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Board of Trustees Public Board Meeting Agenda 2014-2015: #5 Date: November 25, 2014 Time: 4:00 p.m. Location: Board Room, Catholic Education Services
9807 – 106 Street Phone: 780 441-6002 Web: www.ecsd.net
1. Call to Order 5 Min
1.1 Opening Prayer L. Thibert 1.2 Roll Call 1.3 Comments from the Public 1.4 Consent Agenda A. Death of Staff Member: Olena Kanevets B. Council of Elders Report C. Olsen C. Metro Chair Report D. Engel D. District-Wide Student Advisory Council Meeting Summary J. Carr E. Annual FOIP Report J. Carr, B. Radyo, V. Schlosser 1.5 Agenda 1.6 Gavel Presentation to Past Chair, Cindy Olsen D. Engel
2. Minutes 5 Min 2.1 Minutes of the Previous Meeting A. October 14, 2014 Public Meeting B. October 14, 2014 Organizational Meeting (Note Board Committee Correction
to Board Representation on AUPE Interpretation Committee)
2.2 Matters Arising from the Minutes A. Motion to Rescind 3.2B(i) Funding Child Care in New and Existing Schools J. Acheson
3. Business of the Meeting
3.1 Administrative Business A. Reports for Information (i) Presentation from ECMapping M. Dunnigan, G. Chalmers, J. Kraemer (ii) Early Learning in Edmonton Catholic Schools J. Carr, S. Chevalier, C. Gannon (iii) Father Mike Mireau Youth Faith Day 2016 J. Carr, S. Makale (iv) Combined AERR 2013-2014 and Three-Year Strategic Plan 2014-2017 J. Carr, B. Radyo
B. Reports Requiring Action (i) No Items Scheduled
3.2 Board Business A. Reports for Information (i) 2014-2015 Budget Update J. Carr, B. Devlin
BOARD OF TRUSTEES Patricia Grell, Ward 71 Cindy Olsen, Ward 73 Marilyn Bergstra, Ward 76 Larry Kowalczyk, Ward 72 Debbie Engel, Ward 74 Laura Thibert, Ward 77 John Acheson, Ward 75
Page 1 of 2
Board Business Continued….
B. Reports Requiring Action (i) Capital Plan 2016-2019 J. Carr, B. Radyo, C. Nissen Recess for Media Interview with Board Chair (ii) Locally Developed Courses J. Carr. S. Chevalier, C. Fenrich (iii) Audited Financial Statements August 31, 2014 J. Carr, B. Devlin (iv) Ad Hoc Advocacy Committee – Child Care Spaces L. Thibert (v) Modular Infrastructure Component of New Schools J. Acheson
3.3 New Business A. Naming of New Schools J. Carr, S. Makale B. Social Media Governance Policy J. Carr, C. Karbonik C. CCSTA Justice Higgin’s Award Nomination J. Carr D. Notices of Motion Not for debate* (i) Numeracy Awareness L. Thibert E. Trustee Inquiries Not for debate, for vote only**
3.4 In-Camera A. No items scheduled
4.0 Adjournment 4.1 Closing Prayer L. Thibert 4.2 Motion to Adjourn
BOARD OF TRUSTEES Patricia Grell, Ward 71 Cindy Olsen, Ward 73 Marilyn Bergstra, Ward 76 Larry Kowalczyk, Ward 72 Debbie Engel, Ward 74 Laura Thibert, Ward 77 John Acheson, Ward 75
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LECTIO DIVINA – NOVEMBER 2014
OPENING PRAYER: Father, open our hearts, for you are present among us now and always. Let your Holy Spirit speak to us as we read your Word. Lead us toward an encounter with you as we delve into the Scriptures. Come, Holy Spirit, fill the hearts of those gathered here, and enkindle in us the fire of your love. Father, send forth your Spirit and renew the face of the earth. We ask all this in the name of Jesus, your Son and our Saviour.
READING: Matthew 25:14-30
“For it is as if a man, going on a journey, summoned his slaves and entrusted his property to them; to one he gave five talents, to another two, to another one, to each according to his ability. Then he went away. The one who had received the five talents went off at once and traded with them, and made five more talents. In the same way, the one who had the two talents made two more talents. But the one who had received the one talent went off and dug a hole in the ground and hid his master’s money. After a long time the master of those slaves came and settled accounts with them. Then the one who had received the five talents came forward, bringing five more talents, saying, ‘Master, you handed over to me five talents; see, I have made five more talents.’ His master said to him, ‘Well done, good and trustworthy slave; you have been trustworthy in a few things, I will put you in charge of many things; enter into the joy of your master.’ And the one with the two talents also came forward, saying, ‘Master, you handed over to me two talents; see, I have made two more talents.’ His master said to him, ‘Well done, good and trustworthy slave; you have been trustworthy in a few things, I will put you in charge of many things; enter into the joy of your master.’ Then the one who had received the one talent also came forward, saying, ‘Master, I knew that you were a harsh man, reaping where you did not sow, and gathering where you did not scatter seed; so I was afraid, and I went and hid your talent in the ground. Here you have what is yours.’ But his master replied, ‘You wicked and lazy slave! You knew, did you that I reap where I did not sow, and gather where I did not scatter? Then you ought to have invested my money with the bankers, and on my return I would have received what was my own with interest. So take the talent from him, and give it to the one with the ten talents. For to all those who have, more will be given, and they will have an abundance; but from those who have nothing, even what they have will be taken away. As for this worthless slave, throw him into the outer darkness, where there will be weeping and gnashing of teeth.’
REFLECTION: Grace is “God’s free, loving gift to us, his helping goodness, and the vitality that comes from him. Through the Cross and Resurrection, God devotes himself entirely to us and communicates himself to us in grace. Grace is everything God grants us, without us deserving it in the least.” The fact that we are saved is God’s grace, pure and simple, which nevertheless demands the free cooperation of the individual. A talent was an ancient unit of mass/weight, and many ancient Mediterranean civilizations used the term. Since a denarius was the usual payment for a day’s labour, a talent was roughly the value of twenty years of work by an ordinary person. By our baptism, our master, Jesus, has entrusted to each of us a portion of his “possessions,” a share in his divine life. He has given us talents and responsibilities, and he expects us to risk using them for his glory, not our own.
CLOSING PRAYER: Conclude with either the Our Father or Hail, Mary.
November 25, 2014 Public Board Meeting 1.4A
October 27, 2014 TO: Board of Trustees FROM: Joan Carr Superintendent ORIGINATOR: Laurie Pelkie Assistant Superintendent, Human Resource Services SUBJECT: Death of Olena Kanevets We regret to advise the Board of the death of Olena Kanevets on October 20, 2014. Olena commenced employment with Edmonton Catholic Schools in November 1, 2007 at St. Martin working as an Educational Assistant helping a child with Special Needs and was currently serving as Administartive Support at Holy Family. Olena could always be counted on and provided much support for the students, staff and families in the schools she worked. Many will always remember her gentle, quiet way. An expression of sympathy has been sent by the Administration to her husband and daughter on behalf of the Board. :sph
Council of Elders
2013-2014
Report to the Board October 15, 2014
Submitted by: COE Representative, Elizabeth(Betty) Letendre
Trustee Representative, Cindy Olsen
Page 1 of 5
Council of Elders
2013-2014
Page 2 of 5
Council of Elders
2013-2014
Report to Board of Trustees
2013 – 2014
The Council of Elders is pleased to present its Report for 2013-2014. Edmonton Catholic Schools through its Council of Elders provides leadership required to meet the goal of insuring success for First Nations, Metis and Inuit students. In this report we also highlight initiatives and actions that have occurred from September 1 to October 15, 2014.
Continued building relationships by extending invitations to visit and to reciprocate visits to FNMI schools outside of the District Provided recommendations to Aboriginal Learning Services Enhancement in response to transition and high school completion rates, and providing markers of achievement Worked closely with the Faith Formation Committee to deliver a second professional development day for District staff, to provide Aboriginal historical perspectives and influences on FNMI education. Provided 4 workshops presented by Elders
District website and ECSD portal has been updated with current Aboriginal Learning Services and Council of Elders information Participated in commemorative Residential Schools/Holodomor celebrations between St. Kevin School and Ben Calf Robe-St. Clare School
Development of and delivered “We Hold the Future” leadership program, readying grade 9 students and St. Joseph High School students for transitions
Provided funding for: Life skills training, WHIMIS, First Aid, Food Safety Handling course, Leadership retreat, Gala, and Culture Camp for transitioning. In total $60,000 was raised for Aboriginal programming
Hosted a Gala- fundraiser giving an opportunity to showcase FNMI students and building a strong multi-cultural community by involving other nations
Partnership and Collaborations of Newman’s college, Council of Elders and ALS to provide sessions on TRC, Spirituality and Culture
Page 3 of 5
Council of Elders
2013-2014
Developed ongoing partnership with Mayor Don Iverson and City of Edmonton to support Ben Calf Robe Pow Wow, and advisory capacity for cultural education for City staff
Provided input in to the action plan - ASBA Partners Task Force on FNMI success well-being Truth and Reconciliation February 24, 2014. - Ben Calf Robe School and Elders hosted Archbishop of Edmonton Most Rev. Richard Smith to read a letter of apology at Ben Calf Robe School. The letter is regarding residential schools to mark the final meeting of the Truth and Reconciliation Commission meeting ending in March 2014.
Winter City Conference – youth will host at the up-coming Winter City Conference in February 2015, youth will be ambassadors for First Nations, Metis and Inuit communities to welcome dignitaries from all around the world
Continued to work collaboratively with the “Nehiyaw Pimatisiwin” schools to provide support and guidance towards successful Aboriginal programing
Hosted four, ECSD sacred pipe ceremonies at “Nehiyaw Pimatisiwin” schools throughout the year
The Council with Aboriginal Learning Services Enhancement will continue the practice of reviewing Aboriginal resources to ensure validity and authenticity of Aboriginal content
Provided governance workshop to Treaty 8 chiefs and Education Directors
Accepted an invitation from Premier Prentice’ s wife to Elder Betty Lafferty to represent Aboriginal perspective on a provincial women’s advisory council
Page 4 of 5
Council of Elders
2013-2014
Submitted by Betty Letendre (Council of Elders)
Cindy Olsen (Trustee Representative) October 15, 2012
Page 5 of 5
The transition to fall has been a very busy time for Albertans, as both the NDP and the PC
party have elected new leaders in Rachel Notley and Jim Prentice, respectively. Additionally, through by elections, we have seen the election of four new MLAs- Mike Ellis (PC) in Calgary West, Gordon Dirks (PC) in Calgary Elbow, Jim
Prentice (PC) in Calgary Foothills, and Stephen Mandel (PC) in Edmonton Whitemud.
The Metro School Board Group would like to take this opportunity to congratulate our new party leaders and MLAs—we look forward to working with you!
The Metro School Boards Group
Fall 2014 - 2nd Edition
The start of the 2014–2015 school year has been a very busy one for the Metro School Board Group. Collectively serving one half of the province’s students, each of our four districts have seen substantive increases in student populations as more families look for the opportunities that Alberta promises. In fact, approximately 40,000 people will move to Alberta this year; a statistic likely to be replicated in successive years. With a jump this fall in student population ranging between 3 and 4%, the four metro school districts are now educating 12,000 new students collectively. In other words, student populations the size of Strathmore, Olds, Mor-inville, High River or Lacombe are moving to metro centres each year, and we are committed to ensuring that they have the best educational opportunities possible.
The Metro School Board Group was delighted when, on October 8th, the province announced phase 3 of its school infrastructure plan which will see the construction of 55 new schools along with 20 modernizations. Those projects awarded to metro districts will be very helpful in beginning to alleviate a critical infrastructure shortage. A summary of provincial school infrastructure projects can be found in the following link.
http://alberta.ca/release.cfm?xID=371556CB51A3E-EA19-DDCA-954F0C844B8F75B7
The Metro School Board Group is committed to opening these schools as soon as possible. This urgent timeline will be critical if we are to meet the needs of the rapidly increasing pop-ulations within our districts. To that end, we look forward to frank and productive relation-ships with both our provincial and our municipal partners—we will all need to work together to achieve this!
A cost not often discussed when opening new schools is that of start up costs. While some funding is provided provincially when a new school opens, not all costs are supported. In
many cases, the additional cost to a district to complete the outfitting of a single new school can approach one million dollars.
Given that the Accumulated Operating Surpluses of metro jurisdictions sits at approximately one percent, this additional cost is very significant. We look forward to working closely with our MLAs as we seek innovative solutions to this issue.
With the current school year well under way, the Metro School Board Group is cognizant of the increasingly complex composition of our increasing student populations. Metro jurisdic-tions are home to larger numbers of vulnerable learners; in particular, students with special needs, English Language Learners (ELL), and our First Nation, Métis and Inuit students are expressed in larger numbers within a metro student population. Of concern to the Metro School Board Group is the fact that per student funding for these students has been largely stagnant; in the case of our ELL learners, it has, in fact, been substantially reduced. Given that the population of this demographic has doubled over the last ten years, meeting the needs of these learners becomes increasingly challenging. We look forward to working collaboratively with the province to ensure that these needs can be met.
As noted in the chart below, please see an example of the per student decrease over the past four years as provided by CBE.
Decline in Per Student Funding (2.9 per cent over 4 years)
Graph reproduced with the permission of the Calgary Board of Education
The Metro School Board Group is committed to working together with our provincial and municipal partners to meet the needs of our students. Our priorities of meeting the needs of all of our students through the provision of adequate infrastructure, as well as ensuring that adequate, predictable and sustainable funding through optimization of per student funding which recognizes the unique demographic of metro jurisdictions will be our focus going forward.
We know that education is a priority for the province—we are excited at the prospect of creating the best educational opportunities in the world for Alberta’s students, and we look forward to working with you to ensure that we achieve nothing less!
Joy Bowen-Eyre Linda Wellman Chair, Board of Trustees Chair, Board of Trustees Calgary Board of Education Calgary Catholic School District
Debbie Engel Sarah Hoffman Chair, Board of Trustees Chair, Board of Trustees Edmonton Catholic Schools Edmonton Public Schools
November 25, 2014 Public Board Meeting 1.4D
November 5, 2014
To: The Board of Trustees From: Joan Carr Superintendent
Originator: Susan Makale, Executive Director Office of the Superintendent Re: District-Wide Student Advisory Council (DWSAC) _____________________________________________________________________________________
Background: In the spring of 2012, the Board of Trustees of Edmonton Catholic Schools made a motion in light of the work of Speak Out Alberta to create a District-Wide Student Advisory Council (DWSAC). The purpose of this council was to create opportunity for the Trustees and the Superintendent to gather together with students and have dialogue on matters that are of importance. This move would ensure that student voice had a direct influence on the culture of the District.
On October 15, 2014, students from the Student Advisory Councils from Edmonton Catholic Schools gathered together with members of the Board of Trustees to engage in a sharing of ideas. Twenty-one students from twelve sites, including the School of Alternative Education gathered together to dialogue. The guidelines for this group were shared as well.
Next steps: The group will meet again with the Board and Superintendent on April 15, 2015. As part of the planning process for the next meeting’s agenda, a survey was sent out to all of the student participants to determine which items would be included at the next meeting on April 15, 2015. The themes that were included in the survey were those that were prevalent in the feedback given during the meeting. Those results have been tabulated for your convenience.
As well, the members of the DWSAC will be encouraged to attend a Board of Trustees Public Meeting at their convenience in order to further their understanding of the processes that drive decision making at the District level.
Attachments
Agenda, October 15, 2014 District-Wide Student Advisory Council Meeting District-Wide Student Advisory Council Guidelines Survey Results from October 15, 2014 DWSAC Meeting
Board of Trustees District-Wide Student Advisory Council Dinner Meeting 2014-2015: #1 Date: October 15, 2014 Time: 4:00 to 6:00 p.m. Location: Third Floor Coffee/Lunch Room 9807-106 Street, Edmonton AB T5K 1C2 Phone: 780 441-6002 Web: www.ecsd.net
1. Call to Order 1.1 Opening Prayer/Grace C. Olsen 1.2 Introductions 1.3 Notes of the Previous Meeting (N/A)
2. Business of the Meeting 2.1 Inclusive Communities in Edmonton Catholic Schools S. Makale 2.2 What are the Challenges Facing Students D. Engel 2.3 Minister’s Student Advisory Council: http://www.speakout.alberta.ca/council.aspx
• How to Become Member • Who are they • What do they do • How to become a member
J. Carr
2.4 Agenda Item Suggestions for Next Meeting (April 15, 2014) D. Engel
3.0 Adjournment 3.1 Closing Prayer C. Olsen 3.2 Adjournment
Enclosures: District-Wide Student Advisory Council Guidelines Next Meeting: April 15, 2014 Link to Minister’s Student Advisory Council: http://www.speakout.alberta.ca/council.aspx Student Representatives Archbishop Mac Donald Archbishop O’Leary Archbishop Oscar Romero Austin O’Brien Holy Trinity J.H. Picard Louis St. Laurent Mother Margaret Mary St. Francis Xavier S. Joseph School of Alternative Education Cardinal Collins
District-Wide Student Advisory Council Guidelines
Purposes The purposes of the District-Wide Student Advisory Council are to:
• engage District high school students to provide student perspectives on educational issues
• help the Board to receive input from and represent the voice of our students in advocating and providing advice to the Minister of Education
• explore new and innovative ways to improve learning opportunities Composition and Appointments The Council shall consist of:
• Board of Trustees • Superintendent • 2 Students from each High School
Meetings
• The Board will host the meetings a minimum of 2 times per year, or more, as agreed to • Topics to be identified by students and by the Board
Resources
Financial: • Any activities that require extraordinary expenses as agreed to by the Board
Staff: Superintendent Administrative Support staff, as required
Survey Results from October 15, 2014 DWSAC Meeting
November 25, 2014 Public Board Meeting 1.4E November 25, 2014 TO: Board of Trustees FROM: Joan Carr Superintendent ORIGINATORS: Boris Radyo Assistant Superintendent, Educational Planning Valerie Schlosser Manager, District Monitoring RE: FOIP REQUEST STATISTICS APRIL 1, 2013 TO MARCH 31, 2014
Section 86 of the FOIP (Freedom of Information and Protection of Privacy) Act requires that the Minister responsible for FOIP prepare an annual report about the operation of the Act and provide the report to the legislative assembly. As a local public body, Edmonton Catholic Schools provides FOIP Request Statistics annually to the Minister. Overall, our district received and completed one FOIP request during the April 1, 2013 to March 31, 2014 reporting period. A second request was outstanding from the previous reporting period (April 1, 2012 to March 31, 2013) and was abandoned during this reporting period. There were 1153 additional information requests that were successfully handled outside of the FOIP Act. Numerous consultations have taken place with staff, administration, external organizations, and legal counsel in order to ensure that Edmonton Catholic Schools is acting in compliance with the FOIP Act.
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This form has been SAVED but not SUBMITTED. Please click on the "Submit" button to submit your statistics.
We did not receive any requests during this period.
» Annual Public Body FOIP Requests Statistics Form Logout
Public Body Name: Edmonton Catholic Separate School District No. 7Public Body Sector: School JurisdictionsReporting Period: April 1, 2013 to March 31, 2014
FOIP Contact Name: Trent Schlosser
Phone Number: 7804416004
Fax Number: 7804233031
E-mail Address: [email protected]
Save
Submit
Reset
REQUEST VOLUME General Information PersonalInformation
Correction of Personal
InformationTOTAL
NUMBER OF REQUESTS RECEIVED (A)0 1 0 1
OUTSTANDING REQUESTS 0 1 0 1
TOTAL 0 2 0 2
REQUESTS CARRIED FORWARD 0 0 0 0
COMPLETED IN PERIOD (B)0 (C)2 0 2
DISPOSITION GeneralInformation
PersonalInformation TOTAL
Disclosed - completely 0 1 1
Disclosed - partly 0 0 0
Nothing disclosed 0 0 0
Publicly available 0 0 0
Abandoned 0 1 1
Records do not exist 0 0 0
Withdrawn 0 0 0
Transferred 0 0 0
Disregard 0 0 0
TOTAL =(B)0 = (C)2 2
SOURCE OF REQUESTS GeneralInformation
Academic/Researcher 0
Business/Commercial 0
Elected Official 0
Media 0
General Public 0
Organization/Interest Group 0
TOTAL (=A)0
COMPLETION TIME GeneralInformation
PersonalInformation TOTAL
30 days or under 0 1 1
31 - 60 days 0 1 1
Over 60 days 0 0 0
TOTAL = (B)0 = (C)2 2
Page 1 of 1
5/29/2014https://www.foipnet.gov.ab.ca/RequestStatistics/index.cfm?fuseaction=RequestStatistics&...
Board of Trustees Public Meeting Minutes 2014-2015: #4 Date: October 14, 2014 Time: 4:00 p.m. Location: Board Room, Catholic Education Services
9807 – 106 Street Phone: 780 441-6002 Web: www.ecsd.net
1. Call to Order
1.1 Board Chair Olsen called the meeting to order at 4:03 p.m. Trustee Grell began the meeting with the Opening Prayer.
1.2 Present: C. Olsen, Board Chair J. Acheson M. Bergstra D. Engel P. Grell L. Kowalczyk L. Thibert, Vice-Chair A special welcome to Father Dean Dowle from the Archdiocese of Edmonton and Father Julian Bilyj from the Ukrainian Eparchy who will be serving as our District Chaplains commencing October 27, 2014.
1.3 Comments from the Public There were no comments from the Public scheduled.
1.4 Consent Agenda There were no items for the Consent Agenda.
1.5 Agenda Trustee Engel moved that the Board of Trustees approves the agenda of the October 14, 2014 Public Meeting, as circulated.
Carried
2. Minutes 2.1 Minutes of the Previous Meeting A. September 9, 2014
Trustee Thibert moved that the Board of Trustees approves the minutes of the September 9, 2014 Public meeting, as circulated.
Carried B. September 23, 2014 Special
Trustee Bergstra moved that the Board of Trustees approves the minutes of the September 23, 2014 Special Public meeting, as circulated.
Carried C. October 9, 2014 Special
Trustee Acheson moved that the Board of Trustees approves the minutes of the October 9, 2014 Special meeting, as circulated. Carried
October 14, 2014 Public Meeting Minutes Page 1 of 4
2.2 Matters Arising from the Minutes A. September 9, 2014 Notice of Motion by Trustee Kowalczyk
Trustee Kowalczyk inquired about the status of his Notice Of Motion regarding placing plaques at all schools stating “Let it be known to all who enter here that Christ is the reason for this school. He is the unseen but ever present teacher in its classes. He is the model of its staff and the inspiration of its students.” Note for the record: the matter has been addressed by the Administration.
B. September 9, Notices of Motion by Trustee Grell Trustee Grell was advised that her Notice of Motion about the catchment area of Archbishop MacDonald will be addressed in the Annual School Review discussion scheduled for November. Regarding the Notice of Motion regarding the C2 Committee, Trustee Grell was advised trustees will be receiving a report following the C2 Committee Meeting scheduled in December.
3. Business of the Meeting
3.1 Administrative Business A. Reports for Information (i) Memorandum of Understanding, Edmonton Symphony Orchestra YONA Sistema Trustee Engel moved that the Board of Trustees endorses the Memorandum of Understanding
between Edmonton Catholic Schools and Edmonton Symphony Orchestra. Carried
B. Reports Requiring Action (i) Funding Child Care Space in New and Existing Schools
Trustee Bergstra moved that the Board of Trustees approves the construction and installation of twelve child care modular units at the following locations: 1. Bishop David Motiuk School: to be constructed at Webber Greens Drive and Lewis Greens
Drive 2. Father Michael Mireau School: to be constructed at Summerside Drive and Spence Wynd 3. St. John XXIII School: to be constructed at Windermere Road and Whitelaw Lane 4. St. Brendan Replacement School: to be constructed at 5825-93A Avenue 5. St. Richard Elementary School: 5704 Millwoods Road South 6. St. Bonaventure Elementary School: 3004-139 Avenue for a total cost of up to $5.4 million with funding to be taken from future Capital Reserves.
Trustee Kowalczyk moved to postpone this motion indefinitely.
Opposed: M. Bergstra
D. Engel C. Olsen
L. Thibert
Defeated In Favour: J. Acheson
P. Grell L. Kowalczyk
Trustee Bergstra moved to divide the motion to include the first 4 schools in the first question and the last two schools in the second question. Carried
October 14, 2014 Public Meeting Minutes Page 2 of 4
Trustee Engel moved that the Board approves the construction and installation of 8 child care modular units at the following locations with funding to be taken from future Capital Reserves:
o Bishop David Motiuk o Father Michael Mireau o St. John XXIII o St. Brendan
Carried
Opposed: J. Acheson P. Grell
L. Kowalczyk
In Favour: D. Engel L. Thibert
C. Olsen M. Bergstra
Trustee Engel moved that the Board considers the construction and installation of 4 child care
modular units at the following locations with funding to be taken from future Capital Reserves: o St. Richard Elementary School: 5704 Millwoods Road South o St. Bonaventure Elementary School: 3004-139 Avenue.
Trustee Acheson moved that this matter be postponed to the first Public meeting in April 2015. Carried
Opposed: L. Kowalczyk In Favour: J. Acheson M. Bergstra
D. Engel P. Grell
C. Olsen L. Thibert
3.2 Board Business A. Reports for Information (i) New School Capital Projects
Trustee Engel moved that the Board of Trustees acknowledges the vision and commitment of our Superintendent and Administration and recognizes the advocacy efforts of the Board collectively and individually in advancing Edmonton Catholic Schools infrastructure needs that resulted in the announcement of four new schools and the expansion and modernization of two schools:
New Schools Modernization/Expansion Heritage Valley K-9 (Starter School) Expansion, Holy Trinity High School Pilot Sound K-9 NE (Starter School) Modernization, St. Edmund K-9 Ellerslie K-9 Collegiate School for Science/Technology & Trades at NAIT
Carried B. Reports Requiring Action (i) Wi-Fi Use in Edmonton Catholic Schools
Trustee Bergstra moved that the Administration provides an update on Wi-Fi that would include recommendations for schools to ensure that best practices and safety compliance set by Global Health Organizations for RF emissions are met.
Carried
October 14, 2014 Public Meeting Minutes Page 3 of 4
(ii) Radio Frequency Electromagnetic Radiation, Proposal to Alberta School Boards Association
Trustee Acheson moved that: o the Edmonton Catholic School Board proposes to the ASBA that the Association take the
leadership in organizing a provincial symposium the objective of which would be to give scholarly consideration to the matter of Radio Frequency Electromagnetic Radiation [RF] as this relates to Wi-Fi technology in the schools and to the use of personal electronic devices [cell phones, i-pads, etc.] by students both in regard to their educational application and their social application, and further
o it be suggested the ASBA approach the Alberta Teachers’ Association and the Alberta School Councils Association to partner with the organization of the symposium.
Trustee Engel moved an amendment that the second bullet be deleted from the motion. There being no objection. Trustee Engel withdrew her motion.
The motion by Trustee Acheson was voted on and it was………. Carried
(iii) Subsidies for Sports Academies in the District
Trustee Grell moved that the Edmonton Catholic School District encourages schools to provide full and partial subsidies or scholarships to ensure that the District encourages students of low socio-economic Catholic backgrounds to participate in Edmonton Catholic Schools’ sports academies.
Trustee Engel called order of the days to extend it to 7:15 p.m.
The Vote was called on the motion by Trustee Grell and it was:
Defeated
In Favour: P. Grell J. Acheson
Opposed: M. Bergstra D. Engel
C. Olsen L. Thibert
L. Kowalczyk 3.3 New Business A. Notices of Motion Trustee Thibert moved that the Board strike an ad hoc advocacy Committee to lobby the government
for child care spaces.
B. Trustee Inquiries Trustee Kowalczyk inquired about the status of his inquiry on September 22, 2014, regarding full-day kindergarten and was advised that it would be brought forward at the next Public Meeting. Subsequently, a report on Early Child Learning in Edmonton Catholic Schools and a presentation from ECMapping was scheduled for the November 25th meeting.
3.4 In-Camera
There were no in-camera items scheduled
4.0 Adjournment 4.1 Trustee Grell said the closing prayer. 4.2 Trustee Engel moved that the meeting adjourn at 7:16 p.m. Carried
October 14, 2014 Public Meeting Minutes Page 4 of 4
Board of Trustees Organizational Meeting Minutes 2014-2015: #5 Date: October 14, 2014 Time: Immediately following the Public Meeting Location: Board Room, Catholic Education Services
9807 – 106 Street Phone: 780 441-6002 Web: www.ecsd.net
2014 ORGANIZATIONAL MEETING
1. Call to Order 1.1 Corporate Secretary Andrea Klotz called the meeting to order at 7:30 p.m.
Chief Financial Officer Barry Devlin began the meeting with an Opening Prayer.
1.2 Present:
J. Acheson M. Bergstra D. Engel P. Grell L. Kowalczyk C. Olsen L. Thibert
2. Election of Chair
Trustee Kowalczyk nominated Trustee Acheson for the position of Board Chair of the Edmonton Catholic Separate School District No. 7 for the 2014-2015 year. Trustee Acheson accepted the nomination. Trustee Olsen nominated Trustee Engel for the position of Board Chair of the Edmonton Catholic Separate School District No. 7 for the 2014-2015 year. Trustee Engel accepted the nomination. There were no further nominations after the second and third call. Trustee Kowalczyk moved that nominations cease. Carried The vote was taken by ballot.
General Counsel Karbonik was appointed scrutineer. Trustee Engel was elected as Chair of the Board of Edmonton Catholic Separate School District No. 7 for the 2014–2015 year. Prior to taking the Chair, Trustee Engel moved to have the ballots destroyed. Carried
Organizational Meeting Minutes October 14, 2014 Page 1 of 3
3. Election of Vice-Chair
Board Chair Engel assumed the chair. Trustee Grell nominated Trustee Acheson for the position of Vice-Chair of the Board of Edmonton Catholic Separate School District No. 7 for the 2014–2015 year. Trustee Acheson accepted the nomination. Trustee Thibert nominated Trustee Bergstra for the position of Vice-Chair of the Board of Edmonton Catholic Separate School District No. 7 for the 2014–2015 year. Trustee Bergstra accepted the nomination. There were no further nominations after the second and third call. Trustee Olsen moved that nominations cease. Carried The vote was taken by ballot. General Counsel Karbonik was appointed scrutineer. Trustee Bergstra was elected as Vice-Chair of the Board of Edmonton Catholic Separate School District No. 7 for the 2014-2015 year. Trustee Thibert moved to have the ballots destroyed. Carried
4. Board Committee Structure 4.1 Board Committee Structure
Trustee Kowalczyk moved that the Board of Trustees approves the Committee Structure for 2014-2015 as presented (see attached).
Carried
5. Dates & Times of Public Board Meetings for 2014-2015 5.1 Dates & Times of Public Board Meetings for 2014-2015
Trustee Acheson moved that the Board of Trustees approves the dates, time and location of the Public Meetings for the 2014-2015 school year as follows:
(a) Dates November 25, 2014 December 16, 2014 January 20, 2015 February 17, 2015 March 24, 2015 April 21, 2015 May 26, 2015 June 23, 2015 September 15, 2015 October 13, 2015 Organizational Meeting
(b) Time Public Board Meetings will be scheduled to commence at 4:00 p.m. and will adjourn at 7:00 p.m. If required, the meeting may be extended by a majority vote to 7:30 p.m.
Organizational Meeting Minutes October 14, 2014 Page 2 of 3
(c) Location Public meetings will be held in the Board Room located at Catholic Education Services, 9807-106 Street, unless otherwise determined. The Chair of the Board of Trustees may change the time, cancel, or postpone any regularly scheduled public meeting of the Board upon receiving concurrence by a majority of trustees.
Carried
6. Adjournment 6.1 Superintendent Carr said the Closing Prayer. 6.2 Trustee Acheson moved the organizational meeting adjourn at 8:03 p.m. Carried
Organizational Meeting Minutes October 14, 2014 Page 3 of 3
2014–2015 Board of Trustees Committee Structure
Chair: Debbie Engel
Vice-Chair: Marilyn Bergstra
I. Committees of the Whole
Teacher Transfer Appeal (per School Act) Board Audit & Finance Committee Board Planning Committee Policies & Bylaws Committee
II. Provincial Committees (One or More Trustee Representative)
Alberta School Board Association ASBA ASBA Executive 2014-2015 (First of two-24 month terms ending at conclusion of 4th year of 4 year term in Marilyn Bergstra 2017) Debbie Engel ASBA Zone 2/3 Representative Cindy Olsen Alternate: John Acheson Alberta Catholic School Trustees’ Association (ACSTA)
2014-2015 ACSTA Executive John Acheson
Alternate: Patricia Grell
III. Other Committees/Councils of the Board 2014-2015 Council of Elders Representative (1) Cindy Olsen District-Wide Student Advisory Council Committee of the Whole
IV. District Committees) (One or More Trustee Representative)
Interpretation Committees (Per Agreements) 2014-2015 Alberta Union of Provincial Employees (AUPE) (2) Larry Kowalczyk Patricia Grell Negotiating Committees 2014-2015 Alberta Union of Provincial Employees (AUPE) currently in mediation status Larry Kowalczyk Debbie Engel
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District Committees Continued C2 Committee (2) 2014-2015 Debbie Engel Larry Kowalczyk
V. Linkages Committees s ) (One or More Trustee Representative) 2014-2015 Archdiocesan Mission Council Patricia Grell Capital Region Services to Children Linkages Marilyn Bergstra Concordia Advisory Committee B Ed Program Debbie Engel Edmonton Catholic Schools Foundation Cindy Olsen
Debbie Engel Edmonton Community Sustainability Coalition (Per ELEVATE Initiative)
John Acheson Marilyn Bergstra
Patricia Grell Senate, Newman Theological College (2 Year Term) Laura Thibert
:afk October 14, 2014
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November 25, 2014 Public Board Meeting 2.2A
November 25, 2014
To: The Board of Trustees
From: John Acheson Trustee
Re: Motion to Rescind 3.2B(i) Funding Child care Space in New and Existing Schools
Trustees have received new information relating to the matter. Trustees have received community (parental) input on the matter that should be considered. Resolution That the Board rescinds the following motion of October 14, 2014: That the Board approves the construction and installation of 8 child care modular units at the following locations with funding to be taken from future Capital Reserves:
Bishop David Motiuk o Father Michael Mireau o St. John XXIII o St. Brendan sites [Bishop David Motiuk, Father Michael Mireau, St. John XXIII, and St.
Brendan] with funding being taken from future Capital Reserves.
November 25, 2014 Public Meeting 3.1A(i)
November 20, 2014
To: The Board of Trustees
From: Joan Carr Superintendent
Originators: Andrea Klotz Corporate Secretary
Re: Presentation – ECMapping
Background In June of 2014 the Community Development Coordinator for Zone 6 Early Child Development Map Project Community-University Partnership, University of Alberta contacted us to present to the Board and the Administration the Provincial EDI Baseline Results. Subsequent to this, we received a publication from Dr. Susan Lynch from ECMap Early Child Development Mapping Project Alberta, “Community Profiles of Early Childhood Development in Alberta.” The two groups have agreed to do a joint presentation at the November 25, 2014, Public Meeting when the reports will be provided to the Board and shared publicly with our stakeholders. Muriel Dunnigan and Gloria Chalmers from the SE Edmonton Early Years Coalition and Janice Kraemer, Community Development Coordinator for Zone 6 Early Child Development Mapping Project will be presenting. Resolution That the Board of Trustees receives as information the presentation from the Early Child Development Mapping Project Alberta in which included the report: How are our young children doing? Community profiles of early childhood development in Alberta and the presentation on the Provincial EDI Baseline Results. Enclosures: How are our young children doing? Community profiles of early childhood development in Alberta
November 25, 2014 Public Board Meeting 3.1A(ii)
November 19, 2014
To: The Board of Trustees
From: Joan Carr, Superintendent
Originators: Sue Chevalier, Assistant Superintendent, Learning Services Innovation Corine Gannon, Director, Early Learning
Re: Early Learning in Edmonton Catholic Schools
Background Early learning continues to be recognized internationally as an area that is critically important as it lays the foundation for all future learnings. There is ongoing brain research (where scientists have proven that the architecture of the brain is established in the early years) that continues and is influential in guiding policy makers and educators as to what environments are best for child development. In 2008, the Council of Ministers of Education, Canada/CMEC released Learn Canada 2020, a joint ministerial statement that underscores provincial and territorial responsibility for four pillars of lifelong learning that include: early childhood learning and development. For your reference, the CMEC Early Learning and Development Framework is attached. The Alberta Government is currently working on several initiatives with early learning that include Together We Raise Tomorrow – An Approach to Early Learning. Information can be found on their website at earlychildhood.alberta.ca and includes a cross ministerial approach from Education, Human Services and Health. Edmonton Catholic Schools, in recognizing the importance of the early years and our responsibility to meet the needs of our children as best as possible to maximize their growth and potential, has created numerous early learning programs, experiences and supports for families. Our pre-K programs continue to expand (all paid through early learning grants) with new programs for the 2014-15 located at: St. Leo School, St. Edmund School, St. Alphonsus School, St. Francis of Assisi and additional sites with Genesis School at the new Meadows Recreation Centre, and Clareview Recreation Centre as well as additional sites (with our preschool outreach program at Norwood, Rocky Forest and LINC). Our multi-disciplinary team continues to grow, as the team is needed to both identify and support needs of children within all our inclusive early learning environments. As well, to support transition and continuity, our MDT this year is working more intentionally in supporting severe needs in Grade 1 environments as well so that there exists a stronger learning flow, and “fluidity” between Kindergarten and Grade 1.
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Pre-Kindergarten programming accesses grants from Alberta Education for early intervention. Children in pre-Kindergarten qualify for basic grant if they are identified with mild/moderate or severe needs, and/or English as a second language. Program Unit Funding is our largest revenue line, and is currently being built, as children (pre-K and K) continue to be identified at this time of year. All children in Kindergarten can access the basic grant as this is universally funded (as well as ELL and PUF grants). Full Day Kindergarten, because it is a full day program and the early learning basic grant is only half day, requires the District to cover the difference in teacher costs. Full Day Kindergarten programs are typically situated in high needs communities. Ecmap data, as well as our Early Years Assessment data, support the increased need for programming and intervention in these communities.
Recommendation Our recommendation is that the Board of Trustees receives as information this report on Early Learning in Edmonton Catholic Schools.
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CMEC Early Learning and Development Framework
Council of Ministers of Education, Canada / CMEC Early Learning and Development Working Group
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In April 2008, CMEC release Learn Canada 2020, a joint ministerial statement that underscores provincial and territorial responsibility for four pillars of lifelong learning:
• early childhood learning and development• elementary and secondary schooling • post-secondary education• adult learning and skills development
Since then, provincial and territorial Ministries of Education have assembled through CMEC to focus on the early childhood learning and development pillar of CMEC’s Learn Canada 2020 framework. Inter-jurisdic-tional collaborations have included knowledge-sharing and the release of CMEC’s Statement on Play-Based Learning in June 2012 (see page 18). The statement on play was the first phase to developing a comprehensive pan-Canadian approach to early learning. It endorses play as the mode of learning for children based on evidence from diverse fields of study. The statement also reflects the growing commitment in Canada to provide quality early learning experiences for children and their families.
The research on brain development noted in the Statement on Play-Based Learning also reveals significant implications for learning development from childhood to adulthood. Since the interplay between learning and development cuts across social, emotional, physical and cognitive domains, these fields help to inform all areas of education: from teaching and learning approaches to policies for healthy, safe, inclusive and accepting school communities. The research and evidence from early childhood education and care can help inform education policies for all children, creating alignment and coherence across systems to support children’s learning and development along a continuum.
Introduction
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1 Center on the Developing Child at Harvard University (2009). In Brief: The Science of Early Childhood Development. Cambridge, Ma.: Center on the Developing Child at Harvard University. Retrieved from: http://developingchild.harvard.edu/.
Based on this current research—much of it already embedded in the early childhood education and care policies and programs of many Canadian jurisdictions—the CMEC Early Learning and Development Working Group has developed the CMEC Early Learning and Development Framework. This framework, which builds on provincial/territorial objectives and the pan-Canadian approach to early learning and development, provides guiding principles for education policy and curriculum to support the development of quality early learning programs. It also identifies areas for future consideration.
This framework is designed to be relevant for use in both French and English contexts across Canada. Jurisdictions are invited to use this framework as a starting point for their own policy and program development and personalize it with their own terminology.
Defining early learningEarly learning applies to programs for children from birth to age eight and includes:
• programs for children before they enter formal environments—such as schools, child care, nursery schools and programs for children and families
• kindergarten programs within the school system (which may or may not be mandatory across jurisdic-tions) that serve as a bridge to formal schooling
• early primary school classrooms
Recognizing that programs are often governed, operated and delivered differently across jurisdictions and through various departments and ministries, this framework focuses on how education can support the continuum of learning and development programs for children—in particular, those who are in kindergarten and early primary—drawing from research and experiences in early childhood education and care.
PurposeThe purpose of the CMEC Early Learning and Development Framework is to:
• present a pan-Canadian vision for early learning, to foster continuity across jurisdictions and across all settings that provide education and care for children from birth to eight years of age, including preschool and formal schooling environments
• provide common understandings of a continuum of learning and development and shared values regarding what is most important in the early years
• serve as a resource to support decision-making and the development of policies, initiatives and learning approaches by Ministries of Education and their early childhood education and care partners that enhance the quality and continuity of experiences for children and their families in the early years and beyond
Early years researchThe early years are a period of intense learning and development, when tremendous changes occur in the brain over a short period of time. In the first year, the architecture of the brain takes shape at an astounding rate—about 700 new neural connections are being built per second. Scientists now know that this process is not entirely genetically predetermined, but rather, is dramatically influenced by children’s early experiences with people and their surroundings.1
This influential period is also characterized by the unprec-edented growth of physical, social, emotional, cognitive and communication capacities. During the early years, children develop dispositions and skills for lifelong learning. Processes of learning that children practice through play and inquiry in the early years (the “how”) support the development of capacities they will need to later understand complex concepts (“the what”) and continuously apply past learning to new contexts.2
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Beyond academic achievement, experiences in the early years strongly influence the achievement of social and economic success, as well as the ability to contribute constructively to the community. Studies show that positive early experiences lead to improved determinants of health, resulting in fewer instances of depression and better health outcomes throughout life.
In addition, the economic benefits of investments in the early years are well-documented. For example, economist and Nobel laureate James Heckman calculates a seven-to-one dollar return on public investment in programs for young children.3
CMEC commitment to quality early learning and development programs The extraordinary and long-lasting impact of experiences in the early years requires access to high quality programs that are provided consistently across both the early child-hood education and care and education systems. In addi-tion, blending programs of knowledge from these sectors, aligning pedagogical approaches and creating a shared understanding of early learning and development will help strengthen the capacity of educators system-wide to deliver programs in which children thrive.
The following principles set out a shared understand-ing of children’s learning and development for children from birth to eight years old. They are based on evidence from diverse fields of study and support continuity of approaches and connections across early years and education settings and will serve as a guide to policy and curriculum development and, ultimately, help support children’s transitions into school.
“The Accord on Early Learning and Early Childhood Education acknowledges the importance of the early years in shaping children’s lives. The Accord highlights principles and practices that focus on the achievement of all children, and the responsibilities education faculties have for improving and advocating for education for preschool and primary children. The Accord also recognizes and respects educator knowledge and decision-making as vital to educational effectiveness for early learners.”
The Association of Canadian Deans of Education Accord on Early Learning (2013)
Many of these same principles also hold true for education beyond the early years. Critical skills for the 21st century include creativity and imagination, problem solving and critical thinking, communication and collaboration—these desired capacities are keys for success throughout school and life.4 In addition, core competencies also include personal/social awareness, ethics and responsibility, as well as awareness of one’s positive personal, cultural and linguistic identities. These same capacities are rooted in children’s play. Application of the principles that inform early years pedagogy hold significant promise for education beyond the early years, informing policy and curriculum across each of the pillars of education, through elementary and secondary schooling, postsecondary education and adult learning.
2 Center on the Developing Child at Harvard University (2011). Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function: Working Paper No.11. http://www.developingchild.harvard.edu
3 Heckman, J. (2008). The case for investing in disadvantaged young children. In First Focus (Ed.), Big Ideas for Children: Investing in Our Nation’s Future. Washington, DC: In Focus. pp. 49–58.
4 Fullan, 2012. Great to Excellent: Launching the Next Stage of Ontario’s Education Agenda.
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1. The child is integral to policy and program developmentChildren should always be at the centre of decisions about early years programs. Understanding a child’s capacity to learn helps guide policy and program devel-opment. When children are recognized as intelligent, capable and curious, then programs will be more likely to build on their strengths, abilities and interests.
Provinces and territories describe children as unique, active learners, creative, curious, natural explorers, playful, competent, expressive, knowledgeable, joyful, capable of complex thinking and rich in potential as contributors to society.
Articulating a shared understanding of children and how they learn—and using this understanding to shape systems, policies, curriculum and practice—is critical to ensuring continuity and quality across all early learning settings and at all levels of the system.
• How can this understanding be used to examine existing policy and to shape new policy and develop curriculum? What incongruities currently exist?
• What strategies can be put into place to build a shared understanding of children and continuity of learning and development across all levels of the early learning system?
“A child learns by exploring, interacting, observing, imitating and listening: the child’s thoughts are structured on the basis of what the child sees, hears, touches or feels and on the basis of the relationships that the child has with the adults and children around him or her.”
Meeting Early Childhood Needs: Québec’s Educational Program for Childcare Services (2007)
“In putting forward an image of a capable child, full of potential, it is recognized that children differ in their strengths and capa-bilities, and that not all children have the same opportunities to develop their poten-tial. However, a strong image of the child can inspire people who interact with chil-dren to promote their individual strengths, and to address conditions in children’s environments—locally, provincially, and globally—that constrain opportunities to engage fully in early learning.”
British Columbia Early Learning Framework 2008
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2. The family as central to a child’s developmentA parent is a child’s first and most important teacher. Parents are responsible for the health and well-being of their child. They nurture the balanced development of the child’s mind, body and spirit. Parents set expecta-tions, nurture curiosity and cultivate discipline and a love for learning. They provide insight into the values and customs of the family, their child’s characteristics, interests, preferences and habits. Welcoming participa-tion of families in all areas connects them to their child’s early development and enhances the child’s learning. By working in partnership, families and educators can learn together and gain a deeper understanding of each child and ways to promote his/her learning and development.
It is vital that families, including extended families and caregivers receive the full range of support services avail-able in their communities to help them provide nurturing and healthy environments for their children. For some families who are also are trying to deal with the stressors of poverty, illness, settlement and inadequate immediate family support, these networks of extended supports are particularly important.
Establishing reciprocal relationships with families and building connections with community programs (for example, public health supports, before and after school care) help to create optimal conditions for children’s learning.
“Establishing a relationship of trust allows parents and educators or home childcare providers to appreciate one another, to recognize their respective responsibilities and to lend one another support.”
Meeting Early Childhood Needs: Québec’s Educational Program for Childcare Services
“Children’s best interests must be under-stood in the context of their dynamic relationships with families, communities, languages and cultures.”
New Brunswick Curriculum Framework for Early Learning and Child Care
• How might parent engagement strategies in early childhood programs align with those in school?
• What can education learn from the early years sector in terms of valuing families as children’s first teachers and nurturing meaningful, reciprocal relationships?
• How might parent engagement strategies in early childhood programs influence and transform those in school?
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• What policies in education would encourage recipro-cal relationships and ensure that the education sector strengthens relationships with families?
• What policies, legislation and regulations could support continuous programming to ensure optimal conditions for children’s learning and a more coherent system for families (for example, access to quality before and after school care, providing seamless transi-tions before and after school care, providing seamless transitions as children enter formal schooling)?
It is recognized that for First Nations, Métis and Inuit (FNMI) children, early years success is directly linked to early cultural, family and community experiences and exposure to their first language.
It is also recognized that Franco-Canadian families and their children living outside Quebec require French language and cultural elements for quality early learning and development programs.
As stated in the Convention on the Rights of the Child, children should experience conditions that “ensure dignity, promote self-reliance and facilitate active participation in the community.”5 Inclusive programs ensure every child is able to participate and recognize his or her physical, intellectual, spiritual and creative abilities and potential.
5 UNICEF IRC 2006. The Convention on the Rights of the Child. Part I, Article 23. Retrieved from: www.unicef-irc.org/portfolios/general_comments/GC9_en.doc.html
“North American research on child development suggests that in order to establish a secure foundation to explore the world, infants and young children need to form a strong attachment to their primary caregivers. Strong attachments give young children the confidence they need to form meaningful connections with other children and adults, and with places and things in their communities.”
British Columbia Early Learning Framework 2008
3. Honouring the diversity of children and families is integral to equity and inclusionChildren should be recognized as citizens with equi-table rights to live and learn in society. Their powerful drive to learn and to belong is inextricably linked to their emerging identities as members of social, cultural, linguistic, economically diverse and geographic commu-nities. Language and culture are important elements of children’s unique identity and programs should promote a sense of pride in their linguistic and cultural heritage.
“We must honour diverse family circumstances, languages and cultures.”
“Paying close attention to the sites of differ-ence is requisite to ensuring equitable op-portunities for all children. We emphasize the need for a curriculum that is responsive to differences, with the capacity to provide additional support as required to ensure each child’s right to full participation.”
“Children’s best interests must be understood in the context of their dynamic relationships with families, communities, languages and cultures.”
New Brunswick Curriculum Framework for Early Learning and Child Care
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Recognizing and valuing children’s unique identities and capabilities strengthens their understanding and acceptance of differences, promotes cooperative and empathetic interactions, and enhances social and emotional well-being.
• What policies and strategies are needed to support early learning settings in recognizing, valuing and viewing the diversity of children and families (for example, honouring linguistic, cultural and varied experiences and abilities) as an asset to enrich the environment?
• How can education work with early learning and development settings to ensure continuity of experi-ences, supports and services for children and families as they move into the primary years of the education system?
4. Safe, healthy and engaging environments shape lifelong learning, development, behaviour, health and well-beingEnvironments and experiences that address the holistic way children develop and learn are essential for children’s emotional and physical health and well-being, social skills, self-regulation and creative capacities, intellectual and spiritual growth.
Beautiful, joyful environments that are rich in opportu-nities lead to in-depth exploration, play and inquiry, and enhance holistic development and learning, health and well-being. Attention to healthy lifestyles throughout the environment and daily experiences influence lifelong patterns of healthy eating, physical activity and one’s ability to cope with stress.
Environments for learning encompass more than just the layout of the physical space. They also include the aes-thetics of the space (how the space appeals to the senses),
the organization of time, the materials and furnishings, and the ways they promote children’s independence, mastery and a sense of competence.
When educators allow children to participate in shap-ing their environments they gain greater insights into children’s unique characteristics, abilities and what they are curious about. Through their contributions, children see themselves and their families reflected and are more fully engaged in exploring and learning about the world around them. They also have more opportunities for collaboration, negotiation and gaining an understanding of multiple perspectives.
“Children’s development depends on warm, nurturing, caring and consistent experiences.”
PEI Early Learning Framework: Relationships, Environments, Experiences
“Children experience healthy, inclusive and safe settings that enhance their learning and well-being. Children see themselves reflected in flexible environments that stimulate communication, invite questions, encourage investigation and promote exploration.”
Play and Exploration: Early Learning Program Guide – Saskatchewan
“Natural environments also provide the perfect setting for holistic learning.”
British Columbia: Early Learning Framework
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• How can education ensure school classrooms and out-door areas provide environments that enrich holistic learning and invite children to participate in shaping their learning?
• What are the implications of the above commitment on education policy, legislation and regulation?
• Do current policies, legislations and regulations present any limitations to learning environments?
5. Learning through play capitalizes on children’s natural curiosity and exuberanceIn playing, children are having fun. Play is the natural way a child learns about his or her surroundings. When children are playing they are learning. The positive emotions associated with play are as important as the skills they build while creating a disposition that em-braces the joy of learning. Through play, children expand social and cultural understandings, express thoughts and feelings, advocate for their own points of view and learn to respond to and respect other people’s perspectives. They practice flexible and divergent thinking, encounter and solve problems, and develop self-regulation skills. Children’s play is representational and provides the foundation for literacy and numeracy.
As children explore with their senses, bodies and minds, investigating their questions and ideas, developing and testing theories about the world around them, they are building capacities for critical thinking and reasoning, creativity, and imagination. These skills are essential for school success across subject areas from science to the arts. It is the role of the early learning and development educator to observe and document the learning from children’s play as well as to serve as facilitator and provocateur of their learning.
• How can education incorporate approaches from early years pedagogy such as play and inquiry into policy and curriculum that is based on the learner’s questions, ideas and theories about the world around them, as foundational for development of skills such as literacy/numeracy and the development of compe-tencies such as critical thinking, creativity, personal/social awareness, communication, problem solving and positive personal/cultural identity?
“Giving children opportunities to choose and direct their play experiences empowers children to take the lead… and provides unlimited possibilities for learning.”
Early Returns: Manitoba’s Early Learning and Child Care Curriculum Framework for Preschool Centres
and Nursery Schools.
“Play is a means to learning that capitalizes on children’s natural curiosity and exuberance. Play is how children make sense of the world and how children learn. Ideas and skills become meaningful; tools for learning are practiced; and concepts understood.”
Early Learning for Every Child Today: A Framework for Ontario Early Childhood Settings
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6. The educator, or the extended family as educator, is central to support-ing learning and development through responsive and caring relationshipsKnowledgeable, responsive and reflective educators are essential. Educators recognize that creating environments and experiences to reflect the abilities, needs and charac-teristics of each child, family and community are central to supporting learning and development. They engage with children as co-learners, provoke children’s thinking, facilitate interactions among children, and create mean-ingful programs.
Educators use a warm and positive approach to help children express emotions and empathy. They take time to wait, watch and listen. They know when to stand back and observe and when to enter children’s play to stimulate learning.
Educators have many roles—researchers, observers, documenters and interpreters of children’s learning and development, guides and negotiators, partners and mediators, creators of stimulating environments, co-constructors of knowledge, and supporters of diversity, social relationships and children’s participation. Through reflective practice, educators make a commitment to build self-awareness, to regularly engage in new learning experiences, both individually and with colleagues and to continuously support high quality experiences for children.
Educators recognize that children may differ in their physical, emotional, social and intellectual capacities. By working in close symbiosis with families, educators can learn more about the circumstances of individual children, and families can learn more about promoting early learning and development.
First Nations, Métis and Inuit extended families are recognized as important early learning and development ‘educators.’ The Early Learning and Development Frame-work emphasizes the need to develop resources designed to assist with creating policies, programs and research
that address the specific additional cultural, linguistic and oral traditions of FNMI children and families.
To promote improved and better-connected education in preschool programs and elementary schools, it is critical that all educators have a strong understanding and the capacity to support learning and development along a continuum. This should be integrated in all post-second-ary early childhood and teacher training programs.
How can education policies support the adoption of effective early years pedagogical approaches—such as play and inquiry-based learning, educator as co-learner, indoor and outdoor environments as another ‘teacher,’ reflective practices and inquiry—throughout primary school classrooms?
“Most adults who work with young children spent many of their early years in settings where adults took charge of direct-ing most happenings in the classroom… When educators view children as active participants, capable of collaborating in decision making in the learning context, children’s voices become part of the dis-cussion about the direction of learning… Together adults and children build a supportive learning space. Together they build on children’s interests and educators’ knowledge and resources. Through this type of collaboration, both adults and children experience satisfaction as they find a place for their ideas and strengths.”
Play and Exploration: Early Learning Program Guide – Saskatchewan
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This framework offers a starting point from which provinces and territories may design or review their own policies and curricula related to early learning and development. The 13 territories and provinces each have uniquely crafted early learning and development governance structures. In all cases, the CMEC Early Learning and Development Working Group has encountered strong and positive relationships among the early learning and development as well as the family support professionals working across the various social service, education and health fields.
The principles of this framework are stated broadly in consideration of the unique circumstances and characteristics of each jurisdiction. As a living document, the framework will evolve as new research and new understandings about children’s learning and development emerge.
Future considerations
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At the recent World Conference on Early Childhood Care and Education, organizers, keynote speakers, scientists, experts, and political figures underscored the enormous benefits of early learning.1 CMEC agrees with this position and believes that purposeful playbased early learning sets the stage for future learning, health, and well-being.
Learning through play is supported by science.The benefits of play are recognized by the scientific com-munity. There is now evidence that neural pathways in children’s brains are influenced and advanced in their de-velopment through exploration, thinking skills, problem solving, and language expression that occur during play.
Research also demonstrates that play-based learning leads to greater social, emotional, and academic success. Based on such evidence, ministers of education endorse a sustainable pedagogy for the future that does not separate play from learning but brings them together to promote creativity in future generations. In fact, play is considered to be so essential to healthy development that the United Nations has recognized it as a specific right for all children.2
Learning through play is supported by experts.Learning through play is supported by early years experts. Lev Vygotsky identified play as the leading source of development in terms of emotional, social, physical, language, or cognitive development. Psychologist David Elkind that “play is not only our creative drive; it’s a fundamental mode of learning.”3 Such experts recognize that play and academic work are not distinct catego-ries for young children: creating, doing, and learning are inextricably linked. When children are engaged in
CMEC Statement on Play-Based Learning
purposeful play, they are discovering, creating, improvis-ing, and expanding their learning. Viewing children as active participants in their own development and learning allows educators to move beyond preconceived expecta-tions about what children should be learning, and focus on what they are learning.
Learning through play is supported by children and parents. Learning through play is supported by children. It is their natural response to the environment around them. When children are manipulating objects, acting out roles, or experimenting with different materials, they are engaged in learning through play. Play allows them to actively construct, challenge, and expand their own understand-ings through making connections to prior experiences, thereby opening the door to new learning. Intentional play-based learning enables children to investigate, ask questions, solve problems, and engage in critical think-ing. Play is responsive to each child’s unique learning style and capitalizes on his or her innate curiosity and creativity. Play-based learning supports growth in the language and culture of children and their families.
When children are playing, children are learning.Given the evidence, CMEC believes in the intrinsic value and importance of play and its relationship to learning. Educators should intentionally plan and create challenging, dynamic, playbased learning opportunities. Intentional teaching is the opposite of teaching by rote or continuing with traditions simply because things have always been done that way. Intentional teaching involves educators being deliberate and purposeful in creating play-based learning environments — because when children are playing, children are learning.
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From the Experts:
Play lies at the core of innovation and creativity. It provides opportunities for learning in a context inwhich children are at their most receptive. Play andacademic work are not distinct categories for youngchildren, and learning and doing are also inextricably linked for them.
(Ontario Full Day Early Learning Kindergarten Program, 2010) In play, children represent and transform the world around them, providing other children and adults with a window into their thoughts and perceptions, and often helping adults to see the world in new ways. (BC Early Learning Framework, 2008)
Play expands intelligence, stimulates the imagination,encourages creative problem solving, and helpsdevelop confidence, self-esteem, and a positiveattitude toward learning.
(Dr. Fraser Mustard)
1 CMEC –Canadian Delegation Report from the World Conference on Early Childhood Care and Education, Moscow, Russian Federation, September 27–29, 2010.
2 “Fact Sheet: A Summary of the Rights Under the Convention on the Rights of the Child,”Article 31. Retrieved on February 11, 2010 from http://www.unicef.org/crc/files/Rights_overview.pdf
3 Wood, E. (2004). “Developing a pedagogy of play.” In J. Cullen (Ed.) Early childhood education: Society and culture. London, UK: Sage.
EARLY LEARNING UPDATE November, 2014
Why Early Learning? Council of Ministers of Education, Canada/CMEC Early Learning and Development Working Group • The extraordinary and long-lasting impacts of experiences in the early
years requires access to high quality programs that are provided consistently across both the early childhood education and care systems.
• Economics of investments i.e. 7-to-1 dollar return on public investment in programs for young children
• Brain research (early years are a period of intense learning and development, where architecture of the brain is established)
• Positive early experiences lead to improved determination of health, fewer rates of depression and better health outcomes in life
• 21st Century skills that include creativity, imagination, problem solving, critical thinking, communication and collaboration, and competencies such as personal/social awareness, ethics and responsibility, cultural and linguistic identities are all rooted in play and high quality early learning experiences…applications of these principles that inform early years pedagogy hold significant promise for education beyond the early years.
The conclusion that good preschool education is one cost-effective tool for improving school readiness and success of children rests on hundreds of studies, including dozens of long-term studies. (i.e. Perry Preschool and Abecedarian Studies) Dr. James Hackman (Economist and Nobel Laureate) has concluded that the preschool years are the most productive years for new educational investments and that the long-term impacts of early education on social and emotional development may be the most important consequences of preschool education.
The Organization for Economic Co-operation and Development, June 2014
Early Learning Research… NIEER National Institute For Early Education Research
Myth: Preschool education programs do not have lasting effects on children. Numerous studies show benefits of preschool education that carry over in the first years of school and even well into adulthood. These benefits include both (a) increased academic achievement and (b) school success and improvements in social-emotional development behavior and conduct.
Some research studies have shown that gain in IQ due to preschool programs are most apparent in the short term, but tend to gradually diminish and even disappear. Overall, the methodologically strongest studies indicate that meaningful effects on achievement persist. Studies that are more methodologically sound have found that preschool (pre-K/K)produces additional long-term benefits including: children are less likely to repeat a grade or to be placed in special education and are more likely to graduate from high school, and decrease involvement in delinquency and crime…high quality preschool education yields long-term benefits. (NIEER)
National Center for Education Statistics Most (U.S.) “Children are not achieving their potential prior to school entry, and those who start behind tend to stay behind.”
The brain changes physiologically as a result of experience. The environment in which a brain operates determines to a large degree the functioning ability of the brain.
WE CAN GROW SMARTER (our brains can also atrophy in poor environments)
IQ is NOT fixed.
http://www.albertafamilywellness.org/resources/video/how-brains-are-built-core-story-brain-development
Developed by the Alberta Family Wellness Initiative in partnership with the Harvard Centre on the Developing Child and Frameworks Institute.
Why Early Learning?
2014 – 17 Education Business Plan, Alberta Education, Goal 1:
An Excellent start to Learning The outcomes for Goal One are that children are reaching emotional, social, intellectual, and physical development milestones and are ready for school. 1.1 In collaboration across government and with communities, lead the implementation of An Alberta Approach to Early Childhood Development, including targeted full-day kindergarten and the development of an integrated Early Learning and Care System. 1.2 Use the learnings from the Early Child Development Mapping Initiative to guide strategy development and coordinate actions within and across ministerial priorities.
The Early Childhood Development Priority Initiative was established by Human Services, Health and Education to provide cross-ministry co-ordination
The Alberta Approach to Early Childhood moves toward a more integrated system of support to achieve: • A healthy start for
children • Children realizing
their full potential when they enter school
• Parents providing nurturing and stable environments
• Safe, supportive communities for children to learn, grow and thrive
Albertans identified improving early childhood as one of the top three issues that need to be addressed when developing the Social Framework.
100 Voices – Approved Early Childhood Development Program – Fall 2014
Children’s Charter…
How have we responded to early learning needs
of children in Edmonton Catholic Schools?
What have we done? We have created programs, and welcomed children and their families
What have we done? We’ve created multi-disciplinary teams (MDT) to identify and support children’s needs, and support and build capacity with school teams and families.
UDL & the MDT
What have we done? We’ve created resources, provided materials and Pd, focusing on needs and strengths of individuals in an inclusive context
What is Program Unit Funding? (PUF)
Severe needs funding for children in pre-K and K programs. Severe needs can also be a combination of moderate/severe disciplines i.e. Speech and Language +Behavior = Severe needs Speech and Language + Fine Motor = Severe needs
Require assessments or statements of support from the Multi-Disciplinary Team i.e. SLP, OT, Psychologist A formal diagnosis is NOT required.
Individual applications are submitted to Alberta Education. This year, we will have over 1000 individual applications. Any application can be audited at any time for the supporting evidence.
Early Learning Consultants are responsible for the collaboration of data, conversations with team and school, gathering and supporting teachers in their functional statements, coordinating their MDT, meeting with parents as needed, and being accountable to the accuracy and integrity of each application.
In 2013-14 % of children accessing PUF: 16% of children in half day K programs 21% of children in full day K programs 29% of children in 100 V programs
We are currently building the PUF budget for 2014-15. (1st
submission to Alberta Ed by November 30th, 2nd submission by March 1st, and final budget typically approved in June by Alberta Education)
PUF budget this year is projected over $20,000,000.00
Instructional Cost, $9,141,711.09, 46%
Specialized Support Services, $8,546,392.97,
43%
Materials/Resources, $479,500.00, 2%
Parent Inservices, $392,305.50, 2%
Staff Inservices, $488,064.97, 3%
Program Coordination, $729,217.04, 4%
Specialized Equipment, $10,309.46, 0%
Transportation, $52,546.80, 0%
PUF Program Budget 2013-14 Total: $19,840,047.83
Instructional Cost
Specialized Support Services
Materials/Resources
Parent Inservices
Staff Inservices
Program Coordination
Specialized Equipment
Transportation
as of November 18th, 2014
Pre-Kindergarten Only Early Learning Grants fund 100 Voices
Revenue Expenses
2013-14 2014-15 *still identifying PUF
Basic Grant $5,468,533.19 $6,398,521.64 Classroom supplies ELL $388,773.00 $237,410.50 Admin and clerical support (FTE) Parent Fees/Sponsor $481,000.00 $441,000.00 Classroom setup
Additional transportation Teacher salary (FTE)
PUF* (projected for 2014-15) $9,366,624.00 $11,075,400.00 Consultants Director Specialized Supports MDT Facilitators Mulit-Cultural Animators
Tech Coach Educational Assistants
Professional Development Special resources Parent programming Transportation
Full Day Kindergarten 2014-15 (as of Sept 30, 2014)
* District pays the variance between Basic Grant and Full Time Teacher cost $3,230.00 $97,300.00
School 2014-15
# of students # per class Revenue Basic
Grant # of
Classrooms Teacher FTE Top Up Costs Anne Fitzgerald 39 19.5 $125,970.00 2.0 $194,600.00 $68,630.00
Annunciation 42 21.0 $135,660.00 2.0 $194,600.00 $58,940.00
Ben Calf Robe 47 23.5 $151,810.00 2.0 $194,600.00 $42,790.00
Mother Teresa 48 24.0 $155,040.00 2.0 $194,600.00 $39,560.00
Our Lady of Mount Carmel 22 22.0 $71,060.00 1.0 $97,300.00 $26,240.00
Our Lady of Peace 38 19.0 $122,740.00 2.0 $194,600.00 $71,860.00
St. Alphonsus 30 15.0 $96,900.00 2.0 $194,600.00 $97,700.00
St. Basil 35 17.5 $113,050.00 2.0 $194,600.00 $81,550.00
St. Benedict 58 19.3 $187,340.00 3.0 $291,900.00 $104,560.00
St. Bernadette 21 21.0 $67,830.00 1.0 $97,300.00 $29,470.00
St. Bonaventure 55 22.0 $177,650.00 2.5 $194,600.00 $60,735.00
St. James 36 18.0 $116,280.00 2.0 $194,600.00 $78,320.00
St. Catherine 57 28.5 $184,110.00 2.0 $194,600.00 $10,490.00
St. Edmund 26 26.0 $83,980.00 1.0 $97,300.00 $13,320.00
St. Elizabeth 47 23.5 $151,810.00 2.0 $194,600.00 $42,790.00
St. Elizabeth Seton 47 23.5 $151,810.00 2.0 $194,600.00 $42,790.00
St. Francis of Assisi 50 25.0 $161,500.00 2.0 $194,600.00 $33,100.00
St. Gerard 22 22.0 $71,060.00 1.0 $97,300.00 $26,240.00
St. Jerome 25 25.0 $80,750.00 1.0 $97,300.00 $16,550.00
St. Justin 38 19.0 $122,740.00 2.0 $194,600.00 $71,860.00
St. Leo 32 16.0 $103,360.00 2.0 $194,600.00 $91,240.00
St. Maria Goretti 70 23.3 $226,100.00 3.0 $291,900.00 $65,800.00
St. Pius X 60 20.0 $193,800.00 3.0 $291,900.00 $98,100.00
945 45
Grand Total $1,272,635.00
Full Day K “top up” Budget
$1,272,635.00
In Kindergarten, we utilize a standardized assessment tool to support the identification of needs (pre and post)
Class Report
Language and Communication, Fall 2011
Individual Child Report
Early Learning programs can not be expected to fix all of the problems that poverty poses for child development. Full Day Kindergarten can “catch children up by closing the gap”, (and our own data also supports this) however, continued supports need to occur to continue intervention and developmental appropriate programming. Early Learning is not a “one stop fix”.
St. Elizabeth
Fine Motor – a child’s ability to perform large movements that involve arms, legs and body.
Gross Motor – a child’s ability to perform large movements that involve arms, legs and body.
EDI – The Early Development Instrument (Taken from ECMap.ca)
Mother Teresa
EDI – The Early Development Instrument (Taken from ECMap.ca)
A child’s understanding of the world and his or her ability to make connections with home and community experiences.
St. Alphonsus St. Basil St. Gerard
EDI – The Early Development Instrument (Taken from ECMap.ca)
A child’s understanding of spoken language and his or her ability to express thoughts and feelings.
Full Day K environments….a glimpse into some families lives…stories from our FSLW’s I had a family who lost their apartment in a fire. I worked with her for the school year in navigating and helping in being a advocate for her in dealing with income support and in finding a new place to live. In working with her I am was able to
make sure she had the basic needs for herself and her son. I also set her up with counselling( for dealing with spousal abuse, I also set her son up with counselling for dealing with the fire and also with the separation). Mom was also set up with supports for basic needs, furniture for her new place, etc. The full day Kindergarten supported Mom to get back on her feet and access the resources and services for herself and her son. I still touch base with her a year later!
I am supporting a family who has a child with autism. This family has had difficulty in other schools with maintaining the placement and with being consistent with bringing the child to school. So far this year, attendance has been great. The student has been doing wonderful in the program. The child's mom and I text to stay in contact. Mom has been open to my support and receptive to the services offered to her. I was able to assist in shifting the school's intimidation about the situation to looking at the situation as small, manageable goals.
I am working with a guardian of a child right now that is taking care of a Kindergarten student. The guardian, herself is on AISH. I am supporting with referrals to the Glenrose. The guardian has shared with me that she is
unemployed. The guardian was encouraged to have the child's eyes looked at and it was discovered that she needed glasses, we have supported her in accessing glasses. A mom with two children suffering with clinical depression, never worked, on welfare all her life has hard time getting out of bed every morning. The children watch TV and play video games when they are at home. I helped her to obtain the
Leisure Access Pass and supported her in attending family programming offered by our early learning team. I have a family that is brand new to Canada and they have a little guy with many medical needs. I have been supporting the family in setting up medical appointments, navigating the medical system and setting up the family with the basic needs. The family is also been connect to and started taking ELL classes. I have also connected the family to fun resources in Edmonton, family programming opportunities, and supporting them in learning more about Edmonton.
What have we done? Well….There is always so much more to do…!
November 25, 2015 Public Board Meeting 3.1A(iii)
November 19, 2014
To: The Board of Trustees
From: Joan Carr Superintendent
Originator(s): Susan Makale Executive Director to the Superintendent
Re: Father Michael Mireau Youth Faith Day 2016 Plan
At the September 9, 2014 Public Board Meeting, a report was brought forward that explored the viability of and logistics surrounding Edmonton Catholic Schools’ Father Michael Mireau Youth Faith Day. The proposed date is Monday, February 1, 2016, which precedes the District’s Staff Faith Development Day on February 2, 2016. We are naming the Youth Faith Day in honour of our former District Chaplain, Father Michael “Catfish” Mireau. Father Mike was deeply loved by the students, families, and staff of Edmonton Catholic Schools, largely because of his exceptional ability to reach out and evangelize our youth. His passion for this evangelical mission empowered our youth to easily integrate their faith into culture and thus realize the relevance of Jesus in our modern world and their lives. The two presenters who have been engaged for Faith Development Day, 2016, Jesse Manibusan and Mike Patin, are well known for their enthusiasm, energy, and engaging manner. They would provide an excellent evangelization opportunity for the youth of Edmonton Catholic Schools. Both presenters are able to extend their engagement with Edmonton Catholic Schools in order to include the Youth Faith Day. After an analysis of the three options that were brought forward on September 9, it was determined that the most viable plan was that in which all Edmonton Catholic Schools’ Grade 8 students and invited students from other jurisdictions would gather at the Shaw Conference Centre. Factors that were taken into consideration included efficiencies and economies that could be realized by having both District faith formation events in the same venue with the same service providers, the size of the venues, and the logistical demands on District staff
Page 1 of 2
and resources involved. Based on our enrollment projections for the 2015-2016 school year, we anticipate that we will have 450 unused spaces at the event. A letter of invitation was sent to our sister Catholic Boards in the immediate area on September 18, 2014 to explore their interest in having their Grade 8 students join us for this event to fill those extra seats. The response was wholly positive, and we anticipate being able to accommodate students from Elk Island Catholic Schools, Greater St. Albert Catholic Schools, and St. Thomas Aquinas Roman Catholic School Division. Based on the costs associated with holding Faith Development Day, the estimated cost of this event is $85,000.00. This includes venue rental, presenter fees, technical support, bussing, advertising, and a project lead cost as highlighted in the attached plan. We have realized cost reduction already in this new plan through the elimination of the video streaming ($9,000) and through the adjusting of bussing costs (decrease of $6,400) to reflect only grade 8 students. This amount could be further reduced by seeking corporate sponsorship from the Catholic community and the broader Edmonton community, much like what occurs at WE Day.
Recommendation: That the Board of Trustees receives as information the report on the plan for the Father Michael Mireau Youth Faith Day, 2016.
Attachment: Father Michael Mireau Youth Faith Day 2016 Plan
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Father Michael Mireau Youth Faith Day 2016 Plan The information contained in this proposal is based on estimates from the service providers. No formal quotes have been obtained. Date: February 1st, 2016 Time: 10:00 a.m. - 1:30 p.m. (Schedule) Purpose: Evangelization of our Youth; bringing our Faith alive for Edmonton Catholic Junior High students, inspiring them to be empowered to make a change within themselves and into the world. Goals:
1. To gather together in a spirit of hospitality and generosity by praying, listening, participating and sharing in the Body and Blood of Christ.
2. To affirm the students as disciples of Christ 3. To inspire the students towards an action of social justice and being a witness of
Christ’s love for each other. (Consider social action to be more than the giving of time, funds, etc. but to be as well the consideration of the others in a day-to-day world.)
Presenters:
1. Jesse Manibusan - Catechist, Entertainer, Lover of God and the Church, Friend
2. Mike Patin uses energy, humor and stories to affirm God's goodness and presence among us while inviting others (and himself) to take the "next step" in our journey with God.
Timelines and Schedule
Pre Faith Day Preparation Schedule Spring 2015
1. Information presented to Edmonton Catholic Schools Junior High Principals 2. Preparation of Implementation packages by Edmonton Catholic Schools Religion
Consultants 3. Preparation of posters, invites for schools, etc.
November 25, 2014 Page 1
Father Michael Mireau Youth Faith Day 2016 Plan September 2015 to January 2016
1. Packages for implementation – prepared by Edmonton Catholic Schools Religion Consultants
a. September – create or buy a CD, Video, song that can be used in the junior high schools to introduce music by Jesse.
b. September – set up a Facebook page to be shared. c. October – lesson on what are you thankful for and how do you share that
with others. Introduce the speakers Jesse Manibusan and Mike Patin to the students. (Lessons to be prepared by religion consultants and sent to chaplains and religion teachers)
d. November and December – School / Religion class project - Dissect the theme and develop a project to be shared at the Faith Day (song, dance, video, etc.)
e. January – Lessons on how to prepare for the Mass sent to chaplains and religion teachers.
Sunday, January 31st, 2016 – Set up Afternoon: Set up by Venue and Technicians
- Videos - Seating
Set up by District Faith Committee (dependent on venue choice) - Centre of Worship Display
Set up by Religion Consultants and School Chaplains - Liturgy and Mass
Set up by Youth Faith Committee - Seating plan for schools
Evening: Practice for Student Led Liturgy – School 1 Chaplain, Dance Teacher and
students (Dance, Readers, etc.) Practice for Mass – School 2 Chaplain, Music Teacher, and school choir (will be supported by Jesse during Mass) Set up for Band Sound Off – School 3, 4, and 5 Chaplain, Music Teacher and student band. Practice for MC and thank you at the end – School 6 Chaplain and individual students. Practice for High School Student Eucharistic Ministers – High School Chaplain and individual students.
November 25, 2014 Page 2
Father Michael Mireau Youth Faith Day 2016 Plan
Monday, February 1st, 2016 – Youth Faith Day 8:00 a.m. Arrival of High School Student Hosts (and school Chaplain) 8:30 a.m. Busses arrive at the schools 9:30 a.m. Students begin to arrive at venue
- School Videos broadcasted on screens - Three junior High Bands present Music Sound Off
9:55 a.m. Student led prayer (prepared by Junior High Chaplain) 10:00 a.m. Presentation by Jesse Manibusan 10:50 a.m. Health Break – students to bring their own snack 11:10 a.m. Presentation by Mike Patin 12:00 noon Energy Break – Jesse Manibusan 12:15 p.m. Mass 1:25 p.m. Thank you presentations 1:30 p.m. Students return to school by Bus – group 1 1:40 p.m. Students return to school by Bus – group 2 2:00 p.m. Clean up and preparation for Staff Faith Development Day Faith Day Follow Up by Schools
1. February and March – follow up – collection of thoughts, pictures, comments, on the Facebook page.
2. Students present evidence of reflection and commitment to their social action to their classrooms.
November 25, 2014 Page 3
Father Michael Mireau Youth Faith Day 2016 Plan PRESENTERS:
JESSE MANIBUSAN Jesse is a 52nd Degree, High Octane Evangelizer, Undercover Catechist, and Catholic Ninja, utilizing the power of music, spoken word, storytelling, skits, humor, reflection and prayer in the work of Evangelization and Catechesis.
"Let the Church say Amen!" JESSE MANIBUSAN WEBSITE
MIKE PATIN Mike Patin uses energy, humor and stories to affirm God's goodness and presence among us while inviting others (and himself) to take the "next step" in our journey with God. Since 1990, Mike has been privileged to speak to groups ranging from 10 to 23,000 in over 130 dioceses in the U.S. and Canada. He has spoken at conferences, rallies, retreats, parish missions, leadership institutes, and in-services, addressing youth, adults, families, clergy, seminarians, school faculties, businesses, athletic teams and hospital staffs. Mike has worked in ministry settings since 1984. He spent six years as a high school teacher and coach, and thirteen
years in diocesan youth ministry for the Archdiocese of New Orleans, since 2003, he has worked full time as a speaker and “faith horticulturist.” MIKE PATIN WEBSITE
November 25, 2014 Page 4
Father Michael Mireau Youth Faith Day 2016 Plan
Venue: Shaw Conference Centre – Halls A and B
Tentative Budget: (Actual costs will be confirmed in fall of 2015) Function Details Contact Amount Venue Halls A and B Sergio
Shaw Centre $9,600.00
Technical Camera and Display Clint Reeves [email protected]
$50,000.00
Presenter 50 minute presentation; 15 minute Energy Break; Music Ministry for Mass
Jesse Manibusan $2,400.00
Presenter 50 minute presentation
Mike Patin $2,600.00
Bussing All School Bussing companies
Debbie Hunter ECS Transportation Department
$8,555.00
Incidentals Displays, volunteer costs, etc.
Religion Department $2,000.00
Advertising Posters, invitations Media relations $500.00 Project lead Assistant Principal X
15 days $529.89-
$613.20/day= $7,948.35- $9,198.00
Grand Totals $85,000 (no streaming)= $32/student
*Project leader: an assistant principal to lead the project. Time allowance is 15 days to be used as needed for meetings, plan development and implementation, etc. It would not be a pull –out from site for 3 continuous weeks Contracts and details for venue and speakers will be organized by the Project Lead and facilitated through Staff Faith Development Day committee.
November 25, 2014 Page 5
Father Michael Mireau Youth Faith Day 2016 Plan Logistical considerations for this venue: The student enrollment projection for grade 8 for the 2015-2016 year is 2611 students. Given the size of the venue and the event, a 1/15 supervision ratio is a prudent recommendation. Including 20 high school leaders and their chaplains, this would give a total Edmonton Catholic Schools attendance of approximately 2800 people. SHAW FLOOR PLAN (Halls A and B only, same plan as Faith Development Day)
November 25, 2014 Page 6
Father Michael Mireau Youth Faith Day 2016 Plan General Bussing Suggestions:
1. Arrange all bussing through Edmonton Catholic Schools 2. Set up two drop off and pick up locations (for Shaw Conference Centre)
a. Bottom of the hill (Grierson Hill Road) b. Top of the hill (Jasper Avenue)
3. Stagger the times that schools leave the venue a. Schools farther away – sit closer to the exits to leave first b. Schools closer to venue – sit up in the bleachers
4. Provide schools with a card for each of the busses a. School address b. Pick up time c. Location of pick up and drop off
5. Ask transportation department to arrange safety officers for both pick up and drop off locations.
6. Have invoicing for bussing go to Edmonton Catholic Schools Transportation Department.
7. Book bussing well in advance – as soon as project is confirmed.
Bussing is calculated based on 48 students/supervisors per bus at a cost estimate of $145 per bus. 2800 students / 48 = 59 buses 59 X $145= $8, 555
November 25, 2014 Page 7
November 25, 2014 Public Board Meeting 3.2A(i)
November 25, 2014
To: The Board of Trustees
From: Joan Carr, Superintendent
Originators: Barry Devlin Chief Financial Officer
Re: Fall Budget Update for Budget 2014-2015
Background The 2014-2015 District Budget has been updated following the increased student enrollments as at September 30, 2014, which resulted in additional revenue to the District of $3.0M. This additional revenue has been allocated to schools and is used to support classroom teachers, educational assistants and other classroom services in the amount of $3.0M. The net result is a continuation of a balanced budget for 2014-15. Recommendation The recommendation is that the Board of Trustees of Edmonton Catholic Separate School District No. 7 receives as information the Updated Budget for 2014-2015. BD/gf
November 25, 2014 Public Meeting 3.2B(ii)
November 20, 2014 To: Board of Trustees From: Joan Carr Superintendent Originator: Sue Chevalier, Assistant Superintendent Learning Support - Innovation Resource Staff: Cecilia Fenrich
Manager – District Programs Re: Renewal of Senior High Locally Developed or Acquired Courses Recommendation That the Board of Trustees of Edmonton Catholic Separate School District #7 approve for renewal the following locally developed or acquired courses* to be implemented in September 2015. All courses are being renewed for a period of 4 years, until August 2019, unless otherwise noted. * Courses have been developed by Edmonton Catholic School staff unless otherwise noted.
LDC CODE COURSE NAME CREDIT VALUE
1959,2959,3959 Advanced Acting 15/25/35 Acquired from Calgary Roman Catholic School Board 3 & 5
LDC CODE COURSE NAME CREDIT VALUE
1821,2821,3821 Autobody Repair K&E 15/25/35 Acquired from Calgary Board of Education 5
LDC CODE COURSE NAME CREDIT VALUE
1059, 2059, 3059 Ceramics, (Advanced Techniques) 15/25/35 Acquired from Edmonton Public School Board 5
LDC CODE COURSE NAME CREDIT VALUE
1413, 2413,3413 Dance 15/25/35 3 & 5
LDC CODE COURSE NAME CREDIT VALUE
1339, 2339, 3339 Filipino Language and Culture 15-3Y/25-3Y /35-3Y 5
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LDC CODE COURSE NAME CREDIT VALUE
1512, 2512, 3512 Korean Language and Culture
15-3Y/25-3Y /35-3Y Acquired from Calgary Board of Education
5
LDC CODE COURSE NAME CREDIT VALUE
1944, 2944, 3944 Performing Arts 15/25/35 Acquired from Grande Yellowhead Public Schools 3 & 5
LDC CODE COURSE NAME CREDIT VALUE
1504, 2504, 3504 Polish Language and Culture 15-3Y/25-3Y /35-3Y 5
LDC CODE COURSE NAME CREDIT VALUE
1498, 2498, 3498 Polish Language Arts 15/25 /35 5
LDC CODE COURSE NAME CREDIT VALUE
Not yet determined Religion Education Roman Catholic 15/25/35 Owned by the ACSTA and administered by ECS 3 & 5
LDC CODE COURSE NAME CREDIT VALUE
Not yet determined Religion Education Ukrainian Catholic 15/25/35 Owned by the ACSTA and administered by ECS 3 & 5
LDC CODE COURSE NAME CREDIT VALUE
1274, 2274, 3274 Rock and Pop 15/25/35 Acquired from St. Albert Public School Board 5
LDC CODE COURSE NAME CREDIT VALUE
1987, 2987, 3987 Technical Theatre 15/25/35 Acquired from Calgary Roman Catholic School Board 3 & 5
LDC CODE COURSE NAME CREDIT VALUE
1237, 2237, 3237 Theatre Appreciation 15/25/35 3
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November 25, 2014 Public Board Meeting 3.2B(iii)
November 25, 2014
To: The Board of Trustees
From: Joan Carr, Superintendent
Originators: Barry Devlin Chief Financial Officer
Re: August 31, 2014 Audited Financial Statements
I am pleased to present the financial statements of the Edmonton Catholic Separate School District No. 7. These statements include the Auditor’s Report and various Statements and Schedules as required by Alberta Education. Our current operating surplus is $13.2 million which has largely resulted from the timing of revenue received from the province and an average teacher salary cost that did not reflect all the new teachers hired. Auditor’s Report The Auditor’s Report states:
“In our opinion, the financial statements present fairly, in all material respects, the financial position of Edmonton Catholic Separate School District No. 7 as at August 31, 2014 and the results of its operations, change in net financial assets and its cash flows for the year then ended in accordance with Canadian public sector accounting standards.”
Recommendation That the Board of Trustees of Edmonton Catholic Separate School District No. 7 has reviewed the August 31, 2014 Audited Financial Statements and approves the release of these statements. BD/gf
November 25, 2014 Public Board Meeting 3.2B(iv)
November 25, 2014
To: The Board of Trustees
From: Laura Thibert Trustee
Re: Ad Hoc Advocacy Committee – Child Care Spaces
Background Albertans are telling us that part of the infrastructure of new and existing schools for learning in the 21st century should include child care spaces. Resolution That an ad hoc advocacy committee consisting of two trustees be struck for the purpose of developing a strategy for lobbying the government to include cay care space as part of new and existing schools infrastructure, and further, that the terms of reference for this ad hoc committee be prepared for the December 16, 2014 Public Meeting.
November 25, 2014 Public Board Meeting 3.2B(v)
November 25, 2014
To: The Board of Trustees
From: John Acheson Trustee
Re: Modular Infrastructure Components in Four New Schools to Accommodate the Possible Future Construction and Installation of Childcare Modular Units
Background The government withdrew from financing childcare facilities in 2008-2009; this is an area that if the people of Alberta deem it to be important, and this indeed appears to be the case, then the possibility exists that some form of government involvement will occur again in the future. We can prepare for that eventually by having in place the infrastructure necessary to “add” on childcare modular units. The Board had passed a motion on 2014 15 20 to have the matter of daycare facilities considered as a policy matter by the ASBA – if this were to occur, the possibility exists that pressure would be brought to bear on government to “reengage” in the daycare process. We can prepare our new schools for this possibility. The broader community, this as represented in part by the Federation of Community Leagues, appears to have an interest in establishing childcare programs. The community [along with the above noted lobby potential from the ASBA] might be successful in influencing government to “reengage” in providing childcare spaces. If this were to occur our facilities would be ready for such reengagement. Resolution That the design and build of the four schools — Bishop David Motiuk, Father Michael Mireau, St. John XXIII, and St. Brendan — include infrastructure that would be necessary to accommodate the possible future addition of childcare modular units at the four sites.
November 25, 2014 Public Board Meeting 3.3A
November 17, 2014
To: The Board of Trustees
From: Joan Carr Superintendent
Originator(s): Susan Makale
Executive Director to the Superintendent
Re: Naming of New Schools
On October 8, 2014, the Government of Alberta announced four new schools for Edmonton Catholic Schools in an effort “to provide school boards that have high-growth enrolment with the predictability they need for longer-term infrastructure planning.” (Education Minister Gordon Dirks) The locations of the new schools are:
• Elementary/Junior High School in Heritage Valley (near 119 Street SW & 39 Avenue SW) • Elementary/Junior High School in Pilot Sound – McConachie (near McConachie Drive NW & 57 Street NW) • Elementary/Junior High School in Southeast - Walker (near Watt Boulevard SW & Watt Promenade SW) • Grade 9 to Grade 12 Collegiate School for Science, Technology and the Trades in Partnership with the
Government of Alberta, Northern Alberta Institute of Technology (NAIT),and Edmonton Public Schools (near 108 Street NW & Princess Elizabeth Avenue NW)
Archbishop Smith has encouraged us to consider saint names, names of Our Lady, references to Christ (i.e. Christ the King, Christ the Redeemer), and references to angels for our new schools. His preference is that individuals who are canonized are God’s role models for holiness. The name for the Grade 9-12 NAIT Collegiate shall be recommended at a later date after consultation with the other partners in the project. Recommendation: That the Board of Trustees approves the following names for our new schools: • Corpus Christi Catholic Elementary/Junior High School (Walker) K-9 • Christ the King Catholic Elementary/Junior High School (McConachie) K-9 • St. Thomas Aquinas Catholic Elementary/Junior High School (Heritage Valley) K-9
Attachments:
• Rationale and/or Biographies of short listed names • Map of the new schools
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Name Rationale/Biography Corpus Christi Feast Day: Thursday after Trinity Sunday
Corpus Christi is Latin for “Body of Christ”. The Eucharist is the very living presence of Jesus Christ. Corpus Christi may also refer to Blessed Sacrament which is a name given to the host and wine that the sacrament of Eucharist has consecrated. …Corpus Christi calls us to focus on two manifestations of the Body of Christ, the Holy Eucharist and the Church. The primary purpose … is to focus our attention on the Eucharist...At every Mass our attention is called to the Eucharist and the Real Presence of Christ in it. The secondary focus … is upon the Body of Christ as it is present in the Church. The Church is called the Body of Christ because of the intimate communion which Jesus shares with his disciples. He expresses this in the gospels by using the metaphor of a body in which He is the head. This image helps keep in focus both the unity and the diversity of the Church. Corpus Christi Church is being built in the area. Taken from Catholic News Agency http://www.catholicnewsagency.com/saint.php?n=270
Christ the King Feast Day: Sunday before the first Sunday of Advent Christ the King is a title of Jesus based on several passages of Scripture. It is used by most Christians. The Catholic Church and many Protestant denominations, including Anglicans, Presbyterians, Lutherans and Methodists, celebrate the Feast of Christ the King on the Sunday before the first Sunday of Advent, the Sunday that falls between 20 and 26 November, inclusive. Christ's kingship was addressed in the encyclical Quas Primas of Pope Pius XI, published in 1925… 'Christ,' he says, 'has dominion over all creatures, a dominion not seized by violence nor usurped, but his by essence and by nature.'" Pope Pius XI instituted the feast of Christ the King in 1925 to remind Christians that their allegiance was to their spiritual ruler in heaven as opposed to earthly supremacy. Pope Benedict XVI remarked that Christ's kingship is not based on "human power" but on loving and serving others. Excerpts from http://en.wikipedia.org/wiki/Christ_the_King
St. Thomas Aquinas Feast day: January 28 Death: 1274 St. Thomas Aquinas, priest and doctor of the Church, patron of all universities and of students. His feast day is January 28th. He was born toward the end of the year 1226. He was the son of Landulph, Count of Aquino, who, when St. Thomas was five years old, placed him under the care of the Benedictines of Monte Casino. His teachers were surprised at the progress he made, for he surpassed all his fellow pupils in learning as well as in the practice of virtue. When he became of age to choose his state of life, St. Thomas renounced the things of this world and resolved to enter the Order of St. Dominic in spite of the opposition of his family. In 1243, at the age of seventeen, he joined the Dominicans of Naples. Some members of his family resorted to all manner of means over a two year period to break his constancy. They even went so far as to send an impure woman to tempt him. But all their efforts were in vain and St. Thomas persevered in his vocation. As a reward for his fidelity, God conferred upon him the gift of perfect chastity, which has merited for him the title of the "Angelic Doctor". After making his profession at Naples, he studied at Cologne under the celebrated St. Albert the Great. .. At the age of twenty-two, he was appointed to teach in the same city. At the same time, he also began to publish his first works. After four years he was sent to Paris. The saint was then a priest. At the age of thirty-one, he received his doctorate.
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In 1261, Urban IV called him to Rome where he was appointed to teach, but he positively declined to accept any ecclesiastical dignity. St. Thomas not only wrote (his writings filled twenty hefty tomes characterized by brilliance of thought and lucidity of language), but he preached often and with greatest fruit. Clement IV offered him the archbishopric of Naples which he also refused. He left the great monument of his learning, the "Summa Theologica", unfinished, for on his way to the second Council of Lyons, ordered there by Gregory X, he fell sick and died at the Cistercian monastery of Fossa Nuova in 1274. St. Thomas was one of the greatest and most influential theologians of all time. He was canonized in 1323 and declared Doctor of the Church by Pope Pius V. -excerpts from Catholic Online http://www.catholic.org/saints/saint.php?saint_id=2530 St. Thomas Aquinas was a former name of a school in Edmonton Catholic that was closed in 1990.
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McConachieElementary/Junior High
Walker (Ellerslie)Elementary/Junior High
Heritage ValleyElementary/Junior High
Cardinal CollinsHigh SchoolAcademic
Centre
BishopDavid Motiuk
K-9 School
St. John XXIIIK-9 School
FatherMichael Mireau
K-9 School
St. BrendanReplacement
School
NAIT Collegiate
PartnershipGrades 9-12
St. Leo
Grandin
St. Rose
St. Paul
St. Mary
St. Mark
St. Lucy
St. Anne
St. Kevin
St. James
St. Hilda
St. Basil
St. Teresa
St. Pius X
St. Philip
St. Monica St. Martin
St. Martha
St. Justin
St. Joseph
St. Jerome
St. Gerard
St. EdmundSt. Angela
Holy Cross
St. Kateri
St. Vincent
St. Timothy
St. Richard
St. Matthew
St. Gabriel
St. Dominic
St. Clement
St. Charles
St. Cecilia
Mary Hanley
John Paul I
J.J. Bowlen
J.H. Picard
Holy Family
St. Vladimir
St. Nicholas
St. Boniface
St. Benedict
Holy Trinity
St. Elizabeth
St. Catherine
St. Augustine
St. Alphonsus
Mother Teresa
H.E. Beriault
Good Shepherd
Frère Antoine
St. Stanislaus
St. John Bosco
St. Bernadette
Cardinal Léger
Bishop Savaryn
Austin O'Brien
St. Thomas More
St. Bonaventure
Bishop Greschuk
Anne Fitzgerald
St. Maria GorettiSir John
Thompson
Our Lady of Peace
Louis St. Laurent
St. Francis Xavier
Katherine Therrien
Archbishop O'LearySt. Elizabeth
Seton
Father Michael Troy
Mother Margaret
Mary
Archbishop MacDonald
St. Francis of Assisi
Our Lady of Victories
Monsignor Fee Otterson
Sister Annata
Brockman
Monsignor William Irwin
Archbishop Oscar Romero Our Lady of
the Prairies
Our Lady of Mount Carmel
Ben Calf Robe
Archbishop Joseph MacNeil
Annunciation
Father Leo Green
®LegendNew Construction
Announcements
! Elementary" Junior High# Senior High
!) Elementary/Junior High#) Junior/Senior High^ Elementary/Junior/Senior High
November 6, 2014
November 25, 2014 Public Board Meeting 3.3B
November 25, 2014
To: The Board of Trustees
From: Joan Carr Superintendent
Originator: Carole Karbonik
General Counsel
Re: Governance Process Policy – Board and Trustee Use of Social Media GP#13
Attached is a draft Governance Process Policy for Board and Trustee Use of Social Media, GP#13. Governance Policies require three readings. The first and second readings may be passed at the same Meeting. Should the Board wish to complete third reading at this meeting, unanimous approval is required. First Reading: (Read in Full) That the Board of Trustees gives first reading to GP#13, Board and Trustee Use of Social Media. Second Reading: (Read by Title and Description That the Board of Trustees gives second reading to GP#13, Board and Trustee Use of Social Media. Third Reading: (Requires Unanimous Approval to Give Third Reading at the Same Meeting That the Board of Trustees gives third and final reading to GP#13, Board and Trustee Use of Social Media.
Policy GP#13 Governance Process Board and Trustee use of social media The Board recognizes that the use of social media can be an effective method to engage stakeholders, members of the community, parents and students, but such use can also expose the Board and individual trustees to unexpected consequences. The purpose of this policy is to establish expectations regarding the Board and individual trustee use of social media. In developing this policy, the Board acknowledges that in relation to the use of social media, the students and staff of Edmonton Catholic Schools have subscribed to the concept of “Digital Citizenship”. The District maintains both an Administrative Digital Citizenship Policy and Regulation. The Board believes that as leaders, the Board and individual trustees should hold themselves to the same if not higher standards expected of students and staff. Accordingly, the Board and individual trustees will conduct themselves as a responsible Digital Citizens in their endeavors to employ social media as a tool to further their goals and responsibilities. In particular, the Board acknowledges the following portions of the District’s Digital Citizenship Policy and Regulation as applicable to the conduct of the Board and individual trustees using social media: A digital citizen is aware of the benefits and risks that are associated with digital
interactions and that ultimately, the digital citizen him or herself must be able to make responsible choices and decisions as he or she navigates and interacts within the digital world.
A digital citizen is aware of and practices proper behaviours and socially accepted conventions.
A digital citizen is a person who has developed the skills and habits that promote positive interactions with others in the digital world.
A digital citizen is interacts with others online in a manner that is consistent with the teachings of the Catholic Church and the eight characters of Catholic Education.
“Social media” means electronic access to and use of blogs, personal websites, RSS feeds, postings on wikis and other interactive sites, such as but not limited to Facebook, Myspace, Blogger, Twitter, Instant Messaging and postings on video or picture-sharing sites and elsewhere on the internet. 1. At all times, when utilizing social media, the Board and individual trustees shall act in
accordance with :
Board and Trustee use of social media (draft) Page 1 of 3
a. the Organizational Bylaw, all Board Governance Policies, Board Practices/Protocols, including but not limited to Board Governance Policy #9, Trustees’ Code of Conduct and their fiduciary responsibilities to the District.
b. all federal and provincial laws including but not limited to the Freedom of Information and Protection of Privacy Act;
c. any agreements that individual trustees may sign from time to time in relation to the use of District information technology resources; and,
d. any District administrative policies, regulations or protocols governing the use of District information technology resources.
2. When individual trustees are identified directly or indirectly as associated with Edmonton Catholic Schools in any way, any and all use of social media will be deemed to be made in one’s capacity as trustee. The use of disclaimers disassociating the information posted via social media from one’s role as trustee will not be sufficient to absolve an individual trustee from responsibility for any information posted. Personal use of social media should therefore not contain any information that could directly or indirectly associate the trustee with their trusteeship, the Board or Edmonton Catholic Schools. 3. Trustees shall not use social media to engage in behavior that would reflect negatively on the reputation of District stakeholders, including government and members of the Archdiocese, fellow trustees, the Board, the District, our schools or any staff, students or parents of the District.
4. Trustees shall use their own name when participating in social media use. Pseudonyms shall not be used.
5. Trustees shall not use social media to defame, distribute offensive images or proprietary material, harass another individual or in any way which may result in the creation of a negative work environment.
6. Trustees shall not use social media or email to communicate directly in any way with a student of the District, unless the parent/guardian of the student is directly involved with the communication. This includes, but is not limited to, initiating or accepting electronic ‘friend’ initiations.
7. District information resources are provided for the express purpose of conducting and communicating business of the Board/District that is consistent with the Mission of Edmonton Catholic Schools.
8. The Board may establish appropriate social media sites for the purpose of communicating important information, highlights of Board or District initiatives and events relating to education. The Chair, as the official representative and spokesperson of the Board at all times including all public, government, community, and Board functions, shall act as the Board’s official spokesperson in communicating via social media on behalf of the Board [GP#5.5(e)(f)]. The Chair may delegate the responsibility to a trustee or to District staff.
Board and Trustee use of social media (draft) Page 2 of 3
9. Trustees who are attending events or meetings who wish to have their photos posted on any Board social media site shall submit a request to the Chair in this regard. Further guidelines, including but not limited to limits governing requests of this nature, may be made by the Board from time to time as required.
References: Acceptable Use of District Information Agreement In-Home Technical Support Form GP#9, Trustees’ Code of Conduct GP#5, Role of the Board Chair Organizational Bylaw Administration Policy 129 Administration Regulation 129.1 FOIP Act Digital Citizenship Policy 137 Digital Citizenship Regulation 137
Draft: November 20, 2014
Board and Trustee use of social media (draft) Page 3 of 3
November 25, 2014 Public Board Meeting 3.3C
November 25, 2014
To: The Board of Trustees
From: Joan Carr Superintendent
Re: Canadian Catholic School Trustees’ Association (CCSTA) Justice Higgins Award
In memory of a distinguished Canadian Jurist and Catholic School trustee, the Honourable Justice James Higgins of St. John’s, Newfoundland, the CCSTA annually presents an award to a person or group that has made an outstanding contribution to Catholic education in Canada. The award is the highest honour provided by the CCSTA. We have inquired with the CCSTA if they would accept a nomination posthumously and we have been advised that such a nomination would be accepted. With this in mind, I would like to suggest that the Board support nominating Father Michael Mireau. The deadline is January 15, 2015. Resolution That the Board of Trustees nominates Father Michal Mireau for the Canadian Catholic School Trustees’ Association (CCSTA) Justice Higgins Award.
November 25, 2014 Public Board Meeting 3.3D
To: The Board of Trustees From: Laura Thibert Trustee Re: Notice of Motion for the November 25th Public Board Meeting Below is a Notice of Motion that I will be bringing to the Novembe4 25, 2014 Public Meeting. That the District explores the promotion of Numeracy on an annual basis using similar principles of Reading Week.
