YORK REGION DISTRICT SCHOOL BOARD EQUITY AND INCLUSIVITY ADVISORY COMMITTEE

Transcription

1 YORK REGION DISTRICT SCHOOL BOARD EQUITY AND INCLUSIVITY ADVISORY COMMITTEE Thursday, February 8, :00 p.m. Education Centre Aurora Board Room AGENDA 1. Roll Call 2. Approval of Agenda 2 mins 3. Declaration of Conflict of Interest 2 mins 4. Election of Chair 5 mins 5. Approval of Minutes 2 mins December 14, 2018 Minutes 6. Public Forum 10 mins 7. Presentations 20 mins Budget Presentation - CFO Wanda Muirhead, Manager Tim Ellis 8. Updates 20 mins Sub-Committee Updates Transportation Consultation 9. Student Report 5 mins 10. Staff Report 5 mins EIAC Staff Report 11. Board Report 5 mins Board Report 12. Policy Updates 4 mins 13. Information 10 mins 14. Adjournment

2 Equity and Inclusivity Advisory Committee Meeting Agenda February 8, EQUITY AND INCLUSIVITY ADVISORY COMMITTEE MEMBERSHIP Community Members Kristine Carbis George Diplas Karly Hacohen Atia Haq AJ Luo Waseem Malik Lena Singh Naheed Yaqubian Representatives of Community Organizations Michael Bowe, York Region Children's Aid Society Rahila Chughtai, Special Education Advisory Committee (SEAC) Janice Chu, United Way Toronto and York Region Anne Mason, Parent, Family and Community Engagement Advisory Committee (PEAC) Jessica Peacock, 360ºKids Janice Tsoi, Centre for Immigrant and Community Services Ricky Veerappan, York Regional Police Trustee Representatives Loralea Carruthers Allan Tam Carol Chan, Alternate Student Representatives Stephanie Rico, Student Trustee Mingze Hong, Student Trustee Mustafa Ismail, York Region Presidents' Council President Staff Representatives Leslie Johnstone, Associate Director of Education, Learning and Working Environments Page 2 of 48

3 Equity and Inclusivity Advisory Committee Meeting Agenda February 8, 2018 Cecil Roach, Coordinating Superintendent of Education, Equity and Community Services Paul Woods, Principal, Inclusive School and Community Services Aneta Fishman, Principal, Human Rights and Equity Education Rose Li, Secondary Principal, Richmond Green Secondary School Dane Lawrence-Prince, Elementary Principal, Boxwood Public School Vittoria Leone, Performance Plus Teacher Andrew McConnell, First Nation Metis and Inuit (FNMI) Secondary Curriculum Advisor Freyja Phillips, Assistant, Equity and Community Services Ex Officio Louise Sirisko, Director of Education Trustee Corrie McBain, Vice-Chair of the Board NEXT MEETING March 8, 2018 Page 3 of 48

4 Page 4 of 48

5 YORK REGION DISTRICT SCHOOL BOARD JOINT EQUITY AND INCLUSIVITY ADVISORY COMMITTEE AND PARENT, FAMILY AND COMMUNITY ENGAGEMENT ADVISORY COMMITTEE MINUTES, MEETING #7 December 14, 2017 The Joint Equity and Inclusivity Advisory Committee (EIAC) and Parent, Family and Community Engagement Advisory Committee (PEAC) met at 7:04 p.m. in the Board Room of the Education Centre, Aurora on Thursday, December 14, 2017 with EIAC Chair N. Yaqubian presiding and the following members present: EIAC Members Community members: K. Carbis, A. Luo. W. Malik, L. Singh and N. Yaqubian Representatives of Community Organizations: M. Bowe, J. Chu, J. Peacock and R. Veerappan Trustee members: Staff members: Also in attendance: Regrets: L. Carruthers and A. Tam Acting Director of Education L. Johnstone, Performance Plus Teacher V. Leone, Secondary Principal R. Li and Principal, Inclusive School and Community Services P. Woods Board Chair C. McBain and Trustee C. Chan, Elementary Principal, Human Rights and Equity Education A. Fishman, Coordinating Superintendent of Education, Equity and Community Services C. Roach and Administrative Assistant F. Phillips Community Members G. Diplas and A. Haq, Representative of Community Organizations R. Chughtai and A. Mason and Student Trustee M. Hong Absent: Community Member K. Hacohen, Representative of Community Organizations J. Chu and J. Tsoi, Student Trustee S. Rico, Elementary Principal D. Lawrence-Prince and FNMI Curriculum Advisor A. McConnell PEAC Members Parent members: Community members: Trustee member: C. Coore, N. Pleten and T. Subramaniam A. Siddiqi and C. Viney B. Pang (Vice-Chair) Page 5 of 48

6 JOINT EIAC/PEAC MINUTES PAGE 2 December 14, 2017 Staff members: Also in attendance: Regrets: Absent: Associate Director of Education, Schools K. Friedman and Elementary Vice-Principal J. Bunbury Superintendents of Education, Student Achievement and School Operations T. Dungey, E. Khilji, P. Tse and P. Valle Parent Members H. Abeywardane, L. Banerjee, A. Jovaini, M. Miller, D. Mousavi, M. Ogunsanya and N. Palermo Parent Members S. Kassim and N. Palermo, Secondary Principal M. Sanwalka CALL TO ORDER EIAC Chair N. Yaqubian called the meeting to order at 7:04 p.m. APPROVAL OF AGENDA The agenda was approved as written, by common consent. DECLARATION OF CONFLICT OF INTEREST EIAC Chair N. Yaqubian asked any trustee who has a direct personal interest or direct or indirect pecuniary interest in any matter being discussed during the meeting to state their conflict and the nature thereof. No conflicts were declared by trustees at this time. MOMENT OF REFLECTION Action Item C. Coore provided thoughts on what education means by reading quotations from a number of well-known thinkers. PEAC members were asked to express their interest in delivering the Moment of Reflection at the February 13, 2018 meeting to inform F. Phillips. APPROVAL OF MINUTES Committee members reviewed and approved the minutes of the May 9, 2017 Joint Equity and Inclusivity Advisory Committee and Parent, Family and Community Engagement Advisory Committee, October 16, 2017 Equity and Inclusivity Advisory Committee and November 14, 2017 Parent, Family and Community Engagement Advisory Committee meetings. Page 6 of 48

7 JOINT EIAC/PEAC MINUTES PAGE 3 December 14, 2017 BUSINESS ARISING EIAC Community Member K. Carbis provided an update on the EIAC Classism Sub-Committee Community Conversations. Facilitators have been trained to support the five sessions. Information about these sessions will be communicated to Committee members and the community. EIAC Community Representative M. Bowe provided an updated on the EIAC Anti-Black Racism Sub-Committee Community Consultation. Information has been distributed and the two consultation sessions are scheduled in January Trustee L. Carruthers reminded the committee of the important role of advisory committees and value of engaging in courageous conversations. PRESENTATIONS Director of Education Incoming Director of Education L. Sirisko provided information on her background and journey in public education. She noted how important and foundational equity is to the success of students. Human Rights Commissioner Human Rights Commissioner A. Anirud noted the uniqueness of his position in public education. He provided information on his background and his academic and human rights journey. Human rights are inherent to all and protected by law. The Human Rights Commissioner s Office (HRCO) responsibilities include reviewing and recommending change to the Human Rights policy and implementing the Human Rights procedure, overseeing the Board s responsibilities under the Accessibility for Ontarians with Disabilities Act (AODA) and reviewing French Immersion staffing. Work has begun to develop a system to track data related to Human Rights complaints in order to inform future decisions. Committee members engaged in an exercise related to Human Rights. (*)1. Moved by C. Viney, seconded by K. Carbis: That the Joint Equity and Inclusivity Advisory Committee and Parent, Family and Community Engagement Advisory Committee meeting receive the Presentations on the Director of Education and Human Rights Commissioner for information. - Carried - Page 7 of 48

8 JOINT EIAC/PEAC MINUTES PAGE 4 December 14, 2017 REPORT FROM THE BOARD Trustee L. Carruthers highlighted information from the Board Report that was included in the agenda package and announced the appointment of C. McBain to the position of Chair of the Board and J. Nathan as Vice-Chair of the Board. (*)2. Moved by C. Coore, seconded by M. Bowe: That the Joint Equity and Inclusivity Advisory Committee and Parent, Family and Community Engagement Advisory Committee meeting receive the Report from the Board for information. STAFF REPORT - Carried - Principals P. Woods and A. Fishman highlighted information from the Staff Report that was included in the agenda package. Action Item Coordinating Superintendent of Education, Equity and Community Services C. Roach referenced a resource document that is being developed to assist teachers and administrators address incidents of discrimination, hate and harassment. The resource, when finalized, will be shared with EIAC and PEAC members. Coordinating Superintendent C. Roach and Principal P. Woods answered questions regarding the culturally responsive pedagogy, use of School Climate Survey data and the difference between the school climate survey and the Every Student Counts survey. (*)3. Moved by K. Carbis, seconded by C. Viney: That the Joint Equity and Inclusivity Advisory Committee and Parent, Family and Community Engagement Advisory Committee meeting received the Staff Report for information. MINISTRY CONSULTATIONS - Carried - Associate Director of Education, Schools K. Friedman provided information regarding Ministry of Education consultations on Provincial assessments and report cards. PEAC parent member L. Banerjee is a representative on the Transformation Steering Committee s Reporting Sub-Committee. Action Item Committee members broke into groups to provide feedback on Provincial assessments and report cards for submission to the Ministry. Members were reminded that they may also provide feedback individually through the Ministry website. Page 8 of 48

9 JOINT EIAC/PEAC MINUTES PAGE 5 December 14, 2017 Note: EIAC Community Member K. Carbis withdrew from the meeting at 8:50 p.m. and PEAC Parent Member C. Coore withdrew from the meeting at 8:52 p.m. INFORMATION ITEMS Action Item EIAC Community Representative R. Veerappan defined hate crimes and provided an outline of York Regional Police s Hate Crimes and Diversity teams. He provided data on the number of hate crimes committed and reported in York Region in 2016 and outlined groups that are more frequently targeted. It was noted that global events often impact local activity. In 2018, a new classroom will be introduced at the Community Safety Village, focusing on Human Rights awareness using age appropriate curriculum to engage youth. Acting Director of Education L. Johnstone shared information about a sub-committee that is being created to review Community Advisory Committee Operational By-Laws. POLICY UPDATES Action Item EIAC Chair N. Yaqubian reminded members to review working document policies posted on the Board website. She specifically highlighted the current Human Rights policy and procedure and encouraged members to bring feedback to EIAC/PEAC meetings for discussion and submission to the Policy and By-Law Committee. ADJOURNMENT (*)4. Moved by C. Viney, seconded by L. Singh: That the Joint Equity and Inclusivity Advisory Committee and Parent, Family and Community Engagement Advisory Committee meeting be adjourned at 9:20 p.m. - Carried - Page 9 of 48

10 Page 10 of 48

11 EIAC Presentation February 8, 2018 Overview of Ministry Funding and Board Allocations Page 11 of 48

12 GSN Announcement GSN stands for Grants for Student Needs. Ministry Memo 2017:B04 Grants for Student Needs (GSN) for was released April 12 th, 2017 Page 12 of 48

13 What were the predominant changes to the GSN? Enhancements to implement the negotiated labour agreements. Page 13 of 48 Wage increases and investments in benefits transformations Local priorities funding including more staffing support for York Region students. Class size investments in kindergarten and grades 4 to 8. Community use of schools and other priorities.

14 GSN Changes (cont d..) Capital Funding School Condition Improvement (SCI) Greenhouse Gas Reduction (GHG) Indigenous Education School Foundation Grant Keeping up with the costs for transportation and utilities Ongoing Implementations Page 14 of 48

15 GSN Funding numbers The government will provide $23.84B to the 72 boards and school authorities for this year. YRDSB s portion of funding is $1.36B Page 15 of 48

16 YRDSB context In June 2017, the board approved a $1.44B budget for 2017/18 school year. Salaries and benefits are 83% of the total budget. Capital accounted for 6% Transportation 2.8% Page 16 of 48

17 Equity Funding Support for Equity work including EIAC is provided through the $153,500 Equity and Inclusivity budget line managed by Inclusive Schools and Community Services. Funds are spent on: Federal Partnerships Community Partnerships Printing of equity materials such as the Multi- Faith Calendar Page 17 of 48

18 Equity Funding (cont d..) Student Conferences Training, Professional Learning, Supply Coverage, etc. Equity Symposium Road to Inclusivity (School based equity grant) Page 18 of 48

19 Equity Funding (cont d..) Spoken Word Poetry Competition EIAC meeting costs Resource materials such as books Translation Services Page 19 of 48

20 EIAC Recommendations 2017 Continue funding translators and training for internal translators Professional development and training Equitable hiring, promotion and retention Every Student Counts survey Community partnerships Advertising for membership Page 20 of 48

21 EIAC Recommendations (cont d..) Develop and review regional Equity Strategy Equity Strategy Steering and Action Committee (ESSAC) Support for schools; i.e. posters, brochures, etc. Student conferences and training Teacher Liaison activities Page 21 of 48

22 EIAC Recommendations (cont d..) Release time for training Support of the regional Equity Symposium Establish a stand-alone budget Page 22 of 48

23 Page 23 of 48 Thank you.

24 Page 24 of 48

25 Ministry of Education Office of the ADM Financial Policy and Business Division 20th Floor, Mowat Block 900 Bay Street Toronto ON M7A 1L2 Ministère de l Éducation Bureau du sous-ministre adjoint Division des politiques financières et des opérations 20 e étage, Édifice Mowat 900, rue Bay Toronto ON M7A 1L2 2017: B04 MEMORANDUM TO: FROM: Directors of Education Secretary/Treasurers of School Authorities Joshua Paul Assistant Deputy Minister Financial Policy and Business Division DATE: April 12, 2017 SUBJECT: Grants for Student Needs (GSN) for I am writing to provide you with information about the Ministry of Education s GSN funding for This information is being provided in conjunction with the release of the school year allocations for the Education Programs Other (EPO) transfer payments. NOTICE: Some of the elements and proposals set out in this memo can only take effect if certain regulations are made by the Lieutenant Governor in Council under the Education Act. Such regulations have not yet been made. Therefore the content of this memo should be considered to be subject to such regulations, if and when made. Further, some of the proposals set out in this memo are dependent on the ratification of amendments to various collective agreements; accordingly, the content of this memo is also subject to ratification of such amendments, if and when they occur. Investments in Ontario s publicly-funded education system continue to increase, with total funding expected to increase from $23.0 billion in to $23.8 billion in Per-pupil funding is projected to increase in to $12,100 an increase of 68 per cent since The GSN reflects implementation of recently ratified labour agreements and regular updates to the GSN, informed by our recent engagement sessions and ongoing technical discussions. As in past years, a summary of these conversations is currently available on the ministry s website. Starting in spring 2017, the ministry will be conducting engagement sessions around the province to discuss rural education and Page 25 of 48 Grants for Student Needs for Page 1 of 12

26 what improvements can be made for Ontario s students. The ministry looks forward to continuing to work with you to sustain Ontario s achievements in education. A. Enhancements to Implement the Recently Negotiated Agreements Trustees associations, education workers unions, and teachers federations have successfully reached nine central agreements. Together, these agreements will provide two additional years of labour stability. They will also enable the ministry and all of our education partners to continue along the path of achieving excellence for Ontario s students. Of the nine agreements, eight are two-year contract extensions and one is a new twoyear agreement. Seven of the agreements have been ratified. All nine agreements will be effective from September 1, 2017 to August 31, The GSN reflects investments for the first year of the agreements to support the following: Modest wage increases and investments in benefits transformation; Local priorities funding including more staffing support for special education students; Class size investments for full-day kindergarten (FDK) and Grades 4-8; and, Community use of schools and other priorities. In addition to the GSN enhancements identified above, there are labour-related investments outside of the GSN. Please see the EPO memo for more details. The parties have agreed that, any terms not included in the agreements, including both central and local terms from the agreements, remain status quo. Salaries and Professional Development The ministry will provide a 1.5 per cent salary benchmark increase for staff 1 in (projected to be $257.2 million). In addition, the ministry has committed to provide funding for a one-time payment in for professional development, equivalent to the amount that would have been generated if the salary benchmarks for these staff had been increased by 0.5% (projected to be $85.7 million). All unions and federations have agreed to conduct a survey of their members on the use of these funds (meant for professional development and other professional expenses) and to provide them to the ministry. 1 Does not include Principals, Vice Principals or Directors of Education Page 26 of 48 Grants for Student Needs for Page 2 of 12

27 Employee Health, Life & Dental Benefits Transformation Inflation protection increases or increases to base funding for the provincial benefits trusts resulting from the agreements will be reflected in updated table amounts for These table amounts will also reflect projected staffing in boards for , as well as updates to the underlying board shares of the benefit costs derived from the updated benefit costs for school boards. An additional memo will be available that includes union-specific investments in summer Local Priorities Funding As a result of the education sector labour negotiations, several targeted education investments were discussed, in addition to compensation and benefit enhancements. The ministry has agreed to establish a Local Priorities Fund (LPF) of $218.9 million in to address a range of priorities including more special education staffing to support children in need, "at -risk" students and adult education. These funds could support about 875 full-time equivalent (FTE) teachers and about 1,600 to 1,830 FTE education workers. Actual staffing will vary depending on specific agreements, local discussions and compensation specific to each board, as well as job security provisions, staffing reductions related to declining enrolment and other exceptions. Where a labour agreement provides for staffing, the LPF is to be used by school boards to hire teachers and education workers accordingly. As always, this will be done through the creation of new positions or to mitigate against the reduction of positions, subject to the job security provisions outlined in the applicable central agreement. The availability of the LPF does not negate or nullify a board s established budget plan or need to adjust staffing levels through attrition. However, it is not generally intended that the LPF will be used to simply fund the replacement of the same positions reduced through attrition following the date of this memorandum. Boards that intend to use the LPF in this manner must be prepared to demonstrate local circumstances supporting such use. Subject to demonstrated local circumstances, where a local union has a concern about the use of attrition, such concerns may be raised at the central dispute resolution committee, where the Crown is a participant. Community and Other Priorities The Community Use of Schools Allocation allows boards to reduce the rates for school space used by the community by helping boards with the costs involved with keeping schools open after hours such as heating, lighting, and cleaning. The ministry is providing a 3% increase to this funding (approximately $0.8 million). There will also be new funding through the School Boards Administration and Governance Grant to help boards manage the agreements through the Human Resource Transition Supplement ($10.0 million). Page 27 of 48 Grants for Student Needs for Page 3 of 12

28 Class Size Investments The government has made a commitment to invest in reducing large classes in FDK and Grades 4 to 8. This commitment is a part of the government s plan to improve public education and advance student achievement and well-being. The ministry held consultations with teachers federations, education workers unions and trustees associations. The feedback from these consultations was valuable, and has, in part, shaped the proposed amendments to class size. Full-Day Kindergarten (FDK) Currently FDK is funded based on a board-wide average of 26 students per class. For the school year , the government intends to implement a class size cap that will prevent large FDK classes. This GSN investment will lower the funded average class size to in (projected to be $16.7 million) to provide additional funding to help boards manage the costs associated with meeting the caps. The class size regulation will continue to require an average FDK class size of no greater than 26, but will now also require at least 90 per cent of FDK classes to have 30 or fewer students in Up to 10 per cent of FDK classes can reach up to 32 students if they meet one of the following exceptions: (a) If purpose-built accommodation is not available (this exception will sunset after five years); (b) If a program will be negatively affected (e.g., French Immersion); or (c) Where compliance will increase FDK/Grade 1 combined classes. FDK classes combined with other grades (e.g., FDK/Grade 1) will continue to be subject to other class size requirements (e.g., primary class size). Additionally, boards must hire an ECE for all FDK classes in the same school and same track in the case where one of those classes has less than 16 students while at least one other class has more than 30. Grades 4-8 Class Size In , the funded average class size will be reduced to (projected to be $39.6 million). Over five years, the funded class size average for Grades 4-8 will be reduced to for all school boards. Any board with a regulated Grade 4-8 class size average maximum exceeding 24.5 will be required to reduce its Grade 4-8 maximum class size average to 24.5 within five years. The class size regulation will be amended each year to reduce the maximum class size to the extent that can be supported by the additional funding, or until the board reaches a maximum average class size of Boards whose regulated class Page 28 of 48 Grants for Student Needs for Page 4 of 12

29 size average maximum is at or below 24.5 will not be required to lower their maximum average class sizes. B. Capital Capital funding plans related to school renewal are being released today. Details of the other capital funding programs will be provided in the coming weeks in a separate memorandum. School Condition Improvement (SCI) / School Renewal Allocation (SRA) The SCI program addresses renewal needs focusing on ensuring facilities are in good condition, energy efficient, accessible and safe. SRA funding improves the more visible elements of schools including flooring, walls, ceilings, playing fields and more. In June 2016, the ministry announced a historic investment in school renewal funding to keep schools across Ontario in a state of good repair. The ministry will continue to invest at this level for a total of $1.0 billion in SCI funding in There will also continue to be an additional $40 million for the SRA. This will bring the SRA to a total projected investment of about $357 million. This maintains the government s commitment to invest $1.4 billion in school renewal. The ministry is committed to continuing this level of investment in Greenhouse Gas (GHG) Reduction Immediate Funding Available The Government of Ontario s Climate Change Action Plan outlines specific commitments for meeting the Government s GHG emissions reduction target by The ministry is pleased to announce, as part of the $1.0 billion investment in SCI funding for the school year, a $200.0 million initiative that will support the reduction of GHG emissions from facilities in the education sector. As this priority is urgent, this $200.0 million is being made available to boards immediately to take advantage of the summer months and will be effective until March Eligible expenditures under this program will support the replacement, renewal and installation of new energy efficient building components in older elementary schools, secondary schools and administrative buildings. Energy efficient building components include: energy efficient lighting systems, HVAC systems/controls and other pre-defined enhancements to the building envelope. Additional details will be supplied in a separate memorandum. C. Indigenous Education The ministry has engaged with a broad range of stakeholders in discussions focused on funding allocations that support equitable outcomes for all students. This included engagement with First Nation, Métis, and Inuit education partners. Page 29 of 48 Grants for Student Needs for Page 5 of 12

30 To reflect the ongoing conversations with our indigenous partners, the ministry has changed the name of the First Nation, Métis, and Inuit Education Supplement and its allocations as per the figure below: Former Title New Title ( ) First Nation, Métis and Inuit Education Supplement Native Languages Allocation First Nation, Métis and Inuit Studies Allocation Indigenous Education Grant Indigenous Languages Allocation Indigenous Studies Allocation Enveloping the Per-Pupil Amount (PPA) Allocation of the Indigenous Education Grant In , the ministry is enveloping all of the PPA Allocation of the Indigenous Education Grant to ensure this funding is used to support programs and initiatives aimed at improving Indigenous student achievement and well-being and closing the achievement gap between Indigenous students and all students. This amount is projected to be $25.3 million in Boards will continue to be required to spend at least $84, in on a dedicated Indigenous Education Lead (Lead). Any remaining funds in the PPA must be used to support the implementation of the Ontario First Nation Métis and Inuit Education Policy Framework (Framework) through the Board Action Plan on Indigenous Education. Updates to the Lead Position In , all boards must allocate at least 1.0 FTE for the dedicated Lead position. The Lead must be hired full-time and must be dedicated only to this role of the Lead. Exceptions may be determined by the ministry in collaboration with school boards 2 for geographic reasons (northern and rural boards). The Lead will work closely with senior board administration to implement the Framework. Each school board will also be required to identify a Supervisory Officer who is accountable for the implementation of the Framework, and has oversight for the work of the Lead if the Lead is not a Supervisory Officer. D. School Foundation Grant (SFG) Starting in , the government is making additional investments in supports for school administration through the SFG. 2 Boards that receive exceptions to this rule are still required to invest one FTE in the Lead position. Page 30 of 48 Grants for Student Needs for Page 6 of 12

31 These changes are projected to result in a net investment in the GSN of approximately $4.6 million in , while the total SFG is projected to be $1.47 billion. Multi-Building Adjustment In , the ministry is introducing funding for an additional principal for elementary or secondary schools (excludes combined schools) that consist of multiple buildings on the same campus with large enrolment. This investment recognizes differentiated enrolment thresholds for English-language boards and French-language boards recognizing the unique needs of boards operating in a minority language context. Elementary Secondary English-language Each at least 150 ADE & average at least 300 ADE Each at least 200 ADE & average at least 700 ADE French-language Each at least 100 ADE & average at least 150 ADE Each at least 150 ADE & average at least 350 ADE French-Language Board Adjustment Also starting in , French-language boards regular schools will generate funding as if they were distant schools. This investment recognizes that boards operating in a minority language context may face greater difficulty in meeting school size thresholds. Please refer to the technical guide for more details. School Foundation Grant Funding Changes In , the School Foundation Grant will provide funding based on a campus definition of a school for the purposes of funding school administration. A campus is defined as property or properties owned, leased or rented by a school board that are linked by a contiguous property line. This change will also affect other grants in the GSN that are based on the definition of a school for the purposes of the School Foundation Grant. The impacts on GSN funding will be phased-in over four years. E. Keeping Up with Costs The GSN has been updated to assist school boards in managing increases to electricity, transportation, and other non-staff school operations costs. In , the projected cost is $31.4 million. In , the Student Transportation Grant will be increased by 2 per cent to help boards manage increased costs. As in previous years, this update will be netted against a school board s transportation surplus. In addition, funding adjustments due to fuel Page 31 of 48 Grants for Student Needs for Page 7 of 12

32 price changes will continue to be triggered by the fuel escalation and de-escalation mechanism throughout the school year. The ministry will also provide a 2 per cent cost benchmark update to the non-staff portion of the School Operations Allocation benchmark to assist boards in managing the increases in commodity prices (natural gas, facility insurance, electricity, and other costs). F. Ongoing Implementation and Other Changes In , the ministry will continue to implement important GSN reforms that began in prior years. A list of these reforms as well as other in-year changes can be found below. For more information on any of these and additional items, please refer to the technical guide available on the ministry s website. 1. Existing and Prior Labour Agreements Changes stemming from past labour agreements including investments for principals and vice-principals, as well as the continued phase-out of retirement gratuities. 2. Benefits Investments Investments to support the ongoing funding of Employee Life and Health Trusts, based on updated costing information, including updated FTE data and projections. 3. School Board Administration and Governance Grant (SBAGG) is the final year of a four-year phase in of the funding model for the SBAGG. There will also be a corresponding change to the Declining Enrolment Adjustment. In addition a change is made to the accountability provisions for French boards that adds the French-language equivalence component of the Remote and Rural Allocation to the limit on net administration and governance expenses, recognizing that school boards operating in a minority language context could face higher costs in obtaining goods and services. 4. School Board Efficiencies and Modernization (SBEM) is also the final year of a three-year phase in of measures introduced in to encourage the management of underutilized school space through the SBEM strategy. 5. Differentiated Special Education Needs Amount (DSENA) Allocation Changes to reflect the final year of a four-year phase in of a new funding model for the DSENA, and other adjustments Census and National Household Survey (NHS) Page 32 of 48 Grants for Student Needs for Page 8 of 12

33 marks the second year of the three-year phase-in of 2011 Census and NHS data to the Indigenous Education Grant and Language Grant. G. Next Steps in Transformation Rural Education As mentioned at the beginning of this memo, starting this spring, the government will launch an engagement on new approaches to supporting education in rural and remote communities. This engagement will include regional in-person engagements throughout rural Ontario as well as an online survey. Discussion topics will balance programming considerations, the need to leverage assets for the benefit of the community where possible, and feedback on funding approaches. Further information and a discussion paper to support the rural engagements will be found at ontario.ca/ruralschools. Transportation In response to the Auditor General s recommendation that the Ministry of Education revisit the current student transportation funding formula, the ministry will proceed with a 12 to 18 month multi-stakeholder engagement to solicit input and feedback to renew the vision of student transportation in Ontario. The engagement will focus on transportation funding principles, the roles of government and school boards, and interactions with other services outside of education. Feedback gathered from the consultation will be used to inform the following outcomes: The delivery of student transportation funding to school boards; and Future policy development. H. School Authorities As in previous years, funding for school authorities will be adjusted in , as appropriate, to reflect changes in funding to district school boards. The ministry will provide further information concerning funding in for school authorities in the near future. Page 33 of 48 Grants for Student Needs for Page 9 of 12

34 I. Reporting Dates for Submission of Financial Reports The ministry has established the following dates for submission of financial reports: Date Description June 30, 2017 Board Estimates for November 15, 2017 November 24, 2017 December 15, 2017 Board Financial Statements for Board Enrolment Projections for to Board Revised Estimates for May 15, 2018 Board Financial Report for September 1, 2017, to March 31, 2018 The ministry expects that Estimates forms will be available in EFIS by April 21, Page 34 of 48 Grants for Student Needs for Page 10 of 12

35 J. Information Resources If you require further information, please contact: Subject Contact Telephone and Labour Agreements Brian Blakeley (416) Benefits Transformation Romina Di Pasquale (416) Capital Policies and Rural Education Financial Accountability and Reporting Requirements Colleen Hogan (416) Med Ahmadoun (416) Indigenous Education Taunya Paquette (416) Operating Funding Andrew Bright (416) Special Education Louise Sirisko (416) Student Transportation Cheri Hayward (416) Page 35 of 48 Grants for Student Needs for Page 11 of 12

36 Conclusion The ministry looks forward to working in partnership with school boards in the school year. The collaboration, input, and support from school boards and all our partners are key elements in achieving our shared vision for education in our province. Your commitments to achieving excellence for all students and to providing effective leadership are valued. I am confident that, working together, we will build on past success and ensure that our schools continue to be a cornerstone of Ontario s future. Original signed by Joshua Paul Assistant Deputy Minister Financial Policy and Business Division cc: School business officials Page 36 of 48 Grants for Student Needs for Page 12 of 12

37 MEMORANDUM TO: FROM: EIAC Members Leslie Johnstone, Associate Director of Education, Learning and Working Environments Cecil Roach, Coordinating Superintendent of Education, Equity and Community Services Paul Woods, Principal, Inclusive School and Community Services Aneta Fishman, Principal, Human Rights and Equity Education DATE: January 23, 2018 SUBJECT: New Vision in Student Transportation in Ontario - Engagement Sessions The Ministry of Education will be beginning a broad engagement to develop a New Vision in Student Transportation in Ontario. The primary engagement session with the Council of Directors of Education (CODE) will be held in Toronto later this month. In addition, supplementary regional engagement sessions will be held for school boards, consortia, and bus operators. The discussion paper encompasses the desired outcomes for the engagement: to identify priorities and approaches to build a safe, responsive, equitable, and accountable student transportation system in Ontario. Members of EIAC are invited to open the link to the discussion paper. There you will find an explanation of how to participate, should you wish to do so. The deadline for feedback is March 29, Page 37 of 48

38 Page 38 of 48

39 EIAC Staff Report - February 2018 Human Rights Vice Principal Training More than 160 elementary and secondary school vice-principals in the Board received human rights training this month. The mandatory training was designed to increase their understanding of: The human rights system and legislative context, including the Canadian Charter of Rights and Freedoms, Ontario Human Rights Code, provincial law including the Education Act, and Board policy Social identity distinctions, including race, religion, ethnic group, first language, sexual orientation, gender identity, abilities, income level and class, and appearance How to identify human rights concerns and violations Measures to enhance equity and prevent discrimination and harassment Best practices to address human rights concerns The Board s Human Rights Commissioner s Office structure, process and best practices More than 475 principals, vice-principals and managers have received human rights training in the past three months. Everyone in our system has a role to play in ensuring human rights are respected and embedded within our working and learning culture. Providing training will help to ensure that all our staff have a good understanding of Ontario s human rights system and what they can do in their respective roles to protect and promote human rights said Anthony Anirud, Human Rights Commissioner. In August, the Board appointed Human Rights Commissioner Anthony Anirud. The Human Rights Commissioner s Office is responsible for human rights compliance, processes and procedures to receive and respond to complaints of harassment and discrimination reported by students, families, staff and community members. The Board has also appointed a Principal, Human Rights to support schools in creating learning environments that promote and protect human rights. Page 39 of 48

40 Antisemitism Workshops Antisemitism is defined as latent or overt hostility or hatred directed towards, or discrimination against individual Jewish people or the Jewish people for reasons connected to their religion, ethnicity, and their cultural, historical, intellectual and religious heritage. (Canadian Race Relations Foundation). At YRDSB, we continue to ensure our system creates a sense of belonging for all students, staff and communities, and prevents discrimination and harassment. Over the last couple of years and especially the last few months, we ve seen a significant increase of antisemitism in our schools. Mark Topping and Ricky Veerappan, YRP, recently shared at the Board s Equity and Inclusivity Advisory Committee, that there were 86 reported hate crimes in 2016 in York Region. Hate crime victimization focused primarily on Jewish, Muslim, LGBTQ, and Black communities. Many hate crimes are often under reported. As part of our comprehensive Equity Action Plan, and responding to the many requests from staff across the region, starting in January, we will be partnering with Bernie Farber, Human Rights & Social Justice Consulting, and Len Rudner, Human Rights Consultant, to offer a workshop to address the increase of Antisemitism both on a local and global scale. Some of the areas from YRDSBs Equity Action Plan addressed in the workshops will include: 4.2 Identify and respond to barriers to equitable, accessible and inclusive curriculum and assessment. 4.3 Ensure equitable, accessible and inclusive teaching practices. 5.1 All staff are responsible for the development of positive school and workplace climates, free from discrimination and harassment, where all members of the community feel safe, welcomed and included. 6.2 Build capacity in staff by developing, offering and supporting professional opportunities to all employee groups in the board regarding equity, accessibility and inclusivity. The half day Antisemitism Workshops will be offered in January March and school teams (administrator, equity designate, teacher) are invited to sign up on C2L. The workshops will focus on the following: Historic Antisemitism and Current Manifestations Antisemitism in the Schools Problems and Solutions (Case Studies) In the workshop, we will also be referring to the new YRDSB School Resource Guide: Responding to Discrimination, Harassment and Hate (being launched winter 2018). Registration for the workshops was open to 32 school teams. Page 40 of 48

41 School teams must include: one each - administrator, equity designate, teacher (Maximum 3 staff per school) each person in the school team must attend the same session. Workshops Dates Black Boys Focus Group Launch Racial discrimination continues to be a considerable barrier to the well-being and academic success of racialized students (Ontario s Equity and Inclusive Education Strategy, 2009). Only through collaborative and intentional strategies can we eliminate the biases, barriers, and power dynamics that limit equitable access of racialized students to opportunities and successes. Only when the well-being of all children and students is supported are we meeting the conditions needed for the learning, growing, and development of a positive sense of self for all learners. Well-being, however, cannot be fully achieved until racial disparities are thoroughly interrogated. (Ontario Ministry of Education Ontario s Well-Being Strategy for Education: Discussion Document) Given the understanding that anti-black racism and systemic oppression create real barriers to learning for Black male youth, The York Region District School Board (YRDSB), in partnership with the Alliance of Educators for Black Students (AEBS) and community partners; Vaughan African Caribbean Association (VACA), Markham African Caribbean Canadian Association (MACCA) and the York Region African Caribbean Canadian Alliance (YRACCA) have created the Black Male Focus Group (BMFG). The goal of this initiative is to offer Black students an opportunity to share their voices about the schooling experience and to offer suggestion to improve it. This space, will address the needs of Black Male youth in order to increase engagement, achievement and to enhance their well-being. Doing so will give the system the opportunity to develop and deepen our understanding and capacity to identify and address racism in all its manifestations within schools. The Black Male Focus Group started in the spring of The initial objective of this group was to create a student focus group where educators could facilitate a shared, safe space to discuss issues impacting wellbeing and achievement of black male youth. The goal of the group is to improve student wellbeing and achievement by addressing culturally-relevant student concerns. The data collected from the initial focus group was used to create the framework for the program. Page 41 of 48

42 Objectives: To affirm Black Male Youth in perception of self within a system that oppress them To create safe and inclusive learning space that actively encourages Black Male Youth to share their understanding of their experiences Acknowledge the needs of Black Male Youth in order to increase achievement and enhance their well being Explore dominant systems and structures that reinforce anti-black racism The Black Male Focus Group will affirm Black Male Youth in perception of self and help them understand and successfully navigate systemic discrimination and oppression. It will create opportunities for leadership, student voice, and learning through empowerment. The BMFG will address and acknowledge Black Male Youth needs in order to increase achievement, self-worth and well-being as well as build community partnerships and enhancement of future pathways. Our program will include: leadership training, career exploration, mentorship, 21st century computer skills, financial literacy, entrepreneurship, community connection, and scholarship opportunities. Date Focus Participants Location February 7, 2018 Program Launch Families Teachers Students Board Representatives CEC Central Room A 6:00-9:00 p.m. (booked Dec. 18) February 15, 2018 My Identity/Exploring Administrator(s) Bill Hogarth SS My Future Teacher(s)* Students Board Co-Facilitator March 23, 27, 2018 Field Trip to a Post- Secondary Institution Administrator(s) Teacher(s)* Student Leaders** Field Trip (Board Co-Facilitator upon request) April 17, 2018 Celebration Administrator(s) Teacher(s)* Student Leaders** Bill Hogarth SS Page 42 of 48

43 Facing History FNMI Project Stolen Lives Seminar: In this seminar we will explore the history of Canada s Indian Residential Schools through primary source texts and survivors personal testimonies to better understand the devastating history and long lasting impact on former students, their families, and entire Indigenous communities. We will also look at their historical roots and the legacies that followed while examining the apologies given by government and churches, the work of the Truth and Reconciliation Commission, and the charge of genocide. We will use all of these elements to help students connect this history to their own lives and the choices they make. Grade 10 History Seminar This seminar will provide grade 10 history teachers with content and strategies to help students explore Canada s social history. We will also introduce participants to Facing History and Ourselves unique pedagogical approach which supports inquiry skills and the creation of meaningful learning in the classroom. We study the past to understand the present and shape the future. We ask, what is Canada? Who is considered Canadian? How do these beliefs impact society and how have they changed over the course of Canada s history? In this seminar you will: Discover new interdisciplinary teaching strategies that reinforce historical thinking and inquiry skills Explore topics such as Canada s contemporary identity; continuity and change in our nation s universe of obligation; Canada s response to the Holocaust; the history of Canada s Indian Residential Schools and the call for reconciliation Community Partnership Developers (formerly Community Resource Facilitators) Ministry of Citizenship and Immigration - joint work on informing community organizations about the funding and workshop to support their proposals, with Ministry Rep in attendance. There have been at least 3 applications go forward from this collaborative work. 7th Annual Diva Ball - GIRLS INC - March 6 Newmarket, March 8 Sutton. Maple s Closet - Diva Ball - April 17, GQ Ball April Maple HS. Referrals and request for donations Series of Parent workshops - information flyers sent to department to share with families Page 43 of 48

44 Feb 7 German Mills Raising Confident Competent Children Feb 12 Bayview Glen Power of Positive Parenting Feb 21 Forest Run Feb 22 Blue Willow Feb 27 Glenn Gould Feb 28 Brownridge Raising Confident Competent Children Raising Confident Competent Children Raising Confident Competent Children Emotional Regulation Human Trafficking presentations with YRP & HT Committee March 6: Principals April 3: April 4: Vice Principals Student Success & Guidance Volunteer Fair at Costi Vaughan - March 13 10am-2pm CPD - table for GIVE YRP March break camp - students in grades 4/5 CEC North: free day camp for week for 30 students. Funding for Swim to Survive + (Plus) grade 7 students has been approved schools will start booking swim times in February Financial Literacy lunch program starting at Vellore Woods & Dr. R Bondar (4 weeks) Female Empowerment lunch program starting at Woodbridge (4 weeks) Supporting Maple HS Wellness Committee - planning Health & Wellness Event Sutton P.S./SEPYR/Linking Georgina offering a Newcomer Night on February 21. Girls INC and YRDSB collaborating with the DIVA BALL - Sutton High location on March 8th. Page 44 of 48

45 Teacher Liaisons Update Created an online Google form for Teacher Liaison Referrals that can be easily accessed by staff, parents and community partners Tamil Heritage Month has kept our team busy throughout the month of January led by our Tamil Heritage Teacher Liaison Initha Subramaniam: January 5 - Tamil Heritage Opening Celebration January 16 - Educator Presentation and Workshops - MCI - 4:00-6:30 pm January 20 - Student Conference with Workshops - MCI - 9:30-2:30 pm January 26 - Stouffville Pongal Celebration - Stouffville Secondary 6:00-11:00 pm January 27 - Tamil Heritage Closing Celebration - MCI 5:30-9:30 pm Y ROOTS Presentations To Schools On Tamil Heritage: Friday January 12- MCI 10:00 am Friday January 12 - Armadale PS after lunch Monday January 15 th 10:00 am Markham Gateway Tuesday January 16 th Randall PS 10 am Tuesday January 16 th Wilclay Ps after lunch Friday February 23 rd Mount Albert PS 10 am Wednesday January 25 - Stouffville district Secondary school Wednesday January 25- Oscar Peterson PS Equity Teacher Facilitators Update Equity Series Professional Learning (Educators) in collaboration with community partners to focus on Anti-Black Racism; Islamophobia; and Classism Trauma-Informed Schools Professional Learning in collaboration with Mental Health Team (Mental Health/Student Services) CRRP (Culturally Relevant & Responsive Pedagogy) PL in collaboration with C&IS Page 45 of 48