Brent Coakwell

The key discussion centered on the 2026 trustee determination and distribution, as mandated by Ontario regulation 412-00, based on representation by population. Staff presented options comparing the status quo against proposed changes for Halton Hills, Milton, Burlington, and Oakville. No changes were recommended for Halton Hills or Milton, with a note to reassess Milton in the 2030 municipal election. For Burlington and Oakville, options were presented to maintain singular trustee representation per geographic area or combine areas for dual representation to reduce electoral quotient variances. A specific discussion addressed Oakville's representation, clarifying that 'Ward 33' represents approximately 197 individuals not mapped to a specific ward, and that defining geographic areas is necessary for balanced representation. The concept of designating a low population area was dismissed as inapplicable to the four area municipalities presented, as all currently exceed the minimum quotient.

This meeting, the fourth session concerning the Burlington SW Elementary School Boundary Review, focused on narrowing down boundary options. Key discussions included confirming the removal of several proposed options (5A, 5B, 7A, 7B, and 9), reviewing new iterations of existing options (including 6B), and analyzing the community feedback received, particularly concerns regarding moving Zone 3 to Kings Road and impacts on Maple West. A significant portion of the discussion addressed the complexities introduced by existing school capacities, such as Tom Thompson being over capacity and Central School having smaller rooms, which complicates the student experience metrics. The committee also confirmed the need to adhere to the primary scope of the review, which is the Southwest Burlington area, and discussed the fiscal implications versus student experience when rebalancing enrollment and eliminating portable classrooms.

The meeting commenced with an acknowledgment of the land and commitment to addressing colonialism. The main focus of the meeting was a presentation regarding Individualized Education Programs (IEPs), modifications, and learning outcomes, aimed at standardizing the use of modifications across the system based on ministry guidelines. The presentation highlighted that modifications are viewed as a last resort before adjusting grade level expectations and that their use must align with a student's zone of proximal development to foster engagement and progress. Data presented showed that 26% of IEPs in Grades 1 to 8 included modifications, heavily concentrated in language and mathematics. The committee also planned to gather feedback on a draft modifications chart.

The meeting included discussions regarding National Indigenous Peoples Day, recognizing and celebrating the heritage, cultures, and contributions of Indigenous peoples in Canada, including the proper display and acknowledgement of the traditional land and territory acknowledgement developed with local knowledge keepers. Trustee Graves announced their upcoming departure, with a last day set for July 20th, leading to the addition of a report on the appointment process for a replacement trustee for the Milton Ward's one six seven eight position. The agenda was amended to include an OPSWell award presentation and to move student trustee reports up for consideration to accommodate Trustee Monsour's exam schedule. Key agenda items included presentations of the Inspire Awards to Melissa Terpstra (teacher at White Oak Secondary School) for her innovative community engagement for geography/civics students and fostering community between Montclair Public School and White Oak Secondary School, and to Laura Lee Dick (teacher at Gladys Spears Public School) for her kindness and individualized student support. Another award presentation recognized Tasha with the Jack A McDonald Award of Merit for outstanding academic record and community service. The student trustee reports highlighted significant accomplishments over the past two years, including the successful integration of student representatives on board-level committees, the creation of a drug policy working group, the overhaul of the student trustee election policy (including online voting and equal weighted votes), and advocacy efforts through attending over 30 Ministry of Education consultations, resulting in commitments for two-year student trustee terms, mandatory multiple student trustees per board, increased professional development funding for student trustees, and required student representation on school closure review committees.

This virtual session, part of the Halton District School Board's pathway planning series, explores the co-operative education program. It details the program's benefits for students, including gaining real-world experience, developing transferable skills, and making informed career decisions across various post-secondary pathways. The session outlines the program structure, such as credit options, virtual placements, safety protocols, and evaluation methods, and provides insights from student and employer testimonials. The objective is to highlight co-op as a critical component of student success and career planning.