12/6/2013, 11:48 AM- revised

School District No.59 (Peace River South)

Open Board Meeting Agenda

DATE: December 11, 2013 1:00 PM PLACE: Board Office – Dawson Creek

APPROVAL OF AGENDA OPENING PRAYER

ELECTION OF CHAIR AND VICE CHAIR (Declaration of Conflict of Interest)

1. ITEMS FOR ADOPTION

R1.1 – Regular Board Meeting Minutes – November 13, 2013 R1.2 – Excerpts from Closed Meeting – November 13, 2013 2. BUSINESS ARISING

3. PRESENTATIONS

R3.1 – Communication Committee Presentation - L. Mason & D. Boos R3.2 – International Program Update – B. Booker

4. REPORTS FROM THE SUPERINTENDENT OF SCHOOLS

R4.1 – School/Student News R4.2 – Superintendents Report R4.3 – Seth Godin – What is School For? R4.4 – Tate Creek Public Consultation 5. REPORTS FROM THE SECRETARY-TREASURER

R5.1 – Allocation to Reserve Funds

6. TRUSTEE ITEMS

R6.1 – Board Reps/School Liaisons – T. Ziemer R6.2 - BCSTA Update – S. Berringer R6.3 – CAPSLE – R. Powell R6.4 – Challenge Days – R. Powell R6.5 – CMA Flights – R. Powell

7. COMMITTEE REPORTS

7.1 Policy Committee 7.1.1 Policy and Regulation 3170: Respectful Workplace 7.1.2 Regulation 3020: Employment of Summer Students

7. DIARY

8. NOTICE OF MOTION

9. QUESTION PERIOD

10. FUTURE BUSINESS

R10.1 – Regular Meeting – January 22, 2014 – Dawson Creek

BOARD OF EDUCATION OF SCHOOL DISTRICT NO.59

11600 – 7TH Street, Dawson Creek, BC V1G 4R8

Open Session Minutes

DATE & TIME: November 13, 2013 - 1:00 PM PLACE: Board Office – Dawson Creek PRESENT: Trustees: R. Powell – Chair T. Ziemer – Vice-Chair S. Berringer S. Kampen J. Clavier W. Ezeard A. Prescott F. Christenson, Assistant Secretary Treasurer

K. Sawchuk, Superintendent R. Dennis, Assistant Superintendent L. Lambie, Director of Instruction R. Schwartz, Recording Secretary

Guests:

Lorraine Mackay, PRSTA Wyatt Sorken, Canalta School Liam Van Tassel, Crescent Park School Rylie Bondaroff, Ecole Frank Ross Sarah Shoemaker, Ecole Frank Ross Adam Wangler, Notre Dame School Aaron Mathias, DCSS-SP Campus Gena Gibson, DCSS-SP Campus Andrea Bouchard, DCSS-SP Campus Autumn Sipma, DCSS-SP Campus

Jaime Rogers, DCSS-SP Campus

Yuan Zang, DCSS-SP Campus Megan Gabriel, DCSS-SP Campus Selina Zaccari, DCSS-SP Campus Adrianna Hankins, DCSS-Central Campus Katie Gabriel, DCSS-Central Campus Hannah Gabriel, DCSS-Central Campus Nicole Rogers, DCSS-Central Campus Angela Connelly, DCSS-Central Campus Sheldon Wangler, parent Lisa Van Tassel, parent

Media: Jill Earl, Northeast News Elaine Anselmi, Daily News APPROVAL OF AGENDA

Additions: Deletions:

(2013-11-009) MOVED/SECONDED – Berringer/Clavier THAT, the Regular Meeting agenda be approved as printed. CARRIED UNANIMOUSLY

School District No.59 (Peace River South)

Minutes of the Regular Board Meeting – SD#59 Board of Education

November 13, 2013

Page 2 of 6

OPENING PRAYER

Trustee Ezeard led an opening prayer.

1.0 ITEMS FOR ADOPTION R1.1 Regular Board Meeting Minutes – October 23, 2013

(2013-11-010) MOVED/SECONDED – Ezeard/Ziemer THAT, the minutes of the Regular Meeting of October 23, 2013 be adopted as printed. CARRIED UNANIMOUSLY

R1.2 Excerpts from Closed Meeting – October 23, 2013

(2013-11-011) MOVED/SECONDED – Clavier/Berringer THAT, the excerpts of October 23, 2013 closed meeting be adopted as printed.

CARRIED UNANIMOUSLY 2.0 BUSINESS ARISING

3.0 PRESENTATIONS R3.1 Cross Country Running Club Eric Wolf presented information from the elementary cross country running series. The group had 250 students attend the final race. The board heard from students about their cross country running experiences. R3.2 Me to We Groups Students from the DCSS-South Peace Campus Me to We group presented information that supports bringing back Challenge Days (Anti-Bullying workshop for students). Expect respect and a safer education is the theme of Challenge Days which has proven to help remove barriers between participants. The students have identified bullying as a main focus they want to address this year. They stated the change in school structure and social media as contributing factors to the bullying issue they see in the school every day. Based on the feedback the students have from previous Challenge Days participants, Challenge Days is a personable and emotional interaction and can have a very powerful impact; however, the lack of follow-up once the actual Challenge Day is over has been a concern in the past. The students are looking at solutions within the school and the community for this concern. The students need to raise $14,000 to have challenge days brought to DCSS. The students will fundraise in the community and approach other high schools if they wish to participate to share the travel costs. Students from the Central Campus Me to We group showed the board a montage video of the We Day conference that some members of the group went to in Vancouver.

4.0 REPORTS FROM THE SUPERINTENDENT OF SCHOOLS

R4.1 School/Student News The Superintendent highlighted the latest school and student news:

There was a full house for the Moberly Lake Community Remembrance Day

Parkland Exhibition of Learning, November 21st, 6-8 pm

Minutes of the Regular Board Meeting – SD#59 Board of Education

November 13, 2013

Page 3 of 6

DCSS Exhibition of Learning, November 27th, 5:30-7:30

Crescent Park fundraising for SPCA raised over $300 and supplies for the local shelter

R4.2 – Board Evaluation Process Ms. Sawchuk reviewed the information from BCSTA on School Board Self-Review. Trustee Berringer will condense the guide for the board to review. R4.3 – Tate Creek Public Consultation The Superintendent reported the information available on the proposed school closure process for Tate Creek Elementary School. The information provides answers to many questions that must be addressed when closing a public school. A public consultation meeting will be held on December 2, 2013 at Tate Creek Elementary School/Community Hall at 7pm. Mr. Wayne Plenert from Peacebuilder Mediation will facilitate the public meeting. Written submissions regarding the proposed closure may be directed to:

Richard Powell, SD59 Board Chair School District No.59 11600-7th Street, Dawson Creek, BC V1G 4R5 richard_powell@sd59.bc.ca

R4.4 Union Agreements The board has ratified three support union agreements. The negotiations went very well.

(2013-11-012) MOVED/SECONDED – Ziemer/Ezeard THAT, the Superintendent reports on School/Student News, Board Evaluation Process, Tate Creek Public Consultation and Union Agreements are received for information. CARRIED UNANIMOUSLY

5.0 REPORTS FROM THE SECRETARY-TREASURER R5.1 Statement of Financial Information Report. The Assistant Secretary presented information on the SOFI report. This report is required by all public institutions. The report publishes the names and salaries of employees over $75,000 (wages & benefits), vendors over $25,000, and trustee income and expenses. The report is sent to the Ministry and will be posted on the school district website. R5.2 1530 Report The 1530 report shows the ratio of full time equivalent employees by program. Staffing ratios since 1997 were reviewed. Overall the district has been consistent in staffing ratios. R5.3 Bus Bylaw #116915 The Assistant Secretary Treasurer presented a bylaw for capital funds for two school bus replacements.

(2013-11-013) MOVED/SECONDED – Berringer/Clavier THAT, the Capital Project Bylaw No. 116915 of the Board approved by the Minister and specifying a maximum expenditure of $218,954.00 for Project No. 116915 be read a first time. CARRIED UNANIMOUSLY

Minutes of the Regular Board Meeting – SD#59 Board of Education

November 13, 2013

Page 4 of 6

(2013-11-014) MOVED/SECONDED – Ezeard/Ziemer THAT, the Capital Project Bylaw No. 116915 of the Board approved by the Minister and specifying a maximum expenditure of $218,954.00 for Project No. 116915 be read a second time. CARRIED UNANIMOUSLY (2013-11-015) MOVED/SECONDED – Berringer/Ezeard THAT, the Board move into the committee of the whole. CARRIED UNANIMOUSLY (2013-11-016) MOVED/SECONDED – Clavier/Berringer THAT, the Board move out of the committee of the whole. CARRIED UNANIMOUSLY (2013-11-017) MOVED/SECONDED – Ezeard/Ziemer THAT, the Board allows the third reading of Capital Project Bylaw No. 116915 to occur in this meeting. CARRIED UNANIMOUSLY (2013-11-018) MOVED/SECONDED – Berringer/Ezeard THAT, the Capital Project Bylaw No. 116915 of the Board approved by the Minister and specifying a maximum expenditure of $218,954.00 for Project No. 116915 be read a third time, passed and adopted.

CARRIED UNANIMOUSLY

(2013-11-019) MOVED/SECONDED – Clavier/Ziemer THAT, the Secretary-Treasurer reports Statement of Financial Information Report and 1530 Report are received for information.

CARRIED UNANIMOUSLY

6.0 TRUSTEE ITEMS

R6.1 BCSTA Update – S. Berringer Trustee Berringer reported on BCSTA news and events. Trustee Berringer attended the BCSTA Provincial Council Meeting in Vancouver on October 25-26, 2013. Trustee Berringer reported on 9 motions that were debated at the provincial meeting. Four motions were postponed indefinitely or defeated. Five motions presented were carried. The motions carried will be brought forward to the AGM. Any accepted motions at the AGM will be brought forward to the Ministry. The Trustee Academy will be held in Vancouver on December 5th to 7th, 2013. R6.2 Transportation Review Document– J. Clavier Trustee Clavier reviewed the transportation review document that had been revised based on the boards decision to defer several recommendations slated in phase 3 and 4. The transportation department is very low on bus drivers. The district has very little on call drivers and recently bus runs were cancelled due to having no drivers available.

Minutes of the Regular Board Meeting – SD#59 Board of Education

November 13, 2013

Page 5 of 6

The board reviewed a graph showing the trend in spending associated with transportation costs. The board noted they had spoken with Mr. Van Tassel regarding the document they acknowledge at the last meeting from Mr. Caldwell, in which he identifies many railway crossings that are no longer used by the railway but still have stop signs to control the traffic. Mr. Caldwell is concerned of safety of some people stopping and others not. The transportation policy of the school district states that all school buses must stop at any uncontrolled railway crossing. The school district will follow their policy and the legal requirements of the law. R6.3 Board Reps/School Liaisons – T. Ziemer Trustee Ziemer reminded the other trustees they will be reviewing the trustee committees and school liaisons at the December Board meeting. The board will also hold elections of board chair and vice chair at the beginning of the December meeting. R6.4 Board Structure – W. Ezeard Trustee Ezeard suggested the board review the budget associated with the trustees and board activities when the board undergoes their review process. At that time the board may want to take a look at the board structure before the elections in the fall of 2014. The board will address what role do the trustees play and are there any efficiencies that the board themselves can be making?

7.0 COMMITTEE REPORTS R7.1 Policy Committee

R7.1.1 – P&R:3170: Respectful Workplace – Personnel Bullying & Harassment The policy and regulation has been revised to bring it into compliance with the new Worksafe policies effective November 1, 2013. The title of the policy and regulation has also been revised. The policy committee recommends to extend the review for Policy and Regulation 3170 for an additional 15 days to allow for further feedback and consideration from the policy review committee.

(2013-11-020) MOVED/SECONDED – Ezeard/Clavier

THAT, the board approve to circulate Policy and Regulation 3170 for an additional 15 day period for further review and feedback.

CARRIED UNANIMOUSLY

R7.1.2 – P&R:3190: Violence in the Workplace The policy and regulation has been revised to bring it into compliance with the new Worksafe policies effective November 1, 2013.

(2013-11-021) MOVED/SECONDED – Berringer/Ezeard

THAT, the board approve to circulate Policy and Regulation 3190 for a period of 45 days for review and feedback.

CARRIED UNANIMOUSLY

Minutes of the Regular Board Meeting – SD#59 Board of Education

November 13, 2013

Page 6 of 6

8.0 DIARY 9.0 NOTICE OF MOTION

10.0 QUESTION PERIOD

A 10 minute question period was held.

11.0 FUTURE BUSINESS Regular Board Meeting – December 11, 2013 – Dawson Creek – Board Office

ADJOURNMENT

(2013-11-022) MOVED/SECONDED – Ezeard/Ziemer THAT, the Regular Meeting be adjourned. (2:20 PM)

CARRIED UNANIMOUSLY CERTIFIED CORRECT: ___________________________________ (R. Powell) Board Chair _________________________________________ (F. Christenson) Assistant Secretary Treasurer

11/28/2013, 12:23 PM

DATE: November 13, 2013 10:00 AM PLACE: Board Office – Dawson Creek

The meeting was called to order and the following was reported. Items for Adoption

Approval of Agenda

Closed Session Minutes – October 23, 2013

Business Arising Essential Items Trustee Items Items discussed and reported included:

BCPSEA Update Presentation Superintendent’s Reports Items discussed and reported included:

Student Discipline Report

Personnel Matters

Bargaining Update

Secretary Treasurer’s Reports Items discussed and reported included:

Nil

Notice of Motion Diary Future Business Adjournment CERTIFIED CORRECT:

____________________________ Richard Powell, Board Chair

____________________________ Flora Christenson, Assistant Secretary Treasurer

School District No.59 (Peace River South)

Superintendent’s Report on Student Achievement

2013/2014

Ensure transparency and accountability for each school district in terms of its responsibility for improving

student achievement; and

Provide information that will facilitate subsequent planning for continuing improvement of student

achievement at the school and school district levels

Data and evidence used to report student achievement

should include provincial and local (district) measures.

Local data could include a number of district wide

instruments commonly used, district designed

measures such as school assessments and teacher

classroom assessments.

Districts may report additional areas of student

achievement arising from the most recent achievement

contract.

The Superintendent’s report is a public document,

should be “reader friendly” and easily understandable.

The Superintendent’s Report

Should be brief and to the point.

Should be focussed on results and evidence of

acquired results.

Should be a useful point of departure for future

planning.

Must be submitted to the Board of Education by

December 15.

Must be submitted by email by January 31.

Ministry of Education School Act

Section 22 of the School Act states the following:

“A board must appoint a superintendent of schools for a school district who, under the general direction of the board..., (b.1) must, on or before December 15 of a school year, prepare and submit to the board a report on student achievement in that district for the previous year.

Section 79.3 goes on to say:

“On receipt of a report submitted by a superintendent of schools under Section 23 (1)(b.1), the board must, on approval of the report,

A) Immediately, and in any event no later than January 31st of the school year in which the board receives the report, submit that report to the minister, and

B) As soon as practicable, make the report available to the public.”

Please use this form to insert the required elements of the Superintendent’s Report.

The completed report will be published on the Ministry website, as a PDF document.

Questions and/or concerns

Direct questions and/or concerns to the Ministry by email: EDUC.Achievement@gov.bc.ca

Submission

Submit your document, by January 31, to the Ministry by email: EDUC.Achievement@gov.bc.ca

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School District No: 59 School District Name: Peace River South

1. Improving Areas of Student Achievement What is improving?

Students’ social emotional learning in the elementary schools

Students’ ownership of their learning and ability to talk about their thinking

Student engagement and ability to talk about their learning

Literacy results at the grade 4 level

What evidence confirms this area of improvement?

The teaching and learning of Habits of the Heart/Mind are evident in elementary schools. Students

can be seen using their understanding of empathy, curiosity, integrity, self-confidence and

reflection as they support each other in collaborative working groups and in social settings.

Evidence of their learning in these areas is also seen in students’ presentations and

demonstrations of learning, the critiquing process and risk taking.

Students are able to distinguish between product and process. There is a growing understanding

that learning is in the process, not the product. Students are increasingly demonstrating use of

21st Century competencies such as critical thinking, collaboration, problem solving and

communicating.

Student engagement and ownership are evident in the number of presentations of learning

occurring throughout the district. Students have also been making presentations to the Board of

Education.

There is an increase in the percentage of students who are meeting/exceeding on the grade 4 FSA reading assessment.

2. Challenging Areas

What trends in student achievement are of concern to you?

There continue to be students who are not engaged in learning. It appears when students are not

challenged or find what they are being asked to do is not important to them, they disengage.

Literacy levels of intermediate students continue to be an area of concern.

What evidence indicates this is an area of concern?

Significant attendance issues amongst our vulnerable student population at the secondary

level

Secondary student interview data

Fountas and Pinnell reading assessment data

2

3. Programs / Performance / Results & Intervention

Comment on the effect of interventions and programs with specific reference to goals and targets

set out in your last Achievement Contract.

Mind Up, Positive Discipline in the Classroom, Me to We, I Can, restorative practices and Habits of

the Heart are having a positive impact on school culture and peer-to-peer interactions.

Many schools have adopted an inquiry-based approach resulting in increased levels of student

engagement. Presentations of learning occur throughout the year and are extremely well attended

by parents and community members.

The development of classroom profiles and instructional plans based on individual student data is

impacting the design of classroom instruction based on the Response to Intervention (RTI) model.

Collaboration time is provided for teachers to co-design instruction based on achievement data

and RTI. We are moving from knowing about the needs of students to implementing differentiated

instructional practices and supports that make a difference.

Please include comments on the effect of interventions and programs. Based on acquired

evidence, what efforts appear to be making a difference?

Group work by the counseling department focuses on students developing new skills that

they are able to apply across environments

71% of the students are able to demonstrate a skill outside of the group setting

95% of the students are able to articulate improved social skills such as respect, anger

management, self-esteem and impulse control

55% of the students in after school programs have shown progress in social skill

development

List any other Achievement programs you may have implemented in addition to previous years

goals and targets and their results.

Later to Literacy intervention teachers are now working in every elementary school. These

teachers provide additional reading and writing instruction to targeted students in grades 2-7 who

are not reading at grade level. The results are positive. In all schools, the majority of participating

students show several levels of improvement and many achieve at grade level as a result of the

intervention.

4. Targets (Summarize the targets set out in your Achievement Contracts) I.) Literacy: Identify your district’s target(s) for literacy.

Primary Literacy Project launched in September 2013 with a goal of 90% of students

entering grade 4 in 2017 meeting or exceeding grade level reading and writing expectations

3

90% of intermediate students reading and writing at grade level

State the specific evidence and measures of student achievement in literacy and the results that

have been realized.

Kindergarten screening and grade 1 assessments include Alphabet Knowledge,

Phonological Awareness Assessments, Concepts About Print

Fountas and Pinnell (Grades 1-8)

Report Card Data (K-12)

Performance Standards (Grades 1-9)

Later to Literacy intervention data (Grades 2-7)

II.) Completion Rates: Identify your district’s target(s) for completion rates.

Completion rate – 90%

State the specific evidence and measures of student achievement for completion rates and the

results that have been realized.

Six-year completion rates:

We continue to meet with students as a means of monitoring and adjusting programs.

III.) Aboriginal Education: Identify your district’s target(s) for aboriginal student improvement.

All aboriginal learners will be reading at grade level by the end of grade 3.

The district completion rate for aboriginal learners will be 90%.

All students will be engaged in their learning.

School culture will be inclusive, safe and caring.

State the specific evidence and measures of student achievement for aboriginal students and the

results that have been realized.

The district is disaggregating the data for aboriginal students in order to be able to set the most

relevant goals for this group. Support programs include Family Liaison Workers, Grade/Grad

Coaches and Aboriginal Support Workers. Teachers in each school will work with setting individual

targets for each aboriginal learner in our classrooms. We continue to make incremental gains in

our completion rates.

The District completion rate for aboriginal learners continues to trend in the positive direction and

this would suggest that the initiatives we have put in place over the past few years are producing

positive results.

4

We have been interviewing students both in small groups and one-on-one about their learning

experience and using this information to develop positive and inclusive school cultures.

Students are reporting that the coach/mentor teachers are providing support and assistance. Students report that the caring relationship that exists between coach/mentors and students is helping the students to set goals and achieve them.

5. Children in Care

Summarize the work and your efforts in meeting the needs of Children in Care.

What categories of Children in Care have been successfully identified and are being monitored?

For example: continuing custody orders, temporary custody orders, other...

Continuing custody orders are most consistently identified and monitored. Where each school has

knowledge of other custody arrangements, those students are identified and monitored.

What structures are in place to provide effective communications among MCFD offices, social

workers, foster parents and schools?

We have had very positive communication with foster parents around children in care. They are

fully involved in consultations regarding the child’s programming. The guardian social workers are

also involved in any major planning or decision making around these students. We have been able

to participate in most Integrated Case Management meetings.

What results are being achieved by students within the identified categories?

Achievements vary depending on the child’s situation. We are always flexible about changing in response to the child’s needs. We have had some great success with students involved with Special Needs Agreements and continue to advocate for the children under other agreements.

6. Early Learning

What strategies are in place to address the needs identified in Early Learning?

After years of steadily increasing vulnerability rates, there was a significant improvement in EDI

results for children entering kindergarten in September 2012. In School District No. 59 the child

vulnerability rate dropped from 38% (1 in 4 children) in 2011/12 to 32% (1 in 3 children) in 2012/13.

Children in the South Peace region are now within the range of the provincial statistic, indicating

that 32.5% of children, province wide have significant vulnerabilities in two or more domains.

In five waves of data (beginning in 2006) the Physical Development and Language & Cognitive

Development domains were consistently rated as the areas in which most children were

vulnerable. The latest data indicates that these areas are no longer the areas of highest concern.

District wide, vulnerability was highest on the Emotional Maturity scale at 18%. Child vulnerability

was lowest on the Language & Cognitive Development scale at 10%.

5

A variety of District initiatives have targeted the early learning community and their parents. The

six StrongStart Facilitators have had extensive professional development in language development

and are currently completing the Hanen Centre’s “Learning Language and Loving It”. In turn, their

goal is to mentor parents in using these high impact language development strategies at home.

The District has significant partnerships with other early learning groups and agencies in the community which have resulted in a full calendar of options for families at the District/Kiwanis Early Learning Hub. Kindergarten KickStart, Infant Interaction, Books & Pyjamas, and Family Fun Saturdays to name a few. There has also been an overwhelming response to “Positive Discipline for Parents” training with 65 parents graduating from the 7-week courses offered over the past year

7. Other Comments

For example: education transformation, student wellness, ERASE, skills training

At present, we provide relevant programs for ELL students and sometimes their families (as a

result of our partnership with the Dawson Creek Literacy Society). We have a helping teacher to

ensure that appropriate programs are in place for school age learners. Adult Literacy programs are

active in each of our three communities. Communities are being intentional around providing

available resources through the public libraries and Literacy Societies who provide workshops for

ESL adults.

ERASE training has been completed by all schools. The VTRA protocol has been signed off by

MCFD, RCMP and CYMH. The protocol has been successfully implemented across the district

with a direct result of greater communication.

8. Board approval date:

December 6, 2013

MEMO TO: Board of Education

FROM: Flora Christenson, Assistant Secretary Treasurer

RE: Allocation to Reserve Funds

I am recommending motion for a transfer of $500,000 from the 2012-2013 surplus funds to be specifically dedicated to assist with future reductions in transportation funding. Thanks, Flora Christenson

School District No.59 (Peace River South)

2013-14 BOARD REPRESENTATIVES

Committee Representatives: Education Committee W. Ezeard /S. Kampen-Chair

A. Prescott (District Staff – L. Lambie)

Policy Committee T. Ziemer-Chair/R.Powell /S. Kampen (District Staff – C. Clouthier)

Finance-Tenders/Budget Committee Of The Whole

Program Liaisons: Transportation J. Clavier-Dawson Creek

S. Kampen-Chetwynd (District Staff – A. Van Tassel/K. Trail)

Maintenance/Capital Projects J. Clavier (District Staff – A. Van Tassel)

BCSTA S. Berringer /T. Ziemer/A. Prescott

DPAC T. Ziemer /R. Powell (District Staff – K. Maurer)

Aboriginal Education W. Ezeard – Dawson Creek S. Kampen /A. Prescott – Chetwynd (District Staff – Kathy Sawchuk)

Energy Portfolio Outdoor Ed/ Destination Conservation International Education Program

S. Berringer/W.Ezeard/T. Ziemer (District Staff – K. Maurer/A. Van Tassel) (Brad Booker – Program Vice Principal)

Communications S. Berringer/S.Kampen/A.Prescott

Board Representatives for Negotiating Purposes: PRSTA R. Powell/W. Ezeard

Excluded J. Clavier/R. Powell

BCGEU J. Clavier/T.Ziemer

CMAW J. Clavier/T.Ziemer

Teamsters W. Ezeard/R. Powell

BCPSEA R. Powell /W. Ezeard

School Liaisons:

Canalta Elem. R. Powell Parkland Elem. J. Clavier

Dawson Creek Sec. R. Powell/T. Ziemer Peace View Elem. J. Clavier

Chetwynd Secondary S. Kampen/A. Prescott Pouce Coupe Elem. W. Ezeard

Crescent Park Elem T. Ziemer Rolla Traditional Sch. W. Ezeard

Devereaux Elem J. Clavier South Peace Elem. J. Clavier

Don Titus Elem. S. Kampen

SP Distributed Learn. W. Ezeard Tate Creek Elem. W. Ezeard

Ecole Frank Ross T. Ziemer Tremblay Elem. R. Powell

Little Prairie Elem. A. Prescott Tumbler Ridge Elem. S. Berringer

McLeod Elem. J. Clavier Tumbler Ridge Sec. S. Berringer

Moberly Lake Elem. A. Prescott Windrem Elem. S. Kampen/A. Prescott

School District No.59 (Peace River South)

3020 Employment of Summer Students

Policy 3020 STATUS: ADOPTED

EMPLOYMENT OF SUMMER STUDENTS

Board Approved: March 25, l985

Last Revised: June 19, 2013

Description:

To the fullest extent possible, equal opportunity shall be provided to all local students for

summer employment with the school district. When summer help may be required, the

vacant position(s) shall be advertised and the successful candidates appointed in a selection

process approved by the Superintendent of Schools.

Regulation 3020 STATUS: REVISED

EMPLOYMENT OF SUMMER STUDENTS

Board Approved: March 25, l985

Last Revised: November 2013

Description:

For the purposes of this regulation, a “student” will be defined as an individual returning

from or planning to attend a secondary or post-secondary educational institution on a full-

time basis.

Hiring Procedure:

1. Identify Needs:

The Facilities Manager will communicate to the Director of Human Resourccs and Secretary

Treasurer the needs for student employment with as much advance notice as possible, so as to

enable the proper recruitment and selection process described below.

2. Recruitment:

The Director of Human Resources will then:

i) advertise positions in local newspapers

ii) post positions in SD #59 secondary schools

iii) post positions on the SD #59 web site

3. Selection:

Selection of students will be based on the qualifications of all applicants. In assessing

qualifications, personnel selection procedures will be utilized. These may include:

employment interviews and/or reference checks and/or drivers' abstracts. All hiring is subject

to the successful completion of a criminal record search by the Attorney General of Canada.

4. Where possible, students will be hired and assigned within their home geographical areas.