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AGENDA Regular Board Meeting (Grand Erie District School Board)

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Regular Board Meeting
Monday, September 23, 2019
Board Room, Education Centre
AGENDA
A
–
1
Opening
(a)
Roll Call
(b)
Declaration of Conflict of Interest
(c)
(6:30 p.m.)
(i)
Personnel Matters
(ii) Legal Matters
(d)
Welcome to Open Session
/ Land Acknowledgement Statement
(7:15 p.m.)
(e)
Memorials
(i) R. Kroeker, Cobblestone Elementary School
C. Speers
(f)
A
genda Additions/Deletions/Approval
(g)
In Camera Report
(h)
Presentations
(i) Patti McCleister Memorial Award
(i)
Delegations
(i) M. McCaffrey, Busing to Paris District High School
B
–
1
Approval of Minutes
*
(a)
August 26, 2019
(
Regular
Board
)
*
(b)
(Committee of the Whole)
*
(c)
September 9, 2019 (Special Board)
C
–
1
Business Arising from Minutes and/or Previous Meetings
D
–
1
Director’s Report
E
–
1
Student Trustees
’
Report
F
− 1
Committee Reports
*
(a)
Committee of the Whole
–
September 9, 2019
R. Collver
G
− 1
New Business
*
(a)
Annual Operating Plans
–
Schools Year (2019
-
20)
(i) Community
(ii) Environment
(iii) Equity
(iv) Technology
(v) Well-Being
B. Blancher
R. Wyszynski
W. Baker
L. Munro
L. Thompson
*
(b)
Strategic Communication Plan Update
B. Blancher
*
(c)
Major Construction Projects
R. Wyszynski
*
(d)
The
Child
Protection
Protocol
L. Thompson
H
− 1
Other Business
*
(a)
Summary of Accounts - August 2019
R. Wyszynski
Regular Board Meeting
September 23, 2019
Page 1 of 131
Regular Board Meeting
Monday, September 23, 2019
Board Room, Education Centre
*
(b)
Joint Occupational Health & Safety Committee Minutes - June 20,
2019
R. Wyszynski
*
(c)
Joint Occupational Health & Safety Committee Minutes – Safety
Audit Tracking Report (Summer 2019)
R. Wyszynski
I
–
1
Correspondence
J
-
1
Adjournment
Future Meetings
(held at the Education Centre unless noted otherwise)
Quality Accommodation Committee September 26, 2019 2:00 PM Board Room
Safe and Inclusive Schools Committee October 3, 2019 1:00 PM Board Room
Native Advisory Committee October 7, 2019 1:00 PM
Tollgate Technical
Skills Centre
Committee of the Whole October 7, 2019 7:15 PM Board Room
Special Education Advisory Committee October 15, 2019 6:00 PM Board Room
School Council Orientation October 17, 2019 6:30 PM
Dogwood Room,
Norfolk SSC
Indigenous Education Advisory Committee October 23, 2019 6:00 PM Board Room
Student Trustee Senate October 24, 2019 10:30 AM
Grand River Hall,
JBLC
Grand Erie Parent Involvement Committee October 24, 2019 6:30 PM
Dogwood Room,
Norfolk SSC
Chairs' Committee October 28, 2019 5:45 PM Norfolk Room
Board Meeting October 28, 2019 7:15 PM Board Room
Student Transportation Services Brant
Haldimand Norfolk
October 29, 2019 9:00 AM Norfolk Room
Native Advisory Committee November 4, 2019 1:00 PM
McKinnon Park
Secondary
Audit Committee November 5, 2019 4:00 PM Board Room
Safe and Inclusive Schools Committee November 7, 2019 1:00 PM Board Room
Committee of the Whole November 11, 2019 7:15 PM Board Room
Privacy and Information Management
Committee
November 14, 2019 3:00 PM Norfolk Room
Special Education Advisory Committee November 14, 2019 6:00 PM Board Room
Chairs' Committee November 25, 2019 5:45 PM Norfolk Room
Board Meeting November 25, 2019 7:15 PM Board Room
Regular Board Meeting
September 23, 2019
Page 2 of 131
A-1-e
Memorial Statement
Rob Kroeker
It is with great sadness that we share with you the passing of Mr. Robert Kroeker on June 25, 2019.
Rob was a long-time staff member at Cobblestone Elementary as well as its predecessor schools,
Bethel and Queen’s Ward. Robert worked in the school’s Special Education classes and was
responsible for prep coverage, where he interacted with a wide range of students and staff. He also
found joy in coaching many teams at the schools where he worked. Throughout his illness, Robert
kept his connections to Cobblestone Elementary strong, visiting staff often and attending student
performances. During the past three years, he returned to the school every September for the Annual
Terry Fox Run.
Rob was the loving husband to Rhonda and father to Emily, Ben and Jake.
The staff at Cobblestone describe Rob as soft-hearted, compassionate, understanding, and kind.
They shared stories about his love and patience for the students he taught, especially those in his
self-contained classroom. Students’ faces lit up when he entered the room and they were always
ready to learn with him. Rob was passionate about coaching, specifically basketball and baseball.
Rob continued to show is support for these supports by showing up for the tournaments, even as he
was fighting cancer. He was an avid Calgary Flames fan – and you could always find Flames
paraphernalia around his workspace.
Rob taught more than just lessons in the classroom, he taught people to be helpful, considerate and
kind. He is greatly missed by the staff, students and community.
Respectfully submitted,
Jeff Senior, Principal
Cobblestone Elementary School
Regular Board Meeting
September 23, 2019
Page 3 of 131
Regular Board Meeting
September 23, 2019
Page 4 of 131
M. Caffrey Delegation – Busing to Paris District High School A-1-i
Date: September 19, 2019
To: Grand Erie District School Board
Re: Reasonable and Safe Transportation Walking Route to Paris District High School
To whom is may concern:
Below is a google overview of the area of concern. The second image is an email outlines an email of
the board policy. This is the basis of this presentation as well as additional information.
Regular Board Meeting
September 23, 2019
Page 5 of 131
M. Caffrey Delegation – Busing to Paris District High School A-1-i
Clarification: The point of Bobby West was not that the road is unsafe to traverse but that is design is to
be a one way street going up towards #2 Highway. This then leads walkers onto a sidewalk.
As stated above The school board attempt is to provide safe transportations to all students. A given
map and the distance is calculate to be fair however the STSBHN does have the ability to alter. Two
applicable points and a third point are applicable to this area.
1. Commercial or Industrial Areas: As assuming that a walker is to proceed either down the wrong
way on a one way street or they walk down #2 and turn left onto a side walk onto Dumfries. At
the intersection of Dumfries and Bobby West the Sidewalk ends. Along this side of the road
there are no residences and by nature it would be considered a commercial area.
2. Unique Infrastructure - The students will then have to proceed onto the corner of Dumfries and
Grand River. This side of the road is blocked by a retaining wall. This infrastructure along with
the sloped hill make this side of the wall unsafe to cross. Please note the picture below.
Regular Board Meeting
September 23, 2019
Page 6 of 131
M. Caffrey Delegation – Busing to Paris District High School A-1-i
The boards policy is to provide a fair and safe route for students. It is reasonable to point out that the
left side of the road is unsafe and contains infastrutures that prevents safe walking travel. The county
has also confirmed that the grass in not plowed and therefore a student would have to cross the street
to walk on the other side of Grand River Street.
In 2016 the road survey rate this area as a VOS 3. Meaning there was a constant flow of traffic. This
traffic has increased dramatically since 2016. In 2017 the County proposed to install a cross walk on
Dumfries to allow for a safe crossing area. This crosswalk was deemed unsafe to install based on the
grade of the hill and the nature of the corner. (If a crosswalk is deemed unsafe it is reasonable to
assume that it is unsafe for students to cross without a cross walk.)
This leaves the students to cross at Grand River and Dumfries. The county’s director of roads has also
agreed that this area is unsafe for students to cross. As stated above the county will have to make
adjustments due the growth in Paris.
This however this leaves the students in a unsafe position. There is no safe route from these
neighorhoods affected that does not well exceed a 4 km.
Over 20 students student are currently affected with more families to be affected in the coming years.
Numerous parents are planning on attending the board meeting as they are concerned about their
childrens safety.
It is assume that the GEDSB would agree with the County’s assertion and would not want children doing
an unsafe and dangerous walking route. This goes without saying as it would contradicted the boards
policy and increase potential liability.
As part of our presentation we have further videos of the road in question and documents of the road
study. The video shows that at 8:15 am there is a range of 15 to 30 cars passing per minute. This leaves
a range at a maximum of 10 seconds to a low of 2 seconds for a student to dart across what could be a
Regular Board Meeting
September 23, 2019
Page 7 of 131
M. Caffrey Delegation – Busing to Paris District High School A-1-i
slippery road. There is similar traffic at 3:30 pm. Recent discussion in these neighborhoods has found
that sme parents have chosen to switch to the catholic board based on this issue. My children have
been well served by the public board and would not want the attendence eroded based on parents
safety concerns.
In conclusion we simply want to meet with the board to find a safe route (and reasonable distance)for a
children to walk to school. If this is not possible the we request the affected students be provide access
to the bus (no longer consider a courtesy rider) until such a time that a safe walking route is designed. I
also believe that positive dialogue can eliminate frustration and find reasonable solutions.
Regards
Martin McCaffrey
232 Dundas Street West
Brant County
N3L 4H1
Regular Board Meeting
September 23, 2019
Page 8 of 131
B-1-a
Regular Board Meeting
Monday, August 26, 2019
Education Centre, Board Room
Page 1 of 11
MINUTES
Present: Board Chair G. Anderson, Board Vice-Chair D. Dean, R. Collver, E. Dixon, B. Doyle, J.
Richardson, C.A. Sloat, C. Speers, D. Werden, Z. Garbaty (Student Trustee), I. Doxtador-
Swamp (Student Trustee), A. Hauser (Student Trustee)
Administration: Director - B. Blancher; Superintendents – W. Baker, L. De Vos, D. Martins, L. Munro,
S. Sincerbox, L. Thompson, R. Wyszynski; Recording Secretary – L. Howells
Regrets:
Trustees: S. Gibson, C. VanEvery-Albert
Administration: Nil
A - 1 Opening
(a) Roll Call
The meeting was called to order by Chair, G. Anderson at 6:26 p.m.
(b) Declaration of Conflict of Interest
Nil
(c) In Camera Session
R. Collver requested labour matter be added to the In Camera. S. Sincerbox also requested
the addition of Personnel Update.
Moved by: D. Werden
Seconded by: C.A. Sloat
THAT the Board move into In Camera Session to discuss personnel, legal and property
matters at 6:27 p.m.
Carried
(d) Welcome to Open Session
The Public Session meeting was called to order by Chair, G. Anderson at 7:20 p.m.
(e) Memorials
Nil
Regular Board Meeting
September 23, 2019
Page 9 of 131
B-1-a
Regular Board Meeting
Monday, August 26, 2019
Education Centre, Board Room
Page 2 of 11
(f) Agenda Additions/Deletions/Approval
Presented at printed.
Moved by: B. Doyle
Seconded by: D. Werden
THAT the Agenda be approved.
Carried
(g) In Camera Report – Board was required to return to in camera following open session.
(h) Presentations
Nil
(i) Delegation
Nil
B - 1 Approval of Minutes
(a) Regular Board Meeting – June 24, 2019
Presented at printed.
Moved by: B. Doyle
Seconded by: D. Dean
THAT the Minutes of the Regular Board Meeting, held June 24, 2019 be approved.
Carried
(b) Special Board Meeting – July 3, 2019
Presented as printed. D. Werden noted that he was in attendance via teleconference.
Moved by: E. Dixon
Seconded by: J. Richardson
THAT the Minutes of the Special Board Meeting, held July 3, 2019 be approved, as amended.
Carried
Regular Board Meeting
September 23, 2019
Page 10 of 131
B-1-a
Regular Board Meeting
Monday, August 26, 2019
Education Centre, Board Room
Page 3 of 11
(c) Special Board Meeting – July 16, 2019
Presented as printed.
Moved by: R. Collver
Seconded by: D. Dean
THAT the Minutes of the Special Board Meeting, held July 16, 2019 be approved.
Carried
C - 1 Business Arising from Minutes and/or Previous Meetings
Nil
D - 1 Director’s Report
Director’s highlights:
• Welcome Back – excited to be starting a new school year and the implementation of
Year 4 of our MYP 2016-2020 and a special welcome to our Student Trustees – Alex
returning for Year #2 representing Grand Erie North and Zach representing Grand Erie
South and Ia’teieka:nereh representing Indigenous Students, joining us this year. Also
welcome to our new Superintendent L. Munro.
• Director’s Kick-Off Meeting for the 2019-20 school year will take place tomorrow at
Cobblestone Elementary School, Trustees are welcome to attend the first part of the
morning for the welcome back and plenary session – 9:00 – 10:15 am
• Our Camp SAIL – Summer Adventures in Learning programs ran from August 6 to 23 at
Agnes Hodge and Waterford Elementary Schools. All reports show that the students
enjoyed this special opportunity of summer learning.
• 50 Stories in 50 Days – During the summer, the Communication and Community
Relations team kept the Board’s Facebook and Twitter handles active by sharing 50 stores
from 2018-19 in the 50 days prior to the start of the new school year (July 15 -Sept 2).
Stories highlighted the work of students and staff from all areas of the Board and each
were linked to one of the indicators in the Multi-Year Plan,
Success for Every Student
.
• Focus on Youth Program - The Focus on Youth program is in its fourth year. This year
the program ran from July 3 – August 16 and gave 31 students the opportunity to
participate in a work placement for six weeks. The students received pre-employment
training June 26- 28 and at the training the students obtained their Standard First Aid
Certificate and High Five Training as well as the Grand Erie’s required HR onboarding.
This was our most successful Focus on Youth to date, in terms of continuing employment,
as approximately 68% of the students involved have gained employment, either
seasonally or continuing during the upcoming school year.
Regular Board Meeting
September 23, 2019
Page 11 of 131
B-1-a
Regular Board Meeting
Monday, August 26, 2019
Education Centre, Board Room
Page 4 of 11
o 19% of the students were not seeking employment for the fall due to acceptance
to university, opportunities with the Canadian Armed Forces, other employment
opportunities and not seeking part-time work at this time.
o 6 students were placed within the Facilities, 4 students were placed with the City
of Brantford’s Horticulture Department (a new, and successful partnership) and
20 students were placed at community agencies in roles such as camp counselor,
museum personnel and clerical assistant.
On Tuesday, August 13, 2019 the Ministry of Education came to meet with our Focus
on Youth team and visited a few sites to see how the board runs the program and to hear
first-hand from the students and supervisors about their experiences this summer and
over the four years. The face-to-face meeting allowed FOY staff to share successes and
challenges.
• Secondary school registration activities kick off this week as schools welcome the new
group of Grade 9 students and welcome back the students in Grades 10 – 12 and of
course the returning grads.
• The school year begins officially next Tuesday – our last week of planning and
preparation for the new school year.
• Ministry News:
• June 27
th
Transfer Payment Agreement (TPA) re: Foundation in Mathematics
Curriculum – total dollars of $889,000, which less money than last year ($1,085,868)
($196,868). B. Blancher asked L. De Vos to speak to the math hiring and Child Care
piece
o L. De Vos provided Trustees with an update regarding the 5 elementary math
facilitators. S. Martins provided an update on the secondary math facilitator
position.
o L. De Vos provided Trustees with an update on the Child Care Sector noting that
a meeting occurred last week with the Consolidated Municipal Service Managers
(CMSM) to discuss cost recovery. L. De Vos noted that come January 2020 there
will be reductions to their budget. The CMSM noted at the meeting that the
partnership is beneficial to the future of our board and L. De Vos commented
that we will do the best we can moving forward but there may be some hard
decisions that may need to be made.
• July 2
nd
Release of new Career Studies Curriculum – revised course was posted as of
that date on the Ministry website for implementation this September – includes a
more comprehensive focus on financial literacy and transferable skills.
• July 26
th
– Reciprocal Education Approach – legislation will come into effect on
September 1
st
to change the landscape for First Nation students and families by
improving access, removing barriers and strengthening parent choice for First Nation
students transitioning between school systems.
Regular Board Meeting
September 23, 2019
Page 12 of 131
B-1-a
Regular Board Meeting
Monday, August 26, 2019
Education Centre, Board Room
Page 5 of 11
• August 21
st
- Release of revised Heath and Phy-Ed (HPE) Curriculum Grades 1 to 8
along with a Kindergarten addendum
• August 21
st
– TPA received to cover implementation of revised Career Studies, HPE
and Kindergarten Addendum to the amount $36,000
• August 21
st
– update on the preparation for the introduction of a math proficiency
test regulations filed on August 20
th
, new applicants to the Ontario College of
Teachers will be required to successfully pass a math proficiency test if their
application is completed on or after March 31, 2020. EQAO is being mandated to
develop the test and to mark the test, 2 parts of the test – skills in math and pedagogy
– candidates require a mark of 70% or higher on both parts
• August 22
nd
– class size media release -no change to Grand Erie
• August 23
rd
– received the TPA for Mental Health Workers in Schools
• Awaiting further information on Service Animals in Schools, Cellphones in
Classrooms and plans for eLearning in Secondary Schools to begin in September
2020
• New or Revised PPMs
• PPM128 Provincial Code of Conduct – updated to include information on the use of
cellphones during instructional time
• PPM158 School Board Policies on Concussion will establish of concussion code of
conduct and annual review. In our revised policy SO28, we included a
Player Code
of Conduct
in the resource guide and we will need to review the PPM requirements
against this to see if there are further changes required
• New PPM162 – on exemption from instruction related to the Human Development
and Sexual Health expectations which will require us to develop a procedure that
allows parents to exempt their child from instruction of the sexual health education
component, we will need a procedure in place by November 30
th
• New PPM Service Animals in Schools – and our procedure needs to be in place by
January 2020
• Trustee Learning Sessions for 2019-20 – G. Anderson provided Trustees with the dates -
November 18, January 20, April 20
• MYP Video – Each fall, since 2016, as a way to highlight our Multi-Year Plan, we’ve
created a series of videos. In Year 1, we focused on students; in Year 2, we featured staff;
last year our focus was on Equity and this year, as we enter into the final year of the
2016-2020 plan we highlight each of the indicators.
Moved by: R. Collver
Seconded by: D. Werden
THAT the Grand Erie District School Board receive the Director’s Report of August 26, 2019
as information.
Carried
Regular Board Meeting
September 23, 2019
Page 13 of 131
B-1-a
Regular Board Meeting
Monday, August 26, 2019
Education Centre, Board Room
Page 6 of 11
E - 1 New Business – Action/Decision Items
(a) Approval of 2019-20 Committee of the Whole and Regular Board Proposed Schedules of
Agenda Items
B. Blancher referred to the Committee of the Whole Board and Regular Board Proposed
Schedule report.
B. Blancher referred to some minor revisions to the Bylaw, Policy and Procedure Review
schedule.
Moved by: D. Werden
Seconded by: E. Dixon
THAT the Grand Erie District School Board approve the Proposed Schedule for the 2019-20
Committee of the Whole Board and Regular Board Meetings, as amended.
Carried
(b) OPSBA Membership Fee for 2019-20
Presented as printed.
Moved by: D. Werden
Seconded by: R. Collver
THAT the Grand Erie District School Board approve the 2019-20 OPSBA Membership Fee
of $64,764.82 ($57,314 plus HST) for payment.
Carried
(c) Bylaw 34 Borrowing Bylaw Bridge Financing Dunnville School Consolidate
R. Wyszynski referred to the Bylaw 34 Borrowing Bylaw Bridge Financing Dunnville School
Consolidate report.
Moved by: B. Doyle
Seconded by: J. Richardson
THAT the Grand Erie District School Board rescind Bylaw 34 Borrowing Bylaw Bridge
Financing Dunnville School Consolidate.
Carried
Regular Board Meeting
September 23, 2019
Page 14 of 131
B-1-a
Regular Board Meeting
Monday, August 26, 2019
Education Centre, Board Room
Page 7 of 11
E – 2 New Business – Information Items
(a) Major Construction Update
R. Wyszynski referred to the Major Construction Project Report which provided a final status
update for the 2018-19 Major Constructions projects which included Mapleview Elementary
School Construction and New Elevator Addition at Major Ballachey Elementary School. R.
Wyszynski also provided an update on the planned Child Care Renovation at Hagersville
Secondary School and the Child Care Addition at Central Public School.
C.A. Sloat asked about the condition of our kindergarten classrooms as she is concerned
about using Full Time Kindergarten funding for other purposes? B. Blancher responded that
we did an inventory and believes our current classrooms are in good shape. R. Wyszynski
added that our facilities team conducts annual assessments of our classrooms and buildings
to ensure no concerns exist.
J. Richardson asked for an update on where we are with Grandview school. R. Wyszynski
responded that we are still in the process of collecting information from preferred agencies
as per regulation 444/98. There are three organizations that have yet to respond. When they
do, we will have fulfilled the regulatory requirements and will need Ministry approval to
proceed to put the school on the market.
C.A. Sloat asked about an update on the new elevator at Pauline Johnson and if all the major
projects that occurred at schools over the summer are now complete? R. Wyszynski
responded that the new elevator is progressing well, but there have been some minor delays
due to the lack of skilled trades. R. Wyszynski stated the elevator is anticipated to be
functional by the end of the September. R. Wyszynski provided a high-level summary of the
summer projects noting most are complete or on track.
B. Doyle asked for an update on Caledonia Centennial Public School. R. Wyszynski
responded the masonry work is on track to be completed.
J. Richardson asked about the masonry work at Dunnville Secondary. R. Wyszynski
responded that during the work some structural deficiencies were identified. R. Wyszynski
stated this has delayed the project and unfortunately it will not be completed before the
startup of school.
Regular Board Meeting
September 23, 2019
Page 15 of 131
B-1-a
Regular Board Meeting
Monday, August 26, 2019
Education Centre, Board Room
Page 8 of 11
Moved by: E. Dixon
Seconded by: J. Richardson
THAT the Grand Erie District School Board receive the Major Construction Project report as
information.
Carried
(b) School Council Report
B. Blancher referred to the School Council Report noting that 39 Grand Erie school councils
submitted a brief report of their 2018-19 activities. B. Blancher noted Appendix A provides
three examples what each school did to encourage parent engagement at their schools.
R. Collver asked, are you concerned with the lack of compliance and do we have any
recourse? B. Blancher responded yes we are concerned and further stated it is the school
council chairs’ responsibility to complete but we do know that some of the reports were
completed by principal and we don’t have any recourse.
Moved by: D. Dean
Seconded by: D. Werden
THAT the Grand Erie District School Board receive the School Council Report for 2018-19
as information.
Carried
F - 1 Other Business
(a) Summary of Accounts – June 2019
Presented as printed.
Moved by: B. Doyle
Seconded by: C. Speers
THAT the Grand Erie District School Board receive the Summary of Accounts for the month
of June 2019 in the amount of $8,808,257.48 as information.
Carried
Regular Board Meeting
September 23, 2019
Page 16 of 131
B-1-a
Regular Board Meeting
Monday, August 26, 2019
Education Centre, Board Room
Page 9 of 11
(b) Summary of Accounts – July 2019
Presented as printed.
Moved by: D. Werden
Seconded by: J. Richardson
THAT the Grand Erie District School Board receive the Summary of Accounts for the month
of July 2019 in the amount of $10,219,652.67 as information.
Carried
(c) Joint Use Agreement Task Force Minutes (Draft) – April 30, 2019
Presented as printed.
C.A. Sloat asked about the $5 user fee? R. Wyszynski responded that this applies to the
Catholic Board, does not apply to Grand Erie.
Moved by: D. Dean
Seconded by: E. Dixon
THAT the Grand Erie District School Board receive the Joint Use Agreement Task Force
Minutes (Draft) - April 30, 2019 as information.
Carried
(d) Student Transportation Services Brant Haldimand Norfolk Special Board of Directors
Minutes (Draft) – August 14, 2019
Presented as printed.
Moved by: B. Doyle
Seconded by: R. Collver
THAT the Grand Erie District School Board receive the Student Transportation Services Brant
Haldimand Norfolk Special Board of Directors Joint Use Agreement Minutes (Draft) - August
14, 2019 as information.
Carried
Regular Board Meeting
September 23, 2019
Page 17 of 131
B-1-a
Regular Board Meeting
Monday, August 26, 2019
Education Centre, Board Room
Page 10 of 11
(e) OPSBA Report
C.A. Sloat referred to the report.
Moved by: B. Doyle
Seconded by: C. Speers
THAT the Grand Erie District School Board receive the OPSBA Report as information.
Carried
G - 1 Correspondence
Nil
Return to In Camera Session
Moved by: B. Doyle
Seconded by: J. Richardson
THAT the Board move into In Camera Session to discuss personnel, legal and property
matters at 8:08 p.m.
Carried
Board returned to public session at 9:21 p.m.
(j) In Camera Report
Moved by: E. Dixon
Seconded by: B. Doyle
THAT the Grand Erie District School Board approve the Director’s Operational goals for
2019-20.
Carried
Moved by: D. Werden
Seconded by: C.A. Sloat
THAT the Grand Erie District School Board approve the recommendation to add to the
Replacement/Casual Principal and Vice Principal List, effective August 27, 2019.
Carried
Regular Board Meeting
September 23, 2019
Page 18 of 131
B-1-a
Regular Board Meeting
Monday, August 26, 2019
Education Centre, Board Room
Page 11 of 11
Moved by: B. Doyle
Seconded by: C.A. Sloat
THAT the Grand Erie District School Board approves B-1-f.
Carried
Moved by: R. Collver
Seconded by: E. Dixon
THAT the Grand Erie District School Board approves in principle the Joint Use of Facilities
Agreement between the Board, The City of Brantford and Brant Haldimand Norfolk Catholic
District School Board.
Carried
H - 1 Adjournment
Moved by: C.A. Sloat
Seconded by: J. Richardson
THAT the meeting be adjourned at 9:23 p.m.
Carried
_________________________________________________
Board Chair, G. Anderson
Regular Board Meeting
September 23, 2019
Page 19 of 131
Regular Board Meeting
September 23, 2019
Page 20 of 131
B-1-b
Committee of the Whole Board Meeting
Monday, September 9, 2019
Education Centre, Board Room
Page 1 of 15
MINUTES
Present: R. Collver – Committee Chair, G. Anderson, D. Dean, E. Dixon, S. Gibson, J. Richardson,
C.A. Sloat, C. Speers, C. VanEvery-Albert, D. Werden, I. Doxtador-Swamp (Student
Trustee), Z. Garbaty (Student Trustee), A. Hauser (Student Trustee)
Administration: Director - B. Blancher; Superintendents – W. Baker, L. De Vos, D. Martins, L. Munro.
Sincerbox, L. Thompson, R. Wyszynski; Recording Secretary – L. Howells
Regrets:
Trustees: B. Doyle
Administration: Nil
A - 1 Opening
(a) Roll Call
The meeting was called to order by Committee Chair, R. Collver at 6:30 p.m.
(b) Declaration of Conflict of Interest
Nil
(c) In Camera Session
S. Gibson requested a personal matter as A-1-b. C.A. Sloat requested a legal update be added
B-1-d.
Moved by: D. Werden
Seconded by: J. Richardson
THAT the Board move into In Camera Session to discuss personnel and legal matters at 6:32
p.m.
Carried
(d) Welcome to Open Session
The Public Session meeting was called to order by Committee Chair, R. Collver at 7:20 p.m.
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(e) Agenda Additions/Deletions/Approval
Presented as printed.
Moved by: S. Gibson
Seconded by: C.A. Sloat
THAT the Agenda be approved.
Carried
(f) In Camera Report
Moved by: D. Werden
Seconded by: E. Dixon
THAT the Grand Erie District School Board approve A-1-b.
Carried
B - 1 Business Arising from Minutes and/or Previous Meetings
(a) Secondary Athletic Report
D. Martins referred to the Secondary Athletic Report providing a high-level overview on the
background and additional information. D. Martins reviewed Sr. Administration’s
recommendation which is that funds for an athletic assistant on a contract basis for 2019-20
be absorbed by the athletics transportation allocation within the secondary school budgets
and the next steps.
D. Dean requested clarity regarding the recommendation and where the funds will be
coming from. D. Martins responded these funds were originally allocated in the
transportation budget for athletics, those funds were first moved to school budgets for 2018-
19 but were not utilized. D. Dean shared his view that athletics is important and does not
support any recommendation that would take funding from schools’ athletics budgets.
C.A. Sloat asked would we be incurring more transportation costs by hosting athletics within
an amalgamated system where schools from the far ends of the board play each other and
was this part of the discussion with all the stakeholders. D. Martins responded it was and all
the pro and cons were looked at. D. Martins further stated that there are some areas of the
board that will see an increase to transportation but noted we are paying exorbitant fees to
participate in sports/leagues outside of this board. D. Martins noted there have been multiple
discussions with Secondary Administrators who support the athletics transportation budget
being used for this initiative and believes this is a win/win.
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S. Gibson asked what will happen in the following years? D. Martins responded year over
year we would be required to have an athletic assistant moving forward in this role.
G. Anderson asked would we be able to make this work without the Catholic board. D.
Martins responded yes, we can regardless of their decision.
D. Werden asked how many teams are involved in leagues outside of the board. D. Martins
indicated we currently have one area of the board that currently has five sports that
participate in leagues outside of the board. D. Werden further stated that $20K is a start-up
to get this going and asked where it will be allocated in the budget line going forward. D.
Martins responded this is funding that the schools did not use, and this is not a full-time
position. D. Martins stated currently the funds were under the transportation line and would
mostly like occur under the same area that pays for OFSAA fees.
C.A. Sloat asked if there are any concerns in relations to legal or the Education Act? D.
Martins responded that we participated in legal consultation for oversight with Secondary
athletics association financials and followed up with those associations, as this is something
that could be a potential audit risk. C.A. Sloat asked that the section of the Education Act be
sent to her.
A. Hauser asked if this would reduce the number of tournaments teams attend to make up
their season. D. Martins responded absolutely.
Moved by: C. Speers
Seconded by: E. Dixon
THAT the Grand Erie District School Board include the $20K for the Athletic Assistant as a
separate line item in the budget.
There was discussion regarding the motion on the table. C. Speers withdrew the motion.
Moved by: D. Dean
Seconded by: D. Werden
THAT the Grand Erie District School Board request Sr. Administration bring a
recommendation back to the Board at the September 23, 2019 Board meeting.
D. Werden requested the amendment to the motion on the table.
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Moved by: D. Werden
Seconded by: J. Richardson
THAT the Grand Erie District School Board approve $20,000 towards the contract for the
position of Athletic Assistant to come from the board initiative funding for the 2019-20
school year.
After further discussion and questions, D. Werden withdrew his motion.
Moved by: G. Anderson
Seconded by: C. VanEvery-Albert
THAT the Grand Erie District School Board refer the Secondary Athletics report to October
7, 2019 Committee of the Whole board meeting.
Carried
(b) Response to Haldimand Huskies Basketball Delegation
R. Wyszynski referred to the Response to Haldimand Huskies Basketball Delegation report
which provided background, overview of the Ministry Guidelines with regards to
Community Use of Schools (CUS), Grand Erie’s CUS policy, exceptions, additional
information, additional request and next steps.
G. Anderson thanked Superintendent Wyszynski for the comprehensive report.
J. Richardson stated, not overlooking Haldimand Huskies’ frustration, his original question
was about availability of space during the summer, and he now realizes the response is no.
J. Richardson further asked do we need to clarify in the policy or procedure what the priority
order is for use for our facilities? R. Wyszynski responded that our current policy already
includes the priority order in which bookings are based upon; Policy FT4: Section 6h. It was
suggested that this be more emphasized for user groups when the policy is up for review. It
was noted that the policy is up for review in February 2020.
Moved by: D. Dean
Seconded by: D. Werden
THAT the Grand Erie District School Board receive the Response to Haldimand Huskies
Basketball Delegation report as information.
Carried
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C - 1 Director’s Report
Director’s highlights:
• Conestoga Skilled Trades Proposal Update - During the March Board Meeting Director’s
Report this year, Director Blancher shared that, Chair Anderson, Vice-Chair Dean,
Superintendent Martins and herself attended a meeting on March 22
nd
at MPP Bouma’s
office along with John Tibbets, President of Conestoga College and Stephen Speers,
Faculty in the Trades department for a discussion and also shared that Conestoga College
is moving ahead with expanding their skilled trades facilities in Brantford and are
interested in partnering with the local school boards to offer skills specific training to
students in secondary schools. Superintendent Martins and Director Blancher, together
with appropriate staff, put together a high level outline of a plan for how something like
this might look – taking into account the awareness stage and involving students
beginning in Grade 6 along with opportunities for parent events. MPP Bouma’s office
inquired in June as to whether we had anything to share at which time Director Blancher
sent the outline by email to MPP Bouma’s office and subsequently there was a brief
meeting in late August with MPP and his staff to highlight key areas that would require
enhanced funding – specifically staffing and transportation – and an additional
discussion has been planned regarding the Workforce Planning Board of Grand Erie and
how to ensure that school board has a greater voice at this table. Director Blancher will
be meeting with Danette Dalton, the new Executive Director of the Workforce Planning
Board this week to begin those discussions in an effort to greater support workplace
connections for our students.
• Ministry Updates – funding received since the August Board Meeting
• After School Skills Development Programs – to enhance skills for students with
ASD – the amount of funds received covers 3 years of the initiative – programs
can run before school or at lunch as well as after school
• Well-Being and Mental Health - this covers inclusive schools as well
• Experiential Learning - funding for a Lead and for training
• Director Blancher asked R. Wyszynski to speak about Un Twinned Schools – Echo
Place and Woodman-Cainsville –
• R. Wyszynski advised Trustees that the Ministry has approved the un-twinning
of Echo Place and Woodman-Cainsville elementary schools as of the 2018-19
school year.
C.A. Sloat asked do we need to appoint a Principal at Echo Place? B. Blancher
responded yes will but noted that Echo Place currently has a Vice-Principal who is
in the Principal pool.
• P.A. Day – this Friday, September 13
th
for elementary and secondary schools
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Moved by: C. VanEvery-Albert
Seconded by: E. Dixon
THAT the Grand Erie District School Board receive the Director’s Report of September 9,
2019 as information.
Carried
D - 1 New Business – Action/Decision Items
(a) Schedule of Pre-Budget Consultation and Budget Review Meetings
R. Wyszynski referred to the schedule of Pre-Budget Consultation and Budget Review
Meetings report which outlines the proposed dates for the 2020-21 Budget cycle.
C.A. Sloat asked if we should have fourth date as a place holder. R. Wyszynski responded
that he is open to suggestions.
D. Werden noted that he will be missing 3 of the proposed meetings due to prior
commitments on Wednesdays.
R. Collver stated that she has had a discussion with the Director about formalizing the budget
process so that minutes and attendance be taken. C. Speers would support that
recommendation. C.A. Sloat commented that she understands the recommendation but
stated that the current process allows for a lot of informal discussion and formalizing the
process may be less effective. C.A. Sloat also noted that Bylaw 8 would need to be revised
to reflect the formalized process.
Moved by: G. Anderson
Seconded by: J. Richardson
THAT the Grand Erie District School Board set the dates for the Pre-Budget Consultation
Meetings as follows:
1. Thursday, January 20, 2020
2. Wednesday, February 26, 2020
Carried
Moved by: S. Gibson
Seconded by: C. VanEvery-Albert
THAT the Grand Erie District School Board set the dates for Budget Review Meetings as
follows:
1. Tuesday, April 21, 2020
2. Wednesday, May 20, 2020
3. Wednesday, May 27, 2020
Carried
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R. Collver stepped away from table and C.A. Sloat assumed the Chair at 8:28 p.m.
(b) Request for an Ad Hoc Committee – Crisis Communications Plan Working Group
B. Blancher referred to the Ad Hoc Committee – Crisis Communications Plan Working
Group report which provided background, additional information and draft Terms of
Reference for the Ad Hoc Committee.
D. Dean requested that student voice be considered. B. Blancher thanked D. Dean and noted
that we will ensure the student voice is part of the consultation.
Moved by: S. Gibson
Seconded by: E. Dixon
THAT the Grand Erie District School Board strike an Ad Hoc Committee to develop a Crisis
Communication Plan to be presented to Board in May 2020.
Carried
R. Collver reassumed the chair at 8:30 p.m.
(c) Capital Priorities Project Funding Submission
R. Wyszynski referred to the Capital Priorities Project Funding Submission report which
provides background and high level overview of the recently released Ministry
memorandum 2019: B17 Launch of 2019-20 Capital Priorities Program (CPP), including
Child Care Capital Funding. R. Wyszynski noted that guided by the Board Long Term
Accommodation Plan – March 2017, Sr. Administration recommends that business cases be
submitted for the following consolidation projects:
Priority One - New School Project for the Southwest Brantford area as follows:
• A new elementary school to accommodate the current and future enrolment from
the final phases of residential development in the Wyndfield community of
Southwest Brantford. This school would eliminate the portable classrooms in use
now and in future years at Walter Gretzky and Ryerson Heights schools.
• The proposed school would include the partnership with the City of Brantford and
the Brantford Public Library Board for shared use of the adjacent sports facilities
currently planned for the site, the inclusion of a City of Brantford community centre
as part of the facility, a child care and child and family centre as well as the co-
building of a Brantford Public Library Branch which would also serve as the school
library.
• The Ministry has encouraged boards to standardize and repeat the design of new
school construction. This project will look at Grand Erie’s most recent design,
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Mapleview Elementary School in Dunnville, to see if efficiencies in the design or
procurement stage of the project can yield savings.
Priority Two - New Joint Elementary School Project for Caledonia as follows:
• A new joint elementary school to be a co-build with the Brant Haldimand Norfolk
Catholic District School Board to serve the new Avalon (McClung Road)
development in Caledonia. The most recent boundary review for this area has
students from this development attending Caledonia Centennial until the new joint
school is approved and constructed.
• The Grand Erie submission would include three childcare rooms as part of the new
construction.
• The proposed joint-use school could also see a partnership with Haldimand County
to offer shared recreational and parkland space on the proposed site.
• Both boards would be considering the Walter Gretzky Elementary/St. Basil
Elementary project as a potential for a repeat design.
R. Collver asked for an update on Elgin. R. Wyszynski responded that he has followed up
with the Ministry and has yet to hear anything.
Moved by: J. Richardson
Seconded by: C. Speers
THAT the Grand Erie District School Board approve the Capital Priorities for submission to
the Ministry of Education.
Carried
(d) Contract Award: Leased Devices
R. Wyszynski invited J. Ecklund, Manager of ITS to the table. R. Wyszynski referred to the
Contract Approval: Leased Devises – Compugen report providing a high-level overview of
the background, proposed change in teacher/classroom device management and
deployment, next steps and the Budget Impact.
C.A. Sloat asked do we have revised plan in place and how will the devices be rolled out?
J. Ecklund responded looking forward these devices will be replacing the aged devices and
not by the grade or subject.
R. Collver asked if the price is confirmed with Compugen? R. Wyszynski responded that the
price for contract 1 is guaranteed.
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Moved by: G. Anderson
Seconded by: D. Werden
THAT the Grand Erie District School Board enter into a three-year lease agreement for
$1,275,708 with Compugen for the acquisition of laptops for Grand Erie Teachers and
classrooms to support the Ed Tech initiatives.
Carried
D – 2 New Business – Information Items
(a) Enrolment Update
R. Wyszynski referred to laydown Enrolment Update data report and reviewed the data
which included enrolment projections, actual enrolment as of September 6, 2019 and
enrolment history.
G. Anderson asked where in the board is the enrolment is down? R. Wyszynski responded
we haven’t done the analysis as it is too soon.
Moved by: D. Dean
Seconded by: J. Richardson
THAT the Grand Erie District School Board received the Enrolment Update Report as
information.
Carried
(b) Supervised Alternative Learning Annual Report
D. Martins referred to the Supervised Alternative Learning (SAL) report and reviewed the
2018-19 school year data which consisted of:
• Percentage of Students by Age Profile (age calculated as of December 31, 2018)
including ratios males to females
• Number of Students by Activity Group
• Student Enrolment
• Credit Summary
• Cumulative Data Summary Analysis
D. Martins provided a high-level overview of the summary and next steps.
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Moved by: G. Anderson
Seconded by: E. Dixon
THAT the Grand Erie District School Board receive the Supervised Alternative Learning
Annual Report as information.
Carried
(c) Student Census Data Report
W. Baker invited G. Rousell, System Research Leader, to the table. W. Baker referred to the
Student Census 2019 Executive Summary Report providing background, additional
information which included a high-level overview of the attached Executive Summary which
reflects the results for the student census and the next steps.
C.A. Sloat asked about survey completion noting the drop off in Grade 12, do we know why
this occurred? G. Rousell responded that this is consistent with other boards and Grade 12
students can be difficult to track down to get them to complete the survey.
C. VanEvery-Albert is very interested in this and the native perspective, and in order to have
a better review of this asked if there is a more detailed report that Trustees can look at. G.
Rousell that this can be done but it will take time to complete.
R. Collver asked, as a Board, do we have an action plan moving forward from this? W. Baker
responded that we will share this data with schools and will need to provide some direction.
W. Baker further added there is research-based information that we can share and best
practices that have been developed by other boards. G. Rousell added that he will be
working with the Manager of Communications to provide the results back to schools. R.
Collver further asked if G. Rousell would be working with the principals to help interpret the
data? G. Rousell responded yes.
C. VanEvery-Albert asked if there is any plan to share this data with the Native Advisory or
Indigenous Education Advisory Committees. G. Rousell responded there is currently no plan
but would be happy to attend those meetings to share data.
Moved by: D. Dean
Seconded by: D. Werden
THAT the Grand Erie District School Board receive the Student Census 2019 Executive
Summary Report as information.
Carried
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(d) Traumatic Event Response Protocols
W. Baker invited C. Bibby, Safe and Inclusive Schools Lead, to the table. W. Baker referred
to the Traumatic Events System (TES) Model report providing background, additional
information, next steps and high-level overview of the Traumatic Events Response Resource
Guide.
C.A. Sloat asked who are the stakeholder groups that will receive the training. C. Bibby
responded that this training will be occurring with the community in November and will
include all administrators, trustees, sr. admin and as many community agencies that can
attend. (Brantford’s BRAVE Committee is hosting a TES training November 5/6, Grand Erie
is hosting a TES training on November 7/8)
C. VanEvery-Albert asked how this has been communicated to Six Nations and Mississaugas
of the Credit. C. Bibby responded that we currently work with the Six Nations Mental Health
Services and is looking forward to establishing more collaboration with other Six Nations
and Mississaugas of the Credit support organizations.
Moved by: G. Anderson
Seconded by: S. Gibson
THAT the Grand Erie District School Board receive the Traumatic Events (TES) Model report
as information.
Carried
E - 1 Bylaw/Policy/Procedure Consideration – Action/Decision Items
(a) Bylaw 17 Communication with the Board
B. Blancher referred to the Bylaw 17 Process for Communication with the Board report
noting that Bylaw 17 was identified for review and sent to Trustees for comments. B.
Blancher reviewed the revised Bylaw based on comments received.
C.A. Sloat requested further revisions to “2 a) All correspondence from the Chair, must be
by Board motion or Board direction and will be shared with…”
D. Werden recommends that under 1 a) “must” be removed and “or via email” be added.
D. Werden believed that if has been shared by email there is no requirement to be brought
to the table. B. Blancher responded it is her understanding that correspondence received
needs to be on record as received.
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D. Dean believes that we need to grant the Chair certain “executive authority” to respond
quickly and would like more flexibility on section 2. C.A. Sloat responded that the Chair is
speaking on behalf of the Board and all Trustees should be aware of the communication.
R. Collver stated the thought behind bringing correspondence to the table was to allow
Trustees to ask question or have a discussion on it and with regards to the correspondence
from the Chair, this is a practice we currently follow but it was not documented. D. Werden
stated that with regards to correspondence shared by email, then Trustees can request it be
added to the agenda for discussion.
Moved by: G. Anderson
Seconded by: C. VanEvery-Albert
THAT the Grand Erie District School Board approve Bylaw 17 – Process for Communication
to and from the Board, as amended.
Carried
(b) F1 Supplier Exclusivity: Food Services & Vending Machines in Schools
R. Wyszynski noted Policy F1 Supplier Exclusivity: Food Services & Vending Machines in
Schools has been identified for review, will be going out for comment and reviewed the
revisions.
Moved by: S. Gibson
Seconded by: J. Richardson
THAT the Grand Erie District School Board forward Policy F1 Supplier Exclusivity: Food
Services & Vending Machines in Schools to all appropriate stakeholders for comments to be
received by October 24, 2019.
Carried
(c) F3 Capital Related Funding and Community Donations
R. Wyszynski noted Policy F3 Capital Related Fundraising and Community Donations has
been identified for review, will be going out for comment and reviewed the revisions.
Moved by: C.A. Sloat
Seconded by: E. Dixon
THAT the Grand Erie District School Board forward Policy F3 Capital Related Fundraising
and Community Donations to all appropriate stakeholders for comments to be received by
October 24, 2019.
Carried
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(d) HR8 Workplace Violence
R. Wyszynski noted that this report was originally deferred from the May 13
th
Committee of
the Whole package due to additional work required for us to ensure compliance with
Ministry of Labour orders. Staff have worked over the summer on revisions; however, upon
reviewing the report, Executive Council sought the advice of legal counsel who after a quick
review would like more time to fully examine the revisions to HR8. For this reason, we
respectfully request that this item be moved to the October Committee of the Whole Meeting.
(e) HR9 Hiring, Supervision and Placement of a Family Member
S. Sincerbox noted Policy HR9 Hiring, Supervision and Placement of a Family Member has
been identified for review and will be going out for comment with no revisions.
Moved by: D. Dean
Seconded by: S. Gibson
THAT the Grand Erie District School Board forward Policy HR9 Hiring, Supervision and
Placement of a Family Member to all appropriate stakeholders for comments to be received
by October 24, 2019.
Carried
(f) SO6 Student Suspensions
W. Baker noted Policy SO6 Student Suspension has been identified for review, will be going
out for comment and reviewed the revisions.
Moved by: D. Werden
Seconded by: J. Richardson
THAT the Grand Erie District School Board forward Policy SO6 Student Suspension to all
appropriate stakeholders for comments to be received by October 24, 2019.
Carried
E – 2 Procedure Consideration – Information Items
(a) SO109 Availability and Use of Naloxone in Schools
W. Baker noted SO109 – Availability and Use of Naloxone in Schools is a new procedure
and provided a high-level overview on the background and additional information.
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Moved by: C.A. Sloat
Seconded by: S. Gibson
THAT the Grand Erie District School Board forward Procedure SO109 Availability of Use of
Naloxone in Schools to all appropriate stakeholders for comments to be received by October
24, 2019.
Carried
(b) SO116 Pupils Return from Absence
W. Baker noted Procedure SO116 Pupil’s Return from Absence has been identified for
review, will be going out for comment and reviewed the revisions.
Moved by: G. Anderson
Seconded by: D. Werden
THAT the Grand Erie District School Board forward Procedure SO116 Pupil’s Return from
Absence to all appropriate stakeholders for comments to be received by October 24, 2019.
Carried
(c) SO117 Parental Request for Temporary Excuse from Attendance at School
L. Thompson noted Procedure SO117 Parental Request for Temporary Excuse from
Attendance at School has been identified for review, will be going out for comment and
reviewed the revisions.
Moved by: C.A. Sloat
Seconded by: J. Richardson
THAT the Grand Erie District School Board forward Procedure SO117 Parental Request for
Temporary Excuse from Attendance at School to all appropriate stakeholders for comments
to be received by October 24, 2019.
Carried
F - 1 Other Business
Nil
G - 1 Correspondence
NIL
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H - 1 Adjournment
Moved by: D. Werden
Seconded by: S. Gibson
THAT the meeting be adjourned at 9:59 p.m.
Carried
_________________________________________________
Committee of the Whole Board Chair, R. Collver
Regular Board Meeting
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B-1-c
Special Board Meeting
Monday, September 9, 2019
Education Centre, Board Room
Page 1 of 1
MINUTES
Present: R. Collver – Committee Chair, G. Anderson, D. Dean, E. Dixon, S. Gibson, J. Richardson,
C.A. Sloat, C. Speers, C. VanEvery-Albert, D. Werden, I. Doxtador-Swamp (Student
Trustee), Z. Garbaty (Student Trustee), A. Hauser (Student Trustee)
Administration: Director - B. Blancher; Superintendents –W. Baker, L. De Vos, D. Martins, L. Munro.
Sincerbox, L. Thompson, R. Wyszynski; Recording Secretary – L. Howells
Regrets:
Trustees: B. Doyle
Administration: Nil
A – 1 Opening
(a) Roll Call
The meeting was called to order by Board Chair, G. Anderson at 9:59 p.m.
Moved by: D. Werden
Seconded by: C. Speers
THAT the Grand Erie District School Board proceed beyond 10:00 p.m.
Carried
B - 1 Committee Report
Moved by: R. Collver
Seconded by: C.A. Sloat
THAT the Grand Erie District School Board approve the Committee of the Whole Board
Report, dated September 9, 2019 as follows
1. Contract Award: Leased Devices
THAT the Grand Erie District School Board enter into a three-year lease agreement for
$1,275,708 with Compugen for the acquisition of laptops for Grand Erie Teachers and
classrooms to support the Ed Tech initiatives.
Carried
C – 1 Adjournment
Moved by: C.A. Sloat
Seconded by: D. Werden
THAT the meeting be adjourned at 10:00 p.m.
Carried
____________________________________________
Board Chair, G. Anderson
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E-1
GRAND ERIE DISTRICT SCHOOL BOARD
TO: Trustees of the Grand Erie District School Board
FROM: Alexandra Hauser, Student Trustee
RE: Student Trustee Report
DATE: September 23, 2019
Overview
In response to the Ministry of Education’s newest mandate regarding making earning four eLearning
credits a requirement to receive the Ontario Secondary School Diploma for all Ontario secondary
students, OSTA-AECO collected feedback from students in grades 8-12 on the current program. The
survey received 6087 responses from students all across Ontario. OSTA-AECO recently released
their results from the eLearning survey completed by students earlier this year.
The release covers three sections, describing the state of eLearning today, the challenges students
are facing with eLearning, and how eLearning can be improved.
Interesting Findings Overall
- ¼ respondents said they had a hard time contacting their eLearning teachers.
- 60% of respondents said that their learning styles were not adequately accommodated.
- 94.8% of all respondents (5772) disapprove of the new eLearning mandate.
- 3/10 of respondents had difficulty understanding their eLearning course lessons.
State of eLearning Today
- 60% of all participants took a social science, language or arts course online.
o OSTA-AECO attributes this to science and math courses being more reliant on in-
classroom demonstrations and experiential learning. Also, they tend to be more
available in schools due to higher participation rates.
- Four in ten students took a course online because they had no other option (scheduling
issues, full classes, not offered).
o OSTA-AECO believes that this data points to the rigidness of Ontario’s education
system, and stem from more content-specific courses not deemed a prerequisite for
post-secondary or from limited timetable availability.
- Four of every five students that responded to be currently taking or had taken an eLearning
course were senior students.
o OSTA-AECO attributes the high volume of eLearning courses being taken in these
grades due to the increased number of course options available, whereas some
courses may not see an overall declining enrolment be cause they may not be
compulsory for post-secondary admissions.
Challenges in eLearning
- 83% of respondents said they faced challenges while taking an eLearning course.
- Common challenges while taking an eLearning course were using the platform,
understanding the lesson, contacting the teacher, and managing schedules.
Regular Board Meeting
September 23, 2019
Page 39 of 131
E-1 Student Trustee Report – Sept 23, 2019 Page 2
o OSTA-AECO adds that in addition to the quantitative feedback, there was written
feedback that students had also faced challenges in clearly interpreting course work,
further weakening the understanding of course content.
o OSTA-AECO notes that if there are considerable communication barriers between
eLearning instructors and students, achievement levels and time management skills
may be impacted.
- Two in three of student responses found that it was very difficult to manage their time while
completing work.
o OSTA-AECO believes that an issue of this size may suggest systemic issues with the
management of eLearning and its implementation across school boards.
o OSTA-AECO notes that in previous settings, time management has been noted as a
significant contributor to dropping out of the course. Since the course structure
allows a lot of independence, students have to be vigilant and establish consistent
contact with their eLearning teacher. Students who rely more on inquisitive learning
or need more guidance will not see their personality types accommodated into their
workload.
- Student respondents who hadn’t taken an eLearning course were asked why they had opted
not to, of which 53% responded that they prefer in-person classes.
o OSTA-AECO also says that the dada has suggested significant systemic gaps that limit
the facilitation of an eLearning course. In an education system that mandates the
completion of an eLearning course, OSTA-AECO says that it would be challenging
for students in regions which do not have access to a reliable broadband network
infrastructure that is needed to complete the course.
- 35.6% of student respondents expressed concerns about being able to have quality
interactions between teachers and students.
o OSTA-AECO says that Ontario students need and value contact time to do their best
learning. Since students realize that eLearning reduces their ability to access teacher
expertise, they are concerned that their learning will suffer.
- Around 25% of respondents said that their teacher was not easily available when they had
a question.
Looking Forward
- 35.2% of respondents reported experiencing moderate to severe challenges using the
eLearning software.
o OSTA-AECO suggests that the Ministry of Education and school boards take
significant steps to improve user experience and build the necessary supports to
make eLearning a useful tool for future students.
- 30% of students reported that the Wi-Fi used to complete the course was not reliable.
o OSTA-AECO notes that all eLearning platforms require consistent access to resources
like technology and reliable internet. Many respondents expressed concern since
they rely on school-provided internet and technology, and over half the students
surveyed described their experience with school broadband connections as being
somewhat reliable to completely unreliable.
- 59.3% of respondents said that they do not think their learning styles would be
accommodated through online learning.
o OSTA-AECO adds that the data indicates that there is a wide-ranging perception
amongst students with many learning styles that their learning style is not well
accommodated on an eLearning platform. Almost 60% of respondents demonstrate
the sentiments of high demand for eLearning administrators to accommodate more
learning styles within the limitations of eLearning software.
Regular Board Meeting
September 23, 2019
Page 40 of 131
E-1 Student Trustee Report – Sept 23, 2019 Page 2
Conclusion
OSTA-AECO understands the value of eLearning and its ability, if implemented correctly, to make
publicly-funded education more accessible to all. However, concerns arise when eLearning
becomes a required component of a student’s high school experience. Common themes of concern
highlighted with in the survey results ranged from the desire to maintain one-on-one support, the
lack of access to technology, as well as a basic requirement to complete eLearning courses. OSTA-
AECO stands by the position that “the government [should] reverse the mandate for four eLearning
courses as a graduation requirement.” They encourage the Ministry of Education and other
education stakeholders to explore other avenues that are all-encompassing of every student’s needs
and perspectives.
Based on the feedback from 6087 respondents, OSTA-AECO advocates for the reversal of the
eLearning mandate, and will continue to advocate for the following recommendations to be
implemented to strengthen the eLearning model and meet the needs of Ontario’s students:
1. Broadband: That reliable broadband internet services be accessible to all schools in
Ontario;
2. Matched Ratio: That the student-to-teacher ratio of eLearning classes match those of in-
person classrooms;
3. Training: That students receive proper training for the use of eLearning software;
4. Learning Skills: That a considerable effort is made to retain critical learning skills such as
time management and collaboration by incorporating face-to-face interaction with
eLearning teachers and students;
5. Office Hours: That eLearning teachers establish “office hours” to notify students of their
availability to answer question and return course assessments;
6. Teacher Resources: That the Ontario College of Teachers enhance the existing
Additional Qualification course for instruction eLearning. “Teaching and Learning
Through eLearning,” and providing additional resources for teachers;
7. Learning Styles: That the delivery of eLearning content should accommodate the learning
styles of all students within the platform’s limitations;
8. Language Barriers: That eLearning platforms respond to language barriers, e.g.
accommodating the needs of English as a Second Language and French-speaking
students;
9. Accessibility Barriers: That eLearning platforms respond to accessibility barriers, e.g.
accommodating the needs of students with exceptionalities or physical disabilities;
10. Diversified Impact: That the Ministry of Education conducts research to understand the
impact of this mandate on different socioeconomic statuses and backgrounds – including
for Indigenous, racialized, and LGBTQ+ students – and its consequential gendered
impacts;
11. Focus Groups: That the Ministry of Education should spend the time between now and
the implementation of this mandate performing focus groups on eLearning with students
of all demographics.
OSTA-AECO Executive Council,
eLearning: The Students’ Perspective.
(Toronto: Ontario Student
Trustees’ Association, 2019)
Respectfully submitted,
Alexandra Hauser
Student Trustee
Regular Board Meeting
September 23, 2019
Page 41 of 131
Regular Board Meeting
September 23, 2019
Page 42 of 131
F-1-a
GRAND ERIE DISTRICT SCHOOL BOARD
TO: Trustees of the Grand District School Board
FROM: Rita Collver, Chair, Committee of the Whole Board
RE: Committee of the Whole Board Report
DATE: September 23, 2019
Recommended Action:
Moved by _______________ Seconded by _________________________
THAT the Grand Erie District School Board approve the recommendations from the September 9,
2019 Committee of the Whole Board meeting as follows:
1. In Camera Report
THAT the Grand Erie District School Board approve A-1-b.
2. Secondary Athletic Report
THAT the Grand Erie District School Board refer the Secondary Athletics report to October
7, 2019 Committee of the Whole board meeting.
3. Response to Haldimand Huskies Basketball Delegation
THAT the Grand Erie District School Board receive the Response to Haldimand Huskies
Basketball Delegation report as information.
4. Director’s Report
THAT the Grand Erie District School Board receive the Director’s Report of September 09,
2019 as information.
5. Schedule of Pre-Budget Consultation and Budget Review Meetings
(a) THAT the Grand Erie District School Board set the dates for the Pre-Budget Consultation
Meetings as follows:
1. Thursday, January 20, 2020
2. Wednesday, February 26, 2020
(b) THAT the Grand Erie District School Board set the dates for Budget Review Meetings as
follows:
1. Tuesday, April 21, 2020
2. Wednesday, May 20, 2020
3. Wednesday, May 27, 2020
Regular Board Meeting
September 23, 2019
Page 43 of 131
F-1-a Committee of the Whole Board Report Page 2
6. Request for an Ad Hoc Committee – Crisis Communications Plan Working Group
THAT the Grand Erie District School Board strike an Ad Hoc Committee to develop a Crisis
Communication Plan to be presented to Board in May 2020.
7. Capital Priorities Project Funding
THAT the Grand Erie District School Board approve the Capital Priorities for submission to
the Ministry of Education.
8. Enrolment Update
THAT the Grand Erie District School Board received the Enrolment Update Report as
information.
9. Supervised Alternative Learning Annual Report
THAT the Grand Erie District School Board receive the Supervised Alternative Learning
Annual Report as information.
10. Student Census Data Report
THAT the Grand Erie District School Board receive the Student Census 2019 Executive
Summary Report as information.
11. Traumatic Event Response Protocols
THAT the Grand Erie District School Board receive the Traumatic Events (TES) Model report
as information.
12. Bylaw 17 Communication with the Board
THAT the Grand Erie District School Board approve Bylaw 17 – Process for Communication
to and from the Board, as amended.
13. F1 Supplier Exclusivity: Food Services & Vending Machines in Schools
THAT the Grand Erie District School Board forward Policy F1 Supplier Exclusivity: Food
Services & Vending Machines in Schools to all appropriate stakeholders for comments to be
received by October 24, 2019.
14. F3 Capital Related Funding and Community Donations
THAT the Grand Erie District School Board forward Policy F3 Capital Related Fundraising
and Community Donations to all appropriate stakeholders for comments to be received by
October 24, 2019.
Regular Board Meeting
September 23, 2019
Page 44 of 131
F-1-a Committee of the Whole Board Report Page 3
15. HR9 Hiring, Supervision and Placement of a Family Member
THAT the Grand Erie District School Board forward Policy HR9 Hiring, Supervision and
Placement of a Family Member to all appropriate stakeholders for comments to be received
by October 24, 2019.
16. SO6 Student Suspensions
THAT the Grand Erie District School Board forward Policy SO6 Student Suspension to all
appropriate stakeholders for comments to be received by October 24, 2019.
17. SO109 Availability and Use of Naloxone in Schools
THAT the Grand Erie District School Board forward Procedure SO109 Availability of Use of
Naloxone in Schools to all appropriate stakeholders for comments to be received by October
24, 2019.
18. SO116 Pupils Return from Absence
THAT the Grand Erie District School Board forward Procedure SO116 Pupil’s Return from
Absence to all appropriate stakeholders for comments to be received by October 24, 2019.
19. SO117 Parental Request for Temporary Excuse from Attendance at School
THAT the Grand Erie District School Board forward Procedure SO117 Parental Request for
Temporary Excuse from Attendance at School to all appropriate stakeholders for comments
to be received by October 24, 2019.
Respectfully submitted,
Rita Collver, Chair
Committee of the Whole Board
Regular Board Meeting
September 23, 2019
Page 45 of 131
D-1-c
GRAND ERIE DISTRICT SCHOOL BOARD
TO: Brenda Blancher, Director of Education & Secretary
FROM: Rafal Wyszynski, Superintendent of Business and Treasurer
RE: Revised Capital Priorities Project Funding Submissions
DATE: September 23, 2019
Recommended Action:
Moved by _______________ Seconded by _________________________
THAT the Grand Erie District School Board approve the Capital Priorities for submission to the
Ministry of Education.
Background
The recently released Ministry memorandum 2019: B17
Launch of 2019-20 Capital Priorities
Program (CPP), including Child Care Capital Funding
calls on Boards to submit business cases
identifying their urgent pupil accommodation needs.
The CPP provides school boards with an opportunity to identify and address the following needs:
• accommodation pressures;
• replacing schools in poor condition;
• supporting past consolidation decisions;
• providing facilities for French-language rights holders in under-served areas; and
• creating child care spaces in schools.
Capital Priority Submission Highlights/Summary Points
• The submission deadline for all capital funding requests is September 30, 2019
• The 2019-20 Capital Priorities projects are expected to be completed and open no later than
the 2023-24 school year.
• School boards have an opportunity to request child care capital funding for Capital Priorities
projects, if the local Consolidated Municipal Service Manager (CMSM) or District Social
Services Administration Board (DSSAB) support the need and confirm the proposed new
space will not result in an operating pressure for the CMSM or DSSAB.
• School boards are encouraged to standardize the design of new school construction. The
ministry will be exploring ways to leverage this opportunity going forward.
• School boards are encouraged to identify opportunities to use modular construction methods
for any one of their project submissions. The Ministry will work with those boards to further
develop those opportunities as appropriate.
• School boards are encouraged to identify opportunities to work together on joint-use school
project submissions.
• School boards are invited to identify up to their 10 most urgent Capital Priorities and submit
the associated business cases through the School Facilities Inventory System (SFIS) in order
to be considered for funding approval.
Priority Recommendations
Guided by the Board Long Term Accommodation Plan – March 2017, we recommend that business
cases be submitted for the following projects.
Regular Board Meeting
September 23, 2019
Page 46 of 131
Revised Capital Priorities Project Funding Submissions Page 2
Priority One - New School Project for the Southwest Brantford area as follows:
• A new elementary school to accommodate the current and future enrolment from the final
phases of residential development in the Wyndfield community of Southwest Brantford. This
school would eliminate the portable classrooms in use now and in future years at Walter
Gretzky and Ryerson Heights schools.
• The proposed school would include the partnership with the City of Brantford and the
Brantford Public Library Board for shared use of the adjacent sports facilities currently
planned for the site, the inclusion of a City of Brantford community centre as part of the
facility, a child care and child and family centre as well as the co-building of a Brantford
Public Library Branch which would also serve as the school library.
The Ministry has encouraged boards to standardize and repeat the design of new school
construction. This project will look at Grand Erie’s most recent design, Mapleview
Elementary School in Dunnville, to see if efficiencies in the design or procurement stage of
the project can yield savings.
Priority Two - New Joint Elementary School Project for Caledonia as follows:
• A new joint elementary school to be a co-build with the Brant Haldimand Norfolk Catholic
District School Board to serve the new Avalon (McClung Road) development in Caledonia.
The most recent boundary review for this area has students from this development attending
Caledonia Centennial until the new joint school is approved and constructed.
• The Grand Erie submission would include three child care rooms as part of the new
construction.
• The proposed joint-use school could also see a partnership with Haldimand County to offer
shared recreational and parkland space on the proposed site.
• Both boards would be considering the Walter Gretzky Elementary/St. Basil Elementary
project as a potential for a repeat design.
Priority Three - New Elementary School in Simcoe to replace existing prohibitive-to-repair school:
• A new elementary school to consolidate the enrolment at Elgin Ave PS and West Lynn PS.
This would result in a new school to be built on the existing Elgin Ave site. The old school
would be demolished.
• Students would require temporary accommodation plans for the entire construction period.
• The Grand Erie submission would include child care rooms as part of the new
construction.
• This project will look at Grand Erie’s most recent design, Mapleview Elementary School in
Dunnville, to see if efficiencies in the design or procurement stage of the project can yield
savings.
• West Lynn would be closed and sold once the new school is constructed.
The three business cases outlined above are in the process of being been developed and, pending
Board approval, will be submitted prior to the September 30, 2019 Ministry deadline.
Respectfully submitted,
Rafal Wyszynski
Superintendent of Business & Treasurer
Regular Board Meeting
September 23, 2019
Page 47 of 131
REVISED AS PER SEPT 9 CW MEETING
BYLAW
BL17
Processes for Communication to and from the Board
Board Received: Review Date: 2019
1. Communication to the Board
a) Any correspondence addressed to the Chair of the Board of Trustees and/or the Director of
Education/Secretary to the Board must be made available to the Board and shared at a
Committee of the Whole or Board Meeting upon request
b) Communication received from the Ontario Public School Boards’ Association (OPSBA) must
be shared with all Trustees by the OPSBA Director.
c) Requests by outside agencies or organizations to meet with the Chair of the Board must be
shared with Trustees prior to the meeting taking place so that Trustees are informed and able
to offer input as appropriate.
2. Communication from the Board
a) All correspondence from the Chair, must be by Board motion or Board direction and will be
shared with all Trustees for input prior to the correspondence being sent.
b) Correspondence with the community, including media releases, being sent out by the Chair,
or on behalf of the Chair, will be shared with all Trustees for input prior to the
correspondence being sent.
3. Delegations
The Chair of the Board of Trustees and/or Director of Education/Secretary to the Board shall:
a) Facilitate the process for delegation status as per Bylaw 11
b) Determine if the correspondence is an in-camera matter as per Bylaw 18
c) Include the communication or request for an opinion on the agenda for an upcoming
Committee of the Whole or Board meeting as correspondence.
Regular Board Meeting
September 23, 2019
Page 48 of 131
G-1-a
GRAND ERIE DISTRICT SCHOOL BOARD
TO: Trustees of the Grand Erie District School Board
FROM: Brenda Blancher, Director of Education & Secretary
RE: Annual Operating Plans – School Year 2019-20
DATE: September 23, 2019
Recommended Action:
Moved by _______________ Seconded by _________________________
THAT the Grand Erie District School Board receive the Annual Operating Plans of Senior
Administration for the school year 2019-20 as information.
Background Information
The Senior Administration and staff of the Board have prepared the Annual Operating Plans to guide
their work and the work of the system. These plans address the components of the current Grand
Erie Multi-Year Plan. To align with the indicators of the Multi-Year Plan, there are five Annual
Operating Plans – Well-Being, Technology, Community, Equity and Environment.
The Board Improvement Plan for Student Achievement which will be presented to the Board at the
October 28
th
Board Meeting covers all the achievement areas and serves as the annual operating
plan for the Achievement indicator of the Multi-Year Plan.
The plans are in no way meant to represent all work that is done in the Board. They are intended to
set out, at a fairly high level, a clear direction for senior administration and our schools. The plans
for this year attached to this report include:
Community
Environment
Equity
Technology
Well-Being
Additional Information
The attached operating plans are created to focus on the indicator statements and anticipated
outcomes of our Multi-Year Plan. The plans are the basis for the work and include specific actions
and also the means by which we will assess our progress.
We are always conscious of the fact that new Ministry initiatives may be directed to Boards during
the school year. While we must implement these initiatives, we will try to keep our focus on the
planning objectives we have set for ourselves and the system.
Budget Consideration
The funding associated with these plans is reflected in the approved 2019-20 budget.
Regular Board Meeting
September 23, 2019
Page 49 of 131
G-1-a Annual Operation Plans – School Year 2019-20 Page 2
Next Steps
These plans will be shared with the both elementary and secondary principals, managers
and union presidents.
Plans will be posted electronically.
Respectfully submitted,
Brenda Blancher
Director of Education & Secretary
Regular Board Meeting
September 23, 2019
Page 50 of 131
G-1-a.
Annual Operating Plan
Community – 2019-20
We will foster and celebrate inclusive school communities to enhance the learning experiences of all students.
Goal:
Facilitate opportunities for the use of strategies to encourage and
support family involvement in our schools and learning at
home.
Supporting Strategies for Family Involvement (Responsibility: B. Blancher and K. Newhouse)
Strategies
(What will we do?)
Strengthen the connections between home and school to support
family involvement in our schools and learning
at home.
1. Support awareness of and accessibility to the new PowerSchool Parent Portal through:
Communications Plan
Promotion of information access through the Portal
Gathering feedback on the usage of the Portal
Work with the Grand Erie Parent Involvement Committee (GEPIC) for input
2. Ensure that learning resources and facilities are accessible to our community.
Work with schools to identify needs for accessible resources that support learning and engagement
In partnership with schools and GEPIC develop a process for communicating the Board’s willingness to
provide accessible access
Evidence of
Progress
(How well did we
do it?)
The number of families accessing the Parent Portal
Feedback from families on their Portal experience
Resources and facilities are accessible as required
Status
(Is anyone better off?
How do we know?)
Regular Board Meeting
September 23, 2019
Page 51 of 131
Regular Board Meeting
September 23, 2019
Page 52 of 131
G-1-a
Annual Operating Plan
Environment – 2019-20
We will ensure that the students and staff have a safe and welcoming environment in which to learn and work.
Goal: Ensure continuity of services and programs.
Business Continuity Planning (Responsibility: R. Wyszynski, D. Maniccia, System Managers and Leaders)
Strategies
(What will we do?)
Re
-
initiate
the comprehensive, integrated system
-
wide Disaster Recovery / Business Continuity Master Plan.
The
plan is to develop a needs analysis by department (Finance, Payroll, Human Resources, IT, Facilities, Purchasing,
Communications) based on a matrix that focuses on functional requirements by time lapse. These templates are
anticipated to be compiled into a master document that will be crucial in identifying actions in the event of an
interruption of services.
Evidence of
Progress
(How well did we
do it?)
A working group will be created to begin to draft the parameters for information collection.
Each functional area will submit a template to the Business Continuity Committee by December 2019.
Templates will be combined into a single matrix focusing on time lapse and actionable items
Internal Audit will review the plan and provide recommendations in 2020-21
Status
(Is anyone better off?
How do we know?)
Regular Board Meeting
September 23, 2019
Page 53 of 131
G-1-a 2019-20 Annual Operating Plan – Environment Page 2
Goal: Improve on Energy and Environmental Conservation at all Grand Erie sites.
Energy Conservation Measures (Responsibility: R. Wyszynski, Facility Services Management Team)
Strategies
(What will we do?)
Continue to implement energy conservation measures at all Grand Erie Schools.
Continue to l
everage all available
incentive programs from local independent electricity system operators. Monitor the energy consumption savings
from the implementation of the automatic computer shutdown. Integrate technology to monitor water consumption
through devices designed to enable notifications of after-hour water usage.
Evidence of
Progress
(How well did we
do it?)
Utility consumption by site and time has decreased.
Increased reporting and metrics by commodity to accompany quarterly financial dashboards.
Alignment and monitoring to the Energy Conservation and Demand Management Plan
Status
(Is anyone better off?
How do we know?)
Increase Eco Awareness (Responsibility: D. Maniccia, K. Hashimoto)
Strategies
(What will we do?)
Increase Eco awareness for all building occupants (stude
nts, staff and community users) and explore certifications
for schools that have yet to successfully attained EcoSchool certification. Continue the annual Environmental Youth
Symposium alternating between elementary and secondary panels each year. Implement a paper reduction strategy
among the board’s buildings by incorporating healthy competition while simultaneously decreasing paper
consumption.
Evidence of
Progress
(How well did we
do it?)
The number and ranking of Eco Schools increases year over year including gauging first-time certifications.
Reduction in quantity of paper copies by school; resulting in less expenditures.
Number of Electrical Safety and Energy Conservation presentations delivered to Grand Erie elementary schools
Status
(Is anyone better off?
How do we know?)
Regular Board Meeting
September 23, 2019
Page 54 of 131
G-1-a 2019-20 Annual Operating Plan – Environment Page 3
Goal: Make the best use of space in Board Schools.
Capital Plan (Responsibility: R. Wyszynski, Facility Services Management Team)
Strategies
(What will we do?)
Update
multi
-
year capital plan to
review enrolment data
and meet with Quality Accommodations Committ
ee to
review new information and develop accommodation strategies in anticipation of any changes to Pupil
Accommodation Review Guidelines (PARGs).
Evidence of
Progress
(How well did we
do it?)
A Multi-Year capital plan is reviewed by the Quality Accommodations Committee and presented to the Board
for approval.
Status
(Is anyone better off?
How do we know?)
Goal: Create learning spaces to reflect current teaching and learning needs.
School Improvement (Responsibility: Superintendent of Business, Executive Council and Facilities Management Team)
Strategies
(What will we do?)
Continue long
-
term renovation plan to convert libraries to learning commons using centralized framework. By
utilizing efficiencies such as repeat design and Board experience, the Learning Commons Committee has been able
to increase its annual locations to 4. Improve access to our buildings to fulfill AODA requirements. Focus on
enhancing entrances to Grand Erie buildings by standardizing our brand and ensuring consistency.
Evidence of
Progress
(How well did we
do it?)
Report on Learning Commons projects completed and dollars invested
Identify and address barriers to accessibility, create plan to reduce barriers and demonstrate success.
Conduct assessment of entrances for all Grand Erie buildings
Status
(Is anyone better off?
How do we know?)
Regular Board Meeting
September 23, 2019
Page 55 of 131
G-1-a 2019-20 Annual Operating Plan – Environment Page 4
Goal: Build a culture of care and respect in all schools and workplaces.
Service Improvement (Responsibility: R. Wyszynski, System Managers and Leaders)
Strategies
(What will we do?)
Improve communication channels between schools and central services (Business Services, Facility Services)
Implement a prioritized work order system that will attribute priority level to work order systems
Orientation package to staff and principals
o Emergency NOW (gas smell, flood, damage)
o High 48 hours (service disruption to school such as lights not working, bathroom failure)
o Medium 10 Days (Inconvenience to school such as non-critical lock requests, carpet cleaning)
o Low 90 Days (Painting, shelving, hanging pictures)
Transition School budgets to a more streamlined and centralized model that focuses on system standardization and
focuses on fiscal responsibility and efficient budget management.
Evidence of
Progress
(How well did we
do it?)
EBase contains work order conversion metrics on priority levels; will monitor and report on data.
Eliminate school-level budget overspending.
Status
(Is anyone better off?
How do we know?)
Regular Board Meeting
September 23, 2019
Page 56 of 131
Regular Board Meeting
September 23, 2019
Page 57 of 131
G-1-a
Annual Operating Plan
Equity – 2019-20
We will create equitable environments for all Grand Erie students.
Goal: To identify systemic barriers to students and staff feeling a sense of belonging.
Identifying Barriers to Sense of Belonging (Responsibility: W. Baker, C. Bibby and the Safe and Inclusive Schools Committee)
Strategies
(What will we do?)
In accordance with the Ontario Education Equity Action Plan
,
utilize identity-based student data to identify gaps in sense of belonging and develop targeted equity strategies
within schools; and
gather identity-based workforce data in order to identify gaps in sense of belonging among potentially
marginalized employee subgroups.
Evidence of
Progress
(How well did we
do it?)
Each school administrator will become familiar with the student census data relevant to their schools and
include an equity component in their School Achievement Plan.
Each school administrator will attend data-literacy training.
The Grand Erie workforce census will identify potentially marginalized subgroups in anticipation of cross-
referencing demographic data with measures of job (dis)satisfaction.
o At this point, marginalized subgroups could include: employees living in poverty; newcomers to
Canada; LGBTQ+ employees; Indigenous employees; employees with disabilities; racialized
employees.
With involvement of the Safe and Inclusive Schools Committee, contacts will be established within each
marginalized subgroup – (Fall 2019)
o Community advocacy groups will have the opportunity to review and provide feedback on the
workforce census questions.
A workforce census will be finalized (January 2020) and implemented (March 2020).
Develop a communications plan for sharing information with staff, Senior Administration, Trustees and the
public.
Data analysis will establish and compare sense of belonging scores with special consideration of
intersectionality of demographic factors.
Status
(Is anyone better off?
How do we know?)
Regular Board Meeting
September 23, 2019
Page 58 of 131
G-1-a 2019-20 Annual Operating Plan – Equity Page 2
Goal: To support administrators in creating safer, more inclusive school environments
Creating inclusive school environments (Responsibility: W. Baker, C. Bibby and the Safe and Inclusive Schools Committee)
Strategies
(What will we do?)
Increase the
capacity of administrators to manage and resolve issues of equity and inclusion by providing:
Targeted training related to safety and inclusion (e.g., diversity videos, Traumatic Events Response, Violence
Threat Risk Assessment, progressive discipline, and the risks of cannabis and vaping for youth)
Targeted intervention strategies (e.g., Safe Schools Wednesdays, Days of Dignity, Rainbow Ball, funding for
school-based equity projects)
Evidence of
Progress
(How well did we
do it?)
Most equity issues will be resolved at the school level (e.g., gender-neutral washrooms, personal pronouns,
documentation, field trip accommodations, change rooms).
Unique equity issues will be vetted through the Safe and Inclusive Schools staff and shared with the Safe and
Inclusive Schools Committee (e.g., issues relating to evolving human rights). These will become training topics.
System standards will be developed to address new protected human rights.
90% of all school administrators will be trained in Violence Threat Risk Assessment by the end of 2019-20.
A Safe Schools sub-committee will review all Board policies and procedures through a lens of student behaviour
and school safety.
A Smoke-Free Ontario working group will be created to address issues of student smoking/vaping.
Status
(Is anyone better off?
How do we know?)
Regular Board Meeting
September 23, 2019
Page 59 of 131
G-1-a
Annual Operating Plan
Technology – 2019-20
We will provide secure and reliable learning environments that will allow students and staff to use technology in an effective
and seamless manner.
Goal
:
Increase staff knowledge and usage of
the technology available for teaching, learning and workplace applications
to improve
student achievement outcomes.
Focus on leveraging technology tools and resources to promote learning and communication.
(Responsibility: Superintendent of Education (L. Munro), Manager of IT, Educational Technology Team)
Strategies
(What will we do?)
Prioritize and begin the strategic implementation of the recommendations made through the IBM Board Learning
Plan Leveraging Digital.
Evidence of
Progress
(How well did we
do it?)
Formation of Learning Council to inform the Ed Tech Plan
Review and prioritize goals based on the February 2019 report recommendations
Create an educational technology plan for the Board that will ensure technology is embedded and embraced
by educators, and is an integral part of the teaching and learning of the Board’s key achievement priorities
Develop next steps for communication to inform stakeholders of the updated learning plan
Status
(Is anyone better off?
How
do we know?)
Regular Board Meeting
September 23, 2019
Page 60 of 131
G-1-a 2019-20 Annual Operating Plan - Technology Page 2
Goal:
Use
an up
-
to
-
date
technology platform (D2L
,
Brightspace and O365) to support student achievement.
Goal: Provide a single, secure, Ministry of Education approved platform for families to receive communication.
Focus on the implementation of a secure communication platform for parents/guardians. Support educators’ understanding and usage of
a virtual learning environment to improve student achievement outcomes.
(Responsibility: Superintendent of Education (L. Munro), Information Technology Services Management Team, Educational Technology
Team)
Strategies
(What will we do?)
Launch the Parent Portal and Brightspace platform across the
Grand
Erie District School Board.
Evidence of
Progress
(How well did we
do it?)
Create a plan for the incremental launch of the Parent Portal/ Brightspace model at Elementary and Secondary
schools across the district complete by May 2020
Track the number of families using the Parent Portal
Track the number of educators using Brightspace
Collect feedback from families on their Portal Experience
Communicate resources to the system on best practices using the Parent Portal and Brightspace
Status
(Is anyone better off?
How do we know?)
Regular Board Meeting
September 23, 2019
Page 61 of 131
G-1-a 2019-20 Annual Operating Plan - Technology Page 3
Goal
:
Ensure ongoing, equitable and reliable access to technology for all classrooms and educators.
Goal: Create a financially sustainable plan for the deployment of up-to-date technology.
Focus on the process for implementing a sustainable plan to refresh classroom and educator devices.
(Responsibility: Superintendent of Education (L. Munro), Information Technology Services Management Team)
Strategies
(What will we do?)
Implement a robust technology refresh schedule that will ensure well performing devices are consistently in place
for classrooms and educators.
Evidence of
Progress
(How well did we
do it?)
Replacement of one third of all teacher-issued and classroom devices with leased devices, beginning with the
oldest devices in use
Reduced IT inventory of spare parts set aside for device repairs
Decrease in the number of work orders required for devices
Status
(Is anyone better off?
Ho
w do we know?)
Regular Board Meeting
September 23, 2019
Page 62 of 131
Regular Board Meeting
September 23, 2019
Page 63 of 131
G-1-a
Annual Operating Plan
Well-Being – 2019-20
We will create environments that are healthy and that recognize the well-being of mind, body, emotion and spirit of staff and
students
Goal: Staff, students and parents will promote health and well-being and will know how to access supports when needed.
Staff Wellness (Responsibility: S. Sincerbox)
Strategies
(What will we do?)
Consult with employee groups regarding areas of need where staff can best be supported in their wellbeing.
Develop a resource kit for administrators and managers to utilize in promoting and supporting wellness in their
buildings/departments.
Utilize online resources via LifeSpeak and investigate options for making wellness information more accessible
to more employees.
Establish a connection with local businesses and service providers that promote and support wellbeing, in order
to obtain discounts and special offers for Grand Erie staff.
Evidence of
Progress
(How well did we
do it?)
LifeSpeak usage data is reviewed monthly
Monthly survey questions are distributed to all employees as part of a Wellness Wednesday email blast
Employees access local health and wellness services (e.g., participating health clubs and yoga studios) where
discounts are offered to Grand Erie employees
Anecdotal feedback from administrators/managers is collected and analyzed during the November, March, and
May Director’s Meetings to assess the use of the toolkit
Status
(Is anyone better off?
How do we know?)
Regular Board Meeting
September 23, 2019
Page 64 of 131
G-1-a 2019-20 Annual Operating Plan – Well-Being Page 2
Goal: Create and promote an enabling environment where all students can participate fully in their education.
Student Wellness – Elementary: (Responsibility: L. Thompson, P. Bagchee)
Strategies
(What will we do?)
Provide students and educators with opportunities for sequenced and grade
-
appropriate social
-
emotional learning.
Support parent/family/caregiver through knowledge of social-emotional learning and skill development, mental
health awareness and community resources.
Continue to implement the Promoting Alternative THinking Strategies (PATHs) program in grade one and/or
grade four
Implementation evidence-based mental health promotion and prevention programming
Collaborate with classroom teachers and Learning Resource Teachers (LRTs) in the delivery of social-emotional,
self-regulation, healthy relationships and mental health awareness programs and curriculum
Deliver targeted interventions to students who are at-risk
Pilot whole school social-emotional learning curriculum (Umbrella Project) at one elementary school
Partner with Woodview Children’s Mental Health and Autism Services in the delivery of Stop Now And Plan
(SNAP program in two Strategies Classrooms
Introduce Elementary Wellness Champions in select elementary schools
Evidence of
Progress
(How well did we
do it?)
90% of elementary schools will be exposed to, and receive support for, the delivery of grade-appropriate social-
emotional learning
Within these elementary schools, parents/families/guardians will be provided with complementary information
on social-emotional skills and strategies
Develop a bank of evidence based or informed Social-Emotional Learning (SEL) resources or programs
Child and Youth Worker (CYW) will be part of In-School Team, where they will provide advice, education and
resources on social-emotional learning, self-regulation, healthy relationships and mental health awareness
Organize Chalk It Up activities during Mental Health Week
Established sixteen Elementary Wellness Champions
Surveys, referrals and anecdotal evidence from CYWs, classroom teachers, and LRTs to assess
gains/impact/barriers in the delivery of SEL programming in the classroom
Monitor the implementation and effectiveness of structured and evidence-based interventions with students
who may be at-risk
Status
(Is anyone better off?
How do we know?)
Regular Board Meeting
September 23, 2019
Page 65 of 131
G-1-a 2019-20 Annual Operating Plan – Well-Being Page 3
Student Wellness - Secondary: (Responsibility: L. Thompson, P. Bagchee)
Strategies
(What will we do?)
Provide students and educators with opportunities for sequenced and grade-appropriate social-emotional
learning
Support parent/family/caregiver through knowledge of social-emotional learning and skill development,
mental health awareness and community resources
Implementation evidence-based mental health promotion and prevention programming
Collaborate with classroom teachers in the delivery of social-emotional, healthy relationships and mental health
awareness programs and curriculum such as Stress Lessons and the Fourth R (Relationships)
Designate two social work positions to focus on mental health promotion and prevention in Grand Erie
secondary schools
Create and deliver an evidence-based small group intervention for students to address anxiety and teach stress
management
Use evidence-based interventions such as BRief Intervention for School Clinicians (BRISC) or Cognitive-
Behavioural Therapy (CBT) when working with students
Roll out the ‘Conquering Stress’ resources and binder
Develop the ‘Mindful Everyday’ resources
Supporting community agencies in delivering a Jack Summit in the Haldimand and Norfolk areas
Continue to work with Secondary Wellness Champions
Evidence of
Progress
(How well did we
do it?)
Increase awareness, knowledge and skills related to mental health and wellness among administrators and
educators
50% of secondary schools will be exposed to, and receive support for, the delivery of social-emotional learning
100% participation among secondary schools, in the Secondary Wellness Champions initiative
Increasing ‘student voice’ within the Wellness Champions initiative
100% of secondary schools roll out ‘Conquering Stress’ resources in both digital and binder formats, supported
by Secondary Wellness Champions
Monitor number of referrals for counselling, and application of interventions (such as BRISC) through regular
‘community of practice’ meetings
Work with the Wellness Champions alongside the Mental Health Lead, other board staff and community
agencies in planning, designing and implementing ‘mentally healthy’ resources and initiatives
Status
(Is anyone better off?
How do we know?)
Regular Board Meeting
September 23, 2019
Page 66 of 131
G-1-a 2019-20 Annual Operating Plan – Well-Being Page 4
Goal: Accessible work sites and programs will be available to students, staff and families.
Student Wellness (Responsibility: L. Thompson, P. Bagchee, K. Mertins
Strategies
(What will we do?)
Supporting specific populations
Maintain consistent, safe, and evidence-based professional practices with regards to suicide prevention,
intervention and post-vention
Evidence of
Progress
(How well did we
do it?)
In-services will be provided to Grand Erie staff to ensure all are aware of the procedures in the Grand Erie
Suicide Risk Protocol
100% of staff will be aware of where to find the process to support others who may be demonstrating suicidal
ideation
Community partners will be made aware of protocol and procedures to support student suicide prevention,
intervention and post-vention.
Status
(Is anyone better off?
How do we know?)
Strategies
(What will we do?)
Improving accessibility through
awareness building.
Set the conditions for full participation in schools
Evidence of
Progress
(How well did we
do it?)
Partner with the Rick Hansen Foundation to provide all schools in Grand Erie with access to online resources
to build staff and student awareness about accessibility in their buildings and programs
Provide opportunities for schools to access speakers from the Rick Hansen Foundation to promote accessibility
awareness
Encourage all schools to implement ideas and activities to promote accessibility awareness in their buildings
on Accessibility Awareness Day on December 3, 2019
100% of schools participate in activities to promote awareness on Accessibility Awareness Day
Status
(Is anyone better off?
How do we know?)
Regular Board Meeting
September 23, 2019
Page 67 of 131
G-1-b
GRAND ERIE DISTRICT SCHOOL BOARD
TO: Trustees of the Grand Erie District School Board
FROM: Brenda Blancher, Director of Education & Secretary
RE: 2017-20 Strategic Communications Plan – Year 3 (2019-20)
DATE: September 23, 2019
Recommended Action:
Moved by _______________ Seconded by _________________________
THAT the Grand Erie District School Board receive the 2017-20 Strategic Communications Plan for Year
3 (2019-20).
Background
In March 2017, Grand Erie District School Board approved its 2017-20 Strategic Communications Plan.
Created by the Strategic Communications Ad Hoc Committee, the plan aligns with the Board’s 2016-20
Multi-Year Plan,
Success for Every Student
.
Grand Erie’s Strategic Communications Plan is a living document. Each September, the Manager of
Communications and Community Relations provides an update on the plan to the Board. Each May, the
Manager of Communications and Community Relations offers an evaluation of the plan to the Board.
Four streams are identified in the Strategic Communications Plan: Leadership, Internal Communications,
Marketing and Branding, and Public Relations. Within each stream, there are a number of objectives as well
as a list of strategies and tactics.
The Year 3 Update, which follows, provides an overview of the strategies and tactics outlined for each
stream for the 2019-20 school year.
Stream 1 – Leadership:
Communications is an essential skill in building strong leaders and navigating changing environments. From
administrators who build trust with school communities to students who are on their journey to be leaders
of tomorrow, communication excels the vision of an organization, is an influencing factor to help motivate
and inspire others, and creates positive environments that value open and two-way engagement.
Objectives:
Maximize communication with trained leadership in various levels of Grand Erie
Support communications with sufficient resources and ongoing training
Ensure communication effectiveness through adherence to guiding principles
Effective response and management during crisis-communication situations
Build parent leaders in order for them to effectively support student achievement, well-being
and parent involvement
Regular Board Meeting
September 23, 2019
Page 68 of 131
G-1-b 2017-20 Strategic Communications Plan Update Page 2
Year 3 Update:
Included below are the strategies and tactics selected to achieve the objectives for the Leadership Stream in
2019-20.
1.1 Embed topics of communications into the Leadership program and provide face-to-face learning
opportunities to build capacity for shared communication leadership.
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcomes
Trustees Trustee Caucus Trustee Caucus
session
with the new Board
following
the election
Annually A Trustee Caucus session on
communications will be
considered
in
2019
-
20
Clerical,
custodial and
caretakers
Staff development and
customer service
Customer service will
be a topic at each
Professional
Development Day
Annually Customer service will continue to
be a topic for 2019-20
Administrators Management Clinics Three Management
Clinics; Topics may
include: social media,
crisis communications,
media training
Annually The 2019-20 Management Clinic
on communications
will take place
in the Spring of 2020
Staff seeking
leadership
opportunities
Aspiring Leaders
Session
Communications will
be a topic included
within the Aspiring
Leaders program
Annually Communications will continue to
be imbedded into the Aspiring
Leaders program in 2019-20
All staff
Communicate 2020
Series
Shared with staff.
Relevant topics include
social media, visual
identity,
and consistent
communications
Twice per year The Communications team will
continue to provide a reminder to
all staff regarding Grand Erie’s
visual identity standards as well as
an overview of consistent
communications within the Board.
Thi
s will take place via email in the
Fall of 2019 and the Winter of
2020
1.2 Create an environment where staff are encouraged to promote their personal well-being and feel
supported.
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcomes
All staff Support the
communications
associated with the
Staff Wellness
portfolio
Events, initiatives, and
information to staff
Ongoing, as
required
The Communications Assistant will
continue to provide guidance and
support to all staff wellness
initiatives in 2019-20
All staff In consultation with
Safe Schools and
Mental Health/Well-
Being Lead, staff will
receive key messages
and resources during
tragic events and
critical incidents
As required Ongoing, as
required
May 2020
Grand Erie staff will continue to
receive key messages during crisis
situations in 2019-
20. This includes
events that happen within Grand
Erie as well as those that take place
outside the Board, but impact
Grand Erie students and staff
due to
their nature/scope
In 2019-20, a Crisis
Communications Plan will be
developed and presented to the
Board in May 2020
Regular Board Meeting
September 23, 2019
Page 69 of 131
G-1-b 2017-20 Strategic Communications Plan Update Page 3
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcomes
All staff Communicate staff
recognition or
appreciation
initiatives to celebrat
e
staff contributions
As needed (Patti
McCleister Award,
Retirement celebra
tion,
and other staff
appreciation initiatives)
Annually The Communications team will
continue to provide support for a
wide range of Board activities in
2019-20. For example: Patti
McCleister Award, Retirement
Dinner, 25 Year Recognition, etc.
All staff Create a web/portal
presence and posters
reflecting the four
concepts of Be Well
One-time launch,
updates as required
2017-18 Grand Erie’s website and staff
portal for mental health were
updated in 2017-18 to align with
the Mental Health Strategy
Additional updates will
continue to
be made, as required, in 2019-20
All staff Review
communication
requirements for
b
e
re
a
v
emen
t
s
HR1 Bereavement 2018-19 Completed in 2018-19
1.3 Help system leaders build trust in their communities by providing resources and generate consistent
and timely communications.
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcomes
Administrators Principal’s
Communications
Toolkit (includes key
messages, key dates
and template letters)
Resources for
Principals
Ongoing, as
required
The toolkit was completed and
shared with administrators in 2018-
19
The toolkit will be updated in
2019-20 as new resources are
created
Administrators
Parents
Create standard
communication
resources, including
best practices for
administrators and a
public awareness for
parents
Feedback collected
from various Grand
Erie committees,
school council chairs,
administrators and
secretaries
2019-20 In 2019-20, input/feedback will be
collected on messaging sent to
parents (i.e., letters, school
messenger, newsletters, etc.) as
well as school website content and
recruiting efforts (i.e.,
Kindergarten,
Grade 9) from the following
groups: Grand Erie Parent
Involvement Committee, Native
Advisory Committee, Special
Education Advisory Committee,
School Council Chairs,
Principals/Vice-Principals,
Secretaries
Parents Develop a Grand Erie
App with the
Information
Technology
d
e
p
ar
tm
ent
Creation and
development
2019-20 App replaced with the launch of
the Parent Portal
Regular Board Meeting
September 23, 2019
Page 70 of 131
G-1-b 2017-20 Strategic Communications Plan Update Page 4
1.4 Support parents who serve in leadership roles and advocate for parent involvement/engagement in
our schools.
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcomes
School Council
Chairs and
Members
School council
orientation events
Three sessions Annually The 2019-20 School Council Start-
up session takes place on October
17, 2019
School Council
Chairs and
Members
Information session
for parents based on
interest/needs
Guest speaker Annually Following input from Grand Erie’s
Parent Involvement Committee in
the Fall of 2019, a relevant event
for parents will be created and
delivered in the Spring of 2020
Parents Enhance parent
section on the websit
e
with resources to
support strategies for
family involvement
Reviewed annually Ongoing The
Strategies for Literacy &
Numeracy
guide was added to the
website in the Fall of 2017 and
shared with school councils in
2017-18 and 2018-19
This resource will once again be
shared with parents in 2019-20.
Additional information/new
content will be generated
following
feedback from Grand Erie’s Parent
Involvement Committee
Parents Deploy a parent
portal with the
Information
Technology
department to
improve home-
school
com
m
unications
Creation and
development
2019-20 The parent portal is expected to be
launched by the Information
Technology team in 2019-20. The
Communications team will provide
support, as requested
1.5 Use a variety of events to support students as leaders engaged in the topics of four indicators related
to the Multi-Year Plan (excluding Achievement and Community). The areas relate to the following:
digital leaderships, equity/change-maker/global citizens, wellness advocates, and environmental
champions.
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcomes
Students
, Parents,
Community,
Media
Focus on Equity Promotion and
coverage (media
release, feature stories,
Schools in the News
,
social media, etc.)
Annually Initiatives, activities or events to be
featured in 2019-20 include:
Indigenous Education (Orange,
Shirt Day, Treaties Week,
Indigenous Peoples Day), Day of
Dignity, Accessible Grand Erie Day
,
Pink Shirt
Day, Rainbow Ball, Pride
Month, and the
Grand Erie Games
Students, Parents,
Community,
Media
Focus on Technology Promotion and
coverage (media
release, feature stories,
Schools in the News
,
social media, etc.)
Annually Initiatives, activities or events to be
featured in 2019-20 include:
launch of the Parent Portal; Ed Tech
professional learning opportunities;
and, Ed Tech related student events
Students, Parents,
Community,
Media
Focus on EnvironmentPromotion and
coverage (media
release, feature stories,
Schools in the News
,
social media, etc.)
Annually Initiatives, activities or events to be
featured in 2019-
20 include: Waste
Reduction Week, the ECO
Symposium, ECO schools program
and Earth Day celebrations
Regular Board Meeting
September 23, 2019
Page 71 of 131
G-1-b 2017-20 Strategic Communications Plan Update Page 5
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcomes
Students, Parents,
Community,
Media
Focus on Well-Being Promotion and
coverage (media
release, feature stories,
Schools in the News
,
social media, etc.)
Annually Initiatives, activities or events to be
featured in 2019-20 include:
launch of the stress binder, CAGE
events, staff wellness, Bell Let’s Talk
and Mental Health Week
Stream 2 – Internal Communications:
Internal Communications is the function responsible for effective communications among participants within
an organization. Fostering a strong channel of information to our internal audience, balancing between
push-and-pull methods, will create staff ambassadors, knowledgeable on topics to better perform their duties
in a culture of high expectations.
Objectives:
Research and understand employee needs, expectations, opinions, attitudes and knowledge
levels
Support staff engagement and create staff ambassadors
Staff alignment with the Grand Erie District School Board’s vision and Multi-Year Plan
Manage information overload
Communicate with staff during a crisis
Year 3 Update:
Included below are the strategies and tactics selected to achieve the objectives for the Internal
Communications Stream in 2019-20.
2.1 Use the portal as the trusted source of consistent information for all staff members.
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcomes
All staff Enhance the News
section on the staff
portal
Align stories with the
Multi-Year Plan
Annually Relevant stories
will continue to be
shared on the staff portal
In 2019-20, Grand Erie news
releases, feature stories and
On the
Job With…
series will be shared
with all staff via email to ensure
they are receiving the information
and to increase overall awareness
of board-related news and events
All staff
On the Job With…
series
Highlights work of
staff, linking their
efforts back to one of
the indicators in the
Multi-Year Plan
Annually The Communications team will
continue to identify and profile
individuals to feature in the
On the
Job W
ith…
series. The goal is to
produce eight profiles in 2019-20.
Profiles will continue to be shared
with local media and featured on
the board website and social media
All staff Build a Classifieds
sections for staff,
including a buy and
sell section,
hobbies/interests, and
employee incentives
One-time launch TBC Abandoned in 2019-20. Limited
need as well as concerns related to
oversight, management and privacy
Regular Board Meeting
September 23, 2019
Page 72 of 131
G-1-b 2017-20 Strategic Communications Plan Update Page 6
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcomes
System leaders,
key users/
webmasters
Create a governance
model for the website
outlined in an Admin
Memo. Include a
website, portal and
school website review
cycle process
Working group
consisting of IT,
Administration, and
clerical staff
TBC To be discussed with the
Information Technology team in
2019-20
All staff Staff pictures on
Outlook
Email staff Annually In 2019-20, all
Grand Erie staff will
be encouraged to post their picture
on Outlook as this provides a way
for everyone to connect names and
faces
2.2 Enhance products that are shared to internal audiences as key sources of information.
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcomes
Staff Standard email
signature for all Grand
Erie staff
Email staff Annually In 2019-20, all
Grand Erie staff will
be asked to use a standard,
accessible email signature that
promotes the Board’s website and
social media channels
Staff Develop a staff
newsletter that reflects
the Multi-Year Plan
Emailed staff Ongoing A staff newsletter was abandoned
in 2017-18 as all Grand Erie staff
receive
The Blackboard
, which
links reports back to the Multi-
Year
Plan
In 2018-19, bonus content was
added to
The Blackboard
, with
links to the most recent feature
stories, media releases, and
Schools in the News
stories
included. This will continue in
2019-20
Staff, media,
parents, and
community
Enhance the delivery of
The Blackboard
and
expand readership
The Blackboard
is sent
following each Board
Meeting
Ongoing In 2017-18, media members were
added to
The Blackboard
distribution list. Parents and
community members are added
upon request
In 2019-20, to ensure school
councils are kept up to date on
Board activities, all school council
chairs will be added to the
distribution list
Regular Board Meeting
September 23, 2019
Page 73 of 131
G-1-b 2017-20 Strategic Communications Plan Update Page 7
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcomes
Staff, community,
parents, Trustees
Align Director’s Blog
with the Multi-Year
Plan
3-4 per calendar year Ongoing Each Director’s Blog aligns with
one of the indicators in the Multi-
Year Plan. There are three
Director’s Blogs planned for 2019-
20
On the first day of school in 2018-
19, the Director participated in
T
he
Great Grand Erie Road Trip
, a
highly successful social media
spotlight that highlighted a wide
range of programs and sites across
the board
The Great Grand Erie Road Trip
will be repeated in 2019-20 on
September 3, 2019
2.3 Develop with Senior Administration a procedure that strengthens the information flow of
communications to various employee groups within the organization.
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcom
es
Senior
Administration,
Administrators
An Administrator
Checklist
Checklist 2017-18 A checklist for bringing in guest
speakers was successfully created
in 2017-18 to ensure all speakers
align with the Board’s Mental
Health Strategy
Senior
Administration,
Administrators,
Managers
Develop a process that
articulates direction
from Senior Admin to
Managers and
Administrators
Ongoing at Executive
Council
2017-18 In 2017-18,
In the Loop
was
successfully created. It’s an email
sent by Principal representatives
following Executive Committee
meetings to ensure all
administrators are kept up to date
on relevant information discussed
2.4 Support the ongoing training and orientation of Grand Erie employees.
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcomes
Staff Develop a resource to
support the
Communications and
Customer Services
standards of the
Accessibility of
Ontarians with
Disabilities Act while
promoting an
Accessible Grand Erie
e
xpe
r
ienc
e
Accessible Grand Erie
Day promotes
awareness of
accessibility in our
schools
Annually Accessible Grand Erie Day is
celebrated each November
Additional communication
resources will be created and
developed at the request of the
Accessibility Advisory Committee
Staff Raise awareness
related to the privacy
and protection of staff
and student
information
Meet with Privacy an
d
Information
Management
Committee to
determine next steps
2019-20 Communications support will be
provided to the Privacy Co
mmittee,
as requested
In 2018-19, a privacy-focused
video was developed. It is expected
to be launched in 2019-20 by the
Privacy Committee
Regular Board Meeting
September 23, 2019
Page 74 of 131
G-1-b 2017-20 Strategic Communications Plan Update Page 8
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcomes
Staff Support the
communications
related to the
mandatory training
programs legislated for
staff to complete
One-time launch of a
section on the portal
that describes the
mandatory training
requirements in
Grand Erie and the
training matrix
schedule
2019-20 To be discussed in 2019-20 with
the Information Technology team,
the Human Resources team and the
Health and Safety team.
Goal would be to find a solution
that tracks training and pushes
notifications to employees to
complete training as well as r
eview
all mandatory training
requirements for staff
New employees Develop a
Communications 101
package for new
employees to
complement the HR
orientation program
One-time
development of a
resource for HR to
use
in their staff
orientation
2019-20 To be discussed with the Human
Resources team in 2019-20
Stream 3 – Marketing and Branding:
Grand Erie District School Board reflects a brand that is publicly distinguished from others in the education
community. Our brand promotes
Success for Every Student
, a defining statement that sets us apart. Through
the process of branding, Grand Erie’s corporate identity is disseminated by its vision, name and image
throughout its communities. It is also associated with programs and services offered. There are expectations
to promote and communicate Grand Erie programs and vision to current and potential students and families.
Objectives:
Effectively tell the story of Grand Erie through existing channels, social media and traditional
news media
Advance the identity and brand of Grand Erie District School Board
Deploy multiple and varied communication strategies, including accommodation for diversity
Communicate Grand Erie’s Multi-Year Plan with parents and families
Year 3 Update:
Included below are the strategies and tactics selected to achieve the objectives for the Marketing and
Branding Stream in 2019-20.
3.1 Celebrate Grand Erie’s brand, which reflects the 2016-20 Multi-Year Plan, through storytelling.
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcomes
Students, staff,
parents, media,
and community
Schools in the News
(Align with the six
indicators of the Multi-
Year Plan)
75 school stories per
year
Ongoing In 2018-19, all
Schools in the
News
stories were linked to the
Multi-Year Plan
In 2019-20, all
Schools in the
News
stories will emphasize
student voice or perspective,
highlighting student connection to
the Multi-Year Plan
Students, staff,
parents and
community
Feature Stories which
align with the Multi-
Year Plan
Ongoing Ongoing In 2018-19, all feature stories were
linked to the Multi-Year Plan and
each feature story was sent to local
media. This will continue in 2019-
20
Regular Board Meeting
September 23, 2019
Page 75 of 131
G-1-b 2017-20 Strategic Communications Plan Update Page 9
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcomes
Students, staff,
parents and
community
Videos Eight to ten videos per
year
Ongoing A high-
quality video focused on all
six indicators of the Multi-Year
Plan was created for 2019-20
The Communications team will
continue to capture short cell
phone videos at events and
activities to be shared on social
media
Students, staff,
parents, media
and community
Social Media (Twitter,
Facebook and
Instagram)
Increase
followers/likes by 15
per cent on each
platform each year
Ongoing
Grand Erie had the following social
media connections as of May
2019, when the Strategic
Communications Plan Evaluation
was presented to the Board:
Twitter followers (7,464);
Facebook
likes (11,916); and Instagram
followers (1,896)
Students, staff,
parents, and
community
Photos and graphic
design with emphasis
on inclusiveness/
diversity
Two to three photo
shoots per year to
align with various
initiatives
Ongoing Diversity is always top of mind
when creating communication
pieces. Photos are taken
throughout the school year, as
required
Students Create the Grand Erie
Storybook in the Logo
75 schools = 75
pages
Once complete,
present to Board
2017-18 Abandoned in 2017-18. All stories
are captured on Grand Erie’s
website and shared on social
media
3.2 Position the Multi-Year Plan as a strong brand to showcase Grand Erie.
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcomes
Staff, parents,
students and
community
Continue to implement
the Multi-Year Plan
communications plans
Annually Ongoing The Multi-Year Plan
Communications Strategy for 2019-
20 is outlined in
Appendix A of this
report
Parents Facebook ads Ongoing, as required Ongoing Facebook ads will continue to be
used to target parents and school
community members
In 2019-20, Facebook ads are
planned for F
uture Grade 9 Student
and Parent Info Nights,
Kindergarten Registration and the
Grand Erie Parent Involvement
Committee’s Spring event
Parents, staff,
students, and
community
Use website as the
main feature of the
Grand Erie brand and
the main source of
information
Staff training 2017-18 In 2017-18, training for staff
responsible for the website took
place
Individual, one-on-one training for
schools will be provided, as
requested, in 2019-20
Parents, teachers
and
Administrators
Review School
Agendas and ensure
consistent messaging,
link to Multi-Year Plan
Conduct content audi
t
and provide covers
for all agendas
Annually Grand Erie’s Multi-Year Plan is the
focus of all Student Agenda covers
.
Agenda content is also reviewed
annually by the Communications
t
eam
Regular Board Meeting
September 23, 2019
Page 76 of 131
G-1-b 2017-20 Strategic Communications Plan Update Page 10
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcomes
Community Wrap vehicles 29 vehicles will be
wrapped
2017-18 Wrapping all 29 vehicles was
abandoned in 2017-18 due to
costs. The Facility Services team
will review logo placement on
vehicles as they are purchased
Community Brand school facilities
(logo plaque beside
school name)
75 schools - Grand
Erie logo fixed to its
building
2018-19 Abandoned due to costs in 2017-
18. As updates are made to school
signage, the Grand Erie logo will
be
added
Staff Create cheat sheets to
enforce the visual
identity
pr
o
gram
Annually 2018-19 Covered in section 1.1
Staff, parents,
students, and
com
m
unity
Rebrand items (signs,
forms, outdated
w
e
b
site
im
a
g
es
,
e
t
c
.
)
Establish a list of items 2017-18 Grand Erie’s website and staff
portal were updated in 2017-18
along with all images and forms
3.3 Create a marketing strategy to focus on Early Years, Kindergarten Registration, Transitions and
Student Success Programs.
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcomes
Parents of
children who are
entering
Kindergarten
Kindergarten
Registration
Review guide, social
media plan, website
information and
advertisements
Annually All materials are reviewed and
updated annually with a focus on
speaking directly to Kindergarten
parents
Communicating online registration
will be a focus in 2019-20
Students, Parents Develop a Student
Success strategy that
highlights the transition
to Grade 9
Review guide, social
media plan, website
information, Future
Grade 9 Student and
Parent Information
Night advertisements
Annually All materials are reviewed and
updated annually with the goal of
speaking directly to both students
and parents
Understanding how students make
their choice of school for Grade 9
will be a focus in 2019-20
Students, Parents Program promotion of
GELA
To be determined in
consultation with
GELA
2019-20 All materials will be reviewed and
updated, as required, in 2019-20
Promoting GELA and its various
programs to the community will
be
a focus in
2019
-
20
Parents of
children who are
in childcare
Early Years To be determined 2018-19 Abandoned in 2017-18 to
focus on
Kindergarten Registration
Stream 4 – Public Relations
Public relations establish and maintains mutually beneficial relationships between an organization and the
communities, groups and stakeholders on whom its success depends. This stream will identify specific
initiatives that will shine a light on topics that will impact a specific group or groups. In addition, research
and evaluation will be conducted on the intended audience to determine an understanding or change in
awareness, attitude, or action.
Objectives:
Manage communications through the RPIE (Research, Planning, Implementation and Evaluation)
process
Evaluate communication effectiveness to inform strategy and overall communication program
Regular Board Meeting
September 23, 2019
Page 77 of 131
G-1-b 2017-20 Strategic Communications Plan Update Page 11
Year 3 Update:
Included below are the strategies and tactics selected to achieve the objectives for the Public Relations Stream
in 2019-20.
4.1 Three specific public relations plans will be designed to raise awareness, change attitudes or generate
action (behavior) to raise the profile of a given portfolio or topic, or to address opportunities within
the system.
Audie
n
ces
Tactics
A
c
ti
v
ity
Timelines
Outputs/Outcomes
Parents,
Students,
Community
Indigenous Education
Communications
Strategy
Develop plan in
conjunction with the
Indigenous Education
team
Ongoing A wide range of Indigenous-
focused events and activities will
continue to be highlighted in 2019-
20
The Communications team will
continue to support the Indigenous
Education team with their Two
Row Times advertising in 2019-20
Parents,
Students,
Community
Achievement/Renewed
Math Strategy
Communications
Strategy
Develop plan in
conjunction with
system leaders
2019-20 A plan that showcases staff and
student success in the area of
achievement, including effective
learning, instruction and
assessment will be a focus for
2019-20
Parents,
Students,
Community
Special Education
Communications
Strategy
Develop plan in
conjunction with the
Special Education
team
2019-20 A communications strategy that
highlights the resources available
for Special Education students at
Grand Erie, including available
supports for families, will be
discussed in 2019-20
Next Steps
Delivery of the strategies and tactics identified in the Strategic Communications Plan for Year 3. In May
2020, the Manager of Communications and Community Relations will provide the Board an update on the
Strategic Communications Plan.
Grand Erie Multi-Year Plan:
This report supports the Achievement indicator of Grand Erie’s Multi-Year Plan and
Success for Every
Student
through the following statements: “We will set high expectations of our students and staff. We will
monitor, measure and reflect on our outcomes.”
Respectfully submitted,
Brenda Blancher
Director of Education & Secretary
Regular Board Meeting
September 23, 2019
Page 78 of 131
Appendix A
2019-20 Multi-Year Plan Communications Strategy
Background:
At the centre of Grand Erie’s 2016-20 Multi-Year Plan is
Success for Every Student
. The six indicators
that support Grand Erie’s Multi-Year Plan are: Achievement, Community, Environment, Equity,
Technology and Well-Being.
Overview:
The 2019-20 school year marks the final year of Grand Erie’s Multi-Year Plan. As a result, continuing
to communicate and reinforce the plan with all stakeholders – staff, students, parents, community
members and the media – is crucial to its overall success and effectiveness.
The 2019-20 Multi-Year Plan Communications Strategy will build on the success achieved through
previous strategies and focus on increasing awareness and understanding of the plan with students
and parents. This will be achieved through the following tactics, new for 2019-20:
An emphasis on student voice in all
Schools in the News
stories, which link directly to the
Multi-Year Plan
Adding the Multi-Year Plan as a topic of discussion to all Grand Erie Parent Involvement
Committee (GEPIC) Meetings
Recommending all school councils add the Multi-Year Plan as a discussion item at their
meetings
Sharing the Multi-Year Plan with parents by providing content for school newsletters
Creating a postcard or bookmark series about the Multi-Year Plan for distribution to parents
and students
Sharing stories with local media that are focused on the work Grand Erie staff and schools are doing
to support the Multi-Year Plan will continue in 2019-20. All of these stories will also be shared with
all Grand Erie staff in 2019-20 in an ongoing effort to increase awareness and celebrate the important
role staff play as ambassadors for the Multi-Year Plan and the board in general.
Objectives:
There are three main objectives for the 2019-20 Multi-Year Plan Communications Strategy:
1. Continue to build awareness and understanding of the Multi-Year Plan with all stakeholders
(i.e., staff, students, parents, community members and the media)
Regular Board Meeting
September 23, 2019
Page 79 of 131
Appendix A: 2019-20 Multi-Year Plan Communications Strategy Page 2
2. Ensure Grand Erie staff understand the important role they play in contributing to
Success
for Every Student
and celebrate the work they are doing in each of the six indicators of the
Multi-Year Plan
3. Showcase the Multi-Year Plan throughout the school year via feature stories, media releases,
events and social media content
Stakeholders:
Internal stakeholders include Trustees, staff and students. External stakeholders include: parents,
community members and the media.
Tactics:
1. Continue to build awareness and understanding of the Multi-Year Plan with all stakeholders (i.e.,
staff, students, parents, community members and the media):
Multi-Year Plan View Book
o Updated for the 2019-20 school year
o Shared with all staff and posted to the board’s website:
http://granderie.ca/board/about/multi-year-plan
o To be shared with students and parents at all Future Grade 9 Student and Parent Info
Nights
o To be shared with parents at all Kindergarten Registration events and activities
o Will be distributed to all participants at GEPIC events/activities
o Will be distributed to all GEPIC members as a tool for discussion at each meeting
o Will be distributed to all school councils as a tool for discussion at each meeting
Multi-Year Plan Video
o Provides an overview of each of the six indicators in the Multi-Year Plan (i.e.,
Achievement, Community, Environment, Equity, Technology and Well-Being)
o Emphasis is on student voice and student perspective of the Multi-Year Plan
o Shared with all stakeholders at the start of the 2019-20 school year (i.e., email,
website, social media, media release and school newsletters)
o Will be shared throughout the school year at a wide range of meetings, events and
activities (i.e., school council meetings, GEPIC events, professional development
sessions for staff, Board meetings)
Website Banners
o Updated for the 2019-20 school year
o Banners highlight each of the six indicators in the Multi-Year Plan
o Each banner links to a webpage that provides the goals for each indicator. It also
includes the current and past Annual Operating Plans, and their results
School Agendas
o The Multi-Year Plan is featured on the cover of all 2019-20 student agendas
Regular Board Meeting
September 23, 2019
Page 80 of 131
Appendix A: 2019-20 Multi-Year Plan Communications Strategy Page 3
School Newsletters
o Multi-Year Plan content will be provided to schools on a monthly basis
Postcard or Bookmark
o Will highlight each of the six indicators in the Multi-Year Plan
o To be distributed to parents and students during the school year as a way to keep the
Multi-Year Plan top of mind
Multi-Year Plan Overview
o PowerPoint presentation that includes key messages and examples of each of the six
indicators in the Multi-Year Plan
o Will be distributed to Principals/Vice-Principals, Managers and System Leaders to
share with staff, parents, school councils or community members
2. Ensure Grand Erie staff understand the important role they play in contributing to
Success for
Every Student
and celebrate the work they are doing in each of the six indicators of the Multi-
Year Plan
On the Job With…
o Will be continued in 2019-20. Feature story series that highlights the work of Grand
Erie staff and how their efforts link to the Multi-Year Plan
o Stories will be shared with all staff via email
Director’s Blog
o Multi-Year Plan and/or one of the six indicators will continue to be embedded into
each of the Director’s Blogs throughout the year
o Will try to spotlight the work of staff and celebrate their role as ambassadors for the
Multi-Year Plan and the board as a whole
The Blackboard
o All Grand Erie Board Reports will continue to be tied to the Multi-Year Plan
o Website links to the most recent stories produced by the board will continue to be
shared (i.e.,
Schools in the News
, media releases, feature stories) ensuring the Multi-
Year Plan is kept top of mind
Social Media Spotlights
o Will continue to link the Multi-Year Plan and/or the indicators of the plan to work
showcased by the board or staff when using social media (i.e., add hashtags such as
#Success4EveryStudent, #Community or #Achievement when re-tweeting)
Annual Director’s Report
o Will continue to embed the Multi-Year Plan into the Annual Director’s Report
Regular Board Meeting
September 23, 2019
Page 81 of 131
Appendix A: 2019-20 Multi-Year Plan Communications Strategy Page 4
3. Showcase the Multi-Year Plan throughout the school year via feature stories, media releases,
events and social media content
Schools in the News
o All stories will feature student voice and/or student perspective, while also linking
directly to the Multi-Year Plan
Feature Stories
o Will continue sharing feature stories, including the
On the Job With…
series, with
local media as a way to reach a wide range of stakeholders
o Will continue sharing all feature stories on social media
Social Media Content
o Will continue generating social media content that highlights the work of the Multi-
Year Plan and/or links to one of the six indicators of the plan
o Examples include:
New Faces in Grand Erie
,
Familiar Faces in New Places
,
The Great
Grand Erie Road Trip
, school visits and event-specific hashtags, etc.)
Board Events/Activities
o The six indicators of the Multi-Year Plan will continue to play a crucial role in
determining what events or activities are featured in media releases (i.e., Indigenous
Education, PRIDE, Special Education, Earth Day, Education Week, and Mental
Health Week, etc.) by the Board
Measurement/Evaluation:
The 2019-20 Multi-Year Plan Communications Strategy will be measured and evaluated by:
The number of stories created by the Board (i.e.,
Schools in the News, On the Job With…,
media releases)
Media coverage generated from the stories created by the Board
Increase in social media followers (i.e., followers on Twitter and Instagram and likes on
Facebook)
Survey results collected from Senior Administration, Principals/Vice-Principals and System
Leaders in the Spring of 2020
Regular Board Meeting
September 23, 2019
Page 82 of 131
Regular Board Meeting
September 23, 2019
Page 83 of 131
G-1-c
GRAND ERIE DISTRICT SCHOOL BOARD
TO: Brenda Blancher, Director of Education & Secretary
FROM: Rafal Wyszynski, Superintendent of Business and Treasurer
RE: Major Construction Project Report
DATE: September 23, 2019
Recommended Action:
Moved by _______________ Seconded by _________________________
THAT the Grand Erie District School Board receive the Major Construction Project Report as
information.
Background
Following is a final update for the 2018-19 Major Construction Projects.
Mapleview Elementary School
Project Scope
Construction of a new elementary school to accommodate the consolidation of Fairview Avenue PS
and Grandview Central PS on the existing Fairview Avenue PS site. The Mapleview Elementary
School construction project included new space for both child care and child and family program
spaces. The old school (Fairview) was demolished following occupancy of the new elementary
school.
Space: New Construction Gross Square Feet: 44,740
Total Project Budget: $11,388,529 Funding Source: Capital Priorities Grant
Total Project Cost to Date: $12,300,921 Total Project Forecast Cost: $12,437,855
Architect: Salter Pilon General Contractor: JR Certus
Timeline:
Dates
Description
Status
February 2017
Seek Board approval to appoint a project architect
Completed
February
-
April 2017
Complete schematic design phase and seek approval to
issue tender
Completed
May
–
June 2017
Complete all drawings and tender documents.
Completed
August 2017
Issue Tender
Completed
September 2017
Close tender and seek Board
approval to award
contract work
Completed
November 12, 2018
New school occupied by staff and students
Completed
Oct 2017 to
April
201
9
Complete project construction work
and
demolition
of
Fairview school
In Progress
March
2019
Substantial
Performa
nce
Completed
May
10,
2019
Official Ceremony
Completed
February
2020
11 Month Warranty Report
Outstanding
Regular Board Meeting
September 23, 2019
Page 84 of 131
G-1-a Major Construction Project Report Page 2
High Level Milestone Schedule
Tasks
Completion
Period
Removal of excess
soil
May 2019
Site grading
May 2019
Asphalt
Playground
June 2019
Complete landscaping
seeding/so
d
ding
June 2019
Minor Deficiencies
Ongoing
Total Completion
October
2019
Summary
Students and staff successfully occupied the new school on Monday November 12, 2018.
Outstanding site work (asphalted playground, seeded playground, sod at front of school) and
deficiency repairs will be completed during the next few months. The demolition of Fairview School
has been completed.
Budget Summary
The final demolition costs and associated funding have now been added into the budget and
forecasted expenditures of the project. Although initial estimates in November 2018 forecasted a
cost overrun of $500,000, the latest forecast depicts a significantly higher construction cost. It is
anticipated that the final project cost will total approximately $12,500,000 - equivalent to
$1,100,000 above the capital funding made available to the project.
A request has been submitted to the Ministry to secure funding for these unique costs. Although that
may only potentially secure $687,957 of the $1,109,128 required to avoid any unsupported costs,
senior administration is looking a utilizing unencumbered FDK savings to absorb the remaining
overage.
It is anticipated there will not be any additional unsupported capital.
New Elevator Addition at Major Ballachey Elementary School
Project Scope
The focus of the project is to install an elevator at the west end of the school enhancing accessibility
to the Community Hub.
Space: New Construction Gross Square Feet: 450
Total Project Budget: $545,140 Funding Source: Community Hub Capital Grant
Total Project Cost to Date: $742,733 Total Project Forecast Cost: $ 765,000
Architect: Thier & Curran Architects General Contractor: Abcott Construction
Regular Board Meeting
September 23, 2019
Page 85 of 131
G-1-a Major Construction Project Report Page 3
Timeline
Dates
Description
Status
October 2017
Complete all drawings and tender documents.
Complete
October 2017
Issue Tender
Complete
November 2017
Close tender and seek Board approval to award
contract amount of $545,140.
Complete
January 15, 2018
Tender approved by the Board
Complete
Feb 2018 to
January
201
9
Complete project construction work.
Complete
January
11,
201
9
Su
bstantial
Performance
Complete
May 17
, 2019
Official Ceremony
Complete
Dec 11, 2019
11 Month Warranty Report
Outstanding
Status
This project experienced significant delays due to excess water and along with issues with weather,
masonry, coordination of trades and inspections. The elevator is now operational and in use at the
school. The additional project cost will be absorbed by the available funding in the 2018-19
Community Hub Grant.
Child Care Renovation at Hagersville Secondary School &
Child Care Addition at Central Public School
Status
In April 2019 the Ministry of Education released a memo, 2019: EYCC3 outlining the government’s
new plan for child care. As per the plan, A Joint Confirmation – Previously-Approved School-Based
Child Care Capital Projects form, will need to be submitted to the Ministry by the recently extended
timeline of October 31, 2019. This will include each Consolidated Municipal Service Manager
(CMSM) or District Social Services Administration Board (DSSAB) and the affiliated school board to
determine whether the project can proceed without dedicated multi-year provincial operating
funding.
As per the memo; If the CMSM or DSSAB and affiliated school board decide to proceed with some
projects without dedicated multi-year provincial child care operating funding, the Ministry must
receive two copies of the signed Joint Confirmation Form before an Approval to Proceed can be
granted.
Senior administration has sent the completed Joint Confirmation forms to the Ministry. We are
awaiting Ministry Approval to Proceed for these two Child Care projects.
Respectfully submitted,
Rafal Wyszynski
Superintendent of Business & Treasurer
Regular Board Meeting
September 23, 2019
Page 86 of 131
Regular Board Meeting
September 23, 2019
Page 87 of 131
G-1-d
GRAND ERIE DISTRICT SCHOOL BOARD
TO: Brenda Blancher, Director of Education & Secretary
FROM: Liana Thompson, Superintendent of Education
RE: Child Protection Protocol
DATE: September 23, 2019
Recommended Action:
Moved by _______________ Seconded by _________________________
THAT the Grand Erie District School Board receive the updated Child Protection Protocol as
information.
Background
The Grand Erie District School Board is committed to supporting the well-being of students. Working
collaboratively with community partners is an important part of providing school environments that
promote the well-being of students.
Children in care of the Child Welfare Agencies have unique needs and challenges that require the
collaborative effort of both the Child Welfare Agency and the local Boards of Education to meet
their full potential. Both the Child Welfare Agencies and local Boards of Education share some
common objectives, including a commitment to:
a) ensuring that all children have the opportunity to achieve to their educational potential;
b) making continuity of school placement a priority, wherever possible;
c) actively involving the multi-disciplinary team of all service providers;
d) open communication and transparent sharing of information;
e) ensuring that educational planning is a dynamic process that has regular and ongoing
reviews to ensure the plan is working effectively and that the child is meeting with success.
This Child Protection Protocol addresses:
a) Child Protection Investigations
b) Transitions/School Registration (through the Joint Protocol for Student Achievement)
c) Case Management (through the Joint Protocol for Student Achievement)
d) School-Based CAS Workers
This Child Protection Protocol has been created and vetted collaboratively by the following
participants:
Grand Erie District School Board
Brant-Haldimand-Norfolk Catholic District School Board
Ogwadeni:deo
Brant Family and Children’s Services
The Children’s Aid Society of Haldimand and Norfolk
Additional Information
The purpose of this protocol is to formalize the coordination and collaboration of services between
the School Boards and the Child Welfare Agencies. The protocol outlines guiding principles for
working relationships, clarifies roles and responsibilities, outlines consent and confidentiality
expectations, and describes communication protocols, accountability measures, and a dispute
resolution process.
Regular Board Meeting
September 23, 2019
Page 88 of 131
G-1-d Child Protection Protocol Page 2
In January 2018, regulatory changes were made to the Child and Family Services Act. All changes
made are reflected in the revised protocol.
Next Steps
The revised Child Protection Protocol will be shared with school administrators. School
administrators will be asked to share the protocol with staff members. The revised Child Protection
Protocol will be posted on Grand Erie’s public facing website. The protocol will be reviewed every
three years, or at any time within the three years at the request of a signing party to the protocol or
if there are regulatory changes.
Grand Erie Multi-Year Plan
This report supports the Community and Well-Being indicators of Success for Every Student and the
following statements: we will facilitate opportunities to encourage family support and involvement
in our schools and staff will know how to access supports when needed.
Respectfully submitted,
Liana Thompson
Superintendent of Education
Regular Board Meeting
September 23, 2019
Page 89 of 131
CHILD PROTECTION PROTOCOL
CHILD PROTECTION PROTOCOLCHILD PROTECTION PROTOCOL
CHILD PROTECTION PROTOCOL
BETWEEN:
BETWEEN:BETWEEN:
BETWEEN:
THE CHILDREN’S AID SOCIETY
THE CHILDREN’S AID SOCIETYTHE CHILDREN’S AID SOCIETY
THE CHILDREN’S AID SOCIETY
OF HALDIMAND & NORFOLK
OF HALDIMAND & NORFOLKOF HALDIMAND & NORFOLK
OF HALDIMAND & NORFOLK
70 TOWN CENTRE DRIVE, TOWNSEND, ONTARIO
70 TOWN CENTRE DRIVE, TOWNSEND, ONTARIO70 TOWN CENTRE DRIVE, TOWNSEND, ONTARIO
70 TOWN CENTRE DRIVE, TOWNSEND, ONTARIO
(519) 587
(519) 587(519) 587
(519) 587-
--
-5437
54375437
5437
A
AA
AND
NDND
ND
BRANT FAMILY AND CHILDREN’S SERVICES
BRANT FAMILY AND CHILDREN’S SERVICESBRANT FAMILY AND CHILDREN’S SERVICES
BRANT FAMILY AND CHILDREN’S SERVICES
70 CHATHAM ST., BRANTFORD, ONTARIO
70 CHATHAM ST., BRANTFORD, ONTARIO70 CHATHAM ST., BRANTFORD, ONTARIO
70 CHATHAM ST., BRANTFORD, ONTARIO
(519) 753
(519) 753(519) 753
(519) 753-
--
-8681
86818681
8681
AND
ANDAND
AND
OGWADENI:DE
OGWADENI:DEOGWADENI:DE
OGWADENI:DEO
OO
O
2469
2469 2469
2469 FOURTH LINE, OHSWEKEN
FOURTH LINE, OHSWEKENFOURTH LINE, OHSWEKEN
FOURTH LINE, OHSWEKEN, ONTARIO
, ONTARIO, ONTARIO
, ONTARIO
(519) 445
(519) 445(519) 445
(519) 445-
--
-1864
18641864
1864
AND
ANDAND
AND
THE GRAND ERIE DISTRICT SCHOOL BOARD
THE GRAND ERIE DISTRICT SCHOOL BOARDTHE GRAND ERIE DISTRICT SCHOOL BOARD
THE GRAND ERIE DISTRICT SCHOOL BOARD
349 ERIE AVE., BRANTFORD, ONTARIO
349 ERIE AVE., BRANTFORD, ONTARIO349 ERIE AVE., BRANTFORD, ONTARIO
349 ERIE AVE., BRANTFORD, ONTARIO
(519) 756
(519) 756(519) 756
(519) 756-
--
-6301
63016301
6301
AND
ANDAND
AND
THE BRANT HALDIMAND
THE BRANT HALDIMANDTHE BRANT HALDIMAND
THE BRANT HALDIMAND
NORFOLK CATHOLIC
NORFOLK CATHOLICNORFOLK CATHOLIC
NORFOLK CATHOLIC
DISTRICT SCHOOL BOARD
DISTRICT SCHOOL BOARDDISTRICT SCHOOL BOARD
DISTRICT SCHOOL BOARD
322 FAIRVIEW, BRANTFORD, ONTARIO
322 FAIRVIEW, BRANTFORD, ONTARIO322 FAIRVIEW, BRANTFORD, ONTARIO
322 FAIRVIEW, BRANTFORD, ONTARIO
(519) 756
(519) 756(519) 756
(519) 756-
--
-6369
63696369
6369
Revised
Revised Revised
Revised September
SeptemberSeptember
September, 2019
, 2019, 2019
, 2019
Regular Board Meeting
September 23, 2019
Page 90 of 131
G
GG
Guiding Principles
ui
ding Principlesuiding Principles
uiding Principles
1. Children in care of the Child Welfare Agencies have unique needs and challenges that require the
collaborative effort of both the Child Welfare Agency and the local Boards of Education to meet their
full potential.
2. Both the Child Welfare Agencies and local Boards of Education share some common objectives,
including a commitment to:
a) ensuring that all children have the opportunity to achieve to their educational potential;
b) making continuity of school placement a priority, wherever possible;
c) actively involving the multi-disciplinary team of all service providers;
d) open communication and transparent sharing of information;
e) ensuring that educational planning is a dynamic process that has regular and ongoing reviews to
ensure the plan is working effectively and that the child is meeting with success.
3. This Child Protection Protocol addresses:
i. Child Protection Investigations
ii. Transitions/School Registration (through the Joint Protocol for Student Achievement)
iii. Case Management (through the Joint Protocol for Student Achievement)
iv. School-Based CAS Workers
Review and Sharing
Review and Sharing Review and Sharing
Review and Sharing of the Child Protection Protocol
of the Child Protection Protocolof the Child Protection Protocol
of the Child Protection Protocol
The Child Protection Protocol will be reviewed every three years by designates from Child Welfare
Agencies and Boards of Education.
The Child Protection Protocol will be reviewed with the following staff annually:
• school board administrators
• by school board student support staff workers
• by child welfare agency case workers
The Child Protection Protocol will be shared with all newly hired school administrators, student support
staff workers, and newly hired case workers of Child Welfare Agencies.
Child Protection Investigations
Child Protection InvestigationsChild Protection Investigations
Child Protection Investigations
Where it is suspected or alleged that a child is in need of protection (Appendix A –
Child in need of
Protection
, Child and Family Services Act), the person having the concern shall promptly inform the
Principal (or superintendent where the concern pertains to the principal) and make a telephone referral to
the local Child Welfare, Agency (Appendix B -
Duty to Report
). Upon making contact with the Child
Welfare Agency, school personnel shall record the name of the intake worker and the date and time of the
report in the
Child Protection Report of Suspected Child Protection Concern Form
(Appendix C-1).
1. Following a referral by the school that a child is suspected to be in need of protection, the Child
Welfare Agency shall initiate an investigation to determine if the child requires protective services.
The Child Welfare Agency will contact the school administrator on the day that the referral is made to
share the following information:
• the investigation plan
• the location for the investigation
• the assigned worker
• whether the police will be involved
Regular Board Meeting
September 23, 2019
Page 91 of 131
2. When an allegation is made against an employee or volunteer of the Board of Education, the Director
of Service or designate at the Child Welfare Agency will immediately notify the Superintendent of
Human Resources (HR) or designate/Manager of Human Resources at the Board of Education. At the
conclusion of an investigation the Child Welfare Agency will forward an Outcome Letter to the
employee/volunteer with a copy of the same letter to the Manager of Human Resources at the Board of
Education outlining the results of the investigation. The Child Welfare Agency and School Board will
fully cooperate during all phases of the investigation. The investigation and Outcome Letter will be
completed as expeditiously as possible, no later than 45 days but may be extended to 60 days with
CAS supervisory approval. In the event that circumstances outside of the control of the Agency result
in the investigation being delayed beyond 60 days the Agency will notify the Manager of HR at the
Board of Education.
3. Upon arrival at school, the investigating Child Welfare Agency worker shall produce proper
identification and complete the “
Record of CAS School Visits
” log (Appendix C-2). The Principal will
make the student, and the person who made the report to the Child Welfare Agency, available for
interview by the investigating worker.
4. The school will provide a private room for the interview with the student. The investigating worker
will ask the student if he/she wishes another adult present during the interview. The adult must be
informed that he/she could be called at a later date to corroborate the interview, if the proceedings go
to Court.
5. If the investigation includes an employee of the Board of Education, the employee has the right to
make their union aware of the investigation and have a union representative present at the meeting
with the Child Welfare Agency worker.
6. At the request of the investigating worker and at the discretion of the student, the Principal, operating
in the role of a parent, may be asked to be present at the interview. In the course of an investigation,
the Child Welfare Agency has the authority to interview the student without the presence of a parent
or the Principal. The Child Welfare Agency investigating worker does not require any consent to
conduct an investigation.
7. The school shall not inform the parent(s)/guardian(s) of the referral unless authorized to do so by the
investigating worker as parental/guardian contact could jeopardize or obstruct the investigation. It is
the responsibility of the Child Welfare Agency to advise parents/guardians about the investigation
involving their child. The Child Welfare Agency will not disclose the referral source unless it is
required as part of the investigation. In the event that the timing of the investigation prevents the child
from returning home at the usual time, the Child Welfare Agency will advise parents/guardians of their
child’s whereabouts promptly. It is also the Child Welfare Agency’s investigating worker’s
responsibility to inform the referral source of the outcome of the investigation as soon as possible after
completion. The outcome of the investigation and the date the referral source is informed will be
recorded on Appendix C-1.
8. The first duty of Child Welfare Agency is the protection and care of the child(ren) during its
investigation. Detailed information about a case may be needed in order to move forward with an
investigation, especially when court action is required. The school administrator will cooperate fully
with the investigation which will include making a best effort to have staff and children available for
interviews by the Child Welfare Agency and/or police and by making available all records or other
documents pertinent to the investigation. Every effort will be made to protect the confidentiality of all
participants in order to facilitate a positive relationship between school staff and families, however,
confidentiality cannot be guaranteed.
Regular Board Meeting
September 23, 2019
Page 92 of 131
Tr
ansitions/School Registration
Tra
nsitions/School RegistrationTransitions/School Registration
Transitions/School Registration
To ensure best practice for school registration and transitions of students in the care of child welfare
agencies and boards of education, please refer to Joint Protocol for Student Achievement (JPSA).
http://www.granderie.ca/application/files/7815/3556/576
7/JPSA_English_Version.pdf
ht
tp://www.granderie.ca/application/files/9015/3556/579
3/JPSA_French_Version.pdf
Th
e Child Welfare Agency worker will provide the Principal with any known or available information
needed for registration on the
Pre-Registration Information Form – For Children in the Care of the Child
Welfare Agency Hamilton, Brant, Haldimand, Norfolk
(Appendix D)
http://www.granderie.ca/application/files/7815/3556/576
7/JPSA_English_Version.pdf
ht
tp://www.granderie.ca/application/files/9015/3556/579
3/JPSA_French_Version.pdf
Ca
se Management
Case ManagementCase Management
Case Management
To ensure best practice for case management of students in the care of child welfare agencies and boards
of education, please refer to the Joint Protocol for Student Achievement (JPSA).
http://www.granderie.ca/application/files/7815/3556/576
7/JPSA_English_Version.pdf
ht
tp://www.granderie.ca/application/files/9015/3556/579
3/JPSA_French_Version.pdf
Sc
hool Based CAS Workers
School Based CAS WorkersSchool Based CAS Workers
School Based CAS Workers
1. Brant Family and Children’s Services, in cooperation with both the Brant Haldimand Norfolk Catholic
District School Board and the Grand Erie District School Board, place child welfare workers in
selected schools in the City of Brantford to better serve the needs of children, families, schools, and
the community. Best practices for school-based Child Welfare Agency workers and schools working
together are provided in Appendix E, covering the following areas:
• Role Definitions
• Confidentiality
• Communication
• Record Keeping and Sharing Space
• Introducing a School-Based Child Welfare Agency Worker into a School
• Dispute Resolution
2. Requests to have a school-based Child Welfare Agency worker within a school must be submitted
to the Superintendent of Education.
Regular Board Meeting
September 23, 2019
Page 93 of 131
Signed by:
Sig
ned by:Signed by:
Signed by:
Bernadette Gallagher, Executive Director Date
Brant Family and Children’s Services
Shannon Chevrier, Executive Director Date
Haldimand & Norfolk Children’s Aid Society
Yeyatakenhas Doxtator Date
Director of Ogwadeni:deo
Arliss Skye Date
Director of Six Nations Social Services
Michael McDonald, Director of Education Date
Brant Haldimand Norfolk Catholic DSB
_______________________________ _______________________________________
Rick Petrella, Chair of the Board Date
Brant Haldimand Norfolk Catholic DSB
Brenda Blancher, Director of Education Date
Grand Erie District School Board
Greg Anderson, Chair of the Board Date
Grand Erie District School Board
This protocol will remain in effect without further amendm
This protocol will remain in effect without further amendmThis protocol will remain in effect without further amendm
This protocol will remain in effect without further amendment until August 31, 2022 unless
ent until August 31, 2022 unless ent until August 31, 2022 unless
ent until August 31, 2022 unless there are
there are there are
there are
changes to legislation or there are requests for amendments made
changes to legislation or there are requests for amendments madechanges to legislation or there are requests for amendments made
changes to legislation or there are requests for amendments made
by any of the signing parties above.
by any of the signing parties above.by any of the signing parties above.
by any of the signing parties above.
Regular Board Meeting
September 23, 2019
Page 94 of 131
APPENDICES
APP
ENDICESAPPENDICES
APPENDICES
Appendix A Child in Need of Protection
Appendix B Duty to Report
Appendix C-1 CAS Log Book – Report of Suspected Child Protection Concern Form
Appendix C-2 CAS Log Book - Record of Child Welfare Agency School Visits
Appendix D Pre-Registration Information Form - For Children in the Care of the Child Welfare
Agency (Brant, Haldimand Norfolk)
Appendix E School Based CAS Workers-Roles and Responsibilities
Appendix F Progressive Discipline and Promoting Positive Student Behaviour Policies and
Procedures
Regular Board Meeting
September 23, 2019
Page 95 of 131
Appendix A
Child in need of protection
Child in need of protectionChild in need of protection
Child in need of protection
(2) A child is in need of protection where,
(a) the child has suffered physical harm, inflicted by the person having charge of the child or caused
by or resulting from that person’s,
(i) failure to adequately care for, provide for, supervise or protect the child, or
(ii) pattern of neglect in caring for, providing for, supervising or protecting the child;
(b) there is a risk that the child is likely to suffer physical harm inflicted by the person having charge
of the child or caused by or resulting from that person’s,
(i) failure to adequately care for, provide for, supervise or protect the child, or
(ii) pattern of neglect in caring for, providing for, supervising or protecting the child;
(c) the child has been sexually molested or sexually exploited, by the person having charge of the
child or by another person where the person having charge of the child knows or should know of
the possibility of sexual molestation or sexual exploitation and fails to protect the child;
Note: On a day to be named by proclamation of the Lieutenant Governor, clause (c) is repealed
Note: On a day to be named by proclamation of the Lieutenant Governor, clause (c) is repealedNote: On a day to be named by proclamation of the Lieutenant Governor, clause (c) is repealed
Note: On a day to be named by proclamation of the Lieutenant Governor, clause (c) is repealed
by the
by the by the
by the
Statutes of Ontario, 2008, chapter 21, section 2 and the following substituted:
Statutes of Ontario, 2008, chapter 21, section 2 and the following substituted:Statutes of Ontario, 2008, chapter 21, section 2 and the following substituted:
Statutes of Ontario, 2008, chapter 21, section 2 and the following substituted:
(c) the child has been sexually molested or sexually exploited, including by child pornography, by the
person having charge of the child or by another person where the person having charge of the
child knows or should know of the possibility of sexual molestation or sexual exploitation and fails
to protect the child;
See: 2008, c.21, ss.2, 6.
See: 2008, c.21, ss.2, 6.See: 2008, c.21, ss.2, 6.
See: 2008, c.21, ss.2, 6.
(d) there is a risk that the child is likely to be sexually molested or sexually exploited as described in
clause (c);
(e) the child requires medical treatment to cure, prevent or alleviate physical harm or suffering and
the child’s parent or the person having charge of the child does not provide, or refuses or is
unavailable or unable to consent to, the treatment;
(f) the child has suffered emotional harm, demonstrated by serious,
(i) anxiety,
(ii) depression,
(iii) withdrawal,
(iv) self-destructive or aggressive behaviour, or
(v) delayed development,
and there are reasonable grounds to believe that the emotional harm suffered by the child results
from the actions, failure to act or pattern of neglect on the part of the child’s parent or the person
having charge of the child;
(f.1) the child has suffered emotional harm of the kind described in subclause (f) (i), (ii), (iii), (iv) or (v)
and the child’s parent or the person having charge of the child does not provide, or refuses or is
unavailable or unable to consent to, services or treatment to remedy or alleviate the harm;
Regular Board Meeting
September 23, 2019
Page 96 of 131
(g) there is a risk that the child is likely to suffer emotional harm of the kind described in subclause (f)
(i), (ii), (iii), (iv) or (v) resulting from the actions, failure to act or pattern of neglect on the part of
the child’s parent or the person having charge of the child;
(g.1) there is a risk that the child is likely to suffer emotional harm of the kind described in subclause (f)
(i), (ii), (iii), (iv) or (v) and that the child’s parent or the person having charge of the child does not
provide, or refuses or is unavailable or unable to consent to, services or treatment to prevent the
harm;
(h) the child suffers from a mental, emotional or developmental condition that, if not remedied, could
seriously impair the child’s development and the child’s parent or the person having charge of the
child does not provide, or refuses or is unavailable or unable to consent to, treatment to remedy or
alleviate the condition;
(i) the child has been abandoned, the child’s parent has died or is unavailable to exercise his or her
custodial rights over the child and has not made adequate provision for the child’s care and
custody, or the child is in a residential placement and the parent refuses or is unable or unwilling
to resume the child’s care and custody;
(j) the child is less than twelve years old and has killed or seriously injured another person or caused
serious damage to another person’s property, services or treatment are necessary to prevent a
recurrence and the child’s parent or the person having charge of the child does not provide, or
refuses or is unavailable or unable to consent to, those services or treatment;
(k) the child is less than twelve years old and has on more than one occasion injured another person
or caused loss or damage to another person’s property, with the encouragement of the person
having charge of the child or because of that person’s failure or inability to supervise the child
adequately;
(l) the child’s parent is unable to care for the child and the child is brought before the court with the
parent’s consent and, where the child is twelve years of age or older, with the child’s consent, to
be dealt with under this Part. R.S.O. 1990, c.C.11, s.37(2); 1999, c.2, s.9.; or
(m) the child is 16 or 17 years of age and a prescribed circumstance or condition exists.
Regular Board Meeting
September 23, 2019
Page 97 of 131
Appendix B
D
DD
DUTY TO
UTY TO UTY TO
UTY TO R
RR
REPORT
EPORTEPORT
EPORT
Duty to report child in need of protection
72
7272
72(1) Despite the provisions of any other Act, if a person, including a person who performs professional or
official duties with respect to children, has reasonable grounds to suspect one of the following, the
person shall forthwith report the suspicion and the information on which it is based to a society:
1. The child has suffered physical harm, inflicted by the person having charge of the child or caused
by or resulting from that person’s,
i. failure to adequately care for, provide for, supervise or protect the child, or
ii. pattern of neglect in caring for, providing for, supervising or protecting the child.
2. There is a risk that the child is likely to suffer physical harm inflicted by the person having charge
of the child or caused by or resulting from that person’s,
i. failure to adequately care for, provide for, supervise or protect the child, or
ii. pattern of neglect in caring for, providing for, supervising or protecting the child.
3. The child has been sexually molested or sexually exploited, by the person having charge of the
child or by another person where the person having charge of the child knows or should know of
the possibility of sexual molestation or sexual exploitation and fails to protect the child.
Note: On a day to be named by proclamation of the Lieutenant Governor, paragraph 3 is repealed by the
Note: On a day to be named by proclamation of the Lieutenant Governor, paragraph 3 is repealed by the Note: On a day to be named by proclamation of the Lieutenant Governor, paragraph 3 is repealed by the
Note: On a day to be named by proclamation of the Lieutenant Governor, paragraph 3 is repealed by the
Statutes of Ontario, 2008, chapter 21, subsection 3 (1) and the following substi
Statutes of Ontario, 2008, chapter 21, subsection 3 (1) and the following substiStatutes of Ontario, 2008, chapter 21, subsection 3 (1) and the following substi
Statutes of Ontario, 2008, chapter 21, subsection 3 (1) and the following substituted:
tuted:tuted:
tuted:
3. The child has been sexually molested or sexually exploited, including by child pornography, by
the person having charge of the child or by another person where the person having charge of the
child knows or should know of the possibility of sexual molestation or sexual exploitation and fails
to protect the child.
See: 2008, c.21, ss.3(1), 6.
See: 2008, c.21, ss.3(1), 6.See: 2008, c.21, ss.3(1), 6.
See: 2008, c.21, ss.3(1), 6.
4. There is a risk that the child is likely to be sexually molested or sexually exploited as described in
paragraph 3.
5. The child requires medical treatment to cure, prevent or alleviate physical harm or suffering and
the child’s parent or the person having charge of the child does not provide, or refuses or is
unavailable or unable to consent to, the treatment.
6. The child has suffered emotional harm, demonstrated by serious,
i. anxiety,
ii. depression,
iii. withdrawal,
iv. self-destructive or aggressive behaviour, or
v. delayed development,
and there are reasonable grounds to believe that the emotional harm suffered by the child results
from the actions, failure to act or pattern of neglect on the part of the child’s parent or the person
having charge of the child.
7. The child has suffered emotional harm of the kind described in subparagraph i, ii, iii, iv or v of
paragraph 6 and the child’s parent or the person having charge of the child does not provide, or
refuses or is unavailable or unable to consent to, services or treatment to remedy or alleviate the
harm.
Regular Board Meeting
September 23, 2019
Page 98 of 131
8. There is a risk that the child is likely to suffer emotional harm of the kind described in
subparagraph i, ii, iii, iv or v of paragraph 6 resulting from the actions, failure to act or pattern of
neglect on the part of the child’s parent or the person having charge of the child.
9. There is a risk that the child is likely to suffer emotional harm of the kind described in
subparagraph i, ii, iii, iv or v of paragraph 6 and that the child’s parent or the person having charge
of the child does not provide or refuses or is unavailable or unable to consent to, services or
treatment to prevent the harm.
10. The child suffers from a mental, emotional or developmental condition that, if not remedied, could
seriously impair the child’s development and the child’s parent or the person having charge of the
child does not provide, or refuses or is unavailable or unable to consent to, treatment to remedy or
alleviate the condition.
11. The child has been abandoned, the child’s parent has died or is unavailable to exercise his or her
custodial rights over the child and has not made adequate provision for the child’s care and
custody, or the child is in a residential placement and the parent refuses or is unable or unwilling
to resume the child’s care and custody.
12. The child is less than 12 years old and has killed or seriously injured another person or caused
serious damage to another person’s property, services or treatment are necessary to prevent a
recurrence and the child’s parent or the person having charge of the child does not provide, or
refuses or is unavailable or unable to consent to, those services or treatment.
13. The child is less than 12 years old and has on more than one occasion injured another person or
caused loss or damage to another person’s property, with the encouragement of the person having
charge of the child or because of that person’s failure or inability to supervise the child adequately.
1999, c.2, s.22(1).
Note: On a day to be named by proclamation of the Lieutenant Governor, section 72 is amended by the
Note: On a day to be named by proclamation of the Lieutenant Governor, section 72 is amended by the Note: On a day to be named by proclamation of the Lieutenant Governor, section 72 is amended by the
Note: On a day to be named by proclamation of the Lieutenant Governor, section 72 is amended by the
Statutes of Ontario, 2008, chapter 21, subsection 3 (2) by adding the following subsections:
Statutes of Ontario, 2008, chapter 21, subsection 3 (2) by adding the following subsections:Statutes of Ontario, 2008, chapter 21, subsection 3 (2) by adding the following subsections:
Statutes of Ontario, 2008, chapter 21, subsection 3 (2) by adding the following subsections:
Reporting child pornography
(1.1) In addition to the duty to report under subsection (1), any person who reasonably believes that a
representation or material is, or might be, child pornography shall promptly report the information
to an organization, agency or person designated by a regulation made under clause 216 (c.3).
2008, c.21, s.3(2).
Seeking out child pornography not required or authorized
(1.2) Nothing in this section requires or authorizes a person to seek out child pornography. 2008, c.21,
s.3(2).
Protection of informant
(1.3) No action lies against a person for providing information in good faith in compliance with
subsection (1.1). 2008, c.21, s.3(2).
Identity of informant
(1.4) Except as required or permitted in the course of a judicial proceeding, in the context of the
provision of child welfare services, otherwise by law or with the written consent of an informant,
no person shall disclose,
(a) the identity of an informant under subsection (1) or (1.1),
(i) to the family of the child reported to be in need of protection, or
Regular Board Meeting
September 23, 2019
Page 99 of 131
(ii) to the person who is believed to have caused the child to be in need of protection; or
(b) the identity of an informant under subsection (1.1) to the person who possessed or accessed
the representation or material that is or might be child pornography. 2008, c.21, s.3(2).
Retaliation against informant prohibited
(1.4) No person shall dismiss, suspend, demote, discipline, harass, interfere with or otherwise
disadvantage an informant under this section. 2008, c.21, s.3(2).
See: 2008, c.21, ss.3(2), 6.
See: 2008, c.21, ss.3(2), 6.See: 2008, c.21, ss.3(2), 6.
See: 2008, c.21, ss.3(2), 6.
Ongoing duty to report
(2) A person who has additional reasonable grounds to suspect one of the matters set out in
subsection (1) shall make a further report under subsection (1) even if he or she has made previous
reports with respect to the same child. 1999, c.2, s.22(1).
Note: On a day to be named by proclamation of the Lieutenant Governor, subsection (2) is repealed by the
Note: On a day to be named by proclamation of the Lieutenant Governor, subsection (2) is repealed by the Note: On a day to be named by proclamation of the Lieutenant Governor, subsection (2) is repealed by the
Note: On a day to be named by proclamation of the Lieutenant Governor, subsection (2) is repealed by the
Statutes of Ontario, 2008, chapter 21, subsection 3 (3) and the following substituted:
Statutes of Ontario, 2008, chapter 21, subsection 3 (3) and the following substituted:Statutes of Ontario, 2008, chapter 21, subsection 3 (3) and the following substituted:
Statutes of Ontario, 2008, chapter 21, subsection 3 (3) and the following substituted:
Ongoing duty to report
(2) A person who has additional reasonable grounds to suspect one of the matters set out in
subsection (1) or to believe that a representation or material is, or might be, child pornography
under subsection (1.1) shall make a further report under subsection (1) or (1.1) even if he or she
has made previous reports with respect to the same child. 2008, c.21, s.3(3).
See: 2008, c.21, ss.3(3), 6.
See: 2008, c.21, ss.3(3), 6.See: 2008, c.21, ss.3(3), 6.
See: 2008, c.21, ss.3(3), 6.
Person must report directly
(3) A person who has a duty to report a matter under subsection (1) or (2) shall make the report
directly to the society and shall not rely on any other person to report on his or her behalf. 1999,
c.2, s.22(1).
Note: On a day to be named by proclamation of the Lieutenant Governor, subsection (3) is repealed by the
Note: On a day to be named by proclamation of the Lieutenant Governor, subsection (3) is repealed by the Note: On a day to be named by proclamation of the Lieutenant Governor, subsection (3) is repealed by the
Note: On a day to be named by proclamation of the Lieutenant Governor, subsection (3) is repealed by the
Statutes of Ontario, 2008, chapter 21, subsection 3
Statutes of Ontario, 2008, chapter 21, subsection 3Statutes of Ontario, 2008, chapter 21, subsection 3
Statutes of Ontario, 2008, chapter 21, subsection 3
(3)
(3)(3)
(3)
and the following substituted:
and the following substituted:and the following substituted:
and the following substituted:
Person to report directly
(3) A person who has a duty to report under subsection (1) or (2) shall make the report directly to the
society, a person who has a duty to report under subsection (1.1) shall make the report directly to
any organization, agency or person designated by regulation to receive such reports, and such
persons shall not rely on any other person to report on their behalf. 2008, c.21, s.3(3).
Duty to report does not apply to older children
(3.1) Subsections (1) and (2) do not apply in respect of a child who is 16 or 17 years old, but a person
may make a report under subsection (1) or (2) in respect of a child who is 16 or 17 years old if
either a circumstance or condition described in paragraphs 1 to 11 of subsection (1) or a
prescribed circumstance or condition exists. 2017, c. 14, Sched. 2, s. 13.
Regular Board Meeting
September 23, 2019
Page 100 of 131
Appendix C-1
REPORT OF SUSPECTED
REPORT OF SUSPECTED REPORT OF SUSPECTED
REPORT OF SUSPECTED CHILD PROTECTION CONCERN FORM
CHILD PROTECTION CONCERN FORMCHILD PROTECTION CONCERN FORM
CHILD PROTECTION CONCERN FORM
To be used in preparation of making a report to child welfare.
Not all information is required but can be useful.
Brant FCS (519) 753-8681 CAS of Haldimand Norfolk 1-888-227-5437
Student’s Last Name
Student’s Last NameStudent’s Last Name
Student’s Last Name
First Name
First NameFirst Name
First Name
Gend
GendGend
Gender
erer
er
Date of Birth
Date of BirthDate of Birth
Date of Birth
S
SS
S
t
t
t
t
u
u
u
u
d
d
d
d
e
e
e
e
n
n
n
n
t
t
t
t
N
N
N
N
u
u
u
u
m
m
m
m
b
b
b
b
e
e
e
e
r
r
r
r
Home Address
Home AddressHome Address
Home Address (Street No. / Apt)
C
CC
Ci
ii
it
tt
ty
yy
y
H
H
H
H
o
o
o
o
m
m
m
m
e
e
e
e
T
T
T
T
e
e
e
e
l
l
l
l
e
e
e
e
p
p
p
p
h
h
h
h
o
o
o
o
n
n
n
n
e
e
e
e
N
NN
No
oo
o.
..
.
Religion or Culture (if known)
Religion or Culture (if known)Religion or Culture (if known)
Religion or Culture (if known)
Languages Spoken at Home
Language
s Spoken at HomeLanguages Spoken at Home
Languages Spoken at Home
Medical C
oncerns or Relevant Special Needs
Medical Concerns or Relevant Special NeedsMedical Concerns or Relevant Special Needs
Medical Concerns or Relevant Special Needs
Mother / Guardian Last Name
Mother / Guardian Last NameMother / Guardian Last Name
Mother / Guardian Last Name
Business No.
Business No.Business No.
Business No.
C
C
C
C
e
e
e
e
l
l
l
l
l
l
l
l
N
N
N
N
o
o
o
o
.
.
.
.
Father / Guardian Last Name
Father / Guardian Last NameFather / Guardian Last Name
Father / Guardian Last Name
C
CC
Ce
ee
el
ll
ll
ll
l
N
NN
No
oo
o.
..
.
Date and Time of Report
School Address
School Telephone No.
Grade / Class
Postal Code
First Name
First Name
Business No.
Siblings
Teacher
School
Regular Board Meeting
September 23, 2019
Page 101 of 131
What the child said and to whom
The alleged offender (s) and relationship to the child
Names of any other children who might be involved
Brief description of easily visible marks or injuries or evidence of neglect
Details of Alleged Abuse / Neglect
Details of Alleged Abuse / Neglect Details of Alleged Abuse / Neglect
Details of Alleged Abuse / Neglect (use an additional form if further space is required)
Name of Child Welfare Agency
Name of Child Welfare AgencyName of Child Welfare Agency
Name of Child Welfare Agency
Y
Y
Y
Y
E
E
E
E
S
S
S
S
N
NN
NO
OO
O
U
U
U
U
N
N
N
N
K
K
K
K
N
N
N
N
O
O
O
O
W
W
W
W
N
N
N
N
When and where the incident occurred.
Person Making the Report
YES
NO
Principal / Supervisor or Designate Signature
Print Name (print)
Status of File
Last Name
First Name Position
Investigation Outcome:
Investigation Undertaken?
Follow Up Received?
Name of the Person to Whom the Information was Reported.
Regular Board Meeting
September 23, 2019
Page 102 of 131
Appendix C-2
DATE
TIME
IN
CASE WORKER PURPOSE OF VISIT
TIME
OUT
SIGNATURE
PRINCIPAL TO RETAIN THIS RECORD IN THE CAS LOG BOOK FILE
RECORD OF CHILD WELFARE AGENCY SCHOOL VISITS
Regular Board Meeting
September 23, 2019
Page 103 of 131
Principal’s Name:___________________________________________________________________________
School Name:______________________________________________________________________________
School Phone:________________________________ School FAX:___________________________________
Date of Registration Meeting:_________________________________________________________________
***This form with student details is not to be copied without the permission of the Child Welfare Authority.***
Note: This form has been prepared by the agency worker, in collaboration with the child, to provide preliminary
planning information regarding the child’s education program, and should be placed in the Ontario Student Record.
Part A - Student Details
Student’s Legal Name:
Student’s Date of Birth: (day/month/year)
Current Grade Level:
Previous School:
Previous School Board:
Names of other biological/step siblings in this school:
Date of most recent admission to care:
Child Welfare Authority Details (check appropriate agency box)
Brant Family and Children’s Services
Catholic Children’s Aid Society of Hamilton
Ogwadeni:deo
The Children’s Aid Society of Haldimand and Norfolk
The Children’s Aid Society of Hamilton
Name of Child Protection Worker:
Telephone Contact Number:
Caregivers as designated by Child Welfare Authority
Caregiver Name
Indicate Caregiver Role (choose 1)
Kin Placement
Foster Home
Group Home
Telephone Contact
Appendix D
PRE-REGISTRATION INFORMATION FORM FOR CHILDREN IN CARE
Regular Board Meeting
September 23, 2019
Page 104 of 131
Part B – Student Strengths, Interests, Identities, Preferences
What important things do you want people to know about this student’s strengths, interests, identities, and learning
preferences?
Yes
No
Unsure
Has this student been Identified through the IPRC process?
If “yes”, what is the identification?
Does this student have an Individual Education Plan (IEP)?
Has this student been placed in a specialized learning environment (e.g. self-
contained, or Section classroom)?
Does this student have a Safe Intervention Plan (SIP)?
Has this student ever received English Language Learner/English as a Second
Language (ELL/ESL) support?
Has this student fulfilled the Literacy Graduation requirement?
Has this student fulfilled the Community Involvement Graduation requirement?
Is the student currently receiving
supports for any of the following:
• medication, behaviour,
physical health, emotional
well-being, mental health,
communication?
If “yes” to any of these supports, please provide additional details:
Part C – Access Details
List all persons with signing authority for this student.
(Full Name of Persons)
Authority (choose one)
• Kin
• Foster Parent
• Child Protection Worker
Are there other agencies or volunteer
services (e.g. volunteer drivers)
involved with this child?
If “yes”, list agencies:
Are there restrictions related to
parental/family access to this child?
If “yes”, please discuss at the time of intake.
"No" "Yes
Regular Board Meeting
September 23, 2019
Page 105 of 131
List of Descriptors:
List of Descriptors:List of Descriptors:
List of Descriptors:
Tempo
rary Care Agreement:
Temporary Care Agreement:Temporary Care Agreement:
Temporary Care Agreement: Voluntary contractual arrangement with caregivers where the Society agrees
to care for a child for a temporary period not to exceed 12 months. The child is not in need of protection.
Parents maintain their legal rights however can appoint a Society representative including a foster parent
to sign school documents (e.g. permission slips, report cards). In the absence of appointing the Society as
the legal guardian the parent’s authorization is required. The Society should always be the first point of
contact.
Temporary Care and Custody:
Temporary Care and Custody:Temporary Care and Custody:
Temporary Care and Custody: A child has been brought before the court via a Protection Application.
The court orders temporary care and custody to the Society during the periods of adjournment. No final
order of status has been made. The Child Welfare Agency has sole parental rights unless a court orders
otherwise.
Society Ward:
Society Ward:Society Ward:
Society Ward: The Court finds a child in need of protection and makes a final order placing the child in
Society care on a temporary basis-not to exceed 12 months for children 0-6 years, or 24 months for
children 6-16 years. The Child Welfare Agency has sole parental rights unless a court orders otherwise.
Crown Ward:
Crown Ward:Crown Ward:
Crown Ward: A child whose parents have no parental rights. The child is a permanent ward with the
Child Welfare Agency until the age of 18.
Regular Board Meeting
September 23, 2019
Page 106 of 131
A
AA
Appendix E
p
pendix Eppendix E
ppendix E
Grand Erie District School Board and Brant Haldimand No
rfolk Catholic District Schoo
Grand Erie District School Board and Brant Haldimand Norfolk Catholic District SchooGrand Erie District School Board and Brant Haldimand Norfolk Catholic District Schoo
Grand Erie District School Board and Brant Haldimand Norfolk Catholic District School Board
l Boardl Board
l Board
School Based Child Welfare Agency Workers
School Based Child Welfare Agency Workers School Based Child Welfare Agency Workers
School Based Child Welfare Agency Workers –
––
–
Roles and Responsibilities
Roles and ResponsibilitiesRoles and Responsibilities
Roles and Responsibilities
Rationale
RationaleRationale
Rationale
The Grand Erie District School Board, the Brant Haldimand Norfolk Catholic District School Board and
the Brant Family and Children’s Services work together to have Child Welfare Agency workers based in
some schools in the City of Brantford. Roles and responsibilities of school-based Child Welfare Agency
workers are outlined below.
Role Definitions
Role DefinitionsRole Definitions
Role Definitions
Student Support Services Worker Role
Student Support Services Worker RoleStudent Support Services Worker Role
Student Support Services Worker Role
Both school boards have professional staff assigned to each school to support student, families, staff, and
each of these disciplines has a clearly defined role in the school.
In Grand Erie, these professionals include Attendance Counselors, Behaviour Counselors, Board Certified
Behaviour Analysts, Child and Youth Workers, Indigenous Counselors, Psychological Services, a Mental
Health Lead, Social Workers, Communication Services (Speech-Language Pathologists, Communicative
Disorders Assistants).
In Brant Halidmand Norfolk Catholic District School Board, these professionals include Child and Youth
Workers, a consulting psychologist, Social Workers who also serve as Attendance Counsellors, Speech
and Language pathologists, Applied Behaviour Analysis Leads, a Mental Health
School Base
School BaseSchool Base
School Based Child Welfare Agency Worker Role
d Child Welfare Agency Worker Roled Child Welfare Agency Worker Role
d Child Welfare Agency Worker Role
The school based Child Welfare Agency worker is guided by the child welfare mandate as legislated
under the Child and Family Services Act. They will carry a caseload of families who have been referred to
the Child Welfare Agency for services. These services may include individual counseling with children,
support for families, referrals to community resources and support/therapy groups. The school-based
Child Welfare Agency worker brings a unique expertise and mandate pertaining to the delivery of child
welfare services. This role can help enrich the support to schools and encourage a collegial working
relationship between the two organizations.
The school based Child Welfare Agency worker is available for consultation about children or families
where there is a concern that a child is being neglected, or there is concern about harm or abuse or
potential harm or abuse of a child. If a school board staff member is uncertain about whether a report
should be made to the Child Welfare Agency, they can consult with the Child Welfare Agency worker
without giving identifying information about the family. The Child Welfare Agency worker will then
determine if the information warrants a report to the Child Welfare Agency.
These consultations are dealt with in the same manner that a phone call to the intake department would
be- documented and entered into the Child Welfare Agency database when identifying information is
provided. If the school based Child Welfare Agency worker is unavailable, a call should be placed to the
covering Child Welfare Agency worker and if this is unsuccessful to the Child Welfare Agency central
intake. Reports must always be made in a timely manner and school staff should not delay making a
report because the school based Child Welfare Agency worker is unavailable.
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September 23, 2019
Page 107 of 131
Confidentiality
Con
fidentialityConfidentiality
Confidentiality
The Child Welfare Agency worker is an employee of the Child Welfare Agency not
notnot
not Grand Erie or Brant
Haldimand Norfolk Catholic District School Board. As such, there are limits to what information can be
shared between school board staff and the school based Child Welfare Agency worker. Information
pertaining to a child at risk must be shared under the duty to report legislation. Any information about a
child and/or family that does not directly pertain to a child being harmed or neglected can only be shared
with the written consent of the family. School board staff and Child Welfare Agency staff will have more
open communication as a result of the Child Welfare Agency worker being located in the school. As a
result, standard practice will be for the Child Welfare Agency worker to consult with the family regarding
their wishes about information sharing between the school and the Child Welfare Agency. If the parent
agrees, the Child Welfare Agency worker will obtain consent to disclose information which will allow
open communication between the Child Welfare Agency the respective school board. A copy of this form
will be provided to the school administrator to be filed in the student’s Ontario Student Record (OSR). A
separate consent to disclose information form is required to access information from school board support
staff. This practice follows current Municipal Freedom of Information and Privacy Act and Consent laws.
Communication
CommunicationCommunication
Communication
With Children and Families
With Children and FamiliesWith Children and Families
With Children and Families
It is essential that the school based Child Welfare Agency worker identifies themselves as a Child Welfare
Agency worker, not a school social worker. As the Child Welfare Agency worker is located in the school,
it is quite possible that children and families may assume that they are a social worker employed by the
board. Social workers employed by the board and school based Child Welfare Agency workers provide
different services and are under different mandates. This should be explained to the family. If school
board staff is directing a family to the school based Child Welfare Agency worker they must explain to the
family that the individual is an employee of the Child Welfare Agency.
With Student Support
With Student SupportWith Student Support
With Student Support
Services Workers
Services WorkersServices Workers
Services Workers
There exists the potential for overlap in service delivery between school board staff supporting the school
and the school based Child Welfare Agency worker. Therefore, communication is essential. The school
based Child Welfare Agency worker must have an understanding of the existing supports in the school.
Each school has its own support team. To increase communication, the Child Welfare Agency worker
will be provided with names and contact information for the student support services staff for their school.
When support for a family/child is shared between the school based Child Welfare Agency worker and
school board support services staff, a discussion to define roles will take place. Consent should be
obtained from the family before this discussion. The school administration should inform the Child
Welfare Agency worker of any support services staff working with the child.
In Grand Erie, school board support staff attend the school each month for a resource team meeting. If
there is a child being presented at team who is an open file to the Child Welfare Agency, the school could
consider inviting the school based Child Welfare Agency worker to attend for the discussion of that child.
The school must contact the parent to get his/her permission for the Child Welfare Agency worker to
attend the team meeting. The Child Welfare Agency worker should only be present for the part of the
meeting pertaining to the child with whom he/she is involved.
In the Brant Haldimand Norfolk Catholic District School Board, team meetings occur on an as needed
basis. If there is a child being presented, who is an open file to the Child Welfare Agency, the school
could consider inviting the school based Child Welfare Agency worker to attend for the discussion of that
child. The school must contact the parent to get his/her permission for the Child Welfare Agency worker
to attend the team meeting. The Child Welfare Agency worker should only be present for the part of the
meeting pertaining to the child with whom he/she is involved.
Regular Board Meeting
September 23, 2019
Page 108 of 131
The school based Child Welfare Agency worker may run groups in the school for the children on his/her
cas
eload. Child and Youth Workers (CYW) employed by the board also run groups in schools. If a school
based Child Welfare Agency worker is interested in offering a group, he/she should consult with the CYW
for that school.
Support for families is provided by the school social worker in both boards, if informed consent has been
provided. If a parent presents to school administration requesting support for their family or child, the
administrator must determine whether to call the school social worker or direct the parent to the school
based Child Welfare Agency worker. If the school administrator is concerned that the child is at risk of
abuse or neglect, then they should refer to the Child Welfare Agency. If there is no evidence that the child
is at risk of harm from the parent or anyone else, then a call should be made to the school social worker.
Child Welfare Agency staff work under a child welfare mandate. While they also provide support to
families, there are other agencies in the community which provide support as well and may be more
appropriate. The school social worker can be consulted by the administrator if guidance is needed
around the best agency to support a family in crisis.
Reco
rd Keeping and Sharing Space
Record Keeping and Sharing SpaceRecord Keeping and Sharing Space
Record Keeping and Sharing Space
Appropriate space for counseling and parent meetings is at a premium in many schools within the both
school boards. While the school based Child Welfare Agency worker will be assigned space, they will
often be out in the community providing service. The school based Child Welfare Agency worker will
store their files in a locked filing cabinet in this assigned area. The school secretary will have a key to the
Child Welfare Agency worker’s space. The Child Welfare Agency worker will tell the school secretary
when their space will be empty. The Child Welfare Agency worker will keep his/her workspace clear of
confidential documents. First priority will be given to the Child Welfare Agency worker, but this
procedure will allow school board support services staff and others to use this space when it is not being
used by the Child Welfare Agency worker.
Premises
PremisesPremises
Premises
The school board shall permit staff of the Child Welfare Agency space in the school to conduct their work.
This space will be designated by the principal in the school. Should the needs at the school change so
that the space is required for school business, the school board will provide 30 days’ notice to the Child
Welfare Agency that the space can no longer be used as a school-based Child Welfare Agency location.
The space will be available during the school year, but not during the months of July and August.
Introduction of a Child Welfa
Introduction of a Child WelfaIntroduction of a Child Welfa
Introduction of a Child Welfare Agency Worker into a School
re Agency Worker into a Schoolre Agency Worker into a School
re Agency Worker into a School
When it is decided a Child Welfare Agency worker will be located in a school, this information will be
presented to the staff at the school. The Child Welfare Agency worker and appropriate student support
services workers assigned to the school (i.e. social worker, child and youth worker) could present at a staff
meeting to define roles and answer questions about service delivery. The Child Welfare Agency worker
will review this protocol before beginning work in an assigned space at a school. This protocol will be
shared with school staff to review before the Child Welfare Agency worker accesses space at the school.
Internet/telephone cabling
Internet/telephone cablingInternet/telephone cabling
Internet/telephone cabling
Access to the internet or phone within a school must be discussed with the principal. If additional
internet/telephone cables are required to provide confidential access by the school based Child Welfare
Agency worker, the principal shall discuss this need with the School Superintendent. Costs associated
with enhanced cabling will be paid by the Child Welfare Agency. Schools in both school boards have a
guest Wi-Fi network that could be used by non-employees as required. The office at each school has the
password to this network.
Regular Board Meeting
September 23, 2019
Page 109 of 131
Dis
pute Resolution
Dispute Resolution Dispute Resolution
Dispute Resolution
Periodically, disagreements may arise between Child Welfare Agencies and school boards when the
agency has a worker based in a school. The following dispute resolution process will be used to identify
solutions for these conflicts.
Step 1: The School Based Child Welfare Agency worker and School Administrator will be the first
level of dispute resolution authority.
Step 2: If the dispute is not satisfactorily resolved within 15 school days, the matter will be referred
to the Child Welfare Agency Director of Service and the Superintendent of the appropriate
Family of Schools.
Step 3: If the dispute continues to remain unresolved, the agency will vacate the office space in
the school.
Regular Board Meeting
September 23, 2019
Page 110 of 131
Appendix F
App
endix FAppendix F
Appendix F
Progressive Discipline and Promoting Positive Student Behaviour Policies and Procedures
Brant Haldiman
Brant HaldimanBrant Haldiman
Brant Haldimand Norfolk Catholic District School Board:
d Norfolk Catholic District School Board:d Norfolk Catholic District School Board:
d Norfolk Catholic District School Board:
Student Discipline Policy and Administrative Procedures:
http://www.bhncdsb.ca/files/policies/student_discipline
_20026.pdf
.
G
GG
Grand Erie District School Board:
rand Erie District School Board:rand Erie District School Board:
rand Erie District School Board:
Progressive Discipline and Promoting Positive Student Behavior Policy
http://www.granderie.ca/application/files/3815/4351/7495/SO11_Progress_Discipline_and_promoting_pos
itive_student_behaviour.pdf
Code of Conduct Policy
http://www.granderie.ca/application/files/3815/4351/7495/SO11_Progress_Discipline_and_promoting_pos
itive_student_behaviour.pdf
Regular Board Meeting
September 23, 2019
Page 111 of 131
H-1-a
GRAND ERIE DISTRICT SCHOOL BOARD
TO: Brenda Blancher, Director of Education & Secretary
FROM: Rafal Wyszynski, Superintendent of Business & Treasurer
RE: Summary of Accounts – August 2019
DATE: September 23, 2019
Recommended Action: Moved by ______________________ Seconded by ______________________
THAT the Grand Erie District School Board receive the Summary of Accounts for the month of
August 2019 in the amount of $11,236,797.80 as information.
Rationale/Background
The summary of accounts for the Grand Erie District School Board for each month is provided to
the Board.
Respectfully submitted,
Rafal Wyszynski
Superintendent of Business & Treasurer
Regular Board Meeting
September 23, 2019
Page 112 of 131
Regular Board Meeting
September 23, 2019
Page 113 of 131
H-1-b
Joint Occupational Health and Safety Committee
June 20, 2019
Facility Services – Meeting Room
MINUTES
(Chair – George Wittet)
1.0 Roll Call
Employer Representatives:
Lena Latreille Business Services (Certified Member)
(Co-Chair
)
Griffin Cobb Secondary School Administration (Certified Member)
Cheryl Innes Elementary School Administration (Certified Member)
Philip Kuckyt Human Resources
Tom Krukowski Facility Services
Employee Representatives:
George Wittet Secondary Occasional Teachers (Certified Member)
(Chair)
Elizabeth Armstrong CUPE Clerical/Technical
Nancy Hondula CUPE Educational Assistants (Certified Member)
Amanda Baxter Elementary Occasional Teachers (Certified Member)
Andrea Murik Secondary Teachers (Certified Member)
Angela Korakas Designated Early Childhood Educator (Certified Member)
Laura Adlington Professional Student Services Personnel
Ian Smith CUPE Facility Services
Valerie Slawich Non-Union (Alternate)
Resources
Hilary Sutton Health and Safety Officer
Recording Secretary:
Jennifer Chopra Human Resources Assistant
Regrets:
Jennifer Orr Elementary Teachers (Certified Member)
2.0 Minutes of Last Meeting
The draft minutes for May were reviewed. A minor grammatical correction was made under
item 5.1.
3.0 Approval of Last Meeting Minutes
The minutes were approved as amended.
4.0 Agenda Additions
6.3 Kitchen Exhaust Vent Hoods
6.4 Joint Ministry of Labour and Ministry of Education Survey
6.5 Construction at Pauline Johnson Collegiate and Vocational School
6.6 Himalayan Salt Lamps
Regular Board Meeting
September 23, 2019
Page 114 of 131
H-1-b
Joint Occupational Health and Safety Committee
June 20, 2019
Facility Services – Meeting Room
5.0 Unfinished Business – Discussion
5.1 Ministry of Labour- Field Visit Report- Workplace Violence- Pauline Johnson Collegiate
and Vocational School & Education Centre
April 2019: The Ministry of Labour visited the Board in response to complaints that were
received related to issues at Pauline Johnson. A total of 3 orders were received by Pauline
Johnson, one was to ensure all staff working with students who have Be Safe Plans have
current Behavioural Management System training. A second was to provide information to
the JOHSC regarding steps to prevent Reoccurrence related to a notification of injury recently
sent to them. The third is updating the Be Safe Plan. All of these orders were complied with
by the dates required by the Ministry of Labour.
Additionally, 3 orders were received by the Board. The first order is that Workplace Violence
training be provided to all Administrators on their duties regarding workplace violence and
their roles and responsibilities. A plan is being created to provide that training as a second
order. The third order is related to the notification of risk of violence for visitors and outside
school staff. A map identifying locations of potential workplace violence and rooms where
students with Be Safe Plans is being created, this map will be used in all board locations.
These maps will be available in the Staff Room and alongside visitor sign in logs to ensure
those visiting are aware of the risk of violence in the marked areas and the procedures to
follow to access those locations. The current Workplace Violence policy is being adjusted
to reflect these changes. The Ministry of Labour has granted an extension to the Board orders
due April 22, 2019 until May 10, 2019. This item will remain on the next agenda.
May 2019: Information was sent to the Ministry of Labour as a response to the orders issued
regarding Workplace Violence training and the creation of a Notification of Risk map. A
response from the Ministry of Labour has not yet been received and is pending approval.
The Division Manager of Operations and Health & Safety explained in detail the
functionality of the map outlining potential workplace violence risks. Although the map is
now showing as an item on the workplace violence checklist, the committee was informed
that the maps are not yet available. In the interim, the Division Manager of Operations and
Health & Safety advised that reminders will be sent out to Principals regarding filling out
workplace violence reports to ensure consistency. Further details will be provided once a
response is received from the Ministry of Labour. This item will remain on the next agenda.
June 2019: The Ministry of Labour conducted a field visit on May 22, 2019 to review the
workplace violence compliance plan and discuss alterations that are to be made. As a result,
an order extension was granted until June 14, 2019. Modifications were made to the
Notification of Risk map to eliminate the yellow areas. Red areas, indicated on the map, will
represent areas where workplace violence has occurred and where students with Be Safe
plans are predominantly located. These red areas will be restricted access areas and all
visitors, contractors and workers will have to obtain approval from the school administrator
and/or classroom teacher prior to admittance. The compliance plan also included
notification of risk for all internal staff at a location. Notification of risk of workplace
violence to workers will be made by posting a Notification of Risk of Physical Injury in as
the staff room. This Notification of Risk of Physical Injury will include information regarding
the student with the Be Safe Plan and history of aggression and include their picture, name,
Regular Board Meeting
September 23, 2019
Page 115 of 131
H-1-b
Joint Occupational Health and Safety Committee
June 20, 2019
Facility Services – Meeting Room
classroom, triggers, early warning signs, Do’s, Don’ts and how to summon immediate
emergency assistance. The Notification of Risk of Workplace Violence Map and the
Notification of Risk of Physical Injury will be updated as Be Safe plan changes. Another
concern noted from the May 22
nd
MOL field visit report was ensuring Be Safe Plans are
updated after incidents of workplace violence. A Be Safe Plan/Workplace Violence Incident
checklist was created as a guideline for Administrators to use to ensure Be Safe Plans are
being updated, distributed to staff, posted in appropriate locations and signed off by workers
working with the student with the plan. The updated compliance plan was sent to the
Ministry of Labour on June 14, 2019 and a response has not yet been received. This item
will remain on the next agenda.
5.2 Ministry of Labour- Field Visit Report- Noise Measurements- Brantford Collegiate Institute
and Vocational School & Education Centre
April 2019: The Ministry of Labour visited BCI and the Education Centre in response to a
Noise Induced Hearing Loss (NIHL) claim submitted by a retired teacher. The Ministry of
Labour reviewed training documents and took noise readings. Orders were issued for BCI to
provide training regarding hearing protection to workers that are exposed to equipment
above 85 decibels (dB) and to identify types of hearing protection required when using the
equipment. This item will remain on the next agenda.
May 2019: A training document was created for workers working in Tech shops and Music
rooms. The document outlines maximum decibels levels of exposure when using and working
with different equipment and identifies what type of hearing protection that is required when
working with the equipment. The document was forwarded to the committee and the Ministry
of Labour for feedback. Feedback from the Occupational Hygienist with the Ministry of
Labour was utilizing administrative controls of limiting time and use of equipment. The
training document and information needs to be reviewed to see if adjustments are required
to hearing protection. In order to accommodate this review, the Ministry of Labour has
granted an extension until May 24, 2019 to allow time to collect information regarding
average daily noise exposures in the different tech shops. This item will remain on the next
agenda.
June 2019: On June 4, 2014 the Ministry of Labour conducted a follow-up visit in response
to the hearing protection orders issued at BCI. A hearing protection training document was
created and distributed to all Secondary Schools and Facility Services for signatures to
demonstrate awareness and compliance with all hearing protection guidelines. The signed
document is to be returned to the Health and Safety Officer by June 21, 2019 in order to
ensure full compliance with the Ministry of Labour order prior to the deadline of June 28,
2019. This item will remain on the next agenda.
5.3 Recommendation to Executive Council- BCI Structural Concern of Interior Arches
May 2019: A response was received from the Superintendent of Business regarding the
recommendation to investigate the structural concern of the interior brick arches at Brantford
Collegiate Institute. The response indicated that Facility Services has engaged the services of
an Engineer to investigate the concern and further information will be provided to the
committee. This item will remain on the next agenda.
Regular Board Meeting
September 23, 2019
Page 116 of 131
H-1-b
Joint Occupational Health and Safety Committee
June 20, 2019
Facility Services – Meeting Room
June 2019: A Structural Engineer visited BCI in response to the concerns raised regarding the
structural integrity of the interior brick arches. It was determined that the arches are not
structural, but rather decorative in nature. A written report has not yet been released to outline
the findings but will be made available to the committee once received. Ongoing repairs will
take place this summer to the arches. This item will remain on the next agenda.
5.4 Recommendation to Executive Council- BCI Noxious Odours Library Room 306
May 2019: A response was received from the Superintendent of Business regarding the
recommendation put forward to investigate the noxious odours in the Library at Brantford
Collegiate Institution. The response indicated that Facility Services will be engaging the
services of an Environmental Consultant to investigate concerns. In the interim, the source of
the odour may have been uncovered. The elevator room adjacent to the library at BCI has a
motor that is overheating and upon further investigation it was discovered that the air
conditioning unit in the elevator room is not functioning correctly. A contractor has been
called to fix the air conditioning unit and repairs are underway. Once the repairs have been
completed the Environmental Consultant will be consulted to discuss next steps if required.
This item will remain on the next agenda.
June 2019: The results of the Volatile Organic Compounds (VOC) and Chlorine Gas
Assessment were released after concerns were previously raised regarding a noxious odour
at BCI. It was determined that the average VOC measurements fell within the comfort zone
of the European Collaborative Guideline as well as below the Health Canada Target
guidelines. Additionally, chlorine concentration levels were below the minimum detection
limit. Several recommendations were made to have the Seminar Room and Elevator Machine
Room further inspected for repairs to HVAC and equipment. These recommendations will be
completed during the summer months. This item will remain on the next agenda.
Indoor Air Quality Reports
5.5 Indoor Air Quality Report- Central Public School- eBase #203 (Classroom)- May 16, 2019
Indoor Air Quality testing was conducted in a classroom at Central Public School. Average
workday readings for temperature, carbon monoxide, carbon dioxide and relative humidity
were within regulated levels, however carbon dioxide levels continue to elevate in the middle
of the day. Automation adjustments to the HVAC system have been made and
recommendations were put forth to allow fresh air to circulate into the space. An additional
work order was created to have the HVAC unit checked and additional air testing will be
completed if required. This item can be removed from the next agenda.
5.6 Indoor Air Quality Report- Ecole Dufferin- eBase #212 (Classroom)- June 14, 2019
Indoor Air Quality testing was conducted in a classroom at Ecole Dufferin in response to
concerns from staff regarding headaches. Test readings for temperature and carbon monoxide
are within regulated levels. Carbon dioxide levels elevate in the middle of the day. A
recommendation was put forth to run a ceiling fan or open windows to allow fresh air. A
work order was placed to have the HVAC filters changed. No additional testing is required at
this time. This item can be removed from the next agenda.
Regular Board Meeting
September 23, 2019
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Facility Services – Meeting Room
6.0 New Business
6.1 Health and Safety Concern Form- McKinnon Park Secondary School- Long Grass- June 3,
2019
A Health and Safety Concern Form was submitted pertaining to the long grass at McKinnon
Park. The grass has since been cut and the Board is working with the Contractor to ensure
grass is cut in a timely manner. It was recommended in the future if a school feels their grass
is too long and unsafe that they should not use the grounds until the grass is cut. This item
can be removed from the next agenda.
6.2 Joint Occupational Health and Safety Notification of Occupational Illness/Disease- Noise
Induced Hearing Loss- June 6, 2019
The Board received a Noise Induced Hearing Loss (NIHL) claim from the Workplace Safety
and Insurance Board (WSIB) on behalf of a retired teacher that was employed with the Board
between 1975-2007. Information was sent back to the WSIB regarding this claim. This item
can be removed from the next agenda.
6.3 Kitchen Exhaust Vent Hoods
A committee member raised a concern regarding the lack of presence of vent hoods installed
over kitchen stoves that are being utilized in Family Studies rooms. The Division Manager
of Operations and Health & Safety clarified that it is only a requirement as per Fire Code for
commercial kitchens to have vent hoods installed as the kitchen stoves in question are not
to be producing grease or smoke as a result of cooking. It was reminded that the primary
purpose of the kitchen stoves in classrooms are for reheating foods and basic usage. This
item can be removed from the next agenda.
6.4 Joint Ministry of Labour and Ministry of Education Survey Link
A committee member expressed concern about not receiving an email that was sent as a
BCC to all employees on June 10, 2019 containing the survey link which elicits feedback
from staff regarding workplace violence. The Division Manager of Operations and Health &
Safety will investigate the accuracy of distribution lists and examine corrections required to
ensure all staff are receiving emails accordingly. This item will remain on the next agenda.
6.5 Construction at Pauline Johnson Collegiate and Vocational School
A committee member brought forward a concern regarding construction at Pauline Johnson
that was taking place during school hours, causing construction dust throughout the school
and elevated noise levels on the second floor. The Division Manager of Operations and
Health & Safety advised that the Ministry of Labour had come and spoke with the Contractor
to ensure the hallway was cleaned immediately and extra ventilation was brought in for the
working space. No further issues were reported, and the construction had resumed with the
approval of the Ministry of Labour the following day. This item can be removed from the
next agenda.
6.6 Himalayan Salt Lamps
A committee member had brought forward a concern regarding the increasing presence of
Himalayan Salt Lamps in schools, as these appliances do not have the CSA approved
certifications. The Division Manager of Operations and Health & Safety confirmed these are
Regular Board Meeting
September 23, 2019
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June 20, 2019
Facility Services – Meeting Room
unapproved and that direction will be sent that these must be removed from all locations.
This item can be removed from the next agenda.
7.0 Information Items
7.1 Asbestos Abatement Site Report No. 04- Princess Elizabeth Public School- eBase #36
(Library)- May 16, 2019
An asbestos abatement was performed at Princess Elizabeth Public School to remove drywall
finishes from the library. All work was completed according to regulation. This item can be
removed from the next agenda.
7.2 Asbestos Abatement Site Report No. 01- Hagersville Secondary School- eBase #1094
(Mechanical Room)- May 21, 2019
An asbestos abatement was performed at Hagersville Secondary School to remove asbestos-
containing pipe fitting insulation from the Mechanical Room. All work was completed
according to regulation. This item can be removed from the next agenda.
7.3 Bulk Sample Analysis Site Report No. 01- Dunnville Secondary School- eBase #2026
(Plaster Samples)- May 22, 2019
Multiple samples of building material were collected from plaster samples for the
determination of asbestos content. The samples were confirmed to contain asbestos. Item
7.4 references the abatement that was completed. This item can be removed from the next
agenda.
7.4 Asbestos Abatement Site Report No. 01- Dunnville Secondary School- eBase #2026
(Classroom)- May 22, 2019
An asbestos abatement was performed at Dunnville Secondary School to clean up the
asbestos-containing plaster debris originally determined in the Bulk Sample Analysis as
indicated in 7.3. All work was completed according to regulation. This item can be removed
from the next agenda.
7.5 Lead Analysis Site Report for Paint Sample- Waterford District High School- eBase #1009
(Storage)- May 24, 2019
A bulk sample of beige paint was collected from Waterford District High school for the
determination of lead content prior to needed repairs. The paint sample was confirmed to
be Low Level Lead (virtually safe), repairs will be made following protocol. This item can be
removed from the next agenda.
7.6 Bulk Sample Analysis Site Report No. 01- Waterford District High School- eBase #1083
(Storage)- May 27, 2019
Multiple samples of building material were collected from the Storage Room at Waterford
District High School for the determination of asbestos. The samples collected did not contain
asbestos. This item can be removed from the next agenda.
Regular Board Meeting
September 23, 2019
Page 119 of 131
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June 20, 2019
Facility Services – Meeting Room
7.7 Bulk Sample Analysis Site Report No. 01- North Park Collegiate and Vocational School-
eBase #1157, 1158, 1159, 1160 & 1163- May 29, 2019
Multiple samples of building materials were collected from various areas at North Park
Collegiate and Vocational School for the determination of asbestos content. The smooth
plaster sampled within Room 1163 was confirmed to be asbestos-containing, while all other
samples were not found to contain asbestos. See 7.8 below for remediation. This item can
be removed from the next agenda.
7.8 Asbestos Abatement Site Report No. 02- North Park Collegiate and Vocational School-
eBase #1163- May 30, 2019
An asbestos abatement was completed at North Park Collegiate and Vocational School in
Room 1163 as asbestos-containing debris was previously confirmed in item 7.7. All work
was completed according to regulation. This item can be removed from the next agenda.
7.9 Bulk Sample Analysis Site Report No. 01- Grandview Public School- eBase #011
(Corridor)- June 5, 2019
Multiple samples of building materials were collected from the corridor at Grandview Public
School for the determination of asbestos content. The samples did not contain asbestos. This
item can be removed from the next agenda.
7.10 Bulk Sample Analysis Site Report No. 01- Joseph Brant Learning Centre- eBase #29
(Storage Room)- June 6, 2019
A sample of building material was collected from the storage room at Joseph Brant Learning
Centre for the determination of asbestos content. The sample collected was confirmed to not
contain asbestos. This item can be removed from the next agenda.
7.11 Asbestos Abatement Site Report No. 01- Hagersville Elementary School- eBase #118/119-
June 6, 2019
An asbestos abatement was performed at Hagersville Elementary School. A pre-
contamination inspection was completed. Additionally, remediation was completed of
drywall finishes and asbestos-containing parging cement that was applied to pipe fittings
within eBase #118/119. All work was performed according to regulation. This item can be
removed from the next agenda.
7.12 Asbestos Abatement Site Report No. 02- Hagersville Elementary School- eBase #118/119-
June 7, 2019
A subsequent asbestos abatement was performed at Hagersville Elementary School within
eBase #118-119. No asbestos-containing debris or residue was observed to be remaining
in the work area. All work was completed according to regulation. This item can be
removed from the next agenda.
7.13 Preliminary Investigation for Mould and Water Damage- Delhi Public School- eBase #65
(Classroom 3)- June 2019
A visual assessment was completed at Delhi Public School for the presence of water
damaged building materials within classroom 3 as a result of a roof leak that caused water
to impact the wood bulkhead. Recommendations were made to have cleaning and repairs
Regular Board Meeting
September 23, 2019
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June 20, 2019
Facility Services – Meeting Room
done. The wooden bulkhead and cleaning will take place over the summer months. This
item can be removed from the next agenda.
7.14 Bulk Sample Analysis Site Report No. 01- Caledonia Centennial Public School- eBase #013
(Girl’s Washroom) & #015 (Boy’s Washroom)- June 19, 2019
Multiple samples of building materials were collected from the boy’s and girl’s washrooms
at Caledonia Centennial Public School for the determination of asbestos content. The
samples collected did not contain asbestos. This item can be removed from the next agenda.
8.0 Review of Reports
8.1 Employee Accident Reports Summary- May 2019
Workplace Safety and Insurance Board Reportable- May 2019
Student Aggression Summary Table for May 2019
All reports were reviewed by the committee.
8.2 Status of Workplace Inspections Including Non-Academic Sites- May 2019
All inspections were completed for the month of May with the exception of North Ward
Public School. As a result, they will be expected to submit 2 separate inspections for the
month of June.
8.3 Health and Safety/Facility Services Committee- The minutes were reviewed by the
committee. Next meeting is October 22, 2019.
8.4 Critical Injuries- There have been 4 staff critical injuries and 76 student critical injuries for
the 2018/19 school year.
8.5 Focus Group Meeting Minutes- The minutes were reviewed by the committee. Next
meeting is TBD- October 2019.
8.6 Review of Ongoing Project Items- See chart.
8.7 Work Orders
Work order details were made available to the committee for review.
9.0 Health and Safety Training
9.1 Health and Safety Training dates for 2018-19 school year:
First Aid:
• Emergency First Aid (Facility Services): June 28, 2019
BMS:
• Initial Training: June 7 & 26, 2019
• Recertification: June 7 & 26, 2019
The Emergency First Aid training that is taking place on June 28, 2019 at Hagersville
Regular Board Meeting
September 23, 2019
Page 121 of 131
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June 20, 2019
Facility Services – Meeting Room
Secondary School continues to have low registration. Further information will be sent to
administrators.
Additionally, information has been sent to all Administrators introducing a 1-hour workshop
that will take place on June 7
th
and 26
th
from 9:00-10:00AM prior to BMS recertification and
will focus on responding to challenging student behaviour. This training is available on PD
Place to register.
The Health and Safety Officer advised the committee that Health and Safety Training dates
for the 2019-20 school year have been tentatively determined. Information will be forwarded
to all Administrators prior to the start of the new school year.
10.0 Recommendations to Executive Council
None.
11.0 Adjournment/Next Meeting(s): Meeting adjourned at 11:20am. Next meeting is September
20, 2019 in the Facility Services Meeting Room.
Regular Board Meeting
September 23, 2019
Page 122 of 131
Joint Occupational Health and Safety Committee
May 16, 2019
Facility Services – Meeting Room
As of June 2019:
Date item
initiated
Item
Dates Discussed
Latest Update
Status and
Timeframe
April 2017
Terms of Reference
Review
2018- September
The Terms of Reference Review document has been approved by
the Ministry. (Current agreement expires September 2022)
Review
September 2021
November
2018
Workplace
Violence Risk
Assessment
2018- November- 2019-
June
Survey results and summary document reviewed by committee
Committee
reviewed June
2019
April 2019
Eyewash Stations
2019- April – June
Process for ordering signs and stickers being looked into
Review
September 2019
April 2019
Staff Safety Plan
Template
2019- April- June
Creation of template is in progress and not yet completed
Review
September 2019
Annual Updates Provided Each School Year:
Item
Review Month
Resulting Update
Pavement Improvements
2020- May
Procedure Review:
Policy/Procedure
Out for
Comment
Board Approval
Board Review
Date
Committee Review
Date
Comments
HR4 – Health and
Safety Policy and
Appendix
Guidelines
Board approved September
2015
October 2019
September 2019
Committee Approved
December 2018
HR5 – Harassment
Board approved September
2015
October 2019
September 2019
Committee Approved
December 2018
HR8 – Workplace
Violence
Board for approval January
2015
February 2019
September 2019
Back from comment. Numerous
changes as a result of MOL visit
Regular Board Meeting
September 23, 2019
Page 123 of 131
Grand Erie D.S.B. Safety Audit Tracking Report
2018-19
School Year
No
.
Site Sep 2018 Oct 2018 Nov 2018 Dec 2018 Jan 2019 Feb 2019 Mar 2019 Apr 2019 May 2019 Jun 2019 Jul 2019 Aug 2019
1
Agnes Hodge C C C C A C C C C
C
2
Banbury Heights
C C C C C C C A C C
3
Bellview C C C C C C C A C C
4
Bloomsburg C C A C C C C C C C
5
Boston C C C C A C C C C C
6
Branlyn Community C C C C C C C A C C
7
Brier Park C C C C C C A C C C
8
Burford District Elementary C C C C C C C A C C
9
Caledonia Centennial C C C A C C C C C C
10
Cedarland C C C C C C C C A C
11
Centennial-Grandwoodlands C C C C C C A C C C
12
Central P.S. C A C C C C C C C C
13
Cobblestone Elementary C C C C C C C A C C
14
Confederation (Fr Imm) C C C C A C C C C C
15
Courtland C C A C C C C C C C
16
Delhi C C A C C C C C C C
17
Dufferin C C C C A C C C C C
18
Echo Place C C C C C C C A C C
19
Elgin Ave. C C A C C C C C C C
20
Glen Morris C C C C C C A C C C
21
Graham Bell C C C C C C C C A C
22
Grandview C C C C C C C C A C
23
Greenbrier C C C+C C C C C C A C
24
Hagersville Elementary C C C C C C A C C C
25
Houghton C C C C A C C C C C
26
J.L. Mitchener C A C C C C C C C C
27
James Hillier C C C C C A C C C C
28
Jarvis C C C C C C A C C C
29
King George C C C C A C C C C C
30
Lakewood C C A C C C C C C C
31
Langton C C C A C C C C C C
32
Lansdowne-Costain C C C C A C C C C C
33 Lynndale Heights C C A C C C C C C C
34 Major Ballachey C C C C C C C C A C
35
Mapleview C C C C C A C C C C
36 Mt. Pleasant C C C C C C A C C C
37 North Ward C C C C C C A C NC C+C
38 Oakland-Scotland C C C C C C A C C C
39 Oneida Central C C C C C C A C C C
40 Onondaga-Brant C C C A C C C C C C
Elementary Schools
Regular Board Meeting
September 23, 2019
Page 124 of 131
Grand Erie D.S.B. Safety Audit Tracking Report
2018-19
School Year
41 Paris Central C C C C C C A C C C
42 Port Rowan C C C C A C C C C C
43 Prince Charles C C C C C C A C C C
44 Princess Elizabeth C C C C A C C C C C
45 Rainham
C A C C C C C
C C C
46 River Heights C C C A C C C C C C
47 Russell Reid C C C C A C C C C C
48 Ryerson Heights C C C C C A C C C C
49 Seneca Central C C C C C A C C C C
50 St. George-German C C C C C C A C C C
51 Teeterville P.S. C C C C A C C C C C
52 Thompson Creek C A C C C C C C C C
53 Walpole North C C C C C C A C C C
54 Walsh C C C A C C C C C C
55
Walter Gretzky Elementary
School
C C C C C A C C C C
56 Waterford Public C C A C C C C C C C
57 West Lynn C C A C C C C C C C
58 Woodman-Cainsville C C C C C C C A C C
59
B.C.I. & V.S. C C A C C C C A C C
60
Cayuga Secondary S. (CSS) C C A C C C C A C C
61
Delhi District Secondary S. (DDSS) C C A C C C C A C C
62
Dunnville Secondary S. (DSS) C A C C C C A C C C
63
G.E.L.A. Brantford (Rawdon) C A C C C C A C C C
64
G.E.L.A. - CareerLink Eaton
Market Square and ALT ED
A C C C C C A C C C
65
G.E.L.A. - Simcoe A C C C C C A C C C
66
Hagersville S.S. (HSS) A C C C C A C C C C
67 McKinnon Park S.S. (MPSS) C A C C C C C C A C
68
North Park C. & V.S. (NPCVS) C A C C C C C C A C
69
Paris District H.S. (PDHS) C+C A C C C C C C A C
70
Pauline Johnson C.V.S. (PJCVS) A C C C C C A C C C
71
Simcoe Composite School (SCS) C A C C C C C A C C
72
Tollgate Tech. Skills Centre
(TTSC)
C A C C C C A C C C
73
Valley Heights S.S. (VHSS) C C C A C C C C A C
74
Waterford District High School
(WDHS)
C C A C C C C A C C
Secondary Schools
Regular Board Meeting
September 23, 2019
Page 125 of 131
Grand Erie D.S.B. Safety Audit Tracking Report
2018-19
School Year
75
CSS Turning Point - Haldimand
County Library, 28 Cayuga St. N.,
Cayuga
A C
C
76
DDSS Turning Point - 640 James
St., Delhi
A C C
77
HSS Turning Point - 12 Almas St.
Unit 2, Hagersville
C C C
78
HSS New Start - 2319 3rd Line
Road, Oshweken
C C C
79
MPSS Turning Point - Grace
United Church 174 Caithness St.,
Caledonia
C A C
80
PDHS Turning Point - Optimist
Club of Paris, 2 Elm St., Paris
C A C
81
PJCVS Turning Point - Alexandra
Presbyterian Church 410
Colborne St., Brantford
C C C
82
SCS Turning Point - Port Dover
Lions Club Silver Lake Market,
320 St. Patrick St, Port Dover
A C C
83
VHSS Annex and Turning Point -
Aylmer Evangelical Mennonite
Mission Church, 50619 Talbot
Line, Aylmer
C A C
84
WDHS Turning Point - Camp
Trillium 433 Thompson Rd, West,
Waterford
A C C
85
H.E. Fawcett Teacher Resource
Centre (TRC)
C C C C C C C C A C
86
Joseph Brant (including GELA -
ESL)
C C C C C C C A C C
87
Haldimand School Support
Centre
C C C
88
Norfolk School Support Centre A C C
89
Head Office C C C C C C A C C C
90
Head Office - Facility Services C C C C C C A C C C
Support Centre
Turning Points and Leased Spaces
Regular Board Meeting
September 23, 2019
Page 126 of 131
Grand Erie D.S.B. Safety Audit Tracking Report
2018-19
School Year
91
Burford Bus Barn, 35 Alexander
St. Burford
C C C C C C C A C C
92
Langton Bus Barn, 23 Albert St.
Langton
C C
C A C C C C C C
93
Walsh Bus Barn, 93 Regional
Road #3 Walsh C C C A C C C C C C
81 81 81 81 81 81 81 93 93 93 93 93
76 70 68 73 70 75 60 74 79 92 - -
4 11 12 8 11 6 21 19 13 - - -
- - - - - - - - - - - -
1 - 1 - - - - - - 1 - -
- - - - - - - - 1 - - -
- - - - - - - - - - 93 93
Annual JOHSC inspection
A
Monthly inspection was
C
Two inspections completed due
to a missed inspection
C+C
Monthly inspection was not
completed
NC
Annual JOHSC inspection
planned
P
Total Double Inspections Completed
Total Incomplete
Total Not Reported
Total Regular Monthly Inspections
Total Annual Inspections Planned
Total Annual Inspections Completed
Storage Facilities
Total Sites
Regular Board Meeting
September 23, 2019
Page 127 of 131
Grand Erie D.S.B. Safety Audit Tracking Report
2018-19
School Year
No
.
Site Sep 2018 Oct 2018 Nov 2018 Dec 2018 Jan 2019 Feb 2019 Mar 2019 Apr 2019 May 2019 Jun 2019 Jul 2019 Aug 2019
1
Agnes Hodge C C C C A C C C C C C
2
Banbury Heights C C C C C C C A C C
3
Bellview C C C C C C C A C C
4
Bloomsburg C C A C C C C C C C
5
Boston C C C C A C C C C C
6
Branlyn Community C C C C C C C A C C
7
Brier Park C C C C C C A C C C
8
Burford District Elementary C C C C C C C A C C
9
Caledonia Centennial C C C A C C C C C C
10
Cedarland C C C C C C C C A C
11
Centennial-Grandwoodlands C C C C C C A C C C
12
Central P.S. C A C C C C C C C C
13
Cobblestone Elementary C C C C C C C A C C
14
Confederation (Fr Imm) C C C C A C C C C C
15
Courtland C C A C C C C C C C
16
Delhi C C A C C C C C C C
17
Dufferin C C C C A C C C C C
18
Echo Place C C C C C C C A C C
19
Elgin Ave. C C A C C C C C C C
20
Glen Morris C C C C C C A C C C
21
Graham Bell C C C C C C C C A C
22
Grandview C C C C C C C C A C
23
Greenbrier C C C+C C C C C C A C
24
Hagersville Elementary C C C C C C A C C C
25
Houghton C C C C A C C C C C
26
J.L. Mitchener C A C C C C C C C C
27
James Hillier C C C C C A C C C C
28
Jarvis C C C C C C A C C C
29
King George C C C C A C C C C C
30
Lakewood C C A C C C C C C C
31
Langton C C C A C C C C C C
32
Lansdowne-Costain C C C C A C C C C C
33 Lynndale Heights C C A C C C C C C C
34 Major Ballachey C C C C C C C C A C
35
Mapleview C C C C C A C C C C
36 Mt. Pleasant C C C C C C A C C C
37 North Ward C C C C C C A C NC C+C
38 Oakland-Scotland C C C C C C A C C C
39 Oneida Central C C C C C C A C C C
40 Onondaga-Brant C C C A C C C C C C
Elementary Schools
H-1-c
Regular Board Meeting
September 23, 2019
Page 128 of 131
Grand Erie D.S.B. Safety Audit Tracking Report
2018-19
School Year
41 Paris Central C C C C C C A C C C
42 Port Rowan C C C C A C C C C C
43 Prince Charles C C C C C C A C C C
44 Princess Elizabeth C C C C A C C C C C
45 Rainham
C A C C C C C
C C C
46 River Heights C C C A C C C C C C
47 Russell Reid C C C C A C C C C C
48 Ryerson Heights C C C C C A C C C C
49 Seneca Central C C C C C A C C C C
50 St. George-German C C C C C C A C C C
51 Teeterville P.S. C C C C A C C C C C
52 Thompson Creek C A C C C C C C C C
53 Walpole North C C C C C C A C C C
54 Walsh C C C A C C C C C C
55
Walter Gretzky Elementary
School
C C C C C A C C C C
56 Waterford Public C C A C C C C C C C C
57 West Lynn C C A C C C C C C C
58 Woodman-Cainsville C C C C C C C A C C
59
B.C.I. & V.S. C C A C C C C A C C C
60
Cayuga Secondary S. (CSS) C C A C C C C A C C
61
Delhi District Secondary S. (DDSS) C C A C C C C A C C
62
Dunnville Secondary S. (DSS) C A C C C C A C C C
63
G.E.L.A. Brantford (Rawdon) C A C C C C A C C C
64
G.E.L.A. - CareerLink Eaton
Market Square and ALT ED
A C C C C C A C C C
65
G.E.L.A. - Simcoe A C C C C C A C C C
66
Hagersville S.S. (HSS) A C C C C A C C C C C
67 McKinnon Park S.S. (MPSS) C A C C C C C C A C
68
North Park C. & V.S. (NPCVS) C A C C C C C C A C
69
Paris District H.S. (PDHS) C+C A C C C C C C A C
70
Pauline Johnson C.V.S. (PJCVS) A C C C C C A C C C
71
Simcoe Composite School (SCS) C A C C C C C A C C
72
Tollgate Tech. Skills Centre
(TTSC)
C A C C C C A C C C
73
Valley Heights S.S. (VHSS) C C C A C C C C A C
74
Waterford District High School
(WDHS)
C C A C C C C A C C
Secondary Schools
Turning Points and Leased Spaces
Regular Board Meeting
September 23, 2019
Page 129 of 131
Grand Erie D.S.B. Safety Audit Tracking Report
2018-19
School Year
75
CSS Turning Point - Haldimand
County Library, 28 Cayuga St. N.,
Cayuga
A C C
76
DDSS Turning Point - 640 James
St., Delhi
A C
C
77
HSS Turning Point - 12 Almas St.
Unit 2, Hagersville
C C C
78
HSS New Start - 2319 3rd Line
Road, Oshweken
C C C
79
MPSS Turning Point - Grace
United Church 174 Caithness St.,
Caledonia
C A C
80
PDHS Turning Point - Optimist
Club of Paris, 2 Elm St., Paris
C A C
81
PJCVS Turning Point - Alexandra
Presbyterian Church 410
Colborne St., Brantford
C C C
82
SCS Turning Point - Port Dover
Lions Club Silver Lake Market,
320 St. Patrick St, Port Dover
A C C
83
VHSS Annex and Turning Point -
Aylmer Evangelical Mennonite
Mission Church, 50619 Talbot
Line, Aylmer
C A C
84
WDHS Turning Point - Camp
Trillium 433 Thompson Rd, West,
Waterford
A C C
85
H.E. Fawcett Teacher Resource
Centre (TRC)
C C C C C C C C A C C C
86
Joseph Brant (including GELA -
ESL)
C C C C C C C A C C C C
87
Haldimand School Support
Centre
C C C
88
Norfolk School Support Centre A C C
89
Head Office C C C C C C A C C C C C
90
Head Office - Facility Services C C C C C C A C C C C C
91
Burford Bus Barn, 35 Alexander
St. Burford
C C C C C C C A C C C C
Support Centre
Storage Facilities
Regular Board Meeting
September 23, 2019
Page 130 of 131
Grand Erie D.S.B. Safety Audit Tracking Report
2018-19
School Year
92
Langton Bus Barn, 23 Albert St.
Langton
C C C A C C C C C C C C
93
Walsh Bus Barn, 93 Regional
Road #3 Walsh
C C C A C C C C C C C C
81 81 81
81 81 81 81 93 93 93 93 93
76 70 68 73 70 75 60 74 79 92 9 9
4 11 12 8 11 6 21 19 13 - - -
- - - - - - - - - - - -
1 - 1 - - - - - - 1 - -
- - - - - - - - 1 - - -
- - - - - - - - - - - -
Annual JOHSC inspection
A
Monthly inspection was
C
Two inspections completed due
to a missed inspection
C+C
Monthly inspection was not
completed
NC
Annual JOHSC inspection
planned
P
Total Double Inspections Completed
Total Incomplete
Total Not Reported
Total Regular Monthly Inspections
Total Annual Inspections Planned
Total Annual Inspections Completed
Total Sites
Regular Board Meeting
September 23, 2019
Page 131 of 131
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AGENDA Regular Board Meeting (Grand Erie District School Board)

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Completed 27 June 2021

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