POLICY COMMITTEE Wednesday January 7, 2015 Education Centre, Level 3, Room 301

Transcription

1 POLICY COMMITTEE Wednesday January 7, 2015 Education Centre, Level 3, Room 301 AGENDA 12:00 p.m. 1. Call to Order T. White 2. Approval of the Agenda 3. Policy Development Process HUMAN RESOURCES 4. Employee Support Program draft for consultation ENGAGEMENT 5. Student Engagement scoping report 6. Staff Engagement scoping report For Information: 7. French Immersion Directive Discussion Items: 8. Student Volunteer/Community Hours 9. Elections Campaign Protocol 10. Pupil Accommodation Review Guidelines update on Ministry document 11. Next Policy Meeting: February 4, 2015 a. Inclement Weather & Board Cancellations b. Student Achievement Pillar c. Educational Excursions d. Selection of Learning Resources e. Student Fees 12. Adjournment

2 4-1 POLICY COMMITTEE COVER PAGE Title: Employee Attendance Support Policy Pillar Policy: Human Resources Issue Identification Recommended Action: That the Employee Attendance Support Policy be approved for consultation Scoping Report Draft Policy Development Stakeholder Consultation Draft Policy Revisions and Approval Background: At the May Policy Committee meeting, the committee considered a scoping report for the Employee Attendance Support policy. The Board of Trustees, at their May meeting, subsequently approved this scoping report. Staff has undertaken a review of the current Employee Support Program policy and has rewritten this policy due to a change in the Employee Attendance Support Program and its alignment with the Guiding Principles within the HR Pillar Policy. Policy Directive and Implementation Policy Evaluation and Review Ministry Mandated Policy Revoking a Policy

3 4-2 Employee Attendance Support Policy No. TBA Date Approved: Projected Review Date: PURPOSE: Hamilton-Wentworth District School Board (HWDSB) believes that employees fell valued when they are able to make meaningful contributions in the workplace through their role. HWDSB is committed to providing consistent, equitable and transparent solutions when circumstances arise that may limit an individual s ability to perform their job. GUIDING PRINCIPLES: Encourage regular, punctual attendance at work. Provide assistance and support for the health and well-being of our employees who are absent from work. Apply programs and processes in a manner consistent with the Ontario Human Rights Code and other applicable legislation in place through the proactive use of prevention and early intervention strategies. Utilize return to work best practices, including the use of timely supports and return to work procedures. Establish and maintain discrimination free environments through consistent and equitable treatment of employees. Provide training and support to supervisors involved in the process. Support and engage effective staff across the organization. Foster the development of trustful and respectful relationships. INTENDED OUTCOMES: Create and maintain a Healthy Workplace through employee wellness that is demonstrated by regular attendance at work. Promote, encourage and engage in effective communication with all stakeholders. Deliver ongoing training and/or support to new and current supervisors about the program Meet mandated legislative requirements. Policy No.: TBA Page 1

4 4-3 RESPONSIBILITY: Director of Education Members of Executive Council TERMINOLOGY: Employee: All individuals who agree to work on a full-time or part-time basis for HWDSB for a specified or indeterminate period. Salary or wages are paid to this individual and from this payment; deductions are taken for Canada Pension Plan, Income Taxes and Employment Insurance. Attendance Support: The practice of offering Board support to employees to assist in reducing barriers to them attending work. Attendance support is a prevention/early intervention strategy and is not a disciplinary action. ACTION REQUIRED: Apply the Employee Attendance Support Program to assist employees with regular attendance at work in a supportive manner. Provide the appropriate training and resources to supervisors that will enable them to be supportive of employees in this process. PROGRESS INDICATORS: Intended Outcome Create and maintain a Healthy Workplace through employee wellness that is demonstrated by regular attendance at work. Promote, encourage and engage in effective communication with all stakeholders. Assessment Regular reports regarding employee attendance at work are reviewed by immediate supervisors who address prolonged/irregular absences with their employees through a supportive process. Regular feedback is gathered from supervisors, employees and employee group representatives about their experiences with this program. The Staff Voice Survey results indicates positive employee/employer relations. The support process is applied consistently to all employees. Deliver ongoing training and/or support to new and current supervisors about the program. Meet mandated legislative requirements. Appropriate training and support is provided on an ongoing basis to supervisors involved in the process. All processes and documentation meet legislated requirements. Policy No.: TBA Page 2

5 4-4 REFERENCES: Government Documents Municipal Freedom of Information and Protection of Privacy Act Ontario Human Rights Code HWDSB Strategic Directions Achievement Matters Engagement Matters Equity Matters HWDSB Policies Accommodation Human Resources Pillar Respectful Working and Learning Environments: Conflict Prevention and Resolution Directive Policy No.: TBA Page 3

6 4-5 Employee Attendance Support Directive Directive for Policy X.X Recruitment and Selection Projected Review Date: RATIONALE: Hamilton-Wentworth District School Board (HWDSB) believes that employees feel valued when they are able to make meaningful contributions in the workplace through their role. HWDSB is committed to providing consistent, equitable and transparent solutions when circumstances arise that may limit an individual's ability to perform their job. HWDSB believes in: Encouraging regular, punctual attendance at work; Providing assistance and support for the health and wellbeing of our employees who are absent from work; Applying programs and processes in a manner consistent with the Ontario Human Rights Code and other applicable legislation in place through the proactive use of prevention and early intervention strategies; Utilizing return to work best practices including the use of timely supports and return to work procedures; Establishing and maintaining discrimination-free environments through consistent and equitable treatment of employees; Providing training and support to supervisors involved in the process; Supporting and engaging effective staff across the organization; and Fostering the development of trustful and respectful relationships. TERMINOLOGY: Attendance Support: The practice of offering Board support to employees to assist in reducing barriers to them attending work. Attendance support is a prevention/early intervention strategy and is not a disciplinary action. Employee: All individuals who agree to work on a full-time or part-time basis for HWDSB for a specified or indeterminate period. Salary or wages are paid to this individual and from this payment; deductions are taken for Canada Pension Plan, Income Taxes and Employment Insurance. Employee Attendance Support Directive Page 1

7 4-6 Culpable Absenteeism: Refers to lateness or absences for which the employee should be held responsible because the employee acted wrongly in being absent (i.e. taking a sick day when not sick). Culpable Absenteeism is handled through the normal process of progressive discipline. Innocent Absenteeism: Occurs when an employee, through no fault of their own, is absent from the workplace for medical or personal illness. Regular Attendance: This does not mean zero days absent. HWDSB recognizes that most people do have the occasional temporary illness that keeps them from work. Attendance is irregular when an employee has a pattern of absences (e.g. every Monday for several weeks) or several unexplained incidental absences (one or two days per month for three or four months). Sick Leave: A personal benefit intended to be used by the employee only in the event that they are unable to work due to injury or illness. PROCEDURES: HWDSB believes that creating and maintaining a Healthy Workplace through employee wellness is demonstrated by regular attendance at work. To assist employees with regular attendance at work the Employee Attendance Support Program will be applied in a supportive manner. The appropriate training and resources will be provided for all supervisors to enable them with supporting employee attendance consistently as follows: 1.0 General Requirements 1.1 Regular review of attendance by computer generated reports. 1.2 Individual and personal attention to an employee s attendance by the employee s supervisor. 1.3 To understand the reason for absenteeism and provide support for regular attendance at work by employees through available and accessible services offered by HWDSB. 1.4 Management training and employee information on the program s philosophy and rationale. 1.5 Fair and equitable treatment of employee absences and meeting outcomes. 1.6 Human Resources support for supervisors on an ongoing basis to ensure consistency throughout program delivery. 1.7 Adhere to requirements under existing Collective Agreements and Terms and Conditions of Employment. Employee Attendance Support Directive Page 2

8 Roles and Responsibilities 2.1 Human Resources Promote and maintain a work environment that protects the overall health, safety and wellness of all employees Demonstrate a commitment to an attendance support program by: Generating accurate attendance reports in a timely manner. Reviewing the reports prior to distribution and remove any employees who are currently being supported through the accommodation/return to work process Provide training and support to all supervisors throughout the process to maintain fair and equitable application of the attendance support program. 2.2 Employee Attend work as scheduled Report absences Submit medical documentation to human resources for absences that extend beyond 11 consecutive days Maintain regular contact with supervisor Attend meetings regarding absences identified through the Employee Attendance Support process and be an active participant in improving overall attendance. 2.3 Supervisor Review attendance records provided by Human Resources Monitor the attendance of employees within their area of supervision Treat employees fairly and equitably throughout the Attendance Support process Communicate expectations for attendance at work Provide assistance and support to their employees Refer employee to Return to Work Coordinator regarding medical conditions and accommodations. 2.4 Unions/Associations Provide ongoing support and assistance to the employee Encourage cooperation between the employee and employer to ensure timely and successful outcomes. Employee Attendance Support Directive Page 3

9 Absence Reporting 3.1 Although employees are required to attend work as scheduled there will be times when employees are unable to attend work. In order to implement a fair and equitable approach throughout HWDSB, it is imperative that all absences are reported for all positions through normal reporting procedures for their job. 4.0 Procedures 4.1 On a monthly basis attendance records are sorted to generate a list of employees who have been absent for fivein the previous six months. The list is further sorted by Human Resources to remove employees who have had zero or one absence in the previous month or absences related to a documented Human Resources supported medical condition. 4.2 The supervisor has the discretion to determine which employees require a meeting based on their knowledge of the recorded absences within the report. 4.3 The supervisor has an informal meeting with any employee whose absences have not been communicated appropriately. The intent of the meeting is to understand the absences and determine if they are related to either: Innocent absenteeism, to discuss the impact the absences are having on the specific school, department or location, if appropriate, and to provide support and indicate support services available to the employee. The supervisor will also allow sufficient time for the employee to access supports and where reasonably possible, improve their attendance Culpable absenteeism, to discuss the impact the absences are having on the specific school, department or location and determine if there has been a misuse of sick leave. If appropriate, the supervisor will refer these type of absences to Human Resources. 4.4 Attendance issues will be considered resolved when the employee s attendance meets the standards as outlined in Section 4.0 and/or is deemed innocent absenteeism. Employee Attendance Support Directive Page 4

10 4-9 EMPLOYEE ATTENDANCE SUPPORT Policy Committee Consultation Plan Prepared By: Mark Taylor Date Prepared: December 10, 2014 Superintendent Responsible: Pat Rocco Department: Human Resources Policy Statement Hamilton-Wentworth District School Board (HWDSB) believes that employees fell valued when they are able to make meaningful contributions in the workplace through their role. HWDSB is committed to providing consistent, equitable and transparent solutions when circumstances arise that may limit an individual s ability to perform their job. Communications Strategy To inform various stakeholders that the 30-day consultation period has begun and now is their opportunity to provide comments and feedback on the Employee Attendance Support Policy. Target Audience Group Classification Internal Trustees Executive Council Hamilton-Wentworth Elementary Teachers Local (HWETL) Ontario Secondary School Teachers Federation (OSSTF) OSSTF English As A Second Language Unit Adult ESL Instructors OSSTF Office Clerical and Technical Unit, Administrative Employees, Elementary and Secondary School Secretaries and Library Technicians Canadian Union of Public Employees, Local 4153 (CUPE) Canadian Union of Public Employees, Local 4977 (CUPE) Canadian Office and Professional Employees Union, Local 527 (COPE) Hamilton-Wentworth Occasional Teachers Local (ETFO) Hamilton-Wentworth Occasional Elementary Teachers Local (HWOETL OSSTF Occasional Teachers Branch Secondary Occasional Teachers OSSTF Designated Early Childhood Educators Local (DECE) Contact Information

11 4-10 Hamilton-Wentworth Principals Council (HWPC) OSSTF District 21 Professional Student Services Personnel Unit (PSSP) Professional Administrative Support Staff Tactics Group Activity Internal Memo/Letter where applicable Implementation of the program Pilot project at four schools Feedback from all participants in pilot project and union/employee groups Training sessions

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16 5-1 POLICY COMMITTEE COVER PAGE Title: Student Engagement Scoping Report Pillar Policy: Engagement Pillar Issue Identification Recommended Action: That the Student Engagement Scoping Report be recommended for approval Scoping Report Draft Policy Development Stakeholder Consultation Draft Policy Revisions and Approval Policy Directive and Implementation Background: HWDSB s Strategic Directions clearly illustrate our commitment to student engagement. In the spring of 2009, the Policy Committee determined that there was a need for a policy to address all areas of engagement (community, parent, staff and student). Understanding these newly identified needs, the Policy Committee requested that a Pillar Policy for Engagement be developed before any engagement policies be developed. In 2012, the Engagement Pillar Policy was approved. Staff has incorporated the key elements of the pillar policy into this Scoping Report. Policy Evaluation and Review Ministry Mandated Policy Revoking a Policy

17 5-2 Student Engagement Scoping Report Please Note: No Scoping Report is required for Ministry Mandated Policies or changes, unless HWDSB's Policy significantly exceeds the parameters set out by the Ministry. Part A Research 1) Does the proposed policy fall within the mandate of HWDSB? Yes 2) Is the proposed policy consistent with HWDSB s Mission, Vision, Values, and Strategic Directions? Yes 3) Does a Policy Directive, Administrative Memo or Legislation already exist that addresses the intent of the proposed policy? Yes Engagement Pillar 2.0 4) Is this Scoping Report a result of a Policy Review? No Part B Recommendation Does the proposed policy have a policy or operational focus? Policy My recommendation to the Policy Committee is: Develop a new policy* Rationale for Recommendation This policy will fall under the Engagement Pillar Policy that calls for four specific policies around: Community Engagement Parent Engagement Staff Engagement Student Engagement Student Engagement Student Engagement Page 1

18 5-3 Part C: - The Development of the Policy Purpose: Hamilton-Wentworth District School Board (HWDSB) believes in ensuring high levels of student, parent, community and staff participation, involvement and engagement contributing to student achievement and well-being. Guiding Principles: (Listed in Alphabetical Order) An inclusive education takes place when all students have the necessary resources to feel supported, respected, and confident in order to learn and develop to their full potential. Student engagement is a necessary condition for learning and achievement. o engagement encompasses intentional decisions, processes, and structures that teachers, schools and HWDSB undertakes in order for students to develop a sense of belonging, express student voice, participate in leadership, and instructional and extra-curricular opportunities / activities. Through student voice and engagement, students and adults collaborate to ensure their schools become a place where everyone feels safe, accepted and included. This whole school approach engages the school community in putting prevention and intervention strategies in place at all levels; at the level of the individual, the classroom, the school and the board. Intended Outcomes: All Hamilton-Wentworth District School Board (HWDSB) students have a sense of belonging by participating in: o student voice o leadership o instructional opportunities o extra-curricular opportunities (i.e. sports, drama, music, etc.) o take an active role in their learning o see themselves reflected in their classroom and school (i.e. diversity, interests, learning materials, learning styles) Our engagement strategies vary and we invite all students to share information, ideas and thoughts (student voice) and allow students to turn their ideas into action through student learning and participation in the classroom. Student engagement promotes: o a shared classroom environment influenced by all o meaningful learning tied to the real world and curriculum o positive reciprocal relationships amongst staff, students and the community o student voice and ownership in learning Student Engagement Page 2

19 5-4 Terminology: Student Engagement: The way students are enabled to invest in their own learning by: identifying with and valuing their educational outcomes striving to meet the learning and course outcomes having a sense of belonging at school showing positive behavior participating in student voice, leadership, instructional opportunities and extra-curricular activities (i.e. sports, drama, music, etc.) Progress Indicators: Data will be collected to measure the degree to which the intended outcomes in the Policy are implemented. The review will include, but not be limited to, the following key areas and related components: students are partners in dialogue and discussions to inform programs and activities in the classroom and the school that represent the diversity, needs and interests of the student population. the teaching and learning environment is inclusive, promotes the intellectual engagement of all students and reflects individual student strengths, needs, learning preferences and cultural perspectives. students demonstrate a wide range of transferable skills, such as teamwork, advocacy, leadership and global citizenship. gathering of engagement information by Student Senate in all secondary schools for Student Trustees that are included in updates to Board. data from schools will show evidence that student voice at each school is being gathered and impacting school initiatives. the Continuous School Improvement Cycle will include evidence of focus as school plans reflect needs as identified through student voice data. evidence of student engagement and voice from students will be reflected in media, Board communications, school newsletters to parents, websites, Trustee communications and through the use of social media. How will the proposed policy impact the following: Students: Students will take an active role in their learning, classroom, school and community. Students will have a sense of belonging by participating in student voice, leadership, instructional opportunities and extra- curricular opportunities (i.e. sports, drama, music, clubs, social events, etc.) Parents: Everyone has a role to play in building a positive school climate where students are achieving academically and feeling supported with a sense of belonging. Success depends on a whole school approach that includes the active involvement of parents/guardians and community members who are committed to a shared vision of a safe, inclusive and accepting school community. Student Engagement Page 3

20 5-5 Staff: Student engagement will focus on developing healthy relationships throughout the school community among students and adults, and between adults and students. When students own their learning supported by the expertise of the teacher and enabled by technology, student engagement and achievement improves, and our students become contributing citizens in our physical and digital world. Community: Members are valued as partners in student learning and well-being and are welcomed, encouraged and respected. Schools collaborate with community agencies, organizations and public bodies to improve service and support for student success and well-being in both the school and community environment. Student Engagement Page 4

21 6-1 POLICY COMMITTEE COVER PAGE Title: Staff Engagement Scoping Report Pillar Policy: Engagement Pillar Issue Identification Recommended Action: That the Staff Engagement Scoping Report be recommended for approval Scoping Report Draft Policy Development Stakeholder Consultation Draft Policy Revisions and Approval Policy Directive and Implementation Background: HWDSB s Strategic Directions clearly illustrate our commitment to staff engagement. In the spring of 2009, the Policy Committee determined that there was a need for a policy to address all areas of engagement (community, parent, staff and student). Understanding these newly identified needs, the Policy Committee requested that a Pillar Policy for Engagement be developed before any engagement policies be developed. In 2012, the Engagement Pillar policy was approved. Staff has incorporated the key elements of the pillar policy into this Scoping Report. Policy Evaluation and Review Ministry Mandated Policy Revoking a Policy

22 6-2 Staff Engagement Scoping Report Please Note: No Scoping Report is required for Ministry Mandated Policies or changes, unless HWDSB's Policy significantly exceeds the parameters set out by the Ministry. Part A Research 1) Does the proposed policy fall within the mandate of HWDSB? Yes 2) Is the proposed policy consistent with HWDSB s Mission, Vision, Values, and Strategic Directions? Yes 3) Does a Policy Directive, Administrative Memo or Legislation already exist that addresses the intent of the proposed policy? Yes - Engagement Pillar Policy 4) Is this Scoping Report a result of a Policy Review? No Part B Recommendation Does the proposed policy have a policy or operational focus? Policy My recommendation to the Board of Trustees is: Develop a new policy Staff Engagement Scoping Report Page 1

23 6-3 Rationale for Decision Part C: - The Development of the Policy Purpose: Hamilton-Wentworth District School Board (HWDSB) is committed to supporting student success and well-being through high levels of staff participation, involvement and engagement. Guiding Principles (alphabetical order): HWDSB will: Develop and sustain a professional workforce that reflects the make-up of the student body in the Hamilton-Wentworth region. Foster the development of trustful and respectful relationships through collaboration and teamwork. Involve, respect, recognize and value staff members as partners in student success and well-being. Promote, encourage and engage in effective communication with all staff members. Intended Outcomes: HWDSB and all its schools and departments will: Provide all staff with opportunities for professional learning, leadership development and performance management to support continuous improvement and engagement for all employee groups. Engage all staff in collaborative teams, both within and across departments and schools, to explore how they can assist each other and our community with supporting student achievement and well-being. Gather staff voice regularly to demonstrate our commitment to gathering input and to strengthen HWDSB as a Learning Organization. Terminology: Staff: All individuals who agree to work on a full-time or part-time basis for HWDSB for a specified or indeterminate period of time. Salary or wages are paid to this individual and from this payment deductions are taken for Canada Pension Plan, Income Taxes and Employment Insurance. Professional Learning: A comprehensive, sustained, and intensive approach to improving employee effectiveness. Progress Indicators: Staff and leadership development programs linked to HWDSB Strategic Directions are in place and available for staff from various employee groups to attend. Evidence of staff working in learning teams within their own and across all schools and departments. Staff Engagement Scoping Report Page 2

24 6-4 Staff voice survey is distributed to all staff annually, system leaders meet regularly to share progress with supporting the board s Annual Operating Plan within their schools/departments, feedback is gathered from stakeholders regarding delivery of service across the district. How will the proposed policy impact the following: Students: Professional and engaged staff across the district understand how their work supports student achievement and well-being. Parents: Increased confidence and trust in HWDSB knowing that we develop and sustain a professional workforce and involve, respect, recognize and value staff members as partners in student success and well-being. Staff: Positive/collaborative relationships among staff will encourage schools/departments to work together to support student achievement and well-being. Whether they work directly with students in a school or support the district in a central office department, staff will see the connection between their work and student success and will feel more valued when asked to provide their input. Community: Increased confidence and trust in HWDSB knowing that our board is committed to developing and sustaining a professional workforce that reflects the make-up of the student body in the Hamilton- Wentworth region. Staff Engagement Scoping Report Page 3

25 7-1 POLICY COMMITTEE - COVER PAGE Title: French Immersion Directive Pillar Policy: Student Achievement Issue Identification Recommended Action: No action required from the Committee. This is for information only Scoping Report Draft Policy Development Stakeholder Consultation Draft Policy Revisions and Approval Background: It was recently pointed out to staff at a French Immersion Advisory Committee meeting that a representative from rural parents was not included in the voting membership of the Directive. Staff has now added in this representation and is bringing forward to the Policy Committee for information. Policy Directive and Implementation Policy Evaluation and Review Ministry Mandated Policy Revoking a Policy

26 7-2 French Immersion Directive Directive for Policy 7.5 Program Projected Review Date: Feb RATIONALE: Hamilton Wentworth District School Board (HWDSB) provides a continuous French Immersion program beginning in Grade 1 (and in Senior Kindergarten at some schools until full day kindergarten is fully implemented in 2014) and through to the end of the secondary level. HWDSB also promotes the vision that Students in English-language school boards have the confidence and ability to use French effectively in their daily lives. (A Framework for French as a Second Language in Ontario Schools) TERMINOLOGY: GB+: Groupe Beauchemin - French Immersion Reading Assessment DRA: Developmental Reading Assessment used as a standardized reading assessment in elementary schools CEFR: Common European Framework of Reference is a guideline to describe achievement of second language learners PROCEDURES: 1.0 French Immersion Program Entry 1.1 The Early French Immersion program begins in Grade 1 and in Senior Kindergarten at some schools until full day kindergarten is fully implemented in The Board provides a continuous French Immersion program through to the end of the secondary level. 1.3 Students with some French competency wishing to enter French Immersion at a time other than Grade 1 must request assessment prior to entering the program. The assessment will be school based and a decision will be made on a case by case basis. Several factors will be part of the decision include past French experience, support outside the school and students abilities in their first language. Possible components of the test could include; a GB+/French DRA reading assessment, an oral component which could include the CEFR continuum and some work in math where the student will explain their work. 2.0 French Immersion Community Advisory Committee 2.1 The French Immersion Community Advisory Committee shall provide advice to the Board regarding French Immersion program and accommodation issues. French Immersion Directive Policy 7.5 Page 1

27 The French Immersion Community Advisory Committee shall consist of the following persons: Voting members: Three French Immersion elementary parents - to report regularly to their School Council and/or Home & School, one (1) from each cluster Three French Immersion secondary parents - to report regularly to their School Council and/or Home & School representatives one (1) from each cluster One representative from Canadian Parents for French One representative from a Rural Parent One community representative with interest in French language programming One representative from a local post-secondary institution (e.g., Mohawk College or McMaster University) with interest in French language programming Up to two secondary French Immersion students HWDSB Resource Staff: One Superintendent of Education responsible for French Immersion One consultant or support person responsible for French Immersion One elementary Principal/Vice-Principal of a French Immersion school One secondary Principal/Vice-Principal of a French Immersion school One French Immersion elementary teacher representative of a French Immersion school One French Immersion secondary teacher representative of a French Immersion school 2.3 The French Immersion Advisory Committee shall appoint a chair or co-chairs from among its members at the first meeting following the Board s organizational meeting each year. 2.4 The Term of office for a member of the French Immersion Community Advisory Committee shall be two years commencing on December 1 and ending on November The French Immersion Community Advisory Committee may have one or two Trustees, appointed by the Board, who may participate in the meetings but will not count towards quorum or have voting privileges. 2.6 Quorum represents 50% plus one of the voting members of the committee established in September 2.7 A committee member has the right to make a declaration of conflict of interest and therefore not participate in a particular discussion or vote. French Immersion Directive Policy 7.5 Page 2

28 There is an expectation that information from the French Immersion Community Advisory Committee meetings will be shared with all French Immersion school councils and communities. 3.0 School Organization 3.1 The French Immersion program may be offered in either a single track or a dual track school model. 3.2 The selection of single or dual track program delivery in any new French Immersion site shall be determined according to system accommodation circumstances. 3.3 Class size, staffing and working conditions for the French Immersion program shall be determined by the collective agreement. 4.0 Registration Procedures 4.1 The entire Board area shall be divided into attendance areas for French Immersion. The process for admission shall be congruent with that for the English program. 4.2 Advertising for French Immersion shall happen in conjunction with the Board s advertising for English senior kindergarten 4.3 Prior to registration, all parents of children in junior kindergarten or entering senior kindergarten shall receive (i) information on the French Immersion program through information nights and advertising; (ii) an announcement of any information meetings; 4.4 In the event that requests exceed the number of available Grade 1 spaces in a given school, the Superintendent of Education shall determine the resolution using the same options as for other Grade 1 programs. 4.5 Entry into the program at points other than Grade 1 shall be at the discretion of the principal following assessment and consultation with Board and school personnel as outlined in the statement on assessment above. 5.0 Long-Term Accommodation Issues 5.1 All decisions made in regards to French Immersion program initiation, phase out or relocation shall be made in consultation with the Superintendents of Student Achievement, the French Immersion Community Advisory Committee, and other stakeholder groups, and in keeping with policies and procedures established by Hamilton-Wentworth District School Board. 5.2 The criteria for determining site locations for French Immersion programs shall include the following: French Immersion Directive Policy 7.5 Page 3

29 7-5 availability: vacant, leased or under-used sites - where space is available and where space is projected to remain available accessibility: good traffic paths to the site - safety community support: demonstrated interest in enrolling accommodation to support program: gym, library, grounds (best interests of student s program) program and accommodation costs grouping: locating junior/middle/secondary sites within short distances of one another distribution: equitable distribution to meet system needs nearness to next school at the secondary level, staffing, enrolment and program organization: where sufficient courses can be offered in French other considerations as relevant 6.0 Administration/Staffing 6.1 Class organization, programming, staffing and timetabling in a school offering French Immersion programs shall be the responsibilities of the Principal and the Superintendent of Education. 6.2 As opportunities arise in schools with French Immersion, the Board shall support the assignment of bilingual personnel to other existing assignments, such as Learning Resource Centre, Physical Education, Music, Co-operative Education, Information Technology, and administration. 7.0 Program 7.1 The Board shall provide centralized program support for French Immersion and will use A Framework for French as a Second Language in Ontario Schools, Kindergarten to Grade 12, 2013 as a guide for program options 7.2 The following program shall be delivered: I. French Language Arts Shall be a component of the program in every year at the elementary level. A selection of other subjects is also taught in French. II. III. Junior Schools Classroom instruction in Grade 1 (and in Senior Kindergarten at some schools until full day kindergarten is fully implemented in 2014) shall be in French. English Language Arts instruction shall be introduced in Grade 2. The amount of instructional time for English in Grades 2 and 3 shall be a minimum of 225 minutes per week. In Grades 4 and 5, the amount of instructional time for English shall be a minimum of 300 minutes per week. Middle Schools Fifty per cent (50%) of classroom instruction shall be in French Where choice of subjects for instruction in French is possible, the determination shall be made by the Principal in consultation with the Superintendent of Education. French Immersion Directive Policy 7.5 Page 4

30 7-6 IV. Secondary Schools Students shall be required to complete ten courses within the French Immersion Program, four of which must be French Language Arts credits, and at least six other subjects in which French is the language of instruction, to qualify for the Certificate of French Immersion. 8.0 Support Services 8.1 Students requiring special education assistance shall receive support through the appropriate staff assigned to the school following standard processes. 8.2 Students enrolled in French Immersion whose needs require special assistance beyond the school level shall have access to: (i) special education services; (ii) central services as provided by the support staff of Hamilton-Wentworth District School Board and/or other community agencies (iii) special education programs as recommended by an Identification, Placement and Review Committee (if the recommendation is for a selfcontained class, then the program is in English). 9.0 Resources 9.1 Adequate resource materials for French Immersion shall be acquired for schools by the school principal in consultation with appropriate school and Education Centre staff. 9.2 French Immersion needs shall be taken into consideration by the Discovery Centre when ordering materials. 9.3 French Immersion translations and adaptations of subject-based curricula shall be funded by the Board. French Immersion teachers shall be encouraged to participate in curriculum writing teams where possible. 9.4 A school with French Immersion shall have access to the grant monies provided provincially for the support of the program, if available. French Immersion Directive Policy 7.5 Page 5