1. Ministry of Education Board Chair/Superintendent Meeting April 30, 2007 Moving Forward Together on Student Achievement

2. Morning Session 8:35 Opening - Honourable Shirley Bond 9:00Overview of the Day- Emery Dosdall 9:15Comments from Presidents:  Penny Tees (BCSTA)  Geoff Jopson (BCSSA) 9:30Overview of the Legislation – Sherri Mohoruk 10:00Table Talk  Identification of Comments & Questions 10:20Break 10:40Superintendents of Achievement – Jacquie Taylor 10:55Dialoguing the Key Elements  Appeals – Rick Davis  District Literacy Plans – Paige McFarlane & Jacquie Taylor  Achievement Contracts – Marion Turner 12:15Lunch 8:35 Opening - Honourable Shirley Bond 9:00Overview of the Day- Emery Dosdall 9:15Comments from Presidents:  Penny Tees (BCSTA)  Geoff Jopson (BCSSA) 9:30Overview of the Legislation – Sherri Mohoruk 10:00Table Talk  Identification of Comments & Questions 10:20Break 10:40Superintendents of Achievement – Jacquie Taylor 10:55Dialoguing the Key Elements  Appeals – Rick Davis  District Literacy Plans – Paige McFarlane & Jacquie Taylor  Achievement Contracts – Marion Turner 12:15Lunch

3. Afternoon Session 1:15Panel Discussion & Dialogue – Other Key Elements Peter Owen, Paige McFarlane & Sherri Mohoruk 1:45School Health – Paige McFarlane 2:00Physical Activity – Scott MacDonald 2:15Table Talk  Identification of additional comments & questions  Next steps 3:00Break 3:15Questions/Answers – Emery Dosdall 3:45Summary and Closure - Emery Dosdall 1:15Panel Discussion & Dialogue – Other Key Elements Peter Owen, Paige McFarlane & Sherri Mohoruk 1:45School Health – Paige McFarlane 2:00Physical Activity – Scott MacDonald 2:15Table Talk  Identification of additional comments & questions  Next steps 3:00Break 3:15Questions/Answers – Emery Dosdall 3:45Summary and Closure - Emery Dosdall

4. Moving Forward Together on Student Achievement We know what the challenges are. What are we doing about it? So this is what the Throne Speech was foreshadowing…  ministry restructure  all this talk about change  superintendents of achievement  building on Progress Board Report  new way of working  legislative changes  new focus on capacity building alongside accountability. We know what the challenges are. What are we doing about it? So this is what the Throne Speech was foreshadowing…  ministry restructure  all this talk about change  superintendents of achievement  building on Progress Board Report  new way of working  legislative changes  new focus on capacity building alongside accountability.

5. Changes to the School Act We are introducing changes to the School Act to:  increase achievement so that more students graduate  increase accountability for results  provide students and parents with more choice  provide preschool children with the skills they need to succeed in school  ensure students graduate from high school  increase Aboriginal student results  improve student health. We are introducing changes to the School Act to:  increase achievement so that more students graduate  increase accountability for results  provide students and parents with more choice  provide preschool children with the skills they need to succeed in school  ensure students graduate from high school  increase Aboriginal student results  improve student health.

6. Boards of Education School Boards renamed to Boards of Education to reflect their broader mandate for early learning, community literacy and healthy living.  develop district literacy plans  work with community agencies and colleges on life-long literacy initiatives  implement new StrongStart Centres  work with Aboriginal people and their communities to improve literacy  take a lead role in improving healthy living. School Boards renamed to Boards of Education to reflect their broader mandate for early learning, community literacy and healthy living.  develop district literacy plans  work with community agencies and colleges on life-long literacy initiatives  implement new StrongStart Centres  work with Aboriginal people and their communities to improve literacy  take a lead role in improving healthy living.

7. District Literacy Plans Boards must, on or before July 15 develop and make available to the public district literacy plans. Boards will work with LiteracyNow as well as with organizations and communities in their districts to ensure that there is a plan in place to improve reading skills in preschoolers, school-aged children as well as adults who struggle with literacy in their communities. Boards must, on or before July 15 develop and make available to the public district literacy plans. Boards will work with LiteracyNow as well as with organizations and communities in their districts to ensure that there is a plan in place to improve reading skills in preschoolers, school-aged children as well as adults who struggle with literacy in their communities.

8. Early Learning StrongStart Centres help young children grow linguistically, physically and socially through age-appropriate activities. Parents are actively involved with their children in the centres so that they can use the same activities at home to ensure their children are better prepared for Kindergarten. StrongStart Centres help young children grow linguistically, physically and socially through age-appropriate activities. Parents are actively involved with their children in the centres so that they can use the same activities at home to ensure their children are better prepared for Kindergarten.

9. Early Learning Currently every school-age child is given a Personal Education Number or PEN in order to assess student performance over time and to help teachers develop educational programs. PENs will now be provided to children participating in StrongStart early learning programs to monitor the positive benefits of these programs. Currently every school-age child is given a Personal Education Number or PEN in order to assess student performance over time and to help teachers develop educational programs. PENs will now be provided to children participating in StrongStart early learning programs to monitor the positive benefits of these programs.

10. Achievement Contracts Accountability Contracts are renamed Achievement Contracts. Achievement Contracts will include district specific goals for student performance and plans for student achievement, literacy and early learning. District performance measures will be based on provincial performance measures. Achievement Contracts must be submitted to the Ministry on or before July 15. Accountability Contracts are renamed Achievement Contracts. Achievement Contracts will include district specific goals for student performance and plans for student achievement, literacy and early learning. District performance measures will be based on provincial performance measures. Achievement Contracts must be submitted to the Ministry on or before July 15.

11. School District Superintendents School District Superintendents will be given expanded roles and made explicitly responsible to Boards of Education for learning and achievement in the district. Superintendents are required to report to the board each year on student achievement within the district for the previous school year. Achievement reports will be submitted to the board of education on or before December 15. Once reports are approved by the board, they are provided to the Minister by January 31 and made publicly available. School District Superintendents will be given expanded roles and made explicitly responsible to Boards of Education for learning and achievement in the district. Superintendents are required to report to the board each year on student achievement within the district for the previous school year. Achievement reports will be submitted to the board of education on or before December 15. Once reports are approved by the board, they are provided to the Minister by January 31 and made publicly available.

12. Superintendents of Achievement Superintendents of Achievement:  are lead educators appointed by the Minister to support schools and districts in their capacity building initiatives to enhance accountability for improvement  report to the Deputy Minister operationally and may be directed by the Minister to report on school district matters  work closely with District Superintendents to lend support to improving student achievement. Superintendents of Achievement:  are lead educators appointed by the Minister to support schools and districts in their capacity building initiatives to enhance accountability for improvement  report to the Deputy Minister operationally and may be directed by the Minister to report on school district matters  work closely with District Superintendents to lend support to improving student achievement.

13. Superintendents of Achievement Duties of Superintendents of Achievement:  review student achievement and early learning programs in the school district  make recommendations for improvement of student achievement, early learning programs and literacy in the school district  at the Minister’s request submit a report on the Superintendent of Achievement’s findings and recommendations provided to a board  perform other duties assigned by the Minister. Duties of Superintendents of Achievement:  review student achievement and early learning programs in the school district  make recommendations for improvement of student achievement, early learning programs and literacy in the school district  at the Minister’s request submit a report on the Superintendent of Achievement’s findings and recommendations provided to a board  perform other duties assigned by the Minister.

14. Administrative Direction The Superintendents of Achievement will support boards in meeting their goals. The Minister is empowered to provide administrative direction to Boards of Education if the board is not meeting the obligations laid out in its achievement contract, or if it is in the public interest to do so. When administrative direction is given, a board remains in place and can continue to exercise its powers, but must take action in specified ways. If a board does not comply with an administrative directive, the Lieutenant-Governor in Council may appoint an official trustee with all of the powers of the board of education, and the board trustees will cease to hold office. The Superintendents of Achievement will support boards in meeting their goals. The Minister is empowered to provide administrative direction to Boards of Education if the board is not meeting the obligations laid out in its achievement contract, or if it is in the public interest to do so. When administrative direction is given, a board remains in place and can continue to exercise its powers, but must take action in specified ways. If a board does not comply with an administrative directive, the Lieutenant-Governor in Council may appoint an official trustee with all of the powers of the board of education, and the board trustees will cease to hold office.

15. Appeal Process Parents are provided with another avenue to appeal board decisions. Once all processes have been exhausted at the classroom, school and district level including appeal under Section 11 of the School Act, parents will be able to raise matters with a Superintendent of Achievement. The Superintendent of Achievement may dismiss the appeal or refer it to mediation or adjudication. The decision of the Superintendent of Achievement is final. When referred, the decision of the adjudicator is final. The adjudicator may refer the decision back to the Board with or without instructions, can vary the decision or can uphold the decision of the Board. Parents are provided with another avenue to appeal board decisions. Once all processes have been exhausted at the classroom, school and district level including appeal under Section 11 of the School Act, parents will be able to raise matters with a Superintendent of Achievement. The Superintendent of Achievement may dismiss the appeal or refer it to mediation or adjudication. The decision of the Superintendent of Achievement is final. When referred, the decision of the adjudicator is final. The adjudicator may refer the decision back to the Board with or without instructions, can vary the decision or can uphold the decision of the Board.

16. School Fees Boards of Education will be able to offer “specialty academies” with the approval of school planning councils and after consultation with the parents’ advisory council. Boards will be able to charge specialty academy fees that are in addition to the costs of providing a standard education program with the approval and consultation of that school planning council. Boards can charge fees:  to defray non-instructional costs to run specialty academies  for the rental or purchase of musical instruments  for the rental and purchase of necessary tools, materials or equipment used in trades training or apprenticeship programs. Boards will be required to have a hardship policy to apply to all fees. Boards of Education will be able to offer “specialty academies” with the approval of school planning councils and after consultation with the parents’ advisory council. Boards will be able to charge specialty academy fees that are in addition to the costs of providing a standard education program with the approval and consultation of that school planning council. Boards can charge fees:  to defray non-instructional costs to run specialty academies  for the rental or purchase of musical instruments  for the rental and purchase of necessary tools, materials or equipment used in trades training or apprenticeship programs. Boards will be required to have a hardship policy to apply to all fees.

17. Discipline Registry An online teacher discipline registry will include:  the name of the person disciplined  a record of any suspensions or cancellation of the person’s teaching certificate or letter of permission to teach  a record of disciplinary action taken by the BC College of Teachers when the discipline relates to physical, sexual or emotional harm to a student, or conduct or competence in breach of the College standards. The reasons for the disciplinary action must also be reported unless it would cause significant hardship to the person who was harmed, abused or exploited. The Superintendent has the duty to report misconduct. Previously this was the duty of the Board. The Minister may appoint a special advisor to investigate the circumstances surrounding a failure to report. An online teacher discipline registry will include:  the name of the person disciplined  a record of any suspensions or cancellation of the person’s teaching certificate or letter of permission to teach  a record of disciplinary action taken by the BC College of Teachers when the discipline relates to physical, sexual or emotional harm to a student, or conduct or competence in breach of the College standards. The reasons for the disciplinary action must also be reported unless it would cause significant hardship to the person who was harmed, abused or exploited. The Superintendent has the duty to report misconduct. Previously this was the duty of the Board. The Minister may appoint a special advisor to investigate the circumstances surrounding a failure to report.

18. Employment Registry A teacher employment registry will be established to assist employers in teacher selection. The registry will be made available to any board, authority or band considering becoming the employer of a College member or educator who holds a letter of permission to teach. A board will provide the names of any member or letter-of-permission holder employed by the board to the BCCT during the previous 12 months. A teacher employment registry will be established to assist employers in teacher selection. The registry will be made available to any board, authority or band considering becoming the employer of a College member or educator who holds a letter of permission to teach. A board will provide the names of any member or letter-of-permission holder employed by the board to the BCCT during the previous 12 months.

19. Codes of Conduct Boards must establish codes of conduct for their districts to help prevent bullying and harassment at their schools. Codes of conduct must meet provincial safe school standards set out in the Safe Schools Strategy in March 2004. Boards must establish codes of conduct for their districts to help prevent bullying and harassment at their schools. Codes of conduct must meet provincial safe school standards set out in the Safe Schools Strategy in March 2004.

20. School District Business Companies New requirements for School District Business Companies:  majority of directors to be at arm’s length from the school board  fiscal year end is June 30  appoint auditors and prepare financial statements  include schedule of transactions between the business company and school board in audited financial statements  issue annual reports  hold annual general meetings open to the public. New requirements for School District Business Companies:  majority of directors to be at arm’s length from the school board  fiscal year end is June 30  appoint auditors and prepare financial statements  include schedule of transactions between the business company and school board in audited financial statements  issue annual reports  hold annual general meetings open to the public.

21. The Triple Bottom Line Quality Choice Results Student Achievement Increasing the Life Chances of Every Child! Quality Choice Results Student Achievement Increasing the Life Chances of Every Child!

22. Table Talk Take a few minutes at your table to discuss questions and/or comments that you have about the new legislation. Post your questions and comments on the wall charts. Take a few minutes at your table to discuss questions and/or comments that you have about the new legislation. Post your questions and comments on the wall charts.