1.0 2 agendas and minutes... · 2016. 8. 10. · wednesday, february 18, 2015 public session: 7...

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HALTON DISTRICT SCHOOL BOARD

J.W. Singleton Education Centre, 2050 Guelph Line, Burlington, Ontario

Wednesday, February 18, 2015

Public Session: 7 p.m. (Private Session precedes Public Session)

P U B L I C S E S S I O N A G E N D A

1.0 – Opening

1.1 Welcome, Call to Order and Roll Call

1.2 Approval of the Agenda

1.3 Declarations of Possible Conflict of Interest

2.0 – Communication to the Board

2.1 Presentation

2.2 Delegations

2.2.1 Cristian Dragnea, Oakville Boundary Review distributed to Trustees only

2.3 Acknowledgement of Delegations by Chair

3.0 – Ratification / Action page

3.1 Minutes of the Regular and Special Meetings

3.1.1 Halton District School Board Meeting, February 4, 2015 page 2

3.2 Approval of Business Transacted in Private Session

3.3 Order Paper page 7

3.4 Action Items

3.4.1 Boundary Review – Oakville – (J. Hunt Gibbons) – Report 15012 page 11

3.4.2 Boundary Review – Milton – (G. Truffen) – Report 15011 page 20

3.4.3 OFA Debenture (L. Veerman) – Report 15010 REVISED page 26

4.0 – Communication to the Board page

4.1 Student Trustee Reports

4.2 Information Items (including Notices of Motion and future actions)

4.2.1 Notices of Motion

For Action: February 18, 2014

4.2.2 Correspondence re: Health & Physical Education Curriculum (J. Gray) – Report 15023 page 31

4.2.3 French Programming (S. Miller) – Report 15024 page 32

For Information

4.2.4 Skills Development & Training Update (D. Euale) – Report 15025 page 44

4.2.5 Education Development Charge Amendment (L. Veerman, D. Renzella) – Report 15026 page 47

4.2.6 School Generated Funds Report (L. Veerman) – Report 15027 page 52

4.2.7 Capital Update (G. Cullen) – Report 15028 page 61

4.2.8 Portable Inspections (G. Cullen) – Report 15029 page 73

4.2.9 Critical Path – Staffing (P. Dunn) – Report 15032 page 85

4.2.10 Admin Procedure Review Update (D. Euale) – Report 15030 page 88

4.3 Committee Reports

4.4 Director’s Report

4.5 Communications from the Chair 5 mins.

4.6 Trustee Questions and Comments 10 mins.

5.0 – Adjournment

5.1 Motion to Adjourn

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HALTON DISTRICT SCHOOL BOARD


7 p.m. – Public Session

M I N U T E S

1.0 – Opening

1.1 Welcome, Call to Order and Approval of Agenda




2.1 Presentations

2.2 Delegations

2.3 Acknowledgement of Delegations by Chair

3.0 – Ratification / Action

3.1 Minutes of the Regular and Special Meetings

3.1.2 Halton District School Board Meeting, January 21, 2015

3.2 Approval of Business Transacted in Private Session

3.3 Order Paper

3.4 Action Items

3.4.1 Trustee Expense Claims for Trustee Conferences

Student Trustee Mentor / OPSBA Regional Rep (D. Danielli) – Report 15007

OPSBA Annual General Meeting (A. Collard) – Report 15008

OPSBA Labour Relations (A. Collard) – Report 15009

3.4.2 Closing the Gap (G.. Cullen) – Report 14199



4.2 Information Items (including Notices of Motion and future actions)


For Action: February 18, 2015 4.2.2 Boundary Review – Oakville – (J. Hunt Gibbons) – Report 15012

4.2.3 Boundary Review – Milton – (G. Truffen) – Report 15011

4.2.4 OFA Debenture (L. Veerman) – Report 15010

4.2.5 Digital Citizenship (T. Dyson, D. Boag) – Report 15017

4.2.6 School Start Times (D. Euale, L. Veerman) – Report 15018

For Information 4.2.7 Renewal -- (G. Cullen) – Report 15014

4.2.8 School Condition Index -- (G. Cullen) – Report 15015

4.2.9 Board Reports Update -- (G. Cullen) – Report 15013



4.5 Communications from the Chair

4.6 Trustee Questions and Comments

5.0 – Adjournment

5.1 Motion to Adjourn

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Halton District School Board


Present: K. Amos, A. Collard, D. Danielli, T. Ehl Harrison, J. Gray, K. Graves, A. Grebenc, A. Harvey Hope,

J. Oliver, R. Papin, L. Reynolds, J. Sahi, S. Schneider

Agenda Item 1

1.1 Call to Order

The Chair called the meeting to order at 6:08 p.m.

M15-0019 A. Grebenc / R. Papin

Be it resolved that the Halton District School Board move into Private Session.

Carried Unanimously.

The Board rose from Private Session at 6:50 p.m.

The Chair called the Public Session to order at 7:08 p.m.


M15-0020 A. Grebenc / L. Reynolds

Be it resolved that the Halton District School Board approve the agenda for February 4,

2015 as amended. Carried Unanimously.


The Chair reminded Trustees of the requirement to declare any potential conflicts of interest.

Agenda Item 2

2.1 Presentations

There were no presentations.

2.2 Delegations

There were no delegations.

2.3 Acknowledgement of Delegations by the Chair

There were no delegations.

Agenda Item 3

3.1 Approval of the Minutes

M15-0021 L. Reynolds / R. Papin

Be it resolved that the minutes for the Special Meeting of the Halton District School Board for

January 21, 2015 be approved as distributed. Carried Unanimously.

3.2 Ratification of Business Transacted in Private Session

M15-0022 A. Grebenc / L. Reynolds

Be it resolved that the Halton District School Board approve the resolutions from Private

Session, February 4, 2015 respecting Negotiations (Report 15020). Carried Unanimously.

3.3 Order Paper

The Chair called attention to the Order Paper.

3.4 Action Items

3.4.1 Trustee Expense Claims for Trustee Conferences

The Chair called attention to Report 15007, 15008 and 15009.

M15-0023 L. Reynolds / K. Graves

Be it resolved that the Halton District School Board use a portion of the "Board Leadership

and Team Development” account to cover the registration, accommodation and transportation

costs for the Student Trustee Mentor accompanying the Student Trustees to the OSTA/AECO

conference in Ottawa from February 26 to March 1, 2015; and

Be it resolved that the Halton District School Board use a portion of the “Board Leadership and

Team Development” account to cover the registration and accommodation costs of the OPSBA

Central West Regional Vice Chair for the OPSBA 2015 AGM. Carried Unanimously.

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Halton District School Board – February 4, 2015 page 2

M15-0024 D. Danielli / R. Papin

Be it resolved that the Halton District School Board use a portion of the Board Leadership and

Team Development account to cover the registration and accommodation costs for the HDSB

OPSBA Voting Member(s) for the OPSBA AGM. Carried Unanimously.

M15-0025 A.Collard / J. Oliver

Be it resolved that the Halton District School Board use a portion of the "Reserve Account for

Trustee Professional Development" to cover the registration costs for the Trustees to attend the

Ontario Public School Board Association Labour Relations Symposium (including pre-

symposium) to be held March 26-28, 2015. Carried Unanimously.

3.4.2 Closing the Gap

G. Cullen spoke to Report 14199 (revised January 29, 2015) and responded to questions relating to

priorities, timing and funding.

M15-0026 A. Collard / J. Oliver

Be it resolved that the Halton District School Board approve the approach to the Close the Gap

initiative as outlined in Report 14199; and

THAT specific projects be undertaken as follows, funded subject to these cost estimates and

budget availability:

1. Support for installation of classroom projection equipment (IT Plan), $100,000

2. Library Services, $500,000 over 2 years

3. Special Education rooms, $600,000 over 2 years

4. Specialty Classrooms, $600,000 over 2 years

5. Electrical upgrade and air conditioning in secondary schools, second and third floor

areas, $3,600,000

6. Electrical upgrade and air conditioning in elementary schools, second and third floor

areas, $4,700,000 Carried Unanimously.

Agenda Item 4


S. Schneider spoke to the upcoming OSTA/AECO meeting in February, continuing the work with other

student trustees in the province. J. Sahi reported on the planning underway for the Student Senate Leadership

Symposium, tentatively slated to be held at Dr. Frank J. Hayden Secondary School. He also spoke to a revised

Student Trustee election policy coming to the Board in the near future, and the upcoming Senate meeting.

4.2 Information Items (including Notices of Motion)


J. Gray indicated her desire to bring forward a motion at the next meeting to direct correspondence

to the Ministry of Education regarding necessary staff training and resources in preparation for the

new provincial health and physical education curriculum.

For Action: February 18, 2015

4.2.2 Boundary Review -- Oakville

J. Hunt Gibbons and S. Podrebarac spoke to Report 15012, and responded to trustee questions.

K. Amos requested the PowerPoint presentation be posted on the Board website (with the

boundary review material).

4.2.3 Boundary Review -- Milton

G. Truffen and R. Eatough spoke to Report 15011, and responded to trustee questions.

K. Amos requested the PowerPoint presentation be posted on the Board website (with the

boundary review material).

4.2.4 OFA Debenture

Associate Director Stuart. Miller spoke to Report 15010 and responded to trustee questions.

L. Veerman will bring this report back on February 18 with the financial information provided by

the Ministry at that time.

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4.2.5 School Start Times

D. Euale spoke to Report 15018, and responded to trustee questions.

K. Amos indicated February 9 could be established as a Transportation Committee meeting,

M15-0027 A. Grebenc / R. Papin

Be it resolved that the Halton District School Board waive the rules to deal with this matter

this evening. Carried Unanimously.

M15-0028 A. Collard / A. Harvey Hope

Be it resolved that the questions identified in Appendix A, Report 15018, be forwarded to the

Transportation Committee in order to provide direction on the parameters required to complete

the study on secondary start times.

Be it resolved that the Chair of the Halton District School Board contact the Chair of the

Halton Catholic District School Board to assess their interest in participating in this study.

Carried Unanimously.

For Information

4.2.6 Digital Citizenship

T. Dyson and D. Boag spoke to Report 15017 and responded to trustee questions.

4.2.7 Renewal

G. Cullen spoke to Report 15014 and responded to trustee questions.

4.2.8 School Condition Index

G. Cullen spoke to Report 15015 and responded to trustee questions.

4.2.9 Board Report Update

D. Euale spoke to Report 15013 and responded to trustee questions.


A. Collard spoke about the training session for SEAC. J. Oliver also commented

A. Harvey Hope spoke about her attendance at the Health and Safety Committee. She highlighted entries to

the Trustee Calendar.

A. Collard spoke to her attendance at the Equity workshop entitled “What It Is To Be White”, commenting on

what an enriching experience it was.

D. Danielli commented on the upcoming Communications and Program & Accommodation Committee

meetings slated for February 11. She asked if there were additional items to add to the P&A agenda.

A. Grebenc commented on the Transportation Committee meeting slated for Monday, February 9.


D. Euale congratulated Alka Sahai on being awarded The Learning Partnership’s Canada’s Outstanding Principal,

as one of 40 recognized in 2014-15.

D. Euale also offered his congratulations J. Hunt Gibbons, G. Truffen, and S. Podrebarac for their inaugural efforts

into boundary review studies. He also thanked R. Eatough for his guidance in this matter.

4.5 Communications from the Chair

K. Amos commented on Ministry correspondence.

4.6 Trustee Questions and Comments

J. Oliver offered congratulations to two Grade 11 students from Garth Webb Secondary School (Olya Lazareva

and Kennedy Edgington) who had their Grade 11 essays published in a recent edition of the Globe and Mail. She

also offered congratulations to Millie Cardamone (Captain R. Wilson teacher) honoured with Golden Apple

Award. J. Oliver commented on her continuing tour of her schools.

A. Grebenc offered her congratulations to Dr. Frank J Hayden Secondary School staff who are celebrating the

school's 99% course success rate for the recently completed semester. Congratulations also were extended to the

those involved in the successful “WHEN Teach-nology” (What is Happening in Education Now) conference, also

held at Dr. Frank J. Hayden Secondary School.

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4.6 Trustee Questions and Comments (cont’d)

D. Danielli congratulated J. Gray on her recent election to the OPSBA Policy Work Team. She recognized the

Chris Hadfield Public School on their Eco initiatives. She also expressed appreciation for the communication

efforts on the Board’s concussion protocol and mental health initiative featured in the OPSBA Today magazine.

L. Reynolds commented on her tour of the Halton Skills Development and Training facilities. She also spoke to

Burlington students who were recent recipients of scholarships offered through local businesses.

K. Graves spoke to her attendance at a recent conference with topics relating to learning about Google docs and

Google forms. She also spoke to another conference coming up in February relating to giftedness and what it

means for students, indicating she would forward the information to trustees.

A. Harvey Hope commented on the collaborative approach by the Halton District School Board trustees at the

recent OPSBA PES (Public Education Symposium) conference.

T. Ehl Harrison commented on her first family of schools meeting, and expressed her appreciation to the Director

for his attendance. She highlighted two initiatives that arose from the meeting, and indicated there was support for

the collaborative sharing amongst the group.

Agenda Item 5

M15-0029 J. Gray / L. Reynolds

Be it resolved that the Board adjourn at 9:59 p.m. Carried Unanimously

p

…........................………………..... Recorder ……......……….............................Chair

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Wednesday, February 18, 2015 (Items shaded and/or marked in bold have been completed and will be deleted from the list prior to the next edition.)

ORDER PAPER Motion # Resolution Responsibility

M12-0119

(NOTE: The following motions have been summarized without the “notes” that appear in the report)

Be it resolved that the new Burlington NE high school, (SRA #101 Alton), provide Grade 9 & 10 English programming in 2013-14, add Grade 11 in 2014-15 and add Grade 12 in 2015-16.

Be it resolved that the new Burlington NE high school, (SRA #101 Alton), provide Grade 9 & 10 French Immersion programming in 2013-14, add Grade 11 in 2014-15, & Grade 12 in 2015-16.

Be it resolved that Grade 11 and 12 English program students within the SRA #101 (Alton) boundaries, attending Nelson, Robert Bateman, Lester B. Pearson and/or M.M. Robinson High Schools in 2013-14, continue to attend these high schools until graduation and transportation be provided subject to the Board’s Transportation policy

Be it resolved that Grade 11 and 12 French Immersion program students within the SRA #101 (Alton) boundaries, attending Nelson and M.M. Robinson High Schools in 2013-14, continue to attend these high schools until graduation and that transportation be provided subject to the ‘French As A Second Language’ policy of the Board.

Be it resolved that due to the ’grandfathering’ provision in the Alton Elementary Boundary Review recommendation #4 (see below), the new boundary for French Immersion students residing in north Headon Forest (directing them to M.M. Robinson HS) will begin as of September 2016. Transportation will be provided subject to the ‘French As A Second Language’ policy of the Board.

Senior Admin

M12-0204

Be it resolved that…. the Halton District School Board develop a governance process to monitor School Generated Funds including School Council Funds and school businesses, and refer this item to the Policy, By-law & Governance Committee.

Policy, By-law & Governance Committee

M13-0007 Be it resolved that the Halton District School Board support consistent (annual) and adequate ICT funding of an additional $910,000 resulting in $2,010,000 toward this plan.

Be it resolved that the Halton District School Board support additional School Program staffing of 2.0 FTE starting 2013-14 and increasing to 3.0 FTE starting 2015-16 to support student and staff learning in effective use of assistive and instructional technologies.

Superintendent of Business / Chief Information Officer

M13-0073

Be it resolved that in recognition of the role of SEAC and the motions passed at the SEAC Meeting of April 2, 2013 and conversations at the table this evening, that the Halton District School Board defer the Assessment of Gifted Entry/Gifted Screening Process Review, and that the Board direct the Director to:

1. develop and implement a consultation plan to seek input from SEAC, parents of gifted students, teachers and school staff on improving our gifted assessment process.

Director of Education

M13-0074

Be it resolved that in recognition of the role of SEAC and the motions passed at the SEAC Meeting of April 2, 2013 and conversations at the table this evening, that the Halton District School Board defer the Assessment of Gifted Entry/Gifted Screening Process Review, and that the Board direct the Director to:

2. share all data regarding elementary gifted education such as:

number of kindergarten, Grade 1,Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8 students assessed each year as qualifying for gifted identification for the past five years

a breakdown of the number of gifted students in Halton District School Board elementary schools that are in a self-contained placement, a regular English-program class, a French Immersion class for the past 5 years

a chart showing the number of students nominated and the success rate for gifted assessment (WPSII for primary students or WISC for older students) in each school for the past five years (this will need to be shared in private session)


M13-0075 Be it resolved that in recognition of the role of SEAC and the motions passed at the SEAC Meeting of April 2, 2013 and conversations at the table this evening, that the Halton District School Board defer the Assessment of Gifted Entry/Gifted Screening Process Review, and that the Board direct the Director to:

3. share a history since 2010 of what professional development our kindergarten and primary grade teachers have received re how to successfully nominate students for assessment. Share a plan on how to improve this.


M13-0171 Be it resolved that the Halton District School Board approve a structure for Board policy that includes governance policies and framework policies as per the appendices to Report 13083.

PB&G Committee

M13-0172 Be it resolved that the Halton District School Board approve a structure for administrative procedures and supporting guidelines, implementation handbooks, and protocols as contemplated in Report 13083.


M14-0015 Be it resolved that the Halton District School Board endorse the hybrid model for Adult and Continuing Education, as outlined in the presentation to the Board on April 16, 2014, and request the Director to develop a plan for implementation of the preferred model.


M14-0039 Be it resolved that the Community Funding of Facilities Enhancements be referred to Policy, By-law and Governance Committee for the development of a Framework Policy governing this admin procedure.

PB&G Cmte

M14-0153 Be it resolved that effective September 1, 2014, the financial statements of the Halton Learning Foundation no longer be consolidated into the financial statements of the Halton District School Board.

Superintendent of Business

M14-0158

Be it resolved that the Halton District School Board consider the following option related to the establishment of a second entry point (Grade 5) for French Immersion: Option C (Defer the decision on second French Immersion entry point): Defer the decision regarding a second French Immersion entry point until we have implemented Primary Core French.


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February 18, 2015 page 2


M13-0274 to M13-0287

Be it resolved that effective in the 2014-15 school year, the Halton District School Board introduce 40 minutes/week of Primary Core French beginning in Grade 1 in 24 Halton District School Board schools, with a commitment for a full roll-out by 2017-18, with an annual review of the roll-out to be brought back to trustees each year, and; (a) THAT schools selected for the initial phase of this program represent a variety of school organizations

(K-8, K-6, Dual Track, Single Track English, large and small enrolments) across the four geographic areas within the Halton District School Board, (Halton Hills, Milton, Oakville, Burlington).

(b) THAT students in these schools will receive the following minutes of Core French instruction between Grades 1- 8: 40 minutes / week Grades 1-3 120 minutes / week Grades 4 160 minutes/ week Grade 5 200 minutes / week Grades 6-7-8 (Appendix 5)

(c) THAT no later than June 2018, the Halton District School Board will assess the impact of this Primary Core French experience in relation to student engagement, student attitude, English proficiency and the impact on Grade 1 French Immersion uptake associated with these schools.

(d) THAT under the leadership of the System Principal for French Second Language, School Programs and Human Resources, the Halton District School Board will develop a long-term recruitment and staff development plan to ensure the Halton District School Board hires and retains the highest quality French teachers available and that this plan is shared with the Board of Trustees.

(e) THAT the Halton District School Board continues to provide staff development programs that include teaching strategies, modifications and accommodations to address students with diverse learning needs and students who arrive in Halton without prior experiences in either French Immersion and Core French.

(f) THAT the Halton District School Board develop and implement a 5-year plan whereby all Halton District School Board elementary schools with Intermediate Divisions have one classroom dedicated for the teaching of Grade 7-8 Core French (Appendix 6), whereas if it will not require additional portables.

Be it resolved that effective in the 2014-2015 school year, wherein a triple grade configuration has been possible (due to 23 or fewer students enrolled in three consecutive grades), the School Superintendent will assess the impact on the learning environment and opportunities for students and will consider and recommend for Board approval one of the following strategies;

staff as a Grade 1-2 blended class; staff as a Grade 1-2-3 blended class; redirect the Grade 1 students to a neighbouring school for their program and;

Wherein a triple grade configuration has been possible (due to 23 or fewer students enrolled in three consecutive grades for two consecutive years) the School Superintendent will consider and may recommend for Board approval a boundary review.

Be it resolved that effective in the 2014-2015 school year the Halton District School Board: a) establish and communicate a consistent Grade 1 French Immersion February registration deadline

for current Halton District School Board families, with a review of the effects of this procedure be undertaken by September 2014.

b) allow students who have not been in Senior Kindergarten within the Halton District School Board, register in Grade 1 French Immersion up to the first week of school.

c) communicate and implement the assessment and admission procedure for students with French proficiency arriving in Halton after the registration deadline.

d) All elementary schools that offer Grade 1 programming must host a Grade 1 Information Evening that includes information about English program, French Immersion program and Special Education placements. If the home school does not offer French Immersion, the school their students would be directed to for French Immersion cannot host their Grade 1 Information Evening at the same time. The Special Education presentation is to be scripted by the Board’s Special Education department, to include a description of all elementary Special Education placements.


M14-0142 Be it resolved that the Director direct staff to conduct a review of the supervision of students who have high safety risks beginning September, 2014;

AND THAT the review cover any and all parts of the legal school day, including getting to class, nutrition breaks, recess, etc.;

AND THAT the review include the process for training staff, the supervision levels for students, and if students’ safety needs are being appropriately addressed;

AND THAT SEAC members be invited to participate in this review.


M14-0143 Be it resolved that the Director direct staff to conduct a review of the Educational Assistant allocation process that considers:

The process is driven by individual students need;

The health, safety, educational and social needs of students;

Parents be involved in the process and fully informed;

Sharing responsibility between Student Services and the Equity Department;

Whether or not Educational Assistants are fulfilling their intended function(s).

And that recommendations be considered for implementation Spring, 2015;

And that SEAC members be invited to participate in the review.


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M14-0236 Be it resolved that the Halton District School Board direct staff to undertake a school boundary review for the new NE Oakville #1 public school with an expected completion date of no later than February 2015.


M14-0237 Be it resolved that the Halton District School Board direct staff to undertake a school boundary review for the new SW Milton #9 public school with an expected completion date of no later than February 2015.


M15-0005 Be it resolved that the Halton District School Board direct the Director of Education to establish an Ad Hoc Committee comprised of trustees and staff to investigate a strategy to regularly recognize staff and student achievements, and others who support student achievement.


M15-0011 Be it resolved that the weighting for school utilization by floor be considered in the ranking for air conditioning upgrades, and THAT the new ranking be included in a report to come to the Board for decision in February 2015.

Director / Superintendent Facility Services

M15-0012 Be it resolved that the following recommendation be deferred to the February 4, 2015 meeting:

Be it resolved that the Halton District School Board approve the approach to the Close the Gap initiative as outlined in Report 14199 (revised) and THAT specific projects be undertaken as follows, funded subject to budget availability:

1. Support for installation of classroom projection equipment (IT Plan) 2. Library Services, initial phase 3. Special Education room, and

4. Air conditioning and electrical upgrades to second and third floor area of schools.

Chair of the Board

M15-0015 Be it resolved that the Halton District School Board refer the Trustee Code of Conduct policy to the Policy, By-law & Governance Committee.

PB&G Chair

M15-0017 Be it resolved that the Halton District School Board refer the Policy Development & Review Policy to the Policy, By-law and Governance Committee.

PB&G Chair

M15-0023 Be it resolved that the Halton District School Board use a portion of the "Board Leadership and Team Development” account to cover the registration, accommodation and transportation costs for the Student Trustee Mentor accompanying the Student Trustees to the OSTA/AECO conference in Ottawa from February 26 to March 1, 2015; and Be it resolved that the Halton District School Board use a portion of the “Board Leadership and Team Development” account to cover the registration and accommodation costs of the OPSBA Central West Regional Vice Chair for the OPSBA 2015 AGM.

Chair of the Board

M15-0024 Be it resolved that the Halton District School Board use a portion of the Board Leadership and Team Development account to cover the registration and accommodation costs for the HDSB OPSBA Voting Member(s) for the OPSBA AGM.

Chair of the Board

M15-0025 Be it resolved that the Halton District School Board use a portion of the "Reserve Account for Trustee Professional Development" to cover registration costs for the Trustees to attend the Ontario Public School Board Association Labour Relations Symposium (incl. pre-symposium) to be held March 26-28, 2015.

Chair of the Board

M15-0026 Be it resolved that the Halton District School Board approve the approach to the Close the Gap initiative as outlined in Report 14199; and THAT specific projects be undertaken as follows, funded subject to these cost estimates and budget availability: 1. Support for installation of classroom projection equipment (IT Plan), $100,000 2. Library Services, $500,000 over 2 years 3. Special Education rooms, $600,000 over 2 years 4. Specialty Classrooms, $600,000 over 2 years 5. Electrical upgrade and air conditioning in secondary schools, second and third floor areas, $3,600,000

6. Electrical upgrade and air conditioning in elementary schools, second and third floor areas, $4,700,000

Superintendent of Facility Services

M15-0028 Be it resolved that the questions identified in Appendix A, Report 15018, be forwarded to the Transportation Committee in order to provide direction on the parameters required to complete the study on secondary start times. Be it resolved that the Chair of the Halton District School Board contact the Chair of the Halton Catholic District School Board to assess their interest in participating in this study.

Chair of the Board; Transportation Cmte. Chair

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PENDING REPORTS – FEBRUARY 18, 2015 (Items will be shaded when completed, with a check-mark placed beside the presentation date.)

Motion & Date Resolution Presentation Date

M11-0213 Be it resolved that the Halton District School Board approve the Operating Plan for any given year prior to approval of the budget for that same year

Spring Annually

M11-0216

Be it resolved that the Special Education Plan be brought to the Board in each year prior to approval of the budget for that same year.

Spring Annually

M12-0088 Be it resolved that the Halton District School Board direct the Director to provide a full and complete list of all HDSB policies and administrative procedures noting : a) whether or not the policy/administrative procedure has been adopted by board motion, b) the date that the policy/administrative procedure was last reviewed, c) the date that the policy/administrative procedure is next scheduled to be reviewed and d) whether or not the policy/administrative procedure suggests an impact to the roles and/or responsibilities of trustees or board of trustees (directly or through a referenced policy or administrative procedure)..

June / Sept. 2012 Review of policies undertaken (on-going)

M14-0103 Be it resolved that the Director direct staff to provide a report to Trustees by June 4, with an implementation plan to improve Digital Citizenship skills throughout the Halton District School Board, with a roll-out starting in the 2014-2015 school year.

This Implementation Plan may include the following:

Engaging students in authentic tasks that ensure they care more about the task than the

distractions that the technology offers;

Teaching students about digital citizenship appropriate to student readiness from age 4-21yrs and engaging them in digital activities that allow them to make the wise decisions that lead to good digital citizenship;

Teaching students how to access as well as assess online content in a variety of ways from the student internet tools page to teacher-provided links and moving on to the safe and effective use of search engines;

Students creating, collaborating, connecting and communicating online in a variety of media forms to support their learning, not only with peers but with students and experts around the world who have diverse opinions and experiences;

Students developing a positive online presence from an early age and having the opportunity to make guided and then increasingly independent choices to what is appropriate to post online.

Provide learning, mentoring and professional development opportunities for teachers and administrators wishing to increase their digital literacy and 21st century learning skills.

Creating Digital Portfolios, teachers & students together, that demonstrate student achievement from age 4-21yrs. (see http://www.psdblogs.ca/graminiastudent/tag/flight/)

June 4, 2014

to January/February 2015

M14-0268 Be it resolved that the Director direct staff to gather information on the Halton District School Board school facility rental rates and associated municipal administration fees in nearby Boards of Education (eg: Upper Grand, Hamilton Wentworth, Peel and Toronto) to be presented to the Trustees by January 31, 2015.


M15-0004 Be it resolved that the Halton District School Board request the HSTS to do a study that would look at high school start times and to realign bussing to all high schools to a start time roughly between 8:45 a.m. and 9:15 a.m., and attempt to bring an interim report back to the Transportation Committee in March 2015 with the details and ramifications.

http://www.psdblogs.ca/graminiastudent/tag/flight/

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Report Number: 15012

Date: January 28, 2015

FOR DECISION TO: The Chair and Members of the


FROM: D. Euale, Director of Education

J. Hunt Gibbons, Superintendent of Education

RE: Establishment of School Boundaries – NE Oakville #1 ps

Warrant

The NE Oakville #1 boundary review was undertaken as a result of the development and construction of the NE

Oakville #1 public school. In the 2014 Long Term Accommodation Plan (LTAP), the Board identified the opening

of a new elementary school in Oakville (ERA #118) for September 2015. The LTAP provides the opportunity to

identify the school boundary study initiatives that are to be undertaken as a result of ongoing capital initiatives, and

to address accommodation pressures due to new residential development, changing demographics, and program

pressures.

The following motion was unanimously approved by the Board on October 15, 2014:

M14-0236 A. Harvey Hope / D. Bower

Be it resolved that the Halton District School Board direct staff to undertake a school

boundary review for the new NE Oakville #1 public school with an expected completion date

of no later than February 2015. Carried Unanimously.

RECOMMENDATIONS

Be it resolved that the Halton District School Board establish the school boundaries for the new NE

Oakville#1 public school and adjust the boundaries for River Oaks PS and Sunningdale PS as outlined

in Scenario 10c and detailed in Report 15012, effective September 2015.

Background

The procedure followed for the boundary review is described in the Halton District School Board Administrative

Procedure: School Boundary Reviews (September 2010). A Boundary Review Steering Committee (BRSC) first met

on November 6, 2014 and continued with meetings until January 27, 2015.

The BRSC identified River Oaks PS and Sunningdale PS as schools that may be potentially impacted. Therefore, these

schools were included in the boundary review. The School Councils for these schools were asked to identify parent

representatives to serve on the Boundary Review Committee (BRC).

River Oaks PS 2 parent reps

Sunningdale PS 2 parent reps

ERA 118 Residents in English Program at River Oaks PS 2 parent reps

ERA 118 Residents in FI Program at Sunningdale PS 2 parent reps

A Public Information Evening was held at the north campus of White Oaks Secondary School on November 17,

2014. The purpose of the open house was to present the floor and site plans for the new school, as well as detail the

process for the boundary review. An ad was placed in Oakville Beaver and communicated to homes via Home

Notification email. A copy of the news release was also posted on the Board website. Approximately 300 people

attended the meeting.

12

Report 15012 page 2

The BRC had six meetings in the time period between November 25, 2014 and January 20, 2015. Some of the data

that was examined by the BRC included:

Enrolment data, on the ground capacity (OTG), % utilization, portable capacity;

Information on elementary school programs, viable programs, walking maps for each school, etc.

The BRC used the criteria as described in the HDSB Administrative Procedure: School Boundary Reviews. The BRC

initially reviewed 6 scenarios, as developed by the Boundary Review Steering Committee. During the following

weeks, numerous other scenarios were generated and assessed as per the established criteria. A total of 22 scenarios

were considered by the BRC.

The BRC used the criteria to reduce the number of viable scenarios. The BRC prioritized the following as the

most important in assessing the impact and effectiveness of the boundary options/scenarios:

Stable, long-term boundaries

Balance of overall enrolment in each school in the review area to maximize student access to programs,

resources, and extra-curriculars with particular emphasis on reducing current enrolment pressures at

Sunningdale and ensuring sustainability at River Oaks.

Proximity to schools (safe school routes, natural boundaries)

Keeping cohorts and families together

Throughout the process, a Question and Answer posting area was maintained on the Board Website. These questions

were generated both from discussion at the BRC meetings, as well as questions that were raised directly with board

staff (e.g., email, website). All meeting minutes, slide presentations used at meetings, and the various versions of the

scenarios developed were posted on the website.

Scenarios 9a, 10, 11a, and 12 were selected to be shared at the Public Information Meeting held on January 8, 2015 at

White Oaks Secondary School. At this meeting, staff and school representatives of the BRC shared the recommended

scenarios; information on the process used, their perspectives on the process, and explained the consultation process

which included the opportunity to submit feedback. In total, approximately 95 community members attended the

meeting.

In total 81 submissions were received from the online feedback process and identified the following themes:

Grandfathering of students/dividing families a concern for many

Students moving to/from schools across Dundas Street a concern for many

Multiple requests to re-consider Scenario 5 (Dundas St as boundary)

Support for scenario 11a (dual track at both River Oaks PS and NE Oakville#1ps)

Support against any scenario showing dual track at River Oaks

Support for NE Oakville#1ps being dual track

The BRC met following the Public Information Meeting to review the scenarios in light of the public feedback.

Despite a great deal of support from the public input to resurrect Scenario #5, the BRC decided not to as Scenario 5

did not provide sufficient accommodation relief to Sunningdale. Instead, the BRC requested amendments to

Scenario10 in order to explore the varying impacts of a southern border for NE Oakville#1ps of below Dundas Street.

At the final meeting of the BRC, the BRSC presented the BRC with two variations of Scenario 10 (10a and 10b).

In addition, Scenario 5a (a variation of Scenario 5) was also provided as the BRSC felt that the public feedback

warranted another look at this option. These scenarios, as well as scenarios remaining from the previous meeting

(9a, 11b, and 12) were then discussed in relation to the criteria.

Throughout the process, the BRC worked together to represent the views and perspectives of their communities

and to work toward recommendations to the BRSC that would best ensure a sustainable, viable school at all

affected sites involved in the study.

13

Report 15012 page 3

The BRC reached consensus that scenarios 11b, 10a, and 5a best met the core criteria as established by the BRC;

best responded to the consultation feedback; and best ensured sustainable and viable schools in the study area. As

such, the BRC sent these three scenarios to the BRSC for consideration, along with commentary with respect to

the strengths, weaknesses and important issues related to each of these scenarios.

Description of the Final 3 Scenarios (11b, 10a, 5a) Submitted by the BRC Appendix A

Scenario 11b

Scenario 11b shows a dual track school at NE Oakville #1 ps with a JK-7 English program and grade 1-7

French Immersion program implementation in Sept 2015. The southern boundary is Dundas St. for both

programs while the east boundary for FI is Trafalgar Rd and Ninth Line for English. River Oaks PS

becomes a dual track school with a grade 1-7 FI implementation for Sept 2015; the boundaries of River

Oaks are the same for both English and FI. Sunningdale PS remains single track FI but its southern

boundary changes with the creation of the River Oaks PS FI boundary.

Scenario 10a

Scenario 10a shows a dual track school at NE Oakville #1ps with a JK-7 English program and grade 1-7

French Immersion program implementation in September 2015. The FI boundary includes a ‘dip’ below

Dundas St (down to River Glen Dr. between 16 Mile Creek and Munn’s Creek). River Oaks PS remains

an English program school and its boundaries are extended to include the area above Dundas Street east

of Sixth Line. Sunningdale PS remains single track FI and its northern boundary changes with the

creation of the “dip” and it holds FI students north of Dundas St, between Sixth Line and Trafalgar Rd.

Scenario 5a:

Scenario 5a shows a dual track school at NE Oakville #1ps with a JK-7 English program and grade 1-7

French Immersion program implementation in September 2015. The FI and Eng boundary is Dundas St.

to the south and Trafalgar Rd. to the east. River Oaks PS remains an English program school,

maintaining its current boundaries and becomes a holding school for English students moving into new

homes above Dundas St and east of Trafalgar Rd. Sunningdale PS remains a single track FI school whose

boundaries below Dundas St do not change.

BRSC Revisions and Recommendation

The BRSC carefully studied the BRC recommendations and revisited the process and rationale for the

recommended scenarios.

NE Oakville #1 ps was approved to accommodate the growth and enrolment resulting from the new construction

north of Dundas Street. However, its approval was also contingent on the balancing of enrolment in existing

schools in the immediate area. Balancing enrolment in the area requires reducing enrolment at Sunningdale PS

and ensuring viable numbers at River Oaks PS. This can be achieved by creating a dual track program at NE

Oakville #1ps and at River Oaks PS or by including a south of Dundas St FI boundary for NE Oakville #1ps.

Creating a dual track school at River Oaks PS, in addition to NE Oakville#1ps, was considered. In addition to the

grades 1-7 FI implementation detailed in Scenario 11b, the BRSC also examined another variation (11c) and a

grade 1 FI implementation at River Oaks PS starting in September 2015 (Appendix B). The creation of dual track

programming at River Oaks PS does meet the boundary review criteria as it balances enrolment between the three

schools; provides proximity to schools using natural boundaries; minimizes transportation costs; keeps cohorts

together, and determines long term stable boundaries. However, recent experience in Oakville tells us that in a

community such as River Oaks, the popularity of the French Immersion program may cause very limited

enrolment in the core English program, thus eventually removing choice for this neighbourhood. Thus Scenario

11b or 11c, and the creation of dual track at River Oaks PS is not recommended at this point in time unless the

Board considers capping or a similar strategy to ensure viable programming and choice for all families.

Scenario 5a is also not recommended. This scenario provides insufficient accommodation relief to the enrollment

pressures at Sunningdale PS and also results in a long term viability problem for River Oaks PS.

14

Report 15012 page 4

The BRSC recommended Scenario 10c to the Director since it met the criteria with optimal balance of enrolment

and viability of program for all the affected schools in the study area. As well, the BRSC felt that this scenario

was one that:

would best meet the core criteria as established by the BRC;

would best respond to the consultation feedback; and,

would ensure sustainable and viable schools in the study area.

Scenario 10c – Rationale for Recommendation

Scenario 10c (Appendix C) is being recommended since it addresses most of the criteria identified during the

boundary review process. This is a slight variation on Scenario 10a put forth by the BRC and BRSC.

NE Oakville #1 ps is dual track and maintains a grades 1-7 program implementation for both tracks effective

September 2015. The “dip” in the form of a southern boundary for the new school remains River Glen Blvd.

between 16 Mile Creek and Munn’s Creek. Sunningdale PS remains single track FI and its northern boundary

changes with the creation of the “dip”. In this variation, however, Sunningdale PS does not hold any students

who live north of Dundas St. River Oaks PS does, however, hold English students both west and east of the new

school catchment area; specifically those students moving into the area between Neyagawa Blvd and 16 Mile

Creek to the west of NE Oakville #1 ps and those students moving into the area between Sixth Line and Trafalgar

Rd to the east of the new school. Increasing the River Oaks PS catchment area above Dundas St. ensures that

River Oaks PS maintains viable numbers in the longer term. This solution minimizes school moves for people

living south of Dundas St, provides adequate relief to accommodation pressures at Sunningdale PS, while at the

same time ensures the viability of River Oaks by including a holding area north of Dundas St.

Respectfully submitted,

___________________________ _____________________________________

Julie Hunt Gibbons David Euale

Superintendent of Education Director of Education

APPENDIX A

Program OTG Port Total 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024

ENG 731 471 398 364 337 309 283 261 247 244 241

FI 0 227 262 273 276 281 292 287 291 288 286Total 731 698 660 637 613 590 575 548 538 532 527

River Oaks Utilization ‐95 ‐62 ‐24 ‐1 23 46 61 88 98 104 109

Percent Utilization 115% 110% 104% 100% 96% 93% 90% 86% 85% 84% 83%

ENG 0 0 0 0 0 0 0 0 0 0 0

FI 813 506 491 520 537 544 546 544 543 542 538Total 813 506 491 520 537 544 546 544 543 542 538

Sunningdale Utilization ‐200 107 122 93 76 69 67 69 70 71 75


ENG ‐ 379 502 533 579 604 675 794 868 932 1003

FI ‐ 155 202 226 251 275 299 326 341 348 354

Sub‐Total 0 534 704 759 830 879 974 1120 1209 1280 1357

ENG ‐ 0 64 141 233 339 448 537 609 678 745

FI ‐ 0 8 19 30 46 57 68 76 87 95

Sub‐Total 0 0 72 160 263 385 505 605 685 765 840

ENG ‐ 0 0 0 12 74 153 233 334 441 557

FI ‐ 0 0 0 0 0 0 0 0 0 0

Sub‐Total 0 0 0 0 12 74 153 233 334 441 557

ENG ‐ 0 0 0 0 0 0 0 0 0 0

FI ‐ 0 0 0 0 0 0 0 0 0 0Sub‐Total 0 0 0 0 0 0 0 0 0 0 0

ENG ‐ 379 566 674 824 1017 1276 1564 1811 2051 2305

FI ‐ 155 210 245 281 321 356 394 417 435 449Total 0 534 776 919 1105 1338 1632 1958 2228 2486 2754

NE Oakville #1 Utilization 0 242 0 ‐143 ‐329 ‐562 ‐856 ‐1182 ‐1452 ‐1710 ‐1978


Study Total 2025 34 2807 1544 1738 1927 2076 2255 2472 2753 3050 3309 3560 3819

Scenario 11b Scenario 11b

River Oaks PS636 12 912

Sunningdale PS613 10 843

N of Dundas (between Neyagawa

& Sixth Line)‐ ‐ ‐

N of Dundas (between Sixth Line &

Trafalgar)‐ ‐ ‐

N of Dundas (east of Trafalgar)

‐ ‐ ‐

N of Dundas (west of Neyagawa)

‐ ‐ ‐

NE Oakville #1 ps776 12 1052

River Oaks PS is a JK‐8 ENG school; River Oaks PS will open with a grade 1‐7 FI program September 2015; grade 8 FI will be added September 2016There is no change to the English boundary JK‐8The French Immersion boundary 1‐8 will be the same as the current English boundary

Sunningdale PS is a 1‐8 FI schoolFrench Immersion boundary 1‐8 south of Dundas Street West has changed with the creation of the River Oaks FI boundary.

NE Oakville #1 ps opens September 2015 as a JK‐7 ENG and 1‐7 FI school; grade 8 ENG and grade 8 FI will be added September 2016English boundary JK‐8 is: • East: Ninth Line• West: 16 Mile Creek• North: Highway 407• South: Dundas Street WestFrench Immersion boundary 1‐8 is: • East: Trafalgar Road• West: 16 Mile Creek• North: Highway 407• South: Dundas Street West

APPENDIX A


ENG 731 482 482 536 622 772 944 1100 1268 1440 1619

FI 0 0 0 0 0 0 0 0 0 0 0Total 731 482 482 536 622 772 944 1100 1268 1440 1619

River Oaks Utilization ‐95 154 154 100 14 ‐136 ‐308 ‐464 ‐632 ‐804 ‐983


ENG 0 0 0 0 0 0 0 0 0 0 0

FI 813 632 637 676 695 707 719 718 720 728 731Total 813 632 637 676 695 707 719 718 720 728 731

Sunningdale Utilization ‐200 ‐19 ‐24 ‐63 ‐82 ‐94 ‐106 ‐105 ‐107 ‐115 ‐118


ENG ‐ 379 502 533 579 604 675 794 868 932 1003

FI ‐ 155 202 226 251 275 299 326 341 348 354

Sub‐Total 0 534 704 759 830 879 974 1120 1209 1280 1357

ENG ‐ 0 0 0 0 0 0 0 0 0 0

FI ‐ 0 0 0 0 0 0 0 0 0 0

Sub‐Total 0 0 0 0 0 0 0 0 0 0 0

ENG ‐ 0 0 0 0 0 0 0 0 0 0

FI ‐ 0 0 0 0 0 0 0 0 0 0

Sub‐Total 0 0 0 0 0 0 0 0 0 0 0

ENG ‐ 0 0 0 0 0 0 0 0 0 0

FI ‐ 0 0 0 0 0 0 0 0 0 0

Sub‐Total 0 0 0 0 0 0 0 0 0 0 0

ENG ‐ 0 0 0 0 0 0 0 0 0 0

FI ‐ 90 104 105 108 114 116 112 112 112 112Sub‐Total 0 90 104 105 108 114 116 112 112 112 112

ENG ‐ 379 502 533 579 604 675 794 868 932 1003

FI ‐ 245 306 331 359 389 415 438 453 460 466Total 0 624 808 864 938 993 1090 1232 1321 1392 1469

NE Oakville #1 Utilization 0 152 ‐32 ‐88 ‐162 ‐217 ‐314 ‐456 ‐545 ‐616 ‐693


Study Total 2025 34 2807 1544 1738 1927 2076 2255 2472 2753 3050 3309 3560 3819

Scenario 10a Scenario 10a








‐ ‐ ‐


‐ ‐ ‐

S of Dundas (down to River Glen Blvd between 16 Mile Creek & Munn's Creek)

‐ ‐ ‐


River Oaks PS is a JK‐8 ENG school; River Oaks PS will open with a grade 1 FI program September 2015; grade 2 FI will be added September 2016; grade 3 FI will be added September 2017; grade 4 FI will be added September 2018; grade 5 FI will be added September 2019; grade 6 FI will be added September 2020; grade 7 FI will be added September 2021; grade 8 FI will be added September 2022There is no change to the English boundary JK‐8The French Immersion boundary 1‐8 will be the same as the current English boundary





NE Oakville #1 ps opens September 2015 as a JK‐7 ENG and 1‐5 FI school; grade 8 ENG and grade 6 FI will be added September 2016; grade 7 FI will be added September 2017; grade 8 FI will be added September 2018English boundary JK‐8 is: • East: Ninth Line• West: 16 Mile Creek• North: Highway 407• South: Dundas Street WestFrench Immersion boundary 1‐8 is: • East: Trafalgar Road• West: 16 Mile Creek• North: Highway 407• South: Dundas Street West

River Oaks PS is a JK‐8 ENG schoolEnglish boundary JK‐8 includes area north of Dundas Street West: • East: Ninth Line• West: Sixth Line• North: Highway 407• South: Dundas Street West

Sunningdale PS is a 1‐8 FI schoolFrench Immersion boundary 1‐8 includes area north of Dundas Street West: • East: Trafalgar Road• West: Sixth Line• North: Highway 407• South: Dundas Street West

NE Oakville #1 ps opens September 2015 as a JK‐7 ENG and 1‐7 FI school; grade 8 ENG and grade 8 FI will be added September 2016English boundary JK‐8 and French Immersion boundary 1‐8 is: • East: Sixth Line• West: 16 Mile Creek• North: Highway 407• South: Dundas Street WestFrench Immersion boundary 1‐8 also includes an area south of Dundas Street West: • East: Munn's Creek• West: 16 Mile Creek• North: Dundas Street West• South: River Glen Blvd

APPENDIX A


ENG 731 482 418 395 389 433 496 563 659 762 874

FI 0 0 0 0 0 0 0 0 0 0 0Total 731 482 418 395 389 433 496 563 659 762 874

River Oaks Utilization ‐95 154 218 241 247 203 140 73 ‐23 ‐126 ‐238


ENG 0 0 0 0 0 0 0 0 0 0 0

FI 813 722 733 762 773 775 778 762 756 753 748Total 813 722 733 762 773 775 778 762 756 753 748



ENG ‐ 379 502 533 579 604 675 794 868 932 1003

FI ‐ 155 202 226 251 275 299 326 341 348 354

Sub‐Total 0 534 704 759 830 879 974 1120 1209 1280 1357

ENG ‐ 0 64 141 233 339 448 537 609 678 745

FI ‐ 0 8 19 30 46 57 68 76 87 95

Sub‐Total 0 0 72 160 263 385 505 605 685 765 840

ENG ‐ 0 0 0 0 0 0 0 0 0 0

FI ‐ 0 0 0 0 0 0 0 0 0 0

Sub‐Total 0 0 0 0 0 0 0 0 0 0 0

ENG ‐ 0 0 0 0 0 0 0 0 0 0

FI ‐ 0 0 0 0 0 0 0 0 0 0Sub‐Total 0 0 0 0 0 0 0 0 0 0 0

ENG ‐ 379 566 674 812 943 1123 1331 1477 1610 1748

FI ‐ 155 210 245 281 321 356 394 417 435 449Total 0 534 776 919 1093 1264 1479 1725 1894 2045 2197



Study Total 2025 34 2807 1544 1738 1927 2076 2255 2472 2753 3050 3309 3560 3819

Scenario 5a Scenario 5a

River Oaks PS636

‐

12 912


‐ ‐ ‐




Trafalgar)‐ ‐



‐ ‐ ‐





River Oaks PS is a JK‐8 ENG schoolThere is no change to the English boundary JK‐8 south of Dundas Street West

Sunningdale PS is a 1‐8 FI schoolThe French Immersion boundary 1‐8 south of Dundas Street West has changed with the creation of the NE Oakville #1 FI boundary

NE Oakville #1 ps opens September 2015 as a JK‐7 ENG and 1‐5 FI school; grade 8 ENG and grade 6 FI will be added September 2016; grade 7 FI will be added September 2017; grade 8 FI will be added September 2018English boundary JK‐8 is:• East: Ninth Line• West: 16 Mile Creek• North: Highway 407• South: Dundas Street WestFrench Immersion boundary 1‐8 is: • East: Trafalgar Road• West: 16 Mile Creek• North: Highway 407• South: Dundas Street WestFrench Immersion boundary 1‐8 also includes an area south of Dundas Street West: • East: Sixth Line• West: 16 Mile Creek• North: Dundas Street West• South: River Glen Blvd

River Oaks PS is a JK‐8 ENG schoolEnglish boundary JK‐8 includes area north of Dundas Street West (2 parts): Part 1• East: Neyagawa Blvd• West: 16 Mile Creek• North: Highway 407• South: Dundas Street WestPart 2• East: Ninth Line• West: Trafalgar Road• North: Highway 407• South: Dundas Street West

Sunningdale PS is a 1‐8 FI schoolFrench Immersion boundary 1‐8 includes area north of Dundas Street West • East: Neyagawa Blvd• West: 16 Mile Creek• North: Highway 407• South: Dundas Street West

NE Oakville #1 ps opens September 2015 as a JK‐7 ENG and 1‐7 FI school; grade 8 ENG and FI will be added September 2016English boundary JK‐8 and French Immersion boundary 1‐8 is: • East: Trafalgar Road• West: Neyagawa Blvd • North: Highway 407• South: Dundas Street West

River Oaks PS is a JK‐8 ENG schoolEnglish boundary JK‐8 includes area north of Dundas Street West: • East: Ninth Line• West: Trafalar Road• North: Highway 407• South: Dundas Street West

Sunningdale PS is a 1‐8 FI schoolFrench Immersion boundary 1‐8 south of Dundas Street West has not changed.

NE Oakville #1 ps opens September 2015 as a JK‐7 ENG and 1‐7 FI school; grade 8 ENG and FI will be added September 2016English boundary JK‐8 and French Immersion boundary 1‐8 is: • East: Trafalgar Road• West: 16 Mile Creek• North: Highway 407• South: Dundas Street West

APPENDIX B


ENG 731 471 398 364 337 309 283 261 247 244 241

FI 0 42 80 117 153 190 226 259 291 288 286Total 731 513 478 481 490 499 509 520 538 532 527

River Oaks Utilization ‐95 123 158 155 146 137 127 116 98 104 109


ENG 0 0 0 0 0 0 0 0 0 0 0

FI 813 691 673 676 660 635 612 572 543 542 538Total 813 691 673 676 660 635 612 572 543 542 538

Sunningdale Utilization ‐200 ‐78 ‐60 ‐63 ‐47 ‐22 1 41 70 71 75


ENG ‐ 379 502 533 579 604 675 794 868 932 1003

FI ‐ 155 202 226 251 275 299 326 341 348 354

Sub‐Total 0 534 704 759 830 879 974 1120 1209 1280 1357

ENG ‐ 0 64 141 233 339 448 537 609 678 745

FI ‐ 0 8 19 30 46 57 68 76 87 95

Sub‐Total 0 0 72 160 263 385 505 605 685 765 840

ENG ‐ 0 0 0 12 74 153 233 334 441 557

FI ‐ 0 0 0 0 0 0 0 0 0 0

Sub‐Total 0 0 0 0 12 74 153 233 334 441 557

ENG ‐ 0 0 0 0 0 0 0 0 0 0

FI ‐ 0 0 0 0 0 0 0 0 0 0Sub‐Total 0 0 0 0 0 0 0 0 0 0 0

ENG ‐ 379 566 674 824 1017 1276 1564 1811 2051 2305

FI ‐ 155 210 245 281 321 356 394 417 435 449Total 0 534 776 919 1105 1338 1632 1958 2228 2486 2754



Study Total 2025 34 2807 1544 1738 1927 2076 2255 2472 2753 3050 3309 3560 3819


‐ ‐ ‐





‐ ‐ ‐




Scenario 11c Scenario 11c





APPENDIX C


ENG 731 482 482 536 622 772 944 1100 1268 1440 1619

FI 0 0 0 0 0 0 0 0 0 0 0Total 731 482 482 536 622 772 944 1100 1268 1440 1619

River Oaks Utilization ‐95 154 154 100 14 ‐136 ‐308 ‐464 ‐632 ‐804 ‐983


ENG 0 0 0 0 0 0 0 0 0 0 0

FI 813 632 629 657 665 661 662 650 644 641 636Total 813 632 629 657 665 661 662 650 644 641 636



ENG ‐ 379 502 533 579 604 675 794 868 932 1003

FI ‐ 155 202 226 251 275 299 326 341 348 354

Sub‐Total 0 534 704 759 830 879 974 1120 1209 1280 1357

ENG ‐ 0 0 0 0 0 0 0 0 0 0

FI ‐ 0 0 0 0 0 0 0 0 0 0

Sub‐Total 0 0 0 0 0 0 0 0 0 0 0

ENG ‐ 0 0 0 0 0 0 0 0 0 0

FI ‐ 0 8 19 30 46 57 68 76 87 95

Sub‐Total 0 0 8 19 30 46 57 68 76 87 95

ENG ‐ 0 0 0 0 0 0 0 0 0 0

FI ‐ 0 0 0 0 0 0 0 0 0 0

Sub‐Total 0 0 0 0 0 0 0 0 0 0 0

ENG ‐ 0 0 0 0 0 0 0 0 0 0

FI ‐ 90 104 105 108 114 116 112 112 112 112Sub‐Total 0 90 104 105 108 114 116 112 112 112 112

ENG ‐ 379 502 533 579 604 675 794 868 932 1003

FI ‐ 245 314 350 389 435 472 506 529 547 561Total 0 624 816 883 968 1039 1147 1300 1397 1479 1564

NE Oakville #1 Utilization 0 152 ‐40 ‐107 ‐192 ‐263 ‐371 ‐524 ‐621 ‐703 ‐788


Study Total 2025 34 2807 1544 1738 1927 2076 2255 2472 2753 3050 3309 3560 3819



‐ ‐ ‐

S of Dundas (down to River Glen Blvd between 16 Mile Creek & Munn's Creek)

‐ ‐ ‐




‐ ‐ ‐




Scenario 10c Scenario 10c








River Oaks PS is a JK‐8 ENG schoolEnglish boundary JK‐8 includes areas north of Dundas Street West (2 parts): Part 1• East: Neyagawa Blvd• West: 16 Mile Creek• North: Highway 407• South: Dundas Street WestPart 2• East: Ninth Line• West: Sixth Line• North: Highway 407• South: Dundas Street West

Sunningdale PS is a 1‐8 FI schoolFrench Immersion boundary 1‐8 south of Dundas Street West has changed with the creation of the NE Oakville #1 FI boundary.

NE Oakville #1 ps opens September 2015 as a JK‐7 ENG and 1‐7 FI school; grade 8 ENG and grade 8 FI will be added September 2016English boundary JK‐8 is: • East: Sixth Line• West: Neyagawa Blvd• North: Highway 407• South: Dundas Street WestFrench Immersion boundary 1‐8 is: • East: Trafalgar Road• West: 16 Mile Creek• North: Highway 407• South: Dundas Street WestFrench Immersion boundary 1‐8 also includes an area south of Dundas Street West: • East: Munn's Creek• West: 16 Mile Creek• North: Dundas Street West• South: River Glen Blvd

20


Date: February 4, 2015

FOR DECISION

TO: The Chair and Members of the



G. Truffen, Superintendent of Education

RE: Establishment of School Boundaries – SW Milton #9 ps

Warrant

The SW Milton #9 boundary review was undertaken as a result of the development and construction of the SW

Milton #9 public school. In the 2013-2014 Long Term Accommodation Plan (LTAP), the Board identified the

opening of a new elementary school in Milton (ERA #127) for September 2015. The LTAP provides the

opportunity to identify the school boundary study initiatives that are to be undertaken as a result of ongoing capital

initiatives, and to address accommodation pressures due to new residential development, changing demographics,

and program pressures.

The following motion was unanimously approved by the Board on October 15, 2014:

M14-0237 K. Graves / A. Strachan

Be it resolved that the Halton District School Board direct staff to undertake a school

boundary review for the new SW Milton #9 public school with an expected completion date of

no later than February 2015. Carried Unanimously.

RECOMMENDATIONS

Be it resolved that the Halton District School Board establish the school boundaries for the new Milton

SW #9 public school and adjust the school boundaries for Anne J. MacArthur and Tiger Jeet Singh

Public Schools as outlined in Scenario 12c and detailed in Report 15011, effective September 2015.

Background

The procedure followed for the boundary review is described in the Halton District School Board Administrative

Procedure: School Boundary Reviews (September 2011). A Boundary Review Steering Committee (BRSC) first met

on October 22, 2014 and continued with meetings until January 22, 2015.

On November 4, 2014, an Open House/Public Information Meeting was held at Milton District High School. The

purpose of the open house was to present the floor and site plans for the new school, as well as detail the process for the

boundary review. An Open House/Public Information email was provided for all schools in Milton to send to their

community through Synervoice emails. A copy of the News Release was also posted on the Board website and advertised

in the local newspaper. Approximately 100 people attended the meeting.

A message was sent to each Principal in Milton to invite the School Council Chairs or designates to be a part of the

Boundary Review Committee (BRC). The BRC meetings regularly had a parent representative from each of the affected

schools (P.L. Robertson, Anne J. MacArthur and Tiger Jeet Singh), as well as regular participation from other schools in

Milton.

The BRC had four meetings in the time period between November 24, 2014 and January 22, 2015. Staff worked with

the BRC parents to provide them with information on each school affected by the boundary review. Some of the data

that was examined by the BRC included:

Enrolment data, on the ground capacity (OTG), % utilization, portable capacity;

Information on elementary school programs, viable programs, walking maps for each school, etc.

21

Report 15011 page 2

The BRC used the criteria as described in the HDSB Administrative Procedure: School Boundary Reviews to review

the scenarios. The BRC initially reviewed 13 scenarios, as developed by the BRSC. Over the course of the

following weeks, numerous other scenarios were generated and assessed as per the established criteria. A total of 18

scenarios were considered by the BRC.

The BRC used the criteria to reduce the number of viable scenarios. The BRC prioritized the following as the most

important in assessing the impact and effectiveness of boundary options/scenarios:

• Proximity to schools (walking distances, safe school routes, natural boundaries)

• Balance of overall enrolment in each school in the review area to maximize student access to programs,

resources, and extra-curriculars

• Stable, long-term boundaries

Throughout the process, a “Question and Answer” posting area was maintained on the Board Website. These questions

were generated both from discussion at the BRC meetings as well as questions that were raised directly with board staff

(e.g., email, website). All meeting minutes and the various versions of the scenarios developed were posted on the

website.

Four scenarios (4a, 12a, 12b and 14) were selected to be shared for public consultation (Appendix 1).

A public information meeting was held on January 6, 2015 at Milton District High School. At this meeting, staff and

school representatives of the BRC shared information on the process used, the recommended scenarios, their

perspectives on the process, and explained the consultation process which included the opportunity to submit feedback.

In total, 41 submissions were received from the online feedback process.

The following themes were identified from the feedback process:

French Immersion program viability

Keeping families together as much as possible

Multiple student moves for families

Least disruptive to students

Transportation concerns – crossing Louis St. Laurent and Ontario Street

The BRC had their final meeting on January 22, 2015. At this meeting, an additional scenario – 12c (Appendix 1)

was shared. This scenario was based on feedback from the community and the significance of the accommodation

pressures at Anne J. MacArthur. The rationale for the development of scenario12c was that the area immediately

north of the school is in close proximity to SW Milton #9 ps (north of Louis St. Laurent and south of Leiterman

Drive). Therefore, it made sense for these families to attend the new school. In doing so, it provides further

accommodation relief to Anne J. MacArthur.

Throughout the process, the BRC worked together to represent the views and perspectives of their communities and

to work towards recommendations to the BRSC that would best ensure a sustainable, viable school at all affected

sites involve d in the study.

Reducing the five scenarios (4a, 12a, 12b, 12c and 14) to one recommended scenario was very difficult for the

BRC, as the committee wanted to share both dual track and single track school options to the BRSC. As such, the

BRC sent forward three scenarios (4a, 14 and 12c) to the BRSC for consideration, along with commentary with

respect to the strengths, weaknesses and important issues related to each of these scenarios.

The BRSC carefully studied the BRC recommendations, revisited the process and recommended to the Director

that Scenario 12c met the criteria with optimal balance and viability for all the affected schools in the study. The

BRSC felt that this scenario was one that:

would best meet the core criteria as established by the BRC;

would best respond to the consultation feedback; and,

would ensure sustainable and viable schools in the study area.

22

Report 15011 page 3

Description of Final 3 Scenarios (4a, 12c and 14)

Scenario 4a

• SW Milton #9 ps is Dual Track (offering English and French Immersion programming)

• New Development (Phase 17) directed to SW Milton #9 ps

• Grandparenting - All families that currently have a student at Tiger Jeet Singh PS and reside in the area

west of Yates Drive and south of (and including) Bartleman Terrace will be able to remain at Tiger Jeet

Singh PS

• Leiterman Drive and south to attend SW Milton #9 ps

• Downes Jackson Heights, Cedric Terrace and south to attend SW Milton #9 ps

• School opens with grades JK-7 – English and grades 1-3 FI

Scenario 14

• SW Milton #9 ps is Dual Track (offering English and French Immersion programming)


• Grandparenting ‐ All students currently enrolled at Tiger Jeet Singh PS and reside in the area west of

Yates Drive and south of (and including) Bartleman Terrace will be able to remain at Tiger Jeet Singh PS.

• West of Bronte and south to Louis St. Laurent Blvd. to SW Milton #9 ps


• School opens with grades JK-7 – English and grades 1-3 FI

Scenario 12c

• SW Milton #9 ps is Single Track English


• Grandparenting ‐ All students currently enrolled at Tiger Jeet Singh PS and reside in the area west of

Yates Drive and south of (and including) Bartleman Terrace will be able to remain at Tiger Jeet Singh PS.

• Leiterman Drive and south to attend SW Milton #9 ps

• West of Bronte and south to Louis St. Laurent Blvd. to SW Milton #9 ps


• School opens with grades JK-7 English

Scenario 12c – Rationale for Recommendation

Scenario 12c is being recommended since it addresses the criteria identified during the boundary review process.

It was one of the three scenarios identified by the BRC and preferred option of the BRSC

Reduces the accommodation pressures at Anne J. MacArthur Public School, Tiger Jeet Singh Public School

and P.L. Robertson Public School

Provides a balance of overall enrolment across schools in study area

Attempts to keep cohorts together

Provides room for growth (although limited) at all affected schools

Addresses the warrant and recommendation in the Board motion.


___________________________ ________________________________

Gord Truffen David Euale

Superintendent of Education Director of Educatio


ENG 701 703 685 694 658 646 615 603 596 599 585

FI 254 270 321 356 386 414 426 420 411 414 404Total 955 973 1006 1050 1044 1060 1041 1023 1007 1013 989

‐137 ‐155 ‐188 ‐232 ‐226 ‐242 ‐223 ‐205 ‐189 ‐195 ‐171

117% 119% 123% 128% 128% 130% 127% 125% 123% 124% 121%

ENG 786 595 555 553 528 531 516 502 504 506 504

FI 415 434 460 478 497 501 502 484 475 474 476

Sub‐Total 1201 1029 1015 1031 1025 1032 1018 986 979 980 980Boyne FI 0 0 0 5 10 11 0 0 0 0 0

ENG 786 595 555 553 528 531 516 502 504 506 504

FI 415 434 460 483 507 512 502 484 475 474 476Total 1201 1029 1015 1036 1035 1043 1018 986 979 980 980

‐362 ‐190 ‐176 ‐197 ‐196 ‐204 ‐179 ‐147 ‐140 ‐141 ‐141

143% 123% 121% 123% 123% 124% 121% 118% 117% 117% 117%

ENG 774 759 732 707 675 652 639 626 626 620 610

FI 276 333 386 436 455 464 463 449 444 437 431Total 1050 1092 1118 1143 1130 1116 1102 1075 1070 1057 1041

‐154 ‐196 ‐222 ‐247 ‐234 ‐220 ‐206 ‐179 ‐174 ‐161 ‐145

117% 122% 125% 128% 126% 125% 123% 120% 119% 118% 116%

ENG 0 328 461 461 455 449 434 426 426 416 412

FI 0 70 91 108 128 147 165 166 162 161 162

Sub‐Total 0 398 552 569 583 596 599 592 588 577 574

ENG 0 0 18 112 357 766 1166 1574 1847 2037 2067

FI 0 0 4 18 62 144 235 318 373 411 417Sub‐Total 0 0 22 130 419 910 1401 1892 2220 2448 2484

ENG 0 328 479 573 812 1215 1600 2000 2273 2453 2479

FI 0 70 95 126 190 291 400 484 535 572 579Total 0 398 574 699 1002 1506 2000 2484 2808 3025 3058

776 378 202 77 ‐226 ‐730 ‐1224 ‐1708 ‐2032 ‐2249 ‐2282

0% 51% 74% 90% 129% 194% 258% 320% 362% 390% 394%

2511 42 3477 3206 3492 3713 3928 4211 4725 5161 5568 5864 6075 6068

0 0 0 0 0 0 0 0 0 0 0

North of Louis St. Laurent

‐ ‐ ‐

‐

Scenario 4a ‐ Dual Track Scenario 4a ‐ Dual TrackDec 15, 2014

PL Robertson PS818 12 1094

PL Robertson Utilization

Percent Utilization

Anne J MacArthur PS

839 18 1253

Anne J MacArthur Utilization

Percent Utilization

Percent Utilization

Tiger Jeet Singh PS

896 12 1172

Tiger Jeet Singh Utilization

Percent Utilization

Study Total


‐

Boyne ‐

Milton #9 SW ps776 12 1052

Milton #9 SW Utilization

Anne J MacArthur PS offers JK‐8 ENG, 1‐7 FI SchoolGrade 8 FI to be added in 2015English Boundary JK‐8 and FI Boundary South of Derry Road: • East: Regional Road 25 (north of Attenborough Terrace)• West: CNR Tracks• North: Derry Road • South: Includes residences on Leiterman Drive, west of Bronte St South, and excludes residences on Leiterman Drive & Attenborough Terrace

east of Bronte Street South

FI Boundary 1 ‐ 8 North of Derry Road ‐ No change

Tiger Jeet Singh PS offers JK‐8 ENG, 1‐5FIGrade 8 to be added in 2016. One FI grade to be added in consecutive yearsEnglish and FI Boundary• East: Thompson Road South• West: Regional Rd 25 S (north of Bartleman Terrace), Yates Drive (south of Bartleman Terrace)• North: Derry Road • South: Bartleman Terrace (west of Yates Dr) , Louis St. Laurent Avenue (east of Yates Drive)Excludes residences on Bartleman Terrace

Grandparenting ‐ All families that currently have a student in Tiger Jeet Singh PS and reside in the area west of Yates Drive and south of (and Including) Bartleman Terrace will be grandparented at Tiger Jeet Singh PS. This is not applicable to new units in the development plan 24T‐05001 & 24T‐07004 Phase 17.

Milton #9 SW PS JK‐7 ENG, 1‐3FIOne grade to be added in consecutives years to be added in 2016English and FI Boundary• East: Yates Drive (north of Louis St. Laurent Avenue ) & Thompson Rd South (south of Louis St. Laurent Avenue) • West: Regional Road 25 (north of Attenborough Terrace) , Tremaine Road (both sides, south of Downes Jackson Heights)• North: Downes Jackson Heights, Cedric Terrace (west of CNR Tracks), Leiterman Drive, Attenborough Terrace (between Bronte Street South

and Regional Road 25) , Bartleman Terrace & Louis St Laurent Avenue (east of Yates Drive)• South: Britannia Road

Includes all residences on Downes Jackson Heights, Cedric Terrace, Leiterman Drive,(except west of Bronte St S) Attenborough Drive, Tremaine Road and Bartleman TerraceIncludes new residences in development plan 24T‐05001 &24T‐07004 Phase 17 and future development

PL Robertson PS JK‐8 ENG, 1‐8 FIEnglish & FI Boundary ‐ No change


ENG 701 703 685 694 658 646 615 603 596 599 585

FI 254 270 321 356 386 414 426 420 411 414 404Total 955 973 1006 1050 1044 1060 1041 1023 1007 1013 989

‐137 ‐155 ‐188 ‐232 ‐226 ‐242 ‐223 ‐205 ‐189 ‐195 ‐171

117% 119% 123% 128% 128% 130% 127% 125% 123% 124% 121%

ENG 786 609 571 564 529 523 504 489 488 485 481

FI 415 454 480 498 519 524 525 504 491 486 487

Sub‐Total 1201 1063 1051 1062 1048 1047 1029 993 979 971 968Boyne FI 0 0 0 5 10 11 0 0 0 0 0

ENG 786 609 571 564 529 523 504 489 488 485 481

FI 415 454 480 503 529 535 525 504 491 486 487Total 1201 1063 1051 1067 1058 1058 1029 993 979 971 968

‐362 ‐224 ‐212 ‐228 ‐219 ‐219 ‐190 ‐154 ‐140 ‐132 ‐129

143% 127% 125% 127% 126% 126% 123% 118% 117% 116% 115%

ENG 774 759 732 707 675 652 639 626 626 620 610

FI 276 333 386 436 455 464 463 449 444 437 431Total 1050 1092 1118 1143 1130 1116 1102 1075 1070 1057 1041

‐154 ‐196 ‐222 ‐247 ‐234 ‐220 ‐206 ‐179 ‐174 ‐161 ‐145

117% 122% 125% 128% 126% 125% 123% 120% 119% 118% 116%

ENG 0 314 445 450 454 457 446 439 442 437 435

FI 0 50 71 88 106 124 142 146 146 149 151

Sub‐Total 0 364 516 538 560 581 588 585 588 586 586

ENG 0 0 18 112 357 766 1166 1574 1847 2037 2067

FI 0 0 4 18 62 144 235 318 373 411 417Sub‐Total 0 0 22 130 419 910 1401 1892 2220 2448 2484

ENG 0 314 463 562 811 1223 1612 2013 2289 2474 2502

FI 0 50 75 106 168 268 377 464 519 560 568Total 0 364 538 668 979 1491 1989 2477 2808 3034 3070

776 412 238 108 ‐203 ‐715 ‐1213 ‐1701 ‐2032 ‐2258 ‐2294

0% 47% 69% 86% 126% 192% 256% 319% 362% 391% 396%

2511 42 3477 3206 3492 3713 3928 4211 4725 5161 5568 5864 6075 6068

0 0 0 0 0 0 0 0 0 0 0

‐

Anne J MacArthur PS

839 18 1253


‐ ‐ ‐

Scenario 14 ‐ Dual Track Scenario 14 ‐ Dual TrackDec 15, 2014



Percent Utilization


Percent Utilization

Percent Utilization

Tiger Jeet Singh PS

896 12 1172


Percent Utilization

Study Total


‐

Boyne ‐

Milton #9 SW ps776 12 1052


Anne J MacArthur PS offers JK‐8 ENG, 1‐7 FI SchoolGrade 8 FI to be added in 2015• English & FI Boundary South of Derry Road JK‐8: • East: Regional Road 25 • West: Bronte Street South• North: Derry Road • South: Louis St. Laurent Avenue

FI Boundary 1 ‐ 8 North of Derry Rd ‐ No change

Tiger Jeet Singh PS offers JK‐8 ENG, 1‐5FIOne FI grade to be added in consecutive yearsEnglish and FI Boundary• East: Thompson Road South• West: Regional Road 25 (north of Bartleman Terrace), Yates Drive (south of Bartleman Terrace)• North: Derry Road • South: Louis St. Laurent Avenue (east of Yates Drive), Bartleman Terrace (west of Yates Drive),Excludes both sides of Bartleman Terrace


Milton #9 SW PS JK‐7 JK‐7 ENG, 1‐3 FIOng grade to be added in consecutives year to be added in 2016English and FI Boundary:• East: Regional Road 25 (north of Bartleman Terrace), Yates Drive (south of Bartleman Terrace), Thompson Rd S (South of Louis St. Laurent Ave) • West: Regional Road 25 (north of Louis St. Laurent Avenue), CNR Tracks (north of Cedric Terrace) and Tremaine Road (both sides, south of

Louis St. Laurent Avenue)• North: Downes Jackson Heights, Cedric Terrace (west of CNR Tracks), Derry Road (west of Bronte Street South), Louis St. Laurent Avenue

(between Bronte St South and Regional Road 25), Bartleman Terrace (west of Yates Drive), Louis St. Laurent Avenue (East of Yates Drive)• South: Britannia RoadIncludes all residences on Tremaine Road and Bartleman Terrace Includes new residences in development plan 24T‐05001 &24T‐07004 Phase 17 and future development

PL Robertson PS JK‐8 ENG, 1‐8 FIEnglish & FI Boundary ‐ No change


ENG 701 703 685 694 658 646 615 603 596 599 585

FI 254 270 321 356 386 414 426 420 411 414 404

Total 955 973 1006 1050 1044 1060 1041 1023 1007 1013 989

‐137 ‐155 ‐188 ‐232 ‐226 ‐242 ‐223 ‐205 ‐189 ‐195 ‐171

117% 119% 123% 128% 128% 130% 127% 125% 123% 124% 121%

ENG 786 454 401 392 367 370 360 349 350 349 346

FI 415 488 524 547 569 572 580 551 527 524 524

Sub‐Total 1201 942 925 939 936 942 940 900 877 873 870

Boyne FI 0 0 4 23 72 155 235 318 373 411 417

ENG 786 454 401 392 367 370 360 349 350 349 346

FI 415 488 528 570 641 727 815 869 900 935 941

Total 1201 942 929 962 1008 1097 1175 1218 1250 1284 1287

‐362 ‐103 ‐90 ‐123 ‐169 ‐258 ‐336 ‐379 ‐411 ‐445 ‐448

143% 112% 111% 115% 120% 131% 140% 145% 149% 153% 153%

ENG 774 759 732 707 675 652 639 626 626 620 610

FI 276 331 382 432 452 463 463 449 444 437 431

Total 1050 1090 1114 1139 1127 1115 1102 1075 1070 1057 1041

‐154 ‐194 ‐218 ‐243 ‐231 ‐219 ‐206 ‐179 ‐174 ‐161 ‐145

117% 122% 124% 127% 126% 124% 123% 120% 119% 118% 116%

ENG 0 487 646 665 675 687 677 678 690 684 684

FI 0 0 0 0 0 0 0 0 0 0 0

Sub‐Total 0 487 646 665 675 687 677 678 690 684 684

ENG 0 0 18 112 357 766 1166 1574 1847 2037 2067

FI 0 0 0 0 0 0 0 0 0 0 0

Sub‐Total 0 0 18 112 357 766 1166 1574 1847 2037 2067

ENG 0 487 664 777 1032 1453 1843 2252 2537 2721 2751

FI 0 0 0 0 0 0 0 0 0 0 0

Total 0 487 664 777 1032 1453 1843 2252 2537 2721 2751

776 289 112 ‐1 ‐256 ‐677 ‐1067 ‐1476 ‐1761 ‐1945 ‐1975

0% 63% 86% 100% 133% 187% 238% 290% 327% 351% 355%

2511 42 3477 3206 3492 3713 3928 4211 4725 5161 5568 5864 6075 6068

0 0 0 0 0 0 0 0 0 0 0

Scenario 12c ‐ Single Track English Scenario 12c ‐ Single Track English14‐Jan‐15



Percent Utilization


‐ ‐ ‐

‐

Anne J MacArthur PS

839 18 1253


Percent Utilization

Percent Utilization

Tiger Jeet Singh PS

896 12 1172


Percent Utilization

Study Total


‐

Boyne ‐

Milton #9 SW ps776 12 1052


Anne J MacArthur PS offers JK‐8 ENG, 1‐7 FI SchoolGrade 8 FI to be added in 2015English Boundary JK‐8: • East: Regional Road 25 • West: Bronte Street South• North: Derry Road • South: North of Leiterman Drive. (Excludes all residences on Leiterman Dr.)

FI Boundary South of Derry Rd: • East: Regional Rd 25 (north of Bartleman Terr), Yates Dr (south of Bartleman Terr), Regional Rd 25 (south of Louis St. Laurent Ave)• West: CNR Track (north of Cedric Terrace) and Tremaine Road (both sides) (south of Downes Jackson Heights)• North: Derry Road (between of the CNR Tracks and Regional Road 25), Bartleman Terrace (west of Yates Drive), and Downes Jackson Heights,

Cedric Terrace (west of the CNR tracks). Includes residence on Bartleman Terrace.• South: Britannia Road (west of Regional Road 25) and Louis St. Laurent Avenue (east of Regional Rd 25)

FI Boundary 1 ‐ 8 North of Derry Rd ‐ No change

Tiger Jeet Singh PS offers JK‐8 ENG, 1‐5FIOne FI grade to be added in consecutive yearsEnglish and FI Boundary• East: Thompson Road South• West: Regional Road 25 (north of Bartleman Terrace) and Yates Drive (south of Bartleman Terrace)• North: Derry Road• South: Louis St. Laurent Avenue (English Boundary), Bartleman Terrace and Britannia Road (FI Boundary) Excludes all residences on Bartleman

Terrace.


Milton #9 SW PS JK‐7 ENGGrade 8 to be added in 2016English Boundary• East: Bronte St S (north of Leiterman Dr), Yates Dr (north of Louis St. Laurent Ave) and Thompson Rd S (South of Louis St. Laurent Ave) • West: CNR Tracks (north of Cedric Terrace), Regional Road 25 (south of Bartleman Terrace) and Tremaine Road (both sides, south of Downes

Jackson Heights)• North: Downes Jackson Heights, Cedric Terrace (west of CNR Tracks), Derry Road (between CNR tracks and Bronte Street South) Leiterman

Drive (between Bronte St S and Regional Road 25), Bartleman Terrace (west of Yates Terrace). • South: Britannia RoadIncludes all residences on Tremaine Road, and Bartleman TerraceIncludes new residences in development plan 24T‐05001 &24T‐07004 Phase 17 and future development

26

Report Number: 15010 REVISED


FOR DECISION



FROM: Lucy Veerman, Superintendent of Business Services

RE: Ontario Financing Authority Debenture Issue

Warrant

The Ontario Financing Authority (OFA) will be issuing a debenture in March 2015. The Halton District School

Board meets the requirements identified by the Ministry of Education to transition capital projects to this long-

term financing issue. The Ontario Financing Authority will send loan documentation to school boards on

February 4, 2015. Boards are to send all approved loan documentation back to the OFA by March 4, 2015 in

order to be eligible for the March 11, 2015 debenture issue.

RECOMMENDATION:

Be it resolved that the Halton District School Board approve Debenture By-law 15010 as

attached to Report 15010 (Revised).

Background

The Ministry requires all school boards to participate in long-term financing arrangements through the OFA

(Ontario Financing Authority) for capital projects reflected as “Ministry Supported Not Permanently Financed

Debt”. Prior to the wrap-up of the capital funding model effective August 31, 2010, the Ministry provided

funding to school boards for capital programs such as NPP (New Pupil Places), GPL (Good Places to Learn),

PTR (Prohibitive to Repair), etc. Boards are to access long-term financing for these projects up to the maximum

principal amount allocated to their board for each program, less any amounts that have been previously long-

term financed. Once the long-term financing has been set, the Ministry will reimburse boards for their actual

principal and interest costs associated with the long-term financing.

On October 3, 2014, the Ministry announced the date of March 11, 2015 for boards to transition capital projects

to long-term financing through the OFA. For the March 2015 issue, the principal amount eligible for long-term

financing will reflect the value of work for permanent improvements undertaken prior to August 31, 2014 under

eligible capital projects. Only projects substantially completed (95%) by August 31, 2014 are eligible for the

financing.

Rationale New Pupil Places (NPP) Funding was provided to school boards to construct new schools or additions. The

funding was available to boards when their total average daily enrolment (ADE) within a panel was greater than

the total capacity of schools within the same panel. Through this funding, the Ministry of Education allocated

approximately $247,000,000 to the Halton District School Board.

Boards were required to submit a template identifying the total amounts that were eligible to be long-term

financed for the March 11, 2015 OFA issue. Based on the criteria established by the Ministry, one project met

the August 31, 2014 criteria of substantial completion. The total eligible for the March 2015 OFA debenture

issue is $1,234,380 for the following project:

Dr. Frank J. Hayden S.S. $1,234,380

27

Report 15010 (Revised) page 2

School boards are required to pass the necessary authorizing by-laws, review and verify the loan agreement and

other documents, and then sign and return all loan agreement packages to the Ministry and OFA by mid-

February in order to have funds flow from OFA to school boards by March 11, 2015. Documents that will be

submitted to the Ministry and OFA include:

o By-Law number 15010

o Loan Agreement

o Schedule A1: Eligible Projects Description

o Certificate of the Director of Education

All of the above documents will be prepared and reviewed through the board’s solicitors. Copies of these

documents will be available through the Superintendent of Business Services, upon request.

Analysis:

With the establishment of a process to issue School Board debt, backed by the Government of Ontario,

through the Ontario Financing Authority, interest costs have dropped to “near” Government of Ontario rates.

The March 2014 issue’s rate was 4.003%. In addition, the annual administrative fee was 2.5 basis points

(0.025%) per annum. The interest rate for the March 2015 issue is 2.993%, and the administrative fee for

this debenture is 2.5 basis points (0.025%) per annum.

Conclusion:

The Ministry of Education, as part of the annual Grants for Student Needs funding, will provide 100 percent

reimbursement for this debenture. Therefore, this additional debt obligation will have minimal impact on the

Board’s ability to fund future capital initiatives included in the Long Term Accommodation Plan.


(signed)

______________________________ ______________________________

Lucy Veerman, David Euale,

Superintendent of Business Services Director of Education


BY-LAW NUMBER 15010

A by-law to authorize a loan from the Ontario Financing Authority in the

principal amount of $1,234,380.00 pursuant to a loan agreement under

section 7 of Ontario Regulation 41/10

WHEREAS subsection 247 (1) of the Education Act R.S.O. 1990, c. E.2, as

amended (the “Education Act”) and the regulations made thereunder, provides that, subject to

any other provision of the Education Act and, specifically, the regulations made under subsection

247 (3) of the Education Act, a district school board may by by-law borrow money or incur debt

for permanent improvements and may issue or execute any instrument prescribed under clause

247 (3) (f) of the Education Act in respect of the money borrowed or the debt incurred;

AND WHEREAS section 7 of Ontario Regulation 41/10 (the “Regulation”),

provides that (1) a board may by by-law borrow money for permanent improvements by way of a

loan with an initial maturity of more than one year from the Ontario Financing Authority and that

(2) a board that obtains a loan described in section 7 of the Regulation shall ensure that the

proceeds of it are used for permanent improvements;

AND WHEREAS the Halton District School Board, which under the Education

Act constitutes a district school board (the “Board”), has undertaken capital projects under the

New Pupil Places Program (the “NPP Program”) with respect to instructional spaces at existing

elementary or secondary schools, or to construct new elementary or secondary schools for the

Board, some of which projects are described in Schedule “A-1” attached to the Loan Agreement,

as hereinafter defined (individually a “NPP Eligible Project”, collectively the “NPP Eligible

Projects”) and each NPP Eligible Project constitutes a “permanent improvement” as defined in

subsection 1(1) of the Education Act. In the event that the Board will borrow the principal

amount specified in paragraph 2.1 under the said Loan Agreement in respect of a single NPP

Eligible Project, the term “NPP Eligible Projects” means that NPP Eligible Project;

AND WHEREAS the NPP Eligible Projects are collectively referred to as the

“Eligible Projects”. In the event that the Board will borrow the principal amount specified in

paragraph 2.1 under the said Loan Agreement in respect of a single Eligible Project, the term

“Eligible Projects” means that Eligible Project. The NPP Program is referred to as the

“Programs”. In the event that the Board will borrow the principal amount specified in paragraph

2.1 under the said Loan Agreement in respect of a single Program, the term “Programs” means

that Program;

AND WHEREAS the Board has in part financed the Eligible Projects by way of

temporary borrowing from a financial institution or from a restricted purpose revenue account

(formerly referred to as a reserve account or a reserve fund account) of the Board and the Board

intends to borrow money from the Ontario Financing Authority for the purpose of financing the

28

- 2 -

Eligible Projects on a long-term basis, and in this connection the Board intends to borrow by

way of a loan with an initial maturity of more than one year from the Ontario Financing

Authority the principal amount of $1,234,380.00 (the “Loan”) pursuant to a loan agreement in

the form attached hereto as Schedule “A” (the “Loan Agreement”) which Loan Agreement

constitutes an instrument prescribed under clause 247 (3) (f) of the Education Act and which sets

out the terms and conditions on which the Ontario Financing Authority will make the Loan

available to the Board;

NOW THEREFORE THE HALTON DISTRICT SCHOOL BOARD

ENACTS AS FOLLOWS:

1. The Board hereby authorizes the Loan on the basis that it constitutes a loan under section

7 of the Regulation and authorizes the entering into of the Loan Agreement that is prescribed for

the purposes of clause 247(3)(f) of the Education Act.

2. The Board is hereby authorized to enter into the Loan Agreement pursuant to which the

Loan will be made available to the Board and the Chair of the Board and the Treasurer of the

Board are hereby authorized to execute for and on behalf of the Board the Loan Agreement

which provides for instalments of interest only and of combined (blended) principal and interest

as hereinafter set forth, substantially in the form of Schedule “A”, with such changes thereto as

may be suggested by the Ontario Financing Authority and as such authorized officials of the

Board shall approve.

3. The Director of Education of the Board, the Treasurer of the Board and any other

financial officer of the Board are hereby each individually authorized generally to do all things

and execute all other documents, instruments and agreements in the name of the Board in order

to give effect to the Loan Agreement.

4. The Loan shall be paid in instalments of interest only and of combined (blended)

principal and interest over a 25 year amortization period on the specified dates set out in

Schedule “B” to the Loan Agreement with the first interest only payment on May 15, 2015 and

thereafter instalments of combined (blended) principal and interest to November 15, 2039 in

each of the years during the currency of the Loan as set forth in such schedule with the final

payment of combined (blended) principal and interest on March 9, 2040. The Loan shall bear

interest at the rate of 2.993% on the outstanding principal amount owing thereunder from time to

time from the date thereof, which interest shall be payable in arrears as part of the instalments of

interest only and of combined (blended) principal and interest payable on such days in each year

of the currency of the Loan as are set out in Schedule “B” to the Loan Agreement.

5. In accordance with the provisions of the Education Act and the regulations made

thereunder, during the currency of the Loan, the Board shall provide in its estimates for each

fiscal year for the setting aside out of its general revenue in the fiscal year the amount necessary

to pay the principal and interest coming due on the Loan in the fiscal year and, on or before each

due date in each such year, the Board shall pay out of its general revenue the principal and

interest coming due on the Loan in the year. Such sums of principal and interest payable on the

Loan shall be provided for in accordance with subsection 247(5) of the Education Act.

29

- 3 -

Subject to the foregoing, on or before each due date in each year during the currency of the Loan,

the Board shall pay out of its general revenue the amount necessary to pay the specific sums of

principal and interest payable on the Loan shown for the respective year as set forth in Schedule

“B” to the Loan Agreement; but such amount shall be paid out of the Board’s general revenue

only to the extent required after taking into account funds available from other sources.

6. Any amounts payable by the Board in respect of the Loan including interest on overdue

principal and interest in respect of the Loan together with fees and other amounts payable by the

Board under the Loan Agreement, if applicable, shall be paid out of the Board’s general revenue

or any other available funds.

7. The proceeds of the Loan shall be used to finance the Eligible Expenditures, as defined in

the Loan Agreement, in respect of the Eligible Projects on a long-term basis and for no other

purpose except as permitted by the Education Act and the regulations made thereunder.

READ AND FINALLY PASSED this 18th day of February, 2015.

CHAIR

DIRECTOR OF EDUCATION

30

31



FOR DECISION



FROM: J. Gray, Trustee, Halton Hills

RE: Health & Physical Education Curriculum – Ministry Correspondence

Warrant:

It is my belief the release of the new Health and Physical Education scheduled for this spring will result in a lack of

time for Boards to appropriately train and ready staff for the roll out of this new curriculum by September 2015.

The new document contains potentially sensitive curriculum items for some of our community members. It is

therefore critical that staff are properly trained and have the necessary resources to ensure the successful delivery

of this new curriculum. The following motion recommends communication to the Ministry regarding this issue.

RECOMMENDATION:

Based on the need to ensure common understanding and consistent messages about the curriculum

expectations associated with the new Health and Physical Education Curriculum, be it resolved that the

Chair of the Halton District School Board be directed to write a letter to the Ministry of Education to insist

the following:

the timeframe of the full implementation of the new Health and Physical Education Curriculum

ensures professional training sessions for both elementary and secondary teachers and members of

school admin teams take place prior to implementation to ensure a fulsome understanding of the

knowledge and skills students are expected to demonstrate at each grade level

full funding and resources are provided to support Board training and curriculum implementation


(signed)

________________________

J. Gray, Trustee

Halton Hills

32



FOR INFORMATION



FROM: Stuart Miller, Associate Director

Tricia Dyson, Superintendent of Education (Program - elementary)

RE: Interim Primary Core French report

Warrant:

This report summarizes the findings to date of the implementation of Board motions M13-0274 to M13-0287.

Included in this report are recommendations with respect to the Board to those motions. The motion of November

2013 calls for an annual review. Although this new program has not been in place for a year and data collected to

date is limited, an interim report is necessary to consider the expansion of the program as suggested in the motions.

The expansion of the program for September 2015 needs to be approved in advance of the staffing and school

timetabling process.

RECOMMENDATION 1:

Be it resolved that the Halton District School Board expand the primary Core French program to an

additional 12 elementary schools for September 2015 and that upon a motion passing the Program

department will make a recommendation as to which schools will provide the program.

RECOMMENDATION 2:

Be it resolved that the Halton District School Board initiate a committee to examine program viability in

both the English program and the French Immersion program and to make a recommendation to the

Board no later than June 2015. The committee will be Chaired by the Associate Director and will be

composed of the Superintendent of Program, Superintendent of Student Success, System Principal of

French Program, System Principal of School Program, Principals of dual track elementary schools,

elementary single track English schools, elementary single track French Schools, French Immersion

High school, single track English High School and three trustees who currently sit on the French

advisory committee.

Background:

At the Board meeting of November 20, 2013, Trustees approved the following motion:

Be it resolved that effective in the 2014-15 school year, the Halton District School Board introduce 40 minutes/week

of Primary Core French beginning in Grade 1 in 24 Halton District School Board schools, with a commitment for a

full roll-out by 2017-18, with an annual review of the roll-out to be brought back to trustees each year, and;

(a) THAT schools selected for the initial phase of this program represent a variety of school organizations:

(K-8, K-6, Dual Track, Single Track English, large and small enrolments) across the four geographic areas

within the Halton District School Board, (Halton Hills, Milton, Oakville, Burlington).

(b) THAT students in these schools will receive the following minutes of Core French instruction between Grades 1-8:

40 minutes / week Grades 1-3

120 minutes / week Grades 4

160 minutes/ week Grade 5

200 minutes / week Grades 6-7-8

33

Report 15024 page 2

(c) THAT no later than June 2018, the Halton District School Board will assess the impact of this Primary Core

French experience in relation to student engagement, student attitude, English proficiency and the impact on

Grade 1 French Immersion uptake associated with these schools.

(d) THAT under the leadership of the System Principal for French Second Language, School Programs and

Human Resources, the Halton District School Board will develop a long-term recruitment and staff

development plan to ensure the Halton District School Board hires and retains the highest quality French

teachers available and that this plan is shared with the Board of Trustees.

(e) THAT the Halton District School Board continues to provide staff development programs that include

teaching strategies, modifications and accommodations to address students with diverse learning needs and

students who arrive in Halton without prior experiences in either French Immersion and Core French.

(f) THAT the Halton District School Board develop and implement a 5-year plan whereby all Halton District

School Board elementary schools with Intermediate Divisions have one classroom dedicated for the teaching

of Grade 7-8 Core French (Appendix 6), whereas if it will not require additional portables.

As a result of that motion the following schools were selected to implement a minimum of 40 minutes per week in

Grade 1 Core French.

West East North

Frontenac (ST – K-8) Captain R. Wilson (ST –K-8) Irma Coulson (DT – K-8)

Florence Meares (ST – K-8) West Oak (ST – K-8) Escarpment View (ST – K-8)

Charles R. Beaudoin (DT – K-8) Emily Carr (ST – K-8) EW Foster (DT – K-5)

JohnW. Boich (DT – K-8) Falgarwood (ST – K-8) Martin Street (DT – K-5)

Clarksdale (DT – K-6) Maple Grove (ST – K-8) George Kennedy (DT – K-5)

Tom Thomson (DT – K-6) Heritage Glen (DT – K-8) Silver Creek (ST – K-8)

Mohawk Gardens (ST – K-6) Palermo (DT – K-8)

Bruce T Lindley (DT – K-6) Sheridan (ST – K-5)

Maplehurst (DT – K-6) Oakwood (ST – K-5)

ST = Single Track DT = Dual Track

The primary reason for introducing this program was to address three main points:

1. The results from a 2013 FSL study parent questionnaire indicated parent interest in having an earlier entry

point to Core French.

2. Exposure to Core French at an earlier age may build more student engagement and interest in the long-

term study of French and specifically the Core French program.

3. A primary Core French program may reduce the number of students choosing Grade 1 French immersion

and increase the number of students in selecting English in Dual Track schools.

Interim Program Review

PART 1: This report will provide a preliminary insight into the implementation of Primary Core French’s ability to

address the three reasons for its inception (a-c) in above motion.

PART 2: In addition the report will summarize the progress thus far on all of the elements in the original motions

(d-f) in-above-motion.

PART 1 Review of Program (a-c)

The primary Core French program was developed with careful scaffolding of expectations from the Grade 4 and 5

Core French curriculum. Expectations for Grades 1, 2 and 3 were developed so students will attain milestones in

their listening and speaking skills through engagement in activities that integrate art, music and drama. The

program provides students with a solid foundation for continuing Core French in Grade 4. At present the Ministry

does not provide a primary Core program in French, hence the development of one by Halton District School

Board program staff.

34

Report 15024 page 3

The program was designed to engage students interactively with a focus on learning vocabulary associated with

relevant, everyday topics appropriate to their development stage. This required an emphasis on skill development in the

areas of listening and speaking. Students are not assessed on writing and reading in the primary Core French program.

In order to review the program:

1. Primary Core teachers completed a survey. (Appendix 1)

(Included in the teacher survey was feedback they had received from parents.)

2. Administrators hosting the program completed a survey. (Appendix 2)

3. The Superintendent of Programs and the System Principal of French observed numerous classes.

4. Data was examined from both schools without a primary Core French program and those with a program.

The data examined uptake to French Immersion programs. (Appendix 3)

All primary Core French teachers attended training sessions in May, June and October 2014. They have continued

with their training in January 2015 and will have a further session in April 2015. The training consists of an

examination of the program, modeling of activities and an overview of resources. Each school was provided with

a resource package and release time for teachers.

Teacher Survey

1) The teacher survey was not a quantitative study, rather it was qualitative. As a result there is no data to

provide beyond the comments of the teachers and the feedback they received from parents. The teacher’s

comments were in the main very positive and supportive of the program. The same is true from the

feedback teachers have received from parents.(Appendix 1)

Administrator survey

2) The administrator survey was also a qualitative survey consisting primarily of anecdotal comments. It too

indicated that the program is positively received by both students and parents. There is a belief amongst

some of the Principals that the primary Core French program has impacted the number of students

choosing French Immersion, however they also acknowledged that more time is required for validation of

this. (Appendix 2)

Observations

3) Both the Superintendent and the System Principal observed that students are engaged and enjoy the

program. There is much participation in the interactive activities.

Data

4) The data compared the uptake in French Immersion from the 24 schools with primary Core French and for

those without the program for the academic year 2013-2014 (prior to implementation) and for 2014-2015

(implementation in September 2015). The data indicates a decrease in the numbers of students from a

school with a Core French program, enrolling in French Immersion. Not all schools showed a decrease,

but overall across all of the Core French schools there was less students choosing French Immersion

Conclusions:

With respect to the three stated reasons for the implementation of the program there is not sufficient evidence to

suggest that all three reasons are supported. Thus far the program is garnering many positive comments from

teachers, administrators and parents. From that perspective the program has addressed the (1) desire by parents, as

indicated in a previous survey, to have an earlier entry point for Core French. The 24 schools that currently have

the program in place are supportive of the program and will continue with the 40 minutes per week in Grade 1 and

expand the program to allow 40 minutes per week in Grade 2 in 2015-2016.

The observations and comments on the surveys certainly indicate that the students in these classes are (2) engaged

in the activity oriented program and enjoy the program. However there is not enough information or sufficient

passage of time to demonstrate that this engagement will be sustained as the students’ progress through subsequent

grades. At this time it cannot be stated that this engagement is sustained beyond this particular group of Grade 1

students. As these students move into Grade 2 in 2015-2016 there will be an opportunity to assess their

engagement with the program more deeply.

35

Report 15024 page 4

Although some administrators have expressed an opinion that the Core French has had an impact on the uptake of

(3) French Immersion either from their schools (to a single track French school) or in a dual track school, there is

not enough data to determine a trend. The data does indicate there is a decrease in those choosing French

Immersion from the 24 schools. It is difficult at this stage of implementation to conclude that there is a direct

relationship between Core French and a decrease in French Immersion uptake. There are also some calculation

challenges as some students leave the Board while others enter. Some of those entering came from FI

backgrounds and some of those leaving entered FI programs in other Boards. However in the main the data does

indicate a slight decrease in those choosing FI in Grade 1.

Rationale for Recommendation 1

There is much positive about this program, but with it still being in its infancy it is difficult to determine the

success of the program in meeting all three of the reasons above. While it is evident that student engagement and

attitude towards French is positive, the development of proficiency in French and the impact of this program on

French Immersion uptake will require more time to gather informative data. The positivity surrounding this

program would appear, by all stakeholders, to indicate an appetite to expand it. It is also recommended that the

program be implemented as in the original motion of 40 minutes of French instruction per week.

Since the original motion determines that by June 2017-18 all elementary schools will be fully implemented with a

primary Core French program it is appropriate to expand the program to additional schools in September 2015.

With the addition of 12 schools the total number will be 36, which is 52% of those schools that are able to provide

the program. Although it would result in a much larger expansion the following year it will allow time for further

examination of the impact on French Immersion uptake and to investigate the ramifications for staffing. This will

result in a greater need for French teachers, but we are confident in the ability to fulfill these needs in 2015-16.

The additional schools will also allow for a greater breadth or variety of schools that can implement the program

(large, small, dual track etc).

Rationale for Recommendation 2

There continues to be concerns expressed around the uptake of students into French Immersion and the subsequent

impact this is having on the English programs. In some of the HDSB’s dual track schools the number of students

choosing the English program continues to diminish. This is particularly true of dual track schools in some areas of

the Board. As a result there are, in some schools, very small cohort numbers in the English program. There are

ramifications to this both for the students who are in the small cohort and for the Board as solutions to support

these students and the organizations of schools must be implemented.

There are also concerns regarding the ability to recruit enough staff to run both the French Immersion program and

the Core French program during the implementation and possibly beyond. At full implementation there should be

no net increase in the number of teachers, but depending on the composition of classes there may be a need to add

staff. The intent of this committee is to look at both English and French programs and determine how they may

complement each other while at the same time sustaining viable numbers of students in both programs.

.

Part 2(d-f)

(d) Recruitment and Staff Development

Although the Board is actively recruiting French language teachers to the Board, there continues to be challenges.

There is a concern, that as the teacher education institutions commence two year teacher education programs in

September 2015, the current situation may be exacerbated. There is much competition around the province for

teachers with such qualifications. This school year, like last year, the system Principal for French along with a

recruitment officer visited teacher recruitment fairs in Sudbury, Ottawa and Toronto. Accompanying them this

year was a French Immersion teacher from the HDSB who was recruited last year. Two factors come into play

here: hiring a sufficient number of French qualified teachers and ensuring they are of a high quality. While we

recognize Halton has a positive track record of hiring high quality teachers, as the supply of French teachers is

challenged, so too will be the ability to hire a sufficient number of teachers with both a high French proficiency

and instructional excellence. We are already seeing this impact in our Grade 1 core program.

36

Report 15024 page 5

As an example of the challenge the Board continues to face: in 2014-2015 the Board interviewed 100 candidates.

60 were selected and by September all were placed in either a permanent or LTO position. This did not allow for

any supply coverage. It is expected it will be a similar challenge this year as the new recruits will be graduating in

the spring of 2015.

In terms of training new teachers, specifically around the Core French program: It will essentially consist of the

same process as for the teachers currently teaching Core French.

As previously indicated, all primary Core French teachers attended training sessions in May, June and October

2014. They have continued with their training in Jan 2015 and will have a further session in April 2015. The

training consisted of an examination of the program, modeling of activities and an overview of resources. Each

school was provided with a resource package and release time for teachers. If 12 schools were to implement Core

French for 2015-2016 the approximate cost of training would be $10,000-$15,000.

(e) Modifications and Accommodations

Through both the Program department and Student Services this continues to be a priority for the Board. As for all

students in the Board they will continue to support schools and teachers in accommodating students who require

either or both of the above. In addition it continues to be a priority for our school administrators to promote and

support differentiated instruction in the classroom. This applies to all classrooms, including French immersion and

Core French.

(f) Intermediate Classrooms

Developing the 5 year plan to look at intermediate classrooms has yet to commence.

Concluding comments:

This is an interim report on the Board motions of November 20 2013. It is not intended to replace an annual review

of the primary Core French program.


__________________________ _____________________________ ________________________

Tricia Dyson Stuart Miller David Euale

Superintendent of Education Associate Director Director of Education

37

Appendix 1

The types of resources that I feel I still need to support the Primary CF program are...

I would love technology

Simple books about colours and numbers in French to read aloud to the class.

more music (cds etc) ipad would be useful for assessment

ipads

more assessment checklists ideas for content (e.g., unit ideas)

Manipulatives (flashcards, balls, games, foam dice, displays/word walls and a place to put them, dolls,

props...). Level-appropriate story books.

Time for networking and planning with fellow teachers

I feel that my students are responding to the Gr. 1 CF program in the following ways...

-greeting me in the hallway with bonjour Mme and some even ask me how I am and extend the

conversation.

-They are responding very positively to the gr. 1 CF program. They speak French to me outside of the

classroom (playground, hallway etc).

-The classroom routines help the students to feel secure and confident in French. The singing and games

are great for social development - the students have fun together and build a sense of supporting and

encouraging each other

-We constructed a snowman and identified the body parts and the homeroom teacher thought it went very

well socially as they feel a bit of a connection with the older students who also learn French.

-They are excited to be there. They come and go singing our songs! I had an Intro to Grade 1 night with

our SK parents and even THEY are very excited to have their children starting Core French next year!

-The grade ones at my school love French time. They participate enthusiastically and love learning a new

language. Some have siblings in higher grades and they tell me that they are teaching them the songs

and vocabulary we are learning in grade one. They feel very proud that they can speak a new language

and some are going ahead and enriching what we learn in class with more. I have taught them the

numbers up to ten, but some have learned up to fifty or a hundred (with their parents with the help of

Youtube) - I always give them activity sheets to take home as reinforcers of the concepts we have

learned in class on any particular lesson.

-They love the songs the most! They sing all the time in the hallways. They run around outside singing

L'alphabet on the blacktop, and I can hear them outside my office having competitions with their friends to

see who can count to "vingt" the fastest without making a mistake! One grade 1 teacher told me that

she'd asked one boy to write his numbers as high as he could; as he wrote them he said them aloud in

French!

38

As a teacher, I see the Primary Core French program supporting student learning of French in the following ways...

Increasing confidence in students speaking French 12 52%

children playing with the French language outside of the 40 minutes of

classroom time (e.g., in the hall, during breaks, with their HR teacher, at home) 6 26%

the HR teacher adding in some French (e.g., bulletin boards, co-planning) 4 17%

Other 10 43%

In my opinion, participation in the Gr. 1 CF program has had the following effect on the students' experience in their English program:

-Confidence in participating orally

-There is a student who is ESL and to his homeroom teacher he is very quiet & meek, but in French he is

engaged and actively participates because he is back "on the same playing field" as the other students

-confidence in participating orally - example: some children who were very shy at first, are actively

participating in songs, dances and games

-can help with their math, as we play math games in French

-I think oral participation is increased, and the listening skills developed in having to concentrate to follow

French instructions, songs and stories cross over to better listening skills in all lessons.

- I observed what they were doing in other subjects (eg Math) and tried to do similar exercises in French

(eg. patterns - make a pattern with the coloured blocks and present to the group - they did a great job!!)

-I am most proud of the fact that we're 6 months into the program, and they're still interested! They keep

asking "what are we learning next?" I'm also proud of my students who can stand up in front of the class

and discuss: "Bonjour, je m'appelle _____. Comment t'appelles-tu?" "Je m'appelle _______. Comment ça

va?" "Ça va ________, merci." I have junior and intermediate level students who would not have the

confidence to do that.

Some feedback that I have received from parents about Primary Core French...

-All feedback has been positive. In fact, parents are asking what they can do at home to support their

children’s learning.

-Their children are teaching them French at home Their children are very excited to learn French. The

parents themselves are happy that their children have this opportunity in grade one without having to

leave their home school for FI.

-Students are going home and using “Comment ca va?” or are singing their songs to their family at home

-Students with older siblings are trying to show their knowledge to their siblings, older siblings are

impressed with the level of French that younger students in Grade 1 are picking up with such a small

amount of time for French each week

39

-We sang 3 French songs at the Winter Concert (Quand Le Père Noël, L'alphabet, Bonjour Mes Amis)

and the classroom teachers received rave reviews from parents!

-"I get French songs stuck in my head because my child sings them so often at home"

-That their child is enjoying it, playing French word games at home at meal times and on the computer. –

-Their child is teaching the rest of the family to count in French. All positive!

-They are EXCITED! Some parents have reported that their children are singing French at home, noticing

French language on cereal boxes, etc. I had our SK parents tell me that they really like having the

program for their students next year.

What I am most proud of in my Gr. 1 Core French program is...

-The level of enthusiasm that these young students have to try new things

-to see children become more confident in speaking another language

-The level of excitement and vocabulary that the students already have from this year

-How quickly the kids are learning; the amount they are retaining and showing they remembered from

week to week. Also am very pleased that ALL the Gr 1 teachers are VERY supportive of having me in

their classroom

-The levels of enjoyment and excitement in the classroom, which translate into good progress from the

students.

Appendix 2

Do you have any comments on challenges you may be facing implementing the Primary Core French Program?

-Our school loves it - students, teacher and parents. The primary English and Core French teacher meet

often and work on an inquiry approach based on interests of students - example - right now they are

working on exploring all kinds of fish

-It has been a smooth transition, and students and the teacher enjoy the time.

-We know that this program has provided an outstanding opportunity for choice for our SK families in our

first year of Primary Core French where this created an almost perfect split in the choice families had in

going into French Immersion or staying in the English Program with the Core French Program.

-Finding space for the Grade ones when we have to split the class because it is a split Grade 1/2 class.

-I would like more resources available to us and recommended for us.

-Challenge - How to handle combined classes where one grade is not getting the Core French.

-Challenge with split classes

-Need of technology for support to record evidence

-Works well to teach concepts that are more developmentally appropriate for Grade 1 rather than Grade 4

(e.g. colours etc.).

Are there any observable successes that you would like to share about the Primary Core French program at your school?

-Parents love that we have this.

-The French teacher and grade one students enjoy the program. They find if fun and engaging.

-Being a dual track school, I am very happy we have it because we strive to have our entire school be

bilingual and this model is inclusive for everyone. All children have access to French now.

-I think we need more time with the program to track successes. The students enjoy learning French and

parents are supportive of the initiative.

-We do expect this to have some impact on the number of SK's staying for grade 1. although hard to

predict at this date. Last year I had 6 parents attend the grade 1 info night of 50, this year I had 30 of 51

attend, they were very interested in the content, how it would roll out on the way to grade four and would

the kids have a chance of immersion starting in 5?

-At this point it is hard to tell what the impact will be as the french info night is this week, I would look for

an update Feb 2nd when the forms are due

-Our grade 1s are helping our grade 8s!!! Very enthusiastic, loving the program!

-Our registration numbers in the English class were up this year due to the availability of French in grade

one

-Students are spontaneously using greetings in French when they see our Core French teacher at recess.

-Amazing! The grade one students performed a song in French at the Winter concert - accompanied by

grade 8 band students. They worked on the piece together.

-Kids are engaged. Also at our holiday concert they were able to participate with our Grade 1 FI classes.

-In observing the french lessons, students are engaged and lessons are interactive. Parents have

expressed how pleased they are with their child's learning.

-I have not seen an increase in students remaining in English stream vs. French Immersion stream -

however this year we did have many questions from parents about this at our Grade 1 Parent Information

Evening.

-I have been monitoring this program closely and the students are having a ball. The teacher makes it fun

and interactive and the students are quickly learning and 'speaking' as they are taught. This is an idea

whose time has come and should remain. Some of the parents who did not wish to leave the school,

actually celebrated the fact that their child would not have to leave to receive French. In my opinion, and

the numbers support it, fewer students went to French immersion compared to previous years.

-Our students in grade 1 are often saying "bounjour" in the halls, and trying their French, even though

limited :)

-Students are really excited about French and are keen to continue learning in this subject. The teacher

has been re-invigorated and really enjoys the time with the primary students. Many in the community

have provided very positive feedback about their decision to stay in the home school.

39.6 38.0

51.4

46.7

33.6 33.2

0.0

10.0

20.0

30.0

40.0

50.0

60.0

2013-14 2014-15

HDSB

Primary CoreFrench Schools

Non-Primary CoreFrench Schools

Percent of Students Enrolled in FI (Uptake)

Year

French Immersion Uptake Across Primary Core French and Non-Primary Core French Schools

Using a Cohort Tracking Method*

This method creates fixed cohorts of students based on Mar. 31st enrolment of the SK year. The percentages shown here are limited to members of these fixed cohorts,

and reflect French Immersion enrolment at any school in HDSB.

Number of students in

cohort

Number of students

enrolled in Gr. 1

Number of students

enrolled in FI

Percentage of students

enrolled in FI

HDSB 2013-14 4231 3951 1563 39.6%*

HDSB 2014-15 4131 3852 1462 38.0%

Primary Core 2013-14

1406 1311 674 51.4%

Primary Core2014-15

1418 1335 624 46.7%

Non - Primary Core

2013-14

2825 2647 890 33.6%

Non - Primary Core

2014-15

2713 2529 840 33.2%

* Leavers have been excluded from the denominator.

French Immersion Uptake Across Primary Core French and Non-Primary Core French Schools

Using a Cohort Tracking Method*

44



FOR INFORMATION




RE: Implementation of an Adult & Continuing Education Hybrid Model

Background

The Halton District School Board (HDSB) delivers adult and continuing education programs and services through

two entities: the Gary Allan High School and The Centre for Skills Development & Training, (The Centre)

officially incorporated as a not-for-profit affiliate of HDSB in 1998 under the legal name of “Fast Track –

Community Centre for Skills Development and Training.” The programs and services bridge the gap for learners

between high school and their next steps – continued education, training or employment.

Gary Allan High School (GAHS) offers adult, alternative and continuing education programs. The Centre offers

pre-apprenticeship training, immigrant language and settlement services, academic upgrading and employment

services. Together, GAHS and The Centre provide a wide range of programs and services to over 25,000

individuals annually of diverse professional, economic and cultural backgrounds, from multiple sites throughout

Halton, thereby extending the reach of the HDSB to people of all ages and having a significant social and

economic impact on the community.

In fall 2013, the HDSB and The Centre initiated the Adult and Continuing Education (A&CE) Review. The

purpose of the review was to clarify the HDSB A&CE business model and set direction for continued future

success. The review was facilitated by Andy Potter, Deloitte – the same consultant who led a provincial A&CE

Review for the Ministry of Education in 2011.

The Phase 1 report concluded that while The Centre, as a separate legal entity offering non-credit programs does

not fit the core mandate of HDSB, it plays an important role in meeting the ‘pre-post-secondary’ educational

needs of learners in Halton Region. The project identified and evaluated potential future state options for The

Centre, and concluded that a hybrid model – one in which there was more coordinated integration between HDSB

and The Centre but with the entities remaining independent and separate – was the most beneficial model for

learners and the Board.

The A&CE Hybrid Model is built on a client-centred approach to service delivery and offers the promise of

improved pathway planning and integrated service for learners. As well, it allows for a stronger voice and profile

for adult education in Halton at a time when the province is focused on creating a more integrated and coordinated

employment, education and training system. In fact, in pursuing the A&CE Hybrid Model, the HDSB is not only

aligned with provincial direction but is leading the way in effective service delivery integration.

In April 2014, HDSB Trustees approved the recommendation to research, design and develop a plan for

implementation of an A&CE Hybrid Model and requested a progress report following Phase 2 of the project.

Actions

Phase 2 was conducted from August to December 2014 and again facilitated by Deloitte consultant Andy Potter.

45

Report 15025 page 2

Project Teams

Phase 2 of the A&CE review segmented stakeholders (staff) into four project teams: Service Delivery,

Administration, Facilities and Communications & Marketing. Recognizing that service delivery drives process,

this team focused on current gaps in client intake, assessment and referral processes, with the aim of creating well-

defined learner pathways and seamless transition between programs and services. The other teams focused on the

necessary infrastructure supports to better align and integrate service delivery between Gary Allan and The

Centre.

Priority objectives for each team were identified and work began on the following:

Service Delivery Team

o Develop a deeper understanding of all A&CE programs and services and their inter-relatedness

o Develop a joint intake, assessment and referral process that can be implemented across all A&CE sites

Administration Team

o Conduct a financial review to assess cost-sharing implications and opportunities to support

collaboration between GAHS and The Centre

Facilities Team

o Identify potential facility sharing options

o Explore potential of co-location of The Centre’s skilled trades programs (already delivered in

partnership) at GAHS’s New Street campus in Burlington

Marketing & Communications Team

o Design and implement a communication and marketing plan to co-brand and promote Halton A&CE

The A&CE review, Phases 1 and 2, launched the project teams into operationalizing their objectives. In order to

identify the key points of intersection that require service collaboration and/or infrastructure support, the Service

Delivery Team is mapping the client experience and working to develop a common assessment process to create

more seamless and effective pathways for clients and learners. This work goes hand-in-hand with developing a

deeper understanding of all programs and services so that a new intake and referral process can be adopted by

both Gary Allan and The Centre, effective fall 2015. The Administration Team has undertaken a financial review

to inform on potential cost-sharing benefits between Gary Allan and The Centre. Joint marketing and

communications initiatives are also being considered and piloted. The work of the project teams is inter-related

and it is anticipated that other partnership opportunities will be identified and implemented as the initiative moves

forward.

Key observations from the review include:

Staff at GAHS and The Centre have been engaged and committed to the process, have begun to foster

new relationships and above all have begun to understand the possibilities presented by the hybrid model.

While GAHS shares many attributes and operational requirements with a regular high school, it also

requires processes and resources unique to adult and continuing education, particularly with regard to

finances and marketing.

While there are a number of inherent process inefficiencies due to grant funder requirements for both

organizations, there may be opportunities to simplify administration through leveraging technology,

which would require committed investment.

Co-location, where it is possible and can enhance client service, may be a key enabler of the hybrid

model. As The Centre’s skilled trades programs already operate in partnership with GAHS as a blended

delivery model of credit/non-credit, the possibility of moving them to GAHS’s location at New Street is

being investigated.

While co-location may be desirable as an enabler of integrated service delivery, an integrated and

coordinated A&CE service delivery model requires processes that can be implemented across multiple

sites to meet a wide and diverse range of learner needs.

46

Report 15025 page 2

Conclusion

The Halton A&CE Review has been timely in that it aligns with provincial directions and priorities for adult

education and training, including the Employment Ontario vision of a coordinated and integrated system of

employment and training. In April 2014, the Ministry of Education released a report Achieving Excellence: a

Renewed Vision for Education in Ontario that stated “Children and students of all ages will achieve high levels of

academic performance, acquire valuable skills and demonstrate good citizenship.”

Adult education is now being recognized as an important player in the overall economic health of communities; as

is the role of school boards as a player in adult education. Premier Wynne referenced adult education in her 2014

mandate letters to ministers writing to Liz Sandals, Minister of Education:

“…Working with the Ministers of Training, Colleges and Universities, and of Citizenship, Immigration

and International Trade…ensure the adult education system better supports adult learners in their efforts

to finish high school, and successfully transition to postsecondary education, training or the work

place…”

Together, GAHS and The Centre provide employment, education and training services and programs to more than

25,000 people a year. Through these programs, HDSB plays a significant role in the social and economic health

of its communities. Going forward, further integration and coordination of service both between GAHS and The

Centre and with other community partners will drive even greater success for learners and clients.


______________________________

David Euale,


47



FOR INFORMATION



FROM: David Euale, Director of Education

Lucy Veerman, Superintendent of Business Services

RE: Education Development Charge By-law Amendment (2015)

Warrant

This report provides information regarding the need to amend the current EDC By-law as a result of

changes to some of the assumptions included in the EDC By-law Background Study initially used to

calculate the current Education Development Charge.

Background

Education Development Charges are the primary source of funding for the acquisition and preparation of

school sites and related costs to accommodate growth-related pupil needs within a Board’s jurisdiction.

These costs are typically not covered by the Ministry of Education.

These are levies that are applied to all new residential and non-residential development, with certain

exceptions. The existing By-law recovers 85% of education land costs (i.e. the purchase price of school

sites and associated costs) from residential development and 15% from non-residential development.

On June 19, 2013 the Board adopted a jurisdiction wide 2013 EDC By-law under the legislative authority

of the Education Act, R.S.O., 1990 c.E.2, which was undertaken jointly with the Halton Catholic District

School Board. The 2013 EDC By-law had an effective implementation date of June 24, 2013 and may be

in effect for no more than five (5) years. In 2014, Board staff undertook a review of the EDC By-Law

2013, as a result of concerns regarding increasing land acquisition costs. On June 4, 2014 the Board passed

Education Development Charges Amending By-law, 2014, which amended the Education Development

Charges By-law, (2013) of the Board.

The current HDSB charges are as follows:

Residential

Development

Non-Residential

Development

$ per residential unit (as defined in the

EDC By-law)

$ 3,380.00 per

residential unit

$ per sq. ft. of gross floor area or $ per sq.

m. of gross floor area (as defined in the

EDC By-law)

$ 0.87 per sq. ft. or

$9.36 per sq. m.

Rationale

The legislation provides the Board the opportunity to amend its EDC By-law annually, based on increasing

site acquisition and site preparation costs. Since the adoption of the EDC By-law Amending By-Law 2014,

staff from HDSB and HCDSB have met with Watson & Associates Economists Ltd. (W&A) and have had

discussions for the purpose of completing the annual review of the 2013 EDC By-Law. More specifically,

it is to address the ongoing and continued increases in site acquisition costs in Halton.

48

Report 15026 page 2

As a result, both Boards will be proceeding with an amendment to their respective EDC By-laws. It is

expected that the amendments will be presented to the respective Boards in May or June 2015. The

process that Boards must follow to amend their by-laws are included in a letter provided by Brad

Teichman, solicitor from Overland LLP (refer to Appendix A).

Conclusion

Board staff is moving forward with the annual EDC By-law review with our coterminous Board. Once the

review has been completed, the assumption is that the rates in the EDC By-law will increase to reflect the

increasing land values within Halton Region. It is expected that EDC By-law amendments will be

presented to the respective Boards in May or June 2015 for approval.

Respectfully Submitted

(signed)

___________________________________ ______________________________

Lucy Veerman David Euale

Superintendent of Business Services and Treasurer Director of Education

52



FOR INFORMATION



FROM: Lucy Veerman, Superintendent of Business Services

RE: Summary of School Generated Funds – 2013/2014

Warrant:

This report summarizes school generated revenues and expenditures for the year ended August 31, 2014.

Background:

The Halton District School Board recognizes schools and school councils raise funds to supplement

student programs and for specific student activities. The Board has a responsibility to ensure all school

generated funds are collected in accordance with Board policies/procedures and municipal, provincial

and federal laws and regulations. This responsibility includes ensuring all funds are adequately

protected, that they are controlled through proper accounting procedures and accountability for the funds

is maintained.

Beginning in 2004/2005, the Ministry of Education required school boards in Ontario to consolidate

school generated funds into their financial statements. The Administrative Procedure – School Generated

Funds and School Council Funds provides appropriate guidance, authority and protection to school staff

and fundraising volunteers by identifying specific direction for the administering, recording and reporting

of school generated funds.

In addition, Halton District School Board elementary and secondary schools have implemented the

Student Fees Administrative Procedure (September 2010) to ensure equity of access to programs and

services while maintaining quality and breadth of programming choices.

Rationale:

Across the province, it is estimated that $600 million is raised annually by schools and school councils as

a result of school generated activities. For the year ended August 31, 2014, the Halton District School

Board recorded school generated revenues of $18.5 million (rounded) and related expenditures of $18.4

million (rounded). Additional information has been attached as follows:

Appendix A – Summary of School Generated Funds By Category

Appendix B – Category Structure for School Generated Funds

The revised Administrative Procedure appended to Report 10153 presented to Board in September 2010

permits schools to carry forward a surplus of funds up to a maximum without approval. Surpluses

exceeding this limit must be explained with a documented surplus plan that is approved by the School

Superintendent. The limit for the year ended 2013/14 was $30 per student.

The carry forward is often as a result of a timing difference between the collection of funds and the

outlay of expenditures.

53

Report 15027 page 2

Examples of items/rationale for carry forward of funds include:

Fundraising for outside play structures and/or other capital purchases

Supplemental technology such as data projectors, video cameras, iPads, netbooks, smartboards

Breakfast program carryovers

Supplemental library/reading resources

Guest speakers and/or other events

Field trips

Charity drives and/or third party donations

Anniversary celebrations

Purchase of athletic uniforms and/or equipment


(signed)

______________________________ ___________________________________

Lucy Veerman David Euale

Superintendent of Business Services Director of Education

Appendix AHalton District School Board

Summary of School Generated Funds (including School Councils)

2013/2014 2012/2013 2011/2012 2010/2011 2009/2010

Balance, Beginning of Year $ 5,071,091 5,210,334 5,545,778 4,503,235 4,882,809

Receipts By Category (1)

Athletics 1,847,904 1,519,145 2,192,644 2,007,905 2,315,575

Charity 335,282 258,000 377,589 370,683 386,854

Extracurricular 2,182,467 1,936,306 2,610,707 2,632,676 2,321,008

Field Trips 5,106,105 3,903,519 5,046,323 4,605,868 4,507,706

Food & General Fundraising 6,064,727 5,405,746 6,542,264 6,455,630 6,756,783

Fundraising - Capital 67,047 220,850 263,186 103,549 158,995

Fundraising - Curricular/ Enhancements (2) 1,166,404 1,342,600 880,657 1,279,313 1,645,194

Grants 335,397 460,414 418,759 426,374 462,979

Other(Non-Student, Temporary) 1,414,316 795,253 789,830 1,101,694 1,424,675

Summary of Receipts 18,519,649 15,841,832 19,121,960 18,983,692 19,979,769

Disbursements By Category (1)

Athletics 2,102,017 1,585,095 2,356,375 2,087,028 2,487,958

Charity 333,811 262,092 401,193 374,794 418,097


Field Trips 5,185,333 4,064,972 5,277,438 4,746,232 4,666,375



Fundraising - Curricular/ Enhancements (2) 1,526,973 1,890,134 1,420,833 1,703,346 2,647,651

Grants 279,151 455,308 469,983 402,953 475,746

Other(Non-Student, Temporary) 1,513,404 875,071 874,290 857,927 1,568,112

Summary of Disbursements 18,396,842 15,981,075 19,457,404 17,941,149 20,359,343

Receipts Less Disbursements 122,807 (139,243) (335,444) 1,042,543 (379,574)

Balance, End of Year $ 5,193,898 5,071,091 5,210,334 5,545,778 4,503,235

The terms “school generated funds” and “school council funds” refer to funds raised to benefit students in the school.

Funds are generated in schools from a number of different sources and used in a number of different ways. The

Administrative Procedure applies to all funds that are received, raised, or collected in the name of the school or school

activity. These funds are under the direction and control of the school Principal. Generally, this will mean all funds available

to the school other than funds provided by the approved budget of the board. The Board is required to ensure that these

funds are properly administered and transactions are accurately recorded. This Administrative Procedure is not mandatory

for Home and School Associations.

(1) A summary of HDSB Standard Category Structure For School Generated Funds (per Administrative Procedure) is

attached. Note: The categories have not been audited to ensure that all receipts/disbursements are recorded in the

appropriate/consistent category across all schools in the district.

* Details by category not readily available at the board consolidated level.

(2) Effective September 2010, HDSB implemented a "Student Fees" Administrative Procedure which eliminated fees for

standard course materials and/or consumables.

Year Ended

Appendix A-1Halton District School Board

Summary of School Generated Funds (including School Councils) - Elementary

2013/2014 2012/2013 2011/2012 2010/2011 2009/2010



Athletics 161,509 134,545 242,932 236,327 246,609

Charity 228,443 177,746 207,823 233,218 247,776

Extracurricular 631,291 463,749 772,233 613,660 680,565

Field Trips 3,670,249 2,933,553 3,491,020 3,501,819 3,167,982



Fundraising - Curricular/ Enhancements (2) 372,356 446,760 248,962 5,074 550,006

Grants 238,596 337,851 289,487 285,966 326,030

Other(Non-Student, Temporary) 982,179 598,231 491,058 594,953 614,798



Athletics 218,377 182,201 302,402 301,735 313,328

Charity 229,966 186,127 222,736 230,692 264,102

Extracurricular 722,869 547,984 913,372 759,134 785,344

Field Trips 3,793,727 3,054,545 3,691,193 3,617,772 3,324,005



Fundraising - Curricular/ Enhancements (2) 738,989 993,722 737,830 526,113 1,239,163

Grants 194,337 328,935 319,031 278,311 326,205

Other(Non-Student, Temporary) 1,030,419 584,403 459,539 338,780 678,197


Receipts Less Disbursements 111,496 76,997 (48,489) 631,833 (185,021)















Year Ended

Appendix A-2Halton District School Board

Summary of School Generated Funds (including School Councils) - Secondary

2013/2014 2012/2013 2011/2012 2010/2011 2009/2010



Athletics 1,686,395 1,384,600 1,949,713 1,771,578 2,068,966

Charity 106,839 80,254 169,766 137,464 139,078


Field Trips 1,435,856 969,966 1,555,303 1,104,050 1,339,724

Food & General Fundraising 1,099,030 757,909 1,446,138 1,700,177 2,279,051


Fundraising - Curricular/ Enhancements (2) 794,048 895,841 631,695 1,274,239 1,095,188

Grants 96,801 122,562 129,272 140,408 136,949




Athletics 1,883,640 1,402,893 2,053,973 1,785,293 2,174,629

Charity 103,845 75,965 178,457 144,102 153,995


Field Trips 1,391,606 1,010,429 1,586,245 1,128,460 1,342,371

Food & General Fundraising 628,108 602,510 1,229,219 988,198 1,361,809


Fundraising - Curricular/ Enhancements (2) 787,984 896,411 683,003 1,177,233 1,408,488

Grants 84,814 126,372 150,953 124,641 149,541



Receipts Less Disbursements 11,311 (216,240) (286,955) 410,710 (194,553)















Year Ended

15027-appB Page 1 of 2

Appendix B

HDSB Board-Wide Standard Category Structure for School Generated & School

Council Funds:

CATEGORY (ALL ARE

”INCOME”

TYPE)

DEFINITION EXAMPLES

Athletics Money received to offset the costs for

buses, referees, tournament fees,

uniforms; money disbursed for those

items; fundraising specific to athletic

teams or events.

Note: at secondary schools, only those

funds $ collected for athletics beyond

events supplemented through Student

Enhancement Fees.

Team sports (Football, Hockey, Volleyball,

Basketball); intramural /house league teams;

inter-school tournaments; referee fees; OFSAA

costs; buses for track meets / relays / cross

country

Charity All money raised/received for and

disbursed to an external charity

registered with the Canada Revenue

Agency.

Terry Fox, World Vision, United Way, Halton

Learning Foundation, Heart & Stroke

Extracurriculars Money collected and distributed to

cover costs of clubs, non-athletic co-

curriculars and optional school spirit

items; fundraising specifically for a

single extracurricular event.




Enhancement Fees.

Band, Choir, Clubs, Drama/Musical

Performances; School Spirit Wear (not gym

clothes, which are athletic);

Commencement/Graduation; Student

parliament; Environment Club; Link Crew;

Yearbook

Field Trips All money fundraised or collected to

support the cost of off site activities or

in-school presentations, including

admissions, transportation and

accommodations. Major

trips/excursions should be

subcategorized separately from day

trips, which may be recorded all

together for the whole school.




Enhancement Fees.

Field Trips: Science Centre, ROM, Metro Zoo,

Theatre trips

Presentations: Scientists in Schools, musical

performers, traveling theatre troupes

Excursions: all out of province travel; all travel

involving overnight accommodation

Food Money collected by the sale of food

directly for student consumption and

money spent on the goods being sold.

Profits may offset expenses in all other

areas except Non-Student.

Sec: Cafeteria, Food Schools, catering

Elem: Milk, Pizza, Sub Days, Popcorn

15027-appB Page 2 of 2

CATEGORY (ALL ARE

”INCOME”

TYPE)

DEFINITION EXAMPLES

Fundraising

All money raised/received from, and all

expenses related to, products sold or

activities that are intended to generate

profits and be beneficial to the entire

school as opposed to a specific area

(e.g. athletics, extracurriculars).

Separate subcategories (capital,

curricular and Student Enhancement

Fees) are required to record the cost of

the items purchased in those areas.

Dance-A-Thon, Raffles, Fall Fair events, Gift

Card Sales, Fruit/Muffin Mix/ Cheese/Wrapping

Paper sales, car washes, magazine drives.

Fundraising Category may be subcategorized

into specific events; expenses come out of the

subcategories or may be a subcategory called

“event expense”.

Fundraising –

Capital

(Subcategory of

Fundraising)


expenses related to, products sold or

activities that are intended to generate

profits to be specifically used to

purchase capital items or support

school infrastructure.

Money raised to offset purchases of computers,

furniture or equipment ordered through the

Board’s Purchasing Dept.

Money raised to offset purchases of landscaping,

painting, or structural modifications ordered

through the Board’s facility services dept.

Fundraising –

Curricular

(Subcategory of

Fundraising)


expenses related to, products related to

classroom learning.

Library book fairs

Fundraising -

Student

Enhancement

Fees -Secondary

Only

(Subcategory of

Fundraising)

Money collected from students to offset

school-specific initiatives, which

enhance learning beyond the

classroom.

Services such as orientation programs,

leadership programs, special speakers,

commencement/graduation; student parliament;

environment club; link crew; in-school

presentations; athletic tournament fees, etc.

Shall not include consumables such as

photocopying, paper, etc.

Grants Money received from third parties for a

specific purpose, the detailed use of

which must be which must be reported.

Parent Involvement Policy, Food for Thought,

TD Friends of the Environment.

Non-Student Money raised/received for and spent on

items that do not directly benefit

students.

Inflows: Photographer commissions.

Outflows: Staff supplementary PD

opportunities, Bank Charges, Cheque Printing

Fees, Meeting Costs, Volunteer Appreciation.

Temporary

Clearing

Expenses that will be 100% offset by

either the HDSB or School Council,

who will claim the expense in their

financial statements, and offsetting

income – must be zero at year end.

HST Income Offsets HST Expense category to

facilitate year-end HST rebate claim.

EXPENSE

TYPE

CATEGORY

HST Expense Offsets HST Income category.

SCHOOL

BALANCE FWD

(OPENING

EQUITY) REVENUE EXPENSE NET REV/EXP

CLOSING

EQUITY

Enrollment

(Total

Bodies)

Closing

Equity /

student

1100 Abbey Lane Public School 34,090$ 137,373 143,704 (6,331) 27,759$ 353 79$

1103 Alexander's Public School 54,735$ 155,432 153,169 2,263 56,998$ 792 72$

1099 Alton Village Public School 30,320$ 184,878 160,347 24,531 54,851$ 806 68$

1218 Anne J. MacArthur Public School 26,806$ 76,392 78,441 (2,049) 24,757$ 788 31$

1101 Brant Hills Public School 27,631$ 67,341 77,729 (10,388) 17,243$ 264 65$

1104 Brookdale Public School 18,793$ 65,622 70,644 (5,022) 13,771$ 314 44$

1106 Brookville Public School 56,635$ 231,485 229,149 2,336 58,971$ 438 135$

1108 Bruce T. Lindley Public School 18,965$ 74,559 78,843 (4,284) 14,681$ 323 45$

1109 Bruce Trail Public School 36,806$ 131,453 110,031 21,422 58,228$ 1,020 57$

1127 C.H. Norton Public School 54,605$ 145,114 155,900 (10,786) 43,819$ 561 78$

1111 Captain R. Wilson Public School 37,630$ 221,484 223,920 (2,436) 35,194$ 695 51$

1112 Centennial Public School 51,711$ 251,118 249,184 1,934 53,645$ 455 118$

1114 Central Public School 44,340$ 64,321 76,608 (12,287) 32,053$ 338 95$

1121 Charles R. Beaudoin Public School 64,032$ 282,857 295,423 (12,566) 51,466$ 815 63$

1122 Chris Hadfield Public School 80,314$ 170,602 166,494 4,108 84,422$ 813 104$

1124 Clarksdale Public School 22,006$ 91,173 91,876 (703) 21,303$ 435 49$

1130 Dr. Charles Best Public School 22,092$ 53,595 51,574 2,021 24,113$ 284 85$

1138 Eastview Public School 25,665$ 192,073 186,487 5,586 31,251$ 469 67$

1146 E.W. Foster Public School 16,886$ 89,792 93,766 (3,974) 12,912$ 374 35$

1140 E.J. James Public School 37,038$ 186,842 165,699 21,143 58,181$ 489 119$

1145 Emily Carr Public School 53,462$ 173,288 159,340 13,948 67,410$ 799 84$

1147 Escarpment View Public School 46,447$ 155,152 140,994 14,158 60,605$ 1,119 54$

1155 Falgarwood Public School 39,778$ 152,920 153,239 (319) 39,459$ 410 96$

1157 Florence Meares Public School 75,827$ 110,409 122,031 (11,622) 64,205$ 637 101$

1156 Forest Trail Public School 120,583$ 329,079 363,803 (34,724) 85,859$ 879 98$

1158 Frontenac Public School 21,502$ 116,223 113,593 2,630 24,132$ 463 52$

1160 Gardiner Public School 82,623$ 202,777 223,953 (21,176) 61,447$ 582 106$

1162 George Kennedy Public School 45,764$ 129,654 153,110 (23,456) 22,308$ 496 45$

1164 Gladys Speers Public School 15,342$ 36,330 33,010 3,320 18,662$ 394 47$

1168 Glen Williams Public School 26,402$ 52,813 55,144 (2,331) 24,071$ 234 103$

1166 Glenview Public School 35,450$ 86,510 83,790 2,720 38,170$ 342 112$

1172 Harrison Public School 21,231$ 70,321 74,977 (4,656) 16,575$ 241 69$

1173 Hawthorne Village Public School 112,047$ 276,859 261,876 14,983 127,030$ 1,153 110$

1175 Heritage Glen Public School 45,822$ 183,205 151,022 32,183 78,005$ 687 114$

1105 Irma Couslon -$ 118,990 92,540 26,450 26,450$ 815 32$

1178 J.M. Denyes Public School 28,419$ 46,741 46,758 (17) 28,402$ 229 124$

1179 James W. Hill Public School 15,653$ 198,448 183,070 15,378 31,031$ 528 59$

1182 John T. Tuck Public School 47,504$ 260,785 255,818 4,967 52,471$ 716 73$

1185 John William Boich Public School 40,855$ 210,152 187,210 22,942 63,797$ 789 81$

1187 Joseph Gibbons Public School 20,801$ 31,009 31,098 (89) 20,712$ 128 162$

1188 Joshua Creek Public School 59,720$ 277,402 269,696 7,706 67,426$ 896 75$

1190 Kilbride Public School 19,111$ 116,190 120,879 (4,689) 14,422$ 289 50$

1192 King's Road Public School 13,276$ 37,661 36,889 772 14,048$ 238 59$

1194 Lakeshore Public School 15,031$ 39,028 39,613 (585) 14,446$ 210 69$

1198 Limehouse Public School 8,287$ 39,011 38,457 554 8,841$ 146 61$

1206 Maple Grove Public School 35,557$ 278,612 276,523 2,089 37,646$ 563 67$

1208 Maplehurst Public School 23,362$ 91,031 82,658 8,373 31,735$ 380 84$

1212 Martin Street Public School 30,775$ 71,813 73,275 (1,462) 29,313$ 257 114$

1216 McKenzie-Smith Bennett Public School 38,768$ 179,982 180,876 (894) 37,874$ 670 57$

1222 Mohawk Gardens Public School 11,430$ 85,661 79,643 6,018 17,448$ 386 45$

1223 Montclair Public School 4,250$ 47,402 44,209 3,193 7,443$ 420 18$

1228 Munn's Public School 30,480$ 161,071 166,353 (5,282) 25,198$ 482 52$

1230 New Central Public School 22,750$ 148,986 133,025 15,961 38,711$ 244 159$

1240 Oakwood Public School 13,925$ 7,266 14,288 (7,022) 6,903$ 174 40$

1241 Orchard Park Public School 25,898$ 97,221 76,156 21,065 46,963$ 560 84$

1243 P.L. Robertson Public School 79,234$ 179,572 185,289 (5,717) 73,517$ 1,066 69$

1246 Palermo Public School 44,998$ 270,208 302,259 (32,051) 12,947$ 824 16$

1250 Park Public School 30,540$ 70,792 75,861 (5,069) 25,471$ 237 107$

1251 Paul A. Fisher Public School 22,544$ 60,498 69,546 (9,048) 13,496$ 218 62$

1252 Pauline Johnson Public School 10,817$ 66,195 61,032 5,163 15,980$ 285 56$

1253 Pilgrim Wood Public School 17,650$ 114,905 107,352 7,553 25,203$ 643 39$

1254 Pine Grove Public School 21,885$ 263,689 251,443 12,246 34,131$ 754 45$

1256 Pineland Public School 52,401$ 180,103 188,644 (8,541) 43,860$ 728 60$

1258 Pineview Public School 38,224$ 69,057 62,456 6,601 44,825$ 233 192$

1259 Post's Corners Public School 28,625$ 226,775 195,535 31,240 59,865$ 594 101$

1264 River Oaks Public School 35,301$ 181,819 171,314 10,505 45,806$ 614 75$

1261 Robert Baldwin Public School 21,499$ 79,543 75,855 3,688 25,187$ 424 59$

1262 Robert Little Public School 24,816$ 74,021 77,927 (3,906) 20,910$ 384 54$

1266 Rolling Meadows Public School 28,882$ 139,402 130,540 8,862 37,744$ 460 82$


School Generated Funds

August 1, 2013 to July 31, 2014

1270 Ryerson Public School 12,384$ 47,426 49,082 (1,656) 10,728$ 225 48$

1274 Sam Sherratt Public School 40,345$ 154,724 172,839 (18,115) 22,230$ 439 51$

1276 Sheridan Public School 19,279$ 57,062 61,998 (4,936) 14,343$ 219 65$

1277 Silver Creek Public School 18,642$ 277,043 267,508 9,535 28,177$ 626 45$

1278 Sir E. MacMillian Public School 38,635$ 111,826 106,584 5,242 43,877$ 395 111$

1288 Stewarttown Public School 46,419$ 165,450 168,610 (3,160) 43,259$ 372 116$

1292 Sunningdale Public School 52,374$ 207,655 185,201 22,454 74,828$ 750 100$

2424 Syl Apps School 907$ 17,433 16,606 827 1,734$ N/A N/A

1300 Tecumseh Public School 12,815$ 42,281 38,140 4,141 16,956$ 267 64$

1302 Tiger Jeet Singh Public School 79,616$ 179,131 216,753 (37,622) 41,994$ 989 42$

1303 Tom Thomson Public School 23,055$ 86,025 81,442 4,583 27,638$ 418 66$

1315 West Oak Public School 16,671$ 261,910 281,715 (19,805) (3,134)$ 849 (4)$

1320 W.I. Dick Public School 40,499$ 109,398 110,738 (1,340) 39,159$ 401 98$

1318 W.H. Morden Public School 75,144$ 108,781 94,563 14,218 89,362$ 486 184$ Year End Adjustments (9,124)$ - - - (9,124)$ Elementary Total 2,934,309$ $11,296,232 $11,184,736 111,496 3,045,805$ 42,282 72.04$

2002 Abbey Park High School 62,492$ 520,800 518,896 1,904 64,396$ 1,067 60$

2003 Acton District High School 64,508$ 175,928 172,307 3,621 68,129$ 504 135$

2005 Aldershot High School 68,472$ 290,260 289,469 791 69,263$ 672 103$

2007 Burlington Central High School 79,156$ 250,320 259,682 (9,362) 69,794$ 833 84$

2008 Craig Kielburger Secondary School 106,699$ 721,615 731,921 (10,306) 96,393$ 1,386 70$

2001 Dr. Frank J. Hayden -$ 156,054 178,628 (22,574) (22,574)$ 608 (37)$

2014 Garth Webb Secondary School 80,112$ 186,446 174,707 11,739 91,851$ 619 148$

2554 Gary Allan High School - Bronte Creek 62,037$ 93,946 36,531 57,415 119,452$ 25 4,778$

2050 Gary Allan High School - SRL Burlington 249,249$ 107,565 121,300 (13,735) 235,514$ 1,241 190$

2017 Georgetown District High School 189,795$ 483,230 482,511 719 190,514$ 1,760 108$

2019 Iroquois Ridge High School 166,659$ 366,651 394,765 (28,114) 138,545$ 1,267 109$

2022 Lester B. Pearson High School 60,716$ 121,233 122,284 (1,051) 59,665$ 536 111$

2025 M.M. Robinson High School 98,217$ 219,876 274,065 (54,189) 44,028$ 919 48$

2027 Milton District High School 122,114$ 210,021 167,507 42,514 164,628$ 971 170$

2031 Nelson High School 127,444$ 411,863 446,852 (34,989) 92,455$ 1,229 75$

9999 Nelson High School Bingo (5,165)$ (435) 10,327 (10,762) (15,927)$ N/A

2035 Oakville Trafalgar High School 133,265$ 894,471 862,407 32,064 165,329$ 1,289 128$

2038 Robert Bateman High School 105,964$ 499,623 500,249 (626) 105,338$ 1,086 97$

2037 Thomas A. Blakelock High School 72,903$ 485,416 480,800 4,616 77,519$ 1,133 68$

2041 White Oaks Secondary School 283,021$ 1,028,534 986,898 41,636 324,657$ 1,990 163$ Year End Adjustments 9,124$ - - - 9,124$ Secondary Total 2,136,782$ $7,223,417 $7,212,106 $11,311 2,148,093$ 19,135 $112Overall total 5,071,091$ $18,519,649 $18,396,842 $122,807 5,193,898$ 61,417 $85

61



FOR INFORMATION



FROM: Gerry Cullen, Superintendent of Facility Services

RE: Capital Update January 2015

As per the schedule to report on capital projects, find attached the chart showing recent activities in this

regard for the month of January 2015.

On a quarterly basis the Capital Update report includes a financial summary of budget and expenditures

for projects in process. The timeframe for expenses on capital projects are on average two years. The

timeframe may be longer due to the project size, complexity and external factors such as municipal

approvals.

Once the Ministry of Education approves funding to address accommodation pressures the capital

project budget is established which includes the awarded construction tender price, architect and

consultant fees, permits, infrastructure costs and land improvement.

Percentage paid in the Capital Financial report represents construction costs incurred and processed

compared to the total expected tender costs. Accruals are included only at the Halton District School

Board’s year end. Expenses are not incurred uniformly during construction.


__________________________________________ ___________________________________________

Gerry Cullen David Euale

Superintendent of Facility Services Director of Education

Updated: January 2015

Update Comments

Tender Award

Submt'd Rec'd Submt'd Rec'd Issue Date Closing Date

Milton #9 PS / ERA 127

(Hossack & Assoc. Arch.)792 Yes June 12, 2014 December 15, 2014 July 28, 2014 January 6, 2014 September 2014

Percon Construction

October 22, 2014October 25, 2014 September 2015

Footing and foundations, 100% complete. Examining options

to accelerate the construction schedule.

Oakville NE #1 / ERA 118

(Snyder Architects Inc.)740 No

July 5, 2014-1st

submission

October 15, 2014-

2nd Submission

April-June 2015 based

upon timeline for

registration of subdivision

October 8, 2014

November, 2014

(for conditional

permit for below

grade only)

# 1407

Oct 28, 2014

Everstrong Const.

December 8, 2014October 20, 2014 September 2015

Still working on final site plan approval and building permits.

Footings and foundations 100% complete. 1st floor load

bearing masonry 70% complete. Underground mech/elect

& site services underway.

Martin Street (Snyder

Architects Inc.)740 Own

September 2016

(tentative)

Initial study of options to be completed by Snyder Architects.

Inc.

GDHS Additions & Reno's

(Snyder & Assoc.)Add 150 Own

January 29, 2010

Phase 2September 30, 2009

December 2009

Phase 2May 2009

Percon Construction

June 9, 2009July 2009 August 15, 2010

Phase 3 complete. Still need to work out land deal with the

HCDSB to receive final sign off.

Heritage Glen PS

(Ventin Group)

Add 138

(6 rm

interior

add)

Own N/A N/A

Oct 27, 2014-1st

Submission Dec

2,2014-2nd Submission

Jan15, 2015-3rd

Submission

January, 2015

(tentative)October 8, 2014

PM Contracting October

23, 2014

February 2015

(tentative)May 2015 Waiting for building permit.

Pilgrim Wood PS

(Hossack & Assoc. Arch.)

Add 138

(6 rm add)Own May 17, 2013 September 1, 2013 July 2013 March 31, 2014

T14-01 February 10,

2014

PM Contracting

March 6, 2014March 7, 2014 January 2015 Complete

Central PS

(BJC Arch.)

1 class

renoown N/A N/A Spring 2014 Spring 2014 T14-44 June 5, 2014

BJC Architects

June 19, 2014Summer 2014 September 23, 2014

Classrooms occupied Sept 23rd. Shortages complete. One final

review with Architect is required.

Emily Carr PS

(Svedas Arch.)

4 class

additionown January 20, 2014 April 30, 2014 April 21, 2014 Jun 1, 2014 T14-15 March 25, 2014

TRP Construction

April 17, 2014Jun 8, 2014 Mid - December 2014 Classrooms occupied. Working shortages being corrected.

Escarpment View PS

(Snyder Arch.)

4 class

additionown February 3, 2013 April 2014 March 2014 April 2014 T14-16 March 20, 2014

STF Construction

April 7, 2014Spring 2014 October 31. 2014 Complete.

Completion Date

Capital Projects

School & Project DescriptionPupil

PlacesSite Purchased

Permit Status

Bolded notes indicate changes.

Construction (Tentative)

Site Plan (SPA) Bldg. (BPA)

Addition and Renovation Projects

APPENDIX A

FDK (Full Day Kindergarten) Projects Year 5

Start Date (Tentative)

New School Construction

Updated: January 2015

Update Comments

Tender Award

Submt'd Rec'd Submt'd Rec'd Issue Date Closing Date

Completion Date

Capital Projects

School & Project DescriptionPupil

PlacesSite Purchased

Permit Status

Bolded notes indicate changes.

Construction (Tentative)

Site Plan (SPA) Bldg. (BPA) Start Date (Tentative)

Glen Williams PS

(Robertson Simmons Arch.)

2 class

addition +

1 class

reno

own December 23, 2013 September 2014 February 2014 September 2014 T14-02 January 31, 2014Everstrong

February 25, 2014Spring 2014 April 2015 (tentative)

Foundations and underground mechanical complete.

Masonry starting this week. Interior renovations underway.

Hawthorne Village PS


5 class

additionown December 23, 2013 January 16, 2014 February 2014 April 2014 T14-03 January 31, 2014

TRP Construction

February 25, 2014Spring 2014 August 25, 2014 Complete.

Joshua Creek PS

(Svedas Arch.)

3 class

additionown January 20, 2014 April 30, 2014 April 22, 2014 May 28, 2014 T14-17 March 18, 2014

Starfleet

April 10, 2014May 15, 2014 February 23, 2014

Construction progressing. Good cooperation with school staff

and the construction crew.

Pauline Johnson PS

(Walterfedy Arch.)

4 class

renoown N/A N/A March 2014 April 2014 T14-19 April 10, 2014

Design 4

May 1, 2014 July 2014 January 2015

Classrooms occupied. Shortages complete. One final review

with Architect is required.

Tiger Jeet Singh PS


3 class

additionown December 23, 2013 April 2014 February 2014 April 2014

T14-04

February 4, 2014

Everstrong

February 27, 2014Spring 2014 August 25, 2014 Complete.

West Oak PS


4 class

addition +

1 class

reno

own December 23, 2013 April 2014 February 2014 April 2014 T14-05 February 4, 2014STF Construction

February 27, 2014Spring 2014 September 2, 2014 Complete.

Security Cameras (HS) N/A Own N/A N/A N/A N/A April 01, 2014 May 01, 2014 June 01, 2014 September 01, 2015Phase 1 High Schools - Contractor Awarded. Installation in

progress.

Lockdown/ Communication

system, phase 1 (HS)N/A Own N/A N/A N/A N/A January-20-14 February 13, 2014 March 01, 2014 September 01, 2015 Phase 2 - Schools. Installation in progress.

CKSS - Greenhouse Addition

(Svedas Architects)N/A Own Feb 15/15 March15/15 March 21/15 April21/15 April 28/15 May 21?15 July 01, 2015 September 01, 2015 Architect preparing concept (sketch) drawings

APPENDIX B

Capital Renewal Projects Facilities Maintenance

73



FOR INFORMATION



FROM: G. Cullen, Superintendent, Facility Services

RE: Preventative Maintenance Inspections of Portable Classrooms – No. 90

Rationale:

Attached is a copy of the findings from the November – December 2014 inspection of portable

classrooms.

Decommissioning Consulting Services (DCS) provides this inspection service to the Board under

contract. In addition to the inspections, DCS recommends and supervises remedial work where

required.

SUMMARY OF CONDITIONS OBSERVED

CONDITION

INSPECTION

ROUND No. of Portables

Inspected

Mould

Confirmed by

Laboratory

Analysis

Moisture &

Suspect Mould

Suspect Mould

Only Moisture Only

Total

Incidents(1)

No. 85 315 0 0 5 2 7

No. 86 311 0 0 1 0 1

No. 87 308 0 0 1 1 2

No. 88 297 0 0 1 1 2

No. 89 298 0 0 0 0 0

No. 90 342 0 0 0 0 0

Note (1) - more than one condition may be reported in a portable.


__________________________________________ ___________________________________________

Gerry Cullen David Euale

Superintendent of Facility Services Director of Education

TABLE 1

PORTABLE CLASSROOM PREVENTATIVE MAINTENANCE INSPECTION NO. 90 SUMMARY

School HB No. PM Inspection Schedule Proposed Comments from Round 90 Inspection

No. of Round 90 DCS Round 91

Port. Inspect. Date Inspector Inspect. Date

Anne J. MacArthur

P.S.HB 026 18 06-Nov-14 C. Rielly 19-Feb-15 N.S.M.O.M.O.

HB 041 06-Nov-14 C. Rielly 19-Feb-15 Exterior caulking degraded at windows and air-exchanger vent.

HB 066 06-Nov-14 C. Rielly 19-Feb-15 Vinyl floor tiles (~5) damaged at front door.

HB 071 06-Nov-14 C. Rielly 19-Feb-15 Screw holes observed in metal cladding at front wall. Exterior caulking degraded at door.

HB 113 06-Nov-14 C. Rielly 19-Feb-15 Screw holes observed in metal cladding at front and right walls. Exterior caulking degraded at conduit at left wall.

HB 125 06-Nov-14 C. Rielly 19-Feb-15 Screw holes observed in metal cladding at front wall. Exterior caulking degraded at door and air-exchanger vent.

HB 127 06-Nov-14 C. Rielly 19-Feb-15 Screw holes observed in metal cladding and left corner flashing.

HB 195 06-Nov-14 C. Rielly 19-Feb-15 Screw holes observed in metal cladding at front wall.

HB 204 06-Nov-14 C. Rielly 19-Feb-15 Screw holes observed in metal cladding and left corner flashing.

HBL 111 06-Nov-14 C. Rielly 19-Feb-15 N.S.M.O.M.O.





HBL 214 06-Nov-14 C. Rielly 19-Feb-15 Exterior caulking degraded at conduit at right wall.




Brookville P.S. HBL 201 1 04-Dec-14 C. Rielly 11-Feb-15 N.S.M.O.M.O.

Bruce Trail P.S. HB 046 13 05-Dec-14 C. Rielly 12-Feb-15 N.S.M.O.M.O.

HB 062 05-Dec-14 C. Rielly 12-Feb-15 Exterior caulking degraded at air-exchanger vent. Evidence of pest activity at IP-V.

HB 075 05-Dec-14 C. Rielly 12-Feb-15 N.S.M.O.M.O.

HB 103 05-Dec-14 C. Rielly 12-Feb-15 Exterior caulking degraded at door.





HBL 105 05-Dec-14 C. Rielly 12-Feb-15 N.S.M.O.M.O.





Chris Hadfield P.S. RM A1 12 04-Dec-14 C. Rielly 11-Feb-15 N.S.M.O.M.O.

RM A2 04-Dec-14 C. Rielly 11-Feb-15 N.S.M.O.M.O.











Craig Kielburger S.S. HB 038 16 17-Dec-14 C. Rielly 10-Feb-15 Screw holes observed in metal cladding at right elevation. Exterior caulking degraded at air-exchanger vent and door.




HB 073 17-Dec-14 C. Rielly 10-Feb-15 Exterior caulking degraded at windows.


701386-000 - 2014/2015 NORTH 1

TABLE 1






701386-000 - 2014/2015 NORTH 2

TABLE 1






HB 133 17-Dec-14 C. Rielly 10-Feb-15 Exterior caulking degraded at front door, windows, and air-exchanger.

HB 134 17-Dec-14 C. Rielly 10-Feb-15 Exterior caulking degraded at front door, windows, and air-exchanger.


HB 143 17-Dec-14 C. Rielly 10-Feb-15 Exterior caulking degraded at front door and windows.

HB 203 17-Dec-14 C. Rielly 10-Feb-15 Exterior caulking degraded around air-exchanger.




E.W. Foster P.S. HB 129 5 29-Nov-14 S.Parliament 9-Feb-15 N.S.M.O.M.O.

HB 160 29-Nov-14 S.Parliament 9-Feb-15 N.S.M.O.M.O.


HB 189 29-Nov-14 S.Parliament 9-Feb-15 Screw holes observed in metal cladding at right elevation.

HBL 086 29-Nov-14 S.Parliament 9-Feb-15 N.S.M.O.M.O.

Escarpment View

P.S.HB 005 14 3-Dec-14 C. Rielly 5-Feb-15 Hole (~1") observed in drywall at north wall above electrical panel.

HB 089 3-Dec-14 C. Rielly 5-Feb-15 Screw holes observed at left wall. Exterior caulking degraded at door.

HB 144 3-Dec-14 C. Rielly 5-Feb-15 Roof flashing damaged/missing at left elevation.


HBL 082 3-Dec-14 C. Rielly 5-Feb-15 Exterior caulking degraded and/or missing at windows.

HBL 083 3-Dec-14 C. Rielly 5-Feb-15 Exterior caulking degraded and/or missing at windows.

HBL 088 3-Dec-14 C. Rielly 5-Feb-15 Section of baseboard detached from south wall (~1').

HBL 089 3-Dec-14 C. Rielly 5-Feb-15 Screw holes observed in metal cladding at left elevation. Exterior caulking degraded and/or missing at windows.

HBL 090 3-Dec-14 C. Rielly 5-Feb-15 Caulking degraded and/or missing at conduits. Screw holes observed in corner flashing at right elevation. Baseboard missing at north wall of portable.

HBL 091 3-Dec-14 C. Rielly 5-Feb-15 Screw holes observed in corner flashing at right elevation.

HBL 103 3-Dec-14 C. Rielly 5-Feb-15 Exterior caulking degraded and/or missing at front windows and door. Baseboard missing at north wall of portable.


HBL 212 3-Dec-14 C. Rielly 5-Feb-15 Exterior caulking degraded and/or missing at windows. Hole (~1") observed in metal cladding at left elevation.

HBL 213 3-Dec-14 C. Rielly 5-Feb-15 Exterior caulking degraded and/or missing at door and conduits. Screw holes observed in corner flashing and metal cladding at right elevation.

Gardiner P.S. HBL 207 1 16-Dec-14 C. Rielly 16-Feb-15 Screw holes observed in corner flashings and metal cladding at rear, left and right walls. Downspout detached at rear elevation.

Glen Williams P.S. HB 178 2 16-Dec-14 C. Rielly 16-Feb-15 N.S.M.O.M.O.


Hawthorne Village

P.S.HB 013 22 18-Dec-14 C. Rielly 17-Feb-15 Exterior caulking degraded and/or missing at windows, air-exchanger vent, and downspout at front elevation.

HB 034 18-Dec-14 C. Rielly 17-Feb-15 Exterior caulking degraded at windows.

HB 035 18-Dec-14 C. Rielly 17-Feb-15 Exterior caulking degraded at door and air-exchanger vent.

HB 036 18-Dec-14 C. Rielly 17-Feb-15 Exterior caulking degraded at windows and air-exchanger vent.

HB 136 18-Dec-14 C. Rielly 17-Feb-15 Exterior caulking degraded at door, windows, and air-exchanger vent. Downspout missing at rear elevation.


HB 162 18-Dec-14 C. Rielly 17-Feb-15 Downspout detached at rear elevation.

RM 101 18-Dec-14 C. Rielly 17-Feb-15 Exterior caulking missing at bottom of all windows.





RM 301 18-Dec-14 C. Rielly 17-Feb-15 Exterior caulking degraded at expansion joint.




RM 305 18-Dec-14 C. Rielly 17-Feb-15 N.S.M.O.M.O.

701386-000 - 2014/2015 NORTH 3

TABLE 1










Irma Coulson P.S. HB 009 10 7-Nov-14 C. Rielly 23-Feb-15Screw holes observed in metal cladding at front wall and door. Screw holes and large hole (2") observed in metal cladding at left wall. Baseboard

detached at south interior wall.

HB 081 7-Nov-14 C. Rielly 23-Feb-15 Screw holes observed in metal cladding at front and right walls. Exterior caulking degraded at front door.

HB 142 7-Nov-14 C. Rielly 23-Feb-15 N.S.M.O.M.O.

HB 146 7-Nov-14 C. Rielly 23-Feb-15 Screw holes observed in metal cladding at front wall and door. Exterior caulking degraded at front door. Vinyl floor tiles (~5) damaged throughout.

HB 150 7-Nov-14 C. Rielly 23-Feb-15 Screw holes observed in metal cladding at front wall.

HBL 242

(P1)7-Nov-14 C. Rielly 23-Feb-15 Screw holes observed in metal cladding at right wall. Exterior caulking degraded at left window.

HBL 243

(P2)7-Nov-14 C. Rielly 23-Feb-15 Screw holes observed in metal cladding at front wall.

HBL 244

(P3)7-Nov-14 C. Rielly 23-Feb-15 Screw holes observed in metal cladding at front wall.

HBL 245

(P5)7-Nov-14 C. Rielly 23-Feb-15 Exterior caulking degraded at left window.

HBL 246

(P6)7-Nov-14 C. Rielly 23-Feb-15 Screw holes observed in metal cladding at front and left walls. Downspout detached at rear elevation.

Martin Street P.S. HB 015 2 1-Dec-14 C. Rielly 3-Feb-15 N.S.M.O.M.O.


Milton District H.S. HB 001 3 2-Dec-14 C. Rielly 4-Feb-15 Damaged skirting at right and left sides of portable.

HB 093 2-Dec-14 C. Rielly 4-Feb-15 Baseboard missing at corner of portable.

HB 154 2-Dec-14 C. Rielly 4-Feb-15 Exterior caulking degraded at door and air-exchanger vent. Gable louvre damaged at right elevation.

P.L. Robertson P.S. HB 004 7 1-Dec-14 C. Rielly 3-Feb-15 Exterior caulking degraded at door.


HB 021 1-Dec-14 C. Rielly 3-Feb-15 Exterior caulking degraded at air-exchanger vent.



HB 030 1-Dec-14 C. Rielly 3-Feb-15 Hole (~1") in drywall observed near door.

HB 039 1-Dec-14 C. Rielly 3-Feb-15 Screw holes observed in metal cladding and corner flashing at rear wall.

Park P.S. HB 048 1 16-Dec-14 C. Rielly 16-Feb-15 N.S.M.O.M.O.

Robert Baldwin P.S. HB 122 4 29-Nov-14 S.Parliament 9-Feb-15 N.S.M.O.M.O.



HBL 248

(1072)29-Nov-14 S.Parliament 9-Feb-15

N.S.M.O.M.O.

Robert Little P.S. HB 208 2 16-Dec-14 C. Rielly 16-Feb-15 N.S.M.O.M.O.

HBL 107 16-Dec-14 C. Rielly 16-Feb-15 Exterior caulking degraded at air-exchanger vent at right elevation.

Sam Sherratt P.S. HB 082 6 29-Nov-14 S.Parliament 9-Feb-15 Stained ceiling tiles observed, ~1 new

HB 083 29-Nov-14 S.Parliament 9-Feb-15 Stained ceiling tile (~1) observed (new).




HBL 227 29-Nov-14 S.Parliament 9-Feb-15 Exterior caulking degraded at conduit.

701386-000 - 2014/2015 NORTH 4

TABLE 1





Silver Creek P.S. HB 029 2 16-Dec-14 C. Rielly 16-Feb-15 Exterior caulking degraded and/or missing at windows and door. Stained ceiling tile (~1) observed (new).

HB 033 16-Dec-14 C. Rielly 16-Feb-15 Exterior caulking degraded and/or missing at windows and door. Stained ceiling tile (~1) observed (new).

Tiger Jeet Singh P.S. HB 063 10 2-Dec-14 C. Rielly 4-Feb-15 Exterior caulking degraded at door.


HB 109 2-Dec-14 C. Rielly 4-Feb-15 Vinyl floor tiles (~8) damaged throughout.

HB 116 2-Dec-14 C. Rielly 4-Feb-15 Stained ceiling tiles (~2) observed at north side of ceiling (new).

HB 126 2-Dec-14 C. Rielly 4-Feb-15 Vinyl floor tiles (~8) damaged throughout.






W.I. Dick P.S. HB 002 3 1-Dec-14 C. Rielly 3-Feb-15 Exterior caulking degraded at air-exchanger vent.


HB 183 1-Dec-14 C. Rielly 3-Feb-15 Screw holes observed in metal cladding and left corner flashing.

Total Portables: 154

NOTES:

NSMOMO: No Suspect Mold or Mildew Observed.

Scheduled inspection date subject to change due to availability of manpower and the facility.

701386-000 - 2014/2015 NORTH 5

TABLE 1PORTABLE CLASSROOM PREVENTATIVE MAINTENANCE INSPECTION NO. 90 SUMMARY

School No. Proposed Comments from Round 90 Inspection

HB No. of Round 90 DCS Round 91


Alexander's P.S. HB 008 5 17-Nov-14 C.Rielly 19-Jan-15 Exterior caulking degraded at windows.

HB 024 17-Nov-14 C.Rielly 19-Jan-15 N.S.M.O.M.O.



HB 051 17-Nov-14 C.Rielly 19-Jan-15 Exterior caulking degraded at windows. Screw holes observed in metal cladding at rear wall.

Charles R. Beaudoin

P.S.HBL 100 4 13-Nov-14 C. Rielly 15-Jan-15 N.S.M.O.M.O.

HBL 101 13-Nov-14 C. Rielly 15-Jan-15 N.S.M.O.M.O.



J.W. Singleton

Education CentreHB 003 4 12-Nov-14 C. Rielly 14-Jan-15 N.S.M.O.M.O.

HB 117 12-Nov-14 C. Rielly 14-Jan-15 N.S.M.O.M.O.



John T. Tuck P.S. HB 064 7 10-Nov-14 C. Rielly 12-Jan-15 Exterior caulking degraded at air- exchanger vent.


HB 157 10-Nov-14 C. Rielly 12-Jan-15 Vinyl floor tile (~1) damaged at front door.


HBL 219 10-Nov-14 C. Rielly 12-Jan-15 Exterior caulking degraded at front door.



John W. Boich P.S. HB 108 3 17-Nov-14 C.Rielly 19-Jan-15 N.S.M.O.M.O.

HBL 109 17-Nov-14 C.Rielly 19-Jan-15 N.S.M.O.M.O.

HBL 247 17-Nov-14 C.Rielly 19-Jan-15 N.S.M.O.M.O.

L.B. Pearson H.S. RM 179 A/B 12 12-Nov-14 C. Rielly 14-Jan-14 N.S.M.O.M.O.

RM 180 12-Nov-14 C. Rielly 14-Jan-14 N.S.M.O.M.O.










RM 190 A/B 12-Nov-14 C. Rielly 14-Jan-14 N.S.M.O.M.O.

M.M. Robinson H.S. HB 010 3 12-Nov-14 C. Rielly 14-Jan-14 N.S.M.O.M.O.



Pineland P.S. HB 006 6 11-Nov-14 C. Rielly 13-Jan-14 Exterior caulking degraded at front windows.


HB 069 11-Nov-14 C. Rielly 13-Jan-14 Exterior caulking degraded at conduit at left elevation.


HB 096 11-Nov-14 C. Rielly 13-Jan-14 Screw holes observed in metal cladding and door at front elevation. Stained ceiling tiles (~3) observed (new).

HB 128 11-Nov-14 C. Rielly 13-Jan-14 Vinyl floor tile damaged (~1) at front door.

PM Inspection Schedule

701386-000 - 2014/2015 EAST BURLINGTON 1


School No. Proposed Comments from Round 90 Inspection



PM Inspection Schedule

Sir E. MacMillan P.S. HB 017 6 11-Nov-14 C. Rielly 13-Jan-14 N.S.M.O.M.O.

HB 018 11-Nov-14 C. Rielly 13-Jan-14 Stained ceiling tiles (~3) observed (new).

HB 019 11-Nov-14 C. Rielly 13-Jan-14 Exterior caulking degraded at rear door. Stained ceiling tile (~1) observed (new).

HB 020 11-Nov-14 C. Rielly 13-Jan-14 Screw holes observed in metal cladding at rear wall.

HB 025 11-Nov-14 C. Rielly 13-Jan-14 Exterior caulking degraded at rear door.

HB 165 11-Nov-14 C. Rielly 13-Jan-14 Screw holes observed in metal cladding at rear elevation.

Total Portables: 50



NOTES:

701386-000 - 2014/2015 EAST BURLINGTON 2


School No. PM Inspection Schedule Proposed Comments from Round 90 Inspection



Alton Village P.S.HBL 234

(P1)6 13-Nov-14 C. Rielly 15-Jan-15 Screw holes observed in metal cladding at left elevation. Exterior caulking degraded at vent at left elevation.

HBL 235

(P2)13-Nov-14 C. Rielly 15-Jan-15 Screw holes observed in metal cladding at front wall.

HBL 236

(P3)13-Nov-14 C. Rielly 15-Jan-15 Screw holes observed in metal cladding at front wall.

HBL 237

(P4)13-Nov-14 C. Rielly 15-Jan-15 Screw holes observed in metal cladding at left elevation.

HBL 238

(P5)13-Nov-14 C. Rielly 15-Jan-15 N.S.M.O.M.O.

HBL 239

(P6)13-Nov-14 C. Rielly 15-Jan-15

Screw holes observed in metal cladding at right elevation. Exterior caulking degraded at air-exchanger vent and conduit at

right elevation.

Dr. Charles Best P.S. HBL 210 2 11-Nov-14 C. Rielly 13-Jan-15 N.S.M.O.M.O.


Florence Meares P.S. HB 139 1 13-Nov-14 C. Rielly 15-Jan-15 Vinyl floor tiles damaged (~2) at front door.

Kilbride P.S. HB 074 1 13-Nov-14 C. Rielly 15-Jan-15Exterior caulking degraded at air-exchanger vent. Large hole (~1") in metal cladding observed at front elevation below

air exchanger vent.

Orchard Park P.S. HB 040 4 17-Nov-14 C.Rielly 19-Jan-15 N.S.M.O.M.O.




Pauline Johnson P.S. HB 102 2 11-Nov-14 C. Rielly 13-Jan-15 N.S.M.O.M.O.

HBL 222

(32)11-Nov-14 C. Rielly 13-Jan-15 Downspout damaged at rear elevation.

Tom Thompson P.S. HB 012 10 10-Nov-14 C. Rielly 12-Jan-15 Exterior caulking degraded at air-exchanger vent and windows. Downspout damaged at front elevation.

HB 031 10-Nov-14 C. Rielly 12-Jan-15 Eavestrough detached at right side of front elevation.

HB 053 10-Nov-14 C. Rielly 12-Jan-15 Screw holes observed in metal cladding at front and left walls.


HB 105 10-Nov-14 C. Rielly 12-Jan-15 Exterior caulking missing at air-exchanger vent.


HB 141 10-Nov-14 C. Rielly 12-Jan-15 Downspout detached at front elevation.

HB 148 10-Nov-14 C. Rielly 12-Jan-15 Vinyl floor tiles (~3) damaged at front door.

HB 169 10-Nov-14 C. Rielly 12-Jan-15 Vinyl floor tiles (~2) damaged at front door.

HB 206 10-Nov-14 C. Rielly 12-Jan-15 Caulking missing/degraded at windows.

26



NOTES:

Total Portables:

701386-000 - 2014/2015 WEST BURLINGTON 1





Abbey Park H.S. HB 108 3 19-Nov-14 C. Rielly 21-Jan-15 . Exterior caulking degraded at windows and door.



E.J. James P.S. HB 061 5 24-Nov-14 C. Rielly 26-Jan-15 N.S.M.O.M.O.





Heritage Glen P.S. HBL 216 4 19-Nov-14 C. Rielly 21-Jan-15 Exterior caulking degraded at air-exchanger vent at left elevation.



HBL 241 19-Nov-14 C. Rielly 21-Jan-15 Exterior caulking degraded at air-exchanger vent at right elevation.

Iroquois Ridge H.S. HB 070 2 20-Nov-14 C.Rielly 22-Jan-15 N.S.M.O.M.O.


James W. Hill P.S. HB 080 3 20-Nov-14 C.Rielly 22-Jan-15 N.S.M.O.M.O.



Joshua Creek P.S. HB 011 5 20-Nov-14 C.Rielly 22-Jan-15 Exterior caulking degraded at air-exchanger vent.


HB 085 20-Nov-14 C.Rielly 22-Jan-15 Screw holes observed in metal cladding at left wall.

HB 193 20-Nov-14 C.Rielly 22-Jan-15 Screw holes observed in metal cladding at right wall.

HB 200 20-Nov-14 C.Rielly 22-Jan-15 Screw holes observed in metal cladding at right wall.

Munn's P.S. HB 177 1 18-Nov-14 C. Rielly 20-Jan-15 Screw holes observed in metal cladding at front, right, left and rear walls. Corner flashing damaged at left wall.

Oakville Trafalgar

H.S. (Portable RM 189 8 24-Nov-14 C. Rielly 26-Jan-15 N.S.M.O.M.O.



RM 192 24-Nov-14 C. Rielly 26-Jan-15 Interior caulking degraded and/or missing at middle window.





Pilgrim Wood P.S. HBL 110 3 19-Nov-14 C. Rielly 21-Jan-15 Screw holes observed in metal cladding at rear elevation.

HBL 224 19-Nov-14 C. Rielly 21-Jan-15 Screw holes observed in metal cladding at rear elevation.

HBL 225 19-Nov-14 C. Rielly 21-Jan-15 Screw holes observed in metal cladding at rear elevation.

Post's Corners P.S. HB 065 1 20-Nov-14 C.Rielly 22-Jan-15 Rear eavestrough detached.

Sheridan P.S. HBL 226 1 20-Nov-14 C.Rielly 22-Jan-15 Screw holes observed in metal cladding at front and right walls.

River Oaks P.S. HB 088 3 18-Nov-14 C. Rielly 20-Jan-15 N.S.M.O.M.O.


HB 202 18-Nov-14 C. Rielly 20-Jan-15 Screw holes observed in corner flashing at left wall.

Total Portables: 39


NOTES:


701386-000 - 2014/2015 EAST OAKVILLE 1





Captain R. Wilson

P.S.HB 014 1 19-Nov-14 C. Rielly 21-Jan-15 N.S.M.O.M.O.

Emily Carr P.S. HB 084 5 27-Nov-14 S. Parliament 2-Feb-15 N.S.M.O.M.O.

HBL 001 27-Nov-14 S. Parliament 2-Feb-15 N.S.M.O.M.O.




Forest Trail P.S. HB 044 9 27-Nov-14 C. Rielly 29-Jan-15 N.S.M.O.M.O.









Gladys Speers P.S. HB 104 1 17-Nov-14 C.Rielly 20-Jan-15 N.S.M.O.M.O.

Palmero P.S. HB 037 7 27-Nov-14 S. Parliament 2-Feb-15 N.S.M.O.M.O.

HB 068 27-Nov-14 S. Parliament 2-Feb-15 Exterior caulking degraded at right elevation

HB 086 27-Nov-14 S. Parliament 2-Feb-15 N.S.M.O.M.O.


HB 167 27-Nov-14 S. Parliament 2-Feb-15 Exterior caulking degraded at both windows.



Pine Grove P.S. HB 043 10 25-Nov-14 C. Rielly 27-Jan-15 N.S.M.O.M.O.










Sunningdale P.S. HB 059 10 18-Nov-14 C. Rielly 20-Jan-15 Metal cladding damaged at left wall.


HB 092 18-Nov-14 C. Rielly 20-Jan-15 Stained ceiling tile observed along left wall (new). Exterior caulking degraded at conduits at left elevation.







HB 207 18-Nov-14 C. Rielly 20-Jan-15 Screw holes observed in metal cladding and corner flashing at front wall.

W.H. Morden P.S. HB 055 5 25-Nov-14 C. Rielly 27-Jan-15 N.S.M.O.M.O.



701386-000 - 2014/2015 WEST OAKVILLE 1





HBL 249

(1147)25-Nov-14 C. Rielly 27-Jan-15 N.S.M.O.M.O.

HBL 250

(931)25-Nov-14 C. Rielly 27-Jan-15 N.S.M.O.M.O.

West Oak P.S. RM 1 8 27-Nov-14 C. Rielly 29-Jan-15 N.S.M.O.M.O.






Work Room 27-Nov-14 C. Rielly 29-Jan-15 N.S.M.O.M.O.

HB 107 27-Nov-14 C. Rielly 29-Jan-15 Exterior caulking missing at windows and air-exchanger vent.

White Oaks Centre

for Science and

Technology (North

Campus)

HB 060 5 26-Nov-14 C. Rielly 28-Jan-15 N.S.M.O.M.O.





White Oaks School

Admin. (South

Campus)

HB 023 12 26-Nov-14 C. Rielly 28-Jan-15 N.S.M.O.M.O.












Total Portables: 73

NOTES:



701386-000 - 2014/2015 WEST OAKVILLE 2

85



FOR INFORMATION




RE: Elementary Staffing Process

Background

Each year, following input from various stakeholders, an elementary teacher staffing plan is developed

for the following school year. This plan - called the “Critical Path”- identifies action items, timelines

and assignment of responsibility. In response to feedback received regarding school start-up in

September, 2014, the timelines for the August, 2015 central placement process have been revised to

allow for additional time for school administrators to staff their schools.

A condensed version of the Critical Path for the elementary staffing process for the 2015-16 school year

is attached for information.


______________________________

David Euale,


86

THE HALTON DISTRICT SCHOOL BOARD ELEMENTARY STAFF CRITICAL PATH – 2015 (Condensed)

January 2015 – November 2015

DATE ACTIVITY/TASK RESPONSIBILITY January & February, 2015

IPL Jobs posted IPL Interviews & Selection

Staffing & Recruiting, Superintendents

February 13, 2015 last working day before Collective Agreement date of *(February 15)

Final date for written notification to Manager of Human Resources:

notification of return from leave of absence

request for leave of absence & extension to leave / loan / exchange / D.N.D. etc.

increase and/or decrease in teaching assignment

application voluntary exchange/transfer process (see Admin. Procedure 02.06.02) application for increase in teaching status (see Admin. Procedure 02.05.01)

Teaching Staff

Mid. February Job posted for French Pool Hiring Staffing & Recruiting

February 27, 2015 - noon

Third Release of Enrolment numbers – including change requests received by elementary schools to date

Planning Department

March 2015 French Pool Interviews/Hires System Principal / Staffing & Recruiting

Mar. 9 - 13, 2015

Principals receive tentative school organization along with staffing rules re: Ministry Primary Class Size Principal reviews their tentative school organization

Manager of Human Resources / Staffing & Recruiting Principal

March 24, 25, 26 2015 Elementary Staffing Workshops 12:00 pm – 4:00 pm

Superintendent School Operations and Principals are advised of regular K-8 staff allocations (including French Immersion, Special Education and ELL)

Manager of Human Resources / Staffing & Recruiting

March 30, 2015 Letters confirming Core French Allocations for distribution to system

Manager of Human Resources

March 31, 2015

Final working date to meet personally with surplus teachers.

Principals

April 2, 2015 April 9, 2015 April 16, 2015 April 23, 2015 May 1, 2015

Internal Ads posted for known vacancies

Staffing & Recruiting Manager of Human Resources

April 30, 2015

Collective Agreement date for teachers to submit letters of Retirement/Resignation

Teaching Staff

May 20, 2015 Commence placement of surplus teachers. When surplus are placed resume internal ads to accommodate increase in teaching status


May 22, 2015 Projected date for internal “Top-Up Ad”- posted to the system. There will be no further internal ads posted for ETFO contract teachers


REG 274 June 2, 2015

ALL permanent vacancies & staff utilization vacancies sent to Human Resources

Staffing & Recruiting

87

REG 274 June 5, 2015 (approx..) Ad closing Date is June 9th, 2015

First ad posted to Elementary LTO list – Perm. Vacancy Ad for Sept. 2015. Central placement will occur (Self Contained and French jobs will not appear on this ad)

Manager of Human Resources / Staffing & Recruiting

REG 274 Mid. June (date T.B.D.)

Central Placement Process for 1.0 fte jobs only (less than 1.0 fte will be placed in August)

Manager of Human Resources and Supervisory Officers

Mid. June (approx.)

1st ad for permanent French jobs -Principal to interview and hire for their schools (no placement process this year)


REG 274 August 7, 2015 Ad closes: Aug. 11, 2014

All known vacancies – Permanent and LTO – to be posted to the Elementary LTO List


REG 274 August 19, 2015 (approx..)

Central Placement Process - 1.0 fte perm vacancies - Partial fte perm vacancies - LTO vacancies

Manager of Human Resources, Staffing & Recruiting, Supervisory Officers

REG 274 August 21, 2015 to Labour day (approx.)

Principals interview candidates for vacancies not filled through the central placement process

Principals

2015/16 School Year

September 11, 2015 –noon

Principal submits School Organizations based on Actual enrolments, to Manager of Human Resources. Human Resources to review opening day enrolments, including E.L.L. and potential staffing revisions

Principals

September 14, 2015 Business Services to review enrolment (including pre-registrations) based on Trillium to assess impact on elementary staffing

Business Services

September 15, 2015

Human Resources to confirm additional classes and provide information to Planning Department in order to assess accommodation requirements Schools and ETFO – Halton Local informed of staffing revisions/changes


Sept. 17, 2015 Teachers declared surplus due to September reorganizations will be placed


REG 274 Sept. 18, 2015

Permanent Vacancies posted as a result of September re-organization


REG 274 Sept. 24, 2015

Central Placement Process resulting from September re-organization

Human Resources / Supervisory Officers

Sept. 25, 2015 Enrolment numbers locked into Ministry Web Site Manager of Human Resources / Staffing Officer – Elementary

Oct. 2, 2015 Staff Utilization forms are submitted to Manager of Human Resources

Principals

Oct. 30, 2015 Staffing allocations reconciled to ISYS and Summary by FTE forwarded to Budget


88



FOR INFORMATION




RE: Administrative Procedure Review Update

Warrant

As first reported on January 22, 2014 (Report 14013), Administrative Council is undertaking a review of all

administrative procedures. The first update (Report 14024) was submitted to the Board in January, providing an

overview of the procedures that had been reviewed. This was followed by the March (Report 14049), April

(Report 14070), June (Report 14106), September (14135), November (14173), December (14198), and January

2015 (15005) providing updates re additional procedures that had reviews completed.

This is the next report in that reporting structure.

Admin Procedure Name Revisions Specifics

eLearning Revised Date change and minor revisions


______________________________

David Euale,
