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A few weeks ago I participated, as one of the Directors of the Ontario Public School Boards' Association representing the TDSB, in an Advocacy Day at Queen's Park where we held meetings throughout the day with MPPs of all political parties discussing urgent issues for all school boards across the province.
The day began with a Media Conference releasing poll results conducted by Nanos research based on a representative online survey of 1,005 Ontario residents, 18 years of age or older, between November 8 and 12, 2019 commissioned by OPSBA.
As the Province continues to struggle with labour unrest and our teachers take stronger and stronger action in defence of public education, the results below will, I believe, provide some helpful context.
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Strong Support for Public Education
Recent polling results show investing in public education is a high priority for Ontarians
Toronto, November 25, 2019 – Today, the Ontario Public School Boards’ Association (OPSBA) and Nanos Research released polling data regarding several public education issues ranging from student achievement and well-being to curriculum, funding, and governance.
The results indicate that a majority of Ontarians agree that spending in public education is an investment in the future and they are twice as likely to say that spending on public education is more important than eliminating the deficit. Two-thirds of Ontarians oppose or somewhat oppose having larger average class sizes or less course selection in order to save money. Ontarians are also nearly five times as likely to say that trustees should be elected rather than appointed. When asked about a number of initiatives, expanding opportunities for students to learn skilled trades and earn apprenticeship hours garnered the highest intensity of support.
“These results validate the hard work and dedication of public school boards and our Association,” said Cathy Abraham, President of OPSBA. “Education is the second-largest funding line in the provincial budget and it is our hope that these results can help inform decisions to ensure public education is supported by stable and predictable funding. Public education is an investment for the future and we must advocate for those conditions that will help all students succeed.”
Other Highlights:
Nine in ten Ontarians say it is important or somewhat important to invest in special education
Seven in ten Ontarians support or somewhat support having a mandatory Indigenous education curriculum
Nearly two-thirds of Ontarians think funding for education should be set based on number of students and inflation rather than overall provincial spending
Just over four in five Ontarians support or somewhat support school boards having more autonomy to ensure their budgets reflect local needs
Nine in ten Ontarians say it is important or somewhat important to invest in school maintenance and repairs
About the Research:
On behalf of the Ontario Public School Boards’ Association, Nanos conducted a representative online survey of 1,005 Ontario residents, 18 years of age or older, between November 8 and 12, 2019. Participants were administered a survey online. The sample is geographically stratified to be representative to the province of Ontario. No margin of error applies to this research. The research was commissioned by the OPSBA and was conducted by Nanos Research.
Complete poll results can be found at www.opsba.org and www.nanos.co
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Challenging the Myths about Education Funding
I've been getting a lot of questions lately about various claims the provincial government and Education Minister are making about education funding and what is accurate and not accurate.
Here are a few recent online articles that may provide some helpful analysis.
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E-Cigarettes & Vaping
To help educate our students about the risks of using e-cigarettes and vaping products, we have collaborated with Toronto Public Health to provide our educators with professional learning sessions and a website with lesson plans and resources so that they can provide students with accurate, non-judgemental information. We have also banned the use of e-cigarettes and vaping products on and within 20 metres of our school grounds.
The Chair has also written a letter on behalf of the Board to the Federal Government to urge them to consider the following actions:
ban e-cigarettes in Canada until the science about the adverse health impacts is known, to ensure that these devices can be properly regulated to protect youth from severe pulmonary disease that has resulted in death in some cases;
-remove flavoured e-cigarette products from the Canadian market;
-provide additional regulations on the sale of e-cigarettes and nicotine-containing vape products, similar to the regulations in effect for the sale of alcohol and increased funding for enforcement;
-provide advertising restrictions that are identical to those in effect for tobacco products to ensure that children and youth are protected; and
-provide funding for schools to install vape detectors as a deterrent for youth vaping in schools. In addition, a fact sheet was developed to help educate parents/guardians, students, teachers and school communities about e-cigarettes and vaping products, and the harmful effects they can have on our youth. Please click here to access the Fact Sheet
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Being Clear...
The TDSB has developed an Exemption Procedure from Human Development and Sexual Health Instruction, Grades 1 to 8 to comply with the direction set out in the Ministry of Education’s Policy/Program Memorandum (PPM) No. 162. This PPM requires school boards to develop a policy or procedure that allows for students to be exempted, at the request of their parents/guardians, from instruction related to the Human Development and Sexual Health expectations found in Strand D of the Ontario Curriculum: Health and Physical Education, Grades 1-8, 2019. The report can be found here.
That said, the TDSB must continue to acknowledge the importance of a student’s understanding of human development and sexual health and remains committed to building positive school cultures that support the mental health and overall well-being (physical, cognitive, social, emotional and spiritual) of all students. Staff will continue to create inclusive environments where all students’ identities and lived experiences are respected.
At the last last Board we approved the staff procedure. In spite of the Ministry of Education requirement that we inform parents/guardians when instruction related to Human Development and Sexual Health will occur in the event that parents want to exempt their child from this instruction, our letters include unequivocal statements of support for all students' rights.
The Ontario Human Rights Commission has stated that all students deserve to see themselves and their families reflected in Ontario’s mandatory curriculum, and should receive the information necessary to protect their health and well-being. We are committed to creating inclusive learning environments where all students’ identities and lived experiences are respected and ensuring principles of safety, access, human rights, equity, acceptance, health and well-being. Education related to Human Development and Sexual Health is taught in a developmentally appropriate manner and delivered to meet the learning needs of students at different ages. The goal of this learning is to provide students with accurate information and to help them build the skills they need to develop personal responsibility for lifelong health, contribute to an inclusive school culture and make responsible choices that protect them from potential harm. Families are encouraged to have regular conversations with their children about healthy living and make discuss the topics listed below with their child during the period of instruction.
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E-Learning Update
The Government of Ontario recently announced that beginning in September 2020, Ontario students will be required to take two online credits to graduate from secondary school - that means it will affect the current cohort of Grade 8 students who graduate in 2024. It does not affect any current Grade 9-12 students. Before the launch of the new online learning program, the province has said it will be consulting with Ontarians to ensure our approach to online learning will meet the needs of students and educators even though they have not released the results of the previous consultation last May.
It is important to note that in the announcement the Minister said this was a cut from 4 to 2 -but this is an increase of 2 mandatory on-line courses to graduate. Just like the average secondary school class size announcement was not reduced from 1:28 to 1:25 - it is being increased to 1:25 from 1:22.5 (provincial average - TDSB actually 1:23.6). It is critically important to ensure we all understand the present reality for students and insist the province bases policy on research and data to support student success and well-being. Neither of these policies do.
Chair Robin Pilkey provided comments - "the announcement of the reduction from four to two mandatory online courses is welcome, but still does not answer many of the questions we have around mandatory e-learning. We remain concerned about the mandatory nature of this plan, the timing and the general lack of information available for parents/guardians, students and staff. In addition to the consultation announced by the Ministry today, TDSB parents will also have the opportunity to provide feedback on mandatory e-learning this winter as part of a previously planned consultation." I will add my frustration that the province announced this as a "reduction" when, in fact, it is a new requirement to have 2 mandatory e-learning credits to graduate in 2023-2024. In other words, anyone currently in secondary school will not need this requirement to graduate but those currently in Grade 8 will. There is no research or data to support mandatory e-learning. My contention has always been good policy should be data-driven. Please note that it is OPSBA's position that "mandatory e-learning is being discussed at the bargaining table and we are respecting those negotiations."
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What Happens in Severe Weather?
Sometimes, when the weather outside is severe, the TDSB may decide to cancel transportation to schools and sometimes to close schools. This can occur before the beginning of the school day or, if conditions become severe after school starts, it may happen during the school day. The Board has an updated procedure to guide decisions and operations in the event of inclement weather. If the weather is really severe, please keep your children at home if possible.
Decision to Close Schools - The decision to close schools is made by the Director of Education. School Closures and Cancellation of Transportation. Closure of schools or cancellation of transportation services will be announced from 6:30 a.m. onward on AM and FM Radio Stations as well as the Weather Network, and other local TV stations.
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Student Discipline Committee:
Podcasts for Families & Students (NEW)
The following information is provided in response to the request made by Trustees at the recent Program and School Services Committee.
The Student Discipline Committee recently launched a PODCAST that is intended to be a helpful resource for anyone involved in any of the boards adjudicative processes (i.e. expulsion hearings and suspension appeals).
This is part of our commitment to share relevant and accessible information, and to support parties who are engaged in the student discipline process.
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Policy Consultations
We Want to Hear From You
The Toronto District School Board (TDSB) is committed to open and inclusive policy decision-making and values community input and participation through consultation. Consultation is a two-way communication process between the Board and external participants, including students and their parents/guardians, school councils, advisory committees, community members, different levels of government, service agencies, professional organizations and union partners. The objective of consultation is to gather public input regarding options, alternative courses of action, as well as to identify unintended effects for various participants and to find solutions.
Current Policy Review Schedule - https://www.tdsb.on.ca/Portals/0/PolicyReviewSchedule.pdf
Attendance at Schools Outside of Designated Attendance Area (formerly Optional Attendance) (P013) As per the Secondary Programs Review and the TDSB Policy Review Schedule, the Optional Attendance Policy is currently being reviewed. We are asking all members of the TDSB community for feedback on the proposed draft.
Closes - February 03, 2020
Draft Policy - https://www.tdsb.on.ca/Portals/0/docs/Draft%20-%20P013%20-%20Post%20for%20Consultation.docx
Survey - https://surveys.tdsb.on.ca/index.php?r=survey/index&sid=556612&lang=en
Email: secondaryreview@tdsb.on.ca
Objective: To provide policy direction about access to schools outside a student’s designated attendance area. The Optional Attendance policy allows students to apply to schools other than their designated school by home address. This is possible because there is excess capacity at some schools across the system. This has afforded students choice of school and program as well as enabled students to remain with cohorts if a family changes residence. However, optional attendance has prevented equity of access and has created an imbalance of enrolment in our secondary schools (under and over-utilized schools). It has also created an environment where schools are forced to compete with each other to attract more students in hopes of increasing their enrolment.
Note: Please note that in the Review Work Plan that was approved in June 2019, it was recommended to separate and clarify provisions related to requests for Regular Schools vs. Specialized Schools/Programs. This working draft Policy would only apply to Regular Schools and schools with French programs. A separate draft Policy on Specialized Programs will be developed and posted in the coming months for feedback and comment.
Priorities in new Draft Policy -
6.1.7. If sufficient space is available at the requested school, spaces will be filled by grade according to the admission priorities below. For each of the admission priorities (in priority order), the school principal will conduct a lottery if the number of applications exceeds available spaces:
Priority 1: Students who are attending another school as an Out-of-Area student at and who wish to return to their designated school by address.
Priority 2: Secondary students whose child/children is/are enrolled in a child care centre in the designated attendance area of the secondary school.
Priority 3: Students who have siblings currently attending the requested school and the siblings are expected to be at the requested school for the next school year.
Priority 4: Students currently attending a feeder school of the requested school.
Priority 5: Children enrolled after January 1 in the school-based child care pre-school program of the requested school (see 6.1.6).
Priority 6: Children attending child care programs in the designated attendance area of the requested school.
Priority 7: Current TDSB students.
Priority 8: Other students residing in the City of Toronto.
Priority 9: Students residing outside the City of Toronto.
Please note - The new draft policy on Specialized Programs will be coming to committee in January 2020.
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Please note that not all programs/schools are open to Optional Attendance if you do not live in the school's catchment area. Acceptance at these schools is subject to space availability and program suitability. The procedures, conditions and timelines relating to optional attendance are described in the Optional Attendance Policy and the Optional Attendance Operational Procedure.
Each year in December, schools are classified as limited or closed to optional attendance based on the space they have available for the upcoming school year.
Elementary Schools (applying for September 2020 admission)
For the form, click here http://ppf.tdsb.on.ca/uploads/files/live/91/2033.pdf Applications must be received by Friday, February 14, 2020.
Secondary Schools (applying for September 2020 admission)
For the Form, click here http://ppf.tdsb.on.ca/uploads/files/live/98/455.pdf Applications must be received by Friday, January 31, 2020.
Note: It is the parent/guardian’s responsibility to deliver this application (no faxed or scanned copies) to the school or schools of choice.
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French Programs
While admission to the Early French Immersion (SK entry)/Junior Extended French (Grade 4 entry) program is guaranteed at the entry points to all on time applicants, admission to a specific school is not guaranteed if the school reaches capacity.
Please Note: At the November Board Meeting, the Board of Trustees approved to leave transportation status quo for the 2020-2021 school year. Therefore, there will be no service changes for transportation in K-8 in French Immersion/Extended French programs for the 2020-2021 school year.
For families interested in the Toronto District School Board's French Immersion or Extended French programs, we offer an online process at this time, we guarantee an offer of placement in the program (not a specific school) to all on-time applicants. The application for Early Immersion has closed. Applications for Junior Extended French which begins in Grade 4 must be completed online between January 6, 2020 and January 31, 2020. Please note that this will be the last entry class for this program as it will be transitioning out - Grade 4 Immersion Program will continue.
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Secondary Program Review
The Toronto District School Board (TDSB) is undertaking a review of secondary schools to ensure all students have equitable access to programs and opportunities, as close to home as possible. As part of this review, modifications and updates to current policies and procedures will be required. This includes the Optional Attendance policy (P013) and its procedures (PR545 and PR612). Please note, however, there are no changes to the Optional Attendance Policy for September 2020. For more information, please visit https://www.tdsb.on.ca/High-School/Secondary-Program-Review
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