AGENDA Session Board - Nove… · November 7, 2016 (will be available on a future agenda) 10....

AGENDA

Regular Meeting of the Board Tuesday, November 8, 2016

7:30 p.m.

Peel District • SchoolBoard .........,

AGENDA

OPEN SESSION

1. Call to Order National Anthem Acknowledgement Approval of Agenda

Special Presentations

Peel District • School Board '-""

Thesday, November 8, 2016

1.1 Special Presentation to the Peel District School Board of the Book- "Echoes of the Past - The Rural One Room Schools of Peel County" to be presented by Shirley Hoad on behalf of the Friends of the Schoolhouse

2. Declaration of Conflict of Interest

3. Minutes

3.1 Physical Planning & Building Committee, October 5, 2016

3.2 Special Education Advisory Committee, October 19, 2016 (will be available on afuture agenda)

3.3 Regular Meeting of the Board, October 26, 2016

3.4 Instructional Programs/Curriculum Committee, October 27, 2016 (will be available on a future agenda)

3.5 Physical Planning & Building Committee, November 7, 2016 (will be available 011 a future agenda)

4. Chair's Request for Written Questions from Trustees

5. Notices of Motion and Petitions

6. Special Section for Receipt

6.1 Retirements

6.2 Peel Custodial and Maintenance Workers' Appreciation Day- November 25, 2016

Regular Meeting of the Board Agenda • Tuesday, November 8, 2016

Peel District • School Board ""-"

AGENDA

7. Delegations

7 .l Request to Delegate: Elliot Kerr regarding the Mississauga Marathon and daily student physical activity

8. Old Business

9. New Business

9.1 Recommendations of the Special Education Advisory Committee, October 19,2016 (will be available on a future agenda)

9.2 Recommendations of the Instructional Programs/Curriculum Committee, October 27, 2016

9.3 Recommendations of Physical Planning & Building Committee (APD), November 7, 2016 (will be available on a future agenda)

10. Reports from Officials and Staff

10.1 School Cash Online

11. Director's Report

12. Reports from Ontario Public School Boards' Association

12.1 OPSBA Connects -October 24, 2016

12.2 OPSBA Connects- November 1, 2016

13. Communications - For Action or Receipt

14. Response of Administration to Former Questions

15. Reports from Trustee Representatives on Councils/ Associations

16. Comments or Questions from Board Members

17. Public Question Period

18. Further Business

Regular Meeting of the Board Agenda· Tuesday, November 8, 2016 2.

Peel District • SchoolBoard .........,

AGENDA

19. Adoption of the In Committee Reports

20. Adjournment

Regular Meeting of the Board Agenda- Tuesday, November 8, 2016 3.

October 5, 2016 1 3.1

Physical Planning and Building Committee:lf

PEEL DISTRICT SCHOOL BOARD

Minutes of a meeting of the Physical Planning and Building Committee of the Peel District School Board, held in the Brampton Room, the H. J. A. Brown Education Centre, 5650 Hurontario Street, Mississauga, Ontario on Wednesday, October 5, 2016 at 18:20 hours.

Members present:

David Green, Chair Carrie Andrews Stan Cameron Robert Crocker Nokha Dakroub Brad MacDonald

Administration:

Trustees also present:

Sue Lawton Suzanne Nurse

David Neale, Controller, Corporate Support Services (Executive Back-up Member) Tania Alatishe-Charles, Controller, Finance Support Services Jeff de Freitas, Coordinating Superintendent Jaspal Gill, Associate Director, Operational Support Services Joe Weinberg, Controller, Facilities and Environmental Support Services

Lorelei Fernandes, Board Reporter

1. Approval of Agenda

PB-74, moved by Brad MacDonald, that the agenda, be approved .

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

2. Conflict of Interest

There were no declarations of conflict of interest.

3. Minutes of the Physical Planning and Building Committee Meeting, September 7, 2016

PB-75, moved by Stan Cameron, that the Minutes of the Physical Planning and Building Committee Meeting, held September 7, 2016, be approved.

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

October 5, 2016 2


4. STOPR -Student Transportation of Peel Region Governance Committee Minutes, June 17, 2016

Referring to the Student Transportation of Peel Region (STOPR) Governance Committee Minutes, regarding Summer School Transportation, a trustee asked for information on the schools to which students were being transported, as well as the bus routing. Controller of Corporate Support Services, David Neale, replied that this year, some Peel students in Caledon were paired with Dufferin-Peel CDSB students and were transported to schools in Brampton, for which the cost was approximately $5,000 for two or three buses. He clarified that there are a number of programs which run every summer for elementary schools, and the cost is between $90,000 and $100,000. He will follow up and provide more information to the trustee.

PB-76, moved by Suzanne Nurse, that the STOPR- Student Transportation of Peel Region Governance Committee Minutes of a meeting held June 17, 2016, be received .

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

5. Pupil Accommodation Review (PAR) - Update

Bianca Bielski, Manager of Planning Services, reviewed the background information on the Pupil Accommodation Review (PAR) for Gordon Graydon Memorial, Glenforest, T. L. Kennedy, The Woodlands, and Lorne Park Secondary Schools, and the subsequent Accommodation Review Committee (ARC) meeting on September 14, 2016, at which the plan to incorporate new programs into the proposed vocational program at Glenforest Secondary School was presented. She reviewed the timelines for future meetings, which included a final meeting of the ARC scheduled for November 9, 2016 and a second public meeting on November 23, 2016. A trustee asked if any feedback has been received from the public and whether the minutes of the ARC meeting held on September 14, 2016 were prepared. Bianca Bielski will follow up on whether the meeting notes have been finalized.

PB-77, moved by Brad MacDonald, that the update report re Pupil Accommodation Review (PAR), be received.

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

6. Application Status - Update

Intermediate Planning Officer, Branko Vidovic, advised that the report provides information on the status of development applications reviewed by staff for August 2016. A trustee indicated that, in the area of Glen Erin Drive and Eglinton Avenue in Mississauga, a significant amount of development has occurred. He asked whether the developing sites have signs indicating that students will be directed to schools outside the area. Branko Vidovic replied that a request has been made for appropriate signage as well as photographs confirming that signs are installed.

PB-78, moved by Carrie Andrews, that the Application Status Update report, be received .

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

October 5, 2016 3


7. SouthFields Village #2 Public School- Expropriation, Town of Caledon ·Update

Branko Vidovic, Intermediate Planning Officer, reviewed the report. He noted that the SouthFields Village #2 Public School site has been registered with the Land Registry Office, the Board now has ownership of the property, and can begin construction of the new school.

A trustee recalled that on three occasions, in the Annual Planning Document of October 2015, at the Regular Meeting of the Board on December 8, 2015, and at the In Committee Session of the Physical Planning and Building Committee Meeting of September 5, 2016, it was indicated that the new school will be ready for student occupancy in September 2017. The trustee advised that at a meeting attended by the Minister of Education at Whaley's Corners, when media were present, he had indicated to the reporter that the school will be ready for September 2017, based on information he had received. He stated, however, that today's report indicates that the new school is scheduled for completion during the 2017-2018 school year. The trustee expressed disappointment on behalf of the affected community on account of the delay in the school opening. He asked about a better process with regard to communicating timelines to the community and to notify changes in schedules to the area trustee. Associate Director of Operational Support Services, Jaspal Gill, stated that the target date for the new school opening is Fall 2017. He explained, however, that the process of acquiring land and the approvals process for Town of Caledon are not in the control of Board staff, and that indicating a later opening date may also delay the Ministry's approval process. Jaspal Gill advised that, now that Ministry approval and land registration has been received, staff will expedite the work and regular updates will be brought to the Board.

PB-79, moved by Stan Cameron, that the update report re SouthFields Village #2 Public School- Expropriation, Town of Caledon, be received.

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

8. Tender Activity Report

PB-80, moved by Robert Crocker, that the Tender Activity Report for August 26, 2016 to September 21, 2016, be received.

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

9. Vandalism Report

Responding to a trustee's question with regard to trees affected by the Emerald Ash Borer beetle, Controller of Facilities and Environmental Support Services, Joe Weinberg, advised that the process of removing trees that present a danger has begun and is ongoing, and custodians undertake regular inspections. In response to another trustee's query regarding vandalism at Ridgewood Public School involving missing 1-Pads, Controller of Corporate Services, David Neale clarified that ten 1-Pads were missing from inside the school building and an investigation is being done. He confirmed that he will update trustees once the investigation is complete.

October 5, 2016 4


9. Vandalism Report (Continued)

PB-81, moved by Robert Crocker that the Vandalism reports for June and July 2016, be received.

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

10. Ministry of Education Initiatives: Ontario Regulation 444/98- Process Improvements to Surplus Property Circulation

Associate Director of Operational Support Services, Jaspal Gill, highlighted the recent amendments to Ontario Regulation 444/98- Disposition of Surplus Real Property, requiring that surplus properties be offered to public entities, which include: Section 23 agencies; District Social Services Administration Boards or consolidated Municipal Service Managers; Children's Mental Health Lead Agencies; Local Health Integration Networks; Public Health Boards; First Nation and Metis Organizations.

PB-82, moved by Suzanne Nurse, that the report re Ministry of Education Initiatives: Ontario Regulation 444/98- Process Improvements to Surplus Property Circulation, be received.

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

11. Question Period

Trustee Nurse asked for an update report on the busing situation. Controller Neale provided details of the number of new drivers recruited, and advised that operators will begin training drivers shortly. Noting that there are still concerns with two of the five operators, he stated that a weekly report is received from bus operators, and an update report will be sent to trustees by Friday, October 7, 2016. Responding to the trustee's questions about special needs students and courtesy busing, David Neale indicated that most of the routes affected do not have special needs students and STOPR does not release all the courtesy seats in areas where they anticipate growth. Responding to Trustee Cameron's query regarding the Ombudsman's investigation about busing issues, David Neale replied that the investigation was specific to Toronto DSB.

Trustee Lawton referred to Ontario Regulation 444/98- Process Improvements to Surplus Property Circulation, (Item 10 of these Minutes), and inquired whether the Britannia Farm can be considered under this regulation. Associate Director Gill indicated that it may depend on whether a 99 year lease or an outright sale is considered. He will follow up and bring back information to the trustee.

October 5, 2016 5


11. Question Period (Continued)

Trustee Crocker stated that today, October 51h, is Archivist Day, World Teachers Day, and Walk to School Day. He reported that the Mississauga Traffic Safety Council has asked about the Regional School Safety Committee for Brampton and Mississauga, which was expected to be spearheaded by Peel Police. He advised however, that Peel Police have indicated that safety is everybody's responsibility and they are no longer taking a leadership role on this Committee. He asked about who will accept leadership of this Committee. Coordinating Superintendent, Jeff deFreitas, will check with Yasemin Sarraf, Manager of Health and Safety, and bring back a response to the trustee.


There were no public questions.

13. Adoption of the In Committee Report

PB-83, moved by Carrie Andrews, that the report of the In Committee Session re Combined Capital Project Status Report; Britannia Farm - Update; Before and After School Child Care; Surplus Property - Ray Lawson Public School Rear Parcel; Tender Activity Report for August 26, 2016- September 21, 2016, be received, and that the recommendations contained therein, be approved.

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

14. Adjournment

PB-84, moved by Nokha Dakroub, that the meeting adjourn (18:55 hours).

carried

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Chair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Secretary

October 26, 2016 7 Regular Meeting of the Board:ma

PEEL DISTRICT SCHOOL BOARD Minutes of the Regular Meeting of the Board, held in the Board Room, the H. J. A. Brown Education Centre, 5650 Hurontario Street, Mississauga, Ontario on Wednesday, October 26, 2016, at 19:40 hours.

Members present:

Janet McDougald, Chair Suzanne Nurse, Vice-Chair Carrie Andrews Stan Cameron Robert Crocker

Members absent: (apologies received)

Brad MacDonald Rick Williams

Student Trustee:

Omar Baboolal, Student Trustee, South Ranbir Singh, Student Trustee North

Administration:

Nokha Dakroub David Green Sue Lawton Kathy McDonald Harkirat Singh

Tania Alatishe-Charles, Controller, Finance Support Services Ted Byers, Superintendent, Special Education Support Services Patrika Daws, Superintendent of Education Jeff deFreitas, Coordinating Superintendent

3.3

Wendy Dowling, Superintendent, Leadership Development and School Support Services Anthony Edwards, Superintendent of Education Jaspal Gill, Associate Director, Operational Support Services Adrian Graham, Superintendent of Education Poleen Grewal, Superintendent, Curriculum and Instruction Support Services Mark Haarmann, Superintendent of Education Adam Hughes, Chief Information Officer Nina Jaiswal, Acting Superintendent of Education Michael Logue, Superintendent of Education Hazel Mason, Superintendent of Education Pertia Minott, Superintendent of Education Scott Moreash, Associate Director, Instructional Support Services David Neale, Controller, Corporate Support Services Patricia Noble, Superintendent of Education Tony Pontes, Director of Education Patricia Rossall, Superintendent of Education Brian Woodland, Director, Communications and Community Relations Support Services Randy Wright, Controller, Planning and Accommodation Support Services

Marina Am in, Board Reporter


1. Open Session

The Open Session commenced with the singing of 0' Canada, and the acknowledgement that the meeting is being held on the traditional territory of the Mississaugas of the New Credit First Nation.


The following changes were made to the agenda:

Retirements (addendum circulated) Item 6.1 Item 6.3

Item 6.4

Revised letter from the Deputy Minister of Education regarding Ministry of Education resources to support Treaties Recognition Week (circulated) Good News- Canadian Federation of University Women (Brampton) - 2016 University Entrance Awards (added)

Item 9.3 Item 10.1

Report on Tenders: Whaley's Corners Public School (added) Ontario Secondary School Literacy Test (added)

Resolution No. 16-214 moved by David Green seconded by Harkirat Singh

Resolved, that the agenda, as amended, be approved.

3. Conflict of Interest

There were no conflicts of interest declared.

. ............. carried (2/3rds' majority)

4. Minutes of the Special Education Advisory Committee Meeting, September 20, 2016 Minutes ofthe Audit Committee Meeting, September 28, 2016 Minutes of the Regular Meeting ofthe Board, October 13,2016

Resolution No. 16-215

Resolved:

moved by Nokha Dakroub seconded by Carrie Andrews

1. That, the Minutes of the Special Education Advisory Committee Meeting, held September 20, 2016, be received;

2. That, the Minutes of Audit Committee Meeting, held September 28, 2016, be received; 3. That, the Minutes of the Regular Meeting of the Board, held October 13, 2016, be

approved. . ............. carried


5. Written Questions

There were no written questions.

6. Notices of Motion and Petitions

There were no notices of motion or petitions.

7. Special Section for Receipt

Resolution No.16-216 moved by Kathy McDonald seconded by Sue Lawton

Resolved, that the following items, be received:

1. Retirements

Sue Clarkson Petra Drew Dale Farion Peter French Jeannie Hasted

Marianne Kelley Vicki McCracken Lyn McKellar AIPiuim Cecilia Simpson

Corinne Young Rhonda Young Pat Lewis

2. Copy of letter to the Minister of Education from the Chair of the Bluewater DSB requesting an update from the Ministry of Education on the progress to-date around school curricula reflecting the true history of Canada's Indigenous Peoples

3. Revised copy of letter from the Deputy Minister of Education regarding Ministry of Education resources to support Treaties Recognition Week

4. Good News - Canadian Federation of University Women (Brampton) - 2016 University Entrance Awards

Referring to Item 6.4, Canadian Federation of University Women (Brampton) - 2016 University Entrance Awards, a trustee extended congratulations to the Peel students who received university entrance scholarships for their academic achievement and commitment to school activities and community involvement.

Resolution No.16-216 ..... ........ . carried


8. Recommendations of the Special Education Advisory Committee, September 20, 2016

At a meeting of the Special Education Advisory Committee, held September 20, 2016, there were no recommendations to the Board.

Resolution No. 16-217 moved by Sue Lawton seconded by Robert Crocker

Resolved, that the receipt of the following information arising from the Special Education Advisory Committee meeting, held September 20, 2016, be received:

1. Reports /Information Received

Starting Point 2016 - "Words of Wisdom" Video; Letter from Minister of Education, Mitzie Hunter, re Programs and Services for Students with Autism Spectrum Disorder; Peel District School Board Plan for Student Success 2016-2021; Superintendent's Report (oral); Updated SEAC Member List; SEAC Annual Calendar Draft- Agenda and Goals; Special Education Department Goals and Projects 2016-2017; Letter from Board Chair McDougald to Minister Michael Coteau and Minister Mitzie Hunter re Ontario Autism Program, and response from Ministers Coteau and Hunter; Mental Health Strategy Launch.

9. Report on Tenders: Whaley's Corners Public School

Resolution No. 16-218 moved by Suzanne Nurse seconded by Stan Cameron

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

Resolved, that the tender in the amount of $12,653,062 including HST, for the construction of Whaley's Corners Public School, be awarded to Percon Construction Inc. (APPENDIX I)

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

10. Ontario Secondary School Literacy Test (OSSL T) - Update

Director of Education, Tony Pontes, reported that students encountered technical issues while accessing the online pilot application of the Ontario Secondary School Literacy Test on October 20, 2016. He noted that, after initially advising school boards to halt the test, the Education Quality and Accountability Office (EQAO) subsequently cancelled the provincewide online pilot as the technical issues were beyond EQAO's capacity to correct and control. Director Pontes commented that a vast majority of school boards experienced difficulties accessing the assessment site, although students in some school boards were able to complete the test. In a teleconference held yesterday to discuss further course of action, directors of education unanimously agreed that students who completed the test should be given a mark. Director Pontes added that, in Peel, very few students were able to complete the test, and he expressed the hope that a second opportunity would be provided to take the OSSLT.


10. Ontario Secondary School Literacy Test (OSSLT)- Update (Continued)

Tony Pontes stated that there will be discussion with EQAO regarding steps to prevent future cyber-attacks, cost incurred by school boards, process when such technical issues arise, equal second opportunity for students who completed the test and those who did not. He stated that EQAO is considering a back-up plan which includes an option to take a written or online test. Responding to a question, Chief Information Officer, Adam Hughes, highlighted difficulties in confirming the source of a cyber-attack. He noted, however, that when such problems arise, appropriate action is taken to protect further data from being compromised. He also clarified that the online test data accessed by some students likely would not be corrupted, as the technical issues were related to accessing the site.

Resolution No. 16-219 moved by Nokha Dakroub seconded by Suzanne Nurse

Resolved, that the oral update report regarding Ontario Secondary School Literacy Test, be received.

11. Ontario Public School Boards' Association - OPSBA Connects

Resolution No. 16-220 moved by David Green seconded by Harkirat Singh

Resolved, that the following reports, be received:

• OPSBA Connects - October 11, 2016 • OPSBA Connects -October 17, 2016

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

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

12. Reports from Trustee Representatives on Councils/Associations

Trustee Crocker reported on a City Council meeting when members discussed installation of security cameras on school buses in view of school bus violations. He noted that the Student Transportation of Peel Region, as well as bus companies, support this proposal and that a recommendation will be brought to Mississauga City Council meeting on November 9, 2016. Trustee Cameron advised that the Town of Caledon has initiated formation of a School Traffic Safety Council to review traffic and safety conditions for students.

Trustee Singh indicated that the Ontario Public School Boards' Association Regional Meeting is coming up on October 29, 2016, and he asked trustees to email him with questions, if any.



There were no public questions.

14. Adoption of the In Committee Report

Resolution No. 16-221 moved by Harkirat Singh seconded by David Green

Resolved, that the Report of the In Committee Session regarding: Minutes of the Regular Meeting of the Board (In Committee- Part A), October 13, 2016; Report on Tenders: Whaley's Corners Public School; Minutes of the Human Resources and Negotiations Advisory Committee Meeting, September 26, 2016; Minutes of Audit Committee Meeting, September 28, 2016; Minutes of the Regular Meeting of the Board (In Committee- Part B), held October 13, 2016; Recommendations of the Human Resources and Advisory Committee Meeting, September 26, 2016; Resignations; Retirements, and Question Period, be received, and that the recommendations contained therein, be approved .

15. Adjournment

Resolution No. 16-222 moved by Carrie Andrews seconded by Kathy McDonald

Resolved, that the meeting adjourn (20: 10 hours).

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

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

. . . ... . . . .. .. . . . . . . . . . . . . . . . .. .. .. . ... . .. . . .. . . .... . . Chair ... .. .. .. .... ..... . .. . .. . . . . . . . .. .. .. .. .... . .. .. .. Secretary


RESOLUTIONS APPROVED IN IN COMMITTEE SESSION -OCTOBER 26, 2016

Members present:

Janet McDougald, Chair Suzanne Nurse, Vice-Chair Carrie Andrews Stan Cameron Robert Crocker

Members absent: (apologies received)

Brad MacDonald Rick Williams

Student Trustee:

Omar Baboolal, Student Trustee South Ranbir Singh, Student Trustee North

Part A


Nokha Dakroub David Green Sue Lawton Kathy McDonald Harkirat Singh

That, the agenda, as amended, be approved.

2. Minutes of the Regular Meeting of the Board (In Committee- Part A), October 13, 2016

That, the Minutes of the Regular Meeting of the Board (In Committee- Part A), held October 13, 2016, be approved.

3. Report on Tenders: Whaley's Corners Public School

That, the Report on Tenders: Whaley's Comers Public School, be received.

Part B: (Not including student trustees)


That, the agenda, as amended, be approved.


2. Human Resources and Negotiations Advisory Committee Meeting, September 26, 2016 Audit Committee Meeting (In Committee), September 28, 2016 Regular Meeting of the Board (In Committee- Part 8), October 13, 2016

1. That, the Minutes of the Human Resources and Negotiations Advisory Committee Meeting of the Board, held September 26, 2016, be received;

2. That, the Minutes of Audit Committee Meeting (In committee), held September 28, 2016, be received;

3. That, the Minutes of the Regular Meeting of the Board (In Committee- Part B), held October 13, 2016, be approved.

3. Recommendations of the Human Resources and Advisory Committee Meeting, September 26, 2016

That, the information regarding the Human Resources and Negotiations Advisory Committee's receipt of the following items, be received:


Employee Family Assistance Program - Homewood Health; Negotiations Update; Staff Census Survey Update; Attendance Management Program (oral); Workplace Investigations; Personnel Matter (oral); Grievance/Arbitration Summary.

4. Resignations

That, the report of resignations of staff, be received.

5. Retirements

That, the report of retirements of staff, be received.

PEEL DISTRICT SCHOOL BOARD 15

Regular Meeting of the Board October 26, 2016

Report on Tenders: Whaley's Corners Public School

Recommendation

APPENDIX l (1 page)

It is recommended the tender, in the amount of $ 12,653,062 including HST, for the construction of Whaley's Corners Public School, be awarded to Percon Construction Inc.

Background

Principal TBD

Superintendent of Education G. Solomon-Henry

Trustee/Ward S. Nurse/6

On Tuesday October 18, 2016 tenders for the construction of Whaley's Corners Public School were received from the following prequalified General Contractors:

1. Percon Construction Inc. 2. Tambro Construction Ltd. 3. Remo General Contracting Ltd. 4. Everstrong Construction Ltd. 5 Aquicon Construction Co. Ltd. 6. TRP Construction General Contractors 7. Bondfield Construction Co. Ltd.

Percon Construction Inc. has successfully completed for the Peel District School Board, Hillside P.S., Alton P.S., David Suzuki S.S., Louise Arbour S.S. and Mississauga S.S.

Hossack & Associates Architects Inc. having examined the bids and supplementary tender information, recommend that Percon Construction Inc. be awarded the contract for the construction of Whaley's Corners Public School.

Prepared by: Eugene Radley- Manager, Design & Construction Sonia Lopes - Project Manager, Design & Construction

Submitted by: Randy Wright- Controller, Planning & Accommodation Support Services

17

PEEL DISTRICT SCHOOL BOARD 6.1

Regular Meeting of the Board November 8, 2016

RETIREMENTS

Recommendation:

It is recommended that the attached report of retirements of staff be received.

Prepared by:

Heather Perry, Employee Relations Officer

Submitted by:

Dawn Beckett-Marton, Director of Human Resources Support Services


Regular Meeting of the Board

RETIREMENTS

AHLUWALIA, Inderpal Classroom Teacher Effective: November 30,2016

BOONE, Ronald Classroom Teacher Effective: November 30, 2016

BRYAN, Carlene Classroom Teacher Effective: October 31,2016

CHLON, Sharon Office Manager Effective: December 31,2016

DAVY, Judith Classroom Teacher Effective: November 16, 2016

HAY, William Classroom Teacher Effective: January 31,2017

HUNTER, Hugh Classroom Teacher Effective: December 31, 2016

KENNEDY, Margaret School Attendant Effective: October 19, 2016

MAY, Deborah LTSS School Liaison Officer Effective: December 31, 2016

18 November 8, 2016

Page I of2


Regular Meeting of the Board

RETIREMENTS

MUDIE, Gwendolyn Teaching Assistant Effective: April 30, 2017

ROGERS, Marlene Consultant, Special Programs Effective: December 31, 2016

THOMAS, Sandra Classroom Teacher Effective: January 31, 2017

VALLEY, Sandra Teaching Assistant Effective: November 14, 2016

19 November 8, 2016

Page 2 of2

Regular Meeting of the Board November 8, 2016 21

Help us celebrate by sharing your favourite #P .. IProud moment using @Peelschools on Face book, TWitter and lnstagram.

D ~ IIQ v ~ SUbscrl~ to ourvldee» on PHI Dlltrlcl Schoolloard -, @I'Hisc:hools ~ @,.obchools 10U~ YouTu~.com/pnlsc:hools

6.2

23

THE PEEL DISTRICT SCHOOL BOARD 9.2 Regular Meeting of the Board November 8, 2016

RECOMMENDATIONS OF THE INSTRUCTIONAL PROGRAMS/CURRICULUM COMMITTEE

At a meeting of the Instructional Programs/Curriculum Committee, held October 27, 2016, the following recommendation resulted:

1. We Rise Together: The Peel District School Board Action Plan to Support Black Male Students

That, the Action Plan, as contained in the report "We Rise Together: The Peel District School Board Action Plan to Support Black Male Students" (APPENDIX 1), be approved.

FOR INFORMATION ONLY


The Committee received the following reports I information: Celebrating Faith and Culture Backgrounder- November 2016; EQAO Assessments of Reading, Writing and Mathematics - Primary Division (Grades 1-3) and Junior Division (Grades 4-6); EQAO Assessment of Mathematics- Grade 9; Ontario Secondary School Literacy Test (OSSLT) Results 2015-2016.

Prepared by:

Nicole Fernandes Board Reporter

Submitted by:

Poleen Grewal Superintendent, Curriculum and Instruction Support Services

25

PEEL DISTRICT SCHOOL BOARD Instructional Programs/Curriculum Committee

APPENDIX I (25 pages)

REVISED October 27, 2016

We Rise together: The Peel District School Board Action Plan to Support Black Male Students

Recommendation

It is recommended that the Action Plan, as contained in this report, be approved.

Background

Research in Canada and North America has extensively documented the Black youth experience in the educational system. The purpose of this project is to examine the educational experiences and perceptions of Black male students in the Peel District School Board. The report, Perspectives of Black Male Students in Secondary Schools, clearly identifies key areas where the Board needs to act.

For the purposes of this interim report, the findings from the student focus groups are reported. These findings illuminate areas in which students struggle while in school and their community, and factors that help them to succeed.

We Rise Together: The Peel District School Board Action Plan to support Black Male Students is a comprehensive response to that challenge. The plan is both defined and open- there are clear, detailed first steps, and also a commitment to continue to consult with the community on these steps.

The Action Plan has four key goals: • Integrate the experiences of black Canadians into the curriculum • Deliver anti-racism and bias awareness professional development • Engage with the community • Inspire black student leadership and engagement

Each of these four areas has defined aims, activities, short-term outcomes and longterm outcomes. The goals directly reflect the findings of the report.

Prepared by: Harjit Aujla, Coordinating Principal, First Nation, Metis & lnuit/Equity

Submitted by: Poteen Grewal, Superintendent of Curriculum & Instruction Support Services

_ _.-------------------------------~ .. -_,...

Peel District • School Board '--"

we

s together The Peel District School Board Action Plan to Support Black Male Students

In the new Peel Board Plan for Student Success, one of the four goals is "Achieve inclusion for all through our continuous progress on equity." In the 2015-16 school year, we held focus groups with our black students as part of the specific plan for Student Success project to support black male students.

October 2016

29

We Rise Together: The Peel District School Board Action Plan to Support Black Male Students

In the new Peel Board Plan for Student Success, one of the four goals is "Achieve inclusion for all through our continuous progress on equity." In the 2015-16 school year, we held focus groups with our black students as part of the specific Plan for Student Success project to support black male students.

That report, Perspectives of Black Male Students in Secondary Schools, clearly identifies key areas where the board needs to act. Certainly the results demonstrate that there is significant room for improvement. Though the report reflects what has been seen in similar studies across North America, the response needed, however, is to act.

In previewing the need for this work, Director Tony Pontes said at Starting Point, "what matters most is not what is said in the report, but what we do about it. And so, I commit that we will act on the reporttogether. We will be unflinching in response to the findings, and not resort to defensiveness. We will be bold, courageous and decisive. We will do what needs to be done, because that is the work of inclusion-that is how we make sure our students-all students-can truly rise. "

We Rise Together: The Peel District School Board Action Plan to Support Block Male Students is a comprehensive response to that challenge. The plan is both defined and open-there are clear, detailed first steps, and also a commitment to continue to consult with the community on these steps. The goal is to balance the need to act on the findings without delay, while we honour and respect the powerful knowledge and insight in our community to refine that work. The bottom line is that this action plan will not succeed without the genuine involvement of the community. We can only rise together.

The attached action plan is really an intervention plan. A plan with clear, bold actions, defined outcomes, and community involvement. The plan has an overarching purpose: to identify, understand, minimize and eliminate the marginalization experienced by black males in Peel schools. This action plan is separated into four focus areas:

Engage with the community Deliver anti-racism and bias awareness professional development Integrate the experiences of black Canadians into curriculum Inspire black student leadership and engagement

Each of the four focus areas has defined aims, activities, short-term outcomes and long-term outcomes. The areas reflect the findings of the Perspectives of Black Male Students in Secondary Schools report. These focus areas provide an immediate road map for action, and also a starting point for our rich consultation with the community.

With our work on these focus areas, together we rise our students, our community, our schools and the Peel District School Board. That is how we will achieve our mission to inspire success, confidence and hope in each student.

Focus area: Engage with the community

AIM What do we want t.g, achieve?

Host a community forum to consult with community partners, including:

• Black Community Action Network of Peel

• Malton Black Development Association

• Peel Association of African Canadian Educators (PAACE}

• Peel board Trustees • Peel Regional Police • United Achievers' Club • United Achievers'

Community Services

• United Way Peel

Consultation with other school boards to investigate the various targeted interventions developed to address opportunity and achievement gaps experienced by black males

• Schedule community forum and invite community partners

• Establish common menu of questions to ask each group, each focused around themes identified in the interim report through consultation with the Peel board's Research department

• Scheduled consultation. Determine who will be involved, i.e. Peel board Equity Team

• Establish common menu of questions to ask around themes identified in the interim report through consultation with the Peel board's research department

• Deepen community understanding of main themes that emerge from the Peel board's focus group interim report.

•

•

•

•

•

•

Black parents/families and community members feel welcomed in schools, valued and have opportunities to engage with schools and school activities

Schools and/or system structures enable black families to participate in school activities

Black parents/ families/ community members have regular communications from schools re school functions, practices and programs etc.

Schools encourage reciprocal conversations with black families -there are mechanisms in place for parents/families to participate fully in the schooling/education of their children Ongoing opportunities exist where black families engage in reflections about and act upon ideas regarding the inclusiveness of schools All school success goals reflect both ministry and board equity and inclusive education policies and are communicated clearly to black families

(..<) 0

Focus area: Deliver anti-racism and bias awareness professional development

AIM What dorwe'wantito achieve?

Culturally responsive pedagogy training with a focus on inquiry, student voice, critical literacy and social justice

Cultural competence training with a focus on black history and blackness (i.e. Dr. Beverly Jean Daniel and lawrence Hill)

Develop an ethic of care with respect to all black students

AGfiVITIES

• Aims in the curriculum focus area (see above) will • All staff participate in support this work culturally responsive

• Develop a workshop for teachers on the Big Ideas pedagogy training behind the refresh of The Future We Want Project system-wide

• Meet with individuals such as Dr. Beverly Jean Daniel and lawrence Hill

• Build on work developed in Curriculum (described above)

• Collaborate with Climate for learning and Working • Climate teams begin to see team to build this work anti-racism as the work of

their teams too

• Through purposeful/ intentional professional development activities -teachers are equipped to create inclusive teaching and learning environments that promote the intellectual engagement of black males and reflect their, narratives, interests, strengths and I w

~

cultural perspectives

• Educators regularly engage in personal and professional reflections that encourage them to identify/challenge personal privileges and biases and the impact these have on equitable outcomes for black males

• Educators value and treat black males with care, respect, empathy and demonstrate a belief in the ability of black males to succeed

Equity training for Senior • This work is being conducted through the Leadership, School "Mandatory Equity Leadership Training" project led Administrators and School by Robert Lobovsky in Leadership Development Success Action Teams and School Support Services, and the Journey (including school social Ahead Steering Committee group in support of workers and guidance Journey Ahead Finding 33 counsellors) to include: • Full-day equity program, designed to sharpen power and privilege

administrators' equity lens to better understand dynamics, race {societal constructs of whiteness and

and navigate the complex landscape of identities

blackness), identification within their teaching staff, support staff,

and unpacking of personal parent/guardian community and student

stereotypes, bias and racial population. It will cover such topics as:

stereotyping of students, - Critical Race/Anti-Oppression Theory

understanding student - Deconstructing Identity Bias

resistance when it manifests - lntersectionality and Identity Politics

in the classroom and overall - The negation of the Racialized experience as a school environment form of oppression

- Equity and Organizational Change - Understanding Privilege - Gender Inequity and Its Impact on School

systems - Inclusive Mechanisms and Practice

• Support administrators to build explicit EIE and anti-racist school success planning goals through the following supports (already identified in the Draft EIE Implementation Roadmap): 1. Establish administrator led EIE Working

Groups within the steering committees of all 13 SOE units {by 2018), and within four SOE units (Haarmann, Rossall, Daws, Roberston) by the end of 2016-17

2. Develop draft terms of reference for each EIE Working Group to adapt and adopt

3. Develop and deliver 'train-the trainer' modules to each EIE Working Group

4. Provide administrators with a menu of EIE goals to support implementation of EIE into their school success planning goals

• Equity and Inclusive • Education {EIE) Teams become a permanent feature of annual Superintendent of Education (SOE) planning • (or EIE becomes an explicit focus for every SOE Steering Committee)

• EIE becomes a permanent professional development focus in every Peel school in two to three years

All staff have the requisite training/skills needed to support personal success, achievement and well-being of black males Educators work with students, family members and colleagues, engaging student voice to build learning environments that are relevant, authentic and meaningful for black students and are free from discriminatory bias

w 1\.)

Focus area: Integrate the experiences of black Canadians into curriculum

AIM What do we want 1ta achieve?

Explicit curriculum connections of black historical and contemporary contributions and identities, and Blackness ingrained within all curriculum areas

Further development of black history resources for schools (in consultation with African diasporic community partners), providing schools with greater resources to celebrate and recognize Black History Month

ACTIVIiliiES

• Request a literature search from the Research department, focusing on established bibliographies/resources regarding black history and identities, contemporary cultural connections and blackness

• Winter 2017 : Workshop with teacher librarians on how Learning Commons can support student and teacher understanding of black history and identities, contemporary cultural connections, and blackness ingrained within all curriculum areas

• 2017-18: Collaborative Inquiry (CI) on using multiple sources to examine race, racialization, and anti-racism in the Social Studies/ History/Geography curriculum

• Develop a report and workshop from the above Cl for 'train the trainer' book/resource talks

measure?

• The teacher librarian workshop along with the Collaborative Inquiry will provide early data regarding Peel readiness and needs to engage with black history and identities, contemporary cultural connections and blackness ingrained within all curriculum areas

• The activities from the above aim will also help to 1 • Review and further development of resources to support black history

achieve this aim. • Consultation with PAACE and other community

members about resources that could help to supplement school resources around Black History Month

• Consultation and support through the National Alliance of Black School Educators (NABSE) about key Black History Month resources

•

•

Schools have engaging and inclusive curricular that reflect the identities, lived experiences, cultures and histories of black Canadians and support high achievement for black males Black males will see themselves reflected in classroom curriculum, learning materials, displays and learning resources and will feel valued, respected and included

• Diverse voices, stories, cultures and histories of black Canadians are included in our classrooms, curriculum, learning materials, displays and learning resources

• A more intentional focus and celebration of Black History Month and a celebration of black history beyond the month of February

VJ VJ

Develop an explicit focus • Develop the language, concepts and pedagogy of on the dynamics of race, anti-racism for teachers and support staff through racialization and anti- a workshop series akin to Teaching for Diversity racism into age- and Social Justice appropriate curriculum areas

Development of The • Develop the African diasporic black-Canadian lens Future We Want resource through: -Instruction/assessment . A. Literature Review (for example) through an African - Ladson-Billings' Culturally Relevant diasporic black-Canadian Pedaqaay specifically the idea of building lens built around culturally 'cultural competence', or an education that responsive pedagogy does not alienate students away from their while considering student culture voice, critical literacy and - Enid Lee's work on culture and anti-racist social justice education

- Mica Pollock's EverydavAnti-Racism B. Professional Focus Groups (researchers/groups that examine the appartunlty/achlevementgaps of, and Intervention programs for black students)

- Toronto District School Board work on Afrocentric Schools

- Natasha Henry - Anne Lopez (OISE)

- Professor Carl James (York University) and the York Centre for Education and Community

- Grace Edward Galabuzl

- Course Directors from York University's Regent Park Program

- Anti-Racism Directorate - Semester 2 Collaborative Inquiry "Exploring

racial identity in grade 9 and 10 English texts"

• Examine workshop data and • feedback on teacher and student understandings and readiness to engage in topics of race, racialization and anti-racism

• Examine data and feedback • on teacher and student understandings and readiness to engage in topics of race and racialization from Semester 2 Collaborative Inquiry "Exploring racial identity in grade 9 and 10 English texts"

Align curriculum materials, !

instruction and assessment practices with the principles of I

equity and inclusive education, ' with specific focus on critical I

literacy, student voice and choice and the components of culturally responsive pedagogy

System-wide development and use of anti-discriminatory instructional and assessment practices (inquiry, student voice and choice, culturally responsive/relevant pedagogy) that support high achievement for black male students w

.J::o..

Focus area: Inspire black student leadership and engagement

-- --. -

J _] ~IMJ r eJiljZijljiESI fSE[m~~c:).NJESJ What!I9Q}we~want ~:Q) What~~JlfieseJOlms? What (gtelshort1term changes achieve? 1WJ want!@ be able'@rsiWWJ

~ l

Student leadership • Proceed with planning, aiming for a 2017 or 2018 • Examine conference and conference conference date. mentoring program

• Conference will be designed to inspire, motivate feedback about teacher and and encourage our students to want more, do student understandings and more and provide pathways and avenues towards readiness to engage in achieving success (i.e. real life role models to topics of race, racialization share their stories) and anti-racism

School-based mentoring • Gather data on method, structure and impact of groups involving Peel Obama Effect and other mentoring board Alternative groups/programs Programs, Curriculum and Instruction and Climate teams

Investigate external • Contact the non-profit organization 'Boys to Men' mentorship programs • Contact Donald Mcleod of the 100 Strong specific to black males in Foundation with Justice order to implement • Contact United Way of Peel Black Community mentoring program at 13 Advisory Council regarding their mentorship pilot secondary schools program specific to black youth -matching them across each up with mentors who look like them superintendency

.. - - . . --

· l!Cl)NG iliERNI[Cl) l!JffiECl)MESf ~the long iterm@ia~

-~wan~showfit tmeasu;,~demonstrate~· 8eeJ11successfffli

Black males will have opportunities to • Develop and explore personal

competencies (confidence, resilience, and self-efficacy) and integrate their lived experiences into the process of leadership development

• Engage with the ir local school communit ies and with their communities at large to explore their rights and responsibilities as leaders both in the school setting and in the larger community

• Black males are discourse partners/leaders and work with staff to create classroom and school activities that represent their interests, identities, and lived experiences

Black Males will have opportunities to • Reflect on their own identities

and on ways their identities shape their leadership capacities

• Develop, use and learn how to articulate ideas about their leadership skills

I

I

!

I

I

c..> 01

I D'stri t • pee s~oof Board ..._,

37

Research and Accortntability Crtrriculum and Instruction Support Services

Perspectives of Black Male Students in Secondary School Understanding the Successes and Challenges

Student Focus Group Results

we

toget

Elana Gray, M.Sc.

!;& putting research

into practice

Rose-Ann Bailey, M.Ed. Janelle Brady, Ph.D.(c) Sam Teele, Ph.D.(c)

September 2016

38

Poleen Grewal, M.Ed. Superintendent- Curriculum and Instruction Support Services

Research & Accountability Department

Kim Bennett, M.Sc. Research Officer

Rosanne Brown, Ed.D. Research Officer

Marti Carpenter, B.A. Research/Assessment Specialist

Elana Gray, M.Sc. Research Officer

Pat Hare Administrative Assistant

Angela Mashford-Pringle, Ph.D. Chief of Research and Accountability

Aimee Wolanski, Ed.D. Research Officer

Acknowledgements

We would like to thank the following schools for participating in this project: Brampton Centennial S.S., Castlebrooke S.S., Central Peel S.S., Fletcher's Meadow S.S., Glenforest S.S., Lincoln Alexander S.S., Mayfield S.S., Meadowvale S.S., and Rick Hansen S.S. Gratitude is also extended to the students who participated in the focus groups. Thank you for sharing your perceptions and experiences with us.

© Peel District School Board

Suggested Citation: Gray, E., Bailey, R., Brady, J., Teele, S. (2016, September). Perspectives of Blach Male Students in Secondary School: Understanding the Successes and ChallengesStudent Focus Group Results. Mississauga, ON: Peel District School Board.

39

Table of Contents

Introduction .................................................................................................................................... 1

Purpose ........................................................................................................................................... 2

Focus Group Methodology ............................................................................................................. 2

Data Analysis .............. ........................................................................... ........................................ 3

Study Limitations ........................................................................................................................... 3

Participant Information .................................................................................................................. 3

Focus Group Results ...................................................................................................................... 5

Students' Experiences in School ........................................................................................... S

What Students Like About School ........................................................................................ 6 What Students Dislike About School ............ ........................................................................ 7 Factors That Help Students Engage or Succeed in School ................................................... 8

Factors that Prevent Students from Engaging or Succeeding in School ............................... 9 Suggestions for Supporting Students in School .................................................................. ! 0

Considerations for Next Steps ...................................................................................................... 11

References ....... .. ....... .. .. .. ............... .. ............... ... ... .... ................................ ... ....... .... .. .................... 11

41

Perspectives of Black Male Students in Secondary School Understanding the Successes and Challenges

Student Focus Group Results

Introduction

Research in Canada and North America has extensively documented the Black youth experience in the educational system. This research examined issues of anti-Black racism and its impact on the well-being of Black youth. As a follow-up to this research, a number oflocal research initiatives have focused on the issues faced by Black youth in the Region of Peel. Through consultations, interviews, focus groups, focused conversations, and surveys; perspectives from Black adults and youth were compiled to identify issues of equity and inclusion within schools, workplaces, and communities. Of particular interest to the Peel District School Board are the findings pertaining to the educational experiences of Black youth in the Region of Peel. A briefreview ofthe findings is provided below.

I. Fighting an Uphill Battle: Report on the Consultations into the Well-Being of Black Youth in Peel Region. 2015.

Consultations conducted with Black residents, Black youth, and service providers in the Region of Peel indicated that Black youth feel isolated and marginalized in school due to: low expectations; the absence of Blacks and Black culture in the curriculum; a low number of Black teachers; receiving more encouragement to engage in sports than academics; being streamed away from math, science, and academic level courses; receiving harsher discipline than non-Black students; and the presence of police in schools (F .A.C.E.S. of Peel Collaborative, 20 15).

The above study reports findings that are based on feedback obtained from adult and youth residents of the Region of Peel and service providers in the Region of Peel. For the purposes of this project, the results regarding the educational experiences and perceptions of the Black youth participants are of particular interest (Education section found on pp. 29-37). Upon review, the following limitations were identified:

• The report notes the intent to conduct an asset-based approach to the research. However, the majority of the feedback reported in this section focuses on the issues, challenges, and barriers occurring in schools; thus reflecting a deficit model focus.

• The experiences and perceptions of a small proportion of Black youth participants (n=23 interviewees, n=5 focus group participants) may not be generalizable to the Black youth community throughout the Region of Peel.

• Much of the reported data in this section reflects the perceptions of adult informants and parents, rather than the experiences and perceptions of the Black youth participants.

2. Voices of Ontario Black Educators: An Experiential Report. 2015.

Survey and interview responses from a non-random selection of 148 current and retired African Canadian educators in Ontario, indicated that these Black educators experienced and/or witnessed: an achievement gap between Black and White students; the systemic racism Black students face; a lack of Black teachers as role models in schools; a lack of culturally informed relationships between

Perspectives of Black 1Hale Students in SecondmJ• School: Understanding the Successes and Challenges- Focus .Group Results Research & Accormtabiliry Curriculum and /nstr11ctron S11pport Services September 2016

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Black students and White teachers; a lack of effective classroom management strategies used by White teachers with Black students; the struggles White teachers experience when trying to build home-school connections with parents of Black students; and the high expectations Black teachers hold for Black students (Ontario Alliance of Black School Educators, 20 15).

The above study reports the collective findings from African Canadian educators across Ontario. However, the proportion of respondents who are educators teaching in the Peel District School Board is not reported. As a result, it is not possible to determine the extent to which these data represent the experiences and perceptions of educators in the Peel District School Board.

3. Peel District School Board Superintendent Inquily. 2015.

In October 20 I5, focused conversations were conducted with a total of 18 at risk, Black male students in two secondary schools in the Peel board. Commonalities among participating students included: (I) multiple absences from school, (2) low credit accumulation, (3) special education designation, and ( 4) a challenging home situation. Students discussed their experiences in school, personal strengths, perceptions of success, and future aspirations. The conversation narratives will be available in the near future.

Purpose

The purpose ofthis project is to dig deeper into the educational experiences and perceptions of Black youth in the Peel District School Board. In order to fully understand these experiences, both challenges and successes of Black male secondary students will be explored. The information obtained in this research project will illuminate areas in which students struggle, and areas of success; and will inform a plan of action for practices and programs to improve the educational experiences of Black male students.

Focus Group Methodology

During the months of May and June 20I6, a total of nine focus groups were conducted with male Black students in secondary schools (N=87). Schools were selected based on: (I) relatively large population of Black families residing in the catchment area ofthe school (using data from Environics Analytics, 2016), and (2) geographical location- four groups were conducted in schools located in Brampton, one group in Caledon, and four groups were conducted in schools located in Mississauga. Four of the focus groups consisted of Black male students who were engaged and/or experiencing academic success in school, four groups involved students who were disengaged and/or struggling academically in school, and one group involved a mixture of engaged and disengaged students.

Students volunteered to participate in the focus groups, and were invited to attend a session through invitational posters and word-of-mouth from school administrators and teachers. Each focus group was conducted in a private room at the respective school, during the lunch hour. Focus groups lasted 1 to 1.5 hours in length.

Perspectil•es of Black Male Students in Secondary School: Understanding the Successes and Challenges- Focus Group Results 2 Research & Accou/1/abi/ity - Curriculum and Instruction Support Sen•ices September 2016

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Focus Group Questions

I. What are your thoughts about, and experiences in school? 2. What do you like and/or dislike about school? 3. What factors help you engage in, or succeed in school? 4. What factors prevent you from engaging in, or succeeding in school? 5. How can your school better support you, or improve your life in school?

• ~• -- - - • • • • ~ .... ~- r

~l)ata Analysis Q._ - - • ! • - r - • - "- .,_ ..._. • - • - • 'e _ _.._

Content analysis was conducted on the feedback provided by focus group participants. Discussion items were coded, summarized, and analyzed for themes.

~~- • -- -- - - '•'r ., .. ... • ---

""studv Limitations · . _ ~.:.~:::..:!...~~~:-.. ~·---~ _;~..€~ .. ..., -:__~ .c_:._"\r~- ·- '--. :ou • .:~ ;.~ ~~ ....... --:'.;_---._ •. .,.t..:.,.~o,K.,!

The focus group participants consisted of a self-selected sample of 87 students in Grades I 0-12. Therefore, the results obtained during these sessions may not be representative of the entire Black male student population in the Peel District School Board. It should also be noted that the findings reported in this study reflect the perceptions of students; and include the thoughts and experiences of Black male students only. Perspectives from other stakeholder groups, such as other racialized and non-racialized student groups, teachers, school administrators, parents/guardians, and community members were not collected. Multiple perspectives would provide a more comprehensive picture of the successes, issues, and challenges experienced by all members of the school community.

;!:~-------' -:; -- . - - ------ ---- "

.;~articipariJ Info-rmation ! ·-~ ............ --- -- - - - .. -- - ,_ ,_.,J ~~

School Location

Grade Level

Group Composition

Student Background Number of students = 87

Participant Background Participants in a Specialized Program

51% Brilmpton

33% Mississaugil

50% I 40% Grade 12 Grado 11

48% 36% Engaged/Successful 01sengage.d/Struggling

Students ., . --"~.!/

Dual Credit

Co-op

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Educational Information

Type of Courses Taken This Year

(students in grades 11 & 12) 51 %

Post-Secondary Plans

Graduation Plans

42%

6% 5%

-~ 2% - 2% -

Parent/Guardian Education

Did your

BYes • No • Not Sure

Grade 11 - Plan to graduate next year Grade 12 - Plan to graduate this year

parents/guardians Parents'/Guardians' Where

Parents/Guardians Completed their

Education complete post-secondary Highest Level of

education? Education

University

College

In Canada

Outside of Canada

.__,, _ _. Both in and outside of Canada

Expected/Suggested Pathways

In Grade 8, what pathway did you, your parents/guardians, and your teachers expect/suggest for you?

55%

University College

• Yourself

• Your Parents/Guardians

• Your Teachers

20%

11% I 15%

Not Sure

8% 4%

1% - • Work

5% 2% 1% . --Apprentice

Perspectives of Black Male Students in Secondary School: Understanding the Successes and Challenges- Focus Group Results -1 Research & Accountability - Curriculum and Instruction Support Sen•ices September 2016

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:Focus Group Rcsuits - - -l -

The following section presents an analysis of the focus group discussions conducted with 87 Black male students in grades I 0-12. The emerging themes and connected elements reflect the perceptions, perspectives, and reported experiences of participating students.

Students' Experiences in School

Racial Separation • In school and in the community, Black students primarily hang out with other Black students,

South-Asian students stay together, and White students hang out with White students. • In school, non-Black students rarely play sports with Black students. Black students suspect this

happens because Black males are seen as aggressive, their serious spirit of competition is viewed as arrogance, and White students are intimidated by Black students.

• When Black students join a stereotypically "non-Black" sport in school (baseball, cricket), or a team without Black students, they are sometimes excluded from conversations (other languages are spoken) and/or they are made fun of.

Academic Expectations • Teachers and students hold low academic expectations for Black students. Some non-Black

students and teachers show surprise or disbelief when Black students do well or receive a good grade, while others suspect that Black students cheat if they perform well on an assignment or test. Students make offensive remarks when Black students succeed in school (e.g., "you talk white," "you're a smart Black guy").

Stereotyping and Stigma • Black students struggle to "fit in" at school and, at times, feel ostracized by their peers. Many

non-Black students will not speak to Black students. • Students, teachers, and the police are quick to judge Black students based on their appearance

(i.e., clothing), race, and behavior. They think all Black people are from rough neighbourhoods, and are quick to conclude that Black people are "gangsters" or "drug dealers."

• When Black students talk about their interests, pathways, or careers, other non-Black students joke about their choices, criticize them, or act surprised if the choices are not within the "Black stereotype" (i.e., if they [Black students] indicate that they would like to be a film maker or a pianist).

Racial Profiling • Teachers frequently stop Black students in hallways and ask if they should be in class at that

time. Teachers will also approach Black students first if something (negative) happens at school. • In school, police blame school incidences (e.g., graffiti, vandalism) on Black students without

asking questions first. In the community, Black students are stopped or randomly pulled over by police more frequently than non-Black students (e.g., for walking with headphones on, driving their parent's luxury car).

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Experiences in the Community • Community store owners and staff do not trust Black students. When a group of students enter a

store, staff will often follow the Black students, ask them to remove their knapsacks, and/or request a receipt of purchase before they leave the store. At some stores, staff will restrict the number of Black students who enter the store at one time.

What Students Like About School

School Staff • Some teachers are nice to all students, treat all students equally, take the time to help struggling

students during class time and after school, make learning fun and interesting, and genuinely care about all students.

• Black teachers understand the challenges of Black students better than non-Black teachers. Black teachers treat all students equally, and with more respect, care, and interest than other non-Black teachers.

• Guidance counselors help all students with course selections, ensure all students are on track with required courses, and talk to students about their interests and future jobs/careers.

• In some schools, the administrators are very helpful and friendly. These principals treat all students equally, show an interest in all students, and attend many school events (i.e., sport competitions).

Friends • Friends are a large reason why many students attend school every day. Students look forward to

spending time with their friends during the lunch hour and during spares. Black students feel a strong sense of camaraderie with other Black students. They rely on each other for friendship and support during the good times and the tough times at school.

Sport Teams • Participating on school sport teams is one way Black students have successfully connected with

non-Black students. If a Black student is athletic or good at a sport, he/she receives more respect from other students, and is able to develop friendships easier with non-Black teammates. Connections that form between Black and non-Black students during practices and sporting events can carry over into school where friendships continue to develop.

Opportunities • Students value the range of opportunities that are available to them at school. In particular,

students enjoy participating in the selection of different sports (intermural and competitive), playing musical instruments during class time and in the school band, and engaging in leadership opportunities.

School Climate and Safety • Students generally feel safe in school, and some students appreciate the positive and respectful

atmosphere in their school. Although some schools have reputations for being unsafe, students question these reputations and assume it is a result ofthe media, or past events unrelated to their school.

• In some schools, students feel police presence has a positive impact on school climate. When police are visiting these schools, student behavior and the school atmosphere improves.

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What Students Dislike About School

Student Behaviour • Black students feel that many non-Black students are afraid of them. As a result, non-Black

students avoid Black students in hallways, in the cafeteria, and on the school yard. • Black students are subjected to insults, racist jokes, and name-calling by non-Black students.

Teacher Behaviour • Some teachers are disrespectful and display negative attitudes toward Black students (e.g., use

sarcasm, will not listen, provide negative responses on assignments or tests, do not choose Black students when a question is asked in class). Students also noted that some teachers "expect us [Black students] to mess up." Consequently, Black students feel they have to prove they are good kids before teachers give them a chance.

• Some teachers choose to ignore Black students, or are scared to confront them. These teachers do not approach Black students if they use their phone during class time, if they act up in class, or are loud in the hallway. Instead, these teachers overlook these behaviours or send students directly to the office.

Minimal Acknowledgement of Black History Month • In some schools, the focus placed on Black History month is limited. Examples include: (I)

activities reflecting Black history are restricted to the end of the month, (2) Canadian Black history is not discussed, (3) only Black students and Black teachers help organize events and/or participate in the activities, and/or (4) teachers only focus on the contributions of Martin Luther King. Students also noted that Asian Heritage month receives far more attention by teachers and students than Black History month.

Preferential Respect for School Sports • In some schools, there is a lack of respect and pride for basketball. Students feel that this is

because basketball is a sport that is predominantly played by Black students. Accomplishments achieved by school basketball teams are not acknowledged, or included in school announcements to the same extent as other sports (e.g., rugby, curling, skiing).

Lack of Leadership Opportunities • Leadership opportunities are very limited for students who are not popular, or are not "in with

the cool crowds." At some schools, running for the Student Activity Council is not open to all students, and often resembles a popularity contest.

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Factors That Help Students Engage or Succeed in School

Family Members • Students value the support they receive from their family members. Students noted that their

parents/guardians, older siblings, and aunts and uncles consistently motivate them to attend school, support their goals, talk to them about the importance of an education, encourage them to attend college or university, and discuss future job and career opportunities.

• Students who were experiencing success in school also noted that their parents/guardians often pressure them to achieve high grades, and encourage them to choose friends who also do well in school.

Friends • Students are highly motivated to attend school and go to their classes because they are able to

spend time with their friends.

Teachers • In general, teachers motivate students to succeed in school if students show they are interested

in learning, participate in class, and do the work. In some instances, teachers will take the time to talk with Black students when they [students] are "going astray."

• Black teachers hold high expectations for Black students regardless of their academic performance and behaviours in the classroom.

Self-Motivation • All students value their future and want to be able to support themselves when they are adults. • Students who were experiencing success in school noted that they believe it is their responsibility

to push themselves to do well, and to achieve the best they can for themselves and their future. • Some students have a strong desire to do well in school in order to prove to others that Black

people can be successful.

Other Peoples' Situations • Students observe and reflect on the lives of other people (family members and friends) who have

dropped out of school or did not pursue post-secondary education. They see how these people struggle, live in poverty, and/or constantly worry about money and being able to pay their bills. Students do not want to live like this.

Extra-curricular Activities • The extra-curricular activities available at school keep many students interested and engaged.

Participating in school-based events adds variety to life at school, allows students to be with their friends, and enables students to pursue their personal interests.

Perspectives of Black Male Swdents in Secondary School. Understanding the Successes and Challenges - Focus Group Results 8 Research & Accountability - Curriculum and Instruction Support Services September 2016

49

Factors that Prevent Students from Engaging or Succeeding in School

Teacher Behaviour • Some teachers do not understand, or choose to ignore the various challenges students face

personally and at home. These challenges may impact punctuality, attendance, and/or achievement at school, but teachers continue to reprimand students without considering the reasons for their behavior.

• Students noted that guidance counsellors are quick to recommended that Black students enroll in college level courses, when some of these students would do fine in academic courses and in university. Black students feel they need to prove their intelligence and/or their work ethic more than non-Black students.

Lack of Interest in School • Some students generally do not feel connected to school, and others lack the motivation to apply

themselves. These students are not interested in many of the courses they are required to take, or learning the material being taught. In addition, students do not see the relevance or value of the material they are learning in school. These students find it difficult to make connections between what is being taught in school and the real world. They are bored in class and feel that the teaching styles used by many teachers are ineffective.

• For many students, participating in extra-curricular activities is their favorite part of school. However, in some schools, there are a limited number of activities offered that address students' interests (with the exception of sports). Some schools focus on academic achievement rather than developing life skills or personal interests.

Differential Treatment • Students feel teachers favor non-Black students. Some teachers overlook Black students when

they request help, and/or spend more time helping non-Black students with school work. Teachers also tend to dictate where Black students sit in the classroom (at the front of the class or away from others), and/or assign harsher consequences to Black students for behaviours displayed by other non-Black students as well (e.g., arriving late to class, swearing).

• South Asian students are viewed by teachers as "model" students. Teachers tend to "play favorites" towards these students, show these students more respect, compliment their work more frequently, and are more patient with them, when compared to Black students.

School Environment • At school, Black students feel they are under surveillance. Some students feel like they are being

followed by school staff, or that staff are constantly checking on them. • For many students, school offers a safe and comfortable environment. However, other students

feel uneasy. Although police presence in school is supposed to make students feel safe, for some Black students, police presence has the opposite effect due to the racial profiling they have experienced.

Personal Behaviour • Students concur that sometimes they create problems through their own actions. At times, they

may have a bad attitude, dress poorly, or display inappropriate or disrespectful behaviours in school. Students also realize that they engage in behaviours that prevent them from succeeding in school (e.g., get very little sleep at night, come to class unprepared, choose not to focus during class time).

Perspectives of Black Male Students in Secondary Schoof: Understanding the Successes and Challenges- Focus Group Results 9 Research & Accountabilit)' - Curriculum and Instruction Support Services September 2016

50

Suggestions for Supporting Students in School

Curriculum • Teach material and skills that are directly relevant to life after school (e.g., mortgages, taxes,

bills, budget, household management). • Enhance and expand on the curriculum and school-wide activities during and beyond Black

History month, and ensure activities involve all (including non-Black) staff and students.

Teaching and Learning • Ensure teachers are enthusiastic and interested in teaching. Encourage/train teachers to

incorporate engaging and relevant learning activities into their instruction. • Teachers need to be more helpful. They need to help students when they ask for help, slow their

instructional pace down, support students in developing their interests, and understand and address students' learning needs.

Staff Expectations • Teachers need to raise their expectations for Black students, acknowledge that Black students

want to succeed, and provide the support students need to achieve success. • Guidance counsellors need to guide Black students with high expectations in mind. They should

provide students with information relating to all course level options, including academic/university level, and allow students to choose the type of courses they wish to take.

Extra-curricular Activities • Offer more and diverse extra-curricular activities that align with student interests and encourage

student camaraderie. For example, a Boys to Men's club that offers outings periodically (i.e., sporting events) would allow students of all backgrounds to bond over similar interests. In addition, a student support group, where students can share their thoughts, successes, and challenges with each other, may foster friendships among students with different backgrounds.

Additional Student Support • Offer the Counting on You program to students in grades 11 and 12. Extending this program to

higher grades will provide older students, who struggle in math and literacy, with extra support. • Organize a mentorship program that will pair younger and older students together. Older students

can mentor the younger students, assist with their transition to secondary school, and help them with school-based experiences.

Respect and Inclusion • Teachers need to treat all students the same, regardless of student race, gender, academic

performance, and learning needs. • All students should be able to participate in the school clubs of their choice (including leadership

based clubs). Ensure that all students are informed and aware of the clubs, and that all students have an equal opportunity to participate in elections for leadership roles.

Perspectives of Black Male Students in Secondary School: Ul!derstandmg the Successes and Challenges - Focus Group Results In Research & Accountability- Curriculum and Instruction Support Services September 2016

51

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7 C9~si<Jer~tJ9ns for. Next Steps ~ • ":. • .,: r • •• • • ....t•. -- • - ' -

In an effort to better understand the experiences of Black male students in the Peel District School Board, a series of focus groups were conducted to capture their perceptions of school, identify the successes and challenges they encounter while in school, and explore factors that impact their engagement and success. In an attempt to obtain a wide range of experiences, the focus groups involved both successful and struggling Black male students attending schools across the Region of Peel. Overall, students reported perceptions and experiences that are primarily framed by the behaviours of students and staff, stereotyping and stigma, academic expectations held by others, relevance of the curriculum, and opportunities available at school.

Many of the findings in this research project emulate those reported throughout the vast array of literature addressing the underachievement and marginalization of Black students. In response to these findings, research has also explored a variety of strategies used within classrooms and schools to improve engagement among Black students, enhance their learning environments, and foster a climate of equity and inclusion. In addition to this research, a review of the literature suggesting evidence-based, effective practices would add value to the project. Considering the reported challenges of our Black students, it seems they may benefit from implementing classroom, school, and board-wide strategies that have demonstrated success among Black youth. Research in this area can help guide and direct our next steps for creating school environments that are welcoming, respectful, and inclusive of our Black students.

Findings from the focus groups indicate that Black students desire change to occur within their classrooms and their schools. Specifically, students suggested implementing culturally responsive and relevant curriculum, respectful and supportive school staff who hold higher expectations of them, programs that support academic and social success, and equal opportunities to participate in activities that align with their interests. In order to fully address these areas, it may be helpful to consult with various stakeholder groups in schools and throughout their communities. Such groups can include school staff; parents/guardians of Black students; and local networks, agencies, and advocacy groups that represent and support Black communities throughout the Region of Peel. By sharing and discussing the focus group findings, and honoring the ideas of various stakeholder groups, we can co-create a strong plan of action involving strategies and solutions designed to effectively address the academic, emotional, and social needs of Black students in the Peel District School Board.

References

F.A.C.E.S. of Peel Collaborative. (20 15). Fighting an Uphill Battle: Report on the Consultations into the Well-Being of Black Youth in Peel Region. Retrieved from http://www.unitedwaypeel.org/faces/images/fighting-an-uphill-battle-sm.pdf

Ontario Alliance of Black School Educators. (20 15). Voices of Ontario Black Educators: An Experiential Report. Retrieved from http://onabse.org/ONABSE_ VOICES_ OF _BLACK_EDUCATORS_Finai_Report.pdf

Perspectives of Black Male Students in Secondary School: Understanding the Successes and Challenges - Focus Group Results II Research & Accoumability- Curriculum and Instruction Support Services September 2016

52

~ ~ Research and Accountability 1'1\ Curriculum and Instruction Support Services ~putting research into practice

53

PEEL DISTRICT SCHOOL BOARD 10.1 Regular Meeting of the Board November 8, 2016

School Cash Online

Recommendation

It is recommended that this report be received.

Background

The ability to pay school fees online has been a parent request for the last several years. Counting cash within the schools is a labour intensive process that takes time from teachers and office staff within the school. By reducing the amount of time spent collecting, counting and depositing cash, office staff and teachers are able to spend more time where it really countshelping students and parents.

School Cash Online is an internet based software platform created by the KEV Group, a Canadian based company that specializes in the management and security of school funds. The School Cash Online product was one of two selected through a competitive bidding process launched by the Education Computing Network of Ontario (ECNO) on behalf of member boards in 2012. The Peel District School Board chose School Cash Online as its solution based on the comprehensive nature of the solution and its deeper presence within Ontario school boards.

Peel District School Board is part of ECNO and was able to access the ECNO preferred pricing agreement with KEV by means of a piggy back clause. ECNO's pricing is similar across all member boards, allowing for additional pricing benefits for larger boards and boards that adopt School Cash Online across all of their schools. The administrative fee for Peel is approximately 1%.

The administrative fee is calculated on the total board's School Activity Fees, which is viewed as a barometer of the volume of activity for the system. Peel's School Activity Fees for 2014-15 were $30.8 million. The administrative fees cover a 24-hour help line for parents, email to parents re: fees, ability to keep track of school items and activity fees, check account history, print or view receipts and the transfer of funds between banks and/or credit card providers.

The School Cash Online system offers the ability for parents to pay online via eCheque, and/or credit card. The eCheque option requires parents to enter their banking information for payment and acts as a virtual cheque, taking money directly out of their bank account. Through parent feedback and discussion with other school boards, it was also determined that parents had a desire to have an option to pay via credit card. In boards where this option was initially not provided due to cost, most have gone back to include this option. The credit card providers charge a standard fee that is in the range of approximately 2%. This fee is not related to School Cash Online and is a fee that is charged to any retailer that accepts credit cards as a payment option. As a result, the ability to pay via credit card will result in an additional 2% charge for transactions through School Cash Online.

54

Other yearly fees associated with School Cash Online are the $20k software fees, $5k for the integration of SIS (Student Information System) and $5K for a "sandbox'' which is a replica of the live system to be used for training. Like most system costs, these are being paid for centrally and were approved as part the School Cash Online business case in the 2016-17 budget process.

To support the schools in the transition office staff are being trained for 2.5 days and principals participate in a webinar. The cost of the training was also approved as part of the 2016-17 budget process.

The Peel District School Board implemented School Cash Online with 20 pilot school in June 2016. There will be a phased rollout with groups of 40 schools, approximately every 3-4 months, until all schools are implemented. The first group of 40 schools is currently being trained and will be going live in November. Other currently planned phases are in February and May. The balance of the schools will be implemented over the 2017-18 school year.

Attached is a summary of key system and process information.

Prepared by: Tania Alatishe-Charles, Controller of Finance Support Services and Kay/a Tishcoff, Communications Officer

Submitted by: Jaspal Gill, Associate Director, Operational Support Services

55

School Cash Online General information:

• School Cash Online is a safe and secure form of online payment that allows parents to pay for their child's school items, like field trips and pizza days, from a computer or smartphone using eCheck, Visa or MasterCard.

• The service is currently available at 20 Peel schools and will be available to a total of 60 Peel schools, as of November 2016. The system will be phased in to all Peel schools over the next two school years. The service is already in many other school boards in the GT A.

• Once implemented at a school, School Cash Online is the school's preferred payment method. However, parents may still pay with cash and/or cheque.

• Parents can access the service by visiting www.peelschools.schoolcashonline.com or by clicking on the School Cash Online button on their child's school website. Their child's school can provide more information, including a flyer and letter with registration details.

• School Cash Online uses all of the latest industry standards for security and encryption to protect parent and student information and are compliant with all Canadian legislation regarding online payment systems.

Benefits:

• Through School Cash Online, families have the ability to: - keep track of school item and activity fees - check account history - print or view receipts - pay for school fees with the click of a button - access a 24/7 helpdesk - access a multilingual website

• Many parents request this type of service. Going cashless is convenient for parents who don't always have cash or cheques on hand at home. This service provides parents with the opportunity to pay for fees at their own convenience, and eliminates the possibility of students losing or forgetting money on the way to school. This service also keeps parents up-to-date on current fees and confirms that money has been received by the school.

• By significantly reducing the amount of time spent collecting, counting and depositing cash, office staff and teachers are able to spend more time where it really counts-helping students and parents.

56

School Cash Online system fees:

• There is an administrative fee for the use of the School Cash Online system. This fee is calculated based on the total board School Activity Fees collected. This fee is assessed at about 1% of all school activity fees collected, regardless of whether the payments are made online. This is not a transactional fee. This fee covers a 24-hour help line for parents, email to parents re: fees, ability to keep track of school items and activity fees, check account history, print or review receipts and transfer funds between banks and/or credit card providers. Schools have been asked to account for this cost within their school activity fees, as it relates to the service provided to parents.

Schools may embed these fees into school fees or find ways to offset the cost. The approach will vary from school to school, and may also vary depending on the item. For most school items, this fee is so small that it will only slightly affect the cost, or not at all . When possible, the school will try to offset this cost so schools fees remain consistent to costs in previous years.

• Yearly software costs are being paid centrally by the board. During implementation 2.5 days of training and 2 webinars are provided to school office managers. This cost is also paid for centrally.

Credit card transaction fees:

• Approximately a 2% transactional fee is charged by the credit card providers-this is the same fee that is charged by credit card providers to all retailers for their service. We don't notice these costs when we purchase an item at a store, because these credit card fees are already embedded into the cost of the item. This fee varies slightly between credit card providers {Visa, MasterCard, AMEX), but is approximately 2%.

• Parents won't see a significant jump in their school fees, and many won't see a change at all. As always, the school will work with families who are unable to pay for school fees.

• School fees for items won't change based on payment method. This is consistent to what we see in stores and restaurants that accept multiple payment optionscredit card fees are already embedded in the cost of a shirt, for example. It won't cost you more or less if you pay by cash.

• We have made every effort to ensure that our processes are in line with other boards and fair to our community.

• There is no administrative fee for donations made to the school or board through School Cash Online. However, similar to any online fundraising site, if the donation is made by credit card, there is a transaction fee to cover the cost of the credit card providers.

57

Why do transaction fees appear to be different across boards?

• The fees may be different between boards depending on what services they have decided to provide parents:

o Some boards are not offering credit card payments, as a result, they would not have the 2% fee.

o Some boards may offer AMEX, which has a higher fee than Visa or Mastercard

o Some boards may offer interac debit online, which is fairly expensive because it is 70 cents per transaction, regardless of the transaction value.

• Boards have also chosen different ways to pay these fees: o Some are having the transaction fees passed on to the parents as a cost

of the convenience of shopping and paying online. o Some pay the School Cash Online fee centrally but charge the credit card

fees to parents. o Some pay all fees centrally. o Some boards have chosen to pay all fees centrally for the first year to

increase parent adoption.


October 24, 2016

59

Connects

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Welcome to "OPSBA Connects," our new e-newsletter, replacing our Fast Reports publication. OPSBA Connects articles are now published as they are available in a new blog-stvle format, instead of once per week, giving you the Ontario education sector news you need as soon as possible!

Thanks for reading!

Public Education Symposium 2017

Provincial by-elections called for Ottawa-Vanier and Niagara West-Gianbrook

Legislative Update

2016-17 Prime Minister's Awards Competition Now Open

Extended Registration for Healthy Schools Certification

Register Now for Quest 2016!

Ontario Newsroom

Career Board

OPSBA Meeting/Events Calendar

to view go to http://www.opsba.org/OPSBA%20Connects%202/default.aspx


November 1, 2016

61

<Connects

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Welcome to "OPSBA Connects," our new a-newsletter, replacing our Fast Reports publication. OPSBA Connects articles are now published as they are available in a new blog-stvle format, instead of once per week, giving you the Ontario education sector news you need as soon as possible!

Thanks for reading!

Ministrv releases 2017-18 Education Funding Engagement Guide

Ministry of Education Update

Ontario Newsroom

Register Now for Quest 2016!

2016-17 Prime Minister's Awards Competition Now Open

News from Our Education Partners

Career Board

OPSBA Meeting/Events Calendar

to view go to http://www.opsba.org/OPSBA%20Connects%202/default.aspx

63 Peel District • School Board ~

BOARD & COMMITTEE MEETING LIST 2016-2017

DATE TIME MEETING (Printing Date)

November 7, 2016 6:15p.m. Physical Planning & Building Committee (APD) November3

November S, 2016 7:30p.m. Regular Meeting of the Board November3

November 15, 2016 7:00p.m. Special Education Advisory Committee November 10

November 16, 2016 6:00p.m. Instructional Programs/Curriculum Committee November 10

November 22, 2016 7:30p.m. Regular Meeting of the Board November 17

December 5, 2016 7:00p.m. Organizational Meeting of the Board & December 1

S:30~.m. Second Meeting of the Board

December 12, 2016 7:30p.m. Regular Meeting of the Board DecemberS

December 14, 2016 6:00p.m. Instructional Programs/Curriculum Committee DecemberS

December 19,2016 7:00p.m. Special Education Advisory Committee December 15

January 9, 2017 6:15p.m. Physical Planning & Building Committee January 5

January 10, 2017 7:30p.m. Regular Meeting of the Board January 5

January 17, 2017 7:00p.m. Special Education Advisory Committee January 12

January 1S, 2017 6:00p.m. Instructional Programs/Curriculum Committee January 12

January 24, 2017 7:30p.m. Regular Meeting of the Board January 19

February 7, 2017 6:16p.m. Physical Planning & Building Committee February 2

February 14, 2017 7:30p.m. Regular Meeting of the Board February 9

February 15, 2017 6:00p.m. Instructional Programs/Curriculum Committee February 9

February 21, 2017 7:00p.m. Special Education Advisory Committee February 16

February 2S, 2017 7:30p.m. Regular Meeting of the Board February 23

March 7, 2017 6:15p.m. Physical Planning & Building Committee March 2

March 22, 2017 7:30p.m. Regular Meeting of the Board March 16

March 27, 2017 7:00p.m. Special Education Advisory Committee March 23

March 29, 2017 6:00p.m. Instructional Programs/Curriculum Committee March 23

AprilS, 2017 6:15p.m. Physical Planning & Building Committee March 30

April12, 2017 7:30p.m. Regular Meeting of the Board AprilS

April19, 2017 7:00p.m. Special Education Advisory Committee April13

April 25, 2017 7:30p.m. Regular Meeting of the Board April20

MayS, 2017 6:15p.m. Physical Planning & Building Committee May4

May 9, 2017 7:30p.m. Regular Meeting of the Board May4

May 16,2017 7:00 p.n. Special Education Advisory Committee May 11

64

May 17,2017 6:00p.m. Instructional Programs/Curriculum Committee

May 29,2017 7:00p.m. Regular Meeting of the Board

June 5, 2017 6:15p.m. Physical Planning & Building Committee

June 6, 2017 7:00p.m. Regular Meeting of the Board (Budget)

June 13, 2017 7:00p.m. Special Education Advisory Committee

June 14, 2017 6:00p.m. Instructional Programs/Curriculum Committee

June 19, 2017 7:30p.m. Regular Meeting of the Board

SPECIAL DATES:

25 Year Club Dinner- Monday, November 21, 2016- Pearson Convention Centre Retirement Dinner- Thursday, June 8, 2017 - Pearson Convention Centre

peel District • School Board '-"'

May 11

May25

June 1

June 1

June 8

June 8

June 15

AGENDA Session Board - Nove… · November 7, 2016 (will be available on a future agenda) 10....

Documents

Transcript of AGENDA Session Board - Nove… · November 7, 2016 (will be available on a future agenda) 10....