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HomeMy WebLinkAbout11 Education Committee Report 3 20 Feb 2006 Minutes PublicOTTAWA- CARLETON DISTRICT SCHOOL BOARD REPORT NO. 3, EDUCATION COMMITTEE To: The Board Date: 20 February 2006 A meeting of the Education Committee was held this evening in the Trustees' Committee Room, 133 Greenbank Road, Ottawa, commencing at 7:10 p.m. with Trustee Greg Laws in the Chair and the following also in attendance: TRUSTEE MEMBERS: Bronwyn Funiciello, Margaret Lange and Joan Spice OTHER TRUSTEES: Riley Brockington, Alex Getty, Lynn Graham, David Moen, David Primeau and Lynn Scott NON - VOTING REPRESENTATIVES: Elaine Morgan, Ottawa - Carleton Assembly of School Councils (OCASC), MerryLee Frith, Ottawa - Carleton Elementary Teachers' Federation, Tracy Finnigan, Elementary Operations Committee (EOC), Karen Gledhill, Ottawa - Carleton Secondary School Administrators' Network (OCSSAN), Louise Derry, Ontario Secondary School Teachers' Federation (OSSTF), and Myrna Laurenceson, Special Education Advisory Committee (SEAL). STAFF: Director of Education, Lorne Rachlis; Superintendents Laura McAlister, Glenda Stevenson and Jennifer Adams, Principal of Special Education, Cindy Alce, Manager of Field Services, Dr. Robert Flewelling; Vice - Principal of Special Education, Mari Murray, and Committee Coordinator, Kim Young. Call to Order Chair Laws called the meeting to order at 7:10 p.m. 2. Approval of Agenda On a motion by Trustee Spice, the agenda was approved as presented. Public Question Period Maureen Marten, noted that staff is recommending the relocation of the Deaf and Hard of Hearing (DHH) class from Centennial Public School to Vincent Massey Public School since DHH students in grades 7 and 8 do not have an opportunity to integrate with age- appropriate peers. She pointed out that the Physical Support Unit (PSU) at Centennial Public School includes grade 7 and 8 students and asked whether this addresses the need for DHH students to integrate with age- appropriate peers. Superintendent Stevenson indicated that staff's rationale on this issue was related to the need for DHH students to integrate with age- appropriate peers in the regular program. Given the wide age -range of Education Committee 1 20 February 2006 students in the DHH program, it is preferable for them to integrate with students in a school offering Kindergarten to Grade 8. Susan Derbti, recalled that staff indicated that parents of students impacted by the proposed changes to the type and location of specialized programs were contacted as part of the consultation process. She inquired if only the parents of students in the departing Centennial Public School PSU were contacted about the relocation, or whether the parents of the students in the proposed two remaining PSU classes at Centennial Public School were also consulted. She expressed the view that the two remaining PSU classes at Centennial Public School will be at capacity with eight or nine students in each. Ms. Derby asked whether the staff recommendation to close a PSU at Centennial Public School could be considered separately from the recommendation to establish a PSU at Sir Guy Carleton Secondary School. Superintendent Stevenson reported that the parents of students who would be directly impacted were contacted about the proposed change in location of the program, including the parents of students who would be graduating into the PSU for Grade 9. She indicated that the enrolment in the two PSUs at Centennial Public School is predicted to be eight students in each. With respect to the proposed recommendations, Superintendent Stevenson noted that trustees may choose to deal with the proposed recommendations separately. Stefan Ginder referred to the criteria used by staff to project the number of French Immersion Gifted students for 2006 -2007, and asked why the projections for Fallingbook Public School include data related to expressions of interest in the FI program by parents, while the projections for First Avenue Public School, Hopewell Public School and others do not include this information. Mr. Ginder expressed the view that the enrolment projections for all of the schools should based on consistent data. Mr. Ginder noted that the enrolment projections by staff are based on the number of students currently known to staff, and does not include those students who may be identified as Gifted as part of the upcoming IPRC process. Staff is projecting that there will be 24 students in the Grade 5/6 Gifted class at First Avenue Public School. He noted that there are potentially 14 Gifted students in the FI Gifted class at Vincent Massey Public School for 2006 -2007. Mr. Ginder inquired about staff's rationale for closing the FI Gifted program at Vincent Massey Public School and possibly relocating these students to First Avenue Public School, which could result in the program at First Avenue Public School being over - crowded. Dr. Flewelling noted that the enrolment projections provided by staff include data related to two different scenarios for class placements for 2006 -2007. He indicated that staff's most recent projections reflect the actual number of students, including those most recently identified as Gifted. 4. Delegations a) Gifted Identification Procedures, Christal Becker Christal Becker noted that the OCDSB's gifted identification criteria, revised last year to address cultural bias, resulted in an increase in identification and improved program viability. There are issues of concern still to be addressed, given that the incidence of Giftedness in the general population is 2.0 percent, while the OCDSB CCAT testing identified 0.87 percent, less than half of the targeted identification rate. Ms. Becker referred to the data she provided to the Committee with respect to Gifted identification across the system, both in rural and urban areas, and noted the inequity of Education Committee 2 20 February 2006 identification across postal codes, in that identification rates are significantly higher for those students from areas with families having higher incomes, who are better able to have their children identified as Gifted through private psychological assessments, at a cost of approximately $1,500.00 to $2,500.00. She outlined the factors used by San Diego City Schools in identifying students as Gifted, and suggested steps that the Board should undertake to remedy the inequitable identification of Gifted students across the region: • That in order to facilitate planning and accountability, the Board should collect and publish in annual reports, the number of identified Gifted students in each grade, the number of identified students who have transferred to the OCDSB from other school boards, and the number of Gifted students identified through OCDSB administered testing, • The Board should improve the equity of access to the Gifted program by more fully defining factors that might depress the demonstration of a student's full potential on the testing instrument, including environmental, limited English language proficiency, or medical issues. Staff should be required to take these factors into account when making recommendations regarding the identification of students as Gifted. In response to queries, Ms. Becker confirmed that last year, the Gifted identification process resulted in 115 students being identified, as compared to this year, when 200 students were identified as Gifted. She explained that these figures are based on a sorting and analysis of the postal code data provided by staff last year. Ms. Becker clarified that, the Board does have a higher identification rate of Gifted students than many school boards, but that less than one percent were identified through Board testing, the rest through private assessment. Chair Laws thanked Ms. Becker for her presentation. b) Specific Recommendations for English as a Second Language (ESL) Program Delivery, Jennifer McKenzie and Carolyn Bullock, Community Council for Ethnocultural Equity(CCEE) Jennifer McKenzie and Carolyn Bullock presented a report including recommendations for English as a Second Language (ESL) program delivery, in response to trustees' request at the November meeting of the Community Council for Ethnocultural Equity (CCEE). The recommendations are organized under six categories: governance, budget, English Language Learner (ELL) Working Committee and Family Reception Centre, OCDSB and community partners, schools, and, hiring. They reviewed a number of ESL issues of concern, including the lack of resources for ESL students, and the need to delay the systematic integration of ESL students into regular classroom until they have acquired the necessary academic skills to succeed. Ms. McKenzie and Ms. Bullock noted that members of the immigrant community feel strongly that it is in the best interest of ESL and English Literacy Development (ELD) students to be measured to the same standards as native English- speaking students. Ms. McKenzie noted that the feedback on the report has been positive, and pointed out that the Auditor General of Ontario's Audit of the Ministry of Education for ESL, released two weeks after the CCEE report, confirms and supports CCEE's recommendations. Education Committee 3 20 February 2006 Trustee Spice commented that ESL students should be given the same support as French as a Second Language (FSL) students, especially in a school board in the Ottawa - Carleton region which has a significant population of Francophones. In response to Trustee Moen's query, Ms. Bullock explained that there are currently one hundred ESL teachers in the OCDSB, which is fewer than in 1999. The recommendation in the CCEE report refers to the need for 14 additional ESL teachers and resources to meet the needs of students. Trustee Scott noted that one of the challenges in providing service to ESL students is that they are not all of the same age when they enter the system, and would require different services according to their age. She asked the presenters to provide information about the distribution of age of beginning ESL students across the system. Ms. McKenzie agreed to provide the information. Chair Laws thanked Ms. McKenzie and Ms. Bullock for their presentation. C) Specialized Programs for 2006 -2007, Eric Apedaile, Vincent Massey PS School Council Eric Apedaile referred to the staff recommendation to close FI Gifted classes at Vincent Massey Public School, and expressed the view that while the number of students in EFI Gifted classes has declined between 2001 and 2005, it is expected that the number of students will increase in 2006, and result in waiting lists for Gifted EFI classes by 2007. He outlined the rationale for the projected increased demand for the EFI Gifted program, illustrating how both the number of identified students has increased as well as how the number of students in the cohort increases as it moves from one grade to another. Mr. Apedaile indicated that the OCDSB's Gifted program is respected by other school boards and parents across the province, due to its excellence in teaching, administration and school communities. He urged the Board to take a long term view in making its decisions about closing programs for 2006 -2007 that may need to be re- established the following year to meet the need of students. Chair Laws thanked Mr. Apedaile for his presentation. d) Specialized Programs for 2006 -2007, Denise DeShaw, Executive Director, Ottawa Deaf Centre, and Sarah Colbeck, Parent, Centennial Public School Denise DeShaw presented views on Sarah Colbeck's behalf with respect to the staff recommendation to relocate the DDH program from Centennial Public School to Vincent Massey Public School. Ms. DeShaw noted the importance for the Grade 7 and 8 DHH students to remain with their younger DHH counterparts, no matter whether the program was located at Centennial Public School or Vincent Massey Public School. She expressed the view that it is most important for DHH students to remain together in K — Grade 6, and if possible for Grade 7 and 8 and secondary school. With respect to sign language interpretation, Ms. DeShaw noted the need for qualified interpreters who have completed a qualified interpreter training program, possess strong English skills, are trained in American Sign Language, and have an understanding of deaf culture. She emphasized the need for these qualifications in interpreters given the wide range of ages of DHH students in one classroom. Education Committee 4 20 February 2006 In response to queries about the ideal learning environment for DHH students, Ms. DeShaw indicated that the integration with age- appropriate peers is less important than the benefits for K -Grade 6 students by remaining together at the elementary level. She expressed support for the Board offering a K -Grade 6 DHH program at Centennial Public School and the establishment of a Grade 7 and 8 DHH program at Vincent Massey Public School. In response to a query about the importance for Grade 7 and 8 DHH students to move to the same secondary school as their cohorts in the regular program, Ms. DeShaw noted that the importance would vary according to individual needs and preferences. In her personal experience, she focused on educational issues, and did not expect to move from one school level to another with the same students for her entire academic career. Chair Laws thanked Ms. DeShaw for her presentation and the sign language interpreters for their services. 4. Superintendent's Report Superintendent McAlister reported that during the months of January and February, workshop sessions were presented to elementary teaching staff, primarily Grade 3 and Grade 6 teachers on "Linking EQAO Assessment Results to Classroom Instruction ". She also reported that Senior Kindergarten (SK) teachers will be participating in the implementation of the Early Development Index (EDI) again this year as part of the Best Start Strategy, a Ministry of Children and Youth Services initiative, supported by the Ministry of Education. Susan Zimmermann, author of "Mosaic of Thought" and "7 Keys to Comprehension ", made a presentation to principals and teachers, including Literacy Coaches, over a three -day period in late January. Feedback on the presentation indicates that Ms. Zimmerman's comprehension strategies, based on best practices and central to Balanced Literacy, were well received by staff. With respect to credit recovery initiatives, Superintendent McAlister reported that 299 credit recoveries have been achieved to date. Recoveries are the result of a student having failed a course and reached back to regain the credit through the credit recovery period. She reported 221 credit rescues, which are the result of a student taking a course, and having access to a support system, i.e., Opportunity Room, to assist them in achieving the credit. Curriculum Services staff are visiting 73 schools to assist staff in developing the literacy component of the School Improvement Plan. Curriculum Services staff also organized a book club on "Secrets of the Teenage Brain ", which proved to be popular. Receipt, Special Education Advisory Committee Report, No. 3, 1 February 2006 On a motion by Trustee Moen, your Committee recommends: THAT Report No. 3 of the Special Education Advisory Committee, dated 1 February 2006, be received. * Recommendation dealt with at the 27 February 2006 Board meeting. Education Committee 5 20 February 2006 Trustee Funiciello referred to the Gifted Screening Manual, cited on Folio 60 and 61, and commented that the new criteria for Gifted identification have already resulted in an increase in the identification rate, despite the fact that the Manual has not yet been distributed to schools. She noted that there were no recommendations in the report. 6. Receipt, Special Education Advisory Committee Report, No. 4, 9 February 2006 On a motion by Trustee Moen, your Committee recommends: THAT Report No. 4 of the Special Education Advisory Committee, dated 9 February 2006, be received. Proposed revisions to the report will be presented to SEAC at its 1 March 2006 meeting for inclusion in the report. In response to Trustee Funiciello's query about a request on Folio 68 for information related to enrolment projections and the Gifted identification rates by postal code, Superintendent Stevenson agreed to provide the data as soon as possible. The report includes SEAC's recommendations with respect to specialized classes and programs for the 2006 -2007 school year. 7. Specialized Classes /Programs 2006 -2007 Recommendations Your Committee had before it report No. 06 -035 seeking input on the final staff recommendations for changes in the type and location of specialized classes for the 2006 -2007 school year. Superintendent Stevenson presented an overview of the report, noting that SEAC approved the staff recommendations at its 9 February 2006 meeting, as well as a number of additional recommendations. Staff included SEAC's recommendations in report No. 06 -035 to the 20 February 2006 Education Committee meeting, with the exception of those related to staffing that would likely be dealt with as part of budget process. On a point of order, Trustee Graham declared a potential conflict of interest (daughter employed as an elementary teacher at Vincent Massey Public School) and noted that she would not participate in any discussion or vote on any of the recommendations pertaining to or impacting on Vincent Massey Public School. Trustee Scott moved as follows: THAT the Board approve the following changes of special education specialized classes /programs for the 2006 -2007 school year: A. Closure of 1 Physical Support Unit at Centennial Public School, B. Establishment of 1 Physical Support Unit at Sir Guy Carleton Secondary School, C. Relocation of Deaf and Hard of Hearing program from Centennial Public School to Vincent Massey Public School, * Recommendation dealt with at the 27 February 2006 Board meeting. Education Committee 6 20 February 2006 D. Closure of Dual Diagnosis program at Fielding Drive Public School, E. Closure of Dual Diagnosis program at Henry Munro Middle School, F. Relocation of Dual Diagnosis program from Crystal Bay Centre for Special Education to Bridlewood Community Elementary School, G. Establishment of a Dual Diagnosis program at Sir Wilfrid Laurier Secondary School, H. Establishment of a Dual Diagnosis program at Lisgar Collegiate Institute, I. Relocation of French Immersion Gifted program from Maple Ridge Elementary School to Fallingbrook Community Elementary School, J. Closure of I French Immersion Gifted class at Vincent Massey Public School with the remaining class becoming a grade 8 only French Immersion Gifted class, K. The remaining grade 8 French Immersion Gifted class at Vincent Massey Public School be closed at the end of the 2006 -2007 school year, L. The addition of a .5 teacher for the DHH program, M. The addition of staff as required for the French Immersion Gifted program at Fallingbrook Community Elementary School (proposed location). In response to a query, Dr. Flewelling confirmed that the Gifted identification rate has increased due to the implementation of the revised criteria. The new criteria were provided to staff in the spring of 2005 and were used in the assessment of students, even though the Manual itself and the training were not provided until recently. In response to a query about the redirection of students if the FI Gifted program closes at Vincent Massey Public School, Superintendent Stevenson noted that some students would be directed to First Avenue Public School. If First Avenue Public School is at capacity with students from its own catchment area, students would be directed to Fallingbrook Public School. Trustee Moen moved in amendment THAT Part I be revised as follows: I. Relocation of French Immersion Gifted program from Maple Ridge Elementary School to Henri, Larsen Elenientary School; Speaking to the amendment, Trustee Moen noted that it is reasonable to relocate the FI Gifted program from Maple Ridge Elementary School to Henry Larsen Elementary School given that Henry Larsen is located in the geographic middle of Orleans and is readily accessible. He noted that there is adequate space at Henry Larsen to offer the program, and portables would not likely be required at the school in the foreseeable future. In response to a query, Superintendent Stevenson advised that staff recommended Fallingbrook Elementary School as the site for the FI Gifted program, given that Maple Ridge Elementary School experienced a recent increase in enrolment following a switch in programs from English to French Immersion, the fact that Fallingbrook is located in a growth area, and the site would accommodate the addition of portables if required. She also cited the traffic flow in the area, noting that it was easier to travel further east, than have students travel westward to access Henry Larsen Public School. Trustees speaking in support of the amendment noted that program sustainability should be a factor in making decisions about the location of a program. While they expressed reluctance to support a change that was not part of the public consultation process, they noted the importance of placing the Education Committee 7 20 February 2006 FI Gifted program in Henry Larsen Public School, which could accommodate a likely increase in enrolment as the areas around the school experience growth. Trustees speaking against the amendment noted that the parents of students attending Maple Ridge Elementary School are under the impression that their children will be redirected to Fallingbrook Community Elementary School, as this was the only option presented to them as part of the consultation process. They expressed concern that staff had not had an opportunity to provide an analysis of Henry Larsen as an option, nor had the public had an opportunity to provide input. They also noted that it might be prudent to relocate the program to Fallingbrook, which over the long term, given the projected growth in the area, will likely end up being situated in the centre of the area for students who would access the program. Trustee Spice noted that it was unfortunate that Henry Larsen Public School was not presented as an option earlier in the process to ensure the public had an opportunity to provide input. She asked staff to provide information regarding the benefits and /or drawbacks of relocating the French Immersion Gifted program from Maple Ridge Elementary School to Henry Larsen Elementary School. In response to queries, Superintendent Stevenson noted that the OCDSB is the only school board in eastern Ontario that offers a FI Gifted program. With respect to the relocation of the program from Maple Ridge Elementary School to Fallingbrook Community Elementary School, she noted that the Superintendent of Schools supported the recommendation. She also noted that the Henry Larsen Public School site is comparatively small, and does not offer the same flexibility as Fallingbrook with respect to the possible need to add portables. In wrap -up, Trustee Moen emphasized the importance of placing the FI Gifted in the centre of the area where the Board expects the students to come from, rather than placing the program in the centre of the catchment area. He pointed out that the increase in enrolment at Fallingbrook is simply the result of the establishment of the FI program at the school, and an increase in enrolment would also be the result if the FI program were established at Henry Larsen. Trustee Moen noted the importance of placing the FI Gifted program at the site that would best meet students' needs. The amendment was defeated. In response to a query about the staff recommendation to establish a Dual Diagnosis program at Lisgar Collegiate Institute, Superintendent Stevenson noted that Ridgemont High School currently offers three specialized programs, as well as a Gifted program, while Brookfield High School offers five specialized programs, in addition to the McHugh programs. For these reasons, staff felt that Lisgar was a more viable option for the establishment of a Dual Diagnosis program. With respect to the establishment of a Dual Diagnosis program at Lisgar Collegiate Institute, Superintendent Stevenson reiterated that there is no plan in place to situate the program in the basement classroom from 9:00 — 3:00 p.m. every day. The cost of renovations for the classroom is less than the cost of placing a portable at another site, and would be paid for from one of the facilities' budgets. She noted that interior classrooms exist at other schools, and are pleasant for students. Trustee Spice moved in amendment THAT Part N be added to the motion as follows: N. The addition of 1.0 FTE Physiotherapist, subject to budget consideration. Dr. Flewelling reported that currently, one Physiotherapist provides services to students at three different schools. The establishment of a Physical Support Unit (PSU) at Sir Guy Carleton Secondary Education Committee 8 20 February 2006 School would add a fourth school at which the Physiotherapist would provide services to students in the PSU. With respect to the amendment regarding the addition of one FTE Physiotherapist, Trustee Funiciello asked staff to provide information on the level of staffing that would be required to sustain the same level of service to PSU students across the district. A motion by Trustee Getty to refer the amendment to the budget process was ruled out of order by the Chair. In wrap -up Trustee Spice noted that having one Physiotherapist in place to provide services to students at four schools is not appropriate. She noted that staff would be providing a rationale for the addition of a Physiotherapist. The amendment was carried. An amendment by Trustee Spice THAT Part L be revised as follows, was accepted as friendly: L. The addition of 1.0 teacher for the DHH program, subject to budget consideration; Trustee Spice expressed support for the relocation of the Deaf and Hard of Hearing (DHH) program from Centennial Public School to Vincent Massey Public School, but expressed concern that this will result in Grade 8 DHH students being directed to Glebe Collegiate Institute, while Grade 8 students in the regular program will be directed to Hillcrest High School. In an effort to keep all of these students together, she asked whether a DHH program could be established at Hillcrest High School. Trustee Spice moved in amendment THAT the following be added as Part O of the motion: O. THAT staff include in its report recommending special education class changes for the 2007 -2008 school year, or in a future year, an assessment of the desirability of relocating the Glebe High School S DHH unit to Hillcrest High School in order to ensure that DHH students at Vincent Massey Public School will be able to move to their secondary school with their classmates. Trustees speaking in favour of the amendment expressed support for the plan to assess the possible relocation of the DHH program to Hillcrest High School. Trustees speaking against the amendment noted that it is important to ensure that there is stability across the system. It would be preferable to suggest to staff that the issue be looked into, rather than dealt with by amendment, without prior notice to trustees. They noted that this issue should have been dealt with earlier in the process, in conjunction with the staff recommendation to relocate the DHH program from Centennial Public School to Vincent Massey Public School. In wrap -up, Trustee Spice noted that the amendment asks staff to consider this issue when other special education program changes are proposed in the future. She noted the need on a regular basis, to assess the overall distribution of special education classes across the system. The amendment was defeated. Education Committee 9 20 February 2006 Trustee Moen moved in amendment THAT Part H be revised as follows: H. Establishment of a Dual Diagnosis program at Lisgar Collegiate Institute, provided that the program will not be provided in the basement of the annex-; In response to a query, Superintendent Stevenson noted that staff has not confirmed that the services to students in the Dual Diagnosis program would be provided in the newly renovated classroom in the annex at Lisgar Collegiate Institute. The students might rotate through the classroom as might other students. Decisions on issues related to scheduling are the responsibility of school principals. Trustees speaking against the amendment noted that the new classroom space in the Lisgar basement has not been viewed, and there is no reason to think that the space is unacceptable. It is important to allow principals autonomy in making decisions related to scheduling. They noted that staff has provided its assurance that the students in the Dual Diagnosis program will not spend the entire school day in the basement classroom. Trustees speaking in support of the amendment noted that the basement classroom is isolated, and placing the Dual Diagnosis program in that space would send a negative message to students, parents and the public. The amendment, if approved, would serve to alleviate some of the concern about this issue among members of the public. Director Rachlis noted that school principals exercise a significant amount of responsibility and authority in making decisions to ensure that students are provided with a proper learning environment to meet their needs. The amendment was defeated. Speaking to the main motion, as amended, Trustee Moen noted the need to defeat Parts J and K of the motion given that the current enrolment figures and projections for the FI Gifted program at Vincent Massey Public School are inaccurate. He noted the need for the Board to offer a total of five or six FI Gifted classes across the system. A motion to continue the meeting past 10:30 p.m. was carried. In response to a query, Superintendent Stevenson reported that if Parts A and B of the motion pertaining to the Physical Support Unit at Centennial Public School and Sir Guy Carleton Secondary School are defeated, students who require a Physical Support Unit to meet their needs would be moved into the regular program at their home school. With respect to Part A, D and E of the motion regarding the closure of Dual Diagnosis programs and a Physical Support Unit, Trustee Funiciello expressed concern that the closure of the programs might be premature, given that the IPRC process has not yet taken place. Dr. Flewelling reported that there are no students awaiting placement in a PSU or Dual Diagnosis program at this time. Trustee Getty expressed support for the recommendations, noting that a consultation process was undertaken regarding the proposed changes, and staff will ensure that all students' needs are met. Education Committee 10 20 February 2006 Myrna Laurenceson noted that SEAL, at its special meeting on 9 February 2006, expressed support for the staff recommendations, and recommended several additional changes related to staffing. SEAC expressed support for the closure of the under - utilized specialized classes at Vincent Massey Public School, in order to enable the resources to be reallocated to other special education programs. Trustee Spice asked that staff provide, prior to the 27 February 2006 Board meeting, enrolment estimates for the elementary Gifted classes for 2006 -2007, which would include (in addition to the information requested by Trustee Moen), the students currently in the system, as well as those who have formally indicated an interest in a Gifted class placement. On a point of order, Trustee Getty expressed concern that some trustees had named specific staff members regarding the alleged inaccuracy of enrolment figures. Trustee Moen indicated that there had been no intention to call into question the competence of staff. He expressed the view that special education staff provided enrolment projections based on the information available to them. Trustee Moen asserted that the projection data should have been provided by planning staff. In response to a query, Dr. Flewelling noted that there has been declining enrolment at Vincent Massey Public School since 2001. The enrolment projections for 2006 -2007, based on data gathered by staff, indicate continuing declining enrolment for Grades 4, 5 and 6. He expressed the view that there is an awareness of the gifted program across the system, and noted that the revised identification criteria are now being applied to students' applications. Dr. Flewelling anticipated that the FI Gifted program will grow, but noted that it is difficult to make guaranteed projections due to a variety of factors that impact on the final enrolment figures. Trustee Scott moved THAT the meeting continue past 11:00 p.m. to deal with the recommendations for specialized programs /classes, and the report regarding the mandate for the second phase of the Secondary School Program Review. Trustee Brockington moved in amendment THAT the second part of the motion related to the mandate be deleted. The amendment was carried. The motion to continue past 11:00 p.m., as amended, was carried unanimously. On a point of order, Trustee Lange noted the lateness of the hour and the lengthy comments by some trustees during the debate at the meeting. She moved THAT the speaking time for trustees be limited to one minute. Chair Laws indicated his unwillingness to limit the speaking time for trustees. Trustee Lange challenged the Chair. The motion to uphold the Chair was defeated. Trustee Moen asked that when staff provide the enrolment projections for Gifted classes, it also include the following information about what was included in the enrolment numbers staff had recently provided to trustees and stakeholders: • The number of students who are not yet "confirmed" (as eligible, wanting a placement, and expected to have one), • The number of students expected from other boards, Education Committee 11 20 February 2006 • The number of students who have not yet been IPRC'd as Gifted, • The number of students not in Gifted classes this year who will enter Gifted classes next year in grades 6, 7, and 8, • The number of students already IPRC'd as Gifted but whose parents have not yet indicated they wish their child to be in a Gifted class next year, • The number of students transferring into French Immersion (FI) Gifted classes from a different location, • The number of new students attracted by a public awareness campaign that includes actual ads in newspapers, and, • The number of "confirmed" students we expect not to show up due to death, transfer or other reasons. Trustee Lange moved THAT the debated be closed and a vote be taken on the motion. The motion to close debate was carried on a two - thirds majority. Trustee Moen requested that each part of the motion be voted on separately. Part A — I, L, M and N of the motion were carried. Parts J and K of the motion were defeated. On a motion by Trustee Scott, your Committee therefore recommends: THAT the Board approve the following changes to special education specialized classes /programs for the 2006 -2007 school year: A. Closure of 1 Physical Support Unit at Centennial Public School, B. Establishment of 1 Physical Support Unit at Sir Guy Carleton Secondary School, C. Relocation of Deaf and Hard of Hearing program from Centennial Public School to Vincent Massey Public School, D. Closure of Dual Diagnosis program at Fielding Drive Public School, E. Closure of Dual Diagnosis program at Henry Munro Middle School, F. Relocation of Dual Diagnosis program from Crystal Bay Centre for Special Education to Bridlewood Community Elementary School, G. Establishment of a Dual Diagnosis program at Sir Wilfrid Laurier Secondary School, H. Establishment of a Dual Diagnosis program at Lisgar Collegiate Institute, I. Relocation of French Immersion Gifted program from Maple Ridge Elementary School to Fallingbrook Community Elementary School, J. The addition of a 1.0 teacher for the DHH program, subject to budget consideration, K. The addition of staff as required for the French Immersion Gifted program at Fallingbrook Community Elementary School (proposed location). L. The addition of 1.0 FTE Physiotherapist, subject to budget consideration. The meeting adjourned at 11:15 p.m. * Recommendation dealt with at the 27 February 2006 Board meeting. Education Committee 12 20 February 2006 The Committee received for information, reports on beacon schools for 2006 -2007, the district profile for 2005 -2006, and changes to the District -wide evaluation project for secondary Mathematics. Greg Laws, Chair Education Committee Education Committee 13 20 February 2006