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School District No. 67 (Okanagan Skaha)
BOARD OF EDUCATION
REGULAR MEETING
AGENDA
Monday, September 14, 2015, 6:30 P.M.
SCHOOL BOARD OFFICE
425 Jermyn Avenue
Pages
1.
CALL TO ORDER
We hereby acknowledge that we are on the territory of the Okanagan First
People.
2.
ADOPTION OF AGENDA
RECOMMENDED MOTION:
That the agenda be adopted.
3.
PRESENTATIONS BY SCHOOLS AND/OR STUDENTS
3.1
Summer School 2015
Andrea DeVito, principal of the 2015 Middle/Secondary Summer School
Program, and Kristen Odian, principal of the 2015 Elementary Summer
School Program, will present the summer school reports to the Board.
(Attachments)
4.
RECEIVING OF DELEGATIONS AND GUESTS
5.
APPROVAL OF MINUTES OF PREVIOUS MEETINGS
RECOMMENDED MOTION:
That the minutes of the regular meeting held on June 8, 2015 be approved.
6.
UNFINISHED BUSINESS
7.
REPORT FROM CLOSED MEETINGS
The following items were discussed at the closed meeting held on June 8, 2015:
•
•
•
•
•
•
Reviewed correspondence;
Received information related to student expenses;
Received information related to a principal resignation;
Reviewed the staff report for teaching and CUPE staff;
Received information related to a BCPSEA meeting; and
Received information related to the Okanagan Labour Relations Council.
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Closed Meeting held on September 4, 2015:
•
•
8.
Received updated facility review; and
Reviewed a personnel item.
CORRESPONDENCE
8.1
Correspondence Requiring Action
a.
2015-07-08 BCSTA Participation in Learning Forward 2016
21
Information from BCSTA regarding the Learning Forward 2016
conference to be held on Saturday, December 3, to Wednesday,
December 7, 2016 at the Vancouver Convention Centre; all
school districts have been requested to consider adopting
Monday, December 5, 2016, as a professional day for all staff in
order to facilitate staff attendance at this major conference
RECOMMENDED MOTION:
That the request from BCSTA to consider adopting Monday,
December 5, 2016, as a professional day in order that all staff
can participate in the Learning Forward 2016 conference being
held from Saturday, December 3, to Wednesday, December 7,
2016 be considered during consultation with OSTU regarding the
2016-17 school calendar.
b.
2015-08-17 Safe Stop Coordinator
22
A letter from Cindy Dettling, Safe Stop Coordinator, requesting
the Board to write letters in support of having the fine and/or
points increased for drivers who drive through the flashing red
lights of a school bus
8.2
Correspondence to the Board of Education
a.
8.3
Correspondence Copied to the Board of Education
a.
8.4
As per correspondence listing dated September 14, 2015
Correspondence on Behalf of the Board of Education
a.
9.
As per correspondence listing dated September 14, 2015
As per correspondence listing dated September 14, 2015
REPORTS OF COMMITTEES
9.1
Business Committee
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Chair Van Alphen will report on the business committee meeting held on
September 1, 2015:
a.
2014-15 Financial Statements
RECOMMENDED MOTION:
That the financial statements for the year ending June 30, 2015
be received as presented by the auditors of BDO Canada LLP
and submitted to the Ministry of Education.
b.
Cheque and ePAYMENT Listings
c.
Routine Capital Program
d.
Traffic Calming Updates
e.
Policy No. 540 - Employee Travel
RECOMMENDED MOTION:
That Policy No. 540 - Employee Travel be approved as
amended.
f.
Policy No. 290 - Freedom of Information and Protection of
Privacy
RECOMMENDED MOTION:
That draft Policy No. 290 - Freedom of Information and
Protection of Privacy be approved in principle and forwarded to
partner groups until October 31 for any suggestions for changes.
g.
Policy No. 725 - Video Surveillance
RECOMMENDED MOTION:
That Policy No. 725 - Video Surveillance be approved in
principle and forwarded to partner groups until October 31 for
any suggestions for changes.
9.2
Education Committee
Trustee Johnson will report on the education committee meeting held on
September 2, 2015:
a.
My Education BC
b.
School Improvement Plans
RECOMMENDED MOTION:
That the Board of Education approve the School Improvement
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Plan for every school in the school district.
c.
Policy No. 203 - Student Fees
69
RECOMMENDED MOTION:
That Policy No. 203 - Student Fees be approved in principle and
forwarded to partner groups for any suggestions for changes.
d.
Policy No. 310 - District Code of Conduct
73
RECOMMENDED MOTION:
That Policy No. 310 - District Code of Conduct be approved in
principle and forwarded to partner groups for any suggestions for
changes.
e.
Policy No. 250 - School Planning Councils
80
RECOMMENDED MOTION:
That Policy No. 250 - School Planning Councils be deleted.
10.
REPORT OF SUPERINTENDENT OF SCHOOLS
10.1
Curriculum and Assessment Update
87
The superintendent will review the attached four documents received
from the Ministry of Education.
11.
10.2
Conference Board of Canada Report (2014)
10.3
School Opening
10.4
Professional Learning Opportunities in SD67 - 2015-16
95
REPORT OF SECRETARY-TREASURER
11.1
Summer Maintenance and Technology Projects
The secretary-treasurer will review summer maintenance and technology
projects.
12.
NEW BUSINESS
12.1
Field Trips
The superintendent of schools will review the attached listing of field trip
requests. (Attachment)
RECOMMENDED MOTION:
That the Board of Education approve in principle the field trip request for
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March 12 to 28, 2016 for 20 grades 8 to 12 students from Penticton
Secondary School to fly to Mina and to Cusco with ground transport by
bus.
12.2
2015 Public Sector Executive Compensation Report
125
The 2015 Public Sector Executive Compensation Report will be
reviewed. (Attachment)
RECOMMENDED MOTION:
That the 2015 Public Sector Executive Compensation Report be
approved by the Board of Education and submitted to BCPSEA.
12.3
Procedural Bylaw No. 4 - Freedom of Information and Protection of
Privacy Act
The following motion requires unanimous consent to proceed with all
three readings at tonight's meeting.
RECOMMENDED MOTION:
That, in accorance with Section 68(4) of the School Act, the Board of
Education of School District No. 67 (Okanagan Skaha) unanimously
agrees to give all three readings of Procedural Bylaw No. 4 - Freedom of
Information and Protection of Privacy at this meeting.
RECOMMENDED MOTION:
That the "Procedural Bylaw No. 4 - Freedom of Information and
Protection of Privacy Act bylaw of the Board of Education of School
District No. 67 (Okanagan Skaha) be read a first time this 14th day of
September, 2015.
RECOMMENDED MOTION:
That the "Procedural Bylaw No. 4 - Freedom of Information and
Protection of Privacy Act bylaw of the Board of Education of School
District No. 67 (Okanagan Skaha) be read a second time this 14th day of
September, 2015.
RECOMMENDED MOTION:
(ONLY IF MOTION TO READ ALL THREE PASSES)
That the "Procedural Bylaw No. 4 - Freedom of Information and
Protection of Privacy Act bylaw of the Board of Education of School
District No. 67 (Okanagan Skaha) be read a third time, passed and
adopted this 14th day of September, 2015.
13.
REPORTS OF REPRESENTATIVES
13.1
BCSTA Provincial Council Meeting
130
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The deadline for submitting motions to BCSTA's Provincial Council
meeting on October 23/24, 2015 are to be received by BCSTA by
September 18, 2015.
13.2
BCSTA Thompson Okanagan Branch Meeting
131
The BCSTA Thompson Okanagan Branch meeting will be held on
September 25/26, 2015, hosted by SD53 (Okanagan Similkameen). The
agenda for the meeting is attached along with minutes of the last
meeting. (Attachment)
13.3
BCPSEA Meetings
Trustee Manning will provide information on the BCPSEA Employment
Practices Liability Program.
13.4
14.
Trustee Comments
INFORMATION ITEMS
14.1
Recognition of Student Success
School District No. 67 (Okanagan Skaha) extends congratulations to the
students and groups for outstanding examples of success as shown on
the attached listing. (Attachment)
14.2
Date of Next Meeting
•
October 5, 2015, 6:30 p.m., Regular Board of Education Meeting, at
the School Board Office
15.
QUESTION PERIOD
16.
ADJOURNMENT
RECOMMENDED MOTION:
That the meeting be adjourned.
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Elementary
Summer School
2015
Presentation by Kirsten Odian, Principal
Page 2
Registration and Staffing
90 students attended Elementary Summer
School this year
 Decrease from previous years, but one
class, On the Road to Reading (end of
Kindergarten), wasn’t offered
 77 students were primary and 13 were
intermediate
 Students registered were identified by
teachers as needing remedial support
 6 teachers were hired

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Courses Offered



Of the six courses offered, there were four
for reading and two for math
The students registered in our reading
courses, Reading Can Be Fun, were divided
according to their reading level and teachers
focused on teaching developmentallyappropriate strategies and skills
Our two primary and one intermediate
math course, Magnificent Math, focused on
consolidating basic math skills through games
and hands-on activities
Page 4
New This Year

Creation of a Summer School website,
offering general information for staff,
suggestions for day plans, reporting
guidelines, guided reading materials and
resources and math links
Page 5
Summer School Website cont.
Page 6
Continued This Year
Colour flyer for
parents with dates,
times, contact
information and
location of
Summer School
 Sorting students
into classes by
reading level

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Bridging the Reading Gap
“The major reason children don’t read books
over the summer is that they simply do not
have any. A lack of access to books that they
can and want to read precludes any reading
activity. When we gave kids such books, and
no other support over the summer, their
reading achievement improved significantly
compared to the control kids who received no
books from our project.”
~ Dr. Richard Allington’s Eliminating Summer Reading
Setback (in Literacy Leadership, April/May 2013)
Page 8
Bridging the Reading Gap
Proposal to purchase a range of leveled
texts, both fiction and non-fiction, and
give each Summer School student
enrolled in a reading course two books
o Focus on “just right” text and student
choice
o
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H.O.P. Awards
Helping Other People – classroom
teachers nominated helpful students
 Students were called to office during
morning announcements to select a small
‘prize’ and to see their
name posted
 Helped build a sense
of community and
connection

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Reading Can Be Fun ~ Primary
One teacher used themes for
each day, including a camping
theme where the students got
to make smores!
Students read and highlighted key
patterns, like –ight and –ee, in
their independent stories.
Scaredy Squirrel
Goes Camping was
their Read-Aloud
Page 11
Reading Can Be Fun ~ Primary
Sample day plan and strategy focus from another one of
our classes. The idea was to “come at reading” from many
different angles.
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Reading Can Be Fun ~ Primary



Literacy Stations included:
independent reading, games, read
the room, listening centre, phonics
practice and working with the
teacher
This teacher assessed
and then put her
students into groups of
two
These students rotated
through four different
independent literacy
stations
This allowed her to
maximize her time and
target each groups
specific needs
Page 13
Magnificent Math ~ Primary &
Intermediate
Primary and Intermediate
classes ‘buddied’ up to play
Jeopardy
Students
worked
independently
to solve the
question, but
worked
cooperatively
to check their
work and
share their
answers
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Positives
The use of H.O.P. awards brought a focus
on positive behaviour
 Office referrals were very, very low
 Smaller class sizes allowed teachers to
focus in on skills that students needed most
 Many teachers used technology to assist
and engage students
 We hired an excellent teaching staff, who
went above and beyond to work with
vulnerable students

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Positives Continued

Lots of evidence of ‘best practice’ by
teachers who utilized Words Their Way,
Leveled Literacy Intervention, Smart
Learning, guided reading and hands-on
activities
We are very
I love Summer
School and I’m
making new
friends!
Student
grateful for the
summer reading
program and the
extra support she
received.
Parent
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Challenges
We had a number of students who
showed up on the first day, but we hadn’t
received registration forms for them
 We also had a few that did not attend,
which does effect the balance of the
classes

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Recommendations for 2016
Ensure that as student registrations are
processed, they are grouped according to
student levels so classes can be easily
adjusted
 Keep the location at Parkway Elementary
 Continue the Bridging the Reading Gap
book program

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In Conclusion
Thank you for the opportunity to lead
the Elementary Summer School program
 A huge thank you to the board office
staff and their support, especially Linda
Walters and Lesa Kuzemski
 Thank you to the Parkway Elementary
Staff for graciously letting us take over
their school

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2015 Middle/Secondary Summer School Report SD67 







43 Students attended Middle/Secondary Summer School. 24 students were in grade 6‐8 and 19 were in grades 9‐10. (Middle/Secondary Summer School 2013 had 53 students attend.) All students were referred to Summer School for remediation purposes only. For the secondary students, completion of Summer School gave them the additional credit needed to gain full credit for the course they were taking. Secondary students were required to complete the full 40 hours of instruction in order to receive credit for Summer School. Courses offered were: Math 6, 7, 8, 9; Math 10 Foundations; Math 10 Apprenticeship and Workplace; Reading and Writing Connection 7; English 9; English 10; and Social Studies 9. 4 Teachers were hired Grade 6 & 7 Math Instruction involved a variety of activity‐based lessons that took the students outside to the field and to the foods laboratory to learn key math concepts. Grade 8 Math Instruction focused on the essential math skills grade 8 students need as they transition to the secondary school. New this year: partnership with Distributed Learning via Moodle to allow our secondary math teacher to differentiate and support all students with the specific course and specific units they had struggled with during the school year. Math 9, Math 10 Foundations and Math 10 Apprentice and Workplace were offered in the same room. Students were able to work at their own pace, while receiving direct instruction via the Connect Ed Course. When additional help or explanation was needed, students were able to receive individualized instruction from the teacher. Both the teacher and the students gave positive feedback for this approach. Celebration barbeque for the students on the last day. Positives 




Wide variety of courses offered Students were given an opportunity to earn credit for courses they would otherwise have to repeat –often repeating is not in the best interest of the student Distributed Learning approach was extremely successful overall Middle and Secondary students received instruction appropriate for their grade levels PSS setting offered a variety of resources for the teachers: computer lab, foods lab, library, texts Challenges 

Long days for the students Summer jobs and other commitments can make it difficult for some students to attend Recommendations 
Continue with the DL approach for the secondary math classes Page 20

Continue having secondary math teachers identify specific units for remediation so students are making best use of their time and getting the extra instruction where they most need it. Page 21
Adey, Daphne
From:
Sent:
To:
Subject:
British Columbia School Trustees Association <bcsta@bcsta.org>
Wednesday, July 08, 2015 3:33 PM
Adey, Daphne
BCSTA Participation in Learning Forward Vancouver 2016 Confirmed
BCSTA PARTICIPATION IN LEARNING FORWARD VANCOUVER 2016 CONFIRMED
The BCSTA Board of Directors has made the decision to accept our Education Committee’s recommendation and adopt a
‘conference-within-a-conference’ model in conjunction with the December 2016 Learning Forward event in Vancouver.
This will mean that our traditional winter Academy will be replaced— for 2016 only— by a grouping of trustee-focused
learning events within the greater Learning Forward conference.
We will still retain some BCSTA member-only functions during the overall conference, but trustees will have a chance to
be part of a larger event and hear from some world-class presenters all for one set price. The size of the Learning
Forward event allows them to bring in a variety of high quality speakers and workshops that BCSTA could not duplicate
on its own. All of BC’s other education partner groups will also be participating in the event, which will create a unique
opportunity for participation by district teams.
Learning Forward 2016 (including the pre-conference) will run from Saturday, December 3 to Wednesday,
December 7, 2016 at the Vancouver Convention Center. A number of neighbouring hotels will provide room blocks
closer to the dates. A reminder that all school districts have been requested to consider adopting Monday, December 5,
2016 as a professional day for all staff in order to facilitate staff attendance at this major conference.
Further information will be provided over the coming months regarding both the Learning Forward conference and the
accompanying BCSTA member events. We invite you at this time to mark the dates in your calendar and to start thinking
ahead to the possibilities for broad-based district teams to attend the event. This should be an outstanding opportunity
for both trustees and staff.
For further information at this time, please visit the Learning Forward website at http://learningforward.org/ or contact
Gaila Erickson at BCSTA (gerickson@bcsta.org).
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​ OARD OF EDUCATION
B
SCHOOL DISTRICT NO. 67 (OKANAGAN SKAHA)
BOARD CORRESPONDENCE - OPEN MEETING
Monday, September 14, 2015, 6:30 P.M.
SCHOOL BOARD OFFICE
425 Jermyn Avenue
Pages
1.
Correspondence Requiring Action
1.1
2015-07-08 BCSTA Participation in Learning Forward 2016
1
Information from BCSTA regarding the Learning Forward 2016
conference to be held on Saturday, December 3 to Wednesday,
December 7, 2016 at the Vancouver Convention Centre; all school
districts have been requested to consider adopting Monday, December 5,
2016 as a professional day for all staff in order to facilitate staff
attendance at this major conference
1.2
2015-08-17 Safe Stop Coordinator
2
A letter from Cindy Dettling, Safe Stop Coordinator, requesting the Board
to write letters in support of having the fine/points increased for drivers
who drive through flashing red lights of a school bus
2.
Correspondence to the Board of Education
2.1
2015-05-19 BCSTA Teleconference Minutes
6
Minutes of a teleconference meeting with Deputy Minister of Education
and Mike Roberts, Teresa Rezansoff, and Gordon Swan, BCSTA
2.2
2015-06-09 BCSTA President Update
A letter from BCSTA President Teresa Rezansoff providing an update that
includes the Association's activities since the BCSTA AGM
7
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2
2.3
2015-06-15 Letter from Deputy Minister of Education and BCSTA
President
9
A letter from the Deputy Minister of Education and BCSTA President
Teresa Rezansoff highlighting the efforts that are being made to both
broaden and focus communication between the Ministry of Education,
BCSTA, and Boards of Education and advising that all Board of Education
chairs, superintendents, senior school district staff as well as
representatives of BCSTA will be invited to attend a full day information
and discussion forum with Ministry of Education staff in
Richmond/Vancouver on Thursday, October 22, 2015
2.4
2015-06-18 BCSTA Framework for Student Learning
11
A letter from BCSTA Chief Executive Officer Mike Roberts enclosing a
report detailing all feedback from boards regarding the initial draft
Framework for Enhancing Student Learning
2.5
2015-06-24 BCSTA Year-end Message
54
An end-of-year message from BCSTA President Teresa Rezansoff
2.6
2015-06-29 Letter from Employee
56
A letter from employee Jeanne Hamilton thanking the Chair for
appreciation of her services
2.7
2015-06-29 Letter from Employee
58
A letter from employee Heather Ayris thanking the Chair for her kind
words relayed in her end of year message
2.8
2015-07-07 BCSTA Strategic Plan
60
A follow-up to the April Annual General Meeting with the BCSTA Strategic
Plan 2015-2016
2.9
2015-07-08 BCSTA Update on Election Expense Limits
77
A BCSTA update advising the Special Committee on Local Elections
Expense Limits has released its Final Report and summary of
recommendations
2.10
2015-07-09 BCSTA Letter Regarding Benefits of BCSTA Membership
A letter from BCSTA regarding continuance of BCSTA fees at the same
level and listing the benefits of BCSTA membership
79
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3
2.11
2015-07-09 Letter from Deputy Minister of Education and BCSTA
President
85
A letter from the Deputy Minister of Education and BCSTA President
Teresa Rezansoff advising the all-day joint partner meeting originally
scheduled for October 22 has been changed to October 21, 2015
2.12
2015-07-15 Office of the Ombudsperson
86
A report of files closed from April 1 to June 30, 2015 for SD67
2.13
2015-07-20 Office of Ombudsperson
88
A letter from the Office of the Ombudsperson enclosing a copy of the
2014-15 Annual Report; the complete report is available in the trustee
reading file
2.14
2015-07-27 Watering Restrictions - Elvena Slump
92
A letter to the Board regarding the irrigation of school district fields
2.15
2015-07-31 BCSTA e-Alert New Minister of Education
95
An e-Alert from BCSTA announcing the appointment of Mike Bernier,
MLA for Peach River South, as the new Minister of Education.
2.16
2015-08-06 Watering Restrictions - Elvena Slump
97
A letter from Elvena Slump regarding wasteful use of water by the school
district
2.17
2015-08-08 Lovett Appreciation
98
A letter of appreciation from Sinclaire Lovett for selecting her as the
recipient of the 2014-15 Dogwood District Authority Award Scholarship.
2.18
2015-08-10 Needham Appreciation
99
A letter of appreciation from Brett Needham for being selected to receive
the 2014-15 Dogwood District Authority Award Scholarship
2.19
2015-08-14 BCSTA Regarding BCPSEA School District and Government
Advisory Committee
A memo from BCSTA seeking expressions of interest from any trustees
who are not in conflict with either teacher and/or suppport staff bargaining
who would be willing to have their name put forward as a BCSTA
representative on BCPSEA School District and Government Advisory
Committee
100
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4
2.20
2015-08-24 BCSTA Highlights of Board of Directors Meeting
105
Highlights of a BCSTA Board of Directors meeting held on August 24,
2015
2.21
2015-09-08 Welcome Back Message from BCSTA
107
A welcome back message from President Teresa Rezansoff, President,
BCSTA
3.
Correspondence COPIED to the Board of Education
3.1
2015-06-05 (Southeast Kootenay)
109
A letter to the Ministers of Finance and Education regarding the
compensation freeze for management and exempt staff
3.2
2015-06-15 SD23 (Central Okanagan) to Ministers of Education, Finance,
PSEC
111
A letter to the Ministers of Education and Finance and CEO, Public Sector
Employers' Council regarding the continued compensation freeze for
management and excluded staff, and requesting that the freeze be lifted
and that a fair wage settlement be provided, fully funded by the provincial
government
3.3
2015-06-16 SD5 (Southeast Kootenay) to Minister of Education and
Premier
113
A letter to the Minister of Education and Premier regarding the recent
passing of Bill 11 - Education Statutes Amendment Act outlining their
Board's dissatisfaction with the passing of the Bill
3.4
2015-06-16 SD8 (Kootenay Lake) to Premier, Ministers of Education and
Finance
119
A letter to the Premier and Ministers of Education and Finance asking the
government to take a strong leadership role in eliminating poverty in
British Columbia by instituting a comprehensive poverty reduction strategy
and dedicating more provincial resources to public education
3.5
2015-06-17 SD5 (Southeast Kootenay) to Ministers of Finance and
Education
A letter to the Ministers of Finance and Education advising their board will
be submitting a Balanced Budget along with their Annual Needs Budget
for the 2015-16 school year
121
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5
3.6
2015-06-17 SD63 (Saanich) to Minister of Finance
126
A letter to the Minister of Finance, signed by board chair, Confederation of
Parent Advisory Councils of Saanich, CUPE, Saanich Teachers'
Association, and WSANEC School Board, detailing reductions of
$3,219,000 since 2011-12
3.7
2015-07-02 SD52 (Prince Rupert) to Minister of Education
131
A letter to the Minister of Education regarding the recently announced
limited amendments to the exempt staff compensation freeze
3.8
2015-07-20 Summerland Charity Shop Society to District of Summerland
132
A letter from the Summerland Charity Shop Society to District of
Summerland regarding the proposed skateboard park
3.9
2015-07-06 Letter from BCSTA to Minister of Finance
133
A letter from President Teresa Rezansoff to the Minister of Finance
requesting that all exempt staff employees (including assistant
superintendents and secretary-treasurers) be included for consideration
for immediate compensation improvements and for all boards to be able
to include exempt staff compensation improvement spending amounts as
part of the required $29 million and $54 million in administrative savings
required over the next two school years
3.10
2015-09-04 Letter from PSEC to BCSTA
135
A letter from Christina Zacharuk, President and CEO, Public Sector
Employers' Council Secretariat, advising that the BCSTA request to have
assistant superintendents and secretary-treasurers included in the
changes allowed to some exempt staff is denied at this time
4.
Correspondence from the Board of Education
4.1
2015-06-09 Letter to City of Penticton
137
A letter to Mayor Jakubeit, City of Penticton, to support the City of
Penticton's bid to host the 2018 or 2019 55+ BC Games
4.2
2015-06-10 Response to BC's Framework for Enhancing Student
Learning
138
A letter of response including SD67's input to BCSTA's request for input
on BC's Framework for Enhancing Student Learning
4.3
2015-06-11 to Summerland Heritage Advisory Commission
A letter to the Summerland Heritage Advisory Commission clarifying the
Board's decision regarding a proposed track and field complex in
Summerland
139
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4.4
2015-06-11 to Penticton Indian Band
141
A letter to Chief Jonathan Kruger, Penticton Indian Band, requesting the
Band's assistance in protecting the welfare of the children who live in the
area before something serious occurs
4.5
2015-06-11 to South Okanagan Genealogical Society
142
A letter to the South Okanagan Genealogical Society advising the district
does not have space for the society and suggesting that they contact the
Shatford Centre or the City of Penticton with their request
4.6
2015-06-23 Letter to School Bus Driver
143
A letter of congratulations to Larry Adey, Berry & Smith Trucking Ltd., on
being named the 2015 ASTSBC Special Needs School Bus Driver of the
Year in BC
4.7
2015-06-29 Greetings from Board Chair
145
Greetings and appreciation from Board Chair to all staff
4.8
2015-08-18 RCMP South Okanagan-Similkameen
A letter of appreciation to Superintendent Hewko, Penticton - South
Okanagan-Similkameen RCMP Detachment, for the services provided by
Terri Kalaski, RCMP Liaison, and congratulating Superintendent Hewko
for his decision to maintain the position of RCMP Liaison
146
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SCHOOL DISTRICT NO. 67 (OKANAGAN SKAHA)
POLICY
POLICY
#203
Student Fees
RATIONALE
The Board of Education is committed to providing a broad range of educational programs and
opportunities for students free of charge consistent with the School Act, regulations and
ministerial orders. The Board may charge a fee for goods and services associated with
enrichment activities, courses, or programs. When a fee is charged, the intent is to assist in
recovering costs without realizing any profit. Every effort shall be made to keep fees to a
minimum.
The purpose of this policy is to clarify those programs, resources and services that are free of
charge and also to outline the fees and deposits that the Board may charge. The policy also
provides a fee waiver process to support families who experience financial hardship with the goal
of supporting equal access to all educational programs and opportunities for students.
POLICY
Students who are school-aged, resident in British Columbia and enrolled in an educational
program at a school operated by the Board will be provided free of charge with the following:
i)
Instruction in an educational program sufficient to meet general graduation requirements;
ii)
Instruction in an educational program after the student has met the general requirements
for graduation;
iii)
Educational resource materials necessary for participation in an educational program.
The Board may charge fees for the goods and services indicated in Regulations to this policy.
The Board of Education may waive all or part of a student’s fees, or provide an alternative option,
where the principal or other designate of the Board determines that the payment of fees will
cause financial hardship to a student’s family.
ADOPTED: November 8, 1999
Reviewed/Revised:
Statutory Reference:
September 10, 2007
March 9, 2009
School Act 82
Ministerial Order 125/90
Page 70
SCHOOL DISTRICT NO. 67 (OKANAGAN SKAHA)
REGULATIONS AND PROCEDURES
POLICY
#203
Student Fees
1. The Board shall not charge fees for:
2.
a)
Materials and equipment necessary to meet the learning outcomes or assessment
requirements of an educational program provided by the board; and/or
b)
Field trips where attendance is mandatory and/or assessment will take place.
The Board may charge fees for:
a)
Materials and equipment of a nature, or of a quality or quantity, beyond that which is
necessary to meet the required learning outcomes or assessment requirements of an
educational program provided by the Board;
b)
Paper, writing tools, calculators other than graphical calculators, students planners,
exercise books, computer storage media and other school supplies and equipment
for a student’s personal use;
c)
The payment of expenses, including expenses for transportation, accommodation,
meals, entrance fees and equipment rentals in respect of optional field trips or special
events that are not necessary to meet the required learning outcomes or assessment
requirements of an educational program provided by the Board;
d)
The purchase or rental of a musical instrument for the student’s personal use with
regard to students participating in, as part of an educational program: (i) a music
class, course or program, or (ii) a fine arts class, course or program with a music
component;
e)
The purchase or rental of tools, equipment and materials necessary for the student’s
participation in a trades program;
f)
Materials that are used in goods that are intended for students to take home for
personal use or as a gift;
g)
Certain school courses and programs offered to provide students the opportunity to
acquire certification in such areas as First Aid, CPR, Food Safe, and Boat Safety.
These certifications are not curriculum requirements and student participation is
optional. Students will be charged a fee to cover the cost of the program delivery and
certification process if they choose to obtain it;
h)
Specialty academies;
i)
In all cases, consideration is to be given to facilitation of participation by students who
would otherwise be excluded due to financial hardship.
Policy #203 Regulations and Procedures – Page 2
Page 71
3. The Board may:
a)
Require a student to provide his or her own tools, equipment, and materials
necessary for the student’s participation in a trades program;
b)
Require a student to provide his or her own musical instrument with regard to
students participating in, as part of an educational program: (i) a music class, course
or program, or (ii) a fine arts class, course or program with a music component.
4.
The Board expects that students will attend school with appropriate personal clothing for
school activities such as gym strip, footwear, outerwear, and personal safety equipment.
5.
The Board may require deposits for educational resource materials, such as textbooks,
novels, and other resource materials. The Board will refund all or part of the deposit to the
student upon return of the educational resource materials. Students will be advised of the
terms of the deposit at the time the deposit is required. Deposits are subject to the
hardship procedures outlined below.
Fees and Deposits: Administrative Regulations
6.
The secretary-treasurer shall assume responsibility for ensuring that fees and deposits are
annually reviewed and reported to the Board.
7.
The Board shall publish a schedule of the fees to be charged and the deposits required and
make that schedule available to students and their parents before the beginning of the
school year.
8.
In setting the schedule of fees and deposits, every reasonable effort will be made to ensure
that the fees and deposits are: (i) in keeping with district-wide guidelines; (ii) based on the
recovery of actual additional costs to the school; and (iii) kept to a minimum cost.
9. Specialty Academies
a)
A “Specialty Academy” is defined as an educational program that emphasizes a
particular sport, activity or subject area and meets the criteria of this policy, the
School Act and related regulations and ministerial orders.
b)
The Board may charge fees relating to the direct costs incurred by the Board in
providing the Specialty Academy that are beyond the cost of providing a standard
educational program.
c)
On or before July 1 of each school year, the Board will establish a schedule of fees to
be charged to students enrolled in a Specialty Academy, and will make that schedule
publicly available.
d)
Before establishing the schedule of fees to be charged to students enrolled in a
Specialty Academy, the Board will:
i) Consult with the SPC PAC for the school where the Specialty Academy is
offered; and
ii)
Obtain the approval of that SPC PAC for the schedule of fees.
Page 72
Policy #203 Regulations and Procedures – Page 3
10.
Deposits for Musical Instruments
Students in a band program may opt to use one of the school instruments for a refundable
deposit or they may use their own instrument or a rental music instrument from a
commercial provider at their own cost.
11.
12.
Fees for Trips
a)
The Board will not charge fees where participation in a field trip is mandatory or
where participation is necessary in order for the student to meet the learning
outcomes or assessment requirements of a course.
b)
The Board may charge fees for optional field trips that enhance and add value to a
student’s learning experience but are not essential to the learning outcomes.
c)
Extra-curricular trips or activities are not considered part of the educational program
and do not relate to specific learning outcomes. Consequently, fees, which are
limited to expenses, may be charged.
Financial Hardship
a)
Financial hardship will not prevent a student from participating in a field trip provided
that he/she fulfills the criteria established for the trip.
b)
A District fee/deposit waiver procedure is in place in each school. The procedure is
as follows.
i)
Any parent experiencing financial hardship may request a fee waiver by
contacting the principal, vice-principal, counselor, or teacher. Requests will be
approved by the principal. No such request will be unreasonably denied.
ii)
All requests are held in strict confidentiality, respecting the privacy of the
family.
iii)
Notification of District fee waiver procedures will be included in all student
agendas, start-up packages and back to school information. Notification of fee
waiver procedures will be communicated to students and parents where any
fees are being charged.
ADOPTED: November 8, 1999
Reviewed/Revised:
Statutory Reference:
September 10, 2007
March 9, 2009
School Act 82
Ministerial Order 125/90
September 9, 2015
Ref: U:\SBO-ST-Data\SECTR JULY 2014\00100-00999 Administration\00540 Policies and Regulations\2015-16\P-R 203 Student Fees.docx
Page 73
SCHOOL DISTRICT NO. 67 (OKANAGAN SKAHA)
POLICY
POLICY
#310
District Code of Conduct
RATIONALE
The Board believes that student achievement and the development of skills and attitudes
necessary for positive participation in a civil democratic society are optimized in a safe, caring
and orderly environment. Such an environment is best built on a foundation of respect – respect
for self, for others, for property, and for community. The Board acknowledges the obligation
entrusted to it by the School Act to set expectations for student conduct that it believes will
contribute to the realization of such an environment.
POLICY
The Board shall establish a District Code of Conduct for the schools within the district that will
outline its expectations regarding student conduct. Within this framework, each school shall
develop a written School Code of Conduct to govern the behaviour of its students.
ADOPTED: November 8, 1999
Reviewed/Revised:
Statutory Reference:
June 11, 2001
February 9, 2009
December 8, 2014
School Act
Page 74
SCHOOL DISTRICT NO. 67 (OKANAGAN SKAHA)
REGULATIONS AND PROCEDURES
POLICY
1.
#310
District Code of Conduct
Scope of the District Code of Conduct
1.1
The District Code of Conduct applies to students of the district engaged in, present
at, or attending:
a)
b)
c)
d)
e)
1.2
School or any activity on school premises whether during a regular school day,
outside the regular school day, or on a day that is not a school day;
Travel on a school bus or other transportation contracted or arranged by the
Board or school;
Any activity sponsored by, organized by or participated in by the school
regardless of the time or place;
Any activity in and around the school premises occurring during the school day
that involves the property of neighbouring residents, or that constitutes a
nuisance or abusive behaviour;
Any activity which may have a connection with the maintenance of order and
discipline at a school.
The school principal has the authority to respond to student misconduct occurring
outside the school day or school-related or sponsored activities (e.g., cyberbullying in
the evening), where the principal determines the conduct may negatively impact the
school environment.
1.3 The district and school will cooperate with the police in cases where students violate
the law. This cooperation will be informed by the guidelines outlined in Policy No. 323
– Police Questioning of Students in Schools.
2.
Conduct Expectations
2.1
The Board expects students to conduct themselves in the following manner:
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
Maintain courteous and respectful relationships with fellow students, teachers
and others involved in the school system;
Respect public and personal property;
Actively promote the general welfare of the school and the student body;
Adhere to all classroom, school and district rules and policies;
Comply with the reasonable directives of a teacher or other employee of the
Board;
Maintain appropriate standards of hygiene, dress and language;
Maintain a healthy lifestyle and attitude;
Attend school daily and promptly at the appointed hours;
Work diligently at their studies without disrupting the work of others;
Demonstrate respect for all people, both in and outside school in compliance
with the BC Human Rights Code;
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Policy #310 Regulations and Procedures – Page 2
k)
l)
2.2
The Board regards the following as examples of serious misconduct which are not
acceptable in the district’s schools and workplaces:
a)
b)
c)
d)
e)
f)
g)
h)
i)
3.
Demonstrate respect for diversity including, but not limited to, diversity with
reference to race, ethnicitycolour, gender, sex, age, physical or mental ability,
cultureplace of origin, ancestry, language, religious beliefs, sexual orientation,
marital status, family status, and socioeconomic background;
Comply with the Tobacco Control Act and District policy #740 – Smoking and
Tobacco Free Environments, prohibiting tobacco use on school property.
Bullying (including cyberbullying);
Verbal or physical harassment, disrespect, and/or intimidation;
Physical or emotional violence;
Discrimination contrary to the BC Human Rights Code;
The possession, use and/or trafficking of illegal or restricted drugs, alcohol, or
other harmful substances;
The possession and/or use of weapons (“weapon” means anything used,
designed to be used or intended for use in causing death or injury to any
person, or for the purpose of threatening or intimidating any person and,
without restricting the generality of the foregoing, includes a firearm);
The possession and/or use of fireworks or incendiary devices;
The possession and/or use of noxious or toxic substances;
Engage in conduct contrary to the District or School Code of Conduct and/or
any school rule of Board policy.
Consequences for Unacceptable Conduct
Where appropriate, consequences for unacceptable conduct should be preventative and
restorative in nature and should provide students with the opportunity to correct behavioural
issues. Corrective and/or other measures, including student suspension and exclusion
from school, may be necessary for those occasions when corrective efforts fail to result in a
student complying with the expected conduct standards. In such instances, disciplinary
actions must recognize and adhere to certain principles:
3.1
Each instance of student misconduct must be dealt with on an individual basis taking
into consideration the individual circumstances of the student;
3.2
Each case of student misconduct shall be dealt with as expeditiously as possible;
3.3
Students who contravene the District or School Code of Conduct will be subject to
discipline reflective of the age and maturity of the student and the severity and
frequency of the unacceptable conduct:
a)
b)
c)
3.4
Disciplinary consequences should be progressive in nature;
As students become older, behaviour expectations become higher and
consequences of unacceptable behaviour become greater;
Severe, pervasive or retaliatory behaviour will warrant stronger consequences
and may lead to a referral to the District Discipline Committee;
Discipline will be fair, consistent and meaningful, for the purpose of making restitution
and enhancing student responsibility and self-discipline;
Formatted: Highlight
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Policy #310 Regulations and Procedures – Page 3
3.5
Special considerations may apply to students with special needs if these students are
unable or do not comply with a Code of Conduct due to having a disability of an
intellectual, physical, sensory, emotional or behavioural nature. When students with
identified special needs require intervention regarding their conduct, the school
administrator will ensure that:
a)
b)
c)
d)
e)
3.6
4.
Such students have been adequately assessed;
Appropriate interventions are applied before discipline is considered;
The grounds for suspension are clear and appropriate;
Meaningful education programs or interventions are offered during any period
of suspension;
Planning is undertaken for successful re-entry of the student if suspension is
imposed.
In cases of property damage, the School Act assigns a liability for costs to the
parents and student(s) involved.
Suspensions
Suspension from school is an action of last resort when all other corrective efforts have
failed, or in those instances in which the misconduct is deemed to be of a serious enough
nature that the student’s continued presence in the school may be detrimental to the well
being of students, others or to the overall school environment. In such cases,
5.
4.1
School administrators have the authority to suspend a student from school for up to
five (5) consecutive school days;
4.2
In the event of a suspension, the school administrator shall immediately report it in
writing to the student’s parent(s)/guardian(s) and the superintendent. The report
should include the dates involved, reason(s), date of reinstatement, and advice to
parents regarding alternatives they may pursue, including reference to the Appeal
By-Law;
4.3
If, in the opinion of the school administrator, an infraction is of a serious enough
nature to warrant a suspension of greater than five (5) days, the school administrator
shall consult with district staff pursuant to the procedure outlined in the District
Discipline Committee Policy;
4.4
The consultation process noted in 4.3 may result in an issue being referred to the
District Discipline Committee in accordance with the District Discipline Committee
policy.
Record-Keeping
The Board expects that district and school administration will maintain accurate and reliable
records which allow the monitoring and tracking of individual, school and district-wide
student conduct data over time.
Page 77
Policy #310 Regulations and Procedures – Page 4
6.
Appeals
The school administrator responsible for imposing discipline on a particular student shall
advise parents and students that discipline decisions significantly affecting the education,
health, or safety of a student entitled to an educational program in the district are subject to
appeal as provided by S. 11 of the School Act and Board Procedural By-Law #3 – Appeals.
7.
BC Human Rights Code
7.1
The Board of Education recognizes that the BC Human Rights Code prohibits
discrimination, which is defined as an intentional or unintentional act which adversely
affects a person or group on the basis of prejudice.
7.2
In order to “promote a climate of understanding and respect where all are equal in
dignity and rights” (BC Human Rights Code), the Board supports the values
expressed in the BC Human Rights Code prohibiting discrimination based on race,
colour, ancestry, place of origin, religion, marital status, family status, physical and
mental ability, gender, or sexual orientation, which state:
“A person must not publish, issue or display, or cause to be published, issued or
displayed, any statement, publication, notice, sign, symbol, emblem or other
representation that
(a) indicates discriminator or an intention to discriminate against a person or a
group or class of persons,or
(b) is likely to expose a person or a group or class of persons to hatred or
contempt
7.2 because of race, colour, ancestry, place of origin, religion, marital status, family
status, physical or mental disability, sex , sexual orientation or age of that person or
that group or class of persons.”.
7.3 Further to section 7.2, also expressed in the BC Human Rights Code:
“A person must not, without a bona fide and reasonable justification,
(a) deny to a person or class of persons any accommodation, service or facility
customarily available to the public, or
(b) discriminate against a person or class of persons regarding any accommodation,
service, or facility customarily available to the public
because of the race, colour, ancestry, place of origin, religion, marital status, family
status physical or mental disability, sex, sexual orientation or age of that person or
that group or class of persons.
A person does not contravene this section by discriminating on the basis of sex, if the
discrimination relates to the maintenance of public decency.”
7.3
7.4 The Board therefore expects that students shall, at all times, engage in behaviour
which is tolerant and respectful of every person and in particular is tolerant and
respectful of minorities and the diversity of Canadian society.
Formatted: List Paragraph, Left, No bullets or
numbering
Formatted: Indent: Left: 0.74", No bullets or
numbering
Page 78
8.
Retaliation
The Board will take all reasonable steps to prevent retaliation by a person against a student
who has made a complaint of a breach of a Code of Conduct.
9.
School Codes of Conduct
Within the framework of the District Code of Conduct, each school shall establish a written
School Code of Conduct that will govern student conduct. School principals will ensure
these codes are:
9.1
Reflective of the standards outlined in Safe, Caring, and Orderly Schools, 2004;
9.2
Developed collaboratively with staff, parents and students;
9.3
To reference the prohibited grounds of discrimination set out in section 7 and section
8 of the Human Rights Code.
9.3
Made available to the public;
9.4
Distributed to students, parents and employees of the Board at the beginning of each
school year;
9.5
Provided to students and parents who enrol in the school during the school year;
9.6
Provided to employees of the Board who are assigned to the school during the
school year when they are so assigned;
9.7
Displayed prominently in the school;
Policy #310 Regulations and Procedures – Page 5
9.8
Reviewed annually with individuals or groups the school considers are representative
of:
a)
b)
c)
Employees of the Board;
Parents; and
Students
in order to assess the effectiveness of the School Code of Conduct in addressing
current school safety issues;
9.9
Actively “taught” as part of the regular classroom and school experience.
Page 79
ADOPTED: November 8, 1999
Reviewed/Revised:
June 11, 2001
February 9, 2009
December 8, 2014
Statutory Reference:
September 9, 2015
Ref: C:\Users\dadey\AppData\Local\Microsoft\Windows\Temporary Internet Files\Content.Outlook\OS9CP870\P-R 310 District Code of Conduct Dec 2014.docx
Page 80
SCHOOL DISTRICT NO. 67 (OKANAGAN SKAHA)
POLICY
POLICY
#250
School Planning Councils
RATIONALE
The Board recognizes its responsibility to consult with the School Planning Council on matters set
out in the School Act and to ensure that School Planning Councils function effectively and in
accordance with ethical standards and the School Act.
POLICY
Pursuant to the School Act, the Board of Education of School District No. 67 (Okanagan Skaha)
supports the establishment of a School Planning Council (SPC) at each elementary, middle and
secondary school for the purpose of representing the school community in the process of
developing the annual school plan (school progress report) for improving student achievement.
ADOPTED:
March 10, 2003
Reviewed/Revised:
Statutory Reference:
September 10, 2007
School Act
Page 81
SCHOOL DISTRICT NO. 67 (OKANAGAN SKAHA)
REGULATIONS AND PROCEDURES
POLICY
1.
3.
School Planning Councils
Purpose and Role

For the purposes of this policy, ‘Student Achievement’ shall refer to the knowledge,
skills and attitudes that a student develops in the pursuit of the Intellectual, Human &
Social and Career Development Goals. (These three goals are prescribed in British
Columbia Ministry of Education policy. The prime goal of the school is Intellectual
Development. Human/Social Development and Career Development are goals
shared by the school, family and community.)

The role of the School Planning Council is to:

2.
#250
o
Prepare and submit to the Board a school plan (School Progress Report) for
improving student achievement and other matters contained in the Board’s
accountability contract (District Progress Report) that relate to that school;
o
Consult on matters referred to it by the board of education, superintendent or
the superintendent’s designate; and
o
Consult on matters referred to it by the principal, the parent advisory council
and employees at the school in respect of improving student achievement
and matters contained in the school district accountability contract.
The following are not within the mandate of the School Planning Council:
o
Personal and confidential information on students, parents, teachers and
other employees;
o
Performance or conduct of individual employees, students and parents;
o
Terms and conditions of individual employment contracts; and
o
Activities beyond the advisory and consultative roles set out in the School Act
and this policy.
Support

The superintendent or designate shall act as a district liaison officer for School
Planning Councils and will have the right to attend any meeting of SPC or a SPC
sub-committee, and may designate another employee to attend in his or her place.

The attached chart (Figure 1) on the SD67 Student Achievement Planning Cycle
outlines the district’s plan for engaging, consulting, aligning and supporting the
schools and community.
Establishment

The principal shall proceed as below to obtain representatives and shall inform the
board of education when all representatives have been named. The board shall then
recognize the establishment of the School Planning Council for that school.
Page 82
Policy #250 Regulations and Procedures – Page 2
4.
5.
Membership

The principal of the school; one (1) of the teachers at the school who is elected
annually by secret ballot by the teachers who teach at the school; and three (3)
representatives of the parent advisory council, one of whom must be an elected
officer of the parent advisory council, comprise the membership of the School
Planning Council for the school.

The SPC may also have one nonvoting associate member representing support staff
and, where appropriate, one nonvoting associate student representative.

The principal shall consult with the parent advisory council to ensure that its bylaws
for the election of representatives to the SPC safeguard the rights of parents to
participate in this election.

By September 30 of each year, the principal of each school shall advise the parent
advisory council, if one exists, and the teachers of the school, of the need to elect
representatives and the required process.

If there is no parent advisory council in the school or if it elects an insufficient number
of parent representatives, the principal, in consultation with the parents or the parent
advisory council, shall make appropriate recommendations to the board by
December 1 of each year for appointments that fulfill the required membership of
parent representatives.

An employee of any board of education may not be elected or appointed as a parent
representative.

The principal shall ensure that the election of a teacher representative is carried out
by secret ballot and in accordance with the School Act.

If no teacher representative is elected, the principal, in consultation with the school’s
teacher committee, shall make an appropriate recommendation to the board of
education by December 1 of each year for an appointment that fulfills the requirement
of a teacher representative.

Teachers and parent advisory councils may each elect one alternate representative.

The principal may designate a vice-principal to act as an alternate for one or more
meetings.
Chair

6.
The chair shall be elected by the voting members of the SPC.
Meetings

When the representatives have been named, the principal shall call the inaugural
meeting of the School Planning Council. The inaugural meeting shall decide a
schedule of future meetings and may outline future agendas.
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Policy #250 Regulations and Procedures – Page 3
7.
8.
9.

School Planning Councils may invite others to attend and/or participate in their
meetings but such persons shall not have a vote.

Except when dealing with confidential matters, meetings shall be open to members of
the SPC, alternates, invited guests and others who have permission from the
Council.

The chair may require anyone to leave, other than a member, if he or she is
disrupting the functioning of the Council.

School Planning Councils shall meet at least three (3) times per school year, as
decided at the inaugural meeting. Additional meetings may be convened at the call
of the chair or if requested by three (3) members.

A quorum shall be the principal (or vice-principal alternate), one parent (or alternate)
and one teacher (or alternate).

Any member may place an item on the proposed agenda of the next meeting by
request to the chair. Agendas shall be provided at least one week in advance, but
this shall not prevent members from adding matters to the agenda for discussion
without prior notice.

The chair shall ensure that a record of meetings held and a general summary of
subjects discussed and decisions made are kept at the school.
Decision-making

School Planning Councils shall operate on consensus. Votes are not taken except on
the approval of a proposed school plan/progress report. If consensus cannot be
reached on matters other than the school plan, it will be reflected in the meeting
record.

A vote shall be held to approve the proposed school plan before submission to the
board of education as required by the School Act. Each member, or alternate, shall
have one (1) vote. The chair shall vote at the same time as other members.

The SPC may create sub-committees to investigate matters within its jurisdiction and
may invite additional participants to join the sub-committees.
Financial Activities

Meeting expenses of the SPC are the responsibility of the school.

No member of School Planning Council shall receive any remuneration for acting as
a member of the Council.

The SPC has no power to raise or expend money.
The School Plan (School Progress Report)

The SPC is responsible for the preparation of the annual school plan or school
progress report, to be presented to thel board by May 31 of each year. The
superintendent may extend this time.
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Policy #250 – Regulations and Procedures – Page 4
10.
11.

The SPC must consult with the school parent advisory council during preparation of
the School Progress Report. Consultation shall be, at a minimum, a presentation at a
parent advisory council meeting, of which notice has been given to parents in
accordance with parent advisory council bylaws. The SPC shall provide the parent
advisory council with a reasonable opportunity and consideration for input in the
School Progress Report.

The SPC will also consult with students, teachers, and other members of the school
community regarding preparation of the School Progress Report. The principal shall
provide employees with reasonable opportunities for input into the school plan and
forward that input to the School Planning Council.
Confidentiality and Conduct

The SPC may, at times, be provided with confidential information. The members of
the Council are expected not to disclose such information without authorization of the
board of education and to abide by any restrictions or conditions placed on disclosure
of the information.

It is expected that parent representatives will function as representatives of all school
families and represent their community of interest, not the interests of any subgroup.

Members are expected to be collaborative and respectful in the conduct of SPC
business and to abide by the rulings of the chair. While there will be shared interest
on many issues, there may also be legitimate differences of interest and perspective
on other matters. These viewpoints are considered to be a positive and healthy
aspect of the SPC’s deliberations.

The SPC may request the district liaison officer appointed under this policy to assist
the SPC in resolving a disputed matter or improving its processes.

Any complaint about the functioning of the SPC should be made to the Council
through its chair. If the complaint is not resolved, then the complainant may address
the complaint to the district liaison officer who may investigate.

If, following an investigation, a member of SPC has been found guilty of misconduct,
including but not limited to breach of confidentiality, the board of education may
either discharge the member and request that a new member be elected, or may
appoint a new member if elections are not feasible. Before making such a decision,
the board of education shall ensure that the member has had the opportunity to
respond to the allegations. The board of education will not be required to provide an
oral hearing, but shall take into account any written representations.
Board of Education Consultation

The board of education must consult with the SPC in respect of allocation of staff and
resources in the school; matters contained in the school district accountability
contract relating to the school; and educational services and educational programs in
the school.

The SPC may provide the board of education with input on any of these matters at
any time.
Page 85
Policy #250 Regulations and Procedures – Page 5
12.

As part of the annual preliminary budget development process, the board of
education shall provide SPC’s with an opportunity for input on the allocation of
educational services, programs, staff and resources in the school for the upcoming
year and matters contained in the board’s accountability contract relating to the
school.

The SPC will have until March 31st of each year to respond. The superintendent
may adjust these dates if necessary to integrate with the school district planning
cycle, and may set different dates for different components of the consultation
process.
Acceptance, Rejection & Modification

In order for the proposed school progress report to be adopted by the board of
education, it must derive from the school district accountability contract, be in
harmony with the school district strategic directions framework and be consistent with
school district policies.

If the board of education rejects or modifies a proposed school plan, it shall provide
reasons to the School Planning Council.
ADOPTED:
March 10, 2003
Reviewed/Revised:
Statutory Reference:
September 10, 2007
School Act
Page 86
Figure 1
STUDENT ACHIEVEMENT PLANNING CYCLE…
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
June
EXTERNAL REVIEW TEAM:
Every 3 years, the Ministry reviews the
progress of the district’s efforts to
improve student achievement.
PARTNER
GROUPS:
The Partner
Groups meet
to provide
feedback to
the District’s
progress and
direction.
BOARD:
Board submits
District
Progress
Report to
Ministry by
st
October 31 .
PARTNER
GROUPS:
The Partner
Groups meet
to provide
feedback to
the District’s
progress and
direction.
DISTRICT WORKGROUPS (3 GOALS FOR 3 YEARS –
Literacy, Numeracy & Social Responsibility): Three
broad-based committees provide direction, support &
communication for the goal for the schools & district.
SUPERINTENDENT: Superintendent updates, develops
and communicates the District Progress Report on an
ongoing basis. Multiple data sources will be used to
document progress in student achievement.
SCHOOL ADMIN GROUP SESSIONS: Elementary, middle & secondary
school administrators meet in groups to discuss School Progress Reports.
SUPERINTENDENT/SCHOOL ADMIN: Meet 3 times a year with each
school administrator to review & appraise his/her progress on school goals
and professional growth.
BOARD:
Board Education
Committee reviews
& approves District
Progress Report &
reports out to the
public meeting.
SUPERINTENDENT
Presents summary
of School Progress
Reports to Board
Education
Committee.
SPC Training: Session
for all SD67 schools.
PRINCIPAL: Monitors and documents the school’s progress on student
achievement using the School Progress Report (SPR).
PAC &
STAFF:
Elects
members
to SPC.
SCHOOL STAFF:
Reviews assessment data, develops plans & implements
strategies, programs & activities to improve student
achievement in key goal areas for the school.
SPC:
Meets 3 – 5 times to review, provide advice and give support
to the school’s efforts to improve student achievement.
SPC:
Submits report to
Superintendent for
review & approval.
SPC-PRINCIPAL:
Communicates
progress to PAC,
staff, parents,
community, students
& agencies.
Page 87
August 28, 2015
Ref: 183824
Dear Superintendents, Principals and Vice-Principals:
We are quickly approaching the start of our three-year plan to implement the refreshed
Kindergarten to Grade 12 (K-12) curriculum, and accompanying reporting and assessment
practices, in public and independent schools throughout the province. As leaders in your district
and in your schools it is important that you have the information you need to support your board
of education, teachers, students and parents through the transition.
Why change?
systems, with student performance
currently making British Columbia one of the top three education systems in the world. But our
world is changing and it is essential that we prepare all of our students for success in whatever
life path they choose. To achieve this, all subject areas from K-12 have been updated at one time
This work is based on world-leading research and successful classroom programs from across
the globe. The new curriculum ensures that every single child will be connected to the basics like
reading, writing and mathematics, while learning the collaboration, critical thinking and
communications skills needed in university, college and the workforce. It also provides students
and teachers with greater flexibility to personalize the learning experience, allowing our kids to
develop a deeper understanding of, and connection to, what they are learning.
Curriculum and Competencies
Over the past three years, the Ministry of Education has worked with more than 100 teachers
districts were represented in this collaborative process, and on behalf of the Ministry, I would
like to extend my appreciation for the great work that has been accomplished. All K-9 revised
curricula are now posted, in English and French, at www.curriculum.gov.bc.ca.
Starting this fall, we will begin the three-year process of transitioning to the new curriculum.
K-9. Teachers in those grades will have the ability to use the new curriculum
this year before it is fully implemented in all schools in September 2016.
To enable schools to use the curriculum, we have updated the Educational Program Guide
Ministerial Order. The revised Order can be found online at:
http://www2.gov.bc.ca/assets/gov/education/administration/legislationpolicy/legislation/schoollaw/e/m333_99.pdf.
Ministry of Education
Office of the Deputy Minister
Mailing address:
PO Box 9179 Stn Prov Govt
Victoria BC V8W 9H8
Telephone: (250) 387-2026
Facsimile: (250) 356-6007
Page 88
-2-
Feedback on how the new content works in the classroom is critical, and we encourage educators
to share with the Ministry opportunities for further improvement. Where required, curriculum
teams will make further refinements to the K-9 curriculum during the year. In September 2016,
all public and independent school teachers will be required to use the new K-9 content, and the
Ministerial Order will be updated to reflect the change.
Curriculum drafts for Grades 10-12 are now available for review and feedback. Early in 2016,
curriculum teams will revise the content and have it ready for teachers to use in September 2016,
with full implementation in September 2017. This work begins the process in forming the
graduation years for BC. Ongoing conversations around other aspects of graduation learning
years will continue concurrently, and you will have opportunities to be involved in that work.
Work on competencies has also been underway. They have been developed on a K-12
continuum, and are posted to the curriculum website for review and use. Use of the new
competencies will be required for K-9 in September 2016 and for 10-12 in September 2017,
which aligns with our curriculum timeline.
Timeline for Change
The following graphic outlines work that is currently taking place, in development, or being
implemented over the next three years.
Page 89
-3Leading the way ahead
An exciting school year is upon us, as we begin our three-year plan to implement the new
curriculum and competencies in BC schools. This is a collaborative process and all education
partners have a role to play.
As leaders in your districts and schools, we invite you to actively engage with your teachers to
determine how the new curriculum might look in your school district. We encourage you to share
examples of the new curriculum in action, with us and with other districts, in an effort to build a
network of best practices. We ask that you communicate openly with those in your school
community, especially parents, about the changes underway so they are better able to support our
students.
You will find two letters attached, which we ask your assistance in sending out as quickly as
possible one for parents of students in your schools, and one for teachers.
I hope that you will continue to be champions for education innovation, and I look forward to
working with you as we begin the next phase of our journey.
I wish you a successful start to the school year.
Sincerely,
Dave Byng
Deputy Minister
Attachments:
Letter to Parents
Letter to Teachers
Timeline for Change
pc:
BC School Trustees Association
BC School Superintendents Association
-
Page 90
August 28, 2015
Ref: 183825
Dear Parents:
Our world is changing, and parents like you know it is essential to prepare students for success.
This means connecting every single child with the basics like reading, writing and arithmetic
while ensuring they learn the collaboration, critical thinking and communications skills needed
in university, college, the workforce, and the broader community.
Your goal is our goal ensuring your child gets the education they need to be successful, now
and in the future.
this fall we will start our three-year plan to transition to a new
curriculum the plan that maps out what teachers teach and what students are expected to learn.
We have been working together with more than 100 BC teachers over the past three years to
. Our work has been based on world-leading research and successful
classroom programs from across the globe.
At the heart of the change is personalized learning, which gives students the opportunity to learn
the basics while pursuing their own interests and passions. This could mean exploring nature
close to the school to learn about the survival needs of plants and animals for biology, a project
on the history of hockey, or building furniture in math class to learn about angles.
Starting this fall, we will begin the three-year process of transitioning to the new curriculum.
Teachers in those grades will have the ability to use
the new curriculum this coming year before it is fully implemented in all schools in September
2016. Your school will know how much
the new K-9
curriculum this fall, and will be able to work with you through the transition.
my
Ministry are committed to working together to make sure our education system and our students
are ready to succeed in our changing world.
currently making BC one of the top three education systems in the world. We are able to do this
thanks to the ongoing collaboration with teachers from all corners of our province, and the
efforts teachers make in classroom each and every day.
Ministry of
Education
Office of the Minister
Mailing Address:
PO Box 9045 Stn Prov Govt
Victoria BC V8W 9E2
Location:
Parliament Buildings
Victoria
-2-
We will provide regular updates as this exciting transition continues. You play a key role in your
k forward to the road ahead. For more information, please
visit: www.curriculum.gov.bc.ca or email us at curriculum@gov.bc.ca.
Sincerely,
Mike Bernier
Minister
Page 91
Page 92
August 28, 2015
Ref: 183850
Dear Teachers:
As many of you are likely aware, there are a number of curriculum changes underway in the
province. Since 2013, BC teachers and the Ministry of Education have been working together on
revisions to the current curriculum. The goals of the revisions have included ensuring our
students get the skills they need to succeed in our changing world, and making sure that teachers
can deliver the curriculum efficiently and effectively. The number of learning outcomes has been
reduced, providing more time and flexibility for students to explore topics in depth.
We are beginning a three-year plan to implement the refreshed curriculum in public and
independent schools throughout the province. Teachers may voluntarily use the K-9 draft
curriculum, in full or in part, in the 2015/16 school year. Full transition to the K-9 curriculum
will take place in all public and independent schools in BC in September 2016.
The strength of the new curriculum will be continuously improved based on your experience and
feedback with it. Your feedback will also assist us with developing or enhancing areas of support
for the curriculum, such as instructional examples.
All K-9 revised curricula are now posted, in English and French, at www.curriculum.gov.bc.ca.
Curriculum drafts for Grades 10-12 are now available for review and feedback. Information on
how to provide feedback can be found on the curriculum website. We will also be adding a
number of support documents in the coming weeks.
There are a number of support documents currently posted and available to you. These include:
Curriculum Search Tool: https://curriculum.gov.bc.ca/curriculum/search
https://curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/curriculum_intro.pdf
Starting next week, i
each
subject area. In September, additional resources will be made available, including a planning
guide for the new curriculum, Q&A documents,
and
instructional videos on curriculum. Curriculum teams will be developing instructional examples,
which will be posted on an ongoing basis, so check back regularly!
Ministry of Education
Office of the Deputy Minister
Mailing address:
PO Box 9179 Stn Prov Govt
Victoria BC V8W 9H8
Telephone: (250) 387-2026
Facsimile: (250) 356-6007
Page 93
-2This work would not be possible without the ongoing collaboration with teachers from all
corners of our province. We look forward to continuing our work together, and providing regular
updates, as we begin the transition to the new curriculum.
Sincerely,
Dave Byng
Deputy Minister
Page 94
Page 95
Professional Learning Opportunities SD 67
2015-2016
Professional Learning Opportunities SD67 2015‐2016 There are many opportunities available this year to all staff. We invite you to read the information provided and see what you might want to be involved in. There are 4 sections: Inquiry Groups and Learning Teams: These groups meet 5‐7 times a year. There are usually between 10‐15 people in a group pursuing an inquiry in an area of interest. This year there are 8 inquiry groups being offered through out the district. On‐going Professional Development These groups of educators meet over time and work on a particular topic or area. The on‐going sessions provide the opportunity for participants to learn something, try it, and then come back and have conversations about their learning. Professional Development Days There are many opportunities this year being offered on the Professional Development Days. Some are described here, others will be advertised throughout the year. Individual Workshops There are many exciting workshops being offered this year where you can learn a new skill or be exposed to a different idea. Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 1
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Professional Learning Opportunities SD 67
2015-2016
LEARNING TEAM / INQUIRY OPPORTUNITIES One of the ways to focus your professional development this year would be by joining a district inquiry group or learning team. These groups meet from 5‐7 times throughout the year, usually using a combination of professional development days, release time and dinner or after school meetings. Each group has a facilitator, and usually between 10‐15 participants. Full write‐ups for each of these groups and registration information are on the following pages. Assessment and Grading – Myron Dueck, Judith King Assessment and Transitions – Tammy Kay Changing Results for Young Readers – Kirsten Odian, Nicole MacIntyre, Bev Krieger Changing Results for Adolescent Readers – Kirsten Odian, Bev Krieger, Janice Moase, Nick Korvin Indigenous Perspectives that Benefit all Students – Naryn Searcy, Judith King Mentorship Learning Rounds ‐ Tammy Kay Middle School Inquiry – Literacy and Inclusion – Dr. Leyton Schellert / Jeff Fitton Promoting Inclusive Practices – Nick Korvin / Janice Moase * Other learning teams / inquiry groups or teams of teachers wanting to meet to share ideas and have some time to plan can contact Judith King (jking@summer.com) or one of the resource people for some assistance on how to set up a group. Some areas of interest might be cross‐curricular teaching/learning, hands‐on active teaching/learning, competencies, or the new curriculum. * Please be sure to apply for SD 67 Innovation Inquiry Grants if you would like to form your own group (this document has been sent out to all schools/see Don MacIntyre for info) Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 2
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Professional Learning Opportunities SD 67
2015-2016
Assessment and Grading For: All Inquiry Facilitator: Myron Dueck, Judith King Every topic associated with education, from RTI to technology, eventually deals with how we grade and assess students in our schools. Myron is looking forward to working with educators in an inquiry setting where they can develop their own questions and look at their practice in areas such as effective grading and assessment, measuring learning, and strengthening student‐teacher relationships. Possible topics and questions to consider: ‐ What is the difference between grading and assessment, and how can we blend the two? ‐ What is formative assessment, and more specifically, what are different ways to infuse it in to practice? ‐ How do we balance accountability and flexibility in grading and assessment schemes? ‐ How do I grade creative ventures? ‐ How do I meaningfully and effectively involve students in the grading conversation? ‐ What is the purpose of my grading and is there a way to better reflect this purpose in my practice? ‐ If grading is about reflecting learning standards, how do I report other behaviours and factors that I believe should be conveyed to parents, the student and others? ‐ How do I grade the extent to which students have met the learning outcomes in new and varied ways? All participants will receive a copy of Grading Smarter Not Harder. Dates: Educators wanting to join the inquiry are asked to attend the Oct. 23 Pro.D. full day session with Myron called “What do I believe about grading and reporting?” If you are already committed to other professional development session that day you can join on the next date. Confirmed dates: Oct. 23 – all day, Feb. 25 p.m., other dates will be set at the Oct. 23 meeting. (combination of after school and in‐school sessions). Funds for release time will be split between FLEX funds and School Completion Funds. Please check with your principal on the use of funding for one half day. Location: TBA Registration: Myron Dueck at mdueck@summer.com * when emailing to register, please include answers to the following questions: 1. What are you hoping to gain from your involvement in this group? 2. What is your past experience? Area of interest? Or what have you been trying? Assessment and Transition For: School Teams (elementary/middle/secondary) Collaborative Professional Development / Inquiry Presenter/Facilitator: Tammy Kay This inquiry opportunity will focus on management, instructional practice, collaboration, assessment, expectations, and common language as a way to appreciate and build on the work taking place in our schools. Ideally, interested schools would send teams of three, including an administrator, that would work together to generate strategies that could ease transitions between buildings. Dates: To be decided by participants Time: To be decided by participants Location: Rotating buildings Registration or information: Tammy Kay (tkay@summer.com) Funding: Release time provided by the SMART Learning team and the district Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 3
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Professional Learning Opportunities SD 67
2015-2016
Changing Results for Young Readers (CR4YR) For: Learning Teams from Trout Creek, Giant’s Head, Naramata and Kaleden (Year 2 of project) Inquiry – Six (6) sessions Presenter/Facilitator: Kirsten Odian, Nicole MacIntyre and Bev Krieger This inquiry group is a continuation of last year and is not intended for new participants. The Learning Teams will focus on increasing the number of engaged, successful primary readers in our district through extending opportunities for teachers to collaborate. This year the CR4YR group will be meeting six times – three afternoon sessions (release time provided), 2 after school sessions and one half day on a Professional Development day. Dates: TBA in September Time: 3 afternoons with release time, 2 after school sessions, 1 half day on a PD day (May 6, p.m.). Location: TBA Information: Kirsten Odian at kodian@summer.com Funding: Release time provided by the district (for afternoon sessions) Changing Results for Adolescent Readers (CR4AR) For: Learning Teams from invited Elementary and Middle Schools Inquiry – Six (6) sessions Presenter/Facilitator: Kirsten Odian, Bev Krieger, Janice Moase and Nick Korvin This inquiry group will be supporting school teams with grade 4, 5, and 6 teachers and is by invitation only. The Learning Teams will focus on increasing the number of engaged, successful adolescent readers in our district through extending opportunities for teachers to collaborate. This year the CR4YR group will be meeting six times – three morning sessions (release time provided), 2 after school sessions and one half day on a Professional Development day. Dates: TBA in September Time: 3 afternoons with release time, 2 after school sessions, 1 half day on a PD day (May 6, a.m.). Location: TBA Information: Kirsten Odian at kodian@summer.com Funding: Release time provided by the district (for morning sessions) Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 4
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Professional Learning Opportunities SD 67
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Indigenous Perspectives that Benefit All Students Incorporating Aboriginal perspectives, learning strategies, and resources into a classroom setting For: Grades K‐9 Inquiry (6 Sessions) Presenter/Facilitator: Naryn Searcy, Judith King The new K‐9 curriculum (set for full implementation in September 2016) integrates Aboriginal content and perspectives throughout all grade levels and subject areas. Aboriginal ways of knowing are compatible with current focuses on self‐regulation, social‐emotional learning (SEL), differentiated instruction, and place‐based learning. Teachers will explore engaging strategies and resources that enhance learning and improve outcomes for all students. Dates/Times: This group will meet 6 times throughout the year, which will include 4 sessions during school time/pro‐d days and 2 dinner meetings. September 28th (Afternoon‐Pro‐D Day), October 15th (Dinner Meeting), November 17th (Morning‐Release Day), February 25th (Afternoon‐ Pro‐D Day), April 7th (Afternoon‐Release Day) & May 18th (Evening‐Celebration) Note: there is room for adjustment of some dates depending on what works for group members. Location: Schools (TBA) and great restaurants Registration or information: Contact Naryn Searcy nsearcy@summer.com Funding: one release morning through FLEX funds, one release through School Completion Funds (please check with your principal about FLEX fund support) * when emailing to register, please include answers to the following questions: 1. What are you hoping to gain from your involvement in this group? 2. If you have had any previous experience with exploring Aboriginal perspectives in your practice, please tell me about it. Mentorship Learning Rounds All Welcome Type of Professional Learning: Professional Development Learning Rounds Presenter/Facilitator: SMART Learning Team These learning rounds, structured by grade or interest, invite participants to model strategies for each other in the lens of appreciative inquiry. Participants meet in the morning and review classroom details and strategies. The mentor of the day invites participants into the classroom and models for group members. Once participants have had a chance to debrief, the next classroom and mentor are chosen. Dates: To be decided by participants Time: 8:30am – 12:30pm Location: Rotating classrooms of participants Registration or information: Tammy Kay (tkay@summer.com), watch for invites through e‐mail, or send along a request to be part of an inquiry group Funding: Release time provided by the SMART Learning team and the district Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 5
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Professional Learning Opportunities SD 67
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Middle school inquiry group: Inclusion, Literacy and the *New Curriculum For: All middle school educators Inquiry Facilitators: Dr. Leyton Schnellert (UBCO) and Jeff Fitton We are all reluctant readers and learners at some point in time, but we have a lot more control over our lives and learning than our students. In this inquiry group we will work together to explore ways to engage students with approaches such as inquiry, information circles, open‐
ended strategies and self‐regulated learning. Based on your students' strengths and stretches and your own passions, you choose the journey and our learning community will support you. We will explore the new curriculum as part of our time together. Together we are better! Dates and Times: Sept. 28 pm, Nov. 16 (release morning), Jan. 20 (release morning), Feb. 25 pm, April 4 (release), May 18 (dinner and celebration) Location: TBA Registration and information: Judith King at jking@summer.com Funding: Release time shared – one session with FLEX funds, 2 sessions with School Completion funds. Please talk to your principal about use of FLEX funds. Promoting Inclusive Practices: Collaborative inquiry on inclusive practices that support diversity and build community for all students. For: 6‐12 Staff (LST and Classroom teacher teams) Inquiry Presenter/Facilitator: Janice Moase and Nick Korvin Members of this group will have the opportunity to collaboratively investigate, discuss and build inclusive lessons, units or projects that support diversity and build community. We will meet 6 times throughout the year, which will include 5 during school and professional days and 1 after school session. Dates/Times: September 28th (Afternoon‐Pro‐D Day), October 15th (Morning‐Release Day), November 19th (Morning‐Release Day), February 25th (Afternoon‐ Pro‐D Day), April 7th (Morning‐
Release Day) & May 18th (Evening‐Celebration) ‐ On the mornings of September 28 and February 25 this group will have the opportunity to participate in Professional Development sessions with Dr. Leyton Schnellert (UBCO) and Shelley Moore, Richmond School District and consultant in BC in the area of Inclusion. Location: Schools – Shatford Centre Registration or information: Janice Moase jmoase@summer.com or Nick Korvin nkorvin@summer.com. Funding: Cost of the 3 morning TOC days shared between school flex funds and School Completion Funds. Please talk with your principal about supporting one morning through FLEX funds Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 6
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Professional Learning Opportunities SD 67
2015-2016
PROFESSIONAL DEVELOPMENT: ON‐GOING SERIES Professional Development that is offered in a series is a great way for ongoing learning. It provides the opportunity for participants to learn something, try it, and then come back and have conversation about their learning. Full write ups for each of these groups and registration information are on the following pages. Aboriginal Book and Video Club – Naryn Searcy and Judith King Aboriginal Education Perspectives Series at Okanagan College Assessment, Grading and Reporting Field Test – Jason Corday and Darcy Mullin Community of Practice: Healthy Schools – Jenny Mitchell Inquiry 101: Facilitator training ‐‐ Angie Seppola Physical Literacy – Jenny Mitchell Strong Start Educators – Kirsten Odian Supporting Literature Circles with Clicker – Anita Toneato TMP – Teacher Mentorship Program – Angie Seppola Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 7
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Professional Learning Opportunities SD 67
2015-2016
Aboriginal Book and Video Gatherings For: All staff Type of Professional Learning: On going series – Staff can come to one or all of the gatherings Facilitators: Naryn Searcy, Judith King and others This book and video gathering has been occuring over the past year and half. We read books and watch Aboriginal videos to gain a better understanding and appreciation of Aboriginal literature and culture. We meet 3 or 4 times a year. Watch for more information to be sent out about each gathering. We have been fortunate to have some of the authors meet with us, and so we set dates that work with their schedule. First book for this year: April Raintree Date: Thursday, Oct. 29, 2015 Time: 3:15‐4:30 Location: TBA Register: jking@summer.com Aboriginal Education Perspective Series For: All staff On going series – Register separately for each course Facilitators: Okanagan College The Aboriginal Education Perspectives series in Penticton is designed for anyone working in the education field to gain greater knowledge and understanding of Aboriginal people’s issues from a local perspective. The series will be of particular value to educational assistants, teachers, and others who work with students of Aboriginal ancestry. The series is open to anyone with an interest in the field. 1. Aboriginal Education: Historical and Contemporary Perspective: Develop an understanding of histories, cultures, traditional values, knowledge, and contemporary perspectives of Aboriginal people in BC and Canada. Course Code: BAED 083 Monday, Sept. 28, 9‐3 and Sat. Oct. 24, Sat. 9‐3 CRN: 70271 $160.00 (+GST) 2. Local First Nations & Metis Culture, History and Issues: The culture, history, and modern‐day issues of local First Nations groups and Metis people will be explored in the workshop. Course Code: BAED 084 Thurs., Feb. 25, 8:30‐3:00; Fri. Feb. 26, 9‐11:30 (Professional Development Days) CRN:80081 $120 (+GST) 3. Advocating and Supporting Aboriginal Students and Families: Enhancing educational experiences for Aboriginal students requires effective communication and support. Skills and techniques will be explored to help advocate for Aboriginal students with local agencies. Course Code: BAED 085 Fri. Feb. 26, Fri. 12:30‐3:00 CRN:80082 $40 (+GST) Location: Okanagan College, Penticton Register: 1‐888‐638‐0058 Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 8
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Professional Learning Opportunities SD 67
2015-2016
Assessment, Grading and Reporting Field Test For: all teachers K ‐12 Type of Professional Learning: on‐going series Facilitators: Steering committee of teachers and administrators For many years School District #67 has been investing in changing the assessment practices for our teachers. The more we learn the more we realize that our reporting procedures do not match our assessment procedures. Report cards and reporting occurs after the learning has happened. Quite frankly that is too late. Reporting should happen in an ongoing format where students and parents are part of the conversation. This group is focused on connecting innovative classroom assessment to authentic reporting. Simply put – making learning visible and in real time. Dates and times: 6 Sessions – September 16th, September 28th, November 18th, January 20th, February 25th, April 20th Session #1 – Dinner meeting, September 16th. Session #2 – ½ Day Pro D September 28th. Topic: Assessing the Core Competencies. Session #3 – Dinner Meeting on November 18th (3:30 – 6). Topic: How Technology is changing the face of Education Session #4 – ½ day release on Jan. 20th. Topic: What does engagement look like? Session #5 – ½ Day Pro D on Feb. 25th. Topic: Formative and summative assessments…friend or foe? Session #6 – Dinner Meeting on April 20th (3:30‑6:00) Topic: Reflections and Celebrations Please contact Jason Corday or Darcy Mullin for more information / commitments and registration. Community of Practice: Healthy Schools For: All staff Type of Professional Learning: on‐going series Facilitator: Jenny Mitchell Participants are invited to build upon the work of the Physical and Health Education Community of Practice Project or begin to investigate creating a healthy school community through collaboration. Sessions will include success sharing and highlight various local resources to strengthen and support healthy school communities. Dates: TBA More Information/Registration: Jenny Mitchell Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 9
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Inquiry 101: A Guided Tour Through the Inquiry Process For: teachers K‐12 On‐going Professional Development Facilitator: Angie Seppola Do you want to take part in an inquiry, but you are not sure how to work through the process? This is an opportunity for you to walk through the process with guidance from a BCTF Inquiry Facilitator. The process will be worked through in five sessions coinciding with our five Professional Development days. It is expected that participants will commit to all five sessions. Dates: Sept. 28, Oct. 23, Feb. 25, Feb. 26, and May 6 (all day) Registration: keith@ostu.ca For more information: contact Angie Seppola at aseppola@summer.com Physical Literacy For: All Learning Team Presenter/Facilitator: Jenny Mitchell Through support from the RBC Learn to Play Grant, participants will investigate how to improve opportunities for students to develop physical literacy. Areas such as teaching games for understanding, Physical Literacy Assessment for Youth (PLAY), fundamental movement skills and many others will be explored in an effort to enhance engagement and promote activity for life. Participants will have the opportunity to form inquiry groups based on a specific focus and then receive support for collaboration and mentorship. Dates will be determined by individual groups. *Participants are invited to attend the Okanagan Sport Leadership Conference on October 17th, featuring Dr. Dean Kriellaars (fee will be paid by RBC grant). Contact Jenny to register. Date: September 28, October 23, February 25, May 6 Time: 8:30‐2:30 Location: TBA Registration: Jenny Mitchell jmitchell@summer.com Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 10
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StrongStart Professional Development For: StrongStart educators Type of Professional Learning: Professional Development – Eight (8) sessions Presenter/Facilitator: Kirsten Odian This series of workshops will include presentations, discussions and training specific to our Early Childhood Educators in our four district StrongStarts. Last year, our sessions focused on areas such as oral language development, community resources, training for the Ages and Stages Questionnaire, and presentations by district coordinators and staff. Date: Typically the final Thursday of each month Time: 8:30 – 10:00 am Location: Various StrongStarts Registration or information: Kirsten Odian at kodian@summer.com Supporting Literature Circles with Clicker 6 For: Teachers who have students already using Clicker 6 and would like to implement Lit circles activities Professional Development – 2 ‐ 3 sessions Presenter/Facilitator: SET BC consultant ‐ Charlotte Friend Work with a group of teachers in the district that already have students with Clicker 6 and look to implement Literature Circle activities for students to support their literacy development. Date: Professional Development days or in Co‐ordination with the SET BC Clicker 6 project. TBD by availability of SETBC consultant Time: TBD Location: TBD Registration or information: Anita Toneatto at atoneatto@summer.com Funding: SET BC will cover at least partial release time TMP – Teacher Mentorship Program For: teachers within their first 5 years of practice, and for teachers transitioning into new assignments Facilitators: Angie Seppola and Kirsten Odian Mentoring is a reciprocal and non‐evaluative process by which colleagues collaborate to share their experiences, knowledge, and skills for personal and professional growth. For more information: Angie Seppola aseppola@summer.com Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 11
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PROFESSIONAL DEVELOPMENT DAYS Many sessions will be advertised separately from the ones listed here. Please be sure to see all available sessions. Many inquiry groups and learning teams will choose to meet on these days, or for parts of the days. Descriptions for some of these sessions follow the overview. Monday, September 28 Morning session: Inclusion K‐12 (a.m.) with Dr. Leyton Schnellert (UBCO) and Shelley Moore (Richmond SD) Leyton and Shelley will be involved with inquiry groups in the p.m. (see following write up) Afternoon sessions: Inquiry Groups: the following inquiry groups are meeting in the afternoon – ‐ Indigenous Perspectives that Benefit All Students ‐ Middle School Inquiry Group ‐ Promoting Inclusive Practices (see write ups under Inquiry groups and learning teams) ‐ Assessment, Grading and Reporting Field Test (see write up under ongoing professional development) All day sessions: Inquiry 101: Facilitator training with Angie Seppola (see write up under ongoing professional development) Dr. Bryan Kelb (watch for more information) Mindfull Classroom – Marianne Prins (watch for more information) Proactive Responding for Educational Assistants (see following write up) Mentorship – with New Teacher Mentorship Program (NTMP) Resource Team (see write up under ongoing professional development) First day of the Aboriginal Education Perspective Series: Okanagan College – Aboriginal Education: Historical and Contemporary Perspective (see write up under ongoing professional development) Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 12
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Friday, October 23 All day sessions: Growing Hearts; Inspiring Minds SMART Conference (SEL) for K‐12, LAT, CEA & Admin. Thursday, Oct.22 Demo classes, Friday conference (see write up) Inquiry 101: Facilitator training ‐ Angie Seppola Physical Literacy ‐ Jenny Mitchell What do I believe about grading and reporting? –Myron Dueck Inquiry Group on Assessment and Grading is meeting for the last 45 minutes Thursday, February 25 Morning session: Inclusion K‐12 (a.m.) with Leyton Schnellert (UBCO) and Shelley Moore (Richmond SD) Leyton and Shelley will be involved with inquiry groups in the pm Afternoon sessions: Inquiry Groups: the following inquiry groups are meeting in the afternoon – ‐ Assessment and Grading ‐ Indigenous Perspectives that Benefit All Students ‐ Middle School Inquiry Group ‐ Promoting Inclusive Practices (see individual inquiry write ups) ‐ Assessment, Grading and Reporting Field Test All day sessions: Inquiry 101: Facilitator training with Angie Seppola (all day) Mentorship – with NTMP Resource Team (all day) Physical Literacy: Details to be determined Aboriginal Education Perspective Series: Okanagan College – Local First Nations & Metis Culture, History and Issues (see write up under ongoing professional development) Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 13
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Friday, February 26 All day sessions: Okanagan Skaha Edcamp (watch for more information) POPEI (Provincial Outreach Program for Early Intervention) Workshop (all day) Non‐fiction Writing Power Grades 1‐6 – Adrian Gear (all day) Physical Literacy – details to be determined Aboriginal Education Perspective Series: Okanagan College – Local First Nations & Metis Culture, History and Issues & Advocating and Supporting Aboriginal Students and Families (see write up under ongoing professional development) Friday, May 6 Morning sessions: Changing Results for Adolescent Readers Afternoon sessions: Changing Results for Young Readers All day sessions: Inquiry 101: Facilitator training with Angie Seppola (all day) SMART Learning – Tammy Kay Inclusion – Shelley Moore Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 14
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Descriptions for SOME of the sessions: Monday, September 28 Morning Session: Inclusion K‐12 (a.m.) with Leyton Schnellert (UBCO) and Shelley Moore (Richmond SD) Leyton and Shelley will be involved with inquiry groups in the p.m. Learners are diverse. It’s a reality. What if we saw diversity as healthy and celebrated and supported students to offer and build on what they bring? Shelley and Leyton will share frameworks and examples to spark your practice and design learning for all. *If you have not heard Leyton Schnellert or Shelley Moore speak, you do not want to miss this session or the follow ups in February and May. Shatford Centre Room for 300 Registration: information to come shortly Proactive Responding for Educational Assistants For: EA’s Type of Professional Learning: Professional Development – One (1) session Presenter/Facilitator: Gerry Mason Education Assistants will look at the phases of positive behavior support and learn to understand why it is beneficial for our students to use a proactive approach. Participants will be given the opportunity to reflect personally as well as professionally on the issues that they face in the workplace. Through the skills training they will learn how to respond to a number of given situations using different approaches. These include Low level responses, Assertive responses and Empathic responses which aim to help support students to be successful in the classroom and on the playground. Date: September 28, 2015 Time: 8:30 – 2:30 am Location: IMC Registration or information: Caroline Ryan at cryan@summer.com Lunch will be provided Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 15
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Thursday / Friday, October 23 Growing Minds; Inspiring Hearts ‐ OCTOBER CONFERENCE All Welcome Presenter/Facilitator: SMART Learning Team along with Susan Close This year the SMART Learning team is excited to host a conference on the October 22 & 23 that addresses the new lens on the curriculum around social emotional learning. Here, colleagues are invited to learn about ways to support strong instruction and assessment practice, while creating opportunities for themselves and their students to personalize the learning for joyful success. Support to carry‐on throughout the year as requested. Date: October 22nd and 23rd Time: 8am‐3pm Location: SD 67 Classrooms on Thursday and KVR Middle School Friday Registration: Board Office, Facebook, district webpage Information: Tammy Kay (tkay@summer.com), Facebook, district webpage Funding: Personal Pro‐D, Flex Funds Friday, October 23 ‘What do I believe about grading, assessment and reporting?’ with Myron Dueck It could be argued that a contemporary educator should be able to answer these six questions: ∙ What is the critical role of an educator today? ∙ What are the core beliefs that drive my practice? ∙ What are the classroom experiences that support those beliefs? ∙ What are the key research pieces that support those beliefs? ∙ How are my grading /assessment routines impacted by my beliefs? ∙ What is my PURPOSE for grading and reporting? This professional development day will be rooted in these six questions. Myron will walk participants through his personal journey in changing his views on the purpose of grading and reporting, and will expose participants regarding the implementation of a number non‐
traditional assessment methods can benefit all students, and especially those at the extreme ends of the spectrum. Participants will be challenged to reflect on their own responses to the six questions, and time will be provided for planning next steps. * Inquiry group members to meet in the last 45 minutes Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 16
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Thursday, February 25 Morning Session: Inclusion K‐12 (a.m.) with Leyton Schnellert (UBCO) and Shelley Moore (Richmond SD) Leyton and Shelley will be involved with inquiry groups in the p.m. Learners are diverse. It’s a reality. What if we saw diversity as healthy and celebrated and supported students to offer and build on what they bring? Shelley and Leyton will share frameworks and examples to spark your practice and design learning for all. *This is a follow up session to Sept. 28. If you missed the September session you are still welcome to attend this one. Friday, February 26 POPEI (Provincial Outreach Program for Early Intervention) For: Elementary teachers (grades 1 to 3), Learning Support Teachers, Special Education/SLP teachers Presenter/Facilitator: POPEI (Lisa Watson and/or Sasha Zekulin) This focus of this workshop has not yet been determined. The goal of POPEI is to build and sustain the capacity of all educators throughout the province for effective instruction and early intervention, especially for diverse and struggling learners in the classroom. For more information, please visit their website at www.popei.ca. Date: February 26, 2016 Time: 8:30 – 1:30 pm Location: TBA Registration or information: Kirsten Odian at kodian@summer.com SD67 Edcamp: watch for more information Other sessions to watch for: Apps for Student Engagement For: Elementary Teachers Type of Professional Learning: Professional Development – One or two 2 hour sessions on PD days Presenter/Facilitator: SET BC consultant Several PACs have purchased iPads for teachers in schools. Teachers looking for assistance to utilize iPads to engage students in learning. These workshops will provide teachers with guidance for how to use the iPad in the classroom. Dates: sessions during Pro‐D days TBA. Time: Location: TBA Information: Anita Toneatto at atoneatto@summer.com Funding: Not required Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 17
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INDIVIDUAL WORKSHOPS SEPTEMBER: Words Their Way For: Elementary teachers (grades 1 through 5) Type of Professional Learning: Professional Development – One (1) session Presenter/Facilitator: Kirsten Odian Words Their Way provides a practical way to study words with students. Based on research on developmental spelling and word knowledge, the framework for this text is keyed to five stages and instructional levels. Words Their Way is word study for phonics, vocabulary, and spelling instruction. Date: Wednesday, September 23rd Time: 3:30 – 5:00 pm Location: IMC Registration or information: Kirsten Odian at kodian@summer.com Proactive Responding for Educational Assistants For: EA’s Type of Professional Learning: Professional Development – One (1) session Presenter/Facilitator: Gerry Mason Education Assistants will look at the phases of positive behavior support and learn to understand why it is beneficial for our students to use a proactive approach. Participants will be given the opportunity to reflect personally as well as professionally on the issues that they face in the workplace. Through the skills training they will learn how to respond to a number of given situations using different approaches. These include Low level responses, Assertive responses and Empathic responses which aim to help support students to be successful in the classroom and on the playground. Date: September 28, 2015 Time: 8:30 – 2:30 am Location: IMC Registration or information: Caroline Ryan at cryan@summer.com Lunch will be provided Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 18
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OCTOBER: Kindergarten Early Literacy Screen For: Kindergarten teachers Type of Professional Learning: Professional Development – One (1) session Presenter/Facilitator: Kirsten Odian Teachers new to Kindergarten will have an opportunity to learn how to use the Kindergarten Early Literacy Screen to gather formative and summative assessment information on their students. This tool will be used in May to collect data on our vulnerable Kindergarten students to determine support through Early Literacy Intervention in their grade 1 year. Date: October 2015 Time: 8:30 – 11:30 am Location: TBA Registration or information: Kirsten Odian at kodian@summer.com Funding: Release time provided by the district Whole Class Reading Assessment For: Elementary/Middle School teachers (grades 4 through 7) Type of Professional Learning: Professional Development – One (1) session Presenter/Facilitator: Kirsten Odian The purpose of this assessment is to gain information about how well students read independently and understand what they’ve read using non‐fiction text. The Whole Class Reading Assessment has recently been revised and we will look at the new protocol, added passages, changes to the student response sheets, criteria for marking and sample answers. Date: Wednesday, October 7th Time: 3:30 – 5:00 pm Location: IMC Registration or information: Kirsten Odian at kodian@summer.com Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 19
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PM Benchmark For: Elementary teachers (grades 1 through 5) Type of Professional Learning: Professional Development – Two (2) sessions Presenter/Facilitator: Kirsten Odian These workshops will demonstrate the administration of PM Benchmark Reading Assessment and help teachers with coding and scoring running records. Teachers can use PM Benchmark as formative assessment to determine students’ reading abilities using unseen, meaningful textsThe first session is primarily for teachers who are new to using PM Benchmarks or who would like a refresher on how to use this tool to help guide teaching. The second session is for any teacher looking to improve their use of running records, including how to work quickly to code and how to score them after (looking at Meaning, Structure and Visual). In both sessions, we will look at revised procedures on how to use PM Benchmark kits, updated recording sheets, suggested levels of performance and district assessment protocol. Session 1 (PM Benchmark) Date: Thursday, October 1st Session 2 (Running Records) Date: Thursday, October 8th Time: 3:30 – 5:00 pm Location: IMC Registration or information: Kirsten Odian at kodian@summer.com Leveled Literacy Intervention For: Grade 2 teachers Type of Professional Learning: Professional Development – One (1) session Presenter/Facilitator: Kirsten Odian This session is for new grade 2 teachers who are looking at implementing Leveled Literacy Intervention (LLI) in their classroom. Participants will have an opportunity to learn more about the program, how to use it with small groups for Tier 2 RTI intervention and will observe the program being used with a group of students. Date: Thursday, October 15th Time: 8:30 – 11:30 am Location: Trout Creek Elementary School Registration or information: Kirsten Odian at kodian@summer.com Funding: Release time provided by the district Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 20
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Outside the Four Walls: How to incorporate outdoor/place‐based pedagogy into your classroom! For: Elementary, Middle and Highschool Type of Professional Learning: Professional Development – One (1) session Presenter/Facilitator: Jeff Fitton, Erica Fitton and Other Guests Want more fresh air in the classroom? Exit the four walls and engage students through the use of place‐based pedagogy. Presenters will explain how they’ve used the areas immediately surrounding the school, areas in the community and field trips outside of Penticton to promote learning. Presentations will include video and pictorial examples, a discussion of the academic research surrounding the merits of being outside of the classroom, and practical examples you could use in your class this week! The session will conclude with brainstorming of locations near your school, or community spaces that could be used to enhance a lesson or teach a concept. Some examples for discussion include: “Spotting Infrastructure,” “Government is all Around You,” “Canoeing for History,” “Cellphone Camera Detective,” and “Observe & Report.” Date: Wednesday, Oct. 14 Time: 3:30 – 4:45 pm Location: TBA Registration or information: Jeff Fitton at jfitton@summer.com NOVEMBER Games and Active Pedagogy For: Elementary, Middle School Type of Professional Learning: Professional Development – One (1) session Presenter/Facilitator: Jeff Fitton, Kent Percevault and others from Elementary and Middle Its 9:15 pm, kids are full of a heavy dose of breakfast and a sometimes heavier dose of lethargy. Want to avoid the after breakfast doldrums. This session showcases games, movement and novelty to make learning into an experience! Presenters will provide take‐aways that you could use in your class tomorrow. Guaranteed to spice up your day and keep kids interested. Presenters from middle and elementary will show you games such as hot potato, True of False Battleship Review, Full Throttle Terms Review, SWAT, Musical Chairs Review, and other activities for your teaching tool‐kit. Presenters will also provide a couple of articles of academic research on the use of novelty and movement to help students learn – for those who want some research to back up their practice! Date: Wednesday, November 25 Time: 3:30 – 4:45 pm Location: TBA Registration or information: Jeff Fitton at jfitton@summer.com Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 21
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Office 2010 workshops: Beginner and Advanced For: Elementary content focus, but open to all teaching levels Professional Development – One (1) session for each level Presenter/Facilitator: Anita Toneatto Microsoft Word and Powerpoint 2010 are available in our district to all teachers and students. Utilizing these programs for classroom use will be the focus of the workshop. Beginners will learn about the Ribbon, Settings and classroom tips. Advanced users will pick up where the beginners left off with graphics, headers and footers, tables, and if there is enough time ‐ indexing. Date: Beginner ‐ Thursday November 12th, Advanced ‐ Tuesday November 17th Time: 4‐6pm Location: Penticton Secondary School computer lab Registration or information: Anita Toneatto at atoneatto@summer.com Healthy Schools Network For: All Type of Professional Learning: Professional Development – One (1) session Presenter/Facilitator: Jenny Mitchell This workshop will outline the Healthy Schools Network (supported by DASH and Healthy Schools BC) and the supports it offers to schools and educators. Participants will also have the opportunity to begin applications for a Healthy Schools Network grant are encouraged to attend the workshop with an idea of an area of focus, inquiry question, or event specific to school health. Date: November 26, 2016 Time: 3:30 – 5:00 pm Location: TBA Registration: Jenny Mitchell at jmitchell@summercom Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 22
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ALSO BEGINNING IN THE FALL *DATES TO BE SET ONCE YOU REGISTER Side‐by‐Side Collaborative Sequence Planning All Welcome Type of Professional Learning: Collaborative Professional Development Presenter/Facilitator: SMART Learning Team The SMART Learning team supports colleagues by working side‐
by‐side to collaboratively plan and implement learning sequences. Theme, grade level, team, or content are some of the ways that we can support planning. Many tools are available as well as some release time for planning. Dates: To be decided by participants Time: To be decided by participants Location: To be decided by participants Registration or information: Tammy Kay (tkay@summer.com) or send along a request Funding: Release time provided by the SMART Learning team and the district Dinner Meetings ‐ Independent Reading, Word Work, Tools and Sequence Planning All Welcome Type of Professional Learning: Collaborative Planning, Professional Development Presenter/Facilitator: SMART Learning Team The SMART Learning team supports colleagues by offering sessions that target Independent reading, Word work, Sequence planning, understanding the tools, or requests. Dinner and materials provided. Dates: To be decided by participants Time: 3:30pm‐6:00pm Location: Uplands Library Registration or information: Tammy Kay (tkay@summer.com) Funding: Dinner provided by the SMART Learning Team and the district OTHER: If there is another area of interest in active learning, or technology – ipads, imovie, moviemaker please contact Jeff Fitton at jfitton@summer.com Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 23
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JANUARY: Early Development Instrument For: Kindergarten teachers Type of Professional Learning: Professional Development – One (1) session Presenter/Facilitator: Kirsten Odian Teachers new to Kindergarten will have an opportunity to learn how to use the Early Development Instrument with their Kindergarten students. This tool will be used in in February to help learn more about children’s development when they start school. The results from this study will help schools, our district and our community better understand what needs to be done to ensure all children are ready for school. Date: January 2016 (exact date TBA) Time: 8:30 – 11:30 am Location: TBA Registration or information: Kirsten Odian at kodian@summer.com Funding: Release time provided by HELP (Human Early Learning Partnership) FEBRUARY: Alternatives to Traditional Tests/Assessments For: Secondary teachers Type of Professional Learning: Professional Development – One (1) session Presenter/Facilitator: Jeff Fitton and guest presenters from High Schools Want to lower test anxiety and get students to really strut their stuff? This presentation will provide a bit of philosophical background into the benefits of providing alternatives to common assessment strategies. Then, it’s onto some rich examples of teachers in the district who are providing students with choices for how they can present their learning. For instance, some teachers are providing alternatives to final exams and tests. These include research projects, film studies, field trips that act as a final assessment, use of case studies, student‐made films, the “5 days of hell,” student developed lessons, and midterms that involve students researching articles, watching youtube videos and analyzing comics and cartoons that they locate. Want to go beyond multiple choice? There is a vast richness with in‐depth, student‐centered alternatives to final exams. Date: Wednesday, Feb. 10 Time: 3:30 – 4:45 pm Location: TBA Registration or information: Jeff Fitton at jfitton@summer.com Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 24
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APPENDIX HELPING TEACHERS and OTHER RESOURCE PEOPLE Myron Dueck: Assessment and Grading, and Through a Different Lens Myron is a vice‐principal and teacher at Summerland Secondary. He has previously taught in Manitoba and the South Island of New Zealand. Over the past 17 years of teaching, Myron has experience in a variety of subjects ranging from grades 4 to 12. Beginning in 2006, Myron developed a number of assessment and grading systems with his senior classes in which students have greater opportunity to show what they know and adapt to the feedback they receive. Myron has been a part of district work groups and school assessment committees that have further broadened his access to innovative steps taken by others. Through speaking of his experiences and showing a variety of student‐friendly assessment procedures, Myron has visited many school districts and conferences. Myron has recently had a best‐selling book, Grading Smarter, Not Harder – Assessment Strategies that Motivate published with ASCD. Contact: mdueck@summer.com Summerland Secondary Jeff Fitton: Through A Different Lens – hands on active learning and teaching Jeff is a teacher at Princess Margaret Secondary and a Helping Teacher with Through a Different Lens. He is passionate in the areas of team teaching, co‐planning, development of innovative teaching techniques and use of technology in the classroom. Since starting with the District in 2006 he has enjoyed working collaboratively and in inquiry groups to develop classrooms where every student can feel success. Hands on learning, use of media, and the creation of dynamic lessons with other teachers are opportunities that he seeks to provide. As a helping teacher, Jeff has worked with interested teachers on inquiry questions, on co‐planning (field trips, lessons, activities, assessments) and with colleagues interested in pursuing their passions. In the past he has also provided Pro‐D opportunities for groups interested in exploring an area of interest. These have included imovie, using song, using movement in class, active math and activity ideas across the curriculum. Contact: Jfitton@summer.com Princess Margaret Secondary Randy Jones: Behaviour Randy Jones is the coordinator for the district Behaviour Intervention Services. He also works as an adjunct professor for UBCO, teaching courses on challenging behaviour and classroom management. Randy is currently a Non Violent Intervention trainer and has advanced training in Collaborative Problem Solving. Randy’s work with schools facilitates creating the conditions for student and staff success with challenging behaviours. Contact: rjones@summer.com Parkway Annex Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 25
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Tammy Kay: SMART Learning and Inquiry Tammy is an Intermediate Teacher at Uplands Elementary School. Tammy has taught many grades in many schools throughout the district. She has been part of the SMART Learning Leadership team for 15 years. Tammy has her masters in Innovative Leadership and is very interested in how personal and professional identity impact educational culture. Tammy has been involved in the NOII for many years and has worked to design learning sequences using First Nations content. She is trained as an inquiry facilitator and has studied the Spirals of Inquiry with Linda Kaser and Judy Halbert. Contact: tkay@summer.com Uplands School Nick Korvin: Learning Support / Inclusion, Changing Results for Adolescent Readers, and Through a Different Lens Nick is a Learning Support Teacher at KVR with over ten years of teaching experience including specializations in physical education, math, science, special education and counseling. He has a certificate in Special Education and a Master’s degree in Clinical Counseling. Nick spends his non‐teaching time rock climbing and chasing his young children around the outdoors. Contact: nkorvin@summer.com Twitter: @NickKorvin KVR Middle School Judith King: Keeping Kids in School, Inquiry and Through a Different Lens Judith works as a helping teacher (.5) in the area of school completion. She loves to work with schools to look at how we can help kids be active learners, successful students and good citizens. Keeping ALL kids in school takes creativity, an open mindset and a real curiousity about kid’s strengths. For the past four years, Judith has worked with a team in our district to create Through a Different Lens. TADL is a project co‐sponsored by the Vancouver Foundation and is a creative approach to learning and teaching that focuses on the success for ALL kids in the classroom by helping kids see their strengths and abilities rather than looking at their deficits. To learn more, see our blog: http://differentlensblog.blogspot.com Judith is available to work with individual teachers, groups of teachers, principals and vice‐principals, and whole staffs, looking at ways to help ALL kids be more successful in school, with a particular focus on kids at‐risk. Contact: jking@summer.com Twitter: @judithaking Parkway Annex Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 26
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Bev Krieger: Changing Results for Young and Adolescent Readers and Inquiry Bev will be working in our district this year in a number of capacities. She will be facilitating Changing Results for Young and Adolescent Readers, and also helping facilitators with the process of inquiry. She also continues to be involved with SMART learning in the district. We are so happy to have her acting as a resource for us again this year. Janice Moase: Learning Support / Inclusion, Changing Results for Adolescent Readers and Through a Different Lens Janice is a Learning Support Teacher at KVR with over ten years of experience with a focus on literacy, inclusion and special education. Janice spends her non‐teaching time enjoying the outdoors with her family when she is not chauffeuring her teenagers around. Contact: jmoase@summer.com twitter:@janicemoase KVR Middle School Jenny Mitchell: Health Promoting Schools Coordinator, WellAhead Community Liaison Jenny is a Physical Education Specialist, with a Masters Degree in Coaching and Athletic Administration. She has a passion for supporting healthy school communities where well‐being is embedded throughout. In her role, funded through Interior Health, WellAhead, and RBC Learn to Play, she works to cultivate a comprehensive school approach to creating a healthy learning environment for all. She is currently working .7 in this role. Contact Info: jmitchell@summer.com Kirsten Odian: Early Learning, Literacy & Changing Results for Young and Adolescent Readers Kirsten has been a part of SD67 since 2001 and has worked as a TTOC, distributed education teacher and classroom teacher. Her most recent role has been teaching grades 1 and 2 at Trout Creek Elementary. She has a Masters of Education in Leadership through the University of Calgary. Kirsten has been involved in numerous district and provincial initiatives around literacy and learning, such as Leveled Literacy Intervention (LLI) and Changing Results for Young Readers (CR4YR). She is available to support StrongStart educators, Kindergarten teachers and classroom teachers from grades 1 through 5. She can support teachers and staffs in a variety of ways, such as workshops/training, work groups, book clubs, mentoring, classroom support and resource implementation. Contact Info: kodian@summer.com Phone: (250) 770‐7718, ext. 6618 Trout Creek Elementary and Parkway Annex Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 27
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Leyton Schnellert (PhD. UBCO) Inclusion, Literacy, Middle School and Through a Different Lens Dr. Leyton Schnellert is an Assistant Professor in the Faculty of Education at the University of British Columbia’s Okanagan Campus. He teaches courses in the Elementary (ETEP), Middle and Secondary (STEP) undergraduate programs. Leyton has been a middle school, junior high, and secondary school classroom teacher, and a learning resource teacher for K–12. He has 20 years of experience as a school‐ and district‐based resource teacher and professional development facilitator across British Columbia, the Yukon and Northwest Territories. This is the second year that Leyton has been working directly with educators in our district. He will be leading an inquiry group for Middle School teachers and speaking on Inclusion on two of the profession development days. Leyton is also on the planning and research group for Through a Different Lens. Contact: leyton.schnellert@ubco.ca Twitter: @leytonSchnell UBCO Heather Rose: Social Emotional Learning, Literacy Heather serves as both school principal and teacher at Kaleden Elementary. She also works as an adjunct professor for UBCO within their Inclusive Education stream of the Faculty of Education teaching post‐
baccalaureate courses on the topics of social emotional learning, challenging behaviour and classroom management. For the past 10 years, Heather has worked as both a teacher trainer and program facilitator for both the Friends for Life and Fun Friends program. Her passion is helping others understand how to embed social emotional learning into all aspects of the curriculum as well as teaching others how to cultivate a strength‐based, needs‐fulfilling classroom and school environment. Contact: hrose@summer.com Kaleden Elementary School Naryn Searcy: Aboriginal Education and Through a Different Lens Naryn has been a high school teacher for 13 years and currently teaches English First Peoples at Princess Margaret. She is interested in exploring innovative methods of instruction and assessment and finding ways for students to use their strengths in the classroom. Naryn is available to work with any teacher interested in increasing their knowledge of Aboriginal perspectives and incorporating Aboriginal resources and ways of knowing into their teaching. Contact: nsearcy@summer.com Twitter: @nsearcy17 Princess Margaret and Parkway Annex Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 28
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Anglie Seppola: OSTU Pro.D. Chair, Inquiry, New Teacher Mentorship Contact: aseppola@summer.com McNicoll Park Middle School and OSTU office Anita Toneatto: Technology Anita has been an educator for 18 years, primarily teaching physical education and science at the junior and high school levels. She has always been passionate about the effective integration of technology in her classroom, which led to her earning her Master's Degree in Educational Technology at UBC. Anita is excited to be in the role of Technology Helping Teacher for SD67 on a half time basis. She can help individuals or groups with a variety of technology needs, including implementation, troubleshooting, research, workshops, teaching strategies, learning new software, collaboration, etc. Contact: atoneatto@summer.com phone (local 6224) twitter: @toneatto SD67 Board Office Find this document on the OSTU website: http://www.ostu.ca/ look under Pro.D. 29
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FIELD TRIP REQUESTS
School Board Meeting – September 14, 2015
1.0
LEVEL 1 – (LOW RISK DAY TRIPS APPROVED AT SCHOOL LEVEL)
2.0
LEVEL 2 - LOW RISK (UP TO 2 NIGHTS IN BC) APPROVED BY PRINCIPAL
3.0
LEVEL 3 – MED/HIGH RISK (2+ NIGHTS IN BC) APPROVED BY SUPERINTENDENT
3.1
4.0
September 18, 2015; ConnectEd Alternate; 20 students to travel and spend the
day at the Wild Play Element Park in Kelowna; Dave Anderson, Sue Gunning,
Terry MacDonald, Rita Arrowsmith.
LEVEL 4 - TRIPS REQUIRING BOARD APPROVAL
IN PRINCIPLE / PROCEED WITH PLANNING:
4.1
March 12 – 28, 2016; Penticton Secondary; 8 – 12 students (Grades 11 and 12)
to fly to Mina, then on to Cusco – ground transport by bus; Shaun Johnston and
Naemi Fiechter.
FINAL APPROVAL:
Don MacIntyre
September 15, 2015
Ref: U:\SBO-DOIC-Data\2015-2016\10000 - 19999 Curriculum\Field Trips\11150-20 fieldtrip 2015-09-15.docx
Page 125
2015 Public Sector Executive Compensation Report
School District No. 67 (Okanagan Skaha)
The Board of Education encourages and adopts practices that enable the district to attract,
retain, incent, and reward qualified, high-performing employees who are critical to the delivery of
quality public education programs to students in School District No. 67 (Okanagan Skaha).
A key component of this approach is the development and maintenance of a framework for
executive and exempt staff compensation that is rational, defensible, competitive and able to be
effectively administered.
Compensation Philosophy
Inherent in the Board’s compensation philosophy are the following objectives:

To attract and retain qualified, experienced, motivated, and high-potential employees
who are committed to the Board’s overarching goal of delivering a high-quality public
education experience to our students.

To support employees through the provision of meaningful career growth and
development opportunities, and a performance-based organizational culture.
Labour Market Comparators
Key to the compensation philosophy is the need to maintain a meaningful level of
competitiveness with the external labour market. Consistent with industry standards, “labour
market” is defined in the British Columbia Public School Employers’ Association (BCPSEA)
sectoral exempt compensation management plan (Policy 95-06, Compensation and
Employment Standards for School District Employees Not Subject to a Collective Agreement)
as:


The recruitment pool for these employees
The destination sector for these employees.
The following considerations guide articulation of the relevant labour market:




Degree of recruitment from these jurisdictions
Transferability of skills
Comparability of qualifications and experience
Comparability of authority and consequence of error.
For executive and exempt staff positions in the BC K-12 public education sector, the relevant
labour market is:
1.
2.
3.
4.
Other BC school districts (primary labour market)
Other Canadian school districts (To the extent that BC school boards recruit from and
lose employees to these jurisdictions, this segment of the labour market is weighted to
Alberta and Ontario (and to a lesser extent, Saskatchewan) consistent with the industrystandard definition of labour market.)
Other public sector organizations
Selected private sector organizations.
–1–
Page 126
The Board’s approach includes:

Consideration of the relevant labour market for compensation comparison purposes.

Linking pay ranges to neutral, relevant factors (e.g., required skill level, required
competencies, job content, required qualifications).

Ensuring appropriate relationships exist between positions in the district’s compensation
hierarchy.
The Board’s total compensation package for executive staff is comprised of the following
elements.
Cash compensation
Total cash compensation includes annual base salary and monthly vehicle allowance.

Annual base salary
Annual base salary is considered in the context of the total compensation package.
Generally, base salary is targeted at level “A” of the suggested salary grid for student
FTE 4001 – 6000, as established by BCSSA October 2014.

Vehicle allowance
Due to the need to visit schools and other district worksites, the Board provides a
monthly vehicle allowance to the Superintendent and other senior management
positions. The monthly vehicle allowance is set at a level competitive with the vehicle
allowances provided to Superintendents and other senior managers in districts of similar
size and geography.
Non-cash compensation
The non-cash elements of the total compensation package include:

Health and welfare benefits, such as basic medical, extended medical, dental, group
life, short-term and long-term disability, employee and family assistance program, etc.
consistent with such benefits as offered in the K-12 sector generally.

Pension benefits — executive staff not receiving pension are enrolled in either the
Teachers Pension Plan or the Municipal Pension Plan.
In addition, upon retirement, a retirement allowance of one week’s pay for each year of
service to a maximum of 20 years service is provided.

Paid time off, including an annual vacation entitlement of 40 days. Pursuant to the
Public Sector Employers Act, carry forward of unused accumulated vacation is not
permitted. If, however, the individual employment contract does allow for carry forward
of unused accumulated vacation, then such vacation may be carried forward for one
–2–
Page 127
year only and at the end of that year, the unused accumulated vacation must be used in
full, paid out, or a combination of the two.
In addition the Superintendent receives an additional 15 days off in recognition of
attendance at meetings during evenings and weekends and this Board’s annual
adoption of a modified school calendar. These days must be used at certain times of
the year and have zero cash value if they are not used.
Compensation Administration
The Board engages in consistent and ongoing administration of the compensation structure to
ensure that reality matches philosophy and that equity is maintained. An ongoing system of
compensation review ensures that total compensation levels are benchmarked externally
against the appropriate labour market and internally against appropriate job evaluation criteria.
The Board works with BCPSEA to obtain information and advice relating to the executive and
exempt compensation structures. In addition, the Board utilizes the BCPSEA Report on Total
Compensation Paid to Exempt Employees — the results of BCPSEA’s triennial survey of total
compensation paid to exempt benchmark positions in BC public school districts as well as
school districts in Alberta, Saskatchewan, and Ontario, and other relevant public sector
employers.
Accountability
Underlying the Board’s compensation philosophy and approach is the understanding that legal
and regulatory mandates are considered a baseline for implementing any compensation plan or
practice. Compensation administration in the K-12 public education sector operates within the
following context:

The Public Sector Employers Act, which establishes the legislative policy framework for
exempt staff compensation administration in the public sector

The BCPSEA exempt staff compensation management plan (Policy 95-06,
Compensation and Employment Standards for School District Employees Not Subject to
a Collective Agreement), which is an approved compensation plan under the legislation.
Under the current compensation administration system in the K-12 sector:

The Board of Education is solely responsible for the establishment and maintenance of
compensation levels for the position of Superintendent of Schools. As elected school
trustees, we are accountable to our public and therefore ensure that we adhere to
proper human resources practices with respect to executive and exempt staff
compensation.

The Board must submit proposed compensation adjustments for all other executive and
exempt positions in the district to BCPSEA for review and approval prior to
implementation.
–3–
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Summary Compensation Table: Fiscal 2014-2015 (year ending June 30, 2015)
Summary Compensation Table at FISCAL, 2015 Previous Two Years Totals Salary (b) Bonus and / or Incentive Plan Compensation (c) Wendy Hyer, Superintendent $ 150,874 $ ‐ 7,940 $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ Name and Position (a) Benefits (d) Pension (e) 23,532 –4–
All Other Compensation
(expanded below) 31,337 2014/15 Total 213,683 2013/14 2012/13 $ 171,988 $ 169,825 Page 129
Summary Other Compensation Table at FISCAL, 2014
Name and Position (a) Wendy Hyer, Superintendent All Other Compensation 31,337 Severance (f) Vacation payout
(g) $ ‐ 23,457 $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ $ ‐ –5–
Leave payout (h) Vehicle / Transportation Allowance (i) Perquisites / other Allowances
(j) Other (k) $ ‐ $ 7,800 $ ‐ $ 80 $ $ ‐ $ ‐ $ ‐ ‐ $ $ ‐ $ ‐ $ ‐ ‐ $ $ ‐ $ ‐ $ ‐ ‐ $ $ ‐ $ ‐ $ ‐ ‐ Page 130
SCHOOL DISTRICT NO. 67 (OKANAGAN SKAHA)
PROCEDURAL BY-LAW
PROCEDURAL BY-LAW #4
FREEDOM OF INFORMATION AND PROTECTION OF
PRIVACY ACT
RATIONALE
The Board of Education accepts that the Freedom of Information and Protection of Privacy Act
requires the naming of an official corporate head.
PROCEDURAL BY-LAW
WHEREAS Section 77 of the Freedom of Information and Protection of Privacy Act of British
Columbia requires that the Board of Education name an official corporate head;
THEREFORE, BE IT RESOLVED that the Board of Education of School District No. 67
(Okanagan Skaha) names the Superintendent of Schools as the official head of the school district
for the purposes of the Act;
AND FURTHER, the Board of Education authorizes the Secretary-Treasurer as the District
Privacy Officer to be responsible for the administration of the Act and to make operational
decisions. The District Privacy Officer is authorized to issue any procedures required to support
the district’s administration of the Act.
This By-Law may be cited for all purposes as “School District No. 67 Procedural By-Law No. 4”
and is in all respects in accordance with the provisions of the Freedom of Information and
Protection of Privacy Act.
READ a first time this 14th day of September, 2015.
READ a second time this ______ day of ______________, 2015.
READ a third time, passed, and adopted this ______ day of ___________, 2015.
________________________________
Chairperson of the Board
________________________________
Secretary-Treasurer
ADOPTED:
Reviewed/Revised:
Statutory Reference:
Freedom of Information and
Protection of Privacy Act
August 17, 2015
Ref: U:\SBO-ST-Data\SECTR JULY 2014\09000-09999 Legal Matters\09010 Bylaws\09010 School District Bylaws\20 School District Bylaws\Procedural By-Law 4
Freedom of Information and Protection of Privacy.docx
Page 131
THOMPSON OKANAGAN BRANCH
BCSTA MEETING
September 25 and 26, 2015
Oliver/Osoyoos, BC
Spirit Ridge Resort and Spa
1200 Rancher Creek Road
Osoyoos, BC V0H 1V6
Phone: 250-495-5445
Toll Free: 877-313-9463
AGENDA
Friday, September 25 2015
12:00 noon
Meet at Southern Okanagan Secondary School (SOSS), 6140 Gala Street, Oliver
bag lunch, meet and greet in outdoor Amphitheatre.
Please note: Transportation is not provided from the school/theatre in Oliver to
Spirit Ridge in Osoyoos.
12:30 pm
Meet in Frank Venables Theatre – performances and presentations to highlight
SOSS
1:30 pm
Guided tour of SOSS and Neighbourhoods of Learning
2:30 pm
Leave for Spirit Ridge in Osoyoos for committee meetings
3:30 pm
Committee Meetings
Please check at Registration Desk for location of meeting rooms.
 Aboriginal Education
 Board Chairs Discussion
 Education Committee Meeting
 Resolution Development Committee Meeting
5:30 pm
Reception at Spirit Ridge Resort and Spa (no-host bar)
6:00 pm
Welcome – Marieze Tarr
Okanagan Song – Aboriginal Drummers
6:15 pm
Dinner
7:45 pm
Guest Speaker (Judy Halbert, Linda Kaser and SD No. 53)
“Passion and Purpose: Leading and Innovating Through Inquiry-Informed
Practices”
Social and networking
10:00 pm
Close
1|Page
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THOMPSON OKANAGAN BRANCH
Aboriginal Education Committee
Spirit Ridge Resort and Spa, Osoyoos, BC
Friday, September 25, 2015 at 3:30 p.m.
AGENDA
1. Welcome and Introductions
1.1
Committee Representatives
i)
Update on any new Aboriginal Education initiatives
ii)
Use of human rights exemption for Aboriginal Employment Equity
2. Update on BCSTA Aboriginal Education Committee meeting dated August 14-15, 2015.
3. Other business
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THOMPSON OKANAGAN BRANCH
Board Chairs’ Discussion
Spirit Ridge Resort and Spa, Osoyoos, BC
Friday, September 25, 2015 at 3:30 p.m.
AGENDA
1. Amendment to Government Management Compensation:
1.1
1.2
1.3
How does your district feel about this amendment?
How will this impact your district’s budget?
Discussion regarding Senior Administration not receiving an increase.
Page 137
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THOMPSON OKANAGAN BRANCH
Education Committee
Spirit Ridge Resort and Spa, Osoyoos, BC
Friday, September 25, 2015 at 3:30 p.m.
AGENDA
1. Job Action … One year later
1.1
Current climate with teachers, administration, CUPE, parents and students
i)
Positive situations and how they were resolved
ii)
Negative situations and how they were resolved
iii)
Outlook for the 2015/2016 school year
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THOMPSON OKANAGAN BRANCH
Resolution Committee
Spirit Ridge Resort and Spa, Osoyoos, BC
Friday, September 25, 2015 at 3:30 p.m.
AGENDA
1. Resolutions
1.1
What concerns do districts have that are suitable to bring forward as
resolutions to the Annual General Meeting as a Branch motion?
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THOMPSON OKANAGAN BRANCH
Business Meeting
Spirit Ridge – Osoyoos, BC
Saturday, September 26, 2015
Breakfast: 8:00 – 9:00 a.m. Strategic Planning: 9:00 – 10:30 a.m.
Business Meeting: 11:00 a.m. – approx. 12:30 p.m.
AGENDA
1. Call to Order
2. Recognition of the Traditional Indigenous Territory
3. Welcome and Introductions
4. Approval of the Agenda
THAT: The Agenda for the September 26, 2015 Business Meeting of the
Thompson Okanagan Branch of BCSTA be approved as presented.
5. Minutes of the April 17, 2015 Meeting
THAT: The Minutes of the April 17, 2015 Thompson Okanagan Branch of
BCSTA Business meeting be approved as presented.
6. Financial Report
6.1
June 30, 2015 Branch Financial Report
THAT the June 30, 2015 Branch Financial Report be received as presented.
7. President’s Report – Carmen Ranta
7.1
National Aboriginal Trustee Gathering and CSBA
8. BCSTA Report
Page 140
Page |2
9. Committee Reports
9.1
Aboriginal Education Committee – Larry Casper, Chair
Board Chairs Discussion – Marieze Tarr, Host Chair
9.2
9.3
Education Committee –Bruce Johnson, Chair
9.4
Resolution Committee – Mavourneen Varcoe-Ryan, Chair
10. Board Reports
The individual districts will verbally provide the top few highlights on ‘what is
happening in your district’:
SD No.19 Revelstoke
SD No.22 Vernon
SD No.23 Central Okanagan
SD No.53 Okanagan Similkameen
SD No.58 Nicola-Similkameen
SD No.67 Okanagan Skaha
SD No.74 Gold Trail
SD No.73 Kamloops Thompson
SD No.83 North Okanagan Shuswap
11. Meeting Schedule
SD No.83
SD No.74
SD No.58
SD No. 19
SD No.23
North Okanagan Shuswap
Gold Trail
Nicola Similkameen
Revelstoke
Central Okanagan
February 2016
October 2016
February 2017
October 2017
February 2018
12. Question and Answer Period
ADJOURN
The Thompson Okanagan Branch Executive will meet informally after the Business
meeting.
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THOMPSON OKANAGAN BRANCH
BUSINESS MEETING
Hyatt Regency - Vancouver
Friday, April 17, 2015
MINUTES
1. Call to Order
President Carmen Ranta called the meeting to order at 8:30 a.m.
2. Approval of the Agenda
MOTION:
Trustees Julia Fraser/Mavourneen Varcoe-Ryan
THAT the Agenda for the April 17, 2015 Business Meeting of the Thompson Okanagan
Branch of BCSTA be approved as presented.
CARRIED
3. Approval of the Minutes
MOTION:
Trustees Mitzi Fortin/Kelly Smith
THAT the minutes of the February 28, 2015 Thompson Okanagan Branch of BCSTA
Business meeting be adopted as presented.
CARRIED
4. Business
4.1
Reports
6.1 President’s Report, Carmen Ranta
Carmen Ranta, Thompson Okanagan Branch President provided a report.
4.2
BCSTA Liaison’s Report, Teresa Rezansoff
Teresa Rezansoff, BCSTA President, provided a report from the Board of Directors
including proposed motions re. Bill 11 and Ministry consultation process.
4.3
Vision Statement
At the February 28 Thompson Okanagan Branch Business meeting, Trustee Linda Van
Alphen distributed a draft vision statement for discussion by trustees. Based on the
discussion, the following draft statement was agreed on: To provide inspirational
professional development opportunities for our trustees with the goal of sharing
innovative practices while attending to strategic planning that improves student
achievement.
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Page |2
MOTION:
Trustees Julia Fraser/ Linda VanAlphen
THAT the Thompson Okanagan Branch Vision statement be approved as presented.
CARRIED
Members requested the mission, vision, values statements be distributed to all districts.
4.4
Constitution and Bylaws
The Thompson Okanagan Branch reviewed the language regarding the Branch Education
Chairperson within the Constitution and Bylaws.
MOTION:
Trustees Moyra Baxter, Mitzi Fortin
THAT the Constitution be changed to “The Branch Education Chairperson, a trustee
appointed by their Board to the Branch Education Committee, should attend all meetings
of the BCSTA Education Committee and Branch Executive and report on activities of an
educational concern and fulfill all duties of branch education committee chairperson
under BCSTA bylaws.”
CARRIED
4.5
Fall Branch Meeting – Update
School District No. 53 provided an update regarding the fall branch meeting – Spirit
Ridge in Osoyoos on September 25/26, 2015.
4.6
Meeting Schedule
SD No.53
SD No.83
SD No. 74
SD No.58
SD No.19
SD No.23
Okanagan Similkameen
North Okanagan Shuswap
Gold Trail
Nicola Similkameen
Revelstoke
Central Okanagan
September 25 & 26, 2015
February 2016
October 2016
February 2017
October 2017
February 2018
5. Question and Answer period
6. ADJOURNMENT
The meeting was adjourned at 8:55 a.m.
MOTION: Trustee, Mitzi Fortin
THAT the meeting be adjourned.
CARRIED
____________________________
President
______________________________
Secretary Treasurer
Page 143
British Columbia School Trustee Association
Thompson Okanagan Branch
Statement of Revenue and Expenditures
For the Year Ending June 30, 2015
Actual Year
Ending
June 30, 2015
Budgeted Year
Ending
June 30, 2015
Actual Year
Ending
June 30, 2014
8,000
2,475
3,450
87
8,000
3,000
3,000
30
8,000
3,290
3,480
74
Revenues:
Assessment, 2014/15
Fall Branch Meeting
Winter Branch Meeting
Interest
Total Revenues
$
14,012
$
14,030
$
14,844.00
$
3,176
$
$
3,000
260
5,000
5,000
13,260
$
1,826
7,548
5,774
15,148
$
6,028
4,121
13,325
Branch Support Services
Auditor Expenses
Office Expenses
Total Branch Operating Expenses
$
200
12
212
$
300
470
770
$
122
122
Total Expenditures
$
13,537
$
14,030
$
15,270
Revenue (loss) for year
$
475
$
-
-$
426
Expenditures:
Branch Operating Expenses
CSBA Conference
Executive Expenses
Fall Branch Meeting
Winter Branch Meeting
Total Branch Operating Expenses
Page 144
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THOMPSON OKANAGAN BRANCH
Strategic Planning
Spirit Ridge – Osoyoos, BC
Saturday, September 26, 2015 9:00 – 10:30 a.m.
Gaila Erickson from BCSTA will continue to guide the Branch members in the development of
strategic goals for the branch. Conversations and information developed at the winter branch
meeting in Vernon last February will provide a foundation for this work. Also included below
are the Thompson Okanagan Branch Mission, Vision, and Values that were developed and
officially adopted at branch meetings in October, 2014 and April, 2015:
Mission Statement
The purpose of the Thompson Okanagan Branch of BCSTA is to provide improved advocacy for
our students by discussing concerns and challenges, sharing best practices, providing education
and capacity building opportunities to member trustees.
Vision Statement
To provide inspirational professional development opportunities for our trustees with the goal of
sharing innovative practices while attending to strategic planning that improves student
achievement.
Values Statement
The Thompson Okanagan Branch believes that strong Branches strengthen the British Columbia
School Trustees Association and is therefore committed to the following core values:
1) Increasing advocacy and awareness of how to best support the learning of all our
students
2) Networking and exchanging relevant information with districts within the Branch
3) Providing a united strong voice in communicating with other districts, branches,
BCSTA, Ministry of Education and the Provincial Government
4) Ensuring our unique concerns and challenges are understood by the provincial
forum
5) Understanding regional demographic, economic and cultural diversity of the Branch
Page 145
Recognition of Student|Success
School District No. 67 (Okanagan Skaha)
extends congratulations to the following students|groups
for these outstanding examples of success
DISTRICT NEWS
districtt
What is Success?
School District No. 67 (Okanagan Skaha) is
Nothing is impossible, the word itself
pleased to announce that name and the
recipients of the 50 Dogwood District/
Authority Awards for the 2014-15 school year.
The dogwood District Authority Award
Scholarships are provided by the Ministry of
Education for presentation to graduates
excelling in one or more applied area(s) of
study. Selection of the Dogwood District
Scholarships winners is carried out by local
District Scholarship Committees with provincial
guidelines.
‘says I’m possible’!
Audrey
Hepburn
J
SUCCESS 2015
Candidates for the Dogwood District Authority
Award Scholarships come from a wide range of
areas of study including performing arts, home
economics, industrial education/technology,
business education, physical
education, career prep progrms and
secondary school apprenticeship. Winners
receive a $1000.00 scholarship. A cheque for
$500.00 will be issued directly by the Ministry
of Education to each student in October/
November. Dogwood District Scholarship
certificates and vouchers will also be issued
directly from the Ministry.
All the recipients are to be congratulated on
their excellent achievement:
PENTICTON SECONDARY SCHOOL
Hershey Oblefias
Milena Ljusic
Maddison Tebbutt
Echo Draymon
Richard Grandbois
Nicolette Russell
Kyle Schumack
Anje Grakul
Elizabeth Tether Kingston
Liam Patterson
Sarah Kirchmann
Jasmin Ahaj
Jessica Lornsten
Montana Valverde
Matthew Koster
Drake Sylvestre
Breanna MacDonald
Jaxon Stel
Phong Lee
Nicholas Cameron
Landon Reeves
Jayme Stam
Liam Bridson
Josephine Mehrer
Robert Evans
Jordan Graham
Iva Ip
Isaiah Kozak
Blake Holowaty
PENTICTON SECONDARY
Success Stories for the Board of Education Meeting
September 14, 2015
Page 146
district news
PRINCESS MARGARET SECONDARY
PRINCESS MARGARET SECONDARY
Sydney Askeland
Gillian Kennedy
Nicole Mann
Gavin Pattman
McKenzie Haberstock
Quinn Campbell
Jay Leaman
Brett Needham
Rylan Potter
Sydney Donkin
Taylor Corrie
Sinclaire Lovett
Quincy Ngo
Colton Van Camp
G o o d N e ws
Dogw oo d Di s t r ic t Awa r ds
SUMMERLAND SECONDARY
SUMMERLAND SECONDARY
Georg Drescher
Alexander Palmer
Daniel Raitt
Makenzie Vandertoolen
Gurek Rathore
Rachael Smith
Taylor Arkesteyn
Dogw oo d Di s t r ic t Awa r ds
Page 147
COLUMBIA ELEMENTARY
In June, Columbia focused around the theme that was celebrated by Rick Hansen at a recent assembly: we are
all difference makers. And Columbia students proved this without a shadow of a doubt; throughout the year,
over $9000 dollars was raised to help out two of their families who were dealing with the expense of travelling
to the coast for cancer treatments. At Columbia, we have all taken to heart the famous quotation (uttered by
one famous bear), “You are braver than you believe. Stronger than you seem. And smarter than you think.” (A.A.
Milne)
Here is a picture of ‘Little Miss Myla’ with her Kindergarten class; everyone at Columbia were so excited she was
able to join them for their year-end field trip!
Page 148
WILTSE ELEMENTARY
E xc i t i ng N e ws. . . . .
•
Oscar Grainger, Grade 5 Student at Wiltse, received the top mark for the Grade 7 Students Gauss
Math Competition and a very impressive score nationally.
•
Wiltse’s super imaginative, active and full on fun for our year end activity morning and water afternoon.
•
Primary Beach Day to Skaha was a success for students, families and staff.
•
With the Learning Improvement Funds $$ and team teacher support all but one Kindergarten student
showed improvements in their K screener scores. The one student’s score was 29/30 for both assessments.
Wiltse’s identified vulnerable students in Kindergarten in March showed significant gains in their scores.
Improvements of +2 for the less vulnerable to as high as +11 for most vulnerable. We look forward to
reviewing the screener with students in September to check for their retention of skills. Three students
were identified to receive continued support in September.
PARKWAY ELEMENTARY
•
Thank you to Shelene, Tiffany and their crew for a great job with the Breakfast Club on Monday and
Wednesday’s! The pancake breakfast for all was fabulous! Thanks for a great year!!
•
Thank you to the Paper and Juice recycling teams for continuing to do a wonderful job with all of the
school recycling!
•
We had another great sing-a-long. Thank you Mrs. Silvius!
•
The grade 5 leaving ceremony went very well! Thank you to everyone that showed up for the event. Thank
you as well to the grade 4 and 5 teachers for all of their hard work!
•
The grade 5 classes enjoyed a great fieldtrip to SLMS to take part in some orientation activities for the fall!!
•
The year-end recognition assembly and the two video’s were a huge hit. Thank you to Mrs. Silvius, Ms. Cole
and Ms. Tucker!!
•
The Kindergarten classes had their leaving ceremonies and they were very well attended by parents and
relatives. Thanks for all of your support and thank you to Mrs. Doyle and Mrs. Brome for all of their hard
work!
Cool N e w s
Page 149
SUMMERLAND MIDDLE
Friday, May 15 was the School Track and Field Day. This whole school event allowed students to
participate in 14 different activity stations ranging from pure track events such as the discus and
the long jump, to fitness based stations such as Ms. McElhinney’s Olympic challenge, to fun-base
stations such as Ms. Arcuri’s hockey shoot-out. What a day it was! The students of SMS showed such
a positive attitude and gave 100% to each station. Teachers were impressed with the sportsmanship
each division showed, as they cheered each other on in each competition.
The following are SMS records that were set (These go back to 1999!):
Track and F i e ld
Grade 6
Lexi Corday
Lexi Corday
Zach Boerboom
Jayna Bamber
Sarah Paul
Patrick Geertz
Caitlin Wiebe
Patrick Geertz
Grade 7
100 M’s
50 M’s
Long Jump
Long Jump
Shot Put
Shot Put
Ball Toss
Ball Toss
Jackson Bamber
Mereno Coco
Karrah Roelfsema
Dawson Burdick
Grade 8
50 M’s
50 M’s
Shot Put
Shot Put
Paulina Steinberg
Simon Paul
Shot Put
Shot Put