Board Meetings

The DDSB Board of Trustees meet regularly throughout the school year. The Trustees hold Standing Committee meetings and Board meetings on a monthly basis. There are also additional Committees that meet and present reports to Board and Standing Committee meetings. View our Board and Committee meeting schedule and agendas for a full list of upcoming meetings and agendas.

Meeting minutes

Review our meeting minutes to stay informed about the actions of DDSB Board of Trustees.

Public Participation

Following a review of all safety and security measures in place regarding public participation in meetings, the DDSB is pleased to resume in-person attendance at Board and Standing Committee meetings for members of the public and community beginning on Tuesday, September 5, 2023.  Doors will open 30 minutes prior to the start of every meeting.

The DDSB is committed to ensuring a safe and respectful environment for all meetings and has developed a Code of Conduct for Public Meetings that all participants are required to follow.

Code of Conduct for Public Meetings

The Durham District School Board is committed to public participation at board and committee meetings, and to ensuring a safe and respectful environment for students, parents/guardians, trustees, staff, and community members in attendance. 

All meetings of the Board of Trustees follow formal parliamentary procedures in accordance with DDSB by-laws, policies, procedures, and protocols that must be adhered to by all participants.

All participants attending public meetings must be courteous and respectful at all times.

Disruptions of the meeting will not be tolerated and may result in a request to leave the meeting.

Abusive, discourteous, and/or aggressive behaviour will not be tolerated.

Threats, intimidating language and/or behaviour and any attempt to assault any person is prohibited and may result in criminal charges.

Possessing any form of a weapon while in attendance at a public meeting is prohibited. Security personnel are authorized to exercise discretion to request the inspection of any bag, briefcase, backpack, purse or any other item brought onto DDSB property to ensure a safe and respectful environment.

All individuals attending in-person will be asked to sign-in and show photo identification for the purposes of verifying their identity. Individuals that do not wish to sign in may choose to participate in the meeting virtually through the livestream.

Meetings are recorded by the DDSB for the purposes of the livestream and for security purposes. Those in attendance at meetings are prohibited from using their own recording devices. 

Violations of this Code of Conduct will not be tolerated under any circumstances and may result in a person being directed to leave, restricting/prohibiting attendance at future meetings and/or all DDSB properties, or being subject to criminal charges depending on the nature of the conduct. 

Increased safety and security protocols will remain in place in an effort to facilitate public attendance and engagement while allowing the Board to conduct its business in a safe and respectful environment.  

DDSB values input from our community. Individuals with a question or concern are encouraged to contact the Board. To address individual matters, parents/caregivers should contact their school. 

Question period

Every regular Board meeting includes a Public Question Period. To ask a question, please complete a public question form prior to the Board meeting. Questions may be approved at the discretion of the Chair of the Board and related approved questions may be consolidated. There is no Public Question Period during Standing Committee meetings or Special Board meetings.
Please Note: The public question form will open on Wednesday at 9:00 a.m. and close on Friday at 12:00 p.m. before the Board meeting.
Questions selected will be displayed in the Board Room during Public Question Period along with the corresponding response. All questions that are selected for consideration and responses will be posted on the DDSB website subsequent to the meeting. All questions submitted will be shared with Trustees for their awareness.
The DDSB has legal responsibilities under the Ontario Human Rights Code, the Occupational Health and Safety Act, and the Education Act to provide safe, inclusive, and respectful learning and working environments, free from all forms of discrimination and harassment.
The DDSB reviews all questions and presentations that are submitted to ensure compliance with these responsibilities. 
Questions or presentations that may not be approved are those that are framed in a manner that:
  • discriminates against, dehumanizes, demeans or erases/denies the existence of individuals or groups based on ancestry, race, ability/disability, sex, sexual orientation, gender identity, gender expression, creed/religion or any other legally protected ground under the Human Rights Code.
  • includes, promotes, or perpetuates inaccurate, negative, harmful, derogatory, and discriminatory biases, stigma, assumptions, stereotypes or hate against individuals or groups based on Human Rights Code protected grounds.

Public Question Period – Approved Questions and Staff Responses

March 18, 2024
Question 1: Submitted by Dylan Reynolds

My question tonight is: back in May of last year I asked a question about what does the DDSB do in the event of a heat warning, due to an el nino event that was to take place last summer, but now recently NOAA (National Oceanic and Atmospheric Administration) recently issuing a la nina watch which tends to increase that chances for more heatwaves this summer than what we saw last summer. How would these heatwaves impact the end of school year activities?

Staff Response to Question 1:

The DDSB has a document on Extreme Weather Guidelines that is shared with schools as the warmer weather approaches. Under section 4.2 it states that the Durham Region Public Health gives local municipalities and community partners, such as the DDSB, early notification of extreme heat events through HWIS, which is a Harmonized Heat Warning and Information System for Ontario.

The Durham Region HWIS has two heat alert levels:

  • Heat Warnings (lasts 2 days): Temperatures are expected to be at least 31°C during the day and overnight temperatures are at least 20°C or humidex is at least 40°C.
  • Extended Heat Warnings: Temperatures are similar to that of standard Heat Warnings, but the event lasts for more than 2 days.

When we receive notifications, communication is sent out to schools to give attention to our Extreme Heat Guidelines. The guidelines include specific actions that schools can take to support students and staff in such situations.

Question 2: Submitted by Teagan Ostrow

How has the education system evolved over the years?

Staff Response to Question 2:

The education system evolves as society evolves. The construction of the education system in the past was built on the best thinking at that time. Schools have always been in place to prepare students for adulthood and the various pathways that they embark on after graduation. This may include work, apprenticeship, post-secondary studies, or any other pathway that they choose.

Over the years, the education system has shifted towards a more student-centered approach, focusing on individualized learning experiences tailored to students' needs and interests. This evolution has been driven by various factors, including advancements in educational psychology, research on effective teaching methods, and recognition of the importance of catering to diverse learning styles and abilities.

In the past, education was often characterized by a one-size-fits-all approach, where students were expected to conform to standardized curricula and teaching methods. However, as our understanding of how students learn best has grown, there has been a move towards personalized learning experiences that empower students to take ownership of their education. Overall, the evolution of the education system reflects a shift towards putting students at the center of the learning process, empowering them to become active participants in their own education and equipping them with the skills they need to succeed in our classrooms, workplaces, and communities.

As we see in other fields such as medicine, we are becoming more precise in order to meet the needs of society. This means, we are focused on preparing students for the world that we currently live in and possibilities to come.  The education system prioritizes the development of critical thinking, communication, collaboration, and digital literacy – collectively known as 21st-century skills – to better prepare students for success in an increasingly complex and interconnected world because we can quickly access academic knowledge and data through online search engines and social media.

Technology has played a significant role in the evolution of the education system, providing new tools and resources to support personalized learning. From online learning platforms to educational apps and interactive multimedia resources, technology has made it possible to individualize instruction and provide students with opportunities for self-directed learning. Emergent technologies require us to continually reflect and respond so that our students can thrive.

Innovative Education is all about learning and acknowledging individual pathways and possibilities so that all students have access to quality education opportunities regardless of race, gender, or identity.

February 20, 2024
Question 1: Submitted by Dylan Reynolds

My question tonight is about the school bus driver shortage. Over the past several years starting around 2012 we started have some issues with school bus delays due to the bus driver shortage, I'm wondering what are the plans in place if a school bus is delayed or doesn't show up at all or if there is no driver to cover the route.

Staff Response to Question 1:

You are correct that there is a provincial shortage of bus drivers.  However, the efforts that have been made by DDSB and DSTS when adjusting bell times and being as efficient as possible when routing students, have resulted in very few cancelled bus routes this year.  DSTS runs on average about 500 buses a day, and have operated for just over 100 days so far this year.  For almost 52,000 trips that adds up to, only 7 have been cancelled. Cancellations only happen after every other option or alternative is considered and are a last resort. DSTS is adopting new technology (M Transport), that will enhance communications to parents with respect to delays and route cancellations.  Notification of cancellation is provided as early as possible, and is generally sent out to families by 6:30 am.  Recruitment and retention efforts continue year long with school bus operators, to ensure as many drivers as possible are supporting student transportation.

Question 2: Submitted by Amjad Muhammad

Why is the elementary school from Creekwood Pickering community moving to Ajax? The City of Pickering spent $3.8 million to clean up the site for salt contamination and now the Ministry of the Environment wants to fast forward this process so the school can be built on time. We have waited over 12 years for the school. We are so close to the finish line and now the school board wants to move this funding to Ajax. It’s 2.5 km away. We have thousands of young parents living in this area who want their kids to walk to school, as you know, school buses are overloaded. Kids have to wait in the school extra hours just to get the bus because one bus picks up multiple school kids every time it snows or storms buses are cancelled. Parents are already struggling with high inflation. It’s already extremely busy in the morning with all these buses and would also create impact on the environment. A school in Ajax would not serve the residents of Pickering. We have started a petition. We have hundreds of parents opposing the school in Ajax. We will not send our kids to Ajax to have to deal with overcrowded buses and cancellation of buses.

Staff Response to Question 2:

Thank you for your question. Unfortunately, despite the best efforts of all parties, there is no guarantee of when the site at Tillings Road and Dersan Street will be ready for purchase. DDSB received capital approval to build the school in 2020, and due to complications associated with purchasing the property in Pickering, the opening of the school has been pushed back multiple times. Continuing to wait out a process that is outside of our sphere of influence will inevitably cause further delays. In addition to growth in the Pickering Creekwood area, DDSB is experiencing enrolment growth and pressures in other areas as well. Building on the Ajax Coughlan site, already owned by DDSB, will ensure no further delays, as we work towards a September 2025 opening. The new school will be closer than both Valley View PS and Valley Farm PS, where students in the Creekwood neighbourhood currently attend. DDSB is still interested in purchasing the Pickering Creekwood site from the City of Pickering for a future school and we continue to work collaboratively with them.

Question 3: Submitted by Sue Fan

We all know that fighting racism is important. In the DDSB community, we are funding and promoting anti-Black racism more and more. As a matter of public interest, and to provide a diverse range of responses, please have as many people as possible name the specific law or policy that they believe is the strongest example of the racism experienced by black students in the DDSB. The question put to them is about anti-Black racism facing DDSB's students in the 2023-24 academic year. The specific law or policy cited must impact black students in 2023-24 in Durham schools. Please do not reference other countries or other time periods in the specific policy or law that they mention when citing a specific example of anti-Black racism in the DDSB in 2023-24. If only one person answers, please provide the rationale on public record.

Staff Response to Question 3:

The questioner is asking that we attribute anti-Black racism to a single policy or law that directly targets Black students in DDSB schools and to explain the necessity of our ongoing efforts to address anti-Black racism.

We reject the premise of the question.

The premise is flawed because it does not consider how systemic and structural anti-Black racism operates across the education sector and in other sectors (including and not limited to health, welfare, policing, and the justice system) and how they collectively contribute to anti-Black racism for Black students, families, staff and community members.

The premise requires Black communities to continue to explain their experiences and for these experiences to be heard and addressed by the very systems that harm them.

Anti-Black racism impacting DDSB students is not a one-to-one equation. Instead, it is a compilation of experiences that have racist impacts. It is the impact of laws, rules, policies, and established social cultures and codes that result in marginalization, exclusion, silencing and discrimination.

The premise of the question erases Black peoples’ experiences. It also minimizes or ignores decades of research and studies about how policies and laws have negatively and disproportionately impacted Black students in the education system.

Under the Ontario Human Rights Code (the “Code”), which has primacy over provincial legislation in Ontario, we have responsibilities to address all forms of discrimination and racism in DDSB schools and workplaces, including anti-Black racism.

The Code recognizes that special programs, initiatives or measures may need to be put in place to help correct and address historical and ongoing discrimination, disadvantage and disproportionate impacts.

Anti-Black racism is well recognized in legal decisions in Ontario and Canada. In 1993, the Ontario Court of Appeal in R.v. Parks (1993) stated: “[R]acism, and particularly anti-Black racism, is a part of our community’s psyche” and that our “institutions reflect and perpetuate negative stereotypes. These elements combine to infect our society as whole with the evils of racism. [Black people] are among the primary victims of that evil.”

This finding was referenced again in other legal decisions since then and was also endorsed by the Supreme Court of Canada in 2005. More recently in 2022, an adjudicator referenced this decision and stated that anti-Black racism “was and is an ugly ingrained part of our society” and that “racial discrimination is a societal problem that has infected all elements of our community … It is a collective problem that requires collective action to eradicate.”

The Ontario Human Rights Commission (OHRC) acknowledges the reality and pervasive nature of anti-Black racism in Ontario. In the OHRC’s Tackling Anti-Black Racism in Education initiative, the OHRC states that it “recognizes the struggles stemming from systemic anti-Black racism in education, which impedes and stifles progress for many Black communities across Ontario for generations. The recent rise and increased visibility of anti-Black racism in Ontario has sparked and renewed persistent calls to combat these issues.” 

The OHRC further notes:

  • “Systemic anti-Black racism in Ontario’s publicly funded education system is a crisis.
  • Thirty-plus years of reports, studies and grassroots work has proved that anti-Black racism exists in education.
  • The OHRC has studied, investigated, and litigated matters involving systemic anti-Black racism in education for decades and recent studies show the problems still exist. It is deeply embedded in our institutions, policies, and practices, including in the education system.”

As part of the OHRC’s review of research and studies, the OHRC summarized themes related to anti-Black racism affecting students in K-12 education. Some examples are:

  • Black students face disproportionately high rates of suspensions, expulsions, and lower academic achievement compared to their non-Black peers.
  • The underrepresentation of Black educators and staff in schools hinders positive role modeling and perpetuates stereotypes. 
  • The current curriculum often lacks diverse perspectives and the contributions of Black Canadians, leading to a limited understanding of Black history, culture, and achievements.  
  • Discriminatory practices disproportionately impact Black students and limit their opportunities for success.  
  • The need for clear mechanisms to monitor progress, ensure transparency, and hold educational institutions accountable for implementing anti-racism initiatives. 

In addition, Ontario’s Anti-Racism Act states that:  

  • “Systemic racism is a persistent reality in Ontario, preventing many from fully participating in society and denying them equal rights, freedoms, respect and dignity.
  • Systemic racism is experienced in different ways by different racialized groups and reflect histories of systemic exclusion, displacement and marginalization.
  • Eliminating systemic racism and advancing racial equity supports the social, economic and cultural development of society as a whole, and everyone benefits when individuals and communities are no longer marginalized.
  • Systemic racism is often caused by policies, practices and procedures that appear neutral but have the effect of disadvantaging racialized groups. It can be perpetuated by a failure to identify and monitor racial disparities and inequities and to take remedial action.”

Identifying and monitoring racial disparities requires us to collect and analyze both qualitative and quantitative data based on race and other protected grounds of discrimination. Where data analyses show racial disparities or disproportionate experiences or outcomes, or that reinforce systemic racial inequalities, then that may be one indicator that the policy or legislation may disadvantage a group (or groups), based on race.

Our most recent analysis of DDSB data shows disparities and disproportionate effects and outcomes for Black students and other groups of students in areas such as discipline, academic achievement, graduation rates, and school climate and experiences. Much of this data has been reported at various Board meetings and/or is publicly available on our website.

Specifically, analysis of our first census shows that students who identified as Black were among the lowest outcomes. For example, Black students experienced suspensions at twice the rate of other students, and academic achievement was around 10 percentage points lower than the Board outcomes for elementary literacy and numeracy, and Grade 12 college and university level English and math. Our analyses also found that Black students had comparatively lower graduation rates and confirmations at Universities in Ontario.

Analysis of our second census is currently in progress and preliminary analyses indicate that these differences persist.

The Human Rights Code, Anti-Racism Act and bodies of research require us to address educational disparities and disproportionalities for Black students. We have legal and ethical responsibilities to continue to do the work to support learning and well-being for Black students and staff, and to actively address anti-Black racism in DDSB schools and workplaces.

Based on the evidence and data, we reject this and any attempt to erase the experiences of Black people.

We also reject the attempt to deny the existence or reality of anti-Black racism.

As stated in the 1994 Royal Commission on Learning, Love of Learning, “In other words, we can expect that, in a truly equitable system roughly the same proportions of each community will excel, do satisfactorily, or do poorly, as in the total student population. If, as is currently true, they do not, the system needs to be fixed.

We will continue to do the work necessary to support proportional outcomes for all students.

Question 4: Submitted by Jacqueline Van Eerden

Why were parents not given any prior information about the new Mtransport that was started on the school buses or even asked if we consented to our children to be given a QR card? And what happens if I don’t wish for my children to have or use a QR card?

Staff Response to Question 4:

Durham Student Transportation Services (DSTS) piloted M Transport at the end of last school year and information about the program has been posted on the DSTS website since spring, 2023.  This school year has seen a phased roll out of the M Transport program.  The program is fully operational in Whitby and has recently been rolled out in Oshawa. Before M-Transport was rolled out in each area and students received their QR code cards, a School Messenger notification was sent to all bus riders, providing requisite information. The M Transport technology is linked directly to DSTS’ routing software, and enhances safety features within transportation including; attendance on the school bus, ensuring students are deboarding at the proper stop and providing more accurate delay information.  There is no way to remove a student from the transportation routing systems without removing them from transportation, and students will be required to board and deboard with their QR code. If parents have concerns about student’s name appearing the QR code card, a new card with no identifying information can be provided.  DSTS may be contacted directly for more information about the system via their website www.dsts.on.ca or by contacting concerns@dsts.on.ca.

Question 5: Submitted by Kimberly Armstrong

We have been advised that DDSB@home will not be offered to grades K-3 for the 2024/2025 school year because of declining registration. Parents currently in K-2 virtual were not surveyed regarding intentions for the upcoming school year. Why didn’t DDSB survey the parents as an opportunity to review and consider the true demand? Would DDSB consider accommodating current virtual grade 2’s as grade 3 students (or grade 3/4 split classes) for the 24/25 school year? Should DDSB decide to continue virtual learning for 2025/2026 for grade 4 this would eliminate the disruption of sending students back to in person for one year of grade 3 and then back to virtual for grade 4.

Staff Response to Question 5:

As a response to the COVID-19 pandemic the DDSB made a decision to implement full-time synchronous online learning for students. This has always been intended to be a temporary response. As time went on, enrolment has reduced as students have transitioned back to in person learning. The reality based on declining enrolment trends in DDSB@Home is that we are not able to make it viable for all grades continuing into the 2024-25 school year. Consulting with families for interest via survey around whether DDSB@Home in all grades can continue to operate would provide a false impression that the program is viable and can continue as it does at present. We have still been able to make a reduced grade level DDSB@Home opportunity available as a transitional pilot for the 2024-25 school year and we continue to review viability each year.

Question 6: Submitted by Alicia McAuley Ashfield

The board has cited decreasing enrolment as the primary reason for removing the option of virtual learning through DDSB@Home for K-3 in the 2024-25 school year. Current enrolment data suggests that the DDSB @ Home elementary campus has a higher student population than some brick-and-mortar elementary schools in the district. Can you elaborate on what enrolment numbers would be needed to maintain a full K-8 virtual campus, and why parents of students currently enrolled in K-2 were not surveyed to determine enrolment projections for 2024/25 before the decision to remove virtual K-3 was made?

Also, as virtual learning was first introduced as a response to the COVID-19 pandemic, can you speak to specific measures the board is taking in brick-and-mortar schools to protect student health and safety given that the Covid-19 pandemic is still ongoing?

Staff Response to Question 6:

The first part of this question has been addressed in the previous response around DDSB@Home. We continue to encourage all students and staff to self-assess for symptoms of illness and follow the recommended actions by the Durham Region Health Department and through the Ontario Self Assessment Screening Tool.

We do have a process in place that requires school administrators to report to the Durham Region Health Department increased illness absences (approximately 30%) above baseline. Upon notification to the Durham Region Health Department an assessment would take place and additional infection prevention and control measures would be initiated. These actions may include communication to families to inform them of an increase of illness, additional cleaning and ongoing monitoring of absences.

We also want to stress that we routinely engage in conversation with our local public health unit, DRHD. If there was a need to take additional measures, we would take their guidance accordingly.

Question 7: Submitted by Jessica Street

We have a budget concern regarding the gallery attendance and security costs for meetings not scheduled by the Board. Can you provide information on the average attendance of individuals at these meetings and the associated expenses for security and police presence? Additionally, I would like to know which section of the budget these costs are allocated from.

Staff Response to Question 7:

Regardless of the number of individuals in attendance, we have experienced first-hand that meetings can quickly devolve into an unsafe environment for members of the public, trustees and staff. DDSB has an obligation to provide a safe environment in our facilities and will continue to provide security to ensure we are able to do so.

The average cost of security at public meetings is approximately $1,000. Costs for security come out of an administrative budget, not designated for schools.

Question 8: Submitted by Jessica Wilkins

DDSB Parents are still wondering when the broken policies regarding book complaints will be addressed by the DDSB. After parents questioned this process at a board meeting last year, wrote emails to trustees, parents also put in complaints with their children’s principals who refused to pass it on to the board. The responses from Trustees confirmed some of the books are inappropriate. So why is this problem not being addressed?

Staff Response to Question 8:

As part of the development of the DDSB Learning Materials Selection Policy and Procedure, the DDSB engaged in a jurisdictional scan of provincial best practices. Our current policy and procedure have been reviewed multiple times and provide a roadmap on how we respond when individuals’ express concerns around the selection of books and resources in DDSB schools. The school principal plays an integral role in the process, which is all outlined within the Learning Resource Selection Procedure.

When items are referred to the board level, a committee consisting of representatives of Students, Parents, Teachers, Teacher-Librarians, Administrators and Trustees is selected to review the resource in question. It is important to note that resources are reviewed as a whole rather than scrutinizing individual passages or sections that may be taken out of context. We do not review resources or books multiple times unless there were new editions or versions of the book.

January 22, 2024
Question 1: Submitted by Dylan Reynolds

My question tonight is about the 2024 2025 school year calendars. Earlier this month there was a report that outlined the consultation process for the 2024 2025 school year calendars, but I was wondering when PA Days are usually scheduled. I was wondering why the Fridays before the Thanksgiving weekend in October, and the Family Day weekend in February have PA Days but the Victoria Day weekend in May doesn't?

Staff Response to Question 1:

Regulation 304 requires school boards to designate three days as professional activity days devoted to specific provincial education priorities, with the flexibility to designate up to four additional board-designated professional activity days – for a maximum of seven PA days in total in a school year. The DDSB strives, where possible, to align our school year calendars with the Durham Catholic District School Board to minimize transportation impacts and costs. The draft calendars that were distributed as part of the consultation process this year had seven PA days distributed throughout the year and in alignment with the collaboration that took place with the Durham Catholic District School Board. Attention is not given to allocate PA days adjacent to holidays rather we look for a broader distribution throughout the year to meet operational and professional learning needs. We should stress that the calendars that were distributed last week were in draft. Once we consolidate the feedback shared through the consultation process from the various stakeholders, the final draft calendars will be presented to Trustees on February 20, 2024 for approval.

Question 2: Submitted by Mark Cowtan

I would like to know why the Pride flag has been chosen to represent all students. I am putting this forward as a question and suggestion at the same time. The Canadian flag itself is inclusive of all people in Canada, and therefore there is no need to have an additional flag flown.

Staff Response to Question 2:

Thank you for your question and suggestion. The DDSB flies the Canadian flag at all of its schools and buildings. The DDSB also flies other flags to support community awareness or to mark days of significance. The Pride flag is one example. It is a symbol of inclusion and helps to foster a welcoming environment for 2SLGBTQI communities. The DDSB recognizes the importance and significance of both the Canadian flag and the Pride flag. To support inclusion for 2SLGBTQI students, families, and staff, the DDSB will continue to fly both the Canadian flag and the Pride flag, in accordance with DDSB policies and procedures. 

December 4, 2023
Question 1: Submitted by Dylan Reynolds

My question tonight is about the future of DDSB at Home. During the pandemic restrictions DDSB at Home served a lot of students while the COVID-19 pandemic was spreading across Ontario, but now with almost all the COVID-19 restrictions rescinded, I’m wondering will the DDSB at Home remain in place or will the DDSB at Home also be rescinded and will in person learning once again be mandatory, and online learning would only be used in rare circumstances like during snow days?

Staff Response to Question 1:

We are reviewing DDSB@Home to ensure that all of our programming is effectively serving students and families. A decision has not yet been made about the future of DDSB@Home. We will provide an update to parents and guardians when there is more information to share.

Question 2: Submitted by Devon McDonald

In January 2022, DDSB board trustees voted unanimously to continue reporting school absence data due to COVID and illness after government reporting ended in Dec. 2021, which Trustee Niki Lundquist characterized as an abdication of government’s “responsibility for providing very basic information to people…that they really require in order to make informed decisions about the health and safety of themselves and their families.”

Many of the conditions present at the time of this action by trustees remain concerns almost everywhere today. Respiratory illnesses including new variants of COVID-19 continue to circulate at high levels among children, and equity-deserving communities suffer to a greater extent than those less affected by disadvantage and discrimination. This has impacted students’ ability to attend school; the last public DDSB board staff analysis of illness absences in the Health and Safety Measures Report (Nov. 21, 2022) indicated elementary student absences in the fall 2022 term to date were ~200-300% of the 2019 pre-pandemic comparator weeks provided.

Given these ongoing concerns, school boards elsewhere have continued to report illness absences for individual schools (e.g. Edmonton Public School Board, Calgary Board of Education, Red Deer Public Schools). Unfortunately, the transparent reporting of illness absence data on the DDSB Absence Tracker website ended in October 2023 without a compelling explanation as to why this was no longer felt to be necessary.

Parents now only have access to school illness absence reporting on the Durham Region Health Department website, which provides only the weekly composite percent absent due to illness across several boards and is not well suited to empowering parents to make timely health and safety decisions for their children based on local conditions in individual schools.

Do board staff have plans to provide public access to illness absence data in individual schools via other means, or will trustees advocate for this moving forward?

Staff Response to Question 2:

The illness tracker that was previously available on the DDSB website served its purpose at a time when we were still navigating the pandemic. However, there were limitations as the data only represented whole school absenteeism data and was not reflective of an individual classroom/grade. The data was also dependent on an individual’s self report of COVID-19 or illness.

On October 4, 2023, the Board of Trustees were provided with a memo that outlined the process in place to track, report and respond to high absenteeism and/or health related outbreaks that may occur in a classroom or school. 

The current process involves a requirement for school administrators to report to the Durham Region Health Department increased illness absences (approximately 30%) above baseline. This can include a single classroom and/or the whole school, whichever is detected first. Upon notification to the Durham Region Health Department an assessment would take place and additional infection prevention and control measures would be initiated. These actions may include communication to families to inform them of an increase of illness, additional cleaning and ongoing monitoring of absences. 

The DRHD Respiratory Virus Data Tracker is a comprehensive weekly summary of respiratory virus activity in Durham Region. The DDSB assists the Durham Region Health Department in tracking and monitoring of school absenteeism due to illness data by generating automated daily reports to the Durham Region Health Department. The data is analysed for all respiratory illness trends amongst school aged children across the Region and is posted weekly on the Durham Region Health Department website.  We continue to encourage all students and staff to self-assess for symptoms of illness and follow the recommended actions by the Durham Region Health Department and through the Ontario Self Assessment Screening Tool.

Question 3: Submitted by Camille Alli 

I ask this as an aspiring ally to Palestinian people. The community seems to be asking for some parity in the way that the UN days are recognized on social media. Can they count on your support in the future with respect to your accounts? Can you please honour their voices in this small but still significant way?  

Staff Response to Question 3:

The DDSB recognizes approximately 250 dates of significance. The United Nations International Day of Solidarity with the Palestinian People on November 29 was included on the calendar once in the past. Due to the large volume of dates on the calendar, we do not have approved wording or posts for every single day, including this one which is consistent with our approach last year. In addition, the United Nations has just over 200 dates they recognize and while we do recognize some, it is simply not feasible to recognize all and in some cases, there are similarities to other days that we do recognize.

However, we acknowledge that dates of significance evoke strong feelings among members of different communities. Considering this, we started a process earlier this year to begin a review how we recognize dates of significance to ensure there is greater consistency, a defined criteria and a more formal approval process that would be completed prior to the start of each school year. This work is ongoing and it is our goal to ensure that the many diverse communities that make up the DDSB feel valued and respected as part of that process.

October 16, 2023
Question 1: Submitted by Dylan Reynolds

My question tonight is about the high enrollments across Pickering. The enrollments at multiple schools have increased a lot for the 2022 2023 school year which we were in the year before, for example Dunbarton High School has an enrollment of round 1,500 students while the enrollment at Pine Ridge is around 1,000 students, so I’m wondering when will we eventually get a new high school build in the west end of Pickering?

Staff Response to Question 1:

The enrolment at both Pickering and Dunbarton HS has seen increases, but neither school is projected to be at 100% capacity until 2028.  Both schools would need to be full before the Ministry would support a business case to build a new school, so any new construction would come after that time. 

Question 2: Submitted by Tim Morgan

Why is anti-Christian discrimination/hate not mentioned in Section 3.78 of the Human Rights Inclusive Design and Accommodation Procedure while other faith group such as Buddhist, Hindu, Sikh are mentioned?

Staff Response to Question 2:

The DDSB’s Human Rights, Anti-Discrimination and Anti-Racism Policy and the Human Rights Inclusive Design and Accommodation cover all forms of discrimination under the Ontario Human Rights Code, including all forms of religious discrimination and hate.

Section 3.78 of the procedure gives a few illustrative examples of different types of religious discrimination or faithism, and in the full context of other content within that specific section. The section does not list every faith group. It also specifically states that it is not limited to only those faith groups that are listed.   

Statistics Canada released its report on 2021 hate crimes in August 2022. The DDSB policy and procedures were approved before that, in May 2022. The DDSB procedure was informed by other available data, including experiences shared by community members during the policy and procedures development and consultation process. They were also guided by the Ontario Human Rights Commission’s Policy on preventing discrimination based on creed.

To be clear, the DDSB’s policy and procedure include and address all forms of religious discrimination. 

Question 3: Submitted by Paul Bakker/Susan Fan

Why does the DDSB’s Human Rights, Anti-Discrimination and Anti-Racism Policy include language that some people may view as discriminatory (for example, the term “white supremacy”)?

Staff Response to Question 3:

We recognize the importance of describing what certain terms mean so that we have a common understanding. The Human Rights, Anti-Discrimination and Anti-Racism Policy includes a definition of white supremacy to explain how it is used in the context of the policy.

In the policy, white supremacy is defined as “a racist ideology based on the belief that white identity is the norm, standard, and ideal. It does not refer to extreme hate groups. It’s not about good or bad people. It’s about the accumulation of social, cultural, and institutional power that has and continues to advantage a group of people.” The term is used to examine and better understand issues related to racism.

The policy acknowledges that systemic discrimination and racism exist in our learning and working environments. It also sets out our clear commitment to identifying, preventing, and addressing all forms discrimination and racism in our schools and workplaces. This includes taking steps to name, challenge, and dismantle white supremacy (and other discriminatory beliefs and practices) in DDSB services and employment.

September 18, 2023
Question 1: Submitted by Dylan Reynolds (to be read virtually)

My question tonight is about the bell time review. About a year and a half ago the bell times at all high schools were changed to 8:00 am to 2:00 pm or 9:30 am to 3:30 pm due to the ongoing bus driver shortage and the COVID-19 pandemic but now with COVID protocols starting to be dropped with the Board I am wondering if the bell times at most secondary schools will migrate back to regular times but leaving the 8:00 am to 2:00 pm school day.

Staff Response to Question 1:

DDSB's bell-time procedure requires changes to bell-times in excess of 10 minutes to approved by the Board of Trustees. Bell-time changes are a tool used to support student transportation, allowing tiered routing and efficient use of busing resources. We do not foresee a decrease in the need for tiered busing in the foreseeable future, and likewise anticipate current school bell times will continue in effect for the foreseeable future.

Question 2: Submitted by Igor Kras (to be read in-person)

Parents and guardians of E.B. Phin students were rather surprised to find out on August 25th 2023 that the school will have 8 portables starting 2023-2024 academic year. This is a drastic increase in enrolment that cannot be explained by local development within the existing boundaries. Many parents have already approached the principal of E.B. Phin ES with follow up questions and learnt that our school is a holding school for Seaton Community.

As of Sep 2023, E.B. Phin ES has 594 students enrolled with 8 portables installed. According to the publicly posted DDSB Accommodation Plan 2022-2026 (page 45) projected enrollment capacity for the years to come is:

1. 2023 – 472 – 3 portables

2. 2024 – 474 – 3 portables

3. 2025 – 472 – 3 portables

4. 2026 – 455 – 0 portables

This projection is clearly off base as the current E.B. Phin enrollment capacity already exceeds the existing multiyear projection by ~23% with 5 extra portables as of Sep 2023.

Please provide an answer on what factors caused DDSB such a drastic underestimation of school capacity, what actions are taken by DDSB to adjust the Accommodation Plan 2022-2026 and what measures are being put in place to ensure that such underestimations do not occur in the future.

Staff Response to Question 2:

The Ministry of Education does not fund construction of new schools based on speculated enrolment.  Once residential development plans are registered and construction begins, new school projects may be approved. Holding schools are generally used in communities adjacent to growth areas, as an interim measure, while schools are being built.

Three portables at EB Phin are being used for in-boundary growth, in alignment with the accommodation plan. Additional portables on-site are supporting students from an area within the Seaton development.

EB Phin is one of three schools that is supporting that area of growth in the Seaton community. When holding schools reach their maximum capacity, additional holding schools are added.  Transportation helps to drive holding school decisions, as it is a very important factor in determining the logistical viability of holding schools. 

Any additional questions specific to the EB Phin school community can be addressed to the school administrator. I know there have been quite a few questions posed to the school administrator and to the school superintendent, and we are working on pulling together answers.

The accommodation plan 2023-27 is coming forward to Board this evening. The accommodation plan includes information available at the time it's drafted and is updated every year.


Question 3: Submitted by Olga Livshin (to be read by staff)
Why was the DDSB policy and regulation on School Boundaries not followed (in particular, "1.2 iii -  Preferred Alternative - Adjacent School" and "2.0  Consultative Process" sections) when the decision was made about changing existing E.B. Phin school boundaries, and making it a holding school for the Seaton Community?

Staff Response to Question 3:
DDSB’s policy on school boundaries refers to permanent changes to a school's catchment area. Holding school boundaries are not covered in the policy, as they are temporary in nature and are additions to the permanent boundary in place only until a new school is opened.

Question 4: Submitted by Tim Morgan (to be read by staff)
What efforts have been made to inform all students K-12 about their rights as outlined in the Human Rights Inclusive Design and Accommodation Procedure?

Staff Response to Question 4:

Students and student groups were engaged in the development of and the consultation process for the Human Rights Policy and the Inclusive Design and Accommodation Procedure. Upon policy approval, our first steps were to broadly inform everyone about the policy and procedures, create supporting resources, and build capacity within the system. The policy, procedures, and additional resources are available on the DDSB webpage. We will continue to communicate about and share information and resources in different ways. We will also be working with student groups to raise awareness and develop additional resources to highlight students’ rights and responsibilities. We recognize that communicating about the policy and procedures is ongoing work. We strive to include messages about rights and responsibilities in various communications and interactions with students throughout the year.

June 19, 2023
Question 1: Submitted by Dylan Reynolds

Back in November and December 2022 there was a cyber incident that took place that caused the Internet and the entire DDSB network to go offline. What were the impacts from the cyber incident, and what were the steps taken to prevent a similar incident from happening again?

Staff Response to Question 1:

In November 2022, the Cyber incident (attack) corrupted DDSB production systems to a non-recoverable state. DDSB isolated the network and deployed an external cybersecurity team through the insurance provider. After the initial investigation, DDSB rebuilt the board infrastructure from its non-immutable backups. The network was decontaminated, and XDR Solution was deployed prior to opening the network for regular business. DDSB has engaged a managed Security Operations Centre (SOC) that has already detected, blocked, and neutralized multiple attacks, like the one in November 2022. SOC provides 24/7 cybersecurity monitoring to DDSB. IT will continue to implement various modern technologies for security to protect students, staff and data as needed.

Question 2: Submitted by Alison Vlad

Since the Black community has been oppressed for over 600 years and continue to be victimized by the colour of our skin, which cannot be hidden, when will our community receive the same level of celebration with year round recognition with things such as painting the sidewalk, raising the Pan African flag, changing school regulations to reflect our community, changing colours for DDSB logo, creating BLM art and displaying it throughout the schools, teaching Black history year round and learning about slavery and the people who were tortured, stolen and killed all because of the colour of their skin? As other communities are recognized in other ways, I would like to know why one specific community not only gets their flag raised but continues to have multiple forms of recognition throughout the year, while ONLY recognizing other communities briefly on specific days?

Staff Response to Question 2: 

The DDSB has outlined its commitments and responsibilities to recognize and address all forms of discrimination, including anti-Black racism, in its Human Rights, Anti-Discrimination and Anti-Racism Policy and related procedures. Additionally, the DDSB’s Compendium of Action for Black Student Success articulates commitments and actions to specifically address anti-Black racism and its impacts. A report came forward in February that was prepared by members of our Anti-Black Racism Action Committee that highlighted this work.  Acknowledging one group’s rights and experiences of discrimination does not take away from or diminish the importance of another groups’ rights and experiences. It is not accurate to suggest that there is more recognition for one group over another. The number, length and perceived prominence of provincial, national, international and religious days/months of significance and how they are recognized can vary for many reasons.  We strive to take intersectional approaches to the work of anti-discrimination and anti-oppression. For example, during Pride Month, we raise the Progress Pride flag which recognizes the unique, intersectional experiences of and historical and ongoing discrimination against racialized people who are also members of 2SLGBTQI communities. We work to raise awareness of and prevent all forms of discrimination, including anti-Black racism and intersectional discrimination, throughout the year and not only on days or months of significance.

Question 3: Submitted by Barbara Eshpeter

What is the teacher absenteeism rate for the 2022-2023 school year, and how does it compare to the 2019-2020 school year?

Staff Response to Question 3:

Due to the COVID-19 pandemic, schools were closed as of the third week of March, 2020, and shortly thereafter lockdown protocols greatly restricted travel. Because of this, absence data is significantly skewed downward for the 19/20 school year. Data from the 2018/19 school year shows that average number of days teachers were absent was about 14.75.  We don’t have complete information for 22/23 for comparison purposes as we are not yet through the end of the school year; however, at this point in time it does look like the average number of days teachers will have been absent by the end of the year has increased. 

Question 4: Submitted by Devon McDonald

The DDSB Ventilation Measures Report indicates that the board’s ventilation strategy includes “MONITOR & VERIFY: complete a system ventilation check in every building. Recalibrate systems to optimise air flow within each building.” DDSB Facilities Services management have confirmed that “calibration and verification did transpire on building systems throughout the board.” Yet, a search conducted by the board in response to an FOI request for measurements taken during the calibration and verification process is said to have yielded no responsive records relevant to the request. I am hoping the Board of Trustees will be able to clarify. Have any measurements relating to ventilation been taken? 

Staff Response to Question 4: 

This question has been asked in multiple times in different forums. The answer being provided is consistent with previous answers. Building ventilation systems are designed to the engineering standards, current to the time of construction. These systems are commissioned, verified and controlled by a building automation system (BAS). During ongoing operations, the controls department verifies operation through the live BAS system for all HVAC systems in schools. No documentation is generated as the work is on a live BAS system. For our few pneumatically controlled HVAC systems, a contractor has been hired to verify mechanical operation and provide system drawings with hand-written adjustments made for Covid protocols. Systems continue to be monitored live via BAS, as well as on site daily through our lead custodians. We respond to and follow-up on any alarms or conditions that may impact ventilation within our buildings as required.


Presentations

If you would like to make a presentation at a Standing Committee meeting, you need to submit your presentation to the Trustee Services Coordinator, Trustee's Office at least eight working days before the next scheduled meeting of the Standing Committee in order for your request to be considered. Requests must state the matter to be discussed, include materials intended to be presented and provide the name of any organization or interested party to be represented, and confirm the authority of the spokesperson.

The Chair of the Standing Committee will determine whether a request to make a presentation will be granted. In determining whether a presentation may be approved, the Chair of the Standing Committee will consider the provisions of the Board’s Consolidated By-laws including whether an opportunity for a presentation is available through any other public consultation process.

Frequently Asked Questions

What responsibility does the DDSB have to maintain a safe and respectful environment? 

The DDSB has a responsibility to uphold the safety of all participants in our learning and working spaces, including the Boardroom. All participants are expected to act with decorum and in a respectful manner so as not to interrupt Board proceedings. Comments or behaviour that discriminate against or threaten individuals or groups, exemplify hatred, intolerance, bullying, or harassment or otherwise creates an unsafe environment are unacceptable and will not be tolerated.

What types of questions or presentations are and are not permitted?  

The DDSB has legal responsibilities under the Ontario Human Rights Code, the Occupational Health and Safety Act, and the Education Act to provide safe, inclusive, and respectful learning and working environments, free from all forms of discrimination and harassment.

The DDSB reviews all questions and presentations that are submitted to ensure compliance with these responsibilities.  

Questions or presentations that may not be approved are those that are framed in a manner that: 

  • discriminates against, dehumanizes, demeans or erases/denies the existence of individuals or groups based on ancestry, race, ability/disability, sex, sexual orientation, gender identity, gender expression, creed/religion or any other legally protected ground under the Human Rights Code. 

  • includes, promotes, or perpetuates inaccurate, negative, harmful, derogatory, and discriminatory biases, stigma, assumptions, stereotypes or hate against individuals or groups based on Human Rights Code protected grounds.

How is the DDSB ensuring safety at Board meetings? 

The DDSB is committed to ensuring a safe and respectful environment for all meetings and has developed a Code of Conduct for Public Meetings that all participants are required to follow. The Code of Conduct for Public Meetings will be enforced by security, police and board personnel.

How can members of the public participate in school board meetings? 

In accordance with the terms of the Board’s Consolidated By-laws, members of the public may ask a question at a meeting of the Board of Trustees or make a presentation to the Standing Committee.

Every regular Board meeting includes a Public Question Period on questions of a general nature or about Board processes. To ask a question, you will need to complete a public question form. The public question form will open on Wednesday at 9 a.m. and close on Friday at 12 p.m. before the Board meeting. Questions are subject to the discretion of the Chair of the Board. There is no Public Question Period during Standing Committee meetings or special Board meetings.

If you would like to make a presentation at a Standing Committee meeting, you need to submit your presentation to the Trustee Services Coordinator, Trustee's Office at least eight working days before the next scheduled meeting of the Standing Committee in order for your request to be considered. Requests must state the matter to be discussed, include materials intended to be presented and provide the name of any organization or interested party to be represented, and confirm the authority of the spokesperson.

The Chair of the Standing Committee will determine whether a request to make a presentation will be granted. In determining whether a presentation may be approved, the Chair of the Standing Committee will consider the provisions of the Board’s Consolidated By-laws including whether an opportunity for a presentation is available through any other public consultation process. Members of the public are welcome to watch the livestream of all Board meetings on the DDSB YouTube channel.

For more information, email the Trustees Services Coordinator or call 905-666-6363.

Who decides whether a question or presentation is approved? 
Once a question is submitted for consideration using the public question form, or a presentation request is submitted to the Trustee Services Coordinator, Trustee's Office, the Chair of the Board, or Chair of the Standing Committee, in consultation with staff, will review the question or presentation to determine whether to approve the request.