agenda - dufferin-peel catholic district school board agenda pkg march 1919...faith and program...

Faith and Program Committee Meeting Feast Day of St. Joseph Tuesday, March 19, 2019, 7:00 p.m. Board Room, Catholic Education Centre

The mission of the Dufferin‐Peel Catholic District School Board, in partnership with the family and church, is to provide, in a responsible manner, a Catholic education which develops spiritual, intellectual, aesthetic, emotional, social, and physical capabilities of each individual to live fully today and to meet the challenges of the future, thus enriching the community.

Agenda – Faith and Program Committee Meeting – March 19, 2019

AGENDA A Routine Matters

1. Call to Order and Attendance 2. Acknowledgement of First Nations Sacred Territory 3. Opening Prayer 4. Approval of Agenda

i) Approval of Consent of Calendar Items 5. Declaration of Interest 6. Approval of Minutes of the Faith and Program Committee Meeting of January 15, 2019

i) Business Arising from the Minutes

B Awards and Presentations

1. St. Richard School: Hats for Hope – C. Larkin 2. St. Elizabeth Seton School: Sock Donation Drive – J. Randall 3. Moccasin Project – N. Rowe / J. Williams

C Pastor’s Remarks

D Delegations

E Updates/Information/Reports from Trustees for Receipt

i) Regular Reports

ii) Student Senate Council Report

iii) Good News Items

Agenda – Faith and Program Committee Meeting – March 19, 2019

F Information/Reports from Committees for Receipt

G Information/Reports from Administration for Receipt

1. Edwin Pilot Project Update – C. Murphy 2. Indigenous Education: Calls to Action – M. Vecchiarino

H Trustee, Committee, Administration Reports Requiring Action

1. 2019‐2020 School Year Calendar – TL. Peel

I Notices of Motion

J Additional Business

K Questions Asked of, and by Board Members

L Declared Interest Item

M In Camera Session

See In Camera Agenda

N Rise and Report

O Future Meetings

April 9, 2019

May 21, 2019

June 11, 2019

P Adjournment

A 3

Faith and Program Opening Prayer

March 19, 2019

Saint Joseph, Husband of the Blessed Virgin Mary Principal Patron of Canada, Patron of the Universal Church

+ Sign of our faith

Loving God, we marvel at your foresight in choosing Joseph to be the husband

of Mary. We stand in admiration of his willingness to obey you in difficult

circumstances.

Teach us to be like Joseph when we lack courage to do what is right. Help us to

remember the importance of listening to your guidance, especially in times of

uncertainty.

Joseph is a witness of selfless love and devotion. Just as Joseph did with Jesus,

help us in the midst of our busy lives to always make our children and their

needs a priority.

All of this we ask in the name of Jesus, our Lord.

Amen. +

(Source: Adapted from Sally Macke, Let’s Begin with a Prayer, 2014)

Minutes – Faith and Program Committee Meeting January 15, 2019

A 6 Pg. 1

Minutes of the Faith and Program Committee Meeting Feast Day of St. Teath Tuesday January 15, 2019 7:00 p.m. Board Room, Catholic Education Centre

Chair: S. Xaviour

Vice Chair: B. Corbet

Trustees: D. D’Souza L. del Rosario B. Iannicca

M. Pascucci S. Pascucci

Student Trustee: F. Rosario

Director of Education: M. Mazzorato

Associate Director of Instructional Services: D. Amaral

Associate Director of Corporate Services: D. Del Bianco

Executive Superintendent of Finance, Chief Financial Officer and Treasurer: J. Cherepacha

Supervisory Officers: W. Brunton D. Finegan-Downey S. Gos

M. Lewis C. MacDonald C. Murphy

L. Papaloni T. Peel S. Steer

L. Storey M. Thomas

General Manager: B. Campbell

Recorder: L. Mackereth

Regrets: Trustee A. da Silva Trustee F. Di Cosola Trustee S. Hobin Trustee T. Thomas

A Routine Matters

1. Call to Order and Attendance At 7:00 p.m. S. Xaviour, Chair of the Faith and Program Committee, called the meeting to

order.

2. Acknowledgement of First Nations Sacred Territory Committee Chair S. Xaviour acknowledged the sacred territory of the Mississaugas of the Credit First Nation.

3. Opening Prayer S. Xaviour, Chair of the Faith and Program Committee, led the Opening Prayer. 4. Approval of the Agenda

Additions to the Agenda: In Camera Report Reorder the Agenda: A5 becomes A 4; A 4 becomes A5

a. Approval of Calendar Item - Nil

A 6 Pg. 2

Minutes – Faith and Program Committee Meeting – January 15, 2019

Moved by D. D’Souza THAT THE AGENDA BE APPROVED, AS AMENDED.

CARRIED

a. Business Arising from the Minutes – Nil 5. Declaration of Interest - Nil 6. Minutes of the Faith and Program Committee Meeting November 13, 2018 Moved by L. del Rosario

THAT THE MINUTES OF THE FAITH AND PROGRAM COMMITTEE MEETING

NOVEMBER 13, 2018, BE APPROVED. CARRIED

B Proposed Terms of Reference – D. Amaral

Moved by S. Pascucci

THAT THE REPORT TO THE FAITH AND PROGRAM COMMITTEE, FAITH AND PROGRAM COMMITTEE PROPOSED TERMS OF REFERENCE 2019, BE RECEIVED.

CARRIED

Moved by D. D’Souza

THAT THE FAITH AND PROGRAM COMMITTEE RECOMMEND TO THE BOARD OF TRUSTEES THAT THE PROPOSED FAITH AND PROGRAM COMMITTEE TERMS OF REFERENCE FOR 2019, BE APPROVED AND ADOPTED.

TERMS OF REFERENCE – FAITH AND PROGRAM COMMITTEE - 2019 CHAIR: Shawn Xaviour VICE CHAIR: Brea Corbet TRUSTEES: B. Corbett, A. da Silva, L. del Rosario, D. D’Souza, F. Di Cosola, S. Hobin, B. Iannicca, M. Pascucci, S. Pascucci, T. Thomas, S. Xaviour STUDENT TRUSTEES: (Jan-Aug) R. Pinto, F. Rozario (Sept-Dec) TBD RESOURCE STAFF: Superintendent of Program and Learning Services C. Murphy Superintendent of Special Education and Learning Services D. Finegan-Downey Superintendent of Well-Being, Experiential Learning and Learning Services S. Steer MONITORING: Associate Director, Instructional Services D. Amaral

The Faith and Program Committee will,

A 6 Pg. 3


1. review matters with respect to Program and Learning Services in the elementary and secondary panels of schools and make appropriate recommendations to the Board of Trustees;

2. review matters with respect to Adult and Continuing Education and Global Learning programs and make appropriate recommendations to the Board of Trustees;

3. review matters with respect to Special Education and Learning Services including funding, and make appropriate recommendations to the Board of Trustees;

4. review matters with respect to Well-Being, Experiential Learning and Learning Services and make appropriate recommendations to the Board of Trustees;

5. review other Faith and Program matters referred by the Board of Trustees and make appropriate recommendations;

6. provide opportunities for trustees and staff to share and develop our Catholic faith, through retreats and adult faith formation activities;

7. promote dialogue among all the partners in Catholic education and maintain liaison with the Archdiocese/local parishes and schools and make appropriate recommendations regarding mutual concerns; and

8. receive input, through staff as appropriate, from the following: •Principals/Vice Principals – Elementary and Secondary •Academic Coordinators and Consultants •Teachers (O.E.C.T.A.) – Elementary •Teachers (O.E.C.T.A.) – Secondary •Ontario English Catholic Teachers’ Association Occasional Teachers (OECTA/OT) •Support Services Personnel – Psychology, Social Work, Speech/Language/ Hearing and Vision, and Child and Youth Worker, Association of Professional Support Services Personnel (APSSP)

•Educational Resource Workers (ERW), Designated Early Childhood Educators (DECE), Dufferin-Peel Educational Resource Workers Association (DPERWA)

•Ontario Public Service Employees Union (OPSEU) •Catholic School Chaplains of Ontario (CSCO) •Others, as appropriate.

REPORTS TO: The Board of Trustees MEETINGS: Monthly, at the discretion of the Chair

CARRIED C Pastor’s Remarks - Nil

D Delegation - Nil

E Updates/Information/Reports from Trustees for Receipt

1. Regular Reports - Nil

2. Student Voice Council Report Student Voice Council has been renamed Student Senate.

Moved by B. Iannicca

THAT THE STUDENT SENATE REPORT BE RECEIVED. CARRIED

A 6 Pg. 4


Student Trustee F. Rosario provided the Student Senate Update:

Discussion at the Student Senate meeting on December 6 focused on financial literacy in the curriculum, the role of our guidance counselors, Student Senate contribution to bullying awareness in our schools and the possibility of integrating elementary schools into the Student Senate perspective.

The guest speaker, Dr. Rumeet Billan, encouraged us to set attainable goal and communicate more effectively with those around us.

The Student Senate is planning for the upcoming conference in April which will reflect the theme of Unity.

Members of the Free the Flow committee are researching, organizing and preparing a presentation to the Board of Trustees.

The next Student Senate meeting is scheduled for January 31, at St. Francis Xavier Parish.

3. Good News Items - Nil

F Information/Reports from Committees for Receipt – Nil

G Information/Reports from Administration for Receipt 1. Letter of Retirement, J. Golla, Principal – M. Mazzorato

Director of Education, M. Mazzorato highlighted Principal J. Golla’s career at DPCDSB, congratulated her for her outstanding service and Catholic leadership in Dufferin-Peel.

Trustee B. Iannicca thanked Principal J. Golla for her dedication and commitment, for her significant impact on students, congratulated her and wished her God's blessings on her retirement.


THAT THE LETTER OF RETIREMENT RECEIVED FRIM J. GOLLA, PRINCIPAL, BE RECEIVED WITH REGRET.

CARRIED

2. Letter of Retirement, J. Horvath, Principal – M. Mazzorato Director of Education, M. Mazzorato highlighted Principal J. Horvath’s career at DPCDSB and thanked him for his nearly 34 years of service and dedication.

Trustees M. Pascucci and B. Iannicca thanked Principal J. Horvath for his service, commitment to students and leadership and wished him well in his retirement.


THAT THE LETTER OF RETIREMENT RECEIVED FROM J. HORVATH, PRINCIPAL, BE RECEIVED WITH REGRET.

CARRIED

A 6 Pg. 5


3. Safe, Caring and Inclusive Schools – Bullying Prevention, Intervention and Response – W. Brunton, L. Papaloni

Moved by B. Corbet

THAT THE REPORT TO THE FAITH AND PROGRAM COMMITTEE, SAFE, CARING AND INCLUSIVE SCHOOLS, BULLYING PREVENTION, INTERVENTION AND RESPONSE, BE RECEIVED.

CARRIED

W. Brunton, Superintendent, Mississauga, Brampton Central Family of Schools and L. Papaloni, Superintendent, Brampton Northeast Family of Schools, introduced the report that explained initiatives implemented to reduce bullying behaviours and improve well-being for students. M. Coutinho, Principal of Equity and Inclusive Education, K. Sylvestre, Academic Consultant-Religious Education and Faith Formation, Safe Schools and Health and Physical Education and J. Boily, Principal, Cardinal Ambrozic Secondary School reviewed the report which identified current initiatives and administrator process when dealing with incidents of bullying. Trustee B. Iannicca inquired about persistent bullying. Associate Director D. Amaral advised that bullying is dealt with on a case-by-case basis in the progressive discipline framework with supports and strategies in place. Trustee B. Iannicca indicated that the bullied student may approach a teacher, the incident may be resolved and it may not be referred to the principal for documentation. Associate Director D. Amaral advised that teachers are experienced and well-trained to respond to bullying situations and are knowledgeable in determining when to refer to administrators. Trustee B. Iannicca requested a copy of the report and PowerPoint presentation be forwarded to Trustees electronically. Trustee M. Pascucci, noting some parents/guardians may not have access to a computer, inquired if the documentation would be available to them. Associate Director D. Amaral advised parents/guardians are encouraged to visit the school should they require assistance. In response to Trustee D. D’Souza, Associate Director D. Amaral advised staff will provide the student survey data. The Ministry directive for the 2017 Catholic Community, Culture and Caring (CCCC) survey was board-generated therefore information collected would not be consistent as comparative data with other school boards. Principals have received their school data to assist them to implement their strategies. Trustee L. del Rosario requested an excerpt of the survey data pertaining to students with differing abilities. Trustee S. Xaviour passed the Chair to Trustee B. Corbet.

A 6 Pg. 6


Trustee S. Xaviour inquired if trustees would receive data by school. Staff will review. Trustee S. Xaviour inquired if teachers could add comments to the Safe Schools portal. Associate Director D. Amaral advised the information is updated on the portal by the principal and vice principal. Trustee S. Xaviour resumed the Chair.

4. Focusing on the Fundamentals of Mathematics – C. Murphy Moved by D. D’Souza

THAT THE REPORT TO THE FAITH AND PROGRAM COMMITTEE, FOCUSING ON THE

FUNDAMENTALS OF MATHEMATICS, BE RECEIVED. CARRIED

Superintendent of Program and Learning Services, C. Murphy, introduced Mathematics

Consultants and Coordinators M. Bouwmeester, C. Genua, Vicki Parry, M. Quintana, M. Riverso, K. Williams and Principal of Student Success, Learning to 18 & Secondary Programs D. Belchior to review report. The Ministry of Education launched the focusing on Fundamentals Math Strategy with the release of the Focusing on the Fundamentals of Math-Teacher and Parent Guides, to elevate a strong foundation of how numbers work and proficiency in operations by creating a balance between skill development and conceptual understanding. The team produced YouTube mathematics videos to enhance professional development. Trustee B. Iannicca requested the report and PowerPoint presentation be forwarded to trustees electronically.

H Trustee, Committee, Administration Reports, Requiring Action - Nil I Notices of Motion - Nil

J Additional Business - Nil

K Questions asked of, and by Board Members

1. Trustee B. Corbet shared an initiative promoted by Ontario Active School Travel that encourages active transport to school. They are promoting February 6 as Winter Walk to School Day. Trustee B. Corbet requested the number of schools currently participating in the program and requested staff encourage others to participate.

L Declared Interest Item – Nil

A 6 Pg. 7


M In Camera Session

Moved by M. Pascucci

THAT THE FAITH AND PROGRAM COMMITTEE MEETING BE ADJOURNED AND THE TRUSTEES IMMEDIATELY CONVENE AN IN CAMERA MEETING OF THE COMMITTEE OF THE WHOLE IN RESPECT OF CONFIDENTIAL MATTERS.

CARRIED

N Rise and Report Approved: Minutes of the In Camera Session of the Faith and Program Committee Meeting, September 11, 2018

Moved by S. Xaviour

THAT THE FAITH AND PROGRAM COMMITTEE RECEIVE THE CONFIDENTIAL REPORT OF THE COMMITTEE OF THE WHOLE IN CAMERA AND RECOMMEND ADOPTION OF THE RECOMMENDATIONS SET OUT THEREIN.

CARRIED

O Future Meetings February 12, 2019

March 19, 2019 April 9, 2019 May 21, 2019 June 11, 2019

P Adjournment

Moved by L. del Rosario

THAT THE MEETING BE ADJOURNED AT 9:20 P.M. CARRIED

G 1 Pg. 1

Faith and Program Committee

March 19, 2019

EDWIN PILOT PROJECT UPDATE

Strategic Goal: Technology

Administration/Operational

Faith and Program Committee – March 19, 2019 Edwin Pilot Project Update

“But Jesus looked at them and said, “With man this is impossible, but with God all things are possible.” Matthew 19:26

BACKGROUND In 2018, the Dufferin‐Peel Catholic District School Board (DPCDSB) entered a strategic partnership with Nelson Publishing to pilot a new digital platform and learning tool called Edwin. This digital platform provides DPCDSB students with an equitable opportunity to engage in inquiry‐based learning, that aligns with the Ontario Catholic School Graduate Expectations and fosters growth and development in the global competencies. The DPCDSB Edwin pilot project includes all 125 elementary schools, and offers all students in Grade 7, Grade 6/7, and Grade 7/8 the opportunity to receive their own individual Chromebook with access to the Edwin application (app). The Content found in the Edwin app is divided into a variety of mediums and is organized, and cross‐ connected, by subject and grade level. Students can access this curated content that supports the Ontario Curriculum, from Grades 6‐9, both online and offline. Among these features, Edwin and the Chromebooks also provide the following benefits to our staff and students:

Access to a variety of accessibility tools to assist all our learners; Opportunities for teachers to create differentiated lessons for their class; Specific curriculum connections to every object in the Edwin library; A means for students to conduct and guide their own learning; Access to the Edwin “ecosystem” which offers other digital platforms and educational applications

to foster growth in the modern competencies; A greater sense of equity among students by giving them 1:1 access to these tools;

DPCDSB began the pilot project in September 2018 on‐boarding the first two schools for the pilot. DISCUSSION

Initially, program staff experienced the features of Edwin and learned how to support classroom teachers in using Edwin in conjunction with the curriculum. Program staff tailored the Nelson training experience and expanded it to fully actualize the culture and high expectations of the DPCDSB, ensuring our Catholic identity was uplifted through our Catholic digital citizenship expectations. Program and Learning Services

G 1 Pg. 2

Faith and Program Committee – March 19, 2019 Edwin Pilot Project Update

Department staff organized a system‐wide roll out that ensured each teacher of a Grade 7, 6/7, and 7/8 classroom was in‐serviced on the features and benefits of the Edwin application and how to utilize the resources and educational tools within, which Nelson refers to as the “ecosystem”. Over 280 classroom teachers were trained and provided with a Chromebook featuring Edwin for their professional use. Teachers received additional support in using Google Classroom, which is an integrated application within the Edwin ecosystem. An understanding of pedagogical approaches to future ready learning and inquiry was prioritized. The roll out of Edwin Chromebooks to students began with two schools supported by program staff; systematically grew to five schools; exponentially to ten schools; and eventually to include all 125 schools. Over 7,100 students have been provided with their own Chromebook featuring Edwin. Appendices A and B, attached to this report, provide a visual representation of the implementation of this initiative in terms of important dates, the number of devices distributed, and the number of students and teachers impacted.

CONCLUSION

Program and Learning Services staff continue to support educators and students in their use of Edwin. Staff work in conjunction with our Information Communication and Technology Department and Nelson to ensure an effective experience of the technology that supports Edwin. As expertise and confidence in the Edwin platform has increased, the Program and Learning Services Department has released additional features such as Screencastify, a screen‐capturing and annotation application to classrooms to enhance further learning opportunities. Additional partner applications provided by Nelson are now being reviewed with plans to release to teachers with support from Program and Learning Services. Knowledgehook, a digital learning tool for mathematics, is one of the partner applications contained in the Edwin ecosystem. Feedback from teachers, students and parents is being captured to assess for impact on student achievement and well‐being through research. Currently, Program and Learning Services staff are exploring the elevation of Science, Technology, Engineering and Mathematics (STEM) inquiry‐based learning opportunities through the Edwin application for our students.

THE FOLLOWING RECOMMENDATION IS PROVIDED FOR CONSIDERATION:

1. THAT THE REPORT TO THE FAITH AND PROGRAM COMMITTEE, EDWIN PILOT PROJECT UPDATE, BE RECEIVED.

Prepared by: D. Belchior, Principal, Student Success and Secondary Program A. Kwiecien, Coordinator, Program Technology

A. Middlemiss, STEM Consultant L. Buczek, STEM Consultant Submitted by: C. Murphy, Superintendent of Program and Learning Services

Appendix A - Edwin Roll Out StatisticsG 1 Pg. 3

October 10 - Pilot (Roll Out #1)2 Schools - 108 Students

October 22 - Training #25 Schools, 9 Teachers

October 30 - Roll Out #25 Schools, 228 Students (Incl. Special Education Students)

December 11 - Roll Out #810 Schools, 584 Students



APPENDIX B - G 1 Pg. 4

G 2 Pg. 1


March 19, 2019

INDIGENOUS EDUCATION: CALLS TO ACTION

Strategic Goals: Catholicity / Catholic Learning Environment / Catholic Community Engagement / Parish‐Home‐School Relationships

Administration/Operational

Faith and Program Committee – March 19, 2019 Indigenous Education: Calls to Action

“Little children, let us love, not in word or speech, but in truth and action.” 1 John 3:18

BACKGROUND The Dufferin‐Peel Catholic District School Board (DPCDSB) is committed to Catholic learning environments that are informed by the principles of acceptance and support. Equity and inclusion, in all its forms, are core to Catholic Social Teaching and are reflected in DPCDSB’s overall approach and in supporting policies.

As a Catholic community, DPCDSB values deeply the restorative power of reconciliation. In response to the Truth and Reconciliation Commission (TRC) Calls to Action, DPCDSB remains committed to the goals intended to understand the truth and work towards true reconciliation. The Catholic Bishops of Ontario remind the Catholic community in the Province of Ontario of the duty to "continue to walk together with Indigenous Peoples in building a more just society where their gifts and those of all people are nurtured and honoured." (A Catholic Response to Call to Action 48 of the Truth and Reconciliation Commission. CCCB, 2017. p. 7.) DISCUSSION Through the work of the department of Equity and Inclusive Education, and more specifically the Indigenous Education Lead, there have been many great strides in DPCDSB’s journey toward reconciliation. Indigenous education in DPCDSB has been focused on building relationships with community, determining and responding to the needs of Indigenous students, and educating all our learners with regard to respect and authenticity of learning opportunities in support of the TRC and resulting Calls to Action (specifically Call to Action #62. i and #63. I‐iv):

# 62 ‐ Make age‐appropriate curriculum on residential schools, Treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada a mandatory education requirement for Kindergarten to Grade 12 students.

# 63 ‐ i. Developing and implementing Kindergarten to Grade 12 curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools.

G 2 Pg. 2

Faith and Program Committee – March 19,2019 Indigenous Education: Calls to Action

ii. Sharing information and best practices on teaching curriculum related to residential schools and Aboriginal history. iii. Building student capacity for intercultural understanding, empathy, and mutual respect.

iv. Identifying teacher‐training needs relating to the above.

Indigenous Education supports the Calls to Action, and Indigenous students in particular, through the initiatives shared in this report.

Professional Development

This year, to date, professional development has been provided to over 700 educators, from Kindergarten to Grade 12, as well as Program and Learning Services Department staff and Senior Administration. Targeted professional development has included treaty education, teaching about residential schools, Indigenous arts education, Inuit education as well as resource specific topics: Lessons from the Earth and the pod cast Finding Cleo. In addition, the New Teacher Induction Program (NTIP) has provided specific sessions related to Equity and Indigenous Education.

Furthermore, DPCDSB has been approved as a provider by the Ontario College of Teachers, and will offer the Part 1 Additional Qualification course: The First Nations, Métis and Inuit Peoples – Understanding Traditional Teachings, Histories, Current Issues and Cultures, for the first time this school year.

Support for Indigenous Students

DPCDSB works with an Indigenous Youth Advisor who directly supports students who self‐identify as First Nation, Métis or Inuit. This advisor has met individually with secondary students and will begin to meet with students and families in the elementary panel in the spring. As a result, DPCDSB hosted its first Culture Day, where Indigenous students from secondary schools where invited to take part in a variety of Indigenous focused activities. The students were also invited to a three‐day Culture Camp where they were taught how to make traditional snowshoes. During this event, students listened to Elders share stories, pass on traditional knowledge and learned how Indigenous knowledge has made significant contributions to design and technology and how it is still applicable today.

In the spring, DPCDSB Indigenous students will be invited to participate in another three‐day Culture Camp along with students from four other school boards. The students will be immersed in customary practices and cultural teachings focusing on the revitalization of star knowledge and how that relates to astronomy, cosmology, mathematics and other fields of science. In addition to local Indigenous Elders, guest presenters will include educators from Trent and Western universities as well as international educators from New Zealand and the United States and with National Aeronautics and Space Administration (NASA) scientists.

G 2 Pg. 3

Faith and Program Committee – March 19,2019 Indigenous Education: Calls to Action

Community Development

One example of building knowledge, in, through and with community is the Moccasin Project.

The Moccasin Project is a national campaign to raise awareness about child apprehension impacting Indigenous children in Canada. During the process of making baby moccasins, participants learn how The Moccasin Project can be used as a powerful tool in any setting (e.g., classroom, community organization) to become more aware of the historical and ongoing impact of colonization. As well, participants learn how the United Nations Declaration on the Rights of Indigenous Peoples can serve as a framework for reconciliation within the education sector and beyond. The baby moccasins created are sent to local Indigenous organizations who will deliver them to babies in care. The work of the Moccasin Project has been featured in Reader’s Digest, and has been recognized by the Canadian Race Relations Foundation. CONCLUSION Through changes to the curriculum, education of our learning community and continued practices which speak to recognizing the injustices which members of the Indigenous community encounter, DPCDSB demonstrates commitment to truth and reconciliation in all that is communicated and through powerful action. THE FOLLOWING RECOMMENDATION IS PROVIDED FOR CONSIDERATION:

1. THAT THE REPORT TO THE FAITH AND PROGRAM COMMITTEE, INDIGENOUS EDUCATION: CALLS TO ACTION, BE RECEIVED.

Prepared by: M. Coutinho, Principal of Equity and Inclusive Education J. Williams, Indigenous Education Lead Submitted by: M. Vecchiarino, Superintendent of Policy, Strategy and Global Learning

3/7/2019

1

INDIGENOUS EDUCATION IN DUFFERIN‐PEEL CDSB

RESPONDING TO THE CALLS OF ACTION

TRC: CALLS TO ACTION

#62:Mandatory K ‐12 curriculum on:• Residential schools• Treaties• Indigenous peoples’ historical and contemporary contributions to Canada

2

G 2 Pg. 4

3/7/2019

2

TRC: CALLS TO ACTION

#63:• Mandatory learning resources on Indigenous peoples in Canadian history, and the history and legacy of residential schools.

• Sharing information and best practices on teaching curriculum related to residential schools and Indigenous history.

• Building student capacity for intercultural understanding, empathy, and mutual respect.

• Identifying teacher‐training needs relating to the above.

3

NOTHING ABOUT US WITHOUT US

Community members

DPCDSB STAFF

Meet 5 times per year

Review initiatives, Resources, opportunities

4

IEACINDIGENOUS EDUCATION

ADVISORY COUNCIL

G 2 Pg. 5

3/7/2019

3

2018/2019

Over Staff

5

PROFESSIONAL DEVELOPMENT

Treaties

Residential Schools

Indigenous Arts

Inuit Education

Culturally Responsive Pedagogy

DPCDSB LEADING THE WAY

6

On the journey of reconciliation

G 2 Pg. 6

3/7/2019

4


7



8


G 2 Pg. 7

3/7/2019

5


9



10


G 2 Pg. 8

3/7/2019

6


11



12


G 2 Pg. 9

3/7/2019

7


13


GOOD FOR ALL STUDENTS

14

• VISITING ELDERS PROGRAM

• 1851 students

• MAPLE SYRUP MATH INITIATIVE

• INDIGENOUS ARTS

• MOCCASIN PROJECT

• TREATIES RECOGNITION WEEK

• ORANGE SHIRT DAY

• STEWARDSHIP OF THE LAND

G 2 Pg. 10

3/7/2019

8

ESSENTIAL FOR SOME

15

• CULTURE CAMPS

• CULTURE DAYS

• IEAC

• YOUTH ADVISOR

THIS IS WHAT RECONCILIATION LOOKS LIKE...

16

G 2 Pg. 11

H 1 Pg. 1


March 19, 2019

2019 – 2020 SCHOOL YEAR CALENDAR

Strategic Goals: Catholicity / Catholic Learning Environment / Catholic Community Engagement

Policy/Governance

Faith and Program Committee – March 19, 2019 2019‐2020 School Year Calendar

“Make me to know your ways, O Lord; teach me your paths. Lead me in your truth, and teach me, for you are the God of my salvation; for you I wait all day long.”

Psalm 25:4‐5

BACKGROUND Ontario Reg. 304, amended to O. Reg. 364/15 identifies that every school year shall include a minimum of 194 schools days, seven professional activity days and a maximum of ten examination days. The School Year Committee met on January 24, 2019 to prepare a draft 2019‐2020 school year calendar for board of trustee approval (attached). The draft 2019‐2020 calendar will be submitted to the Ministry of Education upon approval by the board of trustees. In keeping with a directive from the Ministry of Education, the following groups were consulted in developing the proposed calendar:

Dufferin‐Peel Trustees;

Elementary and Secondary Units of the Ontario English Catholic Teachers’ Association;

Elementary and Secondary Principals and Vice‐Principals Associations;

Central Committee for Catholic School Councils (through their elementary and secondary CCCSC representatives);

Board staff including Program, Employee Relations, Human Resources and Transportation Departments and Senior Management/Instructional/Educational Councils; and

Co‐terminus Board(s). The committee reviewed all submissions for the 2019‐2020 school year calendar. Cost savings through transportation efficiencies will be attained through alignment with the co‐terminus Board. For the 2019‐2020 school year, there are 194 possible school days between September 3, 2019 and June 26, 2020. As a result of the collaboration among all parties involved, five of the seven Elementary PA Days and six of the seven Secondary PA Days have been aligned with the co‐terminus Board.

H 1 Pg. 2

Faith and Program Committee – March 19, 2019 2019‐2020 School Year Calendar

THE FOLLOWING RECOMMENDATIONS ARE PROVIDED FOR CONSIDERATION:

1. THAT THE REPORT TO THE FAITH AND PROGRAM COMMITTEE, 2019‐2020 SCHOOL YEAR CALENDAR, BE RECEIVED.

2. THAT THE FAITH AND PROGRAM COMMITTEE RECOMMEND TO THE BOARD OF TRUSTEES THAT THE 2019 – 2020 SCHOOL YEAR CALENDAR BE APPROVED.

Prepared by: TL. Peel, Superintendent of Education Brampton East, Caledon, Dufferin, Malton Family of Schools

Submitted by: TL. Peel, Superintendent of Education Brampton East, Caledon, Dufferin, Malton Family of Schools

D. Amaral, Associate Director, Instructional Services

Dufferin-Peel Catholic District School Board 40 Matheson Boulevard West, Mississauga, ON, L5R 1C5, Tel: (905) 890-1221

H 1 Pg. 3 - D R A F T

First day of classes Elementary and Secondary Schools Tuesday, September 3, 2019 First Day of classes Semester Two Secondary Friday, January 31, 2020 School Year ends Elementary and Secondary Schools Friday, June 26, 2020 Number of school days for the 2019 – 2020 school year 194 Number of Instructional Days in Elementary Schools 187 Number of Instructional Days in Secondary Schools 187 Number of Professional Activity Days in Elementary Schools 7 Number of Professional Activity Days in Secondary Schools 7 School Holidays for the 2019-2020 School Year Every Saturday and Sunday Labour Day Monday, September 2, 2019 Thanksgiving Day Monday, October 14, 2019 Christmas Break Monday, December 23, 2019 to Friday, January 3, 2020 (inclusive) Family Day Monday, February 17, 2020 Mid-Winter Break Monday, March 16, 2020 to Friday, March 20, 2020 (inclusive) Good Friday Friday, April 10, 2020 Easter Monday Monday, April 13, 2020 Victoria Day Monday, May 18, 2020 Elementary Schools – Professional Activity Days 1. Friday, September 13, 2019 Principal’s Day: Re-organization/Faith Development 2. Friday, October 11, 2019 Provincial Priorities in a Catholic Context 3. Friday, November 15, 2019 Provincial Priorities in a Catholic Context 4. Monday, January 20, 2020 Term 1 Assessment and Evaluation of Pupil Progress 5. Friday, February 7, 2020 Reporting to Parents 6. Friday, April 24, 2020 Provincial Priorities in a Catholic Context 7. Monday, June 8, 2020 Term 2 Assessment and Evaluation of Pupil Progress St. Sofia Only – Professional Activity Days 1. Friday, October 11, 2019 Provincial Priorities in a Catholic Context 2. Friday, November 15, 2019 Provincial Priorities in a Catholic Context 3. Tuesday, January 7, 2020 Principal’s Day: Curriculum and Faith 4. Monday, January 20, 2020 Term 1 Assessment and Evaluation of Pupil Progress 5. Friday, February 7, 2020 Reporting to Parents 6. Friday, April 17, 2020 Provincial Priorities in a Catholic Context 7. Monday, June 8, 2020 Term 2 Assessment and Evaluation of Pupil Progress Secondary Schools – Professional Activity Days 1. Friday, October 11, 2019 Provincial Priorities in a Catholic Context 2. Friday, November 15, 2019 Provincial Priorities in a Catholic Context 3. Thursday, January 30, 2020 Principal’s Day: Semester Turnaround 4. Friday, April 24, 2020 Provincial Priorities in a Catholic Context 5. Wednesday, June 24, 2020 *Principal’s Day: Year End Reporting and Activities 6. Thursday, June 25, 2020 *Principal’s Day: Year End Reporting and Activities 7. Friday, June 26, 2020 *Principal’s Day: Year End Reporting and Activities *Semester and year end evaluations and school wide promotion meetings; contact parents with summer school recommendations, OSR and report card preparation; inventory management of books, equipment, learning materials; curriculum development for new course outlines; goal setting for the upcoming school year. Secondary Schools – Examination Days

Semester 1: January 22, 23, 24, 27, 28, 2020 January 29, 2020 – Instructional Day – Examination Review Semester 2: June 16, 17, 18, 19, 22, 2020 June 23, 2020 – Instructional Day – Examination Review

2019 - 2020 School Year Calendar

agenda - dufferin-peel catholic district school board agenda pkg march 1919...faith and program...

Documents