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HomeMy WebLinkAbout07ci Report 9 COW 06 March 2018 Public Minutes REPORT NO. 9, COMMITTEE OF THE WHOLE DATE: 06 March 2018 A meeting of the Committee of the Whole was held this evening in the Trustees’ Committee Room, 133 Greenbank Road, Ottawa, Ontario, commencing at 7:00 p.m. with Trustee Lynn Scott in the chair and the following trustees also in attendance: Donna Blackburn, Christine Boothby, Erica Braunovan, Chris Ellis, Mark Fisher, Shawn Menard (electronic communication), Dr. Anita Olsen Harper, Sandra Schwartz and Shirley Seward. STAFF: Associate Director of Education, Brett Reynolds; Chief Financial Officer, Mike Carson; Superintendent of Human Resources, Janice McCoy; Superintendent of Curriculum, Dorothy Baker; Superintendent of Learning Support Services, Olga Grigoriev; Superintendents of Instruction, Mary Jane Farrish and Peter Symmonds; Vice-Principal of First Nations, Métis and Inuit Education, Jody Alexander; Manager of Facilities, Miro Vala; Manager of Financial Services, Kevin Gardner; Manager of Board Services, Katrine Mallan; Manager of Communications & Information Services, Diane Pernari-Hergert; Coordinator of Budget Services, Charles D’Aoust; Communications Officer, Sharlene Hunter; Audio Visual Specialist, John MacKinnon; and Board/Committee Coordinator, Samantha Flynn. NON-VOTING REPRESENTATIVES: Christine Lanos, Ottawa-Carleton Elementary Operations Committee (OCEOC); Renald Cousineau, Ottawa-Carleton Secondary School Administrators Network (OCSSAN); Christine Moulaison, Ottawa-Carleton Assembly of School Councils (OCASC); Cheryl Cavell, Ontario Secondary School Teachers’ Federation (OSSTF) (ESP); Michael Bates, Special Education Advisory Committee (SEAC); and Andy Ren, Student Senate Representative. 1. Call to Order Vice-Chair Scott called the meeting to order at 7:00 pm. She acknowledged that the meeting is taking place on unceded Algonquin Territory and thanked the Algonquin Nations for hosting the meeting on their land. 2. Approval of Agenda Moved by Trustee Blackburn, THAT the agenda be approved. - Carried – Report 9, Committee of the Whole - 1 - 06 March 2018 (Public) 3. Briefing from the Chair Chair Seward advised that nominations are now open for the District’s Community Recognition Awards. She noted that the awards provide an opportunity to show appreciation for the significant and valued work of volunteers in District schools. She added that the nomination form can be found on the District’s website, and the deadline is 23 March. Chair Seward noted that Tuesday, 27 February was Toonie Tuesday, and students at participating schools were asked to bring $2 to contribute to the Education Foundation’s Students in Crisis Emergency Fund. This year, students and staff at Kars on the Rideau Public School selected the Education Foundation as their major fundraising initiative for 2017-2018 and they have generously donated $5,000 to the Education Foundation. Chair Seward advised that information about the Ministry’s proposed revisions to the Pupil Accommodation Review Guideline (PARG) and the Community Planning and Partnership Guideline will be presented to the Committee of the Whole for discussion at its meeting on 20 March 2018. She added that the Board’s submission to the Ministry will follow. Chair Seward reported that Rowan’s law was passed in the Ontario legislature with all-party support. The legislation was created following the death of Rowan Stringer in 2013 with an objective to improve concussion management and prevention. The law ensures that players are removed from a game if they are suspected of having a concussion. Under the law, coaches and teachers will also be required to review online resources to help them identify and manage player concussions. She added that the bill establishes a concussion code of conduct that sets out rules of behaviour to minimize concussions while playing sports. In response to a query from Trustee Ellis, Chief Financial Officer (CFO) Carson advised that a staff report would be circulated with a memo on Friday, 09 March requesting feedback from the Board regarding the PARG. He noted that a draft response, including all feedback received from the Board to date, will also be circulated to the Board. Vice-Chair Scott noted that the Board has had many opportunities to discuss the previous PARG. Trustee Ellis expressed disappointment that the Board has not been provided with more opportunities to discuss changes to the PARG. 4. Briefing from the Director Associate Director Reynolds congratulated D. Roy Kennedy Public School and South Carleton High School that were honoured by the Education Quality and Accountability Office (EQAO) with the Bette M. Stephenson Recognition of Achievement Award. The award is presented to schools that have demonstrated growth in helping students with Individual Education Plans to meet the provincial standard in literacy. He Report 9, Committee of the Whole - 2 - 06 March 2018 (Public) added that the award emphasizes equity and inclusion and aligns with the theme of the EQAO Forum, “Data, Equity and a Culture of Hope.” Associate Director Reynolds wished all trustees, staff and students a safe and enjoyable March Break. 5. Delegations a. Fatouma Aden re Storefront Program Fatouma Aden noted that her brother is a current student in the District’s Storefront program adding that he has thrived in the program due to its unique environment. She expressed the opinion that moving the Storefront program from its current location would diminish the quality of the program. She urged trustees to reconsider the planned relocation of the Storefront program to Ottawa Technical Secondary School (OTSS). In response to trustee queries, Ms. Aden noted the following points: • In the Storefront program, students must complete interviews to gain employment. Students are not “assigned” co-op placements; • If the District could find an alternate non-school environment for the Storefront program, the nature of the program could be maintained; and • Students were informed of potential changes to the Storefront program’s location through staff. b. Angela deSouza, former volunteer, Storefront Program Speaking about the Storefront program, Angela deSouza noted that the Storefront program tailors students’ learning experiences allowing for flexibility that is not offered within a traditional school setting. She noted that the program’s students are able to build trusting relationships with staff as students are provided with a safe and relaxed environment. She queried whether the District would consider other options to allow the Storefront program to continue at its current location. In response to trustee queries, Ms. deSouza noted that job placements are generally carried out over one semester. She added that the program’s educational assistant (EA) provided daily job-coaching support to students at their workplace. c. Rob Kirwan on behalf of Louise Cave, OCDSB Parent re Storefront Program On behalf of Louise Cave, Mr. Rob Kirwan expressed concern regarding the transition of the Storefront program to OTSS. He noted that Ms. Cave’s son Report 9, Committee of the Whole - 3 - 06 March 2018 (Public) has had a positive student experience at Storefront’s current location and added that he did not progress at the same rate prior to attending the Storefront program. Ms. Cave’s son was frequently bullied during his time in a regular school setting. He added that Ms. Cave’s son has gained independence and confidence during his time in the Storefront program. In response to trustee queries, Ms. Cave noted that, as her son is 20 years old, it is difficult for him to cope in a regular high school setting. She commented that the Storefront program provides a mature environment for its students that better prepares them for success in society. She added that the program has encouraged her son to assist her further with household chores. d. Peter Hale, OCDSB parent re Storefront Program Peter Hale noted that his son attended the Storefront program and gained valuable work and life skills that have enriched his life. He commented on the safe and nurturing environment of the program highlighting that his son has remained in communication with his former peers and teachers. He urged the Board to ensure that the Storefront program remains in its current location adding that the value of its location is instrumental to the program’s success. In response to a query from Trustee Seward, Mr. Hale noted that his son has received a full time job at a restaurant since graduating from the Storefront program. He advised that during his son’s time in the Storefront program, he had four job placements. e. Leanne Ghattas, OCDSB parent re Storefront Program Leanne Ghattas, an OCDSB parent, commended the District’s Storefront program staff and noted that her daughter learned many valuable skills during her time in the program. She noted that her daughter gained many proficiencies that allowed her to flourish upon entering the workforce. She urged the Board to reconsider the plan to relocate the Storefront program to OTSS. In response to trustee queries, Ms. Ghattas’s daughter noted that she enjoyed spending the mornings at her job placement while attending class in the afternoon to learn about healthy lifestyles and relationships. Ms. Ghattas advised that, although she has researched other programs throughout the city, the Storefront program is focused and all students learn at the same pace. She added that her daughter learned how to properly dress for work and operate a cash register in the Storefront program. f. Judith Young, an OCDSB parent re Storefront Program Judith Young, an OCDSB parent, expressed concern that relocating the District’s Storefront program may impact the program’s features that contribute to Report 9, Committee of the Whole - 4 - 06 March 2018 (Public) student success. She noted that her son attended both the District’s general learning program (GLP) and Storefront program and highlighted that, due to his participation in the programs, he now has three part-time jobs. She suggested that District staff negotiate with the Storefront location’s current landlord for a lower rental price adding that the Storefront program’s parent community is eager to assist staff if necessary. In response to trustee queries, Ms. Young noted that the Storefront program is primarily focused on job placement and success in the workforce. Students are surrounded by supportive peers which assists with their development. She expressed the view that, if the program must be relocated, Elizabeth Wyn Wood Secondary Alternate School would be a more preferable option than OTSS. g. Donna Chiumera re Storefront Program Speaking in support of the Storefront program, Donna Chiumera noted that her daughter attended the program and was able to learn at her own pace with daily instruction and coaching. She commented on the value of the program’s hands-on mentoring and training that her daughter received adding that her daughter remains appreciative of the instruction she received while attending the program. In response to trustee queries, Ms. Chiumera noted that the Storefront program’s educators showed a critical understanding of the needs of their students. She added that the program staff frequently visit the students in their job placements to assist them. She stressed that the program needs to remain focused with a small number of students. h. Jannah Campbell, OCDSB parent re Storefront Program Jannah Campbell advised that her son graduated from the District’s Storefront program in 2013. She commented on the importance of ensuring that the Storefront program remains in a location separate from a regular school setting. She noted that the Storefront program assesses students on their ability level and assists them in building their abilities to prepare them for the workforce. She added that the program helps students to achieve the District’s Exit Outcomes upon their departure from the program. In response to trustee queries, Ms. Campbell expressed the opinion that the Storefront program should be located in a setting with no bells and with adult peers. She noted that, in the Storefront program, students and educators discuss problem solving applicable to life outside of school adding that the program’s small number of students allows for the flexibility to discuss many different types of issues and challenges students may face. Report 9, Committee of the Whole - 5 - 06 March 2018 (Public) i. Ariel Burns, OCDSB parent re Academic Staffing Ariel Burns, an OCDSB parent, expressed concern with the ratio of staff to students in the District’s kindergarten program. She noted that the academic staffing levels for 2018-2019 indicate one educator and two early childhood educators (ECEs) assigned to each kindergarten class across the District. She expressed concern that the burden placed on educators and students under the current model contributes to stress and illness. She urged the Board to consider the 2015-2019 Strategic Plan in discussing academic staffing for the 2018-2019 school year to ensure that all priorities are adequately met. In response to a query from Trustee Schwartz, Ms. Burns expressed the opinion that, in kindergarten classrooms, an ideal ratio would be 5-10 students per adult at all times. j. Eliza Ali, OCDSB parent re Storefront Program Speaking on behalf of her family, Ms. Eliza Ali commended the Storefront program and its positive impact on her brother’s learning experience. She noted that her brother has gained valuable life skills and work experience since entering the program and added that the program’s setting has contributed greatly to building her brother’s independence. She noted that the program’s non-traditional environment facilitates the transition to adulthood as it is not located within a school. She added that the program’s relocation would cause transportation challenges for her brother. k. Carrie Cuhaci, OCDSB parent re Academic Staffing Speaking about academic staffing for the 2018-2019 school year, Carrie Cuhaci advised that she has three children currently attending French immersion (FI) programs in the District. She expressed the view that staffing problems are causing stress for her children noting that, on average, her children receive instruction from five (5) different educators throughout the day. She urged the Board to closely examine the current staffing model and its impact on student behaviour. In response to a query from Trustee Schwartz, Ms. Cuhaci noted that a 50-50 learning model would better support the well-being of students. l. Christian Schofield, former student, Storefront Program Christian Schofield noted that he recently graduated from the Storefront program in 2017. He expressed the view that the program should remain at its current location as it allows for fewer distractions in the classroom and fosters adult behaviour and growth for students. He added that, following his graduation from the Storefront program, he accepted a job as a parking attendant. Report 9, Committee of the Whole - 6 - 06 March 2018 (Public) In response to trustee queries, Mr. Schofield noted that, while attending the Storefront program he had a job placement in retail. He commented that it is imperative that the program remain in a setting with other adult students. m. Beulah Elysee, former student, Storefront Program Beulah Elysee noted that the Storefront program delivers a respectful environment to students free of distractions. She expressed concern that if the Storefront program is relocated, students will be exposed to other students’ fowl language and may be less apt to build independence. She added that she enjoyed when former Storefront school students came to visit. In response to a query from Trustee Ellis, Ms. Elysee noted that she looked forward to attending her job placement each day while enrolled in the Storefront program. n. Robert Radburn, OCDSB parent re Storefront Program Robert Radburn advised that his son graduated from the Storefront program in 2016 and is currently attending the adaptive learning program at OTSS. He noted that his son gained job skills and professionalism through the Storefront program adding that he has recently accepted a job as a custodian at an office building. He expressed the view that a regular school setting does not offer a mature setting for students in the Storefront program. In response to a query from Trustee Schwartz, Mr. Radburn’s son noted that the Storefront program helped him gain independence and build long-lasting friendships. 6. Reports from Statutory Committees a. Report 2, Parent Involvement Committee, 07 February 2018 Moved by Trustee Ellis, THAT Report 2, Parent Involvement Committee, dated 07 February 2018, be received. - Carried – b. Report 3, Special Education Advisory Committee, 14 February 2018 Moved by Trustee Olsen Harper, THAT Report 3, Special Education Advisory Committee, dated 14 February 2018, be received. - Carried – Report 9, Committee of the Whole - 7 - 06 March 2018 (Public) 8. Matters for Discussion: a. Report 18-022, Multi-Year Energy Management Plan 2017-2020 Your Committee had before it Report 18-022 to provide an update on the multi-year energy management plan for 2017-2020. Manager Vala provided the following overview of the report: • The energy management plan is an annually updated three-year plan that outlines the main factors for energy management and energy conservation for the District; • The District’s five-year energy conservation and demand management (CDM) plan includes energy management initiatives and implementation costs that are consistent with the District’s multi-year energy management plan for 2017-2020; • The current multi-year energy plan for 2017-2020 commits to invest in energy efficiency projects estimated at $5,577,000 over the next three years; • The government and utilities incentives received to date from energy saving initiatives total $790,843 in revenue; • The calculated cost avoidance from energy saving initiatives in fiscal year 2017 is $1,736,633; • Revenues generated from the solar Feed-in-Tariff (FIT) program from 2010 to 2017 total $1.5 million and should continue at an annual rate of $362,000 through fiscal year 2019-2020; • Based on the District’s success with greenhouse gas (GHG) reduction measures, the GHG reduction target has been increased from 10% to 15%; • The District’s waste diversion rate significantly increased last year. The total refuse generated decreased by 6.3%; • As a key member of Carbon 613, the District will be revered as an environmental leader in the Capital region; • Since establishing a commitment to purchase gas through the Ontario Education Collaborative Marketplace (OECM), the District has been able to tailor its purchasing and maximize savings resulting in a gas budget cost reduction; • The District began an Adopt-a-Tree/Create-a-Forest program which resulted in 167 trees being planted at MacSkimming Outdoor Education Centre last year; • As a result of the District’s use of net-metering solar power generation systems, the electrical generation may offset as much as 50% of the annual electricity usage at a school; • The District will continue to support schools’ involvement in the Ontario EcoSchools program; Report 9, Committee of the Whole - 8 - 06 March 2018 (Public) • The District has been involved with several agencies and organizations to develop long and short-term plans to reduce energy consumption, reduce greenhouse gas emissions, and develop best practices on conservation and waste reduction; and • Facilities staff is well represented on the Ontario Association of School Board Officials’ (OASBO), Operations, Maintenance and Construction (OMC) committees, OMC’s Energy Conservation sub-committee and with the Ministry of Education. In response to queries from Trustee Schwartz, CFO Carson advised that LED lighting retrofits and heating, ventilation, and air conditioning (HVAC) control upgrades have contributed to significant energy savings within the District. He highlighted that the prices of LED lights are dropping as technology changes. He added that while incentives and rebates offered by federal and provincial governments as well as utility providers are generally focused on upgrading and/or replacing specific building components, it often requires several different component upgrades to maximize energy efficiency and realize greater cost savings. Manager Vala noted that the District’s priorities assist in improving the learning environment for everyone, adding that the most impactful initiatives involve the participation of all staff and students occupying the facility. In response to queries from Trustee Fisher, Manager Vala noted that the District currently maintains approximately 130 vehicles within its fleet and replaces approximately 10-12 vehicles each year. He noted that the process of right-sizing vehicles for the individual trades is ongoing. The District will continue to invest in the use of electric vehicles in the future. He added that costs associated with the installation of charging equipment for electric vehicles is currently funded through GHG reduction funding and other incentives. CFO Carson advised that the District is one of approximately five school districts in the province that operates vehicle maintenance programs in-house. The District services its own fleet vehicles as well as those belonging to the Ottawa Catholic School Board (OCSB) which results in significant cost savings each year. In response to a query from Chair Seward, CFO Carson noted that, although there is no provincial ranking system with regard to energy savings among school districts, the OCDSB is likely one of the highest achieving districts. He added that it would be helpful if the province modified its funding model with regard to the construction of new school facilities noting that the total cost of ownership is not currently recognized in the funding model. * * * Following a break at 9:07 pm, the meeting was called to order at 9:22 pm * * * Report 9, Committee of the Whole - 9 - 06 March 2018 (Public) b. Report 18-026, Academic Staffing for 2018-2019 Your Committee had before it Report 18-026 providing information on required and discretionary academic staffing levels for the 2018-2019 school year and highlighting potential areas of change. Superintendent McCoy provided the following overview of the report: • The total elementary classroom allocation for 2018-2019 totals approximately 2515 full time equivalent (FTE) positions; • An increase of 29.0 FTE elementary classroom positions (plus the positions required to provide preparation time) is required next year as a result of increased enrolment; • The basic staff entitlement (BSE) for secondary classrooms in 2018-2019 is projected to be approximately 1323.5 FTE, approximately 35.17 FTE higher than the current year due to an increase in projected enrolment of about 550 students; • An increase of 0.83 FTE guidance positions at the secondary level is generated for next year as a result of increased enrolment; • Overlays may be added as a result of specific sweatered funding being provided. There are no changes planned to overlay positions for 2018-2019; • Based on an assessment of current English language learner (ELL) needs, a potential increase of up to two (2) English literacy development (ELD) classes for next year is being considered. 2.0 FTE teachers would be required to support the classes; • For 2018-2019, the Ottawa-Carleton Education Network (OCENET) has indicated that funding support for 5.67 FTE positions for schools which host international students will remain; • There is a need to increase ESL supports at the secondary level next year to support the administration and tracking of Steps to English Proficiency (STEP) assessments for secondary ELLs; • A potential increase of up to 4.0 FTE ESL secondary teachers has been identified for next year; • A potential increase of 1.0 FTE secondary teachers has been identified to support the additional Central Orientation Class added at Adult High School; • Funding for an additional 1.0 FTE Autism learning support consultant (LSC) position is expected to continue next year; • A potential total increase of 0.5 FTE learning support teacher (LST) positions has been identified for next year to support Crystal Bay Centre for Special Education (0.25 FTE) and Clifford Bowey Public School (0.25 FTE); • A reduction of 4.0 FTE teachers (plus the positions required to provide preparation time) has been identified next year as a result of the reduction of 4 specialized program classes; Report 9, Committee of the Whole - 10 - 06 March 2018 (Public) • A need for a contingency allocation of up to 4.0 FTE elementary classroom positions has been identified for next year to support the integration of students in the Learning Disability Specialized Intervention program; • Based on increased needs in elementary special education, a potential increase of 0.5 FTE teaching (blind/low vision) positions has been identified for next year; • An increase of 1.0 FTE LST and 1.0 FTE LSC positions has been identified for next year to support secondary school special education needs; • An addition of between four (4) and six (6) specialized program classes has been identified at the secondary level based on anticipated needs; • An increase of up to 9.0 FTE positions (which provides 1.33 FTE to cover all four periods) has been identified to support the establishment of up to six (6) additional specialized program classes and a secondary teaching position to support secondary students who are deaf and hard of hearing; • A potential increase of 1.0 FTE centrally assigned discretionary position at the secondary level compared with central staffing levels approved in March 2017 has been identified for next year; • A potential increase of 0.33 FTE International Baccalaureate (IB) Coordinator position has been identified for next year to support the continued planning of the new IB program at Merivale High School; • A potential increase of between 2.0 FTE and 4.0 FTE elementary vice- principal positions has been identified for next year; and • A potential increase of 1.0 FTE central principal position has been identified for next year to support safe schools and other related areas. During discussion, and in response to questions, the following points were noted: • Extension agreements provided additional funding for the equivalent of 87 additional positions across the various employee groups; • Enrolment growth throughout the District is largely due to an influx in newcomers which requires further English as a Second Language (ESL) classroom support; • Positions tied to collective agreements are likely to be sustained if there are no significant changes with regard to enrolment; • During past years when enrolment stagnated throughout the District, it was necessary to utilize reserves to assist in funding staff salaries. Use of the reserves is no longer required; • Kindergarten class sizes will be capped at 29 students; • Trustee Fisher cautioned that the two-year programming at the kindergarten level needs to be closely evaluated with regard to the growing pressures on staff and students; Report 9, Committee of the Whole - 11 - 06 March 2018 (Public) • Superintendent McCoy advised that Learning Support Services (LSS) will be circulating a memo to the Board in the coming weeks with respect to changes in specialized program classes; • Trustee Fisher noted that it would be helpful to the Board if all memos regarding academic staffing are received in advance of decision making; • Kindergarten classes currently receive funding based on an average of 26 students per class. There are 338 kindergarten classes currently projected for the 2018-2019 school year; • Trustee Scott noted that there are no asterisks on the proposed secondary staffing chart for 2018-2019 despite a footnote indicating that some may be included relating to extension agreements; and • Trustee Ellis commented that, when changes to the delivery model for the Learning Disability Specialized Intervention program (LD SIP) were approved by the Board, it was expected that there would be other budgetary implications; he noted that it would be helpful if the Board were made aware of all budgetary implications relating to changes in the delivery model. Trustee Braunovan requested further information regarding the supports provided to elementary principals to assist with developing timetables for the following school year. In response to a query from Special Education Advisory Committee (SEAC) representative Michael Bates, Superintendent Grigoriev noted that academic staffing reports do not include information about funding or release time for professional development. She advised that the addition of new learning support consultant (LSC) positions is currently being discussed. Trustee Ellis requested information regarding the recruitment of staff that was required to assist with student transitions resulting from the eastern secondary and western area pupil accommodation reviews and whether positions associated with the transitions will be maintained or reduced. Trustee Blackburn requested information regarding the class sizes in the District’s Alternative program noting that the program’s class sizes appear to be much smaller compared to the regular program. She expressed the opinion that any inequity with regard to class sizes should be addressed to ensure adequate funding for more educational assistants (EAs) throughout the District. Report 9, Committee of the Whole - 12 - 06 March 2018 (Public) c. Report 18-023, Introduction to the Policy for Indigenous Education Advisory Council Your Committee had before it Report 18-023 to present for discussion the preliminary draft policy for the creation of an Indigenous Education Advisory Council (IEAC). Vice-principal Alexander provided the following overview of the report: • The District is working towards achieving the components outlined in the Ministry’s First Nations, Métis, and Inuit Education Policy Framework; • Through the Indigenous Education Advisory Council, stakeholders will have an ongoing mechanism to provide input and guidance for Indigenous education within the District; • The Indigenous Education Advisory Council’s mandate would include: o To provide advice and input to the Board Action Plan for Indigenous education; o To provide strategic advice on implementing the truth and reconciliation calls to action; o To assist the Board in its commitment to provide an equitable and inclusive education and work environment for Indigenous students and staff; and o To advise the Board of Trustees on any issue affecting Indigenous students’ learning and well-being; • The Indigenous Education Advisory Council would be comprised of six (6) voting members of the First Nations, Métis, and Inuit communities and up to four (4) non-voting members including a trustee, Indigenous education lead, superintendent and, where possible, an Indigenous student; • Indigenous parents, traditional knowledge keepers, elders, senators and partners have been informally consulted regarding the purpose and intent of the policy. The partners will remain an integral part of the District’s formal consultation process involving the broader community; and • A more fulsome consultation plan will be presented to the Committee of the Whole in April 2018. During discussion, and in response to queries, the following points were noted: • The Indigenous Education Advisory Council will report to the Board; • Executive Officer Giroux highlighted that the Chair of the Board is an ex-officio member to all committees; • Members of the Indigenous Education Advisory Council will serve one- year terms. Staff welcomes guidance and input regarding the length of members’ terms; Report 9, Committee of the Whole - 13 - 06 March 2018 (Public) • Meeting dates of the Indigenous Education Advisory Council will be posted on the District’s website; • The Board is welcome to provide regular feedback to the Indigenous Education Advisory Council regarding Indigenous education; • Trustee Blackburn commented that it may be difficult for the Indigenous Education Advisory Council to reach quorum at its meetings; • Superintendent Baker advised that consultation will be carried out during April and May following approval of the consultation plan by the Committee of the Whole on 03 April. Results of the consultation will be presented to the Board in June 2018; • While there is Indigenous representation on the Advisory Committee on Equity (ACE) and communication is likely to occur between ACE and the Indigenous Education Advisory Council, each membership is working toward a specific mandate; • Trustee Schwartz suggested that the District consider various different methods in attracting representatives of community organizations or agencies to the Council as opposed to a formal application process noting that it may be difficult to attract and encourage candidates to apply for an appointment; and • The First Nations, Métis, and Inuit Education Policy Framework prescribes how school boards can include representatives from organizations and community members (e.g., parents). Other advisory committees of the Board follow specific structural guidelines based on Ministry regulations. * * *The 10:30 pm vote obtained the required 2/3 majority to continue the meeting* * * 9. Information Items: a. Report from OPSBA Representatives There was no report from OPSBA representatives. b. New Ministry Initiatives Update (if required) There were no new Ministry initiatives updates. c. OSTA Update i. OSTA Minutes, 11 December 2017 The minutes of the Ottawa Student Transportation Authority (OSTA) Board of Directors meeting of 11 December 2017 were received for information. Report 9, Committee of the Whole - 14 - 06 March 2018 (Public) ii. OSTA Minutes, 29 January 2018 The minutes of the Ottawa Student Transportation Authority (OSTA) Board of Directors meeting of 29 January 2018 were received for information. 10. New Business – Information and Inquiries Associate Director Reynolds advised that senior staff considered many of the Storefront program’s current features as presented by delegates in its preliminary discussions about the potential relocation of the program. He noted that OTSS currently provides some supervision and oversight of the Storefront program and therefore staff determined that the expectations and current environment of the Storefront program could be maintained at OTSS. Superintendent Grigoriev highlighted that the program’s intent and current staff will not change following the program’s relocation to OTSS and added that the program’s students will not be attending classes with other students. Currently, students enrolled in the Storefront program attend job placements for half of the day while the other half of the day is spent in the classroom. If the program were relocated to OTSS, there may be a greater opportunity to allow more students to benefit from the program and job placements could be expanded to full-day opportunities. She added that an Identification, Placement, and Review Committee (IPRC) cannot be held without the inclusion of a school principal. With regard to the District’s Storefront program, trustees raised the following queries: • Can staff follow-up with the Storefront program’s current landlord to inquire whether the rental fee could be reduced? • Can staff inquire as to whether there is another non-school location that could be donated for the District’s use of the Storefront program? • Are there other sites currently owned by the District that could be used to operate the Storefront program that do not currently accommodate younger students? • How is the Storefront program currently funded? • How many students are applying to enter the Storefront program on an annual basis? • Has the District begun the process of interviewing applicants for entrance to next year’s Storefront program? • Are other school boards operating similar programs to the District’s Storefront program? If so, what is their experience in operating the program? • What is the typical class size within the General Learning Program (GLP)? What are the differences between the GLP and Storefront programs? • What is the current criteria required for a student’s entrance into the Storefront program? Are students required to have previously obtained an Ontario Secondary School Diploma in order to enter the program? Report 9, Committee of the Whole - 15 - 06 March 2018 (Public) Chair Seward commented that she found the presentations by delegates to be compelling and highlighted that the program appears to be preparing students to enter the workforce on a permanent basis following their departure from the program. In response to queries from Trustee Ellis, staff noted the following points: • Six (6) of the remaining students currently enrolled in the Storefront program would receive the same model of instruction following the program’s relocation to OTSS. The program’s current teaching staff would also remain unchanged; • The Storefront program’s name is associated with its offsite location. While the program will remain the same following its relocation, its name may not continue; and • Practices currently followed by the Storefront program would continue to be honoured as long as they provide an inclusive, safe, and caring environment for students. Trustee Blackburn expressed the view that, based on the District’s 2015-2019 Strategic Plan, staff have made a prudent decision to relocate the Storefront program to OTSS. She highlighted that Board policy P.105.CUR Changes to Programs and Program Delivery Structures at Secondary Schools clarifies that the proposed relocation of the Storefront program is operational in nature noting that Board intervention is not required or necessary. * * *The 11:00 pm vote obtained the unanimous consent required to continue the meeting* * * Trustees Seward, Ellis, and Fisher requested that the Board be provided with a further opportunity to discuss the Storefront program during an upcoming Committee of the Whole meeting. 11. Adjournment The meeting adjourned at 11:03 p.m. Lynn Scott, Chair, Committee of the Whole Report 9, Committee of the Whole - 16 - 06 March 2018 (Public)