NOTICE OF MEETING Vancouver School Board Secretary-Treasurer’s Office Committee III: June 21, 2013 Ken Clement Cherie Payne Patti Bacchus Fraser Ballantyne Ken Denike Mike Lombardi Allan Wong Sophia Woo Rob Wynen Steve Cardwell, Superintendent of Schools Dear Sir or Madam:

Notice of Meeting A Meeting of the Education and Student Services Committee (Committee III) will be held in Committee Room # 120 of the Education Centre, 1580 West Broadway, Vancouver, British Columbia, on

Tuesday, June 25, 2013 at 7:00 pm Yours truly, Rick Krowchuk Secretary-Treasurer Senior Maureen Ciarniello Jim Meschino Staff: Denise Johnson Mark Pearmain Brian Kuhn Scott Robinson Lisa Landry Rob Schindel Jody Langlois Janet Stewart Ian Wind Reps: Sylvia Metzner, VSTA Alt: Brin MacIntyre, VSTA Jody Polukoshko, VESTA Dan Graves, VESTA Doug Matear, VASSA Irfan Sheikh, VASSA Bridget Browning, VEPVPA Marion Broadbent, VEPVA Cathy Hasley, PASA Ron Bergeron, PASA Ivy Leung, DPAC Diana Day, DPAC Miriam Pulsifer, CUPE Loc 15 c/o Tim DeVivo, IUOE John Pesa, Trades Doug Oates, Trades Brent Boyd, CUPE 407 Nick Milum, VDSC Others: Secretary-Treasurer’s Office Ed. Centre Engineers District Parents B. Ostrom Kurt Heinrich Rentals Chris Allen Cafeteria Patricia Peters Maisie Louie

VANCOUVER SCHOOL BOARD

COMMITTEE MEETING

COMMITTEE III – EDUCATION AND STUDENT SERVICES Tuesday, June 25, 2013 at 7:00 pm Room 120, VSB Education Centre

AGENDA

Items for Information Presenter 1. Update: Re-visioning of Inner City Project (7:05) Maureen Ciarniello Items Requiring Board Actions / Motions 2. District Program Policy (formerly District Specified Alternate Programs (DSAP) IGBHA Policy & Regulations Revision (7:15) Rob Schindel 3. School Plans (7:25) verbal update Denise Johnson 4. District Plan for Student Learning (7:30) Maureen Ciarniello 5. District Literacy Plan update (7:40) verbal update Maureen Ciarniello

6. Acceptable Use of Technology Policy (AUP) (7:45) Maureen Ciarniello

Social Media Policy Date and Time of Next Meeting September 11, 2013 at 5:00 pm in Room 120

June 21, 2013 TO: Committee III FROM: Senior Management Team RE: Update: Re-visioning of Inner City Project _________________________________________________________________ Background The district will be undertaking a re-visioning of the Inner City Project during the 2012-2013 school year. At the April 30, 2013 public Board meeting, the following motion was approved:

That staff be requested to develop recommendations for an action plan, including 'staffing, resources, processes, and timelines for re-visioning/reviewing the VSB Inner-city Schools Program and for improving the coordination and integration of the Inner-city Schools Program and Community Link programs and services.

Process Val Overgaard, former Associate Superintendent, will be leading the re-visioning process. Over the summer a research review will be conducted on effective practices related to supporting student success in populations which are vulnerable due to poverty-related indicators. There also will be an identification of possible sources of data which may inform the re-visioning process. A plan will be brought through senior team, to Committee lll in September 2013 for approval. This item is for information purposes.

ITEM 1

DATE: June 20, 2013 TO: Education and Student Services Committee (Committee III) FROM: Senior Management Team RE: District Programs - IGBHA Policy & Regulations Revision Revised Policy A report was provided to Committee lll in May 2013 outlining proposed revisions to policy and regulations IBGHA, including a name change to District Programs. Changes have been introduced to bring policy into alignment with practice and legislation. Much of the current policy has been retained but re-formatted so that the policy language is consistent. A new document has been developed to outline the application process for proposing a new district choice program. Outstanding Items District staff will review current student application processes for secondary District Programs and report back to Committee lll in October. As well, regulations for the Criteria and Process for establishing new Special Education and Alternate Resource Programs will be developed in the 2013/14 school year for reporting back to Committee lll in spring 2014.

IT IS RECOMMENDED THAT the Board approve the revised District Programs - IGBHA Policy & Regulations.

ITEM 2

Attachment A-revised

IGBHA: District Programs

Classification: I: Instructional Code: IGBHA

District Programs

The Board recognizes its obligation, consistent with the School Act and provincial legislation, to provide an educational program for all students of school age. Further, the Board believes the neighborhood school is of prime importance in the delivery of educational services.

It is the goal of the Board to offer programs promoting excellence in instruction, optimal achievement and expanded choice for all students. The ability of the Board to be responsive to such goals is nevertheless dependent on financial considerations and the availability of space.

The Board will offer District Programs that respond to the needs and interests of students. The programs are to be financially viable and support Ministry and Board goals for intellectual, personal, social and career development.

District Programs will be of three types:

1. Special Education Programs are established by the Board for students who require specialized instruction, smaller group settings, and support staff due to their learning and/or social-emotional needs. The Board, to the extent possible, will establish programs to meet these identified needs. Students are generally referred to these programs by district and/or school staff.

2. Alternate Resource Programs are established by the Board, to the

extent possible, for students who have learning, social-emotional needs, and require a smaller alternative setting and support staff to achieve success in a school setting. Students are generally referred to these programs by school staff, parents or the student.

3. Choice Programs inclusive of mini schools and academies are established by the Board in response to identified students’ educational interests. Each Choice Program is attached to a main school, but provides a more enriched learning environment which is unique in structure, philosophy and focus. All Choice Programs are established with Board approval. Students apply to these programs.

IGBHA: District Programs

Classification: I: Instructional Code: IGBHA-Regulation

CRITERIA FOR REVIEW: DISTRICT CHOICE PROGRAM PROPOSAL FROM SCHOOLS

A District Program approved by the Board will:

• meet all VSB and Provincial policies and collective agreements; • be educationally sound; • fulfill a recognized educational interest; • have clearly stated procedures for selection of students that are

inclusive of all; • be accessible, regardless of financial means; • be free from any religious, political or ethnic affiliation; • not have unreasonable financial implications to the Board; and, • for academy proposals fulfill the criteria defined in Section 82 of

the School Act; • where applicable have a plan to consider articulation with

secondary school programs if the program goes beyond grade 7.

In general, criteria for selecting students should include the following:

• selection will be based on a variety of sources of data • academic grades will not be the sole criterion • Vancouver students will be accepted before out-of-district

students

Through examining the needs and interests across the district, Senior Management may propose District Programs for particular school communities. The proposal will be done in consultation with school community stakeholders.

PROCESS FOR SUBMITTING DISTRICT CHOICE PROGRAM PROPOSAL

Step 1. School Principals will notify their Director of Instruction about their school’s interest in pursuing a program proposal

Step 2. The Director of Instruction will provide feedback to the school principal on the school’s expression of interest in pursuing a Choice Program or Academy proposal.

Step 3. The School Principal will submit a proposal using the appropriate District template.

Step 4. The proposal will be reviewed by Senior Management

Step 5. If supported by SMT, the proposal will be presented at Committee III for their consideration

Download a fillable PDF for a District Choice Program Proposal template here

Download a fillable PDF for a District Academy Application template here

Implementation, Management and Supervision

Implementation will be the responsibility of the Board, in keeping with Board policies and procedures; for example, site and space allocation, selection of students, assignment of staff, advertising of program, etc.

The school-based administrator shall be responsible for the management and supervision of the program, staff, and facilities.

Programs shall have access to the full range of services provided to students and staff in regular programs.

Monitoring and Program Review

All District Programs shall be monitored throughout the school year by school-based administration.

A review of programs will take place on a regular basis and can be initiated by the program staff, school-based administration and/or district management that oversees the program.

Such programs should be modified or discontinued in accordance with the identified needs of the student population.

Recommendations to modify or discontinue existing programs will be considered by Senior Management and Committee III. Approval must be given by the Board.

DMT Responsibility: AS-DLS

Adopted Date:

Attachment D - current

IGBHA: District Alternative School Programs Classification: I: Instructional Code: IGBHA

The Board of School Trustees (the “Board”) believes the neighbourhood school is of prime importance in the delivery of educational services. The neighbourhood school is entrusted to ensure quality instruction and strong programs in all prescribed curriculum areas. Neighbourhood schools provide a sound education foundation by addressing the needs and wishes of most students and their parents through their curricular program. The staff, administration, parents and students will work cooperatively to develop foci to meet the diverse needs and interests of students at neighbourhood schools. The Board supports such initiatives and recognizes the goals and foci of a neighbourhood school may change over time.

Although the Board believes the neighbourhood school is central in meeting the educational needs of the parents and their children, the Board recognizes parents, students, community members and staff may request alternative programs at the district level.

Alternative Elementary School District programs will be of two types:

• Programs that respond to needs are intended to provide equity in learning opportunity for all students who require additional social, emotional, and cognitive support. The Board, to the extent possible, will establish programs to meet these identified needs. Students are referred to these programs by school staff.

• Programs that respond to wishes are considered programs of choice. They are designed to enrich learning and to enhance the prescribed curriculum by taking specific approaches to learning. Students apply to these programs. The Board will review, and where appropriate, approve proposals for these programs.

Alternative Secondary School District Programs will be of two types:

• Alternate Resource Programs and Special Education Programs are established by the Board for students who need an alternative setting and support staff due to their social/emotional needs or who have other special needs that require specialized staff and resources The Board, to the extent possible, will establish programs to meet these identified needs. Students are generally referred to these programs by school staff.

• Secondary District Alternative Programs of Choice - District Specified Alternative Programs are established in response to identified students’ educational needs which cannot be met by regular programs. Each District Alternative Program is attached to a main school, but provides a smaller, more protected learning environment, and is unique in its structure philosophy and accommodation to gifted and talented students. The Board will review, and where appropriate, approve proposals for these programs. Students apply to these programs.

DMT Responsibility: AS-DLS

Adopted Date:

Saturday February 01, 2003

Attachment D - current

IGBHA-R: District Alternative School Programs Classification: I: Instructional Code: IGBHA-R

CRITERIA FOR REVIEW OF PROPOSED PROGRAMS OF CHOICE

A program of choice approved by the Board will:

• meet all VSB and Provincial policies and collective agreements; • be educationally sound; • fulfill a recognized educational interest separate from existing programs and services; • have clearly stated procedures for selection of students that are inclusive of all;

In general, criteria for selecting students should include the following:

• selection will be based on a variety of sources of data • academic grades will not be the sole criterion • Vancouver students will be accepted before out-of-district students • be accessible, regardless of financial means; • be free from any religious, political or ethnic affiliation; • not have unreasonable financial implications to the Board; and, • have a plan to articulate with secondary school programs if the choice program goes beyond

grade 7.

Each program shall have selection procedures that will be cognizant of the Board’s policies on discrimination, the multiculturalism and antiracism policy, and the desirability of having a cross-section of district students in district programs.

PROCESS FOR SUBMITTING PROPOSALS

Proposals for Choice programs will be referred to the Learning Services Consulting Committee.

The proposal will contain:

• A clear description of the program; • Goals and objectives of the program; • Rationale for the program, including an explanation of:

o the educational soundness of the program; o how the program is consistent with the VSB Mission Statement and Beliefs, and Board

policy, and how it fits with or complements provincial curriculum; o how the program is distinctly different from regular programming;

• Intended enrolment (age, grade level(s) characteristics, educational needs and number of students);

• A plan to articulate with Secondary programs if the Choice program goes beyond grade 7; • Proposed plan for communicating registration information to parents of the district; • Evidence of support for the program from within the Vancouver School District community; • Evidence of awareness of relevant contracts; • Evidence of success, if program exists elsewhere; • Financial implications including:

o short and long-term staff and space requirements, start-up costs and other required, long term resource needs;

o any student fees anticipated, recognizing that any fees for district programs are established by the Board;

o additional funding from the Board; o a complete explanation of any expected outside funding; whether from government,

corporate, private or other sources, and any requirements connected with such outside funding; and

o Proposed student selection criteria in accordance with Board policy.

Implementation, Management and Supervision of Alternative Programs of Choice

• Implementation will be the responsibility of the Board, in keeping with Board policies and procedures; for example, site and space allocation, selection of students, assignment of staff, advertising of program, etc.

• The administrators of the parent school shall be responsible for the management and supervision of the program, staff, and facilities.

Alternative programs shall have access to the full range of services provided to students and staff in regular programs.

Alternative programs shall be monitored on a regular basis with a review of a program taking place as part of the regular school growth planning of the parent school. Programs of choice shall be continued when shown to be meeting the need of students. Such programs should be modified in accordance with the identified needs of the student population and phased out when no longer needed. Recommendations to modify or discontinue existing programs will be considered by the Learning Services Consultative Committee and the Senior Management Team. Approval must be given by the Board.

DMT Responsibility: AS-DLS

June 25, 2013 TO: Committee III FROM: Senior Management RE: School Plans 2013-2014

Background As outlined in Ministry Legislation Bill 34 – School Amendment Act section 8.3, a School Planning Council must prepare and submit to the Board a plan for the school to improve student achievement. The Board of Education must approve a School Plan for every school in the district. The legislation eliminates the requirement for these plans to be submitted to the Minister of Education but requires that schools consider the District Plan in the development of their School Plans. The criteria for Board approval of 2013-2014 School Plans reflects Ministry guidelines and Vancouver’s School Plan template emphasizing Success for Each Student, including: ▪ goals that are specific, achievable and include realistic timelines

▪ goals that are focused on improving student learning, development and engagement

▪ a rationale for goal selection based on critical evidence The district template for School Plans incorporates Assessment for Learning and the Conditions for Learning (LEARNS). In alignment with the Aboriginal Education Enhancement Agreement our School Growth Plans for 2013-2014 also include a goal related to the development of Aboriginal cultural awareness, as well as identifying strategies and structures to support the learning success of individual Aboriginal students within each school. School Plans will be available to the public on the district website and linked to each School Profile once they are approved by the Board. Recommendation It is recommended that the 2013-2014 School Plans be approved.

ITEM 3

June 21, 2013 TO: Committee III FROM: Senior Management RE: 2013-2014 District Plan for Student Learning (Student Achievement Contract)

Attached for Committee III review is the proposed 2013-2014 District Plan for Student Learning (Student Achievement Contract) The District Plan for Student Learning is informed by the VSB Strategic Plan 2011-2016 which contains the following goals:

1. Students are fully engaged in learning 2. All students are included and have the opportunity to succeed 3. Our communities, families and educational partners are effectively

engaged in supporting student success 4. Our school district is efficient, effective and sustainable

In support of the Strategic Plan, the district continues to focus on Literacy development as a key determinant of student success. We have clear data that our early intervention initiative is resulting in improved learning and achievement for students. The adoption of the Five Year Early Intervention Plan has provided further targeted staffing in support of this initiative, which expanded to 39 schools this year. The District Plan for Student Learning is also closely aligned with the goals and implementation processes of the Aboriginal Education Enhancement Agreement. As a district we continue to identify practices which are resulting in learning success for Aboriginal students, and in improved graduation rates. Each of our School Growth Plans for 2013-2014 will include a goal related to the development of Aboriginal cultural awareness, as well as identifying strategies and structures to support the learning success of individual Aboriginal students within each school. We have piloted a strategy this spring to improve the graduation rates of Aboriginal students by developing individualized plans and targets, and we anticipate a significant increase in the number of students who will graduate in June 2013.

ITEM 4

It is required that a District Plan for Student Learning (Student Achievement Contract) be developed and approved by July 15th by the Board. Recommendation It is recommended that the Vancouver School Board 2013-2014 District Plan for Student Learning (Student Achievement Contract) be approved. Attachment

1

Mission Statement

To enable students to reach their intellectual, social, aesthetic

and physical potential in challenging and stimulating settings

which reflect the worth of each individual and promote mutual

respect, cooperation and social responsibility.

District Context

The Vancouver School District is a large, urban and

multicultural school district that includes some of the most

affluent and impoverished urban neighbourhoods in the

country. This setting provides wonderful opportunities as well

as serious challenges. The Vancouver School District is among

the most diverse of public school systems in Canada, with an

annual enrolment of approximately 56,000 students in

Kindergarten to Grade 12. In addition, the Vancouver School

District provides Adult Education programming at six centres,

as well as Continuing Education non-academic programs for

the broader community. Our programs and services address

extraordinary combinations of challenge, need, opportunity

and potential that exist in every student we serve.

On the one hand, many students living in this urban

environment are able to take advantage of opportunities to

experience and learn from diverse cultures and reap the

benefits of involvement with highly sophisticated and

experienced arts and recreational groups that you would

expect to find in a world-class city. Vancouver schools are

involved in a wide range of partnerships with cultural, arts and

service organizations. The district also offers a variety of

services and program options to meet diverse student

interests and needs.

On the other hand, many children, due to poverty and other

inhibitors, are excluded from the choices and opportunities

that a city the size of Vancouver can offer. The issues facing

these children and their families are becoming more complex.

The district continues to work closely with other community

agencies and organizations to address these challenges.

2

The District Plan for Student Learning

The District Plan for Student Learning is informed by the VSB Strategic Plan 2011-2016 which contains the following

goals:

1. Students are fully engaged in learning

2. All students are included and have the opportunity to succeed

3. Our communities, families and educational partners are effectively engaged in supporting student success

4. Our school district is efficient, effective and sustainable

In support of the Strategic Plan, the district continues to focus on Literacy development as a key determinant of student

success. We have clear data that our early intervention initiative is resulting in improved learning and achievement for

students. The adoption of the Five Year Early Intervention Plan has provided further targeted staffing in support of this

initiative, which expanded to 39 schools this year.

The District Plan for Student Learning is also closely aligned with the goals and implementation processes of the

Aboriginal Education Enhancement Agreement. As a district we continue to identify practices which are resulting in

learning success for Aboriginal students, and in improved graduation rates. Each of our School Growth Plans for 2013-

2014 will include a goal related to the development of Aboriginal cultural awareness, as well as identifying strategies

and structures to support the learning success of individual Aboriginal students within each school. We have piloted a

strategy this spring to improve the graduation rates of Aboriginal students by developing individualized plans and

targets, and we anticipate a significant increase in the number of students who will graduate in June 2013.

And for all students we are committed to increasing engagement in learning, through opportunities for student voice,

leadership, and program choice.

3

Our Vision of Student Success

Success for Each Student

Response to Intervention

Our vision of success for each student, as illustrated in the Success for Each Student graphic, is based on the Response

to Intervention framework, which encompasses both academic (Learning Systems) and behaviour (Social-Emotional,

Behavioural Systems). Each tier of this model represents increasingly intense services that are associated with

increasing levels of learner needs. Interventions at all three tiers are based on assessment information, and aimed at

improving student response to instruction, and student outcomes.

4

Tier 1: At the Universal Intervention level, the phrase ‘each student’ refers to every student enrolled in a regular classroom. This represents high quality instruction, assessment, and monitoring of student success to support academic and social emotional functioning.

Tier 2: Targeted Small Group Interventions are determined by a collaborative School Based Team

process. The assessment focus is increasingly narrow to determine the specific areas that are

interfering with a student's ability to learn or demonstrate learning. Instruction is designed to increase

success. Small group instruction may support learning, support social emotional functioning, enrich or

restore cultural learning, and enrich or extend learning experiences.

Tier 3: Intensive, Individual Intervention refers to the set of services, supports, strategies and

instructional approaches that are required to create conditions of success for students whose needs

are highly defined. At this level, a highly individualised approach is taken to both assessment and

instruction. Each intervention is carefully monitored for its effectiveness.

The Vancouver School District is committed to working with families and outside agencies to further provide for the

success of each student. We promote the values of meaningful consultation when working to make decisions regarding

services, supports or placement decisions. This works most effectively when we are able to collaborate with families as

early as possible. We have structures in place to assist with programming transition from pre-Kindergarten to

Kindergarten.

5

Foundations for Student Success

Introduction

Three years of work on an Appreciative Inquiry resulted in our identifying six underlying conditions for successful

learning. We know that the best learning occurs when there is recognition of and support for a diversity of rates and

styles of learning; when engaging experiential learning opportunities are presented within and beyond the classroom;

when active learning experiences are created by passionate teachers, when relationships are respectful, supportive, and

purposeful; when there is flexibility and choice in the system, and when there is a safe and supportive environment. We

continue to embrace this set of understandings and are committed to ensuring these conditions underpin our work in

supporting teachers and students.

Areas of Focus

The research is clear that attending to the social and emotional needs of children and

youth, and providing quality early learning experiences are fundamental to preparing

students to learn, and for creating the conditions for student success. In our district we

have developed programs, initiatives and partnerships to support these foundational

areas. We place emphasis on providing supports for vulnerable students, and in

particular, on improving the chances for success of our Aboriginal learners.

“Emotions can facilitate or

impede children's academic

engagement, work ethic,

commitment and ultimate

school success” Durlak et al., 2011

6

Social Responsibility

The Vancouver School District considers a focus on social responsibility and social and emotional learning (SEL) to be

foundational to each student’s success, and expects that all schools intentionally attend to these areas, ensuring that

learning takes place within a context of positive relationships and within a safe, caring, and inclusive environment. There

is broad understanding that when schools explicitly teach and provide opportunities for students to develop and

practice their social and emotional competencies, student learning is improved. Within a safe, caring and inclusive

school environment students are more likely to thrive. In fact, the provincial ERASE initiative, launched this school year,

has highlighted the importance of positive school climate, student connectedness, and inclusive respectful learning

environments to reducing bullying behaviours and enhancing school safety.

SOCIAL AND EMOTIONAL LEARNING:

SEL is the process whereby children and adults develop essential social and emotional skills, knowledge, and attitudes

related to:

Student sense of belonging continues to be an important value shared with the Aboriginal Education Enhancement

Agreement. Schools continue to aim to increase each student’s sense of belonging and safety, paying particular

attention to the needs of vulnerable students. Schools establish strategies to address the needs of vulnerable students,

increase equity and inclusion, and support successful transitions, particularly the transition between elementary and

secondary school; these strategies are supported by members of the Community School Teams as well as by counsellors

and other staff members.

7

Early Learning

Early learning focuses on young children's physical, intellectual, emotional,

social, and creative potential. Making the most of young children's

capacity for learning, and their natural curiosity and desire to learn in the

early years, is central to success for our students.

We know from the research and work of the Human Early Learning

Partnership (H.E.L.P.) that twenty-five percent (25%) of learners are

vulnerable even before they enter Kindergarten, and that this is not

necessarily due to poverty. Furthermore, research indicates that the

environments where children spend their time in their early years sculpt

their brain and affect health and behaviour as well as learning (H.E.L.P.)

Additionally, developmentally appropriate practice, especially play

experiences and experiences in the arts, develops self-regulation in young

learners, which has a profound effect on learning.

In our District, we recognize and support the principles of early learning

for our culturally, linguistically, and socially diverse students so that they

become successful and lifelong learners.

The District LEARNS framework corresponds to the Ministry of Education

BC Early Learning Framework with a mutual focus on active, experiential

learning, diversity, safe and caring relationships, and more.

The District's continuing emphasis on literacy is also congruent with the

Early Learning Framework's focus on language and literacies. Literacy is

fundamental to learning and students' success both in school and beyond.

Early literacy includes the important role of talk; dialogue and scaffolding

with adults; making meaning of a variety of texts; emergent reading and

writing; multi-literacies (multi-media, the arts). These are all important

facets of early learning.

In working towards success for our students the District works in

partnership with community organizations to support early learning/

literacy. Initiatives include:

• Ready, Set, Learn

• Strong Start Centres

• Welcome to Kindergarten

In order to meet the needs of individual learners along a continuum of

learning 0 to 8 years, the District continues to implement and strengthen

the above programs, and recognizes the importance of partnering with

families and caregivers in providing these early learning experiences.

8

Aboriginal Education Enhancement Agreement

The Vancouver Board of Education continues to honour its commitment to the Aboriginal Education Enhancement

Agreement. Over the last year, the District supported numerous cultural events, classroom and community learning

experiences and the addition of many new resources promoting authentic Aboriginal histories, cultural contributions

and increased knowledge of contemporary human rights issues.

The District implemented the Aboriginal Intervention Management System (AIMS) which allowed Aboriginal Education

Enhancement workers, as well as school administrators and other teachers working Aboriginal students, to record and

track daily interventions related to the AEEA goals of Belonging, Mastery, and Culture/Community. This system has

enabled the board to identify gaps in service delivery and allow for targeted coordinated responses to specific school

needs. The District continued to support school use of the Aboriginal Education Connections Tool that creates

opportunities for educators to share in dialogue and monitor student sense of belonging, engagement and

connectedness in four domains; School Life, Academic Engagement, Attendance, Peer & Adult Relationships.

The District values the contributions made by representatives of Aboriginal community organizations and governmental

agencies, as well as post-secondary institutions. We continue to build formal and informal networks in support of

Aboriginal student success within and outside the school setting.

A major undertaking of the District this past year was the implementation of the Aboriginal Focus School at Macdonald

Elementary. Under the direction of an Aboriginal principal the program started with one class of students in the early

primary years. An Aboriginal teacher was retained the early success of this program has encouraged the introduction of

a second class during the new school year. The installation and inclusion of major pieces of Aboriginal art help to create

a welcoming and culturally representative school environment.

All schools have been asked to include a goal for the development of Aboriginal cultural enhancement awareness in

their 2013-14 School Growth Plans.

9

2007-2008 2008-2009 2009-2010 2010-2011 2011-2012

January 35 56 43 41 43

June 16 20 21 24 19

0

10

20

30

40

50

60

% o

f K

ind

erg

arte

n s

tud

en

ts A

t-R

isk

Project Year

Percentage of Kindergarten Students At-Risk Pre- and Post-Intervention

Literacy Goal

Each student will read, write, speak and listen with competence, confidence and enjoyment.

Objectives 1. To improve student reading comprehension

2. To improve student written expression

3. To improve oral communication skills

Actions and Results

Focus on Early Intervention

In 2011-12 the Board of Education approved, in principle,

the Early Intervention Five Year Plan 2012-17. The

initiative has been underway since 2006 and is now in 39

English and French Immersion elementary schools.

The early intervention model begins with the

identification of children at risk using Marie Clay’s

“Observation Survey of Early Literacy Achievement”.

Between January and June of the Kindergarten year,

children are provided with intensive, targeted support.

The table below indicates the difference in percentage of Kindergarten students who have been identified as ‘at-risk’

each year, and the June improved results, following their participation in the Early Intervention initiative.

Those students, who continue to be at-

risk entering Grade One, are provided

with further interventions through the

primary grades. As well, many of the

schools in the initiative are also

implementing Tier 2 literacy

interventions through small group

reading and writing support, using

leveled literacy resources.

By the end of Grade 3, there is a further

reduction in the percentage of students

still at-risk, from the group who were

originally identified in Kindergarten.

Many of the students are not only no

longer at-risk, but are in fact fully

meeting and/or exceeding expectations

in reading levels for their age and grade

group.

0

10

20

30

40

50

Nu

mb

er

of

Sch

oo

ls

School Year

Growth of Participation in VSB Early Intervention Initiative

10

The table below is a compilation of the data which has been collected over the course of the project, and it illustrates

the gains that students have made over the four year period.

The continuing gains may be attributed

partly to the increasing experience and

expertise level of teachers, in providing

this intervention strategy. Presently,

the majority of schools involved in the

initiative are in vulnerable areas of the

city. We anticipate seeing continued

gains student reading results as the

Early Intervention implementation

expands throughout the district.

Tracking student literacy results

As a district we continue to explore approaches to the systematic district-supported collection of data. At this time one

consistent source of data available is the language arts letter grades, as reported by teachers on final report cards. We

are reviewing that data to identify patterns of achievement and to disaggregate results by gender, ELL, and Aboriginal

learners. It continues to be an area of concern and focus for the district to improve results for our Aboriginal learners,

who are a small, but vulnerable cohort of the overall student population.

We continue to support Assessment for Learning practices and will be working closely with teacher and administrator

associations to develop consistent district-wide assessment tools, and practices for the purpose of informing instruction

and intervention strategies. As well, we need to determine an effective means of collating and representing district data

on student achievement in literacy, to provide rationale and directions for allocation of funding, resources, and

professional development opportunities.

Focus on Aboriginal Learner Success

The district identified several barriers for some of our Aboriginal students in meeting graduation requirements in the

humanities. One of these was the low number of students who participated in provincial exams for both English 10 and

English 12, and Social Studies 11 and the low number of students completing Planning 10. Secondary schools were

asked to create a plan for supporting students in meeting these requirements, and in finding ways to encourage

students to attend and write these exams.

Because final exam marks are not available now, we will need to provide clear numbers in the fall, through the website

addition to this report.

As well each elementary school with Aboriginal students was provided with a summary of the literacy and numeracy

report card information for each student, and asked to work within their school-based team to assess learning needs for

these students, with a goal to increasing grade transition rates and improvements in achievement.

Kindergarten Grade 1 Grade 2 Grade 3

Not Yet Meeting Expectations 100 45 19 19

Minimally Meeting Expectations 0 20 12 15

Fully Meeting Expectations 0 26 34 36

Exceeding Expectations 0 9 22 18

0

10

20

30

40

50

60

70

80

90

100

% o

f St

ud

en

ts A

t-R

isk

Years of Interventions

Change by Grade in Reading Levels of At-Risk Students

11

Improving School Completion Levels

We offer students several program paths to graduation,

including through our secondary schools, alternative

programs, VLN-S online program, and our Adult

Education Centres. The district’s overall Six Year

Completion rate continues to increase slightly and was at

83.8% in June 2012. The data is not available for us to

track graduation completion beyond six years but we

believe it would be considerably higher than the

reported six year rate.

Still of concern is the number of Aboriginal students who

are successfully graduating each year. In the December

2012 Superintendent’s Report on Achievement, it was

noted that between 2006 and 2012 the 6 Year

Completion Rate of Aboriginal students increased by

10%, with a high of 32.1% in June 2011. Clearly we would

like higher graduation rates for these students.

In section 3 above, there was a description of the actions

taken this year to increase student participation in key exams and in the completion of Planning 10 course

requirements. As well, the district reviewed the Transcript Verification Record (TVR) for each grade 12 Aboriginal

student, to determine which students were in need of targeted support in order to achieve graduation in June 2013.

Through a pilot project, additional staffing was provided to focus specifically on providing individualized academic

supports and guidance to students in meeting the graduation requirements. The pilot project will inform the model of

service delivery which our district Aboriginal Education Enhancement Teachers will provide in the coming school year.

Although results will not be known until August, we are optimistic that a greater number of students will successfully

graduate this June. We also are tracking the transition and retention levels of Aboriginal students between grades, as

our current information shows that the intake and out-flow of students at each grade tends to not impact total student

population numbers. It does, however, affect our ability to provide continuous focused support to individual students.

Supporting Learning and Instructional Practice

In partnership with the teachers’ union and the administrators’ associations, the district oversees processes related to

allocation of the Teacher Collaborative Inquiry Fund. This fund is available to teams of teachers at each school, and

across the district, in support of release time to explore inquiry questions and to share ideas/knowledge around

effective teaching practices and learning principles. Improved student learning is not necessarily a direct outcome of the

inquiry, but is the overall purpose.

Other opportunities for engaging in the inquiry approach to professional development, and for networking, have

included:

Year 3 of the Assessment for Learning series offered by Linda Kaser and Judy Halbert

Continuing to expand the Learning Commons model in school libraries, as supported by the Teacher-Librarian

mentor

Implementation of the Learning Technology mentor model in support of 61 schools. A variety of workshop offerings, book clubs, and direct individual support to teachers and staffs, as provided by

members of Learning Services staff

12

Connecting with Community

In partnership with community organizations the District works to support literacy initiatives from a broader

perspective. This includes our work through the district’s Community School Teams in the school and neighbourhood

hubs. As well we participate on the Early Years/WINDOWS and Middle Years/Youth Funders tables, along with

representatives from City of Vancouver Social Planning department, Vancouver Coastal Health and the Ministry of Child

and Family Development. We are engaged in a number of initiatives with the Vancouver Public Library in support of

families and children, around literacy development in the early and middle years, from a public and school library

perspective.

The district works with community organizations to support adult learners through outreach programs from the Adult

Education centres. These partnerships are a reflection of the district’s recognition that students have the greatest

chance of success when we align our services, programs and efforts with partnering organizations.

Conclusion

In the coming year we plan to monitor the implementation of the following initiatives in support of student learning and

literacy development:

Expansion of the Early Intervention Initiative to 8 new schools for a total of 47

Restructuring the district delivery model of academic support for Aboriginal students based on the 2012 -2013

pilot project

Introduction of the Multi-Interdisciplinary Support Team model to provide timely resources and support to

schools in areas related to Resource services, psycho-educational assessments, speech and language

assessments/interventions, counselling, and positive behaviour supports.

Strengthening of district-wide assessment practices and development of district data reporting and collection

Supporting inquiry-based professional development and providing networking opportunities for staff and

students to share their learning and successes

We are developing a website view of our District Plan for Student Learning, and will provide updates to achievement

data, such as graduation results, and other resource information.

As a district we look for ways to build on our strengths and to celebrate our successes. We believe that by working

together we can make a difference for our students, and we will continue to track our data to determine the extent to

which they are achieving success.

June 21, 2013 TO: Committee III FROM: Senior Management Team RE: Draft Policy and Regulations:

Acceptable Use of Technology Social Media Policy for Employees

____________________________________________________________________________ At the May 2013 meeting of Committee lll there were two draft documents presented:

1. Acceptable Use of Technology Policy and Regulations 2. Social Media Policy for Employees and Regulations

Since the presentation of the two draft policies, feedback has been provided from both stakeholder group representatives and trustees; much of it centred on the Social Media Policy for Employees. At this time, it seems advisable to refer this draft Social Media Policy for Employees to staff and to the ICT Advisory Committee to further review the feedback and comments, and to consider whether any revised document might be presented as guidelines rather than policy. Revisions and recommendations would be brought to Committee lll in fall 2013. Feedback was provided as to a number of proposed edits to the draft Acceptable Use of Technology policy. Changes have been made as follows:

• Under Access 4 (d): incorporates a tiered approach to authentication of access which recognizes age-appropriate ‘signing’ procedures.

• Addition of statement under Usage 4 (b) “Employees are expected to conduct school and district-related business through district email accounts.”

District staff, in consultation with the ICT Advisory Committee, will develop further guidelines, processes and communication strategies to support other identified issues, e.g. the annual authentication process, and password practices.

IT IS RECOMMENDED THAT the Board approve the Acceptable Use of Technology policy.

ITEM 6

1

Vancouver Board of Education – Draft Policy

Acceptable Use of Technology

June 19 2013 revision

The Vancouver Board of Education (“Board” or “District”) supports the use of information technology systems for the delivery of educational programs and the business operations of the organization. The Board is committed to providing an accessible, secure and reliable information technology environment for employees, students and limited guest use for the purposes of teaching, learning and administration. The Board requires acceptable, ethical, responsible and legal use of all District technology by the users. Such use will be consistent with this policy and other Board policies including the District’s Code of Conduct and all school rules.

The Board acknowledges that the need to protect the integrity of the school and working environment and the safety, security and privacy of students, staff, trustees and other users is of paramount importance.

The Board has prepared this policy to reflect the evolving nature of technology, however, due to continuous change in technology, this policy and its regulations are to be reviewed on a regular basis.

Draft Regulation – Acceptable Use of Technology Policy

1. Definitions

a. “District Technology” means any electronic device, service or system including but not limited to computers, cell phones, cameras, email and voice services, school networks, etc. owned and/or operated by the Board, including but not limited to the District’s network, servers, information system, and email whether accessed through a district owned device or a personally owned device.

b. “Internet” means the computer network systems connecting electronic devices all over the world through which individual subscribers can interact and share information.

c. “User” means all students, employees and trustees, parents, school volunteers and the community using District Technology that is connected with any School District or School District related activities, including off-campus activity if such activities have a connection to the Board or its schools.

2. Responsibilities

This Acceptable Use of Technology policy and related regulations apply to all students, employees, volunteers, trustees and guests.

3. Access

a. The Board expects that the use of District Technology will occur in an appropriate, ethical, responsible and legal manner for the purpose of supporting educational programs and the District’s administrative services.

b. Any User who breaches this policy or otherwise engages in inappropriate use of District Technology may be subject to sanctions including the restriction of their ability to access and use District Technology and in the case of students or employees may be subject to disciplinary action.

c. The District Technology department may block access or remove files that are in violation of this policy or any other Board policy or school rules.

d. All Users must sign a technology acceptable use agreement. This will be completed annually by students from grades 4-12, all staff, and by ‘guest’ access users upon sign-in. Notification of acceptable use expectations will be conveyed to parents/guardians of primary-aged students.

4. Usage

a. Users are responsible for all usage of their accounts on the District Technology system and network. They must keep their password confidential. Account holders must not distribute other User’s identification or password or reveal other User’s personal information.

b. Employees are to conduct school and district-related business through district email accounts.

c. The District Technology resources are not to be used for personal use by employees during scheduled hours of work, other than during break periods.

d. Any use by employees, trustees or students of District Technology during personal time for non-School District related purposes must be appropriate and comply with this policy and all other District policies, standards and expectations.

e. The District is not responsible for the loss of any personal data or any other information created or stored on District Technology.

f. Prohibited uses of District Technology include, but are not limited to:

• transmitting any materials in violation of Canadian laws;

• receiving, viewing, duplicating, storing, or transmitting pornographic materials;

• transmitting or posting threatening, abusive, or obscene messages or materials;

• duplicating, storing, or transmitting any material that violates copyright law; installing or reproducing unauthorized or unlicensed software on District resources;

• sending, linking to, or otherwise making available material likely to be offensive, objectionable, or pertaining to criminal skills or activities;

• participating in online gambling sites;

• utilizing applications to facilitate the downloading or exchange of copyrighted or unauthorized music, movies, games or other materials;

• forging any document or message; obscuring the origin of any message, transmission, or file;

• using programs that harass users, prevent access, investigate, or infiltrate computer systems /or software components; and

• promoting commercial uses or product advertising.

5. Privacy

a. The District has the right to monitor any network activity in order to maintain both the operation and appropriate function of the District Technology.

6. Use of Technology Etiquette

a. All Users are expected to conduct communications using the District Technology in a courteous, respectful, and otherwise appropriate manner consistent with Board policies, and the guidelines and expectations outlined in the school codes of conduct.

b. Use of District Technology, except as otherwise provided by law or Board policy (e.g. in relation to the district’s use of student and employee information and records) is neither private nor confidential and may be monitored without notice.

7. Safety

The use of District Technology in relation to a school district activity or related activity must not result in a threat, real or potential, to the safety and welfare of students and/or employees or any other member of the school community.

a. Upon entering the District, all users shall read and accept the conditions for appropriate and safe use of technology as outlined in this policy. All users will be required to renew their acceptance of the conditions on an annual basis.

b. Information regarding the safe and appropriate use of District Technology shall be provided to students and employees by the school principal or his/her designate at the beginning of each school year.

8. Integrity and Plagiarism

a. District Technology must be utilized in a manner that upholds the integrity of the Board, educational programs, and the school environment.

b. Users must not copy or plagiarize any information obtained through District Technology, or any other means, and claim it as their own. Plagiarism is a serious offence. Students who engage in plagiarism will be subject to this policy, the District Code of Conduct and school rules.

c. Users must comply with all district licensing agreements, Board policies and all Canadian laws.

9. Violations of Policy

Violations of this policy may result in privileges relating to District Technology being suspended or revoked and may result in disciplinary action.

Violations of this policy may be reported to the appropriate law enforcement authorities and may also be subject to criminal investigations and/or criminal charges.

Cross References: GB: Staff-Student Relations JF: Student Code of Conduct – Student Rights and Responsibilities