2021-2022 – Meeting Minutes

Nov 22, 2021Tab nameTab name
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Sep 27, 2021Principals ReportGuidelines for Sports/Clubs AttachmentSupporting Minds AttachmentGuiding Principles AttachmentParent Letter Attachment
Attendance Taken: Juanita Oswald, Hillary Baker (Sac Premier), Janice Doucette, Kathleen Seymour-Fagan, Kim Hancock, Regan Harris, Lori Gregory, Ray Este, Sam Itani, Kristy Chartrand, Sascha Kylau, Yvonne Strange, Nancy Nicholson, Amanda Walker, Andrea Lackey, John-Mark Morley, Denise McCue, Ted McFadden, Joelle Shen, Sara-Lynn Francis, Mandy Tubrett, Sarah Miller, Leanne Halstead

Regrets: Nadine Hilts-Avery

Call to Order: 7:00pm

Declaration of Conflict of Interest: None

Welcome and introductions; meeting expectations
With such a large group, please keep audio muted, use hands up for discussion
Be as respectful as you can be to allow others to speak – this is hard in a virtual environment with audio
Introductions of attendees by each member of the group

Approval of the agenda
Please submit agenda items in advance.  There will be a call out for items about a week in advance
We can do walk on items if time allows (after the Principals Report)
Approval Motioned:
First: Sascha Kylau
Second: Sara-Lynn Francis

Weldon school council meetings for 21-22 school year
School council overview
Lots of experience with everyone who joined tonight, nice rich background and range of perspectives to draw on
An overview of of Weldons school council was sent out by email
Sam wanted to highlight that Parent Council is about being involved and communicating with the school and finding out about local events, community initiatives, etc
The second thing we are here to provide is our advice and recommendations and considerations that we want the board and school to keep in mind as they are contemplating directives and actions
Resources were included in the introduction email from Sam
See end of Minutes for Additional Resources
Membership and positions
Usually we have a small casual group
We like to keep it friendly and open.  A casual environment for exchanging thoughts and ideas and offering advice back to the school
Technically all members are to be voted into the council for positions
We usually just appoint everyone as members of council rather than fill out forms for voting members
Positions Available:
Secretary – This role is important for accurate note taking which is used in decision making
Kristy Chartrand, Kim Hancock and Sara-Lynn Francis volunteered to share the position for the 2021/2022 school year
Chair/Co-chair – This role is beneficial with a couple of people to put their heads together.  Typically Chair/Co-Chair do the first meeting of the new year until new chairs are elected
John-Mark Morley and Sam Itani were co-chairs for the 2020/2021 school year
Sam Itani and Sascha Kylau are the new co-chairs for the 2021/2022 school year

Principal’s Report – Ray Este
**Attached to the email with the minutes will be the Principal’s Report, including any documents included in the Principal’s report as a link**
Thank you to everyone for coming out and a reminder to use the hand up feature.  It’s helpful with all the experiences everyone is bringing as parents are our biggest allies
Has anyone had a trustee involved in a meeting?
Responses – some yes, some no
Ray will put out an invite to the trustees to join our meetings
Teachers were given mental health toolkits
EQAO – non writing gr 12 students – are kids who don’t have 24 credits going into gr 12
Question from Council: Can we get stats on the percentage of kids in powerpack
Ball park answer during meeting – 140 are out of district coming into power pack
Ray to get actual stats
Destreaming Video https://www.youtube.com/watch?v=ZYfEVjARRDk
Though Exchange Link – Deadline Sept 30th, 2021
Covid Concerns
The health unit is always the one who gives clearance for kids to return.  Of note, zero cases from last year were due to inschool transmission
Keep sports/covid guidelines on agenda – still evolving
Discussion around rules for sports vs cohorts and kids in classes
The rules are not clear/defined
Parents offered to to help advocate for clarity

Staff report – Kristy Chartrand
Truth and Reconciliation Committee created
Activities for the TRC Week: morning announcements, O Canada in Indigenous languages, recognition/celebration of an Indigenous person each morning, Orange Shirt Day on Thursday, orange ribbons in the trees to represent the 215+ children, calls to action posted around the school
Absentee Photo Day – tentative date Oct 27 2021 – details to follow once confirmed
Terry Fox T-Shirts – available for sale Oct 8th in school cash online.
Need to be registered to get notifications of new items posted

Student’s Administrative Council Report – Hilary Baker
SAC is just starting up – not much to offer this week
Currently sending out a google form looking for reps for each grade level.  We are looking for general reps and position holders
We need a minister of finance
We are working on getting locker project up and running
provides free sanitary products and supplies around school
We will also be participating in the ‘We Scare Hunger’ fundraiser this year

Opportunities for engagement – Sam Itani
TLDSB thought exchange – strategic plan
Deadline Thursday, September 30th, 2021
District School Council Parent Involvement Committee (DSC PIC)
Open to anyone to attend, typically the chair from each council attends
The Board doesn’t have meeting dates set yet.  They are waiting for most schools to have their first Parent Council meeting
Sam to advise once dates are set and will share the links

Meeting dates and times
Typically meetings are held Mondays at 7pm every couple of months
We try to be strategic with our meetings and set them around the DSC PIC meetings to share information
Please keep an eye on the shared public calendar for significant dates (https://iew.tldsb.on.ca/bi-monthly/)
Tentative meeting date is Nov 22, 2021 at 7pm.  More dates to follow once DSC PIC meeting have been established

Motion to adjourn
First: Kim Hancock
Second Juanita Oswald
Adjournment: 8:40pm

Future Meeting Dates:
Tentatively November 22, 2021
Remainder TBA

Future Topics for Discussion:
Extracurriculars (Standing Item)
Vacant Council Positions (Treasurer, Community Members
DSC PIC (District School Council Parent Involvement Committee) Meetings

Additional Resources
IE Weldon School Council https://iew.tldsb.on.ca/parent-council-information/
TLDSB School Council Procedure https://www.tldsb.ca/wp-content/uploads/2020/05/OP-6016-School-Council-Procedure-AODA-UPDATED-2020.pdf
Ontario Ministry of Education Parent Engagement Policy http://www.edu.gov.on.ca/eng/parents/policy.html
School Councils – A Guide for Members http://www.edu.gov.on.ca/eng/general/elemsec/council/guide.html

September 27 2021 Principal’s Report
-A Quadmester learning model was developed and implemented, with students working on one
subject all morning, and a second subject all afternoon.
– In August, school administrators reviewed the Return to School Document with the TLDSB
Senior Administration team to ensure that startup procedures addressed all expectations from
the Ministry of Education
-A start up video was shared with families and students via SchoolMessenger the week before
school started to give some visuals for the start-up expectations. A board level setting error on
our SchoolMessenger system caused that error to go into many spam emails, so unfortunately
not everyone had a chance to see the video unless they looked in their spam mail or visited the
school website.
-The Return To School document was shared and reviewed with all staff during the September
PD days to familiarize all staff with expectations relating to COVID guidelines.
-During the September PD days, resources on mental health, equity, inclusiveness, and
well-being were also shared and reviewed by all staff
-The social and emotional wellness piece is being addressed via the Supporting Minds- School
Mental Health-Assist Program. Our staff are going to focus on Tier 1 Supports to Create
Supportive Classroom Environments, which can be seen here
-High expectations for all students with a focus on social and emotional wellness will be the
focus of our School Improvement Plan
-Our High expectations goals will focus on learning and embedding destreaming strategies (not
just for math), and training on a high yield strategy called the Thinking Classroom has already
begun, and will continue to with monthly training sessions
-Students were very excited to return! I was able to visit all classes during the first week and the
enthusiasm was noticeable.
-Gift bags were given to all grade 9 students on the first day, and tours were given with their
morning teachers
-Picture Day was organized during the first week of school, and student cards have already
been delivered back to the school. This has also allowed us to update our photo records for our
students in our Powerschool student management system
-All Health and Safety Protocols were reviewed at the end of the first week
-One area of concern from that review was social distancing during lunch, breaks, and in the
bus loading zone,so masks were mandated outside unless students were eating
-Otherwise, students have been very compliant with all COVID protocols
-Our current enrollment is over 1100 students. Our class sizes are very full across all grades
and levels, with many at the provincial caps
-There are still a small percentage of families that chose the LAH option, and the LAH teachers
are using teaching spaces in our physical buildings instead of teaching from home
-A mark update was shared on Friday with all students. Midterm grades will be entered on
October 14th.
-Emergency drills (fire and lockdown rehearsals) have taken place.
-EQAO testing (grade 9 math test and grade 10 literacy test) will be taking place this year.
Planning and training for those tests will be beginning next week. Currently, all grade 10, 11 and
non-graduating 12 students will need to write the OSSLT during one of the four testing blocks
this year. All grade 9’s will write the EQAO math test.
-Mrs. Bew’s organized the Student Vote event on the September 20th Election Day, allowing
students to participate in a mock election.
-The school cafeteria was also a host site for a Health Unit Vaccination clinic on Sept 20-21.
-To recognize Truth and Reconciliation Week, readings and resources are being shared on the
morning announcements and with morning classroom teachers so consistent messaging is
being delivered to all students this week. The week will be highlighted by Orange Shirt Day this
-One ongoing issue has involved some inappropriate behaviour at the Ultramar and issues with
litter in and around the school community, which both remain ongoing concerns and are being
Thought Exchange for Parent Council
On Sunday September 26th, the school sent out messaging to all families regarding a COVID
case at the school. The affected class has been quarantined and students will be advised on
next steps by the health unit. Last year this happened three times, but there were zero cases of
in-school transmission.
Annual Terry Fox Run
The Athletic Union will be running a COVID compliant version of the Terry Fox Run on Friday
October 8th. Monies will be collected via Cashnet to avoid any money being
handled/exchanged. The school hopes to remain one of the top fundraising schools in Canada.
Some extra curricular activities have begun. While the board allowed us to proceed, there were
many unanswered questions that remained unanswered up to and beyond declaration dates.
Issues included:
-our school has been unable to secure bussing for two daily curricular needs: co-op and the
dual credit program
-we cannot secure any buses for any extracurricular activities as none are available
– Information regarding parent volunteer drivers was only shared this afternoon
-Information regarding event specifics, including vaccination status for referees, masking
expectations and other information was only shared today, and there is still uncertainty relating
to masking expectations between districts
-As per the Return to School guidelines, high touch surfaces would need to be cleaned, but we
have not been allocated additional staff to perform this duty
There are still a number of students who are choosing to participate in extracurricular sports,
who are still getting the physical and social-emotional benefits of exercise from club level games
and practices.
FACT- yes, some other programs in the KDAA are running, but I did not feel that I was
complying with the Guiding Principles in the Return to School document by allowing students to
participate without clarification before declaration dates.
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COVID-19 Guidelines for Extracurricular Activities (Sports/Clubs)
Permitted inter school activities can occur at all Trillium Lakelands District School Boards (TLDSB)
indoor and outdoor facilities.
Host schools should determine areas of access to accommodate staggered entry/exit, routes of travel,
sideline and warm up areas, and washroom access where required, for visiting schools.
Team Selection
Coaches/Staff Supervisors may not ask, nor discriminate against, non-vaccinated students when
conducting team/club selection.
Any coach or staff member who may be administering first aid must have adequate PPE available. This
includes gloves, mask, and face shield.
Extra masks should be available to provide to any team/club members who may require them.
Screening and Visitors
Note: A visitor is any person coming to a school who is not an employee of the school/board.
For students, coaches, and referees/officials visiting host schools:
● Any individual to the school who is not a staff member or student (for example, coaches,
referees/officials, athletic trainers, outside activity providers) are required to self-screen and
wear a medical mask while on school premises.
● A medical mask will be provided by the school if needed.
● All visitors and school staff will also be required to self-screen every day before attending
school/sporting activities.
● Schools are expected to have a process in place to confirm the daily screening of all visitors.
● Visiting teams will keep a record of all officials, players, coaches, trainers, and managers and
will make this information available should contract tracing need to be implemented.
● League/event organizers are responsible for ensuring officials have been fully immunized,
having received 2 Covid-19 vaccination doses at least 14 days prior to the extracurricular
● Volunteer coaches/club advisors will need to provide evidence of double vaccination to the
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Currently TLDSB is not permitting any spectators at indoor inter school events unless they are a
volunteer driver that was necessary for transportation of the team.
Only necessary volunteer drivers are permitted as spectators at outdoor events. Spectators must
wear a mask if 2 metres of distancing cannot be maintained.
A record must be kept of all individuals involved in each sporting event, including players, coaches,
officials, and trainers.
When travelling in any vehicle to an event, an attendance and seating record must be maintained by the staff
supervisor. Volunteer drivers must complete an attestation (QR code at each school) indicating they
have received 2 COVID-19 vaccination doses at least 14 days prior to the extracurricular event if they
are driving students other than their own children.
● Outdoor:
o Masking is not required when actively playing high or low contact activities/sports
o Masks should be worn by coaches and players when not engaged in play if 2m
distancing cannot be maintained.
● Indoor:
o Masking is encouraged during indoor activities/sports (low and high contact) where they
can be worn safely based on the activity.
o Consider the following areas when determining if a mask can be “worn safely based on
the activity”:
▪ Potential physical risks (for example, getting caught on equipment, becoming a
choking hazard, impairing vision, causing difficulty breathing).
▪ Replacement masks must be available should player masks become saturated or
o Windows and doors should be opened when feasible to increase ventilation.
o Referees may remove their mask if officiating a high contact sport. If their mask is
removed, referees must maintain a 2m distance from players and coaches during any
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Masks must be always worn when indoors and not actively engaged in the sport. (for example,
on the sidelines, walking through school halls, while being transported on busses or with
volunteer drivers if people from different households are in the same vehicle).
o Additional information about masks including mask exemptions can be found in TLDSB’s
mask protocol document.
Distancing and Congregating
Note: As much distancing as possible between students, between students and staff, and between
staff members should always be promoted.
For arrival and departure of students, instruction/gatherings within competitions, change rooms,
coaches meetings, awards, event standings, etc.:
● Physical distancing measures are to be layered with other public health measures such as
screening, hand hygiene, cohorting, enhanced cleaning and masking).
● Periods of student movement should be staggered, if possible, to limit student congregation
(for example, transition to gymnasium, transition between games/matches).
School Arrival, Departure, and Signage
Schools should develop arrival and departure procedures for visiting schools that support physical
distancing, where possible. This information should be conveyed to visiting teams/clubs prior to
game/activity day so students can be instructed of accessible/inaccessible areas. Schools should also
ensure signage for masks, screening, and hand hygiene is visible at all entry/exit points.
Examples of information that should be provided to visiting teams arriving and departing from the host
● Create designated routes for students to get to and from activity/sport/competition areas.
● Provide visual cues or physical guides, such as tape on the floor or sidewalks and signs/posters
on walls.
● Hand sanitizer should be placed at all school entrances and exits and at the sporting event.
● Schools should develop school arrival and departure procedures for inter school teams/clubs
o avoid times when students are congregating in the halls and high congestion areas
within the school (for example, stagger arrival times around dismissal times)
High Touch Surfaces
Priority should be given to cleaning high touch surfaces and shared materials/equipment after a
sporting event has been hosted.
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Shared Spaces (indoors)
For the use of change rooms:
● When different cohorts interact in shared indoor spaces masking and as much distancing as
possible should be maintained between cohorts.
● The following strategies may be used: blocking off areas in change rooms, signage posted to
remind students to maintain distance.
● Students will bring filled water bottles and food from home. Host schools will provide access to
water filling stations.
Management of Symptomatic Individual
If an individual is identified or self-identifies as ill with concerning symptoms at an extracurricular
activity at their home school or another TLDSB school, you must follow the steps below:
1. Notification must be immediately made to the host school principal, as well as the home school
2. Anyone providing care is to maintain as much physical distance as possible from the ill
individual. Access PPE kit – both caregiver and ill individual must wear a medical grade mask,
and a face shield, eye protection. Caregivers should also wear a non-permeable disposable
gown and gloves.
3. Isolate the individual.
● If the individual is already inside the building, move them to the designated isolation
● If outside, distance the individual away from others.
4. If the ill individual is an adult and able to transport him/herself, they can exit the building
immediately. Staff members should be directed to follow instructions per the Staff Reporting
Guidelines and the Staff Attendance- Reporting and Coding section of the Staff Return to School
If the ill individual is a student or an adult who requires a ride, immediately call parent/guardian
or emergency contact for pick up. Advise the ill TLDSB staff member or student and/or their
parent or guardian to have the ill individual seek medical advice, including a recommendation
for a COVID-19 test as advised by their health care provider.
Parents/guardians can be sent home a copy of the Ontario COVID-19 Screening Tool for
Children in School PDF – parents/guardians should be advised to screen their child and follow
the guidelines regarding school attendance as outlined in the tool.
5. Once the TLDSB staff member or student has exited the building, the homeschool principal is to
immediately call the school superintendent to determine if the demonstrated symptoms
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require a report to the health unit. For contact information, please see the Managing Illness
During COVID-19 Pandemic section of the TLDSB Staff Return to School Plan.
In the event of an Infection
The principal of the host school and visiting schools should be notified. All tracing documentation
should be supplied to the principal of the host school for reporting to the health unit.
Student Transportation
For inter school competitions off site (for example, another school, a community facility):
● Capacity:
o School vehicles can operate at full capacity – vehicles for elementary students should
reduce capacity where possible.
o The seat directly behind the driver is empty to maintain physical distancing between the
driver and students.
o Where school vehicles are able to operate at less than full capacity – students should be
seated in a manner that maximizes physical distancing.
o Windows should be open when feasible to increase ventilation.
o Note: Distancing measures may not be applicable to other vehicles like vans and cars.
● Masks:
o Students in grades K-12 are required on school vehicles.
● Assigned Seats:
o Students should be assigned seats and a record of the seating plan should be kept to
assist with contact tracing in the case of a student or driver contracting COVID-19.
o Students who live in the same household or are in the same classroom cohort should be
seated together where possible.
for Supporting Minds
Overview of Mental Health and Well-Being at School
Behavioural/Physical Social-Emotional Cognitive
 Makes friends easily / has at least one
good friend
 Shows appropriate range of affect
(i.e. sad when appropriate)
 Explores the environment with curiosity
 Separates from family readily  Appears mostly happy and content  Completes assigned tasks
 Enjoys healthy lunches  Bounces back from failure or mistakes  Engages in creative play
 Reaches out to help a peer in trouble  Shows empathy to a peer  Perseveres with challenging tasks
 Has lots of energy  Enjoys play with peers  Is engaged in learning activities
 Participates enthusiastically in physical
 Overcomes initial hesitations or fears with
new experiences
 Asks for and accepts help from teacher
 Can resolve conflicts with talking and
 Seeks comfort from adult when appropriate  Makes plans and follows through
 Demonstrates developmentally appropriate
self-control (impulse control)
 Is able to calm down and regulate
emotional state when disrupted
 Is able to identify the source of a problem
and think of ways to resolve it
Although most students are resilient and do not develop emotional distress, some will require additional support because of
stressful circumstances, vulnerabilities, or experience of trauma. Educators are in a good position to notice when students are
struggling, and to provide caring support in the classroom. Please refer to Supporting Minds for more specific information.
Mental Health Matters…
Developing positive mental health is foundational to student academic
achievement, effective life skills, and overall well- being. At the core of
mentally healthy classrooms are the principles of compassion, inclusion
and engagement, encouragement and support, and effective instruction
that facilitates success. What Works? Research into Practice Monograph 58, Nov. 2014
The Aligned and Integrated Model (AIM) for School Mental Health and
Well-Being brings together fundamental elements of Foundations for a
Healthy School, within the framework of a multi-tiered system of support.
Educators can welcome, include, understand, promote, and partner to
enhance the well-being of ALL students. We can prevent risk, offer
support, and bolster protective factors to build the well-being of
students who are experiencing difficulty with their mental health. School
and community mental health professionals can collaborate to intervene
with the FEW students exhibiting significant mental health disorders.
Indications that a student is thriving:
Creating Mentally Healthy School and Classroom Environments
The school environment has an important impact on a student’s sense of belonging and overall mental health. There are
many ways that educators can contribute to creating and sustaining a welcoming and inclusive school climate.
For example:
WELCOME (Social and Physical Environments)
 Greet and welcome students individually each day
 Build a caring adult program that ensures that every student has a designated adult ally to provide support
 Establish a school reception team to assist with welcoming new students, especially at key transition points
 Consider a peer mentorship program that pairs senior students with younger students
 Ensure full implementation of safe and accepting school protocols and procedures
INCLUDE (Student Engagement)
 Visibly celebrate diversity, and connote inclusion in interactions with students
 Provide instruction that meets the learning needs of students in differentiated ways
 Notice and support student leadership and kindness
 Support students with leadership activities that promote mental health awareness and help-seeking
 Be open when students approach you for help with problems and concerns
UNDERSTAND (Well-Being Literacy and Knowing your Students)
 Become familiar with the Foundations for a Healthy School and Supporting Minds documents
 Take time to reflect on your personal beliefs related to mental health and well-being
 Build your own mental health literacy so you know the signs of difficulty and how to help at school
 Know your students – take time to get to know their unique stories and strengths.
 Read the Ontario Student Records for each student, and review Supporting Minds for possible support strategies.
PROMOTE (Curriculum, Teaching, and Learning)
 Engage in your own well-being and personal resiliency practices
 Offer explicit instruction in social-emotional well-being skills, such as problem-solving, decision-making, conflict resolution, etc.
 Offer explicit instruction in cognitive well-being skills, such as time management, study skills, stress reduction techniques,
particularly during exams and for culminating assignments
 Post visual reminders that promote mental health and help-seeking
 Model and regularly build in time for mindfulness/contemplation, self-regulation, and stress reduction techniques.
PARTNER (Home, School, Community Partnerships)
 Provide a positive greeting to all parents/guardians when in the school building
 Connect with families regularly to discuss their child’s progress at school
 Provide opportunities for ongoing dialogue with students and parents to support mental health and reduce
stigma about mental illness.
 Know how to support students and families to access mental health services
 Provide translated information about mental health services in the community
School Mental Health ASSIST works alongside the Ontario Ministry of Education to support
student mental health and well-being in Ontario schools.
August 2021
Guiding Principles for Administrators
Well-being and safety are the primary focus for students and staff in TLDSB. Staff and students will
feel safe and supported by attending to Feed All Four principles and the guidelines for safety during a
In the event of any conflict between this guidance document and any orders or directive issued by the
local medical officers of health, the order or directive prevails.
The following are key pieces to mitigating risk for students and staff:
● Staying home when sick or symptomatic
● All students and staff must do a health assessment screen prior to entering the building
● Hand hygiene
● Respiratory etiquette
● Personal protective equipment
● Environmental and high touch surface cleaning
● Limiting the mixing of students (cohorting)
● Minimizing shared materials
● Physical distancing
● Contact tracing
● Risk mitigation protocols for students and staff at higher risk of infection
● Reduction of non-essential persons in schools
Decision Making Tool:
When considering a process, decision, or activity within your school, please use the following guiding
● Will this increase or decrease risk of infection to staff or students?
● Can processes be put in place to decrease risk to staff or students, including physical
distancing and hand hygiene?
● Does the number of people involved comply with current provincial or local public health
gathering guidelines?
● Will this create a need for increased cleaning, use of PPE, or other measures in order to reduce
● Has there been appropriate instruction to staff to ensure safety in the situation or activity?
● Is this necessary for student or staff wellbeing, student learning, or staff development?
September 27, 2021
Dear parents/guardians and students;
Trillium Lakelands District School Board is carefully considering the health and safety risks
involved in students and staff participating in extracurricular activities during this ongoing
COVID-19 pandemic. Although this year, schools are permitted to offer extracurricular
activities, it is important that we all approach participation with caution. Please review the
● Students participating in extracurricular activities, both in school and inter-school, will be
interacting with students from different classes and different schools which may increase risk
of exposure to COVID-19.
● Spectators will not be permitted to attend any inter-school extracurricular activities unless
they are necessary volunteer drivers. Visitors are not permitted at this time in TLDSB
● Necessary volunteer drivers must maintain a minimum of 2m distance from anyone from
another household when attending any activities.
● Extracurricular participants may be required to wear a mask for either indoor or outdoor
activities depending on the type of activity.
● Where volunteer drivers are needed, they must complete an attestation* indicating they have
received 2 COVID-19 vaccination doses at least 14 days prior to the extracurricular event
(*Visitors to School QR code include vaccination status). Volunteer drivers are also required
to show proof of double vaccination to the Principal, Vice Principal or school secretary.
● Where volunteer drivers are needed, they must meet the requirements outlined in HR-4020
Criminal Record Checks and Offence Declarations Procedure.
I accept the inherent risk of participating in an extra-curricular activity during the COVID-19
pandemic and will assure that I / my child does not attend school or participate if they have not
passed the daily health self-assessment.