Boardroom Briefs March 26, 2025

Vice-Chair Bob Godkin provided the Private Session reports for March 26, 2025:

• The Private Session minutes were approved from the Regular Board Meeting (Private) from February 19, 2025.
• Superintendent Gollogly provided a safe schools update.
• Superintendent Young provided a labour update.
• Director Burra gave a personnel update.

There was no other business conducted, or motions passed in Private Session on March 26, 2025.

Chair Robin Hutcheon provided the following report:

"As we gather for our March Board meeting, we find ourselves in the midst of a vibrant and productive spring season. This time of year is marked by renewal and growth, both in nature and within our school community. The days are getting longer, and the promise of warmer weather brings a sense of optimism and energy to our schools.

Thank you to everyone who took the time to participate in the 2025-2026 Budget Survey. This survey helps identify priorities for the use of Limestone’s finite financial resources and assists Trustees throughout the budgeting process to ensure students’ needs are best served in the coming school year.

Earlier this month, many Grade 4 students across Limestone attended Kingston Symphony Orchestra and the Queen’s School of Music’s “The Great Outdoors” performance at the Isabel Bader Center for Performing Arts. Students learned, through the program and lessons, about the various instruments in an orchestra and the sounds each of them makes to create a symphony. It is learning experiences like these that highlight the importance of community partnerships and provide unique opportunities for our students. These collaborations enrich our students' education by offering them hands-on, immersive experiences that go beyond the classroom, fostering a deeper appreciation for the arts and enhancing their overall learning journey.

As we look ahead to the remainder of the school year, we remain committed to supporting our students and staff in every possible way. Our focus will continue to be on providing high-quality education, fostering community partnerships, and ensuring that our schools are safe and welcoming environments for all. Together, we will navigate the challenges and celebrate the successes that come our way, always striving to create the best possible learning experiences for our students.

That concludes my report."

Director Krishna Burra provided the follow report:

"Good evening, Trustees and the viewing public. Based on recent weather, it appears spring is upon us, and then not upon us. If nothing else, I understand it is a great year for maple syrup as temperatures and the weather fluctuates from day-to-day, and even within the same day. 

As I indicated in my last update in February, as we head further into the spring season, preparations for 2025-2026 continue to ramp up. A critical component of this planning and preparation is the overall budget. At this point, we are still waiting to receive the provincial budget which may be delayed by the recent provincial election. A year ago, we received the budget on this date. We are hopeful this information will be released soon. So, while we continue to prepare for next year, some critical decisions will have to wait until we see our specific budget allocations.

As Trustees are aware, there have been a number of engagement opportunities for students, families, and staff in the past few weeks: virtual school interest for 2025-26, the school year calendar, my performance appraisal, and the budget survey are prime examples.

This evening there are two reports on the agenda: A Math Achievement Action Plan update, and an update on Educational Services’ Monitoring and Operational Plan. While we had tentatively scheduled a Student Achievement Plan update based on the Ministry requirement put in place last year for public posting by the start of April, we received notice late on Friday that the Ministry revised the timeline by a month to the end of April. So, given we have only just received the information for review, we will schedule this item for the April Board Meeting.

As I mentioned in my update at the February Board Meeting, we are in the process of organizing an evening for families to discuss artificial intelligence in general, but also what this will look like in Limestone in the months and years ahead. This event is scheduled for the evening of Wednesday, April 30, at LCVI. This information will be shared more broadly with families in the next week. Prior to that evening, we will be bringing a report to the April Board Meeting to provide Trustees with an overview of our current work in the area of artificial intelligence. 

Finally, I would also like to highlight a few significant events or awards from the past few weeks. First, Superintendent Gillam and I had the pleasure of attending the awards ceremony for the Frontenac, Lennox and Addington Science Fair this past Friday. I am very happy to report that Limestone won four of the top five awards for the fair, and those students will be going to the National Science Fair in Fredericton later this spring. I would also like to acknowledge one of Limestone’s Student Trustees for some of the awards she won this past Friday. Congratulations Student Trustee Siya Kumar. As another point of celebration, Limestone should be very proud of the 26 secondary students and 20 elementary students who were successful at the Regional Skills Competition and will have the opportunity to compete at the provincial competition in early May. 

In addition, I would also like to acknowledge a couple of Limestone staff members who have received recognition at the provincial level. The OFSAA Leadership in School Sport Award was presented to Todd Collard, Napanee District Secondary School, for his support of volleyball. And retired teacher Pat Grew from Frontenac Secondary School was the 2025 OFSAA recipient of the Leadership in School Sport Award in basketball this year. 

These are just some of the examples of a wide range of activities and partnerships that are occurring in Limestone schools and in the community, as well as staff that deserve to be acknowledged and celebrated.

That concludes my report, Chair Hutcheon."

Trustee McGregor provided an OPBSA report.

Student Trustee Kolosov provided the following report:

Good evening Trustees,

We started our Interschool Council (ISC) meeting by announcing the acclaimed students who will be the Student Trustees of next year, 2025-26, which will be Siham Ismail attending KSS, Mia Compeau attending GREC, and Rachel Kolosov (myself) attending KSS.

We had researchers Ellyn Lambert and Laura Gillam present the 2025 Student Census, as well as a workshop where we brainstormed feedback and suggested changes to the census to maximize inclusivity within the form and its user-friendliness. We used guiding questions to make notes on survey questions regarding a variety of topics on the Student Census, including student belonging, and how supported students feel in their school communities. On behalf of my co-Trustees and the ISC, I would like to thank Ellyn and Laura for including and truly acknowledging our voices and student perspectives into the development of the 2025 census, to make our experience with the census the best it can be!

Thank you.

This report and presentation updated the Trustees on the continued development of Limestone's Math Achievement Action Plan, which is aligned with the LDSB Strategic Plan of improving math learning and achievement for every student and improving student well-being/sense of belonging/engagement in class time, and time focused on learning.

In 2024-25, two new phases of the LDSB Math Achievement Action Plan were introduced:

Phase III (September - December 2024) had four key areas of focus:

• Revised long-range plans aligned with the Ontario Mathematics curriculum (2020) or a course outline (2021);
• Verify each Grades 1-8 mathematics classroom has a minimum of 50-60 daily minutes of math instruction scheduled as part of the class timetable in five 60-minute periods or four 50-minute periods, and a 100-minute block (Scheduling more than the minimum 300 minutes may be helpful);
• Re-focus on Phase I: Building Fluency K-9: Additive Thinking to Multiplicative Thinking to Proportional Reasoning to Functional Thinking; and
• Continue to ensure culturally relevant learning opportunities are provided in the mathematics classroom.
  
  Phase IV (January - June 2025) has six key areas of focus:
• Ensuring consistency of instruction in the Math Block: 15 minutes of daily targeted fluency and 45-60 minutes of mathematics learning using the LDSB Instructional Progression of Mathematics graphic as guidance;
• Capacity building and practicing how to fully implement the assessment cycle in math to improve student math outcomes;
• Increasing the use of Digital Math Tools (e.g., Knowledgehook, MathUP) as part of the assessment cycle, intentional practice, and individual consolidation of learning;
• Paying particular attention to monitoring the impact of instruction on students with math;
• Modifications and students who have had Math modifications recently removed;
• Using math tools consistently in the classroom as part of a broader consideration for how students build conceptual understanding (Concrete-Visual-Abstract), and
• Using EQAO Released Math Questions as part of Grades 3, 6 and 9 instruction.

Currently, there are 20 partially released and two fully released School Math Facilitators who continue to work alongside Grades 3 and 6 math educators in 22 elementary priority schools. There are four partially released secondary teachers to support Grade 9 math educators in students’ math learning, confidence, and achievement. In addition, the facilitators also support other educators teaching math in other grades in those schools. This year, there are also nine elementary central learning partners who support capacity building with educators in the core academic skills (Math and Literacy) in non-math priority elementary schools.

Satellite Data are high-level indicators that we are making progress towards our goal of improving math learning and achievement for every student.

The metrics below, EQAO data we shared in the fall of 2024, correspond with one of the Three Priority Areas in the Provincial Student Achievement Plan: Learning Outcomes in Core Academic Skills and are specific to the area of math.

Since the last update in November 2024:

• Additional meetings have been held with the Provincial Math Lead to discuss data analysis, possible improvement strategies, and KPIs to support the LDSB Math Achievement Action Plan;
• Deeper analysis of EQAO mathematics and other achievement data has been occurring, moving from a system-level focus to a school-based focus;
• Weekly meetings and capacity building with School Math Facilitators and ongoing learning and support for Learning Partners about the Math Achievement Action Plan strategies;
• School-Based Math Facilitators and Learning Partners have been supporting educators in schools in gathering diagnostic fluency data, plotting students on developmental continua and implementing 15-minutes of daily fluency instruction;
• School-Based Math Facilitators and Learning Partners have been supporting educators in schools in gathering content diagnostic data to plan for meaningful math learning and assist in closing achievement gaps, with particular attention on students with modifications or recently removed from modifications;
• School-Based Math Facilitators and Learning Partners continue to support job-embedded professional learning across all elementary schools and in Grade 9 math priority schools;
• School-Based Math Facilitators and Learning Partners also continue to support math-related professional learning sessions for educators at staff meetings, “lunch and learns,” and Professional Activity Days, with more math learning scheduled for the March 31 PA Day;
• Two Student Achievement Officers from the Ministry of Education visited nine Limestone schools on January 9 and 10, 2025, accompanied by the Director of Education, the LDSB central math team, and school supervisors, focused on math teaching and learning in Grades 3, 6, and 9 classrooms;
• School Leadership Teams have been learning how to use achievement and indicator data at their school to provide responsive supports for student and staff in the core academic skills;
• Semester two math learning with all Grade 9 math educators to build a shared understanding of changes occurring in elementary and introducing some similar practices in Grade 9 to support gap-closing efforts;
• Specific content learning for Grade 6 educators related to fractions, as data indicates many students continue to find proportional reasoning challenging;
• Continued learning with the use of two key digital math tools: MathUP and Knowledgehook (accessible to students at home) that support students’ development of intended curricular outcomes and support educator capacity in knowing mathematics for teaching; and
• Several schools have already hosted, or have plans to host, Family Math Nights to share math.

The LDSB Math Team remains engaged with the Provincial Math Team, collaborates with other boards, and continues to develop resources to support educators and students. It has also facilitated a variety of in-person and virtual professional learning sessions for educators and administrators.

Next Steps

• Share an interim report on the LDSB Math Achievement Action Plan with the Provincial Math Action Team including KPI data for any additional feedback;
• Conduct common math task pilots this spring in Grades 5 and 7 which will involve students responding to a common problem across different schools, which will then be evaluated by educators from those schools. A scoring guide and rationale will be provided and circulated across the district in an initial step to clarify assessment and evaluation practices, and begin to specifically help clarify the grade level standard for math achievement (Level 3); and
• Continue to gather, analyze, and use a variety of data as guidance to ensure the Math Achievement Action Plan is responsive to the needs of students, educators, administrators, and families in service of better math outcomes for students.

The full report is available in the Agenda Package.

This report and presentation updated the Trustees on the 2024-2025 Educational Services Monitoring and Operational Plan and to provide an update on the elementary special education service delivery changes that began in September 2024.

The Leadership Team at Educational Services has aligned the goals, strategies, and actions of its operational plan to align with the priorities of the Board’s Strategic Plan. This operational plan has at its core the four themes that emerged from the Special Education Review that was conducted in 2023/24. These four themes are as follows:

• Equity of access to supports and services in a student’s home school;
• Flexible and responsive support, programming, and access to resource spaces that adapt and respond to a student’s unique learning profile;
• Purposeful and planned inclusion supported by caring and knowledgeable staff; and
• Increased and equitable access to supports/services through a reduction of siloed and identification specific service delivery.

Along with the four themes, Educational Services also identified eight areas of professional learning to support this operational plan. They are as follows:

• Universal Design for Learning
• Executive Functioning
• Assistive Technology
• Relationship-Based Approaches
• Accessibility
• Neuro-affirming Practices
• Mult-tiered Systems of Support
• Modifications/Accommodations

The Educational Services 2024/25 Monitoring and Operational Plan identifies four key goals and strategies that directly align with the LDSB Strategic Goals:

The current service delivery model in elementary schools has been in place since the beginning of September 2024. A key element to this change was a commitment by Educational Services to support and guide this implementation by providing ongoing support to school teams and monitoring and collecting data. Some examples of the data being collected includes service delivery data from Intensive Support Teachers (ISTs) and Student Support Teachers (SSTs), referral data from the Intensive Support Team and Safe Schools Team, system observations from the Special Education Coordinators and school supervisors, professional learning feedback and an authentic collection of observations, conversations and stories from staff, students and families. Educational Services also conducted a survey of all special education teachers as well as administrators during January of 2025. The information gathered from 109 respondents or 60% of the staff who had access to the survey, was extremely informative and will help guide future conversations and decisions.

Key findings of the survey as they relate to the Educational Services Strategic Goals:

• As of January 31, 2025, 1,093 elementary students have been served by an IST in some capacity. Last year, approximately 254 students received support in either a program or through itinerant support. With respect to SST services, 3,376 students were reported as accessing SST support in some capacity or another. This is the first year this statistic has been tracked to this degree.
• Almost all respondents agreed or strongly agreed that the current model of support in their schools was flexible, responsive, and inclusive.
• Most respondents identified improvement in their in-school team’s decision-making and collaboration, as well as multi-tiered systems of support.
• Many respondents identified an increased understanding of modifications and accommodations with respect to IEPs and Relationship-based approaches to supporting student need.

System feedback and open-ended responses identified key observations across the district. The impact of this service delivery change, and the addition of IST teachers has been mostly positive across the district. However, each school is unique, and therefore the diversity of experiences between schools has been noted. A critical aspect of this model is the need for in-school team collaboration and communication, which is often variable in its nature. We will continue to support the system by sharing best practices with respect to ensuring flexibility and responsiveness and the importance of team collaboration and support for in-school teams. Future areas of learning and development also include Tier 1 supports, neuro-affirming practices, and programming and support for students with complex needs.

Educational Services will continue to review the data collected to date and continue to adjust the supports and learning provided based on the information gathered. These actions include providing responsive professional learning as well as ensuring school-based support plans are being adjusted based on individual school need. Data collection will continue and will expand to include other teaching and support staff, students, and families in the spring of 2025. The goal is to continue to identify barriers to student success and work together to provide strategies and resources for every student, in every classroom, and in every school.

The full report is available in the Agenda Package.