Week of February 25, 2019
March is Greek Heritage Month at the TDSB
This year’s theme is “Wisdom, Hope, Love” – “Sofia, Elpida, Agape”.
You are invited to join us on Saturday, March 2 from 1:00 p.m. to 3:00 p.m. at the Greek Community of Toronto, 30 Thorncliffe Park Drive for the Opening Celebration.
You are also invited to join us on Saturday, March 30 from 3:00 p.m. to 5:30 p.m. for the Closing Event at East York CI, 650 Cosburn Avenue.
These events will feature music, dance, art, food, cultural displays and special presentations from TDSB elementary and secondary student and community members. Everyone is welcome. We look forward to seeing you there!
TDSB Committees This Week
Special Finance, Budget and Enrollment Committee - Monday, February 25, 2019 6:00 p.m. Boardroom, Main Floor, 5050 Yonge Street - Agenda
4. Property Matters
4.1 Courcelette Public School Update
- It is recommended that staff submit a revised business case to the Ministry of Education or a 6 room addition on the North East Corner of Courcelette Public School as outlined in the report.
5. Budget Matters
5.1 Finalization of the Draft Strategic Drivers for the 2019-2020 Budget
- It is recommended that the draft strategic drivers for the 2019-20 budget, as outlined in Appendix A, be approved (see explanation below).
5.2 Ward Forum Budget Slide Deck and Public Consultation Guide, 2019-2020 -
to be presented
Committee of the Whole, Wednesday, February 27, 2019 - 4:30 p.m., Boardroom, Main Floor, 5050 Yonge Street - Agenda
5. Toronto Lands Corporation Reports
5.1 Management Report to the Board, February 2019
- That the report, Management Report to the Board, February 2019, be received.This report provides an overview and update with regard to work in progress on each of TLC’s business areas and specific project files within the TLC portfolio as directed by TDSB. Referenced in the report are the following schools in Ward 8 -
- Baycrest Public School, 145 Baycrest Ave, (Ward 8)
In April of 2017, TDSB declared Baycrest Public School surplus to its needs and referred the property to TLC for “sale” purposes. In August of 2017 the property was circulated within the public sector and to TDSB partners pursuant to Regulation 444/98 of the Education Act. As a result of the circulation, TCDSB exercised its priority right of offer and entered into a conditional agreement of purchase and sale providing for a future valuation date of November 2018 and a closing date approximately 3 to 4 months thereafter. The delayed closing and valuation were stipulated by TLC in response to a TDSB request to allow time for funding to be secured and renovations to be completed at Sir Sandford Fleming in order to accommodate the relocation of the Baycrest students and a third party operated day care.In accordance with the terms of the selling agreement, both parties secured independent appraisals and joint terms of reference for a third appraisal. The selling price will be the average of the two highest appraisals. The selling agreement allows TDSB to lease back the property until September 2020 while the Sir Sandford Fleming renovations are completed. Once the price is finalized, any sale remains conditional upon the approval of the two Boards and the EDU.
- New Davisville Public Elementary School, 43 Millwood Rd. (Ward 8)
After many months of negotiations with the City of Toronto, TLC has now a fully executed longterm (49 year) ground lease at the Davisville property. To recap, the negotiated terms and conditions will allow students the opportunity of 4 hours a day of free swim at the City Aquatic Centre, once constructed. An expanded gymnasium at the school will be available to the student community every day throughout the school year and some evenings and weekends the community will enjoy City programming at the gymnasium. The end result is truly a long term community hub that will bring a multitude of benefits and enhancements to the students and the community at large for years to come.
2 Presentation on the Toronto Lands Corporation
- To be presented
6. Reports From Trustee Appointed to the Ontario Public School Boards' Association
6.1 OPSBA Directors' Report - includes OPSBA's Response re Class Size and Hiring Practices Regulation Engagement -
Under the School Boards Collective Bargaining Act (SBCBA), OPSBA is the designated employer bargaining agent for all 31 English Public School Boards as well as the school authorities. OPSBA appreciates this opportunity to engage with the Government in the consultation on Regulation 132/12 Class Size and Regulation 274/12 Teacher Hiring.
6.2 Preliminary Discussion re: OPSBA 2019-20 Multi-Year Strategic Priorities
- OPSBA's five multi-year priorities are:
- The Whole Child and Student Well-Being for Today and Tomorrow
- Advancing Reconciliation: First Nations, Métis and Inuit Education
- Trustees as Leaders in Public Education
- Education Funding and
- Labour Relations
7. Staff Reports
7.1 Update on the Toronto Lands Corporation: Service Level Agreement
7.2 Multi-Year Strategic Plan Review of Parent and Community Involvement Policy
- It is recommended that:
1. the review of the mandate of the Board’s Community Advisory Committees, a outlined in the Board resolution (Appendix A), be referred to the Governance an Policy Committee for consideration during its review of the Parent and Community Involvement Policy (P023);
2. during the review of P023, the Board provide policy directions to inform the development of a comprehensive framework governing Community Advisory Committees that aligns their work with the Board’s Multi-Year Strategic Plan;
3. the Board direct staff to begin discussions with Community Advisory Committees regarding alignment of their current mandates and terms of reference with the Multi-Year Strategic Plan;
4. the mandates and terms of reference of Community Advisory Committees be reviewed and updated accordingly upon completion of the Parent and Community Involvement Policy (P023) review process.
Special Board, Wednesday, February 27, 2019 - 7:00 p.m., Boardroom, Main Floor, 5050 Yonge Street - Agenda
3.1 Finance, Budget and Enrolment Committee (Special Meeting) Report No. 26, Feb 5, 2019
1. Proposed Strategic Drivers for the 2019-20 Budget
3.2 Finance, Budget and Enrolment Committee (Special Meeting) Report No. 27, Feb 20, 2019
4. Proposed Strategic Drivers for the 2019-20 Budget: Follow-up
3.3 Finance, Budget and Enrolment Committee (Special Meeting) Report No. 28, Feb 25, 2019 - To be presented
2019-2020 Budget Process - Strategic Drivers
The Finance, Budget and Enrolment Committee (FBEC) is meeting regularly to develop a “draft” Operating Budget for 2019-2020. It is anticipated that the “draft” budget will be available in May and a final, balanced budget would be approved by the Board in June 2019. You can find all the information on the Budget, including a list of reports and presentations made at our FBEC meetings on the Budget page on the Board's Website.
- Transform student learning;
- Create a culture for student and staff well-being;
- Provide equity of access to learning opportunities for all students;
- Allocate human and financial resources strategically to support student needs; and
- Build strong relationships and partnerships within school communities to support student learning and well-being.
Based on the MYSP’s goals and related action plans, staff has identified eight key areas as proposed strategic drivers for the 2019-2020 budget. It is important to note that these areas are not detailed operational parameters. They are broad areas of focus that, once finalized and approved, will be used by staff as the strategic driving factors that guide and inform the development of the operational budget. The proposed strategic drivers are:
- Professional Development;
- Staff Allocation;
- Early Years;
- Student Success;
- Different Approaches to Serve our Students;
- Parent Engagement and Student Voice;
- Modernization and Accessibility; and
- Indigenous Education.
Aligning a finite amount of resources – regardless of the funding announcement by the Ministry of Education – to our strategic plan will inevitably require changes in the system to ensure a more equitable distribution of resources and opportunities that support student success.
As discussions around budget continue, these proposed strategic drivers are a first step in guiding these important conversations that will determine the Board’s funding priorities for the 2019-2020 school year. For more information you can read the Research References that underpin the Strategic Drivers.
On March 7 (see flyer below) I will be holding a Joint Budget Ward Forum with Trustee Rachel Chernos Lin where staff will present the information about the budget process and draft strategic drivers. As part of the consultation process, an on-line survey will be developed to capture feedback from the board’s stakeholders.
Update on Ministry of Child, Youth, and Community Services Autism Plan: Potential Implications for TDSB
Further to last week’s message in my update
, more questions are being asked about the government’s funding for clinical services for students with Autism. Staff have provided additional information - from the TDSB’s perspective, we do not provide clinical services. We do provide support in the form front line staff working with the principles of Applied Behavioural Analysis (ABA) as part of our scope of practice as educators. We have reviewed the government’s announcement with the view of identifying potential implications for the level of support we currently provide for school age students with Autism.
The recent government announcement has shifted significant funding from school-aged children to pre-school aged children in order to prioritize early clinical intervention for students aged 4 or younger. Funding flows directly from the Ministry of Child, Youth, and Community Services to families with which they purchase a variety of services. The reality is the funding provided for school-aged children has been reduced dramatically, likely resulting in many families no longer being able to afford clinical services. We anticipate the result of this being more school aged children transitioning from being in a clinical setting for part of the day or week to being in school with us full time.
In surveying each Learning Centre, and in conversation with Surrey Place, who provide such clinical services, we are estimating that this may result in approximately 100-150 of our current students who are receiving clinical therapy for at least a portion of the day or week now being in school for longer portions of the day or for more days during the week. Though a small number of these students may be new to us because the student has been in full time therapy, the majority will be students who are known to us as they are with us at least part time. As these students transition from one-to-one clinical intervention outside of school to more time in the social environment that school provides their behaviour may be impacted. Consequently, we have to anticipate the potential impact on our human resources to respond with additional support.
While we cannot make up for the reduction or elimination of clinical services for students, we are committed to supporting students within our scope of practice in education. Our support for all students, particularly students with Autism, involve increased access to behavioural expertise, staffing, and to critical capacity building to support the effective use of Applied Behaviour Analysis (ABA) strategies by our front line staff throughout the system. There is the likelihood that we will experience additional demands on these support services.
I will continue to share information as it becomes available.
Development in Ward 8
In 2008, the Toronto District School Board (TDSB) established the Toronto Lands Corporation (TLC) to be its real estate agency reporting back to the TDSB through its own Board of Directors. In June 2018, TDSB expanded TLC’s mandate to include all Board-wide real estate, land use planning, asset management and leasing matters. To this end, all land use planning matters and development review will now be overseen by the TLC.
TLC therefore, now reviews the all the development applications and based on the proposed development, responds on whether or not the development will have an impact on local schools. For example, they can respond that a significant impact is not anticipated and therefore no warning clauses, which would normally be requested, would be required or, they respond that the TLC
does not support the advancement or approval of this application for development at this time. There are currently 123 developments under consideration in Ward 8 - you can check them out here.
They then provide a rationale, for example,
"This application is located in a community experiencing significant residential intensification and population growth that is presenting pupil accommodation challenges at local elementary schools, particularly at Eglinton Jr. PS. At this time, based on the data available, TLC has determined that there is insufficient capacity at local schools to accommodate the students anticipated from this proposed development. As such, the TLC is of the opinion that the approval of this application is premature until or unless it can be demonstrated that the future students attributed to this development can be accommodated within the local area.
As per City Council direction, this application is subject to the proposed Midtown in Focus: Proposed Yonge Eglinton Secondary Plan Update. This plan contains a number of policies that reflect the urgent need for Community Services and Facilities, which includes schools, to keep pace with rapid growth in the area in order to ensure that complete communities are established. In this regard, the operative policies of the proposed Yonge-Eglinton Secondary Plan have been appended to this letter.
Given that adequate and reasonable local public school accommodation is not currently available for students, it is our opinion that the intent of the policies related to the provision of Community Services and Facilities in the proposed Yonge-Eglinton Secondary Plan are not being met. TLC staff would be pleased to meet with the City and representatives of the developer to discuss the aforementioned issues, and to identify workable solutions.
As referenced in this letter, the TLC has identified significant concerns with this proposed development and the accumulated effect of additional student yields in this community. The TLC is of the opinion that the proposal is not acceptable in its current form. As such, the TLC requests that the aforementioned comments with respect to local school capacity (or site plan issues, if warranted) be addressed by the applicant prior to a report being forwarded to community council; and that City staff advise the TLC to which community council meeting a summary report respecting the proposed development would be forwarded.
However, if despite our comments and City Planning does not recognize the significant impact on TDSB’s ability to accommodate students within their local community, thus the application is approved, the TLC requests that the status of local school accommodation be conveyed to potential purchasers as well as communicated to the existing community to inform them that children from new development will not displace existing students at local schools. In addition, alternative school arrangements will be identified consistent with optimizing enrolment levels at all schools across the Toronto District School Board. At this time, the schools anticipated to serve the development are unknown, and bussing to schools outside of the immediate area will likely be required. We also trust that the added demand on student transportation, student safety and local transportation congestion form a part of the necessary transportation impact study."
I hope this gives you the confidence that despite the fact that the TDSB does not have the authority to stop development, we do provide comment on each and every one.
Last Chance - Student Dress Code Policy Consultation
From the TDSB Website - We Want to Hear From You - 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. We would like to know your thoughts about our policy decisions by inviting you to our policy consultations. Please click on the policy of your interest to see the current draft. You are welcome to provide your comments, including suggestions on the wording and provisions of the draft policies, questions or recommendations using the contact information below. Student Dress Code Policy (P042) -
To establish standards and fair and equitable practices for student dress in schools; centered on student engagement and student voice. To recognize that students need the freedom to express themselves and experience school as an important social environment, not a professional work environment, and that dress plays a fundamental role in how students build healthy relationships and express themselves. Click for Draft Policy (save as word document) Student Dress Code Policy Survey - Closes February 28, 2019 Contact Kenneth.Jeffers@tdsb.on.ca
Home School Program (HSP) 2019 - 2020
Staff have confirmed as part of our commitment to Special Education/Inclusion in the Multi-Year Strategic Plan, we continue to explore ways to promote greater inclusion for all students, particularly students with special education needs.
Over the past few years, the TDSB has been transforming our Special Education structures to ensure students are supported in the most appropriate, inclusive learning environment possible. Beginning in 2017, the TDSB began to phase out placement of students in a Home School Program (HSP). The Home School Program (HSP) focuses on withdrawal of students to self-contained settings within the home school for 50% of the school day. In the current 2018-2019 school year, we have moved to have HSP placements in Grades 4 to 8 only. As we continue this move to more inclusive learning environments, in the 2019-2020 school year HSP placements will only include Grades 5 to 8.
We recognize that great teaching, a positive classroom climate, fostering a student’s sense of belonging, and the provision of differentiated support by staff make the most significant impact on students. To support this shift the Leadership, Learning & School Improvement Department will continue to provide on-going professional learning and job-embedded support to classroom teachers who are teaching students with special education needs in the regular classroom. This will include mentorship and coaching in schools. We will continue to provide support to Principals to ensure that they involve parents in the process of identifying the needs of students, providing in-school professional learning for staff, and ensuring the appropriate Special Education supports are in place.
We appreciate your support as we continue to explore greater inclusion while providing all students with their most enabling learning environment for both academic and social success. If you are interested in learning more about the research conducted in the TDSB on Inclusion and HSP, please take some time to read this Fact Sheet
, issued in 2017.
NEW - Policy Consultations
Safe Schools Policy (P051)
- To ensure that all students feel that they belong, are heard, accepted, safe, supported and cared for through the creation of positive school climates that reflect themselves, value their voices and foster a culture of mutual respect and healthy relationships; and to enhance and maintain working and learning environments that embed principles of equity, anti-oppression, anti-racism, acceptance and inclusion in procedures, practices and programs that support the safety, dignity, health and well-being of all. Draft Policy Share your feedback using the survey here: Survey Link Closes March 4, 2019
Home Instruction Policy (P060)
- To establish the Board's commitment to providing home instruction services for all eligible pupils in accordance with the requirements of Ontario Regulation 298, Operation of Schools – General under the Education Act. Draft Policy Closes March 15, 2019 Contact firstname.lastname@example.org
Worth Repeating - School Council PD
The TDSB Parent and Community Engagement Office is hosting three webinars coming soon to help parents/guardians learn more about how school councils work, bylaws, and effectiveness.Click on the links below at the specific times to join in.
- Thursday, February 28, 2019, 7:00 p.m.: Basics of School Councils
This webinar will help you explore the basics of Regulation 612 (governing school councils), elections, funding and budgets.
- Tuesday, March 26, 2019, 7:00 p.m.: School Council Bylaws To be an effective School Council, you need a firm foundation. This webinar will take participants through the writing School Council Bylaws.
- Wednesday, April 10, 2019, 7:00 p.m.: School Council Effectiveness This webinar examines how communication, committees and volunteers will connect with your community and will ease your workload.
It was great to meet and discuss issues with the following School Council representatives at the PIAC School Council Appreciation Dinner last Thursday - please do not hesitate to follow-up with me or each other! Baycrest Public School, Davisville Junior Public School, Fairbank Public School, Forest Hill Collegiate Institute, Hillcrest Community School, Humewood Community School, J R Wilcox Community School, Joyce Public School, Lawrence Park Collegiate Institute, North Toronto Collegiate Institute and Oriole Park Junior Public School.
Worth Repeating - Invitations
The previously scheduled public meetings to discuss the Program Area Review (PART) involving Dublin Heights E&MS, Faywood ABC School, John Polanyi CI, Ledbury Park E&MS, Summit Heights PS, and William Lyon Mackenzie CI that was postponed in December have been rescheduled. The public meeting will be offered on two different dates at Northview Heights SS, 550 Finch Avenue West - Tuesday, February 26, 2019 at 7pm or Thursday, February 28, 2019 at 7pm
Reclaiming Wandering Spirit School - February 28 (Kâpapâmahcahkwêw; Indigenous language to be confirmed) as the name of the school at 16 Phin Avenue (formerly known as First Nations School of Toronto). This decision recognizes the original name given to the school by its Indigenous founders, Elders Vern Harper and Pauline Shirt, and honours the Truth and Reconciliation Commission of Canada (TRC) Calls to Action (2015) as they relate to education and a path towards reconciliation. Thursday, February 28, 2019 from 5:30 – 7:30 pm at16 Phin Avenue, Auditorium
Parents as Partners Conference 2019 – March 30, 2019
You’re invited to our annual Parents as Partners Conference
! The Parents as Partners Conference 2019 is on Saturday, March 30 and all parents are welcome. This free conference – planned by parents, for parents – includes a variety of workshops and resources that will help any parent support their child in their achievement and well-being at school and at home. This year’s keynote speaker is Karl Subban, a former TDSB principal and the father of five children, including three NHL hockey players. Transportation, food and translators are all provided, as well as free day camp for children ages 4-12 to support participants attending the conference. Registration is open. Please click here https://www.eventbrite.ca/e/parents-as-partners-conference-2019-tickets-50703596823
Invitations - Councillors
Councillor Josh Matlow's Toronto-St. Paul’s Community Safety Forum - February 28
"There is nothing more important than the safety of our community. On Thursday February 28th at 6:30pm at St. Michael and All Angel's Anglican Church (611 St.Clair Ave. W.), I'm hosting a community safety forum to provide an opportunity for residents to ask important questions to the Toronto Police Service about a number of crime-related concerns that have been affecting our local community, and neighborhoods across the city. I've also asked City of Toronto staff to be in attendance. I look forward to seeing you there! I encourage you to report any incidents or suspicious activity directly to the police. You can do so online at: https://www.torontopolice.on.ca/core/ or by telephone at 416-808-2222. If you wish to remain anonymous, contact Crime Stoppers at 416-222-TIPS(8477) or online at: www.222tips.com"
Councillor Mike Colle's Better and Safer Bathurst Meeting - February 25 - Councillor Colle would like to extend an invitation to you to attend a community meeting that he will be hosting on Monday, February 25th, 6:30pm-8:30pm at Baycrest Health Sciences (The Jacob Family Theatre at the Posluns Auditorium), 3560 Bathurst Street in regards to improving and revitalizing Bathurst Street from Glencairn Avenue to the 401 Highway. The meeting will be an opportunity for City staff and community members to come together to discuss enhancements (sidewalks, lighting, landscaping) with respect to making the street pedestrian-friendly.
Councillor Mike Colle's Black History Month Event - February 28
"Join me at my Black History Month Event on Thursday, February 28 at BME Church (1828 Eglinton Avenue West) from 7:00 p.m. to 9:00 p.m. as we celebrate and honour the history of the Black Canadian community. RSVP to my office by calling 416-338-2500 or email email@example.com. I look forward to seeing you there!"
School Year Calendar 2018-2019
The official school year calendar for the Toronto District School Board runs from September 1, 2018 to June 30, 2019, inclusive.
- The last day of class for elementary students is June 27, 2019
- The last day of class for secondary (full-year) students is June 25, 2019
- The last day of class for secondary (semestered) students is June 26, 2019
2018 - 2019 Dates to Remember: Official Holidays and PA Days
Remaining PA Days & Statutory Holidays
- March Break March 11 to 15, 2019
- Good Friday April 19, 2019
- Easter Monday April 22, 2019
- Victoria Day May 20, 2019
- Elementary School PA Day June 7, 2019
- Secondary School PA Day (Full Year Schools only)* June 26, 2019
- Secondary School PA Day June 27, 2019
- Board-wide PA Day June 28, 2019
- Passover 2019 will begin in the evening of Friday, April 19 and ends in the evening of Saturday, April 27 (first 2 and last 2 days are considered holy)
- Ramadan 2019 will begin in the evening of Sunday, May 5 and ends in the evening of Tuesday, June 4 (Dates may vary)
- Eid al-Fitr celebrated at the end of Ramadan will begin on Tuesday, June 4
EQAO - The following dates have been established:
- Gr. 9 Math: 2nd Semester: June 5-18, 2019
- OSSLT: March 27, 2019
- Primary/Junior EQAO: May 21-June 3, 2019