· agenda for the open session board meeting of the huron-superior catholic district school board...

Huron-Superior Catholic District School Board

AGENDA & REPORTS

MEETING TO BE HELD IN

THE BOARD CHAPEL

OF THE CATHOLIC EDUCATION CENTRE

MASS: 6:30 P.M.

OPEN SESSION: 7:15 P.M.

OPEN SESSION OF THE BOARD

MEETING

WEDNESDAY, OCTOBER 17, 2018

AGENDA FOR THE OPEN SESSION BOARD MEETING OF THE HURON-SUPERIOR CATHOLIC DISTRICT SCHOOL BOARD

ON WEDNESDAY, OCTOBER 17, 2018 @ 7:15 PM BOARD CHAPEL – CATHOLIC EDUCATION CENTRE

A CALL TO ORDER

1. Acknowledgement of Traditional Lands and Sacred Space – (Anthony)

We begin our Board meeting by acknowledging that our city schools and Board offices sit on the traditional lands of the Batchewana First Nation, the Garden River First Nation and the Métis Nation. We also acknowledge that this meeting occurs in our Board’s Chapel, which is a sacred space, entrusted to us by the Congregation of the Sisters of St. Joseph of Sault Ste. Marie.

2. Call the Roll:

Trustees:

John Caputo (Chair), Gary Trembinski (Vice-Chair), Leslie Cassidy-

Amadio, Tony D’Agostino, Lindsay Liske, Carol MacEachern, Elaine

McDonagh, Bill Murphy, Kathleen Rosilius, Sandra Turco

Regrets:

Officials:

Rose Burton Spohn (Director of Education), Joe Chilelli, Maria Esposito,

Chris Spina, Danny Viotto.

Student Representatives:

Anthony Delorenzi

Other Reps:

Darrell Czop (President, O.E.C.T.A.)

Sergio Bernardo (Vice-President, O.E.C.T.A.)

Wayne Greco (President, C.P.C.O.)

Brenda Rankin (Acting President, C.U.P.E.)

OUR MISSION

Persons present are invited to indicate how they have seen Our Mission lived out recently.

Page | 2 AGENDA – OPEN SESSION OCTOBER 17, 2018 _____________________________________________________________________________________

B ADOPTION OF ORDER OF BUSINESS

1. Proposed Resolution: That the Huron-Superior Catholic District

School Board adopts the Agenda for the Board Meeting of Wednesday,

October 17, 2018.

Are there any additions/changes/deletions?

C DISCLOSURE OF CONFLICT OF INTEREST AND THE GENERAL NATURE

THEREOF

D NEW BUSINESS

E CONFIRMATION OF MINUTES

1. Minutes of the Board Meeting of Wednesday, September 12, 2018

Proposed Resolution: That the Huron-Superior Catholic District

School Board approves the Minutes of the Board Meeting of Wednesday,

September 12, 2018.

2. Minutes of the In-Committee Meeting of Wednesday, September 12,

2018

Proposed Resolution: That the Huron-Superior Catholic District

School Board approves the Minutes of the In-Committee Board Meeting of

Wednesday, September 12, 2018.

F BUSINESS ARISING FROM THE MINUTES

G PRESENTATIONS

1. Introduction of Student Trustee – Chair John Caputo will introduce

student trustee Anthony DeLorenzi.

2. Indigenous Initiatives at St. Mary’s, Blind River – Superintendent Maria

Esposito will introduce Nadia Zanatta, teacher at St. Mary’s Catholic

School, Blind River. (Pg

3. EQAO 2017-18 Results – Superintendent Maria Esposito will introduce

Michaela Mansfield, Curriculum Co-Ordinator Elementary, and Judy Ritza,

Curriculum Co-Ordinator Secondary. (Pg

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H COMMITTEE REPORTS

1. Minutes of the Special Education Advisory Committee Meeting (Pg

Proposed Resolution: That the Minutes of the S.E.A.C. Meeting of the

Huron-Superior Catholic District School Board of June 13, 2018 be

approved.

I ADMINISTRATIVE ITEMS REQUIRING ACTION

1. ELECTRONIC POLL Policy 2004 – Trustee Honoraria (Pg Resolution: That the Huron-Superior Catholic District School Board

approves Policy 2004 – Trustee Honoraria. CARRIED 2. Policy 4006 – Inclement Weather (Pg Proposed Resolution: That the Huron-Superior Catholic District

School Board approves Policy 4006 – Inclement Weather. 3. Policy 4009 - Volunteers (Pg Proposed Resolution: That the Huron-Superior Catholic District

School Board approves Policy 4009 – Volunteers. 4. Policy 5003 – Field Trips (Pg Proposed Resolution: That the Huron-Superior Catholic District

School Board approves Policy 5003 – Fieldtrips.

5. Policy 6001 – Attendance Support (Pg Proposed Resolution: That the Huron-Superior Catholic District

School Board approves Policy 6001 – Attendance Support. 6. Policy 6002 – Progressive Discipline (Pg Proposed Resolution: That the Huron-Superior Catholic District

School Board approves Policy 6002 – Progressive Discipline. 7. Policy 6004 – Recognition of Long Service and Retiring Employees (Pg Proposed Resolution: That the Huron-Superior Catholic District

School Board approves Policy 6004 – Recognition of Long Service and Retiring Employees.

8. Policy 6005 – Accessibility Standards (Pg Proposed Resolution: That the Huron-Superior Catholic District

School Board approves Policy 6005 – Accessibility Standards.

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9. Fieldtrip (Pg Proposed Resolution: That the Huron-Superior Catholic District School Board approves the following field trip application:

1. St. Mary’s School (Blind River) travelling to Toronto on June 23, 2019 and returning on June 26, 2019.

J INFORMATION ITEMS

1. Reports to the Director of Education

a) Policy 1000 – Procedure By-Laws – Director Rose Burton Spohn

b) Trustee Honoraria – Superintendent Chris Spina (Pg

c) Graduation Rates – Superintendent Danny Viotto (Pg

d) St. Mary’s College Activity Report – Student Trustees (Pg

2. Correspondence

3. Notes of Thanks

Laura Moore, Adriano Carota and Family, Angele Barsanti

K TEN MINUTE QUESTION AND ANSWER PERIOD

• ON AGENDA ITEMS FOR THOSE IN ATTENDANCE

L UPCOMING EVENTS

October 22 - P.A. Day

October 22 - Municipal Election

October 24 - SEAC Meeting

November 14 - Next Board Meeting

M CLOSING PRAYER –

N ADJOURNMENT

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MINUTES FOR THE OPEN SESSION BOARD MEETING OF THE HURON-SUPERIOR CATHOLIC DISTRICT SCHOOL BOARD

ON WEDNESDAY, SEPTEMBER 12, 2018 @ 7:15 PM BOARD CHAPEL – CATHOLIC EDUCATION CENTRE

Trustees

Present: John Caputo (Chair), Leslie Cassidy-Amadio, Tony D’Agostino, Lindsay

Liske, Carol MacEachern, Elaine McDonagh, Bill Murphy, Kathleen

Rosilius, Sandra Turco

Regrets: Gary Trembinski (Vice-Chair)

Officials:

Rose Burton Spohn (Director of Education), Joe Chilelli, Maria Esposito,

Chris Spina, Danny Viotto.

Student Representatives:

Anthony Delorenzi

Other Reps:

Darrell Czop (President, O.E.C.T.A.)

Sergio Bernardo (Vice-President, O.E.C.T.A.)

Wayne Greco (President, C.P.C.O.)

Brenda Rankin (Acting President, C.U.P.E.)

Values and Vision

Trustee Kathleen Rosilius mentioned the liturgy and social held with the

staff from Our Lady of Lourdes and Our Lady of Fatima Schools in Elliot

Lake. She also commented that the Commissioning of Teachers will take

place on September 22, 2018.

Agd# Res#

B-1 B-279 Moved by: Leslie Cassidy-Amadio Seconded by: Sandra Turco

That the Huron-Superior Catholic District School Board adopts the Agenda

for the Board Meeting of Wednesday, September 12, 2018.

CARRIED

Additions to the agenda

Director Rose Burton Spohn added the fieldtrip request from Holy Name of

Jesus School under Section I – Administrative Items Requiring Action as

item I-6.

Page | 2 AGENDA – OPEN SESSION SEPTEMBER 12, 2018 _____________________________________________________________________________________

E-1 B-281 Moved by: Bill Murphy Seconded by: Leslie Cassidy-Amadio

That the Huron-Superior Catholic District School Board approves the

Minutes of the Board Meeting of Wednesday, June 20, 2018.

CARRIED

E-2 B-282 Moved by: Elaine McDonagh Seconded by: Lindsay Liske


Minutes of the In-Committee Board Meeting of Wednesday, June 20,

2018.

CARRIED

G-1 Summer Learning Program

Stephanie Vendramin, Summer Learning Program (SLP) Site

Administrator, and Mike Parr, Teacher, highlighted the successes of the

2018 program. The program curriculum, school events and fieldtrips within

the city were outlined. A parent testimonial was also presented.

G-2 Academic Community Education (ACE) Program

Melanie Rector, Teacher, and Melinda Boulard, Education Assistant, with

the Academic and Community Education (ACE) Program, discussed the

program and various events in which their 14 students participate. They

integrate numeracy and literacy into all activities, which educate, as well

as provide life skills for, the students. They engaged the trustees in a short

game to demonstrate how curriculum and life skills are combined to

enhance our students’ learning.

I-1 B-283 Electronic Poll That the Huron-Superior Catholic District School Board awards the Barrier-Free Accessibility Renovations Project to First General Inc., being the low tender.

CARRIED I-2 B-284 Electronic Poll That the Huron-Superior Catholic District School Board awards the contract

for the St. Basil Elementary School – 2018 Site Work Project to Palmer Construction, being the low tender. CARRIED

I-3 B-285 Moved by: Leslie Cassidy-Amadio Seconded by: Lindsay Liske

That the Huron-Superior Catholic District School Board authorizes the Treasurer and Chair or Vice-Chair to borrow funds from time to time not to exceed $25 million in aggregate from the Royal Bank of Canada for the 2018/19 school year in accordance with Section 243 of the Education Act. CARRIED


I-4 B-286 Moved by: Sandra Turco Seconded by: Tony D’Agostino

That the Huron-Superior Catholic District School Board approves Policy

6011 – Principal and Vice Principal Performance Appraisal.

CARRIED

I-5 B-287 Moved by: Carol MacEachern Seconded by: Kathleen Rosilius

That the Huron-Superior Catholic District School Board awards the purchase of 67 new Dell laptops to Dell Canada for $69,636.45 CARRIED

I-6 B-280 Moved by: Lindsay Liske Seconded by: Tony D’Agostino


following fieldtrip: Holy Name of Jesus - to travel to Boyne Mountain

Resort, Boyne, Michigan on October 5, 2018 and returning on October 7,

2018.

CARRIED

J-1 SDWAN Update

Manager of Information Technology (IT), Pat Pelletier, outlined that this is

a two-year Ministry-funded project, of which we are in year two. Bandwidth

is being upgraded to 1 MB per student, and the project is 85% complete at

this time.

Online Banking

Superintendent of Business, Chris Spina, advised the Trustees that the

board is moving ahead with this project for cashless schools. It will be

rolled out to all schools, at the same time, by the end of October.

Questions by the trustees were fielded, and the board was commended by

Chair John Caputo for moving ahead with this venture.

Summer Learning Program

Superintendent Maria Esposito congratulated the staff for such a well-run

program. She advised that the staff have been asked to present at the

provincial level. She provided further information on the number of

classrooms involved, as well as student attendance.

SEAC Recommendations and Responses

Superintendent Joe Chilelli recognized the hard work of the Special

Education Advisory Committee (SEAC) in formulating these

recommendations. He highlighted a couple of the board responses,

namely the hiring of behavioural coaches. These staff members will be

able to assist the front-line staff on multidisciplinary teams, in all of our


central, east and north schools.

Accessibility Report

Director of Education Rose Burton Spohn outlined the board’s accessibility

report, with emphasis on our compliance levels. Some projects are still

ongoing, but should be completed this year, as we work within Ministry

funding rules.

SMC Activity Report

Student Trustee Anthony DeLorenzi reported the accomplishments of the

SMC student athletic groups, and highlighted some upcoming events

occurring in the 2018-19 school year. These include the Grade 9 family

barbecue, welcome week with shirt sales, and faith council application

requests. Students are looking forward to an exciting year ahead.

N-1 B-288 Moved by: Lindsay Liske Seconded by: Tony D’Agostino

That the Huron-Superior Catholic District School Board meeting of

Wednesday, September 12, 2018 adjourns at 8:46 p.m.

Chairperson: ________________________________________

Secretary: ________________________________________

Supporting Racialized Students In Ontario Schools


Nadia Kovacs

Financial Reconciliation: Supporting Racialized Students

Item Budget Actual Expenditure Variance

Teacher Release $1035 $2415 $-1380

Release: Project Report

$115 $230` $-115

Collaborative Team Release

$3450 $0 $3450

Activity Materials/Resources

$900 $1434.03 $-534.03

Honoraria $500 $575 $-75

Pow-wow $3500 $3940.07 $-440.07

Transportation $500 $1387.86 $-887.86

TOTALS $10,000 $9981.96 $18.04

Student Success Leaders: Supporting Racialized Students Report

Name of School Board: Huron-Superior Catholic District School Board

Name of Activity Number of Schools

Participant Type Number of Participants

Community member showing the jingle dresses and demonstrating steps - class dancing

1 Students 50

Water teaching at Pow-wow grounds 1 Students 28

Medicine walk and teachings at Pow-wow grounds

1 Students 39

Metis 101 presentation and dot art activity

1 Students 40

Community member giving a color teaching

1 Students 31

Metis presentation about Missing Aboriginal Women and creating faceless dolls

1 Students 23

Community member giving a medicine teaching and creating medicine pouches

1 Students 25

Creating Metis Healing Blankets 1 Students 50

School Powwow 1 Students, educators, parents, learning consultants, representatives of community agencies

250

Half day inservice with community member about Residential Schools and how to incorporate into the classroom

1 Educators 1

Half day inservice with Chief about the culture and how to incorporate into the classroom

1 Educators 1

Half day inservice with Chief about the lands and how to incorporate into the classroom

1 Educators 1

Half day inservice with community member about Treaties and how to incorporate into the classroom

1 Educators 1

Half day inservice with community member about the language and how to incorporate into the classroom

1 Educators 1

Full day inservice with learning consultants about the new curriculum and implementing the changes into the classroom)

1 Educators 2

The number of staff participating in the development and delivery of the project/program: 11

The total number of release hours used to develop and deliver the project/program: 35 (7

release days)

What was our need/context and how was it identified?

St. Mary’s Catholic School is situated on the traditional lands of the Mississaugi First Nations,

and approximately one third of the student population is Indigenous, offering a choice of French

as a Second Language or Native as a Second Language to all students. In light of the

recommendations made by Truth and Reconciliation, fostering, nurturing, and maintaining

relationships with Indigenous communities is an important component, as we continue to move

forward together. Having already been involved in various Indigenous based gatherings

between the Ministry and Northern Ontario Schools, including the Indigenous Education

Collaborative Inquiry, and the Regional Curriculum Implementation, the continued need to

promote the culture and provide students and staff with ongoing learning opportunities identified

the need to apply for this funding opportunity.

What did we want to achieve? (Goals of the project)

Focussing on well-being, student achievement, and relationships, the goals of the project

included the following: promoting collaboration and leadership skills among the school

community, planning and promoting Indigenous learning opportunities, establishing

relationships, and recognizing ways to approach the curriculum infused with Indigenous culture.

What impact did we have? Based on the feedback received from project/program

attendees, how did the chosen capacity building activity improve supports for racialized

students and/or support a whole school approach to fostering safe, inclusive, and

accepting schools for all students, including racialized students?

The project provided initiatives for all students and staff to become more educated with

Indigenous ways. Well-being was a large focus of the project, working together to promote

equity, inclusion, and diversity. The opportunities within this project strengthened relationships

between the school and the communities that surround, helping to bridge the gap between

Indigenous and non-Indigenous peoples. The project also provided students and community

members with opportunities to collaborate and learn from each other.

What we learned: what worked and what didn’t work?

The Pow-wow was a great way to involve the school, families, and community members,

providing first hand experiences for many in attendance, allowing all to embrace, cost-free,

while eating, learning, and honoring the culture. Throughout this experience, I also learned that

ignorance provides opportunities for growth and collaboration. Our school became involved with

this project because we want to learn about the culture, our history, and how to better educate

ourselves, so that we are able to better educate our students, providing them with rich learning

opportunities. I also learned that some Indigenous cultures have slightly different beliefs and

rituals, such as the ways surrounding the Healing Blanket. It is always important to respect the

elders who are teaching and completing the activity, and understanding their perspective,

although it may be different to what has been taught by another community.

How will the learning be incorporated in our planning and continued capacity building?

How will the experience be shared with others?

Various media outlets were in attendance at the Pow-wow, and a news article, outlining the

project, along with various initiatives throughout the year were featured on the Huron-Superior

Catholic District School Board’s website, as well as St. Mary’s School’s social media outlets. I

also engaged in various debriefing opportunities to share the experiences of the project during

the last school staff meeting, as well as met with the Director of Education to discuss the

happenings of the project. As a result, I will make a presentation on the initiative at the October

Board of Trustees Meeting. The media will also be in attendance, as continued efforts to share

the experiences with others. Planning for this academic year’s activities that will branch from

this initiative are already in the planning stages, working together with members of Mississaugi

First Nations, and the Metis Nation of Ontario.

09/10/2018

1

Supporting Racialized Students in Ontario Schools

Indigenous Initiatives: St. Mary’s Blind River

The ProposalObjective: To extend the Collaborative Inquiry for which St. Mary’s Catholic School was apart of. We will work together with various members of the Mississaugi First Nations community to continue building and strengthening relationships. Promoting collaboration and leadership skills among the school community, the team will plan a school-wide Powwow to promote Indigenous learning opportunities and teachers will also be alloted time to work alongside the Education Department of Mississaugi First Nations -establishing relationships and recognizing new ways to approach the curriculum infused with Indigenous culture.

How the objective aligns with the HSCDSB Strategic Plan:1. Well-Being- Positive and supportive environments - filled with rich

learning opportunities, working together to promote equity, inclusion, and diversity

1. Student Achievement- Improve student engagement and achievement, providing

initiatives for students to become more educated with Indigenous ways

1. Relationships- Foster, nurture and maintain relationships with Indigenous

communities in light of the recommendations made by truth and reconciliation

- Build stronger relationships with Mississaugi by providing students and community members to collaborate and learn from each other, bridging the gap between Indigenous and Non-Indigenous peoples

09/10/2018

2

Budget Breakdown: $10,000Item Budget

Teacher Release $2415

Release: Project Report $230

Activity/Resources/Materials $1434.03

Honoraria $575

Pow-wow $3940.07

Transportation $1387.86

Total $9981.96

Teacher Professional DevelopmentDialoguing with the Chief and community

members about:- Residential Schools - The Culture- The Language- Treaties- The Lands- The New Social Studies Curriculum

09/10/2018

3

The Activities- Community member showing the jingle dresses and demonstrating steps

with class dancing- Water teaching at Pow-wow grounds - Medicine walk and teachings at Pow-wow grounds - Metis 101 presentation and dot art activity - Community member giving a color teaching- Metis presentation about Missing Aboriginal Women and creating

faceless dolls - Community member giving a medicine teaching and creating medicine

pouches - Creating Metis Healing Blankets - Shingwauk tour and Residential Schools presentation at Algoma

University

Jingle Dress and dancing demonstrations

Creating Metis Healing Blankets

09/10/2018

4

Missing Aboriginal Women and creating

Faceless DollsMetis Dot Art

The PURCHASES- “Every Child Matters”

orange t-shirts for ALL staff and students

- Materials to make hand-drums for the school

09/10/2018

5

The POWWOWWednesday June 13th 2018

09/10/2018

6

Growth and next steps...- Program development with Mississaugi First Nations- Opportunities for student learning and continued exposure of the culture

(ex: Chiblow Lake Lodge - Alan Corbiere and Treaties)- Opportunities for drumming now available at St. Mary’s - Continued direct support in classrooms - Increased enrollment in NSL program from non-Indigenous students

Miigwetch!

Report to the Director 1

October 2018


REPORT TO DIRECTOR

Re: EQAO Assessments of Reading, Writing and Mathematics Primary Division (Grades 1-3) and Junior Division (Grades 4-6)

2017-2018

Submitted by: Maria Esposito

Superintendent of Education

Prepared by: Micaela Mansfield

Catholic Curriculum Coordinator, Kindergarten to Grade 6

1


Table of Contents

A. Introduction

3

B. Contextual Information

4

C. HSCDSB Overall Achievement ● Primary Division ● Junior Division

6

D. Same Cohort Comparison: 2015 v. 2018 ● Board Results: Reading, Writing, Mathematics ● Excerpt from EQAO

9

E. Results By Gender ● Primary Division ● Junior Division

11

F. Next Steps and Conclusion 13

2


A. Introduction The Huron-Superior Catholic District School Board (HSCDSB) is committed and called to ensuring high levels of student achievement for all students. The HSCDSB Multi-Year Strategic plan states that we strive to plan effective and differentiated learning opportunities based on student needs while keeping the Ontario Curriculum at the forefront. Further to this, it is important that we begin with student work and collaborate to become more precise in the area of assessment. This report contains an overview of the 2017-2018 Education Quality and Accountability Office (EQAO) assessments in reading, writing and mathematics for the primary and junior divisions for the Huron-Superior Catholic District School Board. It brings together information regarding what EQAO has learned over the past year about student learning in Ontario and allows educators to identify implications for the classroom and plan for improved instruction. Copies of the full Report can be downloaded from the EQAO website, which is located at www.eqao.com . Note : Key Benefits of EQAO Assessments

● EQAO assessments provide data, information, and insights on student achievement for individual students and multiple system levels.

● Students know more about how well they are doing in reading, writing, and/or mathematics and what they need to do in order to improve.

● Teachers and principals have more feedback on how well students are meeting the expectations in the Provincial curriculum and how effectively teaching strategies and school programs are meeting students’ needs.

● Parents/Guardians are more familiar with the expectations in the Provincial curriculum and better informed about their children’s achievement and progress.

● Ontarians have accurate and objective information about students’ achievement and education quality in the publicly funded education system.

Excerpt from EQAO

3

http://www.eqao.com/



B. Contextual Information The Huron-Superior Catholic District School Board 2017-2018 EQAO results were calculated based on 364 Grade 3 students; 171 female and 193 male, and 329 Grade 6 students; 157 female students and 172 male students.

4


5


C. HSCDSB Overall Achievement Primary Division Compared with the results from the previous year, the percentage of Primary students who performed at or above the provincial standard:

● Reading: decrease from 71% to 67% ● Writing: decrease from 71% to 61% ● Mathematics: decrease from 56% to 43%

6


Junior Division Compared with the results from the previous year, the percentage of Junior students who performed at or above the provincial standard

● Reading: increase from 81% to 84% ● Writing: increase from 77% to 81% ● Mathematics: increase from 35% to 37%

7


8


D. Same Cohort Comparison: 2015 v. 2018

EQAO tracked the progress of students who wrote the primary-division assessment in 2015, when they were in Grade 3, and the junior-division assessment in 2018, when they were in Grade 6. There were 329 students at the time of the 2018 junior-division assessment. The graphs below show how students performed on the 2018 assessments compared to their assessment results in 2015. The percentages are based on all tracked students in the cohort, including those who participated, those who were exempted and those who provided no work to be scored.

● Reading: increase from 67% to 84% ● Writing: remained at 77% ● Mathematics: decrease from 61% to 35%

9


10


E. HSCDSB Results By Gender Primary Division

11


Junior Division

12


F. Next Steps

Collaboration will continue among all schools and departments to take action on the identified implications for student learning. Curriculum and Special Education supports are deployed to the schools based on needs, as well as by request from the school principals and classroom teachers. Job-embedded opportunities are being offered to school teams that support literacy, numeracy and most importantly well-being. Well-Being

● Christian Meditation being implemented to assist students in centering themselves to be ready to learn ● Al’s Pals training and program implementation in all Kindergarten classrooms ● Zones of Regulation training and program implementation school-wide ● Mental health modules used to support schools

Literacy

● Development, implementation and monitoring of the Board Literacy Plan Kindergarten to Grade 12: If we build a common understanding and implement a comprehensive literacy plan by focusing on essential instructional approaches, critical thinking and productive classroom talk inclusive of all languages, then we will narrow the gap in student achievement in literacy.

● Implementation of Reading Recovery, Empower Reading and ongoing teacher training ● Teacher Learning and Leadership Program supporting the implementation of effective literacy strategies and

interventions ● Program Team and Principals are working together to enhance the implementation of effective literacy strategies in

the classroom. ● Ongoing literacy professional development opportunities offered to educators

Numeracy

● Continue implementation and monitoring of the Board Math Plan Kindergarten to Grade 12: If we build a common understanding and implement balanced mathematics instruction by; focusing on concepts and knowledge of content, using problem solving and implementing productive classroom discourse, then we will narrow the gap in student achievement in mathematics.

● Implementation of 60 minutes of mathematics daily, including teaching 10 minutes of mental math strategies. ● School teams are working collaboratively, focusing on provincial mathematics curriculum, with a particular focus on

Number Sense and Numeration, using Board documents, and newly release Focus on the Fundamentals Documents. ○ Scope and Sequence Documents (K-8 and 7-9) ○ Progression of Strands (Grade 1-9) ○ Teacher Unit Inventories (Grade 1-8 and 9 Applied) ○ Student Inventories (Grades 7-8 and 9 Applied)

● Work collaboratively in System Improvement Learning Cycles using the Progression of Strands and teacher developed pre and post assessments for monitoring student learning.

● Numeracy Facilitators, Principals and Lead Math Teachers, and Student Achievement Officers (SAOs) are collaborating on various job-embedded supports for teachers and students as well as professional development sessions.

● Collaborative Inquiry for Learning Mathematics (CIL-M) Model for job-embedded learning opportunities for educators, principals and system leaders.

Conclusion Senior Administration, Program Team, Special Education Department and School Teams are analyzing the detailed student results that EQAO has most recently released, to gain a better understanding of where to focus for improvement and/or appropriate support. Areas of strength in which students performed consistently well and areas that were challenging for students will be identified by the School Teams to inform their School Improvement Plan for Student Achievement (SIPSA), as well as identifying implications for classroom instruction.

13

October 17, 2018


Report to the Director

Re: EQAO Grade 10 OSSLT 2017 - 2018

Submitted by: Maria Esposito and Danny Viotto

Superintendents of Education

Prepared by: Judy Ritza

Catholic Curriculum Coordinator, Grades 7 - 12

1

Table of Contents

A. Introduction 3

B. Contextual Information 4,5

C. Achievement Results Over Time 6 ● First-time Eligible Fully Participating ● Previously Eligible Fully Participating

D. Achievement Results Over Time by Program 7

● First-time Eligible Fully Participating E. Results By Gender 8,9

● First-time Eligible Fully Participating ● Previously Eligible Fully Participating

F. Tracking a Cohort 10 G. Special Education Achievement Trends Over Time 11,12

● First-time Eligible Fully Participating ● Students with Special Education Needs (excluding identified gifted) ● Students Receiving Accommodations (IEP Only) ● Students Receiving Accommodations (IPRC)

H. Special Education: Achievement Trends Over Time 13

● Previously Eligible Fully Participating ● Special Education Needs (excluding gifted) and

Receiving Accommodations I. Strategies to Improve Literacy in the Huron-Superior Catholic District 14,15,16 School Board

2

A. Introduction The Huron-Superior Catholic District School Board (HSCDSB) is committed and called to ensuring high levels of student achievement for all students. The HSCDSB Multi-Year Strategic plan states that we strive to plan effective and differentiated learning opportunities based on student needs while keeping the Ontario Curriculum at the forefront. Further to this, it is important that we begin with student work and collaborate to become more precise in the area of assessment. This report contains an overview of the 2017-2018 Education Quality and Accountability Office (EQAO) OSSLT assessment for the Huron-Superior Catholic District School Board. It brings together information regarding what EQAO has learned over the past year about student learning in Ontario and allows educators to identify implications for the classroom and plan for improved instruction. Copies of the full Report can be downloaded from the EQAO website, which is located at www.eqao.com. Key Benefits of EQAO Assessments





● Ontarians have accurate and objective information about students’ achievement and education quality in the publicly funded education system. Excerpt from EQAO

The Education Quality and Accountability Office (EQAO) released the results for the Grade 10 Ontario Secondary School Literacy Test (OSSLT) on September 19, 2018. It is mandatory that students pass the OSSLT or the Ontario Secondary School Literacy Course (OSSLC) to graduate.

● The April 2018 OSSLT results for HSCDSB refer to St. Mary’s College and Holy Angels Learning Centre students.

● OSSLT results presented in this report are based on: ○ First -Time Eligible (FTE) “fully participating” students ○ Previously Eligible (PE) “fully participating” students ○ Previously Eligible (PE) students who have been deferred ○ Previously Eligible (PE) students who are completing the literacy requirement through the Ontario

Literacy Course (OSSLC)

3




4

C. Achievement Results for Fully Participating First-time Eligible Students Over Time

Compared with the results from the previous year, the percentage of Gr. 10 students who performed at or above provincial standard

● Fully Participating First-time Eligible: Board: decreased from 72% to 70% ● Fully Participating First-time Eligible: Province: decreased from 81% to 79%

Achievement Results for Fully Participating Previously Eligible Students Over Time

Compared with the results from the previous year, the percentage of Gr. 10 students who performed at or above provincial standard:

● Fully Participating Previously Eligible: Board: decreased from 62% to 29% ● Fully Participating Previously Eligible: Province: decreased from 49% to 46%

6

D. OSSLT Success Rates for Fully Participating First-time Eligible Students Over Time by Program Type

Compared with the results from the previous year, the percentage of Gr. 10 students who performed at or above provincial standard in Academic English


Compared with the results from the previous year, the percentage of Gr. 10 students who performed at or above provincial standard in Applied English:


7

E. Achievement Results for Fully Participating First-time Eligible Students Over Time by Gender


● Fully Participating First-time Eligible: Board: Female decreased from 81% to 78% ● Fully Participating First-time Eligible: Board: Male: decreased from 64% to 60%


● Fully Participating First-time Eligible: Province: Female: decreased from 85% to 84% ● Fully Participating First-time Eligible: Province: Male: decreased from 76% to 73%

8

Achievement Results for Fully Participating Previously Eligible Students

Over Time by Gender


● Fully Participating Previously Eligible: Board: Female decreased from 69% to 43% ● Fully Participating Previously Eligible: Board: Male: decreased from 59% to 22%


● Fully Participating Previously Eligible: Province: Female: decreased from 55% to 51% ● Fully Participating Previously Eligible: Province: Male: decreased from 45% to 42%

9

F. Tracking a Cohort, In Relation to Provincial Standard:

From Grade 6 in 2014 to OSSLT (Fully Participating) in 2018

10

G. Special Education Students with special education needs are students with an Individual Education Plan (IEP) who may or may not have been identified as “exceptional pupils” through an Identification, Placement and Review Committee (IPRC), and are receiving special education programs and services. All exceptionalities, except giftedness, are included in this report as outlined below:

Behaviour Deaf or hard of hearing Mild intellectual disability Multiple exceptionalities

Autism spectrum disorders

Blind or low vision Developmental disability Physical disability

Speech impairment Language impairment Learning disability Excerpt from EQAO

SPECIAL EDUCATION EXCLUDING GIFTED - FTE - FULLY PARTICIPATING - OVER TIME



11

SPECIAL EDUCATION EXCLUDING GIFTED - FTE - FULLY PARTICIPATING - SUCCESS RATES OVER TIME - Board


● Fully Participating First-time Eligible: Board: IEP only increased from 36% to 38% ● Fully Participating First-time Eligible: Board: IEP and IPRC decreased from 38% to 20%

SPECIAL EDUCATION EXCLUDING GIFTED - FTE -

FULLY PARTICIPATING - SUCCESS RATES OVER TIME - Province


● Fully Participating First-time Eligible: IEP only: decreased from 51% to 50% ● Fully Participating First-time Eligible: IEP and IPRC: decreased from 47% to 44%

12

SPECIAL EDUCATION EXCLUDING GIFTED - PE - FULLY PARTICIPATING - OVER TIME



● No data is available for Special Education Excluding Gifted fully Participating with Accommodations - PE- Success Rates Over Time

13

H. Strategies to Improve Literacy in HSCDSB Test results in our academic, applied and locally developed programs reflect the need for continued targeted initiatives with adherence to the pillars of the Multi-year Strategic Plan 2015 - 2020 . Collaboration will continue among all departments to take action on the identified implications for student learning. 1. Supporting Environments and Well-Being

● We are called and committed to being people of hope and celebration, ensuring environments are positive and supportive in educating the whole child. (MYSP 2015 - 2020)

● Maintaining positive testing conditions ● Conditions for success during the OSSLT writing are monitored (e.g., a quiet

wing of the school, a cool environment, morning writing for all students, and fewer school events). 2. Student Achievement

● We are called and committed to ensuring high levels of student achievement for all students in alignment with Ministry goals. Our goal is to narrow gaps in learning by knowing our students and providing focused intervention.

○ Our goal is to narrow gaps in learning by knowing our students and providing focused intervention. (MYSP 2015 - 2020)

● Embedding EQAO-type questions into classroom instruction

● Literacy test skills are embedded in all Grade 9 English class assignments and Independent Studies.

● All Grade 10 students in English classes complete two practice booklets of sample test questions provided by EQAO. Students are taught the skills for each response type and are given descriptive feedback and conferencing opportunities to improve their writing pieces. Students are provided with tips on implicit reasoning skills.

● Teaching helpful literacy strategies (e.g. underlining, skimming).

● Offering EQAO boot camps for students in risk

● Repeat writers work with experienced English teachers. In workshops over two half days, students complete sample OSSLT questions. Students are divided into small groups and receive specific, individualized, descriptive feedback on their work and are shown areas for improvement. Teachers also provide extensive guidelines on how to complete the writing assignments to assist students with their responses.

14

● First-time eligible students “flagged” by grade 9 English teachers are offered the opportunity to participate in three lunch hour sessions focusing on critical components of the OSSLT. Students are provided descriptive feedback and individual conferencing.

Our goal is to narrow gaps in learning by knowing our students and providing focused intervention.

● To achieve success, we will: ○ use data to identify, assist and monitor students who are struggling ○ seek solutions to problems collaboratively ○ encourage the use of technologies, including assistive technology (AT) and AT plans ○ ...intentionally plan effective and differentiated instruction based on student needs and the

curriculum, and become more precise in our assessment of student work (MYSP 2015 - 2020)

● Tracking students more effectively through our updated data portal. ● Student Success teams at each school identify and support students in risk. ● Data will be used to identify specific students who require additional support,

especially those students who were unsuccessful in Grade 6, students in applied level classes, and students with special education needs who require intentional strategies.

● Supporting students with special education needs through Learning Strategies blocks –

every day, every block, and every semester. ● In addition to the Learning Strategies teachers, two full-time Assistive Technology

Resource Teachers support students with special education needs and provide training for the OSSLT.

● Integrating Indigenous perspectives into what and how we teach.

● Our Indigenous lead and English department will review a resource specifically designed to increase literacy skills to support Indigenous youth to meet success on the OSSLT.

● Implementation and monitoring of the Board Literacy Plan Kindergarten to Grade 12: If we

build a common understanding and implement a comprehensive literacy plan by focusing on essential instructional approaches, critical thinking and productive classroom talk inclusive of all languages, then we will narrow the gap in student achievement in literacy. (HSCDSB Literacy Plan in progress)

● Principals, Lead teachers, Curriculum Coordinator and Grade 9 and 10 teachers will work as a team to identify and implement effective literacy strategies related to the OSSLT.

15

Conclusion Senior Administration, Program Team, Special Education Department and School Teams will analyze the results recently released by EQAO. Areas of strength where students performed consistently well and areas that were challenging for students will be identified by the School Teams to inform their School Improvement Plan for Student Achievement (SIPSA), as well as identifying implications for classroom instruction.

16

October 17, 2018


Report to the Director

Re: EQAO Grade 9 Mathematics 2017 - 2018

Submitted by: Maria Esposito and Danny Viotto

Superintendents of Education

Prepared by: Judy Ritza

Catholic Curriculum Coordinator, Grades 7 - 12

1

Table of Contents

A. Introduction 3

B. Contextual Information - Academic/Applied 4,5

C. Achievement Results Over Time by Program 6

D. Percentage of All Students in Applied/Academic Mathematics at All levels 7 E. Percentage of All Students in Mathematics in all Levels Over Time 8,9 F. Applied/Academic Results By Gender Over Time 10

G. Tracking a Cohort 11 H. Strategies to Improve Mathematics in Huron-Superior Catholic District 12,13 School Board

2

A. Introduction The Huron-Superior Catholic District School Board (HSCDSB) is committed and called to ensuring high levels of student achievement for all students. The HSCDSB Multi-Year Strategic plan states that we strive to plan effective and differentiated learning opportunities based on student needs while keeping the Ontario Curriculum at the forefront. Further to this, it is important that we begin with student work and collaborate to become more precise in the area of assessment. This report contains an overview of the 2017-2018 Education Quality and Accountability Office (EQAO) Grade 9 Mathematics assessment for the Huron-Superior Catholic District School Board. It brings together information regarding what EQAO has learned over the past year about student learning in Ontario and allows educators to identify implications for the classroom and plan for improved instruction. Copies of the full Report can be downloaded from the EQAO website, which is located at www.eqao.com. Key Benefits of EQAO Assessments





● Ontarians have accurate and objective information about students’ achievement and education quality in the publicly funded education system. Excerpt from EQAO

● The Education Quality and Accountability Office (EQAO) released the School, Board and

Provincial Grade 9 Mathematics Test scores that were administered in January and June 2018 on September 19, 2018.

● EQAO reports student results on a four-level achievement scale on which Levels 3 and 4 are at or above the Provincial standard.

● St. Mary’s College was the only secondary school participating in both testing sessions.

● The test is administered only once to Grade 9 students in either first or second semester.

● In an effort to improve our scores, we are implementing our Board Math Action Plan, and putting various strategies in place to adopt a coherent approach in adhering to the Renewed Math Strategy focus.

3




4

C. Achievement Results for Grade 9 Mathematics Over Time By Program


● Grade 9 Applied Mathematics - Board: increased from 28% to 49% ● Grade 9 Applied Mathematics - Province: increased from 44% to 45%


● Grade 9 Academic Mathematics - Board: increased from 69% to 81% ● Grade 9 Academic Mathematics - Province: increased from 83% to 84%

6

D. Results for All Students in Applied Mathematics at All levels

Results for All Students in Academic Mathematics at All levels

7

E. Percentage of all Students in Applied Mathematics at All Levels over Time

Percentage of all Students in Applied Mathematics at All Levels over Time

8

Percentage of all Students in Academic Mathematics at All Levels over Time

9

F. Percentage of all Students in Applied Mathematics by Gender Over Time

Percentage of all Students in Academic Mathematics by Gender Over Time

10

G. Tracking Student Achievement in relation to the Provincial Standard Grade 6 to Grade 9

11

H. Strategies to Improve Mathematics in Huron-Superior Catholic District School Board Test results in our academic,applied and locally developed programs reflect the need for continued targeted initiatives with adherence to the pillars of the Multi-year Strategic Plan 2015 - 2020 . Collaboration will continue among all departments to take action on the identified implications for student learning. 1. Supporting Environments and Well-Being

● We are called and committed to being people of hope and celebration, ensuring environments are positive and supportive in educating the whole child. (MYSP 2015 - 2020)

● Maintaining positive testing conditions ● Conditions for success during the Gr. 9 Mathematics assessment are monitored

(e.g., a quiet wing of the school, a cool environment, morning writing for all students, and fewer school events).

● Providing support and encouragement with principal visits classes to reinforce the importance of the EQAO test.

● Providing supportive classroom environments and rich authentic tasks to engage students and encourage positive mindsets towards mathematics

2. Student Achievement

● We are called and committed to ensuring high levels of student achievement for all students in alignment with Ministry goals. Our goal is to narrow gaps in learning by knowing our students and providing focused intervention.

○ Our goal is to narrow gaps in learning by knowing our students and providing focused intervention. (MYSP 2015 - 2020)

● Embedding EQAO-type questions into classroom instruction.

● EQAO type questions are embedded into daily work throughout the semester so that students continue to build familiarity and understanding of terms and question types, thus creating a comfort level.

● Teachers continuing to use flipped lessons, post assignments and solutions in the LMS, and differentiate their instruction.

● Teachers continue to teach helpful strategies for tackling multiple choice questions, and use the EQAO test as 10% of the student’s mark, marking both multiple choice and open questions.

● Offering EQAO boot camps for students in risk. ● Students taking advantage of math boot camps do practice tests at lunch hour. ● Supporting students with special education needs through Learning Strategies blocks –

every day, every block, and every semester. ● Accessing in addition to the Learning Strategies teachers, two full time Assistive

Technology Resource Teachers support students with special education needs.

12

● Continuing to offer applied math courses, through the Renewed Math Strategy(RMS), Gap Days with centres to address individual needs and the support of another teacher for that day and tutors in the classroom

● Continuing implementation and monitoring of the Board Math Plan Kindergarten to Grade 12: If we build a common understanding and implement balanced mathematics instruction by; focusing on concepts and knowledge of content, using problem solving and implementing productive classroom discourse, then we will narrow the gap in student achievement in mathematics.

● Teach mental math strategies in our intermediate math classes, to improve students’ fluency with numbers.

● Implement the scope and sequence documents, progressions of strands, and unit inventories to achieve consistency across schools and panels.

● Incorporating manipulatives into the instruction of mathematics Our goal is to narrow gaps in learning by knowing our students and providing focused intervention.

● To achieve success, we will: use data to identify, assist and monitor students who are struggling seek solutions to problems collaboratively encourage the use of technologies, including assistive technology (AT) and AT plans ...intentionally plan effective and differentiated instruction based on student needs and the curriculum, and become more precise in our assessment of student work (MYSP 2015 - 2020)

● Tracking students more effectively through our updated data portal. ○ Student Success teams identify and support students in risk. ○ Data will be used to identify specific students who require additional support,

especially those students who were unsuccessful in Grade 6, students in applied level classes, and students with special education needs who require intentional strategies.

Conclusion Senior Administration, Program Team, Special Education Department and School Teams will analyze the results recently released by EQAO. Areas of strength where students performed consistently well and areas that were challenging for students will be identified by the School Teams to inform their School Improvement Plan for Student Achievement (SIPSA), as well as identifying implications for classroom instruction.

13


SPECIAL EDUCATION ADVISORY COMMITTEE

S.E.A.C Minutes

Date: Wednesday, June 13, 2018 Place: Giovanni’s

Time: 4:00 – 6:00 p.m.

Attendance: Rosanne Zagordo, Joe Chilelli, Gary Trembinski, Marty Young, Suzanne Pleau, Lorna Connolly-Beattie, Theresa Coccimiglio, Matt Trainor, Irma Direnzo, Lori Ivey, Marnie Yourchuk, Tina Newell

Regrets: Paula Valois, Kieran Desjardins, Hannele Dionisi (Alt.), Kerri Dool. Elaine McDonagh, Kathleen Rosilius,

Sandra Turco, Mia Burzese

AGENDA ITEMS

ACTION WHO WHEN

1. PRAYER FOR SEAC

Gary

2. ACCEPTANCE OF PREVIOUS MINUTES ( May 30, 2018 )

Marty Lorna

3. AGENDA ADDITIONS/CHANGES

4. GUEST(s): REPORTS Student Trustees

5. MINISTRY UPDATES (Indira Naidoo-Harris)

● This letter strongly encourages SEAC to consider joining #stopthebusdelays campaign to urge the

September 26, 2018

● Peel DSB letter ● Peterborough Victoria

Northumberland and Clarington DSB

government to find a solution to these ongoing bus delays. This would help with bus driver recruitment and other transportation options

● This letter from PVNC DSB is urging the Ministry to ensure that there is an ongoing and equitable distribution of funds across boards to serve and support the students who need it the most,

● SEAC will follow up in the Fall to discuss these letters again. A new government will be formed shortly.

6. SEAC BUSINESS ● SEAC recommendations ● Letter from Marnie

Yourchuk ● SEAC chair

● Theresa reviewed the edits that were made to the recommendations. These recommendations will be presented to the Board on June 20 @ 7:00 pmi

● Marnie Yourchuk has submitted a letter that indicates Sherri Kitts has volunteered to be the Vice Chair for the North Shore Tribal Council. This letter will be submitted for Board approval on June 20,

● An election for the Board Chair will take place at the first meeting of the year.

● There could be as many as 12 agencies represented on SEAC.

● Terms for SEAC members is to correspond with the Municipal elections.

● Gary put forth a motion to have a sub committee formed to recruit new members for SEAC. A letter will be devised for this purpose.

● Tina Newell, Theresa Coccimiglio and Lori Ivey will be on the sub committee for recruitment.

Matt Theresa

7. BUSINESS CARRIED FORWARD ● Letters from Peel and

PVNC DSB to be addressed in September.

● Sub Committee for Recruitment for September

● Language Team and Teacher of the Deaf and Hard of Hearing will attend in the Fall.

8. SUPERINTENDENT AND COORDINATOR’S REPORT

● Special Education Plan

● SEAC is invited to share any edits that they may have for the Special Education Plan. This will be submitted June 29 2018.

9. ASSOCIATION REPORTS

i North Shore Tribal Council (M. Yourchuk)

● North Shore Tribal council and its affiliated service providers had a meeting to discuss why students are not coming to school and what barriers they have. A follow up meeting will be held on August 29 from 10-2 to follow up on solutions as to why students are not coming to school.

ii AUTISM ONTARIO SSM CHAPTER PARENT INVOLVEMENT COMMITTEE (I. Direnzo)

iii ALGOMA FAMILY SERVICES (T. Coccimiglio)

iv SSM DOWN SYNDROME SOC. (S. Pleau)

● Canadian Down Syndrome society is having their annual conference. A family is sent on their behalf.

v ALGOMA PUBLIC HEALTH (L. Ivey)

vi THRIVE – WELL BEING COMMITTEE (T. Newell )

vii viii North Eastern Local Health

Integration Network

iv LEARNING DISABILITIES ASSOC. (M. Trainor)

x MEMBER-AT-LARGE (P. Valois)

xi MEMBER-AT-LARGE – FOCUS ON FAITH (L. Connolly Beattie)

xii TRUSTEES REPORT (G. Trembinski, E. McDonagh)

10. NOTES

Next Meeting: September 26, 2018

Place: Board Office Mtg Room #2

Time: 4:00 – 6:00 p.m.

Teleconference # Toll Free: 1-866-602-6731

Conference ID: 4626234

* Please submit Association Report one week prior to scheduled SEAC meeting.

9 October 2018


ELECTRONIC POLL/VOTE

1. REASON FOR ELECTRONIC POLL

2. Proposed Resolution: that the Huron-Superior Catholic District School Board approves Policy 2004 – Trustee Honoraria.

3. VOTE BY TRUSTEES [Please Check () appropriate box]

TRUSTEE YES NO ABSTAIN UNABLE TO CONTACT

CAPUTO, John

CASSIDY-AMADIO, Leslie

D’AGOSTINO, Tony

LISKE, Lindsay

MacEACHERN, Carol

McDONAGH, Elaine

MURPHY, Bill

ROSILIUS, Kathleen

TREMBINSKI, Gary

TURCO, Sandra

TOTALS 10

4. RESOLUTION CARRIED: YES ( ) NO ( ) 5. SIGNATURE OF DIRECTOR: _____________________________________ 6. DATE: September 21, 2018


POLICY TITLE: TRUSTEE HONORARIA Approved: October 28, 2006

Amended: October 17, 2018

POLICY NO: 2004 Page: 1 of 1

POLICY

Pursuant to Ontario Regulation 357/06, the Board is required to adopt a policy establishing the maximum

honoraria for its Board members, including the Chair and Vice-Chair, on or before October 15, of the

calendar year in which the term of office for Board members begins. The Board recognizes the

importance and value of providing fair levels of honoraria for its members as set out in provincial

regulations.

ADOPTED Regular Meeting of the Board October 28, 2006 DISTRIBUTION Motion B-128 AMENDED Regular Meeting of the Board September 15, 2010 i) Trustees Motion B-85 ii) Administration AMENDED Regular Meeting of the Board October 15, 2014 iii) Principals Motion B-100 iv) Teaching Personnel AMENDED Regular Meeting of the Board October 17, 2018 v) OECTA Motion B-

_____________________________________________________________________________________________


PROCEDURAL GUIDELINES TRUSTEE HONORARIA

Ontario Regulation 357/06 sets out member terms and the method for calculating the limits on

honoraria paid under section 191 of the Education Act.

Members’ Terms

In 2018, 2019 and 2020, the year of a member’s term of office begins on December 1 and ends on the following November 30. O. Reg. 292/18, s. 2.

In 2021, the year of a member’s term of office begins on December 1 and ends on the following November 14. O. Reg. 292/18, s. 2.

Beginning in 2022, a year of a member’s term of office begins on November 15 and ends on the following November 14. O. Reg. 292/18, s. 2.

Components of the Maximum Level of Honorarium

The maximum honorarium for a member of the Board, the Chair of the Board and the Vice-Chair

of the Board, in respect of a year of a term of office, shall consist of the following components,

as per regulation:

The base amount for the year.

The enrolment amount for the year.

The attendance amounts payable to a member for the year.

The distance amount payable to a member for the year.

The Board will only pay its members the base and enrolment amounts. In being consistent with

past practice, the Board will not pay its members the attendance or distance amounts.

The Superintendent of Business will provide the Board with a calculation yearly by October 15,

for the year commencing December 1.


POLICY TITLE: INCLEMENT WEATHER Approved: December 16, 1998



POLICY

The Huron-Superior Catholic District School Board believes that the safety and security of the

pupils entrusted to its care are of paramount importance.

In the course of a school year, atmospheric conditions may be or become severe enough that the

cancelation of school bus services to and from its schools or school closures will be warranted.

ADOPTED Regular Meeting - December 16, 1998 DISTRIBUTION Motion B-12 i) Trustees AMENDED Regular Meeting – September 15, 2010 ii) Administration Motion B-87 iii) Principals AMENDED Regular Meeting – October 15, 2014 iv) Bus Operators Motion B-103 AMENDED Regular Meeting – October 17, 2018 Motion B- ____________________________________________________________________________


PROCEDURAL GUIDELINES INCLEMENT WEATHER

Bus operator(s) contact the Consortium Supervisor or his/her designate to advise of transportation issues.

In situations where the transportation issues do not affect the entire board, the Consortium Supervisor contacts the Director of Education or designate individually to advise of transportation issues (e.g., buses are cancelled for a particular school but not for others).

In situations where the transportation issues are more widespread (e.g., inclement weather is affecting an entire area) or affect a greater number of students, the Consortium Supervisor organizes a conference call between all Directors of Education (or designates) affected.

A decision is made about bus cancellations/school closures.

Bus Cancellations

The Transportation Consortium will notify the media and the Director of Education or designate will request that the Board’s Communication Officer put the information on the Board’s website.

The Director of Education or designate contacts the principals of the schools affected.

Staff members are expected to report and classes resume as usual.

School Closures

The Transportation Consortium will notify the media and the Director of Education or designate will request that the Board’s Communication Officer put the information on the Board’s website.

The Director of Education or designate contacts the principals of the schools affected.

The principals contact staff members.

All principals are expected to report for duty to ensure the safe arrival of students, and once that is determined, they may return home. Other staff members are not required to report to work.

Parents, staff and students are urged to refer to the Board’s website, listen to radio and

television stations, and/or refer to other local news sources for any announcements.


POLICY TITLE: VOLUNTEERS Approved September 5, 2000

Amended October 17, 2018


POLICY

The Huron-Superior Catholic District School Board believes volunteers have the potential to:

strengthen school/community relationships;

support teachers in developing the full potential of each child;

cultivate enriching opportunities that enhance student learning in a Catholic environment;

inspire ownership and Catholic leadership throughout the educational process; and

interact positively with students and other community volunteers.

The Board recognizes that volunteers have many gifts and talents to share, and it both encourages

and recognizes their participation.

ADOPTED Regular Meeting of the Board Sept. 5, 2000 DISTRIBUTION

Motion B-81 i) Trustees AMENDED Regular Meeting of the Board November 18/09 ii) Administration Motion B-87 iii) Principals AMENDED Regular Meeting of the Board Sept. 10, 2014 iv) School Councils Motion B-89 v) OECTA AMENDED Regular Meeting of the Board Oct. 17, 2018 vi) CUPE Motion B- _________________________________________________________________


PROCEDURAL GUIDELINES VOLUNTEERS

In keeping with O. Reg. 521/01, the Huron-Superior Catholic District School Board requires all

volunteers who are entrusted with frequent, lengthy contact with students (e.g., coaches, tutors,

fundraisers) to undergo and produce a Police Criminal Records Check.

The Huron-Superior Catholic District School Board permits principals and supervisors “to assign to a

person who volunteers to serve without remuneration such duties in respect of the school as are

approved by the board and to terminate such assignment." Such permission is granted in S. 171 (1)

4 of the Education Act.

The following procedural guidelines are supported by the Board’s Manual for Volunteers and

Volunteers in Schools – Manual for Supervisors.

A. Definitions

A volunteer is a person who supports educators as they cultivate enriching

opportunities for our students. Volunteers serve in their capacity without compensation

or employee benefits of any type, except for Liability Insurance Coverage for

Volunteers, as provided by Board Insurance. A Principal/Supervisor is responsible for

a school, department or an identified area. A designate is someone identified by the

Principal/Supervisor to help implement the Procedural Guidelines.

B. The Role of Volunteers

Volunteers:

are responsible to the principal/supervisor and/or designate of the school or department;

support educators in providing an enduring education;

reverence the dignity of each person;

maintain and respect confidentiality;

participate in training sessions, as required;

inform appropriate personnel in case of absence or withdrawal of service;

respect communication protocols; and

may assist in conducting activities, provided they are supervised (see samples below).

Samples of supervised activities with which volunteers may assist include:

photocopying and/or setting up equipment and materials;

creating displays;

helping with winter activities (e.g., tying skates);

collecting funds (e.g., lunch money, fundraising efforts);

developing school newspapers;

independent coaching, in collaboration with a designated teacher;

sharing individual expertise (e.g., nurse, artist, craftsperson) to enhance curriculum;

assisting with the organization and/or running of cultural activities;

chaperoning field trips;

helping in the library / book room;

assisting with literacy and numeracy activities;

supporting the use of computers and technology;

assisting with breakfast programs;

playing instructional games; and

participating in liturgical celebrations.

Volunteers are NOT responsible for curriculum delivery; this role is reserved for those qualified

under the Education Act.

C. Responsibilities of Principals/Supervisors

Principals/supervisors are ultimately responsible for volunteers. It is the responsibility of

principals/supervisors to fulfill the following roles, as required:

assess the need for volunteers, in consultation with the teachers;

assist in recruiting volunteers;

interview volunteers;

request and keep records of required Police Criminal Records Checks and Offence

Declarations;

provide in-service educating volunteers on policies, procedures, buildings and

facilities, logs, confidentiality, health and safety, school calendars, routine changes,

and the values of the Huron-Superior Catholic District School Board, as stated in our

mission (see Manual for Volunteers);

encourage and support welcoming and respectful relationships between volunteers,

staff, students and parents;

provide information to parents regarding the school's volunteer program;

assign volunteers to supervised activities;

monitor the volunteer program and address any concerns that may arise;

terminate volunteer assignments, where appropriate;

appropriately recognize and celebrate volunteers.

D. Responsibilities of Teachers/Designates

Teachers/designates will fulfill the following roles, as required:

consult with the principal regarding the need for volunteers and assist in

recruitment;

o train and instruct volunteers on routines and procedures;

o ensure confidentiality and privacy of student information;

encourage and support welcoming and respectful relationships between volunteers

and students;

monitor the volunteer program and addresses any concerns that may arise;

o assist in maintaining volunteer logs;

appropriately recognize and celebrate volunteer contributions.

E. Insurance

Under Section 5.8 Insured, of the OSBIE LIABILITY POLICY (2012), the term “Insured",

refers to:

"Any statutory officer, elected or appointed official, appointed committee member,

including a member of a recreation committee recognized by statute, fiduciary, trustee,

employee, volunteer worker, school council member, chaperon or member of the Board

or a similar governing body while acting within the scope of his or her duties on behalf of

the Named Insured and not to limit the meaning of the foregoing, while they are

participating in trips or tours arranged by them for students of the Named Insured if such

trips or tours have been approved by the Named Insured.”

For Volunteer Drivers, the Board’s insurance policy provides excess liability insurance

over and above the owner's primary insurance:

“Employees, trustees, volunteers, parents, students, and other individuals are protected

while operating a vehicle not owned by them on board business. Further, they are

protected while operating their own vehicle on board business, such as field trips. Driving

to and from work is not considered board business. Again, coverage is in excess of any

vehicle owner’s insurance coverage.

Additional information about insurance for volunteers may be found in the Board’s Policy

5003 – Field Trips.


MANUAL FOR VOLUNTEERS

Guided by the Spirit on our journey, together we are called to mutually invite, encourage

and support one another in our efforts to transform the world.

Updated October 2018

Manual for Volunteers


MESSAGE FROM THE DIRECTOR OF EDUCATION

Welcome to our Team!

Schools in the Huron-Superior Catholic District School Board value the

contribution that all members of the community make to the education of our

students. We believe that the experiences that volunteers bring to the life of the

school enrich the quality of our programs, enhance successful outcomes for

students, and complement the activities of existing staff.

We are committed to creating an environment that welcomes and promotes

opportunities for volunteer participation by members of our diverse community.

We extend a warm welcome to you as a volunteer and thank you for your

willingness to share your time. Your knowledge, experiences and talents will

certainly enhance student learning.

Sincerely,

Rose Burton Spohn Director of Education



Mission Statement

Rooted in Jesus Christ,

we are a Catholic learning community

called and committed to develop

the full potential of each child and

to nurture a personal relationship with Jesus

that will inspire Catholic leadership.

Dedicated to excellence in education and the desire

to live the values of Jesus, we strive to:

affirm the sacredness of life and respect for all creation;

reverence the dignity of each person as a Child of God;

provide an enduring education that reflects the essence of our Catholic

traditions;

proclaim Christ’s message throughout the curriculum;

celebrate God’s love in prayer, at Eucharist and in all sacramental

moments of life;

create sacred learning environments and

cultivate enriching opportunities that will deepen faith.

Guided by the Spirit on our journey, together with family and Church, we mutually

invite, encourage and support one another in our efforts to transform the world.


WHAT IS A VOLUNTEER?

A volunteer is a person who supports educators as they cultivate enriching opportunities for our

students. Volunteers will serve in that capacity without compensation or employee benefits of

any type, except for Liability Insurance Coverage for Volunteers as provided by Board

Insurance. Volunteer activities are meant to enhance, but not take over, professional duties

traditionally performed by paid staff.

Volunteer activities may take place within or be connected with your school under the authority

of the principal; or they may take place beyond the school as a system-wide activity under the

authority of senior staff. You may undertake this activity as an individual or as part of a group.

The activity may be short term or long term, and can be focused or diverse.

The specific terms and conditions will be mutually agreed upon by you, and the staff or

designate responsible for the activity.

YOUR ROLE AS VOLUNTEER As a volunteer, you will be responsible to the principal/supervisor and/or designate of the

school/department and will:

1. Support educators in providing an enduring education.

2. Reverence the dignity of each person.

3. Maintain and respect confidentiality.

4. Participate in training sessions as required.

5. Inform appropriate personnel in case of absence or withdrawal of service.

6. Respect communication protocols.


A VARIETY OF ACTIVITIES There are a variety of tasks and duties, too numerous to list fully here, that you may be asked to

perform, depending on your interests, skills, abilities and time availability. NOTE: All activities

must be conducted under supervision.

As a volunteer, you may assist in such activities as:

1. Setting up equipment and materials.

2. Creating displays.

3. Helping with winter activities (e.g., tying skates).

4. Collecting funds for specific purposes (e.g., charitable campaigns).

5. Photocopying.

6. Developing school newspapers.

7. Independent coaching, in collaboration with a designated teacher.

8. Using your individual expertise in a given area (e.g., firefighting, nursing, arts and crafts)

to enhance the curriculum.

9. Organizing cultural activities.

10. Participating in field trips.

11. Arranging materials in the library/book room.

12. Assisting with literacy and numeracy activities.

13. Supporting others with computers and other forms of technology.

14. Playing instructional games with students.

15. Planning liturgical celebrations.

THE VALUE OF VOLUNTEERING

“Let your light shine before others, so that they may see your

good works and give glory to our God in heaven.” Matthew 5:16 Volunteer activities are valued because they help develop the full potential of each child. These benefits include:

1. Cultivating school/community relationships.

2. Enhancing and supporting student learning.

3. Providing an enduring education that reflects the essence of our Catholic traditions.

4. Providing members of the Catholic community and community at large with opportunities to

share their gifts and talents.

5. Gaining valuable experience that enhances their personal growth.

6. Inspiring our young to be the best for our world.


RIGHTS AND RESPONSIBILITIES

Volunteering is no longer a casual activity for those with leisure time, but rather an acceptance of the fact that community service is an essential component that contributes to the growth and success of students, our schools and the community. Therefore, as a volunteer performing an important and viable role with students and in our schools, you have a number of rights and are charged with a number of responsibilities.

You have a right to..... You have the responsibility to.....

sufficient knowledge, training orientation and information regarding activities you are involved in

ask related questions, seek as required, help and clarification, and respect the defined boundaries of activities

express your individual opinions and ideas and have these considered by your supervisor

maintain confidentiality of all information acquired about students, family and staff, as this is strictly confidential.

input into which activities you choose to undertake

ensure that you feel comfortable with the type and amount of activities

request general and specific information from the principal, teacher, (or other person) who directly supervises you

follow through with directions and discuss with your supervisor any issues that may arise

be treated with respect and dignity (by staff, students and others) and in accordance with related Board policies and practices

treat others (students, staff, and others) with respect and dignity and in accordance with Board policies and practices

express your creativity and share your personality and skills as well as time

do so in a manner which allows the same for students and others

feel that you belong and that your contributions matter

perform your activities in a manner that is consistent with the expectations and norms of the school

be regularly evaluated by your supervisor participate in the evaluation process and follow-up on specific comments and recommendations

say no to the student, teacher, principal or anyone who asks too much of you

not offer or continue your services if you do not believe in the value of what you are doing

terminate your volunteer activities at any time provide reasonable advance notice when terminating your volunteer activities


SUGGESTIONS FOR SUCCESS

1. Become familiar with health and safety procedures. The health and safety of the student(s)

is a primary concern at all times.

2. Become familiar with school and classroom routines. Ensure that students follow routines

that are normally expected by the teacher and principal. When in doubt, ask the student,

“What would your teacher expect you to do?”

3. Consider your relationship with students and staff members as one which involves mutual

respect and confidentiality.

4. Follow the teacher’s instructions closely so that students are not confused.

5. Give short, simple directions. Ask if there are any questions before the tasks are begun.

6. Be a positive appropriate model and example for the students.

7. Treat student(s) with the same respect that would be given to an adult.

8. Encourage independent efforts and creativity. Be alert and open to new ideas.

9. Make a note of any problems or questions that you have and discuss them with the teacher

in a timely manner.

10. Refer all discipline problems to the teacher immediately.

11. Be consistent with all students.

12. Be diligent in building and preserving positive self-concept in student(s).

FREQUENTLY ASKED QUESTIONS

1. CAN THE BOARD BE HELD LEGALLY RESPONSIBLE FOR THE WRONGFUL ACTS OF

A VOLUNTEER TO A STUDENT?

Yes. The Board has a duty to ensure that volunteers who interact with students have

adequate knowledge or training. The volunteer, in turn, has a duty to provide a

reasonable standard of service in performing volunteer activities. No task should be

undertaken without the authorization of the volunteer’s supervisor.


2. ARE VOLUNTEERS BOUND BY LEGISLATION GOVERNING THE INSTITUTION?

Yes. All those working within an institution, either for paid or on a voluntary basis,

are governed to a varying degree by relevant legislation and regulations, as well as

any policies and practices.

3. ARE VOLUNTEERS PERMITTED TO SEE STUDENT ACADEMIC RECORDS?

No. Volunteers may be provided information related to student records depending on

the activities being performed; however, access to written student records would be a

breach of confidentiality.

4. SHOULD VOLUNTEERS REPORT INCIDENTS AND ACCIDENTS?

Yes. The failure to report an incident or accident with injury to a person or damage to

property (or the potential of same) could have legal implications for the Board.

5. WILL VOLUNTEERS BE PROTECTED FROM UNFOUNDED OR MALICIOUS

COMPLAINTS OR ACCUSATIONS?

Yes. The Board will take all reasonable measures to investigate and resolve such

issues. To do so is in everyone’s best interests.

6. ARE VOLUNTEERS PROTECTED AGAINST ACCIDENT AND INJURY?

Yes. As required under the Education Act, volunteers are insured under the Board’s

Group Accident Insurance Policy, providing they are acting in good faith and in a

reasonable manner.

7. ARE VOLUNTEER DRIVERS PROTECTED AGAINST LIABILITY ISSUES?

Yes. For volunteer drivers, the school board policy provides excess liability insurance

over and above the owner’s primary insurance.

The above questions and answers should be considered seriously by all volunteers. Basically,

you should be aware of the fact that you are not to perform any duties unless you have

received proper training and know the scope of your duty, or unless in an unusual situation,

you have been instructed by a staff person. Never do anything of which you are not sure;

always ask.


HEALTH AND SAFETY

Observing the safe work practices in our day-to-day activities is the responsibility of all who

work for the Huron-Superior Catholic District School Board, both employees and volunteers. An

effective safety program requires that everyone follows safe work practices, since the unsafe

act of one individual may endanger others, as well as yourself. More detailed information about

these safe work practices may be found in the Occupational Health and Safety Act (OHSA).

Safety rules will not solve all of our safety problems – you as an individual must assume

personal responsibility for your own safety as well as the safety of others. The Board

urges your cooperation and welcomes your suggestions to improve our safety program.

As a volunteer, you may be involved in a variety of activities. Normally, using common sense,

exercising good judgment, and asking questions when in doubt may be sufficient. When

your supervisor identifies specific training or information needs, these will be provided. If you

feel a need for information or training, please contact your supervisor immediately.

SMOKING

Smoking is not permitted anywhere on school property.

ALCOHOL AND ILLEGAL DRUGS

These are strictly forbidden.

ILLNESS AND HEALTH

Please bear in mind that your activities will regularly involve contact with others. If you are ill or

not feeling well, it is probably best to stay home.

GIVING MEDICATION TO STUDENTS

Giving students any kind of medication, including non-prescription drugs, is not permitted.

EMERGENCIES AND EMERGENCY DRILLS

These are generally indicated by an alarm bell. Follow your supervisor’s instructions calmly and

quickly. Everyone must leave the building. Note that the students have usually rehearsed for

these eventualities.


BODILY FLUIDS AND INFECTION CONTROL

This risk of transmission of serious and even deadly disease requires that any bodily fluids (e.g.,

blood, vomit, urine) be cleaned up and handled in a prescribed manner. Each school has a

clean-up kit and procedures for these emergencies.

USE OF CHEMICALS

Hazardous chemicals carry descriptive information regarding their proper use and storage. You

will normally not be using these products; however, your supervisor will be informing you in any

circumstances where you are. Please read the labels, be informed, and use them accordingly.

INCIDENTS AND ACCIDENTS

Please report any incident or accident to your supervisor, even if there seems to be no injury to

yourself or others, or damage to equipment or property. Accidents must be investigated

thoroughly, so that we can learn from them and prevent future incidents.

Remember: It is in everyone’s best interests to work safely in our schools.

JUST GOOD SENSE

1. Perform all your activities safely and follow up on any health and safety concerns with

your supervisor.

2. Maintain good housekeeping in any activity.

3. Wear protective equipment as required for specific activities.

4. You have the right and responsibility to work safely.

5. When in doubt, contact your supervisor immediately.


VOLUNTEERS IN THE SCHOOL MANUAL FOR SUPERVISORS

Guided by the Spirit on our journey, together we are called to mutually invite, encourage

and support one another in our efforts to transform the world.

Updated October 2018

Volunteers in the School - Manual for Supervisors

2

THE VALUE OF VOLUNTEERING

“Let your light shine before others, so that they may see your good works and give glory to our God in heaven.”

Matthew 5:16 Volunteer activities are valued because they help develop the full potential of each child.

These benefits include:

Cultivating school/community relationships.

Enhancing and supporting student learning.

Providing an enduring education that reflects the essence of our Catholic traditions.

Providing members of the Catholic community and community at large with opportunities

to share their gifts and talents.

Gaining valuable experience that enhances their personal growth.

Inspiring our young to be the best for our world.

Volunteering activities are extremely diverse. The type of activity and extent of involvement can

vary immensely for a variety of reasons, including but not limited to:

Volunteer interest, aptitude, availability.

The scope and duration of events (e.g., visiting St. Kateri for one day is different from

taking a group of students out of the country for a week and different from engaging in

ongoing curriculum activities with a class).

The amount of responsibility for students (e.g., coaching an athletic team for an entire

season involves much more responsibility than assisting two students after class with

their art work).

This manual provides guidelines for supervisors. The investment of time in screening,

preparing, informing, and training volunteer depends on the degree of impact the volunteer

would reasonably have on your duty of care.


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RECRUITMENT

When it is necessary to recruit volunteers, schools may choose to do so according to their

resources, community make-up and preference of others involved (e.g., staff and Catholic

School Council). During this initial stage when you are considering volunteers for various

activities, it is prudent to provide relevant information to any interested individuals (e.g.,

amount of time required, activities). Surveys, sign-up sheets, or direct contact/invitations

can be used for recruitment.

SCREENING

The depth and degree of your screening will be dependent upon the volunteering activity and

the volunteer’s extent of interaction with and/or responsibility for students.

The following guidelines may help:

Some degree of screening and selection is required for everyone.

People expect and accept that their suitability for the volunteer role will be scrutinized.

Remind yourself that volunteers are meant to help and not hinder you in your job. The

benefits received should clearly outweigh the costs of screening, selection, supervising,

and training.

When in doubt, consult with colleagues.

Know the members of your community and the parents as well as you can. The

knowledge that teachers and other staff members have about prospective volunteers

should be considered.

Obtain assurances when selecting volunteers from a volunteer agency.

Inform volunteers that they are in a position of trust and that they must maintain

confidentiality as a condition for assisting in the school.

The use of volunteers, in schools, is governed by a board policy. Refer to this policy for

a clear outline of the responsibilities of the principal/supervisor and of the

teacher/designate.

See Appendix A - Risk Analysis Guideline.

Select volunteers who demonstrate acceptable levels of commitment and whose values

are aligned with the Board’s Mission statement.


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In selecting a volunteer, consider at least some of the following:

Skills, knowledge, values.

Ability to relate to the students.

Past experiences (e.g., work, community, personal).

What you learn in an interview with them.

References.

ORIENTATION

All volunteers need to be properly welcomed and provided with some basic information.

The amount of information/effort required will vary according to the extent of activities

anticipated for the volunteer. Schools must individually decide what orientation components

to include at any given time. See Appendix B – Orientation Checklist – Principal and

Appendix C – Orientation Checklist – Teacher.

ACTIVITIES

Every volunteer requires a clear understanding of his/her activities, duties and

responsibilities. It is understood that these can change over time and often according to

student/school needs.

The volunteer needs to know the activity objectives, how achieved, the parameters of the

volunteers’ involvement in the activity, and the reminder that, if they are unsure, they

should ask.

Some guidelines to defining the elements of the role description are:

The activities align with our Mission Statement and the School Improvement Plan.

There are specific duties and responsibilities.

The activities align with the volunteer’s available time.

There is a specific staff member who wishes to work with a volunteer.

The activities do not take over the professional duties traditionally performed by paid

staff.


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The activities provide volunteers with a sense of personal satisfaction and

connection to the community.

The volunteer is able to relate to the students.

NOTE: It may be appropriate and/or desirable that a volunteer work or not work with

specific students (e.g., their own students, neighbours’ students, specific

preferences, skills or difficulties, age/gender fit). The reasons for these decisions

should be reviewed with the volunteer.

TRAINING AND SUPPORT

Do provide these as required and according to the activities and responsibilities.

PERFORMANCE PROBLEMS

No one volunteers to do a bad job, but, you as a supervisor will occasionally be challenged

by the performance of a volunteer. Though there are no specific laws or statutes conferring

specific rights to volunteers and corresponding obligations or restrictions to employers, it is

recommended that a due and fair process be followed in addressing problem areas.

The following reminders may be helpful:

Volunteers require and deserve ongoing supervision.

Volunteers require adequate orientation and training.

Volunteers benefit from clear expectations, regular feedback, and discussion.

Volunteers benefit from support and recognition.

Are personalities or specific tasks the issue?

Is reassignment possible?

Are similar standards being applied to staff?

If difficulties arise, follow due process, be sincere and forthright.

Terminate if necessary. Ultimately, you are held responsible for the volunteer’s

actions.


6

OTHER PROCEDURES

It may be appropriate to provide volunteers, depending on their scope of activities, with

information on the following:

Evacuation Procedures: The response and evacuation procedures to be followed

when a school receives a bomb threat, or other possible emergency.

Child Abuse: The legal obligation of employees and volunteers to report suspected

child abuse and the procedures for dealing with such incidents.

Emergency Weather Conditions: Recommended action in the event of extreme

weather conditions, such as snowstorms.

Field Trip Guidelines: All aspects of the safe conduct of student on field trips,

including issues of insurance and volunteer drivers.

Fire Drills: The requirements of each school to have a fire safety plan.

Fire Hazards: The precautions to be taken to control fire hazards, if applicable to

the activity.

Oral Medication: The guidelines that govern the administering of oral medication to

students and procedures for the school.

Privileged Records: The legal responsibility of the principal for the management of

privileged, confidential information about students.

RECOGNITION

Volunteers give their time, energy, skills and resources because they wish to contribute to

activities and objectives that they ultimately see as worthwhile. The activities engaged in

and results achieved will provide some intrinsic reward and recognition. Some suggestions

for acknowledgement by school staff are:

Consideration (and implementation) of volunteer suggestions.

Regular encouragement, praise, and appreciation.

Acknowledgement of contributions through communication channels (e.g., school

newsletter) and/or annual school events.

Invitation to special school events (e.g., recognition assemblies).

See Appendix D – Ways to Recognize Volunteers for more ideas.


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POSSIBLE ACTIVITIES - VOLUNTEERS IN THE SCHOOL

There are a variety of tasks and duties, too numerous to list fully here, that volunteers may be

asked to perform, depending on their interests, skills, abilities and time availability. NOTE: All

activities must be conducted under supervision. Volunteers may be asked to assist in such

activities as:

Instruction-Related Assistance

Preparing manipulatives, under the direction of the teacher.

Assisting groups with lessons taught by the teacher.

Assisting the teacher in conducting group discussions.

Acting as a presenter in an enrichment or topic of special interest.

Reading aloud to small groups.

Supervising student work areas.

Assisting students with computers and other technology.

General Non-Instructional Assistance

Obtaining learning resources and related equipment (e.g., books, i-books, LCD projectors).

Arranging materials for lessons, as directed by the teacher.

Setting up activity centres (e.g., reading or math areas), as directed by the teacher.

Setting up, operating, and removing technology for presentations.

Distributing and clearing away equipment.

Organizing resource materials (e.g., items in the book room or library).

Arranging and supervising games.

Coaching school teams.

Overseeing routine health tasks (e.g., guiding hand washing after art activities).

Supporting with clean-up time.

Organizing programs or assemblies.

Supervising students on tours and field trips.

Assisting young students with outdoor clothing.

Putting up bulletin boards.


8

Serving on the Catholic School Advisory Council.

Serving hot lunches (e.g., pizza, pasta).

Raising and/or collecting funds.

Preparing items for graduation or other large events.

Designing school newsletters, slide shows, or multimedia presentations.

Promoting our Catholic Faith

Assisting students with prayer or faith-based activities, such as art projects, creating

rosaries, or dramatizations (e.g., Stations of the Cross, Christmas story, Easter story).

Promoting and providing education on parish ministries.

Providing opportunities for Christian service.

Promoting and providing education about social justice initiatives.

ADDRESSING STAFF CONCERNS ABOUT VOLUNTEERS

CONCERN STRATEGIES

Volunteers take too much time

to supervise.

. recruit, select carefully

. provide good orientation

. work with a buddy

. clarify expectations and roles

. create good procedures and establish checkpoints

Professional standards are

compromised because

volunteers aren’t trained.

Students are at risk when

volunteers deliver service.

. select volunteer assignments carefully

. monitor to ensure assignment is appropriate

. provide appropriate training and information

. schedule regular meetings between staff and volunteers

. ensure volunteers understand their rights and

responsibility to ask for clarification when needed


9

CONCERN STRATEGIES

Volunteers don’t respect

confidentiality.

. do similar standards apply to staff?

. make pledge of confidentiality a part of orientation

. give examples of breaches of confidentiality

. enforce the rules

. terminate as warranted

. be a role model for others

Volunteers are unreliable.

. establish clear guidelines and expectations for

attendance and cancellation

. enforce rules when broken

. address unacceptable behaviour

. speak to the person immediately

. terminate if a pattern emerges

You can’t fire volunteers. . you can

Volunteers will replace paid

employees.

. be sure volunteers are used ethically

. be sensitive to, and individually assess, specific issues

and circumstances

. ensure volunteer services enhance, not replace, services;

replacement could constitute contracting out and

could be in breach of legal obligations

Volunteers aren’t committed to

the students’ welfare as I am –

they just drop in at their own

convenience.

. ensure volunteers attend as expected/agreed to

. involve staff in planning for how and when volunteers will be

used

. give staff opportunity for input on volunteer activities

. involve staff in orientation and training

. introduce staff to successful, committed volunteers

. clarify volunteer roles/expectations

. assign well-established volunteers to affirm the value of

the program

. allow staff to exercise their right to refuse a volunteer


10

Good relationships between staff and volunteers require some simple and inclusive maintenance:

Give clear and complete instructions.

Communicate: let people know how they are doing.

Give credit when it is due.

Involve people in decisions.

Promote a sense of belonging and value for the volunteer.

Apply similar standards of treatment for both staff and volunteers.

QUESTIONS AND ANSWERS

1. CAN THE BOARD BE HELD LEGALLY RESPONSIBLE FOR THE WRONGFUL ACTS OF

A VOLUNTEER TO A STUDENT?

Yes. The Board has a duty to ensure that volunteers who interact with students have

adequate knowledge or training. The volunteer, in turn, has a duty to provide a

reasonable standard of service in performing volunteer activities. No task should be

undertaken without the authorization of the volunteer’s supervisor.

2. ARE VOLUNTEERS BOUND BY LEGISLATION GOVERNING THE INSTITUTION?

Yes. All those working within an institution, either for paid or on a voluntary basis, are

governed to a varying degree by relevant legislation and regulations, as well as any

policies and practices.

3. ARE VOLUNTEERS PERMITTED TO SEE STUDENT ACADEMIC RECORDS?

No. Volunteers may be provided information related to student records depending on the

activities being performed; however, access to written student records would be a breach

of confidentiality.

4. SHOULD VOLUNTEERS REPORT INCIDENTS AND ACCIDENTS?

Yes. The failure to report an incident or accident with injury to a person or damage to

property (or the potential of same) could have legal implications for the Board.


11

5. WILL VOLUNTEERS BE PROTECTED FROM UNFOUNDED OR MALICIOUS

COMPLAINTS OR ACCUSATIONS?

Yes. The Board will take all reasonable measures to investigate and resolve such issues.

To do so is in everyone’s best interests.

6. ARE VOLUNTEERS PROTECTED AGAINST ACCIDENT AND INJURY?

Yes. As required under the Education Act, volunteers are insured under the Board’s

Group Accident Insurance Policy, providing they are acting in good faith and in a

reasonable manner.

7. ARE VOLUNTEER DRIVERS PROTECTED AGAINST LIABILITY ISSUES?

Yes. For volunteer drivers, the school board policy provides excess liability insurance

over and above the owner’s primary insurance.

The above questions and answers should be considered seriously by all volunteers. Basically, you

should be aware of the fact that you are not to perform any duties unless you have received

proper training and know the scope of your duty, or unless in an unusual situation, you have

been instructed by a staff person. Never do anything of which you are not sure; always ask.

Volunteers In The School - Manual for Supervisors

APPENDIX A

RISK ANALYSIS GUIDELINES

The Board and its employees have a high duty of care under the Education Act. Though

certain duties and responsibilities can be delegated to volunteers, Board employees cannot

divest themselves of this duty of care.

1. Assess the risk involved with this particular student or student group. For example:

No student involved or present

High school vs. intermediate vs. primary

Students with special needs

2. Assess the risk involved with this particular type of activity. For example:

Art-work – helping teacher vs. helping student

Reading with one student vs. a group of students

Coaching

Chaperoning

One-time short-term event vs. infrequent different activities vs. regular repeated

activity vs. one-time long-term event

3. Assess the risk involved with this particular setting. For example:

In school, others present or not

Out of school, others present or not

Out of city, others present or not

4. Assess the risk based on the nature and extent of supervision. For example:

Supervisor almost always there

Sporadic supervision

Little or no supervision during most of the activity

5. Assess where the candidate is within the police record check process.


2

6. Apply the Reasonable or Prudent Person Test/Standard. Consider the degree or

level of care that a person of average skill, judgement, memory and experience would

take in a given set of circumstances

7. Assess the risk on an ongoing basis and act accordingly. The duty of care is

ongoing, and any change in circumstances should be assessed accordingly.

8. A volunteer’s negligence may account for or result in an accident and unintentional

harm, but it is not an excuse, in the eyes of the student, the family, or the law.

9. When in doubt – consult.


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APPENDIX B

ORIENTATION CHECKLIST – PRINCIPAL

A comprehensive orientation would include the following

A complete review of the Volunteer Manual, including Mission Statement

Review of school specific information:

Site plan

School handbook

Code of conduct

Safety plan / evacuation procedure

Medication

Confidentiality

Other information relevant to the activity

A review of the following:

Role description

Schedule, absence, sign-in procedures

Training and support

Recognition

Evaluation

Criminal Record Check (copy kept on file)

Child Abuse Reporting

Questions of Volunteers

Other _________________________________________________________


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APPENDIX C

ORIENTATION CHECKLIST – TEACHER

When you meet your volunteer:

Introduce yourself and show the volunteer around your teaching / working area.

Discuss the days and times that the volunteer will be working with you.

Discuss the communication procedures with the volunteer (e.g., regular conferences,

importance of calls if absent, notes in mailbox).

Discuss plans for occasions when a substitute teacher will be in charge of the

volunteer’s activities.

Decide on the name that students are to use in addressing the volunteer; this is

especially important for student volunteers who may wish to be called by their first

names.

Talk about your own expected procedures and any rules for student behaviour,

emergency procedures, and schedules.

Indicate how you will inform the volunteer of the daily assignment or tasks to be

completed (e.g., folder, note, brief meeting).

Decide with the volunteer when to start and discuss the initial tasks or expectations.

Share helpful hints with the volunteer such as:

Listen to what the students are saying in order to understand their level of

development.

Present information or directions in a way that encourages students to seek

clarification or ask questions.

Provide students with simple, direct explanations, illustrations or instructions.

Allow for further explanation, illustration or demonstration by making minor

changes to the presentation method.

Seek the assistance of the teacher if the student seems confused, perplexed or

unable to demonstrate understanding.

Ask if you’re unsure of anything.

Other information as determined by yourself and/or Principal/Supervisor.


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APPENDIX D

WAYS TO RECOGNIZE VOLUNTEERS

As a Catholic learning community, we are dedicated to excellence in education and desire to

live the values of Jesus. In doing so, we are called to affirm, reverence, and respect each

person as a Child of God. Those who commit themselves to service to our school communities

are to be applauded for their generosity and commitment. Remember to honour and recognize

those who serve our school communities. Below are some simple ways to do so.

Be pleasant, courteous, and smile.

Greet them by name in the morning, during the day, and at the end of the day.

Put up a volunteer suggestion box.

Treat them to refreshments (e.g., coffee and cake).

Reimburse them for assignment-related expenses.

Ask them for a verbal update on how things are going.

Send them a birthday or other greeting card.

Give them service certificates or plaques.

Plan annual recognition occasions, such as receptions, luncheons, or social events.

Post a volunteers’ honour roll in your building’s reception area.

Respect their wishes, preferences, individuality, and sensitivities.

Provide them with pertinent information and take time to explain it to them.

Keep challenging them.

Provide good pre-service training.

Help develop their self-confidence.

Give them additional responsibilities.

Invite them to participate in team planning sessions.

Enable them to grow on the job.

Enable them to grow out of the job.

Send newsworthy information about their work to the media.

Create pleasant surroundings.

Welcome them to coffee breaks.

Enlist them to train other volunteers.


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Take time to talk to them.

Make good plans and thorough pre-arrangements.

Recommend them to prospective employers.

Provide opportunities to attend workshops or professional learning sessions.

Write them thank-you notes.

Celebrate their outstanding projects and achievements.

Nominate them for a volunteer award.

Provide them with useful tools in good working condition.

Be a real person.

Instigate happy surprises.

Promote a “Volunteer of the Month” space.

Plan a “Recognition Edition” of the school newsletter.

Say, “We missed you.”

Maintain safe working conditions.

Award special citations for extraordinary achievements.


POLICY TITLE: FIELD TRIPS Approved: April 15, 1998



POLICY The Huron-Superior Catholic District School Board believes that well-organized educational field

trips provide an enduring education for the students. Educational field trips are to be consistent

with our Mission, Ontario Catholic Graduate Expectations, and Ontario curriculum expectations.

Educational Field Trips will be expected to:

cultivate enriching opportunities that will deepen faith and enhance the academic,

cultural, social and athletic components of the school program;

provide proportional value in relation to cost, time spent on travel and at the venue;

provide evidence of adequate preparation and follow up;

seek opportunities to provide universal access for students with special needs;

include all children (including those with special needs) in trips where they could, through

appropriate planning, benefit from the activities of the trip;

provide an alternative educational experience where a parent does not wish a child (with

special needs) to participate in a field trip. Such alternatives should be appropriate to the

needs, maturity and attention span of the student.

include adequate supervision under the direction of school staff (familial support when

required) that will comply with educational health and safety standards.

ADOPTED Regular Meeting of the Board April 15, 1998 DISTRIBUTION Motion B-51 AMENDED Regular Meeting of the Board May 19, 2010 i) Trustees Motion B-53 ii) Administration AMENDED Regular Meeting of the Board September 14, 2011 iii) Principals

Motion B-101 iv) Teaching Personnel AMENDED Regular Meeting of the Board April 10, 2013 v) OECTA Motion B-39 AMENDED Regular Meeting of the Board October 15, 2014 Motion B-105 AMENDED Regular Meeting of the Board October 17, 2018 Motion B- ___________________________________________________________________________


PROCEDURAL GUIDELINES FIELD TRIPS

DEFINITIONS AND DETAILS

Competitive Extracurricular Field Trip – Any excursion which occurs during the school year

and beyond the school’s municipal jurisdiction, which involves students representing their

school / board at athletic or other recognized tournaments or competitions. Examples include,

but are not limited to, robotics competitions, elementary basketball tournaments, NOSSA and

OFSAA championships, music and drama festivals, and dance competitions. Such trips require

the approval of the School Superintendent. See Form A.

Extended Field Trip – Any excursion, of no more than ten days, which occurs during the school

year and requires students to sleep in a place other than home. This trip may occur during any

term in which school is in session (e.g., summer school), and may occur within or beyond the

school’s municipal boundaries. Examples include, but are not limited to, trips to overseas

locations, Grade 8 graduation trips to Toronto, secondary school English trips to Stratford, and

overnight trips to St. Kateri Outdoor Learning Centre for all schools. Such trips require the

approval of the Board of Trustees. For trips beyond the board’s jurisdiction, approval must be

obtained by no later than January 31 of any given year. Should an approved, extended field trip

have to be cancelled, the Director of Education/Board must be notified prior to the cancellation,

citing reasons. Please note that approval for such field trips must be obtained before fundraising

efforts begin. See Form B.

Local Field Trip – Any excursion that occurs during the school day and within the school’s

municipal boundaries. Examples include, but are not limited to, school masses, local cultural

events, and community athletic events. Such trips require the approval of the School Principal.

Out-of-Town Day Trip – Any excursion that occurs outside the school’s municipal boundaries

and does not require students to sleep in a place other than home. Examples include, but are

not limited to, day trips to Science North, pow-wows in other communities, and St. Kateri

Outdoor Learning Centre (for northern and eastern schools). Such trips require the approval of

the School Superintendent. See Form C.

Volunteer Driver – Any person who transports students to a field trip in a vehicle other than a

commercially-licensed vehicle, such as a school bus. Examples include, but are not limited to,

parents, community members, and employees of the board. Students may NOT be volunteer

drivers. See Form F.

GENERAL

The items below pertain to ALL field trips.

1. At least one adult staff member must accompany the group.

2. One adult staff/chaperone is required for every ten students. (For extenuating

circumstances, familial support may be required.)

3. A staff member or chaperone shall not consume alcoholic beverages, cannabis, or

illegal drugs at any time while on a field trip.

4. While on a field trip, students are NOT allowed to use alcohol, tobacco, cannabis,

or illegal drugs. This rule applies to all students, including those who have reached

provincial legal age requirements.

5. Should it be necessary to return a student to the school / home prior to the completion of

a field trip, arrangements must be made with the parent or guardian. No student is to be

sent home until sending and receiving arrangements had been made with the parents,

ensuring the safe transport and receipt of the student. Arrangements and costs incurred

shall be the responsibility of the parent or guardian.

6. All students must have out of province/country medical insurance for field trips which

require travel outside the province/country.

7. Parents and guardians are to be informed of all field trips. The notice must contain at

least the following information: destination, date and time of the visit, means of

transportation, supervision being provided, activities, and purpose of the visit.

8. A signed Informed Consent Form from all parents/guardians of students who are

participating, prior to departure is required. (See FORM D.) For local field trips only,

where written parental permission is not possible, principals may accept verbal parental

consent; documentation should include the date, time, and means of communication, as

well as the persons involved in the conversation. For all other field trips, written parental

permission is required.

9. Responsibility for costs of extended field trips lies with the parent and possible

fundraising efforts, in collaboration with the school. Approval for field trips must be

obtained before fundraising efforts begin. Field trip participants and/or their parents are

strongly advised to purchase cancellation insurance. The Huron-Superior Catholic

District School Board is not liable for any costs for field trips that are cancelled, for

whatever reason.

10. In planning, principals must be sure to communicate that any cost for an occasional

teacher required is to be covered by fundraising. French-as-a-Second Language

teachers, arts teachers and Learning Resource Teachers (LRTs) are not to be assigned

for coverage of other teachers participating in the field trip. The cost of any supply

teacher to cover a principal, vice-principal or other teacher participating in a field trip

must be covered by fund-raising.

11. Where transportation is required (i.e., the destination is not within walking distance

and/or the weather is prohibitive), school buses or public transportation should be used.

12. In the event that school buses or public transportation are not used, a “Volunteer Driver

– Authorization to Transport Students” form (See FORM H) must be signed. Copies of

the driver’s license, insurance, and criminal background check must be provided.

13. No field trip shall be taken in any vehicle that is not properly licensed by the Ministry of

Transportation. The driver of such vehicle must also be properly licensed by the Ministry

of Transportation. It is incumbent upon the drivers of all vehicles to ensure their vehicles

are in safe, working order before embarking on a field trip. Under no circumstances

are students to drive other students.

14. Teachers are encouraged to consult and complete Appendix 1 – Teacher Checklist.

WATER ACTIVITIES

Water activities will be permitted only in accordance with the following procedures:

1. Approval, in writing, must be received from the Director of Education before any class or

group of students takes part in any water activities.

2. The application form to take part in water activities must be completed and returned to

the Director of Education (See FORM E). If approved, a copy of the application, signed

by the Director, shall be returned to the teacher.

3. Any water activity must have the same standard of qualified supervision as is practiced

by the Y.M.C.A and the Community Pool. The standard of supervision is as follows:

a) Life Guards Possessing Bronze Cross Certification:

1 guard to 1-25 students 2 guards to 26-75 students 3 guards to 76 –150 students 4 guards to 151-250 students

b) Life Guards Possessing National Life Certification

1 guard to 1-30 students 2 guards to 31 – 100 students 3 guards to 101 – 200 students 4 guards to 201 – 300 students

4. Unless the life guards have either Bronze Cross or National Life Certification, no water

activities may occur. The ratio of life guards to students must be maintained as per the

above schedule. Teacher(s) and additional adult supervisors must be present during the

water activities to help supervise the students.

5. If the standard of supervision is not present, no water activities shall be allowed,

regardless of parents/guardians giving their permission to take part in water activities. At

school-sponsored functions or trips, the Board’s procedures supersede parental

permission.

6. For canoe / kayak activities, the instructor must have Paddle Canada Level 2 Skills and

Flatwater Instructor (or ORCA equivalent) for basic instruction and single day trips, in

relatively calm conditions only. Additional guides / instructors could possess Level 1 or 2

skills while the class remains under the supervision of the lead instructor. The instructor

also must have Wilderness Advanced First Aid (or equivalent). Bronze Cross / National

Lifesaving provide adequate equivalent training for day trips where EMS is available.

The ratio of supervision is one guide / instructor for every six students. A detailed plan

must be provided to the director with FORM E when requesting permission. Detailed

float plans must be provided to instructors, parents, chaperones, and principal or

designate. All equipment must be evaluated and approved prior to departure. Students

must wear PFD’s at all times and proper seasonal attire. All relevant laws and policies

must be followed.

WINTER SPORT ACTIVITIES

Skiing and Snowboarding

1. Ski excursions are approved only for the ski resorts who are members of the Ontario Ski

Resort Association (OSRA). A list of these resorts is available on OSBIE’S website

(http://www.osbie.on.ca/.) Further skiing information is provided by the resort.

2. All ski/snowboarding excursions or trips that include skiing/snowboarding as part of the

trip agenda must follow the OSBIE (Ontario School Boards’ Insurance Exchange) Safety

Guidelines Manual for Ski and Snowboard Education Programs. Current copies are

available on OSBIE’s website.

3. Teachers and principals must refer to the current Physical Education Safety Guidelines –

Elementary and Secondary – Curricular (OPHEA) as a further reference to

ski/snowboarding. The testing and grouping of students by ability, and the lesson

component are required by the Physical Education Safety Guidelines and the

OSBIE/OSRA Manual. The Physical Education Safety Guidelines put a further

restriction on the use of snowboards – by permitting only those students identified by a

qualified ski/snowboard instructor to use the boards.

Skating

1. Students must wear CSA approved hockey helmets, properly fitted skates, and gloves or

mitts.

2. Skates must be transported safely.

FIELD TRIPS – FORM A


SCHOOL: ___________________________________________________________________________ NAME OF STAFF CHAPERONE: ________________________________________________________ NAME OF COACH: ___________________________________________________________________ TEAM: _______________________________________________________________________ requests authorization to take his/her team to __________________________________________ (place or area)

Date of Departure: ________________________________________________________________ Date of Return: ________________________________________________________________ Number of Students: ______ Number of Staff: ______ Number of Adults: _______ (At least 1 required) Note: Both male and female chaperones should accompany overnight trips with mixed student groups. Means of Transportation: _______________________________________________________________ (Under no circumstances are students to drive other students.) Special provisions to provide for Universal Access: _________________________________________

Note: The Principal confirms that all “Volunteers” have had a Criminal Reference Check and that all students have out of province/country medical insurance for travel outside the province/country. The principal

also confirms that all staff/chaperones are aware of Policy 5003 Field Trips and its accompanying Procedural Guidelines.

______________________________________ ______________________________________ (Signature of Principal) (Date)

AUTHORIZATION This Sports Tournament/Competition is approved.

______________________________________ ____________________________ (Signature of School Superintendent) (Date) Distribution: The Principal will sign the form and send it to the School Superintendent. Once approved, a copy will be sent to the School Principal. Revised: October 2018

APPLICATION FOR APPROVAL BY SCHOOL SUPERINTENDENT

COMPETITIVE EXTRACURRICULAR FIELD TRIP

FIELD TRIPS - FORM B


SCHOOL: ___________________________________________________________________________ NAME OF TEACHER _______________________________________________GRADE ____________ requests authorization to take his/her class to _______________________________________________ (place or area)

Date of Departure: ________________________________________________________________ Date of Return: ________________________________________________________________ Number of Students: ______ Number of Staff: ____ Number of Adults: ___________ (at least 1 required) Note: Both male and female chaperones should accompany overnight trips with mixed student groups. Means of Transportation: _______________________________________________________________ (Under no circumstances are students to drive other students.) Special provisions to provide for Universal Access: ________________________________________



______________________________ ________________________________ (Signature of Principal) (Date)

AUTHORIZATION This Extended Field trip is approved.

_____________________________ ________________________________ (Signature of Director) (Date)

Distribution: The Principal will sign the form and send it to the Director of Education. Once approved by the Board of Trustees, a copy will be sent to the Principal for his/her

records. Revised: October 2018

APPLICATION FOR BOARD OF TRUSTEES APPROVAL

EXTENDED FIELD TRIP

Detailed itinerary to be provided with this application.

FIELD TRIPS – FORM C


SCHOOL: _________________________________________________________________________ NAME OF TEACHER: ________________________________ GRADE: _____________________ requests authorization to take his/her class to _____________________________________________ (place or area)

Date of Departure: _______________________________________________________________ Date of Return: _______________________________________________________________ Number of Students: ______ Number of Staff: ____ Number of Adults: _______ (At least 1 required) Note: Both male and female chaperones should accompany overnight trips with mixed student groups. Means of Transportation: __________________________________________________________ (Under no circumstances are students to drive other students.) Special provisions to provide for Universal Access: _____________________________________



_____________________________________ ___________________________________ (Signature of Principal) (Date) ____________________________________________________________________________________

AUTHORIZATION This OUT OF TOWN DAY FIELD TRIP/VISIT is approved.

______________________________________ ___________________________________ (Signature of School Superintendent) (Date) Distribution: The Principal will sign the form and send it to the School Superintendent. Once approved, a copy will be sent to the School Principal Revised: October 2018

APPLICATION FOR APPROVAL by SCHOOL SUPERINTENDENT

OUT-OF-TOWN DAY FIELD TRIP/VISIT

FIELD TRIPS – FORM D


The Huron-Superior Catholic District School Board is arranging _________________________ (description of activity) on ______________________________ (date). THIS FORM MUST BE READ AND SIGNED BY EVERY STUDENT WHO WISHES TO PARTICIPATE AND BY A PARENT/GUARDIAN OF A PARTICIPATING STUDENT.

ELEMENT OF RISK

Educational activity programs such as ___________________________ (type of activity) which is being offered, involve certain elements of risk. Accidents may occur while participating in these activities. These accidents may cause injury. Without limiting the generality of the foregoing, a few examples of the type of accident which one is at risk of having occur while _______________________ (describe activity) are: 1. 2. 3. These accidents result from the nature of the activity and can occur without any fault on either part of the student, or the School Board or its employees or agents, or the facility where the activity is taking place. By choosing to participate in the activity, you are assuming the risk of an accident occurring. The chances of an accident occurring can be reduced by carefully following instructions at all times while engaging in the activity. If you choose to participate in __________________________ on ____________________, you must understand that you will bear the responsibility for any accident that might occur. The Huron-Superior Catholic District School Board does not provide any accidental death, disability, dismemberment or medical insurance on behalf of students participating in this activity.

ACKNOWLEDGEMENT

I HEREBY ACKNOWLEDGE AND ACCEPT THE RISKS INHERENT IN THIS ACTIVITY AND ASSUME RESPONSIBILITY FOR MY OWN PERSONAL HEALTH, MEDICAL, DENTAL AND ACCIDENT INSURANCE COVERAGES. Signature of Student: _________________________________________ Date: __________________ Signature of Parent/Guardian: __________________________________ Date: __________________

PERMISSION

I give _________________________________________ (name of student) permission to participate in

the ________________________________(description of activity)

to be held on or about____________________________(date).

Signature of Parent: ________________________________________ Date: ___________________

Revised October 2018

INFORMED CONSENT: EDUCATIONAL ACTIVITIES

ACKNOWLEDGEMENT AND PERMISSION FORM

FOR STUDENTS UNDER AGE 18

FIELD TRIPS - FORM E


This form is to be completed by staff who wish to involve their students in water activities. Approval must be received from the Director of Education BEFORE the event occurs.

School:

Teacher(s) Name(s):

Date Of Request:

Number of Students Involved:

Number of Staff Involved:

Number of Adult Volunteers : (in addition to facility staff and Life Guards)

Location of the Activity:

Name of Facility:

City:

Description of Water Activity:

Name of Each Lifeguard & Certification: (Note: A photocopy of the Certificate(s) must accompany this request.)

NAME:

CERTIFICATION:

SIGNATURE(S) OF TEACHER(S):

APPROVAL FOR THE WATER ACTIVITY IS: Granted G Not Granted G

_____________________________________ ______________________________ Signature of Director of Education Date

Revised: October 2018 Note: ***** Please attach an itinerary for the trip.

APPLICATION FOR BOARD APPROVAL

FOR STUDENT WATER ACTIVITIES Excluding Y.M.C.A., Community Pool, and the John Island Camp, and other

requested water parks (i.e., Canada’s Wonderland).

FIELD TRIPS – FORM F


This will authorize ______________________________________________________________________ (Name of teacher or other volunteer driver)

(Under no circumstances are students to drive other students.)

1. To transport students participating in the events listed on the attached school schedule, OR 2. To transport students participating in the following school activity:

3. Vehicle Information: MAKE:_______________________ YEAR:_____ LICENCE #: ______________ _______________ _________________________________________ __________________________ Date School Name Principal’s Signature

The following information has been verified and copies are on file:

Driver’s License Driver’s Insurance Information Driver’s Criminal Reference Check

NOTE: ALL “TRIP DRIVERS”, INCLUDING VOLUNTEER DRIVERS ARE ADVISED THAT, IN ORDER TO BRING INTO EFFECT THE BOARD’S EXCESS LIABILITY INSURANCE, THEY MUST:

(a) Use a licensed automobile which carries valid automobile Third Party Liability insurance as required

under Ontario legislation; (b) Provide the school board with prompt written notice, with particulars, of any accident arising out of

the use of a licensed automobile during a trip on board-related business; (c) Be aware that the school board’s Excess Automobile Liability insurance comes into effect only after

the vehicle owner’s primary Third Party Liability insurance limit has been exhausted; (d) Be aware that any damage to the volunteer’s vehicle, the cost of any insurance deductible or

premium adjustment as the result of an accident while the vehicle is being used on board related business is NOT covered by the school board’s Excess Automobile Liability insurance.

(e) Be aware that if the vehicle is equipped with passenger-side airbags, children under 12 years should not be permitted to ride in the front seat. (See vehicle manufacturer’s recommendation.)

N.B. A “trip driver” is defined as any person authorized by the board who has agreed to be a driver

for a certain trip while they are driving their own or another licensed automobile. This includes, but is not limited to: Trustees, employees, teachers, parents, volunteers, officials of the school board.

Trip drivers must refrain from smoking and should not use a cell phone while driving. DECLARATION TO BE SIGNED BY DRIVER - I declare that I hold an unrestricted driver’s license and am authorized to drive in Ontario, and my vehicle is insured by a valid automobile liability insurance policy as required by Ontario law. - I declare that the vehicle described above is mechanically fit and that there are seat belts in working condition for all passengers. (See next page)

____________________________________ ____________________________________ Signature Date

VOLUNTEER DRIVER - AUTHORIZATION TO TRANSPORT STUDENTS

SUMMARY OF INSURANCE

DECLARATION TO BE SIGNED BY OWNER (IF DRIVER DOES NOT OWN THE VEHICLE) - I declare that I have authorized __________________________ to drive my vehicle to transport students participating in the school event(s) listed on this form. - I declare that he/she holds an unrestricted driver’s license, is authorized to drive and is insured as an operator under the vehicle’s liability insurance. - I declare the vehicle described above is mechanically fit and that there are seat belts in working condition for all passengers. __________________________________ __________________________________ Signature Date

1. Volunteer Supervisors on School Premises

The school board’s Liability insurance policy protects both staff and volunteers who are working within the scope of their duties for the board. This coverage responds to law suits that are brought against staff or volunteers who are supervising school events and provides protection up to $20 million for each occurrence. 2. Volunteer Drivers for School Activities Ontario legislation makes automobile insurance compulsory in the Province of Ontario. The same legislation makes the owner’s insurance primary coverage in the event of an accident - in other words, the insurance carried on the vehicle responds first. If a vehicle which is not owned by the school board is being operated by a volunteer or any other board employee for approved school activities, the board’s Non-owned Automobile Insurance endorsement will respond to Third Party Liability claims in excess of the owner’s insurance limit up to a total combined limit as stated in the Non-owned Auto policy. There is no coverage provided by the school board’s insurance for damage to volunteer’s or employee’s vehicles while they are being operated for board activities. According to Provincial legislation, passengers who are injured would recover Accident Benefits coverage from their own or a parent’s automobile policy. In the absence of a personal or family automobile policy, the passenger would then be eligible to recover benefits from the insurance policy covering the vehicle in which they were riding. 3. Personal Automobile Insurance Coverage For the personal protection of volunteer drivers, drivers must carry a minimum of $2 million of Third Party Automobile Liability insurance. Volunteers and board employees who use their personal vehicles for transporting students to school activities should advise their insurance carrier.

Revised: October 2018


POLICY TITLE: ATTENDANCE SUPPORT Approved: June 25, 2014 Amended: October 17, 2018


POLICY

The Huron-Superior Catholic District School Board (the “Board”) is committed to providing quality

education to its students in a supportive learning environment. This commitment is possible through

the sustained efforts of dedicated employees who fulfill their employment obligations, including the

fundamental obligation to attend work regularly.

Regular employee attendance provides stability, continuity, efficiency and equitable workload

allocations, all of which contribute to the harmonious operation of our school system. High rates of

employee absenteeism result in disruption, reduced efficiency, inequitable work allocations, and

higher operating costs, which may compromise the Board’s ability to provide quality education to its

students.

The Board is committed to managing employee attendance through a positive, supportive

environment that promotes the best possible attendance.

Although some sick leave will always be utilized, the expectation is that employees will use sick

leave only when it is required. This policy is not intended to limit an employee’s right to utilize their

sick leave for legitimate reasons.

___________________________________________________________________________ ADOPTED Regular Meeting – June 25, 2014 DISTRIBUTION Motion – B-66 i) Trustees ii) Administration AMENDED Special Meeting – December 5, 2014 iii) Principals iv) Teaching Personnel v) Non-Teaching Personnel AMENDED Regular Meeting – October 17, 2018 Motion B- _______________________________________________________________________________


PROCEDURAL GUIDELINES ATTENDANCE SUPPORT

RESPONSIBILITIES:

Supervisors (includes principals/vice-principals/supervisors):

Communicate the protocol for advising of absenteeism and expected attendance standards and

obligations to staff.

Monitor levels of sick leave usage in their schools and offices, based on reports generated

by the Human Resources Department, and take appropriate action to correct absenteeism

issues.

Ensure staff members are aware of patterns and/or high levels of usage, should an issue

with absenteeism be observed.

Maintain written documentation where absenteeism issues have been identified.

Identify unacceptable usage based on the individual situation.

Meet with the employee to discuss and resolve issues regarding attendance, using the

procedures outlined and guideline references. In the case of an extended absence, the

supervisor will arrange with the employee to maintain contact at a reasonable frequency

determined by the Board.

Employees:

Attempt best efforts to be physically and mentally fit for work.

Attend work, on time, for every scheduled day of work.

Notify their supervisor as soon as possible when there is a reason to be absent from work

(see Appendix 2 – Absence Reporting).

Provide reasons for and report absences.

Consult with and advise supervisor where tardiness and/or leaving early is unavoidable.

Seek medical care when necessary. Employees should make every effort to schedule

medical appointments outside of the workday, where possible.

Maintain communication with their supervisor. This is critical when the employee is unable

to return to work and the estimated length of illness is unknown.

Co-operate with their supervisor’s/designate’s request for information regarding their specific

limitations and restrictions, which shall be provided through their treating health care

professional so that an accommodation plan that is suitable can be established. There is no

requirement for employees to provide a diagnosis.

Attendance Support Procedural Guidelines Page 2 _______________________________________________________________________________ Human Resources:

Provide monthly reports to supervisors on employee absences.

Work with supervisors to identify the source of employee attendance issues, determine

available resources and to facilitate return to work programs.

Provide advice on the provisions of these procedures and guidelines.

Provide advice on Human Rights, collective agreement provisions, and policy interpretations

where applicable.

Meet with the employee to discuss and resolve issues regarding attendance, using the

procedures outlined and guideline references.

Unions and Staff Associations:

Unions and staff associations can assist their employees by providing support.

DEFINITIONS:

Absence

Is an incident of non-attendance at work.

Culpable/Blameworthy Absenteeism

Absence problems for which the employee will be held responsible, as the absences are

within the employee’s power to address and correct.

Examples: excessively arriving late for work or leaving early; excessive absence without

substantiation or abuse of sick leave; no reason provided for absence.

Non-Culpable/Non-Blameworthy Absenteeism

The consistent inability for an employee to attend work on a regular basis, due to

circumstances beyond the employee’s control.

Examples: absences substantiated; absences due to a disability.

MONITORING ATTENDANCE:

Sick leave records of employees will be monitored on an ongoing basis.

Board approved and/or legally required absences (e.g., jury duty, bereavement leave,

personal leave) will be recorded; however, these types of absences will be excluded from

sick leave statistics.

All available information will be reviewed and considered before determining that an

attendance problem exists.

Attendance Support Procedural Guidelines Page 3 _______________________________________________________________________________

A potential attendance issue will be considered where usage appears to be above the norm

and/or where there are patterns of usage identified.

Once the immediate supervisor and the School Superintendent or Manager of Human

Resources has determined that an attendance problem does, in fact, exist, action will be

taken in accordance with the guidelines outlined in this procedural guideline.

MEDICAL EVIDENCE:

Employees will not be required to reveal to the Board the exact nature of an illness or

disability (i.e., diagnosis).

Subject to the terms and conditions of the applicable collective agreement or Board policy,

the employee may be required to provide a health care professional’s certificate when:

o An employee is absent from the workplace due to illness or injury;

o An employee’s sick leave usage is above the average (as determined by the Board);

o A suspect pattern of usage exists or is developing.

Discretion will be used when seeking medical verification of an absence(s) and medical

certificates will not be requested simply as a deterrent.

The certificate should state clearly the expected date of return to work and/or reassessment

and whether any limitations or restrictions apply. When requesting medical evidence, it is

reasonable to request clarification from the physician verifying:

o Whether the absence from work is medically required;

o Whether restrictions exist;

o Identification of specific capabilities and physical and/or psychological limitations to

guide return to work decisions;

o Whether treatments or medications have been prescribed that may affect the

employee’s ability to perform their required responsibilities;

o Prognosis or expectation for recovery.

CONFIDENTIALITY:

Medical evidence / information received will be treated in a confidential manner and in

accordance with applicable laws and regulations.

Medical evidence / information concerning employees will not be discussed or requested

unless required in order to verify absence from work or to ensure the employee’s capabilities

and/or safety in carrying out his or her job duties.

EARLY INTERVENTION:

Where an attendance concern has been identified, the immediate supervisor will

commence early intervention in accordance with Appendix 1 – Early Intervention

Administrative Procedures outlined in this guideline.

Attendance Support Procedural Guidelines Page 4 _______________________________________________________________________________ CULPABLE/BLAMEWORTHY ABSENTEEISM:

Where early intervention does not produce improvement and the attendance problem is

deemed to be CULPABLE/BLAMEWORTHY, the attendance problem will be managed in

accordance with progressive discipline processes.

NON-CULPABLE/NON-BLAMEWORTHY ABSENTEEISM:

Where early intervention does not produce improvement and the attendance concern is

deemed to be NON-CULPABLE/NON-BLAMEWORTHY:

o If there is no verification of disability as defined by The Ontario Human Rights

Code, the attendance concern will be managed through providing reasonable

assistance and support as determined by the specific circumstances of each

case.

o If there is a verification of a disability as defined by The Ontario Human Rights

Code, the attendance concern will be managed through accommodation to the

point of ‘undue hardship’.

TERMINATION OF EMPLOYMENT:

Termination of employment will be considered only as a last resort. In assessing the

option of termination, the facts of each case will be assessed in relation to applicable

laws and regulations.

FURTHER REFERENCE:

APPENDIX 1 – Early Intervention Administrative Procedures

APPENDIX 2– Absence Reporting


APPENDIX 1 – Attendance Support

These EARLY INTERVENTION procedures are intended as guidelines only.

The Board and Supervisors will use their discretion to apply these procedures in a

constructive, reasonable manner. The goal is to manage attendance issues to ensure

appropriate attendance at work.

Step 1: Initial Discussion/Meeting

The immediate supervisor meets with the employee. The following provides a general

framework for the discussion with the employee and is a guide to ensure the discussion

remains focused:

i) Plan the Meeting

Consult with appropriate sources (Human Resources, Director, or Superintendent).

Organize information for the discussion (e.g., sick leave records, appropriate average usage summaries).

Note any patterns and/or high usage.

Identify incidents vs. days (e.g., an employee hospitalized for a surgery may use ten days of sick leave in one incident, whereas another employee may use ten days of sick leave in ten separate incidents).

Identify any known reasons for absences and whether all absences are related.

Identify the impact on the workplace (e.g., student(s), school operations, programming, public expectations).

ii) Meet with Employee

Clarify the meeting is not intended in any way to be disciplinary.

Advise the employee that they may invite union representation or a staff representative to be present.

Ensure privacy.

Describe attendance concern (e.g., trends/patterns, incidents vs. days, exceeding comparable averages).

Provide the employee with a clear explanation of how his/her absences are impacting the workplace.

Be clear that the goals are to provide support and encourage improvement.

Early Intervention Administrative Procedures

Identify that the confidential services of the Employee & Family Wellness Program (EAP) are available, where applicable.

Ask the employee if other types of supports may be required.

iii) Establish Guidelines and Follow Up

Determine if the employee expects his/her attendance to improve and note responses – ask the employee to provide suggestions on how to improve their attendance and obtain their commitment to improvement.

Re-communicate procedures and guidelines for reporting absences.

Establish a follow-up date to review progress, if appropriate (generally one to three months is a reasonable time period, but depending on the particular facts, the timeframe could be shorter or longer).

Step 2: Discussion/Meeting Followed by a Letter

Where the employee’s attendance does not improve and concerns continue, another

meeting with the employee will be required.

i) The immediate supervisor, with the Manager of Human Resources or Superintendent, meets with the employee. The meeting should follow the guidelines outlined in Step 1.

ii) The employee is advised that a letter summarizing the meeting will follow. iii) A letter is sent to the employee from the Director/Superintendent/Human

Resources Department.

The following provides general guidelines for the specific items to be included in the

letter:

Meeting date.

Reference to previous discussions with the employee (including dates).

Clear identification of the attendance concerns discussed with the employee (e.g., trends/patterns, incidents vs. days, exceeding comparable averages).

Clear identification of the impact on the workplace.

Clear identification of the expectations.

The employee’s explanation for the absences.

Any commitments made by the employee, including his/her commitment to improve.

The timeframe for follow up.

Step 3: Determining Absence Type/Meeting

i) Where attendance has not improved and the reasons for the absence are unknown, an assessment as to whether the cause of the absence is culpable/blameworthy or non-culpable/non-blameworthy will be made prior to taking further action.

ii) Another meeting is held with the employee. This meeting will be facilitated by the immediate supervisor and/or Superintendent/Human Resources Manager and should follow the guidelines outlined in Step 1.

iii) As the process is intended to assess the type of absence, the employee will not be required to produce medical verification of the absences.

In addition to the discussion items identified in Step 1 as noted above, the following

additional discussion items and documentation are to be included at this step:

Advise the employee that medical verification of the absence and medical confirmation of their ability to maintain regular attendance at work in the future is required.

Potentially provide employee with a letter from the Human Resources Department to take to their health care professional.

Emphasize that you are seeking prognosis information only; diagnosis information is not required.

Emphasize that the medical information received will be kept confidential and confirm to whom the information is to be returned.

Inform the employee that they will be required to attend a follow-up meeting to discuss the medical evidence / information received.

Confirm that the intent of gathering the information is to assist the employee in maintaining regular attendance at work and/or to appropriately assess alternatives if a disability exists and an accommodation may be required.

Advise the employee that, if the required medical information is not provided or the information provided does not verify the legitimacy of the absences, disciplinary action may be considered.

APPENDIX 2 – Attendance Support


In order to properly keep absence records for Board employees, the following table summarizes the

reporting routes. Please note that all absences under the following headings are to be reported daily.

Note: Employees not using EasyConnect to report their absences (e.g., noon-hour aides,

caretakers, employees in northern schools) are to call their supervisors. Text messages or

emails are not acceptable unless prior authorization by your supervisor is obtained.

Sault Ste. Marie and East North

Schools Schools

Teachers EasyConnect Teachers Principal School Secretary

Board Office

Departments (e.g., Curriculum, Special

Education)

Coordinators, Consultants, Special

Assignment Teachers S.O. Front Desk

Clerical Coordinator Front Desk

School Administration

Principals SO Front Desk / EasyConnect Principals SO Front Desk

V.P. Principal Front Desk / EasyConnect

Support Staff

(Clerical, Educational Assistants, Early Childhood Educators, Noon Hour Aides)

School Support Staff Principal /

EasyConnect

Front Desk

School Support Staff Principal School

Secretary Board Office

Absence Reporting

Board Office / Mount St. Joseph Non-Union Staff

Staff Supervisor Front Desk

Carestaff

See attached excerpt from the Plant Procedures Manual

Dayworkers and Carpenters

Dayworkers and Carpenters Plant Maintenance Coordinator Front Desk

All Leave Requests, Except Administrative In-Lieu Time

All requests, including compassionate, bereavement, personal, Earned Leave Plan, child illness,

and without pay (including but not limited to SULP) to be made to the Manager of Human

Resources.

Vice-Principal / Principal In-Lieu Time - All requests are to be made to the Director.


Plant Procedures Manual – Absence Reporting

The following procedures are to be used by carestaff for reporting an unscheduled absence/return

to work.

Note: Employees are expected to give reasons for their absences, including an estimate as to

the length of the absence, if possible.

A. Sault Ste. Marie

When School is in Session:

1. Employee who is unable to report for work

Regular Day Shift: Call prior to start of shift

Split Shift: For morning part of shift – Call prior to start of shift

For afternoon part of shift – Call by 11:00 a.m.

Afternoon Shift: Call by 11:00 a.m.

Night Shift: Call by 3:00 p.m.

2. Employee returning to work

Regular Day Shift: Call by 3:00 p.m. on the day before returning to work.

Split Shift: Call by 3:00 p.m. on the day before returning to work.

Afternoon Shift: Call by 11:00 a.m. on the day of the return to work.

Night Shift: Call before 3:00 p.m. on the day of the return to work.

During Catholic Education Centre hours (7:00 a.m. to 4:30 p.m.) contact Supervisor of

Caretakers Tony Bruno (Office) 705-945-5417 or (Cell) 705-542-1325, then the Education Centre

Receptionist (945-5400) regarding your absence.

Before/After Education Centre Hours (Before 7:00 a.m or after 4:30 p.m.), Contact Supervisor of

Caretakers: Tony Bruno (Cell) 542-1325 or (Home) 946-4606.

When School is NOT in Session (e.g., Christmas, March Breaks, Summer, PA Days)

Contact the Supervisor of Caretakers.

B. North and East – Caretakers

When School is in Session – For Full-time Caretaker Absences






Call the part-time caretaker, where present, to offer the full-time shift.

If the part-time caretaker does not accept the full-time shift, or if a part-time caretaker is not

present, the full-time caretaker shall then call a casual caretaker, if available, to offer the full-time

shift.

The full-time caretaker must also leave a message with the school secretary, to report the

absence.

For Part-time Caretaker Absences






Call the other part-time caretaker, where present, to offer the additional part-time shift. If the other

part-time caretaker does not accept the additional hours, or if another part-time caretaker is not

present, call a casual caretaker, if available, to offer the part-time shift.

The part-time caretaker must also leave a message with the school secretary, to report the

absence.

When School is NOT in Session (e.g., Christmas, March Breaks, Summer and PA Days)






Education Centre Toll-Free Number: 1-800-267-0754

All carestaff are to complete a ‘LEAVE REQUEST FORM” for prior approval for scheduled absences

such as, vacations, unpaid leaves of absence, funeral leave and compassionate leave.

When no casual replacements are available for an absent caretaker, the remaining caretaker(s) in

the school shall complete the “essential” duties of the absent caretaker. The “essential” duties

include:

Lock interior and exterior doors

Remove garbage

Close windows and drapes/blinds

Check washrooms, flush toilets and urinals, where necessary.

When it is expected that staff member will be absent from work for an extended period of time

(e.g., surgery), it is required that the following procedure be followed:

1. The staff member is to submit a medical note that should include the reason for absence, start date of leave and probable end date of absence from work.

2. The staff member should contact the School Board‟s Benefits Administrator, with respect to Long Term Disability Benefits and the Manager of Accounting/Payroll with respect to sick leave credits. If it appears that the absence will be quite lengthy, the staff member should discuss with the

Benefits Administrator, the application for Long Term Disability Benefits, or continued use of

accumulated sick leave days.

3. When the staff member wishes to return to work, he or she must provide a medical note stating he or she is able to return to work.

NOTE: Occasionally, Darcus Wyslocky will be replacing Tony Bruno, his contact information is

as follows: (Office) 705-945-5646 or (Cell) 705-206-4244


POLICY TITLE: PROGRESSIVE DISCIPLINE Approved: June 25, 2014



POLICY

The Huron-Superior Catholic District School Board (the “Board”) expects all employees to be

aware of and to follow workplace policies and procedural guidelines for the well-being of our

students and employees. Employees are expected to comply with all of the Board’s policies

and procedures, as well as requirements from federal and provincial laws.

Progressive discipline is a process for dealing with job-related behaviour that does not meet

expected and communicated performance standards.

The goal of progressive discipline is to improve employee behaviour and/or performance. The

process of progressive discipline is not intended as punishment for an employee, but to assist

the employee in overcoming behaviour and/or performance problems and satisfying job

expectations. Progressive discipline is most successful when it assists an individual to become

an effectively performing member of the organization.

___________________________________________________________________________ ADOPTED Regular Meeting – June 25, 2014 DISTRIBUTION Motion B-67 i) Trustees ii) Administration AMENDED Regular Meeting – October 17, 2018 iii) Principals Motion B- iv) Teaching Personnel v) Non-Teaching

Personnel _________________________________________________________________________


PROCEDURAL GUIDELINES PROGRESSIVE DISCIPLINE

PURPOSE: The primary purpose for progressive discipline is to assist the employee in understanding that a behaviour and/or performance problem exists and that there may be an opportunity for improvement. The goal is to modify unacceptable employee behaviour and/or performance. These guidelines also allow for discipline to start at a higher level based on the severity and circumstances of the situation. Degrees of discipline are generally progressive and are used to ensure that employees have the opportunity to correct their behaviour and/or performance. There is no set standard of how many verbal warnings must be given prior to a written warning or how many written warnings and suspensions must precede termination. Factors to be considered are: • How many different offenses are involved; • The seriousness of the offense; • The time interval and employee responses to prior disciplinary action(s); • The history of the discipline of the employee.

Progressive discipline enables the Board to fairly, and with substantial documentation, terminate the employment of employees who are ineffective and/or unwilling to improve or correct their behaviour and/or performance. PROCEDURE: All discipline as noted below will be issued by the Director, Superintendent or appropriate Manager. If an employee is a member of a bargaining unit, and in accordance with the relevant collective agreement(s), the union representative will be informed of the impending discipline, included in the meeting, and provided with a copy of any formal documentation (e.g., written warning). Where employees do not belong to a bargaining unit, they will be advised that they may have a co-worker attend the meeting with them.

1. VERBAL WARNING

Employees will be given a verbal warning regarding the unacceptable behaviour and/or

performance.

Employees will be given an explanation of when and how the behaviour and/or

performance took place. This will include the reason as to why the behaviour and/or

performance was unacceptable.

Employees will be given an opportunity to explain the situation and their actions. This

should be their opportunity to give their side of the story.

Employees will be given a description of the desirable and/or acceptable behaviour and/or

performance.

Employees will be informed that further disciplinary action, up to and including termination,

will follow if unacceptable behaviour and/or performance continues.

http://humanresources.about.com/od/glossaryd/g/documentation.htm

Employees will be advised that the incident will not go into their personnel file, but that it will

be taken note of in order to follow up on possible further disciplinary incidents.

NOTE: Verbal warnings may be issued for many reasons, including, but not limited to, late

arrival for scheduled shift, pattern abuse of sick leave (e.g., Mondays and Fridays), not following

proper work procedures, posting inappropriate items on social media, and/or violating other

board policies and procedures.

2. WRITTEN WARNING

In the event that there has been a previous verbal warning and/or if the behaviour and/or

performance was considerably severe in nature, employees will be given a written warning

regarding their unacceptable behaviour and/or performance.

Employees will be given an explanation of when and how the unacceptable behaviour

and/or performance took place. This will include the reason why the behaviour and/or


Employees will be given an opportunity to explain the situation and their actions. This

should be their opportunity to give their side of the story.

Employees will be given a description of the desirable and/or acceptable behaviour and/or

performance.

Employees will be provided with a copy of the written warning and a copy will be placed in

their personnel file.

Employees will be informed that future disciplinary problems will be addressed with further

progressive disciplinary actions, up to and including termination.

NOTE: Written warnings may be issued for many reasons, including, but not limited to,

inappropriate or rude interactions with a student or co-worker; not showing up for a scheduled

shift with no reasonable explanation; abuse of sick leave;, insubordination; and/or lack of

adherence to policies or procedures.

3. SUSPENSION

• In the event that the behaviour and/or performance has either been identified in a previous

verbal or written warning and/or the behaviour or performance was considerably severe in

nature, employees will be given written documentation regarding the suspension in relation

to the unacceptable behaviour and/or performance.

• The documentation will include information on the offence and the length of the term of

suspension and why they have been suspended.

• Employees will be given an explanation of when and how the unacceptable behaviour

and/or performance took place. This will include the reason why the behaviour and/or


• Employees will be given a description of the acceptable behaviour or performance.

• Employees will be provided with a copy of the suspension and a copy will be placed in their

personnel file.

• Employees will be informed that future disciplinary problems will be addressed with further

progressive disciplinary actions, up to and including termination.

Suspensions are normally unpaid and progressive, such as:

- 1 day

- 3 days

- 5 days

NOTE: Suspensions may be issued for many reasons, including, but not limited to,

repetitive lateness or absences with no reasonable explanation; an incident of verbal abuse to

students, co-workers or management; and repetitive lack of adherence to policies or

procedures.

4. TERMINATION

• Employees will be given written documentation regarding their termination and the

unacceptable behaviour and/or performance leading to and justifying the termination.

• Documentation should include information on the unacceptable behaviour and/or

performance and previous discipline issued, if applicable.

• Employees will be given a description of when and how the unacceptable behaviour and/or

performance took place. This will include the reason why the behaviour and/or performance

was unacceptable.

• Employees will be provided with a copy of the termination notice and a copy will be placed

in their personnel file.

• Employees will be escorted from the location immediately, maintaining their dignity by not

making obvious to other employees that they have been terminated and for what reasons.

• Employees will be required to surrender any board property upon their termination,

including, but not limited to, keys, electronic devices, and resources. All electronic access

to the board’s systems and facilities will be disabled.

NOTE: Terminations may be issued for many reasons, including, but not limited to, physical or

sexual assault, theft, violation of professional standards or statute, and repeated unsuccessful

disciplinary attempts.


POLICY TITLE: RECOGNITION OF LONG SERVICE AND RETIRING EMPLOYEES

Aproved: January 20, 1999



POLICY In accordance with the mission statement, the Huron-Superior Catholic District School Board

seeks to support its employees in their efforts to transform the world through Catholic education.

One way the Board does this is to honour its retirees and all employees who have completed

their 25th year of service through an annual celebration.

____________________________________________________________________________ ADOPTED Regular Meeting of the Board January 20, 1999 DISTRIBUTION Motion B-29 i) Trustees AMENDED Regular Meeting of the Board May 19, 2010 ii) Administration Motion B-54 iii) Principals AMENDED Regular Meeting of the Board June 11, 2014 Motion B-50 AMENDED Regular Meeting of the Board October 17, 2018 Motion B- ____________________________________________________________________________


PROCEDURAL GUIDELINES RECOGNITION OF LONG SERVICE AND RETIRING EMPLOYEES

1. The Manager of Human Resources will plan and co-ordinate this function.

2. The function will be held between September and November of each year and will

honour all retirees and 25-year service employees. Should an employee be completing

25 years of service and retiring at the same time, he/she shall be honoured for each.

3. The function will consist of a get-together and will include a presentation of a suitable gift

to employees being honoured.

4. The guest list for the function will include the following:

• Employees who are being honoured and guest(s) (e.g., spouse, friend or relative)

• Trustees • Administrative Council • Appropriate supervisory personnel • Union representatives (OECTA, CUPE, OSSTF, CPCO)


POLICY TITLE: ACCESSIBILITY STANDARDS Approved: April 14, 2012



POLICY The Huron-Superior Catholic District School Board (HSCDSB) is committed to providing an environment in all of its facilities that fosters independence, dignity and respect. This entails:

Providing services that are free of barriers and biases to its students, staff, parents/guardians, and

the public;

Ensuring that the principle of equity of opportunity is reflected and valued in learning and working

environments;

Believing that diversity brings strength to our communities;

Ensuring that all people, including those with disabilities, have an equal opportunity to access

services; and

Meeting, in a timely manner, the accessibility needs of people with disabilities,, including those

related to customer service, information and communication, employment, transportation, and

physical / architectural.

ADOPTED Board Meeting – April 14, 2010 DISTRIBUTION Motion B-39 i) Trustees AMENDED Board Meeting – January 15, 2014 ii) Administration Motion B-5 iii) Principals AMENDED Board Meeting – October 17, 2018 iv) Catholic School Councils Motion B- v) O.E.C.T.A. vi) C.U.P.E. __________________________________________________________________________


PROCEDURAL GUIDELINES ACCESSIBILITY STANDARDS

The implementation of the Accessibility Standards will be as described below and in the Board’s Multi-Year Accessibility Plan.

Legal Framework

Accessibility for Ontarians with Disabilities Act, 2005 (AODA)

Accessibility Standard for Customer Service, Ontario Regulation 429/07

Integrated Accessibility Standards, Ontario Regulation 191/11

Ontario Human Rights Code

Ontarians with Disabilities Act, 2001

Ontario Building Code

Web Content Accessbility Guidelines (WCAG)

Purpose: This Procedural Guideline provides direction for the following standards:

Customer Service

Information and Communication

Employment

Transportation

Physical / Architectural Multi-Year Accessibility Plan: The Board’s Multi-Year Accessibility Plan will outline the phased-in actions over a five-year period to prevent and remove barriers and to address current and future requirements of the AODA. The plan is reviewed and reported upon annually to the Board of Trustees. Board Accessibility Planning Committee: The Director of Education will establish a Board Accessibility Planning Committee, which will meet at least annually to review the progress and implementation of the Multi-Year Accessibility Plan, including current initiatives and successes in identifying, removing and preventing barriers. The Director will designate a staff member as Chairperson and invite system representation on the Committee. The Committee will be comprised of a variety of stakeholders who are familiar with accessibility challenges (e.g., a trustee, superintendent, principal, teacher, SEAC member, community member, staff representatives from Special Education, Business, Plant, Human Resources, Information Technology, and Transportation).

Availability of Documentation: Policy 6005 Accessibility, Procedural Guidelines relating to Policy 6005, and the Multi-Year Accessibility Plan are available to the public in the following formats:

Board website

By request to the Manager of Human Resources: o Enlarged print or different coloured paper for contrast o PDF file or Word document o Email o Braille o Audio

Monitoring and Feedback: The Director of Education will ensure compliance with this policy and accompanying Procedural Guidelines, including investigating complaints based on disability.

Customer Service Standard Providing Goods and Services to People with Disabilities

The Board will provide appropriate training to all staff, trustees, and volunteers (if appropriate), to ensure greater awareness and responsiveness to the needs of individuals with disabilities. When new staff is hired, accessibility training will become a component of their orientation, either in person or online training, and will be provided in a reasonable timeframe. Training will address the following areas:

Ontario Human Rights Code (as it relates to accessibility)

Accessibility for Ontarians with Disabilities Act, 2005

Accessibility Standards for Customer Service

Integrated Accessibility Standards The following areas will be included in the training: Communication: Staff members who communicate with students, parents/guardians, employees, and the public will be trained on how to interact and communicate with individuals with various types of disabilities. This will include, but not be limited to, visual impairment, intellectual/developmental disability, and auditory impairment. Assistive Devices: An assistive device includes any apparatus used by individuals with disabilities to help with daily living that may be brought onto Board premises (e.g., wheelchairs, walkers, white canes, oxygen tanks, electronic communication devices). Training will focus on how to interact with individuals using assistive devices, rather than on the technical use of the assistive device. Service Animals: Any animal that is clearly identified as a service animal (e.g., wearing a harness, owner has an authorized certificate or identification card) will be welcomed on Board premises to accompany an individual with a disability, in accordance with normal security procedures. A service animal may only be excluded from access to premises where this is required by another law (e.g., Health Protection and Promotion Act, Food Safety and Quality Act).

Support Persons: A volunteer, friend, family member, and/or paid professional chosen by the individual with a disability to provide services or assistance with communication, mobility, personal care, medical needs or with access to goods and services, will be welcomed to accompany an individual with a disability. A support person is distinct from an employee who supports a student in the system. Where a support person is assisting in a discussion that may involve confidential information concerning a student, the principal, superintendent, or other staff member must first obtain the consent of the parent/guardian regarding such disclosure. (See Appendix 1.) Disruption of Service: Facilities (services or systems) which are necessary to access services of the Board (e.g., elevators, accessible washrooms, automatic door openers, amplification systems) are relied on by individuals with disabilities. Schools, offices and facilities will post a disruption of service notice at the site and on the school or Board website when services that are normally provided to individuals with disabilities are temporarily unavailable. The notice of disruption will include information about the reason for the disruption, its anticipated duration, and a description of alternative facilities or services (if any). Disruptions that occur during a major storm or power outage do not require special notice. The supervisor of the building will be responsible for ensuring a disruption of service notice is both posted on site and on the Board website (via the Communications Officer). There is an onus on all staff to report to the supervisor forthwith any disruption of services (e.g., elevators, accessible washrooms, automatic door openers, amplification systems). Once the service is restored, the supervisor will be responsible for removing the sign(s) and notifying the Communications Officer to remove the notice form the Board website. (See Appendix 2.)

Information and Communication Standard Providing Accessible Information and Communication Services

Provision of Information and Communications in Accessible Formats: Upon request, schools, offices and facilities will provide accessible formats and communication support to individuals with disabilities when requested to do so, for documents or other communications that are made available to the public or to which the requester is entitled to receive. Accessibility formats and communication supports will be provided in a timely manner that takes into account the individual’s accessibility needs and at a cost no greater than the regular cost charged to other persons. The Board will notify the public, through all written communications, websites, general publications and other relevant means, about the availability of accessible formats and communications supports. Websites: The Board will ensure that all its websites and web content on these sites conform with the Web Content Accessibility Guidelines. All board websites, blogs, or web applications that provide communication or opportunities for interaction with parents, students, employees or the community are subject to this requirement. This requirement, however, does not include third party sites, services, software or hosts where it is not practical to implement WCAG 2.0. It is the responsibility of all staff members who participate in the creation of a website or web content to be aware of WCAG and to implement those standards as required.

Libraries in Schools: All libraries in schools will provide, procure or acquire an accessible or conversion ready format of print resources upon request by an individual with a disability, upon request. All libraries in schools will provide, procure or acquire by other means an accessible format of digital or multimedia resources or materials for an individual with a disability, upon request. (compliance by Jan 1, 2020)

Employment Standard Ensuring All Employment Opportunities Are Accessible

The Board is committed to ensuring that individuals with disabilities have the same opportunity of access to employment opportunities and services as do all employees and prospective employees. The Board is committed to meeting the accessibility needs, in a timely manner, in the provision of services related to employment. Supervisory Officers, Managers, Principals and other staff who have responsibility for hiring, selecting, and supervising employees of the Board will ensure that the provisions of this procedure are implemented. Staff of the Board’s Human Resources Department will ensure that the provisions of this procedure are incorporated into their practices. Recruitment: The Board will ensure that in its recruitment practices, the public is made aware that accommodation for applicants with disabilities is available. When selecting job applicants for a job selection process, applicants will be made aware that, upon request, they have access to accommodations in relation to materials and processes and that they will be consulted about the necessary accommodations that take into account their accessibility needs. When making an offer of employment, the successful applicant will be informed of the Board policy of accommodating employees with disabilities. Supports for Employees: Board employees will be informed of the Board policy of supporting employees with disabilities including, but not limited to, job accommodations. This information will be made available as soon as practical to new employees. Updated information will be provided to employees when there are changes to existing policies and/or procedures. Accessible Formats and Communication Supports: Where an employee with a disability requests it, the Human Resources Department will consult with employees and provide or arrange for accessible formats and communication supports for information needed to perform the employee’s job, and for information generally available to employees in the workplace. Performance Appraisal and Career Development: All supervisors will take into account accessibility needs when using performance appraisal tools. Individual Accommodation Plans:

The Huron-Superior Catholic District School Board is committed to providing accommodations for people with disabilities. When an employee with a disability requests an accommodation, the following process will be followed.

Step 1 – Recognize the Need for Accommodation The need for accommodation can be:

requested by the employee through her supervisor or through the Human Resources Department; or

identified by the employee’s supervisor or the Human Resources Department. Step 2 – Gather Relevant Information and Assess Needs The employee is an active participant in this step:

The Huron-Superior Catholic District School Board does not require details on the nature of the employee’s disability to provide an accommodation; it needs to know only about the employee’s functional abilities.

The Board may ask for a functional ability form (at the Board’s expense).

The employee, the Manager of Human Resources and the employee’s supervisor/designate evaluate potential options to find the most appropriate measure.

An external expert may be involved, at the Board’s expense.

The employee can request the participation of a representative of his/her bargaining unit or if there is no bargaining unit, from a different representative from the workplace.

Step 3 – Write a Formal, Individual Accommodation Plan Once the most appropriate accommodation has been identified, the accommodation details are written down in a formal plan, including:

accessible formats and communication supports, if requested;

workplace emergency response information, if required;

any other accommodation that is to be provided. The accommodation plan is provided to the employee in a format that takes into account his/her accessibility needs due to his/her disability;

The employee’s personal information is protected at all times.

If an individual accommodation is denied, the Manager of Human Resources provides the employee with the reason for the denial, in an accessible format.

Step 4 – Implement, Monitor, and Review the Accommodation Plan The employee, the Manager of Human Resources and the employee’s supervisor/designate monitor the accommodation to ensure that it has effectively resolved the challenge:

Formal reviews are conducted at a predetermined frequency.

The accommodation plan is reviewed if the employee’s work location or position changes.

The accommodation is reviewed if the nature of the employee’s disability changes. If the accommodation is no longer appropriate, the employee and the Manager of Human Resources work together to gather relevant information and reassess the employee’s needs in order to find the best accommodation measure (Step 2).

(See Appendix 3.) Return to Work (RTW): The Huron-Superior Catholic District School Board is committed to supporting employees who have been absent from work due to a non-work-related disability and who require an accommodation in order to return to work. Therefore, the Board has put in place the following RTW process to facilitate an employee’s safe and timely return to work. This RTW does not replace or override any other RTW process created as a result of any other statute (e.g., WSIB).

Step 1 – Initiate the Return to Work Process

The employee reports his/her need for a disability leave to his/her principal/supervisor or to human resources.

Information is sent to the Manager of Human Resources Step 2 – Make and Maintain Contact With the Employee on Leave Manager of Human Resources:

Maintains regular contact with the employee, with the employee’s consent.

Provides the employee with RTW information.

Helps resolve any problems with treatment, if asked to by the employee.

Monitors the employee’s progress until he/she is fit for work. Employee:

Gets and follows the appropriate medical treatment.

Updates the Manager of Human Resources about his/her progress.

Gives the health care provided the RTW information.

Health Care Professional:

Provides appropriate and effective treatment to the employee.

Provides required information on the employee’s functional abilities, if requested.

Step 3 – Develop a Return to Work Plan

The employee, the Manager of Human Resources, and the health care professional (if needed) collaborate to develop a formal RTW plan, which is included in the employee’s individual accommodation plan, if applicable:

o If the employee has no residual functional limitations, he/she returns to his/her regular position with no accommodation required;

o If the employee has temporary functional limitations, he/she returns to a temporary modified work environment with accommodation, or to an alternative transitional position;

o If the employee has lasting functional limitations, he/she returns to work with permanent accommodations or is permanently reassigned to another position, where possible.

Step 4 – Monitor and Evaluate the Return to Work Process

The employee, principal/supervisor, and Manager of Human Resources monitor and review the RTW process regularly until it has been completed.

If the employee encounters challenges, the RTW plan is modified to overcome these challenges.

(See Appendix 4).

Transportation Standard Providing Accessible Student Transportation Services

The Superintendent of Business and the Supervisor of the Transportation Consortium will ensure that the transportation procedures are implemented. The school Principal, in consultation with the Special Education Department and parents/guardians, will annually identify students with disabilities that require specific transportation services. This will occur prior to the start of each school year, wherever possible. An Individual Transportation Plan will be developed for each student with a disability who requires specific transportation services. (See Appendix 5.) This plan will include:

Details of the student’s assistance needs with respect to transportation to and from school.

Provisions for boarding, securement, and deboarding of the student, as applicable. The Transportation Department, in collaboration with the Coordinator of Special Education, will communicate responsibilities to:

the transportation provider

the driver of the vehicle The Principal, in collaboration with the Coordinator of Special Education, will communicate responsibilities with regard to the implementation of the individual transportation plan to:

the parents/guardians of the student with a disability

the student with the disability

Physical / Architectural Standards

Providing Barrier-Free Access to Board Facilities

The Board has conducted an audit of all of its physical facilities and has developed a Multi-Year Accessibility Plan to address any shortcomings in access. This plan is available on the Board website.

The Board works with all contractors and architects closely to ensure that any new facilities conform to appropriate accessibility guidelines.


Appendix 1

Consent Form: Sharing of Confidential Information with Support Person Present

I, __________________________________consent to the sharing of confidential

information

(Parent/Guardian)

by _______________________________________________________________________

(name of principal/teacher/other staff member)

related to __________________________________my child/ward in the presence of my

(name)

support person____________________________________________________ .

(name)

My support person _____________________________________consents to safeguarding

(name)

confidentiality of the information shared.

Affirmation of consent:

Parent/Guardian Signature: ______________________________ Date: ______________

Printed Name of Parent/Guardian:_____________________________________________

I undertake to safeguard the confidentiality of information shared between

_____________________________________ and __________________________________

(School Staff) (Parent/Guardian)

for whom I am support person.

Signature of Support Person: _____________________________ Date: ____________________

Printed Name of Support Person:_____________________________________________

Signature of Witness: (Principal/Staff Member):__________________________________

(Printed Name of Witness):________________________________________________


Appendix 2

Sample Documents for Notifying the Public about Disruptions in Service

Sample 1

Sample 2

To: Parents, Guardians and Community Users of our School

Maintenance work will make the main door of the school and the access ramp inaccessible from

May 1 to May 7.

A temporary ramp has been set up that gives access to the door at the east of the school

building.

We regret this inconvenience. If you have questions or concerns, please contact

_______________________ at ( ) .

Thank you,

Principal Dear Staff and Visitors, The elevator will be out of service from April 1 to 15 for routine maintenance. To access the upper level of the building, please use the stairs at the west end of the building next to the library. We regret any inconvenience this may cause. If you have questions or concerns, please call (phone number). Thank you, Principal / Site Manager

Dear Visitors, The accessible washroom is out of service due to a broken pipe. A repair person will be on the premises tomorrow to fix it. In the interim, we have made arrangements for visitors to use the accessible washroom at the Resource Centre, which is located next door to the library. We apologize for any inconvenience. Thank you, Principal / Site Manager


Appendix 3

Individual Accommodation Plan

Employee’s Name: __________________________________ Date: ______________________

Employee’s Title/Department: ______________________________________________________

Principal/Supervisor: ______________________________________________________________

Limitations Job-related tasks/activities affected by

limitations

Is this an essential job

requirement?

Sources of input into the individual accommodation plan e.g., human resources manager, family doctor,

specialists:

Accommodation measures are to be implemented from _________________ to _________________ (start date) (end date)

If no end date is expected, the next review of this accommodation plan will occur on _________________________________. (These accommodation measure(s) should be reviewed annually, at a minimum)

Description of Accommodation Measure(s)

Which job

requirements and

related tasks require

accommodation?

What are the objectives of the

accommodation (i.e. what must

the accommodation do to be

successful)?

What accommodation

strategies/tools have been

selected to facilitate this

task/activity?

Roles and Responsibilities

Outstanding actions to implement

accommodation

Assigned to Due date

________________________________________ _____________________________________

Employee’s Signature Manager of Human Resources


Appendix 4 Return to Work Plan

Employee’s Name: ___________________________________________________

Start Date: _____________________________ End Date: _________________________

Job Title: ____________________________________________________________________________

Goal of RTW process: ___________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Functional limitations

Workdays per week

Work hours

per day

Job tasks Accommodation Safety considerations

Block 1

Block 2

Block 3

Block 4

Does the RTW plan involve a temporary assignment to a different position? □ Yes (Please answer the questions below) □ No

What is the new position? _______________________________________________________________

What is the length of assignment (if known)? ________________________________________________

What training is required? _______________________________________________________________

What safety precautions are being taken during training?______________________________________

________________________________ __________________________ __________________ Employee’s signature Manager’s signature Date


Appendix 5

2018-10-17


REPORT TO THE BOARD RE: POLICY 1000 – PROCEDURE BY-LAWS

Submitted by Rose Burton Spohn

Director of Education

The Huron-Superior Catholic District School Board’s Multi-Year Strategic Plan (MYSP) lists Governance as one of its strategic directions. This report relates specifically to the board’s commitment to reviewing and revising policies and their related procedural guidelines on a five-year rotational basis. Background The board’s current by-laws were approved on April 15, 1998, and have been amended three times since then: once on May 15, 2002; once on May 16, 2012; and again on August 27, 2014. As is now common practice in the board, members of senior administration examine any policy that is approaching its five-year renewal date, make relevant changes to the policy and/or procedural guidelines, receive feedback from the board’s Policy Committee and sometimes other stakeholders, and ultimately seek the approval of the Board of Trustees. Policies and their accompanying procedural guidelines may be, and sometimes are, examined before the five-year time period expires. This is particularly true if legislation and/or ministry policy changes. Where changing the board’s by-laws is concerned, special procedures are followed. Article 36 of the current Policy 1000 states:

All amendments, alterations, or additions to the By-Laws shall be made by giving due notice thereof in writing, setting forth the proposed amendments, alterations or additions. Such notice shall have been given at a meeting previous to that at which the same comes up for consideration unless confirmed by a two-thirds majority of all members of the Board present.

Article 37 states, “Every By-Law must be confirmed by a simple majority of all members of the Board who are present.” Process for Revising the By-Laws At a working session for trustees held on June 19, 2018, it was determined that the following process would be followed when reviewing the board’s by-laws:

Board Report 2

Request for Input - The Secretary of the Board would contact all trustees electronically to obtain their suggested written revisions before September 1, 2018. Two emails were sent to all trustees, one on July 25, 2018 and one on August 22, 2018. These emails garnered some feedback.

Review of Trustee Input – The Policy Committee reviewed the suggested revisions at its meeting on September 12, 2018, and determined that all suggested revisions should go forward to the October 17, 2018 board meeting.

Discussion at Trustees’ Regional Session – At the regional session offered by the Ontario Catholic School Trustees’ Association (OCSTA) in Sault Ste. Marie on September 22, 2018, a dialogue occurred about one of the board’s by-laws. The sentiments expressed during this discussion were also included in the proposed amendments.

Notice of Proposed Amendments – The suggested amendments are listed in what follows and will be discussed at the board meeting on November 14, 2018.

Proposed Amendments to the By-Laws The following amendments to Policy 1000 – Procedure By-Laws have been suggested. New items or language are highlighted in yellow for further clarification.

Article Number

Current Wording Suggested Revised Wording Member Responsible

1 That the first meeting of the Board for each new term shall be held at the Board Headquarters no later than seven days after the day on which the term of office of the Board commences, at 19 00 hours.

That the first meeting of the Board for each new term shall be held at the Board Headquarters no later than fifteen days after the day on which the term of office of the Board commences, at 19 15 hours.

Rose Burton Spohn Leslie Cassidy-Amadio Bill Murphy

1.1 N/A The Inaugural Meeting shall be preceded by a mass organized by the Secretary of the Board.

Bill Murphy

4 The Secretary shall certify that the members have met all procedural requirements and are eligible to take office.

The Secretary shall certify that the members have met all procedural requirements and are eligible to take office and declare the Board legally constituted.

Bill Murphy

11 The Chairperson of the Board shall request volunteers for any committee and committee members shall elect a chairperson among themselves.

The Chairperson of the Board will annually request that all members complete and submit written documentation about the committees on which they

Rose Burton Spohn Leslie Cassidy-Amadio

Board Report 3

Article Number


The Chairperson shall appoint board members to a committee if it is deemed to be in the Board's best interests.

would most like to serve. Committee members shall elect a chairperson among themselves. The Chairperson shall appoint board members to a committee if it is deemed to be in the Board's best interests, and where possible, give preference to members who have not yet served on individual committees.

14 The Regular Meeting of the Board shall be held as indicated, in advance, at a place designated by the Board at the previous Regular Meeting unless otherwise ordered by the Chairperson of the Board; or in the case of inclement weather, in which case the Board will meet at the same hour and place on the next following day which shall not be a statutory or civic holiday. In the event that circumstances warrant that a regular meeting of the Board should be cancelled, such meeting shall be cancelled by the Secretary of the Board following consultation with the Chairperson and Vice-Chairperson.

The Regular Meeting of the Board shall be held as indicated, in advance, at a place designated by the Board at the previous Regular Meeting unless otherwise ordered by the Chairperson of the Board; or in the case of inclement weather, in which case the Board will meet at the same hour and place on the next following day which shall not be a statutory or civic holiday. In the event that circumstances warrant that a regular meeting of the Board should be cancelled, the Secretary of the Board shall cancel such meetings following consultation with the Chairperson.

Leslie Cassidy-Amadio

18.1 N/A Special Meetings of the Board shall be held at the date and time fixed by the Chairperson within seven days of receipt to the written request of at least three Trustees.

Bill Murphy

20 At all meetings of the Board, Regular and Special, the presence of a majority of all the members constituting the Board shall be necessary to form a quorum.

At all meetings of the Board, Regular and Special, the presence of a majority of all the members constituting the Board shall be necessary to form a quorum. For greater clarity, a majority is half of the Trustees plus one.

Bill Murphy

Board Report 4

Article Number


21 In the absence of a quorum during the course of any Board Meeting no business can be legally transacted and it shall be the responsibility of the presiding Chairperson and Secretary to record the lack of a quorum.

In the absence of a quorum after 20 minutes of the appointed start or during the course of any Board Meeting no business can be legally transacted and it shall be the responsibility of the presiding Chairperson and Secretary to record the lack of a quorum and adjourn until the next regular or special meeting.

Bill Murphy

23 A person or a delegation wishing to appear before or present a brief to the Board, shall apply in writing and shall submit a copy of the brief on or before 12 00 noon of the fifth working day before the meeting.

A person or a delegation wishing to appear before or present a brief to the Board, shall apply in writing and shall submit a copy of the brief on or before 12 00 noon of the seventh working day before the meeting.


28 The Chairperson of the Board or in his/her absence, the Vice-Chairperson shall preside at all meetings of the Board. He/she shall call the meeting to order at the hour appointed and shall preserve order and decorum and decide upon all questions of order, and he/she shall cause the Secretary of the Board to record the names of all members present.

The Chairperson of the Board, or in his/her absence, the Vice-Chairperson or designate, shall preside at all meetings of the Board. He/she shall call the meeting to order at the hour appointed and shall preserve order and decorum and decide upon all questions of order, and he/she shall cause the Secretary of the Board to record the names of all members present.


29 In case of the absence of both the Chairperson and the Vice-Chairperson for ten minutes after the hour appointed, as soon as a quorum shall be present, the Board shall choose a pro-tem Chairperson.

In case of the unexpected absence of both the Chairperson and the Vice-Chairperson for ten minutes after the hour appointed, as soon as a quorum shall be present, the Board shall choose a pro-tem Chairperson.


32 The secretary of the Board shall be responsible for preparing an agenda for each meeting of the Board. A copy of the agenda

The Secretary of the Board shall be responsible for preparing an agenda for each meeting of the Board and

Rose Burton Spohn Bill Murphy

Board Report 5

Article Number


shall be forwarded to the Chairperson and Vice-Chairperson one week prior to the meeting. The Chairperson, or in his/her absence, the Vice-Chairperson may request a meeting before the final publication of the agenda. Board members wishing to include any item shall forward the item to be received at the Board Office no later than 12 00 noon on the Wednesday preceding the Board Meeting. All reports submitted after the deadline may be placed on the agenda at the discretion of the Board by a simple majority vote.

distributing it no fewer than four working days before the meeting. A copy of the agenda shall be forwarded to the Chairperson and Vice-Chairperson one week prior to the meeting. The Chairperson, or in his/her absence, the Vice-Chairperson may request a meeting before the final publication of the agenda. Board members wishing to include any item shall forward the item to be received at the Board Office no later than 12 00 noon on the Monday preceding the week of the Board Meeting. All reports submitted after the deadline may be placed on the agenda at the discretion of the Board by a simple majority vote.

42 Except for supplementary or modified rules adopted by the Board, "Robert's Rules of Order, Newly Revised" shall be the parliamentary authority for all meetings of the Huron-Superior Catholic District School Board.

Except for supplementary or modified rules adopted by the Board, "Robert's Rules of Order, Newly Revised" shall be the parliamentary authority for all meetings of the Huron-Superior Catholic District School Board. A copy of this authority shall be readily available to Board members. See rulesonline.com.

Bill Murphy

42.1 N/A “Robert's Rules of Order, in Brief" shall be provided to each trustee at the beginning of their term of office.

Bill Murphy

44.1 N/A The Chairperson may express an opinion on any main or subsidiary motion on the floor, but in such case the Chairperson shall leave the chair prior to speaking and remain absent from the chair until the disposition of the main motion.

Bill Murphy

Board Report 6

Article Number


44.2 N/A If the Chairperson elects to vacate the chair for any reason, the Chairperson shall call upon a Trustee who is not the mover or seconder of any motion or subsidiary motion on the table (and preferably, though not necessarily, a Trustee who has not spoken) to fill the place of the Chairperson until the main motion is disposed of, in the following sequence: 1. Vice-Chairperson 2. Another Trustee present.

Bill Murphy

59 No member of the Board shall have more than one vote as Chairperson or otherwise, either at Board Meetings, in Committee of the Whole or in any Committee, and in all cases where a vote shall be taken on any question, the Chairperson may vote with the other members of the Board upon all questions and any question on which there is an equality of votes shall be deemed to be negative. The members shall indicate their vote by clearly upraised hands. At any time any member may request a secret vote or a recorded vote, a secret vote takes precedence over a recorded vote and the tally of the secret vote shall not be declared or recorded.

No member of the Board shall have more than one vote as Chairperson or otherwise, either at Board Meetings, in Committee of the Whole or in any Committee, and in all cases where a vote shall be taken on any question, the Chairperson may vote with the other members of the Board upon all questions and any question on which there is an equality of votes shall be deemed to be negative. The members shall indicate their vote by clearly upraised hands. At any time any member may request a ballot vote or a recorded vote, a ballot vote takes precedence over a recorded vote and the tally of the ballot vote shall not be declared or recorded.


No vote shall be taken by ballot or any other method of secret voting. An allowable exception shall be when nominating and electing the Chair and Vice-Chair of the Board or the Chairs of Board Committees at the first meeting of the year or when a

John Caputo Bill Murphy Gary Trembinski

Board Report 7

Article Number


vacancy exists.

93 No report will be recognized as emanating from any Committee unless it be in writing and signed by the Chairperson thereof, under whose authority it shall be issued.

No report will be recognized as emanating from any Committee unless it is in writing and signed by the Chairperson thereof, under whose authority it shall be issued. All minutes from committee meetings provided to the Secretary of the Board will be distributed to all trustees.



REPORT TO THE DIRECTOR OF EDUCATION

TRUSTEE HONORARIA

October 17, 2018 Submitted by: C. Spina, Superintendent of Business

The Huron-Superior Catholic District School Board’s Multi-Year Strategic Plan (MYSP) lists Governance as one of its strategic directions. This report relates specifically to:

Ensuring policies are adhered to

Ontario Regulation 357/06 of the Education Act requires boards to adopt a policy establishing the honoraria for its members their term of office. There are four components to trustee honoraria which a board may pay as follows:

The base amount for the year.

The enrolment amount for the year.

The attendance amounts payable to a member for the year.

The distance amount payable to a member for the year. According to board Policy 2004 (Trustee Honoraria), the board will only pay its members the base and enrolment amounts. Board Policy 2004 also requires the Superintendent of Business to provide the board with a calculation yearly for Trustee Honoraria. This is in accordance with Ontario Regulation 357/06. Below is the calculation for the year commencing December 1, 2018.

Base and Enrolment Amount

Average Daily Enrolment (2017/18 Financial Statements)

4,320.13

ADE x $1.75

1.75

7,560

Divide by 9 (number of elected trustees)

840

Add - base amount

5,900

Trustee Honorarium effective December 1, 2018

6,740

Chair and Vice-Chair Amounts

Chair

Vice-Chair

Trustee amount (above)

6,740

6,740

Add Chair/Vice-chair base amount

5,000

2,500

Enrolment allotment

ADE x 5 cents - min 500 (chair)

500

ADE x 2.5 cents - min 250 (vice-chair)

250

Maximum Chair / Vice-Chair honoraria

12,240

9,490

2018-10-17


REPORT TO THE DIRECTOR RE: BOARD GRADUATION RATE

Submitted by: Danny Viotto

Superintendent of Education Background The Huron-Superior Catholic District School Board’s Multi-Year Strategic Plan (MYSP) lists Student Achievement as an area of focus. Students’ ability to graduate from secondary school within a specific period of time (e.g., four or five years) is a key indicator of their overall achievement. Recently, the ministry released the graduation rate of students across the province and from our board. This report aims to explain how our board’s graduation rate was calculated.

Diploma Information for 2012-13 Grade 9 Cohort The calculation of the graduation rate is complex, since it needs to account for all students who began Grade 9 in our board in the 2012-13 school year (n = 293). This includes all students who stayed in HSCDSB (n = 239) in regular or specialized programming (e.g., GRACE, ILS) and those who left to study in another board in Ontario (n = 54). There were 3 students from this cohort who left Ontario or passed away. The graphic and chart on the pages that follow provide a summary of some general data, as well as an explanation of the formulae used for calculating both the four-year and five-year graduation rates.

Board Report 2

Huron-Superior Catholic District School Board Diploma Information – 2012-13 Grade 9 Cohort Information

Total HSCDSB Cohort 293 students

1 Cohort Stayed in

HSCDSB 239 students

1A4 Graduates in 4 Yrs

203 students


212 students

1B Non-Grads, Still

Enrolled After 5 Yrs 17 students

1C Early School Leavers

10 students

2 Cohort Left HSCDSB

54 students


19 students


25 students

2B Non-Grads, Still

Enrolled After 5 Yrs 15 students

2C Early School Leavers

14 students

3 Cohort Left Ontario or

Deceased 3 students

Board Grad Rate (4 Year) = Boxes 1A4 + 2A4 Boxes 1 + 2 – 3

= 76.6%

Board Grad Rate (5 Year) = Boxes 1A5 + 2A5 Boxes 1 + 2 – 3

= 81.7%

Board Report 3

The following information is also relevant: The provincial graduation rate for this same cohort of students is 79.8% (four-year

rate) and 86.3% (five-year rate).

There were no HSCDSB students in this cohort receiving Certificates of Accomplishment. Such certificates recognize the achievement of students who leave the board before having attained either an OSSD or OSSC. These students may go on to vocational or community programs and/or employment.

The four and five-year graduation rate was significantly higher for students who began with HSCDSB in Grade 9 and graduated from the board. 84.9% of these students graduated within four years and 88.7% of them graduated within five years. By contrast, only 35.2% of students who began Grade 9 in HSCDSB and transferred to another board in Ontario graduated within four years; 46.3% graduated within five years.

Analysis HSCDSB’s graduation rates may be attributed to any or all of the following:

The attributes, efforts, and dedication of all students, parents, HSCDSB employees, parishes, and community partners / organizations have led to much success. Cooperative relationships, safe and healthy environments, and faith-filled atmospheres have allowed the focus to remain on learning.

The variety of course types (e.g., locally developed, applied, academic); the diversity of subjects taught; a focus on the development of 21st century skills; and specialized programs have allowed students to study topics of personal interest to them and at an appropriate pace, level, and environment. All of these factors contribute to students remaining focused and engaged in learning.

Purposeful, individualized timetabling and targeted supports for students with various needs, such as multi-purpose blocks for credit recovery and learning strategies courses for students with special needs, augment those in place for all students (e.g., breakfast programs, chaplaincy, extracurricular activities, Link Crew).

It is worthwhile noting that the graduation rate for the 2012-13 Grade 9 cohort (i.e., 76.6% four-year rate and 81.7% five-year rate) is lower than the graduation rate for the 2011-12 Grade 9 cohort (i.e., 78.2% four-year rate and 85.3% five-year rate) and lower than the provincial rates (i.e., 79.8% four-year rate and 86.3% five-year rate). In essence, these percentages indicate that fewer students in this year’s cohort graduated within four or five years. This delay in graduation could be related to any or all of the following:

Cohort Staying in HSCDSB – Over the past several years, the data has clearly reflected that students who begin secondary school with HSCDSB and stay with us have a

Board Report 4

significantly higher chance of graduating within four or five years. There is a stark difference in the graduation rates between those students who begin with us and go to another board and those who remain with us. In some cases, students may not have a choice about leaving our board; their families might move elsewhere in Ontario because of personal circumstances and/or the availability of work opportunities.

Non-Graduates, Still Enrolled in Year 5 - The 2011-12 cohort had 19 students who had not graduated but were still enrolled in Year 5; the 2012-13 cohort had significantly more students in that category – 32 students. Some students who fall into this category are those who are in specialized programs, such as GRACE and ILS. It is not unusual for students in these programs to remain with us for seven years.

Next Steps Although there is some reason to celebrate the board’s graduation rate, there is also significant room for improvement. The board plans to take the following steps to improve its graduation rate:

Literacy and Numeracy Training for All Principals – In 2017-18, the board began including a component related to literacy and numeracy at all of its principals’ meetings. This practice will continue this year and principals will remain responsible for conveying what they learn about literacy and numeracy to their staffs.

Tracking Students in Risk – Also in 2017-18, HSCDSB’s Tracking In-Risk Students with Greater Precision Working Group introduced all administrators and teachers to a data portal that provides information about students. Training on accessing and inputting relevant data into the system occurred throughout the year. Tracking students throughout elementary and secondary school helps everyone to focus on students in need and communicate helpful strategies throughout a student’s time in school.

Pathways and Experiential Learning – Thanks to dedicated funding from the Ministry of Education, in 2018-19, all HSCDSB schools will benefit from the expertise of a Pathways Special Assignment Teacher and Experiential Learning Lead. These teacher-leaders will help all students to access experiential learning opportunities throughout their elementary and secondary years, and to develop more detailed plans related to their initial post-secondary destinations. The more engaged students are in their learning and the more focused they are on reaching short-term and long-term goals, the better.

Mental Health Supports and Behaviour Coaches – Additional dedicated funding from the Ministry of Education has also been provided in 2018-19, so that HSCDSB students have increased access to counsellors and behaviour coaches. It is anticipated that these experts will assist not only elementary and secondary students who are in risk but also the board employees who work with them.

October 17th, 2018


Re: ST. MARY’S COLLEGE SCHOOL ACTIVITY REPORT

October 2018 Submitted by:

Anthony DeLorenzi Student Trustee

St. Mary’s College

Athletics

The senior knights football team has been doing extremely well this season with a record of 3-2 losing only to Korah. The attendance at these games has been unreal with an amazing amount of school spirit expressed at these games.

Despite all the hard work the junior team has not had the same amount of success. With a record of 2-3 the attendance has been extremely high for these games as well.

The senior girls’ basketball team has been working extremely hard and has achieved a record of 1-1

The junior girls’ basketball team has also been working extremely hard to achieve their record of 2-2

Events

Orange shirt day on the Friday the 28th.

Pep rally organized by student council.

Club fair to invite students to join clubs.

Operation smile to start planning events.

Live different presentation for grades 9 and 10. Faith Initiatives:

Had opening opening prayer service

Student singers helping link crew joined in

Chapel prayer services with ILS classes (1 & 2)

Grade 12 open religion classes have visited the chapel for tours and to learn about vestments and vessels

A group of students volunteer at the Big Blue Box – hockey students at St. Vincent Place, additional students at St. Jerome’s

Planning underway for Thanksgiving masses on Oct. 11

Gr. 12 retreats underway the week of Oct. 16-19 Student Council

Student council delivered all the staff of St Mary’s College smile cookies of appreciation.

The council organized a pep rally went well positive feedback from fellow students.

Planning for Halloween week is underway and planning to turn portion of school into a haunted house.