Three Oaks Family of Schools District Advisory Council

2021-2022 Three Oaks Family of Schools DAC Membership

June 1st, 2022 - Microsoft Teams Meeting

Guests: Bethany MacLeod, Deputy Minister – Department of Education and Lifelong Learning; John Cummings, Executive Director of Educational Services – Department of Education and Lifelong Learning

Discussions

The Three Oaks DAC had met a total of four times leading up to their final meeting on June 1st, 2022, in which they brought forward recommendations to representatives from the Department of Education and Lifelong Learning. The council had a number of rich discussions over the school year and covered various topics and, as a result, came forward with recommendations in the areas listed below.

Staffing Supports

The DAC expressed that they would like to see continued support for teachers and the overall system to meet the needs of students. There will be a lasting impact in the schools from the pandemic, and the group would like to raise awareness to the DELL in that allocating the appropriate supports will be critical in the development of children both on a social and academic level.

Responses:

In the 2021-2022 school year, 12 new counsellor positions were added.
Additional staffing commitments for the upcoming year include the addition of two Parental Support Workers, a Youth Transitions Manager, and a Social Emotional (Mental Health) Leader.
The DELL plans to continue to invest in and support its staff to ensure both staff and students' needs are being met.
English and French programs are working with the boards to put together plans to help address the gaps that have been created as a result of COVID.

Reporting of Educational Indicators

The council shared the importance of reporting educational indicators, allowing decision-makers to initiate change to fill any identified gaps. With this, the group emphasized how transparency with these indicators is key and explained how when the Chief Public Health Office provided the COVID case count, it allowed everyone to interpret the data for themselves.
Using national benchmarks allows provincial policymakers to make informed decisions and use best practices to ensure island students are meeting or exceeding national averages.
The group asked when provincial assessments are completed, if the results are specific to the school or if statistics are tracked on a provincial level?

Responses:

The Junior Policy Analyst connected with staff in the English Education, Programs, and Services division to review various educational indicators that the Three Oaks DAC had inquired about.
The The PEI Provincial Common Assessment Program began in 2006 and ended in 2019 (math and literacy Grades 3, 6, 9, 11), and during these years, the results were always posted on the DELL website. From here, it was decided that the school system would work with a revised curriculum in math and literacy. In the 2020/2021 school year and the 2021/2022 school year, a program evaluation (math and literacy, Grades 3, 6, and 9) was completed, and data was collected to indicate the effectiveness of the revised curriculum.
Prince Edward Island students have participated in PISA since its beginning in 2000 and PCAP since its beginning in 2007. A representative sample of Prince Edward Island students participate in PISA and PCAP (3-year cycle), and the purpose of the national and international tests is to inform educational policy-making. Results from PISA and PCAP give an overall view of the province, and individual students and/or schools do not receive individual results. PISA and PCAP results are shared with provinces, and the Department of Education and Lifelong Learning posts this information on its website. Prince Edward Island students participated in PISA in April/May 2022, and these results will be released in 2023.

Recruitment and Retention

The DAC echoed how important it is for the DELL and PSB to have an action plan to address the hard-to-recruit positions across the system.
The council recommended continuous efforts be put forward in staff and teacher wellness. Many of these positions are experiencing burnout and are experiencing challenges in meeting the unique needs of every child; this is why appropriate allocation of resources is key.
The DAC would also like to see float positions be used to make up for any staffing gaps. The council echoed how important it is for substitute teachers to be assigned in their area of expertise if possible. This benefits both the students and the teacher.
The Public Schools Branch works diligently to achieve these outlined objectives and to grow substitute teacher pools and plans to continue to do so in the future.

Responses:

PEI has recently lowered the substitute teacher requirements to help build the supply of substitute teachers. This change will allow individuals with one year of post-secondary education (30 hours) to become a substitute versus the two years (60 credit hours) previously required.
The education authorities conduct interviews with potential substitutes to ensure they meet the requirements and possess the skills which will allow them to be successful in the position.
The Public Schools Branch works diligently to grow substitute teacher pools and plans to continue to do so in the future, and the number of itinerant substitute teachers is on the rise.
The DELL and boards will continue to organize and facilitate professional development days for teachers and staff as these play a large role in teacher wellness and development.

Elected School Board

Parent and student voices serve an important role in the PEI education system, and the DAC would like to see this continue with the newly elected school board.
The DAC also shared the importance of equal voice and would like to see each family of schools have an equal opportunity to implement change.

Responses:

The DELL and education authorities are currently working on the development of a policy that will support student engagement with the newly elected school board.
The elected board of trustees will have at least one seat for each school family to ensure that each family of schools will have a voice in decision-making.

Mental Health and School Supports

The group echoed the great work the Student Well-Being Team does and looks forward to seeing this program evolve and progress. The council strongly encourages continued efforts to help students at all grade levels.

Responses:

The SWT conducted a survey this past winter for parents of participants, participants and school staff to provide feedback on the SWT services and how they can better serve these populations. This data is being collated and will be acted upon in the coming year.
The SWT continues their school visits and presentations across grade levels to ensure that all student populations are addressed.
The SWT is looking to explore further video content, and they intend to have their full staffing compliments introduced at the start of the school year to help students put a name to their face and build a connection/ relationship with them.
Provincially, two new family support workers will be added next year in a pilot to help serve parents.

April 13th, 2022 - Microsoft Teams Meeting

Discussions

The Three Oaks DAC worked collaboratively on a slide deck that focuses on recommendations that the DAC would like to bring forward to the Minister of Education and Lifelong Learning. The DAC worked to provide supporting details to strengthen each of the recommendations. The Three Oaks DAC plans to discuss the following topics in their year-end meeting.

Staffing Supports

The DAC is interested in learning about funding for both teachers and system supports for post-pandemic impacts and student educational needs. Many understand that the pandemic will have a lasting effect on staff and students, and the council wants to ensure that appropriate supports are allocated to meet the needs of staff and students for the upcoming school year and for years to come.

Reporting of Educational Indicators

The group is interested in discussing provincial testing scores and comparing them to national standards. From here, the DAC would like to ensure there is a plan forward to meet those margins if they are being missed. Transparency and trust play a large part in making this type of evaluation possible, and the group would like to see these types of reports available if they are being completed.

Recruitment and Retention

The Three Oaks DAC would like to discuss hard-to-recruit positions and what is being done to help fill any gaps. With this, the reality of pandemic burnout in staff is something that has and will be impacting the education system. the council would also like to see float positions explored further.

Elected School Board

Through discussions over the 2021-2022 school year, the Three Oaks DAC feels that parent and student voices play a large part in the education system on PEI. If the legislation to implement an elected school board is passed, the council would like to see continued engagement with parents and students from each region on the island and ensure an equal voice.

Mental Health and School Supports

The group would like to see the great work and education continue in this area. The Student Well-Being Team is a great resource, and the council would like to see their services expand into grades before high school.

March 9th, 2022 - Microsoft Teams Meeting

Discussions

Gender and Identity Struggles

The DAC continues to discuss gender and identity struggles.
The group discussed the Peers Alliance and how they deliver material on this topic.
It is great to see the strides made in this topic for educators and many workplaces as they have incorporated this training into their professional development. However, there is still a gap here from a parent's point of view.
The group discussed training modules you can complete at your own pace and be tested at the end of each module. This type of training exists for many other topics; does it exist for gender and identity struggles? Is it possible to extend this so parents can access the materials? Is it possible for the training to be tracked/ recorded? Can it be mandatory for all teachers? Is the training something they need to complete every year?
Educational videos are excellent for parents looking to learn more on this subject. It was echoed that parents want to be respectful and are looking for this type of education to feel equipped in our diverse communities.
The DAC talked about safe places for students in which they can feel comfortable with themselves and be surrounded by supports. The Boys and Girls Club, Youth Engagement Centre, and other spaces are safe places for children. What currently exists in our schools for safe spaces? With this, the group discussed what age is best to offer these supports as we don't want to confuse kids by introducing children to information too early or confusing them further?
Children seem to be very adaptable and accepting and can be great teachers to parents. Whether it is wearing masks or being very inclusive in making friends at school, we can learn a lot from them.
This conversation led to bullying and how those who struggle with gender and identity can be subject to bullying.

Staffing Models within the School System

The group discussed the schools' staffing models and identified several areas that require attention.
PEI ranks low compared to national averages in some areas of education. What is the Public Schools Branch's plan to make sure that the education system on PEI is improving and hitting the benchmarks that have been set out? For example, if it's literacy, what is the detailed action plan and timeline to achieve the goals that have been set? This also stemmed into a conversation on publicly listed information and how the COVID-19 case numbers were publicly displayed across the island, offering that accountability piece!
The group echoed that many teachers are worn down and burnt out from the pandemic. There is increased responsibility of being a teacher now that did not exist before.
The group discussed time off for the teachers during the school year and what this could look like. Could it be one day off a month dedicated to teacher wellness? Could the system explore a 4-day school week?
What is the teachers' recruitment and retention model, and would these be classified as hard-to-recruit positions? Specialized teachers, such as those who work in student resource, should focus on recruitment. Staff appreciation and wellness are key pieces in retention, and teachers' performance in the classroom correlates with positive energy.
The DAC wishes to see existing teachers and administrators supported more. Workloads have increased and so have students' needs which means our previous practices are now insufficient. Administrative assistants are a great resource to have in the school system as this helps relieve some of the duties of the Principals and Vice Principals.
What can be done to grow the pool of substitute teachers? How can we ensure that substitutes teach in their area of expertise?
Floater positions and cross-training existing and new teachers is crucial as it allows our workforce to be more agile and flexible.
The DAC echoes that teachers and administrators are the backbone of the education system and want to ensure that an innovative approach is taken to meet students' and teachers' current and future needs.

Elected School Board

The group discussed how the DACs would be affected if the proposed legislation regarding an elected school board for the Public Schools Branch is passed.
On March 2nd, 2022, an information session was open to all DAC members across the island to answer and discuss the proposed legislation.

Parent Engagement

The DAC indicated that parent representation has been an ongoing struggle. Information sessions, events, and other opportunities for parents to step in have been communicated well, but very few have been engaging in these opportunities.

Learning of Practical Skills

As a follow-up from the previous DAC meeting, the group received a presentation deck outlining several opportunities in the PEI curriculum that support students learning life skills. The Department of Education and Lifelong Learning curriculum division produced the slide deck.
The DAC discussed the Co-operative Education program and the independent study possibilities for students to take the opportunity to pursue passions that are outside of the current curriculum.
Many students are more suited for the working world than in an academic setting such as University. Having options like Co-operative Education in High School provides the opportunity to fulfill a passion and try what could be a possible career.
Employers also gain from programs like Co-operative Education as many can use extra workers during these times.

December 21st, 2021 - Microsoft Teams Meeting

Guests: Elizabeth Kennedy (Student Well-Being Team Program Lead), Danielle Hennessy (Provincial Team Lead for Youth Services), Beth Reilly (Clinical Supervisor for Student Well-Being Team – West)

Discussion

Student Well-Being Team Presentation

Elizabeth, Danielle and Beth presented a slide deck that shared information about the Student Well-Being Team and facilitated a discussion to answer and discuss further topics relating to their work.
Elizabeth shared the focus of the SWT is to provide equitable access to supports for students and that the SWT is located in the schools for that reason.
The group discussed the referral process and how it can be done online by students, teachers or parents.
The Department of Education & Lifelong Learning, Department of Justice & Public Safety and Health PEI conduct a joint effort to deliver the SWT services and serve as experts in their respective areas. With this, the SWT is made up of various personnel, including Nurses, Outreach Workers, Social Workers and many others that can offer different perspectives from their field of work.
Elizabeth shared that a large part of the SWT's work is delivering presentations to help educate students, which serve as preventative measures. An example that was shared was that if a school is seeing vaping issues at a grade 8 level, they could ensure that students are made aware of the risks in earlier grades, and this will help not only educate the students but deter them from harmful substances and activities.
The SWT has been very adaptable in providing Zoom and other software services. It is important for students to be able to receive the services of the SWT at home and in school.
Elizabeth shared how the transitional grades are more common for referrals (Grades 6 and 9).
The group discussed how important trust is within the household and how the role of a parent is ever so challenging. Examples include managing a child's technology use or helping them through isolation periods.

Links:

Follow-Ups and Updates

General DAC Overview – The group discussed where any notes and information about the DAC can be found along with the process of how the meeting minutes are presented.

Healthy Food Options – Christine emailed the Principal at Three Oaks about adding the suggestion box in the Cafeteria. The goal of this initiative would be to offer more healthy food options as well as vegetarian options. The Three Oaks Principal appreciated the suggestion and forwarded it to the cafeteria staff.

Masking in Schools – Unfortunately, with the Omicron variant of COVID-19, masking is something everyone can do and will continue to do to keep both themselves and others safe.

Gender and Identity Struggles – The group is interested to learn more in this area. Tyler will reach out to the Student Services Division at the Public Schools Branch regarding the possibility of a future presentation.

Home and School Updates

Christine shared that she created a survey with another parent from H&S and was able to identify convenient times and formats for future meetings to hopefully increase involvement in their H&S meetings.
Heather shared that their H&S is working hard to support teachers and other staff in any capacity they can. The school also hosted a Newcomer's Night in which Newcomers were invited to attend and learn about the community and many of the services within.

Topics of Discussion

Prom at Three Oaks

With COVID-19, students have not been able to experience what a prom is like, and the group would like to work and advocate for a safe Three Oaks Prom to be planned.
In years passed there has been a Prom Committee at Three Oaks. Is there one this year, and how could the Three Oaks DAC help ensure students have a prom?
It is assumed that there will be CPHO guidelines come the time of the prom, so it is important that the group is mindful of vaccination records along with other restrictions that may be in place.

Learning of Practical Life Skills

The group discussed how there are many skills that are not taught in school that could be worked into the curriculum.
Teaching students how to do taxes and how they work is something the group feels is missing. Only a percentage of students will take business classes and get exposure to this, but each student will run into them in their life. Is it possible to have a section worked into the mandatory grade 10 CEO class to give students exposure to taxes, among other topics?
Entrepreneurship plays a large role in the community and many island families. Entrepreneurship also occurs at a much smaller scale at a young age in students as well, which is why it is so important to ensure that students are learning basic money principles and the time value of money.
Co-op programs are very important to students and businesses so that when students enter the workforce, they are equipped with the skillset to be successful.
The group is interested in learning more about the current curriculum and other opportunities outside of the classroom where students can learn practical skills that will help them in the future.

November 2nd, 2021 - Microsoft Teams Meeting

Guest: John Cummings, Executive Director of Educational Services

Discussion

Group Guidelines and Expectations

The Junior Policy Analyst will prepare and send along the meeting agenda before each meeting. The group will contribute to the agenda by adding action items, progress on past work, and any new priorities they would like to discuss.
The group would like to continue using Doodle Polls to decide when the best suited times are for the group to meet.
It is understood that the meetings can take place virtually or in person, and if the meeting is to occur in person, proper vaccination protocols must be conducted.
The group discussed having a rotating meeting chair to ensure the agenda items are discussed and that everyone has a chance to share. If anyone would like to assume this role for the next meeting, please reach out to the Junior Policy Analyst. This can be discussed at the end of each meeting in the future.

District Advisory Council Overview

Tyler Gallant, the Junior Policy Analyst for the Department of Education and Lifelong Learning, gave a presentation that offered information regarding the DACs and their role in the PEI Education System.

The mandate of the DACs is to help shape an education system that is focused on and meets the need of learners.
The role of the DACs is to advise the Minister of Education on priorities for the district, to engage school communities in discussions, and foster collaboration among school councils, home and school associations, and the community.
Responsibilities of the membership include reporting concerns to your local home and school to the DAC, providing leadership in identifying priorities to focus on, working collaboratively with members and reporting back to your local Home and School the discussions and outcomes of the DAC meetings.

Topics of Discussion

Parent Representation

The group would like to see more parent involvement in meetings across various districts. Could this be a case of parents not knowing how to get involved and what that might look like, or is there no interest? How can communication between schools and parents improve?

Mental Health

How can schools and the system better support students, staff and teachers through the pandemic? All groups would benefit from clear communication of existing resources for help. Parents also feel they should be better informed to support their children better at home.

Gender Identity

Parents and students feel that they could benefit from help with the learning curve that comes with gender identity. This could be learning different vocabulary as a starting point and progress to practicing these communication skills in their everyday lives. What else can be done in this space?

Healthy Food Options and Dietary Considerations

There is uptake on the PEI Healthy School Food Program, but many students choose to go off-site due to either food prices, dietary restrictions or lack of interest.
Gluten-free and vegetarian options can be hard to come by, and many students opt to leave the school property during lunch hours if the school allows.
We discussed how for many, lunchtime is about the social aspect over what a student eats.
Could a suggestion box in school cafeterias or another feedback system work, so students feel their input is heard? This could give the food providers an idea of what is missing on the menu and what options are more popular, as well as a chance to accommodate various dietary needs.

Masking in Schools

The group discussed how masking has been a struggle for many students and how it can affect an individual's anxiety. Many would like to see an easing of the masking policy and possibly return to how things were in September of 2020. The group understands this lies with CPHO guidelines and hopes as vaccinations increase, the restrictions will be eased.