Board Meetings

Question 1: Submitted by Dylan Reynolds

My question tonight is about the modified calendars. A long time ago the DDSB started to use the modified calendars both at the elementary level and at the secondary level but since then the schools that are on the modified calendar has been in decline with classes getting smaller, due to low enrollments, high absenteeism, and changes within the local neighborhoods around these schools, so im wondering at some point in the future if the decline continues could we see of the all schools that are on the modified calendar revert to the regular calendar at some point?

Staff Response to Question 1:

The DDSB continues to monitor the impact of the modified school calendar on school operations. While we recognize the benefits of returning all schools to a regular calendar, we remain committed to balancing this approach by being responsive to the unique needs of each school community. We will provide further updates as they become available.

Question 1: Submitted by Dylan Reynolds

My question tonight is about the future of DDSB@Home. About almost a year and a half ago, I brought a question forward, talking about the future of DDSB@Home when covid-19 restrictions were dropped, but since then a lot more students are starting head back to school in person, so I'm wondering at some point in the future is it inevitable, if DDSB@Home is going to be discontinued?

Staff Response to Question 1:

Through careful consideration of program viability, lack of choice for secondary students when course planning, student achievement data and efforts to be responsive to feedback received from members of the DDSB@Home School Community Council, staff have made the decision to maintain DDSB@Home programming for elementary students entering Grades 5 to 8 for one additional year in 2025-2026, while virtual synchronous programming for students in Grades 9 to 12 will no longer be offered as of 2025-2026. As of the 2026-2027 school year, DDSB@Home will be completely phased out.

Question 2: Submitted by Anjali Joshi

I spoke at the last board meeting about the changes to the placement process in the gifted program. As I'm sure you're aware, the last two Special Education Advisory Committee meetings have had robust conversations about the change in the placement process. SEAC members have expressed strong opposition to random selection being used to place students in special education programs. Further, per the Education Act (Regulation 181/98, subsection 17(1)), it is noted that, when determining class placements for students with special education needs, student needs and parental preference should be central to the decision-making process. This has also been communicated in DDSB's Guide to Special Education Identification (page 10). Randomized selection is not an acceptable method to determine which children will have access to special education programs and which children will not. Why is the school board no longer considering student needs and parental preference, as directed by the Education Act, when determining special education placements for students identified as gifted?

Staff Response to Question 2:

As research in special education continues to evolve, the DDSB, aligned with other school boards, is reviewing how best to support students with exceptionalities. The District’s approach to Special Education placement is guided by the principle that, wherever possible, students’ learning and well-being needs are best met in regular classroom environments within home communities.  This is a commitment that is firmly grounded in the Inclusive Student Services Special Education Plan. The DDSB Inclusive Student Services Special Education Plan is revised annually inclusive of consultation including with SEAC.  Specifically, in February of this year, Standard 2: Board’s General Model of Special Education highlights inclusive education and Standard 9: Special Education Placements Reference: 2024-2025 Plan, p.6 “An Inclusive School System” Standard 2 and Standard 9 were brought to SEAC.  The random selection process for placement in the Gifted program was operationalized for the 2025-2026 school year and has been communicated in relation to Gifted screening for several years. It is important to note this process does not represent a change to the Special Education Class Placement criteria for gifted students. Rather, it is a step towards addressing the incongruence and anomaly which has over-streamed students who have been identified with the exceptionality of giftedness into placement programs removing them from their home school communities. Simultaneously, DDSB staff are exploring programming options that foster community and connection for gifted students, aligning with our broader goals of inclusion and individualized support.

Question 3: Submitted by Varun Paliwal

How does DDSB justify using a random lottery to decide access to the gifted program—despite students being formally identified through the IPRC process—when the OHRC clearly requires individualized accommodation based on need, not chance? Denying gifted children the learning environment they require not only violates their rights under the Human Rights Code, but risks stunting their academic growth, well-being, and long-term potential. How can we accept a system that puts their futures up to chance? In addition to the legal and policy concerns, I would like to express our deep concern about the emotional impact this process has had on our child. Our child worked extremely hard throughout the screening process, with the understanding that their efforts and demonstrated abilities would be fairly and meaningfully considered. Learning that final placement is determined by random selection has caused significant stress, anxiety, and disappointment, which is affecting their motivation, confidence, and overall well-being. This psychological impact should be taken seriously as part of your duty to support student mental health and well-being. Furthermore, Section 8 of the OHRC Policy emphasizes that """"students with disabilities have the right to individualized services and supports to ensure equal access to education and full participation."""" I believe this right applies equally to students identified as gifted under the Education Act, and that this should be reflected in DDSB's Special Education practices. I respectfully request that the Board reconsider this approach and review our child's placement based on their individual needs and the IPRC recommendations, in accordance with the Education Act and human rights law.

Staff Response to Question 3:

The Durham District School Board is committed to providing appropriate programming for all students with exceptionalities, including those formally identified as gifted through the IPRC process. Students’ needs can be met through a variety of programs, placements, and class types within the DDSB. Most students with special education strengths and needs, access programming through regular class placements. This is considered the most inclusive option as it allows for differentiated instruction and accommodation while supporting the greatest number of future pathways. Our ongoing commitment is to provide the structures and supports each student needs to foster their growth and development in programs that encourage integration and independence, based on each student’s interests, strengths, and needs. This is not equivalent to, nor should it be interpreted as, an assumption that a self-contained special education class placement is the default or preferred model. In cases where interest in the existing regional gifted program exceeds available space, a randomized selection process is used. This process supports access to limited placements while ensuring that all identified students continue to receive appropriate supports aligned with their learning profile. We will continue to build on and evolve our programs in response to emerging research, evidence, and best practices in education and inclusion.

Question 4: Submitted by Eva Kyriakides

I am the SEAC representative for the Association for Bright Children and SEAC Chair. My question relates to the decision to cap the gifted placements and to use a random selection process to determine placement, which completely removes parent choice. The reasons given to SEAC for this was that the numbers of children identified as gifted has increased each year and that there was a need to stop the ""automaticity"" of placement into a self-contained gifted class. I would like to know what data was used to determine that the increase in numbers is not simply related to the fact that the DDSB is a growth board, along with what data was used to determine that parents were being given the impression that the only option for accommodation for their children was through a self-contained gifted class, given that there was absolutely no pre-consultation done that I am aware of, including pre-consultation with SEAC. Thank you for your time. Eva Kyriakides, SEAC Chair.

Staff Response to Question 4:

As research and best practices in special education continue to evolve, the DDSB—like many school boards across Ontario—is continually reviewing how to best support students with exceptionalities. Our approach to special education programming is grounded in the principle that, wherever appropriate, students’ learning and well-being needs are best met within regular classroom settings in their home school communities. This direction aligns with the Education Act and the Ministry of Education’s emphasis on inclusive education. The practice of automatic placement into self-contained gifted classes has resulted in a disproportionate number of students being placed in this specialized setting—currently, over 85% of elementary students identified as intellectually gifted are enrolled in these classes. This contrasts with accommodation practices for other exceptionalities, where placement decisions are more individualized and typically start with integration into regular classrooms. This historical approach has created a misleading impression that gifted programming is primarily or exclusively delivered through self-contained classes for the majority of students, which is not consistent with inclusive education principles, nor aligns with the current research. The shift is about aligning with inclusive education principles and current research, ensuring all decisions begin with consideration of individual strengths, interests, and needs—not placement by default. We recognize the importance of transparency and dialogue, and we are committed to continued engagement with SEAC and community partners as this work progresses.

Question 5: Submitted by Kiley Dani, Mohamed Omar, Tyson Zimmerman, Cassandra Schieman, Thomas Clark, Nikki Brown, Amy Geraldi, Lindsay Waduck, Brent Birchard, Michelle Munns, Paul Wayling, and Owen Ferguson

We received 12 questions from staff and families in response to the modified secondary calendar. In accordance with the Bylaws and as referenced by the Chair a moment ago, questions of a similar nature have been consolidated to avoid duplication and to ensure there is sufficient time to address questions. Of the 12 questions received, they were grouped by themes of ‘well-being/November Break’, data and distinction between elementary and secondary modified calendar schools. We’d like to thank those who submitted questions and confirm that the full version of each individual question will be posted on the website tomorrow morning as is our usual process. Before responding we will briefly summarize the questions received:

• Kiley Dani asked, given the report's statistical data showing an overwhelming support for the modified calendar, why is this support not highlighted and detailed in the report's conclusions?
• Mohamed Omar asked, how much research was actually done in preparation for the report and was it comprehensive?
• Tyson Zimmerman asked, why is the removal of the November Break being contemplated when survey responses indicate it is very well received by students and staff at the modified calendar schools?
• Cassandra Schieman asked, what empirical quantitative evidence have you produced to justify cancelling the November Break?
• Thomas Clark asked, why have the positive mental health benefits of the November Break not been acknowledged?
• Nikki Brown asked, has there been an unbiased assessment with accurate/valid /meaningful data to inform your decision on removing the November Break? 
• Amy Geraldi asked, how does the proposed removal of this break align with the Board's stated values of well-being, inclusion, and responsiveness to school community voice?
• Lindsay Waduck asked, how does removing the November break improve student mental health?  By that reasoning, should every school in DDSB be on the same schedule with a November break?
• Brent Birchard asked, how can the board justify continuing to pursue a policy change to cancel this impactful program, particularly when there is no evidence of community support and when the board's own teachers in the modified schools are telling them how much the program makes a meaningful difference in our students' mental health? Where is the evidence that a November Break cancellation is better for students? Or is it just better for a few people at the school board?
• Michelle Munns asked, have you taken into consideration that this model (a fall break) is utilized by many post-secondary institutions for mental health reasons?
• Paul Wayling asked, have trustees have been made aware that declining enrolment, dual stream, and greater cost faced by the elementary modified calendars schools are not issues that impact secondary modified schools?
• Owen Ferguson asked, why is the school board motioning to remove the modified secondary school calendar, despite a majority vote to keep it across all demographics?

Staff Response to Question 5:

In June 2024, staff presented a report in response to a Trustee motion, providing information on five schools—both elementary and secondary—operating under a modified school year calendar. The motion at the time emerged from concerns communicated from families about the impact of the secondary modified calendar on their children’s experiences. The report outlined the history of the calendar model, key data on student achievement and attendance, and the associated benefits and challenges. At the June 2024 Board meeting, Trustees requested a review of the modified calendar at the three secondary schools. In April 2025, staff shared a follow-up report in response to that request. Trustees then asked for additional data, which is addressed in the report being presented this evening. Survey feedback indicates that staff, students, and, to a lesser extent, families value the modified calendar for various reasons. However, many families have expressed concerns over the years, noting that the calendar creates barriers to summer employment and recreational opportunities for secondary students. Our recommendation is not based solely on survey responses. It reflects a balance of operational needs, fiscal responsibility, and alignment with the calendar’s original goals. All reports have been prepared and presented in good faith, with relevant data included. An additional report being presented this evening will offer further insights into student outcomes related to the calendar’s intended impact.

Please note: the full versions of the questions submitted by the 12 staff and community members are below. Questioners were informed in advance that in accordance with the Bylaws, questions of a similar nature would be consolidated.

Question submitted by Kiley Dani: 

In your DDSB Administrative Report published on April 22, 2025 re: ""Modified Secondary School Calendar"", there seems to be heavy bias against the modified calendar in the report's ""Conclusion"". Although this bias is present throughout the Conclusion, this bias is perhaps most evident when these conclusions briefly reference ""a general preference for the modified calendar"" before moving on to an extended and highly-detailed critique of the modified calendar. The data in the Administrative Report clearly shows that the vast majority of students (79%) and staff (93%) and the majority of parents (57%) unequivocally prefer the modified calendar. Amongst survey respondents, the primary reason for preferring the modified calendar is that it supports wellbeing and mental health.  As recent research from CAMH shows, the mental health crises that are now taking place within our schools are a top priority, as without a solid foundation of positive mental health, learning can simply not take place. Thus, my question is this: given the report's statistical data showing an overwhelming support* FOR the modified calendar, why is this support NOT highlighted and detailed in the report's conclusions? This explicit bias in the report's conclusion seem to suggest that removing the modified calendar is the preferred and predetermined outcome for board members and the authors of the report.

Question submitted by Mohamed Omar:

I fail to understand your rationale to this conclusive decision to end the modified calendar on our behalf. As a teacher that has experienced both modified and non-modified calendars, i see both sides of the type of mental health benefits. My question is to the committee that made this decision is to ask on how much research did they actually do? I read somewhere that someone claimed that this had reached its course and now it is time for a change.......Was the research comprehensive or was it a motivation towards other gains?

Question submitted by Tyson Zimmerman:

Why is the removal of the break even being considered when there is overwhelming support for those teachers, students and parents that are involved to keep the break? Remember a student is impacted for four years the staff are impacted for many, many more years.

Question submitted by Cassandra Schieman:

We moved to the house we currently live based on the modified school year at Maxwell Heights Secondary School.  My children currently go to Pierre Elliot Trudeau and will be attending Maxwell Heights in a few years.  Based on the evidence put out by multiple studies at the post secondary level, a Fall Break has many mental health and academic benefits.  I have spoken to friends and family who currently have children at MHSS and they sing the praises of the November Break.  My question is, what empirical quantitative evidence have you produced to justify cancelling the November Break?  I have searched the board website to find a report based on your findings and have come up empty.  For an institution who preaches the importance of well being, meaningful learning, community involvement and supporting their students and staff, I find it irresponsible for this break to be cancelled with such limited consultation with the feeder schools involved.

Question submitted by Thomas Clark:

As a parent of two students in the modified school year at Maxwell Heights, I would like to know why the positive mental health benefits of the November Break are not being acknowledged?  My son and daughter have used the November break to get caught up on school work, gotten ahead on assignments and had a chance to recharge physically and mentally that leads them to many successes finishing out semester 1.

Question submitted by Nikki Brown:

Have you had an unbiased assessment with accurate/valid /meaningful data to inform your decision on removing the November Break?  This seems contradictory to my experience at a modified school, where the break helps positively with students mental health.

Question submitted by Amy Geraldi:

The DDSB's Strategic Plan and Board Improvement and Equity Plan emphasize commitments to student and staff well-being, mental health and equity. Given these priorities — and the overwhelmingly positive feedback from staff, students, and families at our modified calendar school regarding the mental health benefits of the November break — how does the proposed removal of this break align with the Board's stated values of well-being, inclusion, and responsiveness to school community voice? Moreover, in a time where burnout and mental health concerns are increasingly prevalent in education, what data is being used to justify this change, and how are you ensuring that the voices of those most directly impacted — staff and students — are meaningfully considered in the decision-making process?

Question submitted by Lindsay Waduck:

I feel that my employer (DDSB) has put forth student mental health as an area of concern.  I feel that several professional development services that have been offered over the last few years have focused on improving student mental health.  When I "googled" why do post secondary schools in Ontario offer a fall and spring break, reasons included: to catch up on work, and a rest.  How does removing the November break improve student mental health?  By that reasoning, should every school in DDSB be on the same schedule with a November break?

Question submitted by Brent Birchard:

Regarding the November Break cancellation proposal

Given that: 

1) the school board's own November Break survey demonstrated overwhelming staff & student support for keeping the November Break, and 

2) the board's own stated policy is to value staff and student input,

If the school board is indeed ""student first,"" how can the board justify continuing to pursue a policy change to cancel this impactful program, particularly when there is no evidence of community support and when the board's own teachers in the modified schools are telling them how much the program makes a meaningful difference in our students' mental health? Where is the evidence that a November Break cancellation is better for students? Or is it just better for a few people at the school board?"

Question submitted by Michelle Munns:

This question is in regards to removing the November Break from the 3 DDSB schools who currently have this break.  Have you taken into consideration that this model (a fall break) is utilized by many post secondary institutions for mental health reasons? By using this model at the high school level we are setting students up for success at the post secondary.

Question submitted by Paul Wayling:

In both the June 3, 2024 and April 22, 2025 Board meetings there have been comments made that confuse elementary modified calendar concerns (declining enrolment, dual stream, greater cost) with the secondary modified calendar. Has clarification been provided to trustees that these concerns do not exist for secondary modified calendar schools?

Question submitted by Owen Ferguson:

Why is the school board motioning to remove the modified secondary school calendar, despite a majority vote to keep it across all demographics (staff, parents, students)? A break in first semester is just as needed as a break in second semester and there is far too many weeks between the start of the school year and December vacation. I feel a motion to have all schools run on this schedule would provide many staff and students with a proper mental reset to promote better learning.

Question 1: Submitted by Sadia Shaukat and read by Soham Vyas

As parents of young children living at Workmen's Circle and Church Street—just a short walk from the new Coughlan Public School—we are deeply disappointed that our neighborhood has been excluded from its catchment area. Instead, we have been assigned to A.G. Bell, a significantly farther school that does not provide bus transportation. This decision is placing a heavy emotional and logistical burden on families. Our children are being denied the opportunity to attend a safe, walkable school within their own community, while they watch other nearby children enter a brand-new school just steps away. The separation is not only impractical—it is deeply distressing. Parents are left to juggle demanding work schedules, long commutes, and childcare challenges without even the basic support of a local school or accessible transportation. This situation is impacting our family life, our children's sense of inclusion, and our overall well-being. We respectfully ask the Board to explain how this boundary decision aligns with principles of fairness and child well-being—and to strongly consider revisiting it with a focus on proximity, safety, and the mental health of the children and families affected.

Staff Response to Question 1:

The neighbourhood referenced has been a part of the A.G. Bell Public School permanent boundary since the school first opened. Feedback was received during the boundary review process, that we include this neighbourhood in the new school boundary. We did consider this in our review process, and though we recognize that this area is closer to the Unnamed Coughlin Public School than to A.G. Bell, it is not logistically feasible to include in the new school boundary. Unnamed Coughlin PS will be opening in September well above capacity, with a projected seven portables.

Question 2: Submitted by Anjali Joshi

My name is Anjali Joshi, and I am a parent of a student in Pringle Creek's self-contained gifted class. Most of the students in his class have multiple exceptionalities; that means, in addition to their gifted identification, they have ADHD, autism, generalized anxiety, etc. They have complex learning needs that aren't always met in the mainstream program. I have seen my son flourish in the gifted program, building social skills, confidence, and significant improvement in his mental health.

Recently, I learned that the board made significant changes to the gifted program. As of this spring, the board is limiting the number of available spots in the self-contained gifted program. Instead of looking at individual student needs and making this special education programming available to any identified student who would benefit from this program, the board decided to put a random selection process in place. I was shocked to learn that this process was implemented without any consultation with the trustees, SEAC, parents, community, students, or teachers. I reached out to the Superintendent of Inclusive Services, Andrea McAuley, about the recent changes. In our conversation, many challenges about the identification process and gifted programming were brought up. But, the fact remains that none of these challenges are resolved by capping classes and introducing a randomized selection to the placement process. These classes are funded through core education funding, not special education funding. The class size cap is 24.5, which aligns with the provincially funded class average of 25. Other than transportation costs, this program does not cost the board anything more than a regular class placement.

As a publicly funded school board, Durham DSB has the responsibility to be transparent and accountable to its stakeholders -- to make decisions that are made in consultation with trustees and the community, and decisions that are evidence-informed. However, as shared today, that has sadly not been the case. I would like to ask the board: Why was the decision to cap class sizes in the self-contained gifted program and introduce a randomized selection process made without any consultation with the trustees, SEAC, or the community?

Staff Response to Question 2:

We agree that students who have been identified, based on the Ministry of Education’s criteria with an exceptionality are entitled to support, accommodations and individualized programming to maximize their potential.

The DDSB’s Special Education Placement Program is based on the principle that most students’ learning and well-being needs can be effectively met within a regular classroom setting.  This approach aligns with the guidance provided by the Education Act and the Ontario Human Rights Commission Policy on Accessible Education. Data does not support that students in the gifted placement program have a higher rate of Multiple Exceptionalities (ME); in fact, the program has a lower percentage of representation of learners with multiple exceptionalities.

For the 2025–2026 school year, the number of gifted placement classes remains static at 36 across 6 elementary host sites. This follows multiple years of annual increases in the number of classes including 6 classes added for the current 2024-2025 school year.  As part of the Durham District School Board’s Gifted Screening process, a random selection component has been included in the fall communication to families for several years and was communicated to the Special Education Advisory Committee. This is not a fundamental change to the program as the number of placement classes is not tied to the nature of the experience within the program.

The Durham District School Board is committed to providing responsive programming for all learners who are formally identified as Intellectually Gifted.  We are reviewing and enhancing the support provided to gifted students, including those with multiple exceptionalities, both in regular classrooms and special education placements across our system.  Regular class placement in a student's own community remains the most inclusive access. The team is committed to engaging with families in the individual planning for their learner(s).  For students formally identified as intellectually gifted through the Identification Placement Review Committee (IPRC) process, supports including the Instructional Facilitator for Gifted Programming are available to collaborate with school teams to support the development of Individual Education Plans (IEPs), and to offer resources and program guidance.

Question 3: Submitted by Dylan Reynolds

My question is about the two new elementary schools. A few years back there were talks about building two new schools in the city of Pickering so I'm wondering are these two new elementary schools going to be feeder schools to both Pine Ridge and Dunbarton high school especially with one of them being over enrolled as it is currently?

Staff Response to Question 3:

Thank you for your question, Dylan. We can confirm that graduating students from the Unnamed Seaton Public School in Pickering will attend Pine Ridge Secondary School. Students graduating from the Unnamed Coughlan Public School in Ajax will attend Pickering High School if they reside in Ajax, or Pine Ridge Secondary School if they reside in Pickering.

Please note that as new schools are built and communities evolve, our Planning Department within Facilities Services regularly reviews and updates school boundaries. The information we share today may change in future years, especially as we anticipate further development in the northern Pickering area.

Question 1: Submitted by Dylan Reynolds

My question tonight is about the bus cancellations last month on February 13 2025, when the big snowstorm took place there was announcement that all schools were to be closed for the day. So, I’m just wondering did all school shift to remote learning for the day, and I am just wondering if the message came out at or after 6:00 a.m.? 

Staff Response to Question 1:

According to the "Closing of Schools Procedure," it states, “In the event that secondary schools are closed, staff will transition instruction to online learning for the day, as appropriate and as directed by the Board.” Given that the February snowstorm was a one-day event rather than a prolonged disruption, the decision was made to close both elementary and secondary schools for the day. In cases where school closures extend over multiple days, we would evaluate the feasibility of shifting secondary school instruction to a virtual environment.

The notification regarding school closures was issued at approximately 6:15 a.m., which is ahead of the 7:00 a.m. timeline specified in the procedure. While we strive to communicate as early as possible, we take the necessary time to consult with education partners, transportation services, and local authorities to ensure that the decision is as informed and appropriate as possible.

Question 1: Submitted by Dylan Reynolds

My question tonight is about the 2025-2026 school year calendars. Up until 2015 every school year, there used to be an early dismissal both on the first day of the school year, and the Friday before the Christmas or winter break, so I am just wondering why did the DDSB stop doing the early dismissals? And I'm wondering, have you guys thought about bringing back the early dismissals for the 2025-2026 school year?

Staff Response to Question 1:

Historically you are correct, we did facilitate early dismissal on the first day of school and on the last day prior to the winter break. As you mentioned, this has not been in practice for approximately 10 years at this point. Managing busing complexities to alternate dismissal times, ensuring accountability to Ministry of Education Reg 304, School Year Calendar, and providing consistency for families in accessing child care has required us to stick to standard entry and exit times throughout the year. As a result, we endeavour to stick to current practice. It is a priority for us to ensure that families are provided consistency in school bell times and minimizing any further disruption to our busing routes.

Question 1: Submitted by Dylan Reynolds

My question tonight is about cyber security back in November of 2022 there was a cyber incident, which took the entire system offline at the Durham District School Board but most recently in December of 2024 there was another cyber incident that took place several school board across Canada and The United States with the Durham District School Board, The Peel District School and the Toronto District School Board being among the ones that were impacted, how are we protecting our system from any future cyber incidents like we saw back in November of 2022 and December of 2024?

Staff Response to Question 1:

Public School Boards have become significant targets for cyber-crime, because criminal hackers and extortionists have been able to monetize crimes against school boards.  Public sector organizations in general have been behind the curve in implementing network and data security measures, because the focus of our spending has historically been on providing direct service to students. In the most recent cyber incident that you reference, relates to a third-party software provider, and more information on that can be found on our website. That being said, over the last few years, DDSB has taken significant steps to safeguard its network and data from potential threats, by implementing advanced technologies. Our deployment of end-point security software has been instrumental in detecting and preventing numerous breach attempts. Additionally, we have around-the-clock monitoring of our board's network through a managed security operations centre. As part of our commitment to digital transformation, DDSB is also adopting Microsoft Cloud Technologies to create a modern and secure network ecosystem for our staff and students.

Question 2: Submitted by Kellie A Pirie

How does the board ensure that its lesson materials, announcements, presentations, and funding initiatives related to gender identity do not inadvertently harm detransitioners or pressure students toward irreversible decisions?

Staff Response to Question 2:

Firstly, we want to clarify that the question is built on the false premise that gender transitioning is facilitated in public schools. It is not. In the DDSB, classroom programming is developed on the principle that all students will experience validation and inclusion. This principle is reinforced for students and staff by the Human Rights, Indigenous Rights and Safe and Respectful Workplace policies.  Some key strategies implemented to ensure that materials, initiatives, and programming are supportive and inclusive include promoting the use of affirming language and ensuring that all materials are reviewed for alignment with our Human Rights obligations. Because “we care about and strive to know each other”, we promote a focus on the individual needs of each student to maximize their potential and cultivate positive personal experiences in our schools and classrooms. Staff work closely with students and their families to develop personalized support plans that respect the student's identity and experiences.

Question 3: Submitted by Mike Palachik

Currently, within the DDSB, there is no permanent High Performance Athletic Program, these programs exist throughout Provincial School Boards in various forms. In Whitby, ASAD does not apply to all sports and comes with an additional cost of $5,000/yr to which the program does not track the success of their athletics postsecondary. We have been advised of the Recognition of Experiential Learning pilot program currently out of a Port Perry High School. Our daughter, entering Gr. 9 next year has no guarantee that this program will be in operation or that she will be cross-enrolled.

Lacking a HPA, we ask the following:

• How long has this pilot program been enacted?
• What is the process for challenging a denial of acceptance to this program?
• Are there plans to make this program permanent across the DDSB?

Staff Response to Question 3:

DDSB is a large school district with many students who are pursuing specialized opportunities like performing arts, athletics, student exchanges and study abroad requiring a flexible approach to learning and credit attainment for achieving an Ontario Secondary School Diploma.

While some students may be pursuing an atypical path to graduation, we endeavor to keep students in their home communities as they pursue their passions, interests or pathways outside of school.  To achieve this, we work hard to ensure that students are provided with flexibility to meet their individual program needs.  School teams may work with the student and families to provide personalized timetabling, flexible attendance expectations to suit training and competition schedules, access to e-learning and summer programming, and pre-arranged assignment completion accommodations. Structures like RELC (Recognition of Experiential Learning), PLAR (Prior Learning, Assessment and Recognition), are also examples of opportunities that schools can utilize to work with these students. Any high school student competing or performing in high performance sports, the arts or other field that requires them to be away from school from time-to-time or requires that they look at how they could access school differently should reach out to their school guidance counsellor to explore their options and develop a workable path forward.

Question 1: Submitted by Dylan Reynolds

My question tonight is about the bell times for the 2025-2026 school year. Usually around January 15 of each year we usually start to know what the bell times would look like for the following school year. The last time there were a change of bell times was in 2022 following the 10:00 am to 4:00 pm bell times at secondary schools. If there are any bell time changes for the upcoming school year, would Pine Ridge Secondary School see their bell times shift 10 minutes later, which would place it at 8:10 am? Which was the start time during September of 2020 which was the covid school year when special education students were accessing a full day of in person learning, and before that during the 2017-2018 school year, the 2018-2019 school year, and the 2019-2020 school year. 

Staff Response to Question 1:

There may be specific areas within the district that see minor changes next year to accommodate the current boundary review processes taking place for the two new schools opening in September as well as for any growth boundaries. There are currently no plans for a broad bell-time review for next school year, but we will confirm that with DSTS over the coming weeks.

Question 2: Submitted by Karthik Tandri

Recently Transgender awareness week was celebrated by hoisting flags in schools and teaching kids about other kids who might be different from the rest. While I 100% agree its about inclusion and there shouldn't be any form of discrimination against anyone, would like to understand why is the DDSB curriculum instead of promoting a holistic inclusive culture, push the inclusivity, well being and awareness of certain individual groups more than that of others especially at Grade1 and Grade 2 levels?

Staff Response to Question 2:

Our teaching and learning practices align with the expectations within the Ontario curriculum. We provide learning opportunities throughout the year to raise awareness of the identities and experiences of the diverse communities the DDSB serves and employs. In early years/grades, teaching children about diverse identities includes learning about differences and emphasizes themes of kindness and treating one another with dignity and respect.

The DDSB recognized Transgender Awareness Week from November 13 to 19. This was an important opportunity for students of all ages to learn more about the experiences of transgender and gender diverse people and communities. On Transgender Day of Remembrance (November 20), we raised a flag to honour victims of transphobic violence.  

It is important to note that throughout the year, we recognize several dates, weeks, and months of significance for many identities and communities. Our website gives more information about the dates we recognize.

Question 3: Submitted by Jessica Street

The Durham District School Board employs ten Superintendents of Equitable Education, each earning an annual salary of $194,000, for a total of $1,940,000 annually. Given this significant financial investment, alongside ongoing concerns about test scores, student outcomes, vandalism, and bullying—which suggest these programs may not be yielding the desired results—and the fact that many industries are now stepping away from DEI initiatives due to questions about their effectiveness, will the board reevaluate its priorities and redirect resources toward evidence-based strategies that directly improve academic performance, student safety, and overall well-being?

Staff Response to Question 3:

Each Superintendent of Equitable Education shares a job title that reflects DDSB’s commitment to safe, inclusive, identity-affirming environments where students can thrive. In addition to that commitment, each of our Superintendents have a wide breadth of responsibilities that include providing direct supports to schools, approving educational programs, leading operational departments like positive school climates, anti-oppression and equity, Indigenous Education, Family and Community Engagement, Inclusive Education, and managing resources in alignment with the Education Act and Ministry guidelines. Each Superintendent of Equitable Education oversees a family of 18 to 22 schools that include both elementary and secondary schools and staff.

The three priorities of our multi-year strategic plan encompass the areas of focus you reference:

• Learning
• Well-being
• Connected communities

These priorities were developed based on Ministry Guidelines, and in consultation with families, students, and staff.  More detail on the multi-year strategic plan can be found on the DDSB website. All senior staff oversee and advance the commitments of the Multiyear Strategic Plan and our team employs evidence-based strategies to support each of these areas.

Question 4: Submitted by Linda Stone

My question is around block budgets. Every year hundreds of teachers use their own, out of pocket, money for classroom school supplies because they do not receive enough funds from their principal. While some might receive upwards of $500 other teachers might receive as little as $100. This is clearly inequitable for students and teachers.  DDSB via its charity asks for school supply donations even though the DDSB has a 1.2 billion dollar budget. When it comes to something as important as classroom supplies the funding is not there. Please explain how block budgets work, why there isn't the funding for classroom/student supplies and why every year teachers are short changed and have to use their own money for supplies?

Staff Response to Question 4:

All DDSB schools receive a budget allocation to support individual school operations.  Factors that are considered when allocating the budget include the number of students, the different types of programming available to students, and the socio-economic indicators within the school’s boundary.

School Administrators have flexibility when determining how best to allocate their budget to support the unique needs of their schools.  Administrators ensure adequate supplies are available to support curriculum delivery, but we recognize that many teachers do supplement classroom supplies of their own accord.  Many families also choose to send their children with their own supplies, and back to school shopping has been a ritual enjoyed by a number of generations.

Unfortunately, the reality is that many families are not able to afford to send their children with school supplies, or with lunch, or with seasonally appropriate clothes.

Ignite Durham Learning Foundation is a charitable organization that supports DDSB students and families exclusively.  IDLF serves to remove financial barriers to create equitable opportunities that empower Durham District School Board students to achieve academic and personal success.  

IDLF works directly with school staff to support students who face financial barriers to success, and reducing poverty related stress by providing essentials that include:

• Food 
• Boots, shoes and clothing
• School supplies
• Funding for participation in community clubs or team
• Bus passes

These supports are relied on and appreciated by many, and serve to strengthen our community.

Question 5: Submitted by Jessica Wilkins

Why has the Durham District School Board failed to establish an ad hoc committee to review inappropriate books in school libraries, despite a year and a half passing since trustees expressed their concerns over materials they deemed erotica?

Staff Response to Question 5:

Requests to review learning resources from a DDSB parent/guardian, student or staff member are considered when the use of the materials may have an adverse discriminatory effect/impact or cause discriminatory harm under the Indigenous Education Policy and/or Human Rights Policy.  The expectation is that issues should be resolved, where possible, at the school level.

If the person objecting is not satisfied with the results of the informal resolution process, they may submit a Formal Request for Reconsideration of a resource. A Learning Resource Committee is then formed. The committee consists of representatives of Students, Parents, Teachers, Teacher-Librarians, Administrators and Trustees. The committee is empowered to meet to review any texts for which concerns are raised to the Board and to formulate a response to concerns raised as to the use of these resources in DDSB schools.

Last year we formed two Learning Resource Reconsideration Committees to review and respond to two different formal reconsideration requests.  The Learning Resource Reconsideration Committee reviewed the challenged resources in accordance with the terms of the Learning Resource Selection Policy, responded in writing to the formal request and provided a written report of a decision as to the use of the learning resource to the Director of Education.

Question 6: Submitted by Kellie Lynn Pirie

Does the Durham District School Board plan to reassess its approach to teaching gender identity by incorporating the perspectives and experiences of detransitioners in educational materials, presentations, announcements, and programs such as Gay-Straight Alliances (GSAs)?

Staff Response to Question 6:

The DDSB’s approach aligns with and is informed by laws and Ministry of Education curriculum requirements and resources. 

We regularly review our teaching and learning practices, materials, and programs to ensure that they reflect current requirements and support educational goals. 

One of these goals is to provide inclusive education in safe environments that:

• Are free from all forms of discrimination; 
• Foster empathy and understanding of each others’ unique experiences, and in a way that does not stigmatize or marginalize any individuals or groups, misrepresent or diminish their experiences, or reinforce inaccurate stereotypes and narratives; and 
• Emphasize treating each other with dignity and respect.

Question 7: Submitted by Janice Strasbourg

Given the Durham District School Board's recent actions, including the removal of public access to books, delays in forming a committee to review inappropriate materials, eliminating supplemental questions during question periods, restricting parental attendance at public meetings (including the introduction of illegal ID requirements), spending taxpayer money on police presence, limiting in-person attendance, vilifying concerned parents through official communications, and the ongoing attempts to remove the public question period entirely—how does the Board justify these measures as promoting transparency, accountability, and parental engagement in the education system, as outlined in your stated commitments?

Staff Response to Question 7:

Durham District School Board is committed to safe and inclusive spaces. That includes knowing who is in our buildings and reinforcing expectations of appropriate decorum at public meetings.

Public attendance is welcome at board meetings.  Additionally, there are a wide variety of ways that parents and caregivers can engage, including: 

• Families can participate in or access: 
  • Their student’s classroom educators, administrators, and school support teams
  • They can attend and participate in School Community Council Meetings
  • They can connect with Family of Schools Superintendents, whose names are listed on school websites
  • Families and members of the community can participate in or access: 
• Feedback opportunities including surveys and thought exchanges on various topics as they arise throughout the year.
• They can participate with board established and statutory Advisory Committees including the Special Education Advisory Committee (SEAC), the Parent Involvement Committee (PIC), Anti-Black Racism Advisory Committee and Human Rights Advisory Committee.
• Members of the public can make presentations at the board’s Standing Committee meetings.
• The public can also raise any issues of concern with their local Trustee.
• The public is also welcome to connect with DDSB via social media or our general inquiries e-mail box.

Question 1: Submitted by Dylan Reynolds

My question tonight is about the school bus cancellations due to inclement weather. In the winter of 2022-2023 there were a lot of bus cancellations but in the winter of 2023-2024 there were almost no bus cancellations at all. The upcoming winter of 2024-2025 is expected to be the snowiest and the coldest winter since 2014-2015 so are we prepared for another round of bus cancellations for the winter of 2024-2025?

Staff Response to Question 1:

Though we are hopeful that the weather will cooperate, we are prepared for bus cancellations due to inclement weather for the coming winter. For information, we have seen fewer bus cancellations for snow accumulation in recent years, and more cancellations due to freezing rain and ice-covered roads, which are conditions that are more difficult to predict.

Question 2: Submitted by Ken Sandiford

My question is to ask if the next version of the DDSB 911 emergency resource can have a section on missing students. I hope it could be updated soon, and to the effect of as soon as it is noted a student has gone missing from school property call 911, for additional resources.

Staff Response to Question 2:

The 911 Emergency Resource is provided to assist principals/administrators with an initial response to an emergency that is an impending threat to life, health or property. It provides immediate actions to take including assessing the situation and notifying 911. The 911 Emergency Resource is updated on a regular basis and is currently being revised. We appreciate the suggestion to include a missing student as part of this resource and agree to include it as part of our next revision.

Question 3: Submitted by Linda Stone

If teacher resources for reading levels BAS, and language LLI are being removed, why and what will they be replaced with? 

Staff Response to Question 3:

The Ontario Language curriculum was updated in June 2023 to reflect the recommendations from the Right to Read inquiry, ensuring alignment with evidence-based approaches.

As a result, we are transitioning away from traditional use of BAS and LLI. However, some educators may still choose to use these resources as supplementary tools to support comprehension in Grades 4-8, and some of the texts may continue to be used for independent reading and in subject-specific contexts.

Moving forward, we are adopting resources that support evidence-based approaches to teaching reading, such as: Acadience Reading, Decodable Texts, Classroom-Based Resources, and Intervention Supports.

This shift ensures that all students receive instruction grounded in proven, research-based methods, setting them up for long-term reading success.

Question 1: Submitted by Dylan Reynolds

My question tonight is about the increasing enrollment at Dunbarton High School in Pickering. Back in June of this year there was a report that came out showing the increasing enrollment throughout the school board, but at Dunbarton High School, it states in the report that by October of 2028 it is projected to be around 2,141 students which is doubled from the 1,500 students, at the same time last year in 2023, so is there a possibility there will be a boundary review at Dunbarton High School in a couple of years from now, and are you considering moving some students to Pine Ridge Secondary School which is also in Pickering? 

Staff Response to Question 1:

Dunbarton HS has a Ministry Rated Capacity of 1,801 students and for several years now has operated below 100% utilization. With a current enrolment of 1,705 students (September 2024 actuals), the school is expected to approach 100% utilization toward the end of this year. While the projected growth to 2028 indicates an additional 300+ students, this will initially be accommodated through efficient programming of existing space and then the addition of portables if required. There is currently not a plan for a boundary review with Pine Ridge SS. Although Pine Ridge is not operating at 100% capacity, continued growth in the north of Pickering will bring students to both schools until such time that a new secondary school can be funded in the Seaton area of Pickering. There are two secondary school sites reserved for DDSB in the Seaton development plans. 

Question 2: Submitted by Noah Edwards

How is DDSB ensuring students feel safe using their school washrooms?  

Staff Response to Question 2:

This year we have established a district wide Code of Conduct due to changes in PPM 128, which outlines behavioural expectations for anyone who enters our schools. This has been highlighted in our communications, in our system messages to parents and through signage posted in each of our schools in very visible ways. Items such as the use of personal mobile devices as well as progressive discipline and the connections to Positive School Climates and safety are thread throughout the documents and in this signage, providing expectations for a safe and welcoming environment in all our learning spaces. Through an ongoing focus on creating a positive school climate, staff in our schools work to provide a consistent presence in our hallways and spaces, to provide supervision for students throughout the school day, as well as to implement strategies such as sign in/out logs for washroom visits.

Through developing connections and relationships with students, we are working to ensure that if students encounter any challenges in their schools including within washrooms etc., that they are comfortable in seeking assistance from a staff member to help as needed. Data provided to schools through the school climate survey is often used as a starting point to drive discussion about spaces in the school that may require more attention and supervision; and through ongoing commitments to gathering student voice, school teams are actively working to ensure they understand how students experience different spaces in schools on a day-to-day basis. 

Question 1: Submitted by Dylan Reynolds

My question tonight is about the cellphone and social media ban. Back in 2019 the Ontario government banned the use of cellphones in Ontario classrooms, but since then in April 2024, the Ontario government recently announced some new restrictions to the cell phone ban and social media accounts, and I'm wondering how will it impacts school operations, and how would it be enforced?

Staff Response to Question 1:

On April 28, the Province revised Policy/Program Memorandum 128, strengthening restrictions on the use of personal mobile devices in schools, such that everyone in a school community must not use personal mobile devices during instructional time except under specific circumstances, including when directed by an educator for educational purposes, for health and medical reasons or to supports special education needs.

The revised PPM will require students in Grades 7 to 12 to keep their personal mobile devices out of view and on silent or turned off during instructional time and students in Grades 6 and below will be required to keep personal mobile devices out of view and on silent or turned off throughout the entire school day, subject to the exceptions mentioned.

Communication will be forthcoming to families when we begin the 2024/2025 school year.

Regarding the new requirement to restrict access to all social media platforms on school networks and school devices, staff is currently consulting with internal departments and Ministry personnel to support the development of district guidelines.

A staff prepared memo is included in the agenda for tonight outlining in greater detail PPM 128 requirements, DDSB’s current practices and next steps.

Question 1: Submitted by Dylan Reynolds

My question tonight is about the high enrollment at Valley Farm Public School in Pickering, Ontario. From 2012 to 2024 Valley Farm's enrollment went from about 200 to 300 students, to 600 students in 2024, so I'm wondering what is driving the high enrollment growth at Valley Farm Public School, and when will a new elementary school be built in the Brock Road and 3rd concession area in Pickering Ontario or a boundary review to take place at Valley farm Public School?

Staff Response to Question 1:

Valley Farm enrolment is currently sitting at around 800 students. It is a holding school for many students who will be attending the new Unnamed Coughlan Public School, scheduled to open September, 2025 at Stannardville Drive and Hurst Drive in Ajax.  This new school opening is projected to reduce the number of students to around 560.  Additionally, we are currently in the process of constructing Unnamed Pickering Seaton Elementary, near Burkholder Drive and Azalea Avenue, scheduled to open September, 2026.

Though we do forecast additional growth in North Pickering and additional need for new schools, we have no timeline for when future schools may be approved, built and opened.

Question 1: Submitted by Dylan Reynolds

My question tonight is about the password reset both in March of 2023 and September of 2023 and in March of 2024, our passwords had to be reset which caused a lot of students to be locked out their Chromebooks. I'm just wondering should our passwords be reset for students once a year instead of twice a year? 

Staff Response to Question 1:

Passwords and password management are an important component of our overall Information Technology security strategy. From that perspective, regular password resets will continue to be required.  That being said, the Information Technology department extends its apologies for any disruptions encountered by students due to the recent password reset. We encountered an issue with a Microsoft service used in our password reset process that resulted in delays and some malfunctioning.

Should you have any ongoing concerns or wish to discuss issues you encountered while resetting your password, please communicate that with your teacher, who can contact the IT department. 

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.

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.

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. 

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.

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.

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)

Staff Response to Question 3:

Question 4: Submitted by Tim Morgan (to be read by staff)

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.

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.