HomeMy WebLinkAbout14 Education Committee Partial Report 4 21 Mar 2006 Minutes PublicOTTAWA- CARLETON DISTRICT SCHOOL BOARD
To: The Board
TRUSTEE MEMBERS
OTHER TRUSTEES
NON - VOTING
PARTIAL REPORT NO. 4, EDUCATION COMMITTEE
Date: 21 March 2006
Bronwyn Funiciello, Margaret Lange, Greg Laws (Chair),
and Joan Spice.
Riley Brockington, Lynn Graham, David Moen, David Primeau,
and Lynn Scott.
REPRESENTATIVES: Tracy Finnigan, Elementary Operations Committee (EOC), Kevin Gilmore,
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, Coordinator, Quality Assurance, Joan Oracheski, and
Committee Coordinator, Kim Young.
ALSO PRESENT: Kailynn Anthony and David Steele, Student Trustee Advisors.
Call to Order
The Chair called the meeting to order at 7:35 p.m.
2. Approval of Agenda
On a motion by Trustee Lange, the agenda was approved as presented.
Public Question Period
With respect to the special education students for whom the Board received additional funding,
Greg Bonnah asked for information regarding the number of these students who were included in the
suspension/expulsion reports.
Superintendent Stevenson reported that this information is not tracked by the Board.
Penny Sanger, Educating for Peace, congratulated the OCDSB for its work in promoting equity,
diversity and anti - racism, as well as the Board's Safe and Caring Schools program. She expressed the
view that peace education also assists students in Kindergarten to Grade 12 in understanding how they
can help build an equitable and peaceful world. She asked how OCDSB teachers are incorporating peace
education into the curriculum, at what grade levels and the teaching methods used. Ms. Sanger also
inquired whether the OCDSB was aware of the peace and global education resources available, including
the Faculty of Education Resource Centre at the University of Ottawa, the Canadian International
Development Agency (CIDA), and the community -run Peace and Environment Resource Centre.
Education Committee 1 21 March 2006
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Superintendent McAlister noted that a report on peace and global education initiatives will be
presented to the Committee in May 2006, and will likely include some of the issues raised by Ms. Sanger.
4. Suberintendent's Report
Superintendent McAlister noted that students and staff from Robert Bateman Public School were
at the Administration Building earlier today to greet staff and to increase awareness of the International
Day for the Elimination of Racial Discrimination. This evening, the students and staff from the school
will be presenting to the South African High Commission an original piece of art entitled `Unity in
Diversity' which will be displayed at the High Commission.
She reported that 45 teachers have enrolled in a teaching on -line course, which is currently
underway.
Superintendent McAlister noted that a workshop for junior French Immersion (FI) teachers was
held on 21 March on "Ma Trouse d'ecriture" in literacv. Teachers were trained on how to use the `trouse
d'ecriture' and received a copy for their school resource room. She also noted that principals, junior
Literacy contact teachers and one Grade 5 teacher from each school will participate in a four -day shared
reading workshop for Grade 5 later this week.
Superintendent McAlister encouraged the members to attend the Maplefest activities which will
take place at the MacSkimming Outdoor Education Centre on 26 March.
She reported that the second term of the Trillium Web Elementary Achievement (TWEA) Report
Card has been successfully completed, and training has begun for the third term.
With respect to the house construction project, she noted that in the first term, fifty students
earned four credits each for their participation, and in the second term, 110 students will be earning four
credits each.
Superintendent McAlister encouraged the members to complete and return a survey on the
OCDSB Agenda and Meeting Schedule Review that will be provided to committee members shortly.
Superintendent McAlister agreed to follow up on Trustee Moen's query about professional
development with respect to writing in French for junior FI teachers.
Trustee Brockington asked staff to provide information on the corporate and /or private donations
of construction materials that have been made to the house construction project.
In response to Trustee Spice's query, staff confirmed that the Agenda and Meeting Schedule
Review survey will be provided to trustees as well.
5. Unfinished Business: Receipt of Minutes, Trades and Technology Steering Committee, June,
September, November and December 2005
On a motion by Trustee Brockington, your Committee recommends:
THAT THE MINUTES OF THE TRADES AND TECHNOLOGY STEERING COMMITTEE,
DATED 13 JUNE 2005,15 SEPTEMBER 2005,17 NOVEMBER 2005 AND 15 DECEMBER
2005, BE RECEIVED. (ATTACHED AS APPENDIX A)
Education Committee 2 21 March 2006
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6. Unfinished Business: Motion, Trustee Greg Laws, re Community Consultation on New Middle
French Immersion Program Locations
Trustee Laws moved as follows:
WHEREAS market interest, clearly defined by both the annual and five year growth rates in the
Middle French Immersion (MFI) program, can be seen as a clear indication that this program
should be expanded,
WHEREAS information relating to the spectacular annual rate of growth (i.e., 19.2 %) in the
Middle French Immersion (MFI) program was recently presented at the Business Services
Committee meeting of 18 January 2006,
WHEREAS a follow up memo (Jan. 24/06) from staff confirmed a strong five year growth trend
(i.e., 108.3 %) in enrolment in the MFI program - which clearly demonstrates ongoing market
demand for this program,
WHEREAS the newest MFI site for the Ottawa - Carleton District School Board appears to have
opened at Greenbank Middle School in September of 2002 (i.e., almost four years ago),
WHEREAS the four year growth in the MFI program at Katimavik Elementary School, a new
school in an area with demographics similar to many of our suburban growth communities, was
500 %,
WHEREAS geographically, there are, a) no MFI sites within the current boundaries of ( OCDSB)
Zone 97, b) no MFI sites south of Featherston Drive Public School, c) no MFI sites serving the
nearby suburban LDH community to the west and, d) nothing addressing potential demand for
MFI in rural communities west of Zone 97,
THEREFORE BE IT RESOLVED THAT:
A. As part of a review of French Immersion (FI) entry points and programming, an
examination of the potential for expansion of the MFI program elsewhere within
the OCDSB will be conducted,
B. Based on a confirmation of market demand in the final report on FI, specific
recommendations about additional MFI program locations in the south and east
portions of the OCDSB shall be part of the final report,
C. If, for reasons beyond the control of the board, a complete review of FI cannot
be conducted, a report outlining the steps required to thoroughly examine the
potential for an expansion of the MFI program in the south and east portion of
the OCDSB, will be prepared for presentation to a future meeting of the
Education Committee.
During the course of the debate, the following amendments were carried:
• An amendment to revise Part C as follows:
Education Committee 3 21 March 2006
Partial Report
C. If, for reasons beyond the control of the board, a complete
review of FI cannot be conducted for iniplenientation bly
September 2009, a report outlining the steps....
• An amendment to Part B and Part C to delete "the south and east portions of
• An amendment, sub - amended, to revise Part C as follows:
C. If, for reasons beyond the control of the board, a complete
review of FI cannot be conducted for implementation by 2009, a
report outlining the steps required to provide access to the MFI
program for areas o f the Board not currently sei -v,ed, will be
prepared for....
During the course of the debate, the following amendment to Part B was defeated:
B. Based on a confirmation of market demand in the final report on
FI, specific recommendations about how to provide MFI deliveJ -,
to portions o f the Board not currently sei -v,ed shall be part of the
final report,
The motion, as amended, was defeated.
7. Receipt of Special Education Advisory Committee Report, No. 5, 1 March 2006
On a motion by Trustee Graham, your Committee recommends:
THAT REPORT NO. 5 OF THE SPECIAL EDUCATION ADVISORY COMMITTEE, DATED
1 MARCH 2006, BE RECEIVED. (ATTACHED AS APPENDIX B)
Receipt of Minutes, Trades and Technology Steering Committee, 26 January 2006
On a motion by Trustee Graham, your Committee recommends:
THAT THE MINUTES OF THE TRADES AND TECHNOLOGY STEERING COMMITTEE,
DATED 26 JANUARY 2006, BE RECEIVED. (ATTACHED AS APPENDIX C)
9. Support for the Artists in Schools Model, Trustee Lange
Trustee Lange moved:
WHEREAS the Advisory Committee on the Arts (ACA) supports the artists -in- the - schools model
as a key element for promoting the Arts curriculum in the schools and recognizes the positive
impact that the Marjorie Loughrey Endowment Fund (MLEF) will have on the arts,
THEREFORE BE IT RESOLVED:
THAT the OCDSB express its support for the artists -in- the - schools model, which the Marjorie
Loughrey Endowment Fund (MLEF) for Artists in the Schools will help implement.
Education Committee 4 21 March 2006
Partial Report
The motion was carried. On a motion by Trustee Lange, your Committee therefore recommends:
THAT THE OCDSB EXPRESS ITS SUPPORT FOR THE ARTISTS -IN- THE - SCHOOLS
MODEL, WHICH THE MARJORIE LOUGHREY ENDOWMENT FUND (MLEF) FOR
ARTISTS IN THE SCHOOLS WILL HELP IMPLEMENT.
10. Declining Enrolment at Beacon Schools, Trustee Graham
Trustee Graham moved as follows:
WHEREAS the elementary school population of the OCDSB has declined by 4.3 % between
October 2003 and October 2005,
WHEREAS the elementary school population of OCDSB Beacon Schools has declined by 11.8
% during the same time period,
WHEREAS factors that account for this variance could include: demographics, labelling, student
transfer policy, program offerings, boundary changes, availability of child care, EQAO results,
and condition of facility,
WHEREAS it is important to maintain stable and challenging school environments for all
students, including those who are deemed at greatest risk of school failure,
THEREFORE BE IT RESOLVED
THAT a report be prepared for June Education Committee providing an analysis of the reasons
why enrolment is declining at elementary Beacon Schools faster than at other elementary schools
and that the report include recommendations as to how this situation can be addressed.
During the course of the debate, amendments to insert "if appropriate," following
"recommendations" and to replace "can be addressed" with "should be addressed" were accepted as
friendly.
The motion, as amended, was carried. On a motion by Trustee Graham, your Committee
therefore recommends:
THAT A REPORT BE PREPARED FOR JUNE EDUCATION COMMITTEE PROVIDING AN
ANALYSIS OF THE REASONS WHY ENROLMENT IS DECLINING AT ELEMENTARY
BEACON SCHOOLS FASTER THAN AT OTHER ELEMENTARY SCHOOLS AND THAT
THE REPORT INCLUDE RECOMMENDATIONS, IF APPROPRIATE, AS TO HOW THIS
SITUATION SHOULD BE ADDRESSED.
11. Advertising ampaign for the Gifted Program, Trustee Funiciello
Trustee Funiciello moved:
WHEREAS there are spaces available in the OCDSB's specialized gifted program for the
2006/2007 school year,
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WHERAS the OCDSB specialized gifted program is an example of programming excellence that
has proven to be a very effective way of meeting the needs of exceptional students,
WHEREAS within eastern Ontario, the specialized gifted program is unique to the OCDSB,
WHEREAS effective advertising of the OCDSB's specialized gifted program will result in an
increase in the market share of enrolment which will improve school and program viability,
which is consistent with the board's goals and objectives,
THEREFORE BE IT RESOLVED
THAT staff immediately take steps to increase awareness of the OCDSB's specialized gifted
program including but not limited to the following:
A. Send a letter home to parents of all students who have been identified as gifted in
our District, and who are not currently in a specialized gifted class communicating
the availability of classes. Attach the gifted programming fact sheet to this letter,
B. For any IPRC held after March to consider the identification of a student as
gifted, include with the notice of the meeting a letter communicating the
availability of classes and fact sheets on gifted programming,
C. Schedule and advertise District wide open houses to provide information on and
answer questions about gifted programming at the OCDSB,
D. Run bilingual newspaper advertisements in a variety of publications
communicating the availability of space in these exceptional programs,
E. Enhance website access to information on the gifted program such as easy to find
home page links to gifted programming fact sheets, identification procedures,
program locations, etc.,
F. Include information on gifted programming and the availability of spaces in
OCDSB back to school awareness campaigns, and,
G. Work proactively and collaboratively with the school communities of school's
hosting specialized gifted programs in an effort to increase awareness of the
programs.
During the debate, the following amendments were carried:
• THAT Part C be revised as follows:
C. Schedule and advertise one or more District wide open houses....
• THAT the motion, as amended, be amended as follows:
THAT staff take steps to increase awareness of the OCDSB's specialized gifted
program where space is expected to be available for September 2006.
Education Committee 6 21 March 2006
Partial Report
The motion, as amended, was carried. On a motion by Trustee Funiciello, your Committee
therefore recommends:
THAT STAFF TAKE STEPS TO INCREASE AWARENESS OF THE OCDSB'S SPECIALIZED
GIFTED PROGRAM WHERE SPACE IS EXPECTED TO BE AVAILABLE FOR SEPTEMBER
2006.
12. English as a Second Language (ESL)/English Literacy Development (ELD) Program Delivery,
Trustee Lange
Trustee Lange moved as follows:
WHEREAS the English as a Second Language (ESL) and English Literacy Development (ELD)
programs are a significant portion of the OCDSB system, the students comprising an estimated
12% of the enrolment of the OCDSB,
WHEREAS these students have the potential to be successful learners if they receive the
necessary supports,
WHEREAS the 20 February 2006 Education Committee received a comprehensive report on
ESL program delivery from the Community Council for Ethnocultural Equity outlining issues
and providing recommendations,
THEREFORE BE IT RESOLVED
THAT staff respond to the following recommendations in their report to the April 2006
Education Committee:
A. THAT staff review the data on the EQAO test results of the ESL /ELD students
demitted from the program as a measure of the ESL program's success and, if
necessary, define what other testing would be appropriate to undertake to assess
the success of this body of students to allow for the development of a
benchmark for ESUELD student achievement,
B. THAT staff provide to the Board information on the number of teachers in both
the elementary and secondary panel who have completed the recommended ESL
training programs to achieve their certification to teach ESL, along with an
indication of whether these teachers are teaching ESUELD or regular program,
C. THAT the Board undertake a pilot summer school ESL program for secondary
students in partnership with OCISO as part of their "Step Ahead program" and
that afterwards the staff report back to the Board on the results with
recommendations for ESL summer school for the subsequent year,
D. THAT the Board appoint a Principal for ESL to develop an Action Plan for
improved delivery of programming for students in the ESL /ELD program in the
OCDSB to achieve better outcomes for ESL /ELD students and also achieve the
most effective use of resources,
Education Committee 7 21 March 2006
Partial Report
friendly.
E. THAT staff prepare a proposal and cost estimate for a training program that
would ensure that all teachers in the OCDSB, elementary and secondary panels,
would have the necessary skills to teach ESL students, and,
F. THAT staff provide an estimate of the cost to add Multi- Cultural Liaison
Officers (MLO's) to all the Beacon Schools in the OCDSB not already served
by an MLO and a manager to oversee the delivery of this service in the Board.
During the debate, an amendment to replace "April 2006" with "May 2006" was accepted as
The motion, as amended, was carried. On a motion by Trustee Lange, your Committee therefore
recommends:
THAT STAFF RESPOND TO THE FOLLOWING RECOMMENDATIONS IN THEIR
REPORT TO THE MAY 2006 EDUCATION COMMITTEE:
A. THAT STAFF REVIEW THE DATA ON THE EQAO TEST RESULTS OF
THE ESL /ELD STUDENTS DEMITTED FROM THE PROGRAM AS A
MEASURE OF THE ESL PROGRAM'S SUCCESS AND, IF NECESSARY,
DEFINE WHAT OTHER TESTING WOULD BE APPROPRIATE TO
UNDERTAKE TO ASSESS THE SUCCESS OF THIS BODY OF STUDENTS
TO ALLOW FOR THE DEVELOPMENT OF A BENCHMARK FOR
ESL /ELD STUDENT ACHIEVEMENT,
B. THAT STAFF PROVIDE TO THE BOARD INFORMATION ON THE
NUMBER OF TEACHERS IN BOTH THE ELEMENTARY AND
SECONDARY PANEL WHO HAVE COMPLETED THE RECOMMENDED
ESL TRAINING PROGRAMS TO ACHIEVE THEIR CERTIFICATION TO
TEACH ESL, ALONG WITH AN INDICATION OF WHETHER THESE
TEACHERS ARE TEACHING ESL /ELD OR REGULAR PROGRAM,
C. THAT THE BOARD UNDERTAKE A PILOT SUMMER SCHOOL ESL
PROGRAM FOR SECONDARY STUDENTS IN PARTNERSHIP WITH
OCISO AS PART OF THEIR "STEP AHEAD PROGRAM" AND THAT
AFTERWARDS THE STAFF REPORT BACK TO THE BOARD ON THE
RESULTS WITH RECOMMENDATIONS FOR ESL SUMMER SCHOOL
FOR THE SUBSEQUENT YEAR,
D. THAT THE BOARD APPOINT A PRINCIPAL FOR ESL TO DEVELOP AN
ACTION PLAN FOR IMPROVED DELIVERY OF PROGRAMMING FOR
STUDENTS IN THE ESL /ELD PROGRAM IN THE OCDSB TO ACHIEVE
BETTER OUTCOMES FOR ESL /ELD STUDENTS AND ALSO ACHIEVE
THE MOST EFFECTIVE USE OF RESOURCES,
E. THAT STAFF PREPARE A PROPOSAL AND COST ESTIMATE FOR A
TRAINING PROGRAM THAT WOULD ENSURE THAT ALL TEACHERS
IN THE OCDSB, ELEMENTARY AND SECONDARY PANELS, WOULD
HAVE THE NECESSARY SKILLS TO TEACH ESL STUDENTS, AND,
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F. THAT STAFF PROVIDE AN ESTIMATE OF THE COST TO ADD MULTI-
CULTURAL LIAISON OFFICERS (MLO'S) TO ALL THE BEACON
SCHOOLS IN THE OCDSB NOT ALREADY SERVED BY AN MLO AND A
MANAGER TO OVERSEE THE DELIVERY OF THIS SERVICE IN THE
BOARD.
The Committee received for information reports on beacon schools, 2006 -2007, the Special
Education Programs and Service Review — Phase II Report, and the Board Improvement Plans.
The meeting adjourned at 10:30 p.m.
Greg Laws, Chair
Education Committee
Education Committee 9 21 March 2006
Partial Report
APPENDIX A
OTTAWA - CARLETON
DISTRICT SCHOOL BOARD
Trades & Technology
Steering Committee
Meeting of 13 June 2005
Minutes
A meeting of the Trades & Technology Steering Committee was held this day in the
Trustees' Committee Room with the following persons in attendance: Lynn Graham *, Chair of
the Board, Trustees Bronwyn Funiciello, Greg Laws (by telephone) and David Moen *, Nancy
Myers, SEAL; Janice Ritchie, OCASC, Virginia Fobert, OCASC, Diane Jeudy -Hugo, Co-
ordinating Superintendent of Instruction (School Operations), Principals Geoff Bolting (Trades &
Technology), Leslie Walker (W.E. Johnston Public School), and Jean Cory (West Carleton
Secondary School), Teachers Mark Gilliland (Emily Carr Middle School), Kevin Shea (Bell High
School) and Kurt Kammersgaard (Woodroffe High School). Also present were Principals Frank
Allan* (Curriculum Services) and Barrie Hammond (South Carleton High School). *For part of
meeting. Regrets: Pam FitzGerald, OCASC, Mike Smith, Trades and Technology Industry,
Walter Piovesan, Principal, Ridgemont High School.
Call to Order
The meeting was called to order at 1:05 p.m.
Approval of the Agenda
The agenda, designed to facilitate the committee's transition in September to Curriculum
Services as an advisory committee as per ministry requirement, was approved as printed. A
number of items were combined and the renumbered agenda is reflected below.
Approval of Minutes of 19 May 2005 (Attachment A)
The minutes of 19 May 2005 were approved as printed. A member who was not present
on 19 May reported that external trades people had also been present at the workshop held at
Merivale High School last year (item 5 refers). Noted.
Business Arising from the Minutes:
(a) Letters of Permission
A Letter of Permission (LoP) may be granted by the Minister of Education for
one school year to employ a person who has subject - specific expertise but lacks a
teaching certificate if a qualified teacher cannot be found. An LoP can be renewed
provided application requirements are satisfied. There are approximately 6 individuals
involved in house construction projects in the OCDSB with LoPs.
Trades & Technology Steering Committee 1 13 June 2005
An annual Temporary Letter of Approval (TLA) may be obtained from OTC to
deploy a teacher who lacks the qualifications for a restricted assignment. A second
approval may be obtained only in extenuating circumstances. There are approximately
24 OCDSB staff with TLAs, and they are mainly communication technology teachers.
(b) Technology Consultant: New Budget Initiative (Attachment B)
The addition of a central Trades and Technology Consultant position, as
proposed by the committee at its last meeting, was reviewed. A request that the
consultant be a specialist technology teacher was noted. Specific budget information will
be provided at a later date by Curriculum Services staff.
Transition Planning:
(a) Mandate of Technology Steering Committee /TERI Funding, 2004 -2005
The OCDSB allocation for capital equipment in support of student success
initiatives is $13M. The ministry - funded student success position has been identified as
a focal point through which funding, which is based on September enrolment in
technological studies and a factor of the school enrolment, will be allocated.
Since the transfer agreement for the funds requires boards to constitute a
technological education advisory committee of community members and employees, the
steering committee agreed to expand its mandate. A request that at least one trustee be
included on the new advisory committee was noted. It was agreed that staff would
determine membership.
The members of the current committee volunteered to serve for one more year.
If possible, information will be obtained about the composition of the Algonquin College
committee since it is similar to that of the advisory committee.
(b) Government Announcements:
(i) Multi -year Work Plan (Attachments C & D) /Technological Education
Advisory Committee (Attachment E)
Each school is required to report on the 2005 -2006 component of the
multi -year plan for technological education in each of the key focus areas
designated by the ministry. Given the specificity of the funding, it might be
necessary to strike another subcommittee to facilitate the reallocation of funds,
although it was observed that meaningful input cannot be provided without
specific budget information.
Updates /Information Sharing
(a) Regional Training Session
Information from the ministry training session was tabled for reference. The
power point presentation provides a historical perspective and the rationale for the
government direction. The research in this area has focused on students at risk and the
Trades & Technology Steering Committee 2 13 June 2005
provision of relevant learning to facilitate student retention and provide students with
appropriate skills following graduation.
If possible, a copy of one of the CD ROM packages developed by other boards to
promote technological education will be obtained for reference. Some schools in other
boards offer survey courses in trades and technology to students in junior grades. There
are also designated focus schools for electronics, for example, and staffing is centrally
allocated to facilitate the movement of students from one school to another.
The leadership demonstrated by the two secondary teacher representatives in the
organization of the excellent workshop for OCDSB teachers was acknowledged by the
chair.
(b) TERI Allocations
The deadline for submission of the 2005 -2006 portion of multi -year plans is 24
June 2005. It was noted that only nine intermediate schools have substantial shop
programs.
(c) Solutions: Success for Life
Four pillars (literacy, numeracy, Program Pathways, community caring and
culture of caring) and nine indicators have been developed to measure student progress.
According to OCDSB data 36% of students are at risk. A number are already attending
OCDSB alternate programs, and staff is continuing to examine ways to improve success.
It was confirmed that issues such as mental health, drugs and alcohol, gang membership,
etc., are factors that would be considered under the fourth pillar
(d) Trades & Technology Business Partnerships
As a result of a partnership with the City of Ottawa, a number of programs such
as landscaping, African hairdressing, home renovation and drywall, have been developed
to encourage disenfranchised young people to enter the workforce. There is also a
program for young offenders. Next year, MTCU will examine career apprenticeship
programs and expand on partnerships already in place to benefit students.
Future Needs:
(a) Multi -year Work Plan:
(i) Funding Announcements/ OCDSB Program Review Integration
The above items will be addressed in the fall.
(b) Data Collection:
(i) Survey Elaboration
An expanded elementary survey was distributed. Only one secondary
school has not provided survey input.
Trades & Technology Steering Committee 3 13 June 2005
(ii) Special Education Issues
The technological delivery model will be carefully balanced to address
special education issues. It was noted that students who are not at risk would
also benefit from technological programs and the committee must not lose sight
of this fact.
(iii) Use of Technology Shop Audits
It has been determined as a result of the school shop safety study that
approximately $1.3M dollars would be required for repairs. A portion of TERI
funding has been allocated to repair large items which are unsafe, repairs to
smaller items are at the discretion of the principal and some guidance will be
required in this area.
Equipment which will not be in use should be removed from school sites,
and this will be noted as a future need and addressed accordingly.
(c) Training Issues:
(i) ABQ (Additional Basic Qualifications) Certification
It was reported that, of 60 applicants to the OISE ABQ certification
course, only one was successful. It may be necessary, therefore, to examine a
potential future partnership with Algonquin College to offer the program or
suggest that the University of Ottawa offer the program in partnership with
Algonquin College.
(ii) Guidance Counsellors /General Community
Open sessions should be scheduled in the fall, since students make
choices at that time for the following year. A suggestion that a multi media
presentation could be organized was noted. A video of a TVO program devoted
to trades and technology will be copied for distribution to interested schools.
Alternate programs have expressed a desire to offer alternative courses in
the second semester and will be seeking input from the trades and technology
committee.
The issue of equity of access to allow a student to transfer if a course is
not available at the designated school was raised again, as was the issue of
staffing, since it will not be possible to offer a course with 14 students if staffing
is not in place.
It was noted that two sections of a program run by HP under CISCO
could be linked to the co -op program since teacher training would not be
required.
An article from the West Carleton Review, describing a Design and
Technology project at Fitzroy Centennial Public School in which students
designed and built Styrofoam boats, was distributed for reference.
Trades & Technology Steering Committee 4 13 June 2005
Next Meeting
The next meeting will take place on Thursday, 15 September 2005, commencing at 9:30 a.m.
Adjournment
The meeting adjourned at 2:30 p.m.
Diane Jeudy -Hugo
Co- ordinating Superintendent of Instruction
(School Operations)
Distribution:
Members of the Trades & Technology Co- ordinating Committee
All Trustees
Director's Executive Council
Trades & Technology Steering Committee 5 13 June 2005
OTTAWA - CARLETON
DISTRICT SCHOOL BOARD
Trades & Technology
Steering Committee
Meeting of 15 September 2005
Minutes
A meeting of the Trades & Technology Steering Committee was held 15 September 2005 in Room B400
with the following persons in attendance: Lyme Graham, Chair of the Board: Trustees Bronwyn
Funiciello and David Moen: Nancy Myers, SEAL: Janice Ritchie, OCASC: Virginia Fobert, OCASC:
Laura McAlister, Superintendent of Curricul a t, Principals Geoff Botting (Trades & Technology): and
Leslie Walker (W.E. Johnston Public School): Teachers Mark Gilliland (Emily Carr Middle School),
Kevin Shea (Bell High School) and Kurt Kammersgaard (Woodroffe High School). Also present was
Mike Smith, Trades and Technology Industry: and Chris Borzecki, Supervisor Occupational Health,
Safety and WSIB.
Regrets: Principals Frank Allan (Cuuricul u t Services), Barrie Hammond (Curriculum Services), Jean
Cory (West Carleton Secondary School) and Walter Piovesan, Principal, Ridgemont High School.
Welcome /Introductions
The meeting was called to order at 9:40 a.m. Introductions were made around the table and
Laura McAlister, Superintendent of Curricul u t welcomed members to a new school year.
2. Approval of the Agenda
The agenda was approved as printed.
Approval of Minutes of 13 June 2005
The minutes of 13 June 2005 were approved as printed. It was noted that the CD Rom referred to
item 6 of the minutes, would not be available as the Limestone Board has copyrighted and do not wish to
release it.
4. Business Arising from the Minutes:
(a) Structure of Committee, membership direction from Ministry of Education
The Ministry requires that boards establish a technological education advisory committee in
which members may participate by email, teleconference, or other electronic means where appropriate.
Trustee Fuuiciello Motion
Trustee Fuuiciello's motion regarding the structure and membership of the Trades and
Technology Steering Committee will be forthcoming at the next Education Committee meeting of
Wednesday, September 21, 2005, as it was unfinished business from the Committee's meeting of 20 June
2005.
Trades & Technology Steering Committee 1 15 September 2005
Approved budget ($250,000):
• Inventory /Facility Review
Trustee Fumiciello explained that the intention of her motion to Education Committee regarding
the Trades and Technology Steering Committee was to access some finding in order to permit the
committee and its mandate move forward. She saw this as an initial starting point and clarified that it was
not meant to define an amount per school at this stage.
Trustee Moen pointed out that we need to clarify the use of Capital Expenses in that: 1) we need
to look at barriers, ie. lack of information and staff resources, and, 2) seed money as a one time
expenditure doesn't preclude capital, ie. throw away resources.
There was a suggestion of a multi -plan for the Board with all schools reporting back in support of
the Board's plan. The need to action next steps as soon as possible was noted including a review of the
current facilities /assets.
In a recent study of inventory of facilities equipment in secondary schools, some safety issues
have been identified however, there is equipment worth salvaging. Staff will be contracted to go out to
schools and provide a report at the secondary level. Time permitting, a review of intermediate schools will
also be conducted. It was noted that 22 of the 25 secondary schools have technology shops.
• Working Group
It was agreed that we establish a small working group to report back to the constituted group.
This group should consist of the principal of trades and technology, a technology teacher, a guidance
teacher (OYAP or COOP), a staff member with HR knowledge, a member with knowledge of Labour
Market Indicators (LMI), and a chair. The committee was reminded of the timelines of the Ministry
technology finding last spring.
The consensus was that the working group is not locked into these specific 6 or 7 members, and
we may refer to others from the larger group or outside where required.
C) Timelines
Superintendent McAlister stressed that the inventory and facility review is a critical part of this
plan. It is approximated that it will take 60 days to complete - looking at 25 secondary schools at
minimmtin time of h school per day, and 48 Elementary with an Intermediate component taking the balance
of days. Members agreed that the end of November was a reasonable timeline for completion of the
review.
A question was raised on the timelines for TERI finding for this year. Information has not yet
come in, however we will need to come up with a plan before it arrives (by Spring).
6. Next Meeting
The next meeting will take place on Thursday, 20 October 2005, commencing at 9:30 a.m.
Adjourmnent
The meeting adjoumed at 10:25 a.m.
Laura McAlister
Superintendent of Curriculum
Distribution:
Members of the Trades & Technology Coordinating Committee
All Trustees
Director's Executive Council
Trades & Technology Steering Committee 2 15 September 2005
0
�71 r___
OTTAWA - CARLETON
DISTRICT SCHOOL BOARD
Trades and Technology
Steering Committee
Meeting of 17 November 2005
Minutes
A meeting of the Trades & Technology Steering Committee was held 17 November 2005 in Trustee's
Committee Room with the following persons in attendance:
Lynn Graham, Chair of the Board: Trustees Bronwyn Fu niciello, David Moen and Alex Getty: Laura
McAlister, Superintendent of Curriculum: Barrie Hammond Principal, Curricul u t Services: Kevin Shea,
Curricul u t Services Consultant for Trades and Technology: Teachers Mark Gilliland (Emily Carr Middle
School) and Kurt Kammersgaard (Woodroffe High School): Janice Ritchie, OCASC: Virginia Fobert,
OCASC: and Mike Smith, Trades and Technology Industry. Also present was Trustee Joan Spice.
Regrets: Principals Frank Allan (Curricul un Services), Leslie Walker (W.E. Johnston Public School), Jean
Cory (West Carleton Secondary School) and Walter Piovesan, (Glebe Collegiate): and Nancy Myers,
SEAL.
I . Introductions
The meeting was called to order at 9:30 a.m. by Barrie Hammond, Principal of Curriculum
Services, who welcomed members and introduced himself as replacing Geoff Botting as Chair of the
committee. As well, Kevin Shea was introduced as the recently hired consultant for Trades and
Technology in Curricul u t Services.
2. Approval of the Agenda
The agenda was approved as printed.
3. Business Arising
Committee Membership
The membership was adjusted as directed by the Ministry of Education.
Committee Title
Trustee Bronwyn Funiciello's motion regarding the structure and membership of the committee
went to Board in October. Discussion at Board indicated a continuation of the title Trades and
Technology Steering Committee.
Revised Mandate
Discussion at Board around Trustee Funiciello's motion indicated that clarification around the
type of committee (i.e. Advisory, Ad Hoc, Special Purpose). Barrie Hammond agreed to bring
information back to committee with respect to the Board approved mandate and the mandate outlined
in EDU documentation.
4. Discussion/Updates
City of Ottawa partnerships
Superintendent McAlister gave an update on the City of Ottawa partnerships currently in place.
Several projects were started under the lead of Geoff Botting and are continuing under the
responsibility of Anna Bowles, Principal of Continuing Education.
Trades and Technology Steering Committee 1 17 November 2005
Results of Facilities /Inventory Review
Barrie Hammond reported that since the last meeting of committee we have acquired the services
of a retired principal, Jim Bruce and a retired facilities person, Jim Bilodeau, to visit schools and
compile a report on facilities and inventory. Their results were reviewed by Barrie Hammond and
Kevin Shea and a partial draft report was provided to committee. The report indicated three major
areas of concern: facilities, program and staffing. While there is no clear definition of how shops
should look, the objective of the survey was to determine an inventory of available shop space where
we can expand programs across the system. There is more work to do in terms of long term planning.
The report was discussed at length. It was pointed out that the intention of providing the report in draft
format today was to provide a snapshot of what is available to work with. Clarification was given on
the use of the report as background to identify opportunities and needs. Concerns were expressed and
discussed regarding the inventory should changes be made to the Curriculum. Hidden costs involved
in renovation changes to shops were also referenced.
Working Group Update
Plans have moved ahead with the formation of the working group and the first meeting was held
Tuesday, November 15t11 Notes of the meeting were distributed. The group focused on the three areas
of concern. It was identified that there is a need for a longer tern plan, a path for students that has
them leaving with portfolios that would show a potential employer the student's training and skills that
they can build upon. There is a need to promote Trades and Technology as the alternate for students
that will give them the skills to move into post secondary programs. Discussion continued aromnd
alternative program models, established targets of the committee and the coordination of visits to other
district boards to review their technology prograimning.
Concern was raised that the membership of the working group consisted entirely of staff, mostly
administrative and not enough from the teaching sector. As well, there was concern that this Steering
Committee would become a "report to" body rather than that of the original mandate. Clarification was
requested on the relationship of this committee and the working group and how the mandate will be
undertaken with the split groups. Superintendent McAlister clarified that the membership had not been
finalized and suggestions from the group would be helpfill. Barrie Hammond noted that the reason for
the higher number of principals on the working group was for his benefit, in order that he receive a
wider perspective on the matter. With regard to interaction between groups it was explained that
anything from the working group will filter through to the larger committee.
Technological Studies
The consensus of the group was that the focus cannot only be on students at risk. It was farther
noted that we need to move forward considering student demand, market demand, our ability to
provide program and the stigma of a career in the area of trades and technology. The committee
discussed when to start preparing students and at what grade level to make them aware of the
opportunities that may be available to them. Coimnittee agreed that exposure to opportunities such as
the World of Work could be offered at an earlier level in order that it be perceived as indoctrinating
rather than targeting students.
Following farther discussion on the Coimnittee name and mandate, it was deternined that the
name remain the Trades and Technology Steering Coimnittee and clarification of the mandate (i.e. as
passed at Board vs. that of the Ministry) will be provided at the next meeting of the Coimnittee.
A member from the steering committee has received calls from Algonquin College offering to
come into schools (council meetings) and talk to parents on Trades and Technology. It was agreed that
the working group would follow up.
Trades and Technology Steering Committee 2 17 November 2005
5. Next Meeting
The next meeting will take place on Thursday, December 15`1' In order to accommodate holiday
celebrations at the Board office on the morning of the 15`1' committee agreed that the time be changed
to 1:00 — 3:00 p.m. for this meeting.
6. Adiourmuent
The meeting adjoumed at 11:00 a.m.
Laura McAlister,
Superintendent of Curriculum
Distribution:
Members of the Trades & Technology Steering Committee
All Trustees
Director's Executive Council
Trades and Technology Steering Committee 3 17 November 2005
OTTAWA - CARLETON
DISTRICT SCI IDOL BOARD
Trades and Technology
Steering Committee
Meeting of 15 December 2005
Minutes
A meeting of the Trades & Technology Steering Coimnittee was held 15 December 2005 in the Trustee's
Committee Room with the following persons in attendance:
Lynn Graham, Chair of the Board: Trustee Alex Getty: Laura McAlister, Superintendent of Curricul un:
Barrie Hammond, Principal, Curriculum Services: Kevin Shea, Curricul un Services Consultant for Trades
and Technology: Principals Leslie Walker (W.E. Johnston Public School), Jean Cory (West Carleton
Secondary School): Teachers Mark Gilliland (Emily Carr Middle School) and Kurt Kammersgaard
(Woodroffe High School): Janice Ritchie, OCASC, Virginia Fobert, OCASC, Nancy Myers, SEAL: and
Chris Borzecki, Supervisor, Health, Safety & WSIB.
Lorne Rachlis, Director of Education and Frank Allan, Principal of Curricul un Services, for part of the
meeting.
Regrets: Trustees Bronwyn Funiciello, and David Moen: Principal Walter Piovesan, (Glebe Collegiate):
and. Mike Smith, Trades and Technology Industry.
I . Introductions
The meeting was called to order at 1:00 p.m. by Barrie Hannnond, Principal of Curriculum
Services, who welcomed new member, Chris Borzecki, Supervisor of Health and Safety.
2. Approval of the Agenda
Committee was provided with a package that included the agenda: the minutes of November 17,
September 15 and June 13, proposed mandate of the Trades and Technology Steering Committee:
Secondary Facilities Technical Survey: Technological Studies Staffing Qualifications. and a
Backgrounder Document from the Ministry dated 08 December 2005.
The Agenda was approved as printed.
3. Approval of the Minutes of November 17`11
Approval of the minutes for November 17th was held pending arrival of Trustees Moen and
Funiciello.
4. Business Arising
Review of Minutes of June 13 and September 15, 2005
Minutes of the Rine and September meetings had been referred back to the Trades and Technology
Steering Committee by Education Committee and the decision was to hold discussion pending the
arrival of Trustees Moen and Funiciello.
Mandate of the Steering Committee
Barrie Hammond asked the committee to review the proposed mandate which briefly outlined
three sources of origin. Coimnittee approved the revised mandate (as follows) and requested that the
information be provided in PDF format.
Trades and Technology Steering Committee 1 15 December 2005
The Trades and Technology Steering Committee will develop a plan for Trades and Technology
programming in the district. To this end, the committee may provide:
• Expertise with respect to employer and connntrtity expectations, Board and Ministry
priorities, and additional areas such as program content, available resources and
strategies /initiatives.
• Data such as labour market information.
• Advice on capital purchases to assist in aligning classroom experiences with current
workplace conditions.
• Expertise in setting objectives and establishing indicators of success for multi year plans.
Laurentian Property
The closure of the Laurentian High School site has left a variety of materials and resources. Some
of this equipment is such that it will be outdated in the near filture. Consensus from the Committee
was that we will need to move quickly to disperse these resources to the schools in order to make use
of them.
5. Discussion/Updates
a) Working Group Update
i) Inventoii, of .Specialh^ .S'hops:
Kevin Shea referred to the handout "Secondary Facilities Technical Survey' that was given to
members at the meeting. The survey provides general information on the shops in each high school. It
was noted that reviews of OTLC and Sir Guy Carleton have not yet been completed and that
information would be forthcoming. Also noted was that the definition of labs and shops was missing.
This was clarified as: a lab is a room with computers, etc., where a shop has equipment such as hoists,
saws, welding equipment, etc. The information will be updated for the PDF file.
Committee reviewed and discussed the survey. It was noted that Personal Services was not
included in the general outlook of the larger shops. Barrie Hannnond clarified that some classes not
related to Trades and Technology are being held in Trades and Technology rooms and are therefore not
included. Clarification was provided on the difference between Computer Engineering vs. Computer
Studies and the use of a classroom vs. a lab.
Committee discussed the section on Shops by Utilization by Superintendency area and its use for
scheduling purposes as it includes the number of sections as well as the number of rooms. Chair Lynn
Graham expressed appreciation for the information and conunented on its usefillness to the Coimnittee.
Trustee Getty also commented on the use of the report for programming by areas /zones. Staff agreed to
provide a chart suimnarizing specialty programs and total by description.
ii) Inventor, of .Staff Qualifications:
Committee members were provided with a list of the number of staff qualified in the various areas
of technical studies. Clarification was given on the use of A and B as levels of teaching: A being the
number of staff qualified to teach grade h h and 12 students, and B being the number of staff qualified
for grades 9 and 10. Under Design and Technology levels 1, 2 and 3 referred to levels received as a
result of the teacher's additional qualifications.
It was farther clarified that some Technology Teachers' qualifications that are now Broad Based
were grandfathered from the OSIS document and the 1995 Charles Pascal memo.
iii) Plait for Programming Configurations
As discussed as the November meeting, members of the Working Group spent some time visiting
School Boards in other areas of the Province. A slide show of their visit was produced and presented at the
meeting outlining some of the programs they are offering.
Trades and Technology Steering Committee 2 15 December 2005
of Education Announcements of December 08. 2005
Barrie Hammond asked committee to review the Ministry annomncement. He pointed out that the
three key components we need to keep in mind are teacher, facility and program. We need to ensure that
we are supporting our technology teachers and we need to work with the grade 7 & 8 program — making it a
priority. He referenced a report recently released by the Ontario Chamber of Commerce titled "Taking
Action on Skilled Trades: Establishing the Business Case for Investing in Apprenticeship ". The document
is available on the website: www.oce.on.ca (go to Publications, scroll down to Reports).
This latest announcement by Ministry is driven by government initiative to raise student
graduation rates and pages 3 & 4 (of the Ministry announcement handout) offers types of programs schools
can develop. Frank Allan added that committee must agree that students graduating must be ready to go to
work. The new legislation has much to offer in that the new curriculum program of locally developed
courses will allow new options for students and generate more graduates from the Adaptive program. The
government's offer to pursue partnerships with education, business and community organizations to
increase the nutuber of co -op and job placement opportunities will reduce the stress on the academic side
for students. Committee discussed ways and means of identifying students at risk, dealing with the lack of
parental understanding, and support for all groups.
Trustee Getty requested that the data in materials handed out to committee members be provided
in a clearer, more concise format. Kevin Shea agreed to have facilities data in a graphic format for the next
meeting.
6. New Business
Committee was asked to consider next steps, with priorities being:
• Ensuring shops standards and safety issues are addressed
• Provide training and appropriate professional development for technology education teachers
• Develop a list of generic skills that all students acquire through OCDSB technology education
programs
• Develop technology education programming options for OCDSB students
• Develop appropriate materials for students /parents following out of programming decisions
Committee members were asked to come to the next meeting with opinion as to the use of
Laurentian as a potential site for program delivery. It was noted that the Board is looking for
continent /direction from this committee on this issue prior to any decision on the disposition of Laurentian
property.
7. Next Meeting
The consensus of committee was that the Trades and Technology Steering Committee meetings
should be held on the third Thursday of the month at 1:00 p.m. It was agreed, however, that the next
meeting will take place on Thursday, January 26`1' at 1:00 p.m., to allow for more preparation time due
to the holiday break
8. Adjournment
The meeting adjourned at 3:10 p.m.
Barrie Hammond
Principal, Cu rricuhum Services
Distribution:
Members of the Trades & Technology Steering Committee
All Trustees
Director's Executive Council
Trades and Technology Steering Committee 3 15 December 2005
0
7J�_
OTTAWA-CARLETON
DIS I RIOT SCHOOI BOARD
REPORT NO. 5
SPECIAL EDUCATION ADVISORY COMMITTEE
To: The Board Date: 1 March 2006
A special meeting of the Special Education Advisory Committee was held this evening in the
Board Room, 133 Greenbank Road, Ottawa, commencing at 7:40 p.m. with Myrna Laurenceson in the
Chair and the following also in attendance:
TRUSTEE MEMBERS: Jim Libbey
OTHER TRUSTEES: Lynn Graham and Joan Spice
ASSOCIATION REPRESENTATIVES: Elizabeth Buckingham, Association for Bright Children, Eileen
Cope, Down Syndrome Association, Greg Bonnah, Integration Action Group, Bob Fraser, Roy Cooper,
Learning Disabilities Association of Ottawa, Judy Brignell, Ontario Association for Families of Children
with Communication Disorders, Lamar Mason, Pam Fitzgerald, Ottawa - Carleton Assembly of School
Councils, Myrna Laurenceson, Ottawa - Carleton Association for Persons with Developmental Disabilities
(SEAL Co- Chair); David Greenall, VIEWS for the Blind and Visually Impaired, and Judy Beattie,
VOICE for Hearing Impaired Children.
COMMUNITY REPRESENTATIVES: Hal Grossner (SEAL Co- chair)
STAFF: Glenda Stevenson, Superintendent, Learning Support Services, Cindy Alce, Principal of Special
Education, Mari Murray, Vice - Principal of Special Education, Robert Flewelling, Manager of Field
Services, Tina Olmstead, Itinerant Teacher of the Hearing Impaired (ITHI), Louise de March, Anna
Peacock, Lorraine Whitby, Learning Support Consultants (LSCs), Kathryn Holst, Learning Support
Consultant — Dual Diagnosis, James Wright, Audio - Visual Technician, and Kim Young, Committee
Coordinator.
NON - VOTING REPRESENTATIVES: Evan Cooper, Ontario Secondary School Teachers' Federation
(OSSTF) — Teachers, Cindy Dubuc, Ontario Secondary School Teachers' Federation (OSSTF) —
Educational Assistants (EAs), Fraser Blackwell, Ontario Secondary School Teachers' Federation
(OSSTF) — Professional Student Services Personnel (PSSP), Brett Reynolds, Ottawa - Carleton Secondary
School Administrators' Network (OCSSAN), and Wulf Heidecker, Ottawa - Carleton Elementary
Teachers' Federation (OCETF).
Call to Order
Chair Laurenceson called the meeting to order at 7:40 p.m.
Approval of Agenda
On a motion by Bob Fraser, the agenda was approved as presented.
Special Education Advisory Committee 1 1 March 2006
Public Question Period
Jotive Mortimer asked a number of questions related to the specialized class application
process, and inquired about projected enrolment in the OCDSB's junior Language Learning
Disability (LLD) classes for 2006 -2007, and the number of students who will be exiting the
program.
With respect to the specialized class application process, Principal Alce clarified that
each application form has one recommended placement. If the Recommendation Committee for
the specialized class determined that the student did not meet the criteria, staff would then consult
with staff at the school who would in turn seek parental permission for the application to be
considered by another Recommendation Committee.
With regard to the LLD classes, Principal Alce reported that the number of applications
for 2006 -2007, and the number of students leaving the junior LLD classes is not yet available.
She also indicated that staff do not track the number of students exiting the Grade 3 level of the
primary LLD classes whose scores fall between the I" and 16th percentile.
Literacy Effects on Hearing Impaired Students, Dr. Janet Olds, Psychologist,
Dr. Deirdre Neuss, Auditory- Verbal Therapist, Children's Hospital of Eastern Ontario
and Tina Olmstead, Itinerant Teacher of the Hearing Impaired
Dr. Janet Olds and Dr. Deidre Neuss presented an overview of the Audiology Services
provided to hearing impaired and deaf children at the Children's Hospital of Eastern Ontario,
including hearing testing, hearing aids /cochlear implants and auditory - verbal therapy. Tina
Olmstead presented information on services provided to DHH students in the OCDSB.
Dr. Neuss noted that the purpose of the auditory- verbal therapy is to develop the speech
and language of children with hearing loss using the hearing they gain with their hearing aids
and /or cochlear implants. She emphasized the commitment of parents in attending the therapy
sessions, adopting the auditory- verbal techniques, and the benefit of this involvement on their
children's progress. Dr. Neuss noted that children normally participate in the program from the
age of three and a half to five years of age, when they transition into a school program.
Ms. Olmstead explained that there are twelve Itinerant Teachers of the Hearing Impaired
(ITHIs), as well as a part -time Audiologist, providing services to students from the ages of 4 to 18
years across the system.
The ITHIs responsibilities include the assessment of students' progress, planning and
implementing individualized programs, supporting the students academically, ensuring that
hearing aids, cochlear implants and FM systems are in working order, and consulting with and
guiding parents, teachers, assistants and other school personnel with respect to the students'
needs.
Dr. Olds described herself as a researcher who documents the progress of students in
auditory- verbal therapy at CHEO. She noted that early intervention, the assistance of auditory -
verbal therapists, the role of trained teachers in the classroom, and the advance of technology
have impacted on the success of hearing impaired students in achieving improved levels of
language and literacy. Statistically, the language and literacy skills of children with hearing
impairments have advanced over time, and on average, are similar in terms of skill development
Special Education Advisory Committee 2 1 March 2006
to that of their peers. Dr. Olds acknowledged the highly - skilled auditory - verbal therapists in the
Ottawa area, and the beneficial working relationship in place between CHEO and the OCDSB.
In response to queries, Ms. Olmstead explained that all students with hearing
impairments receive services from an ITHI. Services are provided based on individual needs,
regardless of age or degree of hearing loss.
Ms. Olmstead also explained that the population of hearing impaired students has
changed over time. There is an increased awareness of the degrees of deafness, and the ability of
school boards to provide more mainstream education to students having a wider variety of
hearing loss and needs. She pointed out that, in recent years, addressing students' needs in terms
of their deafness is sometimes accompanied by the challenge of meeting their other needs as well.
In response to a query about the one - day -a -week educational Audiologist employed by
the Board, Ms. Olmstead explained that her duties include liaising with CHEO and the ordering
and distributing equipment to students.
Ms. Olmstead noted that ITHIs work with hearing impaired students that use FM
equipment, hearing aids and /or cochlear implants, and as such, their work does not involve
working with the same population of students as Speech and Language Pathologists (SLPs).
In response to a query, Ms. Olmstead confirmed that ITHIs provide hearing impaired
students with whatever tools or aids are required to meet their individual needs.
In response to a query about the challenge for professionals in diagnosing a hearing
impairment in a child as a cause of a literacy deficit as opposed to a possible learning disability,
Dr. Olds noted that clinical assessment and ongoing communication among professional staff and
parents are necessary to a proper diagnosis and intervention.
Ms. Mason commented that the Board provides ITHI services to students through the
early primary years and that these services decline as the child ages. She asked how students'
needs are met during the summer months. Ms. Olmstead replied that parents are relied upon to
carry on the auditory- verbal therapy with their children during the summer break. She noted that
VOICE also offers a summer program. Ms. Olmstead reiterated that a student's age is not a
factor in accessing services, rather the provision of services is based on the degree of hearing loss,
i.e., the student's need.
Co -chair Laurenceson thanked Dr. Olds, Dr. Neuss and Ms. Olmstead for their excellent
presentation.
Co- chairs' Report
Co -chair Laurenceson referred to material recently sent to SEAC members electronically
regarding upcoming focus groups on the OCDSB budget format. She asked the members to
review the focus group questions provided and submit their feedback to the SEAC Executive as
soon as possible.
Ms. Laurenceson referred the members to a 7 February 2006 article in The Star, a local
community newspaper, regarding the Gloucester High School Community Living program for
students with Developmental Disabilities (DD). She noted that Mr. Bill Shugar, teacher of the
Special Education Advisory Committee 3 1 March 2006
DD program, presented information and a video on the program at the 1 February 2006 SEAC
meeting.
Division Undate
Cindy Alce, Principal of Special Education
Principal Alce presented a brief update on the development of Program Indicators/
"Look- Fors" and noted that principals have an opportunity to provide input at the end of March.
She reported that the Program Indicators/ "Look Fors" will likely be presented to SEAC this
spring.
Principal Alce thanked Greg Bonnah and Hal Grossner for volunteering to participate in
the annual process to revise the Special Education Plan.
She reported that 748 students have registered for the spring session of the mini
enrichment program.
Dr. Bob Flewelling, Manager of Field SeJ -v,ices
Dr. Flewelling described the Parent Articulation Training Program (PATP), designed as a
hands -on program to train parents in speech sounds to assist their children in their speech
development. Interest has been expressed in the program from outside the district. There are
plans to videotape one of the training sessions to share the strategies with other jurisdictions.
With regard to professional development activities, staff took advantage of a recent
system -wide Professional Development (PD) day to attend various workshops: Social workers
attended a full -day workshop on a classroom -based prevention program for students at risk of
developing anxiety depression. Psychologists attended workshops on emotional intelligence and
care of self and others in Tragic Event Response Team (TERT) situations. Speech Language
Pathologists attended workshops on language impairment in dual language contexts. The first of
four sessions on the developing brain in relation to Autism Spectrum Disorder (ASD) was well
attended by Learning Support Consultants (LSCs) and Professional Student Services Personnel
(PSSP).
In response to a query about the FI Gifted program at Vincent Massey Public School,
staff confirmed that parents are asked to enroll their children in the program using the same
application process as other programs at other schools. Staff also confirmed that with respect to
specialized class placements, the age of the student is considered as one of the criteria for
placement.
Mr. Bonnah commented that in 2005 a SEAC motion was approved by the Board to use
consistent terminology with respect to issues and programs related to special education. He
reminded the committee, trustees and staff that these guidelines should be adhered to in
discussions at the committee and board level.
Review of Report No. 3, Special Education Advisory Committee, 1 February 2006
Mr. Bonnah asked that on Folio 3, the second sentence of the third paragraph be revised
as follows: "While one member noted that the video only portrays students engaged in non-
academic activities, other members...."
Special Education Advisory Committee 4 1 March 2006
On a motion by Hal Grossner, Report No. 3 of the Special Education Advisory
Committee, dated 1 February 2006, was received as amended.
• Business Arising
Mr. Grossner asked staff to check the accuracy of the reporting of Mr. Michael
Barnes' comments on page 2 of the report, under public question period, specifically with
regard to the students who are performing at or below the 16 'h percentile.
Review of Report No. 4, Special Education Advisory Committee, 9 February
On Trustee Moen's behalf, Mr. Grossner asked that the following paragraph be inserted
after the fifth paragraph under item No. 6, on Folio 10:
"In response to Trustee Moen's query about the existing Dual Diagnosis classes in
OCDSB secondary schools, staff reported that each class spends most or all of the day in one
room, that they do not rotate through classrooms, and that no other classes use their rooms."
On a motion by Lamar Mason, Report No. 4 of the Special Education Advisory
Committee, dated 9 February 2006, was received as amended.
There was no business arising from the minutes.
• Status of Motions /Reports
Co -chair Laurenceson noted that staff incorporated some of SEAC's recommendations
regarding specialized programs /classes for 2006 -2007 into its recommendations for consideration
at the 20 February 2006 meeting of the Education Committee. At the 27 February 2006 Board
meeting, trustees approved the following motion:
THAT the Board approve the following changes of special education specialized
classes /programs for the 2006 -2007 school year:
A. Closure of one Physical Support Unit at Centennial Public School, establishment
of one Physical Support Unit at Sir Guy Carleton Secondary School, and an
additional 0.5 FTE physiotherapist to serve to serve all students in Physical
Support Units across the system,
B. Relocation of the Deaf and Hard of Hearing program from Centennial Public
School to Vincent Massey Public School,
C. Closure of the Dual Diagnosis program at Fielding Drive Public School,
D. Closure of the Dual Diagnosis program at Henry Munro Middle School,
E. Relocation of the Dual Diagnosis program from Crystal Bay Centre for Special
Education to Bridlewood Community Elementary School,
F. Establishment of a Dual Diagnosis program at Sir Wilfrid Laurier Secondary
School,
G. Establishment of a Dual Diagnosis program at Lisgar Collegiate Institute,
H. Relocation of the French Immersion Gifted program from Maple Ridge
Elementary School to Henry Larsen Elementary School,
I. The addition of 1.0 teacher for the Deaf and Hard of Hearing program, subject to
budget consideration, and
J. The addition of staff as required for the French Immersion Gifted program at Henry
Larsen Elementary School.
Special Education Advisory Committee 5 1 March 2006
Ms. Mason asked whether, under the collective agreement, it would be possible for
SEAC to recommend, as part of the budget process, the closure of the two French Immersion
Gifted classes at Vincent Massey Public School. Superintendent Stevenson indicated that staffing
levels would have already been approved by the time that the budget process commences.
Confirmation of SEAC Members to Committee of the Whole (Budget)
The Co -chair asked for nominations for a SEAC representative and an alternate on the
Committee of the Whole (Budget).
Hal Grossner nominated Lamar Mason as SEAC representative on the Committee of the
Whole (Budget).
Lamar Mason nominated Hal Grossner as SEAC alternate on the Committee of the
Whole (Budget).
There being no other nominations, Hal Grossner and Lamar Mason were confirmed as
SEAC representatives on the Committee of the Whole (Budget).
10. Special Needs Students in Transition: A Practical Guide for Parents Fact Sheet
Your Committee had before it for input the Special Needs Students in Transition: A
Practical Guide for Schools and Parents Fact Sheet.
Principal Alce provided a brief summary of the Fact Sheet, noting that a draft was
presented to SEAC for input at its meeting on 5 October 2005. The final draft includes suggested
changes from SEAL, and adheres to Ministry guidelines.
In response to a query, Principal Alce explained that staff discourage parents from
touring specialized programs until their children have been approved for placement, to avoid the
disruptions to student learning. Requests for school visits are generally handled on a case by case
basis.
Mr. Bonnah expressed the view that the Fact Sheet should include information for parents
regarding sections of the Education Act pertaining to special education and parental/guardian
rights. Staff agreed to take this suggestion under advisement.
11. Notice of Motion: Community Representative Leave of Absence, Lamar Mason
Notice having been given, Lamar Mason moved:
WHEREAS due to illness, Debi Kirwan, Community Representative on the Special
Education Advisory Committee, is presently unable to attend meetings. However, she
expects to be able to resume her duties in future. Since she is counted for quorum at this
time, and does not wish to interfere in the workings of SEAL, she has requested a leave
of absence at this time.
THEREFORE BE IT RESOLVED:
THAT SEAC requests:
Special Education Advisory Committee 6 1 March 2006
THAT the Ottawa - Carleton District School Board grant a leave of absence to Debi
Kirwan, Community Representative on the Special Education Advisory Committee, until
such time as she is able to resume her duties or new applicants are approved at the time of
SEAC's reconstitution in December 2006.
In introducing the motion, Ms. Mason noted that Ms. Kirwan has made a twenty -year
contribution to SEAL, but due to illness, is unable to attend at this time. In the interest of
facilitating issues related to quorum, she has requested a leave of absence.
In response to a query, Co -chair Laurenceson noted that, to her knowledge, no
community members have expressed interest in the community representative position on SEAL.
She explained that, in line with the three year term of trustees and SEAC representatives, the
Board will advertise later in the year for applications for the three community representative
positions for 2006 -2009.
The motion was carried. On a motion by Lamar Mason, your Committee therefore
recommends:
THAT THE OTTAWA- CARLETON DISTRICT SCHOOL BOARD GRANT A
LEAVE OF ABSENCE TO DEBI KIRWAN, COMMUNITY REPRESENTATIVE ON
THE SPECIAL EDUCATION ADVISORY COMMITTEE, UNTIL SUCH TIME AS
SHE IS ABLE TO RESUME HER DUTIES OR NEW APPLICANTS ARE
APPROVED AT THE TIME OF SEAC'S RECONSTITUTION IN DECEMBER 2006.
12. Discussion of Education for All: Report of the Expert Panel on Literacy and Nznneracy
Instruction for Students with Special Education Needs, KindelXarten to Grade 6.
Your Committee had before it for discussion the report of the Expert Panel on Literacy
and Numeracy Instruction for Students with Special Education Needs, Kindergarten to Grade 6.
The Ministry of Education established the expert panel to recommend practices, based on
research, that would allow Ontario teachers to improve and reinforce effective instruction of
reading, writing, oral communication, and mathematics for Kindergarten to Grade 6 students with
special needs.
During the course of the presentation, staff presented an overview of the guiding
principles and themes of the report, as well as an outline of effective instructional approaches and
teaching strategies for literacy development. The expert panel's recommendations focused on the
following themes to guide schools and school boards in allocating funds and human resources to
support literacy and numeracy instruction for students: professional development, assistive
technology, program planning and implementation, and teacher education.
In response to a query about the availability of the report, staff reported that schools have
been provided with two copies of the report. Principals have also been provided with information
about ordering additional copies of the report through the Distribution Centre, at no cost. They
noted that elements of this report already form part of the CODE project, and planning for
system -wide professional development regarding strategies in the report is underway in
collaboration with Curriculum Services.
Elizabeth Buckingham pointed out that the strategies in the report do not address the
needs of Gifted students. The document focuses on strategies to improve students' literacy and
numeracy to achieve a minimum standard, when many Gifted students are beyond this.
Special Education Advisory Committee 7 1 March 2006
In response to Trustee Libbey's query about the report, Superintendent Stevenson
confirmed that the document outlines belief statements around special education, and brings
together key literacy strategies to raise the capacity of classroom teachers. She confirmed that the
report is not a Ministry policy.
13. Correspondence: Letter to Ministry from Simcoe County District School Board
re: Successful Academic Vocational Transition Initiative (SAVTI)
Your Committee had before it for information a letter from the Simcoe County District
School Board to the Ministry of Education regarding the Successful Academic Vocational
Transition Initiative (SAVTI) for students who are cancer survivors.
14. SEAC Long Range Agenda and List of Action Items
In response to a query, Co -chair Laurenceson confirmed that the results of the Special
Education Review will be presented to SEAC at its 5 April 2006 meeting. If possible, the report
will be provided to SEAC members for review in advance of the April meeting.
Mr. Grossner noted the importance of the AutoSkills presentation being made to SEAC
prior to the budget process.
15. New Business
In response to a query about the Principal of Special Education profile that SEAC
developed in 2002, Superintendent Stevenson agreed to follow -up with Director Rachlis
regarding SEAC's concerns about the development of a Superintendent profile.
Ms. Mason noted that SEAC has worked with five superintendents of special education in
the last four years. She expressed the view that SEAC could provide valuable input to the role, as
the Board prepares to engage in a hiring process for Superintendent Stevenson's successor for
September 2006.
Hal Grossner, Lamar Mason, Greg Bonnah and Myrna Laurenceson volunteered to
participate on a sub - committee to develop recommendations regarding the appointment of a
superintendent of special education.
16. Members' Information
Chair Laurencson, on Susanne Striegler's behalf, gave notice of motion regarding an
issue related to Autism Spectrum Disorder.
The meeting adjourned at 9:40 p.m.
Hal Grossner, Co -Chair Myrna Laurenceson, Co -Chair
Special Education Advisory Committee Special Education Advisory Committee
Special Education Advisory Committee 8 1 March 2006
•
OTTAWA- CARLETON
DISTRICT SCI IDOL BOARD
Trades and Technology
Steering Committee
Meeting of 26 January 2006
Minutes
APPENDIX C
A meeting of the Trades & Technology Steering Coimnittee was held 26 January 2006 in the Trustee's
Committee Room with the following persons in attendance:
Lynn Graham, Chair of the Board: Trustees Alex Getty, Bronwyn Funiciello, David Moen and Joan Spice:
Laura McAlister, Superintendent of Curricul un: Barrie Hannnond, Principal, Curriculum Services: Kevin
Shea, Curriculum Services Consultant for Trades and Technology: Principals Leslie Walker (W.E.
Johnston Public School), Jean Cory (West Carleton Secondary School): Teachers Mark Gilliland (Henry
Munro Middle School) and Kurt Kaimnersgaard (Woodroffe High School): Janice Ritchie, OCASC:
Virginia Fobert, OCASC: Nancy Myers, SEAL: and Chris Borzecki, Supervisor, Health, Safety & WSIB.
Frank Allan, Principal of Curriculum Services, for part of the meeting.
Not in attendance: Mike Smith, Trades and Technology Industry.
Welcome
The meeting was called to order at 1:05 p.m. by Barrie Hannnond, Principal of Curriculum
Services.
2. Approval of the Agenda
Committee was provided with a package that included the agenda: minutes of the meetings of
June, September, November and December: and a Technological Education Report prepared by
Curriculum staff. The agenda was approved as printed.
Approval of Minutes
Committee reviewed individually the minutes of the meetings for June 2005, September 2005,
November 2005 and December 2005. Trustee Spice questioned whether the mandate, as provided in
the minutes of December 15`1' would be approved by committee or by Board. Superintendent
McAlister agreed to follow -up.
Seeing no other concerns were raised, the minutes of June, September, November and December
2005, were approved as printed.
Business Arising
Kevin Shea reported that since the last meeting of committee he has been actively involved in
further detailing what shops have to offer. Meetings have been planned for February with technology
teachers and other staff to review existing equipment inventory, to discuss upgrade requirements and
safety issues. Once the data has been gathered it will provide a cost analysis as a basis to next steps
which will be reported back to committee. Kevin reported that that the disbursement of equipment
from the Laurentian site will be completed by March Break and that the 2004 -2005 TERI Report will
soon be finalized.
Discussion/Updates
• Disposition of Materials from Laurentian
Direction has been given to disburse the materials and will be completed prior to March
Break.
Trades and Technology Steering Committee 1 26 January 2006
• Laurentian Property
This item was deferred to later in the agenda.
• Technology Education Program — proposal
Based on discussion with a work group of principals, visits to other boards, and existing
research material, a delivery model was presented to Coimnittee for review and comment. Barrie
Hammond asked members to keep in mind that while there is always room for improvement, we
are not starting at ground zero: we do currently have good programs in place. It is not realistic that
we will have a complete range of shops in every school.
Appendices A and B of the report were handed out to committee. Appendix A offered a
breakdown by Superintendency of the mmriber of courses in each of the broad -based technology
areas available within shops /labs offered in each school. Appendix B offered a breakdown by
Superintendency of the current utilization of shops. Clarification was given as to why Integrated
Technology was not included in the utilization of those shops. It was noted that when looking at
filture development, discussion needs to occur around how and where shops are allocated. While
there are minor errors in the Appendix, staff have provided the inventory information as accurately
as possible. Trustee Getty requested modifications to the titles on the report appendices.
Using the information offered in appendices A and B, Kevin Shea referred to a map that
included a legend of all shop types across all secondary schools. Shop types were colour coded
(with the exclusion of rural schools) allowing a look at clusters by area. In response to a query, it
was clarified that this map was a snap shop for this year only.
Committee stepped through the report (Appendix A) discussing each item. Kevin Shea
advised that he will be meeting with staff of Student Success regarding Coop and OYAP programs
to brainstorin ways of better amalgamating those with trades and technology programs.
Discussions will include staff issues such as additional certification and geographical location of
staff.
Committee discussed the issues involved with a focus program and the criteria for a
school to run such programs. Concerns were expressed for the transfer policy, student registers
(ie. impact on home school), staffing, busing needs and school allocation model (superintendency
model vs. geographical location model).
Members viewed a slide show for a delivery model of a focus program. The definition of
a focus program was explained as a program which would include a minimum of 3 credits and a
maxinnin of 8. A multi - disciplinary team in Curricul un Services would be responsible for
assisting principals in developing focus programs. The programs would be offered at the grade h h
and 12 level and could tie into OYAP. It was clarified that this would not mean that programs
currently in place would be shifted. Trustee Spice asked at what point any new programs would
come back to Board and would the report presented today be going to Board for approval as this
would mean modification to board policies (Transportation /Program). Trustee Getty suggested
deferring the submission of a report for Board approval so that committee could continue along
the lines of progress it has made to date. Superintendent McAlister cautioned that staffing
deadlines are approaching so we cannot defer for too long.
Trustee Moen expressed concern for the level of exposure to the program and the barriers
of student and parent attitude toward the program. Students at the intermediate and grade nine
level need to know what is available. Kevin Shea advised committee that schools will be sending
students to Skills Ontario in May.
At a suggestion that the report be presented to Education Committee, members agreed
that the timelines needed to be worked into the report before forwarding to the March Education
Committee meeting. Coimnittee discussed the next steps: seek support of principals group as a
whole and add a multi year plan that individual schools could build upon.
At Trustees request, it was agreed that the charts in appendices A and B be reissued with
proper labeling, and all filture agenda be provided to all trustees with folio munbers. It was
Trades and Technology Steering Committee 2 26 January 2006
clarified that minutes are first sent out to committee members only and then forwarded to
Education Committee once approved by the Steering Coimnittee. At the request of Trustee Spice,
Barrie Hammond agreed to provide the nmnber of students enrolled in Technology programs.
• Laurentian Property
Committee discussed the requirement of the Laurentian property as part of the Trades and
Technology program. With the proposed model the site would not be required. Some members
were more hesitant to declare the site unnecessary for the purposes of trades and technology. The
opportunity of using Laurention as a "centre of excellence" was discussed as well as the variables
involved, i.e., staffing, east /west transportation, and policy issues. It was noted, however, that the
framework used in providing the proposed model, demonstrated that a centre of excellence is not
the way to go. With regards to space, a member commented that there is always the option of
reclaiming what was previously available for technology use in schools.
It was farther discussed whether an analysis was necessary before determining if the
space was needed. It was suggested that the issue be researched a little farther and perhaps we
could invite a staff member of the facilities department to our next meeting. Trustee Getty
responded that additional workload for staff was not necessary and recommended that committee
vote, by show of hands, on the issue. The results of the vote on agreement that the Laurentian site
is not needed as part of committee's technology planning indicated the following:
• 8 in favour
• 4 opposed
• 2 abstained
6. New Business
Kevin Shea advised members of the Technology Fair on May 6, 2006.
Next Meeting
Due to the unavailability of some members on the third Thursday of February, it was agreed that
the next meeting of the Trades and Technology committee will be held on the fourth Thursday,
February 23rd, 1:00 — 3:00 p.m.
8. Adiournnent
The meeting adjourned at 3:00 p.m.
Barrie Hammond
Principal, Curricuhun Services
Distribution:
Members of the Trades & Technology Steering Committee
All Trustees
Director's Executive Council
Trades and Technology Steering Committee 3 26 January 2006
CC � -
OTTAWA-CARLETON
DISTRICT SCHOOL BOARD
TO: Chair and Members DATE: 27 March 2006
of the Board
RE: Community Consultation on New MFI Program Locations
Trustee Laws has given notice that he will move as follows at the 27 March 2006 Board
meeting:
WHEREAS market interest, clearly defined by both the annual and five year
growth rates in the Middle French Immersion (MFI) program, can be seen as a
clear indication that this program should be expanded,
WHEREAS information relating to the spectacular annual rate of growth (i.e.,
19.2 %) in the Middle French Immersion (MFI) program was recently presented
at the Business Services Committee meeting of 18 January 2006,
WHEREAS a follow up memo (January 24, 2006) from staff confirmed a strong
five year growth trend (i.e., 108.3 %) in enrolment in the MFI program - which
clearly demonstrates ongoing market demand for this program,
WHEREAS the newest MFI site for the Ottawa - Carleton District School Board
appears to have opened at Greenbank Middle School in September of 2002 (i.e.,
almost four years ago),
WHEREAS the four year growth in the MFI program at Katimavik Elementary
School, a new school in an area with demographics similar to many of our
suburban growth communities, was 500 %,
WHEREAS geographically, there are, a) no MFI sites within the current
boundaries of (OCDSB) Zone 97, b) no MFI sites south of Featherston Drive
Public School, c) no MFI sites serving the nearby suburban LDH community to
the west and, d) nothing addressing potential demand for MFI in rural
communities west of Zone 97,
THEREFORE BE IT RESOLVED THAT:
A. As part of a review of French Immersion (FI) entry points and programming, an
examination of the potential for expansion of the MFI program elsewhere within
the Ottawa - Carleton District School Board will be conducted.
B. Based on a confirmation of market demand in the final report on FI, specific
recommendations about additional MFI program locations in the south and east
portions of the Ottawa - Carleton District School Board shall be part of the final
report.
C. If, for reasons beyond the control of the board, a complete review of FI cannot be
conducted, a report outlining the steps required to thoroughly examine the
potential for an expansion of the MFI program in the south and east portion of
the Ottawa - Carleton District School Board, will be prepared for presentation to a
future meeting of the Education Committee.
Michele Giroux
Executive Officer (Administration)
Lorne M. Rachlis
Director of Education/Secretary of the Board
2