P U B L I C S E S S I O N A G E N D A - Halton District School Board

J.W. Singleton Education Centre, 2050 Guelph Line, Burlington, Ontario 

Wednesday, June 5, 2013 

Public Session: 7 p.m. (Private Session begins at 6 p.m. preceding Public Session) 

1.0 – Opening 

1.1 Welcome, Call to Order and Roll Call 

1.2 Approval of the Agenda 

1.3 Declarations of Possible Conflict of Interest 

P U B L I C S E S S I O N A G E N D A 

2.0 – Communication to the Board 

2.1 Presentations 

2.2 Delegations 5 minutes each 

2.3 Acknowledgement of Delegations by Chair 

3.0 – Ratification / Action page 

3.1 Minutes of the Regular and Special Meetings 

3.1.1 Halton District School Board Meeting, May 15, 2013 page 2 

3.1.2 Special Halton District School Board Meeting, May 22, 2013 – EDC Policy page 8 

3.1.3 Special Halton District School Board Meeting, May 22, 2013 – EDC By-law page 9 

3.1.4 Special Halton District School Board Meeting, May 22, 2013 page 10 

3.2 Approval of Business Transacted in Private Session 

3.3 Order Paper page 11 

3.4 Action Items 

3.4.1 Special Education Plan Amendments (D. Boag) – Report 13076 page 14 

3.4.2 Policy: Principal/Vice-Principal Promotion/Placement (D. Euale) – Report 13078 page 15 

3.4.3 Multi-Year Plan (D. Euale, J. Blackwell) – Report 13073 page 30 

4.0 – Communication to the Board page 

4.1 Student Trustee Reports 

4.2 Information Items (including Notices of Motion and future actions) 

4.2.1 Notices of Motion 

For Action: June 19, 2013 

4.2.2 Student Trustee Policy -- (K. Bateman Olmstead) – Report 13084 page 48 

4.2.3 Halton Student Transportation Services Update -- (L. Veerman) – Report 13087 page 53 

4.2.4 Employability Skills Certificate -- (D. Bower) – Report 13082 page 61 

4.2.5 Policy, By-law & Governance Recommendations -- (A. Harvey Hope) – Report 13083 page 63 

4.2.6 Trustee Code of Conduct -- (K. Bateman Olmstead) – Report 13085 page 68 

4.2.7 2013-14 Budget -- (L. Veerman) – Report 13088 page 73 

For Information 

4.2.8 Self-Paced High Schools (D. Tutton) – Report 13074 page 84 

4.3 Committee Reports 

4.4 Director’s Report 

4.4.1 Upcoming Items: Operational Plan Special Education Plan Budget EDCs 

4.5 Communications from the Chair 5 mins. 

4.6 Trustee Questions and Comments 10 mins. 

5.0 – Adjournment 

5.1 Motion to Adjourn 

1

HALTON DISTRICT SCHOOL BOARD 

Wednesday, May 15, 2013 

7 p.m. – Public Session M I N U T E S 

1.0 -- Opening 

1.1 Welcome, Call to Order and Roll Call 




2.1 Presentations 

2.1.1 Lynn Trevisan, SEAC 

2.2 Delegations 

2.2.1 Tracey Ehl, Southwest Oakville PAR/Boundary Study 

2.3 Acknowledgement of Delegations by Chair 

3.0 – Ratification / Action 

3.1 Minutes of the Regular and Special Meetings 

3.1.1 Meeting of the Halton District School Board, May 1, 2013 

3.2 Ratification of Business Transacted in Private Session 

3.3 Order Paper 


3.4.1 Preliminary Report: Program & Accommodation Review – (D. Euale) – Report 13060 Revised 

3.4.2 Consultation on Facility Design (G. Cullen) --Report 13060 

3.4.3 Math Acceleration Pilot Update (J. Blackwell) – Report 13069 



4.2 Information Items (including Notices of Motion and future actions) 



4.2.2 Special Education Plan Amendments – (D. Boag) –Report 13076 

4.2.3 Policy: Principal/Vice-Principal Promotions/Placement (D. Euale) – Report 13078 

4.2.4 OPSBA Voting Delegates (D. Vrooman) – Report 13079 

4.2.5 Multi-Year Plan (D. Euale, J. Blackwell) – Report 13073 

For Information 

4.2.6 Bell Times (L. Veerman) -- Report 13067 

4.2.7 Targeted Funds (J. Blackwell, Y. Obeng, R. Eatough) – Report 13066 

4.2.8 French Study Update (J. Blackwell) – Report 13068 

4.2.9 Portable Inspections (G. Cullen) – Report 13071 

4.2.10 Self-Paced High Schools (D. Tutton) – Report 13074 

4.3 Committee Reports 


4.4.1 Upcoming Items -Operational Plan Special Education Plan Budget 

4.5 Communications from the Chair 

4.6 Trustee Questions and Comments 

5.0– Adjournment 

5.1 Motion to Adjourn 

2

Halton District School Board 


Present: 

K. Amos, D. Bower (phone), K. Bateman Olmstead, A. Collard,, A. Harvey Hope, J. Hlusko (phone), 

N. MacNeill K. Lochhead (phone), A. Strachan, D. Vrooman, A. Dhanjal, S. Bhambra 

Agenda Item 1 

1.1 Call to Order 

A. Collard called the meeting to order at 6:03 p.m., noting the attendance of K. Lochhead, J. Hlusko and 

D. Bower by phone. 

M13-0109 K. Bateman Olmstead / D. Danielli 

Be it resolved that the Halton District School Board move into Private Session. 

The Board rose from Private Session at 7 p.m. The Chair called Public Session to order at 7:07 p.m. 

Carried. 


M13-0110 D. Vrooman / K. Amos 

Be it resolved that the Halton District School Board approve the agenda for May 15, 2013, 

as distributed. 

Carried. 

Agenda Item 2 


No potential conflicts of interest were declared. 

2.2 Presentations / Delegations 

The Chair welcomed Lynn Trevisan representing SEAC, who spoke to priorities identified by the 

committee. The Chair also welcomed Tracey Ehl, speaking to the Program and Accommodation review. 

2.3 Acknowledgement of Delegations by the Chair 

The Chair thanked all delegates. 

Agenda Item 3 

3.1 Approval of the Minutes 

M13-0111 K. Bateman Olmstead / D. Vrooman 

Be it resolved that the minutes for the Meeting of the Halton District School Board for 

May 1, 2013 be approved as distributed. 

Carried. 

3.2 Ratification of Business Transacted in Private Session 

M13-0112 A. Collard /K. Amos 

Be it resolved that the Halton District School Board approve the resolutions from Private 

Session, May 15, 2013, respecting Administrative Appointments and Transfers. 

Carried. 

M13-0113 K. Amos / A. Strachan 


Session, May 15, 2013, respecting Personnel Matters. 

Carried. 

M13-0114 A. Collard / A. Strachan 


Session, May 15, 2013, respecting Negotiations. 

Carried. 

3.3 Order Paper 

The Chair called attention to the Order Paper. Questions were posed regarding timing for removal of items. 


3.4.1 Preliminary Report Program and Accommodation Review 

D. Euale called on D. Renzella to speak to the matter. He responded to questions relating to revisions 

to the report, highlighting the addition of Oakwood Public School to the recommendation. 

3

Halton District School Board – May 15, 2013 page 2 

M13-0115 A. Collard / D. Vrooman 

Be it resolved that the Halton District School Board direct the formation of a program and 

Accommodation Review Committee (PARC) for the following elementary schools: 

Brookdale PS (ERA 112) 

Eastview PS (ERA 112) 

Gladys Speers PS (ERA 112) 

Oakwood PS (ERA 112) 

Pinegrove PS (ERA 112) 

WH Morden PS (ERA 112) 

Mohawk Gardens PS (ERA 103) 

Pineland PS (ERA 103) 

AND THAT the Parents/Guardians, staff and school council members of the affected 

schools be informed in writing of the decision to form a PARC within one week. 

Discussion on the matter ensued, regarding funding, the impact of a PARC, and criteria for a PARC 

and/or a business plan submission to the Ministry. D. Vrooman brought forward a motion to refer the 

matter to committee. 

M13-0116 D. Vrooman / K. Bateman Olmstead 

Be it resolved that the Halton District School Board refer the aforementioned matter to 

Program and Accommodation Committee in September 2013. Carried Unanimously. 

The Chair called for a 10 minutes recess. 

D. Vrooman brought forward two motions related to the topic on the agenda. 

M13-0117 D. Vrooman / A. Harvey Hope 

Be it resolved that the Director of Education, through consultation with the affected 

community, develop a recommendation to the Board for an interim solution for French 

Immersion accommodation in Oakville, Wards 1&2, in time for 2014-2015 staffing and 

class-building. 

Carried. 

Discussion ensued regarding the following motion, suggesting the broad needs be addressed when the 

delegation meets with Ministry officials. 

M13-0118 D. Vrooman / N. MacNeill 

Be it resolved that the Director of Education, the Chair of the Board, and the 

Superintendent of Business form a delegation and arrange to meet with Ministry of 

Education officials, that could include the Minister, the Deputy Minister, the Assistant 

Deputy Minister Elementary/Secondary Business & Finance Division, and others as 

necessary to secure funding or the commitment to fund, in order for the Halton District 

School Board to proceed with its Capital Priorities in accordance with its Long-Term 

Accommodation Plan. 

Carried. 

J. Hlusko left the meeting prior to 9 p.m. 

3.4.2 Consultation on Facility Design 

G. Cullen spoke to Report 13060, commenting on the revisions to include SEAC as part of the 

consultation. 

M13-0119 K. Amos / K. Bateman Olmstead 

Be it resolved that the Halton District School Board adopt the process as outlined in 

Report 13060 (revised) to obtain input and feedback on Capital Projects designs. 

Carried. 

3.4.3 Math Acceleration Pilot Update 

J. Blackwell spoke to Report 13069, and responded to trustee questions. 

4


M13-0120 K. Bateman Olmstead / D. Vrooman 

Be it resolved that the Halton District School Board offer to Grade 8 students in selfcontained 

gifted placements the opportunity to work beyond grade level in mathematics, and 

THAT this opportunity is offered to Grade 8 students who are assessed by school and 

board staff with input from parents as having the appropriate ability, interest, learning 

styles and learning skills for subject acceleration in mathematics; and 

THAT selected students complete the Grade 8 Math program in semester one of their 

Grade 8 year and begin the Grade 9 Academic Math course in January through an online 

course offering from Avon-Maitland Distance Education Centre (AMDEC); and 

THAT the assessment process used this past year for entry into the acceleration program 

(Math achievement, Math competencies, student interest and learning skills) should 

continue to ensure that the students chosen to participate in this pilot will be successful; 

D. Bower asked for an amendment to increase the inclusivity of the motion. Discussion ensued on the 

practicality, timing and impact of the amendment. 

M13-0120(a) D. Bower / D. Vrooman 



THAT this opportunity is offered to all Grade 8 students who are assessed by school and 








continue to ensure that the students chosen to participate in this pilot will be successful; 

Defeated. 

M13-0120(b) D. Bower / D. Vrooman 











continue to ensure that the students chosen to participate in this pilot will be successful; and 

THAT this expanded pilot be reviewed in May of 2014. 

Carried. 

The vote on the main motion, as amended, was called. 

M13-0120 D. Bower / D. Vrooman 






5


M13-0120 D. Bower / D. Vrooman (cont’d) 







THAT this expanded pilot will be reviewed in May of 2014. 

Carried. 

M13-0121 A. Strachan / K. Bateman Olmstead 

Be it resolved that the Halton District School Board undertake a feasibility study to look 

at the expansion of accelerated math beyond self-contained gifted by May 2014. 

Carried. 

Agenda Item 4 


Arjun Dhanjal and Shaan Bhambra introduced Zoha Khan and Allison Zheng who will serve as the Student 

Trustees for the school year 2013-2014. 

4.2 Information Items (including Notices of Motion) 


There were no notices of motion. 


4.2.2 Special Education Plan Amendments 

D. Boag spoke to Report 13076 and responded to trustee questions. 

4.2.3 Policy: Principal/Vice-Principal Promotion/Placement 

D. Euale and T. Dyson spoke to Report 13078, and responded to trustee questions. 


Be it resolved that the Halton District School Board extend the meeting beyond 10 p.m. 

Carried. 

4.2.4 OPSBA Voting Delegates 

D. Vrooman spoke to Report 13079. 

M13-0123 D. Danielli / D. Vrooman 

Be it resolved that the Board waive the rules to deal with this matter this evening.. Carried. 

M13-0124 D. Vrooman / D. Danielli 

Be it resolved that the Halton District School Board confirm Don Vrooman as Voting 

Delegate and Kathryn Bateman-Olmstead as Alternate Voting Delegate for the 2013 

OPSBA Annual General Meeting. 

Carried. 

4.2.5 Multi-Year Plan 

D. Euale and J. Blackwell spoke to Report 13073, and responded to trustee questions. 

For Information: May 15, 2013 

4.2.6 Bell Times 

L. Veerman spoke to Report 13067 and responded to trustee questions. 

S. Bhambra left the meeting at 10:35 p.m. 

4.2.7 Targeted Funds for Schools 

J. Blackwell highlighted Report 13066 

4.2.8 French Study Update 

J. Blackwell called attention to Report 13068. 

4.2.9 Portable Inspections 

G. Cullen spoke to Report 13071 and responded to trustee questions. 

6


4.2.10 Self-Paced High School 

This item was deferred to a future agenda. 


D. Euale spoke to the school successes in the “Top 50 Ontario Terry Fox Fundraisers of 2012”, citing the 

efforts of West Oak Public School (16 th ), Hawthorne Village Public School (17 th ) and Aldershot Elementary 

School (22 nd ). He also highlighted IRHS teacher Jeff Boutlon who recently received the “Innovative 

Business Teacher’s Award” from the Ontario Business Educator’s Association, and Sophie Schneider from 

Abbey Park High School, who was selected to the Minister of Education’s Student Advisory Council. 

4.2 Chair’s Report 

A. Collard had no items to report. 

4.3 Trustee Comments \ 

There were no trustee comments. 

M13-0125 K. Amos / N. MacNeill 

Be it resolved that the Halton District School Board reconvene in Private. 

The Board rose from private at 11:17 p.m. 

Agenda Item 5 

M13-0126 A. Harvey Hope / K. Amos 

Be it resolved that the Halton District School Board adjourn at 11:18 p.m. 

Carried. 

Carried. 

…........................………………..... Recorder ……......……….............................Chair 

7


M13-0120 D. Bower / D. Vrooman (cont’d) 








Carried. 

M13-0121 A. Strachan / K. Bateman Olmstead 

Be it resolved that the Halton District School Board undertake a feasibility study to look 

at the expansion of accelerated math beyond self-contained gifted by May 2014. 

Carried. 

Agenda Item 4 


Arjun Dhanjal and Shaan Bhambra introduced Zoha Khan and Allison Zheng who will serve as the Student 

Trustees for the school year 2013-2014. 

4.2 Information Items (including Notices of Motion) 


There were no notices of motion. 


4.2.2 Special Education Plan Amendments 

D. Boag spoke to Report 13076 and responded to trustee questions. 

4.2.3 Policy: Principal/Vice-Principal Promotion/Placement 

D. Euale and T. Dyson spoke to Report 13078, and responded to trustee questions. 


Be it resolved that the Halton District School Board extend the meeting beyond 10 p.m. 

Carried. 

4.2.4 OPSBA Voting Delegates 

D. Vrooman spoke to Report 13079. 

M13-0123 D. Danielli / D. Vrooman 

Be it resolved that the Board waive the rules to deal with this matter this evening.. Carried. 

M13-0124 D. Vrooman / D. Danielli 

Be it resolved that the Halton District School Board confirm Don Vrooman as Voting 

Delegate and Kathryn Bateman-Olmstead as Alternate Voting Delegate for the 2013 

OPSBA Annual General Meeting. 

Carried. 

4.2.5 Multi-Year Plan 

D. Euale and J. Blackwell spoke to Report 13073, and responded to trustee questions. 

For Information: May 15, 2013 

4.2.6 Bell Times 

L. Veerman spoke to Report 13067 and responded to trustee questions. 

S. Bhambra left the meeting at 10:35 p.m. 

4.2.7 Targeted Funds for Schools 

J. Blackwell highlighted Report 13066 

4.2.8 French Study Update 

J. Blackwell called attention to Report 13068. 

4.2.9 Portable Inspections 

G. Cullen spoke to Report 13071 and responded to trustee questions. 

6


4.2.10 Self-Paced High School 

This item was deferred to a future agenda. 


D. Euale spoke to the school successes in the “Top 50 Ontario Terry Fox Fundraisers of 2012”, citing the 

efforts of West Oak Public School (16 th ), Hawthorne Village Public School (17 th ) and Aldershot Elementary 

School (22 nd ). He also highlighted IRHS teacher Jeff Boutlon who recently received the “Innovative 

Business Teacher’s Award” from the Ontario Business Educator’s Association, and Sophie Schneider from 

Abbey Park High School, who was selected to the Minister of Education’s Student Advisory Council. 

4.2 Chair’s Report 

A. Collard had no items to report. 

4.3 Trustee Comments \ 

There were no trustee comments. 

M13-0125 K. Amos / N. MacNeill 

Be it resolved that the Halton District School Board reconvene in Private. 

The Board rose from private at 11:17 p.m. 

Agenda Item 5 



Carried. 

Carried. 

…........................………………..... Recorder ……......……….............................Chair 

7



EDUCATION DEVELOPMENT CHARGE POLICY 

Present: K. Amos, D. Bower, K. Bateman Olmstead, A. Collard,, A. Harvey Hope, J. Hlusko (phone), 

N. MacNeill K. Lochhead, A. Strachan, D. Vrooman, A. Dhanjal 

Regrets: K. Lochhead 

Agenda Item 1 

A. Collard called the meeting to order at 7:10 p.m. 

Agenda Item 2 

M13-0127 D. Vrooman / D. Bower 

Be it resolved that the Halton District School Board approve the agenda relating 

to the EDC Policy Review Public Meeting as distributed. 

Carried. 

Agenda Item 3 

There were no declarations of conflict of interest. 

Agenda Item 4 

No delegations were forthcoming. 

Agenda Item 5 

A. Collard welcomed Jack Ammendolia (Watson & Associates) who spoke to the current policies 

related to the Education Development Charges. 

Brad Teichman, McCarthy Tétrault LLP also provided additional comments. 

Both responded to trustee questions. 


Be it resolved that the Halton District School Board receive as information the 

Education Development Charge Policies verbal reports from Watson and 

Associates, and also McCarthy Tétrault, as presented May 22, 2013. Carried. 

Agenda Item 6 

There were no public questions 

Agenda Item 7 

M13-0129 J. Hlusko / K. Amos 

Be it resolved that the Halton District School Board adjourn at 7:31 p.m. Carried. 

.......................………………..... Recorder ……......……….............................Chair 

8


Wednesday,May 22, 2013 

EDUCATION DEVELOPMENT CHARGE BY-LAW 



Regrets: K. Lochhead 

Agenda Item 1 


Agenda Item 2 


Be it resolved that the Halton District School Board approve the agenda relating 

to the EDC Policy Review Public Meeting as distributed. 

Carried. 

Agenda Item 3 


Agenda Item 4 


Agenda Item 5 

A. Collard welcomed Jack Ammendolia (Watson & Associates) who spoke to the current 

Education Development Charges By-law. 

Brad Teichman, McCarthy Tétrault LLP also provided additional comments. 

Both responded to trustee questions. 

M09-0131 N. MacNeill / D. Vrooman 

Be it resolved that the Halton District School Board receive as information the 

Education Development Charge Methodology and Proposed Charges verbal 

report from Watson and Associates; and also the Draft EDC By-law verbal report 

from McCarthy Tétrault. 

Carried. 

Agenda Item 5 


Agenda Item 6 

Trustees were provided with an opportunity to pose questions relating to the EDC materials. 

Agenda Item 7 

M09-0132 K. Bateman Olmstead / K. Amos 


Carried. 


9



SPECIAL BOARD MEETING 

8:30 p.m. 

P U B L I C S E S S I O N M I N U T E S 



Regrets: 

K. Lochhead 

Agenda Item 1 


Agenda Item 2 

M13-0133 J. Hlusko / D. Vrooman 

Be it resolved that the Halton District School Board approve the agenda as distributed. 

Carried. 

Agenda Item 3 


Agenda Item 4 


Be it resolved that the Halton District School Board move into Private Session. Carried. 

Agenda Item 5 

M13-0135 K. Bateman Olmstead / A. Collard / 

Be it resolved that the Halton District School Board approve resolutions from Private 

Session, May 22, 2013, relating to Legal Matters. 

Carried. 

Agenda Item 5 

A. Harvey Hope asked for clarification regarding committee meetings. Discussion ensued regarding 

timetables. 

A. Harvey Hope also requested a time on an upcoming Private Session agenda for the Audit Committee 

report. 

Agenda Item 7 

M09-0136 K. Bateman Olmstead / K. Amos 


Carried. 


10

Wednesday, June 5, 2013 

(Items shaded and/or marked in bold have been completed and will be deleted from the list prior to the next edition.) 

ORDER PAPER 

Motion # Resolution Responsibility 

Be it resolved that the Halton District School Board direct the Director to commit to monitoring the leading FI Senior Admin 

M12-0056 class at Pilgrim Wood. If it should reach a point where there are fewer than three students of one gender or 

there are significant concerns with respect to the well-being of those students, that the resolution be brought 

to the Board’s attention. 

(NOTE: The following motions have been summarized without the “notes” that appear in the report) 

Senior Admin 

M12-0119 

Be it resolved that the new Burlington NE high school, (SRA #101 Alton), provide Grade 9 & 10 English 

programming in 2013-14, add Grade 11 in 2014-15 and add Grade 12 in 2015-16. 

Be it resolved that the new Burlington NE high school, (SRA #101 Alton), provide Grade 9 & 10 French 

Immersion programming in 2013-14, add Grade 11 in 2014-15, &Grade 12 in 2015-16. 

Be it resolved that Grade 11 and 12 English program students within the SRA #101 (Alton) boundaries, 

attending Nelson, Robert Bateman, Lester B. Pearson and/or M.M. Robinson High Schools in 2013-14, 

continue to attend these high schools until graduation and that transportation be provided subject to the 

‘Transportation’ policy of the Board. 

Be it resolved that Grade 11 and 12 French Immersion program students within the SRA #101 (Alton) 

boundaries, attending Nelson and M.M. Robinson High Schools in 2013-14, continue to attend these high 

schools until graduation and that transportation be provided subject to the ‘French As A Second Language’ 

policy of the Board. 

Be it resolved that due to the ’grandfathering’ provision in the Alton Elementary Boundary Review 

recommendation #4 (see below), the new boundary for French Immersion students residing in north Headon 

Forest (directing them to M.M. Robinson HS) will begin as of September 2016. Transportation will be 

provided subject to the ‘French As A Second Language’ policy of the Board. 

M12-0204 

Be it resolved that…. the Halton District School Board develop a governance process to monitor School 

Generated Funds including School Council Funds and school businesses, and refer this item to the Policy, 

By-law & Governance Committee. 

Policy, By-law & 

Governance 

Committee 

M13-0007 Be it resolved that the Halton District School Board support consistent (annual) and adequate ICT funding of 

an additional $910,000 resulting in $2,010,000 toward this plan. 

Be it resolved that the Halton District School Board support additional School Program staffing of 2.0 FTE 

starting 2013-14 and increasing to 3.0 FTE starting 2015-16 to support student and staff learning in effective 

use of assistive and instructional technologies. 

Be it resolved that the Halton District School Board support the use of demographic data to increase ICT 

funding allocations to needier schools by a factor of up to 25%. 

M13-0027 Be it resolved that the Halton District School Board use, if necessary, a portion of the monies 

reserved for trustee professional development for newly elected student trustees (elected for next 

school year) to attend the OSTA/EECO annual general meeting to be held in Toronto in May 2013. 

M13-0042 Be it resolved that the Director of Education create a procedure that will ensure consultation with, at 

a minimum, the school principal, school council, trustee, and any directly-affected neighbours of the 

addition. 

M13-0043 Be it resolved that the Director of Education create a procedure that will ensure consultation with, at 

a minimum, the school principal, school council, and the area trustee, regarding the existing design 

plans for the new school. 

M13-0056 Be it resolved that the Halton District School Board adjust the boundaries for the elementary schools in 

Milton as outlined in Scenario 5a and detailed in Report 13024, effective September 2013 

Be it resolved that the Milton SE#7 elementary school, located in ERA#120 provide JK-Grade 7 English 

programming and French Immersion Grade 1-7 for September 2013 and Grade 8 be added for 2014-15. 

M13-0057 Be it resolved that the Halton District School Board Trustees authorize the Director of Education to 

secure a consultant to assist in this endeavour (PR/Communications Audit), and THAT the Director 

be authorized to spend up to $50,000 to move this important work forward. 

M13-0059 Be it resolved that the Halton District School Board approve the amendments to the new HSTS consortium 

structure, identified in Appendix A, as amended, effective September 1, 2013, and that the Director of 

Education and Superintendent of Business be authorized to facilitate an agreement with the consortium 

partners, consistent with the revised Appendix A. 

Be it resolved that in recognition of the role of SEAC and the motions passed at the SEAC Meeting of April 2, 

M13-0073 2013 and conversations at the table this evening, that the Halton District School Board defer the Assessment 

of Gifted Entry/Gifted Screening Process Review, and that the Board direct the Director to: 

1. develop and implement a consultation plan to seek input from SEAC, parents of gifted students, 

teachers and school staff on improving our gifted assessment process. 

Superintendent of 

Business / Chief 

Information Officer 

Superintendent 

of Business 

Director of 

Education 

Director of 

Education 

Director of 

Education 

Director of 

Education 

Director of 

Education / 


Business 

Director of 

Education 

11

June 5, 2013 page 2 

ORDER PAPER 

Motion # Resolution Responsibility 

M13-0074 

Be it resolved that in recognition of the role of SEAC and the motions passed at the SEAC Meeting of April 

2, 2013 and conversations at the table this evening, that the Halton District School Board defer the 

Assessment of Gifted Entry/Gifted Screening Process Review, and that the Board direct the Director to: 

2. share all data regarding elementary gifted education such as: 

Director of 

Education 

number of kindergarten, Grade 1,Grade 2, Grade 3, Grade 4, Grade 5, Grade 6, 

Grade 7, Grade 8 students assessed each year as qualifying for gifted identification for the past 

five years 

a breakdown of the number of gifted students in Halton District School Board elementary schools 

that are in a self-contained placement, a regular English-program class, a French Immersion 

class for the past five years 

a chart showing the number of students nominated and the success rate for gifted assessment 

(WPSII for primary students or WISC for older students) in each school for the past five years 

(this will need to be shared in private session) 

Be it resolved that in recognition of the role of SEAC and the motions passed at the SEAC Meeting of 

M13-0075 

April 2, 2013 and conversations at the table this evening, that the Halton District School Board defer the 

Assessment of Gifted Entry/Gifted Screening Process Review, and that the Board direct the Director to: 

3. share a history since 2010 of what professional development our kindergarten and primary grade 

teachers have received about how to successfully nominate students for assessment. Share a plan on how 

to improve this. 

Be it resolved that the Halton District School Board, for the 2013-14 school year, approve triple grading 

M13-0101 

(Grades 1-3 English) at EW Foster Public School, as per the criteria outlined in Motion 11-0127. 

Be it resolved that the Halton District School Board, for the 2013-14 school year, maintain the current 

M13-0102 

staffing and organization plan for the Grade 1-5 English program at Martin Street Public School (no triple 

grade class) 

Be it resolved that the Halton District School Board, for the 2013-14 school year Pineland students 

M13-0103 

entering Grade 1 English program be re-directed to another school for their English program for the 

2013-2014 school year. Board staff will work with affected families to accommodate these students and, 

if required, their siblings in requested schools. Consideration for placement in requested schools will be 

based upon the availability of student spaces, resources and compliance to Ministry class size caps. 

Families will be provided with the option of continuing attendance at the requested school in subsequent 

years. Transportation will provided in accordance with the Board’s Transportation policy. 

Be it resolved that the Halton District School Board use a portion of the monies reserved for trustee 

M13-0105 

professional development for trustees and student trustees to receive training regarding communications 

and public relations as it relates to the position of trustee and that this amount be limited to no more than 

$10,000.00 and that these monies will cover accommodations, meals and a facilitator for the training. 

Be it resolved that the Director of Education through consultation with the affected community, develop a 

M13-0117 

recommendation to the Board for an interim solution for French Immersion accommodation in Oakville, 

Wards 1&2, in time for 2014-15 staffing and class-building. 

Be it resolved that the Director of Education, the Chair of the Board, and the Superintendent of Business 

M13-0118 

form a delegation and arrange to meet with Ministry of Education officials that could include the Minister, 

the Deputy Minister, the Assistant Deputy Minister Elementary/Secondary Business & Finance Division, 

and others as necessary to secure funding or the commitment to fund, in order for the Halton District 

School Board to proceed with its capital priorities in accordance with its Long Term Accommodation Plan 

Be it resolved that the Halton District School Board adopt the process as outlined in Report 13069 

M13-0119 

(revised) to obtain input and feedback on Capital Projects designs. 

M13-0120 Be it resolved that the Halton District School Board offer to Grade 8 students in self-contained gifted 

placements the opportunity to work beyond grade level in mathematics, and 

THAT this opportunity is offered to Grade 8 students who are assessed by school and board staff with 

input from parents as having the appropriate ability, interest, learning styles and learning skills for subject 

acceleration in mathematics; and 

THAT selected students complete the Grade 8 Math program in semester one of their Grade 8 year and 

begin the Grade 9 Academic Math course in January through an online course offering from Avon- 

Maitland Distance Education Centre (AMDEC); and 

THAT the assessment process used this past year for entry into the acceleration program (Math 

achievement, Math competencies, student interest and learning skills) should continue to ensure that the 

students chosen to participate in this pilot will be successful; and 


Director of 

Education 

Senior Admin 

Senior Admin 

Senior Admin 

Trustees 

Director of 

Education 

Director of 

Education 


Facilities 

Senior Admin 

12

PENDING REPORTS –JUNE 5, 2013 

(Items will be shaded when completed, with a check-mark placed beside the presentation date.) 

Motion & Date Resolution Presentation Date 

M11-0213 Be it resolved that the Halton District School Board approve the Operating Plan for any given Spring Annually 

year prior to approval of the budget for that same year 

M11-0216 Be it resolved that the Special Education Plan be brought to the Board in each year prior to Spring Annually 

approval of the budget for that same year. 

M12-0005 Be it resolved that the Halton District School Board adopt the Trustee Expense Policy as November 2012 

appended to Report 12007, with a review of the policy to occur in November 2012. 

M12-0018 Be it resolved that the Halton District School Board direct staff to develop guidelines for 

TBD 

Community Partnerships for Facilities Enhancements, taking into consideration Ministry 

guidelines, Board policies, the size, scope, timing and benefits of such initiatives, and 

recognizing the financial and non-financial demands they place on Business Services, Facilities 

Services, and other departments of the Board; and that these guidelines come back to the 

Board for approval, and be reviewed once the Ministry of Education releases their fundraising 

guidelines, and in any event annually. 

M12-0042 Be it resolved that the Halton District School Board defer this matter (regarding the Air Quality 

Impact Assessment at John William Boich Public School) until such time as the Halton Region 

defines quality standards or “guidelines” for Air Quality Assessment. 

TBD 

M12-0088 Be it resolved that the Halton District School Board direct the Director to provide a full and 

complete list of all HDSB policies and administrative procedures noting : 

a) whether or not the policy/administrative procedure has been adopted by board motion, 

b) the date that the policy/administrative procedure was last reviewed, 

c) the date that the policy/administrative procedure is next scheduled to be reviewed and 

d) whether or not the policy/administrative procedure suggests an impact to the roles and/or 

responsibilities of trustees or board of trustees (directly or through a referenced policy or 

administrative procedure).. 

M12-0142 Be it resolved that the Halton District School Board refer the Administrative Procedure: 

Promotion of Principals/Vice-Principals and Governance Policy: Executive Limitations: 

Personnel Decisions regarding the promotion of principals/vice-principals to the Policy, By-law 

& Governance Committee to review the role of the trustee in this process, and that 

recommendations for revision be brought to trustees as soon as possible and in any event, by 

November, 2012. 

M12-0143 

Modified via 

M12-0203 

Be it resolved that the Halton District School Board investigate self-paced high schools 

and determine how this could model be utilized to best serve our students, and 

THAT a report with recommendations be brought back to the Board no later than 

May 2013, and in any case before any secondary PARC process is undertaken. 

M13-0028 Be it resolved that the Director of provide to trustees a report on the implementation of 

Regulation 274/12 and that this report include strategies, implications and possible effects on 

student academic achievement and overall experience and success of a student’s school 

career. 

M13-0032 Be it resolved that a future Policy, By-law & Governance Committee meeting be devoted to the 

issue of transportation to review the current transportation policy, and gaps in service, with a 

view to updating the transportation policy 

Related: Be it resolved that the trustees from the Halton Catholic DSB be invited to a PB&G 

meeting to discuss common transportation issues. 

Be it resolved that the Halton District School Board undertake a feasibility study to look at the 

M13-0121 

expansion of accelerated math beyond self-contained gifted by May 2014. 

June / Sept. 2012 

Review of policies 

undertaken (on-going) 

November 2012 

May 2013 

June 2013 

ASAP 

May 2014 

13

TO: 

FROM: 

RE: 

The Chair and Members of the 


David Boag, Superintendent of Education 

2013-2014 Amendments to the Special Education Plan 

Report Number: 13076 

Date: May 9, 2013 

INFORMATION FOR DECISION 

RECOMMENDATION 

Be it resolved that the 2013-2014 Special Education Plan be accepted as amended. 

Background: 

Each year a review of the Special Education Plan is conducted by the Special Education Advisory 

Committee (SEAC). Last year, a considerable review of each section of the plan was done and 

numerous changes made to make the content of the plan clearer and more accessible to the reader. 

(http://www.hdsb.ca/Programs/SpecEdStudentServices/Pages/SpecEdStudentServices.aspx) 

The focus of SEAC this year has been on parent outreach and communication and there has not been 

the same focus on a whole document review as last year, and as a result, there has not been substantive 

changes made to this year’s plan. 

The changes made for the 2013 2014 Special Education Plan will include: 

Updating Special Education staff numbers to reflect changes in our staffing complement this 

year (p 67, 68) 

Updating of our IPRC statistics to reflect this year’s data (as of year end) and including student 

numbers for both self-contained placement options – full time and partial integration (p 28, 29) 

A statement outlining that we are moving to a change in our Life Skills Classroom model to a 

two class per school model where possible to reduce student transitions (p 53) 

Appendix A to be replaced by SEAC’s and Staff’s current Budget Priorities for 2013-2014 

Replace the SEAC Flyer in Appendix D with the updated version 

An additional Appendix be added to include the recent Board motions requesting a review of 

the gifted screening process 

Conclusion 

The proposed changes and amendments to the Special Education Plan will ensure the plan provides an 

up to date snapshot of the special education service delivery model in the Halton District School Board. 

Respectfully submitted, 

___________________________ 

David Boag, 

Superintendent of Education (Student Services) 

_________________________ 

David Euale 

Director of Education 

14

TO: 

FROM: 

RE: 



Tricia Dyson, Superintendent of Education 

D. Euale, Director of Education 


Date: May 9, 2013 


Policy re: Promotion, Transfer and Placement of Principals/Vice Principals 


Be it resolved that the Halton District School Board approve the Board Policy: Promotion, 

Transfer and Placement of Principals/Vice-Principals as appended to Report 13078. 

Rationale: 

The attached Policy and appendices reflects discussion and development with input from trustees and 

senior administration at Administrative Council as well as Policy, By-law and Governance meetings. 


__________________________ 

David Euale 


15


Policy 

TOPIC: 

EFFECTIVE: April 2013 

Promotion, Transfer and Placement of Principals/Vice Principals 

CROSS-REFERENCE: Ontario Leadership Framework 2012 

HDSB Procedure: Promotion, Transfer and Placement of 

Principals/Vice Principals 

REVISION DATE: October 2015 

RESPONSIBILITY: 

Superintendent of Education 

POLICY STATEMENT: 

The Halton District School Board is committed to strong leadership that demonstrates the skills necessary to 

advance student achievement. The Halton District School Board values school leaders who create collaborative 

learning cultures that respect and respond to the input of staff, students, parents and community partners. 

Research demonstrates that parents play a vital role in the development and education of their children and in 

the success of schools. The foundation for principal and vice principal success in Halton schools depends upon 

instructional leadership, trust and efficacy with community partners and families, as well as strong 

organizational skills. School leaders are pivotal to the development of excellent teaching and excellent schools 

that enhance student achievement and well-being. 

It is the policy of the Halton District School Board that the process used to assess, shortlist, transfer and place 

principals and vice-principals will include evidence of readiness for the role as demonstrated in: 

candidate work performance; 

criteria from School Councils through the School Council Principal Profile; 

criteria from school trustees through the School Trustee Principal Profile; 

candidate/vice-principal input through the promotion round package submissions and Career Profiles; 

and, 

criteria from The Ontario Leadership Framework 2012 (OLF) – research based criteria. * 

With respect to promotions, a team of superintendents and practicing principals will evaluate candidates through 

a fair and comprehensive promotion practice that includes an extensive assessment of the qualities and skills of 

top qualified internal and external applicants to facilitate the selection of the best school leaders. This process 

will benefit students and school communities by providing high quality principals and vice-principals who have 

the skills to lead their schools in a collaborative and responsive manner that demonstrates respect for staff, 

students, parents and community partners and focuses on advancing student achievement and engagement. 

Decisions pertaining to the transfer and placement of pool candidates and experienced principals and vice 

principals is a collaborative process done by the School Operations Superintendents. 

The promotion, placement and transfer of principals and vice-principals will: 

be guided by the characteristics and needs of the school communities as they strive to meet the 

challenges and changes required to advance student achievement; and, 

promote professional growth for principals and vice-principals, and 

be contained in a Director’s information report to the Board. 

*The Ontario Leadership Framework 2012 (OLF) addresses the traits of effective leaders, the characteristics of 

effective organizations and provides a common language for leadership. The components of the OLF that are 

the basis of the framework include: Setting Direction; Building Relationships and Developing People; 

Developing the Organization to Support Desired Practice, Improving the Instructional Program; Securing 

Accountability; and, Personal Leadership Resources. 

16


Administrative Procedure 

TOPIC: 

EFFECTIVE: April 2013 

Promotion, Transfer and Placement of Principals/Vice Principals 

CROSS-REFERENCE: Education Act, Section 265, Regulation 298 

The Ontario Leadership Framework 2012 

Ontario Regulation 242 

REVISION DATE: October 2015 

RESPONSIBILITY: 

Superintendent of Education – Succession Planning Portfolio 

INTENDED PURPOSE 

The Halton District School Board is committed to an equitable process for identifying, selecting 

and placing Principals and Vice Principals who are competent and knowledgeable and who have 

qualifications and experiences to enable them to demonstrate the leadership practices contained in 

The Ontario Leadership Framework 2012 as required to implement the Halton District School 

Board Multi-Year Plan and The Board Improvement Plan for Student Achievement. Through the 

submission and review of The School Council Principal Profile and The School Trustee Principal 

Profile feedback from parents and trustees will be considered in the promotion process for vice 

principals and principals. 

The Halton District School Board normally provides annual opportunities for aspiring teacher 

leaders and for vice-principals to seek promotion. Placement and transfer of principals and vice 

principals will be reviewed twice a year to ensure school leadership across the system that sustains 

the focus on student achievement, student engagement and student well-being in every school. 

PROCEDURES: 

1. PROMOTION PROCESS OVERVIEW: 

1.1 The recruitment process used for the principal and vice principal roles shall be 

approved by the Director and shall contain the following elements: 

1.1.1 a timeline for the process which includes a reasonable time for the filing of 

applications and which is aligned with Board meeting timelines; 

1.1.2 a widely published advertisement, as reasonably necessary, to ensure a broad 

audience of potential candidates; 

1.1.3 an Information Meeting for interested candidates outlining application processes 

and expected leadership criteria; 

1.1.4 system supports for candidates as identified in the Halton District School Board 

leadership succession planning programs; 

1.1.5 candidate submission of packages to Human Resources by the advertised 

deadline; 

1.1.6 an interview team to include two supervisory officers and two principals with 

qualifications and experience relative to the panel process (interview team 

attempts to not include a principal who is the current supervisor of an applicant). 

(The team leader is the supervisory officer who was a member of the previous 

panel interview team.); 

1.1.7 candidate interviews will be scheduled within a blocked and consistent time 

frame; 

17

1.1.8 a list of candidates recommended for the successful applicant pool will be 

provided to the superintendent with responsibility for Succession Planning, who 

will present the successful applicant pool list to Administrative Council; 

1.1.9 Administrative Council will review the recommendations of the Interview 

Teams to be presented to the Board of Trustees for information; and, 

1.1.10 Debriefing of non-endorsed candidates to recommend professional growth. 

2. QUALIFICATIONS FOR APPLICANTS: 

2.1 Principal candidates will: 

2.1.1 hold Principal Qualifications Part I and II in accordance with Ministry regulation 

at the time of application; 

2.1.2 be in good standing with Ontario College of Teachers; 

2.1.3 have successful experience as a Vice Principal demonstrating proven leadership 

effectiveness at the school, Family of Schools and system levels; 

2.1.4 have a recent Vice Principal Performance Appraisal rating of Satisfactory; and, 

2.1.5 has been recommended by their Supervisory Officer. (Note: If the candidate has 

not worked with the current immediate supervisor for a minimum of two years, a 

referral from the previous supervisor who has worked with the candidate for at 

least two years must be included.) 

2.2 Vice Principal candidates will: 

2.2.1 hold Principal Qualifications Part 1 and show proof of registration in Principal 

Qualifications Part 2 (Part 2 must be successfully completed before 

appointment); 

2.2.2 be in good standing with Ontario College of Teachers; 

2.2.3 have a recent Teacher Performance Appraisal rating of Satisfactory; 

2.2.4 have demonstrated leadership at the school/department level; and, 

2.2.5 have been supported by their immediate supervisor (Note: If the candidate has 

not worked with the current immediate supervisor for a minimum of two years a 

reference from the previous supervisor who has worked with the candidate for at 

least two years must be included.) 

3. APPLICATION PACKAGES: 

3.1 Application package will consist of: 

3.1.1 Application Form 

3.1.2 Resume 

3.1.3 Responses to questions reflective of system needs and aligned with The Multi- 

Year Plan and The Ontario Leadership Framework 2012; 

3.1.4 A Vice Principal Performance Appraisal Summative Report or Teacher 

Performance Appraisal Summative Report dated within the past three years; 

3.1.5 Ontario College of Teachers – Certificate of Qualification and letter of proof of 

completion from the PQP provider or evidence of registration in Part 2 of PQP if 

not yet listed on the Certificate of Qualification; 

3.1.6 Reference Authorization for three references; 

3.1.7 Signature of immediate supervisor indicating support; and, 

3.1.8 In the event of “non-support”, the supervisor will confer with their 

superintendent prior to decision to not sign. 

18

4. CANDIDATE ASSESSMENT: 

4.1 The following rubric* will be used to assess each applicant’s application 

package, interview responses and references based on criteria established in: 

The Ontario Leadership Framework**; 

the School Council Profiles; and, 

the School Trustee Profiles. 

*The Rubric: 

Demonstrates ample evidence of competencies-Exemplary Readiness 

Evidence of Competencies-Ready 

Some Evidence of Competencies-Approaching Readiness 

Very Limited Evidence of Competencies-Not Yet Ready 

No Evidence of Competencies-Not suitable for promotion 

(**Ability to collaborate and respond to stakeholder and parents is embedded in 

the framework.) 

4.2 Based on the above assessment, not all applicants may reach the interview stage. 

Internal applicants not selected for interviews will be directed to the appropriate 

succession planning strategies, if they have not already followed this pathway. 

Those who have completed the Succession Planning pathway may be offered a 

meeting with one of the superintendents on the interview team for feedback. 

5. INTERVIEWS 

5.1 Interview processes will contain the following elements: 

5.1.1 The panel interview team will develop a standard set of interview questions 

based on criteria within The Ontario Leadership Framework 2012 and the Multi- 

Year Plan ensuring suitability of candidates to Halton schools; 

5.1.2 Immediately prior to the interview, candidates will be given 30 minutes to 

prepare a written response to an initial question. Candidates will bring their notes 

into the interview for use during their 10-minute presentation, the notes will be 

handed to the interview team at the conclusion of their presentation; 

5.1.3 Candidates will be presented with additional questions, both orally and in print. 

Probes for clarification of candidate responses will be a standard part of 

interviews; 

5.1.4 Candidates will be given the opportunity to summarize or provide any additional 

information to conclude the interview; 

5.1.5 Candidates will be given the timelines for contacting references and anticipated 

date of superintendent contact informing them of their status; 

5.1.6 Internal Candidates will be informed of the opportunity to receive feedback; 

5.1.7 Three reference checks are done for candidates whose interview rating scale 

shows readiness for the role or exemplary readiness. References will include 

current supervisor and, where the current supervisor has known the candidate for 

less than two years, a previous supervisor who has worked with the candidate for 

two years. A fourth reference may be contacted. 

5.1.8 Consistent reference questions are used by the team for all candidates. 

Reference questions will include opportunities to gather evidence on community 

collaboration. Probes may also be used to expand information provided by 

references. 

19

6. SUCCESSFUL APPLICANT POOL LIST: 

6.1 The list of successful principal and vice-principal candidates: 

6.1.1 Will contain the names of all interviewed candidates whose promotion process 

demonstrated their readiness to successfully assume the role, e.g., achieved 

rating of either Ready or Exemplary Readiness; and, 

6.1.2 Will be contained in a Director’s report to the board outlining the appointment to 

elementary and secondary pools; 

6.1.3 Candidates will remain in the pool until placed by the Family of Schools 

Superintendents placement process; and, 

6.1.4 Candidates who remain on the list for three years, and are not appointed, may be 

asked to reapply. 

7. CANDIDATE NOTIFICATION: 

7.1 Following the Director’s Report to the Board: 

7.1.1 Successful candidates and their immediate supervisors are notified of success by 

their Family of Schools Superintendent as soon as possible after presentation to 

Board; 

7.1.2 Candidates not recommended for the pool are advised by the Superintendent 

members of the interview team as soon as possible after the presentation to the 

Board; and, 

7.1.3 The system is notified of the list of successful candidates. 

8. DEBRIEFING 

8.1 Interviewed candidates not recommended for the pool will be offered a debriefing 

by the superintendents on the interview team: 

8.1.1 Debriefing sessions should align with the Halton District School Board succession 

planning. This requires: Unsuccessful candidates are directed to the Succession 

Planning pathway and are encouraged to enrol in the appropriate programs that 

would strengthen their readiness for the role. (It should be noted that candidates 

should have followed this pathway prior to applying for the role.); 

8.1.2 Candidates may attend the debriefing session with a partner of their choice; 

8.1.3 The Superintendents from the interview team will review the application package, 

interview responses and reference feedback, focusing on the leadership 

experiences, practices and competencies that were evident or not evident 

throughout the selection process as assessed by the interview team; 

8.1.4 The Superintendent will also recommend to the candidate, the actions to be 

addressed prior to consideration of subsequent applications. While the decision to 

re-apply remains with the candidate, the feedback is intended to guide them in 

reflecting upon and preparing their readiness to lead a school in Halton. 

9. TRANSFER AND PLACEMENT OF PRINCIPALS AND VICE-PRINCIPALS: 

9.1 Decisions pertaining to the transfer and placement of pool candidates and 

experienced principals and vice principals is a collaborative process done by the 

School Operations Superintendents. The process used for the transfer and 

placement of principals and vice principals will contain the following elements: 

9.1.1. The process is led by the Superintendent with responsibility for 

Succession Planning; 

20

9.1.2. This process will occur in the fall and in the spring in a timeline 

that accommodates the inclusion of all placements and transfers in 

a report to the Board at the second Board Meeting in November 

and the second Board meeting in May; 

9.1.3. Vacancies in each Family of School area are identified; 

9.1.4. For each vacancy, School Operations Superintendents review the 

school and community characteristics as identified in the School 

Council Principal Profile (Appendix A), the School Trustee 

Principal Profile (Appendix B) the Career Profile of each 

principal/vice principal (Appendix C), the School Improvement 

Plans, an Administrator Tracker sheet (a Human Resources data 

sheet) and the unique characteristics and needs of each 

community where a vacancy exists; 

9.1.5. School Operations Superintendents attempt to minimize the 

number of moves that occur mid-year and at year-end while 

ensuring that principals and vice principals have opportunities for 

placements that will broaden their professional growth and 

development. 

9.1.6. For placements directly from the pool (promotions), specific 

objectives will be set by the superintendent/principal based upon 

the consultation process during the promotion round. 

10. REPORT TO THE BOARD: 

10.1 The Director’s report to the Board will contain: 

10.1.1 The list of candidates appointed to the Elementary and Secondary 

principal and vice principal pools; 

10.1.2 A chart showing the new placements of transferred and appointed 

elementary principals and vice principals; 

10.1.3 A chart showing the new placements of transferred and appointed 

secondary principals and vice principals; 

10.1.4 A flow chart showing each vacancy (as in Section 9.1.3 above) and the 

resultant moves associated with the vacancy; and, 

10.1.5 A summary of the Halton DSB placement history of newly appointed and 

new pool candidates. 

21

Appendix A 

The Halton District School Board 

School Council Input 

for 

Principal Placement 

School: 

School Council Chair: 

School Principal: 

signature 

signature 

Date:


School Council Input 

Principal Profile 

Purpose 

The School Council, facilitated by the Chair and the Principal, may complete/update a principal profile at any 

time. Periodically, the Halton District School Board will consider the transfer and/or placement of principals to 

and from a school community. These School Council recommendations will provide input to Senior 

Administration in the development of recommendations to the Board. This input is one piece of the information 

used by the Board in such decisions. 

Process 

1. GATHERING INFORMATION 

Developing a principal profile allows the school community to reflect on their school goals, vision and/or 

mission. The leadership characteristics that would allow this vision/mission to be implemented can then be 

articulated. It is important to emphasize that the profile acts as advice from the School Council to be used by 

the Board when making principal transfers and placements. It is recommended that the profile be updated as 

required. 

School Councils may wish to consider the following methods for gathering and reporting information needed to 

complete a principal profile: 

(a) 

Hold a discussion focusing on one or all of the following questions: 

(i) What does our school stand for? 

(ii) How are we unique? 

(iii) Does our community have needs different from other communities? 

(iv) When you think about the school, what are the positive features? 

(b) (i) Ask each Council member/person present to list two characteristics that would be important to 

have in a new administrator, then either: 

‣ Have these compiled for discussion and decisions, or 

‣ Post them and give every person present five dots to select the five they feel are the most 

important. 

(ii) Discuss those with the most votes and come up with a final list. 

(c) 

Hold a discussion during which two lists are made which outline: 

‣ Important things about the school 

‣ Characteristics of an administrator that would be needed to maintain/enhance this vision. 

(d) (i) Have each individual list characteristics (3-5) they believe are important for an effective 

administrator of that school. 

(ii) Have each individual meet with a partner, share their views and together come up with a list of 

characteristics. 

(iii) Have each group share their list of characteristics with another group and develop, by consensus, 

a “final” list of characteristics. 

(e) 

Complete the Principal Profile form (See Appendix A). 

…/2

2. REPORTING INFORMATION 

(a) 

(b) 

(c) 

Regardless of the method used to gather information, the School Council may wish to use the attached 

principal profile to compile the input. The completed form would then be submitted to Gail Warner 

(West Area schools) Denise Pearson (Milton schools), Karen Stephens (Halton Hills & Georgetown 

schools) or Katherine Olsen (East Area schools), at School Operations, J.W. Singleton Centre. 

The School Council may use a letter, memo or other format to submit the information to the area 

Superintendent assigned to that school. 

The profile or locally developed letter/memo may be submitted at any time. To be of use in decisions 

for the 2012 – 2013 (Jan. transfers) school year, they need to be received no later than October 31st. It 

is recommended that individual School Councils decide on an annual process for discussions regarding 

the principal profile so that input can form part of the Halton District School Board’s staffing decisions 

at the beginning of February for the next school year. 

3. USE OF THE PROFILE 

The profile will be kept on file and will be used as input by Senior Administration during the decisionmaking 

process used to determine the placement of a principal in a particular school. Effective 

administrators are one of the key factors in an effective school and the Board strives to make the best 

possible match between the skills of an administrator and the needs of a school and its community. The 

profile may also serve as a vehicle for discussion at the school level regarding school goals and 

strategies for the ongoing improvement of instruction. 

Attachment 

Appendix A: Principal Profile 

…/3

THE HALTON DISTRICT SCHOOL BOARD 

APPENDIX A 

PRINCIPAL PROFILE 

(To Be Submitted to Your FOS Superintendent by Oct. 31 st ) 

School Name: ________________________________ 

School Year: __________ 

PURPOSE 

The School Council, facilitated by the Chair and the Principal, may complete/update a Principal Profile. Periodically, the Halton 

District School Board will consider the transfer and/or placement of administrative staff to and from a school community. These 

School Council recommendations will provide input to Senior Administration in the development of recommendations to the Board. 

SCHOOL/COMMUNITY GOALS 

The school Principal and staff, in consultation with the School Council, work collaboratively in order to 

identify key objectives in the areas of Mission/Goals, Instruction, and Learning Environment. The following 

summary provides indicators which seem to positively influence students’ learning: 

Mission/Goals Instruction Learning Environment 

‣ Shared Values and Beliefs ‣ High Expectations ‣ Student Involvement, 

‣ Clear Goals ‣ Teacher Teamwork and the Sharing Commitment and 

‣ Instructional Leadership of Responsibilities Responsibility 

‣ High Level of Trust and ‣ Instructional and Curriculum Focus ‣ Safe School Environment 

Mutual Respect ‣ Frequent Monitoring of Student ‣ Student Recognition 

Achievement 

and Incentives 

‣ Frequent Monitoring of Student 

Behaviours 

‣ Code of Student 

Behaviour 

‣ Parental and Community 

Involvement and Support 

Identify those characteristics which you believe make your school community unique. 

__________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________ 

__________________________________________________________________________________________________________

Identify any issues of concern for your school community which you would like taken into consideration when looking at leader 

transfers, or changes for your school. 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

_________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

School Focus: Identify the special programs/innovations which your school provides to students. 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

Identify the School Council priorities/expectations. {Program, Resources, Policies, etc.} 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________ 

____________________________________________________________________________________________________________

THE HALTON DISTRICT SCHOOL BOARD 

APPENDIX B 

School Year: __________ 

Check one: 

Burlington 

Oakville 

Milton 

Halton Hills 

TRUSTEE PRINCIPAL PROFILE 

Ward(s): _______ 

Ward(s): _______ 

Ward(s): _______ 

Ward(s): _______ 

The Trustee Principal Profile should be completed once a year, preferably by the end of October. The School 

Superintendents will use the information trustees provide in the Promotion, Transfer and Placement of 

Principals and Vice-Principals. 

1. Principal/Vice-Principal Qualities: Below are qualities that are important to success in leading Halton 

District School Board school communities. 

Principals/Vice-Principals have Skill in Community Relations 

Are easily accessible to staff, students, parents and school councils 

Have frequent meaningful interactions with teachers, students and parents in order to further school goals 

Build trusting relationships with and among staff, students and parents 

Demonstrate respect for staff students and parents by listening to their ideas and genuinely considering 

their value 

Build productive relationships with families and the community 

Create a school environment where parents are respected and valued as partners in their children’s learning 

Help develop staff commitment to engaging parents in the 

Leadership skill: 

Use Problem Solving/Conflict Resolution Expertise 

Act with Integrity 

Demonstrate Perseverance 

Show Empathy 

Knowledge and Understanding of Curriculum 

Maintain a safe and healthy environment 

Give priority to identifying those students most in need of support and engagement 

Demonstrate Knowledge and skill in monitoring Student Achievement 

Other Qualities: Please add other qualities that you deem important. 

______________________________________________________________________________________ 

______________________________________________________________________________________ 

______________________________________________________________________________________ 

______________________________________________________________________________________ 

______________________________________________________________________________________ 

______________________________________________________________________________________

2. Ranking: For the items above, rank the three most important ones in your schools, with 1 being 

the most important. 

I. Most Important: ________________________________________________________________ 

II. 

III. 

Second Most Important: _________________________________________________________ 

Third Most Important: ____________________________________________________________ 

3. In the space below, describe any unique qualities that pertain to any particular school in your 

jurisdiction. 

SCHOOL UNIQUE CHARACTERISTICS LEADERSHIP NEED 

Name: ____________________________ Signature: ________________________ Date: _________

Appendix C 


2012 - 13 Principal/Vice-Principal Career Profile (submit by Oct. 31) 

Name 

Current School 

Current Position Principal VP 

Current Experience 

Number of Years In Current Location 

(as of September 2012): 

Number of Years In Current Role (as 

of September 2012): 

Experience Profile 

Years in role as 

Vice-Principal 

Years in role as 

Principal 

East Area North Area West Area 

Growth and Development Profile 

I would prefer to remain at my current location for 

the next school year: 2013 - 14. 

If I was assigned to another school midyear or for 

the next year 2013 - 14, I would prefer a K-5/6, 

7/8, K-8, 7-12, 9-12, school organization. (rank 

your choices) 

If I was assigned to another school midyear or for 

2013 – 14 I would prefer Burlington, Oakville, 

Milton, Acton, Georgetown. (Rank your choices) 

Schools that would be of interest: 

I am interested in being named as administrator of 

a new school: 

I would be interested in working in the other 

(elementary or secondary) panel 

VICE-PRINCIPALS: I plan to apply for the role of 

the principal: 

PRINCIPALS: I am interested in applying for the 

role of Supervisory Officer: 

Yes _____ 

Preferences: 1. 

2. 

3. 

4. 

Preferences: 1. 

2. 

3. 

Yes _____ 

Yes _____ 

Anticipated Year: 

Anticipated Year: 

No _____ 

No ______ 

No ______ 

Retirement Information needed for Succession Planning Data: 

Anticipated Year (Make your best guess): 

Other comments

TO: 

FROM: 

RE: 



David Euale, Director of Education 

Multi-Year Plan: 2012-2013 Results and 2013-2014 Strategies 


Date: May 8, 2013 


Warrant: 

Attached is a preliminary report of the 2012-2013 operational plan results together with strategies for 2013-2014. 

In accordance with Motion M11-0213: “Be it resolved that the Halton District School Board approve the 

Operating Plan for any given year prior to approval of the budget for that same year”, this operational plan 

report is presented to trustees in advance of budget approval. 


Be it resolved that the Halton District School Board approve the Operational Plan strategies 

for 2013-14 as outlined in Report 13073. 

Background 

Ontario’s school boards are required by legislation to develop and have in place a multi-year plan for three or 

more years. According to Section 169.1 of the Ontario Education Act, multi-year plans must be aimed at 

achieving the following goals: 

promoting student achievement and well-being; 

ensuring effective stewardship of the board’s resources; and 

delivering effective and appropriate education programs to its pupils. 

The plan must cover three or more years with annual reviews of progress and opportunities to update the plan. 

In December 2011, the Halton District School Board approved its Mission Statement and Values for the years 

2012-16, and in January 2012 authorized the development of a Multi-Year Plan. 

In the subsequent months, trustees worked in conjunction with members of the Senior Administrative team to 

undertake extensive discussions resulting in the Halton District School Board 2012-16 Multi-Year Plan. This 

plan contained Strategic Goals accompanied by Targets and Strategies to support achievement of these goals. The 

Multi-Year Plan as well as the 2012-2013 operational plan was approved by the Board on May 15, 2012. 


______________________ 

David Euale 


30

The Halton District School Board is committed to every student. 

We will 

● inspire and support learning; 

● create safe, healthy, inclusive and engaging environments 

● provide opportunities for challenge and choice 

● prepare students for success 

We value and respect 

Relationships 

therefore, we will 

● build and maintain partnerships 

● demonstrate cooperation, collaboration and compassion 

● communicate effectively 

● align our words and actions 

● acknowledge and appreciate diversity 

Responsibility 


● measure and report results 

● use resources effectively 

● respond to demographic needs 

● operate in an open and transparent manner 

● model sound environmental practices 

● make timely and informed decisions 

● promote social responsibility 

Ingenuity 


● foster creativity, innovation and initiative 

● identify, develop, share and implement exemplary practices 

● establish responsive practices to address divergent learning needs 

● recognize ideas, efforts, and results

Multi Year Plan: 20122016 

STUDENTS 

Goal 1 

Every student will be socially engaged in their school and intellectually engaged in their learning.Targets 

■ By 2016 the Halton District School Board graduation rate/completion of program will be 85% (a rise from the current 81%). 

■ 

■ 

By 2016, elementary students will report an average score of 8.9/10 and secondary students 7.8/10 of feeling accepted and valued by their 

peers and others at school as measured by the Tell Them From Me Survey (a rise from 8.5/10 and 7.4/10). 

By 2016, secondary students will report an average score of 7.0/10 on the Tell Them From Me survey measure of Relevance (a rise from the 

current 5.7/10). 

Strategies 201213 Results 201213 Strategies 201314 

● 

● 

● 

● 

Ensure all SIPSA plans include 

strategies for student engagement and 

Employ the 12 + 12 Strategy to 

reengage students. 

Expand the number of elearning 

courses available to Halton District 

School Board students. 

Expose elementary and secondary 

students to blended learning models. 

SIPSA goals, targets and strategies are based on 

student achievement and credit accumulation 

data, student, staff and parent responses in Tell 

Them From Me, Halton Youth surveys and 

Student Voice surveys. Key program and 

instructional strategies will be chosen that impact 

positively on student academic, social and 

intellectual engagement needs. 

As of January 2013, number of early leavers 

contacted (420), worked with schools and 

families to successfully reengage (206), number 

of early leaver grads (73). 

In 201213, the number of eLearning courses 

expanded to 27 courses with 35 sections. Last 

summer HDSB ran 4 eLearning courses during 

Summer School with plans to expand the 

Summer School eLearning Offerings this 

summer to 9 courses. 

Teacher training has continued in the use of D2L 

for Blended Learning and online course 

offerings. The Ministry has recognized the 

HDSB with funding for a Blended eLearning 

Schools will engage in School SelfAssessments 

in the spring of 2013 and Superintendents 

conduct yearend reviews of accomplishments 

outlined in SIPSA. 

Continue the Early Leaver Reengagement 

Strategy (12 + 12 Strategy). 

Assess the new “GOAL” program (Get 

Outside and Learn) Program for disengaged 

learners. 

The 2013/14 courses will increase in number to 

35 with 45 sections. 

Maintain the provincial Elearning contact 

position. 

D2L trained teachers will be encouraged and 

supported in using blended learning in their 

regular classes 

Digital science textbooks will be piloted in 

selected schools

● 

Ensure the Halton District School Board 

ICT curriculum outcomes are embedded 

in teacher planning and instructional 

strategies. 

proposal where increased training will occur in 

order to reach high risk students and students 

requiring alternative learning environments. 

ICT curriculum outcomes introduced to all 

administrators at annual conference. 

Administrators shared with teaching staff and 

IT techs disseminated ICT curriculum 

document with teachers on PA Day. 

Goal 2 

Every student will realize their potential through an integrated and coordinated system of supports and resources. 

Targets 

■ By 2016, 12% of Grade 3 student will achieve level 4 in reading on the EQAO provincial assessment (a rise from 8%). 

■ By 2016, 74% of all Grade 3 boys will achieve level 3 in Reading on the EQAO provincial assessment (a rise from 66%). 

■ By 2016, 70% of Grade 6 students will achieve level 3 or 4 in mathematics on the EQAO provincial assessment. (a rise from 64%) 

■ By 2016, the cohort analysis of junior and intermediate EQAO scores in Math will show value added. 

■ By 2016, all students completing alternative curriculum will demonstrate value added growth on their individual program outcomes. 

■ By 2016, all staff will implement the Board’s alternative curriculum and assessment strategies for students not completing Ontario curriculum. 


● 

Teachers of students requiring 

alternative curriculum will receive 

training in instruction and assessment 

using the Board’s alternative curriculum 

resources. 

All teachers of Life Skill classes have received 

training. Training model change this year to 

individual training on an as needed basis for 

regular classroom teachers with students who 

are working on alternative curriculum. 

Through the IEP Audit the progress of students 

on alternate curriculum will be monitored and 

assessed. 

Adapt the math coach model to enable support 

for 30 schools. 

● 

Assessment for, as and of learning will 

direct instruction in all classes. 

The principles and practices of Growing Success 

policy and administrative procedures continue to 

be a priority in the BIPSA and SIPSA and in our 

staff development programs. Significant 

evidence of teachers implementing assessment 

for, as and of learning observed through 

walkthroughs, School SelfAssessment, SIPSA 

review and District Reviews. 

Student Work Study Teachers (SWST Level 3 

4) will offer support to schools in their work 

supporting Level 3 to 4 progress. 

Formal system IEP audit will be completed in the 

fall.

● 

All elementary schools will ensure that 

teachers are using mathematical 

processes and 3part lesson design in 

their Math programs. 

○ Continue the elementary and 

secondary Math coaching. 

○ Continue the math professional 

○ 

6 Math coaches support 12 elementary schools. 

Schools are going deeper with the 3 part lesson 

design to elicit the mathematical processes 

involved in activating, developing and sharing 

student's mathematical thinking. 

Professional development through school support 

development focus through CILM and and institutes is focused on mathematics 

SIM Numeracy clusters. 

Continue the School Work Study 

Teachers (SWST) project – (Level 

3 to 4 focus) 

knowledge for teaching and learning 

mathematics (content knowledge, pedagogy and 

pedagogical content knowledge) with specific 

emphasis on the consolidation phase of the 3 part 

lesson. 

22 schools are involved in Collaborative Math 

Inquiry. 40 Schools are involved in Schools in 

the Middle (SIM) work: (11 of which are French 

Immersion schools.) 

There are 15 schools involved in SWST, 

focusing on moving student work from Level 3 

to Level 4. 

● 

Review IEP effectiveness on an ongoing 

basis to ensure students are meeting 

their expected learning goals. 

Informal IEP monitoring ongoing

Goal 3 

Every student will learn in a safe and inclusive school environment. 

Targets 

■ By 2016, elementary students will report an average of 8.7/10 of feeling safe at school (a rise from 8.3/10). 

■ By 2016, secondary students will report an average of 8.6/10 secondary of feeling safe at school (a rise from 8.2/10). 

■ By 2016, the number of elementary students who report experiencing moderate or severe bullying in the TTFM survey will decrease by 5% 

points (currently 25%). 

■ By 2016, the number of secondary students who report experiencing moderate or severe bullying in the TTFM survey will decrease by 4% 

points (currently 18%). 


● 

Revise policy, procedures and resources During the 201213 school year, training was 

to facilitate the implementation of Bill 13. provided to staff regarding the components and 

(Accepting Schools Act) 

implementation of Bill 13. Training sessions took 

place at the October Safe Schools Conference, April 

FOS meetings, school based staff meetings and the 

April PD Day. Administrators were provided with an 

online training module to enhance their presentations 

to their staff. 

In addition, Safe and Inclusive Schools policies, 

procedures and resources have been revised in order 

to support the implementation of Bill 13, such as:: 

Safe and Inclusive Schools Policy 

Positive School Climate Admin Procedure 

Bullying Prevention and Intervention Admin Procedure 

Suspension and Expulsion Admin Procedure 

HDSB Code of Conduct 

Promoting Positive School Climate 

The following documents will be revised in 

the Fall of 2013: 

Bullying Prevention and Intervention Guide 

Progressive Discipline Guidelines 

The newly developed Board Bullying 

Prevention and Intervention Plan Fall launch . 

Assessment of current practices/programs 

related to Mental Health. 

Development of a Mental Health Strategy 

● destigmatize mental health 

● increase mental health literacy across 

the system 

● define pathways to care within the 

system and in the community 

Increase the level of CYC support to 

elementary schools. 

Implement strategies outlined in the Ministry 

Equity Strategy and the HDSB Policy. 

Develop and implement a systemwide 

Bullying Prevention and Intervention 

Strategy

● 

● 

Continue to implement and monitor 

Halton’s Promoting a Positive School 

Climate resource. 

Develop a comprehensive plan for the 

training and classroom /schoolwide 

implementation of the Seven Equity 

Lenses. 

“Promoting a Positive School Climate” resource was 

widely used by SSATs and Administrators to support 

a deeper understanding of the Developmental 

Assets. 

ongoing plan in place Equity Continuum is the 

informed resource 

Identify and implement Whole School 

Approach to Positive School Climate. 

Expand the PROPS program to another 

location. 

Use the Student, Staff and Parent responses 

from TTFM surveys to assess achievement 

of Safe and Inclusive Schools goals. 

● 

Continue the implementation of Safe 

Schools Action Teams. 

All Halton schools have assembled a Safe Schools 

Action Team comprised of an administrator, teacher, 

student, parent, and community representative. This 

year, many schools invited several students to join the 

team to ensure that student voice was well 

represented at the table. SSATs used Tell Them 

From Me data to develop SMART goals for their 

Bullying Prevention and Intervention Plans. Plans 

included prevention, intervention and support 

strategies, curricular connections, as well as training 

resources and outreach strategies for the school and 

community. The plans were shared with students, 

staff, school councils, and the community via the 

school website and newsletter.

Goal 4 

Every Kindergarten to Grade 3 student will receive intensive guided instruction in reading. Students who do not demonstrate movement 

towards their grade level target, will be assessed and supported by a second tier of support. 

Targets 

■ By 2016, 44% of students with special needs will achieve grade level reading skills as evidenced by June PM Benchmark data. 

■ By 2016, 75% of all Grade 3 students will achieve the provincial standard in reading on EQAO (a rise from 71%). 

■ By 2016, 100% of elementary principals and teachers will use a comprehensive literacy program incorporating phonemic awareness, phonics, 

fluency, vocabulary and comprehension. 

■ The Board wide early literacy strategy will use teacher and principal data tracking to ensure students advance to their appropriate reading 

grade level at a minimum. 


● 

● 

● 

● 

Program staff will train primary teachers 

in the use of the five pillars of reading 

instruction: phonemic awareness, 

phonics, fluency, vocabulary, and 

comprehension. 

The Board wide early literacy strategy 

will use teacher and principal data 

tracking to ensure students advance to 

their appropriate reading grade level. 

All elementary teachers will monitor 

student reading levels through running 

records, 

PM Benchmarks and DRA tracking 

(inputted into ESAT). 

Develop a BoardwideTier 2 response 

for struggling readers in the primary 

division. 

Program staff have provided four Literacy 

Institutes, two focusing on Guided Reading 

and two focusing on running records: all of these 

institutes addressed the five 

pillars. All institutes were filled to capacity. 

The two institutes currently running each 

have a wait list of over 80 teachers. 

Each elementary school has set up a data 

wall (or is in the process of setting it up) that 

is monitored by the principal and used by the 

K to 3 teachers for monthly discussion of 

what the data is telling them about the next 

strategic step for the individual students. 

Grade 1 to 6 teachers enter PM/DRA 

Benchmarks into ESAT and Grade 13 teachers 

use running records to monitor student reading 

levels. 

Leveled Literacy Intervention, a Tier 2 

Intervention is presently in 11 schools. All 

students have improved reading levles with 

almost all exiting the 16 week program at 

expected level. Grade 1 classroom teachers of 

LLI students are deepening their instructional 

and assessment strategies in reading. 

Literacy Institutes are planned for teachers in 

July. School Program Leaders will provide 

training in this area during PA days and in 

school sessions as booked by teachers and 

principals. 

Continue monitoring feedback from principals 

and teachers on the use of data to move 

student reading levels forward and continue with 

the use of data wall tracking. 

Continue PM/DRA Benchmark entries into 

ESAT. Train Grade 4 to 6 teachers in 

analysis and use of DRA data to improve 

student reading skills. 

The few students who do not reach the 

expected level in 16 weeks are referred to 

School Team to determine if Tier 3 special 

education support is needed. 

Expand the Intervention program into 10 

additional schools, totalling 20. 

Increase the capacity building for Kindergarten, 

Grade 1 and 2 teachers.

Goal 5 

Every student will receive researchbased instructional strategies, differentiated to the needs of students. 

Targets 

■ By 2016, elementary and secondary teachers will understand and implement effective instruction in the following areas: 

● direct instruction in Literacy and Numeracy 

● teaching through mathematical processes 

● differentiated strategies for Student Engagement 

● learning goals, success criteria, feedback 

● use of high level questioning and critical thinking skills 

● inquirybased learning 

● use of assistive and instructional technologies 


● 

Teachers will be trained and monitored 

in the use of Direct Instruction, Learning 

Intentions, Success Criteria Feedback 

and Differentiated Instruction. 

Itinerant Program staff have provided training in 

schools on Direct Instruction, Learning 

Intentions, Success Criteria and Differentiated 

Instruction. 

Itinerant Program Leaders have provided 

training and support to all schools in Assessment 

and Evaluation practices. Use of Ministry 

technology resources to deepen teacher capacity 

in both areas is a strong focus in the Program 

Department. Monthly program newsletters are 

provided to principals to support their work in 

these areas with their staff. 

Continue the staff development and focus on 

researchbased instructional strategies (e.g. 

inquirybased learning, differentiated instruction) 

with all elementary and secondary teachers. 

Provide math technology to support 

differentiation for students . 

Continue to increase the number of students with 

the capacity to use Assistive Technology in their 

learning. 

● 

● 

Implement Growing Success 

Assessment & Evaluation practices in 

all Halton District School Board 

classrooms. 

Continue training for students and 

teachers in effective use of assistive 

technology in the classroom 

The focus of staff training continues to be the 

Professional Learning Cycle targeting classroom 

teachers on Assessment For, Assessment As 

and Assessment Of learning as part of Growing 

Success. 

The extension of training in Smart 

Board/specialized software use to almost all Life 

Skills and CTP/FCP classes 

thirty summer camps for students run last 

Continue to explore and evaluate new 

technologies to support student learning. 

Continue to implement Inquiry Based Learning 

for Students and Teacher focused on 

Assessment For and As Learning.

summer by Bridges and Halton staff 

summer training for staff in July and August on 

both computerbased and ipadbased 

software/apps 

PDday inservice for secondary special ed 

heads on effective use of ipads for the 

secondary LD learner 

PDday inservice for secondary SC staff on 

alternative methods of access to all technologies 

ongoing schoolbased training for staff and 

students on laptops, iPads, SmartBoards and 

LiveScribe Pens 

inservice for both elementary and secondary 

staff on best practices for preparing students to 

write EQAO with AT 

inservice for teachers of core and immersion 

French on assistive technology in French

STAFF 

Goal 1 

Staff will participate in collaborative, supportive and inclusive working and learning communities focused on innovation and research. 

Targets 

● By 2016, the Board will approve an Employment Equity Policy. 

● By 2016, the principles of Employment Equity as delineated in the Policy will be integrated into the recruitment and promotion practices of the 

Board. 

● By 2016, schools and departments will have staff participate in a collaborative, supportive, inclusive learning community (PLC) with a work place 

environment focused on innovation and research that reflects the principles of equity. 


● 

● 

Develop an action plan for employment 

equity strategies. 

Develop an interview training program 

on equitable interviewing techniques. 

Board approved an Employment Equity Policy. 

The enactment of Regulation 274 has resulted in 

a hiatus of our plans re an Equity Hiring Strategy 

as we clarify our responsibilities under the Reg. 

Closing the gap for students in need includes the 

following: targeted funding for specific schools 

identified through the School Needs Index; 

eLearning courses and blended learning to 

further engage students in both panels; create 

innovative programs like the GOAL program 

(Get Outside And Learn) focused on disengaged 

grade 10 students; and attempting to engage 

dropouts with our Reengagement Strategy. 

Staff will begin the review of recruitment 

practices and hiring strategies with a view to 

compliance with our policy. 

Staff will continue these programs as well as 

focusing on Culturally Responsive 

Teaching:inclusive instruction; Developmental 

Assets;Think Kids (CPS); Restorative Practices 

Managers and Principals will be asked to 

formally recognize staff performance and 

achievements 

● 

Staff Learning Teams will focus on 

innovative, research based strategies to 

enhance student engagement and 

Student Success 

Principal Learning Teams on Literacy, 

Numeracy, Collaborative Strategies and Guided 

Reading meet regularly throughout the year led 

by principals/vps with expertise in these areas.

Goal 2 

Staff will support safe, respectful and inclusive relationships with students, staff, families and communities. 

Targets 

● By 2016, 100% of SIPSAs will reflect the work of Safe School Action Team with staff, students, families and communities to support and ensure 

safety, respect and inclusivity with help from system, school, and community leaders 

● By 2016, all system leaders will have the opportunity to attend training on inclusive recruitment strategies 


Develop a comprehensive plan for training 

system leaders on Equity Lens. 

In October 2012, teams from every school 

(admin and 2 teachers, SPD staff, Student 

Services staff approx. 350 participants) 

attended a fullday inservice addressing the 

equity lenses and introduced the Equity 

Continuum resource that aligns with the SEF. 

The Our Voices conference April 2013, focused 

on FNMI lens, poverty lens (SES) and the Equity 

continuum approx. 250 attended in school 

teams with admin and several teachers per 

school. 

April 2013 we also hosted the Aboriginal 

Education conference that featured Wab Kinew 

(8th Fire), and the Ministry Secondary Aboriginal 

teaching toolkit. 

In November 2012, we hosted the first inservice 

for our community partners (approx. 80 agendy 

personnel attended) addressing the equity lenses 

and the ongoing work in HDSB with respect to 

embedding equity throughout the curriculum and 

increasing staff understanding. 

Focus on a Positive School Learning 

Environment through inservice in the Fall 

featuring understanding and implementing the 

following: Culturally Responsive Teaching, 

Collaborative problem Solving, Developmental 

Assets and Restorative Practices 

Upcoming leadership conference focuses on 

Parent and Community engagement 

All staff responsible for instruction will be 

trained in Accessibility Awareness by December 

2013 as reported in ESS. 

Utilizing Epstein’s 6 Keys, provide training and 

support to increase parent/community 

engagement in targeted schools. 

School improvement plans reflect 

schools identified and selfidentified for support 

to increase parent and community engagement. 

The Our Kids Network and other regionwide 

initiatives focus on community engagement. 

The Equity and Diversity Roundtable has begun

deliberations with 30 different organizations 

represented including our Equity members. 

Halton Youth Justice partnership continues 

initiatives outlined by MCYS Youth Justice 

Division. 

AODA training 

All teachers, including occasional teachers and 

Registered Early Childhood Educators will be 

trained about Accessibility Awareness focusing 

on accommodations for students with special 

education needs during 2013. A powerpoint 

presentation of AODA, Integrated Accessibility 

Standard Regulation 191/11 and Accessibility 

Awareness has been designed and posted to 

ESS so staff participation can be tracked. 

Goal 3 

Staff will use systemic data to inform actions, and validate decisionmaking and resource allocation. 

Targets 

● By 2016, all system leaders will be trained on how to effectively use data to inform decision making 

● By 2016, 100% of principals will use data and other evidence in literacy and numeracy and safety and wellbeing to assess literacy and numeracy 

instruction in their schools 

● By 2016, 100% of primary and junior teachers will understand and use literacy and numeracy data to assess and modify their instructional and 

assessment strategies for student achievement 

● By 2016 the Board will use comparative provincial data, to reduce the number of losttime accidents by 5% (currently 1.79%) 


● 

● 

Superintendents will be provided with 

valueadded data on performance of 

schools 

Elementary principals will use data walls 

to monitor and improve student 

achievement. 

Superintendents provided with School by School 

value added analysis. Value added analysis 

explained in Director’s Annual report. 

The data wall process is in place within most 

schools. The majority of these schools have 

dynamic data walls where the teachers and 

principals use student data to move student 

reading skills forward. 

Continue practice for Intermediate years 

analysis. 

Continue to collect feedback on the use of data 

walls. (Example of one principal statement: 

“This is the most amazing strategy I have ever 

seen.” Compare year end benchmarks to 

previous year’s benchmarks.

● 

Plan to increase staff awareness and 

effectiveness in working with newcomer 

families. 

Meetings with 56 newcomer families to support 

grade 8 to 9 transitions explaining the secondary 

system and writing the transition plan family, 

student, ESL teacher, Youth Settlement 

Workers, classroom teachers and Newcomer 

Transitions IPL plus Secondary ESL IPL leading 

the meetings. Participated in pathways evenings 

and spoke with close to 40 parents each night. 

ESL teacher inserivce over several sessions this 

year with a focus on reception, orientation, how 

to support newcomer parents and STEP 

resource. Many presentations at staff meetings 

about Equity and Inclusion always touching on 

engaging newcomer families the YSWs. Several 

newcomer parents evenings were run this year 

for newcomer parents, YSWs and school staff. 

One parent commented “Very Informative. 

Cleared up worry questions.” “Thanks, just 

meeting other newcomer parents and staff helps 

us feel connected.” 

Continue to provide transition meetings at all 

transition points. 

Continue with newcomer parent evenings 

addressing a variety of topics suggested by the 

families. 

Schools with significant newcomer families will 

be targeted for extra support.

System 

SYSTEM 

Goal 1 

● The Halton District School Board will integrate proactive and strategic communications with the Board’s initiatives and achievements 

in order to increase public confidence and understanding. 

Targets: 

● By 2016, all administrators, trustees, managers and project leaders will be provided with resources to assist in determining audiences, 

appropriate methods of communication and key messages for all communications initiatives and purposes 

● By 2016, all communications plans will include a method of evaluation for short and longterm monitoring and appraisal to ascertain success in 

achieving communication goals 


● 

● 

● 

● 

Review current communication 

guidelines and revise as appropriate to 

include both print and electronic 

communications strategies and protocols 

and to integrate branding and practices 

for use by all departments. 

Incorporate strategies and concepts 

resulting from investigation of other 

school boards’ and districts’ 

communications initiatives as 

appropriate. 

Use research of other school 

boards’/districts’ to review evaluation 

strategies re: monitoring and assessment 

of communications plans/initiatives. 

Create expectations/standards for 

communications processes to ensure 

audience needs are addressed. 

● 

● 

● 

● 

● 

● 

Increased use of Twitter as communication 

tool; Board initiated podcasting of regular 

Board meetings 

Creation of administrative procedures for 

social media; review/revision of other 

communications related admin procedures 

initiated reorganization of committee page 

on website to provide for more frequent and 

organized posting of committee agenda and 

minutes; additional discussion with trustees 

re: use of trustee pages 

Participation in CACE and OPSBA 

communications workshops and 

professional development; networking and 

sharing with fellow communications 

professionals 

Preparation for communications audit (input 

into scope, assist with successful vendor as 

required) 

Communications Style Guide shared with 

key staff members for improved 

branding/compliance 

● 

● 

● 

Consideration and implementation of 

Communications Audit recommendations 

Continue review (and revise as required) of 

Communication policy and related 

Administrative Procedures\ 

Finalize review of communication guidelines, 

administrative procedures, including 

development of checklists for 

communication standards and evaluation

Goal 2 

● The Halton District School Board will plan, provide and maintain facilities as safe, accessible, comfortable and engaging learning 

environments for all students and staff. 

Targets: 

● By 2016, the Halton District School Board will develop an annual maintenance plan to: 

● identify a cycle of infrastructure upgrades to reduce the frequency of disruptions to classroom instruction and work environments; 

● identify a cycle of renewal to address equity of program functionality in all schools; 

● provide functional equity for programs in all schools; 

● respond to all items reported by Health and Safety within the regulatory timelines. 


● 

Maintenance department to develop and 

populate a report mechanism to record 

disruptions to instructional services. 

Facility Services has recorded cases of power 

failure, heating failure etc. that have caused a 

disruption to classroom use. From Sept April 

there were 3 case, one was a vehicle that 

crashed into the building. Two for mold 

remediation. 

Continue to track the occurrences. 

Identify the cause of the failure, take any 

preventative steps necessary to reduce the 

cases. 

Annually report on the planned list of projects. 

● 

● 

● 

Maintenance department to provide an 

annual report on the planned Renewal 

projects and the selection criteria. 

Review the ‘program’ Renewal plan to 

determine the magnitude of the current 

and projected short fall. 

A report on Renewal project was presented to 

the Board. 

This review was done as part of the ‘Close the 

Gap’ preparation. 

Move forward with the proposed “Close the 

Gap” program that targets older school needs. 

Continue to prepare and monitor the outcome of 

the H&S inspections. 

● 

Generate a published response to the 

Health and Safety reports generated at 

each site. 

The responses to the site inspections are 

recorded as part of the H&S program by HR.

Goal 3 

● By 2016, the Halton District School Board will provide and maintain a technology infrastructure to engage and support 21st century 

learning for all students and staff. 

Targets: 

● By 2016, WiFi connectivity will be provided in 95% of our portable classrooms, and in 99% of our school building classrooms and all school 

libraries (currently 80% and 0%). 

● Develop an annual plan that will maximize the efficient use of technology. 

● Within the next four years, 60% of our classrooms will be "Bring IT" classrooms (currently in pilot) 


● 

○ 

Maximize Efficient Use of 

Technology 

○ Technology Replacement – replace 

computers that are 89 years old 

within our schools 

projected surplus) 

○ Research document 

imaging/workflow solution 

Bring IT Classrooms 

○ Offering alternative staff learning 

opportunities and resources (e.g., 

online learning, recorded video, 

webinar or regular 'dropin' 

afterschool sessions where you can 

get IT expert help). (see Vision 

Details Alternative Staff Learning) 

Board approved $700,000 technology rollout. 

Schools have ordered equipment 

Enterprise Content Management (ECM) 

consultant reviewed needs and developed 

recommendations. Board reserved $550,000 for 

a solution 

Board approved Bring I.T proposal to start in 

201314 school year. This year we have been 

providing Bring I.T sessions and preparing for 

Bring I.T rollout 

Development and implementation of the Halton 

Cloud and myHDSB for students provide critical 

tools for Bring I.T. 

Technlogy rollout will be completed by August 

31, 2013 

ECM recommendations including establishing 

advisory committee, developing classification 

system and retention schedules and system 

acquisition will be followed 

Board approved over $2,000,000 in annual 

School funding plus two additional central staff 

will see the rollout of Bring I.T to 60% of our 

classroom starting in 201314 to 201718. 

Continue to provide training and support for the 

Halton Cloud. 

Review the impact of Students supporting ICT 

through the GPP300 course 

○ 

Explore and expand the use of 

students to provide ICT support and 

help where possible. 

The Grade 11 Leadership and Support course 

(GPP300) has been developed and will available 

as an Elearning course for September 2013. 

The practicum component of the course will 

focus on ICT support

Goal 4 

● 

By 2016, the Halton District School Board will optimize the resources and learning environments through innovative program 

delivery models and partnerships. 

Targets: 

● By 2016, the Halton District School Board will development and implement a system innovation strategy. 


● 

● 

● 

● 

● 

Develop an Administrative Procedure 

that establishes the process and 

guidelines to be followed for community 

partnerships that involve enhancements 

to Halton District School Board 

programs and/or facilities. 

Revise the Fundraising Administrative 

Procedure to reflect Halton District 

School Board initiatives and that comply 

with Ministry parameters and guidelines. 

Revise the Corporate Sponsorship 

Administrative Procedure to reflect 

Halton District School Board initiatives 

and that comply with Ministry 

parameters and guidelines. 

Implement Electronic Funds Transfer 

(EFT) to facilitate payment and receipt 

of funds for activities that support our 

schools and system. 

Establish a fund in 201213 to support 

innovative instructional activities 

Administrative Procedure to reflect Ministry 

requirement regarding Facility Partnership 

Guidelines. Administrative Procedure to be 

reviewed by Administrative Council in May 2013 

Current Fundraising Procedure has been revised 

to reflect Halton District School Board initiatives 

and to comply with Ministry parameters and 

guidelines. 

Intent was to revise HDSB Corporate 

Sponsorship Administrative Procedure to reflect 

revised Ministry parameters and guidelines. At 

this point in time, the Ministry has not finalized 

these parameters and guidelines. 

An action plan has been developed to implement 

EFT with our vendors. A review of our financial 

system infrastructure requirements and banking 

requirements is currently underway. It is 

expected that Phase 1 (pilot) will begin this 

summer 

Director has dedicated $50,000. to Innovative 

Fund Strategy. 17 schools applied for the 

funding, seven received funds and innovative 

projects are currently underway. 

Administrative Procedure to be reviewed by 

Policy, Bylaw and Governance Committee. 

Revised Fundraising Procedure to be reviewed 

by Policy, Bylaw and Governance Committee. 

We will continue to monitor Ministry direction 

regarding Corporate Sponsorship parameters and 

guidelines. 

Monitor and assess the results of Phase 1 to 

determine if changes are required before 

proceeding with remaining vendor payments 

Continue the Innovative Strategy. 

Monitor the work in the 7 Innovative Project 

schools.

TO: 



FROM: Nancy McNeill, Trustee, Milton Wards 1, 6, 7 & 8 

RE: 

Student Trustee Policy 


Date: May 30, 2013 


Warrant: 

Policies of the Halton District School Board require periodic review to ensure they are compliant with 

legislation and up to date. 

RECOMMENDATION: 

Be it resolved that the Halton District School Board approve the Student Trustee Policy 

as appended to Report 13084, and that the policy be reviewed following the Student 

Trustee elections in 2014. 

Rationale: 

In order to encourage more student involvement in Halton District School Board Student Senate, 

Student Trustees and Senators have reviewed the Student Trustee Policy. This review was done taking 

into consideration The Ontario Ministry of Education’s Regulations 7/07 and 298, the Halton District 

School Board’s current policy and Halton District School Board’s Board By-Laws. 

The proposed changes to the Student Trustee Policy were reviewed by a working group consisting of 

the Student Trustee Mentor and Student Trustee Mentor alternate, Chair of the Board and Vice-chair 

of the Board and recommended further revisions. The Policy, By-law and Governance committee 

subsequently reviewed the Student Trustee Policy and approved the final version as attached to this 

report. 


_____________________ 

Nancy MacNeill, 

Trustee, Milton Wards 1, 6, 7 & 8 

48

BOARD OPERATIONS 

POLICY NO. GOV-08-C 

Adopted 

Last Revised 

Review Date 

STUDENT TRUSTEES 

1. OBJECTIVE 

The Halton District School Board (HDSB) is committed to involving students in the educational 

decision-making process and supports student trustees as representatives of the interests of 

students within the Board. The Halton District School Board recognizes the important of the student 

voice in the Board’s decision-making process. Thus, the Halton District School Board is committed to 

providing that student voice through the appointment of Student Trustee(s) to the Board of Trustees. 

2. DEFINITIONS 

Student Trustee: A student trustee is an elected student representative to the Board of Trustees 

annually, as mandated by the Education Act. 

Student Senate: The student senate is a body of student leaders established by the Board and 

elected by students. The senate is made up of student representatives, each elected from Board 

schools. The student senate acts as an advisory council to the student trustees. 

3. POLICY STATEMENT 

3.1 Student Involvement 

a) The Board recognizes the benefits which accrue when students are involved in the 

educational decision-making process. The position of student trustee is established to 

enable students to participate in Board governance. 

b) The Board expects that students who serve as student trustees will bring student 

perspectives to Board discussions; will bring to the Board an increased awareness of 

issues of concern to students; and will foster effective communication between the Board 

and students. 

3.2 Qualifications 

The Board shall provide for the appointment of a minimum of one and a maximum of two 

student trustees to the Board of Trustees. To be eligible for the role of student trustee, 

students must: 

a) be entering or enrolled full-time in the senior division (grade 11 or 12) of a secondary 

school within the jurisdiction of the Board or be an exceptional pupil in a special education 

program for whom the Board has reduced the length of the program under subsection 3 

(3) of Regulation 298; 

b) be a pupil of good standing at an HDSB school for the entire school year of his/her 

appointment; 

c) have demonstrated an interest or prior involvement in school, co-curricular, and/or 

community activities; and 

d) have written consent from both their Principal and parents/guardians (if under 18 years of 

age).

3.3 Election of Student Trustees 

a) The Student Trustee(s) shall be elected by the students of the Halton District School 

Board no later than April 30 of each school year. 

b) A notice shall be sent to each secondary school student not later than February 15 inviting 

qualified students to indicate their desire to be considered by the Board for appointment as 

Student Trustee on the Halton District School Board. 

c) Interested students shall be invited to a Student Trustee candidates’ meeting to gain 

further information on the role of Student Trustee and to provide an opportunity to address 

questions or concerns regarding the role to the current Student Trustees. 

d) Candidates shall be asked to provide the following information to the current Student 

Trustees and the Director: 

• Reasons for seeking the position; 

• Background, interests, qualifications, experience, concerns; 

• Any other pertinent information (discretionary). 

e) All campaigns run by Candidates shall follow Board policy. Candidates shall be provided 

with an instructional package outlining the regulations of the campaign. 

f) Candidates shall be invited to create an online campaign for their candidacy. 

g) Candidates shall be provided the opportunity to use Board resources (as approved by the 

Director) to promote their campaign. 

h) There will be one week of electronic voting at each school that is eligible to vote. 

i) All students in grades 7-12 in the Halton District School Board shall be provided the 

opportunity to vote electronically for the Student Trustees through their school. 

j) The votes will be tabulated at the Board office under the supervision of the Director. The 

candidate receiving the most votes from a school will become that school’s vote. 

k) Each elementary school’s vote will receive a weight of 1 (one). Each secondary school’s 

vote will receive a weight of 4 (four). 

l) In the event of a tie, whereby the top 2 candidates cannot be determined, the tie shall be 

broken by the drawing of names of the candidates who are tied, under the supervision of 

the Director. 

m) The Student Trustees shall advise the Board as soon as possible following an election of 

the names of the Student Trustee(s) elected, and the Halton District School Board shall 

provide the Ministry of Education with these names, not later than 30 days after the 

election. 

3.4 Participation of Student Trustees 

a) Participation shall be in accordance with the Education Act and attendant regulations. 

b) Student trustees may participate in all public Board discussions and be recognized by the 

chair. 

c) Student trustees may participate in in-camera meetings of the Board, except when dealing 

with the disclosure of intimate, personal or financial information in respect of a member of 

the Board or committee, an employee or prospective employee of the Board, or a student 

or his or her parent or guardian. 

d) A student trustee is not a member of the Board and is not entitled to exercise a binding 

vote on any matter before the Board or any of its committees. 

e) A student trustee is entitled to require that a matter before the Board or one of its 

committees on which the student trustee sits be put to a recorded vote, and in that case 

there shall be: 

• a recorded non-binding vote that includes the student trustee’s vote; and 

• a recorded binding vote that does not include the student trustee’s vote. 

f) A student trustee is not entitled to move a motion, but is entitled to suggest a motion on 

any matter at a meeting of the Board or of one of its committees on which the student 

trustee sits, and if no member of the Board or committee, as the case may be, moves the 

suggested motion, the record shall show the suggested motion.

3.5 Board and Committee Agenda Packages 

The Board shall ensure that student trustees receive and have an opportunity to review 

regular copies of the public session of the Board and Board committee agenda packages in 

accordance with Board policy and procedures. Furthermore, Student Trustees will receive and 

have an opportunity to review copies of the private session agenda package, with reports 

regarding intimate, personal or financial information in respect of a member of the Board or 

committee, an employee or prospective employee of the Board, or a student or his or her 

parent or guardian omitted. 

3.6 Responsibilities of Student Trustees 

Student trustees must perform duties and responsibilities as follows: 

a) regularly attend all public Board meetings; 

b) be knowledgeable about and willing to comply with Board policies and procedures; 

c) attend and participate in Board standing committees whenever possible; 

d) serve as the co-chairs of the student senate; 

e) consult with and keep the student senate informed about Board issues of interest and 

concern to students; 

f) represent the views of students when participating in Board discussions; 

g) demonstrate confidentiality and discretion at all times; and 

h) undertake a mentoring role with the student senate. 

3.7 If attendance at a Board or committee meeting is not possible, the student trustee shall notify 

the director of education and Chair. Attendance of the student trustees does not affect the 

quorum. 

3.8 Student trustees require the approval of the Director and/or Chair for: 

a) the use of Board resources and opportunities for training; 

b) the use of outside media and system-wide communications; and 

c) all expenditures related to student trustees. 

3.9 Mentor/Advisor 

a) A Trustee and alternate, as designated by the Board’s striking committee, shall serve as 

mentors/advisors to the student trustees. 

b) Orientation for the newly-elected student trustees shall be provided by the outgoing 

Student Trustees prior to the end of the previous school year for which the Student 

Trustees have been elected. The Chair of the Board and the Director of Education or 

designates will also provide additional training prior to the regular meeting of the Board in 

September. During their term, student trustees may request additional information or 

assistance, as required. 

3.10 Term of Office 

a) The term of office for student trustees shall be August 1 in the year of election to July 31 

of the following year, with the student trustees commencing office following their election 

by the student senate and approval by the Board. 

b) Student trustees shall normally occupy the position for a one-year term. However, a 

student trustee can stand for re-election for one further one-year term providing he/she 

continues to meet all qualifying requirements.

3.11 Vacancies 

In the event that one or more of the student trustees is not able to complete the term of office, 

the candidate who received third-place in the previous Student Trustee election shall be asked 

to fill the vacancy. In the event that there is no third-place candidate, the vacancy shall not be 

filled. 

3.12 Resources and Training, Honorarium, and Reimbursement of Expenses 

a) Student Trustee(s) shall have the same status as a Board member with respect to access 

to Board resources and opportunities for training and professional development. 

b) Student Trustee(s) shall receive the maximum honoraria outlined in the Education Act 

and/or regulations issued thereunder. 

c) If a Student Trustee holds office for less than a complete term of office, the honoraria shall 

be prorated according to the proportion of the term for which the Student Trustee held the 

position. 

d) The Halton District School Board shall reimburse Student Trustees for reasonable out-ofpocket 

expenses. Such reimbursement of expenses shall be in accordance to the same 

rules that govern the reimbursement of Board members’ expenses. Receive input from 

Lucy re: the wording of this sentence. 

e) Student Trustee(s) shall be provided a Board Computer and printer. Student Trustees 

may choose to have a Board Assigned Mobile Cellular Device (BAMCD) or be reimbursed 

on a monthly basis for the use of their personal cell phone at an amount not to exceed the 

current Board plan. The Laptop, printer, or BAMCD may be purchased by the Student 

Trustee(s) at the end of their term of office at fair market value, or returned to the Halton 

District School Board. 

3.13 Co-operative Education Credit 

a) Due to the time commitment inherent in the position as student trustee, the student 

trustees may submit a request to the principal prior to the commencement of their 

participation to be considered eligible for obtaining a co-operative or community service 

credit. 

b) The principal, at the principal’s discretion, will determine such eligibility. 

Legal References: 

Education Act, section 55 Student Trustees 

Ontario Regulation 7/07 Student Trustees 

Ontario Regulation 298 Operation of Schools—General 

Board References: 

Board By-Laws 

Board Policy GOV-08-D Student Senate

TO: 

FROM: 

RE: 




Lucy Veerman, Superintendent of Business Services 

Halton Student Transportation Services – Update on Status of Consortium 


Date: May 28, 2013 


Warrant: 

The purpose of this report is to provide the Board with an update on the transition to a two Board, Halton District 

School Board and Halton Catholic District School Board Transportation Consortium. Report 13013, which 

identified a new HSTS consortium structure, was presented to the Board in February 2013 (report attached). The 

recommendation contained in this report was referred to the Policy, By-law and Governance Committee. The 

Committee amended the recommendation as follows: 

Report 13039 (report attached): 

M13-0059 

Be it resolved that the Halton District School Board approve the amendments to the new HSTS 

consortium structure identified in Appendix A, as amended, effective September 1, 2013, and that the 

Director of Education and Superintendent of Business be authorized to facilitate an agreement with the 

consortium partners, consistent with the revised Appendix A. 


Be it resolved that the Halton District School Board approve the new HSTS consortium structure identified 

in “Appendix A – Revised May 2013”, effective September 1, 2013, and that the Director of Education and 

Superintendent of Business Services be authorized to execute all related documentation required for the 

transition. 

Background: 

The Directors of Education and Superintendents of Business from the Halton District School Board and Halton 

Catholic District School Board met on several occasions to review the amendments identified by the Policy, Bylaw 

and Governance Committee, and facilitate an agreement amongst the consortium partners. The changes 

identified in “Appendix A – Revised May 2013” are a result of these discussions. The changes identify HCDSB 

Trustee (Chair) to the Board of Directors (and Management Committee) and expand the attendees at the Annual 

General Meeting and Planning and Consultation Meeting from the Chair (or designate) to all Trustees. 

Conclusion: 

The approval of the governance structure is the first step in the process to enact the required changes to the 

HSTS Consortium resulting from the withdrawal of the French-Language School Boards effective August 31, 

2013. The next steps in the process include updating the Consortium By-laws, membership agreement, and 

completing all required corporate filings. The Board of Directors will meet in early September to continue with 

the transition. 


(signed) 

______________________________ 

Lucy Veerman 

Superintendent of Business Services 

___________________________________ 

David Euale 


53

“Appendix A – Revised May 2013” 

Changes noted in greyscale. 

HSTS – Update to Recommended Structure per Policy, By-Laws and Governance Committee 

(February 2013). 

Issue Current Structure to August 31, 2013 Recommended Changes Effective 

September 1, 2013 

School Boards Halton District School Board (HDSB) 

Halton Catholic District School Board 

(HCDSB) 

Conseil scolaire Viamonde (CSV) 

Conseil Scolaire de district catholique du 

Centre-Sud (CSDCCS) 

Halton District School Board (HDSB) 


(HCDSB) 

Board of Directors 

(Management 

Committee) 

Annual General 

Meeting (approval of 

annual report) 

Planning and 

Consultation 

Meeting 

Appeal Process 

Superintendent of Business – HDSB 

Superintendent of Business – HCDSB 

Superintendent of Business – CSV 

Superintendent of Business - CSDCCS 

Attendees: 

Director of Education – HDSB 

Director of Education – HCDSB 

Director of Education – CSV 

Director of Education – CSDCCS 





Any questions/concerns are channelled 

from the Director and Superintendent of 

Business Services to the HSTS. 

Process for Appealing Decisions 

(HS028) 

(1) Appeals (in writing) directed to 

the Manager of HSTS. 

(2) Manager of HSTS will assess the 

complaint within 15 working days 

and provide written response 

(3) If the appellant is still not 

satisfied, he or she may appeal the 

decision in writing to the 

54 





HDSB Trustee 

HCDSB Trustee (Chair) 

Attendees: 

Management Committee (Board of 

Directors) 

Replace: 

HDSB Chair (or Trustee designate) 

HCDSB Chair (or Trustee designate) 

With: 

All Trustees invited to attend 

Annual meeting 

Progress report for current year 

Planning and input for following year 

Attendees: 

Management Committee (Board of 

Directors) 

Replace: 



With: 

All Trustees invited to attend 


(1) Appeals (in writing) directed to the 

Manager of HSTS. 




(3) If the appellant is still not satisfied, 

he or she may appeal the decision 

in writing to the Management 

Committee.

Management Committee of 

HSTS, which will assess the facts 

and render its decision in writing 

within 30 working days. The 

appellant will be notified in 

writing of the final decision. 

(4) Management Committee will 

review background information 

provided by the General Manager 

of HSTS within 15 working days 

(5) Management Committee will 

render a final decision consistent 

with existing board(s) 

transportation policy 

(6) Trustee alternate will be required if 

appeal is within the area of 

jurisdiction of the Trustee 

designate 

(7) Summary of appeals reviewed and 

resulting resolution will be 

presented to the respective Board 

of Trustees for information. 

55

TO: 

FROM: 

RE: 




Lucy Veerman, Superintendent of Business Services 

Halton Student Transportation Services – Status of Consortium 


Date: January 30, 2013 


Warrant: 

The purpose of this report is to provide the Board with an update on the transition to a two Board, 

Halton District School Board and Halton Catholic District School Board Transportation Consortium. 


Be it resolved that the Halton District School Board approve the new HSTS consortium 

structure identified in Appendix A, effective September 1, 2013, and that the Director of 

Education and Superintendent of Business Services be authorized to execute all related 

documentation required for the transition. 

Background: 

On August 31, 2012, the Halton Catholic District School Board (HCDSB), Halton District School 

Board (HDSB), and Halton Student Transportation Services received a letter from both the Conseil 

Scolaire Viamonde (CSV) and the Conseil Scolaire de district Catholique du Centre-Sud (CSDCCS), 

indicating that they would be withdrawing from the HSTS consortium as of June 30, 2013. 

The letter states the primary basis for this withdrawal, as the “additional administrative burden 

because of its large territory” each French Board covers. Both CSV and CSDCCS believe moving 

their transportation needs to the ‘Francobus’ French-language consortium, who currently services the 

areas surrounding Halton Region, would reduce this burden and be a natural transition. In addition, 

the letter indicates that the secondary reason for the withdrawal is “one of fiduciary duty to our 

respective boards.” The Boards are concerned “the Halton Student Transportation Services has not 

yet achieved its high rating in the Ministry (of Education) led Effectiveness and Efficiency (E&E) 

Review”, and their transportation funding could potentially be reduced. 

The Ministry of Education Memorandum 2006:SB13 (Appendix B) set out the requirements for the 

Transportation Consortia. The memo required at a minimum, that coterminous English-language 

School Boards participate in a consortium, either through full partnership or purchase of service. The 

Ministry also acknowledged the unique challenges in delivering student transportation by the 

French-Language Boards, and therefore allowed these Boards to create their own French-language 

consortia with coterminous French-language Boards, in this case the ‘Francobus’ French language 

Consortium. 

The Board approved HDSB participation as a full member of the Halton Transportation Services 

Consortium in January 2007 (Report 07003). The report also detailed the Consortia Plan 

Submission, as required by Ministry Memorandum 2006: SB13, which identified School Board 

Information, Governance Structure, Consortium Operations, and Transportation Planning. 

56

Report 13013 page 2 

In September 2008 and March 2009, the Board approved recommendations regarding harmonization 

of transportation eligibility distances for elementary and secondary students respectively. With 

approval of these motions, the distance criterion is now harmonized for all students in grades 1-8 

(1.6 km) and secondary students (4.0 km) regardless of which school/board they attend in the Region 

of Halton. 

HSTS underwent an E&E Review in July 2009, to which an overall rating of ‘Moderate’ was 

received. Recommendations from this review have been implemented or are currently being resolved. 

It is expected that these improvements will yield an improved rating of ‘High’ at the follow-up E&E 

review. The date for the follow-up E&E review has not yet been confirmed, however it is anticipated 

that it will occur within the next 18 months. 

Rationale: 

The withdrawal of the French-Language Boards will result in amendments to the HSTS governance 

structure, by-laws, and agreements. To better understand the implications and process of the French- 

Language School Boards’ withdrawal, HSTS Management Committee requested a legal opinion from 

Mr. Anthony Rosato (Keel Cottrelle LLP), the HSTS solicitor, as to the required steps in updating 

HSTS corporate documents and the required corporate actions to legally restructure the consortium. 

A summary of the recommended structure is included in Appendix A. In addition to the required 

corporate actions and structure, the recommended structure (effective September 1, 2013) includes a 

new meeting, planning and consultation, and appeal structure that will allow a greater presence by 

each member Board. Additional rationale includes: 

Meeting Structure: 

Increase the number of general meetings from one (1), being the Annual General Meeting 

(AGM), to two (2), to include a new mid-year planning and consultation meeting that will include 

a progress report for the current year and provide a vehicle for input on issues for consideration 

in delivery of transportation services. A Trustee designate from each board is recommended to 

participate in these meetings. 

Ad Hoc Appeals Committee: 

Implement an Ad Hoc Appeals Committee to adjudicate appeals where the appellant is not 

satisfied with the decision provided by the General Manager of HSTS. In addition to the 

Management Committee representatives, the Ad Hoc Appeals Committee would also include a 

Trustee designate from both boards. 

Conclusion: 

The planned departure of the French-Language School Boards from the HSTS consortium will result 

in a detailed examination of all financial and operational implications including routing, timing, and 

bell times. HSTS staff has already begun their examination of transportation routing, timing, and bell 

times and expect to have a summary report on the efficiencies and financial implications in the near 

future. Once available, this information will be presented to both the HDSB and HCDSB Boards of 

Trustees. 


(sogned) 

______________________________ 

Lucy Veerman 


___________________________________ 

David Euale 


57

HSTS – Comparison of Former and Recommended Structure 

Appendix A 



School Boards Halton District School Board (HDSB) 


(HCDSB) 


Conseil Scolaire de district catholique du 

Centre-Sud (CSDCCS) 



(HCDSB) 


(Management 

Committee) 


Meeting (approval 

of annual report) 

Planning and 

Consultation 

Meeting 






Attendees: 









Any questions/concerns are channelled from 

the Director and Superintendent of Business 

Services to the HSTS. 

Process for Appealing Decisions (HS028) 




complaint within 15 working days and 

provide written response 

(3) If the appellant is still not satisfied, he 

or she may appeal the decision in 

writing to the Management Committee 

of HSTS, which will assess the facts 

and render its decision in writing within 

30 working days. The appellant will be 

notified in writing of the final decision. 




Superintendent of Business - HCDSB 

Attendees: 





HDSB Chair (or designate) 

HCDSB Chair (or designate) 




Attendees: 





HDSB Chair (or designate) 

HCDSB Chair (or designate) 







(3) If the appellant is still not satisfied, 

he or she may appeal the decision in 

writing to the Ad Hoc Committee 

which will consist of the 

Management Committee and Trustee 

designate from each Board. 

(4) Ad Hoc Committee will review 

background information provided by 

the General Manager of HSTS within 

30 working days 

(5) Ad Hoc Committee will render a 

final decision consistent with existing 

board(s) transportation policy 



jurisdiction of the Trustee designate 

58

TO: 

FROM: 

RE: 



A. Collard, Chair 


A. Harvey Hope, Chair 

Policy, By-law and Governance Committee 

Proposed Changes to Transportation Consortium Structure 


Date: February 28, 2013 


Warrant: 

The purpose of this report is to summarize trustee direction regarding the management structure 

shared between the Halton District School Board and Halton Catholic District School Board on the 

Halton Student Transportation Services (HSTS) Consortium. 


Be it resolved that the Halton District School Board approve the amendments to the new 

HSTS consortium structure identified in Appendix A, as amended, effective September 1, 

2013, and that the Director of Education and Superintendent of Business be authorized to 

facilitate an agreement with the consortium partners, consistent with the revised Appendix A 

Background: 

At the February 6 meeting of the Halton District School Board, trustees approved a recommendation 

to refer discussions regarding changes to the Halton Student Transportation Services (HSTS) 

Consortium to a Policy, By-law and Governance Committee meeting. 

Prior to that meeting, Vice-Chair Kathryn Bateman Olmstead and Chair Amy Collard, met with 

Diane Rabenda, Chair of the Halton Catholic District School Board to discuss going forward as the 

two remaining partners in the transportation consortium, and the implementation of any structural 

changes to the management committee. 

Further, at the February 28, 2013 meeting of the Policy, By-law and Governance Committee, 

trustees reviewed “Schedule A” and discussed revisions to the management committee structure, 

with the most significant change being the inclusion of trustee representation on the committee. 

A revised “Appendix A” is appended for trustee consideration. 


__________________________________________ 

__________________________________________ 

A. Collard A. Harvey Hope 

Chair, Halton District School Board 

Chair, By-law and Governance Committee 

59

HSTS – Comparison of Former and Recommended Structure 

per Policy, By-Law and Governance Committee 

Revised Appendix A 



School Boards 


(Management 

Committee) 


Meeting (approval 

of annual report) 

Planning and 

Consultation 

Meeting 



Halton Catholic District School Board (HCDSB) 


Conseil Scolaire de district catholique du Centre- 

Sud (CSDCCS) 





Attendees: 









Any questions/concerns are channelled from the 

Director and Superintendent of Business Services 

to the HSTS. 

Process for Appealing Decisions (HS028) 






(3) If the appellant is still not satisfied, he or 

she may appeal the decision in writing to 

the Management Committee of HSTS, 

which will assess the facts and render its 

decision in writing within 30 working 

days. The appellant will be notified in 

writing of the final decision. 

60 



(HCDSB) 





Trustee – HDSB 

Trustee – HCDSB 

Attendees: 

Management Committee (Board of Directors) 






Attendees: 

Management Committee (Board of Directors) 









(3) If the appellant is still not satisfied, he 

or she may appeal the decision in 

writing to the Management 

Committee. 

(4) Management Committee will review 

background information provided by 

the General Manager of HSTS within 

15 working days 

(5) Management Committee will render a 

final decision consistent with existing 

board(s) transportation policy 



jurisdiction of the Trustee designate 

(7) Summary of appeals reviewed and 

resulting resolution will be presented 

to the respective Board of Trustees for 

information.


Date: May 27, 2013 


TO: 



FROM: D. Bower, Trustee, Burlington Wards 1 & 3 

RE: 

Employability Skills Certificate 

Warrant 

The Ontario Ministry of Education endorses Specialist High Skills Majors for students working towards 

their Ontario Secondary School Diploma. The Ministry does not currently have a Specialist High Skills 

Major for students working towards their Certificate of Achievement or Certificate of Accomplishment. 


Be it resolved that the Chair of the Board of Trustees of the Halton District School Board 

write a letter to the Minister of Education requesting the Ministry endorse the Halton 

District School Board’s Employability Skills Certificate as a provincial model for students in 

non-credit bearing programs 

AND that the letter request any necessary funding to implement this program; 

AND that the letter include the rationale outlined below; 

AND that a copy be sent to the Director of Special Education for the Ministry of Education 

and all other Board Chairs and Directors of Education throughout Ontario. 

Rationale 

The Halton District School Board has developed a secondary specialty program to “acknowledge 

and validate the skills that students in self-contained special education programs have when they 

leave high school…the ESC specialty program provides a focus on employability skills training as 

well as career sector specific training.” 

The “Special Education Transformation” [2006] document acknowledges that: 

“In a transformed system, special education programs and services would support a learning 

environment that enables students to acquire, demonstrate, and apply the knowledge and skills 

necessary to maximize their potential for success in school and beyond.” 

The Halton District School Board’s ESC specialty program is an excellent example of how a school 

board has taken the initiative to acknowledge that all students “would be engaged in learning and 

their achievements would be valued and recognized. Students would have access to the supports, 

services, programs….that they need so that they can achieve their potential.” [Special Education 

Transformation, page 5] 

61


The final recommendation in the Working Group document is that the Ministry of Education 

“Provide additional funds that would be targeted for innovation and research on effective practices 

for students with special education needs.” The ESC specialty program is an excellent opportunity 

for the Ministry to acknowledge and validate not only the recommendations from the Working 

Table on Special Education, but also their own strategies to school boards in Ontario through Safe 

Schools, Student Engagement and the Equity and Inclusive Education Strategy. 

Below is a chart comparing the Ontario Ministry of Education SHSM to the Halton District School 

Board Employability Skills Certificate. 

What a SHSM is; who they are for and how they can help* Ministry of Ed SHSM HDSB ESC 

Focus on a career path that matches their skills and √ 

√ 

interests. 

Complete a specific bundle of courses in the student’s √ 

√ 

selected field. 

Earn valuable industry certifications including first aid √ 

√ 

and CPR qualifications 

Gain important skills on the job with employers √ √ 

Heading for an apprenticeship, training, college, 

university or the workplace 

√ 

√ with the 

exception of 

Wanting to identify, explore and refine their career goals 

and make informed choices about their next steps after 

secondary school 

Gain important skills on the job with actual employers, at 

skills training centres and at school 

*All wording is from the Ontario Ministry of Education website. 

√ 

√ 

University 

√ 

The primary difference between SHSM and ESC is the requirement to earn specific senior level 

credits and to earn an Ontario Secondary School Diploma. The SHSM seal is put on the student’s 

diploma in recognition of their completion of the SHSM. The SHSM is not available to students 

whose program is primarily made up of non-credit bearing courses. The HDSB ESC provides 

opportunity and choice to those students who will receive either a Certificate of Achievement or a 

Certificate of Accomplishment. 

A SHSM seal (perhaps an “Employability Skills Seal”) on the student’s Certificate will provide 

equity in the recognition of extra effort for these students; acknowledge their additional learning 

and provide opportunities for future meaningful employment. 

√ 


_________________________________ 

Dianna Bower 

Trustee, Burlington, Wards 1 & 3 

62

TO: 



FROM: A. Harvey Hope, Trustee, Oakville Ward 3 

Chair, Policy, By-law & Governance 

RE: 

Governance Structure 


Date: May 29, 2013 


Warrant 

This report highlights two recommendations culminating from discussions at Policy, By-law and Governance 

Committee regarding a review and revision of the current governance structure. Consultant Janet Glasspool has 

undertaken an analysis and proposed reorganization of the Board’s policies and procedures. 


Be it resolved that the Halton District School Board approve a structure for Board policies that 

includes governance policies and framework policies as described in the appendices to Report 

13083, and 

Be it resolved that the Halton District School Board approve a structure for administrative 

procedures and supporting guidelines, implementation handbooks, and protocols as set out in 

this report. 


Be it resolved that the Halton District School Board authorize the Director to retain a consultant 

to proceed with work to implement the policy and procedure structure as outlined in the report. 

Rationale 

The appendices outline a proposed structure for the Halton District School Board’s policies and procedures, 

including supporting documentation (guidelines, implementation handbooks and protocols), as well as 

delineating responsibility for these items. 

The Board’s Policy, By-law and Governance Committee has met with the consultant, Janet Glasspool to 

review the proposal and pose questions regarding its implementation. The first recommendation is proposed 

by the Policy, By-law and Governance Committee as a means of initiating an effective structure to the 

Board’s policies and procedures. The second recommendation in this report is proposed by the Policy, Bylaw 

and Governance Committee as a move toward implementation of this new structure. 

Sincerely, 

____________________________________ 

A. Harvey Hope, Trustee, Ward 3 Oakville 

Chair, Policy, By-law & Governance Committee 

63


GOVERNANCE DOCUMENTATION 

Board Report May 29, 2013 

BOARD INITIATIVE 

Halton District School Board engaged a consultant to: 

review the current structure for governance documentation in Halton DSB; 

suggest a new structure for the documentation of governance; 

develop a format and process for new policy and procedure documents; and 

report to the Board’s Policy, By-Law and Governance Committee. 

THE CURRENT POLICY STRUCTURE 

Strengths: 

Much of Halton District School Board’s current policy structure is based upon a John Carver policy 

governance model adopted in 2001. This model separates issues of organizational purpose (ENDS) from all 

other organizational issues (MEANS), placing primary importance on the Ends. Policy governance boards 

monitor accomplishment of purpose, and only limit the staff's available means to those which do not violate 

the board's pre-stated standards of prudence and ethics. The model has strengths in defining role 

expectations with great clarity, delegating specific authority to the CEO, and thus preventing either Board 

rubber-stamping or micromanagement. 

Limitations: 

The exclusion of the Board from influence and involvement in “means” issues prevents the Board from 

providing broad system direction on key matters such as implementation of the multi-year plan. Also, the 

restriction seems to be inconsistent with Education Act directions that boards develop policy on certain 

issues (e.g., Student Code of Conduct and Student Assessment). 

The formality of the “ends” and “limitations” statements and the negative tone of the policies can make the 

Carver governance model difficult for all audiences to understand and challenging to implement. This is 

particularly true in a school board setting, where student achievement and well-being, not profit and loss, 

are the key focus; where stated values include relationships and ingenuity; and board members are more 

exposed to community concerns and suggestions than the directors of many corporate boards. 

Also, current governance documents are named and clustered in a way that makes it difficult to locate 

particular items. For example, a policy titled “Relationships” includes a list of things the director must not fail 

to do, and is found in the “Executive Limitations” policy group. 

PROPOSED STRUCTURE 

The proposed structure would include broad framework policies, along with a list of governance policies, to 

allow the Board to establish directions for Halton District School Board, assign authority, and establish 

controls that make Board accountability possible. Adoption of new Board governance and framework 

policies or revision of existing policies remains the responsibility of the Board. 

Board Governance Policies: 

Governance policies are foundational statements which provide guidance and direction for all activities 

within Halton District School Board; directions for how the Board itself is to function and how individual 

trustees are to conduct themselves; directions for the functioning of board committees and representatives; 

non-delegable matters such as policy-making, selection of the director of education, the director’s 

performance appraisal; and specific matters which the board has chosen not to delegate to the director. 

[See a list of proposed governance policies in Appendix A.] 

64

Board Framework Policies: 

Board framework policies provide broad direction for the effective operation of the Board and a support for 

consistent decision-making by the director of education and staff. Framework policies allow the Board to 

have direct influence on matters of significance to Halton ratepayers and parents. These policies contain 

focused statements of the Board’s intent, governing principles, or desired results related to the subject. The 

statements are broad enough to allow flexibility in dealing with diverse situations, while ensuring 

consistency across the system. [See a list of sample framework policies in Appendix B.] 

Board framework policies provide an appropriate balance between the responsibility of the Board to develop 

directing principles for the system, and the opportunity for the director of education to exercise professional 

judgement in the administration of the district. The director provides this documentation in administrative 

procedures and supporting documents (guidelines, implementation handbooks, and protocols). 

[See Appendix C for definitions of governance documents.] 

Director’s Administrative Procedures: 

The development of separate and distinct policy and procedural documents reinforces the distinction 

between the Board’s responsibility to govern and the director’s executive or administrative duties. 

The Board delegates to the director the right to develop administrative procedures to define the roles of 

the director and staff and to address all issues not governed by Board policy. The board can, at any time, 

take back under its own control any initiative previously delegated to the director by revising the 

delegation of authority policy, creating a framework policy, or through the passing of a motion. 

The director ensures that any change to Board policy is reflected in all the appropriate documents 

(administrative procedures, guidelines, implementation handbooks, protocols). The director is responsible 

for the implementation and review of administrative procedures. 

The director of education and designates will develop, implement, and monitor a comprehensive series of 

administrative procedures. The procedures must comply with legislated requirements; be consistent with 

Board policies, goals and priorities; provide system direction; and ensure the reasonably uniform 

application of the procedures by those staff members responsible for their implementation. 

[See Appendix D for a sample structure for administrative procedures.] 

The director will ensure that responsibility for the implementation of the procedure is delegated to the 

appropriate person(s) or group(s); that the procedure is placed in the Administrative Procedures Manual 

and on the district website; that the contents of the procedure are communicated effectively; that any 

required in-service training and/or resources are provided; and that implementation is supported and 

monitored. 

Procedures will evolve over time as new tools emerge, new processes are designed, and the 

environment changes. Procedures must be agile and responsive to the context. Procedures which are 

unnecessarily restrictive limit the creativity that staff members bring to their work. 

FORMAT OF NEW DOCUMENTS 

1. Policy directions would be more compelling and more consistent with stated Board values if they 

moved away from the negative “Thou shalt not” statements in the current governance policies—e.g., 

“The Board will never give instructions to…”; “The Board will refrain from…”; “the director of education 

may not…” Positive statements about expectations of the Board and director address all necessary 

compliance/performance issues and model a constructive approach. 

2. Policies will include a template to insert the dates that policies were adopted, last revised, and the 

next regular review date. The review and creation of policy is the responsibility of the Board under 

the direction of the chair and with the assistance of the director. 

3. Policies will include a list of legal references and references to any applicable Board documents, 

such as related administrative procedures. 

4. Policies will be expressed in simple, straightforward language and avoid acronyms. 

[A sample format for a policy, Policy Framework, was provided to the Policy, By-Law and Governance 

Committee on March 27 2013.] 

65

THE NEW PROCESS: FLOW OF DECISION-MAKING 

This chart describes the roll-out of governance documents from Board policy to detailed guidelines. 

Board Governance 

Policy 

• statements of 

intent, governing 

principles, and 

expected end 

results for 

Halton DSB 

• approved by 

Board 

Board Framework 

Policy 

• broad system 

direction as a 

framework for 

decisions by 

director and 

staff 


Board 

Administrative 

Procedure 

• direction for 

uniform staff 

implementation 

of programs 

and processes 


director 

Implementation 

Handbook 

• collection of 

detailed 

instructions in a 

particular field 


director or 

designate, 

including school 

principal or 

department 

manager 

Guidelines 

• detailed 

instruction for a 

given situation 

or step-by-step 

process to 

implement a 

procedure 


director or 

designate 

PROPOSED CHANGES—BENEFITS AND RISKS 

Benefits: 

a) Board leadership 

The proposed changes provide a mechanism for oversight accountability, and a balance between 

what the Board decides and what it delegates. 

The Board takes full responsibility for the implementation and evaluation of governance 

policies governing its own processes. 

The Board is responsible for the system directions provided in framework policies and will 

evaluate the effectiveness of the directions and their implementation through such means as the 

director’s regular reports to the Board, student achievement results, and input from the 

community. 

[See Appendix E for a description of the process of development of framework policies.] 

b) An appropriate role for the director 

The current governance policies require regular reports from the director about what the director “has 

not failed” to do. 

The proposed changes provide the chief executive officer/chief education officer with a positive 

framework within which to develop responsive and creative actions to enhance the system and to 

empower the staff. 

Framework policies guide the actions of the director and define the administrative procedures 

required for implementation of the policies. The Board entrusts the day-to-day management of 

Halton District School Board to its staff through the director of education as prescribed in the 

Education Act [s. 218.1]. The director of education is responsible for the implementation and 

evaluation of administrative procedures and supporting documents. 

The director acts on the Board’s behalf in monitoring the implementation of policies and 

administrative procedures. 

[See Appendix F for a description of the process of the development of administrative procedures.] 

66

c) Alignment of Board Goals and System Implementation 

The proposed governance documentation aligns Board goals, governance policies, the multi-year 

plan, framework policies, administrative procedures, and supporting guidelines and handbooks. 

The director of education and system administrators will keep informed about proposed and enacted 

legislation that has implications for the Board. The director will bring any new provincial initiatives to 

the Board for initial determination of decision-making authority. The director will also present new or 

revised administrative procedures to the Board for consultation and to allow for the inclusion of Board 

direction for the system. 

Risks: 

a) The Board needs to prevent framework policy statements from including aspects of operational, 

procedural directions and thus create confusion about who has the authority to make decisions on 

certain topics. 

b) In order to be effective, the director must ensure that administrative procedures include input from those 

most closely affected by them and that their development involves people as close to the “shop floor” as 

possible. 

c) Inadequate resources and training for the development, implementation, and monitoring of procedures 

will limit success. 

COMMITTEE REVIEW 

On January 16 and March 27 2013, the Policy, By-Law and Governance Committee reviewed a proposed 

structure for the development of Board policies and administrative procedures. The proposal includes two 

types of Board policies: 

a) governance policies that direct the Board’s own processes; and 

b) framework policies that provide broad system direction for the director of education and staff. 

The proposal also includes a method of aligning all Halton governance documentation, including a structure 

for categories of administrative procedures. 

The Policy, By-Law and Governance Committee brings the attached recommendations to the Board for 

approval. 


‣ THAT Halton District School Board approve a structure for Board policies that includes 

governance policies and framework policies as described in this report. 

‣ THAT Halton District School Board approve a structure for administrative procedures and 

supporting guidelines, implementation handbooks, and protocols as set out in this report. 

67

TO: 

FROM: 

RE: 



A. Harvey Hope, Trustee, Ward 3 Oakville 

K. Bateman Olmstead, Chair, Trustee Code of Conduct Sub-Committee 

Trustee Code of Conduct Policy 


Date: May 30, 2013 


Warrant: 

Whereas the Halton District School Board requires an updated Code of Conduct and 

Whereas the Policy Bylaw and Governance Committee has had opportunity to review and approve this 

Code 


Be it resolved that the Halton District School Board approve the Trustee Code of 

Conduct Policy, as appended to Report 13085. 

Rationale: 

After considerable discussion at the Policy, By-law and Governance Committee as well as within the 

sub-committee charged to review this policy, the document is presented here for trustees’ 

consideration. 


________________________ 

__________________________________ 

A. Harvey Hope K. Bateman Olmstead 

Trustee, Oakville, Ward 3 Trustee, Oakville Ward 4 

Chair, Policy, By-Law & Governance Committee Chair, Trustee Code of Conduct Sub-Committee 

68

SCHOOL BOARD MEMBER (TRUSTEE) CODE OF CONDUCT 


A Trustee position is an elected position which carries with it the understanding that the 

electorate will decide at election time its support. A code of conduct policy deals with the 

behavior of the elected members of the Board of trustees. 

The Halton District School Board is committed to every student. We will inspire and support 

learning; create safe, healthy, inclusive and engaging environments; provide opportunities for 

challenge and choice and prepare students for success. 

We value and respect relationships therefore, we will build and maintain partnerships; 

demonstrate cooperation, collaboration and compassion; communicate effectively by aligning 

our words and actions and acknowledge and appreciate diversity. 

We understand our Responsibility therefore we will measure and report results; use resources 

effectively; respond to demographic needs; operate in an open and transparent manner, model 

sound environmental practices, make timely and informed decisions and promote social 

responsibility. 

We will foster creativity, innovation and initiative; identify, develop, share and implement 

exemplary practices; establish responsive practices to address divergent learning needs and 

recognize ideas, efforts, and results. 

This Code of Conduct and the Enforcement Procedures apply to all Trustees, including the Chair 

of the Board. The principles that guide all of our activities are: Integrity, Impartiality and 

Independence, Accountability, Transparency, Leadership, Responsiveness, Honesty, 

Confidentiality, Legality and Respect. 

CODE OF CONDUCT 

As a member of the Halton District School Board and as the basis for all decision making I will: 

a) accept that authority rests with the Board, and that a Trustee has no individual authority 

other than that delegated by the Board; 

b) discharge my duties in accordance with the Education Act and any regulations, directives 

or guidelines there under and comply with the Municipal Freedom of Information and 

Protection of Privacy Act, Municipal Conflict of Interest Act and the any other relevant 

legislation; 

c) discharge all duties loyally, faithfully, impartially and in a manner that will inspire public 

confidence in the abilities and integrity of the Board; 

d) recognize that the expenditure of school board funds is a public trust and endeavour to 

see that the funds are expended efficiently and in the best interests of the students; 

e) ensure that students are considered first; 

1

f) accept that the Chair of the Board is the spokesperson to the public on behalf of the 

Board, unless otherwise determined by the Board; 

g) accept that I and no other Trustee shall speak on behalf of the Board unless expressly 

authorized by the Chair of the Board or Board to do so; 

h) act with integrity and conduct myself in a professional manner that maintains the dignity 

of the office of the school board; 

i) express my individual opinion on issues under consideration and refrain from personal, 

demeaning or disparaging comments with regards to Trustees, staff and others; 

j) make clear the difference between personal opinion and that of the Board; 

k) take into consideration all opinions presented to the Board of Trustees; 

l) respect the differing points of view of colleagues, staff, students and others; 

m) render all decisions based on available facts and my independent judgment; 

n) not surrender my judgment to individuals or to special interest groups; 

o) be bound by the majority decision once the Board of Trustees has voted; 

p) be prepared to explain the rationale for the decisions and ensure that it is understood, 

implemented and monitored; 

q) respectfully explain a minority decision in context of the majority decision; 

r) represent my constituents (including those without children in the school system) at the 

Board table; 

s) carefully review all information packages in preparation for discussion at all meetings of 

the Board of Trustees, or its committees; 

t) not engage in conduct during meetings of the Board or committees of the Board, that 

would discredit or compromise the integrity of the Board; 

u) not advance allegations of misconduct and/or a breach of this Code that are trivial, 

frivolous, vexatious, made in bad faith or vindictive in nature against another Trustee or 

staff of the Board; 

v) endeavour to participate in Trustee development opportunities to enhance my ability to 

fulfill my obligations as a School Board Member; 

w) comply with Board policies, procedures and By-Laws. 

Avoidance of personal advantage and conflict of interest 

1. No Trustee shall accept a gift from any person or entity that has dealings with the Board 

if a reasonable person might conclude that the gift could influence the Trustee when 

performing his or her duties to the Board. HDSB policy to be linked here 

2. A Trustee shall not use his or her office to advance the Trustee's interests or the interests 

of any family member or person or organization with whom or with which the Trustee is 

related or associated. 

3. No Trustee shall use his or her office to obtain employment with the Board for the 

Trustee or a family member. 

2

Respect for Confidentiality 

1. Trustees shall keep confidential any information disclosed or discussed at a meeting of 

the Board or committee of the Board, or part of a meeting of the Board that was closed to 

the public, and keep confidential the substance of deliberations of a meeting closed to the 

public, unless required to divulge such information by law or authorized by the Board to 

do so. 

2. No Trustee shall use confidential information for either personal gain or to the detriment 

of the Board. 

Identifying a Breach of the Code 

ENFORCEMENT OF CODE OF CONDUCT 

1. A Trustee who has reasonable grounds to believe that a Trustee of the Board has 

breached the Board's Code of Conduct may bring the alleged breach to the attention of 

the Chair, Vice Chair and Trustee alleged of the breach. The Code of Conduct applies 

equally to the Chair of the Board. In the case of an allegation of a breach of the Code by 

the Chair, wherever a process requires action by the Chair, it shall be modified to read the 

Vice-Chair, alternate or Committee of the Board. 

2. Any allegation of a breach of the Code must be brought to the attention of the Committee 

of the Whole in Private Session no later than six (6) weeks after the breach comes to the 

knowledge of the Trustee reporting the breach. Notwithstanding the foregoing, in no 

circumstance shall an inquiry into a breach of the Code be undertaken after the expiration 

of six (6) months from the time the contravention is alleged to have occurred. 

3. Any allegation of a breach of the Code of Conduct shall be investigated following the 

Informal or Formal Complaint Procedures. It is recognized that a contravention may be 

trivial, or committed through inadvertence or error in judgment. Only serious and/or 

reoccurring breaches by a Trustee should be investigated following the Formal Complaint 

Procedure. 

Chair/Presiding Officer 

1. The Code of Conduct applies equally to the Chair of the Board. In the case of an 

allegation of a breach of the Code by the Chair, wherever a process requires action by the 

Chair, it shall be modified to read the Vice-Chair, alternate or Committee of the Board. 

2. Each year alternate Trustees shall be chosen by the Board to be used when the 

circumstances warrant that alternate Trustees are needed in place of the Chair and/or 

Vice- Chair of the Board to carry out any of the duties required under this Code of 

Conduct and Enforcement. In no circumstance shall the Trustee who brought the 

complaint of a breach of the Code of Conduct be involved in conducting any Formal or 

Informal inquiry into the complaint. 

3

3. Nothing in this Code prevents the Chair or Presiding Officer of any meeting of the Board 

or committee of the Board from exercising their power pursuant to s. 207(3) of the 

Education Act to expel or exclude from any meeting any person who has been guilty of 

improper conduct at the meeting. For greater certainty, this may be done at the sole 

discretion of the Chair or Presiding Officer, as the case may be, and without the necessity 

of a complaint or conducting an inquiry before an expulsion or exclusion from a meeting. 

A Trustee who does not abide by a reasonable exclusion from a meeting is deemed to 

have breached this Code. 

4. The Chair of the Board or Presiding Officer shall follow all Policies, By-laws and Rules 

of Order adopted by the Halton District School Board. A breach of a Rule of Order 

should be dealt with at the meeting by a Trustee rising to a point of order or appealing a 

ruling of the Chair. Enforcement of the Code of Conduct may be required for persistent 

or improper use of the applicable rules of order by the Chair or Presiding Officer. 

4

TO: 

FROM: 

RE: 




Date: June 5, 2013 



Lucy Veerman, Superintendent of Business Services and Treasurer 

2013/2014 Operating Budget and Capital Budget 

Warrant 

The Education Act requires all School Boards in Ontario to approve an annual balanced budget 

within the definitions set by Ministry of Education regulations. The 2013/2014 Operating and 

Capital Budgets included in this report meets this requirement. 

_______________________________________________________________________________________ 


Be it resolved that the Board of Trustees approve the 2013/2014 Halton District School Board 

PSAB Operating Budget in the amount of $632,518,641 and that the Superintendent of Business 

Services and Treasurer be authorized to proceed with the expenditure of funds as outlined in 

Appendix A dated June 5, 2013. 

Be it resolved that the Board of Trustees approve the 2013/2014 Halton District School Board 

PSAB Capital Budget in the amount of $59,805,368 and that the Superintendent of Business 

Services and Treasurer be authorized to proceed with the expenditure of funds as outlined in 

Appendix B dated June 5, 2013. 

Background 

The fiscal year for all School Boards in Ontario is in alignment with the school year and runs from 

September 1 to August 31. According to Ministry of Education reporting and accountability 

requirements, a School Board’s budget must be submitted to the Ministry by the end of June 

preceding the start of the fiscal year in question. Consequently, the 2013/2014 budget will be 

submitted prior to the end of June 2013. 

Beginning in 2010, all school boards were required to convert to a PSAB (Public Sector Accounting 

Board) basis of accounting. This results in a new definition of balanced budget including the 

requirement to approve a capital budget in addition to an operating budget. The new PSAB 

standards follow more closely private sector finance and expenditure principles including, but not 

limited to, a statement of amortization, deferred capital charges and future liabilities (retirement 

gratuities). 

The following appendices provide information regarding the 2013/2014 Budget: 

Appendix A - 2013/2014 Operating Budget: Summary of Revenues and Expenditures 

Appendix B - 2013/2014 Capital Budget: Summary of Revenues and Expenditures 

Appendix C - 2013/2014 Budget Highlights 

73


Rationale 

The Halton District School Board has always been financially responsible with a clear focus on 

providing the system with the resources and supports necessary to ensure that we inspire and support 

learning; create safe, healthy and engaging environments; and provide opportunities for challenge 

and choice. The budget presented for the 2013/2014 school year continues this approach. 

In 2013/2014, the Halton District School Board welcomes approximately 59,500 students in 82 

elementary and 18 secondary schools. This enrolment projection results in an overall increase of 

4.4% as compared to the 2012/2013 school year. Enrolment growth will continue to be experienced 

in Milton (1,245 students) and Oakville (639 students) for the 2013/2014 school year. This is as a 

result of new residential development and a younger demographic in these communities. Halton 

Hills and Burlington will continue to experience growth, with enrolment projected to increase by 49 

and 571 students respectively. Residential growth in these communities is as a result of limited 

servicing capabilities in Halton Hills, and the availability of lands for new development in 

Burlington. As we move forward, overall enrolment in HDSB is projected to increase by 7,000 

students by the year 2021/2022. This will be primarily as a result of new residential development in 

Milton and Oakville. 

The Ministry of Education allocates funding to School Boards using a model that is based on 

enrolment and the needs of students in each board. For 2013/2014, the HDSB expects to receive 

94% (approximately $590 million) of total operating revenue from the Ministry of Education. On 

March 27, 2013, the Ministry of Education released information with respect to education funding 

for 2013/2014. The 2013/2014 Grants for Student Needs (GSN) supports the education sector’s 

continued focus on key student achievement goals. The level of funding demonstrates the 

government’s sustained commitment to investing in education, despite declining enrolment 

(provincially) and a challenging fiscal situation. 

The key objective of the Budget Development Process is to align the allocation of resources with the 

Strategic Plan of the Board, the Multi-Year Plan, and the Special Education Plan, identify school 

based staffing requirements, identify budget challenges and opportunities, and gather input from the 

various stakeholder groups. Updates on the Budget Development Process were presented to the 

Trustees in April, May, and June 2013. In addition, communication and stakeholder input was 

requested via meetings with Principals/Managers, Special Education Advisory Committee, and 

public consultation via HDSB website. All budget development documentation was posted on the 

HDSB website; invitation for parental and community input was made available using Checkbox 

Software on HDSB website. This opportunity for input was communicated using news releases to 

parents/school councils and newspaper advertisements in all local newspapers. 

The Halton District School Board is committed to every student. The 2013/2014 Budget includes 

base funding driven by the current budget, as well as some adjustments for increases in on-going 

operating expenditures (such as utility costs, fuel, etc.,). In addition, the budget proposes a number 

of new enhancements that support the Multi-Year Plan, and the goal areas including Students, Staff, 

and System. A summary of budget highlights is included in Appendix C. 

In addition to the information included as part of this report, a document providing details of the 

2013/2014 operating and capital budgets is appended and will be posted on the HDSB website. 

74


Conclusion 

The 2013/2014 Operating and Capital Budgets of the Halton District School Board provides stability 

to programs and services. They have been developed with the mission of inspiring and supporting 

learning; creating safe, healthy and engaging environments, and providing opportunities for 

challenge and choice. 

Respectfully Submitted 

(signed) 

_______________________________ 

Lucy Veerman 


and Treasurer 

___________________________________ 

David Euale 


75


Budget 2013/2014 

Appendix A.1 

Summary of Revenue 

Revenue 

Revised 

Budget Estimates Increase/ 

2013/2014 2012/2013 (Decrease) 

Provincial Grants - Grants for Student Needs 560,528,591 550,901,880 9,626,711 

Provincial Grants - Other 

Full Day Kindergarten 27,701,221 18,045,097 9,656,124 

Education Program Other Projects (EPO) 1,821,433 3,431,849 (1,610,416) 

Ministry of Citizenship & Immigration - Adult ESL 0 407,400 (407,400) 

Provincial Grants - Other Subtotal 29,522,654 21,884,346 7,638,308 

Federal Grants & Fees 317,889 317,889 0 

School Generated Funds 19,000,000 20,000,000 (1,000,000) 

Investment Income 900,000 1,350,000 (450,000) 

Other Fees & Revenues 

Tuition Fees 1,292,500 1,164,700 127,800 

Rental Income 636,984 601,054 35,930 

Cafeteria Income 77,000 93,000 (16,000) 

Miscellaneous Income 34,000 34,000 0 

Education Development Charge (EDC) 9,000,000 9,000,000 0 * 

Other Fees & Revenues Subtotal 11,040,484 10,892,754 147,730 

Amortization of Deferred Capital Contributions 23,511,567 22,231,734 1,279,833 

Total Revenue 644,821,185 627,578,603 17,242,582 

Total Annual Surplus/(Deficit) - Per Ministry Compliance 12,302,544 7,580,213 4,722,331 

Total Revenue Net of Annual Surplus/(Deficit) 632,518,641 619,998,390 12,520,251 

Total Expense 632,518,641 619,998,390 12,520,251 

* Revenue adjustments per PSAB requirement


2013/2014 Budget 

Summary of Operating Expense by Ministry Category 

Appendix A.2 

Revised 

Budget Estimates Increase/ 

EXPENSE 2013/2014 2012/2013 (Decrease) 

Instruction 

Classroom Teachers 318,494,668 306,447,323 12,047,345 

Supply Teachers 11,459,818 10,291,462 1,168,356 

Educational Assistants 35,754,518 34,640,132 1,114,386 

Early Childhood Educators 10,292,012 6,494,646 3,797,366 

Textbooks and Supplies 20,991,299 22,670,225 (1,678,926) * 

Computers 3,165,985 3,095,749 70,236 * 

Professionals, Para-professionals & Technical 19,766,163 18,789,831 976,332 * 

Library and Guidance 11,447,139 11,239,903 207,236 

Staff Development 3,370,953 3,558,034 (187,081) * 

Department Heads 782,292 754,152 28,140 

Principals and Vice-Principals 25,433,941 25,029,322 404,619 * 

School Office 14,712,070 14,241,405 470,665 * 

Coordinators and Consultants 6,722,424 6,475,370 247,054 

Continuing Education 1,537,998 1,970,983 (432,985) 

Instruction Total 483,931,280 465,698,537 18,232,743 

Administration 

Trustees 278,442 339,623 (61,181) * 

Director and Supervisory Officers 2,796,709 2,994,429 (197,720) * 

Board Administration 10,190,896 10,730,978 (540,082) * 

Amortization - Administration 110,207 114,479 (4,272) 

Administration Total 13,376,254 14,179,509 (803,255) 

Transportation 

Pupil Transportation 14,188,368 13,912,455 275,913 

Transportation - Provincial Schools 158,100 155,000 3,100 

Transportation Total 14,346,468 14,067,455 279,013 

Pupil Accommodation 

Total Annual Surplus/(Deficit) - Per Ministry Compliance52,757,065 50,271,154 2,485,911 * 

School Renewal 8,231,282 14,701,860 (6,470,578) * 

Amortization - Pupil Accommodation 23,851,550 22,566,596 1,284,954 

Other Pupil Accommodation 14,074,770 14,039,643 35,127 

Pupil Accommodation Total 98,914,667 101,579,253 (2,664,586) 

School Generated Funds 

School Generated Funds 19,000,000 20,000,000 (1,000,000) 

School Generated Funds Total 19,000,000 20,000,000 (1,000,000) 

Other Expense 

Education Program Other Projects (EPO) 1,906,582 3,530,247 (1,623,665) 

Permanent Financing of NPF 543,389 543,389 - 

Provision for contingencies 500,000 400,000 100,000 

Other Expense Total 2,949,971 4,473,636 (1,523,665) 

Grand Total 632,518,641 619,998,390 12,520,251 

*Revised Budget 2012/2013 includes carry forward from 2011/2012 Year End per Board Report 12136


2013/2014 Capital Budget 

Appendix B 

Capital Financing 

Capital Expense 

Ministry Funded 

Education 

Development 

Charges 

Total Financing 

New Schools Building & 

Equipment* 17,871,803 17,871,803 17,871,803 

New Schools - Land 12,147,591 12,147,591 12,147,591 

Existing Schools 

(Additions) Building, 

Equipment and Land 

Prep** 5,978,588 5,978,588 5,978,588 

Full Day Kindergarten 21,101,113 21,101,113 21,101,113 

School Condition 

Improvement 2,706,273 2,706,273 2,706,273 

59,805,368 47,657,777 12,147,591 59,805,368 

*Includes Ministry approved projects only, Irma Coulson P.S., Anne J. MacArthur P.S., Dr. Frank J. Hayden 

S.S. and ERA 121. 

** Includes Ministry approved projects only, Pilgrim Wood P.S. Addition and Forest Trail P.S. Addition.

Appendix C 

Investment in Our Students 


2013/2014 Budget 

Leveled Literacy Intervention 

‣ Expand program up to 20 schools. 

‣ 10.0 Full Time Equivalent (FTE) Elementary Teachers and literacy resources. 

‣ In 2012/2013, this daily 16 week intervention program was offered in 11 schools. 

‣ Every Kindergarten to Grade 3 student in the designated schools will receive 

intensive guided instruction in reading. Lessons include: 

o Reading – focus on comprehension 

o Writing – focus on early writing strategies 

o Phonics and word study 

‣ Students who do not demonstrate movement towards their grade level target, will be 

assessed and supported by a second tier of support. 

Information and Communication Technology (ICT) Plan 

‣ Overview of the ICT vision was presented to the Board in December 2012. As a 21 st 

century system, the provision of infrastructure and tools must align curricular 

resources, instructional practices and professional learning. The introduction of 

technological tools to improve instructional practices will result in improved student 

achievement and engagement. Professional learning and classroom technology 

resources must be connected and supported if staff and students are to embrace 21 st 

century learning environments. 

‣ $910,000 in technological infrastructure. 

‣ 2.0 Full Time Equivalent (FTE) School Program staffing to support student and staff 

learning in effective use of assistive and instructional technologies. 

‣ Support for the use of demographic data to increase ICT funding allocations to 

needier schools by a factor of up to 25%. 

Languages – English Language Learners (ELL) 

‣ 3.0 Full Time Equivalent (FTE) Elementary Itinerant Teachers. 

‣ HDSB has experienced a significant increase in elementary English Language 

Learners over the past several years. The increase in this student cohort requires more 

teaching resourcing and strategies to meet their needs. The ELL teachers will plan, 

co-teach, and support classroom teachers. They will assess students, withdrawal 

support, accommodate/modify and deliver program to meet curriculum expectations. 

Languages – English Language Learners (ELL) 

‣ 2.0 Full Time Equivalent (FTE) Secondary Teachers. 

‣ HDSB has experienced a significant increase in secondary English Language 

Learners over the past several years. In order to align with Ministry expectations for 

ELL Reception, Orientation, Placement, Evaluation, Program and Reporting, an 

increase in qualified teachers is required. These teachers will also plan, co-teach and 

deliver program to meet curricular and course expectations.

North PROPS (Positive Return of Pupils to School) Class 

‣ 1.0 Full Time Equivalent (FTE) teacher and 1.0 FTE Child & Youth Counsellor 

(CYC) support. 

‣ PROPS serve high school students with significant mental health needs that preclude 

them from being able to manage in a regular high school system. 

‣ In 2012/2013, we have only one PROPS class in Oakville to serve the entire Board 

and it is difficult for north area students to attend a class in south Halton. 

‣ A class in North Halton will provide equity and opportunity for North area students 

who require this setting. 

Special Education Resource Teachers (SERT) 

‣ 10.0 Full Time Equivalent (FTE) Elementary. 

‣ 1.3 Full Time Equivalent (FTE) Secondary. 

‣ Additional school based support for students with special education needs to address 

the increase in student population experienced over the past several years. 

Child and Youth Counsellors (CYC) – Mental Health and Behaviour Support 

‣ 10.0 Full Time Equivalent (FTE). 

‣ Additional support for students with social, emotional, mental health and/or 

behavioural challenges targeted to higher needs schools. 

‣ These additional CYCs will enhance the current ratio of elementary schools per CYC. 

‣ Also supports the need for more proactive/preventative support in schools. 

e-Learning Contact 

‣ Continuation of 1.0 Full Time Equivalent (FTE) funded through EPO (Education 

Program Other) funding. 

‣ This position provides training to teachers and administrators on Blended Learning 

(face to face teaching plus resources) using D2L (our e-Learning Management 

System) and promotes Homework Help for grade 7-10 students in Mathematics. 

Educational Assistants 

‣ 15.0 Full Time Equivalent (FTE) to address the ongoing and increasing number of 

students with complex needs, especially with the large increase in enrolment in the 

primary grades. 

Math Software & Professional Development 

‣ Interactive software for Grade 1-6 students and staff training in 40 schools on 

instructional and assessment use of the software. 

‣ Interactive software starts individual students where they are and promotes 

exploration of mathematical concepts for understanding. 

‣ Differentiated for English Language Learners and Learning Disabled students. 

‣ Incorporates 21 st Century content, learning skills, resources and technologies. 

‣ Software provides assessment continuums of student developmental trajectories for 

teachers to continuously monitor learning, to inform instruction and assessment. 

‣ Home link for student and parent use at home is incorporated.

Decentralized School Budgets 

‣ Increase to decentralized school budgets’ general per pupil allocation of $5.00 per 

pupil. 

‣ The general per pupil allocation has been held at a constant level since 2004/2005 

despite the increasing cost of school based resources. 

Targeted Support to Schools 

‣ In 2012/2013, a budget allocation was provided to support schools in their efforts to 

increase the academic, social, and intellectual engagement of their students. The 

Family of Schools Superintendents identified schools that would benefit from this 

additional resource (approximately $10,000 per school). Schools were selected based 

on HDSB high needs index information, Our Kids Network information, School 

Generated Funds reports and Superintendent knowledge of socio-economics of the 

school area. 

‣ 2013/2014 budget includes an allocation to continue with this support. 

Full-Day JK/SK 

‣ In the fall of 2009, the Ministry of Education announced a five-year phase in of the 

Full Day Kindergarten (FDK) program. The focused play-based learning model is 

staffed by a certified teacher and a registered early childhood educator (ECE). The 

Ministry class size standard of 26 allows for a 1:13 staffing ratio. Effective September 

2013, a further 24 sites will be opened bringing the Board total to 56 sites. 

‣ In addition, one-time transition funding provided by the Ministry will be used to 

supplement resources in the classrooms, enhance outdoor play areas, provide staff 

training, and support a FDK Project Lead. 

Positive School Climate 

‣ The Safe & Inclusive School Integrated Committee has identified researched based 

approaches that support a whole school approach in promoting Positive School 

Climate. A systematic approach allows a consolidation of resources and efforts to 

implement Developmental Assets, Culturally Responsive Teaching, Collaborative 

Problem Solving, Restorative Justice and Mental Health strategies. This targeted 

approach will save on existing use of financial and human resources in supporting our 

schools. 

Confidential Bullying Reporting 

‣ Implement confidential reporting software that will allow individuals to report 

bullying and inappropriate behaviours in our schools. 

Investment in Our Staff 

Coverage for Teacher in Charge (TIC) for Single Administrator Schools 

‣ Allocation of funds to allocate supply coverage days to backfill for Teachers in 

Charge in single administrator schools.

‣ This allocation will support the involvement and engagement, professional learning 

and system contributions we expect of Principals in single administrator schools; to 

ensure that there is someone assuming “lead” responsibilities related to parents, staff 

and student issues when the Principal is out of the school; to allow principals in single 

administrator schools to attend Family of Schools meetings, Director’s meetings, 

IPRC meetings, staffing workshops, system committees and Board committees. 

Manager of Disability Management 

‣ A Manager of Disability Management is required to oversee the Disability 

Management and Attendance Management areas of the Board. With the changes to 

the sick leave plans and the elimination of third party adjudication, our disability and 

attendance management processes must be managed by a health care professional 

with appropriate certification. Our Attendance Management Program needs to be 

reviewed and integrated with our Disability Management Program. 

‣ In addition, the ODA Employment Standard which includes a provision for individual 

disability plans for employees becomes law on January 1, 2014 and must be led by a 

professional. 

Staff Training – School Secretaries 

‣ Provide training (2 days) to each school secretary; secretaries “new to role” will 

receive 4 days of training. 

‣ Training will focus on technology, various administrative processes, and other nontechnical 

skills in order to improve efficiency and effectiveness. 

Release Time for Self-Contained Teachers 

‣ Release time (3 half days) for elementary self-contained teachers to prepare 

Individualized Education Plans for students. 

Investment in Our System 

Web Accessibility – AODA (Accessibility for Ontarians with Disabilities Act) 

‣ Complete an accessibility audit of websites to address AODA compliance and hire a 

consultant to assist with the review and provide recommendations to address 

compliance starting in 2014. 

‣ In compliance with the Board’s Accessibility plan, we must review board and school 

websites to assess level of accessibility and ensure that new sites and web content 

published after January 1, 2014 meet WCAG 2.0, Level A standards. (Note: Current 

websites do not require compliance until January 2021). 

Trillium Server Upgrade 

‣ Our Student Management System, Trillium, that maintains and manages all student 

information and is used by all administrative and teaching staff, requires an upgrade 

in order to support our current infrastructure.

Additional Internet Connectivity 

‣ This initiative will provide a second internet connection to increase internet 

bandwidth and provide redundancy in the event that one feed fails. 

‣ Internet usage by students and staff accounts for approximately 85% of bandwidth. 

School Operations – Day to Day Maintenance 

‣ Increased funding, based on a two-year phase in, to support day to day repairs, 

changes and upgrades to school facilities. 

‣ The budget for day to day maintenance has not increased for several years despite the 

increase in number of schools and age of our existing buildings. In addition, new 

buildings that have been added to the inventory require higher repair and maintenance 

costs due to the sophistication of mechanical and facility systems. 

Life Skills Model Change Retrofit 

‣ Funding to support the movement of Life Skills classes from one location to another 

will require some classroom modifications. In addition, other facility needs such as 

updating accessible washroom spaces, sensory rooms/areas will be required at some 

locations. 

Records Manager – Enterprise Content Management System (ECMS) 

‣ In November 2012, the Board approved a budget allocation to support the 

implementation of a Document Imaging/Records Management project. An ECMS 

would reduce paper use/storage, simplify retrieving information, provide version 

control (one copy rather than several versions), and maintain/store essential 

information. 

‣ A Records Manager would be responsible for the oversight of standards, training, 

content retention/destruction, information classification and simplify the 

implementation of an ECMS across the district. 

Information Technology – Software Development Departmental Restructuring 

‣ Departmental restructuring to support the following: 

o existing system software applications 

o growth in number of new applications 

o growth in number of users and schools 

o growth in number of requests 

School Renewal – Field Supervisor 

‣ Additional support for the management and completion of larger repair and 

replacement projects including Full Day Kindergarten, Security and Fire Alarm, 

Family of Schools Renewal, Roofing, and Portable maintenance. 

Capital Investments 

‣ In 2013/2014, the Board will invest more than $60.0 million in Ministry approved 

capital projects including the construction/completion of 2 elementary schools and 1 

secondary school. Other projects include capital renovations to FDK sites and ongoing 

renewal of HDSB facilities. The Board will also review a new Long Term 

Accommodation Plan (LTAP) in January 2014.

TO: 

FROM: 

RE: 



Dane Tutton, Superintendent of Education 

Self-Paced High Schools 


Date: May 8, 2013 

INCIDENTAL INFORMATION 

Warrant 

The following motion (M12-0143, with a modification regarding the reporting date in M12-0203) was passed by the 

Halton District School Board: 

Be it resolved that the Halton District School Board investigate self-paced high schools and determine 

how this model could be utilized to best serve our students, and 

THAT a report with recommendations be brought back to the Board no later than May 2013, and in any 

case before any secondary PARC process is undertaken 

Background: 

A process was undertaken whereby four schools/school boards were investigated to understand how self-paced 

learning was being offered to students within their respective boards. The four schools/boards that were used in 

this process were: 

1. The Durham District School Board - The Alternative High School 

2. The Hamilton Wentworth District School Board - Westmount Secondary School 

3. The Toronto Catholic District School Board – Mary Ward Catholic Secondary School 

4. Cowichan Valley School District, B.C. - Frances Kelsey Secondary School 

Personal visits to these schools (above) and/or conversations with the principals of the schools were used for 

comparative information with our Board’s involvement in Self-Reliant Learning Program at Gary Allan High School. 

Durham District School Board 

Only available through Continuing Education and thus must be over 21 years of age 

Completed through ILC like booklets/packages 

eLearning is not an option within the Board yet 

Hamilton-Wentworth District School Board 

Westmount Secondary School (approx.. 1,400 students) 

offered through their largest High School ~ Westmount Secondary School 

system secondary school where anyone in Region can attend (no catchment area) 

courses are broken down into 20 units 

early completion allowed 

Toronto Catholic District School Board 

Mary Ward Catholic Secondary School (approx. 1,100 students) 

Member of the Canadian Coalition for Self-Directed Learning 

Have an extensive athletic program with more than 30 inter-school teams 

Major musical and drama focus 

Self-directed learning based on Mastery Learning 

Cowichan Valley School District – British Columbia 

Frances Kelsey Secondary School 

The Advisor System is an essential part for a self-paced school 

Competitive sports teams 

Teaching Kitchen/Dining Room jointly operated with Malaspina University College 

Major drama and music programs 

84


Characteristics of Alternative Schools 

Although not all schools that have self-paced learning contained within them have the same traits, most of the 

schools have the following: 

Flexible scheduling 

Smaller class sizes 

Individual program planning is based upon a student’s current status and aspirations 

There is student age variation within courses with cross age enrolment 

High comfort level for younger students as well as senior students 

Pace of learning is student driven 

Completing courses may take less or more time 

Stricter rules or more flexibility 

Fewer co-curricular opportunities depending on the school 

Characteristics of Self-Paced Learners 

In an article by Jeff Cobb, the author discusses the characteristics of self-paced learners. While lifelong learning and 

self-directed learning are not equivalent, they overlap substantially. The following points apply equally to both: 

1. Takes Initiative 

This first one is core to the entire concept of “self-directed”. The successful self-directed learner does not wait for 

someone else to say “you must learn this.” 

2. Is Comfortable with Independence 

Self-directed learners do not always act autonomously or independently. Indeed, increasingly they must cultivate 

their networks to learn effectively. Nonetheless, successful self-directed learners know how to be self-reliant. 

3. Is Persistent 

Learning takes time, it takes repetition, and it takes practice. Successful self-directed learners stick to it. 

4. Accepts Responsibility 

The successful self-directed learner embraces responsibility for doing the work of learning and doing it well. 

5. Views Problems as Challenges, Not Obstacles 

The successful self-directed learner embraces a growth mindset and is not easily thwarted when the going gets tough. 

6. Is Capable of Self-Discipline 

Even when learning is enjoyable (which for the successful self-directed learner, it usually is), it often requires 

discipline. The self-directed learner knows (or learns) how to maintain and develop discipline. 

7. Has a High Degree of Curiosity 

Successful self-directed learners have a high propensity for asking why- and lots of other questions. 

8. Has a Strong Desire to Learn or Change 

The successful self-directed learner is intrinsically motivated. She has a will to learn and sees learning as a 

positive path forward. 

9. Is Self- Confident 

Successful self-directed learners have a solid sense of self-efficacy – the belief that one is capable of performing 

in a certain manner to attain certain goals. 

10. Is Able to Use Basic Study Skills 

As indicated, skills such as effectively taking notes are useful for a lifetime. The self-directed learner knows this. 

11. Organizes His or Her Time 

The successful self-directed learner knows how to find and manage time effectively to allow for learning. 

12. Sets an Appropriate Pace for Learning 

The successful self-directed learner recognizes that learning is as much (if not more) about the process than the 

outcome and doesn’t try to do much too fast. 

85


13. Develops a Plan for Completing Work 

Setting a plan is part of setting the pace and ultimately reaching the destination. The successful self-directed 

learner recognizes this. 

14. Has a Tendency to be Goal-Oriented 

While not all self-directed learners consciously set goals, they tend to have an end in mind when they start down 

the learning path. 

15. Enjoys Learning 

The proverbial bottom line: the successful self-directed learner simply likes to learn. 

Comparison Among Three Schools 

Although the Durham District School Board is about the same size as the Halton District School Board, we did 

not include their alternate school in the comparison chart below. 

Name of School Westmount S.S. Mary Ward Catholic S.S. Frances Kelsey S.S. 

Student Enrolment 1400 1150 1100 

Type of School Year Semester Non- Semester Semester 

Use Traditional Yes No Yes 

Classrooms 

Incoming Students 

From all 96 HWDSB 

elementary schools 

From 8 Elementary Feeder 

Schools; if there is space 

other students may attend 

From Elementary Feeder 

Schools 

Timetable Regular No Regular Timetable Regular 

Curriculum Standard Provincial Standard Provincial Standard Provincial 

Organization 20 Units per course 18 Units per course Units vary by course 

Subject Organizations In Departments In Departments In Departments 

Teach Daily Lessons Yes No Yes 

Attendance 3 Times per day 3 Times per day By subject 

Teacher Advisor Yes Yes Yes 

Groups 

(TAG) 

TAG Frequency Every 10 Days 3 Times per day 2 Times per day 

Mastery Learning No Yes – each student must 

attain 60% before one can 

try the next unit; at the 18 th 

Opportunities and 

Pathways 

Members of the 

Canadian Coalition for 

Self-Directed Learning 

(CCSDL) 

Home of gifted 

programming, The 

Sports Academy as well 

as a focus on the Arts 

unit there is an exam or 

culminating activity 

Offers a full range of 

courses at the Advanced, 

Applied and Essential 

levels as well as gifted, 

Extended French 

Yes 

Yes Yes Yes 

Heavy emphasis on 

courses leading to 

college, university, work 

while focusing on the 

hospitality and tourism 

industries 

86


Reflections on Self-Directed Learning from a teacher presently at one of the above Schools 

“There are a lot of challenges in public perception and acceptance of a self-paced education system or model. 

Firstly, there is a general idea that education should change with the times, but there is low public acceptance to 

something new! Change education, but make sure it looks the same...... 

When students are in a new system, if they have poor success it is now often perceived to be the fault of the system 

rather than the student. This is even when the student struggled previously on a regular system. The public as well 

as Education administration(upper level) has a hard time accepting students working at a slower pace, even when 

this is in the best interest of the student. 

Be a self-paced school but make sure everybody finishes at the same time! A self-paced school model does not fit 

with Ministry funding guidelines. Courses are funded by the year in which the student enrolled. What happens 

when a student carries a course over? No funding for that student continuing with that course. 

When students begin a self-paced education, there can be a large adjustment for them as they learn to deal with 

their new freedom and choices. Self-paced schools are amazing to work at. Very little power struggle or 

discipline. Maturity of students is improved. I have enjoyed working in this model but it does have its challenges.” 


“Plus” 

Reach ahead opportunities through e-Learning, summer school 

Co-curricular activities 

Re-engagement strategy 

Disenfranchised students reconnect and reach ahead and alternative programs through numerous 

programs at Gary Allan High School 

Students may receive some alternative programming in their home secondary school through blended 

learning and e-Learning 

“Minus” 

Outside of Gary Allan High School with the Self-Reliant Learning Program, few courses exist for 

students to experience self-directed /self-paced learning leading to credit accumulation. 

Recommendations 

1. Continue to support and develop unique program opportunities for individual students through the Reengagement 

Strategy, e-Learning, Student Success and Gary Allan H.S. 

2. Investigate the possibility of developing self-paced/student-directed opportunities within units of study in 

all secondary schools. 

3. Investigate the possibility of creating /selecting courses that could be self-paced/student directed leading 

to this alternative for students within all secondary schools. 


________________________ 

Dane Tutton 

Superintendent of Education 

__________________________ 

David Euale 


87

P U B L I C S E S S I O N A G E N D A - Halton District School Board

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