THE REGULAR MEETING OF THE STUDENT ......of Cursive Writing that the TCDSB investigate opportunities...

AGENDATHE REGULAR MEETING OF THE

STUDENT ACHIEVEMENT AND WELL BEING,CATHOLIC EDUCATION AND HUMAN RESOURCES COMMITTEE

PUBLIC SESSION

Barbara Poplawski, Chair Patrizia Bottoni, Vice-Chair

Meeting#-xx-xxxxThursday, April 3, 20147:00 P.M.

Pages

1. Opening Prayer

2. Roll Call & Apologies

3. Approval of the Agenda

4. Declarations of Interest

5. Approval & Signing of the Minutes of the Meeting held March 6, 2014 forPublic Session

1 - 16

6. Delegations

7. Presentations

7.a By Toronto Dominion Bank regarding their contribution of 800computers to TCDSB Schools

8. Committee Member/Trustee Matters (submitted 72 hours notice)

9. Reports Requiring Action

9.a Lunchroom Supervisors in Support of Safer Schools 17 - 20

10. Reports/Minutes of Special/Ad Hoc Committees

Page 1 of 2

11. Reports For Information

11.a Toronto Region Conservation Authority Initiatives and TCDSBInvolvement Report

21 - 26

11.b Sickle Cell Disease Awareness 27 - 37

11.c International Language Programs 38 - 70

12. Communications

13. Inquiries and Miscellaneous

14. Pending List 71 - 74

15. Resolve into FULL BOARD to Rise and Report

16. Adjournment

Page 2 of 2

MINUTES OF THE REGULAR MEETING OF THE

STUDENT ACHIEVEMENT AND WELL BEING CATHOLIC

EDUCATION AND HUMAN RESOUCES COMMITTEE

HELD THURSDAY, MARCH 6, 2014

PUBLIC SESSION

PRESENT:

Trustees: B. Poplawski, Chair

P. Bottoni, Vice Chair

A. Andrachuk

N. Crawford – by teleconference

J. Del Grande

A. Kennedy

S. Piccininni

M. Rizzo

G. Tanuan

E. Olivo, Student Trustee

W. Lawrence, Student Trustee

A. Gauthier A.Sangiorgio

S. Pessione

G. Poole

R. McGuckin

J. Saraco

D. Koenig

C. Fernandes

J. Shain

G. Iuliano Marrello

D. Yack

P. DeCock

J. Shanahan

V. Burzotta

G. Grant

J. Saraco

B. Keel, Solicitor

L.Fernandes, Recording Secretary

Apologies were received from Trustees Davis, D’Amico and Jakovcic, who were unable to

attend the meeting.

Page 1 of 74

2

MOVED by Trustee Rizzo, seconded by Trustee Tanuan, that the agenda, as amended, be

approved.

CARRIED

MOVED by Trustee Andrachuk, seconded by Trustee Rizzo, that the Minutes of the meeting

held February 6, 2014 for Public Session be approved.

CARRIED

Anna Dicredico-Moya,, parent, St. Conrad Catholic School, on behalf of Joe Perri, parent

addressed the Committee regarding the French Immersion Motion at St. Conrad Catholic

School.

MOVED by Trustee Bottoni, seconded by Trustee Rizzo, that the presentation by Anna

Dicredico-Moya,, parent, St. Conrad Catholic School, on behalf of Joe Perri, parent regarding

the French Immersion Motion at St. Conrad Catholic School be received and referred to staff.

CARRIED

Anna Dicredico-Moya, parent, St. Conrad Catholic School, addressed the Committee regarding

the Feasibility Investigation of French Immersion

MOVED by Trustee Bottoni, seconded by Trustee Rizzo, that the presentation by Anna

Dicredico-Moya, parent, St. Conrad Catholic School, regarding the Feasibility Investigation of

French Immersion be received and referred to staff.

CARRIED

Vince Cintriniti, Program Coordinator, made a presentation to the Committee regarding the

Northern Spirit Games.

Page 2 of 74

3

MOVED by Trustee Andrachuk, seconded by Trustee Tanuan, that the presentation by Vince

Cintriniti, Program Coordinator, regarding the Northern Spirit Games be received and that staff

be thanked for the great work they did.

On the vote being taken, as follows:

In favour Opposed

Trustees Andrachuk

Rizzo

Bottoni

Del Grande

Poplawski

Tanuan

Crawford

Kennedy

The Motion was declared

CARRIED

MOVED by Trustee Andrachuk, seconded by Trustee Rizzo, that item 8a) be adopted as

follows:

8a) Trustee Matter from Trustee Andrachuk regarding Review of our EQAO Math

Results

That staff come back with a report for the first meeting in September, 2014

1. That the TCDSB investigate and research alternative methods of delivering the Mathematics program at the elementary level. An example to be reviewed is the

recent updated curriculum published by the Province of Manitoba Department of

Education. Other sources of materials for consideration would be Jump Math, a

program which has shown positive results for struggling students and might be

considered as an enhancement to the program.

2. That a survey be prepared and conducted of our parent community which would include questions on how many students receive outside tutoring (Kumon Math,

etc); how well do parents understand the Mathematics curriculum; are parents

able to assist their children with Mathematics work. Other appropriate questions

will be determined. Trustees and Student Trustees would also provide input.

Page 3 of 74

4

MOVED in AMENDMENT by Trustee Kennedy, seconded by Trustee Del Grande, that the

above information be included and considered as part of the Math strategy that is already in

place.

The Chair ruled that she is not accepting the Amendment to the Motion.

MOVED by Trustee Kennedy, seconded by Trustee Andrachuk, that debate on the item be

extended.

CARRIED

Trustee Del Grande requested that the question be divided.

On the vote being taken, on part 1 of the Motion as follows:

In favour Opposed

Trustees Andrachuk Trustees Del Grande

Rizzo Poplawski

Bottoni

Crawford

Tanuan

Kennedy

Part 1 of the Motion was declared

CARRIED

On the vote being taken, on part 2 of the Motion as follows:

Page 4 of 74

5

In favour Opposed

Trustees Andrachuk Trustee Crawford

Rizzo

Bottoni

Del Grande

Tanuan

Kennedy

Poplawski

Part 2 of the Motion was declared

CARRIED

Student Trustees Lawrence and Olivo wished to be recorded as being in favour of Parts 1 and 2

of the Motion.

MOVED by Trustee Andrachuk, seconded by Trustee Rizzo, that item 8b) be adopted as

follows:

8b) Trustee Matter from Trustee Andrachuk regarding Review for the Reintroduction

of Cursive Writing that the TCDSB investigate opportunities in the curriculum to re-

introduce the skill of cursive writing to our students starting at the earliest possible

grade.


In favour Opposed

Trustees Andrachuk

Rizzo

Bottoni

Del Grande

Poplawski

Tanuan

Crawford

Kennedy


CARRIED

Student Trustees Lawrence and Olivo wished to be recorded as being in favour of the Motion

Page 5 of 74

6

The Chair reviewed the Order Paper Items

The following Items were questioned:

Item 9b) Trustee Rizzo

Item 9c) Trustee Andrachuk

Item 11b) Trustee Del Grande

MOVED by Trustee Bottoni, seconded by Trustee Del Grande, that all items not questioned be

approved.


In favour Opposed

Trustees Andrachuk Trustee Rizzo

Bottoni

Del Grande

Poplawski

Tanuan

Crawford

Kennedy


CARRIED

MATTERS AS CAPTURED IN THE ABOVE MOTION

Requests for Religious Accommodation for 2013-2014 that Staff continue to monitor

requests for religious accommodation to support the consistent and well informed application

of the policy.

Report regarding External Research Conducted in the TCDSB – Policy S.19 – received.

Report regarding Principal/Vice Principal Retirements – received.

Page 6 of 74

7

MOVED by Trustee Rizzo, seconded by Trustee Andrachuk, that item 9b) be adopted as

follows:

9b) Report regarding School Year Calendar

1. That the attached school year calendar (Appendix A of the Report) the 2014-2015 school year be adopted.

2. That the communication plan outlined in this report be implemented immediately.

3. That Principals share this information with their CSACs and school communities in a timely manner.

MOVED in AMENDMENT by Trustee Del Grande, seconded by Trustee Tanuan, to add part 4

4. That staff include on the pending list, the report back on possible content for the faith

development portion of the PA days

On the vote being taken on the Amendment, as follows:

In favour Opposed

Trustees Andrachuk

Rizzo

Bottoni

Del Grande

Poplawski

Tanuan

Crawford

Kennedy

The Amendment was declared

CARRIED

On the vote being taken on the Motion, as Amended, as follows:

Page 7 of 74

8

In favour Opposed

Trustees Andrachuk

Rizzo

Bottoni

Del Grande

Poplawski

Tanuan

Crawford

Kennedy

The Motion, as Amended, was declared

CARRIED

Trustee Kennedy declared an interest in item 9c) French Immersion Review as her family

members are employees of the Board. Trustee Kennedy indicated that she would neither vote

nor participate in the discussion of the item.

Trustee Kennedy left the meeting.

MOVED by Trustee Andrachuk, seconded by Trustee Crawford, that item 9c) be adopted as

follows:

9c) French Immersion Review

1. That the Board approve this five-year expansion plan for French Immersion, pending further consultation with school communities,

Facilities, Planning Services and Real Property. A budget source is

identified in order to support the recommended five-year plan.

These sites meet most of the indicators of the selection criteria (Appendix

B) for the establishment of dual-track French Immersion programs.

Page 8 of 74

9

Year 1:2015-16 Year 2:

2015-16

Year 3:

2017-18

Year 4:

2017-18

Year 5:

2019-2020

St. Gerald St.Conrad

(subject to

boundary

review)

Holy Name St. Nicholas Railway Lands

Blessed Trinity St. Columba St.Stephen

(boundary

review

completed)

Additional

Etobicoke Site

2. With approval of the plan that all French Immersion schools, including

those identified in the chart above, begin French Immersion in Junior

Kindergarten during the 2015-2016 school year so as to be aligned with

Full Day Learning.

3. That the Dual-track French Immersion Program Structure be re-

introduced to St. Cyril Catholic School with the introduction of a Dual-

track French Immersion program at Blessed Trinity Catholic School

starting in the 2016-2017 school year.

4. That the Board rescind the motion to include St. Catherine as a French

Immersion location for the 2014-2015 school year based on the school

not meeting the majority of selection criteria as outlined in Appendix B.

5, That French Immersion schools have the ability to cap student enrolment

in the French Immersion Program in order to maintain a dual track

program at their school.

MOVED in AMENDMENT by Trustee Rizzo, seconded by Trustee Del Grande, that part 3 be

deleted.

On the vote being taken, on the Amendment, as follows:

Page 9 of 74

10

In favour Opposed

Trustees Andrachuk

Rizzo

Bottoni

Del Grande

Poplawski

Tanuan

Piccininni

Crawford


CARRIED

MOVED by Trustee Andrachuk, seconded by Trustee Bottoni, that debate on the item be

extended by fifteen minutes.

CARRIED

MOVED in AMENDMENT by Trustee Del Grande, seconded by Trustee Rizzo, to add the

following to the recommendations

5) That staff report back on the proposed consultation plan for potential new French

immersion sites for board approval

6) That St. Gerald be removed from the potential 5 year French immersion school sites due

to traffic and logistics

7) That the Railway lands be removed from the potential 5 year French immersion sites

due to previously identified board approved programming

8) That Blessed Trinity be removed from the potential 5 year French immersion site with

Holy Redeemer to be considered as an alternate

9) That staff be permitted to consider other schools/revise the 5 year plan that may arise as

more ideal candidate sites from time to time

10) That the priority list be revised based on schools being removed or reconsidered

Page 10 of 74

11

Trustee Andrachuk requested that the question be divided on the Amendment.

On the vote being taken on Part 5 of the Amendment, as follows:

In favour Opposed

Trustees Rizzo Trustee Andrachuk

Bottoni

Del Grande

Poplawski

Tanuan

Piccininni

Crawford

Part 5 of the Amendment was declared

CARRIED


In favour Opposed

Trustees Rizzo Trustee Piccininni

Bottoni

Del Grande

Poplawski

Tanuan

Crawford

Andrachuk


CARRIED

Page 11 of 74

12

On the vote being taken, on part 7 of the Amendment as follows:

In favour Opposed

Trustees Rizzo Trustee Crawford

Andrachuk

Bottoni

Del Grande

Poplawski

Tanuan

Piccininni


CARRIED


In favour Opposed


Andrachuk Piccininni

Bottoni

Del Grande

Poplawski

Tanuan


CARRIED


In favour Opposed

Trustees Rizzo

Andrachuk

Bottoni

Del Grande

Poplawski

Tanuan

Crawford

Piccininni

Page 12 of 74

13


CARRIED


In favour Opposed

Trustees Rizzo

Andrachuk

Bottoni

Del Grande

Poplawski

Tanuan

Crawford

Piccininni


CARRIED

MOVED in AMENDMENT by Trustee Tanuan, seconded by Trustee Del Grande, that part 4

of the Motion, as Amended, be deleted.

On the vote being taken, to delete part 4 of the Motion, as Amended, as follows:

In favour Opposed


Andrachuk

Bottoni

Del Grande

Poplawski

Tanuan

Piccininni

Page 13 of 74

14

The Amendment to delete part 4 of the Motion, as Amended, was declared

CARRIED

On the vote being taken on the Motion, as Amended, as follows:

In favour Opposed

Trustees Rizzo

Andrachuk

Bottoni

Del Grande

Poplawski

Tanuan

Crawford

Piccininni


CARRIED

Trustee Kennedy returned to the meeting.

MOVED by Trustee Andrachuk, seconded by Trustee Tanuan, that item 11b) be adopted as

follows:

11b) Report regarding Alternate CSAC Principal and Vice-Principal Profile –

received.

MOVED in AMENDMENT by Trustee Del Grande, seconded by Trustee Tanuan,

1. That Board endorse the revised principal profile subject to staff administrative wording

changes and roll out immediately

2. That completed copies be provided to Trustees.

Page 14 of 74

15

On the vote being taken, on the Amendment, as follows:

In favour Opposed


Del Grande Andrachuk

Poplawski

Tanuan

Piccininni

Kennedy


CARRIED

On the vote being taken, the Motion, as Amended, as follows:

In favour Opposed


Del Grande Andrachuk

Poplawski

Tanuan

Piccininni

Kennedy


CARRIED

MOVED by Trustee Kennedy, seconded by Trustee Tanuan, that the meeting resolve into

FULL BOARD to rise and report.

CARRIED

The meeting continued in PUBLIC SESSION with Trustee Poplawski in the Chair.

Page 15 of 74

16

Arising out of an Inquiry from Trustee Del Grande regarding fast track of boundary changes,

staff to report to the Corporate Affairs Committee with recommendations on how the Board

could dispense with small minor changes for FDK boundaries to fast track boundary changes.

Arising out of an Inquiry from Trustee Kennedy regarding Catholic School Supporters, staff to

fully investigate and report back to Corporate Affairs Committee on the process for declaring a

Catholic School Supporter which is supposed to now take six months and will impact on the

Municipal Elections.

MOVED by Trustee Rizzo, seconded by Trustee Kennedy, that the meeting resolve back into

FULL BOARD to rise and report.

CARRIED

_________________ ________________

S E C R E T A R Y C H A I R

Page 16 of 74

PUBLIC

If Private select Ed. Act. Section.

LUNCHTIME SUPERVISORS IN SUPPORT OF

SAFER SCHOOLS

Have them entrust it to the men appointed to supervise the work on the temple. And have these

men pay the workers who repair the temple of the Lord

2 Kings 22:5

Created, Draft First Tabling Review

March 17, 2014 April 3, 2014 Click here to enter a date.

Rory McGuckin, Superintendent of Learning, Human Resources/Labour Relations

RECOMMENDATION REPORT

Vision:

At Toronto Catholic we transform the world

through witness, faith, innovation and action.

Mission:

The Toronto Catholic District School Board is an

inclusive learning community rooted in the love of

Christ. We educate students to grow in grace and

knowledge and to lead lives of faith, hope and

charity

G. Poole

Associate Director of Academic Affairs

A. Sangiorgio

Associate Director of Planning and Facilities

S. Pessione

Associate Director of Business Services,

Chief Financial Officer and Treasurer

Angela Gauthier

Director of Education

REPORT TO

STUDENT ACHIEVEMENT AND

WELL BEING, CATHOLIC

EDUCATION AND HUMAN

RESOURCES COMMITTEE

Page 17 of 74

of 4

A. EXECUTIVE SUMMARY

This report will outline some of the concerns about front door entry systems during the

lunch period in elementary schools. It further provides a financial assessment of

extending the daily employment of Elementary Lunchtime Supervisors by one hour

during the day to ensure that an adult is responsible for facilitating entrance into the

school by members of the community.

B. PURPOSE

1. This Information Report is on the Order Paper of the Student Achievement and Well Being, Catholic Education and Human Resources Committee as a result of a Trustee

request through an approved motion on October 3, 2013:

Arising out of a Trustee inquiry regarding student monitors at elementary schools,

referred to staff for a report to come back on the issues of monitors in elementary school

offices and the impact of safety issues in our schools.

2. It is understood that students should not be granting access to the school using the electronic front door entry systems, so staff investigated an alternative solution to

ensuring this responsibility is placed on an adult and not a student.

3. Trustees need to consider the cost implications of hiring an adult to assume this responsibility.

C. BACKGROUND

1. January 29, 2013-The Ministry of Education announced funding to school boards under the Safe Welcome Program. TCDSB received $83,000 to complete the process of

installing video phones and front door release mechanisms at 27 elementary school sites.

2. Any elementary school receiving funds under the Safe Welcome Program will be expected to lock their front doors, in addition to perimeter doors as appropriate.

3. Prior to this announcement, 142 TCDSB elementary systems had some type of front door release mechanism in place to control access to schools, including: a buzzer/unlock

mechanism; an audio-visual phone/door unlock system, and a CCTV/Talkmaster door

unlock system.

4. The Safe and Accepting Schools Team in each school were encouraged to review their safety procedures, especially as it related to safe entry procedures to ensure only

authorized visitors enter the school.

5. While it is a practice in schools to permit Intermediate division students to answer telephone calls during the time the secretary and/or clerk typist is taking their lunch, it is

problematic for these students to be providing access to schools to visitors.

Page 18 of 74

of 4

6. Trustees requested staff to report back on the issues of monitors in elementary school offices and the impact of safety issues in our schools.

D. EVIDENCE/RESEARCH/ANALYSIS

Analysis of the subject matter

1. Allowing students to provide access to visitors creates a safety risk for the school, and could potentially expose students to unwelcomed or inappropriate conversations with

individuals seeking to gain entrance to the school. It could also lead to a situation

whereby an individual who has no legitimate business at the school gains entrance.

2. In assessing the possibilities that would see an adult provide access through the front door entry system, staff assessed the employees that currently/potentially could oversee the

front door access procedures.

3. School secretaries and clerk/typists are entitled to 60 minutes of uninterrupted lunch time daily. It would be expected that the secretary and clerk/typist arrange for their lunch

period so that the office is covered at all times.

4. In those schools where there is no clerk/typist for 1 – 4 days, there is potentially no secretary or clerk/typist available in the main office to answer telephone calls or grant

access to the school for parents, community members, board personnel or others using

the electronic front door entry system.

5. Lunchtime supervisors work one hour daily to supervise students eating their lunches at school. The hourly rate of $13.50 is used, which includes statutory holidays and vacation

pay as provided by Human Resources. Providing an additional hour of employment for

the Lunchtime Supervisor, where required, would ensure that the main office is covered

by an adult during the school’s regular lunch period.

6. The chart below outlines areas of need in schools where there exists different numbers of secretaries and clerk/typists:

BTC of

Clerk Typist

1.00

5 days/wk

0.80

4 days/wk

0.60

3 days/wk

0.40

2 days/wk

0.20

1 day/wk

0.00

No CT

Additional

Hours

Required for

Clerk/Typist

0 hours

1 hour

2 hours

3 hours

4 hours

5 hours

7. Based on the allocation of clerk/typists in TCDSB Elementary Schools, the cost of extending supervision time for Lunchtime Supervisors is as follows:

Number of daily Lunchtime Supervisor hours required: 133.40

Number of school days: 188

Hourly Rate (including statutory holidays): $13.50

Annual Budget Cost: $338,569

Page 19 of 74

of 4

8. It is estimated that the annual budget cost for extending supervision time for Lunchtime Supervisors to ensure an adult is in the Main Office during the regular lunch period is

$338, 569. Currently, there is no funding source identified to support this course of

action.

9. Currently, there are 17 Lunchroom Supervisor positions unfilled across the TCDSB. Human Resources department is experiencing difficulty attracting people to apply for this

position.

10. It is not assumed that present Lunchroom Supervisors will be able to add an additional hour to their schedules, where required.

E. METRICS AND ACCOUNTABILITY

1. The Human Resources Department will oversee the recruitment, hiring and assignment of Lunch Supervisors.

F. STAFF RECOMMENDATION

That Trustees approve staff investigating a funding source, as part of the budget

consultation process, to consider recruiting and hiring lunchroom supervisors for one

additional hour per day, as per the formula below:

BTC of

Clerk Typist

1.00

5 days/wk

0.80

4 days/wk

0.60

3 days/wk

0.40

2 days/wk

0.20

1 day/wk

0.00

No CT

Additional

Hours

Required for

Clerk/Typist

0 hours

1 hour

2 hours

3 hours

4 hours

5 hours

Page 20 of 74

PUBLIC

TORONTO REGION CONSERVATION AUTHORITY

INITIATIVES AND TCDSB INVOLVEMENT

Lift up your eyes on high, and behold who has created these

things, that bring out their host by number: he calls them all

by names by the greatness of his might, for that he is strong in

power; not one faileth. (Isaiah 40:26)



Nick Biagini, Program Coordinator, Health/Physical/Outdoor Education

Dan Koenig, Superintendent of Learning, Student Achievement and Well-Being

INFORMATION REPORT

Vision:



Mission:





charity

G. Poole


A. Sangiorgio


S. Pessione



Angela Gauthier


REPORT TO



EDUCATION AND HUMAN

RESOURCES COMMITTEE

Page 21 of 74

of 4


This report outlines certain opportunities that exist within the Toronto Region

Conservation Authority (TRCA) and the initiatives that students from the TCDSB will

become involved with during the upcoming school years.

B. PURPOSE

This report outlines the depth and scope of the on-going relationship between the TRCA

and the TCDSB that has existed for more than 30 years. The report highlights additional

opportunities for our students being offered by the TRCA.

C. BACKGROUND

At the February 6, 2014 Student Achievement and Well Being, Catholic Education and

Human Resources Committee Meeting a presentation by Darryl Gray, Senior Manager of

Education for TRCA was received and referred to staff. Staff was to pursue opportunities

offered by the TRCA for our students and report back to the Board.


The TRCA and TCDSB continue to have a very healthy and successful relationship for

more than 30 years. This relationship continues to grow and foster additional

opportunities for the students in our schools. Some of our long term initiatives and

programmes with TRCA include:

Residential overnight trips to Lake St. George. The Board books over 30 weeks and approximately 1000 elementary students participate in this week long outdoor

education experience.

Residential overnight trips for grade 5 & 6 students funded by the Weston Foundation and TRCA to locations such as Claremont, Albion Hills and Lake St. George.

TRCA tree planning programme occurs every April and our staff arrange for 15 intermediate classes to plant 1000 trees per day. To date our students and staff have

planted over 400 000 trees over 20 years on TRCA land.

Students are involved in the TRCA Winged Migration programme that provides funding for junior aged students each spring at Tommy Thompson Park.

Individual class trips are provided to our students by TRCA to attend day trips to Black Creek Pioneer Village and the Kortright Center to learn about the outdoors and

the environment.

Page 22 of 74

of 4

Since 2007 we have sent 140 elementary student groups (5000 students) to the Weston Leaders of Tomorrow Environment Camps. These trips are provided to

schools that are considered high priority schools based on the socio-economic data.

The leaders are expected to go back to their schools and become stewards of the

environment. There are follow up programmes and expectations associated with each

trip and the results have been extremely positive based on feedback from the TRCA

and the school staff. Many schools that have participated in this programme have

become Gold level Eco Schools.

Our partnership with TRCA allows for constant communication regarding Flood Warnings and the forecasting of potential Flood Dangers to our school communities.

After the Board presentation a meeting was arranged between staff of TRCA and a

member of our outdoor education department. It was decided that TCDSB students

would participate in the following TRCA opportunities:

Enterprise opportunities for high school students at Bolton Camp and Swan Lake. These two new locations will be operating next school year and they will be available

to high school students to further develop their interest in science and the outdoors.

The Outdoor Education Department will communicate the dates and opportunities to

secondary principals for day trips to these centres. The focus will be on the overall

expectations as outlined in the Ontario Science Curriculum.

TRCA will provide teacher professional development sessions for science, physical education and leadership teachers. The goal is to provide professional development

at one of the TRCA centres for approximately 30 teachers. The focus of the day

would be to create an awareness and understanding of the wealth of resources and

opportunities that are available through the TRCA.

TRCA and TCDSB staff will look for ways to promote the positive effects of Outdoor Education on student learning. A joint document entitled “Why Outdoor Education”

(Appendix A) has been developed to support this initiative. Our staff will work with

the communications department to develop a plan to spread the message in regards to

the importance of authentic and experiential learning through outdoor education

opportunities.

TCDSB and TRCA are going to expand the Weston Environmental Leaders of Tomorrow programme to include an increase of 10 trips for elementary students to a

maximum of 35 elementary student trips for the next school year.

Page 23 of 74

of 4


The Outdoor Education Department will track the total number of students and staff that

participate in the next school year regarding the new initiatives presented by the TRCA.

Feedback forms will be created to allow for evaluations of the programmes by students

and staff members. The evaluations will be assessed near the end of the 2014-2015

school year to determine any adjustments or improvements that will be required for any

of the programmes offered to our students.

F. CONCLUDING STATEMENT

This report is for the consideration of the Board.

Page 24 of 74

Appendix A WHY OUTDOOR EDUCATION?

There can be no justification for a class leaving the regular school system unless the students are

involved in direct hands-on learning experiences that relate to the school curriculum. Toronto

Regional Conservation Authority Outdoor Education Programmes offer an outdoor education

experience that directly complements the most recent Ministry of Education document. Our

philosophy and vision, which shape our policies and programs, have always recognized the

interdependence of human beings and the environment and the belief in the inherent value of all

forms of life in nature. We believe that learning-by-doing is one of the best ways to learn; students

learn by asking questions, by looking, listening, experimenting and connecting what they discover to

what they already know. Our programs revolve around this principle. As well, TCDSB through

TRCA Centres offers an integrated approach to learning. Our programs not only have specific

objectives from various curriculum areas but the residential outdoor education experience also

involves the students in a total living situation; living and learning (broad based skills and

knowledge) are inseparable and thereby become totally integrated.

It is most important that the outdoor education experience both complements and supplements the

school's curriculum. The programmes at TRCA do this in many ways.

1. All our programs focus on both the knowledge of basic concepts as well as broad based skills.

For example, in Pond/Small Creatures, students investigate plant-animal relationships by

catching, identifying, studying and classifying various small creatures (e.g. millipede, snail, slug,

worm, beetles) while developing their skills in observation, investigation and exploration. In the

same program, they also develop various language skills by describing their observations and

presenting their discoveries both orally and informal written reports.

2. Both small group and individual learning experiences are used and, more importantly, learning-

by-doing is emphasized. For instance, in Orienteering, after a brief introduction by the instructor,

the students, in groups of 2, use their newly acquired skills of map and compass to travel across

fields and forests to find markers. In Woodland Survival, students in groups of 4-5 will build a

fire and a survival shelter with their own hands. Hands-on activities are key to all our programs.

3. Students are solving problems and making responsible decisions using critical and creative

thinking in many of our programs. This is occurring continually as students live, eat, sleep and

learn together in a residential setting. It also occurs in all the academic programs. For example in

The Settlers, families of 3 students need to make responsible decisions to function effectively

together and survive in the year 1854.

4. Students have many opportunities to practice valuable living skills. For example, they are

constantly working together on simple tasks like setting the table with their cabin group or

complex ones like finding their way through the forest with a compass. Students are always

learning to interact effectively with others, be it at a meal or during personal time at the

volleyball net or at bedtime with their fellow cabin mates. This process begins during their first

program, called Initiative Tasks, that emphasizes co-operation, teamwork and initiative and

continues throughout all the programs.

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5. Students are also given opportunities to act as responsible citizens by demonstrating care,

concern and a respect for all living things and the environment. They do this in simple ways like

taking out the compost and re-cycling the cardboard or in more detailed ways like studying the

delicate balance of an eco-system like the stream or the forest. Inherent in our overall residential

program is the belief that for every right there is a responsibility.

6. The underlying theme of many of the programs is to show students the diversity of living things

and the interactions within eco-systems. As an example, in Instincts for Survival, students see this

overall system by role playing omnivores, carnivores, herbivores and experience first hand food

chains, food webs, camouflage and predator-prey relationships.

7. Each of our programs has specific objectives (both knowledge and skills) from various

curriculum areas. For example, The Fur Trade program involves the students in effective

communication skills (speaking, writing, listening), in mathematics (bartering, totalling credits

and debits, calculating ratios), in physical education (walking and/or running 1-2 km.), and in

history (identifying, describing and role-playing the fur traders in the 1770's). Combining and

relating learning experiences from various subject areas is common to all our programs.

8. Ideally learning takes place not only in the school and in the home but also extends beyond this

into the community. The wider learning environment is part of the curriculum since it draws

upon the expertise and skills of people outside the community to contribute to the students'

development of knowledge, skills and values as set out by the Ministry.

9. Teachers use a variety of methods to accurately assess students. Seeing students in a total-living

situation not only improves teacher/student rapport but it also gives the teacher the chance to

observe, learn about and assess students in a very different yet natural setting other than the usual

formal classroom situation.

10. Active participation and daily physical activity are a part of each of our programs. For example,

our Cross-Country Ski program helps students develop such aspects of physical fitness as

flexibility, agility, balance and cardiovascular endurance. Most other programs, like Settlers,

Orienteering and Compass Skills also include a physical activity component.

11. During their entire residential trip, students are given excellent opportunities to develop

language, thinking, social and living skills. These skills develop best when students use them for

real purposes and in real situations, TRCA/TCDSB Outdoor Education Programmes is a mix of

academic pursuits, physical and recreational activities, social, spiritual and emotional growth and

development and, most importantly, each is inseparable from the other.

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PUBLIC

SICKLE CELL DISEASE - AWARENESS RAISING

I have made you and I will carry you. I will sustain you and I

will rescue you. Isaiah 46:4



Nick Biagini, Program Coordinator Health/Physical/Arts/Outdoor Education

Dan Koenig, Superintendent of Learning, Student Achievement and Well-Being

INFORMATION REPORT

Vision:



Mission:





charity

G. Poole


A. Sangiorgio


S. Pessione



Angela Gauthier


REPORT TO



EDUCATION AND HUMAN

RESOURCES COMMITTEE

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of 4


The report outlines a plan to raise awareness amongst the TCDSB staff in regards to

students struggling with Sickle Cell Disease.

B. PURPOSE

The purpose of this report is to outline a plan for raising awareness amongst the TCDSB

staff regarding Sickle Cell Disease and also to include a communication plan to highlight

June 19th

as World Sickle Cell Disease Day.

C. BACKGROUND

At the February 6th

Student Achievement and Well Being, Catholic Education and

Human Resources Meeting, a presentation by Lanre Tunji-Ajayi, President and Education

Director, Sickle Cell Disease Association of Canada, was received and referred to staff.

Staff was to report on how to increase awareness of the Sickle Cell Disease in our schools

and the possible recognition of June 19th

as World Sickle Cell Disease Day.

Staff has met with Ms. Tunji-Ajayi to work out a plan to support awareness raising and

also to develop a communication plan regarding this initiative.


Sickle Cell Disease (SCD) is the collective name for a series of serious, inherited chronic

blood disorders that can affect all systems of the body.

It is one of the most common genetic conditions in the World, with >25 million affected

individuals and 250,000 children born annually Although prevalent in malaria-endemic

regions, due to immigration patterns and the rich ethnic diversity in Ontario, SCD is a

significant disorders in our province too.

The lifespan of persons with these disorders can be reduced by as much as 30 years and

it has a devastating impact on the quality of life, most pertinent to education being the

risk of stroke and subtle neurological deficits.

People with Sickle Cell Disease have a type of Hemoglobin (called Hemoglobin S (H S)

or sickle hemoglobin) which differs from normal hemoglobin. This can cause red blood

cells, which provide oxygen to the body, to change shape and breakdown rapidly or cause

blockage of blood flow in the circulation.

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The two main consequences of SCD are:

Severe anemia resulting in tiredness, reduced exercise tolerance, and delayed growth. The

student may appear pale and have yellow-tinged eyes from time to time.

Vaso-occlusive episodes are blockages of the blood vessels anywhere in the body by

deformed red blood cells. This causes a lack of oxygen in the affected area of the body.

In order to raise awareness regarding Sickle Cell Disease, staff will make available the

“Sickle Cell Disease: A Practical Guide for Teachers” (Appendix A). Communication

will go out to all principals regarding the information booklet and also additional

resources available to schools from the Sickle Cell Disease Association of Canada.

Principals will be reminded that if there is a current student in their school with this

disorder, the school will develop an action plan to include within the Medical Condition

Form. An individual safety plan could be created to provide the necessary

accommodations and modifications for particular subject areas. If an individual safety

plan is developed it will be included within the Ontario Student Record so that future

teachers will have access to the plan.

Staff is currently working on a metapolicy related to medical conditions. Once the policy

is completed and the operational guidelines are initiated, Sickle Cell Disease would be

included within those guidelines and further supportive strategies should be developed.

A comprehensive communications plan will be developed by the Communications

Department to both launch the first ever TCDSB official recognition of Sickle Cell

Anaemia Awareness Day and to support ongoing awareness and information sharing

throughout the system.

An integrated and multi-faceted communications plan will be orchestrated using all

media modalities that will include, but not limited to existing online and traditional tools

within the Communications Department inventory (Twitter, website, internal web portal,

E-News, Director’s Bulletin, Weekly Wrap up, school newsletter features).

Additional actions include public and media relations promoting any school-based events

(both secondary and elementary panels) being organized by students, teachers and

CSACs in support of Sickle Cell Awareness Day.

Communication to entire TCDSB system through official letter from Director and Chair recognizing and promoting Sickle Cell Awareness Day, to students, parents, CSACs,

TAPCE, CPIC.

Promotion of school-based events (both secondary and elementary panels).

Advance news release and media story pitches (eg. Catholic Register and mainstream media as appropriate)

A communications plan will be developed to support both short and long term

community engagement.

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Short Term: Support Curriculum and Accountability Department efforts to

communicate initial general awareness, information and learning through the celebration

Sickle Cell Awareness Day on June 19, 2014.

Ongoing and Long Term: The Communications Plan will also support the TCDSB

community of staff, students and parents in enhancing their awareness and understanding

through the ongoing communication of evidence-based health information from the

Sickle Cell Awareness Group of Ontario (posters, tip sheets, online information links,

promotion of special events, or educational workshops and public information sessions)


The program coordinator will monitor the requests for further information from schools

regarding this particular disease. They will connect with the President of the Association

and determine the next steps after the initial awareness raising initiative has been

completed. Communications Department will highlight and report on any specific events

within the schools that have been planned to further support this initiative.

F. CONCLUDING STATEMENT

This report is for the consideration of the Board.

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Sickle Cell Disease: A Practical Guide for TeachersSickle Cell Shape

Red blood cells carry a protein called hemoglobin,which brings oxygen to all the parts of the body.People with sickle cell disease carry sickle-shapedhemoglobin cells that tend to get stuck in thesmaller blood vessels.

What is sickle cell disease (SCD)?Sickle cell disease (SCD) is an inherited blooddisorder. It is not contagious. Most children withSCD are of African ancestry, but children ofMiddle Eastern, Mediterranean, and South Asianancestry are also affected.

Signs and symptoms of sickle celldiseaseThe two main characteristics of SCD are a long-standing anemia and recurrent episodes of vaso-occlusion:

Anemia is a result of increased breakdown ofred blood cells. Children may appear pale andhave yellow eyes from time to time.Vaso-occlusive episodes are blockages of theblood vessels anywhere in the body bydeformed red blood cells. This causes a lackof oxygen in the affected area of the body.

Symptoms depend on where the bloodvessels are blocked. If a blood vessel going tothe brain is blocked, for example, the childwill show symptoms of a stroke, such asweakness of one side of the body. If the bloodvessel going to a leg bone is blocked, thechild will have pain in the leg.

Pain crisesThe most common symptom of a vaso-occlusiveepisode is bone pain. Any bone can be affected,including the arms, legs, back, and skull.

These episodes, commonly called pain crises,are unpredictable. Some children do not feelwell prior to the actual onset of pain and can letan adult know.

Possible triggers for a pain crisis include:

infectionstress/fatiguedehydrationexposure to cold and very hot temperatures

Some pain crises happen without a knownreason.

Preventing pain crisesParents and teachers can help to prevent a painepisode by:

Giving children lots of fluids to drink so theyare not thirsty.Dressing them in a few layers of warmclothing in the winter when they are leavinghome.

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Sending an extra sweatshirt and socks toschool in case the student becomes wetduring recess or at any time.Recognizing fever as a sign of infection andhaving the child seen immediately by adoctor.Avoiding vigorous exercise without theability to take breaks and drink fluids,especially during hot days.

Even with these measures, though, children maystill have a pain crisis.

What to do if your student with sicklecell disease is unwellTemperature1. First, have the student sit or lie down in a

quiet place.2. Take the student’s temperature. Parents are

advised to have a thermometer in the child’sbag for use in school or to leave one withthe teacher for that student’s use.

3. If the temperature is higher than 37.5°Cunder the armpit, or 38°C in the mouth, callthe parents immediately to take the studentto the closest emergency department.

4. If the temperature is less than 37.5°C, thendo a pain assessment.

Vaso-occlusion in SCD

Healthy red blood cells are soft, round and flexible. Sickled red blood cells are stickyand hard and can block blood flow.

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5. Is there any sign of breathing problems? Ifyes, call an ambulance. If no, do a painassessment.

Pain Assessment Numerical/VisualAnalogue Scale

Children are asked to indicate their pain intensityby putting a mark on the scale.

Doing a pain assessment1. Ask the student what level his/her pain is on

a scale of 0 to 10, with 0 being no pain and10 being “the worst pain ever.” Ask wherethe pain is located.

2. If the pain is less than 7/10 and the parentshave given the teacher or nurse a supply ofpain medication, the child can have a dosegiven as prescribed.

3. If no medication is at school to treat pain orif it is greater than 7/10, call a parent topick up the student.

4. If the pain is localized to 1 or 2 areas, awarm pack can be applied to the site of pain

until the student is picked up by a parent.ICE PACKS SHOULD BE AVOIDED.

Children (5 to 8 years of age)Ask your student: "If 0 is no pain and 10 is theworst pain you can imagine, what are youfeeling now?"

Older children (8 years of age and older)Ask your student: "If 0 is no pain and 10 is theworst pain you can imagine, what are youfeeling right now?"

Pain management

Medications1. Morphine _____ mg. Repeat dose every

four hours.2. Before each dose, take your student's

temperature. If his temperature is higherthan 37.5°C under the armpit, go to thenearest Emergency Department rightaway.

3. Acetaminophen _____ mg. Repeat doseevery four hours.

4. Ibuprofen _____ mg. Repeat dose every sixhours.

5. Docusate _____ mL x one dose.

Physical1. Give your student plenty of fluids. Not

cold.2. Gently massage the area.3. Apply heat to the area.

Tips for using heatUse disposable, instant hot packs. Be sure tofollow the instructions on the package.Warm blankets from the dryer.Warm baths.

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Apply heat in 20 minute intervals.Babies and young children should not be leftunattended with heat. Use heat with children3 years of age and older.If the area becomes painful, uncomfortable,or a local skin reaction develops, remove heatimmediately.

Psychological/Behaviouraldeep breathingrelaxation exercisesdistractions (movies or music)imagery

What to do when your student withsickle cell disease has a feverChildren with SCD are at greater risk of life-threatening infections than their peers. In part,this is because their spleen function is not asgood at destroying the cell coating of somebacteria. Fever in a child with SCD isconsidered an emergency and requires prompttreatment with antibiotics.

A thermometer should be available at school forassessing the temperature of children if they areunwell while at school. A temperature higherthan 37.5°C under the arm and higher than 38°Cby mouth requires that the child be seenpromptly at an emergency department. Call thechild’s parents to pick up the child. If theycannot be reached in a short time (perhaps anhour), take the child to the closest emergencydepartment.

Medicines such as acetaminophen and ibuprofenwill reduce fever, but will not affect theinfection that is causing the fever. Using them

can lead to a false sense of security or to thefever not being taken seriously. Do not give astudent with SCD these medicines to treat afever.

Fluid requirements and bathroomprivileges for students with sickle celldiseaseChildren with SCD excrete higher volumes ofurine compared with their peers because theirkidneys cannot concentrate urine. Bathroomprivileges are a must whenever the student needsto go. Attempts to hold urine will result inaccidents and embarrassment to the student,with the potential for future teasing andbullying.

Correspondingly, when a child produces moreurine than usual, they must also increase theirfluid intake. This is particularly important inSCD, as dehydration can trigger pain crises.When patient child is dehydrated, blood cellsalso become dehydrated and change shape,causing blood vessel blockage and acute pain.Students with SCD should be allowed to havewater bottles at their desks so that they will haveeasy access to water. This will reduce thedisruption of leaving the classroom for the waterfountain.

Sports and extra-curricular activities forstudents with sickle cell diseaseStudents with SCD should be encouraged toparticipate fully to the best of their ability andaccording to their tolerance level. As a result oflow hemoglobin level (anemia), they will tirefaster than their peers with physical activity.They should be encouraged to try out for school

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teams and participate in gym, but with morefrequent rest periods and increased hydration.

It is a good idea for parents and their child withSCD to talk with the physical education teacherabout the physical discomforts associated withSCD and any symptoms the student has had inthe past with physical activity. The family andthe teacher should reach an understanding aboutexpectations.

Special precautions for swimmingStudents with SCD can participate in swimmingclasses. However, they should limit the time inthe pool to 30 minutes. After getting out of thewater, the student must dry off and change intodry clothing right away. They should not runaround in cold, wet swimsuits as their bodytemperature will fall, potentially resulting inbone pain.

Special precautions for hot weatherWhen exposed to very hot temperatures, such asduring a sporting event in the summer, studentswith SCD can participate but with frequent restbreaks and increased hydration.

Special precautions for winter activitiesStudents with SCD should be allowed toparticipate, but they should be dressed well inlayers appropriate for the temperature of the day.Areas of increased loss of body heat, such asfingers, toes, head, and ears should all be wellcovered. At temperatures less than -5°C,students with SCD should be excused fromparticipating.

Academic performance for students withSCDMost children with SCD will perform as well astheir peers, so expectations for students whohave SCD should be similar to those of theirpeers. Having a chronic illness at times results inreduced self-esteem and lack of confidence.Encouraging the student is essential.

There are several reasons why some studentswith SCD may have exceptionalities.

Missed school daysStudents with SCD may miss school because of:

scheduled clinic visitsinpatient hospitalizations to treat the severebone pain associated with SCDless severe painful bone crises being treatedat home

This means that they have less instructionaltime. It has been proven that school attendanceis directly related to academic performance. Aparent could speak with the child’s teacher aboutsetting up a homework buddy program for thewhole class. Each student would have a “buddy”who would collect handouts and notify theabsentee student of important future deadlines.Many teachers have websites where they posthomework assignments and future dates for bothparents and students. If these exist, please bringthem to the attention of parents and students.

Neurological problemsOne in 5 children with SCD has so-called “silentstrokes.” These are small strokes in the frontalarea of the brain which go undetected unless anMRI is performed. The frontal area of the brain

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is responsible for executive functioning and thisaffects a student’s ability to focus, organize,plan, and memorize. As children move to thehigher grades they may experience increasingdifficulty.

One in 10 children with SCD under the age of20 years old will have overt strokes. These resultin diminished academic performance andvarious degrees of physical disability.Thankfully, most overt strokes can be preventedwith a chronic transfusion program whenchildren with SCD are identified early in life.

If your student is having difficultyWhen a student is identified to be havingdifficulties academically, neuropsychologicaltesting should be undertaken and appropriateIEP intervention done on an individual basis.Whenever a teacher is concerned about astudent’s health, with the parents’ writtenpermission they should seek out the health careteam involved with the student as a resource.

Children with SCD are expected to have a lifeexpectancy well into the 6th and 7th decade, sothey should be prepared for the work force in amanner that is suitable for the adult with SCD.As a result of the anemia, most adults will not beable to pursue careers which involve heavy,sustained physical activity. It is thereforeessential that they be steered away from suchcareers and into less physically demanding jobs.This makes achieving a good education evenmore important.

How teachers can help students withsickle cell disease achieve academicallyand socially in the classroom

Learn about SCD and how it has affectedyour student.Provide make-up work for students who havemissed days from school due to illness.If your student is not performing optimally,suggest a neuropsychological assessment soan IEP can be done to optimize learning.Have free and open communication with thestudent’s parents so you can work as a teamto optimize performance.Dispel any myths or rumours about yourstudent that may be in the classroom, such asreasons for the student’s eyes being yellow,or the disorder being contagious.

Special situations where the teachershould call 9-1-1If any of the following occurs, call emergencyservices right away:

difficulty breathingloss of consciousnesssevere headachedifficulty speaking or slurring of speechweakness of limbsseizure activityfever greater than 39°Cunexplained lethargy/sleepiness persistentvomiting

Key pointsSickle cell disease (SCD) is an inheritedblood disorder.

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The two main characteristics of SCD are along-standing anemia and recurrent episodesof vaso-occlusion.Anemia is a result of increased breakdown ofred blood cells. Children may appear pale andhave yellow eyes from time to time.Vaso-occlusive episodes are blockages of theblood vessels by deformed red blood cells.Infection, fatigue, and dehydrationare possible triggers for a pain crisis.Do not use ice packs to treat pain.If your student has a fever, call his parentsimmediately so they can take him to thenearest Emergency Department.

Understanding the difficulties associatedwith SCD and making the necessaryaccomodations will help your student achievesuccess in the classroom.

Health information for families fromThe Hospital for Sick Childrenwww.aboutkidshealth.ca

For information about copying or reproducing thismaterial, contact:[email protected](416) 813-5819

© 2004 - 2012 AboutKidsHealth.ca

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PUBLIC

The Toronto Catholic District School Board is an inclusive learning community rooted in the love of Christ. We educate students to grow in grace and knowledge and to lead lives of faith, hope and charity

INTERNATIONAL LANGUAGE PROGRAMS IN TCDSB ELEMENTARY SCHOOLS

“All of them were filled with the holy Spirit and began to speak in other languages, as the Spirit gave them ability.” Acts 2:4

Created, Draft First Tabling Review Approval Implementation

September 18, 2013 November 7, 2013 April 3, 2014

C. Marchetti, Coordinator of International Languages, Parent & Community Engagement P. De Cock, Comptroller for Business Services & Finance D. Koenig, Superintendent of Learning, Student Achievement and Well Being

INFORMATION REPORT

G. Poole Associate Director of Academic Affairs A. Sangiorgio Associate Director of Planning and Facilities S. Pessione Associate Director of Business Services, Chief Financial Officer and Treasurer A. Gauthier Director of Education

Vision: At Toronto Catholic we transform the world through witness, faith, innovation and action. Mission:

REPORT TO

STUDENT ACHIEVEMENT AND WELL BEING, CATHOLIC EDUCATION AND HUMAN RESOURCES COMMITTEE

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The Toronto Catholic District School Board offers International Languages instruction in both an Extended Day and After Hours model. This report analyses the most cost efficient delivery model for the International Languages program. It provides an overview of the International Languages current models including a statistical and financial overview and parent consultation survey report. Based on the recommendation the revision to the existing International Languages Policy S.P. 05 will be made to reflect the procedures required to allow for the implementation of the Board approved changes to the program delivery model. Regardless of the recommendation the International Languages Policy must remove the regulation permitting the collection of fees for learning resources which is not compliant with the Student Activity Fees Policy.

B. PURPOSE This report complies with the Action After request made on February, 19, 2013 in response to the Cost Analysis of Delivering International Languages Program Report presented at the Student Achievement Committee. The Action After required staff to report on the following: 1. Program enhancements and cost optimization options pre 2014 and post 2014 2. Possible amendments to policy revisions and options for board approval. 3. Making it a cost recovery program and determine if there would be any resistance

from the community if the program was moved to Continuing Education and be after hours rather than extended day.

C. BACKGROUND

The TCDSB has been offering the Extended Day and After Hours International Languages Program since 1977. It responds to the unique needs of students in Toronto who speak or wish to learn languages other than English or French. The International Languages program enriches a child’s education through International Language instruction, cultural awareness and a celebration of traditions. The Ministry of Education established Ontario's "Heritage Languages" Program in July 1977; the TCDSB already had considerable experience in the field. As early as 1973, the Board, in cooperation with several community organizations, was piloting "Heritage Languages" classes for some 5,700 children in 14 schools. Heritage Language was later changed to International Languages (IL) program in the mid 1990’s. The IL Program offers children an opportunity to learn and/or maintain a language other than English or French and to develop an appreciation for diversity and intercultural understanding. These academic classes are available, regardless of their heritage, free of charge, to elementary school-age children (Junior Kindergarten to Grade 8), who are Ontario residents. TCDSB also offers IL credit classes to secondary school students through its Night/Saturday school credit program.

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TCDSB established International programs where warranted on an extended school day basis or on an after-hours basis subject to TCDSB’s policy S.P 05. (Appendix A). Extended Day Program The International Languages Extended Day program is an integrated model whereby students receive instruction during the regular school day. This program extends the day by 30 minutes and the languages offered are Italian, Portuguese, Spanish, Ukrainian, Tagalog and Mandarin. Students in Grade 1 to 8 receive 30 minutes of instruction per day. Full Day Kindergarten students receive 30 minutes of instruction per day and Half Day Kindergarten students receive 15 minutes of instruction per day. The list of Extended Day Schools with the language offered and the top three languages spoken at home (other than English) is provided. (Appendix B). Statistical Information 2012/2013:

Language Number of

Schools Total

Number of Students

Italian 23 9,112 Portuguese 8 2,208

Spanish 2 518 Ukrainian 3 975

Italian/Spanish 6 3275 Italian /Portuguese 3 1320 Tagalog/Mandarin 1 178

46 17,586 There are a total of 46 schools with an enrolment of approximately 17,586 students. Presently in the Extended Day Program there are 90 full time equivalent (FTE) instructors who teach an average of 10 classes per day. (Appendix C) After Hours Program The International Languages After Hours Program is offered outside of the regular school day with the majority of classes offered on Saturdays in either the morning or afternoon. Classes are also offered on Sundays and at one site on Tuesday evenings. Classes are 2 ½ hours in length and commence the third week-end in September and finish the second week-end in June. There are a total of 40 programs with 33 offered at school sites and 7 at parishes with an approximate total enrolment of 6,325. In 2012/2013 instruction was offered in 22 languages provided by 296 instructors. (Appendix D)

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The highest enrolment languages are Chinese/Mandarin (1,239), Polish (753), Vietnamese (687), Chinese/Cantonese (606), and Italian (540).

Comparison Chart of the Extended Day and the After Hours Program Delivery Model Category Extended Day After Hours (Weekends)

Model • Integrated model • School day is extended by half hour per day

• Classes are offered on week-ends

• Presently have one Tuesday evening program

Length of instruction • Thirty minutes per day • 2 ½ hours per session Total Hours of Instruction per week • 2 ½ hours • 2 ½ hours

Choice • Mandatory for all students in an Extended Day International Language (Elementary) School

• Optional

Number of schools 46 40 (33 schools and 7 parish sites )

Enrolment 17,586 6, 325

Languages Offered 7 22

Instructors • 90 FTE with the majority teaching 10 classes per day • CUPE members

• 296 instructors teaching 2 ½ hours per week • Non-union group

International Languages Administrative Staff

The Extended Day and After Hours International Languages (Elementary) Program is one of eight portfolios within the responsibilities of the Coordinator of International Languages and Parent and Community Engagement. In the 2013/2014 school year a full time International Languages Resource instructor position was created. There are seven Supervising Principals assigned to oversee the After Hours program and they are each allocated four hours per week-end (Saturday/Sunday) responsible for the 40 After Hour sites. The hiring process and practices for International Languages instructors as overseen by Human Resources is provided in Appendix E.

PROGRAM RESOURCES

Instructors are provided with various opportunities for professional development delivered by the International Language Resource Instructor and the Literacy Resource Teachers. The goal is to align International Language instruction strategies with the literacy strategies used in the literacy and French language program. Instructors are provided with a variety of resource materials such as language workbooks/textbooks, dual language books, lesson templates and a share point site where best practices are posted. Resource material and supports are received through community partnerships such as Centro Scuola, Instituto Camoes and Chinese Culture and Education Society of Canada. Centro Scuola is the only partnership that provides a direct financial contribution

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to the International Language program and the amount fluctuates from year to year. (Appendix G)

PROGRAM PROMOTION

The International Languages program is promoted by: a) Extended Day Schools provide information on their school portal site. b) Extended Day and After Hours School locations, program descriptions, and

registration information is posted on the International Languages portal site. c) International Languages After Hours locations and registration information

pamphlets are provided for all Welcome to Kindergarten resource bags. d) With the assistance of the Communications Department posters and After Hours

registration information is promoted through TCDSB news release, E News, Tweets and on the website.

e) After Hours posters and information/registration pamphlets are sent to all elementary schools, parishes and community partnership sites in May and September.

f) On request the Coordinator of International Languages provides presentations at CSAC, trustee and other community meetings.

g) Board International Languages representation at community events linked to the International Languages program held during the Black History and Heritage Month celebrations, European Language Day, school concerts, parish anniversaries, and Grade 8 graduation.

h) International Languages students in the Extended Day program participate in the day school curriculum activities, choirs and school concerts. All After Hours school sites hosts a Christmas and Spring or Year-end Recital.

i) TCDSB hosts parent conferences at the After Hours International Languages school sites and there is International Languages representation at awards ceremonies where students are provided with the opportunity to showcase their language proficiency and cultural awareness through activities such as spelling contests, public speaking, essay writing, dance, poetry recital, and national/ international competitions.

D. EVIDENCE/RESEARCH

There are many documented benefits to learning a third language. The International Languages program reflects the diversity of the TCDSB community and it has always had strong support from these multicultural communities. Instruction ties in directly with Board initiatives on Comprehensive Literacy and each language has produced a variety of learning resources. There is a high level of parent engagement, especially in the After Hours program. Due to the common heritage of children in these programs there is often a strong tie to both the parish and to the cultural social group. Since the early 1980’s there has not been a significant increase in funding, although there was a slight increase in 2012/2013. Over the same time period the cost of delivering this program has increased significantly related to the increased remuneration for instructors. The International Languages Grant funding rate per instructional hour is provided in Appendix F.

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As per TCDSB Policy S.P.05, classes for International Languages program may be established upon the written request of a Catholic School Advisory Council, or the local school community, or upon the recommendation of the principal to the area superintendent. An after school hours and/or weekend International Languages class may be established where there are a minimum of 25 pre-registered students from JK to Grade 8 in a given language. Appendix G shows a detailed financial analysis of the Revenues and Expenditures in delivering the International Languages program in the Extended Day and After Hours delivery models. The financial analysis contained within Appendix G illustrates clearly the Extended Day Program delivery model operates consistently at a loss. Consequently this creates an ongoing cost pressure for TCDSB of approximately $1.2M in 2012-13 whereas the After Hours Program operates on an almost break-even financial basis. The cost of delivering the International Language on Saturdays After Hours is $ 241 per student compared to $295 for the Extended Hours delivery model. The TCDSB policy prescribes the following steps for an individual school to change the delivery model or language of instruction. These steps include the need to consult with local CSAC, conduct a survey, submit a report to Board on the resulting impact to the program and staffing, and where the extended day program is not viable, an effort will be made to continue classes in an after school hours/weekend program.

Extended Day International Language instructors are represented by CUPE and the current Memorandum of Understanding (MOU) with CUPE specifies that there are to be no staffing reductions until September 2014, and consequently, the delivery of the Extended Day program cannot be altered due to these contractual restraints until the expiration of the existing MOU.

In order to determine the preferred model of delivery of the International Languages (Elementary) by the parents with children enrolled in an Extended Day School at the November 7, 2013 Meeting, the Board of Trustees approved the administration of a survey. A survey was developed by research, international languages and curriculum staff. The survey was provided in 13 languages and the results are outlined in Appendix H. There was a 58% return rate which be all standards is exceptional. Of note is that 73% of the respondents prefer to continue the Extended Day Program with 69% supporting the continuation of the existing language being taught. The results from this survey would indicate that the majority of the respondents would prefer the current model of delivery. Most respondents do not wish for the Extended Day International Languages program to move to a cost recovery after hours delivery model. Individual school results will also be provided to all extended school day international language schools.

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E. EXPLANATION OF SCENARIOS #1 PROGRAM DELIVERY MODEL OPTION COMMENTS IL POLICY S.P. 05 1a)Grandfather Extended Day schools with no provision for change.

• Current Extended Day Schools would continue to provide International Language instruction in the current IL language. • Would provide continuity with previous language instruction. • Maintains current IL staff. • Curtails additional program costs of offering a second language.

Amendment required to Regulation #5(a) New Programs and under Protocol/Procedures for Policy Section B: New Programs.

1b) Grandfather Extended Day schools with no provision for change except to review for termination of Extended Day Model on a school to school basis.

• Current Extended Day Schools would continue to provide International Language instruction in the current IL language but communities would have the opportunity to terminate the program. • Surveys would be conducted in those schools which have already complied with the policy and have requested a review. • School communities would have the opportunity to opt for an After Hours alternate program model offered in multiple languages. • If program review results in decision to terminate the program, IL instructors presently part of CUPE would have to be declared surplus.

Amendment required to Regulation #5(a) New Programs.

1c) Maintain Current Extended Day Model with provision to change or add second language

• Students and parents may be more engaged where the International Language correlates to heritage. • Addition of IL instruction in a second language offered would provide choice and maintain continuity for students who wish to continue in the current language. • Offering a second language is an additional cost to the board and it becomes more difficult to timetable. • Fewer IL instructors would be affected with a second language offered than with a language change.

1d) Equal opportunity for all schools to offer an Extended Day Model with a maximum of two languages

• Provides equal access to the acquisition of a third language to all TCDSB students. • The school day would be extended by a half hour for all staff. • Prohibitive additional costs to the board.

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#2 Transition to After Hours Program Delivery Model effective September, 2015 After Hours Program Delivery Model available to all communities

• Provides choice in location and languages offered. • Higher correlation between choice and language offered which may increase student and parent engagement. • Process of termination of IL instructors under CUPE. • Cost savings of delivering third language instruction in After Hours versus Extended Day model.

International Languages Program (Elementary) S.P. 05 repealed and new policy formulated.

F. OPTIONS/SCENARIOS All the options listed are based on the 2012/2013 financial data and will have additional costs for administration, marketing, staff and risk of grievances which is not built in this costing analysis. Option # 1a – Grandfather Extended Day schools with no provision for change in language or addition of second language

Option #1b – Grandfather Extended Day schools with no provision for change except to review for termination of extended Day Model.

Option #1c – Maintain Current Extended Day model with provision to change or add second language

Option #1d- Equal opportunity for all schools to offer an extended day model with a maximum of two languages

The current Grants & Other revenue is $5.5M and total expenditure is at $6.8M resulting in a deficit of $1.3M.

Assuming that 20% of student moving to after Hours program and will result in a saving of $0.2M, results in a deficit of $ 1.1M

By adding a second language to 33 schools will require an additional 16.5 FTE with no corresponding increase in enrolment, thus bringing an additional cost of instructors of $1M resulting in a deficit to $2.2M

By providing equal opportunity for all schools will required 219.6 FTE to run the remaining 122 schools at a cost of $ 13M. This may attract additional grant of $7M resulting in a deficit of $7.3M

Option # 2 – Moving to After Hours program Delivery Model By moving all existing Extended Day programs to an after hours deleivery model, the cost pressure of $1.2M generated by the Extended Day model will be eliminated.

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G. IMPACT ANALYSIS

Option Congruence with MYSP Legal Compliance

Catholic Lens Affordability

1a) Grandfather Extended Day schools with no provision for change in language or addition of second language.

a) Strive to ensure that the physical, emotional, intellectual, and spiritual needs of all students are met. b) Use teaching and learning strategies that have proven results to provide students opportunities to become: discerning believers, effective communicators, reflective thinkers, self-directed learners, collaborative contributors, caring family members and responsible citizens. c) Employ a variety of instructional strategies to ensure that individual learning needs are accommodated and to engage students fully in learning.

Yes Students will be instructed in a curriculum that is rooted in Gospel values and informed by the Ontario School Graduate Expectations.

Deficit


Same as above. Yes Same as above. Deficit

1c) Maintain Current Extended Day Model with provision to change or add second language.


1d) Equal opportunity for all schools to offer an Extended Day Model with a maximum of two languages.


2) After Hours Program Delivery Model available to all communities

Same as above. Yes Same as above. Elimination of cost pressure.

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Option Human Resources Impact/Labour Relations

Existing Policies Impact Student Achievement &

Wellness 1a) Grandfather Extended Day schools with no provision for change in language or addition of second language.

No impact. International Languages Policy S.P. 05 amendment required to reflect no provision for change.

Student achievement and wellness would remain the same.


HR impact based on number of programs terminated.

International Languages Policy S.P. 05 amendment required to reflect no provision for change except to terminate.

Students would have the opportunity to pursue language instruction in the After Hours program.

1c) Maintain Current Extended Day Model with provision to change or add second language.

With change in language instructor may be transferred or terminated. Additional language would result in transfers or additional hire.

International Languages Policy S.P. 05 amendment required to reflect addition of second language.

Continued positive impact on student achievement and well-being with students given choice of language instruction.

1d) Equal opportunity for all schools to offer an Extended Day Model with a maximum of two languages.

Additional hires required. International Languages Policy S.P. 05 amendment required to reflect addition of second language.

Continued positive impact on student achievement and well-being with students given choice of language instruction.

2) After Hours Program Delivery Model available to all communities

Termination of Extended Day instructors and increased hires in the After Hours program.

International Languages Policy S.P. 05 repealed and new policy to transfer program from Extended Day to After Hours.

Continued positive impact on student achievement and well-being with students given choice of language instruction. This choice would be detrimental to students who have other co-curricular activities on weekends.

H. METRICS AND ACCOUNTABILITY

The student registration, attendance and achievement would be tracked and analysed based on the program model and timelines of implementation. The level of parental engagement and satisfaction with the model of delivery would be tracked.

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I. CONCLUDING STATEMENT A large percentage of parents surveyed expressed the preference to maintain the current

Extended Day model of delivery of the International Languages program. Staying this course and maintaining the status quo will mean that the TCDSB will have to

continue to self-fund the program as Ministry grants are insufficient for this purpose. This report is provided for the consideration of the Board.

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APPENDIX A

TCDSB Policy Register

International Languages Program (Elementary) S.P.05

Date Approved: Dates of Amendment:

November 13, 2003 – Board Meeting July 9, 2001 – Board Meeting; Nov. 1996;

Jan 1995; Oct. 1986; May 1978; Sept. 1977.

Cross Reference:

Policy

The TCDSB shall establish International Languages Programs where warranted:

1. On an extended school day basis; OR

2. On an after school and/or weekend basis;

subject to the following regulations:

Regulations: 1. Classes may be established upon the written request of a Catholic School Advisory

Council, or the local school community, or upon the recommendation of the principal to

the area superintendent of education.

2. An after school hours and/or weekend International Languages class may be

established where there are a minimum of 25 pre-registered students from any division

in a given language.

3. Types of Classes:

(a) International Languages classes shall be offered outside of the regular school hours

of instruction.

(b) Notwithstanding a) above, classes shall be offered on an extended day basis where

the parents of 67% of the students attending the school request the classes on an

extended school day basis.

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4. Viability of Existing Programs:

(a) Schools which currently offer the Extended Day Program may request through their

CSAC that the Board consider conducting a survey of that local school community to

determine the feasibility of their International Language Program. If as a result of the

needs assessment, certain International Languages Programs or the International

Language Program in the schoo

THE REGULAR MEETING OF THE STUDENT ......of Cursive Writing that the TCDSB investigate opportunities...

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