors Annual Report Deferred Capital Contributions Developmental Education Diplôme d'études en langue française Destination Employability Pathway Director of Education Developmental Specialist District Supervisor

E

E&E EA's EAP ECCODE ECE ECNO EDC EDP EI ELD ELD ELL ELP ELS

Effectiveness & Efficiency Reviews Educational Assistants Employment Assistance Program English Catholic Council of Ontario Directors of Education Early Childhood Education Educational Computing Network of Ontario Education Development Charges Extended Day Program Employment Insurance Early Learning Division English Literacy Development English Language Learner Early Learning Program Early Learning Services

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ELTOC EMCS EOCCC EOSDN EOSS EPCI EQAO ESL ESSD

English Language Tutoring of Ottawa Carleton Energy Management & Control Systems Eastern Ontario Catholic Curriculum Corporation Eastern Ontario Staff Development Network Employment Ottawa Social Services Early Primary Collaborative Inquiry Education Quality and Accountability Office English as a Second Language Elementary Student Success Department

FCTGO

FDK FNMI FOI FOY FRP FSL FTE FWC

Federation of Catholic Teachers' Guilds of Ontario Full Day Kindergarten First Nation, Métis and Inuit Freedom of Information (see MFIPPA) Focus on Youth Facility Renewal Projects (see also GSR) French Second Language Full Time Equivalency Family Welcome Centre

G

GPL GSN GSR GWL

Good Places to Learn Grants for Student Needs Grant for School Renewal (see also FRP) Great West Life

H

HST

Harmonized Sales Tax

I

IEP IL IMENU IPPS IPRC

Individual Education Plan International Languages Internet Menu (Absences, Timesheets, Pay Statement. OFD filing etc.) Integrated Personnel Payroll System Identification, Placement and Review Committee

J

JCC JK/SK

Joint Consultation Committee Junior or Senior Kindergarten

K

KID

Kindergarten Early Identification

L

LARC LBM LBS LC LINC LNS LSA LT LTD LTO

Language and Assessment Referral Centre Labour Board Management Literacy and Basic Skills Learning Connections Language Instruction for Newcomers to Canada Literacy and Numeracy Secretariat Leading Student Achievement Learning Technologies Long Term Disability Long Term Occasional

M

MACSE MEN MRC MCI MCYS MFIPPA

Minister's Advisory Council on Special Education Ministry Educator Number Ministry Rated Capacity Ministry of Citizenship and Immigration Ontario Ministry of Child and Youth Services Municipal Freedom of Information Protection of Privacy Act

F

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MOE MOE MOH MOL MOT MOU MTCU MYSP

Ministry of Education Ministry of the Environment Ministry of Health Ministry of Labour Ministry of Transportation Memorandum of Understanding Ministry of Training Colleges and Universities Ontario Multi-Year Strategic Plan

N

NIC NPP NTIP

Newcomer Information Centre New Pupil Places New Teacher Induction Program

O

OA OASBO OCPVPA OCRAC OCSOA OCSTA OECM OECTA OFA OMERS ONFE OReg OnSIS OSBIE OSR OSSC OSSD OSSLT OSSTF OSTA OTIP OYAP

Office Administrator Ontario Association of School Business Officials Ottawa Catholic Principal Vice Principal Association Ottawa-Carleton Research Advisory Committee Ontario Catholic Supervisory Officers' Association Ontario Catholic School Trustees Association Ontario Education Collaborative Marketplace Ontario English Catholic Teachers' Association Ontario Financing Authority Ontario Municipal Employees Retirement System (Pension Plan) Ottawa Network for Education Ontario Regulations Ontario Student Information System Ontario School Board's Insurance Exchange Ontario Student Record Ontario Secondary School Certificate Ontario Secondary School Diploma Ontario Secondary School Literacy Test Ontario Secondary School Teachers' Federation Ottawa Student Transportation Authority Ontario Teachers' Insurance Plan Ontario Youth Apprentice Program

P

PASS PBLA PCAP PCS PD PFLC PIC PIM PLAR PO PPM PRO PS

Partnering to Achieve Student Success Portfolio Based Language Assessment Pan Canadian Assessment Program Primary Class Size Professional Development Parenting and Family Literacy Centre Parent Involvement Committee Privacy and Information Management Prior Learning and Assessment Referral Purchase Order Policy/Program Memoranda (Ministry of Education) Parent Reaching Out Grant PowerSchool

R

RECE ReCAPP RFP RFQ RPC RMS

Registered Early Childhood Educator Renewal Capital Asset Planning Process Request for Proposal Request for Quote Request for Physical Change Records Management System

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RTW

Return to Work

S

SAA SAL SAR SCI SEA SEAC SECAC SEF SEMS SFIS SGF SGH SHSM SIM SIP SIPSA SLT SSLI SSRP STDP STEP SMS SWST

Special Assignment Assistant Supervised Alternative Learning School Accommodation Review School Condition Improvement Special Equipment Amount Special Education Advisory Committee Special Education Curriculum Advisory Committee School Effective Framework Substitute Employee Management System School Facility Inventory System School Generated Funds Shepherds of Good Hope Specialist High Skills Major System Implementation and Monitoring Special Incidence Portion School Improvement Plan Student Acheivement Settlement Language Training Student Support Leadership Initiative Supported School Readiness Program Short Term Disability Plan Steps to English Proficiency Student Management System Student Work Study Teacher

T

TESL TLA TPA TPP TSSA

Teachers of English as a Second Language Temporary Letters of Approval Teacher Performance Appraisal Teachers Pension Plan Technical Standards and Safety Authority

U

UW CBA

United Way Community Builders Awards

W

WSIB WTK

Workplace Safety and Insurance Board Welcome to Kindergarten

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Board Table Seating Plan

Julian Hanlon Director of Education

Elaine McMahon Chairperson

Denise Andre Deputy Director of Education Chairperson

Betty-Ann Kealey Vice-Chairperson

Fr. Peter Sanders Board Chaplain

Brian Coburn Trustee

Joanne M. MacEwan Trustee

Spencer Warren Trustee

Thérèse Maloney Cousineau Trustee

John Curry Trustee

Sandra Moore Trustee

Kathy Ablett, R.N. Trustee

Mark D. Mullan Trustee

Monica Silver Student Trustee

Daniel McInnis Student Trustee

December 2014

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Board of Trustees Please address all Trustees’ correspondence to: Catholic Education Centre 570 West Hunt Club Road Nepean, Ontario Canada K2G 3R4 Chairperson Elaine McMAHON Zone 6 (Knoxdale-Merivale/College)

E-mail: [email protected]

Board: 613-828-3573 Fax: 613-228-4158

Vice-Chairperson Betty-Ann KEALEY Zone 7 (Kitchissippi/Bay)

Email: [email protected]

Board: 613-721-2376 Fax: 613-721-2379

Zone 1 (West Carleton-March/Stittsville-Kanata West/Rideau-Goulbourn/Osgoode) John CURRY Email: [email protected]

Board: 613-831-2028 Fax: 613-228-4158

Zone 2 (Kanata North-Kanata South) Sandra MOORE

Email: [email protected]

Board: 613-599-0608 Fax: 613-228-4158

Zone 3 (Orleans/Cumberland) Brian COBURN

Email: [email protected]

Board: 613-355-7166 Fax: 613-228-4158

Zone 4 (Barrhaven/Gloucester-South Nepean) Spencer WARREN

Email: [email protected]

Board: 613-825-9717 Fax: 613-228-4158

Zone 5 (Beacon Hill-Cyrville/Innes) Joanne M. MacEWAN

Email : [email protected]

Board: 613-842-0166 Fax : 613-228-4158

Zone 8 (Alta Vista/Gloucester-Southgate) Mark D. MULLAN

E-mail: [email protected]

Board: 613-841-4836 Fax: 613-841-8693

Zone 9 (River-Capital) Kathy ABLETT, R.N.

Email: [email protected]

Board: 613-526-9512 Fax: 613-526-1450

Zone 10 (Rideau-Vanier/Rideau-Rockcliffe/Somerset) Board: 613-232-9811 Thérèse MALONEY COUSINEAU Email: [email protected] Fax: 613-232-6706

December 2014

(Trustees’ term of office is December 2014 to December 2018)

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