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BOARD OF EDUCATION REGULAR PUBLIC MEETING AGENDA
School District No. 43 (Coquitlam) Virtual Meeting via ZOOM
https://sd43-bc-ca.zoom.us/j/67278250817
May 11, 2021 7:00 p.m.
ACKNOWLEDGEMENT OF TERRITORY Trustee Cahoon Today we acknowledge the Traditional Territory and honour the Ancestors and all relations who walked this land long before we were gathered here today. We would like to acknowledge, with gratitude, this beautiful place where we live, work, play and learn – the Coast Salish Nations. All My Relations.
Asian Heritage Month / Anti-Asian Racism Month Statement Chair Palmer Isaak
Patricia Gartland (10 minutes)
Patricia Gartland
A. ACCEPTANCE OF AGENDA
B. INTRODUCTIONS
C. DELEGATIONS / PRESENTATIONS
D. EDUCATION
E. APPROVAL OF CONSENT AGENDA (7:05 pm)a) Approval of April 27, 2021 Regular Board Meeting Minutesb) Trustee Calendar Planning Report for Information (Pages 4-5)c) Trustee Reports for Information (Page 6-9)d) Schedule of Board Meetings for 2021-2022 (Page 10)e) Administrative Procedures Review Update (Page 11)
F. RESPONSE TO PREVIOUS DELEGATIONS
G. DISTRICT STAFF REPORTS (7:10 pm)a) Superintendent
i) News & Events
ii) COVID-19 Update(Pages 12-15) (10 minutes)
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Board of Education of School District No. 43 May 11, 2021 Public Board Meeting Agenda
Reno Ciolfi (10 minutes)
Robert Zambrano (10 minutes: Presentation/
5 minutes: Questions)
Robert Zambrano (15 minutes: Presentation/
20 minutes: Questions)
Nita Mikl (10 minutes)
Chris Nicolls (15 minutes)
Gerald Shong (10 minutes)
(10 minutes)
Chris Nicolls (10 minutes)
Ivano Cecchini (10 minutes)
Ivano Cecchini (5 minutes)
Trustee Blatherwick
G. DISTRICT STAFF REPORTS (7:30 pm)iii) Graduation 2021
(Pages 16-18)
iv) Food Security Report(Pages 19-33)
v) Mental Health Supports(Pages 34-53)
H. Secretary-Treasurer (8:30 pm)i) 3rd Quarter Financial Report
(Pages 54-56)
I. UNFINISHED BUSINESS (8:40 pm)a) Burke Mountain Middle/Secondary School Design
(Pages 57-58)
b) Sheffield Elementary School Catchment Area(Pages 59-63)
J. QUESTION PERIOD (9:05 pm)(for questions that relate to agenda items only)a) Trusteesb) Gallery
K. NEW BUSINESS (9:15 pm)a) Non-Teaching Pension Plan – Financial Statements
(Pages 64-81)
b) Sheffield Elementary Encumbrance Bylaw 2021(Pages 82-85)
c) Approval of Annual Facilities Grant(Page 86)
L. NOTICES OF MOTION
M. ITEMS OF TRUSTEE BUSINESS (9:40 pm)a) Child Care Task Force Update
(Verbal) (10 minutes)
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Board of Education of School District No. 43 May 11, 2021 Public Board Meeting Agenda
M. QUESTION PERIOD (9:50 pm) (10 minutes) (for questions that relate to agenda items only)a) Trusteesb) Gallery
N. ADJOURNMENT (10:00 pm)
ANNOUNCEMENT
Next Public Board Meeting: June 15, 2021 – 7:00 p.m. Location: Virtual Meeting via Zoom
Contacts regarding agenda items: Kerri Palmer Isaak, Chair – 604-939-9201 Chris Nicolls, Secretary-Treasurer/CFO – 604-939-9201 Jennifer Toderas, Executive Assistant – 604-939-9201
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BOARD OF EDUCATION
Calendar Planning
May 11, 2021 DATE MEETING LOCATION TIME MAY 2021
4 Finance and Audit Committee Meeting District Office, Board Room 4:00pm
10-14 Graduation Ceremony Speech Recordings District Office, Board Room All day
11 Board Meeting District Office, Board Room 7:00pm
JUNE 2021
8 Finance and Audit Committee Meeting District Office, Board Room 4:00pm
15 Board Meeting District Office, Board Room 7:00pm
CONSENT AGENDA
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SCHOOL DISTRICT NO. 43 (COQUITLAM)
Office of the Secretary-Treasurer
MEMORANDUM
TO: Board of Education
FROM: Chris Nicolls, Secretary-Treasurer/CFO
DATE: May 11, 2021
SUBJECT: Record of In Camera Meetings
As per Section 72(3) of the School Act, the Board of Education reports that the following items were addressed at in camera meetings:
In Camera meeting held on April 27, 2021:
1. Financial matters
2. Other matters
CONSENT AGENDA
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Board of Education
School District No. 43 (Coquitlam)
TRUSTEE REPORTS
MAY 11, 2021
Trustee Carol Cahoon participated in the following activities, events and meetings:
• Apr 23/21 – SD43 Indigenous Focus Day, Kevin Lamoureaux Keynote Presenter, Zoom • Apr 23/21 – SD43 SLC Middle & Secondary School Student Leadership Conferences, Guest Speakers:
Dr. Phil Campbell, Lumen Society, Scott Hammell, Amy Feng and special musical guest: SD43 Student Tyson Venegas
• Apr 27/21 – SD43 In-Camera & In-Service Board Meetings, Microsoft Teams • Apr 27/21 – SD43 Regular Board Meeting, Zoom • May 3/21 – SD43 School Trustee Liaison Meeting with the Kwikwetlam First Nation, Zoom • May 4/21 – SD43 Finance & Audit Committee Meeting, Zoom
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BOARD OF EDUCATION
TRUSTEE REPORT May 11, 2021
Trustee Lisa Park participated in the following activities, events and meetings:
• April 25, 2021 – Gleneagle Tallk to Me event, Zoom Meeting • April 26, 2021 – In Camera Meeting and In Service Board Meeting, Microsoft Teams
Meeting • April 26, 2021 - Public Board Meeting, Zoom Meeting • May 3, 2021 - Liaison Meeting: Kwikwetlem First Nation, Zoom Meeting • May 4, 2021 - Finance and Audit Committee Meeting, Zoom Meeting
CONSENT AGENDA
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BOARD OF EDUCATION
TRUSTEE REPORT MAY 11, 2021
Trustee Craig Woods participated in the following activities, events and meetings:
• April 27, 2021 – In Camera Board meeting
• April 27, 2021 - In Service Board meeting
• April 27, 2021 – Public Board meeting
• April 28, 2021 – DPAC General meeting
• April 28, 2021 – Day of Mourning Ceremony
• May 3, 2021 – Kwikwetlem First Nation Liaison meeting
• May 4, 2021 – Finance and Audit Committee meeting
CONSENT AGENDA
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BOARD OF EDUCATION
BCSTA ITEMS OF BUSINESS DPAC
Trustee Craig Woods attended and participated in the above meeting and presents the following report for information:
DPAC General Meeting Wednesday, April 7th, 2021 – 7:00pm
Online meeting via Zoom Superintendent, Patricia Gartland, provided an update on activity happening in the
District with a focus on staff vaccinations and the continued efforts to work closely with Fraser Health Authority to keep schools safe.
Career program Coordinator, Doug MacLean spoke about the supports and services available in the district to support students interested in trades training and apprenticeship.
Maureen Phung from the ITA spoke about strong and sustainable labour market
opportunities for the trades and mentioned how much technology now plays a role in the trades. Accompanying Maureen was Tamara Pongracz from BCIT whom spoke about how trades had changed her life and how she is now inspiring future generations to follow her lead.
DPAC Vice Chair, Charlie Loo, shared his experience in applying engineering to
alternative technology career opportunities and how there is an expanse of engineering and technology out there beyond the usual suspects.
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BOARD OF EDUCATION Schedule of Board Meetings 2021-22
Regular Public Board Meetings commence at 7:00 pm Special Public Board Meetings commence at 6:30 pm unless otherwise stated
Additional meetings shall be at the call of the Board Chair
MONTH BOARD MEETING
2020
September Tuesday, September 14
October Tuesday, October 5
Tuesday, October 26
November Tuesday, November 23 (Election of Chair/Vice Chair)
2021
January Tuesday, January 18
February Tuesday, February 8
Tuesday, February 15 (Special Public Meeting)
March Tuesday, March 1
April
Tuesday, April 12
Tuesday, April 19 (Special Public Meeting)
Tuesday, April 26
May Tuesday, May 10
June Tuesday, June 21
Please refer to the District website for further information: http://www.sd43.bc.ca/Board
CONSENT AGENDA
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School District No. 43 (Coquitlam)
M E M O R A N D U MTO: Patricia Gartland, Superintendent
FROM: Ken Hoff, Asst. Director, Communications and Community Relations
DATE: May 11, 2021
RE: Update on the Administrative Procedures Review
For the Board’s Information Below is an update of the ongoing Administrative Procedures (AP) review. The APs below, and supporting forms if applicable, have been reviewed and subject to their review status, they remain unchanged, deleted, revised, rewritten or are new.
AP 547 Resource Conservation Rewrite Rewrite
AP 550 Minor Renovations and School Funded Projects Revised, minor changes Revised
AP 551 Construction and Maintenance While School is in Session Revised, minor changes Revised
AP 555 Parking on District Property Reviewed, no change No Change
AP 565 Purchase and Installation of Adventure Playgrounds and Outdoor Classrooms
Rewrite with additional info re: outdoor classrooms Rewrite
CONSENT AGENDA
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SCHOOL DISTRICT NO. 43 (COQUITLAM)
SUPERINTENDENT’S OFFICE
MEMORANDUM
TO: Trustees
FROM: Patricia Gartland Superintendent
DATE: May 11, 2021
RE: COVID-19 Update
The district was pleased to announce that remaining SD43 employees have been approved for priority vaccination for COVID 19. Employees received an email with a priority notification password to register for their vaccine. SD43 was the second school district in the Fraser Health Authority to benefit from the vaccine rollout for frontline workers. Fraser Health has moved from twice to once daily batching of school notification letters. Batching occurs in the afternoon around 2:00 p.m. The type of letters remains unchanged. Urgent notifications such as outbreak declarations are not included in the batching process. What are the three notification letters? • Notification letter: this is a general letter to the entire school community that serves as a notification that
someone within the school community has tested positive for COVID-19. Receiving this letter does not mean they have been exposed or that there is an increased risk.
• Self-monitoring letter: This letter will be sent to classes or cohorts of the person who attended school while potentially infectious. The intent of the letter is to provide heightened awareness, beyond that of the daily health check, around monitoring for symptoms. The letter asks individuals to closely monitor for symptoms and advises them that unless they have, or develop, symptoms they can continue to come to school.
• Self-isolation letter: Individuals or groups who are identified through contact tracing as being at higher risk due to proximity to the case or the nature of the exposure, will receive a self-isolation letter. The letter advises those individuals to self-isolate, which means that they should remain isolated at home. Staff and students may receive more than one letter.
If a student receives a notification of exposure:
• A notification does not mean a student has been exposed to COVID-19. • If you a phone call or letter from Public Health is not received, students should continue to attend school and
continue to monitor for COVID-19 symptoms daily.
…/2 Page 12 of 86
COVID-19 school notification process:
• If a student or teacher receives a confirmed positive COVID-19 test result, Public Health follows a rigorous protocol:
• Contact tracing is initiated to determine how the individual was infected and who they were in close contact with.
• Public Health will identify and notify close contacts who may be at an increased risk, and advise them to self-isolate and monitor for symptoms for 14 days.
• Only Public Health can determine who is a close contact. Learning groups, friends or other connections may not be determined to be a close contact.
• Public Health staff works closely with the school and school district throughout the case and contact management process to maintain close communication with the school community.
Definitions:
Cluster: A school cluster is when in-school transmission is believed to have occurred between two or more individuals with laboratory-confirmed COVID-19 who attended the same school within a 14 day period. Exposure: A single person with lab-confirmed COVID-19 infection who attended school during their infectious period. Functional closure: Refers to a voluntary closure of a school, either entire or in part, due to operational limitations as a result of a number of staff and/or students needing to self-isolate at home. Outbreak: Multiple individuals with lab-confirmed COVID-19 infection when transmission is likely widespread within the school setting.
In all of these cases, Public Health will investigate, interview the case and conduct contact tracing. If a phone call or letter from Public Health is not received, students should continue to attend school and follow the instructions of the local school administration and Public Health. More information may be found on Fraser Health Authority’s website at: Home - Fraser Health Authority Attached is a summary of Fraser Health reported exposures, including variants of concern, in SD43 locations during Spring Break until May 5, 2021. We have also received self-monitoring requests for students and/or staff members in specific classrooms. Schools have proven to be safe, supervised, and controlled environments and school exposures are a reflection of what is happening in the community. /attach
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COVID-19 EXPOSURES LIST March 20 – May 5, 2021
Fraser Health Notification Date Location Exposure Dates
1 20-Mar-21 Centennial Secondary March 10, 11 ,12, 17 2 20-Mar-21 Panorama Heights Elementary March 15, 16 3 21-Mar-21 Smiling Creek Elementary March 11 4 21-Mar-21 Castle Park Elementary March 17, 18 5 22-Mar-21 Panorama Heights Elementary March 18, 19 6 22-Mar-21 Kwayhquitlum Middle March 15, 16, 18 7 23-Mar-21 Scott Creek Middle March 16, 17, 18 8 23-Mar-21 Moody Middle March 19 9 24-Mar-21 Gleneagle Secondary March 17, 18, 19
10 24-Mar-21 Cedar Drive Elementary March 17, 18, 19 11 26-Mar-21 Centennial Secondary March 18 12 28-Mar-21 Dr. Charles Best Secondary March 18, 19 13 01-Apr-21 Terry Fox Secondary March 19 14 08-Apr-21 Terry Fox Secondary April 6 15 08-Apr-21 Heritage Woods Secondary April 6 16 08-Apr-21 Central Elementary April 6 17 10-Apr-21 Glenayre Elementary April 6 18 10-Apr-21 Riverside Secondary April 6, 7, 8 19 11-Apr-21 Heritage Woods Secondary April 7 20 11-Apr-21 Terry Fox Secondary April 7, 8 21 12-Apr-21 Suwal’akh April 6, 7, 8 22 12-Apr-21 Heritage Woods Secondary April 9 23 12-Apr-21 Pinetree Way Elementary April 7, 8, 9 24 13-Apr-21 Pitt River Middle April 7 25 13-Apr-21 Birchland Elementary April 8, 9 26 13-Apr-21 Minnekhada Middle April 7 27 13-Apr-21 Gleneagle Secondary April 6, 7, 8, 9 28 13-Apr-21 Riverside Secondary April 7, 8, 9 29 14-Apr-21 Terry Fox Secondary April 9 30 14-Apr-21 Heritage Woods Secondary April 8 31 14-Apr-21 Hillcrest Middle April 7, 9 32 14-Apr-21 Heritage Woods Secondary April 9 33 15-Apr-21 Pitt River Middle April 7, 8 34 15-Apr-21 Glen Elementary April 12 35 15-Apr-21 Summit Middle April 12 36 15-Apr-21 Terry Fox Secondary April 12 37 15-Apr-21 Kilmer Elementary April 6, 7 38 15-Apr-21 Dr. Charles Best Secondary April 6, 8 39 15-Apr-21 Citadel Middle April 7, 8, 9 40 15-Apr-21 Heritage Woods Secondary April 12 41 15-Apr-21 Eagle Mountain Middle April 8, 9 42 17-Apr-21 Rochester Elementary April 9 43 18-Apr-21 Terry Fox Secondary April 13, 14 44 19-Apr-21 Hillcrest Middle April 13 45 19-Apr-21 Nestor Elementary April 14, 16 46 19-Apr-21 Terry Fox Secondary April 12, 13 47 19-Apr-21 Centennial Secondary April 14, 15, 16 48 20-Apr-21 Citadel Middle April 15 49 20-Apr-21 Hazel Trembath Elementary April 13, 14, 15, 16
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50 21-Apr-21 Citadel Middle April 16 51 21-Apr-21 Castle Park Elementary April 15, 16, 19, 20 52 21-Apr-21 Terry Fox Secondary April 15, 16 53 22-Apr-21 Riverside Secondary April 16, 19 54 22-Apr-21 Citadel Middle April 19 55 22-Apr-21 Pinetree Secondary April 15 56 22-Apr-21 Central Elementary April 14, 15, 16 57 22-Apr-21 Kwayhquitlum Middle April 19 58 22-Apr-21 Glen Elementary April 12, 13, 14, 15, 16 59 23-Apr-21 Kilmer Elementary April 13, 14, 16 60 23-Apr-21 Bramblewood Elementary April 19, 20 61 23-Apr-21 James Park Elementary April 15, 16 (2) 62 24-Apr-21 Maple Creek Middle April 19, 20, 21 63 25-Apr-21 Heritage Woods Secondary April 13, 19, 20, 21 64 25_Apr-21 Citadel Middle April 20 65 25-Apr-21 Hazel Trembath Elementary April 19, 20 66 25-Apr-21 Riverside Secondary April 16, (2), 19, 20 67 26-Apr-21 Centennial Secondary April 19, 20 68 26-Apr-21 Dr. Charles Best Secondary April 20, 21 69 27-Apr-21 Scott Creek Middle April 21 70 27-Apr-21 Pinetree Secondary April 19, 20, 21 71 27-Apr-21 Glen Elementary April 19, 20, 21, 22 72 27-Apr-21 Gleneagle Secondary April 21 73 27-Apr-21 Aspenwood Elementary April 22 74 27-Apr-21 Eagle Mountain Middle April 22 75 28-Apr-21 Pitt River Middle April 20, 21, 22 76 28-Apr-21 Centennial Secondary April 21, 22 77 28-Apr-21 Gleneagle Secondary April 20, 21 78 29-Apr-21 Gleneagle Secondary April 19 79 29-Apr-21 Riverside Secondary April 19, 21, 26 80 30-Apr-21 Port Moody Secondary April 26 81 30-Apr-21 Kwayhquitlum Middle April 26, 27, 28 82 30-Apr-21 James Park Elementary April 19, 20, 21 83 30-Apr-21 Panorama Heights Elementary April 26 84 02-May-21 Eagle Ridge Elementary April 27, 28, 29 85 02-May-21 Maple Creek Middle April 22 86 02-May-21 Maple Creek Middle April 27, 28 87 02-May-21 Maple Creek Middle April 29 88 02-May-21 Lord Baden Powell Elementary April 26, 27, 28 89 02-May-21 Pitt River Middle April 27, 28, 29 90 02-May-21 Terry Fox Secondary April 27, 28, 29 91 03-May-21 Citadel Middle April 15, 16, 19, 20, 22, 23, 26, 27 92 03-May-21 Summit Middle April 26, 27 93 03-May-21 Dr. Charles Best Secondary April 26 94 04-May-21 Irvine Elementary April 28 95 04-May-21 Lord Baden Powell Elementary April 30 96 04-May-21 Scott Creek Middle April 28, 29 97 04-May-21 Gleneagle Secondary April 26, 27 98 05-May-21 Terry Fox Secondary April 22, 26
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SCHOOL DISTRICT NO. 43 (COQUITLAM)
MEMORANDUM
TO: Patricia Gartland, Superintendent of Schools
FROM: Reno Ciolfi, Assistant Superintendent
DATE:
May 11, 2021
SUBJECT: Graduation 2021
COPIED TO: District Leadership Team
Recommended Action: The following is provided for information. Background: It is imperative that Graduation 2021 celebrations conform to the current Orders and recommendations from the Provincial Health Officer. The information included in this memo and presented to the Board outlines what can be expected as we honour the graduates of 2021. The four publications that guide Grad 2021 are listed below: Provincial COVID-19 Health & Safety Guidelines for K-12 Settings. BC Centre for Disease Control COVID-19 Guidance for K – 12 Schools. Order of The Provincial Health Officer – Gatherings and Events. Guidance for Graduation Ceremonies – 2021 (written in consultation with the Ministry
of Education, Office of the Provincial Health Officer, and the Regional Health Authorities).
Relevant information regarding Grad 2021 was summarized for schools and provided to secondary school administrators with web-links to information outlining required practices and procedures. The Board of Education, Superintendent of Schools, the School District, schools, and communities are doing all that can be done to safely honour and pay tribute to the School District 43 graduates of 2021. We are very proud of our graduates and grateful for the significant difference that each has made over their many years of public education. Below is an outline of what is planned for the graduates of 2021: Board of Education and Superintendent:
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Letters of congratulations. Congratulatory cards from the Board of Education. Video addresses that will be provided by each representative trustee and by the
Superintendent of Schools for each school. Items to be included in school gift bags for graduates.
Dry Grad Committees and Parents: Dry Grad Committees have been asked to scale back fund-raising because gatherings are
not permitted by the Provincial Health Officer. Dry Grad resources should be used to purchase gifts or prizes for grads.
Virtual (video) and Online Recognition: Schools may organize a virtual (online) graduation ceremony. Schools should promote
the event and provide parents, guardians, stakeholders and community partners the opportunity to express their congratulations.
All celebrations related to graduation 2021 will need to conform to the current COVID 19 requirements of the Provincial Health Office, the Ministry of Education and direction from the District Leadership Team.
Celebration of Grad All celebrations of Grad 2021 must be conducted by June 30, 2021. Fees charged by any school for Grad 2021 must be no more than $60.00 per student. Student and staff participation in learning groups is encouraged. Virtual alternatives are preferred, no spectators (parents) are allowed, keep staff and
service providers to the minimum required. FIPPA compliance is required in selecting virtual grad service providers. Students and staff must wear masks and follow physical distancing requirements. For photographs and videos of individual grads the following is to be applied, “The
guidance outlined above regarding mask requirements does not apply to staff, students and visitors in the following circumstances: if the mask is removed temporarily for the purposes of identifying the person wearing it;”
Outdoor grad activities are encouraged, if possible. Drive-Through and Drive-In Events: Drive-Through and Drive-In Events are referenced in the PHO Gathering and Events
document. There is a list of requirements, including collecting the first name, last name, telephone
number or email address for every driver who attends (and keeping that information for 30 days).
The fifty-vehicle limit can be addressed by indicating small-batch vehicle arrival and departure times with a specific period between batches. For example, 20 vehicles drive through and depart. Then, after an interval of 25 minutes, the next 20 vehicles arrive.
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Community Recognition of Grad 2021: Anmore, Belcarra, Coquitlam, Port Coquitlam, and Port Moody are preparing ‘Photo
Booth’ locations for safe and physically distanced photographs of the graduates of 2021. Information about the Virtual Grad Event schedule has been shared with the municipal contacts in the School District.
Ken Hoff, Assistant Director Communications and Community Relations, Secondary schools, the School District, and our municipal partners in Anmore, Belcarra, Coquitlam, Port Coquitlam, and Port Moody are doing their best to make Grad 2021 special while following the safety requirements of the Provincial Health Officer. Inspiring dimensions of Grad 2021 such as Valedictory address selection processes, recognition of student accomplishments and awarding of scholarships are proceeding very well. School District 43 (Coquitlam), in a manner similar to other aspects of our response to the COVID 19 pandemic, is working with students, parents/guardians and schools to make the most of the celebration of Grad 2021.
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SCHOOL DISTRICT NO. 43 (COQUITLAM)
Office of the Superintendent
MEMORANDUM
TO: Patricia Gartland, Superintendent
FROM: Robert Zambrano, Assistant Superintendent
DATE: May 11, 2021
SUBJECT: Nutrition and Food Security Initiatives in SD43
COPIED TO: Board of Education District Leadership Team
Recommended Action: The following is provided for information. Background: Jeff Stromgren, Community Connections and Health Living Coordinator, and I are pleased to provide you with an update with respect to Nutrition and Food Security Initiatives in SD43. Our District culture has always made the health and welfare of our students and their families a priority, and over the years the District has centrally supported schools, students and families, while schools have demonstrated a tremendous entrepreneurial spirit, in providing food security to many. We would like to highlight many of these endeavours and recognize the many community partners who help us in this regard.
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EXECUTIVE BRIEF
FOOD SECURITY AND MEAL PROGRAMMING
School District 43 Report on Food Security and Meal Programming in Schools and at the District Level
I. Equity and Children’s Right to Nutritious Food
The Right to Learn, the Right to Belong and the Right to Nutritious Food are identified in the Tri-Cities Children’s Charter of Rights, part of the Tri-Cities Children’s Accord, signed by School District 43 and public partners annually as acknowledgement of our commitment to uphold the rights of children. We recognize that schools as public institutions and agents of our government can provide services that ensure equity for children in exercising their rights. Children's Charter of Rights
II. Food Security in our Locally Developed Context
The school district is involved in community health by being present at, and contributing to, the Healthier Communities Partnership (HCP) and The Healthy Living Working Group (HLWG) in the Tri-Cities. In addition, the District learns about food security needs in our neighbourhoods through participation in the Tri-Cities Food Security Meetings hosted bi-monthly by SHARE Family Services, and the Tri-Cities Food Council currently being hosted by the City of Port Moody. A survey completed at each school in District 43 also provides insight on individual school communities.
Our efforts to sustain nourishment for learning and to combat food insecurity, are informed at the community level and by school generated data; therefore, we can paint a clear picture of need and current response. Our system has shown an organically developed capacity at the school level, and an organized set of structures at the District level to address food distribution to those in need.
We have taken information from all of these sources and developed some projects and systems that could benefit from the injection of public or grant-sourced funding (see section VII. Food Security Advocacy and Support).
III. Food Security Landscape in Schools
Schools assess the need for food security interventions in their community using information from their relationships with students and families. In SD43, the Principals, Youth Workers, Clerical staff, support staff and teachers become aware of the needs of families by their connections to them. The positive open relationship between school staff and families has proven to be the essential ingredient in getting clarity for family support. As one might suspect, there is a range of mild to acute need based on both the number of students being served (incidence level) by schools, and in the depth of intervention required (case complexity). A strong correlation exists between schools with a high incidence of children being supported to those schools with a high percentage of vulnerable students as noted on the Social Services Index (SSI). Schools with complex cases of food security are generally identified at schools with high SSI percentages, but do also exist in smaller pockets of vulnerability around the district. Therefore, every school community should be aware of food security issues in its community and understand the options for assisting students and families in this regard.
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Food Security initiatives are most often organized and implemented by Youth Workers (YW), Community Development Facilitators (CDF) and Principals. Schools report a wide range of interventions to provide food where food insecurity is uncovered, and often the intervention is used as a vehicle to connect with community members. When making connections with families, school district staff often uncover potential root causes of the food security in the form of other well-understood barriers (e.g. unemployment, single parent family, financial struggle, mental health concerns, substance abuse).
Highly complex food insecurity cases are of particular concern to school staff. In many cases the school has become the first contact point for families when they are food insecure. Interventions by schools range from connecting the families with food security partners, but also include direct food distribution from the school. These interventions take the form of regular food service to the children at school, seasonal food hamper preparation, home deliveries of groceries and prepared food (by Youth Worker or partner agency), and provision of gift cards for grocery stores.
The cost of these interventions is significant, and funds used to pay for them are varied. Funds come from Community Link, ministry funding, school supply budgets, donations, partnerships and grants.
IV. Food Distribution Data at the School Level in School District 43
In this section we account for food service provided to children and families. It highlights the collective efforts made by schools to direct resources to the needs of their community.
706 students being served Breakfast daily at school.
Number of sites serving breakfast at school:
459 students being served Lunch daily at school.
859 students being served Snacks daily at school.
25 schools supporting at least one family with home delivery of food.
2024 students provided breakfast, lunch, or snacks daily at school.
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Responsibility for Coordination of Food Programming at School Level:
Approximately $110,650.00 spent annually in supplemental costs (over and above Community Link Funds) to schools to provide food programming and food security interventions. Schools turn to a variety of sources to fund their own versions of food programming:
The physical space schools utilize to do preparation of food varies:
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Unique characteristics of each family influence food programing. The degree to which food allergies, religious observances and cultural factors influence food service at school:
VI. District Level Programs and Partnerships that Respond to Food Insecurity
Various programs and partnerships are in place to assist schools in the effort to sustain kids for learning and help with measures to combat food security. While some of the programs are funded through operational budgets and Community Link, many are funded through the development of partnerships and the sourcing of grant and donor money. Several district programs and partnerships are worth highlighting as they provide insight into how some programs function, as well as areas worth advocating for in terms of generating additional funds to support the efforts. The bulk of the following examples are funded from the Community Link budget, but are augmented from other sources.
District Elementary Lunch Program: Central Elementary Community School houses a district funded lunch program that prepares and delivers lunches district-wide to schools who have identified the need.
IN the 2020-21 school year, on average 220 students are receiving daily lunches from the Elementary Lunch Program each month.
Individual schools and the School District fully or partially subsidize the cost of lunches. Some parents elect to pay for lunches fully. An example is provided for December of 2020 (Chart A) below. It shows the total cost of lunches to the district program (Total Lunch Cost), the amounts paid to the district in total by schools (School Invoice), and the total amount subsidized by the district (Total Subsidy). The second graphic (Chart B) shows the district Budget and Expenses for running the Elementary Lunch Program from 2018/19 to present. Note that 2020/21 is showing Year to Date as of January 2021. The funds for this Program come directly from Ministry of Education Community Link.
Chart A: Sample Month December 2020 District Elementary Lunch Program
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Chart B: Annual Budget and Expenses for District Elementary Lunch Program
By contrast, Central’s own breakfast program is funded through donations, partnerships and some operational money.
Coquitlam Alternate Basic Education (CABE) Breakfast, Lunch and Snack Program: CABE is a unique school that supports students who require additional assistance. The funds to support this program are derived from the school operating budget, Community Link Funds, in-kind resources generated by the staff at the school, and grants and donor contributions.
4-10 teen parents provided breakfast and lunch daily at CABE
35 students served daily breakfast at CABE on average per year.
50-60 students served daily lunch at CABE on average per year.
Chart C: Annual Budget and Expenses for Coquitlam Alternative Basic Education Food Programming (from Community Link)
Community Schools/Community Connections: School District 43 recognizes six schools as having community governance whereby the need for additional programming is assessed at the neighbourhood level by a Community Development Facilitator (CDF). The CDF works with staff and members of the community to coordinate programs that provide equitable opportunities to some of our most vulnerable students in Out of School Time (OST). OST is generally described as afterschool programs, spring break camps and summertime camps. In each of these units of time, there are varying levels of snacks being distributed, breakfast and lunch programs developed as well as educational programming. The District Coordinator for Healthy Living and Community Connections often coordinates similar programming for schools who also demonstrate need but do not have a CDF assigned to them. The development of partnerships is essential in funding and off-setting costs for food programming in this context. CDFs and Community Connections Coordinator solicit help form donors and write grants to support food programs. A range of examples of community partnerships and donations are given in Chart D below.
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Chart D: A sample of Community Schools and Community Connections Food Distribution Projects
Suwa’lkh School: An alternate education program supporting at risk youth. This school community has developed Leadership opportunities for students to work with a community partner in the school garden to produce food for use in breakfast, lunch a snack programs run by the Principal and a part time Youth Worker. The partnership with Fresh Roots Society, a non-profit who manages the on-site community garden and greenhouse year-round also provide opportunities for educational programming at the school. The School District helps provide lunch two days a week for 30 students through our teaching kitchen at Centennial Secondary. Suwa’lkh also has community partnerships to support breakfast and lunch costs.
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VII. Analysis: Advocacy and Funding Opportunities
Information from the community and from schools suggests that there is no single way to determine who, how and when students or families will receive help with issues of food insecurity. Schools lead individual campaigns to identify children and families in need, and work at maintaining connectivity with helping organizations in the community. District funded programs give schools some structure and assistance in addressing the needs they have uncovered at the neighbourhood level. Given our understanding of the systems in place at this time, we can identify areas that funders and advocates could focus on in terms of helping School District 43 address food insecurity. Additionally, some common inquiries remain among schools, providers of community service and donors alike. Advocacy for funds to help provide food in the ways we are currently operating, and in new ways that might be identified are welcomed by partners and indeed the families and students of School District 43.
Suggested Advocacy and Funding Targets
Transportation budgets for schools who provide food for students: Youth Workers, CDFs and other staff drive up to 300 km a month while working to transport food to and from school. This can cost the school district up to $2000 a year per school in transportation costs.
A donation or funding of $2000 a year would pay for the transportation costs to help 30 children a day at a community school breakfast program.
Program Donations: Youth Workers, CDFs, and Community Connections Coordinator are often leading projects that are seeking funding to help with food security or sustaining kids for learning.
A donation of $3500 would provide lunch and snacks for 244 children at Summer Camps hosted at SD43 Schools.
District Elementary Lunch Program: Supplementary spending on school lunches varies monthly, but annually costs the district well over $120,000. At $6 a day per lunch, the value of any funding pointed in the direction of this program can be represented as X number of lunches (i.e. $1000 = 166 lunches. By simply donating or funding the supplementary dollars paid by the district at certain schools, donors/funders could make significant impact on food security.
A monthly donation of $2250 to supplement the lunch costs for James Park Elementary would
significantly reduce the burden on the school staff and feed 20 children their daily lunches.
Pick a School. Information has been collected that allows us to direct funding opportunities to the places they will have the greatest impact on children and families’ well-being.
A donation of $20,000 a year would match $20,000 raised annually by partners in the community
to fund food distribution at Birchland Elementary which is costing $40,000 annually to service the
needs of 80 children.
Work with a partner. Providing funds or donations to partnership programs can help coordinate and distribute food throughout the community.
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A donation of $10,000 could provide hot, pre-packaged meals to schools in partnership with The
Lunch Lady for as many as 833 children while reducing the burden on schools to prepare and distribute food.
A donation of $75,000 to the School District pays for one Youth Worker that can support.
Fund a Youth Worker. The most important element of every food based project was having a Youth Worker to ease the burden on administration and teaching staff. Supervision of children, making connections, shopping for food, and helping families connected to schools through food programming to other vital services is done at its best by the Youth Workers employed by our district.
VIII. Summary and Conclusions
Until this exercise, the scope and scale the School District plays in assuring food security and providing nutrition to students in support of their learning was not overtly evident. All told, the School District invests nearly 500,000 annually from its own budgets and in combination with particular agencies, grants and partnerships to support children and youth in the Tri-Cities. Any advocacy for direct funding to support or augment these initiatives would be greatly appreciated.
For More Information, please see the following links:
Tri-Cities Children’s Accord: https://www.tricitieskidsmatter.ca/initiatives/community-initiatives/childrens-accord
Heathier Communities Partnership (HCP): From Port Coquitlam Council, this is a very good description of the partnership. https://pub-portcoquitlam.escribemeetings.com/filestream.ashx?documentid=2482
Robert Zambrano, Assistant Superintendent Jeff Stromgren, Community Connections and Healthy Living Coordinator
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Fresh Food – Banting Middle School
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Westwood Elementary
Central Lunch Program Central Lunch Program
CABE Lunch
CABE Lunch
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SD43School Nutrition and Food SecurityInitiatives
Investment
$500,000 annually for direct delivery of Nutrition and Food Security Initiatives:• $380,000 direct funding Community Link/Equity of Opportunity Supplement for
programs at Central/CABE/Suwa’lkh/Middle School support.
• $110,000 in supplemental funds from School accounts, PACs, parent/community/business donations, staff, grants/non-profits.
• Innumerable donations of in-kind food items receive through community connections.
• All funding leveraged by school and district staff capacity to coordinate and deliver at the school level.
1
2
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Daily Numbers• 706 students being served Breakfast daily at school. Number of sites serving
breakfast at school:
• 459 students being served Lunch daily at school.• 859 students being served Snacks daily at school.• 2024 students provided breakfast, lunch, or snacks daily at school.
Division of Labour
3
4
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Community Connections
Our community trusts us to help them reach children and families:
• City Reach Care Society
• SHARE Food Bank
• Westcoast Family Centres
• Fresh Roots
• Cobs Bread
• Starbucks
• Coquitlam and Port Coquitlam Firefighters Charitable Societies
• Maxine Wilson
• Trinity United Church
• Blue Mountain Baptist Church
• BC Fruit and Veggie Nutritional Program
• Starfish Back Packs
• BackPack Buddies
• The Rotary Club
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6
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Feature Programs: Central Lunch Program
220 students per day served lunch, made at Central and delivered to 31 school sites.
$265,000 investment for students in K-5.
Feature Programs: CABE -Breakfast and Lunch
35 students served daily breakfast at CABE on average per year.
50-60 students served daily lunch at CABE on average per year.
Funded via Breakfast Clubs of Canada, donations, partnerships, and Community Link funding.
7
8
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SCHOOL DISTRICT NO. 43 (COQUITLAM)
Office of the Superintendent
MEMORANDUM
TO: Patricia Gartland, Superintendent
FROM: Robert Zambrano, Assistant Superintendent
DATE: May 11, 2021
SUBJECT: Mental Health Update
COPIED TO: Board of Education District Leadership Team
Recommended Action: The following is provided for information. Background: Rachel French, Positive Mental Health Coordinator, Anna Lemmo, Coordinator of Counselling and Behaviour Support, and I are pleased to provide you with an update with respect to mental health initiatives and some proposed actions for the future. While the Ministry has just announced an expansion of vital mental health and substance use services to school districts across the province we are unsure that as the third largest School District in the Province, we may be the recipient of any additional community supports. Any advocacy in this regard would be extremely appreciated.
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EXECUTIVE BRIEF FOR TRI-CITIES MLA’S
YOUTH MENTAL HEALTH The following provides some context and proposed action to address aspects of Mental Health support for children and youth in the Tri-Cities. This brief will ideally provide context, identify need and propose solutions to supporting children and youth mental health in our region. Your advocacy is greatly appreciated. Appendices provide greater content and more thorough information. Context: In recent years, much has been made about the struggles youth experience with mental health problems (typically anxiety, depression and ADHD). While the numbers of clinically diagnosed disorders and the rate of suicide have remained remarkably consistent over the last many years, there is no doubt that schools and families report a high degree of concern for the mental well-being of youth and children, and struggle with both navigating and finding support in the community. The impact of a student’s positive well-being on their success, attendance and safety at school is well documented, and it is incumbent upon all of us to provide a systemic response to support all students in our community. A few pieces of data illustrate the need to support students as a community:
From the McCreary Adolescent Health Survey SD 43 2018 Report
• Among students who felt they needed emotional or mental health services 56% said they didn’t know where to go.
• 28% reported they could not afford it. • 38% of our students reported they had felt stress quite a bit or extremely so, to the
point they couldn’t do their work or deal with things. • 19% seriously considered suicide in the past year (higher than the provincial stat of
17%). From MDI 2020 (Middle Years Development Instrument) Gr 7
• Grade 7’s in SD43 are above the provincial average in “thriving”, but there is great variability across neighbourhoods.
• There is a large proportion of grade 7’s with “worries” in the vulnerable range. • With respect to asking students who they would talk to when sad, stressed or
worried, 9% of students said they did not know who to talk to and 32% preferred to handle it on their own.
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From Local Community Supports: In 2015, Child and Youth Mental Health (CYMH) and START Short Term Assessment Response Team (formerly Childhood Youth Crisis Program), saw 652 and 425 youth respectively. These numbers may not fully reflect youth who presented to hospital for mental health concerns, or subsequently accessed other community resources. However, using these numbers as a base line and subscribing to the statistic that only 25% of youth access services, there are conceivably 3000 students in the Tri-Cities not acquiring community supports. In more recent years, the number of children and youth being served at CYMH in 2019 and 2020, were 700 and 647 respectively. More tellingly, however, there are currently 120 youth on their wait list (March 2021), which is double the number from October 2020. The severity of individual cases and those requiring immediate care has increased. Mental Health in School’s Strategy (MHiS) see link here: MHIS: The MHiS school’s strategy clearly defines our role. Educators are not mental health professionals, nor should they be. Our role is to equip all students with the knowledge and strategies to identify and manage well-being, while also bridging the few students who need ongoing therapeutic supports. As such, the District has engaged in the following actions in the last 5 years to support students’ well-being and positive mental health.
• The District has invested in Positive Mental Health Coordinator and has a District Coordinator of Counselling and Inclusion.
• Training and resources to strengthen the capacity of all educators to implement aspects of the revised BC curriculum.
• Implement evidence-based tier interventions (SNAP, YMCA Alternative to Suspension) to support students in connecting to school developing skills for managing emotions, thoughts, and feelings.
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• Implementing evidence-based programs and curricula at all levels (EASE, Open Parachute, Mental Health Literacy).
• Access out of school time programming that improves social connectivity for participants after school and over spring and summer breaks.
• School structures aimed at making connections for families easier (breakfast programs).
• Training for counsellors and youth workers in trauma sensitive supports, crisis response and assessing protective factors.
The role of the school counsellor is to:
• Work collaboratively with other educators in classrooms and school wide to promote positive mental health, Social Emotional Learning and Well-being (curriculum focus).
• Course planning and scheduling. • Provide case management, prevention education, early intervention services, crisis
response and support the pathway through care (responsive).
The following diagram illustrates the role the school system has in youth mental health promotion, literacy and intervention in relation to supports in the community.
Identified Need: Schools recognize the high number of students who demonstrate mild to moderate symptoms of mental health distress. As parents and caregivers notice these early signs, they will start to reach out to school staff or community resources for help. Each school has an identified pathway to support and will start the process of connecting the family to appropriate resources in the community. Most students need early intervention type services which may include short term visits with an outside provider, student care plans at school or advice from appropriate online resources or literature. In many cases, these families are trying to access supports intended for children who present with moderate to acute symptoms. As such, this may delay access for those who truly need it.
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The biggest challenge for school personnel is that, while qualified, school counselling is not structured to provide long-term ongoing therapeutic intervention, services, or medical approaches to ongoing moderate to severe or acute mental health problems and/or disorders. Therefore, developing a pathway through care from school to community supports is crucial for these students. The greatest barrier to ongoing care and timely ongoing intervention, is the connection or transfer of responsibility to community supports or assisting families in navigating the community support system. Furthermore, the recent “wait time” for more intensive community support is at 3-4 months. Helping schools and families manage mild to moderate dispositions, while supporting more significant existing moderate to severe and acute dispositions access service, would create a more equitable scenario for everyone. The Tri-Cities is comprised of 5 district municipalities, served by 2 police forces and has large disproportionate population growth in the north and east of the region. With that growth, need for support seems to be also skewing in that direction; a review of support for mental health resources demonstrates that the location of these services is in the west of the region. Easy accessibility to support can be a challenge for some. This geographic construct, along with the complexity of co-ordination between school and community and relatively long wait times for service, can be problematic. Proposed Solutions: School District 43 is connected to the all of the Tri-Cities’ community health agencies that would be considered essential in addressing public health matters. Our connectivity provides effective communication of issues, monitoring of public consumption of services, and coordination of services relevant to our community. Through involvement in the Healthier Communities Partnership (HCP), our direct links to all public agencies, as well as our proximity to families and youth themselves, the School District has been able to experience our community capacity to respond to emerging and on-going youth mental health issues. However, our work is not enough. As such, we need to leverage already strong relationships to assist schools in bridging students who require more intensive intervention to ongoing external support and to help families navigate on what can be for many a difficult journey. These students require a continuity of care which can be strengthened by proven and supported existing structures, such as: Integrated Child and Youth Teams (ICYT), a Foundry and/or a School District Coordinator or Liaison of Care.
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The goal of ICY Teams is to serve the goals of the school district and community, by providing quicker more direct support to the different needs of different students and to allow connections between workers so that families don’t have to retell their stories. Similarly, the establishment of a Foundry or similar structure would allow children, youth and families a “one-stop shop” experience for psychological and psychiatric support in a collaborative clinical setting. Finally, and as a complimentary and integrated part of either of the above initiatives, having highly trained school personnel triage, link, liaison or assist to external support would be highly beneficial to providing a seamless experience and a continuity of care. Conclusion: The volition of our community in supporting children and youth with mental health problems and disorders to navigate and have access to appropriate care is not in question. We would, however, appreciate your advocacy to an additional structural community response, as described above, to improve service to families and make the School District’s work more efficient. Robert Zambrano Assistant Superintendent Susan Ross, District Principal School Services and Special Projects (Alternate Education) Rachel French, Coordinator Positive Mental Health Anna Lemmo, Coordinator, Counseling, and Inclusion Support Jeff Stromgren Coordinator Community Connections and Healthy Living
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APPENDIX A
Mental Health in Schools
VISIONA whole-school system that
promotes positive mental health, where mental health
promotion is embedded in all aspects of the education system,
including culture, leadership, curriculum and learning
environments.
Presenters:Rob Zambrano, Rachel French, and Anna Lemmo
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4
System-wide ApproachCapacity BuildingMental Health in the ClassroomAdult Well-being
Mental Health in Schools Strategy
Capacity Building
Opportuni�es to learn about emerging trends and prac�ces to understand the latest data and research.Mental Health Leadership Network of mental health leads from each school district (Provincially supported).Promote evidence-based approaches to mental health for educators, families and students.
Enhance mental health data to build capacity to be�er understand, evaluate, and measure system improvements, student mental health outcomes and inform priori�es.
Social Emo�onal Learning
Mental Health
Literacy
Trauma-Informed Prac�ce
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Mental Health in the Classroom
Work with educators to strengthen the tools and resources needed to embed mental health and well-being into each classroom.
Develop a common language and understanding of mental health terms to improve mental health literacy and reduce s�gma.
Improve social emo�onal learning outcomes for children through the Early Learning Framework
Develop strategies to support educators to address substance use through the curriculum
7
THANK YOU
• Name
Teacher Counsellors
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Teacher CounsellorsWork collaboratively with other educators to support implementation of social emotional programs/resources and support Mental Health and Well-being initiatives.
Tier 1 Whole School
Mental Health and Well-being TeamsMental Health Literacy
Social Emotional Programs/ResourcesSelf-Regulation
Restorative PracticesPhysical Health Curriculum
Educator Well-being
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Tier 32-5%
Pathway to Community Care
SNAPCrisis Response
Positive Behaviour PlansCase Management
Identification/ReferralLiaise with community
partnersTransitions (ie.Hospital)
Teacher Counsellors RoleLiaise with Community Partners to support students and their families.
Directions 2025Action Plan for Learning School Goals
Well-being frameworkMental Health & Well-being teams
Professional DevelopmentRoles & Responsibilities of Teacher Counsellors Document
Where are we going?
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APPENDIX B
Important Foundry Components Collaborative Partnerships: SHARE has been serving the Tri-Cities for over 40 years and has longstanding collaborative partnerships with social service agencies, funders, Municipal, Provincial and Federal Governments as well as countless community groups and organizations. SHARE has taken leadership in connecting community partners in order to achieve the best outcomes and most positive service experience for individuals and families in the Tri-Cities. This is reflected in:
(a) SHARE’s current participation in over 35 community tables, including co-chairing the Tri-Cities Local Immigration Partnership (with S.U.C.C.E.S.S), co-founding the Tri-Cities Community Services’ Co-Operative (with Westcoast Family Centres, S.U.C.C.E.S.S, Community Ventures Society, Kinsight and PLEA Community Services), the Tri-Cities’ Early Child Development Table, the Tri-Cities’ Healthier Communities Partnership, the North Fraser Mental Health and Substance Use Working Group, and more.
(b) SHARE leads the Tri-Cities Community Action Team (CAT) in response to the overdose crisis and has supported well over 2 dozen community partners in efforts to reduce harm, fight stigma and support people on their way to healing.
(c) SHARE is founding partner in the creation of the Tri-Cities Children’s Centre which will be the first hub in the Tri-Cities for children, youth and their families who have special needs. This building will bring together, SHARE, Kinsight, MCFD, Catalyst (a non-profit developer) and the United Church (who provided land) to provide wrap around services for children and youth with special needs.
Conditions for Community Support: SHARE’s well established reputation with community partners, funders, all three levels of government, individuals and families creates many positive conditions that allow for important linkages and collaborations to best serve our community. Some of those conditions include:
(a) Co-location with other service providers that support children, youth and families. We are currently co-located at various sites with MCFD, PLEA and WestCoast Families and regularly share meeting spaces with our partners.
(b) Many of our programs are located in close proximity to other vital services and we
have longstanding relationships with these services which include local policing, ISSofBC, SUCCESS, FamilySmart and others.
(c) We employ staff members who have a variety of cultural, linguistic and community
backgrounds with existing relationships in the community (Tri-Cities Moms group, parent advisory groups and various cultural groups).
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(d) We have infrastructure that serve as natural community hubs. For example, SHARE’s housing locations host parenting, English practice and community card groups.
(e) SHARE has a considerable profile in the Tri-Cities and is well known for the services we provide. We are typically the first agency that MLA and MP offices call for guidance or support.
Many of our programs are funded solely for direct service delivery. Unfortunately, collaboration is not always seen by donors and funders as a desirable service to fund. This means that much of this work falls to unfunded leadership positions to coordinate. The growing complexity of clients, increased costs of administration and occupancy all contribute to conditions that hinder collaborative partnerships. Relationship with the Indigenous Community: SHARE’s partnerships with Kwikwetlem First Nation (KFN), Metis and Urban Indigenous groups in our community are developing. Our local Indigenous serving agency, Spirit of the Children Society (SOTCS) and KFN have been active and vocal collaborators throughout the EOI and convening stages. We know that this work cannot be done without them. SHARE has taken a position of actively consulting and engaging with KFN, SOTCS and local indigenous leaders to ensure that our approaches are respectful, inclusive and welcoming to Foundry – Convening Written Submission Template foundrybc.ca/expansion2020 3 KFN members and our other First Nation, Metis and Urban Indigenous friends. Examples of our collaborative partnerships include:
(a) Partnered with KFN to deliver a Family Resource Program. This is ongoing as staff work collaboratively to find creative ways to support children, youth and families, to provide early learning opportunities, healthy snacks and community connections. SHARE staff have built connections with KFN members and have endeavored to create an environment of trust and safety.
(b) We have worked at the leadership level to foster relationship with KFN elected
leadership and staff and intentionally visit the Nation often. (c) Existing service partnership with SOTCS focused on children with special needs in
the early years and efforts to expand this relationship. (d) SHARE has been pursuing a stronger relationship with the FNHA as we engage in
services that work in conjunction with Primary Care. (f) Engaged with Douglas College Indigenous Student Services to learn from their
experiences in developing their college wide indigenization strategy and use those learnings to inform our work.
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Local Leadership Table: Local Leadership Table is made up of a broad range of local partners (including the ones listed above), with a minimum of two youth and two family member representatives. The purpose of this group is advisory, to review and respond to needs within the centre, troubleshoot emerging problems, help set priorities, and ensure partners stay connected with one another to share information and create cohesion within the youth-serving agencies in your community. (Maximum 150 words) This structure is not formally in place however, James Musgrave, Director of Counselling Programs and Services, and a community parent will co-lead this table. As mentioned, SHARE leads many community tables with the purpose of responding to community needs, developing partnerships to address challenges and guide actions. For example, SHARE has led the Tri-Cities Community Action Table (TCCAT), consisting of over 20 business and community partners from research funding to its current focus on implementing 3 projects in the community to address awareness, stigma and safety around the Opioid Crisis. In partnership with the Tri-Cities Foundry partners, youth and their families will develop any memorandums of understanding, terms of reference and accountability structures that they feel need to be put in place. Supports from Foundry central office could include: learnings and successes from other Foundry developments of this structure, assisting in the wording of legal expertise if ever required. Youth Advisory and Family Advisory Committee: Youth Advisory and Family Advisory Committee(s) are each made up of youth and family representatives from your community to ensure the youth and family voice is engaged, shaping service delivery, and remains at the centre of all decisions made. (Maximum 150 words) This structure is not formally in place however, Jodie Wickens, Director of Programs and Services – Early Years, and a Youth will co-lead this table. We have engaged Youth and Families from the start with a set of questions asking what meaningful engagement looks like to them and have asked respondents to indicate whether or not they would be interested in participating in a Tri-Cities Foundry advisory. We have had Youth and their Families indicate interest and will continue working to engage with those currently interested as well as other youth (via schools, youth groups and community organizations) to build representation for this advisory. In partnership with Youth and Families we will develop any memorandums of understanding, terms of reference and accountability structures to be put in place. Supports from Foundry central office could include: learnings and successes from other Foundry developments of this structure, legal expertise if ever required. Community Engagement: Using the principles that FamilySmart has developed for previous Foundry engagement we have begun by asking Youth and their families to tell us about:
(a) What people have said or done to make them feel like their participation was important and respected.
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(b) Experiences they can share where their role was equal in the decision making process.
(c) Experiences that made them feel like experts in their journey and supported in accessing services.
We have asked participants using youth services if they would like to be involved in the creation of a Tri-Cities Foundry and participate on an advisory. We have a small group of parents/caregivers and youth interested and will ensure that they, as well as others identified through our outreach efforts, are supported through information, resources (honorariums, travel, reimbursements, healthy meals) and equal partnership through employment in the Foundry, the Leadership Table and the Youth/Family Advisory Committee. Service Delivery Model: The Tri-Cities Foundry vision is one of alignment with the Foundry service model. We have a range of partners from government, business, education, social services, and health willing to come together to make services for youth more seamless and effective. We are motivated to remove barriers to services for youth and to bring together our individual strengths to create a holistic, welcoming and trusted space in which Youth and Families’ needs can be met. Having a place where there is no wrong door, no wrong time, the lived experiences of youth and families are honoured and listened to and a flexible and responsive hub where everything is working together under one roof would be welcomed and celebrated in the Tri-Cities. SHARE’s broad participation with multi-services across the Tri-Cities provides a unique ability for us to facilitate the collective goals of Youth, Families and service providers. We are proud of the many existing relationships and will use those to build and strengthen collaboration so that integration and implementation of stepped care can happen for everyone who wants it and needs it when they want and need it. We know from experience that change takes time, patience and deep commitment; especially practice change for professionals and clinicians. Facilitating this change will not happen overnight and will take resources and a commitment to nurture relationships every step of the way. How we historically have provided mental health services has been linear and inflexible; changing this will take a collective and concerted effort.
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Mental Health Initiatives in SD43, and Advocacy for Community Supports.
1
2
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Snapshot Role of Teacher Counsellor in SD #43
• Work collaboratively with other educators in classrooms and school wide to promote positive mental health, Social Emotional Learning and Well-being (curriculum focus)
• Course planning and scheduling
• Provide case management, prevention education, early intervention services, crisis response and support the pathway through care (responsive)
Child and Youth Mental Health (CYMH)
• The number of Children and Youth seen at CYMH was 700 in 2019 and 647 in 2020.
• While the number of referrals has stayed relatively consistent since 2015, the severity of individual cases has increased.
• As of March 2021, 120 children and youth were on the wait list for CYMH- wait time of 3-4 months
3
4
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Our Investment• The District has invested in Positive Mental Health Coordinator and has a
District Coordinator of Counselling and Inclusion.• Training and resources to strengthen the capacity of all educators to
implement aspects of the revised BC curriculum.• Implement evidence-based tier interventions (SNAP, YMCA Alternative to
Suspension) to support students in connecting to school developing skills for managing emotions, thoughts, and feelings.
• Implementing evidence-based programs and curricula at all levels (EASE, Open Parachute, Mental Health Literacy)
• Access out of school time programming that improves social connectivity for participants after school and over spring and summer breaks.
• School structures aimed at making connections for families easier (breakfast programs).
• Training for counsellors and youth workers in trauma sensitive supports, crisis response and assessing protective factors.
HighlightsMcCreary Adolescent Health SurveySD 43 2018 Report
• Among students who felt they needed emotional or mental health services 56% said they didn’t know where to go.
• 28% reported they could not afford it.• 38% of our students reported they had felt stress
quite a bit or extremely so, to the point they could not do their work or deal with things.
• 19% seriously considered suicide in the past year (higher than the provincial stat of 17%).
5
6
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From MDI 2020 (Middle Years Development Instrument) Gr 7
• Grade 7’s in SD43 are above the provincial average in “thriving”, but there is great variability across neighbourhoods.
• There is a large proportion of grade 7’s with “worries” in the vulnerable range.
• With respect to asking students who they would talk to when sad, stressed or worried, 9% of students said they did not know who to talk to and 32% preferred to handle it on their own.
MDIGrade 8
2020 - 2021
Grade 72019 - 2020
Grade 72018 - 2019
7
8
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Challenges• Most students need early intervention type services which may include short term
visits with an outside provider, student care plans at school or advice from appropriate online resources or literature.
• In many cases, these families are trying to access supports intended for children who present with moderate to severe and acute dispositions. As such, this may delay access for those who truly need it.
• The biggest challenge for school personnel is that, while qualified, school counselling is not structured to provide long-term ongoing therapeutic intervention, services, or medical approaches to ongoing moderate to severe or acute mental health problems and/or disorders.
• Therefore, developing a pathway through care from school to community supports is crucial for these students.
• The greatest barrier to ongoing care and timely ongoing intervention, is the connection or transfer of responsibility to community supports or assisting families in navigating the community support system.
Navigation and
Bridging
9
10
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SCHOOL DISTRICT NO. 43 (COQUITLAM)
CORPORATE and FINANCIAL SERVICES DEPARTMENT
MEMORANDUM
TO: Chris Nicolls, Secretary-Treasurer/CFO
FROM: Nita Mikl, Assistant Secretary-Treasurer
DATE: May 11, 2021
SUBJECT: 3rd Quarter Financial Report 2020/21
COPIED TO: District Leadership Team
Recommended Action: The following is provided for information. Overview: The 3rd Quarter Financial Update and Outlook reports on the financial impact of activities for the nine-month period ending March 31, 2021. From a financial reporting perspective, the 3rd quarter report is focused more on the analysis of revenue and expense trends to date which forms the basis of the year-end outlook.
As the 3rd quarter report is based on trends, which includes the impact of COVID-19, a separate section has been added to capture the known impacts of the pandemic on the financial outlook.
Summary: Our financial outlook for the 2020/21 school year remains consistent with our previous quarter reporting an excess of revenues to expenditures. The influences that give rise to our outlook include:
• Planned usage of prior year restricted surplus totalling $3.97. • Confirmation of 2nd semester International Education enrollment estimated at $1.9 million. A
key aspect of the school district’s stability and sustainability approach is to ensure recognition of all earned income prior to expenditure commitments. As a result, it is not unexpected to recognize additional international education revenues and utilize then in subsequent years.
• Confirmation of February enrollment count and funding. • Underspending due to the impact of COVID • The annuitization of the NTPP which locks in our solvency gains.
At this time, the main risk to our current year outlook is any unforeseen impact of the ongoing COVID-19 pandemic and its effect on forecasted revenues and expenses.
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Operating Fund Grant revenues confirmed in December 2021 are flowing as expected, and February count was confirmed at $845,000 higher than budget. International Education revenues based upon confirmed 2nd semester enrolment are expected to outperform the amended budget by $1.9 million. Rental revenue is coming in slightly higher than amended budget and investment income is expected to be close to budget. Both budgets were adjusted significantly from the initial preliminary budget due to the ongoing impact of COVID-19.
During the quarter, Management continued to respond to identified educational needs and explore options for adding meaningful short-term staffing to be utilized during the remainder of the year. As a result, seven temporary educational assistants were hired to provide additional support to students with identified needs. These positions were supported through one-time COVID-19 funding and by utilizing available slippage within the Educational Assistant Salary budget. Salary costs are trending below budget due to turnover, slippage, and the difficulty in finding replacement staff, especially those with specialized qualifications. Substitute costs are significantly under budget due to a reduction of absences associated with illness or flu. Costs associated with COVID absences are absorbed into the specified one-time grant funding.
Benefit costs are exceeding budget resulting from funding contributions to the Non-Teaching Pension Plan (NTPP) to recognize a required accounting valuation allowance provision associated with the plan closing and the NTPP annuitization. However, this expenditure will be more than offset through the utilization of the Pension Stabilization Reserve Account.
Service and supply expenses are, in aggregate, trending below budgeted levels on a year-to-date basis and are projected to be underspent for the year. The Professional Development budget line will likely be underspent, as will the supplies budget line from underspending of school budgets and adjustment to reflect transfers of capital items purchased with operating funds.
Final financial results for the year will be determined once all expenditure commitments and revenue opportunities are fully captured, reconciliations completed, and the financial accounts have been externally audited.
Special Purpose Fund
All Special Purpose Funds are tracking within the Amended budget.
The Classroom Enhancement Fund budget of $34.88 million provides for 271.5 FTE teaching staff, related TTOC costs, remedy costs associated with class size or class composition violations, 33 FTE Educational assistants, Administration teaching relief time and other overhead costs. Based on the nine months to date it would be expected that we will fully expend this budget.
The Federal Safe Return to Class and the Provincial Safe Return to School grant funding of $14.4 million was provided as one-time supplemental funding to address needs arising from the impact of the pandemic on school district operations. The funding was used to hire 68.40 FTE Teachers, 4.0 FTE EA’s, 4.0 FTE Support staff positions and 19 FTE Custodians as well as provide mental health supports, safety training, address the needs of vulnerable and indigenous learners, purchase necessary COVID-related supplies and equipment such as hand sanitizer, one touch faucets, cleaning stations and supplies, masks, plexiglass
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barriers, improved air system and compute and assistive technology. The funding for both grants is expected to be fully spent by the end of the year.
Capital Fund
Capital accounts and related facility activity are trending to expectations. Additional classroom space additions for September 2021 are currently in progress with funding provided from restricted capital or annual facilities grant capital as required. COVID-19 Financial Impact The Preliminary budget for 2020-21 was approved in April 2020, prior to the realization of the full impact of the pandemic on school operations and based on information available at the time. The impact was more significant than anticipated and as a result, school districts were provided with one-time grants from the Federal and Provincial Governments to offset some of the financial burden. These one-time funds will be fully expended in the current year. The following effects have been identified to date, and are expected to continue into the 4th quarter:
• International Education revenues – international student enrollment was impacted from the closure of the Canadian border, delays in obtaining study permits plus the requirement to self-isolate upon entry into the country, and as a result, revenues were reduced from $24.2 million down to $18.2 million in the amended budget. With second semester enrollment now confirmed, revenues are trending slightly above budget at $20.1 million but are significantly less than the 2019-20 fiscal year total of $34 million.
• Rental revenues – revenues are trending slightly above budget, mostly because childcare and daycare operators have remained consistent despite the fluidity that COVID-19 presented in terms of closures from outbreaks or exposures, and the emergence of filming opportunities. The amended budget was reduced by 53% from the preliminary budget to reflect revenue losses resulting from Provincial Health restrictions on gatherings and community use of school facilities.
• Investment income – the economic impact of COVID-19 resulted in the Bank of Canada reducing the interest rate by 150 bps which had a direct negative impact on our investment returns. With no predicted increase in interest rates, revenues are trending to be on budget.
• Janitorial supply costs – have increased substantially this year in order to adhere to the required additional cleaning of school sites.
• Custodial staff – hired additional staff to meet the enhanced cleaning requirements and protocols.
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SCHOOL DISTRICT NO. 43 (COQUITLAM)
Facilities Department
MEMORANDUM
TO: Board of Education
FROM: Chris Nicolls, Secretary-Treasurer/CFO
DATE: May 11, 2021
SUBJECT: Burke Mountain Middle/Secondary Design
COPIED TO: District Leadership Team
Recommended Action: The Board motion to advance up to $1 million toward the design of Burke Mountain Middle/Secondary subject to clarification and determination by the Provincial Treasury Board of the selected procurement process. Background: At the March 2 Board Meeting, it was motioned to have Staff draft a formal recommendation to advance funds for the design of Burke Mountain Middle/Secondary School. The recommended action was brought forward at the April 13 meeting and the Board determined that subsequent discussion and decision should be informed after the April 20 Provincial budget announcement and staff should bring this proposal back to the May 11, 2021 Board meeting. The School District has completed all the necessary documents; originally filing the project definition report (PDR) mid-2019 and subsequently, with the newly introduced concept plan requirement, - filed this report in October 2020. We have fulfilled all Ministry and Treasury Board requirements that we have been made aware of. Our updated targeting for a September 2024 project completion date is contingent upon a funding announcement in the next short while. In past projects, the SD43 Board has indicated that it is willing to advance funds toward the design elements of new schools to reduce the project timeline. However, with the newly adopted process, which has the Provincial Treasury Board determining the procurement process, (i.e. design/ build vs design-bid-build), uncertainty is created and potentially sidelines our desire to advance design funds for the project, as the financial risk becomes significant with the design process approach unknown. Staff believe the financial risk at this time is too great a risk to the Board to move to advance funds for design purposes until clarification of the selected procurement process is provided by Treasury Board. The Board met with our four MLA’s and the priority agenda item was provincial funding for the Burke Mountain Middle/Secondary School. As a follow up to that meeting, at his request, Board staff met with MLA Fin Donnelly. At that meeting, Staff provided significant details of the procurement process
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and the delays and challenges this potentially creates as well as the coordinated effort. MLA Donnelly indicated that this is a priority initiative and our two staffs are working closely to provide the necessary information and materials to accelerate the funding approval process. The Board has written to Minister of Education Jennifer Whiteside to request her involvement in the funding approval process and received a response on April 21 indicating that Ministry staff is still actively reviewing the Concept Plan. Staff have further engaged in additional conversations with Ministry staff to inform their conversations with Treasury Board and Ministry of Finance Staff. A further conversation with MLA Donnelly occurred on May 6. Staff have reiterated that the school district is willing to advance funds toward additional design work. This has two major benefits. First, it would reduce schedule time once the project receives approval by approximately six months. Second it will allow the District to better understand the supplementary costs since the location of the parking, ingress/egress and building footprint and location will be determined. This will help determine the amount of material to be removed from the site, the soil conditions at the chosen school location, and the size and number of retaining walls required. The design work would be completed in conjunction with the City of Coquitlam to allow for any boundary changes between the SD and City properties to be agreed to for the most cost-effective design. The site is challenging due to extreme elevation changes both east to west, and north to south. Both SD43 and the City of Coquitlam have demonstrated their commitment to working together to ensure that the site will be designed to work in a complimentary manner that maximizes the potential for two schools, play fields, and common assets such as parking and washrooms that are accessible for both community and school uses.
School Board staff continue to work on scheduling, the project timeline, and engaging in other efforts to assist in minimizing project length. This has already included information from the visioning process that was presented to the Board at a public meeting on February 26, 2019 and will be used by the design committee to help create a school that is not only functionally appropriate but helps facilitate learning excellence.
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SCHOOL DISTRICT NO. 43 (COQUITLAM)
MEMORANDUM
DATE: May 6, 2021
TO: Patricia Gartland, Superintendent of Schools, CEO
FROM: Gerald Shong, Assistant Superintendent Ivano Cecchini, Executive Director, Facilities and Planning Services Devon Ross, Principal, Facilities Initiatives
SUBJECT: Boundary Review Process – Establishment of the Catchment Area for the New School at 3538 Sheffield Avenue, Coquitlam
Recommendation: For information purposes.
Background: At the April 13, 2021 Public Board Meeting, the Board of Education was informed about the need to establish a catchment area for the school currently being built at 3538 Sheffield Avenue, Coquitlam. The Board of Education was also informed about the process for receiving feedback from partner groups. Several different options for the proposed catchment area were pursued and analyzed in detail. Many different considerations were factored in. The proposed catchment area is being created to optimize proximity and access to the new elementary school. It will be designed to be sustainable for the short and medium term in terms of size for the neighbourhood. Longer term needs will be met with an additional elementary school (Marigold) on Burke Mountain. The proposed changes will only affect new students to the school. Student currently attending other elementary schools who live in the new catchment area will be given the option of attending the new school on Sheffield Avenue. Students who would like to remain in their existing school can do so and siblings will be grandfathered via the sibling clause.
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Communication Process: Since the last Board meeting, a variety of methods of communication were utilized to share the information and receive feedback. A summary is as follows:
• Meeting with administration of the potentially affected schools • Discussions with Partner Presidents about the analysis and recommendations • Communication out to staffs, student government, and families via nearby schools • Information posted on the School District # 43 website as well as being advertised in the
newspaper • Feedback accepted on the proposed catchments via an online survey and through
meetings described above
Feedback Analysis: Overall, the feedback was positive. With respect to the school catchment area, the feedback received by the school district did demonstrate the desire to extend the proposed the new elementary school boundary further south. Given the number of students within the proposed Sheffield catchment and the projected enrolment, it was determined that the catchment could be expanded slightly to the south and still be able to meet the projected neighbourhood enrolment needs. Even further expansion of the catchment was not feasible as it may put the school district in a position in the next few years where we are not able to take all in-catchment students into the new elementary school on Sheffield Avenue. The feedback also noted to ensure considerations were made for walking and public transportation routes. As noted above, there was a goal to optimize proximity and as such, these factors were also included in the analysis work in the creation of the catchment. Some families have anecdotally noted that they wish to remain in their current schools and not register at the new school. Should there be projected capacity at the new elementary school after the declaration process, the district may let in cross catchment students based on space availability by grade level. Decision: To proceed with the catchment area based on what was presented to the public for feedback but also to extend the catchment south to include the area from the ravine east of Kingston Street to Mitchell Street and north of Burke Mountain Promenade.
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Diagram of Full Catchment:
Southwest Corner of the Catchment:
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2021‐05‐06
1
Catchment Area:New Elementary on Sheffield Ave.*
May 11, 2021
*Official school name will be determined via a process in the future.
Decision• To proceed with the catchment area based on what was presented to
the public for feedback but also to extend the catchment south to include the area from the ravine east of Kingston Street to Mitchell Street and north of Burke Mountain Promenade.
1
2
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2021‐05‐06
2
Decision (Southwest Corner)
Thank You
Questions?
3
4
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SCHOOL DISTRICT NO. 43 (COQUITLAM)
Office of the Secretary-Treasurer
MEMORANDUM
TO: Board of Education
FROM: Chris Nicolls, Secretary-Treasurer/CFO
DATE: May 11, 2021
SUBJECT: NTPP December 31, 2020 Audited Financial Statements
COPIED TO: P. Gartland, Superintendent
Recommended Action: That the Board of Education move to approve the Non-Teaching Pension Plan financial statements for the year ending December 31, 2020. Discussion: The Non-Teaching Pension plan is subject to an annual independent audit which has been performed by KPMG. They have been prepared under Canadian Private Enterprise Accounting Standards (ASPE). Note that these are different accounting standards than those used for School District operations. This election in part intents that these statements would be used primarily for Plan Trustees and the Regulatory authority and not for the general public. This is the last year that an independent auditor will be engaged to audited NTPP financial statements as the Plan assets will be less than $10M as an outcome of the successful annuitization initiative, and per section 47 of the PBSA, are no longer required to be independently audited. Highlights of these financial statements are as follows:
• Net assets available for benefits increased by $5.6 million during 2020 despite market volatility created by the pandemic.
• Both employee and employer contributions decreased year over with Board contributions primarily associated with continuing solvency contributions as required by the regulator.
• Administrative expenses continued to decline down 8% (2019 down 11%).
• The risk aspects of the plan are captured in Note 11 and the annuitization notification as a subsequent event is captured in Note 13.
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Financial Statements of
RETIREMENT PLAN FOR NON-TEACHING EMPLOYEES OF SCHOOL DISTRICT NO. 43 (COQUITLAM)
Year ended December 31, 2020
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INDEPENDENT AUDITORS’ REPORT
To the Trustees of the Retirement Plan for Non-Teaching Employees of School District No. 43 (Coquitlam)
Opinion We have audited the financial statements of Retirement Plan for Non-Teaching Employees of School District No. 43 (Coquitlam) (the Plan), which comprise:
• the statement of net assets available for benefits as at December 31, 2020
• the statement of changes in net assets available for benefits for the year then ended
• and notes to the financial statements, including a summary of significant accounting policies
(Hereinafter referred to as the “financial statements”).
In our opinion, the accompanying financial statements present fairly, in all material respects, the financial position of the Plan as at December 31, 2020, and its financial performance and its cash flows for the year then ended in accordance with the financial reporting provisions of Section 38(1)(c) of the Pension Benefits Standards Act (British Columbia).
Basis for Opinion We conducted our audit in accordance with Canadian generally accepted auditing standards. Our responsibilities under those standards are further described in the “Auditors’ Responsibilities for the Audit of the Financial Statements” section of our auditors’ report.
We are independent of the Plan in accordance with the ethical requirements that are relevant to our audit of the financial statements in Canada and we have fulfilled our other ethical responsibilities in accordance with these requirements.
We believe that the audit evidence we have obtained is sufficient and appropriate to provide a basis for our opinion.
Emphasis of Matter – Financial Reporting Framework Draw attention to note 2(a) to the financial statements, which describes the basis of presentation. The financial statements are prepared to assist the Trustees of the Plan to meet the requirements of Section 38(1)(c) of the Pension Benefits Standard Act (British Columbia) and that of the Superintendent of Pensions of British Columbia. As a result, the financial statements may not be suitable for another purpose. Our opinion is not modified in respect of this matter.
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Responsibilities of Management and Those Charged with Governance for the Financial Statements Management is responsible for the preparation and fair presentation of the financial statements in accordance with the financial reporting provisions of Section 38(1)(c) of the Pension Benefits Standard Act (British Columbia), and for such internal control as management determines is necessary to enable the preparation of financial statements that are free from material misstatement, whether due to fraud or error.
In preparing the financial statements, management is responsible for assessing the Plan’s ability to continue as a going concern, disclosing as applicable, matters related to going concern and using the going concern basis of accounting unless management either intends to liquidate the Plan or to cease operations, or has no realistic alternative but to do so.
Those charged with governance are responsible for overseeing the Plan’s financial reporting process.
Auditors’ Responsibilities for the Audit of the Financial Statements Our objectives are to obtain reasonable assurance about whether the financial statements as a whole are free from material misstatement, whether due to fraud or error, and to issue an auditors’ report that includes our opinion.
Reasonable assurance is a high level of assurance, but is not a guarantee that an audit conducted in accordance with Canadian generally accepted auditing standards will always detect a material misstatement when it exists.
Misstatements can arise from fraud or error and are considered material if, individually or in the aggregate, they could reasonably be expected to influence the economic decisions of users taken on the basis of the financial statements.
As part of an audit in accordance with Canadian generally accepted auditing standards, we exercise professional judgment and maintain professional skepticism throughout the audit.
We also:
• Identify and assess the risks of material misstatement of the financial statements, whether due to fraud or error, design and perform audit procedures responsive to those risks, and obtain audit evidence that is sufficient and appropriate to provide a basis for our opinion.
The risk of not detecting a material misstatement resulting from fraud is higher than for one resulting from error, as fraud may involve collusion, forgery, intentional omissions, misrepresentations, or the override of internal control.
• Obtain an understanding of internal control relevant to the audit in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the Plan's internal control.
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• Evaluate the appropriateness of accounting policies used and the reasonableness of accounting estimates and related disclosures made by management. Conclude on the appropriateness of management's use of the going concern basis of accounting and, based on the audit evidence obtained, whether a material uncertainty exists related to events or conditions that may cast significant doubt on the Plan's ability to continue as a going concern. If we conclude that a material uncertainty exists, we are required to draw attention in our auditors’ report to the related disclosures in the financial statements or, if such disclosures are inadequate, to modify our opinion. Our conclusions are based on the audit evidence obtained up to the date of our auditors’ report. However, future events or conditions may cause the Plan to cease to continue as a going concern.
• Evaluate the overall presentation, structure and content of the financial statements, including the disclosures, and whether the financial statements represent the underlying transactions and events in a manner that achieves fair presentation.
• Communicate with those charged with governance regarding, among other matters, the planned scope and timing of the audit and significant audit findings, including any significant deficiencies in internal control that we identify during our audit.
Chartered Professional Accountants Vancouver, Canada April xx, 2020
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RETIREMENT PLAN FOR NON-TEACHING EMPLOYEES OF SCHOOL DISTRICT NO. 43 (COQUITLAM) Statement of Net Assets Available for Benefits December 31, 2020, with comparative information for 2019 Notes 2020 2019 Assets
Cash and cash equivalents $ 1,892,330 $ 1,732,080 Other receivable 6,247 3,667,837 Investments 4 135,026,302 125,956,564 Total assets 136,924,879 131,356,481 Liabilities Accounts payable and accrued liabilities 248,800 269,000 Net assets available for benefits $ 136,676,079 $ 131,087,481
Subsequent event 13 See accompanying notes to financial statements. Approved on behalf of the Board: Director
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RETIREMENT PLAN FOR NON-TEACHING EMPLOYEES OF SCHOOL DISTRICT NO. 43 (COQUITLAM) Statement of Changes in Net Assets Available for Benefits Year ended December 31, 2020, with comparative information for 2019 Notes 2020 2019 Increase in assets: Contributions: 5 Employees’ $ 28,586 $ 42,451 Employer’s 4,877,252 14,192,413
4,905,838
14,234,864 Investment income, net: 6 Distribution from pooled investments 5,329,425 6,509,819 Realized gain (loss) on sale of pooled
investments 1,394,207 3,006,310
Change in unrealized gain (loss) on investments
4,144,341 8,870,961
10,867,973 18,387,090 Increase in assets before expenses and benefits payments
15,773,811 32,621,954
Decrease in assets: Benefits paid: Pension benefits 7,632,781 8,018,072 Termination benefits payments 928,823 429,845 MPP Asset Transfer 7 690,610 1,294,456 Administrative expenses 8 932,998 1,013,814 10,185,213 10,756,187 Net increase (decrease) in Net Assets available for benefits
5,588,598 21,865,767
Net assets available for benefits, beginning of year
131,087,481 109,221,714
Net assets available for benefits, end of year 136,676,079 131,087,481 See accompanying notes to financial statements.
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1. Description of the Plan:
The following is a summary description of the Retirement Plan for Non-Teaching Employees of School District No. 43 (Coquitlam) (the “Plan”). For more complete information, reference should be made to the text of the Plan.
(a) General:
The Plan is a defined benefit (“DB”) pension plan covering the non-teaching employees of School District No. 43 (Coquitlam). Under the Plan, contributions are made by the Plan members and School District No. 43 (Coquitlam). The Plan is a Registered Pension Plan as defined in the Income Tax Act and is not subject to income taxes. The Plan has been registered under the British Columbia Pension Benefits Standards Act [SBC 2012] Chapter 30 (the "Act"). The Plan's registration number is #P085320. Effective January 1, 2018 the plan was closed to new members.
(b) Funding policy:
The Plan requires that School District No. 43 (Coquitlam), being the Plan Sponsor, make contributions which, in conjunction with employee contributions, will fund the benefits determined under the Plan. The determination of the value of these benefits is made on the basis of a triennial actuarial valuation.
(c) Service pensions:
For normal retirees, a service pension is available based on the number of years of pensionable service times 2% of the best consecutive three years' average salary less, after the member attains the age of 65, 0.7% of the best consecutive three years' average salary up to the yearly maximum pensionable earnings in the year immediately preceding the retirement or termination date.
For services performed on and after January 1, 1997, pensionable earnings and services are adjusted based on a 1,500 hour per year benchmark.
For early retirees, the above formula for normal retirement applies except that a service pension is reduced to take account of early pension commencement.
The Plan provides for indexing after retirement. Pension for pre-1997 services is indexed in line with the Consumer Price Index (“CPI”). Pension for service after 1996 is indexed at a flat annual rate of 1.05%.
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1. Description of the Plan (continued):
(c) Service pensions (continued):
The Plan is party to reciprocal arrangements with the Public Sector Pension Plans of British Columbia. These include the Municipal Pension Plan, Teachers Pension Plan, College Pension Plan, Public Service Pension Plan and the WCB Superannuation Plan. Employees transferring to or from a participating employer after April 1, 2004 can elect to transfer funds to this Plan or to the other plan, as applicable. The Plan is also party to a reciprocal arrangement with the Government of Canada with respect to pensions accrued under the Federal Public Sector Superannuation Act and Regulations. Employees transferring to or from a participating employer on or after December 15, 2014 can elect to transfer funds to this Plan or to the other plan, as applicable.
2. Basis of accounting:
(a) Basis of presentation:
These financial statements have been prepared by the Plan based on the financial reporting provisions of 47(2) of the Pension Benefits Standards Regulations in order to meet the requirements of Section 38(1)(c) of the Pension Benefits Standard Act and those of the Superintendent of Pensions of British Columbia. In connection with meeting these requirements, these financial statements have been prepared in accordance with Canadian accounting standards for pension plans, except that such financial statements do not include information in relation to the Plan’s pension obligations and any resulting surplus or deficit.
In selecting or changing accounting policies that do not relate to its investment portfolio or pension obligations, Canadian accounting standards for pension plans require the Plan to comply, on a consistent basis, with either International Financial Reporting Standards (“IFRS”) in Part I of the Chartered Professional Accountants of Canada (“CPA Canada”) Handbook – Accounting or Canadian accounting standards for private enterprises (“ASPE”) in Part II of the CPA Canada Handbook - Accounting. The Plan has chosen to comply, on a consistent basis, with ASPE.
These financial statements have been prepared to assist the Trustees of the Retirement Plan for Non-Teaching Employees of School District No. 43 (Coquitlam) in meeting the requirements of the Superintendent of Pensions of British Columbia. As a result, these financial statements may not be suitable for another purpose.
These financial statements of the Plan do not purport to show the adequacy of the Plan's assets to meet its pension obligation. Such an assessment requires additional information, such as the Plan's actuarial reports concerning the pension obligation and information about the Plan's financial health.
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2. Basis of accounting (continued):
(b) Basis of measurement:
The financial statements have been prepared on the historical cost basis, except for investments which are measured at fair value.
(c) Functional and presentation currency:
These financial statements are presented in Canadian dollars, which is the Plan’s functional currency.
(d) Use of estimates and judgments:
The preparation of the financial statements in conformity with Canadian accounting standards for pension plans excluding pension obligations and any resulting surplus or deficit, and ASPE, requires management to make judgments, estimates and assumptions that affect the application of accounting policies and the reported amounts of assets and liabilities at the date of the statement of net assets available for benefits and the reported amounts of changes in net assets available for benefits during the year. Actual results may differ from those estimates.
Estimates and underlying assumptions are reviewed on an ongoing basis. Revisions to accounting estimates are recognized in the period in which the estimates are revised and in any future years affected.
3. Significant accounting policies:
(a) Financial assets and financial liabilities:
(i) Financial assets:
Financial assets are recognized initially on the trade date, which is the date that the Plan becomes a party to the contractual provisions of the instrument. Upon initial recognition, attributable transaction costs are recognized in the statement of changes in net assets available for benefits as incurred. The Plan measures all of its investments at fair value through the statement of changes in net assets available for benefits.
Cash and cash equivalents and receivables and contributions and other receivables are measured at amortized cost.
The Plan derecognizes a financial asset when the contractual rights to the cash flows from the asset expire, or it transfers the rights to receive the contractual cash flows in a transaction in which substantially all the risks and rewards of ownership of the financial asset are transferred or in which the Plan neither transfers nor retains substantially all the risks and rewards of ownership and does not retain control of the financial asset.
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3. Significant accounting policies (continued):
(a) Financial assets and financial liabilities (continued):
(i) Financial assets (continued):
On derecognition of a financial asset, the difference between the carrying amount of the asset and consideration received is recognized in the statement of changes in net assets available for benefits as a gain or loss on disposal of investments.
(ii) Financial liabilities:
All financial liabilities are recognized initially on the trade date at which the Plan becomes a party to the contractual provisions of the instrument.
The Plan derecognizes a financial liability when its contractual obligations are discharged, cancelled, or expired.
Financial assets and liabilities are offset and the net amount presented in the statement of net assets when, and only when, the Plan has a legal right to offset the amounts and it intends either to settle on a net basis or to realize the asset and settle the liability simultaneously.
The Plan considers its accounts payable and accrued liabilities to be financial liabilities, which are measured at amortized cost.
(b) Income recognition:
Distribution from pooled investments are recognized when received. The realized gain on sale of investments is based on the average cost of the investment sold.
(c) Income taxes:
The Plan is a registered pension plan, as defined by the Income Tax Act (Canada) and, accordingly, is not subject to income taxes.
4. Investments:
The following schedule summarizes the cost and fair value of the Plan's investments:
2020 2019 Fair Value Cost Fair Value Cost
Equity pooled funds $ 33,016,574 $ 28,584,252 $ 43,661,917 $ 40,539,548 Fixed income pooled funds 65,824,956 58,677,700 47,314,265 43,503,016 Mortgage pooled funds 12,827,478 12,756,469 10,549,023 10,691,346 Real estate pooled funds 11,286,174 7,691,398 13,909,048 9,300,511 Infrastructure pooled funds 12,071,120 11,250,000 10,522,311 10,000,000 $ 135,026,302 $ 118,959,819 $ 125,956,564 $ 114,034,421
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5. Contributions:
In accordance with the terms of the Plan, employees are required to contribute 4.9% of their salary up to the current yearly maximum pensionable earnings under the Canada Pension Plan plus 6.6% of their salary in excess of the current yearly maximum pensionable earnings to the Plan.
School District No. 43 (Coquitlam) is required to provide the balance of the funding, based on triennial actuarial valuations, necessary to ensure that benefits will be fully provided for at retirement. The District's funding policy is to make contributions sufficient to fund the Plan in accordance with applicable legislation and which remain reasonably stable as a percentage of employees' compensation each year.
As allowed under the provincial pension legislation, a conforming letter of credit has been obtained from a Canadian financial institution in the maximum amount of $17.5 million.
On October 24, 2016 the Province issued OIC #751 which provides for an extension of the solvency deficiency payment period from 5 to 10 years to all pension plans. The School District has relied on this OIC with respect to the solvency deficiency and has established and made payments into a Solvency Reserve Account. 2020 2019 Employee’s contribution: Required contribution $ 10,845 $ 36,500 Past service contribution 17,741 5,951 $ 28,586 $ 42,451 Employer’s contribution: Required contribution $ 379,853 $ 117,207 Solvency Reserve contribution 4,497,399 14,075,206 $ 4,877,252 $ 14,192,413
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6. Investment income: 2020 2019 Distribution from pooled investments: Equity pooled funds $ 1,442,874 $ 4,080,522 Fixed income pooled funds 3,174,683 1,982,928 Mortgage pooled funds 565,123 417,061 Infrastructure pooled funds 136,607 Income from Cash on Hand 10,138 29,308 5,329,425 6,509,819 Realized gain (loss) on sale of pooled investments: Equity pooled funds 601,830 1,420,546 Fixed income pooled funds 776,017 Real estate pooled funds 792,376 809,748 1,394,206 3,006,310 Change in unrealized gain (loss) on pooled investments: Equity pooled funds 1,309,954 4,601,756 Fixed income pooled funds 3,336,008 3,369,751 Mortgage pooled funds 213,331 (50,144) Real estate pooled funds (1,013,760) 427,287 Infrastructure pooled funds 298,809 522,311 4,144,341 8,870,961 $ 10,867,973 $ 18,387,090
7. Asset Transfer:
On December 15, 2017 the Plan’s Board of Trustees and CUPE Local 561 reached a tenative agreement to close the Plan to new enrollees effective December 31, 2017 and to transition existing Plan members and their past service to the Municipal Pension Plan (“MPP”) effective January 1, 2018. The agreement was ratified by all parties involved, including the Plan’s Board of Trustees, CUPE Local 561 and the Provincial Government. The MPP’s Board accepted the application of transfer in June 2018. The Financial Insititution Commission, regulator of the Plan, approved the asset transfer and closing of the Plan in October 2018. The asset transfer calculation methodology was approved by the respective parties’ independent actuariaries. Individuals who cannot join the MPP will continue to make contributions to the Plan until such time they can enroll in the MPP or retire from the Plan. Individual NTPP members who returned to work in 2020 were enrolled in the MPP and subsequently the Plan transferred an asset of $690,610 (2019 - $1,294,456). Retired members as of January 1, 2018 and deferred members will not be transferred to the MPP and will continue to receive pension benefits from the Plan.
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8. Administrative expenses: 2020 2019 Investment management fees $ 571,572 $ 623,904 Actuarial fees 267,407 301,328 Custodial fees 55,317 4,019 Professional fees 33,503 77,214 Insurance 1,855 5,049 Office 377 1,624 Education 2,967 676 $ 932,998 $ 1,013,814
9. Related parties transaction:
The Plan has arranged an unsecured credit facility agreement with the School District No. 43 (Coquitlam) for $1,000,000. The interest rate shall be at market rates at the time of the advance. The advances under this credit facility are repayable within 60 days.
As at year-end, the balance owing under this agreement was nil (2019 - nil).
10. Capital management:
The main objective of the Plan is to sustain a certain level of net assets in order to meet pension obligations as they become due. The Plan fulfils its primary objective by adhering to specific investment policies outlined in it’s Statement of Investment Policy and Guidelines (the “SIP&G”), as approved and adopted by the Retirement Committee of the Plan Sponsor. The Plan manages net assets by engaging knowledgeable investment managers who are charged with the responsibility of investing existing funds and new funds (current year’s employee and employer contributions) in accordance with the approved SIP&G. Increases in net assets are a direct result of investment income generated by investments held by the Plan, including changes in fair value, and contributions into the Plan by eligible employees and by the employer. The main use of net assets is for benefits payments to eligible Plan members.
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11. Financial instrument risk management:
The Plan’s risk management policies are designed to identify and analyses risks, to set appropriate risk tolerance limits, and to monitor the risks and adherence to limits through the maintenance of a strong control environment and use of information systems. Financial instrument risk management is carried out by the Retirement Committee which reports to the Board of Education of the School District No. 43 (Coquitlam). The Retirement Committee sets written policies for risk tolerance and overall risk management, and management reports to the Board on compliance with the risk management policies of the Society. The SIP&G is used to set overall risk tolerance.
(a) Credit risk:
Credit risk is the risk that an issuer or counterparty will be unable or unwilling to meet a commitment that it has entered into with the Plan. Credit risk within the investment fund of the Plan is managed by investing in low risk pooled investment funds, the use of approved investment managers and the monitoring and adherence to the SIP&G. The Plan is not directly exposed to significant credit risk. However, the Plan is indirectly exposed to credit risk through fixed income and mortgage pooled investment funds.
(b) Liquidity risk:
Liquidity risk is the risk that the Plan will not be able to meet its financial obligations as they become due. To mitigate such risk, the Plan holds pooled investment funds that are traded in active markets and can be readily disposed. The Plan may also maintain cash on hand for liquidity purposes. The Plan’s financial liabilities, which are comprised principally of accounts payable and accrued liabilities, have a maturity of one year or less.
(c) Market risk:
Market risk is the risk that the value of an instrument will fluctuate as a result of changes in market prices, whether those changes are caused by factors specific to an individual investment, its issuer or all factors affecting all instruments traded in the market.
The Plan’s primary long-term risk is that the Plan’s assets will fall short of its future liabilities (i.e., pension obligations). The main objective of financial risk management is to maintain a diversified portfolio of investments to ensure sufficient liquidity and value to meet the obligations when they fall due.
The SIP&G provides clear direction on responsibilities, investment philosophy, asset allocation, monitoring and communication, investment constraints and performance standards, to ensure the Plan is managed in compliance with the Pension Benefits Standards Act (British Columbia). The Plan uses four investment managers, who are required to comply with the SIP&G and report regularly on this compliance.
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11. Financial instrument risk management (continued):
(c) Market risk (continued):
(i) Currency risk:
Currency risk is the risk that the fair value of financial instruments denominated in currencies other than the Canadian dollar will fluctuate due to changes in foreign currency risks. The Plan is not directly exposed to currency risk as its services and transaction activity are conducted in Canadian dollars. However, the Plan may be indirectly exposed to fluctuations in US and other foreign currency movements through its investments in pooled investment funds.
(ii) Interest rate risk:
Interest rate risk is the risk that the market value of the Plan’s investments will fluctuate due to changes in market interest rates. The Plan’s interest rate risk is managed by the investment managers through construction of a diversified portfolio in accordance with the guidelines set in the SIP&G. The Plan is not directly exposed to interest rate risk but may be indirectly exposed through its investment in fixed income and mortgage pooled funds.
(iii) Other price risk:
Other price risk is the risk that the fair value of a financial instrument will fluctuate as a result of changes in market prices (other than those arising from currency risk or interest rate risk) whether they are caused by factors specific to an individual investment or its issuer or by factors affecting all instruments traded in the market.
Other price risk is managed by the investment manager in construction of a diversified portfolio utilizing various markets and industries within the guidelines set in the SIP&G.
The Plan’s exposure to other price risk arises from its investments in pooled investment funds. At December 31, 2020, had the prices raised or lowered by 1%, with all variables held constant, net assets would have increased or decreased, respectively, by $1,350,263 (2019 - $1,259,566). In practice, actual results may differ from this sensitivity analysis and the differences could be significant.
On March 11, 2020, the COVID-19 outbreak was declared a pandemic by the World Health Organization. The situation is dynamic with various cities and countries around the world responding in different ways to address the outbreak.
As a result of the COVID-19 outbreak, global financial markets have experienced significant volatility. Given the extent of the ongoing crisis, it is difficult to estimate the ultimate impact or duration of the volatility on the portfolio of the Plan.
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12. Fair value of financial instruments:
The Plan invests its excess cash in six pooled investment funds, each of which are independently managed and invested in a diversified portfolio of equity, fixed income, infrastructure, mortgage and real estate assets.
Investments are reflected at fair value in the financial statements.
Fair value measurements recognized in the statement of financial position are categorized using a fair value hierarchy that reflects the significance of inputs used in determining the fair values as follows:
Level 1 - unadjusted quoted prices in active markets for identical assets or liabilities;
Level 2 - inputs other than quoted prices included in Level 1 that are observable for the asset or liability, either directly or indirectly; and
Level 3 - inputs for assets and liabilities that are not based on observable market data.
The financial instruments recorded at fair value in the statement of financial position as at December 31, 2020 and 2019, are classified using the fair value hierarchy described above.
Financial assets at fair value as at December 31, 2020:
Level 1 Level 2 Level 3 Total Equity pooled funds $ 33,016,574 $ - $ - $ 33,016,574 Fixed income pooled funds 65,824,956 - - 65,824,956 Mortgage pooled funds - 12,827,478 - 12,827,478 Real estate pooled funds - 11,286,174 - 11,286,174 Infrastructure pooled funds - 12,071,120 - 12,071,120 $ 98,841,530 $ 36,184,772 $ - $ 135,026,302
Financial assets at fair value as at December 31, 2019:
Level 1 Level 2 Level 3 Total Equity pooled funds $ 43,661,917 $ - $ - $ 43,661,917 Fixed income pooled funds 47,314,265 - - 47,314,265 Mortgage pooled funds - 10,549,023 - 10,549,023 Real estate pooled funds - 13,909,048 - 13,909,048 Infrastructure pooled funds - 10,522,311 - 10,522,311 $ 90,976,182 $ 34,980,382 $ - $ 125,956,564
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12. Fair value of financial instruments (continued):
The fair values of other financial assets and liabilities, being cash and cash equivalents, contributions and other receivables, and accounts payable and accrued liabilities approximate their carrying values due to the short-term nature of these financial instruments. These financial instruments, which are measured at amortized cost, are considered Level 2 in the fair value hierarchy as, while price quotations are generally available, these instruments are not traded in an active market.
13. Subsequent Event
On March 31, 2021 the Plan entered into an annuity contract agreement with Sun Life Financial that would transfer the substantial assets and related financial obligations of most Plan members.
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SCHOOL DISTRICT NO. 43 (COQUITLAM)
MEMORANDUM
TO:
FROM:
DATE:
SUBJECT:
COPIED TO:
Chris Nicolls, Secretary-Treasurer / Chief Financial Officer
Ivano Cecchini, Executive Director, Facilities and Planning Services
May 11, 2021
Sheffield Elementary Encumbrance Bylaw 2021
District Leadership Team
Recommended Action: That the Board of Education pass a motion to hold all three readings and have all three readings, final passage and adoption of the Sheffield Elementary Encumbrance Bylaw 2021.
Background: As a condition of the construction of Sheffield Elementary, a statutory right of way will be required for BC Hydro and TELUS services to the new school.
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THE BOARD OF EDUCATION OF SCHOOL DISTRICT NO. 43 (COQUITLAM)
SHEFFIELD ELEMENTARY SCHOOL UTILITY SRW BYLAW 2021 WHEREAS a board of education may dispose of land or improvements owned or administered by the board under the authority of Section 96(3) of the School Act, subject to the Orders of the Minister of Education (the “Minister”); AND WHEREAS the Minister issued Order M193/08 effective April 3, 2008 requiring fee simple sales and leases of land or improvements for a term of ten years or more to be specifically approved by the Minister, unless the transferee is an independent school or another school board; AND WHEREAS Section 65(5) of the School Act requires a board of education to exercise a power with respect to the acquisition or disposal of property only by bylaw, and the granting of a statutory right-of-way is a disposal of an interest in land; AND WHEREAS:
(i) The Board of Education of School District No. 43 (Coquitlam) (the “Board”) has asked British Columbia Hydro and Power Authority and Telus Communications Inc. (the “Utility Service Providers”) to provide utility services to the Sheffield Elementary School site (the “Property”), and for that purpose the Utility Service Providers require the Board to grant to them statutory rights-of-way (the “Statutory Rights–of-Way”) for utility works to be located approximately as shown in Schedule A attached hereto;
(ii) the Property is facility number 43028; (iii) the address of the Property is 3538 Sheffield Avenue, Coquitlam, British Columbia, and the
legal description of the Property is:
Parcel Identifier: 029-541-875 Lot 1 Section 18 Township 40 New Westminster District Plan EPP 46837; and
(iv) the Board is satisfied that it would be in the best interests of the Board to grant the Statutory Rights-of-Way, and that the area to be encumbered by the Statutory Rights-of-Way will not be required by the Board for future educational purposes.
NOW THEREFORE be it resolved as a Bylaw of the Board that the Board grant the Statutory Rights-of-Way. BE IT FURTHER resolved that the Secretary-Treasurer be and is hereby authorized, on behalf of the Board, to execute and deliver the Statutory Rights-of-Way and all such amendments thereto as the Secretary-Treasurer may, in his discretion, consider advisable, and all related and ancillary documents required to complete the granting of the Statutory Rights-of-Way. This Bylaw may be cited as “School District No. 43 (Coquitlam) Sheffield Elementary School Utility SRW Bylaw 2021”. Read a first time this ____ day of ___________ 2021.
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Read a second time this ___ day of ___________ 2021. Upon unanimous agreement of the Trustees of the Board in attendance, this Bylaw was read a third time on ___________ 2021, and finally passed and adopted this ___ day of _______ 2021. Chairperson of the Board Corporate Seal Secretary-Treasurer I HEREBY CERTIFY this to be a true original of School District No. 43 (Coquitlam) Sheffield Elementary School Utility SRW Bylaw 2021, adopted by the Board the ____ day of _________ 2021. Secretary-Treasurer
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SCHEDULE A
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SCHOOL DISTRICT NO. 43 (COQUITLAM)
Facilities Department
MEMORANDUM
TO: Chris Nicolls, Secretary-Treasurer / Chief Financial Officer
FROM: Ivano Cecchini, Executive Director, Facilities and Planning Services John Vantol, Assistant Director, Maintenance Operations
DATE: May 11, 2021
SUBJECT: Annual Facility Grant
COPIED TO: District Leadership Team
Recommended Action: That the Board of Education approve the Annual Facility Grant (AFG) Funding Capital expenditures in the amount of $5,517,083. Background: We are finalizing plans for our Annual Facility Grant funds for the 2021/2022 school year with a recommended project summary that includes:
Projects Summary Estimated Cost Roof Replacements 1,500,000 Energy Efficient Lighting Projects 365,000 Electrical Upgrades – fire security, Pas, Key Scan 200,000 Mechanical Upgrades – DDC and HVAC 1,702,500 Mechanical Upgrades – Plumbing 200,000 Safety – Confined Space Program 50,000 Contractual Reserves and School Security 327,994 Gymnasium Hardwood refinishing 136,000 Flooring Upgrades 299,000 Building Upgrades - Carpentry 146,000 Exterior Finishing - paint 310,000 Site Upgrades – Grounds - landscape / paving 230,589 CABE Storage Area – Phase II of kitchen project 50,000 Ministry AFG fund - $5,517,083 TOTAL* $ 5,517,083
*Funding totals subject to changing conditions and pricing Page 86 of 86
