NOTICE OF MEETING

NOTICE OF MEETING
NOTICE OF MEETING
This notice is to confirm that the next regular meeting of
Hastings and Prince Edward District School Board
will be held on:
Monday, September 28, 2015
at 7:00 p.m.
in the Board Room of the Education Centre
156 Ann Street, Belleville, Ontario
The agenda and supporting documents for this meeting are attached to this notice.
Dwayne Inch
Chair of the Board
Trustees:
Tom Biniaris
Trenton/CFB Trenton
Jennifer Cobb
North Prince Edward
Dwayne Inch - Chair
South Prince Edward
Jim Williams
Sidney/Frankford
Mandy Savery-Whiteway
Director of Education and
Secretary of the Board
Michael Brant
Tyendinaga Mowhak Territory
Bonnie Danes
Centre Hastings
Lucille Kyle – Vice-chair
North Hastings
Lauren Barry
Student Trustee
Justin Bray
Southeast Hastings
Mary Hall
Belleville/Thurlow
Dave Patterson
Belleville/Thurlow
Morgan Hillier
Student Trustee
Section
A
B
C
Timed Item:
7:05 p.m.
D
BOARD MEETING
PUBLIC AGENDA
Regular meeting of Monday, September 28, 2015 – 7:00 p.m.
Board Room, Education Centre
Report No.
Item
Call to order
Board prayer
Delegations/presentations:
Approval of agenda
Approval of minutes:
 Regular meeting – June 15, 2015
 Special meeting – August 13, 2015
Business arising from the minutes
Report from Committee of the Whole Board
Recommendations
Report from Audit Committee
 External Audit Plan
 Appointment of External Auditors for 2015-2016
Report from Executive Committee
 2015 – 2016 Board Policy Review
Report from Operations and Finance Committee
 Multi-year Annual Accessibility Plan
Report from staff
 Multi-year Strategic Plan 2015 - 2020
Information
Calendar of events
Report from Audit Committee
 Audit Committee Annual Report to Board
 Audit Committee Annual Report to the Ministry of Education
Report from the Chair
Report from Executive Committee
Report from Operations and Finance Committee
Report from Program and Human Resources Committee
Reports from staff

Character moment: First day of school in HPEDSB
 Capital Projects update
 Enrolment update
Questions, reports and proposals from trustees (including “notices of
motion”)
Correspondence
None
Adjournment
Next regular meeting: October 26, 2015 – 7:00 p.m.
Resp.
D. Inch
A-1
A-2
D. Inch
D. Inch
D. Inch
B-1
B-2
J. Cobb
J. Cobb
B-3
D. Inch
B-4
B. Danes
B-5
M. Savery-Whiteway
C-1
M. Savery-Whiteway
C-2
C-3
Verbal
Verbal
Verbal
Verbal
J. Cobb
J. Cobb
D. Inch
D. Inch
B. Danes
M. Hall
Verbal
M. Fisher/K. Donnell
Verbal
C-4
L. Miller/N. Pfeiffer
L. Miller
Verbal
All
HASTINGS AND PRINCE EDWARD DISTRICT SCHOOL BOARD
PUBLIC MEETING MINUTES
JUNE 15, 2015
Members present:
T. Biniaris, M. Brant, J. Cobb, B. Danes, M. Hall, D. Inch,
L. Kyle, D. Patterson (via teleconference), J. Williams
Student Trustees:
C. Barry, A. Mifflin
Regrets:
J. Bray
Absent:
Resource:
K. Donnell, M. Fisher, T. FitzGibbon, K. MacQuarrie, L. Miller,
N. Pfeiffer, C. Portt, J. Rogers, M. Savery-Whiteway
Guests:
None
Minutes:
P. Hoskin, Administrative Assistant
Call to order
Chair Inch called the meeting to order at 7:00 p.m. and welcomed students, parents and guests.
It was noted that Trustee Patterson is joining the meeting through teleconferencing and that
Trustee Bray has sent his regrets.
Board Prayer
Chair Inch asked everyone to stand for a moment of personal silent reflection.
Delegations/presentations
Quinte Regional Science and Technology Fair and Ontario Technological Skills
Competition
Superintendent Cathy Portt introduced the presentation and welcomed teachers and students to
the meeting.
Curriculum Coordinator, Randy Votary, and volunteer, Scott Berry provided trustees and guests
with an overview and slide show of the competitions. Finalists from the Regional Science Fair
who progressed to the Canada Wide Science Fair spoke about their experience.
Canada Wide Science Fair Winners:
 Junior Bronze Medal to Aiden Hadadd – Harry J. Clarke Public School, Destinations
Program – Pendulum Transportation
 Junior Bronze Medal to Meera Moorthy – Harry J. Clarke Public School, Destinations
Program – A Natural Fertilizer
The following individuals accompanied the students to the Canada Wide Science Fair:
 Jo-Anne Peckham, Co-Chair, Quinte Regional Science & Technology Fair
 Kyla Riedstra-Wiesner – Co-Chair, Quinte Regional Science & Technology Fair
 Scott Berry – Web Master for the Quinte Regional Science & Technology Fair and
Chaperone for the Canada Wide Science Fair
 Tamara Sayers-Pringle – Chief Judge for the Quinte Regional Science & Technology Fair
and teacher with the Harry J. Clarke Public School, Destinations Program
Prior to the meeting trustees were able to view the winning projects that had been set on display
in the café.
HASTINGS AND PRINCE EDWARD DISTRICT SCHOOL BOARD
PUBLIC MEETING MINUTES JUNE 15, 2015
Page 2
Ontario Technological Skills Competition Winner:
Bronze Medal – Photography winner at the Ontario Technological Skills Competition, Abigail
Reid, from Centennial Secondary School, presented a slide show of the photographs that she
entered in the competition.
Teacher Lynne Weinert, teacher at Centennial Secondary School accompanied Abigail to the
competition.
Presentation to outgoing 2014-2015 Student Trustees
Vice-chair and Student Senate liaison, Lucille Kyle, thanked student trustees Cameron Barry
and Alyssa Mifflin for their participation on the Board this year and remarked on the leadership
and work ethic they have shown.
The students were presented with their nameplates, a memory box and honorarium.
Approval of the revised agenda
Moved:
D. Patterson
Seconded: M. Hall
That the revised agenda be approved.
Carried
Approval of the minutes
Moved:
J. Cobb
Seconded: M. Brant
That the minutes of the regular meeting of May 25, 2015 be approved.
Carried
Business arising from the minutes
 None.
Report from the Committee of the Whole
That Hastings and Prince Edward District School Board approved the following
recommendations at the June 15, 2015 Committee of the Whole Board meeting.
1. 2015-2020 Internal Audit Plan
2. Agreement to purchase: Stirling Junior Public School and Stirling
Primary Public School
3. Agreement to purchase: Quinte Ballet School property
Recommendations
Report from the Budget Committee
2015-2016 Budget approval
Superintendent Miller advised that the Ministry of Education released details of the 2015-2016
Grants for Student Needs (GSN) on March 26, 2015. Although provincial funding will remain
stable at $22.5 billion for 2015-16, numerous shifts in funding formulas have been initiated to
further encourage the management of underutilized school space, while maintaining support for
the schools that the Ministry believes need it most.
HASTINGS AND PRINCE EDWARD DISTRICT SCHOOL BOARD
PUBLIC MEETING MINUTES JUNE 15, 2015
Page 3
Highlights of funding formula changes with significant impact to Hastings and Prince Edward
District School Board include:
School Operations Grant:
Elimination of base top up for non-isolated schools (3 year phase
in).
Increased funding for non-salary portion of facilities operation.
Remote and Rural / Distant Updated factors in the Remote and Rural Allocation (3 year phase
Schools Grant:
in).
School Foundation Grant:
Funding shift away from very small schools that are not isolated
while investing in schools that are larger, remote, or combined (3
year phase in).
Declining Enrolment Grant: Reduction in declining enrolment supports.
Special Education Grant:
Continued phase in of new funding model for High Needs Amount
announced in 2014-15.
Capital Funding - School
Provincial funding allocation doubling to $500M.
Condition Improvement
SCI funding allocation to boards now in proportion to board’s total
(SCI):
assessed renewal needs under the Ministry’s Condition
Assessment Program.
Individual funding levels will continue to reflect local enrolment fluctuations. Student enrolment
in the elementary panel are projected to remain stable for 2015-2016 at 10,133 students, and in
the secondary panel enrolment is expected to see a further decline of approximately 120
students. This decline is projected to continue for the next couple of years before it will stabilize.
The board has continued to undertake a purposeful and measured approach to budget
development, framed by the following guiding principles:
 Balanced budget

Ensure we are operating within our means
 Aligned with System Plan 
Supporting our core purpose and priorities
 Challenge oriented

Continuously seek ways to improve support structures &
costs
 Sustainable

Considering smart transition plans to get us to sustainable
future state
The board is projecting a balanced budget for 2015-2016 with no draw on the limited
accumulated surplus and continues to support the board’s system priorities in service of student
achievement while maintaining the fiscal integrity of its operations.
Moved:
Seconded:
D. Patterson
M. Hall
That Hastings and Prince Edward District School Board approve the 2015-2016
operating and capital budgets in the amounts of $189,189,114 and $18,555,456 as
contained in Board Report No. B-1 dated June 15, 2015.
Carried
Report from the Executive Committee
Moved:
L. Kyle
Seconded: M. Hall
That Hastings and Prince Edward District School Board approve holding the
regular November meeting on Monday, November 16, 2015 at York River Public
School, Bancroft, as outlined in Board Report B-2, dated June 15, 2015.
HASTINGS AND PRINCE EDWARD DISTRICT SCHOOL BOARD
PUBLIC MEETING MINUTES JUNE 15, 2015
Page 4
Director Savery-Whiteway explained that in order to meet Ministry deadlines for the submission
of the approved audited financial statements, the November Board meeting is moved to the third
Monday of the month instead of the normal fourth Monday. Following past practices, meetings
have been moved offsite to schools within our district. Moving the November Board meeting to
York River Public School will continue the cycle of offsite meetings in the regions throughout the
district.
Carried
Report from Program and Human Resources Committee
Special Education Plan
Moved:
L. Kyle
Seconded: J. Williams
That Hastings and Prince Edward District School Board approve the amendments
to the Special Education Plan 2014-2015 as contained in Board Report No. B-3
dated June 15, 2015.
Trustee Hall advised that in compliance with the Ministry of Education policy document
Standards for School Boards’ Special Education Plans (2000), protocols established in PPM
149, and Regulation 464/97, each board is required to “maintain a special education plan, to
review it annually, to amend it to meet the current needs of its exceptional students, and to
submit any amendment(s) to the Minister for review”. School boards are to consult with their
Special Education Advisory Committee (SEAC).
Superintendent Rogers noted that the Special Education Plan contained in Report B-3 has been
reviewed to ensure that current programs and services are reflected accurately. The Summary
of Amendments note changes to the Special Education Plan during the 2014-2015 school year.
This summary was presented to the Special Education Advisory Committee on Monday, May
11, 2015 and a recommendation was approved at the Program and Human Resources
Committee meeting on June 8, 2015.
Carried
Textbook/Novel approval
Moved:
J. Cobb
Seconded: J. Bray
That Hastings and Prince Edward District School Board approve the list for use in
schools described in Appendix A as contained in Board Report No. B-4 dated
June 15, 2015.
Trustee Hall advised that Board approval is required for textbook/novels not listed in the Ministry
Curriculum Centre Learning Resources as approved for use in schools by the Minister of
Education.
The title listed on Appendix A, has been reviewed by the school principal, curriculum services
staff or superintendent and trustees on the Program and Human Resources Committee.
Carried
Report from the Operations and Finance Committee
Borrowing Resolution
HASTINGS AND PRINCE EDWARD DISTRICT SCHOOL BOARD
PUBLIC MEETING MINUTES JUNE 15, 2015
Moved:
Seconded:
Page 5
M. Hall
J. Bray
That Hastings and Prince Edward District School Board, in order to meet current
2015-2016 expenditures, approve the attached resolution authorizing the
borrowing of a sum of up to $14,000,000 outstanding at any one time as contained
in the Board Report No. B-5 dated June 15, 2015.
Superintendent Miller explained that from time to time the board finds it necessary to borrow
funds to meet the current expenditures of the board until the current revenues have been
received. Based on an analysis of the 2015-2016 cash flow it is recommended that the
borrowing limit be set at $14,000,000 for the 2015-2016 fiscal year. This amount remains
unchanged from 2014-15.
Carried
Tender No. T-1415-005 Demolition of Queen Elizabeth Public School, Trenton
Moved:
D. Patterson
Seconded: M. Hall
That Hastings and Prince Edward District School Board award a tender in the
amount of $279,000 plus a separate price of $27,000 to JMX Contracting Inc. for
the demolition of Queen Elizabeth Public School in Trenton and the construction
of a temporary access road from Dixon Drive as contained in Board Report No. B6 dated June 15, 2015.
Superintendent Miller advised that Ministry of Education has approved funding of $12.8 million
for construction of a new school to replace the existing Queen Elizabeth Public School in
Trenton. This funding includes funding of $375,000 to demolish the existing Queen Elizabeth
Public School building on the site.
Plans are that demolition will occur over the summer so that construction of the new school can
start in September 2015 and be completed by December 2016. The project scope for
demolition includes demolition and abatement of Queen Elizabeth Public School in Trenton as
well as a separate price for construction of a temporary access road from Dixon Drive to the
demolition site.
Carried
Tender No. T-1415-004: Roof Replacements and Associated Work
Moved:
J. Bray
Seconded: M. Hall
That Hastings and Prince Edward District School Board award Tender No. T-1415004 to Dafoe Roofing for roof repairs and associated work at Park Dale School,
Harry J. Clarke Public School and Bayside Public School, and ICI Roofing for roof
repairs and associated work at Quinte Secondary School, North Hastings High
School, Prince Charles School, Belleville, Trenton High School and York River
Public School, as contained in Board Report No. B-7 dated June 15, 2015.
Controller Pfeiffer advised that in 2013, the board entered into contract with TSS Building
Science Inc. for them to act as an expert roofing consultant to survey and determine the board’s
urgent roofing needs. The roofs of all schools were surveyed by TSS and a list of urgently
HASTINGS AND PRINCE EDWARD DISTRICT SCHOOL BOARD
PUBLIC MEETING MINUTES JUNE 15, 2015
Page 6
required replacements and repairs was developed. In the summer of 2014 nine schools
received roof repairs/replacements. Eight schools are scheduled to receive roof
repairs/replacements this summer.
Carried
Report from staff
Capital priority business case: Marmora schools (handout)
Superintendent Miller referred trustees to Report B-8 which was distributed.
The Capital Priorities Program offers an opportunity for boards to identify their major
accommodation needs they need to address over the next three years and serves as the
primary means for funding capital projects required to address accommodation pressures,
replace facilities in poor repair, and support the consolidation of underutilized facilities.
The current request for Capital Priorities was announced on May 26 and submissions must be
made by July 15.
The business case being proposed will see an addition and renovation project at Marmora
Senior Public School to create an enlarged JK to Grade 8 school on the Marmora Senior Public
School site. This project was submitted in prior rounds of capital project funding requests as a
replacement school project, and remains a priority for the board in addressing school
consolidation and capacity adjustment needs due to enrolment changes.
Moved:
Seconded:
M. Hall
B. Danes
That Hastings and Prince Edward District School Board submit the capital priority
business case for an addition and renovations to Marmora Senior Public school
as outlined in Appendix A to the Ministry of Education as contained in Board
Report No. B-8 dated June 15, 2015.
Carried
Information
Calendar of events
 Nothing to add.
Report from the chair
 Open House at Queen Elizabeth Public School Trenton
 Strategic planning meeting for trustees today at the Kirk Building
Report from the Executive Committee
Chair Inch reported on the following items from the meeting of June 1, 2015:
 Date and location of the November 2015 Board meeting
 District Survey report
 System Planning update
 Draft Board and Committee Meeting Schedule 2015-2016
 Legislative update
Report from Operations and Finance Committee
Trustee Danes reported on the following items from the meeting of June 8, 2015:
 Borrowing resolution
HASTINGS AND PRINCE EDWARD DISTRICT SCHOOL BOARD
PUBLIC MEETING MINUTES JUNE 15, 2015


Page 7
Tender for the demolition of Queen Elizabeth Public School, Trenton
Tender for roofing projects
Report from Program and Human Resources
Trustee Hall reported on the following items from the meeting of June 8, 2015:
 The Hastings and Prince Edward Learning Foundation presentation
 Textbook/Novel approval
 Special Education Plan
 Managing Information for Student Achievement (MISA) update
Reports from Staff
Nothing to report.
Trustee questions, reports and proposals
Trustees reported on the following events they had attended:
 OPSBA Annual General Meeting, June 11 – 14 at Collingwood
 Open House at Queen Elizabeth Public School (Trenton)
Correspondence
Response to correspondence regarding the Premier’s Community Hub Framework
Advisory Group
Director Savery-Whiteway noted that this correspondence is in response to the Board’s letter
regarding the Premier’s Community Hub Framework Advisory Group members.
Adjournment
The meeting was adjourned at 8:55 p.m.
Chair
Secretary
HASTINGS AND PRINCE EDWARD DISTRICT SCHOOL BOARD
PUBLIC MEETING MINUTES
SPECIAL MEETING OF AUGUST 13, 2015
Members present:
T. Biniaris, M. Brant, J. Cobb (via teleconference), B. Danes, M. Hall,
D. Inch, L. Kyle, D. Patterson, J. Williams
Student Trustees:
None
Regrets:
J. Bray
Absent:
None
Resource:
C. DeMille, K. Donnell, M. Fisher, T. FitzGibbon, K. MacQuarrie, L. Miller,
N. Pfeiffer, M. Savery-Whiteway
Guests:
None
Minutes:
C. Reid, Administrative Assistant
Call to order
Chair Inch called the meeting to order at 11:14 a.m.
Presentations
None
Approval of the agenda
Moved:
Seconded:
J. Williams
T. Biniaris
That the agenda be approved.
Carried
Recommendations
Tender No. T-1415-003:
Construction of new school to replace Queen Elizabeth Public School, Trenton
Trustee Danes referred to Report No. B-1, as reviewed by Controller Pfeiffer at the preceding
Operations and Finance Committee meeting.
Moved:
Seconded:
M. Hall
M. Brant
That Hastings and Prince Edward District School Board award a tender in the
amount of $10,340,000 to Garritano Bros. Ltd. for construction of a new school on
the current site of Queen Elizabeth Public School, Trenton subject to the
completion of the mandatory submissions described in Tender T-1415-003 as
contained in Board Report No. B-1 dated August 13, 2015.
Carried
Director Savery-Whiteway thanked everyone involved in bringing this project to fruition. She
commented that it is very exciting that Trenton will have a state-of-the-art facility to support
students, staff and the community.
HASTINGS AND PRINCE EDWARD DISTRICT SCHOOL BOARD
PUBLIC MEETING MINUTES – SPECIAL MEETING OF AUGUST 13, 2015
Information
None
Correspondence
None
The special public meeting adjourned at 11:17 a.m.
Adjournment
The meeting was adjourned at 8:18 p.m.
Chair
Secretary
Page 2
Board Report No. B-1
Page 1
September 28, 2015
Decision X
To:
Information
The Chair and Members of the Hastings and Prince Edward District School Board
From: Jennifer Cobb, Chair, Audit Committee
Leslie Miller, Superintendent of Business Services
Re:
External Auditor’s Audit Plan
Purpose
To approve the content of the external Audit Plan as per Ontario Regulation 361/10.
Background
On July 10, 2015 amendments to Ontario Regulation 361/10 related to Audit Committees were
made. As a result, the Audit Committee is now required to make recommendations to the Board
on the content of the external auditor’s Audit Plan and on all proposed major changes to the plan.
Current situation
At the meeting of the Audit Committee of September 23, 2015 the members reviewed the
attached External Audit Plan for the 2014-2015 fiscal year end as presented by BDO LLP.
The committee recommends the plan as submitted by BDO be approved by the Board.
Appendices
External Auditor’s Audit Plan
Recommendation
Moved:
Seconded:
M. Hall
J. Fitzpatrick
That Hastings and Prince Edward District School Board approve the External
Auditor’s Audit Plan, as contained in Board Report No. B-1, dated September 28,
2015.
Respectfully submitted,
Jennifer Cobb, Chair
Audit Committee
Leslie Miller
Superintendent of Business Services
Education Centre, 156 Ann Street, Belleville, Ontario K8N 3L3
Telephone: (613) 966-1170 Toll-free: 1 800 267-4350 Fax: (613) 966-6023
www.hpedsb.on.ca
Board Report No. B-1
Appendix
September 28, 2015
Hastings and Prince Edward
District School Board
Audit Planning Report to the Audit Committee
September 16, 2015
Board Report No. B-1
Appendix
September 28, 2015
Board Report No. B-1
Appendix
September 28, 2015
TABLE OF CONTENTS
Communication During Audit
4
Current Developments in the Profession
5
Independence
6
Responsibilities of the Auditor
7
Audit Approach
8-11
Board Report No. B-1
Appendix
September 28, 2015
COMMUNICATION DURING AUDIT
Communication is a key component of our audit process. We expect that communication will be
two-way, and that you will communicate with us matters you consider relevant to the audit. In
particular, we would like your views and input on the following:
•
•
•
Your assessment of the School Board’s objectives and strategies, and the related business
risks that may result in material misstatements.
How you oversee the effectiveness of internal control.
Matters that you feel warrant particular attention during the audit, and any areas where
you would like additional procedures to be undertaken.
COMMUNICATION OF RESULTS
At the completion of our audit, or earlier if considered necessary, we will communicate to you
matters arising from the financial statement audit. Our communication will include the
following:
-
-
matters required to be communicated to the Audit Committee under Canadian generally
accepted auditing standards
matters that have a significant effect on the qualitative aspects of accounting principles
used in the School Board’s financial reporting;
whether or not there were significant difficulties encountered during the audit;
significant matters discussed, or those subject to correspondence with management;
other matters arising from the audit that, in our professional judgment, are important
and relevant to the Audit Committee; and
any other matters previously agreed to be communicated to the Audit Committee.
4
Board Report No. B-1
Appendix
September 28, 2015
CURRENT DEVELOPMENTS IN THE PROFESSION
ACCOUNTING STANDARDS
Accounting standards in Canada continue to undergo changes in both the public and private
sectors. One new accounting standard relating to contaminated sites, as noted in the previous
Audit Committee planning report, has come into effect and is expected to have little to no impact
on the School Board. Additionally, one other new standard will become applicable next year
related to financial instruments and should be considered in advance. Summaries of these two
standards are noted below, and are consistent with previous correspondence and discussions we
have had with the Audit Committee:
•
PS 3260 Liability for Contaminated Sites
This standard is applicable to government organizations for years beginning on or after
April 1, 2014, and as such, is now applicable. This standard establishes recognition,
measurement and disclosure standards for liabilities related to contaminated sites.
Under this standard, a liability should be recognized when there is an accepted
environmental standard which is exceeded in tangible capital assets owned by the School
Board, or that it is otherwise responsible for maintaining, and the School Board is directly
responsible or otherwise accepts responsibility for the damage. Initial review of the
Board’s properties and sites was undertaken last year, and will continue to require
monitoring and consideration going forward should any Board owned sites be found to be
contaminated.
•
PS 3450 Financial Instruments
This standard has been delayed several times, and is still expected to come into effect
for the August 31, 2016 year end. This standard establishes recognition, measurement
and disclosure standards for financial assets and liabilities. Disclosures include both
qualitative descriptions of the risks that the School Board is exposed to, as well as
quantifying these risks where possible. Risks will typically fall within defined categories
including credit risk, liquidity risk, market risk and other risks.
LEGISLATIVE AND REGULATORY REQUIREMENTS
Consistent with previous years, the Ministry of Education is offering training sessions in the fall
related to the current version of the electronic financial statements (EFIS) and the Ministry’s
proposed financial statement note package. The live training sessions have been discontinued,
however, we plan to attend the Ministry of Education fall online session on September 22, 2015.
Based on a review of the agenda and the various “B” memorandums issued by the Ministry during
the year we do not expect significant changes to the School Board’s financial statements. Should
any accounting or audit issues arise at this education session we will work with management
accordingly to ensure they are addressed and appropriately reported.
5
Board Report No. B-1
Appendix
September 28, 2015
INDEPENDENCE
At the core of the provision of external audit services is the concept of independence. Canadian
auditing standards require us to communicate to the Audit Committee at least annually, all
relationships between BDO Canada LLP and its related entities and Hastings and Prince Edward
District School Board and its related entities, that, in our professional judgment, may reasonably
be thought to bear on our independence with respect to the forthcoming audit of the School
Board.
In determining which relationships to report, we have considered the applicable legislation and
relevant rules of professional conduct and related interpretations prescribed by the Institute of
Chartered Professional Accountants of Ontario covering such matters as the following:
•
•
•
•
•
holding of a financial interest, either directly or indirectly in a client;
holding a position, either directly or indirectly, that gives the right or responsibility to
exert significant influence over the financial or accounting policies of a client;
personal or business relationships of immediate family, close relatives, partners or
retired partners, either directly or indirectly, with a client;
economic dependence on a client; and
provision of services in addition to the external audit engagement.
We hereby confirm that we are independent with respect to the Hastings and Prince Edward
District School Board within the meaning of the Rules of Professional Conduct of the Chartered
Professional Accountants of Ontario.
6
Board Report No. B-1
Appendix
September 28, 2015
RESPONSIBILITIES OF THE AUDITOR
It is important for the Audit Committee to understand the responsibilities that rest with the
School Board and its management and those that belong to the auditor. The audit of the financial
statements does not relieve management or those charged with governance of their
responsibilities outlined below:
•
•
•
•
•
•
Management is responsible for the preparation of the financial statements, which
includes responsibilities related to internal control, such as designing and maintaining
accounting records, selecting and applying accounting policies, safeguarding assets and
preventing and detecting fraud and error.
The auditor's responsibility is to express an opinion on the financial statements based on
an audit thereof.
An audit is performed to obtain reasonable, but not absolute, assurance as to whether
the financial statements are free of material misstatement and, owing to the inherent
limitations of an audit, there is an unavoidable risk that some misstatements of the
financial statements will not be detected (particularly intentional misstatements
concealed through collusion), even though the audit is properly planned and performed.
The audit includes:
o assessing the risks of material misstatement of the financial statements, whether
due to fraud or error;
o obtaining an understanding of the School Board and its environment including
internal control in order to plan the audit and to assess the risk that the financial
statements may contain misstatements that, individually or in the aggregate, are
material to the financial statements taken as a whole;
o examining, on a test basis, evidence supporting the amounts and disclosures in
the financial statements;
o assessing the accounting principles used and their application; and
o assessing the significant estimates made by management.
When the auditor's risk assessment includes an expectation of the operating effectiveness
of controls, sufficient appropriate audit evidence will be obtained through tests of
controls to support the assessment, but the scope of the auditor's review of internal
control will be insufficient to express an opinion as to the effectiveness or efficiency of
the School Board’s controls.
The auditor will express an opinion as to whether the financial statements present fairly
in all material respects, in accordance with Public Sector Accounting Standards, the
financial position, results of operations and cash flows of the School Board.
7
Board Report No. B-1
Appendix
September 28, 2015
AUDIT APPROACH
We will adopt an audit approach that allows us to issue an audit opinion on the financial
statements of the School Board in the most cost effective manner, while still obtaining the
assurance necessary to support our audit opinion.
Under the BDO Audit Approach, we use risk and assurance models to determine the evidence to
collect and evaluate whether sufficient appropriate evidence was obtained to be able to draw
reasonable conclusions to allow us to form an opinion. This approach focuses on obtaining
sufficient appropriate audit evidence to reduce the risk of material misstatement in the financial
statements to an appropriately low level. This means that we focus our audit effort in areas that
we believe have a higher risk of being materially misstated and do less audit work in areas that
are only low risk.
To assess risk accurately, we need to have a clear understanding of the School Board’s business
and the environment it operates in. Much of our understanding is obtained through discussions
with management and their staff. We would appreciate any information that you could provide
to us about your business, industry, competitive marketplace, internal controls, oversight of
management's processes relating to fraud and error, or anything else that you feel is important
to the audit as it may corroborate what we have already learned from management and other
sources, or it may be new information to us. We would also appreciate any insights that you
could provide to us on what you perceive to be risky in your organization as that will make our
audit more effective and efficient, which will benefit all concerned. In particular we are
interested in any knowledge you have regarding actual, suspected or alleged fraud affecting the
School Board.
The following sections provide more detail on our audit approach for the Hastings and Prince
Edward District School Board for the current year.
OVERVIEW OF INTERIM RESULTS
Our audit team was on site in the middle of August to complete our interim audit and planning
work. The interim visit is used as an audit planning tool to update our knowledge of the current
operations and processes in use at the School Board to identify control weaknesses and audit
risks, in order to tailor our audit plan to ensure we can issue an appropriate audit opinion. As a
result of this interim work, we have not identified any control deficiencies or risks that should
be reported to the Audit Committee.
8
Board Report No. B-1
Appendix
September 28, 2015
MATERIALITY
Materiality can be defined as follows:
"A misstatement or the aggregate of all misstatements in financial statements is considered to
be material if, in the light of surrounding circumstances, it is probable that the decision of a
person who is relying on the financial statements, and who has a reasonable knowledge of
business and economic activities (the user), would be changed or influenced by such
misstatement or the aggregate of all misstatements. Misstatements in financial statements
arise from departures from generally accepted accounting principles and include departures
from fact, inappropriate determination of accounting estimates, and omissions of necessary
information. Misstatements may arise from error or fraud, or from the consequences of an
illegal act."
Performance materiality means the amount or amounts set by the auditor at less than materiality
for the financial statements as a whole to reduce to an appropriately low level the probability
that the aggregate of uncorrected and undetected misstatements exceeds materiality for the
financial statements as a whole.
When establishing the overall audit strategy, the auditor shall determine materiality for the
financial statements as a whole. If, in the specific circumstances of the entity, there is one or
more particular classes of transactions, account balances or disclosures for which misstatements
of lesser amounts than materiality for the financial statements as a whole could reasonably be
expected to influence the economic decisions of users taken on the basis of the financial
statements, the auditor shall also determine the materiality level or levels to be applied to those
particular classes of transactions, account balances or disclosures. The auditor shall determine
performance materiality for purposes of assessing the risks of material misstatement and
determining the nature, timing and extent of further audit procedures.
Although we are required to determine materiality based on our perception of the needs of users,
it is extremely difficult to predict with certainty who those users will be or, indeed, the specific
needs of known users. Consequently, the materiality decision ultimately becomes a matter for
the auditor's professional judgment.
Canadian generally accepted auditing standards require the use of both quantitative and
qualitative factors in determining materiality. For the audit of the Hastings and Prince Edward
District School Board for the year ended August 31, 2015, we have concluded that a materiality
level of $2,850,000 is appropriate for the purposes of planning the audit. This initial assessment
is based on the School Board’s budgeted figures for 2015. We will reassess the level of materiality
during our final audit procedures and will report any changes made to the Audit Committee in
our final report.
9
Board Report No. B-1
Appendix
September 28, 2015
RELIANCE ON AN EXPERT
In order for us to perform adequate audit procedures on certain financial statement areas, we
will be relying on the work of, and the report prepared by, School Boards’ Co-operative Inc.
Canadian generally accepted auditing standards require us to communicate with the expert. We
propose to discuss the following with School Boards’ Co-operative Inc.:
•
•
•
•
•
•
The objective and nature of the audit engagement and how we intend to use the expert's
findings and report
Our assessment of the significance and risk aspects of the engagement that will affect
the expert's work
The requirement to advise us if they have any relationship with the organization which
could impair their judgment or objectivity in the conduct of their engagement
The nature, timing and extent of the expert's work and our planned review of it, possibly
including review of their working papers
Confirmation that the assumptions used in their calculations are consistent with those
used in the prior periods and with industry standards
Their obligation to advise BDO Canada LLP of any matters up to the estimated audit
report date that may affect their calculations and their report
We ask that the appropriate level of management review the data provided to School Boards’
Co-operative Inc. and that they also review the assumptions used and results reported by the
expert for reasonableness.
RELIANCE ON INTERNAL AUDIT
Our goal is to perform both an efficient and effective audit. As part of that goal, we plan to rely
on portions of the work of the organization's regional internal audit team (RIAT) for the purpose
of identifying if there are any additional risk areas to be considered in our audit.
BDO Canada LLP is responsible for obtaining sufficient appropriate audit evidence to afford a
reasonable basis to support the content of our report. If we determine that we are able to rely
on portions of their work, our responsibility is not reduced; however certain efficiencies can be
gained by using this work as part of our audit evidence. Before relying on the internal auditors,
we will evaluate and corroborate their work to determine if it is sufficient and appropriate for
our purposes.
10
Board Report No. B-1
Appendix
September 28, 2015
AUDIT FEES
As part of our audit, we understand that you expect us to provide value and to share in your
commitment to minimizing costs.
For your reference, the total fees charged to the School Board for assurance services in the past
year totaled $34,050 and consisted of the following:
•
Audit of the financial statements for the year ended August 31, 2014
$ 30,500
•
Specified procedures audit on Ministry report for the seven month
period ended March 31, 2015
$ 3,550
We anticipate that the fees for the audit of the financial statements of the Hastings and Prince
Edward District School Board for the year ended August 31, 2015 will be $31,000, in accordance
with our proposal provide external audit services dated May 7, 2013. We look forward to
continuing to work with staff, management and the Audit Committee to meet Ministry reporting
requirements.
The above fee estimate, which includes all out-of-pocket expenses, is based on the assumption
that the School Board will provide all the necessary supporting working papers and full financial
statements, that minimal adjusting journal entries will be required and that the nature of
operations remains consistent with the information provided to us to date.
Should the completion of our engagement take less time than we have estimated, the savings
will be passed on to the organization. We will continue to work with the School Board to control
costs.
TIMING OF THE AUDIT
We anticipate the following schedule for the completion of the audit:
•
•
•
•
Completion of preliminary audit fieldwork occurred in August
Planning meeting with the Audit Committee scheduled for September 23, 2015
Final audit fieldwork to commence October 13, 2015
Meeting with the Audit Committee to review draft financial statements anticipated to
be scheduled for November 4, 2015
11
Board Report No. B-2
Page 1
September 28, 2015
Decision X
To:
Information
The Chair and Members of the Hastings and Prince Edward District School Board
From: Jennifer Cobb, Chair, Audit Committee
Leslie Miller, Superintendent of Business Services
Re:
Appointment of External Auditors for 2015-2016
Purpose
To recommend the appointment of the external auditor for 2015-2016.
Background:
Section 9(4)1 of Regulation 361/10 requires that the Audit Committee:
review in each fiscal year the performance of the external auditor and make
recommendations to the board on the appointment, replacement or dismissal of the
external auditor and on the fee and fee adjustment for the external auditor.
Current situation
In May 2013 the Board awarded a five year contract for the provision of external audit services to
BDO Canada LLP effective August 31, 2013. To date, BDO has completed the August 31, 2013
and August 31, 2014 year end audits and the March 31, 2014 and March 31, 2015 Ministry
reporting requirements.
Administration is satisfied with BDO’s performance to date who has delivered its services in a
professional, timely and accurate manner.
Recommendation
Moved:
Seconded:
W. Tod
M. Hall
That Hastings and Prince Edward District School Board appoint BDO LLP as the
external auditor for 2015-2016 and that remuneration be fixed at $34,600 as
contained in Board Report No. B-2 dated September 28, 2015.
Respectfully submitted,
Jennifer Cobb, Chair
Audit Committee
Leslie Miller
Superintendent of Business Services
Board Report No. B-3
Page 1
September 28, 2015
Decision X
To:
Information
Chair and members of the Hastings and Prince Edward District School Board
From: Dwayne Inch, Chair, Executive Committee
Mandy Savery-Whiteway, Director of Education
Re:
2015-2016 Board Policy Review
Purpose
To provide the Board with a list of Board policies requiring a review/update in the 2015-2016
school year and to approve authorizing the Director to bring recommendations forward to
the Executive Committee for discussion.
Background
According to Procedure 110 Board Policy Development and Review, board policies are
reviewed every three years to ensure they are still relevant and have been implemented
effectively. Changes to legislation and new guidelines also necessitate updates to current
policy.
Current Situation
As outlined on the attached appendix, there are 5 policies which require a review to
determine revisions and updates to comply with legislation, guidelines, new strategic plan
and current practice.
Appendix
 Appendix A: 2015-2016 Policy Review and Timeline
 Appendix B: Policies for Review
Recommendation:
Moved:
M. Hall
Seconded: B. Danes
That Hastings and Prince Edward District School Board approve authorizing
the Director to review the policies as contained in Board Report B-3 dated
September 28, 2015, and bring recommendations forward in a timely manner to
the Executive Committee for discussion in accordance with Board Policy No. 7
Board Policy Development and Review.
Respectfully submitted,
Dwayne Inch, Chair
Executive Committee
Mandy Savery-Whiteway
Director of Education and Secretary of the Board
Board Report No. B-3
Page 2
September 28, 2015
Appendix A
2015-2016 Policy Review and Timeline
Description
Policy 01 Board Mission and Goals
Policy 02 Governance By-Laws and Standing Rules
Policy 04 Corporate Board Job Description
Policy 09 Role of the Board Member
Policy 15 Student Enrolment/School Capacity
Revisions
To align with new strategic
plan
Changes to the public
agenda order
To align with new strategic
plan
To align with changes to
the Ombudsmen Act
To align with new
legislation.
The following timeline is suggested for the review and approval of the policies listed above:








September 8, 2015 – Recommendation and timeline to Executive Committee for approval
September, 2015 – Senior Administration to review policies.
September 28, 2015 – Policy review recommendation and timeline to Board for approval
October 5, 2015 – Revised policies to be distributed to Executive Committee for review and
feedback and approval of a notice of motion for Board.
October 13, 2015 – Revised policies to be distributed to Program Human Resources and
Operations and Finance for review and feedback.
October 2015, - Ongoing email collaboration with the Executive Committee to review policy
revisions with feedback incorporated.
October 26, 2015 – Notice of motion to Board for approval of revised/updated policies.
November 16, 2015 – Motion to Board to approve revised/updated Board policies.
Board Report B-3
Appendix 2
Page 1
September 28, 2015
BOARD POLICY NO. 1
Adopted
Last Revised
Review Date
May 26, 2008
January 27, 2014
May 2015
BOARD MISSION AND GOALS
1. PURPOSE
This policy identifies the Board’s mission and goals. Hastings and Prince Edward District School
Board, through both desire and obligation, is committed to providing programs and services to
help each student reach full potential. The Board shares this responsibility with parents/
guardians and the community.
2. MISSION
Hastings and Prince Edward District School Board is A Great Place to Learn and A Great
Place to Work! The Growing with Character attributes embraced by the Board—caring,
cooperation, honesty, humour, integrity, respect, responsibility and trustworthiness—provide
foundations for high levels of student achievement and for making connections with students,
each other and the community in an environment that fosters freedom from bias and
harassment.
3. AiM—ACHIEVEMENT IN MOTION FOR STUDENT SUCCESS SYSTEM PLAN
The Board has a multi-year system plan, AiM—Achievement in Motion for Student Success 2010
– 2015, which is reviewed and updated annually through a public consultation process. The
three goals, Success for Each Student, Employee Excellence and Community Connections, are
supported through action plans and steps that are grounded in and reflect the Growing with
Character attributes. The goals and their foundational attributes are described as follows:
Success for Each Student
Hastings and Prince Edward District School Board is a system of character that delivers a quality
learning experience to support high levels of achievement for each student.
•
•
•
RESPONSIBILITY: We have a sense of duty to fulfill commitments. We take ownership
for our own thoughts and actions. We are reliable and accountable in our words and
actions.
COOPERATION: We work together as a team for a common good. We value the
opinions of others and show a willingness to work towards a common goal.
INTEGRITY: We do what is right for ourselves and others. We demonstrate values and
ethics that are good for all. We speak directly, clearly and respectfully.
Employee Excellence
Hastings and Prince Edward District School Board is a system of character where every
employee is valued, benefits from opportunities to learn and grow, and is engaged in, and
contributes to, the success of each student.
•
•
RESPECT: We value ourselves, others and our environment. We give consideration to
the thoughts and actions of others. We treat others as we would want to be treated
ourselves, with courtesy and dignity.
CARING: We demonstrate concern for self and others. We show empathy and express
genuine concern. We consider the long-term effect of our actions.
Board Report B-3
Appendix 2
Page 2
September 28, 2015
•
HUMOUR: We celebrate the fun in life. We lighten the emotions of others by interacting
in a joyful manner
Community Connections
Hastings and Prince Edward District School Board is a system of character that supports the
success of each student through effective community relationships, and safe, respectful and
inclusive learning and working environments.
•
•
•
•
•
COOPERATION: We work together as a team for a common good. We value the
opinions of others and show a willingness to work towards a common goal.
RESPECT: We value ourselves, others and our environment. We give consideration to
the thoughts and actions of others. We treat others as we would want to be treated
ourselves, with courtesy and dignity.
CARING: We demonstrate concern for ourselves and each other. We show empathy and
express genuine concern. We consider the long-term effects of our actions.
HONESTY: We choose to live truthfully. We communicate and act in a sincere and
respectful way.
TRUSTWORTHINESS: We can all be counted on to do what is right. We instill
confidence in one another through our actions.
Legal References:
Education Act, Purpose 0.1 (1), (2), (3)
Education Act, sections 169-171 Duties and Powers of Boards
Board References:
•
•
•
•
•
Board Policy No. 4 - Corporate Board Job Description
Board Policy No. 5 - Director of Education Job Description
Board Policy No. 6 - Delegation of Authority
Board Policy No. 7 - Board Policy Development and Review
AiM - Achievement in Motion for Student Success System Plan
Board Report B-3
Appendix 2
Page 3
September 28, 2015
BOARD POLICY NO. 2
Adopted
Last Revised
Review Date
October 23, 2006
January 27, 2014
January 2017
GOVERNANCE BY-LAWS AND STANDING RULES
INTERPRETATION
In these by-laws and standing rules:
a) “Board” means the Hastings and Prince Edward District School Board (District School Board 29)
b) “chair” means the chairperson of the Board
c) “member” means an elected member of the district school Board, including the chair
d) “trustee” means an elected member of the Board
e) “committee chair” means the chairperson of a standing, ad hoc or other special purpose
committee
f) “director” means the director of education, chief education officer, chief executive officer and
secretary of the Board
g) “treasurer” means the treasurer of the Board and chief financial officer
h) “advance notice” excludes Saturday, Sunday and statutory holidays
i) “closed session” means closed to the public
j) “majority vote” shall be fifty percent plus one
k) “past chair” is the immediate past chair
l) “district” refers to the system organization
ARTICLE I: OBJECT
Being the rules governing the establishment and composition of the Board as provided for in the
Education Act of Ontario and regulations made thereunder, which rules shall apply to the structure and
proceedings of the Board until amended by resolution of the Board.
ARTICLE II: NAME
The official name of the corporation shall be Hastings and Prince Edward District School Board as
confirmed by the Education Act and accompanying regulations.
ARTICLE III: JURISDICTION
The Hastings and Prince Edward District School Board shall have such jurisdiction in all areas commonly
known as the counties of Hastings and Prince Edward, as provided for in the Education Act and its
regulations.
ARTICLE IV: HEADQUARTERS
The headquarters of the Board shall be the Education Centre located at 156 Ann Street, Belleville,
Ontario.
ARTICLE V: SEAL AND SYMBOL
The corporate seal and the official corporate logo are as approved by the Board and the seal shall bear
the full official name of the corporation.
ARTICLE VI: BOARD OF TRUSTEES
The affairs of the corporation shall be governed by a Board of trustees consisting of nine (9) members
elected in accordance with the Municipal Elections Act of Ontario or as may otherwise be prescribed in
Ontario regulations as provided for in the Education Act.In addition to the members elected above, the
Council of the Mohawks of the Bay of Quinte may name one person to represent the interests of the
native pupils in the Board's schools and the Board shall appoint that person as a member of the Board
Board Report B-3
Appendix 2
Page 4
September 28, 2015
and the member so appointed shall be deemed to be an elected member of the Board, as provided for in
the Education Act.
Up to two student trustees will be elected each year from the student senate to represent the interests of
students on the Board. The student trustees are not members of the Board, but have responsibilities and
entitlements as provided for in the Education Act.
Section 1: Disqualification of members
The reasons for which a member of the Board is automatically considered to have vacated an elected
position include, but are not limited to, the following:
a) The member is absent without being authorized in the minutes from three consecutive regular
meetings of the Board; or
b) The member ceases to hold residence requirements or any other qualifications required to act as a
member of the Board.
Section 2: Vacancy in office—trustee
Any vacancy in the office of a trustee shall be filled in accordance with and subject to the limitations as
provided for in the Education Act. Should the Board choose to fill the vacancy by appointment, the Board
will do so according to the provisions of Board Policy No. 3 Board Operations.
Section 3: Vacancy in office—chair, vice-chair or chair of standing committee
At the first regular meeting of the Board after a vacancy occurs in the office of chair or vice-chair or chair
of a standing committee, the Board shall elect one of its members to hold the office for the remainder of
the year.
ARTICLE VII: MEETINGS OF THE BOARD
The meetings of the Board shall be held at the Education Centre, unless otherwise determined by
resolution of the Board, or by the chair of the Board with the consent in writing, by electronic means or by
voice, of a majority of Board members.
Section 1: Electronic meetings
It may be necessary from time to time for certain members of the Board to participate in a Board or
committee meeting by electronic means. In such case, participation by electronic means shall be
according to the provisions of Board Policy No. 3 Board Operations.
Section 2: Annual and initial meetings
2.1
Annual meeting
The annual meeting of the Board shall be held on the first Monday in December or on a date and
time agreed to by a majority of Board members, or as provided for in legislation or regulation. At
the appointed hour, the director shall call the meeting to order and shall preside until a chair has
been elected as described in the election process contained in subsection 2.5 below.
2.2
Initial meeting
In December following a municipal election, the Director shall first read into the record the official
returns from the designated election officer or officers, whereupon the elected members shall take
their places and subscribe to declarations of office and oaths of allegiance as provided for in
legislation.
2.3
Business of the Board at the initial/annual meeting
At the annual or initial meeting of the Board, the Board shall:
a) elect a chair;
b) elect a vice-chair;
c) approve trustee representation on Board committees;
d) elect chairs for standing committees;
e) elect a fifth member to the Executive Committee, if required; and
Board Report B-3
Appendix 2
Page 5
September 28, 2015
f)
pass a resolution to destroy all ballots when the elections are completed and the results
declared.
2.4
Application of the election process
a) The election process described in subsection 2.5 below will be followed to elect the chair and vicechair of the Board.
b) The same process will be followed to elect committee chairs except where the committee chair is
designated by these by-laws.
c) Where it has been determined that selection to committee membership or as a Board representative
is by means of an election, this process shall be followed.
2.5
Election process
a) Until the chair is elected, the director shall preside at the initial or annual meeting of the Board.
b) The director shall appoint scrutineers to conduct the election as necessary, but not fewer than two.
c) Nominations shall be received from the floor and shall be seconded. A member may move or second
his or her own nomination. In the event a member nominated for office is not present, the nominator
or nominators shall satisfy the presiding officer that the member’s consent to nomination has been
obtained.
d) The vote shall take place by closed ballot. Election shall require a majority of the valid votes cast.
e) All trustees shall record the name of a valid candidate of his/her choice (one choice only) on the
designated ballot.
f)
Scrutineers will collect the ballots, count them and report the recorded results to the director.
g) The director shall announce the results of the vote for the chair, but shall not declare the count. The
chair shall announce the results of the votes for all subsequent offices, but shall not declare the
count.
h) The member receiving the votes of the majority of the trustees present shall be declared elected.
i)
If no member receives a clear majority, a second ballot shall be held. The names of the candidates
shall be announced in order of the number of votes cast, beginning with the highest.
j)
Should no member receive a clear majority on the second ballot, the name of the person receiving
the fewest votes shall be dropped from the ballot and the members shall vote again and so continue
until a member receives a majority vote.
k) Where a tie vote occurs after the second ballot during an election, the members involved shall draw
lots to fill the position.
l)
Following the election of the chair and vice-chair of the Board, the chair shall bring forward a
recommendation to the full Board for approval of trustee representation on standing and other
committees. Following the approval, elections will be held for the chair and vice-chair of each of the
standing committees (in accordance with the elections process identified in 2.5 a-k.) In a municipal
election year, the Board shall also elect the representative to Ontario Public School Boards’
Association Board of Directors.
m) By resolution of the Board or committee, all ballots shall be destroyed after the elections have been
completed and the results declared.
Board Report B-3
Appendix 2
Page 6
September 28, 2015
Section 3: Designate
A presiding officer/temporary chair, designated by the chair of the Board, in consultation with members of
the Executive Committee, when both the chair and vice chair cannot be present at a regular or special
meeting. In the event the chair was unable to designate a temporary chair, the members will designate
the temporary chair by electing one of themselves.
Section 4: Regular meetings
Unless otherwise directed by resolution of the Board, the regular meetings of the Board shall be held on
the fourth Monday of each month, except July and August, commencing in closed session at 6:00 p.m.
followed by an open public session at 7:00 p.m. The following exceptions will apply:
a) where a meeting would fall on a recognized statutory holiday, it shall be held on the following
Tuesday;
b) during July and August, meetings of the Board shall be held at the call of the chair as required, or as
pre-determined by resolution of the Board;
c) in December, the regular meeting shall be held on the same evening as and immediately following
the annual and/or initial meeting; and
d) in June, the regular meeting shall be held on the third Monday evening, to permit trustee attendance
at school graduations.
4.2
The times and sequencing of public and closed session Board meetings may be varied in advance
of the meeting by the chair, or in the chair’s absence, vice-chair or designate, provided that each
member shall be given advance notice of such change seventy-two hours in advance of the
meeting by either email or notice delivered to his or her official address. The public shall be given
advance notice on the Board’s web site at least seventy-two hours in advance of the scheduled
meeting.
4.3
The director shall notify each member of regular meetings of the Board, either by email or written
advance notice delivered to his or her official address, at least twenty-four hours in advance of the
meeting, together with the agenda for such meeting and, when possible, all reports and other
written documentation to be considered.
4.4
The agenda for the regular meetings of the Board shall be in the order set out in subsections 4.5
and 4.6 below. The chair may alter the regular patterns of business as circumstances warrant,
subject to confirmation by the Board under the item “approval of agenda”.
4.5
Closed session
Call to order
Delegations/presentations
Approval of agenda
Approval of minutes
Business arising from the minutes
Recommendations
Reports from committees
Information
Report from chair
Report from committee chairs
Report from staff
Questions, reports and proposals from trustees
Correspondence
Motion to rise and report
Board Report B-3
Appendix 2
Page 7
September 28, 2015
4.6
Public session
Call to order
Board prayer
Delegations/presentations
Approval of agenda
Approval of minutes
Business arising from the minutes
Report from the closed session
Recommendations
Reports from committees
Information
Calendar of events
Report from chair
Report from committee chairs
Report from staff
Questions, reports and proposals from trustees (including “notices of motion”)
Correspondence
Adjournment
Section 5: Special meetings
Special meetings of the Board shall be held at the call of the chair, or at the written request of at least five
members filed with the director, subject to confirmation that a quorum will be present. The notice of every
special meeting shall state all the business to be transacted or considered and no other business shall be
considered unless all members of the Board are present and consent.
At least forty-eight hours, advance notice of all special meetings shall be given to each member by email
or written notice at his or her official address except when an extenuating circumstance imposed on the
Board requires immediate action.
Section 6: Access to meetings
Meetings of the Board and its committees shall be open to the public with the exception of meetings
dealing with:
a) the security of the property of the Board;
b) the disclosure of intimate personal or financial information in respect of a member of the Board or
committee, an employee or prospective employee of the Board or a pupil or his or her parent or
guardian;
c) the acquisition or disposal of a school site;
d) decisions in respect of negotiations with employees of the Board; and
e) litigation affecting the Board.
Recommendations from any closed session of an ad hoc or standing committee meeting shall be
forwarded to the closed session of the Board. The report of the closed session of the Board shall be
presented to the public Board meeting for consideration.
No person shall be excluded from a meeting that is open to the public except for improper conduct as
determined by the presiding officer.
Board Report B-3
Appendix 2
Page 8
September 28, 2015
Section 7: Board quorum
The presence of a majority of all the members constituting a Board is necessary to form a quorum. As
soon after the time of meeting as a quorum is present, the presiding officer shall call the members to
order.
Section 8: Committee quorum
A quorum of any committee shall consist of fifty percent of the members.
Section 9: Delegations and presentations
The Board shall hear delegations and accept presentations according to the provisions of Board Policy
No. 3 Board Operations.
Section 10: Adjournment
At 11:00 p.m. the chair shall interrupt any item under discussion and conduct a vote on whether to
continue the meeting. Board members will vote on a motion to continue the meeting, which may limit the
continuation to the item under discussion, or may specify additional agenda items, or a time for
adjournment. The meeting will adjourn unless there is majority consent from those present to continue.
The chair shall declare a meeting adjourned when:
a) there is no other business to be transacted;
b) the chair observes lack of quorum; or
c) a motion to adjourn has been adopted by the Board.
During the course of a meeting, the chair may declare one or more recesses of up to fifteen minutes,
which shall not be construed as adjourning the meeting.
ARTICLE VIII: OFFICERS
The officers of the corporation shall be:
a) chair
b) vice-chair
c) director of education (secretary)
d) treasurer
The director of education shall be the chief education officer, chief executive officer and secretary of the
Board.
The superintendent of business services shall be the chief financial officer and the treasurer of the Board.
Section 1: Duties of officers
1.1
The chair:
The duties of the chair are set out in Board Policy No. 10 Duties of the Board Chair and Vice-Chair.
1.2
The vice-chair:
The duties of the vice-chair are described in Board Policy No. 10.
1.3
The director shall, as secretary of the Board:
a) collaborate with the chair and the Executive Committee in the preparation of agendas for
meetings of the Board and ensure the preparation of timely and accurate staff reports as may
be required;
b) provide advice and assistance to the chair and members as required during meetings;
c) ensure that the decisions and the policies of the Board are implemented;
d) be responsible for circulating notices, agendas, reports and minutes of meetings to the Board
and others who are entitled to receive such materials;
Board Report B-3
Appendix 2
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September 28, 2015
e) ensure that accurate minutes are prepared of all Board meetings and that the minutes, when
confirmed, are signed by the chair or presiding member and are safeguarded in a book
provided for that purpose; and
f) produce the minute book at any reasonable time during normal business hours to anyone
entitled to see the minute book.
1.4
The treasurer shall:
a) receive and account for all money of the Board and deposit all money received on account of
the Board into a bank account or accounts opened in the name of the Board in such place of
deposit as may be approved by the Board;
b) disburse all money as directed by the Board in accordance with the annual budget plan or by
other resolutions or directions;
c) prepare and submit to the Board or a committee or committees of the Board such financial
reports as the Board may direct by policy or by resolution; and
d) produce, when required by the Board, the auditors, or other competent authority, all papers
and money in the treasurer’s possession, power or control belonging to the Board.
Section 2: Signing officers
The signing officers of the Board for official purposes shall be one of the chair or the vice-chair and one of
the director of education, treasurer of the Board, or one other member of senior administration duly
designated by the director of education.
For current accounts, facsimile signatures of the chair and one of the officers identified above may
substitute for the actual signatures of the officers previously named.
ARTICLE IX: COMMITTEES
The Board may establish by resolution such standing, special purpose and ad hoc committees as it
deems appropriate or as required under legislation or through contractual obligations, and subject to any
relevant legislation or contract:
a) determine their composition and the manner of selecting chairs and members;
b) fix their terms of reference, reporting relationships and expected date of completion of mandate;
c) alter their composition, terms of reference, reporting relationships and expected date of completion of
mandate, as it may deem appropriate from time to time; and
d) dissolve committees.
Section 1: Board committees
Board policy related to standing committees, statutory committees, legislated committees and ad hoc
committees is set out in Board Policy No. 11 Committees of the Board.
Section 2: Trustee representation on committees
Each November the trustees shall indicate to the Board chair the standing and statutory committees on
which they wish to serve for the following calendar year. The chair shall bring forward a recommendation
to the full Board for approval at the annual meeting held in December.
Section 3: Ontario Public School Boards’ Association Board of Directors representative
The Ontario Public School Boards’ Association (OPSBA) Board of Directors representative and alt ernate
shall be elected at the June Board meeting in non-election years. In an election year, the OPSBA Board
of Directors representative and alternate shall be elected at the initial meeting of the Board. Board policy
related to support of the role of the Ontario Public School Boards’ Association is found in Board Policy
No. 12 Board Representatives on External Committees.
Section 4: Appointment of representatives to other organizations
The Board may from time to time appoint one or more representative to other organizations in the
community at the request of those groups.
Board Report B-3
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September 28, 2015
ARTICLE X: RULES OF ORDER
The rules contained in the current edition of Robert’s Rules of Order Newly Revised shall govern the
meetings of the Board in all cases to which they are applicable and in which they are not inconsistent with
the Board’s by-laws, approved special rules of order and the Education Act.
ARTICLE XI: AMENDMENTS TO BY-LAWS
The by-laws and rules that are governed by statutes and regulations made thereunder are not subject to
amendment that would subvert or conflict with the statute or regulation.
No amendment, alteration or addition to the by-laws shall be made unless due notice thereof in writing
setting forth the proposed amendment, alteration or addition, shall have been given at a meeting previous
to that at which the proposed change comes before the Board for consideration. The amendment,
alteration or addition must then be confirmed by a two-thirds majority of all members of the Board present
at that meeting.
ARTICLE XII: POLICIES
Policies may be made under these by-laws, including a policy to define the process for making policy
under these by-laws. The process for making policy is described in Board Policy No. 7 Board Policy
Development and Review.
No new policy or amendment, alteration or addition to a policy made under this by-law shall be made
unless due notice is given in writing setting forth the proposed new policy, amendment, alteration or
addition at a meeting previous to that at which the proposed change comes before the Board for
consideration. The new policy or amendment, alteration or addition to a policy must then be confirmed by
a majority of all members of the Board present at that meeting.
ARTICLE XIII: BORROWING BY-LAWS
From time to time the Ministry of Education requires school boards to establish long term financing
arrangements through the Ontario Financing Authority for multi-stage projects. The Ministry of Education
funds the interest costs associated with this borrowing and requires that boards authorize the long term
financing through borrowing by-laws.
Legal References:
•
Education Act, s. 55 Student Trustees; Part VI Boards—Duties and Powers; Part VII Board Members –
Qualifications, Resignations and Vacancies
•
Municipal Conflict of Interest Act
•
Municipal Freedom of Information and Protection of Privacy Act
•
Ontario Regulation 463/97 Electronic Meetings
•
Ontario Regulation 7/07 Student Trustees
Board References:
•
Board Policy Handbook
•
Form F002-1 Parliamentary Procedure
Resources:
The current edition of Robert’s Rules of Order Newly Revised
Board Report B-3
Appendix 2
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September 28, 2015
BOARD POLICY NO. 4
Adopted
Last Revised
Review Date
May 26, 2008
January 27, 2014
January 2017
CORPORATE BOARD JOB DESCRIPTION
PURPOSE
To describe the corporate board role. The Education Act provides for the establishment of four types of
district school boards: English Public, English Catholic, French Public, and French Catholic. Under the
Education Act, locally elected school Boards are responsible for operating publicly-funded schools within
their jurisdiction and for the delivery and quality of educational programs and services. Legal
accountability for Board decisions applies to the Board as a corporate entity rather than to individual
trustees. The corporate board acts as a single person.
The Hastings and Prince Edward District School Board’s major areas of responsibility are:
1. ACCOUNTABILITY FOR STUDENT ACHIEVEMENT IN THE DISTRICT
1.1. Promote a culture that supports student success.
1.2. Ensure that effective educational programs are available for every student.
1.3. Make decisions that reflect Hastings and Prince Edward District School Board’s philosophy and
beliefs that all students can learn.
1.4. Promote clear, consistent expectations that focus on a successful outcome for students.
2. ACCOUNTABILITY TO THE PROVINCIAL GOVERNMENT
2.1. Act in accordance with the Education Act, Regulations, and other statutory requirements to ensure
the implementation of provincial and education standards and policies.
2.2. Perform Hastings and Prince Edward District School Board functions required by provincial
legislation and board policy.
2.3. Provide advice to the Ministry of Education through the Ontario Public School Boards’ Association
(OPSBA) regarding regional and local implications of government policy recommendations.
3. ACCOUNTABILITY TO THE COMMUNITY
3.1. Make decisions that reflect Hastings and Prince Edward District School Board’s philosophy, goals
and system plan that represent the interests of the entire district.
3.2. Establish processes that provide the community with opportunities for input.
3.3. Provide two way communications between Hastings and Prince Edward District School Board and
School Councils.
3.4. Provide reports outlining district results in accordance with provincial policy.
3.5. Develop Board policies in accordance with the Education Act, Regulations, and other appropriate
statutes.
3.6. Model a culture that reflects the system Character Attributes.
4. POLICY DEVELOPMENT, IMPLEMENTATION AND REVIEW
4.1. Develop policies that outline how the district will successfully function.
Board Report B-3
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September 28, 2015
4.2. Ensure that all new policies have in place a purpose statement prior to development.
4.3. Approve policy statements that meet the criteria identified by the district.
4.4. Review Hastings and Prince Edward District School Board policies to ensure that they are
current and reflect the desired impact and/or purpose.
5. DIRECTOR/BOARD RELATIONS
5.1. Select the Director of Education.
5.2. Provide the Director with a clear job description and corporate direction.
5.3. Delegate through policy, administrative authority and responsibility subject to the
provisions and restrictions of the Education Act and Regulations.
5.4. Evaluate the Director in the first year of service and annually or biannually thereafter. Use
the Director’s job description and district’s system plan as the basis for the evaluation.
5.5. At least once a year at the Director’s request, provide the Director with an opportunity to
meet alone with the board in closed session.
5.6. Periodically review the compensation of the Director and senior staff.
5.7. Promote a positive working relationship with the Director of Education.
6. BOARD DEVELOPMENT
6.1. Annually or biannually evaluate Hastings and Prince Edward District School Board’s
effectiveness and performance.
6.2. Develop an annual plan for trustee development (both collectively and individually by
increasing knowledge of a) Role, b) Processes, c) Issues) d) Procedures.
6.3. Use the expertise of the Director of Education, and other provincial organizations (Ontario
Public School Boards’ Association - OPSBA, Council of Ontario Directors of Education CODE, Ontario Public Supervisory Officers’ Association - OPSOA) to help develop and
support the district’s development plan.
7. SYSTEM PLANNING
7.1. Provide overall direction for Hastings and Prince Edward District School Board by
establishing the Board mission and goals.
7.2. Annually set priorities with outcomes (system plan).
7.3. Annually approve the system plan in public session for district distribution.
7.4. Annually use the system plan to drive the budget process.
7.5. Annually evaluate and report on the effectiveness of Hastings and Prince Edward District
School Board in relation to the system plan.
7.6. Monitor progress of student achievement.
8. FISCAL RESPONSIBILITY
8.1. Develop a budget review process to help determine annual resource allocations. (Use the
system plan and other provincial and local directions.)
8.2. Annually approve the budget to ensure that the financial resources are allocated to
achieve the desired results.
8.3. Approve as per legislation all capital plans and other planning documents that will drive
budget decisions.
8.4. Have in place an audit committee to ensure that the district is compliant with the provincial
audit regulations and that the district has in place appropriate accountability processes.
8.5. Ratify Memoranda of Agreements/Letters of Agreement with all employee groups.
8.6. Approve borrowing, both short and long-term, according to Board By-laws.
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September 28, 2015
9. ADVOCACY AND COMMUNICATION
9.1. Annually develop a plan for district connections. Consider in the plan the focus, key
messages, advocacy mechanisms and feedback.
9.2. Annually develop a plan to ensure that the district is communicating with the community
and beyond.
10. RECOGNITION
10.1.
10.2.
10.3.
Ensure that Hastings and Prince Edward District School Board recognizes students
and student achievement.
Ensure that Hastings and Prince Edward District School Board recognizes staff and
staff achievements.
Ensure that Hastings and Prince Edward District School Board recognizes community
members and volunteers.
11. ADDITIONAL RESPONSIBILITIES
The board also has the following responsibilities including, but not limited to:
1. Approval of school year calendars
2. Naming of educational facilities
3. Approval of tender selection for major building construction and modernization as per board
procedure.
4. Approval of disposition of land and buildings
5. Approval of education development charges
6. Approval for the issuance of debentures
7. Designation of the “head” for Freedom of Information and Protection of Privacy
8. Involvement in principal interviews with final approval of placement into the administrative
pool
9. Involvement in superintendent interviews, with final approval brought forward to Board.
Legal References:
Education Act, section 170 – 171 Duties and Powers of Boards
Board References:
•
•
•
Board Policy Handbook
Board Procedure 505 Purchasing
Achievement in Motion System Plan
Board Report B-3
Appendix 2
Page 14
September 28, 2015
BOARD POLICY NO. 9
Adopted
Last Revised
Review Date
May 26, 2008
November, 2014
November, 2017
ROLE OF THE BOARD MEMBER
1.
PURPOSE
This policy describes the role of Board members as they contribute to the achievement of the Hastings
and Prince Edward District School Board’s mission, goals and system plan.
2.
DEFINITIONS
Board Member—commonly referred to as trustee and is the elected/appointed representative for a
defined area. A member is one member of a board of ten members who are collectively charged with
governing the Hastings and Prince Edward District School Board according to the responsibilities
described in Board Policy No. 4 Corporate Board Job Description.
Trustee—a commonly used term for an elected/appointed member of a school Board.
Student Trustee— Up to two student trustees will be elected each year from the student senate to
represent the interests of students on the Board. The student trustees are not members of the Board, but
have responsibilities and entitlements as provided for in the Education Act.
3.
ACCOUNTABILITY
3.1
The declaration of office made by each Board member when he or she assumes office binds that
person to work faithfully in the cause of education.
3.2
A Board member’s primary task is to act as a member of a corporate Board and serve the
community as an elected/appointed representative. Members of the corporate Board are
accountable to the public for the collective decisions of the Board.
3.3
Each Board member has a duty to support the corporate Board in providing accountability for the
educational, financial and operational performance of the school system. All Board members are
responsible for the Board’s mandate as described in Board Policy No. 4 Corporate Board Job
Description.
3.4
The decisions of the Board in a properly constituted meeting are those of the corporation. A Board
member who is given corporate authority to act on behalf of the Board by means of written policy or
resolution may carry out specific duties, but only as an agent of the Board. In such cases, the
actions of the Board member are those of the Board, which is then responsible for them. A Board
member acting individually has only the authority and status of any other citizen of the district.
Board Report B-3
Appendix 2
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September 28, 2015
4.
COMMUNITY REPRESENTATION
4.1
Board members bring a range of skills, experience, knowledge, values, beliefs and opinions to their
role. Their background does not necessarily include teaching, administration, or any other aspect
of education. Their diversity ensures that Board processes are truly democratic. This diversity
contributes to good decision-making. It also helps Board members provide a balance between the
interests of a broader community and the interests of those involved in the delivery of education.
4.2
Board members provide information about the local community’s history, traditions and
experiences when such information will be helpful for the context of decision-making by the Board
or the director of education.
4.3
Board members bring to the attention of the Board or director any community issues that may
affect the Board, and interpret the needs of the community to the Board.
4.4
Board members support the Board’s responsibility to consult with parents and the community about
the Board’s multi-year system plan and report to stakeholders about progress in implementing the
system plan.
5.
DECISION MAKING
5.1
Board members are responsible for staying informed about developments in education. They have
a responsibility to learn about the school system and the many issues that face publicly funded
education.
5.2
Board members also need to be familiar with Hastings and Prince Edward District School Board
policies, meeting agendas and reports in order to participate effectively in Board business.
5.3
Board members actively participate in and contribute to the decisions of the Board in order to
provide the best solutions possible for the education of students in Hastings and Prince Edward
District School Board.
6.
COMMUNICATION
6.1
Board members serve large constituencies, and fulfilling the representational role is challenging. A
democratic system entitles everyone to a voice but does not ensure that everyone will always be
content with decisions that are made. Effective, regular two-way communication will enhance a
Board member’s ability to represent constituents and help to build understanding and consensus in
the community.
6.2
Hastings and Prince Edward District School Board strives to maintain open and fair communication
with parents, guardians and members of the school community. Board members are responsible
for staying informed about what the Board has determined are good communication practices.
6.3
Board members refer governance issues and problems that are not covered by Board policy to the
corporate Board for discussion and determination of decision-making authority.
6.4
Board members support the belief that the most efficient way to run an organization is to deal with
issues or problems as close as possible to the place where they occurred. If a parent calls with a
concern about a student, the Board member will advise the parent to discuss the issue with the
teacher or the staff member most directly involved.
6.4.1
Depending upon the seriousness of the issue, the Board member may also inform the director of
education or the appropriate superintendent immediately.
Board Report B-3
Appendix 2
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September 28, 2015
6.4.2
The Board member will leave the investigation and solution of the matter in the hands of the
professional staff. The appropriate administrator will ensure that the issue is investigated and
resolved. Staff will advise the Board member in a timely manner when the issue has been
resolved.
6.4.3
If an employee or a group of employees is named in a complaint, the employee or group of
employees will be provided with written notice of the details of the complaint and will be given an
opportunity to respond to the complaint.
6.5
In cases where the concern or complaint cannot be resolved by administration or is related to
Board policy, the director may refer the issue to a Board committee to be heard in open or closed
session as appropriate to the circumstances.
6.6
If the concern is related to a governance issue, Board Policy No. 3 Board Operations provides an
opportunity for a delegation to make a request or influence a decision. In accordance with the
terms of Policy No. 3, a person or group that is officially elected or appointed to represent another
or others may address the Board or committee of the Board.
7.
ADVOCACY AND LEADERSHIP
7.1
Board members act as education advocates at various levels. At the local level, Board members
work on behalf of the community and must consider the unique needs of that community when
deciding what position to take on an issue. They encourage constituents to participate in the
school system. This involves familiarizing people with the avenues for involvement, such as school
council, the parent involvement committee or volunteer work. It also involves informing people
about the procedures for bringing their views before the Board through public or written
submissions.
7.2
The Board member’s role as an education advocate often extends beyond the boundaries of the
district school Board. Board members are education advocates across the province and with the
provincial government. Board Policy No. 12 Board Representatives on External Committees
describes one aspect of this advocacy role at the provincial level.
7.3
Board members participate in Board and Board member development so that the quality of
leadership and service in Hastings and Prince Edward District School Board will be enhanced.
Legal References:
Education Act, sections 169.1, 170-171 Duties and Powers of Boards; section 209 Trustee Declaration; Part VIII
Compliance with Board Obligations; Part IX Finance
Board References:
Board Policy Handbook
Policy No. 2 By-Laws: Article VI
Policy No. 4 Corporate Board Job Description
Resources:
The Road Ahead: A Report on the Role of School Boards and Trustees. The Education Improvement Commission.
1997
Educating Together: A Handbook for Trustees, School Boards and Communities. Ontario Public School Board’s
Association. 2003
Good Governance: A Guide for Trustees, School Boards, Directors of Education and Communities, The Ontario
Education Services Corporation (OESC)
Board Report B-3
Appendix 2
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September 28, 2015
BOARD POLICY NO. 15 Adopted Last Revised Review Date September 25, 2000 April 23, 2012 April, 2015
STUDENT ENROLMENT/SCHOOL CAPACITY PURPOSE The Board will consider from time to time, the need to consolidate, close or relocate a school due to changes in curriculum, program demands, student enrolment, community demographics and other factors. An essential component of this policy will be an analysis of the value of a school or group of schools to students, community, school system and local economy Hastings and Prince Edward District School Board is committed to providing the best educational opportunities while ensuring fiscal responsibility and to enhancing the learning environment in its schools for the children and young people of Hastings and Prince Edward. Hastings and Prince Edward District School Board agrees with the Ministry of Education’s observation in Good Places to Learn (February 17, 2005) that “the education program needs of students must lead decisions concerning buildings and grounds,” and that “there is a strong link between the standard of the physical environment and good outcomes, such as better student performance and higher teacher retention.” The Board is committed to the following: Student curriculum and program needs will drive facilities planning.
· Upgrades to the condition of facilities will occur where feasible.
· The Board will comply with Ministry of Education guidelines for school consolidation and closure decisions.
· The Board will pursue better value for capital grants.
· The Board will exemplify open decision­making, Board oversight and public participation in capital planning. The Board is not obligated to conduct an accommodation review under the following circumstances:
· Replacement of a school on the same site or within the school attendance boundary.
· Lease termination.
· Program relocation where the enrolment in the grade or grades, or program constitutes less than 50% of the enrolment of the school.
· Temporary relocation of students to perform major renovations in a building. CONTEXT The district’s elementary schools are organized in groups linked to a secondary school. The goal of providing a suitable and equitable range of learning opportunities in a school or group of schools requires monitoring and active curriculum and programming decisions. Decisions that might require consolidation, closure or program relocation will take into account the needs of all of the students in all of the schools in a particular school group. There may, however, be circumstances in which a single school should be studied for closure or relocation. Any decisions under this policy will take into account the school board’s Long­Term Capital Plan. Hastings and Prince Edward District School Board Policy Handbook Page 1 of 21 Board Report B-3
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September 28, 2015
Student Enrolment/School Capacity Board Policy No. 15 DEFINITIONS Accommodation Review Committee (ARC)—An advisory committee appointed by the Board that will make accommodation recommendations based on the School Information Profile and the Terms of Reference provided by administration. Board—Refers to all Board members Pupil Accommodation Review Guidelines—Established by the Ministry of Education to guide boards in preparation of a pupil accommodation policy and included as Appendix A. Ministry Administrative Review—Established by the Ministry of Education to allow for the review of the school board’s accommodation review process by the Ministry and included as Appendix B. School Information Profile—A set of criteria established by the Board based on Ministry of Education guidelines and included as Appendix C. The Profiles provide the ARC with information about each school in the review area based on their value to the student, the school board, the community and the local economy. The School Information Profile(s) will be completed by board administration and provided to the ARC to discuss, consult on, modify based on new or improved information, and finalize. The criteria may be revised from time to time by administration. Resource Guide—Prepared by administrative staff to assist in preparation of the ARC review and report and included as Appendix D. The guide may be revised from time to time by administration. Student Enrolment/School Capacity Committee (SE/SCC)—Established as a committee of all Board members to review school accommodation data and prepare recommendations for formal Board approval. Terms of Reference—Objectives and criteria prepared by administration that clarifies the mandate of the ARC; the parameters and criteria that will guide the development and recommendations of accommodation options; describes the roles and responsible of the ARC members; and the ARC process. Timelines—Where referred to in this document, all time calculations are based on seven days per week including statutory holidays. Defined school holidays for the Christmas break, March break and the summer vacation period are excluded from this calculation. PROCESS 1. Preliminary report Administration will present a preliminary report to the Student Enrolment/School Capacity Committee identifying a school or group of schools in which challenges may be faced in providing a suitable and equitable range of learning opportunities for students, and in respect of which there may be a need to consider the possible consolidation, closure or program relocation in respect of one or more schools. A school or group of schools may be considered for study if one or more of the following conditions apply:
· The school or group of schools is unable to provide a suitable and equitable range of learning opportunities for students.
· The school or group of schools has experienced or will experience an adverse impact on learning opportunities for students due to declining enrolment.
· Reorganization involving the school or group of schools could enhance program and learning opportunities for students.
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September 28, 2015
Student Enrolment/School Capacity ·
·
·
·
·
Board Policy No. 15 Teaching/learning spaces are not suitable to provide the programs needed to serve the community and retrofitting may be cost prohibitive.
Under normal staffing allocation practices, it would be necessary to assign multiple (more than two) grades to one class in one or more of the schools.
One or more of the schools is experiencing higher building maintenance expenses than the average for the system and/or is in need of major capital improvements.
In respect of one or more of the schools there are safety and/or environmental concerns attached to the building, the school site or its locality.
It has been no less than five years since the inception of a study of the school by an Accommodation Review Committee, except where extenuating circumstances warrant, such as an unexpected economic or demographic shift, or a change in a school’s physical condition. 2. Establishing an Accommodation Review Committee After reviewing the preliminary report, the SE/SCC may recommend that the Board direct administration to form an Accommodation Review Committee (ARC) for a group of schools or for a single school. Following the public Board meeting, parents, guardians, staff and school council members of the identified school group or school will be informed within one week, in writing, through their respective schools, of the Board’s decision to form an ARC. The decision will be posted on the district ­ website. 2.1 The mandate of the ARC The ARC will study, report and make recommendations on the accommodation options respecting the group of schools or single school in the review area in the manner set out below, and will express a preference if possible. 2.2 Composition of the ARC The ARC will consist of the following persons:
· The appropriate school superintendent;
· From each affected school: o The school principal or designate; o One teacher; o One non­teaching staff member; o Three parents, one of whom will be the school council chair or designate; o Municipal/business/community members; o One intermediate or secondary student from each school. Other school board officials and trustees may attend ARC meetings but are not considered members of the ARC. The Terms of Reference will identify ARC membership and the role of voting and non­ voting members, including board and school administration. The committee will be deemed to be properly constituted whether or not all of the listed members are willing and able to participate, but must include at least one member from the school community and one member from the broader community. The committee may request that the SE/SCC appoint additional members. 2.3 Process for selecting ARC members Selection of parents The principal of the school will call a meeting of parents with students attending the school. The selection of the parents for the ARC will follow nomination and voting procedures with the successful selected parent(s) being those who receive the greatest number of votes from the parents present.
Hastings and Prince Edward District School Board Policy Handbook
Page 3 of 21 Board Report B-3
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September 28, 2015
Student Enrolment/School Capacity Board Policy No. 15 Selection of municipal, business and community members Advertisements will be placed in the local media and on the district website inviting municipal, business and community members within the municipalities included in the school’s attendance area to apply through the Director of Education. The names of interested persons will be received up to a specified date. Selection of persons for the ARC will follow a defined process analyzing the person’s qualifications, knowledge of issues related to public education, knowledge of the community, expressed interest in serving on the ARC, and other factors as determined by the SE/SCC. The SE/SCC may request municipal councils to appoint a representative. Selection of student representatives (secondary and intermediate only) The student representative will be from Grade 7 and above. The student body will recommend a student representative to the principal for confirmation. Selection of staff The selection of teaching and non­teaching staff representatives will be identified by each school included in the review and follow nomination and voting procedures. 2.4 ARC meetings A public information session will be held following the Board’s decision to form an ARC and prior to confirming committee membership and structure of the ARC. The superintendent will call the first public meeting of the ARC, giving due public notice, no earlier than 30 days after the Board’s decision to form an ARC. At the first meeting of the ARC, a chair will be selected by the committee members. The superintendent or designate will function as secretary and resource person. Other resource personnel can be called to provide information to the ARC including third party private and public representatives from municipalities, post­secondary institutions and coterminous school boards. The ARC will perform its duties and complete the report in no less than 90 days and no more than 110 days. Minutes will be kept of the ARC meetings and will be posted on the district website. Copies of the minutes will be provided to SE/SCC members on a regular basis. Meetings of the SE/SCC will be held no fewer than two times throughout the ARC process. Attendance of all persons at ARC meetings will be recorded by the secretary. The ARC will provide information to the affected school communities on an ongoing basis. Public consultation meetings are to be structured to encourage an open and informed exchange of views. The ARC will attempt to respond to all reasonable questions from the public during public consultation meetings. The ARC may choose to respond to questions that cannot be answered at a public consultation meeting on the district website or at a subsequent public meeting. The ARC will meet as often as required but must hold at least four public meetings giving due public notice:
· At the first public meeting, the ARC will describe its mandate, select a chair, outline its study process, give the public a briefing on the data and issues to be addressed and receive community input.
· At the second public meeting, the ARC will receive and review the School Information Profile(s), consider how it could be modified based on new or improved information and receive public input.
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Student Enrolment/School Capacity ·
·
Board Policy No. 15 At the third public meeting, the ARC will receive community input on the accommodation options to be considered.
At the fourth public meeting, the ARC will prepare and present its final report and provide additional opportunities for community input and public consultation on the report. Notice of the public meetings will be provided through school newsletters, letters to the school community, the district website and advertisements in local community newspapers and will include date, time location, purpose, contact name and number. Notice of the first public meeting will be provided no less than 30 days in advance of the meeting. A minimum of 14 days notice will be provided in respect of the other public meetings. 2.5 The work of the ARC The ARC provides an opportunity for parents, students, educators, school board officials, municipal, business and community members to assess a school’s ability to provide the best educational opportunities for students while ensuring fiscal responsibility. Attention should first be paid to the current educational situation in the school or group of schools and how it is likely to evolve if things are left as they are and then to the potential for enhancing the learning environment for students. The ARC must ensure that a wide range of school and community groups are consulted and seek input and community feedback on the accommodation options presented. The ARC is encouraged to work collaboratively and cooperatively through adequate resources and reasonable responses. 2.6 Information and Documentation An information package necessary to permit the ARC to carry out its mandate will be provided to the ARC. The package will include information outlined in the Resource Guide. The ARC will be provided with a Terms of Reference prepared by administration that describes:
·
·
·
·
·
·
·
the ARC’s mandate;
ARC membership and the role of voting and non­voting members;
procedures for the ARC, including meetings;
educational and accommodation criteria for examining the schools under review and accommodation options;
support materials and analysis;
materials to be produced by the ARC; and
partnership opportunities, or lack thereof, identified in the board’s long term planning process Information relevant to the accommodation review will be made public by posting on the district website. School board staff will respond to reasonable requests for additional information from the ARC. 2.7 School Information Profile The ARC will discuss and consult about the School Information Profile (Appendix C) prepared by board administration for the schools under review and modify the Profile(s) where appropriate. This discussion is intended to familiarize the ARC members and the community with the school(s) in light of the objectives, criteria and Terms of Reference provide by administration. The final School Information Profile(s) and the Terms of Reference will provide the foundation for discussion and analysis of accommodation options.
Hastings and Prince Edward District School Board Policy Handbook
Page 5 of 21 Board Report B-3
Appendix 2
Page 22
September 28, 2015
Student Enrolment/School Capacity Board Policy No. 15 2.8 ARC report The ARC will prepare a report based on the School Information Profile and the Terms of Reference provided by administration. The ARC must share the report in plain language with the community at a public meeting. The ARC may make changes to the report based on feedback at the meeting. The ARC will deliver its report to the Director of Education no sooner than 90 days and no later than 110 days after the beginning of the ARC’s first public meeting. The ARC report will be posted on the district website. 3. Consideration of the ARC report 3.1 Report to the SE/SCC The ARC report and administration’s report will be presented to the SE/SCC in public session. The ARC will present its final report to the SE/SCC. Administration will examine the ARC report and present its analysis and recommendations to the SE/SCC. The report may include as appendices the information package provided to the ARC, minutes of the ARC meetings, recorded questions and responses, attendance registers and any other material received by the ARC from the public. The recommendation accompanying administration’s report will be one or more of the following:
· To maintain the schools and to continue to monitor them;
· To reorganize the schools, their programs or their grade structures;
· To change the boundaries of the schools;
· To consolidate and/or close one or more of the schools. 3.2 SE/SCC meeting for public input The SE/SCC will hold a meeting for public input no sooner than 30 days after the presentation of the ARC’s report and administration’s report. Recommendations will be presented in public in order to provide an opportunity for the public to make formal presentations to Board members concerning administration’s report and the matters that are addressed in it and in the ARC report. A minimum of 14 days notice of the SE/SCC public meeting for community input will be provided via school newsletters, letters to the school community, the district website and advertisements in the local community newspapers and will include date, time, location, purpose, contact name and number. The public may provide written input to the Director of Education at any time. 3.3 Administration’s follow­up report to SE/SCC Following the SE/SCC meeting for public input, administration will prepare a report to the SE/SCC in which it will report on and respond to the representations made by the public. Administration may revise its earlier recommendations to the SE/SCC. Administration’s follow­up report will include copies of the presentations made by the public during the SE/SCC meeting for public input and those received directly, and minutes of the SE/SCC meeting for public input. Administration’s follow­up report will be released publicly and posted on the district website.
Hastings and Prince Edward District School Board Policy Handbook Page 6 of 21 Board Report B-3
Appendix 2
Page 23
September 28, 2015
Student Enrolment/School Capacity Board Policy No. 15 3.4 SE/SCC follow­up meeting The SE/SCC will meet following the release of administration’s report to the public to review and consider the school accommodation recommendations and to prepare its recommendation to the Board regarding the school accommodation recommendations. 3.5 Board meeting to consider school accommodation The Board will make its decision regarding the school accommodation recommendations from the SE/SCC, the ARC Report, administration’s report and administration’s follow­up report to the Board at a regularly scheduled meeting which will not occur sooner than 60 days after the presentation of the ARC report and administration’s report, 30 days after the SE/SCC meeting for public input and 15 days after the administration’s follow­up report is released publicly. Public notice of the meeting at which the Board will make its decision regarding the school accommodation recommendations will be provided through school newsletters, letters to the school community, the district website and advertisements in local community newspapers, and will include date, time, location, purpose, contact name and number at least 60 days prior to the date of the Board meeting. Parents, guardians, staff and school council members will be informed within one week, in writing, through their respective schools, of the Board’s decision, which will also be posted on the district website. 3.6 The school integration process It is important that the integration of students and staff into their new school(s) is achieved in a way that is positive and supportive for the students and parents of the respective school communities. This process of integration should be carried out in consultation with parents and staff. The Resource Guide offers alternatives to provide an effective transition to a new school environment.
Hastings and Prince Edward District School Board Policy Handbook Page 7 of 21 Board Report B-3
Appendix 2
Page 24
September 28, 2015
Student Enrolment/School Capacity Board Policy No. 15 3.7 Timelines Action Presentation of the preliminary report to the SE/SCC Board decision to establish an ARC Notice of Board decision to establish an ARC Notice of the first ARC public meeting Delivery of an information package to ARC First ARC public meeting Notice of second ARC public meeting Second ARC public meeting Notice of third and fourth ARC public meeting Third and fourth ARC public meeting Delivery of ARC’s report to the Director of Education SE/SCC meeting to receive report and recommendations from Administration and the ARC Public notice of the Board meeting to decide accommodation Public notice of SE/SCC meeting for public input SE/SCC meeting for public input Administration’s follow­up report on accommodation SE/SCC follow­up meeting Public Board meeting to determine accommodation recommendations By whom Administration When Discretion Provision 1 Board Administration Discretion Within one week of the decision 2 2 Staff Staff ARC Staff ARC Staff At least 30 days prior to the meeting No later than ARC’s first public meeting As scheduled by ARC At least two weeks prior to the meeting As scheduled by ARC At least two weeks prior to the meeting 2.4 2.6 2.4 2.4 2.4 2.4 As scheduled by ARC Not earlier than 90 days and not later than 110 days after the beginning of ARC’s first public meeting. The ARC report will be posted on the public website immediately following delivery of the report. Administration / Not less than 30 days after the ARC ARC report was delivered to the director of education. Administration Not less than 60 days prior to the regularly scheduled Board meeting at which the Board will make its decision regarding the school accommodation recommendations. Staff A minimum of two weeks prior to the public meeting. Board As scheduled by the Board but no members sooner than 30 days after the ARC’s and Administration’s report and recommendations are presented to the SE/SCC in public session. Administration Following the SE/SCC meeting for public input and prior to the SE/SCC follow­up meeting and, no sooner than 15 days prior to the Board meeting to determine accommodation recommendations. Board As scheduled by the Board, following members the release of Administration’s follow­up report and prior to the public Board meeting to determine accommodation recommendations. Board Regularly scheduled Board meeting to members occur no less than 60 days after the presentation of the ARC’s report and Administration’s report, 30 days after the SE/SCC meeting for public input and 15 days following the release of Administration’s follow­up report. 2.4 2.8 ARC ARC Hastings and Prince Edward District School Board Policy Handbook 3.1 3.5 3.2 3.2 3.3 3.4 3.5
Page 8 of 21 Board Report B-3
Appendix 2
Page 25
September 28, 2015
Student Enrolment/School Capacity Board Policy No. 15 Revision dates: September 22, 2007 (Appendix C only) April 23, 2007 October, 2009 Legal References:
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Education Act, paragraph 8 (1)26 School Closings; paragraph 171 (1) 7 Power of Boards to Close Schools; sections 194­196 Disposal or Purchase of a School Site
Ontario Regulation 444/98 Disposition of Surplus Real Property
Ministry Guidelines: Loading Capacity Board References:
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Board Policy No. 1 ­ Board Mission and Goals
Board Policy No. 4 ­ Corporate Board Job Description
Board Policy No. 5 ­ Director of Education Job Description
Board Policy No. 11 ­ Committees of the Board
Administrative Procedure 178 – Accommodation Review Committee (ARC)
Administrative Procedure 187 – School Openings, Closings and Rededications
Administrative Procedure 555 ­ Maximizing Use of School Space
Administrative Procedure ­ 560 Disposal of Real Property
Administrative Procedure 570 – Facility partnerships
Hastings and Prince Edward District School Board Policy Handbook Page 9 of 21 Board Report B-3
Appendix 2
Page 26
September 28, 2015
Student Enrolment/School Capacity
Board Policy No. 15
Appendix A
Ministry of Education
Pupil Accommodation Review Guidelines
Hastings and Prince Edward District School Board
Policy Handbook
Page 10 of 27
Board Report B-3
Appendix 2
Page 27
September 28, 2015
MINISTRY OF EDUCATION
PUPIL ACCOMMODATION REVIEW GUIDELINE
(Revised June 2009)
PURPOSE
The purpose of the Pupil Accommodation Review Guideline (previously referred
to as school closure guidelines) is to provide direction to school boards
regarding public accommodation reviews undertaken to determine the future of
a school or group of schools.
The Guideline ensures that where a decision is taken by a school board
regarding the future of a school, that decision is made with the full involvement
of an informed local community and it is based on a broad range of criteria
regarding the quality of the learning experience for students.
In recognition of the important role schools play in strengthening rural and
urban communities and the importance of healthy communities for student
success, it is also expected that decisions consider the value of the school to
the community, taking into account other government initiatives aimed at
strengthening communities.
School boards in Ontario are responsible for providing schools and facilities for
their students and for operating and maintaining their schools as effectively and
efficiently as possible to support student achievement.
Under paragraph 26, subsection 8 (1) of the Education Act, the Minister of
Education may issue guidelines with respect to school boards’ school closure
policies. The Guideline is effective upon release.
SCHOOL BOARD ACCOMMODATION REVIEW POLICIES
School boards are responsible for establishing and following their own
accommodation review policies. At a minimum, boards’ accommodation review
policies are to reflect the requirements of the Pupil Accommodation Review
Guideline set out below.
A copy of the school board’s accommodation review policy, the government’s
Pupil Accommodation Review Guideline and the Administrative Review of
Accommodation Review Process documents are to be available at the school
board’s office and posted on the school board’s website.
Ministry of Education
Pupil Accommodation Review Guideline
June 26, 2009
Page 1 of 7
Board Report B-3
Appendix 2
Page 28
September 28, 2015
School boards are expected to undertake long-term enrolment and capital
planning that will provide the context for accommodation review processes and
decisions. This planning should take into account opportunities for partnerships
with other school boards and appropriate public organizations that are
financially sustainable, safe for students, and protect the core values and
objectives of the school board.
The Guideline recognizes that, wherever possible, accommodation reviews
should focus on a group of schools within a school board’s planning area rather
than examine a single school. These schools would be reviewed together
because they are located close enough to the other schools within a planning
area to facilitate the development of viable and practical solutions for student
accommodation.
ACCOMMODATION REVIEW TERMS OF REFERENCE
The review of a particular school or schools is to be led by an Accommodation
Review Committee (ARC) appointed by the board. The ARC assumes an
advisory role and will provide recommendations that will inform the final
decision made by the Board of Trustees.
Each ARC must include membership drawn from the community. It is
recommended that the committee include parents, educators, board officials,
and community members. Trustees are not required to serve on ARCs.
School boards will provide the ARC with a Terms of Reference that describes
the ARC’s mandate. The mandate will refer to the board's educational and
accommodation objectives in undertaking the ARC and reflect the board's
strategy for supporting student achievement. The Terms of Reference will
contain Reference Criteria that frame the parameters of ARC discussion. The
Reference Criteria include the educational and accommodation criteria for
examining schools under review and accommodation options. Examples may
include grade configuration, school utilization, and program offerings.
The Terms of Reference will identify ARC membership and the role of voting
and non-voting members, including board and school administration. The Terms
of Reference will also describe the procedures for the ARC, including meetings;
material, support, and analysis to be provided by board administration; and the
material to be produced by the ARC.
School boards will inform the ARC at the beginning of the process about
partnership opportunities, or lack thereof, as identified as part of boards’ longterm planning process.
SCHOOL INFORMATION PROFILE
School boards are required to develop a School Information Profile to help the
ARC and the community understand how well school(s) meet the objectives and
the Reference Criteria outlined in the Terms of Reference. The School
Ministry of Education
Pupil Accommodation Review Guideline
June 26, 2009
Page 2 of 7
Board Report B-3
Appendix 2
Page 29
September 28, 2015
Information Profile includes data for each of the following four considerations
about the school(s):
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Value to the student
Value to the school board
Value to the community
Value to the local economy
It is recognized that the school’s value to the student takes priority over other
considerations about the school. A School Information Profile will be completed
by board administration for each of the schools under review. If multiple schools
within the same planning area are being reviewed together, the same Profile
must be used for each school. The completed School Information Profile(s) will
be provided to the ARC to discuss, consult on, modify based on new or
improved information, and finalize.
The following are examples of factors that may be considered under each of the
four considerations. Boards and ARCs may introduce other factors that could
be used to reflect local circumstances and priorities, which may help to further
understand the school(s).
Value to the Student
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the learning environment at the school;
student outcomes at the school;
course and program offerings;
extracurricular activities and extent of student participation;
the ability of the school’s physical space to support student learning;
the ability of the school’s grounds to support healthy physical activity and
extracurricular activities;
accessibility of the school for students with disabilities;
safety of the school;
proximity of the school to students/length of bus ride to school.
Value to the School Board
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student outcomes at the school;
course and program offerings;
availability of specialized teaching spaces;
condition and location of school;
value of the school if it is the only school within the community;
fiscal and operational factors (e.g., enrolment vs. available space, cost to
operate the school, cost of transportation, availability of surplus space in
adjacent schools, cost to upgrade the facility so that it can meet student
learning objectives).
Value to the Community
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facility for community use;
Ministry of Education
Pupil Accommodation Review Guideline
June 26, 2009
Page 3 of 7
Board Report B-3
Appendix 2
Page 30
September 28, 2015
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program offerings at the school that serve both students and community
members (e.g., adult ESL);
school grounds as green space and/or available for recreational use;
school as a partner in other government initiatives in the community;
value of the school if it is the only school within the community.
Value to the Local Economy
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school as a local employer;
availability of cooperative education;
availability of training opportunities or partnerships with business;
attracts or retains families in the community;
value of the school if it is the only school within the community.
ACCOMMODATION REVIEW PROCESS
As indicated above, the public review of each school or group of schools is to
be led by a local Accommodation Review Committee appointed by the
board.
School boards must present to the ARC at least one alternative accommodation
option that addresses the objectives and Reference Criteria outlined in the
Terms of Reference. The option(s) will address where students would be
accommodated; what changes to existing facilities may be required; what
programs would be available to students; and transportation. If the option(s)
require new capital investment, board administration will advise on the
availability of funding, and where no funding exists, will propose how students
would be accommodated if funding does not become available.
The Ministry recommends that, wherever possible, schools should only be
subject to an accommodation review once in a five-year period, unless there are
exceptional circumstances.
School Information Profile
The ARC will discuss and consult about the School Information Profile(s)
prepared by board administration for the school(s) under review and modify the
Profile(s) where appropriate. This discussion is intended to familiarize the ARC
members and the community with the school(s) in light of the objectives and
Reference Criteria outlined in the Terms of Reference. The final School
Information Profile(s) and the Terms of Reference will provide the foundation for
discussion and analysis of accommodation options.
Public Information and Access
School boards and ARCs are to ensure that all information relevant to the
accommodation review, as defined by the ARC, is made public by posting it in a
prominent location on the school board’s website or making it available in print
upon request. Where relevant information is technical in nature, it is to be
explained in plain language.
Ministry of Education
Pupil Accommodation Review Guideline
June 26, 2009
Page 4 of 7
Board Report B-3
Appendix 2
Page 31
September 28, 2015
Accommodation Options
The ARC may also create alternative accommodation options, which should be
consistent with the objectives and Reference Criteria outlined in the Terms of
Reference. Board administration will provide necessary data to enable the ARC
to examine options. This analysis will assist the ARC in finalizing the
Accommodation Report to the board.
ARCs may recommend accommodation options that include new capital
investment. In such a case, board administration will advise on the availability of
funding. Where no funding exists, the ARC with the support of board
administration will propose how students would be accommodated if funding
does not become available.
As the ARC considers the accommodation options, the needs of all students in
schools of the ARC are to be considered objectively and fairly, based on the
School Information Profile and the objectives and Reference Criteria outlined in
the Terms of Reference.
Community Consultation and Public Meetings
Once an accommodation review has been initiated, the ARC must ensure that a
wide range of school and community groups is invited to participate in the
consultation. These groups may include the school(s)’ councils, parents,
guardians, students, school staff, the local community, and other interested
parties.
As indicated above, the ARC will consult about the customized School
Information Profile prepared by board administration and may make changes as
a result of the consultation. The ARC will also seek input and feedback about
the accommodation options and the ARC’s Accommodation Report to the
board. Discussions will be based on the School Information Profile(s) and the
ARC’s Terms of Reference.
Public meetings must be well publicized, in advance, through a range of
methods and held at the school(s) under review, if possible, or in a nearby
facility if physical accessibility cannot be provided at the school(s). Public
meetings are to be structured to encourage an open and informed exchange of
views. All relevant information developed to support the discussions at the
consultation is to be made available in advance.
At a minimum, ARCs are required to hold four public meetings to consult about
the School Information Profile, the accommodation options, and the ARC
Accommodation Report.
Minutes reflecting the full range of opinions expressed at the meetings are to be
kept, and made publicly available. ARCs and board administration are to
respond to questions they consider relevant to the ARC and its analysis, at
Ministry of Education
Pupil Accommodation Review Guideline
June 26, 2009
Page 5 of 7
Board Report B-3
Appendix 2
Page 32
September 28, 2015
meetings or in writing appended to the minutes of the meeting and made
available on the board’s website.
ARC Accommodation Report to the Board
The ARC will produce an Accommodation Report that will make
accommodation recommendation(s) consistent with the objectives and
Reference Criteria outlined in the Terms of Reference. It will deliver its
Accommodation Report to the board’s Director of Education, who will have the
Accommodation Report posted on the board’s website. The ARC will present its
Accommodation Report to the Board of Trustees. Board administration will
examine the ARC Accommodation Report and present the administration
analysis and recommendations to the Board of Trustees. The Board of Trustees
will make the final decision regarding the future of the school(s). If the Board of
Trustees votes to close a school or schools, the board must outline clear
timelines around when the school(s) will close.
TIMELINES FOR AN ACCOMMODATION REVIEW PROCESS
After the intention to conduct an accommodation review of a school or schools
has been announced by the school board, there must be no less than 30
calendar days notice prior to the first of a minimum of four public meetings.
Beginning with the first public meeting, the public consultation period must be
no less than 90 calendar days.
After the ARC completes its Accommodation Report it is to make the document
publicly available and submit the document to the school board administration.
After the submission of the Accommodation Report, there must be no less than
60 calendar days notice prior to the meeting where the Board of Trustees will
vote on the recommendations.
Summer vacation, Christmas break and Spring break, including adjacent
weekends, must not be considered part of the 30, 60 or 90 calendar day
periods. For schools with a year-round calendar, any holiday that is nine
calendar days or longer, including weekends, should not be considered part of
the 30, 60 or 90 calendar day periods.
APPLICATION OF ACCOMMODATION REVIEW GUIDELINES
The Guideline applies to schools offering elementary or secondary regular dayschool programs. The following outlines circumstances where school boards
are not obligated to undertake an accommodation review in accordance with
this Pupil Accommodation Review Guideline. In these circumstances, a board
is expected to consult with local communities about proposed accommodation
options for students in advance of any decision by the board.
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Where a replacement school is to be rebuilt by the board on the existing site,
or rebuilt or acquired within the existing school attendance boundary as
identified through the board’s existing policies;
Ministry of Education
Pupil Accommodation Review Guideline
June 26, 2009
Page 6 of 7
Board Report B-3
Appendix 2
Page 33
September 28, 2015
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When a lease is terminated;
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When a board is planning the relocation in any school year or over a number
of school years of a grade or grades, or a program, where the enrolment
constitutes less than 50% of the enrolment of the school; this calculation is
based on the enrolment at the time of the relocation or the first phase of a
relocation carried over a number of school years;
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When a board is repairing or renovating a school, and the school community
must be temporarily relocated to ensure the safety of students during the
renovations
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Where a facility has been serving as a holding school for a school
community whose permanent school is over-capacity and/or is under
construction or repair.
Ministry of Education
Pupil Accommodation Review Guideline
June 26, 2009
Page 7 of 7
Board Report B-3
Appendix 2
Page 34
September 28, 2015
Student Enrolment/School Capacity
Board Policy No. 15
Appendix B
Ministry of Education
Administrative Review of Accommodation Review Process
Hastings and Prince Edward District School Board
Policy Handbook
Page 18 of 27
Board Report B-3
Appendix 2
Page 35
September 28, 2015
MINISTRY OF EDUCATION
ADMINISTRATIVE REVIEW OF ACCOMMODATION REVIEW PROCESS
A review of a school board’s accommodation review process may be sought if the following
conditions are met.
An individual or individuals must:
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Submit a copy of the board’s accommodation review policy highlighting how the
accommodation review process was not compliant with the school board’s
accommodation review policy.
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Demonstrate the support of a portion of the school community through the completion of
a petition signed by a number of supporters equal to at least 30% of the affected
school's student headcount (e.g., if the headcount is 150, then 45 signatures would be
required). Parents/guardians of students and/or other individuals that participated in the
accommodation review process are eligible to sign the petition1
o The petition should clearly provide a space for individuals to print and sign their
name; address (street name and postal code); and to indicate whether they are a
parent/guardian of a student attending the school subject to the accommodation
review, or an individual who has participated in the review process.
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Submit the petition and justification to the school board and the Minister of Education
within thirty (30) days of the board’s closure resolution.
The school board would be required to:
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Confirm to the Minister of Education that the names on the petition are
parents/guardians of students enrolled at the affected school and/or individuals who
participated in the review process.
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Prepare a response to the individual’s or individuals’ submission regarding the process
and forward the board’s response to the Minister of Education within thirty (30) days of
receiving the petition.
If the conditions set out above have been met, the Ministry would be required to:
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Undertake a review by appointing a facilitator to determine whether the school board
accommodation review process was undertaken in a manner consistent with the board’s
accommodation review policy within thirty (30) days of receiving the school board’s
response.
Information contained in the petition is subject to the Freedom of Information and Protection of
Privacy Act, 1990.
Board Report B-3
Appendix 2
Page 36
September 28, 2015
Student Enrolment/School Capacity
Board Policy No. 15
Appendix C
School Information Profile
Hastings and Prince Edward District School Board
Policy Handbook
Page 20 of 27
Board Report B-3
Appendix 2
Page 37
September 28, 2015
Student Enrolment/School Capacity
Board Policy No. 15
Appendix C
School Information Profile
The School Information Profile will be will be completed by board administration for each school in the
group of schools being studied. The completed School Information Profile will be provided to the ARC to
discuss, consult on, modify based on new or improved information and finalize. The School Information
Profile will include the following factors which are to be considered for each individual school. The ARC
may add other information to the School Information Profile. The profile framework may be revised from
time to time by administration.
1. Value to the students
• Junior Kindergarten to Grade 12 remains in each family of schools.
• The range of program availability:
i. Continuity of education.
ii. Accommodation of vulnerable students, Special Education services.
iii. Specialized programs such as: Extended French, International Baccalaureate,
English as a second language, Gifted.
iv. Programs offered: French Immersion, Special Education, primary literacy, social
skills, and college, university and workplace pathway programs.
• Do specialized teaching spaces exist within the school such as design and technology
spaces, Arts programs, regional specialized programs and/or family studies classrooms?
• Learning resources available in the school: specialized rooms for program delivery.
• Students’ performance in Reading, Writing and Math:
i. EQAO: school, board and provincial averages.
ii. Retention, graduation and drop-out rates at the secondary level.
• Suitability of facilities to age of students and program needs.
• Playground: size and condition.
• Health and safety: well water; air quality; compliance with fire and electrical codes; proximity
to hazards; yard and bus supervision; student proximity to school; length of bus ride.
i. The perceptions of students, staff and parents/guardians about their school based
upon the annual school effectiveness surveys.
• Is the school accessible for students with disabilities?
i. What are the alternative arrangements?
• What is the level of student and staff involvement in extra-curricular activities offered by the
school?
• Will participation in extra-curricular activities be affected if the school closes and students are
moved elsewhere?
• Multi-grade classrooms
• Student access to community facilities
• Consideration of services provided before and after school such as breakfast programs and
early childhood programs.
2. Value to the school system
• Junior Kindergarten to Grade 12 remains in each family of schools.
• Would consolidation, closure or program relocation provide students with access to varied
and/or better programs?
• Would consolidation, closure or program relocation reduce the probability that the students
will be in classes with two or more grades?
• Is the school experiencing declining enrolment? (consider demographic projections)
• If it is an elementary school:
Hastings and Prince Edward District School Board
Policy Handbook
Page 21 of 27
Board Report B-3
Appendix 2
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Student Enrolment/School Capacity
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Board Policy No. 15
i. Is it the main feeder school to the local secondary school?
ii. What is the relationship of the school to the family of schools?
Does the school offer summer school programs that cannot be easily relocated?
Is the school an exemplar to other schools both academically, administratively and through its
offering of extra-curricular activities?
Would consolidation, closure or program relocation involving the school realize operating
efficiencies for the school board?
i. School administration (principals, secretaries).
ii. Teachers.
iii. School operations (heating, lighting, cleaning).
iv. School renewal.
v. Transportation costs.
What are the revenue implications of consolidation, closure or program relocation involving
the school?
What are the additional expenditures, if any, at schools which will accommodate students
displaced as a result of consolidation, closure or program relocation involving the school?
i. School operations (heating, lighting, cleaning and routine maintenance).
ii. School administration.
iii. School renewal.
Long term growth potential within community and future value of school site.
3. Value to the community
• Is the school the only school in the area under study?
• Do community members believe that the school contributes to the identity of the community?
• What is the community’s perception of the school?
• What is the role of parents in keeping the school open:
o What is the school council’s view of the school and its role/commitment to keeping
the school open?
o What type of activities have parents/parent council been involved in to support the
school in the past (i.e., fundraising)?
• Is the school facility used for other purposes:
o Sports, recreation and fitness?
o Non-profit and community groups for youth and adults?
o Community meetings/events? If yes, how many Community Use of Schools
agreements have been signed?
o Community and social service provision (i.e., child care)? If yes, how many child care
spaces are available and operating in the facility?
o How many community and not-for-profit groups currently use the facility?
o Intensity and diversity of use by community groups?
• Is there another community centre or space in the area that could be used for similar
purposes?
• Impact on local employment opportunities.
• User satisfaction, as reported on a facility condition survey.
• To gauge community perception of value of tax dollars at work, what is the community’s
perception of the value of any upgrades that may have been made to the school in the last
few years (i.e., retrofits, additions, and repairs)?
• How would a school closure impact the social fabric of the community in the long term (i.e.,
would it result in divisive or negative relationships among community members)?
• Consider significance as a designated heritage resource and the need to conserve the
facility.
• Impact of school use on community facilities such as arenas, pools, tracks.
Hastings and Prince Edward District School Board
Policy Handbook
Page 22 of 27
Board Report B-3
Appendix 2
Page 39
September 28, 2015
Student Enrolment/School Capacity
Board Policy No. 15
4. Value to the local economy
• Does the school play an important role in attracting and/or keeping investment in the
community, thereby increasing/retaining commercial, industrial, residential municipal tax
base?
• What would be the effect of consolidation, closure or program relocation on the local
economy: diversification, sustainability of employment opportunities, effect on local
businesses?
• Are there spin-off economic benefits of having the school (i.e., opening and sustaining of
small business and services)? What would happen to these spin-offs if there was
consolidation, closure or program relocation?
• Does the school play a key role in attracting families to the community?
• Does the presence of the school affect real estate values?
• What impact may consolidation, closure or program relocation have on municipal
revenues/assessment?
• Is there realistic potential for growth in the immediate area?
o Municipal official plan and zoning bylaws
• What would be the impact of consolidation, closure or program relocation on the employment
situation of school staff (i.e., teachers, support staff, custodians, cafeteria staff)? This is
particularly relevant in areas where the school is the main employer within the community.
• Does the school offer co-operative education programs or adult learning programs?
• Does the school offer training opportunities or partnerships with businesses?
Hastings and Prince Edward District School Board
Policy Handbook
Page 23 of 27
Board Report B-3
Appendix 2
Page 40
September 28, 2015
Student Enrolment/School Capacity
Board Policy No. 15
Appendix D
Resource Guide
Hastings and Prince Edward District School Board
Policy Handbook
Page 24 of 27
Board Report B-3
Appendix 2
Page 41
September 28, 2015
Student Enrolment/School Capacity
Board Policy No. 15
Resource Guide for Accommodation Review Committees
The following are questions for ARCs to consider in addition to the School Information Profile
factors listed in Appendix C.
1) Does the school or group of schools currently provide the range of mandatory programs
required to meet the Ministry of Education policies and ensure program quality for all
students of Hastings and Prince Edward District School Board who reside in the catchment
area?
2) Does the school or group of schools currently provide the range of optional programs
required to ensure an appropriate education and program quality for all the students? What
optional programs cannot be offered currently that are available in other Board schools?
3) Is the option of the schools or size of schools supported by the funding guidelines of the
Student-Focused Funding Model or are there other sustainable sources of revenue to
support the operation?
4) Do enrolment projections and development plans indicate that the enrolments will be high
enough for the next five years to keep the organization viable?
5) Is there a proposed organization of all or some of the existing schools that could result in
each remaining school being able to provide the range of mandatory programs required to
meet the Ministry of Education policies and ensure program quality for the Board’s students
who reside in the existing or proposed catchment area?
6) Is there a proposed organization of all or some of the existing schools that could result in
each remaining school being able to provide the range of optional programs required to
ensure an appropriate education and equity for all the students? What optional programs
could be offered in the proposed organization that are available in other Hastings and
Prince Edward District School Board schools?
7) Can the proposed school organization result in an equivalent or improved environment for
the students from a health and safety perspective?
8) What busing would be required under the proposed organization? If there are increased
busing costs, can these be offset by reduced operating and administrative resource costs?
9) What are the financial benefits of the proposed organization that would enable the Board to
maintain or improve the student learning environment? Would the operation of the
proposed school organization be supported by the funding guidelines of the StudentFocused Funding Model or are there other sustainable sources of revenue to support the
option of this organization?
10) What would the capital requirements of the proposed organization be in terms of renewal,
additions, new schools or program enhancements? Would they be supported by the
funding guidelines of the Student-Focused Funding Model or are there other sustainable
sources of revenue to support the capital requirements, such as the shared use of a
building or site?
Hastings and Prince Edward District School Board
Policy Handbook
Page 25 of 27
Board Report B-3
Appendix 2
Page 42
September 28, 2015
Student Enrolment/School Capacity
Board Policy No. 15
11) Do alternative organizations of all or some of the schools offer better long term
opportunities to provide quality educational services and accommodation for students
within current fiscal realities?
12) What effects would the proposed organization have on community activities of a social,
educational, cultural or recreational nature?
13) What are the possible alternative uses for any building recommended for consolidation or
closure?
Information package to be prepared by administration
Administration will prepare an information package for the ARC to utilize for consideration in the review
process and for preparation of the report. Information will include but not necessarily be limited to:
•
•
•
The most recent Long Term Capital Plan of the Board to provide a context for the
accommodation review;
Background information regarding the schools located within the area of the
accommodation review. This information is to include, but not necessarily be limited to, the
following:
o Organization and programming information for each school under study;
o Maps of the area;
o Enrolment and capacity information for each school in the review area;
o Information outlining where students attending each school in the review area
reside;
o Demographic projections concerning future enrolments at schools within the review
area;
o Information on transportation;
o Floor plans of schools under study;
o Site plans of schools under study;
o Data on portables;
o Expenditures and revenues for each school in the review area with particular
emphasis on school operations (i.e. heating, lighting, cleaning, routine
maintenance), school administration;
o Information regarding renewal needs of each school in the review area;
o Information regarding the current community use of each school in the review area;
and
o Tenant information/agreements and other relevant information.
Alternate accommodation plans for the students in the schools located within the area of
the accommodation review including suggestions as to where the students could be
accommodated, what changes to existing facilities might be required, what programs could
be available to the students, and associated transportation requirements.
ARC report
In preparation of the report, the ARC should ensure the following issues are addressed:
•
•
The implications for the program for students both in the school under consideration for
consolidation, closure or program relocation and in the school(s) where programs may be
affected.
The effects of consolidation, closure or program relocation on the following:
o The attendance area defined for the schools;
o Attendance at other schools;
o The need and extent of busing.
Hastings and Prince Edward District School Board
Policy Handbook
Page 26 of 27
Board Report B-3
Appendix 2
Page 43
September 28, 2015
Student Enrolment/School Capacity
•
•
•
•
•
•
Board Policy No. 15
The financial effects of consolidating or not consolidating the school, including any capital
implications.
Savings expected to be achieved as a result of the consolidation, closure or program
relocation:
o School operations (heating, lighting, cleaning, routine maintenance);
o Expenditures to address school renewal issues which will no longer be required.
Revenue implications as a result of the consolidation, closure or program relocation.
Additional expenditures, if any, at schools which will accommodate students displaced as a
result of a consolidation, closure or program relocation decision taken by the Board:
o School operations (heating, lighting, cleaning, routine maintenance);
o School administration;
o School renewal;
o Transportation.
Net savings/costs associated with:
o Teaching staff;
o Paraprofessionals;
o Student transportation.
The possible alternative use or disposition of an empty building.
Integration Committee
The Board may establish an integration committee to plan and implement the positive integration of
students and staff affected by consolidation, closure or program relocation into their new school
environment. The following is intended as a guideline to assist the committee.
Composition of the Integration Committee
The Integration Committee may consist of the following persons:
• The appropriate school superintendent.
• From each affected school:
o The school principal;
o The school council chairperson or designate;
o Additional members as determined by the principal.
School closure ceremony
The Integration Committee may determine whether a school closing ceremony is appropriate and design
the format and program.
Timelines
The Integration Committee will advise board administration on the progress of integration planning.
Hastings and Prince Edward District School Board
Policy Handbook
Page 27 of 27
Board Report No. B-4
Page 1
September 28, 2015
Decision X
To:
Information
Chair and Members of the Hastings and Prince Edward District School Board
From: Bonnie Danes, Chair, Operations and Finance Committee
Leslie Miller, Superintendent of Business Services
Nick Pfeiffer, Controller of Facility Services
Re:
Multi-Year Annual Accessibility Plan for the period September, 2015 to August, 2020
Purpose
To approve the board’s Multi-Year Annual Accessibility Plan for the period September 2015 to
August 2020.
Background
The Accessibility for Ontarians with Disabilities Act (2005) (AODA) and the Ontarians with
Disabilities Act (2001) (ODA) requires school boards to prepare annual plans to address
barriers to persons with disabilities. The plan has had several revisions since it was first
published in 2005 and is accessible by link on the board’s main website and the Facility
Services website.
Current situation
The Accessibility Advisory Committee met in March and June 2015 to review and update the
Multi-Year Annual Accessibility Plan which incorporates plans for the next five year period. The
Multi-Year Accessibility Plan is reviewed on an annual basis by the Accessibility Advisory
Committee and approved by the Board.
At its meeting of September 14, 2015 the Operations and Finance Committee approved a
recommendation to bring the Multi-Year Annual Accessibility Plan to the Board for approval.
Appendices
Appendix A – Multi-Year Annual Accessibility Plan for the period September 2015 to August
2020.
Recommendation
Moved:
M. Hall
Seconded:
D. Patterson
That Hastings and Prince Edward District School Board approve the Multi-Year
Annual Accessibility Plan for the period September 2015 to August 2020 as
contained in the Board Report No. B-4, dated September 28, 2015.
Respectfully submitted,
Bonnie Danes, Chair
Operations and Finance Committee
Leslie Miller
Superintendent of Business Services
Nick Pfeiffer
Controller of Facility Services
Education Centre, 156 Ann Street, Belleville, Ontario K8N 3L3
Telephone: (613) 966-1170 Toll-free: 1 800 267-4350 Fax: (613) 966-6023
www.hpedsb.on.ca
Board Report No. B-4
Appendix A
Page 1
September 28, 2015
MULTI-YEAR
ANNUAL ACCESSIBILITY PLAN
For the period
September 2015 – August 2020
Submitted by the Accessibility Advisory Committee
Approved by
Hastings and Prince Edward District School Board
CONTACT:
Nick Pfeiffer, Controller of Facility Services
Chair, Accessibility Advisory Committee
Hastings and Prince Edward District School Board
156 Ann Street, Belleville, ON. K8N 3L3
613-966-1170 ext. 2245
Board Report No. B-4
Appendix A
Page 2
September 28, 2015
Executive Summary ……………………………………………………………………………….…...
Pg. 3
Purpose ……………………………………………………………………………………………….…
Pg. 4
Objectives ……………………………………………………………………………………………….
Pg. 4
Description of Hastings and Prince Edward District School Board ………………………………..
Pg. 4
Commitment to Accessibility Planning ………………..………………………………………………
Pg. 5
Universal Design Philosophy …………………………………………………………………………
Pg. 5
Accessibility Advisory Committee Members …………………………………..……………………
Pg. 6
Consultation with Persons with Disabilities …………………………………………………………
Pg. 6
Recent Barrier Removal Initiatives …………………………………………………………………..
Pg. 7
Preventing New Barriers ……………………………………………………………………………...
Pg. 7
Barriers Identified ……………………………………………………………………………………...
Pg. 8 - 9
Barriers to be Addressed - 2015 through to 2020 …………….…………….……………………..
Pg. 10 - 16
Board Review ………………………………………………………………………………………….
Pg. 17
Community Input ………………………………………………………………………………………
Pg. 17
Committee Review and Monitoring Process ……….……………………………………………….
Pg. 17
Communication of the Plan …………………………………………………………………………..
Pg. 17
Barriers Removed in Prior Years – Appendix A ……………………………………………………
Pg. 18 - 23
Building Accessibility Chart Future Needs and Completed Problems – Appendix B……..….…
Pg. 24 - 26
Glossary ……………………………………………………………………………………….………..
Pg. 27
Board Report No. B-4
Appendix A
Page 3
September 28, 2015
EXECUTIVE SUMMARY
The Accessibility for Ontarians with Disabilities Act (AODA) became law on June 13, 2005. The Annual
Accessibility Plan describes the measures that Hastings and Prince Edward District School Board has taken or
plans to take to identify, remove and prevent barriers for persons with disabilities.
The purpose of the Accessibility for Ontarians with Disabilities Act, 2005 (AODA) and the Ontarians with
Disabilities Act, 2001 (ODA) is to improve opportunities for persons with disabilities and to provide for their
involvement in the identification, removal and prevention of barriers to their full participation in the life of the
province. To this end, the Acts require school boards to prepare an annual accessibility plan to consult with
persons with disabilities in the preparation of this plan and to make the plan public.
The AODA provides an enhanced emphasis on required actions to meet the needs of persons with disabilities.
The AODA includes regulations with respect to:
1.
2.
3.
4.
5.
Customer Services
Transportation
Information and Communications
Employment
Built Environment
The requirement for training under the Customer Service Standard was completed for all Hastings and Prince
Edward District School Board employees and trustees by February 2010.
The Transportation, Information and Communication and Employment regulations were enacted June 7, 2011.
The requirement for training under these regulations was completed for all Hastings and Prince Edward District
School Board employees by January 2014.
The Built Environment standard has been developed by the province. As of January 1, 2015, new construction
and renovations will be subject to updated accessibility requirements as part of the Ontario Building Code.
Hastings and Prince Edward District School Board is committed to the continual improvement of accessibility to
school board facilities, policies, programs, practices and services for students, staff, parents, guardians,
volunteers and members of the community with disabilities.
For further information on the Accessibility for Ontarians Disabilities Act (AODA) please access the following
link: http://www.mcss.gov.on.ca/en/mcss/programs/accessibility/
For feedback or inquiries on the Accessibility Plan, access the following link:
http://www.hpedsb.on.ca/feedback/thoughts.cfm
Board Report No. B-4
Appendix A
Page 4
September 28, 2015
1.
PURPOSE
The plan describes the measures that Hastings and Prince Edward District School Board has taken in the
past and the measures that will be taken during the 2015-2020 school years to identify, remove and
prevent barriers for persons with disabilities who work in, use or attend school board facilities and
services.
2.
OBJECTIVES
The plan:





3.
Describes the process by which Hastings and Prince Edward District School Board will identify,
remove and prevent barriers for persons with disabilities.
Reviews efforts of Hastings and Prince Edward District School board to remove and prevent
barriers for persons with disabilities during the past year.
Identifies policies, procedures, programs, practices and services that Hastings and Prince Edward
District School Board will review in the coming year to identify barriers for persons with disabilities.
Describes the measures Hastings and Prince Edward District School board will take in the coming
year to identify, remove and prevent barriers for persons with disabilities.
Describes how Hastings and Prince Edward District School Board will make this accessibility plan
available to the public.
DESCRIPTION OF HASTINGS AND PRINCE EDWARD DISTRICT SCHOOL BOARD
Hastings and Prince Edward District School Board serves approximately 15,100 students each day at 39
elementary and eight secondary schools. Supporting student achievement is the goal of approximately
1,800 teaching and support staff who, in addition to the contributions of caring volunteers and community
partners, share their passion for teaching and learning.
The district covers a wide geographic area of 7,221 square kilometres bordered by Maynooth to the north,
Deseronto to the east, Prince Edward County to the south and Quinte West to the west.
All students regardless of special talents or challenging needs have the opportunity to become successful
when attending schools which offer accessible programs, settings and services.
Board Report No. B-4
Appendix A
Page 5
September 28, 2015
4. COMMITMENT TO ACCESSIBILITY PLANNING
The original plan was prepared by the Accessibility Advisory Committee (AAC) in consultation with Senior
Administration. The Board and Senior Administration continue to approve the plan annually.
Hastings and Prince Edward District School Board continues to commit to:




The Accessibility Advisory Committee meeting annually to review the plan.
Consulting with persons with disabilities in the development and review of the plan.
Ensuring school board policies and procedures are consistent with the principles of accessibility.
Improving access to facilities, policies, programs, practices and services for students, staff, parents,
guardians, volunteers and members of the community.
The Director of Education has authorized the AAC to prepare and annually update an accessibility plan that
will enable Hastings and Prince Edward District School Board to meet these commitments.
5. UNIVERSAL DESIGN PHILOSOPHY
Through the Ontario Ministry of Education document, Learning for All – A Guide to Effective Assessment
and Instruction for All Students, Kindergarten to Grade 12, 2011, school boards in Ontario were directed to
follow a universal design for learning (UDL) model.
Universal design for learning was inspired by work in architecture on the planning of buildings with a view
to accessibility for people with physical disabilities (Turnbull et al., 2002). Architects observed that the
added improvements facilitated access for all users, not just people with physical disabilities. An access
ramp, for instance, provides a person using a wheelchair with easier access to a building, but it also makes
it easier for a parent with a child’s stroller, a traveler with a baggage trolley, or someone using a walker.
Eventually, researchers in other fields noted that specialized technology meant for target population is also
useful for others. The notion that assistance targeted at a specific group can help everyone, bolstered by
recent research on inclusion and new technologies, has now made its way into the field of education.
Universal design ensures that the classroom and other learning environments are as usable as possible for
students, regardless of their age, ability, or situation.
The principle of universal design guides decisions made by Hastings and Prince Edward District School
Board in accessibility planning.
Universal design for learning principles:






equitable use
appropriately designed space
flexibility
simplicity
safety
different modes of perception
Board Report No. B-4
Appendix A
Page 6
September 28, 2015
6. ACCESSIBILITY ADVISORY COMMITTEE MEMBERS
Name
Tom Biniaris
Sharon Charlton
Geoff Courneya
Bonnie Danes
Tracy Demianchuk
Kerry Donnell
Lee-Ann Evans
Mark Fisher
Ahmed Abdel Halim
Kelvin MacQuarrie
Gillian McCurdy
Louanne Moore
Linda Mortlock
Nick Pfeiffer
Nancy Popovich
Connie Reid
Dianne Sedore-McCoy
Sandy Smith
Mary Lou Stogre
Gord Taylor
Jennifer Vincent
Representing
Trustee, Hastings and Prince Edward District School Board
Supervisor of Purchasing Services, Hastings and Prince Edward District School
Board
Vision Resource Teacher, Hastings and Prince Edward District School Board
Trustee, Hastings and Prince Edward District School Board (alternate)
Ontario Secondary School Teachers’ Federation, Hastings and Prince Edward
District School Board
Communications Officer, Hastings and Prince Edward District School Board
CUPE, Hastings and Prince Edward District School Board
Superintendent of Education, Hastings and Prince Edward District School Board
Student Senator, Moira Secondary School
Senior Information and Technology Services Officer, Hastings and Prince Edward
District School Board
Occupational Health and Safety Officer, Hastings and Prince Edward District School
Board
Child Youth Counselor, Hastings and Prince Edward District School Board
Occasional Teacher, Hastings and Prince Edward District School Board
Chair, Accessibility Advisory Committee, Hastings and Prince Edward District School
Board
School Administration Representative, Hastings and Prince Edward District School
Board
Human Resources Administration, Hastings and Prince Edward District School Board
Elementary Teachers’ Federation, Hastings and Prince Edward District School Board
Community Engagement Officer, Hastings and Prince Edward District School Board
Deaf and Hard of Hearing Resource Teacher, Hastings and Prince Edward District
School Board
CEO, Tri-board Student Transportation Services
Special Education Advisory Committee (SEAC) Representative, Loyalist College
7. CONSULTATION WITH PERSONS WITH DISABILITIES
In maintaining the plan, the Accessibility Advisory Committee invites input from persons with disabilities. In
selection of members of the committee, organizations are asked to appoint representatives with disabilities
where possible.
Since implementation of the plan, the following suggestions have been received in consultation with
persons with disabilities:
 Reduce height of water fountains
 Install audio enhancement equipment
 Improve access to automatic door opener buttons
 Ensure chair lifts are in good repair
 Improve accessibility signage
 Improve training for self-advocacy
 Apply guiding principles to educational assistant staffing
 Continue emphasis on anti-bullying programs
 Ensure clarity in fire safety plans for evacuation of persons with special needs (i.e.: wheelchairs).
 Provide accessibility to school offices such as lower counter heights
 Assist persons with disabilities to strive for independence
 Provide sufficient door access widths
 Install strobe lighting fire alarm horns
Board Report No. B-4
Appendix A
Page 7
September 28, 2015
8. RECENT BARRIER REMOVAL INITIATIVES
During the last several years, there have been a number of informal initiatives to identify, remove and
prevent barriers to persons with disabilities. An itemized list of barriers that were removed in the past is
included in Appendix A. More recent projects are listed in the following table. Barriers previously addressed
in schools that are now closed are not included in the table.
The Board through its Special Education Plan has addressed access for students with disabilities through
modification and accommodation of programs and services.
Automatic door openers have been installed in a number of school interior and exterior doorways, elevators
installed in most secondary schools with multiple stories, ramps for school front and rear access points,
accessible washrooms, audio and visual emergency alarm systems, and tactile and high contrast signage,
etc. have been fitted in schools.
Attitudinal barriers for persons with disabilities are being addressed through staff and student in-service
about diversity, inclusive schools, re-writing diversity policy/procedures and examining other policies and
procedures for barriers to accessibility.
Architectural features that incorporate principles of universal design have been incorporated into new
building design and construction. As well, recent renovations to existing buildings have accessibility for
persons with disabilities addressed in the plans.
In 2014-2015, the board allocated $100,000 to complete numerous projects to address physical and
architectural barriers at existing schools.
In addition, the board recently undertook the following major projects, which all included significant
accessibility features:
PROJECT
Trenton Replacement Elementary
School – New Construction
Stirling Public School – New
Addition
Harmony Public School – New
Construction
Harry J. Clarke Public School – New
Addition
Tyendinaga Public School – New
Addition
Foxboro Public School – New
Addition
LOCATION
Trenton, Ontario
STATUS
Construction commencing 2015
Stirling, Ontario
Completed September 2015
Corbyville, Ontario
Completed November 2014
Belleville, Ontario
Completed September 2014
Shannonville, Ontario
Completed September 2014
Foxboro, Ontario
Completed September 2014
Refer to Appendix B for a general overview of future and completed projects.
9. PREVENTING NEW BARRIERS
In accordance with the AODA, 2005 and ODA, 2001, all school board programs, policies, procedures,
practices and services, from this point forward, will be subject to the guiding principles of inclusionary
practice. The board will strive to create an environment that is accessible to all people regardless of age or
ability. Through the annual accessibility planning process, the board commits to ensuring continual
improvement in accessibility.
Board Report No. B-4
Appendix A
Page 8
September 28, 2015
BARRIERS IDENTIFIED
In its initial review, the Accessibility Advisory Committee (AAC) identified many barriers. On an annual
basis, in consultation with persons with disabilities, the AAC will review the following:
BARRIERS IDENTIFIED
TYPE OF BARRIER
Architectural
DESCRIPTION OF BARRIER
Obstructions in hallways i.e. boots, coats
Lack of window coverings to reduce glare from
windows
Acoustic barriers i.e. background noise,
reverberation
Reception counters at several schools are not at
eye level for wheelchair users.
Wheelchair access required at various buildings
Attitudinal
Inaccessible washrooms in various schools.
Many switches, buttons and water fountains are
too high for wheel chair access.
Protruding objects, e.g. Water fountains, fire
extinguishers, doors opening into hallway and
steps that are not a standard height and width
can create a problem for the visually impaired
walking with cane.
Access to handrails on both sides of stairs.
Awareness or lack of knowledge of disabilities
(e.g. hearing, vision, mental health)
Students, staff and parents have identified
bullying and social isolation as a concern in
schools.
Awareness of needs and achievements of all
students. After school activities and clubs may
seem they do not welcome students with
disabilities. Students may be nervous to be
involved due to their disability.
Lack of knowledge or awareness on how to
advocate for oneself.
Students with medical conditions and other
disabilities face challenges when participating in
school and field trips
STRATEGY FOR ITS REMOVAL / OR
PREVENTION
Reduce obstructions in corridors for safe
egress
Install window coverings where possible
Address issues as required.
Re-configure reception counters.
Install wheel chair ramps, elevators and chair
lifts at specific locations. Investigate portable
stage lift.
Remodel washrooms.
Relocate switches, buttons and water
fountains to a lower height.
Remodel water fountains that are protruding
from wall, recess newly installed fountains,
and provide consistency of height and width
when installing steps.
Remodel to ensure consistency of handrails.
Provide information and education and
direction on how to get help. HPEDSB now
has a mental health lead on staff whose
mandate is to increase mental health
awareness.
Continue with existing programs such as
equity and inclusivity program. Safe school
legislation, safe workplace legislation and
school climate survey. Explore other
possibilities for disability sensitivity and
awareness programming and provide direction
on how to get help.
Involve students with disabilities in extracurricular and out of school learning activities
and student council and award ceremonies.
Develop self-advocacy skills. Ensure
awareness of accessibility link on the board’s
web site: www.hpedsb.on.ca/ec/accessibility
and Director’s Comments mailbox:
www.hpedsb.on.ca/feedback/thoughts
Encourage communication and receive
suggestions re accessibility.
Provide information on programs to inform and
assist with resources to ensure inclusionary
practices. When planning or developing
school or field trips ensure students with
medical and other disabilities are considered.
Board Report No. B-4
Appendix A
Page 9
September 28, 2015
BARRIERS IDENTIFIED
Communication
People who are deaf and hard of hearing cannot
detect audio fire alarms.
People who are deaf and hard of hearing have
difficulty participating in meetings
Identification of facilities.
Awareness of access to buildings.
Fire Safety Plans need to be updated to show
accessible egress.
Announcements cannot be heard in all locations
Information
Physical
Policy/Procedure
Technological
Transportation
Many forms and records are only available in
print. Student information and brochures are
sometimes difficult to obtain in alternative
formats.
Interior and exterior doors of several schools are
very heavy and may be difficult to open for a
wheelchair user or someone with limited
strength. Door widths are sometimes too narrow
for wheelchair access.
Some gyms, stages and auditoriums have steps
which may prevent persons with disabilities from
participating.
Accessibility to playground equipment for
students/caregivers
Lack of awareness of accessibility issues and
who is responsible to address employee,
student or community concerns.
Board policies and procedures need to be
reviewed to ensure compliance with the ODA,
human rights legislation and harassment policy.
Availability of specialized equipment and
assistive technology for staff and students with
identified disabilities
Students with disabilities need to be able to
access transportation that accommodates their
needs.
Investigate visual emergency notification
system and install. Provide pagers as needed.
Install audio enhancement equipment and/or
provide an interpreter.
Develop procedure and provide tactile and
high contrast signage with universal symbols.
Locate signs in accessible positions.
Practice fire drills
Post on board website and communicate
through newsletters. Include plans for
students with disabilities. Schools need to
consult with local fire chief for approval of
accessibility features in fire safety plan.
Repair or install and ensure PA systems are
functional in all locations. Install visual
indicators for lockdowns. Provide pagers as
needed.
Make all forms and information available upon
request on the Board’s web site, or in other
formats including Braille.
Install automatic door openers or change the
doors to a lighter weight model. Ensure
opener operators are easy to use. Ensure
door widths comply with building code.
Adapt policy/procedures to include persons
with disabilities e.g. Present all awards in front
of stage, provide ramp or chair lift.
Consult with playground suppliers and schools
to determine availability and needs, making
paths accessible
Clarify procedure for raising and addressing
barrier issues.
Ongoing review of policies and procedures to
ensure compliance.
Procedure 215: Special Equipment Amount
(SEA) and Resource Guide provides
information on funding for equipment for
students with special education needs.
Workplace accommodation process through
HR for staff.
Provide transportation options such as
wheelchair accessible cabs and buses.
Attempt to minimize interruption to classes.
In May, 2012, the Ontario Public School Boards’ Association (OPSBA) created and distributed documents
to school boards to assist boards in providing training as required by the AODA Integrated Accessibility
Standards Regulations. The documents cover various provisions of the regulation as it relates to
developing procedures in the following areas:
1.
2.
3.
4.
Procedure for Accessible Information and Communications
Procedure for Accessible Employment
Procedure for Accessible Student Transportation
Development of Individual Student Transportation Plan
Board Report No. B-4
Appendix A
Page 10
September 28, 2015
10. BARRIERS TO BE ADDRESSED
BARRIERS TO BE ADDRESSED IN 2015-2016
BARRIER
ACTION
DATE
RESPONSIBILITY
Architectural
Renovations to existing facilities are
accessible to all people with
exceptionalities.
2015-2016 &
Ongoing each year,
review & report
System
Renovation Plan to existing
buildings/ new construction
Communication &
Information
School Board/Student Forms
Consult with facility services for
planning and re-design
Provide, upon request, non-print
alternative formats for board forms,
i.e. Student record forms and
student information brochures.
Facility Services
2015-2016 &
Ongoing
Information and Technology
Services
Communication Officer
Schools
Signage identification of
facilities
(upon request)
Develop procedure & provide tactile
and high contrast signage with
universal symbols & locate in
accessible positions to enable staff
and students with disabilities to be
able to communicate, move about
school and be aware of
announcements
2015-2016 &
Ongoing
Facility Services / Special
Education Services
Staff & students not always
able to hear announcements
and emergency information
Repair or install to ensure that PA
systems are functional in all
locations.
2015-2016 &
Ongoing
Facility Services
Information and Technology
Services Special Education
Services
Physical
School reception stations are
accessible
Research visual indicators for
lockdowns and provide pagers as
needed.
Consultation with architects /
contractors to remodel school
reception stations in order that
persons in wheelchairs will be able
to speak to school receptionist at
eye level
2015-2016 &
Ongoing
Facility Services
September, 2015
Review and report
& Ongoing
Facility Services
Health & Safety Officer
Fire Department
2015-2016 &
Ongoing
Director of Education
2015-2016 &
Ongoing
Director of Education
2015-2016 &
Ongoing
Special Education Services
Information and Technology
Services
Fire safety plans show
accessibility features on floor
plans and requirements for
students with special needs
and for staff with accessibility
issues.
Board Policies/Procedures
Board policies and procedures
to be reviewed to ensure
compliance with the AODA,
2005 and the OAD Act, 2001
Review and audit process to
ensure compliance with
accessibility requirements
Technological
Access to assistive technology
Consult with fire department and
health & safety officer to determine
if floor plans include accessibility
features.
Provide student and staff
awareness
Ensure all board policies and
procedures meet legislative
requirements and include a specific
procedure to state the board’s
commitment to address accessibility
issues and barriers to persons with
disabilities.
Provide assistive technology such
as mobile devices for students and
employees to provide access to
multi-functional operations
Board Report No. B-4
Appendix A
Page 11
September 28, 2015
BARRIERS TO BE ADDRESSED IN 2015-2016 - continued
BARRIER
ACTION
DATE
RESPONSIBILITY
Transportation
Staff awareness of processes
for student transportation and
accommodation needs
Provide accommodation needs to
allow students and other persons
with disabilities access to board and
school activities and events
2015-2016 &
Ongoing
Schools
Tri-Board Transportation
Services
Special Education Services
Continue the procurement of buses
equipped with accessible
equipment, i.e. wheelchair lifts.
2015-2016 &
Ongoing
Tri-Board Transportation
Services
Board Report No. B-4
Appendix A
Page 12
September 28, 2015
BARRIERS TO BE ADDRESSED IN 2016-2017
BARRIER
ACTION
DATE
RESPONSIBILITY
Architectural
Renovations to existing facilities are
accessible to all people with
exceptionalities.
2016-2017 &
ongoing each year,
review & report
System
Renovation Plan to existing
buildings/ new construction
Communication &
Information
School Board/Student Forms
Signage identification of
facilities
(upon request)
Physical
Accessible washrooms
Playground Equipment
Board Policies/Procedures
Board policies and procedures
to be reviewed to ensure
compliance with the AODA,
2005 and the OAD Act, 2001
Consult with facility services for
planning and re-design
Provide, upon request, non-print
alternative formats for board forms,
i.e. Student record forms and
student information brochures.
2016-2017 &
ongoing
Information and Technology
Services
Communication Officer
Schools
Develop procedure & provide tactile
and high contrast signage with
universal symbols & locate in
accessible positions to enable staff
and students with disabilities to be
able to communicate, move about
school and be aware of
announcements
Consult with architects / contractors
to remodel washrooms to ensure
that washrooms are accessible in
designated locations for use by
persons with disabilities.
2016-2017 &
Ongoing
Facility Services
Special Education Services
2016-2017 &
Ongoing
Facility Services
Ensure new playground equipment
is accessible.
Ensure all board policies and
procedures meet legislative
requirements and include a specific
procedure to state the board’s
commitment to address accessibility
issues and barriers to persons with
disabilities.
2016-2017 &
Ongoing
2016-2017 &
ongoing
Facility Services
2016-2017 &
Ongoing
Director of Education
Continue to develop a procedure, re
- funding of specialized equipment
for staff with disabilities. This will
enable those persons to have
improved access to workplaces
when provided with specialized
equipment.
2016-2017 &
Ongoing
Information & Technology
Services
Human Resources
Facility Services
Health & Safety Officer
Continue to provide assistive
technology such as mobile devices
for students and employees to
provide access to multi-functional
operations
Continue to provide accommodation
needs to allow students and other
persons with disabilities access to
board and school activities and
events
2016-2017 &
Ongoing
Special Education Services
Information and Technology
Services
2016-2017 &
Ongoing
Schools
Tri-Board Transportation
Services
Special Education Services
Continue procurement of buses
equipped with accessible
equipment, i.e. wheelchair lifts.
2016-2017 &
Ongoing
Tri-Board Transportation
Services
Review and audit process to
ensure compliance with
accessibility requirements
Technological
Staff awareness of processes
for accommodation needs.
Transportation
Staff awareness of processes
for student transportation and
accommodation needs
Facility Services
Director of Education
Board Report No. B-4
Appendix A
Page 13
September 28, 2015
BARRIERS TO BE ADDRESSED IN 2017-2018
BARRIER
ACTION
DATE
RESPONSIBILITY
Architectural
Renovations to existing facilities are
accessible to all people with
exceptionalities.
2017-2018 &
ongoing each year,
review & report
System
Renovation Plan to existing
buildings/ new construction
Communication &
Information
School Board/Student Forms
Consult with facility services for
planning and re-design
Provide, upon request, non-print
alternative formats for board forms,
i.e. Student record forms and
student information brochures.
Facility Services
2017-2018 &
ongoing
Information and Technology
Services
Communication Officer
Schools
Signage identification of
facilities
(upon request)
Develop procedure & provide tactile
and high contrast signage with
universal symbols & locate in
accessible positions to enable staff
and students with disabilities to be
able to communicate, move about
school and be aware of
announcements.
2017-2018 &
Ongoing
Facility Services
Special Education Services
Improve access to accessibility
support
Add links to all school websites for
accessibility. Update accessibility
webpage.
Consult with architects / contractors
to remodel washrooms to ensure
that washrooms are accessible in
designated locations for use by
persons with disabilities.
2017-2018 &
Ongoing
ITS/Communications Officer
2017-2018 &
ongoing
Facility Services
Ensure new playground equipment
is accessible.
Ensure all board policies and
procedures meet legislative
requirements and include a specific
procedure to state the board’s
commitment to address accessibility
issues and barriers to persons with
disabilities.
2017-2018 &
Ongoing
2017-2018 &
ongoing
Facility Services
2017-2018 &
Ongoing
Director of Education
Continue to develop a procedure, re
- funding of specialized equipment
for staff with disabilities. This will
enable those persons to have
improved access to workplaces
when provided with specialized
equipment.
2017-2018 &
Ongoing
Information & Technology
Services
Human Resources
Facility Services
Health & Safety Officer
Continue to provide assistive
technology such as mobile devices
for students and employees to
provide access to multi-functional
operations
2017-2018 &
Ongoing
Special Education Services
Information and Technology
Services
Physical
Accessible washrooms
Playground Equipment
Board Policies/Procedures
Board policies and procedures
to be reviewed to ensure
compliance with the AODA,
2005 and the OAD Act, 2001
Review and audit process to
ensure compliance with
accessibility requirements
Technological
Staff awareness of processes
for accommodation needs.
Director of Education
Board Report No. B-4
Appendix A
Page 14
September 28, 2015
BARRIERS TO BE ADDRESSED IN 2017-2018 - continued
BARRIER
ACTION
DATE
RESPONSIBILITY
Transportation
Staff awareness of processes
for student transportation and
accommodation needs
Continue to provide accommodation
needs to allow students and other
persons with disabilities access to
board and school activities and
events
2017-2018 &
Ongoing
Schools
Tri-Board Transportation
Services
Special Education Services
2017-2018 &
Ongoing
Tri-Board Transportation
Services
Continue the procurement of buses
equipped with accessible
equipment, i.e. wheelchair lifts.
Board Report No. B-4
Appendix A
Page 15
September 28, 2015
BARRIERS TO BE ADDRESSED IN 2018-2019
BARRIER
ACTION
DATE
RESPONSIBILITY
Architectural
Renovations to existing facilities are
accessible to all people with
exceptionalities.
2018-2019 &
ongoing each year,
review & report
System
Renovation Plan to existing
buildings/ new construction
Communication &
Information
School Board/Student Forms
Signage identification of
facilities
(upon request)
Physical
Accessible washrooms
Playground Equipment
Board Policies/Procedures
Board policies and procedures
to be reviewed to ensure
compliance with the AODA,
2005 and the OAD Act, 2001
Review and audit process to
ensure compliance with
accessibility requirements
Technological
Staff awareness of processes
for accommodation needs.
Transportation
Staff awareness of processes
for student transportation and
accommodation needs
Consult with facility services for
planning and re-design
Provide, upon request, non-print
alternative formats for board forms,
i.e. Student record forms and
student information brochures.
Facility Services
2018-2019 &
ongoing
Information and Technology
Services
Communication Officer
Schools
Develop procedure & provide tactile
and high contrast signage with
universal symbols & locate in
accessible positions to enable staff
and students with disabilities to be
able to communicate, move about
school and be aware of
announcements
Consult with architects / contractors
to remodel washrooms to ensure
that washrooms are accessible in
designated locations for use by
persons with disabilities.
2018-2019 &
Ongoing
Facility Services
Special Education Services
2018-2019 &
ongoing
Facility Services
Ensure new playground equipment
is accessible.
Ensure all board policies and
procedures meet legislative
requirements and include a specific
procedure to state the board’s
commitment to address accessibility
issues and barriers to persons with
disabilities.
2018-2019 &
Ongoing
2018-2019 &
ongoing
Facility Services
2018-2019 &
Ongoing
Director of Education
Continue to develop a procedure, re
- funding of specialized equipment
for staff with disabilities. This will
enable those persons to have
improved access to workplaces
when provided with specialized
equipment.
2018-2019 &
Ongoing
Information & Technology
Services
Human Resources
Facility Services
Health & Safety Officer
Continue to provide assistive
technology such as mobile devices
for students and employees to
provide access to multi-functional
operations
Continue to provide accommodation
needs to allow students and other
persons with disabilities access to
board and school activities and
events
2018-2019 &
Ongoing
Special Education Services
Information and Technology
Services
2018-2019 &
Ongoing
Schools
Tri-Board Transportation
Services
Special Education Services
Continue procurement of buses
equipped with accessible
equipment, i.e. wheelchair lifts.
2018-2019 &
Ongoing
Tri-Board Transportation
Services
Director of Education
Board Report No. B-4
Appendix A
Page 16
September 28, 2015
BARRIERS TO BE ADDRESSED IN 2019-2020
BARRIER
ACTION
DATE
RESPONSIBILITY
Architectural
Renovations to existing facilities are
accessible to all people with
exceptionalities.
2019-2020 &
ongoing each year,
review & report
System
Renovation Plan to existing
buildings/ new construction
Communication &
Information
School Board/Student Forms
Signage identification of
facilities
(upon request)
Physical
Accessible washrooms
Playground Equipment
Board Policies/Procedures
Board policies and procedures
to be reviewed to ensure
compliance with the AODA,
2005 and the OAD Act, 2001
Review and audit process to
ensure compliance with
accessibility requirements
Technological
Staff awareness of processes
for accommodation needs.
Transportation
Staff awareness of processes
for student transportation and
accommodation needs
Consult with facility services for
planning and re-design
Provide, upon request, non-print
alternative formats for board forms,
i.e. Student record forms and
student information brochures.
Facility Services
2019-2020 &
ongoing
Information and Technology
Services
Communication Officer
Schools
Develop procedure & provide tactile
and high contrast signage with
universal symbols & locate in
accessible positions to enable staff
and students with disabilities to be
able to communicate, move about
school and be aware of
announcements
Consult with architects / contractors
to remodel washrooms to ensure
that washrooms are accessible in
designated locations for use by
persons with disabilities.
2019-2020 &
Ongoing
Facility Services
Special Education Services
2019-2020 &
ongoing
Facility Services
Ensure new playground equipment
is accessible.
Ensure all board policies and
procedures meet legislative
requirements and include a specific
procedure to state the board’s
commitment to address accessibility
issues and barriers to persons with
disabilities.
2019-2020 &
Ongoing
2019-2020 &
ongoing
Facility Services
2019-2012 &
Ongoing
Director of Education
Continue to develop a procedure, re
- funding of specialized equipment
for staff with disabilities. This will
enable those persons to have
improved access to workplaces
when provided with specialized
equipment.
2019-2020 &
Ongoing
Information & Technology
Services
Human Resources
Facility Services
Health & Safety Officer
Continue to provide assistive
technology such as mobile devices
for students and employees to
provide access to multi-functional
operations
Continue to provide accommodation
needs to allow students and other
persons with disabilities access to
board and school activities and
events
2019-2020 &
Ongoing
Special Education Services
Information and Technology
Services
2019-2020 &
Ongoing
Schools
Tri-Board Transportation
Services
Special Education Services
Continue procurement of buses
equipped with accessible
equipment, i.e. wheelchair lifts.
2019-2020 &
Ongoing
Tri-Board Transportation
Services
Director of Education
Board Report No. B-4
Appendix A
Page 17
September 28, 2015
11. BOARD REVIEW
The Accessibility Plan will continue to be updated on an annual basis with new barriers being identified and
eliminated as time and funding permits. The Accessibility Advisory Committee with representation from all
employee groups, students, the Special Education Advisory Committee and community partners will continue
to provide direction to address accessibility issues with the approval of the Board.
12. COMMUNITY INPUT
The Special Education Advisory Committee (SEAC) consists of various community organizations representing
persons with disabilities and is established through a public consultation process. SEAC was consulted by the
AAC to provide broad-based input prior to the establishment and approval of the original plan by the Board.
Representation was invited from all employee groups and from Special Education Services and Tri-Board
Student Transportation Services.
13. COMMITTEE REVIEW AND MONITORING PROCESS
The Accessibility Advisory Committee will meet annually to review progress of the plan. Throughout the year,
evaluation of the effectiveness in implementing barrier removal and prevention strategies will be ongoing in
preparation for subsequent years of accessibility planning.
14. COMMUNICATION OF THE PLAN
The ANNUAL ACCESSIBILITY PLAN for the period September 2015 – August 2020 is posted on the board’s
website at: update link http://www.hpedsb.on.ca/ec/services/fcs/documents/ACCESSIBILITYPLAN 20152020.pdf
CONTACT:
Nick Pfeiffer, Controller of Facility Services
Chair, Accessibility Advisory Committee
Hastings and Prince Edward District School Board
156 Ann St, Belleville ON. K8N 3L3
613-966-1170 ext. 2245
Board Report No. B-4
Appendix A
Page 18
September 28, 2015
The full text of abbreviations listed below can be found in the Glossary on page 27.
APPENDIX A
BARRIERS REMOVED IN PRIOR YEARS
BARRIER TYPE
LOCATION
STRATEGY TO REMOVE BARRIER
Attitudinal
All Schools
To reduce harassment and increase understanding and
acceptance of students with disabilities, the following
programs have been used:

Bully-proofing Your School
(book resource in use in many schools)

Don’t Laugh at Me

How to Hug a Porcupine

Respect Program

Franklin Fellowship Club (developed by the Early
Intervention Team at Queen Victoria Public School)

CYC Programs such as The Bully-Free Classroom

Living Colour, I Care CST

Creative Conflict Resolution Training

Peer Proofing

Stirling Silver Program

OPP Bearhug Band

Dealing with Aggressive At-Risk Children

Cool Solutions – Peer Counselling

VIP; Social Skills Program (primary)
In the Health and Physical Education document, there is
discussion regarding using the IEP to develop a program for
students with disabilities. There is a reference in the Grade 7
Healthy Living Curriculum under Personal Safety and Injury
Prevention that states “identify people and resources that can
support someone experiencing harassment”.
There is a reference in the Grade 8 Healthy Living Curriculum
under Living Skills that reads “demonstrate respectful behavior
towards the feelings and ideas of others”.
Communication
Any school as required
Child and Youth Counsellors, CAVEAT, SAL, Alternate
Programs to assist students in developing strategies and
behaviours to deal more effectively with school, societal and
peer expectations and to increase student tolerance of others
with differences.
All schools
Regularly scheduled ISRT/ISEH meetings to share resources
and support.
Any school as required
Braille materials and audio books for students who are blind to
access the curriculum; orientation and mobility training for
blind students; itinerant teacher of the blind; educational
assistant support for the blind; assistive technology.
Board Report No. B-4
Appendix A
Page 19
September 28, 2015
BARRIERS REMOVED IN PRIOR YEARS
BARRIER TYPE
LOCATION
STRATEGY TO REMOVE BARRIER
Interpreters for the deaf supplied to assist in communication
for school related meetings and events; TTY service for deaf
citizens to have telephone access if required; FM and sound
field systems to assist student focusing on curriculum; itinerant
teacher of the deaf; interpreting (educational assistant
support); sound field systems
Communication - Continue
Specific school sites
“Writing With Symbols” program; assistive technology;
educational assistants; social stories; communication
supports.
Information
All secondary schools
Assistive technology and Educational Assistant in rest room to
assist students with special needs.
Physical
Athol-South Marysburgh Public
School
Boys’ washroom converted, wheelchair accessible. Two
classroom addition and renovation constructed to latest
accessibility standards.
Bayside Public School
Ramp at front entrance installed; Bayside upper is wheelchair
accessible. Painting for enhanced contrast for low-vision
needs. Full day kindergarten classroom renovation
constructed to latest accessibility standards.
Bayside Secondary School
Washrooms converted; Ramps installed; Elevator installed;
wheelchair accessible; Special Education area renovations;
Magnetic hold openers installed on fire doors. New exterior
doors with auto door openers.
Washrooms converted; Ramps installed; Wheelchair
accessible; Magnetic hold openers installed on fire doors.
Automatic door openers installed. Full day kindergarten
classroom renovation and library addition constructed to latest
accessibility standards.
Bird’s Creek Public School
Breadner Elementary School
Washrooms converted; Ramps installed; Chair lift installed;
Automatic door openers installed; Wheelchair accessible.
Centennial Secondary School
Washrooms converted; Ramps, elevator and automatic door
openers installed; Wheelchair accessible; Chair lift installed for
stage; Magnetic hold openers installed on fire doors; Main
entrance ramped and accessible door openers installed.
Accessible door openers installed on north entrance doors.
Centre Hastings Secondary
School
Washrooms converted – accessible washroom renovations;
Ramps and elevators installed; Wheelchair accessible;
Enhanced chairlift agreements (chairlift moved to Quinte
Secondary School);Accessible door openers installed on north
and west entrances; LSP/PLP rooms 142 and 143 have been
renovated with additional storage cupboards, electrical
receptacles, new counter tops, wall and door, etc. Accessible
work stations installed.
C.M.L. Snider Elementary School
Washrooms converted; Ramps and chair lift installed;
Wheelchair accessible; Access in multi-purpose room
improved. Work stations modified; Washrooms converted. Full
day kindergarten classroom renovation constructed to latest
accessibility standards.
Board Report No. B-4
Appendix A
Page 20
September 28, 2015
BARRIERS REMOVED IN PRIOR YEARS
BARRIER TYPE
LOCATION
STRATEGY TO REMOVE BARRIER
Physical - Continued
Coe Hill School
Washrooms converted; Ramps installed; Wheelchair
accessible.
College Street Public School
Washroom made accessible.
Deseronto Public School
Washrooms converted; chair lift installed; Front entrance
ramped; Accessible doors installed.
Earl Prentice Public School
Ramps installed; Washrooms converted; Wheelchair
accessible. Automatic door openers installed.
Education Centre
Kirk cafeteria kitchen enlarged; Elevator installed; Accessible
washrooms installed.
Foxboro Public School
Washroom converted and ramps installed; Wheelchair
accessible. Automatic door openers installed at several
entrances. Full day kindergarten classroom addition
constructed to latest accessibility standards.
Frankford Public School
Washrooms converted in building addition. Wheelchair
accessible in addition only; Chair lift installed to basement;
Concrete ramps on east side installed; Accessible door
openers installed at front entrance; Accessible washroom
installed. Full day kindergarten classroom renovation
constructed to latest accessibility standards.
Harmony Public School
New school constructed to latest accessibility standards.
Harry J. Clarke Public School
Accessible door openers on main entrance installed;
Accessible ramp on south doors installed; Washrooms
converted; Ramps, elevators, automatic door openers
installed; Wheelchair accessible. New barrier-free washroom
in new south addition. Doors removed to improve
accessibility. Six classroom addition and new barrier-free
washroom constructed to latest accessibility standards.
Totally accessible after washrooms converted; Wheelchair
ramp; Door openers installed.
Harry J. Clarke Public School –
Sir Winston Churchill site
Hermon Public School
Wheelchair accessible; Accessible washroom installed in
township library; Accessible door opener installed on library
entrance door.
Hillcrest School
Sunken area in open area has been filled in and walls installed
with glass in top half; Carpet/tile has been replaced in open
areas; Accessible ramps have been installed at two fire exit
doors and ramp has been remodeled at south west entrance;
Automatic doors have been installed on the front and west
entrance for wheelchairs. Entire area has been painted;
Shelving, storage cupboards, bulletin boards installed; Storage
room has been converted into a teacher work room; Automatic
door openers on washroom doors have been installed.
Kente Public School
Doorway between special education room and computer lab
installed; Computer tables modified with power and data
cabling for special education students; Accessible washroom
installed. Full day kindergarten classroom renovation
constructed to latest accessibility standards.
Board Report No. B-4
Appendix A
Page 21
September 28, 2015
BARRIERS REMOVED IN PRIOR YEARS
BARRIER TYPE
LOCATION
STRATEGY TO REMOVE BARRIER
Physical - Continued
Madoc Public School
Asphalt ramp has been installed at main entrance. Accessible
washroom modified to accommodate change table;
Washrooms converted; Ramps installed; Wheelchair
accessible. Full day kindergarten classroom addition and lobby
constructed to latest accessibility standards.
Madoc Township Public School
Washrooms converted; Wheelchair accessible; Accessible
washroom created; Grab bars installed; Asphalt ramps at front
and west entrances installed.
Marmora Senior Public School
Washrooms converted; Ramps, chair lift, automatic door
openers installed; Wheelchair accessible; resource area has
been upgraded with kitchen cupboards and sinks; Automatic
door openers have been installed, west entrance;
Massassaga-Rednersville Public
School
Washrooms converted; Wheelchair accessible; Chair lift on
stage installed. Child care classroom, office, and new barrierfree washroom renovation constructed to latest accessibility
standards.
Maynooth Public School
Wheelchair accessible; Washrooms converted; Accessible
washroom installed. Full day kindergarten classroom and
library renovation constructed to latest accessibility standards.
Moira Secondary School
Washrooms converted; First floor wheelchair accessible;
Accessible door openers installed on main entrance. Strobe
lighting fire alarm horns installed.
North Hastings High School
Upper and lower cupboards in room 130 have been replaced
complete with electrical and plumbing upgrades; Washrooms
converted; Ramps, elevators, chair lift and automatic door
openers installed. Wheelchair accessible; Magnetic hold
openers on fire doors; Asphalt paving to improve accessibility.
North Trenton Public School
Ramps installed; Wheelchair accessible; Automatic door
openers.
Park Dale School
Washrooms converted and ramps installed; Wheelchair
accessible. Automatic door openers. Full day kindergarten
addition constructed to latest accessibility standards.
Pinecrest Memorial Elementary
School
Washrooms converted and ramps installed; Wheelchair
accessible; Automatic door openers installed at main entrance.
Prince Charles School (Belleville)
Washrooms converted and ramps installed; Wheelchair
accessible; Automatic door opener installed. Significant
classroom and gym addition and renovation of remainder of
school constructed to latest accessibility standards.
Prince Charles Public School
(Trenton)
Washrooms converted; Ramps and chair lift to stage installed;
Wheelchair accessible. Automatic door openers installed at
several entrances. Four classroom addition constructed to
latest accessibility standards and washroom converted.
Prince Edward Collegiate Institute
Automatic door openers installed at the main entrance,
cafeteria and library; Magnetic hold open arms installed on the
corridor fire doors; Washrooms converted; Elevator and chair
lift installed. Wheelchair accessible.
Board Report No. B-4
Appendix A
Page 22
September 28, 2015
BARRIERS REMOVED IN PRIOR YEARS
BARRIER TYPE
LOCATION
STRATEGY TO REMOVE BARRIER
Physical - Continued
Prince of Wales Public School
Washrooms converted; Ramps installed; Wheelchair
accessible; Automatic door openers installed on primary
washroom doors; Hold open arms installed on hall doors.
Computer lab/library modified. Full day kindergarten
classroom renovation constructed to latest accessibility
standards.
Queen Elizabeth School
(Belleville)
Automatic door openers on main entrance installed;
Washrooms converted, ramps installed; Wheelchair
accessible. Full day kindergarten classroom renovation
constructed to latest accessibility standards. Acoustic ceiling
installed in FDK classroom.
Larger door installed on the washroom off the library;
Kindergarten washroom door modified; Washrooms converted;
Ramps and automatic door openers installed at main
entrance; Wheelchair accessible.
Queen Elizabeth School (Picton)
Queen Elizabeth Public School
(Trenton)
Washrooms converted and ramps installed; Wheelchair
accessible; Door openers have been installed on the main
entrance doors and boys washroom; Magnetic hold openers
on fire doors.
Quinte Secondary School
Exhaust fan has been installed over the stove in classroom;
Washrooms converted; Ramps, elevators and automatic door
openers installed; Wheelchair accessible; Magnetic hold
openers installed on fire doors. Science lab renovations
constructed to latest accessibility standards.
Sir John A. Macdonald School
Washrooms converted; Ramps installed; Wheelchair
accessible; Door opener installed at west entrance; Magnetic
hold openers installed on fire doors. Significant classroom and
gym addition and renovation of remainder of school
constructed to latest accessibility standards.
Sophiasburgh Central School
Wheelchair accessible. Full day kindergarten classroom
renovation constructed to latest accessibility standards. Ramp
installed at front entrance.
Stirling Public School
New school constructed to latest accessibility standards. Child
care and full day kindergarten addition constructed to latest
accessibility standards.
Susanna Moodie Elementary
School
Accessible washroom installed; Magnetic hold devices and
door openers installed; Washrooms converted; Ramps
installed; Wheelchair accessible. Painting for enhanced
contrast for low-vision needs.
Trenton High School
Room 110 expanded into room 108; Upper cupboards
installed; Washrooms converted; Chair lift installed;
Wheelchair accessible; Steps to sports field converted to
ramp. Sports track resurfaced. Elevator installed; Magnetic
hold devices installed on fire doors. Additional ramp to sports
field installed. Science lab renovations constructed to latest
accessibility standards.
Tweed Elementary School
New school constructed to latest accessibility standards.
Board Report No. B-4
Appendix A
Page 23
September 28, 2015
BARRIERS REMOVED IN PRIOR YEARS
BARRIER TYPE
LOCATION
STRATEGY TO REMOVE BARRIER
Physical - Continued
Tyendinaga Public School
Accessible washroom installed; Ramps and chair lift installed;
Walkway/ramp resurfaced at front entrance; Wheelchair
accessible. New barrier-free washroom in north-east addition.
Automatic door openers installed. Full day kindergarten three
classroom addition and new barrier-free washroom
constructed to latest accessibility standards.
V.P. Carswell Elementary
Washrooms converted; Wheelchair accessible; Automatic door
openers installed at front entrance. New barrier-free
washroom in west addition. Strobe lighting fire alarm horns
installed. Full day kindergarten classroom addition and new
barrier-free washroom constructed to latest accessibility
standards.
William R. Kirk School
Washrooms converted; Automatic door openers installed;
Wheelchair accessible.
York River
Washrooms converted, ramps and chair lift installed;
Wheelchair accessible. Significant classroom and library
addition and renovation of remainder of school constructed to
latest accessibility standards.
Board Report No. B-4
Appendix A
Page 24
September 28, 2015
APPENDIX B
GENERAL OVERVIEW
BUILDING ACCESSIBILITY CHART AS OF SEPTEMBER 2015
FUTURE NEEDS AND COMPLETED PROJECTS
Athol-South Marysburgh
Public School
Bayside Secondary School
Bayside Public School
Bayside Public School
(Annex)
Bird’s Creek Public School
Breadner Public School
C.M.L. Snider Elementary
School
Centennial Secondary School
Centre Hastings Secondary
School
Coe Hill Public School








*
*





















*
*
*
*
*
*
*
*

*
*
*
*



*
*
*

*
*
*
*

*


*
*
*
*
*
*
*














Hillcrest Public School


Kente Public School

*
*
*
*
*
*
College Street Public School
*
*
Deseronto Public School


Earl Prentice Public School




Frankford Public School
Harmony Public School
(new school constructed,
effective September, 2014)
Harry J. Clarke Public School
Harry J. Clarke – Sir Winston
Churchill Site
Hermon Public School







Foxboro Public School
*

*
*




*
*
*
*
*




*

*


*

*
*
*
*
*
Stair Climbers
Buttons, switches
Parking
Signage
Auto Door Openers
Electric Chair Lifts
Elevators
Ramps
SCHOOL
Washrooms Converted or
Accessible Washroom
installed
Future needs *
Completed projects 
Not applicable (blank)

Board Report No. B-4
Appendix A
Page 25
September 28, 2015
GENERAL OVERVIEW
BUILDING ACCESSIBILITY CHART AS OF SEPTEMBER 2015
FUTURE NEEDS AND COMPLETED PROJECTS

*
*
*
*
*
*
*
*
*



*

*







*
*
*
*
*

*
*
*
*

*
*
*


*
*
*
*
*
*
*
*
*



*
*
*
*







*




*




North Hastings H.S.



North Trenton Public School
*


Park Dale Public School















Prince of Wales Public School
Queen Elizabeth Public
School (B)
Queen Elizabeth Public
School (P)
Queen Elizabeth Public
School (T)
Queen Victoria Public School









*
*
*
*
Quinte Secondary School
Sir John A. Macdonald Public
School
Sophiasburgh Central Public
School
Stirling Public School
Susanna Moodie Elementary
School











Massassaga-Rednersville
Maynooth Public School
Moira Secondary School
Pinecrest Public School
Prince Charles (B)
Prince Charles Public School
(T)
Prince Edward Collegiate
*
*














*
*
*
*
*


Stair Climbers
Buttons, switches
*
*
*
*
*
*
*
*

Madoc Public School
Madoc Township Public
School
Marmora Sr. School
Parking
Signage
Auto Door Openers
Electric Chair Lifts
Elevators
Ramps
SCHOOL
Washrooms Converted or
Accessible Washroom
installed
Future needs *
Completed projects 
Not applicable (blank)

Board Report No. B-4
Appendix A
Page 26
September 28, 2015
GENERAL OVERVIEW
BUILDING ACCESSIBILITY CHART AS OF SEPTEMBER 2015
FUTURE NEEDS AND COMPLETED PROJECTS






William R. Kirk Building






Education Centre


Trenton High School
Tweed Elementary School
Tyendinaga Public School
V.P. Carswell Public School
York River Public School












*
*







*
*



*

*
*

*
*
Stair Climbers
Buttons, switches
Parking
Signage
Auto Door Openers
Electric Chair Lifts
Elevators
Ramps
SCHOOL
Washrooms Converted or
Accessible Washroom
installed
Future needs *
Completed projects 
Not applicable (blank)
Board Report No. B-4
Appendix A
Page 27
September 28, 2015
GLOSSARY
TERM
AAC
AAP
AODA
APSSP
ASG
CAVEAT
CYC
FM
HAPE
HPEDSB
IEP
ISEH
ISRT
ITS
IMD/IDD
ODA
OPC
OPP
OSSTF
OTL
PRIM
SAL
SEAC
UDL
TTY
VIP
VIQ
DEFINITION
Accessibility Advisory Committee
Accessibility Advisory Plan
Accessibility for Ontarians with Disabilities Act (2005)
Association of Professional Student Services Personnel
Administrative Support Group
Canadians Against Violence Everywhere Advocating its Termination
Child and Youth Counselor
Frequency Modulation
Hastings and Prince Edward
Hastings and Prince Edward District School Board
Individual Education Plan
Interdepartmental Special Education Head (secondary)
In-School Resource Teacher (elementary)
Information and Technology Services
Intellectual Mild Disability/Intellectual Developmental Disability
Ontarians with Disabilities Act, 2001
Ontario Principals Council
Ontario Provincial Police
Ontario Secondary School Teachers Federation
Occasional Teachers Local
Pre Referral Intervention Manual
Supervised Alternative Learning
Special Education Advisory Committee
Universal Design for Learning
Teletypewriter (can be used by deaf individuals with Bell Relay Services)
Very Important Person
Volunteer Information Quinte
Board Report No. B-5
Page 1
September 28, 2015
Decision X
To:
Information
Chair and Members of Hastings and Prince Edward District School Board
From: Mandy Savery-Whiteway, Director of Education and Secretary of the Board
Re:
2015 – 2020 Strategic Plan
Purpose
To approve the 2015 – 2020 Strategic Plan.
Background
The draft 2015 – 2020 Strategic Plan was presented at the System Planning Meeting held on
August 27, 2015. It has been available to Trustees, employees, students, families and
community groups for review and feedback. It is also posted on the website for public access.
Feedback was collected and considered in making the final revisions to the draft plan.
Current situation
The 2015 – 2020 Strategic Plan was presented as information at the September 14, 2015
meetings of the Program and Human Resources Committee meeting and the Operations and
Finance Committee.
Appendix
Draft 2015 – 2020 Strategic Plan
Recommendation
Moved:
Seconded:
That Hastings and Prince Edward District School Board approve the 2015 – 2020
Strategic Plan as contained in Board Report No. B-5 dated September 28, 2015.
Respectfully submitted,
Mandy Savery-Whiteway
Director of Education and Secretary of the Board
Public Board Meeting
Board Report B-5
September 28, 2015
DRAFT
Appendix
Draft 2015-2020 Strategic Plan
The following is proposed content for the new strategic plan. A designed version will be created
once the content is finalized.
Vision
All students prepared and empowered for the possibilities of today and tomorrow.
Mission
We create dynamic, inclusive educational experiences that develop capable, confident, curious
learners who thrive and contribute to their communities.
Strategic priorities




Achieving Excellence & Ensuring Equity
Well-Being
Learning & Leadership
Public Confidence
Strategic goals
ACHIEVING EXCELLENCE & ENSURING EQUITY
 Increase graduation rates and reduce achievement gaps for students not yet at the provincial
standard.
 Provide programs and services to help each student achieve success.
 Support all students to be globally-minded learners and leaders.
WELL-BEING
 Develop the elements of well-being for students and employees collaboratively.
 Create welcoming, inclusive and safe learning environments that optimize students’ potential.
 Build the capacity of employees to deliver positive social and emotional learning experiences.
LEARNING & LEADERSHIP
 Collaborate as a learning organization to engage all employees in developing their growth plans.
 Involve students, cultivate student leadership and voice.
 Implement a renewed succession planning process for school and system leaders.
PUBLIC CONFIDENCE
 Ensure effective management of all resources (human, financial, environmental, etc.)
 Operate through good governance.
 Be leaders in public education.
V4/September 28, 2015
Page 1 of 1
Board Report No. C-1
Page 1
September 28, 2015
Decision
To:
Information
X
Chair and Members of Hastings and Prince Edward District School Board
From: Mandy Savery-Whiteway, Director of Education and Secretary of the Board
Re:
Calendar of events
Purpose:
To provide a list of upcoming meetings, conferences and conventions.
Board and Committee meetings
TIME
EVENT
LOCATION
Monday, October 5, 2015
DATE
11:00 a.m.
Board Committee Room
Tuesday, October 13, 2015
5:30 p.m.
Tuesday, October 13, 2015
Wednesday, October 21, 2015
Thursday, October 22, 2015
Monday, October 26, 2015
7:00 p.m.
6:00 p.m.
5:00 p.m.
6:00 p.m.
Monday, October 26, 2015
7:00 p.m.
Executive Committee
Program and Human Resources
Committee
Operations and Finance Committee
Parent Involvement Committee (AGM)
Special Education Advisory Committee
Committee of the Whole Board
Meeting
Public Board Meeting
Board Committee Room
Board Committee Room
Board Committee Room
Board Committee Room
Board Committee Room
Board Room
Conferences and Conventions
October 2 & 3, 2015
Ontario Student Trustee Association (OSTA)
Downtown Marriott Hotel, Toronto
System and School Events
TIME
EVENT
October 1, 2015
October 3, 2015
DATE
All day
All day
October 5 – 9, 2015
All day
October 6, 2015
All day
October 7, 2015
October 8, 2015
October 8, 2015
October 13, 2015
All day
6:00 p.m.
2:30 p.m.
October 14, 2015
All day
October 15, 2015
October 15, 2015
October 15, 2015
October 15, 2015
October 15, 2015
October 19, 2015
October 21, 2015
October 22, 2015
October 22, 2015
October 22, 2015
October 28, 2015
October 29, 2015
October 29, 2015
October 29, 2015
October 30, 2015
October 30, 2015
October 30, 2015
4:30 – 6:30 p.m.
12:15 p.m.
4:30 – 6:30 p.m.
5:00 – 7:00 p.m.
4:30 – 6:30 p.m.
All day
All day
3:30 p.m.
5:00 p.m.
5:00 – 7:00 p.m.
9:00 – 12:00 p.m.
6:00 – 10:00 p.m.
6:00 p.m.
7:00 – 8:30 p.m.
All day
All day
All day
Grade 9 trip to Montreal
Saints Fall Classic
School Council Thanksgiving Food
Drive
Tri-Board- Buster the Bus,
Rider Role Model,
District Cross Country
Cross Country rain date
Homecoming
Academic Awards
Health and Safety Meeting
District Intermediate Soccer
Tournament (boys and girls)
Parent Teacher Interviews
Recognition Awards
Parent Teacher Interviews
Parent Teacher Interviews
Parent Teacher Interviews
Federal Elections on site
Terrific Kids/Helping Hands
Parent Teacher Interviews
Parent Teacher Interviews
Parent Teacher Interviews
University Fair
Arts Coffee House
Jr. Achievement Awards
Academic Awards Night
School Wide Breakfast
Orange and Black Day
Spirit Day – Halloween dress up
SCHOOL/LOCATION
Bayside Secondary School
Quinte Secondary School
North Hastings High School
Kente Public School
Kente Public School
Centre Hastings Secondary School
Centennial Secondary School
Centennial Secondary School
Kente Public School
North Hastings High School
Bayside Secondary School
Bayside Secondary School
Centre Hastings Secondary School
Quinte Secondary School
Hillcrest Public School
Hillcrest Public School
Bayside Secondary School
Moira Secondary School
Centennial Secondary School
Quinte Secondary School
Bayside Secondary School
Quinte secondary School
Bayside Secondary School
Hillcrest Public School
Hillcrest Public School
North Hastings High School
Board Report No. C-1
Page 2
September 28, 2015
Please refer to the System Calendar of Events, school websites and newsletters for a complete listing of
school and system activities.
Respectfully submitted,
Mandy Savery-Whiteway
Director of Education and Secretary of the Board
Board Report No. C-2
Page 1
September 23, 2015
Decision
To:
Information X
The Chair and Members of the Hastings and Prince Edward District School Board
From: Jennifer Cobb, Chair, Audit Committee
Leslie Miller, Superintendent of Business Services
Re:
Audit Committee Annual Report to Board
Purpose
To receive the Audit Committee Annual Report to the Board of Trustees for the year ended
August 31, 2015.as per Ontario Regulation 361/10.
Background
Section 15 of Ontario Regulation 361/10 Audit Committees outlines the requirements for an Audit
Committee to report to the Board of Trustees. The Ministry has recently updated the document
“Guideline on Audit Committee Reporting” to provide further guidance on the timing and format of
the reports.
Every year, no later than November 30th, the Audit Committee will present a report to the Board of
Trustees, covering the prior fiscal year.
Current situation
The attached Annual Report to the Board of Trustees for 2014-2015 has been prepared in
accordance with Ministry regulations and guidelines and was recommended to be submitted to
the Board for information by the Audit Committee on September 23, 2015.
Appendices
Annual Report to the Board of Trustees for 2014-2015
Respectfully submitted,
Jennifer Cobb, Chair
Audit Committee
Leslie Miller
Superintendent of Business Services
Education Centre, 156 Ann Street, Belleville, Ontario K8N 3L3
Telephone: (613) 966-1170 Toll-free: 1 800 267-4350 Fax: (613) 966-6023
www.hpedsb.on.ca
Board Report No. C-2
Appendix
September 28, 2015
Annual Report to the Board of Trustees
For the year ended August 31, 2015
This report summarizes the Audit Committee’s actions for the year ending August 31, 2015.
Audit Committee Members
The Audit Committee consisted of five (5) members listed below:







Jennifer Cobb, Trustee representative, Chair
S. Clements, Trustee representative (September – November) - Retired
Bonnie Danes, Trustee representative (December – August)
Dwayne Inch, Trustee representative (September – November) – Term Completed
Mary Hall, Trustee representative (December – August)
John Fitzpatrick, Community representative
Wayne Tod, Community representative
In addition, regular attendees at the committee meetings were:



Mandy Savery-Whiteway, Director of Education
Leslie Miller, Superintendent of Business Services
Line Robitaille, Regional Internal Auditor
Administrative Tasks
At the beginning of the year and in accordance with recommended good practice the following
administrative tasks were completed:
- Election of committee chair
- Confirmation of meeting schedule for the year
Meetings
It was agreed to hold three meetings throughout the year with a fourth meeting, from
December to May, if necessary. All meetings have been held as planned.
The members in attendance at each meeting were as follows:
Member’s Name
Sam Clements
Jennifer Cobb
Dwayne Inch
Sept 24,
2014
Nov 5,
Nov 24,
2014
Jun 10,
2015
X
X
X
X
X
X
X
X
X
2014
Page 1 of 3
Board Report No. C-2
Appendix
September 28, 2015
Member’s Name
John Fitzpatrick
Bonnie Danes
Mary Hall
Wayne Tod
Sept 24,
2014
Nov 5,
X
X
2014
Nov 24,
2014
Jun 10,
2015
X
X
X
X
X
Governance
The audit committee operated throughout the fiscal year ending August 31, 2015. All of the
members satisfied the eligibility requirements in accordance with Ontario Regulation 361/10.
External Auditors
The relationship with the external auditors has been satisfactory. No private meetings were
held during the year. The external auditors BDO LLP presented the scope and extent of their
work to the committee, which the committee reviewed and recommended for approval at the
September 24, 2014 meeting. The external auditors confirmed their independence in the letter
dated September 17, 2014. The audit committee reviewed and recommended the approval of
the annual audited financial statements on November 5, 2014.
In May 2013 the Board awarded a five year contract for the provision of external audit services
to BDO Canada LLP effective August 31, 2013. The audit committee recommended the
reappointment of the external auditors for the next fiscal year (2015-2016) during the meeting
held September 23, 2015.
Internal Auditors
The relationship with the internal auditors has been satisfactory. No private meetings were
held during the year.
For the 2014-15 school year, the regional internal audit team completed their report of finds
for the School Generated Funds audit performed during the 2013-14 school year, and
performed a Facilities Operations audit focusing on energy and environment as well as a
follow up audit of the Pay, Compensation, Timekeeping, and Benefits audit that took place in
2012. No new risks to the board were identified as a result of these audits. All audit
recommendations were responded to by management with an outline of proposed action
plans. These recommendation were reviewed with and endorsed by the audit committee.
During the 2014-15 an updated risk assessment was performed to adequately update the
risks of the board. The Committee reviewed the updated risk assessment and multi-year
internal audit plan covering the next five year period commencing September 1, 2015 and
recommended the updated plan to board for approval in June 2015.
Audit Committee training
A development training opportunity covering Fraud, Risks & Reactions was held on November
5, 2014 and attended by all members.
Page 2 of 3
Board Report No. C-2
Appendix
September 28, 2015
The Regional Internal Audit Team hosts an audit committee training session on March 3, 2015
at the Limestone district school board office on March 3, 2015. The session was attended by
all but one member.
Summary of the work performed
In addition to the items noted above, the following outlines further work performed by the audit
committee in the last 12 months:
- Confirmed that the external and internal auditors did not encounter any difficulties in
the course of their work;
- Undertook an evaluation of the effectiveness of the internal audit function, including
the performance of the regional internal audit manager and his / her team;
- Performed a self-assessment.
By the signature noted below, we attest that we have discharged our duties and
responsibilities under Ontario Regulation 361/10.
On behalf of the Audit Committee
original signed by Jennifer Cobb
Jennifer Cobb
Audit Committee Chair
Page 3 of 3
Board Report No. C-3
Page 1
September 28, 2015
Decision
To:
Information X
The Chair and Members of the Hastings and Prince Edward District School Board
From: Jennifer Cobb, Chair Audit Committee
Leslie Miller, Superintendent of Business Services
Re:
Audit Committee Annual Report to the Ministry of Education
Purpose
To receive the annual Audit Committee Report for submission to the Ministry of Education as per
Ontario Regulation 361/10.
Background
Ontario Regulation 361/10 requires that the Audit Committee submit an annual report to the
Board in each fiscal year by no later than November 30th. The Board shall submit a copy of the
annual report to the Ministry of Education by no later than January 15th.
Current situation
The attached Audit Committee Report for 2014-2015 is being submitted to the Board on
September 28, 2015 for information and will then submitted to the Ministry as required.
Appendices
2014-2015 Annual Report
Respectfully submitted,
Jennifer Cobb, Chair
Audit Committee
Leslie Miller
Superintendent of Business Services
Education Centre, 156 Ann Street, Belleville, Ontario K8N 3L3
Telephone: (613) 966-1170 Toll-free: 1 800 267-4350 Fax: (613) 966-6023
www.hpedsb.on.ca
Board Report No. C-3
Appendix
September 28, 2015
Annual Report to the Board of Trustees and Forwarded
To the Ministry of Education
For the year ended August 31, 2015
District School Board Name: Hastings and Prince Edward District School Board
Fiscal Year: 2014/15
Re:
Annual Audit Committee Report to the Ministry of Education
as per Ontario Regulation 361/10
During the 2014-2015 fiscal year the Regional Internal Audit Manager attended three
meetings of the Audit Committee to discuss and provide updates on the Internal Audit Plan.
During the 2014-15 fiscal year an updated risk assessment was performed to adequately
update the risks of the board. The Committee reviewed the updated risk assessment and
multi-year internal audit plan covering the next five year period commencing September 1,
2015 and recommended the updated plan to board for approval in June 2015.
During the 2014/15 fiscal year, the following internal audits were completed by August 31st:
-
Energy Management and Environmental Sustainability Audit
The results of the audit were presented at the Audit Committee meeting of September 23,
2015 and concluded that the risk levels and controls associated with the audit were moderate.
Based on the multi-year internal audit plan, we are expecting enrolment audits to be
performed in the 2015/16 fiscal year.
September 23, 2015
Date
original signed by Jennifer Cobb
Signature
Audit Committee Chair
Title
Page 1 of 1
Board Report No. C-4
Page 1
September 28, 2015
Decision
To:
Information
X
The Chair and Members of the Hastings and Prince Edward District School Board
From: Leslie Miller, Superintendent of Business Services
Re:
Enrolment update
Purpose
To provide an update on September enrolments for elementary and secondary schools.
Background
Each September administration collects elementary and secondary enrolments, compares them to
projections and determines the impact on teaching staff and school organizations in order to address
provincial class size guidelines and match funding to expenditures.
Current situation
Elementary enrolments were collected on September 14, 2015. Secondary enrolments were
collected on September 21, 2015. Appendix A summarizes the enrolment totals and compares those
totals to the projections as well as the previous year.
Elementary
Elementary enrolment on September 14, 2015 was 10,156 compared to a projection of 10,133, an
increase of 23 students. The JK-3 population showed stronger than expected enrolment which was
offset by some population declines in Gr. 4-8. Overall, elementary enrolment continues to show
evidence that it is stabilizing.
Secondary
Secondary enrolments collected on September 21, 2015 are lower than projected by 17 students.
Secondary enrolments remain in a period of decline as lower numbers of students in elementary
school graduate to secondary school. The decline in enrolment continues to be expected for a few
more years before stabilizing.
Administration is in the process of finalizing the impact on staff needs and class sizes to determine
what adjustments are required.
Appendices
Summary of Enrolment – Appendix A
Respectfully submitted
Leslie Miller
Superintendent of Business Services
Education Centre, 156 Ann Street, Belleville, Ontario K8N 3L3
Telephone: (613) 966-1170 Toll-free: 1 800 267-4350 Fax: (613) 966-6023
www.hpedsb.on.ca
Hastings and Prince Edward
District School Board
Board Report No. C-4
Appendix A
September 28, 2015
SEPTEMBER 2015 ENROLMENT UPDATE
ADE
2014-2015
Actual
2015-2016
Projection
2015-2016
Revised Projection
Year over Year
Change
Change vs
Projection
Elementary
JK -3
4,995
4,948
4,985
(10)
37
4-8
5,162
5,185
5,171
9
(14)
10,157
10,133
10,156
(1)
23
4,989
4,840
4,823
(166)
(17)
15,146
14,973
14,979
(167)
6
Total Elementary
Secondary
Total
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