agenda faith and program committee meeting and p agenda march 10 2020.pdf · st. himelin, pray for...

AGENDAFaith and Program Committee Meeting

Tuesday, March 10, 2020, 7:00 p.m.

Board Room, Catholic Education Centre

Mission: Disciples of Christ, nurturing mind, body, and soul to the fullness of life. Vision: Changing the world through Catholic education.

Pages

A. Routine Matters

1. Call to Order and Attendance

2. Acknowledgement of First Nations Sacred Territory

3. Opening Prayer 3

4. Approval of Agenda

a. Approval of Calendar Items

5. Declaration of Interest

6. Approval of Minutes, Faith and Program Committee Meeting, February 11, 2020 5

a. Business Arising from the Minutes

B. Pastor’s Remarks

C. Awards and Presentations

1. Royal Canadian Geographical Society's 2019 Innovation in Geography Teaching Award:MaryEllen Gucciardi, St. Marguerite d'Youville C.S.S.

D. Delegations

1. Lottery Process St. James Catholic Global Learning Centre 2020-2021 - Heidy GomezD'Sola

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E. Reports from Trustees for Receipt

1. Regular Reports

2. Student Senate Report

3. Good News Items

F. Information/Reports from Committees for Receipt

G. Information/Reports from Administration for Receipt

1. Long-Term Facilities Master Plan: Draft Program Survey - Max Vecchiarino 13

2. Student Trustee Election for 2020-2021 - Martine Lewis 27

3. Review of Policy 32.00: Health and Physical Education Curriculum Exemptions - CarmelMurphy

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H. Trustee/Committee/Administration Reports Requiring Action

1. 2020-2021 School Year Calendar - Tammy-Lynne Peel 55

2. New Policy: Indigenous Education - Max Vecchiarino 65

3. Revised Policy 4.23: International Languages - Max Vecchiarino 73

I. Notices of Motion

J. Additional Business

K. Questions Asked of, and by, Board Members

L. Declared Interest Items

M. In Camera SessionSee In Camera Agenda

N. Rise and Report

O. Future MeetingsMay 19, 2020

June 9, 2020

P. Adjournment

2

.

Faith and Program Committee Meeting

March 10, 2020

Opening Prayer

In the name of the Father, and the Son and the Holy Spirit. Amen.

God of glory and compassion, at your touch the wilderness blossoms, broken lives are made whole, and fearful hearts grow strong in faith.

Open our eyes to your presence and awaken our hearts to sing your praise.

To all who long for your Son’s return, grant perseverance and patience, that we may announce in word and deed the good news of the kingdom.

Today, as we celebrate Saint Himelin, let us be mindful of how he suffered from illness and how he was refused a cup of water for fear that others would contract his illness.

Let us ponder the miracle of how St. Himelin turned a pitcher of water into wine when he was finally served water on his deathbed.

Heavenly Father, let us hold in prayer all those who suffer from illness and disease today.

Let us pray especially for those who are suffering from the Coronavirus.

Let faith and reason rule over fear. Bless hearts, Lord, hearts that are bitter.

Above all, comfort the sick, heal those who suffer in pain and comfort the dying.

Let us be mindful of the peace prayer of St. Francis: Lord, make me an instrument of your peace.

Where there is hatred let me sow love; Where there is injury, pardon;

Where there is doubt, faith; Where there is despair, hope; Where there is darkness, light;

And where there is sadness, joy.

May Almighty God bless us, in the name of the Father, and the Son, and the Holy Spirit. Amen.

St. Himelin, pray for us. Amen.

In the name of the Father, and the Son and the Holy Spirit. Amen.

(Prayer inspired by the Lord, Bless All People by Saint Teresa Benedicta of the Cross and The Peace Prayer of Saint Francis)

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Minutes of the Faith and Program Committee Meeting, February 11, 2020

MINUTES


Tuesday, February 11, 2020, 7:00 p.m. Board Room, Catholic Education Centre

Trustees: Stefano Pascucci Chair

Mario Pascucci Vice Chair Brea Corbet Trustee Darryl D'Souza Trustee Anna da Silva Trustee Frank Di Cosola Trustee Sharon Hobin Trustee Bruno Iannicca Trustee Thomas Thomas Trustee Sheanne Jesudhason Student Trustee Eugene Zanone Student Trustee

Regrets: Luz del Rosario Trustee

Shawn Xaviour Trustee Staff:

Marianne Mazzorato, Ed.D. Director of Education, Secretary to the Board David Amaral Associate Director, Instructional Services Julie Cherepacha Executive Superintendent, Finance, Chief Financial

Officer and Treasurer Wayne Brunton Superintendent, Family of Schools Deborah Finegan-Downey Superintendent, Special Education and Learning

Services Silvana Gos Superintendent, Family of Schools Martine Lewis Superintendent, Family of Schools Cairine MacDonald Superintendent, Family of Schools Tammy-Lynne Peel Superintendent, Family of Schools Les Storey Superintendent, Family of Schools Max Vecchiarino Superintendent, Policy, Strategy and Global

Learning Richard Smith Chief Information Officer Christiane Kyte General Manager, Clinical Services and Special

Education

Recorder: Cindy Child

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A. Routine Matters

1. Call to Order and Attendance Chair Stefano Pascucci called the meeting to order at 7:00 p.m.

2. Acknowledgement of First Nations Sacred Territory Chair Stefano Pascucci acknowledged the sacred territory of the Mississaugas of the Credit First Nation.

3. Opening Prayer Chair Stefano Pascucci led the Opening Prayer.

4. Approval of Agenda Item withdrawn: C 1 Item added to the In Camera Agenda: M 2

Moved by Thomas Thomas

THAT THE AGENDA BE APPROVED, AS AMENDED.

CARRIED

a. Approval of Calendar Items - Nil

5. Declaration of Interest - Nil

6. Approval of Minutes, Faith and Program Committee Meeting, January 14, 2020

Moved by Sharon Hobin

THAT THE MINUTES OF THE FAITH AND PROGRAM COMMITTEE MEETING, JANUARY 14, 2020, BE APPROVED, AS AMENDED.

CARRIED

a. Business Arising from the Minutes – Nil

B. Pastor’s Remarks – Nil

C. Awards and Presentations – Nil

D. Delegations – Nil

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E. Reports from Trustees for Receipt

1. Regular Reports - Nil

2. Student Senate Report

Student Trustees Sheanne Jesudhason and Eugene Zanone shared their report:

On January 30 we held our Student Senate meeting and had an insightful discussion on DPCDSB Multi Year Strategic Plan as presented by Superintendent Max Vecchiarino. We spoke on the upcoming Student Trustee Elections and reminded all schools to have their candidates submitted by Friday, February 14, 2020.

The Student Trustee Elections will be held February 27 at 11:30 a.m. at the CEC. The names of the two elected Student Trustees will be reported at the March Faith and Program Committee Meeting.

We are attending the Ontario Student Trustee Association’s Board Council Conference in Ottawa. The conference will have a focus on what we can do as a Catholic board to continue working on initiatives that support the Catholic Board Council’s pillars of advocacy: Stewardship of the Earth, Faith in Action, and Student Well-Being. We will use the conference as an opportunity to network and share ideas with other Student Trustees from across Ontario.

Thank you for your continued support.

3. Good News Items – Nil

F. Information/Reports from Committees for Receipt - Nil

G. Information/Reports from Administration for Receipt

1. Newcomer Reception Assessment Centre - Settlement Services - Dulcie Belchior-Demedeiros and Joanna Kubica

Associate Director David Amaral welcomed Dulcie Belchior, Principal Student Success and Secondary Program and Joanna Kubica, Settlement Services Worker.

The report was reviewed, and a power point presentation highlighted the service provided at two DPCDSB sites: St. Isaac Jogues Catholic Elementary School (Brampton) and St. Veronica Catholic Elementary (Mississauga). Each year these two sites accommodate 1200 to 1500 students and their families. This school year, to date, they have served 700 students.

Joanna Kubica responded to questions of clarification.

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Trustees acknowledge the essential work of the Settlement Service Workers and appreciate the advocacy for Catholic education to newcomers and immigrant families.

Trustee Sharon Hobin suggested that the Board of Trustees write to Immigration, Refugees and Citizenship Canada (IRCC) regarding the removal of funding for the Elementary and Secondary Writers' Showcases.

Moved by Bruno Iannicca

THAT THE REPORT TO THE FAITH AND PROGRAM COMMITTEE, NEWCOMER RECEPTION ASSESSMENT CENTRE - SETTLEMENT SERVICES, BE RECEIVED.

CARRIED

2. Equity and Inclusion: A System Approach to Leadership - Cairine MacDonald, Tammy-Lynne Peel, Max Vecchiarino

Superintendent Max Vecchiarino reviewed the report. Superintendent Tammy-Lynne Peel presented on work in Brampton East Caledon Dufferin Malton family of schools on equitable leadership, and system-wide professional development and student opportunities on anti-racism. Superintendent Cairine MacDonald presented on work in Mississauga South family of schools and system-wide on getting to know the learner and increasing awareness regarding the dignity and identity of students. Principal, Equity and Inclusive Education, Michelle Coutinho explained code-switching and the benefit to students when teachers recognize and give students the opportunity to share their cultural experiences.

Staff responded to a variety of questions and comments.

Moved by Brea Corbet

THAT THE REPORT TO THE FAITH AND PROGRAM COMMITTEE, EQUITY AND INCLUSION: A SYSTEM APPROACH TO LEADERSHIP, BE RECEIVED.

CARRIED

3. St. James Catholic Global Learning Centre Random Selection Process – Verbal Report – Martine Lewis

Superintendent Martine Lewis reviewed the recent random selection process for Kindergarten at St. James Catholic Elementary School and acknowledged that the random selection app that was used malfunctioned. All parents/guardians have been contacted regarding concerns raised. There are 23 students registered for Year One Kindergarten for September 2020 with a wait list.

Chief Information Officer Richard Smith and Superintendent Martine Lewis took questions on the process and the app used. There will be further examination of the random selection process for 2021-2022 and consideration of standardizing random selection process system-wide, to include French Immersion and capped secondary schools.

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Associate Director David Amaral advised that, following the review, the random selection process for 2021-2022 will be shared before implementation.

Moved by Mario Pascucci

THAT THE VERBAL REPORT TO THE FAITH AND PROGRAM COMMITTEE, ST. JAMES CATHOLIC GLOBAL LEARNING CENTRE RANDOM SELECTION PROCESS, BE RECEIVED.

CARRIED

H. Trustee/Committee/Administration Reports Requiring Action - Nil

I. Notices of Motion - Nil

J. Additional Business - Nil

K. Questions Asked of, and by, Board Members

1. Trustee Sharon Hobin requested status of DPCDSB strategy on vaping. Associate Director David Amaral explained that staff is working on a strategy with administrators and await direction from Region of Peel Public Health.

2. Trustee Brea Corbet recognized that today is International Day for Women and Girls in Science, and requested status of supports in place to address gender gaps and help reduce system barriers in place for girls wanting to pursue STEM choices. Associate Director David Amaral indicated that initiatives and programs will be included in Issues and Events.

3. Trustee Brea Corbet requested an update on the Teacher Online Web Attendance application, Associate Director David Amaral confirmed this will be provided via Issues and Events.

4. In response to Student Trustee Eugene Zanone's concern regarding valid labor action news, Associate Director David Amaral advised that the Labor Relations Updates are sent to parents/guardians through School Messenger and by hard copy if needed. As well, the board website is continually updated.

5. In response to Trustee Mario Pascucci's inquiry, Associate Director David Amaral confirmed that DPCDSB has a Flag Protocol and will provide in Issues and Events.

6. In response to Trustee Bruno Iannicca's inquiry, Associate Director David Amaral advised that information about the password reset tool will be in included in Issues and Events. Chief Information Officer Richard Smith advised that ICT is working on an app that will allow reset through phones. This will be communicated when complete.

Director Marianne Mazzorato advised of presentation for CEC and Keaton staff on cybersecurity. The presenter, Danny Pehar Managing Director of Cybersecurity Awareness Training, a graduate of DPCDSB, shared do's and don'ts on personal identity and board internet security.

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7. In response to Trustee Darryl D'Souza's inquiries, Associate Director David Amaral confirmed that Grade 7 and 8 students access myBlueprint and that the possibility of electronic report cards will be considered.

The Chair was passed to Trustee Mario Pascucci.

8. In response to Trustee Stefano Pascucci's inquiry, Associate Director David Amaral will provide follow up on the Region of Peel's Dental Screening Options.

Trustee Stefano Pascucci resumed the Chair.

L. Declared Interest Items - Nil

M. In Camera Session

Moved by Thomas Thomas

THAT THE FAITH AND PROGRAM COMMITTEE MEETING BE ADJOURNED AND THE TRUSTEES IMMEDIATELY CONVENE AN IN-CAMERA MEETING OF THE COMMITTEE OF THE WHOLE IN RESPECT OF LABOR ACTION.

CARRIED

N. Rise and Report

Moved by Darryl D'Souza

THAT THE FAITH AND PROGRAM COMMITTEE RECEIVE THE CONFIDENTIAL REPORT OF THE COMMITTEE OF THE WHOLE IN-CAMERA MEETING REGARDING LABOR ACTION AND RECOMMEND ADOPTION OF THE RECOMMENDATIONS SET OUT THEREIN.

CARRIED

O. Future Meetings

March 10, 2020 April 21, 2020 May 19, 2020 June 9, 2020

P. Adjournment

Moved by Sharon Hobin

THAT THE MEETING BE ADJOURNED AT 10:35 P.M.

CARRIED

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March 10, 2020

LONG-TERM FACILITIES MASTER PLAN: DRAFT PROGRAM SURVEY

Multi-Year Strategic Plan Values: Believe, Excel, Respect, Thrive and Trust

“Fools think their own way is right, but the wise listen to advice.”

Proverbs 12:15

Faith and Program Committee – March 10, 2020 Long-Term Facilities Master Plan: Draft Program Survey

BACKGROUND Development of the Long-Term Facilities Master Plan (LTFMP) is underway to help plan for the needs of the communities and facilities of the Dufferin-Peel Catholic District School Board (DPCDSB) over the next ten years. As part of this plan, a community survey to gather input on desired skills, program options, and models of school organization has been developed. This report summarizes the draft version of this survey and recommended implementation approaches to ensure sufficient participant response. DISCUSSION Survey Participants and Content Core components of the LTFMP include enrollment projections, and information about capacity, usage, and condition of all facilities. In addition to enrollment and facilities information, the LTFMP also includes considerations regarding future programming and school organization options intended not only to maintain, but also to increase, enrollment in the years ahead. In order to inform decisions on future school programming and organization, an online community program survey has been developed. The program survey is intended to be available to any interested community members, with specific emphasis placed on parents and guardians. Students, local businesses, parish representatives, and other residents are also welcome to participate in this online survey. The survey itself will ask participants:

• to rank the importance of a range of global competencies that will support a child’s future; and • to rank the importance of a selection of existing and possible program options.

Participants will also be asked about their support for development of Grades 7 to 12 schools and/or year-round schools. Finally, participants will be asked about the likelihood with which they would enroll their child in any of the existing or possible programs listed in the survey, as well as their willingness to pay a fee to access such programming. Appendix A of this report contains a Word document version of the draft survey.

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Survey Considerations Ensuring sufficient survey participation will be key to providing useful data. A promotional plan is being developed to ensure there is an acceptable level of stakeholder participation. Suggested approaches to obtaining a large sample of participants include:

• facilitated completion of the survey at Catholic School Council meetings using school devices; • use of the School Messenger alert system; • sharing of the survey link via school distribution email lists; • social media promotion; • media advertising.

A random sample as small as 2,000 parents/guardians will provide results that would reflect population attitudes within plus/minus 2%, 19 times out of every 20. Past experience with parent/guardian surveys in DPCDSB has suggested participation is not truly random in nature. In particular, underrepresentation of various populations (i.e., racialized groups, males, and lower education levels) has been observed on the two most recent administrations of the Catholic Community, Culture, and Caring School Climate (CCCSC) Survey of Parents and Guardians. Given the risk of underrepresentation of some groups, additional intentional efforts to secure participation may be required among some stakeholder communities. CONCLUSION To inform the development of the LTFMP, an online program survey has been created to gather community feedback regarding: important global skills, interest in specialized programming, and input about various school organization models. A promotional approach will be required to ensure sufficient participation rates, and to reduce any underrepresentation by groups of stakeholders. THE FOLLOWING RECOMMENDATION IS PROVIDED FOR CONSIDERATION:

1) THAT THE REPORT TO THE FAITH AND PROGRAM COMMITTEE, LONG-TERM FACILITIES MASTER PLAN: DRAFT PROGRAM SURVEY, BE RECEIVED.

Prepared by: Kathy Russell-Kwan, Researcher, Policy, Strategy, and Global Learning Max Vecchiarino, Superintendent, Policy, Strategy, and Global Learning David Amaral, Associate Director, Instructional Services

Submitted by: Marianne Mazzorato, Ed. D., Director of Education

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APPENDIX: DRAFT PROGRAM SURVEY Regional Programs Survey 2020 Welcome! Thank you for participating in our survey today. We want to hear about your level of interest in existing and potential specialty programs offered in Dufferin-Peel Catholic District School Board (DPCDSB) schools. Your responses will be kept confidential and are completely anonymous. Please note that while the DPCDSB is seeking input regarding your level of interest for potential specialty programs identified in this survey, no commitment to offer such programs has been made at this time. If you are ready to proceed, please click the "Next" button below. Are you currently a student in a DPCDSB school?

o Yes

o No Display This Question: If Are you currently a student in a DPCDSB school? = Yes To which age group do you belong?

o Less than 10 years old

o 10 years old to less than 14 years old

o 14 years old to less than 16 years old

o Over 16 years old Display This Question: If Are you currently a student in a DPCDSB school? = No School Eligibility Information DPCDSB schools are part of Ontario's publicly funded school system and there is no cost for resident pupils to attend. To attend any elementary school (JK to Grade 8) in the DPCDSB, students and/or at least one of their parents/guardians must be baptized in the Roman Catholic Church or in an Eastern Church in full communion with the Holy See of Rome, as per current DPCDSB policies.

Note: Bold text in gold highlights indicates programming logic used to customize the survey experience based on participant responses (e.g., parent/guardian, student, community member).

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All students are welcome to access secondary school (Grades 9 to 12) programming in DPCDSB, regardless of faith, creed, or belief. Display This Question: If Are you currently a student in a DPCDSB school? = No Have you or your child/children, or your child/children's other parent/guardian, been baptized in the Roman Catholic Church or in an Eastern Church in full communion with the Holy See of Rome?

o Yes

o No

o Not sure Please enter the first three characters of your postal code. For example, if your postal code is L5R 1C5, please enter "L5R". ________________________________________________________________ Display This Question: If Are you currently a student in a DPCDSB school? = No How many children do you have who are under the age of 21 years?

o 1

o 2

o 3

o 4

o 5

o No children Display This Question: If How many children do you have who are under the age of 21 years? = 1 Or How many children do you have who are under the age of 21 years? = 2 Or How many children do you have who are under the age of 21 years? = 3 Or How many children do you have who are under the age of 21 years? = 4 Or How many children do you have who are under the age of 21 years? = 5

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Please tell us the birth year and type of school currently attended (if old enough) for each child.

Year of Birth School Type Child 1 Information ▼ 2019 ... 1999 ▼ Dufferin-Peel Catholic school

... Not yet in school Child 2 Information ▼ 2019 ... 1999 ▼ Dufferin-Peel Catholic school




... Not yet in school Please read the items below and select up to 8 skills you feel are most important for students to learn at school.

▢ Understanding of money and finances

▢ Interpersonal skills (understanding of others and how to relate to different people)

▢ Self-motivation to continue learning new things

▢ Creative approaches to thinking

▢ Critical thinking skills (using logic and problem solving)

▢ Inquiry skills (being able to think about, compare, and assess information)

▢ Time management and organizational skills

▢ Teamwork skills (work with others, participate in projects and tasks)

▢ Commitment to live as a faith-filled person

▢ Involvement in the local community through social justice work

▢ Opportunity to focus on additional languages

▢ Cultural sensitivity (understanding and being open to learning about new cultures)

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▢ Computer and coding skills

▢ Artistic and musical skills

▢ Habits for healthy living (work-life balance, diet, exercise)

▢ Employability skills (work ethic, responsibility, punctuality, flexibility, adaptability) Please rank the skills below that you find most important for students to learn at school. You may rank your selections by dragging them from the list on the left into the box on the right.

Most Important Skills Please read the items below and select up to 8 skills you feel are most important for students to... = Understanding of money and finances ______ Understanding of money and finances Please read the items below and select up to 8 skills you feel are most important for students to... = Interpersonal skills (understanding of others and how to relate to different people) ______ Interpersonal skills (understanding of others and how to relate to different people) Please read the items below and select up to 8 skills you feel are most important for students to... = Self-motivation to continue learning new things ______ Self-motivation to continue learning new things Please read the items below and select up to 8 skills you feel are most important for students to... = Creative approaches to thinking ______ Creative approaches to thinking Please read the items below and select up to 8 skills you feel are most important for students to... = Critical thinking skills (using logic and problem solving) ______ Critical thinking skills (using logic and problem solving) Please read the items below and select up to 8 skills you feel are most important for students to... = Inquiry skills (being able to think about, compare, and assess information) ______ Inquiry skills (being able to think about, compare, and assess information) Please read the items below and select up to 8 skills you feel are most important for students to... = Time management and organizational skills ______ Time management and organizational skills Please read the items below and select up to 8 skills you feel are most important for students to... = Teamwork skills (work with others, participate in projects and tasks) ______ Teamwork skills (work with others, participate in projects and tasks) Please read the items below and select up to 8 skills you feel are most important for students to... = Commitment to live as a faith-filled person ______ Commitment to live as a faith-filled person Please read the items below and select up to 8 skills you feel are most important for students to... = Involvement in the local community through social justice work ______ Involvement in the local community through social justice work Please read the items below and select up to 8 skills you feel are most important for students to... = Opportunity to focus on additional languages ______ Opportunity to focus on additional languages

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Most Important Skills Please read the items below and select up to 8 skills you feel are most important for students to... = Cultural sensitivity (understanding and being open to learning about new cultures) ______ Cultural sensitivity (understanding and being open to learning about new cultures) Please read the items below and select up to 8 skills you feel are most important for students to... = Computer and coding skills ______ Computer and coding skills Please read the items below and select up to 8 skills you feel are most important for students to... = Artistic and musical skills ______ Artistic and musical skills Please read the items below and select up to 8 skills you feel are most important for students to... = Habits for healthy living (work-life balance, diet, exercise) ______ Habits for healthy living (work-life balance, diet, exercise) Please read the items below and select up to 8 skills you feel are most important for students to... = Employability skills (work ethic, responsibility, punctuality, flexibility, adaptability) ______ Employability skills (work ethic, responsibility, punctuality, flexibility, adaptability)

Specialized Programming All DPCDSB schools provide quality opportunities to learn the full range of subject requirements of The Ontario Curriculum, and teach students the skills they need to prepare for their vocation after secondary school, all through a faith-based framework. In addition to regular school programming, some schools offer specialized, regional programming. These additional programs allow students to explore specialized skills and subject areas while completing curriculum requirements. Currently, DPCDSB offers:

• Extended French • French Immersion • International Baccalaureate for Primary Years, Middle Years, and Diploma programs • Regional Arts • Advanced Placement • Various Specialist High Skills Major programs • School Within a College • Dual Credits • Experiential Learning

As DPCDSB looks to the future, other possible program offerings, beyond what is offered by the Specialist High Skills Major programs in secondary schools, could include:

• Elementary arts education • Elementary athletics, physical education, and health focused programs • Business and entrepreneurial programs • Science, Technology, Engineering, and Mathematics (STEM) education • Environmental sciences and stewardship programs • Elite athletic programs

Note: In the live online survey, each of the programs has an information box, containing a brief program explanation, which appears when the participant hovers over the program name.

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Please select the types of specialized programs that are of greatest interest to you, based on how useful you feel they would be to a student's future. You must select at least one item.

▢ Extended French (Grades 5-12)

▢ French Immersion (Grades 1-12)

▢ International Baccalaureate (Kindergarten to Grade 12)

▢ Regional Arts (Grades 9-12)

▢ Advanced Placement (Grade 12)

▢ Specialist High Skills Major Programming (Grades 9-12)

▢ Elementary Arts (Kindergarten to Grade 8)

▢ Elementary Athletics, Physical Education, and Health Focus

▢ Business and Entrepreneurial Education

▢ Science, Technology, Engineering, and Mathematics (STEM) Education

▢ Environmental Sciences and Stewardship Education

▢ School within a College

▢ Dual Credits

▢ Experiential Learning ("co-op")

▢ Elite athletics programs

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Please rank how important each of the types of specialized programs are to you, based on interest and how useful you feel they would be to a child's future. Drag the items into your desired order, with 1 being most important to you.

Specialized Programs of Greatest Interest Please select the types of specialized programs that are of greatest interest to you, based on ho... = Extended French (Grades 5-12) ______ Extended French (Grades 5-12) Please select the types of specialized programs that are of greatest interest to you, based on ho... = French Immersion (Grades 1-12) ______ French Immersion (Grades 1-12) Please select the types of specialized programs that are of greatest interest to you, based on ho... = International Baccalaureate (Kindergarten to Grade 12) ______ International Baccalaureate (Kindergarten to Grade 12) Please select the types of specialized programs that are of greatest interest to you, based on ho... = Regional Arts (Grades 9-12) ______ Regional Arts (Grades 9-12) Please select the types of specialized programs that are of greatest interest to you, based on ho... = Advanced Placement (Grade 12) ______ Advanced Placement (Grade 12) Please select the types of specialized programs that are of greatest interest to you, based on ho... = Specialist High Skills Major Programming (Grades 9-12) ______ Specialist High Skills Major Programming (Grades 9-12) Please select the types of specialized programs that are of greatest interest to you, based on ho... = Elementary Arts (Kindergarten to Grade 8) ______ Elementary Arts (Kindergarten to Grade 8) Please select the types of specialized programs that are of greatest interest to you, based on ho... = Elementary Athletics, Physical Education, and Health Focus ______ Elementary Athletics, Physical Education, and Health Focus Please select the types of specialized programs that are of greatest interest to you, based on ho... = Business and Entrepreneurial Education ______ Business and Entrepreneurial Education Please select the types of specialized programs that are of greatest interest to you, based on ho... = Science, Technology, Engineering, and Mathematics (STEM) Education ______ Science, Technology, Engineering, and Mathematics (STEM) Education Please select the types of specialized programs that are of greatest interest to you, based on ho... = Environmental Sciences and Stewardship Education ______ Environmental Sciences and Stewardship Education Please select the types of specialized programs that are of greatest interest to you, based on ho... = School within a College ______ School within a College Please select the types of specialized programs that are of greatest interest to you, based on ho... = Dual Credits ______ Dual Credits Please select the types of specialized programs that are of greatest interest to you, based on ho... = Experiential Learning ("co-op") ______ Experiential Learning ("co-op") Please select the types of specialized programs that are of greatest interest to you, based on ho... = Elite athletics programs ______ Elite Athletics

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Display This Question: If How many children do you have who are under the age of 21 years? = 1 Or How many children do you have who are under the age of 21 years? = 2 Or How many children do you have who are under the age of 21 years? = 3 Or How many children do you have who are under the age of 21 years? = 4 Or How many children do you have who are under the age of 21 years? = 5 Are you interested in any of these specialized programs for your child/children?

o Yes

o No Display This Question: If Are you interested in any of these specialized programs for your child/children? = Yes Please use the dropdown menus to indicate which specialty program(s) you would be likely to consider for each of your children. You can skip or leave blank any programs that you are not interested in for your child/children.

Child 1 Child 2 Child 3 Child 4 Child 5 Extended French ▼ Very likely

... Not sure ▼ Very likely ... Not sure

▼ Very likely ... Not sure



French Immersion ▼ Very likely ... Not sure





International Baccalaureate ▼ Very likely ... Not sure





Regional Arts (Grades 9-12) ▼ Very likely ... Not sure





Advanced Placement (Grade 12) ▼ Very likely ... Not sure





Specialist High Skills Major Programming (Grades 9-12)






Elementary Arts (Kindergarten to Grade 8)






Elementary Athletics, Physical Education, and Health Focus






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Child 1 Child 2 Child 3 Child 4 Child 5 Business and Entrepreneurial Education






Science, Technology, Engineering, and Mathematics (STEM) Education






Environmental Sciences and Stewardship Education






School within a College ▼ Very likely ... Not sure





Dual Credits ▼ Very likely ... Not sure





Experiential Learning ("co-op") ▼ Very likely ... Not sure





Elite Athletics ▼ Very likely ... Not sure





Display This Question: If Are you currently a student in a DPCDSB school? = Yes Are you interested in any of these specialized programs?

o Yes

o No Display This Question: If Are you interested in any of these specialized programs? = Yes Please indicate which specialty program(s) you would be likely to consider (or wish you could have tried) for your learning. You can skip or leave blank any programs that don't interest you.

Very likely

Somewhat likely

Not that likely

Not at all likely

Not sure

Extended French o o o o o

French Immersion o o o o o

International Baccalaureate o o o o o

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Very likely

Somewhat likely

Not that likely

Not at all likely

Not sure

Regional Arts (Grades 9-12) o o o o o

Advanced Placement (Grade 12) o o o o o

Specialist High Skills Major Programming (Grades 9-12) o o o o o Elementary Arts (Kindergarten to Grade 8) o o o o o Elementary Athletics, Physical Education, and Health Focus o o o o o Business and Entrepreneurial Education o o o o o Science, Technology, Engineering, and Mathematics (STEM) Education o o o o o Environmental Sciences and Stewardship Education o o o o o School within a College

o o o o o Dual Credits

o o o o o Experiential Learning ("co-op")

o o o o o Elite Athletics

o o o o o

Display This Question: If Are you interested in any of these specialized programs for your child/children? = Yes Funding limitations could make it difficult for DPCDSB to provide these specialty programs without charging fees to offset costs not covered by the Ontario Ministry of Education or the DPCDSB budget. How interested are you in accessing any of these specialty programs for your child/children, even if you would be responsible for an annual fee?

o Very interested

o Somewhat interested

o Not that interested

o Not at all interested

o Not sure

24


Display This Question: If Funding limitations could make it difficult for DPCDSB to provide these specialty programs withou... = Very interested Or Funding limitations could make it difficult for DPCDSB to provide these specialty programs withou... = Somewhat interested Or Funding limitations could make it difficult for DPCDSB to provide these specialty programs withou... = Not sure About how much would you be willing to pay each year in fees to offset the costs of accessing specialty programs for each of your children?

100 200 300 400 500 600 700 800 900 1000 1100 1200 1300 1400 1500

Annual fee amount ($)

Display This Question: If How many children do you have who are under the age of 21 years? = No children About how much do you think would be reasonable for parents/guardians to pay each year in fees to offset the costs of accessing specialty programs for each child?

100 200 300 400 500 600 700 800 900 1000 1100 1200 1300 1400 1500

Annual fee amount ($)

Combining students in Grades 7 and 8 with older peers in Grades 9 through 12 at a secondary school can offer a wider range of programming and resource opportunities than the local elementary school. Examples of these opportunities include: access to fully-equipped science labs, more expansive library resources, larger gyms and weight rooms, and instrumental music classrooms. In addition, the Grades 7 to 12 school model promotes greater independence and smoother transition to the senior grades for the youngest students. How supportive would you be of DPCDSB creating some Grades 7 to 12 schools?

o Very supportive

o Somewhat supportive

o Not that supportive

o Not at all supportive

25


All schools in DPCDSB operate from September to June, with two weeks off for the Christmas Break and one week off for March Break. However, some schools in other boards operate year-round, offering the same total school days but arranged around shorter, more frequent breaks offered throughout the year. This year-round schedule can reduce learning loss over the summer months, and allow families some vacation flexibility. How supportive would you be of DPCDSB creating some year-round schools?

o Very supportive

o Somewhat supportive

o Not that supportive

o Not at all supportive

26


March 10, 2020

STUDENT TRUSTEE ELECTION FOR 2020-2021

Multi-Year Strategic Plan Values: Excel; Respect and Thrive

“May our Lord Jesus Christ himself and God our Father, who has loved us and given us everlasting encouragement and good

hope through his grace, encourage your hearts and strengthen them in every good deed and word.” 2 Thessalonians 2:16-17

Faith and Program Committee – March 10, 2020 Student Trustee Election For 2020-2021

BACKGROUND On Wednesday, March 4, 2020, the election of Student Trustees for the 2020-2021 school year took place at the Catholic Education Centre (CEC) of the Dufferin-Peel Catholic District School Board (DPCDSB). Student Trustee candidates and the Student Council Prime Ministers or student senate representatives attended this meeting. Candidates are given the opportunity to express their suitability in representing the interests of students of the DPCDSB. The Student Council Prime Ministers or delegates elect two candidates in accordance with Board-approved procedures. The names of the two elected student trustees are provided to the Ministry of Education within 30 days after the election, as per the guideline. Applications Received:

• North Schools: 12/12 • South Schools: 13/14

Presentations:

• North Schools: 12/12 • South Schools: 13/13

The Student Trustee Election Team:

• Sheanne Jesudhason– North Student Trustee • Eugene Zanone – South Student Trustee • Liz Rego – Academic Consultant, Student Senate Liaison, Program Department • Martine Lewis – Superintendent, Mississauga East Family of Schools

27

Faith and Program Committee – March 10, 2020 Student Trustee Election For 2020-2021

DISCUSSION The team was responsible for the preparation and the election process. Martine Lewis, Superintendent of Education, offered greetings on behalf of the DPCDSB and staff. All student trustee candidates and electors were welcomed and introduced. Electors were acknowledged and gratefully recognized for all their support. The importance of the student trustee role was summarized. Our current student trustees shared information about the role of student trustee.

Chair of the Board of Trustees, Sharon Hobin, and Director of Education, Marianne Mazzorato, were present and addressed the assembly.

CONCLUSION Each student trustee candidate addressed their constituents for a maximum of three minutes.

Voting took place by secret ballot followed by the announcement of the newly elected student trustees for the 2020-2021 year.

2020 – 2021 North Student Trustee

• Alejandro Garcia Polo – St. Thomas Aquinas

2020 – 2021 South Student Trustee

• Heather Fernandes – St. Francis Xavier THE FOLLOWING RECOMMENDATION IS PROVIDED FOR CONSIDERATION:

1) THAT THE REPORT TO THE FAITH AND PROGRAM COMMITTEE, STUDENT TRUSTEE ELECTION FOR 2020-2021, BE RECEIVED.

Prepared by: Martine Lewis, Superintendent, Mississauga East David Amaral, Associate Director, Instructional Services Submitted by: Marianne Mazzorato, Ed. D., Director of Education

28


March 10, 2020

REVIEW OF POLICY 32.00: HEALTH AND PHYSICAL EDUCATION CURRICULUM EXEMPTIONS

Multi-Year Strategic Plan Values: Believe, Excel, Respect, Thrive, and Trust

“I accommodated myself to people in all kinds of different situations, so that

by all possible means I might bring some to salvation.” 1 Corinthians 9:22

Faith and Program Committee – March 10, 2020 Review of Policy 32.00: Health and Physical Education Curriculum Exemptions

BACKGROUND The Dufferin-Peel Catholic District School Board (DPCDSB) recognizes and respects the human dignity of students, staff, parents/guardians, and all community members. Guided by this key Catholic Social Teaching, and in full compliance with the Ministry of Education Policy/Program Memorandum (PPM) No. 162 : Exemption from Instruction related to the Human Development and Sexual Health Expectations in The Ontario Curriculum: Health and Physical Education, Grades 1–8, 2019, the DPCDSB has recently developed a policy regarding health and physical education curriculum exemptions and has now finalized a corresponding General Administrative Procedure (GAP). DISCUSSION The Ministry of Education’s PPM 162 requires all school districts to develop, implement, and maintain a policy on student exemptions from instruction related to the Human Development and Sexual Health expectations found in strand D of The Ontario Curriculum: Health and Physical Education, Grades 1-8, 2019. In response, the board of trustees adopted a policy in October 2019 (Policy 32.00), consistent with the Ministry of Education directive. The corresponding GAP (GAP 114 - Exempting a Student from the Elementary Family Life Program) has been amended to reflect Policy 32.00. A corresponding General Form (GF), has also been created. CONCLUSION The new policy (32.00), amended GAP (114), and associated GF have been created/revised to reflect the Ministry of Education directive outlined in PPM 162, regarding student exemptions from the health and physical education curriculum. There are no financial implications to the revisions in the GAP.

29

Faith and Program Committee – March 10, 2020 Review of Policy 32.00: Health and Physical Education Curriculum Exemptions

THE FOLLOWING RECOMMENDATION IS PROVIDED FOR CONSIDERATION:

1) THAT THE REPORT TO THE FAITH AND PROGRAM COMMITTEE, REVIEW OF POLICY 32.00: HEALTH AND PHYSICAL EDUCATION CURRICULUM EXEMPTIONS, AND ASSOCIATED AMENDMENTS TO THE IMPLEMENTATION OF THE POLICY, BE RECEIVED.

Prepared by: Brad Kipfer, Researcher, Policy, Strategy, and Global Learning Carmel Murphy, Superintendent, Program and Learning Services David Amaral, Associate Director, Instructional Services Submitted by: Marianne Mazzorato, Ed. D., Director of Education

30

DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD BOARD POLICY

POLICY NUMBER 32.00 SUBJECT Health and Physical Education Curriculum Exemptions REFERENCE GAP – Health and Physical Education Curriculum Exemptions EFFECTIVE DATE December 2019

“I accommodated myself to people in all kinds of different situations, so that by all possible means I might bring some to salvation.”

1 Corinthians 9:22

The Dufferin-Peel Catholic District School Board (DPCDSB) fully supports the Ontario health and physical education curriculum. In accordance to the Ministry of Education Policy/Program Memorandum No. 162 (PPM 162), when requested by a parent/ guardian, DPCDSB will provide a student exemption from instruction related to the Human Development and Sexual Health expectations found in strand D of The Ontario Curriculum: Health and Physical Education, Grades 1-8, 2019.

Consistent with PPM 162, DPCDSB will allow students to be exempted from instruction on an individual basis, according to the following conditions:

• Exemptions are limited to instruction related to the Human Development and Sexual Healthexpectations found in strand D of The Ontario Curriculum: Health and Physical Education, Grades1–8, 2019. Students will not be exempted from instruction related to any other expectations inthis curriculum or related to expectations in other curriculum subjects.

• Exemptions will be granted only for instruction related to all the Human Development andSexual Health expectations in a student’s grade, and not for instruction related to selectedexpectations or groups of expectations.

• References to human development and sexual health made by teachers, board staff, or studentsoutside the intentional teaching of content related to the Human Development and SexualHealth expectations are not included in the exemption policy/procedure.

• There will be no academic penalty for an exemption.• There will be no assessment, evaluation, or reporting of exempted students’ achievement of

Human Development and Sexual Health expectations in their particular grade. Exemptedstudents’ grade in health and physical education will be determined based on the overallexpectations in strand D of the curriculum, without consideration of the specific expectationsunder Human Development and Sexual Health.

31

114.00 114.00

1

Dufferin-Peel Catholic District School Board GENERAL ADMINISTRATIVE PROCEDURES

SECTION: 100 - PUPILS GAP NUMBER: 114.00 SUBJECT: EXEMPTING A STUDENT FROM THE ELEMENTARY FAMILY

LIFE PROGRAMREFERENCE: - EFFECTIVE: September 1, 1991 - until Rescinded or Revised REVISED/AMENDED: July 15, 1997; December 2011 REPLACES: 114.00

STAGES IN THE PROCESS OF EXEMPTING A STUDENT FROM THE FAMILY LIFE PROGRAM (OR FROM SOME PORTION OF THE PROGRAM)

STAGE I - The parent(s)/guardian(s) wishing to ask that their child be exempt from that unit of the Family Life program that relates to Sexuality, namely Theme Three: Created Sexual: Male and Female, or to the entire Family Life program, will initiate the process in a variety of ways; i.e. discussion with the child's teacher, a note sent to the teacher, an approach to the principal, a call to the director, etc. However, the process is begun, the next step is for the principal to arrange a meeting between the school and the concerned parent(s)/guardian(s). (The school never initiates the process of exemption from one of its approved programs.)

STAGE II – The principal meets with the parent(s)/guardian(s). See guidelines for this discussion below.

GUIDELINES FOR DISCUSSION WITH PARENT(S)/GUARDIAN(S)

1. Assure parent(s)/guardian(s) from the beginning that their decision regarding their child'sparticipation in the Family Life program will be honoured and accepted without anydetriment to the child or the family.

2. In light of the fact that the final decision is truly in their hands, encourage theparent(s)/guardian(s) to investigate openly with you the many things involved in thissituation.

3. Avoid an atmosphere of defending or selling. Avoid an atmosphere of confrontation, ofwinning or losing. The richness of sharing information and openness is far moreimportant than the outcome.

4. Discuss the following:

ORIGIN

AL

33

114.00 114.00

2

a) The program pertinent to the child's grade. Look together at the OntarioConference of Catholic Bishops’ Fully Alive resources (published by Pearson)and the Dufferin-Peel materials. It is important for parents/guardians to basedecision on fact, not on supposition, rumor or unfounded fears.

b) The likelihood of the child receiving a retelling of classroom curriculum fromother children, rather than from the teacher.

c) The possible feelings of the child when having to leave his or her friends to dosomething sanctioned by the schools.

d) The fact that all that the school can assure is exemption from scheduled classes.There can be no promise (nor should there be) that spontaneous questions will notarise at other times, and legitimate teacher-student relationship warrants theexchange of teaching and learning during these “teachable moments”. The rightsof one family do not over-ride the rights and responsibilities of others, i.e. parents,students, teachers and the school's educational purpose.

5. Be aware that while not trying to convince the parent(s)/guardian(s) that they do have arightful choice to refuse, we also speak from a choice based on conviction. The Dufferin-Peel Catholic District School Board follows the mandate from the Ontario Conference ofCatholic Bishops and integrates a Family Life Program into its Religious Education.Encouraged by the needs of our students, and supported by the statements of the SecondVatican Council, Pope John Paul II, our own Ontario Bishops, we understandably take apositive approach in this work. We can at once wish this program for all of our students,while honoring exemption as the choice of the parents/guardians. It would be anotherthing for a school Board to offer a program of this magnitude to its students and to beindifferent to it at the same time.

6. In order to allow parents/guardians time to make a final decision, ask that they return adecision in writing to you within a week. Do not agree to any arrangements at this time,until specifics have been determined.

STAGE III – The parent(s)/guardian(s) will contact the principal with their decision, in writing, within a week following their meeting, and arrangements will be agreed upon.

When parents contact you again, accept their decision. Record for your own use (and to be able to inform others who may need this information) the arrangements made verbally.

STAGE IV – The arrangements will be conveyed to the child's teacher and other school personnel who are directly involved.

Inform the child's teacher. The teacher, with the support of the administrator, will make arrangements for the supervision of the student with the appropriate school personnel.

ORIGIN

AL

34

114.00 114.00

3

These arrangements should be made for one school year only. If parents/guardians desire the exemption to continue in the subsequent year, they will be required to request the exemption again.

Sample:

________________________________(name of student) is to be excused from class during the

teaching of Family Life Unit 3 (Created Sexual) _____________ Or From all Family Life Units _____________

. . . . .

ORIGIN

AL

35

GAP GENERAL ADMINISTRATIVE PROCEDURE

SECTION: 100 PUPILS GAP NUMBER: 114.00 SUBJECT: EXEMPTING A STUDENT FROM THE ELEMENTARY FAMILY LIFE PROGRAM

OR THE HEALTH AND PHYSICAL EDUCATION CURRICULUM REFERENCE: - EFFECTIVE: September 1, 1991 – until Rescinded or Revised REVIEWED/AMENDED July 15, 1997; December 2011; March 2020 REPLACES: 114.00 PAGE 1 of 5

“Listen, my child, to your father’s instruction, do not reject your mother’s teaching.” Proverbs 1:8

UUR

PART A. STAGES IN THE PROCESS OF EXEMPTING A STUDENT FROM THE FAMILY LIFE PROGRAM (OR FROM SOME PORTION OF THE PROGRAM) STAGE I: 1. The parent(s)/guardian(s) requesting their child be exemptedwishing to ask that their child be

exempt from that unit of the Family Life program that relates to Sexuality, namely Theme Three: Created Sexual: Male and Female, or to the entire Family Life program, or from some portion of the program, will initiate the process in a variety of ways; i.e. discussion with the child's teacher, a note sent to the teacher, an approach to the principal, a call to the director, etceither through contact with the child’s teacher or the school principal. However the process is begun, the next step is forOnce an exemption request has been received, the principal shallto arrange a meeting between the school and the concernedwith the parent(s)/guardian(s). (The school never initiates the process of exemption from one of its approved programs.)

STAGE II: 2. The principal meets with the parent(s)/guardian(s). See guidelines for this discussion below. Guidelines for Discussions with Parent(s)/Guardian(s) GUIDELINES FOR DISCUSSION WITH PARENT(S)/GUARDIAN(S) 3. Assure parent(s)/guardian(s) from the beginning that their decision regarding their child's

participation in the Family Life program or some portion of the program will be honoured and acceptedgranted without any detriment to the child or the family.

37

GAP 114.00 Page 2

4. In light of the fact thatRememberingAcknowledging the final decision is truly in their hands of the parent(s)/guardian(s), the principal will encourage the parent(s)/guardian(s) to investigate openly with you investigate the many things factors involved in this situationdecision.

5. Avoid an atmosphere of defending or selling. Avoid an atmosphere of confrontation, of winning or

losing. The richness of sharing information and openness is far more important than the outcome. 6.5. Discussions should include the following:

a) The program pertinent to the child's grade;. Look together at review of the Ontario Conference of Catholic Bishops’ Fully Alive resources (published by Pearson) and the Dufferin-Peel Catholic District School Board (DPCDSB) curriculum resourcesmaterials. It is important for parents/guardians to base decision on fact, not on supposition, rumour, or unfounded fears.

b) The likelihood of the child receiving a retelling of classroom curriculum from other children, rather than from the teacher.

c) The social possible feelings ofimpact on the child when having to leave the classroom due to the exemption.his or her friends to do something sanctioned by the schools.

d) The fact that all that the school can assure is exemption from scheduled classes. There can be no promise (nor should there be) that spontaneous questions will not arise at other times, and legitimate teacher-student relationship warrants the exchange of teaching and learning during these “teachable moments”. The rights of one family do not over-ride the rights and responsibilities of others, i.e. parents, students, teachers and the school's educational purpose.

7.6. Principals should be cognizant that parent(s)/guardian(s) have the choice to seek exemptions for

their child(ren), based on their convictions.Be aware that while not trying to convince the parent(s)/guardian(s) that they do have a rightful choice to refuse, we also speak from a choice based on conviction. The DufferinPeel Catholic District School BoardDPCDSB follows the mandate from the Ontario Conference of Catholic Bishops and integrates a Family Life Program into its Religious Education. Encouraged by the student needs of our students, and supported by the statements of the Second Vatican Council, Pope John Paul II, our ownand Ontario Bishops, we DPCDSB understandably takes a positive approach in this work. We can at once wish this program for all of our students, while honouring exemption as the choice of the parents/guardians. It would be another thing for a school Board to offer a program of this magnitude to its students and to be indifferent to it at the same time.

8. In order to allow parents/guardians time to make a final decision, ask that they return a decision

in writing to you within a week. not agree to any arrangements at this time, until specifics have been determined.

STAGE III:

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38

GAP 114.00 Page 3

9.7. The parent(s)/guardian(s) will contact the principal with their decision, in writing, within a week following their meeting, and arrangements will be agreed upon and recorded.

a) When parents contact you again, accept their decision. Record for your own use (and to be able

to inform others who may need this information) the arrangements made verbally. STAGE IV: 10.8. The arrangements will be conveyed to the child's teacher and other school personnel who are

directly involved.

a) Inform the child's teacher. The teacherStaff, with the support of the administrator, will make arrangements if necessary, for the supervision of the student with the appropriate school personnel.

b) These arrangements should be madeapply for one school year only. If parents/guardians desire the exemption to continue in the subsequent year, they will be required to request the exemption again.

Sample:

________________________________(name of student) is to be excused from class during the teaching of Family Life Unit 3 (Created Sexual) _____________ Or ___________________________________________________ ___________ From all Family Life Units ______________ Name of Parent/Guardian: _________________________________________ Parent/Guardian signature: ________________________________________

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39

GAP 114.00 Page 4

PART B. PROCESS OF EXEMPTING A STUDENT FROM THE HUMAN DEVELOPMENT AND SEXUAL HEALTH EXPECTATIONS IN THE HEALTH AND PHYSICAL EDUCATION CURRICULUM 9. Parent(s)s/Guardian(s) play an important role in their children’s learning. Parent(s)/Guardian(s)

are children’s first role models and primary educators, with respect to learning about personal values, appropriate behaviour, spiritual beliefs and cultural values. It is therefore important for schools and parent(s)/guardian(s) to work together to ensure that home and school provide a mutually supportive framework for young people’s education.

10. Parent(s)/guardian(s)s who become familiar with the health and physical education curriculum

can better appreciate what is being taught in each grade and what their children are expected to learn. This awareness will enhance parent(s)/guardian(s)s’’s ability to discuss their children’s learning with them, to communicate with their children’s teachers, and to ask relevant questions about their children’s progress. It could also inform their decision -making about seeking an exemption under their school board’s policy/procedure. Parent(s)/guardian(s)s must be informed of the school board policy/procedure that allows for students to be exempted, at their parent(s)/guardian(s)‘ss’ request (See General Form 1), from instruction related to the Grade 1 to 8 Human Development and Sexual Health expectations in strand D.

11. As required by the Ministry of Education and in compliance with Policies and Procedures

Memorandum (PPM) 162 (August 1st, 2019), the DPCDSB general administrative procedure includes three main items: Notice and Communications; Process; and Supervision of Exempted Students.

Notice and Communications 12. Schools are required to:

a) provide parent(s)/guardian(s)s with a list of all Human Development and Sexual Health expectations by grade;

b) inform parent(s)/guardian(s)s that they can choose to have their child or children exempted from instruction related to Human Development and Sexual Health expectations by completing and returning an exemption form for each child;

c) make a standard exemption form available to parent(s)/guardian(s)s every school year, accom-modating the required timelines. The DPCDSB has provided a written request template for the exemptions; schools may also choose to accept separate written requests for an exemption;

d) notify all parent(s)/guardian(s)s at least twenty school days before the start of the “period of instruction” related to the Human Development and Sexual Health expectations;

e) inform parent(s)/guardian(s)s of the date by which the completed exemption form or written request must be submitted in order for their child to be exempted from instruction related to the Human Development and Sexual Health expectations. The deadline for parents(s)/guardian(s) to submit their completed exemption form or written request must not be more than five school days before the start of the period of instruction;

f) make clear that, in the case of an unforeseen event,0T 0Tschool boards and schools have the authority to move the period of instruction to a later date in the school year and must give notice of the change to parents(s)/guardian(s) as soon as reasonably possible.

Process

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GAP 114.00 Page 5

13. Schools are required to:

a) allow students to be exempt from instruction related to the Human Development and Sexual Health expectations without academic penalty when a request for an exemption has been made from a parent/guardian in writing in accordance with PPM 162;

b) acknowledge the receipt of exemption forms from parents(s)/guardian(s) in writing; c) make reasonable and respectful decisions regarding exemption requests that do not fall within

the parameters set out in this memorandum (e.g., if the exemption form is returned to the school during the scheduled period of instruction rather than by the school’s official submission date).

Supervision of Exempted Students 14. School boards are responsible for student safety and well-being during instructional time. Options

for supervision must be offered. Parents(s)/guardian(s) will be given the choice of how their exempted child will be supervised during the exemption period. Parent(s)/guardian(s)s must choose one of the following options for their child:

a) remain in the classroom without taking part in instructional activities related to Human

Development and Sexual Health. I understand that my child’s activities unrelated to Human Development and Sexual Health during the exemption period will be at the discretion of the teacher.

b) leave the classroom and remain in the school under staff supervision. I understand that my child’s activities during the exemption period will be at the discretion of the teacher or principal.

c) be released into my care or the care of my approved designate.

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41

GAP GENERAL ADMINISTRATIVE PROCEDURE

SECTION: 100 PUPILS GAP NUMBER: 114.00 SUBJECT: EXEMPTING A STUDENT FROM THE ELEMENTARY FAMILY LIFE PROGRAM

OR THE HEALTH AND PHYSICAL EDUCATION CURRICULUM REFERENCE: - EFFECTIVE: September 1, 1991 – until Rescinded or Revised REVIEWED/AMENDED July 15, 1997; December 2011; March 2020 REPLACES: 114.00 PAGE 1 of 5

“Listen, my child, to your father’s instruction, do not reject your mother’s teaching.” Proverbs 1:8

UUR

PART A. STAGES IN THE PROCESS OF EXEMPTING A STUDENT FROM THE FAMILY LIFE PROGRAM (OR FROM SOME PORTION OF THE PROGRAM) STAGE I: 1. The parent(s)/guardian(s) requesting their child be exempted from the entire Family Life program,

or from some portion of the program, will initiate the process either through contact with the child’s teacher or the school principal. Once an exemption request has been received, the principal shall arrange a meeting with the parent(s)/guardian(s). (The school never initiates the process of exemption from one of its approved programs.)

STAGE II: 2. The principal meets with the parent(s)/guardian(s). See guidelines for this discussion below. Guidelines for Discussions with Parent(s)/Guardian(s) 3. Assure parent(s)/guardian(s) that their decision regarding their child's participation in the Family

Life program or some portion of the program will be granted without any detriment to the child or the family.

4. Acknowledging the final decision is truly in the hands of the parent(s)/guardian(s), the principal

will openly investigate the many factors involved in this decision. 5. Discussions should include the following:

a) The program pertinent to the child's grade; review of the Ontario Conference of Catholic Bishops’ Fully Alive resources and Dufferin-Peel Catholic District School Board (DPCDSB) curriculum resources.

43

GAP 114.00 Page 2

6. Principals should be cognizant that parent(s)/guardian(s) have the choice to seek exemptions for their child(ren), based on their convictions. The DPCDSB follows the mandate from the Ontario Conference of Catholic Bishops and integrates a Family Life Program into its Religious Education. Encouraged by student needs and supported by the statements of the Second Vatican Council, Pope John Paul II, and Ontario Bishops, DPCDSB understandably takes a positive approach in this work.

STAGE III: 7. The parent(s)/guardian(s) will contact the principal with their decision, in writing, within a week,

and arrangements will be agreed upon and recorded. STAGE IV: 8. The arrangements will be conveyed to the child's teacher and other school personnel who are

directly involved.

a) Staff, with the support of the administrator, will make arrangements if necessary, for the supervision of the student with the appropriate school personnel.

b) These arrangements apply for one school year only. If parents/guardians desire the exemption to continue in the subsequent year, they will be required to request the exemption again.

Sample: ________________________________ (name of student) is to be excused from class during the teaching of Family Life Unit 3 (Created Sexual) ______________ Or From all Family Life Units ______________ Name of Parent/Guardian: _________________________________________ Parent/Guardian signature: ________________________________________

44

GAP 114.00 Page 3

PART B. PROCESS OF EXEMPTING A STUDENT FROM THE HUMAN DEVELOPMENT AND SEXUAL HEALTH EXPECTATIONS IN THE HEALTH AND PHYSICAL EDUCATION CURRICULUM 9. Parent(s)/Guardian(s) play an important role in their children’s learning. Parent(s)/Guardian(s) are

children’s first role models and primary educators, with respect to learning about personal values, appropriate behaviour, spiritual beliefs and cultural values. It is therefore important for schools and parent(s)/guardian(s) to work together to ensure that home and school provide a mutually supportive framework for young people’s education.

10. Parent(s)/guardian(s) who become familiar with the health and physical education curriculum can

better appreciate what is being taught in each grade and what their children are expected to learn. This awareness will enhance parent(s)/guardian(s)’s ability to discuss their children’s learning with them, to communicate with their children’s teachers, and to ask relevant questions about their children’s progress. It could also inform their decision-making about seeking an exemption under their school board’s policy/procedure. Parent(s)/guardian(s) must be informed of the school board policy/procedure that allows for students to be exempted, at their parent(s)/guardian(s)‘s request (See General Form 1), from instruction related to the Grade 1 to 8 Human Development and Sexual Health expectations in strand D.

11. As required by the Ministry of Education and in compliance with Policies and Procedures

Memorandum (PPM) 162 (August 1st, 2019), the DPCDSB general administrative procedure includes three main items: Notice and Communications; Process; and Supervision of Exempted Students.

Notice and Communications 12. Schools are required to:

a) provide parent(s)/guardian(s) with a list of all Human Development and Sexual Health expectations by grade;

b) inform parent(s)/guardian(s) that they can choose to have their child or children exempted from instruction related to Human Development and Sexual Health expectations by completing and returning an exemption form for each child;

c) make a standard exemption form available to parent(s)/guardian(s) every school year, accommodating the required timelines. The DPCDSB has provided a written request template for the exemptions; schools may also choose to accept separate written requests for an exemption;

d) notify all parent(s)/guardian(s) at least twenty school days before the start of the “period of instruction” related to the Human Development and Sexual Health expectations;

e) inform parent(s)/guardian(s) of the date by which the completed exemption form or written request must be submitted in order for their child to be exempted from instruction related to the Human Development and Sexual Health expectations. The deadline for parent(s)/guardian(s) to submit their completed exemption form or written request must not be more than five school days before the start of the period of instruction;

f) make clear that, in the case of an unforeseen event,0T 0Tschool boards and schools have the authority to move the period of instruction to a later date in the school year and must give notice of the change to parent(s)/guardian(s) as soon as reasonably possible.

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GAP 114.00 Page 4

Process 13. Schools are required to:

a) allow students to be exempt from instruction related to the Human Development and Sexual Health expectations without academic penalty when a request for an exemption has been made from a parent/guardian in writing in accordance with PPM 162;

b) acknowledge the receipt of exemption form from parent(s)/guardian(s) in writing; c) make reasonable and respectful decisions regarding exemption requests that do not fall within

the parameters set out in this memorandum (e.g., if the exemption form is returned to the school during the scheduled period of instruction rather than by the school’s official submission date).

Supervision of Exempted Students 14. School boards are responsible for student safety and well-being during instructional time. Options

for supervision must be offered. Parent(s)/guardian(s) will be given the choice of how their exempted child will be supervised during the exemption period. Parent(s)/guardian(s) must choose one of the following options for their child:

a) remain in the classroom without taking part in instructional activities related to Human

Development and Sexual Health. I understand that my child’s activities unrelated to Human Development and Sexual Health during the exemption period will be at the discretion of the teacher.

b) leave the classroom and remain in the school under staff supervision. I understand that my child’s activities during the exemption period will be at the discretion of the teacher or principal.

c) be released into my care or the care of my approved designate.

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Date of Issue: August 21, 2019Effective: UntilrevokedormodifiedSubject: Exemption from Instruction related to the Human Development

and Sexual Health Expectations in The Ontario Curriculum: Health and Physical Education, Grades 1–8, 2019.

Application: Directors of Education SupervisoryOfficersandSecretary-TreasurersofSchoolAuthorities SuperintendentsofSchools PrincipalsofElementarySchools PrincipalsofProvincialandDemonstrationSchools

Introduction Thepurposeofthismemorandumistoinformschoolboards1thattheymustdevelopandimplementapolicyorprocedurethatallowsforstudentstobeexempted,attherequestoftheirparents,2frominstructionrelatedtotheHumanDevelopmentand SexualHealthexpectationsfoundinstrandDofThe Ontario Curriculum: Health and Physical Education, Grades 1–8, 2019.

TheEducationActauthorizestheMinisterofEducationtoestablishpolicieswith respect to issuing curriculum guidelines.3

Thepolicy/proceduretobeimplementedbyschoolboardswillallowforstudentstobeexemptedfrominstructiononanindividualbasis,accordingtothefollowingconditions:

• ExemptionsarelimitedtoinstructionrelatedtotheHumanDevelopmentandSexualHealthexpectationsfoundinstrandDofThe Ontario Curriculum: Health and Physical Education, Grades 1–8, 2019.Studentswillnotbeexemptedfrominstructionrelatedtoanyotherexpectationsinthiscurriculumorrelatedto expectationsinothercurriculumsubjects.

• ExemptionswillbegrantedonlyforinstructionrelatedtoalltheHumanDevelop-mentandSexualHealthexpectationsinastudent’sgrade,andnotforinstructionrelatedtoselectedexpectationsorgroupsofexpectations.

1.Inthismemorandum,school board(s) and board(s)refertodistrictschoolboardsandschoolauthorities.2.Inthismemorandum,parent(s) refers to parent(s) and guardian(s).3.EducationAct,subsection8(1),paragraph3.

Policy/ProgramMemorandumNo. 162Ministry of Education

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2

• Referencestohumandevelopmentandsexualhealthmadebyteachers,boardstaff,orstudentsoutsidetheintentionalteachingofcontentrelatedtotheHumanDevelopmentandSexualHealthexpectationsarenotincludedintheexemptionpolicy/procedure.

• Therewillbenoacademicpenaltyforanexemption.• Therewillbenoassessment,evaluation,orreportingofexemptedstudents’

achievementofHumanDevelopmentandSexualHealthexpectationsintheir particulargrade.Exemptedstudents’gradeinhealthandphysicaleducation willbedeterminedonthebasisoftheoverallexpectationsinstrandDofthe curriculum,withoutconsiderationofthespecificexpectationsunderHuman DevelopmentandSexualHealth.

Aspartoftheimplementationofthispolicy/procedure,schoolboardsand/orschoolsmaychoosetoholdmeetingswithparentsandothercommunitymemberstodescribethepurposeandscopeofthepolicy/procedure.Suchmeetingswouldassistparents indecidingiftheywishtoremovetheirchildrenfrominstructionrelatedtoHuman DevelopmentandSexualHealth.

Context – Roles and Responsibilities Parentsplayanimportantroleintheirchildren’slearning.Theyaretheprimaryeducatorsoftheirchildrenwithrespecttolearningaboutvalues,appropriatebehaviour,andethno-cultural,spiritual,andpersonalbeliefsandtraditions,andaretheirchildren’sfirstrolemodels.Itisthereforeimportantforschoolsandparentstoworktogethertoensurethathomeandschoolprovideamutuallysupportiveframeworkforyoungpeople’seducation.

Parentswhobecomefamiliarwiththehealthandphysicaleducationcurriculumcanbetterappreciatewhatisbeingtaughtineachgradeandwhattheirchildrenareexpectedtolearn.Thisawarenesswillenhanceparents’abilitytodiscusstheirchildren’slearningwiththem,tocommunicatewiththeirchildren’steachers,andtoaskrelevantquestionsabouttheirchildren’sprogress.Itcouldalsoinformtheirdecisionmakingaboutseekinganexemptionundertheirschoolboard’spolicy/procedure.Parentsmustbeinformedoftheschoolboardpolicy/procedurethatallowsforstudentstobeexempted,attheirparents’request,frominstructionrelatedtotheGrade1to8HumanDevelopmentandSexualHealthexpectationsinstrandD.

Teachersareresponsibleforusingappropriateandeffectiveteachingstrategiesto helpstudentsachievethehealthandphysicaleducationcurriculumexpectations.Theybringenthusiasmandvariedteachingandassessmentapproachestotheclassroom,addressingindividualstudents’needsandensuringsoundlearningopportunitiesfor


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everystudent.Theattitudewithwhichteachersapproachstudentlearninginhealthandphysicaleducationiscritical,asteachersareimportantrolemodelsforstudents.

Toincreasetheircomfortlevelandtheirskillinteachinghealthandphysicaleducationandtoensureeffectivedeliveryofthecurriculum,teachersareexpectedtoreflectontheirownattitudes,biases,andvalueswithrespecttothetopicstheyareteachingandseek out current resources, mentors, and professional development and training oppor-tunities, as necessary.

Aspartofeffectiveteachingpractice,teacherscommunicatewithparentsaboutwhattheirchildrenarelearning.Communicationenablesparentstoworkinpartnershipwiththeschool,promotingdiscussion,follow-upathome,andstudentlearninginafamilycontext.

Teachersmustfollowtheirschoolboard’spolicy/procedurethatallowsforstudentstobeexempted,attheirparents’request,frominstructionrelatedtotheGrade1to8HumanDevelopmentandSexualHealthexpectationsinstrandD.

Principalsarecommunitybuilderswhocreateahealthyandsafeschoolenvironmentthatiswelcomingtoall,andwhoensurethatallmembersoftheschoolcommunityarekeptwellinformed.

Principalsworkinpartnershipwithteachersandparentstoensurethateachstudent hasaccesstothebestpossibleeducationalexperience.Theycanprovidesupportforthesuccessfulimplementationofthehealthandphysicaleducationcurriculumbyemphasizingtheimportanceofthecurriculumwithintheframeworkofahealthy,safe,inclusive,andacceptingschool.

Principalsmustfollowtheirschoolboard’spolicy/procedurethatallowsforstudentstobeexempted,attheirparents’request,frominstructionrelatedtotheGrade1to8HumanDevelopmentandSexualHealthexpectationsinstrandD.

Minimum Requirements of School Board Exemption Policies/ProceduresSchoolboardpoliciesandimplementationplansshouldtakeintoaccountlocalneedsandcircumstances.Whendevelopingtheirpolicies,schoolboardsareencouragedtoconsultwithlocalpartners,asappropriate.However,eachschoolboardpolicy/proceduremustincludethefollowingrequirements,underthreedistinctheadings:Noticeand Communications;Process;andSupervisionofExemptedStudents.


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1. Notice and CommunicationsTheschoolboardpolicy/procedurewillrequireschoolsto:

• provideparentswithalistofallHumanDevelopmentandSexualHealth expectationsby grade;

• informparentsthattheycanchoosetohavetheirchildorchildrenexempted frominstructionrelatedtoHumanDevelopmentandSexualHealthexpectationsbycompletingandreturninganexemptionformforeachchild;

• makeastandardexemptionformavailabletoparentseveryschoolyear,accom-modatingthetimelinesspecifiedbelow.TheschoolmayusethesampleformprovidedintheAppendixtothismemorandumorcreatetheirownform,providedthatitcontains,ataminimum,alltheelementsofthesampleform.Schoolsmayalsochoosetoacceptseparatewrittenrequestsforanexemption;

• notifyallparentsatleasttwentyschooldaysbeforethestartofthe“periodof instruction”4relatedtotheHumanDevelopmentandSexualHealthexpectations;

• informparentsofthedatebywhichthecompletedexemptionformorwrittenrequestmustbesubmittedinorderfortheirchildtobeexemptedfrominstructionrelatedtotheHumanDevelopmentandSexualHealthexpectations.Thedeadlineforparentstosubmittheircompletedexemptionformorwrittenrequestmustnotbemorethanfiveschooldaysbeforethestartoftheperiodofinstruction;

• makeclearthat,inthecaseofanunforeseenevent,5schoolboardsandschoolshavetheauthoritytomovetheperiodofinstructiontoalaterdateintheschoolyearandmustgivenoticeofthechangetoparentsassoonasreasonablypossible.

2. ProcessTheschoolboardpolicy/procedurewillrequireschoolsto:

• allowstudentstobeexemptfrominstructionrelatedtotheHumanDevelopmentandSexualHealthexpectationswithoutacademicpenaltywhenarequestfor anexemptionhasbeenmadefromaparentinwritinginaccordancewiththismemorandum;

• developaprocesstoacknowledgethereceiptofexemptionformsfromparents;

4.Inthismemorandum,theperiod of instruction referstotheperiod,includingthebeginningandenddates,duringwhichinstructioninHumanDevelopmentandSexualHealthduringhealthandphysicaleducationclassesisdelivered.Thisperiodcouldextendoverseveraldaysorweeks,dependingon individualschools’calendarsandteachers’lessonplans.5.Inthismemorandum,anunforeseen event referstoaneventthatimpairsaschool’sabilitytoadminis-terthe“periodofinstruction”.


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• makethefinaldecisionaboutwhethertoacceptorrejectarequestforanexemp-tionthatdoesnotfallwithintheparameterssetoutinthismemorandum(e.g.,iftheexemptionformisreturnedtotheschoolduringthescheduledperiodofinstructionratherthanbytheschool’sofficialsubmissiondate).

3. Supervision of Exempted StudentsBecauseschoolboardsareresponsibleforstudentsafetyandwell-beingduringinstruc-tionaltime,optionsforsupervisionmustbeoffered.Theschoolboardpolicy/procedurewillrequirethatparentsbegiventhechoiceofhowtheirexemptedchildwillbesuper-visedduringtheexemptionperiod.Parentsmustchooseoneofthefollowingoptionsfortheirchild:

• toremainintheclassroomduringtheexemptionperiodwithouttakingpartininstructioninHumanDevelopmentandSexualHealth,andtobeassignedworkoractivitiesbytheteacherthatareunrelatedtoHumanDevelopmentandSexualHealth;or

• toleavetheclassroomforthedurationoftheinstructionandremainintheschoolundersupervision.Thestudent’sactivitiesduringtheexemptionperiodwillbeatthediscretionoftheteacherorprincipal.Thesupervisionofthestudentwillbedeterminedbytheschoolaccordingtotheboard’spolicy/procedure;or

• tobereleasedintothecareoftheparentortheparent’sapproveddesignate.

ImplementationSchoolboardsmustimplementtheirexemptionpolicy/procedureandmakeitpubliclyavailableontheirwebsitebeforetheperiodofinstructionrelatedtoHumanDevelopmentandSexualHealthinthe2019–20schoolyear,andnolaterthanNovember30,2019.Itisexpectedthatthecommunicationstoparentsrequiredbythismemorandumwillbeissuedwithinstatedtimelineseveryschoolyear.

Ifanexemptionpolicy/procedureisnotimplementedinaschoolboardbyNovember30,2019,thentheprovisionsoutlinedinthismemorandumcanbeusedonatemporarybasisuntiltheschoolboard’spolicy/procedureisinplace.


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APPENDIX: Sample Exemption Form

Exemption from Instruction in Human Development and Sexual HealthHavingreviewedtheHumanDevelopmentandSexualHealthexpectationsinthe elementary OntarioHealthandPhysicalEducationcurriculumformychild’sgrade, Iwouldlikemychildtobeexemptedfrominstructionrelatedtotheseexpectations, withoutacademicpenalty.

Duringtheexemptionperiod,Iwouldlikemychildto[select one only]:

□ remainintheclassroomwithouttakingpartininstructionalactivitiesrelatedtoHumanDevelopmentandSexualHealth.Iunderstandthatmychild’sactivitiesunrelatedtoHumanDevelopmentandSexualHealthduringtheexemption periodwillbeatthediscretionoftheteacher.

□ leavetheclassroomandremainintheschoolunderstaffsupervision.Iunder-standthatmychild’sactivitiesduringtheexemptionperiodwillbeatthediscretionoftheteacherorprincipal.

□ bereleasedintomycareorthecareofmyapproveddesignate.

NOTE:Ifoneofthethreeoptionsaboveisnotselected,theprincipalortheprincipal’sdesignatewilldeterminewhereintheschoolthechildistoremainduringtheexemptionperiod.

Notice of Period of Instruction*

Forthe20 ___–___ schoolyear,theperiodofinstructionrelatedtotheHuman DevelopmentandSexualHealthexpectationsinyourchild’sgradewillstarton_______________ [insert date] and end on _______________ [insert date]. Thedailyscheduleforthisinstructionisattached.

I understand and agree with the following statements:• theHumanDevelopmentandSexualHealthexpectationsinstrandDofthe

healthandphysicaleducationcurriculumaredifferentineverygrade,soImustsubmitacompletedexemptionformeveryschoolyear,foreachchild,inorderfor

*Inthisform,theperiod of instruction referstotheperiod,includingthebeginningandenddates, duringwhichinstructioninHumanDevelopmentandSexualHealthduringhealthandphysicaleducationclassesisdelivered.Thisperiodcouldextendoverseveraldaysorweeks,dependingonindividualschools’calendarsandteachers’lessonplans.


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http://www.edu.gov.on.ca/eng/curriculum/elementary/subjects.html

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thechildtobeexemptedfrominstructionrelatedtoHumanDevelopment andSexualHealthexpectationsinthatschoolyear;

• referencestoorconversationsaboutsexualhealth–relatedconceptsamongteachers,schoolstaff,orotherstudentsoutsideformalinstructioninHuman DevelopmentandSexualHealtharenotsubjecttothisexemption;

• mychildwillcontinuetoreceiveinstructionrelatedtoallotherelementary healthandphysicaleducationcurriculumexpectations;

• requestsforexemptionmadebyphone,orexemptionformsorwrittenrequeststhatdonothaveaparentalsignature,willnotbeaccepted;

• thisexemptionformmustbereturnedby_______________[enter date] for my childtobeexcludedfrominstructionrelatedtotheHumanDevelopmentandSexualHealthexpectationsinstrandDofThe Ontario Curriculum: Health and Physical Education, Grades 1–8, 2019.

Child’sLastName Child’sFirstName

Parent’sName(print) Parent’sSignature

GradeandClass Date

PLEASE NOTE:

Youwillreceiveanacknowledgementfromtheschoolby _______________ [letter/email/text]by _______________ [insert date].

Ifyoudonotreceiveanacknowledgement,pleasecontact: _______________ [contact name here].

Please return this signed form no later than: _______________ [insertdate]


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Faith and Program Committee

March 10, 2020

2020 - 2021 SCHOOL YEAR CALENDAR

Multi Year Strategic Plan Values: Believe, Excel and Trust

Faith and Program Committee – March 10, 2020 2020-2021 School Year Calendar

“Make me to know your ways, O Lord; teach me your paths. Lead me in your truth, and teach me, for you are the God of my salvation; for you I wait all day long.”

Psalm 25:4-5 BACKGROUND Ontario Regulation (O. Reg) 304, amended to O. Reg. 364/15 identifies that every school year shall include a minimum of 194 school days, seven Professional Activity (PA) days and a maximum of ten examination days. Furthermore, Policy/Program Memorandum (PPM) No. 151: Professional Activity Days Devoted to Provincial Education Priorities (Appendix B) outlines requirements for PA days. DISCUSSION The School Year Committee met on February 19, 2020 to prepare a draft 2020-2021 school year calendar for board of trustee approval (attached). The draft 2020-2021 calendar will be submitted to the Ministry of Education upon approval by the Board of Trustees. In keeping with a directive from the Ministry of Education, the following groups were consulted in developing the proposed calendar:

• Dufferin-Peel Catholic District School Board Trustees; • Elementary and Secondary Units of the Ontario English Catholic Teachers’ Association; • Elementary and Secondary Principals’ and Vice-Principals’ Associations; • Central Committee for Catholic School Councils (through their elementary and secondary CCCSC

representatives); • Board staff including Program and Learning Services, Employee Relations, Human Resources and

Transportation Departments and Senior Management/Education Councils; and • Co-terminus Board(s).

CONCLUSION The committee reviewed all submissions for the 2020-2021 school year calendar. Cost savings through transportation efficiencies will be attained through alignment with the co-terminus Board. For the 2020-2021 school year, there are 194 possible school days between September 2, 2020 and June 30, 2021.

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Faith and Program Committee – March 10, 2020 2020-2021 School Year Calendar

As a result of the collaboration among all parties involved, six of the seven Elementary PA days and six of the seven Secondary PA days are aligned with the co-terminus Board. Two of the PA days will occur prior to the first day of school. THE FOLLOWING RECOMMENDATIONS ARE PROVIDED FOR CONSIDERATION:

1. THAT THE REPORT TO THE FAITH AND PROGRAM COMMITTEE, 2020-2021 SCHOOL YEAR CALENDAR, BE RECEIVED.

2. THAT THE FAITH AND PROGRAM COMMITTEE RECOMMEND TO THE BOARD OF TRUSTEES THAT THE 2020-2021 SCHOOL YEAR CALENDAR BE APPROVED.

Prepared by: Tammy-Lynne Peel, Superintendent, Brampton East, Caledon, Dufferin, Malton David Amaral, Associate Director, Instructional Services Submitted by: Marianne Mazzorato, Ed. D., Director of Education

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Dufferin-Peel Catholic District School Board 40 Matheson Boulevard West, Mississauga, ON, L5R 1C5, Tel: (905) 890-1221

First day of classes Elementary and Secondary Schools Tuesday, September 8, 2020 First Day of classes Semester Two Secondary Wednesday, February 3, 2021 School Year ends Elementary and Secondary Schools Wednesday, June 30, 2021 Number of school days for the 2020-2021 school year 194 Number of Instructional Days in Elementary Schools 187 Number of Instructional Days in Secondary Schools 187 Number of Professional Activity Days in Elementary Schools 7 Number of Professional Activity Days in Secondary Schools 7 School Holidays for the 2020-2021 School Year Every Saturday and Sunday Labour Day Monday, September 7, 2020 Thanksgiving Day Monday, October 12, 2020 Christmas Break Monday, December 21, 2020 to Friday, January 1, 2021 (inclusive) Family Day Monday, February 15, 2021 Mid-Winter Break Monday, March 15, 2021 to Friday, March 19, 2021 (inclusive) Good Friday Friday, April 2, 2021 Easter Monday Monday, April 5, 2021 Victoria Day Monday, May 24, 2021 Elementary Schools – Professional Activity Days 1. Wednesday, September 2, 2020 Provincial Priorities in a Catholic Context 2. Thursday, September 3, 2020 Provincial Priorities in a Catholic Context 3. Friday, September 18, 2020 Principal’s Day: Re-organization/Faith Development 4. Friday, November 13, 2020 Provincial Priorities in a Catholic Context 5. Monday, January 18, 2021 Term 1 Assessment and Evaluation of Pupil Progress 6. Friday, February 12, 2021 Reporting to Parents 7. Monday, June 7, 2021 Term 2 Assessment and Evaluation of Pupil Progress St. Sofia Only – Professional Activity Days 1. Wednesday, September 2, 2020 Provincial Priorities in a Catholic Context 2. Thursday, September 3, 2020 Provincial Priorities in a Catholic Context 3. Thursday, January 7, 2021 Principal’s Day: Curriculum and Faith 4. Monday, January 18, 2021 Term 1 Assessment and Evaluation of Pupil Progress 5. Friday, February 12, 2021 Reporting to Parents 6. Friday, April 30, 2021 Provincial Priorities in a Catholic Context 7. Monday, June 7, 2021 Term 2 Assessment and Evaluation of Pupil Progress Secondary Schools – Professional Activity Days 1. Wednesday, September 2, 2020 Provincial Priorities in a Catholic Context 2. Thursday, September 3, 2020 Provincial Priorities in a Catholic Context 3. Friday, November 13, 2020 Provincial Priorities in a Catholic Context 4 Tuesday, February 2, 2021 Principal’s Day: Semester Turnaround 5. Monday, June 28, 2021 *Principal’s Day: Year End Reporting and Activities 6. Tuesday, June 29, 2021 *Principal’s Day: Year End Reporting and Activities 7. Wednesday, June 30, 2021 *Principal’s Day: Year End Reporting and Activities *Semester and year end evaluations and school wide promotion meetings; contact parents with summer school recommendations, OSR and report card preparation; inventory management of books, equipment, learning materials; curriculum development for new course outlines; goal setting for the upcoming school year.

Secondary Schools – Examination Days Semester 1: January 25, 26, 27, 28, 29, 2021 February 1, 2021 – Instructional Day – Examination Review Semester 2: June 18, 21, 22, 23, 24, 2021 June 25, 2021 – Instructional Day – Examination Review

2020 - 2021 School Year Calendar

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Date of Issue: July 19, 2019Effective: UntilrevokedormodifiedSubject: Professional Activity Days Devoted to Provincial

Education PrioritiesApplication: Directors of Education

SecretariesandSupervisoryOfficersofSchoolAuthorities Director,ProvincialSchoolsBranch

Reference: Regulation304,“SchoolYearCalendar,ProfessionalActivityDays”.ThismemorandumreplacesPolicy/ProgramMemorandumNo.151,January7,2019.

IntroductionTheEducationActstatesthattheMinisterofEducationmay“establishpoliciesandguidelinesrespectingcriteriaandtopicsfortheprofessionalactivitydaysthatare requiredbyregulationandrequireboardstocomplywiththepoliciesandguidelines”.1

Regulation304,“SchoolYearCalendar,ProfessionalActivityDays”,madeundertheEducationAct,setsouttheconditionsgoverningtheestablishmentofschoolyear calendars.Theregulationstatesthatschoolboards2mustdesignatethreeprofessionalactivity(PA)daysandmaydesignateuptofouradditionalPAdaysperschoolyear.3 Halfaschooldaymaybedesignatedasaninstructionaldayandtheremainderofthedayforprofessionalactivities,butsuchadayconstitutesahalf-dayindetermining thenumberofinstructionaldaysintheschoolyear.4

TherequirementsfortheprofessionalactivitiesforthethreemandatoryPAdaysare setoutinthismemorandum.Theministryreviewstheserequirementsregularlyto ensurethattheyreflecttheprovincialeducationprioritiesestablishedbytheMinister.Iftherequirementsshouldchangeasaresultofsuchreview,thismemorandumwill beupdated.

1. EducationAct,subsection8(1),paragraph28.2. Inthismemorandum,school board(s) and board(s)refertodistrictschoolboardsandschoolauthorities.3. Regulation304,subsection2(3.1),paragraphs1and2.4. Regulation304,subsection1(2).

Ministry of Education

Policy/ProgramMemorandumNo.151

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ContextAllschoolandschoolboardstaffhaveanimportantroletoplayinensuringthesuccess,equityofoutcomes,andwell-beingofallstudentsinOntario’spubliclyfundededucationsystem.Buildingcapacityatalllevelsoftheeducationsystemandsupportingacultureofprofessionallearningforalliscriticalforstudentsuccess.

TheMinistryofEducationrecognizesthatongoingteacherprofessionallearningplaysasignificantroleinsupportingwell-beingandinhelpingstudentssucceedintheclass-roomandaftergraduation.Teachingisadynamiclearningprofessionthatisconstantlychangingasteachersstrivetoengageandmotivatestudents,andmeettheirdiverselearningneeds.Settinghighexpectations,believingthatallstudentscanlearn,havingempathyforalllearners,continuallyreflectingonstudentlearningoutcomes,and exercisingresponsible,informedprofessionaljudgementtoimproveorchangepracticearefundamentaltoeffectiveteaching.ToensurethatOntario’steachingprofession continuestoevolve,thrive,andberecognizedforitsexcellence,theministryiscommittedtosupportingtheongoingprofessionallearningofallteachers.

Requirements for School BoardsSchoolboardsmustpreparetheirschoolyearcalendarsinaccordancewiththerequire-mentssetoutinRegulation304.BoardsarealsorequiredtosubmittheirproposedschoolyearcalendarstotheMinisterofEducationaccordingtothedatesspecifiedinthe regulation.

ProfessionalactivitiesonthethreemandatoryPAdaysmustmeettherequirementssetoutinthesectionthatfollows.IfboardsdesignateadditionalPAdays(uptofourmaybedesignatedperschoolyear),theprofessionalactivitiesonallsuchPAdaysmustbeconsistentwiththedefinitionof“professionalactivity”intheregulation.5

Whensubmittingschoolyearcalendars,boardsarerequiredtoincludeageneraloutlineofthecontentforeachofthePAdaysidentifiedinthecalendar.

ForeachmandatoryPAday,theregulationalsorequiresthatboardsprepareanagendathatspecifiesthedate,locationandtimingoftheactivities,school(s)participating,andtheprogramandscheduledprofessionalactivities.Atleasttenschooldaysinadvance

5.Asstatedinsection1(1)ofRegulation304,“‘professionalactivity’includesevaluationoftheprogressofpupils,consultationwithparents,thecounsellingofpupils,curriculumandprogramevaluationandde-velopment,professionaldevelopmentofteachersandattendanceateducationalconferences,butdoesnotincludepreparationbyteachersforclassesorinstruction.”


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ofascheduledPAday,theboardmustmaketheagendaavailablebypostingiton theboardwebsiteandthewebsiteofeachparticipatingschool;bypostingitinthe mainofficeoftheboardandofeachparticipatingschool;bydistributingittotheschoolcouncilchairofeachparticipatingschool;andbyusinganyothermeanstheboard considersappropriatetomaketheagendaaccessibletoallparticipants.

Eachschoolyear,boardsarerequiredtocompleteanevaluationoftheactivities conductedonallPAdaysheldduringthatyear.Theyarealsorequiredtoretaintheseevaluations.

Requirements for the Three Mandatory Professional Activity DaysProfessionalactivitiesforthethreemandatoryPAdaysmustbefocusedonteachers’professionallearningalignedwithprovincialeducationpriorities.

TheseprioritiesarethecriteriathatdeterminethefocusandscopeoftheprofessionalactivitiesforthethreemandatoryPAdays.

PA Day 1OnePAdaymustbedevotedtodevelopingandimplementingstrategiestoimprove studentachievementinmathematics,withafocusonfundamentalmathconcepts andskills.

Theministryreleasedthefollowingkeyresourcestosupportthisprofessionallearningfocus:

• FocusingontheFundamentalsofMath,ATeacher’sGuide ThisresourcehighlightsfundamentalconceptsandskillsinNumberSenseandNumerationintheOntarioCurriculum,Grades1–8:Mathematics,2005.

• AParent’sGuidetotheFundamentalsofMath,Grades1to8 Thisresourceprovidesanoverviewforparentsandguardiansonsomeofthesekeymathconceptsandskillsthatelementarystudentsareexpectedtoknowingradesonethrougheight.

PA Day 2Thetopic(ortopics)forthesecondmandatoryPAdaywillvary,asindicatedbelow.Thetopicsforeachteacherfederationweredeterminedduringthe2014and2017labourne-gotiationsbetweentheprovincialgovernmentandrepresentativesfromthefederations


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http://www.edu.gov.on.ca/eng/teachers/teachers-math-guide.html

http://www.edu.gov.on.ca/eng/parents/parents-math-guide.html

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andschoolboardassociations,andcontinuetobeineffectuntilnewcentralagreementsarenegotiated.

• Ontario Secondary School Teachers’ Federation (OSSTF)All teachers:

– Thefulldaymustbedevotedtoatopic(ortopics)alignedwithministrypriorities,suchasimprovingstudentachievementinmathematicsand/ordevelopingand implementing strategies to ensure equity for all students, or to a topic thatisalsoacurrentschoolboardpriority.

• Elementary Teachers’ Federation of Ontario (ETFO)All teachers:

– Ahalfadaymustbedevotedtooccupationalhealthandsafetytraining, includingtraininginviolentincidentreporting;

– Theotherhalfofthedaymustbedevotedtoatopicalignedwithministry priorities,specificallydevelopingandimplementingstrategiestoimprove studentachievementinmathematics.

Education workers: – Ahalfadaymustbedevotedtorole-specifictrainingorprofessional development(appliestopermanentemployeesonly);

– Theotherhalfofthedaymustbedevotedtooccupationalhealthand safetytraining,includingtraininginviolentincidentreporting.

• Association des enseignantes et des enseignants franco-ontariens (AEFO) Grade 1 to 8 teachers:

– Thefulldaymustbedevotedtoatopicalignedwithministrypriorities/schoolboardinitiatives,explicitlydevelopingandimplementingstrategiestoimprovestudentachievementinmathematics.

Grade 9 to 12 teachers: – Thefulldaymustbedevotedtoatopicdeterminedbyboard/federationpro-fessionaldevelopmentcommittees(wherepossible)andalignedwithministrypriorities,suchasimprovingstudentachievementinmathematicsorscienceandtechnology,ordevelopingandimplementingstrategiestoensureequityforallstudents.

• Ontario English Catholic Teachers’ Association (OECTA)All teachers:

– Ahalfdaymustbedevotedtooccupationalhealthandsafetytraining.


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Full-day Kindergarten (FDK) teacher and early childhood educator (ECE) teams:

– Theotherhalfofthedaymustbedevotedtodevelopingandimplementing inquiry-basedlearningandpedagogicaldocumentationassessmentstrategies.

Grade 1 to 12 teachers: – Theotherhalfofthedaymustbedevotedtoatopicdeterminedbyboard/federationprofessionaldevelopmentcommitteesandalignedwithministrypriorities,suchasimprovingstudentachievementinmathematics,providingstudentswithmoreinquiry-basedorexperientiallearningopportunities, developing pedagogical documentation assessment strategies, or developing andimplementingstrategiestoensureequityforallstudents.

PA Day 3ThethirdPAdaymustbedevotedtoteachers’professionallearningrelatedtoanyoneormoreofthefollowingprovincialeducationpriorities:

• Indigenouseducation;• foundationalmath;• science,technology,engineeringandmathematicsfundamentals(STEM);• financialliteracy;• specialeducation,withafocusonsupportingstudentswithautismspectrum

disorders(ASD);• equity,inclusionandhumanrights;• jobpreparedness;• mentalhealthandwell-being;and• healthandsafety.

Inaddition,allprofessionalactivitiesforthemandatoryPAdaysmustmeetoneormoreofthefollowingrequirements:

• Alignwithboardandschoolgoalsandplanscreatedwithinthecontextofthecurrentprovincialeducationpriorities;

• Addresssystemicbarriersanddiscriminatorypracticesthatnegativelyimpactstudentengagement,learningandoutcomesbyplacinganemphasisonequity,inclusion,andhumanrights;

– PPM119:DevelopingandImplementingEquityandInclusiveEducation PoliciesinOntarioSchools

• Beinformedbyschoolandschoolboarddata,andtargetedtoreflectthecontextsoftheboardanditsschools,includingtheprioritylearningneedsofthestudentsandteachers;


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http://www.edu.gov.on.ca/extra/eng/ppm/119.pdf

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• Bebasedonidentifiedteacherlearningneedswithrespecttoculturallyresponsiveandrelevantinstructionandtheuseofstrategiesthataddressthediverselearningneedsofstudents;

• Contributetopedagogicaldevelopmentbyprovidingteacherswithopportunitiestobecomefamiliarwithawidevarietyofevidence-basedinstructionalstrategiesandtheirappropriateuse;

• Supportlearninginwhichteacherscanengageininquiryandknowledgecon-structionwithcolleagues;

• IncreaseknowledgeoftheimpactoftheIndianAct,theresidentialschoolsystem,treatiesandsystemicracism,aswellasincreasingunderstandingofFirstNations,Métis,andInuitperspectives,cultures,histories,contributionsandcontemporaryrealities;and

• Support an intentional focus on addressing learning opportunities for students, includingstudentsreceivingspecialeducationprogramsandservices,throughanequitableandasset-basedteachingandlearningapproach.

Additional ConsiderationsWhilethethreemandatoryPAdaysarefocusedonprofessionallearningforteachers,boardsmaydecidetoincludeothereducatorsinprofessionalactivitiesonthesethreePAdays.ThismayincludeEducationAssistantsandEarlyChildhoodEducatorsin kindergartenclassrooms,whomayalsobenefitfromparticipatingintheseorother professionallearningopportunities,dependingonlocalcontext.

Becauseoftheimportanceofongoingprofessionallearning,schoolboardsmayalsowishtoconsiderincorporatingprofessionalactivitiesscheduledforthethreemandatoryPAdaysintoestablishedboardorschoolprofessionallearningstructures.

Knowledgeofvariousministrypolicydocuments,includingPolicy/ProgramMemoranda,andministry-developedresourcesisessentialtomeetingprovincialeducationprioritiesandlegislativerequirements.Boardsareencouragedtoconsiderwhereareviewofministrypolicydocumentsandresourcescanbeintegratedintoprofessionallearningactivities.


64


March 10, 2020

NEW POLICY: INDIGENOUS EDUCATION


“For he is our God, and we are the people of his pasture, and the sheep of his hand.”

Proverbs 95:7

Faith and Program Committee – March 10, 2020 New Policy: Indigenous Education

BACKGROUND The Dufferin-Peel Catholic District School Board (DPCDSB) serves families who are First Nation, Inuit, and/or Métis as part of its community. DPCDSB is committed to working in partnership with the Mississaugas of the Credit as a treaty partner. DISCUSSION A new policy has been developed to support opportunities for First Nation, Métis, and Inuit students and staff, and to increase the knowledge and awareness of students and educators about Indigenous histories, contributions, and perspectives within the DPCDSB. CONCLUSION Guided by a moral imperative and a commitment to equity and inclusive education, the purpose of the new policy is to outline DPCDSB’s commitment to reconciliation with the Indigenous community. There are no financial implications to the implementation of this policy. THE FOLLOWING RECOMMENDATIONS ARE PROVIDED FOR CONSIDERATION:

1) THAT THE REPORT TO THE FAITH AND PROGRAM COMMITTEE, NEW POLICY: INDIGENOUS EDUCATION, BE RECEIVED.

2) THAT THE FAITH AND PROGRAM COMMITTEE RECOMMEND TO THE BOARD OF TRUSTEES THAT NEW POLICY: INDIGENOUS EDUCATION, BE APPROVED AND ADOPTED.

Prepared by: Sheila Chung, Researcher, Policy, Strategy, and Global Learning

Jodie Williams, Indigenous Education Lead Michelle Coutinho, Principal, Equity and Inclusive Education Max Vecchiarino, Superintendent, Policy, Strategy, and Global Learning David Amaral, Associate Director, Instructional Services

Submitted by: Marianne Mazzorato, Ed.D., Director of Education

65

DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD BOARD POLICY

POLICY NUMBER *NEW* SUBJECT Indigenous Education REFERENCE Policy 8.72 – First Nation, Métis and Inuit Students, Self-

Identification EFFECTIVE DATE March 2020

“In our work together with God, then, we beg you who have received God’s grace

not to let it be wasted.” 2 Corinthians 6:1

1. OVERVIEW 1.1. The dignity of the human person is the foundation of a moral vision for society. This belief is the

foundation of all principles of Catholic Social Teachings.

1.2. Indigenous Peoples are distinct from equity seeking groups in that they are Self-Determining Nations with Inherent Rights, laws, and virtues of their civilizations. As the original peoples of this land, Indigenous People are rights holders.

1.3. Indigenous Peoples’ rights are protected by laws, including:

• Charter of the United Nations • International Covenant on Economic, Social and Cultural Rights (ICESCR) • International Covenant on Civil and Political Rights (ICCPR) • United Nations Universal Declaration of Human Rights (UDHR) • United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) • United Nations Convention on the Rights of a Child (UNCRC) • Canadian Charter of Rights and Freedoms (CCRF) • The Constitution Act of Canada (section 35) • Ontario Human Rights Code (OHRC)

1.4 There are three original civilizations in the area now known as Ontario. They are the Anishinaabek,

Onkwehoweh, and Mushkegowuk. These civilizations are distinct from each other, each possessing the following: indigeneity, intelligences (political, social, psychological, artistic, emotional, etc.), languages, theologies and spiritualities, institutions, agency, laws and Inherent Rights, earth and social sciences, philosophies, physical and character traits, customs, conventions, protocols, virtues, moral character and compasses, as well as codes of ethics.

1.5 We recognize that families who are First Nation, Métis, and/or Inuit are part of the Dufferin-Peel Catholic District School Board (DPCDSB) community (see also Policy 8.72 – First Nation, Métis and Inuit Students, Self-Identification).

67

http://dp24/PnP/Board%20Policies/08.72.pdf#search=self


Policy – Page 2

2. DPCDSB IS COMMITTED TO RECONCILIATION

2.1. “Reconciliation requires constructive action on addressing the ongoing legacies of colonialism that

have had destructive impact on [Indigenous peoples’] education, cultures and languages” (Truth and Reconciliation Commission booklet, pg. 8). These ongoing legacies of colonialism continue to affect the dignity, innocence, and grace of Indigenous Peoples.

2.2. Guided by a moral commitment to reconciliation, the DPCDSB hereby confirms and reaffirms its

commitment to the mandate of the Indigenous Education Council (IEC). The IEC provides the voice and vision for Indigenous Education within the DPCDSB. The IEC will guide and inform DPCDSB on matters pertaining to Indigenous Education, and any matters affecting Indigenous students.

68

GAP

GENERAL ADMINISTRATIVE PROCEDURE

SECTION: 100 PUPILS GAP NUMBER: *NEW* SUBJECT: INDIGENOUS EDUCATION REFERENCE: Policy 8.72 – First Nation, Métis and Inuit Students, Self-Identification EFFECTIVE: March 2020 REVIEWED/AMENDED March 10, 2020 REPLACES: PAGE 1 of 3

“In our work together with God, then, we beg you who have received God’s grace

not to let it be wasted.” 2 Corinthians 6:1

Each student has the right to an education that is free from harmful dominant narratives, implicit bias, racism, and discrimination. As a Catholic school board, we believe in the inherent human dignity of all people. Accordingly, the Dufferin-Peel Catholic District School Board (DPCDSB) supports the following: 1. SELF-IDENTIFICATION

1.1. Students and families have the option to self-identify as First Nation, Métis, or Inuit through a confidential and voluntary process (see Policy 8.72 – First Nation, Métis and Inuit Students, Self-Identification).

1.2. An easily accessible, transparent self-identification process, either online or in text, is available.

1.3. All school administrators, front office staff, guidance counsellors, chaplaincy leaders and support staff are aware of the process and services provided to families who self-identify.

1.4. Supports and connections to community services are provided to families who self-identify.

2. AWARENESS

2.1. Indigenous Education Council (IEC) will meet regularly to advise on matters pertaining to Indigenous Education and the Catholic Board Improvement Learning Cycle.

2.2. Land acknowledgements are used in schools and DPCDSB meetings to create awareness, understanding and action.

2.3. DPCDSB will ensure there is adequate staffing for implementing the Catholic Board Improvement Learning Cycle, Multi-Year Strategic Plan, and the Board Action Plan for Indigenous Education.

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GAP Page 2

3. CULTURAL PRACTICES 3.1. Indigenous Peoples are the guardians and interpreters of their civilizations, traditions, and

knowledge systems. They have the right to exercise, control, and protect their culture, intellectual properties, and knowledge. Our Catholic Social Teaching of subsidiarity requires that decisions are made by the people closest and most affected by the issues and concerns of the community. Recognition of subsidiarity requires that:

(a) Staff and students will refrain from replicating, reproducing and/or mimicking cultural

practices and will return ceremonial items when requested.

(b) Education, training, and information are provided to staff and students in the area of intercultural understanding and mutual respect.

(c) Schools will follow DPCDSB guidelines before engaging in cultural practices and all sources of Indigenous knowledge will be acknowledged and referenced. Initiatives must involve the community that owns the knowledge.

(d) Schools follow the established process when inviting guest speakers or facilitators related to Indigenous Education (please contact Indigenous Education Advisory Council [IEAC] through the Department of Policy, Strategy, and Global Learning).

(e) Students who self-identify are provided with opportunities to both connect with Indigenous Knowledge Keepers (Elders) and partake in opportunities in support of customary practices.

(f) Indigenous staff and students are supported to practice their spiritual traditions and ceremonies.

4. RESOURCES AND PROFESSIONAL DEVELOPMENT

4.1. Schools ensure resources (including visual representations) reflect positive Indigenous role models in a variety of subject areas and a balance of perspectives of Métis and Inuit in addition to those from First Nations.

4.2. Ontario College of Teachers (OCT) Additional Qualification courses related to Indigenous Education are developed and facilitated in consultation with members of the IEC and include land-based experiences that reflect Indigenous Knowledge methodologies and epistemologies.

4.3. Ongoing professional development is provided for Trustees, staff, and senior administration in the areas of intercultural competency, human rights, and anti-racism.

4.4. Ongoing professional development is provided to support teachers in implementing the mandatory curriculum. This includes training on identifying harmful dominant narratives and implicit bias in order to create spaces that are culturally safe and trauma informed.

5. SUPPORTING INDIGENOUS KNOWLEDGE SYSTEMS, CULTURES, AND LANGUAGES 5.1. Indigenous Knowledge systems, cultures, and languages are connected to the land. “We are

faced not with two separate crises, one environmental and the other social, but rather with one

70

GAP Page 3

complex crisis which is both social and environmental.” ― Pope Francis, Laudato Sì – Praise Be to You: On Care for Our Common Home. In order to support Indigenous Knowledge systems, cultures, and languages, DPCDSB is committed to:

(a) Supporting language courses.

(b) Ensuring the Indigenous Student Voice committee meets regularly in spaces that reflect their culture and traditional practices.

(c) Developing programs that will support schools, students, and staff related to cultural practices and Indigenous education (e.g., Visiting Elders Program).

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March 10, 2020

REVISED POLICY 4.23: INTERNATIONAL LANGUAGES


“And be not conformed to this world: but be transformed by the renewing of your mind,

that you may prove what is that good, and acceptable, and perfect, will of God.” Romans 12:2

Faith and Program Committee – March 10, 2020 Revised Policy 4.23: International Languages

BACKGROUND The Dufferin-Peel Catholic District School Board (DPCDSB) recognizes and respects the human dignity of students, staff, parents/guardians, and all members of the broader community. In alignment with DPCDSB’s values and mission, as well as the Education Act, R.S.O. 1990 c. E. 2, it is the mandate of the DPCDSB to offer many different types of adult and continuing education programs and courses. To reflect the changing needs within larger society, DPCDSB has updated Policy 4.23: International Languages. DISCUSSION To reflect the ever-changing learner needs within its community, DPCDSB has updated Policy 4.23: International Languages, as well as changed the name of the policy to 4.23: Adult and Continuing Education. The associated General Administrative Procedure (GAP) 405.00: Adult and Continuing Education has also been updated to reflect current programming and supports offered by DPCDSB. CONCLUSION International Languages, renamed as Adult and Continuing Education, is a revised policy, as is GAP 405.00. These updates reflect an up-to-date offering of programs and supports offered by DPCDSB regarding Adult and Continuing Education. There are no financial implications to the revision of this policy or GAP.

73

Faith and Program Committee – March 10, 2020 Revised Policy 4.23: International Languages

THE FOLLOWING RECOMMENDATIONS ARE PROVIDED FOR CONSIDERATION:

1) THAT THE REPORT TO THE FAITH AND PROGRAM COMMITTEE, REVISED POLICY 4.23: INTERNATIONAL LANGUAGES, BE RECEIVED.

2) THAT THE FAITH AND PROGRAM COMMITTEE RECOMMEND TO THE BOARD OF TRUSTEES THAT REVISED POLICY 4.23: INTERNATIONAL LANGUAGES, BE APPROVED AND ADOPTED, AS AMENDED.

Prepared by: Brad Kipfer, Researcher, Policy, Strategy, and Global Learning Dan Reidy, Vice-Principal, Adult and Continuing Education Brunella Trinca, Principal, Adult and Continuing Education Max Vecchiarino, Superintendent, Policy, Strategy, and Global Learning

David Amaral, Associate Director, Instructional Services Submitted by: Marianne Mazzorato, Ed. D., Director of Education

74

1

DUFFERIN-PEEL CATHOLIC DISTRICT SCHOOL BOARD

BOARD POLICY

Board Policy Number: 4.23

Subject:

Reference:

International Languages

General Administrative Procedure 405.00,

Continuing Education

Effective Date: 1985; (047) Revised January 28, 2014

And be not conformed to this world:

but be transformed by the renewing of your mind, that you may prove what is that good,

and acceptable, and perfect, will of God. Romans 12:2

It is the policy of the Dufferin-Peel Catholic District School Board that all International

Languages programs under the Board's jurisdiction be in accordance with the Education

Act R.S.O.1990, Regulation 285, as amended, and promote the distinctiveness, values and

mission of our Catholic system.

Origina

l

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BOARD POLICY BOARD POLICY NUMBER 4.23 SUBJECT International LanguagesAdult and Continuing Education REFERENCE GAP – 405.00 Adult and Continuing Education EFFECTIVE/REVISED DATE 1985; (047) Revised January 28, 2014; March 2020

“And be not conformed to this world: but be transformed by the renewing of your mind, that you may

prove what is that good, and acceptable, and perfect, will of God.” Romans 12:2

1. The Dufferin-Peel Catholic District School Board (DPCDSB) recognizes and respects the human dignity of students, staff, parents/guardians, and all members of the larger community. As a reflection of the ever-changing needs within the community, it is the mandate and policy of the DPCDSB to offer many different types of adult and continuing education programs and courses. These programs and courses will be implemented in accordance with the Education Act, R.S.O.1990 c. E.2, as amended, and will promote the distinctiveness, values, vision, and mission of the DPCDSB. Catholic board.

It is the policy of the Dufferin-Peel Catholic District School Board that all International Languages programs under the Board's jurisdiction be in accordance with the Education Act R.S.O.1990, Regulation 285, as amended, and promote the distinctiveness, values and mission of our Catholic system. board.

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77


BOARD POLICY BOARD POLICY NUMBER 4.23 SUBJECT Adult and Continuing Education REFERENCE GAP – 405.00 Adult and Continuing Education EFFECTIVE/REVISED DATE 1985; (047) Revised January 28, 2014; March 2020

“And be not conformed to this world: but be transformed by the renewing of your mind, that you may

prove what is that good, and acceptable, and perfect, will of God.” Romans 12:2

1. The Dufferin-Peel Catholic District School Board (DPCDSB) recognizes and respects the human dignity of students, staff, parents/guardians, and all members of the broader community. As a reflection of the ever-changing needs within the community, it is the mandate and policy of the DPCDSB to offer various adult and continuing education programs and courses. These programs and courses will be implemented in accordance with the Education Act, R.S.O.1990 c. E.2, as amended, and will promote the distinctiveness, values, vision, and mission of the DPCDSB.

79

GAP GENERAL ADMINISTRATIVE PROCEDURES

SECTION: 400 CURRICULUM GAP NUMBER: 405.00 SUBJECT: Adult and Continuing Education REFERENCE: - EFFECTIVE: July 29, 1993 REVISED/AMENDED November 1, 1993; Admin Council, November 26, 2012 REPLACES: 405.00 PAGE 1 of 2

ADULT AND CONTINUING EDUCATION DEPARTMENT

Introduction

The Dufferin-Peel Catholic District School Board offers a wide variety of Adult and Continuing Education programs for students from JK to seniors. Programs include:

• Adult education and general interest programs• Adult English as a Second Language• Adult Citizenship• LINC (Adult Language Instruction for Newcomers to Canada)• Adult French As A Second Language• Adult Education Credit Programs, including coop programs for adults• Elementary International Languages for JK-8• Secondary International Languages credit programs for secondary and adult students• Night School credit courses for secondary and adult students• Summer School credit courses for secondary and adult students• Summer and after school literacy and mathematic programs for elementary and

secondary students.

In every arena of educational endeavour - international, national and provincial, the concept of lifelong education has been regularly advocated. Clearly, and perhaps most particularly in these times, the Catholic school should recognize the need to provide such service wherever possible.

ADULT PROGRAMS

The Dufferin-Peel Catholic District School Board offers these Adult Education courses through the Continuing Education Department:

• English as a Second Language• French as a Second Language• LINC (Language Instruction for Newcomers to Canada)• Citizenship Preparation

Origina

l

81

GAP 405.00 – Page 2

These programs are funded through the Ontario Ministry of Citizenship and Immigration and also Citizenship and Immigration Canada.

Classes are offered at a number of locations throughout the Board. Registration is throughout the year and classes are held throughout the year. Classes are open to any adult wishing to attend. More information can be obtained by accessing the Adult and Continuing Education website.

INTERNATIONAL LANGUAGE PROGRAM

The International Language program provides language instruction (e.g. Saturdays) in a wide variety of languages. Programs are offered for elementary students (JK-8) and also credit programs for secondary and adult students. Instruction in Ukrainian is built into the school day at St. Sofia. Instruction in other languages is offered outside the regular day school programs throughout Dufferin-Peel.

SUMMER SCHOOL PROGRAMS

The Dufferin-Peel Catholic District School Board offers a summer school program that includes an extensive list of secondary school credit courses. Summer programs are also provided for elementary students.

These programs are advertised annually. Information is readily available to students and parents/guardians through a Dufferin-Peel School or the Adult and Continuing Education Department, and the Adult and Continuing Education website.

Legislation providing guidance to Adult and Continuing Education programs is governed by the Education Act.

. . . . .

Origina

l

82


SECTION: 400 CURRICULUM GAP NUMBER: 405.00 SUBJECT: Adult and Continuing Education REFERENCE: - EFFECTIVE: July 29, 1993 REVISED/AMENDED November 1, 1993; Admin Council, November 26, 2012; March 2020 REPLACES: 405.00 PAGE 1 of 2

“I am confident of this, that the one who began a good work among you will bring it to completion by the

day of Jesus Christ.” Philippians 1:6

ADULT AND CONTINUING EDUCATION DEPARTMENT 1. Introduction 1.1 The Dufferin-Peel Catholic District School Board (DPCDSB) offers a wide variety of Adult and

Continuing Education programsPrograms for studentslearners from JKYear 1 Kindergarten to seniors. Vocation. These offerings are in keeping with the mandate that DPCDSB support all extended community members in the goal of being self-directed, responsible, lifelong learners who develop and demonstrate their God-given potential. (Ontario Catholic School Graduate Expectations, iceont.ca).

1.2 All programs have specific eligibility criteria and are funded through one or more of the Ontario

Ministry of Education, the Ontario Ministry of Children, Community and Social Services, and Immigration, Refugees and Citizenship Canada. Given that these programs are funding dependent, not all programs are necessarily offered every year, depending on the resource and budget constraints of each funding organization.

Formatted: Indent: Left: 0.4", No bullets or

83

GAP 405 Page 2 1.11.3 Programs, which are developed in response to community needs, include:

a) Adult educationNon-Credit Language and general interest programs Citizenship Classes

• Adult English as a Second Language (ESL) • Adult Citizenship • LINC (Adult Language Instruction for Newcomers to Canada) • Adult French As A Second Language (FSL)

b) Adult Education Credit Language and Guidance CoursesPrograms, including coop

programsCooperative Education Programs for adults

• Personal Support Worker Program • Business and Office Administration • Internationally Trained Professionals’ Co-operative Education • Office Administration Co-operative Education • Business and Careers Co-operative Education

c) International Language Instruction

• Elementary International Languages for JK-Yr 1 Kindergarten – Grade 8 (includes instruction in Ukrainian that is built into the school day at St. Sofia)

• Secondary International Languages credit courses programs for secondary and adult studentsschool learners

d) After School/ Summer Learning

• Night School credit courses for secondary school and adult studentslearners • After School Literacy / Numeracy Programs for elementary and secondary

learners • Summer Literacy / Numeracy programs for elementary and secondary learners • Summer School credit courses for secondary learners including eLearning courses

and Specialist High School Major Cooperative Education programs, adult students • Summer and after school literacy and mathematic programs for elementary and

secondary students. • In every arena of educational endeavour - international, national and provincial,

the concept of lifelong education has been regularly advocated. Clearly, and perhaps most particularly in these times, the Catholic school should recognize the need to provide such service wherever possible.

• 2. ADULT PROGRAMS •

The Dufferin-Peel Catholic District School Board offers these Adult EducationESL/FSL non-credit courses through the Continuing Education Department: for Adult learners

• English as a Second Language • French as a Second Language

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84

GAP 405 Page 3

• LINC (Language Instruction for Newcomers to Canada) • Citizenship Preparation

GAP 405.00 – Page 2

• These 2.1 All programs have specific eligibility criteria and are funded through one or more of the Ontario

Ministry of Education, the Ontario Ministry of CitizenshipChildren, Community and Social Services, and Immigration, Refugees and also Citizenship and Immigration Canada.

1.4 Classes are offered at a number of locations throughout the BoardDPCDSB. Registration is

throughout the year and classes are heldrun throughout the year. Classes are open to any adulteligible learner wishing to attend. More information can be obtained by accessing the Adult and Continuing Education website.webpage.

AllInstruction in Ukrainian is built into the school day at St. Sofia. Instruction in other languages is

offered outside the regular day school programs throughout Dufferin-Peel. 3. SUMMER SCHOOL PROGRAMS The Dufferin-Peel Catholic District School Board offers a summer school program that includes an

extensive list of secondary school credit courses. Summer programs are also provided for elementary students.

1.5 These programsPrograms are advertised annually. Information is readily available to

studentslearners and parents/guardians through a Dufferin-PeelDPCDSB School or the Adult and Continuing Education Department, and the Adult and Continuing Education websitewebpage.

3.11.6 Legislation providing guidance to Adult and Continuing Education programs is governed by the

Education Act, R.S.O. 1990, c. E.2 (as amended).

Formatted: Left

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Formatted: Space After: 1.9 pt

85


SECTION: 400 CURRICULUM GAP NUMBER: 405.00 SUBJECT: Adult and Continuing Education REFERENCE: - EFFECTIVE: July 29, 1993 REVISED/AMENDED November 1, 1993; Admin Council, November 26, 2012; March 2020 REPLACES: 405.00 PAGE 1 of 2

“I am confident of this, that the one who began a good work among you

will bring it to completion by the day of Jesus Christ.” Philippians 1:6

ADULT AND CONTINUING EDUCATION DEPARTMENT 1. Introduction 1.1 The Dufferin-Peel Catholic District School Board (DPCDSB) offers a wide variety of Adult and

Continuing Education Programs for learners from Year 1 Kindergarten to Vocation. These offerings are in keeping with the mandate that DPCDSB support all extended community members in the goal of being self-directed, responsible, lifelong learners who develop and demonstrate their God-given potential. (Ontario Catholic School Graduate Expectations, iceont.ca).

1.2 All programs have specific eligibility criteria and are funded through one or more of the Ontario

Ministry of Education, the Ontario Ministry of Children, Community and Social Services, and Immigration, Refugees and Citizenship Canada. Given that these programs are funding dependent, not all programs are necessarily offered every year, depending on the resource and budget constraints of each funding organization.

87

GAP 405 Page 2 1.3 Programs, which are developed in response to community needs, include:

a) Adult Non-Credit Language and Citizenship Classes

• Adult English as a Second Language (ESL) • Adult Citizenship • LINC (Adult Language Instruction for Newcomers to Canada) • Adult French As A Second Language (FSL)

b) Adult Credit Language and Guidance Courses, including Cooperative Education Programs for

adults

• Personal Support Worker Program • Business and Office Administration • Internationally Trained Professionals’ Co-operative Education • Office Administration Co-operative Education • Business and Careers Co-operative Education

c) International Language Instruction

• Elementary International Languages for Yr 1 Kindergarten – Grade 8 (includes instruction in Ukrainian that is built into the school day at St. Sofia)

• Secondary International Languages credit courses programs for secondary school learners

d) After School/Summer Learning

• Night School credit courses for secondary school and adult learners • After School Literacy / Numeracy Programs for elementary and secondary

learners • Summer Literacy / Numeracy programs for elementary and secondary learners • Summer School credit courses for secondary learners including eLearning courses

and Specialist High School Major Cooperative Education programs, ESL/FSL non-credit courses for Adult learners

1.4 Classes are offered at a number of locations throughout the DPCDSB. Registration is throughout the year and classes run throughout the year. Classes are open to any eligible learner wishing to attend. More information can be obtained by accessing the Adult and Continuing Education webpage.

1.5 All Programs are advertised annually. Information is readily available to learners and

parents/guardians through a DPCDSB School or the Adult and Continuing Education Department, and the Adult and Continuing Education webpage.

1.6 Legislation providing guidance to Adult and Continuing Education programs is governed by the

Education Act, R.S.O. 1990, c. E.2 (as amended).

88

agenda faith and program committee meeting and p agenda march 10 2020.pdf · st. himelin, pray for...

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